E.—lb

12

writing upon their slates the parts of speech in a sentence, Standard V. and Standard VI. are parsing orally the same sentence with the teacher ; then, when the teacher proceeds to examine the written work of Standard IV. and to teach the class for a few minutes, Standard V. and Standard VI. show upon their slates how they have benefited by their former oral work. This method could sometimes be diversified by taking the three classes together orally, when a healthy spirit of emulation could easily be engendered amongst them, and a good deal of the work of the higher standards would be anticipated in the lower. Slate work had better not Be done at all if it is not carefully examined. I also found that the preparatory classes wasted a good deal of their time in scribbling upon their slates. In some cases more frequent or longer intervals of play might be given to these classes. As to the behaviour of the pupils, it was on examination days very good at most schools. The unvarying courtesy of the pupils I meet in the Wanganui streets is very pleasing to notice. I only wish I could make the same remark with regard to the pupils in other towns. On my inspection visits I frequently found a great deal of petty disorder in the small schools through pupils being left too much to themselves, and through their not at all times being kept busily employed. In small class rooms it ought not to bo difficult for teachers to keep their ears awake for every movement, and to hold each pupil in the room under their eyes. But the latter is impossible as long as teachers sit down during their work and place a class before them on the floor. Success in school management depends upon, watchful and unremitting attention to little details. The custom of allowing pupils to answer indiscriminately, still pursued by some teachers, is responsible for a certain amount of disorder in some schools. Such a custom is entirely opposed to the undeniable principles that the main object of a teacher is to get every pupil to think, and that learning should be self-teaching. School Buildings.—Most of the buildings are in good order, and several large additions and improvements have been effected during the year. Many teachers keep their class-rooms very neat, and in a few schools the children appear to take much pride in looking after their desks. Some of the playgrounds are in a very untidy state, in place of their being a pattern to the neighbourhood. Peobationebs. —In my last report I pointed out the advisability of appointing young men and young women as teachers on probation at some of the largest schools, where they might gain some insight into school management. During the year the Board appointed several such probationers. Little advantage, however, was derived from the appointments, for the head teachers at the schools where the probationers attended were unable to devote any time to their training owing to the present system of staffing the schools. It appears to me that, at all events, the very largest schools—Wanganui (two), Hawera, and Palmerston —should be officered in such a manner that each head teacher, in place of being obliged to teach a class daily, could devote a great deal of his time to looking after the training of his subordinates and the general working of his school. The Syllabus.—As the new syllabus has now had a year's trial, I cannot close this report without some reference to it. Standard I. and Standard 11. found little difficulty with the drawing. In the higher classes I recommended that for the first year some of the elementary books should be used. lam afraid little progress can be expected above Standard 11. in those schools where the teachers themselves are not proficient in the subject. The introduction of the new tables into the work of Standard I. and Standard 11. was a step in the right direction. Children found no difficulty in them, except at a few schools where to teach them had been forgotten. In my report of 1884 I pointed out how easily those tables might bo used with advantage in the lower classes. Few teachers took advantage of the regulation allowing Standard IV. and Standard V. to be taught together in the history and geography of Standard V., and in the case of those that did I generally found that Standard V. geography was too difficult for Standard IV. pupils. Mapping in Standard IV. deteriorated very much, whether because geography was made a class subject in this standard, or for some other reason, I know not. Speaking on behalf of the small schools more particularly, perhaps a Seventh Standard would be an advantage, for I find that the majority of pupils in Standard IV., Standard V., and Standard VI. do not get a thoroughly intelligent grasp of the arithmetic and grammar as laid down in the present syllabus. Perhaps, too, if teachers had less ground to cover in a given time more attention would Lc paid to true education—the training and development of the mind—to which the acquisition of useful knowledge, however important and valuable it may be, should be entirely secondary and subsidiary. When too much is attempted in a limited time education suffers. Comprehension, not apprehension, is what is needed—multum, not viulta. There, is no doubt that now oral questioning and answering is altogether too hurried, and, consequently, the ground attempted is not thoroughly covered and made sure of. Children, in answer to questions, throw out one or two disconnected words ; these the teacher accepts, and he fills in the gaps himself. By-and-by the pupil is asked to express his thoughts in writing on some subject treated, or the examination day comes round, and it is found that he is utterly unable to write a readable sentence. The teacher is astonished, and says, " Why, you told me all about it a few days ago ! " But, in reality, it was the teacher told the pupil. Again, with a Seventh Standard on the syllabus, more time could be devoted to reading. I am of opinion that at least two reading books should be mastered in the year, the one being a geographical, historical, or natural history reader. Some of Messrs. Blackie and Son's books—" Readings from Scott," " Eeadings from the Spectator," "The Shakespeare Eeader," "The Newspaper Eeader," &c.—are very suitable for a school library. In conclusion I desire to bear witness not only to the conscientious work of many teachers, but also to the desire manifested by the majority to improve their methods of teaching, to receive any assistance I may be fortunate enough to be able to give, and to carry out suggestions. Of course there are, and, I suppose, always will be, a few teachers who think themselves beyond improvement, and, naturally enough, their schools do not progress; but teachers of this class are few in