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to see why, supposing the system to be intelligently carried out both by teachers and examiners, there should be any antagonism between it and the moral culture of our children. Under this system every scholar above the infants has a direct interest in tho result of the examination ; the minimum, not the maximum, requirements for each standard are properly defined for the teachers, and intelligent parents are enabled to form a fairly-reliable estimate of their children's progress. Irregular attendance is still the greatest difficulty with which teachers have to contend, and until parents are compelled to send their children to school with a reasonable degree of regularity no appreciable change can be expected in the quality of the results. Compulsion is not pleasant, but I see no other remedy. It is unreasonable to expect teachers to efficiently prepare children for the requirements of the present standards who are practically hut half-time attendants. Some teachers adopt the plan of sending notes to the parents of the absentees, and in such schools the attendance is fairly regular and constant. With regard to the number of children of school age who are receiving no instruction, I cannot say that I possess any reliable information; but, from inquiry and observation, it appears to me that a carefully-compiled return would show that the number is by no means small. In the great majority of the schools in my district the teachers are performing their onerous duties zealously. In a few, however, no improvement has taken place, nor do I see much promise of any. There are at present several uncertificated teachers employed, some in charge of schools, others in the position of assistants. Many of them deserve commendation for their work, and fully intend to come up for examination during the present month. To those who have no such intention I would point out that, unless they make some effort to qualify themselves, they cannot expect to retain their positions. In a previous part of this report I pointed out that there was still a large number of children below Standard I.—over 40 per cent, of the enrolment. This is far from satisfactory, and is, in my opinion, due to the fact that, with but few exceptions, head-teachers pay very little attention to the junior classes of their schools. Iv the case of schools with an average attendance of over 70 scholars, the infant classes are invariably taken by a pupil-teacher or unskilled assistant, under nominal supervision. These classes are more difficult to manage and interest than those preparing for the higher standards, and should, therefore, receive some share of the skilled teaching in every well-organized school. Of course, in the town schools, where there are separate infant departments under efficient mistresses, there ought to be very little necessity for a head-master's interference. In small schools, where the classes range from the alphabet to Standard VL, a teacher's position is a very difficult one, and it is often a matter of surprise to me that, considering the manifold requirements of the standards, so much good work is done. In some small, and in several of the larger, country schools the boys and girls examined in the higher standards acquitted themselves very creditably, and generally speaking their papers were well arranged and accurate, comparing very favourably in these respects with the work of the same standards in the town schools. Some slight improvement is noticeable in the time-tables, but in some schools they are evidently more for ornament than use. Classes should be judiciously combined for some lessons, and more attention paid to the sequence of subjects. The daily and summary registers iv nearly all schools are carefully kept, and, as far as 1 have been able to ascertain, correctly marked. In several instances the class lists were carelessly and inaccurately prepared. More attention should be paid to this, and to the filling-in of the columns provided for " age," " time since admission," " standard last passed," in the daily registers. In 38 schools due provision is made for the teaching of singing, and in a fair proportion of them teachers and scholars take a great interest in the subject. Drawing is taught in 5 schools with marked success, and in several others indifferently. I have every reason to believe that the books recently issued will be found of great assistance to teachers, and cause this subject to be more generally and intelligently taught. From every school with a Fourth Standard I received a syllabus of the first year's course in elementary science. So far, I cannot say much for the results of the instruction. If teachers would endeavour to gain some knowledge of what they profess to teach, the progress of their pupils would he much more satisfactoiy. I happened to visit some schools during the science hour, and the lessons' were evidently given without any previous preparation. The pupil-teachers, on the whole, are industrious and attentive to their duties, affording good promise of future usefulness. Greater attention should be paid by head-teachers to the style and quality of the class-teaching of their pupil-teachers. A rearrangement of the Pupil-Teacher Syllabus is required, so as to provide for instruction in science, and, when possible, in singing and drawing. Extra subjects, as a rule, are not taught in the district. East Christchurch, Ashburton, and Lower Heathcote, were the only schools in which any instruction was given in subjects beyond the standard programme. Order and discipline are generally good; but some teachers, although fair disciplinarians, do not pay sufficient attention to class movements and school-drill. It is pleasing to be able to testify to the thoroughly satisfactory behaviour of the children while under examination. I have, &c., J. Inglis, Esq., W. L. Edge, Chairman, North Canterbury Board of Education. Inspector of Schools.

SOUTH CANTERBURY. Sic,— Timaru, March, 1880. I have the honor to submit my general report on the work of inspection for the year 1879. The past year has been one of exceptional activity in educational matters in the district. Twelve new schools have been opened, and most of those previously in existence have been enlarged or otherwise improved ; and important changes have been made in tho teaching-staff and organization of all the 5—H. Il