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As stated in the commencement of this report, the schools generally are well supplied with fittings, apparatus and books; and there is an evident desire, among the local committees, to provide whatever is essential to the efficiency of the schools and the welfare of the children. But the convenience and usefulness are in many instances lessened by the introduction of materials required for secondary uses of the school-room; and also by a different arrangement of the desks and benches for such uses. In Chapel Schools the rooms are liable to be upset two or three times every week for services, meetings, and Bible-classes, which, however profitable in themselves, nevertheless interfere with the use of the rooms for school purposes; for either much time is lost in re-arrangement, or the proper arrangement is sacrificed to one more adapted to other uses. Such schools seldom gain much by enlargement; for that is immediately followed by a proportionate addition of unwieldy benches, or of other church furniture unavailable for school uses. School-rooms are also liable to be used as reading-rooms, mechanics’ institutes, drill-sheds, and for theatricals and concerts; for any of which purposes additional furniture and appliances are sometimes introduced. All such uses lessen the legitimate benefit of the school-room, although this loss may be compensated by other advantages.

A model school in each of the large towns of the province is still a desideratum. It is difficult to instance in either Christchurch, Lyttelton, or other towns, a school exemplifying the experience of the Royal Commission on Education as to school-organization.

With fewer drawbacks than the rest, and with an organization and classification of a more permanent and less shifty character, the Christchurch Wesleyan School, perhaps, more nearly approximates to this standard. It is certainly the one in which, in addition to the liberality of its friends, the energy of successive teachers has helped to make it a good example of a school well stocked with apparatus, maps, diagrams and charts. But the newer schools, in country Educational Districts, mostly afford the best examples of good internal arrangements, and of a liberal supply of suitable requisites at the cost of the residents.

A few old schools still suffer from the use of ill-contrived and awkward desks. The new desk is preferable—i.e., a desk of the dimensions required by the Board, with the addition of an open book-board underneath, and with slits at the back through which to pass each slate, letting one end rest on the book-board below, the top of each slate projecting so as to be drawn out at once when wanted. This plan economises time otherwise lost in collecting and distributing slates.

In some schools too much space is occupied by a large table, at which the master sits while the class standing or lounging around screen the rest of the pupils from view. A small table or teacher’s high desk is sufficient; but none at all is almost preferable, for an energetic teacher’s place is on his legs, and from class to class, about the room.

Book-shelves and cupboards are a valuable addition to the fittings of a good school-room; they help to supply the teacher with a place for everything, and thence to keep everything in its place.

With few exceptions, every school has a clock, the necessity of which is obvious to every teacher who understands his work, and desires to fulfil it with fidelity and punctuality.

A fender is an essential to every school-room. Most schools have at least such an one as will keep ashes and embers from falling out and rolling on the floor. In addition to this, a bar of bent iron, resting about two feet above the ground in front of the fire, would help to prevent the chance of children, left in school during dinner time, burning their clothing.

A stove is, perhaps, the best means of warming a school-room, except that it renders the air too dry; but that may be remedied by allowing a little water to evaporate from a vessel placed near the heat of the stove.