Appendix B.J

8.—2.

III

meet with pupils in a primer class who have mastered a good deal of the work usually included in the programmes of Standard I. In such cases not only is progress appreciably retarded, but incentive to work is actually discouraged. We notice further a tendency to exact an unduly high standard of attainments before promoting to Standard VI, the result in some cases being to deprive pupils of the opportunity of gaining Sixth Standard certificates of competency. We would again point out that the test of efficiency in the case of either teacher or school is not the percentage of pupils promoted from class to class, nor the number of successful candidates presented for Standard VI certificates, but, amongst other considerations, the general level of attainments obtaining throughout all classes and the degree of discretion shown, in determining promotions generally. In connection with the question of promotions, two other matters demand attention. Some teachers are in the habit of promoting pupils immediately after the Inspector's visit-with-notice, which may take place at any time during the latter half of the year. To do this is to act contrary to both letter and spirit of syllabus, and perhaps to do an injustice to the pupils concerned, for one of the reasons for requiring promotions in all schools to be made at the same time is to secure, so far as possible, uniformity of progress, so that when pupils move from one school to another they are liable to continue work under approximately similar conditions, and so minimize the disturbing influence so frequently accompanying change of teacher. The making of promotions at any other time but at the beginning of the year might, obviously, interfere very seriously with the progress of pupils obliged to move from school to school. Further, it tends to give the Inspector a false impression of the efficiency of the school, for he may be examining pupils who have been nearly twelve months in their respective classes, whereas, had promotions been made at the proper time, the experience gained in these classes would be measured by a much shorter period. Another form of promotion to which we wish to draw attention is that known as the " provisional " promotion. We recognize that this at times is quite justified, frequently acting as an incentive to greater effort, and hence, under certain circumstances, should be freely made. The cases of provisional promotions to which we take strong exception are those in which the promoted pupils are put back into lower classes a few weeks before the Inspector's annual visit, for here again the Inspector, knowing nothing of the matter, is apt to form an erroneous opinion of the progress and general efficiency of the school. Should it become necessary to move pupils into lower classes at the time indicated, the matter should be fully reported to the Inspector, otherwise the teacher's action may bear an unpleasant construction. Schemes of Work. —The importance of these can hardly be overestimated, for next in importance of teaching-ability are the arrangement of studies and the details of programmes. A carefully compiled, well selected, and suitably co-ordinated scheme of work applied with skill and energy can hardly fail in securing successful achievement, whereas no amount of skill and energy can wholly compensate for ill-chosen, badly assorted, and feebly correlated schemes. We are glad to note that teachers in general are beginning to realize the truth of these contentions, and are showing both skill and earnestness in the preparation of schemes of work. There are, however, still a number of schools where the programmes in use leave a good deal to be desired, and where co-ordination between the various subjects of instruction is wholly or in part lacking. This is noticeable mainly in composition and English, and to a lesser degree in geography and naturestudy. Teaching Notes. —Closely allied with schemes of work are the plan and method of presenting lessons, and, if these are to do justice to selected programmes, they must appear in logical sequence and give evidence of careful preparation. We regret to say that many teachers, especially those in small schools, do not fully realize the necessity for adequate preparation and very frequently come before the class with an altogether imperfect conception of plan and method. It is almost unnecessaiy to add that, unless the lesson-plans have been carefully thought out beforehand so that each lesson follows logically upon the preceding one, the teaching must necessarily lack definiteness and aim, and hence fail to secure the results desired. We are of opinion that neglect of preparation is the cause of a good deal of disappointing work, and we would strongly urge the necessity, especially in the case of the younger and less experienced teachers, of making the regular and systematic preparation of lesson-plans an essential feature of their work. Keeping of Records. —Though in the main these are methodically labelled and carefully kept, there are still a number of schools where very little system is shown; where such important documents as the Inspection and Syllabus Regulations, the inspection report, not to mention the papers worked by pupils at the periodical examinations, are not immediately available, but are finally discovered in the depths of an untidy cupboard amidst a jumbled mass of books, utensils, and miscellaneous material. Many teachers, in short, fail to realize the need for developing a sense of orderliness and its importance in school environment. Physical Instruction and Medical Inspection. —During the year short courses of physical instruction have been brought within the reach of a large number of teachers, who have gladly availed themselves of the opportunities offered. The plan adopted in the case of country districts has been to assemble teachers within a suitable area at some convenient centre for a three-days course of instruction, their schools being closed for that period. On the conclusion of the course the instructors move on to another centre, where a similar three-days course is held. The Medical Inspector accompanies the instructors, and is occupied partly in an examination of one or more classes in the central school and partly in giving short addresses and practical demonstrations to the assembled teachers. These " refresher " courses are mainly intended to stimulate interest and augment the instruction previously received, and the success which Las followed their introduction and working is highly gratifying. In addition to country classes others have been held in the Auckland area, where the instructors have also visited, a. considerable number of schools and have been of great assistance to teachers.