E.—lb

14

As compared with last year's results, there are five additional schools in operation—that is to say, Mauriceville East, Pirinoa, Whakataki, Alfredton and Manakau; and there are 597 more children in attendance, 892 more presented in standards, and 705 more passes. The percentage of passes (86-4) is 3-4 higher than in 1886, but hardly so high as it was last year, when, as pointed out in my report, it was abnormally high, owing to many, schools being examined later than usual during my absence in England. I am well satisfied with this year's results as a whole, especially when it is borne in mind that those schools which had a longer time for preparation last year have had a shorter time this. Also there appears a marked increase in the numbers passed in the higher standards, as will be seen in the following table :—

The large increase in the number passed in Standard I. this year is due to my action in passing, with the consent of the head teachers, any fair unpresented candidates in the second preparatory class who should make good material another year for Standard 11. But, whilst I have been to some extent lenient with regard to neglected and backward children over nine years of age, I have been more exacting with candidates under eight years of age. Although I am satisfied with the results as a whole, looking at the matter for the present through the medium of standard passes, I am sensible of much weakness in particular schools and in particular classes, and I know that the generally satisfactory condition of the whole is in part due to the more intelligent and more faithful work of many of the largest schools. I find, in twentysix small schools, each under one teacher, the percentage of passes is 84 ; in twelve schools, with less than 100 pupils each, and under more than one teacher, the percentage is 79; in thirteen larger schools, with from 100 to 356 attending, it is 83 ; whilst in the eight largest schools, each with an attendance exceeding 350, it rises to nearly 90. Clearly the general average result of 86-4 per cent, of passes is mainly due to the work of the largest schools being so satisfactory. So unsatisfactory, however, is the condition of some schools that from 42 to 72 per cent, of the candidates presented in standards failed to pass. The weakest were Ohariu, Tawa Flat, Porirua, and Cross Creek. Unsatisfactory work was also met within certain classes of larger schools, and sometimes in those which on the whole are well conducted. In some cases the class teachers were more or less incompetent, and the head teacher had neglected the periodical examination of those classes, and had thus failed to detect the weakness in time to remedy the defect. In three cases of fairly large schools the head teachers' own upper class work in arithmetic was weak. Further, there are schools whose results never attain any degree of excellence ; and almost every alternate year the work shows positive weakness. The teachers of such schools are called upon to use greater diligence and care. Thus far I have estimated the work of the year by the number of standard passes made, which, as every educationist knows, is by no means an exhaustive method of testing the value of the teaching. Still, whatever objection may be made to estimating work done by standard passes, I am sure of this : that no school can lay any claim to efficiency in which over 40 per cent, of the pupils fail to meet minimum requirements. In the schools reported by me as being especially weak there is no ground for such objection, for in them the best of the work is bad. It is not too much to say that in the seventy-one schools examined every head teacher put his own impress on his management; and the general style and character of the work varied with every class teacher. I will, however, attempt a sketch of the general scope and quality of the teaching. Especial attention has been given to reading and recitation, and the style of both is much improved in many schools. I have met with class after class in which at least two-thirds of the pupils read with expression and some culture, as well as with accuracy. I notice a tendency to pronounce "i" as "oi," and "oo" as "ew." Thus, "fine" is pronounced "foine," and "spoon" is pronounced " spewn." Generally the enunciation is good, and much better than it is in most parts of the United Kingdom. I have found that wherever the reading is decidedly fluent and easy the class spelling is invariably good as a whole. The eye is trained to accurate spelling by much practice in reading. It is the want of this practice in some schools which is the cause of bad spelling and lame reading. Careful syllabic spelling of words is not always insisted on, and this is another cause of bad spelling. I have commended the reading in fifteen schools, mostly large ones; and found much fault with the reading and spelling in twelve schools, mostly small ones. To show how far accurate spelling is attainable, 1 may mention that in one Standard IV. class examined sixty-nine pupils out of eighty-seven wrote the passage and words dictated without a mistake. English composition is another subject which has much improved during the past year; and, as a consequence, less formal grammar has been taught. Ordinary parsing exercises are fairly done. Good rules and definitions are not so well taught, and class knowledge of grammar as a science should receive more attention in the upper classes of large schools. Only a fairly good rudimentary knowledge of the subject is attainable if the aim of our schools is, as it should be, to

Passed in 1887. Passed in 1888. SI S2 S3 S4 S5 S6 S7 1,171 1,195 1,043 736 399 177 7 1,602 1,133 1,074 799 550 216 57