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Whiting.—Generally speaking the writing in the copybooks is good. There are still, however, a few teachers who think that it is of no consequence how their pupils write in the exercise-books. It does not seem to occur to them that to permit careless writing in the latter tends to destroy whatever good they have done at the writing-lesson in the former. Spelling.—A large number of scholars continue to fail in spelling. The test imposed is not a difficult one; we do not go out of our way to find perplexing words, those in the reading-book in use are given from dictation, and a liberal margin is allowed for errors, unless of the most flagrant character. We believe, if more time and attention were given to reading, and to the strict correction of transcription and work in exercise-books, we should soon cease to complain of the poor work shown in this subject. Arithmetic. —Here we see the most improvement. The problem work has been much better done this year. It is remarkable, however, that the absolute accuracy so essential to the simple commercial rules should be wanting in "bills of parcels" in Standard IV. We recommend teachers not to resort to arithmetic-books for examples, but to make them : there can be no' difficulty in finding a proper model; a storekeeper's bill is not a unique document. Mental arithmetic does not receive 'sufficient attention ; it is not the committing to memory rules and formulae for quick calculation that .is required, but rather that the scholars should be practised in the art of solving, without a pencil, arithmetical questions not involving long processes. Geammar and Composition.—Formal grammar is on the whole fairly well taught in most of the schools. More attention should be given to the inflection of words, especially in Standard IV. If teachers would adopt a more scientific method of teaching this subject, and rely less on giving their pupils exact definitions from text-books, we believe we should have little cause of complaint. Composition, though very generally practised, is seldom systematically taught. At least one lesson per week should be given on the essentials of composition, the proper methods of beginning and ending different kinds of letters, and on the arrangement of the subject-matter into sentences and paragraphs. Elegance of diction can of course hardly be expected, but there is no reason why even young scholars should not be trained to express themselves with clearness and propriety. Geogeaphy.' But little progress has been made in the mathematical and physical branches of this subject. In Standard V. especially, we notice that the scholars have little real knowledge of the phenomena of day and night and the seasons. Each school should be provided with a globe. Map-drawing has been fairly well done, though, as a rule, too many names of places are inserted; leading features only are required. In Standard VI. more prominence should be given to a knowledge of the British possessions. The natural products of our own colonies should be particularly noticed when teaching the distribution of plants. Deawing. We have noticed some improvement in mechanical and mathematical drawing. Freehand and model drawing have not been taught with so much success. We suggest to teachers that, in teaching solid geometrical drawing, models as well as copies should be used. Class and Additional Subjects.—ln most of the larger schools this portion of the syllabus of instruction receives a fair share of attention. In small and half-time schools, as might be expected, it is somewhat neglected in favour of the " pass-subjects." Generally speaking, elementary science has been more successfully taught than in former years. The classes are usually examined orally, Standard IV. to Standard VI. being frequently grouped for the purpose. We have observed, in too many instances, that the answers are given by a very small portion of the scholars. This shows that sufficient care is not taken, when giving a lesson, to arouse and stimulate the interest of every one in the class under instruction. The alternative programmes of instruction in elementary science prepared with the valuable assistance of Professors Thomas and Brown ought to remove any doubts in the minds of teachers as to the extent to which instruction in science should be given in our schools. We cannot speak favourably of the work done in objectlessons. Most teachers seem to utterly misunderstand, or purposely to neglect, the true scope of these lessons. Properly given, they afford a most valuable means of training the reasoning and perceptive faculties of children :as they are usually given they are simply worthless. We recommend head teachers to pay some attention to this when instructing their pupil-teachers. The " notes of lessons " sent in by the latter at their recent examination showed how little heed had been "iven to this part of their educational course. It is a pity that the pieces of poetry usually learned by the scholars for recitation are not of a higher order of merit. Teachers are not compelled to take them from the reading-book. The children generally repeat their lines accurately enough. If better pieces were selected perhaps something more might be done : they might learn to recite with taste, feeling, and expression. Military drill and calisthenics are taught efficiently in the larger schools; in the smaller schools, in most cases, calisthenics only are taught. Singing is taught In the larger schools wherever the teachers are competent. Needlework is taught wherever there is a female teacher. The schools in the Auckland District continue to merit favourable mention for discipline, general tone, and behaviour of the scholars. We append a summary of results for each school and for the whole district. We have, &c, John S. Goodwin, Walter Henry Aieey, 8.A., t , James C. Dickinson, 'Inspectors. Eichaed Crowe, The Chairman, Board of Education, Auckland.