E.—2

8

In the upper classes the English subjects are remarkably good. The reading is a feature of the school work, while the writing throughout is excellent. Arithmetic in Standard VI was not quite so good as formerly. Of the other subjects, geography was very good indeed. The drawing, comprising freehand from copies and from natural forms, was uniformly neat and careful. Drill comprises free exercises, including breathing exercises and club-drill, all of which were well done. The elder girls sang part-songs and rounds in capital style, while the younger ones gave some simpler songs and rounds in a very pleasing manner. The sewing programme is directed towards giving the girls a thorough training in needlework, and this object we think is well secured. The girls make their own dresses, and make them well. A careful training is also given in other forms of domestic instruction, and the girls are well fitted at the completion of their term in the school to perform household duties of all kinds, and to be of much help to their people not only by the actual work they can do, but also by the example they are able to set. In this respect, and also in respect of the high standard of efficiency attained in the school, we think that the authorities are deserving of every praise. Queen Victoria Maori Girls' School, Auckland. —Examined on the 27th and 28th November, 1907. The numbers presented in the various standard classes of the school were as follows: Standard VI, 20; Standard V, 8; Standard IV, 1; Standard 111, 6; Class P., 1. As the result of the examination thirteen certificates of proficiency and four of competency were gained in Standard VI, and six certificates of competency were gained in Standard V. All the children presented in the other standard classes passed their examination. A marked advance on the work of the previous year was shown in the English subjects, the reading and spelling being especially good. We are of opinion, however, that more extensive reading would prove beneficial to English subjects generally, especially to the composition. The upper division of Standard VI did the arithmetic very creditably indeed; the lower division doing only fairly well. Standard V was not so good in this subject, but the lower classes were satisfactory. In physiology, the laws of health, and firstaid work, the girls showed that they had" a very intelligent grasp of the principles, and the exhibition of various methods of bandaging and their explanation of the processes were very interesting. This work should prove of very great value to them after they have left school. In drawing, for the most part, the work was good, and the books were neat and well kept. The singing was very enjoyable, songs in two or three parts being sung in good time and style. The geography was not so extensive in scope nor so thorough in character as might be expected. On the other hand, history, which might easily be reduced in extent so as not to form a special subject, but one taken incidentally as part of morals and civics, was fairly well known. With regard to the work in agriculture, we think that, in view of the many other branches of practical training which demand the attention of the teachers and pupils, this might well be left to the girls in the form of recreative amusement —that is, we think it should be sufficient that they are encouraged to keep a garden, useful as well as ornamental. Sewing and dressmaking, which form an important part of the practical training given, are well done. We think that girls who have passed Standard IV in a Native school, for whose ability in sewing we are in a position to vouch, should not be required to continue work on " samplers," but should devote the whole of the sewing time to cutting-out and dressmaking. The reduction thus effected in history, agriculture, and needlework should give some relief to the head teacher, who, in our opinion, attempts a programme of work that is too ambitious in character. Further, with regard to the various classes which we find at the school, we are strongly of opinion that, unless it is absolutely unavoidable, no standard below the third should find a place in this school, whose true function we believe to be that of a continuation school, and not an ordinary Native school. We were pleased with the manners and general behaviour of the girls, and also with the development, both mental and physical, which has taken place in them during their sojourn at the school. In the latter connection we have to express a high opinion of the training the girls receive at the hands of Professor Potter. Turakina Maori Girls' School, Wanganui. —Examined 25th November, 1907. The numbers of girls presented in the various standards were as follows: Ex Standard VII, 2; Standard VII, 3; Standard VI, 3; Standard V, 5; Standard IV, 4; Standard 111, 3; Standard I, 1. With two exceptions —one in Standard VI and one in Standard I—all the girls passed their examination. One certificate of proficiency in Standard VII and eight of competency —two in Standard VII, two in Standard VI, and four in Standard V—were issued. These results are very satisfactory. The teaching combines instruction according to the requirements of the Department's regulations, with the training of the girls in those branches of women's work which are so necessary in the case of Maori women. The principal subject of the literary course, English, is so far advanced that the girls write the language very clearly and speak it clearly, their pronunciation being very correct, and the modulation of voice, which is characteristic of Maori children, creating a very pleasing effect. In one or two branches, notably arithmetic and spelling; the results are not so strong; but in the most important branch of the school work—viz., the general training of the girls afforded by the institution —there cannot be the least doubt that the school is doing capital work. From our personal knowledge of several of the girls, and the conditions of their life prior to their coming to the school, we are in a position to testify to the good influence of the school in the moulding of their character and fitting them for their sphere in life. In regard to the tidiness and cleanliness of the building, we find everywhere that proper attention is given to securing a high degree of efficiency. The garden reflects much credit upon the girls by whom it is maintained. The singing is very enjoyable : the voices are clear and tuneful, and the enunciation is first-class. In physical drill useful breathing exercises and dumb-bell drill are performed, in addition to which the girls are afforded regular exercise by means of suitable games. We are glad to note that the arrangement by which the girls are treated in all ways as members of the teacher's family is still in vogue at the school. This we consider as a very sensible method of imparting European ideas of family life. Further, the parents of the girls are saved a good deal of expense for clothing, as the girls are taught to make their own dresses, and, while they look neat and tidy, they are not overdressed,