E.—lo

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The Work of the Primary Schools. The Chairman announced that the first subject for consideration was " The work of the primary schools." Mr. Petrie said he had had long experience as an Inspector—longer, he thought, than any one else in the Dominion —and he was vei y pleased, as the Chairman had invited him to do so, to state his views to the Conference on this subject. It was in 1874 that he oame as an Inspector to the colony, and during the years that had passed since there had been continuous and in many respects very great progress in our elementary education system. At the present time he thought the majority of schools—and certainly the great majority of the larger schools—were conducted in a manner highly creditable to the teachers, and in every way satisfactory from the point of view of the average citizen. His belief was thai the better schools of New Zealand were certainly as good as the better schools of Australia, anil were better than the same class of schools in Great Britain. In Auckland there had been a great influx of population for many years past, and large numbers of pupils from outside the Dominion had entered the schools. These were very rarely as well trained as our own pupils. Iff believed thai the general opinion of those who came in contact with our schools was (hat our primary-education system had no reason to fear comparison, as iho Miiiisier had pointed out, with similar school systems in other countries. We were leaching forward towards perfection, and our xvi\ zeal tended to make us judge ourselves rather harshly. He did not think our present syllabus was a perfect syllabus, but it was certainly a syllabus that allowed and encouraged the intelligent teacher to do highly efficient work. It left perhaps too much latitude to the average teacher. \Ye were in this position :We had a very large number of small schools in New Zealand, anil they were naturally accompanied by the payment of small salaries, and that naturally involved the employment of teachers of small capacity and low qualifications. He did not think it was necessary in connection witli the larger schools, but in the case of the smaller schools, in some subjects, such as elementary science, nature-study, and in other directions also, he felt that more direct guidance by a wise Department might do much good. As there was to be an Inspectors' Conference later on, he would not touch on the subjects ih.it would be discussed there. There were, however, one or two subjects connected with the syllabus of tin , public schools to which lie might refer. One of those subjects had attracted a good deal of attention in Auckland and in other parts of the Dominion. He referred to the unsatisfactory condition into which the teaching df geography and history had drifted in the last few years. That was due almost entirely to the policy of allowing teachers to use text-books and other aids of that sort without tin' accompaniment of special teaching. He believed that neither in ordinary political or commercial geography nor in history would they be aisle to do their work satisfactorily without express and deliberate teaching of what they desired to make their pupils master. That seemed to him to be one of the weaknesses of the system at present. It was, however, a weakness that, in his opinion, could be readily remedied. Another important matter was the question of school hours. He was of opinion, after having given the matter a good deal of consideration, ilia! it was very desirable that in the upper classes thov should maintain the teaching of handwork : but the inclusion of that subject in the work of these classes took up something like two hours a week, and it had been found that the cm (ailment of (h< , usual lime available for tho study of other subjects had been a great sacrifice. He thought it was highly desirable that live and a half hours' instruction should be given to each of ihe upper classes daily. That would lie a ohatlge that would not lie welcomed by teachers, but he thought tlio change must come. In Germany the daily school hours were six, and in some cases the school teaching extended to seven hours. The CHAIRMAN said members of the Conference would find information with regard to school hours on the Continent in the " Special Reports on Educational Subjects: No. 7 Schools and other Educational Institutions in Europe and America (Report of the Inspector-General's Visit to)." The report was issued by the Education Department. Mr. RITCHIE said his personal connection with our education system began in 1876, and since then, as a priniar\ -school teacher for a good many years, and as an Inspector for a fair number of years about half of Ihe whole period he had been in close touch with everything that had been going on, and lie must say h< , looked with a great deal of pride on the progress that had been made dm ing thirty-four years. Both as to the work done and as to its scope, they had much cause for satisfaction with the progress that had taken place. While the work was certainly less bookish than it was thirty or thirty-four years ago, its general scope anil substantial usefulness had grown very decidedly. The introduction of handwork was a very necessary step. They had to remember that most of the pupils passing through our schools would largely depend on the labour of their hands for their future subsistence; and even for those whose preparation might be aimed towards other Holds of occupation, still he thought that handwork came in as a very necessary part of their training. He could not say that ho welcomed Ml , . I'etrie's suggestion for an extension of the school hours. They wore dealing with young people whoso physical development must not be overlooked. There was probably a tendency everywhere in primary schools as well as in secondary schools ami in higher institutions — to attach undue prominence to physical training, especially in connection with school games, &c.; and in some cases they hail irone perhaps a little too far. He thought the average youngster could be t rusted to take a reasonable ai nil of exercise; but there were some districts where child-labour was a serious matter, ami at present there was a difficulty in getting children away from their homes for the number of hours we had been keeping schools open. Hitherto it had been live hours a day. and if they lengthened those hours they would have a great clamour from tlie pa rents and from others who were interested in the industries which depended to some extent on child-labour. The progress that had been made in giving an opportunity for extending the education commenced at the primary stage was certainly a matter they must look at with satisfaction. The number of scholarships given and