E.—lβ

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In twenty-two schools all the pupils on the roll were present on examination-day ; in eighteen schools there were no " excepts," and in ten of them there were pupils attending who had already passed the Sixth Standard. The above summary table should be read with the one appended to this report, which gives the comparative results for each school in what are technically known as pass, class, and additional subjects [not reprinted]. In the requirements of a standard pass, eighteen schools succeeded in passing 50 per cent, or more of their pupils in one or other of the Standards, fifteen schools passed 40 per cent, and fewer than 50 per cent., five schools passed between 30 and 40 per cent., whilst nine schools fell below the standard of 30 per cent, of passes. In the class-subjects six schools gained over 75 per cent, of the possible marks in history, twelve gained a simple percentage in geography, and ten in object-lessons and elementary science; whilst in the additional subjects, which may or may not be taught at the option of a teacher, twenty schools obtained 75 per cent, or more marks in recitation, eight in drill and calisthenics, ten in singing, thirty-seven in needlework, and four schools gained extra marks in drawing. These results represent schools only where the several subjects are well and efficiently taught even beyond the ordinary requirements of a standard pass. In all schools it may be said that the class-subjects receive fair attention, but among the optional subjects the most popular are repetition, which is taught in forty-five schools, drill in twenty-five schools, singing in thirty-five, sewing in thirtyseven, and in forty schools marks were given for a knowledge of the subject-matter of the readinglessons. Four schools obtained the mark " excellent " for drill and calisthenics—namely, Waipawa, Hastings, Gisborne, and Ormond—and I wish that members of the Board could be induced to visit these schools and compare them with other schools where drill is not taught, as I am satisfied that something would soon be done to bring the physical and mental training of the children attending the Board schools into closer harmony. At Port Ahuriri special instruction is given to the upper-standard pupils in the principles of temperance, and Dr. Richardson's school reading-book on temperance is used as an equivalent to Mrs. Buckton's " Health in the House," under Regulation 16 of the Standards of Instruction. In the majority of the United States of America scientific temperance instruction is made compulsory as a subject for all schools, and I shall rejoice when the same recognition is made in this country, for it seems to me that the only way to eradicate a growing evil like intemperance is through the medium and instrumentality of the public schools. The character of the work done has not varied largely from that described by me in previous years. In the majority of schools earnest and honest work is being done. The compulsory use of the standard lesson-book by teachers, combined with the supervision and approval of the school time-tables by the Inspector, as required by the Board's regulations, is leading (slowly, it is true, though surely) to more careful and systematic instruction in the subjects of the syllabus. And, as showing the need of this supervision and approval in the matter of school time-tables, I might mention that only a few weeks ago a time-table was sent to me for approval wherein reading and writing were to be taught during two half-hours only weekly, whilst subjects of secondary importance had treble this amount of time allotted them. The practical construction of a time-table based upon the Standard Syllabus—first, for a small country school varying in attendance from thirty to seventyfive ; second, for a school varying from seventy-five to a hundred and fifty in attendance; and third, for an infants' department where objective instruction and the elements of kindergarten form the groundwork of instruction —should be considered as being fundamentally necessary for all teachers before they can hold full certificates of competency, seeing that the construction of a good time-table under given conditions is the true test of effective and thorough organization. In districts where the preparatory classes are taught in a department by themselves a large amount of good work continues to be done. Some of the lady teachers display admirable tact in the control and management of young children. Musical drill has lately been introduced into several of the schools with marked success; and in five departments " cutting out " is systematically and effectually taught to the little ones—viz., at Ormond, Te Ongaonga, the Infants' and Hastings Street, Napier, and Waipawa. Activity and directive employment is the soul of true infant-train-ing, and I look forward to the time when every lady teacher employed in the training of the prq-

Classes. Presented. Examined Absent. in Standards. Excepted. Failed. Passed. Average Age of those that passed. Yrs. m. ibove Standard VI. Standard VI. V. „ IV. „ III. II. I. 'reparatory 18 174 372 605 750 919 990 2,095 6 12 14 7 18 18 18 168 360 591 743 901 972 1 14 18 34 48 27 48 137 150 140 144 123 119 209 423 569 709 822 14 1 13 0 12 3 11 7 10 5 9 6 Totals 5,923* 75 3,753 142 742 2,851 11 9+ Totals, 1890 Totals, 1889 5,732 5,691 86 66 3,646 3,539 126 134 695 641 2,788 2,897 11 11 9 9 * 74'7 per cent, of those presented passed the exai mination. f Mean of ,verage ages.