71

were drawn up, or the special purpose which
the construction they recommend was intended
to serve.

Still, in spite of some defects, the Nelson
Province has now almost a sufficient number
of good and substantial school-houses very
fairly adapted to the purposes of education;
and in the course of another year, will,
as I have reason to expect, be equally
well provided with dwellings for the
masters. I also called attention to the
great differences which prevailed as to the
masters' holidays. No attempt has been made
as yet, to introduce greater uniformity in this
respect; and I would suggest therefore that a
fortnight in each half-year, or one week in each
Quarter, might be thus set apart, whilst the
attendance of five days per week, during the
other twelve weeks, would give a quarterly
average of sixty days' tuition. Some schools
on the average of the year at present exceed,
whilst others fall short of this number. I also
pointed out the manner in which the returns
enabled the committees more closely and ac-
curately to watch and control the practical
working of the schools under their care; the
duty of inspection on my part, in no way
superseding or interfering with the superintend-
ence they are bound to exercise. I likewise
offered some remarks on those parts of the
school teaching which seemed to need increased
attention.

In the report of 1859, I took the various
branches of learning in the order in which
they appear on the returns, remarking upon
each; and I now purpose, without again going
over the same ground, to point out the differ-
ences and changes which have occurred, under
each head.

I had last year to regret that the Census
Returns did not furnish me with the means of
making an accurate estimate of the state of
education in each district; this year, the Go-
vernment statistics of 1859, afford no informa-
tion whatever of this kind; the means of
making such a comparison were therefore
wanting altogether; although I would gladly
have pursued the inquiry, as I had reason to
believe that the results I then noted, were use-
ful in calling attention to the subject, with a
view to improvement.

It will be perceived, that the total number
of children attending the schools, has only
slightly increased; justifying the belief ex-
pressed in my last report, that it had reached
its normal proportion to the population;
but the average attendance went on improving
until, in the December quarter, it reached 63
per cent.; having gradually and steadily risen
during the two previous years. Since that
time, it has again declined, and fell in the June
quarter to 59. To this, however, I do not
attach so much importance, as the unusually
wet season sufficiently explains it; and the
late prevalence of influenza may be expected
similarly to affect our next returns. It is,
however, in the power of the Local Committees
to assist education very materially, by seeking
for the causes which produce such striking dif-
ferences as the returns still continue to show;
and which are still much greater than can be
fairly attributed to the varying circumstances
of the localities; although these must always be
taken into account. I would also direct their
attention to return No. 2, giving an account of
the educational state of each school: the con-
trast in this respect is also marked; although
some allowance must be made for the different
standards of excellence which masters fix for
themselves; which leads some to place in their
first class the scholars whom others would
decidedly only consider entitled to the second.
The specimens of writing which I have re-
ceived, and submitted to the Board, fully bear
out this view; and the test thus applied is ca-
pable of a more extended application.

A copy of the annual return forwarded to
me, is kept in each school for reference; the
difference being, that my abstract, compiled
from the whole of these, gives the numerical
comparison between the schools; whilst the
returns themselves give the master's opinion
as to the progress of each child in the school.
The materials are thus always accessible, for
testing both the positive requirements of the
children, and the progress they have made
within the year. It will be observed that they
are divided into four classes; those under six
years of age, those from six to nine, and from
nine to twelve, whilst the last class contains
all those above twelve. For our present pur-
pose, the two last classes may be looked upon
as one; they will then correspond to the three-
fold division I have made, in the great staples
of education, reading, writing, and arithmetic.
A certain proportion ought to exist in all these
particulars, and in many of our schools does
already exist to a considerable degree. It may
be hoped that the time will come, when the
schools will fully perform their functions;
when every child of six years old shall have
fairly mastered the rudiments of reading; be
able to give on his slate the form of any letter
of the alphabet; and also add and subtract
any number up to a dozen. Thus prepared,
the next three years ought to enable him to
read, easily and intelligently, any book suited
to his age; to write down both from dictation
and memory, what he has read; and to master
the first four rules of arithmetic, as applied to
the ordinary money transactions of after life.
Every additional year devoted to his education
will then bear its own proper fruit, both in the
information obtained, and in the habit of steady
application and mental activity.

We are, however, still far from having at-
tained to such a point; and can only refer to
return No. 3, to prove that we are not stand-