E.—s

12

Fairly adequate provision both in instruction and means of expressiem is maele at the chief centres in all branches of pure, and in many branches of applied, art, so that every reasonable opportunity is afforded to the earnest student to discover the means by which he can best express himself in terms of art; but it may not bo out of plae;o to give the reminder that every piece of work and every study produced by each student should represent his own unaided efforts. The readiness of instructors to give of their best to all their students may prove a hindrance to the students' true A little touch here, tho correction of a line or of a teme there, may make all the difference between a satisfaoteny and an unsatisfactory study. To add this toueih and to make that correction for the student is an easy matter for the instructor, and the temptation to help thus is great; but is it in the best interests of the student that the;)' should be helped in this way '{ It may be a much easier method of instruction to make the correction than to lead the student to discover the error for himself, but if the path e>[ least resistance is followed by the instructor does it not tend to the creation of false standards ? All things considered, therefore, it appears te> be in the best interests e>f students for the instructor to refrain from directly correcting the drawing, and to confine his assistance to verbal criticism and easily erased marginal notes on the students' studies, with a view to assist them to discover the errors, and give suggestions as to the best method of correcting and avoiding them in the future. Reference must also bo made to the preivision made for the instruction of uncertificated teachers, pupil-teachers, and probationers in drawing. Speaking generally, the instruction is arranged to meet the requirements of the public-schoeil syllabus in drawing, and it appears to aim at assisting the teachers to teach the subject as well as to give them a clearer conception of the value of drawing as a means of expression, and help them to acquire greater freedom and increased dexterity in the use of chalk, pencil, or brush. Attention is also given te> teachers far removed from the possibility of receiving art instruction, and the problem how best to assist them is receiving a good deal of consideration, Teaching drawing by correspemdence at best is unsatisfactory, and the question arises whether it would neit be meirc helpful te> those knowing little or nothing of modern methods in art instruction if arrangements were made for an instructor ocoashmally to visit a district and arrange to give, if necessary after school hours, consecutive lessems for, say, a week at a school which cemld bo conveniently reached by the teachers from a group of schools in the district. Principles and methods cemld then receive satisfactory attention, and if this were followed up by correspondence classes, teachers would be in a better position to profit by this form eif instruction than if the course were taken wholly by correspondence. Building Trades. —All olasses mostly attended by apprentices and artisans have been affected more or less in the matter e>f attendances by the prevailing abnormal conditions, but for tho most part a fair average attendance has been maintained at classes in architecture and architectural design, building-construction, principles of carpentry and joinery and cabinetmaking, and satisfactory results have been attained as the result eff sound teaching and earnest work by the students. The practical work in carpentry, joinery, and cabinetmaking, and the related theoretical work dealing with the principles and problems arising therefrom, maintain the high standard which has. speaking generally, been asseiciated with the instruction in these subjeots for some years. Design, construction, and finish have received adequate and proportional attention, and excellent examples eif woodcraft have been completed at most of the schools, largely due, it is considered, to the fact that the work has been carried oul under somewhat similar conditions to those under which most of the old-time woodwork was produced, when the mechanic who constructed I he- pieoe of work was responsible for its design, the' method e>[ construction, the constructive and decorative details, and the actual manufacture of every pari of it. Present-day oommeroia] requirements do not provide for the development of the meohame's originality, nor do they give l much soope for self-expression. He has ne> personal interest in the design of the artiole he makes, but in his work carries out, with more e>r loss intelligence, tho ideas of others, and therefore has little share in the joy o£ the creative worker in seeing his own thoughts and ideas take tangible Eorm. The! regular attendance, the earnestness in and dose application to work, and the general excellence of the workmanship so often observed in the edasses under review appear to show that pride is taken in the; work in hand, because eif the opportunity it affords of self-expression, While there is much reiom for improvement in what may be termed the', amateur carpentry and cabinetmaking classes, there is also much to oommend, Tho work at the principal centres for the most part is sound in design and construction, and is executed from drawings eir from sketches previously made by the students. The work as a whole cannot, strictly speaking, be regarded as technical instruction; but the enoouragement of constructive ability and general handiness which leads to the making eif articles for use! in or adornment of a home cannot bo regarded as altogether outside the functions of a technical sohool. It is worthy of remark that the attendance of women at these classes is not unknown. Commercial Work. —There has been a substantial increase in the number e>f attendances at edasses in subjects related te) commercial pursuits, and it may be inferred from this, and the increasing number of inquiries by merchants and others for junior office assistants who have received the principal part of their training at a technical school, that the schools are, speaking generally, providing a oemrso of instruction which suitably equips Young persons to take up office-work. The subjects taught are shorthand, typewriting, book-keeping, correspondence and precis-writing, office routine, and at the larger centres accountancy and commercial law, and other subjects required for the higher accountancy examinations. The instruction given is, as far as it goes, thoroughly sound, and the knowledge gained is available for immediate use, as the majority of the classes are in charge of men