B.—iß.

multiplication of rules, and it is a matter of regret that a revision of the syllabus has not yet been found feasible. Teachers at present are so engaged with the task of accomplishing instruction in the full course that they have not time to train the pupils in the mental alertness and careful reasoning that are the most important educational results of good teaching in arithmetic. Pupils are frequently able to work by stereotyped methods exercises apparently more difficult, while at the same time they fail to satisfy easy mental tests on the elementary processes on which such rules are based. A number of teachers succeed under the present conditions, but in no schools does mental arithmetic, with the quick operation of compound addition and other elementary rules, equal in results those of the ordinary tests. This is probably the experience in every district in the colony, and it must be recorded that under the conditions imposed the schools of this district are in general very successful in the preparation of this subject. A few teachers, however, require to change their plan of instruction. These adopt what may be called the " test" method, and depend on the correction of the working of long lists of sums that the pupil should not be allowed to attempt without a longer previous course of study. This results naturally in mental confusion and dishonest practices. Such teachers would find that eventually the employment of demonstration, mental drill, and blackboard exercises secures satisfactory results with greater economy of time. Of the class subjects geography and grammar have been tested by the requirement of written exercises as fully as the pass subjects. While the instruction in geography has not quite reached the standard of previous years, the work presented in grammar in the larger schools showed an advance that is encouraging. The teachers have been urged to greatly simplify the course in the latter subject, while making the preparation thorough. It may at once be stated that no school is in a satisfactory state of efficiency if grammar is neglected. Elementary science receives a very commendable amount of attention in several schools ; it is found very difficult, however, to induce the teachers of the majority of the small schools to regard this subject as consisting not of the imparting of information, but of the training 'of the pupils in observation and clearness of thought by means of the study of real objects and of the natural phenomena existing in their surroundings. The remaining class subjects are treated generally with a completeness that is satisfactory in view of the conditions in the respective schools. Handwork especially has formed a prominent part of the course of the junior division of eleven of the larger schools, being confined in most cases to the preparatory classes and the First Standard. The branches adopted have been chiefly modelling in plasticine and paper folding and cutting. In this subject, as in science, it is sometimes necessary to emphasize the need of regarding the instruction as a means of training, the manner of performing the exercises being more important than the material results. Of the additional subjects needlework forms part of the course of practically all schools. Instruction in singing and drill is seldom given in schools of less than twenty pupils. All these subjects are very efficiently taught in the larger schools, although in singing the number of schools in which attention is given to tone and sight reading is very small. In the three schools where school cadet corps have been formed the instruction is of very good quality, and in these and others good physical training is given to both boys and girls. With regard to the Catholic schools of the district the notes of last year may be repeated. The instruction in pass subjects has been satisfactory, while the average results in the remaining subjects are only fair. In one or two schools the latter branches have been greatly neglected. For the informatfon of the teachers of these and of the public schools attention is drawn to the requirement of the regulations—viz., that to pass in the four higher standards a pupil must have " received regular instruction in the class subjects." The Chairman, Westland Education Board. A. J. Morton, 8.A., Inspector.

NORTH CANTERBURY. Sir,— Christchurch, 30th January, 1903. We have the honour to present our annual inspection report on the schools of the North Canterbury District for the year 1902. During the year the customary routine has been pursued, the Inspectors' time, except for the month of February, being fully occupied in the inspection and examination of schools, the examination of pupil-teachers and scholarship candidates, and in the consideration of such matters of reference as fall to our duty in the ordinary course. The usual summary in regard to the schools is appended. Examination.— Of the 207 schools in operation during the year 205 were examined, the two omitted being those opened in the course of the year. In the schools examined 19,749 children were enrolled at the date of examination, and of this number 18,430 were present—2o7 in Standard VII., 12,789 in classes Standards VI. to 1., and 5,434 in the preparatory division. Of the examinees in Standards VI. to 1., 1i),767 passed their respective standards on either the Inspector's or the head teacher's estimate of their claims. The figures throughout are closely parallel with the corresponding figures of the previous year, but on the whole show a slight decline. Increases are observed in Standards VII., VI., IV., and 1., and in preparatory (in the last three very slight), while a reduction is found in Standards V., 111., and 11., amounting to a roll total of 248, the net decrease on the whole being ninety-three. On the general results there is little comment to make ; the attainments observed are much on a line with those of earlier date, though the readier promotion now granted shows a definite weakening influence at the Fifth Standard stage in admitting pupils of insufficient mental training, whose future preparation for a Sixth Standard certificate would be a matter of difficulty. In the teachers' estimates of their pupils' attainments, as disclosed in the schedules presented, there are, without

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