31

E.—lb

A comparison of the above table with those for previous years, contained in the Secretary's report, shows but little alteration in the percentage of passes or the average age for the different standards and the likelihood that there will be but little advance in the former or decrease in the latter until compulsory attendance is made more general than it is at present. It deserves to be noticed, however, that, for the whole of the district, the number of pupils presented in the higher standards continues to increase from year to year, the number of pupils presented in each of the Standards 111., IV., V., and VI. being this year more than 100 over that of last year. Standard IV. is the standard of education which, if a child has reached it, shall, according to the Education Act, exempt him from compulsory attendance, and, I presume, shall be deemed a fair educational foundation and a fair equipment for the business of life; but, as showing a great desire to reach the highest standards, and to avail themselves of the greatest amount of education the public schools can offer, 1,132 pupils presented themselves for examination in Standards V. and VI., being an increase of 260 over last year. That the total percentage of passes for this year—namely, 78 —is somewhat higher than for the previous one—namely, 76 —is good evidence of continued diligence and intelligent teaching, and a proof that the former efficiency of the schools is being more than maintained. In the appendix to this report the usual detailed statement* is given for each of the 76 schools examined by me, from which it can be seen that 13 of them show a percentage of passes of 90 and over; 37, between 70 and 90; 20, between 50 and 70 ; and 6 below 50. These results are more satisfactory than the corresponding results of last year. When a school passes less than 50 per cent, of those presented for examination, it is certain proof that something is seriously at fault either in the general management or methods of teaching, or both. Of the six schools on my list showing less than 50 per cent, of passes, I am disposed to attribute failure in two of them to mismanagement and an ambition to present pupils in high standards; but in the other four I believe failure arose not so much from mismanagement as from the inefficient and unintelligent methods of teaching employed either by their present teachers, or by those immediately preceding them, and was altogether inexcusable. In regard to reading, I cannot report so favourably of it as I did last year. Even in some of the largest and best schools, where one naturally expects to hear good reading, it is rather disappointing. Its unsatisfactory character is chiefly due, I believe, to the fact that in the large schools most of the junior classes, in which the foundation of a good style has to be laid, are in charge of young teachers who in many cases seem satisfied if the pupils acquire the power of naming the words in the order of the book with fluency, irrespective of the other qualities that characterize good reading. Little improvement is likely to be effected until headmasters direct particular attention to the subject and insist upon a better style being practised. The principal defects are —great haste, inattention to pauses, and indistinct enunciation. If teachers would insist upon their pupils reading in a slow deliberate manner, with attention to pauses, and with a firm and distinct utterance, a great advance would be made in the way of intelligent and intelligible reading, and a proper preparation for giving it taste and expression would be afforded. I wash to advert here to the practice sometimes met with, of keeping classes reading over and over again during a whole year the same little books until they can say them off by rote. The object of such a practice, of course, is to secure accurate reading at next examination; but I have observed that it utterly fails of its purpose, for the reason that the pupils, having become so familiar with the substance of the lessons that when once started they can go right on without requiring to consult the book except in the very smallest degree, keep substituting one word for another, and so prodnce inaccurate reading, and reveal the weakness of the expedient. I very much fear that if the pupils of such classes met with the words of their books in other connections they would fail to recognize them. It would be much more profitable for the pupils and satisfactory to others interested in their progress if at least two books suited to the same standard were gone over during the year, rather thaii that one book should be read over several times. These remarks apply chiefly to classes preparing for Standards 1., 11., and 111. The few remarks made in last year's report regarding the comprehension of the meaning of the subject-matter of the reading lessons and of the verses of poetry prepared are applicable to the present year, and need not to be repeated. I have, however, to expi'ess regret that greater use is not made of examination on the reading lesson, for when rightly and earnestly employed it becomes an educative instrument of great power —greater, perhaps, than any other that can be used in the school. It is the most serviceable in "forming and informing" the minds of children, and thus facilitates the study of all other branches of instruction. It is a melancholy spectacle to see a class that has just managed to read mechanically through a lesson stand absolutely mute when a simple question is asked about the meaning of what has been read. Young teachers especially should use every effort to acquire the art of examining skilfully and effectively, for it will add immensely to their power as educators, and prove most profitable to those they educate.

* Not reprinted.

Standard. Presented. Passed. Failed. Percentage. Average Age. No. of Schools at which Standards were represented. Itandard I. „ II. „ HI. „ IV. , V. „ VI. 735 776 722 500 226 78 620 630 507 335 144 59 115 146 215 165 82 19 84 81 70 07 64 7G Yrs. mos. 9 1 10 5 11 7 12 9 13 3 14 5 74 74 75 07 54 24