93

tences. Give parts of speech v f. Geography
taught by dictation, and places found on map.
In Compound Multiplication. Mental Arith-
metic, ready and good. Writing carefully
attended to.

Altogether the school is in a very creditable
state. The method is good; the Interrogative
System in full play, and its effect in securing
the attention and exciting the interest of the
children very obvious. The advantage of
the partial substitution of single for double
desks is evident; order is kept more easily
and the attention is less diverted.

The Upper School—Mr. Hodgson, Master.

4th Class. 14 (14)—3rd Book, read well,
spell and explain v f. Grammar m. Geogra-
phy fair. In Compound Rules of Arithme-
tic.

14 (19)—Supplement to 4th Book, read
clearly, but want inflection, spell and explain
well. Grammar m, and Geography v f. In
Proportion v f.

12 (13)—White\'s English History, read
clearly and well. Derivations from the Latin
well given. Knowledge of English History
v f; gave in writing the succession of Mon-
archs from William the Conqueror to Henry
Eighth with their relationship with but few
mistakes.

Grammar.
Geography.
Arithmetic. In Vulgar Fractions, Colen-
so\'s Examples, very ready, and thoroughly
understand their work. In Mental Arith-
metic, excellent.

Geometry, beginning. Writing, good.
Latin. 16 in the Grammar.

Out of 46 boys present, 38 answered cor-
rectly the question, \"The cost of 5 dozen
eggs at 5 for 2d.?\" and 29 of 708 potatoes
one-third rotten, how many good.\"

Drill twice a week.

The condition of this school is very satis-
factory. Boys and Master work well to-
gether. The desire to learn is evident, and
much mental activity shown.

Music and Drawing Classes were formed
in overtime at the beginning of the year.
After sometime the Music Class was discon-
tinued; but has been resumed lately, and
bids fair to succeed.

The Drawing Class was doing very well,
but the master engaged left suddenly, and his
place has not been supplied.

Girls\' School is divided also into Lower
and Upper. Head-Mistress, Mrs. Sait;
Assistant, Miss Darby.

Lower School—Miss Darby.

7th Class. 24 ( )—2nd Daily Lesson
Book, No. 12, about one-half read fairly and

clearly but too low; and spell fairly; the
rest very indistinct and spelling every word.

Inattentive, few hearing the reader, or able
to go on if asked out of their turn, or required
to repeat the last word spelt: illustrating the
difference between coming up together and
reading in class. 4 or 5 could add two num-
bers up to ten.

Recommended that the class should be
divided into two. The lower half to read in
\"Step by Step.\"

6th Class. 19 ( )—2nd Daily Lesson
Book, p. 36. The same remarks applicable:
Reading and Spelling better, but indistinct.
Vivâ voce explanations very intelligent.
Arithmetic, a little better. Writing, v f.

Recommended a division of this class also.
Both these recommendations have been
attended to since.

Singing by ear, general.

5th Class. 10 (13)—2nd Daily Lesson
Book; read, spell, and explain fairly.
Geography and Grammar, beginning. In
Mental Arithmetic, add and subtract to 20
fairly. This Class has lately been taken into
the Upper School.

Upper School—Mrs. Sait.

4th Class. 13—2nd Daily Lesson Book;
read and spell very well, Mental Arithmetic,
add, subtract and divide, v f; beginning to
multiply. Geography and Grammar, begin-
ning.

3rd Class. 11 ( )—2nd Sequel, read dis-
tinctly and spell well, explain v f; a fair
knowledge of nouns, adjectives, verbs, and
pronouns. Geography of Europe, fair.

In Arithmetic; add, subtract, divide aud
multiply very readily; clear view of numera-
tion.

Five children the \"Catechism of History\"
(Groombridge\'s) well learnt.

2nd Class. 8 (12)—3rd Daily Lesson Book;
read and spell well, explain v f. Grammar
uncertain. Geography fair. Answered v f,
in ten chapters of Gleig\'s History; but hard-
ly clear as to the sequence of events.

Mental Arithmetic, ready but could not
answer the potatoe or egg question.

1st Class. 12 (13)—I found this class
intelligent and very fairly advanced in all
respects, but the attendance very irregular;
the girls composing it being often wanted at
home, and coming for a day or two now and
then, as opportunity offered. This prevents
anything like systematic or regular teaching.

At the time of my visit many of the more
advanced scholars had lately left for Taranaki;
and on leaving had returned their thanks to
their teacher in a sensible and well written
letter, creditable to both parties. Their
departure had made a reconstruction of the