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geometry—in both months named. Second grade, including perspective, in November only. The examinations are extended to the public upon payment of a small fee per section. These examinations will be found fully described on page 7. Affiliation with South Kensington. —The school is affiliated to South Kensington. Particulars of such affiliation will be found on page 9. Begulations. —All students are required to pass the examinations of the first grade in model and freehand drawing and plain geometry, and also to possess a knowledge of elementary perspective, prior to their being passed to either of the advanced schools. Students in the advanced schools must prepare and sit for the second-grade perspective. Students passed to the advanced schools at their entry are passed conditionally on their taking the above certificates at the following examinations. Permission is given to students, properly qualified, to study in the schools daily between the hours of 9.30 a.m. and 5 p.m., provided that their presence does not interfere with any class that may be receiving instruction. School of Painting. —Students entering this school must have passed the whole of the first-grade and the second-grade perspective examinations. Owing to the absence of the master, Mr. Tannert, I was unable to see the work of the students at the school; but at the Exhibition there were a number of paintings of considerable merit. The average number of students registered as being in attendance at the classes is about forty-six. The master may during each session award three free studentships, each tenable for one session. The art-gallery, although small, contains some excellent works, and is a great boon to the students of both Schools of Design and Painting. The total amount received in students' fees in the art-schools for the year ending the 30th June, 1887, was £458. The total expenditure was as follows: Art-gallery (salaries), £157 65.; art-schools (salaries), £1,267 19s. lid.; sundry expenses, £168 6s. 2d.: total, £1,593 12s. Id. The greater portion of this is covered by Government grant of about £6,000, for the Public Library, Museum, and Art-gallery of South Australia. In conclusion, I may congratulate the authorities upon having in their service a gentleman of Mr. Gill's sterling worth and ability—one who takes the deepest interest in his work, and spares no pains or hard work to attain good and sound practical results. 4. Technical Education. The following is taken from the progress report of the Board appointed by the South Australian Government to inquire into and report upon the best means of developing a general system of technical (including agricultural) education. I have gone carefully through the evidence taken by the Board, and have here summarised a few of the leading points, as being of importance, and bearing directly upon the subject of my report. Other matter is further introduced as likely to be of service or suggestive. Drawing. Mr. J. A. Hartley, 8.A., B.Sc, Inspector-General of Schools, South Australia.— Drawing given as the best possible groundwork for industrial pursuits, and a great assistance to children in future years. He w Tould commence it at the same time as writing. He considered any ordinary teacher of intelligence should be able to teach the drawing necessary in the elementary stages. Decidedly of opinion that drawing would be applicable to the girls as well as to the boys. Mr. H. P. Gill, Principal, School of Design, South Australia, held the view with regard to drawing in primary schools that in all matters relating to technical education, and bearing on the handicrafts, the instruction should be founded on an accurate understanding of drawing. Drawing is another means of expression, not nearly so laborious as writing. Undoubtedly facilitated teaching to write. It was a waste of time to send children into shops until they had learnt drawing. Two years would be required for the teachers to learn how to teach drawing up to the Sixth Standard, with elementary solid geometry as applied to trades and handicrafts. Drawing must undoubtedly be the basis of teaching in technical schools. Children to be taught drawing as soon as writing. All teachers teaching drawing should be certificated. Useful drawing, as a power of expression, more efficacious than writing. Found that all teachers who bestowed care on the geometric part of the work received such a training of the eye as to expedite their progress in other parts of the work. Never met a person of ordinary intelligence who tackled useful drawing but he mastered it, with care. Professor Custance, F.C.S., Government Professor of Agriculture.—Very important indeed that children should be taught drawing. Mr. J. T. Smyth", 8.A., 8.E., headmaster of public school.—Technical education unsuitable to primary schools, but something might be done towards it by the introduction of drawing, with practical geometry and lessons on elementary science. Children to draw from their infancy. Not less than three lessons a week should be given. Would compel teachers to pass an examination within a certain time or forfeit their positions. Did not think the amount of knowledge of drawing required in primary schools would be so elaborate that they could not manage to acquire it if they gave their mind to it. In Switzerland the teachers give lessons on the blackboard in practical geometry, and then give the children slips of cardboard, and make them cut out from their slips figures corresponding to the teachers' instructions. Mr. W. J. Kennedy, headmaster of public school.—Drawing is the alphabet of manual science and manufacture, and should be commenced in the very lowest class, holding an equal position with writing. The children should be taught the art of designing in a simple manner, applying the forms presented to them, and combining them, so as to be able to make simple designs. Does not believe it is judicious to give children course of manual work until they have had a certain elementary scientific training and a good knowledge of industrial drawing.

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