E.—lβ

34

The work of pupils preparing a course beyond the requirements of the Sixth Standard has been confined to nine pupils in the ordinary schools and forty pupils of the secondary class of the only district high school of the district. Of the seventy-six pupils that composed the Sixth Standard, fifty-nine obtained certificates of proficiency and ten certificates of competency. The numbers for the previous year were seventy-five pupils, forty certificates of proficiency, and twenty-six certificates of competency. An important improvement is therefore apparent, as the number of full certificates has substantially increased. The proportion of the two kinds of certificate is now more satisfactory, as it is not intended that certificates of competency ahall form an important part of the acheme of classification. There is no reason, in view of the care bestowed in the classification of the pupils in the lower standards in nearly all the schools, why the value and number of the certificates for the Sixth Standard should not be maintained or increased in future. The work of the sole teachers demands more than paasing reference, as a very important part of an Inspector's duties in districts such as Westland consists of the superintendence in an especial degree of schools where the difficult task of instructing numerous classes has to be met in many cases bv sole teachers without certificates or training. Of nearly forty schools inspected half the number are in this position. While almost all the teachers are conscientious, energetic, painstaking, and, in consequence, largely successful in the instruction of their pupils, it is not to be expected that without experience or special study they can of their own accord apply the principles of education to the thorough training of the pupils in their charge. In their case, therefore, an Inspector has to enter more minutely into the work and to supervise fully the classification, the methods of instruction, the course of studjr, and even the conduct of the individual pupils. In short, he has to perform for these small achools the function of a headmaster. This entails frequent consultation with the teachers by correspondence, and where possible more comprehensive inspection and examination. It is fortunate in this district, where the number of pupils is small and the Inspectorship is only one of several positions held by one officer, it is possible to devote the individual care required. It is pleasing also to record as a result that in only three of the schools here referred to is there failure during the past year to achieve at least satisfactory progress. It is worth of mention, further, that practically all the teachers of these schools voluntarily include a special course of nature study, and that several add handwork, although these subjects are not part of the minimum course prescribed. The chief difficulty in small schools under untrained teachers, and, indeed, in a few schools where the recorded qualifications of the teachers warrant the expectation of different results, is to secure attention to the necessity for maintenance throughout the school-work of an intimate connection between thought or action and expression. In almost every exercise of each school day, opportunity is given to practise the interpretation of direction by action, and ideas or processes by language. Sufficient attention to this principle is still the most aerioua omission in the methods employed. Lessons in lecture-form and repetition and recapitulation by the pupils do not occupy the subordinate position their comparative utility demands. In view of the general efficiency already indicated, it ia hardly neceaaary to advance commendation or criticism in detail on the work of the year in regard to the various subjects of the course of instruction. The introduction during the present year of the school paper suggests, however, special reference to reading. The two main purposes of this subject are —first, to afford practice and training in expression of language, and, second, to develop in some degree appreciation of literature and ability to acquire information. The first object is gained by the adoption of a course including matter suitably graded and selected with a view to the maintenance of interest. The lessons should embody ideas within the comprehension of the pupils, and the language should be, in words and form, well within their power of expression. It is then possible to expect full understanding and adequate rendering of the passages forming the oral exercises. Experience proves that in one or two of the chief reading-books in use these qualifications are not present. In general, the information is presented in an interesting form, and in the use of these books silent reading enters more readily into the methods of study. The school paper is calculated to serve both purposes, as it lends itself to the provision of lessons suitable both to oral practice and to the study of subjects of wide interest that will correct the narrowing tendency of the scheme of instruction followed by some teachers. One good result of the adoption of a school paper will be the reduction in the amount of atudy, in one subject at leaat, that lends itself to an excessive amount of revision at the end of the year, as the paper for each month should be the work for each auch period, and the estimate of the value of the preparation should be based on that condition. The maintenance of annual examinations is rendered necesaary by the existence of the " leaving certificate " in the Sixth Standard. The grant of this record by Inspectors is of important benefit to the schools and to the community, but its retention ia still proving detrimental in many schools by producing overpressure during two or three months immediately preceding the annual examination. Every effort should be made by teachers to remove this evil as far as possible by arranging the course so as to require even application throughout the school year. The examination of the Catholic schools shows a gratifying increase in general efficiency. The scope of the English lessons and the method in their treatment still present the least adequate aspect of the year's work, although there is improvement that suggests greater success in the future. I venture before closing this .report to express sincere appreciation of the consideration shown by the Board in the grant to me during the year of extended leave of absence, the sympathetic attitude of the members with reference to the necessity for such absence from duty. I have, &c, The Chairman, Education Board, Hokitika. A. J. Morton, Inspector.