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1879. NEW ZEALAND.
EDUCATION. SECOND ANNUAL REPORT OF THE MINISTER OF EDUCATION.
Presented to both Houses of the General Assembly by Command of His Excellency.
INDEX.
REPORT. PAGE PAGE Education Districts ... ... ... ... 1 Examination and Classification of Teachers ... 14 Education Boards ... ... ... ... 2 Scholarships ... ... ... ... ... 18 Number of Schools ... ... ... ... 2 Training of Teachers ... ... ... ... 18 Number of Teachers ... ... ... ... 4 Public Libraries ... ... ... ... 19 School Attendance ... ... ... ... 5 School Savings Banks ... ... ... ... 20 Proportion of Attendance to Population ... ... 7 Regulations ... ... ... ... ... 21 Finances of Boards ... ... ... ... 8 Higher Education ... ... ... ... 22 Subjects of Instruction ... ... ... ... 10 Education Reserves ... ... ... ... 23 School Buildings ... ... ... ... 10 Statement of Expenditure ... ... ... 24 Inspection of Schools and Standards of Education ... 11 APPENDIX. PAOE PAG£ Statistics— Statements of Account of Boards— continued. Income of Boards (Table No. 1) ... ... 1 Wellington ... ... ... ... 15 Expenditure of Boards (Table No. 2) ... ... 2 Hawke's Bay ... ... ... ... 53 Management by Boards, cost of (Table No. 3) ... 3 Marlborough ... ... ... ... 54 Inspection, cost of (Table No. 3) ... ... 3 Nelson ... ... ... ... ... 55 Examination of Teachers by Boards, cost of (Table Canterbury North ... ... ... ... 58 No. 3) ... ... ... ... ... 3 Canterbury South ... ... ... ... 59 Salaries of Boards'Officers (Table No. 4) ... 4 West land ... ... ... ... ... 62 Ages of Scholars (Table No. 5) ... ... 5 Otago ... ... ... ... ... 66 Standards (Table No. 6) ... ... ... 5 Southland... ... ... ... ... 70 List of Schools, Expenditure on each, and Names, Inspectors' Reports— &c, of Teachers (Table No. 7) ... ... 6 Auckland... ... ... ... ... 71 List of Schools, Area of each, Teachers' Residences, Taranaki — and Attendance (Table No. 8) ... ... 32 1. Mr. ITislop's Report ... ... ... 73 Reports of Boards — 2. Mr. Pope's Report ... ... ... 74 Auckland ... ... ... ... ... 43 3. Mr. Crompton's Report ... ... 76 Taranaki ... ... ... ... ... 46 Wanganui ... ... ... ... 77 Wanganui ... ... ... ... 47 Wellington ... ... ... ... 79 Wellington ... ... ... ... 50 Hawke's Bay ... ... ... ... 83 Hawke's Bay ... ... ... ... 52 Marlborough ... ... ... ... 86 Marlborough ... ... ... ... 53 Nelson ... ... ... ... ... 87 Nelson ... ... ... ... ... 54 Canterbury North— Canterbury North ... ... ... ... 55 1. Mr. Restell's Report ... ... ... 88 Canterbury South ... ... ... ... 59 2. Mr. Edge's Report ... ... ... 90 Westland ... ... ... ... ... 60 Canterbury South ... ... ... ... 92 Otago ... ... ... ... ... 63 Westland ... ... ... ... ... 93 Southland... ... ... ... ... 68 Otago— Statements of Account of Boards— 1. Mr. Petrie's Report ... ... ... 97 Auckland ... ... ... ... ... 45 2. Mr. Taylor's Report ... ... ... 102 Taranaki ... ... ... ... ... 47 Southland... ... ... ... ... 103 Wanganui ... ... ... ... 49 Native Schools ... ... ... ... 109
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APPENDIX— continued. PAGE PAGE Drill Instructor's Report, Christchurch ... ... 58 Accounts of School Commissioners— continued. Drawing Master's Report, Dunedin ... ... 67 Westland ... ... ... ... ... 143 Training Institutions — Otago ... ... ... ... ... 145 Christchurch ... ... ... ... 112 Regulations — Dunedin ... ... ... ... ... 115 Scholarships ... ... ... ... 146 Napier ... ... ... ... ... 116 Payment of Grants to Boards ... ... 146 Examination of Teachers— Form of Attendance Return ... ... ... 146 1. Inspector-General's Report ... ... 119 Examination, Classification, and Certification of 2. Examination Papers ... ... ... 120 Teachers ... ... ... ... 147 3. Correspondence with Chancellor of New Zea- Pupil Teachers ... ... ... ... 149 land Unirersity ... ... ... 130 Standards of Education and Inspection of Schools 149 Reports of School Commissioners — Training Colleges ... ... ... ... 153 Auckland... ... ... ... ... 134 District High School Fees ... ... ... 153 Taranaki ... ... ... 135 Class Books ... ... ... ... 154 Wellington ... ... ... ... 136 School Penny Banks ... ... ... 155 Hawke's Bay ... ... ... ... 137 Circulars — Marlborough ... ... ... ... 138 Grants to Committees (No. 11) ... ... 156 Nelson ... ... ... ... ... 139 Boards' Finance (No. 13) ... ... ... 156 Canterbury ... ... ... ... 141 School Buildings Grants (No. 15) ... ... 156 Westland... ... ... ... ... 142 Scholars outside " school age" (No. 17) ... 157 Otago ... ... ... ... ... 144 Classification of Teachers (No. 19) ... ... 157 Accounts of School Commiisioners— Public Libraries (No. 20) ... ... ... 157 Auckland... ... ... ... ... 134 Training of Teachers (No. 22) ... ... 157 Taranaki ... ... ... ... ... 136 School Penny Banks (No. 27) ... ... 158 Wellington ... ... ... ... 137 School Buildings (No. 28) ... ... ... 158 Hawke's Bay ... ... ... ... 138 Dismissal of Teachers for Falsification of Registers Marlborough ... ... ... ... 138 and Returns (No. 31) ... ... ... 158 Nelson ... ... ... ... ... 140 List of Classified Teachere ... ... ... 159 Canterbury ... ... ... ... 141
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1879. NEW ZEALAND.
EDUCATION. SECOND ANNUAL REPORT OP THE MINISTER OP EDUCATION.
Presented to both Houses of the General Assembly by Command of His Excellency.
Office of the Department of Education, Sir,— Wellington, 30th June, 1879. I have the honour, in accordance with the provisions of " The Education Act, 1877," to submit to your Excellency the following report upon the progress and condition of public education in NeAV Zealand during the year ending the 31st day of December, 1878. I have, &c, J. Ballance, Minister of Education. His Excellency Sir Hercules G. R. Robinson, G.C.M.G., Governor of New Zealand.
REPORT. Although the system of public-school education established by the Act of 1877 came into operation upon the lst day of January, 1878, yet it was not until four months of the year had elapsed that full effect could be given to several of its more important provisions. The changes whioh took place in the course of the year in the number and limits of the education districts, and in the constitution of the Education Boards, render it somewhat difficult to present in a complete and perfectly satisfactory manner the whole of the statistical and other information relating to the public schools for the entire year. Education Districts. The former education districts were conterminous with the proA rincial districts of the same names, with the exception of the small districts of New Plymouth and Patea, into Avhich the Province of Taranaki had been divided. But by the recent Act numerous changes have been made in the extent and boundaries of the education districts. Small portions of the Provincial Districts of Wellington and Hawke's Bay, within the Counties of East and West Taupo, are uoav included in the Education District of Auckland. The Counties of Cook and Wairoa, nearly I*—H. 2.
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all of which are in the Auckland Provincial District, are now included in the Education District of Hawke's Bay, to which have been also added another small portion of Auckland Provincial District and tAvo portions of Wellington Provincial District. The Counties of Wanganui, Rangitikei, and Manawatu, in the north-west of Wellington Provincial District, together with Patea County, which is partly in Wellington and partly in Taranaki Provincial District, form the Education District of Wanganui. The Taranaki Education District is conterminous with the County of Taranaki, and includes a small portion of Auckland Provincial District. In the South Island, the Provincial District of Canterbury has been diA'ided into the Education Districts of North Canterbury and South Canterbury, and that of Otago into the Education Districts of Otago and Southland. The County of Kaikoura, in Marlborough, and the Counties of Cheviot and Amuri, in Nelson Provincial District, have been added to the Education District of North Canterbury ; and the County of Grey, in the Nelson Provincial District, now forms part of the Education District of Westland. In consequence of these numerous changes, none of the existing education districts correspond in all respects with the former ones. There are noAV twelve education districts —viz., Auckland, Taranaki, Wanganui, Wellington, Hawke's Bay, Marlborough, Nelson, North Canterbury, South Canterbury, Westland, Otago, and Southland. Education Boards. In accordance AA rith the provisions of the Act of 1877, the former Education Boards continued in office until the new Boards Avere elected under the Act by the School Committees of the respective education districts. The members of the Boards of Auckland, Wanganui, Wellington, and Nelson took office on the 31st day of March, and the members of the eight other Boards a month later. So far, therefore, as the management by Education Boards was concerned the past year may be divided into tAvo periods; the first extending over the three or the four months during which the former Boards continued in office, and the second oA~er the eight or the nine months after the change in the number and boundaries of the education districts had taken effect, and the neAv Boards constituted by the present Act had entered on their duties. A very large proportion of the gentlemen who had in past years given their services as members of Education Boards were again elected to the same position by the School Committees, in AAliom the appointments are now vested. In some districts scarcely any alteration took place in the composition of the new Boards. It was, no doubt, largely owing to this circumstance, and to the retention of most of the Boards' officers, that the change from the former to the present system was satisfactorily effected. It is provided by the Act that every person, male or female, of full age, resident in the education district, and not specially disqualified, shall be qualified to be a member of the Education Board. The only district in which full advantage was taken of this provision is that of Hawke's Bay, where one lady was elected a member of the Board. The reports of the several Education Boards, and the general statements of their income and expenditure for the year 1878, are appended. These reports furnish interesting and valuable information respecting the progress and condition of public-school education in the different education districts, and they merit careful perusal. Number of Schools. The number of public schools reported as having been in operation during the whole or a portion of the year 1878 is 748. A list of the public schools in the se\*eral education districts, with a statement of the expenditure on each for the year 1878, and the names, status, and rates of emoluments of the teachers employed in them during the last quarter of the year, is appended (Table No. 7). The folloAving table furnishes information respecting the number of schools in the different districts: —
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TABLE A.—Number or Schools.
In the list of schools are included 69 "half-time" and "aided" schools. Thirtysix of these are half-time schools, and are situated in the folloAving districts respectively : Auckland, 30; Wanganui, 2; Wellington, 2; and Westland, 2. These half-time schools are situated in sparsely-settled localities, where the number of children of school age is too small to warrant the establishment of an ordinary public school. The usual course is to place under the charge of the same teacher two of such small schools situated at a convenient distance from each other, on the understanding that the teacher shall divide his time and attention as fairly as possible between the tAvo schools. It does not always happen, hoAvever, that two small schools can be established sufficiently near each other to admit of their bein<* placed under the charge of the same teacher; and, besides, it is often extremely difficult to reconcile parents to the idea of having, as they say, " only half of a teacher's time and attention." Some Boards haAre, consequently, taken advantage of the provisions of section 88 of the Act, which authorizes them to assist small schools " started by private enterprise in outlying districts Which it Avould be premature or inconvenient to constitute school districts." Such schools are designated " aided schools " by the Act, and they probably form the only means by Avhich the advantages of school instruction can be placed Avithin the reach of the children in the remoter districts. Only in one instance does it appear that any Board has yet attempted to meet the difficulty of providing for the education of children in very sparsely-peopled localities by means of " itinerant teachers," as also authorized by section 88. The Auckland Board reports that an itinerant teacher has been appointed for the district of Wairoa North and surrounding localities. A comparison of Table A Avith the corresponding summary on page 2 of last year's report shows that a very marked improvement has taken place in the amount of attendance at the smaller schools. The number of schools in which the attendance Avas less than 15 has been reduced from 96 to 76; Avhile the number with an attendance between 15 and 25 has been reduced from 171 to 154. Along with this, there has been a very large increase in the number of schools with an attendance of 25 and upwards. Column 3 shoAVS that the attendance all over has been raised from an average of about 57"2 to an average of about 67"7 per school. It may be thought that the increase in the number of schools for the year is not equal to what might have been expected as the result of the passing of the Education Act of 1877. But it must be taken into account that, when the Act came into operation in January, 1878, the Education Boards had not the means at their disposal for the erection of neAV school buildings at all commensurate Avith
Education Dbtbicts. fa el V M •S GO g* 0 <a "o o -3 CO <2 a co e* IS C So "16 2 B o 6.1 a- © o O 3 3T3 rt H • |"l qj.3 u is ° to <Sg §,a CO i 3 p. ** W 3 §• •8 « a >o Number of Schools in each Ei Average Attendance for I MS n h 3^ ce o C4 s I • 3 CL 3 ■- » 3 I S & ta a M o j o lucatioi Last Qu; 8 b it . 13 w a a 3 ft 3"^ 3 1 Disti -rter ol o tt v . 8 ■ict in which r1878 was O o eo h §? O I "a 3 ■ 8 CO 04 3 3 . d-2 JS t- §■* m 8 t3 83 • III w.28 Is as 00 *o o g o .fl a Auckland ... faranaki 193 25 47 36 32 15 56 109 17 36 134 48 9,095 753 2,141 3,374 1,649 776 2,769 10,076 1,877 2,132 13,-191 2,506 47-1 301 45-5 937 515 517 49-5 92-4 110-4 59-2 100-7 522 42 6 3 30 2 6 3 1 3 7 6 1 6 5 1 24 2 9 9 4 1 6 11 1 3 8 5 50 11 14 0 14 4 18 29 8 11 50 28 15 4 3 6 6 3 11 19 2 3 20 5 13 9 6 4 36 3 2 1 1 tYanganui ... Wellington... lawke's Bay if arlborough kelson (forth Canterbury ... iouth Canterbury iVestland ... )tago ioutbland ... "5 5 5 2 1 6 13 1 1 4 2 1 1 6 3 2 10 2 3 2 2 4 3 2 2 8 5 12 "6 3 "a 2 i' 4,' 1 7 1 2 2 12 4 17 2 7 1 2 12 2 3 '4 3 Totals for 1878 ... Totals for 1877 ... 748 730 50,639 41,773 67-7 57-2 76 96 71 79 83 92 243 200 97 103 53 40 59 46 38 35 18 10 9 7 69 17 Increase 18 8,866 10-5 43 13 13 3 8 2 Decrease 20 8 9 6
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their increasing requirements,, and that it was not until some time had elapsed that the special Parliamentary vote of £100,000 for school-building was distributed amongst them. Besides, the increased attendance at many of the schools already established has rendered the enlargement and improvement of existing buildings a matter of urgent necessity. The Boards' reports, however, slioav that a number of new schools Avere approaching completion at the close of 1878; and there is consequently every reason to believe that next year's report Avill slioav a very considerable increase in the number of neAV schools. The last column of Table A slioavs that 17 schools had been closed during the past year. While some of these may have been given up from other causes, many of them have had to be discontinued simply because of the removal from the district of the feAV families from which the school had drawn its scanty supjily of pupils. Por example, the stoppage of a saAV-mill in a purely bush district almost invariably leads to the closing of the school. Number of Teachers. The number of teachers employed on the ordinary staff in the public schools during the last quarter of 1878 is returned at 1,611, being 211 in excess of the number engaged during the corresponding quarter of the previous year. They may be classified as follows : Headmasters, 625; male assistants, 82; male pupilteachers, 118; head-mistresses, 219 ; assistant mistresses, 235 ; and female pupilteachers, 332. In addition to those on the literary staff may be added 80 workmistresses or teachers of sewing, whose duties are limited to the giving of lessons to girls in needlework and other industrial branches during a portion of the school time. They are usually employed in schools where the attendance is not sufficient to warrant the engagement, for the Avhole of the school hours, of a fully-qualified mistress in addition to the master. As already mentioned, full information respecting the teachers employed during the last quarter of 1878 is contained in the Appendix (Table No. 7). The folloAving summary furnishes information respecting the number of teachers employed in the schools of the several education districts. The classification has been carefully made from the returns furnished by the Boards : —
TABLE B.—Number op Teachers.
The large increase in the number of headmasters, as compared with that of head-mistresses and of additional schools established during the year, is mainly owing to the circumstance that a number of the smaller schools Avhich were formerly in charge of mistresses are noAV placed under masters. The number of pupil-teachers employed at the close of 1878 was 450, of whom 118 were
Number of Teachers employed in the last Quarter of 1878. 10. Teachers of Sewing not included in the preceding columns. Education Disibicis. Males. Females. 8. Average Attendance for last Quarter ot'187S. 9. Average Number of Pupils per Teacher. 1. „ 3. 4. si 6Head Ami.Wa Pupil- Head Ansistknts 1 Teachers. Assistants. Teac f, ers Teaoll e ra . Assistants. Teachcrs Totals. Auckland raranaki IVanganui iiVellington ... rlawke'sBay... Harlborough (felson (forth Canterbury South Canterbury -Vestland )tago louthland 157 16 35 32 23 12 31 101 17 29 129 43 12 1 6 1 2 17 4 5 30 4 16 8 1 5 3 1 28 7 9 3 12 G 25 57 6 7 52 7 88 1 10 24 5 3 24 41 7 9 20 2 77 4 15 35 11 2 379 36 71 105 54 25 82 334 59 77 323 66 9,095 753 2,141 3,374 1,649 776 2,769 10,076 1,877 2,132 13,491 2,506 21301 321 30-5 31-33-8 301 31-8 277 41-8 3833 "6 40 7 5 31 1 "78 18 22 61 9 "30 4 '"i Totals for 1878 Totals for 1877 625 577 82 71 118 82 219 213 235 236 332 221 1,611 1,400 50,639 41,773 31-4 29-8 80 82 Increase 11 B6 111 211 8,866 1-8 Decrease 2
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males and 332 females, shoAving an increase on the year of no feAver than 147. This points very clearly to the great importance of providing for the thorough education and training of the large number of the youth of the colony who are noAV preparing for the profession of teaching. The average number of scholars per teacher over the Avhole of the schools at the close of the year was 31*4, as compared Avith 298 tAvelve months previously. This average ranges from 21 in Taranaki District to 41*8 in Otago. The figures in Table A will, to a large extent, account for this very great difference. In a district where most of the schools are very small, the number of teachers must necessarily be large as compared Avith the number of children under instruction. In Taranaki nearly one-fourth of the schools have an attendance of less than 15 scholars each, and there are only four schools Avith an attendance of over 50. In Otago, on the other hand, there are very feAV small schools, and many are so largely attended as to admit of two or more teachers being employed in them. The scholars can therefore be so classified, according to attainments and subjects of study, as to enable one teacher to instruct with success a larger number of pupils than if he were in sole charge of a small school, in which there Avould necessarily be a number of small classes at different stages of progress. School Attendance. Previously to the issuing of the Order in Council regulating the calculation of the attendance at the public schools, the practice followed in regard to the keeping of the school registers and the calculating of the average daily attendance differed widely in the several education districts, and there is reason to belieA re that in some instances the registers were imperfectly kept, or almost wholly neglected. The uniform attendance-registers and summaries which have been supplied to all the schools, the method of calculating the attendance prescribed by tiie regulations, and the quarterly returns for each school required under them, greatly facilitate the collection of complete and reliable information of a uniform character respecting school attendance throughout the entire colony. Some of the statements required by the quarterly returns are necessary to enable the Boards to report to the department as to the numbers in attendance ; others afford periodical information to the Boards respecting the state of the schools, in such a form as to enable them to judge of the sufficiency or otherwise of the staff employed in each school, and as to the particular section in the school in which the greatest number of pupils is to be found ; Avhile other particulars are only actually AA'anted once a year for the purposes of the Registrar-General's Department. Common experience of the difficulty of getting forms properly filled up justifies the practice of requiring complete returns frequently, in order that those who make them may by habit become expert in making them. Besides, in districts in which there is a frequent change of teachers, it is a Avise, and indeed a necessary, precaution to haA*e the more important contents of the school records lodged periodically in the central office of the Board, for it is only in this Avay that accurate statistics relating to long periods can be obtained. The circular Avhich Avas issued to Boards Avith the first supply of return forms (Circular No. 7, 6th June, 1878 : Education Report, 1878, p. 114) sets forth very fully tbe objects contemplated by the regulations. As the Parliamentary grants for education are paid to Education Boards and to schools almost wholly on the basis of the average daily attendance, it is of the utmost consequence that the school registers and returns should be thoroughly trustworthy. Por the perfect accuracy and truthfulness of these registers and returns the department and the Education Boards are almost entirely dependent upon the carefulness and good faith of the teachers, and the attention given to the matter by the School Committees. Apart from the latter, the District Inspector of Schools, over Avhom the department has no control whateA rer, is the only person who has an opportunity of examining the school records from time to time, and of checking any neglect or irregularity which may occur. 1 (') Since the above was written two Boards have reported the dismissal of teachers by them for falsification of their school registers. The Boards have been informed that the names of the offenders will not be entered in the Lists of Certiiicated Teachers under tho Act. (See Circular No. 31, in the Appendix.)
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A return of the whole of the schools in operation during the past year, with an abstract of the enrolments and the average daily attendance, is appended to this report (Table No. 8). The folloAving is a summary of the attendance returns for the several education districts :—
TABLE C.—School Attendancb.
The regulations provide that the average daily attendance shall be ascertained by dividing the total number of morning and afternoon attendances, taken together, by the total number of times (morning and afternoon reckoned separately) that the school has been open during the period for which the computation is made; but, in order that the capitation alloAvance may not be unduly affected by bad weather, epidemics, or any unusual occurrence, a second computation is to be made by throwing out of account the mornings and the afternoons on which the attendance has been less than one-half of the number of children then belonging to the school. The result of this second computation is named the "working average," and upon it the payments to Boards are based. The "strict average" and tbe " working average" are both given in the foregoing summary; the difference between them being 2,475 for the entire year, and 1,204 for the last quarter. The smaller excess in the working average for the fourth quarter is to be accounted for by the fact that at this season of the year school attendance is usually at its best, and that consequently there are fewer days on which the attendance is so small as to render the second computation necessary. It is the working average which is referred to in other parts of this report where the average daily attendance is mentioned. The returns slioav an increase of 7,159 on the average daily attendance for the whole of the year, and of 8,866 for the fourth quarter, as compared Avith the corresponding periods of 1877. The increase in the total number of scholars entered on the school rolls for the year is 16,023, the enrolments for 1877 and 1878 haAdng been 71,95 L and 87,974 respectively. The number belonging to the schools at the close of 1878 Avas 65,040, as compared with 55,688 twelve months previously, showing an increase of 9,351. The percentage of average attendance to the total number of enrolments for the year is about 546. The percentage for the previous year waa about 56-8. But very little, if any, reliance can be placed on the number of recorded enrolments for the year, because even for the short period of one quarter the number of scholars who have been enrolled and Avho have attended at all is found, in ordinary circumstances, to be higher than the number belonging to the school at any one time, and this is much more the case as regards so long a period as a year. It is well knoAvn, and it has now become a cause of complaint on the part of the teachers, that many children, especially in towns, change from one school to another in the course of a single year. The
On School Eoll. Avei •age Daily Attendance. EorciTiON Distbicts. Number w„,„t„, iNumber who of Scholars j™!!" A > attended belonging ut j™,!" , | at all in the Beginning f . _ * : course of the of Year. tne Iear- Year. Number belonging at end of wholf) Fourth lear. Tear Q uarter . Strict Average. 'orking Average. Fourth Quarter. Whole Year. Males. Females. Totals. luckland .'aranaki rVanganui Velhngton Tawko's Bay ... -larlborough ... f elson forth Canterbury iouth Canterbury /Vestland )tago Southland 10,917 4,078 G3G : 851 1,658 2,031 3,130 i 3,796 1,281 ' 1,848 765 559 2,839 I 1,574 11,144 j 8,570 2,064 I 1,139 2,701 1,021 10,800 10,517 2,914 ! 1,141 14,995 1,487 3,689 6,926 3,129 1,324 4,413 19,714 3,203 3,722 21,317 4,055 11,928 1,016 2,729 4,645 2,008 1,014 3.507 13,636 2,666 2,689 16,078 3,124 8,392 655 1,858 3,114 1,490 730 2,521 8,264 1,679 2,108 12,320 2,390 8,855 692 2,097 3,263 1,604 753 2,712 9,943 1,816 2,068 13,166 2,466 8,672 698 1,895 3,222 1,526 749 2,585 9,597 1,754 2,129 12,619 2,550 5,020. 419 1,176; 1,925; 896, 421| 1,446 5,330 1,005 1,108 7,046 1,299 1 i 4,075 334 965 1,449 753 355 1,323 4,746 872 1,024 6,445 1,207 9,095 753 2,141 3,374 1,649 776 2,769 10,076 1,877 2,132 13,491 2,506 Totals for 1878 ... Totals for 1877 ... 50,819 37,125 87,974 71,951 65,010 55,6S8 45,521 49,435 47,996 40,837 27,091' 23,548 50,639 41,773 Increase 16,023 9,352 7,159 8,861
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names of such children must therefore be entered on two or more school rolls, and consequently the aggregate number of enrolments in the colony for the year must be regarded as greatly in excess of the number of different children who have actually been in attendance at school, even for the briefest period. It would be well if some method could be devised for checking the excessively frequent changing of children from school to school in the larger towns, —a practice which seems to be greatly on the increase. The form of attendance return now required by the regulations renders necessary the frequent and careful revision of the school roll, and the removal from it of all useless names; and thus the means is readily afforded of comparing the average attendance Avith the number actually belonging to each school for the same period. Thus the returns for 1878 give nearly 779 as the percentage of average attendance to the number belonging to the schools during the last quarter of the year. The corresponding percentage for the last quarter of 1877 Avas about 75. Although it is obviously very necessary that the average daily attendance should be made the basis of payments to Boards and to schools, yet the fact should not be overlooked that the average daily attendance does not in itself represent the full number of children Avho may be deriving advantage from the public schools, for the attendance of many children, owing frequently to circumstances beyond their control, is somewhat irregular, and yet they may be receiving much benefit from their attendance, broken though it may be. Proportion of Attendance to Population. The folloAA'ing table, compiled from the Registrar-General's returns, slioavs the number of children Avho Avere returned by householders as attending day schools, or as receiving tuition at home, Avhen the Census was taken in March, 1878. The number of children between the ages of five and fifteen years at the same date is also shown, as Avell as the humber returned as attending Sunday schools:—
TABLE D. —Number of Children returned as Attending School, or as receiving Tuition at Home, March, 1878. (Compiled from Census Results just published.)
Although the foregoing table may prove interesting, yet it cannot be regarded as of much practical value. A comparison of the number of children reported as attending school or receiving tuition at home with the number betAveen the ages of five and fifteen would mislead, because a considerable number of children under five and over fifteen years are known to attend the public or the priA rate schools, Avhile on the other hand many boys and girls leave school, fairly educated in some instances, before they reach fifteen years. The compulsoryattendance provisions of the Education Act fix thirteen years as the age up to which children may be compelled to attend school. It is evident that the number returned as "receiving tuition at home " is misleading, for it is Avell known that, except in families in which a tutor or a governess is engaged, home tuition, if imparted at all, is necessarily in most cases of a very indifferent character.
Education Distbicts. At Public Day Schools. At Private Day Schools. Receiving Tuition at Home. Total of the I Number of Childthree precedingren between 5 and Columns. I 15 at same date. Attending Sunday School. Auckland raranaki tVanganui Wellington ... lawke's Bay Harlborough kelson forth Canterbury iouth Canterbury (Vestland )tago Southland ... 11,559 830 2,273 4,612 1,776 898 2,695 13,398 2,527 4,123 15,378 2,797 4,511 344 764 1,721 898 232 505 2,040 221 500 2,336 539 2,167 214 609 896 551 190 619 1,205 348 373 1,755 757 18,237 I 1,388 ' 3,646 7,229 3,225 1,320 3,819 16,643 3,096 4,996 19,469 4,093 j 21,106 1,790 4,652 8,505 4,375 1,768 4,616 19,771 4,089 5,139 23,560 5,837 13,307 1,046 1,826 4,999 2,366 726 2,688 12,884 2,231 3,386 14,553 2,261 Totals 62,866 14,611 9,684 87,161 105,208 62,253
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Ages of the Scholars. Appended to this report is a table showing the ages of the scholars of both sexes belonging to the schools in the several education districts during the quarter ending 31st December, 1878 (Table No. 5). The following is a summary of the ages for the entire colony :—
TABLE E. —Ages op Scholars.
Income and Expenditure of Education Boards. In addition to the statutory grant of £3 15s. per annum for every child in average daily attendance at the public schools, the General Assembly last year made provision for the following purposes : — (1.) Por grants to Boards at the rate of 10s. per annum for every child in average daily attendance, for distribution amongst the School Committees for local educational purposes. It is required by Order in Council that the whole amount of such grants shall be paid to the School Committees according to a predetermined scale, based upon the average daily attendance at the schools respectiA^ely under their charge, and shall form a portion of the school fund to be disbursed by the Committees in terms of the Act. (2.) Por grants to Boards, at the rate of Is. 6d. for each child in average daily attendance, for the support of scholarships established by them under the provisions of the Act, being the special and only funds out of grants from the consolidated revenue applicable to this purpose. (3.) Por the distribution amongst Boards of the sum of £4,000 by way of subsidy, with a view to aid and encourage them to make sufficient provision for the efficient inspection of the public schools. (4.) Por grants to Boards for the training of teachers. The amount voted for this purpose was £7,000. (5.) Por a special grant of £100,000 for school-buildings. The ordinary grants are paid to the Boards monthly in strict accordance with the ascertained average attendance of the preceding three months, as shoAvn by the summary statements of the quarterly attendance returns furnished by them in terms of the Order in Council of 28th May, 1878. A general statement of the income and expenditure of each Board for the year 1878 follows its report. Tables Nos. 1 and 2 in the Appendix contain summaries of the Boards' accounts. The following are the totals of the principal heads of the Boards' receipts :— £ s. A. Balances on lst January, 1878 ... ... ... ... 27,417 311 Parliamentary grants —Ordinary ... ... £216,666 4 0 „ Buildings ... ... 101,257 211 317,923 6 11 Education reserves ... ... ... ... ... 8,862 3 9 Local payments (arrears of fees and rates, and sundry receipts) 10,650 16 1 Overdrafts, 31st December, 1878 ... ... ... ... 3,432 5 4 Total receipts for year ... ... ... £368,285 16 0 Deduct balances and overdrafts ... ... 30,849 9 3 Net income for year... ... ... ... £337,436 6 9 The comparatively large sum of £45,944 9s. 4d. was received by the Education Boards in 1877 from local sources such as school fees, capitation rates,
Ages. Boys. Girls. Total. Percentage. Jnder five years rive and under seven years !even and under ten years ... Pen and under thirteen years thirteen and under fifteen years ... )ver fifteen years ... Totals 904 7,499 12,623 9,936 2,772 415 34,149 872 6,751 11,381 8,935 2,674 604 1,776 14,250 24,004 18,871 5,446 1,019 2-72 21-80 3672 28-87 8-32 1-56 31,217 6o,Z6G 100-
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arrears of household and other rates, &c.; but all or nearly all such sources of revenue have been extinguished by the Act of 1877, and the local receipts were consequently reduced last year to £10,650 16s. Id. Only about one-half of this amount can be regarded strictly as revenue, the remainder being made up of deposits, refunds, &c. The grants from Government during the past year show an increase of £113,718 3s. 7d. over those of 1877, owing to the maintenance of the public schools being now almost Avholly throAvn upon the colonial reA^enue, and to the larger attendance at the schools. The special vote for school buildings was also increased from £50,000 to £100,000. The decrease in the amount of receipts from education reserves for last year has been owing to the appropriation by the General Assembly of one-fourth of the reserves revenue to the promotion of secondary education, and to the circumstance that the School Commissioners in some instances did not pay over the aA'ailable proceeds to Boards before the close of the year. The following are the totals of the chief heads of expenditure by the Boards for the year 1878 :— £ s. d. Liabilities on lst January, 1878 ... ... ... ... 4,065 14 11 Expenses of management by Boards ... ... ... 10,225 12 2 Inspection of schools and teachers' examinations ... ... 6,142 14 5 Maintenance: Teachers' salaries and allowances, grants to Committees, scholarships, training of teachers, insurance, &c. ... 191,499 15 5 School buildings ... ... ... ... ... ... 90,49117 9 Eefunds, and sundry extraordinary payments ... ... 4,254 2 1 Total expenditure for year ... ... ... £306,679 16 9 Balances in hand, 31st December, 1878... ... 61,605 19 3 £368,285 16 0 Table No. 3 of the Appendix furnishes a detailed statement of the expenditure of the different Boards on management and on school inspection, including teachers' examinations, for the past year. The folloAving summary shows the cost per scholar in tbe different education districts for Boards' management, school inspection, and teachers' examinations, maintenance of schools, and school buildings respectively, based on the average daily attendance for the year. As the amount (£4,254 2s. Id.) of sundry unclassified payments, which are almost wholly on account of refunds, advances, interest, &c, cannot be properly regarded as ordinary expenditure, it has not been included in the computation. The balances have also been throAvn out:—
TABLE F.—Expenditure per Scholar.
* Including 210 pupils of Girls' High School and training classes. The rate of expenditure per scholar for management ranges from Is. 9|,d. in Otago to 9s. lOf d. in Taranaki. It was to be expected that, as a rule, the rate for management and for most other purposes Avould be proportionately higher in 2*— H. 2.
Cost per Sc Cost per Sci lolar for the Year 1878, based on tl ie Average Daily Attendance. EDUCiTIOS Districts. \*USL pel ot Number i Average I of Months Daily in I Attendance -p operation. for 1878. Management . For School ; Inspection and , Maintenance of Teachers' Schools. Examinations. School Buildings. Totals. Luckland taranaki ■Vanganui Wellington lawke's Bay dnrlborough felson forth Canterbury South Canterbury Vest land )tago Southland 12 12 9 12 12 12 12 12 8 12 12 8 t I *8,888 698 1,895 3,222 1,526 749 2,585 9,597 1,754 2,129 12,619 2,550 £ s. a. 0 6 2 0 9 lOj 0 7 11 0 5 Oi o 7 m 0 4 Oi 0 5 Oi 0 3 5J 0 6 6 0 7 7i 0 1 9j 0 4 0 £ s. d. ' £ s. d. 0 1 10 4 0 0{ 0 2 10i 3 10 4f 0 4 4 14 4 2 0 2 6J I 4 3 5 0 6 9| ! 4 1 4-i 0 2 8i ! 4 10 li 0 2 7 4 0 9 0 2 85 4 10 7i 0 2 8i 3 14 Hi 0 6 2i 5 6 0 0 2 Oi 3 15 9J 0 2 Oi 4 2 9 £ s. d. 2 13 Oi 1 19 7 3 5 10i 1 18 Oi 1 15 11 2 16 5i 1 4 7i 2 3 5i 2 11 9J 4 10 5 0 17 7i 1 4 7i £ s. d, 7 1 1 6 2 9 8 2 3i 6 9 Oi 6 11 9i 7 13 3} 5 12 ll| 7 0 2i 6 15 Hi 10 10 2f 4 17 3i 5 13 4J For thc colony *48,212 0 4 2f 0 2 6f ! 3 19 5i 1 17 6i 6 3 9
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the smaller and more sparsely settled districts, such as Taranaki, with a total average attendance of only 698, spread over a number of \-ery small schools, than in a large and populous district, such as that of Otago, having an average attendance of 12,619, and a considerable number of \-ery large schools. The same rule AA rould to some extent apply to larger districts than Taranaki. Auckland had only about two-thirds of the aA rerage attendance of Otago last year; and yet, OAving to the greater sparseness of the population, the number of schools and teachers in the former was 193 and 379 respectively, as compared with 134 and 323 in the latter [see Tables A and B). The returns furnished by the Boards show, hoAvever, that in several instances the rates of expenditure per scholar for management do not follow any such rule, and that the business of some Boards has been less economically managed than that of others during the past year as regards not only the office staff, but such contingencies as law charges, printing, advertising, stationery, and miscellaneous payments. It must be taken into account, hoAvever, that the administration of educational affairs by the Boards during the past year was in a someAvhat unsettled condition, owing to the changes made by the Act of 1877 in the number and extent of the education districts, the constitution of the Boards, and other particulars. It has therefore been deemed advisable to obtain from each of the Boards a return showing the number, position, and emoluments of the officers, other than teachers of schools, employed by it at the present time (June, 1879). The information thus obtained is shoAvn in Table No. 4, in the Appendix. Subjects of Instruction. The folloAving table shows the number of scholars returned by the different Boards as learning the several subjects of instruction specified in section 84 of the Act, during the last quarter of 1878 : —
TABLE O. —Subjects of Instruction.
School Buildings. Information respecting the grants received by the several Boards out of the special A'ote for school buildings, and the amounts expended by them, during the past year, is furnished in Tables 1 and 2of the Appendix. The total receipts amounted to £101,257 2s. lid., and the expenditure to £90,491 17s. 9d.; the difference between these sums arising from the circumstance that moneys advanced to Boards in December had not been all paid before the close of the year. Table 7 of the Appendix shows the amounts expended on school buildings and furniture during the year within each of the school districts. Other particulars with regard to the expenditure on school buildings arc given in the general statements of accounts attached to the Boards' annual reports, published in the Appendix. These accounts show that a considerable proportion of the moneys expended during 1878 was on account of the enlargement, completion, and improvement of existing buildings. There is reason to believe that the returns for the current year will slioav that a comparatively large number of new schools has been opened Avithin the year.
Education Distbicts. © rt 3 ea e3 ji 3 to (8 _3 s* 1 3 a in 111 W ° K E Be c 0) C fc. o W I o I "o I O _© fl o u o I fi 3 A ■s a 4 Luckland 'aranaki Wanganui rVellington Iawke's Bay ... ilarlborougli ... kelson forth Canterbury South Canterbury Westland )tago Southland 12,204 1,016 2,708 4,697 1,985; 1,015 3,570l 13,647, 2,666 2, 704; 16,078' 3,076| I 12,20411,712 1,016, 963 2,70S 2,462 4,697; 4,507 i 1,9851 1,778 1,015! 977 I 3,570 3,006 ,13,64713,018 2,666! 2,627 ; 2,704 2,434 io,07812,960 j 3,076 2,459 65,366 58,933 11,679 918 2,439 4,372 1,658 946 2,764 12,625 3,582 2,358 12,924 2,416 7,193 426 1,418 2,232 722 569 1,329 6,237 1,010 1,153 7,834 1,680 8,705 565 1,496 2,529 869 017 1,463 6,695 1,027 1,252 7,90o! 1,746 4,562 378 790 1,413 425 313 774 4,734 725 493 1,600 529 2,827 5,514 9,521 7,196 3,689 1,196 284 606 259 207 138 1,691 370 3 1,302 208 620 1,267 441 234 206 5,219 453 28 5,427 618 1,981 3,996 615 505 221 9,180 997 878 7,527 908 752 531 2,127 799 516 506 373 200 115 733 8,674: 5,103 1,319 484 1,220; 496 10,383 3,787 577J 692 .33,25217,020 229 38 95 117 1,163 204 197 65 Totals ... 65,366* 58,681 31,803 34,864! 16,736 7,895 20,027 36,329' 3,304
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Table No. 8 contains information respecting the number of teachers' or custodians' houses in the different districts, and the number of square feet of floor-space in the several schools and class-rooms. The returns under these two heads show that some of the education districts are very much better supplied than others as regards both teachers' residences and school buildings. In the Auckland District there Avere at the close of the year 193 different schools and only 58 residences. The following particulars respecting the schools have been supplied by the Auckland Board : Number of schools held in churches or churchbuildings, 28; in public halls, 13; in houses or rooms usually rented, 25. In the South Island, except in the "Westland District, there are comparatiA rely few schools which are not provided Avith a residence. In addition to the ordinary education grants, the General Assembly passed a special vote of £50,000 for school buildings for the financial year 1877-78. But in consequence of the strong representations made by Boards as to the very great deficiency of school accommodation, the sum of £100,000 was voted for the financial year now ending. With a \~iew to enable the several Boards to provide somewhat adequately for the greatly increasing attendance at the public schools, the folloAving clause was inserted in " The Immigration and Public Works Appropriation Act, 1878 : " —" The Minister for Education may authorize Education Boards to enter into contracts for the erection of school buildings involving an expenditure not exceeding in all two hundred thousand pounds, inclusiA'e of the sum of one hundred thousand pounds appropriated for such purposes by this Act, and in anticipation of a like sum to be voted by the General Assembly for the financial year commencing on the first day of July, one thousand eight hundred and seventy-nine." The amount (£100,000) voted for the current financial year has been distributed, after very careful consideration of the wants, so far as they could be ascertained, of the different education districts. The apportionment was based as far as possible upon the Boards' OAvn returns as to the extent of additional accommodation needed, and such other reliable information as could be obtained; the relative population, school attendance, and other circumstances being also taken into consideration to some extent. The following are the sums granted to the several Boards: Auckland, £18,000; Taranaki, £2,500; Hawke's Bay, £7,500; W Tanganui, £5,000; Wellington, £8,000 ; Marlborough, £2,500; Nelson, £5,000; Westland, £6,500; North Canterbury, £15,000; South Canterbury, £6,000; Otago, £19,000 ; and Southland, £5,000 : total, £100,000. In order to relieve the Westland Board from serious financial embarrassment, it AA ras found absolutely necessary to advance to it the sum of £3,000 in excess of its grant, on the express understanding that a corresponding amount Avould be deducted from the proportion falling due to the Board out of next financial year's appropriation. The conditions upon Avhich the school-buildings grants were paid to the several Boards are set forth in Circular No. 15 (2nd November, 1878), a copy of wliich is published in the Appendix. Notwithstanding the placing of so large a sum as £250,000 at the disposal of the Boards virtually within the space of two years, representations have been made by some of them as to the inadequacy of the amounts received by them to overtake their requirements. W 7ith the view of removing misapprehensions which seemed to prevail with regard to the nature of the special A-otes for school buildings, it was deemed advisable some time ago to issue a circular to Boards on.the subject. (See Circular No. 28, 6th May, 1879, printed in the Appendix.) Inspection of Schools, and Standards of Education. The reports furnished by the several Boards upon the inspection of the public schools under their charge are contained in the Appendix. These reports furnish much valuable information respecting the condition of the schools throughout the colony. Tables 2, 3, and 4 of the Appendix furnish full information respecting the expenditure on the inspection of the schools last year, the number of the Inspectors now employed, and the rates of their present salaries and alloAvances. Owing to the circumstance that the appointment, payment, and control of the Inspectors have been committed by the Legislature to the Boards, the pro-
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vision existing for the inspection of the public schools is extremely unequal, and consequently unsatisfactory from a colonial point of view. In the large District of Auckland, with 193 schools and 379 teachers, there is only one Inspector ;'- while each of the comparatively small Districts of Wanganui, Westland, and Southland, with an aggregate amongst them of only 130 schools and 214 teachers, has an Inspector all to itself. The Boards of HaAvke's Bay, Wellington, Nelson, and South Canterbury, with a alcav to economy, have each conjoined the offices of Secretary and Inspector. The Boards of the large and populous Districts of North Canterbury and Otago employ two Inspectors each, but the schools are so numerous, and many of them so large, that these officers cannot overtake the work. The Board of Marlborough engages the occasional sendees of the Inspector of the neighbouring District of Nelson, and the schools of Taranaki are inspected by a gentleman whose interest in education has led him to give up a large portion of his time to the Avork for a salary of £100 a year. But the Taranaki Board some time ago, Avith the hearty concurrence of its permanent Inspector, engaged for a term of three months the services of a highly competent and experienced teacher as an organizing Inspector. 3 Prom that gentleman's report, Avhich is published along with the others, it will be seen that the expedient has proved very serviceable and satisfactory. It is evident that, if it Avere possible to apportion the work of school inspection throughout the colony someAvhat equally and fairly amongst the present number of Inspectors, the work would, on the AA'hole, be much more effectually and satisfactorily performed. As already stated, the General Assembly last year voted the sum of £4,000 Avith a vieAV to assist and encourage Boards to make sufficient provision for the inspection of the schools under their charge. The money is distributed at the folloAvlng rates per annum: To each of the three largest districts, Auckland, North Canterbury, and Otago, £500 ; to each of the two smallest districts, Taranaki and Marlborough, £200; and to each of the other seven districts, £300. It is very obvious that the distribution of this grant could not have been fairly made in strict accordance with the school attendance in the several districts. In se\-en of the education districts the schools have been, to a greater or less extent, and for longer or shorter periods, organized and examined according to certain fixed " Standards of Education." Table No. 6of the Appendix slioavs the number of scholars in tho several education districts who were classified according to standards at the close of last year, liitberto, hoAvever, these Standards of Education have been fixed by the Boards, acting for the most part upon the advice of their several Inspectors, and those referred to in Table No. 6 are of this character. In accordance Avith the requirements of the Education Act an Order in Council has been made containing regulations for the inspection of the public schools, and defining the Standards of Education. These regulations are not all equally stringent. The most stringent are those which relate to reading, spelling, Avriting, dictation, arithmetic, grammar, composition, geography, and English history. Tho examination in these subjects is to be so conducted as to enable the Inspector to say of any individual pupil that he has passed, or that he has failed to pass, a given standard. But this is qualified by the rule that " serious failure in any one subject shall not be so reckoned [i.e., as a failure for the standard] if it appear to be due to some individual peculiarity, and be not common to a large proportion of the class under examination." In the application of the standards great liberty is accorded both to the Inspector and to the teacher. The Inspector may decide for himself in what parts of the programme he will conduct a Avritten examination, and in what parts of it he will trust to oral examination by classes as a sufficient means of distinguishing the pupils avlio fail from those Avho deserve to pass. The teacher is not compelled to classify the children according to the standards which tbey ha\-e passed, nor to accept the programme as the laAV by which his teaching is to be controlled. He is adA^sed that " the standards shail (-) Since the above was written the Auckland Board has reported the appointment of an Assistant Inspector of Schools, as shown in Table No. 4 of the Appendix. ( 3) See Report by the Secretary to the Education Department, on a visit to the Taranaki District in November, 1878.
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not be understood to prescribe the precise order in which the different parts of any subject shall be taught, but as representing the minimum of attainments of which the Inspector will expect evidence at each stage of a scholar's progress." In some respects the standards are less exacting than those they have replaced. In geography, for example, a " knowledge of places of political, historical, and commercial importance " alone is demanded, instead of that proficiency in minute topography to Avhich some standard programmes seem to point; and, Avith regard to history, a special note declares that " precise dates Avill not be required, though a knoAvledge of them may assist in referring each event to its proper reign." Intelligent teachers, folloAving these indications, will endeavour to awaken an interest in facts of real importance, and in the principles on which these facts depend, instead of loading the memory with long lists of mountains and rivers, and with columns of dates. The earlier standards for arithmetic have been arranged in such a way as to suggest an order of instruction by means of which the intelligence Avill be cultivated equally with the power of manipulating figures, and the knowledge of one rule Avill facilitate the learning of another. The later standards for the same subject do not iolloav a strictly scientific method, for it is very important that those Avho are likely to leave school soon after they have passed the Fourth Standard (which, by regulation made under the 90th section of the Act, secures exemption from the operation of the compulsory-attendance clauses) should carry with them into their future occupations a sufficient knowledge of practical accounts, and this consideration has affected the arrangement of the standards. It may be remarked, with regard to the standards generally, that it would be unfair to expect an ordinary small school in a country district, subject to all the disadvantages of insufficient teaching power, imperfect classification, irregular attendance, and early removal, to present any large proportion of its pupils for examination in the highest standards. Justice requires that such schools should be held to have achieved great success if good Fourth Standard AA Tork be done in them. It is not necessary, hoAvever, that they should be judged by a different set of standards. The case of such small schools has not been overlooked in the framing of the regulations for instruction in those subjects in which the classes, and not the individual children, are to be examined. These subjects are science, drawing, music, &c, Avith respect to which the following rule is laid down: " Although the scholars will be alloAved to pass the standards as defined in llegulation 7, the Inspector will inquire, and, if necessary, report, as to the kind and amount of instruction in other subjects in the case of each class, as follows:" In those cases in which the time of the master is fully occupied with the instruction of many classes in the more important and necessary subjects, the Inspector will probably report that the omission of other subjects is warranted by the circumstances, or AAnll take no notice of it. There may be cases in which, by force of industry, enthusiasm, or genius, the teacher Avill succeed beyond reasonable expectation in finding room for music, drawing, or science, or all of them; and will deserve, therefore, very special commendation. On the other hand it should be understood that a large school, Avell classified, and having a sufficient number of teachers, is expected to comply with the fullest requirements of the syllabus. The best teachers may be relied upon to set an example in this respect which others Avill be induced to follow ; and experience Avill prove that time spent upon elementary science and art is not all wasted so far as the essential subjects of instruction are concerned; that all learning becomes easier in proportion as the general intelligence of the learner is cultiA'ated; that by acquiring a knoAvledge of things the pupil becomes more quick to recognize the words Avhich are the names of the tilings; that progress in arithmetic depends on the perception of ratio AA'hich is so Avell illustrated by elementary mechanics; and that an occasional song throws an air of cheerfulness over all the work of a school. The course of instruction in elementary science may be said to begin with the object-lessons of the First Standard, followed by lessons in natural history and on manufactures. The place which these lessons occupy in the First, Second, and Third Standards sufficiently indicates the simplicity of treatment which ought to characterize them. For the three higher standards the course of instruction is
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defined in the 12th Regulation. The different parts of the subjects are described by the names under which they are treated of in scientific books; but the appropriate method of treatment by the teachers is suggested by the fact that this course of lessons is prescribed as a sequel to the object-lessons, &c, of the loAver standards, and the elementary character of the instruction required is clearly shown in a note as follows : " The extent of the knowledge indicated by the programme is intended to be not greater than the ground covered by the ten popular lectures contained in Parts 11., 111., IV., V., and VI. of ' Science Made Easy,' by Thomas Twining, price Is. each part." The order of instruction is left to the teacher, Avho is to "prepare a syllabus shoAving the distribution of these subjects over a three-years' course, having regard to the amount and order of the information contained in the reading-books used in the school." The general definition of the course is given in the folloAving terms : " The teaching of elementary science for Standards IV., V., and VI. shall embrace elementary physics, a small part of elementary chemistry, and elementary physiology; and shall be sufficient for, and be applied to, the purposes of illustrating the laws of health, the structure and operation of the simpler machines and philosophical instruments, the simpler processes of agriculture, and the classification of animals and plants." Though these regulations do not prescribe anything beyond an elementary knoAvledge of the general ideas and facts Avhich form the common basis of all the special departments of natural and physical science, they by no means interfere with the freedom of a teacher aalio is able to impart such knoAvledge in two years instead of three, and aa'lio desires to add in the third year the study of a special science, such as botany, chemistry, or e;eolo2;v. Some of the teachers have beE>un to make small collections of simple apparatus to illustrate their lessons in science. Such a response to the demands of the Act is deserving of special commendation, and it favours the hope that the study of elementary science Avill be regarded by the teachers not as a matter of mere AA'ords and names, of book-learning and unintelligent memory, but as a means of developing the poAver of obserA'ation, and exercising the understanding. It is provided by regulation that " the examination of schools, at any time earlier than the first day of July, 1879, shall be regarded as merely preparatory to the complete observance of the standards." This concession Avas considered necessary in consequence of the difference between the standards in use in different districts. They varied in number: in some districts there were six standards; in one there were seven; in another there were four, about to be changed to seven; and in several districts there Avere none. In one district there Avere distinct standards for separate subjects, so that a child might be in one standard for reading, and in another for arithmetic. In one district a class, as a whole, passed or failed; in another the individual pupil. In these circumstances it Avould not have been judicious to bring a general system suddenly into operation; and accordingly a period of nine months Avas alloA\ red as a time of preparation for the change. In the case of some schools the time will be extended to a much longer period, according to the interval between one examination and another. Examination and Classification of Teachers. The report of the Inspector-General on the results of the first examination of candidates for teachers' certificates under the Act is published in the Appendix. A list of all teachers holding certificates and licenses under the regulations is also appended. The general classification of teachers preparatory to the issue of certificates has involved much anxiety and labour. The systems of the Education Boards Avere very various. Tavo Boards had issued no certificates ; six had adopted a division into three classes, with three grades in each; in tAvo districts the classes were three, with two grades in the first, and two in the second; in another district there were two classes of three grades each ; and in one there Avere nominally two classes, but a certificate was issued on every occasion of appointment, so that a teacher might hold a first-class certificate for one school, aalio, if transferred to a more important school, would receive only a second-class certificate. In some districts the
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class depended on examination, or other evidence of attainments in learning, and the grade upon practical skill in teaching and school management; in others, both kinds of qualification Avere considered in determining the class, or the grade, or both. In others, again, the second class Avas distinguished from the third by attainments, but the first from the second by seniority, while the grades in the first and second alike denoted differences of attainment. The greatest number of ranks in any one of these systems is nine, and this number has been adopted in the new scheme. Of the different methods above described, that has been folloAved which denotes one kind of qualification by the class, and another kind by the grade. The outline of the plan is given in the folloAving regulations :— 1. There shall be five classes of certificates, distinguished (from the highest to the loAvest) by the letters A, B, C, D, E. 2. In each class there shall be five divisions, distinguished (from the highest to the lowest) by the numbers 1, 2, 3, 4, 5. 3. The class for AA rhich a certificate is granted shall depend upon attainments in learning as proved by examination; the division in the class, upon experience and practical skill in the art of teaching and of school management. 4. The relative values of certificates shall depend in equal degree upon attainments in learning and upon practical skill, as indicated in the subjoined scale, in which the letter and number denoting any one certificate stand opposite to the letter and number Avhich, in any other column, denote a certificate of equal value.
Scale of Compaeative Values.
Of the two kinds of qualification which are here recognized as of equal value, apparent prominence is giA ren to attainments in learning, inasmuch as by them the class is determined, and by the notation adopted the class is noted before the division. The reverse order might have been followed, the class being determined by seniority and good work, and the division by examination as to scholarship. Thus, still using numerals to denote degrees of technical proficiency, and letters to denote degrees of attainment, a table might have been constructed as Mloavs :—
A comparison of the two tables will, of course, shoAV that any expression in one of them stands in the same rank as the expression to which it is equivalent in the other ; or, Avhich is the same thing, that a teacher Avould have the same status whichever notation were adopted. As, however, the distinction which depends on examination is likely to be more permanent than that wbieh is affected by promotion according to rule, it seemed natural to denote the first by the class, and the second by the division. The relative values of the two kinds of distinction are
Al A2 A3 A4 A5 Bl B2 B3 B4 B5 CI C2 C3 C4 C5 DI D2 D3 D4 D5 lst Rank. 2nd „ 3rd „ 4th „ 5th „ Gth „ 7th „ 8th „ 9th „ El E2 E3 E4 E5
La Ib Ic Id Ie II.A II.B II.C II.D II.E III.a III.B III.c III.D I1I.E IV.A IV.B IV.c IV.D IV.E V.A V.B V.c V.D V.E 1st Eank. 2nd „ 3rd „ 4th „ 5th „ 6th „ 7th „ 8th „ 9th „
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plainly marked by printing, at the foot of each certificate, the principal rules affecting classification, and by arranging teachers' names in the published lists in groups according to ranks, and not in separate classes. As a first step towards a general classification, an invitation Avas issued to all teachers Avhose names appeared in the Boards' lists of certificates, to send in a statement showing in detail the character of the certificates of any kind which they had at any time received from any University or Education Board, or other authority, and tbe nature and duration of their service as teachers. The statements made by them in reply were submitted to the Inspectors of the respective districts, avlio were requested to make comments and assign marks according to their estimate of each teacher's practical skill. The information thus supplied by teachers and Inspectors having been carefully considered, eA'ery teacher .^received advice of the classification which it Avas proposed to aAvard to him, and was requested to return the advice with his full name and address Avritten upon it, to promote accuracy in official records and letters. An opportunity AA ras thus afforded to teachers to direct attention to any qualification or claim which might have been inadequately stated, or have received less consideration than, in their opinion, it Avas entitled to, and in many cases their representations secured for them higher classification than that which was at first proposed. Some teachers have abstained from signifying their acceptance of the position assigned to them, and therefore their names do not appear in the certificate lists. The qualifications for the loAvest class (E) may be briefly described as consisting of proof of a fair knoAvledge of the subjects required by law to be taught in primary schools. The programme of examination does not extend beyond the limits of the Sixth Standard, although no doubt an Inspector in granting a pass to a child for that standard would be less rigorous than an examiner ought to be who has to deal with candidates of mature age. The Act requires the teaching of music, drawing, and elementary science in the schools, and therefore the programme of examination for Class E includes these subjects, which hoAvever do not stand on an equal footing. Music and draAving may be regarded as accomplishments hopelessly beyond the reach of most adults Avho have received no instruction in them in their youth; but any adult, Avhose intelligence and perseverance are such as to make him fit to be a teacher, may easily acquire such rudimentary knoAvledge of the principles of natural and physical science as is demanded by the standards. Music and draAving, therefore, are simply included in the examination programme, so that proficiency in them will help a candidate to pass, while failure in them will be attended by no serious consequence if atoned for by very good work in other subjects. But in elementary science every candidate must pass in order to obtain a full certificate; and those who, at the first examination held under the regulations, were successful in other subjects, but failed in this, have received only a provisional certificate, to be exchanged for a full certificate upon their passing the science examination at a future time. Similarly, teachers to whom certificates are granted in virtue of their former classification receive only a provisional certificate unless, or until, they have proA'ed that they have a fair knowledge of elementary science; but this rule has been relaxed in favour of some of the older teachers, Avhose long service Avarranted the assumption that they either possessed sufficient knowledge of the subject or would set themselves to acquire it. As the teaching of music and drawing becomes more general and efficient, it may be possible to insist more strongly on evidence of competency to give instruction in these subjects. The regulations numbered 6, 7, 8, and 9 are of general application to candidates for all the classes. Subject to these regulations (A\ Thich refer to age, experience, and knowledge of science, school-organization, &c), the special standards for attainments for the higher classes from D upAA7ards to A are fixed by reference to the examinations conducted by the New Zealand University. The matriculation examination of that University has until now been conducted by the affiliated institutions, and consequently the standard has been indefinite. But the University intends to take this examination into its oavh hands, and it Avill probably be found practicable to use the examination as a test for Class D. 4 If in any ( 4) See Correspondence with Chancellor, in Appendix, p. 130.
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respect the requirements of the programme for Class D appear to be lower than for Class E, it is assumed that the greater severity of a University examination will make compensation. Candidates who pass the University examination intermediate between the matriculation examination and that for the degree of B.A. will be deemed qualified, so far as attainments are concerned, for Class C, and graduates will be deemed so far qualified for Class B, or, if in first- or second-class honours, for Class A. Encouragement is thus offered to young teachers to connect themselves with the University. But the University examinations are not the only means of qualifying for the several classes. The regulation in which these standards are set forth is introduced by the words " Except as hereinafter provided;" and it is provided by the 14th regulation that " generally a certificate of any class may be granted to a candidate whose qualifications, not being precisely those prescribed for such class in Regulation 10, but being sufficiently attested, shall appear to the Minister to be of equal value with the qualifications so prescribed." No doubt such a regulation leaves a very large discretionary power to the Minister, but it would be simply impossible to frame standards explicitly applicable to every variety of proved attainment, and it was absolutely necessary to provide for cases which could not be defined beforehand. No doubt also the decisions which are arrived at under such a regulation will sometimes fail to give satisfaction to the candidates immediately interested in them, who are apt to prize highly their own distinctions, with which they are most familiar, and to think lightly of others of which they know less, and which are brought into comparison with them. Candidates are prone also to expect that much weight will attach to the opportunities which they can show that they have enjoyed, without sufficiently reflecting that only proved and measurable attainments can be taken into account, and that even superior attainments which have not been subjected to a sufficient test cannot be registered. It may be allowed that a teacher who has had considerable early advantages, arising from his family relationships, his social conditions, and the high character of his school or college, is likely to possess qualifications superior to those which are attested by the examinations he has passed; but, on the other hand, a man who has emerged out of the most unfavourable circumstances, and proved that at least he is able to stand the examination test, has proved also a certain strenuousness and force of character that ought not to be ignored in making a comparison. The examination test, though not all-sufficient, seems to be the only one practically .available; and, in estimating the value of the many and various qualifications to which it has been necessary to pay respect, the intention has been to put as liberal a construction upon the certificates of each candidate as was consistent with fairness to the general body of the teachers. " The class for which a certificate is granted being determined by examination, the division within the class shall depend—Eirst, on the number of years during which the teacher has been engaged in school-teaching, one mark being assigned for two years' service, two marks for five years, three marks for eight years, four marks for eleven years, and five marks for fourteen years and upwards ; and, second, on the judgment of the Inspector in whose district the teacher is at work, such judgment being expressed by marks numbering 2, 4, 6, 8, or 10, according to the Inspector's estimate of less or greater efficiency; and, the marks of both series being added, fourteen marks shall qualify for the first division, eleven marks for the second, eight marks for the third, five marks for the fourth, and three marks for the fifth. On the 30th day of June in each year, teachers who by length of service, or upon a more favourable judgment expressed by the Inspector before the 31st day of May, shall have become entitled to promotion to a higher division, shall receive such promotion " (Beg. 12). By this arrangement, the Inspector's judgment carries twice as much weight as is accorded to mere seniority. It may be objected that Inspectors are fallible, but it is difficult to see any better way of ascertaining a teacher's efficiency than by accepting the deliberate report of the Inspector. And while it is in the power of an Inspector to procure by his own marks the promotion of a teacher whose work is satisfactory, the regulation gives him no power to degrade a teacher to a lower division, 3*— H. 2.
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Scholarships. The reports of the Boards furnish information respecting scholarships. The following summary shows the number of scholarships hoav established, their annual value, period of tenure, &c. : —
TABLE H.—Scholarships.
In addition to scholarships established by the Wellington Board under the Act, the governors of Wellington College, from funds placed at their disposal for the purpose, confer four scholarships on boys from the primary schools of the age of twelve years and upwards. They are tenable to the age of sixteen years. The governors of Nelson College giA re free education at the College to the scholars of Nelson and Marlborough Boards, and also to tAvo boys from the Nelson City schools who have gained the privilege under the same conditions as the scholarships are awarded. The departmental regulations respecting scholarships are of a A rery general character, it being left to each Board to make its own rules, subject to the approval of the Minister. It is required, however, that the Boards' regulations shall set forth, —" (1) Whether the scholarships are open to all children of school age, or are to be competed for by pupils attending public schools only; (2) any other conditions of candidature (for example, as to age); (3) the annual value of each scholarship, the term for which it is to be held, and the condition of tenure (as to good conduct and diligence); (4) the subjects of examination ; and (5) the minimum proportion of marks in each subject, and of total possible marks, Avhich will be necessary to qualify for a scholarship." Nearly all the Boards have submitted their scholarship regulations for approval, but the examinations under them were so recently held in some instances that the scholarships Avere not awarded until after the close of last year. The numbers in the foregoing summary represent, therefore, the scholarships noAV established under the regulations, and not those actually held during the year 1878. Training of Teachers. Regulations for the management of training colleges were made by Order in Council on 24th September, 1878, and are printed in the Appendix to this report. These regulations are of a somewhat general character, it having been considered adAisable to leave it to each Board having the control of a training college to frame, subject to approval by Government, its OAvn rules for the organization and conduct of the institution. It is required that such rules shall relate to " the number, status, salaries, and duties of the officers of the training
Open to I , . _ , Period i For Annual Talue. of „ Mcll | ofPB Poa Srd ™ *-»»• Sex. Schools. Comer9- j Open to Remarks. Education Distbicts. .Number established at Close of 1878. Luckland 29 19 10 £ s. d. SO 0 0 Tears. 2 Both With free tuition at College aud Grammar School. ?aranaki Wanganui "7 "V 20 6 0 1 and 2 Both Four for one year; three for two years. Three at £30; one at £20 ; two at £15 • ono at £10. Wellington ... 7 7 2 Both Tawke's Buy... Jnrlborough... felson 3 2 4 2 2 4 1 30 0 0 40 0 0 40 0 0 2 2 2 Both Boys Boys Hitherto held at Nelson College. With free (uilion nt College. For country scholars only. Canterbury South Canterbury 20 4 " 4 20 40 0 0 2 1 Both Both Westland )higo Southland 4 12 5 4 12 5 40 6 0 40 0 0 2 2 or3 2 Both Both Both At £25, £30, £35, £40, respectively. Two at £10; two at £50. £20 it holders reside at home. Ditlo. Total ... 97 42 65
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college; the term of admission to the college; the time during which each student will be required or allowed to continue at the college; the subjects of study, and tbe time allotted to each (approximately); the arrangements for employing students in the actual work of teaching, and the proportion of time spent in such work; the relations of the training college and of its officers to the practising school; and the organization of the practising school." Training institutions, on a comparatively large scale have been established at Christchurch and Dunedin by the Education Boards. The Christchurch institution has been in full operation under its present Principal since the beginning of 1877 : that of Dunedin AA Tas established in January, 1876. Information relating to these institutions is furnished by the Principals' reports contained in the Appendix. In the Auckland District two classes or departments have hitherto been maintained for the instruction and training of teachers—one in the City of Auckland, the other at the Thames. The Board has recently reported that it has taken charge of one of the city schools, to be used as a practising school; that it intends to erect a suitable building for a training college on land adjacent to the school; and that in the mean time the training classes will be continued. The report of the Board's Inspector of Schools printed in the Appendix furnishes information respecting the training of teachers in the Auckland District. The Wellington Board has had under consideration the establishment of a training institution, but it has not yet done anything to entitle it to a share of the grant for training schools. The Board has intimated its intention to take the necessary steps in this matter at an early date. An offer Avas made some months ago, to each of the Boards which were not receiving grants in aid of a training institution, of the sum of £80 for the current financial year, to enable it to confer upon not fewer than four of the most meritorious and promising of its untrained teachers the means of attending a training institution in the colony for a period of not less than two months, in order that they might acquire, by personal observation, a knowledge of the most approved methods of school management and instruction. A copy of Circular No. 22 (4th December, 1878), setting forth the terms of the proposed grant, is appended. Advantage has been taken of this offer to the following extent: Two masters and two mistresses from Taranaki District have attended Dunedin Normal School; from Marlborough District two masters and one mistress attended the Christchurch institution, and one master that at Dunedin; one master from W restland attended at Christchurch; and tAvo masters and one mistress from Southland attended at Dunedin. Instead of accepting the offer in the form originally proposed, the Boards of HaAvke's Bay and South Canterbury asked that the same amount might be granted for defraying the cost of providing technical instruction to the teachers of their respective districts by means of their OAvn Inspectors of Schools. The reply to both requests was to the effect that there would be no objection on the part of Government to the Boards expending the money on the professional training and improvement of their teachers in any form which they might consider most advisable. No report has yet been received as to the results of the course followed by the South Canterbury Board. Information respecting the scheme adopted by the Hawke's Bay Board will be found at p. 116 of the Appendix. Public Libraries. The sum of £5,000 voted by the General Assembly in aid of public libraries, under the provisions of "The Public Libraries Subsidies Act, 1877," has been distributed amongst Boards in proportion to the population of their respective education districts. It Avas made a condition of payment that each Board should furnish a statement sJioAving the libraries proposed to be subsidized, the amount of voluntary subscriptions or donations received by each library for the year ending December 31, 1878, and the several payments proposed to be made to the libraries by the Board. The following is a summary of the information thus furnished ; —
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TABLE I. —Public Libraries.
• The population given in this column does not Bhow the total population of the colony, for the inhabitants of various islands adjacent to New Zealand and outside education districts are not included. The Auckland Board classifies its expenditure as follows : Amount to cover excess of expenditure over the previous year's vote, £70 13s. ; 4 borough libraries, atlOs. per pound of voluntary subscriptions for 1878, £175 10s.; 66 country libraries, at 15s. 6d. per pound of subscriptions, £682 12s. 6d.; 4 school libraries, at 15s. 6d. per pound of subscriptions, £16 13s. 3d.; to meet further claims, £11 Is. 9d.: total as above, £956 10s. 6d. In each of the other education districts the grants to the libraries were made at a uniform rate per pound of voluntary subscriptions. The Auckland Board makes the grants on the following conditions : All grants are to be allotted in books to be purchased by the Board; lists of books are to be submitted by the library committees for the Board's approval; borough and country libraries are to be incorporated. With a vicAV to facilitate the incorporation of the libraries the Board has issued a circular setting forth the steps necessary to be taken for this purpose under " The Public Libraries PoAvers Act, 1875." The Board also furnishes printed copies of the forms of declaration required by the Act referred to. With a view to assist the public libraries in supplying their wants fully and economically, the Board of Otago obtains large supplies of suitable and strongly-bound books direct from Britain. Library committees are at liberty to purchase with their OAvn funds books from the Board's stock or otherwise, and a free grant of books is made to the committee at the rate per pound of voluntary subscriptions upon Avhich the subsidy is based. An opportunity is also afforded to the library committees to procure from the Home Country, through the Board, such particular books, not already in the Board's stock, as they may desire to obtain. The reports of the Boards furnish with greater or less fulness information respecting the public libraries in their respective districts. The Board of Hawke's Bay has furnished a report on its libraries under the following heads : Hoav managed ; number of subscribers ; subscriptions for 1878; number of books, classified under Historical, Scientific, Travels, Fiction, General; English and colonial papers; books added during the year. Steps Avill be taken to secure in future reports more specific information respecting the public libraries in regard to such points as the folloAving : The number of subscribers and readers; the terms of membership ; the number and character of the books and periodicals available and read; and the influence which the libraries are believed to be exercising. School Savings Banks. It is provided by the Education Act that School Committees, with the approval of the Board, may establish savings banks for the use of the children attending the public schools. With a view to secure uniformity in the keeping of the accounts of school saA rings banks, Government has decided to supply every approved bank with deposit-books and Avith the first ledger and journal free of charge, and with subsequent ledgers and journals at cost price. The Boards have accordingly
Distribution of Vote of *5,000. Absti •act of Board's Returns. Education Disibicts. Population.* Board's Proportions. Number of Libraries Subsidized. Local Subscriptions for Year 1878. Grants by Boards. Expensesfa) or Unappropriated Balances, lb) Total of Grants to Boards. Auckland Taranaki ... Wanganui Wellington Hawke's Bay Marlborough Nelson North Canterbury South Canterbury Westland Otago Southland 79,140 7,376 18,748 34,398 18,014 6,775 22,042 75,810 17,469 19,433 91,010 23,459 £ s. d. 956 10 6 89 3 0 226 12 0 415 15 0 217 14 6 81 17 8 266 8 3 916 5 7 211 2 9 235 0 0 1,100 0 0 283 10 9 74 6 8 10 13 3 22 61 7 8 53 6 £ s. d. 1,252 12 4 68 4 0 520 1 9 735 16 11 348 12 6 182 0 4 392 0 5 1,453 19 8 199 19 9 484 10 7 1,436 11 0 224 19 6 £ e. d. 945 8 9 89 3 0 223 3 4 409 10 0 210 0 0 80 17 8 266 8 3 908 14 7 206 3 3 235 0 0 1,081 17 9 224 19 0 £ s. a. ill 1 9 a3 8 8 o6 5 0 «7 14 6 il 0 0 £ s. A. 956 10 6 89 3 0 226 12 0 415 15 0 217 14 6 81 17 8 266 8 3 916 5 7 211 2 9 235 0 0 1,100 0 0 283 10 9 al 11 0 ai 19 6 <zl8 2 3 J58 11 3 Total 413,684 5,000 0 0 271 7,299 7 11 4,881 6 1 118 13 11 5,000 0 0
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been furnished with a supply of these books, and with copies of rules prepared by the General Post Office for the management of the banks. A copy of the rules is printed in the Appendix. Regulations. " The Education Act, 1877," by transferring from the local Boards to the central authority certain important powers and functions, gave to the primary education of the country a national character which bad previously been Avanting. This new character is very clearly exhibited in the 100 th section of the Act, which is as folloAvs :— "The Governor in Council may, subject to the provisions of this Act, from time to time make, alter, and repeal regulations and orders— " (1.) Por the organization and management of the Department of Education ; " (2.) For defining the principle on whioh daily average attendance shall be calculated; " (3.) For the examination and classification of teachers ; " (4.) For the employment, education, and examination of pupil-teachers; " (5.) For the issue of certificates of competency to teachers ; " (6.) For the establishment and management of normal or training colleges ; " (7.) For defining the standards of education Avhich, under the provisions of this Act, may be prescribed by regulations ; " (S.) For prescribing the times and manner of auditing the accounts of Boards and Committees; " (9.) For making such other regulations as may be necessary to secure the due administration of this Act." During the past year A'arious regulations authorized by this section and other parts of the Act have been made, and, with one exception, already referred to, have come into force. The great variety which, on comparing the regulations of the several Boards, was found to prevail suggested the necessity of paying respect to the local circumstances to which tbey owed their origin, and to Avhich they Avere, in most instances, very well adapted. Some important matters are therefore made the subjects of regulations of the most general character, under which the Boards may frame their oavu rules, which, hoAvever, must receive the approval of the Government before they can take effect. The employment, education, and examination of pupil-teachers, the conditions upon which scholarships may be granted and held, and the management of training colleges are in this way left, in a great measure, to the discretion of the Boards. The list of books Avhich may be used in public schools is merely a catalogue from Avhich the Boards may make a selection, and it includes most of the text-books whioh they had previously sanctioned or recommended to the approval of the Government. The fees to be paid for the special subjects taught in district high schools have been fixed at different rates in different districts, and in each case tbe rate proposed by the Board has been adopted. The regulations for standards of education, inspection of schools, and examination and classification of teachers did not assume their present form until they had been fully discussed Avith the Inspectors of oldest standing in the service of the Boards. They scarcely differ more Avidely from the local rules now superseded than those rules differed amongst themselves, except in so far as new subjects are introduced for the sake of conformity to the law as it at present stands; and even in that respect considerable latitude is alloAved, and no small decree of elasticity secured. The form of attendance return is almost identical Avith one that was already in use in a district in Avhich the value of statistical facts AA^as fully recognized. The principles upon Avhich these regulations were framed have already been somewhat fully illustrated in this report, under the subjects to Avhich they severally relate. ' It is essential to the successful operation of the system of national education so recently inaugurated that Inspectors and teachers generally should do their utmost to observe all the regulations made under the Act in a loyal spirit. It would be very remarkable indeed if these regulations Avere not found capable of amendment f but amendment of rules Avhich have been framed with much care and consideration, after long consultation, and Avith due regard to experience and precedents, ought only to take place as the result of further experience and honest trial.
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The regulations made by Orders in Council since the publication of the former annual report are contained in the Appendix. Institutions for Secondary and Higher Education. It is provided by the Education Act that the Minister of Education shall submit an annual " lleport upon the Progress and Condition of Education in New Zealand." In compliance, therefore, with what appears to be clearly required by the Act, it is deemed adA risable to embrace in this report some information respecting the work accomplished last year by the institutions of a more or less public character which haA re been established for the promotion of secondary and higher education. But as the ltoval Commission uoav sitting Avill submit to your if Of Excellency a very full report on this subject, the information herein furnished is of a briefer character than would otherwise have been necessary. The higher and secondary educational institutions which have been established by Acts of the Colonial or of the late Provincial Legislatures, and Avhich have been in operation during the past year, are the University of New Zealand; the University of Otago ; Canterbury College; Auckland College and Grammar School; Auckland Girls' High School; Wellington College ; Canterbury Girls' High School; Otago Boys' High School, and Otago Girls' High School, Dunedin. To these may be added Nelson College, and Christ's College and Grammar School, Christchurch, Avhich are both incorporated by public Acts. The folloAving institutions of a less public character have been affiliated to the University of NeAV Zealand : St. John's College, Auckland; Church of England Grammar School, Auckland; Bishopdale Theological College, Nelson ; and Wesley College, Auckland. There are also the Boys' Trust School and the Girls' Trust School, Napier; Wanganui Collegiate or Industrial School; and the Bishop's School, Nelson; resjiecting all of which information has been readily furnished by the respective governing bodies. The annual reports respectively of the University of Ncav Zealand, the University of Otago, and the Canterbury College, Avith correspondence and papers, will be submitted to your Excellency in a separate form. The folloAving summary has been compiled from the returns furnished by the several governing bodies of the secondary schools :—
TABLE J. —Secondary or Iktermediate Schools.
* Exclusiv'3 of visiting teachers. t Approximate number. The University of New Zealand, the University of Otago, and Canterbury College, Avhich are for the higher education only, —and St. John's College, Auckland; Wesley College, Auckland ; and Bishopdale College, which are theological colleges
Secondary Schools. •C 2 o fl 2 9 is « 8 O a O*. sa 9s a CD [fi CO 3 . ii H a u '■5 M o Attei Last I or Ti IS H a o idauce I Quarter 31-m of 178. | s 1 *& Q_> Ages (whet Quarter c rS!2 a U :e g irTei rdCO ci u !2fl 0 iven) Last •in, 1878. CO . K al «S O H Ordinary DaySchool Fees per annum. '3 — - V o ?« 'or Boys— Auckland College and Grammar School Wellington College ... 1850 1877 7 7 214 198 4 142 OH 214 £ s. d. 8 0 0 1853 1872 6 6 73 71 2 56 13 2 73 (16 16 0) (l2 12 0) 12 12 0 (15 15 0\ 112 12 0) 8 10 0 14 Nelson College 1857 1858 5 6 105 lOOf 58 Christ's College Grammar School... 1855 1855 9 9 200 190 O 104 81 13 200 88 Otago High School, Dunedin 1863 1877 8 7 156 147 6 117 33 156 81 Barm 11 Church of England Grammar School, Auckland Trust School, Napier... 1855 3 2 3 73 57 71 51 37 7 56 10 0 0 4 12 8 8 0 (700) (.6 0 0) 8 8 0 Collegiate School, Wanganui 2 36f 36f Bishop's School, Nelson 1843 2 4 26 25 2 20 4 26 Totals 910 889 18: 'or Girls — Girls High School, Auckland 1877 1878 7 150 141 8 0 0 (12 12 0} I 9 9 0J (10 0 0 } (800) 4 0 0 Girls' High School, Christchurch... 1877 5 G 93 84 2 65 26 93 Girls' High School, Dunedin 18; l" 1877 5 G 132 122 2 99 29 2 132 Girls' Trust School, Napier 3 6 58 50 29f 29t 08 Totals 433 397
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affiliated to the University of Zealand, —are not included in the foregoing summary. The Southland Girls' High School was opened at Invercargill on February 16th, 1879, with a roll of fifty-seven pupils, which has been steadily increasing. The General Assembly passed a number of Acts during the last session (1878) for the establishment and management of high schools in various parts of the colony. Excepting the Auckland Girls' High School none of the proposed high schools have yet been established. The governing bodies hav.e, however, been all constituted. The following summary furnishes information respecting the proposed high schools:—
Education Beserves. "The Education Reserves Act, 1877," which became law on November 29th 1877, repealed all the previous Acts which had placed the ownership and administration of the general education reserves in the hands of the different Education Boards, and vested them in School Commissioners to be appointed for the several provincial districts. But although compliance with several important requirements of the Act rendered the appointment and constitution of the Commissioners absolutely impossible until a number of months had elapsed, yet no provision whatever Avas made by it for the legal administration of the reserves in the interval. It was therefore necessary that the Education Boards should continue in charge of the reserves for some time longer, but that they should abstain from granting leases or acting in matters of importance as the legal owners. It Avas not till July or August last year that the apportionment of all the reserves could be made, and the School Commissioners elected and constituted as required by the Act. The moneys Avhich had been received by the Boards in the interval Avere accounted for to the Government or to the School Commissioners. The reports of the School Commissioners, and general statements of then." several accounts up to December 31st, 1878, are published in the Appendix. The folloAving is a summary of the income and expenditure of the School Commissioners of the several provincial districts :—
TABLE X.—Summary or ScnooL Commissioners' Accounts.
Name of School. Governing Body. Value of Endowment. Lsbbtirton High School Luckland Girls' High School !hrislchurch Boys' High School ... few Plymouth High School 'hames Boys' and G-ii-ls' High School 'iniaru High School Vailaki High School Vangnnui High School Vbangarei High School Vellington Girls' High School Seven Governors ... Education Board ... College Governors ... Education Hoard ... Seven Governors ... Seven Governors ... Five Governors Education Board ... Seven Governors ... College Governors ... Land of absolute value of £5,840. Land of absolute value of £5.000. Land of absolute value of £29,436. Land of absolute value of £10,000. Land of absolute value of £10,000. Land of absolute value of £16,* 90. Laud ot absolute value of £14,740. Land of absolute value of £10,000. 3,891 acres, Kioreroa Block. Land of absolute value of £3,000.
Expi snditure to D< member 31st, 1878. Provincial Districts. Total Iteeeipts to December, 31st, 1878. Salaries and Office Expenses, including Arbitration Fees. Expenses of Leasing— Auctioneers' Fees, Advertisinc, Ac. Expenditure on ileserrej —Si rveys, Fencing, &c. Legal Exp«ns°s and Crown Grant Fees. Paid to Boards for Primary and Secondary Education. Sundries. Balance on December 31st, 1378. Totals. luckland I'aranaki Wellington ... rlawke's Bay... Uarlborough... kelson Canterbury ... Westland £ s. d. 884 12 0 473 12 0 155 13 2 624 11 9 42 18 6 594 8 9 7413 12 9 554 10 0 9455 2 2 £ s. d. 35 13 6 78 9 0 5 4 1 45 12 6 27 11 4 342 1 8 88 1 8 177 3 3 £ s. a. 92 8 5 14 4 6 1 "l 0 £ s. d. 51 7 4 14 5 6 £ s. d. 88 7 0 2 17 4 £ s. d. 60 0 0 300 "o 0 £ s. d. £ s. d. 666 15 9 303 15 8 150 9 1 278 19 3 42 18 6 8 1 It 1968 6 1 £ s. d. 884 12 0 473 12 0 155 13 2 624 11 9 42 18 6 594 8 9 7413 12 9 1019 6 6 9455 2 2 3 5 0 84 12 6 557"8 7 5100 0 0 16 "8 6 246 6 3 *583"l7 7 Dtago 1112 11 8 8165 7 3! West land, "> debit j 20199 1 1 464 16 8 Totals ... 20663 17 T\ \ 799 17 0 124 8 5 129 1 10 7130 0 8 311 19 1 583 17 7 11584 13 5 20663 17 7 *Ke1 inds, £60; interest on iverdraft, £45 Is. 8d.; Bank oven ift, £478 15i i. lid: tot! il, £583 17s.
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Nearly all the balances in hand at the close of the year bave since been paid over to Boards on account of primary and secondary education respectively. The folloAving is a summary of the arrears of payments due to the School Commissioners, and their liabilities or engagements, as on the 31st December, 1878 :— £ a. d. Arrears payable ... ... ... ... 3,565 910 Liabilities and engagements ... ... 1,401 5 5 The particulars, as regards each provincial district, are contained in the Appendix. The apportionment of the primary and secondary education reserves, and the awards made in regard to the endowment reserves for the Otago Boys' and Girls' High Schools, the Southland Boys' and Girls' High Schools, the Christchurch Boys' High School, and the Timaru and Ashburton High Schools, have been published in the New Zealand Gazette in terms of the several Acts of the General Assembly relating to them.
EDUCATION. Statement of Expenditure during tho Tear ending 30th June, 1879.
Wote. Item. Service. £ s. d. £ s. d. New Zealand University 3,000 0 0 25 Educatiott Department. Liabilities of 1S77-78. Grants to Boards Aided schools Inspector-General (salary and removal allowance) ... 19,910 15 56 0 225 7 6 0 0 20,222 2 6 Year 1878-79. 37 1 2 3,4, & 6 5 6 Secretary Inspector-General Clerks and clerical assistance Travelling expenses Late l'atea Board, settlement of account... Aided schools (balance of grants to 30th June, 1878) Teachers' Pension Fund —Calculation of scheme "Wood-engraver and materials Examination of teachers, March, 1879 Contingencies Grants to Boards, at £3 15s. per average attendance... ... £186,723 14 0 Less revenue from reserves 17,006 8 9 650 0 650 O 488 3 254 9 75 6 493 2 89 10 162 16 438 3 331 0 0 0 0 7 0 5 6 G a 5 169,717 5 3 Special grant to "Westland ... 2,000 0 0 171,717 5 3 8 9 10 11 12 13 14 15 16 Grants to Boards for School Committees, at 10s. per average attendance... Grants to Boards for scholarships Grants to Boards towards cost of inspection Grants to Boards for training of teachers Wellington College School of Mines, Canterbury School of Mines, Otago Xew Plymouth High School Boyal Commission on Higher Education ... 24.898 7 2,023 0 3,994 4 6,400 0 1,000 0 150 0 500 0 500 0 1,638 16 6 0 6 0 0 0 0 0 0 38 1 Public libraries School Buildings— Grants to Boards ... Auckland College ... 216,454 5,000 4 11 0 0 97 1 2 103,000 2,000 0 0 0 0 105,000 0 0 349,676 7 5
1
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APPENDIX
I—H. 2. (App.)
Table No. 1. Income of the several Education Boards for the Year 1878. (Compiled from the General Statements of Income and Expenditure attached to the Boards' Reports.) From Government. From Local Sources. Education Districts. s 4 so Balances on 1st |anuarv, 1878. Ordinary Vote for Maintenance. Special Vote for School Buildings. From Education Reserves. Arrears of Rates and School Fees. I Donations or Subscriptions. incidental Receipts not Classified. Overdrafts on 31st Dec, 1878. Totals. Total. Sundry School Fees. Totals. — 1 I ■ 1 L I I , j 1 £ s. d. £ s. d. £ s- d. £ »■ <i. £ s. d. £ s. d. £ s. d. £ s. d. £ a- d675 9 6 16 2 8 £ s. d. £ s. d. £ s. d. Auckland I. 4,230 11 8 40,291 9 11 19,000 o o 59,291 9 11 295 15 3 308 834 5 o 964 5 o 2,477 o 2 66,294 17 o Taranaki 12 4" 13 5 3,032 2 10 1,400 o o 4,432 2 IO Co o o 16 2 8 4,919 18 II Wanganui ... 9 6,334 10 6 5,000 o o 8,000 o o 11,334 10 6 50 O Oi 66 19 7 116 19 7 216 2 5 11,667 12 6 Wellington ... Hawke's Bay 12 674 10 IOj 817 6 1 15,289 7 11 23,289 7 11 238 19 o 318 18 1 ... 2,653 9 o 264 14 6 2,972 7 1 27.175 4 10 12 8,657 4 5 7,500 o o 16,157 4 5 614 5 9 21 17 6 11 5 o 275 19 6 17,864 15 9 Marlborough 12 i,239 IS 4 2,811 16 10 2,305 16 5 S.ii? 13 3 17,026 5 6 60,772 11 3 '75 3 3 60 o o 235 3 3 6,614 9 4 Nelson 12 1,602 16 6 12,022 13 6 5,003 12 o 347 11 2 200 ... IOOO 42 o 3 1,563 6 8 54 o 3 19.030 13 5 North Canterbury 12 16,137 2 1 42,578 8 2 18,194 3 1 4,290 o 7 1.171 4 3j ... 37 o o 2,771 10 11 83,971 4 10 South Canterbury 8 4,998 12 1 6,805 16 11 1 1, 804 9 o 925 18 2 44 1 o o, ... 104 14 10 149 4 10 767 I o ... 12,879 12 o Westland 12 11,001 12 11 10,100 o o 2 1,IOI 12 II 47 3 ° 386 17 o' ... 380 4 o 3,216 2 n 25,131 19 10 Otago 12 2.303 8 o 62,084 IO 6 14,656 9 6 76,741 O Oj i,792 13 1 IIO O Oi I - 584 o 4 694 o 4 81,531 1 5 Southland 8 ... 7'S63 14 5 3.291 5 o 10.854 19 5 228 o 3 ... 111 6 6 IO o o 121 6 6 11,204 6 2 Totals 27,417 3 I« 216,666 4 o 101,257 2 11 317,923 6 11 8,862 3 9 2,101 13 3 1,055 11 6 1,122 io O 6,361 1 4 10,650 16 1 3.432 5 4 368,285 16 o Deduct Balances 27,4'7 3 J' ... ... ... ... ... 3,432 g 4 30,849 9 3 Net Totals for 1878 I 216,666 4 01 101,257 2 11 317,923 6 11! 8,862 3 9 1,055 ii 61 6,361 1 4 10, 650 16 1 2,101 13 3! 1,12 2 Io o I337.436 6 Net Totals for 1877 I 204,205 3 41 16,604 4 31 266,753 16 n 45.944 9 41 Increase ... "3. 7i8 3 7 ... 70,682 9 10 Decrease ... ... ... 7,742 o 6 35.293 13 3
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Table No. 2. EXPENDITURE of the several EDUCATION BOARDS for the Year 1878. (Compiled from the General Statements of Income and Expenditure attached to the Boards' Report.)
1. 2. 3. 4. 8. 6. School Buildings. 7. 8. 9. o si Boards. Office Staff, Members' Expenses, Printing, Advertising", Stationery, Law Expenses, and other Office Expenses. Inspection, Maintenance of Schools. Kducation Districts. Balances or Liabilities, 1st January, 1878. Examination of Teachers. Salaries and other Expenses. Committees and Schools for Educational Purposes. New Buildings, Enlargement, Repairs, Furniture, Cost of Sites, Rents of Schools, &c. Professional Services. Plans and Supervision. Sundry Payments not Classified. Balances, 31st December, 1858. Totals. Teachers' Salaries and Allowances, Scholarships. Insurance of Buildings. Total. Total. £ S .d. £ s. d. £ s. d. £ s. d. £ «• I £ •■ d. £ s. d. £ s. d. £ * d- £ s. d. £ s. d. £ »• d. £ s. d. £ s. d. Auckland ... 12 2,742 16 6 818 19 1 31,765 12 4 3,067 >5 4 500 o o 247 1 o 35,58° 8 8 23,035 9 » 526 14 6 23,562 4 5 935 l8 6 2,654 9 10 66,294 17 o Taranaki 12 ... 346 1 5 100 o o 2,457 7 9 2,457 7 9 1,381 8 8: 1,381 8 8 2 15 6 632 5 7 4,919 18 II Wanganui ... 9 565 15 4 308 1o o 5.616 3 9 354 >o o n 15 o. 5,982 8 9 4,536 ■ > 146 1 11 4,682 3 o 128 ir, 5 ii,C6; 12 6 Wellington ... 12 >,732 « 8 829 14 8 392 3 6 12,930 16 2 460 7 o 47 5 2 13,438 8 4 5. 892 7 3 234 2 6 6,126 9 9 2,561 16 9 2,094 10 2 27,175 4 10 Hawke's Bay 12 595 7 3 512 10 o 5>39 8 '4 2 779 8 2 10 14 9 1926 6,207 '9 7 2,524 19 10 215 4 o 2,740 3 10 412 6 7,804 2 7 17,864 15 9 Marlborough 12 151 9 2 101 12 O 3,028 18 4 261 4 5 8 5 3 9 3,375 6 6 2,033 8 11 80 3 9 2,113 12 8 ... 872 9 o 6,614 9 4 Nelson ... 12 648 10 2 335 7 o 8,916 6 o i,358 17 4 162 2 o '0.437 5 4 3,149 11 8 33 2 6 3,182 14 2 4,426 16 91 19,030 '3 5 • N. Canterbury 12 1,666 14 11 1,288 13 8 35,846 10 10 6,741 18 6 88*6 4 7 43,474 '3 11 19,690 14 7 1,147 4 'o 20,837 19 5 202 12 o 16,500 10 11 83,971 4 10 S. Canterbury 8 ... 380 19 6 '57 8 6 3.7<6 14 7 667 2 4 4,383 16 11 2,843 14 9 185 7 11 3,029 2 8 4,928 4 5 12,879 I2 ° Westland ... 12 2.333 »3 3 811 16 8 659 o c 9>5°8 1 31 1,666 14 4 109 7 6 11,284 3 1 9,192 19 10 433 3 5 9.626 3 3 417 3 7 25,131 19 10 Otago 12 1,145 '3 S 1,295 1 I0 42,282 5 5 5,542 " 7 17 11 6 47,842 8 6 10,705 6 6 411 25 11,116 811 20,131 8 9 81,531 » 5 Southland ... 8 340 13 2 173 8 10 6,353 9 9 681 18 4 ... 7>°35 8 ' 2,093 7 o 2,093 7 °, o 7 10 i,5 6i 1 3 11,204 6 2 Totals I I 4,065 14 11 10,225 12 2 6,142 14 5 167,821 o 4 21,582 7 4 1,661 16 7 434 « 2 «9 l > 499 15 5, 87,079 10 o. i3,4i2 7 9 90,491 17 9 4,254 2 1 61,605 19 3 368,285 16 Note. —The expenditure on the trai ining of Teachers by the Boards of Auckland, North Cai terbury, and Otago is included in Teachers' Salaries and Allowances.
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Table No. 3. DETAILED STATEMENT of the EXPENDITURE of the several EDUCATION BOARDS on Management and on School Inspection (including Examination of Teachers and Pupilteachers) for the Year 1878. (Compiled from Detailed Statements of Expenditure furnished by the Boards.)
a o c.9 .a ij Management by Boards.* Inspection of Schools and Examination of Teachers and Pupil Teachers. Education Districts. Staff. Secretary, Treasurer, Clerks, Messengers, Clerical Assistance. Allowances to Members of Boards. Office Rent and Furniture. Law Expenses. Printing. Advertising. Stationery. Sundries. (See Boards' Balancesheets in Appendix.) Totals as in Column 3, Table 2. Salaries of Inspectors. Inspectors' Travelling Expenses. Costs of Teachers' Examinations. Totals as in Column 4, Table s. 1 I I I I I I i £ s. d. £ s. d. £ s. d. £ •■ d. £ s. d. £ h d. £ 8. d. £ s. d.i * -. £ s. d. £ s- A- £ S. d. £ s- d. Auckland 12 i.397 ° 8 I 117 o o 276 7 6 ■95 5 9 423 11 3 144 5 9 ig 9 5 7 2,742 16 6 600 o o in 5 o 107 14 I 818 iij 1 Taranaki : 2 169 7 6 55 2 3 6 11 10 38 19 o 50 14 8 25 6 2 346 1 5 100 o o ... IOO O C Wanganui 9 170 16 8 11.5 16 6 I 81 9 8 63 2 6 81 1 3 35 16 3 19 12 6 5^5 15 4 266 13 4 33 6 8 8 10 o 308 10 c Wellington ... 12 490 16 8 39 3 6 18 10 9 116 4 9 94 4 1° 54 19 2 IS 15 ° S29 14 8 250 o o 142 3 0 392 3 « llawke's Bay.., 12 220 o 0 29 11 9 440 64 17 9 131 17 8 65 18 8 I 78 17 5 595 7 3 358 6 8 154 3 4 512 10 c Marlborough ... 12 106 5 6 6100 20 10 6 1626 2 o S 151 9 2 62 10 o 39 2 o IOI 12 C Nelson 12 33' 5 o 1 18 14 o 26 13 0 13 8 o 56 9 3 158 16 3 16 18 7 26 5 7 648 10 2 231 5 o 104 2 o 335 7 « North Canterbury12 1,145 12 6 1 is o o ... 10 10 o 210 16 o 160 13 1 65 17 1 58 6 3 i,C66 14 11 775 ° o 249 11 1 264 2 7 1,288 13 8 South Canterbury 8 125 o 0 1 26 10 6 I '55 15 3 20 2 6 924 44 8 11 380 19 6 125 o o 32 8 6 157 8 6 Westland 12 313 IS ° 1 122 9 o 3 3° 77 5 6 72 8 5 41 13 3j 181 2 6 811 16 8 450 o o 209 o o 659 o c Otago 12 691 5 2 1 64 16 o 28 9 8 149 16 8 123 16 3 76 10 8 10 19 o i.i45 13 5| 856 15 o 394 8 s 43 18 5 1,295 1 i« Southland ,., 8 161 10 o 1 58 5 o 12 10 o 72 14 o H " 3 21 2 11 34° 13 2 166 13 4 6 is 6 173 8 io Totals 5.322 14 8 458 14 6 490 13 2 342 14 o 987 1 2 1,383 6 10 613 14 11 626 12 II 10,225 I2 2 1,469 10 6 43i o 7 6,142 14 j 4,242 3 4 * The above expenditure is exclusive of payments to Architects or officers emplo' red only on ac( lunt of school buildin! ;s, for returns of hich see Tables Nos. 2 and
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4
Table No. 4. ANNUAL SALARIES paid to EDUCATION BOARD OFFICERS, June, 1879.
Office Stall'.— Fixed Salaries of Inspection Staff.— Fixed Salaries of Education Districts. Attendance, December, 1S78. Secretary. Treasurer. Clerk. Clerk. Messenger. Total. Inspector. Inspector. Inspector's Clerk. Total. £ s. d. £ s. d. £ *. <!• £ s. d. £ s- d. £ s- d- £ s. <!• £ «■ d- £ s. d. £ *■ *• Auckland 9. 3°3 400 o o ( 350 o o (. 15 o o j 200 o o (125 o o ( 60 o o I 30 o o i,180 o o 500 o o 250 o o 200 o o 950 o o Taranaki 753 150 o o 150 o o 200 o o 200 o o Wanganui ... Wellington ... ... 2,141 300 o o ... 300 o o 400 o o 400 o o 3.374 1,649 250 o o 250 o o 20 o o 520 o o 250 o o 250 o o Havvkc's Bay 250 o o 200 o o 20 o o 470 o o 250 o o 250 o o Marlborough 776 IOO O O 25 o 0 125 o o 120 o o 120 o o Nelson 2,769 10,076 187 10 o IOO O O 287 10 o 187 10 o 187 10 o North Canterbury 600 o o 300 o o 150 o o 65 o o 1,115 o o 500 o o 500 o o I I , OOO O O South Canterbury ',877 250 o o ... I ... 250 o o 250 o o 250 o o Westland 2.132 340 o o 1 ... . I 340 o o 400 o o ! ... 400 o o ■ - Otago I3,49i 400 o o 200 O O iro o o: ... 7100 o 55° ° ° I 450 o o I,OOO O O Southland 2,506 • 500 o o 500 o o 300 o o ... 300 o o ... I I Totals ... 1,250 o o 445 ° o 1G0 o o 5.747 i° o 4,107 10 o I,2OO O O 200 o o 5>5°7 IO ° S0.847 3,527 10 o 365 o o In the Districts of Hawke's Bay, Wellington, Nelson, and South Canterbury respectively, the offices of Secretary and Inspector are held by the same officer. In the above table the full salary is divided equally between the two offices. In all the districts, with the exception of Auckland and Hawke's Bay, the Secretary is also Treasurer. In Hawke's Bay the Clerk is Treasurer. Auckland. —Cadet to assist Treasurer, £15 ; Cadet Clerk, £Go. Second Clerk gives partial service only, and receives salary varying from £100 to £150, according to time employed. All the three Clerks receive 2s. 6d. per hour overtime when required f jr preparation of departmental returns. Inspectors and their Clerk receive £ 1 per day travelling allowance. Architect, £250 a year, actual travelling expenses, and 2^ per cent, on all works executed under his supervision. For city schools another Architect receives 5 per cent, on cost of buildings. Taranaki. —Architect, 2a per cent, for plans, specifications, and superintendence of buildings. JVanganui. —The Inspector also receives a fixed allowance of £50 for travelling expenses. Wellington. —The Inspector also receives a fixed payment of £54 '5s. for " forage," and £ 1 per day when on duty beyond reach of Wellington. Hawke's Bay. —The Inspector also receives a fixed allowance of £150 for travelling expenses. Nelson. —The Inspector also receives actual travelling expenses. Marlborough. —The Board employs the Inspector of Nelson District at £120 per annum, with travelling expenses estimated at about £80. Architect and Inspector of Works, 5 per cent, on expenditure on buildings. North Canterbury. —Each Inspector also receives a fixed payment of £50 for " forage " and actual travelling expenses. South Canterbury. —The Inspector also receives actual travelling expenses. A schoolmaster is retained at £150 a year by the Board to supply temporary vacancies, and at other times to assist in office work. Architect, 2\ per cent, on all contracts, and actual travelling expenses. ffestland. —The Inspector also receives £5 per month " forage," and actual expenses when travelling. Otago. —Each Inspector also receives travelling allowance of £1 5s. a day when beyond reach of Dunedin, and railway fares only when within reach of town by rail. Forage allowance of £1 5s. per week is allowed when the Inspector is engaged in the office. Instead of paying a percentage to an architect, the Board has its own Architect, Draughtsman, and Clerk of Works, at the fixed annual salaries of £350, £200, and £240 respectively. The Architect and Clerk of Works are allowed actual travelling expenses. Southland. —The Inspector's fixed salary includes travelling allowance.
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Table No. 5. AGES of the SCHOLARS on the Books in the several Districts for the last Quarter of 1878.
Table No. 6. CLASSIFICATION according to STANDARDS in the several Districts for the last Quarter of 1878.
