E.—lß,

his valuable services in the examination of the large schools during the latter part of the year. As, however, nearly all the work of the past year came under my own supervision, it is well that I should on this occasion report alone; and next year we can report conjointly. The number of schools examined in 1890 was seventy-three—one more than in the preceding year. The new school at Maungatainoka is a prodigy of its kind, for, in the first year of its existence, it has an attendance of 156 children, and it is the largest school I have ever knownto attain such growth and condition in so short a time. It was built in the virgin forest, in proximity to lands laid out for a small-farm settlement, and two or three years ago there was nothing but forest for miles round. The total of the attendance in all schools in 1889 was 10,460, and in 1890 it was 10,694—an increase of 234. The total of the standard passes in 1889 was 5,985, and in 1890 it was 6,438—an increase of 453. The examination attendance was very good and very hearty. Of 7,687 children, who were expected to be present for standard examination, only 217 were absent, or lin 35; and in some large and good schools hardly any pupils were absent. In standard work the following table shows the passes made, compared with those of the previous year : — Year Standard I. Standard 11. Standard 111. Standard IV. Standard V. Standard VI. 1889 ... ... 1,347 1,548 1,039 943 684 351 1890 ... ... 1,330 1,377 1,456 997 727 447 The percentage of passes made on the number presented for 1890 is 93-3, which is 3-8 per cent, higher than the result for 1889, and the highest result yet made ; and I am again in a position to state that there is a highly satisfactory increase in the numbers passed in the higher standards, and an equally satisfactory decrease in the numbers returned in and below Standardll. Thus again it is clear that the standard classification in this district as a whole continues to rise year by year in a very appreciable degree. On again going carefully through the examination reports of the several schools, I am pleased to find that many of those which were considered last year to be in a stationary or declining condition are now more or less improving, and that there are not more than nine schools out of the seventy-three which can be looked upon as being more or less in an unsatisfactory condition; and, further, that in five of the weakest schools a change in the head-teacher has been made since the examination, and that better results may now be expected in these schools under their new management, Much of the character of the standard work is satisfactory and improving. The practice of so marking the schedules that, on the one hand, credit is given for excellence in any subject,_ and,^ on the other, weakness without failure is recorded, gives a useful stimulus to class-teachers, especially in large schools, where JEmulatio alit ingenia. In many schools, English is a comparatively weak subject. Candidates in Standards V. and VI. are often unable to correct common errors of speech. There is very little failure in spelling, and good composition is generally taught. A few schools are still weak in arithmetic, but'more attention is generally given to mental work, which is now a daily exercise in nearly every school. Much of the paper work is neatly written and carefully arranged. The use of the new form of examination papers for the several standards and subjects has conduced to this result. These papers have again been revised, and, as they are now sold at half their former cost, it is hoped they will be generally used for all examinations. In some of the best classes of larger schools, much of the standard work is of excellent quality—especially in reading, writing, and arithmetic. The teachers of such classes act on the motto, Age quod agis, and it is quite a pleasure to examine their work. Frequently, during the past year, have I warmly commended such teachers. Drawing is now a standard subject in all schools, in accordance writh the syllabus drawn up by the Drawing Instructor. The time of this officer has been taken up during the past year with other matters, and he has not spent as much time as usual in the schools ; but of course the classes have been carried on, and the first-grade examination made. The passes this year, made by 1,932 candidates from fifty-six schools, were —689 freehand, 821 geometry, 381 scale, and 75 model. Of these papers, 262 are marked excellent, and 353 good. Mr. Eiley is about to introduce a new syllabus, and to give much more time to the schools. In taking a broad view of the standard work, it may be said that the schools as a whole have arrived at a state of efficiency so far as the number of passes is taken into account. The aim of the teacher is now to maintain and improve the quality of this work. I have now to deal with that important part of school work which lies outside standard requirements, and the importance of which, I think, is hardly realised by the public. This work is divided into two sections : first, the " class "-subjects, now three in number—history, geography, and science ; secondly, the "additional subjects," now five in number —recitation, drill, singing, needlework, and subject-matter of reading-book. In the table of results attached to this report [not reprinted] will be found the percentage of maximum marks obtained by each school in each of these sections. The examination of "class" and "additional" subjects precedes the examination in standard work, and the value of a school, in my judgment, depends in a great measure on the quality of this class instruction. In the successful teaching of science, physical geography, history, recitation, observation-lessons, and subject-matter, the best abilities of a teacher are needed. The eight subjects already enumerated are all more or less taken up in schools, and they are all well taught in some schools; but much remains to be done. It is in the direction of improving the instruction generally in this portion of our curriculum that attention is required. This year has seen the introduction of more practical "science teaching, nearly every school taking up one- at least of four prescribed syllabuses — chemistry, physics, physiology, and botany. Also, "object-lessons" to lower classes are now illustrated in several large schools by actual experiment, and the lessons orm an introduction to the first principles of science; but such work is not yet general.

14