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list published by the Department the basis on which all appointments are to be made, it is satisfactory to note that several Education Boards have availed themselves of the graded list as a guide for the selection of teachers. The result of the first grading for a time received considerable criticism. This, however, was largely based on lack of information or on misunderstanding. The Department published a report on the grading, giving very full explanations and information, and in addition arranged for the Assistant Director to meet the teachers at the chief centres and fully discuss the points raised. As a result of this action most of the criticism was disarmed, objections were withdrawn, and a very general satisfaction was expressed by the teachers as a whole. The executive of the New Zealand Educational Institute, when recently discussing with the Minister the resolution passed at their annual meeting, stated that the Institute was so well satisfied with the grading scheme that it desired the Minister to make it the basis of a promotion scheme. Cases of individual dissatisfaction, of course, still exist, and will always exist, but it may be fairly stated that the teachers of the Dominion now recognize that the initial classification gave a result which was far more satisfactory than had been expected from a first grading. In June, 1917, the annual revision of the list will be made, and it is anticipated that most of the defects incidental to an undertaking of such magnitude and intricacy will be removed, and that the results of the revision will meet with general approval. The grading scheme should in course of time be the means of bringing about a better distribution of teachers according to merit. This more equitable and more effective distribution will have a decided influence on the efficiency of the schools, and will strengthen the teaching profession owing to the fact that merit alone will dominate the appointment and promotion of teachers. Nearly all the anomalies that have been ascribed to the grading scheme are those already existing as a result of the former system. These anomalies have been revealed but not created by the grading scheme, and some of them are of a kind that require the earliest possible removal. It is safe to predict that the grading scheme, together with the consolidation of small schools, will form the foundation for many of the reforms of the future. It emphasizes the fact that the teacher is " the man behind the gun," and that the assurance of a definite and equitable form of classification, together with a judicious distribution of the teaching talent thus classified, will stimulate all classes of teachers and will make for the efficiency of the schools. The Syllabus of Instruction. The three most essential factors in the efficiency of our system of primary education are the teacher, the nature of the syllabus, and the system of inspection. The syllabus, being the factor which the public can most definitely examine as a rule, receives a great deal of attention and criticism. There can be little doubt that the present syllabus is based on sound educational principles, and that in the hands of trained teachers it provides for a very sound primary education. Most of the criticism levelled at the syllabus has weight largely owing to the fact that many of our teachers are not sufficiently trained or are not modern enough in their ideas to be able to use the syllabus effectively. This raises the question as to whether a syllabus should be written down to suit the inexperienced or out-of-date teacher, or should embody a system of instruction in which a good teacher will find free scope. The obvious remedy is to train our teachers up to the spirit of the syllabus, and this will have to be done, though it will take a long time to accomplish. In the meantime several partial remedies may be applied. First, there is the alleged overcrowding of the syllabus to be dealt with. This is certainly easily remedied, though hot in the w T ay usually suggested. Head teachers who complain of an overloaded syllabus are in many cases themselves to blame, since each head teacher makes his own syllabus in most subjects as far as quantity of matter is concerned. Similarly, in many cases the