REPORT OF MR. DISTRICT INSPECTOR CANNY.

Eagle Junction, February, 1909.

SIR,-I have the honour to submit my Annual Report for the year 1908.

DISTRICT.

The boundaries remained the same as in the previous year until about the month of July, when twelve schools in the Harrisville and Peak Crossing centres were added to my list. This increased the number of schools to 108. Of these, 105 schools were inspected, but I regret to say that owing to a fortnight's illness, and to my time being occupied at intervals with certain special official duties, there was no time left for second inspections. I have always held the opinion that second inspections are most desirable, and, in some cases, absolutely necessary. Previous experience has revealed to me how that, after the inspector's visit, certain teachers "rest upon their oars," neglect the records, and pass lightly over, or entirely ignore, the advice and hints given at the periods of detailed inspection. To keep such teachers up to their work a second visit is most needful, and I have always endeavoured so to arrange my time as to provide for a large amount of second inspection work. Inquiries re the establishment of new schools were held at seven centres of settlement, and reports favouring the applications were forwarded to the Department. At some of these inquiries murmurs of discontent were heard from some of the new settlers from other States as to the needlessness of such inquiries, and explanation had to be given why the inquiries were considered necessary. I must, however, speak in very favourable terms of these new men. They seemed most desirous to provide means of education for their children, and they were very willing to contribute in the way of money and work towards the erection of schools. The introduction of these Southern men has been of decided advantage to the State, but concerning the industry in which they mostly engage-dairying-I shall have something to say later on regarding its influence on school attendance. New Provisional schools were approved at Mount Kilcoy, Kin-Kin Creek, Upper Skyring's Creek, Black Mountain, Durundur, and there was further recommended the re-opening of the school at Imbil. The conditions at Hopetoun have been improved by the addition of a classroom. New buildings of a substantial character have been erected at Cooran, Mapleton, and Montville. New Provisional school buildings are about to be erected at Neurum Creek, and Wararba.

In the way of improvements to the school grounds well-kept gardens have been established in many centres, the most noticeable being the school garden at Eumundi. Here is the best horticultural work to be found at any school in the district. In a few instances it was found needful to check the tendency of teachers to overzeal in the matter of gardening operations at the risk of neglecting their more legitimate work in the schoolroom. These teachers had to be reminded that their first duty and that for which they were paid by the State was to teach the children to read, to write, and to "cast accounts."

INTERNAL ORGANIZATION.

STAFFS. The total number of teachers employed in the schools in this district was 184. The teachers are as a rule carrying out their duties conscientiously and successfully. The faults referred to in the report of last year have in the main been remedied. The work set for assistants by the head masters has not been so excessive, and is now being more frequently examined. Except in a very few instances, the work of inspection was rendered pleasant and easy in the performance by the loyalty and support accorded by the head teachers. In the one or two instances where it was otherwise the work was hampered by unwise interference or inopportune explanations on the part of those whose positions and experience in the service should help to lead them in wiser paths, though I by no means desire to deny to the teacher the right to defend his position in cases where he may consider that the tests have been unfair. I found the relations between head teachers and their assistants decidedly healthy and happythe master or mistress considerate and sympathetic; the assistant loyal and dutiful. A very large number of assistant teachers are now qualifying themselves in the matter of attainments for the position of teachers of the Second Class, while not a few are well on the way towards securing a pass in the First Class examination. The papers on literature at the recent examination for admission as teacher of the Second Class showed, in many instances, wide reading and a very fair degree of literary culture. It is a significant fact that nearly the whole of these capable students received their education in State schools, and nowhere else. It adds one point more in evidence of the efficiency of our education system in the past.

DISCIPLINE.

The important matters of order, obedience, attention at lessons, and general behaviour of pupils continue to receive due attention. In only one school have I had to report unfavourably of the discipline. I think that the "Manners Chart" might be more freely availed of in cultivating what is known as the "minor morals." In the higher features of discipline the example of the teacher stands as the first and most necessary factor. Whether knowledge of what is right leads to right conduct is a debateable point, but there is no doubt about the influence of example. Let the teacher himself be virtuous, let him be conscientious, dutiful, and just, and then there will follow all that is necessary for producing a high moral tone in the school. If, on the contrary, a teacher is lax in any or all of the points above, I fear that his lessons on morals will be of little avail. I am in a position to report that many teachers in this district reach near to the higher ideal, and that most others endeavour to follow closely on the lines and in such ways as to develop good character and right conduct in their pupils. To name the schools in any order of merit in this matter of discipline would be difficult and invidious. Reports dealing with any special excellencies in this important department of school work were forwarded to the Education Office at the times of the detailed visits of inspection. I mention this matter now as a goal to be aimed at by those teachers who hitherto may not have fully realised the great importance of moral training in their schools.

