H.—l

12

principals, generally hold office at the pleasure of the governing bodies, their engagements being terminable by a notice of three or six months on either side. Subject to the approval of the governing bodies, they prescribe the curriculum, arrange the time-table, and select the class-books. They superintend both the discipline and the teaching, and are responsible for the efficiency of the whole school. In no case is the power of appointing or dismissing masters vested in the headmaster; but the testimony is unanimous that the governing bodies have duly consulted an,d deferred to the headmasters in this matter. The present arrangement seems to have worked well, both in maintaining harmonious relations between the governing bodies and the headmasters, and in attracting a higher class of teachers as undermasters by affording greater security of tenure. In all the schools except that at Auckland the headmasters regularly teach the upper classes in mathematics, English, or classics. At Auckland the headmaster stated in evidence: "In regard to what special classes I take year by year, I vary from one subject to another. Sometimes I have the highest class; frequently I have almost the lowest. I take different classes and subjects, as I think may be best for the general interest." We believe that under ordinary circumstances it is calculated to exercise a highly beneficial influence both on masters and pupils that the headmaster should regularly conduct some portion of the highest work of the school. In order, however, that he may have adequate time for general superintendence, his duties as teacher of his own special classes should not occupy more than three hours a day. In Wellington College, Christ's College, and Dunedin Girls' High School, the emoluments of the principals are increased by the profits of boarding-houses. In Dunedin Boys' High School and Nelson College the headmasters are not required to take charge of the boarding establishments attached to the schools; and this arrangement has for some years successfully stood the test of experience. We are of opinion that, where due provision can be otherwise made for the support of the headmaster, it is desirable that he should be left free to devote his whole time and strength to the more immediate work of the school. In several of the schools—Wellington College, Nelson College, the Otago High Schools, and the Christchurch Girls' School —the commendable practice has been adopted of giving the principals an additional interest in the prosperity of the school by making a suitable proportion of their income consist of a capitation allowance. The masters, as we have seen, are appointed by the governing bodies, with the advice of the principals, and generally receive a fixed salary. At Christ's College the second and senior assistant masters, and at Nelson the second master, have their salaries augmented by the profits of boarding-houses provided by the governing bodies. In Wellington College the second .master and the mathematical master, in Dunedin Boys' High School the English master, and in the Dunedin Girls' High School the master who teaches the higher subjects, receive capitation allowances in addition to their fixed salaries. The entrance examinations are of one general character, requiring fluent and intelligent reading, writing, and a knowledge of the first four rules of arithmetic, and of the elements of geography. We have recommended that the standard of this examination should be somewhat raised. Promotion from class to class is as a rule determined by general proficiency. In several of the schools an effort has been made to secure the advantages of independent classification, so far as classics and English on the one hand and mathematics on the other are concerned. The method adopted is to take the boys composing two or three consecutive classes in classics, and to re-arrange them in two or more divisions in mathematics. These mathematical divisions are all occupied with mathematical work at the same hour, and thus the ordinary class arrangements for the classical and English work are not interfered with. There are six forms in each of the boys' schools, excepting Wellington College. Since the new arrangements with regard to this school came into operation, in the early part of 1879, there has been no sixth form; but as the number and attainments of the pupils increase, and the staff is strengthened, no doubt this anomaly will disappear. At Nelson College, too, though there are nominally six

Powers, &c, of headmasters.

Int. Eept, Evid. 1260.

Other mastere,

Entrance examinations and classification.

Forms,