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respectfully submit the following statement of my opinions respecting some of the questions that are engaging the attention of your Committee. I regret that other pressing engagements have prevented me from sending an earlier reply and from going more fully into the subject. Statement. Mr. Habens's Evidence and Statement. —I have carefully perused the evidence given by Mr. Habens before the Education Committee, and also the statement made by that gentleman on the 15th ultimo at the request of the Committee. I feel bound to state that if I had been under a similar examination I should have given in effect the same replies as those made by Mr. Habens on all, or almost all, the points brought under consideration. Reply of the Otago Educational Institute to the Committee's Circular. —l have also carefully studied the reply recently given by the Otago Educational Institute to the circular issued by the Education Committee, and I agree with the views of the institute as expressed in the first four sections of that reply. These relate to the following matters: I. Eetrenchment without unduly impairing the present system. 11. The relative cost of the New Zealand educational system. 111. The raising of the school-age upon which the capitation grant is paid. IV. Payment of fees for instruction in the higher standards. Raising the School-age. —Although I agree with Mr. Habens in the opinion that the attendance of very young children at a small school in charge of only one teacher may create a difficulty in the conduct of the school that does not exist in the case of a properly-organized school in which two or more competent teachers are employed, yet I do not see any sufficient reason why any distinction should be made between the two classes of schools as regards the entrance-age. I have carefully studied the examination reports of the Inspectors, and I find that the reports on the smaller country schools under one teacher usually bear favourable comparison with those on the larger schools as regards the proficiency of the younger children. Ability to profit without injury to health by beginning school-attendance at an early age depends a good deal, in my opinion, upon the robustness of the child, and in this matter I am inclined to think that country-bred children as a rule have the advantage over many of those living in large towns. It is, of course, indispensable in all cases that the class-room be comfortable and well ventilated, and the method of instruction suitable. The following table shows the number of schools in the Otago Education District in charge of only one teacher, and the number of schools in which two or more teachers are employed. The table shows also the present attendance (October, 1887), the number under six years, the number over six and under seven years, the total number under seven years, and the numbers that would be on the roll if those under six years and those under seven years were not entered. I append a statement of the particulars as regards each of the small schools, so that it may be seen how the removal of the younger children from the roll would affect each school: —■

The proportion of children under six years to the total number on the rolls is as 1 to 20-75 in the schools with one teacher only, and as Ito 15-46 in the larger schools. The proportion of those under seven years to the total enrolment is as 1 to 7 in the smaller, and as 1 to 6-1 in the larger schools. These figures show that in the Otago District the proportion of young children, especially of those under five years, to the total enrolments is less in the small country schools than in the larger ones in the towns. This is what might be expected. As a rule, the smaller schools are situated in sparsely-settled districts, where many families reside at a distance from the schoolhouse, and where the roads and tracks are in such a condition, especially in wet weather, as to prevent very young children from attending. Kindergarten Schools. —l quite agree with Mr. Habens in the opinions expressed by him in his replies to Questions 11 and 12 regarding the so-called kindergarten schools. The schools of this description that I know of are denominational schools or class schools. Ido not think there is any school in New Zealand entitled to lay claim to the character of a properly-equipped kindergarten school as regards appliances and the requisite skill on the part of the conductor. I believe, however, that in a very large proportion, if not in all, of the preparatory departments of the New Zealand public schools the principles that underlie the kindergarten method are recognised and acted upon with greater or less success. There is every reason to expect that this will become more and more the case as the skilled and intelligent masters and mistresses trained in our normal schools obtain appointments in increasing numbers. In connection with the question as to the cost of maintaining infant or preparatory departments in public schools, it must be admitted that the cost per child is much less than the capitation grant received by the Education Boards. Such cost may be estimated at from 255. to 305., but the important fact must not be overlooked that the Boards obtain a large proportion of the means to maintain the relatively costly weak schools in outlying districts by the savings they are able to effect in the management of the junior divisions of their large schools, upon which they expend much less per child than the capitation grant they receive from the Colonial Treasury. Payment of Fees for the Higher Standards. —l consider it unnecessary to do more than state

Pupils on the Roll. Number on Roll after deducting Schools. Number of Schools. Total Number on the Boll. 5 and under G and under 5 and under 6 Years. 7 Years. 7 Years. All under All under 6 Years. 7 Years. r ith one teacher only having two or more teachers 106 80 3,797 18,835 22,d32 183 357 540 1,218 1,848 3,066 1,401 2,205 3,606 3,61.4 3,257 17,617 15,769 21,231 19,026 Total 186