ATTENDANCE.

Owing to decrease of population in the important centre of Gympie there has been a falling of in the enrolment. The average attendance for last year shows improvement in the matter of quantity, the percentage of enrolment being 79 4, as compared with 735 in the previous year. There is, however, no improvement but rather a decline in the quality of the attendance. In the dairying centres the falling off in quality is most noticeable. In the last Annual Report both Mr. Kennedy and Mr. Radeliffe made very pointed remarks in connection with this matter. I have but to state that my experience is similar to theirs. Children of tender age are kept at work on the dairy farm from an early hour in the morning until a late hour at night, with little more than half a day's schooling intervening. Under such cotditions the child suffers both physically and mentally. A little reflection will show that such a condition of affairs will operate injuriously on the future well-being of the State. I see no remedy except in the enactment of laws prohibiting the undue employment of child labour on farms.

INSTRUCTION.

ENGLISH. In my Report of last year I wrote at some length on this subject, but there is much more to be said on it, and much need to emphasize, and to enlarge upon the views previously expressed Still in but few schools is the subject-matter of lessons and the explanation of the text treated intelligently. I find the meanings of mere words substituted for meanings of phrases, teachers either unable or unwilling to take the kernel out of a lesson, and children uninterested in what they read, owing to the exclusive attention to the dull, mechanical, and useless work of reading what they do not understand. Here I would remind teachers that the proper understanding of the text depends slightly, if at all, on word meanings. The fault lies in want of preparation. Some attention is given to the preparation of most other subjects, but it is thought by many teachers that no preparation is needed for the reading lesson. Yet there is no subject in the school course where careful and intelligent preparation is more required. It is here that the difference between the well-informed and the ill-informed questioner is shown. During the year I frequently asked the teacher to examine his class on the text of the reading lesson, and with few exceptions the result was most disappointing. If teachers would come to realise how much beauty and brightness is revealed to the pupil by the clear exposition of the meaning of some choice passage, and how pupils delight in being led to discern the meaning of an extract from some standard author, I feel certain that more attention would be paid to the important point of what is called "questioning out" the text of the reading lesson. Appreciating, as I think I do, its usefulness as an educative element, and as a means of intellectual culture, I cannot help dwelling on this matter of comprehension, and setting it forth as prominently as I can for the help and guidance of teachers. It is a branch that does not lend itself to "cramming," or to getting up," and in schools where I find good work in comprehension I usually find correspondingly good work in most other of the intellectual branches. Whether teachers are willing to take action in the manner pointed out, I do not know. Hitherto, except in a few rare instances, they have not done so. My own duty is clear. I shall consider no work in the way of reading as satisfactory where knowledge of subject-matter is defective.

As regards the quality of the reading in the schools of this district, it is not yet what one could desire. In last year's Report I ventured to state that many teachers in the matter of reading supply poor examples for their pupils. They fail to understand how much is needed in points of emphasis, pausation, and expression, and consequently they are too easily satisfied with a low standard. Many years ago a distinguished English school inspector-the Rev. Mr. Leny-wrote as follows:-"In the vast majority of instances the pupils are not only not taught to read well, but they actually acquire the habit of reading badly from their teachers." I fear that in many of our schools Mr. Leny's remarks will nowadays apply. It is certain that good reading is rare, and it will continue to be so until teachers realise the great importance of the subject, and strive by every means in their power so to improve themselves in the art as to furnish good pattern-reading to their pupils. As more strongly emphasising my views on this matter, I quote the following remarks from the London "Times" :--"What, however, every man must do in one way or another, what is the common gift of all classes and all professions, what is the first and foremost difference between man and brute, between one man and another, is left to chance, without any assistance whatever from schools or universities. The best education that the country can give offers no security whatever that a man shall not offend and disgust when he should please and inform. Enter church after church in the metropolis, or elsewhere, and you will find the prayers read by a machine, and the sermon preached by a droner. This ought not to be, but it is so, and will remain so as long as the arts of reading and speaking are neglected in all their stages and applications, and nothing is cared for but headwork and penwork, as applied to ancient languages and pure mathematics." Now here is an extract that should receive the careful attention of every teacher who gives intelligent thought to the subject of reading. It should act as a stimulus to self-improvement in one of the most beautiful of the refined arts, and in a practical sense it should make him cognisant of the enormous value attaching to the subject of reading in the elementary school. If we get not good reading in the primary school we get it nowhere, for our Grammar schools regard the teaching of reading as beneath notice, and concern themselves chiefly with the practice of securing passes for clever pupils in the University examinations. It may appear from my remarks on reading that I am carried away by over enthusiasm, and that I am forgetful that other and equally important subjects are to be taught. But I do not suggest that an abnormal proportion of school time should be given to the subject, but, more important still, I advocate that whatever time is given should be intelligently utilised, and that teachers should come to such work fully cognisant of the incalculable good that may arise from even one well-taught reading lesson. The best work in reading was found in the Gympie Central Girls' School, the Gympie One-mile Girls' School, the Fortitude Valley Girls' School, the South Brisbane Boys' School, and the Provisional schools at Villeneuve, Kenilworth, Moorang, and Landsborough.

