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B. Technical Instruction. Details of the work of the various technical and art schools and classes for the year 1907 will be found in the reports of the controlling authorities or the managers, as the case may be, attached to this report. The number of recognised classes for instruction in various branches of pure and applied science and art, technology and commercial instruction, and in subjects of general education, together with the average attendance thereat, are given in Table A, on pages 3-6. The number of buildings already erected or in process of erection for the purposes of technical instruction is about forty. Additions to existing buildings have also been provided for where circumstances appeared to warrant them. During the year grants have been made to controlling authorities for the erection of buildings or for additions to existing buildings at Stratford, Feilding, Marton, Dannevirke, Nelson, Christchurch, Temuka, and Oamaru. The proposed Technical College at Auckland, to which reference was made in last year's report, has not yet been commenced, although funds are available for the purpose. It is to be hoped the preliminary arrangements will soon be sufficiently advanced to enable the Education Board in its capacity as controlling authority to provide a much-needed permanent home for its classes, which are at present conducted in several more or less unsuitable temporary buildings. In one or two cases it would appear that the provision made by controlling authorities in the w r ay of buildings for technical instruction has been somewhat in excess of actual present requirements, as gauged by the number and size of the classes actually in operation at the places concerned. We have no doubt, however, that the present year (1908) will show a decided improvement in a state of affairs that cannot fail to have a prejudicial effect on the progress of technical instruction. As we have previously pointed out, where facilities for instruction have been provided out of the public funds, it behoves not only those to whose interest it is to advance their own education, but also local bodies, employers of labour, and others, to see to it that full advantage is taken of the opportunities that have been afforded. We are glad to say, however, that, generally speaking, there is no lack of evidence of sustained and increasing interest on the part of controlling authorities and managers of classes, local bodies and associations, and others, and of earnest effort on the part of those directly responsible for the conduct of classes in the various districts. Given these important and indeed vital factors, there should be little cause for anxiety as to the progress cf technical education in New Zealand. A technical school in any district is largely dependent for its full success on the sympathy of employers. If they and their employees support and make use of the institution the school is likely to perform its true function. If they stand aloof the tendency is for the school to degenerate into a mere aggregation of unrelated classes. Controlling authorities and managers have been enabled by means of Government grants and otherwise to continue to add to and improve the equipment and apparatus for classes, with the result that the efficiency of classes in many of the more important subjects has been materially increased. Another important factor that should not be overlooked is a gradual but decided improvement in the quality and range of the instruction, due to a large extent to the fact that the teaching staff as a whole has, during the last few years, been considerably strengthened by the addition of a number of highly qualified instructors from other parts of the world and from the large centres of the Dominion. An earnest and in some instances a fairly successful attempt has been made, especially in the smaller centres, to more thoroughly adapt the subjects taught to the industrial needs of the district. In a young country, comparatively sparsely populated and with limited means of communication, how best to provide for local needs may be regarded as one of the most difficult problems controlling authorities have to face in the organization of a systematic and workable scheme of technical instruction. One phase of this problem is the difficulty of providing suitable instructors for special subjects. This to some extent has been overcome by the employment of itinerant instructors, and if controlling authorities in adjacent districts, having fairly good facilities for intercommunication, were able to see their way to co-operate in this matter this system could be extended, to the advantage of all concerned. Signs are not wanting of the growth of a healthy public opinion in favour of special courses of instruction being provided to meet the requirements of particular trades and industries. We constantly hear of controlling authorities being asked to establish certain classes by those who promise to support the classes if they are established. Workers, as well as employers, are realising that knowledge perfected by systematic study and training must be infused into the experience gained by centuries of practice, unless we are content to compete at very unequal odds with the thoroughly trained workers of other nations. The number of approved classes continues to increase. In all, 1,392 classes were held during the year at 101 places, showing increases of 219 and 21 respectively. The number of persons receiving free technical education was 1,874, an increase of 216. Of these, 146 held senior free places, as against 14 during 1907. Particulars as to the subjects of instruction taken by freeplace holders are given in Table D, on page 12. A glance at the table shows that, as in previous years, courses in commercial instruction find most favour with the majority of free pupils. We are glad, however, to notice that in certain districts there has been a decided increase in the number of free pupils taking up other courses, and, further, that there has been a drop of about 10 per cent, in the number taking commercial courses only. Day technical classes, held regularly for about twenty-five hours a week, as in secondary schools, have been carried on during the year in Auckland, Wellington, and Christchurch. These classes are composed almost entirely of boys and girls just fresh from the primary schools. The pupils receive free education, the qualification being, generally, the certificate of -proficiency. Most of them, boys and girls alike, take up commercial courses; a few girls take up domestic courses. Most of the subjects of instruction included in these courses either are or may properly be included in the curriculum of a secondary school. When the age of, and the stage of education of these pupils are also taken into account, it seems

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