90

England has been prefixed decimals omitted.

There is a curious anomaly in the Return for 1860, for which I cannot altogether account, although by a careful examination of the Returns I have satisfied myself that it really exists, and think it traceable to the influx from Taranaki. I mean the sudden falling off during that year of the children above nine, and the corresponding increase in those under six years of age.

In the years 1859 and 1861, the numbers of children at school above and below nine years old are equal; in 1860 alone, the proportion is 38 to 62.

The numbers compared in the three years were 1,069, 1,325 and 1,515. The number of children under six were respectively 151, 358, and 269.

Excluding the year 1860, we may note the following particulars. The number of children under six is much below the English average; which may be accounted for by the want of infant schools, the state of the bye-roads, and the mode in which the population is distributed over the country. But since the introduction of assistant female teachers the average has risen considerably. From six to twelve, there is but little difference between the two; but above twelve, the comparison is in our favour, and increasingly so, 12 per cent. only of English children remain at school after the age of twelve; whilst here, with the exception of 1860, noted above, the average has risen from 16 to 18 and 20.

With all deductions, this is a result on which we may fairly congratulate ourselves. It shows that at least some of our schools are giving instruction of a kind which is sufficiently good to induce parents to deprive themselves of services really valuable to them for their children\'s benefit.

No. 4. Instruction.—Under this head the Annual Returns from the schools and the general abstract of them which I have given, (Return No. 3), afford satisfactory information.

I have convinced myself by the results of my last inspection, made with especial reference to these Returns, that they may be looked upon as fair, honest, and generally accurate accounts of the state of the schools; with no greater variance than might be naturally expected from the different standards which the masters respectively set up for themselves; and I have found the children as often classed rather below my own estimate as above it.

The Return No. 4 shows the advance made in the five years during which the present plan has been in operation. In this return the first column, that for 1857, under the heads Arithmetic, Geography and Grammar was merely an approximation, and was rather an over estimate; the others correctly represent the gradual increase which has since taken place. It is in most respects a satisfactory one.

It will be observed that in the last column, that for 1861, the numbers under the head "Reading" do not agree with the total number compared. This arises from the circumstance that several schools have changed their masters, who could of course make no return respecting the proficiency of the children who had left the school before their own appointment; and this tells principally against the higher classes. But some inferences may still be safely drawn from it. Our estimate of what may be classed as "Good" is certainly not lower than it was and still where our schools in 1858 could show 14 good readers, they have now more three times as many; and good writers have increased nearly in the same proportion.

In most other branches of learning, the numbers under instruction show a fair or even good increase. Even as regards drawing and music, there are indications of a greater interest and a more general wish for their introduction.

The branch in which there is less progress than any other is arithmetic. Its principles are not often clearly explained or understood. In the simple test question, "If you dig 708 potatoes, and one third are rotten, how many are good?" the double operation required was a great stumbling block even to some very advanced pupils; the majority divided by three correctly enough, but brought up the quotient as the answer; and the corresponding question in mental arithmetic, "If eggs are five for 2d. what is the price of five dozen," which I adopted, the Rev. Mr. Brookfield\'s Report, showed a corresponding want of readiness or clear apprehension.

I have now to consider the future prospects of our schools, and how they are to be improved.

Their condition in the first place depend very much upon the interest taken in them by the Local Committees, their attention given to their progress, and their care in the selection of masters.