E.^-2.

Appendix C.

carton-work, cardboard-work, and brush drawing. Teachers arc recognizing that it is necessary, in order to obtain the greatest educational value from this class of instruction, to arrange that the manual work should be both progressive and continuous from the infant classes to the upper standards. Needlework Classes recognized under clause 26 (c) of the Manual and Technical Regulations were held in nine schools. The total number of girls on the rolls was 120, and the average yearly attendance was 107. Woodwork Classes. —In order to obtain the best results from manual training it is essential that all pupils attending these classes should have received a sound training in a properly graded and progressive course ol' elementary handwork. For boys who are destined to receive' instruction in the upper standards in woodwork a preparatory course should include instruction in paper-folding, paper-cutting, carton-work, and cardboard-modelling. It is allowed now by all educational authorities that mental development of the child proceeds more quickly when manual instruction is included in his course of studies, and the child who has not been taught to combine both hand and eye training is to a certain extent the loser in mental qualities. The course of instruction in woodwork in this district extends over four years (primary classes two years and secondary classes two years), and consists of a carefully graded series of models well suited to the ability of the pupils. The course in instrumental drawing has a direct bearing on the class models. In the secondary work more attention should be paid to lessons on various kinds of timber, to its growth and structure, fibre and grain, and the uses of the common varieties. These lessons should be illustrated by longitudinal and cross-sections of the kinds of timbers used by builders. In Gisborne, Hastings, and the southern centres the drawing and bench-work has reached a high standard of excellence. The woodwork exhibit, made by the woodwork boys at Hastings, Waipawa, Dannevirke, and Woodville centres, at the Hawke's Bay agricultural and pastoral show in October last was an excellent one, and reflects great credit upon instructor and pupils, particularly the agricultural section of the exhibit. The woodwork at Napier centre is still far from satisfactory. The drawings are inaccurate and carelessly finished, and the benchwork is just what would be expected from such drawings. Thirty-four classes in woodwork were held during the year, with a roll number of 803. The attention of all instructors must be called to the great necessity of continually stressing the importance of neatness, accuracy, and finish of both drawings and models. It is only by careful attention to the finished product that teachers and parents alike will come to realize that this form of education is playing a useful part in the education of the present generation. Domestic Science, Cookery, and, Dressmaking Classes. —These classes arc conducted at Gisborne, Napier, Hastings, Waipawa, Dannevirke, and Woodville centres. The two years' work with primary pupils consists of the theory and practice of cookery, with experimental work (elementary) in the chemistry of foods. The secondary work, in addition to the above, includes a course in invalid cookery, personal hygiene, and home-management. Good work is being done at all centres, and the girls are receiving a particularly sound training in this branch of work. There were thirty-four classes in domestic science and cookery with a roll number of 736, and thirty-four classes in dressmaking with a roll number of 678. The scheme of work in dressmaking is based on the departmental syllabus, and includes drafting from the pupils' own measurements, and making a skirt and blouse. During last year, however, a number of the classes were engaged in patriotic sewing. Elementary Agriculture and Dairy Science. —Classes in elementary agriculture and dairy science were recognized by the Department in ninety schools throughout the district. The number of classes in operation was ninety-nine, with a roll number of 1,978. Tt is felt that a number of teachers have failed to realize the aims of elementary agricultural training in the primary schools. The primary schools cannot teach farming any more than the woodwork classes can turn out carpenters. Both of these results are beyond the aims and powers of the primary schools. The primary schools should aim at creating a live interest in the country and in rural pursuits. It is during the primary-school period that tastes and interests are formed that ultimately find expression in the desire to go on the land. By nature-study and its adjunct the school-garden the pupils can be brought into close touch with nature and with nature's ways. Avenues of fresh interest can be continually presented to the pupils by the enthusiastic teacher, and whatever can be done to make elementary agriculture and school-gardening systematic and definite will increase its educational value. It is noticed that too often the school-garden is large and cumbersome, and the labour entailed in keeping it free from weeds becomes irksome and causes lack of interest on the part of the pupils as well as the teacher. Tt should be remembered that irregular and insincere work in the garden is harmful both to pupils and teacher, and in addition discredits the whole movement towards practical education. For the coming year teachers are recommended to limit the size of the garden plot, especially where schools have dropped in attendance. It is also suggested that a special plot be set aside in the school-garden for the teachers, and that this plot should be used to furnish most of the material for the nature-study lessons of the school. A greater correlation between school-garden and the indoor work should exist than does at present. For example, the pardon should contain all types of roots mentioned to the pupils in a lesson on "plant-roots," and the pupils should be taken into the garden and shown the different types. When insect pests are being discussed those in the garden or schoolground should be known first. The study of seasonal changes in plants, propagation, the conditions of growth, the character of soils, ice., are all subjects that if treated from the correct viewpoint must bring class-room and garden into a closer relationship than at present exists. It is in work of this kind—'i.e., something done with a, definite aim—that the primary school can best play its part in agricultural education.

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