E.—lb.

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raised; 568 in the subject passes; 116 in the actual number examined. The number that failed to rise to a higher staudard has been slightly increased (30), but that increase is an index not of inferior teaching, but of previous neglect. Summaiiy.—The gross number of schools under inspection in the four counties is 57, and the staff employed in them is as follows : Certificated teachers, 40 ; uncertificated teachers, 35 ; pupil-teachers, 34; unpaid cadets, 8 : total, 117. On the days of examination the rolls number was 2,327 boys and 2,135 girls: total, 4,162. The strict working average for the year was 1,774 boys and 1,612 girls: total, 3,386. There were present 2,016 boys and 1,872 girls: total, 3,918. There were entered on the examination schedule, as for a formal pass in the six standards, 2,508 ; but, of these, 132 had to be struck off as absent on the day of examination. The whole number actually examined for a formal pass was 2,376. Of these, 638 were presented in Standard I. ; 666 in II. ; 608 in III. ; 306 in IV. ; 91 in V. ; 44 in VI. Of these, 564 rose to a pass in Standard I.; 525 in II. ; 473 in III, ; 235 in IV.; 85 in V.; 43 in VI.: total, 1.925. And there failed to rise in Standard I. 94; in 11, 141; in 111., 135 ; in IV., 71; in V., 9; in VI., 1: total, 451. The number of children that rose from a lower to a higher standard in the course of the year was 665 boys and 650 girls: total, 1,315. The percentage raised was 80 1. The number that passed in reading was 2,226; in spelling, 1,964; in writing, 2,256; iv arithmetic, 1,769 ; in grammar, 833 ; in geography, 1,279 ;in history, 768 ;in sewing, 738. The total number of passes in these subjects was 11,824. The average age of the children presented in Standard I. was B's years ;in 11., 9 6 years ; in 111., 11 5 years ;in IV., 127 years; in V., 135 years ; in VI., 142 years. The number of the children examined from one or other of the standard classes, but who, from faulty classification or from other satisfactory reasons, were not presented for a formal pass, and of children not sufficiently advanced to be presented in Standard 1., was 1,534. The whole number of children examined was 3,910 +8. Comparing these statistics with those in my former report, I find that there is an increase in the number of children on the roll of 87 ; in the number present on the days of examination of 88 ; in the number examined in the standards for a formal pass, of 159; in the number that succeeded in rising to a pass, of 221; a decrease in the number that failed to rise of 42 ; an increase in the number of those who rose from a lower to a higher standard in the course of the year of 304 ;in the percentage raised, of 4 per cent.; in the number of passes in the standard subjects, of 1,465 ; in the number of those examined outside the standards, a decrease of 83 ; and in the total number examined, an increase of 90. Remarks OS" the Foregoing Results.—(L.) As compared with those of 1880, the gross results in this district for the past year exhibit an increase in the general percentage of passes in standards to the extent of 4 per cent. In almost all the subjects improvement shows itself. This may be said especially both of arithmetic and of grammar; in the latter subject there has been the improvement for which, as I havo again and again pointed out, there was very urgent need. The increase of passes in arithmetic is 9 per cent., and in grammar nearly 56 per cent. This is in itself very satisfactory. But the evidence of increased efiiciency is really stronger than it appears to be from the mere number of passes. For, from Table V.,* it will be seen that the number of those presented for a formal pass has improved in a much greater ratio (7 percent.) than the percentages of standard passes. The important element of increased percentage of presentation must be taken along with the increased percentage of standard passes, if we are to have a fair test of the efficiency of the work done in our schools. (2 ) Such favourable results are the more gratifying to mo, because it has been frequently asserted that I have adopted a somewhat high standard in judging results. The results are such as might have been expected, seeing that the teachers now are, or should be, thoroughly conversant with the requirements of the staudards, and acquainted with my mode of examining. Reading.—The results may be considered satisfactory. Mechanical accuracy and fluency have been reached ; but intelligent and expressive reading is still the exception in many of the schools. As an ascertained way of giving style and expression to the reading, I set an especial value on the reciting of select portions of poetry and prose. Recitation in some of the schools is rendered with excellent effect. ■ Spellincl—ln spelling capacity the First, the Second, and even the Third Standard children betray, as a general rule, a considerable amount of deficiency. This, lam satisfied, would be removed in great measure, did the teachers give a little more attention to the monosyllabic words, and employ a, little more of their good common-sense in teaching it. In the upper staudards, where spelling appeals more to the eye and less to the ear than in the lower, it claims and gets a large share of the teacher's attention. Whiting.—Penmanship in most of the schools shows sustained progress. The slate-writing of the Second and Third Standards has been gradually rising in quality. Here there is little room for improvement. The handwriting of the other standards is often very good, but lam unable to speak of it in the same terms of praise. Careless writing in the future will not be so leniently dealt with as it has been in the past. Aeithmetic. —As I have already shown, arithmetic, though in it there is a high rate of failure, has participated in the general improvement. lam glad to note that notation and numeration are better understood iv the lower standards, and that in the good schools the ability to successfully grapple with what I call my " sense sums" (problems) is better developed in tho higher. These facts furnish hopeful evidence of onward progress. Practical teachers know that all true work in arithmetical teaching is really done in the first three standards. Here the foundation of all intuitive methods is laid ; here accuracy, facility, and smartness are secured. These elementary processes are the levers by which all arithmetical calculation is worked. And these especially should be indelibly impressed on the minds of the children in the schools, irrespectively of standards. All subsequent teaching is " special and technical" application of what has already been secured. GtEAMMak. —The grammar results on the lines of the standard demands are, as I have already remarked, very favourable. The advance cannot fail to be gratifying to all parties, for this important

* Not reprinted.