E.—lb.

which might be readily worked with those of addition, is very commonly neglected. From the last report of Mr. Lee we quote the following : " It is as true to-day as it was a quarter of a century ago that the frequent use of suitable mental exercises and the careful teaching of rapid and ready methods of reckoning are the surest way to success in the teaching of arithmetic, and such work calls forth the best energies of the most skilful teacher." A great fault in the higher classes is the failure to understand the reasons of the various arithmetical processes; at any rate, if they be understood, the pupils are rarely able to give expression to their knowledge in clear terms. Even in the recent pupil-teachers' examination we found that the majority did not understand the difference between ratio and proportion, ideas that underlie the whole of the working in higher arithmetic. The following gives an estimate of the condition of the schools in regard to their treatment of the class and additional subjects:—Class subjects: Geography—good to excellent, 18; satisfactory, 50; fair to inferior, 52 : drawing—good to excellent, 84; satisfactory, 27; fair to inferior, 9 : grammar—good to excellent, 10; satisfactory, 35 ; fair to inferior, 70 : history— good to excellent, 31; satisfactory, 43; fair to inferior, 38 : science and object lessons—good to excellent, 42 ; satisfactory, 40; fair to inferior, 36 : recitation—good to excellent, 52; satisfactory, 54; fair to inferior, 12: handwork —good to excellent, 3; satisfactory, 4; fair to inferior, 1. Additional subjects : Singing —good to. excellent, 15 ; satisfactory, 15 ; fair to inferior, 90 : needlework—good to excellent, 64; satisfactory, 22; fair to inferior, 11: drill—good to excellent, 19; satisfactory, 13 ; fair to inferior, 86. Geography. —Since this was made a class instead of a pass subject in Standards 111. to V. the number of pupils in Standard VI. that produce satisfactory papers has greatly diminished, nor can we find any indications of more efficient teaching in the lower standards ; the map-drawing from memory has also deteriorated. Among the schools which are exceptions to this rule we particularly note Hillside, Churchill, Motupipi, Lower Takaka, and Ferntown. Singularly enough, this subject has for some few attractions, and hence special pains should be taken to make it interesting. General information and the acquisition of geographical knowledge would be encouraged by questioning children on facts learned from books of adventure. Such books are rarely altogether fictitious, and generally contain valuable information on the topography, fauna, flora, products, and ethnology of the countries concerned. Small sketch-maps might be kept on wall or blackboard depicting the salient features of any country — e.g., Venezuela at present, which for the time is absorbing the world's attention —and on these maps places of interest might be marked as they come into prominence. No special devices should be required to make physical geography an interesting study, and yet in this section weakness is very commonly betrayed. Drawing from the flat is usually well and neatly done, but model-drawing, though improving, is still weak, and Fifth Standard pupils are not always trained to construct their own scales. The lower standard books require both ruled and freehand drawings, yet the directions are at times unheeded, and the pupil obtains little or no practice in either the one or the other branch. This, even though it may not be the result of weak discipline, we consider a very serious defect, as the course is intended to combine manual dexterity and facility in the use of instruments with the training of the eye. We have long felt the want of proper instruction for our teachers in certain 'branches of drawing, and particularly wish to see established classes of instruction in model, freearm blackboard, and brush drawing. Grammar, though still far from good, shows decided improvement. Many head teachers, especially those in larger schools, need to be reminded that the granting of a pass is made conditional on giving a satisfactory amount of attention to class subjects. History, so far as is required by the syllabus, is satisfactorily taught, but some teachers have very peculiar notions as to what constitutes an important event. We rather question whether better training is likely to be produced under the present system than would be obtained by using a simple Historical Reader. Science, so far as can be expected considering the almost total want of apparatus, is very satisfactorily taught. Ambulance-work, a very useful study which we would like to see general, has been very successfully attempted by some of those teachers who recently received a course of training. Recitation is usually well done, though dramatic force might be further cultivated both in tone and gesture. The only common fault in rendering verse is a tendency to " race," a failing that sometimes also appears in the reading. Singing and drill, though taught a little more generally, are too often neglected. In the one case eighty-five schools, and in the other sixty-six, have as yet made no attempt to give instruction, and where sole teachers are employed the exigencies of a lengthened syllabus have afforded a reasonable excuse for taking up as few extra as possible. In the case of singing many of our teachers through defects of ear and voice are unable to act as instructors, but in such schools as have two teachers the subject is often needlessly neglected, and in staffing these and larger schools prominence should be given to this valuable branch of instruction. The new regulations for public-school cadet corps provide, amongst other things, for a capitation grant of 2s. 6d. per annum, with a small supply of miniature rifles and cartridges for target practice. These allowances should increase the popularity of the corps, and greatly extend the value of the training imparted. Drill as a means of education is greatly undervalued, and the meaning of the terms is just as commonly misunderstood. In so far as it is only military it has a high disciplinary value in training to habits of order, promptitude, and strict obedience. The same term, however, includes all physical exercises taught in the school course. In the curriculum of a well-equipped secondary school, military drill, field athletics, gymnastics, swimming, and games such as cricket, football, tennis, fives, hockey, &c, play no unimportant part. As those under our supervision are merely day-schools, the children, especially in the country, have little or no time after hours to devote to similar pursuits, and as a

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