2

Other Studies.

Geography and Use of the Maps, Grammar, History, English Composition, Geometry, Book-keeping, Drawing and Mapping, and also Sewing and Needle-work Plain and Ornamental, are more or less taught; the first four in nearly all the Schools. A large number of the Scholars are now well acquainted with Geography and the Maps; and not a few have a very fair knowledge of Grammar. Geometry, Book-keeping, Drawing and Mapping, are taught in the Town Boys’ Schools; and Algebra and Latin are also among the duties of the senior class in the Napier Boys’ Trust School. English Composition, in short Essays on simple subjects and in Letters, is now generally attended to by the older Scholars in the larger Schools. The art of Sewing and Needlework both plain and ornamental, is also commonly taught in the afternoons to the girls.

Inspection.

During the year I have visited all the Government-aided Schools in the Province (save the small one at Petane),—many of them twice, or oftener; and should have seen still more of them but for illness (caught in visiting) in the spring,—which laid me up for six weeks. More days have been occupied this year in travelling and Inspecting Schools than in any former year.

Of School Prizes.

Under this head I would just observe, that I am sure both Scholars and Teachers are thankful to the Provincial Council for its liberal grant of a few pounds for this purpose,—which has been advantageously used. Not a small amount of diligence and improvement on the part of the Scholars is to be fairly ascribed to this. Several Special Prizes have also been awarded to Scholars for Essays, and for working long and complicated Sums, which will be found more particularly noted under their respective Schools.

Conclusion.

It will be seen from the Tables, that an increase to nearly all the Schools has been made during the year; notwithstanding several of the elder Scholars—both male and female—who were at many, if not all, of the Schools at the commencement of the year, have left School to enter on active life.

In nearly all the Schools there is much greater activity and diligence exhibited among the Scholars in applying themselves to learning than there was formerly, and where such is not the case it is mainly the fault of the Parents, or Teachers, or both.

Indeed, my conviction is, (as I stated 3 years ago in my Report,)—“that the Scholars are, on the whole, far in advance of a similar number of children in the Old Country (taken promiscuously) in capacity and in desire of learning.”

During the Year a few poor children of both sexes have been admitted into some of the Town and Country Schools free, on an Inspector’s Order,—but in no case without previous strict enquiry as to the ability of their parents, &c. Notwithstanding, I regret to say, there are still several children both in Town and Country who are growing up without Scholastic Education,—mainly owing to the thoughtlessness of their parents.

For my own part, now that the Provincial system of Government is abolished, I heartily wish that the Colonial Government will shortly establish a suitable liberal and comprehensive plan of general Education. One, by which Education shall be for all alike,—both guaranteed and civil, or, in other words, Compulsory and Secular; such a system once well begun,—in good and ample School-houses and with first-class trained Teachers,—would soon become established, grow more and more necessary and natural and be heartily welcomed, and yield in due season an abundant crop of fruit!

No doubt the time will arrive when every Public School in this Colony will not only have its trained Teacher, but when all the Teachers will act upon one improved system of teaching. But, while I say this, I must be clearly understood to mean, that a trained Teacher, as such, is only the more valuable to his School and to the Public, when he has also the especial natural qualifications of a Teacher in him,—which no mere training can possibly impart; otherwise the untrained though educated man, possessing the aptness the mind and the heart which enables him to love his work in its entirety, and which peculiarly fits him for the office of teaching, will prove the better qualified and most useful man; such-an-one will be sure to gain the hearts of his pupils, and the corresponding advantages will be great and solid, and though not so showy will be seen.

I have the honour to be

Sir,

Your most obedient Servant,

WILLIAM COLENSO,

Inspector of Schools.

To His Honor the Superintendent of Hawke’s Bay