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anonymous note, stating that they were written by pupils in the sixth class of a Primary School. From some internal evidence in these very precocious literary productions, I am able, I think, to name the school from which they came. These specimens show what a skilful teacher can do. This teacher, whoever she may be, has without doubt been going into the skillbusiness pretty extensively. She believes in studying how to do it. She certainly possesses many of the qualities requisite for a model teacher.

About a year ago, an order was passed by the Board authorizing the District Committees to introduce into the schools of their respective districts Leigh's Phonic System of teaching the first steps of reading. The Committee of the Lincoln District immediately availed themselves of this authority, in accordance with the desire of the master and of the teachers of the lowest classes of the Primary Schools, who had acquired a practical knowledge of this method in the Training School, where it has been taught for two years. The result of the year's experiment is considered very satisfactory. The pupils have made rapid progress in calling words at sight, and in accurate and distinct pronunciation.

Mr. Sloane, assistant teacher in Vocal and Physical Culture, has visited all the Primary Schools, and given in each illustrative exercises in vocal and physical training. His labors appear to have been acceptable to the teachers, and profitable to the pupils. The results of his instruction are especially manifest in the im

proved position of the pupils, both in sitting and standing.

The thorough investigation to which the instruction in vocal music in these schools has been subjected during the past year served the valuable purpose of rendering the members of the Board better acquainted with the value, progress, and condition of this branch It revealed, also, the great progress which the teachers of the Primary Schools have made in their views on this subject. It is only a few years since it was rare to find one who was willing to admit that vocal music could be taught to any advantage in these schools. Now, I think, no one ventures the opinion that it should be excluded. There is yet some difference of opinion among them as to whether it should be taught wholly by rote, or whether it should be taught by note, on the plan laid down in the programme. Of course it requires more skill to teach according to the latter method, and it is too much to expect that all teachers should, in so short a time, make such progress as to prefer the more difficult plan. It is very gratifying, however, to find that all now favor the systematic teaching of vocal music in their schools, differing only as to the details. The teachers now very generally understand what is expected of them in this branch. With the aid of the programme, the text-books, the charts and black-boards, and the assistance and advice of Mr. Mason, they are producing very satisfactory results.


The average whole number of pupils belonging to these schools during the past year was 17,450; boys, 9,072; girls, 8,378; the average daily attendance was 16,362; and the per cent of attendance was 93.3. The whole number of regular teachers at the close of the year was 392; namely: 26 masters, 1 female principal, 15 sub-masters, 10 ushers, 26 head-assistants of the first class, 54 head-assistants of the second class, and 261 assistants. The number of special teachers was 13, namely: 1 in physical and vocal culture, 1 in vocal music, and 11 in sewing. At the end of the school year, the number on the register was only 14,327, about 3,000 pupils having left school after the final examination in June, and before the close of the term in July. At the close of the year, there were in the first class 2,296; in the second, 2,840; in the third, 3,734, and in the fourth, 5,457. The ages were as follows: Under 8, 134; between 8 and 10, 3,066; between 10 and 15, 10,250; over 15, 877. For details of classification and ages, see table in the appendix. There is reason to believe that in the statistical returns of the schools the ages of the pupils are not computed on the same bases by the masters, some calling a scholar over fifteen after his fifteenth birthday, while others do not report a scholar as over fifteen until he is sixteen. The former

is the true way of reporting.

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The following table shows the number of teachers, exclusive of the Master's Head-Assistant, the average whole number of pupils, and the average number of pupils to a teacher (not counting the Master's HeadAssistant) in each Grammar School, for the half year ending July 31, 1868:

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The following table shows the number of scholars who received the diploma of graduation at the close of the school year, July 1868, in each Grammar School:

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The average whole number of pupils belonging to these schools during the year was 1,050; the average daily attendance was 977; and the per cent of attendance was 95.7. The average number of pupils belonging to the High Schools is about three and two-tenths per cent of the whole number of pupils belonging to all the schools; and it is about a half of one per cent of the

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