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I will now make some remarks upon the treatment of the several subjects of the programme. Reading, as a general rule, is carefully taught, and particularly at the larger schools, where simultaneous reading is more constantly practised. In tho upper classes it nearly always possesses the qualities of fluency and correct pronunciation, aud not unfrequently considerable niceties of intonation and expression. I very rarely find it necessary to reduce the marks assigned to this subject. Intelligent answers to questions on the subject of the reading lessons are generally obtainable from most of the scholars, although several in the Sixth Standard informed me that "a mansion in Belgravia " (referred to in p. 287, No. 6 Royal Reader) signified "a residence in European Turkey." Recitation, which was at one time confined to the three lowest classes, has now been introduced into all. It is, therefore, more than ever important that this branch of instruction should be most carefully attended to in the earliest stages; otherwise bad habits will be contracted which it will he difficult, if not impossible, to overcome in the higher classes. It is a common experience to find children repeating such lines as " O 'appy, 'appy 'ummin'-bird," varied by " 0 wappy yappy yummin'-bird;" and such defects are naturally more marked iv the few cases where the teachers themselves have acquired a habit of incorrect pronunciation ; and perhaps the reason why the recitation of the upper classes is sometimes inferior may be found in the fact that the pupils in those classes were not accustomed when younger to the careful repetition of rhymes. In the case of infant classes the manner in which they repeat their rhymes affords a very fair criterion of the quality of their other training. I have invariably observed that, when this part of the infant programme is satisfactory, very little fault can be found with the remainder of the work. Spelling.—Considerable improvement is noticeable in this subject, though when the attention of the scholars is not immediately directed to it (as for instance in their written papers on various subjects) numerous and flagrant errors in orthography occur. Aeithmetio. —This subject is very carefully and successfully taught at the best schools, though even in these there is room for improvement in the direction of the comprehension of principles. There are some teachers who seem to lack the power of dealing with this subject in an intelligent manner, especially in the upper standards. There are seven schools where the number of passes in this subject is small. Geography is the subject which produces fewer failures than any other in the programme. Mapping from memory was introduced this year, but very poor results were obtained, excepting from Hokitika, Kanieri, and Ross, which produced some really good specimens. Histoey was fairly represented in most schools, but the meagre nature of the text-book employed necessitates a narrow range of questions, and the answers are generally word for wnrd reproductions of the few lines devoted to each event in the text-book. Thus, the stereotyped answer to any question about the Constitutions of Clarendon was —" A difficulty about the trial of clergymen arose between the Primate and the King, and the Constitutions of Clarendon were drawn up to arrange matters." Geammae. —In this subject great progress has been made. I introduced some novelties in the style of the examination this year, which, though entirely unexpected, were as a rule very fairly dealt with. The corrections of false grammar were, in some cases, remarkably well given, together with reasons for the same, and in a few schools the derivations of words were given with considerable accuracy. Mental Aeithmetic was also successfully treated, and produced very few failures. Weiting in most cases, especially in the larger schools, showed considerable improvement, both in the character of the writing and in the cleanliness of the copybooks. In some of the small schools, however, the reverse is the case, the books being defaced with blots, and exhibiting no traces of supervision or correction. Admitting that the teachers of these small schools, being generally unassisted, have great difficulties to contend with in the management of their classes, yet the importance of this subject demands that more care should be bestowed upon it, and, if not every lesson, at least every other lesson should receive the undivided attention of the master, and the black-board should be more freely used in pointing out and correcting the malformation of letters, &c. Another fruitful source of bad writing is the practice of allowing children to advance too rapidly through a series of copybooks, this being often unwisely permitted by the teacher, in deference to the wishes of parents. The best results in writing are obtained where the copybooks of Vere Foster are intelligently and systematically used, and tho work constantly aud 'thoroughly supervised. By the use of Darnell's copybooks most children may in time learn writing of some kind, but with Vere Foster's they must be taught. In order to encourage a neat style of writing and figuring, I gave notice that a bonus of from 5 to 15 per cent, of the marks gained at the written examinations would be allowed for cleanliness and neatness of writing and arrangement. Needlewoek. —Some very good work of this kind is being done at all the schools having female assistants. At the larger schools I have made a practice of requesting the Committees to obtain the assistance of some ladies to examine the needlework, and I desire to tender my thanks to those ladies who at Greymouth, Hokitika, Kumara, and Ross rendered me such valuable assistance. I think it would be an improvement if, in addition to showing work done before the examination, a small piece of calico or other material were handed to each of the girls, and they were directed to execute upon it, then and there, some portion of the work included in the programme of their respective standards. At present there is nothing to show how much time has been expended on the production of any piece of work, how often it has been unpicked, or how much assistance has been received from the teacher, to say nothing about the fixing expected in the upper classes. Moreover, the practice of having the work intended for the examination carefully washed should be discontinued, as it is surely of some importance that the children should be taught to keep their work clean while it is in hand, and as the lavatories attached to all such schools afford every facility for cleanliness on the part of the scholars. Discipline.—The order and discipline of nearly all the schools are quite as good as can be expected, or perhaps desired. In some it is remarkably good, as at Hokitika, Ross, Greymouth, Kanieri, Kumara, and Stafford, nor can any great fault be found in this respect with more than two or three in the district. Class and desk drill, which, -when habitually practised, have a wonderful effect 4—H. Il