has proved her ability in the Model School of Truro. Under her management we have every reason to expect that the decided progress of this department will fully justify the liberality of the section. The granting of a year's leave of absence to Miss Findlay and Miss McKenna, teachers of real merit, in order that they may still further pursue their professional studies in the Provincial Normal School, affords a pleasing incication of confidence and a spirit of determination to meet the increasing requirements of the age.

Since my re-appointment in January last, four months of my time have been given to the city schools, and I have endeavoured to make a careful estimate of each department visited, in the Monthly Reports which have been regularly submitted to your notice. The Report of the Board of School Commissioners, together with these Monthly Estimates will enable you to form an opinion concerning the standing and progress of these important schools, and, will, therefore, obviate the necessity of any further remarks.

SIR, In accordance with the requirements of the law, I send below a general report of my labors in the schools, and of educational matters in my District.

My appointment was received so late in the winter term, that I was able to visit only one hundred and forty schools, remaining on an average one hundred and fifty minutes. To effect this, it became necessary occasionally to assemble the schools earlier than usual. The object sought to be attained by these visits, was to make the acquaintance of teachers, pupils, and as many of the school officials as possible, that I might have their confidence for future co-operative efforts; to obtain an insight into the condition and management of the schools, and to give a general idea of the manner in which I wished then conducted. That the above might be accomplished, I participated in every exercise witnessed, while in many schools in which the "any how," " "any way" method appeared to prevail, with the consent of the teacher, I took charge of the classes during my entire visit, which in such cases was always prolonged, and endeavoured to exemplify a better method of assembling and dismissing pupils, of going to and returning from class, and of conducting recitations, so as to awaken thought, and excite an interest in the subject considered, using the black board for explanation, whenever it could be profitably done.

In May, I visited several schools in which inexperienced teachers had taken charge, and assisted them in starting their work properly. During the remainder of the summer term, every school was inspected that was in session. The visits averaged two hours and twenty minutes. The same plan of taking part in all exercises from that of the infant class to the most advanced was pursued. In most of the schools, classes in either reading, geography, grammar or arithmetic were taught by me, and in several an interesting and exciting method of conducting a spelling lesson was illustrated, while physical exercises were frequently introduced. In the County Academies, the Bridgewater High School, and the other Graded Schools, with a single exception, comparative test exercises were held in the advanced departments. Standards were used which applied equally to similar schools. The results were made known, when possible, at the close of the visit, to teacher and pupils viva voce, and afterwards sent to teacher and trustees in writing. A similar course was followed in the inspection of the most advanced Miscellaneous Schools, but on other standards. "Order" was one of the tests, to decide on which there were noted: the surroundings of the premises; the neatness and tidiness in disposal of hats and caps; the tidiness of the pupil's arrangement of book, slate, etc., in the desk; cleanliness of the room; quietness in assembling and dismissing; stillness of class exercises; positions on the floor, and attention to work in hand. With a view to the restoring of the good manner for which school boys and girls were proverbial, as well as to strengthen the teachings at home, the style of intercourse between the teacher and pupils and the pupils themselves were also observed, and formed a part of the above test. In like manner were the other exercises conducted. I believe this system will have the desired effect of stimulating the teachers and pupils to more and better work. In the schools thus examined, there was not much difference in the totals, although more or less variation in the ratings, while the general results were very satisfactory.

Deficiencies. The principal points in which many of the Schools fail, are thoroughness in their work and the practical application of rules and principles to matters of everyday life. In justification of the first deficiency, I will cite the method practised in the teaching, or the attempted teaching of reading, which, with few exceptions, was as follows: The summoning of the class, which was effected occasionally in good order, but more frequently with much confusion; the announcement of the subject; the pronouncing of the words in a monotonous, unintelligible jumble; the stumbling at the difficult ones; the hearing of those selected for spelling; and the task was accomplished, the reading lesson taught, no, not taught,—only heard, and badly too. The pupils, after such an exercise, have not an intelligent idea of the subject treated, nor have they gained such a knowledge of the words at which they hesitated, as to enable them to pronuouce them when again met. In this manner have they been hurried through reader after reader, until in many schools the sixth and seventh books were found in the hands of scholars, the most of whom, so far as knowledge or correct pronunciation was concerned, would have been much more appropriately placed among the members of the fourth class, and the money used in the purchase of such expensive books,

