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upon the greater proportion of our children who remain at school after 12 years of age, as compared with the English schools.

It thus happens that in most of our schools there are some among the female scholars, who desire for themselves, and whose parents desire for them, that special instruction which a mixed school does not afford, nor is a master qualified to give. The only mode of obtaining this is to divide the school; and this plan certainly attains the object aimed at, but generally at the expense of the younger classes, and with a great waste of teaching power.

There are now several Schools, where the average daily attendance does not amount to 50, which have been thus divided. By this, the advantages of class teaching, are to a great extent lost. The care of twelve classes calls for the utmost exertion of two separate teachers, who by working together might combine them into six, and would discharge their duties with much more ease to themselves, and greater advantage to their pupils. With equal qualifications, the female teacher is generally more successful with very young children than the masters, and if in such a post there is less call for mental exertion, or for the display of intellectual acquirements, there is, to rightly constituted minds, a sufficient equivalent in forming the mind and moulding the affections of a child, at the age when he is most impressionable, and most open to all those gentle influences which are woman's special attributes. In an economical point of view, the disadvantage of this division are very obvious. Two distinct schools in one room, under separate heads, cannot go on well together; the inconvenience leads to alterations and partitions, which only partially answer their purpose, making one good school-room into two bad ones; and finally, applications are made for fresh erections, when the existing accommodations, under proper arrangement, would be found amply sufficient. In some of our most efficient schools, this tendency has not shown itself. I have reason to know that in one or two cases, it has arisen from dissatisfaction with the general condition of the school; in such a case, this change is always uncertain in its effect, and at the best, only gets rid of one half the difficulty. The true remedy lies in more efficient teaching; and this in general, will not be promoted by further subdivision, whatever the result may be in particular instances. However, independently of this, there is, I believe, evidence of a greater interest in education, and of a growing desire for instruction of a more advanced kind than heretofore. Those schools are best attended, where the instruction best deserves this character; and whatever doubt may be felt as to the causes which produce a falling off, there can be none, as to the testimony which is thus borne to a teacher's ability and attention.

On this, the last occasion on which it will be my privilege to address the Board, I trust I may be permitted to express my gratification with the measure of success that has hitherto attended its operations, in the improvement of the schools, and their steady growth from year to year; and to hope that they may eventually offer an education, sufficient not only for present needs, but for all the probable requirements of after life.

I am, &c.,

J. D. GREENWOOD,

Inspector.