'£.—ld

7

that would be four or five times as much at any other employment. In addition to this, the apprentice, if indeed the employer will agree to bind himself, can rarely get first-class instruction from a skilled workman. This school can readily supply the theoretical part of the technical education when facilities are afforded to all who desire it of learning a trade under proper instructors. The workshop, however, must not be a pretentious institution where boys play at work, but one that will supply skilful and competent journeymen, who appear to be more in demand than apprentices. Jas- Adams.

No. 15. The Secretary, Auckland Education Board, to the Secretary for Education. Sir, — Board of Education, Auckland, 27th April, 1885. With reference to your circular letter, dated the 19th January last, as to the course of study at secondary schools, I am directed to enclose herewith copy of a report received from the Headmaster of the Auckland Girls' High School, to whom your letter was referred by the Board. I have, &c, Vincent Bice, The Secretary, Education Department, Wellington. Secretary.

Enclosure in No. 15. The Headmaster, Girls' High School, Auckland, to the Secretary, Board of Education. Sir,— Girls' High School, Auckland, 9th April, 1885. I have the honour to make the following brief remarks on the circular re technical education, which has been forwarded to me by the Board for my report. There seems to be a feeling growing in the public mind at the present day that the education given in our public schools should assume more of a practical character than has been the case hitherto, that is, that our pupils should bo taught such subjects as will be substantially useful to them when they take their place in the world. In laying down the curriculum for a secondary school for girls, one must be influenced by the consideration as to what subjects will be of practical importance to them in their future life. The elements of natural history, natural philosophy, chemistry, anatomy, domestic economy, appear to me to be practical subjects for a girls' school; sewing is also a most necessary adjunct to a girl's education, and at the same time tho accomplishments of music, drawing, and painting should by no means be neglected. Ido not for one moment suppose that all these subjects could be taught concurrently, but the curriculum should be broad enough to contain them all. By consulting our prospectus the Board will see that provision has already been made for the tuition of the majority of these subjects in our school, though we possess none of the charts and diagrams necessary for the teaching of some of them, and the apparatus at our disposal for the study of others, as, for instance, chemistry.and natural philosophy, is lamentably deficient. Arrangement has been made for the delivery, during the present term, of a course of lessons in natural philosophy, and from time to time, as opportunity is afforded, other subjects will also be taught. Sewing, as a special subject, is taught methodically in the lower school; the upper school devotes three afternoons in the term to it. The whole school receives instruction in drawing ; this includes geometrical and perspective drawing. There is also a very successful class in fancy work held in connection with the school. I have, &c, John F. Sloman, 8.A., The Secretary, Board of Education. Headmaster.

No. 16. The Chairman, Taranaki Education Board, to the Hon. the Minister of Education. Sir,— New Plymouth, 4th May, 1885. lam about to submit to the Education Board a proposal to initiate a system of technical education on a small scale in this district. I do not, however, see my way clear to do so without obtaining further assistance for secondary education, as I propose to charge the cost on revenues received from secondary reserves, so as not to reduce the fund for primary education. I therefore hope that the rents received from the University Boserve in this district will be applied to this purpose, and placed at the disposal of the Board. In 1874 the House of Bepresentatives, at my request, passed a resolution appropriating the rents of University Beserves to the promotion of higher education within the provincial district where the reserve was made, and subsequently this was confirmed by the last section of "The New Zealand University Act, 1874." I know of no better purpose to which the revenue can be applied than in teaching boys the higher branches of the mechanical arts, such as mechanical and architectural drawing, applied mechanics, and navigation. There is no day- or night-school in this district where such necessary branches of a practical education are taught, and it seems to me that it is a defect in our educational system that it should be so. Facility is given for acquiring classical knowledge; but few of our population have the time or the inclination to give years of study to endeavour to master dead languages, of no practical use, when acquired, outside the learned professions.