18

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and able workers, for whom every lover of education must feel the greatest regard. It has not been so long ago that too many teachers were employed, even in some of the principal schools, whose moral characters would not bear the light of public inquiry. I do not think such can now be said of the teachers in the Board's employ. From a somewhat intimate acquaintance with the majority, I am satisfied that most of them reflect credit upon the profession they follow, and that their lives are worthy of imitation even by young children. Infants' Department.—ln the junior department, with but few exceptions, invaluable work is being done by the lady teachers; indeed, it seems to me that the most permanent and lasting work in the school course is that which is accomplished in the upper preparatory classes of a good infants' department. Since the introduction of the new standard regulations I have endeavoured to cope with what is certainly an ambitious syllabus by keeping the school classification as low as possible, as I do not see how so much work is to be even fairly well done unless by some such means. An advanced standard syllabus must affect the schools in one of two ways —either greater thoroughness must be demanded in the preparatory classes, or the requirements for a pass in each standard subject must be lowered, seeing that the hours available for instruction are the same under the old and new conditions. In such a ease the question is not even one as to the suitability of one subject over another, but rather how much time is available for instruction in each. I am not disposed to pass any pupils who possess what can only be characterized as a mere smattering of a subject, and I have therefore aimed to adapt the preparatory classes to the present standard course by recommending teachers to prepare with their pupils two, three, and even four elementary readers before presenting for examination in the First Standard. All the foundation work of the schools is being strengthened in this way. In the infant departments most of those forming the upper preparatory class can do the requirements of an easy Standard 1., and when presented for examination as standard pupils have mastered a fair portion of the work required for a pass in Standard 11. Such classification is having an excellent effect upon the thoroughness of the work in the different schools. lam satisfied it is only by some such means as this that the heavy requirements in and above Standard 111. can be met with any hope of success. Here, again, it will be seen that no fair estimate as to the actual attainments of the pupils in a school can be formed simply by taking the number of standard passes. Indeed, much of the best work done in the schools at the present time is outside the requirements of the ordinary standard course. I know there are some teachers who regard my demands for thoroughness with something akin to disfavour, but now the initial step has been taken I am hopeful such teachers will agree with me that if the standard work has to be done it ought to be well done, even though the passage of the pupils through the standard course be somewhat slower than it used to be. It is not standard percentages so much as influence and effect upon mind and character which one desires to see paramount in the schools, and if these can be attained good results are certain to follow*. The great aim and purpose of school training is in danger of being lost in the too great worship of the percentage god. The attendance of children at school is not merely to enable them to pass through a course of stereotyped work, but rather to so train and harmonize their natures and intelligences that when they shall become men and women they may act with manliness, with sympathy, and with virtue in their dealings towards one another. Country Schools Improving.—One of the most encouraging features met with in the school work during the year is the commendable progress that has taken place in the management and control of the small schools. It was for a long time supposed that country schools could not hope to contend in the matter of efficiency with the larger and better equipped town schools, but the delusion is passing away. It matters little to a good and earnest teacher what his surroundings may be, or where he may have to give instruction, so long as he has the material to work upon. The good results are sure to be forthcoming. As pointed out in my report on the synchronous examination for Standards V. and VI., some of the country schools are doing work which would be worth commendation anywhere. Trained teachers are generally employed in such schools. But there still remain several districts where the results are not satisfactory, nor are the teachers capable of fulfilling their duties even fairly well. I know it seems ungenerous to speak thus plainly of certain teachers who really try to do their best to give satisfaction, yet the fact remains that the children whose misfortune it is to be under such teachers suffer most seriously from causes which need not exist if the School Committees in such places would determine to do their duty fearlessly and with an eye to the future welfare of their district. Promotion of Teachers.—l have often wondered why no scheme for the promotion of successful teachers from the small to the larger schools has been devised. One can scarcely imagine anything more reasonable and desirable than the promotion to a better and more responsible position of one who has given proof of his qualification for such. I am aware that the power vested at present in local School Committees is a bar to any scheme in this direction, but I am convinced that when the principle of promotion is recognised—from the small to the large, and from the large even to the secondary schools—the better it will be for the education of the children. As to the larger schools, I have little to report beyond what was stated in detail a year ago. In some good and in others excellent work continues to be done, and the discipline and moral tone, as far as one can judge, appear to be entirely satisfactory. In all schools the records are generally well and carefully kept. Moral Training.—Objection is often urged against the instruction as carried on in the schools that there is no moral instruction recognised in the school course. This is a great mistake. The moral training of children is not undertaken by means of a catechism or primer of instruction, as in some countries, but their moral and nobler natures are constantly being exercised by practical training in the schools. Every piece of work children are required to dp is a moral as well as an intellectual test. Thorough and honest work is the outcome of moral training, and if the latter has been disregarded the school work will give evidence of such, seeing that every aspect of moral training is in constant operation in the work of a well-conducted school. A child carefully trained