more advantageously expended in supplying those greatly needed for successful work. Other branches in many schools were taught in a similar manner. I expect to see good results on my next visits from the special exercises mentioned in a previous part of this report, as very creditable improvement was noticed this term in some schools where like work was done last.

Wherever the second deficiency-unskilful application of principles. learned was noticed, I endeavoured to assist the teachers by exemplifying on the black board the method of so applying the principles, that thereby the pupils might become skilled in the working of such questions, as in active pursuits of life will be needed.

I have suggested the desirableness of introducing into the miscellaneous schools an elementary system of book-keeping, whereby pupils who cannot attend school sufficiently long, or become so advanced as to take a complete course in this branch, might nevertheless be so instructed as to be able to make correctly such simple entries of purchase and sale, as all will be required more or less to do, with the forms of notes, receipts, and orders, so frequently brought before them, as to become indelibly impressed on their minds. In several schools where the above was mentioned during my first visit, quite creditable exercises were witnessed on my second. The matter of giving occasional lessons in the proper mode of commencing, inditing, closing, and addressing letters, has also been brought to the attention of teachers, and will be practiced by them. Such a variety in school work must impart new life to it, and as a consequence better attendance. The parents have a right to expect that such branches will be taught their children, and the teachers' work is only partly done if this be left undone.

Classification. The schools in this district have been arranged under four heads-Superior, Good, Fair, Indifferent. The "Superior" were presided over by Grades A, B, and C; the "Good" by Grade A, B, C, and D; the "Fair" by Grades B, C, and D, and the "Indifferent" by Grades B, C, and D.

Were not my report growing lengthy, it would afford me pleasure to name all the teachers in the first and second classes, but shall confine myself in this to that of Principal Owen, of the Lunenburg Academy, whose department is working excellently. It is to be regretted, however, that the parents do not more fully appreciate this school in their midst, and continue their children in it sufficiently long to complete the full course of study. His method of teaching history by diagrams or charts is particularly interesting as well as instructive. He claims for it, and very justly too, "that the mechanical execution in connection with the home lessons, if interesting to the pupils, is a useful exercise; the periods are revised more frequently than if such charts were not used; the eye is made to assist in the acquisition and reproduction of knowledge, while ambition, enthusiasm, and interest are aroused." Did not duty prompt it, I should shrink from reporting that many of the teachers holding the high grades of license were amongst those having the poorest schools, yet such is the case. A few seem content to seek out and labor in schools of the most primary description, while their work corresponds thereto, and thus they detract from the character of the licenses so nobly maintained by

others of same grade in classes one and two. The former have been admonished, and will be reported, in justice to the latter, unless a marked improvement is seen during the ensuing year.

Registers.--The most of these were models of neatness, but I noticed in my first visits that the "Deportment" page in many of them was entirely blank. The teachers' attention was directed to this neglect of duty, and to the regulation bearing on the point. The past term the most of the registers were properly as well as neatly kept.

Returns.-Seventy-nine of the Winter Returns were incorrect. The errors occurred principally in the grand total of days, and varied from one to one thousand days. They were generally against the interested sections, which displayed more carelessness than intentional wrongdoing. These imposed much extra labor and expense, and deterred me in forwarding my reports. To remedy this, I brought to the teachers' notice the particular points in which the mistakes were found, and as a result the Summer Returns had only fourteen slight

errors.

