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thoroughly known. By rearranging the order of the combinations teachers can use the tables again and again to diagnose difficulties. Many teachers are already doing so, with resultant definite improvement. Diagnosis is an integral part of method in teaching skills, and it is hoped that more and more use will be made of it as a basis for scientific teaching not only in arithmetic, but also in other subjects which lend themselves to the use of this principle. 2. Interesting Developments Group Methods. —We have urged on teachers the importance of increased pupil participation in the learning process, and the necessity for adjusting the work of the school to meet the needs and capacities of the pupils. With these principles in mind, several teachers have modified considerably their usual class-room techniques. A Grade V school carried out comprehensive experiments in group methods of learning. Beginnings were made with arithmetic, and the early successes here led to the plan being carried over into other aspects of school work. While it is impossible to measure the extent to which such methods assisted towards the child's all-round development, there is little doubt that there were considerable gains in interest, confidence, initiative, and co-operation. Quite striking results, however, were apparent in the acquisition of skills, the children so taught achieving higher scores in mental arithmetic than any of the tested groups instructed by class methods. Education of Bright Children. —By adjustment of organization and adaptation of both curriculum and method, a successful attempt was made in certain selected schools to provide a more satisfactory programme suitable for the education of children of superior intelligence. The teachers concerned entered whole-heartedly into the experiment and, as the year progressed, a pleasing development was noted both in the understanding of the problem and also in the ability to devise activities specially suitable. We have co-operated fully with the Committee of Inspectors from the various districts set up to inquire into the education of the gifted child. One Inspector was freed to initiate investigation along the lines suggested by this Committee. The aim of the investigation is "to see that gifted pupils are working to capacity along the lines of an enriched rather than of a merely accelerated programme." The headmasters of an intermediate school, a large mixed city school, a large contributing, and a small two-teacher school agreed to co-operate. These investigations were along two main lines: (a) organization of school or class to allow the children of higher intelligence to develop the subject-matter further after they have completed the programme of their particular class, and (b) to inquire how the programme can best be expanded for these pupils. A report has been made to the Central Committee, and the investigations will be continued next year. A Form II teacher at an intermediate school first organized his work so that the core requirements were completed in the early part of the year. The children were then given opportunities to do more advanced work, to follow out individual interests, and in general to participate in a much fuller programme of studies than had previously been followed. The results were sufficient to show that we have as yet barely touched the fringe of what might be done with these " superior " children, and emphasize that the schools must take more active steps to provide opportunities for their fullest development. 3. Teachers and Inspectors Confer Committees. —An interesting and progressive development which has taken place during the year has been the setting-up of consultative committees, consisting of head teachers and Inspectors, in the main centres. Four sub-committees have been set up to consider educational questions of general interest, such as " The Intermediate School " and " The Training of Probationary Assistants." These sub-committees will later report back to the general committee, when full discussion will take place and recommendations will be formulated. An experimental activity among rural schools has been the setting-up of a teachers' study group, the principal aim of which is to further co-operation among neighbouring schools. About twice each term the teachers from the ten schools in this area meet with an Inspector at a centrally situated school to study and discuss class-room procedures. 4. Libraries A regular flow of library books is reaching the schools, and keenness in general reading is steadily mounting. The books supplied under the Board's library scheme are supplemented by the issues from the National Library, which maintains the usual high standard. Nearly all the schools in the area obtain books from the National Library Service, which, during the year, was extended to cover, through the Wellington Municipal Library, the city schools. The " request service," instituted by the National Library Service, offers a very valuable source of extra reference books, but it is not yet being used to the fullest advantage. In the schools a greater interest in books and reading is noted at each visit. In most schools, reading-tables have been set up, and the books are displayed so that it is possible to develop " library situations." Teachers have also been encouraged to put into operation comprehensive reading plans through which all aspects of reading are treated. In social studies, we find that many teachers have developed an index and catalogue system for easy and quick reference and for teaching pupils how to use the reference section of public libraries.

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