7 and under 10 Years. .nd under I, Years. 13 and under 15 Years. ivcr ij Ye; 's. :als of all Ages. ndcr 5 Ye; ■■■. 5 and under 7 Years. o Total. Males. Females. Total. Males. Females. Total. Males. Females. Total. Males. I Females. Total. Males. Females. Total. Males. Females. Total. Males. Females. I 1 I I I I Auckland ... Taranaki ... Wanganni Wellington Hawke's Bay Marlborough Nelson North Canterbury ... South Canterbury ... Westland ... Otago Southland '9 34 40 12 16 '7 44 102 38 '9 20 35 3' 205 78 31 35 538 182 80 1,512 1 12 3'4 559 287 107 4'7 1.594 318 3°7 1,700 272 I, 22O 92 243 563 217 101 447 i,435 266 3=8 1,587 252 2, 732 204 557 1,122 5°4 208 864 584 635 3,287 524 [ 1 2,398 225 529 927 357 204 745 2,547 568 501 [ 5r '4 1,2,623 j 2,104 162 478 738 342 208 616 2,379 473 499 2,860 522 4>5°2 387 1,007 1,665 699 412 1,041 1,000 1,086 152 447 7O5 294 "5 3 5io 2,061 320 325 2,555 562 1,568 144 354 583 250 119 452 1,894 367 335 2,386 483 8,935 3.421 296 801 1,288 544 271 962 3,955 687 660 544 45 117 207 78 5° '45 520 119 107 700 140 1 585 42 97 IS 6 7° 24 183 5i3 92 88 667 '57 1,129 8/ 214 363 148 74 328 1,033 211 195 1,367 297 5,446 108 7 22 22 6 78 12 18 93 24 277 4 29 32 3 3 88 16 385 11 51 54 12 19 20 166 28 32 197 44 6,434 555 1,463 2,523 ■ ,065 54i 1,8^8 7.087 i,396 i,355 8,291 1,601 5>77O 461 1,245 2,174 920 474 6, 560 1,270 1,349 7,787 1.475 12,204 1,016 2,708 4,697 1,015 3,57<> 13.647 2,666 2,704 16,078 3,076 15 287 59 97 39 25' 183 4' 14 104 20 4,94' i,O45 Totals 904 872 1,776 7.499 6,75' •4,25° ",381 j 24,004 18,871 2,772 2,674 4'5 604 1,019 34,149 31,217 65,366
Number Classified according to Standards. b. -2 M ") O Preparing for Standard Passed F.ducation Districts. Total Number Classified. Infants too young for Column next following. V. VI. I. II. III.IV. 8« • •8 I Total. M. F. Total. M. F. Total. M. FTotal. M. F. ' Total. M. F. Total. I M. Total. M. Total. M. F. Total. M. F. 1 — I I I i 1 I' : — [ 1 I, I 1 . I . — 1 ... ... ... ... __ I ... ... ... ... Auckland ... Tanmaki Wanganui Wellington Hawk's Bay Marlborough ... Nelson North Canterbury South Canterbury Wcstland Otago Southland 12,204. 1,016 2,708 4.697 2,666 2,704 16,078 58.223 ... 1.4<>3 254 295 7.o87 I.39 6 1,355 8,291 1,489 1,245 2. '74 266 6,560 1,270 1.349 7.78/ 1.373 2,708 4/>97 459 56l I3.f'47 2,666 2,704 16,078 2,862 201 539 39 ... 199 57° "28 i,7'9 436 373 1,874 214 400 1,109 "6/ 3.723 910 3.925 439 374 546 90 ... I 1,240 217 278 j 1,671 346 4,762 | 342 445 55 1,264 198 I 297 ',579 310 fit 99' 145 2,504 415 575 3.25° 656 378 425 129 58 I.234 267 247 1,264' 2?6| 4.278! 327 348 117 75 1,052 254 262 .,25. 265 7°5 773 246 133 2,286' 52.: 509 2,5'5 54' 248 44 1,157 162 '! '95 1,216 i 260 i| 3,788 ... '93 37° 39 42 1,224 177 188 234 3,617 441 815 IOO 86 2,381 339 383 2,366 494 142 281 57 43 833 152 1,047 209 114 226 45 5' 816 116 146 '93 256 5°7 102 94 1,649 272 298 2,060 62 156 7 15 456 92 80 ' 746 122 "46 133 4 9 375 7 1 49 654 104 108 289 "I 24! 831 .63 129 1,400 . 226' 43 1 86 ! "6 148 27 46 256 47 659 21 59 6 102 18 25 228 52 "64 145 12 25O 45 7' 484 99 '5 45 15 1 3 23 8 i8 68 23 1 2.004 474 34 6 2,051 225 11 1 9 38 1 20 5 402 5,640 1 ',736 1 82 1 1 7,405 2,920 1 2,720 i,445; 3,'8i •«» 1,170 131 213 Totals 24.153 22,229 I 46,382 5.879 5i4i3 11,292 ; 4,49° J 9,252 3,95' 8,221
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Table No. 7. LIST of the PUBLIC SCHOOLS in the several EDUCATION DISTRICTS, with the Expenditure for the Year 1878, and the Names, Status, and Emoluments of the Teachers as in December, 1878. In the second last column, "Position in the School," " H.," means Head Teacher; "M.," Male Teacher; "F.," Female Teacher; "A.M.," Assistant Male Assistant Female Teacher; "M.P.," Male Pupi-teacher; "F.P.," Female Pupil-teacher; and "S.,' Sewing Teacher". AUCKLAND.
i III? " ■ =3 Z.-S # °Tttf: S 5 &Mi d S3 o Schools. *0 w || 8(8 iSS Maintei :penditurc for 1; lance. 178. Teachers' Names, Including?all Teachers and Pupil-teachers on the Stalf at the end of Year. a-i §1 I Annual Salary am! Allowances at the rate paid during the last Quarter of I8}8. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure.' Mangonui... [ Ahipara 1 ... Kaitaia Pukepoto ... Maungatete2 ! Kaeo [ Mangonui... £ s. a. 1 50 o o £ s. d. £ •■ d. 8 16 o £ •■ d. 100 o o 1 o J. B. Simpson ,. M 2 3 4 5 6 2\ \ 100 o o 4 8 6 8 5 90 o o 6 15500 S 10 6 E. Shannon J. Williamson William Bramley ... o R. Hogwood Miss E. Campbell ... „ M . M. . M. . H. . F.P. IOO O O 50 o o 80 o o 100 o o 30 o o 2 324 o o 3 10 14 o 4 5 6 7 S ,j ••■ .. . Oruru Lower Oruru Upper Totara Whangaroa North 3 .. Hokianga 4 Kawakav. a 7 8 9 10 1} I2° ° ° 9 So o o' 0 88 6 8: 1 22 13 4 2 23O O O 3 10 o 28 10 o W. H. Blyth o Mrs. Johnson Mrs. Burchell o E. J. Magee G. B. Ewing Mrs. Wilson Miss Anderson W. Edwards Mrs. Edwards Miss Greenway Mrs. Hanson Mrs. Hickton 0 Thomas Campbell ... E. Richards 3 George F. S. Horsey Mrs. Wrigley E. R. Watkins Mrs. Watkins Miss Robertson Harry Wells Margaret Ross >l J. H. Wilson ij Mrs. Jarvie ) William M. Flower ... Lucy Little 1 T. W. Wilson Amy E. Bottrill i, John Linilley Mrs. Lindlcy . M. . F. . F. . M. . H. . A.F. . F. . H. . S. . H. , S. , F. M. M. H. A.F. H. S. F.P. H. S. M. S. H. S. H. A.F. H. S. 120 O O 80 o o IOO O O 68 o o 160 o o 80 o o 60 o o 120 O O 10 o o 80 o o 1000 75 o o 120 o o 112 O O 140 o o 30 o o 140 o o 1000 20 o o 120 o o 1000 80 o o Hokianga... Bay of Islands 11 4 14 6 8 j 6 730 12 9 10 j> ... Okaihau ... Pakaru 13 14 60 o o 4 125 16 8 6"' S o 11 Russell ... »5 5 118 6 S 1200 Hob ton ... 12 '.-, Waimatc ... Arapohue ... Wairoa North Aratapu 16 17 18 '9 5 75 o o 1 120 o o i 112 O O ; 170 o o 6 10 o 1 10 4 34 15 o 14 75 o o 15 m ... ... Dargavills 20 3 "9 3 4 jj ... 16 17 Kaiwaka ... Hakaru Matakohe ... Omaru* Maungaturcto 21 22 24 25 I j 130 o o ! 105 o o \ 26 13 4 ; 125 o o 22 18 2 . '4 4 o . 212 6l i 24 o o ' 1 18 19 20 Paparoa ... Te Kopuru "26 27 185 o o 77 10 o >5 2 7 14 o o ] 23 O 2 ' . ■ ■ i 1 16 6 . 1 120 O o 10 o o 140 o o 41 ° o 120 o o 10 o o 21 ii Mangawhare Kaitangi 0 ... Whangarei "28 1 29 J 30 } 29 13 2 ] 1 W. M. Clark M. IOO O O Whangarei zz 32 8 11 527 6 o! J 1 J Alexander G. Graham Mrs. Rust... Louisa Boult J. R. Carter Mrs. Carter George Fraser I C. O. E. Mailer I Mrs. MSllcr ... . n ... M ... Kama Whareora ... Kaurihohore 3' 32 33 235 ° o 170 o o IOO O O '5 5 7 800 ... T I o 17 6 J H. A.F. A.F. H. A.F. M. H. A.F. 160 o o 50 o o 30 o o 140 o o 40 o o IOO O O 120 O O 40 o o r 23 '35 o o c '55 '3 ol C « 24 25 26 27 Mangapai No. 1 ... | Mangapai No. 2 MaungakarameaNo. 1 Maungakaramea No. 2 Maungatapcre Otaika? Parua Bav No. 1 Parua Bay No. 2 Ruakaka ... Ruatangata East Ruatangata West ... Waikiekie East Waikiekie West Waipu Cave Waipu Central 34 } 35 ) 36^ 37) 38j} 39 3 40 ) 41 ) Si 44) 4|] 46) 47 48 j 106 13 4 j 95 ° o ] 83 6 8, } '58 6 8j 14 O o! 5 '7 0 1700 J \ ■v h c A William Donaldson ... W. G. Rogers H. Du P. Reynolds ... C. P. Jones Annie Hay Richard Fleet M. M. M. H. S. M. : IOO O O 80 o o 100 o o 150 o o 10 o o 100 o o 28 29 90 o 0' 5 6 6 E 3° } 7i -3 4 > 120 o o 5 2 6 322 o 61 E 1 Edward Millington ... M. i 120 O O 7 3O A Alfred Freeman M. i 120 o o 31 32 55 o o 170 o o 7 16 o R 58 17 6 H n R. W. W. Ker H. Matthews Catherine Lewis ... J James Glanfield Alfred Pratt Mary McMillan H. E. Rowlands Jessie McKenzie ... t Thomas Broun ... ] Mrs. Broun M. H. 1 A.F. M. 1 H. j S. H. 1 A.F. H. 1 S. 60 o o 140 o o 30 o o IOO O O 100 o o 10 o o 140 o o 45 o o 120 o o 10 o o 33 34 11 ... Waipu Cove Waipu North 49 5° IOO O O no 00 6 15 o |C ji A 35 u ... Waipu Upper 5' 178 6 8 12 9 6 1 M 56 7 s H T. 06 >» ... Whangarei Heads ... £2 130 o o 33 '5 2 J, o 6 o T tt ... ... M (1) Six moi 1878. (4) F01 October, 1S7S. iths. ir moi (7) School opened July, 187S. Hlis. School opened Sjpterr Ten months. School cloutd (») iDer, 31st I'wo months. School opened Nl S78. (j) Half time with Mat; fctober, 1*78. member, 1S78. (3) Ten months. {School c ikohe, to 31st April, 1S78. (6) Three montl :losei is. 31st October, tchool opened
EL— &
7
:st of the Public S< '110' ils in the several Education Dis' :icts, &c. — continued. AUCKLAND— continued. 0 H MS.E o d z . v t* §5 G O U 6 c Z2 Sen s & c tj Maintenance. Expenditure for 18)8. Teachers' Names, including all Teachers and Pupil-teachers on the Staft at the end of Year. v 13 ~ — o c 2 C .7Sc/) o Annual Salary and Allowances at the rate paid during the last Ouarter of 1878. Schools. Buildings, Sites, Furniture, and Apparatus. Salaries. [Other Ordinary Expenditure. Rodney 37 39 Albertland North Hoteo North Dome Valley S3 54 55 £ »• d. 75 o o 60 o o 55 o o £ »• d. 20 o 0 10 o o £ »• d. 210 23 16 o William Tunks Mrs. E. Sharpe R. W. Craig Nellie Horsley A. McNaughton A. Campbell Mrs. E. Cutler Annie Southgate Peter Greenhill M. F. H. S. M. H. S. F.P. M. £ s. d. 100 o o 60 o o ,, ... Kaipara Flats Warkworth "56 57 70 o o 145 o ° 28 6 3 16 12 6 47 10 o IOO o o 1000 60 o o 120 o o 10 o o 15 o o 100 o o ,, ... ,, ... Mahurangi Meads ... Matakana Lower Mullet Point Matakana Upper Big Omaha Omaha (Little) Otamatea (Native)!... Pakiri Port Albert "58 59 60 61 62 63 64 65 66 100 o 0 71 10 2 40 j 105 o c > no o o 13 5 ° 630 398 19 6 C. W. Greenwood ... W. G. Morgan M. M. IOO o o IOO o o 4i 5 12 o 42 43 44 45 46 47 4 S ,, j, ... Puhoi ,, ... Tc Arai TePahi 3 ... Wainui "67 "68 69 7° no o o 2700 80 o 0 149 13 4 190 o o 95 o o 74 11 8 106 13 4 400 o 12 6 300 1200 1200 8 17 o 244 8 6 W. C. Clark Mrs. Haszard E. M. Gravatt B. M. Gubb Mrs. Heffard Albert Smith Martin Krippner Mrs. Krippner Mrs. Carroll Charles Haselden Amelia Fisher Frederick Goertz Mrs. Goertz Mrs. Rushbrook A. Steventon Thomas H. Smith ... Eleanor Bridson Edith M. Smith Alfred McCracken ... Catherine Kilfoyle ... Caroline E. White ... W. R. Fosbroke Mrs. F'osbroke Helen D. Hanson ... M. F. M. H. S. M.P. H. A.F. S. M. F. H. S. F. M. H. A.F. A.F. M.P. F.P. F. H. A.F. F. 100 o o 24 o o 80 o o 120 O O 1000 26 o o 140 o o 40 o o 1000 80 o o 80 o o 120 o o 1000 80 o o 80 o o 190 o o 90 o o 40 o o 60 o o 49 50 S 1 Weli'sford ... Wharehine Devonport... 7i 72 73 65 o c 80 o c 321 4 o 2 15 o 16 3 8 020 363 16 6 Waitemata ,, ... ... ,, ... ,, ... ... 40 o o 80 o o 52 ,, ... ... Helensville Woodhill ... 74 75 80 o o 146 13 4 20 6 3 900 35 14 o 458 17 6 Henderson's Mill Hobsonvillc Kuraeu Kaukapakapa 76 77 • 7« 79 67 IO o 120 o o 40 o o 80 o o 53 54 '• 120 O 0 10 7 o 150 o o C.B.Davis M. 120 O O 55 )» *•■ l6l 13 4 4 14 o 15 7 o W. G. Murray Mrs. Marks Edith Marks Susie Seaman H. S. F.P. F. 140 o 0 1000 20 O O 80 O O j» •** 80 81 82 83 84 80 o o 19 o o :f> 57 58 .-9 60 Lake Lucas Creek 3 Pukeatua ... Riverhead ... Stokes Point _• Qo o o 500 153 3 6 Thomas Ritchie S. F. Mayhew Mrs. Mayhew Benjamin Carroll Henry Lloyd Henry Worthington ... C. H. Nicholson Annie Jerram Elizabeth Dunning ... Leonora Kilfoyle Jeannie Burnett Robert Baird F. T. Maclean J. L. Sinclair " ... J. W. Jervis Arundel M. Beale ... Lydia De Carteret ... Ella S. Hill Margaret Henry Martha Munro Arabella Ryan Ella Swain Marianne Wann Florence Taylor Margaret Macky Jane Sinclair Josiah Martin Sarah Howard Annie Drought Mary C. Howard Henry R. Hyatt M. H. S. M. M. H. A.M. A.F. A.F. A.F. A.F. M.P. M.P. M.P. M.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. H. A.F. F.P. F.P. H. A.F. A.F. F.P. M.P. 120 o o 140 o o 1000 105 o 0 107 14 o 8 10 o 19 3 3 2 17 6 61 62 63 Titirangi ... Wade Wellesley Street 85 86 87 83" 6 8 100 o o 935 o o 1000 240 19 6 1000 225 3 4 432 5 2 IOO o o 100 o o 355 o o 180 o o 80 o o 70 o o 50 o o 70 o o 60 o o 80 o o 60 o o 60 o o 60 o o 60 o o 40 o o 30 o o 40 o o 48 o o 60 o o 155 o o 40 o o 50 o o 40 o o 200 O O 50 o o 50 o o 30 o o 35 o o Auckland [B] jj „ „ j, ... »» • ■• ,, ■•• >» „ i> 1} a 31 ,, ,, High Street 88 206 5 o 64 6 2 319 9 11 » * " jj .. . Choral HaU 4 "89 259 3 4 83 1 2 319 9 11 ,, ... „ „ ,, ... (1) Aided. School opened ;a)l lay, il Lleven months. School opened February, 1878. S78. (3) ts'ine months. School closed 31st September, 1878. (4) Eight months,
fi.-2
8
[st of the Public Schoi ils in the several Education DrsT licts, &c. — continue AUCKLAND — continued. til « Pit o d P 6 Schools. 6 "3 §1 Maintenance. Expenditure for il !78. Teachers' Names, including all Teachers and Pupil-teachers on the Stair at the end of Year. .2-5 .2*6 o Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. .uckland [B] — contd. 64 Choral Hall— contd. ... ,, ... Nelson Street „ 90 £ s. d. 35° 8 4 £ s. d. 163 17 5 £ »■ d. 2,894 2 9 Percy Smallfield Harriet Longdill Jessie Edmiston John Brabazon Mrs. Brabazon E. G. Wallace Lydia Carr Marion Dunning James Hogwood J. A. Litten Annie Harkis E. M. C. Harrison ... W. H. V. Bindon ... Mary T. Taylor Elizabeth Sinclair ... Frances Longmore ... Agnes Carr Thomas M. Minchen Herbert Woodham ... Mary Mclver Mary C. Tregear ... Lydia Wright Annie Currie Annie Barton Annie Revell Kate Hungerford Alexander Grant Herbert Mason William Tole William Cooper Mrs. Grant Eliza F. Young Catherine Hart Isabella Bissett' Augusta Gillman ... Esther M, Gill Peter Leonard Annie Henry Eliza J. Holder Agnes Grice Annie Maxwell Thomas Hovvells James Martin Mary C. Hopper Emily J. Kemp Elizabeth Archibald... Kate Allan Elizabeth Martin Agnese O'Brien Alexander French ... Eva Dickson ... Jessie French Percy E. Stevens Jane Hogwood Clara Sykes Maud Nicholson Isaac Coburn John Stalhvorthy Jeannie McAskie Mrs. Harden Mrs. Dent... Rose H. Moss Emily Carew Eleanor P. Bates William Johnson Mrs. Skeen Matilda Taylor George Thwaites Elizabeth Hungerford J. W. Standfield Clara Binney Annie Braithwaite ... Jessie McGlashan ... Alice Pettitt Ann Williamson John Edwards H. E. Brabazon Jane Edwards M.P. F.P. F.P. H. A.F. A.F. A.F. A.F. M.P. M.P. F.P. H. A.M. A.F. A.F. A.F. A.F. M.P. M.P. F.P. F.P. F.P. F.P. II. A.F. F.P. H. A.M. M.P. H. A.F. A.F. A.F. F.P. F.P. II. A.F. F.P. I F.P. F.P. M. H. A.F. A.F, A.F. F.P. F.P. F.P. H. A.F. F.P. H. A.F. A.F. F.P. H. AM. F.P. H. F.P. F.P. F.P. F.P. H. A.F. A.F. AM. A.F. M.P. F.P. F.P. F.P. F.P. jF.P. H. A.M. A.F. £ s. d. 60 o o 30 o o 30 o o 245 o o 50 ° ° 80 o o 70 o o 50 o o 100 o o 60 o o ,, ... j, ... ,, ... » ••• 6« Hepburn Street i] ... 9i 696 13 4; 102 14 6 4 17 o 40 o o 305 o o 13s ° ° 70 o o 70 o o 60 o o )» ... » ••■ i> ••• inehunga [B] 66 11 ... j, j» ... j, •■• M ... If Howe Street u ft ... Onehunga Boys* jj •• • j) ••• Onehunga Girls' 92 93 94 160 o 0 295 ° o, 360 o o 55 4 °j 21 13 o 2 o G 2 10 6 55 ° ° 60 O O 60 o o 30 o o 60 o o 30 o o 35 ° ° 100 o o 60 o o 3° ° ° 155 ° ° 120 o o 30 o o 60 o o iS5 o ° 80 o o 55 o ° 40 o o 30 o o SO o o 170 o o 60 o o 60 o o 30 o o 30 o o 115 o o 200 O O 80 o o 70 o o 30 o o 60 o o jj ... ,, 'arnell [B] (•7 Parnell 95 222 IO O 44 5 o 12 19 o }i ... »» • •• ••■ I jj ... ... 1 i 68 69 Ellerslie ... Graf ton Road 96 97 122 10 0 380 o ol 20 IS 3 62 12 3 2,226 10 o j» ••• ,, ... ,j ... Mount Albert 98 210 0 0 "39 3° 15 6 30 o o 30 o o 160 o o Iden 7° 71 72 it Mount Eden ») ■■ • pj •■• j, ... Mount Hobson Boys' j» Mount Hobson Girls' n j» j> Newton East 99 100 101 102 280 o oj 243 6 8 181 13 4 605 0 o 69 3 2 30 8 o 20 19 1 70 2 2 210 400 3 6 404 3 6 123 12 6 50 o o 30 o o 160 o o 80 o o 60 o o 40 o o 160 o o 100 o o 60 o o 150 o o 80 o o 45 o o 35 o ° 30 o o 275 o o 130 o o 80 o o 70 o o 70 o o 60 o o 40 o o 30 o o 30 o o 30 o o 3° o o 185 o o 100 o o 70 O Q 73 »> ... ii ... j» •■• j» • ■• jj ... )t ... j> ... j> Newton West IO3 353 IS ° 69 16 3 10 IS 3 jj •■• » Ml
E.-2.
9
:st 0: 'ublic :hools in the several Edu< CATION '1ST! ■ICTS, :c,— continuct AUCKLAND— contini ted. H KS.S "3 it J II p Is H Maintenance. Expenditure for 1 I78. Teachers' Names, including all Teachers and Pupil-teachers on the Statl at the end of Year. u ■s 11 "TO s Annual Salary and Allowances at the rate paid during the last Quarter of 1S78. Schools. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. Eden — contil. 74 75 76 77 78 Newton West u ... Panmure ... Ponsonby ... jj ■■■ ... j, ... Whau Tamaki West Ararimu ... Maketu I i'J 105 106 107, 108 1 109 £ 1. <M 215 8 4 257 18 4 187 10 o 120 00 108 6 8 137 10 o £ -. a.; I ... 29 15 8; ... 112 5 11 14 4 9, I 7 15 o! 10 7 8 19 5 o £ s. d.| I 604 2 O 1,700 o o l 440 S n 6 10 7 6' Louisa Leckie Maria Walker James Simms Miss Foster Kells ... Benjamin Bailey Sarah Good Ellen Gaze Kate Lloyd James Glenny Mrs. Burns Mrs. McCaw John Riordan F. C. Leggett Mrs. Leggett Oliver Stanton Anthony Mactier Alfred Palmer Frederick Forde Mrs. Forde Charles Cooper George Revell Susan Cole Minnie Crago ... Louisa Bluck John II. Hawkes Emma Revell Mrs. Irvine .., Mrs. Mclnness W. C. Castleton Walter H. Airey Jessie C. Hart ... j R. J. Pearce George Calvert ... | Marie Austin ... W. D. R. Turner ... W. B. Wannop Ella J.Gould . Agnes M. Goodwill... J. H. Sevvard Matilda C. Young ... E. A. Seward William Woodward.., Mrs. Woodward James Muir Mrs. Muir George Melrose Thomas Brownlee ... Mrs. Sharp John F. Mackinlay ... Mrs. Cummings ... Ralph D. Stewart ... Mrs. Smith Emily Wallis L. W. Edwards William McKee Nathaniel S. Whale... Frances Douglas G. H. Maunder Annie Murray Sarah E. Kerr John Chilman George Healey Mrs. Healey Rebecca May John T. Spargo A.F. F.P. H. A.F. H. A.F. F.P. F.P. H. A.F. F. M. H. S. M. M. M. H. A.F. M. H. A.F. F. F. H. A.F. H. S. M. H. A.F. M. H. A.F. M. H A.F. F.P. H. A.F. F.P. I H. A.F. H. S. M. M. p, H. A.F. 'A.F. F.P. M. I M. £ «■ d. 35 ° ° 30 o o 160 o o 50 o o I5S ° o 55 ° ° 20 o o 40 o o 130 o o 50 o o 120 o o 100 o o 120 o o 10 o o 80 o o 60 o o 60 o o 160 o o 80 o o 120 o o 160 o o 80 o o [anukau ... 19 80 Ardmore ... Awitu No. 1 Awitu No. 2 Bombay ... no III 112 90 o o 55 ° ° 55 ° °| 320 o o 4 12 o I 81 "3 10 17 6 ... 82 }> ■ ■ • Drury Papakura ... 1.4 "5 I2O O O; 240 o o 11 15 o 58 4 n 249 8 o; 102 10 9 8.1 Flat Bush... Harrisville... Tiiakau ... ... I 116 117 118 IOO O O TtO O O 220 O O 84 15 o o"i7 6} 7 '5 6 '33 13 9 IOO O O 120 O O 160 o o 60 o o 120 O O 10 o o 120 o o 140 o o 35 ° ° IOO O O 140 o o 50 o o 105 o o 160 o o 70 o o 30 o o 150 o o 80 o o 20 O O 160 o o 70 o o 100 o o 1000 84 85 Mowick 119 150 o o 41 S ° 139 5 6 86 87 jj Hunua Mangere ... j> ■•• •■• Maungatawhiri Valley Pokeno Hill 121 no o oj 175 o ° 5 4 oj 23 5 ° 266 10 o 83 "l22 "3 50 o o 195 ° °i I 18 2 40 19 6 120 00 n • •• Queen's Redoubt Otahuhu ... 124 125 102 10 O 257 10 o 64 2 2 ... 50 1 o 89 jj ... ... Otara i*26 257 10 o 24 5 ° 2" 1 6 90 11 ... ... )j ... Pakuranga 127 ... 23O O Oj 41 II II 9 1 Tjj ■•■ Papakura Valley 128 ... 116 13 4 IOO j» ••• Turanga Creek Pollock ... Pukekohe East PukekoheWest 129 130 131 132 IOO O O 5" 3 ° IOO O O 40 o o 120 O O 160 o o 40 o o 160 o o 80 o o 25 o o IOO O O IOO O O 93 94 95 40 o o 120 OO 200 o o 12 OO II 12 6 404 3 6 9« jj Wairoa South 133 270 16 8 56 11 o 250 7 6 jj ••• (Aided) (Aided) ')! Ness Valley .'.'. Woodside 1 Manukau Heads 2 Whatipu Saw-mills 3 Patumahoe 134 135 136 •37 138 IOO O O 43 6 8 34 o o 27 o o, 160 o o 400 50 17 6 8" 5 6 64 ij 6 ' F. ! H. F.P. S. M. H. A.F. M.P. IOO O O 140 o o 30 o o 1000 IOO O O 15 o o 270 3 o 98 jj ••• Puni 4 Waiuku ... 139 140 16 13 4 205 o o 15 5 3 59 12 6 99 H 3° 9 9 140 o o 10 o o 40 o o 30 o o jj ... ... )j ... Brookside 5... Kohekohe... 141 142 45 o o 85 o oj William Gregory Mrs. Evetts Annie Beeche James Chappell Annie Bischoff Robert Ormsby John N. Pegler Mrs. Pegler William Johnstone ... Mrs. Falwasser H. S. F. M. F. M. H. S. H. S. 80 o o 1000 IOO O O 120 o o IOO O O IOO O O 80 o o 10 o o 120 o o jj ... ... Maioio 6 ... Waipipi Waitangi ... Harapipi ... Raglan i43 144 145 146 147 I 91 13 4 120 o o IOO O O IOO O O| 105 o o 44 15 ° 24 12 o Raglan ... IOO 101 4 10 o 102 i] ... ... Ruapuke ... i'48 130 o 0! 147 14 o 10 o o jj (i) Three m 187S. (4) Thl Closed during M 2ionths rec mi larch i . School opened October, :>nths. School opened Oct< 1878. :. 2. (A PP .) 1878. iber, (2) Ten months. School clos< 1878. (j) Nine months. Sch< :d 31st October, 1 )ol closed 30th S« [878. (3) Ten months. S eptember, 1878. (6) Elevi chool i :n moi jpened March iths. School
fi.—2.
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:st of the Public & 110 ils in the several Education Dist: .icts, &c.— continued. AUCKLAND— continued. o 5 Jj 3 - 0 8*3 « M o d Z u u 5 *> U-H tn S o p Schools. ° S g3j - *> u rt u *• w n c a O U Maintenance. Expenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Start' at the end of Year. tg jz a -g r- 5 .£•5 .sen o a. Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. Raglan-co»(. Waikato ... i°3 104 Waitetuna Cambridge Hamilton East 149 150 "5 1 £ s- d.| 111 13 4 206 6 8 240 o o £ s. d.j 5 16 o| 6 io c 15 10 0 £ s. d. 19 16 o 188" 6 6 James La Trobe C. J. Ashwell Martha Alf ord A. O. Field Mrs. Field Kate Allen Robert Maclaurin ... Catharine Maclaurin Mrs. Willmott H. R. Reid G.C.E. Thorn C. C. Rookes Mrs. Rookes J. M. Murray Mrs. Murray Susan Murray Norman Matheson ... Mrs. Tristram Ella J. Goble Thomas W. Scott ... Mrs. Giffney W. J. Brown Emily Krippner C. A. Stevens B. Bedford Mrs. Bedford Mrs. Schofield A. R. Miller Mrs. Driller T. H. W. Coulter ... M. H. A.F. H. A.F. F.P. H. S. F. M. M. H. A.F. H. !a.f. F.P. H. S. F. H. A.F. H. F.P. M. H. A.F. F. H. S. M. £ «■ d. 100 o o 150 o o 70 o o 160 o o 70 o o 20 O O Hamilton East [B] m ,, ... 106: ,, ... Hautapu ... 152 ioi 13 4 84"i5 6 100 o o 1000 120 o o 106 Io o IOO o o 140 o o 60 o o 175 o o 50 o o 20 O 0 120 O O 1000 70 o o 165 o o 40 o o 120 O O 15 o o 100 o o 120 0 0 40 o o IOO o o IOO o o i 107 108: 109! no ,, ... ... Mercer Rangiriri ... Taupiri Alexandra 153 ■54 156 120 00 106 12 6 100 6 8J 190 16 81 8 10 o 4 5° 40 19 A 3° «3 3 95 1 8 11 5 6 4 12 3 289 2 10 Waipa Hamilton West [B] III ,, ... Hamilton West '57 252 10 o 84 17 6 298 16 9 ,, ... ... Kihikihi ... i'«8 130 o o 112 113 114 j, ... ... Ngahinepouri Ngaruawahia i59 160 67 10 Ol 102 10 0 1000 i960 »5 ,, ... Ohaupo ... 161 135 o o 200 iu 8 o 116 "7 jj •• • Paterangi ... Pukerimu ,.. i'62 163 115 o o 145 o o 63 8 o 45 '6 o 500 118 119 Rangiaohia Te Awamutu 164 165 115 o o 117 00 35 6 o 112 6 115 5 6 • TeRahu 1 ... Whatawhata'Coromandel i'66 167 168 55 o 0 91 1.3 4 249 19 8 i3 7 6 276 15 6 10 o o 1000 IOO o o Coromandel I20i 7 5 o 14 15 o H. T. Gibson Mrs. Caldwell J. B. Rockliff Mrs. Faithfull Sarah Coupland Sarah Marshall W. J. B. Crauford ... Josiah Box G.N.Phillips A. Gerring ,., Emily E. Day Mary A. Lumsden ... James Agnew Clara Day Mary J. Harris Nellie Jones Annie Puckey Augusta L. Rayson ... Frances Haselden ... Emilia A. Boon Mary Lovatt Esther Keven Mrs. Floyd Clara Chilcott Charlotte Joynte Mary Murrish Ada Probert Kate Spencer Thomas Halliwell ... Sarah Gott Mrs. Fuljames W. H. O. Smeaton ... Annie Cleveland .;. Louisa Joslyn KateTruscott Mrs. McManus R. J. Moore Charles Gribble Wilhelmina Clarke ... Mrs. Tregonning Mary Mcllhone Eliza J. McNiece Janet Williams W. C. S. Gray Mary A. Stanton H. A.F. H. A.F. F.P. F.P. M. M. H. A.M. A.F. A.F. A.M. F.P. F.P. F.P. F.P. F.P. H. A.F. A.F. A.F. S. F.P. F.P. F.P. F.P. F.P. H. A.F. S. A.M. F.P. F.P. F.P. F. H. A.M. A.F. S. F.P. F.P. F.P. II. A.F. 160 o o 90 o o 160 o o IOO o o 20 o o 20 o o 120 o o 100 o o 275 o o 120 O 0 55 0 0 40 o o 40 o o 25 o o 20 O O 40 o o 30 o o 15 o o 200 O O 80 o o 55 0 ° 45 o o 20 o o 15 o o 15 o o 40 o o 15 0 o 30 o o 226 o o 80 o o 20 O O IOO O o 20 o o 12. 122 ,, ... Driving Creek i'69 262 9 6 ... 18 17 11 450 13 o „ ... ,, 123 1-4 125 jj ••* Mercury Bay Whangapoua Kauaeranga Boys' ... 170 171 172 120 o oj 100 o o 532 8 o 1 77 14 10 040 Thames [B] JJ ,j ... )) •" "* ... j) ••• ... j ... jj JJ ••■ J) JJ *•* JJ "• Kauaeranga Girls' ... 173 407 10 o 78"'s 3 17 12 o jj »> I u ••' jj jj jj ... ii jj •• • 126 jj ■ ■• Tararu •74 418 13 4 179 17 II 258 4 o jj ••• •*• j» ••* 127 jj ••• jj ... Eureka Thames „ jj i75 176 90 o o 208 8 4 ... 10 14 o 720 o o 30 o o 25 o o 90 o o 241 o o IOO o o 40 o o 20 o o 15 o o 25 o o 30 o o 170 o o 100 o o jj jj jj Waiotahi Creek 177 326 16 8 140 11 6 1 1,078 I o JJ ■ *• ... (1) Eleven months. School opened February, 1878. (2) Eleven months. School dosed 30th November, 1878,
11
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:st 0: UBLIC 'HO its in the s< :veral Education IIST1 .ICTS, :c.— continue^ AUCKL. i.ND— continued. & lite \7 .'-5 >,= .* <3 rstlf "o d z . a o u Schools. i° o S 0» Maintei :penditnre for 1878. lance. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. -™ "o c ° o — 2«i o Annual Sajary and Allowances at the rate paid daring the last Quarter of 1878. Other Ordinary Expenditure. Furniture, and Apparatus. Salaries. Thames [B] — fontd. Waiotaln Creek-co)i<<?. ,, ... £ s. d. £ «■ d. £ s. d. Agnes Hamilton Elizabeth J. Cooper ... Mary McNiece Mrs. Osboldstone George B. Horgan ... Mrs. Horgan John Ritchie C. K. Cornforth Thomas Murphy J. Murray Mary Murray Miss R. M. "O'Brien... F. G. Compton Ellen Bennett Mrs. Macky Samuel Croker Mrs. Davies William B. Graham William H. Pooley ... Margaret J. Allely ... G. K. Mulligan Alfred Pinker Mrs. Haszard A.F. F.P. F.P. F.P. H. S. M. M. M. H. A.F. S. H. A.F. F.P. H. S. M. M. F. M. M. F. £ »• d. 40 o c 15 o e I 5 O C 60 o c 100 O C „ Punga Flat 178 115 o o 128 129 ,, ... Paeroa Puriri Waitekauri Hastings Parawai 179 180 1S1 182 183 no o 0 100 o o 9 1 '3 4 96 10 o 215 o o 19 18 9 19 18 9 19 18 9 11 10 o 6618 6 11 10 4 460 7 1 o 23 o o 20 9 o 10 o c 100 o c 100 o c 100 o c 120 o c 35 ° c 10 o c 160 o c 55 ° c 3° ° c 100 o c 10 o c 100 o c '3° ,, ... Tairua 1 184 83" 6 8 131 132 134 135 »» ... Turua Waitoa Greerton Katikati No. i 2 Maketu (Native) Tarawera Lake (Native) Tauranga 186 187 188 189 190 100 o o 95 o o 60 o o 15 00 Piako Tauranga 205 o o 229 17 6 100 o c 60 o c 80 o c 10 o c (Aided) (Aided) 45 o o 1000 8 6 8 20 O C Whakatane .36 n ... if ... Opotiki 191 192 249 15 o 240 o o 82 2 0 J. S. Goodwin Mrs. Goodwin Eliza Allely Thomas E. Wyatt ... Miss A. Parkinson ... Alexandrina Tinling Robert O. Stewart ... H. A.F. F.P. H. A.F. A.F. M. 160 o c 80 o c 15 o c 160 o c '37 (Aided) Whakatane (Native) 193 1000 50 o c 30 o c 10 o c Auckland [B] Thames [B] Auckland [B] Training Class 26,577 '7 6 200 o o 3.748 I 2 3 "7 6 20,712 19 5 II. Worthington J. L. Sinclair Thomas Halliwell ... Neil Heath H. A.M. M. H. 150 o c 50 o c 50 o c 500 o c 194 Training Class Girl's Training and High School 195 196 5° ° ° 1,385 o o 20 o o 246 14 2 15 8 6 )j Mrs. Snell Miss Harrison Miss Mann Miss Blades Miss McElwain Miss Von Kloesterlein Kennett Watkins ... J. Brown A.F. A.F. A.F. A.F. A.F. A.F. 150 o 0 150 o 0 150 o o 80 o c 80 o c 180 o c 75 o c 50 o c >j )» jj asborne [B] Gisborne 3 ... 197 28,212 17 6 i°9 3 4 4,Ol8 12 10 74 13 o 20,728 7 n 273 o o George Maberley Mrs. Maberley Jane Brown Florence Sheppard ... E. C. Bolton Miss Burns ,.. S. A. Parker J. S. Taylor H. A.F. A.F. F.P. M. F. M. M. I! s3 Ho do. 190 o c 80 o 0 50 o c 30 o c 140 o c 100 o c 10 o c 138 ,, ,, 139 140 ,, ... ... Matawhero 3 Ormond 3 ... Tologa Bay (Native) 3 Frasertown 3 ... 198 199 2OO| 57 '3 4 33 6 8 3 6 8 33 6 8 II 00 airoa 141 201 100 o c Thomas Cranwell, Auckland 4 250 o c John Grigg, Thames 5 150 o <; 28,449 '4 2 4,104 s 10 21,001 7 11 TARANAKI. ,.. Jew Plymouth [B] j 1 Okato 6 Tataraimaka 6 2 Oakura Omata 3, West '.'.'. 1 2 63 4 7 59 7 9 "5 4 5 i°7 3 3 147 6 1 7 3 9 R. J. Cattley 52 12 10 „ William Richards ... Alice Mace o 18 o, G. W. Potts ! John Jury 114 o oW. J. McKee I A. Morton M. M. M. F.P. M. M.P. M. M.P. 65 12 58 9 119 o 4 o 113 16 4 o 162 16 4 o 1 "1 6 fi) Eleven r joth April, 1878, lonths. School opened Febrnarv, (4) Four months from Septem1 1878. ber. (2) Six montl 1 Three montl is. School opei is from October ned July, 1878. (3) Schools transferred to Hawke's Bay Board, (6) Half-time schools,
12
H.-2.
List of the Public Si :hools in the several Education Dist: .icts, &c— continued. TARANAKI— continued. 4 |||3 ™ .-3 tax § KoBm o' z . u tj O U Schools. 3 01* V u - u §2 £ rt £ °- O Q U « Maintenance. Expenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. v ■- "3 c.g c o := 'fi en o - Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites,! Furniture, and Apparatus. Salaries. Other Ordinary' Expenditure. | New Plym'th [B]— cont. Kavvau Pah £ *• d.| 92 18 6; £ 8. d. Oil O! £ *• d185 9 5 L. E. Shaw Mary St. George A. Reeve ... Jane Cock... Mary Leatham G. O'Conncll C. Gray ... R. Morgan F. A.F. F. F.P. F.P. M. M.P. M. M. M. M. M. £ »■ d152 2 o 500 151 14 o 2 10 O 2 10 O Gill Street... ... 90 '5 3 o 17 6 30 o o jj jj • •• • •* East 171 o 8 4 3 4 170 4 O 4OO Taranaki ... ,, ... ... Welbourne 1 Frankley Road 2 Mangorei Lower 3 Mangorci Upper 3 Kent Road Kent Road Upper 1 ... Albert Road Egmont Village Egmont Lower" Smart Road Bell Block Boys' 9 10 11 12 31 18 o; 53 19 6. 43 IS 9 47 !6 6 104 10 7' ... ... i 1650 185 7 9 39 6 6 31 6 6 15 o o 200 15 o o 20 o o 100 18 o! 15 5 °j 10 15 o A. Ross R. A. N. Earl M. M. 126 4 O 73 2 o 79 12 o 117 20 no 12 o 68 4 o 13 14 93 5 10 48 9 o. J. Crean ... J. .Hill ... •" V Bell Block Girls' ..'. Waitara West „ Waitara East Manutahi ... 15 16 17 18 19 20 107 9 6' 123 6 10 98 10 7 113 2 4 114 5 7 146 10 6 ... o 10 o! o 14 6 22 19 6 25 4 6 184 17 o 37 12 6, W. Collis ... T. Bennett W. Rowe ... C. Hogarth F. Bluck . , J. Nelson ... W. H. Tobin J. Hall ... A. Hunt ... M. Brooking E. George H. Faull ... J. Colesby R. Stevens R. Langiey M. Surrey ... J. Corney ... I M. M. M.P. F. M. M.P. M. M. M.P. F. F. M.P. F. M. M.P. F. F.P. in 18 o 124 12 o 400 101 8 o 130 iS o 400 130 2 o 133 6 o 400 101 8 o 109 4 o 400 122 40 117 14 o 400 80 12 o Huirangi ... Tikorangi... 21 22 55" 5 8' 93 5 6 ... i"i3 6! ... 15 15 o 25 16 o 9 10 Urenui Inglewood Boys' 23 24 /o 5 o 122 911 ... ... 20 O Oj 61 1 3 11 Inglewood Girls' 25 113" 8 8 137 1 i°[ Norfolk Road 6 '.'.'. 5 10 o 400 Unclassified Expend. 580 199 >7 'I 2,428 15 9 205 5 «' 1,381 8 8 WANGANUI. Wanganui - [BJ Wanganui Boys' tt ... ,, ... it ... Wanganui Girls' 1 2 593 18 1 33 16 3 ... 2,207 2 9, W. West ... F. Watson Frank Parkes Elizabeth West Sarah Patterson Emma Cooper S. H. West Maggie Hoey Mary N. Hoey James Dawson Mary Macdonald H. A.M. M.P. F.P. F.P. H. F.P. j F.P.! I F.P.1 M. F. 295 10 o 140 o o 30 o o 30 o o 22 10 O 182 10 O 25 O o 25 o o 30 o o 48 o o 54 o o ,, Wanganui ,, 2 3 4 5 6 7 8 ,, ... Brunswick Brownlee ... Denlair7 Goat Valley Kaitoki ... Maxwelltown Mars Hill ... Matarawa Mataongaonga Mosstown ... Upokongaro Bull's 3 4 S 6 7i 10 6200 57 '6 8 17 00 92 16 3 79 10 o 64 13 6 92 3 4 83 o o 131 6 o 103 o o 101 6 8 238 7 8 3'"7 6! 4 o o 1 200' 6 7 6 5 7 6j 5 '2 6 S12 6 4 5 o 7 12 6 726 5 12 6 13 6 o, 271 IO O 52 8 10 13 > 7 o 258 11 5 140 o o D. H. Guthrie D. Thompson David Scott D. Quinlan E. .[. Collins ]. Harre ... J. W. Kells J. Nelson ... J. W. Postans Mary Tyreman Mary Campion A. P. Burnham C. Bollinger Rosa Dawson M. M. M. M. M. M. M. M. H. A.F. F.P. M. M. F. 130 o o 84 o o 119 10 o 96 o o 80 o o 9 10 II 1 2 13 11 12 13 14 «■■■ 80 o o 257 13 o 145 o o 116 o o 96 o o 207 14 o 75 o o 25 o o 136 o o 56 o o 88 o o Rangitikei ... 43 o o 14 15 16 17 iS Crofton Glen Nevis Greatford ... Lower Rangitikei 3 ... Parawanui 8 Mount View Marton is! i6 i 72 5 o 42 6 8 65 13 4 600 3 12 W 5 10 o 500 300 7 7 6; 14 12 6 95 14 io, 33 o o ■8, 19 20 21 } 118 3 4' ... ... }\ ... J 195 15 o 165 o o J. A. McGrath M. 138 o o 19 20 78 10 9 319 o 5' Ellen Stevens J. W. Gillett Catherine Wakefield... Johan McDonald Agnes McDonald I F. H. A.F. F.P. F.P. 116 90 261 10 o ■ 75 o o 40 o o ,; 30 o o ,, ... ... ... t, ... ... ... ... (1) Closed. (8) Half-time si :hools. In lieu of Welbourne. (3) Half-time schools. (4) Not yet finished. (;) Not opened. (6) Not finished. (7) Closed.
13
H.—2.
1ST 0 'UBLIC ' 110 ■ ils in the several Education >IST] .ICTS, :c.— continuei WANG AN UI— contin ued. d Z . aj tj > ■— §5 G O '•J "5 £ d "o SS II Maintenance. Expenditure for 1873. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. || c — SCO Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Schools. Salaries. Other Ordinar; Expenditure. Buildings, SiteS; Furniture, and Apparatus. langitikei— contd. 21 22 23 South Makirikiri Turakina Valley Turakina ... 22 24 £ s. d. 76 3 11 58 S ° 216 8 o £ s- d 600 4 17 6 12 10 3 £ s. d. 19 10 o 9 o o' G. S. Fort... Annie Astbury A. W. Williamson ... S. A. Boddy Joseph Southwick ... Emma Aiken M £ S- d< M. 100 o o F. 63 o o H. 212 13 o A.F. 75 o o M. 166 15 o F.P. 30 o o M. 68 o o M. 96 o o F. 88 o o 11. 210 10 o F.P. o o F.P. 25 o o H. 200 10 o A.F. 75 o o F.P. 25 o o M. 140 jo o F. 84 o o F. 75 o o H. 219 2 o A.F. 75 o o F.P. 25 o o M. 130 12 o F. 54 o o H. 197 o o A.F. 75 o o Mon 12 o o H. 198 18 o A.F. 75 o o F.P. 22 10 o H. 232 o o A.P. 75 o o H. 209 10 o A.F. 75 o o H. 168 18 o M. 72 o o M. 140 0 o H. 186 5 o A.F. 75 o o M. 92 o o F. 92 o o M. 152 4 o 24 11 ... ... Upper Tutaenui 25 146 14 3 10 6 1 500 = 5 2f> 2; 28 29 t» ... Western Rangitikei 1 Wangaehu Awa-Huri... Carnanon Foxton 26 27 28 5 '3 4 88 15 o 65 10 o 210 o o 4 12 6 5 o °, 13 5 o 75 12 2 25 o o '33 8 9 CM. Lee... E. M. Menzies G. E. Chatvvin Chas. Hulke Elizabeth Sedcole ... Ann Ellen Nash W. H. Harris Sophia Harris Sarah Charlotte Gray A. Gower E. Grace Emily Roberts A. England E. England Ann Sanson A. J. S. Seaton Annie Stevens R. C. Dowling Sarah Dowling Elizabeth ]. Trevena C. II. W. Lock M. Lock Mary Goodison ... H. H. Dyer Rebecca Williams ... A. Mair Kate Brook R. T. Brown P. McOmish C. M. Lee C. J. Hansard Ethel Hall W. L. Weiss M. E. Jordan J. C. Hill Manawatu 29 3° ... 39 '3 9 ., ... ... ... 11 ... Halcombe... 3' ... 13 »3 ° 26 6 o 3° 224 17 6 ,, ... 31 r33 34 Karere Motoa Stoney Creek Sandon 32j 33 34 35 86 1 J 31 10 o 75 5 ° 23s 1 10 ... 7 '5 °| 112 6 5 '7 6 12 8 6, 24 14 o 21 15 4 12 14 4I 26 10 o ,, ... ... te 37 u ... ... Taonui Waitohi ... Feilding ... 36 37 38 113 4 o, '5 3 4; 209 2 4 62 6! 400 10 13 oj 14 8 9^ ... j, ... ... 'almerston [B] 38 11 ... ... Palmerston North ... 39 214 12 5' 13 8 o ... 20 19 II j, .. ■ ... 'a tea ,, ... Carlyle 40 ... 213 7 6 14 7 °| 7 11 ioj 39 4° u ... Hawera ... 4i ... 204 8 5 11 15 11 ... 32 10 8 41 42 431 44 ». •• ■ ■ ■ ■ Kakaramea Kohi Manutahi ... Waverley ... 42 43 44i 45i 117 8 6 44 3 4 94 16 8 18/ '5 9 7 i? (> 5 ° °, 4 5°: 12 10 3 9 16 9, )8 10 O| 18 12 6 45; 46 47 Wher.uakura Waitotara... Normanby . 461 47 48 in 8 4 86 6 8 ■97 4 8 5 '7 (> 4 17 6 6 17 6 152 2 o 5.642 3 n 354 10 o 4.529 13 1 WE XINGTON. 'ellington [B] Thorndon ... ... I 1,015 9 1 25 6 o1 141 2 6 William Mowbray ... H. 37° ° o M II „ ... ... ,j ... ... ,, ... ... ,, ... ... ,, ... ... ,j ... ... ,, ... ... Terrrace ... ,, ... ... it ... ... j, ... ... 2 69s 13 » 24 «O 3, ... 1,162 8 0 W. H. Lewis J. K. Manning E. M. Scott A. E. Robertson A. Davies S. Dimant L. Medley T. Watson A. Bright ]. Young ... ... C. Watson Mrs. Young R. Beresford Miss Young G.Lindsay W. H. Holmes D. Gordon M. Richmond P. Watson N. Redward J. M. Steele N. Barnard A. Davis ... G. Everiss E. K. Lillington H. McGowan J. McGowan M. M. A.F. A.F. F.P. F.P. F.P. F.P. F.P. H. M. A.F. A.F. F.P. F.P. H. M. A.F. A.F. F.P. F.P. F.P. F.P. H. M. A.F. A.F. 200 o o 150 o o 80 o o IOO O O 50 o o 45 o o 45 o o 35 o o 35 o o 310 o o 200 o o 112 10 o 100 o o 40 o o 35 ° o 33° ° o 200 o o no o o IOO O O 3° o o 30 o o 45 o o 30 o o 360 o o 200 o o no o o no o o 1, ... ... Te Aro 3 871 19 o 18 12 o 5 15 o ,, ,, ... ... h ... ... ,, Mount Cook Boys' ... 4 1,256 I 2 57 15 7 626 15 7 ,, 11 ... j, ... Not •et 01 >ened.
H.-2.
14
:st of the Public 1CHO1 ils in the several Education Districts, &c.— continued. WELLINGTON— continued. ■ --"in fe-Sf:~,2 ° JJ = 5 'Z0 H^S.S o d 3 " 0 0 Schools. o ,jj y ° u u u n w rt S & c u U w Maintenance. Expenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. ■" "c c 2 .2'55W o Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. £ fc d. £ s- d. £ s. d. £ s- d. 140 o o Wellington [B] — cont. Mount Cook Boys' ... >— continued T. F. Reeve A.M. Hutt 5 6 7 s 9 10 i i 12 „ ,, ... it „ ... „ ,, ... „ ,, ... Mount Cook Girls' ... ,, ... ii *■• it „ ... „ Mount Cook Infants' a n n ,) u it n Kaiwara .. ,, ... ... Karori Makara S. and N. ... Johnsonville Ohariu Tawa Flat JJ ■ * ' Porirua Pahautanui 5 "6 7 "8 9, 10 11 12 13 14 15 785" 5 8 657 15 10 144 18 o 238 17 9 177 17 o 18s 17 I no 3 9 257 3 6 102 16 6 198 15 o 9 14 6 13 11 o o 16 o 1 8 o 1 4 o I 12 O 351 IS 9 535 1 4 7 7 6 24 7 6 33 13 o 1900 292 13 4 1813 6 E. Gooder E. McGowan T. Coneys E. A. McNeill N. S. Jones A. Shrempf W. N. Dempsey M. Macdonald K. Tarn ... L. M. Devereux E. Helyer M. Swan ... E. Maunder S. E. Wallis A. Whitehouse A. R. Warren Mrs. Francis Mrs. Wilkinson Mrs. Huntley B. Meek ... G. Sutherland E. Rutter ... E. Reeve ... E. Smith ... G. Evans ... C. Storey ... W. Marten Mrs. Marten J. J. Prendeville D. Browne A. Nott ... J. Home ... A. Duncan E. Jupp ... W. Singer Miss Singer F. W. Connell C. R. Josslin H. Willis ... Mrs. Willis G. Hall ... Miss Boulcott E. Palmer R. Johnston A. Milne ... J. Hurley ... Mrs. Evans N. Stevens ]. Gurr E. W. Gurr H. Gurr ... A. Cox Mrs. Hansen E. W. Austin R. H. Huntley J. Badland T. Wakelin M. Humphries James Leete C. A. Richards Mrs. Jones J. M. Giles E. Peters ... F. Fairbrother D. Barry ... A. G. Rathbone J. Berry ... A.F. A.F. A.F. F.P. F.P. F.P. M.P. F.P. H. F. A.F. A.F. A.F. F.P. F.P. F.P. H. F. A.F. A.F. F.P. F.P. Moni. tress H. F.P. H. F. H. H. H. H. F.P. H. H. F.P. H. H. H. F. M.P. F.P. H. H. F.P. H. F. F.P. H. M.P. F.P. F.P. H. H. H. H. H. F. H. H. F. M.P. F.P. M.P. H. F.P. H. 80 o o IOO o o 80 o o 50 o o 50 o o 50 o o 55 o o 35 o o 240 o o 150 o o 112 IO O IOO o o 80 o o 50 o o 5° o o 45 o o 240 o o 150 o o 100 o o IOO o o 40 o o 40 o o \ 12 O O j 12 O O 160 o o 40 o o 180 o o 75 o o 190 o o 180 o o 120 O O 200 o o 45 o o IOO o o 160 o o 45 o o 120 o o 120 O O '3 '4 ■5 jj ■■• Horokiwi ... Korokoro ... Lower Hutt 16 i? 18 122 1 9 105 13 6 418 18 8 1 10 O 2 l6 O o 10 o 22 8 2 9911 240 o o no 00 j» ••• jj 45 o o 35 o o IOO o o 200 O O i6 it Wainuiomata Taita 19 20 99 4 2 258 1 o o 10 6 ... 300 2 9 1 18 jj ••* ■•• Upper Hutt 21 389 10 4 1 14 o 64 1 7 40 o o 240 o o 100 o o 35 0 o 240 o o 55 o o 35 o o 45 o o IOO o o 140 o o 100 o o 150 o o 270 o o 100 o o 160 o o 220 O O 80 o o 45 o o 35 o o 40 o o 200 o o 40 o o 120 O O jj Wairarapa East jj Featherston 22 422 5 6 3 10 0 46 3 1 ■9 jj jj 20 21 22 jj Tauherenikau Kaiwaiwai Kaitara Waihenga.,. Greytown ... 23 24 25 26 27 88 18 o 129 5 o 101 13 6 ■53 2 8 454 14 10 I I o 490 240 23 2 o! 13 'i o, 301 12 o 2 8 6 Wairarapa West 23 24 2? 3° jj ■•• *•■ Matarawa Carterton ... "28 29 105 3 6 308 16 6 I 12 0 217 o o 64 12 6 >j jj ■ • ■ ft »•* Clareville ... 30 264 13 o I o o 232 16 5 >< Wairarapa East 28 29 26 3i jj ■•• •* ■ Waingawa Park Vale 1 Gladstone' Masterton ... 31 114 11 2, jj «•• •■• jj ••• •** 32 33 444 9 o 396 IS 9 J. J. Pilkington L. Keeling M. Robins M. Baillie C. McKenzie I". Cover ... H. F. F.P. F.P. F.P. H. 270 o o 80 o o 40 o o 30 o o 35 o o 170 o o ij jj Fern Ridge 34 157 3 o 1 8 o 24 4 o 32 (1) School not open yet,
S.-2.
15
:st of the Public S< :hools in the several Education Dist: :icts, &c.— continue^ WELLINGTON— continued. c It*"" 1 oa J ~ s S S — u n £ rt.c ; ~ o 6 Z V u S o U Schools. Z% JEW 2 v £ rt § B* Maintenance. Expenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. si .2-5 Z'Sl o a. Annual Salary and Allowances at the rate paid during the last Quarter of 1878. \ Buildings, Sites. Furniture, : and Apparatus. Salaries. Other Ordinary Expenditure. Wairarapa West Wairarapa East TeNui ... £ s. d. 90 10 6 £ B. d. £ s. d. 13 9 6 C. F. Scale II. £ *. d. 105 o o 33 35 34 35 36, Opaki Mauriceville Eketahuna 36 37 97 3 10 131 16 o 236 7 6 191 3 6 E. Mathews L. Johnstone II. 11. 120 o o 140 o o Inehu 11,156 7 11 ■79 3 10 4,080 18 o led i; Wanganui Di 72 9 6 7 1 19 6 65 17 8 23 3 10 69 9 9 17 16 7 38 14 10 19 18 6 41 5 o 31 4 3 H 6 8 84 8 o 9 7 o 37 2 o 103 5 9 6 12 3 43 o 4 24 o o 650 69 14 o 67 5 o district since 11 it April, 1878. Manawatu Rangitikei Foxton Palmerston Sandon Carnarvon Feilding ... Karere Stony Creek Moutoa Halcombe... Awahuri ... Taonui Turakina ... Glen Nevis Turakina Valley Marton West Rangitikei Makirikiri ... Greatford ... Mount View Bull's Upper Tutaenui Parewanui Lower Rangitikei Upokongaro Kaitoke Mataongaonga Mars Hill ... Matarawa Denlair Brownlee ... Wanganui Grammar 4 12 o 1 ,,, 2 19 o 1 ... i 200 i ... 5 14 6 1 606 • ... 1 1 066 1 300 20 14 6 ... I 2 2 0 1 1 ► t ... j 42 17 6 • Wanganui 37 3 6 41 3 6 53 11 9 45 6 6 25 14 o 12 00 1 o 18 o 1 > » Wanganui [B] 30 o o 134 5 o > 4 12 o Wanganui Girls' Waitotara Waverley ... Maxwell ... Goat Valley Brunswick... Kohi Moston 64 6 o 30 17 9 44 1 o 15 16 8 27 11 4 3i 5 8 37 9 o 35 17 o 12,801 19 6 » Patea 1 Wanganui > i 150 I 3 14 o Patea Wanganui > » 1 213 7 4 4,104 12 6 HAW E'S BAY. Cook Gisborne [B] 1 2 3 4 Tologa Bay Gisborne ... „ jj ••• ,, ... Ormond ... Matawhero n Frazertown Wairoa 1 2 3 4 5 6 684 245 io S 79 io io loo 6 9 63 5 o 209 9 5 50 3 6 17 15 0 25 15 5 15 14 2 27 3 5 33 o o 28 10 o 8. A. Parker G. Maberly Mrs. G. Maberly |. Brown F. E. Shepherd A. Baker E. Bolton M. Batty S. Taylor L. Gosnell F. Peakman S. W. Hardy J. Hardy J. S. Ballantine Mrs. J. Ballantine ... M. H. F. A.F, F.P. F. M. F.P. M. F. F.P. M. S. M. S. & F.P. M. F.P. M. S. F.P. F. M. A.F. 28 o o 215 12 o 90 o o 50 o o 30 o o 144 o o 149 s ° 20 o O 100 o o 157 9 O 20 o 0 150 o O 1200 136 16 o 16 o o Wairoa 5 6 H awke' s Bay 7 ,, ... Clive East 7 171 8 6 c 39 4 0 Clive West "8 136 19 4 171 10 o 8 Hastings ... 9 i54 8 1 21 15 3 47 13 9 W. O. McLeod F. Dooney E. Bissell Mrs. E. Bissell A. Bee A. L. Coveney J. Smith J. Keenan 152 10 o 30 o o 149 15 o 12 00 20 o o 144 o o 174 4 o 60 o 9 9 ,, ... Havelock ... 10 215 14 7 25 10 7 ,, io! ,, Meanee Taradale .,. 11 12 136 4 o 123 1 9 j 33 o o 92 17 o 11 •>> ...
H.—2.
16
List of the Public S< :hools in the several Edu< :ation Districts, &c — continued* HAWKE'S BAY— cont ■niied. S-SS- 3: rt U H"C.S *o o" Z . Jl - 2 Sa c o U <£ rt Maintenance. Expenditure for i t?8. Teachers' Names, including all Teachers and Pupil-teachers on the Stall' at the end of Year. u J= c _.' — o = 2 Sen o £ Annual Salary and Allowances at the rate paid during the last Ouarter of 1878. Schools. 'Buildings, Sites, I Furniture, ' and Apparatus. Salaries. Other Ordinary' Expenditure. Hawke's Bay— contd. Napier [B] II Taradale— contd. ,, ... ... Napier 13 £ »• d584 4 10 £ s. a. 99 2 0 £ *■ d.j i.57i 5 8 E. Frame A. Hunt G.Wright Mrs. Wright F. Gush Mrs. F. Gush E. Robottom J. Monteith F. Reed G. Walker E. McAlpin K. Harrison M. Cowell M. Annett M. Herlihy A. Hamilton F. Oliver P. Wilson C. Morton A. P. Tennent A. McLeod F. Vincent W. Thompson F. Maning E. Thomson F. Gundrie E. Doria J. Stewart W. Lysnar E. Smart W. Waite I. Waite J. Poole Mrs. Poole W. G. Crawford Mrs. M. Crawford ... F.P. S. M. F. M. F. A.F. F.P. F.P. M.P. M.P. F.P. M.P. F.P. F. M. F. M. M. M. M. S. M. M. F. F. F. M. M. F. M. A.F.M. A.F. M. S. £ s. d. 20 o o 1200 219 16 o 90 o o 219 16 o 90 o o 45 o o 20 o o 20 O O ,, ... ... „ ... ii ... i, ... ... 11 20 O O 20 O O ,, ... ... 12 13 14 15 16 ,, ... ... Port Ahuriri Petane Puketapu ... Tarawera ... Ashley Clinton Danevirk ,,, Hampden ... 14 15 16 17 18 112 II 6 80 4 7; 124 5 8 ( 47 3 9 90 10 4; 26 9 o 146 19 8 25 o o 15 15 o 15 10 o 51 9 11 18 13 o 20 O O 20 O O 20 O O 147 18 O IOO O O 100 00 100 o o Hawke's Bay Waipawa... 17 18 19 20 15 14 2 17 10 o, 13 7 6 100 o o 141 o o 142 o o 1200 19 20 2, 22 23 24 25 26 ,, ... ... Kaikoura ... Patangata... Norsewood Ormondville Porangahau Tamumu ... Te Aute ... Te Ongaonga Waipawa ... 21 22 23 24 25 26 27 28 159 o 9 116 12 6 161 2 5 109 8 2 77 6 2 109 2 3 72 13 8 4 7 6 211 15 7 25 "5 o 25 15 5 7 10 o 17 17 6, 11 15 oj 1000 1200 141 o o IOO o o 152 15 o noo o 100 o o 56 o o 100 o o 29 24 16 7 36S o o 52 10 o 152 10 o 35 o o 150 5 o 35 o ° 151 «S ° 1200 I 27 ,, ... ... Waipukurau 30 233 9 1 22 14 7; 45 3 o 28 Woodville ... 3i 95 17 8 22 5 o. 322 4 o ,, ... ... Bonus distributed for 1878 ... Payments made in January for December, 1877 296 12 5 3H 7 6 5.398 14 2I I 626 4 1 2,759 6 4 mar: .BOROUGH. Blenheim [B] Pieton [B] Marlborough 3 4 S 6 High School ... i^| Lower Boys' ... 2 Girls' 3 I 8 , 8 8 . Infants' ... ... 4 )> '•■ J Pieton ... 339 o o Havelock ... ... 5 269 o o Renwick ... ... 6 233 o o j) ■•• ■•» Spring Creek ... 7 158 o o Tua Marina ... 8 183 18 4 I 2 3 4 S "-6 7 8 ■ 858 8 4 339 o o 269 o o 233 o o 158 00 183 18 4 15 6 o 10 16 o s" 7 9 8 18 9 6 10 6 869 1,509 19 I 137 o o 23 7 6 22 II o 47 5 o 16 16 8 H. P. Maeklin James Doherty Kate Maeklin Anne Maeklin Kate Maeklin Mary Maeklin H. W. Harris Alice Jones Sarah Mouat F. Severne Caroline Severne William Tissiman ... Charles Bary John Squire Charles Peake Mrs. Peake Celia E. Cheesman ... Andrew Everiss Henry Leigh Severne Walter Andrews Marian Robertson ... Emma A. Dolamore J. I. Hart Henry Charles Amner William Moore H. M. A.F. A.F. F. F.P. II. F. F.P. H. F. H. M.P. H. H. F. H. II. H. H. H. H. H. H. H. 300 o o 180 o o 60 o o 75 o o 105 o o 45 o o 200 O 0 noo o 30 o o 170 o o 90 o o 180 o o 30 o o 150 o o 170 o o 40 o o 65 o o 120 O O 7 8 9 10 11 Marlborough Town ... 9 69 15 o Kaituna ... ... 10 130 o o Canvas Town ... 11 130 o o Grove Town ... 12 135 13 4 Waitohi ... ... 13 no o o Wairau Valley ... 14 90 o o Kekerangu ' ... 15 85 o o Fairhall ... ... 16 123 o o Omaka ... ... 17 15 o o 9 10 n 12 13 14 15 16 17 69 15 o 130 o o 130 o o "35 13 4 noo o 90 o o 85 o o 123 o o 15 o o 3 11 3 3 11 3 3 7 6 6 16 6 5 ' 6 289 3 7 6 4 14 3 226 15 6: 20 14 1 46 4 o 33 o 6 18 18 4 130 o o 140 o o no 00 90 o o 80 o o 120 o o 20 0 O 12 13 '4 '5 3SO 2,929 15 o 91 4 3} 2,105 16 8 1878. Kaikoura Annexed io North Canterbi Kaikoura ... 54 3 4 Kaikoura Suburban ... 45 o o 3,028 18 4 ury District since 1st May, 7 16 o > ... ... 91 4 3 2,113 I2 8
17
H.—2
:st of the Public Scho< ils in the several Education Dis' 'Ricts, &c.— continued. nelson. O £ ~ C <« tO (J - rt 5 •='!§" o d HJ u j!s a o 0 zj S<5s SB 2 rt P a, o v Maintei I'.Xj lenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. o .So' §1 5 Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Schools. lance. Buildings, Sites Furniture, and Apparatus. Salaries. )ther Ordinary Expenditure. Nelson [B] Town Boys', 1st divn. Ditto, 2ndand3rddivns. 1 £ s. d. 288 15 o 280 o o £ s. d. £ s. J. B. Sadd (temporaty) F. Worley ... H.Thompson Miss Haugh Miss Kitching Mrs. Sait ... Miss Dement ... Miss Hoult Miss Cother Miss F. Burns J. L. Hodgson ... ) H. AM. AM. H. A.F. H. H. A.F. H. A.F. H. £ *. d. 288 is o 160 o o 120 o o 72 o o 48 o o 160 15 o 80 6 8 54 13 4 90 o o 48 o o 25s o o 2 Ditto, 4th division .,. 3 120 O O Hardy Street Girls' ... Ditto, 2nd division ... 4 5 160 15 o '35 o o Ditto, 3rd division ... "6 138 o o 3 ••• 75 o o „ Haven Road, 1st and 2nd divisions 7 178 18 o S43 13 6 jj Hampden Street, 1st and 2nd divisions "-8 347 S o Miss Witney Miss Franks R. Sunley ... A.F. A.F. H. 60 o o 60 o o 239 S o Waimea ... 3 4 » jj Port Toitoi Valley Hillside ... • Happy Valley Clifton Terrace Stoke Richmond Boys' 9 10 11 12 13 14 15 84 o o 83 IS o 7200 72 o o 7200 197 10 o 215 15 ° 24 o o 1000 2o 4 o 13 16 o Miss Percy Miss Buckeridge Miss Blackmore Miss Sunley Miss Folckmann Miss Gill ... Miss Robb J. Naylor ... Miss Neale James Robson Miss Saywell Miss Spencer Miss O'Loughlen ... E. Cowles ... G. Thorburn Mrs. Bryant ... ! Miss Bryant W. N. Franklyn ... | Miss Knapp ... | E. Desaunais AF. A.F. H. H. H. H. H. H. A.F. H. A.F. H. A.F. H. H. ! H. A.F. H. I A.F. H. 60 o o 48 o o 84 o o 83 15 o 72 o o 7200 7200 131 13 8 65 16 4 155 15 o 60 o o 135 5 o 60 o o 126 5 o 133 10 o 96 5 o 60 o o 142 14 8 59 7 4 128 15 o Richmond Girls' 16 195 5 o 20 o o 7200 5 jj Ranzau Hope River Terrace 17 18 126 5 o 133 10 o 156 5 o 1600 20 o 9 6 19 Spring Grove 20 202 2 o 20 o o 116 10 o Lower Wakefield Boys' and Junior 21 188 15 o jj Lower Wakefield Girls' Eighty.Eight Valley... Upper Wakefield 22 23 24 86 10 o 7200 172 3 4 20 O O 800 75 19 6 Mrs. Desaunais Miss Leach J. Richardson (temporary) W. Ladley Miss Desaunais H. Ladley ... H. Beitt ... R. Edmunds A.F. H. H. H. A.F. H. H. H. 60 o o 86 10 o 72 o o 124 3 4 48 o o 134 o o 121 5 o 121 5 o Foxhill ... "... Motupiko ... Waimea West (North division) Waimea West (village) Sarau "25 26 ... 134 o oj 121 5 O 121 5 o 2200 800 112 10 o 10 11 900 27 12 j, ... Neudorf ... Lower Moutere 28 29; 30 3' 128 10 o 192 10 o ■73 5 o 188 10 o 20 o o 22 O O 10 o o 920 15 o o J. Robson, jun. W. Cook ... Miss Cook H. G. Hill... Miss Tarrant ... . G. Deck ... Miss Leach ... . F. Bisley ... Miss Guy ... ... . Miss Pinney ... . H. H. A.F. H. A.F. H. A.F. H. A.F. A.F. 128 10 o 132 10 o 60 o o 125 S o 48 o o 125 13 4 62 16 8 '3 14 jj Motueka, 1st and 2nd divisions 32 328 o o 1600 900 220 o o 60 o o 48 o o jj '5 ,6 17 18 Ngatimoti Dovedale ... Pangatotara Riwaka 33 34 35 36 108 o o 107 S oj 120 o oj 211 IO O 800 800 49 3 61 71 9 0 R. Sutcliffe E. Burrell... G. Jennings G. Ponsonby Miss Gaskell ... . Miss Guy ... Miss Stanley Miss Gill ... T. Hume ... Mrs. Symes Mrs. Robinson Miss Manson E. O'H. Canavan ... J. Roby A. Brown ... H. H. H. H. A.F. H. H. H. H. H. H. H. H. H. H. 7200 122 15 o 120 o o 151 10 o 60 o o 49 o o 31 10 o 14 o o 121 10 o 7200 96 o o 72 o o 135 S o 149 o o 190 7 o 4 o o 1 jj ... Brooklyn ... Upper Motueka' Tadmor 3 ... Lower Takaka Long Plain Motupipi ... East Takaka Collingwood Ferntown ... Westport Boys' and Junior 37 38 39 40 41 42 43 44 45 46 49 o o 31 10 o 14 o o 121 10 o 72 o o 96 o o 72 0.0 I3S S o 149 o o 333 S o 1600 Collingwood '9 20 21 22 23 24 25 800 800 800 800 1000 500 20 11 6 25 o o Buller 1000 26 o o a Miss Blaxall ... j Miss E. Blaxall ... 1 Miss Falla A.F. A.F. H. 89 6 o 71 12 o 130 S o jj ... Westport Girls' 47 130 5 o 35 o o 554 14 o' 3—H. 2. (App.) (1) Aided school. (3) Aided. Open one quarter,
H.—2
18
:st of the Public Si :iiO' ils in the several Education Disti :icts, &c.— continued. NELSON— continued. h v ISO CO .— *.= v Z. •■" •-£■* °"5s:2= 2 §S3f5 a o d P a o u Schools. "J rt g o. o -,, Malntei Expenditure for 1878. lance. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. c —• — o Jl tn o Oi Annual Salary and Allowances at the rate paid during the last Quarter of 1S78. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. £ s. d. 103 15 o 244 10 o £ s. d. 500 £ s. d. £ s. d. io? 15 o 164 6 8 79 3 4 126 10 o 77 5 o 91 10 o 272 o o 100 o o Buller— continued. 2(. 2; Addison's Flat Charleston Boys' 48 49 Miss Mills... R. Delany... Miss Quin Mrs. Gaskin Miss Clissold Mrs. Murphy R. Chattock Miss Chattock R. Ray ... Mrs. Rogers II. O'Ledge Miss Williams H. H. A.F. H. A.F. H. H. A.F. H. H. H. H. jj ... Charleston Girls' 1 ... 50 80 15 0 65 12 o Inangahua jj Brighton ... Reefton Si 52 91 10 o 372 o o 24 10 0 600 :S 602 2 0 Buller 29 Karamea ... Capleston 3 Pakawau 3,.. Lyell 4 S3 54 55 56 153 o o 59 o o 14 17 6 7 17 6 404 6 7 20 o o 153 o o 59 o o 59 10 o 31 10 o 8,239 I0 4 589 8 o 2,824 14 4 WESTLAND. Westland... Kumara [B] Greymouth [B] Stafford ... Jj ... jj .. . Goldsborough jj 11 Greeks Callaghan's Kumara .,. tt ••• tt tt it Greymouth H )) tt JJ »J J) I 2 3 4 5 "6 363 18 8 321 1 4 126 o o 1 10 00 761 8 4 1,540 II 2 >-i6s"i2 8 1 - (■131 4 3 ig 2 o 800 ... ... 500! 1,031 8 4 1,921 10 4 J. Palmer Hester A. Cox Susan Flogg J. Mulhearn Jane Hogg Nancy Martin W. C Kelsey Mrs. Tougher H. Phillips Mrs. Horneman Miss Crowther Mrs. Phillips Janet Cornfoot A. B. Thompson R. Goulding R. L. Clements Mrs. Magoffin Miss Stanley Harriet Gilroy E. Batchelor E. Brown S. Perkins Eliza Ewing C. Brown C. T. Smythe Mrs. Gordon Minnie Courtney E. B. Dixon R. Soundy L. D. Easton Miss Batten Miss Patrick James Carr Thomas Marr E. Kennaugh M. Willberg Margaret Turnbull ... R. McLean H. A.F. F.P. H. A.F. F.P. M. F. H. A.F. A.F. A.F. F.P. H. A.M. A.M. A.F. A.F. F.P. F.P. F.P. F.P. F.P. F.P. M. F. F.P. H. A.M. A.M. A.F. A.F. M.P. M.P. F.P. F.P. F.P. MJ?. 230 o o no o o 25 o o 184 o o 98 18 o 25 o o 125 o o no o o 280 o o 149 10 o 135 o o IOO o o 25 o o 374 o o 242 o o 242 o o 164 16 8 164 16 8 30 o o 20 O 0 25 O O 25 O o 20 o o 20 o o 161 o o 143 15 o 1500 374 o o 242 o o 227 o o 136 1 8 164 16 8 35 o o 30 o o 30 o o 20 O O JJ )> Jj Paroa Wallsend ... 7 8 •78 5 oj 158 15 o ... Grey 5 u ... Hokitika [B] jj •■ • Hokitika ... 9 1,431 4 8 -> 2,779 7 i° ->. jj ... jj *•• jj tt ••• j. > 80 6 o jj ■•• ji ... tt •'• tt «•• South Spit Kanieri 10 59 3 4 1 400 16 8 i 20 O O 25 O O Westland ... 11 u - 947 9 8j C.J. Sale Mrs. Sale Jane Milner A. Roulston Jane Staines Walter Tipler R. Beck G. B. McAlpine L. G. Vincent James Kirk N. W. McAuley J.O'Neil J. Malcolm J. A. Bromley fames Woodward ... W. D. McKay Mrs. Kenny C. DeBakker Jane Andrews Eliza Roberts Mrs. Murphy FI. A.F. F.P. M. F.P. M. M.P. M. M. M.P. M. M. M. M. H. A.M A.F. F.P. F.P. F.P. F. 230 o o 120 o o 20 o o jj Woodstock 12 149 18 4 421 o 3 140 o o 20 O O 161 o o 25 o o 143 15 o 161 o o 20 o o 145 o o 125 o o 145 o o 150 o o 286 o o 161 o o 13S o o 25 o o 20 o o 20 O O 115 o 0 jj Blue Spur 13 204 o o 1-132 o o 264 8 9 j> Upper Crossing Arahura Road 14 15 ... 143 '5 o] 150 19 2 ! 205 15 o Dunganville Greenstone Marsden ... Maori Gully Ross "16 130 16 3. 125 o o 146 19 9 '47 5 5 626 7 4 \J 10 10 o Grey 5 17 1 ft 1 y 98 10 3 Ross [B] ... 19 20 -\ 73 '7 0 254 7 o 71 19 o jj jj S- 72 8 10 Westland ... jj jj jj ... Donoghue's 21 132 12 10 200 j - (1) Opened Westland Educi four ttion nonths. (3) Aided school, listrjct on 1st May, 1878. (3) Aided, Open one quarter, (4) Aided. Closed. (<) Grey County was annexed to
19
H.—2.
:st of the Public Si !H0< ils in the several Edui :ation Dis' :icts, &c.— continue WESTLAND— contim ued. 6 « fc-j-O TJ S Q & til!?- 0 o p 3 Schools. °' 2 £ 5 c a. o u Maintenance. Expenditure for t. 178. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at thc end of Year. a •So' (2 Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. £ *■ A £ «• d. £ »■ d.| £. s. d. 20 o o Westland— continued. Grey 1 Donoghue's — contd. Lucy Thiele F.P. Cobden 22 58 6 8 19 13 9 C. Bruford Hester Thompson ... W. Hale J. Elliot Sarah Middleton J. H. Ralton F. O'Reilly E. Edridge F. W. Campbell Miss Brunetti H. M. Millar J. O. Wilson C. M. Neilson Mrs. Porter .., George Adams H. Bussell M. Robertson M. F.P. M. F.P. F.P. M. M. M. M. F. M. M. M. F. M. M. M. 200 O O 20 O O 207 o o 15 o o 15 o o 145 o o 145 o o 143 iS o 125 o o 125 o o 160 o o IOO o o 172 10 o 115 o o 140 o o 125 o o 160 0 0 jj Brunnerton 23 147 o o 14 o 6 11 00 jj ••• 8 No Town ... Hatter's Terrace Ahaura Totara Flat Orwell Creek Waipuna & Granville Okarito Gillespie's ... Arawata Flat Arawata Town Okuru Rangiriri ... 24 25 26 27 28 29 30 31 32 33 34 35 54 3 4 42 10 o 95 16 8 53 17 8 83 6 8 7i S o IOO o o 146 8 9 102 1 8 1000 '3 7 6 9 10 7 12 3. n 12 23 15 o 40 o o 61 1 o '3, 153 10 o 138 12 5 152 10 o 9 18 3 225 15 o : 10 2 O, 6S IS 3! 37 7 8 Teacher of Gymnastics 138 19 2 29 15 o 8,947 6 3 831 10 6' 8,446 9 10 NORTH CANTERBU :Y. Kaikoura ... Amuri Ashley ... Kaikoura Suburban... Kaikoura Town jj ... Waiau 2 Ashley Bank u Balcairn ... 2 3 4 5 53 o 7 133 2 5 52 o o 280 7 o 112 19 4 36 10 o 42 I o 67 13 9 37"i8 3 1000 30 o o 829 4 9 A. Bayers Mrs. Sayers II. H. Knowles Mrs. Knowles G. Crockett J. Thompson Mrs. Whiteside L. Fawcett C. D. Husband Mrs. Husband T. A. Hamilton E. Musson R. Meredith A. Chapmati A. Cookson H. Cooper H. F. H. F. II. H. F. F.P. II. F. H. S. H. F. M.P. M.P. 150 o o 5° o o 180 8 o 60 o o 65 o o 190 o o 80 o o 1600 150 o o 50 o o 156 o o 12 O O 253 o o 109 6 8 30 o o 20 O O Carleton ... "6 147 '4 9 1764 16 3 1 5 6 Cust 7 408 13 8 78 "18 8 579 4 " jj ... Cust (side) 3 Eyreton "8 195 o o 24 o o 12 OO 160 o o 160 o o 60 o o 20 O O 228 O O 60 o o 9 192 17 10 5 8'"2 1 6t 19 9 T. May E. Sealey Mrs. May Rev. J. W. Alloway... L. G. Wright Mrs. Wright A. Gray H. E. Goodeve Mrs. Goodeve F. Mulcock E. Monk J. Duffull Martha Ford M. Sheard Mrs. Sheard E. Rayner J. Veysey J. E. Meakes J. Pashby M. Veysey M. H. Kaufmann ... A. Taylor M. Todd D. Davidson C. Nicholls Mrs. Nicholls R. M. Spurr E. Robertson R. McCandless M. Amy A. B. May W. Smellie H. Peat H. F.P. S. H. H. F. M.P. H. F. M.P. F. F.P. F. H. S. H. M. F. F. F.P. F. F.P. M.P. H. H. S. H. F. H. H. F. M.P. H. jj ■ ■ • 8 Eyreton West Fernside ... 10 11 178 13 6 237 10 o 27 15 7 2267 760 43 5 5 9, jj jj •■■ Flaxton (main) 12 299 14 8 75 18 9 69 19 10 10 j> Kaiapoi [B] 1 1 12 Flaxton (side) Glentui 2 tj ... Ilurunm ... jj ... • ■ • Kaiapoi 13 14 15 "16 50 o o 104 5 4 933 o 3 42 7 10 168 1 1 20 15 6 1 19 8 20 O O 70 o o 40 o o 55 o o 130 o o 1200 403 o o 50 o o 138 o o 45 o o 32 o o 105 o o 24 o o 1000 jj jj jj * ■ ■ ••• jj ... ... jj ... ... j, Ashley '3 14 jj ... ... Kaiapoi Island Kaiapoi Island North 17 18 130 o o 99 9 4 23 3 1 23 7 6 17 o o 130 o o 130 o o 12 O O 165 O O 80 O O '5 jj Kowai North (main) 19 141 o o 55 is a 1,013 7 7 jj Kowai North (side) ... Leithfield ... 20 131 IS ° 285 17 10 39'"6 8J 6 5 2 100 O O 190 o o 75 o o 20 o o 175 o o 16 21 u Loburn 22 192 10 6 52 3 9 18 1 o •» (il Gr< :y C01 inty was annexed to Westland Education District on 1st May, 1878. (2) Aided school. (3) School not yet open.
H.-2.
20
:st of the Public S< :iiO ils in the several Education Dist: LiCTS, &c.— continued. S'ORTH CANTERBURY— continued. Z. .=3 >.£% tn v - rt 5£i|- a <S JBgJ* u H " | J 'o c s u Schools. O ol z% Maintenance. Expenditure for ii ,8. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. o ■- S fl S .£-5 .= '/) 0 a. Annual Salary and Allowances at the rate paid during the last Quartet of 1878. Buildings, Sites Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. £ s. d. £ •• d. £ »• d. £ »• d. 1600 Ashley— continued. Rangiora m Ashley iS 19 20 21 22 Loburn — continued. ... „ Mandeville Plains ... jj ••• Mount Grey Downs... jj ... Oxford East 1 tt jj Oxford West jj jj •*■ Rangiora ... »j ... ... jj ... ... jj jj ... ... jj ... ji jj ... Saltwater Creek 2 Southbrook 23 24 25 "26 2? 28 29 199 3 4 268 1 n 346 9 8 304 10 o 680 14 9 210 7 8 293 12 9 16 10 11 37 i7 6 69 15 o 47 3 3 111 710 42 12 4 59 15 9 1900 85 12 5 59 11 6 354 8 10 A. Hodgson Mrs. Peat S. Croumbie-Brown ... Mrs. Croumbie-Brown J. Thompson L. Bartrum J. H. Baird J. II. Newlyn T. Stout G. Petrie F. Knowles T. Ritchie S. Dohrmann A. M. Wilcox J. G. L. Scott A. Robinson E. J. Jennings E. Heath S. Kitchingman F. Stevens H. Hurrell F. W. Hannibell W. Brock J. Thompson L. E. Thompson T. A. Scott G. P. Kay C. E. Kay J. Mclntyre J. Mclntyre J. M. Fraser Mrs. Fraser C. S. Howard S. Fee E. Mathias S. Norton A. Nicholls M. Thomas J. Bruce ... J. Sunckell W. D. McClure Mrs. McClure J. F. Carden M. J. Blythen F.P. S. H. F. H. F. M.P. H. M.P. M.P. M.P. H. F. •F.P. H. F. M. F. F. F.P. F.P. M.P. H. H. F. M.P. H. S. II. S. H. S. H. F. A.F. F.P. H. F. F.P. M.P. H. s. H. A.F. 12 O 0 146 O O 55 o o 174 o o 84 o o 20 o o 210 o o 20 o o 20 O O 20 O O 197 O O 87 o o 32 o o 299 o o 140 o o 80 o o 40 o 0 80 o o 24 o o 40 o o 20 O O 150 o o 204 o o 94 o o 20 o o 2z 24 16 19 10 jj ... ... 2 5 Stoke 3° 99 3 4 28 14 2 229 is 1 132 o o 12 OO 147 00 12 O O 26 View Hill '.'.'. '.'.'. 3i 155 10 o 27 4 9 93 1 10 2; jj ... ... Waikuku ... 32 162 13 4 30 9 8 39 15 o 134 o o 12 O O 28 JJ ... ... Woodend ... 33 384 5 o 60 o 4 1 10 o Akaroa [B] »9 jj ... ... jj • •• ... Akaroa jj ... ... jj ... 34 395 13 4 99 12 2 662 o o 240 o o IOO o o 32 o o 24 o o 253 o o 107 o o 40 o o 20 0 O 130 o o 1200 140 o o 5° o o Akaroa jj •. ■ ... Barry's Bay 35 25 1 8 22 12 6 3° 143 10 o 31 jj ... Duvauchelle's Bay ... 36 174 4 i' 17 5 4 32 33 jj French Farm 3 Gebbie's Valley 37 38 125 17 6 131 18 1. 5' 5 3 32 13 o 34 5 9 3 13 3 P. Phillips B.V.Phillips J. T. Shailer Mrs. Prince A. Angus ... E. F. Barnett S. McMain H. S. H. S. H. II. S. 130 o o 12 0 0 130 o o 12 OO 65 o o 130 o o 12 OO 34 German Bay 39 128 14 5 28 4 o JJ ... German Bay (side) 4... Governor's Bay 40 4i 65 o o 138 12 11 28 o 4! 104 12 1 35 36 jj Governor's Bay South : 3 Gebbie's Pass Road Charteris Bay Le Bon's Bay ... I 42 43 44 ... > ... > 200 o o 19 3 2 29 6 9 890 13 3 Lyttelton [B] 37 38 39 40 jj Little Akalqa Little River Lyttelton ... jj ... ... JJ ... ... J» ... ... 45 "■46 47 117 17 8 145 o o 1,407 16 11 40 8 o 33 18 o 234 17 6 16 15 2 24 5 o 1.457 9 10 T. H. Macmillan Mrs. Macmillan R. Willis ... Mrs. Willis G. W. Westropp J. Dawe ... J. Ross A. Stout ... A. Binnie ... J. E. Dyer C. Hobbs ... J. Chambers M. Milsom E. Jenkins E. Fielder ... J. Taylor ... A. Keand ... J. D'Authreau J. Connal... C. Fielder... .1- Hutt ... Mrs. Hutt... H. F. H. S. H. H. M. F. M. M.P. F. F. F.P. F.P. F.P. M.P. F.P. F.P. F.P. F.P. H. F. 150 o o 50 o o 148 o o 12 OO 138 O o 422 o o 300 o o 165 o o no o o 5° o o 60 o o 40 o o 40 o o 40 o o 24 o o 20 o o 1600 16 o o 1600 1600 ISS o o do o o JJ t.. ... JJ • •• ... JJ JJ JJ JJ ... JJ ... ... JJ Akaroa 4' JJ ... ... Okain's Bay "48 195 16 4 27 6 2 24 18 6 u ... ... (1) Place of misti December. (4) Aidi ress vacant since 12th Sept ;d school. (;) This distrii smber. (2) Place c :t has two schools com )f mistress vacai ducted by one te; it since gth December. (3) Master's place vacant since 30th icher. No appointment made till January.
21
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:st of the Public Si 'HO' ils in the several Education Dist: :icts, &c— continue S'ORTH CANTERBURY— continued. ■2 .iff a a E«£: c o 6 2 . tj u Schools. o u5 5 j 5 V Maintenance. Expenditure for 1878. Buildings, Sites. Furniture, and Apparatus. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. u c — c ° a Cu Annual Salary and Allowances at the rate paid during the last Ouarter of 1878. Salaries. Other Ordinary Expenditure. 49 £ s. d. 146 4 8 £ s. d. 41 I o £ s. d. 409 3 6 £ »• d. •35 o o 12 00 85 o o 130 o o 130 o o 12 OO 60 O O Akaroa —• continued. 42 Pigeon Bay (main) ... Pigeon Bay (side) Port Levy ... Robinson's Bay 5° 5 1 5 2 29 3 4 130 o o 142 o o F. W. Thompson C W. Pitcaithly M. Pitcaithly H- Jaggar J. Victor ... Mrs. Victor K. M. Lowe H. S. F. H. H. S. F. 43 44 17 15 o 25 II II 32 19 8 Selwyn 45 4'' 47 ,, ... Wainui Aylesbury 1 Broadfield ... 53 60 o o 20 4 3 13 2 5 30 I io! 4 7 6 54 144 13 5 79 3 5 G. C. Manning Mrs. Manning J. Baldwin A. Kitchingman W. Stirling P. Kine ... H. S. H. F. M.P. M.P. 153 o o 12 O O 303 o o 97 o o 20 o o 4S Brookside ... $5 437 5 o 6l 2 10 379 2 3 ,, ... ... ,, ... Christchurch [B] 49 ,, ... ... Christchurch East — Gloucester Street 56 2,124 2 5 634 5 5 J. Curnow... C. Wykesmith O. A. Field A. J. Morton G. Gilling C. F. Bowley A. Flinders G. Pengelly W. J. Hawley C. Francis... S. S. Haughton M. Field ... E. Innes ... J. Roberts... K. Ford ... K. Flinders C. Jones ... M. J. Blyth A. Spence ... A. Barker ... M. Blyth ... S. L. Robinson M. Harband M. Wells ... E. Kissell ... A. M. Craddock J. B. E. Taylor E. Woodford J. Reid ... M. Young... K. Woodford M. E. Page M. Elmslie J. M. Bailie C. Harvey... M. Zincgraf M. Spence... Rev. J. Cumming ... T. S." Foster J. B. Chisholm E. S. Brittan J. R. Cooke A. Harband E. Callender A. Mayne ... T. Pole ... R. Irvine ... M. Ansley... A. Pike ... H. Hunt ... J. Eastwood A.Taylor... J. Currie ... A. Hepburn W. Robinson H. Kelly ... E. Lee M. Clark ... J. Cumberworth J. Bowmaker J. J. Elliott E. B. Rowley H. M. M. M. M. M.P. M.P. M.P. M.P. M.P. F. F. F. F. A.F. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. II. A.F. M. F.P. F.P. F. F.P. F. F.P. F.P. F.P. H. M. M. F. F. F. F. M.P. M.P. M.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. M.P. F.P. F.P. F.P. H. F. M. F. 20 o o 500 o o 345 o o 180 o o 105 o o 70 o o 50 o o 40 o o 40 o o 20 O O Selwyn Bingsland... ,, ,, ... ,, ... Phillipstown South Town Belt ... JJ 57 '58 59! 1 421 00 115 10 o 210 o o 20 O O 256 o o • 57 o o 105 o o 65 o o 50 o o 32 o o 32 o o 32 o o 32 o o 1600 16 o o 1600 1600 1600 1600 1600 253 o o 65 o o 70 o o 24 o o 24 o o 95 o o 1600 160 o o 1600 1600 1600 418 o o 295 o o 190 o o 3 [5 o o 165 o o 130 o o 60 o o So o o 50 o o 50 o o 40 o o 40 o o 40 o o 32 o o 32 o o 32 o o 24 o o 20 o o 16 o o 1600 1600 308 o o 209 o o 145 o o 120 o o Christchurch [B] Christchurch AVest ... "60 2,066 17 II 344 13 1 i94 1 3 50 ... jj jj jj jj ■ • ■ u ■• ■ jj jj jj u j» ... j, ... tt ••• jj ... jj Colombo Road 61 1,411 710 329 16 1 2,027 o 4 5' jj ■• * jj ••• jj • •• (1) School not yet built.
H.—2.
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Ll: ;t of the Public Schoo. .s in the several Educ. ATION DlSTl .icts, &c. — continuei ORTII CANTERBURY— c '.ontinucd. v ° « a - * 8*3 S*m o d 2 . > •- |q a o O Schools. o 0 o « v d rt (j w Maint ipenditure for 11 nance. 178. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. a — .- o c 2 o — £u5 o Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings. Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. £ ■• d. £ s. d. £ »• d. £ s. d. 90 o o 60 o o 50 o o 50 o o 50 o o 50 o o 40 o o 40 o o 40 0 o 40 o o 32 o o 32 o o 32 o o 1600 20 O O Christchurch [B]— con. Colombo Road— contd. ,, ... „ 11 ,, ... „ „ ... ,, ,, C. S. Hawley K. Thornton J. E. Watts L. Suckling J. Braithwaite J. O. Taylor C. Hardie ... R. Dutton ... A. Seager ... M. Dymes... A. D. King E. L. Sadler R. Candish E. Howard A. Cooper... F. N. Foster Mrs. Foster F. A.F. A.F. M. M.P. M.P. M.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. M.P. H. S. ,, ,, ... ,, ,, ... ,, Selwyn Courtenay... 62 142 o o 24 7 0 53 19 8 130 o o 12 O O S2 53 54 ,, ... ... Dunsandel 1 Gr^endale ... 63 156 6 2 o 16 3 27 5 10 8 13 0 ,[. Simpson Mrs. Simpson T. L. Garrett Mrs. Garrett P. Cheyne... Mrs. Cheyne H. F. H. A.F. H. F. 150 o o 50 o o 150 o o 50 o o 155 o o 50 o o 55 ,, ... ... Greenpark... "64 200 o o 37 "t 8 53 8 ' 56 Halkett ... "65 205 o o 42 13 6 57 Ha'lswell3 .'.'.' !." jj ... ... Harewood Road "66 277 18 II 5° 7 10 37 5 9 E. Gardiner T. Mulligan G. Somerset Rev. G. Wilks J. Buxton ... M. Taylor... A. Webber A. McHarg W. G. Wray M. E. G. Bowles J. Langbridge W. Woll stein J. Sinclair W. Souter G. Thomson A. McCormick M. Duncan J. R. B. Digby C. W. Baker A. E. Digby N. Baker F.P. H. A.F. H. F. F. M.P. F.P. H. F. A.F. H. F. H. F. A.F. F.P. H. F.P. F.P. S. 58 59 jj Heathcote Lower "67 68 200 O O S30 15 6 31 18 2 129 311 127 9 o 24 o o 150 o o 50 o o 264 o o 140 o o 70 o o 40 o o 1600 jj jj jj 60 jj Heathcote Upper "69 366 5 o 52 10 8 o 13 o 230 o o 85 o o 5° o o 155 o o 75 o o 227 o o 100 o o jj ... 61 jj Heathcote Valley 70 254 13 3 47 19 3 62 jj Hillsborough 7' 383 4 10 64 6 10 73 11 2 jj ... 6.1 jj Hororata ... tt ••• ••• 72 236 o o 37 '7 2 34 10 2 50 o o 1600 168 o o 32 o o 24 o o 1200 jj "• ... 64 65 Irweli' '.'.'. [',[ Kiliinchy ... 73 229 o 10 o 16 8 42 15 5 186 19 9 W. E. Foster Mrs. Foster M. McKee W. F. Morton Mrs. Morton G. Jefferson M. Smith J. Slipper A. Scay W. H. Gorton Mrs. Gorton W. Ford E. S. Collins J. Woodward D. McVinnie S. Pearee H. Smith G. Bishop M. A. Gordon A. Pannett J. Blythen Mrs. Blythen H. F. F.P. H. S. II. S. II. F.P. H. S. H. F. M.P. M.P. F.P. F. H. F. A.F. II. A.F. 180 o o 60 o o 1600 130 o o 12 O O 130 o o 1200 158 o o 32 o o 130 o o 1200 263 13 4 112 13 4 20 o o 20 O O 1600 80 o o jj 66 Kimberley... 74 152 o 8 24 10 o 74 11 3 67 jj • •• ... Kowai Bush 75 13111 2 22 16 8 4' 6 5 68 jj Kowai Pass "76 167 6 1 i6"6 7 113" 4 8 69 JJ ••• Lakeside ... 77 114 14 o 178 o 34 16 o jj ■ • • 1.. Leeston (main) "78 4'9 3 1 132 15 10 394 9 6 70 j» jj jj ... jj Leeston (side) Lincoln 79 80 80 16 1 346 13 4 56 9 2 7i 131 4 o 222 O O IOO O o 50 o o 150 o o 50 o o jj ... ... jj ••• ... Malvern ... 81 212 1 8 64 1 7 22 16 4 72 73 74 jj ... ... Malvern South 3 New Brighton 82 149 o o 5 3 9 15 i39 845 17 11 109 11 2 W. De Troy Mrs. De Troy H. Wilson Mrs. Wilson E. Morgan J. Jennings M. Denett II. S. H. S. H. F. A.F. 138 o o 12 O 0 135 o o 12 OO 219 o o 150 o o 60 o o 75 North Road 83 143 10 11 42 3 11 25 12 8 76 j, Papanui ... "84 425 o o 62 11 o 36 16 o jj (1) School not yet built. (2) Places of master and mistress vacated by end of November. (3) School not yet opened.
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List of the Public Si :hoi ils in the several Education Dist: .icts, &c. — continued. v'ORTH CANTERBURY— continued. a ► *"? o 33 i: o J2 . -2 -~ o -* 'ZjzlZ. n"M 3 JBeJs U H MS.S d a o o „; do Z 2 Jot ■£ i» S3 s °- o o Maintei :penditure for 1878. lance. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. V &i 2(8 o ft. Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Schools. Buildin; IS, Sites, Furniture, and Apparatus. Salaries. pther Ordinary ' Expenditure. Selwyn — continued. 77 78 79 Prebbleton... Rakaia Little ,, ... Riccarton (main) ,, ... Riccarton (side) 85 "86 "87 88 £ s. d. 205 o o 142 10 o 347 13 4 192 12 6 £ s. d. 48 11 4 19 16 7 47 o 1 £ s. d. 35 1 8 6 14 8 12 90 W. H. Comerford H. V. Williams P. H. Cannon Mrs. Cannon W. II. Wilson A. E. Hookham E- Jaggar G. Culverhouse C. Tully R. P. Pole Mrs. Pole E. Mitchell T. Smith S. Fee M. A. Bennetts J. Newell J. Nicholl M. A. Alexander A. E. Foster A. Finney J. D. Harper B. Jack J. J. Elwin C. A. Edwards G. Andrews E. J. Andrews J. McKay T. A. Gates S. E. Deny H. A. Grant W. B. Camfield Mrs. Camfield D. A. Borthwick M. Zweibruck C. Champion G. Mayo ... Mrs. Mayo F. Blake ... A. Proudlock J. Gow J. Murray... E. WatSon H. Hookham J. Hookham J. R. Thornton J. J. Patterson G. Watson A. M. Patterson K. J. Kesteven A. Mackett M. A. Kelly C. Whyte ... M. HaU ... F. Bartram M. Allison M. Leach ... A. Radcliffe L. Crump ... M. Cole ... E. Rowe ... E. Edwards H. Smith ... E. Crump ... C. F. Exall II. A.F. H. S. H. F. A.F. H. A.F. H. S. H. M. F. F. M.P. M.P. F.P. F. F.P. H. F. H. F. M. M.P. F.P. H. F. M.P. H. S. H. F. F.P. H. F. F.P. H. A.F. H. A.F. H. F. H. M. M. F. F. F. F. F. F. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. F.P. H. £ s. d. •SS o o 50 o o 130 o o 12 O O 212 O O 107 O O 50 O O 175 O O 50 O O 137 O ° 12 O O 283 IO O 155 O O 80 O O 80 O O So Russell's Flat "89 144 11 8 26 7 2 16 10 o Si St. Albans (main) ... 90 696 5 o 256 S 4 58 4 9 ,, ,, ... „ 82 83 ,, ,, St. Albans (side) ,, ... Selwyn Southbridge 91 92 93 62 15 o 231 10 o 502 8 6 32 3 11 65 o o 13 10 o 705 10 o 40 o o 30 o o 24 o o 75 o o 1600 150 o o 67 o o 258 o o 115 o o 60 o o 50 o o 1600 172 o o 82 o o 20 o o * n ... ,, ,, ... 84 ,, ... Springston 94 289 o 9 41 9 o 120' 8 o „ 85 Sumner 95 134 4 5 13 19 3 130 o o 1200 170 o o 80 o o 800 209 o o 64 o o 3200 147 o o 50 o o 155 o o 50 o o 180 o o 50 o o 2S0 o o 205 o o 150 o o 280 o o 86 ,, ... ... Tai Tapu ... "96 279 n 11 57 o 10 IS 9 4 ,, ... ... 6? ,, ... ... Templeton 97 307 o o 46 1 6 „ SS Weedon "98 196 15 10 31 18 1 6" 16 6 89 „ West Melton 99 189 7 2 27 2 10 9 12 o 90 Yaldhurst ... 100 227 IO O 40 2 1 Christchurch Normal School, Prac- ) tising Department) 101 2,187 2 9 412 7 6 790 15 o ,, „ ,, ,, ,, „ ,, ,, 150 o o 150 o o I 10 o o 90 o o 60 o o 40 o o 40 o o 32 o o 32 o o 32 o o 24 o o 24 o o 24 o o 1600 1600 » „ „ ,, ,, ... Ashburton ,, ... Alford Forest (main) Alford Forest (side) 1 Ashburton... I02j 103 I04 1 135 3 6 42 15 II 608 11 8 S 2 11 3 66" 7 3 130 o o 9' Ashburton [B] 92 „ ,, ,, ,, ... ,, 164 18 6 943 18 10 A. Stott ... J. Stewart... R. McKenzie A. Henderson C. Henderson F. W. Wake K. McDonnell ,J. T. Allsop Mrs. Allsop B. Low ... Mrs. Low ... T. Walke ... H. F. A.M. F.P. F.P. M.P. F.P. II. S. II. F. H. 310 IO o 120 o o 100 o o 40 o o 40 o o 40 o o 1600 135 o o 12 O 0 150 o o 50 o o 130 o o Ashburton ,, ... Ashburton Forks 105 139 12 7 28'"5 8 b" 8 o 93 9 + Ashburton South I06 194 14 7 26 17 o 95 Barr Hill"... 107 73 18 1 35 i7 o 762 2 10 (1) Place of mistress vacant,
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;st of the Public iCHO' ils in the s iveral Education Disti .icts, &c — continued. ORTH CAN r 'ERBURY— continued. c £--S: a o o" 01 o 0 Schools. 0 c w rt Maintei ipenditure for 1878. lance. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. a — .- o <= 2 !« o Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings,. Sites,' Furniture, and Apparatus. Salaries. jOther Ordinary Expenditure. Ashburton — continued. 9« 97 98 Chertsey' ... Kyle1 Longbeach (main) ... £ s. d.| £ s. d. 10 17 6 1062 63 14 4 £ s. d. 1,038 13 3 467 9 2 91 4 8 H. Collins... Mrs. Collins W. H. Wake Mrs. Wake £ »• d. 108 147 O ol H. s. H. S. 138 o o 12 o o ,, ... Longbeach (side) 109 135 10 o 130 o o 12 OO 99 100 ,, ... Mount Somers 2 Rakaia South no 111 200 o o 649 26 8 10 27 2 oi W. Cox ... j Mrs. Cox ... H. A.F. 150 O O 50 o o 101 Seafield 1 ... Wakanui ... 112 140 18 4 6 4 10 36 17 10 321 9 6 115 o W. McClure Mrs. McClure 810 o W. J. Davison H. S. H. 136 o o 1200 9100 102 Westerfield 3 "3 ... 73 2 6 ( ... ... Schools handed over w Education D district of Sou th Canterbury on lst May, 1878. to ne> Geraldine ... I 2 3 4 S 6 7 8 Claremont Geraldine ... Kakahu Milford ... Pareora Pleasant Point Pleasant Valley Rangitata Island Scotsburn ... Temuka ... Timaru Totara Valley Waihi Bush Waitohi Flat Washdyke... Winchester Hunter Makikihi ... Otaio Otaio Upper Waimate ... 11 2 3 4 S 6 7 8 131 18 4' 53 13 4 70 3 4 49 4 6 66 13 4 56 13 4 46 6 8 30 n 4] 161 16 o 738 3 5 2 l6 O' 27 18 8j 1000 13 15 7| 6 6 o| 21 11 5 '9 5 6 30 3 2 22 18 6: 40 o o i?2 15 4 7 11 9 15 8 o 14 12 3 4 10 o 1000 413 19 8 1 10 o 750 7 14 o 9 19 S 8 16 3 303 3 11 47 1 8 9 10 9 10 Geraldine[B] Geraldine... 11 12 <3 14 i« 16 17 iS 19 20 21 300 7 11 •11 12 13 14 6613 4 52 16 8 54 18 3 i°7 3 4 6" s 6 .:: 6" 4 o ::: Waimate ... 4 1 10 3 12 9 16 10 9 955 880 223 18 4 15 27 10 o Waimate [B] "16 217 13 4 21 14 3 6,735 8 2 8.r 4 5 '•' 20,241 11 6 33.850 18 6 SOUTH CANTERBU: :Y. Geraldine... 1 2 3 4 Burke's Pass1 Claremont 4 Fairlie Creek' Geraldine ... 1 2 3 4 8613 4 on i 21 12 4 o 17 6 54 2 10 384 12 10 • J. Bellemin ii 130 o o 261 5 o T. Hughes F. McPhee G. Barclay F. Bethune 1 J. Speight... Mrs. Speight D. B. Craig C.Craig ... H. F. M.P. M.P. H. S. H. F.P. 246 o o 100 o o 50 o o 20 o o 143 o o 1200 168 o o 24 o o ,, ,, ... Kakahu ... 5 100 16 8 26 3 3 I I IO o 5 6 Milf'ord ... "-6 122 16 8 19 IO o 7 8 9 10 Opihi' Orari North1 Orari South 1 Pareora 7 8 9 10 ... 074 on 1 17 00 82 16 8 2760 J. Stewart... Mrs, Stewart H. Henri ... Mrs. Henri J. King ... Mrs. King... Kate Bennett J. M. Beechey J. Murdock ■ A. Mcintosh Mrs. Rowe E. Young ... H. Klee ... W. Rowe ... i J. Scott ... W. Cuthbert H. S. H. F. H. S. F.P. H. H. H. F. A.F. F.P. M.P. H. M. 134 o o 1200 150 o o 60 o o 11 ,, ... Pleasant Point 11 127 o o 20 4 2 11 Pleasant Valley 12 113 6 8 28 6 o 18" o 3 150 o o 12 O O 800 13 ■4 15 Rangitata Island Scotsburn ... Temuka ... 13 14 15 79 16 8 86 13 4 ; 300 5 2 31 19 2 IO IO o 70 18 o 51 11 9 130 o o 130 o o 250 o o 115 00 50 o o 1600 20 O O 468 o o 349 o o 65 o o „ ,, ... „ Timaru [B] ,6 „ Timaru "16 1,345 10 o 156 7 o 1.452 5 o ,, ... ... ... (1) School not yet open. (2) School not open during the year. (3) Aided school. (4) Opened during the year.
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:st of the Public S< :ho< ils in the s< everal Education Dist: ;icts, &c.— continue SOUTH CAN' TERBURY— continued. o '■£ x: 0 £3 sills'! 3 PP o d P 1 o U Schools. °"s ZS u rt n d. o V Maintei K. :penditure for j lance. 178. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. a -G .So" Si o cu Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other OrdinaryExpenditure. £ s. d. £ s- d. £ S. d. £ s. d. 150 o o 75 o o 32 o o 20 O O 20 O O 20 O O 265 O O 158 O O 75 o 0 60 o o 40 o o 800 1600 16 o o 150 o o 50 o o 32 o o 24 o o 24 o o 1600 Timaru [B] continued. Timaru— continued ... tt jj ,., ••• j» ... ■•• jj ... .., ji ... ... tt ■" N. Muller ... F. W. Mansfield L. Hibbard T. Chapman D. Ogilvie... M. Shepherd M. Forbes... F. Gillon ... M. Griffin ... F. Cramond M. Craigie L. Cameron E. Melton ... A. Pearson A. H. Quinlan J- Huggins E.Allan ... M. Fisher ... R. Shappere M. Mahan M. M. F.P. M.P. M.P. M.P. F. F. F. I\ F.P. F.P. F.P. F.P. F. A.F. F.P. F.P. F.P. F.P. H it ••• ■■ • jj JJ jj • ■ * ' ■ • a • ■• "• it ••' "■• jj ■■ ■ ■ ■• Geraldine... ■7 .8 jj ... ... Totara Valley 1 Totara 2 ... Waihi Bush 17 18 1 15 o 078 26 7 o 19 19 133 6 8 15 12 6 D. Murray Mrs. Murray H. F. 150 o o 50 o o 20 21 Wai-iti 2 ... Waitohi Flat 20 105 3 4 o 16 1 13 5 o H. S. H. F. H. F. F.P. 150 o o 1200 22 j> ••■ Washdyke jj Winchester 21 22 23 128 10 o 166 7 9 27 i7 5 31 8 8 27 18 II A. Mahan Mrs. Mahan J. Kirby Mrs. Kirby A. Dunnett A. L. Cox A. Young 144 o o 50 o o 160 o o 75 o o 32 o o 23 jj •*' Waimate ... 24 2 5 26 2/ 28 JJ ... Hunter 2 Makikihi 2 ... Otaio 3 Otaio Upper 2 Waiho 2 Waimate ... 24 25 26 27 28 29 75 o o 1 5 o 18 13 4 794 6 9 500 45 o 0 500 H. 130 o o J. Willis 29 401 6 8 15 o o 84 19 o 125 18 8 W. Ward O. W. Exall M. A. Lillie M. A. Grant A. Williams S. Bruce M. Rugg J. Horgan H. M. F.P. F.P. F.P. F.P. F.P. M.P. 3'5 o o 120 o o 32 o o 32 o o 1600 800 1600 20 O O jj jj ■ ■■ j, ... ••• jj •■• ••• jj *■• *•■ j> •■* ••* jj Waituna Creek 2 30 o 13 5 3° 3.7i6 14 7i 667 2 4 3,029 2 81 iTAGO. Waitaki ,.. [B] 1 2 3 5 6 Maerewhenua Ngapara ... Awamoko... Papakaio ... Pukeuri Oamaru High », _»» j» ,) I 2 3 4 5 '"6 '54 5 o 106 18 o 120 o o 171 10 o 197 8 5 1,224 18 2 20 10 O 15 10 o 1600 25 S o 39 15 o 140 10 o 20 o o! 20 o o 718 2 7 [ohn Anderson W. H. Walker Thomas Monteath ... T. H. Meeking W. G. Wallace Margaret Watson Robert Peattie Louisa Cleary William Fidler Ebenezer Hewat Mary Crawford Elison Thomas William Todd Mary King Mary J. Wilding Mary Scott Sophia Ferens David Fleming Marian Kernahan ... David Todd Mary Nicol John H. Rice Jane Cook Margaret Crawford ... H. H. H. H. H. F. H. F. A.M. A.M. A.F. A.F. M.P. F.P. F.P. F.P. F.P. H. F. A.M. F.P. H. F. F.P. 160 o o no o o 130 o o 155 o o •95 o o 100 o o 37° o o iS5 o o 240 o o 140 o o IOO o o 100 o o 60 o o 30 o o 25 o o 25 o o 40 o o 247 o o 115 o o 130 o o 50 o o 223 o o no 00 25 o o ,, j. u n [B] Oamaru North 7 556 o o 79 5 o 620 14 o n [B] ji ... Oamaru South 8 375 18 4 I 57 5 o 740 o o », ... » (1) District reproclaimed as Totara and Opihi. . 2. (App.) (3) Not yet opened. (3) Opened during the year. 4—:
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:st of the Public Si :il()' ils in the several Educ :ation Dist: :icts, &c. — continued. OTAGO — continued. ° Illl Sj= uST a O 6 a o a Schools. SB I M || u « Maintenance. Expenditure for ll IJ8. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. y ■5 ij S Annual Salary and Allowances at the rate paid during the last Ouarter of i8}8. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. Waitaki— continued. 8 Waiareka ... Teaneraki... Kakanui ... 9 10 11 £ s. d. 132 10 3 *33 !5 o 235 10 o £ s. d. 24 10 o 23 o o 33 o o £ ■• d. 20 o o Frank Joseph Ebenezer Piper James MacLymont ... Katherine MacLymont Victor MacLymont ... Peter McGregor Mary McGregor Augusta Gordon Alexander Pirie Annie P. Neish Jane O. Henderson ... John Watt Margaret Watt Thomas Tily Jane Goulding Thomas Walker Mary Walker Alexander Anderson... Anna Graham John E. Stevens Dora Stevens Fredericks. Aldred ... Annie Goulding Mungo Allison John Simpson Samuel A. Potter Neil Kennedy Ralph C. Darling ... Michael W. Stack ... James Graham John Menzies Annie Clarke Frederick Blair John Wright Thomas H. Giles Theodore H.Ritchey... Margaret Trotter William Porteous Jane Black Thomas D. H. Foster Patrick Clarke Janet Fleming Thomas C. Farnie ... Thomas Kernahan ... Charles C. Hubbard... James Philips Samuel Moore Maria Thompson William Maule Janet D. Mill Charles Bassett Philip Brcmner Martin Bourke Donald Stewart Sarah Cross George Sydney Pope James Fairlie Morris James F. Shiel William B. Mackay... Mary Sinclair John Macfarlane Annie Robertson Sarah Moore William P. Marris ... Isabella Manson Mary Lean Charles Smith Amelia Bott Peter Murray Kenneth Sutherland... Elizabeth Gillies Frederick J. Fraser ... Alexander Kyle Elizabeth Donald Margaret Aitken Robert Fergus W. McLeod (temporary) H. H. H. S. M.P. H. S. F.P. H. F. F.P. H. F. H. H. H. F. H. S. H. F. F. F. H. H. H. H. H. H. H. H. F. M.P. H. H. H. H. H. F. AM. M.P. F.P. H. H. [I. II. H. F. AM. F.P. M.P. H. H. H. F. H. H. H. H. F. A.M. A.F. A.F. M.P. F.P. F.P. M.P. F.P. H. H. F. H. H. F. F.P. H. H. £ s. d. 150 o o 150 o o 177 o o 20 o o 40 o o 165 o o 20 o o 30 o o 225 o o no o o 40 o o 203 o o 100 o o 130 o o 130 o o 175 O 0 80 o o 179 o o 20 O 0 179 o o 100 o o 183 o o 100 o o 135 ° O no o o 100 o o 100 o o 130 o o 130 o o 100 o o 215 o o no o o 50 o o 115 o o 145 o o 130 o o 155 o o 269 o o 115 o o 130 o o 40 o o 25 o o 130 o o 130 o o 130 o o 179 o o 269 o o 115 ° o no o o 30 o o 40 o o 140 o o 150 o o 207 o o 100 o o 135 0 O 120 o o 130 o o 370 o o 160 o o 275 o o no 00 100 o o 60 o o 30 o o 30 o o 40 o o 25 o o 120 O O 191 o o 100 o o no 00 187 o o 100 o o 25 o o 135 o o 106 5 o 9 25 o o 11 Maheno 12 229 10 o 32 S ° 10 ] 1 11 Otepopo ... 13 394 " 8 I 57 I0 ° 21 14 6 jj ... ... Hampden ... 14 279 o o 43 IO °, 12 Vincent [B] I," 1-1 n Moeraki ... Kawarau ... Cromwell ... 15 16 J7 130 17 oj 115 o o| 184 9 io| 18 s 0 14 5 o 1 39 15 o 800 16 ,, ... ... Bannockburn 18 ... 199 o oj 33 5 ° »7 Clyde" ..' 19 280 10 o! 44 10 o [B] 18 Alexandra 20 284 12 3 47 o o 19 20 21 Drybread ... Black's ... Nevis 1 Ida Valley 1 St. Bathans Cambrian ... Blackstone 1 Naseby 21 22 163 1 6 108 o 3 84 12 6 72 8 9 130 o o 125 8 4 101 s o 387 o o 20 10 o 16 o <j! Maniototo... 22 24 2; 26 23 24 25 26 27 28 4"~5 J H 5 o 16 15 o 400 51 o o [B] 336 13 4 =7 >8 29J Kyeburn ... Hamilton and Sowburn Hyde Shag Valley Palmerston 29 3° 31 32 33 III O O 146 5 o 148 15 o '45 15 o 578 10 o 16 o o 21 5 o 24 o o 18 15 0 9 1 5 ° 20 O Oj Waikouaiti [B] 3° 3> ... 3, jj ... 32 33 31 35 36 Inch Valley '.'.'. Dunback ... Macrae's ... Flag Swamp Waikouaiti 34 35 36 37 38 92 13 6 21 13 4 118 15 9 160 10 o 484 6 8 500 22 IO O 28 i S o 85 10 o I IOOO 20 o o [B] t , 37 38 39 jj Mcrton Seacliff ... Blueskin ... 39 40 4> 141 10 o 142 o o 306 10 o 22 O O 23 15 O 47 10 o 41 42 43 jj Evansdale... Purakanui... Lower Harbour Port Chalmers 42 43 44 45 128 15 o 121 S ° 106 1 6 1,060 16 8 16 5 o 21 IO O 14 15 o 143 10 o [B] 25 7 1° j, j> •-• jj ... u ... jj 44 45 jj Mount Cargill Sawyer's Bay "46 47 118 10 o 275 5 ° 2100 47 5 o 380 1290 46 47 jj St. Leonards Ravensbourne "48 49 108 10 o 270 12 6| 15 5 ° 40 1 o o 100 o o 245 18 o [B] j, ... ... 4 S 49 Pine Hill ... '.'.'. Puki-iviti ... 5° 5' 130 o o 35 8 4 21 O O (1) Subsidized under section 1 of Board's regulations.
