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who deals with a single subject, is not permitted bj the regulations to undertake the instruction of classes numbering more than six and tweut) pupils, hut the ordinary class teacher, who, it is unreasonable I" suppose, is an expert in every one of tin- dozen subjects in which he has to give instruction, is expected to get satisfactory results with classes of sixty, and even seventy, pupils. Under different conditions it has perhaps been possible to drill these huge classes in the mechanical requirements of "the three lis," but the "fourth I!" of the new education the development of the reasoning-powers of the child -the cultivation of his mind and the forma tion of his character, demands an individual study and treatment which is only possible when the numbers of the class are kept within reasonable limits. The time for teaching children in battalions has gone by. • Though the position with regard to uncertificated teachers is not so acute in this district as it appears to he in other parts of the Dominion, it nevertheless calls for serious consideration. Omitting pupil-teachers and probationers, the number of uncertificated teachers in the Board's service out of a total of 415 in till is fifty-five; of these, six hold licenses to teach, sixteen are partially certificated,, and thirty-three are returned as being without any qualification beyond the ordinary Standard VI certificate. Many of these teachers, we are pleased to report, are si living with commendable zeal, and under considerable disadvantages, to get teachers' certificates, and we think that the time litis now come when the Board should take decided action in the ease of others who are apparently quite content to let matters drift on year after war without making any effort to improve their professional status. There are now in the Wellington District nine district high schools, with an attendance of 330 pupils, mil we .ire gratified to find that the highly satisfactory results obtained at our own examinations have- been fully borne out by the reports of the Department's Inspectors. andl by the results of the Civil Service Junior and Matriculation Examinations. Six of these schools—namely, Thorndon, Levin, Pahiatua, Masterton, Carterton, and Greytown—have adopted the extended "rural course" suggested by the Education Department; the other three continue to follow the ordinary Matriculation ami Junior Civil Servica courses. To the former group six special instructors (agriculture, 2; woodwork, '-': cookery and domestic economy, 2) are practically giving their whole time. Thanks to the Education Department's liberal treatment. both starting and equipment are such as should make efficient work on the desired lilies possible. Though the rural course has been in operation only a year, we do not think it premature to make the following suggestions, which would, in our opinion, add still more to its effectiveness : (1.) Closer correlation of the primary and secondary work. Much of the more elementary science, drawing, and handwork could be done in S5 and SG, thus giving more time for the special subjects in science, and therein adding much to the interest of the pupils in their new work. (2.) As the retention of special instructors in such subjects as physics, botany, chemistry, hygiene, and domestic economy can only be considered as a temporary expedient, the regular staff will lie expected in future to do most of this part of the work. In the case, however, of woodwork, cookery, and specialized agriculture, the itinerant instructor is still necessary. (•'!.) A closer correlation of the science subjects, in the ease of the boys with agriculture, and in the case of the girls with domestic economy, is desirable, and could be more effectively done by extending the work of the permanent stall. (4.) In view id' the amount of practical work in the course (tit least six hours a week) the hours of the secondary pupils might reasonably be extended. We look upon this adoption of the Department's extended rural course in our district high schools as the most important advance made in our educational system during the last decade. It has always been an anomaly that the Dominion, depending as it does almost entirely on agricultural pursuits, should have provided so little training specially designed to meet the needs of an agricultural community. We cannot say that the course has met with the approval that it has a right to expect in country districts. In more than otic case considerable opposition on the part of the local Committees had to be overcome before the course whs adopted. We found, moreover, the oommon fault of expecting too much from the primary school. It was never pretended for one moment that this course was going to turn out finished practical fanners. The intention, as expressly stated by the Department, was "to bring about a more intimate relation than, generally speaking, at present obtains between the course of instruction at district high schools and rural pursuits," and if the course accomplishes thus much, then it does all that it can lie reasonably expected Io do in our district high schools. Vocational training in agriculture is the function of the agricultural college or school specially established ami equipped for that purpose. ENGLISH. —In practically all our schools the time devoted to English subjects litis been considerably increased, and a corresponding improvement has been effected. In reading we still think tlie ideal of many of our teachers is too low. especially in the case of the upper standards. The marks allotted for this subject in the teachers' examination register do not correspond, as they should, with those given by us at the proficiency examination. Spelling-tests as set by us. are generally well done, better in some cases than we would expect from the pupils' general work. Very little formal teaching should lie necessary if the child is taught to read intelligently. We would even go further and say that time spent in teaching spelling, apart from the treatment of the word in its natural connection in the sentence, is practically wasted. That is why we consider a dictation-test always superior t" the usual list of words. Spelling reform would Ik- welcome for this if for 1 ther reason: that tlu- time now devoted to learning how to spell a word might be more uscfitlh spent in using that word. Written composition is satisfactory, though it seldom reaches a high standard. While recognizing the fact that we are constitutional!} a people not prone to express ourselves at great length, still that can lie no excuse for expressing our thoughts badly. The very bald —not to Bay cryptic—style of answers we often get must react on the written composition, and, furthermore, must argue some defect in the tone of the

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