he sympathetic attitude of the teachers towards
their scholars and the happy appearance of the children, who seemed to
be keenly interested and busy over their appointed tasks.

There is as yet no special provision in New Zealand for the education of
epileptic children. Fortunately, the number of these is apparently
small, but, as in many cases it is undesirable for them to attend the
ordinary classes of the elementary schools, the question of arranging
for their tuition otherwise requires earnest consideration.

Following on legislative authority contained in the Education Act
already referred to, provision for feeble-minded children, within the
meaning of the Act, was made by establishing the special school at
Otekaike, near Oamaru, with accommodation for 195 boys, and some years
later a similar institution was opened at Richmond, near Nelson, with
provision for about eighty girls.

These institutions contain two separate divisions, providing for--(1)
The training of children of school age, and (2) the instruction of young
persons over school age in handicraft and farm-work.

Both institutions have modern and well-equipped day schools with trained
women teachers, and at Otekaike the industrial division is provided with
workshops and instructors in trades and handicrafts.

The children are housed in modern and well-appointed cottage homes, each
with accommodation for thirty-five, and are supervised by selected women
attendants.

The Committee visited and inspected both Otekaike and Richmond, and were
very favourably impressed with the healthy environment and careful
management of these institutions, and with the humane and sympathetic
methods adopted for the purpose of making the best of imperfect human
material.

At both places physical exercises, musical drill, and organized games
form an important part of the training, and the teachers deserve
commendation for the efficiency of the pupils in these respects and
their general appearance of physical fitness.

Moral training and training in habits of personal cleanliness and prompt
obedience form an important part of the curriculum, and the effects are
noticeable in the quick movements and alert attitude of the inmates. The
girls at Richmond receive training in domestic work, needlework,
knitting, darning, &c., according to their ability.

The children are taught various kinds of handiwork, and by grouping them
according to mental capacity they are given a sch