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It is generally considered by those best qualified to give an opinion that it would be unwise, and indeed impracticable, to control such diversity of teaching as arises naturally from freedom and individuality of character in a master, and such adaptation of method to the circumstances and idiosyncrasies of those under tuition as may appear best in individual cases. It is considered, however, that general uniformity of system is desirable, so far as it can be obtained indirectly without arbitrary interference on the part of those in authority. A general uniformity of books in use and of method in arranging a school, is obviously advantageous in the case of children being changed from one school to another. Such changes are necessarily frequent in the varying circumstances of a new country, and a child takes his place in a new school, where the same books and the same arrangement of classes are in use, without his progress being interrupted by the change, and at the same time the master has less difficulty in assigning him his proper place in the school.

A further advantage is gained from a general uniformity of system of books in the matter of inspection. Under such circumstances the Inspector of Schools is able more readily to form a comparative estimate of the schools under his inspection.

These remarks must not be understood to contemplate more than a general uniformity in outline of system. The details must vary more or less in each individual case, and in the judicious regulation of this variety will consist the teaching power of the master or mistress of a school.

The Commission consider that such uniformity would be promoted indirectly by providing a supply of books such as are most generally approved and used in the best elementary schools. A number of such books may be obtained at a cheap wholesale rate, and sold again for the use of the schools in the province at such a rate as to cover the expenses actually incurred.

The Commission found in the course of their enquiries, that there had hitherto been considerable difficulty in obtaining books and appliances at reasonable prices, and that the efficiency of many of the schools in the province had consequently been much impaired. In accordance with a recommendation forwarded by them to the Government a supply of books has been sent for from England, with a view of remedying this difficulty. The selection of these books was made with the advice of the Inspector of Schools, and they comprise the series of the Irish National School Books and other books of a similar character, which met with general acceptance.

The cheapness and accessibility of these books will bring them into general use in the different schools, and obviate much difficulty that has arisen. Up to the present time the impossibility of obtaining a proper supply of books has led to many irregularities. In some schools the Commission found children learning to read from books far beyond their comprehension, from the inability of the teachers to supply books suited to their requirements, while in some schools different books are in use in the same class. The supply obtained will require to be replenished from time to time, and to have additions made to it of such new books as may introduce modern improvements in the style and matter of teaching.

IX.—PASTORAL AND OUTLYING DISTRICTS.

The claims of the pastoral and outlying districts for assistance from the Government require especial consideration, as their case is one which presents peculiar difficulties. The unequal distribution of these districts and the variety of circumstances which characterises the different localities, renders it impossible to suggest any uniform plan which would be generally applicable to meet their wants.

It is manifest that whatever measures be adopted the outlay of funds must be considerable, and the results obtained will appear disproportionate to the expenditure.

In forming an estimate however of these results account must be taken not so much of the numbers educated compared with the funds expended, as of the special exigencies of the case and of the measure of good or evil which accrues according as individuals receive or lose the benefits of education—consequences not the less important because they cannot be gauged by any accurate calculations. It is not only the well-being of a few individuals at the present time which must be considered, but the extent to which the character of the future population of the country will be affected.

It is worthy of remark, moreover, that people in outlying districts require more direct education, as they are out of the reach of the indirect influences of association with their fellows, and are removed from a sphere where intellectual activity has an involuntary growth and a degree of education is a necessary condition of success in life.

The outlying population is of three classes:—

1st. There is a scattered agricultural population spread over a large extent of country in the neighbourhood of Christchurch and other towns, a considerable portion of which is not within such a distance of those towns as to be able to avail themselves of the schools already established. Many of these districts, however, are rapidly acquiring a population which will maintain a school. Townships are being laid out, and schools have in some instances been established. Such are the Lincoln Road, Upper Heathcote, Woodend, Harewood Road, and Wairapa Schools. In other instances, as those of Leithfield, Ashley, the Waterholes, and the Halswell, the establishment of new schools is contemplated. The difficulty of providing for education in these districts is for the most part only of a temporary character, and will be remedied by the rapid increase of the number of settlers and the formation of centres of population.

2nd. There are also small groups of people brought together by special circumstances in particular localities.