41

E.—lb.

is based must for this year be ascertained by adding the number re-presented to the total failures before subtracting the exceptions proposed. Schoolmasters will, no doubt, appreciate the principle of exclusion, by which it is sought to remove from their shoulders the burden of responsibility for the failures of bad attendants ; but I think most of them will agree with me that the rule applied is scarcely comprehensive enough to afford adequate relief. Any effort that may be made to induce the authorities to adopt a more generous definition of the term " exceptions " will have my fullest sympathy. The following table (Table A) shows the general result of the examination in each standard. More detailed information in regard to the separate schools is contained in the Appendices I. and 11., added to this report. [Appendices not reprinted].

Table A.—General Result. [N.B. —In this table no account is taken of fourteen pupils who had already passed Standard VI., and of whom thirteen were present at examination.]

By Tables B and C I have endeavoured to convey some idea of the comparative strength and weakness of classes and subjects, by showing, first, the number of classes in which the answering was highly creditable, and, secondly, the number of those in which it fell more or less below a satisfactory limit.

Table B.—Number of Classes in which the Answering rose considerably above the Ordinary Standards, being reported as good, very good, or excellent.

Table C.—Number of Classes in which the Answering fell more or less below a Satisfactory Limit, being reported as defective, weak, poor, or very weak, and including Cases in which no Papers were presented in History.

Table B gives a general result of 193, and Table C of 115 classes, out of a possible 516, or percentages 37-i and 22-3 of conspicuous merit and defect respectively. As the estimates are formed, not on the labour and skill expended, but on the proficiency of the children in the course laid down, it is not surprising that Standards I. and 11., with their comparatively narrow requirements, should, in these tables, occupy the most favourable position; but, 6—E. Ib.

M T-9 . qj a « '—! -tJ W W 0) S{ BO'S . < Si? Ha .si I & 5 M H o o cfi m ?-* "is g so S g O n m Ph ss ° ■4-J a g | o O c3 | 1 8 o d 'o o "I "SS to IS. g 4-J a [ft g 1 c3 X t5 '5 (!■) (2.) (3.) Yrs. mos. 14 0 13 3 12 3 V- 1 9 10 8 5 (5.) (6.) (7-) (80 (9.) (10.) (11.) (12.) (13.) Standard VI. Standard V. Standard IV. Standard III. Standard II. itandard I. 43 97 143 210 195 184 1 4 6 12 13 8 42 93 137 198 182 176 26 52 71 124 145 161 16 39 63 49 22 7 2 3 25 15 8 1 2 3 2 6 2 60-5 53-6 49-6 59-05 74-4 87-5 61-9 55-9 51-8 62-6 79-7 91-5 36-6 42-8 47 36-8 17-6 7-5 8 15 15 16 14 17 Totals 872 ■H 11 5f 828 579 196 53 16 66-4 69-93 28-7 17

Reading. Spelling. Writing. Arithmetic. Geography Grammar. History. Total. Possible Total, Standard VI. ... Standard V. ... Standard IV. ... Standard III.... Standard II. ... Standard I. ... 1 3 4 5 6 10 5 3 2 5 1.2 L6 2 3 3 5 7 II 3 1 4 8 6 11 1 3 5 5 11 2 3 5 id 2 4 2 1 16 20 25 39 42 51 56 105 105 112 70 68 Total 'ossible total... 29 85 48 85 34 85 03 80 25 68 20 54 9 54 193 516 516

Reading. Spoiling. Writing. Arithmetic. i Geography Grammar. History. Total. Possible Total. Standard VI. ... Standard V. ... Standard IV. ... Standard III Standard II. ... Standard I. ... 0 0 2 I 0 0 0 6 4 3 0 0 0 1 4 3 S 0 a 8 2 .4 3 0 5 9 4 7 1 2 9 3 1 2 6 10 10 Jl 39 29 2!) 7 0 56 105 105 112 70 68 Total 'ossible total... 3 88 L8 85 11 85 L9 K5 26 68 15 5! 28 54 115 516 516