11.—2
27
[st of the Public Si :no< ils in the several Education Dist, ucts, &c.— continue OTAGO— continued. 6 pji 0" Z. . gtJ uQ a a o U Schools. o » °8 Z% V u 3 2 £ rt C a, O <D 0 w Maintei ipenditure for 1878. lance. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. V J= C — — o a ° .2-5 .M o tt. Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. Waikouaiti — cont. [B] North-East Valley ... £ s. d. 600 3 4 £ s. d.; 86 10 oj £ s. d. 305 18 4 James Reid Agnes Short Wm. Arthur Worsop Barbara Grey Mary Duncan David M. Mason Alexander Stewart ... Jane Spratt William Murray George Balsille Walter Hislop Christina White Janet W. Paterson ... Catherine Haig Helen Alexander John Dagger Hugh Mclntyre Mary Gibson Mary A. Robertson ... Abraham Barrett Isabella Hay John H. Chapman ... James Macpherson ... Mary McLaren James H. Smith Sarah Ilalliwell Helen Galloway Jessie Kinvig Annie Lowry Frances Hawkes Jane Wilson Alexander Lindsay ... George Williamson ... James Barrett John B. Park Mary Nichols David White Ida Spedding Alfred S. Webber ... Annie Anderson Rankeilor Stewart ... Mary Macintosh Eleanor Coull Mary Flamank Mary Owen John L. Ferguson ... Jeannie Adam John H. Cook Lillias A. Fowler James A. Rix Agnes McNaughton Alexander Sutherland Jane Blakely Jane D. Hooper Jane Smith Selina Amy Spedding Mary Ellery Mary Johnston George Stewart Alexander Montgomery James Lindsay William H. Kneen ... William Millar William J. Cattan ... Emma Stevens Marjory Huie William Fitzgerald ... James Fitzgerald John Knox Alexander Nichol Helen Martin Louisa Wicks Ellen Harper Jane Whitman Jane Todd Jane Dow William A. Paterson Catherine Falconer ... H. F. AM. F.P. F.P. M.P. H. F. A.M. A.M. A.M. A.F. A.F. F.P. F.P. M.P. M.P. F.P. F.P. H. F. A.M. A.M. A.F. AM. A.F. F.P. F.P. F.P. F.P. F.P. M.P. M.P. M.P. H. F. A.M A.F. AM. A.F. F.P. F.P. F.P. F.P. F.P. H. F. A.M A.F. AM. A.F. M.P. F.P. F.P. F.P. F.P. F.P. F.P. M.P. H. A.M. A.M. A.M. A.M. A.F. A.F. M.P. M.P. M.P. M.P. F.P. F.P. F.P. H. F.P. H. H. £ ». d. 292 10 o US o o 145 o o 40 o o 30 o o 40 o o 416 o o 150 o o 270 o o 220 O O 175 o o 105 o o IOO o o 50 o o 50 o o 40 o o 40 o o 30 o o 3° o o 386 10 o 145 o o 250 o o 190 o o no o o 130 o o IOO o o 50 o o 50 o o 50 o o 40 o o 3° o o 40 o o 40 o o 40 o o 367 o o 1.55 o o 260 O o 95 o 0 no o 0 IOO o o 60 o o 50 o o 50 O o 40 o o 25 o o 382 o o 165 O o 250 O o "5 o o 150 O o 105 O O 70 O o 40 O o 40 O o 40 O o 40 O o 30 o o 30 O o 40 O o 45° o o 292 10 o 237 10 o I7S o o 100 O o 175 O o 150 O o 60 O o 60 O o 40 O o 40 O O 60 O o 50 O o 50 o o IOO O o 30 O o IOO O o ■ 79 o o IOO O o SO 52 it ... 1 ... Dunedin [B] jj •■ • Union Street 53 I.S44 15 8 199 IS ° 1,237 1 9 51 ... ... ... ... i ... [B] Arthur Street 54 1,504 7 o 185 o o ■55 9 8 ... ... I [B] William Street 55 1,202 7 10 151 10 o 480 13 11 [B] Albany Street "56 ii330 17 3 165 10 o 50 o o [B] Normal 57 1. SSi 13 4 218 9 5 296 11 9 ,, jj • * • • • • jj ■■• jj ••• ■•• jj ■ • • ■** J> ... ... ff ... .., JJ ■■ • *•' JJ ••* •■• JJ [B] Bath Street "58 145 o o 47 5 o 36 o o [B] jj *•• Stafford Street Waikari ... 59 60 160 o o 274 5 o 39 !S o 42 5 c Taieri 52 39 4 o jj
H.-2.
28
:st 0: 'UBLIC >CHO' ils in the several Education iist; :icts, :c,— com 'inuei OTAGO— continued. 6 SMi o d o tj O Schools. 00 Sss eg, <5 8 Maintenance. Expenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. 13 sen 8 Annual Salary and Allowances at the rate paid during the last Ouarter of - 1878. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. 'aieri — continued. Kaikorai ... 61 £ s. d. 757 o o £ 8. d. 101 o o £ s. d. 190 18 8 David McLauchlan ... Isabella Turnbull ... William Anderson ... Jane Kippenberger ... Mary Stuart Jessie Ross Georgina Blair William Milne Jeannie A. Finlay ... Patrick Legertwood ... Margaret McLoskey... Mary McEwan Mary Milne Mary Allan Marion Bennett Mary Anderson Margaret Finlay Andrew Russell Janet Mclntosh James A. Will Annie Wilkinson Julia Kerr William Duncan Helen Home William Johnston ... Mary Mills Maria Mills John Blair Jessie Mills John McBryde Esau Fisher Thomas McCudden... Peter Leitch William W. Brown ... Anne Brown James Waddell Annie Shand James A. Waddell ... Donald McLeod Mary Algie Christina Gow George B. Anderson... Christina Winder Henry Mitchell David A. McNicoll ... Eliza Derham John Grant Robert S. Gardiner ... Thomas Halliwell ... Catherine Graham ... William Macandrew... George Reid Ellen Gourley William H. Arnold ... Mary Walker Richard Whetter Charles YoungJohn C. Brown William J. Moore ... Mary A. Sinclair Alexander McLean ... George Hume Mary A. Murray Margaret Somerville George Bell William O. Duthie ... William Drysdale ... James Barton Rosalie McGeorge ... David Cosgrove Jane Cosgrove John D. Yorston Charles H. Morgan ... Wynter Blaythwayt... Jane Watson George B. Clarke Alexander Ay son H. F. A.M. A.F. F.P. F.P. F.P. H. F. A.M. A.F. A.F. F.P. F.P. F.P. F.P. F.P. H. F. A.M. F.P. F.P. H. F. A.M. F.P. F.P. H. F. H. H. H. H. H. F. H. F. M.P. H. R P.P. H. F. H. H. F. M.P. H. H. F.P. H. H. F. A.M. A.F. M.P. M.P. M.P. H. F. A.M. H. F. F.P. H. H. H. H. F. H. S. H. H. H. F. H. H. £ •• d. 332 o o 120 o o 170 o o 100 o o 50 o o SO o o 30 o o 368 o o 125 o o 210 o o no o o 53 j) ••• jj ... ... j, a ••' •■• [B] si ... ... Caversham 62 915 2 8 122 IO O 404 10 o j, j) ij [B] 5? i) *•• n ■•• s» ••• 11 „ ... Mornington ij )j ■ •• 63 55 2 ° ° 82 10 o ... 265" 7 6 100 o o 60 o o 60 o o 40 o o 3° o ° 25 o o 286 o o 11S 00 14s ° ° 40 o o 40 o o 277 o o 115 o o no 00 40 o o 2500 187 o o 100 o o tt ••• [B] s« n ... Green Island "64 564 12 11 81 15 o 11 11 jj 11 Fairfield ... "65 268 o o 46 o o 20 o o ?; S8 59 60 61 62 Saddle Hill" '.'.'. Brighton ... Kuri Bush 1 Otakia Greytown ... 66 67 68 69 70 147 '5 o *°3 5 ° 73 8 9 I56 15 ° 215 o o 22 10 O IOOO 2 S O 28 10 o 43 o o 20 o o 140 o o no o o 100 o o 155 o o 167 o o 80 o o 235 o o no o o 40 o o 197 o o 100 o o 21 19 3 63 East Taieri 7i 334 14 6 ... 56 10 o jj ... (-4 Mosgiel I2 356 10 o 5 1 5 o 12 10 o ji ... 65 >» •■• ... North Taieri "73 353 '3 4 56 '5 ° So o o 251 00 100 o o 66 ''7 WhareFlat '.'.'. Outram I 74 75 123 10 o 372 11 8 17 10 o 56 5 ° no o o 235 ° ° no o o M ... ... [B] 68 69 7° 7' West Taieri Maungatua Lake Waipori Forbury ... >j ... i) m >> ... ... Kensington "76 77 "78 79 80 •45 5 ° 225 9 21 161 13 4 664 8 4 346" 5 6 24 10 o 30 o o 26 15 o 88 10 o 63 5 ° 230 o 0 628 17 6 55 5 4 40 o o 145 o o 163 o o 60 o o 14S o o 294 o o 95 o o 170 o o 100 o o 70 o o 60 o o 50 o o 215 o o no o o 130 o o 207 o o 100 o o 25 o o 180 o o '55 ° o no o o 159 o o 100 o o [B] 72 n ... Peninsula... Anderson's Bay 81 314 10 o 43 15 ° 304 11 8 73 jj ... 74 75 7; ii ... North-East Harbour... Highcliffe... Broad Bay Portobello ... 82 83 84 85 164 10 o 158 o o 132 5 o 216 3 4 22 15 o 29 15 o 17 5 o 29 5 °i 102 13 4 78 jj Sandymount 86 138 10 o 28"' s o 143 o o 20 o o no 00 171 10 o 175 o o 100 o o Bruce 79 80 81 jj ... Taiaroa Heads Taieri Ferry Waihola ... "87 88 89 130 o o '58 5 o 194 o o 15 10 o 26 o o 34 o o 16 o 6 82 83 jj ... ... Taieri Beach Waihola Gorge 90 9' •43 5 ° 217 10 o 23 10 o 36 15 o 20 o o 145 o ° 187 o o (1) Si ibsidizcd under s< :ction 1 of Boai L's regulations.
29
H.—2.
[ST 0 ie Public IHOi ils in the several Education Dist: ;icts, &c.— continuei OTAGO— continued. * ill? till?! o d Z . _>.y is a o u o oi do v ° v u Ecfi O V (J w Maintenance. Expenditure for 1878. Teachers' Names, including all Teachers and Pupil-teachers on the Statt at the end of Year. — o r- C o Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Schools. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. Bruce — con. [B] 8 4 Waihola Gorge—con^. Tokomairiro High ... £ »• d. 92 952 18 o £ s. d. 114 O O £ «• d. 40 5 6 Margaret Ayson William Malcolm ... Margaret Ritchie Thomas Brown George W. Carrington Forrestina E. Grant... Jonathan Golding ... Jessie C. Brown John Lyttle Annie Stevenson Neil McLeod Archibald Douglas ... Alexander McDuff ... John A. Grey ... Henry Henderson John McBirnie John Youngson William Christie Thomas A. F'lood George Steven Amelia Osborne George Hislop Henry McColl Duncan M. Scott John T. Campbell ... Elizabeth Brophy James Guthrie James U. Murray Richard B. Heriot ... Selina Bennett Sarah Emma Bowden ! James T. Bryant ; Robert P. Smith j Alexander Drain Langiey Pope Sarah Blewitt John Stenhouse Jane Fowler Thomas Johnston ... Henry Darton Elizabeth Morrison ... Sarah Ponsonby Annie Silk Bessie Bushell James Rix John Stables Christina Miller Alexander Anderson Ellen Anderson Walter A. Reilly Jane McLachlan Ewen Pilling Francis Dalziel Jessie Pope Janet Edie Thomas McKay John Porteous [ane Porteous William Waddell ... Alfred C. Augur John Wright Charles W. G. Selby Francis Golding Thomas Harrison ... David Pearson Andrew Purves i Alexander Grigor Harriet Darton William Renton George H. Querini ... James McEwen Daniel McEwen i James McNeur i William R. Speid ... January to March, threi S. H. F. A.M. A.M. A.F. M.P. F.P. H. F. H. H. H. H. H. H. H. H. H. H. F. M.P. H. H. H. F. H. H. H. F. F.P. H. H. H. H. F. H. F. A.M. M.P. F.P. F.P. F.P. F.P. H. H. F. H. F. H. S. M.P. H. F. H. H. H. S. H. H. M.P. H. H. H. H. H. H. F. M.P. H. H. M.P. H. H. £ s. d. 20 o o 365 o o 150 o o 220 o o 11 ... ,, S; ,, ,, 11 ••• ,, Fairfax ... 93 192 6 8 32 o o 212 10 o 120 o o 100 o o 50 o o 40 o o 171 o o IOO o o IOO o o IOO o o 120 o o 86 87 88 89 90 9 1 92 93 94 95 ,, ... ... Akatore 1 ... Table Hill' Manuka Creek Glenore Southbridge Adams Flat 1 Lovell's Fat Stony Creek 1 Hillend' ... Kaitangata 94 92 18 9 95 99 12 6 96 131 o o 97 122 15 o 98 105 0 o 99 88 6 3 100 124 10 o 101 97 n 3 102 83 13 9 103 303 o o 4 10 o 3 S o 23 IS o 16 15 o 14 IS o 3 5° 17 10 o 4 5 0 3 4 6 45 io o IS o o 130 o o no o o 100 o o 3" 8 8J 115 o o IOO o o IOO o o 179 o o IOO o o ,, ... ,, ... Wangaloa' Tuapeka Mouth Roxburgh ... 104 94 18 9 105 in 8 o 106 298 8 4 400 19 5 ° 41 10 o 40 o o 100 o o 96 97 98 140 o o 203 o o IOO o o 125 o o 130 o o 193 o o IOO o o 40 o o 115 o o 140 o o 135 o o 175 o o 100 o o 375 o o 145 o o 200 O O 'uapeka [B] [B] 99 100 Moa Flat ... Heriot Tapanui ... 107 122 10 o 108 135 o o 109 306 13 4 21 15 o 1700 49 5 o 101 „ ... ... 102 103 104 105 ,, ... ... Beaumont... Evans Flat Tuapeka Flat Weatherstone no 90 18 4 iii 138 5 o 112 120 5 o 113 264 o 2 15 5 o 20 5 o 9 10 o 46 15 o ... [B] 106 ,, ... Lawrence Dist. High 114 836 5 o 100 5 o ■ 107 108 ii ., » Clarke's Flat Waitahuna „ ... Waitahuna Gully ... 115 123 o o 116 314 15 o 117 263 15 0 14 10 o 56 o o 46 5 o IOO 10 o 50 o o 40 o o 40 o o 30 o o 25 o o 130 o o 220 o o noo o 175 o o IOO o o 165 o o 20 o o 40 o o 205 o o no 00 109 no ,, ... Waipori 118 247 o o 33 o o „ ... ... Bluespur ... 119 293 15 o 51 5 o in Clutha 112 113 "4 ,, ... ... Crookston1 Te Houka Waitapeka 120 20 3 9 121 116 5 o 122 195 o o 15 5 o 32 o o IOO o o 115 o o 159 o o 20 o o 185 o o 135 o o 40 o o 130 o o 145 o o 150 o o no o o no o o "5 116 )» ... Warepa Kaihiku 123 187 15 o 124 226 8 8 25 10 o 24 o o 117 118 119 120 Waiwera ... Clinton Wairuna ... Glenkenich Port Molyneux Balclutha ... 125 122 11 6 126 118 17 9 127 152 o o 128 115 o o 129 102 14 5 130 413 ° o 16 10 o 22 O O 28 7 8 16 15 o 1500 68 5 o [B] 121 122 84 10 o 243 o o no o o 70 o o IOO o o 175 o o 60 o o 155 o o 120 O O „ 123 124 ,, ... ... Ahuriri' Puerua 131 89 8 9 132 231 5 ° 4 5° 28 10 o 125 126 Inch Clutha Owake 133 159 10 o 134 121 n 8 30 o o 21 10 O i 22 O 6 ' 20 O O tke Handt over ... I to new Education Dist; Macetown... Cardrona ... Arrow id of Southland oi 30 o o 43 15 o 58 15 o n 1st April, 1 >| 276 1 2 12 6 i, 6 17 6 1878. (From , 1 e moi iths.) ... (1) Subsidized under section 1 of Board's regulations.
H.—2
30
[st of the Public S< :ltO ils in the s< ;veral Education Dis' .icts, &c. — continue OTAC rO — continued. 2 v £ jf o « M 3 i2 c t. rt.. - rJ w . .5 o 0 85 "5 « uQ tn c o U Schools. u rt 5j rt I a, Maintei tpenditure for 1878. lance. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. -G •So' 3-5 o & Annual Salary and Allowances at the rate paid during the last Quarter of 1S78. Buildini :s, Sites. Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. Handed over tver new Educatii n District of Southland —co mtinued. Lake— contd. Lower Shotover Queenstown Miller's Flat Bluff ... Clifton ... Edendale ... Flint's Bush Dipton ... Grove Bush Invercargill District Invercargill Grammar Longbush... Lime Hills Limestone Plains One-Tree Point Oteramika Otaria ... Myross Bush Roslyn Bush Waianiwa Waikivi ... Woodlands Switzers ... Winton ... Wyndham South Wyndham Fortrose (Toetoes) Mataura ... Mimihau ... Waikaka ... Tuturau ... Waikaia ... Martin's Bay Groper's Bush Gummie's... Orepuki ... Riverton ... Riverton South Wallacetown Wild Bush Half-Moon Bay £ s. d. 43 IS o 112 4 I 4° 15 o 50 O O 32 IO o 30 o o 32 10 o 33 o o 31 00 139 15 o 320 8 4 39 10 o 4i 5 o 28 15 o 31 IS o 20 15 o £ s. d. 3 12 6 IO o o £ s- d. £ <•• d. [B] Southland... [B] 2 15 o' 726, 4 o o; 2 17 6 3 2 6 200' 2100 28 2 6 39 10 o 500 400 2 IO Oj 3 12 6: I IO o. 8 15 o I 326 3 2 6j 426, IO 2 6 50 o o [B] 31 5 o 1000 16 16 6 62 o o 56 o o 33 15 o 55 o o 31 IO o '18 6 8 28 5 o 56 5 0 27 IS o 26 15 o 24 15 o 20 o o 500 5 7 6j 6 5 o 326 1 13 4 2 17 6j 650 250: 200 2 5 oj 250 Fiord Wallace ... 1500 39 5 o 39 15 o 37 5 o 102 5 2 22 IO o 3 17 6 3 7 6 3 iS o 12 12 6 400 276 226 1 17 6 [B] Stewart Isld. 30 15 o 28 o o 21 IO O 500 Amount paid New school fi Supervision 1 plans, &c. 1 to Southland Education Board ... jrniture, appliances, &c. nf erection of school buildings, 719 3 4 77 3 4 2,006 5 o 687 I II 411 2 5 ■39.989 I I '5.619 14 II i 2i 1,529 2 9 SO PTHLAND. Southland... 1 2 3 4 S 6 7 8 9 IO II Athol 3 Bluff Clifton Dipton Edendale ... Flint's Bush Fortrose ... Forest Hill 4 Gore 3 Grove Bush Invercargill District High School 5 6 7 8 I 2 3 25 o o 141 14 8 104 5 o 77 8 9 88 6 4 100 16 8 23 13 4 17 2 1 2 13 4 14 14 2 1000 15 18 4 4 7 6 John Bennet Eric Mackay James Murdoch Charles Kerr William Barr John McLeod David Wassell Thomas Horan James Milne Andrew McDonald ... Angus Macgrigor ... H. H. H. H. H. H. H. H. H. H. H. IOO o o 186 4 o 147 o o 81 5 o 138 o o 136 13 4 138 13 4 140 6 8 152 o o 161 6 8 382 13 6 95 13 4 95 5 o 38 o o 108 o o 45° o o 9 10 11 1,105 I 2 8 6 8 162 13 4 869 12 0 [B] j. ... 11 „ George McLeod Thomas B. Bennet ... Herbert A. Wild Charlotte E. Mclvor... Christina Bain Margaret M. Sangster Emily Wentworth A.M. A.M. A.M. A.F. A.F. F.P. F.P. 233 12 o 203 12 o 150 o o 143 12 O 135 O O 70 o o 70 o o ,, ... ,, ,, ... (0 This amount added the sum of £'. and Waipahi. (3) : includes £1^1 13s. 4d., ai [,593 us. 2d., expended in Three months. (4) Six 1 lount >rogre: lonth:; expended in salai 8S payments on 1 ies in the Norm; lew schools in 1 al School Practisi the following disl ing Department. (2) To 1 tricts; Goodwood, Swift Cr< this ai :ek, 1 lount must be uapeka West,
H.—2.
31
List of the Public Schoo: ,s in the se reral Educ :ation Districts, &c. — continued. SOUTHS .ND— contin; ued. & 111? sfl51 5 (Sl|I o o 0" > •— "3 «; o"o I a 11 CJ in Maintci :penditurc for ri lance. 1)8. Teachers' Names, including all Teachers and Pupil-teachers on the Staff at the end of Year. S-i Annual Salary and Allowances at the rate paid during the last Quarter of 1878. Schools. Buildings, Sites, Furniture, and Apparatus. Salaries. Other Ordinary Expenditure. £ ». d- £ s. d. £ ■■ d- £ •• d. 40 o o iouthland— continued. Invercargill District High School — contd. Jane Fairweather F.P. [B] [B] 12 13 14 1? [6 17 18 '9 20 21 22 23 24 25 26 Invercargill North ... Longbush 1 Limehills ... Limestone Myross Bush Mataura ... Mimihau ... One-Tree Point Oteramika Otaria Roslin Bush Switzers ... Tuturau Waianiwa... Waikiwi ... Woodlands ,, ... Winton ... 12 •3 M IS 16 »7 "18 19 2O 21 22 23 24 25 26 27 28 490 2 8 77 10 o 113 1 8 92 13 4 98 16 8 162 16 8 92 3 4 98 8 4 64 6 8 73 2 6 116 4 o 69 13 4 68 o o 105 8 4 145 6 10 189 o o 197 8 11 18 10 6 17 8 4 8 6 8 IS i? 6 22 i 3 800 9 16 8 9 3 4 13 o o 300 11 12 6 32 o 10 '9 13 4 17 10 o 75 o o Florence Muggleton... James Orr Katharine McKenzie Jane G. Smith Alice Bailey Fanny Bethune Agnes McNeilage ... John McMillan Atherton S. Fuller ... John Officer Thomas Warnock ... Alexander White Mrs. Hamilton James Lumsden F. J. Popplewell C. C. Stevens John Steele Kenneth McDonald ... (Vacant) W.J.Williams W. A. Rowc Henry Hawson George Hardie Mrs. Hardie Mary Milne Dugald Cameron Mrs. Cameron Mrs. Gray Andrew Murray A. B. Tuson John L. Field Thomas Jolly Earnest H. Ingpen ... Walter Sercombe Mrs. Sercombe Edmund Webber ... Mary A. Smith Henry Young Alice A. Smith Henry Lapham H. E. Elwell William McHutchison Mrs. McHutchison ... J. G. Closs C. J. Anderson Robert Neill Susan Tunnicliffe ... J. A. Johnson John Neill... M. O'Calloghan William Peterson F.P. H. F. A.F. F.P. F.P. F.P. H. H. H. H. H. S. H. H. H. H. H. H. H. H. H. S. F.P. H. F. H. H. H. H. H. H. H. S. H. F. AM. F.P. H. H. H. F. H. H. H. F. M.P. H. H. H. 30 o o 297 8 o 140 o o no o o 40 o o 30 o o 25 o o 104 o o 137 ° O 130 13 4 '33 6 8 163 o o 20 O O 132 «3 4 132 13 4 106 13 4 82 10 o 134 14 8 80 o o 154 6 8 182 o 8 IS 8 I3 4 20 o o 45 o o 196 17 8 100 o o 80 o o 27 28 »9 3° 31 3' 33 34 Waikaia ... Wyndham Wyndham South' ... Waikaka ... Groper's Bush Gummie's Bush Orepuki 29 30 31 32 33 34 35 57 18 4 77 12 6 64 3 4 95 «° ° 75 ° o in 18 4 116 18 4 300 4 3 4 15 12 o 8 10 o 12 5 10 10 6 8 3 IS ° 92 10 o 133 6 8 142 o o 143 o o 141 »3 4 •54 '3 4 20 o o 229 10 8 115 o o 70 o o 25 o o 151 o o 120 o o 220 .O O 100 o o 67 10 o 96 3 4 184 16 o 100 o o 70 o o 140 6 8 9° '3 4 109 16 8 Wallace ... [B] 31 Riverton ... "36 342 3 o 35 10 o j, t , ... 3« 37 3» ii ... Wallacetown Wild Bush 1 Arrow 37 38 39 104 11 8 58 o o 233 13 4 9 16 8 726 60 o o .ake 39 40 41 Macetown ... Millar's Flat Queenstown 40 4' 42 66" 5 o 100 4 2 274 14 5 27 17 11 8 13 4 32 10 o ,, ... ... 42 43 44 Shotover Lower Shotover Upper 3 Half-Moon Bay 43 44 45 117 5 o 22 13 4 49 l8 4 11 00 75 o o 2 10 10 6,202 3 3 658 3 9 1,529 12 O Six months, Three mm
H.—2.
32
Table No. 8. LIST of the PUBLIC SCHOOLS in the several EDUCATION DISTRICTS, with the Number of Teachers' and Custodians' Houses, the Area of each School, and the Attendance of the Pupils, for the Year 1878. AUCKLAND.
Schools. All which belong to one School District connected by bracket. . EA lit; hi 0.5 ~ "a u w P rt I5.S zs 9|| ■sjli i|l Z Sitfl m o c Z.S ■ to Schoi il Roll. T w B] i." o o *~ c u u u ri Si rt >- S M = .S Strict iverage. iverage Attendant Workini :e. Averagt 15 II V . Fm irth Qu; irter. Boys. Girls. Total. TAhipara j Kaitaia (half-time) ... (.Pukepoto ,, Maungatete Kaeo Mongonui ... ( Oruru Lower (half-time \ Oruru Upper „ Totara Whangaroa North ... Hokianga ... Kawakawa Okaihau ... Pakaru Russell Waimate ... C Arapohue ... [ Wairoa North Aratapu Dargaville ... f Kaiwaka (half-time)... Hakaru „ CMatakohe ,, Omaru n Maungaturoto Paparoa Te Kopuru... f Mangawhare (half-time) Kaitangi „ C Whan garei i Kamo (.Whareora ... Kaurihohore f Mangapai No. 1 (half-time)... it Mangapai No. 2 „ C Maungakaramea No. 1 „ Maungakaramea No. 2 ,, f Maungatapere (half-time) £ Otaika „ ( Parua Bay No. 1 (half-time) ... *( Parua Bay No. 2 „ Ruakaka ... ( Ruatangata East \ Ruatangata West ( Waikiekie East (half-time) Waikiekie West „ Waipu Cave Waipu Central Waipu Cove Waipu North Waipu Upper Whangarei Heads ... Albertland North Hoteo North (•Dome Valley 3 Kaipara Flats (.Warkworth f Mahurangi Heads ... J Matakana Lower (half-time) ... ( Mullet Point „ ( Matakana Upper „ (_ Big Omaha „ Kaipara Heads Little Omaha Otamatea (Native, aided) Pakiri Port Albert Puhoi Te Arai ... Te Pahi ... Wainui Wellsford ... Wharehine... 34° 220 384 600 640 33O 300 480 17 9 33 S3 10 9 21 42 5 92 20 37 29 21 38 26 55 31 25 •5 27 6 64 5° 20 2 I 25 6 3 3 3 3 20 '9 10 25 39 56 «3 12 24 42 25 114 23 41 35 32 5° 27 7° 5° 27 17 32 8 5° 73 60 !9 H 5 25 24 35 13 12 21 10 13 6 5 14 29 10 9 12 24 9 66 12 ■9 11 5 21 14 3° 11 9 •4 '5 •9 72 13 23 16 17 26 25 5 1 33 21 10 13 6 5 15 3° 10 9 6 2 10 5 >5 7 5 8 10 5 3 11 10 16 4 6 6 10 '9 11 5 21 '5 31 11 10 14 '5 20 72 >4 23 16 20 26 25 5i 34 22 11 1 1 483 3° 25 83 '9 31 20 3° 36 64 45 25 11 11 12 24 8 66 9 10 40 7 15 8 11 18 10 20 22 240 263 3 4 6 24 18 18 23 25 47 28 21 9 16 7 32 45 31 2 2 85 44 20 39 11 12 24 18 !9 27 25 52 30 21 32 7 8 8 384 11 9 8 '5 22 1 1 384 600 12 1 '9 2 2 5 2 1 9 10 11 9 IS 6 10 29 21 11 4 12 4 15 27 13 4 3 55 27 11 '3 ii 7 7 2 16 '7 '5 32 19 10 25 7 9 1 6 8 6 2l6 680 680 I ,600 112 61 3° 35 12 27 >7 24 14 10 3> 23 16 12 10 9 7 2 11 10 121 68 32 54 18 35 17 27 'S 10 38 24 '9 22 17 13 14 21 84 56 in 47 32 22 23 7 32 57 40 11 10 119 67 25 54 18 31 44 28 8 9 87 44 21 46 '.3 7 9 14 6 "9 7 32 45 3i 2 2 85 45 20 19 6 31 44 28 9 9 87 46 21 46 13 17 8 10 1 1 800 8 39 11 16 21 6 8 7 6 3 11 8 6 8 9 6 5 7 25 14 10 40 12 6 5 8 9 21 35° 3 1 25 9 16 15 9 31 18 15 9 13 14 7 24 17 15 11 7 10 10 >4 14 8 25 18 15 11 '4 9 25 17 15 18 15 10 448 300 7 1 3 10 7 19 22 17 10 23 16 '5 18 12 14 9 9 10 6 45 S 455 1 1 1 300 192 800 37S 640 75 6 432 10 13 14 18 60 36 41 100 46 26 20 3° 12 57 27 ■9 26 11 14 3 24 12 15 11 1 6 2 11 7 >4 3 1 12 M 55 32 45 94 35 21 13 14 36 21 23 68 24 12 10 12 13 44 22 22 73 22 12 12 20 15 44 16 9 10 13 15 37 21 23 72 25 14 13 22 4 8 20 8 12 33 12 8 9 12 8 23 8 7 5 3 13 12 '5 45 22 22 73 24 14 14 20 17 44 19 10 16 8 1 600 483 484 480 437 33° 437 437 41 19 7i 3° 20 28 14 28 20 26 19 57 23 11 "9 10 28 12 22 12 44 19 10 18 8 16 14 46 23 10 '9 8 16 11 3 11 5 11 2 3 14 10 15 8 24 24 S°4 3 1 13 14 5° 64 27 3 1 1 34 '4 15 73 65 29 H 45 28 28 33 5 15 5 6 12 "i 24 5 '4 37 37 9 12 14 12 12 1 14 36 47 13 14 '9 15 '3 '3 3 7 16 11 24 5 16 38 38 10 12 16 13 13 1 300 600 455 '5° 23 1 12 35 46 12 2 9 19 22 7 5 8 455 600 35 25 23 2 14 10 3 5 14 3° 20 22 12 18 14 12 3 8 3 7 10 6
33
H.—2.
List of the Pu: ILIC S' :hools in the several Education Districts, &c.— continued. AUCKLAND— continued. Schools. All which belong to one School District connected by bracket. Si -git IP 00— d §§1 o|l| I°l 2 8" o c III 2.5 Hi g'S «; Schoi >1 Roll. C= ° <u-p o > Hi 1 go flsi Em Strict Average. Average Attendance. Working Averagi ti S3 Fourth Qu: irtcr. Boys. Girls. Total. Devonport ... f Helensvillc ... iWoodhill ... Henderson's Mill ( Hobsonville (half-time) !. Kuraeu „ Kaukapakapa .., Lake Lucas Creek (half-time) Pukeatua „ Riverhead ... Stokes Point Titirangi ... Wade f Auckland East—Wellesley Street Auckland East —High Street ... J Auckland East—Choral Hall ... | Auckland West—Nelson Street Auckland West—Hepburn Street (^Auckland West—Howe Street ... ( Onehunga Boys' \ Onehunga Girls' Parnell Ellerslie ... Grafton Road Mount Albert Mount Eden f Mount Hobson Boys' Mount Hobson Girls' ( Newton East j. Newton West Panmure ... Ponsonby ... Tamaki West Whau Ararimu Maketu Ardmore f Awhitu No. i ( Awhitu No. 2 Bombay ( Drury ii. Papakura ... Flat Bush ... ( Harrisville ... "( Tuakau Howick Hunua Mangere ( Maungatawhiri Valley ] Pokeno Hill ( Queen's Redoubt Otahuhu ... Otara Pakuranga Papakura Valley Turanga Creek Pollock (half-time) ... Pukekohe East Pukekohe West ( Wairoa South (Ness Valley Woodside ... Manukau Heads (aided) Whatipu Saw-mills (aided) f Patumahoe ... ... I Puni ("Waiuku Brookside ... J Kohekohe ... 1 Maioro Waipipi l^Waitangi ... Harapipi Raglan Ruapuke ... Waitetuna ... I I 1,221 600 119 21 37 3 1 8 10 25 2 1 6 6 '5o 29 47 25 24 '9 52 34 18 18 5° 4' 25 33 552 286 293 380 648 126 194 199 221 48 368 119 i'5 128 •45 17 47 25 19 14 5i 25 106 16 38 l6 ■7 13 42 19 II 9 25 26 18 108 i.S 35 16 18 112 16 39 '7 '7 ,'3 47 20 11 9 29 36 22 18 74 7 23 10 10 7 22 40 8 13 8 8 6 21 114 it 18 18 I 22 18 46 28 18 18 35 23 25 26 13 42 18 13 43 *9 480 455 9 10 I 880 54° 455 5,010 3>3^ 409 212 128 189 473 "5 160 »57 »45 22 15 18 7 '43 74 165 191 •75 11 34 42 76 26 147 18 28 27 37 264 58 4i 47 12 23 41 24 24 526 126 258 354 452 104 164 177 189 48 254 97 '•5 109 100 464 213 98 178 46 82 34 43 25 15 10 117 40 82 35 45 97 43 38 60 15 499 120 142 200 329 92 112 106 !34 27 186 69 80 85 69 3i3 160 2? 3 1 23 12 481 101 214 2S 1 326 89 125 129 150 3 1 207 64 81 499 120 142 201 336 93 112 106 J34 28 186 70 82 85 72 3«7 160 67 127 32 47 22 31 19 16 19 23 20 8 280 58 H7 144 191 65 I25 8 16 8 6 201 43 67 124 '35 25 27 39 28 '4 481 101 214 268 326 90 I2S 129 "5° 31 207 67 81 90 7S 355 148 63 127 37 52 27 33 20 12 ...j 3,68o 129 70 17 9' 25 35 600 2,986 940 1, 296 1,701 2,070 3.696 1.75° 1,840 4,186 221 101 87 IOI 80 14 116 42 46 90 15 211 104 428 214 98 188 34 64 33 38 3° 15 12 126 37 I03 39 32 80 52 24 61 141 692 272 139 235 46 89 43 61 53 125 32 45 21 90 73 354 148 so 126 37 49 27 32 '9 11 90 29 78 !9 3° 14 •3 8 5 5 38 «5 3° 10 16 36 13 18 29 '3 18 11 46 34 41 16 60 144 58 34 49 18 22 25 10 i i 300 400 828 600 '.375 600 600 800 680 600 23 4 3 2 6 14 9 7 13 17 12 '4 11 34 18 H 132 5 1 112 46 45 97 64 38 72 23 56 43 168 '34 133 45 28 3' 18 13 10 74 31 65 22 10 74 29 60 23 37 66 34 3° 53 17 34 24 80 7° 68 33 22 8 39 83 69 25 3° 12 '3 40 35 52 10 80 3" 65 22 31 67 3° 28 45 21 4i 24 75 7° 69 3° 22 9 34 77 68 20 7 11 '3 40 38 59 ,2 25 25 21 •3 20 12 7 38 14 3° 13 21 32 21 10 76 60 23 37 68 34 3O 53 21 35 24 80 70 72 36 22 9 39 88 7i 25 30 12 '4 42 38 58 i i i i i i i i i i 600 600 1,296 640 600 600 1,400 "48 32 102 100 in 20 17 12 39 '43 in 23 8 11 66 34 22 25 11 2 9 43 20 28 14 48 186 '31 28 23 5 1 29 124 92 120 45 28 11 48 148 >°5 28 3' 64 3° 26 45 18 35 24 75 70 66 28 22 8 34 74 67 20 7 11 13 37 35 55 7 15 25 21 20 18 17 18 to 11 3 21 48 33 '4 14 8 6 16 22 28 12 24 8 '7 13 34 36 31 20 11 6 18 40 38 11 16 4 8 26 16 3° i 55° 39 13 '5 «3 S3 20 39 13 15 87 53 99 18 39 13 15 68 800 600 1.340 400 375 600 74 i 79 18 21 3° 44 3° 53 99 10 4 9 5 28 31 34 53 35 28 35 29 22 25 29 29 32 28 18 26 9 12 18 7 14 12 10 '9 27 29 22 23 '9 IS II i i 435 400 600 "26 28 19 22 22 21 '9 17 18 •5 11 15 9 7 5 6 i i 600 485 9 3 i 25 19 16 '9 14 10 10 i '3 5 5—H. 2. (App.j
' H.-2.
34
List of the Pu: ilic Schools in the several Education Districts, &c.— continued. AUCKLAND— continued. Schools. All which belong to one School District connected by bracket. in v !» W i> 3 • & c t, |X| il B rt gow"" ,1, 3 rt iS ST SO .. 3 rt o Ss._i £ — o E c 2 z"iA frjr . o c Ert ° 3 tfl \ Z.£ , tc ; -a s . j MZ> *1 ; Schot 0=0 Si »2 >1 Roll. c Strict Average, co |S> £1 si z-- " Average Attendance. Working Average. -2 si p Fourth Qu; irter. Boys. Girls. Total. Cambridge Hamilton East Hautapu ... Mercer Rangiriri ... Taupiri Alexandra ... Hamilton West Kihikihi ... Ngahinepouri Ngaruawahia Ohaupo Paterangi ... Pukerimu ... Rangiaohia (Te Awamutu l.TeRahu ... Whatawhata Coromandel Driving Creek Mercury Bay Whangapoua ! Kauaeranga Boys' ... Kauaeranga Girls' ... Tararu Eureka Thames Waiotahi Creek Punga Flat fPaeroa 1 1'uriri (.Waitekauri Hastings ... Parawai Tairua Turua Waitoa Greerton Katikati No. 1 Maketu (Native aided) Tarawera Lake (Native aided) ... Tauranga ... Opotiki Whakatane (Native aided) 1 1 1 1 1 1 665 1,150 600 760 600 868 1,150 680 93 "4 5° SO 20 82 60 30 52 10 29 4 '9 17 90 10 12 ; 166 60 79 24 19 99 150 45 19 102 48 59 45 45 66 114 65 78 138 80 87 36 22 28 41 30 30 24 14 "3 19 15 13 7i 4i 40 150 96 120 39 27 27 11 10 10 80 45 45 43 35 36 35 24 22 42 3i 32 40 28 29 30 25 23 33 24 23 38 25 27 89 68 76 105 80 80 36 33 31 15 13 12 429 301 307 270 193 209 225 168 162 35 22 24 234 205 206 166 129 121 17 16 16 54 27 33 25 22 22 20 15 18 38 42 3A 87 72 6: 38 25 25 18 18 II 22 15 it 24 12 IJ 24 12 IS 8 9 5 6 4 ; 97 73 72 117 83 8? 19 15 it 11,928 8,392 8,85; 99 65 51 26 18 Ij 151 122 141 78 I 87 28 3° 13 13 40 120 27 10 45 36 22 32 29 23 *3 , 27 76 80 31 12 67 89 24 3° 16 16 42 no 27 10 46 39 26 34 29 25 24 26 75 80 48 48 20 14 5 8 24 74 17 6 23 17 9 19 20 32 42 13 16 n S 19 58 10 80 90 33 3° 16 13 43 132 27 10 46 37 23 36 32 23 23 29 76 80 1 35 17 83 43 4i 37 35 46 870 720 2 19 5 18 8 4 23 20 1 1 600 ■4 17 12 1 1 10 20 9 12 14 11 1 1 600 680 1,296 1,022 34 84 no 38 23 331 321 240 35 268 33 4 36 24 12 8 123 81 38 11 79 54 4 17 25 9 4 46 38 11 16 33 38 120 14 44 54 19 8 IS 32 26 1 134 5° 31 454 402 278 46 347 224 24 54 25 25 44 146 38 32 35 2 5 24 12 6 3.105 1,674 3,105 300 307 209 162 34 13 304 •93 171 20 210 229 41 93 10 123 67 17 19 16 12 14 5 79 168 7° 14 83 54 8 33 13 308 209 163 24 206 24 206 1 1,872 400 600 480 480 600 170 20 37 121 16 33 22 18 129 25 28 23 ■7 42 72 25 22 '5 13 14 9 4 73 85 IS 8,672 75 19 122 I 15 7 6 121 25 34 23 18 34 65 30 19 16 16 16 7 S 72 89 19 1 "16 1 1 1 40 100 34 65 29 15 16 20 35 15 11 9 9 7 3 1 45 54 7 14 30 15 8 7 7 9 4 4 27 35 12 1,200 "21 1 600 336 455 }9 15 10 24 1 6 48 21 7 4,078 39 9 60 15 13 7 5 72 88 19 11 1 1 1,024 980 102 120 14 150 141 21 Training Class, Auckland Training Class, Thames Girls' High School ... 58 10,917 64 18 H.995 103 27 163 8,855 51 IS 141 9,062 5.020 6 :4.07S 45 15 141 U.276 9.095 51 16 1 103 141 Totals 15,288 12,204 12,204 8,597 9,06; 8,888 5,027 9.303 58 11,102 4,186 'ARAN. KI. (Okato i. Tataraimaka {Oakura Omata r"West School ! Kawau Pah J Gill Street ... ] East School Welbourne... l^Frankley Road ( Mangorei Lower i Mangorei Upper r Albeit Road V Egmont Village ) Kent Road ... C Kent Road Upper / Egmont Lower \ Smart Road ... ~) Bell Block Boys' i. Bell Block Girls' < Waitara West \ Waitara East 294 294 325 485 796 675 800 691 21 12 16 12 25 29 51 84 78 71 37 24 59 52 99 128 io6 26 15 38 41 64 93 79 67 17 12 26 18 11 27 25 56 65 57 51 19 12 28 20 SS 58 48 5i 3 15 11 19 11 12 17 7 17 13 56 25 7 6 24 13 30 26 56 67 59 53 1 1 1 34 23 48 44 28 24 11 19 55 56 47 51 2 13 13 42 59 I 95 11 S3 4S4 280 280 294 35i 294 395 395 280 487 294 700 672 37 5 10 37 18 33 16 13 11 18 9 11 19 11 13 9 10 8 ii 24 12 i? 12 13 17 13 20 18 12 26 13 9 14 30 31 21 40 22 20 20 27 15 9 3 7 4 4 ii ■5 14 19 9 6 New. I 12 36 22 11 12 27 56 41 23 4 S 49 77 86 19 42 37 57 38 9 30 23 31 31 13 29 25 40 26 10 39 25 32 3 2 10 32 3 "28 25 9 1.1 32 28 43 26 21 45 18 17
H.-2.
35
ILIC :hools in the several Education IISTRICTS, :c.— com ftnuei TARANAKI— continued. Schools. All which belong to one School District connected by bracket. £"fs S o y s m rc <fi ?• • J t-g S I- — n ° u U, ■ o -._o E^ 2 o »•; K if o c III £ rt o n to . to •3 = . Schoi il Roll. 2*1 . **3 in §° Hi Strict iverage. Average Attendance. "Working Average. ll Fourth Quarter. Boys. Girls. Total. (Manutahi ... Huirangi ... Tikorangi ... Urenui ( Inglewood Boys' •< Inglewood Girls' ( Norfolk Road I 1 692 574 470 280 588 679 52° 34 "9 32 >5 25 4' New. 5° 29 32 15 59 65 84 48 64 3° 84 106 61 40 58 16 46 4 1 3° 20 3' >4 28 46 33 ■25 3» 12 25 43 38 22 34 14 31 49 22 M 20 7 29 7 20 14 '4 5 42 28 34 12 29 43 "36 7 636 8si 1,487 1,016 655 692 698 753 419 334 WANGANUI. ( Wanganui Boys' \ Wanganui Girls' Brunswick ... Brownlee ... Dcnlair (closed) Goat Valley Kaitoke Maxwelltown Mars Hill ... Matarawa ... Mataongona Mosstown ... Upokongaro Bull's * ... Crofton Glen Nevis Greatf ord Lower Rangitikei (half-time) ... Parawanui „ Mountview... ... „. Marton South Makirikiri Turakina ... Turakina Valley Upper Tutaenui West Rangitikei 1 Wangaehu... Awahuri Carnarvon ... Foxton Halcombe ... Karcre Motoa Stoney Creek Sandon Taonui Waitohi Feilding Palmerston North Carlyle Hawera Kakaramea Kohi Manutahi ... Normanby ... Waverley ... Whenuakura Waitotara ... 3.198 936 414 234 209 432 600 393 480 400 569 400 258 902 400 216 266 280 4°5 426 2,084 420 665 6 39 419 237 384 400 45° 1,180 800 209 33° 539 369 263 299 263 170 129 299 i 21 20 "26 47 24 18 46 3' 43 42 43 54 42 33 185 45 22 15 '3 15 15 4 25 21 23 22 18 11 13 "\i '" I 5 11 13 4 18 i i 23 22 16 26 18 23 9 2/ 16 25 •9 26 3 116 37 24 37 27 27 37 38 29 131 37 20 3° 22 32 20 22 3° 28 20 96 3° 12 4 21 24 22 31 27 23 82 20 II »7 16 '9 10 '5 21 19 '3 53 19 10 6 6 4 22 77 14 33 9 33 13 5 14 11 7 9 11 10 30 21 33 21 22 I I 35 16 3° 69 3 1 26 12 79 20 10 3° 3° 23 97 31 1.7 20 17 8 49 128 25 67 21 56 I 44 12 7 14 11 4 27 51 11 45 22 I "28 23 10 16 106 35 83 25 61 I 15 9 19 54 90 13 49 7 24 43 32 29 70 196 48 132 32 85 3° 25 13 63 168 35 86 25 18 9 32 "3 24 70 20 5° 20 15 5 49 121 25 64 21 55 25 '9 IO i 32 117 25 72 20 51 I i I 29 12 23 I l\ I I I I i i 34° 354 386 1,008 400 260 684 1,170 1,120 1,221 20 23 75 37 3° "26 77 15 83 69 59 45 32 26 18 22 72 18 19 19 37 10 93 137 26 24 23 55 55 4 >°3 119 83 76 20 8 19 57 33 168 174 56 24 49 132 55 ■9 186 188 142 121 ]9 49 28 126 H3 44 24 40 96 4' 19 90 149 116 97 48 24 21 47 93 36 32 4 21 20 i°3 81 32 9 23 66 25 5 86 85 84 60 17 3° 21 108 106 36 21 27 76 3° '7 77 108 89 74 33 17 17 37 72 23 21 4 21 21 I°3 83 34 8 23 68 26 4 86 86 82 60 11 21 60 53 18 9 11 46 22 5 35 55 5° 43 22 7 12 24 37 14 10 7 9 14 48 54 '9 12 15 32 10 12 ' "18 3° 21 108 107 37 21 26 78 32 «7 78 108 91 75 33 '7 17 37 72 24 25 I 43 53 4i 32 11 10 I 442 234 459 589 1,400 459 468 52 34 35 66 117 44 37 30 19 '7 29 72 21 21 30 '9 17 3° 72 22 22 I I 17 44 45 26 18 5 13 35 10 15 965 I I 25 1,176 2,141 1,658 2,031 3.689 2,729 1.858 2,097 ".895 ;llin< ;ton. Te Aro Thorndon ... Terrace ... ( Mount Cook Boys' ... J, Mount Cook Girls' ... ( Mount Cook Infants' Kaiwarawara Johnsonvillc 2,560 3.081 2,332 5.328 1,920 3.232 3G8 480 267 315 •85 "5° 149 575 47 27 375 387 •83 556 376 4°5 52 62 642 702 368 706 525 980 99 89 392 477 272 5°8 381 525 77 42 259 318 204 379 232 283 5° 33 267 321 225 392 236 334 58 27 270 320 208 379 232 316 54 39 152 194 152 394 129 127 78 236 177 26 281 321 230 394 236 355 60 I i' 7 8 34 '5 1 J4 29 (ij Not yet open.
H.-2.
36
List of the Pu: me Schools in the several Education 'istricts, &c.— continued. WELLINGTON— continued. Schools. All which belong to one School District connected by bracket. US J "o -p ■- 13-s «5 g d III S'S 2 it "sj C !-* 6 rt ° a w sis Schoi il Roll. 0° T. Tl Strict Average. Average Attendance. Working Average. B mi z IS S3 IS Fourth Quarter. Boys. Girls. Total. Tawa Flat... Porirua Pauhatanui Horokiwi ... Karori ( Makara South Makara North Ohariu Hutt Upper Hutt Taita Wainuiomata Korokoro ... Featherston Greytown ... Kaitara Tauherenikau Kaiwaiwai ... Waihenga ... Masterton ... Fern Ridge... Carterton ... Waingawa... Clareville ... Gladstone 1 ... Mauriceville Matarawa ... Opaki Te Nui 1 1 1 1 1 520 320 680 400 656 392 480 656 >.344 720 816 392 296 1,280 1.344 480 360 480 464 1,848 560 984 576 848 480 656 480 500 210 62 28 48 3 1 61 19 19 3° "5 102 66 16 22 17 28 8 4i '5 18 33 84 86 56 21 21 84 45 76 39 102 34 37 63 199 188 122 37 41 256 241 40 39 40 38 409 67 268 39 131 76 32 66 34 82 2.3 28 51 "58 ■38 88 28 '9 171 '32 26 24 32 34 267 40 176 27 80 54 20 47 24 56 20 18 24 114 111 59 21 43 20 59 18 18 3° 108 107 55 22 14 144 97 20 56 21 5° 26 59 21 '9 25 122 112 55 21 18 136 116 35 15 '7 '3 34 11 9 '7 68 57 29 14 8 73 58 10 26 36 II 28 8 11 '4 48 53 28 8 7 74 44 10 12 8 14 73 14 5 1 5 28 61 22 53 24 62 '9 20 3' 116 no 57 22 1 1 1 20 136 •5° 25 24 28 27 146 22 80 53 24 *7 131 116 '5 147 102 1 1 120 1 1 9 1 15 20 16 25 26 172 25 9« 18 22 20 25 26 172 26 98 '9 59 20 22 26 1 1 1 21 26 10 18 16 106 1 11 263 45 188 12 68 3° '79 21 »3 22 13 66 3° 179 27 117 24 57 1 27 63 55 54 '9 29 1 1 1 22 '28 20 53 33 9 15 3,79 6 75 33 37 35 6,926 54 33 3° 22 31 10 20 18 43 22 19 18 31 10 21 18 27 12 13 9 "16 n 8 9 43 23 21 18 22 3.130 4,645 '1 3,-4 3.263 3,222 '.925 1.449 3.374 HAWrCEV BAY. Ashley Clinton fClive East ... (Clive West... Danevirk ... Frasertown... Gisborne ... Hastings ... Havelock ... Hampden ... Kaikoura ... Matawhero... Meanee Napier, Emerson Street Napier, Protestant Hall Napier, Suburban, Boys' Napier, Suburban, Girls' Norsewood... Ormond Ormondville Petane Puketapu ... Patangata ... Porangahau Port Ahuriri Taradale ... Tamumu ... Te Onga Onga TeAute ... Tologa Bay Tarawera ... Waipukurau Wairoa Waipawa ... Woodville ... 1 1 1 1 1 1 290 520 650 300 500 1.5'° 500 75° 480 520 300 240 1.250 1,400 600 600 500 600 190 200 15 55 32 31 29 159 28 44 24 39 52 26 26 77 99 55 61 32 2.3 28 84 9 26 181 65 29 3° 35 49 393 218 '9 '7 3° 3.3 28 38 8.3 116 4° 55 34° 92 109 53 69 87 75 419 295 118 72 9 1 65 28 35 60 62 32 31 254 57 82 42 41 79 53 224 146 84 64 49 24 28 21 42 33 29 22 158 42 55 29 32 52 32 202 149 55 38 56 21 22 40 33 31 24 181 5° 64 36 33 59 33 226 143 53 37 29 22 22 21 42 33 3' 24 i6 4 47 55 29 32 53 34 205 149 55 38 56 23 «5 15 21 1.3 •7 17 '7 13 118 27 37 18 22 35 17 108 77 3° 20 10 23 17 14 11 81 24 28 18 11 26 18 118 66 23 19 12 23 40 34 31 24 199 G 36 33 61 35 226 143 53 39 35 22 22 1 400 525 610 5°° 900 210 20 21 22 5 19 2 25 40 24 32 117 138 21 15 36 8 10 78 '3° '33 77 12 15 21 23 10 9 15 12 18 12 >3 10 16 '4 5° 8 10 16 1 4 16 16 18 1 22 35 39 112 >9 '3 49 66 16 3 '5 4 7 42 56 52 32 25 28 32 100 18 '9 13 49 66 16 4 16 4 7 43 60 52 35 25 28 32 100 18 22 65 60 16 10 52 78 5 '5 36 8 2 5° 10 4 "7 6 26 37 36 3° 896 150 500 100 20 '5 34 8 8 13 3> 8 14 33 8 1 150 75° 800 600 280 '"s 46 69 48 32 61 85 77 49 94 60 65 9 41 65 5 1 45 1,604 10 42 67 52 48 1,649 1 10 1,281 848 3.129 2,008 1,490 753 ma: XBOROUGH. Blenheim ... Picton 1 3.252 1 1,818 234 112 165 64 399 176 33% 234 239 151 104 112 238 148 101 i°5 63 53 249 116 (1) Closed.
H.-2.
37
List of the Pu: (LIC Si :hools in the several Education districts, &c.— continued. MARLBOROUGH— continued. Schools. All which belong to one School District connected by bracket. 0.2 a (."StS a s « •^ in <- o c 3 d rt t- 3 o Sfc. j P So 2 Z gm fc. fcO*> etJs o a — 'Eq« *- li . ** £ rt o 2 tli . tc •o c . u s2 l| . School Roll. 0= = * 2 v. rt £ rt u — 3 fc' Strict Average. Average Attendance. Workini Average. fi s| ii Is I'm irth Quarter. Boys. Girls. Total. Havelock ... Renwick Spring Creek Tua Marina Marlborough Town ... Kaituna Canvas Town Grove Town Waitohi Wairau Valley Kekerangu... Fairhall Omaka 1 1 1 1 1 1 976 632 480 375 756 416 340 600 600 320 '280 252 85 64 35 33 40 23 2I E 26' 28: 18 «s; 21 7 28 20 12 71 32 10 7 6 J 53 11 2 16 "3 84 47 104 72 33 28 I 8s 7° 44 79 22 23 24 5i 48 19 20 34 6 61 60 31 58 17 19 19 34 30 14 18 26 5 70 54 33 61 17 i7 20 63 62 35 59 17 20 19 35 31 15 18 26 6 35 25 23 36 8 9 12 20 15 3 7 14 3 35 30 12 25 10 9 8 17 17 8 12 15 3 70 55 35 61 18 18 20 37 32 11 1 1 93 81 29 20 37 8 34 31 11 1 19 29 6 19 29 6 I 1,014 730 753 749 421 3SS 776 11 765 559 1,324 NELSON. "Nelson, Bridge Street, Boys' 600 35 "5 109 59 74 85 161 132 56 36 24 25 23 69 61 19 7° 54 39 61 74 98 64 30 91 1 5 n 19 25 14 20 22 26 24 23 n 8 54 18S 163 98 135 159 259 196 86 3i 138 135 97 103 "7 i77 139 66 84 25 24 25 78 73 61 4' 54 73 IOO 79 39 28 53 50 25 in 97 68 69 75 i47 122 50 50 19 17 18 56 55 54 31 38 57 72 46 25 20 41 38 25 25 3° 51 42 48 102 16 25 23 73 23 10 25 no 25 m 98 69 7o 79 149 124 So 52 20 18 20 25 no 25 no it Nelson, Hardy Street, Girls' ■ l Nelson, Haven Road... Nelson, Hampden Street Nelson, Port Toitoi Valley r Hillside < Happy Valley (. Clifton Terrace Stoke ( Richmond Boys' ( Richmond Girls' c Ranzau (, Hope ( River Terrace \ Spring Grove C Lower Wakefield Boys' (^ Lower Wakefield Girls' Eighty-Eight Valley ... ( Upper Wakefield (Foxhill Motupiko ... f Waimea West (north) '( Waimea West (village) C Sarau \ Neudorf Lower Moutere Motueka Ngatimoti ... Dovedale ... Pangatotara f Riwaka i[ Brooklyn ... Upper Motueka (aided) Tadmore (aided) Lower Takaka Long Plain... Motupipi East Takaka Collingwood Ferntown C Westport Boys' and Juniors | Westport Girls' Addison's Flat ( Charleston Boys' 1 Charleston Girls' (.Brighton Reef ton Karamea ... Capleston ... Pakawau ... Lyell (no return) I, 240 900 864 720 648 1,512 1,332 720 540 576 294 228 798 74i 741 578 450 5'2 720 858 600 356 720 540 480 S40 420 832 648 665 1,160 336 336 330 640 252 55 42 4i 7i 93 68 127 25 30 34 88 86 69 62 63 97 117 9' 5° 34 66 69 38 37 53 80 65 86 168 48 55 42 104 33 11 21 103 81 73 75 145 117 57 61 19 16 16 66 55 So 32 37 58 75 57 28 59 SS SS 32 38 58 73 48 27 20 43 39 18 26 33 52 43 49 104 16 3 1 26 76 23 10 104 "96 77 28 28 9 8 7 37 55 19 18 29 38 38 81 73 78 49 43 24 35 11 9 10 29 52 15 ■9 31 37 19 29 10 23 19 104 81 73 78 HS 120 52 63 20 17 17 66 55 52 34 37 60 75 57 29 20 45 42 39 26 44 48 33 30 46 7o 55 62 22 21 5 7 7 10 10 33 48 67 57 76 i45 28 20 46 41 27 33 55 43 52 "3 17 28 10 22 23 "16 25 27 26 26 13 11 28 18 28 61 12 1 1 1 260 768 396 540 640 800 1,000 1,800 "5 19 33 30 95 27 10 3i 23 27 30 41 18 24 53 29 22 12 9 6 1 21 18 10 10 6 14 7 48 24 5 82 84 10 118 24 25 21 49 33 37 36 55 25 258 60 5° 158 84 40 174 24 25 21 43 33 9 1 33 10 21 42 28 34 32 46 25 191 44 5° 87 84 39 174 12 23 21 4 26 20 22 21 75 26 9 16 26 22 23 21 36 20 143 33 38 65 72 27 152 16 23 17 4 27 21 24 24 35 19 139 32 35 90 30 27 100 54 6 12 12 40 15 3 8 15 10 19 14 40 12 6 8 13 13 12 29 36 55 44 54 "5 18 31 26 80 27 9 16 28 23 25 24 36 20 143 33 38 69 75 29 '52 ■7 23 17 13 11 1 1 1 210 36 45 76 22 35 19 138 32 35 88 20 11 99 13 16 9 44 33 22 900 "16 69 1 640 220 3° 56 29 25 100 13 22 4 13 90 5 14 9 75 16 62 12 9 8 13 22 4 300 H 2,839 1,574 4,413 3,507 2,521 2,712 2,585 1,446 1,323 2,769
H.-2.
38
,IST 0: ie Pu: ILIC Si :hools in the several Education IISTRICTS, :c, — continih I. NORTH CANTERBURY. Schools. All which belong to one School District connected by bracket. .3 O tj c /-:_-, u 2 rt I5.s *~ o C u "~ ,V •" a vi saS 5TS<J fl ,Z ,t ° § S E 3 ri o CE j. £ Sol 3 ~v Z X.-J1 fc. i'i . •c'tog bji> E s° 3 to 2.2 , to -3 G . ST. *3 " = 3 Mz> E£ a Schoi il Roll. ? rt E rt z'rZJ. rt G z'~ Strict .vcrage. Average Attendance. Working Average. Is si feoi IS Fourth Quai :cr. Boys. Girls. Total. Kaikoura Suburban ... Kaikoura Town Waiau (aided) Ashley Bank Balcairn Carlcton ( Cust (main) i Cust (side)' Eyreton Eyreton West Femside ( Flaxton (main) }_ Flaxton (side) Glentui (aided) Hurunui Kaiapoi Kaiapoi Island Kaiapoi Island North ( Kowai North (main) ... \ Kowai North (side) ... Leithfield ... Loburn Mandeville Plains Mount Grey Downs ... Oxford East Oxford West Rangiora ... Saltwater Creek Southbrook Stoke View Hill ... Waikuku ... Woodend ... Akaroa Barry's Bay Duvauchelie's Bay French Farm Gebbie's Valley ( German Bay (main) ... Bay (side) (aided) Governor's Bay ( Gebbie's Pass Road 1 ... ( Charteris Bay 1 Le Bon's Bay Little Akaloa Little River... Lyttelton ... Okain's Bay ( Pigeon Bay (main) ... Pigeon Bay (side) Port Levy ... Robinson's Bay Wainui Broadfield ... Brookside ... / Christchurch East, Glo'ster Street \ Christchurch East, Bingsland ... 1 Christchurch East, Phillipstown (, Christchurch E., South Town Belt Christchurch West ... Colombo Road Courtenay ... Greendale ... Greenpark ... Halkett Halswell Harewood Road Heathcote Lower Heathcote Upper Heathcote Valley Hillsborough Hororata ... Killinchy ... Kimberley ... Kowai Bush I 646 684 5' 79 16 Si 79 16 102 Ij8 32 155 70 7« 208 48 7° 13 115 55 66 174 38 60 34 55 11 72 38 48 124 40 60 22 29 5 36 23 24 60 I 2 27 6 41 17 25 64 34 56 11 77 40 49 124 I 1,500 800 600 1,638 600 650 540 95° 1.550 990 100 55 7° 24 46 II 68 II 72 31 39 125 I 54 162 27 38 121 I I I I 59 51 73 83 3° 14 14 47 36 19 21 73 65 120 119 49 21 28 5io 31 42 157 9i 158 76 147 248 J75 457 9° 175 52 71 62 183 242 61 87 25 49 49 13 5° "58 53 104 103 33 11 18 397 12 '46 38 62 68 24 n 18 260 13 23 69 14 66 5 1 39 82 95 80 227 58 77 26 32 34 108 118 45 34 76 82 49 41 66 77 25 12 18 262 13 23 7 1 14 69 54 4' 83 102 88 "26 20 15 39 42 14 5 6 125 6 16 39 6 46 37 78 82 24 11 iS 284 11 I 1 22 39 40 10 6 I I I I I I I I I I 600 4. 73o 380 620 9°3 820 760 1,010 540 1,080 1.350 1. 140 4.970 880 1,060 480 600 54o 1,600 1,600 520 54° 660 480 540 17 321 n 33 "64 92 62 47 107 137 94 285 65 94 3" 38 39 140 138 38 58 16 11 189 20 9 iS7 27 66 28 29 40 111 81 172 25 81 32 117 24 83 79 61 113 141 132 310 75 129 34 49 53 1.57 162 24 11 15 284 11 23 81 15 61 56 44 81 102 93 2^8 58 78 25 33 42 114 122 9 159 5 7 42 9 30 23 25 48 69 54 132 3i 44 16 19 20 64 75 12 15 5 7 14 7 13 3i 33 20 35 37 43 106 28 36 12 17 22 52 55 9 15 9 11 18 23 81 iS 61 56 45 83 106 97 238 59 80 28 36 42 116 130 21 30 14 18 I I 2 232 59 80 28 35 35 109 124 26 37 14 21 29 n 24 I I 21 33 23 43 104 23 29 9 22 15 5 19 I I I I I I I I I 27 34 8 31 3i 48 19 25 42 13 36 24 36 14 20 28 21 30 14 18 32 II 22 I I 420 600 600 600 560 540 9,840 520 54o 400 540 600 600 520 i,395 16,720 2,100 11 22 4 11 32 n 24 I I 49 36 48 559 46 3' 32 18 28 259 22 44 28 6 81 54 76 818 68 75 28 26 52 15 65 i54 1.945 328 211 327 1.635 1.285 56 84 93 90 167 81 361 176 117 205 90 134 54 32 "65 47 56 588 S3 22 25 17 27 12 41 31 36 481 42 34 42 464 46 21 21 16 20 10 47 32 38 486 45 23 10 16 21 8 38 91 832 136 87 125 721 596 25 41 52 48 65 49 179 85 61 23 19 21 23 16 21 46 35 42 464 46 22 21 16 20 I 2 I I I 43 21 10 16 243 22 13 8 9 15 1 221 24 9 13 7 5 9 18 47 381 69 SO 62 361 308 10 25 23 20 28 28 84 44 35 5° 37 30 12 9 I I I I 20 17 8 45 114 1.039 191 86 35 7 20 40 906 137 125 188 819 584 24 38 25 41 61 24 116 77 55 75 30 62 24 3 49 no 1,130 220 139 172 997 888 21 8 48 84 809 136 87 120 700 582 24 37 48 40 62 5° 178 83 61 107 57 69 26 4i 86 856 147 102 23 4' 475 78 52 68 374 35i '4 21 27 3i 34 25 "7 4i 3i 63 3i 44 18 8 10 41 88 856 147 102 130 735 659 24 46 50 5i 62 53 201 8S 66 "3 68 74 30 17 I I I 2 I I I I I I I I I 1,410 2,992 11,032 8,926 540 59° 520 770 i,54o 650 2,260 2, no 720 1,360 1,250 700 S40 S40 i39 816 701 32 46 68 49 106 57 245 99 62 130 60 72 30 29 34 6/ 72 7i 97 70 264 116 90 153 78 i°5 47 24 130 735 659 23 43 48 48 61 53 199 84 66 in 67 69 28 16 I I I 114 61 72 28 I I I 19 21 (1) Not yet open.
fi.-_i
39
List of the Pu: ILIC 3^ :hools in the sever; il Education Districts, &c— continued. NORTH CANTER1 SURY — continued. Schools. All which belong to one School District -connected by bracket. JS O u U T — rt —■ £: v - 1/1 0.2^ >- "H ,J o o 3 3S.3 §5-1 S £ o 2 6>g> 3 .3 O 3 £ So 3 to Z.S 1 tn "'5 S' s%> B S u zf Schoi >1 Roll. > rt % 0 — 3 w £ 5 v g a w-=-Z%2 §° %«> Em 3 E z Sn-ict Average. Average Attendance. Working Average. is si Is Fourth Quarter. Boys. Girls. Total. Kowai Pass Lakeside ( Leeston (main) \ Leeston (side) Lincoln Malvern New Brighton North Road Papanui Prebbleton ... Little Rakaia (Riccarton (main) (Riccarton (side) Russell's Flat ( St. Alban's (main) ... ( St. Alban's (side) Selwyn Southbridge Springston ... Sumner Tai Tapu ... Templeton ... Weeden West Melton Yaldhurst ... Normal School ( Alford Forest (main)... i[ Alford Forest (side) ... Ashburton ... Ashburton Forks Ashburton South (Willowby) ... Barr Hill ... Long Beach (main) ... Long Beach (side) ... Mount Somers 1 Rakaia South Wakanui ... Westerfield... 550 S40 2,150 568 I, 460 600 540 600 2,45° 1,660 540 i,572 779 550 4,690 62 45 151 40 108 91 37 '9 137 92 40 107 69 28 304 41 70 190 101 21 83 109 47 35 54 711 28 17 214 3° 57 30 21 103 24 72 35 25 29 104 5° 21 48 22 36 215 56 42 115 88 16 5° 73 44 49 34 735 11 4 321 7 38 25 18 22 92 66 254 64 180 126 62 48 241 142 61 155 9' 64 519 97 112 72 45 205 48 149 87 5i 38 183 118 43 130 67 56 379 67 78 259 136 25 98 136 60 41 29 126 29 93 56 35 24 U4 7i 27 90 54 26 54 31 116 3° 114 59 35 28 130 83 30 IOO 50 38 235 52 55 175 97 20 70 92 38 44 56 745 22 9 297 21 42 33 144 30 96 62 35 24 118 74 29 96 55 30 226 47 58 165 80 20 70 87 42 37 48 7i7 22 8 256 22 26 17 63 14 62 33 20 16 7i 45 16 5i 24 13 123 24 24 97 57 9 4i 46 26 22 28 16 59 17 53 3i 15 12 . 60 40 16 51 27 25 "3 28 34 80 44 11 29 50 15 22 27 357 11 3 134 9 20 14 19 13 54 33 122 31 US 64 35 28 131 85 32 102 51 38 236 52 58 177 101 20 70 96 41 44 56 745 22 9 297 22 37 21 34 26 1,070 2, 080 1.430 600 1,520 1,490 940 540 540 9.770 575 380 2,640 600 700 600 800 600 540 900 600 305 189 37 133 182 9i 84 88 1.446 39 21 535 37 95 25 63 52 50 73 935 32 13 396 31 56 23 55 43 219 45 S3 155 75 20 68 82 37 37 47 717 21 11 243 21 37 12 3i 19 29 388 11 6 163 13 17 7 15 13 45 30 35 18 33 23 42 13 33 22 "66 37 13 82 Si 17 148 88 104 73 22 "62 30 15 79 48 15 "66 32 13 "46 29 16 33 21 79 50 17 30 1 104 ii,i44 8.570 19.714 13.636 18,264 9.943 9,597 5.33o 4.746 10,076 SOUTH CAN' •ERBU ,Y. Claremont ... Geraldine ... Kakahu Milford Pareora Pleasant Point Pleasant Valley Rangitata Island Scotsburn ... Temuka Timaru Waihi Bush Waitohi Flat Washdyke ... Winchester Otaio Waimate ... 600 1,600 560 560 410 1,240 840 600 600 2,330 9.53° 990 520 520 1,280 600 141 46 57 47 83 57 3i 25 217 650 55 55 57 120 22 401 32 69 8 29 13 82 16 16 32 210 54 86 60 165 73 47 37 412 1,083 70 73 77 144 36 544 29 197 45 66 50 125 62 41 28 3" 1.003 58 60 46 97 37 411 11 114 30 37 28 73 46 24 17 153 672 47 34 35 69 21 268 23 124 32 47 34 100 48 3° 18 185 691 49 39 41 60 24 271 1,816 n 117 31 40 30 75 47 26 21 I?' 694 48 38 37 70 22 276 12 75 14 27 21 59 24 iS 10 108 373 32 20 12 53 18 20 16 41 24 16 9 82 358 18 24 128 32 47 37 100 48 31 19 190 731 50 4i 41 63 24 271 1.877 12 195 433 15 18 20 24 14 143 23 32 14 146 21 18 3i 10 5.120 125 2,666 1.679 1.754 1.005 872 18 2,064 1.139 3.203 ESTL. .ND. f Staff ord Goldsborough ■i Greeks Callaghan's (^Kumara 1.309 1,128 140 288 1 2,900 lis 89 92 93 96 71 69 69 11 10 10 10 17 13 10 14 271 I94 197 201 43 39 4 6 in 49 35 6 6 100 92 74 10 12 211 (1) Closed.
H.—2.
40
List of the Public S< :hools in the several Education Districts, :c.— continued. WESTLAND— continued. Schools. All which belong to one School District connected by bracket. s I hi 1)1 ids z s a V. w « s rt rt ~Sr\3 Ufa ■ O -e "3 u .si— E « ° 5 bo Z.S , to pi Hi Schoi )1 Roll. *!■■ > a E S Hi to o o i- ° rt w Strict Average. average Attendance. Working Averagi 3 s =s Fourth Qu; irter. Boys. Girls. Total. (Greymouth J. Paroa (Wallsend ... CHokitika ... (. Southspit' ... ("Kanieri I Woodstock... ~i Bluespur Upper Crossing I^Arahura Road \ Greenstone... 1 Marsden ... (.Maori Gully CRoss ( Donoghue's (Cobden (. Rrunnerton... No Town ... Hatter's Terrace Ahaura (Totara Flat \ Orwell Creek ~) Waipuna (half-time) (.Granville ,* Okarito Gillespie's Beach f Arawata Flat < Arawata Town (.Okuru Rangariri ... 1 1 6,965 288 288 6,965 150 1,012 500 500 45° 5°° "140 140 585 500 2,400 800 720 459 495 5° 41 489 106 51 62 28 49 28 25 29 4' 233 49 62 376 363 28 33 28 23 414 401 19 74 7° 32 33 45 45 22 19 39 42 19 26 18 18 22 24 29 32 197 '94 38 40 46 52 66 60 •7 25 29 26 28 29 15 '4 15 16 n 10 37° 31 27 414 19 74 33 46 22 4i 22 19 22 29 197 38 47 69 17 3° 28 IS 15 11 193 !7 11 211 39 20 22 12 20 15 13 13 '9 103 13 25 34 11 15 ■7 7 8 8 6 •77 18 16 190 41 '4 2S 9 22 12 6 37° 35 27 410 "80 34 47 21 42 27 •9 24 32 194 41 52 62 11 13 91 28 27 28 ... I ... 77 27 40 34 16 H 14 12 8 8 3 6 7 14 3 5 3 3 25 29 29 15 16 10 288 288 27 10 19 14 25 19 14 5 16 10 14 •3 11 22 23 19 15 21 15 7 5 12 12 10 15 22 19 21 7 12 10 13 11 2 14 13 24 16 16 5 •3 200 10 2, 701 3.722 2,689 2,108 2,068 3 1 ,021 2,129 1,108 1,024 2,132 OTAGO. Maerewhenua Ngapara ... Awamoko ... Papakaio ... Pukeuri f" Oamaru District High School ... J. Oamaru North (.Oamaru South Waiareka ... Teancraki ... Kakanui Maheno Otepopo Hampden ... Moeraki Kawarau ... Cromwell ... Bannockburn Clyde Alexandra ... Drybread ... Black's ... Nevis ... ... Ida Valley ... St. Bathans Cambrian ... Blackstone ... ... Naseby Kyeburn Hamilton and Sowburn Hyde Shag Valley Palmerston Inch Valley Dunback .,, Macrae's ... Flag Swamp Waikouaiti... 1 1 1 1 1 1 1 54° 54° 346 700 921 5.704 2,396 1,940 630 75° 600 773 375 300 666 810 i>25° 828 5" 924 600 240 625 300 724 1,083 432 43 33 3° 39 62 127 163 105 34 38 60 53 127 62 31 26 63 67 87 94 47 37 26 17 23 27 22 "5 31 29 43 25 178 47 4 5 12 9 56 5°3 '5° 250 43 26 45 54 76 82 41 11 47 25 41 5° 16 '7 1 2 10 7 19 16 25 23 37 202 24 34 13 56 162 47 38 42 48 118 630 3 13 355 77 64 105 107 203 144 72 37 no 43 3 2 42 47 IOI 481 207 241 61 50 89 63 182 123 45 33 103 76 i°5 104 5° 36 II 27 3° 24 156 44 45 61 34 26 25 36 74 372 186 180 47 43 65 54 131 85 3' 28 75 59 81 88 3i 3' 3° 34 86 379 179 196 5 2 48 76 52 •47 91 3° 27 79 60 79 87 33 3i 25 14 18 24 16 38 28 25 38 75 376 192 183 48 44 65 54 132 87 32 28 75 60 82 90 4° 3" 23 '3 21 21 18 14 19 5° 214 106 99 32 28 35 29 81 48 21 12 46 34 43 47 23 20 8 14 13 17 17 38 176 97 1 °S 20 24 4i 23 68 46 9 15 33 27 37 43 15 12 11 6 8 14 8 35 31 3 1 36 88 39° 203 204 52 S 5 2 149 94 3° 27 79 61 80 90 38 32 25 14 '9 25 20 112 35 43 52 35 222 27 «3 42 JO 234 92 128 •44 63 54 27 19 33 34 4i 193 47 54 66 62 380 7 1 34 55 104 338 34 3" 23 13 21 24 16 114 32 39 48 3' 201 27 6 112 35 42 5 2 34 "S 27 23 42 66 229 25 19 114 32 40 48 32 208 11 11 12 69 12 22 43 23 21 289 375 i,88r 308 40 271 3i 34 53 83 280 3° 18 124 11 22 17 98 16 9 16 800 560 1,962 42 48 176 44 51 217 3 2 6 44 53 221 14 26 39 132 31 102 (1) Closed.
41
H.—2.
,ist 0: ilic :hools in the severs .1 Education Districts, :c.— continue< OTAGO— a mt i nued. Schools. All which belong to one School District connected by bracket. 111 "^0 '" o H £ £'- > o 151 toS> c .- o n II £ « o 25 , mi -a c . SIS fi Schoi )1 Roll. t - Z3 = fcn. A «>> E bo ■Z B Strict Average. average Attendance. "Working Average. is Si Fourth Quarter. Boys. Girls. Total. Merton Seacliff Blueskin Evansdale ... Purakanui ... Lower Harbour Port Chalmers Mount Cargill Sawyer's Bay St. Leonard's Raven sbourne Pine Hill ... Puki-iviti ... North-East Valley ... fDunedin, Union Street Dunedin, William Street Dunedin, Arthur Street ■I Dunedin, Albany Street I Dunedin, Normal I Dunedin, Bath Street Stafford Street Waikari Kaikorai ... Cavershara Mornington Green Island Fairfield ... Saddle Hill Brighton Kuri Bush ... Otakia Grey town ... EastTaieri Mosgiel North Taieri Whare Flat Outram West Taieri Maungatua Lake Waipori Forbury Kensington Anderson's Bay North-East Harbour... Highcliff ... Broad Bay ... Portobello ... Sandymount Taiaroa Heads Taieri Ferry Waihola ... Taieri Beach Waihola Gorge Tokomairiro Fairfax Akatore Table Hill... Manuka Creek Glenore Southbridge Adams Flat Lovell's Flat Stony Cieek Hillend Kaitangata Wangaloa ... Tuapeka Mouth Roxburgh ... Moa Flat ... Heriot Tapanui Beaumont ... Evans Flat Tuapeka Flat Lawrence ... Weatherstone Clarke's Flat I-I I-I I I I I I 576 39' 1,239 630 395 39° 355 336 1,440 567 240 5,389 3.75° 6,227 3.892 75° 3,320 3,474 2,33° 2,311 1, 003 681 399 392 54O 53 1 1,280 1,336 1,428 312 1,304 1,155 864 648 2,491 1,280 1,596 648 404 600 24 5O 98 40 5 1 24 309 31 83 29 52 23 204 4°5 389 367 409 6n 72 78 69 224 270 172 218 89 40 28 9 7° 76 122 117 98 39 132 35 53 49 231 138 7f 36 32 4' 47 43 21 52 33 102 45 5 22 410 29 79 18 '54 39 36 218 621 2/2 835 442 216 97 61 119 237 389 200 136 76 13 9 22 110 85 74 34 9 63 42 44 24 252 227 108 37 36 11 76 83 200 85 56 46 719 60 162 47 206 62 36 422 1,026 661 1,202 851 827 169 139 188 46. 659 372 354 165 ■•3 37 23 92 186 207 191 132 48 195 77 97 73 4S3 365 186 73 68 52 9' 94 27 81 51 67 123 52 34 29 458 46 "25 33 160 40 32 346 762 5'° 734 627 676 100 7i 120 356 529 285 236 134 46 35 •9 72 124 156 126 30 49 91 38 34 21 368 37 102 23 99 36 13 249 623 4.S6 564 554 595 79 53 80 292 374 223 187 99 32 20 15 54 96 102 101 97 29 126 42 64 43 255 165 96 37 5° 30 57 59 24 49 88 39 66 280 7' 16 36 53 93 39 28 21 352 38 102 '9 120 33 26 286 642 461 612 557 615 74 56 84 304 433 245 198 i'5 38 24 17 56 108 33 5° 94 39 36 24 409 39 104 25 101 37 13 257 629 439 566 556 599 79 53 86 3°4 3/8 239 197 99 35 22 21 29 49 20 14 n 204 13 52 12 65 H '4 ■54 340 221 335 284 289 38 3° 43 170 237 •33 no 62 23 M 10 33 60 58 56 M 77 20 41 24 154 75 51 25 35 10 30 33 13 29 53 3i 36 164 46 10 9 22 13 17 8 '9 li 4i 14 20 60 '7 26 45 20 '9 13 205 27 51 14 58 19 12 140 302 240 277 273 326 36 26 44 142 200 112 100 S3 16 12 7 23 5° 66 38 55 95 40 33 24 409 40 103 26 123 33 26 294 642 4 6 t 612 557 615 74 56 87 3 12 437 245 210 US 39 26 17 56 110 124 106 1 °3 31 135 44 76 45 3°7 165 101 42 49 64 66 24 55 102 48 71 306 77 24 20 I 15 98 107 102 97 30 126 I I I I 123 106 I I I I I I "5 37 153 48 86 58 385 205 131 53 57 38 79 78 24 64 no 57 81 352 96 29 16 47 35 38 20 46 35 18 103 29 135 42 76 45 307 165 100 i 5 64 43 257 165 100 5° 46 15 58 24 35 21 153 90 5° 17 H 19 34 33 n 26 1.093 720 418 560 994 360 980 3,4i7 I.3M 348 44 5' 6 4i 49 29 59 66 24 53 102 47 7 1 303 77 20 18 38 29 34 16 35 29 17 98 28 37 90 25 38 128 39 5° 30 58 59 24 51 88 5° 56 42 72 225 53 23 14 32 3' 29 »3 39 22 '7 80 20 22 75 51 36 40 31 30 26 221 31 69 22 125 64 103 375 142 41 35 61 49 17 35 142 3i 14 n 18 16 17 8 17 15 12 59 H 19 42 21 22 70 12 22 31 '5° 89 18 21 % 12 40 67 286 9' 20 20 39 2 360 50 4i 24 75 38 22 183 44 40 178 72 61 '77 59 73 42 37° 139 40 19 38 29 25 '7 32 21 39 29 26 17 34 22 40 29 34 16 36 3° 18 100 28 39 102 46 39 128 27 42 27 284 87 24 45° 675 400 280 1,506 329 247 1,167 356 600 1,512 600 717 405 3,129 i ,000 247 II 16 5 103 24 18 •°3 21 134 28 40 >5i 57 48 160 39 60 37 299 in 15 93 17 31 92 36 29 105 26 15 97 22 33 98 44 3i i°5 36 25 254 82 *3 25 '7 58 15 20 '3 142 49 II 25 137 28 43 16 149 42 7 33 22 253 82 21 25 42 26 281 87 23 14 142 38 13 97 33 3° 6—H. 2. (App.
H.—2.
42
List of the Pu: ILIC Si :hools in the severa .1 Education Districts, &c. — continued. OTAGO— a ontinucd. E M x is III E 3 ■- = u — 25 III *Jsg — o E^ 2 Sell 01 il Roll. Average Attendance. Schools. All which belong to one School District connected by bracket. U9 c "a Mi 3 to £.5 ■a = . So 3 lijS o -j'o ■= a v ■ illl fcfi go S to s a is Strict Average. si V . IS Working Average. Fourth Quarter. Boys. Girls. Total. Waitahuna Waitahuna Gully Waipori Bluespur ... Crookston ... Te Houka ... Waitepeka ... Warepa Kaihiku Waiv/era ... Clinton Wairuna ... Glenkenich... Port Molyneux Balclutha ... Ahuriri Puerua Inch Clutha Owake 1 1,222 640 9°5 1,460 208 320 493 600 631 352 54° 127 93 74 135 26 68 48 47 33 38 47 33 22 141 23 56 52 54 10,800 38 44 32 53 23 17 18 32 24 33 28 18 165 m 106 188 23 43 86 80 7i 66 66 65 45 58 3-2 29 77 94 118 •63 97 72 178 23 39 <>7 58 59 44 S3 53 38 7' 77 110 80 59 "3° 5 25 48 43 37 21 136 80 57 141 »9 32 5 1 47 43 33 44 45 3° 32 175 21 56 48 43 Ii3.i66 125 81 61 132 5 27 39 23 42 45 28 28 167 21 52 5' 45 12,619 65 4i 26 69 6 20 32 23 24 16 26 27 '9 13 92 11 7 1 39 32 72 '3 15 24 27 22 18 18 18 12 136 80 58 141 19 35 56 5° 46 34 44 45 31 32 I7S 23 56 5 1 52 1.35° 57° 1.859 600 5 10 12 36 I?6 42 44 27 A !9 5i 49 42 19 83 12 ■ . 74i 21 42 64 33 34 34 23 17 18 125 10.517! 121,317 16,078 12,320 7,046 6.445 13.49 1 SOUTHLAND. Athol Bluff Clifton Dipton Edendalc Flint's Bush Fortrosc Forest Hill... Gore Grove Bush Invercargill District High Invercargill North Longbush ... Limehills ... Limestone ... Myross Bush Mataura Mimihau ... One-Tree Point Oteramika Otaria Roslyn Bush Switzers Tuturau ... ... Waiauiwa ... Waikiwi Woodlands... Winton Waikaka ... Waikaia ... Wyndham ... Wyndham South Gropcr's Bush Gummie's Bush Orepuki Riverton Riverton SouthC) Wallacetown Wild Bush... Arrowtown... Kingston 1 ... Macetown ... Millar's Flat Shotovcr Lower Shotover Upper Queenstown Half-Moon Bay Martin's Bay(') 57° 6oo 39' 54° 480 1,232 420 3.6/2 2,500 684 520 432 336 23 85 68 26 4' 42 42 3° 40 36 423 337 46 41 23 4' 65 34 32 20 6 26 20 3' 12 18 3° 3° 27 121 43 27 '7 25 38 57 3 28 13 25 15 9 12 37 3° 22 n 9' 94 46 72 54 60 60 7° 63 544 380 73 58 48 79 122 37 60 20 65 69 24 48 46 S3 60 7° 58 481 323 38 46 31 47 i°3 34 49 27 44 36 35 3' 66 6 59 40 22 37 32 37 21 13 3<> 397 263 39 35 26 29 68 27 28 23 5> 46 24 39 36 42 48 5° 39 404 249 39 39 27 3« 78 27 3 1 20 26 6 56 44 23 39 34 37 21 13 37 483 273 41 36 27 32 68 28 34 21 12 29 3° '4 21 20 21 26 '9 22 224 132 20 23 13 16 40 12 15 13 11 12 17 12 11 23 19 12 18 16 21 22 3« 17 184 120 '9 18 16 17 38 16 »9 8 16 18 14 13 31 34 27 40 24 10 10 n 52 49 26 39 36 42 48 5° 39 408 252 39 41 29 33 78 28 34 21 27 30 31 2 a 56 77 54 76 4* 20 19 26 38 33 43 179 375 240 525 32 II 32 44 107 66 33 57 52 73 44 81 137 88 21 24 28 40 22 5i 81 25 31 43 24 S3 82 55 78 41 21 465 648 1,200 455 i>3'4 93 54 85 53 25 25 29 49 46 57 23' 48 48 3° 101 4 22 27 29 24 55 77 49 76 40 20 25 43 27 36 18 94 52 24 28 29 15 3 19 6 27 12 i.i 109 9 11 9 44 10 1 25 8 4 43 20 123 67 27 47 38 60 5' 78 37 21 300 800 500 39i 432 32 33 42 5 1 170 70 59 21 19 26 35 35 49 156 27 44 27 86 9 18 '9 26 37 33 52 179 19 27 37 36 48 160 27 45 28 86 10 •9 25 37 22 87 25 C 10 9 17 22 17 21 86 9 16 16 22 1,520 400 1,080 92 21 54 66 279 79 7° 3° 136 24 22 49 54 25 '43 44 19 43 26 84 22 26 20 18 42 13 18 93 23 9 45 9 9 22 9 27 16 43 27 87 22 27 34 22 73 28 725 24 46 21 33 38 25 87 35 2 23 35 22 81 23 6 288 33 22 73 26 12 13 46 12 2,211 480 450 100 24 "9 48 2,914 2.390 I '2,466 2-550 1,299 1,207 a, 506 1, 141 4.055 3.124 (1) Closed.
43
H.—2.
REPORTS OF EDUCATION BOARDS EOR THE YEAR ENDING DECEMBER 31, 1878.
[Note. —It has been deemed unadvisable to swell the dimensions of the report by including in it matters of purely local interest where such can be conveniently omitted, but most of the tables and papers which accompanied the Boards' reports are either printed as received, or the information they furnish is embodied in the tables and summaries.]
AUCKLAND. In conformity with section 102 of the Act, the Board presents the following report of its proceedings during the year ended 31st December, 1878 : — Board. —At the election which took place in March, 1878, 46 candidates were nominated ; 136 School Committees, out of a total number of 146, recorded their votes ; and the following nine members were elected, seven of them being members of the old Board : John Logan Campbell (Chairman), Joseph McMullen Dargaville, Theodore Miiiet Haultain, David Mitchell Luckie, Hugh Hart Lusk, Joseph May, William Pollock Moat, George Maurice O'Eorke, and Frederick Lambert Prime. Mr. Lusk's seat having become vacant by resignation in May, Mr. Samuel Luke was elected, out of seven candidates, to fill the vacancy. The members who will retire on 3lst March, 1879, are Colonel Haultain, Mr. Luckie, and Mr. O'Rorke. Thirty-three meetings of the Board have been held during the year, with an average attendance of six members. Ordinary meetings are held fortnightly, and an executive committee of the Board meets once a week. Public Schools.—By the annexation of Cook and Wairoa Counties to the Education District of Hawke's Bay, five schools were, in April last, removed from the Board's control. The number of primary schools in operation during the whole or part of the year was, exclusive of those five, 193, showing an increase of seven beyond the number for 1877. Of these, thirty are half-time schools, six are schools aided under section 88 of the Act, and one school (Wairoa North) is conducted by an itinerant teacher, who visits four settlements in turn. In addition to these schools, the Board has had under its administration the two training classes for teachers at Auckland and the Thames, and the Auckland Girls' High School, which is now constituted under a special Act of the Assembly. The Auckland College and Grammar School was transferred to a Board of Governors in April, 1878. The number of school districts on 31st December, 1878, was 147.* Teachers. —The number of teachers iv the service of the Board during the last quarter of the year was as follows : — Male. Female. Total. Head teachers ... ... ... ... ... 157 28 1»5 Assistant teachers ... ... ... ... ... 12 89 10L Pupil and probationary teachers ... ... ... 16 77 93 Sewing teachers ... ... ... ... ... 0 33 33 185 227 412 These numbers show a very large increase upon the numbers for 1877, due not so much to the opening of new schools as to the increased attendance of scholars in many of the larger schools. As the classification of teachers under the new regulations will not be known until June next, it is impossible in this report to give any statistics as to certificates. The examination of pupil-teachers, usually held at Christmas, was postponed until March, so as to be held simultaneously with the teachers' examination. Attendance and Ages.—The following table shows, comparatively, for the December quarters of 1878 and 1877, the attendance at the primary schools in this district: —■ Ko. of Numbers ou Ecll. Average Attendance. Schools. Boys. Girls. Total. Boys. Girls. Total. December quarter, 1878 ... 193 6,424 5,504 11,928 5,020 4,075 9,095 1877 ... 186 6,271 5,107 11,378 4,398 3,397 7,795 Increase ... ... 7 153 397 550 622 678 1,300 In explanation of these figures it is necessary to state that, during the past year, the numbers on the roll have, in almost every school, been reduced by striking off, every quarter, the names of those who did not attend. In this and in future reports a more precise statement will be presented as to the numbers actually receiving instruction and as to the regularity of attendance. The adoption of the compulsory clauses in certain districts has, to some extent, tended to increase the percentage of average attendance; but it is hardly to be expected that School Committees will take the necessary trouble, or incur the odium, of enforcing those provisions of the Act. The issue of " good-attend-ance certificates" has, in some schools, afforded a stimulus to increased regularity. It will be seen from a return accompanying this report that 385 scholars above the age of fifteen years have attended the schools of this district during the past year. The Board seeks, as far as possible, to encourage the attendance of children above school age. On the other hand, it has been found desirable to exclude from attendance children under four years of age ; and teachers are directed not to include any such children in their returns of attendance. * By various divisions and amalgamations of districts taking effect from lst January, 1870, the number of school districts is now altered to 153.
H.—2.
44
Standards and Subjects op Instruction. —Standards were not introduced during the past year, but, upon receipt of tho Government regulations, teachers were instructed, from and after January, 1879, to prepare their scholars for examination thereunder; and future returns will exhibit tho classification according to standards. By the temporary appointment of visiting teachers at Auckland aud the Thames, special attention has been given to vocal music, which is taught by them on the Tonic Sol-fa method. As only three months have elapsed since the system was introduced, it is premature to speak of results. Classes for the instruction of teachers on this method are held twice a week, and are well attended. The Board is strongly impressed with tho opinion that no system of education can be called complete which does not include provision for physical training, and an effort will be made, during tho ensuing year, to provide gymnastic apparatus of a simple and useful kind for some at least of the larger schools. Already good results in this directions have been accomplished by the introduction of military drill into one or two schools. Finance.—The accounts and balance-sheet, forwarded herewith, show respectively the Board's income and expenditure during the past year, and its financial position at 31st December. It will be seen that by exercising the strictest regard to economy the Board has been enabled to keep its expenditure within the income. The chief difficulty in this district is to be found in the very large number of small schools which have to be maintained at an actual pecuniary loss. It was found during the year that the cost of maintaining schools having an average of twenty and under exceeded by £2,000 per annum the income derivable from capitation allowance in respect of those schools, and the Board was reluctantly obliged to resort to a special means (to which reference will be made in a later paragraph of this report), in order to meet the deficiency: a means which, it is feared, will very likely cause much discouragement aud inconvenience to teachers. The Board was glad to observe in the report for 1877 by the Minister of Education that the question of making special provision for the support of small schools in remote and sparsely-inhabited country districts has already engaged the attention of Government. To be restricted to the ordinary capitation allowance for these schools will be to compel the Board to decline many requests for the means of education in new settlements. The Board is always careful to obtain, from reliable sources, the fullest information before sanctioning the opening of a new school. Buildings.—With the aid of the special grant for school buildings, and upon the authority given to incur liabilities in excess of the grant, the Board has been enabled to erect, or contract for the erection of, thirty-two new schoolhouses and fifteen teachers' residences. Twenty-nine school-buildings have also been enlarged and improved at a considerable expense: it is found by experience that a large outlay in this direction is necessary from year to year. In very many cases the Board has been obliged, from want of funds, to postpone the erection of buildings most urgently required. During the past year the Board has frequently had occasion to bring under the notice of Government the special claims of this district to a larger grant for building purposes. It need now only be added that in many instances within the Board's knowledge children have been seriously exposed to cold and damp, or to the injurious effects of crowded and ill-ventilated rooms, through inability on the Board's part to meet the demand for school-buildings. In the last report special reference was made to the necessity for the erection of teachers' residences. During the past year the want of these has been constantly urged upon the Board's notice. It is almost impossible to procure and retain the services of efficient teachers without offering them the inducement of a permanent residence. A reference to Table No. 2, accompanying this report, will show that only fifty-eight schools, less than one-third of the whole number, are provided with residences. The Board cannot too strongly press this matter upon the attention of Government. It is satisfactory to report that in many districts the inhabitants have shown their earnestness in a practical manner by liberal gifts of money and land for school-buildings. Reserves. —In August last the administration of the education reserves was assumed by the School Commissioners appointed under " The Education Reserves Act, 1877." The Board has submitted its claim to participate in the revenues accruing respectively from primary and secondary reserves; but up to the present date no appropriation has been made by the Commissioners. The Board would suggest the necessity of action being taken to Crown-grant or convey the reserves or portions of reserves occupied as school sites, which, under the Act, are vested in the Board. Committees.—ScnooL Eund.—Tho Board has received much valuable assistance from School Committees during the past year. Owing to the introduction of a new law, certain questions have arisen, as to practice and course of procedure, which, for the most part, have been settled satisfactorily. It is perhaps to be regretted that, in some respects, the relative duties of the Board and of Committees are not more explicitly defined in the Act. A change in the system, as regards this district, has been effected by the regulations, which require that payment be made of the capitation allowance to the school fund of each district. Previously the practice had been to deal with each application from a School Committee on its merits, and to make such a grant as would be sufficient, with the help in nearly every instance supplied by the district itself, to meet the requirements of the case. In arranging the distribution of this captation allowance, the Board, after due consideration, adopted a scale giving the largest rate of allowance to the smallest schools. The object of this arrangement was to enable the Committees in remote and sparsely-peopled districts to supplement the teacher's salary beyond the capitation allowance of £3 155., which, in many instances, would be quite insufficient for the teacher's subsistence. It also became necessary to prescribe the ordinary objects of expenditure, to be met by Committees out of this fund, and tho following objects were specified accordingly : " Cleaning schoolroom and outbuildings ; supplies of brooms, dusters, &c.; fuel for school use ; water supply ; gas or other light (if used) ; appliances for drinking and washing; all repairs to school and school property, ordinary wear and tear alone excepted ; carriage or freight of school furniture and other requisites ; stationery, advertising, and printing for the use or on account of the Committee." The Board is not yet in a position to report how far this alteration has proved beneficial or otherwise.
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Scholarships.—Appendix No. 6 contains a list of the scholarships held during the year, copies of the papers set for the examination held in December, 1878, and the programme of subjects of examination for 1878 and 1879. The number of scholarships now current is twenty-nine—viz., ten open and nineteen restricted to pupils of the primary schools within the education district. Each scholarship entitles the holder to an allowance of £30 per annum, and to free tuition at the Auckland College and Grammar School. The Board has extended the competition for scholarships to girls as well as boys. The capitation allowance of Is. 6d. per head is found to be barely sufficient to meet the cost of maintaining these scholarships ; but the Board trusts that the Government will see their way to increase the allowance for those districts where, as in Auckland, the system has been for many years successfully established. Public Libraries.—A list, showingthe distribution of the grant allotted to Auckland under " The Public Libraries Subsidies Act, 1877," is appended hereto. By special permission of the Government, the Board was enabled to grant pound for pound of the voluntary subscriptions actually received by each library during the year 1877. Except in one or two special cases, the grant was made in books, purchased by the Board from lists selected (subject to approval) by tho committee or managers of each library. At the request of the Government, grants were made in equal proportion to the borough libraries, upon condition of their managers undertaking to comply wiih the provision of the Act, by opening their reading-rooms to the public free of charge. The Board would suggest that some definition of the term " public library " should be prescribed, and that for this purpose it might bo well to bring into practical operation the provisions as to incorporation of libraries contained in " The Public Libraries Powers Act, 1875." Gjels' HIGH School. —This school, which was opened in 1877, has increased in a very remarkable manner during this year. At E:ister, 1878, consequent upon the resignation of the lady-prin-cipal, a resident headmaster, Mr. Neil Heath, was appointed, and Mrs. Heath undertook the supervision of the boarding department. The number of scholars increased during the year from 103 to 153.* The income from fees was £791 10s., aud tho expenditure £1,767 3s. 4d. By the passing of "Tiie Education Act, 1577," the authority which previously existed for the maintenance of this school was apparently repealed; but during the last session of the General Assembly a special measure was introduced and passed, placing it uuder the control of this Board. That Act contains provision for an endowment of land to the value ol £5,000, but some time must necessarily elapse before any revenue can be derived from this source. Hitherto the Board has endeavoured, with the help of the capitation grant allowed for the numbers at this school, to meet the excess of expenditure out of the ordinary funds at its disposal; but it is clear that this arrangement cannot be continued without severe injury to the Board's financial position. Oue of the objects held in view by the promoters of this school was to supply a means of training for female teachers, and the Board desires, if possible, to carry out, with the sanction of the Government, some arrangement of the kind. The Board trusts that measures will bo taken, during the next session of the Assembly, to place this school on a fooling equal to that occupied by similar institutions in other parts of the colony. The erection of a suitable and permanent building, with separate accommodation for boarders, and with ample area for playground, is absolutely essential for its future success. Training College.—The Board has entered upon certain arrangements, preliminary to the opening of a normal school or college, for the training of teachers iv this district. In conclusion, the Board desires gratefully to acknowledge the valuable advice and assistance which has been afforded by the Minister and the officers of the Education Department during the past year. Adopted at a meeting of the Board this 28th day of March, 1879. J. Logan Campbell, Chairman.
General Statement of Income and Expenditure for Tear ended 31st December, 1878.
Income. £ s. d. 'o Balance, lst January, 1878 —Maintenance Account ... ... ... 2,260 0 7 Balance, 31st December, 1S77—Buildings 1,970 11 1 Grants from Government—-Ordinary ... 40,^91 9 11 „ Buildings ... 19,000 0 0 Education Reserves—Net receipts (less management, £05 15s. Gd; cost of deeds, £22 4s. 6d.) ... ... 295 16 3 Arrears of rates collected ... ... 3 0 8 tees for Higher Education—Girls' High School ... ... ... ... 791 10 0 Fees for Higher Education —Trainingclass fees ... ... ... 42 15 0 Subscriptions and Donations — School buildings ... ... ... 964 5 0 Incidental —Forfeited deposit ... 10 0 0 „ Grammar School Trust ... 4oT 14 3 ,, Refund*, school books ... 211 2 3 Refunds, rents ... ... 19 10 0 „ Refunds, law costs ... 3 3 0 Expenditure. By Office and BoardOffice staff, salaries Clerical assistance Departmental contingencies Inspection —Salaries „ Travelling expenses ,, Examination of teachers ... Teachers' salaries and allowances Teachers' salaries, Girls' High School ... School Committees for educational purposes ... Insurance on buildings Scholarships Training of teachers Buildings —Works, &C. „ Plans and supervision Count de Zaba's History Charts Teachers' Library ... Teachers' travelling expenses ... School books (see Income) Rates on property held by Board Grammar School Trust To replace cash stolen from Treasury ... Balance in hand £ s. d 1,241 9 I 155 11 l 1,345 15 li 600 0 i 111 5 i 107 14 : 27,4(8 16 i 1,767 3 ■ 3,067 15 • 247 1 i 500 0 l 2,519 12 I 23,035 9 i; 526 14 I 75 0 I 46 8 i 33 15 ! 211 2 1 25 2 I 466 10 : 77 19 ! 2,654 9 1' £66,294 17 I £66,294 17 0 * Since January, 1879, the number of scholars has incre iccommodation in the Wesley College premises, tho Board hi ;ion of a temporary schoolroom, with power of removal at the sased to 200; and, in consequence of the inadequacy of the as been obliged to incur an expenditure of £350 in the ereci expiration of the lease of those premises.
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Details.—Office Staff: Secretary, £400; Treasurer, £350; two clerks, £375; extra clerk, £69 lis. Bd.; messenger, £46 18s.: total as above, £1,241 9s. Bd. Departmental Contingencies: Office rent, £117; legal expenses, £276 7s. 6d. j printing, £195 ss. 9d. ; advertising, £423 lis. 3d.; stationery, £141 ss. 9d.; payment to auditor, £20; office seal, £12; cleaning offices, fuel and light, freight and carriage of parcels, telegrams, and sundries, £157 ss. 7d. : total as abovo, £1,345 15s. lOd. Buildings: Expenditure on new schools, enlargement* and improvements, £20,586 18s. Gd.; purchase of sites, £674 Bs.; furniture and apparatus, £245 4s. lid.; school furniture, £24-5 4s. lid. j purchase of site with Reserve Suspense Fund, £360 ; expenditure on new schools, £923 13s. 7d. : total as above, £23,035 9s. lid. Totnl of preceding statement, £66,294 17s. ; add Public Libraries Account, £1,025 75.; cost, of reserves management, £88 ; refund by Government for plans of buildings, £27 Is. 3d.: total, corresponding with total of audited balance-sheet, £67,435 ss. 3d.
Statement of Assets and Liabilities on 31st December, 1878.
Building Fund. —Statement of Assets and Liabilities on 31st December, 1878.
TAEANAKI. Sir,— New Plymouth, 31st March, 1879. The Taranaki Education Board, in compliance with the directions of the 102 nd section of " The Education Act, 1877," has the honor of presenting to the Hon. tho Minister of Education a report of its proceedings and of the state of its district during the year ended 31st December, 1878. Attendance.—During the year there was an increase both in the enrolment and average attendance of the children at the public schools; but there were, at the same time, both in the town and country portions of the district, a number of neglected children growing up in ignorance. These were chiefly the offspring of ignorant persons, unable to estimate aright the value of education. Such persons were unaffected by the compulsory clauses of the Act, by reason of the Local Committees, in some instances, being unable to exercise the powers conferred by these clauses on account of insufficient accommodation for the children existing ; and, in other instances, from fear of resentment from neighbours, or from a disinclination to engage in legal contests. ScnoOLS.—The Board has been compelled to close two schools—Albert Road, in a remote forest district, on account of a small and decreasing attendance of children ; aud Welbourue, in a sawyers' village, on account of the saw-mill and operatives having been removed to another district. The Board hopes to be able to reopen tbe forest school as a half-time school so soon as it can erect a school-build-ing in an adjoining subdistrict, where another half-time school is purposed to be established. Several new schools were established during the year, and steps wei-e taken for the establishment of others in new aud rapidly-increasing districts. Some of the schoolhouses were repaired, and rendered more comfortable to the children ; others were enlarged to meet the needs of increased attendance; and steps were taken towards further enlargements and improvements. Teachers. —Heretofore the educational progress of the district had been much retarded by the want of trained teachers. The Board's teachers were, fortunately, mostly persons of estimable moral character, and of fair attainments ; but, in nearly every instance, they wero unacquainted with the art of collective teaching according to the new and improved methods. This want was in a measure met by a concession of the Central Department, by which four of the Board's teachers were enabled to have the benefit of instruction in the Dunedin Training School, aud by the temporary appointment of an organizing master to the district. Improvements in school furniture were introduced where it was possible to do so. Dual desks were supplied to the new schools. Mounted and varnished maps, showing the boundaries of the counties of the colony, were furnished to each of the schools. Other improvements were also projected. High School. —During the year an Act was passed granting to the Board land of the estimated value of £10,000, as an endowment for a high school in the Town of New Plymouth ; also a valuable building site. A grant of £500 towards the erection of a high-school building was also made. At the end of the year the educational prospects of the district were of a hopeful character. General.—The Board held twelve ordinary and four special meetings during the year. The Board had no district high school, gave no scholarships, had no training college, and no schools aided under the 88th section of the Act. It had no evening classes. It had four half-time schools. Savings banks were established in two of the schools, but the Board exercised no control over them. In no instance was compulsory attendance adopted. The Hon. the Minister of Education, "Wellington. Benjamin Wells, Chairman.
