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of'the equipment of every school—cannot be readily constructed by most teachers, and those requiring them should apply for them. It is frequently a matter for adverse comment that sufficient care is not taken of maps, charts, and apparatus. A little attention at the proper moment;—the stitch in time— would help to prevent maps from falling into disrepair. Teachers should regard themselves as the custodians of the Board's property, and should make it a part of their duty to preserve it to the best of their ability. If there is one thing more than another that gives a bad impression of a school, and of a teacher, it is the sight of badly-kept apparatus, half-torn maps, untidy cupboards in which nothing seems to have a definite place, mantelshelves thick-coated with the " dust of ages," and blinds torr> to ribbons and hanging in all stages of disorder. Surely it is reasonable to expect that every teacher shall take a pride in keeping his room or his school tidy, and in doing all he can to preserve apparatus and maps. Towards the end of the year two stereoscopes with a series of geographical pictures were purchased by the Board. These are now available for any teacher who may wish to supply added interest to his course of geography. A lantern and a series of selected slides would also be a welcome addition to the available apparatus of the district. No better means can be found for enlarging our knowledge and vivifying our ideas of other people and other lands. We should be glad if the Board could see its way to provide one during the incoming year. The Teaching Force. —The efficiency of the work of instruction depends upon the efficiency of the teachers taking part in that work. If the teachers are strong and enthusiastic the teaching will be good, thorough, and progressive ; if they are weak and indifferent the reverse will be true. The efficiency of a teacher is composed largely of the three elements : scholarship, training, and personality. Scholarship is attested to by certificate or degree ; training is given through a pupil-teacher's course or a training-college, or both ; personality is that native element peculiar to the individual which in the last analysis separates between the efficiency of one man and another. Where do the teachers of Wanganui stand in respect of these three essential qualities ? (1.) Scholarship. —The teachers roll shows that of a total of 296 teachers in our primary schools 1 possesses the A certificate, 6 the B certificate, 12 the C certificate, 91 the D certificate, and 108 the E certificate, while no fewer than 78 are unclassified. This does not include pupil-teachers. Taking the D certificate as a satisfactory limit of scholarship, it appears that 186 teachers are below the limit. The E certificate is not now recognised by the Department in its examination for teachers, and no young teacher should be satisfied to hold it. The large number of uncertificated teachers constitutes a great source of weakness in our staff. It is impossible that the best work can be done by those whose scholarship is so low. We would urge upon our younger teachers their duty in the matter of obtaining the highest certificate within their reach. The time is coming when, other qualifications being equal, the holder of the higher certificate will carry off the best positions. It is especially important that all, whatever certificate they hold, should constantly undertake such reading as will influence their methods of teaching Stagnation in teaching is one of the worst faults ; yet it is only too apparent that many teachers take no means to prevent themselves getting into a rut. It is really astonishing how few seem to read books or magazines with the definite object of improving their methods. From time to time books are recommended, but there is little evidence that these have been studied carefully, and less that any serious attempt has been made to incorporate in the work of the school the ideas they contain. A single new book each year carefully studied would have an enormous effect for good upon the work of our schools. (2.) Training. —An adequate training should include (a) a high-school or district-high-school course of two or three years, (6) an apprenticeship as pupil-teacher for two years, and (c) a training-college course of two years ; and we trust that in the future it may be said of all our teachers that they have had such a training. In the light of such an ideal we find how inadequately trained are most of the teachers of the Wanganui District. A great many have had no training of any sort. A few only have had the advantage of attending a training-college in addition to their pupil-teachers' course : the majority of those who hold certificates have passed through a period of apprenticeship as pupil-teachers. It is greatly to their credit that, considering their disadvantage in the matter of training, so many are proving themselves efficient. It would be well if all teachers were to take advantage of the regulation of the Board which allows them to close their schools for one or two days each year for the purpose of visiting other schools. This opportunity might be taken advantage of more generally than it is. To see another teacher at work, even if he be not superior to ones-self, is an inestimable gain. (3.) Personality. —This is the greatest factor in the success or failure of a teacher. Indifferent scholarship and inadequate training—defects greatly to be deplored—are much atoned for by a personality which is forceful, sympathetic, and attractive ; and, on the other hand, without such a personality, the well-trained and adequately equipped, scholarly teacher often signally fails. We have only one way of judging of the personality of a teacher and that is by observing the effect of his work on the pupil, on the school, and on the district. Disorderly and inattentive pupils tell of weakness and lack of force ; an untidy room and dusty walls tell of unpardonable blindness to the necessity of providing the best possible environment for the child. Of the impression the teacher makes through the children upon the district at large we are not in a position to speak. This only would we say : that he who secures the co-operation and goodwill of his pupils, and succeeds in gaining their interest in their work, never fails in securing a high place in the regard of the community. The Wanganui District is fortunate in the character and personality of the majority of its teachers. Lack of scholarship and training are in many cases made up for by a personality which cannot fail to be influential for good in the development of the children under their care, and, so far as we are able to observe, the majority of our districts are being well and faithfully served by a faithful band of teachers.