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foremen and workmen, susceptible, certainly, of improvement, but which in its main outlines it is not desirable to disturb." The improvements suggested are not of a radical kind; the most important being (1) a more practical character to be given to examinations in some subjects ; (2) more attention to grouping of subjects; (3) higher grants in the advanced stages; and (4) more efficient inspection. You will remember that in December, 1881, a scheme was submitted for instituting classes on the model of those of the Science and Art Department. The scheme was under your consideration again in April, 1883. The recommendations (copy herewith) as to public elementary schools will be found at pages 536, 537. Becommendation (a) might be gradually adopted here. We have a regulation for drawing which prescribes the work for each standard. At first we might require Staudard I. drawing to be incorporated with Standard I. writing. Next year the new method might be extended to Standard 11., and so on year by year, until in six years writing and drawing were included as one subject in the work of every standard. This plan would give unskilled teachers time to learn the subject. (b.) It is proposed that in the first three or four standards the class-subjects, Elementary Science taught by object-lessons, and Geography, shall be put together as one subject. The effect of this would be that a school presenting for the first three or four standards in class-subjects would have to present English and elementary science, including geography, instead of choosing between English and science on the one hand and English and geography on the other. Ido not quite see how geography is to be " taught by object-lessons." Our schools are not expected to begin grammar before the Second Standard is passed, nor geography till the First is passed, but, once entered upon, these subjects are not voluntary subjects. As to elementary science taught by objectlessons, our syllabus makes it a class-subject, but does not designate it science whilst it is limited to the understanding of First, Second, and Third Standard children. A class-subject in England is a subject not necessary to passing standards, and rewarded by a special grant. A class-subject with us is not separately paid foi* T^rd, is not necessary for pass, and therefore too many teachers ignore as much as they please dj vo part of the syllabus that refers to class-subjects. 1 fear that Inspectors do not always us% s tshlir efforts to get the class-subjects taught. (c.) Certainly all schools ought to be provided with casts and models for drawing, but, as they would have to be provided by Government, the method recommended by Commissioners of withholding grants from schools not so furnished is not applicable here. (d.) The only way, probably, to get such a " specific subject" as proficiency in the use of tools attended to at school is to pay for results as the Commissioners propose. Payment by results is no part of our scheme, but it might be useful in this respect. A special vote would be necessary. (c.) This recommendation is a very sound one. If teachers could be made to feel that all schools but the very smallest are required to study elementary science, and would become fit to teach the subject, then it would be easy to insist on having the science-lessons in rural districts arranged so as to bear upon agriculture. (/.) Perhaps it is enough to require, as we do, that children under thirteen must attend school until they have passed the Fourth Standard. But the " compulsory clauses " need revision to make them effective. It appears that what we want is (1) more direct control over inspection of schools, in order to secure proper respect for and observance of our standard regulations; (2) the means of supplying simple apparatus; and (3) a scheme on the model of the Science and Art Department classes, which would require a Parliamentary vote, small at first, and not likely to become large at any time. On science in normal schools I will write a separate memorandum. Education Department, Wellington, 22nd July, 1884. Wm. James Habens.

Enclosure in No. 4. Extract from the Second Beport of the Boyal Commissioners on Technical Instruction, 1884. Vol. 1., page 536. I. As to public elementary schools : — (a.) That rudimentary drawing be incorporated with writing as a single elementary subject, and that instruction in elementary drawing be continued throughout the standards. That the Inspectors of the Education Department, Whitehall, be responsible for the instruction in drawing. That drawing from casts and models be required as part of the work, and that modelling be encouraged by grant. (b.) That there be only two class-subjects, instead of three, in the lower division of elementary schools, and that the object-lessons for teaching elementary science shall include the subject of geography. (c.) That, after reasonable notice, a school shall, not be deemed to be provided with proper " apparatus of elementary instruction," under Article 115 of the Code, unless it have a proper supply of casts and models for drawing. (d.) That proficiency in the use of tools for working in wood and iron be paid for as a " specific subject," arrangements being made for the work being done, so far as practicable, out of schoolhours. That special grants be made to schools in aid of collections of natural objects, casts, drawings, &c, suitable for school museums. (c.) That in rural schools instruction in the principles and facts of agriculture, after suitable introductory object-lessons, shall be made obligatory in the upper standards. (/.) That the provision at present confined to Scotland, which prescribes that children under the age of fourteen shall not be allowed to work as full timers in factories and workshops unless they have passed in the Fifth Standard, be extended to England and Wales.