Appendix C.J

IV

E.—2.

A few notes on the quality of the work done in the various school-subjects are appended. Reasonably good progress has been made in the treatment of reading, the most pleasing feature being the more or less successful attempts of many teachers to get beyond the words to the thoughts of the author. Those thoughts are, in a good many cases, expressed with readiness and clearness. The chief mechanical defects are indistinctness of utterance and clipping of final consonants. The purpose of the supplementary Readers and of the School Journal is still to some extent misunderstood by some teachers, who treat them as ordinary Readers, and lessen interest in their subject-matter by unnecessary explanation and spelling exercises. Writing is, on the whole, fairly well taught. Where faulty writing occurs it can be traced either to the bad example set by the teacher, to carelessness and lax supervision of exercise-books, examination work, note-books, &c, or to the adoption of a faulty and often unhygienic posture. Spelling is extremely varied in quality. As in the case of writing, success is found to depend more upon thorough supervision than upon methods of instruction. In schools where the reading is marked by clear and distinct articulation, spelling is usually found to be good; in this case the oar assists the eye. Instruction in this branch of English would be facilitated by a more systematic treatment of word-building. Steady improvement can be recorded m composition, due largely to a more modern view of the subject, to a wider range of reading, and to increased facility in oral expression. Pupils are being encouraged to express their opinions freely on all matters coming within their view. More attention, too, is being paid to continuous oral l'eproduction of the substance- of books or extracts read, and to a continuous and connected restatement of dial lessons given by the teacher. Among the prevailing faults in the teaching of the subject we may mention—(l) Neglect of punctuation in the written composition; (2) adherence to one or two set beginnings and endings of letters; (3) failure to recognize the value of the small amount of formal grammar required in the higher classes; and (4) omission of suitable directive instruction introductory to the written exercise. We can cordially approve the practice, adopted in a few of our schools, of encouraging debates on current topics amongst the pupils of the higher classes. Keen interest is manifested in these debates; school work receives an added zest and attraction; whilst the range of knowledge and power of oral expression of those participating in them are greatly amplified. In a large number of schools the instruction in arithmetic is satisfactory, and the treatment is on approved lines. There are, however, yet to be found schools where a great deal of the work done is of a mechanical and unpractical kind. Generally speaking, however, blind dependence on rules is giving place to the exercise of reasoning, and pupils now show more facility than formerly in arriving at the thought-content of a problem. In many preparatory classes good use is made of counters and mechanical contrivances in the teaching of tables and of the simple operations of arithmetic, and in enabling the pupils to realize the values of the numbers dealt with. A tendency was noted in some cases to continue the use of these counters beyond the stage at which they might be most properly and most effectively employed. A fruitful cause of failure in this subject amongst the pupils in classes above the preparatory is its isolation from kindred subjects, and the sparing use made of the yard-stick, the tape-line, the pint and the quart measure. The practice of object-drawing is gaining ground slowly but surely. In this kind of drawing, however, there is great need for skilful grading. As far as geometrical drawing is concerned, the scales attempted are frequently of the most rudimentary sort, and are wretchedly executed. It would seem advisable, under the circumstances, to include scale-drawing in the proficiency examination as part of the drawing test. The courses of lessons arranged for teachers in elementary science have borne good results, in a considerable number of schools the instruction now being given in this subject is thoroughly practical, well illustrated by experiment, and nicely adapted to the wants of pupils. Examination shows, however, that there is need for constant reference to the standards of measure and weight which form the basis of the whole course. It is rather disconcerting in lind lads engaged in finding the specific gravity of various substances, who have but the vaguest idea of what a decimeter really is. The establishment of school gardens has in many cases necessitated a good deal of hard manual labour. It is pleasing to notice the vigour and good-will generally evident, and the strong interest the pupils themselves take in the work of the school garden. As yet, however, its educational value has not been fully grasped. " Besides being an example of good husbandry, a model of neatness and taste, and an exposition of the possibilities that lie hidden in the soil, the school garden should be a fruitful and pleasant field for observation and experiment, a valuable adjunct for the enforcement of ordinary school instruction, and a training-ground for habits of industry, carefulness, and self-reliance." Too little use has as yet been made of the little pamphlet issued by your Board on the subject: it is to be hoped that in the year to come teachers will avail themselves fully of its assistance. In certain places— e.g., Riversdale, Balfour, Waikaia, and Wild Bush the* aims and purposes of the school garden have received very successful interpretation. The very slender musical ability of many of our teachers renders progress in singing a matter of some difficulty. In a few instances we have found theoretical instruction being given without corresponding practical exercises, it cannot be too emphatically insisted on that such instruction is almost valueless. In a fair number of schools simple voice-training exercises are employed with good results. The use of a musical instrument to mark the rhythm of the marching movements is to be highly recommended : in physical exercises such an accompaniment is undesirable. The improvement in physical exercises effected thiough the labours of our instructor deserves generous acknowledgment. In most of our schools the physical exercises are now performed with vigour, regularity, and good effect, in not a few instances, however, they fail in their effect through insufficient attention to the details of the simple movements involved in them,