9

E.—6

commercial work, science, and one or more branches of manual training. Optional courses, one on the old grammar-school lines, and the other a modern programme, are now open to most of the pupils in our district high schools. The line of demarcation between these courses depends chiefly on the inclusion or exclusion of Latin or a modern language by the pupils, and, as a total of from four to five hours a week —roughly, a fifth of the time—may be regarded as a reasonable amount of time to be given to this subject, it will be seen that the inclusion or exclusion of a language apart from the mother-tongue is of great importance in arranging any course of instruction. In too many cases the curriculum itself and the methods of teaching are dominated by examination results. The true aim of education is lost sight of, and everything is subordinated to securing high marks in competitive examinations, and a large percentage of passes in non-competitive ones. In some cases, however, an earnest effort is being made to solve the problem which confronts the various district high schools—namely, to arrange the programme in such a way that each school shall confer the maximum benefit on the majority of its pupils. As these schools have been established mainly in agricultural districts, it is obvious that in these cases the course of instruction should include subjects dealing directly or indirectly with the products of the sod. When these schools are established in mining districts the subjects chosen should have a bias towards mining pursuits. Tt is not intended that such technical education should be given as would fit pupils to carry on the work of a farmer, horticulturist, orchardist, miner, &c, but that the broad scientific principles upon which the practice of these various occupations rest should be carefully laid down as a basis for future practical work. To compel all pupils, as is sometimes done, to take a course of instruction whether that course has a definite bearing on the work of their subsequent career or not, is indefensible ; but, when it is borne in mind that few pupils remain at school more than two years, and a considerable proportion leave at the end of the first year, the urgent need of optional courses is beyond dispute. There are obvious limits to the introduction of optional courses—limits imposed by the number of rooms and by the numerical strength and qualifications of the staff. At the same time reasonable consideration must be shown to those pupils who have obtained a certificate of proficiency or a scholarship, and will receive the whole of their secondary education in the district high schools. While the claims of a small minority of these boys and girls to an education which will prepare them for admission to the Civil Service, one of the professions, or a business career are indisputable, the rights of the great majority of the pupils should not be subordinated to the " craze for results," which unfortunately has still too much influence in our system of education. Indeed, it may be contended with much reason that the former class would be much better educated for their future callings if, while taking the subjects essential for their examinations, they received instruction in a science, such as elementary agriculture, closely connected with their immediate surroundings. .When the rural course for boys and the domestic course for girls, suggestive programmes for which were recently issued by the Department, are taken up with an earnest desire to carry them to a successful issue, our district high schools will be of far greater benefit than they are now to those districts in which they have been established.

2—E. 6.