Assets. lank balance ... lue from Native Department )ue for scholarships iefund due for advances on Furniture Account dvanres to be accounted for liscellaneous... £ s. d. 347 3 10 190 0 0 120 0 0 3,974 2 4 50 0 0 6 10 0 Liabilities. Unpaid accounts Teachers' salaries, &e,, for Deeember, 1878 Payments to Committees Miscellaneous, including scholarships Balance £ s. 175 13 2,615 0 795 0 275 0 854 3 £4,711 16 2 £4,714 IG
Assets. lank balance ... lalance of £18,000 grant in aid of school buildings lalance £ s. d. 2,262 10 2 10,000 0 0 6,988 15 8 Liabilities. £ s. a Unpaid accounts ... ... ... 192 9 • Liabilities for works under contract aud for grants authorized... ... ... 15,084 14 '. Liabilities, furniture ... ... ... 3,974 2 ■ £19,251 5 10 £19,251 5 li Vincent E. Bice, Secretary.
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General Statement of Income and Expenditure for the Tear ended 31st December, 1878.
Statement of Assets and Liabilities on 31st December, 187 S.
WANGANUI. Sir, — Wanganui, 26th February, 1879. I have the honor to present to you the first annual report of this Board, and, in so doing, would remind you that it embraces a period of nine months only, in which respect it is necessarily incomplete. This Board was elected in March, held its first meeting in Wangauui on the sth April, and has subsequently met nine times on the regular days. The Board's first step on taking office was to see the several School Committees elected, and that the boundaries of the school districts were defined and adjusted. Schools and Attendance. —When the Board came into office, it found 47 schools in existence, 40 of which were in operation, and 7 closed for want of teachers. Steps were at once taken to reopen the latter, but, owing to their being small schools with poor attendances, difficulty was experienced in finding teachers at the low rate of remuneration necessarily offered. There are now 48 schools under the Board, of which 47 are open and only ono closed. The average attendance of scholars when the Board took office was 1,420, and the Board is pleased to state that the year closes with a working average of 2,141, being an increase of a little over 50 per cent. This satisfactory state of things is, I believe, attributable to two causes —first to the activity and interest displayed by the Committees, and secondly to the bringing into operation, in many cases, of the compulsory clauses of the Act. The increase would have been much greater but for the inadequate accommodation in many large centres, such as Wanganui, Eoxton, Feilding, Marton, Halcombe, aud others. This want, however, is being met as fast as circumstances will allow, and the Board trusts that the result for next year will be as encouraging as for the past. The accompanying table sets forth a complete list of tho Board's schools, together with the teachers, their respective salaries, and other detailed information. New Schools and Extensions.—During the year, new schoolhouses have been erected at Wanganui, Maxwell, Mosston, and Crofton, and arrangements have been made for erecting others at Karere, Parawanui, Porewa, aud Upokongaro, whilst extensive additions will be made to the schools at Eoxton, Eeilding, Mount View, Marton, Upper Tutaenui, Normanby, Waverley.and Kohi. The accommodation at Halcombe and Palmerston will no doubt require enlarging, as these places are fast increasing in size. Besides the important improvements referred to, the whole of the outdoor arrangements are being attended to, such as drainage, fencing, &c, &c, necessaries which involve a considerable outlay. Teachers' Residences. —Teachers' residences havo been provided at Brunswiek, Mount View, and Mars Hill, and arrangements have been made for erecting others at Denlair, Upokongaro, Taonui, Kohi, and Awahuri. New Schools Hequired.—New schools are now required at Bunnythorpe, Makino Eoad (Feilding), Terrace End (Palmerston North), Kaiwhangaroa, Otaki, Aramoho (Wanganui), and also a Wanganui girls' school. Much inconvenience has been caused by the crowded state of some of the schools, but it is to bo hoped that the Board's efforts to provide the important additions alluded to will tend to lessen the evil, increase the attendance, aud render the teaching power more effective. New Residences.—New residences are required at Crofton, Halcombe, Foxton, Stoney Creek, Waitohi, Wangaehu, Brownlee, Maxwell, Mosston, Mataongaonga, Waitotara, Aramoho, aud Wanganui. District Hion Schools. —A commodious and handsome new school for boys has been erected in Wanganui, capable of accommodating from 4UO to 500 children, and it is estimated that this number will attend when the compulsory clauses are brought into force. The building has been erected on a site of three acres of the endowed school reserve, leased for a period of forty-two years at a nominal rental, and will be opened as a district high school during the ensuing year. With this end in view the Board will take steps to procure the services of first-class masters, and the increasing requirements of the town will thus in a measure be provided for. When the proper time arrives, the Board hopes to be in a position to take advantage of " The Wanganui High School Act, 1878," by opening this school as a high school proper,
Income. £ s. a. ro Balance on lst January, 1878 ... ... 411 13 5 Grants from Government—General ... 3,032 2 10 „ „ Buildings ... 1,400 0 0 Net receipts from reserves ... ... 60 0 0 Incidental receipts —Rents of cottages ... 13 8 3 „ „ Native office ... 2 14 5 Expenditure. £ s. d. By Office and Board—Office staff ... 169 7 6 Departmental contingencies ... ... 176 13 11 Inspection—Salary ... ... 100 0 0 Teachers' salaries and expenditure on schools ... ... ... 2,457 7 9 Buildings ... ... ... 1,381 8 8 Advance repaid ... ... ... 2 15 6 Balance iu hand ... ... ... 632 5 7 £4,919 18 11 £4,919 IS 11 Departmental Contingencies: Office furniture, £55 2s. itationery, £50 14s. 8d. ; incidental, £25 6s. 2d.: total as ah 3d. ; legal expenses, £5 lis. lOd.; advertisements, £38 19s. ; >ve, £176 13s. lid.
Assets. lash—Education Fund „ School Building Account ... lalance £ s. d. 613 14 0 18 11 4 123 10 4 Liab Inspector School Committees ... Maintenance aud buildings Books Advertisements 5(7 lilies. £ a. 6 75 0 i 173 15 i 485 11 : 14 17 i 6 12 i £755 15 11 £755 15 1
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Having so far provided for the boys, the Board has in view the necessity of establishing a girls' district high school, and purpose erecting a suitable building as soon as a site can be procured. Negotiations are on foot with the Borough Council and Government with a view of obtaining three acres of what is known as the Queen's Gardens for this desirable object, and when a legal title is obtained no time will be lost in commencing the work. It will further be the Board's duty to ascertain whether other centres of population cannot be supplied with the means of obtaining a more liberal education. Patea, Feilding, Foxton, Marton, &c, are making rapid strides, aud it is not unlikely that some of these places will lay claim to the advantages contemplated by the Act. Scholarships.—From the Government grant for that purpose, the Board established seven scholarships, of the annual value of £20 each, in accordance with the regulations already forwarded to the Department of Education. Four of these were tenable for one year, and three for two years. A competitive examination will be held in January. Examination op Teachers. —An examination of candidates for third-class certificates, and of pupil-teachers for classification, was held in the Wanganui Grammar School on the 13th September, and the report of the examiners will be found in the Appendix. Standards. —When the Board took office, upon the recommendation of their Inspector they adopted the six standards of the Wellington Board. These have since been superseded by the Order in Council of 24th September, to which the Board will direct the Inspector to give eft'ect. In so doing, they will also direct him to define the relative values of the old and the new standards, and to instruct the teachers accordingly, to the intent that confusion may be avoided on the one band and disappointment and loss of marks on the other. A list of the different subjects taught will be found attached to the Inspector's report. Teachers. —The Board has 71 teachers in its employ. Of these, 37 are male, and 34 female. Upon the whole, they are efficient, as well as zealous and active in the discharge of their duties. Great difficulty has been experienced in filling up vacancies in the small schools ; the scale of payment being based upon average attendance, the salaries at these schools are necessarily small, and although the Board has endeavoured to induce the Committees to supplement them, such a system appears to be precarious, and not by any means universally approved of. It is manifest that the Board cannot pay teachers more than it receives from the Government, and, although it has endeavoured to mitigate the evil by a carefully graduated scale of salaries, which gives teachers of small schools a greater capitation than those with a larger attendance, the salaries of the former are still very poor, and totally inadequate for the purpose. Rules and Regulations.—The Board established a set of rules and regulations for the guidance of teachers and Committees. These will be revised where necessary, so as to bring them into harmony with the various Orders in Council. The standards will now of course be obsolete. Rees Bequest.*—The late Dr. Eees having bequeathed a sum of money to this Board, the amount, within a small sum, has been invested in mortgages on freehold securities, and the proceeds of these investments will be devoted towards paying the salary of the headmaster of the District High School. The Education Act.—The Board has endeavoured to carry out the spirit of the Act (which may bo said to be on its trial) to the best advantage. When it is considered that this is the only new Board which has been constituted in the North Island, that it is working under a new Act, and with a large number of small schools to provide for, it may fairly claim that its efforts should be regarded as of a tentative nature, rather than the result of experience, of which other Boards have had the advantage. Although the Board recognizes the object contemplated by the Act in a uniform capitation allowance for the colony, experience proves that the results obtained do not by any means equal the anticipated expectations. The rate of £3 15s. may, as a whole, be sufficient, but this Board is of opinion that an amendment in the Act substituting two rates would be desirable. The Board would therefore suggest one rate for towns with comparatively large populations, and another for less favoured centres. It is only by come such equitable distribution of the grant that Boards like this can continue to afford the means of education by small schools in outlying districts. It has been found that tho duties of the Committees and the Board are not well defined. The powers are divided and indefinite, especially as regards their relations to teachers ; and in this respect the Act does not work altogether smoothly. A spirit of emulation seems to pervade the actions of the Committees in the execution of their duties, and there is evidently an increasing desire to advance the cause of education. The Board is, however, of opinion that, if the Act were clearer and more explicit with reference to the respective duties of the two bodies, it would be advantageous to both, and they would beg especially to bring this matter under your notice. Finance.—ln Table No. 3, part 1, you will find the general receipts and expenditure under the heading of Maintenance ; and part 2 shows the state of the School Building Account. It will be seen that the General Account is overdrawn to the extent of £582 19s. 5d., whilst there is a sum of £3G6175. unexpended from the first grant for school buildings. In the administration of its affairs, the Board has observed every possible economy, and the overdraft referred to is quite unavoidable. The Board would therefore here point out some of the reasons which have necessitated it. In the first place it has a large number of schools scattered over an extensive district, and many of these, instead of leaving a surplus of revenue to meet contingent expenses, are on the contrary a great tax upon the Board's resources. Again, extraordinary and unavoidable expenses consequent upon the formation of a new Board have been incurred, and some debts left by the old Wellington Board have been paid, and for such contingencies no funds have been provided. Further, when the Board came into office it found n scale of teachers' salaries in excess of its income. Some little time was unavoidably lost before the Board got into working order, and a new scale could be adjusted. After this was accomplished it was considered necessary to give teachers three months' notice of the proposed change before it could be brought into operation. It will thus be seen that, whilst the capitation grant may be ample for the * Sec memorandum following.
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requirements of established Boards, with comparatively few schools and large attendances, Boards like this with a number of small schools to provide for aro unable to meet the demands made upon them. The very inadequate remuneration offered to teachers of small country schools, consequent upon this state of things, results in frequent changes and much disappointment to the Committees. The Board would therefore beg to bring these matters forcibly under your consideration, to the end that some means may be devised to relieve it of the serious responsibility which they entail. Inspector's Report.—The accompanying report of the Inspector should furnish you with a full statement of the condition of the schools, as well as with a comprehensive account of the state of education throughout the district, and the Board trusts that it will be in accordance with your wishes. I have, &c, The Hon. the Minister of Education, "Welllington. ' W". H. Watt, Chairman.
The Rees Bequest Fund. —(Memorandum by Secretary of Education.) Under a decree of the Supreme Court of New Zealand, the Education Board of Wanganui, as representing the former Board of the Education District of Wellington, now holds in trust a sum of money, being the proceeds of a bequest by the late Dr. Rees. The following is an extract from the decree of the Court: " That the plaintiff, Henry Shafto Harrison, do convey and assign and assure all such portions of the personal estate which, at the time of the death of the survivor of the testator's wife and sister remained unsold, and do transfer and pay over such portions of his the said testator's said estate as shall consist of Government debentures, or other Government securities, or other securities whatsoever, or money or other effects whatsoever, subject to the deduction before mentioned, unto the Board of the Education District of Wellington, upon trust, to be appropriated by the said Board to the education of European children being the descendants of Europeans, in some school to be established under the authority and control of the said Board in the Town of Wanganui, in the Provincial District of Wellington ; and this Court doth further order and decree that the said Board shall keep a separate account of the annual rents, profits, and income arising from the said trust property," &c. The following is a statement of the moneys received under the decree : —■ £ s. d. Received by Wellington Board from Registrar of Supreme Court... 2,591 4 3 Less legal expenses paid to Messrs. Izard and Bell ... ... 47 7 0 Balance as per "Wellington Board's General Statement ... 2,543 17 3 Legal expenses to Messrs. Brandon and Quick ... ... 148 8 8 Balance received by Wanganui Board ... ... ... £2,395 8 7 The Board has furnished the following statement of the Rees Bequest Account, as at 31st December, 1878. It has been resolved by the Board to appropriate the annual proceeds of the bequest towards the support of the District High School established in the Town of Wanganui.
Statement of the Rees Bequest Account for the Year ending 31st December, 1878.
General Statement of Income and Expenditure for the Year ended 31st December, 1878.
Departmental Expenditure : Office rent, £27 10s.; furniture, £53 19s. Bd.; printing, £03 2s. 6d.; advertising, £81 Is. 3d.; stationery, £35 16s. 3d.; cheque-books, stamps, office-cleaning, &c, £14 165.; not specified, £4 16s. 6d.: total as above, £281 2s. 2d. Details of School-building Expenditure i New schools, £2,670 16s. 9d.; new residences, £716 Bs. lOd.; enlargements and improvements, £872 13s. 6d.; purchase of sites, £276 25.: total as above, £4,536 Is. Id. Grand total as above, £11,667 17s. 6d.; add bank deposit, £4,000; Public Library Account, £185 95.; Rees Bequest, £500 ; total as per Board's audited statement £16 353 6s. 6d. 7-H. 2. (App.)
£ s. d. ':o amount of bequest received from the estate of the late Dr. Rees ... ... 2,395 8 7 Mortgage paid off... ... ... 70 0 0 Interest on mortgage ... ... 1 15 0 Interest on deposit ... ... 26 18 11 Loan, Education Fund ... ... 500 0 0 By Loan returned (Education Fund) Investments —Loans on interest. Interest account ... Balance at the Bank £ s. ... 500 0 ... 2,100 0 0 19 ... 393 3 £2,994 2 £2,994 2 6
Income. £ s. d. 'o Grants from Government—General ... 6,334 10 6 „ Buildings ... 5,000 0 0 Donations ... ... ... 50 0 0 Incidental Receipts —Refunds paid in error G3 19 11 „ From Patea Board... 2 19 8 Balance ... ... ... 216 7 5 Expenditure. £ e. d. By Office and Board — Secretary ... ... ... 170 16 8 Allowance to members of Board ... 113 16 6 Departmental contingencies ... 281 2 2 Inspection —Salary, eight months at £400 266 13 4 „ Travelling expenses ... 33 6 8 Pupil-teachers' examinations ... ... 8 10 0 Teachers' salaries and allowances ... 5,616 8 9 Committees for educational purposes ... 354 10 0 Insurance of buildings ... ... 11150 School Buildings —Works ... ... 4,536 1 1 „ Plans, supervision, &c. 146 1 11 Sundries—Interest, &e. ... ... 12 10 6 „ On account of Wellington Board 46 4 11 Refund to Patea Board ... 70 0 0 £11,667 17 6 £11,667 17 6
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Assets and Liabilities upon 3] st December, 1878.
Building Account.
WELLINGTON. Sib — Wellington, 27th March, 1879. As directed in clause 102 of " The Education Act, 1877," and in terms of circular letter No. 14, of the 31st October last, the Wellington Education Board present a report of their proceedings for the calendar year ended 31st December, 1878. During the year 1878 the Board met thirty-two times, inclusive of the regular meetings held on the third Wednesday of every month. For the first three months of the year the Wellington Education District included the whole of the late provincial district. On receiving instructions from the Education Department, this Board made the election required by the Education Act for both the present Wellington and Wanganui Districts ; and, from the lst April last, the Wellington District, as at present defined, has been administered by this Board. An agreement has since been come to between the two Boards, whereby their separate liabilities at the time of severance were accepted by each. Public Schools, Teaching Staff, and Maintenance.—Attached to this report will be found a list of the schools under this Board,-showing also the teaching staff of each school, their salaries, and the cost of maintenance of each and all of the schools for the year. A similar return of schools included in the Wanganui District, on and after the lst April last, is given for the quarter ended 31st March last. The schools returned in this list of the present "Wellington District for the year 1878 are all full-time schools, except two at Makara worked on the half-time system. Where the average attendance of schools falls below 25, it is intended, in future, to apply the plan of aided schools set forth in the rules and regulations. Attendance. —In the Appendix will be found a return showing the total number of pupils attending each school, the average attendance of each school, and the accommodation provided. At the end of the year 1878 there were 38 male and 67 female teachers in the service of this Board, as compared with 37 male and 54 female teachers for 1877. The number of children on the books at the end of 1878 consisted of 2,511 boys and 2,134 girls, making a total of 4,645, as compared with 1,660 boys and 1,167 girls, making a total of 2,827, for the previous year, within the same area. The average attendance for the last quarter of 1878 was 3,374, and for the last quarter of 1877 it was 2,365, showing an increase of 1,009 on the average attendance, within the present area of the district. At the beginning of the year large new schools were opened in the City of Wellington, and, owing to the great demand for school accommodation, caused by the immense increase in population, these schools rapidly filled. Other parts of the city are in urgent need of increased school accommodation. The Board are about to erect large new schools in the Thorndon and Te Aro districts, and in the populous suburb of Newtown, to meet pressing requirements. The following table will show how many children of school age there are within the district, and how many are actually attending Board schools :— All Children of On the Books School Age. of Board Schools. March, 1878. December, 1878. Wellington City ... ... ... ... 4,408 ... 2,555 Wellington country districts, including Hutt ... 1,841 ... 942 Wairarapa ... ... ... ... 2,042 ... 1,148 Total ... ... ... ... 8,291 ... 4,645 Improvements to ScnooL Properties.—Class-rooms, with convenient cap-rooms and lavatories, have been added to the Terrace, Mount Cook Girls', and Masterton Schools. A new school was opened during the year at Opaki, and teachers' residences havejjeen built at Tawa Flat, Clareville, and Waihenga. The Government have set apart two sections of the reclaimed land at Pipitea Point, and placed them at the service of the Board for school purposes. Additional sites much required have been purchased in Sydney Street, Wellington; at Tawa Flat, Carterton, Upper Hutt, and Waihenga. Income and Expenditure.—ln the Appendix will be found a statement of the Board's accounts for the year, showing an expenditure for maintenance of £16,966 14s. Bd., and for school buildings of £9,670 7s. Details of departmental expenditure accompany this return.
General Account (Maintenance.) £ s. d. 'o Bank overdraft ... ... ... 582 19 5 School Fund, due to Committees for quarter ending 31st December ... ... 197 17 1 By Balance £ s. d780 16 6 Balance ... ... ... £780 16 6 £780 16 6
'o Outstanding contracts, &c. Balance £ s. d. *- "• a- ... 4,396 12 6 By Amount of grant unexpended ... 365 17 0 Balance ... ... ... 4,030 15 6 £4,396 12~6 £4,396 12 6 ...£4,030 15 6 A. A. Beowne, Secretary. "W. H. Watt, Treasurer.
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Ages and Standards of Pupils.—ln the Appendix will be found a return of children of certain ages, the standards for which they were being prepared, and the number receiving instruction in each subject prescribed by the Act. The report of the Inspector of Schools will give more specific information on these subjects. Scholarships.—No scholarships were awarded by the Board during the past year. The only scholarships held were given by the College governors from the proceeds of moneys standing over from a public savings bank account. These moneys were placed in the hands of the College governors to found primary scholarships. These scholarships are awarded to boys of the age of twelve years and upwards, and are tenable to the age of sixteen years. The following scholarships were held during 1878: Charles Pownall aud Louis Barnett, Thorndon School; and Samuel Knight, Lower Hutt School. Training School.—This Board has considered, at several meetings, tho question of the establishment of a normal school. A letter was received from the Education Department in May last, stating that £1,000 would be at the disposal of the Board for a training school. The Board wish that this sum may be used for the purpose of erecting a lecture-room and teachers' library room on a section of land in Thorndon, recently acquired by the Board. If the Government will make a sufficient grant next year, the Board will appoint a normal master, and at once commence the work of normal training. The necessity of this work, and further suggestions on the matter, are more fully treated of in the Inspector's report. School Inspection.—A very full report of the state of education in this district for the past year will be found in the report of the Inspector of Schools attached. Rules and Regulations.—The rules and regulations of this Board have been thoroughly revised during the past year. A list of books in use is included in the rules and regulations. Libraries. —No school or public libraries are established in connection with the Board. School Districts. —The Board have during the past year divided the whole of the education district iuto school districts, and fixed their boundaries ; and School Committees have been elected for each district, in terms of the Act. A map has been made showing the boundaries of the districts. Examination of Teachers. —An examination of teachers for third-class certificates only, and for all pupil-teachers for classification, was made in July last. In Appendix No. 7 will be found a report of the examiners, and copies of the papers set. Suggestions for Amendment of the Act. —The Board wish to call the attention of the Government to the case Doherty v. the Education Board, and to append a copy of the judgment given in the case. The decision in this case has involved the Board in the payment of very heavy costs ; and, in order to avoid the risk of a similar one occurring again, which is always possible as the Act now stands, it is, in the opinion of the Board, advisable that an amendment should be made in the clause providing for dismissal of teachers. They would suggest the addition of the word " insubordination " after the words " immoral conduct," in clause 47, so that the latter portion of the clause would read as follows : " Nothing contained in this Act shall preclude or prevent the Committee from suspending, and the Board from peremptorily dismissing, any school-teacher for immoral conduct, insubordination, or gross misbehaviour." The Board would also draw the attention of the Government to clause 77, which provides for the acquiring of school sites "on the application of the Committee." If this is read (and it seems the only construction) to mean that there is no power to purchase except after such application, it is obviously a matter which requires amendment, as the Board, recognizing it to be one of its principal duties to provide the necessary schools, may often find it advisable to acquire sites without having previously received such application. The Board would also request the Government to take into consideration the advisability of providing that the Inspectors shall be appointed by, and be under the direct control of, the Education Department instead of the Boards; it being, in the opinion of this Board, very desirable that the schools under their control should be subject to inspectiou by au officer entirely independent of themselves. Conference.—The Board recommend that the Government should invite a conference of the Chairman of the Education Board and the Chairmen of School Committees, iv order that any points of " The Education Act, 1877," which appear to them uncertain, or capable of improvement, may be brought before the notice of the Government. I have, &c, The Hon. the Minister of Education. C. J. Pharazyn, Chairman.
General Statement of Income and Expenditure for the Year ended 31st December, 1878.
Income. £ s. d. 'o Balance on lst January, 1878 ... ... 674 10 10 Grants from Government —General ...15,289 7 11 „ „ Buildings ... 8,000 0 0 Net receipts from education reserves ... 238 19 0 Arrears of rates and fees collected ... 318 18 1 Incidental Receipts— Refund, teachers' salaries... ... 2134 „ half cost of fencing ... 3 13 6 „ tracing supplied to Wanganui... 110 School requisites —transfer ... 1 6 11 Rent of school site ... ... 15 0 0 Sale of school site ... ... 20 0 0 Rees Bequest Fund ... ... 2,591 4 3 Expenditure. £ s. d By Balance, Bank of New Zealand, old account 1,732 1 I Office and Board — Staff ... ... ... 490 16 I Allowance to members of Board ... 39 3 I Departmental expenses ... ... 299 14 I Inspection—Salary (half) ... ... 250 0 I ,, Travelling expenses ... 142 3 I Teachers'salaries and allowances ...12,930 16 I Committees, for educational purposes ... 460 7 I Insurance of buildings ... ... 47 5 ! Buildings—Works, &c. ... ... 5,892 7 I „ Plans, supervision, etc. ... 234 2 I Sundries —Commission on rates and fees ... 16 10 I ,, Interest ... ... 1 8 H „ Balance Rees Bequest ... 2,543 17 I Balance in hand ... ... ... 2,094 10 I £27,175 4 1< £27,175 4 10
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Details of expenditure:—Office Staff: Former Secretary, £33 6s. Bd. ; half of conjoined offices of Secretary and Inspector, £250 ; clerk, £187 10s.; messenger, £20 : total, as above, £490 16e. Bd. Departmental Expenses : Office furniture, £18 10s. 9d.; printing, £116 4s. 9d. ; advertising, £94 4s. 10d.; stationery, £54 19s. 2d.; audit of accounts of former Board, £15 155.: total, as above, £299 14s. 6d. School-buildings: New schools, £1,601 17s. 4d.; enlargements and improvements, £3,596 2s. Id.; purchase of sites, £617 25.; schoolhouse rents, £77 ss. lOd.: total, as above, £5.892 7s. 3d. Total of statement, as above, £27,175 4s. lOd; Public Libraries Account, £556 75.: total of Board's audited statement, £27,731 lis. lOd.
Assets and Liabilities upon 31st December, 1878.
HAAVKE'S BAY. Sic, — Board of Education, Napier. In accordance with section 102 of the Education Act, the Board of the Education District of Hawke's Bay has the honor to submit its report upon the general working of the Education Act in this district for the year ending 31st December, 1878. Board. —The following are the names of the members of the Board : Miss Herbert; R. Harding, Esq.; S. Locke, Esq., R.M.; G. E. Lee, Esq.; J. D. Ormond, Esq., M.H.E. (Chairman) ; Captain Russell, M.H.R.; F. Sutton, Esq., M.H.E.; Rev. D. Sidey ; J. N. Williams, Esq. At the election of members in April last Henry Kenrick, Esq., R.M., was one of the successful candidates, but, Mr. Kenrick having resigned immediately afterwards, Mr. Locke was elected to the vacancy. Seventeen meetings have been held by the Board during the year, at which ninety-seven attendances were made by all the members present at all. The average attendance at each meeting was 5"7. District.—The powers of the Board are limited by the Act to the Counties of Cook, Wairoa, Hawke's Bay, and Waipawa, embracing an area of 8,578 square miles, and possessing a European population of about 19,000 persons. During the year several changes have taken place in the extent of the district, and the number of schools under the control of the Board. In April, the schools in the Cook County—viz., Gisborne, Matawhero, Ormond, and Frazertown —and formerly connected with the Auckland Board, were transferred to this Board in accordance with the Second Schedule of the Act; and since June the denominational schools in the district have received no Government subsidy, and have consequently ceased to be under the supervision and inspection of the Board. Schools. —There are thirty-one schools in active operation in the district: of these, four are subsidized schools, but they are subject in every respect to the regulations and supervision of the Board. During the year the Woodville aud Ormondville Schools have been opened in temporary buildings to meet the pressing wants of those districts. The schoolhouse at Ongaonga, which was closed in the early part of the year, has been reopened as a subsidized school, and is at present under the charge of a mistress. Buildings under Contract, etc. —Great efforts have been made by the Board during the past few months to supply with school buildings a number of districts where school accommodation is urgently needed. According to the number of children in the district, and compared with the present school space, it is estimated that accommodation will be required for about 2,000 children. No new schools have been completed, but schoolhouses are being erected at Napier, Clive, Taradale, Waipawa, Takapau, Woodville, and Matawhero, which, when completed, will afford accommodation for 1,000 children. Plans are also in preparation for schools at Port Ahuriri, Gisborne, Te Aute, Ormondville, Blackburn, Makaretu, and AVainui, which will provide accommodation for about 600 children. It is expected that by the end of June, 1879, all the contracts for schools will have been completed, and due provision made in those districts requiring the most urgent attention of the Board. Expenditure on School Buildings.—The amount expended on the purchase of sites for schools and school buildings for the year was £2,759 6s. 4d., but this amount only shows progress payments on buildings which are Bearing completion. The Building Fund schedule of accounts will show the various items connected with this expenditure. School Attendance. —The great changes in the district, aud tho unsuitability of the temporary buildings hired for school purposes, have affected greatly the attendance at the schools. The summarized quarterly attendance returns in the Appendix will show the number in attendance at the schools for the four quarters ending 31st March, 30th June, 30th September, and 31st December, 1878. It will be seen that the numbers attending the district schools show a gradual increase on each previous quarter, and when the new schools are opened it may safely be predicted that a large influx of children will find their way'into public schools. The number of children actually attending the district schools on the 31st December is stated in the returns to be 1,985.
Assets. lalance of building grant for financial year ending 30th June, 1879, not yet drawn... lalance at Bank, 31st December, 1878 £ s. d. 5,000 0 0 2,094 10 2 Liabilities. Balance due for purchase of school site iu Sydney Street Contract for Mungaroa School ... Payments due to School Committees for quarter ended 31st December, 1878 Balance of contract for additions to Mount Cook Girls' School Balance of contract for erection of new school at Opaki Purchase of site for school at Tawa Flat Sundry repairs to school properties £ «. d. 1,650 0 0 265 0 0 400 0 0 220 0 0 95 0 0 100 0 0 41 0 0 £7,094 10 2 Legal expenses* £2,771 0_0 £362 17 6 >eposit at Trust Loan and Investment Company £486 18 7 Legal expenses do not include the plaintiff's costs at the trial—the account for which has not yet been received.—C.J.P.
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Standards.—The children have been classified preparatory to the introduction of the standards as issued by the Education Department. The following tabulated statement gives the number of children who will be examined in the various standards at the result examination, which commences in July, 1879:—
Teachers. —Last year 27 paid teachers were employed by the Board. Since the adoption of new regulations in July, the number of teachers has risen to 54—namely, 28 males and 26 females, besides 8 sewing mistresses, who are employed at least three hours each school week. The offer of the Education Department to grant £80 towards the training of teachers in this district has been accepted by the Board, and untrained teachers will be enabled to receive technical instruction from the Board's Inspector when the Napier District School is completed. Regulations.—Regulations relating to the following subjects have been passed by the Board, and approved by the Education Department: —1. For the payment of teachers' salaries, and for regulating the teaching stalfemployed in the district schools. 2. For the employment, education, and examination of pupil-teachers. 3. For the examinations for scholarships. 4. For the distribution of the school grant amongst district Committees. Libraries. —The grant made by the Government for distribution amongst the district libraries under the Public Libraries Act was distributed as follows:—1. Bush Settlement, £19 4s. ; 2. Hampden, £19 45.; 3. Hastings, £19 45.; 4. Meanee, £19 45.; 5. Ormond, £19 4s. ; 6. Petane, £10 10s. ; 7. Puketapu, £11; 8. Porangahau, £10; 9. Tamumu, £13 25.; 10. AVairoa, £19 45.; 11. AVaipukurau, £19 45.: total, £179. Income and Expenditure.—The income on account of the School Fund for the year was £9,622 lis. 2d., which, added to the balance on 31st December, 1877, makes a total income of £10,439 17s. 3d. The expenditure for the same period was £7,490 Bs. 4d., leaving a balance to the credit of the School Fund on 31st December of £2,949 Bs. lid. A detailed statement of the income and expenditure will be found in the Appendix. Signed by order and on behalf of the Board. The Hon. the Minister of Education. H. Hill, Secretary.
General Statement of Income and Expenditure for the Year ended 31st December, 1878.
Details.—Departmental Contingencies: Furniture for office, £29 lis. 9d.; law oxpenses, £4 45.; printing, £64 17s. 9d.; advertising, £131 17s. Bd.; stationery, £65 18s. Bd.; fuel, cleaning, &c, £78 17s. 5d.: total as above, £375 7s. 3d. School buildings : New buildings, £1,207 45.; furniture, £44 175.; improvement of old buildings, £287 Bs. 2d.; rents for schools, £60 16s. Bd.; purchase of sites, £924 145.: total as above, £2,524 19s. lOd. Total of general statement as above, £17,864 15s. 9d.; Public Libraries Account, £179; reserves management, £10 Is. 6d. : total as per Board's general statement, £18,053 17s. 3d.
MARLBOROUGH. Sir,— Blenheim, Gth May, 1879. In accordance with " The Education Act, 1877," I have the honor to forward you a report of the proceedings of the Board of Education for the District of Marlborough for the year ended 31st December, 1878, together with Tables Ito 4; a balance-sheet of revenue and expenditure ; a list of scholarships held during the year 1878, and the examiner's papers and report thereon ; and report of the public schools by the Inspector. Inspection of Schools.—Satisfactory arrangements have been made with W. C. Hodgson, Esq., Inspector of Schools in the District of Nelson, to visit and inspect -our schools twice in each year. The salary paid to him for these services is £120 a year and his travelling expenses. The Board is of opinion that tha cost of inspection under this arrangement will not exceed the £200 granted for this purpose. Mr. Hodgson's services are highly appreciated.
Below Standard I. Standard I. Standard II. Stain II lard I. Stan r lard r Standard V. Standard VI. r. M. F. I M. F. 143 | 160 M. F. 129 117 I M. F. M. F. M. F. 7 4 M. F. Nil Nil 61 39 57 45
Income. . £ s. d. 'o Balance on lst January, 1878 ... ... 817 6 1 Grants from Government —General ... 8,657 4 5 „ Buildings ... 7,500 0 0 Net receipts from reserves (£624 7s. 3d., less £10 Is. 6d.) ... ... 614 5 9 Donations and subscriptions (per Rule 2) 11 5 0 Incidental Receipts—Sale of school books 5 0 0 „ „ Sale of old buildings 114 0 0 „ „ Interest ... 145 14 6 Expenditure. £ s. d. By Office and Board— Office staff ... ... ... 220 0 0 Departmental contingencies ... 375 7 3 Inspection—Salary ... ... 358 6 8 „ Travelling expenses ... 154 3 4 Teachers'salaries and allowances ... 5,398 14 2 Committees, for general educational purposes ... ... ... 779 8 2 Scholarships (preliminary expenses) ... 10 14 9 Insurance of school buildings ... 19 2 6 School buildings—Works ... ... 2,524 19 10 „ Plans, supervision, &e. 215 4 0 Interest ... ... ... 3 0 0 Libraries (advertising) ... ... 1 12 6 Balance in hand... ... ... 7,804 2 7 £17,864 15 9 £17,864 15 9
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Libraries.—The money sent to the Board for distribution under the Public Libraries Subsidies Act has been paid over in due proportions to the libraries at Blenheim, Pieton, and Canvas Town, these libraries being free to the public. Scholarships are but two in number; are set apart by the governors of the Nelson College, who remit the tuition fees. The Board pays £40 a year for each. The qualification is for all boys between the ages of twelve and fifteen attending a public school. One scholarship is given each year, and is tenable for two years. The last examination was held in December, 1878, when eleven candidates competed. The successful pupil was E. J. Robinson. Expenditure.—The balance in hand at the beginning of the year and the receipts from arrears of rates and fees collected, together with the payment of £60 due under an arbitration award to the late Board, has enabled this Board to pay its way. However, while showing a credit balance at the end of the year, it will be seen that the Board has expended £3,725 13s. Bd. on the schools and departmental expenses and libraries, while the amount received from Government was only £2,931 Os. 4d. Thus the Board has expended £795 13s. 4d. in excess of the amount granted to it for these purposes. The Board has exercised throughout the strictest economy, but it cannot continue to maintain the schools under its charge unless further assistance is granted to it. The Board, therefore, feels it cannot too strongly urge upon the Government the necessity of increasing the grant to some extent in those cases where education has to be administered for the benefit of a population somewhat thinly scattered over a large area. I have, &c, The Hon. the Minister of Education. A. P. Seymour, Chairman.
General Statement of Income and Expenditure for the year ending 31st December, 1878.
Details.—Office Staff : Secretary, £100; messenger, £6 ss. 6d. : total as above, £106 ss. 6d. Departmental Contingencies : Office rent, £6 10s. ; printing, £20 10s. 6d. ; advertising, £16 2s. 6d. ; stationery, £2 os. Bd.: total as above, £45 3s. Bd. School-buildings: Kew schools, £1,375 18s. 6d.; enlargement and improvements, £642 18s. lid.; purchase of sites, £14 lis. 6d. : total as above, £2,033 Bs. lid. Total of general statement as above, £6,614 9s. 4d.; Public Libraries Account, £97 6s. : total of Board's general statement, £6,711 15s. 4d.
NELSON. Sir,— Nelson, 25th March, 1879. I have the honor to lay before you, in compliance with the requirements of " The Education Act, 1877," a report of the proceedings of the Education Board of this district for the year 1878. The statistical information applied for in Circular No. 14, issued by the Education Department, 31st October, 1878, will be found in Tables 1 to 4, appended to this report. Information required in the same circular, as to inspection, school books, scholarships, and libraries, is also given. At the first meeting of the new Board, held April 4th, J. AY. Barnicoat, Esq., was unanimously re-elected Chairman. From April to December, 1878, the Board has met eleven times, the average number of members present at each meeting being eight. The number of scholars in the district has steadily increased during the past year, the working average for the March quarter being 2,357, that for December being 2,770. The grant of £5,000 for school buildings, the whole of which will have been expended by the close of the financial year, has enabled the Board to meet the demand for more school accommodation, caused by the additional number of scholars, and also to replace several old and inconvenient schools with more roomy and better-designed structures. The rate of attendance continues to be high, even in the remoter schools, the percentage for the December quarter of 1878 having been 76. Nor does it appear that more than a very small proportion of children of school age within reach of any public school in the Nelson District habitually absent themselves from school. Under these circumstances, School Committees have not thought it expedient, except in a single instance, to adopt the compulsory clause. The difficulty of filling up vacancies, especially in small country schools, with competent teachers is increasing. Applicants for posts worth from £200 to £300 a year are plentiful enough ; but country schools, where the emoluments consist of £120 a year with a house, are frequently closed for considerable periods, because no suitable applicants are forthcoming. By order of the Education Board. W. C. Hodgson, The Hon. the Minister of Education, Secretary.
Income. ?o Balance on lst January, 1878 ... Grants from Government —General „ „ Buildings ... Arrears of rates and fees collected Net receipts from education reserves Donation £ s. d. 1,239 15 4 2,811 16 10 2,305 16 5 175 3 3 21 17 6 60 0 0 Expenditure. £ s. J. By Office and Board — Office salary ... ... 106 5 6 Departmental contingencies ... 45 3 8 Inspection—Salary ... ... 62 10 0 „ Travelling expenses ... 39 2 0 Teachers' salaries and allowances ... 3,028 18 4 School Committees, for general educational purposes ... ... ... 261 4 5 Scholarships ... ... ... 85 3 9 Buildings—Works ... ... 2,033 8 11 „ Plans and supervision ... 80 3 9 Balance in hand ... ... 872 9 0 £6,614 9 4 £6,614 9 4
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General Statement of Income and Expenditure for the Year ended 31st December, 1878.
Details.—Office Staff: Half of joint salary of Secretary and Inspector, £231 ss. ; clerk, £100: total as above, £331 ss. Departmental Contingencies: Furniture, £26 13s. 6d. ; legal expenses, £13 Bs.; printing, £56 9s. 3d. ; advertising, £158 16s. 3d.; stationery, £16 18s. 7d.; incidental expenses, £26 ss. 7d. : total as above, £298 lis. 2d. Buildings : New schools, £2,187 3s. Id.; enlargement and improvement, £819 os. 7d. ; purchase of sites, £72 ; rents of buildings, £71 Bs.: total as above, £3,149 lis. Bd. Total of general statement as above, £19,030 13s. 5d.; Public Libraries Account, £312 18s.: total of Board's audited general statement, £19,343 lis. sd.
NORTH CANTERBURY. Sib,— Christchurch, 31st March, 1879. I have the honor, in accordance with section 102 of the Education Act, to submit the following report of the proceedings of the Education Board of the District of North Canterbury during the year ended 31st December, 1878 : — Constitution of Board and District.—The year is to be divided into two portions, for, though the system established by "The Education Act, 1877," came into operation on the Ist of January, 1878, the formation of the Education Board of North Canterbury, and the constitution of the Board on its present footing, were not accomplished till the 30th April. During the first four months of the year, the Board constituted under the provisions of " The Education Boards Act, 1876," continued in office, having jurisdiction, as previously, over the whole Provincial District of Canterbury. The Board thus existing was composed of nine members (one seat being vacant) —viz., J. Inglis, Esq., A. Duncan, Esq., T. W. Hall, Esq., W. Montgomery, Esq., W. Rolleston, Esq., Hon. E. W. Stafford, H. J. Tancred, Esq., J. N. Tosswill, Esq., H. R. AVebb, Esq. It held nine meetings, the average attendance of members being five. On the 30th April the change provided by " The Education Act, 1877," took effect. The portion of Canterbury lying south of the Eangitata was formed into a separate education district, with a Board of its own; and the remainder, with the addition of the Counties of Kaikoura, Amuri, and Cheviot, in the Provincial Districts of Marlborough and Nelson, became the present Education District of North Canterbury. The Board of the North Canterbury District, as elected on 4th April, consisted of J. Inglis, Esq., W. Montgomery, Esq., AY. Rolleston, Esq., H. J. Tancred, Esq., A. Duncan, Esq., C. C. Bowen, Esq., H. R. Webb, Esq., J. V. Colborne-Veel, Esq., A. Saunders, Esq. The first meeting was held on the 30th April, when J. Inglis, Esq., was elected Chairman. Two vacancies have since occurred. The Rev. W. J. Habens, who had been Secretary to the Board since lst January, 1877, resigned that position on receiving the appointment of Inspector-General, and Mr. J. V. Colborne-Veel, who, though elected a member of the Board, had not taken his seat, was appointed Secretary. The vacancy thus created was filled on the 4th July by the election of the Rev. C. Fraser. On the lst August Mr. Rolleston sent in his resignation, on account of his continued absence from the district, and on the sth September E. C. J. Stevens, Esq., was elected as his successor. The Board has continued to meet on the first and third Thursdays of each month; the number of members present since 30th April has averaged very nearly six (594). No meeting, either in the previous or latter part of the y rear, lapsed for want of a quorum. At a meeting held on 19th December, it was determined by ballot that Mr. Montgomery, Mr. Duncan, and Mr. Bowen should be the members to retire on 31st March, 1879. School Districts. —During the year 1878 nine new school districts were constituted —viz., Chertsey, Hunter, Kyle, Totara Valley, Seafield, Makikihi, Tinwald, Aylesbury, Loburn North. Of these, Hunter, Totara A Talley, and Makikihi are in the southern part of the provincial district now forming the Education District of South Canterbury. The boundaries of Ashburton and South Ashburton were altered by the inclusion of a part of each in the new district of Tinwald, and the name of the South Ashburton district was changed to Willowby. In the constitution of several of the above-named districts considerable difficulty was found to arise from the operation of section 36 of the Education Act, according to which, as the Board is advised, if the boundaries of a new school district are so arranged as to include any part of a district already existing, the proceedings take no effect till the commencement of the next school year — i.e., till the next lst January. The Board has received applications for the constitution of new districts in no less than eleven localities —six in Ashburton County, two in the County of Selwyn, and three in the County of Ashley. Since the lst January, 1879, one of these districts has been formed, and the preliminary steps taken towards the formation of several others. New Schools.—Within the last few weeks tenders have been accepted for the erection of school buildings in Dunsandel aud Irwell Districts, and a site acquired for a side school in the District of West Christchurch. These demands have exhausted the means at the disposal of the Board, and it has been found necessary to leave many applications to be dealt with during the next financial year.
Income. £ s. d. 'o Balance on lst January, 1878 — Maintenance Account ... ... 1,357 5 2 Buildings ... ... ... 245 11 4 Grants from Government—General ... 12,022 13 6 „ „ Buildings ... 5,003 12 0 Net receipts from reserves ... ... 347 11 2 Arrears of rates collected ... ... 200 Donation ... ... ... 10 0 0 Incidental Receipts—Refund, Town Committee ... 3 14 0 „ „ Interest ... 38 6 3 Expenditure. By Office and Board— Office staff ... Allowance to members of Board ... Departmental contingencies Inspection—Salary (half) ,, Travelling expenses Teachers' salaries and allowances School Committees, for educational purposes (including school-books to scholars, £854 4s.) Scholarships Buildings —Works, &c. „ Plans and supervision Balance in hand £ s. d. 331 5 0 18 14 0 298 11 2 231 5 0 104 2 0 8,916 6 0 i 1,358 17 4 162 2 0 3,149 11 8 33 2 6 4,426 16 9 £19,030 13 5 £19,030 13 5
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The rapid growth of settlement renders it evident that a large expenditure will annually be required to provide in any satisfactory manner for the wants of the increasing population. The total expenditure on buildings during the year amounted to £20,774 ss. 3d., of which £1,439 3s. 6d. was spent during the first four months in the southern part of the district now forming South Canterbury. A detailed statement of the expenditure, showing the exact amount spent in each school district, is given in Table No. 1. Grants to School Committees. —The system of allowances to School Committees in force during the latter half of the year has involved the Board in considerable difficulty. The sum granted is, in the aggregate, not sufficient for the Committees' requirements. The total amount received from the Government under this head for the six months ended 31st December, 1878, was £2,365 12s. 6d., or at the rate of £4,731 ss. for the year. But the expenditure during the year amounted to £6,741185. 6d. Deducting £800 for insurance—a practice which the insufficiency of funds under the new arrangement has obliged the Board to discontinue—and £400 paid during the first four months of the year to Committees of districts south of the Rangitata, now under the Board of South Canterbury, there still remains an expenditure of £5,541 18s. 6d., as against an allowance of £4,731 ss. For this year the Board was able to supply the deficiency, as, in addition of the grant of £3 15s. per head of the average attendance, it received £1,171 as arrears of rates levied under the Provincial Ordinance of 1875. But this source of income was of an entirely incidental character, and cannot recur. In another year the Board will have no resource beyond the statutory allowance of £3 155., which is absorbed by the cost of the maintenance and inspection of schools, and other general expenses, leaving no margin available for supplementing the grants to Committees. In another respect, too, the difficulty will be much increased. For the allowance made by the Government is at the rate of 10s. per annum por head of the total average attendance throughout the district; but in the distribution the smaller schools are necessarily paid in a higher proportion to their attendance than the larger ones, the scale ranging from 7s. 4d. per head to upwards of 20s. During the year 1879 at least twelve new schools will be opened, probably more. In the majority of these, the attendance may be expected to be for some time comparatively small. Each of them will therefore represent a considerable extra charge upon the Board, which will be required to pay their Committees at the rate of 15s. or 16s. per head of the attendance, while receiving from the Government on account of them at the rate of only 10s. Several Committees have made urgent representations of their inability to meet their necessary current expenses under the present system of distribution. The Board therefore trusts that the Government will place it in such a position as will enable it to make provision for the reasonable requirements of all the schools under its charge. Expenditure.—The total expenditure during the year 1878 on the maintenance of schools, exclusive of office expenses, inspection, and drill instruction, was £33,850185. 6d.,0f which £1,931185. 6d. was spent in South Canterbury. The expenditure in the North Canterbury District was £31,919. The following table shows the amount expended in North and South Canterbury respectively in salaries and incidental expenses :—
The average attendance for the year 1878, in the schools of North Canterbury, was 9,641, so that the entire cost of maintaining the schools, with all incidental expenses, was at the rate of nearly £3 19s. 3d. per child, and the cost of instruction only at the rate of nearly £3 6s. 3d. It will be observed that a comparison of the reports from 1876 inclusive to the presentyear shows a progressive diminution in the average expense. The cost of instruction for the period ended 31st March, 1877, was £3 12s. 9Jd. for each child in average attendance. For the year 1877, it was £3 95., and for the year covered by the present report it was £3 6s. 3d. This is in each case exclusive of all incidental and general expenditure. Table I. appended to this report shows under separate heads the exact sums spent for salaries and incidental expenses in each school district of North Canterbury. It also gives a nominal return of the teachers employed in each school, with the salary and allowances payable to each teacher. The total number of teachers employed under the Board at the close of the year (besides thirty sewing-mistresses) was 334, of whom ilB were pupil-teachers. The average attendance for the December quarter was 10,076, giving an average of 301 to each teacher. Retiring Allowances to Teachers. —The Board is of opinion that provision should be made for aged teachers. Several applications for retiring allowances have been received, but at present there are no regulations under which such cases can be dealt with. The establishment of some system which would insure to teachers the means of support when disqualified by age or infirmity from the active duties of their profession is a subject which the Board desires to commend to the Government as deservirig of their best consideration. Statistics.—At the end of the March quarter, 1878, there were under the control of the Education Board of Canterbury 119 schools, including the Normal School and three aided schools at German Bay, Glentui, and Westerfield. The school at Glentui has since been closed. The number of children on the rolls was 15,107, and the average attendance (working average) 10,964. On the 30th April tbe change effected by " The Education Act, 1877 "—deferred for one month byan Order in Couucil made under the authority conferred by section 18 of the Act—came into operation. The South Canterbury
Periods. Salaries. Incidental. Total. !sorth Canterbury (from lst January to 31st December) south Canterbury (from lst January to 30th April) £ s. d. 31,919 0 0 1,931 18 6 £ s. d. 6,276 6 9 465 11 9 £ s. d. 38,195 6 9 2,397 10 3 £33,850 18 6 £6,741 18 6 £40,592 17 0
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Board then succeeded to the charge of 16 of the above schools, the Board of North Canterbury retaining 103, and also having allotted to it two schools established in the County of Kaikoura, and an aided school at Waiau. The number of children on the rolls of schools in the North Canterbury District was, on 30th April, about 12,167, with an average attendance of about 9,323. These figures are not absolutely correct, as the Board had no return for the March quarter from the Kaikoura schools, the attendance at which is estimated from the Inspector's reports ; but any error arising from this cause must be but very small. At the end of the year the number of schools was 110 ; the number of children on the rolls, 13,359 ; and the average attendance, 10,076. It has been usual, in former reports, to draw up a tabular comparison of the number of schools and of the attendance year by year, beginning from the first establishment of the Provincial Board of Education in 1863. Such a statement cannot be presented in this report. As has been already explained, the boundaries of the district are materially altered. Under these circumstances no comparison can be drawn with the past years, and it is only possible to supply such data as will, from a fresh starting-point, form a basis of comparison for the future. It is meanwhile satisfactory to note that the average attendance has already so increased as to have made up a considerable part of the numerical loss sustained by the division of the district, and it may be anticipated that in another twelve months the numbers will fully equal those which, two years previously, had belonged to the whole area of North and South Canterbury. Scholarships.—The examinations for scholarships were held in June, and were conducted by Professor Cook and J. V. Colborne-Veel, Esq. Tho number of candidates examined was 86—viz., in Class A (under eleven years of age), 22 boys and 5 girls ; in Class B (under twelve), 22 boys and 7 girls; in Class C (under thirteen), 20 boys and 6 girls ; in Class D (under fourteen), 3 boys. On this occasion the boys and girls, for the first time, competed on equal terms as to age. The successful candidates were—in Class A, J. Turner, Catherine Lamb, and J. Zachariah ; in Class B, Ellen Pitcaithly, E. Searell, and Margaret Lorimer ; iv Class C, Leonard Chapman and Herbert McClelland Inglis. No scholarship was awarded in Class D, as none of the competitors succeeded in making the required minimum of marks. Normal School.—The Normal School exhibits a rate of progress equal to that of the other branches of the work of the Board. The number of students, which at the end of the year 1877 was 53, had increased by the end of 1878 to 63, and at one time during the year had reached 71. A large number of the students have completed their course of training, and are going in for the certificate examinations. An important addition was made in the latter part of the year to the plan of the institution by the establishment of a kindergarten school, under the superintendence of Mrs. Crowley, a lady of great skill and experience in the principles and methods of kindergarten teaching, who has been specially engaged by the Board for the management of this department. It is intended to proceed at once with the building of the kindergarten schoolroom—a most necessary work —the plans for which have been for some time in preparation. The report of the Principal of the Normal School will be found in the Appendix. School Inspection.—The reports of the Inspectors, Mr. Eestell and Mr. Edge, are also given in the Appendix. They have evidently been prepared with care, and, while affording encouraging hopes of progress, do not fail to draw attention to such matters as, in the judgment of the Inspectors, stand in need of improvement. They will be read with interest by all who seek for reliable information as to the present state of teaching in this district. Compulsort Attendance.—The Board is not yet in a position to make any definite report as to the effect of the compulsory clauses of the Education Act. It must be observed that these clauses come into operation only by resolution of a School Committee, and then only within the district under the supervision of such Committee. There is nothing in the Act to require a Committee to report to the Board the fact of its having passed such a resolution, but it is believed that few of the Committees have decided on adopting tbe clauses. The Board is aware of only one instance in which they have actually been put in force. Possibly, in some cases, a sense of a certain degree of unpopularity likely to attend a stringent enforcement of the law may not be without its influence, and many Committees aro disposed to view these clauses as a useful instrument in terrorem, and prefer to trust to their indirect efficacy rather than attempt to overcome indifference or hostility by direct compulsion. But the principal reason for allowing these clauses to remain inoperative is a consideration of the expense. The Board has no funds available for the purpose, and auy cost incurred by a Committee in using the power vested in it by law must be defrayed from the incidental allowance, which is already insufficient for its ordinary expenditure. The Board regrets its inability to afford the needful assistance, and trusts that the Government will recognize the importance of supplying such means as are required to enable the Committees to dischargo the duties which the Legislature has intrusted to them. Public Libraries.—Appended is a list of public libraries which have received a share of the subsidy voted by Parliament. In this district, however, the libraries are not under the control of the Board, but are established under the Public Libraries Act or Ordiuauee, and managed by committees elected by the subscribers. But, although there is no legal connection between them and the Board, it sometimes happens that the committee of the library and the School Committee consist of the same persons, and that the library itself is kept in the school or in a building forming part of the school premises. In such cases the Public Libraries Subsidies Act may ultimately have the effect of bringing the libraries into some degree of relation to the general school system. Regi _lations. —The Board has been acting during the past year under the regulations which were in force at its commencement. Many of these have become obsolete, or have been more or less set aside by subsequent Orders in Council, and the whole will require revision in order to bring them into harmony with the state of the existing law. The Board will give early consideration to this matter, and the results will find their proper place in the report of next year. I have, &c, The Hon. the Minister of Education. John Inglis, Chairman. B—H. 2. (App.)
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General Statement of Income and Expenditure for the year ended 31st December, 1878.
Details.—Office Staff: Secretary, £600; two clerks, £501155.; messenger, £43 17s. 6d.: total as above, £1,145 12s. 6d. Departmental Contingencies: Law expenses, £10 10s.; printing, £210 16s. ; advertising, £160 13s. Id.; stationery, £65 17s. Id.; gas, fuel, stamps, &c, £58 6s. 3d. : total as above, £506 2s. sd. Buildings: Kew buildings, £7,614 7s. 4d.; enlargement and improvement, £12,062 13s. Id.; furniture, £13 1 Is. 2d.: total as above, £19,690 14s. 7d. Total of general statement as above, £83,971 4s. lOd.; transferred to Scuth Canterbury Fund, £8,403 19s. 9d.: total of Board's general statement, £92,375 4s. 7d.
DRILL INSTRUCTOR'S EEPORT. Sir, — Christchurch. I have tho honor to submit, for the information of the Board, the following general report referring to the teaching of drill and gymnastics at public schools, for the year ending December 31st, 1878 :— Instruction Classes. —During the past year 900 squads have been present for instruction. The usual course has been followed—viz., for boys : Military drill, gymnastics on fixed apparatus, free exercises, fencing, boxing, and clubs. For girls : Calisthenics and deportment. Gymnastics and Drill. —The instruction classes held for masters and pupil-teachers have given considerable impetus to the practice of gymnastics and drill, and the result for the year may be considered very satisfactory. Apparatus. —The gymnastic apparatus at the different schools throughout the province, except in a very few cases, is in very fair repair. Gymnastic Competition for 1877.—The yearly competition for prizes given by the Board was held in the Gymnasium on the 9th February, 1878. The competitors were in three classes —students, pupil-teachers, and school-boys. A number of spectators were present, and the different competitors acquitted themselves very creditably. The competition for IS7S will be held early in February, 1879. Gymnastic Exhibition. —During the past year two gymnastic exhibitions were held in the Gymnasium. Ou each occasion friends and those interested in physical training wero invited to be present. On tho last occasion five teachers took part, showing very excellent and advanced gymnastics. These exhibitions are found to give a stimulus to the practice of gymnastics. Lady-Teachers' Classes. —These classes continue to be well attended, tho Saturday class sometimes numbering over thirty. The result is seen in the improved walk and general carriage of the girls at many of the schools, where these lady-teachers very successfully carry on the instruction in calisthenics, &c, between my visits. Lady-Students. —A number of ladies have been very regular iv attendance at this class. There are, however, several whose names do not appear on the attendance register. Male Students. —These gentlemen have been very recular in their attendance, and tho result is very satisfactory. The time is generally divided between drill and gymnastics. On some occasions each one in turn takes charge of the squad for drill under my supervision. These gentlemen will be competent to take charge of drill and gymnastics at the schools to which they may be appointed. Male Pupil-teachers.- —The improvement of those attending this class, is very satisfactory indeed, both in drill and gymnastics. A rery excellent work was shown in the yearly competition. Of this number, Mr. L. Suckling, of Colombo Road, Mr. G. Gilling, of East Christchurch, and Mr. C. Hardy, of Colombo Road, deserve special mention. This class, however, is very small, several pupilteachers not having put in an appearance for months. From the known benefits the young receive from gvmuastic training, and considering the facilities offered, I would recommend to the consideration of the Board that the male pupil-teachers and assistants be required to pass an examination in easy gymnastics before receiving a master's certificate. The Gymnasium. —The gymnasium, completed during the year, is found to meet every requirement, and the easy access from the drill-shed is found to be very convenient for combining instruction in drill and gymnastics. I have, &c, James Q. AValkeh, Gymnastic and Drill Instructor to Public Schools. The Chairman of the Board of Education.
Income. , £ s. d. 'o Balance on 1st January, 1878 — Maintenance Account ... ... 6,322 14( 5 Buildings ... ... ... 9,814 7 8 Grants from Government —General ... 42,578 8 2 Buildings ... 18,104 3 1 Net receipts from reserves ... ... 4,290 0 7 Arrears of rales collected ... ... 1,171 4 3 Subscriptions and donations... ... 37 0 0 Incidental Eeeeipts —Sale of school sites 65 1 6 „ „ ' Deposits en contracts 413 10 3 „ „ Bank interest ... 1,084 14 11 .Expenditure. £ s. d. By Office and Board — Office staff ... ... ... 1,145 12 G Allowance to members ... ... 15 0 0 Departmental contingencies ... 506 2 5 Iuppection —Salaries ... ... 775 0 0 „ Travelling and other expenses 249 11 -1 „ Examinations ... 264 2 7 Teachers' salaries and allowances ... 34,170 C 2 School Committees, for educational purposes ... ... ... 6,741 18 6 Scholarships ... ... ... 886 4 7 Training Institution ... ... 1,676 4 8 Buildings—Works, &c. ... ... 19,690 14 7 „ Plans and supervision ... 1,147 4 10 Eefunde of deposits on contracts ... 202 12 0 Balance ... ... ... 16,500 10 11 £83,971 4 10 £83,971 4 10
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SOUTH CANTERBURY. Sir,— Timaru, May, 1879. I have the honor to submit the general report of the Board of Education for the eight months of the year ending 31st December, 187S, during which the Board has been in operation. The Board was created by " The Education Act, 1877," and by the 13th clause of the Act the members were elected in April, 1878. The first meeting of the Board was held on the 30th April. Up to this time the affairs of the district had been administered by the North Canterbury Board, and I would take this opportunity of acknowledging tho obligations of our Board to the Chairman and Secretary of the North Canterbury Board for their courtesy in rendering every assistance iv starting the work of our office. The following gentlemen were duly elected as the Board, and no change had taken place in its constitution before the end of the year: Herbert Belfield, Esq. (Chairman), Rev. George Barclay, Rev. AY. Gillies, Samuel AY. Goldsmith, Esq., James Granger, Esq., AVilliam B. Howell, Esq., Daniel L. Inwood, Esq., AVilliam Postlethwaitc, Esq , and Edward H. Tate, Esq. Up to the end of the year fifteen meetings of the Board were held, with an average of 7'B members present. Buildings.—The new school districts of Claremont, Hunter, Makikihi, Upper Otaio, and Totara Valley had been proclaimed by the Northern Board, and contracts had been entered into for the erection of school-buildings at Claremont and Hunter, which were completed under our own Board. The Makikihi and Upper Otaio buildings were subsequently contracted for, and the schools wero ready for occupation at the end of the year. After considerable inquiry it was decided to divide the Totara A ralley District into two districts, and it was accordingly re-proclaimed as the Totara and Opihi. School-buildings in these two districts are in course of erection. Tbe Board has during the year proclaimed the new school districts of Waiho, AVaituna Creek, Fairlie Creek, Burkes Pass, North Orari, South Orari, and Wai-iti. No contract for school-buildings in these districts had been let before the end of the year, but the whole of the buildings are now in course of erection. A considerable addition to the Timaru School has been sanctioned by the Northern Board, and the work has since been completed. The rapid development of the South Canterbury District has necessitated large expenditure in new school-build-ings and in additions to existing schools, but on account of the insufficiency of the Government grant for buildings many claims have been refused. Maintenance. —The maintenance account shows a considerable balance, mainly owing to the fact that the Board had to be very careful at the outset in the distribution of its funds, and deferred the consideration of many items of expenditure. As a necessary consequence, many accounts will fall to be met during the current year which would otherwise have appeared in the last year's balance-sheet, and it is expected that the greater portion of the existing balance will be absorbed during the current year. The total number on the roll for the December quarter was 2,666 ; the working average was 1,877 ; and the total rate of payment for teachers' salaries was £5,710 per annum, or a little over £3 per head on the average attendance. The whole of the 10s. grant to Committees has been distributed according to a graduated scale, but general dissatisfaction has been expressed at the inadequacy of the grant. The matter has been strongly represented to the department by the Board, but it appears that the vote for education would not admit of any increase for this purpose. Examinations.—Towards the. end of the year the department authorized the Board to hold an examination of teachers ; and certificates were granted to the following candidates : —Mr. G. Barclay Class 111., Division 111. Mr. J. Stewart, Class 111., Division 11. Mr. J. M. Beechy, Class lII'., Division 111. Miss F. Cramond, Class 111., Division I. Mr. J. Bellemin, Class 111., Division 111. The annual examination of pupil-teachers and the examination for scholarships did not take place until the first week iv March, 1879. Regulations.—The Board has prepared regulations for the employment of teachers, for the employment of pupil-teachers, for granting scholarships, and for the payment and disbursement of the incidentals graut to Committees. Public Libraries.—The grant for 1878 under the Public Libraries Subsidies Act was not received before the end of the year, but has since been distributed as follows : Government grant, £211 2s. 9d.; expenses of advertising, £4 19s. 6d.; net amount for distribution, £206 3s. 3d. Distribution by Board: AVaimate, £59 Os. lOd.; Temuka, £53 19s. 7d.; Geraldine, £45 7s. 2d.; Hilton (Kakahu), £14 13s. 4d. ; AVinchester, £16 19s. Bd.; Pleasant Point, £9 15s. lOd. ; AVaitohi Flat, £6 6s. lOd.: total, £206 3s. 3d. Compulsory Attendance. —Most School Committees have passed resolutions aiming at bringing the compulsory clauses of the Act into force, but have there stopped, owing to the difficulties to be encountered in enforcing the provisions of the Act, and apparently shrinking from the responsibility of incurring tho expense attendant on any further action. School Books. —In the absence of any special regulations on the matter, Committees and teachers have been allowed to choose their text-books from the published list sanctioned by the Education Department. I have, &c, The Hon. the Minister for Education. Herbert Beleield, Chairman.
General Statement of Income and Expenditure for the Tear ended 31st December, 1878.
Income. 'o Grants from Government—General „ „ Buildings ... Net receipts from education reserves ... Arrears of rates collected ... Interest on current account £ s. d. 4,998 12 1 6,805 16 11 925 18 2 44 10 0 104 14 10 Expenditure. By Office and Board — Office staff (half) Members of Boards Departmental contingencies Inspection —Salary (half) ... „ Travelling expenses Teachers' salaries and allowances School Committees, for educational purposes Buildings—Works, &c. „ Plans and supervision Balance in hand £ s. d. 125 0 0 26 10 6 229 9 0 125 0 0 32 8 6 3,716 14 7 667 2 4 2,843 14 9 185 7 11 4,928 4 5 £12,879 12 o £12,879 12 0
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Details.—Departmental Contingencies : Office rent, cleaning, and fuel, £17 ss. 6d. ; furniture and fittings, £138 9s. 9d.; printing, £20 2s. 6d.; advertising, £9 2s. 4d.; stationery, £14 Bs. lid.: total, as above, £229 9s. The grants from Government include tho following sums handed over by North Canterbury Board : General, £1,598 2s. lOd.; buildings, £6,805 16s. lid. Total of general statement as above, £12,879 125.; repaid to North Canterbury, £206 3s. lOd. : total of Board's genoral statement, £13,085 15s. lOd.
Statement of Assets and Liabilities as at 31st December, 1878.
WESTLAND. Sir,— Hokitika, 13th March, 1879. I have the honor, in compliance with the provisions of clause 102 of " The Education Act, 1877," to present the following report of the proceedings of the Education Board of the District of AVestland for the year ended 31st December, 187S : — Board. —The Board, at the commencement of the year 1878, consisted of the following gentlemen : E. Patteu, Esq. (Chairman), AY. 11. Revell, Esq., J. Greenwood, Esq., G. Mueller, Esq., J. Plaisted, Esq., G. A. Paterson, Esq., F. A. Learmonth, Esq., R. J. Seddon, Esq., and W. Todd, Esq. The first election of a Board under the Act took place in April, when the following persons were elected: W. H. Revell, Esq., E. Patten, Esq., J. Greenwood, Esq., R. J. Seddon, Esq., G. Mueller, Esq., R. C. Reid, Esq., J. Plaisted, Esq., G. A. Paterson, Esq., and F. AY. Morgan, Esq. G. Mueller, Esq., was elected Chairman of the Board, in place of E. Patten, Esq., who refused re-election. In addition to two special meetings, the Board have held eleven regular monthly meetings during the past year. The average duration of the Board's meetings was nine and a half hours ; the longest sitting (in the month of August) occupied fifteen hours—the shortest, six hours. The average attendance of members was six. E. Patten, Esq., and H. L. Robinson, Esq., were appointed by the Board to be School Commissioners for the Westland Provincial District, under the provisions of subsection (2) of clause 11 of " The Education Reserves Act, 1877." Schools and Teachers. —At the commencement of the year 1878, there were 27 schools in operation under the control of the Board, and 59 teachers were employed therein. Of these, 18 were pupil-teachers —namely, 3 males and 15 females. Of the adult teachers, 24 were males and 17 females. On the 31st December last, the number of schools in operation was 35, and the number of teachers (including those whose engagements terminated at the end of the year) was 78—namely, 34 male and 17 female adults, and 5 male and 22 female pupil-teachers. Appendix A shows the schools that have been in operation ; the name, status, and annual salary of every teacher employed ; the average daily attendance ; and the number on the roll for each school for the last quarter of the year. By a careful examination of the table (which shows the staffs and salaries before and after the recent retrenchments), it will be seen that the staffs allotted to the various schools were, as a rule, about equal to those allowed in other districts and colonies for similar schools; and the salaries were, in many cases, below what would be paid elsewhere, notwithstanding the acknowledged extra cost of living on the AVest Coast. The Board, however, have been compelled, owing to the insufficiency of the capitation allowance to meet the requirements of the district, to decrease the staff of three of the most important schools ; to make sweeping reductions in the salaries of their teachers and officers; to abolish the house allowance and bonus for results; and have not been able—even after all these reductions—to pay their teachers with that regularity which is so desirable. The Board, moreover, have been compelled to close some schools, and open others as halftime schools, as shown in Table A. The prejudicial effects of such a course of action are already apparent. One of the very best teachers in the Board's employ has already left, others are only waiting an opportunity to do so, and all are more or less dissatisfied and unsettled. These reductions, occurring at a time when the requirements of the new code demand extra exertion and superior attainments on the part of the teachers, if the work prescribed is to be efficiently performed, cannot but have a very unfavourable effect upon the welfare of education in this district; and the Board feel sure that had the peculiar circumstances of the district, and the disadvantages attending a residence here, been fully understood by the Government, they would not have been compelled to make these reductions. The Board desire further to state that, while obliged by the action of the Government (in limiting them strictly to the capitation allowance) to take these steps, they do not consider that (with the exception of closing some of the smallest schools) any part of this retrenchment was called for ; neither salaries nor staffs, as before stated, being excessive. The Board desire most respectfully, but most urgently, to draw the attention of the Hon. the Minister to the necessity of giving the relief to the district which its peculiar circumstances so imperatively demaiad ; and, as a reason for asking for such relief, would point out that the Act at present in force was supposed to place all parts of the colony on an equal footing educationally, and that abundant proof is now before the Government that it utterly fails to do so. The Board would respectfully submit the following suggestions as to the manner in which some relief may be given to the district, to meet its exceptional case: 1. That the amount due to the district as capitation allowance be
Liabilities. .878—Dee. 31. ro Cash in Bank—Maintenance „ ,, Buildings ... Building grant for 1878-79 £ s. d. 1,451 10 2 3,476 14 2 6,000 0 0 1878—Dec. 31. By Liabilities— Maintenance—Office liabilities Buildings—Works in hand and sanctioned Balance—Maintenance „ Buildings £ s. d. 86 4 8 9,268 10 0 1,365 5 6 208 4 2 £10,928 4 4 £10,928 4 4
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calculated in the manner recommended by the Inspector in his report for the past year. 2. * That a special allowance of per head be granted as gold-fields allowance, in this following the method adopted with other departments. 3. That the Government defray the whole cost of inspection. 4. That the district be extended to include the whole of the West Coast gold fields, thereby in some degree modifying the injustice committed in adding to the AVestland District that part of the Nelson District most miserably provided educationally. The following are the schools affected by the alterations:—Reduction in staff: Hokitika, Greymouth, Kumara. Schools made half-time instead of full-time schools: Araw rata Town and Arawata Flat, Marsden and Duuganville, Totara Flat and Orwell Creek, Greek's Gully and Callaghan's. Schools brought under the 88th clause: Upper Crossing, Greenstone. Schools closed : Okuru, South Spit, AVallsend. Unless some relief be given, as suggested, further alterations will be found necessary, and eight or ten more schools will either be brought under the 88th clause or closed altogether. Up to the period (October, 1878) at which the reductions were decided upon, the Board had in operation regulations fixing the staffs to be allotted to schools according to average attendance, but were then compelled to rescind them, and are now guided by financial considerations, instead of by what are the actual requirements of a school or district, or by what is fair to the teachers and most beneficial to the scholars. It may here be pointed out that the average daily attendance for the quarter ended 31st December was 2,132, whereas the number of pupils who passed at the result examination in December was 2,434, or 302 more than the Board received payment for. Buildings.—Nearly the whole of the original A\ restland Education District is now well provided with school-buildings, the following having been opened during the past year: Kanieri, Blue Spur, AVoodstock, Arahura Road, and Arawata Flat. All the new buildings in the part of the district above referred to have been carefully designed with reference to the purpose for which they are intended, being well ventilated, and a liberal allowance of floor space having been given—matters so conducive to successful teaching. They are also well supplied with maps and apparatus of every description. Tho Board will find it necessary to build a schoolhouse during the present year at the Kokatahi, there being fifty children of school age in the neighbourhood. In that part of the district, which at one time was under the charge of the Nelson Board, and which comprises nine schools, taken over by this Board, a very different state of affairs is in existence. There are only one or two buildings which belong to the Board, the schools, in most cases, being carried on in buildings rented, and which are, in every case, dilapidated and generally unfit for the purpose. The Board therefore hope that the Government will make them as liberal au allowance as possible out of the sum of £100,000 to be voted for the next financial year. The schools are in some degree better off than when the Board took charge, they being now well supplied with maps, &c. Since the Board commenced operations in the year 1875, they have erected twenty-one school-buildings aud purchased seven others, upon which latter, in every case, some expenditure has been necessary. There is one want, which was referred to in the Board's report for 1877, which is still severely felt —namely, that of residences for teachers. The absence of these buildings in every part of the district (with only two exceptions) is now more severely felt than hitherto, owing to the Board having been compelled to discontinue payment of house allowance. This, taken in connection with the reduction of salaries, will no doubt make it very difficult for the Board to retain the services of efficient teachers, and thereby will materially retard the progress of education in the district. Table C shows the expenditure upon buildings, school furniture, fencing, clearing, and draining sites and playgrounds, in the various districts, for the past year. Scholarships.—The amount placed at the disposal of the Board for the purpose of establishing scholarships has enabled them to offer two, one of the value of £50, and the other of £40 per annum, both tenable for two years. The regulations framed with regard to these scholarships have been submitted to, and have received the sanction of, the Minister of Education. The establishment of scholarships, as a valuable stimulus and incentive to exertion both on the part of teachers and scholars, has been frequently recommended by tho Board's Inspector; but want of funds has hitherto prevented the adoption of any of his suggestions. The Board are therefore much gratified at being placed by the Government in a position to offer these prizes, and thereby give to the two most promising pupils at the public schools of tho district the highest educational advantages which the colony affords. It is the more gratifying iv that the proceeds from the reserves set apart for secondary education in this district will not for some time to come be sufficient to enable the Board to provide a higher class of instruction within their own district. School Districts.—The following new districts were constituted during the past year under clauses 60 and 61 of the Act: Nelson Creek, Ahaura, Arnold, and Brunnerton. The following were constituted new districts under clause 36 of the Act: Kanieri, Hokitika, Arahura, Kumara, Marsden and Greymouth ; the Kokatahi and Christchurch Eoad being outlying districts. Military Drill and Physical Training.-—Taking the provisions of clause 85 of the Act in a literal sense, tho Board secured the services of a competent instructor in the branches there referred to, but were obliged to dispense with his services when making the general reductions. Nothing which the Board found themselves compelled to do caused them greater regret; as the extremely beneficial results of good physical training were, in the short time the advantage was enjoyed, most strikingly apparent. The Board hope that the time may not be far distant when the Government will be able to make provision for thoroughly scientific physical instruction in all the schools in the colony. Examination or Schools. —Two examinations were held by the Inspector during the past year— one in June, and the result examination in December. The result of the latter in the case of the larger schools is extremely satisfactory ; but, though fairly satisfactory in all cases, there is evidence sufficient to show that many of the teachers in the smaller schools suffer from the want of special * With reference to the special allowance above mentioned, the Board are of opinion that a fair allowance would be 10s. per head of average attendance.
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training for the work. The Inspector hopes during the present year to be able to devote a greater portion of time to the really most important part of his duties —namely, assisting teachers in organizing their schools, and indicating in what manner their method of teaching may be improved. Receipts and Expenditure.—The receipts from all sources during the year have been £22,127 Os. lid., and the expenditure has amounted to £23,009 10s. 7d. At the commencement of the year the debit balance amounted to £2,333 13s. 3d.: at the termination of the year it was £3,216 2s. lid. During the past year the Board havo had one continual struggle with financial difficulties ; and, but for the timely assistance of the Government, would have been compelled to give up the affair as hopeless. During the present year their expenditure will be made to correspond with their receipts, though with the result that the district will be far behind other districts with reference to the advantages enjoyed under the Act. Average Attendance. —In the Board's report for tho year 1877 occurs the following paragraph : " At the time the last report of the Board was published, they had under consideration the necessity for making some of the schools into half-time schools, owing to decrease in attendance; but, after giving the matter very careful consideration, they decided that, on account of the peculiar circumstances of the district, the long distances between the various schools, and the large percentage of wet days during the year, they would not make any alteration." To what extent the average attendance is likely to be affected by the weather, where schools are far part, may be better understood after reference to Table E, showing rainfall and number of wet days per month for the year 1878. It will be evident that our climate is a principal agent in placing this district in a disadvantageous position under the Act, as compared with other districts. Though the same objections still exist (with others which could be enumerated) against the establishment of half-time schools in this district, the Board have no choice iv the matter, but are constrained to adopt that plan by financial pressure. Educational Reserves.—The reserve at Kumara is still the only one which yields any revenue, which revenue is yearly decreasing very considerably. This, with the other reserves, passed from the control of the Board to that of the School Commissioners at the end of June, 1878. The Commissioners for the AVestland Provincial District have paid over no revenue to the Board during the past year, there being at the time the Board handed over the reserves a considerable overdraft upon Reserve Account, the reasons for which were fully set forth in the Board's report for 1877. The sum of £47 3s. was received by the Board during the year from the Commissioners for the Nelson Provincial District, on account of primary reserves in the Grey A 7alley. In their report for 1877, the Board expressed the opinion that the capitation allowance payable under the Act was not sufficient to enable them to work the Act satisfactorily in this district. They desire on this occasion to respectfully reiterate that opinion, more strongly confirmed by the experience of another year, and to express a hope that something may be done, either in the manner previously mentioned in this report or in any way the Government may consider desirable, to relieve them from their present unsatisfactory position. The Board desire to thank the Government for the liberal aid rendered during the past year, but they feel that they cannot depend upon any such aid being extended to them in the future, and therefore venture to hope that during the next session of Parliament something may be done to place matters on a more satisfactory footing. Public Libraries.—Table G shows the distribution of the amount allotted to this district under "The Public Libraries Subsidies Act, 1877." The Board have no information of any importance to communicate with reference to public libraries in the district. I have, &c, Gerhard Mueller, The Hon. the Minister of Education. Chairman, Board of Education. 31st March, 1879. Note. —At this date the misgivings expressed by tho Board in this report, with reference to the effects of tho reduction of salaries upon the teachers, have been fully verified, —nine of the best teachers in the Board's employ having sent in their resignations. Most of these teachers were brought by the Board from Victoria at considerable expense. Under these circumstances, the Board desire to place upon record their strong conviction that, unless some special provision can be made for the district, it will be better for tiie Government to take charge of it, and administer affairs from the Central Department.
General Statement of Income and Expenditure for Tear ended 31st December, 1878.
Income. 'o Grants from Government —General „ „ Buildings ... Net. receipts from education reserves (Nelson] Arrears of rates collected Incidental Receipts —Refunds, &«. „ „ School books, &c, sold ... Overdraft ... £ s. d. 11,001 12 11 10,100 0 0 47 3 0 386 17 0 69 8 5 310 15 7 3,216 2 11 Expenditure. £ s. d. By Overdraft on Deeember 31st, 1877 ... 2,333 13 3 Oiliee and Board — Officc staff 313 15 0 Members of Board ... ... 122 9 0 Departmental contingencies ... 375 12 8 Inspection—Salary ... ... ... 450 0 0 ,, Travelling expenses ... 209 0 0 Teachers'salaries aud allowances ... 9,508 1 3 School Committees, for educational purposes (including school books, £1,116 lis. 4d.) ... ... ... 1,666 14 4 Insurance of buildings ... ... 109 7 6 Buildings—Works, &c. ... ... 9,192 19 10 „ Plans and supervision ... 433 3 5 Sundries—Collection of rates ... ... 169 15 4 Bank interest ... ... 247 8 3 £25,131 19 10 £25,131 19 10
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Detaiis.—Departmental Contingencies: Legal expenses, £3 35.; printing, £77 ss. 6d.; advertising, £72 Bs. 5d.; stationery, £41 13s. 3d.; miscellaneous, £153 lis.; expenses'of election of Committees, £27 Bs. 6d.: total as above, £375 12s. Bd. Teachers' Salaries, &c.: Ordinary salaries, &c, £8,947 6s. 3d.; travelling expenses of teachers from other colonies, £170 155.; aided schools, £390 : total as above, £9,508 Is. 3d. School Buildings : New schools, £6,955 15s. Bd.; clearing, fencing, &c, £1,271 16s. Id.; furniture, £854 15s. 7d.; rents of buildings and sites, £110 12s. 6d. : total as above, £9,192 19s. lOd. Total of general statement as above, £25,131 19s. lOd. ; Public Libraries Account, £211 4s. : total of Board's audited general statement, £25,343 3s. lOd.
Statement of Assets and Liabilities on Building Account, 31st December, 1878.
Statement of Assets and Liabilities on General Account, 31st December, 1878.
OTAGO. Sir, — Education Office, Dunedin. In accordance with the provisions of " The Education Act, 1877," the Board of the Education District of Otago has the honor to submit its report for the year 1878. Constitution op District and Board. —By the Act of 1577 the Provincial District of Otago was divided into the two separate Education Districts of Otago and Southland ; but, as the Southland Board did not enter upon its duties till the lst of May, 1878, the schools of the Southland District continued under the control of the Otago Board during the first four months of the year. The Governor, by Order in Council, having postponed the date first fixed for tho election of the Board, it was not until the month of February that the nominations by School Committees of persons qualified to become members of the Education Board were received. Sixty-nine persons in all were nominated, and the 10th day of April was fixed for the final election, which resulted in the appointment of the following gentlemen: Messrs. James Green, C. A. de Lautour, Horace Bastings, John Shand, Donald Reid, James Fulton, Henry Clarke, Michael Fraer, and AVilliam Elder. The members of the previous Board continued to act until the appointment of their successors, whose first meeting was held on the 9th day of May, when Mr. Donald Reid was unanimously chosen Chairman. At its first meeting, the Board, with the object of facilitating its business, appointed two Committees from among its members—one to advise the Board with reference to all financial matters, and the other to advise regarding the appointment and promotion of teachers. There have been held during the year twenty-three regular meetings of the Board, ten meetings of the Finance Committee, and seven meetings of the. Appointments Committee. The only change that took place in the constitution of the Board during the year was the retirement of Mr. De Lautour, and the election and appointment of Mr. A. C. Begg in his stead. It was determined by ballot, on the 19th of December, that Messrs. Reid, Green, and Fraer should be the retiring members for 1879. Number of Schools. —At the close of the year 1877 there were 173 schools in operation under the Board, employing, on the 31st December, 356 teachers'—viz., 188 schoolmasters, 61 schoolmistresses, 19 teachers of sewing, 26 male pupil-teachers, and. 62 female pupil-teachers. Of the above number of schools, 43, employing 66 teachers —viz., 42 schoolmasters, 6 schoolmistresses, 7 teachers of sewing, 2 male pupil-teachers, and 9 female pupil-teachers—were, early in the year, handed over to tho Board of the Education District of Southland, leaving under control of this Board 130 schools, 146 schoolmasters, 55 schoolmistresses, 12 teachers of sewing, 24 male pupil-teachers, and 53 female pujiil-teachers. New schools have been established and opened during the year at Dunback, Crookston, Pukeiviti, and INevis. The number of schools in operation at the end of the year was 134. Iv these 134 schools 334 teachers were employed —viz., 161 schoolmasters, 72 schoolmistresses, 8 teachers of sewing, 32 male pupil-teachers, and 61 female pupil-teachers. This shows an increase of 44 teachers during the year. The large increase in the number of teachers, as compared with the number of additional schools, is due to the increased attendance at the schools in nearly every part of tho district. In addition to the schools which have been opened during the year, the Board has sanctioned the establishment of schools at Waikoikoi, Circle Hill, Bendigo, Eweburn, Duntroon, Waipahi, and Bald Hill Flat. The new buildings at Swift Creek, Tuapeka AVest, Waipahi, Goodwood, and Duntroon are almost corns
Assets. £ s. d. Liabilities. £ s. d. lalance ... ... ... ... 2,667 13 5 Debit balance, 31st December, 1878 ... 1,996 12 3 Liabilities on buildings ... ... ... 671 1 2 £2,667 13 5 £2,667 13 5 I certify that thc above is a correct statement of thc assets and liabilities of the Education Board of the District of Vestland on Building Account. Edward Pattex, Auditor.
Assets. £ s. d. lalance ... ... ... ... 2,940 7 7 Liabilities. £ s. d. Debit balance, December 31st, 1878 ... 1,219 10 8 School material ... ... ... 539 12 7 Capitation allowance for Committees for December quarter ... ... ... 206 15 1 Balance of teachers'salaries for 1878 ... 135 5 8 Payments for results for 1878 ... ... 472 9 0 Payments for instructing pupil-teachers for 1878 ... ... ... ... 213 0 0 Sundry accounts ... ... ... 153 14 7 £2,910 7 7 £2,940 7 7 I certify that the above is a correct statement of the as: Vestland on the General Account. lets and liabilities of the Education Board of the District of Edwabd Patten, Auditor.
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pleted, and will be opened early in January. Temporary buildings have been secured at Bendigo and Bald Hill Flat. These schools will also be in operation about tho middle of January. There are several applications for the establishment of schools which have not yet been finally disposed of by the Board. School Attendance.—A table showing the attendance of the different schools, the amount expended upon each school, and the name, status, and emoluments of each of the teachers, is hereunto appended. The following is an abstract of the attendance at the Dunedin public schools and the other public schools of Otago, from the institution of the Otago education scheme, in the year 1856, to the present time: —
The figures for the year 1878 show a very great increase in the average attendance at the public schools of the district. Owing to the separation of the Southland District (including Southland County, Wallace County, Lake County, Fiord County, and Stewart Island County), the number of schools were reduced from 173 to 130. But, notwithstanding this diminution, the average attendance in the Otago District proper for the year is 870 in excess of that for the combined Otago and Southland Districts in 1877. This increase has usually been most conspicuous in town and village schools, and the Board has every reason to believe that it would have been much larger but for the great difficulty that has been encountered iv getting adequate accommodation provided. In Dunedin, the increase in average attendance has been considerably less than was to be expected, and has been the result rather of crowding the existing accommodation to the utmost than of the erection of the much-needed additional schools and class-rooms. The average number of attendances made by every child that attended at all during the year amounts to 59 per cent, of the possible attendances, being 3 per cent, less than in 1877. In the Dunedin schools this average was 60, and for the other schools in the district 58. The falling off of 3 per cent, in the above average appears to be mainly due to the large number of pupils who entered the schools during the latter portion of the year, and to the unusual severity of the winter. During the six months from July to December, the average number of attendances made by every child that attended at all during these six months amounted to 70 per cent, of the possible attendances, a result which is greatly above that of any of the five preceding years. It is worthy of remark that during the above six months the salaries paid to teachers have, to a small extent, depended upon the average attendance at the schools, and that the remarkable increase iv the percentage has, to all appearance, followed from the influence the teachers have exercised towards promoting more regular attendance. It would thus appear that the object the Board had in view in making the salaries vary somewhat with the average attendance has been already largely attained, to the great benefit of those under instruction. Finance. —Appended hereto is an abstract of the income and expenditure of the Board for the year 1878, certified by the auditor appointed by the Governor. A table showing the amounts contributed by the Board to each school for teachers' salaries, including bonuses, allowances to Committees, and school-buildings, is shown in Appendix A. The sum paid for teachers' salaries, including the * Exclusive of Southland.
No. of at a] Pupils who [1 in the Coi the Year. attended irse of Average ft Daily Al >r the Ye ttendance Attendance at the of the Year. Close g o I go CD E o 1 H lar. Yeae. o E > 6 o 6 d a 3 fi ii .3.2 o o si <j oa •fi Q H a § -a o o H d § P P O od 73 .856-57 .857-58 .858-59 .859-60 .860-61 .861-62 .862-63 .864 .865 .866 .867 .868 .869 .870 .871 .872 .873 .874 .875 .876-77 .877 .878 5 9 13 17 18 20 23 38 46 51 56 68 77 97 116 127 140 154 157 165 173 *134 7 11 15 19 20 22 30 51 65 71 85 103 119 150 175 190 219 266 288 329 356 334 220 228 1,024 1,418 1,295 1,193 1,216 1,262 1,431 1,423 1.647 1,631 1,762 2,176 2,620 3,094 3,191 4,875 744 1,021 1,360 2,148 2,416 2,751 3,151 3,622 4,017 5,496 7,015 8,197 9,6S8 11,505 13,477 15,256 16,422 16,660 964 1,249 2,330 3,566 3,711 3.947 4,367 4,884 5,448 0,919 8,662 9,828 11,451 13,681 16,097 18,350 19,613 21,535 115 128 114 127 125 129 653 771 918 888 897 953 1,085 1,151 1,257 1,315 1,393 1,467 1,710 2,067 2,176 2,912 121 195 333 456 486 632 758 1,148 1,415 1,680 2,045 2,325 2,472 3,529 4,449 5,376 6,032 6,886 8,112 9,143 9,573 9,707 236 323 447 583 611 810 1,411 1,919 2,333 2,568 2,942 3,278 3,557 4,680 5,706 6,691 7,425 8,853 9,822 11,210 11,749 12,619 205 734 996 1,046 934 919 1,047 1,149 1,215 1,355 1,309 1,495 1,592 2,001 2,378 2,585 3,480 705 907 1,500 1,747 2,136 2,436 2,763 3,206 4,416 5,391 6,448 7,676 8,073 10,107 11,159 11,943 12,598 910 1,641 2,496 2,793 3,070 3,3553,810 4,355 5,631 6,746 7,757 9,171 10,005 12,096 13,537 14,528 16,078
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practising department of the Normal School, was £39,989 Is. Id. Before the present Education Act came into force, the salaries of teachers were derived partly from certain grants made by the Board, and partly from school fees. A fixed amount was paid by the Board to the head teachers of all schools of the same grade (main or side schools) without regard to size, while lesser amounts were paid to assistants, according to the position they held. The rest of the salaries was derived from school fees. Prom these a sum sufficient to meet current expenses was withdrawn, and the surplus was paid to the teacher where there was but one, or was distributed in various proportions between the headmaster and his assistants. In all the larger schools the fee element in the salaries was the more important, i'or the Board's contribution to the salary of the headmaster of a school of 500 was no greater than to that of a school of 50. Under this system, the remuneration of teachers similarly situated was subject to great inequalities, owing to variations in the rates of fees charged, to the numbers of pupils attending the schools, and also to the manner in which they were apportioned by Committees. The entire abolition of fees by the Act of 1877 made it compulsory for the Board to reconsider the whole question of salaries. The establishment of a fair, and, as far as possible, of a liberal, scale of salaries for teachers, was a question which received anxious and patient consideration. After mature deliberation and a careful approximate estimate of the Board's probable income and expenditure, the method of payment now in force was adopted by the Board. The present method of computing salaries involves a new principle to which the Board attaches considerable value—namely, the payment of an annual bonus, increasing according to the classification, in addition to a fixed payment based on the average attendance at the schools. It is believed that this arrangement will operate in the direction of improving the scholarship and general qualifications of the teachers, and that many will by this means become entitled to an addition to their salaries. On the introduction of the new system there was a great demand for additional teachers. In order to deal with such applications on fixed principles, the Board had to consider the best method of allotting the teaching staff in proportion to the number of pupils attending the schools. In adopting the present method of allotment, the Board was influenced by the feeling that it was better for the interests of education in the district to have liberally paid and more efficient teachers, than a larger number of teachers less liberally paid and presumably less capable. The smallness of the sum available for paying salaries, the uncertainty of its amount, which depends on the average attendance, and the difficulty in accurately estimating the expenditure, made it necessary for the Board to act with caution in fixing this scale. It has every expectation, however, that its prospective income, owing to increased attendance, will enable it at an early date to fix the scale of staff and salaries on a more liberal footing. In connection with this, the Board desires to express its conviction that, for many reasons, some system by which parents would be liable to contribute directly towards the expense of the education of their children, either by paying school fees or by a capitation tax, would be much preferable to the present system. It believes that a number of the parents in the district are desirous of such an alteration, and would be glad to see an amendment of the Act in this direction. A table is appended showing the scale of staff in a number of countries where popular education receives much attention, from a perusal of which it will be seen that that adopted by the Board is relatively not illiberal. Inspection.—The reports of Messrs. Petrie and Taylor, the Board's Inspectors, are given in full in the Appendix. These reports are of a highly satisfactory character, and give evidence of steady improvement in the efficiency of the schools as a whole. The scanty supply of trained teachers, to which the unsatisfactory condition of a number of schools is attributed, has caused some difficulty and no little anxiety. In the early part of the year, particularly, a number of vacancies had to be filled up by persons who, although possessed of sufficient educational abilities, had no experience in, or training to, the work of teaching, with the result that several, by natural aptitude and diligent application, have proved useful teachers, while others have failed to discharge satisfactorily the duties undertaken by them, and are only retained until they can be replaced by more qualified teachers. During the latter part of the year the Board's efforts to secure the services of trained and experienced teachers have been attended with greater success, and it is expected that the inducements held out will, in future, secure a sufficient supply. Noemal School. —The report of the Bector of the Normal School is appended. As in past years, owing to the great demand for teachers in the country districts, the majority of the students in the second year's course of study have been required for various appointments, and had to leave before their course of training was completed. Pour model schools and a gymnasium are now being added to the school, which will render its equipment much more complete. Deawing-mastee's Department.—The report of the headmaster of the Drawing Department follows the report. The total number that received instruction in drawing during the year 1878 was 3,710, being an increase of 256 over the previous year. The classes were attended by 303 students— namely, 64 teachers and pupil-teachers ; 41 lady-students at the afternoon classes ; and 198 artisans and other students in the evening. During the year it was found necessary to increase the staff of the school by the appointment of two pupil-teachers. On the recommendation of the headmaster, Mr. Alfred Walsh and Miss Louisa Burnside,two of the most promising pupils of the school, were appointed. There are now five teachers of drawing —three males and two females. The total expenditure on this department for the year was £800 16s. The sum of £110 was received as fees (ladies' class). Scholarships.—There were no scholarships in connection with the Board at the end of the year 1877. The liberal provision made for the establishment of scholarships throughout the colony enabled this Board, early in the year, to intimate that 12 scholarships —6 junior and 6 senior—would be open for competition in December. The examinations were held at various centres throughout the education district on the 17th, 18th, 19th, and 20th December, when 72 candidates presented themselves—2l senior and 51 junior. School-buildings.—The sums expended on school-buildings during the year ended 31st December, 1877, amounted to £13,122 13s. lid. At the beginning of the financial year, the Board furnished you with a detailed estimate of the amount of money required to meet the claims lodged with the Board by Committees for the erection, enlargement, repair, and completion of school-buildings. This estimate 9—H. 2. (App.)
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amounted to the sum of £46,355. The Board was greatly embarrassed when informed, a few months afterwards, that the sum of only £19.000 —considerably less than half the amount required—had been allotted to this district for meeting the cost of buildings so urgently needed and so clamorously called for. At present, the principal schools in the district are, almost without exception, greatly overcrowded, and, in a good many cases, admission has had to be refused to numbers of pupils, even after all available outside buildings have been turned to account to supplement the accommodation. In all these cases, the immediate erection of additions or of new schools to relieve the pressure is imperatively required. Numerous claims for the establishment of schools in newly-settled or rapidly-growing districts continue to be brought forward, which cannot be granted for want of funds, aud a large number of school-buildings that have done service for many years have so fallen into disrepair, and are so unsuitable, because of inferior construction and faulty arrangement, as to render it imperative to replace them by more suitable ones at tho earliest possible moment. Another serious source of expense lies in the necessity for furnishing a considerable number of schools that are otherwise wellappointed. In the face of all these calls upon its funds, and well knowing the great hardships and even injury inflicted upon both teachers and pupils in numerous instances on account of limited accommodation, the Board regrets exceedingly that it is powerless to make anything like adequate provision for tho educational wants of the district, because the means absolutely necessary for doing so have been so seriously curtailed. AVorks to the value of £29,000 have already been authorized, and fresh claims for further works are being lodged every week. A site for a school so urgently required at the north end of Dunedin has at length been secured, aud suitable school-buildings will be erected forthwith. Public Libraries.—No additional libraries have been established during the year. Books to the value of about £2,000 have been ordered from Britain for the use of the public libraries. The first shipment left in December, and will be ready for distribution to the various committees in March. Other large orders were to follow. These books will be distributed in accordance witb the provisions of ''The Public Libraries Subsidies Act, 1877." In addition to this, library committees will be entitled to purchase, with their own funds, from the Board's stock, such books as they may desire, the object of the Board being to place it in the power of such committees to obtain for their libraries strongly-bound and suitable books at a reasonable cost. General. —The Board respectfully request the attention of the Minister of Education to the question of securing school sites in towns and villages where no public lands are available. The cost of purchasing a suitable school site in the City of Dunedin, in its immediate suburbs, or in any of the larger inland towns, is equal to that of the erection of school-buildings thereon ; and the Board submit that such expenditure should not be made a charge on the funds at its disposal for general educational purposes. The Board would again urge the desirability of funds being made available for purchasing sites in such localities in advance of the school requirements, and before the enhanced value, which immediately follows an increased population, accrues. The Education Act has been based on the system of free and compulsory education, but, in the absence of an adequate supply of school-buildings and teachers, or of the means of providing them, the compulsory clause is a dead-letter. The Board is charged primarily with the advancement of the interests of education in this education district, and it feels it would fail in its duty if it did not point out the utter inadequacy of the funds at its disposal for carrying out the objects of the Act. The Board desires to point out that, in the absence of provision for voters' rolls, and for the taking of a poll at the elections of School Committees, the cumulative system of voting does not work well, and suggests that the Act be amended to remedy this. By order of the Board. The Hon. the Minister of Education. P. G. Pryde, Secretary.
General Statement of Income and Expenditure for the Tear ended 31st December, 1878.
Details. —The amount actually received from Government was £79,543 lis. Bd. ; but of this sum £2,802 lis. Bd. has been charged against the new Southland Board, leaving £76,741 as above. Staff: Secretary, £398 15s. 2d. ; clerk, £205 ; clerk, £87 10s.: total, as above, £691 ss. 2d. Departmental Contingencies: Law expenses, £28 9s. Bd.; printing, £149 16s. Bd. ; advertising, £123 16s. 3d.; stationery, £76 10s. Bd. ; fire, gas, ie, £10 19s. Teachers' Salaries, &c.: Ordinary traeliers, £38,437 7s. 9d.; Practising Department, Normal School, A 1,551 13s. 4d. ; Drawing-master's Department, £800 165.; drill. £18 55.; less £719 3s. 4d. paid to Southland: total, as above, £40,088 18s. 9d. Buildings: Works, &c, £11,401 lis. 6d. ; purchase of sites, £1,310; less £2,006 ss. paid to Southland: total, as above, £10,705 6s. 6d. Total of general statement, as above, £81,531 Is. 5d.; transferred to Southland Board Account, £2,802 lis. Bd. ; Public Libraries Account, £1,052 3s. Bd. and £135 17s. lOd.: total of Board's audited general statement, £85,521 14s. 7d.
Income. £ s. d. 'o Balance on lst January, 1878 ... ... 2,303 8 0 Grants from Government —General ... 62,084 10 6 „ „ Buildings ...14,656 9 6 Net receipts from education reserves ... 1,792 13 1 School Fees — Drawing-master's department ... ... ... ... 110 0 0 Incidental Receipts — Sale of school sites ... ... 121 7 9 Bank interest ... ... ... 70 10 3 Balance, Libraries Account ... 392 2 4 Expenditure. £ s. d. By Office and Board — Office staff ... ... ... 691 5 2 Members of Board ... ... 64 16 0 Departmental contingencies ... 389 12 3 Inspection—Salaries ... ... ... 856 15 0 „ Travelling expenses ... 394 8 5 ,, Examinations of teachers ... 43 18 5 Teachers'salaries and allowances ...40,088 18 9 School Committees £5,619 14s. lid., less £77 3s. 4d. paid to Southland ... 5,542 11 7 Scholarships —Preliminary expenses ... 17 11 6 Training Insiitutiou ... ... ... 2,193 6 8 Buildings—Works, &c. ... ...10,705 6 6 „ Plans and supervision ... 411 2 5 Balance in hand ... ... ...20,131 8 9 £81,531 1 5 £81,531 1 5
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Statement of Assets and Liabilities as at 31st December, 1878.
DRAWING-MASTEE'S EEPORT. Sir, — I have the honor to submit the following report on the School of Art and the work done in the various public schools in wbieh drawing is taught. Tho total number that received instruction in drawing in or through the agency of the school during the year 1878 has been 3,710, showing an increase of 256 over last year. The number of attendants at the various classes was as follows : —Normal School: Students, 31; teachers and pupil-teachers, 64; ladies' afternoon class, 41; mechanical and architectural, 72; free-hand model drawing, 90; modelling in clay, &c, 5. Public schools: North Dunedin, 410; South Dunedin, 247 ; Middle Dunedin, 559 ; Albany Street, 308 ; Normal, 467; Port Chalmers, 179; Caversham, 262 ; North-East A Talley, 218; Mornington, 153; Kensington, 111; Kaikorai, 186 ; Forbury, 253 ; Anderson's Bay, 54. The teachers' and pupil-teachers' class was open every Tuesday and Thursday, from 545 to 6.45 p.m., for the study of free-hand outline drawing from the flat and from solid models, practical geometry, and perspective drawing. There was a large increase in the attendance at this class, and it has been marked by the same steady progress that characterized it in former years. The same remark is also applicable to the students' class. The ladies' afternoon class was open on Mondays, AVcdnesdays, and Fridays, from 2 to 4 p.m., for the study of the elementary subjects, and for painting in oil and water-colours from copies and from nature. The interest and close application of several of the students deserve special mention. Sixteen of their works, painted from nature, were shown at the Otago Art Society's Exhibition, and were very favourably criticised. The evening classes for artisans and others engaged during the day were open on Mondays, Tuesdays, AVednesdays, and Thursdays, from 7to 9 p.m. Mondays and Wednesdays were devoted to free-hand drawing from flat examples and from the round, drawing from the antique, painting in monochrome, and modelling in clay ; aud Tuesdays and Thursdays to practical plane and solid geometry, mechanical, and architectural drawing. Experience has taught me that, where manufactures requiring artistic talent and skilled labour are carried on, the great mass of those requiring instruction are of the artisan class, whose education in art ought to embrace all those subjects which are most useful and most closely connected with their various occupations. This I always bear in mind when conductiug such a class, so that the work done may be of the most useful description. I desire, in connection with this class, to make special mention of the names of two of the students, J. Barr and J. Gow ; the former for his designs and well-executed set of drawings for a compound engine, the latter for his faithfully-executed model of the " Discobolus " —works of great merit. The present condition of those classes demands an increase of accommodation in order that the students modelling may be separated from those drawing from the antique. Public Schools.—The most elementary instruction was given in the public schools. It consisted of free-hand outline drawing from blackboard exercises, drawing from tbe flat and from solid models, practical geometry, and perspective drawing. Each class received one hour's instruction per week. Near the end of the session I recommended that additional assistance Bhould be provided in order to carry on the work in a more systematic manner. The Education Board approved of my recommendation, and appointed Miss Burnside and Mr. Welsh, who were students, as assistants. Since then additional classes have been commenced in the junior divisions of these schools, and I think by the beginning of next session all the classes from Standard I. to Standard VX will be receiving instruction in the subjects enumerated in the regulations issued by the Governor in Council. It affords me great pleasure to state that the progress of the pupils has been very satisfactory. Miss AVright and Mr. Butter have laboured with zeal and energy in the various duties they have had to perform, and I have the satisfaction of saying that they have assisted me greatly iv all my work. I have supplied the following schools with copies : —Anderson's Bay: 1 box solid models, J set Dyce's outlines, 1 set flowers, 1 set De La Rue objects. Forbury School: 1 box solid models, i~ set Dyce's outlines. Mornington School: 1 box solid models. Kaikorai School: 1 box solid models. Kakanui School: i set Dyce's outlines, 1 set flowers, 1 set De La Rue objects. Otepopo School: 1 set De La Rue objects, 1 set flowers. Caversham School: 1 box solid models. Ravensbourne School: •§• set Dyce's outlines, 1 set De La Rue objects. North-East Valley : 1 box solid models. The annual exhibition of the students' works took place in December, and was largely attended by all classes of the citizens. The drawings were more numerous, and the free-hand and mechanical drawings were far in advance of those of any previous year. The best paintings, twenty-four in number were exhibited in the Otago Art Society's Gallery. Analysis of the occupations of the students attending the evening classes in the School of Art during 1878; 3 architects, 4 bricklayers, 6 blacksmiths, 4 boiler-makers, 2 brass-founders, 1 banker,
18/8. Assets. >ec. 31. To Cash in hand— Available Public Library deposits £ s. d. ...20,131 8 9 ... 135 17 10 1878. Liabilities. £ s. d. Dec. 31. By Liabilities — Buildings—Work in hand and under contract ... ... 16,664 0 0 Repairs, &c... ... ... 168 16 0 Maintenance — Office ... ... ... 39 7 8 Public libraries ... ... 528 0 2 Scholarships ... ... 23 13 6 Normal School ... ... 20 11 0 Drawing-master's department 2 16 0 By Balance ... ... ... 2,820 2 3 £20,267 6 7 £20,267 6 7
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18 carpenters, 6 clerks, 5 coach-painters, 6 civil engineers, 3 drapers, 1 gardener, 2 goldsmiths, 8 joiners, 2 ironmongers, 3 iron-turners, 2 jewellers, 4 lithographers, 24 mechanical engineers, 5 masons, 5 painters, 5 plumbers, 4 pattern-makers, 2 plasterers, 3 photographers, 7 surveyors, 4 tinsmiths, 4 teachers, 2 tailors, 1 wood-carver, 16 students. I have, &c, The Secretary to the Otago Education Board. Datid C. Hutton.
SOUTHLAND. Sir, — Invercargill, 31st March, 1879. In compliance with the provisions of clause 102 of " The Education Act, 1877," I have the honor, by direction of the Board, to lay before you a report of the proceedings of the Education Board of the District of Southland for the period of nine months ended 31st December, 1878. The Board did not assume office till the lst day of May, but it has been deemed expedient, for the quarterly payment of teachers' salaries and other matters of detail, to include the month of April also. Board. —The Board, as constituted on the lst of May, consisted of the following members: The Hon. Dr. Menzies, the Hon. Sir John Richardson, Messrs. George Lumsden, John McArdell, C. C. Sproull, Alfred Baldey, James Mackintosh, and Thomas Moran Macdonald (who was unanimously elected chairman). Ten meetings have been held, at the third of which it was found necessary to appoint an Executive Committee, consisting of five members, by whom all applications for new schools, permanent repairs, increase of staff, &c, are carefully considered, and their recommendations embodied in a report, which is laid before the next meeting of the Board, when its various clauses are dealt with seriatim, and finally disposed of. Iv the beginning of December an extraordinary vacancy was caused by the death of the Hon. Sir John Richardson, whose exertions for the promotion of the educational interests of the district were most untiring. Steps in pursuance of the provisions of the Act havo been initiated for the election of his successor. The three retiring members, as ascertained by ballot, are Messrs. Lumsden, McArdell, and Mackintosh. Schools. —AVhen the Board came into office six new schools had been sanctioned in this district by the Board of Otago —viz., Athol, North Forest Hill, Upper Shotover, Gore, South Invercargill, and Moke Creek. The first four schools are in full operation ; that at Invercargill will be opeued after the holidays ; and the erection of that at Moke Creek has been delayed owing to the difficulty of obtaining a suitable site. Two new schools at Ryal Bush and Forest Hill Railway Crossing respectively will be opened early iv January, and the erection of new schools at South Forest Hill and Olautau is in progress. To meet the requirements of the large and daily-increasing population in the suburban municipalities of North Invercargill and Gladstone, two new school districts have been defined, and schoolhouses capable of accommodating 600 pupils will be erected forthwith. At the former place a building used for religious meetings has been temporarily leased, and will be opened as a school early in January. In various parts of the district the population has greatly increased owing to the sale of land on the "deferred payment " system, and new schools are required to meet the educational wants of the settlers. The erection of new schools in the Kingston and Nokomai, Pukerau, Chatton, Lumsden, Oreti Plains, and Pembroke districts, the boundaries of which have been, defined and approved of, has been sanctioned by the Board. At Riverton, the South School, which was never recognized by the Otago Board, has been discontinued, and, the principal school being in a most dilapidated condition, it is proposed to erect a new school containing four or five class-rooms of sufficient dimensions to contain all the children of school age in the town. The District High School, and the North Public School, Invercargill, have been inconveniently crowded since the Act came into operation, and a large number of children have been refused admission. The erection of an infants' room in connection with the former, and the South Public School, now nearly completed, will, it is expected, meet the requirements of the town, at least for a time. Buildings.—The sum of £5,000 allocated by the Government to this district for school-buildings has been found to be quite inadequate to meet the various claims for the erection of schoolhouses and residences from all parts of the district. The liabilities incurred by the Board for works entirely necessary are much in excess of this sum, and it is hoped that the Government will act in a liberal Bpirit, and authorize the Board to draw, to the extent of at least three-fourths, on the Building Fund of next year. If this is not done it is evident that not a few localities in various parts of the district will be without the means of education for their children, who will, in the meantime, be growing up in ignorance and neglect. School Furniture and Appliances.—Not a few of the older edifices, which at the time of their erection were considered comfortable and convenient, have, through the supineness of School Committees or the want of funds, fallen into decay, which will necessitate extensive repairs and alterations. In a large number of schools, the furniture, usually consisting of double-desks in the centre of the room, or single ones placed along the walls, will require to be renewed, and arranged in accordance with the improved plans adopted in the State schools of other countries. School appliances have been very insufficiently supplied, and there are almost daily demands for maps, ball-frames, blackboards, primer cards, &c. From a return lately made by the teachers, it has been ascertained that no fewer than two hundred maps are required for the schools in the district. So long as these are wanting, efficient and intelligent teaching cannot be expected, and a scheme it under consideration for providing a supply of the requisite appliances at a moderate expense. Insurance op School-buildings.—Shortly after the Board took office its attention was directed to the subject of the insurance of school-buildings within the district, and a resolution was passed for making special arrangements for the insurance of all tho school-buildings aud residences belonging to the Board. In carrying out this resolution tenders were invited from all the insurance companies in town, and the result was the insurance of all the school-buildings at a very reasonable rate, and much lower than if left to the action of the several Committees. The estimated value of the property thus insured amounts to £17,500, and the total premiums £80, being at the average rate of 9s. per cent.
