Table E gives the names of the Electoral Districts, the number of Schools, number of Teachers, number of Pupils enrolled, and the total Cost of Education proper in each Electoral District.

By comparing this table with the similar one of 1892-93 it will be observed that the enrolment of pupils increased in ten years from 270 to 627 in Comox; from 218 to 325 in Cowichan; from 68 to 1,124 in Kootenay, East; from 140 to 3,437 in Kootenay, West; from 2,175 to 4,510 in Vancouver City; from 2,427 to 3,193 in Victoria City; from 1,816 to 3,144 in Westminster District; and from 782 to 2,085 in Yale.

The cost to the Government for Education Proper in the several districts was as follows:

$2,372 07

value.

In this table will be found the description and estimated value of the school property in the various Rural School Districts. The estimated value of school property in City Districts will be found by referring to the Annual Report of City School Boards under Table D.

During the year new school buildings were erected in Anaconda, Armstrong, Cheam, Crescent Island, Deadwood, Golden, Hatzic Lake, Ladysmith, Morris Valley, Nelson, New Denver, North Arm, Rossland and Windermere. A grant of $8,000 was made to the Municipality of Grand Forks in aid of the construction of the fine school building in that City, and grants on similar lines are now being made to Greenwood and Revelstoke.

"SIR,-In submitting my report for the school-year ending the 30th June, 1902, I have to state that the provisions of the School Law and Regulations have been carried out to the best of my ability, and that after four years' experience in the work of inspection, I have found that a careful attention to the duties involved therein is productive of the best results when the regulations as to inspection are closely and carefully followed.

"At the beginning of the year the schools were graded and classified in accordance with the new course of study, and it is pleasing to note at the close of the year that in nearly every school the classification is satisfactory.

66

Many of the teachers engaged in this Inspectorate are graduates of the Normal School, and those who have not had the privilege of attending that institution express a desire of so doing at the earliest opportunity. The fact that those desirous of entering the teaching profession in the future, must, before doing so, attend one or more terms of the Normal School is a step in the right direction.

The teachers are diligent and painstaking as a class and the inculcation of moral principles, the upbuilding of character, the strengthening and development of specific powers, the rational study of the facts of the child's mental life, and the fostering of special aptitude receive attention from many; as a consequence, the best works in educational science are becoming the subjects of investigation. I have made it my aim to urge upon the teachers the necessity for independent methods founded upon the results of study and investigation.

"Those teachers who intend to remain in the profession are, as a rule, earnest students of the principles of the science and art of their profession; but such is not the case with the teachers who are but temporarily engaged in the work of educating children.

He should They must

"The teacher should have a thorough knowledge of that in which he undertakes to give instruction. He should be a positive character competent to do his own thinking. not be in bondage to a text-book. He should not try to live without books. furnish the food on which his intellect grows and renews its vigour. supply his hunger for knowledge.

He will use books to

"There must be in the school-room fidelity in the observance of all necessary regulations. Nor must it be forgotten that in a school, as in a state, 'that government is the best which governs the least.' A teacher whose heart is in his work will make his own life an inspiring example to loyalty to law. He will know how to secure good order and studiousness not so much by loud demonstrations of authority as by unseen gentle magnetism that captivates the hearts of all and wins them to studious and orderly habits. He will control his pupils less by official power than by personal influence and 'fair allurements to learning.'

"Government ought not to do everything by force. It is only the body which submits to that. Nothing but wisdom can extend its empire over mind. When a Government orders, it but gives its subjects artificial interest to obey. When it enlightens, it gives them an interior motive, the influence of which they cannot resist.

