E.—s

10

thus, while the present provision for instruction in the various brandies of engineering, in subjects relating to the building and allied trades, in pure and applied art, and in commercial subjects must be regarded as satisfactory, the same cannot be said of the provision made for instruction in subjects bearing on agricultural and pastoral pursuits and on the home. It is unnecessary to stress in the case of a country which relies so largely on its primary industries for its successful development the importance of providing the best facilities possible for the education along right lines of those whose life-work is, or will be, closely connected' with these industries. Something in this direction has been accomplished by the bodies controlling manual and technical instruction, but much more remains to be done before we can point with some measure of satisfactioli to the provision made for agricultural education in New Zealand in its various technical aspects. Closer settlement and the need of increased production call for improved methods and specialized knowledge, and the means therefor must be provided. The necessary preliminary training, without which the desired result cannot be attained, is already being given to a large extent in the public schools, and this requires only further development. It is in connection with the next and higher stages that there is some danger of a false step being made. The problem is not one the solution of which lies witli the Education Department only. The obligations in this connection merge into those of another Department of the State. As is clearly shown by reports issued by the authorities in other parts of the British Empire, including Great Britain itself, there are many difficulties in the way, but these will have to be met, and further consideration can be postponed only until financial conditions permit of the adoption of some definite organization of wide application for systematic training. As regards provision for instruction in subjects relating to the home, it is gratifying to note that increasing attention is being given to a branch of education that is becoming daily of more importance owing to the increasing complexities of social conditions. In addition to the fairly complete facilities for instruction in domestic subjects in primary and secondary schools—facilities which are being extended and improved year by year —many of the technical schools arc elaborating schemes of domestic training of a more or less comprehensive character. In the case of two of the largest centres training hostels have been established on lines that should serve as models for future developments elsewhere. The establishment of a, department of home science at the Otago University, together with a liberal system of bursaries provided by the Government in connection therewith, tends to give dignity to this important branch of women's education, and may be expected to fulfil its main object—namely,' the supply of competently trained teachers of domestic subjects. Judging from past experience the responsible authorities may be relied upon to avail themselves of every opportunity to further the training of young people in women's special and peculiar work. Of the many problems arising out of the war, one in which the technical schools must be regarded as particularly interested is that of making adequate provision for the future of discharged soldiers, more especially of those of them who will, as the result of the fortunes of war, return to New Zealand in a more or less disabled condition. We owe it to these men who have voluntarily answered the call to arms to assist them in every possible way to earn a livelihood, and thus again to become useful and active members of our civil population. No doubt many of them will be only too glad to have an opportunity of learning some suitable trade or occupation, and it is here that the technical schools can help. The staff, the curriculum, and the equipment of the schools, especially those in the large centres, are such as to afford facilities on gaining a practical knowledge of the principles and practice of a wide range of occupations, and it is to know that the matter is already receiving the earnest attention of the bodies controlling these institutions. In the past the technical schools have always shown themselves ready to meet as they arise the industrial needs of the districts in which they are located, and they may with confidence be expected in the special circumstances that have arisen to do all that is further required of them in this way. Preliminary arrangements as between the schools and the Department recently established to deal with matters in connection with discharged soldiers are already in tram, and it is proposed to provide for the admission of duly accredited invalided soldiers to approved courses on the same terms in the matter of capitation payments as obtain in the ease of free pupils under the Regulations for Technical Instruction. I have, &c, W. J. Anderson, The Hon. J. A. Hanan, Minister of Education. Director of Education.

No. 3. REPORT OF THE INSPECTORS OF MANUAL AND TECHNICAL INSTRUCTION. Sir — We have the honour to submit the following report on manual and technical instruction in the Dominion during the year ending 31st December, 1914 : — A. Elementary Handwork and Manual Instruction. Handwork. —The steady growth of interest in and appreciation of the value of the various forms of elementary handwork referred to in previous reports continue to be maintained. The improved position of this useful aid to teaching is largely due to the attention given to the subject