GENERALLY SATISFACTORY.

Gisborne Times, Volume XXXVI, Issue 3438, 16 September 1913, Page 6

GENERALLY SATISFACTORY.

/••. ■ - - THE HIGH SQHOOL’S YEAR

INSPECTOR'S ANNUAL REPORT. ’ AGRICULTURAL COURSE NOT AVAILED OF. The report of Inspector T. H. Gill on the Gisborne High School was presented; to yesterday’s meeting of the Board of Governors. It reads as follow,s : Staff.—Mr 'F. Foote, 8.A., B.Sc. (B. headmaster); Mr F. J. Wilkes, M.A. (B2); Mr A. It. Gatland, B.A. (B2); Miss J. Rhoda, Barr, M.A. (A2), Mr G. T. Maunder, Al. Sc. (D 3); Mr A. P. Castle, ALA. (B 5); Miss M. Harding. Roll. —Boys 66, k girls 41 —107 (12 boarders). Present. —Boys 56, girls 38 —94. Vaccination, measles, and influenza were responsible for the absence of so many pupils. The School is composed of a Senior and Junior Department of 93, and 14 pupils respectively- „ . . The programme of instruction or the latter is that of the syllabus of the public schools, with the addition of Latin and French. At present no nature study is taught. This defect should, bo remedied. I would' recommend that only one foreign language be included in the curriculum. The pupils in the preparatory school' are classified as follows:—S2, 3; S 3, 3; S 4, '4; S 5,3; S 6,1., the work corresponding approximately to the standards of public schools. Very satisfactory schemes' of work have been drawn up under the supervision of the headmaster. The teaching was, in general, satisfactory. Increased efficiency would, however, be secured if the standards wero grouped for . as much of tlie work as possible.. The work of the teacher would bo considerably lightened by the .relief afforded, and the correlation of the subjects obtained would result in increased efficiency. I would recommend the substitution of continuous readers for the miscellaneous readers, the School Journal being used as a miscellaneous reader. Of the pupil's in the senior school, 18 pupils' bold Senior Free Places, 70 Junior Free Places, and five pay fees. Twelve of the Free Place holders bold scholarships. From the subjects of instruction, consisting- of English, Latin, French, history. geography, mathematics, science, book-keeping, drawing, cookery, dressmaking, hygiene, and woodwork, four courses have been arranged :—(A) a professional or classical course for .those wishing to enter on a professional career; (B) A commercial course for those who intend to take up office work ; (C) An agricultural course, for pupils who intend to follow an occupation directly conncctI cd witli tlie land ; and (D) a homo science course for girls whose tastes incline to house craft. In addition to those courses a shorter course is provided for pupils who will probably remain at school loss than two years. The numbers taking these courses are 55, 21. 0, 8. and 19 respectively. -It is a matter for regret that in a district which is dependent on tlie land no pupils have taken up tlie course in agriculture. ■ . . Latin and French arc optional; book-keeping, commercial arithmetic, commercial correspondence and drawing with instruments being the alternatives to the former, and history and ■drawing without instruments being alternative to the latter. English, arithmetic, mathematics, geography, and science are compulsory subjects. The pupils are classified according to their average attainments and remain in the same form for all subjects. The numbers in the various forms arc as follows : —III 39 ; IV 36 : V 15; VI 3. The allocation of work to the various numbers of the staff is -based on their special qualifications for Teaching certain subjects. In Form HI (boys), however, a different organisation obtains, Air Castle lining responsible for . a substantial proportion of tlie work of this form. Air Wilkes teaches Latin to the two highest forms; Air Gatland, mathematics; Aliss Barr, French and English; and Air. Alaunder, science. 1 would recommend that a form be allotted to each teacher who would be expected to-have an oversight of the work of that form. - . Tlie methods of teaching were,, m general, good, and they were used with a degree of skill that varied from verv good to satisfactory. All the teaching that cainc under my notice aimed at cultivating thoughtfulness and securing the co-operation of the pupils. I am cpiicG .satisfied that the teaching is sound and the teachers are earnest and solicitous for the pupils' welfare. The English language _ is taught in a methodical manner, ’but in tlie lowest form the broad distinctions only should lie taught, the details being left for subsequent treatment. French is taught by the direct method, the lessons that came under my notice being, very good. r J be teaching of geometry would be improved if more practical- work were used to throw light on the strictly theoretical geometry. The aim in science is _to cultivate the scientific method. To this end a great deal of individual laboratory practice is given. I would recommend the extension of the science periods from forty minutes to an hour, or if this is not practicable under existing conditions, joining two periods together. In book-keeping a satisfactory standard of penmanship and neatness is reached in the senior class, but a higher standard ought to be secured in the lower division if this subject is to form a suitable introduction to commercial-life. The order, attention, and conduct of tlie pupils were on tlie occasion of my visit very good, but in two instances the maximum of effectiveness was not reached on account of a slight weakness in, tlie discipline. Physical education receives the following attention : The boys play football and cricket, and drill with tne cadets; the girls play _ rounders and hockey, and receive instruction in Swedish drill. Air J. R. Kirk remarked that it seemed that “the three r’s” in education had been, given duo attention, and also what were now known as "the three iV, industry, intelligence and integrity.” These wero factors well worth consideration as well as the r’s. As this was the first report Air Foote had had since taking charge, bo thought it was satisfactory to find that things were going on so well. There was one matter to which tlie speaker would like to refer. There was not a single.' pupil in the agricultural class at the school, and, judged-in connection with the fact that a great proportion of those taking tlie, commercial course comprised girls, it formed food for thought. . The girls were going in for tho. commercial course, and tlie boys were neglecting the course which led to farming pursuits. Where; wero the hoys? "What was the future before them? Reports such ns that before tho meeting wero very valuable and gave a text to deal with such matters as ho had discussed. The Principal (Mr F. Foote) pointed out that only ono boy had offered for tlie agricultural course, and the course could not bo gone on with for the sake of one .hoy. Ho happened to know that a good, number of boys were going on the land when they left school. The agricultural course was one which carried matriculation. Mr Kirk: Matriculation is stul looked on as an open sesame to the various avenues of life. ' The Chairman (Mr E. 11. Mann) feawj a bov sometimes did not pin liis mind definitely on what ho would follow .after school. A lad sometimes went to the country for a holiday and a ride or two on a "horse made him believe

lie had happened upon tho ideal lifo. A winter in the country made a boy think differently. The Principal said be took it that matriculation standard was necessary for farming now-a-clays? Air A. Fordo Atatthcws: The most successful farmers in most parts .of New Zealand are trios© who can scarcely write their names. The Chairman; But how much more successful if they could hare. Mr Kirk prof-erred the opinion that tho' state of affaire was in itself condemnatory of the syllabus and showed that the course should not bo taken until the completion of the secondary school course. Further consideration of the report was taken in Committee. .