51

E.—2

Arithmetic. —The remarks made in our last report appear to have borne fruit, and we found_ generally an improved standard of work. There is still room, however, for a better interpretation of the syllabus than is found in some of the text-books, which teachers are prone to follow too closely, and for fuller and more systematic training in mental arithmetic. History and Geography. —We would like to see a stronger correlation between these two subjects, and a closer relation of both with literature. In the history we obtained better results in oral than in written work. The latter showed that more attention should be given to chronological treatment on broad lines, many of the mistakes in the written answers showing confusion in this respect. We have urged upon the teachers the necessity for building up a time chart in each class. We feel that many of the topics chosen are not the kind of material for the instruction of pupils of primary-school age. Steps have been taken to remedy this, and also to have incorporated in the schemes some of the more interesting, inspiring, and dramatic events of New Zealand history. We should like to be certain that all teachers are properly equipping themselves by study for the efficient teaching of history. In geography we find better treatment, of the subject in the larger schools than in the smaller schools, though in both we are of opinion that the work is scrappy and on too narrow lines. The correlation of physical with commercial and social geography is being better handled, but improvement in this respect is still overdue in some cases. We are strongly of opinion that geography is being robbed of its interest and utility by the weakness of the correlative link with history and literature. Drawing. —We find, on the whole, that execution is good and the matter varied. We are quite satisfied with this subject. Handwork. —We regret that we cannot say yet that handwork is being used generally with marked success as a method of instruction. The position, however, is improving. While we hope for continued progress in this respect, we are also anxious for the further development of that form of creative handwork which is largely its own end, and which is only indirectly connected with general educational method. Singing. —The work of a group of schools in one part of the district is worthy of commendation. In these schools the services of a professional musician have been secured, with the result that not only has the school singing been very greatly improved, but also that the teachers are becoming better equipped for this work. In the remaining schools we cannot, on the whole, regard the singing as better than fair. In the ensuing year it is hoped in the larger schools to ascertain who are the best teachers of this subject, and to suggest to head teachers that they be made responsible for the singing of the whole school. Physical Instruction. —The reports of the instructors in this subject show that good work is being done throughout the district, and this is borne out by our own observations. Needlework. —We still find difficulty in inducing many teachers to observe the requirements of the syllabus with respect to the class of work prescribed for the lowest classes. In many cases we found little children doing work of a character which should be deferred for two years at least. This is especially the case in country schools where outside sewing-mistresses are employed. The subject as a whole may be regarded as very fair to good. Health and Temperance. —Adequate attention is given to these subjects. HAWKE'S BAY. Number of Schools. The number of schools in operation at the end of the year was 216. These included 187 primary, eleven Roman Catholic, and eighteen registered private schools and primary departments of secondary schools. Inspection and Examination. For the most part the methods adopted in former years were followed in the inspection visits and in the conduct of the Proficiency Examination. All but three of the schools of Grade I and upwards Were inspected at least once, and as many as possible received two visits. A number of the schools in the southern end of this district were inspected by the Wanganui and Wellington Inspectors, while we visited a corresponding number of schools in their districts. The major portion of our time was devoted to demonstration and criticism of the methods of handling the various subjects of the syllabus, and we found the teachers as a body keen and anxious to put into operation any ideas gleaned during our visits. Examination of Standard VI. —As in previous years, the candidates for certificates in Standard VI were examined as far as possible in their own schools under the direct supervision of the Inspectors. In the more remote country schools, however, which Inspectors could not visit in November or December, a synchronous examination was arranged, and the passes were determined on the papers done then together with the work seen at the annual visit. The results are very creditable. The quality of the work submitted, both in the synchronous tests and in those conducted by Inspectors, was on the whole very pleasing, being neatly set out and fairly accurate. The main cause of failure was weakness in arithmetic, but this was not usually accompanied by strength in other subjects. Indeed, there are very few pupils who show marked weakness in arithmetic together with special merit in English work.