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The money thus expended by the Board in the first instance is recouped by quarterly deductions from the School Fund of the premiums payable on the estimated value of the property insured in each school district. Teachers and Salaries. —A large proportion of the schools in this district show an average attendance of 30 and under, the salaries attached to which are insufficient to secure the services of competent teachers. The Board has had great difficulties to contend with in this direction, and has been obliged in not a few instances to employ young men of limited experience as a temporary expedient for supplying the demand for teachers in the " weak schools." As population increases, however, the difficulty will gradually disappear, and the opportunity afforded by the Government of sending to a training school for two months in the year some of the young teachers of promising ability will havo the excellent effect of improving their knowledge of method and school organization. Teachers' salaries in some individual instances may be lower under the new Act than under the Otago Ordinance, but on the whole there.is an upward tendency, as may be shown by the following table: —
It is to be hoped that next report will show a marked improvement on the incomes of teachers, for unless a good salary is provided it cannot be expected that young men will devote themselves to a profession the emoluments of which are less than the annual wages of an artisan, or even of a common labourer. Attendance. —The compulsory clause of the Education Act has been adopted bj r a few School Committees, but I am not aware that in any district it has been put in force. As regards attendance, however, there is no ground for dissatisfaction: the percentage which the average attendance bears to the number enrolled for the last quarter of 1878 is 862, while in the Australian Colonies it ranges from 452 to 516, showing a very great disparity between the working average and the number enrolled. But it must be borne in mind that in Australia, when a child's name is once enrolled, it remains there till the end of the year, and thus swells the number of enrolments, and also that in a country having a number of large towns, containing two or more schools, the children have much greater facilities for moving about from one school to another, and, in doing so, unduly augment the number enrolled. As there is only ono town in Southland with more than ono school, and as the names of those children who leave school are expunged from the roll, the facilities for duplicate attendances are at a minimum. In instituting a comparison between the attendances in the schools in Australia and those in New Zealand, due weight ought to be given to these considerations. Still, in all State schools where education is free, a stringent compulsory clause is a sine qua non in order to insure regularity of attendance, which is so essential to the steady progress and proficiency of the pupils. " The Education Act, 1877," requires amendment in this direction. School Statistics.—Considering the short period which this report covers, it cannot be expected that statistical tables, showing the progress made in the schools, can be presented. It will be sufficient to state that, at the end of the year, the number of schools in operation was 46 ; about to be opened with an estimated attendance of five hundred pupils, 4 ; new school-buildings sanctioned in old district, 3 ; in new districts, 7 ; extension of present buildings, 2 ; new districts defined, 7 ; number of teachers, 69 ;of pupils enrolled, 2,900, and in average attendance 2,507. The ages of the pupils, their classification as regards the prescribed standards, and the numbers learning the various branches of the school course, may be ascertained by a reference to Table IV. Besides what are usually called the common branches, history has been taught in nineteen schools to 529 pupils ; elementary science in twelve schools to 208 pupils ; drawing in twenty-one schools to 618 pupils ; object-lessons in fifteen schools to 908 pupils; vocal music in eight schools to 577 pupils; sewing in nine schools to 692 pupils; and domestic economy in three schools to 65 pupils. It may be expected that the next annual report will show a marked increase in the number of schools in which these branches of instruction are taught. Teachers should be disabused of the idea which seems to be prevalent among them that these subjects are entirely optional, and reminded that, by the Education Act, they form ,a part of the school course, and should therefore find a place in the time-table of every public school. Drill Instruction. —School drill, as a means to an end, viz., discipline, without which the work of instruction can never be satisfactorily or successfully carried on, has been very much neglected iv the schools of this district. The Board has not overlooked its importance and necessity, and has resolved to place in the hands of every teacher a copy of Norman's "Schoolmaster's Drill Assistant," in order that systematic drill may be daily practised in every public school. For those situated in the centres of the population properly-qualified instructors have been appointed. The importance of drill as an aid to discipline cannot be over-estimated. Success in this, as in every other branch of instruction, depends in a great measure on the character and energy of the teachers themselves, for it is a well-known adage "As is the teacher so is the school;" but, if drill is introduced and honestly carried out, habits of order, sustained attention, steady work, and good conduct will be the inevitable results. Regulations, etc. —Rules for determining the staff necessary for each school, the amount of salary paid to teachers, and the distribution of the School Fund among the various Committees, based on the average daily attendance, have been adopted by the Board. Regulations for the instruction and remuneration of pupil-teachers, as well as a programme for their examination, have been prepared and sanctioned by the Education Department. A syllabus has been drawn up to regulate the course of instruction in the special branches taught in the District High School.
No. of Schools in Under £100. £100-£150. £150-£200. £200-£250. £25O-£30O. 1877 1878 11 7 15 20 I 9 11 2 2 1 3
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Girls' High School.—Shortly after the Board took office its attention was directed to the establishment of a Girls' High School in the city, in accordance with the provisions of " The Southland Boys' and Girls' High Schools Act, 1877." A Board of Governors was appointed, consisting of the Mayor, ex officio ; Messrs. Harvey and Cuthbertson, on the part of the Education Board ; and Messrs. Joyce and Jaggers, on that of the Government. An excellent site has been secured, but it has been considered expedient to defer the erection of the necessary buildings till the funds at their disposal will enable them to do so. As a temporary arrangement, one of the public halls has been leased and fitted up as class-rooms. The school was opened about the beginning of February, with a staff consisting of a lady-principal and a senior and junior assistant, under whose management there is every prospect of its assuming a high position as an educational institution. Ofeice of the Board. —I cannot close this brief report without bringing under your notice the very inadequate accommodation which the Board possesses for the transaction of its daily business. The room which is occupied as an office is in the old Government Buildings, and contains the Supreme Court library, to which the members of the legal profession have access at all times. It measures only 15 feet by 12 feet, and, being occupied on two sides by the library, very little space is left for office conveniences and necessary furniture. Altogether it is most unsuitable either for the daily transaction of business or for holding the stated meetings of the Board. The Inspector has not a separate office, and all the business of his department, as well as that of the Secretary, is transacted in the same room. On several occasions the Board has been laid under deep obligations to the County Council and the Resident Magistrate for the use of their rooms for holding meetings. It is most desirable that larger and more commodious offices should be provided. If this is not done very soon, I venture to predict that, from the daily accumulation of documents, and the want of space for a sufficient number of depositories, the business of the Board must be greatly retarded by the confusion which is certain to ensue. Public Libraries.—lt is intended to take immediate action for the distribution of the grant by Government among the various public libraries in the district, in accordance with the provisions of " The Public Libraries Subsidies Act, 1877." The grant for the financial year ending 30th June, 1878, will be available in books when the catalogue, now being prepared, shall have been received : that for the year ending 30th June, 1879, will be distributed iv money ; in both cases in proportion to the amount of voluntary subscriptions received by each library. A list of the libraries in the district is given in Appendix. I have, Ac, The Hon. the Minister of Education. John G. Smith, Secretary.
General Statement of Income and Expenditure for Eight Months from lst May to 31st December, 1878.
Income. £ s. d. ly Grants from Government —General ... 7,563 14 5 „ „ Buildings ... 3,291 5 0 Net receipts from reserves ... ... 228 0 3 Special fees for higher education ... Ill 6 6 Incidental Receipt—Rent of school site... 10 0 0 Expenditure. £ s. d. By Office and Board— Office staff ... ... ... 161 10 0 Members of Board ... ... 58 5 0 Departmental contingencies ... 120 18 2 Inspection —Salary ... ... 166 13 4 „ Examination of teachers ... 6 15 6 Teachers' salaries and allowances ... 6,353 9 9 School Committees, for educational purposes ... ... ... 681 18 4 Buildings ... ... ... 2,093 7 0 Bank interest ... ... ... 0 7 10 Balance in hand ... ... 1,561 1 3 £11,204 6 2 £11,204 6 2 Grants from Government include £2,802 lis. 8d. transft 'rinting, £12 10s.; advertising, £72 14s.; stationery, £14 lis, irred from the Otago Board. Departmental Contingencies: 3d.; sundries, £21 2s. lid.: total, as above, £120 18s. 2d.
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REPORTS OF INSPECTORS OF SCHOOLS. (It has not been considered necessary, as a rule, to print those portions of the Inspectors' reports which relate to particular schools.)
AUCKLAND. Sic,— I have the honor to submit the following report for the year ended 31st December, 1878 : — The number of primary schools in the education district in the first quarter of 1878 was 172 ; in the second, 176 ; in the third, 176 ; and in the fourth quarter, 179. In these numbers every two halftime schools are counted as one school. The actual number of schools taught half-time was, in the last quarter of the year, 30. The attendance of pupils is shown in the following table: —
The modification of the system which existed in the district before the passing of " The Education Act, 1877," and my visit to the southern parts of the colony in connection with that modification, have taken up a great deal of time, and interfered considerably with the work of inspection. The object of my visit to the South was mainly, as the Board is aware, to see the working of the normal schools in Christchurch and Dunedin. Through the kindness of the Inspector-General, of the Inspectors in Canterbury and Dunedin, and of the masters of the training and practising schools, I was enabled to acquire a tolerably complete acquaintance with the manner in which these schools are carried on. The training of teachers has been carried on here hitherto by means of classes held in the evening and on Saturdays at Auckland and the Thames ; and by the employment of probationers. A number of junior assistants are also employed. These junior assistants are virtually pupil-teachers, but are not articled. The master of the Auckland classes receives at the rate of £150 a year, and his assistant, £50. At the Thames the master, who has no assistant, receives £50 a year. The classes are attended by junior assistants and probationers, and by some others who, though not employed as teachers, attend by special permission of the Board. The probationers are persons whom the Board think likely to make useful teachers, and who are taken on probation for periods of three months. An allowance ranging from £2 10s. to £5 a month is paid to each. There are three classes of junior assistants receiving salaries of from £20 to £60 a year. Further, for the guidance of teachers, minute instructions as to school management and methods of teaching have been drawn up and printed. These have been found a valuable guide to young and inexperienced teachers, who are but little qualified to separate the wheat of text-books of school management from the chaff. Of these classes, the Auckland class has been very successful: that held at the Thames has not, I regret to say, given satisfactory results. It is now proposed to establish a regular training school, and the Board have procured a site in AVellesley Street, adjoining the district school, on which to erect the necessary buildings. It is intended to use the Wellesley Street school as a practising school. For admission to the training school it will be required that candidates shall have reached sixteen years of age, and shall have passed an examination somewhat equivalent to that for Class E. They will be required to spend in public primary-school teaching two years out of the first three years after leaving the training school. It is now intended also to have the pupil-teachers articled, but I cannot see much to be gained by this. What I have learned with respect to the system of training existing elsewhere leads me to believe that the methods adopted for that end here caunot be held to be altogether unsatisfactory or ineffectual. No doubt, under a reasonable system of management the establishment of a normal school in Auckland will be productive of much good. AVhat I mean by a reasonable system is one which shall have for its aim to train young people to be useful teachers in primary schools —such a system as will not bewilder students with too much of the upholstery of the profession, and one which will sedulously avoid cramming. It appears to me that in New Zealand, just now, too much value is attached to the mere acquirements of a teacher, and too little to the rare gift of imparting knowledge. A teacher should be first made fit to teach a class, and then to teach a school. These simple ends seem to me to be often in a measure lost sight of. They are hidden from the student in the upholstery of theories, and systems, and endless talk. It is forgotten that the function of the teacher is to assist Nature, not to encumber her with help. Nature might be trusted a little. Some educationists seem consciously or unconsciously to think, " How foolish are the birds that live in thickets and eat berries !" They would save the birds from such mistaken courses ; would shut them up in cages, and administer to them hard-boiled eggs and saffron. Teachers trained where these ideas run riot are but too likely to become expensive and injurious failures.
ill Number. Ave: •age Attendance. Quarter ending Number of Schools. M. F. Total. M. F. Total. March 31 June 30 September 30 December 31 172 176 176 179 6,675 7,171 6,201 6,424 5,552 12.227 5,901 13,072 5,203 11,404 5,504 11,928 4,866 5,152 4,773 5,020 3,765 3,879 3,663 4,075 8,631 9,031 8,436 9,095
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There has been a considerable improvement in the organization of the schools, in discipline, and in instruction during tho last year. Tbe use of the American desks, each holding two pupils, and the method of arranging them adopted, have been of great assistance to teachers in preserving discipline. The discipline of the schools has been somewhat injuriously affected in two ways. It has been put forward by the Press that in no case can a teacher inflict corporal punishment without making himself liable to legal penalties. This mischievous fiction has done much harm. Instances, I regret to say, have occurred of School Committees being guilty of the grave error of encouraging the insubordination of pupils towards their teachers. The evil of this proceeding is not confined to the schools under the charge of these Committees; it extends to the whole colony. All instances of serious insubordination, whether in pupils or assistant teachers—and almost every act of insubordination is a serious one —should bo reported by the head teacher to the Board as well as to the School Committee. The Board will, I think, find it necessary, in the interest of the entire country, to apply to all symptoms of insubordination very stringent measures. Isolated acts of too great severity on the part of teachers are easily dealt with: they bring no danger to the State. The growth of a turbulent law-defying generation is a very real danger. I have mentioned that the instruction given in the schools has improved. Teachers are beginning to see more clearly that all instruction should have training mainly for its object. This has for some time been impressed on teachers in this district, and special attention is drawn to it in the instructions issued by the Board. But many teachers have been, and some are still, slow to learn that mere hearing of lessons is not true teaching. Reading is more intelligently taught. It now appears to be generally understood that learning reading without an intelligent apprehension of what is read is certain to produce pernicious effects on the character of the child. Again, teachers now see that, in transcribing from books, not even the smallest error should be passed over —mainly for the purpose of producing habits of accuracy. The habits of investigation, thoroughness, and carefulness, produced by an enlightened teaching of these and other subjects, will show themselves in after-life—it may be in the household work of the girl, or in the field work of the boy. If habits of slurring over work and carelessness are allowed to be acquired in school, these two will show themselves, when the girl or boy grows up, in the slovenly household or neglected farm. lam glad to be able to say that a great improvement in composition is very generally shown. It is really wonderful that this acquirement, the most practically useful of all, should have been for so many generations virtually ignored by teachers and their advisers. It is still hard to get it intelligently taught. The methods of teaching are dealt with in the Board's instructions. A teacher of singing has been appointed for ihe schools in and near Auckland, and another for the Thames schools. They teach on the Tonic Sol-fa system. The results, so far, are satisfactory. Drawing and sewing are more generally taught thau hitherto. A knowledge of the laws of health is becoming more generally diffused. I trust that the effort made here for some years to teach this subject will bo found to bear fruit in time to come. AVherever one goes abundant evidence is found of what ignorance on the subject prevails. AYe find houses built close to the ground, no adequate provision for drainage and ventilation, the windows of the bedroom and sittingroom not hung, and looking away from the sun, or, if they should face the sun, his light is carefully excluded by blinds, as well as in some instances by trees growing close by. " Where the sun does not enter the doctor must." The effect of ignoring sanitary laws is seen in the great amount of "little health" which prevails. The beneficial effects of trees on the climate of a country are not enough understood. I regret to say that it has been found difficult in some instances to make teachers attend properly to the ventilation of their schools. I look on this administering of slow poison to their pupils as little less than criminal. I have been for some time forcibly impressed with the necessity which exists for providing some system of gymnastics for girls. A very large number are growing up with narrow chests and round shoulders, and with a general waut of development in the frame. The chests and other upper parts of the body of boys even are not sufficiently developed. Almost all the games which they play tend to develop the lower extremities alone. They have no such games as hand-ball or racquets: it is very much to be wished that they had. But I consider the case of girls, the future mothers of a people, as even more important than that of boys. I trust that, before long, a simple gymnastic apparatus for both sexes will be provided for every school. AVhere space and means allow, lawn-tennis, that most excellent game, should be introduced. I think it would be well to appoint a teacher of gymnastics here, as is done elsewhere. I would here commend to the attention of teachers aud parents the question, " AVhy should girls be weaker and less healthful than b >ys ? " There is something—are there not many things? —radically wrong in the usual methods of bringing up girls. More than one Inspector of Schools in New Zealand has found it necessary to animadvert on the unnecessary amount of statistics now required from teachers. The completion of these superfluous returns takes up the teacher's time, tries his temper, and tends to unfit him to teach.' It is not an unusual delusion that to accumulate school statistics is to educate a people. In England this has grown to such an extent as to attract the attention of Parliament. Penny banks, too, are another device for laying violent hands on the teacher's scant leisure, and for further trying his patience. I quite agree with Mr. Petrie, when he says that the business of a teacher is to teach. As little as possible else should be exacted from him. To penny savings banks, it appears to me, graver objections exist than that of their taking up the teachers' time. They will tend to generate habits of hoarding, which are very different from habits of thrift. They will tend to produce a love of money for itself alone, and, as I believe, a feeling that it must be got, no matter how. A little consideration will make it plain that, in the majority of instances, children cannot procure money except by begging it from their parents or friends, or by still worse means. Standards have not yet been adopted in this district. Measures are being taken to introduce them during the current year. I think it right to say that I have grave doubts whether the effects on education of the introduction of standards will be beneficial. I fear that they will encourage cramming and a mechanical style of teaching, and, as a consequence, discourage training aud education in the higher sense of the word. However, what the law requires must be faithfully given effect to.
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The present Education Act has worked well in this district. But vigilance will be required on the part of the Board to insure that the Act is honestly carried out everywhere. Symptoms of a desire to evade the provisions respecting religious instruction have shown themselves in one or two places. There are found persons who seek, of their own mere motion, to enact an amendment to the Education Act. It has not probably occurred to them that their example must have an injurious effect on the youth of the country, whom every one should desire to see growing up honest and law-abiding. Be that as it may, it seems to me that the law of the land cannot be allowed to be set at naught by any persons, no matter how good their intentions may be. I have, &c, Richard J. O'Sullivan, The Chairman of the Board of Education, Auckland. Inspector of Schools.
TARANAKI. 1. Report by the Secretary of Education on the Taranaki Schools. Hon. Mr. Ballance. My stay at Taranaki extended over nine and a half days, exclusive of two Sundays. Five days were wholly occupied by me in visiting, along with the Board's Inspector, sixteen schools in different parts of the district. I was present at two meetings of the Education Board. The second meeting was held after I had seen a number of the schools, and I had therefore an opportunity of laying before the Board the result of my observations, and of making a number of suggestions of a practical character. The remainder of my time was occupied in discussing school subjects with the Board's Secretary and Inspector, and in procuring information respecting the education reserves. I also saw the Native Commissioner (Captain Brown) and others in reference to the state of education amongst the Native children. I am in hopes that my visit will prove of service to the Board, its officers and teachers, all of whom received me cordially. State of Education. —I was pleased to find that educational matters, although behind what I have seen in other parts of the colony, are not so backward and unsatisfactory as might have been expected considering the disorganized state of affairs consequent on the Native disturbances, the lack of funds, the scattered nature of the population, the " out-of-the-way " situation of the district, and other unfavourable circumstances. The Education Board is composed of gentlemen of business habits and ability, who seem to have managed educational affairs with earnestness, good sense, and economy. I do not know that, under the circumstances, and with the means at their disposal, the present Board and its predecessors could have done much more as regards education than has been effected. Besides, they have laboured under the disadvantage of not having the assistance of any one in the district fully and practically acquainted with the more recent and approved methods of school management. Inspection.—The Board's Inspector is sensible, kindly in manner, zealous, and painstaking, and it was very evident to me from what I everywhere witnessed that he possesses in a large degree the respect and confidence of the Board, the teachers, the scholars, and the settlers generally. He seemed to me to hold sound views on the subject of school education, and he has had some experience long ago as a teacher in Europe, and more recently as a master of a private school in Taranaki; but he has never had an opportunity of gaining a practical acquaintance with school management and method according to the more recently approved systems. He has rendered good service to education in the Taranaki District, and I am disposed to think that in the past disorganized and impoverished condition of the settlement his services have been perhaps even more valuable than those of a smart Inspector with abundance of technical knowledge, but wanting in the colonial experience, the kindly heart and manner, and the good sense which characterize Mr. Crompton's official action. He seems to have been exercising a humanizing influence in his intercourse with the settlers and their children in the remoter bush localities. His salary is only £100 a year, yet he spends the greater part of his time in visiting and inspecting schools and in intercourse with the teachers and settlers. Teachers.—None of the teachers whom I saw seem to have received any professional training worth mentioning. But, somehow or other, the Board has managed to get hold of a number of men and women who possess in a greater or less degree many of the essential and more important qualifications of a teacher, such as good personal bearing, kindliness of disposition, and that force of character and knowledge of human nature which enable a teacher to control his pupils and to train them by right means to correct habits. But they are greatly wanting in that technical knowledge and skill which would enable them to organize their schools, and classify and instruct their pupils, in such a manner as to get through much more school work in a given time with less effort to themselves and more advantage to the pupils. School-buildings.—The school-buildings are on the whole better than I expected. A number of them were formerly " block-houses," and are tolerably substantial. But they are, as a rule, too narrow, and not well finished. They are poorly furnished, and are very defective as regards the shape and arrangement of the desks and seats. A considerable portion of the Board's grant is needed to furnish and fit up properly the existing school-buildings. School Committees.—Owing to several causes, such as the very small number of schools and the difficulty in many cases of getting a Committee of sufficient business capacity and intelligence to manage the local school affairs, the present Board and its predecessor had got into the way of taking the whole charge of the school business, which, in most other educational districts, is usually managed by the School Committees. No doubt the Education Act expressly provides that the School Committees should take charge of the local details and the expenditure of the School Fund, and the Order in Council enjoins that the disbursing of their own share of the 10s. grant should be intrusted to the respective School Committees; but the knowledge I have gained at Taranaki shows me that in some school districts it is as yet very difficult, if not impossible, to get Committees competent to take the work in hand—that, in fact, the parents are not themselves sufficiently educated. But though this may be the case with 10— H. 2 (App.)
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regard to some districts, more particularly the remoter bush settlements, yet in other localities in the Taranaki District I met men who seemed quite able and willing to do all that is wanted of a School Committee, and who complained of the state of tutelage in which they had been kept by the Board. I felt it to be my duty, therefore, to impress upon the members of the Board the advisability of using greater efforts to encourage the parents and the Committees elected by them to take an interest in school matters, by giving more effect to their views and representations, and by intrusting them with the expenditure of money on local requirements. Funds. —The sparseness of the population, and the circumstance that so much of the settlement is in the bush, render necessary the maintenance of a comparatively large number of very small schools. In the Town of New Plymouth, instead of one large school, there are four small ones. The very large number of small schools, and the entire absence of schools having a large or even a medium attendance, press very hard upon the Board's funds, and render it necessary to exercise very rigid economy, as well as to keep the teachers' salaries at very low rates. The Board, in order to pay even the very small salaries at present received, has found it necessary to make use of a portion of the Committees' grant of 10s. for the purpose. The sudden withdrawal of this money from salaries, in order to give it to Committees to spend on other objects, would press very hard upon the already poorly-paid teachers. The proposed establishment of a large school in New Plymouth, and the graduallyincreasing attendance, will, I am in hopes, place the Board in a better pecuniary position in the course of a short time. As a result of my visit and inquiries, I submit the following recommendations : — 1. School Inspection.—The very small number of schools would not warrant the employment all the year round of a thoroughly competent Inspector of Schools. Tou have sanctioned the payment of £200 a year as inspection subsidy to Taranaki District, but the gentleman performing the duty receives only £100 a year, and the other £100 is therefore still available. I recommend that this sum be offered to the Board for the purpose of employing for not less than three months the services of a thoroughly competent schoolmaster as an organizing master or inspector, who would visit all the schools frequently, and instruct the teachers in school organization and management, and in approved methods of instruction. There are twenty-five schools, and by takiug two in one day he could make a number of visits to each, and I am sure a suitable man would bring about an immense improvement. Such a gentleman would also be able to advise the Board with regard to the establishment of the proposed district high school. 2. Improvement of the Teachers.—There is likely to be an unexpended balance of the vote for the training of teachers. I recommend that each Board which receives no share of this vote for training-school purposes should be offered the sum of (say) £80 for the purpose of sending to a training institution in the colony for two months not fewer than four of their most meritorious and most promising untrained teachers (two of each sex, if possible), to enable them to gain a knowledge of school organization and management, and the best methods of instruction. This plan would meet, to some extent, tho necessities of such districts as Taranaki, and would probably prove very beneficial. The Inspector-General concurs in this and the preceding recommendation. 3. Funds. —In connection with what I have reported as to the Board's funds and its relations to School Committees, I recommend that the Board be informed that, until the close of the current financial year, Government will forego absolute compliance with the terms of the regulation with regard to the payments to Committees, but that at the same time, where there are Committees willing to take the duty in hand, such Committees should be fully recognized, and encouraged to attend to local requirements, and, as far as practicable, put in possession of the requisite funds. 4. Plans.—l recommend that the Board be furnished with plans and specifications of schoolbuildings. The cost of copying some of those in the office of the department would be trifling. Wellington, 26th November, 1878. John Hislop.
2. Organizing Inspector's Report. Sir, — Dunedin, 17th June, 1879. I havo the honor to submit to the Board a report on the Taranaki schools, and an account of the work that I have done in connection with them. A preliminary visit to all the schools in the district afforded me an opportunity of forming an opinion as to their condition generally, and enabled me to decide what measures should be adopted to render them thoroughly efficient. None of the schools presented all the characteristic features of a good school. Some were defective in one respect, some in another, while several of them were, on the whole, decidedly weak. The following conditions are, I conceive, fulfilled in every good school: — 1. The schoolhouse is sufficiently large, and is well ventilated. The desks are of such a kind, and are so placed in the school, that (a) the teacher is always able, without shifting his position, to see every child in the room ; (b) that it is possible for the classes to go to, or to leave, their seats with very little noise, and without confusion ; (c) that the teacher can, in a very short time and without disturbing the rest of the children, place himself beside any pupil that requires assistance, or whose work has to be examined. The school is provided with all necessary apparatus, such as black-boards, maps, printed lesson-cards, diagrams, illustrations of natural history, ball-frame, &c. 2. The teacher is actively engaged in actual teaching during the whole of the school time. No pupil ever has " nothing to do," but all are profitably employed during every minute of the day. 3. The work to be done in the school has been carefully determined upon and arranged in accordance with a definite plan : (a) a fixed proportion of the whole school time is devoted to each subject, regard being had to its relative and its intrinsic importance ; (b) the order in which the lessons are to be taken is decided on. This has been so carefully done that any departure from the order would manifestly be a change for the worse. The system adopted is embodied in a document called the " Time-table." This time-table is in all cases rigidly adhered to. A visitor to the school, at any time, finds every pupil in every class engaged in the work set down in the time-table for that hour of the day.
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4. In order that the attention of the pupils may not be overstrained, the lessons on each subject are short, and follow, one after another, in such a way that an agreeable variation of work is maintained throughout the day. 5. In a good school it is never found to be the case that, while a few of the pupils in the highest class are pretty well advanced, the lower classes have gained little or nothing by their attendance at school, except the power to read in a slovenly manner and to write a little, with possibly some vague notions about the easier parts of the multiplication-table and the ability to work very little sums incorrectly ; while they have been contracting a habit of being idle and disorderly, which it will be very difficult to euro. 6. The pupils are classified in accordance with the recognized standards, and not with reference to their ages, their social position, or incorrect notions of parents with regard to their children's proficiency. 7. The teacher is able to keep order by means of his personal influence alone, and rarely requires to have recourse to punishment of any kind. The pupils are quiet, attentive, aud fond of their work. They are regular and punctual in their attendance. They are well drilled, and march into and out of school in an orderly manner, and all changes in the positions of classes are effected without confusion, and with very little noise. 8. Tho pupils, while being examined, are able not merely to answer questions correctly, but to answer them in such a way as to show that they have been taught to think clearly and intelligently, and not merely to repeat, parrot-fashion, words and phases which they only imperfectly understand. 9. The written work of the pupils is neat and accurate, and their knowledge is thoroughly sound as far as it goes. AVhat the children know they know thoroughly, and an examination in " back-work" has no terrors for them or their teachers. 10. The pupils work independently: prompting and copying are unknown in the school. To arrange matters so that the requirements here sketched out should be satisfied in each school, as far as its circumstances would permit, was the work that I had to carry out. H the teachers with whom I had to deal had been careless, or altogether unskilled in their profession, it is very plain that the attempt to reach so high a standard would have been utterly futile. Fortunately, however, the Taranaki teachers are earnest and energetic, and some of them possess very considerable professional ability. Besides this, they nearly all seemed anxious to become acquainted with the methods used in the modern systems of primary education. Owing to circumstances on which it is unnecessary here to dilate, they were, for the most part, entirely unfamiliar with these methods. Thanks, too, to the untiring efforts of the Inspector, Mr. Crompton (whose aid and co-operation during my visit to Taranaki were very valuable indeed), very considerable advances had been made towards preparing the way for the new organization. Thus the task which had to be performed was vastly less difficult than it would have been if nothing had been done previously, or if the teachers had passively resisted the introduction of the new system. After the preliminary visits had been paid, I spent two days in each school. On the first day all the children were examined and classified according to the " Standards of Education." Then a timetable suited to the wants of the school was drawn up. On the second day I took charge of the school and taught it myself, in order that the teacher might see the work actually done as specified in the time-tabie. This was successfully accomplished in every case, even when the pupils were quite new to the work and unfamiliar with the methods employed. It was confidently expected that after a little practice on the part of teachers and scholars the new system would be found to work quite smoothly. The work of organizing was finished on the 17th of May. Since then I have paid twenty-five visits of inspection, and have found that very gratifying improvement has taken place in nearly every school. I was unable to pay final visits to the two Mangorei schools, as two of the other schools had to be visited twice instead of once. The Inspector, however, kindly undertook to visit these two schools, and to report on them. The appended detailed report on each separate school in tho Taranaki Education District will give a tolerably exact idea of its present condition. In conclusion, I would wish to direct your attention to my reports on some of the school-buildings, and more especially to those on the Gill Street and Waitara West Schools. It is not possible for the school work to be properly carried on in the present buildings. It may bo that there are financial difficulties in the way, and that the Board is not in a position to provide suitable buildings for these important schools, owing to the urgent demand for new schools in the country districts. It ha 3 occurred to me that the Government might be induced to take into consideration the fact that the relatively backward condition of education in this district is, in the main, the result of its having had in bygone years frequently to fight the battles of the colony. While the other provinces had time and opportunity to attend "one to its farm, and another to its merchandise," and while, with the wealth flowing in from such sources, their more fortunate fellow-colonists were able to build good schools and to satisfy educational wants generally, the people of Taranaki were struggling for existence, and sometimes had to bear up against the whole weight of "the Native difficulty." I venture to suggest that if the Government would look at the matter in this way, and would propose a comparatively small special grant for schoolbuildings in your district, the difficulty might be overcome, and the Board be placed in a fair position for carrying on the work of education. I have, &c, The Chairman, Taranaki Education Board. James H. Pope.
Appendix.—Detailed Report on the Taranaki Schools. I.—Gill Street Girls' School. (Head Teacher : Miss Reeve.) Visited, 20th May, 1879. Present, 66 (average about 80). Building. —Unsuitable, and far too small; in its present state it might hold forty pupils conveniently.
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Furniture. —Possibly good for a church; certainly bad for a school. Attainments of Pupils. —Very fair. Sound and rapid progress is being made in spite of difficulties. Discipline. —Pretty fair. School drill is carried on as well as it can be under the circumstances. There is often a considerable amount of noise and some disorder in the school. This arises mainly from the crowded state of the school. The tone is good. Instruction. —Satisfactory throughout the school. Singing is taught. Remarks. —Two pupil-teachers are required here, as a considerable amount of advanced work is done in the school. The teacher deserves a much better schoolroom. Vlll.— Bell Block Boys' School. (Teacher: Mr. Bennett.) Visited, 30th May. Present, 22. Building. —Large enough, but very narrow. Furniture. —Three rows of dual desks are required. Attainments of Pupils. —Fair. Discipline. —The boys are well drilled, and the order is excellent, but it struck me that the boys were sometimes spoken to rather too harshly by the teacher. Firmness is not incompatible with great kindliness of manner. Discipline, if really good, is mild as well as firm. Instruction. —Very great improvement; but the time-table should be more strictly adhered to. The children are not punctual. This is the reason assigned for the irregularity; but to depart from the order of the time-table on that account is to introduce unnecessarily a second evil, and to throw the whole school " out of gear." Singing is well taught here by Mrs. King. Remark. —Mr. Bennett is a diligent and enthusiastic teacher. He is doing excellent work in the school and in the district. Xll.— Kent Road, Mixed School, (Teacher : Mr. Earl.) Visited, 23rd May. Present, 28. Building. —Rather too small. A porch is much needed. Furniture. —Wall desks are in use here; there is scarcely room for dual desks. Attainments of Pupils. —Moderate. Rapid improvement is taking place. Discipline. —This has greatly improved since my first visit. A further advance in this direction should be striven for. No child should be allowed to whisper in school, or to leave its place without having received permission to do so. The manners of the children in this school are not bad, but they might be much improved. The use of the expressions " Sir," "If you please," &c, might advantageously be introduced. Instruction, —Most satisfactory improvement in this respect. Singing and drawing are efficiently taught here. Remark. —lt is very obvious that great good has resulted from the introduction of the new system into this school.
3. Mb. Crompton's Report. Sir, — New Plymouth, 31st December, 1878. I have the honor to submit my report of the schools in charge of the Board of Education for the half-year ending this day. I have visited almost all the schools twice, and some more frequently, during the half-year elapsed, and examined in detail all the pupils present during my visits for that purpose. The regulations published on the 24th September last reached me too late to carry out the examinations in the manner therein prescribed. As yet the state of the schools will not permit one visit per annum for the purposes of general inspection to be sufficient. I regret to state that, taken as a whole, the progress made by the fourth classes is not what I expected: there has been a lull in their efforts which I cannot account for. The Huirangi and East Schools are exceptions. The other classes show progress. The black-boards are not used as much as they ought to be. I would suggest that my recommendation may be carried out, that no school have less than two, and the large schools three, black-boards. In many of the schools, the Government regulations, which ought to be suspended in the schools, are either lost or mislaid: the time-tables are not written out in an easily legible form, and suspended in the schoolroom, as I have frequently washed them to be. All the schools should be supplied with terrestrial globes, and writing cards for the junior classes to copy from. The whole of the books used in the schools require inspection ; many are in rags or deficient in pages, and some are quite useless. I would suggest that " Instructions to Teachers," similar to those promulgated in Otago, be printed and circulated here, and suspended in the schoolrooms. They may save me a good deal of petty fault-finding, which I greatly object to. I have come to the conclusion, and lately 1 find others have too, that the more advanced histories of England should not be used in any class below the fifth. Such books as Collier's "British Empire" are too advanced except for the best pupils in the Gill Street and East Schools. It is excessively difficult to give vitality to such lessons in the minds of colonial-bred boys. In the course of my examinations I have sometimes endeavoured to impart life to the lessons by giving descriptions from my own personal knowledge, and showing prints of scenes, but the effect has only been transient, I fear. I wish to suggest that "Pictures from English History," and the six Royal Readers with their Sequels, be alone used in the schools. Ido not know why it should be so, but, almost universally, the Fourth Reading Book, hitherto supplied, fails to excite the interest or imagination of the children, though it contains stories referring to New Zealand and Australia which ought to attract them. I again request the attention of the Board to the miserable rubbish in the shape of pens and copy-books, &c, parents supply their children. The bad writing which is so general in the schools is greatly aggravated by it. I felt annoyed at the amount of bad writing and the various sorts of copy-books exposed to Mr. Hislop's eye in the schools ho visited. I see, in the London Spectator, this question of writing has arisen in England, and Vere Foster's copy-books are spoken very highly of: Mr. Petrie, of Otago, in his report dated 15th April last, refers to them. I would suggest that Vere Foster's copy-books, exercise-books, and figure copies be alone used in the schools, especially the last, as the figures on the slates and paper are almost universally bad.
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With few exceptions, I have not been able to improve the classification of the pupils : irregularity of attendance owing to inclement weather was partly the cause. Collective teaching has not been carried out as I wished it to be ; nevertheless I am glad to say that the amount of individual teaching is greatly diminished. Reading is somewhat improved in most of the schools, but still there is too much muttered and indistinct utterance. Provincialisms in pronunciation are nearly extinct. There is a great want of intelligence in the reading. AVhen questioned on the subject read, the answers are generally feeble and incorrect. This is especially the case among the girls. At I found they did not know the meaning of the principal words read : they have been put into books beyond their comprehension. There is no vivacity or eagerness to answer questions. Ido not think many of the teachers realize the amount of valuable instruction which can be given in a reading lesson. I wish the teachers to excite a spirit of inquiry among their pupils, and lead them to ask questions when they do not understand anything, and to feel that a short reading lesson, thoroughly explained and understood, is worth far more than pages read which convey no other impression than that of sound. I havo begun to introduce simultaneous reading in the junior classes, and, where the utterance is hurried, I have found syllabic pronunciation produce a good result. I may here incidentally mention that I have been much pleased by cases of pupils whom I have met with in my journeys asking me questions as we went along, and bringing things they had found for me to tell them " all about it." Arithmetic is not much advanced, except in the East School, where the fourth class, if tested, would, I think, pass the Fifth or even the Sixth Standard of the new regulations. There is also a great advance in the Huirangi School. Some pupils in the Inglewood Girls' School were very fairly correct; but still, on the whole, there is too much inaccuracy in the work, and not sufficient mind employed in finding out how to do a sum of very ordinary character. I have urged more attention to notation, and am glad to report a marked improvement, though not to the extent I require. Tables have generally been very accurately learnt. Except in the AVest and East Schools, mental arithmetic has not been attended to so much as it must for the future. The progress made in English grammar, with the exception of the East, Bell Block Boys', and Huirangi Schools, is very unsatisfactory. This lesson seems to be degenerating into a monotonous use of phrases. There is a great variety of grammars scattered through the schools (a remnant of former days). I should like to see the whole withdrawn, and Cornwall's Grammar used; and that it be taught orally, with a very free use of the black-board, so that the minds of the pupils may be exercised properly. In geography some progress has been made, especially in that of New Zealand. At the Kent Road School some very good sketch maps were submitted to me, and also at the West and Inglewood Boys' Schools. At the Omata School, which is greatly improving in most respects, I found a satisfactory knowledge of the political geography of Europe ; but I think it is greatly to be desired that more attention were paid to physical geography in the first instance. Some of the volunteered recitations of poetry were very satisfactory. I find in many of the schools that children present themselves who are not supplied by their parents with books, slates, &c. These individuals are a great source of noise and disturbance in school hours. As education is now gratuitous, the masters should have the right of refusing admittance to such children, unless they bring the money necessary to purchase them from the master. Quietness of demeanour, attention, diligence, and silence during school hours have greatly increased throughout the schools, with the exception of those already referred to. The introduction of " Norman's School Drill" will effect still greater improvements. Irregularity and want of punctuality in attendance are still the great hindrances to progress. I learned from Mr. Hislop that in some districts public opinion has been brought to bear on parents, and it is deemed a disgrace if the children do not attend as they ought. Neither the injury done to the children nor the injustice to the teachers seems to be at all understood. Something should be done to get hold of the children of a certain class, who attend no school whatever. In the list annexed I omit all reference to the first quarter of the past half-year. The weather was then exceptionally bad. It shows the number in each school who have not attended even half the number of days it has been open during the last quarter. If necessary, I can furnish the names of the truants. I have been requested to suggest an alteration in the rules as regards holidays. The Michaelmas holidays are objected to as coming during the stormy weather, and there is nothing for the children to do. Tho first six weeks at least of the January quarter are very irregularly attended, as it is then harvest time, and there are endless anniversaries, picnics, &c. I would suggest that one day only be allowed at Michaelmas, and two days at Easter ; and the days thus struck off be added to the midsummer holidays. This, I believe, will be a boon to many. I have, &c, AVm. M. Crompton, B. Wells, Esq., Chairman of the Education Board, Inspector of Schools. New Plymouth.
WANGANUI. Sir, — Education Office, 29th January, 1879. I have the honor to present my first report upon the schools which I examined between lst May and 31st December, 1878, according to the prescribed standards. These schools are 47 in number, and are situated in the Counties of Patea, Wanganui, Rangitikei, and Manawatu, which constitute my district. The number of children in attendance, according to returns made by each school at the time of its inspection, was 2,348, and the number of children on the books 2,680, which shows that parents are not always sufficiently careful to send their children to school on the day of inspection.
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Method of Inspection.—The children put forward under the First, Second, and Third Standards I examined orally; and those put forward under the three higher standards I examined on paper. The children presented in the First Standard I examined in four subjects, viz., reading, writing, arithmetic, and spelling ; and in addition to these subjects, I examined those present in the Second and Third Standards, in grammar and geography. In the examination schedule, I placed against the name of the child a red cross to indicate a satisfactory result in any subject, and a blue cross to indicate an unsatisfactory one. The minimum number of red crosses to constitute a pass was two in the First Standard and three in the Second and Third Standards. These schedules will be very helpful to the teachers in reclassifying their children, so as to meet the requirements of the new colonial standards, for they will indicate the subject in which any child showed weakness. To the Fourth, Fifth, and Sixth Standard work I attached values. The minimum was 100, and the maximum 200. The examination schedule was so drawn as to show the particular subject in which the pupil indicated weakness or the reverse. All the teachers have been supplied with duplicates of said schedules. Written Papers.—The number of written leaves handed in by the competitors for the Fourth, Fifth, and Sixth Standard honors was 1,654. These I revised and valued at home. Uniformity in Examination. — The examination in all the schools was conducted upon an uniform principle. The same set of questions, under the different standards, was used almost without exception. The mode in which the questions were framed was slightly different from that to which the children had been accustomed, and this feature, in a great measure, accounts for so many failures in subjects with which the pupils were otherwise well acquainted. Any question set which involved the smallest modicum of thought was not even attempted, but invariably passed over. I would strongly urge upon teachers the desirability of abolishing from their schools all mere rote work, and recommend them to adopt a system of teaching through which their scholars would be correctly taught to think. In not a few cases the memory appeared to be the only faculty brought into play. Mere cram will in future be found to compare very unfavourably as regards the satisfactoriness of its results, as brought out under examination, with the better method of grounding thoroughly in first principles. lam of opinion also—and now that lam speaking of the overloading of memory by the pernicious cramming which obtains, and the leaving undeveloped, which is consequent on that, of the other faculties, I may say —that teachers would do well to minimize the home lessons, which are, sometimes at least, so laborious that, far from helping on the' education of pupils, they do but injure the overtaxed brain. An hour set apart daily for the preparation of next day's lessons in the school, and under the superintendence of the teacher's skill, would be much to be preferred to the present plan, through which at present the mind of the pupil is kept at work till far on in the evening. Teachers. —Of the teachers in my district I have generally spoken with the greatest respect, as lam of opinion that, taken altogether, they are a meritorious and painstaking body. A brother Inspector has said, " I sometimes wish for one or two more of what I must call heaven-born teachers, those who combine enthusiasm with patient drudgery, vivifying and stimulating teaching with a clear appreciation and forecasting of all the learner's difficulties, with the mode, not of removing them for him, but of inducing him to confront, grapple, and surmount them himself, which awakens in the pupil a love of study, and makes him feel a sensible interest in each connected and progressive lesson." I indorse most heartily the wish thus expressed, and hope soon to find men in all our public schools with the ability and desire, when opportunity offers, to prepare for the high school the more promising pupils. I would have it to be known and understood that attention to development of character, and training to cheerful obedience, honor, and honesty, will be highly prized by your Board and by the community at large. It appears to me that, if they do so, varied benefit will accrue to many. # * # # # # # . Conclusion. —Such, Sir, is a fair, candid, and unvarnished account of the state of education in the Wanganui District, over which you so worthily preside. Shortly after you did me the honor of appointing me first officer of your Board, I visited all your schools for the purpose of general inspection. Tou were pleased to receive and adopt my report thereon. I set papers for and conducted the largest examination ever held in AVanganui for jiupil-teachers, classed assistants, and candidates for certificates of merit. I revised and valued the written leaves which were handed in, and submitted a report on them, for which your Board were good enough to compliment me. I again visited the schools within the district, and examined all the children put forward under the different standards. The result of this examination you have heard. I framed papers for, and held the first of, the examinations it is proposed to hold regularly for scholarships, and I am glad to say that the awards have given satisfaction. From these unprecedented vantage-grounds I note tho following: (a.) That all your schools have given indications of the existence of talent, which, if properly developed, guided, and trained (and many of the teachers are capable of doing that), will produce a class of citizens for the future second to none in any of the colonies, (b.) That, with a class of settlers all along this AVest Coast so industrious, independent, and intelligent, and who are so keenly alive to the importance of having their children educated, district high schools, high schools, and colleges will be planted in all the centres of population. And, in conclusion, I observe that the necessary tendency of colonial education is to " centralization and uniformity, to the comprehension and systematic unification of all grades of schools from the common school to the University; to an uniformity of course, method, text-books, literature, qualification, and character of teachers ; the whole enforced by law and rendered compulsory." That there is a happy future in store for this Island cannot be doubted. My one ambition would be to be privileged to see the high position, educationally, which AVanganui is sure to occupy some twenty years hence. I have, &c, R. Foulis, F.E.1.5., W. H. Watt, Esq., Chairman, Education Board, Inspector of Schools. Wanganui.
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WELLINGTON. Sic,— Education Office, Wellington, March 26, 1879. I have the honor to present my fifth annual report on the state of education in the primary schools of the Wellington District. School Accommodation.' —In this district, as at present constituted, there are now 37 schools in operation, containing 4,590 children, of whom 4,119 were present on the days of examination. In the previous year there were 38 schools, numbering 3,595 children, of whom 3,094 were examined. Although the number of schools this year remains about the same as last year, the attendance has increased in one year by a thousand children; and I have actually seen and examined within the same area a thousand more children this year than last year. As I have pointed out in previous reports, this large increase in the work to be undertaken should be well borne in mind in estimating the value of the work done, as the increase in the attendance consists at present for the most part of children whoso education is in a backward state. As the settlement of the country proceeds, we may expect to find for years to come not only a normal increase arising from natural increase in the settled population, but also an abnormal influx of children from without the district. As, however, the state of education is improving in the mother-country and throughout this and the other Australian Colonies, we may hope that the progress of education will meet with less check year by year. I believe the country districts are now fairly supplied with schools, and no great increase in the number of schools need be looked for until the natural increase in settlement demands it. In Wellington City the case is different. This year there are 2,425 on the books in the city schools alone, as compared with 1,704 last year, showing an increase of 721 attending. But the Registrar-General informs us that there are 4,400 children of school age in Wellington City, and therefore 2,000 children are to be accounted for. The number of pupils in high schools and private schools cannot exceed seven or eight hundred. Accommodation is therefore required for another thousand children at least. Moreover, the Thorndon schools are much too crowded, and all the other city schools are quite full. It has not been the aim of your Board to unnecessarily multiply schools, and the benefit of having largo schools is apparent, both as to efficiency aud economy of working. It is not now desirable that other schools should be erected in AVellington, including Newtown, than those already proposed by your Board, but that the new schools should be large and capable of extension if required. Results of the late Examination. —The examination just completed has been made in the six standards, the schedule of which was prepared in my last report, and adopted by your Board. Pass cards have been issued to all the pupils classed in the standards. This is the first examination made in six standards, covering six years' work, so that results cannot well be compared with the results of former years classed in four standards, covering eight years' work. I am, however, satisfied that the results generally show a great improvement on those of last year, and that the work is imjiroved by an extension of programme, as well as by the progress of the classes in last year's subjects. There are now 2,868 children over eight years of age, and 2,530, exclusive of 471 absentees, classed in standards. It is presumed that a child is not able to pass a standard until he is eight years of age. The number therefore passed in any standard closely approximates the number of age to take up the work. Of the 2,530 classed in the standards, about 1,000 are classed higher than Standard IL, and 85 are passed in Standard A TI. The number passed in old Standard IV. last year was 31—a standard harder than Standard VI. in some respects, but less comprehensive. lam not willing to make any close com. parison between the old four standards and this year's six standards, as they differ in construction; but I am certain in my own mind that the results shown during the work of examination, and the general management of the schools, are, taken as a whole, much improved, and that the improvement is more marked this year than in any former year. But in order to show this to the satisfaction of your Board, I shall now give in detail (1) a statement showing the extent to which each of the subjects is taught, with some observations on the methods employed; and (2) a separate report of the working and condition of each school. Next year the means of testing the work done will be much more simple, as the standards of examination this year sufficiently approach in calibre the new standards prescribed by Order in Council to permit of passes in the one being assumed to be of equal value to those to be made in the other. At the next examination all children now classed in any standard will be expected to pass the next higher standard, according to the schedule of the Education Department. Practically, then, we are now in a position not only to take up the Government standards, so far as is possible, without loss of time, but to assume that the schools are already classed in them. I have not attempted this year to show how many children have passed from a lower to a higher standard; nor do I think it advisable to give this year the percentage of expected passes made in each school, owing to the change in the standards, and consequently to the fewness of expected passes as compared with the number presented for examination. Such a statement would, for many reasons, be misleading. Reading.—The longer I am acquainted with educational work the more I am persuaded of the vast importance of this subject. Reading, if properly cultured, is an art useful and aesthetic. In many cases, if pupils in primary schools are only able to read intelligently, they hold, in these days of cheap literature, the keys of knowledge. I make these remarks simply with the view of impressing the importance of the subject upon some teachers, who continue to take a commonplace view of reading, teaching it more or less mechanically. In a large proportion of the schools of the AVellington District reading is well taught first by blocks or sheets, then by simultaneous reading from cards in lower classes, the words being grouped in delivery; and afterwards from the Royal Reader series of six well-arranged books. Instruction is given partly on the simultaneous plan, and partly by individual class-reading, the teacher often reading a passage as a model. Reading has always been marked high in our standard examinations ; and I think the results in this subject are very much improved. In a late report I characterized the reading in the Wairarapa schools as a wretched mumble throughout. It is now much improved in most of the schools, and is positively good at Masterton, Waihenga, Featherston, Clareville, and Fernridge. In the City of Wellington schools the reading is generally a very good feature, especially in the Mount Cook Girls', Terrace, and Thorndon schools. All our schools are fairly well suppled with books ; but more perfect copies—a school Bet —should be found
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by the School Committee for the younger classes at least. I have been particularly careful to supply the newest reading tablets and cards for the infant classes in schools. Reading " sticks," for wordbuilding, I have only seen in two schools. The most expressionless reading with neglected aspirate is met with in several of the AVellington country district schools. Spelling.—There are few schools in which the spelling is positively bad. This I attribute to five years' use of standards. No pupil can pass a standard who makes more than three mistakes in the dictation exercises, and any bad spelling in the composition exercises of the higher standards is also fatal. It is equally true that there are few schools in which the spelling is positively good, and there are many schools in which great improvement should be made. In looking through my notes I find certain classes in nearly all the schools weak in spelling. The good examples are Thorndon, Lower Girls' School Mount Cook, Taita, Upper Hutt, Wainuiomata, Masterton, Featherston, Waihenga, Opaki, Fernridge, Tenui, and Porirua. Spelling is now generally taught by various means —learning by heart, dictation, spelling words round class after reading lesson, lessons on similar sounds, transcript exercises, home lessons, and sometimes by school spelling bees. Teachers who depend wholly on dictation exercises are often disappointed at the results. On the whole I recommend teachers to aim at attaining greater accuracy in this subject, and to associate the meanings more with the spelling of the words. Hard passages for dictation will form part, and an essential part, of the higher standard work. Hitherto in Standards V. and VI. only composition exercises have been given, in which the pupils could choose their own words if in doubt as to the spelling of any word. Practice has convinced me that such a test of spelling was not a sufficient one, though a good auxiliary. Clear enunciation in reading is a great aid to spelling. Good reading and good spelling generally are found side by side, as would be expected. In the best schools there are of course chronic bad cases of children who never will spell. On the whole, spelling continues to improve year by year. The best method of correcting dictation in class is still an open question. One good method in use in the lower standards is for the teacher to write the passage in good round-hand on the board, with its back turned to the class, whilst the dictation is being called out. Afterwards the board is turned round, and the pupils correct their exercises by the written model. Writing.—This subject is generally well taught, the teachers for the most part treating it analytically on the black-board, and not depending wholly on copy-books. The use of the script exercises has been beneficial, if only in calling attention to a good model. At Waihenga, and in other good schools, copies are set by the teacher in preference to using printed head-lines. In some instances I have found advanced pupils imitating writing on the board, which does not make a good model. Teachers should endeavour, as far as possible, to put down all their explanations on the board in clear handwriting. I would recommend teachers to aim at teaching form in letters rather than the thickness of up-and-down strokes, to confine the writing to round-hand until Standard 111. is reached, and to associate writing with drawing, where drawing is taught. Ido not attach much value to angular hand for girls. Transcription exercises should be employed, not only for spelling, but to cultivate the neat effect of good writing in quantity. Children as a rule should not be allowed to divide words in writing. Any number of copies of the script exercises will be supplied by the Board on application. Arithmetic—Formerly this was a weak subject in the school curriculum, but the standards have directed and regulated the teaching of the subject, and enforced that amount of practice necessary to secure accuracy in examination. Still it is perhaps the most difficult subject to teach, and requires the largest share of the school time. One hour a day at least should be given to it. A fresh impetus has been given to the subject during the past year by the introduction of mental arithmetic into the standards. An examination in slate arithmetic, followed by viva voce work, enables an examiner to form a better estimate of the value of the teaching than would be obtained by slate arithmetic alone. The learning of tables and exercises in numeration and notation are always carefully done in good schools, but sometimes omitted in less satisfactory ones. In point of fact some teachers err very much in overlooking or missing out portions of the work, or in leaving the teaching of it until just before an examination. The arithmetic work in the lower standards is generally satisfactory throughout the district; and in the large city schools, Thorndon, Terrace, and Mount Cook Boys', and at Tawa Flat, Pahautanui, Lower Hutt, Taita, Upper Hutt, Featherston, AVaihgnga, and Fernridge, advanced accurate work is done in the upper classes. Arithmetic is now generally carefully taught on the black-board without much use of books, except in the advanced classes. Practice in examples is obtained by home lessons, now generally given, arithmetic making a capital subject for home lessons, as the work cannot be shirked if done at all. lam pleased to find the standard arithmetic cards are getting into common use for this purpose. Neatness in arithmetic work is becoming more commou. The Waihenga and Taita Schools are foremost in this respect. After the compound rules, if not after the simple rules, should come, in my judgment, an elementary knowledge of fractions, taught by diagrams and practical examples with much oral illustration ; then a few simple rules, say practice and a little simple proportion, and afterwards a more complete knowledge of fractions. AVhen fractions are once thoroughly mastered the principles of arithmetic are known. In my examinations I have given plenty of work in arithmetic, generally setting eight or ten sums in the higher standards and four in the lower. The questions set are not taken from books, and different sets are given in each school, catch questions being avoided. Numeration forms part of the test, and, as a part of the subject, is generally, but not always fairly, taught. I have reason to be fully satisfied with the progress made in the teaching of arithmetic, and with the present knowledge of the subject. Teachers must be prepared for the introduction of more questions in which the candidates set their own sums from dictatiou. Teachers do not always appear sensible of the amount of practice required to enable a pupil to bear examination well. For instance, in simple rule-of-three, I should say from a thousand to fifteen hundred examples should be worked before a pupil is fit for examination. Geography.—Several teachers have neglected to teach the geography required for the lower standards this year. Even in some good schools the subject was weak in certain classes. The schools
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are generally well supplied with maps. I should like to see in each school a map showing the topography of the place. Geography is well taught by outline maps made on the board at Thorndon, Featherston, the Terrace, aud Waihenga, and more or less in a few other schools. The new large county map of New Zealand will be supplied to ail schools which have not yet received one. Maps should be more frequently before classes during reading aud history lessons, and the places mentioned pointed out. For this reason maps are best rolled up aud put away on racks when not in use, and not fixed to the walls, except they cau be seen plainly from any part of the room. Grammar and Meanings of Words. —The new standards have directed more particular attention to word-meaning aud word-knowledge. I was pleased on the whole with the result this year. It is often difficult to give an answer on the spur of the moment, although the pupils know the meaning. It is one thing to know and another to tell. This subject should receive more attention in many schools. The knowledge of English grammar is generally good in the respective standards, aud the work in the higher standard is frequently very satisfactory. Grammatical instruction is best imparted in the following schools: Featherston, Thorndon, Terrace, Johnsonville, Pahautanui, Taita, and Masterton. In these schools the children write good composition exercises, and parse with a correct knowledge of inflexion and of the construction of sentences. History.—History is only required in the higher standards. There are few teachers who succeed in making history interesting. The reading of detailed passages from good historians I have found very interesting and very instructive. A boy who has once heard Macaulay's description of the Siege of Londonderry read is not likely to forget it; aud ho will imbibe a taste for reading, which no epitome of history will cultivate. It is true there is not much time for this, but it may be done occasionally. A master has also to make simple the philosophy of history; and history should always be treated in connection with geography when possible. Biography is admirably suited for schools ; aud the li^es of great men will always form an important part of the subject included in the standard. The most intelligent historical knowledge was shown at Featherston, Taita, Thorndon, and the Terrace. Singing.—Singing has always been encouraged as a most important part of education, and as tending to refine school life and make it more cheerful. Teachers who are thoroughly musical have taken up the subject so far as they could spare the time, or so far as they had the appliances to teach it. Class singing from notes is efficiently taught in the Mount Cook Infant, Thorndon, Featherston, and Wainuiomata schools. School songs are rendered with more or less culture in ten other schools. Until this subject is takeii in hand by an able professional master, and instruction imparted in the principles of music, in the art of singing, and in the teaching of class singing, it is too much to expect teachers either to pass an examination as to their own ability to impart instruction, or to expect them to attempt the work iv their schools. Elementary Science.—lnstruction is nominally given in physical science in twelve schools, including four large city schools. No special examination has been made, and lam not aware that any classes are yet presentable in any defiuite programme of work. Ido not think the subject can at present be taught with anything like systematic class experimental teaching by more than one or two teachers. Until a normal school is provided, in which instruction can be imparted, not only as to knowledge required, but also as to the methods of class-teaching, and until the necessary apparatus is provided, it appears to mo unreasonable to expect it to be taught iv schools. General knowledge of common things, or even of physical phenomena as found in reading-books, can hardly be accepted as teaching in elementary science. Military and School Drill. —Company drill is taught efficiently at Te Aro and Featherston, and squad or assembly drill in nine other schools. Cadet corps, having musical bands, are found at Te Aro and Featherston. AYe have no proper gymnasium attached to any school, and the Terrace School is the only one which possesses parallel bars, though many schools have swiugs. Gymnastics are nowhere systematically taught. I should like to see cadet corps established in connection with the Mount Cook Boys', Thorndon Boys', and Terrace Schools. A knowledge of drill could be imparted to teachers by the drill-sergeants, or it would be easy to arrange for an officer to give instruction in connection with a normal school. Drawing.—Like singing, drawing requires special faculty in the teacher, and the subject can only be taught where the faculty exists. The drawing hitherto taught is that of outline objects on slates or on paper. In the two highest standards drawing is required, but the past year is the first year in which it was asked for. Outline copies, elementary and advanced, have been sent to all schools requiring them, and more can be obtained on application to the Board. Drawing is at present taught fairly in the Mount Cook Boys', Featherston, Pahautanui, Te Aro, and Thorndon Schools ; and less efficiently in the Terrace, Kaiwara, AVainuiomata, Tenui, Karori, Taita, Greytown, Masterton, Porirua, Tawa Flat, AVaingawa, AVaihenga, Johnsonville, and Tauhercnikau Schools. I hope to see, year by year, much improvement made in this subject, as soon as teachers can be trained for the work. Needlework. —Needlework has not generally been taken up. Many teachers and school managers are of opinion that sewing can well be taught at home, and in many districts such is the case. In large city mixed schools it would much disturb the organization. The result is that sewing is confined to the following schools : Mount Cook Girls', Kaiwara, Te Aro, AVainuiomata, Tenui, Karori, and Tauherenikau. The work done in most of these schools appears to me, so far as I am a judge, fairly satisfactory. I do not regret the limited teaching of needlework, although its value must be readily admitted ; but there is a clanger of the programme being too full, and in the past more essential subjects have been looked to. We have no " fancy" work. Other Subjects.—Latin (Ist Principia) is taught at Featherston to fourteen pupils, and ono pupil in Greytown receives instruction in Latin, and one in algebra. The kindergarten system of infant teaching is adopted at the Mount Cook Infant Schools, in the Thorndon School Infant Department, and in the Featherston School Infant Department. Object-lessons are commonly given iv all schools. lam pleased to report that there is in most schools a marked improvement in the discipline and in tho manners of the pupils, although I thiuk teachers, in many instances, attach too little importance to the latter subject, if they do not eschew common politeness altogether. The use of bad 11— H. 2. (App.)
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language, even by little children who do not understand what they say, will become a serious evil, unless it can be stamped out. This arises from a deep-rooted social evil. In town and country, children cannot pass along the streets without hearing barbarous and disgusting language spoken aloud, without regard to their presence. I am pleased to notice that learning to swim is being encouraged by swimming matches for boys in the City of Wellington. The Government Standards. —Tour Board has already recognized the difficulty teachers will be under in taking up the programme of work included in the standards for the colony; and Eegulation 7, clause vii., on page sof your Board's new regulations, will in part meet the difficulty. But teachers are anxious to know—(l) AVhat values will attach to the several subjects; (2) what will constitute a pass ; (3) how far other subjects mentioned in clause 9, par. viii., of the Order in Council will enter into the standard pass; and (4) whether it is necessary that the drawing and needlework programme should be attempted at once, or worked up to year by year. I think it is important that these questions should bo answered, and, with the permission of the Board, I will suggest, —(1) That the subjects be marked, in the three higher standards at least ; and that about tho same relative values be attached to tho subjects as in the Board's standards lately in use. (2.) That 60 per cent, of possible marks constitute a pass, except in cases of girls proficient in needlework, when, according to State Eegulations, 10 per cent, less marks will suffice. (3.) That, "Other Subjects," &c, being treated as one subject by the regulations of the Board, only moderate marks, for a year or two, be attached to each subdivision; and that these marks be so appropriated that failures in science, drill, singing, and needlework will not occasion such a loss of marks as will make it a very hard matter for a scholar to pass, who is well up in all the ordinary subjects. (4.) That teachers bo recommended to take up at first only so much of the drawing and needlework programme as they can do justice to, and that it shall not be imperative on any teacher to attempt to teach any extra subject in his school which he does not feel qualified to undertake satisfactorily. A Eeview. —When standards were first introduced into this province five years ago, the programme was intentionally m.ado exceedingly simple, and they were cast at intervals of two years' work, so as not to interfere more than was thought necessary with the individual character of each teacher's work. Moreover, the first examination was confined to two standards. Six months afterwards an examination was made in three standards, but very few children were candidates for tho third. A year later the Fourth Standard was introduced. Afterwards the standard programme was enlarged, aud last year they were increased to six in number, with a much wider programme. The change from four to six standards was made in view of the impending changes to be effected by the Education Act; but for small schools, and in some respects for large schools, the four standards had many advantages over the six. Next examination the standards prescribed by Order in Council last September will be used. There is this point of difference between the Government standards and those lately in use by your Board : In tho Government standards, singing, drawing, needlework, drill, and elementary science are included, and therefore are made compulsory; whilst in the Board's standards these subjects were all, except drawing, excluded; but a bonus was offered to schools in which thorough systematic instruction was given in any two of the extra subjects. Tho Board considered that it could not compel the teaching of subjects which required special training, if not special faculty, on the part of the teacher. But now that the State insists on teachers coming up for examination in singing, drawing, needlework, elementary science, and drill, and on instruction being given by teachers in all schools in all these subjects, it is imperative on the part of the State that teachers shall have means of obtaining instruction in these subjects before they can be examined in them ; and that they shall bo trained in the art of class-teaching before they can be expected to teach them. As things are, the teachers of this district are set to plough without a coulter, and afterwards to sow without a drill, what little seed they have picked up by chance. This mode of culture should hardly obtain in the present day. In this review I cast no reflections on the teachers, whose sympathies are with me, and who as a body have worked hand in hand to raise tho standard of education. Those who are new to the work and have not had the benefit of any special training for it are looking forward to any opportunities which your Board may afford them of attending a training institution, and seeing the work of model schools. In our educational progress the Eubicon is now crossed; and, as we are to extend our borders by teaching sewing, singing, elementary science, drill, and drawing, it is necessary that our system be complete. Hence the profession of a teacher must be attended with special qualifications, and of these special qualifications tho most essential are tho training and experience required to make a disciplinarian, an orgiinizer, and a class teacher not only of a few subjects, but as far as possible of all subjects prescribed by the State. I feel specially interested in the establishment of a system of normal training and of model schools, because I was years ago the master of the upper division of a very large practising school attached to one of the principal training colleges at Home ; and my duties at that time mainly consisted in giving instruction to relays of students in methods of teaching, and I well remember how few young men, even those who had been five years pupil-teachers in provincial towns in Britain, were acquainted with the best methods of instruction, or thoroughly skilful in handling a subject before a class. If that were the case in England, how much greater need is there in New Zealand of candidates for the office of teacher or of pupil-teachers being instructed in the art of teaching, and in school management! It would be idle for mo thus to urge upon your Board the importance of the question except at a time when I feel sure the work can be successfully undertaken. A large normal school, with an experienced staff of professors, is not required. Only a few students might como forward at first, and only a portion of our teachers could be liberated at one time from their work. The institution may start very humbly with a lecture-room, a students' room, a room used for a teachers' library and school appliances, and a small spare room for private reading. A normal master can be found who could at once be available for the work, either devoting his time entirely to the duties, or for a time carrying on the work in connection with his present duties. Ho need be tho only full salaried officer for a year or two. The normal master would take classes in the art of teaching, in
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the class subjects of examination for Class E, and would practically instruct in school organization and management. Sectional instruction should also be given in drawing, singing, chemistry and physics, drill and gymnastics, and in sewing. Masters thoroughly competent in their several departments, and, in some sections, as in singing and drawing, professional teachers who have special qualifications for the work of training in their subjects, are fortunately at hand. In addition to the city schools, which would, in some instances, form good model schools, it is necessary that there should be a model school of the ordinary size of a country school, attached to the normal school. Tenders are already called for a suitable building at Kaiwara, and a master cau be found in the service who possesses ability as an instructor in method. I have, &c, Hon. C. J. Pharazyn, Robert Lee. Chairman, Wellington Education Board.
HAWKE'S BAT. Sir,— Napier, 28th February, 1879. I have the honor to present a general report upon education for the seven months ending December 31st, 1878. As a number of supplementary reports have from time to time been submitted for your approval, it will not be necessary for me to refer again to the subjects contained in those reports. During the few months I have held the position of Inspector of Schools in the district my time has been occupied in visiting and examining the public schools; in classifying the children according to the Government standards issued by the Education Department; in holding examinations of teachers, pupil-teachers, and children for scholarships; and in attending to the many calls made upon my time as Secretary to the Board. Extent of District. —Tho Education District of Hawke's Bay includes the Counties of Cook, Wairoa, Hawke's Bay, and AVaipawa, situated on the east coast of the North Island, and having an area of 8,578 square miles. Separately, the area for each county is, —Cook, 2,790 square miles; Wairoa, 1,780 square miles; Hawke's Bay, 2,136 square miles ; and Waipawa, 1,872 square miles. ' Population in the District. —The European population, according to the census lately published, is nearly 19,090. Taking one-sixth of the population as being of school age, at least 3,100 children ought to be in attendance at school. At the commencement of the year Ido not think that little more than one-half the estimated number could have been attending the public aud private schools, and at the close of the year it is certain that not more than two-thirds were iv average attendance. The following table will show the number of children attending the district schools for the quarters ending September 30th and December 31st, 1878 : —
School Accommodation. —The total school area in all the district schools possessed by the Board is only sufficient to provide for the accommodation of about 900 children. It is chiefly in Napier and tho larger townships that school accommodation is urgently needed, and where it has been found necessary to hire rooms for school purposes until provision could be made by erectiug suitable schoolhouses in the districts. I consider it will bo necessary for tho Board to provide accommodation for at least I,SOO children. Number of Schools and Teachers. —Thirty-one schools are uuder my inspection, four of which are subsidized only, the attendance not being sufficiently high to guarantee a fixed salary to the teachers. At the close of the year, 54 teachers were employed in tho district schools—viz., 28 males and 26 females. General Remarks. —The year that has just closed may be looked upon as of great importance iv connection with the question of general education. It is the first year under the new system which requires each education district to produce similar work under similar conditions. If the various school districts in the colony had had equal advantages before the passing of the Education Act similar work might have been expected in each district, but, where former conditions have been so very unequal, some time must elapse before it will bo possible to make correct comparisons on the basis of the Government requirements. It is hard to judge of the success or otherwise of the new education system. This is especially the case in my district, where the work has been only of a preliminary character. Until the passing of the Act no attempt appears to have been made to introduce a definite educational system into the district: hence it happens that schoolhouses have to be built, apparatus supplied, teachers to be trained, and schools organized, before even entering upon the threshold of the standard work required by the Government. It would seem that tho Education Act of 1877 entirely threw out of gear the work in the few schools which were established in the district before the passing of that Act. The denominational schools, formerly recognized by tho Provincial Government, passed from the Board's control, and it was found necessary, in tho early part of the year, to make temporary and consequently incomplete arrangements to supply accommodation for the large number of children who flocked to the free public schools in Napier and many other places. The want of funds at such a time proved a great hindrance to education generally, for the temporary buildings could not be supplied with the most ordinary apparatus, without which even skilful teachers cannot succeed. In Napier, for
jNumber at the Close of thi Quarter. Average Attendance. Quart er. Number at tho Beginning of the Quarter. M. P. M. F. September 30 ... )ecember 31 ... 1,703 1,954 9S6 1,066 868 919 840 896 740 753
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example, a district school, with an average attendance of nearly 250 children, had to manage for more than seven months with a single desk, capable of accommodating fifteen children. A class-room, 11 feet by 11 feet, belonging to the same school, was used for the training of between forty and fifty infants. "The building grants promised by the General Government will materially assist in providing numerous districts with schoolhouses and suitable appliances, and when these have been completed I hope to see tho dawn of a new era for the children attending the schools in the Hawke's Bay Education District. Condition of District Schools. —I have examined and classified all tho children attending the district schools. From the tabulated results already forwarded to you, it will be found that only about 5 per cent, of the children passed Standard IV.; 5 per cent., Standards 111. and 11. ; and 10 percent., Standard I.; thus leaving above 81 per cent, of the children in the district to be presented in Standard I. at the next result examination. Generally, I have found the work in the schools unsatisfactory. There are several very creditable exceptions to this statement, which will appear from my reports appended herewith. The great difficulties against which the teachers have had to contend may, in some measure, account for the indifferent condition of the majority of the schools, but, from what I have seen after oue, two, and in some cases three, visits to the schools, I am inclined to believe that it is mainly referable to the incompetency of the teachers themselves. By this, I would be understood to refer only to their want of practical skill, —the technical part of their work. Generally untrained and inexperienced, the teachers employed in the district schools have been called upon to perform their work under most trying circumstances. AVithout suitable buildings, without apparatus, without assistance, aud without system, they have been plodding on doing their best, and it is not my intention to blame them if they have uot been successful. My aim is rather to point out to the teachers the necessity of considering carefully what should be done by them in the future, if they desire to work successfully under the new system. The Education Act, aud the regulations for the examinations in the standards, require that discipline, organization, and classification shall be satisfactory iv every school. They require that certain results shall be shown amongst the children attending the district schools, whether the teacher be trained or untrained, certificated or uncertificated. It can hardly be expected that teachers who have never seen the working of a good school, and do not realize the value of organization aud classification, will produce equal results with the trained and experienced teacher. But this is exactly what the Government requires should be done, and the Inspector has no authority to modify the work on account of the capabilities of tho teachers. Although the standard work required by tho Education Department is very high, considering the educational disadvantages under which this district has been labouring, still I should be sorry to see it lowered, for I hope to find at no distant date all the teachers employed by the Board fully prepared to carry out the work which is required from them. It will be necessary for the teachers under the Board to bestir themselves, and seek for practical knowledge in school management. They must see a model school, and study it. School management, as found in books, will prove a useful aid, but it is tho machinery at work, and not a3 it might be supposed to work, that the teachers in this district require to see. To describe an imaginary model school is a very easy matter, but it is another thing to see one in actual working order. There are difficulties in schoolkeeping which the imaginative and the theorist never can conceive, but the true teacher knows the imaginary model school is only imaginary after all. AVhat is required by tho teachers in this district is to see a good public school in full working order, and to have an opportunity of noticing the methods employed in teaching the different subjects. It would create in their minds a picture of a reality and a possibility, and would afford them convincing proofs of the advantages to bo derived from due attention to discipline, organization, and method. With the permission of the Board, I intend adopting this plan in the training of the teachers employed in the district. In a new district, it seems to me that the Inspector must also be the organizing master, and 1 propose therefore asking those teachers who have received no special training for their work to visit Napier in the month of April or Slay for a fortnight's technical instruction and training in the Napier District School. AVith the help of the trained teachers in the school, together with that of Mrs. Hill, I purpose giving a series of model and criticism lessous on various subjects ; and untrained teachers will thus be able to receive instruction in the practical working of a district school, and obtain bints on how best to impart knowledge to the young. Without some such training the Board can never hope to see this district competing for educational honors with those districts where there has been for years past a system of standards in the public schools. The grant of £80, which the Education Department has so willingly placed at tho disposal of the Board for the special training of teachers, will go far towards covering all the expenses likely to be incurred in carrying out my proposal, but I hope the Board will consent to the work being carried out, even should it cost the district an extra hundred pounds. ■ I feel sure the opportunity of obtaining information in the practical part of their work would be gladly embraced by tho teachers, who are only waiting to be shown how to do the work which is required from them. Pupil-teachers.—ln making arrangements for the practical instruction of untrained teachers I am not forgetful of the junior branch of the profession, which has been introduced into the district during the past few months. I refer to the pupil-teachers. The short time which has elapsed since the first pupil-teachers were appointed is hardly sufficient to enable me to judge of their success. I have several times seen the pupil-teachers at work in tho Napier and Taradalc schools, and generally I was satisfied with their apparent progress in teaching. To the pupil-teachers the district must look for its future supplies of masters and mistresses; it therefore becomes very necessary to see that they are well trained and taught. Eegulations have been passed by tbe Board for the employment, education, and examination of pupil-teachers, and I hope the Board will impress upon District Committees the necessity of seeing that the regulations are fully carried out. As an incentive to promising boys and girls to become pupil-teachers, I think it would be advisable for tho Board to offer a bonus of £20 or £30 to each pupil-teacher who completed his or her apprenticeship with credit, and passed the examination for entrance into one of the normal colleges for teachers in the colony.
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School Committees.—ln making the necessary preparations for the successful working of the Education Act, the Board might be materially assisted by the District School Committees. At present the duties of Committees are new to many of those who undertake to act as committeemen. A School Committee working in harmony, and desirous of promoting the interest of the district school, cau greatly influence for good both teacher and pupils. I should like to see each Committee appoint, either monthly or quarterly, a sub-committee, who would be expected to visit weekly tho district school, to see if anything required their special attention. Plenty of work is waiting to be done before the district schools under the Board becomo models of neatness, and worthy the imitatiou of children. Schoolhouses require painting; the schoolrooms aud windows require to be cleaned of the dirt and cobwebs which form such special features in some schools; the grounds must be fenced and well ordered; gymnastic apparatus erected ; and proper arrangements must be made for supplying suitable and separate conveniences for the boys and girls. There is no power so competent to carry out the above works as the District Committees, and it should be the aim of such Committees to make tho schoolrooms aud grounds pleasant and attractive to the children, and worthy of their appreciation. For it must be remembered the training of the young does not consist merely in cramming them with geography and arithmetic: education has a far higher aspect than the merely mental one, and Committees that set before the children neat and orderly-kept schoolrooms and grounds are performing a good work, and materially assisting the work of the teacher. Compulsory Clause. —The power conferred upon School Committees of enforcing attendance is, in the majority of cases, a dead-letter, and will continue to be so until the clause in the Act is modified. Either direct compulsion must be enforced by the Government, or the power must be placed in the hands of the Board, but only to be carried into effect on the recommendation of the School Committees. I think the Committees generally would like to see the compulsory clause introduced, but no Chairman or Secretary is willing to perform tho duties of a policeman, especially if he happens to be a storekeeper or man of business in the district. I think a modification in the Act might be introduced with great advantage in section 89, which provides that a child shall be sent to school " for at least one-half of the period in each year during which the school is usually open." Two hundred aud fifty attendances can be made inlittlo more than half a year, and I do not think they are too many to expect from every child attending tho public school, where the education is free. Libraries and Museums. —I hope tho Board will see its way clear to assist in the formation of a school library in every school district where therte is no public library. Section 57 of the Education Act states that "the Board may from time to time expend in the purchase of books, to be placed in tbe school library, any sum or sums of money equal to any sum of money which shall have been raised by public subscription or otherwise." Perhaps, if the Board olfered to grant aid for twelve months, in accordance with the above section, a number of School Committees might avail themselves of the grant. A school library, and a case of objects, I believe to be two of the greatest aids iv the successful training of children, and I shall not rest satisfied until the library, and the embryo museum, are to bo found in every school under my inspection. Bacon has said, " Reading makes a full man," I think he might have said, with equal truth, that " observation makes a thoughtful man." It is the combination of reading and observation that I am anxious to see forming a part of the training in tho district schools. By the process of exchanges, a large collection of objects might be obtained in every school. Children living near the sea might collect shells, sea-weeds, bits of sponge, and scores of other beautiful objects, and, through their teachers, forward samples to the country schools iv exchange for wild flowers, ferns, leaves of trees, woods, grasses, mosses, lichens, &c. The amount of knowledge stored in such little things as here mentioned cannot be estimated. The observant faculties of children would be thus aroused to every object of interest around them, and science, which the present educational system requires to be taught, would become a reality iv the schools from the study of common things. Bush Schools.—l should like to see the attention of the Government drawn to the condition of education iv the bush settlements iv this district. It is impossible for tho Board to spend large sums of money on the erection of schools, and the payment of teachers' saluries, where the population is so scattered; but certainly no people in the country have greater claims for assistance than these pioneers of settlement. There must be at least 350 children of school age in the Blackburn, Makaretu, and the other settlements of the Forty-Mile Bush, who are receiving no education whatever. The difficulty might be easily met by the Government making a special grant for the employment of itinerant teachers iv the bush settlements. Native ScnooLS. —It seems to me a cause,for regret that the Native schools in ihe district are not under the direct control of the Board. Mr. Gill, the Under Secretary for Native Schools, has requested me to visit and examine these schools. I have done so in several cases, but their condition is such that lam inclined to believe they would be better closed. Native children can be well taught, as exemplified iv the two Native girls' schools established in Napier, both of which might well be imitated by the majority of the district schools under the Board. Moral Training.—Before concluding this report, I venture to draw the attention of the Board to what I consider an important omission in the new education system now beiug introduced. AVhen the Government decides upon a national plan of education, it is absolutely necessary to inquire what subjects should be taught in the schools, and why they should be taught. To be complete, the training of children should be of three kinds —mental, physical, moral. Any system of education which does not recognize these three is necessarily imperfect, and cannot produce the results indispensable to the well-being of a community. The recent system deals with tiie mental and physical trainiug of children, but I regret to find that direct moral training has been entirely ignored. Why, I am at a loss to understand, for, after many years' experience as a teacher, I am fully convinced that the moral training of children cannot be neglected. In my opinion it is a vicious system to teach children to imagiue that the culture of tho intelligence is "the be-all and tho end-all" in learning. Because we havo a nation of educated men, it does not follow that virtue and integrity will abound, but both these qualities are essential to the well-being of a nation, and moral training is the fountain-head from whence
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these qualities proceed. Mr. Lancaster, writing upon moral training, says, " The province of the school is to train children in the practice of such moral habits as are conducive to the welfare of society, as well as to impart instruction in useful learning." Now that the Bible has been expunged from the list of school-books as issued by the department, practically there is no standard of morality to be recognized by the teachers, but I sincerely hope that the present educational machinery, good as it is in many points, may be perfected by permitting the introduction of the Bible as a reading-book into the public schools, guarded only by the adoption of a conscience clause, similar to that adopted by the Home Government. Conclusion. —I have to express my thanks to you personally as Chairman, and to the members of tho Board, for the kind courtesy shown to me during my short term of office as Secretary and Inspector; and I also desire to acknowledge the ready assistance afforded me by the various School Committees in my first visit as a stranger to their districts. I have, &c, J. D. Ormond, Esq., " H. Hill, 8.A., Chairman, Hawke's Bay Education Board. Inspector of Schools.
MARLBOROUGH. Sir,— Nelson, 28th October, 1878. I bave the honor to lay before you the report on the result of my first examination of the schools within the Marlborough Education District. This examination has been hampered by certain difficulties, which will not recur on my next visit. I was a stranger alike to teachers and scholars, and could only glean a scanty knowledge of what had been done hitherto from a perusal of the report of the last examinations made by my predecessor eighteen months ago. In compliance with the express wish of the teachers (who represented to me that a bonus had been promised them for every scholar who passed in the higher standards used by the late Inspector), I consented to make use of a set of standards which, whatever their peculiar merits might be, were unfamiliar to me, and which, moreover, were destined to be superseded shortly by the new standards issued by the Education Department. I have felt, therefore, throughout my late examination, much like one walking in fetters, which were all the more irksome that I had no hand in the forging of them. With every desire to preserve something like consistency between the results obtained by means of these standards and my own opinion as to the general nTerits of each school, I have been unable to avoid several glariug discrepancies between the figures and the written portion of the report. A single example will suffice to show what I mean. In Standards 111. and IV. ten marks are the maximum allowed for writing, eighty being given for arithmetic. But it is impossible to admit that the latter subject is worth eight times as much as the former. Knowing how advancement in almost every direction is nowadays debarred against any one who lacks tho passport of a quick and legible handwriting, I should be disposed to fix a value to penmanship not much lower than that usually assigned to arithmetic, which indeed threatens to become altogether too prominent in schools, to the exclusion, amongst other things, of anything like literature. 1 have been reduced, therefore, by way of restoring the balance, to record my senso of the goodness or tho badness of waiting in several schools in my short summary on each. On the whole, I was favourably impressed with the Marlborough schools. Looking, indeed, to the slenderness of the remuneration —especially in the smaller and remote schools —which the means at the disposal of the Board enable it to offer, and to the slight prospect of promotion within so limited a field of employment, I think the Board may be congratulated on having secured the services of the present body of teachers. So far as I can judge from a single visit, they are, as a rule, thoroughly in earnest, and fairly equal to the work hitherto demanded of them. How some may fare under the far more stringent requirements of the code is another matter. The general conclusion I have come to as to the way in which the several subjects hitherto prescribed are being dealt with is that, with a few exceptions— which are pointed out in my short notice of each school —the three most important subjects, reading, writing, and arithmetic, are well taught. But the exceedingly meagre and inaccurate answers that I have too often received to comparatively simple questions in grammar, geography, and, above all, history, excite serious misgivings as to the result of imposing such additional subjects as music, drawing, and natural science. To say nothing of the confessed inability of many of the present staff to handle these subjects at all, it is clear to me that, if several engrossing subjects are to be tacked on to the existing school course, either the teaching staff must bo augmented, or such essentials as reading and writing must inevitably suffer. I cau conceive of nothing more disastrous than the latter result; yet it is difficult to see how, under the present scale of payments to Boards, any considerable increase in the number of teachers can be made. Many of tho schools were but poorly supplied with reading- and copy-books. In some instances two or three scholars were obliged to read from a single book; in other cases two quite different sets of reading-books were iv use in the same class. On my next visit I shall endeavour to ascertain, what I have had but little opportunity of observing on this occasion, the meihod of teaching pursued in each school, and the behaviour of the scholars. As yet all my time and attention have been taken up with the mere gauging of results. I purpose also reorganizing the schools, with the help of the teachers, in order that teachers, scholars, and Inspector may be prepared to meet the requirements of the new regulations as to standards. The number of passes made in Standards 111. and IV., though far in excess of what was obtained at the previous examinations, was not larger than I should have expected from the age and length of school life of the majority of those who passed. Out of the 907 scholars on the roll, 80S were present at my examinations, the average attendance for the last quarter having been 718. So long a period has elapsed since the Marlborough schools were last reported on that I thought the interests of the Board would bo best'cousulted by my sending in this report at once, without waiting until I had examined the small school at Kekerangu. I subjoin a short account of the state of each school, the schools being given in the order in which I examined them. I have, &c, The Chairman, Marlborough Education Board. W. C. Hodgson.
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NELSON. Sir,— January 31st, 1879. I have the honor to lay before you my report on the Nelson public schools for the half-year ending December, 1878. No tabulated statements are appended, because a mass of statistics (almost embarrassing from tbeir fulness of detail), required by the Education Department, will form, part of the Board's report for 1878, shortly to be published. As the new system of standards has not yet been brought into operation, this report will deal almost exclusively with the discipline, organization, and methods of teaching in our schools—-that is to say, rather with processes than with results —and is especially intended for the guidance of teachers. The New Standards. —The method of examination which has been followed for so many years in Nelson must, as a matter of course, cease after the end of the present year, when the new standards will be adopted throughout the colony. The change i 3 a grave one. Under the former system, tho success or failure of every pupil, in each subject, was recorded, and, while the teacher was allowed much more latitude, the mere number of passes made played a less important part than will probably be the case in future. The advantages of an uniform aud highly elaborate scheme of examination are, so far as the central authorities are concerned, sufficiently obvious. By applying to the whole colony a rigid and precise series of tests, the task of comparison will, up to a certain point, be rendered easy. So far as mere instruction goes, —as distinguished from education, —a glance at a row of tabulated statements will suffice to show the relative percentage of those who havo got the prescribed minimum of instruction in the several education districts. The shortcomings in this respect of any especially backward neighbourhood, or even school, will also bo readily detected by the same compendious process. But the gain to the workers in each school district is by no means so evident. It is scarcely the highest aim of Inspectors and teachers to secure absolute uniformity in the style of teaching, or to endeavour to turn out all the children within their district as nearly as may be of the same pattern. And it should be, it seems to me, more than ever the especial duty of an Inspector to see that the new standards are not so worked as to crush all individuality out of both teachers and scholars—to encourage originality wherever found, aud to counteract, as much as possible, the iuevitable leaning of those who are constrained to work within a certain prescribed groove to rest content with the bare minimum laid down as necessary to secure a pass. Inspection and Examination. —Having lately completed a tour of inspection, I shall bo at liberty, during the first half of this year, to co-operate with tho teachers in reorganizing their schools in conformity with the requirements of the new standards. The most practical way of doing this will be to put the children in each school (who will have been re-classified at the beginning of the year) through a preliminary examination in the standards. Although the results of this examination will not be published, a service will have been rendered to bead teachers, by showing them where their scholars are likely to fail, and where they have been badly classified. At the final examination; towards the close of the year, far greater stress will be laid upon general intelligence than upon verbal memory. The utmost care will also be taken, in the short estimate of the condition of each school, which has always formed, and will continuo to form, a part of my reports, to check the tendency to routine teaching that so frequently follows the adoption of any set of standards, however skilfully devised. Tho teacher whose work is sound, even if his standard be pitched somewhat low— and who can show well-trained scholars and a good tone in his school —may rest assured that his merits shall not pass unrecognized. I make this explanation to guard against an error which some of our teachers may easily fall into, —that of taking for more than it is worth the passing of a large percentage of scholars in tho higher standards. This, of itself, is by no means sufficient to constitute a good school, and must not be allowed to influence unduly a good teacher's plans. There will bo a greater likelihood of the scholars in tho Nelson District being well taught if their teachers will bear steadily in mind the fact that standards aro a means, not an end —that they are, at best, nothing more than an imperfect machinery for measuring a portion only of the work of a school. Rearrangement of School AVork. —The addition of several subjects, notably science, drawing, aud vocal music, to the course, will necessitate an entire change iv tho apportionment of the school hours. Music and drawing must, for obvious reasons, continue to be optional subjects, for some time to come at least, but no valid excuse cau bo urged for omitting science. To this subject, therefore, I shall at present confine myself. Knowing the difficulty of wedging even a single extra item into out already crowded time-tables, I have been at some pains to devise such a scheme as will burden teachers and scholars to the smallest extent compatible with efficiency. And in doing this I have followed as closely as possible the advice of one who is, perhaps, the first living authority on such a question, and who bas, besides, done more than any other man to introduce the study of science to the schools of Great Britain —Professor Huxley. These are his words: "Every educational advantage which training in physical science can give is obtainable from the proper study of these two [botany and physics], and I should be contented for the present if they, added to physical geography,furnished the whole of the scientific curriculum of schools." I propose then, with the permission of tho Board, that, during the current year, Huxley's Introductory Science Primer, after being mastered by the scholars preparing for Standards V. and VI., shall bo put into the hands of those training for Standard 1A T. Geikie's Physical Geography (which has already been read by most of- the older scholars) may be used as tbe text-book for Standard Ar., Balfour Stewart's Physics being given to the Sixth. Next year botany may be substituted for physics as a study for Sixth Standard scholars. lam aware that many of the experiments proposed in the primer on physics cannot be performed without a costly apparatus, and that this objection applies yet more strongly to tbe chemistry primer. Still, the greater part of the former book can be made intelligible to children, by the exercise of a little ingenuity on the part of the teacher, even without any outlay on apparatus. All of these primers may also be used with advantage as reading-books, by which plan we may at once meet half-way Professor Huxley's demand, " that science should have at least as much time given to it as to any other single subject, say four hours a week in each class of an ordinary school."
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Home Lessons.—ln this report several references to home lessons will be found. In some cases I have commented on the total absence of any evening work; in others, on tho excessive length of the tasks imposed. Being anxious not to be misunderstood on a point as to which I hold very decided opinions,—opinions that have only been confirmed by increased experience,—l will state, once for all, and as definitely as possible, what, to my thinking, should be the measure of work after school hours. Children under eight or nine years old ought not to do any tasks at all after leaving the schoolroom. The five school hours, well employed, are enough, and, in many instances, more than enough. From children between nine and twelve years old no more home work should be expected than can be fairly accomplished within an hour by scholars of average capacity. An hour and a half's work nightly is as much as should be required of scholars between twelve and fifteen. It is true that nearly twice as much as this is demanded from many children in our public schools, and, unfortunately, from many more who attend private schools, to say nothing of the institutions which, under the name of high schools and colleges, now abound in New Zealand. Notwithstanding the popularity of this system of high-pressure, with both parents and teachers, I shall venture to assert, at whatever risk of giving offence, that its prevalence merely proves one of three things—(l) Either that the teaching staff is not numerous enough to do justice to the scholars and to keep them fully employed during school hours ; or (2) that the teachers do not know how to make the best use of the time at their disposal; or (3) that far too much is attempted. Probably all three causes are at work. Even in the case of boys intending to take part in the examinations for the college scholarships, the preparation for which involves the severest strain to which pupils in our primary schools are ever subjected, I maintain that the amount of night-work I have indicated is sufficient. If a master finds that an hour and a half's work nightly, steadily continued throughout a twelvemonth, does not enable any candidate to keep well abreast of his work, the teacher may reasonably conclude that he has formed a mistaken estimate of his pupil's powers, and should withdraw him from a competition that he ought never to have attempted. Whatever may be the immediate result, I believe that, in the long run, the moderate, but continuous, effort I recommend will give a better mental training than can bo got from the detestable system of over-burdening the unripe brains of children, which is one of the besetting sins of the age. The sound mind in a sound body, surely the true aim of all education, will be best attained by those who have not been sacrificed to the paltry vanity of teachers and parents. I have, &c., W. C. Hodgson, The Chairman, Education Board, Nelson. Inspector.
NORTH CANTERBURY 1. Mb. Restell's Report. Sir,— Education Office, Christchurch, 29th March, 1879. I have the honor to report the inspection and examination of 54 schools, of, in all, 6,153 scholars, for the year 1878. In this enumeration separated schools, such as side, boys', girls', infauts', have been reckoned together as one school, and of two or more visits, not mainly affecting the results, only the latest is reported, although otherwise a larger number of schools inspected and scholars examined would be represented. Under the change in the staff and the rearrangement of the special districts for North Canterbury, I have inspected and examined a number of schools, either not previously or not now in my own special district. Of these, those reported on are denoted by au asterisk in the lists annexed. Several schools, which the tempestuous weather and swollen rivers on my journeys, or other circumstances, prevented me from visiting, will be taken so soon as the interruptions from the protracted harvest season and the appointment of new teachers will render inspection desirable i these are Glentui, Kowai Bush, Kimberley, and Mandeville Plains. I have much pleasure in reporting the generally good tone and the well-sustained efficiency of the schools in North Canterbury. My high opinion of the tone and demeanour of the scholars is supported by that of Inspectors and eminent visitors from other parts of New Zealand and from Australia, who have warmly expressed the favourable impressions they have formed from visits to some of the Christchurch and suburban schools. Good order is usually maintained by keeping the scholars well employed, under efficient supervision, and without undue severity. The energy and influence of the teachers are, however, in some instances crippled by too much interference on the part of parents and members of Committees. The repression of legitimate means of punishment will tend to the substitution of underhand expedients for maintaining a semblance of subordination. It would needlessly swell this report to include in it those on the discipline, order, tone, and efficiency of each school examined and duly reported to the Board ; and to state again the defects which have been pointed out and already corrected. I think that the general efficiency or inefficiency which be sufficiently shown in the tabular statements annexed. The method of testing the efficiency of the teaching-power and ascertaining the proficiency of the scholars by examination in standards continues to be attended with decisive results. There is nothing in this system to preclude an Inspector from observing and recording the morale of a school. Nor is there anything in the effecting of the standard routine which is antagonistic to the best organization and discipline, and the highest tone. And eveu the labour entailed upon the Inspector is not very much greater than before in districts in it has been the custom to test individual progress, or to class the scholars iv order of merit. The definitive results attained in the several districts must impart a more intelligible and correct impression than any estimate of the differently-grounded opinions of several Inspectors. Inefficiency in the moral fails also in the mental culture. A bad school may produce a few showy and startling effects, but the best results year after year will only coincide with sound morale and a healthy tone. The indolence, negligence, or inconsistency of the staff will be seen, as in a mirror, in
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the tabular results. Comments in detail upon the reading, writing, and other subjects and points examined are but a waste of time, type, ink, and paper by paraphrasing the remarks and complaints made even since school-inspection began. " Under unskilful teaching the mechanical and rote acquirements and the mere tasks of the memory may 'pass,' the exercises of the intelligence 'fail;' the notation is bad; the arithmetical examples are wanting in intelligent method ; the grammar is downright nonsense." I concur with other Inspectors who attribute such failures to "negligence" and "unskilful teaching;" and, as to grammar, that " many teachers will have to change not merely their modes of teaching, but even their entire conception of the subject;" and that " numbers, in the higher classes, fail as to the syntax relations." The worst failures in grammar iv Canterbury are, hov,rever, in some measure attributable to a capricious treatment of it as a " non-essential," and also to teachers having overlooked the subject while dazzled by a laudable aim at an advanced course. The subject being the most difficult one taught in the common schools, children of a debased vernacular tongue cannot, during their school life, fully overtake the present requirements and the nicer distinctions of the language ; but it is the duty of teachers to lay a greater stress upon the intelligent study of the subject, and of their Inspector not to pass such gross errors as " he see," " he seen," " him throne," " him and the ship was Mowed to pieces." Results can only be stated strictly, and I deplore any such laxity as will give a false impression of a scholar's proficiency : for instance, that he has passed either the grammar or,the arithmetic of his standard when such is not the case. I have not yet had the thorough satisfaction of proving by irrefragable evidence that all the success I had expected has been attained by massing large numbers, in central schools; for "the average ago per standard passed" is often lower in the smaller than in the larger districts —under diligent and efficient teaching in outside districts than under nominal and superficial supervision in large town schools. This will be fully exemplified by comparing the average-age table annexed with that showing tho number and percentage of standards passed ; but, to quote a single instance, cceteris paribus, as to tone and discipline, but with even inferior materiel, the scholars at Leithfield are better brought on for their age than in the Christchurch schools. To illustrate the discrepancy more fully: a reference to Table I. will show a larger proportion of "scholars in attendance," "presented in standards" at Ashley Bank, Brookside, Cust, Fernside, Leithfield, Loburn, Riccarton, and AVoodend —successful country schools—than in those of Christchurch, Lyttelton, Kaiapoi, Rangiora, and St. Albans. These larger schools cannot, therefore, have yet attained their full efficiency. The best strength in them is either wasted in nominal supervision, or concentrated upon the teaching of comparatively small numbers of advanced scholars at the head of the school; while large classes of backward scholars remain in the hands of the junior teachers. The remedy consists, I think, in tho more even distribution of the staff, so as to strengthen the infants' department in the larger schools, also in granting the staff according to tho number in each department, instead of upon the gross attendance ; in economizing the time spent in fruitless supervision by devoting more of it to practical teaching, and so giving a more complete -responsibility to each competent teacher in charge either of a department of the main school or of a side school. But I think that the only immediate, and absolute cure for the instinctive ambition to produce a comparatively few and advanced scholars to the detriment of the lower classes will be found in a good system of " payment by results," such as will render it as important to " pass" a unit from the infants' as from the highest classes. Due allowance must, however, be made that, until recently, and even now, we have wanted buildings suitable and teachers competent for the conduct of large infant schools. Teachers of some few years' practice and experience, added to their training at a normal school for this special work, are those really required. In their absence, the appointments have necessarily been filled up by persons of little, if any, fitness for the work they have undertaken, and by young persons whose training and experience have not, as yet, been sufficient to qualify them for the charge of infants' schools. In any special commendation of the efficiency of the teaching staff, it is very satisfactory to be able to report that the English-trained masters specially brought out from Home must deservedly occupy a prominent place : their schools are always noticeable among those producing the best results of orderly conduct and proficiency. Tho same remark may be applied generally to schools conducted by other well-trained teachers. And I believe that the good work done has reacted upon the general staff by creating a wholesome emulation; for several schools, conducted by teachers new to the work in Canterbury, vie with those under the English-trained masters in producing similar results. A general tendency to improvement in the teaching staff appears also to have been imparted by the issue of the new regulations for the examination and classification of teachers and scholars; the requirements have had the good effect of directing the energies of right-minded teachers, eager for selfculture and earnest in their work, to the matters most worthy of their attention, and to the judicious employment of the large amount of leisure at their disposal. The educational lectures and the classes for drill have been numerously attended. Facilities are sought for obtaining instruction in drawing and singing. Manuals of instruction in science are in great request. It is highly important that the fullest encouragement should be given to this general desire for improvement, not merely by popular and entertaining lectures, but, further, by practical illustrations and classes for instruction, and the more especially during the harvest season of each year, when the country schools have a long vacation, aud, even when open, are but thinly attended. Many teachers require a course of instruction and a series of exercises in preparing time-tables and notes of lessons —not merely a reference to the best publishers and text-books, but rather to see the work done, and to hear it illustrated by a normal expert. Many would be glad of a course of instruction in elementary science, others in drawing, others in singing. If harvest classes could be formed for instruction in these and other requirements, with a view to their being rendered as fully beneficial as possible, attendance at them should be compulsory upon all pupil-teachers, assistants, and candidates for certificates living within their reach. In the meantime, however, and more especially with reference to singing, and since many schools 12— H. 2 (App.)
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have no provision for teaching this important branch of instruction, I respectfully suggest that great benefit to some of the larger and more accessible schools would be derived from the appointment of a master whose duty it should be to visit certain schools at stated intervals, and to teach in them the theory and practice of vocal music. Such instruction should be by regular and not by casual visits ; for desultory lessons by a casual visitor, at irregular intervals, harass the permanent staff and disorganize the school routine. Appended to this report are Schedule 1., giving "the number of children who have passed from a lower to a higher standard in the year 1878," as required by the regulations ; and Schedule IL, showing the average ago per standard in which presented. I have, &c, John Inglis, Esq., Chairman, J. P. Restell, North Canterbury Education Board, Canterbury. Inspector of Schools.
2. Mr. Edge's Report. Sir,— Education Office, Christchurch, 11th March, 1879. I have the honor to submit the following general report for the four months ending 31st December, 1878 : — Owing to my time being so fully occupied in examining for results, correcting papers, and writing reports, I have had very little opportunity to form an accurate estimate of the ordinary routine, methods of instruction, &c, of the schools in my district. Moreover, the new regulations issued in September —shortly after I entered on my duties as Inspector —have made important alterations in the standards, and further provide that all examinations at any time earlier than tiie lst day of July, 1879, shall be regarded as merely preparatory. Takiug these circumstances into consideration, I do not propose to make this a very lengthy report. The number of schools in the district assigned to me is 54. Of this number I examined 44, the remaining 10 being examined by other Inspectors. The number of scholars on the books of these 44 schools at the time of examination was 5,442; the number present being 4,464, or 82 per cent, of the roll number. Of the number present on day of examination, 2,949 were presented for examination in standards, the remaining 1,515 forming the infant or initiatory classes. Table No. I. shows the number presented in each standard, the average age, the number passed, and the percentage.
Table No. I.
In view of the introduction of the new standards, I endeavoured to make my examinations as thorough as possible, allowing only those children to pass wdio were in my opinion capable of going on with the work of the next standard. This accounts, in some measure, for the low percentages, but until the children presented for examination attend school with greater regularity no very marked improvement can be expected in this respect. That only a very few of the pupils attend school without missing a number of days can be seen by looking down the attendance columns of the class lists filled in by the teachers for the annual inspection. The teachers, though at present considerably exercised about the new regulations, are, generally speaking, in favour of the standard system; some are trying, as far as possible, to conform to the new order of things. Table No. 11. shows the percentage of passes gained by each standard in the different branches of instruction.
Table No. 11.
It will be seen by the foregoing table that arithmetic, grammar, and composition are the most unsatisfactory. I spent a great deal of time in examining the papers worked in these subjects, and I must say that, as a whole, they do not say much for the teaching.
Standard. Number presented. Average Age. Number passed. Percentage. VI. V. IV. III. II. I. j I 49 194 435 779 754 738 137 12-8 11-4 105 95 7'4 17 94 206 460 592 535 340 48-4 473 5905 78'5 72-4
Standard. Number Examined. Reading. Spelling. Writing. Arithmetic Grammar. Geography History. Composition. VI. V. IV. III. II. I. 49 194 435 779 754 738 967 94-5 897 91-3 81-2 86-7 723 71-8 62 01 70-4 88-9 83-7 08-8 968 84-3 84-1 90-04 85-3 473 49-7 612 63-5 704 81'5 3S-2 48-6 54-6 61-6 698 732 63 05 71-8 70-4 83 6 48-2 37-2 382
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Arithmetic.—This subject is taught indifferently in at least one-half of the schools examined by me. The children evidently know very little about their tables, and in the junior classes are quite unable to add or subtract mentally with any degree of smartness, using their fingers or making strokes on their slates instead. The teaching is not practical, and the great majority of the scholars in these schools fail to work correctly easy questions requiring the least thought. Teachers would do well to confine their attention, especially in the upper classes, to what will be really useful to their pupils after they leave school, and so lit them for the business of every-day life. Grammar. —In setting papers on grammar, I carefully avoided, even in the case of the Sixth Standard, catch questions ; yet the results are far from creditable. The work is done in a careless and mechanical style, aud the parsing shows little or no intelligent perception of the relation of words in a sentence. Too much dependence is placed on text-books, aud whole pages are committed to memory without any attempt being made to explain or illustrate the meaning. In a few schools the teaching is thorough, and the scholars have acquired a fair knowledge of the subject, but in the great majority the methods of instruction are evidently inferior. Fully 50 per cent, of those presented in the Sixth Standard had not the slightest knowledge of derivations and meanings of prefixes and affixes. Composition.—Out of 243 examined in composition, 69 failed to get beyond the heading of their papers, 93 wrote less than eight lines, and the remainder, with but few exceptions, showed that their acquaintance with the construction of sentences and the principles of punctuation was very slight. This subject is now included in the requirements of the Fourth Standard, and, I think, wisely so. A rery few of the scholars attending our public schools, especially in the country districts, remain long enough at school or attend with sufficient regularity to get beyond tbe Fourth Standard, and I am sure that every attempt to make this, the main test, as thorough as possible, will give satisfaction to those who take a real interest in educational matters. Seeing that I have had very few opportunities of visiting the schools, and especially of seeing the teachers at work, it would be useless to theorize on the causes of failure. Reading.—Judging by the high percentage, it might be deemed that this subject is taught in a very satisfactory manner, but such is not the case. There is a great difference between a mere pass and really good reading, and I will venture to say that not more than 30 per cent, of the number examined in the higher standards passed creditably. The lesson for the day is evidently very seldom prepared by either teacher or pupils, and is hurried through without any attempt being made to explain the words, phrases, and allusions. In very few instances were the children able to give any explanation of what they had just been reading, and, such being the case, it is not a matter of surprise that they read the portion allotted to them in a dreary and unnatural tone that was at times positively unpleasant. In some schools the reading was so indistinct that it was quite impossible to form any estimate of the value of the teaching. Greater attention should be paid to the junior classes, and they ought to receive some special instruction as to the management of the organs of speech, position of body when reading, holding of books, and acquirement of clear and distinct utterance. Repetition of verses has not received much attention, and its value in improving articulation and expression is generally overlooked. Singing and Drawing aro taught in comparatively few schools. Now that a large number of the teachers have attended full courses of lectures on the theory of education, and are, or ought to be, thoroughly jiroficient in drill, some attempt might be made to afford them instruction in these subjects. Buildings, Furniture, etc —The schools are generally well arranged, suitably furnished, and provided with ordinary school appliances. Most of the playgrounds have a neglected appearance, and a few trees, judiciously planted, would be a considerable protection from the winds, and would materially improve the sites. It is the exception to find due provision for the separation of the boys aud girls in the playgrounds, and some teachers think that it is no part of their duty to pay any attention to them while there. Organization.—The registers, with but few exceptions, are carefully kept. In seven schools I found no time-table, and in several others those in use were undoubtedly time-tables, but wholly unsuited to the circumstances of the school. I pointed out the defects to tho teachers, and in some instances I know that the alterations suggested have been made. The classification is fairly satisfactory, and in this particular, if iv no other, the standard system has been of great use to untraiued teachers. Discipline and Drill.—ln the town schools, and in some of the best district schools, the discipline is, so far as an Inspector cau judge, in every way satisfactory. The scholars enter and leave school in an orderly manner, and behave properly while there. When they form in class, or take their places for examination, their movements are made simultaneously, and without undue noise or confusion. In such schools it is a pleasure to examine. In others just the reverse is the case. Though the teachers may be good disciplinarians, yet they utterly fail to secure order. The children are fidgety, and the examiner finds great difficulty in preventing talking, copying, and such like faults. A large number of the teachers have a practical acquaintance with drill, but seem to think that it should be kept exclusively for the playground. Quarterly Examinations. —That some teachers are to a great extent unacquainted with the attainments of their pupils is evident from their distressed looks when they see the papers written at the examination of their schools. I have not the slightest doubt that if searching examinations were held at the end of each quarter the number of failures would be much smaller. The children would thus become familiarized with the work, and would be less likely to give way to nervousness on the day of inspection. The teacher would be able to gain a thorough knowdedge of the progress of his school, and at tho same time detect the weak points in his methods of instruction. Masters of adjoining districts might exchange questions, and, provided that the marks were properly kept, the results of such tests might be made the basis of the prize-giving at the end of the year. Exercise-books.- —I make it a rule to see some of the exercise-books in each school that I visit, and I must say that a large number of them show great carelessness in the doing, and very little attempt at correction after they are done. It is quite useless, and a great waste of time and paper, t<?
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give sentences to be parsed and composition to be written if no attempt be afterwards made to correct such exercises, point out the mistakes, and cause correct copies of the same to be made. In several instances I have noticed that teachers expect too much way in the way of home lessons. It would bo far better to give short lessons, and insist on their being properly prepared. Extra Work. —The only school that attempted any work beyond what is prescribed by the Government standards was East Christchurch. The elder boys have made some progress in Latin, algebra, and geometry. Schedule showing condition of schools inspected is appended. John Inglis, Esq., I have, &c, Chairman, North Canterbury Education Board. AY. L. Edge, M.A.
