E.—lb

37

schools examined : —Singing, 12 schools (737 pupils) ; physical instruction, 17 schools (830 pupils) ; needlework, 31 schools (367 pupils) ; handwork, junior classes of 22 schools (504 pupils). The omission of singing and physical instruction occurs almost wholly in the smallest schools and is due practically in every case to the lack of experience of the teachers. The number of such instances is being gradually reduced, and physical training especially will be required to enter more widely into the curriculum of the schools. A pleasing feature of the year's work is the readiness and even enthusiasm with which the majority of the teachers in all grades of schools have met the change in the requirements in nature-study. Even in the small schools, where a special course in this subject is not required, a syllabus was uniformly presented and in many instances the instruction has been very satisfactory. The substitution, for the formal object-lessons following a rigid plan taken from a text-book, of lessons based on observation and aiming at the cultivation of powers of expression is proving welcome to many teachers and scholars. There is a danger that later some teachers who have thus departed from one groove will develop another —that courses of observation lessons will become fixed quantities and will lose their vitality; but at present the breaking of new ground is bringing into existence a spontaneity that is refreshing. The net result will inevitably be beneficial and the use of the concrete in the training of <! the [ pupilsjwill effect very largely the methods employed in all subjects. It is not to be expected, however, that all teachers will at once perceive and follow the true aim of nature-study. The selection of the course from the text-book by the teacher and the learning by rote of statements about the objects of study have not yet disappeared from the methods of some inexperienced teachers, and it will take time to direct their energies towards the development of intelligent interest [in nature itself and towards training in habits of observation and power of expression. While it is possible to carry correlation of nature-study with other subjects to an absurd extreme, the connection with composition cannot be too frequently emphasized. In fact, in a district such as Westland the pupils are already possessed of a great deal of first-hand knowledge of nature, seeing that none are without ready access to mountain, stream, and sea, and to all that can be studied in the native bush. Therefore the important task is to train the pupils in the mental processes and in the powers of expression that shall enable them to observe and describe what they see. The material is already provided, all that is required is the completion of the structure. Oral description, explanation, and recounting of studies must enter intimately into the process of all lessons on nature-study, and the written exercises should embody the same original expression of the results of the pupils' mental effort. It is frequently the case that if two consecutive standards are given the same exercise in composition the lower class will write more fully and with greater zest than the higher. The reason for this is that each succeeding standard has more rules of composition under study and the pupils are devoting a greater proportion of attention to punctuation, concord, and collocation, and less to the free expression of the subject-matter. This can be avoided to a considerable extent by the judicious apportionment of criticism. More marks should be allotted for fullness of the story and appreciation of its main points than for mere verbal accuracy. The latter must be considered, but should take a more subordinate place. Otherwise the children reach a stage of mental habit in which they cannot " see the wood for trees." They avoid the " blue pencil," but miss the true object of their endeavour. The same misdirection of energy appears in the study of the prose and verse of the lessons studied as exercises in reading and recitation. The thought should hold first place, and the words, phrases, and sentences should be valued only so far as they serve as a vehicle for expression. For this reason it is unwise to use too freely, in the primary school at least, the masterpieces of our best authors for analytical study of function and classification of the elements of sentences. The exercise for these should in the first place be selected from sentences similar to those used in conversation and school exercises by the pupils themselves. In lessons in reading and recitation the reference to words and phrases should be incidental, and the main attention should be given to the ideas and their adequate expression. It is inevitable that in the small schools that form so large a proportion in this district the teachers, whose experience is in most cases very limited, should rely very largely on text-books. During the past year great difficulty has been experienced owing to the difference in scope of the books in use and the requirements of the new syllabus. When the issue of publications adapted to the new course has been completed the temporary disarrangement will disappear and the work of the schools will proceed more smoothly. It is therefore too early to estimate fully the effect of the new regulations and any attempt to do so must be deferred. There is a tendency among teachers to view with less apprehension certain aspects of the altered conditions, and to discover that on more intimate acquaintance the demands on their time and energy are not so formidable as they at first appeared. I have, &c, The Chairman, Westland Education Board. A. J. Morton, Inspector.

NORTH CANTERBURY. Sir, — Christchurch, 31st January, 1905. We have the honour to present our report on the schools of the North Canterbury District for the year 1904. During the year the duties of inspection and examination were carried out without any material departure from the lines of former years. Under the prevailing conditions it was not thought advisable to introduce any substantial modifications in the methods pursued. In the information furnished, however, as the result of examination a change is to be noted, embodying an approximate observance of the provisions of the amended regulations and representing in part the altered attitude of the Inspectors' visits towards the school-economy. At three stages only of the pupils' course (in the Second,