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observed iv writing—to write large, to finish every letter, to make every letter so that it cannot be mistaken for another. The effect of neglecting this last will be strikingly seen if a manuscript in a foreign language is given to be set up to a printer who do not understand that language. Many teachers are not particular enough, when using the black-board, to write in the manner pupils are required to write in their copybooks. Reading also is better taught; but teachers as well as pupils have still much to learn. I wish to instance one, a common fault, in the hope of correcting it: "and" between two words is joined on to the first, and the "d" is frequently done to death altogether; thus, " John and James" becomes " Johnan James." I regret to have to say the misuse of the letter his spreading. Teachers cannot be too strenuous in their efforts to eradicate this horrible disease. lam glad to say that composition is very fairly taught indeed in many of the schools. A great many pupils in the Third as well as the Fourth Standard can write very creditable letters. But this is not so in schools from which the pestilent heresy of reproduction has not been rooted out. It is astonishing what tenacity of life this stupid practice has. Teachers sometimes allege a dearth of subjects as an excuse for adopting it. There is no dearth of subjects ; no one day is like another, something new happens every day. Nature, iv her infinite variety, shows herself in a hundred different aspects on every day that passes. The very finding-out of subjects involves a valuable culture of the eye and ear; it trains the pupil not to see with dim eyes or to hear with dull ears. It aids the development of the observing powers, and quickens the apprehension. The unhappy reproducer cares for none of these things ; he holds on after a bewildered fashion to the wretched clue given him, and when he drops it, as he often does, he becomes utterly helpless. I cannot say that grammar is taught satisfactorily as a rule. This is rather surprising, seeing that instructions, simple and easily understood, how to teach elementary grammar have long since been issued by the Board. There ought to be no difficulty in teaching the small amount of grammar required by the standards. It is true that the Board have always discouraged the teaching of young children grammar from books. Many teachers seem unable to discriminate. The amount of knowledge of geography shown by the pupils is rather disappointing. Few subjects are more interesting or more easily taught than elementary geography. I desire to call attention to the great inconvenience caused by maps of New Zealand being published which do not show the provincial districts. How the history and geography of the country are to be taught from these maps I do not understand. Tiie provincial districts are as much political divisions of the country as the counties are, and are infinitely more important for educational purposes. The method of teaching arithmetic has improved on the whole, though there is still much left to be desired in this respect. The amount of history taught in the schools is still, I regret to say, but small. As regards the laws of health, I may say, as I did last year, that the kuowledge of them is becoming more generally diffused, and that I trust the efforts made here for some years to teach this subject may bear fruit in time. It is probable, at all events, that the next generation will not insist on adopting those effectual methods of shortening life which the present generation so consistently practises. In connection with this subject, I, am glad to say that the teaching of gymnastics has been introduced here during tho past year. Two instructors have been appointed, one for the Auckland district and one for the Thames. Already much good has been done by their instruction. I append a list of the apparatus supplied to the schools: Dumb-bells, rings, parallel bars, horizontal bar, barbells, poles, vaulting-horse, ladder-arch. The teachers of singing at Auckland and the Thames continue to perform their duties in a satisfactory manner. A drawing-master has been now appointed. He visits as yet only the schools in Auckland and its neighbourhood. He conducts a teachers' class on Saturdays. Object-teaching is practised in all the schools in a more or less satisfactory manner. Needlework is taught in most of the schools, and in a better fashion than formerly. Not many teachers appreciate adequately the important duties devolved on them. It is not enough that they should preserve order in their schools, and teach the prescribed subjects well. They should do what in them lies to form the characters of their pupils. They should study to elevate and refine them by every means in their power; to. imbue them with a love of truth, not only in matters of occurrence, but also in matters of opinion, thus teaching them to be thoughtful and moderate, as well as tolerant, in judging the opinions of others; to teach them that there are higher things than moneymaking ; that plain living and high thinking are better than the vulgar display which often leads to dishonesty, and is the very opposite to real refinement. Teachers should also impress on their pupils that it is due to themselves as well as to others to be always courteous in their demeanour; that rudeness and boorishness are social crimes. If any changes are made in the Education Act, it appears to me that it would be desirable to alter the ages between which pupils are admitted at the schools. These ages, in my opinion, would be sixteen and six. It is to the advantage of the State that as many of her citizens as possible should be well educated. Many pupils of the elementary schools will be prevented from fitting themselves to compete for the opportunities offered for procuring a higher culture, if they are hurried out of the schools at fifteen. In many cases they cannot obtain scholarships till sixteen ; they may probably be unable to become pupil-teachers till sixteen. I dwell on these points because a disposition has been shown in some quarters to debar the cleverer children of the district schools from those advantages from which they should not be debarred, by insisting that the merest elementary education is enough for them, and that therefore they should be prevented from remaining at school after the age of fifteen. J think it is absurd to admit children under six years of age to any school, except to an elaborately organized infant school. Their presence in au ordinary district school is injurious to them, is a great hindrance to the school work, and is very expensive, for teachers and school space must be found for them. This is the end at which a saving should be made. In my last year's report I called the attention of the Board to the danger that existed of the growth