E.—lβ.

14

Object-lessons and Science. —In these the quality of the work improves slowly. There seems to be, however, a somewhat general idea that they may be " shirked " and left to the end of the year, and then rushed over merely for examination purposes. This does not by any means mislead an examiner, for he can easily see, from the general style of answering, if the pupils' powers of observation and reason have been properly trained. Teachers are gradually forming in the schools collections of such objects as are required for object-lessons, but, as a general rule, it is only a halfhearted interest that is displayed in bringing together suitable objects for illustration. If teachers encouraged the co-operation of their pupils, every child would be a collector, and would have a personal and direct interest in the lessons. If a lesson on "lead" is to be given, pupils might be asked to bring simple objects made of lead, and these would be kept in the school for future lessons or for use in revision. Agricultural knowledge is becoming more popular as a science subject, and the first and second courses prove very interesting and instructive. The third course is, however, frequently omitted, as being unsuitable for mixed classes. In the schools as a whole we are sure sound training is being received by the pupils. Though we have pointed out that in certain subjects defective methods are employed, still teachers as a body are anxious to adopt the best methods, and most of them apply them well. Weak disciplinarians are very rare, and good control is generally obtained without visible effort. It gives us great pleasure to be able to speak in terms of special commendation of the work done by young teachers who have only recently completed their pupil-teacherships. Many of them are working under great disadvantages, having to teach all the standards in remote country schools. Their efforts are very successful, and are much appreciated by those with whom they are brought into contact. The manners of the pupils throughout the district are very pleasing. We have, &c, W. H. Vbbekbe-Bindon, M.A., Inspector. W E. Spenoee, M.A., B.Sc, Assistant Inspector. The Chairman, Board of Education, Wanganui.

WELLINGTON Sik,— Wellington, 28th February, 1895. We have the honour to present our report on the work and condition of the primary State schools of the Wellington District for the year 1894. The number of schools in operation during the year was ninety-four—an increase of four on the year 1893. New schools were opened at Ngaturi, Scarborough, Mangaone Valley, and Kaipororo in the Forty-mile Bush, and at Pencarrow Light, near Wellington. One small aided school at Grassendale, near Tenui, was closed during the year The Wellington city schools at the Te Aro end are now fairly filled, including the Newtown School, lately enlarged, and demand for increased accommodation may shortly be looked for. The Willis Street School much needs internal renovation , and the Mount Cook Boys' School in some of its class-rooms is badly furnished. Also many of the country schools are in need of repairs and exterior or interior painting, although very much renovation is done to some of them every year The total number of children on the books of the several schools at the time of the examinations was 12,643, an increase of only 306 on the previous year's return. We have noticed for many years past that the increases are not constant, but appear to run in cycles. During the first half of this year the smaller up-country schools were examined as in former years. In the latter half the remaining schools, including all the larger ones, were examined under the revised regulations of the Education Department. As indicated in our last report, many schools had lost ground to make up. From these causes, and those incident to change of programme and varying tests, the number of failures this year in some standard classes, particularly the Third and Sixth, was greater than usual. Without lowering the arithmetical standard, we hope to see the tests present less difficulty of comprehension, and then we think there will be no difficulty in meeting requirements. The number passed in standards this year was only 6,458, as compared with 6,818 in 1893. Still, of the total number examined, 80 per cent, passed, and this, under the circumstances, we consider a satisfactory result. These remarks do not excuse some schools from an inordinate amount of failure, generally caused by weak teachers. Among the nine schools of Class A two are considerably behind the rest. In Class B there are one or two cases of unsatisfactory work, though very good work was done in most of them. In Class C appears one lamentably weak school, from which the teacher has since been removed. In Class D some of the results are accidentally low, owing to change of teachers, or the district being newly settled. The aided schools were fairly satisfactory, except one, from which the teacher has since been removed. Speaking generally, we are of opinion that the requirements of the State are fairly met, and that in the largest schools, and in the great bulk of the rest, the teachers are doing faithful and intelligent work. The practical teaching of experimental science continues to be a good feature of the classwork. In some of the largest schools good work of this kind is done in classes as low as Standard 11. Oxygen and hydrogen are made to illustrate the most elementary lessons on the properties of gases. Some class-teachers of little energy are apt to neglect the preparation of lessons, or at least do so partially In cases of this kind the head teachers should insist on the experiments being properly prepared, and all material being ready to hand. In the object-lesson instruction there is still too much of the old-fashioned teaching of mere facts, instead of the intelligent drawing out of the observation of the class by experiments, and,