E.—lb.

Passes. —As long as the regulations permit scholars to be promoted who fail in two out of five subjects, I think it is highly desirable that the nature of the passes recorded should be clearly presented to view, and I have again arranged these particulars in a tabular form, classifying the passes as "weak," " fair," or " strong," according as failure was recorded in two, one, or none of the five pass subjects. In the four upper standards of the schools included in this list the strong passes amount to 50 per cent, of the whole, the fair passes to 34 per cent., and the weak passes to 16 per cent. In my opinion, a weak pass is far worse than a failure, since it compels a teacher to promote a scholar very imperfectly prepared for the step, who would in most cases derive far more practical benefit by remaining for a year, or half a year, in the same class ; but its worst feature is the demoralising influence that must be produced amongst all scholars (and possibly a few teachers) by the knowledge that such passes have the direct sanction of the highest educational authorities. It may also be partly responsible for irregularity of attendance. Class Subjects. —On the whole, with the exception of geography, the class subjects were better prepared this year. Although there was a noticeable improvement in the grammar, it still continues to be the least satisfactory of this group of subjects, 42 per cent, being classed as " inferior," and many of these would have been more correctly described as " worthless." Handwork. —Without any " flourish of trumpets," a considerable amount of valuable work in this direction has been undertaken at many of our schools. No application has been made to the Department for any assistance under the Manual and Technical Instruction Act. The amounts granted under the regulations are so small, and the formalities to be observed, the returns required, and the conditions generally so exacting and vexatious, that the game is hardly worth the candle. Perhaps when the simplification of the regulations, promised in the Minister's last annual report, is accomplished, it may he found desirable to extend this portion of the work by taking advantage of the Government grant. Early in the year a supply of plasticine and modelling-boards was obtained and distributed amongst the teachers who expressed a desire to take up this subject; and in all eases the results have been very satisfactory. Admirable specimens of the work were exhibited at all the schools that have undertaken this branch of handwork. Perhaps the best work was to be found in the Blenheim Infant Department, Blenheim Girls', and Renwick Schools. At the Blenheim Girls' School some original modelling was executed in my presence from the children's own designs ; but in every case I was more than satisfied with the progress made. It is, moreover, worthy of mention that in the schools that have taken up modelling there was no falling-off in the quality of the ordinary school-work, but rather the contrary. No doubt the energy and enthusiasm which prompted the teachers to voluntarily undertake this additional work has been operative throughout the whole school course; and perhaps, with the scholars, the close attention and observation required for this form of handwork may have reacted upon the other branches of their school-work. The value of this and other forms of handwork by far exceeds, in my humble opinion, that of object lessons without objects and elementary science without apparatus or experiment. Modelling is not the only form of handwork to be found in our schools. Paperfolding, weaving, bead-work, &c, are carried on at some of our country schools, and the earlier kindergarten " gifts" are also in use amongst the infant classes. Vocal music has made some progress, and has been taken up at most of the Board schools with more or less success. Military drill is undertaken at all the schools having men teachers, and at a few conducted by women. The drilling of the boys and girls at Renwick was particularly effective, and included wand drill for girls and dumb-bell exercises for boys. School cadet corps have been established at Picton, Springlands, and Blenheim, and appear so far to have given satisfaction to the military authorities. An entirely new departure, as far as this district is concerned, and one of a most commendable character, has been made by the teacher of the Waitohi School, who has established a night school and a continuation class, to which not only young people, but a few adults also, are admitted. The continuation class has been recognised by the Department, and the grant received for the same during the time it has been at work is £3. I am not aware what fees, if any, are paid by the students; but they cannot be large, so that the teacher must be actuated by higher motives than the mere desire to increase his income. Much good might be done in this way—at any rate, in the country districts, and during the winter months —by teachers with constitutions sufficiently robust to stand the extra work. There are probably in every locality even yet some whose education was neglected in their youth, and others who, having passed through the standards some years ago, would be glad to revive and improve the acquirements of their school-days. Again, the school might be made the centre of a reading club, at which, on certain evenings in the week, the teacher or some other member of the club might read aloud from the current literature of the day articles of political, scientific, or social interest, which might afterwards furnish a topic of conversation, if not of formal discussion. The reading of the article might occasionally be intrusted to the best reader amongst the scholars in the higher standards, and this would no doubt act as a powerful incentive to improvement in that useful art. School Committees, who often complain (not without cause) of the trivial nature of their connection with the administration of education, might find, in the encouragement of such attempts, ample scope for their energies, and a wider sphere of usefulness than is assigned to them under the Act. In fact, there are many ways in which the village school might be utilised for the improvement and elevation of the community. I do not consider it necessary this year to dilate upon the treatment of the various subjects of the syllabus in this district. I did so pretty fully in my last report, and nothing has since occurred to change my opinions as then expressed. In the early part of the year I obtained a supply of the "Examination Register" published by Whitcombe and Tombs, and brought it under the notice of the teachers of the principal schools, several of whom resolved to make use of it. These registers are very serviceable to conscientious

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