School Houses.-When I visited the sections the first time, I noticed the untidy and apparently neglected appearance of many of the buildings. I found also that diphtheria had been making sad work among the pupils of several sections. With the view to prevent the re-appearance of this fearful disease in such schools, and to keep it out of others, so far as cleanliness would tend to do this, as well as to make the houses healthier and more attractive abodes for the children, and therefore better suited for school work, I issued a circular to all the trustees where schools were in operation, requesting them during the vacation to have all the buildings thoroughly cleansed, and where not painted, whitened inside and out, blackboards renewed, where required, glass set, and entrance to the buildings graded and gravelled. I am pleased to report that many looked at this mattter in the proper light, and complied at once with my wishes; others were more tardy, while a very few, who apparently cared neither for the health of the children, nor the appearance and condition of of the buildings, refused,—so that neat, tidy buildings are the rule now in the district, and neglected ones the exception. Ten new buildings were opened for school this year, only two of which were finished; the most of the others will be completed shortly. Five sections where there have never been schools, are agitating the matter of houses, and will probably erect them next season; four others in which the buildings were condemned, voted very creditable amounts at the annual meetings, for erecting new ones; whilst others that were notified to provide more accommodation for the pupils, have the subject of the most favorable plan of enlargement for their respective sections, under consideration.

Trustees. These officials in many sections, were quite unacquainted with their duties, and therefore very remiss in their performance, while in some cases they were working illegally. The "manuals" had either been mislaid or destroyed, while the journals had apparently shared the same fate. To rectify the errors and prevent others from occuring, I issued a general circular, in which their attention was directed to the law bearing on the points under consideration, and full explanations made. Through this medium, I communicated with the most of the trustees four times during the year, and shall continue to

do So, whenever I observe it to be necessary, until the new Manual is issued, which, permit me to say here, cannot be too soon.

Furniture. Three school houses have been supplied with new furniture of a neat pattern. The antiquated long desks in some others will be supplanted by new ones next year.

Apparatus and Text Book.—A great many schools are indifferently supplied with the necessary apparatus and text books, but as "hard times" appears to have such a firm grasp on No. 2 District, I have not required them to be furnished, excepting in a few instances where sections received so much from the County Fund, as to be nearly selfsupporting. In these cases they were obtained.

Meetings. I have held meetings in several sections by appointment, and attended others by invitation, for the purpose of settling disputed questions; arranging for the building of school-houses, and awakening a greater interest in school matters amongst those who have hitherto been quite indifferent to them. These were generally well attended, and resulted very satisfactorily.

Attendance. During the year, 6213 different pupils were in the schools in Lunenburg County, and 2170 in those of Queens, with an average daily attendance of 2537 in the former, and 1061 in the latter.

Suggestions.-Looking upon the irregular attendance in our schools as the most serious drawback to the successful working of our educational system, and noticing the apathy and indifference of those who should be agitating this much needed reform, it has occurred to me that a "Permissive Compulsory Attendance" law might be framed and submitted to the rate-payers at the annual meetings, on the same or similar principles as the Canada Temperance Act. This course has been suggested to a number of our most intelligent men, with the view to elicit their opinions on the subject, which have always been in approval. I am quite confident that in three years such an act, if passed, would be in operation in every section in the Province.

The manner in which the "poll-tax" is levied seems to apply very unfairly in a great many sections, especially those in which most of the rates are collected through said tax. Single men in many instances are obliged to pay quite as much as those having valuable properties and several children to participate in the privileges of the school. The law exempting men over sixty years from the payment of this tax, bears even more unfairly, as in many instances persons are entirely freed from paying rates, while largely benefitted by the school. This works to the greatest disadvantage to poll-tax payers in small sections, where the amounts voted are often as many dollars as there are rate-payers. Were the poll-tax levied and collected on the same principle as the Poor and County Rates, it would be more equitable and satisfactory.

The regulation that prevents teachers making up any days lost in the term before commencing school, often places them in an unfair position. They cannot do impossibilities. When the term closing is followed by another beginning the next morning, those that have taken schools at a distance cannot reach them in time to commence on the first day, and often not on the second, or even the third of the new term. I would recommend that some provision be made for such