E.—2.

XVIII

rAppendix C.

clearly and intelligently the proper relation between cause and effect in the formation and growth of the var ous trade and industrial centres of the world. The commercial side of geography has suffered in the past from the greater prominence given in the syllabus to mathematical and astronomical requirements ; but the rapid development of the means of communication between different parts of the world, and the marvellous increase of transport trade and of interchange of commodities between one country and another, now more than ever demand that our schools provide ample instruction in this branch of geography, and we shall gladly welcome any modifications of the regulations which will enable the subject to receive the attention that its importance deserves. In our last report we expressed our dissatisfaction with the method, or, rather, lack of method, of the instruction in history and civics, and the scheme for an improved course which we then outlined was based on a system of familiarizing the pupil with the history of the Empire by aid of the biographies of great men, and of simple narratives of historical events and movements. Sohools are now supplied with a series of reading-books treating the subject on the above lines, and these supplemented, and with the important features emphasized, by intelligent teaching are already giving promise of improved results. We hope that effect will he given to the strong recommendations in this matter made by the Education Commission, and also that history will again take its place as a compulsory subject in the requirements of the teacher's certificate. Elementary Science. —This subject in some form has been studied in practically al' the schools of the district, and, as the following table will show, a majority of the schools have earned capitation in one or other of its branches : — Schools. Elementary agriculture .. .. .. .. .. .. 68 Physiology and first aid .. .. .. .. .. 10 Physical measuremr nts.. .. .. .. .. 10 Chemistry and physics (together or separately) .. .. 7 Dairy-work .. .. .. .. .. .. ... .. 3 Botany .. .. .. .. .. .. .. .. 1 Nature-study continues to be taken in most schools, and where the subject is treated on broad lines based on observation Very creditable work is being done. Since the main aim, however, of this work should be the awakening in the mind of the pupil an intelligent interest in his surroundings, rather than the imparting of knowledge of facts, it follows that in drawing up schemes of work prominence must be given to the local features and circumstances of the school district as well as the possibility of arranging excursions and of carrying out experiments in the class-room, the playground, and the school-garden. In view of correlation with geography and composition, teachers cannot afford to neglect the opportunities presented by visits to the sea-beach, to rivers or lakes, to the bush, to zoological and botanical institutions and museums, and to such industrial establishments as deal more or less directly with the natural products of the land. At the schools which take elementary agriculture, practical cultivation is in general well done where conditions are fairly suitable, though there seems to be in a few cases a tendency to neglect the garden during the period, from late autumn to early summer. With this reservation, it may be said that the work is generally satisfactory, and in some instances very good. In schools below Grade IV little is expected, except cottage gardening correlated with a simple course of nature-study. In schools of Grade IV and upwards the garden-work should be supplemented by a course of nature-study and outdoor work such as is outlined in the pamnhlet issued by the Board. Where circumstances permit, individual work should be done by the pupils under the teacher's direction. By this means the teacher may encourage that spirit of inquiry which is the true basis of all scientific work. Singing. —Although Mr. Parker has decided to discontinue some of the excellent work he is doing in encouraging the appreciation and knowledge of music in the Wellington District, we are pleased to be able to state that he is willing to continue the classes he has been holding for the instruction of teachers in singing. These classes are much appreciated, and the benefit of instruction from an expert of his experience and ability is seen in the improvement in the singing of our schools. " With even my own very limited opportunities for observation," he says, " I am convinced that in this district groat and general improvement is being made in the school-singing, a subject the importance of which has long been recognized in Great Britain and other countries, but which has hitherto received but tardy and scant attention in New Zealand, music being regarded by many not as an important element in education, but as a mere ' frill' of no practical value." There is at present before the Board a proposal to extend Mr. Parker's work by enabling him to visit periodically as many schools as possible, in order to advise and help those who —often with inadequate personal equipment—are teaching the subject. On this point Mr. Parker says, " I am quite convinced that the teaching itself should be done in every case by the school staff, and not by so-called ' experts ' from outside ; but I am equally convinced that some supervision (of the right kind) is necessary, and would bo welcomed by the teachers themselves." We have much pleasure in recommending this proposal to the favourable consideration of the Board. Physical Training. —ln practically all our schools instruction in some form of deep-breathing exercises and simple extension movements is given daily, and those of our teachers who have made a special study of the subject are doing excellent work. In the larger schools military drill continues to be given. The system of organized school games does not yet receive among teachers the recognition, as a factor of physical training, that it should do. No doubt the lack of suitable playground facilities and the number of female teachers in charge of sole schools are largely responsible for this. The recent appointment of a Director of Physical Instruction, to be assisted by a staff of expert instructors, we hope will result in a uniform and comprehensive treatment of this important branch of education. Drawing. —ln freehand, free-arm drawing with pencil and crayon, and brush drawing, mainly from natural objects, the results are satisfactory to good, much of the original design iv brush drawing