In the work of English composition I am happy to report that steady and continued progress is being maintained. Increased attention is paid to securing clear and intelligent oral expression by the pupils of their knowledge in any of the various subjects of instruction; for, be it understood, that a pupil's

powers of expression can be cultivated in the work of such a seemingly non-correlative subject as arithmetic. The best examples of continuous address on the subject of lessons were from two pupils in the Fourth Class in the Bowen Bridge Road School. All that is required here is to allow and encourage pupils to deliver themselves on any simple topic, and it is wonderful how in this way the art of correct and connected speaking can be cultivated even in the elementary school. In written composition the work was less satisfactory, owing to the fact that not sufficient variety in the composition exercises is set for the work. The programmes in many instances show want of originality. Teachers seldom trouble themselves to study Meiklejohn or other modern-day authors on the art of writing English, and, as in the case of reading, they often set before pupils weak examples for imitation. The best work in written composition was found in the One-mile Girls' School (Gympie), where the papers in some instances were so good as to tempt me to forward them as samples to the Department. The establishment of school libraries continues to operate with beneficial results, though in a few instances evidence was not wanting to show that the books serve more for ornament than use. The closely-packed dusty volumes "Now in peace remain amidst their kindred cobwebs." The Gympie Girls' (Central) School still holds the field in what may be termed a taste for reading.

MATHEMATICS. Since the introduction of the present syllabus it is every year becoming more apparent that the work in arithmetic is falling away in the power to handle numbers in any extended form, in other words, that the pupils show less facility in calculation. Formerly a First Class at the end of the period could readily add up columns of five places across and six places down, nor was intellectual training in the way of practical problems neglected. Now teachers object if a First Class is set to work a sum involving calculations of numbers exceeding 200. As a result of such conditions, the work to be overtaken in Second Class has become increasingly difficult, and so on through the work of Third and Fourth classes. In these last-named classes much of the difficulty would be overcome if teachers would insist on a thorough preparation of the tables, if some of them would lay aside their American "fads" about "basic" methods, and come to realise that in arithmetic, as in most other branches, a large measure of the instruction must necessarily be empiric, and that memory work must be largely cultivated in the lower classes as a sound basis for intellectual training in the upper classes. In Fifth and Sixth classes in country schools I still find teachers "running before their horse to market" by attempting to teach advanced rules on little or no foundations. I must here, again, give the advice often before tendered, to attempt less, and to secure sound work in whatever is attempted. On the whole, I regret to say that in but few schools was the arithmetic satisfactory, and that even in many of the more important schools the results fell below the standard of moderate. It is difficult to account for this, other than in the ways I have tried to explain. The time allotted to the subject in all schools appears to be sufficient-from six hours to seven and a-half hours weekly. Arithmetic was formerly a popular subject in our schools. It would be a pity if such an essential branch were to fall in favour with teachers. I would here call the attention of both parents and teachers to the Director's remarks on arithmetic in his general report for 1906. The best results in the subject were found at the following schools:-Eumundi, Coochin Creek, Caboolture, Fortitude Valley (Boys), Hopetoun, and Landsborough.