SOUTH CANTERBURT. Sir,— Education Office, Timaru, May, 1879. I have the honor to submit my general report for that part of the year ending December 3lst, 1878, during which I have held office under your Board. I entered on my duties at the date of my appointment, July lst, and it was at once evident that the exceptionally pressing work of organizing the new education district would prevent much active inspection of the well-established schools before the end of the year. My attention has therefore been mainly devoted to the organizing and executive work of the office, and to fostering the formation of new school districts and the erection of schools. In the work of inspection not much has been done. The South Canterbury District had been previously under my immediate inspection as a part of the Canterbury District, and, in continuiug the work of inspection under the new Board, all schools urgently requiring inspection were visited before the end of the year. The routine of examination pursued was the same as that previously in force under the Canterbury Board, and I have to report very little change in the results attained. Our schools are, comparatively speaking, efficiently officered, and the work done will probably compare favourably with any produced in similar schools in Kew Zealand. At the same time, lam far from resting satisfied with the results already produced. Two main defects are perceptible in a greater or less degree in almost all our schools. They are, a lack of thorough, easy discipline, and a want of continuity, firmness, and method in the teaching. Both defects are attributable to a want of training in the teachers. To try, in some measure, to remedy these defects will be one of my principal works for the current year. It has long been evident that most of our district masters and uulraiued teachers required something more than periodical inspection of their schools, and it has often been the expressed wish of teachers that the Inspector should spend a day or two in their schools and practically demonstrate the means of improvement recommended in method of teaching and in organization. The £80 " training grant " given by the department has been supplemented by the Board, and a certificated master has been engaged, who will be available, in pressing cases, for temporary service as master, and who at other times will so relieve me of office work that I shall be able to give the material help to teachers so long shown to be necessary. Another matter claiming the best attention of the Board is the inefficient training and education obtained by our pupil-teachers. A considerable number of these young persons are now in the service of the Board, and, apart irom the question of ultimate benefit to the Board and tho profession, they may fairly demand an effective training in return for their term of service. The employment of pupilteachers, however, appears to be generally looked upon as a happy means of disposing of the drudgery of teaching the lower classes, and as, even in this duty, they receive comparatively little training for their work, the infant classes are generally deplorably backward, and depressed by an utter want of tone; and the pupil-teachers themselves, at the expiration of their term, are quite unfit for responsible positions, aud possess very little knowledge of their profession. At a recent examination, in answer to a question on school management, I was informed that a first-year pupil-teacher should do little more than " fill ink-wells, fetch slates and books, aud tell who speaks." I regret that I did not ascertain this candidate's views on the duties of senior pupil-teachers. While such ideas prevail there is ample work for an organizing Inspector. Tho Board has, in its recent regulations, made the most liberal provision for the training aud remuneration of pupil-teachers, and will be justified in expecting commensurate results. The iustitutiou of a separate Board for the South Canterbury District has facilitated the formation of many school districts necessitated by the rapid development of the country. At the end of the year 1878, 17 schools were at work in the education district. By the end of the current year 31 schools should be in active operation. The Board has made great efforts, with the means at its disposal, to meet all pressing demands for school-buildings, and the work of subsequent years should be comparatively easy. All the new schools will be well supplied with furniture and apparatus of the most suitable description. The schools already established are in most cases well furnished. In one respect, however, there is a deplorable exception. In none of our larger schools has any attempt been made to properly arrange and furnish the infant departments. This defect has been brought prominently forward, and provision has been made for properly furnishing and organizing the infant departments in all cases. To supply them with suitable apparatus will be a more difficult matter, as our principal school stationers appear to have entirely overlooked infant-school requirements. The school grounds and premises generally are, in many cases, far from presenting that neat, clean, and well-kept appearance that is essential to the proper training of the children. It is no uucommon thing to find dirty grounds and petty damages to buildings aud apparatus standing in the same condition at two or more visits to a school, or leading, in the course of months, to further serious damage, causing considerable outlay. The same excuse is invariably given by Committees—" We have no funds." It is abundantly evident that the incidentals
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grant is not sufficient for the legitimate requirements of Committees, and, unless the grant can be augmented by Government or supplemented by the residents themselves, the efficiency and tone of the schools must continue to suffer. No provision has yet been made by the Board for uniformly enforcing the provisions of clause 85 of the Act, which relates to military drill and physical education. The Board cannot,<probably, follow the course adopted by some of the larger Boards, and appoint a drill instructor for the district; but it appears desirable that suitable gymnastic apparatus should be supplied to all schools, and that a short code of regulations should be issued for the guidance of teachers. All classes of teachers feel keenly the difficulties occasioned by irregular attendance, and anxiously await the institution of active measures for bringing the compulsory clauses of the Act into operation. At present irregular attendance is the great hindrance to progress. I can fully indorse the opinion of an Inspector of Schools in England—where matters appear to be little better—thus expressed : " The evil exists everywhere, and its consequences are most serious. It contributes more than any other cause towards keeping down the standard of attainment, and preventing the realization of those better results which from year to year we havo been looking for in vain." Before closing my report, I wish to record my appreciation of the valuable work done by School Committees. Their efforts are considerably cramped from insufficiency of funds, but their onerous duties have been carried out with considerable energy. Their absence would be seriously felt, especially iv new districts, and their presence creates an active interest in the education of the district which otherwise would be almost entirely wanting. I have, &c, H. Belfield, Esq., Chairman, Henry W. Hammond, South Canterbury Education Board. Inspector of Schools.
WESTLAND. Sir, — Hokitika, 15th January, 1879. I have the honor to submit my report for the year ending 31st December, 1878. All the schools in the district, with the exception of those south of the AVaitaha, have been thoroughly examined twice during the past year. A full account of the midwinter examination was given in my report to tho Board on 9th August. During the past year I have held fifty-nine full examinations of schools, each examination having occupied from one to four days, exclusive of the time employed in travelling. I have also made numerous casual visits to schools, and accompanied the Inspector-General on his tour through the district, when wo visited the principal schools between Ross and Greymouth. In the month of March I travelled through the Grey A'alley—then about to be added to the AVestland Education District —for the purpose of ascertaining the nature and extent of school accommodation then existing, as well as the probable requirements of the district. Upou this subject I prepared and submitted a full report, which was adopted; and the estimates and recommendations therein contained were incorporated with your last annual report. I have also conducted one examination of candidates for teachers' certificates, and one of pupil-teachers. The remainder of my time has been occupied iv the preparation of examination papers, in examining the work of candidates and pupils, in compiling the tables of results, in preparing reports on various matters, in travelling and detention by floods, aud in rendering occasional assistance to the Secretary. The weather during the past year has operated very unfavourably upon educational matters in this district. The almost constant rainfall that has prevailed has materially reduced the average daily attendance, and consequently affected to some extent the progress of the children, while it has also seriously diminished tho anticipated income of the Board, since the increase in the average daily attendance has been much less than there was good reason to expect. Admitting that the weather during the past year has been more than usually wet, yet the fact that the meteorological returns show the rainfall of the West Coast to be about five times as great as the average of all the other stations in New Zealand would surely justify the Board in urging upon the Government the necessity of modifying, iv the case of this district, the present method of calculating the amount receivable for educational purposes. The present concession of every day on which the attendance falls below 50 per cent, of the number on the roll is practically useless, as it produces very little difference in the average attendance for the quarter; and it may become mischievous if it should induce Committees or teachers to discourage the presence of children ou wet days, in order that the attendance on those days may fall below the 50 per cent,, and thus entitle them to exclusion from the " working average." A glance at the quarterly returns will show how seldom this happens at present, aud how small is the effect produced on the returns by the omission of such days. Taking the September quarter of the past year, the difference between the "actual average" and the " working average" for all the schools in the district is approximately 298, while at three of the largest schools —namely, Hokitika, Greymouth, and Ross —there is no difference whatever, although the attendance frequently fell very nearly, but not quite, 50 per cent. I therefore venture to suggest that the Government be requested, in the case of AVestland, to raise the percentage entitling to exclusion from the calculation for the working average from 50 to 75 per cent.; and, when it is remembered that the staff employed at any school must really be determined more by the number ou the roll than by the average attendance, I do not think this would be askiug too much, if due consideration is given to the peculiar circumstances of the district. Next, and in addition to the unfavourable weather, irregularity of attendance from other causes helps to produce a low average. Although all the School Committees have professedly adopted the compulsory clauses (89-92) of the Act, they remain, virtually, a dead-letter; and, from the manner iv which clause 89 is worded, it can scarcely be otherwise. It provides that children shall attend school for at least one-half of the period in each year during which the school is open, so that children may be kept away from school for six months without their parents being liable to prosecution under the Act. If, however, a certain number
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of attendances per month, or even per quarter, could be insisted on, the difficulty would be considerably reduced, though even then some pressure would perhaps be necessary to induce local Committees to undertake the unpleasant and unpopular duty of enforcing the Act. The exemptions provided for in clause 90 are sufficiently liberal to guard against any real hardships arising from such an alteration as the one proposed. Allowing eight weeks out of the year for holidays, there remain 220 school days per annum. The following list shows how many children have failed to attend on 100 days during the year. No doubt some of these represent children leaving or entering the schools during the year, but, as the list does not include children below the First Standard, it will probably nearly represent the number of children in the district whose parents are liable to prosecution for insufficient attendance ; aud there still remain the children who have not attended any school during the year: —Number of children who have attended school on less than 100 days during the past year: Stafford, 1; Goldsborough, 2 ; Callaghan's, 1; Kumara, 33; Greymouth, 20 ; Hokitika, 44 ; Paroa, 5 ; AVallsend, 7; AVoodstock, 4; Kanieri, 6; Blue Spur, 5; Upper Crossing, 3; Arahura Road, 5 ; Marsden, 2; Dungauville, 2; Greenstone, 1; Ross, 8; Donoghue's, 1; Cobden, 16 ; Brunnerton, 5 ; Hatter's, 2 ; Ahaura, 2 ; Orwell Creek, 1: total, 182. The total number of children examined at the schools named in Table No. 1, attached, was 2,434 ; and the numbers and percentages of passes in each standard are given below.
In comparing the results obtained at tho various schools, as shown in the table, it must be remembered that the large schools, with from three to five adults, and from three to six pupil-teachers, have an immense advantage over the small schools, each conducted by a single teacher, yet containing nearly as many classes as the largest. In the first case each teacher has one or at the most two classes to manage, and that in a room by himself; whilst in the second the whole work falls upon oue, and that, too, under other unfavourable conditions. It would therefore be most unfair to expect as good results from the small or third-class schools as may be looked for in a school of the first class. Secondclass schools, such as Kanieri, Stafford, and Goldsborough also labour under similar disadvantages, though not to the same extent. I have not thought it necessary on this occasion to give a separate report upon each school, as the table of results" will speak pretty distinctly as to their relative efficiency; but, in forming an opinion on the matter, the remarks made above respecting the small schools must be borne in mind, and before comparing any two schools it must be ascertained whether they are working under similar conditions as regards attendance, staff, class-room, &c. In order to facilitate such comparison, 1 have grouped together schools that somewhat resemble each other in these respects : — (a.) Hokitika and Greymouth. (b.) Kumara and Ross. (These schools are about the same size, but Ross has hitherto had a staff considerably less than that of Kumara.) (c.) Stafford, Goldsborough, Kanieri, Cobden, and Brunnerton. (The two last are at a disadvantage in having only recently commenced to work under tho AVestland system, and in having no adult female assistant.) (d.) AVoodstock, Blue Spur, Donoghue's, and Arahura Road. (Allowance must be made for the two last, which have been open only a year.) (c.) Greeks, Callaghan's, Maori Gully, Paroa, Wallsend, Upper Crossing, Duuganville, Greenstone, and Marsden. (f) No Town, Hatter's, Ahaura, Totara Flat, Orwell Creek, (gj) Waipuna and Granville (half-time schools). This arrangement has reference only to the present examination. Next year the conditions will be considerably varied, as several schools will become half-time schools, and probably a few will be carried on under the 88th clause of the Act. It is perhaps almost unnecessary to remark that a difference of 2or 3 per cent, does not warrant the conclusion that one school is better or worse than another with regard to efficiency; such a difference may easily arise from purely accidental circumstances. In my last annual report, in speaking of the Greymouth School, after giving due prominence to the fact of its having been very successful at the Christmas examination, I expressed a doubt as to whether the progress made was really as great as it appeared to be. This misgiving arose from a recollection of the fact that the 4th and sth classes had done badly in two or three subjects at the previous June examination ; and, as there had been no opportunity of testing the pupils who then failed, in the same standards, I considered that I was perfectly justified in expressing those doubts. At the last midwinter examination the Greymouth School was first on the list, and did so well that I admitted that the results went far to remove from my mind the doubts I had expressed six months before. More than this I could not conscientiously say, since the schools were examined then in the same standards that they had passed in tho previous December. Now, however, another examination has taken place, and the Greymouth School has again placed itself at the head of the list; and on this occasion I consider that 1 am in possession of sufficient evidence to warrant my stating decidedly that the pupils of this school have not suffered in the slightest degree from the action taken by the headk
Standard. Number of Passes. Percentage of Total Number examined. VII. VI. V. IV. III. II. I. lelow Standard I. 7 33 116 193 243 332 302 1,148 •28 1-35 476 793 1000 1364 14-87 47-17 Total 2,434 10000
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master in presenting his classes at Christmas, 1877, in a standard higher than he was obliged to do ; but that the progress made by the pupils at Greymouth during the last three years has been sound and satisfactory. No doubt the foundation of this success was laid in the judicious classification of the children on the first establishment of the school. To say this now is a simple act of justice, but to have said it after the June examination, having in memory the comparative weakness of two important classes at the previous June examination, would have been jumping to a conclusion from very insufficient premises. And I have no doubt that my remarks on the two occasions referred to, though very unpalatable to those concerned at the time, have not been without some influence in bringing about so satisfactory a conclusion. I have frequently had to complain of the great number of scholars absent on the day of examination, and I am glad to be able on the present occasion to report a very great improvement in this respect, fewer children having been absent this year than at any previous examination. This is a very gratifying fact, and shows that parents are beginning to understand the system of standards, and to see the importance of sending their children to be examined, and consequently classified for the ensuing year. And it is, perhaps, to be regretted that a new system of standards must now be adopted —a system which, however well suited to the conditions of larger and more populous districts, is evidently too ambitious for the majority of our schools. On the whole, I am satisfied with the progress made during the year, and with the efficiency of the schools generally. Making all due allowances for the various drawbacks which have been alluded to, there are only six schools where the results can be described as bad. In the table of results I have added a column in each class above the second to show how many pupils passed with credit —that is, gained more than 75 per cent, of the possible marks. Column 11 shows the percentage of those examined who passed, and column 12 the percentage of passes in all classes above infants. In column 11, anything above 90 may be considered an excellent result; 80 to 90, very good; 70 to 80, good ; 60 to 70, poor; and below 60, bad. Column 12 shows the percentage as in Victoria, except that there the infants are included. It is a very fallacious method of estimating the efficiency of a school, as a glance at the table of results will show. In the case of school No. 8, the percentage of passes is very good (SO), although only 32 per cent, of those examined passed. Again, school No. 13 makes 83 per cent, of passes, but only 42 per cent, of the children examined passed. If the infants were included the discrepancy would be still greater. Aud yet upon this system of passes it was seriously proposed to base the bonus payments ! In Victoria, where a third of the teachers' salaries depends upon their results, the case is very different, but even there it must be a very poor criterion of the relative merits of schools. New Standards.—l do not think it will be possible to adopt the new programme in its entirety at any of our schools during the present year ; nor is it, in my opinion, advisable to attempt to introduce the subjects mentioned in Regulations 11 and 12 into any of the smaller schools. The powers of the teachers of such schools are already taxed to the uttermost to maintain them in an average state of efficiency, nor is it probable that many of them would be able at present to undertake the teaching of such subjects; and this is evidently anticipated in No. 15 of the " Regulations for the Examination and Classification of Teachers," which allows teachers two years to prepare for examination in elementary science. If the introduction of the subjects referred to be insisted on, it is to be feared that, in the absence of some provision for a small extra payment for teaching such subjects as music, drawing, &c, many of the teachers, especially those who have migrated from Victoria, will seek employment where they will be able to obtain equal or larger salaries for teaching the ordinary subjects of an elementary school course, and where extra subjects are paid for, and taught outside the ordinary school hours. A supply of the text-books recommended by the Minister has been ordered, but will not arrive in time to enable any teachers, who may bo disposed to do so, to comply with the instructions contained in clause 12 of the " Regulations," which provides that " the head teacher of each school shall prepare a syllabus showing the distribution of these subjects over a three years' course." I must, however, admit that I cannot see how, after teaching reading, writing, spelling, grammar, arithmetic, geography, history, English composition, mental arithmetic, and (in the case of girls) needlework, any time can be spared out of the twenty or twenty-five hours a week appointed by the Act (sec. 84) for teaching music, drawing, or science, however elementary. But as clause 9of the regulations allows scholars to pass the standards without being instructed in these extra subjects, I imagine that Boards have the power to adopt or reject the remainder of the syllabus as they may think fit, and, if I am correct in drawing this conclusion, I strongly advise the Board to insist, for the present, upon the subjects of the standards as set forth in Regulations 7, 9 (omitting singing and drawing), and 10, and to leave the adoption of the remainder of the programme to the discretion of the teachers, or to some future date. The prudence of this course will, I think, be apparent, if we compare the new programme with that which it has superseded. It will be seen that not only is each standard in the new programme nearly equal to the next higher in the old, but the treatment of the subjects themselves is expected to be far more comprehensive. To verify the foregoing statement, it is only necessary to compare Standards IV., V., and Vi. of the new, with Standards V., VI., and VII. of the old programme. It must not, however, be supposed that the adoption of the above suggestion will have the effect of altogether banishing elementary science from our schools. The admirable reading-books supplied by the Board abound in most valuable lessons on scientific subjects, and of these I propose to make use at the next annual examination. Needlework. —Needlework, which is taught at all our schools having one or more female assistants, is not looked upon with favour by a few teachers, who regard the time so spent as, if not wasted, at least filched from subjects wdiich they consider more important, and by which the passing or failing of a pupil is estimated. Under the new regulations, however, all girls who are systematically and efficiently instructed iv this branch will be allowed a reduction of 10 per cent, of the marks necessary to pass the standards. This concession should go far to remove the disfavour with which this subject has been, in some cases, regarded. Great complaints are made by the teachers of girls absenting themselves, by the desire of their parents, on those afternoons when sewing is taught. I have, in several instances, suggested a remedy for this evil.
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Half-time Schools.—The remarks made in former parts of this report with respect to small schools apply with twofold force to half-time schools, and will render necessary a modification of even that portion of the programme embraced by Regulation 7. On the principle that it is better to do a few things thoroughly than a greater number indifferently or badly, I think it would be wise to limit the compulsory subjects of examination at half-time schools to reading, spelling, writing, grammar, and arithmetic. This would probably be quite sufficient work, both for teachers and scholars, to occupy the twelve or fifteen hours per week which would be available. The scholars might be examined in any other subject of the programme included in Regulation 7, at the discretion of the teacher, but if they passed in those above-named they should be considered to have passed the standard, providing, however, that certificates issued under Regulation 4 should, iv such cases, specify the subjects in which the scholars have been examined. ******* Scholarships.—ln connection with the recent examination of candidates for the scholarships offered by tho Board, I think it only right to mention that three of the candidates nominated from the Hokitika School have recently left the district, and that these were tho three most advanced scholars. One of them would have remained to compete, but for the fact of his being a little past tho age fixed by the Board, and, judging from his work for the last two years at the ordinary school examinations, this boy would have bad a very good chance for the first place. AVith respect to future examinations, it has been objected that the introduction of Latin, algebra, and Euclid into the programme of examination will virtually confine the benefits of the scholarships to the four or five principal schools of the district; and there is some force in this objection, which did not strike me when I sketched out the regulations. Should the Board consider the objection to be valid, ono of two courses might be adopted: (1) To strike out the subjects objected to altogether; or (2) to retain them in tho case of the first scholarship, but to dispense with them in the case of the second. AVhile on this subject I may be permitted to remark that all scholarships supported wholly by grants from tho General Government ought to be competed for, as nearly as possible, uuder the same conditions. At present there may be, and no doubt is, a great difference in the regulations fixing the age of candidates, the subjects of examination, and other matters ; and a scholar in one part of New Zealand may gain a scholarship with ease, while an equally well taught boy in another district may fail. If the Minister of Education could make regulations that should be applied to all scholarships supported by public money, and in some manner secure a certain uniformity in the examination papers, not only would all competitors throughout New Zealand stand ou the same footing, but a comparison could then be instituted between what may be called " the pick " of the pupils from the elementary schools of all the education districts of the colony. Pupil-teachers.—ln order to enable both pupil-teachers and their instructors to have the full benefit of the holidays, I made arrangements this year to hold the examination of pupil-teachers concurrently with the examination of the schools in which they are employed. Although this plan necessarily caused me some considerable extra work for tbe time, yet, since it saved both teachers and pupils some suspense, trouble, and expense, lam well satisfied to have done so. Hitherto, as you are aware, tho pupil-teachers have generally been examined at the two chief centres of population during the holidays. The number of pupil-teachers examined was 25, who have been classed as follows: First class, 3 ; second class, 7; third class, 10 ; fourth class, 2 ; while three remain unclassified, not having passed the examination. I will now repeat a suggestion I made on a former occasion with respect to pupil-teachers of the first class —namely, that it is highly desirable to make some permanent arrangement with such of them as may be recommended for the purpose, to encourage them to remain in the service of the Board after the expiration of their term of apprenticeship. They might be ranked as junior assistants, and be eligible for the first suitable vacancy that might occur in their schools. At present a first-class female pupil-teacher receives £35 per annum, and I would suggest that an agreement be drawn up, by which pupil-teachers, at the end of their last year's apprenticeship, might be bound to remain in the service of tho Board for two years, at a salary of £50 for the first and £60 for the second year ; and that, in the event of a suitable vacancy occurring in the district, such pupil-teacher, or junior assistant, should be appointed to the situation, at such salary as the Board might thiuk fit. Supplementary.—Since writing the foregoiug, I have had an opportunity of visiting Jackson's Bay and Rangiriri, concerning which places I have the honor to report as follows : —■ The schools in the Jackson's Bay District have not made so much progress as I expected, and it will be seen by the table of results tbat they rank among the least satisfactory of the schools in the district. There are, however, some extenuating circumstances which, in justice to the teachers, mti3t be taken into consideration. In the first place, these schools were examined for results in March last, and, consequently, have only had ten months iv which to do the work of twelve. Secondly, the recent examination took place immediately after the long vacation, which necessarily placed the scholars at some disadvantage. In the case of the Arawata Flat School, the destruction by fire of the building used as a schoolroom some time before the completion of the new building caused an additional loss of several weeks' time. With respect to the Bay School, and without reference to the results of the late examination, I cannot but consider the position of affairs as highly unsatisfactory. I found about onethird of the children of school age were not attending the school, and ascertained that the cause of their absence was the dissatisfaction of their parents with the conduct of the teacher ; and, upon referring the persons complaining to the Local Committee, I learned that that body—if it existed at all—was divided against itself, and that one party thereof refused to take any notice whatever of complaints against the teacher. The consequence had been that the Chairman had ceased to call meetings, and that the Committee had virtually ceased to exist some months before. In the absence of any Committee, and not having received any formal complaint, I did not consider myself called upon to make any official inquiry into the merits of the case; but, from what I heard from both sides, I arrived at the conclusion that the teacher, by injudiciously taking a somewhat prominent share in the party strife that has long prevailed there, has naturally rendered himself obnoxious to one section of the community,
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who, consequently, are indisposed to overlook laches on his part which, under other circumstances) would probably have been passed over in silence. I may say' that the charges brought against the teacher, so far as they came to my knowledge, were somewhat vague, but indicated a belief that the care of his cattle, and other private business, absorbed an undue portion of his time and attention, and that the school work was hurried over and neglected. As a new Committee has since been elected, I hope that a more satisfactory condition of affairs will soon prevail. During my stay in the Bay, I attended at the school on every school day, and gave instruction to one or other of the classes in the presence of the teacher. Rangiriri.—The progress made by the children attending this school has been quite as great as could be expected, especially considering the fact that during the last quarter of the year, when the experiment of making it a half-time school with Jackson's Bay was being tried, the school was only open four days in a fortnight. The number of children on the roll is 20 ; the average attendance for last quarter was 13, and the number present at the examination waß 16. I have, &c, G. Mueller, Esq., John Smith, Chairman, AVestland Education Board. Inspector of Schools.
OTAGO. 1. Mr. Petrie's Report. Sir, — Dunedin, 31st March, 1879. I have the honor to submit the following report for the twelve months ended 31st December, 1878 :— During the year I made one or more surprise visits to forty-three schools, chiefly in the central and- northern parts of the district, and examined in detail forty-three schools, including one of the district high schools. I also conducted, in conjunction with Mr. Taylor, the ordinary examinations of teachers and pupil-teachers, and, in conjunction with Messrs. Fitzgerald aud AVhite, the annual examination for the Board's scholarships. Tho initiation of the system laid down by " The Education Act, 1877," and the new relations of the Department of Education to the Board aud to the teachers of Otago, imposed upon me a great deal of work extraneous to my proper duties, and occupied my entire attention for a large portion of the year. In consequence, 1 have not managed to visit or examine a considerable number of the schools in my district, and at the end of the year the examination of throe of the district high schools had to be abandoned. Statistics for the Tear.—During the first four months of the past year the Southland Education District remained united to that of Otago, and such of the Southland schools as were examined during that time are included in the statistics and returns of this report. The following tabular statement shows the total number of pupils examined by me, and the total number of passes in reading, spelling, writing, arithmetic, and grammar, the subjects iv which the pupils were examined individually : —
Table I.
Table 11.
Subjects. Reading. Spelling. AVriting. | Arithmetic. Grammar. umber Presented umber of Passes 3,600 100 3,481 97 3,045 85 3,415 95 2,716 75 1,684 72 Dhe lower column shows the percent: •esults, each standard being kept sept ige of passes in each subject, irate. The next table sh< iwb the same
Numbee oe Passes in Standard. Number. Reading. Spelling. Writing. Arithmetic. Grammar. Presented. I. II. III. IV. V. VI. 845 100 1,071 100 879 100 564 100 186 100 55 100 817 97 1,036 97 845 96 545 97 183 98 55 100 749 89 900 84 700 80 468 83 175 94 53 96 801 95 1,002 93 827 94 550 98 182 98 53 96 645 76 774 72 677 77 433 77 141 76 46 84 688 78 374 66 120 65 37 67 The lower line in each pair shows the percentage of passes 13— . 2.
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A comparison of the results in the above tables with those contained in last year's report shows a considerable improvement in the percentage of passes in nearly every subject, and affords evidence of substantial progress. The proportion of passes in spelling has risen in a marked manner, especially in Standards 111. and IA r.; reading and writing, though examined more strictly than in any former year, have in no way declined ; while arithmetic and grammar have advanced considerably, though in both the percentage is short of what I hope to see attained. Organization.—Fewer cases of faulty organization have been encountered during the past year than for any former period of like duration. In most schools the work is suitably arranged, the classification correct, and the time-table satisfactorily laid out and duly adhered to. In former years there was great laxity in regulating and superintending the desk work of pupils in small schools, and it has taken a long time to get better arrangements and superintendence introduced, but at length the difficulty is getting fairly surmounted. In a very few schools the same time-table has adorned the walls for two or three years together, in spite of considerable changes of circumstances and repeated .remonstrances. Generally, however, time-tables are promptly revised if changes in the number of classes or in their relative proportions render it needful. It has always been a matter of serious difficulty in small schools having five or six classes to assign a fair division of the teacher's time for each class and subject, and I fear that in such schools, with the enlarged course of instruction required under the new Act, this difficulty will become all but insoluble. Experience may suggest expedients that cannot at present be foreseen. Instruction. —The gradual increase in the percentage of passes affords unequivocal proof that the instruction in the Board's schools is becoming more and more efficient. Apart from this tangible proof, I am satisfied that failures to come up to the standard are becoming year by year less and less frequent. Furthermore, in the parts of the district I have lately visited, the number of well-managed and efficiently-taught schools appears to be steadily increasing. At the same time there are not a few in which little or no progress can be noted. The majority of the schools of this character are the victims of untoward circumstances, though some owe their lowly position to inattention or incompetence, or both, on the part of their teachers. The year just past has witnessed an unusual dearth of qualified teachers. There has been in consequence an extraordinary frequency of changes in the mastership of many small rural schools, while not a few have been temporarily closed for a longer or shorter period. These frequent changes in the master and occasional breaks in the continuity of the school work, combined with the forced employment as teachers of persons deficient in practical experience in the work of education, appear to me sufficient to account for the unsatisfactory condition of a large proportion of the more backward schools. As regards the subjects of instruction, I have noted considerable improvement in reading, spelling, writing, and arithmetic. Reading is now more generally taught with care, and not merely practised as an accomplishment natural to every one. Comprehension continues much short of being satisfactory, and in a good many schools the necessity for aiming at intelligence in the work is as urgent as ever. The introduction of Foster's copy-books has given a great stimulus to writing, and in some schools the improvement in the work has surpassed my expectations. On the whole, however, the teaching of writing continues to be less satisfactory than it should be, and in a good many schools the superintendence remains lax and unmethodical, and the use of the black-board is greatly neglected. In small schools having a good many classes it is very difficult to have the writing lesson taken by itself, unaccompanied by some other lesson; but this every teacher should arrange to do, if not every day, at least every alternate day. The teaching of grammar has improved slightly since I last reported, but it is still not infrequently marked by a want of accuracy and intelligence. The results of the examination of the highest classes were, on the whole, disappointing, and in some cases discreditable. The geography of New Zealand is becoming more carefully taught, and in most cases it is very fairly known, though sometimes too minute and detailed a knowledge is attempted. I think the thick type in my text-book on New Zealand sufficient for almost any r school, with a more minute acquaintance, however, with Otago. As regards the general geography of the world, I cannot say that the instruction has improved greatly. The chief difficulty in the subject is the want of a suitable text-book, and I believe that in the average school little improvement can be looked for until a suitable book is in the hands of the scholars. Should my leisure permit, I purpose to make an effort to supply this great want. Singing continues to be taught in a fair number of schools, in some very efficiently. It is strange that so few teachers qualify themselves to give instruction on this subject. I am confident that many more could, with a little attention and study, fit themselves to give useful and interesting lessons ; and, to stimulate them to do so, I would recommend the payment to teachers giving efficient instruction in singiug of a small bonus of £5 or £10 a year, according to the Inspector's judgment of the work. The needlework submitted for examination during the year has been superior to anything I have previously seen, and the attention of the teachers to this branch of the school work has been, with rare exceptions, most satisfactory. Several complaints have been made, especially in the larger schools, of the amount of extra time that is required for the preparation and fixing up of the work. There can be no doubt that many mistresses have devoted a great deal of their own time to this, and that the strain upon their energies which this addition to their regular work produced was sufficient to justify loud complaints. But this extra work has almost wholly arisen from a mistaken and injurious system of teaching sewing-—in fact, from the teachers doing for their pupils what it was, and is, intended these should do for themselves. To fold down a hem is surely not a very difficult operation for a pupil to learn, yet much of a mistress's over-time is spent in doing this. No doubt, if very young children are receiving instruction in sewing, much, if not all, of their work will have to be fixed for them, but the proper remedy for that is not to begin the subject until the pupils are fit to take it up with fair prospects of doing it successfully. I believe that no children below six years of age should receive lessons of any kind in sewing, and that the attempt to teach mere infants to sew costs an infinite deal more time and money than it is worth. With girls over that age, what fixing up
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and preparation of work are inevitable could easily be done in a few minutes by the elder pupils under the mistress's superintendence. Thus the incubus of extra work would be removed, the elder girls would learn to do for themselves what is in no way less important than the mechanical work of practising various kinds of stitches, and the instruction in sewing would be more thorough and efficient. In Victoria there are great numbers of State schools having much larger average attendances than any in Otago, and there no such grievance as this pressure of school work outside school hours is felt, simply because the pupils are taught to do for themselves what has in the past in many Otago schools been done for them. This appears to me the only satisfactory remedy for the alleged over-work of mistresses. Ido not refer to the laborious preparation of work for a grand exhibition at the end of the year, because it is quite unnecessary, and is a gratuitous addition to the teacher's recognized duties. As a body, the teachers of the schools with which I come into contact are earnest, hard-working, conscientious men and women, faithful servants of the public, eager to improve their methods and advance the efficiency of their schools and classes. Many are persons eminently fitted for the work in which they are engaged. The most common fault is the want of the sympathy and the cheerful kindliness of manner and feeling which stamp the true teacher. Only a very few regard the work with indifference, and perform their duties in a formal perfunctory way, without enthusiasm or interest. Though nearly all lead most exemplary lives, there are few who attain to the exercise of a wide and weighty social influence. Many appear to invest themselves with a spirit of isolation and seclusion, which greatly impairs the effect they might produce on the character of the children and on the morale of the district in which they are settled. Frequeut changes from place to place tend to confirm these traits, and to reduce a teacher's influence outside the school to a minimum. The pupil-teachers as a whole continue to do excellent work. In many schools they even become valuable teachers, and long before their course is completed would compare very favourably with many a trained teacher. In some schools, however, they do very indifferently; either because badly selected in the first instance, or more commonly from the prevalence of a bad tone in the school, indifferent management by the head teacher, or failure on his part to advise and secure the confidence of the novice. In nine cases out of ten, the incompetence of a pupil-teacher is due to the neglect or incompetence of the headmaster. Their annual examination continues to show better education and higher intelligence, and the proficiency of those from some of the larger schools was extremely creditable. Discipline.—ln the great majority of the schools there was good discipline. The drill exercises are becoming more generally known, and their execution is not seldom very creditable. I believe that these exercises have had a most salutary effect on the discipline of the schools in which they are practised, and in rural schools they have developed an air of smartness and order which is missed in similarly situated schools where drill is neglected. It is not easy to judge of the average order, attention, and interest of scholars, but I am of opinion that the schools of the district are in these respects in a healthy and sound condition. It is with pleasure that I record considerable improvement in the tone of a large number of schools, and my conviction that the examinations of the past year were answered not only with greater readiness and method, but also with greater honesty and independence than in any former year. My appeal in last year's report to teachers about the necessity of more strict attention to the manners and behaviour of their pupils has not been altogether without effect; but there is still, and will long be, ample scope for amendment in this by no means trifling matter. Buildings.—Very few new buildings have been erected during the year, but a large number are now under contract, and will soon be available. There are several small but not unimportant matters in which the buildings recently erected are deficient. A roomy press, provided with shelves, pigeonholes, and a compartment for maps, should, I consider, be supplied for every new school. There should not be fewer than two black-boards, one at least provided with an easel. A number of brass-headed nails driven at intervals into the walls are required for suspending diagrams, wall-cards, &c. ; and a map-stand, cross-shaped at the top and mounted on a stable foot, should be considered indispensable. The porches or lobbies, as at present designed, are much too small, and necessitate the objectionable practice of hanging some of the hats and cloaks in the schoolroom. The ventilation also needs improvement. There is generally a sufficient outlet for foul air provided in the roof, but there is no special inlet for fresh and pure air beyond the doors and windows. It is necessary that every room should have two or three such inlets, independent of windows, and they should be so under control as to be readily closed in the very boisterous weather which prevails more or less at certain seasons in every part of the district. Sooner or later the Board will have to undertake a complete refurnishing of many of the older schools. Under the old system, the School Committees erected school-buildings, the Board contributing two-thirds of their cost, and the people of the district the remaining third. As there was no recognized or lawful way of raising this moiety, Committees, even the most zealous, experienced great difficulty in getting it subscribed, and so the cheapest buildings that would at all meet requirements were generally erected. As a result of this ill-devised system, the Board inherits a great number of badly-designed schools, devoid of ventilation, and above all provided with furniture and appliances of the most meagre and unsuitable kind. There can be no doubt that the efficiency of the teaching, the disciplinary training of the pupils, and the comfort and convenience of both scholars and teachers are in such cases very greatly impaired, and that no time should be lost in turning all unsuitable seats and desks to firewood and replacing them by commodious furniture. I have repeatedly impressed on various School Committees the urgent need for providing ventilation, a sufficient number of black-boards, properly-constructed desks and seats, and other necessary improvements ; but in few cases has anything been done. In many instances the sum now allowed by the Board for these and cognate purposes has been swallowed up in meeting liabilities incurred under the old system, while in a few a large proportion of it is spent in a secretary's salary. AVhatever may be the causes, it is certain that few Committees effect such improvements and repairs as the funds at their disposal would with good management compass. A considerable number of schools are still unfenced, and a great many
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are in need of painting. The cost of fencing and painting also will no doubt have to be borne by the Board ; and it might be advisable with regard to the latter to give the Inspectors power to authorize the Chairman of the Committee to have the work done by tender. The District High Schools. —In consequence of my time being largely occupied in the course of the year by extraneous duties, I have been unable to overtake much of my usual work, and, in particular, three of the district high schools were not examined-—viz., the Oamaru District High School, the Milton District High School, and the Port Chalmers District High School. I managed, however, to visit the Lawrence District High School, which had not been examined the previous year, owing to the prevalence of scarlet fever in the district. The school was found to be in a very efficient condition, though the extra work was not advanced. The following statement shows the extra work gone over, and the quality of the answers at the examination : —
Latin. —The work was almost too elementary for examination. The translation was excellent, and the accidence good. A senior pupil who had read the Fifth and Sixth Books of Caesar's Gallic War left the school shortly before tho examination. French, —The papers of the senior class were accurate, and showed a good acquaintance with the subject. Tito others were above fair. Geometry. —This subject was well known. Algebra. —Tho questions set were most accurately answered. A more advanced pupil left shortly before tho examination. English. —The paper on this subject was very fairly answered. Board's Rules and Instructions to Teachers.—The operation of the rules adopted by the Board has been carefully observed by me during the year, aud I desire here to call attention to some matters in which alterations are needful, or would at least be advantageous. According to present arrangements schools having an average attendance below 25 are subsidized at the rate of £4 ss. for every child in average attendance, and not entirely supported by the Heard. AVith the remarkable increase in the average attendance which the past year witnessed, aud the consequent corresponding increase of income, I think that all schools having an average attendance of 20 or more might be supported wholly by the Beard. This extension of the free schools would not cause any serious increase of expenditure, as the number having an average attendance between 20 and 25 is tint at all great. lam of opinion also that a more liberal teaching staff should be allowed for schools having attendances between 40 and, say, 200; and further, that instruction in needlework should be provided wherever there is an average attendance of, sty, 15 girls. If tho Board could afford to make these alterations, the provisions for education in tho district would be much more complete, and the staff as liberal as could be expected under a free Im: not costless system of education. AVith regard to the instructions to teachers, I cannot say that they are so generally or so carefully carried out as I could desire. The maps and other appliances are in many cases very carelessly looked after, and instances have occurred where I have fouud it necessary to set an examplo of repairing them somewhat. Reading-cards and ball-frames, particularly, get rapidly destroyed, and have to be replaced in many eases with excessive frequency. There is usually considerable indifference about keeping and taking care of the school records. It appears impossible to make some teachers understand that an unlimited number of copies of the Education Act, the Board's rules, the Instructions to Teachers, the Scholarship Regulations, &c, &c, cannot be supplied to schools, and that the copies of these documents forwarded to them are not meant for themselves personally, but for the teacher of the school as such for the time being. It is almost unusual to find a teacher leave a position without taking most and sometimes all of the school records with him, leaving his successor to work in the dark and wait for the Inspector's next visit for an order for these necessary documents. It is really too bad that there should be so much trouble and annoyance about this simple matter, and that thoughtlessness and carelessness should so prevail in connection with it. In a large number of schools no concern is shown about the books of the pupils, and the recommendation that their being covered should be insisted ou is frequently neglected. Upon School Committees devolves the duty of effecting small repairs in connection with school-buildings, and a sum of money is placed in their hands for that purpose. In Dunedin and a good many other districts such matters are most promptly attended to. In many cases, however, I have noticed great and unnecessary delays in effecting repairs, to the grievous annoyance and discomfort of teachers and pupils, and sometimes to the permanent injury of the schoolbuildings. At my surprise visit to Evansdale School, I fouud that neither the door of the porch nor that of tbe school could be closed, owing to the breaking of the locks. Forms had to be barricaded against the door ; but every now and then the wind would force back these obstacles, and fill the room with a whirlwind of dust aud sand. This had gone on for several weeks before my visit, although the teacher had more than once brought the matter under the notice of the Committee. I added my remonstrance to the teacher's, and I hope the matter was at length attended to. In other cases, broken windows are allowed to remain unrepaired for weeks, causing no end of colds and discomfort. Stoves aro generally removed from the schools during the summer season. Iv one or two cases the
Subject. Class. Pupils Examined. Work done. Latin ... French ... jreometry Algebra English I. I. II. I. II. I. I. | " 5 8 4 1 5 12 2 Principia Latina, Part I. to page 63. Ahn, Part I., 120 Exercises. Aim, Part II. to Exercise 60. j Euclid. Book I. Euclid, Book I., Props. 1 to 20. Todhunter's Algebra i'or Beginners, to page 54. The Merchant of Venice, and part of Eichard II., i: Nelson's Shakespeare Header.
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pipe through the roof was removed as well, and this opening had been allowed to remain all through the season when fires can be dispensed with, promoting ventilation certainly, but allowing the roof, floor, and furniture to be seriously damaged. Two cases of great want of consideration for the comfort of the school children deserves specially to be mentioned. In the important and largely-attended public schools in Oamaru, the School Committee declined to spend any of the money handed over to them for that express purpose on fuel, and the wholly uncalled-for hardship to which the school children were subjected was but partially and tardily relieved by the generosity of some liberal and kind-hearted citizens of the town. At the Inch A ralleyand Dunback schools very much the same sort of thing happened. It is with great regret that I feel compelled to refer so pointedly to the delays and neglect of some of the School Committees during tho past year. In many cases, no doubt, thoughtlessness, and ignorance of the inconvenience and discomfort their remissness causes, may account for the want of prompt attention ; but I sincerely hope that such things will not in future be considered any extenuation of neglect of apparently trifling, but really important, duties. Science.—Little or nothing has beeu done as yet in the direction of introducing science and history into the course of instruction. The want of a sufficient supply of suitable books will delay the general introduction of history for some time ; and the same difficulty will also impede tho introduction of science. Tho great extension of the subjects of instruction under the new Act has caused the teachers of small schools no little consternation. In the past they have found it no easy matter to teach their five or six classes the subjects formerly included in the school course, aud they do not see how it is possible to give efficient instruction in the work now required. I have, after mature consideration, been constrained in such cases to advise them to relax none of their attention to the fundamental branches of an English education—namely, reading, spelling, writing, arithmetic, and grammar and composition —and to do thereafter as great justice to the other subjects as the circumstances of their schools will permit. In small schools lam assured that it will be found impossible to do efficient work iv all the branches laid down, and it seems plain that efficient work in a smaller number of subjects is far preferable to a wider but shallower range of study. For schools where a large proportion of the work has to be done at the desks under the teacher's general superintendence, it appears to mo greatly to be regretted that a text-book in science of a simple and elementary character has not been prescribed. To meet this want I have recommended many teachers to try to take the senior pupils through Professor Balfour Siewart's Physics Primer, and to get them to have that little book as a text-book. In the absence of apparatus, without which all teaching of science is apt to be of little or no value, the illustrative figures will greatly aid the pupils in following ancl making themselves familiar with the principles of the subject. In the larger schools the science lessons can be more easily and more adequately overtaken, but here also some book in the hands of tho pupils appears indispensable, at least till apparatus is provided. The set of apparatus required for illustrating the Physics Primer costs about £19, a sum which teachers cannot be expected to spend for that purpose out of their own pockets. I would suggest that the Board should undertake to provide by degrees the apparatus necessary for teaching elementary physics. By way of beginning, twenty or thirty sets might be ordered from England, and the apparatus, together with a suitable press for their safe keeping, should be offered to Committees at half-price. 1 feel sure that many Committees would avail themselves of such ::n offer as this, and that thus and thus only can that portion of elementary science contained in Balfour Stewart's little book be efficiently and intelligently taught in our schools. By-and-by it might be found possible to add a set of chemical apparatus to that for physics, but to have provided the latter alone will be no mean or worthless beginning. Registration op Attendance, etc. —Ever since payments have been made to the Board on the basis of .average attendance, I have bestowed considerable pains on the examination of tho registers, and I have found them, with trifling exceptions, clearly marked and accurately computed. The registers now in use are very well adapted for the purpose, and afford teachers a ready means of checking the accuracy of their computation of attendances. I may here advert to the elaborate character of the returns required by the Education Department. Four times a year has a teacher to make a return of the number of pupils " under five years ; five, and under seven ; seven, ancl under ten ; ten, and under thirteen ; thirteen, and under fifteen ; above fifteen years." Three of these returns are quite useless, and the time and trouble spent in making them up are gratuitously added to the already onerous duties of head teachers. Four times a year has a teacher to make a return of the number of infants, of those preparing for Standard 1., Standard IL, Standard 111., Standard IV., Standard ~V., Standard VI., and passed Standard VI.; though the statistics for the year, published by the department, can require no more than one such return, that for the last quarter being usually the most suitable. Again, four times a year has a teacher to make a return of the number of pupils learning reading, writing, ainl the other ten subjects of the school course, although the return for one quarter only can be of service to the department. In addition to these returns, fifteen columns of figures, extracted with considerable trouble from tho registers, have to be filled up quarterly, merely to ascertain the strict average daily attendance, aud the working average. Of these fifteen columns some appear to me of no use in the world ; for instance, the answers to the following queries : " AVhat is the average weekly number on the roll during the quarter ?" and " What has beeu the largest attendance on any half-day this quarter?" The latter question in large schools is not at all easy to answer, for it compels the headmaster to make out and keep a daily summary of the attendance in all the departments of the school, a form for which should bo supplied by the department if this return is to be held necessary in future. There are other respects in which tho returns required by the department appear unnecessarily elaborate, but, as they may subserve some useful end, I refrain from saying anything about them. Quite recently steps have been taken to bring school savings-banks into operation, and in many cases it will be morally compulsory for the teachers to take charge of them. Any one who is acquainted with the requirements of the course of instruction laid down for the public schools, and who knows tho great and almost insuperable difficulty of overtaking it, cannot but deplore the numerous encroachments on a teacher's working time rendered inevitable by so many extraneous and secondary matters. The worst of it is that the transaction of all these unnecessary duties falls almost entirely on headmasters, whose time is so valuable,
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and who need to derote every spare moment to superintendence of their assistants and pupil-teachers. It seems particularly strange that a community that has excluded from the public schools all reference to religion should reckon the cultivation of frugal and saving habits of such vital importance. A teacher's work is emphatically to teach, and the less there is to interfere with the exercise of his proper vocation the better it will be for the country. Savings-banks, cadet companies, voluminous statistics, and so forth, are no doubt most useful things in their way, but, if the benefits they confer are to be secured by adding to the already sufficiently weighty and responsible duties of the public school teachers, the country may one day find that it is possible to pay far too dearly for them. I have, Ac, Donald Petrie, M.A., The Secretary, Otago Education Board. Inspector of Schools.
2. Mr. Taylor's Report. Sir,— Dunedin, 31st March, 1879. I have the honor to submit my report for the year 1878. During the year I made forty-two visits without notice, and fifty-one visits of inspection to schools situated chiefly in the southern part of the district. I also visited a number of outlying places for the purpose of selecting sites for new schools. The remainder of my time was occupied with the usual examinations, and with office work. The following table shows the total number of pupils examined hy me, and the total number of "passes" in each of the undermentioned subjects:—
Table I.
TABLE 11.
The lower line in each pair shows the percentage of passes. Comparing these tables with those of last report, they do not show that much advance has been made in the percentage of passes in the various subjects. This is at first sight somewhat disappointing, as I had calculated on considerable improvement. But when it is taken into account that the tables of last report included the results obtained in the largest and most efficient schools, and that those given here show the results obtained for the most part in small, outlying, and, in some cases, badly-equipped schools, the comparison may be considered very favourable. The results in arithmetic, it will be observed, are not so good as in the other subjects; they fall, too, as the standards rise. The inference to be drawn from this is that the junior classes have been well worked up in the elementary and mechanical part of the subject, but that the reasoning powers of the senior classes have not been sufficiently cultivated to enable them to deal very successfully with applications of the rules requiring for their solution some degree of thought. The work of examination was conducted during the past year in very much the same way as lormerly, and was accomplished much more smoothly. A better understanding existed as to what had to be done, and how to do it. Although in a few schools the work dragged considerably, as the result of insufficient preparation and the want of thoroughness in the instruction, yet in the great majority
Subjects. Reading. Spelling. Writing. Arithmetic. Grammar. umber Presented umber of Passes 2,111 100 1,957 93 1,644 80 i 1,978 94 1,380 65 668 70 Dbe lower line shows the percentage of pa: sach standard being kept separate. ises in each subject. The next table shows the same results
Number of Passes in Standard. Reading. Spelling. Writing. Arithmetic. Grammar. Presented. I. II. III. IV. V. VI. 538 100 633 100 489 100 345 100 104 100 2 100 489 91 580 91 451 92 333 97 102 98 2 100 447 83 546 86 336 69 230 67 83 80 2 100 533 99 580 91 445 91 322 93 96 94 2 100 425 79 435 69 264 54 204 59 52 50 326 67 269 78 72 69 1 50
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of cases it was done with an amount of readiness and intelligence that was quite gratifying. The pupils were generally self-reliant and earnest, and showed considerable improvement in the stylo of their written papers. Instead of referring more particularly to the various subjects taught in the schools, I shall now make some remarks regarding their general management. I have to state that good order and discipline prevail in most of the schools I have visited. This is satisfactory, as effective teaching without them would be an impossibility. The introduction of drill and proper class-movements has had a beneficial effect on the demeanour and ready attention of the pupils, and has rendered good government a matter of less difficulty. I saw in one school the plan adopted of making the dux of each class responsible for its good order and proper movements. It seemed to work admirably. It gave the pupils themselves an interest iv preserving good order, and afforded a certain amount of relief to the master, and economized time as well. I would recommend its adoption in schools where the teacher has charge of several classes. It is to be regretted that there should exist one exception to the usual orderliness that prevails in the schools. Pupils who are badly governed suffer incalculable loss. In some instances the furniture is so arranged, the appliances so few, and the accommodation so limited, that good order is not easily secured; but in a school where little was wanting in these respects I have seen much confusion allowed to prevail—for some time after the pupils entered the school, especially. The simultaneous talk of about a hundred children, the stamping of feet, and the rattling of slates, were almost unbearable. Suffice it to state that in tbis school it was impossible to prevent copying, and the results were poor indeed. Classification, with very few exceptions, has been made with increased judgment and discrimination, and to this fact is due, in a great measure, improvement in the results. A few instances were found in which there was a tendency to advance the pupils too rapidly, and some in which the classes were kept too long at the same work. The results, of course, were much more favourable in the latter than in the former, though not fairly merited. Considerable difficulty seems to be experienced by some teachers in keeping all their classes busily aud usefully employed, aud employed at the right thing at the right time. There does not seem to be a suitable connection between the different parts of the work. A class should be prepared with a transcription, dictation, or some other exercise which could be conveniently examined w rhen the class appears for direct instruction; and a class, having received instruction on some subject, should, by means of written exercises, be required to put in practice the knowledge received. In some such way as this, every class could be fully and profitably occupied during school hours, the tendency to idleness and wrong-doing would be checked, a suitable connection between the different parts of school work secured, and a considerable saying of time effected. I have noticed, too, during surprise visits, that a teacher failed to manage effectively even one class numbering from fifteen to twenty pupils. Instead of taking up such a position in relation to it as would enable him to command with his eye and insure the attention of all his pupils, he so stationed himself that he could see only a few of them at a time, and was not aware that the others were gazing about quite heedless of his instructions. In questioning the class, too, he was satisfied to receive answers from two or three pupils only, while the others remained disregarded aud unconcerned. Such a profitless way of managing a class, whether the result of ignorance or indifference, shows the teacher to be ill-suited to the important position he holds. Every individual pupil should be made to do his full share of the work, and induced to take an interest in all that is being done, and the dullest and most inattentively disposed should be called upon most frequently. I have, in several instances, experieuced great difficulty iv obtaining from pupils answers to the simplest questions. I could only account for this by inferring that the instruction they had been in the practice of receiving had been defective in amount or method, or both. Pupils are not likely to answer readily on examination days who are not trained to do so on ordinary occasions, and whose intelligence has not been carefully educated by judicious questioning on the various subjects which they study. Timidity in pupils is often assigned as a reason for their backwardness ; but, if they are so timid that they cannot be induced to speak, I am pretty sure that it is the result of a defect in the teacher's manner of dealing with them. A frigid look, a sarcastic remark, a harsh tone, are quite sufficient to seal the mouths of most children and prevent them from expressing themselves. The teacher who can enter into sympathy with his scholars, who can come down to their level, who is ready to make the most of the answers given him, and who has patience and skill if the answers are not exactly what he would like to educate to the right ones, will inspire such confidence in, and will induce such co-operation on the part of, his pupils that they will have little hesitation in readily responding to the calls he may make on their intelligence. In conclusion, it is satisfactory to be able to express the convictiou that considerable improvement has been made in the general tone and work of the schools visited by me during the past year. Almost all the teachers have anxiously endeavoured to bring their schools into a state of efficiency, and to satisfy the requirement of the Board's regulations. With the exception of a few schools, in which the management and methods of teaching were defective, their efforts have been rewarded with success. I have, &c, William Taylor, The Secretary, Otago Education Board. Inspector of Schools.
SOUTHLAND. Sib, — Invercargill, 19th February, 1879. I have the honor to forward my general report for the year ending 31st December, 1878. I was appointed to my position in the end of July, but did not begin my duties till the 2nd of September. The year being then far advanced, instead of beginning at once to examine the schools, I determined to
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make myself acquainted with my district, and with the teachers, and their methods of teaching and organizing. By adopting this course I have been able to visit most of the schools in the district, to examine the District High School in the higher branches, and to conduct the examination of teachers, besides attending to many other matters in conference with Local Committees and with the Board's architect, and preparing regulations, writing reports, &c. In my district there are 46 schools in operation, and 10 in course of erection. AVith a few exceptions the buildings are of a suitable and substantial nature. All those now in course of erection are every way so. Furniture and Apparatus.—ln the majority of schools the desks are too cumbrous and lumbering, taking up far more room than can be spared in buildings eighteen or twenty feet wide. In some instances the teacher is absolutely' without room to teach, to say nothing about class movements. In new schools this defect is being remedied, and I have recommended Local Committees to apply to the office for plans of desks, whenever these are wanted. For the most part the plans of school furniture have hitherto been supplied by local carpenters, who cannot reasonably be expected to know much about what is or what is not suitable furniture. Few schools have a good supply of black-boards and maps. Even the smallest schools should have at least three black-boards. These play so important a part in collective instruction that it would be most injudicious to stint their supply. The idea that there should be only as mam r black-boards as teachers is an erroneous one ; it would be nearer the truth to say that there should be one for every class. I regret to say, however, that the majority of our teachers are not alive to the importance of using the black-board in all their lessons. In no instance have I seen it used in the reading lesson; hardly at all in grammar, geography, and dictation ; and only occasionally in arithmetic. But I trust that this state of matters will soon be improved off the face of the district. Organization.—Under this head I include the arrangement of the furniture, the classification of tho pupils, the distribution of the teaching power, and time-tables. Iv many, indeed in most, of our schools the arrangement of the furniture is to be condemned. The desks are generally disposed latitudinally, instead of longitudinally, and this of course necessitates the placing of one class behind another to the extent of the number of classes : an arrangement that is now condemned by all organizers. This error cannot, in many instances, be corrected without an alteration in the floor of the school ; but, wherever practicable, I have recommended teachers to dispose their desks longitudinally. In all the schools now in course of erection this arrangement is adopted. So far as I have been able to test it, the classification is satisfactory in about a half of our schools : in the rest it ranges from indifferent to bad. In the latter, proficiency in reading alone appears to be adopted as a test for promotion, for the pupils can generally read with fair fluency, but are inexcusably ignorant in almost every other subject of instruction. For the guidance of our inexperienced teachers I wish to make, in passing, a few observations on the basis and method of classification. Pupils should be classified not according to ability to read, to cipher, or to do any single subject; but according to proficiency in at least three subjects, regard, however, being always had to the activity and strength of comprehension of the child's mind. A clever child who is a little deficient in one or two test subjects should not be kept back on account of this deficiency. His mental activity and strength will soon more than compensate for this weakness. Age, too, should be considered, as, along with it, there is usually a maturity of mental growth that will enable a child to soon outstrip his junior classmates. It is better to class such a child with those whose attainments are superior than with those whose attainments are inferior to his own. These are special cases, and must be dealt with by special rules. I would suggest, as test subjects, three of the following four : Reading, arithmetic, grammar, and geography. Proficiency in three of those, of which reading should be one, should entitle a pupil to promotion. Periodical test examinations should be held ; but a child's promotion should by no means depend upon his passing any one of those examinations. These final tests are held mainly to invest promotion with as much of ceremonial as possible ; but the merit of the pupil shouht be measured almost wholly by the work done by him during the period intervening between the ceremonial examinations. During this time the teacher should carefully note the industry and progress of the child, and upon tho result recorded should depend in a large measure the child's promotion. But this does not render the final examinations unnecessary, for the more of ceremonial with which we cau invest our school work the more of reverence and respect will the pupils have for the school and the teachers. The almost utter absence of ceremony in many of our schools will account for much of tho ill-manners noticeable in the children. Pupils should be promoted in groups, and not singly (unless under exceptional circumstances), and too many divisions in the school should be carefully guarded against. 'me conscientious but unskilful teachers of small schools, in their anxiety to provide for minute difi'ersnees in individual ability, multiply their classes unnecessarily, and, by consequence, reduce their teaching power to a mere shadow. I have found eight and nine divisions in schools with an average attendance of about thirty. Where a system of collective instruction obtains the classification cannot possibly be perfect. Nothing but an approximate to equality of ability and attainment should be attempted. The question to be solved is not, Are these pupils absolutely equal in point of attainment ? but, Are they so nearly equal that they can be profitably instructed together ? The classification of our schools is sadly interfered with by irregular attendance. Pupils are often absent from school months together, and when they return, notwithstanding that so mauy " stitches have been dropped," are allowed to resume their old places. Not only is this an injustice to the more regular attendants, but it is also an injustice to the absentees themselves ; for the latter are unable to undertake the work of the class, and the former are kept back by needless explanations and repetitions. Such pupils should be reclassified on their return to school: in fact, they should be treated as newpupils. AVith regard to the distribution of the teaching power, it may be said that in the larger schools— schools in which assistants are employed —this is generally satisfactory, by which I mean that the junior pupils are taught by an adult teacher. Tet I should like to see more than this attempted. It is the duty of the head teacher not only to assign certain work to the schoolmistress, assistants, and pupil-teachers, but also to assist them in the performance of this work, to instruct them in method, and
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generally to give them the benefit of his experience and training. He should on no account confine his attention to one class. His influence should be felt throughout the whole school by both teachers and pupils. Every large school should be a training school in the practical sense of that term. One of the Board's regulations requires head teachers to instruct their pupil-teachers in the art of teaching; but I regret to say that this regulation is more honored in the breach than in the observance. In future no pupil-teacher will be classed until he or she has passed a satisfactory examination in teaching : a lesson must be given before the Inspector. I would recommend, therefore, the giving of systematic instruction in the art of teaching. The headmaster should give model lessons before his pupil-teachers, and thereafter cause each of them to give, in turn, a lesson before himself and their fellow pupil-teachers, the lesson to be followed by criticism and instruction. In the criticism those pupil-teachers who were not teaching should take part. Of course this method of procedure should be systematic and not spasmodic, and should be, moreover, continuous throughout the year. By adopting such a course head teachers would be amply compensated for their trouble by the increased efficiency of their pupil-teachers and assistants. The distribution of the teaching power in most of the country schools is not at all satisfactory. Here teachers devote by far too much time to the instruction of the upper classes, forgetful altogether of the fact that, unless children are well taught in the junior classes, no amount of coaching up in the senior classes can possibly compensate for the neglect. I have frequently seen the first and second classes kept at the same exercises for one hour, one hour and a half, and even two hours, without a single word of instruction or correction. If such a method, or rather lack of method, yielded only a negative result the extent of the evil would be trifling ; but positive injury is done to the children's brains, first, by the length of the lessons being out of all proportion to the power of the juveuile brain to sustain the strain ; and, secondly, by the tendency, where errors are uncorrected, to contract, and by repetition to intensify, habits of carelessness, listlessness, and inattention. Better far that the children should be running in the playground. Of time-tables I cannot report favourably. In many schools I found none at all, and one teacher informed me that he did not see how it was possible to work by one! Even where I found a timetable that document was, except in a few instances, so injudiciously constructed that I was unable to pass it. The following suggestions may be of some use to teachers: In drawing up a time-table, consider (a) the subjects to be taught (see Syllabus), (b) the relative importance of those subjects, (c) the order in which they should be taken up by each class—(two subjects exacting a heavy mental strain should not follow each other. Relieve a heavy subject by a light mechanical one. The first lesson, after coming from the playground, should never be a writing lesson. Two noisy lessons should not be going on in one room at the same time), —(</) the time to be daily given to each subject by each class (this is determined partly by b, and partly by the proficiency of the class in any particular subject), (c) the teaching power. AVhere there is a teacher for every class the last presents next to no difficulty; but where there is only one teacher for four or five classes the difficulty presented is manifestly very great, and cannot be overcome without employing monitors. These, however, should be employed sparingly, and should be intrusted with only mechanical work. The teacher should devote some time, too, to their training. In only one school have I seen this done (Lime Hills School). Mr. Fuller's monitors teach really well. To every time-table should be appended its analysis, showing the time devoted daily to every subject by every class. This analysis will often reveal glaring errors, and thus save the teacher much adverse criticism. In my next report I purpose publishing the names of those teachers whom I find without time-tables. Reading.—This is a subject much heard, but little taught. The so-called teaching of reading is not teaching at all: it is simply hearing. Except in a few of the larger schools and three or four of the smaller ones, the correction, if any, seldom goes beyond the pronunciation of a word, almost never extends to the phrase and sentence, and never, that I have seen, to the paragraph. Indeed, it is a common thing for the teacher himself to give the correct pronunciation of a word, and then to allow the pupil to pass on heedless of the correction. The pupil corrected should always repeat the correction a time or two ; and, if the error is one of importance, and likely to be committed by other members of the class, the whole class should repeat the correction simultaneously. The more prominent defects noticeable in the reading of our schools are, indistinct utterance—mere mumbling, defective intonation, and want of intelligent reading. Distinct utterance and correct intonation are mainly mechanical; intelligent reading depends on the comprehension of the meaning of the passage read. Those can be acquired by having plenty of practice in imitation of a good model; this by getting at the meaning of the author. For the acquisition of the two first, pupils must have plenty of simultaneous reading, followed by individual practice, both in imitation of a model; and for the acquisition of the last they must be trained to think out the meaning of the passage read. It is not enough, however, to take up the explanation of words —a matter, indeed, to which the pupils can themselves attend in the home preparation of their lessons, if they have a dictionary; but the teacher should aid his pupils in translating difficult phrases and sentences into simpler ones, and in making a kind of running commentary on the whole, phrase by phrase and sentence by sentence, till, by illustration and homely paraphrase, the writer's ideas are fully grasped by the class. The simultaneous reading, however, must be simultaneous in the sense that the term is understood by educationists —a thing, lam sorry to say, almost unknown in my district. Still, most teachers profess to teach it. For an outline of the method of teaching this subject, I cannot do better than refer teachers to Mr. Gladman's School Method—a little work that should be in the hands of every teacher. One exception, however, I must take to Mr. Gladman's directions : the teacher must not read with his pupils. While they are reading he should be all eyes and ears, in order that no error may escape undetected. The enunciation and grouping of the words and phrases, the intonation, the observance of the pauses, grammatical and logical, must all be attended to. The passage must be read as if by one person :no one must be out of time or tune. If the teacher reads with his pupils, he can never be sure that this result has been achieved. When the class can read the lesson well simultaneously, it should be broken up into small draughts for individual practice. Of course, the best readers of the class should have charge of the draughts. The practice of 14— H. 2. (App.)
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consecutive reading hitherto in vogue in this district is to be condemned. A child should never know when he or she is to be called upon to read. There should always be the feeling that any one is liable to be called upon at any moment. Unless this is so, the lesson will be more fruitful of inattention than instruction. Arithmetic —In this subject there is very little class-teaching. Pupils generally work from books, little care being taken that the principles underlying the sums are understood. In fact, the subject is treated as a mechanical, and not as an intellectual, one. Rules are taught, and not principles. Pupils are told what to do, instead of being led to infer what to do. Hence they are generally groping iv the dark: they seldom know why this is done, or why that. AVhere a subject appeals so much to tho reasoning faculties as arithmetic, it is surely amazing that it should be taught without reasoning at all —that it should be reduced to a system of rote and rule, and not made an instrument of mental training. In this, as in other subjects, the principles should be taught through the medium of easy examples well within the pupils' grasp. The known should be made the medium to the unknown, the concrete to the abstract. AVhen the principles underlying a rule are known, the pupils can themselves evolve the rule. But in this case they are not tho passive instruments of dogmatic teaching, but active workers in a campaign of conquest. Treated thus, the subject is one of interest and pleasure, and not one of disgust and aversion. My advice to the teacher is, Use the black-board and chalk very liberally in teaching arithmetic. These are better instruments, if skilfully used, than all the books ever printed. Still, do not discard books, but use them judiciously. They are valuable as affording abundant examples for practice. Besides a knowledge of the how aud tho why, pupils should acquire facility and accuracy in the working of examples; and these are best acquired by plenty of practical work. In the junior classes of most of our small schools, even the mechanical portion of the subject is much neglected. Here the addition, subtraction, and multiplication tables ought to be thoroughly mastered —so thoroughly, indeed, that the answer should be forthcoming immediately upon the statement of the question. Unless this facility is acquired here, it will be vain to expect it in the higher classes. To quote Mr. Sheridan, "The seeds of expertness in calculation must be sown in the junior classes. If proper culture be there neglected, no matter how plentifully the seeds may be scattered afterwards, the crop will be poor." This is no theory, and every educationist of experience will indorse the statement. Mr. Robinson's method of teaching these tables is so good that I cannot do better than refer teachers to his excellent manual. They will also find Gladman of good service in the intelligent teaching of the principles of arithmetic. His suggestions and methods are generally excellent. I have not found mental arithmetic systematically taught in any of our schools. Geography.—This is an ill-taught and much-neglected subject. Seldom does it happen that geography is taken up by tbe same class more than two, or at most three, times a week, and then not in a manner to make a very lasting impression on the children's minds. To teach it effectively, the teacher himself must know the subject well, and not be reduced to the humiliating position of having to look every moment or two at his book for information, and to grope over the map iv search of this place or of that. To the extent of the lesson al least, both book and map must be known for the teaching to be effective. Unless this is so, there can be nothing done worth the name of teaching. To those teachers who are the slaves of books and maps—and there are too many by far —I would recommend a perusal of Horace Mann's description of a geography lesson given in a German school.* The constructive method so graphically described by Mr. Mann should be the prevailing method in our highest classes. But, whether the teacher draws his own maps on the black-board, and fills in what information he wishes to teach and no other, or uses the ordinary wall maps, there must be much more thoroughness in the style of teaching, as well as much more time devoted to the subject, if even fair results are to be got. To overtake the work of the Syllabus, about half an hour a day should, I think, be given to all classes above tho third. I have not seen any attempts made to familiarize } roung children with maps by drawing on the black-board a plan of the school, or of the street or road, or a map of the locality in which they live. Grammar. —From the lowest class learning the subject to tho highest, grammar is almost invariably taught from text-books. The order of the text-books is strictly adhered to, and altogether the subject is made one of the most uninteresting of the whole school course. Grammar is no doubt abstruse enough ; nevertheless it is capable of beiug made simple. But to treat it as a system of definitions and rules is not the way to make it simple. This is teaching a subject of a highly abstract nature through the medium of the abstract —a violation of the fundamental principle, from the concrete to the abstract. In dealing with the noun, for instance, treat first of the thing and thereafter of its name. Traiu the pupils by copious easy examples to see the distinction between the two —> between the reality and its symbol. Having clearly apprehended this distinction, they should be told that iv grammar those names are called nouns. Get them to educe their own definition. Continue the exercise until the children have acquired the habit of mentally distinguishing between things and their names. But the names of parts should bo dealt with as well as the names of wholes. Suppose, for example, a pin to be under review. Hold it before the class. There is the wdiole—pin ; aud there are the parts— point, head, shank, middle, top, bottom, &c. Place these words on the black-board. The pupils know that these are names, and they also know that names are nouns ; therefore they say these names are nouns, and so on with scores of other objects. The verb should next be attacked, and not the adjective, as children cannot in their grammar course begin too soon, after mastering the noun, to construct sentences. A list of nouns should be written on the black-board, and the pupils be required to complete the sentence by stating after each noun what the thing does, or what is done to it. (Teacher shows how to do this by a few easy examples on the black-board.) The idea to be developed is that certain words are used to tell what things do, or what is done to them. Continue the exercise with easy examples until the idea is well grasped, and then tell the pupils that these words are iv grammar called verbs. Get them to educe their own definition. Even at this stage children can be trained to see tbat every sentence consists essentially of two parts, the thing spoken of and what is said of it; *See Cuvrie's Common School Education, page 445.
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and, as this analysis is a matter of some moment in connection with the comprehension of the reading lesson, it should be begun as soon as the noun and verb are understood. Grammar aud reading should bo made to mutually assist each other. Tho adjective should be next taken up, the idea to bo developed being that certain words are used to tell what kind of thing we are reading or speaking about. Develop the idea by plenty of examples, aud get the children to educe their own definition. In a similar spirit should the adverb be treated, and its connection with the verb shown, and thereafter its connection with other adverbs, and with adjectives. The remaining parts of speech will now preseut little difficulty. When the elementary principles of the subject have been mastered in the spirit here indicated, a text-book may be adopted; but the rules and definitions should on no account bo learnt until the principles underlying them are understood. Iv all their grammar exercises pupils should be accustomed to give a reason for the statements they make. For fuller details as to the manner of teaching grammar, see Morrison, Robinson, and Gladinau. Writing.—Cleanly well-written copy-books are the exception; smeary ill-written one 3 the rule. Even where the books are clean and without smears, ono cannot examine a single line critically without discovering some of the many errors into which learners are liable to fall when not subject to close supervision and criticism. Teachers have, with evident pride, handed to me for inspection books that in point of neatness and cleanliness were a credit to both master and pupil, but that would not bear a moment's criticism. It is not sufficient that the writing shall be neat and cleanly :it must be like the head-live in stroke, inclination, distance of letters and words, relative lengths and heights of letters, curves, loops, point of juncture, and, indeed, every other respect. Failing in any one of these, the writing is to that extent faulty. The children should be made to understand that the head-line must be imitated, and that every deviation from it wiil be visited with public exposure. Every error should be exposed on the black-board, and the mistakes of one made a text for the correction of errors that are sure to be common to a large number of the class. During the writing lesson the black-board should be in constant requisition ; tho subject should bo taught, and not left to the chapter of accidents. Formal lessons should occasionally be given, when tho letters should be analyzed into their elements, as pointed out by Mulhaiiser in his system of teaching writing. In the junior classes, indeed, this should be a matter of daily occurrence. Here pupils should be taught to analyze and, if I may be allowed the expression, to synthesize the letters. They should be able not only to break up letters into their elements, as for example the letter a into double curve, right line, and link; but also to put these elements together—that is, to build up the letter a —and so on with other letters. If these principles are thoroughly taught in the junior classes, the writing lesson will give very little trouble iv the senior. Spelling and Dictation.—Oral spelling is well taught in most schools ; but the dictation exercise is uot generally well managed. Too much time is given to actual dictation, and not enough allowed for the correction of errors. About half the time allotted to the subject should be devoted to correction. Unless the errors are thoroughly corrected, the exercise is a positive evil, for the very effort required to write a word iv a certain manner tends to impress that manner of spelling ou the mind. Dictation is not wholly a test exercise. All the words in which mistakes are made should be written on tha black-board, and the pupils who made the errors compelled to write the words correctly ten or twelve times. Those having no mistakes should transcribe from their reading-books until the time allotted to the subject has expired. It is a mistake to dictate, except occasionally, long passages verbatim et literatim. A sentence or two so dictated are quite enough to keep up a knowledge of the more common words. It is a waste of time to be ever writing such words as " but," "of," " the," and a host of others of which many occur in almost every sentence. It is sufficient to dictate the harder aud more uncommon words in tho lesson, together with one or two sentences. Drill.—Drill is not taught so generally as one could wish. In only one or two schools is it anything like well taught. The turnings and wheelings are done in a most careless and slipshod fashion, and the marching is nothing but a stampede —no time aud no order, the boys gabbling all the while. Iv the drill lesson no child should bo allowed to speak, and every movement should be performed with precision. Unless this is so, the exercise is worse than useless. The practice of causing all the children to fall into line in the playground and march into school to time is not adopted in more than a few schools. AVhen tho weather permits, this course should invariably be followed; but no thumping with the feet should be allowed, it is a capital plan to cause the children to sing a song while inarching over the school floor. I hope to see drill more generally and more thoroughly taught during the ensuing year. Singing and Drawing.—These subjects now form a part of the ordinary course of instruction, and I hope to bo able to give a good account of them in my next report. Instead of, in our larger schools, confining instruction in singing to the first and second classes, head teachers should, if at all practicable, have the subject taught to all classes throughout their schools.. This is already being done in two schools. In appointing assistants it might be worth while to regard ability to teach singing as an important qualification. Discipline.—-In discipline there is room for improvement, and, strange to say, less in our small than in our large schools. Too much talking and lounging are allowed, and teachers do not insist sufficiently ou that sprightliness aud simultaneity of movement which are the mark of well-disciplined classes, aud which are essential to tho management of large numbers and the economizing of time and teaching-power. A little more attcntiou to good manners, too, is most desirable ; and more adequate provision ought to be made for supervising the children in the playground. Registers.—l regret to say tbat in many instances I havo found the most culpable carelessness in the keeping of the register—absolute falsification in one case, and in another the roll had uot been marked for three days ; but the teacher of the latter very naively informed me that he could recollect ail the attendances perfectly well. Some call the roll only once a day, and some mark it after the children are dismissed at night, aud all this notwithstanding the very explicit instructions printed at the back.of every register. If this indifference to instructions be persisted iv, I shall recommend the Board to inflict a fine.
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District High School.—This school was examined by me in the extra branches in the beginning of December. I subjoin a statement of the subjects, the number of pupils examined, and the work compassed, together with a few notes on the subject: —
English, —The result gained was on the whole excellent. The weakest points were paraphrasing and derivations. French. —First Class: The French-into-English translation was well done; the English-into-French badly. In the latter division of the subject most of the pupils lost a large number of marks. Still, on the whole, the result gained must be considered very satisfactory.—Second Class : Tho English-into-French translation was very badly done ; the French-into-English well; the grammar only fair. —Third Class: I gave two passages from Charles XII., neither of which was well translated. Of the 27 marks given for this portion of the subject the pupil gained only 16. The grammar was good. Latin. —First Class : In this class two pupils gained highly satisfactory results ; two, satisfactory results ; and five, results that appear unsatisfactory. In estimating the result gained by these five, however, it should be borne in mind that most, if not all, of them bad undertaken the Latin lano-ua^e before acquiring even a fair knowdedge of the grammar of their own. —Second Class : Translation f ro'tn Csesar, good; that from Principia, only fair. Parsing, good. —Third Class: The passage from Cassar was well translated, but those from the Principia only fairly so. The parsing was good.—-Fourth Class : Three passages from Virgil were given. The first was well translated by one boy, and fairly by the two others; the other passages were only fairly construed by all. Latin composition, fair; grammar, fair. Greek. —Considering the difficulties of the Greek language to beginners, the result gained was highly satisfactory. Algebra.— -The first class can hardly be said to have passed fairly, as the highest percentage gained was only 43. It should be mentioned, however, that several of the pupils had been learning the subject only a short time.—Second Class: The result gained was very good indeed.—Third Class : The percentage gained by one boy was excellent; that by one boy, good ; and that by the other, below fair. Geometry. —First Class : One boy passed fairly ; the two others failed utterly. In the other classes the percentages gained were generally highly satisfactory. One boy in the highest class gained 100 per cent. Trigonometry. —One boy passed a splendid examination, and the other a very fair one. Physics. —Result fair. Physiology. —Result excellent. Conclusion. —In conclusion I must apologize for the extravagant length of this report, and express the hope that so long a one will not again be needful. I have applied the knife vigorously, but the remedy has invariably been suggested ; and 1 may add that, in all my inspections, far more time has been devoted to the correction than to the reporting of errors. Most of the teachers have taken my suggestions and corrections in the kindly spirit in which they were given, and I am hopeful that, at no distant date, I shall be able to report that in most, if not all, of our schools good work is being done. I have, &c, P. Go YEN, The Secretary, Southland Education Board. Inspector of Schools,
Subject. Class. No. of Pupils Examined. Work compassed. Inglish 'rench .a tin... vreek... I. I. II. III. I. II. III. IV. I. 4 12 4 1 9 (i 1 3 3 Goldsmith: "The Traveller" and "The Deserted Village." Grammar. Dr. Ahn's Eirst Erench Course, Ex. 1-54. Dr. Ahn's First French Course, Ex. 1-54, and to Ex. 20 in his Second Course. Dr. Ahn's First and Second Courses ; and to page 28 of Charles XII. Dr. Smith's Principia Latina, Part I. to the verb sum. Dr. Smith's Principia Latina, Part I. to page 53. Dr. Smith's Principia Latina, Part I. to page 53. Caesar, Book I. Virgil, Book II. and Book III., lines 1-400. Csesar, Book IV., cc. 20-56. Arnold's Latin prose to Ex. 49. Dr. Smith's Initia Grgeca, Part I., and a small portion of Part II. Todhunter's Algebra for Beginners, Ex. I.-VII. Todhunter's Algebra for Beginners, Ex. I.-XIII. Todhunter's Algebra for Beginners, Ex. I.-XXVlI. Euclid, Book I., Props, i.-xv. Euclid, Book I. Euclid, Books I. and II. Euclid, Books I.-VI. Chambers's Practical. Physics Primer, pp. 1-30. Physiology Primer, pp. 1-40. Jgebra I. II. III. I. II. III. IV. I. I. I. 11 1 3 3 1 2 3 2 20 5 reometry 'rigonometry 'hysics 'hysiology
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Syllabus for the District High School. First-Year Students. Latin. —Principia Latina, part 1 of Part 1., and the Fables in Part 11. French. —Aim's First French Course, and De Fivas' Grammaire dcs Grammaires to page 81. _ Algebra. —To the end of least common multiple in Todhunter's Algebra for Beginners, or its equivalent. Geometry. —First Book of Euclid. Second-Year Students. Latin. —Part 2 of Principia Latina, Part I.; Smith's Small Latin Grammar to syntax of adjectives, § 356 ; First Book of Ctesar's De Bello Gallico ; the mythology and a portion of the history iv Principia Latina, Part 11. Greek. —lnitia Graeca to verbs in -p.i inclusive. French. —De Fivas' Grammaire dcs Grammaires ; and Histoire dun Conscrit de 1813, twelve first chapters. Algebra. —Todhunter's Algebra for Beginners to the end of quadratic equations, or its equivalent. Geometry. —First three Books of Euclid. Trigonometry. —To be learning the subject. Third-Year Students. Latin.— Smaller Latin Grammar ; Books V. and VI. of Ca;sar; one Book of Virgil; and Arnold's Latiu Prose Composition to Exercise 50. Greek. —Smaller Greek Grammar, and first two Books of Zenophon's Anabasis. French. —De Fivas' Grammaire dcs Grammaires; and the whole of Histoire dun Conscrit de 1813. Algebra, —The whole of Todhunter's Algebra for Beginners, or its equivalent. Geometry. —The first six Books of Euclid (only as much of Book V. as is necessary to understand the Sixth). Trigonometry. —To the solution of triangles, inclusive, in Todhunter's Trigonometry for Beginners, or its equivalent.
CERTAIN NATIVE SCHOOLS. The Inspector-General of Schools to the Hon. the Minister of Education. Sir, — Education Department, AVellington, sth December, 1878. I have the honour to report that on the 11th ult. I visited the Native school at AVairoa, Lake Tarawera. The master, Mr. Haszard, appears to be a competent man. His wife is a trained teacher, and, though she does not teach in the school, it is probable that her advice is of some value to him. The school when I saw it was seriously disorganized, and in such an abnormal state that I could form no opinion as to its ordinary condition. The part of the building which is devoted to the use of the master and his family was undergoing enlargement. The works had been standing still for two months, owing, as I was told, to a difficulty as to a supply of timber. The schoolroom was on this account being used as a dwelling, and the children were receiving their instruction out of doors, upon the grass. They were however brought into the schoolroom, to the number of two or three and twenty (which is below the average number), that I might ask them a few questions. I found it difficult to make myself fully understood by tbem, the master having occasion several times to assist me by representing my meaning in Maori. It seems to me that, though it is almost necessary that the master of a Native school should be able to speak Maori, that language ought to be very little, if at all, used in the school, except in dealing with the children who have been only a short time in attendance. I saw some fair writing, found some children able to do a little arithmetic —very little, —and observed that the master has succeeded iv interesting his pupils in geography. I believe that some of the best scholars were absent on the day of my visit, and altogether no fair opportunity of judging of the merits of the school presented itself. Mr. Haszard has the confidence of the Native residents. On the 12th I held a public meeting of Europeans and Maoris at Ohinemutu. Mr. Gill, of the Native Office, had desired me to tell tho people there that the Government would shortly build a school on the telegraph reserve. I could not ascertain that auy one had claimed or would claim the right to receive a message as representing the community, aud I learned that several sites had at various times been offered by the Natives for school purposes, and that there had been differences of opinion as to the most suitable place for a building. Not knowing how much or how little of this might have been submitted to the notice of the Government, I thought it right in the circumstances to call a meeting. There was a large attendance. I stated that the Government intended to build on tho telegraph reserve, and I asked for full information as to the sites and the titles, and the probable number of children who would attend a school. The Natives who spoke were Pirimi, Taekata, Niramona, and Taupua. Mr. Morrison and Mr. Wilson spoke on behalf of the settlers. All appeared to be very earnest in their desire to have a school, and some expressed very strongly their impatience at long delays, to which they referred. There appeared to be a general consent to the suitability of the telegraph reserve as a temporary site, but great stress was laid on tho fact (or what was stated to be such) that the Government has only a leasehold interest in it, to expire iv eighteen years. Some would prefer the acceptance of one of their offers of land, and the erection of a school upon such land, but would be glad, failing that, to have a school on the telegraph reserve. Three sites havo been spoken of: I was pressed to accept any oue of them, or to ask the Government to accept either of them. The Natives publicly offered to conduct me to the sites, that I might form an opinion; aud on the following day Niramona and another, acting for the people, showed me a small site of about two acres, and another of 70 acres (more or less). They
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gave me to understand that the 70-acre block was, in their judgment, the best for the purpose. With regard to a third block (which I have heard estimated at 200 acres, extending back to the forest), they said it was too far away for us then to visit it, and that it was not suitable. The 70-acre block appears to me to be oue which, if acquired by the Government, would be of great value for purposes of settlement. It is bounded (according to the description given to me on the ground) by the road to Sulphur Point, by a track diverging from that road, and extending to the lake, and by the shore. I have reason, however, to believe that on one side it does not extend to the shore. At Tauranga, I saw Mr. Mitchell, the surveyor, who told me that he had once furnished a plan of this land, and that part of Sulphur Point was excluded from it. He said that this plan would be found in the Native Office. A plan corresponding to his description appears attached to a paper signed by Niramona Pini and others, 26th December, 1876, which, with another paper on the same subject, dated 27th September, 1878, will be found along with a letter from H. Brabant, Esq., 2nd October, 1878, in file N and D, 78-4318. Mr. Brabant speaks of the 70-acre site as unfit for school purposes, but " undoubtedly a valuable endowment." The correspondence referred to shows that the Natives clearly understand what is meant by an endowment. Pirimi stated that, including the children at Mokoia, Te Ngae, AVhakarewarewa, and Horohoro, there are probably two hundred of school age, but I think that thirty Maori children and fifteen Europeans aro as many as are likely to attend. People of both races are willing to work together, and they propose to have a mixed committee to supervise the arrangements of the school. I promised to make strong representations of the importance of attending to tho want which seems to be so deeply felt, and to report what I had heard. I attach brief notes of the speeches made. Pirimi, referring to the lock-up, said that the people considered it was not required, and wished to see it occupied at once as a school. It is, however, very unsuitable, aud moreover it is now already occupied by an officer of Constabulary. Maihi te Rangikaheke, who was too ill to attend the meeting, called on me to state his views as to the kind of school that is wanted. He said that he had formerly proposed to the late Sir D. McLean to set aside the Island of Mokoia as an endowment for a school, aud that Sir D. McLean then proposed that Government should give £200 and the Natives £100 for a school building at Rotorua. This was, however, as he thought, totally insufficient to meet the wants of the people. What he wanted to see was a college for the whole Arawa Tribe, not excluding other Maoris, and admitting also the children of neighbouring settlers. Children were sometimes sent to school or college, and there made drudges of, receiving only so much teaching as would be given to European children who were to become labourers, and not enough to open any profitable or honourable career to them. Let them have a college, where their children could be properly taught and treated under their own eyes. On the 13th I went to see the Native school at Rotoiti. The attendance there for two or three months has been very low, owing to the sitting of the Land Court at Maketu, meetings at Tauranga, planting, and a tangi at Mokoia. On the occasion of my visit three pupils were present, which number was increased to five after the mid-day recess. It is impossible to give an opinion as to the general efficiency of a school in such circumstances. One boy was able to write very fair translations from Maori into English, and vice versa. His reading was slow and laborious, but accurate, as was that of the girl who was the next-best pupil. The spelling of the younger ones was very fair indeed. They are making some progress with arithmetic. But I suspect that irregularity of attendance will render the master's efforts unavailing to produce auy very valuable results. The building (timber, lined with raupo) is without a fireplace, and has many broken windows. The chimney iv the master's kitchen (if that be the proper designation : he has but two rooms) is very much out of repair. I do not know whether it is wise on the part of the master to conform himself so nearly as he does to Maori usage as to dress. A shirt and a blanket or shawl constitute his working attire. On the 14th I made a call at Te Awahou School. It was a wet day, the hour half-past nine, time for the opening of the school. Two children were ready for school. The master said he did not suppose any others would come that day, as it was wet, and most of the people were away planting. The average attendance is about a score, some of the pupils making very rare attendances, as might be expected from their ages, which vary from three or four up to thirty-four. Tho building is the property of the Natives. It is unlined, and must be very cold in winter. It is very ill furnished, and the people appear to use it as a lumber-room, having some old chests aud a quantity of raupo stored in it. Ou looking at the register I noticed that it was almost the rule to have one or two days' holiday out of every five. On the 21st instant I went with the Hawke's Bay Inspector of Schools to see the Nativo school at Tc Aute. Here are admirable buildings, perfect discipline, good teaching, and good manners. Real aud useful work is being done, not of a high class, but such as to secure to the thirty-seven boys iv attendance a good practical English education if they stay long enough to profit by it, as some evidently do. The Hawke's Bay Inspector (Mr. Hill) has been asked to examine the school, and has promised to do so. I did not know, until it was too late to arrange for a visit, that at Napier there are schools for Natives. Had I known I should have tried to see them. I have, &c, The Hon. the Minister of Educatiou. Wm. Jas. Habens.
Notes of Speeches at Meeting at Ohinemutu, 12th November, 1878. Pirimi. —Many have come to speak to us about this before. Endowments have been solicited and granted. Tet we have no school, and we had given up all hope of one. But now we should like you to settle everything at once. lam glad to have an opportunity of saying what we think and wish. Mr. Brabant arranged to have school on telegraph reserve, and we agreed, because we wish to see the building, which is already there, and is not wanted as a gaol, converted into a school. Settle this now for both races iv Ohinemutu. We did wish for a Native Committee to supervise, both as to cost and as to conduct. AYe wish to have a voice, and not that the Government should act alone. We should
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like some Europeans on the Committee. In Ohinemutu, Mokoia, Te Ngae, Whakarewarewa, and Horohoro are a great number of children, perhaps two hundred. We grieve very much to see such ignorance. Long ago, when Mr. Tait was here, the children did know a little English. If that had continued till now they would have been almost like Europeans. The house is ready [the lock-up], only the teacher is now wanting. Hitherto Native schools have been under the influence of Native Committees, but we are willing to mingle. AYe have had to send some of our children to Napier to school. Taekata. —l wish to speak of the endowment. I agreed to placing the school on telegraph reserve, though it is only under lease, because Mr. Brabant said the school would be there only for a time, and would be removed when the lease elapsed. It is not like the property of the Government. I and others own land given by Ngatiwhakaue, and situated elsewhere. AYe should like you to see it, and we would conduct you to it —given by the tribe as endowment. AYe should like you to see that, and build there. It is given permanently. Let us show it to you to-morrow. JNiramona, —l am glad to see you about a school. Other sections of the Arawa have schools : wo have none. It is not from our neglect, but from Government apathy. Four years ago we gave an endowment—Arawa—7o acres or more. The land was not accepted. AYe submit it again for your acceptance now. Probably, like your predecessors, you will return "No " for an answer. If so, build on the reserve, but that can only be for eighteen years, and the site is yours no longer. Taupua. —l object to schools—first, because I am tired of hearing of them; second, because I have given three sites for schools. AVhen I began to grow grey this question was started. I offered a piece of land at the back, then another, then a piece of forest. Therefore I say lam tired of hearing of it. But now that you have called us together I will renew my consent. My children are growing up in ignorance. They are living as dogs. Perhaps, now that you have come, we may succeed. If you will accept the first piece that was offered I should like to see the school there. If you say you prefer the second, you can have that. If you accept the third—well and good; or, if you prefer the telegraph reserve, that is right, if Government promise to give it up when lease expires. Pirimi (again).—As to what Taupua and Niramona have said.it is well for you to go and see all the places and judge. The telegraph reserve is the best place, and the proper place for the present, and afterwards the school can be removed to a permanent site. AYe should like you to take steps to get the school started there at once. Mr. Morrison. —Settlers and Natives are very earnest in their desire to have a school. Tho Maoris were so earnest as to offer 70 acres as a free gift. The idea of using the telegraph reserve temporarily is right. There are enough white children to make an average of fifteen or more. We wish you to do everything you can as soon as you can.
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TRAINING INSTITUTIONS. 1. CHRISTCHURCH. Sir,— Normal School, Christchurch, Bth March, 1879. I have the honor to submit my report on the work of the Normal School for the year ending 31st December, 1878. But the object of such a report would be only very partially attained if it did not take cognizance alike of the present and the future as well as of the past, and apply the results of previous experience to the solution of the problems awaiting immediate consideration. And this is more practicable now than it would have been two months since, as we can more calmly review the past, and more truthfully estimate the value of the work done, while we have had the advantage of the additional experience, enabling us to gauge more accurately future requirements, and to correct the mental forecast made at the close of the last year's work. I purpose, therefore, with your permission, to discuss in this report some matters intimately connected with the welfare of the institution, and which will, I conceive, demand urgent attention at no very distant date. The year has been one of the greatest anxiety to all engaged in the working of the school, and the strain on me personally has been at times intense. There was a time when I considered the efficiency of the work seriously imperilled, and the suspense is not entirely over yet, though things look somewhat more hopeful. Under these circumstances, it would have been satisfactory to find that the school had not retrograded ; and it is especially satisfactory to find that, in spite of many and serious drawbacks, the year has been one of perceptible progress in every department of our work. The number of students in training has varied slightly from time to time, but for the greater part of the year has shown a general tendency to increase. The highest number on the books at any one time has been 71; the present number is 63—namely, 47 females and 16 males —as against a total of 53—namely, 39 females and 14 males —at the corresponding period last year. Some have been with us for nearly two years, several for more than one, aud they, almost without exception, show decided aptitude for the teacher's profession, of which a larger proportion than hitherto have had some previous experience. The majority of the students will remain until after the certificate examination, though some most promising ones will leave immediately, unable longer to bear the pecuniary strain. After March we shall have a general exodus, and at present I see little prospect of so many students next year unless we should receive unexpected accessions from other districts. But we shall doubtless have sufficient to supply our own immediate needs, and the success of the school will depend less on the number of its students than on its efficiency, to which, perhaps, large numbers do not greatly conduce. During the year I received with much pleasure numerous letters of inquiry from distant localities, but the expense of training has in every instance proved too great for the candidates to bear. It certainly seems to me that this burden ought not to be laid upon them at all. The work is of such great national importance that every possible facility for training should be afforded to eligible candidates. Any money so spent would prove one of the wisest possible investments of the public money. The lady-students greatly outnumber those of the opposite sex. The proportion is nearly three to one. No improvement in this respect is perceptible, and the matter is becoming serious. The only remedy seems to be to offer special inducements to male students. So many trades and professions are open to them, offering an immediate and substantial pecuniary reward for their labour, that we caunot be surprised at the preference shown for these callings, especially when we remember that the ultimate advantages they confer are far greater than those to be realized iv the scholastic profession. There is a considerable annual leakage from the ranks of the pupil-teachers for the same reason. But even this is not the full extent of the evil. Many pupil-teachers who remain in the profession do not realize the value of training, nor are they likely to do so while School Committees seem so insensible to its advantages. AVhat then can be done to remedy these evils ? Direct pressure cannot well be brought to bear, but perhaps indirect pressure might be exercised in some one or more of these various ways: (a.) A year's training might be given to a specified number of candidates who passed their final examinations as pupil-teachers with especial credit, and thus gave primd facie evidence of exceptional fitness for the profession, (b.) Pupil-teachers, who at the end of their third year of service passed particularly well, might be allowed to spend the last year of their apprenticeship in the training school, receiving that pecuniary assistance during the time which they would have been entitled to as pupilteachers of the fourth year, (c.) Scholarships might be offered to students in training, thus holding out a reasonable hope of assistance to any of more than average ability, and enabling them, if they wished it, to continue their studies for an additional period, (d.) District School Committees might be recommended —other things being equal—to give the preference to trained teachers in any appointments they were called upon to make. I am the more anxious to secure some pecuniary aid for our students as they are now placed on a different footing from those in the sister institution at Dunedin, and we are thus unfairly handicapped in the friendly competition. But, apart from personal considerations, on public grounds, in the best interests of education, something should be done in this matter, or we shall never be able to secure an adequate supply of skilled schoolmasters. The training pupil-teachers get iv the great majority of cases is not worth consideration. They have been taught or led to adopt certain modes of work, but have very little knowledge of principles, and have not made their profession the subject of scientific study. They reproduce generally the system of the school in which they were brought up, good or bad. They go on working in a stereotyped way, but, having no competent theoretical knowledge to guide their practice, make serious blunders, exhibit the gravest defects, and find out only by long and painful experience what they might easily have been prepared for at the outset. In the majority of cases the headmasters
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of our schools lack training, and, lacking it, are wanting iv one of the most important qualifications for rightly directing the powers of others; and, moreover, their time is generally so fully occupied in teaching that they can devote little attention to the shortcomings of their subordinates. The consequence is that teachers, coming from some of our best schools, have most objectionable ways of doing work, .attaining in the end results which could have been secured at half the expenditure of time and labour, and with much greater pleasure to both teacher and scholar. And, further, it must be borne in mind that in the course of years even trained teachers are apt to fall into particular grooves of work, and thus their pupil-teachers have not the opportunity of acquiring that wider knowledge of methods which would enable them perhaps to choose one better adapted to their own individual requirements. On every ground, therefore, it is desirable that the training-school course should be made as far as possible an integral part of the pupil-teacher routine. Even then it will be necessary to enlighten the general public on the matter, and awaken them to a sense of the importance of special training for the teacher's work. The phrase, which is becoming a stereotyped part of most advertisements for country schoolmasters, "A married man preferred," would lead to the supposition that in the general opinion a wife was the all-essential qualification for the office. Practically, this is offering a premium to early and ill-considered marriages, and in England the tendency of this has been to permanently impoverish teachers and their families. I have gone into these matters at some length as the interests of the Normal School are clearly bound up iv them, and my attention has of necessity been frequently called to them during the past year. The staff of the training department has been strengthened during the year by the appointment of Mr. A. C. Newton, 8.A., one of the most respected teachers of the district, as second tutor. This arrangement has enabled me to devote more time to the work of the students employed iv the practising schools. I cannot speak too highly of the pains Mr. Newton has bestowed on every detail of his work, and of the thoroughness with which he has at all times sought to carry out my wishes. Mr. AVatkins continues his labours with all his former enthusiasm and success. His exceptional ability as a teacher, and his knowledge of training work, render his assistance invaluable to me. The curriculum of study remains substantially the same as before, but the time-table has been modified during the past term iv order to give the students leaving shortly a thorough final preparation in accordance with their individual necessities. Our great aim, however, continues to be general culture rather than the special requirements of a particular examination. Lengthened experience convinces me that this is by far the truest, most enduring work—the work that in the long run succeeds best in every way. On the whole, I have every reason to be satisfied with the diligence and progress of the students. With very few exceptions all have given ample proof of an honest endeavour to make the most of the powers they possess, and I am glad to feel that the regulations of the Board will make these exceptions still rarer in 1879. During the past year a resolution was adopted by the Board permitting advanced students to carry on their general studies at Canterbury College, receiving technical instruction and professional training only in the Normal School. One student only, however, was able to avail himself of this permission, and, anxious as I am to see the work of the two iustitutions more closely assimilated, I am greatly afraid that few of our students will be able to profit by attendance at the University classes, and for these reasons : — (a.) The lectures are of too advanced a character for the many, the University course commencing where the ordinary course of training ends—the D certificate, the highest immediate aim of the great majority of our students, being about equivalent to matriculation, (b.) The requirements of the professors are such as to tax to the utmost the abilities of those who can devote their whole time to the preparation of the work. Many students engaged during the day find it almost impossible to keep abreast of others in their college course, and those who do so, do so in some instances at great risk to bodily health ; and all our students would be required to devote considerable time to professional improvement every day. (c.) The lecturers have so much ground to cover in a little time that it is impossible for them to go into details so minutely and to do the work so thoroughly as we require. (d.) The College course embraces only a very limited number of our subjects, and it would be therefore still more difficult for our students than for others to concentrate their attention sufficiently on these to insure progress in them commensurate with that of others, (c.) The University year commences in March, when our best students will be leaving us, and ends in October, just at the time when we might hope to have some eligible to enter with profit on a course of higher instruction. I hope and believe that, eventually, many of our students will proceed to their degree, and that the thorough grounding they have received, the habits of wise study that have been fostered, the enthusiasm for it that has been kindled, will all be found to conduce to their ultimate success. But Ido not think many will be able to pursue with advantage both courses at once. The arrangements for the theoretical training of the students continue as in my last report. That they have worked well has been abundantly proved by the results witnessed in the practising schools, the ability displayed in the criticism lessons, and the decided improvement shown in each successive essay. 1 have rarely heard better lessons than were given by some of the students this year, and the power of educative analysis displayed by the others in their criticisms was a gratifying indication that they were able to recognize true principles under methods the most diverse. The system of criticism lessons is sometimes condemned. I believe the arguments against it, however plausible, rest on no solid foundation, while, as a means of training, I regard the practice as simply invaluable. I have made still more use this year than previously of the school-management discussions among the students, and the papers read by them have all shown traces of decided ability, and afforded pleasing evidence of personal professional study. Next year I propose to avail myself still more largely of this means of training and shall give fewer lectures on methods of teaching, but, having laid a solid foundation of principles of education, shall endeavour to lead the students on to devise for themselves the methods most suitable in special cases. In the course of the year several students have been sent to take temporary charge of schools, and the reports of their work have been uniformly satisfactory. But it will be, I think, necessary to remind Committees that tbey have no claim on us in this matter, and it is advisable that students should 15— H. 2. (App.)
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only be sent under very exceptional circumstances, as these interruptions to work militate seriously against general progress. And students thus employed derive little or no compensating benefit from the experience, because, however unsatisfactory the methods they find in use may be, it would be unwise in them to make radical changes, seeing they are only temporarily in charge, and thus they get familiarized with methods of which they had far better remain in ignorance. The work of the training department is still hampered, as it was twelve months since, by the want of a large lecture-hall or theatre, to be used for lectures to the whole body of students and teachers in general, as a demonstration room, for criticism lessons, and general purposes. I hope this may shortly be supplied. The lavatory and cloak-room accommodation is also very defective. In any new buildings that may be erected, arrangements should be made for Principal's room and common-room, as now I have no room in which to see any one privately, and there is no room other than the lecture-room to which students can retire for purposes of general conversation. Arrangements have been made during the year by which greater practice in the schools, under competent supervision, has been secured to the students. They now devote about two-fifths of their whole time to professional studies. The practising department has had to contend with unusual difficulties during the past twelve months, but has made good progress in spite of them. The numbers on the roll this time last year were —Boys, 405; girls, 399: total, 804. The present numbers are—Boys, 484 ; girls, 451: total, 935. The average attendance for 1877 was 616, or 766 per cent. In 1878 the average was 745, or SOT per cent.; showing not only an actual increase in point of numbers, but greater regularity on the part of those attending. There have been about thirty children present every time the school was open during the year, to whom certificates to this effect have been given by the Board. The chief step taken in a new direction during the year has been the opening of the muchdesired kindergarten in connection with the Infant Department. A thoroughly and specially trained and highly competent directress, Mrs. Crowley, was secured in England, and arrived in July. She has already worked a considerable revolution in her department. But until suitable premises are erected it is impossible for her to exhibit the system fairly to the public, and until she has a sufficient staff of competent assistants progress must of necessity be slow. But I am convinced that the work is sound in principle, and that, so far as circumstances have permitted, the principles have been honestly and ably carried out. AYe could scarcely have secured a teacher more capable in every way than Mrs. Crowley. She is a most valuable addition to our staff. But the department is altogether under-officered. It is an essential in a kindergarten that there should be an ample supply of competent teachers. Every infant school should be more liberally treated in this matter than a common school, and in kindergarten work it is especially necessary. The tax on the teachers' powers is great and unremitting, .and the strain under present circumstances most severe— greater, I believe, than can with safety be borne. Ido hope that the contemplated new buildings will be commenced without delay, as the physical difficulties of the work are at present enormous. But I cannot say how glad lam that the kindergarten system is gaining favour in New Zealand. It is one of the most hopeful indications of the educational future; and in our special work a kindergarten is invaluable. It is pre-eminently the school for teachers, a school in which they soon become conscious of their weakness, and learn other lessons calculated to make them both wiser and humbler. By the appointment of Mr. Curnow to the headmastership of the East Christchurch District Schools in August last, the boys' school was deprived of its head. Mr. Curnow had been identified with the Normal School from its opening in April, 1876, and had seen it grow from comparative insignificance to its present importance as the second largest school in the district. His place is still vacant. Mr. Thornton, second master, has done his utmost to maintain the efficiency of the school, and with all the success that could be expected from an untrained and comparatively inexperienced teacher. I desire to bear my testimony to his industry and zeal. But a trained teacher, a man of wider experience and greater knowledge of technical details, and so a more competent assistant in the work of training others, is what the department needs. It would then be placed on a footing of equality with the others, and might be expected to become as good a model of style. This at present it is not, and never has been, although the results of the work have been in other respects very satisfactory. The new standards of examination were introduced into the school during the year, and our experience of their working hitherto is, on the whole, favourable. Whether or not it will be practicable in country schools to work up to them is another matter. AYe have, of course, some special advantages which they lack, but, taking it for granted that the upper classes will only be expected gradually to exhibit the results specified, and not to have worked fully up to them at the Inspector's next visit, there seems nothing so impracticable in these requirements as some would have us believe. At any rate, it is well to set a high standard before the teachers as something to aim at, letting it be distinctly understood that the law is to be leniently interpreted by the Inspectors, and that every due allowance shall be made for local conditions, and the special difficulties individual teachers have to contend with. Mrs. Patterson (late Miss Perry) continues in charge of the girls' senior division, and there is no department that gives me more complete satisfaction. The tone of the school is all that could be wished, and much of the work of a very high order of merit, although the staff is by no means so efficient as is desirable. The difference of the work of the trained and untrained teachers is only too apparent. The girls'junior department has suffered an almost irreparable loss during the year by the unexpected and deeply-lamented death of its mistress, Miss Julia Seager, whom in my last report I mentioned as the successor of Miss Dunnage in the junior girls' department. She was one of the first to enter as a student in the training department, aud she soon showed herself the ablest, as she was undoubtedly the best-beloved by all. As a schoolmistress she seemed to impress her influence instantly on all who surrounded her, and quickly made her school a model one —one which arrested the attention of all visitors, and elicited their warmest commendations. Miss Seager's place has been temporarily supplied by Miss Mary Page, an ex-student, but as she has recently obtained a permanent appointment this unfortunate division of the school is again without a head. The discipline has of necessity suffered somewhat, and I am particularly anxious to secure, without delay, the services of a teacher who will carry on Miss Seager's work in very much the same spirit as herself.
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The vacancies in the staff seemed to present a favourable opportunity for the reorganization which had long been felt necessary. The school had from the first been worked on very wrong lines. The practising department was opened ten months before the training department, three months before even a Principal was appointed, and eight months before his arrival. A normal school in name, it was officered by a numerous staff of teachers who, with one solitary exception, had no knowledge whatever of normal-school work, and, though some were highly intelligent, they were almost all young inexperienced teachers, and in some cases anything but efficient. The true purpose of the school was lost sight of, and it soon came to be regarded merely as a district school of the ordinary type. As numbers increased, additions to the staff were made —the best that could be got doubtless, but not qualified for training work in any way. Accordingly, a Commission was appointed in September last, to consider the working of the institution, and, if possible, to bring the two departments into a closer relation. Their report was, by the courtesy of the Board, submitted to me, and, deeming it in many respects impracticable, I had the honor to submit a counter scheme of reorganization. Both reports are still under consideration. Meanwhile, as a necessary preliminary to the reconstruction of the staff, which both reports contemplated, three months' notice was given to all teachers in the practising department. These notices expired early in December, when, as nothing was settled for the future, they were renewed for another three months. The insufficiency of the staff and the long suspense have of course entailed much anxiety on me personally, and if the various departments are to be maintained in efficiency it is imperative that the work of reorganization should be speedily accomplished. There has been an unusual degree of sickness among the students this year: 15 per cent, of them have been absent from illness at one time; and it shows a tendency to increase. Students have been completely broken down in health, and been obliged to abandon all hope of continuing their training, and there are few whose studies have not been seriously interrupted. I attribute the illness to various causes, inter alia the unusually trying season, natural weakness of constitution, over-anxiety prompting some to unwise application at home, the change from an active desultory life to a sedentary and regular one, but more than anything else to the unhealthy condition of the practising schools. lam glad to know that this is a matter to receive early attention. The public lectures on education were brought to a close in October, and were well attended up to the last. It is satisfactory to find, from the reports of Inspectors, that they have, in many instances, borne good fruit. The teachers' technical library was well used until the lectures came to a close. Since then, there has been a considerable falling off, but it is highly appreciated by the students, who use it to good purpose. Perhaps some arrangement can be made for opening the library on drill-days, so that it may still be made available for country teachers. It might be strengthened with advantage in some of its special departments, if the Board should be able to set apart any portion of its funds for this purpose during 1879. Appended is a list of the students in training, December, 1878, with notices of such as have left during the year. Thanking you all for the kindness I have received at your hands, I have, &c, Charles C. Howard, The Chairman of the Board of Education, Christchurch. Principal.
Staff of Normal School. Principal: Charles C. Howard, Esq., F.R.G.S. Training Department, —First Tutor, E. Watkins, Esq.; Second Tutor, A. C. Newton, Esq., B.A. Practising Department. —Boys' School: First Master, vacant; Second Master, Mr. J. R. Thornton ; Third Master, Mr. J. J. Patterson ; Fourth Master, Mr. George AVatson ; Mistress in charge of Junior Division, Miss Mackett. Girls' School: First Mistress, Mrs. Patterson ; Second Mistress, Miss Kesteven ; Third Mistress, Miss Kelly ; Mistress of Junior Division, vacant. Kindergarten and Infant School: First Mistress, Mrs. Crowley ; Second Mistress, Miss C. Whyte ; Third Mistress, Miss Hall. Pupil-teachers : Misses Allison, Bartrum, Leach, L. Crump, A. Radcliffe, M. Cole, E. Edwards, E. Crump, E. Rowe, and H. Smith.
2. DUNEDIN. Sir, — I have the honor to submit, in accordance with your instructions, my report for year ending 31st December, 1878. The students of this session were divided as follows: —Juniors: Students who had passed the entrance examination, pupil-teachers who had passed their final examination, and teachers recommended for admission by Inspectors—males, 11; females, 20: total, 31. Seniors: Students of 1877 holding 111. Class certificates, and teachers recommended for admission by Inspectors—males, 5 : females, 8 : total, 13. The course followed by the juniors was similar to that of previous years, still greater care being taken to combine the theory of school management with the practice actually afforded at the time in the practising school. As they were ready for examination in December, and as the services of some of them would be required in the public schools before the examination in March, the Minister of Education gave permission to hold the Otago examination in December as usual. AVith the exception of one, all who had been with us for the session passed the 111. Class certificate examination. The students of 1877 who succeeded in passing the 111. Class certificate examination, and were not immediately required for service in the public schools, entered at the beginning of the session on the course of preparation necessary for 11. Class B certificate examination ; but, as in 1877, the demand for teachers was such that, with the exception of those attending classes at the University of Otago, all were directed to apply for appointment to schools, and the class was gradually dissolved. I have, on behalf of those students who attended the University, to thank the Board for
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the privilege of being permitted to complete the session, and to express the hope that in future years the same privilege may be granted to all students who are, with profit, attending the University classes. Under the Otago regulations several of our students would now have been entitled to a 11. Class B certificate on account of the " passes " taken by them at the University in Latin, mathematics, English, and German. This certificate would have placed them in Class D under the New Zealand Regulations, 1878, but without the certificate no value can be obtained for these " passes." As the students had entered on their course eighteen months before the adoption of the New Zealand Regulations, and as I am certain that the educational value of the discipline they have undergone in obtaining their " passes " is equal to that of Class D, I beg to suggest that their case receive favourable consideration. I would also suggest that the students of 187b' who have now completed their two years of probation should receive their full Otago certificate. The period of probation having passed, the provisional certificate ceases to be of value beyond the evidence of an examination pass, and its place should be taken by the full certificate. The Board in its regulations promised certificates, not simply classification, and, although these certificates are not now of value in the public schools of New Zealand, the possession of them might elsewhere be of great importance. Under Regulation 14, No. A TL, 1878, the Board has still power to issue certificates that are due. As the normal schools are now open to pupil-teachers from all education districts (Regulation X., 3), considerable difficulty may arise from the use by each district of its own standards for examination of pupil-teachers, and I would strongly recommend that, as in the case of scholars and teachers, the pupil-teacher standards should be the same throughout New Zealand. In connection with this I would again recommend that geography and history be taken up during the pupil-teacher course in such a manner as to warrant its omission from the teachers' syllabus, aud so make room for work that will afford better mental discipline. The time now speat at this almost profitless work by normal-school students would enable them with profit to take a class at the University. The city and suburban School Committees, by conferring appointments on several of our students, have given them the opportunity they could not otherwise bave had of continuing their course at the University with a view to graduation. Several young teachers from outlying districts have also shared this benefit. In making such appointments the Committees not only confer a boon on the individuals themselves, but on the country at large, and will themselves be well served. I have to thank the Board for granting my request for a gymnasium and four small rooms for small model schools. I hope that the services of the master appointed to the gymnasium may be available not only for instruction of normal-school students, but also of all pupil-teachers within reach, and as many teachers as choose to join his classes. My proposals for the organization of the model schools I shall submit to the Board before the buildings are completed. lam heartily supported in my work by the headmaster of the practising school, Mr. Montgomery ; by the matron, Miss Fitzgerald ; and by the whole staff of the practising school. I have, &c, The Secretary, Otago Board of Education. W. S. Fitzgerald, Rector.
