TARANAKI GOVERNMENT GAZETTE.

well learned; but the children possessed a tolerable proficiency in the lower rules of arithmetic. I found no knowledge of history or geography, and but the slightest acquaintances with the elements of grammar. No dictation appeared to be practised in the school. The only reading book was the child’s first English History. The school has no black-board or maps, and but few books. The hours are from 10 till 1, and from two till half-past 3.

Sub-district No. 8.—The Huaurangi School, conducted by Miss Brooking.—Fourteen children were present at this school—eleven girls and three boys. The eldest child was thirteen years of age, and the youngest five. The reading and spelling at this school I found to be mediocre. The writing was generally good, and, in two instances, excellent. The elder children wrote fairly from dictation, and possessed a correct knowledge of the arithmetical tables. The arithmetical proficiency of the school was commendable; the most advanced being in practice. There was but the slightest knowledge of history, geography, and grammar. The teacher exercises the elder children in composition, and teaches the girls plain and fancy needlework. There are no maps, no black-board, and none of the books adopted by the Board in this school. The school hours are from 10 till 1, and from 2 till half-past 3.

Sub-district No. 9.—Tikorangi School, conducted by Miss George.—Six children were present at this school—three boys and three girls—and ten children were absent. The eldest child present was eleven years of age, and the youngest seven. The reading, writing, spelling, and dictation were tolerable. The eldest boy was proficient in the compound rules of arithmetic. A child’s history of England is read in the school, but the knowledge of history, geography, and grammar I found to be very small. The teacher has a harmonium in the school, and exercises the children in singing. Needlework is also taught in the school. The hours are from 9 till 12 and from 1 till 3. There are no maps or black-board in the school.

One of the most prominent features in our schools is the comparatively small number of children which attends them. The cause of this is attributable in a great measure to the apathy of many parents respecting education. Having never tested its blessings themselves, they are careless as regards the acquisition of it by their children. Another reason is that labour has hitherto been scarce in the province and high in value. This has, no doubt, operated as a powerful inducement to put children to work at an early age, and, consequently to debar them from the benefits of school instruction. The introduction of immigrants will have a tendency to abate this evil. Another bad feature in our schools is the very irregular attendance of the children. The same causes which operate to produce a small attendance operate also to produce irregular attendance. Children are kept at home for months, and forget in those long seasons all that they had previously learned. Others are sent diurnally irregular, but they are either sent so late in the day, or they are required to be home so early in the afternoon, that the time of their attendance is seriously curtailed. One most remarkable reason assigned for irregular attendance, is the desire of some parents to reimburse themselves in the amount of the education rate by saving the school fees. This fact shows in a remarkable way the stolid opposition to the rate which obtains in some quarters. The only remedy for non-attendance is the addition of a compulsory clause to the Education Ordinance, and the best remedy for the objection to the rate is the support of the schools by an annual grant from the general revenue. The entire abolition of school fees would be the removal of a serious impediment in the way of educational advancement. While removing an obstacle from the will of the parent, it would no less be the removal of a burden from the shoulders of the teacher. Let education be rendered compulsory and free—compulsory so far as attendance at school is concerned, and free so far as direct taxation (rates and school fees) is concerned, and some of the worst features of our present educational condition will be removed.

A great defect in our present school system is the want of specially trained teachers. It is a trite saying that the acquisition of knowledge is one thing, and the power or skill to impart it another. The Board is fortunate in having a staff of teachers who, having sprung from the middle classes of society, have had some pains bestowed upon their education. Their deficiency arises from the fact of their having received little or no training for the