E.—lb

50

Drawing.—ln Standards L, lE, and 111. drawing was a pass subject, and in the higher standards a class subject. The books of Standards I. and 11. showed that a great deal of trouble had been bestowed on the training of the children, and with results that in a few cases exceeded my expectations. In Standard 111. the books exhibited some very rough work, but I was very lenient with the marking wherever there was unmistakable evidence of honest endeavour to succeed, although the execution fell far short of what it may be expected to reach when all our teachers have acquired greater skill in dealing with this subject, and when they enter on their task with less doubt as to what the average child, if properly guided, may reasonably be hoped to accomplish. In Standards IV., V., and VI. freehand was professed in all the schools, and in a few the pupils have been taken through a course of geometrical drawing. Whenever I had time I tested the children's skill in geometrical drawing, and I was quite satisfied with the neatness and accuracy of their work. Object Lessons and Science.—These now form a part of the regular course of instruction in all our schools. I have noted only five or six instances where the science lesson, as given by the teacher, was worthy of the name. A good object lesson was not quite so rare. Additional Subjects.— Drill is taught in thirty-seven of our schools, and in about a third of these the movements are done with commendable precision. Singing, taught in thirty-three schools, has much improved in all the large schools. In most of the schools some attention is given to the practice of singing from notes, but I am sorry to say that it will be only from two or three schools that the children will carry away with them the power of singing at sight even the simplest songs. For the sweetness of their singing and the prettiness of the movements introduced in their action songs the children of the Timaru (main) Infant Department deserve special mention. Instruction in Needleivork is given in all but eight of our schools. In the majority of the schools the teachers strictly follow the programme of work as it is laid down in the regulations. The specimens of work are nearly always quite satisfactory, and very often they merit the highest praise. I have, &c, Jas. Gibson Cow, M.A., Inspector. The Chairman, Education Board, South Canterbury.

Summary of Results for the Whole District.

Eeport on District High Schools. Sir, — Education Office, Timaru, 22nd February, 1889. I have the honour to submit the following report on the district high schools of Waimate and Temuka. In both schools an encouraging increase in the number of secondary pupils has to be recorded. The numbers for 1888 are nine at Waimate and thirteen at Temuka, the corresponding numbers for 1887 being three and ten. Besides those examined several had been working for a great part of the year, but had left before the examination. The following tables show the subjects taught, the marks gained by each class, and the amount of work done. Waimate District High School.

Standard Classes. Presented. Absent. Excepted. Failed. Passed. Average Age. Yrs. mos. S7 S6 S5 S4 S3 S2 SI P. 48 128 356 549 690 641 640 1,558 3 21 29 39 20 24 5 15 23 43 22 15 22 100 110 165 74 50 98 220 387 443 525 551 13 12 12 11 9 8 10 10 0 1 11 9 Totals 4,610 1.36 123 521 2,224 * Mean of average age, 11 years 5 months.

Subject. Course. Number of Pupils. Average Marks per Cent. Amount of Work done. English ... 9 51 (1) Grammar (Mason's Outlines) ; (2) Composition (Nichols Primer, pages 1-43); (3) Acts I. to IV. of " Henry V." Abbott's " Via Latina," pages 1-142, with Appendix I., of irregular verbs. Abbott's "Via Latina," pages 1-83. Abbott's " Via Latina," pages 1-39. Books I. and IE, with deductions. Book E, with deductions. Book I. to Proposition 15 (three months' work). Quadratic equations, problems, evolution, and surds. Fractions and simultaneous equations. Factors, G.C.M., L.C.M., and easy simple equations. Latin Second 1 70 „ ... tt Euclid ... First, Sec. II. „ . Sec. I. Second First, Sec. II. 1 4 2 1 3 1 1 5 72 80 75 78 63 85 100 77 tt it Algebra ... Third Second First, Sec. II. tt • • •