E.—2,

14

APPENDIX A. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS. Sir, — Wellington, N.Z., 31st August, 1927. I have the honour to submit the following report for the year ended 31st December, 1926. changes in the staff of the Inspectors occurred during the year. Consequent upon the retirement of the Director (Mr. Caughley), Mr. T. B. Strong, late Chief Inspector, was appointed Director of Education, the Senior Inspector of the Wellington District (Mr. W. W. Bird) being transferred to the position of Chief Inspector. IjThe vacancy in Wellington was filled by the transfer of Mr. D. A. Strachan, Senior Inspector of Southland, Mr. J. A. Robertson of Otago succeeding him. Mr. J. A. Valentine, Senior Inspector of Taranaki, retired on superannuation during the year, and his place was taken by Mr. N. R. McKenzie, of the Wellington staff. The reports of the Senior Inspector of each district express sincere appreciation of the enthusiasm displayed by the teachers, who continue to exert a powerful influence for good over the character of the pupils and among the communities in which they are placed. Especially do they appreciate the fine spirit of, and shown by, young teachers in country schools. There is little evidence in the reports of the Senior Inspectors to show that the year has been marked by any general advance in methods of teaching. Indeed, they report that the methods of previous years are still those employed in most schools, and that a majority of the teachers show much conservatism, the older ones from habit, and the younger ones from the example of the older ones. While it is recognized that the development of the individual to the fullest capacity along his own peculiar and particular lines is of paramount importance in the first instance to the pupil himself and ultimately to the State, few teachers modify their methods to meet this end. The Inspectors realize the difficulty in the case of large classes, but suggest that every class should be sectionalized, and thus some attempt made to cater for the various capabilities of the pupils. On the other hand, some attention has been given during the year to modern methods of examination and classification, which must in time react upon the methods of teaching, especially leading to the more rapid promotion of the accelerated pupil and to remedial measures in the case of the retardate. With the object of assisting the teachers in sole-charge schools, a scheme of " adoption " by a " parent" school has been devised by the Senior Inspector in Auckland. The plan is simply that the large city or suburban schools should adopt a small country one and endeavour to assist its teacher to raise his standard of efficiency. The results of the experiment have been so successful that the plan is now being followed in several of the education districts. In connection with the education of children in remote localities, reference must be made to the work of the Correspondence School, which continues to give effective help to children who by reason of distance are unable to attend any school. As the result of experience gained during the year the operations of the school are being extended, more subjects being treated, and the work generally shows creditable progress, particularly in regard to the difficult matter of providing suitable instruction for children in the infant or preparatory stage. Letters from the children and parents to their teachers show to what extent the work of the school is appreciated and personal relations established between pupils and teachers. Another branch of the Department's more recent activities is the establishment of special classes for backward children. Nine new classes have been opened during the year, bringing the total to nineteen. The Department's efforts have received the whole-hearted support of primary school teachers, and the real purpose of the classes is becoming more definitely appreciated. " The term ' backward,' " says Dr. Burt, " may be limited to those who without being mentally deficient nevertheless do not derive full benefit from the ordinary curriculum and teaching methods of the ordinary elementary school, and who cannot approach the level of attainment which the ordinary school-child is expected to acquire before he leaves. I should therefore regard as specifically' backward ' all those who in the middle of their school career would be unable to do the work even of the class below that which is considered normal for their age. Thus a child of ten with attainments equivalent only to Standards I or II would be regarded as backward." The function of the special class is, therefore, to give these children, by means of individual attention and special methods, an opportunity for development that they cannot receive in the ordinary school classes. The selection of children is made with the greatest care, the transfer to the special class being effected only after consultation among the teacher, the Schools Medical Officer, and the Department's special officer. These children appear to be far happier in special classes than they were in the ordinary school, and the special training they receive should give them a better chance in life than they would otherwise get, and enable them to develop gifts of real utility and pleasure to themselves. i ; ....