E.—lb

38

opportunity for criticism and advice thus furnished was found of great benefit to the teachers, especially to those with limited experience. During the year ten schools have been open on 420 or more half-days, and seventeen others on at least 400 half-days. Sixteen schools that were in operation from the beginning of the year report a school year of less than 400 half-days. While in a few cases the reduction in the number is due to special causes, there is still need, as in previous years, to draw attention to the failure to maintain the school year required by the regulations, which have been framed to allow time to prepare the course of instruction without undue strain. In this district, instruction beyond the requirements of the Sixth Standard is confined almost solely to that given to the secoudary class of the Hokitika District High School. Only eight other pupils that had previously obtained proficiency certificates were on the rolls of the schools at the time of the annual examination. Of these, six satisfied the extra requirements of the Seventh Standard by the inclusion in the course of advanced English and arithmetic and such subjects as algebra, shorthand, book-keeping, French, and Latin. In the secondary class instruction has been given to forty-seven pupils, of whom twenty-six were from parts of the district outside of Hokitika. The course extends as far as the requirements of the Junior Civil Servce and Matriculation Examinations. At the end of the year seven students were successful in one or both of these examinations. As practically in every case the term of study of the pupils of the class does not extend beyond three years, experience proves that to occupy a good position in connection with either of the examinations mentioned students require, on entry to the class, to have passed the final test of the primary course with some degree of credit, and it is important to note that, as the time devoted to secondary education in district high- schools is short, the work of the teachers is too exacting to allow of much special attention to pupils that join late in the year or that fail to maintain regular attendance. Another feature worthy of comment is the extent to which the work of the secondary class is overshadowed by the preparation for examinations. The Junior Civil Service is required by scholarship-holders, by candidates for positions as pupil-teachers or teachers of small schools, and by those entering various trades, professions, and the Civil Service. The result is that the first object of a large majority of the students is to pass this examination. For similar reasons the Matriculation Examination is the chief aim to a number of the pupils. Owing to the limitation in the time, the efforts of the teachers and scholars is concentrated on the courses prescribed, and subjects are selected according to their examination value. Practical science and technical subjects, especially, have to occupy a very subordinate position, and for this there seems to be no remedy. The limitation in both time and staffs forbids a wider treatment of the secondary course. The pupils presented for certificates in the Sixth Standard numbered seventy-five. Of these, forty-eight were granted proficiency certificates and ten received competency certificates. The number of failures has increased from seven in the previous year to seventeen. This apparent reduction in the efficiency of the instruction is due largely to the number of changes of teachers in schools in charge of sole teachers. In view of the proposal to hold all examinations of the pupils of the Sixth Standard throughout the Dominion at the end of the calendar year and the institution of this arrangement in some districts, it may be mentioned that of the seventy-five pupils of this class, seven on the roll of the schools of South Westland were examined in February or March, thirty-four were in the schools examined within one month of the close of the year, and thirty-four others were in schools where the annual visit was made within three months of the same date. No expression of a desire for an alteration of the present system has been made. Teachers find an interval between the examination and the end of the year advantageous in preparing pupils for scholarships and in revising the work of those joining the secondary class at the beginning of the following year. It is understood, moreover, that any pupil failing to secure a certificate earlier in the year is at liberty to present himself again during the examination of any school in December. The need for a change in this district is, therefore, not very evident. The classification of the remaining divisions of the primary schools has, in general, been carried out by the teachers with judgment and with concern for the future progress of the classes. In the smaller schools the Inspector naturally takes a larger share in the classification, which in all schools is based partly on the results of tests made periodically during the year. In this district it is not found so necessary to insist on elaborate schemes of work previously prepared, but a complete record is required of the work done during each term, and of the results of each periodical test. The chief difficulty in this connection is to secure a careful adherence to the requirements of the syllabus. On the one hand the use of certain text-books leads to the attempt to deal with matter not included in the prescribed course, and on the other too much regard for the scope of the examination-cards leads to the neglect of important branches of the various subjects. The number of questions in both the English and arithmetic cards set by the Education Department are too few. Consequently there is not room on any one card, especially in connection with the higher standards, to provide an adequate test of a year's work. This defect, with certain frequent omissions, leads inexperienced teachers to form an inaccurate interpretation of the requirements of the course of instruction. It has been necessary to impress upon them the fact that it is not text-books or examination-cards, but the prescribed course that must be the guide in selecting the subject-matter of the instruction. Apart from the derangement of the work of a few schools, due to changes of teachers, the standard of efficiency is quite equal to that of previous years. As in a small district ample opportunity exists for an intimate and regular acquaintance with the condition of the schools and for advice to the teachers on details of school work, it is not necessary to use this report for the purpose of inculcating, in connection with individual subjects, a knowledge of principles or methods of teaching. Attention is directed therefore to matters of more general interest.