104
NELSON GOVERNMENT GAZETTE.

as would be considered dispensable in any respectable
tradesman's books. The quarterly returns are too often
made out in the same slovenly and perfunctory fashion.
Although I have taken great pains to make these papers
as simple as possible, no description of negligence has been
left untried by teachers, some of whom, at least, must have
been familiar with the elaborate forms of returns rightly
exacted in Victoria and other colonies. A large proportion of
the returns sent to me last year have failed to show the per
cent. of attendance—some have given it wrongly—several
have left out the daily average—one or two have not even
carried out the totals of attendance. The requisitions for
books that should be endorsed on the quarterly returns, are
sent in—when sent in at all—in a similarly unbusinesslike
fashion. Such forms of requisition as "copy-books,"
"reading-books," "maps," without any indication as to the
number and kind of each required, are not uncommon. Nor
do I find that sufficient attention is paid to the reasonable
request that appears on the face of the returns, "that they
should be forwarded to the Inspector as soon as possible after
the close of each quarter." Four or five weeks, instead of as
many days, frequently elapse before returns reach me, not
from the most distant parts of the Province, but from schools
in close proximity to the town of Nelson. For this plain
neglect little or no apology is usually offered. No surprise
ought therefore to be excited at the want of discipline and
inattention to small matters that have more than once
been unfavorably commented on by the Examiners for the
Provincial and Governors' scholarships.

Examinations for Prizes.—I have endeavored, more than
once, in former reports, to show clearly why examiners for
prizes should not make their awards without previous
reference to the Class-registers which show the status of
each scholar during the preceding year, yet I find that my
advice is still practically disregarded, in many instances, to
the injury of the schools. The likelihood that prizes given
after a necessarily brief and superficial examination will fall
to the wrong children is, by no means, the worst feature of
the case. Others children have been given to understand, as
an inducement to continuous application, that their efforts
during the year, the results of which are recorded in the
Class-register, will be largely taken into account in the
awarding of prizes, the setting aside of the register altogether
is a breach of faith that children, with their keen sense of
justice, will not fail to detect and resent.

I cannot leave this subject without referring, at whatever
risk of giving offence, to the monthly reports of examina-
tions of country schools that it has been the fashion to
publish of late. It appears to me that the duty of an
examiner for prizes is confined to ascertaining the relative
merits of the scholars in each, in this respect, with that of
oversteps this duty as to warmly commend the school that he
has just examined, or to compare it favorably, even by im-
plication, with other schools, he is not acting wisely. So far
as his report coincides, in this respect, with that of the
Inspector, it is superfluous—so far as it differs from that
report, it is mischievous. However apt and painstaking an
amateur examiner may be, he cannot have the facilities of
comparison enjoyed by one whose usual business it is to compare
and examine. Nor can an Inspector, writing soberly, and
under the weight of official responsibility, pretend to rival
the glowing eulogies passed on those who are fettered by no
such restraints. To the former, therefore, is due the tendency
with the invidious task of presenting matters in a true
true light—a task that occasionally involves the infliction of
pain on respectable, but very sensitive mediocrity. Should the
temptation to write reports in which praise is given
with such lavishness are instituted be found irresistible, such
documents might at least be treated by the Committees to
which they are addressed as confidential. Nothing can be
gained in the long run by the publication of exaggerated
estimates of the merits of schools that, perhaps, in
subsequent official reports, barely escape censure.

In the subjoined detailed account of the state of each
school the figures given represent the number present at my
last examination.

TOWN SCHOOLS.

Bridge-street: Boys, 1st Division.—Mr Smith (42 present.)
The boys in the first-class here read better than they did. It
is probable that the prizes for reading offered by the Board,
one of which fell to this school, may have contributed some-
what to this result. The upper boys also give the derivations
of words correctly, and are fairly proficient in geography.
The reading of the second class is by no means so praiseworthy. Few of these
second class is by no means so praiseworthy. Few of these
boys read without frequently stumbling, or with anything
approaching to good intonation. The arithmetic is, as it has
always been, excellent; the writing, with a few exceptions,
of only moderate merit.

Bridge-street: Boys, 2nd Division.—Mr Sadd, master; Mr
J. Burn, assistant—(98.)—I found the two upper classes in
this division, under the immediate supervision of Mr Sadd,
well taught in every branch, and admirably disciplined.
Their reading, arithmetic, geography, and grammar were
equally good. The discipline of the third and fourth classes
was also fair, but the teaching was of a palpably inferior
quality. Many, indeed, in the fourth class read worse and
knew less of arithmetic, geography, and grammar than
division, Hardy-street school, who, not many months ago,
were promoted from the Preparatory school. No such over-
lapping as this ought to pass unnoticed.

Hardy-street: Girls, 1st Division.—Mrs Sait, mistress; Miss
Witney, assistant—(73.)—I do not remember having heard,
in any Provincial school, such excellent reading as that of
the twenty girls who form the first class in this division.
The writing is also of very good, and the arithmetic of fair
quality throughout the school. The gradual improvement in
both organisation and discipline during the last two years is
very noticeable. It is to be regretted that better accom-
modation cannot be provided for the third class than the
cramped and inconvenient little room that does duty as a
class-room for the assistant.

Hardy-street: Girls, 2nd Division.—Miss Galland, mistress;
Miss Hough, assistant—(73.)—The appointment of an assistant
in this division, so long recommended by me, has been followed
by the best results. Much more time having been devoted to
the draft from the Preparatory school taken in January than
could possibly be done, single-handed, by the teachers. The
school, this class has made great progress during the last five
months, especially in reading and arithmetic. The first
class also read very distinctly and with correct intonation.

Preparatory.—Miss Cother, mistress; Miss Blackmore,
assistant—(135.)—Although a considerable draft was taken
from this school in January, the numbers present this year
were even greater than at last year's examination. As a
means of training large masses of young children in
habits of order and obedience, the value of this institution
cannot well be overrated. Little time can, indeed, be spared
for individual teaching, but whatever is attempted is done
thoroughly. As the numbers increase, the want of a decent
play-ground is more and more felt.

Hampden-street.—Mr Sunley, master; Miss Johnstone,
assistant—(92.)—Arithmetic is successfully taught here, the
reading throughout being of fair quality. Although I do not
set a particular high value upon geography and grammar in
an elementary school as compared with the three essential
subjects, I think that the former branches have been allowed
to drift too much into the background at Hampden-street.
that, well observed, could give intelligent answers to
the very simple questions that I put. The irrepressible
loquacity of the children is an unpleasant feature in this
division of the school.
The work of the junior division is thoroughly well done in
every respect, the reading being distinct and the arithmetic
correct, as far as it goes. The discipline leaves nothing to
be desired.

Haven-road—Mr J. L. Hodgson, master; Miss Dement,
Miss Burns, assistants—(135.)—Fifteen only of the 135
children present at my last examination had attained their
twelfth year. This would not be matter for regret if the
more advanced scholars completed their education elsewhere,
but I have good reason for believing that not more than four
per cent of those who leave Haven-road receive any further
instruction at school. The children in the upper classes
read and write very well for their age, their dictation being
almost faultless. Arithmetic is also skilfully taught. The
upper classes here, as at Hampden-street, struck me as
being very talkative, my examination being interrupted by a
constant undercurrent of chatter. The second division, under
Miss Burns, is quite as orderly and as well taught as on
former occasions.