DISMISSING this part of the subject (the state of juvenile labour as affecting attendance at school), we must call attention to the important evidence as to the number of hours during which children can usefully keep in school, and the length of time for which their attention can be sustained. The evidence on this whole tends decidedly to the conclusions:—(1). That for children under the age of twelve years, twenty-four hours a week is merely the limit of profitable instruction in studies requiring mental effort; (2). That eighteen hours a week is often a period of more useful, mental effort than twenty-four; (3). That fifteen hours a week, the utmost that is obtained by factory children, is to use the most unexceptionable term, not insufficient; (4). That twelve months done in twelve hours a week, or two hours a day, provided that one of these hours is devoted to active fresh, vigorous, instructive training; (5). That children who have been educated up to the age before last (a good infant school), can be taught in three years in a school attendance of from fifteen to eighteen hours a week, to read well, to write well, and to understand the common rules of arithmetic. The number of school hours is five in most of the schools in this Province, for five days in the week. Supposing the daily hours were from nine to twelve, and attendance were required on Saturday, the whole number of school hours in the week would be eighteen, the number to which the Commissioners appear most favorable for children under twelve. I think that in case of the Government being disposed to allow the half-time system, this above division of time should be introduced into the Infant schools, but in the case of the older children the time should be so divided as to render their leisure from school of most value to the parents for purposes of labour, and also to the children themselves by best allowing absences from school for three days in the week, and raising the number of school hours to six on each of the remaining three days. The Commissioners did not recommend the adoption of this half-time system, because they considered that great numbers of the parents who felt they were paying for a full day’s schooling, would probably become discontented with the schools. This, however, scarcely applies to the schools here, where the Government pay for half the schooling, and have therefore a right to enforce such regulations as will render it more useful. I believe, moreover, that the alteration would be looked upon by most parents as a great relief. I am hardly prepared to recommend the plan, as I know of no instance in which it has been tried, but at present I can see no great objection to it, and believe it would greatly improve the condition of the schools.

The next point for consideration is how to obtain competent teachers. I have before stated my opinion that no teacher is properly qualified who has not received a special training of at least one year’s duration—(in England three are required). This is, however, quite out of the question in Taranaki, until the salaries can be increased. Mr. Taylor, the Inspector of Schools in Auckland, recommends examination, but I do not think that any mere examination would touch the difficulty, as a person cannot be examined in his power of imparting knowledge. I think the Government should make every effort to keep those teachers here who have had any previous experience, such as Mr. W. H. Earl, and should only give schools to persons not so qualified, on the express understanding that they were not to look upon themselves as permanently appointed, or to lay any claim for compensation in case of their removal in favour of same other applicant.

Something might be done by addressing a circular of instructions to the various teachers, but constant visiting and frequent examinations of the children, are the only modes in which much good can be done as, presumably, even the worst teacher will have proposed to himself some conditions of the Government scheme with regard to the progress of the children so far as influences to the part of the masters.

With regard to the system of management, as far as touching it occurred, this unit of course mainly depends on the competence of the masters, and I believe that a very great effect will be produced here by the examinations above referred to, by which means classification will be ensured to a great measure. The object in any alteration affecting either teachers or children, but especially the latter, should be that they should come to feel themselves under a regular system, which will not be relaxed in their favour at any time, and that in giving or withholding aid from the children, in removing or superseding masters, and in all other respects, there is nothing of a personal question involved. At present, I can find no signs of either master or children in any system considering themselves under such a system. The children are at irregular intervals, and the master should be required to keep a school register, and furnish a quarterly report to the parents on a printed form. A list of books from which the children will be examined, should be furnished to every teacher. There are also many other minor ways in which regularity and discipline might be enforced, which it would be out of place to mention in the present report.

By these means I think that to a certain extent the schools may be immediately improved; where they are bad, but I fear that in many cases where a school is required it will have to be neglected in consequence of the inability of the Government or district to provide sufficient funds for supporting one. For this I can see no remedy as long as the assistance given arises wholly from the endowment fund, nor while this is the case does there appear to be any prospect of diminishing the existing indifference to education. My opinion, therefore, is that the schools will not be placed upon a really satisfactory footing until a general education rate is levied, and local boards are established for the administration of such sums as may be allotted to each district by the Government. As under such a system, people will have to pay, whether they avail themselves of the schools or not, I believe their indifference to the education of their children will be very materially diminished. During the present condition of the Province I fear it is impossible that such a system, which has been adopted in Otago and Nelson—in the latter certainly successfully—should be introduced, but I consider it is my duty to state plainly that I believe no modification or alteration of the present plan can stir up that popular interest in education which is essential to success.

Robert H. EYTON,
Inspector of Schools.

December 9, 1867.

Printed and published for the Proprietor, under the authority of the Provincial Government, by
R. H. MEDLAND,
of the Town of New Plymouth, Taranaki, New Zealand.