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influence on, if they do not completely govern, the Inspector's interpretation of the requirements in this respect; and it does not seem to me right that any considerable addition should be made to the subjects over the teaching of which the regulations do not adequately provide for an effective control. On behalf of the pupils I should like to see history and geography made class-subjects in the sense indicated, but only on the condition that bonuses be paid to the teacher according to a scale based jointly on the number of pupils receiving instruction and on the degree of efficiency exhibited in the teaching. This arrangement would be of benefit to the country districts, where attendance is bad and the more rapid promotion of the children in the more important parts of elementary instruction desirable. Grammar could not conveniently be dealt with in' the same way, since promotion to a higher class in this subject would necessitate a competent knowledge in the earlier stages. The suggestion made with regard to bonuses might with advantage be extended to the subjects now embraced in Begulation IX. It is not my province to say at present whether such a system would require reports to be made directly to the Minister by Inspectors, and a more direct control on the part of the Education Department over the. amounts paid to teachers. 2. I am not prepared as yet to express a fully-considered opinion on the proposal to make drawing a subject necessary for a pass. lam disposed to think, however, that (1), however strong the tendency may be in England, the public mind of New Zealand is not yet prepared for the change, and that (2), if drawing were incorporated with writing, there would be an irresistible tendency to give a pass for good writing alone, with very little drawing. If made necessary for a pass, it ought to form a separate subject. In no school in this district has the teaching of drawing fully satisfied the requirements for the separate standards ; and, though my experience has hitherto been mainly confined to the results actually attained, and scarcely extends to the processes by which those results have been secured, I further incline to the view that the proposed addition would require some slight reduction of the standard in other subjects. 3. I see no reason why the Education Act should be amended by the omission of history from the subjects taught in our schools. 4. My experience has shown that, though a thoroughly efficient and earnest teacher can fully cover the ground of the present pass requirements —at all events if, as in this district, Begulation IX. is not too stringently enforced —the step from Standard 111. to Standard IV. is rather beyond a large proportion of children. On the supposition that drawing be not added to the pass requirements, I suggest that a remedy be found in a process of levelling up. It is generally understood among teachers that the requirements of Standard I. are rather too low, and I think the children would be benefited by remaining a little longer in the initiatory stage. Inspectors may readily make themselves certain that the higher divisions of infants receive proper attention, and a fairly efficient safeguard is thus provided. In both Standard I. and Standard 11. the children are frequently found to have grown too familiar with the reading-books employed, and more ground should consequently be covered. In this respect the regulations might with advantage be altered by requiring in Standard I. knowledge of a reading-book of not less than eighty pages, apart from all exercises, &c, and adding in Standard 11. a geographical reading-book to that in ordinary use, if a book of a suitable character can be found. By the addition of such a book to the course in reading, and a careful examination in the subject-matter of it, all the advantage of retaining geography as a pass-subject in this standard might be secured. In Standard 111. I should sweep away history as a passsubject, and secure familiarity with some features of English history by providing an Historical Beader, such as is published in Bhilips's series ("Stories from English History"). I have not seen the corresponding book in the new Boyal Beader series, but I have no doubt that it would be found suitable. Ido not think it is necessary to urge reasons for the exclusion of history from the group of pass-subjects in Standard 111. There is a strong feeling on the subject, though some of my teachers cry out only for greater definiteness in the course. The reason urged against making geography and history class-subjects throughout the school does not apply to this treatment which I have suggested for Standards 11. and III.; for a wise teacher will make careful provision for the future and devote greater attention to a knowledge of the subject-matter of the reading lessons. Inspectors, too, being just as anxious for success in the higher standards, will see that the class as a whole has been efficiently instructed. The removal of geography from pass-subjects in Standard 11., and of history from the same group in Standard 111., would allow greater attention to be given to arithmetic, notwithstanding the increase in the amount of reading, and leave room for a knowledge of all the parts of speech in Standard 111. Analysis of simple sentences should follow for Standard IV., of easy complex sentences for Standard V., and analysis generally for Standard VI. As a further change in Standard VI., I should propose that an intimate knowledge of the last period alone of history should be required, since it is in this that the most interesting economical and constitutional questions arise. The alterations I suggest would, therefore, be of the following character: Standard I.: Beading-book of not less than eighty pages, containing for the most part words of one and two syllables; spelling of monosyllables from same book; writing small letters, capitals and words, on slates; arithmetic, including subtraction, addition of four columns,- and corresponding notation. Standard II.: Ordinary reading-book and Geographical Beader; spelling words of two syllables from same books ; writing, as at present; arithmetic, including knowledge of pence-tables, and, perhaps, some slight increase otherwise in the present requirements; geography, a class knowledge of much the same matter as at present. Standard III.: Ordinary reading-book and Historical Beader, containing stories from English history; dictation, from ordinary reading-books ; writing, as at present; arithmetic, including long multiplication of money to ninety-nine; grammar, all parts of speech in easy sentences; geography, as at present, with " district " defined; a class knowledge of the amount of history at present required for a pass. Standard IV. may remain very much as it is. Bossibly arithmetic might, with the increment in the lower standards, bear a slight increase; and I should very much like to see the analysis of simple sentences. In geography it should he stated what is meant by " one set of principal features." I have taken it that the