HISTORY. Among the subjects of secondary importance in the curriculum, history holds a prominent place, whether we regard it as a means of improving the judgment, refining the taste, or of furnishing an agreeable source of intellectual enjoyment. In a few schools some attempt is made in one or other of these directions, but in no school does the subject as taught cover the entire conditions. Under the old schedules the subject was taught in periods, and with a fair degree of success by teachers who possessed the proper perspective faculty, and who from well-stored minds could illumine the narrative, and thus cultivate the powers of fancy and emotion with which most children are gifted. The story of England was connected in the pupils' minds in some degree of chronological order. But it was found that in many instances the method was marred by the fault of cramming pupils with dry facts and dates, leaving little or no impression on the mind as to the relative importance of the facts or as to their bearing on the history of British progress in the paths of freedom and civilisation. A change was made in favour of teaching the subject by the plan of making the pupils acquainted with certain "Stories from History." The change was made in accordance with the modern-day idea that a child must not be taught anything that he does not like, but that he must be spoonfed from babyhood to manhood, and trained in the idea that life will present no difficulties to be mastered, or no unpleasant duties to be performed. I have conversed with many teachers of repute as to the working of the present system, and most of those to whom I have spoken do not approve of the plan. They say that there is now no connection in the narrative, and that there is little or no acquaintance with the order of events. I fall in with this view, and, though there are schools where the history lessons are well taught, and would be well taught under any conditions, yet in most schools where the subject is attempted I find the results less satisfactory than was formerly the case. The "stories" are often indifferently told, and there is impressed on the pupil's mind little useful knowledge, and less of that mind-training calculated to induce after-study of the subject. I hesitate at the present time to advocate any further change. I fear that changes in recent years have been too frequent. But I would advise teachers to introduce into the work of history teaching a little of the former method, so as to give children some idea of the order of time connected with such stories as those of--Alfred the Great, Simon de Montfort, Henry V., Joan of Arc, Cardinal Wolsey, John Hampden, the Duke of Marlborough, Lord Clive, George Washington, The Two Pitts, William Ewart Gladstone, &c. This plan is followed in many schools in this district, where the best lessons in history are being taught.

NATURE KNOWLEDGE AND OTHER SUBJECTS.-The work in Nature study is being duly attended to, and in many schools with a fair degree of success. This district lends itself in a very marked degree to original work in Nature study, both from a geological and a botanical point of view. Along the railway line from Brisbane to Gympie there is scarcely a place that does not present the most interesting varieties of surface formation and plant-production. Here "the eye may give a useful lesson to the mind, and Learning wiser grow without his books." Some of the teachers who attend the Brisbane Technical College for lessons in botany and geology show fairly fruitful results in their lessons on Nature study, given in connection with the local surroundings of their schools. I have gained much from listening to some of these lessons, and I have tried to help other and less experienced teachers in this interesting

work. Teachers should, however, recollect that Nature knowledge is but one branch, and not the most important branch of school work.

The specimens presented in needlework were, as a rule, poor both in quantity and quality. When visiting schools in the middle or towards the end of the year one would expect to see fair advance is sampler work and in articles of dress, but though two hours a week are usually allotted to the subject the results were more or less disappointing, and there was frequently shown want of attention to cleanliness in handling the material. Decidedly the best work in samplers and garments was found at the Gympie One-mile Girls' School, compared to which in the matter of needlework no other school comes within measurable distance.

The home exercises were generally very satisfactory. They were sensibly set, carefully written, and carefully corrected. In many schools the work in home exercises is still excessive; the unwise intervention of parents is often allowed to come into play. In the densest spirit of ignorance these parents think that if their children are not plied with piles of home lessons there is no progress. To please such parents, and to prevent any falling away in attendance, certain head teachers overburden their assistants in setting and checking an unnecessary and often harmful superabundance of home work. For my own part, I would recommend departmental interference here, in order to prevent unwise competition, and seemingly corrupt advertising. The Department has more than once set its face against the evil of excessive homework. I fear it has now become necessary to deal with the matter in the form of a Regulation. Three home exercises in the week of about an hour's duration should suffice for all benefits to be derived from this branch of school work.

GENERAL.

Notwithstanding the faults pointed out in this report in matters of attendance and school-work, I have yet to report that, after a careful survey of the year's operations, sound and steady progress has been shown, and that the schools of this district maintain, as a rule, a high standard of efficiency in points of teaching and management.

Among the list of successful winners of Grammar school scholarships three came from the South Brisbane Boys' School, and one from the Fortitude Valley Girls' School. In the matter of district scholarships one came from the Gympie One-mile School, and one from the Gympie R.C. School.

I have, &c.,

The Under Secretary, Department of Public Instruction, Brisbane.

J. A. CANNY, District Inspector.

REPORT OF MR. DISTRICT INSPECTOR GRIPP.

Taringa, February, 1909.

SIR,-I have the honour to submit my General Report for the year 1908.

DISTRICT.

