Appendix C.l

E.—2.

VII

Nature-studt.—This subject is so closely connected with that of school gardening that there seems but little reason to make special reference to it. Still, there are a large number of "schools where gardening does not form part of the curriculum, but where nature-study lessons are regularly given. We do not feel disposed to refer" to the remarks appearing in last year's report, except to say that we have been glad to notice something of a breaking-away from old traditions in the matter of the elimination of a good deal of the elementary- botany, with its tiresome terminology, so laboriously worked up in the lower classes, and the introduction of a simpler and more rational method of dealing with the initial stages of the subject. We should like to draw attention to the demands of the syllabus, which makes it necessary that instruction in nature-study shall be given in all schools, provided that in schools below Grade IV a special programme in nature-study is not required. Some of our country schools have allowed the teaching of this subject to fall into abeyance, except in so far as Course A geography enables them to meet the demands of the s.yllabus. It is quite true that this branch of geography, if properly treated, is a very direct and useful training in nature-study; but it should be borne in mind that geography 7 is not compulsory until pupils reach Standard 111, is seldom taught below Standard 11, and is quite unsuitable for children in the preparatory classes, where not only syllabus regulation but also educational authority and common-sense demand instruction in nature-study. Reading, writing, a little number work and drawing comprise the only subjects taught in the preparatory classes in quite a number of schools, and writing —a thing abhorred by the average intelligent, active-minded child —looms largely, too largely, in the day's work. Few of the subjects as taught, in short, provide opportunities for making the child "talk," and it is for this reason that nature-study is deservedly so highly esteemed. No subject in the curriculum provides such golden opportunities for developing the child's powers of observation, reasoning, and expression. It opens up a new world for him. Here is a topic he can discuss. It encourages him to work, to seek, to think, to speak, and, added to this, it interests him, which in itself is a sufficient argument for its more extensive adoption. We do not wish in any way to add to the already heavy burden borne by sole-charge teachers, but we are desirous of seeing that the intention of the syllabus is carried out, and that justice is done to the training of our younger pupils, and we consider, moreover, that the introduction of suitable nature-study lessons into the curriculum of the lower classes is a very real and valuable aid to general progress. The programme attempted need not be extensive, and the simple treatment required should make no very heavy demands on knowledge equipment, so that there should be little or no difficulty in taking up this work in the way we have indicated. We hope during the course of the present year to see some form of nature-study introduced into the curriculum, of all classes in every school. Moral Education.—Some misapprehension appears to obtain as to what was intended or implied in our remaks last year having reference to the "preparation of a short programme of moral instruction." We certainly did not mean to convey the impression that we considered it necessary to prepare a programme at the beginning of the year and rigidly adhere to it as the months passed; such a plan would certainly fail to achieve the results we hope to see arising from wise and earnest moral instruction. What we wished to convey to the service was that each head teacher should have a clear idea of what was being done towards furthering moral education within the limits of his school, and, as the need for direct moral teaching is generally admitted, should know what special efforts have been made to secure the instruction required, and under what special circumstances certain lessons were given. It would be a fatal mistake to prepare and adhere to a fixed programme regardless of incidents in the corporate life of the school, or of daily happenings within the compass of the community and elsewhere. These could not fail to present splendid opportunities for valuable teaching, and should certainly find a place in any scheme of instruction submitted. On the other hand, it is necessary that teachers should realize the necessity for this teaching, should know beforehand — i.e., early in the year —the lines they propose to follow, and should gradually prepare a programme suitable to the special circumstances of school or class. The growth of such a programme may be slow, and in. all probability will not be accomplished without much anxious thought; but its potential value as a factor in education is so obvious and so great that but few will hestitate to demand its inclusion in the curriculum of school-work. The Service. —Before bringing'this report to a close we wish to put on record our appreciation of the zeal, earnestness, and enthusiasm displayed by the great body of teachers in the discharge of onerous duties, and of the careful consideration they are ever ready to give to suggestions coming from ourselves, and to modifications of aim and method, inseparable from progress, reaching them from other sources. With but few exceptions all have worked with energy, and have displayed a self-sacrificing devotion to duty which cannot fail to leave its impress on this large and rapidly growing district. There is much comfort in the conviction that the service of so many who are faithful in the ministry of teaching comes from a sense of vocation, that they hear and obey the call, and give of their best so freely and ungrudgingly. So long as these conditions obtain there can be but little apprehension as to future development and progress. ,--_., y E. K. Mulgan, V l James Grierson, I'" " ' r "'¥."] C. W. Garrard, Wm. Burnside, I Inspectors. J. T. G. Cox, G. H. Plummee, M. Priestly, , The Secretary, Auckland Education Board.