E.—IB

22

Average percentage of additional marks : — 188 G. 1887. 1888. 1889. 1890. Percentage ... 74 ... 63-2 ... . 45-6 ... 75 ... 79-5 The result is on the ■whole extremely satisfactory. Under the head of " Promotions " there is a general and considerable increase. In dictation and spelling, arithmetic and grammar, a great improvement is perceptible. Beading has improved slightly, and writing shows no appreciable improvement, but is not consequently to be reported as bad. The writing has improved very considerably during the past few years. Geography shows a decided falling-off, which is largely attributable to an attempt to do the Geographical Eeaders thoroughly in addition to the ordinary programme. In class-subjects there is some falling off. History, geography, and science are weaker than in the previous year, and drawing slightly better. In additional subjects the mean average is slightly better. Needlework shows great improvement. Recitation and drill show no improvement generally on the previous year, and there is a slight degree less perfection in singing. The additional subjects should receive greater attention. Drill and singing are too often omitted, and there appears to be an idea existing that the teaching of these subjects is optional, but it is not so. Want of space often prevents due attention being given to drill, but where a playground is provided it should not be omitted. Where the ability to teach singing exists, that subject should be included. " Subject-matter" lam often compelled to omit owing to want of time, but in the few cases in which I was able to give attention to it evidence was forthcoming of the omission of that very important part of the reading lesson. In connection with these subjects due allowance must be made for those teachers who have charge of small schools, and who find some difficulty in meeting the requirements of the syllabus. Beading.—Though the percentage of passes in this subject is high, it must not be supposed that anything approaching perfection has yet been attained. Really good reading is still more the exception than the rule. Class criticism as to accuracy, pronunciation, and observance of stops is allowed and rightly encouraged, and the effect is perceptible. Why not encourage the scholars to extend their criticism to style, expression, and emphasis'? lam sure that the teacher who would try the experiment would find himself repaid. The subject-matter, lam afraid, is often regarded as of no importance, but a comprehension of the matter of the lesson must precede intelligent reading. Two books should be used in the lower classes during the year. I fear that the booklessons are too often learned by heart. Longman's New Readers, which are now used in this district, are well graded, and their introduction has been beneficial. I found that in some schools the scholars have been advanced from the Second Primer to the First Standard Book, the Infant Reader being passed over. This is decidedly a mistake, and should not occur. Care is necessary in the use of simultaneous reading. The monotonous tone which prevails in a few schools may possibly be caused by a too free use of this exercise. In asking for the meaning of a word I frequently find that another part of speech is given. Scholars should be carefully trained to give a synonymous word being the same part of speech as the word occurring in the lesson. If the funds of the Board would permit I strongly recommend that the schools be provided with a full set of reading-books for school use only. Those for the upper classes should have a continuous story for the purpose of creating interest in the lesson. Spelling.—The passes in this subject show an increase of 16 per cent, as compared with those of 1889. This is very satisfactory, and is no doubt attributable to improved methods of teaching, and greater care in connection with dictation exercises. In the few schools which exhibited any weakness I generally found the transcription carelessly done ; and deficiency in spelling may often be traced to want of care in supervising the transcription exercises of the lower classes. Punctuation is required in the fourth, fifth, and sixth classes; and, though I have treated mistakes and omissions very leniently hitherto, I cannot promise to continue the indulgence. I allow the teacher always to give out the dictation and spelling; but this is an advantage only when the teacher's delivery is clear and distinct. Mistakes are often made which show the hearing of the scholar or the pronunciation of the teacher to be defective,

Percentage on C lass-su >jects. 1887. 1889. 1890. )rawing listory ... teography llementary science and object-lessons 64 35 42 53 78-2 53-6 49 72 79-3 49-1 44-7 64-3 Mean percentage on class-subjects 48-5 63-2 59-3 .verage of marks for additional subjects (possible total, 25 for 1887, 20 for 1889 and 1890)— Repetition and recitation Drill and exercises Singing Needlework Subject-matter ... 15 16 18 17-8 12 14-6 15 17-5 12-6 14-5 15 16-8 17-4 Mean average 15-8 15 15-9