The school-room, 42 x 20, is lofty, airy, lined with boards, and sufficiently warmed and lighted. The windows are on both sides and at one end, but sufficiently high in the walls, and not injurious to the sight.

The premises are enclosed by a good fence, and are in a satisfactory condition as to drainage and other matters.

There is a liberal supply of good school furniture, fittings, globes, maps and apparatus. The children purchase at moderate prices, text-books for their own use, and are kept well supplied with them.

The school is conducted by a Head Master and an Assistant. It comprises ninety children of both sexes. They are divided into seven classes, with a liability to a different classification according to excellence or deficiency in particular subjects.

The average is a fair approximation to the total attendance; it being, as I am informed, above 75, the number present on the days of examination. This is better, as a comparative average, than that of the Ordinary Schools generally; but below that of other Superior Schools.

Out of the 75 scholars present, 29 were girls. The girls occupy the back desks, the boys the front ones, all facing the Masters.

No disadvantage has hitherto resulted from this mixed character of the school; on the contrary, mutual benefit results to both classes of children. It is not easy to prove how much the different characters may have benefited by a reciprocity of counteracting influences; but it is quite patent that, in this school, the girls make better progress than when taught in separate schools by a mistress; and the progress of the boys is not hindered by them.

As to the attainments of the school, the pupils have a fair general knowledge of the Bible and of ordinary secular subjects. In addition to this, a few boys are commencing higher subjects, with some view of competing in future scholarship examinations. But the teachers decline to teach higher subjects to pupils who are not likely to remain long enough in school to make any considerable progress in them. And there seems to be a greater demand for a practical and commercial course of instruction for the children attending this school.

The Latin of the three boys learning it is at present limited to the First Declension and exercises upon it. I think that “Henry’s First Latin Book” would ensure a sounder grounding in the rudiments, and with a less cumbrous course than the book in use.

Two girls are construing French Fables, but are not well grounded in the Grammar. One of these girls, Margaret Reston, has acquired a good idea of the pronunciation; the other is less proficient in it.

One boy is in the first book of Euclid, and as far as Division in Algebra.

The Reading and Spelling of the several classes throughout the school evince careful teaching; these subjects afford, as they should, a result superior to that of the generality of “Ordinary” Schools; but do not quite equal my expectation. I have no doubt that, if more accustomed to inspection, a greater number of children in the junior classes would obtain good marks for intelligence, expression, and correct punctuation in Reading.

The highest class, consisting of six boys and six girls, of ages from eleven to fourteen, read and spelled remarkably well; the girls excelling both as to intelligence and expression in Reading, and as to accuracy in Spelling—the reading of Margaret Reston being especially commendable, and also the accuracy of Mary Stout and Agnes Grubb in Spelling.

The Writing is carefully taught, and the copybooks are remarkably neat.

The Arithmetic comprises some knowledge of the higher and commercial rules by the first class, together with a fair average of accuracy throughout the school, up to the Compound Rules and Reduction. In this subject John Pope, senior, was remarkably proficient and expert; Margaret Reston, Agnes Grubb, and Roger Tucker also merited high commendation.

The History of the British Empire (Collier’s) is read by the highest class with a tolerably satisfactory result, although they have not yet acquired a comprehensive knowledge of the subject. None of the more advanced pupils were able to write an exercise on either “The Feudal System—its introduction, influence, and decay in England,” or on “The Origin and Growth of Parliamentary Power;” but several wrote creditable accounts of the Reformation, great Rebellion,