8

H.—li,

Registebs.—l am sorry to have to report that at present there is no admission-book, or only a temporary makeshift in lieu of one. The Secretary informs me that it is the intentiou of the Central Department to furnish a proper one, in which to record full particulars of children admitted. I have frequently urged the importance of this, and I am glad that one is to be provided forthwith. The daily attendance registers are generally kept in a satisfactory manner, and, as a rule, I think they may be relied on as trustworthy and accurate. On the occasion of my visits without notice, a good many irregularities are discovered, that actually lead to pecuniary loss, both to the teachers and to the Board. These mistakes occur, lam persuaded, with the full intention on the part of the teachers to make perfectly accurate returns. On the other hand, I have not met with a single case in which the scholars not present were marked present. Such an act of falsification could of course he done only with'the deliberate intention of increasing the average, and thereby the salary. Any teacher, even of a small school, may be one or two out on either side of the account; and lam satisfied that no Inspector, if he has had experience in marking registers, would impute it to anything but accident. In what I have said, lamby no means justifying laxity. On the contrary, I admit that even laxity, if continued, should be punished in some way or another. The chief defects to be met with in my district, in the keeping of registers, are want of date, headings, and daily summations. On one or two occasions, I discovered that the attendance had not been marked for the morning, or for the afternoon ; the teacher saying in explanation that it was intended to mark both morning and afternoon attendances together, and that it was easy to remember if any child had been absent. Besides tbe chances of mistake that this mode involves, it is in direct violation of the rules printed on the cover of the registers. There can be no doubt that the uniform system of marking now adopted does produce trustworthy results. Tho regulations for marking registers are not at all difficult to observe, when the registers are marked and closed at the time set apart for that purpose in the time-table. Drill. —Drill is practised in 20 schools, the girls even partaking of its advantages. The exercises are generally simple extension motions and company drill. In precision and rapidity of movement, the Wanganui District High School for boys did admirably. The value of drill as a disciplinary agent, as well as a physical exercise, is admitted by all who have given it a fair trial. It is doing good service, in flattening round backs and " setting up" children, after leaning over their writing-desks. Many of the School Committees have provided apparatus for gymnastic exercises, which are thoroughly enjoyed by the childreu. I may express the hope that all the Committees will keep in view the benefit resulting from such exercises, and will not forget to provide the necessary apparatus. Singing.—Singing is taught in 20 schools with varying degrees of success, according to the methods followed. The others make no profession of it. I have been frequently struck at the rapidity with which the children can be made to read music as easily as an ordinary reading-book. Iv this respect, the Girls' District High School is ahead of all the others. In my view it is a decided gaiu to a boy or a girl to be taught to sing, with proper feeling and expression, even a good song or two. It is still better to acquire the ability to sing at sight. All are at one as to the effects of music ; they are physical, emotional, and moral. Science. —The teachers, in this young district, have not as yet gone very far outside the essential subjects necessary to secure a pass. However, a start in science has been made in the Wanganui District High School for boys, and in Foxton, Marton, Sandon, and Halcombe Schools. Good results are already apparent in the Wanganui District High School for boys and in the Foxton School. Textbooks not being used, the children rely entirely upon oral instruction. The teacher appears to be the ordinary person by whom this oral instruction should be imparted; but existing circumstances seem to point towards the appointment of a special teacher for this subject, if appropriate illustrations and experiments are to be used. Discipline.—Satisfactory improvement, iv this essential requisite of standard work, has to be reported. The usual state of matters appeared to be good feeling between the teachers and the scholars : and, where pupil-teachers were employed, they showed their good sense in their willingness to strengthen the efforts of the teachers. Of the quietness and honesty with which the children performed the paper work of the examination, I would speak very emphatically, for it is a proof that the priceless habits of self-reliance and independent effort have been inculcated upon them with effect. However, only meagre attention, as yet, is given to the higher points of discipline. I shall be happy, in a future report, if I should be able to speak of much greater attention being paid to the inculcation of self-respect, self-control, politeness, cleanliness of person, truthfulness, purity of conduct, and refinement of speech ; and to the training of the boys and girls in respectful behaviour towards each other, and towards their superiors, in all circumstances. At present there is much to be desired with regard to all these particulars. Pupil-Teachees.—During the year I have examined 27 pupil-teachers and candidates. Broadly speaking, their papers were neatly worked and showed good average ability. Marked improvement in reading was, without exception, apparent. Their recitation lacked feeling, and showed a want of appreciation of the meaning and scope of the passage. Arithmetic, with honorable exceptions, was generally weak and wanting in precision and method. Geography, grammar, and composition were better grasped than at the previous examination. Their knowledge of the principles and methods of school management, instruction in which is now from the first provided for in the new programme, was the weakestpoint in the examination. Judicious choice and careful supervision have done much to raise our pupil-teacher staff to its present important place iv our school economy. Natural fitness and efficiency, in practically dealing with classes, are qualifications possessed by most of the pupil-teachers. They have a turn for teaching, and like it. A most important element in our school economy is smartness and precision, and our pupil-teachers possess that in no ordinary degree. Under the gentle influence of the female pupil-teachers, the standard examination is generally good in schools in which they are employed. I believe that, though the pupil-teacher system may be liable to abuse, it is the best opening, at present, into the teaching profession, and, as it has done good work in the past, so it has a brilliant future before it. Teachers. —As a rule, the teachers have been earnest, energetic, and zealous iv the discharge of