Staff. Rector: Mr. W. S. Fitzgerald. Matron: Miss L. A. Fitzgerald. Headmaster of Practising School: Mr. A. Montgomery. Training Department. —Mr. W. S. Fitzgerald: Theory and practice of school management, arithmetic, mathematics, history. Mr. A. Montgomery: English. Mr. J. Lindsay: Geography. Mr. Beuchler: French. Mr. W. Millar : A^ocal music. Mr. D. Hutton and Miss AVright: Drawing. Miss L. A. Fitzgerald : General superintendence of female students ; cutting, fitting, and sewing. Sergeant-Major Stevens : Military drill. Practising Department. —Class Teachers : Messrs. Lindsay, Kneen, Millar, Closs, and Cattan, Misses Stevens and Huie. Mathematics : Mr. Lindsay. Book-keeping : Mr. Kneen. French : Mr. Montgomery. Sewing, &c: Miss Fitzgerald. Drawing : Mr. Hutton, Miss Wright. Music : 'Messrs. Kneen and Millar. Military Drill: Sergeant-Major Stevens.
3. MEETING OF TEACHEES AT NAPIER FOR TECHNICAL TRAINING, 26th MAT TO 6th JUNE, 1879. On the lst May the following invitation was issued by the Board of Hawke's Bay to all its teachers: " To afford opportunities to the teachers in the Hawke's Bay Education District of seeing the management of a district school, and of receiving practical information in school work, it has been decided by the Board to invite teachers to Napier for a fortnight's technical training in the Napier District School. The date of the first meeting of the teachers will be 26th May, and you are requested to make arrangement to be in Napier before that date. The midwinter holidays will commence on the 23rd instant, and will continue till 13th June, 1879." The following regulations were also issued to those who had been invited : " (1.) All teachers invited to attend at the Napier District School for technical work will have actual travelling expenses paid, and an allowance for lodgings whilst in Napier. (2.) Teachers must be in attendance at the Napier District School at the time specified in the time-table, copies of which will be supplied to teachers in due course. (3.) Should teachers absent themselves from any of the school work without special permission from the Inspector of Schools, they will render themselves liable to have their expenses disallowed. (4.) Full notes upon the various lectures and school work must be prepared by the visiting teachers, and given to the Inspector of Schools, or to the teachers on the permanent staff at the schools, as might be required. (5.) An account of the organization of the school must be prepared and given to the headmaster for corrections at the close of the first week."
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The following is a copy of the time-table or programme prepared for the occasion : — Time-table for Teachers attending the Napier District School from 26th May to 6th June (both days included), 1879.
At a meeting of the Education Board, held shortly afterwards, the following report from the Inspector of Schools was read: " I have the honor to forward for the information of the Board a short account of the work done by the teachers during their visit to Napier for technical instruction at the district school. The sub-committee, appointed by the Board to make the preliminary arrangements for the meeting, after settling the question of expenses drew out a table specifying the subjects to be taught, the time given to the subjects, and giving such explanations as appeared necessary for the guidance of the visiting teachers. The meeting extended from the 24th May to the 6th June, during which time the teachers were engaged each day from 10 a.m. till 9 p.m., with an interval at 12.30 and at 4 p.m. of one hour and a half. The time-table was so arranged that model and criticism lessons, class work, and lessons on school management, could be studied while the children were in attendance at the school. During ihe evening, lessons in singing, drawing, and drill were given by Mr. P. Bear and Mr. Murray, both of whom deserve my special thanks for their effective help. The daily work commenced with a model lesson, which afterwards formed the subject for criticism, when the processes or methods adopted by the teacher were called in question. These lessons have a most important bearing upon the methods which should be employed by teachers in treating of the various subjects they are called upon to teach The other subjects of the time-table were superintended by myself, with the exception of the lecture kindly delivered by Dr. Spencer on " Teast." From what I have seen during the recent meeting, and from the notes of the class work and lectures forwarded to me by the teachers, I am convinced that the meeting will be highly beneficial to the teachers themselves and to the cause of education in this district."
Time. Monday. Tuesday. Wednesday. Thuksday. Fkiday. PIES' ST WEEK. A.M. 10 to 11 I 11 to 12 Preliminary arrangement for work. Education as a science. Responsibilities and qualifications of a teacher. Necessity of preparation. Attending classes in school, taking notes preparatory to notes of a lesKinds of education: Mental. Moral. Physical. Lesson hy Mr. Thompson, and t criticism by j teachers. ! '. Notes of lessons, and how to write them. Lesson by Mr. Murray, and criticism by teachers. ! Standard work, and how to prepare it. Lesson by Mr. Bissell— " Paper." Home lessons— Their uses and abuses. Lesson by Mr. McLeod — "The Steam-en-gine." P.M. 1.30 to 2.30 Model lesson by Mrs. Stanley, and criticism of lesson. i , Time-tables, how to construct them. Attending classes in scbool, taking notes preparatory to notes of a lesPractical work at registers, averages, and quarterly returns. 2.30 to 3.30 son. Lesson by Miss Mann, and criticism by teachers. Training of intel- ' ligence. Tho best methods. J Lesson by Mr. Hamilton, and criticism thereon — "A Fish." Lecture by Dr. Spencer on " Yeast." And afterwards a lesson to children by Mr. Thompson. son. Prepare notes of a lesson on some subject to be selected. Singing lesson. Practical work at registers, averages, and quarterly returns. Drawing lesson. 6.30 to 7.30 Singing lesson. Drawing. 7.30 to 8.15 Drill: Gentlemen, Mr. Murray. Calisthenics: Ladies. Preparation of notes. See Rules 4 and 5. Drill: Gentlemen, Mr. Murray. Calisthenics: Ladies. Preparation of notes. See Rules 4 and 5. A.M. 10 to 11 SECOI )ND week. * Recapitulation of lectures. | Class work. Singing or lesson. 11 to 11.30 11.30 to 12 P.M. 1.30 to 2.30 School organization. Class work. ! Singing or lesson. Discipline and infant training. Class work. Singing or lesson. School arrangements. Class work. Singing or lesson. Methods of teaching. Class work. Singing or lesson. i Lesson by Mrs. Hill, and criticism by teachers. Lesson by Miss Mann, and criticism by teachers. Lesson by Mr. Thompson, and criticism by teachers. - Lesson byteachers— (a) Mr. Harlock. Lesson by Mrs. Hill, and criticism by teachers. Lesson by Mr. Murray, and criticism ' by teachers. ! 2.30 to 3 Lesson by teachers — (a) Mr. Maberly. Lesson byteachers — (a) Mr. Smith. Lesson by teachers —; (a) Miss Coveney i (infants). (4) Mr. Stewart, j Lesson by teachers—■ (a) Mr. Crawford. (4) Mr. Bolton., (4) Mrs. Oliver (girls), (c) Mr. Hardy. • (8) Mr. Poole. j (4) Mr. Bissell. 6.30 to 7.30 7.30 to 8.30 (c) Mrs. Gosnell (infants). Drawing. Singing or drill. (c) Mrs. Doria (infants). Drawing. Singing or drill. (c) Mr. Tennent. (c) Mr. McLeod. Drawing. Singing or drill. Drawing. Singing or drill. Public meeting; address by the Rev. D. Sidey, "Moral Influence." Bible lesson, by Inspector.
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The acting-chairman thought the Board should express some opinion on the fortnight's technical work at the Napier District School. For himself, he might say that he had been highly pleased with it, and he was satisfied that it would prove very beneficial. He noticed that, in a note to Mr. Hill, Mr. Ormond (the Board's Chairman) said, " I congratulate you very much on the success of your work with the teachers. I think the work will be most advantageous to the cause of education." The following resolution was thereupon unanimously carried: " The Board desires to express its thanks to Mr. Hill for the able manner in which he conducted the technical training of the teachers, and believes that it will be highly beneficial to the cause of education."
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EXAMINATION OF TEACHERS.
1. REPORT OF INSPECTOR-GENERAL. Sir, — Education Department, Wellington, 10th June, 1879. I have the honour to submit my report on the results of the first examination of candidates for teachers' certificates under " The Education Act, 1877." There were 82 candidates for Class D, and 181 for Class E. A few of them have succeeded in obtaining full certificates ; the majority availed themselves of a regulation (applicable to this year only) which allows of the issue of provisional certificates to those who pass in other subjects, but choose to postpone the examination in elementary science. Including those who have qualified for provisional certificates only, tho number of candidates who have passed is 28 in Class D, and 57 in Class E. The number would have been much smaller but for your compliance with the request of several examiners and supervisors who asked that music and drawing should be treated as subjects which might be postponed in the same way as elementary science, on the ground that many of the candidates averred that they understood that the regulations warranted them in expecting such a concession. This question cannot arise at another examination, inasmuch as the section which has been misunderstood refers only to this first examination, and provisional certificates can in future be granted only to successful candidates who have not yet attained their majority, or to teachers who may apply for classification in virtue of certificates which they already hold. In some cases in which very good work was done in all but one or two subjects, the candidates are reported as passed, but will be required to submit to re-examinatiou in those subjects before their certificates are issued. The following table shows the number of candidates and of passes for the several education districts:— j,. . . . Class D. Class E. 0 ' Candidates. Passed. Candidates. Passed. Auckland ... ... ... ... 24 9 126 42 Taranaki ... ... ... ... 2 1 Hawke's Bay ... ... ... 1 ... 4 Wanganui ... ... ... ... 3 2 5 2 Wellington ... ... ... ... 4 4 5 Blenheim ... ... ... ... 2 ... 3 Nelson ... ... ... ... 3 Hokitika ... ... ... ... 2 1 North Canterbury ... ... ... 37 9 15 South Canterbury Otago ... ... ... ... 6 1 13 10 Southland ... ... ... ... 3 2 5 2 82 28 181 57 I have selected from the reports made by the examiners some passages which appear to me to be of special importance. Dr. Powell, who examined in elementary science, says, " Very many of the candidates have come up wholly unprepared, having apparently never opened a book or sought any instruction on the subject. The result is a series of the wildest guesses, and a display of ignorance regarding the most familiar phenomena, which seems to me to be the best possible justification of the Education Department in prescribing a course of elementary science for teachers' certificates." Mr. Petrie, examiner in arithmetic for Class E, reports as follows: " A very large number of candidates failed to give satisfactory explanations of the principles and processes employed. An extremely common fault has consisted in giving a rule, instead of the principle on which the rule is founded. For example, nearly every candidate gave correctly the rule for finding the remainder when dividing by two factors whose product is the divisor, but not more than half-a-dozen gave any satisfactory reason for multiplying the first divisor by the second remainder, and I am convinced that not more than four or five of all the candidates could explain this rule to children in a way that would be intelligible and clear to them. In like manner the rule for doing ' rule-of-three' questions was generally given with more or less clearness; but the principle that in every proportion the product of the extremes is equal to that of the means, and the consequence flowing from this relation, have been apprehended and explicitly stated by very few indeed. AVithout dwelling at greater length on this point I would suggest that attention be directed to the defect on which I have been commenting, and that at all future examinations the questions be so framed as to show whether candidates possess a clear apprehension of the principles of the subject. A second point worthy of notice in connection with the examination has been the marked failure of a large number of the candidates in the simplest questions of the paper. The number of errors in making out the cost of the different articles in an invoice was astonishing, while the number of failures in reducing square feet to acres was equally surprising The more advanced and difficult questions, to which a fixed rule could be applied, were, in general, better answered than several questions intrinsically much easier." The examiner in geography for Class D (Professor Cook) says, " The prevailing fault is that nothing is done but memory-work. Many of the teachers even answer such questions as those relating to a description of physical features, or of a mountain system, by mere long lists of names.
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The last question in the paper was left unattempted by a great number, aud the majority of those who tried it wrote only pure nonsense. Can nothing be done to persuade teachers to study such subjects as the tides, winds, seasons, latitude and longitude, <fee. ?" Mr. Lee, the examiner in geography for Class E, says, " The results generally indicated want of training, and often of preparation. Many candidates gave very incorrect information in British geography ; and much of the work showed a want of neatness and skill in map-drawing, and judgment in taking up the work." Tho Rev. J. Crump, who examined in music at Christchurch, recommends " that arrangements be made for the special training in music of pupil-teachers, as the result of this examination indicates that the time given to this subject in many schools is quite wasted." Mr. G. P. Austing, examiner in music at Dunedin, closes his report with these words: " On the whole, I should judge that, while those who sat for examination have carefully read books of instruction —notably those of Mr. Curwen —scarcely any of them have had the advantage of systematic training in the practice of vocal music, and teaching it in class. Until some opportunity of this sort is placed within the reach of teachers, it will be difficult to get that part of the school curriculum which prescribes vocal music successfully carried out." The examiners in " school management" express surprise at the great number of teachers who were not able to construct a reasonably good time-table, or even to calculate, and state the rule for calculating, average attendance. I recommend that next year the regulation which requires candidates to send in their names by the first day of January be strictly observed, and that it be enforced not only in the case of ordinary candidates, but also with respect to teachers who have provisional certificates, and desire to be examined in one or more subjects to complete their title to a full certificate. This year great latitude was allowed as to the time of giving notice, one result being that the necessary arrangements with examiners were somewhat hurriedly made. Now that the regulations are better known there is no reason for leniency in this matter. I enclose a complete set of examination papers. I have, &c, The Hon. the Minister of Education. AVm. Jas. Habens.
2. EXAMINATION PAPERS.—MARCH, 1879. Class D. —English Grammar and Composition.—Examiner: Professor Sale, M.A.. Wednesday, March 26th. — Morning, 10 to 1. 1. Define the terms subject and predicate. Classify very carefully the subjects and predicates in the following sentence : " To be born a beggar is usually a misfortune ; to be born wealthy may be a blessing ; but the greatest calamity that can happen to a young man of ability is to be born possessed of a moderate competence." 2. Give the plurals of coic, brother, Tiose, penny, pea, fish, people, appendix, memorandum ; and, where there is more than one form of the plural, notice the difference of meaning, if any exists. 3. Explain the construction of fare thee well, methinks. 4. Write a passage dictated by the supervisor. 5. Parse the following words in the dictation exercise:— That, only, like (twice), did minister, common. 6. Notice any difference from modern usage in the extract given for dictation. 7. Derive — Answer, captain, caitiff, daisy, atone, neighbour, conscience, pilgrim, worship. 8. Point out any peculiarities in the following phrases, and account for or correct them where necessary:— (1.) He has acted just like I did. (2.) It was him. (3.) Either you or I are in the wrong. (4.) Whom do men say that I the Son of Man am ? (5.) They were an hungry. 9. Spell the words dictated by the supervisor. 10. For short essay —Sketch the plot of any one of Shakespeare's plays ; or, sketch the character of any one of Sir AValter Scott's or Dickens's heroes or heroines. Exercise in Dictation and Spelling. 4. Shakespeare, Cor., Act 1, Sc. I.— Menenius. —There was a time when all the body's members Rebelled against the belly ; thus accused it: — That only like a gulf it did remain I' midst o' the body, idle and unactive, Still cupboarding the viand, never bearing Like labour with the rest ; where the other instruments Did see and hear, devise, instruct, walk, feel, And mutually participate ; did minister Unto the appetite and affection common Of the whole body. 9. Spoonful, seize, solicitor, believe, abscess, progeny, valleys, leisure, to fillip, courtesy, honour, traveller, withhold, o'errun. Class D.—Arithmetic. —Examiner : Professor Shand, M.A. Tuesday, March 2Stk—Afternoon, 2.30 to 5.30. 1. A number, when increased by two-thirds of itself, amounts to thirty thousand and twenty.four millions six thousand and eighty; find tbe number, and write it down in words.
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2. Divide 10 tons 3 cwt. 1 qr. 20 lb. by 18?. 3. A gentleman spent a guinea and a half daily during the year 1878, and paid besides on the Ist of every month £23 ss. for wages : how much did ho save out of an income of £1,000 ? 4. A log of kauri pine measures in section 5 ft. 3 in. by 4 feet 6 in.; what length of it must be cut off to obtain 630 cubic feet of timber. 5. Find, by Practice, the rent of 142 acres 3 roods 36 poles at £1 6s. 3d. per acre. 6. Simplify 2^ of Jf of** f. 2*, and 5} ~*f-rf of 8f o-j 7•5 5 — "8 7. What fraction of half a guinea is & of 14s. 6d. ? 8. Explain the nature of a decimal fraction; and show the effect on the value of a decimal of prefixing and of annexing cyphers to the significant figures, 9. State and prove the rule for converting a pure circulating decimal into a vulgar fraction. 10. Divide 9333 by '0144, and also 318 by -145. 11. Find the value oft of 13s. l£d. + 172 of 6s. 3d. — 216 of 55.; and express it as the decimal of £2 lis. 12. If 3-| yards of cloth cost £1 2s. 6d., what will be the price of 1T55 yards ? 13. A contractor has to ballast 45 miles of railway in 12 weeks, and at the end of 3 weeks finds that with 42 men he has only completed 5 miles : how many additional men must he engage in order to finish his undertaking within the contract time ? 14. Extract the square root of '6 to six places of decimals. 15. At what, rate per cent, will £120 amount to £147 in 5 years at simple interest? 16. A legacy of £1,500 is payable at the end of two years: find its present value, allowing compound interest at 5 per cent, per annum. 17. When Six per Cent. Preference Stock of the Great Northern Railway is quoted at 124, and New Zealand Five per Cent. Stock at 101, which of the two is the better investment ? 18. A sold to B at a profit of 25 per cent, a section which had cost him £180, and B sold it again to C, making a profit of 10 per cent. If A had sold the section directly to Cat the same price that C paid for it, what would he have gained, aud what would have been his gain per cent. ?
Class D. —Geography.—Examiner : Professor Cook, M.A. Wednesday, March 26th. — Afternoon, 2.30 to 5.30. 1. Explain the meaning of the terms —tropic, archipelago, meridian, river-basin, water-parting, ecliptic. 2. Give an account of the mountain system of Europe. 3. Trace the course of a steamer which sails from London to Calcutta, thence to Wellington, returning to England by way of Cape Horn. Mention the oceans, seas, &c., through which it will sail, and any important capes near which it will pass. 4. Draw an outline map of America, exhibiting its mountain and river systems. 5. Characterize the physical features of the North Island of New Zealand. 6. AVhat and where are the following : Tobolsk, Aland, AVinnipeg, Saigon, Darling, Sorata, Niphon, Sutledge, Wanaka, Lemberg, Gilolo, Cattegat, Perekop, Upsala, Tararua, Brisbane, Baikal, Messina, Patna, Stromboli ? 7. Draw an outline map of Australia, exhibiting its political divisions, and the positions of the most important towns. 8. Enumerate the principal British possessions which are situated in America, or which lie near its coast. Explain the position of each, and give its chief tow Tns. 9. Give the boundaries of Hindostan, its various divisions, and the chief towns of each division. 10. Explain the principal causes which influence the climate of a place. 11. How does the captain of a ship usually determine his place at sea ?
Class D. —English History.—Examiner: Professor Brown, M.A. Tuesday, March 25th, — Morning, 10 to 1. 1. What ambitious projects had France in England before the Norman Conquest ? 2. Discuss the causes of the fall of the AVest Saxon kingdom. 3. Compare Canute as conqueror with Canute as king. 4. Show the importance of the growth of boroughs under the Norman kings. 5. Was King John more than a weak voluptuary ? Discuss the question. 6. Enumerate the kings who were devoted to aliens, and the disasters that arose from this tendency. 7. Give a brief history of the conquest of Wales. 8. AVhy were the burgesses and merchants allies of the barons before the reign of Edward 1., and afterwards allies of the kings ? 9. Point out the peculiarities of the personal character of the Stuarts, and estimate the importance of the effects on English politics. 10. Sketch the history of Ireland's connection with England from Elizabeth's reign up till this century. 11. How would you connect the literature and the events of Elizabeth's reign? 12. State what you know of Stephen Langton, the Bloody Circuit, Ship-money, Richard Cromwell, Domesday Book, Titus Oates.
Class D.—Greek (optional). —Examiner : Professor Sale, M.A. Saturday, March 29th. — Morning, 10 fo 1. 1. Decline jufj-rnp, vaSs, oaris, outos, aXrjdrj's. 2. Give comparatives and superlatives of dyct#ds, irokvi, p£ya.s, aurxpos, ra^v's. 16— H. 2. (App.)
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3. Give principal tenses of irda~)(u>, e^o), Xapfidvui, bpdia, icrßiio, ctipe'co, yiyvdia~)(o>. 4. Give the transitive and intransitive tenses of utoj/ai. Give the parts of the verb corresponding to " I am standing," " I was standing," " I stood," " I was placed." 5. Translate —Mem tovtov 'B.evotfrihv ex-n-ev- 'Eyu> 8' ovno yivoicrKod- El /xiv avayio; I<ttl /u.ax«r#ai, tosto Set Trapaa-Kcvdaaaßai 07rus <I)S Kparurra p.axovpt6a- et Se /3ov\6p.e6a ok paara v-n-fp^aAXeiv, tovto p.oi SoKei o-KenTeoi' aval 07ra)S (Ls eAa;(iOTa p.ev Tpavpara Xa/?a)^ev, a)S eAa^to-Ta 8e awpara di'Spaii' d7ro/3aXco/x.ev. [v7rEp/3dAA«v=to cross over; Tpav'/iara= wounds.] Parse-— pay K ovjXtOa, diro/3dXu>pev. 6. Translate — "Opws Se Set Ik twv TrapovTwv dvSpas ayaOovs T£ iX-deiv kcu /xr; v<f>Ucr6ai, dWd Trtipao-oai. OT(i)5, t;v pJiv Swd>p.eBa, KaXSs vlkwvtk ma'C,d>pt6a- et 8e pi'], uXXa. ko.ku>s ye aTroOvrjO-Kiapev, v7ro^etptot 8e p.rprorz yevd>uc6a rots -iroXepiois- oto/xat yap ay Tipas Toiavra TroDtiv ota toy% e^poi'S ot 6eol iroi-qaruav. [viotto-^at=to give way; i>7rox«'pios=in the power of.] Parse yevdipeOa, irocqauav. Explain the use of ay in the last sentence, and express carefully the meaning of the last clause.
Class D. —Latin (optional).—Examiner: Professor Brown, M.A. Monday, March 2Mh, — Morning, 10 to 1. 1. Translate into English—Caesar Pompeianis ex fuga intra vallum compulsis nullum spatium perterritis dare oportere existimans milites cohortatus est, ut beneficio fortunae uterentur castraque oppugnarent. Qui, etsi magno aestu —nam ad meridiem res erat perducta —tamen ad omnem laborem animo parati imperio paruerunt. Castra a cohortibus, quae ibi praesidio erant relictae, industrie defendebantur, multo etiam acrius a Thracibus barbarisque auxiliis Nam gui acie refugerant milites, et animo perterriti et lassitudine confecti, missis plerique armis signisque militaribus magis de reliqua fuga guam de castrorum defensione cogitabant. Neque vero diutius gui in vallo constiterant multitudinem telorum sustinere potuerunt, sed confecti vulneribus locum reliquerunt protinusque omnes ducibus usi centurionibus tribunisque militum in altissimos montes, gui ad castra pertinebant, confugerunt. 2. (*) Illustrate from the first sentence the differences between Latin syntax and English. ( 2) Give the first person singular present and perfect indicative, the first supine, and the present infinitive of parati, paruerunt, defendebantur, refugerant, constiterant, reliquerunt, pertinebant. ( 3) Parse and explain the case oi beneficio, animo, imperio, praesidio, armis, ducibus. ( 4) What is the subject of dare and of oportere t Would either " a magno aestu fatigati " or " castra cohortibus defendebantur "be admissible ? Give reasons for your answer. ( 5) Give the etymology of existimans, meridies, praesidio, auxiliis, lassitudine, confecti, sustinere, protinus, centurionibus, tribunis. ( 6) What is the difference between oppugnare and expugnare, aestus and aestas, castra and castrum, acies and pugna, anna and tela ? (") Mark the quantity of the italicized letters in the following words: Oportere, laborem, paruerunt, refugerant, perterriti, plerzque, rel/qua, and reb'querunt. 3. Translate into English— Jam luerat poenas frater Numitoris, et oitme Res placet. Alter adit nemorosi saxa Palati: Pastorum gemino sub duce volgus erat. Alter Aventinum mane cacumen init. Contrahere agrestes et moenia ponere utrique Sex Remus, liic volucrcs bis sex videt ordine. Pacto Convenit. Ambigitur, moenia ponat uter. Statur, et arbitrium Romulus urbis habet. " Jfil opus est," dixit, "certamine," Romulus, "ullo: Magna fides avium est. Experiamur ayes." 4. (:) Translate into Latin —The general, after storming the enemy's camp, led his army against the fugitives, who had taken refuge in the neighbouring heights. Here his fortune deserted him; for his men, tired by the long march and the heat of the day, and alarmed by the stones that were hurled down from the crags, began to give way, and, though encouraged by him, abandoned their standards and made for the camp. ( 3) Translate into idiomatic Latin — (a) They remained at Rome six days, (b) We fear the city will not be taken, (c) I have long been thinking of that, (d) They returned to Italy, but not to Rome, (c) He said he could not spare the town. 5. ( l) Decline bos, iste, respublica, unus. ( 2) Compare nequam, celer, humilis, bene. ( 3) State the peculiarities of deponent verbs, neuter-passive verbs, and preteritive verbs. (*) What cases follow prosum, hortor, fruor, reminiscor, versus, subter, coram? ( s) State and exemplify the difference in usage between the gerund and gerundive.
Class D.—Algebra (optional).—Examiner : Professor Cook, M.A. Saturday, March 29th. — Afternoon, 2.30 to 5. 1. Explain the meaning of the terms, " quotient," " coefficient," " index," " binomial," " root." 2. Express algebraically the following: If the sum of the fourth powers of any two numbers, increased by the product of the squares of those numbers, is divided by the sum of the squares of the numbers, increased by the product of the numbers, the result obtained is the sum of the squares of the two numbers diminished by the product of the numbers. Verify this fact. 3. Prove that (cy - bz)~ + (az - ex) 2 + (bx - ay) 3 + (ax +by + czf = (a? +& 2 + c~) (x 2 +y 2 + z~). 4. Divide 8.r 3 —ys + 125z 3 + SOxyz by 2x — y + s*. 5 . a.pßr-oo .+ {» -pjl - ». _(•-■) - A]}. (2.) p -qr + ,f) (*-,) + 'tz-t. VZI.
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6. Reduce to its lowest dimensions —, xf — ¥--. X —. sari - 17a?y + 25xy z - 22f _o- 1-j 1 3x —2y -(#-'-#) 7. Simplify—- -f + y " . x + y x- — y - —; r--8. Substitute ■ 7 for x, and -for y, in the expression (x — «). a+ b a— b v l x+ y v JJ 9. Solve the equations—(l.) ax — be + c (x — a) — (c — a) x — c (a — b). ++*, + !* . + t ,,(—qi), x+ 4 3 x 8 ' 10. At the taking of the census last year it was found that the whole population of the colony was 410,000, of which half were inhabitants of Canterbury and Otago ; the population of Auckland was to that of Canterbury as 82 to 91, and to that of Otago as 41 to 57. Find the population of each of the provincial districts named.
Class D.—Euclid (optional).—Examiner: Professor Shand, M.A. Monday, March 2±th—Afternoon, 2.30 to 4.30. 1. Give definitions of a right angle, an isosceles triangle, parallel straight lines, a rectangle, and a gnomon. 2. If two angles of a triangle be equal to one another, the sides which subtend these angles shall also be equal. 3. If two triangles have two sides of the one equal to two sides of the other, each to each, but the angle contained by the two sides of one of them greater than the angle contained by the two sides equal to them of the other, the base of that which has the greater angle shall be greater than the base of the other. 4. Parallelograms upon equal bases, and between the same parallels, are equal to one another. 5. To describe a parallelogram equal to a given rectilineal figure, and having an angle equal to a given rectilineal angle. 6. If a straight line be bisected and produced to any point, the rectangle contained by the whole line thus produced and the part of it produced, together with the square of half the line bisected, is equal to the square of the straight line which is made up of the half and the part produced. 7. To divide a given straight line into two parts, so that the rectangle contained by the whole and one of the parts shall be equal to the square of the other part.
Class D. —Chemistey (optional). —Examiner: Professor Black, M.A., D.Sc. Saturday, March 29th. — Morning, 10 to 12. 1. Name three substances from which oxygen may be obtained by heat. 2. What is the percentage composition of (a) pure water, (b) atmospheric air ? 3. In what respects do chemical compounds differ from mixtures ? Give three examples of each. 4. AVrite down the names and symbols of all the compounds which oxygen forms with nitrogen. 5. Explain how sulphuric acid is made on the commercial scale. 6. Write down the names and symbols of all the acids that contain (a) chlorine, (b) sulphur. 7. Show by an equation how chlorine gas may be made. 8. Write in chemical formulas or symbols ammonia, bisulphide of carbon, carbonic anhydride, carbonic oxide, phosphoric acid, nitrous acid, amnionic sulphate. 9. AVhat are the sources of the carbonic acid of the atmosphere ?
Class D.—Sound and Light (optional).—Examiner: Professor Bickerton, F.C.S. Monday, March 31st. — Morning, 10 to 1. [Note. —Twelve questions correctly answered will carry full marks.] 1. AVhat is the velocity of sound and the temperature of the air, when it is eight seconds after the flash of a cannon before the report is heard, the cannon being 9,000 feet away ? 2. State clearly all the circumstances which influence the velocity of a sound-wave. AVhy does sound travel faster in water than in air ? 3. How do you kuow that sound-waves of all lengths travel with the same velocity ? 4. A string stretched by a weight of 20 lb. produces the note C —256 vibrations a second. What weight must be used to cause it to produce upper C ? 5. AVhat effect has increase of temperature upon the pitch of organ-pipes and stringed instruments respectively ? How are organ-pipes tuned ? 6. Describe some method by which we can ascertain the number of vibrations a tuning-fork makes in a second. 7. If a hole be pierced in the shutter of a darkened room, a picture is frequently seen in an inverted position on the opposite wall. How is this ? 8. How much faster than sound does light travel in air ? (Any temperature may be taken.) 9. How would you show your pupils that the intensity of light diminishes as the square of the distance ? 10. Show by a diagram why a name printed on one's cap reads backward in a looking-glass. 11. Clear water looks shallower than it really is. How is this ? 12. How is it that on very hot days objects frequently have a wavy indistinct appearance, especially in looking across a sandy plain ?
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13. Show by a diagram how it is that a double convex lem causes an object to look larger ? 14. AVhat is the physical explanation of blue and yellow pigments producing green ? 15. Sketch a diagram of the eye. Show what is meant by near sight. How would you correct it ? 16. Show what happens to a beam of white light when it is passed through a glass prism. What is a pure spectrum?
Class D. —Heat (optional).—Examiner: Professor Bickerton, F.C.S. Monday, March 31st, — Afternoon, 2.30 to 5.30. [Note. —Twelve questions, correctly answered, will carry full marks.] 1. Give a full account of what heat is. 2. How do you measure quantity of heat and temperature respectively ? 3. How would you make a very sensitive thermometer, so that it would show small parts of a degree ? 4. Describe the mode of graduating a Fahrenheit and centigrade thermometer. Convert — 10° C. and -f 10° C. into degrees F. 5. Describe some of the uses made of the expansion of solids, for manufacturing purposes. 6. Describe clearly the principle upon which ventilation depends. How would you ventilate a schoolroom, a mine, and a ship respectively ? 7. Explain fully the principles involved in the ascent of gas- and fire-balloons. 8. Explain the production of land- and sea-breezes and the trade-winds. 9. How would you prevent ice from melting ? AVhy does cotton feel colder than flannel ? 10. Fire-grates are generally made with a brick back. AVhy is this ? Give full reasons for your answer. 11. The latent heat of water is said to be 80 CC, and of steam 534° C. AVhat does this mean ? One pound of ice and one pound of boiling-water are mixed : what is the resultant temperature ? 12. Ice is frequently made artificially. Describe any method. 13. How is it that standing in a draught in wet clothes is so dangerous ? Why are damp places generally cold ? 14. Why is it that a foot-warmer is generally a vessel of hot water ? Show all its advantages over others. 15. Describe various simple methods by which you would show your pupils that heat can be developed by mechanical means. 16. What is the kind of night most favourable to tho production of dew ? AVhat is hoar-frost ?
Class D.—Botany (optional).—Examiner: Professor Hutton, F.G.S. Monday, March 24>th. — Morning, 10 to 1. 1. How do you distinguish between a root and a stem ? 2. AVhat are the different parts of a complete hermaphrodite flower ? 3. Name the different orders of cellular plants —that is, plants without any vascular tissue. 4. Define the characteristics of the gymnosperms and the angiosperms. 5. AVhat is the difference between a seed and a spcre? 6. AVhat are the functions of foliage leaves ? 7. What are the essential differences, chemical and physical, between protoplasm and cellulose ?
Class D.—Zoology (optional).—Examiner : Professor Hutton, F.G.S. Monday, March 24tth. — Morning, 10 to 1. 1. What is meant by the axial skeleton of a vertebrate animal ? 2. AVhat are the morphological differences between a gill and a lung? 3. AVhat are the characteristics of the class Insecta? 4. AVhat are the the differences between the Reptilia and the Amphibia ? 5. Explain animal heat. AVhy is the blood of some animals cold ? 6. AVhat are the functions of the liver ? 7. AVhy are sponges referred to the animal and not to the vegetable kingdom ?
Class D.—Geology (optional). —Examiner: Professor Hutton, F.G.S. Monday, March 2ilh. — Morning, 10 to 1. 1. What is the difference between a rock and a mineral? 2. How do you distinguish aqueous from igneous rocks ? 3. AVhat is a volcano ? 4. A rock dips 45° AV.N.AV. What is its strike ? 5. AVhat is a fault.'' Make a diagram showing one. 6. AVhat is lamination ? To what is it due ? 7. What is mica-schist ? How was it formed ?
Class D. —Fuench (optional).—Examiner: Rev. C. Turrell, M.A. Monday, March 31st. — Morning, 10 to 1. [Note. —Full marks will bo given for answers to three-fourths of the following Grammar Paper.] 1. AVrite out the feminine of the following substantives, and give the meaning of each: Cousin lion, paysan, jardinier, ours, tigre, traitre, voyageur, nwteur, directeur. 2. How do you account for some words ending iv ou taking an x, whereas others take an s in the plural ?
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3. Which are the diminutive suffixes in French? 4. How do the adjectives ending in gu form their feminine —for instance, aigu, contigu, &c. ? 5. From the following substantives, verbs, and adjectives form adjectives: Pierre, mond-e, enfant, aile, passage, pointe, comparer, pcnser, rouge, mou. 6. Notice any peculiarities about the French numbers. 7. Notice the various expedients the French resort to in order to avoid having a vowel at the end of an article or pronoun (personal, possessive, demonstrative) before a word beginning with a vowel or h mute. 8. AVhen is personne masculine, and when feminine? 9. Why are there more verbs ending in er and ir than in any other termination ? 10. Give tho principal parts of the following verbs : Alter, courir, couvrir, mourir, vetir, asseoir, savoir, vouloir, boire, and moudre. 11. Give some prepositions derived from substantives, adjectives, past principles, and present participles. 12. The following substantives have different meanings according to their gender—show the difference : Manche, mode, mousse, pendule, page, somme, souris, tour, vase, voile. 13. Give the plural of the following compound substantives, and state the rule with regard to the plural of such words: Chat-tigre, chef-d'oeuvre, coq-a-l'dne, coffre-fort, t-ire-bouchon, garde-chasse, gardemanger, ou'i-dire, serre-tete, abat-jour. 14. What is the rule for the plural of such adjectives as — Aigre-doux, nouveau-ne, bleu-fonce? Which of these vary, and which do not ? 15. AVhat are the various meanings of the word meme ? 16. What is the proper meaning of rien, and when is it still used in its original meaning ? 17. AVhen does the past participle joined to the verb avoir vary ? 18. AVhen is si; meaning yes, employed ? 19. Explain the difference between pays, campagne, and patric; also between marier, epouser, and se marier. 20. How is the word own to be translated in the following sentences ?—I did it with my own hand. My own dear child. He lives in a house of his own. One seldom knows one's own faults. It is difficult to speak a foreign language as well as one's own. Translate into English —" .11 y a quelques annees, je concus le projet d'etudier la France, de connaitre son sol, ses monuments, sea villes, ses hameaux, et cette vaste ceinture de fleuves, de mers, et de montagnes, gui se deroule dcs Pyrenees aux Alpes, de la Mediterranee a l'Ocean. J'esperais un grand plaisir de cette course; mes esperances ne furent pas trompees. Sous les climats les plus doux, je rencontrai dcs populations intelligentes et une singuliere abondance do tousles biens de la terre. Je vis avec admiration d'innombrables vaisseaux entrer dans nos ports et y verser les richesses dcs cinq parties dv moudc; ces richesses, plus de cinquante mille voitures de roulage s'en emparent, et les dispersent 9a et la dans le pays, dont elles entretiennont sans cesse le mouvement et la prosperite. Ici, les fers de Norwege s'enflamment et s'amollissent sous le marteau dcs forgerons ; la, se deploient en tissus moelleux les lames d'Espagne et de Cachemiro; plus loin, dcs peuples d'ouvriers recoivent le coton dcs Indes, le iilent, le tissent, et lvi impriment les plus vives couleurs: je trouvai partout les vieux cloitres et les vieilles abbayes transformer en manufactures: leurs voutes profondcs repetaient les chansons dcs ouvriers et le bruit saus repos dcs machines a vapeur. J'etais ravi de tante de bienetre ; mais cc gui excita vivement ma surprise, cc fut de voir l'impulsion immense donnee a tout Je pays par l'education dun insecte. Dv midi au nord, dcs frontieres de l'ltalie aux montagnes volcaniques dv Vivarais, une chenille excite partout l'activite. A Avignon, a ITsle, a A 7aucluse, on en devide les eocons. En Normandie, les doigts exerces dcs femmes attachent ces fils ade legers fuseaux, et jettent mille gracieux dessins sur les mailles aeriennes de nos blondes. A Saint-Etienne, ces memes fils se tissent en rubans gui se deroulent sur toute la surface de l'Europe. A Nimes, on en fabrique dcs etofi'es gui bruissent et chatoient comme dcs metaux. A Lyon, mon beau pays, ils se deploient en velours epais, en gazes transparentes comme lair et brillantes comme la nacre, en satin, en clamas, en lampas. A Paris enfin, la lame rivalise avec le pineeau, et va jusqu'a reproduire, sur les somptueuses tentures dcs Gobelins, les tableaux dcs plus grands maitres. Telle est larichesse de la France. Mais ces chefs-d'oeuvre de l'art, ces prodiges de l'industrie, que sont-ils en comparaisou dcs biens que lvi prodigue la nature? Vous y voyez tousles climats, vous y rencontrez toute.s les cultures : au midi, l'olivier, le citronnier, l'oranger; au nord, le meleze et le sapin: les deux extremites de la chaine botanique. Les arbres de la Perse et dcs deux Ameriques viennent s'y meler a l'orme feodal et aux chenes de la vieille Gaule ; les fruits parfumes de l'Asie au pointnier indigene ; la flore entiere de l'Orient, a I'humble violette, a nos couronnes de bluets, aux bouquets champetres de la paquerette et de la mysterieuse verveine. Ainsi la France se couvre dcs productions dv nouveau monde et dcs tresors de l'ancien. Dv haut de ses coteaux charges de vignes, dcs fleuves de yin coulent eternellement dans la coupe de tousles peuples; tandis que sur ses larges plaines les moissons ondoient, comme les flots de la mer, sous le vent gui les courbe, sous le soleil gui les murit." Translate also into English—
Deja la rapide jouro.ee Les pas silencieux du temps. Fait place aux heures du sommeil, Un pas encore, encore une heure, Et du dernier fils de l'aimee Et l'annee aura sans relour S'est enfui le dernier soleil. Atteint sa derniere demeure ; Prea du foyer, seule, inactive, L'aiguille aura flni son tour. Livree aux souvenirs puissants, Pourquoi, de mon regard avide, Ma pensee erre, fugitive, La poursuivre ainsi tristeinent, Des jour3 passes aux jours presents. Q.uand je ne puis d'un seul moment Ma vue, au liasard arretee, Retarder ea marche rapide ? Longtemps de la flamme agitee Du temps qui vieut de s'ecouler Suit, les caprices eclatants, Si quelquos jours pouvaient renaltre, Ou s'attaehe a l'acier mobile II n'en serait pas un, peut-etre, Qui eompte sur l'email fragilu Que ma voix daignat rappeler.
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Class D.—German (optional).—Examiner: J. yon Tunzelmann, Esq. Monday, March 31st. — Afternoon, 2.30 to 5.30. 1. Which words are declined like the definite article ? 2. Which words are declined like the indefinite article ? 3. Give as many instances as you can of substantives the plural of which is formed ( l) in c, ( 2) in er, ( 3) in n, ( 4) in en. 4. Which prepositions govern— (a) the dative, (b) the genitive, (c) the dative and accusative ? 5. Give as complete a list as you can of the irregularities of masculine nouns ending in er, el. How do those ending in or form their plural ? AVhat exception is there? 6. Which nouus are of the masculine, which of the feminine, and which of the neuter gender ? 7. Give as full a list as you can of nouns having a double gender. 8. AVbich proper nouns have their genitive in ens, and dative in en ? 9. How is the plural of proper nouns formed ? State the plural of names of male persons, and also of females. 10. Give a list of the following adjectives: (a) demonstrative, (b) interrogative, (c) possessive, (d) indefinite. 11. State, amongst the auxiliary verbs, the three perfect ones and the six modal ones, and give the present, imperfect, and perfect tenses of each. 12. " The greater number of adjectives are derivatives, and may be known by syllables affixed to a substantive or verb." Name some of these syllables, and give examples. 13. Give as full a list as you cau of the adjectives that do not modify their radical syllables in the comparative and superlative. 14. Give the present infinitive, imperfect indicative (lst pers. sing.), and past participle of the following verbs : —To shove, to shoot, to whistle, to remain, to bind, to break, to bend, to pour, to seize, to write, to find, to help, to lose, to enjoy, to yield, to avoid, to sing, to die, to fly, to fight, to suffer, to lend, to drink, to take, to drive, to give, to fall, to send, to beat, to read, to hold, to turn, to let, to call. 15. Translate at sight, from " The Maid of Orleans " (" Die Jungfrau yon Orleans "), the 4th Scene of tho Prologue : —
Classes D. and E.—Elementary Science. —Examiner: Llewellyn Powell, Esq., M.D., F.L.S. Thursday, March 27th.—Afternoon, 2.30 to 5.30. [Note. —Two-thirds of the questions correctly answered will carry full marks. Eemale candidates, if proficient in Needlework, may substitute for this paper the paper on Laws of Health, &c] Physics. 1. What is specific gravity ? An egg sinks in fresh water, but will float in strong brine. Explain this.
Mais des ans la fuite m'etonne, Leurs adieux oppressent mon cceur ; Je dis : C'est encore une flour Que l'uge enleve a ma couronne, Et livre au torrent destructeur ; C'est une ombre ajoutee it l'ombre Qui dcjil s'ctend sur mes jours ; tin printemps retranehe du nombre De ceux dont je verrai le cours. Ecoutons! . . . Le timbre sonore. Lentement fremit douze fois : II Be tait. . . . Je 1'ecoute encore, Et l'annee expire a Ba voix. C'en est fait! en vain je l'appelle : Adieu! . . . Salut, ea sceur nouvelle, Salut! Quels dons chargent ta main ? Quel bien nous apporte ton aile ? Quels beaux jours dorrnent dans ton sein? Que dis-je ? —a mon ame tremblante Ne revele point tes secrets. D'espoir, de jetmesse, d'attraits, Aujourd'hui tu parais brillante, Et ta course insensible et lente Peut-ertre amene les regrets. Ainsi chaque soleil se le-ve Temoin de nos vceux insenses; Ainsi toujours son cours s'acheve, En entraluant, comme un vain reve, Nos vceux decus et disperses. Mais l'espcrance fantastique, Repandant ea elartc magique Dans la trait du sombre avenir, Nous guide, d'annee en aunue, Jusqu'a l'aurore fortunee Du jour qui ne doit pas finir.
Johanna, allein : Lebt wohl, ihr Berge, ihr geliebten Triften, Ihr trauhch stillen Thaler, lebet wohl! Johanna wird nun nicht mehr auf euch wandeln, Johanna sagt euch ewig Lebewohl! Ihr Wiesen, die ich wasserte, ihr Baume, Die ich gepflanzet, grtinet frohlich fort! Lebt wohl, ihr Grotten und ihr ktihlen Brunnen! Du Echo, holde Stimme dieses Thais, Die oft mir Antwort gab auf meine Lieder, Johanna geht und nimmer kehrt sie wieder! " In rauhes Erz sollst du die Glieder schniiren, Mit Stahl bedecken deine zarte Brust! Nielit Miinnerliebe darf dein Herz beriihren Mit sund'gen Flammen eitler Erdenlust. Nie wird der Brautkranz deine Locke zieren, Dir bltiht kein lieblich Kind an deiner Brust; Doch werd' ich dich mit kriegerischen Ehrcn, Vor alien Erdenfrauen dich verklaren." Ihr Platze alle meiner stillen Freuden, Euoh lass' ich hinter mir auf immerdar ! Zerstreuet euch, ihr Liimmer, auf der Heiden! Ihr seyd jetzt eine hirtenlose Schaar ! Denn eine audre Heerde musz ich weiden Dort auf dem blut'gen Felde der Gefahr. So ist des Geistes Ruf an mich ergangen ; Mich treibt nicht eitles, irdisches Verlangen. Denn der zu Mosen auf des Horebs Hohen Im feur'gen Busch sich flammend niederliesz Und ihm befah], vor Pharao zu stehen, Der einst den frommen Knaben Isai's, Den Hirten, sich zum Streiter ausersehen, Der stets den Hirten gniidig sich bewies, Er sprach zu mir auf dieses Baumes Zweigen : " Geh hin ! Du sollst auf Erdeu fiir mich zeugen." " Denn, wenn im Kampf die Muthigsten verzagen, Wcnn Frankreichs letztes Schicksal nun sich naht, Dann wirst du meine Oriflamme tragen Und, wie die rasche Sohnitterin die Saat, Den stolzen Ueberwinder niederschlagen ; Umwalzen wirst du seines Gliickes Rad, Errettung bringen Frankreichs Heldensblmen, Und Rhcims befrein und deinen Konig kronen ! " Ein Zeichen hat der Himmel mir verheiszen : Er sendet mir den Helm, er kommt von ihm, Mit Gotterkraft beruhret mich sein Eisen, Und mich durehflammt der Muth der Cherubim ; Ins Kriegsgewiibl hinein will es mich reiszen, Es treibt mich fort mit Sturmes Ungcstiim, Den Feldruf hiir ich miichtig zu mir dringen, Das Schlachtrosz steigt, und die Trompeten klingen. [_Sie geht ah
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2. What is a syphon ? Explain its action. 3. AVith a long screw-driver you can prize up with ease the lid of a locked box, which you could not possibly have pulled open by main force. Explain this. 4. I was watching a man with a gun. I saw by the flash that he had fired, but I heard no sound for over two seconds. How was this, and about what distance off was the man ? 5. What is the cause of a musical sound, and on what does the pitch depend ? 6. Explain the construction and action of the mercurial barometer. AVhy is not water used in the barometer instead of mercury ? 7. AVhat means would you adopt to prevent the melting of a lump of ice in summer-time ? 8. Explain the action of a burning-glass. 9. AVhy will a thick glass jug crack if boiling-water be poured into it ? 10. Enumerate the colours of the rainbow in their order. 11. AVhy is white clothing considered more suitable to a hot climate than dark materials? 12. If the electric light can be practically and economically applied to house-lighting, in what respects will it be preferable to gas ? Chemistry. 13. What is an element ? Give six examples of elements. 14. Give an example of a chemical compound, and state how it differs from a mere mixture of its components. 15. Why does iron rust if left exposed to damp air ? and why is gold found in a native state, and iron not ? 16. Name the gases composing the atmosphere, and describe their most important properties. 17. How is it that you obtain lime by burning chalk ; and what will happen to lime if it be exposed for a length of time to the atmosphere ? 18. If a cold plate be momentarily depressed into the flame of a candle it becomes bedewed with moisture. Explain this. Biologg. 19. AVhat is meant by the " circulation of the blood," and how do we know that the blood circulates ? 20. What are the uses of the saliva ? 21. AVhy is milk all that is needed for the nourishment of young infants, and why would not water-arrowroot do instead ? 22. In what respect does the air which leaves the lungs differ from that which enters them ? By what simple means can this difference be demonstrated ? 23. How is it that fishes can live in water? 24. How would you measure the cubic capacity of a schoolroom, and what is the minimum cubic space allowable for each child in a well-ventilated schoolroom ?
Classes D. and E. —-Laws oe Health. —Examiner: R. J. O'Sullivan, Esq., Inspector. Thursday, 27th March.—Afternoon, 2.30 to 5.30. [Note. —Female candidates, who are proficient in Needlework, may substitute this paper for the general paper in Elementary Science.] 1. AVhat things must we have to insure good health ? 2. Are the germs of scarlet fever long-lived ? AVhat kills the fever germs ? What practical conclusions do you draw from what you knowr of fever germs ? 3. Explain why women have spinal complaints more frequently than'men. 4. Describe shortly the heart, and what you know of the circulation of the blood. 5. State what you know of the organ by which the voice is made. AVhat practice should result from this knowledge ? 6. AVhat effect havo theme and tannic acid on the^digestion ? 7. How should food be cooked so as to preserve as much as possible its nourishing qualities ? 8. AVhat effects has the growth of trees and plants on— (*) The atmosphere immediately around them ? ( 2) The climate of a country ?
Classes D. and E.—School Management.—Examiners: AY. S. Fitzgerald, Esq., and C. C. Howard, Esq., Principals of Normal Schools. Thursday, 27th March. — Morning, 10 to 1. [Note. —Candidates may select one question in each section, but not more than one. Sections VI. and VII. are compulsory, and these with four other sections will be sufficient.] Section I. : 1. Explain clearly the radical differences between education and mere instruction. What is the true function of instruction in the work of education, and at what stages should didactic instruction be most generally employed ? 2. By what principles should infant education be governed ? Explain generally their application to this branch of the teacher's work. 3. Specify the different kinds of questioning, and the uses to which you would apply them. Section 11. : 1. In what does order consist ? What is the difference between order and discipline ? Draw up a code of general rules for a young teacher as mechanical aids in securing order. 2. What general principles should guide you in the administration of rewards and punishments ? 3. To what extent would you employ corporal punishment? Give your reasons.
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Section 111. : 1. Compare the relative advantages and disadvantages of the manifold and the standard or single classification. 2. What are the special uses of a time-table, and what principles should guide you iv its construction. 3. What are the advantages and disadvantages attending the employment of pupil-teachers, and what are the duties of the principal teacher towards such assistants? Section IV. : 1. Give an outline of an educative method of teaching the alphabet. What means have been devised for dispensing with alphabetic teaching ? Discuss their theoretical and practical value. 2. What specific advantages has transcription over dictation as a means of teaching spelling ? What is your opinion of the proposed spelling reform called " phonetic spelling" ? 3. What special merits do you recognize in the new standards for arithmetic ? Discuss the proper time at which to teach fractions. Section V.: Draw up notes of a lesson on (a) geography, or (b) English grammar, or (c) English history, specifying the standard for which it is intended, and the time it is designed to occupy, and exhibiting clearly the method it is proposed to adopt. Section VI. : Construct a time-table for (a) such a school as your own, specifying any peculiar circumstances you may have to take into consideration ; or (b) for a separate country school of 80 children under a head teacher and a pupil-teacher (second year), showing clearly the work of each; or (c) for an infant school of 40 children with teacher unassisted. Section VII : What is the rule for finding the average quarterly attendance ? Find the true average and the working average for a week —given the number on books 120, and the atteudances respectively 75, 89, 55, 60, 93, 68, 91, 105, 110, there being one half-holiday. Section VIII. : Give a short account (not more than 20 lines) of one of the following:— (a) The kindergarten system, (b) Pestalozzi aud his principles, (c) David Stowe and his educational reforms.
Class E.—English Grammar and Composition.—Examiner: Vincent E. Rice, Esq. Wednesday, March 26th. — Morning, 10 to 1. 1. Write a short essay, not exceeding two pages in length, on one or other of the following subjects : (f) Tact. ( 3) The study of history. 2. Give the derivation and meaning of the following words : — Examination, furlong, gossip, hamlet, madam, mystery, phonograph, prejudice, suburban, telegram. 3. Give the derivation of the following words, and explain the effect of the prefix to each : — Aspect, circumspect, conspicuous, despise, expect, inspect, prospect, respect, suspect. 4. In how many different senses is the word post used ? Give examples of each. Name two other words which have more than one meaning. 5. Distinguish between — Invent and discover; prophesy and prophecy; genuine and authentic; simile and metaphor. 6. Give two examples ( l) of the degeneration, ( 2) of the elevation, of words in their use. Give two instances of words commonly used to express meanings which do not properly belong to them. 7. Parse with full syntax the following passage:— O how much more doth beauteous beauty seem By that sweet ornament which truth doth give ! The rose looks fair, but fairer we it deem By that swcot odour which doth in it live! 8. Write down the plurals of the following nouns : — Crisis, nicety, people, staff, storey, tigress. 9. How are adverbs compared ? Give examples. AVrite down the comparative and superlative forms of blithe, lovelg, patient, tranquil. 10. Explain the terms active, passive, and neuter verbs; and give examples of each. 11. Give the past tense and past participle of the following verbs : — Beseech, contend, sow, weave, write. 12. Correct the errors of grammar in the following sentences : — ( x) AYe had hoped to have seen a larger number. ( 2) Let each mind their own business. ( 3) AVho do you mean ? ( 4) Your knowledge, combined with your modesty, please me well. 13. Write a passage dictated by tho supervisor. 14. Spell the words dictated by the supervisor.
Exercise in Dictation and Spelling. 13. Dictation exercise : " ' But what are we to do ? ' exclaims the practical man, impatiently, on every side : ' Descend from speculation and the safe pulpit into the rough market-place, and say what can be done.' O practical man, there seem very many things, here as elsewhere, which practice and true man-like effort, in Parliament aud out of it, might actually avail to do. But the first of all things, as already said, is to gird up thyself for actual doing ; to know that thou actually either must do, or, as the Irish say, ' Come out of that! ' " 14. Spelling exercise: Wield, scythe, freight, ceiling, subtle, seizure, deliver, parallel, tyranny, ecstasy, preceding, fuchsia, syllogism, accommodate, synonymous, embarrassment.
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Class E.—Arithmetic—Examiner: D. Petrie, Esq., M.A., Inspector. Tuesday, March 25th.—Afternoon, 2.30 to 5.30. [Note. —The full work of every question must be shown. Answers alone will receive no value.] 1. Divide three hundred and four million six hundred and three thousand and eighty by ninety thousand six hundred and three; and write in words the product of the quotient and the remainder. 2. Divide 397265 by 48, using the factors of which the divisor is made up. Explain what each line of the work represents, and how the correct remainder is found. 3. Make out in proper form a bill for the following:—43 yards of Brussels carpet, at 4s. lid. per yard; 27 yards of Scotch ditto, at 2s. 9Jd. ; 7i yards of drugget, at 2s. lljd. ; 13 yards of matting, at 2s. 3d.; 8f yards of oilcloth, at 2s. Bd. ; and three hearth-rugs, at 235. 9d. each. 4. Reduce 843729 square feet to acres, and express 7 miles 3 furlongs in chains. 5. Find, by practice, the value of 9 cwt. 3 qr. 23 lb., at £13 17s. 9d. per cwt. Explain what value each line of the work represents. 6. Define ratio and proportion; also explain the principle that enables us to find the fourth term of a proportion, when three of its terms are known. 7. What must be the rate of wages that twelve men may earn in ten days the same amount as nine men earn in fourteen days at 3s. 4d. per day ? Give your reason for each of the statings in this question. 8. Give the rule for the addition of vulgar fractions. Simplify 4<f-±-(s{- - 4j) X — ; and express £3 13s. 4d. as a fraction of f of i of £90. 5* 9. How long would it take to travel 302375 miles at the rate of BBs miles per hour? Express ■3879 as a vulgar fraction. Write as a vulgar fraction the value of each of the figures 3, 7, 4, in the decimal fraction -031704. 10. How much will it cost to carpet a room, the floor of which is 609 square feet, with carpet 2 feet 4 inches wide at ss. 6d. per yard ? 11. Find the present worth of £387 12s. 6d. payable at the end of nine months, interest being reckoned at 5 per cent. Explain fully, as you would to a class, the reasons for the process followed in doing this question. 12. A man rows down a river eighteen miles in four hours with the stream, and returns in twelve hours ; find the rate at which he rows, and the rate at which the stream flows.
: ■ Class E. —Geography.—Examiner: R. Lee, Esq., Inspector. Wednesday, March 26th.—Afternoon, 2.30 to 5.30. 1. Specify fully the questions examined by the science of physical geography. 2. What are the tropics ? How far is the area of greatest heat included in the tropics ? 3. On what do the volume of water and rapidity of a river depend ? Explain the term " bore." How is it that rivers sometimes run, in parts of their course, along a ridge which rises above the level of the surrounding country ? Give instances. 4. Name five great geographical discoverers, and state what important discoveries were made by each. 5. Draw, as you would on the black-board in teaching the geography of Standard IV., roughly, but as accurately as you can, an outline map of either the North or South Island of New Zealand, showing clearly the courses of seven of the principal rivers. 6. Explain the names Deccan, Carnatic, and Punjaub. 7. Give a short account of the present political and commercial condition of Egypt. 8. Describe the course of a ship from Shanghai to Wellington, and give approximately the latitude and longitude of both places. 9. Map either (1) the east coast of the North Island of New Zealand, from Cape Maria van Diemen to Cape Kidnappers ; or (2) the west coast of the South Island, from Cape Farewell to West Cape. 10. Describe briefly the extent, climate, chief towns, and resources of New South Wales. 11. Make an outline map of France, showing the leading physical features and the position often of the largest cities. 12. In what counties are the following British towns —Grimsby, Drogheda, Wigan, Swansea, Cupar, Southampton, Kilmarnock, Rugby, Cashel, and Ely? Give particulars as to the position, population, trade, and importance of any two of them. 13. Draw a map of any three adjacent British counties. 14. Give the locality and heights (actual or relative) of the following mountain peaks : Ben Nevis, Mount Egmont, Vesuvius, Mount Odin, Mount Wellington, Peak of Teneriffe, Ingleborough.
Class E. —English History.—Examiner: W. C. Hodgson, Esq., Inspector. Tuesday, March 25th. — Morning, 10 to 1. 1. Upon what did Harold and William respectively found their claims to the Crown of England? 2. Name the most striking incidents in the Hundred Years' War with France, giving approximate dates. 3. Give the leading events in the reign of Charles 11. 4. Name the chief provisions of the Act of Settlement. 5. Give some account of William Pitt, Earl of Chatham. 6. By whom, successively, has the office of Prime Minister been held during the present reign? 17— H. 2. (App.)
dates.
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3. CORRESPONDENCE WITH CHANCELLOR OF NEW ZEALAND UNIVERSITY. The Inspector-General of Schools to the Chancellor. Sir, — Education Department, Wellington, 23rd October, 1878. I have the honor, by direction of the Hon. the Minister of Education, to enclose for your information copies of regulations for examination of teachers, and to solicit your particular attention, and that of the Senate of the University, to Regulation 10, and especially to the note after the syllabus for Class D. _ ' I am instructed to submit most respectfully the following questions : — lst. Will the Senate make the matriculation examination uuiform and general, instead of intrusting it to several separate local bodies ? 2nd. AVill the Senate in that case allow teachers to sit at the University examinations to qualify for certificates, though they may not be able to keep terms or to take a degree ? I have, &c, Wm. Jas. Habeks, The Chancellor of the New Zealand University. Inspector-General.
Enclosure. Extract from Order in Council, dated 24th September, 1878.—Regulation for Examination and Classification of Teachers. 10. Except as hereinafter provided, the special qualifications for the several classes of certificates shall be as follows :— For Class A. —To have graduated at the University of New Zealand in first- or second-class honors. For Class B. —To have passed the examination for the degree of Bachelor of Arts in the said University. For Class C. —To have passed the examination for the compulsory subjects, or for the optional subjects, for the degree of Bachelor of Arts in the said University, and, except in the case of candidates who have passed the examination for Class D, to have passed an examination in the compulsory subjects for Class D. For Class D. —To have passed an examination in four compulsory and two optional subjects, as follows: — I.— Compulsory. 1. English Grammar and Composition. 2. Arithmetic. —Fundamental rules, vulgar and decimal fractions, proportion, and square root. 3. Geography. —The chief physical features and principal towns of Europe, Asia, Africa, and North and South America, together with more minute details of the geography of Great Britain and Ireland, Australia and New Zealand. 4. History. —Outlines of English history to the end of the eighteenth century. ll.— Optional (any two). 1. Greek. —Grammar, and very easy passages for translation at sight. 2. Latin. —(As for Greek.) 8. Algebra. —To simple equations, inclusive, with easy problems. 4. Euclid. —Books I. and 11. 5. Elementary Chemistry. —The non-metallic elements, and the atomic theory. 6. Elementary Physics. —Any one of the following branches: (a) Electricity, (I) Sound and light, (c) Heat. 7. Elementary Natural Science. —Any one of the following branches : (a) Botany, (b) Zoology, (c) Geology. 8. Modern Languages. —Grammar of one modern language (French, German, or Italian), and easy translation at sight. [Note. —If the University of New Zealand shall institute a general examination for matriculation, upon the same scale as the present matriculation examination, candidates will find that the requirements here specified for Class D fall in with the programme for matriculation in such a way that, by taking the four compulsory subjects here prescribed, together with Latin and one other optional subject, they can at one examination matriculate and qualify for Class D. The Senate will be requested in that case to allow candidates for Classes C and D to sit at the University examinations for the purpose of qualifying for a class, although they may not desire to sustain any relation to the University as undergraduates.] For Class E. —To have satisfactorily passed an examination in the following subjects:— Reading. Writing. —Including the setting of copies and writing on black-board. Spelling. English Grammar. —The subject generally, including derivation of words. English Composition. —Accuracy and facility, tested by exercise in dictation, paraphrase, and essay writing. Arithmetic. —Tho subject generally, including explanation of processes and rules. A somewhat lower standard in this subject will be accepted from females than from males. Geography. —The elements of mathematical and physical geography, and the general topography and political geography of the world, with map-drawing from memory of the European countries and the British dependencies. English History. —From 1603 to 1837, and a very brief outline of the chief events prior to 1603.
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The Registrar to the Inspector-General of Schools. Sir, — University of New Zealand, Christchurch, 7th November, 1878. I have the honor, by direction of the Chancellor, to acknowledge the receipt of your letter of the 23rd ultimo, and to state in reply that the questions therein contained will be submitted to the consideration of the Senate at its next session. The Chancellor directs me to state that it is his opinion that the Senate is not unlikely to agree to the propositions of the Minister of Education, more especially as steps have already been taken towards establishing a general and uniform matriculation examination. I have, &c, W. M. Maskell, The Inspector-General of Schools, Wellington. Registrar.
The Inspector-General of Schools to the Chancellor. Sir, — Education Department, AVellington, 4th February, 1879. I have the honor, by direction of the Hon. the Minister of Education, and in anticipation of the forthcoming meeting of the Senate of the University,.to request you to submit to the Senate the subject-matter of my letter of date as per margin,* relating to the use proposed to be made of University examinations in determining the position of teachers in the classification described in the regulations of September last, of which I enclose a copy. I beg respectfully to represent that it is desirable that the matriculation examination in arithmetic and English grammar and composition (including spelling) should be a strict one, especially as those subjects are required to be known very thoroughly for the Sixth Standard in the primary schools, as you will see by reference to the standards in the copy of regulations enclosed. I have, &c, AVm. Jas. Habens, The Chancellor of the New Zealand University. Inspector-General.
The Registrar to the Hon. the Minister of Education. Sir,— University of New Zealand, Christchurch, 28th March, 1879. I have the honor, by direction of the Chancellor, to inform you that the Senate of the University, at its late session, took into its consideration the subject-matter of your letters of 23rd October, 1878, and 4th February, 1879, relative to the examination and classification of teachers iv primary schools, and passed the following resolution thereon :—■ " That the Chancellor be requested to reply to the letters of the Minister of Education, dated 23rd October, 1878, and 4th February, 1879, respecting the examination of teachers in primary schools, in the affirmative, and to forward for his information the schedule of the eutrance examination as being the general matriculation examination contemplated in the note in the regulations relating to certificates of teachers enclosed in his communication." In accordance with the above resolution, I have the honor to enclose to you herewith a copy of the regulations and schedules relating to the entrance matriculation examination, as passed by the Senate during the late session. I have, &c, W. M. Maskell, The Hon. the Minister of Education, AVellington. Registrar.
Enclosure. Regulations as to the Entrance Examinations for Matriculation and Junior Scholarships. I. Candidates for matriculation shall, before they are admitted as matriculated students of the University, be examined in six or more of the following subjects: —(1.) Latin; (2.) English; (3.) Greek ; (4.) French; (5.) German or Italian; (6.) Arithmetic; (7.) Algebra; (8.) Euclid; (9.) History; (10.) Geography ; (11.) Elementary chemistry ; (12.) Elementary physics, oue branch ; (13.) Elementary natural science, one branch. 11. Each candidate will be required to pass in at least six subjects, of which Latin, English, and arithmetic must be three. 111. The junior scholarships shall be awarded for excellence in any number not exceeding five of the following subjects : (1.) Latin; (2.) English: (3.) Greek; (4.) French; (5.) Gorman or Italian; (6.) Mathematics ; (7.) History and geography ; (8.) Natural and physical science. IV. The examination for matriculation and the examination for the junior scholarships shall be combined in one examination, to be termed the " Entrance Examination." V. In each subject of the entrance examination, papers shall be framed in two sections, consisting of questions of a lower and a higher standard, each section of the paper being distinguished as (A) pass for matriculation, (B) for junior scholarships, according to the schedule annexed to this regulation. VI. Candidates shall be at liberty to answer either the A section or the B section of any paper, but not both. VII. All candidates, in order to pass for matriculation, must obtain tho minimum number of marks prescribed for the A section in the compulsory subjects, and in three of the optional subjects, provided that the marks may be obtained either in the A section or the B section of any paper, but not in both. VIII. Marks allotted to each subject in Section A shall bo in accordance with the schedule annexed to this regulation, and the number of marks obtained by each successful candidate in each subject shall be reported by the examiner for the purpose of classification. * 23rd October, 1878.
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The names of the successful candidates at each examination shall be arranged in the order of comparative general proficiency, as ascertained by the aggregate number of marks received by each candidate in all the subjects in which he has passed, no marks being allowed for any subject in which the candidate has not received the minimum number of marks required for passing. In recording the names of passed candidates for the entrance examination the degree of proficiency in each subject shall be distinguished in the following manner : — First Class: For each subject in which the candidate shall obtain not less than three-fourths of the maximum number of marks allotted thereto in Section A. Second Class: For each subject in which the candidate shall obtain not less than one-half of the maximum number of marks allotted thereto in Section A. Third Class: For each subject in which the candidate shall obtain less than one-half of the maximum number of marks allotted thereto in Section A. IX. The junior scholarships shall be awarded to those candidates who shall have obtained the highest aggregate of marks on questions in the B section of the papers, in any number not exceeding five of the subjects as hereinbefore specified, and to which subjects the values given in the schedule under Section B shall be assigned : Provided that for the purpose of awarding junior scholarships no marks shall be counted in any subject in which the candidate shall have obtained less than one-fifth of the value assigned to that subject, in the B section. X. The papers shall be framed for the entrance examination in accordance with the announcements in the Calendar. XI. Candidates for the entrance examination shall, prior to the examination, pay the matriculation fee required by the University irrespective of their passing or failing to pass the entrance examination : Provided that a candidate who may fail to pass at his first examination shall not be required to pay any further fee on his giving notice of his intention to present himself again for examination. XII. Every student shall at matriculation make the following declaration : " I do solemnly promise that I will faithfully obey the statutes and regulations of the University, so far as they apply to me ; and I hereby declare that I believe myself to have attained the age of fifteen years."
SCHEDULE of Values of Subjects for Entrance and Junior Scholarship Examinations. Section A.
Section B.
Announcements. The following is the list of subjects in which candidates will be examined at the entrance examination :— I. Latin. A [Compulsory].—Paper a: Translation at sight of easy passages from Latin into English. Paper b : Translation of easy sentences from English into Latin. Paper c: Questions in grammar. B.—Paper a: Translation at sight of more difficult passages than for A, from Latin into English. Paper b : Translation at sight of passages from English into Latin. Paper c: Questions on grammar, history, and antiquities. 11. English. A [Compulsory].—Paper a: Composition. Paper b: Grammar and dictation. Paper c: Preciswriting. B.—Paper a : Paraphrase, illustration, and explanation of passages selected from the English historical plays of Shakespeare, and from Milton's poetical works. Paper b: Essay on some easily understood subject. Paper c: General questions on etymology, grammar, and the uses of words.
Minimum. Maximum. I. Latin II. English III. Greek IV. French V. German or Italian VI. Mathematics— Arithmetic ... Algebra Euclid VII. History and Geography— History Geography ... mi. Science— Chemistry Physics Natural Science 100 60 60 40 40 40 30 30 500 300 300 200 200 200 150 150 40 40 100 100 40 40 40 100 100 100
I. Latin II. English III. Greek IV. French 1,000 1,000 750 V. German or Italian VI. Mathematics VII. History and Geography VIII. Science l,50i 75t 1,001
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111. Greek. A. —As in Latin. B. —As in Latin. IV. French. A.—As in Latin. B.—As in Latin, substituting, for Paper c, Literature of the Age of Louis XIV. V. German or Italian. A.—As in Latin. B.—German i As in Latin, substituting, for Paper c, Literature of the Age of Goethe and Schiller. Italian : As in Latin, substituting, for Paper c, Literature of the Age of Leo X. VI. Mathematics. A.—Any or each of the following : —Paper a -. Arithmetic [Compulsory]— Fundamental rules, vulgar and decimal fractions, proportion, and square root. Paper b : Algebra [Compulsory for medical students] —To simple equations inclusive, with easy problems. Paper c : Euclid [Compulsory for medical students] —Books I. and 11. B. —The whole of the following : —Paper a : Arithmetic —The whole subject. Paper b : Algebra —To quadratic equations inclusive. Paper c : Euclid —Books 1., 11., 111., IV., aud VI. Paper d: Plane trigonometry—To solution of triangles inclusive, with easy transformations and examples. Vll.— History and Geography. A.—One or both of the following :—Paper a : History —History of England from the accession of William 111. to the accession of Victoria. Paper b : Geography—Chief physical features and principal towns of Europe, Asia, Africa, and America, together with more minute details of the geography of Great Britain, Australia, and New Zealand. B.—Both of the following : —Paper a ; History—Outlines of the history of England from the accession of Elizabeth, with especial reference to its colonies. Paper b: Geography —Political and physical. VIII. — Natural and Physical Science. A. —(1.) Elementary Chemistry : —Paper a ; Chemistry—The non-metallic elements, and the atomic theory. (2.) Elementary Physics —Any one of the following : —Paper b : Electricity. Paperc: Sound and light. Paper d : Heat. Paper c: Mechanics. (3.) Elementary natural science—Any one of the following :—Paper/": Botany. Papery: Zoology. Paper h : Geology. B.—Any two of the following:—Paper a : Inorganic Chemistry. Paper b : Electricity. Paper c: Sound and light. Paper d: Heat. Paper e-. Mechanics. Paper/: Botany. Papery: Zoology. Paper h: Geology. Note. —The time allowed for each paper shall be two hours.
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REPORTS OF SCHOOL COMMISSIONERS. AUCKLAND. Sir, — School Commissioners' Office, Auckland, 7th March, 1879. I have honor to forward, for the information of the Government, the following report of the administration by the Commissioners of "The Education Reserves Act, 1877," up to the 31st December, 1878 ; and also the general statement of receipts and expenditure, made up to the same date, duly certified by the auditor. The Commissioners held their first meeting on the 16th August, and resolved to meet monthly for the transaction of ordinary business, and at such other times as the Chairman or any two Commissioners may direct for the transaction of special business. The number of meetings held was seven. By-laws, as contained in Appendix A enclosed herewith, were adopted, aud submitted to Government fer approval on the 7th September. During the year the leases of thirty-eight lots were offered to competition by public auction, uuder Conditions carefully framed and adopted by Commissioners, copies of which are herewith enclosed. ■ The Commissioners opened their accounts as from lst July, 1878, taking over from the Education Board of Auckland the revenues received from reserves from that date. On lst July, 1878, the annual income derivable from reserves let was as follows: — £ s. d. From reserves —primary ... ... ... ... ... 859 16 0 ~ secondary ... ... ... ... ... 214 1 0 On 31st December, 1878, this income had been increased by the following amounts, viz.:— £ s. d. From reserves —primary ... ... ... ... ... 58 0 0 „ secondary ... ... ... ... ... 125 10 0 ~ unapportioned ... ... ... ... 678 7 9 The Commissioners have taken steps, by circular addressed to the District School Committees and the District Highway Boards within the provincial district, to obtain such information relative to education reserves as those bodies may be able to afford. Before closing this report, the Commissioners desire respectfully to point out to the Government that no provision is made in "The Education Reserves Act, 1877," for the framing of by-laws, and that the Act is also silent on the subject of a " quorum." They venture to suggest that these omissions be rectified by legislation at the next session of the Assembly, and that steps be theu taken, if necessary, to validate the leases granted by the Commissioners on the authority of a quorum of their own fixing. I have, &c, The Hon. the Minister of Education, J. Logan Campbell, AVellington. Chairman of the Commissioners.
GENERAL STATEMENT of RECEIPTS and Expenditure for the Tear ended 31st December, 1878. RECEIPTS.
Primary Education Reserves. Secondary Education Reserves. Total. 'o Arrears due 31st Dec, 1877, collected in year 1878— Bents, issues, profits, or receipts of reserves Moneys payable and collected within year 1878— Bents, &c, of reserves Moneys collected for rent of lands not apportioned Deposit forfeited £ s. d. 160 7 6 £ s. d. 5 2 6 £ s. d. 165 10 0 399 7 3 128 1 0 527 8 3 188 13 9 3 0 0 £559 14 9 £133 3 6 £884 12 0
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Expenditure.
Arrears.
Liabilities or Engagements.
I hereby certify that I have examined the books and vouchers of the School Commissioners for the Provincial District of Auckland for the period ended 31st December, 1878, and that I find the same to be correct. L. A. Dubrien, 7th February, 1879. Auditor.
TARANAKI. Sir,— New Plymouth, 7th June, 1879. I have the honor to report that the School Commissioners of the Taranaki Provincial District have met monthly during the year ended 31st December, 1878, and have during that period let 3 acres 1 rood of town lands, and 345 acres 2 roods of rural lands, upon the best terms obtainable, and have otherwise administered the education estate of the district to the best of their ability. I have the honor to state that the Taranaki education endowments are very considerable, and will, without doubt, in process of time, yield a revenue amply sufficient for the educational needs of the district, but that at present they yield but small returns, on account of many of them being forest lands in a state of nature, which can only be let on improvement leases at a low rental. Also that the Commissioners contemplate, so soon as the present Native difficulty is settled, to re-survey a block of land in the suburbs of New Plymouth, at present let on a monthly tenure as a cattle run, and to let it on building leases for suburban residences. I have the honor to enclose a statement of accounts, and a copy of the by-laws for the regulation of business. I have, &c, The Secretary, Education Department, Benjamin Wells, Wellington. Chairman.
Primary Education Reserves. Secondary Education Reserves. Total. ly OfficeSalaries and allowances to officers Printing, stationery, &c. Expenses of leasing— Auctioneer's commission Advertising and other expenses Expenditure on reserves — Surveying Fencing and other expenditure Legal expenses — Crown grant fees ... Bates £ s. d. 12 10 0 14 9 2 31 10 11 28 12 6 26 14 7 20 0 0 £ s. d. 4 3 4 4 11 0 15 9 9 16 15 3 £ s. 16 13 19 0 47 0 45 7 26 14 20 0 d. 4 2 8 9 7 0 30 17 6 3 9 3 7 9 6 13 6 38 7 4 12 0 9 Balance in hand or in Bank £168 3 11 £49 12 4 217 16 666 15 £884 12
'o Arrears due on 3rd December, 1878— Arrears at 31st December, 1877, still unpaid Arrears of payments due within year 1878 £ s. 10 10 255 10 £266 0 d. 0 0 0 £ s. 1 10 131 2 a. 0 I 6 £ s. d. 12 0 0 386 12 6 £132 12 0 £398 12 6
£ B. 22 16 d. 2 £ s. 7 12 d. 0 £ 30 s. d 8 2 >y Sundry accounts £22 16 2 £7 12 0 £30 8
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GENERAL STATEMENT of the RECEIPTS and Expenditure for the Tear ended 31st December, 1878. RECEIPTS.
Expenditure.
Arrears.
Liabilities or Engagements. Nil. Wm. Northcroft, Secretary and Treasurer. Benjamin Wells, Chairman.
WELLINGTON. Sir,— Wellington, sth May, 1879. Adverting to your circular, No. 24, of 17th December, 1878,1 have the honor, by direction of the School Commissioners for the Wellington Provincial District, to forward you enclosed copy of regulations passed by the Commissioners for the conduct of the business appertaining to the education reserves under their control. As the receipts from the reserves have been simply the rents unpaid on and accruing since the date on which the Commissioners took over the books from the Education Board, the funds are small, and consequently no distribution has been made yet. The Commissioners direct me to inform you that they have nothing to report as to their administration of " The Education Reserves Act, 1877," nor any suggestions to offer on the subject of education reserves. I have, &c, W. H. Warren, The Secretary, Education Department. Secretary and Treasurer,
Primary Education Reserves. Secondary Education Reserves. Total. 'o Arrears due 31st Dec, 1877, collected in year 1878— Bents, issues, profits or receipts of reserves Moneys payable and collected in the year 1878, — Bents, &c, of reserves £ s. 110 10 d. 5 £ s. d. 43 2 3 £ s. 153 12 d. 8 208 7 7 111 11 9 319 19 4 £318 18 0 £154 14 0 £473 12
ly Office —Salaries and allowances to officers „ Printing, stationery, &c. Expenses of leasing —Advertising and other expenses Expenditure on reserves — Fencing, and other expenditure Legal expenses Payments to Taranaki Education Board ... £ s. d. 56 5 0 2 11 9 8 16 6 £ s. 18 15 0 17 5 8 d. 0 3 0 1 £ s. 78 9 d. 0 14 4 6 8 13 0 2 17 4 60 0 0 5 12 6 14 5 2 17 60 0 6 4 0 Balance in hand or in Bank £139 3 7 £30 12 9 169 16 303 15 4 8 £473 12 0
'o Arrears at 31st December, 1877, still unpaid Arrears of payments due within year 1878 £ s. d. 27 0 10 205 17 5 £ s. 5 12 118 2 d. 0 6 £ s. d. 32 12 10 323 19 11 £232 18 3 £123 14 6 £356 12 9
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GENERAL STATEMENT of RECEIPTS and Expenditure for the Year ended 31st December, 1878. RECEIPTS.
Expenditure.
Arrears.
HAWKE'S BAT. Sir, — Napier, 6th February, 1879. In compliance with the request contained in your circular, No. 24, of 17th December last, I have the honor to report as to the administration of " The Education Reserves Act, 1877," by the School Commissioners of Hawke's Bay, to the 31st December last. The Commissioners held their first meeting on the 15th July last, at the Council Chambers, at which I was elected Chairman for the ensuing year. By-laws were then framed, under which ordinary meetings are appointed to be held on the first Monday in each month. Mr. Parker, of the Lands Office, was then appointed Secretary. The Commissioners, since that date, had three meetings to the end of the year. No questions relating to moneys have been required to be adjusted between the Education Board and the Commissioners. The revenue received by the Commissioners to 31st December last, from the reserves leased by their predecessors amounted to £624 lis. 9d. Of this sum, £588 12s. 3d. has been treated as revenue from endowments for primary education, £300 of which was handed to the Education Board within the year, in accordance with subsection 1 of section 21, and the greater portion of the balance, after deducting proportionate charges and working expenses, has since been handed over to the Board. The balance of the amount collected, after deducting one-fourth of the charges and working expenses, now lies at the Union Bank of Australia —at which bank the Commissioners decided that the account should be kept—for appropriation for the advancement of secondary education. No reserves were leased by the Commissioners during the year. A notification was issued by them that several would be offered on the 10th ultimo. Out of the reserves apportioned for primary education the Commissioners set apart Town Sections Nos. 106 and 107, Napier, as a site for a public school, on the application of the Education Board. No reserves have been so set apart out of those for secondary education. The leases of seven town sections at Clyde, and one at Clive, have been declared void during the year, through non-payment of the rents by the lessees. Mr. A. J. Cotterill was appointed Solicitor to the Commissioners ; and Messrs. M. R. Miller and Edward Lyndon were appointed auctioneers to the 31st December next, they having offered their services gratuitously for that period, on tenders being invited from the different auctioneers within the district. I enclose a copy of by-laws framed by the Commissioners, also a copy of the regulations and conditions for leasing the reserves within the district. The question of the distribution of the revenue in hand from endowments for secondary education has not yet been considered by the Commissioners. I have, &c, The Secretary Education Department, J. T. Tylee, AVellington. Chairman. 18— H. 2. (App.)
Primary Education Rt serves. Secondary Educa-j tion Reserves. Total. £ s. 137 11 d. 2 £ 18 s. d. 2 0 £ s. d, 155 13 2 'o Moneys payable and collected within the year 1878 £137 11 2 £18 2 0 £155 13
ly Petty cash and sundries Balance £ s. 3 16 133 14 d. 7 7 £ s. d. 17 6 16 14 6 £ 5 150 s. d. 4 1 9 1 £137 11 2 £18 2 0 £155 13 2
'o Arrears due 31st December, 1878 — Arrears, 31st December, 1877, still unpaid Arrears due within the year 1878 £ s. d. 30 18 9 136 19 10 £ s. d. £167 18 7 £167 18 7 Liabilities and JEm Nil. mgements. W. H. "Wareen, Secretary and Treasurer. 24th May, 1S79.
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GENERAL STATEMENT of RECEIPTS and Expenditure for the year ended 31st December, 1878. RECEIPTS.
Expenditure.
Arrears.
Liabilities or Engagements.
MARLBOROUGH. Sir, — School Commissioner's Office, Blenheim, 7th July, 1879. I have the honor to enclose you a statement of the receipts and expenditure of the School Commissioners of the Provincial District of Marlborough for the year ending 31st December, 1878. I have, &c, The Secretary, Education Department, John Robinson,
AVellington. Secretary. GENERAL STATEMENT of RECEIPTS and Expenditure for the Tear ended 31st December, 1878. RECEIPTS.
Primary Education Reserves. Secondary Education Reserves. Total. 'o Arrears due 31st Dec, 1877, collected in year 1878 — Bents Moneys payable and collected within year 1878 — Bents Moneys payable in 1879, collected within 1878— Bents £ s. 184 1 d. 9 £ s. d. £ S. 184 1 d. 9 399 10 6 35 19 6 435 10 0 5 0 0 5 0 0 £588 12 3 £35 19 6 £624 11 9
ly Office —■ Commissioner of Crown Lands for apportionment of reserves ... £25 0 Secretary's salary to 15th October ... 12 10 Printing, stationery, &c ... ... 8 2 Payment to Education Board Balance in bank 0 0 6 I £ 34 s. d. 4 4 £ s. d. 11 8 2 £ s. d. 45 12 6 300 254 0 0 7 11 24 11 4 300 0 0 278 19 3 £588 12 3 £35 19 8 £624 11 9
£ s. d. 8 8 0 54 15 7 £ s. d. £ s. d, 8 8 C 60 17 £ 'o Arrears at 31st December, 1877, still unpaid Arrears of payments due within year 1878 6 1 11 £63 3 7 £6 1 11 £69 6
£ s. d. £ s. d. £ s. d. !y Printing and advertising Legal expenses Borough rates on unleased reserves ...£10 11 ... 3 3 3 0 } 10 5 8 3 8 7 13 14 1 11 2 1 1 5 2 12 £11 16 10 £4 10 0 £16 6 1' W. P. .EKEE, Secretary.
Primary Education Reserves. Secondary Education Reserves. Total. 'o Arrears due 31st Dec, 1877, collected in year 1878 Moneys payable and collected within year 1878— Bents, &c, of reserves £ s. 6 0 d. 0 £ s. 4 13 d. 6 £ s. 10 13 d 6 29 10 0 2 15 0 32 5 £35 10 0 £7 8 6 £42 18
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Expenditure.
Arrears.
NELSON. This first report of the Nelson School Commissioners has reference only to the period from the date of their appointment to the 31st December, 1878. Their first meeting was held on the 13th day of June, 1878, since which they have met monthly; the fourth Thursday in each month being their regular day of meeting. A. copy of the regulations for the conduct of their business is appended hereto, as requested in your circular of the 17th December, 1878. The Commissioners found, in entering upon the administration of the trust, that the reserved property consisted of town and country land which had been reserved from time to time by the Waste Lands Board of the Province, in accordance with the different land regulations in force therein, summarized thus: 199 allotments of land situated for the most part in the settled townships of Westport, lleefton, Ahaura, and Black's Point, a few being included in other sites which have been laid off for future settlement when needed ; and an aggregate acreage of 7,412 acres, more or less, of land in the different suburban and country districts of the province. Of these town and country lauds they found that the arbitrators appointed under " The Education Reserves Act, 1877," had apportioned 140 allotments of town and 5,436 acres of country laud for the purposes of primary education ; and 54 town allotments and 1,876 acres of country land for the purposes of secondary education; the estimated value of the respective appropriations being— Primary, say ... ... ... ... ... ... £6,600 Secondary, say ... ... ... ... ... ... 2,000 Of these reservations the annual income to the above appropriations from leases previously issued by the Educatiou Board stood thus :—■ £ s. d. Primary —Town, eighteen lots ... ... ... ... 61 15 0 Country, 4,034 acres ... ... ... ... 459 13 4 £521 8 4 Secondary—Town, six lots :.. ... ... ... ... 17 12 6 Country, 1,412 acres ... ... ... ... 144 211 £161 15 5 Making a total income of ... ... ... ... ... £683 3 9 The Commissioners next proceeded to advertise as open for lease by tender all the unoccupied allotments of land, but have only received tenders for sixteen town lots and 133 acres of country land. The increase to the annual income will thereby be— £ s. d. Primary ... ... ... ... ... ... ... 13 0 0 Secondary ... ... ... ... ... ... ... 15 10 0 £28 10 0 Of the allotments for primary purposes the Commissioners have, at the request of the Education Board, aud in accordance with section 15 of the Act, set aside five sections in the town of Reefton as a site for the public school. In the month of October the Commissioners apportioned (according to the provisions of the Act) between the three Education Boards comprised within the Nelson Provincial District, the income reserved for prir.ary education which had been received by them to the 30th September, as follows:—
Primary Education Reserves. Secondary Education Reserves. Total. £ s. 35 10 d. 0 £ 7 s. d. 8 6 £ s. d. 42 18 6 >y Balance in hand or in bank £35 10 0 £7 8 0 £42 18
'o Arrears due on 31st December, 1878 £ s. 66 15 £66 15 d. 0 0 £ 9 s. d. 7 0 £ 76 s. d. 2 0 £9 7 0 £76 2 0 Liabilities or Engagements. Nil. John Eobinson, Secretary.
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£ s. d. Nelson Board ... ... ... ... ... ... 350 19 2 Westland Board ... ... ... ... ... ... 47 3 0 North Canterbury Board ... ... ... ... ... 9 6 5 £407 8 7 With respect to the income accruing from the reserves for secondary education, they resolved to set it aside with the view of establishing a superior school for girls so soon as the accumulation of funds will permit; and they have, in accordance therewith, lodged in the Union Bank of Australia the sum of £150 as a fixed deposit for twelve months at interest of 6 per cent. The duly audited accounts to the 31st December, 1878, will accompany this report. Proper steps have been taken to collect the arrears of rent referred to in the abstract of accounts. In concluding this report the Commissioners may say that they do not at present expect any large increase to the annual income, as the more immediately available sections both of town and country land have been already taken under lease ; and they would therefore take the opportunity of suggesting that the Land Board might be asked to consider the question of recommending additional reserves for educational purposes. Alfred Greenfield, Chairman.
GENERAL STATEMENT of RECEIPTS and Expenditure for the Tear ended 31st December, 1878. RECEIPTS.
Expenditure.
Arrears.
Liabilities or Engagements.
Primary Education Reservts. Secondary Education Reserves. Total. 'o Balance on 31st December, 1877, handed to Commissioners by Education Board Arrears due 31st Dec, 1877, collected in year 1878— Bents, issues, profits, or receipts of reserves Moneys payable and collected in the year 1878— Bents, &c, of reserves £ 3 s. d. 8 0 £ s. d. £ s. d. 3 8 0 3 9 9 0 12 6 4 2 3 432 5 7 154 12 11 586 18 6 £439 3 4 £155 5 5 £594 8 9
!y Office —Salaries and arbitrator's fees Printing, stationery, &c Expenses of leasing—Advertising and other expenses Payments to Nelson Education Board ... Payments to "Westland Education Board Payments to North Canterbury Education Board ... Payments towards Secondary Education — Fixed deposit in bank for twelve months Balance in bank £ s. d. 15 6 8 3 0 11 0 18 0 350 19 2 47 3 0 9 6 5 £ s. d. 7 13 4 1 10 5 0 9 0 £ s. d. 23 0 0 4 11 4 17 0 350 19 2 47 3 0 9 6 5 150 0 0 150 0 0 8 1 10 £426 14 2 £159 12 8 £594 8 9
'o Arrears due on 31st December, 1878— Arrears at 31st December, 1877, still unpaid Arrears of payments due within 1878 ... £ s. 20 19 49 19 d. 0 0 £ 4 6 s. d. 0 0 0 0 £ i. 24 19 55 19 d. 0 0 £70 18 0 £10 0 0 £80 18 0
ly Advertising and Commissioner's seal £ 3 £3 s. d. 0 4 0 4 £ s. 1 10 d. 2 £ 8. d. 4 10 € £1 10 2 £4 10 I hereby certify that I have examined the above account of i compared the same with the several books and vouchers relating thereb •eceipts aud e: ), and find the i tOBEET POLLOC penditure, am lame correct. i, Auditor.
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CANTERBURT. Sir,— Christchurch, 13th February, 1879. The School Commissioners assumed the management of the reserves constituting the education estate on the 31st May, 1878. At that time there was let to tenants of the —■ £ s. d. Primary education estate, 27,865 acres; annual rental ... ... 5,148 3 2 Secondary education estate, 10,959 acres ; annual rental ... ... 994 411 Further lettings have since been made of— Primary estate —Twelve reserves, 3,906 acres ; annual rental ... 1,321 10 8 Several township allotments ; annual rental ... 43 6 0 Secondary estate—Two reserves, 469 acres ; annual rental ... 104 16 6 And there are now unlet, belonging to the primary estate, nineteen reserves, containing 9,312 acres, not yet surveyed, and fifteen reserves, containing 4,118 acres, the surveys of which have been iately completed, and which will be for the most part shortly offered for tender. This 4,118 acres includes one reserve of about 1,400 acres of swamp-land at the Orari, in respect of which the Commissioners were of opinion that it was expedient to have it drained before letting it; and they agreed with the Geraldine Road Board to contribute to the expense of a large main drain which the Road Board proposed to undertake, and which would have the effect of laying this land dry. The conditions of the arrangement with the Road Board were that the owners of land affected by the drain should amongst tbem subscribe 25 per cent, of the total cost; and to this arrangement all the owners have agreed. The work is on the point of completion, and will effect all that it was intended to effect, and it is expected that the reserve can be offered for letting in the course of a few weeks. The sum payable by the Commissioners as their proportion of the amount subscribed will be about £80. The secondary estate has passed for the most part from the administration of the Commissioners to the governing bodies of the Christchurch Boys' High School and the Timaru and Ashburton High Schools, which were constituted by statute in the last session of Parliament. Up to the time that these establishments were created, there was no school in the Canterbury Provincial District other than the Girls' High School, Christchurch, that was entitled to participate in the revenues of the secondary education estate, and the grant of £300 mentioned in the cash account herewith was the only grant made by the Board on that accouut. The Board propose now to distribute the funds in hand belonging to the secondary estate to the governing bodies of the several high schools created last session in the proportions in which the estate itself is divided amongst them. I have, &c., The Hon. the Minister of Education, John Marshman, AVellington. Chairman.
GENERAL STATEMENT of RECEIPTS and Expenditure for the Tear ended 31st December, 1878. RECEIPTS.
Expenditure.
Primary Education Reserves. Secondary Education Reserves. Total. 'o Moneys payable within 1878 and collected —viz. — Half-year's rent payable in advance on the lst May, 1878 —reserves Other receipts Half-year's rent payable in advance on the lst November, 1878—reserves £ s. d. £ s. d. £ s. d, 2,565 17 10 2 0 0 994 4 11 3,560 2 S 2 0 C 3,063 18 0 787 12 0 3,851 10 C £5,631 15 10 £1,781 16 11 £7,413 12 S
>y Office expenses and management — Salary of steward ... ... £233 17 5 Travelling expenses of Commissioners ... ... ... 25 4 0 Printing and stationery ... 30 10 3 Law expenses ... ... ... 3 5 0 Arbitration fees—apportionment of reserves under " Education Beserves Act, 1877" ... ... 52 10 0 Payments to Education Boards— North Canterbury ... South Canterbury ... Payments on account of secondary education — Canterbury College for Girls' High School £ s. d. £ s. d. £ s. d. 259 0 0 86 6 8 345 6 8 3,874 1 10 925 18 2 3,874 1 10 925 18 2 300 0 0 300 0 0 Balance in Bank of New Zealand 31st Dec, 1878 £5,059 0 0 £386 6 8 £5,445 1,968 6 6 8 1 £7,413 12 9
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Arrears.
Liabilities or Engagements.
John Marshman, Treasurer. I certify that I have audited this account, and find it to be correct, and that the balance to the credit of the School Commissioners' account with the Bank of New Zealand on the 31st December, 1878, was as here stated. J. Ollivier, 13th February, 1879. Auditor.
WESTLAND. The first Commissioners were appointed, as directed by " The Education Reserves Act, 1877," as follows: —Nominated by Government —the Hon. J. A. Bonar, Dr. Giles, Matthew Price, Esq.; nominated by Education Board —E. Patten, Esq., H. L. Robinson, Esq. Upon their appointment the Commissioners proceeded to take all the preliminary steps necessary to enable them to administer the reserves vested iv them by the Act. These steps were as follows :— 1. The adoption of by-laws, of which a copy is attached. 2. The engagement of a Secretary at a galary of £50 a year. 3. The taking-over from the Educaliou Board of all books, maps, and documents relating to the reserves. 4. Tho taking-over of the debit balance of the Education Board ou account of reserves at the Bank of New Zealand, amouuting to £791 Os. 3d. The times of meeting were fixed on the second Tuesday in each month; and six ordinary and three special meetings have been held. Of the property vested in the Commissioners, the only portion from which auy revenue has ever been derived is the education reserve at Kumara (excepting a small portion of Reserve No. 112, Greymouth), containing 1,000 acres, and ou which the Town of Kumara partly stands; and this is the only reserve to which the Commissioners have had to look to pay off or reduce the bank overdraft above mentioned. The accruing rents from the occupiers of this reserve would have easily effected this had they been paid; but tho depression consequent upon the overdoing of every kind of business, which has taken place at Kumara as it has upon all new gold-diggings, has prevented the payment of rents to a very large extent, and has left the Commissioners with a debit balance still against them amouuting to £404 16s. 6d. The amount of the rents payable by the holders of leases ou the reserve has been represented as a public grievance, and much pressure has been used to induce the Commissioners to reduce it; but the Commissioners have been advised that they have no power to reduce the rents otherwise than by obtaining a surrender of the leases, or in some way terminating them, and leasing the lands again by public tender or auction; nor, when the bank was pressing for a reduction of the overdraft, did it seem to be open to the Commissioners to release from their bargains those who had made them voluntarily and deliberately. At the same time the Commissioners would willingly, should their financial position admit it, lease the lauds iv question on more favourable terms to tho holders than those which were thought reasonable at a time of greater activity in business and speculation. The subject of this reserve has already been brought before the Government by a petition from the inhabitants. It will be seen, therefore, that the Commissioners have hitherto had nothing better than a deficit to administer for purposes of education in AVestland. It is their hope, however, that this state of things may shortly be improved, and that some certain revenue may be available after the payment of expenses. It is also to be hoped that some of the other educational reserves may iv time become of some actual value. Attached to the report we forward a copy of the accounts, duly audited, as provided by Order in Council of 19th December, 1878. Jas. A. Bonar, Chairman, School Commissioners.
Primary Education Reserves. Secondary Education Reserves. Total. 'o Bents payable in advance lst May, 1878, still unpaid Bents payable in advance lst Nov., 1878, still unpaid £ s. d. 8 3 9 192 11 11 £ s. d. 232 il 6 £ 8 425 s. d. 3 9 3 5
ly Contribution towards cost of drain on Beserve No. 1,400 Steward's salary, December, 1878, and sundry claims £ 90 60 8. 0 0 d. 0 0 £ 30 20 s. d. 0 0 0 0 £ 120 80 s. d. 0 0 0 0
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GENERAL STATEMENT of the RECEIPTS and Expenditure for the Tear ended 31st December, 1878. RECEIPTS.
Expenditure.
Arrears.
Liabilities or Engagements.
| I | Jas. A. Bonar, Hokitika, 7th April, 1879. Chairman, School Commissioners. I hereby certify that I have examined the above account, compared the same with the vouchers, cash-book, ledgers, bank pass-book, and other documents connected therewith, and find it correct. Edward Patten, Auditor.
Primary Education Reserves. Secondary Education Reserves. Total. 'o Arrears due 31st December, 1877, collected in year 1878— Bents, issues, profits, or receipts of reserves Moneys payable and collected within year 1878 — Bents, &c, of reserves Other receipts Balance £ S. d. £ s. d. £ s. d. 21 1 0 48 1 0 69 2 0 88 7 0 19 8 0 348 12 6 342 13 0 35 0 0 116 4 0 431 0 0 54 8 0 464 16 6 £477 8 6 £541 18 0 £1,019 6 0
>y Office— Salaries and allowances to officers Printing, stationery, &c. Expenses of leasing— Advertising and other expenses Expenditure on reserves — Surveying Fencing and other expenditure Legal expenses Kumara Borough Council—rates Befunds Interest on overdraft Overdraft, Bank of New Zealand, 31st December, 1877 £ s. d. 54 5 0 11 16 3 12 6 5 45 12 6 77 4 8 63 9 4 61 17 6 45 0 0 33 16 3 £ s. d. 18 1 8 3 18 9 4 2 1 15 4 2 25 14 11 21 3 2 20 12 6 15 0 0 11 5 5 £ s. d. 72 6 8 15 15 0 16 8 6 60 16 8 102 19 7 84 12 6 82 10 0 60 0 0 45 1 8 359 2 0 119 13 11 478 15 11 £764 9 11 £254 16 7 £1,019 8
'o Arrears of payment due within year 1878 Balance £ s. d. 165 10 0 192 19 10 £ 187 64 s. d. 0 0 6 8 £ s. d 352 10 C 257 6 6 £358 9 10 £251 6 8 £609 16
!y Overdraft, Bank of New Zealand Kumara Borough Council— Bates Special rate for making footpaths Sundry liabilities ... £ s. d. 348 12 6 22 10 0 67 10 0 18 15 0 £ s. d. 116 4 0 7 10 0 22 10 0 6 5 0 £ s. d. 464 16 6 30 0 0 90 0 0 25 0 0 £457 7 8 £152 9 0 £609 16 (5
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* Statement of Receipts and Expenditure on account of the Kumara Reserve for the Tears 1876 and 1877. Receipts. £ s. d. Rents ... ... ... ... .., ... ... ... ... 3,016 2 6 Mining contracts ... ... ... ... ... ... ... 156 6 6 Timber licenses ... ... ... ... ... ... ... ... 38 10 0 Business agreements ... ... ... ... ... ... ... 105 16 0 Agricultural areas and timber blocks ... ... ... ... ... 67 7 6 Transfers ... ... ... ... ... ... ... ... 95 10 0 Contributions of section-holders towards making streets ... ... ... 87 0 0 Miscellaneous (including cost of preparing leases) ... ... ... ... 212 18 6 Total receipts ... ... ... ... ... ... ... £3,779 11 0 Balance ... ... ... ... ... ... ... ... 478 15 11 £4,258 6 11 Expenditure. £ s. d. Clearing and making streets ... ... ... ... ... ... 759 6 0 Surveyor and survey labour ... ... ... ... ... ... 447 5 1 Building ... ... ... ... ... ... ... ... 139 0 2 Printing and advertising ... ... ... ... ... ... ... 142 7 0 Agent's salary ... ... ... ... ... ... ... ... 82 1 8 Travelling expenses of agent and members of Board ... ... ... ... 105 1 6 Fees for Crown grants ... ... ... ... ... ... ... 424 Legal expenses (including preparation of leases) ... ... ... ... '233 2 7 Miscellaneous ... ... ... ... ... ... ... 291 3 3 Total expenditure ... ... ... ... ... ... ... £2,203 9 7 Paid to Board's Education Fund account ... ... ... ... • ... 2,054 17 4 £4,258 6 11
OTAGO. Sir, — In accordance with your circular dated AVellington, 17th December, 1878, forwarding Order in Council relative to auditing of accounts, the School Commissioners of the Provincial District of Otago have the honor to submit their report for the year 1878. Owing to the length of time necessarily required to complete the apportionment of the reserves in terms of " The Education Reserves Act, 1877," and the delay in the constitution of the Board of School Commissioners caused by various unavoidable circumstances, it was absolutely necessary that the Education Board of Otago should continue to manage the reserves for the first half of the year 1878. The School Commissioners could not possibly begin their administration until the lst July, 1878, and consequently their accounts date from that period. The Otago and Southland Reserves were originally granted for primary and secondary education, but no specified proportions were ever assigned for these two classes until March, 1878, when Messrs. J. P. Maitland, the Commissioner of Crown Lands, and James Green, the Chairman of the Otago Education Board, were appointed to classify the reserves in terms of clause 5 of " The Education Reserves Act, 1877." The first meeting of the School Commissioners was held in Dunedin on the 17th June, 1878, the Board being constituted as follows : —J. P. Maitland, Esq., Hon. W. H. Reynolds, John Bathgate, Esq., appointed by the Governor; Donald Reid, Esq., appointed by the Otago Education Board ; and the Hon. Dr. Menzies, appointed by the Southland Education Board. Mr. Maitland was elected Chairman, and by-laws and regulations were then drawn up and adopted for the conduct of the business. A common seal was obtained, and the tender of the Bank of New Zealand accepted for the trausaction of the banking business of the Commissioners. * The following is an abstract of the Westland reserves accounts from the outset till the 31st December, 1878 :— Receipts. £ s. d. Rents and other receipts for years 1876,1877 ... ... ... ... ... 3,779 11 0 Eents and other receipts for year 1878 ... ... ... ... ... ... 554 10 0 Deficiency as per statement for 1878 (bank overdraft) ... ... ... ... 464 16 6 £4,798 17 6 Expenditure. £ j 's. d. On management, improving reserves, rates, &c, for 1876,1877 ... ... ... 2,203 9 7 On management, improving reserves, rates, &c, for 1878 ... ... ... ... 540 10 7 Paid to Education Board Fund in 1877 ... ... ... ... ... ... 2,054 17 4 £4,798 17 6 If the debit balance (£464 16s. 6d.) on December 31st, 1878, be taken from the amount (£2,054 17s. 4d.) paid to the Education Board Fund in 1877, there remains only a sum of £1,590 Os. lOd. as clear revenue for the three years. But the clear revenue for 1878 was only £13 19s. 5d., while the statement of liabilities as at December 31st, 1878, shows, as owing for Kumara Borough Council rates, £30; borough special rates for making footpaths, £90 ; and sundry liabilities, £25 -. or a total of £145. The School Commissioners did not. enter on the management of the reserves tilt about July lst, 1878, at which date there was a debit balance of £791 Os. 3d., which was taken over by them from the Education Board.
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At the end of the September quarter the sum of £1,112 lis. Bd. was available for primary education, and was accordingly paid to the Otago and Southland Education Boards in proportion to their respective populations as taken from the last census; the secondary reserve rents available at the same date were carried on to the next quarter. At the close of the year ending 31st December, 1878, after deducting the expenses of administration, the following sums were available for distribution—namely, primary £5,844 7s. 2d. ; secondary, £2,321 Os. Id. These amounts have since been paid over to the Otago and Southland Education Boards, and the Otago, Southland, and AVaitaki High School Boards, in the manner prescribed by clauses 1 and 2, section 21, of "The Education Eeserves Act, 1877." The three high schools above-mentioned have each their own reserves vested by Acts of Parliament in respective Boards of Governors; but as there was a delay in appointing said Boards, the School Commissioners collected the rents, and paid them over to the Boards as soon as they were constituted. They have now lull control over their own reserves, and collect their own rents. Annexed herewith is the balance sheet showing the receipts and expenditure from the time when the Commissioners commenced the administration of the reserves till the 31st December, 1878. The Hon. the Minister of Education, J. P. Maitland, Wellington. Chairman of Commissioners.
GENERAL STATEMENT of RECEIPTS and EXPENDITURE for the Year ending 31st December, 1878. RECEIPTS.
Expenditure.
Arrears.
Liabilities or Engagements.
Primary Educa- li tion Reserves. leeondary Education Reserves. Total. 'o Arrears due 31st December, 1877, collected in year 1878— Bents, issues, profits, or receipts of reserves Moneys payable and collected within year 1878 — Bents, &c, of reserves Interest allowed by Bank of New Zealand on credit balances ... Bent of runs £ s. d. 169 5 9 2,584 2 9 £ s. d. 91 0 9 841 14 5 £ s. d. 260 6 6 3,425 17 2 4,345" 5 0 1,411" 3 11 12 9 7 5,756 8 11 £9,455 2 2
ly Office— Salaries and allowances to officers Printing, stationery, &c. ... ... Payments to Otago Education Board Payments to Southland Education Board Allotting reserves and inspection Balance in bank £ s. d. 3 4 0 £ 8. d. 115 £ s. d 4 5 5 13 14 1C 884" 11 5 228 0 3 } 1,112 11 J 5,844 7 2 2,321" 0 1 159 3 C 8,165 7 3 £9,455 2
I ly Arrears due on 31st December, 1878— Arrears at 31st December, 1877, still unpaid Arrears of payments due within year 1878 £ s. d. 284 8 0 639 17 4rl £ s. d. 152 17 9 295 13 8|j £ s. d. £924 5 41 *2 £448 11 5i £1,372 16 It
>y Bents collected on reserves belonging to Southland High School Bents collected on runs belonging to Otago High School ... Bents collected on reserves belonging to "Waitaki High School £ s. d. £ 85 372 s. d. 0 1 1 0 £ s. d. 83 2 4 £540 3 5 19—H. 2.
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EEGULATIONS OE HIS EXCELLENCY THE GOVEENOE IN COUNCIL.