The Maryborough District, of which I had charge, was nearly the same as in the previous year, the only difference being caused by the exclusion of the Eidsvold school, which was placed on the Bundaberg list. In the district are included all the schools from Sandy Cape and Double Island Point in the east to Gayndah and Nanango in the west, and from Howard in the north to Blackbutt and the neighbourhood of Gympie in the south. In addition to these, 7 State and 3 Provisional schools belonging to the West Moreton District were added temporarily to my list. The number of schools in operation during the year in the Maryborough District proper was 101, of which 25 were State, 74 Provisional, and 2 Roman Catholic schools.

As anticipated when I wrote my last report, the activity in establishing new schools during the year now under review has continued to increase. Eight new schools were opened during that time, comprising a State school at Degilbo (superseding a Provisional school); and Provisional schools at Murgon, Red Gate, and Tingoora, all on or near the Kingaroy Railway; at Brown Ridge, near Tiaro; at Takura, near the Pialba Railway; at Didcot, on the Gayndah Railway; and at Cinnabar, near Kilkivan. The establishment of three State schools to supersede Provisional schools was approved-at Kingaroy, Taabinga Village, and Coolabunia; and also the establishment of seven more new Provisional schools-at Buckland and Meandu Creek, both near Nanango; Woowoonga East, near Biggenden; Ideraway, near Gayndah ; Taromeo, near Blackbutt; Merlwood, near Murgon; and Haly's Creek, near Kingaroy.

The schools closed during the year were the Degilbo Provisional school already mentioned, and the small Provisional school at Cinnabar, which was in operation for a few weeks only.

The school at Musket Flat was renamed the Bowling Green Provisional School.

With the exception of the Cinnabar school all the schools in the district, together with the ten West Moreton schools, were fully inspected, but owing to want of time no second inspections were made. Several schools were, however, visited again towards the end of the year for the purpose of examining candidates for the annual examination in reading, drill, and class teaching.

The total number of pupils present during inspection was 5,027, equal to 84 9 per cent. of the number on roll, of whom 4,394 belonged to the Maryborough and 633 to the West Moreton District: 3,316 were in State, 1,523 in Provisional, and 188 in Roman Catholic schools.

The West Moreton and the Maryborough Roman Catholic schools will not be further alluded to in this report Fourteen inquiries were held, of which ten were in connection with applications for the establishment of Provisional schools, two with the supersedure of Provisional by State schools, and two with the enlargement of Provisional school buildings. Of the 10 Provisional schools applied for, 9 were approved, and 2 are already in operation, tenders have been called for 3 others, while 4 have not yet reached that stage. The establishment of a Provisional school at Reid's Creek, which was approved in September, 1907, has not yet been carried out.

In consequence of the reclassification of schools, only five schools, which are not vested in the Minister, will henceforth rank as Provisional schools-viz., Braemar, Oakview, Running Creek, Sandy Cape, and Double Island Point.

From the beginning of the year until 10th March I was occupied in valuing examination papers, holding two inquiries, writing my annual report for 1907, and in a week's leave of absence; from 11th March until 28th June in ordinary inspectoral duties; from 29th June until 19th July in setting examination papers and in two weeks' leave of absence; from 20th July until the schools closed for the Christmas holidays in the usual inspectoral work; and from that time until the end of the year in supervising the annual examination of teachers and others at Maryborough and in valuing examination papers.

During the year I travelled about 8,500 miles, of which nearly 7,000 were by train, 1,300 by buggy and coach, and the remainder by steamer and on horseback.

MATERIAL ORGANIZATION.

In the State schools the amount of inside floor space is, on the whole, sufficient; but the Pialba, Nanango, Gayndah, and Albert (Maryborough) are more or less over-crowded: in each of these the verandas and playsheds have to be used for teaching purposes, a practice which has many obvious drawbacks. Of the Provisional schools the accommodation is scanty at Kingaroy, Wondai, Murgon, Reid's Creek Upper, Memerambi, Blackbutt, and Taabinga Village. The latest style of building adopted for Provisional schools is far superior to any that has preceded it. The additional 3 ft. in the length and 2 ft. in the breadth conduce very materially to the convenience with which classes can be worked, while the smooth walls and general neat finish enhance the appearance of the room and enable the teacher to decorate it with properly hung maps, charts, pictures, &c., which it is almost impossible to display to advantage in the old buildings with the studding inside and walls of unplaned weatherboards.

The buildings are, as a rule, in good repair. Painting is in many instances desirable; but, in order not to cause too great and sudden a drain on the available fund for this purpose, I recommended it only in extremely urgent cases, leaving the less urgent ones to stand over for a while longer. A teacher's