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lessons are too often left to the pupil-teachers and assistants for treatment. Text-book details are overdone, so that the lessons do not lead the pupils to think out for themselves the simple facts that are best suited to interest and strengthen their intellects. Trusting to a few suggestive words, likewise dispensing with text-books and full notes of dry detail, young teachers, when giving a lesson, should quickly gain the confidence needed to carry on a conversational style of treatment. The teacher should help and direct only, leaving the work to be done by the pupils, whose statements in sentence-form will afford ample matter for correction and reasoning out the simple facts he seeks to impress. Fifteen minutes spent in such a manner is worth hours of the injudicious methods so commonly followed and so elaborately planned. Beading, spelling, and writing are progressing satisfactorily. The pass for the first named has been slightly raised by the introduction of a new text-book in Standard I. Spelling was, as usual, well prepared; the dictation-tests also were much improved in accuracy, and the writing of these was generally well done, although a few were below the average work of the district. The writing of the examination-papers was not always up to the mark. Occasionally the absence of any similar tests given by the teacher was made very apparent by the weak treatment of these papers. A monthly examination should at least be the minimum of effort in this part of the school-work. I cannot understand how any teacher can be satisfied about the state of his school without revising his teaching by periodic examinations. A very marked feature of the examinations was the manner in which the mental-arithmetic papers were answered. Where formerly my patience was sorely tried, they were handed to me in fair time, and with surprising accuracy. lam pleased to recognise the efforts which are being put forth to push the improvement and instruction of this subject, which, in my humble judgment, should take the place of much of the problem teaching that demands so great a portion of the teacher's time, and yet with but very questionable profit in return. At any rate, I should like to see no problem work done on slate until the Fourth Standard was reached. Perhaps it may interest teachers to know that Longman's book is used in this district. It is a departure from the old stereotyped plan of teaching. About the only part of the arithmetic teaching I need allude to here was the treatment of the bill of parcels or commercial accounts in Standard IV. It appears that in the preceding year receipt forms were required. These evidently had been prepared for the recent examinations, but in a way that did not reflect any credit in some schools, as very many in receipting their bills wrote in full the usual receipt form. The difference between the receipted bill and the receipt cannot have been made sufficiently clear. The instruction appears to have been confined to the stamping of the account merely. A few minor matters in connection with the teaching of arithmetic are not referred to, as they can be better arranged for during the present year's inspection visits. The greatest failures were in drawing, grammar, and geography. These subjects had been either weakly handled or occasionally set aside in the schools previously alluded to. Freehand drawing can be classed as satisfactory, although I have had to object to the use of measurements and the tracing of guide-lines with rulers. The blackboard is not freely enough used in the teaching of geometrical drawing. No amount of book-work will compensate the inability of the pupil to work out the problems from memory. Solid geometry, where prepared, was of a promising character. The elements of model drawing are fairly well known. In the majority of schools, inflectional grammar, especially in Standard IV., does not appear to receive its due share of attention. Whenever pupils realise its use in the daily composition lesson, the importance of this part of their study is more fully impressed. Teachers should keep this prominently before them when planning their scheme of lessons. Material progress has taken place in the teaching of composition within the last three years. Many creditable papers are now done by the senior pupils. The scheme of regular work in Standard 111. has led to the teaching of the subject where formerly the pupil, lacking idea and words, was too often left to his own devices when set to make statements about objects around him. I have still to complain of the weak answering to questions on mathematical geography. This part of the subject cannot be sufficiently revised or tested, otherwise the statements made would have been less inaccurate than they frequently were. Of the "class-subjects," science, in the schools that are efficiently conducted, is taught with greater or less success, according to the individuality or ability of the teacher. A few illustrate their lessons by apparatus of a simple but effective character. The difficulty and cost of obtaining material for such, however, prevent many teachers from adding to their apparatus by personal effort. At several schools I have accepted the object-lessons as an equivalent for the science, as greater benefit was more likely to result from such lessons than the questionable treatment of work which requires accurate statement and skilful handling. Although history is fairly well known in class, my written examinations cannot be reported in all cases satisfactory. This subject is certainly at its best in Standard 111., where the selection is made by the teacher. Eecitation is the strongest of the " additional subjects." lam sorry that I could not always gratify my young friends by hearing more than a few stanzas from each class. The marked pieces in the new reader used in Standard I. have rendered great assistance, as at no previous time had the recitation been so well taught throughout the district. Still, a few teachers are easily satisfied with inaccurate repetition quite unworthy of the name. Military drill is successfully taught at a few schools, but in the majority the instruction is carried no further than the ordinary infant drill. Singing is chiefly confined to the preparation of a few songs. Only at two or three schools was partsinging attempted. I have to refer, with pleasure, not only to the good order and discipline, which are as satisfactory as at any former time, but likewise to the general behaviour of the pupils, whose conduct is easily judged by the good tone in the schools. In conclusion, 1 desire to express my thanks to the teachers for the ready co-operation and