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Last year I dealt in some detail with the work in drawing, agriculture, and elocution ; this year I shall content myself with the following brief statement of the aims of the educational handwork class, conducted by Miss Thornton : — Handwork. —There are three main aspects from which to view the work of the hand : — (1.) As a means of expression in school subjects. Students are given practice illustrating this phase and are shown how handwork can be used as an educational medium in the teaching of literature, geography, and history. Opportunities are given to show individual initiative, skill, and accuracy in the construction of a group of models, which, by means of community effort, will illustrate a chosen subject. Subjects are chosen from — (a) Literature —as Hiawatha (costumes for dramatization) ; (b) geography —Eskimo, Maori, &c. ; (c) history—armour, ships, costumes, &c. In order to carry out the above work, students receive instruction in (a) plastic modelling (clay and plasticine), (b) paper and cardboard work, (c) toy and flower making. Opportunities are also given for experiments in the use of waste material. (2.) Handwork as an activity in which the individual is given an opportunity to recapitulate the history of the race. Under this heading instruction is given in the technique of weaving, basketry, and elementary pottery. The association of this type of handwork with the study of primitive life develops constructive imagination. Simple inferences drawn from the study of objects made by natives of various countries make geography and literature live subjects. (3.) Cultural handicraft in connection with applied art. The student is led to realize the possibilities, of applying design to useful objects in order to increase their beauty. Original designs are prepared in the drawing class and applied in wood-staining and leather-modelling. The cultural value of handicraft in its practical and decorative development through school study towards home-crafts is an aspect of the work in which the students show great interest. General.—The conduct of the students has been particularly good, and their attitude towards the College and its work most encouraging. Both men and women took an unusual interest in their common rooms. The senior women, under the direction of Miss Landreth, did a great deal to improve the appearance of their common room. So enthusiastic were they that they contributed £15 towards the cost. The Education Board very kindly assisted by kalsomining the walls, painting the ceiling, staining and varnishing the woodwork, and providing new linoleum for the floor. The walls and ceiling of the men's common room were also painted, and the woodwork varnished, by the Education Board. Since then a. decoration committee, under the supervision of Mr. Donn, has undertaken the embellishing of the panels in the walls and ceilings with suitable paintings. All the common rooms look much better than they have ever done before. The desire shown by students to improve their own rooms, and their care of College property generally, should bear fruit hereafter, particularly in the case of those who settle in country districts. Sports. —Nearly all students took part in some of the College games. Social.—The social side of College life was well catered for by welcome and farewell picnics and social evenings, by dances, debates, &c. The Executive deserves great credit for the successful running of these useful functions. Needs. —The most urgent needs of the College are — (1.) A properly organized hostel for lady students. This need has been emphasized in Training College reports for many years past. The Board is quite alive to the necessity for this, and in its report for the year 1923 expresses the hope that " the erection of such an institution on the site already acquired in King Street will be proceeded with at an early date." (2.) Increased accommodation. The College is badly off for an assembly-hall, large enough to accommodate 150 students, and a properly equipped art-room. Dr. John Adams. —An outstanding event of the year was the visit of Dr. John Adams, Emeritus Professor of Education in the University of London. The high expectations formed from the reading of his many published works were more than realized in the series of inspiring addresses to which it was our privilege to listen. It is to be hoped that we shall have from time to time visits of a similar character from other leaders in educational thought and practice. We are much indebted to the Education Board, the University Council, the High Schools Board, the Otago Institute, the Educational Institute, the Technical College Board, and the School of Religious Education for financial and other assistance in connection with this visit. Thanks. —I tender my sincere thanks to all who in any way contributed to the success of the College during the past year. I might mention specially the College staff, including all associated teachers ; the students' executive, and particularly its president, Mr. Booth ; and the Education Board, a body very much alive to our needs and anxious to do its best to supply them.

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