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excellent books now provided for the children, we are entitled to expect that the result shall answer our moderate expectations. These are, briefly, that every child who has attended three days out of five in our schools for four years should be able to read correctly and distinctly in any book suited to his age, to spell properly all that he has read,—to give a clear account of it when questioned, to name the parts of speech in any given sentence, and give a reason for so naming them; to point out on the map any important place, city, river, mountain, &c., met with in reading, and without reference to the map give its general relations to surrounding parts; to write from dictation in a clear neat hand; and in arithmetic to perform any of the operations which are practically useful in the business of after life.

A failure in any of these respects constitutes a fair ground for inquiry and would justify a Committee in making a change. But whilst I mention these as the minimum of requirements which we are justified in looking for and bound to insist upon, much more can be and even now is taught in some of our schools. I find in these a very fair knowledge of English History; the elementary principles of Geometry are taught in two or three schools, and a taste for music and drawing is spreading.

My reports on the various schools show the differences between them in these particulars. I have to the utmost of my opportunities insisted that whatever is taught, shall be taught intelligently; and have been much less anxious to see children what is commonly called "pushed on" in their learning, than to ascertain that they really understood what was taught to them. Without deprecating what has lately been much insisted on, the knowledge of common things, I think it matters comparatively little how much a child knows, if he has not learnt how to learn. The desire for more knowledge and the conscious power of getting it for himself; these to my mind are the most valuable products of primary education, and the surest guarantees that its effect will last.

J. D. GREENWOOD,
Inspector.

REPORT ON EXAMINATION OF SCHOOLS.

In the following examination of the schools, I have generally proceeded as follows. I have examined with the lowest class, I have examined upwards, and remarked the intervals between each class. In some schools I have found an orderly and gradual progression, without any great gaps between the classes, which I look upon as the best possible proof that the master's attention has been given to the whole school, and that its present standard is likely to be maintained in future and raised; in other cases, I found some scholars very fairly advanced, but I saw no prospect that others would be able to replace them when they left. The terms I have used in describing their condition are g—good, f—fair, and m—moderate, with occasional qualifications, as v—very, v w—very well, v f—very fair, &c. The term good requires no explanation; fair implies average proficiency, and very fair—v f some-thing beyond that; moderate shows a lower amount of progress, whilst beginning explains that the subject is one but lately entered upon. Adopting the order in which the schools stand in the returns, the Nelson Schools come first in the list.

NELSON CITY.

THE INFANT SCHOOL, established in the beginning of the year, at the outset relieved the existing schools from their greatest embarrassment and hindrance, a number of children too young to be taught much, yet requiring constant attention and watchfulness, and a peculiar mode of treatment. The Mistress, Mrs. Cook, had previously been engaged in similar duties in England; and the children who have been sent from the school are reported upon favorably by their present teachers. The school, therefore, both directly and indirectly, by its own training in habits of attention, order and obedience, and in giving the first rudiments of instruction, and by the indirect relief and aid it gives the other schools, is calculated to have a very useful influence.

THE BOYS' SCHOOL is divided into two—the Lower and Upper; although both are under the superintendence of the Head-Master, Mr. Hodgson.

THE LOWER SCHOOL—Mr. Sadd, Master.

The figures show the number present, and those between brackets show the total number in each class.

8th Class. 19 (29)—In 2nd Book (Irish), read v f; spell v f; add and subtract v f, mentally. In Multiplication.

7th Class. 20 (20)—1st Sequel, two-thirds read well, one-third v f; spell v f. Mental Arithmetic, add, subtract, and multiply fairly.

6th Class. 15 (15)—Beginning 2nd Sequel, read and spell v f; explain well and readily. Arithmetic, beginning Compound Rules. Mental Arithmetic, fair.