I.— lnstitution of Scholarships by Education Boards. Dated 20th August, 1878. [Vide New Zealand Gazette No. 81, 22nd August, 1878.] The Education Board of any district may make regulations under which scholarships such as are described in "The Education Act, 1877," section 51, may be competed for and held; but such regulations shall not come into operation until they shall have been submitted to the Minister of Education, and shall have been approved of by him; and no such regulations shall be so approved of which do not set forth — (a.) AVhether the scholarships are open to all children of school age, or are to be competed for by pupils attending public schools only (see section 51 of " Education Act, 1877 ") ; (b.) Any other conditions of candidature (for example, as to age) ; (c.) The annual value of each scholarship, the term for which it is to be held, and the conditions of tenure (as to good conduct aud diligence) ; (d.) The subjects of examination ; (c.) The minimum proportion of marks in each subject, and of total possible marks, which will be necessary to qualify for a scholarship. 2. This regulation shall come into force upon the date hereof. II. — Payment of Grants to Education Boards. [Vide Gazettes, Wo. 89, 19th September, and No. 121, sth December, 1878.] 1. The grant under the Act of three pounds fifteen shillings per annum for every child in average daily attendance at the public schools shall be made to the Boards by monthly payments. 2. The moneys appropriated by the General Assembly, at the rate of ten shillings per annum for each child in average daily attendance, for distribution amongst School Committees for educational purposes, shall be paid to the Boards monthly, and the whole of such moneys shall be distributed by the Boards amongst the School Committees according to a predetermined scale based upon the average daily attendance at the public schools under the charge of the several Committees, aud shall form a portion of the School Fund to be disbursed by the Committees in terms of the Act. 3. The moneys appropriated by the General Assembly, at the rate of one shilling and sixpence for each child in average daily attendance, and being the funds made especially applicable to tho support of scholarships established by Boards under the provisions of the Act, shall be paid to the Boards once in every three months, or at such other times as the Minister may determine, according to the amount, not exceeding one shilling and sixpence for each child in average daily attendance as aforesaid, shown by the Boards to be actually due in respect of such scholarships. 4. The moneys appropriated by the General Assembly in aid of training institutions and the inspection of schools, for school buildings, and for any other purposes, shall, unless otherwise provided, be paid to Boards in such proportions and at such times as the Minister may determine. 5. In the months of April, July, October, and January respectively, an account shall be taken of the amount of rents or profits received by each Board during tho previous quarter iv respect of lands or other property vested in the School Commissioners under " The Education Reserves Act, 1877;" and the amount in each case of such rents or profits shall bo deducted from the grants thereafter payable to the Board. 6. Grants for special purposes shall be applied by Boards solely and exclusively to those purposes for which such grants have respectively been made ; and the Minister may from time to time require from Boards statements showing in detail tbe application of any such special grant. 7. The monthly payments to Boards shall be made according to the ascertained average attendance of the preceding quarter, as shown by the summary statements of the quarterly attendance returns furnished by them in terms of the Order in Council of 28th May, 1878. 8. The form of the summary statement of quarterly attendance to be furnished by the Boards shall be as follows : — THE EDUCATION BOAED OF THE DI3TEICT OF Summary or Attendance Returns for the Quarter ending • ,18 . (N.B.—This Summary should be forwarded to the Department of Education not later than one month from the expiry of the quarter to which it relates.)
Numbers on Ro: VVEKAGE tendance. Schools [each School to be given separately). Teachers, including Pupil-teachers. e Ci a v be a "i a .5 a 5 a fl «4 ,t em of uartc .verage Veekly 'umber. » . ■ CO oa s I I- 1 •fl^ ... Porting .verage. Remarks. ir. M. P. i| M. F. Is — o H M. C3 F. -S (72 M. F. | et I Totals Approved — (Signed) Pate : , 18 . Chairman, or Member of Board. (Signed) Secretary to the Board,
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9. These regulations shall come into force upon the date hereof. lll.— Examination, Classification, and Certification, of Teachers. Dated 2ith September, 1878. [Vido Gazette No. 92, 26th September, 1878.] 1. There shall be five classes of certificates, distinguished (from the highest to the lowest) by the letters A, B, C, D, E. 2. In each class there shall be five divisions, distinguished (from the highest to the lowest) by the numbers 1, 2, 3, 4, 5. 3. The class for which a certificate is granted shall depend upon attainments in learning as proved by examination; the division iv the class, upon experience aud practical skill in the art of teaching and of school management. 4. The relative values of certificates shall depend in equal degree upon attainments in learning and upon practical skill, as indicated in the subjoined scale, in which the letter and number denoting any one certificate stand opposite to the letter and number which in any other column denote a certicate of equal value.
SCALE OF COMPARATIVE VALUES.
5. An examination for the certificate of the lowest class (E), and, if necessary, for certificates of higher classes, shall be held every year, in the fourth week of the month of March. Candidates for any class must signify to the Minister of Education, in writing, not later than the first day of January immediately before the examination, their intention to present themselves for examination for that class, and must send in at the same time testimonials as to their moral character, and declare that they have either attained tho age of uineteen years, or have passed through a course of not less than one year's training in a normal school, or have acted as pupil-teacher for not less than four years, and shall thereupon receive from the department a notification of the time, and of the place within the bounds of the education district in which they reside, at which they will be required to attend for examination. 6. A certificate will not be granted to any candidate who has not attained the age of twenty-one years, or who has not been engaged in school-teaching for at least two years, nor until he has forwarded to the Minister of Education a testimonial, signed by a Public School Inspector, or by the principal of a training institution, certifying to the candidate's fitness to teach and to exercise control. 7. Except as hereinafter provided, every candidate will be required to pass an examination in elementary science, vocal music, and drawing, of such a character as to prove his fitness to impart instruction in these subjects, as defined by the regulations for standards and inspection. 8. Every female candidate will bo required to exhibit such proficiency in needlework as to prove that she is qualified to impart instruction therein, as defined in the Regulations for Standards, and, in consideration of such proficiency, shall bo allowed to substitute for the examination in elementary science an examination in the practical laws of health and in domestic economy. 9. Every candidate will be required to pass au examination in the principles of school organization and government, of the art of teaching, and of method, including time-tables and notes of lessons. 10. Except as hereinafter provided, the special qualifications for the several classes of certificates shall be as follows :—■ For Class A. —To have graduated at the University of New Zealand in first- or second-class honors. For Class B. —To have passed the examination for the degree of Bachelor of Arts in the said University. For Class C. —To have passed the examination for the compulsory subjects, or for the optional subjects, for the degree of Bachelor of Arts in the said University, and, except in the case of candidates who have passed the examination for Class D, to have passed an examination in the compulsory subjects for Class D. For Class D. —To have passed an examination in four compulsory and two optional subjects, as follows: — I.— Compulsory. 1. English Grammar and Composition. 2. Arithmetic. —Fundamental rules, vulgar and decimal fractions, proportion, and square root. 3. Geography. —The chief physical features and principal towns of Europe, Asia, Africa, and North and South America, together with more minute details of the geography of Great Britain and Ireland, Australia and New Zealand. 4. History. —Outlines of English history to the end of tho eighteenth century. ll.— Optional (any two). 1. Greek.- —Grammar, and very easy passages for translation at sight. 2. Latin. —(As for Greek.) 3. Algebra. —To simple equations, inclusive, with easy problems,
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4. Euclid. —Books I. and 11. 5. Elementary Chemistry. —The non-metallic elements, and the atomic theory. 6. Elementary Physics. —Auy one of the following branches: (a) Electricity, (b) Sound and light, (c) Heat. 7. Elementary Natural Science. —Any one of the following branches : (a) Botany, (b) Zoology, (c) Geology. 8. Modern Languages. —Grammar of one modern language (French, German, or Italian), and easy translation at sight. [Note. —If the University of New Zealand shall institute a general examination for matriculation, upon the same scale as the present matriculation examination, candidates will find that the requirements here specified for Class D fall in with the programme for matriculation in such a way that, by taking the four compulsory subjects here prescribed, together with Latin and one other optional subject, they can at one examination matriculate and qualify for Class D. The Senate will be requested in that case to allow candidates for Classes C and D to sit at the University examinations for the purpose of qualifying for a class, although they may not desire to sustain any relation to the University as undergraduates.] For Class E. —To have satisfactorily passed an examination in the following subjects: — Reading. Writing. —Including the setting of copies and writing on black-board. Spelling. . English Grammar. —The subject generally, including derivation of words. English Composition. —Accuracy and facility, tested by exercise in dictation, paraphrase, and essay writing. Arithmetic- —The subject generally, including explanation of processes and rules. A somewhat lower standard iv this subject will be accepted from females than from males. Geography. —The elements of mathematical and physical geography, and the general topography and political geography of the world, with map-drawing from memory of the European countries and the British dependencies. English History. —From 1603 to 1837, and a very brief outline of the chief events prior to 1603. 11. The programme of examination in elementary science required by Regulation 7 shall be as follows:— Changes and Indestructibility of matter and energy. Matter. —Solid —Liquid—Gas—Combination—Decomposition—Displacement. Energy. —Motion of mass and of particles (heat) : bodies separated, but under the influence of forces, such as gravitation, electricity, &c. Properties of Bodies. —Mass —AVeight—Density—Specific gravity of solids, liquids, aud gases — Flotation—Balloon—Elasticity of form and volume —Compressibility of gases —Barometer —Pump— Syphon —Diving bell. Solids. —Compactness—Porosity—Hardness—Brittleness—Toughness—Malleability—Ductility— Tenacity and flexibility. Liquids. —Pressure of columu—Tendency to find level—AVaves —Diffusion. Gases. —Compressibility —Diffusion. Gravitation. —Falling bodies —Work done against gravity —AVheel and axle—Levers—Pulley. Sound. —A relocity —Echo—-AVaves—Pitch. Light. —Propagation— A relocity—Reflection—Looking-glasses—-Refraction — Magnifying glass — Prism—Colour—The eye. Heat. —Production—Expansion of solids—Liquids and gases —AVinds—Conduction —Convection —Steam—Latent heat—Evaporation—Radiat ion. Magnetism. —Properties of magnets—lnduction—Mariner's compass. Electricity. —Development of frictional electricity—Attraction —Repulsion—Induction —Conduction—lnsulation—Distribution — Lightning conductors — Electric machines — A Toltaic electricity— Simple battery—Current—Conductors—Resistance—Heat—Electro-magnet—Telegraph. Chemistry. —Mixtures and compounds—Combination and decomposition—Elements and compounds —Affinity—The air—Burning—Oxygen : Decomposition and composition of water —Rusting —Igniting splinter—Nitrogen: Not supporter of combustion, neutral element —Hydrogen : Preparation aud elementary properties—Atoms—The chief properties and preparation of carbon —Sulphur —Phosphorus aud chlorine—The character of the useful metals— Smelting —Lime —Potash and soda—Glass—The uses of clay —Nitrogenous, oleaginous, and amylaceous food—Putrefaction —Decay —Fermentation— Distillation of coal gas —Coke —Uses of tar —Benzol—Aniline colours —Carbolic acid. Biology. —Properties of living matter —Plants and animals —Plants : Composition and nutrition— Dissemination—Elements of classification —Human physiology : Composition and general form of the body —The bones, muscles, and connective tissues—Names and positions of internal organs —Alimentation —The blood—Circulation—Respiration—The kidneys and their secretion —Animal heat —Senses and nerves —General laws of health—Cleanliness in person, food, water, and air—Clothing and temperance—Elements of classification of animals. 12. The class for which a certificate is granted being determined by examination, the division within the class shall depend —first, on the number of years during which the teacher has been actually engaged in school-teaching, one mark being assigned for two years' service, two marks for five years, three marks for eight years, four marks for eleven years, and five marks for fourteen years and upwards : and second, on the judgment of the Inspector in whose district the teacher is at work, such judgment being expressed by marks numbering two, four, six, eight, or teu, according to the Inspector's estimate of less or greater efficiency; and, the marks of both series being added, fourteen marks shall qualify for the first division, eleven marks for the secoud, eight marks for the third, five marks for the fourth, and three marks for the fifth. On the 30th day of June, in each year, teachers who, by leugth of service, or upon a more favourable judgment expressed by tho Inspector before the 31st day of May, shall have become entitled to promotion to a higher division, shall receive such promotion.
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13. Candidates who fail to pass in the examination for Class E, but who do not fall far short of the requirements for that class, may receive from the Minister of Education a license to teac'ti, which license shall be in force for two years only from the date at which it is issued, but may, at the discretion of the Minister, be renewed from time to time, and which, while it is in force, shall have the force of a certificate.
14. Teachers who hold certificates of Education Boards in New Zealand, such certificates having been granted before the 31st day of December, 1878, shall, subject to the provisions of Regulation 15, receive from the Minister certificates or licenses to teach, such as shall in his judgment be equivalent in value to the certificates which they already hold; and generally a certificate of any class may be granted to a candidate whose qualifications, not being precisely those prescribed for such class in Regulation 10, but being sufficiently attested, shall appear to tho Minister to be of equal value with the qualifications so prescribed. 15. A certificate issued under the first part of Regulation 14 shall be only a provisional certificate, unless the teacher iv whose favour it is issued can show that he has already passed an examination in some department of physical or natural science, or until he pass the examination in elementary science prescribed by Regulation 11. The holder of such provisional certificate will be expected to pass the examination in elementary science within two years from the date of the issue of the certificate. Similar provisional certificates may be granted to candidates who, at the first examination held under these regulations, comply with every requirement except those expressed in Regulation 11. Provisional certificates may also be granted to candidates under twenty-one years of age who have passed the examination for any class. 16. In the month of June in each year, a list of teachers holding certificates and licenses shall be issued by the Minister of Education, and such list shall set forth, in every case of promotion to a higher class or division, the reason of such promotion; and, after the publication of such list, every teacher who has been so promoted shall be entitled, upon making due application to the Minister, to have a record of his promotion indorsed upon his certificate. 17. The Minister of Education shall have power to cancel any certificate or license to teach if the holder of the certificate shall at any time bo proved guilty of immoral conduct or gross misbehaviour, within the meaning of " The Education Act, 1877," or of any subsequent Act. 18. These regulations shall come into force upon the date hereof.
IV. — Employment, Education, and Examination of Pupil-teachers. Dated 24th September, 1878. [Vide Xeio Zealand Gazette No. 92, 26th September, 1878.] 1. Subject to the provisions of these regulations, the Board of each education district shall make its own regulations for the employment, maintenance, education, and examination of pupil-teachers, and shall submit such regulations to the Minister of Education, and such regulations shall, upon receiving his approval, come into operation, and shall not be altered or amended without his authority. 2. Any agreement already entered into between any Board and auy pupil-teacher, and in force at the date hereof, shall not be affected by these regulations, or by such regulations as the Board shall hereafter make in pursuance of these regulations. 3. The regulations to be made by any Board shall include provisions to the effect that a young person of either sex, to be eligible for appointment as a pupil-teacher, must be at least thirteen years of age, of good character, of good constitution, and free from any bodily or other defect or infirmity detrimental to usefulness or efficiency as a teacher, and must have passed the examination prescribed for the Fifth Standard. 4. The regulations to be made by any Board shall deal with the matters following:— The nature of the agreement with pupil-teachers, whether indenture of apprenticeship or otherwise. The term of service, and the number of hours to bo spent each day in teaching. The rate of pay. The number of hours which head-teachers shall devote to the instruction of pupil-teachers, and the remuneration for the same. The programme of annual examinations. 5. These regulations shall come into force upon the date hereof.
V. — Standards of Education, and Inspection of Schools. Dated 24th September, 1878. [Vide J/ftm Zealand Gazette No. 92, 26th September, 1878.] 1. As far as practicable, the work of the Public School Inspectors shall bo so arranged as to provide for two visits to every public school in every year, one visit for purposes of general inspection, and the other visit for the purpose of examination according to the standards hereinafter prescribed. 2. At every standard examination of a public school, all scholars in fair attendance shall be expected to pass one standard. No scholar shall be examined in a standard which he has already passed. A scholar who has failed to pass a standard at any annual examination may, at the discretion of the teacher, be presented at the next annual examination, either for the standard which he failed to pass, or for a higher standard; and at any annual examination a scholar may, at the teacher's discretion, be presented for a standard higher than the next to that which ho last passed. 3. In all cases the scholars presented for any standard must be prepared to show proficiency in the work also of the lower standards. 4. As soon as possible after the examination of a school the head-teacher shall be furnished, in such manner as shall be ordered by tho Education Board of the district, with lists of the names of the scholars who havo passed the several standards ; and thereupon the head-teacher shall issue to every scholar who has passed a standard at the examination a certificate, in such form as the Board shall prescribe, showing that he has passed such standard; and every scholar transferred from one public school to another shall be required to exhibit his last certificate to the head-teacher of the school, who shall not present such scholar for re-examination in the standard to which such certificate relates.
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5. An annual return shall be made by each Public School Inspector, showing, with respect to each public school subject to his inspection, the number of children who have passed from a lower to a higher standard in the year. 6. The standards shall not be understood to prescribe to the teacher the precise order in which the different parts of any subject shall be taught, but as representing the minimum of attainments of which the Inspector will expect evidence at each stage of a scholar's progress. (For example a teacher who finds that iv arithmetic he can produce the required results in the Fourth and Fifth Standards as well or better by teaching fractions before practice and proportion, is at liberty to follow his own course, but not to substitute fractions for practice and proportion.) 7. The following are the standards : — Standaed I. Reading. —Sentences composed of words of one syllable, and common words of two syllables, to be read intelligently. Spelling. —Easy words of one syllable. Writing. —The small letters and the ten figures, on slate, at dictation. Arithmetic. —Counting, and oral addition by twos, threes, fours, and fives, up to 100; numeration and notation to 999; addition sums of not more thau three columns; multiplication of numbers not exceeding 999 by 2, 3, 4, and 5. [Note. —The numeration must be applied to the addition and multiplication, and the multiplication known to be a compendious method of addition.] Object-lessons, Singing, Disciplinary Exercises, fyc. —As prescribed iv Regulation 9. Standaed If. Reading and Definition. —Sentences containing words of two syllables, and easy words of more than two syllables, to be read intelligently, and the meanings of the words to be known. Spelling. —Easy words of two syllables. Writing. —Short words in copy-books, not larger than round-hand. On slate : Capital letters and transcription from reading book of Standard 11. Arithmetic. —Numeration and notation of not more than six figures; addition of not more than six lines, with six figures in a line ; short multiplication, aud multiplication by factors not greater than 12 ; subtraction ; division by numbers not exceeding 12, by the method of long division, and by the method of short division; mental problems adapted to this stage of progress; multiplication tables to 12 times 12. Geography. —Knowledge of the meaning of a ground-plan, and of a map ; of the principal geographical terms ; and of the positions of the continents, oceans, and larger seas. Other Subjects. —As prescribed in Regulation 9. Standaed 111. Heading and Definition. —Easy reading book, to be read fluently and intelligently, with knowledge of the meanings of the words, and with due regard to the distiuetion of paragraphs, as well as of sentences. Spelling .—From the same book ; knowledge of words having the same or nearly the same sound, bnt differing iv meaning ; dictation of easy sentences from the reading book of a lower standard. Writing. —Longer words and sentences, not larger than round-hand ; transcription from the reading book of Standard JIL, with due regard to punctuation and quotation marks. Arithmetic. —Numeration and notation generally (one million to be taken as the number of which one billion is the second power, one trillion the third power, and so on) ; long multiplication and long division; the four money rules (excepting long multiplication of money) ; money tables; and easymoney problems in mental arithmetic. Grammar and Composition. —The distinguishing of the nouns (and pronouns used in the same way as nouns) and verbs in easy sentences ; also of articles and adjectives (and pronous used in the same way as adjectives) ; and very simple exercises in composition, to test the pupil's power of putting his own thoughts on familiar subjects into words. Geography. —Knowledge of the chief towns of New Zealand, and of the principal features of the district in which tho school is situated; of Australian Colonies and their chief towns; of the countries and capitals of Europe ; and of the principal mountains and rivers of the world. English History. —Knowledge of the chronological order in which the following periods stand: Roman, Saxon, Norman, Plantagcnet, Tudor, Stuart, Brunswick ; and a few of the more interesting facts connected with each period. Other Subjects. —As prescribed in Regulation 9. Standaed IV. Reading and Definition. —An easy book of prose and verse. Spelling and Dictation suited to this stage, as represented by the reading book in use; the dictation to exhibit a knowledge of the use of capitals and of puuetuation, but (at inspection) to be confined to prose. Writing. —Good copies in a hand not larger than round-hand, and transcription of poetryr. Arithmetic. —Long multiplication of money; reduction ; tbe compound rules applied to problems in weights and measures; practice, and the making out of bills of accounts and receipts ; tables of weights and measures ; mental arithmetic to correspond. Grammar and Composition. —The distinguishing of all the parts of speech in easy sentences ; the inflexions of the noun, adjective, and pronoun ; letter writing on prescribed subjects ; the addressing of letters and envelopes. Geography. —Knowledge of the countries of the world, with their capitals, and of the principal seas, gulfs, mountains, rivers, lakes, capei, straits, islands, and peninsulas on the map of the world ; geography of Australia in outline; and the drawing of rough maps of New Zealand, with one set of
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principal features (as capes, or towns, or rivers). [In this and the subsequent standards, scholars will be expected to know the situation of places mentioned in their reading books.] Mathematical geography : The form of the earth, day and night, tho seasons, the zones, meridians, and parallels ; and climate in this connection. English History. —The succession of Houses and Sovereigns from 106G a.d. to 1485 a.d., and the leading events of the period known iv connection with the reigns and centuries to which they belong, and in their own character. [Precise dates will not be required, though a knowledge of them may assist in referring each event to the proper reign.] Elementary Science tyc. — See Regulation 9. Standaed V. Reading and Definition. —A book of general information, not necessarily excluding matter such as that prescribed for Standard IV. Spelling and Dictation suited to this stage. Writing. —Small-hand copies in a strict formal style, and text-hand ; transcription of verse iv complicated metres, and of prose exhibiting the niceties of punctuation. Arithmetic. —Proportion ; simple interest; the easier cases of vulgar fractions, and problems involving them ; mental arithmetic. Grammar and Composition. —Inflexions of the verb; the parsing (with inflexions) of all the words in any easy sentence; a short essay or letter on a familiar subject, or the rendering of the sense of a passage of easy verse into good prose ; analysis of a simple sentence. Geography. —Knowledge of places of political, historical, and commercial importance in New Zealand, in Great Britain, and on the European Continent; and the drawing of outline maps of New Zealand, Great Britain, and Europe. Physical Geography : Distribution of land and water; mountain and river systems; changes effected by the agency of water; and climate as influenced by mountain, plain, and sea. English History. —The period from 1485 a.d. to 1714 A.D., treated as the former period is treated in Standard IV. Elementary Science, <$"c. — See Regulation 9. Standaed VI. Reading. —A book containing extracts from general literature. Spelling and Dictation suited to this stage. Writing. —The copying of tabulated matter, showing bold head-lines, and marking distinctions such as in letterpress require varieties of type (e.g., the copying of these printed standards, or of a catalogue showing division into groups). Arithmetic. —A^ulgar and decimal fractions; interest and other commercial rules; square root, and simple cases of mensuration of surfaces; mental arithmetic generally. Grammar and Composition. —Complete parsing (including syntax) of simple and compound sentences ; prefixes and affixes, and a few of the more important Latin and Greek roots, illustrated by a part of the reading book ; essay, or letter; analysis of easy complex sentences. Geography. —Knowledge of places of political, historical, and commercial importance in Asia, North America, and the British Possessions. Physical geography: Atmospheric phenomena, winds, rain, ice; distribution of the animals and plants of greatest value to man. English History.— The succession of Houses and Sovereigns, and the leading events of each reign, from the earliest times to the preseut (precise dates not required) ; also the elements of social economy. Elementary Science, Bfc. — See Regulation 9. 8. In the application of any standard to the case of an individual scholar, marked deficiency in all or most of the subjects, or serious failure iv auy two subjects, shall be reckoned as failure for that standard ; but serious failure in any one subject alone shall not be so reckoned, if it appear to be due to some individual peculiarity, and be not common to a large proportion of the class under examination. 9. Although the scholars will be allowed to pass the standards as defined in Regulation 7, the Inspector will inquire, and, if necessary, report as to the kind aud amount of instruction iv other subjects in the case of each class, as follows: — Class peepaeing pob Standaed I. Object and Natural History Lessons.- —A syllabus of the year's work done to be given to the Inspector, who will examine the class upon some object selected from the syllabus. Knowledge of the Subject-matter of the Reading Lessons. Repetition of Easy Verses. —Syllabus and test as for object-lessons. Singing. —A sufficient number of easy and suitable songs in correct time and tune, aud at a proper pitch. Disciplinary Exercises or Drill, Needlework. — See Regulation 10. Drawing. — See Regulation 11. Class peepaeing pok Standaed 11. Object-lessons, and Lessons in Natural History and on Manufactures. —A syllabus, as in Standard I. Knowledge of Subject-matter of Reading Lessons. Repetition of Verses. —Syllabus showiug progress. Singing. —Songs as before; the places of the notes on the stave, or the symbol used for each note in the notation adopted; to sing the major diatonic scale and the successive notes of the common chord in all keys. School Drill. Needlework and Drawing. — See Regulations 10 and 11,
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Class peepaeing toe Standaed 111. Knowledge of Common Things. —A syllabus as for object-lessons in the former standards. The Subject-matter of the Reading Lessons. Repetition of Verses. —Syllabus showing progress. , Singing. —Easy exercises on the common chord, and the interval of a second in common time and in |. time, not involving the use of dotted notes; use of the signs p., fi, ores., dim., rail., and their equivalents ; songs as before, or in common with the upper part of the school. Drill. Needlework and Drawing. —>See Regulations 10 and 11. Class teepaeing foe Standaed IV. Elementary Science. — See Regulation 12. Recitation. —A list of pieces learnt, and one piece (or more) specially prepared for the examination. Singing. —Easy exercises on the chords of the dominant and sub-dominant, and in the intervals prescribed for Standard III.; exercises in triple time ; use of dotted notes; melodies, rounds, and part songs in common with the higher standards. [Note. —It will suffice if this class take the air of tho songs, while the other parts are sung by the more advanced classes, and it may be useful to let older scholars lead the parts in a round.] Drill. Needlework and Drawing. — See Regulations 10 and 11. Classes peepaeing foe Standaeds V. and VI. Elementary Science. — See Regulation 12. Recitation. —Of a higher order than for Standard IV. Singing. —More difficult exercises iv time and tune ; strict attention to expression marks. Drill. Needlework and Drawing. — See Regulations 10 and 11. 10. All girls in every public school in which there is a female teacher shall learn needlework, and, if the Inspector is satisfied that the instruction in this subject is thoroughly systematic and efficient, he may reduce the minimum number of marks for passing the standards by 10 per cent, in favour of the girls as compared with the boys. The classes for needlework shall be approximately the same as those for the standards, but such changes of children from one class to another in this subject may bo made as shall be found necessary to insure the passing of every child through the different stages in the order here stated. First. —Threading needles and hemming. (Illustration of work: Strips of calico or a plain pocket-handkerchief.) Second. —The foregoing, and felling, and fixing a hem. (Illustration : A child's pinafore.) Third. —The foregoing, and stitching, sewing on strings, and fixing all work up to this stage. (A pillow-case, or woman's plain shift, without bands or gathers.) Fourth. —The foregoing, and button-holing, sewing on buttons, stroking, setting in gathers, plain darning, and fixing. (A plain day or night shirt.) Fifth. —The foregoing, and whipping, a tuck run, sewing on frill, and gathering. (A night dress with frills.) Sixth. —Cutting out any plain garment and fixing it for a junior class ; darning stockings (fine and coarse) in worsted or cotton; grafting ; darning fine linen or calico; patching the same ; darning and patching fine diaper. If Knitting is learnt it shall be in the following order: A strip of plain knitting ; knitted muffatees, ribbed ; a plaiu-knitted child's sock ; a long-ribbed stocking. 11. The order of instruction in drawing shall be as follows: — Standard I. Freehand outline drawing from blackboard exercises (on slate). „ 11. The same, but more advanced, and with some use of drawing-book. „ 111. Freehand outline drawing in drawing-book (from copies). ~ IV. Outline drawing from models and other solid objects. „ V. Practical geometrical drawing. „ VI. Practical perspective drawing. [Note. —Solid models for Standard IV. can be made by any carpenter : cost in London, 245.; in New Zealand, 30s. Tate's Practical Geometry (price Is.) is a good text-book for Standard V., aud J. C. Dicksee's Perspective (45.) for Standard Vl.] 12. The teaching of elementary science for Standards IV., V., and VI., shall embrace elementary physics, a small part of elementary chemistry, elementary mechanics, and elementary physiology; and shall be sufficient for and applied to the purposes of illustrating the laws of health, the structure and operation of the simpler machines and philosophical instruments, the simpler processes of agriculture, and the classification of animals and plants. Tho head-teacher of each school shall prepare a syllabus showing the distribution of these subjects over a three-years' course, having regard to the amount and order of the information contained in the reading books used iv the school. The Inspector will see that the syllabus is sufficient, and examine each class in that part of the work with which the class has been engaged during the year. The syllabus shall present a suitable arrangement of the matter contained in the following programme (the portions enclosed within square brackets being, however, optional) :— Conditions of matter—solid, liquid, gaseous ; force—gravitation, heat, chemical affinity, electricity, magnetism ; properties of solids, compactness, porousness, comparative hardness, brittleness, toughness, &c. ; forms of bodies ; inertia of rest and motion; comparative density and specific gravity ; centre of gravity; acceleration ; the mechanical powers; pressure of liquids and gases; pumps, barometers, hydraulic press, &c.
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Vibrations ; velocity of sound and light; reflection, refraction, &c.; the magnifying glass and the prism; heat expansion, convection, conduction, radiation; thermometer; ventilation; steam; mechanical mixture and chemical combination ; [oxygen ; hydrogen ; nitrogen ; chlorine ; carbon ; sulphur ; phosphorus; lime; iron;] composition of water and of air ; combustion; [acid and alkali]. [Characteristics of saccharoids ;of oils and fats ;of fermentation products; of albuminoids; frictional and voltaic electricity ; the electric machine ; the battery ; currents;] the build of the human body, and names and positions of internal parts; constituents of blood, muscle, bone, and connective tissue ; alimentation ; circulation ; respiration ; [the kidneys and their secretion ;] animal heat; organs of sense ; principal divisions of the animal kingdom, and of the vegetable kingdom. [Note. —The extent of the knowledge indicated by this programme is intended to be not greater than the ground covered by the ten popular lectures contained in Parts 11., 111., IV., V., and VI., of "Science made Easy," by Thomas Twining, price Is. each part; published by Chapman and Hall, London. The "Science Primers," entitled respectively "Introductory," "Chemistry," "Physics," "Physiology," "Botany," price Is. each, published by Macmillan and Co., will he useful to teachers, but they go beyond the programme. " Health in the House," by Mrs. Buckton, price 25., published by Longmans, is a very useful illustration of the application of elementary science to the practical concerns of common life; and Johnston's " Catechism of Agricultural Chemistry," price Is., published by Blackwood and Sons, should be studied, especially by teachers of country schools.] 13. Standard IV., as defined in these regulations, shall be the standard of education prescribed under " The Education Act, 1877," section ninety, subsection four. 14. These regulations shall come into force upon the date hereof; but the examinations of schools at any time earlier than the first day of July, one thousand eight hundred and seventy-nine, shall be regarded as merely preparatory to the complete observance of the standards as herein defined.
VI. — Management of Training Colleges. Dated 24th September, 1878. [\ ride New Zealand Gazette No. 92, 26th September, 1878.] 1. The Education Board of any district in which any normal school or training college is situated shall have the entire control and management of such school or college, subject to the provisions hereinafter made. 2. Every normal school or training college shall be so organized as to afford to persons of both sexes, intending to become teachers in public schools, the means of acquiring sufficient knowledge of the subjects which they will afterwards be required to teach, and of theories of education and methods of teaching, and also to afford to such persons sufficient opportunity of practising the art of teaching. 3. The terms of admission to any normal school or training college shall be such as to mako no distinction between applicants residing within the bounds of the education district in which such institution is situate, and applicants residing in an education district where there is no such institution. 4. In the arrangement of the plan of study in any normal school or training college, regard shall be had to the opportunities of instruction offered to tbe students in such school or college, by means of lectures in any neighbouring institution affiliated to the University of New Zealand. 5. Any Education Board having the control of a normal school or training college may establish or maintain, in connection with such school or college, a public school to be used as a practising school; or may agree with the Committee of any school district for the use of any public school within such district as a practising school, subject to such conditions as maybe agreed upon with regard to the relations which shall in that case subsist between the principal officer of the training college and the head master of the public school. 6. Every Education Board having the control of a normal school or training college shall frame regulations for the organization and conduct of the institution, and shall submit such regulations to the Minister of Education ; and upon receiving his approval such regulations shall come into force, and shall not be altered or amended without his authority. Such regulations shall relate to the matters following: ; — The number, status, salaries, and duties of the officers of the training college ; The terms of admission to the college ; The time during which each student will be required or allowed to continue at the college; The subjects of study, and the time allotted to each (approximately) ; The arrangements for employing students in the actual work of teaching, and the proportion of time spent in such work ; The relations of the training college and of its officer or officers to the practising school; The organization of the practising school. 7. These regulations shall come into force upon the date hereof.
VII. — Fees for Higher Education, Marlborough and Otago. Dated 24th September, 1878. [Vide New Zealand Gazette No. 92, 26th September, 1878.] 1. In the district high school at Blenheim, the fees for higher education within the meaning of section 56 of " The Education Act, 1877," shall be ten shillings a quarter for not more than two subjects, and five shillings a quarter for each subject in excess of two. 2. In the district high schools established or to be established under the Education Board of Otago, the fee shall be ten shillings a quarter for one subject or for any number of subjects. These regulations shall come into force upon the date hereof.
Vlll.— Fees for Higher Education, Carlyle. Dated 13th May, 1879. [Vide New Zealand Gazette No. 51, 15th May, 1879.] 1. In the District High School at Carlyle, the fee for higher education within the meaning of section 56 of "The Education Act, 1877," shall be fifteen shillings a quarter for one subject or for any number of subjects. 2. This regulation shall come into force upon the date hereof. 20— H. 2. (App.)
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IX.—Class Books for Public Schools. Dated 24th September, 1878. [Vide New Zealand Gazette No. 92, 26th September, 1878.] 1. Subject to such restrictions as the Education Board of any district may impose, any books described in the following list may be used in any public school: — Reading. —Nelson's Royal Readers (the whole series) ; Chambers's National Reader (the whole series) ; Collins's Academic Progressive Reader (the whole series) ; Philip's New Code Reader, by J. G. Cromwell (the whole series) ; and, for advanced classes, Macmillan's Sixth Reading Book, Morell's English Literature, and Church's Stories from Homer (Seeley). Spelling. —Sullivan's Spelling Book Superseded ; Jones's Spelling Book for Beginners; Jones's Essentials of Spelling; Christie's Constructive Spelling. Writing. —Vere Foster's Copy-books (preferred to any others) ; Darnell's Copy-books; the Public School Copy-books (Daldy). Arithmetic. —Colenso's Shilling Arithmetic; Colenso's Arithmetical Examples, Parts 1, 2, 3 ; Chambers's Arithmetical Exercises; Collins's Standard Arithmetic; Collins's Complete System of Practical Arithmetic; Nelson's Royal Arithmetic, Parts 1 to 5 ; Piper's Elementary School Arithmetic ; Manson's Progressive Exercises (Senior and Junior); Irish National School Arithmetic ; and, for advanced classes, Colenso's School Arithmetic; Barnard Smith's School Arithmetic; Hamblin Smith's Arithmetic ; Piper's Advanced Arithmetic ; Barnard Smith's Arithmetical Exercises with Answers ; and Barnard Smith's Examination Papers in Arithmetic with Answers. Grammar. —Lewis's Grammar for Beginners (2d.) ; Chambers's Grammar Primer (lid.) ; Chambers's Introduction to Grammar (6d.) ; Morrison's Initiatory English Grammar (7d.) ; Brewer's First and Second English Grammars (4d. and Is., Philip) ; Smith's English Grammar Simplified (Nelson) ; Currey's English Grammar ; Morrison's English Grammar ; Allen and Cornwell's English Grammar ; Collins's English Grammar; Douglas's English Grammar; Chambers's Grammar aud Composition; and, for advanced classes, Lewis's English Language, its Grammar and History (25., Stanford) ; Smith and Hall's English Grammar (Murray) ; and Morell's Grammar and Analysis. [Teachers may consult with advantage Tancock's English Grammar.] Composition. —Chambers's Introduction to Composition; Allen and Cornwell's Young Composer; Collins's Elementary English Composition ; Nelson's Exercises iv English Composition. Geography. —Chambers's Outlines of Geography (IJd.) ; Collins's Young Child's Geography (3d.) ; Nelson's Geography and Atlas combined; Hughes's Elementary Class Book of Modern Geography; Cornwell's Geography for Beginners; Cornwell's School Geography; Mackay's Outlines of Modern Geography; Murray's School Manual of Modern Geography; Petrie's New Zealand Geography; Bowden's New Zealand Geographies (revised) ; Collins's Modern Geography—Australia, Tasmania, and New Zealand ; Science Primer—Geography; Sullivan's Geography Generalized. Physical Geography: Procter's Elementary Physical Geography (Is. 6d., Longmans, strongly recommended as comprising all the physical geography required for Standards IV., V., and VI.) ; Geikie's Physical Geography (Science Primer) ; Hughes's Elementary Physical Geography; and, for advanced classes, Hughes's Class Book of Physical Geography; also Foster's Manual of Geographical Pronunciation (25.). History. —Nelson's Brief History of England (7d.) ; Laurie's Compendium of English History ; Edith Thompson's History of England (Macmillan) ; Nelson's History of Great Britain ; Collier's History of the British Empire ; Epochs of English History (Longmans) ; Epochs of Ancient History; Epochs of Modern History ; Dr. Smith's Smaller History of England. Elementary Science.— Berners's First Lessons on Health (Is.) ; Buckton's Health in the House (Longmans) ; the Scholar's Handbook of Household Management (Macmillan) ; Collins's Domestic Economy ; Laurie's Home and its Duties ; Chambers's Girls' Reading Book (Home-work and Duties) ; the Science Primers; Irish Agricultural Class Book; Johnston's Agricultural Chemistry; Johnston's Catechism of Agricultural Chemistry and Geology; Mrs. Fawcett's Lessons iv Political Economy; Lessons in Political Economy (S.P.C.K.) ; J. S. Laurie's Sketches of Political Economy ; Chambers's Political Economy. Music. —Tonic Sol-fa Standard Course, and other Tonic Sol-fa publications ; Stimpson's Exercises from Singing Class Book (Collins) ; Nelson's School Songs; Curries School Songs ; Crampton's 24 School Songs; Training School Song Book ; 60 Kindergarten Songs and Games (Novello) ; Child's Garland of Action Songs with Music (Central School Depot). Drawing. —Tate's Practical Geometry (Is.) ; J. C. Dicksee's Perspective (45.). 2. Any Board which may desire to continue temporarily the use of any book not contained in the foregoing list, or to introduce any new book, may, if the Minister for Education see fit, receive special authority for the use of such book. 3. These regulations shall come into force upon the date hereof.
X.— Class-books for Public Schools. Dated 10th June, 1789. [Vide New Zealand Gazette No. 64, 12th June, 1879.] The following list of books shall be read as an addition to section one of the Order in Council dated the 24th September, 1878, and authorizing the use of certain class-books in public schools:— Colonial Fourth Reading Book (Philip aud Son). Sortwell's Second Arithmetic (Philip and Son) ; Bowden's Mental Arithmetic (Bowden and Sons). First Geography (Philip and Son) ; Hughes's Class Book of Modern Geography (Philip and Son) ; Bowden's Manual of New Zealand Geography (Philip and Son). Smith's Primary History of Britain (Murray); History of England for Junior Classes (Nelson). Richardson's Temperance Lesson Book (VV. Tweedie and Co.). This regulation shall come into force upon the date hereof.
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Xl.— School Penny Banks. Dated 18th March, 1879. [Vide New Zealand Gazette No. 31, 20th March, 1879.] 1. The Penny Bank shall be under the management of a trustee, a treasurer, and at least one other person, all of whom shall be appointed by the School Committee, and who are hereinafter termed the "managers." In all cases the headmaster, or (with the consent of the headmaster) one of the other teachers of the school, shall be one of the managers. But no Penny Bank shall be opened until the treasurer has furnished, to the satisfaction of the School Committee and the Education Board, security for his intromissions as treasurer, of such amount as shall be fixed by the Committee with the. express approval of the Board; and no treasurer shall thereafter take office until he shall bave furnished approved security as herein provided. 2. The deposits of the Penny Bank, excepting a balance not exceeding twenty shillings, shall bo invested on the day of, or the day after, receipt, in an account to be opened in the nearest Post Office Savings Bank in the names of the trustee and treasurer of the School Penny Bank. 3. The Penny Bank shall be open for the receipt and repayment of deposits on the days and during the hours to be fixed by the School Committee, when riot less than two of the managers shall attend, oue to enter the transactions in the depositors' books, and the other to receive the deposits, to make repayments, and to enter the transactions in the journal; or, if two managers cannot attend, one of the depositors who may be qualified shall be appointed to act along with the manager in attendance. The depositors qualified for the duty may be appointed in turn by the managers to make the entries in the pass-books, and to post the entries from the journal into the ledger; but the money must be received and the transactions entered in the journal by the treasurer, trustee, or other manager. 4. Deposits of one penny and upwards may be received. 5. Every depositor shall be supplied, on making his first deposit, with a deposit-book free of charge, in which the depositor's name, and the number of the space in which the account will appear in the ledger, shall be written. The deposit wili then be entered and the entry initialled by the officer appointed to tho duty. 6. The deposit-book must be presented every time that money is deposited or withdrawn. 7. Depositors may withdraw all or any portion of their deposits on giving one weeks' notice any bank day, and leaving their deposit-book with the managers in attendance. 8. No depositor shall be allowed to have more than £5 iv the Bank at one time; and when his deposits amount to £2 he shall be recommended to open a separate account in his own name in the Post Office Savings Bank. A depositor may, if he desires to do so, open an account in his own name in the Post Office Savings Bank when his deposits amount to five shillings. 9. If a depositor loses his book he shall give immediate notice of the loss to the treasurer, and, if it should not afterwards be found, a new book shall be supplied at a charge of one penny. 10. At the close of the Savings Bank business the totals of the receipts and payments shall be entered in the journal, and the cash balanced, as shown in the specimen account given in the journal itself. The balance shall be witnessed by the two managers, or by the manager and the depositor, in attendance. 11. In the ledger a separate account shall be opened for each depositor, showing the number of the deposit-book issued to him and his name. The deposits and withdrawals shall be posted from the journal into the ledger when the transactions take place, or soon afterwards. 12. "When a depositor's book has been filled up a new book shall be issued to him free of charge; and when the space allotted to an account in the ledger is filled up the account shall be closed, and the balance transferred to a new space in the ledger, and to a new deposit-book, bearing a corresponding number. (The instructions in the journal show how such a transfer is to be accounted for.) 13. A monthly return of the number and amount of deposits, the number and amount of withdrawals, the number of accounts opened and closed, and the number of accounts remaining open, shall be furnished at the close of every month to the School Committee of the district. 14. The ledger shall be balanced to the 30th June, and to the 31st December in each year, and ou the 31st December the interest allowed (if any), together with the balance at the credit of each account, shall be inserted in the ledger and the balance brought forward, as shown in the directions for balancing the ledger, and these entries shall be initialled by the officer who makes them. 15. A copy of the general account of the Penny Bank for the year ending the 31st December, together with a balance-sheet and profit and loss account, audited by the same person and in the same manner provided for the auditing of School Committees' accounts by Order in Council, January 23rd, 1878, shall be forwarded to the School Committee and also to the Education Board of the district in the following month of January. 16. The summary or list of accounts, prepared for the purpose of proving the ledger in accordance with the instructions given in the ledger, shall be open to the inspection of depositors at any time for the purpose of enabling them to satisfy themselves that their deposits have been properly accounted for. 17. All the depositors' books shall be compared by one of the managers with the ledger and ledger summary, after the annual balance has been completed, when the interest allowed (if any) and the balance shall be copied from the ledger into each depositor's book. These entries in the depositor's book must be initialled by the manager who makes them. 18. The journals, ledgers, and depositors' books to be used hereunder shall be supplied by the Minister of Education. 19. Interest may be allowed to each depositor, at a rate to be fixed by the School Committee on the recommendation of the managers, on every complete deposit, fixed in like manner by the School Committee. Such interest shall be calculated from the first day of the month following that in which the deposits are made to the last day of the month preceding that iv which they are withdrawn ; but it is recommended that no interest be allowed during tho first year after the establishment of the Penny Bank,
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20. The operations of the bank shall not in any way interfere with school work. 21. Strict secrecy must be observed respecting all deposits. 22. These regulations shall come into force upon the date hereof.
CIRCULARS.
(Circular No. 11.) Education Department, Wellington, The Secretary to the Education Board, . Bth August, 1878. I AM directed by the Minister of Education to inform your Board that the special grant for school Committees, of 10s. per head of average daiiy attendance, will be paid to Boards on the express condition that the whole of the money shall be distributed among the School Committees according to a predetermined scale, based upon the average daily attendance at the schools under the charge of the several Committees ; and that such payments shall form a portion of the " School Fund," to be disbursed by the Committees in terms of the Act. If your Board has not already done so, I am to request that it may agree upon a scale of payments as soon as possible, and thereafter forward a copy for the information of the Minister. It is considered that each Board, from its intimate acquaintance with the special circumstances of its district, is best able to adjust its scale of payments to meet those circumstances, either by paying all the Committees at the uniform rate of 10s. per head ; or by a carefully graduated scale, giving the smaller schools a somewhat higher rate per head than the more numerously attended ones. Sony Hislop,
(Circular No. 13.) Education Department, Wellington, The Secretary to tbe Education Board, . 15th August, 1878. A .perusal of the Statements of Estimated Income and Expenditure for the current financial year, furnished by Education Boards in compliance with the request contained in my Circular No. 8 (10th June, 1878), renders it necessary to urge upon Boards the consideration of some points of pressing and practical importance iv connection with the expenditure of the moneys intrusted to their disposal by the Legislature. lam therefore directed by the Minister of Education to draw the attention of Boards to the following matters: — 1. General Expenditure. —Boards have already been referred by Circular No. 2 (12th February, 1878), and Circular No. 8 (10th June, 1878), to the provisions of the Education Act, and to the proposed appropriations for the current year, which positively limit the amount at present at the disposal of the Government for distribution among the several Education Boards for educational purposes. It is therefore indispensable that Boards which have not already done so should at once so regulate their expenditure for the year, as to keep it from exceeding the income which they have a reasonable expectation of receiving for the same period. As already intimated by Circulars Nos. 7 and 8, the capitation payments to Boards will be made by monthly instalments, according to the actually ascertained average attendance. Any Board, therefore, which permits its expenditure for the year to exceed its income, as specified in Circular No 8, clearly does so on its own responsibility, and it will have no valid claim upon Government for any further payment. 2. Grants for Special Purposes. —As already stated in Circular No. 8, grants for special purposes will only be paid to Boards on their showing that such grants are expended by them solely on the objects so specified. 3. Scholarships. —Sections 51 and 43 of the Act clearly specify that scholarships can only be maintained by Boards " out of funds made specially applicable for the purpose," and that no authority is given by the Act to defray any portion of the cost of scholarships out of the ordinary Board funds. Any Board, therefore, which should expend on scholarships any portion of its statutory grants of £3 155., or of any other special grant than that for scholarships, would be acting contrary to the express provisions of the Act. 4. Inspection Subsidy. —Although the cost of school inspection is a legitimate charge against the ordinary Board Fund, yet the Government, as stated in Circular No. 8, have agreed to grant a subsidy to Boards with a view to assist them in making provision for the efficient inspection of the schools; but it is not meant that the amount of the subsidy should in all cases meet the entire cost of inspection. John Hislop.
(Circular No. 15.) Education Department, Wellington, The Secretary to the Education Board, . 2nd November, 1878. I have the honor, by direction of the Minister of Education, to inform you that Government has allotted the sum of £* to your Board, out of the voto of £100,000 for school buildings for the service of the current financial year. I am also to state that a second sum of £100,000 will be available for school buildings out of the appropriations for the next financial year (1579-80), but that no portion of this latter sum will be paid over to Boards till after the expiry of the current financial year. Tou will be informed of the proportion of this amount which will be allotted to your Board after Government has had an opportunity of obtaining fuller information respecting the circumstances and wants of the several Education Districts in the matter of school accommodation. Meanwhile your Board is requested to keep in mind that the apportionments may not be made exactly in the same proportions as those fixed upon in the division of the current year's vote. •Auckland, £18,000; Taranaki, £2,500; Hawke's Bay, £7,500; Wanganui, £5,000; Wellington, £8,000; Marlborough, £2,500; Nelson, £5,000; Westland, £G,500; North Canterbury, £15,000; South Canterbury, £6,000; Otago, £19,000; Southland, £5,000.
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The moneys granted for the current financial year will be paid by monthly instalments. Tou will therefore be good enough to forward, before the 20th of each month, a statement certifying the amount that will be required, in addition to balance of building fuud in hand, to meet claims that will become due by the Board during the month next ensuing on account of work done. You are invited, however, to forward, as soon as convenient after the receipt of this letter, a statement of the amount now due, or that will become due by the Board within the current month, on account of works done, and not provided for by any balance of building fund in hand. The term "school buildings" may bo held to include not merely new schools and teachers' residences, with fencing and suitable conveniences, but also the repairing, enlarging, and improvement of existing buildings and grounds ; furniture for class-rooms, including maps, apparatus, and other educational appliances ; purchase of sites; plans, supervision, and generally all outlay on the buildings and school property of a permanent character, as distinguished from " maintenance," under which should be placed all charges for ordinary current requirements, including petty repairs, &c. John Hislop.
(Circular No. 17.) Education Department, Wellington, The Secretary to the Education Board, . sth November, 1878. With a view to remove any doubt on the subject, I am authorized by the Minister of Education to inform your Board that Government will pay capitation on all bond fide scholars attending public schools, although of age outside the limits of the " school age" mentioned in section 83 of the Act. John Hislop.
(Circular No. 19.) Education Department, Wellington, The Secretary to the Education Board, . 9th November, 1878. With reference to the regulations of 24th September, for the examination, classification, and certification of teachers, I am directed by the Minister of Education to inform you that whatever reasonable claims to exemption from examination in science are involved in teachers' replies to the circular of the Inspector-General dated April last, will be considered iv a liberal sense before teachers are advised what classification is to be granted in each case ; and that on their receiving advice on that point, an opportunity will occur for them to put in any fresh claims, which also will receive full consideration. E. O. Gibbes, For the Secretary.
(Circular No. 20.) Education Department, Wellington, The Secretary to the Education Board, . 27th November, 1878. I am directed by the Minister of Education to inform you that the sum of £5,000 has been voted for public libraries, and that Government is prepared to apportion this amount amongst the several Education Boards for distribution amongst the public libraries within their respective districts, in accordance with the provisions of "The Public Libraries Subsidies Act, 1877." Your Board's proportion of the vote, according to population, is £* which will be paid on compliance with the following conditions: — 1. That the Board intimate to Government its willingness to distribute the money amongst the several public libraries within its district iv accordance with the provisions of "The Public Libraries Subsidies Act, 1877." 2. That the payments to public libraries out of the current vote be made in accordance with the voluntary subscriptions received by them as for the year ending 31st December, 1878, and exclusive of subscriptions in respect of which any portion of last year's vote was paid. 3. That the Board forward, for the information of Government, a statement showing the libraries proposed to be subsidized, the amount of voluntary subscriptions received by each, and the respective payments proposed to be made to them by the Board. John Hislop.
(Circular No. 22.) Education Department, Wellington, The Secretary to the Education Board, . 4th December, IS7B. I hate the honor, by direction of the Minister of Education, to inform you that Government has resolved to offer to each of the Education Boards which receive no grant in aid of a training school the sum of £80 within the current financial year, to enable them to confer upon not fewer than four of the most meritorious of the untrained teachers in its employment the means of attending a training institution in the colony, for a period of not less than two months, in order to acquire by personal observation a knowledge of the most approved methods of school management and instruction. It is deemed desirable, though it is not absolutely required, that an equal number of male and female teachers should be selected for this purpose. The Boards' Inspectors will, no doubt, be able to advise them as to the most suitable persons for selection. The proposed payment is intended to defray, or to aid in defraying, the cost of travelling, board and lodging, and attendance fee (if any). In the event of your Board resolving to select fewer than four teachers this year, a proportionate payment will be made on account of the number fixed upon. It is left to each Board to fix the dates for attendance at the training school. It is believed that the most suitable time for most of the teachers would be the months of February and March, as the harvest vacation occurs in these months in many of the rural districts, and the training schools are then in full operation. It is not anticipated that much difficulty will be experienced in procuring for the teachers the proposed absence from their schools for two months, especially if the ordinary vacation occurs within the period. Even though the school should have to be closed for the whole of the two * Auckland, £956 10s. 6d. ; Taranaki, £89 35.; Wanganui, £226 12s. ; Wellington, £415 155.; Hawke's Bay. £217 14s. fid. ; Marlborough, £81 17s. Bd.; Nelson, £266 Bs. 3d. ; North Canterbury, £916 ss. 7d.; South Canterbury, £211 2s. 9d.; Westland, £235 ; Otago, £1,100; Southland, £283 10s. 9d.
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months, the capitation grants would nevertheless be paid, and it is believed that the subsequent gain would, in most cases, more than compensate the pupils for the closing of the school for the period specified. The money will be passed for payment on your intimating that arrangements have been made by your Board for giving etfect to the proposal herein contained, and your forwarding the names of the teachers who have been selected, and the training schools which they will severally attend. Joiix Hislop.
(Circular No. 27.) Education Department, Wellington, The Secretary to the Education Board, . 27th January, 1879. I nAVE the honor, by direction of the Minister of Education, to refer the Board to section 78 of "The Education Act, 1877," aud to forward parcel containing books and papers, as per margin, which have been prepared by direction of the Hon. the Postmaster-General for the use of those schools in which the establishment of Penny Savings Banks have been approved by the Board. I am to request that your Board would be good enough to cause the printed notice and regulations respecting School Penny Banks to be circulated amongst the several School Committees of the Education District, and copies of the ledger, journal, and deposit-book to bo forwarded for the use of such School Penny Banks as may be approved by the Board in terms of the Act. I shall be glad to send your Board additional copies of the books on your communicating with me. John Hislop.
(Circular No. 28.) Education Department, Wellington, The Secretary to the Education Board, . 6th May, 1879. With the view of removing misapprehensions which seem to exist iv connection with the special vote for school buildings, I have the honor, by direction of the Minister of Education, to point out that although the grants to Boards out of such vote must be expended wholly and exclusively upon school buildings and school furniture of a permanent character, yet it is neither intended nor expected that the entire cost of buildings and furnishing should be defrayed out of the special vote, which is to be regarded as simply supplementary to the ordinary capitation grants under the Education Act. Section 43, sub-section (2), of the Act clearly provides that Boards shall, out of the Board Fund, make payments " for the expense of purchasing or renting school-sites, play-grounds, and buildings, or for erecting, fitting up, and improving school buildings," just as much as " for the payment of teachers' salaries," or for any of the other purposes specified in section 43. This point was placed before Boards in paragraph sof Circular No. 2, dated 12th February, 1878,* in the following words : —" While, however, tho whole amount of the grants out of the special vote [for school buildings] is intended to be expended on the providing of additional accommodation, Boards are clearly empowered by section 43 to expend also on the same purpose such portion of their ordinary Board Fund as can be spared from the ordinary and necessary current expenditure." I am to say, therefore, that Government cannot undertake to defray out of the special vote the entire cost of school buildings and furniture, aud that it is incumbent upon Boards, in conformity with the spirit and letter of the Education Act, to devote as large a proportion as possible of their ordinary capitation grants to this object, and to regard the special vote as merely supplementary. John Hislop.
(Circular No. 31.) Education Department, Wellington, The Secretary to the Education Board, . 25th June, 1879. I have the honor, by direction of the Minister of Education, to bring under the notice of your Board the circumstance that two Education Boards have reported to him the dismissal of teachers from their service for the falsification of their school registers ; and to say that the Minister has ordered that the names of the offenders shall not be included in the list of certificated teachers under the Act. The Minister feels that it is scarcely necessary to advert to the extreme importance of securing the utmost possible care and accuracy in the keeping of the school registers and the making up of the attendance returns. It is evident that, for the perfect truthfulness of the registers and returns, the Education Boards and the Department are almost wholly dependent upon the good f aitb.of the teachers, and the attention given to the matter by the School Committees. Apprtfrom the latter, the Inspectors of Schools are the only persons who have an opportunity from time to time of testing the accuracy of the school registers aud attendance returns, aud of checking auy inattention or irregularity that may occur. Although Boards have no doubt already given their Inspectors strict injunctions to check the attendance registers, and to report all cases of inaccuracy not evidently accidental, yet I am to make the occurrence above referred to the occasion of calling attention to a matter of such importance, and of requesting Education Boards to be good enough to press it upon the consideration of Inspectors, School Committees, and teachers, in such manner as they may consider most advisable. John Hislop. * See Education Report, 1878, page 113.
ERRATA ET CORRIGENDA. The following alterations in the attached List of Classified Teachers have, in most cases, been rendered necessary in consequence of the receipt, since the date of iti first publication, of Inspectors' reports entitling to promotion. An asterisk denotes that a certificate is provisional, or that the issue of the certificate is deferred : — B2 AND CI. French, Alexander, for B.A. read M.A. 84, C 3, D 2, and El. Porteous, William, promoted to DI. Turnbull, Isabella,/or North Canterbury read Otago. Todd, David, for Kaiapoi School read Christchurch West White, David, promoted to C 2. District School. 85, C 4, D 3, and E2. Huie, Marjory Seaton, (misprinted " Hine "), promoted Maeklin, Kate, promoted to D 2. to D 2. Bussell, Andrew, promoted to D 2. Home, James, for D 3 read D 2. Stables, John, promoted to D 2. C 5, D 4, and E3. Allison, Mungo, promoted to E2*. Sinclair, Mary, promoted to E2. Harris, Hiram William, promoted to E2. Stack, Michael William, promoted to E2. Macandrew, William, promoted to E2. Steven, George, promoted to D 3. Bitehie, Maggie, promoted to E2. Stevens, Dora Susanna, promoted to E2. D 5 and E4. Closs, William John Leech, promoted to E3*. Miller, Christina, promoted to E3*. Cooke, Jean Laird, promoted to E3*. Pope, Langiey, promoted to ES*. Golding, Francis, promoted to E3*. Smith, Bey. Bobert Primrose, promoted to D 4*. Lyttle, John, promoted to E3*. E5. Goulding, Jane Elizabeth, promoted to E3*. Hansen, Hester, promoted to E4*. License. Alford, Martha, classified E2, under which see.
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TEACHERS HOLDING CERTIFICATES OR LICENSES UNDER "THE EDUCATION ACT, 1877."
CLASSIFIED LIST OF TEACHERS.
Name and Address. Education District. Rank. Name and Address. Education District. Rank. Bl. B3, C2, and DI— continued. Bowden, Thomas Adolphus, B.A., Wellington Hill, Henry Thomas, B.A., Napier ... Montgomery, Alexander, Dunedin Normal School Peattie, Robert, M.A., Oamaru District High School Scott, James, M.A., Timaru School ... Watkins, Edwin, Christchurch Normal School Wellington ... Hawke's Bay Otago Otago Bl Bl. Bl Bl Grigor, Alexander, Balelutha School ... Otago ... C2 Gurr, John, Featherston School ... Wellington ... C2 Hardy, Charles James, B.A., Mount Wellington ... B3 Cook Boys' School Haughton, Sophia (Mrs.), Christchurch N. Canterbury DI Hawkes, John Henry, Tuakau School... Auckland ... C2 Hill, Emily (Mrs.), Napier ... Hawke's Bay DI Hodgson, James Lee, Washington Nelson ... DI Valley Howard, Charles Smith, Woodond ... N. Canterbury DI Hurley, Jeremiah, Upper Hutt School Wellington ... DI Jennings, Jane Minor (Mrs.), Papanui, N. Canterbury DI Christchurch Johnston, Robert, Taita ... ... Wellington ... 02* Macbirnie, John, M.A., Adams Flat, Otago ... B3 Milton Macfarlane, John, Port Chalmers Dis- Otago ... DI trict High School Mackay, William Bruce, Port Chalmers Otago ... 02 High School MacKenzie, Katharine (Miss), Invercar- Southland ... DI gill North School McLauchlan, David, Kaikorai School, Otago ... 02 Dunedin McLaughlin, James, B.A., Greenpark... N. Canterbury B3 McLeod, George, M.A., Invercargill Southland ... B3 District High School McNicoll, David Alexander, Outram Otago ... DI School Mair, Alexander, Hawera School ... Wanganui ... 02* May, Thomas, Eyreton District School N. Canterbury DI Mehaffey, William Graham, Invercar- Southland ... DI gill South School Meredith, Richard, Cust School ... N.Canterbury Dl Murray, William, Napier,.. ... Hawke's Bay Dl Newton, Alfred Coombs, B.A., Christ- N. Canterbury B3 church Nicholls, Alfred, Akaroa School ... N. Canterbury Dl Nichols, M. G. (Miss), Dunedin South Otago ... Dl District School Patterson, Annie Maria (Mrs.), Christ- N. Canterbury Dl church Normal School Phillips, Horatio, Kumara School ... Westland ... Dl Ritchie, Thomas, West Oxford School N. Canterbury Dl Scott, David, Maxwelltown School ... Wanganui ... Dl Scott, John George Lawrence, Rangiora N. Canterbury Dl Borough School Smith, Aaron Young, Dunedin High Otago ... C2 School Stevens, Emma (Miss),Dunedin Normal Otago ... Dl School Stevens, Joseph Edward, Clyde School Otago ... Dl Taylor, John Bruce Easton, B.A., N. Canterbury 02 Bingsland School Thompson, James, Ashley ... N.Canterbury Dl Thornton, James Ronaldson, Christ- N. Canterbury 02 church Normal School Waite, William, Waipawa ... Hawke's Bay 02 Watson, Clement, Wellington Terrace Wellington ... 02* School Webber, Edmund, Riverton Main Southland ... 02 School Woodward, James, Ross ... ... Westland ... Dl S. Canterbury Ni Canterbury Bl Bl B2 AND Cl. Anderson, George Blyth, North Taiori School Brittan, Emily Sophia (Miss), Cashel Street West, Christchurch Cumming, Rev. James, South Town Belt, Christchurch Everiss, George, Bidwell Street, Wellington Ferguson, John Lindsay, Albany Street School, Dunedin French, Alexander, B.A., Mount Albert, Auckland Grant, Alexander, M.A., Onehunga Boys' School Healey, George, B.A., Central School, Waiuku Macgregor, Angus, Invercargill District High School McHutchison, Rev. William, Arrow School Malcolm, William Alexander McDonald, Tokomairiro District High School Martin, James, Eden Terrace School, Auckland Menzies, John, Otakia, East Taieri ... Milne, William, M.A., Caversham School Mowbray, AVilliam, Sydney Street School, Wellington Rayner, Edwin, Christchurch Normal School Reid, George, Forbury School. Dunedin Reid, James, North-East Valley School Stenhouse, John, Lawrence School Stewart, Alexander, North District School, Dunedin Waddell, William, M.A., Warepa School Williamson, Alexander Watt, B.A., Turakina School Worthington, Henry, Wellesley Street School, Auckland Wykesmith, Charles, Kilmore Street, Christchurch Otago N. Canterbury N. Canterbury Wellington ... Otago Auckland Auckland Auckland Southland ... Otago Otago CI B2 CI 01 ci B2 Ba P.2 B2 B2 CL Auckland B2 Otago Otago Wellington ... D2 B2 CI N. Canterbury Cl Otago Otago Otago Otago CI Cl Cl Cl Otago Wanganui ... B2 152 Auckland Cl N. Canterbury !S2 B3, C2, and D Amy, Morean, Leithfield School Baldwin, John, Brookside School Barrett, Abraham, Middle School, Dunedin Bell, George Poole, North-East Harbour, Dunedin Bishop, George, Lincoln School Campbell, Rev. John, Boys' Trust School, Napier Duncan, William, Green Island School Dyer, II enry Hardwicke, Carlyle School Eastern, Lockhart Dobbie, Christchurch Fitzgerald, Lucy Anne (Miss), Dunedin Normal School Freeman, Caroline (Miss), Dunedin University Goulding, Richard, Greymouth Borough School N. Canterbury N. Canterbury Otago Otago N. Canterbury Hawke's Bay DI* DI C2 02 DI 02 Otago Wanganui ... TS. Canterbury Otago C2 C2* C2 DI B4, C3, D2, and El. Anderson, Alexander, Bannockburn ... Otago ... D2 Ayson, Alexander, Waihola Gorge ... Otago ... D2 Baird, Robert, Whangarei School ... Auckland ... D2 Bindon, William Henry Vereker, Auck- Auckland ... B4 land City West No. 2 School Bisley, Frederick, Motueka ... ... Nelson ... D2 Brabazon, Joseph, Auckland ... Auckland ... D2 Otago DI Westland DI*
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Name and Address. Education District. Rank. Name and Address. Education District. Rank. .1 B4, 08, D2, and El—c continued. B4, C3, D2, and El—< continued. Bridson, Eleanor (Miss), Newton Brown, Arthur, Westport School Brown, Thomas, Milton High School ... Buxton, Jane (Miss), Woolston Cameron,Dugald, Winton ... Campbell, John Taylor, Roxburgh Clements, Robert Leonard, Greymouth School Craig, Dugald Bannatyne, Milford Cuthbert, AVilliam, Timaru ... Cutler, Alice (Mrs.), Addington Desaunais, Eugene, Lower AVakefield School Dixon, Ezra Brook,Hokitika School ... Doherty, James, Blenheim High School Edmunds, Robert, Appleby Elwin, James Jeken, Southbridge School Fidler, William, Oamaru High School Fleming, David, Oamaru North School Ford,AVilliam 1'lorington,Leeston School Foster, Thomas Scholfield, West Christchurch School Gillett, John AVilliam, Marton School... Goodeve, Henry E., Flaxton School ... Goodwin, John Sanderson, Tauranga School Gubb, Benjamin Martin, Port Albert... Hardie, George, North Invercargill School Harrison, Clementine Emily Margaret (Miss), Ponsonby Heriot, Richard Brinsley, Tapanui Hughes, Thomas, Geraldine School ... Hulke, Charles, Foxton Hume, George, Anderson's Bay School Kneen, William Howard, Dunedin Normal School Kyle, Alexander, Ravensbourne Ladley, Walter, Upper Wakefield Leonard, Peter, Ponsonby .. Lewis, AVilliam Henry, Sydney Street School, Wellington Lindsay, James, Dunedin Normal School Lysnar, William Dean, Napier Macdonald, Andrew, Grove Bush McEwen, James, East Clutha Mcintosh, Alexander, Temuka District School Mackay, Eric Kenneth Findlater, Campbelltown School MacLeod, Donald, Mosgiel School MacLymont, James Gilbert Murray, Kakanui School Matthews, Henry, AVaipu Central School Mayo, Gilbert, Templeton District School Menzies, George, Naseby District School Mitchell, Eltcnton, St. Alban's District School Moore, Richard John, Thames School... Moore, Samuel, Waikouaiti District School Moore, William John, Kensington School, Dunedin Morgan, Edward, Papanui ... Naylor, John, Stoke School ... O'Connor, Edward, Christchurch Catholic School Orr, James, Invercargill North School Palmer, John, Stafford School Patterson, John James, Christchurch Normal School Phillips, Pearee, Lyttelton ... Pilkiugton, John James, Masterton School Pirie, Alexander, Otepopo ... Porteous, AVilliam, Palmerston School Price, William, Wellington ... Ray, Robert, Karamea Revell, George, Papakura School Rice, John Harkness, Oamaru South School Richards, Charles Alfred, Carterton School Robertson, Charles Alexander, Auckland College and Grammar School Robson, James, Richmond, ... Auckland Nelson Otago N. Canterbury Southland ... Otago Westland D2 D2 D2* D2* D2 D2 D2* Ross, John, Lyttelton Borough School Sadd, James Barton, Nelson Smith, James, Taradale School Soundy, Richard Philip, Waipawa Sonter, William, Opawa Spright, James, Tai Tapu School Stewart, Donald, Blueskin School Slotliurd, Sophia Sarah (Miss), Nelson St out, Agnes AVatson (Miss), Lyttelton Sunley, Bobert Maxwell, Nelson Thompson, James, Southbrook School... Thomson, David, Kaitoke, ... Tissiman, AVilliam, Renwick School ... Tobin, AVilliam Henry John, Waitara East School Todd, David, Kaiapoi School Trotter, Margaret (Mrs.), Shag A ralley School Turnbull, Isabella (Miss),Kaikorai School AViddell, James. East Taieri School ... Wakelin, Tom, B.A., Greytown Wallace, AVilliam G-reig, Pukeuri School Ward, William, AVaimate District School Watt, John, Hampden White, David, Dunedin AVilkinson, James Reeve, Canterbury College, Christchurch Willis, Henry, Lower Hutt School Wilson, Thomas Walker, Paparoa Wray, William George, Upper Heathcote N. Canterbury Nelson Hawke's Bay Hawke's Bay N. Canterbury N. Canterbury Otago Nelson N. Canterbury Nelson N. Canterbury AVanganui ... Marlborough Taranaki D2 D2 D2 El D2 El D2 D2 D2* D2 D2 D2 El D2 S. Canterbury S. Canterbury N. Canterbury Nelson C3 D2 El D2 Westland Marlborough Nelson N. Canterbury Otago Otago N. Canterbury N. Canterbury D2 D2 D2 D2 D2 D2 D2 C3* N. Canterbury Otago D2 D2 Wan ganui ... N. Canterbury Auckland C3 D2 D2 N. Canterbury Otago AVellington ... Otago S. Canterbury Otago Otago N. Canterbury D2 D2 B4 C3 D2 D2 03 03 Auckland Southland D2 D2 Wellington ... Auckland N. Canterbury D2 D2 D2 Auckland D2 Otago S. Canterbury Wanganui ... Otago Otago D2 D2 El D2 D2 B5, C4, D3, and Anderson, Andrew, Waitahuna Anderson, John, Livingston School ... Anderson, AVilliam, Linden School Augur, Alfred Charles, Kaihiku School Badland, James, AVaihenga School Bailey, Benjamin, Ponsonby Bailie, Joanna, Mary (Mrs.), Christchurch Balsille, George, Opoho Barry, David, Clarcville School Batten, Annie Elizabeth Blair (Miss), Hokitika Bennett, Thomas Baynton, Bell Block School Binnie, Archibald, Christchurch Bissell, Edward, Havelock School Blathwayt, AVynter, AA Taihola Blyth, Sarah Frances Roberta (Miss), Wanganui Girls' High School Blythen, John, AVaddington Bowmaker, Jessie (Mrs.), Sydenham ... Brooking, Mary (Miss), New Plymouth Brown, Robert Temple, Kakaramea ... Bruford, Charles Augustus, Cobden School Camfield, Walter Bathe, Sumner District School Canavan, Edward O'Hara, Collingwood Chapman, John Hiddlestone, Dunedin Middle School Chattock, Richard, Reef ton School ... Cheyne, Hester Holland (Mrs.), Halkett School Cheyne, Peter (sen.), Halkett School... Collis, AVilliam, New Plymouth Comerford, William Henry, Prebbleton School Cook, AVilliam, Sarau School Crowther, Cordelia (Miss), Kumara School Culverhouse, George, Fendalton School Deck, James George (jun.), Lower Moutere Delaney, Richard, Charleston School... Densham, Hugh Davy, Dunedin High School Dowling, Eichard Compere, Feilding School Earl, Robert Albert Nicholson, New Plymouth EdwardB, John, Newton West School... England, Arthur Andrew Pearee, Sanson School E2. Otago Otago Otago Otago AVellington ... Auckland N. Canterbury E2 D3 1)3* D3* E2* D3* E2 Otago Nelson Auckland Wellington ... D2 D2 D2 El Otago Hawke's Bay Southland ... Otago S. Canterbury D2 D2 D2 D2 D2 Otago Wellington ... Westland E2* D3* E2* Taranaki E2 Southland ... D2 N. Canterbury Hawke's Bay Otago Wanganui ... D3* E2 E2 D3* Otago Otago D2 D2 Auckland N. Canterbury Otago N. Canterbury D2 D2 D2 D2 N. Canterbury N. Canterbury Taranaki AVanganui ... AVestland E2* D3* E2* E2* D3* Auckland Otago D2 D2 N. Canterbury E2 Otago D2 Nelson Otago E2 D3* N. Canterbury Nelson N. Canterbury D2 D2 El Nelson N. Canterbury E2 E2 Southland ... Westland N. Canterbury D2 D2* C3 N. Canterbury Taranaki N. Canterbury E2 E2 E2 N. Canterbury Wellington ... D2 03* Nelson AVestland E2 E2 Otago Otago Wellington ... Nelson Auckland Otago D2 D2 D2 D2 D2 D2 N. Canterbury Nelson D3 D3* Nelson Otago E2 D3* Wanganui ... E2 Wellington ... D2 Taranaki E2 Auckland D2 Auckland AVanganui ... E2 D3* Nelson D2
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Name and Address. Education District. Rank. Name and Address. Education District. Rank. B5, C4, D3, and E2— -continued. B5, C4, D3, and E2—, continued. Field, Margaretta (Mrs.), East Christchurch Main School Field, Octavius Adolphus, East Christchurch Main School Forde, Frederick, Bombay ... Foster, AVilliam Edmund, Halswell School Fowler, Jane Beatrice (Miss), Lawrence Francis, Catherine Augusta (Mrs.), Mount Cook Infant School Franklyn, AVilliam Norris, Spring Grove Fraser, John Marchant, Waikuku School Freeman, Alfred, Waikiekie George, Emily (Miss), Tikorangi Gillon, Florence AVoodhead (Miss), Timaru Glanfield, James, AVaipu Cove ... Gordon, Donald Campbell Mackey, Masterton Gover, Frederick, Fern Ridge School ... Grant, Jane Walker (Mrs.), Onehunga Greenhill, Peter, Mahurangi Heads ... Greenway, Maria Anne (Miss), Russell Guthrie, David Henry, Goat Valley School Halliwell, Thomas, Tararu School Hamill, Benjamin, Meanee Hamilton, Martha Gibb (Miss), Christchurch Girls' High School Harband, Amy Jane (Miss), Christchurch Harden, Mary Sabin (Mrs.), Remuera Harre, John, Mataongaonga Harris, AVilliam Henry, Halcombe School Harrison, Edward Marmaduke Clarke, Hepburn Street School, Auckland Hine, Marjory Seaton (Miss), Dunedin Hogarth, Catherine (Mrs.), Bell Block Girls' School Holmes, William Howard, Te Aro School Hookham, Annie Emma (Miss), Upper Riccarton Hookham, Henry, Yaldhurst Hookham, Marian Ada (Miss), Waimate Home, James, Tawa Flat School Hutt, Mary (Mrs.), Okain's Bay Jaggar, Henry, Port Levy Kelly, Margaret Anne (Miss), Christchurch Normal School Kenny, Henrietta (Mrs.), Boss Kirby, James, Washdyke School Kitchingman, Eliza (Miss), Christchurch Knowles, Henry Hamilton, Kaikoura Town School Lillington, Evan Richards, Mount Cook Boys' School Lindley, John, Te Kopuru Lock, Charles Henry AVilson, Palmerston North Low, Benjamin, AVillowby Lowe, Kate Maria (Mrs.), Wainui Maberly, George, Gisborne School McGowan, Jessie (Miss), Wellington... McKee, William, Woodside McKee, AVilliam John, New Plymouth West School Mackett, Ada (Miss), Christchurch ... Maeklin, Kate (Mrs.), Blenheim High School MacLymont, Katharine Murray (Mrs.), Kakanui School Macpherson, James, Dunedin Middle School Magoffin, Margaret Annie (Mrs.), Greymouth Malcolm, James, Marsden School Mann, Julia (Miss), Napier Manning, John Katterns, Thorndon School Mayne, James Boxer, Christchurch Normal School Meakes, Jane Elizabeth (Miss), Kaiapoi Borough School N. Canterbury E2* Meeking, Thomas Henry, Papakaio School Montgomery, George, Dunedin High School Morgan, Richard, New Plymouth Morton, William Francis, Kimberley ... Mulhearn, John, Goldsborough School Mulligan, Thomas, Harewood Road School, Papanui O'Connell, George, New Plymouth East School O'Donoghue, Denis, Auckland Patrick, Jessie Henrietta (Miss), Hokitika Peake, Charles, Tua Marina School ... Phillips, George Newell, Kauaeranga Boys' School Ponsonby, Gordon, Riwaka Pope, Jessie (Miss), Blue Spur School Popplewell, Frederick Joseph, One Tree Point Porteous, John, AVaitepeka School Postans, Thomas AVhaley, Bull's School Quinlan, Denis, Mars Hill School Reeve, Anne (Mies), New Plymouth ... Reynolds, James, Hastings ... Riordan, John, Ararimu School Ritchie, John, Paeroa Rix, James, Forsyth Robinson, Emily (Mrs.), Motupipi Rowe, Mary Louisa (Mrs.), Temuka ... Bowlands, Horace, Waipu Upper School Russell, Andrew, Mornington Sait, Elizabeth (Mrs.), Nelson Sangster, Margaret Mary (Miss), Invercargill Scott, Agnes (Mrs.), Rangiora Seaton, Arthur James Stuart, Taouui School Severne, Francis, Havelock ... Shannon, Ephraim, Kaitaia ... Sharp, Cecilia Brown (Mrs.), East Pukekohc School Sinclair, Elizabeth (Miss), Newton Singer, William, Pahautanui School ... Skeen, Jane (Mrs.), Auckland Smith, Mary Ann (Miss), Invercargill Smith, Thomas George, Coutts Island School Smith, Thomas Hardwick, Devon port... Spencer, Sara (Miss), Richmond Spurr, Rosny Metcalfe, Amberley District School Squire, John, Spring Creek School Stables, John, Waitahuna School Stanley, Elizabeth Mary (Miss), Greymouth School Stanley, Janet Mitchell Muter (Mrs.), Clive Square School, Napier Steedman, Charles, AVanganui High School Stevens, Ellen Tremorran (Miss), Mount View School Straker, Harriette (Mrs.), Dunedin ... Sutcliffe, Richard, Nga Timote School... Tarn, Katharine Hooper (Mrs.), Mount Cook Girls' School Taylor, Mary (Mrs.), Bingsland Thompson, William, Kaikora Tily, Thomas, Moeraki Twose, Richard James, East Oxford ... AVake, AVilliam Henry, Ashton Wannop, AVilliam Blundell, B.A., Otahuhu School Watson, Francis Edward, AVanganui Grammar School West, William, Wanganui Grammar School Westropp, George William, Little River School Whyte, Christina (Miss), Prebbleton ... Wilson, Henry, Styx Wright, Lewis Garner, Femside Otago D3 N. Canterbury E2 Otago 04* Auckland N. Canterbury D3* D3 Taranaki N. Canterbury Westland N. Canterbury E2* E2 E2 E2* Otago Wellington ... E2* E2 D3* E2* E2 E2* D3* Taranaki D3* Nelson N. Canterbury Auckland Taranaki S. Canterbury Auckland AVestland D3 E2* Marlborough Auckland E2* D3* Auckland AVellington ... E2 04 Nelson Otago Southland ... D3 E2* E2* AVellington ... Auckland Auckland Auckland Wanganui ... E2* E2* E2 D3 E2 Otago Wanganui ... E2 D3* Auckland Hawke's Bay N. Canterbury D3* E2 D3* D3* Wanganui ... Taranaki Hawke's Bay Auckland Auckland Otago Nelson S. Canterbury Auckland E2* D3 D3 E2 D3 E2 E2 E2 E2 N. Canterbury Auckland Wanganui ... Wanganui ... Auckland D3 D3 E2* D3* Otago Nelson Southland ... D3 E2 D3 Otago Taranaki D3 E2* AA Tellington ... D3 N. Canterbury AA ranganui ... D3* D3* N. Canterbury D3* Marlborough Auckland Auckland E2 E2 E2 N. Canterbury S. Canterbury D3 D3* Wellington ... N. Canterbury N. Canterbury N. Canterbury D3 E2 E2 D3* Auckland Wellington ... Auckland Southland ... N. Canterbury D3 E2 D3 E2* E2* AVestland S. Canterbury N. Canterbury E2 E2* D3 Auckland Nelson N. Canterbury D3* E2 E2 Marlborough E2* Marlborough Otago AVestland E2 D3 E2* Wellington ... E2 Auckland Wanganui ... D3 E2* Hawke's Bay E2 E2* E2 D3 D3 E2* E2* Wanganui ... D3 N. Canterbury N. Canterbury Hawke's Bay AVellington ... Auckland Taranaki Wanganui ... Otago Nelson Wellington ... E2* D3 E2 E2 N. Canterbury Marlborough Otago E2* D3 E2 N. Canterbury Hawke's Bay Otago N. Canterbury N. Canterbury Auckland E2* E2 E2 D3* E2 C4* Otago D3* AVestland ... E2 Wanganui ... D3 Westland Hawke's Bay Wellington ... E2* E2* D3 Wanganui ... D3 N. Canterbury E2 N. Canterbury D3* N. Canterbury N.Canterbury N. Canterbury D3* D3 D3 N. Canterbury E2
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4
Name and Address. Education District. Rank. Name and Address. Education District. Rank. C5, D4, and E! Aldred, Frederick Scott, Alexandra ... Alford, Martha (Miss), Cambridge ... Allison, Mungo, Drybread School Anderson, Annie (Miss), Dunedin South School Anderson, Helen (Mrs.), Waitahuna School Astbury, Annie (Mrs.), Turakina Valley School Bain, Christian Middlcmass (Miss), Invercargill Barnett, Edwin Frederick, Governor's Bay Barton, Annie (Miss), Howe Street School, Newton Barton, James, Portobello ... Bartrum, Louisa (Miss), Sefton Bennett, Sclina Mary (Miss), Tapanui Bennetts, Mary Ann (Miss), St. Alban's Black, Jane Ann Stuart (Miss), Palmerston School Blair, John, Fairfield Bluck, Lucy (Miss), Harrisville Bourke, Martin. Warrington School ... Bowles, Minnie Ellen Goldsmith (Miss), AVaimate Box, Josiah, Whangapoua ... Brock, AVilliam, Saltwater Creek School Broun, Thomas, The Kawau Bryant, Annie Mary (Mrs.), Brightwater Burnett, Jane (Miss), City East School Auckland Caldwell, Margaret (Mrs.), Coromandel Cameron, Sarah Johanna (Mrs.), AVinton School Campbell, Alexander, AA'arkworth School Cannon, Philip Henry, Southbridge ... Carrington, George William, Milton ... Cattley, Robert James, Okato Chambers, Jessie Mary (Miss), Lyttelton Chappell, James, Waipipi District School Chatwin, Georgina Elizabeth (Miss), Sandon Chiiman, John, Mauku Chisholm, James Baird, West Christchurch School Clark, George Bcntinck, Taieri Beach Clark, Samuel Marshall, Portobello ... Clarke, Annie (Mrs.), Naseby Geary, Louisa Castle (Miss), Oamaru High School Coburn, Isaac, Mount Hobson Boys' School Cole, Susan (Miss), Papakura Collins, Eleanor Sarah (Miss), Christchurch Collins, Henry, Longbeach Main School Compton, Thomas Gillett, Thames Cooper, Emma (Mrs.), Wanganui Grammar School Cother, Ellen (Miss), Nelson Cowles, Edward, Ranzau School Cox, William, South Rakaia School ... Crawford, Mary McKenzie (Mrs.), Oamaru High School Cross, Sarah (Miss), Blueskin Darton, Harriet (Miss), Waikouaiti School Dement, Mary Anne (Miss), Nelson ... Derham, Eliza (Miss), Outram Derry, Sarah Elizabeth (Miss), Springston Desaunais, Elizabeth Mary (Mrs.), Lower AVakefield School Devereux, Lydia Myrtle (Miss), Buckle Street Girls' School, Wellington Digby, John Richard Bickerton, Hororata Dolamore, Emma Amelia (Miss), AVairau Valley School Don, Alexander, Port Chalmers High School Donald, Elizabeth Lindsay (Miss), Ravensbourno School C5, D4, and E3 — con 'iinued. t. Otago Auckland Otago Otago D4* E3* E3* E3* Dunning, Eliza Louisa (Miss), Auckland Edridge, Edward, Ahaura Edwards, Caroline Ada (Miss), Southbridge Edwards, Jane (Miss), Auckland Edwards, William, Kawakawa Elliott, John James, Christchurch Evans, George Samuel, Wellington ... Everiss, Andrew, Kaituna School Exall, Charles Francis, Alford Forest Main School Exall, Oswald Walters, Waimate School Fee, Sarah (Miss), St. Albans Finlay, Jeannie Alexander (Miss), Caversham Foster, AdaEmily (Miss), Christchurch Foster, Frederick Nathaniel, Courtenay School Foster, Thomas Davey Hamilton, Palmerston Fowler, Lillias Amelia (Miss), North Dunedin Fraser, Frederick John, Dunedin Fuller, Atherton Landbrooke, Winton Garrett, Thomas Lindsay, Greenpark... Gaskin, Caroline (Mrs.), Nelson Gates, Thomas Adkisson, Springston ... Gerring, Albert, Shortland ... Gilling, George, Christchurch Good, Sarah (Miss), Ponsonby Gordon, Mary Anderson (Miss), Christchurch Gorton, William Henry, Lakeside Gosnell, Louisa (Mrs), Wairoa Gould, Ellen Julia (Miss), Otahuhu ... Gray, John Anderson, Glenore School Griffin, Marian (Miss), Timaru Guy, Eleanor Gertrude (Miss), Motueka Hale, AVilliam, Selwyn School Hall, Mary (Miss), Christchurch Normal School nalhwell, Elizabeth Sarah (Miss), Dunedin Middle School Hamilton, Thomas Albert, Carleton ... Hansard, Charles James, AVaverley School Hardcastle, John, Castlewood Hardy, Samuel AVhitaker, East Clive School Harper, James Davidson, Selwyn School Harris, Hiram AVilliam, Pieton School Harrison, Thomas, AVairuna School ... Haselden, Frances Isabella (Miss), Kauaeranga Girls' School Helyer, Elizabeth (Miss), AVellington Hendry, James, Dunedin Henri, Henry, Vleasant Point School... Hewat, Ebenezer, Oamaru District High School Hill, Henry George, Neudorf School ... Hislop, Walter, Dunedin North School Hobbs, Celia Elizabeth (Miss), Lyttelton Horneman, Julia Sophia (Mrs.), Kumara Husband, Charles David, Balcairn School Hutt, Joseph, Okain's Bay Hyatt, Henry Rushtou, Auckland Innes, Elizabeth (Miss), Christchurch Jack, Bethia (Miss), Dunsandel Johnston, Thomas, Lawrence Johnstone, AVilliam, Ruapuke Jordan, Mary Emily (Mrs.), AVaitotara Joseph, Francis Antonio, AVailiola Gorge School Kells, John Murray, AVanganui Kelsey, AVilliam Charles, Big Dam Kemp, Emily Jane (Miss), Auckland... Kesteven, Katherine Jessie (Miss), Christchurch King, Walter Junius, Pleasant Valley School Kippenberger, Lizzie (Miss), Dunedin Kitcbingman, Ann (Miss), Brookside... Auckland E3* Westland N. Canterbury E3* E3* Otago Wanganui ... E3* E3 Auckland Auckland N. Canterbury AVellington ... Marlborough N. Canterbury E3* E3* K3* K3* E3* E3* Southland E3* N. Canterbury E3 S. Canterbury N. Canterbury Otago E3* E3* E3* Auckland E3 Otago N. Oanterbury Otago N. Canterbury Otago E3* E3* E3* E3* E3* N. Canterbury N. Canterbury E3* E3* Otago D4* Otago Auckland Otago S. Canterbury E3 E3* E3 E3* Otago E3* Auckland N. Canterbury Auckland Nelson E3 E3* E3 E3 Otago Southland N. Canterbury Nelson N. Canterbury Auckland N. Canterbury Auckland N. Canterbury E3* E3* E3* E3* E3* E3 E3* E3* E3* Auckland E3* Auckland Sout bland ... E3* E3 N. Canterbury Hawke's Bay Auckland Otago S. Canterbury Nelson N. Canterbury N. Canterbury E3 E3* E3* E3 E3* E3* E3 E3* Auckland N. Canterbury Otago Taranaki N. Canterbury Auckland E3 E3* Ea* E3* E3* E3 AVanganui ... E3* Otago E3* Auckland N. Canterbury E3* D4* N. Canterbury AA ranganui ... D4 E3* Otago Otago Otago Otago E3* E3 E3 E3 S. Canterbury Hawke's Bay E3* D4 N. Canterbury Marlborough Otago Auckland E3 E3 E3* D4* Auckland E3* Auckland N. Canterbury E3* E3* AVellington ... Otago S. Canterbury Otago E3* D4* E3* E3 N. Canterbury Auckland Wanganui ... E3* C5 E3* E3 D4* E3* Nelson Nelson N. Canterbury Otago E3 E3* E3 E3 Nelson Otago N. Canterbury AA Testland E3 E3* E3* N. Canterbury E3* Otago Otago N. Canterbury Auckland N. Canterbury N. Canterbury Otago Auckland AVanganui ... Otago E3 E3* E3* E3* E3 E3 E3* E3* Nelson Otago N. Canterbury E3* E3* E3* Nelson E3 Wellington ... E3* E3* E3* E3* E3* N. Canterbury E3 AA ranganui ... AVestland Auckland N. Canterbury Marlborough E3* Otago E3* S. Canterbury E3* Otago E3* Otago N. Canterbury E3* E3*
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Name and Address. Education District. Rank. Name and Address. Education District. Rank. C5, D4, and E3— co; ntinued. C5, D4, and E3—cos Richmond, Maggie (Miss), Te Aro School Ritchie, Maggie (Miss), Milton High School Boby, John, Ferntown School Rockliff, Joseph Bullen, Driving Creek School Roseveafe, Charles, Caversham Industrial School Rowley,Emma Bannister (Miss),Christchurch Sale, Charles James, Kanieri Sale, Mary (Mrs.), Kanieri Saudford, Eliza Mary Anderson (Mrs.), Sydenham Severne, Henry Leigh, Canvastown ... Shaw, Lydia Elizabeth (Miss), New Plymouth Short, Agnes E. (Miss), North-East Valley School Simms, James, Panmure Simpson, John, Greendale School Sinclair, Janet (Miss), Lyttelton Sinclair, Mary (Miss), Port Chalmers District High School Slipper, John, Kowai Pass School Smith, Amy (Mrs.), Wairoa South School Smith, Henrietta Letitia (Mrs.), Doyleston Smith, Janet (Mrs.), Ruatangata Smith, Jeannie Graham (Miss), Invercargill Sopp, John Cox, Lyttelton ... South wick, Joseph, Upper Tutaenui School Spratt, Jane (Miss), Dunedin North School Stack, Michael AVilliam, Cambrians School Steven, George, Kaitangata Stevens, Clifford Arthur, Mount Eden School Stevens, Dora Susanna (Mrs.), Clyde... Stevens, Robert, Kurapete School Stewart, Jessie (Miss), Ashburton Sutherland, James Robert Kenneth, Sawyer's Bay Taylor, Mary (Miss), Colombo Road School Taylor, Mary Crawford Paul (Miss), Auckland Thomas, Matilda Jane (Miss), Akaroa Thompson, Frederick William, Pigeon Bay School Thompson, Joseph, Sefton ... Thompson, Lucy Eleanor (Miss), AVoodend Thompson, Maria (Miss), Waikouaiti... Thorburn, George, Hope School, AVaimea East Toms, Richard Newberry, AVoodlands... Victor, James, Robinson's Bay Vincent, Frederick Janvrin, Gisborne... Walker, Thomas Alexander, Cromwell School AVann, Marianne (Miss), Auckland East No. 2 School Watson, George, Christchurch Normal School AVatson, John, Brookside Webber, Alfred Septimus, Dunedin ... White, Alexander Wylio, Mataura Bridge AVhite, Christina (Miss), Dunedin Wild, Herbert Arthur, Invercargill District High School Will, James Alexander, Mornington ... Willis, Eme (Mrs.), Lower Hutt School AA ritney, Susan (Miss), Toitoi Valley ... Woodward, Laura (Mrs.),Pakuranga... Worsop, William Hurnall Arthur, North-East A'alley School Wright, Elizabeth (Miss), Amberley ... Young, Ellen (Mrs.), AVellington Terrace School itinued. Ladley, Harry, Foxhill La Trobe, James, Waitehuna School ... Lee, Clement William, AVangaehu School Ligertwood, Patrick Beaton, Caversham School Nelson Auckland AVanganui ... j E3* E3 E3* Wellington ... E3* E3* Otago Otago D4* Nelson Auckland E3* E3* Longmore, Frances (Miss), Auckland... Lovatt, Mary (Miss), Shortland Lusk, Mary Sloan (Miss), Sydenham ... McAlpine, George Benjamin, Upper Crossing School Macandrew, William, Berwick McBryde, John, Saddle Hill School ... McCaw, Isabella Hafton (Mrs.), Ta11.;: k i West School MoClure, William, AVakanui School ... McClure, AVilliam David, Barry's Bay School Macdonald, Kenneth, Roslyn Bush School McGowan, Harriet (Miss), Wellington McGregor, Peter, A.A., Maheno Mcintosh, Janet (Miss), Mornington... Mclntyre, John, View Hill School Mclvor, Charlotte Elizabeth (Mrs.), Invercargill District High School Maekinlay, John Fortune, PukekoheWest McLaren, Mary (Miss), Dunedin Middle School MacLeod, John, Flint's Bush Macleod, Neil, Akatore McLeod, AVilliam Owen, Hastings Magrath, John Andrew Nicholson, Parawanui Mahan, Archibald, Waitohi Flat School Mansfield, Frederick AVilliam, Timaru Mason, Herbert, Thames Matheson, Norman, Kihikihi Mathews, Ellen (Miss), Opaki Plain ... Maunder, George Henry, Mauku Mayo, Mary Ann (Mrs.), Templeton ... Melrose, George, Turanga Creek School Monk, Elizabeth (Miss), Flaxton Side School Monteath, Thomas, Edendale Morgan, Charles Hackett, Taieri Ferry School Morton, Albert James, Christchurch ... Muir, James, Papakura Valley School Miiller, Nicolaus Ludwig Friedrich, Timaru School Murphy, Elizabeth Margaret (Airs.), Brighton Murphy, Mary Anne (Mrs.), Donoghue's Murray, Andrew, AVyndham School ... Murray, George AVilliam, Kaukapakapa Murray, James, West Melton School... Murray, James Ure, Heriot School ... Murray, John, Hastings School Murray, John Mitchell, Hamilton West School Neill, John, Fraukton Neill, Robert, Blue Spur Nelson, John Middleton, Upokongaro School Newlyn, John Heath, East Oxford School Nicholson, Charles Henry, Auckland ... O'Loughlen, Edith Eliza (Miss), Richmond Opie, Charles Henry Adolphus Truscott, Pleasant Point Ormsby, Robert, Harapipi School Page, Mary Elizabeth (Miss)Christehureh Pashby, Ellen (Miss), Kaiapoi Paterson, AVilliam Aird, Waikari Peat, Harry, Loburn School Phillips, Mary (Mrs.), Kumara School Piper, Ebenezer, Teaneraki Pitcaithley, Margaret (Miss), Pigeon Bay Side School Poole, John, Waipukurau School Proudlock, Albert, Weedon School Quinlan, Adelaide.(Miss), Timaru School Reeve, Rev. Thomas Fitield, Wellington Reilly, William Andrew, Upper Waipori Auckland Auckland N. Canterbury Westland E3* E3* E3* D4* Otago E3* N. Canterbury E3* Otago Otago Auckland E3 E3* E3* AVestland Westland N. Canterbury E3 E3 E3* N. Canterbury N. Canterbury E3 E3* Marlborough Taranaki E3* E3 Southland E3* Otago E3* Wellington ... Otago Otago N. Canterbury Southland ... E3* D4 E3* E3 E3 Auckland N. Canterbury N. Canterbury Otago E3* E3* E3* E3 Auckland Otago D4 E3* N. Canterbury Auckland E3* D4 Southland ... Otago Hawke's Bay AVanganui ... E3 E3 E3 D4* N. Canterbury E3 Auckland Southland ... E3 E3* S. Canterbury S. Canterbury Auckland Auckland Wellington ... Auckland N. Canterbury Auckland N Canterbury E3 E3* D4 E3 E3* E3* E3 E3 E3* N. Canterbury Wanganui ... E3* E3* Ot.igo E3* Otago E3 Otago Auckland D4 D4 Southland Otago E3* E3* Otago Taranaki N. Canterbury Otago E3 E3* E3* E3 N. Canterbury Auckland S. Canterbury E3* E3* E3* N. Canterbury E3* Nelson E3 Auckland E3* Westland Southland Auckland N. Canterbury Otago Auckland Auckland E3* D4* E3* E3 E3* E3* E3* N. Canterbury N. Canterbury E3* E3 N. Canterbury N. Canterbury E3* E3* Otago Nelson E3* E3 Otago Otago Wanganui ... E3* E3* E3* Southland N. Canterbury Hawke's Bay Otago E3* E3 E3* D4 N. Canterbury Auckland Nelson E3* D4 E3* Auckland E3* S. Canterbury E3* N. Canterbury D4 Auckland N. Canterbury N. Canterbury Otago N. Canterbury Westland Otago N. Canterbury E3 D4* E3* E3* D4 E3* E3* E3* N. Canterbury Otago Southland ... D4* D4 E3* Otago Southland ... E3* D4 E3 E3* E3* D4* D4* Otago Wellington ... Nelson Auckland Otago D4 E3* E3 E3 E3* Hawke's Bay N. Canterbury S. Canterbury Wellington ... Otago N. Canterbury Wellington ... E3* E3*
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Name and Address. Education District. (Rank. Name and Address. Education District. Rank. D5 and E4. D5 and TH4—contii .ued. Adams, George, Jackson's Bay Airey, Walter Henry, Mangare Algie, Mary Anne (Miss), Mosgiel Allan, Kate (Miss), Grafton Eoad School, Auckland Allsop, James Thompson, Tinwald Amner, Henry Charles, Fairhall School Austin, Edward Walter, Te Aro School Beale, Arundel Mary (Miss), Auckland Bedford, Bernard, Pukerimu Begg, Isabella (Miss), Dunedin Bennett, Thomas Bradley, Invercargill District High School Blackmore, Sophia Sarah (Miss), Nelson Blaxall, Emily Martha (Miss), Westport School Bremner, Philip, Merton Brophy, Lizzie B. (Miss), Roxburgh ... Bryant, Emma Claypolc (Miss), Brightwater Burnham, Arthur Palmerston, Crofton School Burrell, Edward Fearon, Dovedale School Callender, Eliza (Miss), Christchurch... Calvert, George, Pokeno A ralley Campbell, Thomas, Arapohue Carr, Lydia (Miss), Auckland Cattan, William James, Dunedin Normal School Chapman, Alice (Miss), Cust School ... Closs, AVilliam John Leech, Dunedin Normal School Cook, Annie (Miss), Sarau School Cooke, Jean Laird (Miss), Oamaru South School Crawford, William Gibb, Woodville School Darling, Ralph Compton, St. Bathans Day, Emily Esther (Miss), Parawai ... Dent, Eleanor (Mrs.), Newmarket Dohrniann, Sophia (Miss), AVest Oxford School Doria, Elizabeth (Mrs), Porangahau ... Dunnage, Florence (Jliss), Riversdale... Dunnett, Andrew, AVinchester Faithful!, Emily Mary (Mrs.), Driving Creek Falconer, Catharine Louisa (Miss),Waikari Falla, Annie (Miss), Westport Fee, Susan (Miss), East Oxford Field, John Loney, Pinnacle School ... Fisher, Amelia (Miss), Te Pahi Ford, Martha Bebccca (Miss), Leeston School Frank, Annie Christine (Miss), Haven Road School Galloway, Helen (Miss), Dunedin Gnskell, Frances (Miss), Riwaka Gill, Fanny Emma (Miss), Riverside School Gillies, Elizabeth (Miss), Dunedin Golding, Francis, Clinton School Gooder, Emma (Miss), Mount Cook School Goulding, Annie (Miss), Alexandra ... Gower, Alfred, Karere Grant, Forrestina Elizabeth (Miss), Tokomairiro District High School Gribble, Charles, Thames School Gush, Frederick, Napier Guthrie, James, Moa Flat ... Guy, Frances Eliza (Miss), Brooklyn... Hall, James, Manutahi School Hart, Katherinc Mary Evers (Miss), Mangare Hookham, Jane (Miss), Yaldhurst Horne,Ellen Jane (Miss), Green Island Hough, Emily Eva (Miss), Nelson Hoult, Annie (Miss), Nelson Hungerford, Elizabeth (Miss), Auckland Jennings, Edward Ivory, Baugiora School Jennings, George Clifford Pease, Motueka AVestland Auckland Otago Auckland E4* E4* E4* E4* Jerram, Annie Galloway (Miss), Auckland Jolly, Thomas, Groper's Bush Kinvig, Jessie Dalrymple (Miss), Dunedin Kitchingman, Sarah (Jliss), Rangiora School Leach, Sarah (Miss), Lower AVakefield Leech, Annie (Miss), Motueka Leggett, Francis Charles, Maketu Low, Sabina (Mrs.), AVillowby Lowry, Priseilla Anna (Miss), Dunedin Lumsden, James, Mimihau ... Lyltle, John, Fairfax School McCracken, Alfred Joseph, Devonport District School McDonald, Johan Johnston (Miss), Greatford MeEwan, Mary (Miss), CaverBbam School Macgeorge, Rosalie (Miss), Dunedin ... Mcintosh, Mary (Miss), Dunedin South District School Mackay, Margaret (Miss), Newton McManus, Honoria (Airs.), Grahamstown Macmillan. Thomas Hamilton, Le Bon's Bay McNeur, James, Inch Clutha Manson, Elizabeth Anne Jefford (Miss), East Takaka May, Alice Blanche (Miss), Leithfield... Miller, Christina (Miss), Waitahuna School Moore, Sara (Miss), Port Chalmers District High School Murdoch, James, Clifton School Murray, Mary Anne Jane (Miss), Anderson's Bay School Neilsen, Charles Marius, Gillespie's ... Noakes, Edward Thorby; Dunedin Osborne, Amy (Miss), Kaitangata Pashby, Julia (Miss), Kaiapoi Paterson, Janet Whithead (Miss), Dunedin Pearee, Richard John, Maungatawhiri Valley School Peterson, AVilliam, Half-Moon Bay ... Phillips, Sarah (Miss), Waitohi Pole, Richard Potts, Russell's Flat ... Pope, George Sidney, North Blueskin Pope, Langiey, AVeatherstone Powell, Henry, AVellington ... Prendeville, John Sweeney, Makara ... Revel], Annie Elizabeth (Miss), Newton Revell, Mary (Miss), Tuakau School ... Richards, AVilliam, Oakura School Rix, James Arthur, Albany Street School, Dunedin Eobb, Barbara (Miss), AVakapuaka ... Roberts, Jane (Miss), Christchurch ... Eobertson, Malcolm, Rangiriri School Robson, James (jun.), Waimea AVest School Rookes, Colonel Charles Cecil, Alexandra Samuel, Edward, Masterton Seaman, Susan (Miss), Lake Takapuna Sercombe, Walter, Dunedin... Shand, Annie Gray (Miss), East Taieri Sheard, Martin, Hurunui School Sinclair, James Leask, Newton Sinclair, Mary Ada (Miss), Mount Clifton Smith, James Waddell, Invercargill ... Smith, Rev. Robert Primrose, Evans Flat Stanton, Mary Anne (Miss), Grahamstown Steadman, Ella (Miss), Auckland Stevens, Percy Edward, Auckland Stevenson, Annie (Miss), Fairfax School Steventon, Alfred, Wharehine Stewart, Ralph D., AVairoa South Sunley, Ellen (Miss), Nelson Surrey, Marianne (Mrs.), Inglewood ... Symes, Eliza Palmer (Mrs.), Long Plain Auckland E4 Southland ... Otago E4* E4* N. Canterbury Marlborough AVellington ... Auckland Auckland Otago Southland E4* E4 El* E4 E4* E4* E4* N. Canterbury Nelson Nelson Auckland N. Canterbury Otago Southland ... Otago Auckland E4* E4* E4* E4* E4* E4* E4* E4* E4* Nelson Nelson E4* E4* Otago Otago Nelson E4* E4* E4* Wanganui ... E4* E4* Otago AVanganui ... E4* Otago Otago E4* E4* Nelson E4* N. Canterbury Auckland Auckland Auckland Otago E4 E4* El* E4* E4* Auckland Auckland E4* E4 N. Canterbury E4* Otago Nelson E4* E4* N. Canterbury Otago E4* E4* N. Canterbury Otago E4* E4* Nelson Otago E4* E4* Otago E4 Hawke's Bay E4 Southland ... Otago E4* E4* Otago Auckland Auckland . ... N. Canterbury E4 E4* E4* E4* Westland Otago Otago N. Canterbury Otago E4* E4* E4 E4* E4* Hawke's Bay N. Canterbury S. Canterbury Auckland E4* E4* E4* E4* Auckland E4 Otago Nelson N. Canterbury Southland ... Auckland N. Canterbury E4* E4* E4* E4* E4* E4* Southland AVanganui ... N. Canterbury Otago Otago Wellington ... Wellington ... Auckland Auckland Taranaki Otago E4* E4* E4* E4* E4* E4* Do* E4* E4* E4 E4* Nelson E4* Otago Nelson Nelson E4* E4 E4* Nelson N. Canterbury AVestland Nelson E4* E4* E4* E4* Otago Otago Wellington ... E4* E4* E4* Auckland Wellington ... Auckland Otago Otago N. Canterbury Auckland Otago E4* E4* E4 E4* E4* E4* E4 E4 Otago Wanganui ... Otago E4* E4* E4* Auckland Hawke's Bay Otago Nelson AVanganui ... Auckland E4* E4* E4* E4* E4* E4* Southland ... Otago E4* D5* N. Canterbury Otago Nelson Nelson Auckland N. Canterbury E4* E4* E4* E4* E4* E4* Auckland E4* Auckland Auckland Otago Auckland Auckland Nelson Taranaki Nelson E4* E4* E4* E4 E4* E4* E4* E4# Nelson E4*
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By Authority: Geor&e Didsbcby, Government Printer, Wellington.—lB79.
Name and Address. Education District. Rank. I Name and Address. Education District. Rank. D5 and E4 — continued. E5 — continued. 'ait, Jane Ninian (Miss), Wellington... Wellington ... E4* 'aylor, Matilda Janet (Miss), Auck- Auckland ... E4 land 'ennent, Arthur Philip, Danevirk ... Hawke's Bay E4* Gliomas, Jane Elison (Miss), Oamaru Dunedin ... E4* High School 'hornson, Georgiana (Miss), Opawa ... N.Canterbury E4* 'ipler, Walter, Kanieri ... ... AVestland ... E4* Valker, Mary Maria (Miss), Dunedin Otago ... E4* Vallace, Eliza Gilchrist (Miss), Auck- Auckland ... E4* land Hansen, Hester (Mrs.), Tauherinikau I Wellington ... School McLeod, Alexander, Waipawa ... Hawke's Bay Marris, William Percival, Dunedin ... Otago Neal, Florence (Miss), Richmond ... Nelson Roulston, Alexander, Woodstock School ( AVestland Solomon, Amy (Miss), Dunedin ... ' Otago Thompson, Hugh James, Richmond ...Nelson E5* E5 E5* E5* E5* E5* E5* Varnock, Thomas, Myross Bush ... Southland ... E4* Vatson, Jeannie (Miss), Waihola ... Otago ... E4* A ratson, Margaret (Miss), Pukeuri ... Otago ... E4* A Thiteside, Margaret (Mrs.), Ashley N. Canterbury E4* Bank A Tillis, Robert, Little Akaloa School ... N.Canterbury El* Winder, Christina (Miss), North Taieri Otago ... E4* ifoung, Eliza Forsaith (Miss), One- Auckland ... E4* hunga Girls* School foung, Henry Paterson, Riverton ... Southland ... E4* Iweihruck, Mary (Miss), Tai Tapu ... I N.Canterbury E4* Name and Address. License to Teach. Education District. E5. Alford, Martha (Miss), Cambridge School ... | Auckland Blaxall, Lucy Maria (Miss), Westport ... | Nelson Chattock, Hannah (Airs.), Reef ton ... Nelson Dinsdale, Joseph, Napier ... ... Hawke's Bay Jones, Alice (Mrs.), Pieton ... ... Marlborough Leete, James, Matarawa ... ... i Wellington Maberly, Mary Helen (Mrs.), Gisborne ... j Hawke's Bay McKay, AVilliam Donald, Ross School ... j Westlamd Norie, Katharine Elizabeth (Miss), Wellington | AVellington Robertson, Marion Rosa (Mrs.), Pieton ... | Marlborough Smith, William, Thames ... ... ...Auckland 3uckeridge,Elizabeth Anne (Miss), Toi- Nelson ... , Eo* toi Valley Chattock, Fanny (Miss), Wakefield ... Nelson ... E5* Moulding, Jane Elizabeth (Miss), Ka- Otago ... E5* warau Gorge School
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Bibliographic details
EDUCATION. SECOND ANNUAL REPORT OF THE MINISTER OF EDUCATION., Appendix to the Journals of the House of Representatives, 1879 Session I, H-02
Word Count
167,340EDUCATION. SECOND ANNUAL REPORT OF THE MINISTER OF EDUCATION. Appendix to the Journals of the House of Representatives, 1879 Session I, H-02
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