"The attention of School Trustees and others is specially directed (1) to the necessity of placing the schools in the charge of trained and skilled teachers who can give the pupils a thorough insight into the subjects taught in their classes; (2) to the short-sightedness of employing inexperienced teachers slightly acquainted with public school work, who will only be able to impart such an imperfect knowledge of the essential branches as will be of little benefit to the learners; (3) the great injury resulting from the too frequent change of teachers; and

(4) since Rural School Trustees find it so difficult to get mechanics to do small repairs, it is advisable that all improvements be substantially made. For example, plaster ceilings when broken should not be patched, but give place to wood; whitewash to alabastine or paint. Both for durability and appearance, walls should be tinted green, drab or yellow, and ceilings drab, blue or terra cotta. Plaster and wooden blackboards should give place to slate, or to those formed from liquid slating, upon a solid foundation, or from Hyloplate.

"The school fence should be made of boards instead of pickets, since the latter are so easily destroyed by malicious trespassers and misgoverned pupils.

"Closets are more easily kept in repair when they are attached to the woodshed. They are more accessable in stormy weather, and their unsightly appearance is avoided. They should be furnished with water-tight boxes and kept clean. A broad horizontal door should extend the whole length of the closet at the back. This should be partly open in warm weather, especially where the woodshed extends to the rear of the school lot. The Trustees should supply the caretaker with a quantity of chloride of lime, copperas or other disinfectant, for frequent use in deodorising. The health and morals of the community are at stake unless the Trustees and Teachers insist on these premises being kept in decent condition. Municipal Health Officers should enforce the law rigidly in every school district.

"I beg to call your attention to the subjoined synopsis of the standing of schools in Inspectorate No. 1, a perusal of which will, I think, prove to you that generally speaking good work has been done during the year.

،، SYNOPSIS OF THE STANDING OF THE SCHOOLS IN INSPECTORATE No. 1, FOR THE SCHOOL

YEAR 1901-02.

"ALBERNI.—Inspected October 9th and 11th, 1901, and March 7th, 1902. System good; interest keen; manual work fair; reading good ; progress satisfactory.

"ALBERNI (Beaver Creek).-Inspected October 10th, 1901, and March 6th, 1902. System good ; interest keen; manual work fair; reading good : progress satisfactory.

"ALEXANDRIA (Div. I).-Inspected October 23rd, 1901, and January 30th, 1902. System excellent; interest keen; manual work fair; reading good ; progress satisfactory.

"ALEXANDRIA (Div. II).- Inspected October 23rd, 1901, and January 30th, 1902. System good; interest voluntary; manual work fair ; progress satisfactory.

"BEAVER POINT.-Inspected September 11th, 1901, and April 7th, 1902. System good; interest fairly keen; manual work fair; reading good ; progress satisfactory.

"BELLA COOLA.-Inspected May 12th and 13th, 1902. System good; interest keen; manual work fair; reading good. The first official visit to this school.

"BELLA COOLA (Lower). Inspected May 12th and 15th, 1902. System good; interest keen; manual work fair ; reading good. The first official visit to this school.

"BOWEN ISLAND.-Inspected April 15th, 1902. Interest keen; manual work good ; reading fair; progress satisfactory; system good.

"BURGOYNE BAY.-Inspected September 11th and 15th, 1901, and April 7th, 1902. System good; interest keen; manual work good; reading fair; progress satisfactory.

"CADBORO BAY.-Inspected December 4th, 1901, and March 24th, 1902. System good; interest keen; manual work fair; reading good in junior classes, inexpressive in senior class; progress satisfactory.

"CEDAR, EAST.-Inspected October 21st, 1901, and February 14th, 1902. System good; interest keen; manual work good ; reading fair ; progress satisfactory.

"CEDAR, NORTH.-Inspected October 22nd, 1901, and February 14th, 1902. System good; interest keen; manual work good ; reading expressive; progress excellent.

“CEDAR, SOUTH.Inspected October 21st, 1901, and February 13th, 1902. System good ; interest forced; manual work fair; reading poor; progress slow. School has suffered from frequent change of teachers.

"CEDAR HILL.-Inspected November 18th, 1901, and March 20th, 1902. System good; interest keen; manual work good; reading good in junior classes, fairly expressive in senior classes ; progress satisfactory.