290

and use of the Globe, much repetition of Poetry, learning Grammar and Geography by heart, long sewing lessons for girls, Arithmetic and Algebra taught for the second theatre, Drawing, and Music from notes—occupying hours after instruction, Latin and Greek roots. Arithmetic worked from books without spellings, sundry catechisms and even Euclid. How far higher subjects should be presented to thought in the schools is shown by the fact that only 65 children can pass Standard III. out of 663,147 bond fide children on the rolls...

I hope the time is not far distant when the larger schools, especially those in townships where the higher schools may be built, should teach successfully the elements of Latin, Algebra, and other subjects of a liberal education. It must be borne in mind that the Committee schools is the only school for the sons of the great mass of prosperous settlers in the country, that only the very rich can afford to send a son to a distant city boarding school, and that every encouragement must be given to their children to such a school. There is a strong desire on the part of the educated classes in country districts to make out public schools really good and efficient schools, conducted by masters who will be able to impart to their higher classes the rudiments of a liberal education.

The town schools of Wanganui and Wellington are lowest in the scale of results; the Wellington District is the lowest of the country districts, and the Wanganui District the highest. The most advanced classes were in the Kaikoke school, near Wanganui, and in the Thorndon and Boulcott Street schools, Wellington. Standard III. is practically a high standard target and the 58 boys and 9 girls, who have obtained the small certificates which I have awarded, possess an evidence of having obtained a good schooling. Writing was generally badly taught, and, except in very few schools, the copy-books were not nearly advanced enough. The copies were generally too difficult. Writing should be taught more as a drawing lesson from the black board. Drawing itself is the best writing lesson, and I hope soon to see a little Elementary Drawing taught.

An examination of five school teachers was held at Wanganui and Masterton. I beg to recommend that Mrs Jordan, of Marton, and Mr. O. J. Hansard, of Taratahi, receive certificates of the third class.

The results of examination may be thus compared with those of my first examination:—

| | Number of schools in operation on my first visit | 59 |
| | on my second visit | 68 |
| | | |
| Number of children examined on the first visit | 2282 |
| on the second visit | 2487 |
| Increase in six months | 206 |
| | |
| Number of children who passed Standard I. on first visit | 959 |
| on second visit | 1437 |
| Increase in six months | 478 |
| | |
| Number of children who passed Standard II. on first visit | 247 |
| on second visit | 445 |
| Increase in six months | 198 |

Although the centesimal return is 46 in Standard I, and 14 in Standard II, as struck on the numbers in the books, the results on my first visit were struck on the numbers present at the examination. The actual increase is 15 per cent. on Standard I, and 7 per cent. on Standard II. The returns do not include a large school at Feilding, which is now in operation, but was not at the time I was in the neighbourhood. The Greytown school is still closed, and the Omaka school has been closed since my last visit. A new school has been opened at Maxwell. I beg to append to my Report a short notice of each of the schools, in which will be given information not touched upon in the tabulated report of results.

I have the honor to be,

Gentlemen,

Your obedient servant,

ROBERT LEE.

The Education Board,
of the Province of Wellington.

Inspector of Schools.