104

The following inside dimensions are given as appropriate for—

The benches and desks should be so constructed as to admit of being readily removed; but not so as to be pushed out of their places by accident.

These directions, which I have much abbreviated, are remaining only what appeared absolutely essential, are accompanied by plans, sections, modes of ventilation and warming, measurements of desks and benches, &c.; which can only be thoroughly understood by referring to the diagrams attached; copies of which the board can easily furnish where required.

With reference to the subjoined returns, a few observations are required. The number of boys and girls continues nearly early; but the total number shows a gradual increase in each quarter; being for the four quarters of the last year, respectively, 850, 953, 970, 998. From the return of school-days, it will be seen they vary from 47 to 67. In England, four weeks in the year are allowed for holidays; and the schools are open six days in the week. Here in some schools the Saturday holiday is thought a sufficient equivalent, whilst in others the usual vacations are given, varying altogether in length from two to four weeks. A greater uniformity in this respect is desirable; and at least once in the year a longer interval of rest than usual tends to increase the efficiency of the master when he resumes his duties. The daily attendance in the different schools varies considerably. Taken by itself, it shows the number receiving daily instruction; compared with the total number on the books, it assists in testing the efficiency of the school, or the educational state of the neighbourhood. It enables us to divide our schools into three classes: in the first, the two town schools, which have more than 100 children in daily attendance; in the second, nine schools, with a daily number of between 20 and 30; in the third class, eleven schools, with an attendance ranging from 10 to 20.

The comparative average enables us to compare the attendance at the different schools, irrespective of numbers. The Government grant in England is regulated by the number of children in regular attendance. The lowest attendance recognized is four days per week for 48 weeks, with an allowance of 16 days for sickness and bad weather, or 176 days in the year. This, reduced to our own standard, gives a minimum attendance of about 60 days in one hundred. It will be seen that half of our schools are above this average, some considerably so, and the result is highly satisfactory. A second class range from 50 to 60. Some of these show a slight falling off, others are stationary, and others again are decidedly improving. In the third class, where the average falls below 50, and in proportion to the falling off, there is manifestly room for enquiry, alteration, and improvement. In some instances the returns from which these tables are compiled have been transmitted rather irregularly, but with this explanation of their real bearing and uses, they may be expected to be more punctually forwarded in future.

In the return, No. 2, showing the stages of the children and the instruction given, it is observable how large a number are, from their age and want of previous opportunities, receiving instruction of the most elementary character only. This is the part of the masters' duties which requires more patience and faith in the future results of his labours than any other; yet, it is only by laying his foundation well and surely here, that he can hope for any real results afterwards. If the child is accustomed from the first to connect pleasant ideas with his work, and, from thoroughly understanding and mastering each successive step, to take an interest in all he does, the so-called drudgery of teaching is soon at an end, and the master becomes more and more his fellow student and helper. As a general rule, throughout the schools the reading lessons are fairly explained and well understood. The practice of mental arithmetic has in some schools been well followed up. The readiness and accuracy it confers in performing all the usual operations of arithmetic wherever it has been thoroughly introduced, are very striking; as are also its beneficial effects upon the general character of the school. In this respect, the Nelson boys' school is particularly distinguished. In some schools, however, its use is little more than nominal; and the difficulty the children find in adding together two simple figures, or taking one number from another, is a proof that sufficient attention has not been given to this point. The use of dictation is also spreading. Beginning with single words, and gradually going on to simple sentences and extracts, and even to writing out the substance of the reading lesson of the day, the children from the first take much interest in it. It at the same time improves their writing, their spelling, and their power of expressing themselves. It tests their recollection of what they have read, it increases their attention whilst reading; and whilst it thus fixes facts upon their memory, gives a ready command of words.