E.—IB

48

my observation and examination, that these infant classes are now much more efficiently conducted than they were formerly in many schools, and that much better results are obtained in them. I furnish this year, as last, a second table (Table II.) showing the percentage of passes made in each of the standard-subjects. A comparison of each result with the corresponding one of last year will determine in which of them the greatest progress has been made. TABLE 11.

The Board will be interested in noticing that, whilst in all subjects there is improvement, the greatest progress is observable in the subject of history, as is indicated by a rise of 16 per cent, in the passes made in it. Next to this comes geography with an improvement of 10-3 per cent. I may be allowed to make a few remarks on the various subjects. Beading.—ln spite of the fact that the table shows a high percentage in this subject, and an advance of 5 per cent, on the result of last year, I am far from satisfied with the degree of proficiency attained by the scholars in the art of reading in many of our schools. At times lam almost disposed to think that the high percentage indicates rather the leniency of the Inspector than the proficiency of the scholars. In the lowest and highest standards the children generally read fairly; it is in the classes preparing for Standards 11., 111., and IV., that the ability to read is often wanting, as if the attention of the teachers and scholars alike was draw Tn off to the many new subjects to be learnt, to the neglect of this the most important of all. I suspect the examination system is to some extent responsible for this. lam inclined to think that thoughts of the following kind pass through the minds of not a few teachers : "I know that my scholars read badly, but I do not think they read so badly that the Inspector will feel himself constrained to ' fail' them in the subject, so I shall leave them to take their chance in it, and devote my energies and theirs to working up the other standard-subjects." At the risk, however, of repeating what I have said on former occasions, I would urge upon teachers the grave impolicy of such a course, to take no higher view of it. Children who cannot read cannot learn history, geography, or even grammar with any ■facility; and I believe it would be found a good economy of time, that would not only be best educationally for the children, but would even pay best on examination day, to devote a large fraction of school time to mechanical practice in reading until the necessary facility is acquired. The characteristics desiderated in reading are correctness, fluency, distinct enunciation, even loud enunciation if you will; these as the first essentials ; and to them should be added varied inflection of the voice, and suitable expression. Expressive reading of course means intelligent reading, and this will only come when the children are made acquainted with the meaning of the language employed. Some may think that the Inspector has in his own hands the remedy for bad reading— "Let him give another turn to the examination-screw." Spelling.—The statistics in this case only confirm the convictions I had previously arrived at, that there has been considerable improvement in the art of spelling. The examination in it should, in my judgment, always be conducted in writing, even in Standard I. This has been done in this district for the last two years, to the great satisfaction of pupils, teacher, and Inspector. Whiting.—ln a large number of our schools this subject is now taught in a thoroughly systematic manner. Arithmetic—This subject, in spite of its great importance educationally and practically, still stands the lowest on the list as regards efficiency. I think, however, improvement has taken place in the written work; it is in mental arithmetic that so many scholars fail. Undoubtedly much practice is required to make children proficient in mental arithmetic, but it is an exercise that tends to sharpen the wits considerably, and one therefore on which a good deal of time may be very economically expended. Unfortunately some teachers seem to have very exaggerated notions of the difficulty of mental calculation, and, consequently, practice their scholars in none but the most elementary exercises. Geammae. —I should like to draw the attention of teachers to one branch of this subject, included in the syllabus for Standard VI., but which need not be restricted to that standard. I refer to the derivation of words from Latin, Greek, and, I will add, Saxon roots. Of these there are good lists in the grammar and reading-books authorized by the Board, and the study of them will be found to be both a useful exercise in analysis, and very valuable as showing what an interesting object of study are the words we daily use, and how much they need and deserve our closest scrutiny if we are to use them correctly, or even to think accurately. The subject is a good deal neglected at present, but it is one of no difficulty, and I am not sure that it might not be allowed with advantage to supersede some of the more technical parts of grammar in any revision of the syllabus. Of the other branches of the subject of grammar, analysis of sentences is usually well done by the scholars, and is evidently taught in a satisfactory manner by the teachers. The same cannot, however, be said of parsing. In not many schools are the scholars able to distinguish between a present participle and a verbal noun ; and I fear that the inability in some schools is not confined to the scholars.

Subjects. Not Number of Scholars. Passed. Percei}tago. Percentage in 1883. leading Spelling Vriting irithmetio 2,899 2,899 2,899 2,899 1,378 2,151 1,370 2,644 2,248 2,830 1,557 932 1,654 945 91'2 77-5 97-6 53-7 67-6 76-9 69-0 86'2 70-0 96-6 50-8 59-3 66-8 53-0 Irammar leography listory