9

E.—ld

hours (for these, however, an opportunity is offered for taking it out of school hours, without extra fee), and those who need extra time for writing, or whose parents do not wish them to learn drawing. The boys on the "modern side," that is, those who do not take Latin, devote a portion of the time saved to extra drawing, as well as to mensuration. The following are taught in various parts of the school: Free-hand perspective drawing from models and from memory; drawing from the flat, including decorative drawing; mechanical drawing, comprising projection of solids, scale drawing from bolts, nuts, brass mouldings, &c, and working drawings of articles constructed in the workshop ; and geometrical drawing. For this last Gill's little book was recently used ; at present the text-book is Burchell's Plane Geometry. Practical illustrations of the use of the problems given are supplied as far as possible. In some cases, as recently in that of a boy about to become a boatbuilder, attention is given to special kinds of drawing likely to be useful. The circumstances of the foundation of the workshop, at the commencement of last term, may be briefly recapitulated. At my instance tho ex-cadets resolved to devote to this purpose a considerable sum of money which the cadet corps had in hand when, upon alteration of the Government regulations, it was resolved to seek disbandment. A building to accommodate twenty boys was erected, at a cost of £70, by the Board, which also slightly increased the salary of the drawing-master, a trained civil engineer, in consideration of his acting as instructor. With the funds supplied by the ex-cadets a good stock of the common tools was at once purchased, and four lathes and one fret-saw were ordered from England. Applications for admission were so numerous that it was found necessary to form two classes, to work at different times, and to put off, for the time being, some of the younger applicants. Ex-cadets pay nothing, others 7s. 6d. a term, towards cost of maintenance of stock, &c. Each class contained last term rather more than twenty boys, and received two lessons a week, after school hours. I have been very conscious of the danger, which, indeed, at least in Auckland, is already becoming more than a danger—a reality—of an excessive supply of professional men and, still more, of clerks. Moreover, what I know of the advance made in England in respect of scientific and modern education would make me discontented with a course for this school which should not include, side by side with classical and literary studies, such subjects. I have, therefore, suggested and introduced developments in these directions, and in so doing I have received the willing and, so far as the funds permitted, liberal support of the Board. To introduce " more direct and immediate training for special careers " would not be wise, nor does the circular suggest this, but in respect of what it does suggest —the recognition of subjects " preparatory to " this —much has been done, as will be seen from what I have said above. That more has not been and, I think, cannot be done at present is due to the want of preparation in common subjects of the boys who come to us, and to the short stay of most boys in the school, which hampers all departments of study alike. The clause in the trust deed, under which the school holds its endowments, dealing with the education to be given, runs thus : "In addition to the usual course in English and the mathematics, and in such other subjects as the trustees for the time being may direct, all students attending such college or school shall, if they desire it, receive instruction in -the Greek and Latin languages." Here, as might be expected, English, mathematics, and, for those who desire them, classics are made prominent by being prescribed absolutely, whilst other subjects are left to the discretion of the governors. And, although other subjects, such as those mentioned in the circular, are undoubtedlyvery desirable, it seems to me to be clearly the duty of the school to make it its first aim that no boy leave it illiterate. But when boys enter ill-prepared, and leave early, it is as much as can be done, if indeed it can be done, to secure this, and but little time is left for other subjects, which, valuable in themselves, should supplement, not replace, that common education which every man ought to possess. The removal of this, the great difficulty, is, of course, beyond the power of the Board. Thus, the only immediate action which I have to suggest to the Board is that the stock of models, apparatus, &c, by means of which the teaching can be made more practical and effective, should be increased, and larger provision made for the practical work by the boys. I should, perhaps, have made mention of the "modern side," which, with the approval of the Board, I initiated some time since. It has not been so freely used as, from public and private utterances on the subject, I had expected. In many cases I have been unable to obtain the transference to it of boys who had plainly no bent for classical studies. There seems to be an impression that it is only for the lazy—and, indeed, it is preferred by these. The smallness of the number of boys who join it prevents me from giving it the complete organization which I would wish, and makes it costly to give it any organization at all. This school is one of those which are bound to offer opportunities for evening students, and the duty has not been forgotten. The evening classes have, however, never attracted a reasonable number of students, and have now, for the second time, died of inanition. The least unsuccessful were those in Latin, mathematics, and French, which appealed to undergraduates and those preparing for professional examinations. Such students, so far as regards Latin and mathematics, probably now prefer the evening lectures of the Professors of the University College. My experience in England (Manchester) was that the subjects most appreciated were the artistic and scientific ; therefore, in offering classes in chemistry and drawing I hoped for good results. These classes were duly advertised at the commencement of each of several terms, but on no occasion did more than three applicants give in their names for either. With few exceptions, those who have spoken to me of the "unpractical" nature of classical and linguistic or literary studies have seemed to regard scientific education as scarcely more useful, and to wish for their sons either such a special training as a school not of a definitely technical character cannot impart, or, much more frequently, mere preparation for the career of a subordinate in a house of commerce. I suppose the reason to be that, in spite of overcrowding, there are openings in this direction, whilst, in the present condition of the colony, there are scarcely any 2—E. Id.