E.—2.

[Appendix C.

an examination-test in every way as searohing as the teel that obtained in this district previous to the coming into force of the new regulations. In October or November the school is again visited, and, in addition to the ordinary inspection, SO is examined, and the pass or fail for proficiency certificates practioally determined, while at the same time the eases of other pupils abmit whose promotion ihc teacher may be doubtful are brought specially under the Inspector's notice. In practice, therefore, in the lower-grade sol Is the responsibility of pro motion is still almost entirely assumed by the Inspectors. The annual schedules and class lists, relating to the teachers' promotions, were, we regrei to say, in many cases incomplete ami incorreel ; and, further, some did not come to hand iill the middle of February. These are Governmeni returns, ami the greatest care should be taken to see that they are complete in every particular, ami returned to the office by the date fixed. In connection with this question of classification, we notice in the Department's E.-l report of last year a decided expression of opinion that children are being kepi an unduly long time in the preparatory classes. It is pointed out that within the last few years the proportion of children in these classes has risen from 2828 to 36*66 per cent, of the total roll-number for the Dominion, ami thai the average age of children in SI has in the same time risen from eighi years eleven months to nine years two months (in this district the proportion is 34 per cent., ami the average of SI nine years). It is by the Department thai this average age might reasonably be reduced by a year, which would give a corresponding reduction in the average age of proficiency candidates, ami thus enable them to enter on their secondary course earlier. Secondary education is concerned with some M per een.-. only of our school population, while the primary system exists for the needs ami requirements of the Dominion as a whole, ami it is a question whether the latter should in this way be subordinated to the former for the purpose of enabling the proficiency candidate to begin his secondary course a year earlier, but that this object should be achieved by accelerating the child's progress through the preparatory classes is a matter for still more, serious consideration. Though the average age bf these classes is six years eleven months, a large proportion of children are not entered much before the age of six, and in the country districts, where the children have to travel any considerable distance, it is not the- practice of parents to enter them on i he school-roll until they reach the compulsory age of seven years. Now, to reduce the average of proficiency candidates to thirteen means that these children must pass out of the preparatory classes at the ilge of seven: under present conditions we do not think that this can be done, and, if it could be done, we doubt the wisdom of making the attempt. Without doubt a shortening of tin- preparatory course could l>e affected by more eliicient teaching in these classes; but. unfortunately, the exigencies of starting demand thai the services of the inexperienced pupil-teacher should be confined mainly to this blanch of school work, and, as we point out below, the tirst step towards an increase of efficiency must be an increase in the quantity of efficient teaching-power. This disability of age under which the proficiency pupil appears to labour would, we think, be largely discounted were the work of S(> correlated, or at least more in sympathy, with the junior work of the secondary school. At present in such subjects as English, science, and geometry there is frequently too little continuity in the matter of the methods (and text-booksi of the primary sc-1 1 and those of the secondary school. In our opinion a reduction in tin 1 school age can only l>e effected by some corresponding modification in the requirements of the syllabus. Six months ill the school life of the child could be saved by a different treatment of one subject alone- viz., arithmetic. We- have all along Contended that hi the upper standards the demands in this subject are too exacting. Science, English, everj other subject of the syllabus must "mark time" for arithmetic, and tiie progress of the primary pupil through the higher standards of the school course is steadily retarded in consequence. A four-years' course al a secondary school is now expected to lit a pupil for matriculation. During the whole of this course he will presumably be receiving instruction in arithmetic. Can it possibly be maintained that there is a difference of four years' instruction between the matriculation test in arithmetic and the test for junior free place, or even for proficiency? The Department lays down in the syllabus full directions for rational scientific instruction in arithmetic, but tin- benefits of an excellent course are being persistently sacrificed to examination tests ami requirements. Fear by year we are more strongly impressed with the necessity for the more liberal etafflng uf our schools. It has always been our endeavour "to hold the balance even " between inefficiency due to weakness on the part of the teacher and inefficiency due to causes beyond his control, and w< , have no hesitation 'n saying that such inefficiency as e.xists in tirades ."> and over is due more to inadequate stalling than to any other cause. Rarely have we serious fault to lind with the work of the school in which numbers and staff permit of an organization which does not impose on any teacher the control and instruction of more than. say. forty children. The Education Amendment Act of 1908 recognizes the necessity for this increase in stalling, and the granting of a certificated assistant in lieu of a pupil-teacher for schools in Grade I was one of the most beneficial of the many reforms instituted by the Department during the last ten years. Hut the extension of the benefits of the Act even to Grade ~> seems as far off as ever. We have instances of schools in tiiis grade in which at the beginning of the year headmasters are called upon to organize the work of 130 and even of 140 children with a staff consisting of one certificated assistant and an inexperienced pupil-teacher; for it must be borne in mind that our pupilteachers, being as a rule matriculated, are classified as third year, ami after two years they art' then either absorbed by the Training College or are retired owing to completion of service, so that the extreme limit of their experience is two years. We are not forgetful of the heavy charge on the revenues of the State imposed by primary education. We know that an apparently slight concession may largely increase that charge, but this question of staffing is vital to the efficiency of the whole system. The expert in woodwork, science, or elementary agriculture,

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