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I.—B

announced that the conditions on which my former views rested are altered, and I have not yet been able so to adapt myself to the coming state of things as to be able to deal with such a question as this with any confidence. Should the work of the Committee extend to next session, I may be in a better position to answer the question satisfactorily. What do you think of the music as taught in our public schools 7—l am not in as good a position as one of the Boards' Inspectors to answer this question. It is, however, withm my knowledge that in some parts of the colony very great attention is paid to the subject. The Auckland Board, for example, has taken great trouble to secure for its teachers adequate instruction in the Tonic Sol-fa method, and insists on attendance upon such instruction until satisfactory attainments have been made. Many teachers in other parts of the colony are acquainted with this method and able to use it in their schools. This method, which is thoroughly scientific and, mmy iudgment far superior to any other method, can be mastered and used by persons who have very little musical talent. In the hands of those who have musical talent in a fair or in a high degree the results of the use of this method are sure to be good. The regulations give teachers the option of using this method or any other. There are teachers gifted with good musical ability who obtain excellent results by the use of other methods. As a rule, however, I fear that little is done in the way of singing where the Board does not take an active interest in the matter. I attach a very high value to singing on account of its refining influence, and also because it affords one of the best possible means of giving a cheerful tone to a school without any tendency to disorder. Have you any remarks to make on the Syllabus of standard examinations, m view of proposals that have been made for altering it?—l had an opportunity of stating my views on the subiect in a memorandum which I addressed to the Minister of Education in January, 1885. It will save time and printing if I refer to that memorandum (Appendix to Journals of House of Eepresentatives 1885 E.-lc), and say briefly that I do not think the Syllabus, if reasonably interpreted —if interpreted, for example, in the spirit of the official notes issued by the department m June, 1881—is too exacting. There is no subject included in it that I should like to see omitted from it. The assumption that underlies it is that the Government capitation allowance is sufficient to secure the services of teachers competent to impart thorough instruction on good methods within the range of the primary-school subjects. Considering that there is no means of securing accord between the authority that prescribes the Syllabus and the officers engaged in inspecting the schools, I wonder that the working of the regulations has been attended by so little dissatisfaction. Has your attention been directed to a report made upon the standard Syllabus by a Committee of the Otago Board of Education ?—Yes; I have read it with care. I think it would have had more value if it had afforded the means of knowing the status and qualifications of the gentlemen whose opinions are given at length. In one respect a strange mistake has been made. It is said that the returns received "exhibit a very remarkable harmony of thought and deling. The only qualification is in the remark "that in the returns the consensus of opinion, though remarkably full is not absolutely complete: there are some dissentients, though the number of them is remarkably small." Among the " educational authorities " named as having made returns are Sir Eobert Stout, Minister of Education at the time, and the Inspector-General of Schools SirK. Stout's return to the circular was in the form of a letter, written by me at his direction, and stating that the Syllabus expressed his views on the subject. I believe that I was not asked for an opinion, and certainly I did not give one. I take this opportunity of expressing my opinion that, if the State holds a practical monopoly of primary education, it ought not to teach less than the Syllabu? prescribes • that the rate at which the State has been paying for primary education ought to suffice for the maintenance of teachers capable of imparting all the instruction required by the Syllabus ; and that it would be wise for the State to take the Inspectors into its own service, and employ them as agents to assist the teachers in understanding the actual requirements of the Syllabus, and m choosing the best methods of meeting those requirements.

APPENDIX.

REPLIES OF INSPECTORS TO FOLLOWING CIRCULAR. Deae Sir 1 — House of Representatives, Wellington, 10th November, 1887. The question of the working of our Educational Act is now being inquired into by a Parliamentary Committee. I should be extremely obliged if your Board would favour the Committee with its views upon the following: — ..-,.• -j 1. As to raising the age upon which the capitation allowance is paid : 2. As to the payment of fees for higher standards: _ . 3. Whether your Board can make any suggestions as to the more economical working of the Act - 4 If your Board can suggest any alteration which would improve the Syllabus. ( I should add that the Committee propose to ask your Inspector, and also the various Teachers Associations, for their views on the above points. _ _ James G. Wilson, Chairman, Education Committee.