33

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has decided to award prizes to schools and to individual pupils, as per scheme given below. In connection with this scheme, I wish to point out to teachers that the sole function of the school garden is not to show how large a crop of any particular kind can be raised o_i a given area undercertain conditions with the aid of certain manures. The school garden should serve at least the following purposes: (1.) As a means of helping to beautify school grounds. (2.) As a means of making the pupils acquainted with plant-life, and of helping them to understand and take an intelligent interest in the properties of soils, the conservation of moisture, insect friends and foes, &c; Above all, it gives the live teacher an opportunity of vitalising the ordinary work of the school by correlating garden work with drawing, composition, arithmetic, and geography. As far as possible, all work should be done, and every operation faithfully recorded, by means of writing, drawing, kc, by the pupils themselves. For the teacher to perform the work and then to dictate to the pupils the notes they are to take is almost worse than useless. Teachers who adopt an intelligent scheme of co-ordination will be astonished at the improvement of their pupils in composition, drawing, arithmetic, kc. Again, it is very little use to grow, say, a large crop of potatoes if in growing them the pupils do not learn something about the way they grow, their roots, stalks, leaves, kc. (3.) It will make the child take a more intelligent and keener interest in the home garden if the training is directed by the teacher, as it should be. Rewards to schools: For a series of consecutive photographs or drawings, or both, showing the indoor and outdoor work done in nature-study and agriculture during the complete school year. The merits of the scheme of work will be the basis of comparisons, and not the technique of the photographs or the drawings. Intelligible plans of the school garden, &c, will be as valuable as the best photographs of the same. The drawing note-books of three pupils may be submitted as a record of the indoor work, the same to be returned. A brief outline of the year's routine should accompany the illustrations. The best illustrated scheme of work will be reproduced in a standard agricultural periodical, and all drawings should be done in black ink for reproduction. Besides this public recognition, the school submitting the best scheme of work done will receive, and have the option of, an agricultural library, garden-seeds, nursery stock, or similar school aid, to the value of—first prize, £5 ; second prize, £3 : and third prize, £1. Rewards to individual pupils: In order to encourage individual and independent research amongst the pupils attending public schools in the Auckland District, the following awards will be made: (1.) Open to Standards 111 and IV : For a series of five drawings showing the development of the apple from the blossom. Drawings to be made by the pupil, with pen or brush and black ink, and twice natural size, for reproduction. Drawings to be sent to the Director of Technical Education, Auckland, before the 20th December, 1908. First prize, 10s. : second prize, 6s. : third prize, 4s. (2.) Open to Standards V and VT : For an original research on the codlin-moth, and an illustrated account of the same in an essay entitled " How I discovered the Habits of the Codlinmoth." To be sent to the instructor in nature-study, Technical College, Auckland, before the 15th February, 1909. First prize, 10s. ; second prize, 6s. ; third prize, 4s. (3.) Open to Standards 111 and IV: For brush drawings of six native grasses, the same to be named, with a short, self-observed description in each case. Successful candidates are liable to be asked questions concerning the submitted grasses. Drawings to be made with black ink, for reproduction, and sent to the instructor in nature-study before the loth February, 1909. First prize, 10s. ; second prize, 6s. : third prize, 4s. (4.) Open to Standards V and VI: For brush drawings from nature of six forageplants, and working the same into some original design. Drawings may be made in colours, and sent to the instructor in nature-study before the 15th February, 1909. First prize, 10s. : second prize, 65.; third prize, 4s. (5.) Open to Standards 111 and TV: For an original essay, entitled "Something I found out Myself about Plants." To be sent to the Director before the 15th March, 1909. First prize, 10s. ; second prize, 6s. ; third prize, 4s. (6.) Open to Standards V and VI : For an original essay, entitled " Something I found out Myself about Plant-foods." To be sent to the Director before the 15th March, 1909. First, prize, 10s. ; second prize, 6s. : third prize, 4s. In every case the headmaster of the school must certify that the work done is entirely that of the pupil. Agricultural exhibit at the Winter Agricultural Show: At the Winter Agricultural Show, held at Auckland during May, an exhibit was arranged by Mr. Jackson showing some of the work done and the apparatus used in the public schools for the teaching of agriculture. Leaflets showing the scope of the work were distributed, and the exhibits aroused a, considerable amount of interest. On the last day of the show Mr. Jackson delivered a lecture on " Nature-study," which was largely attended by teachers and by the general public. During June and July last a Winter School for Managers and Assistants engaged in Dairy Factories and Creameries in the Auckland Province was held at the Technical College. The work dealt with included—(l) Composition of milk; (2) principles in milk-testing: (3) bacteria in milk; (4) ripening of cream, and test for ripeness; (5) butter-making process and principles; (6) cheese-making process and principles; (7) the dairy cow; (8) the mechanism of milkingmachines; (9) a study of the different cream-separators by visiting the various agencies; (10) refrigerating apparatus and principles, by visiting various freezing-works and ships. This was the first school of the kind held in Auckland, and, unfortunately, only six dairymen attended ; but these were so enthusiastic over the value of the instruction which they received that a similar school held this winter is sure to be largely attended. Pupils who have passed a primary school in the Dominion, and have been successful in obtaining Standard VI certificates of proficiency, have the choice of free secondary education at a district high school, high school, or technical school. On entering our technical schools, before commencim*to specialise, students receive a secondary education, which has a, strong bias towards the career they eventually intend to adopt. Tn Auckland, whilst those whose intention it is to enter upon a 5—E. 5.