E.—2

of other members of the class and community. It has been said that nobody is free to do as he pleases. Checks and restraints are ever hampering and controlling our actions, and to ignore these is folly and to struggle against them is useless. " Free " discipline which arises naturally from a mutual understanding between teacher and pupils is undoubtedly a fine ideal for which all teachers should strive, but it must be carefully distinguished from that licence which is bad discipline. Taranaki District. Some teachers do not realize that discipline implies training in self-control, and that, while the modern child is very properly allowed greater freedom than his parents enjoyed in their childhood, he must pay due respect to the rights of others. In Dr. Montessori's phrase, he should be allowed liberty within the law." Probationers. Wanganui District. A scrutiny of a return asked for during the year showed that in a few schools too much of the instruction had been delegated to the assistant teachers, and during our visits we have occasionally commented on the undue .number of special lessons that do not appear to have been given in the presence of the head teacher. We are of opinion that head teachers should make themselves personally responsible for at least three-fifths of the instruction and special lessons. Experimentation. Canterbury District. No marked advance in experimentation was noted during the year. A few enthusiastic teachers made a judicious use of intelligence tests, and followed these up with a more or less searching inquiry into the private and school history of their pupils. The data collected modified the class-room organization to the extent of freeing the brightest pupils for independent work in certain subjects ; but there was no extensive application of either individual or group methods. This was due to two reasons—the hesitation on the part of teachers to depart from traditional practice, and the absence of suitable class libraries. Taranaki District. As already mentioned, the teachers of the district have displayed a keen interest in modern methods of examination and classification. These matters have been discussed at meetings in different centres, and many teachers have adopted the new type of examination in their school-work. The Inspectors, too, are as far as possible using modern methods of examination. There is ample evidence that the older type of examination is largely futile, if not actually harmful. In the past we have been too much preoccupied with methods of teaching applicable only to some 50 per cent, or 60 per cent, of our pupils, and have paid insufficient attention to the proper classification of the children. We have overlooked the fact that children of widely differing mentality cannot profit by the same curriculum and the same methods of teaching. It is hoped that in the near future the children of this district will be classified on a scientific basis, and that as far as possible the school-work will be adjusted to the'r needs. Homework. HawkeJs Bay District. The subject of homework has been much discussed. We are of opinion that homework should not be set as a task, but that the pupils should be encouraged to develop hobbies along the lines of literature, art, music, and handwork. Teachers should keep in close touch with and direct in some measure the home activities of their pupils ; and these activities should certainly be calculated to train the pupils in the right use of leisure. Ndson District. An interesting experiment is being tried in the Nelson Boys' School to test the effect of abolishing home lessons. It is premature yet to pass judgment, though the popularity of the venture with the pupils is undoubted. District High Schools. Auckland District. The district high schools continue to render valuable service to the communities in which they are situated. The total roll number of the secondary departments of these schools is more than one thousand pupils ; and when it is remembered that but for the establishment of these schools few, if any, pupils in these localities would receive any form of secondary education, the importance of their work cannot be exaggerated. The difficulty of securing and retaining the services of qualified and experienced teachers for these schools is still a most serious problem. We are pleased to note that the standard of efficiency is increasing, as is evidenced not only by the successes gained by pupils in Matriculation and departmental examinations, but also by reports of Inspectors. During recent years the headmasters have taken a keener and more intelligent interest in the secondary departments, many of them not only arranging the courses of work, but also teaching for several hours a week, the

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