324 REPORTS ON THE STATE OF SCIENCE.—1912. 
(8) A considerable number of the schools omit to answer the ques- 
tion both as regards the curriculum and time-table :— 
18 enclose written time-tables, some of which are elaborate and 
apparently excellent. 
34 enclose printed reports and refer to these for the curriculum 
and time-table, but the majority of the reports deal 
generally with the wants and rules of the institutions and 
say little about the education of the children. 
11 state that the education given ‘corresponds to that in 
ordinary elementary schools.’ 
1 gives ‘a sound English education.’ 
1 gives ‘a sound education not too advanced.’ 
The school subjects taught in the majority of the schools include the 
three R’s, with-some geography and history. One school alone states 
the history to consist of the history of Parliament and how we are 
governed. A few others give the special periods of history which are 
being taught. 
(9) The number of classrooms varies :— 
12 make no mention of classrooms. 
9 have each one classroom: the number of children in these 
schools varies from 18 to 104, and this last has a division 
in the classroom. 
7 have two classrooms: the number of children in these 
schools varies from 16 to 90. 
1 has nine classrooms: this school has 303 children. 
1 has thirteen classrooms: this school has 321 children. 
(10) Three of the schools have laboratories for the teaching of 
science, one of which is reported to be ‘ not adequately fitted for lack 
of funds.’ The science lessons appear to take the form of object- 
lessons, Nature study, and lantern lectures. One school said to be 
interested in science asks where to obtain lantern slides. 
(11) The occupations of the children out of school hours are very 
various. In some cases they include walks, gardening, and games; in 
many they are housework and sewing. 
Three or four schools state that they have libraries and put reading 
amongst their recreations. 
Twenty schools make no mention of technical training. 
Thirty-one train girls for domestic service, but it is only in cooking 
and in one or two cases in nursing, that the instruction is given by 
qualfied teachers. One school is admirably fitted, but for the rest 
‘domestic training appears to consist in doing the work of the house 
under the supervision of untrained matrons. 
For the boys the technical training is much better organised, and 
in some cases Visiting teachers are engaged for it. One school has a 
list of thirteen trades, and most schools appear to give alternatives to 
the boys. In a few the boys assist with the housework and gardening. 
There is one small school where the whole number of thirty-two boys 
are engaged in wood-chopping. It has no inspection from outside and 
‘ would welcome a visit.’ 
