E.—lb,

the chief causes of the mistakes so often commented upon when valuing the papers. When the step-by-step method of reduction is followed the working is, as a rule, correct, and the answer obtained. Much practice in this class of questions is necessary before the scholars work accurately. Teachers are apt to forget that the learner's memory is well exercised by the processes which the use of the arithmetical signs includes. If it is necessary to have several hundred questions worked by every pupil in the simpler rules of arithmetic, it is indispensable that a like preparation be required with such tests that best show the scholar's acquaintance with the working of vulgar fractions. In future, the old treatment of numeration in Standard 111. will receive no consideration. The few teachers who evidently are satisfied with it are advised to bear this in mind. Mental arithmetic was not quite so satisfactorily answered; the questions were a trifle beyond the former year's, but this part of the work must be pushed, so that more effort and time ought to be given to its preparation. The preparatory work amongst the teachers at the Central School a few years ago, is now showing its results in the treatment of drawing throughout the district. Very creditable specimens of geometrical and scale drawing were done in the majority of the schools. As formerly, no classbook work was accepted; every child did its work either from memory or the blackboard. At one school much valuable time had been wasted in working up the geometrical class-books for examination. They were exceedingly well done, but I found the scholars knew very little about the subject. I should like to see the freehand work in Standard VI. confined to the drawing of natural plants and flowers, which can easily be flattened against the blackboard. Model drawing will be fairly wrell taught this year, but common objects should be given as copies, and both grouped when fair proficiency in drawing each is acquired. The penmanship in the copybooks is well supervised: still I cannot speak favourably of the ordinary slate and paper writing of every school. I have had to call attention, occasionally, to the careless work which a few teachers accept and encourage by their indifference. In their schools, I feel disposed to make the pass on the writing of the,examination papers, instead of accepting the usual specimens. Perhaps this hint will be sufficient. Grammar and composition are still the weakest subjects. Frequently the questions on the application of a simple rule of grammar were unanswered. To write out the plural form of a noun presented little difficulty, but to state when a noun takes es, or some other ending, was often too much for the instruction. I fear the present system of pass cramming is influencing teachers to forget that their chief duty is the storing of the memory by exercising pupils in the use of what they learn. A new departure was made in testing the composition of Standard 111. A scheme of exercises was drawn up by myself, and a copy sent to each school. The results have been, where the scheme has been intelligently tried, beyond my expectations; at the same time it has shown me the schools where there is really no instruction given in this subject. In such, the knowledge of what a sentence is, the use of capital letters, and the period, were unknown to the class. Next to reading, composition and grammar are the subjects which test a teacher's skill and interest in his school, because they demand from him more personal energy and patience than any other subject. Standards V. and VI. did the best work of the year. Analysis was well answered by Standard V. About 50 per cent, of failures in geography occurred in Standard VI. and Standard V. If these classes were handled in the same manner as Standards 11. and 111. are, I am certain good results would follow. Too much slate work and too little oral questioning are the points to which attention is directed. With such treatment, it is no wonder that physical geography is so often poorly answered. In the efficiently-conducted schools the results in Standards 11., 111., and IV. were highly satisfactory. I have, &c, William Mureay, Inspector. The Chairman, Board of Education, Taranaki.

Summary of Results for the Whole District.

5

I Excepted. Failed. I Average Age Passed. of those that passed. Classes. Presented, j Absent.' Above Standard VI. Standard VI. V. IV. III. II. I43 140 267 428 399 370 962 4 8 29 36 28 30 r 1 9 21 37 21 14 15 55 92 115 43 16 23 68 125 240 307 310 Yrs. mos. 14 10 14 0 13 1 11 9 10 5 9 5 Preparatory Totals 2,609 135 103 I 336 1,073 !ean of averagi age, 12 years 3 months.