The Evening Star: WITH WHICH ARE INCORPORATED The Evening News, Morning News, and Echo. FRIDAY, NOVEMBER 5, 1897. A NORMAL SCHOOL FOR AUCKLAND.

Auckland Star, Volume XXVIII, Issue 257, 5 November 1897, Page 4

The Evening Star: WITH WHICH ARE INCORPORATED The Evening News, Morning News, and Echo.

FRIDAY, NOVEMBER 5, 1897. A NORMAL SCHOOL FOR AUCKLAND.

For the cause that lacis -ustitaaoe, For the -wrong that need, resi-taneo, For the futuro in the distance, And tho good that v. c can do.

The establishment of a Normal School is now under discussion by the Board of Education. The present seems an opportune time to thoroughly inquire into the system, or rather want of system, in connection with tbe training of teachers. Not only in every other part of the British dominions, but also in every civilised community in the world, there exists a complete system for equipping young teachers for their important duties. New Zealand, with one or two exceptions, stands alone in its neglect of the paramout duty of training its teachers. The system pursued—if the haphazard method that prevails can correctly be called a system — leaves pupil .teachers to the irregular tuition of head-masters, many of whom have already more than enough to do in supervising large schools, and others have not : the . neces-

sary qualification or the requisite appliances for properly training teachers for their profession. The pupil teachers themselves are expected to pursue their studies after a fatiguing day's work in teaching a troublesome class of little children.

In Great Britain, pupil teachers on the completion of their apprenticeship must enter a Normal School, if they decide on continuing the profession of teaching. In such institutions," which are scattered all over the country in the centres of population, pupil teachers remain two years under the care and constant supervision of thoroughly qualified instructors in every branch of what constitutes a liberal

modern education. Here also expupil teachers qualify for their certificates, and when their curriculum is completed they are in a position to take employment in any public school. In an especial manner, in such institutions, teachers are thoroughly grounded in the art of teaching. These normal schools are open to all primary scholars who choose to attend them, and so superior is the instruction received in them that large as they are they are invariably crowded with scholars. The expense of conducting normal schools is generally less per head than the average cost of education in New Zealand, while the quality of the education is vastly superior. In Dunedin and Christchurch Normal Schools exist. The Principal of the Dunedin school, in a report dated the 9th of March, 1597, states: 'During the Christmas recess I visited Australia, and made inquiry into the organization and management of the training colleges in Adelaide and Sydney. At the Adelaide, college I saw the students under instruction, and also heard them giving their practical lessons in the primary school attached to the Training College. J received copies of the course of instruction, time-tables and notes of lessons, showing in detail the methods, treat-

ment, and exposition of everyday schoolwork. There are two training colleges in Sydney, one for men and

the other for women. I spent the greater1 part of two days in making myself acquainted with the working of their institutions, and I have now a very fair idea of the system of training pupil teachers and students carried out'in the sister colonies. I have to bring under your notice one or two ways in which I think we might with advantage follow in their footsteps: (1) We should have in our training college a supply of exhibits and specimens of all modern school appliances, requisites, and apparatus for 'illustrative and concrete teaching*. (2). We require a model infant room, designed and fitted up according to the most recent approved plans and methods. (3) The Training College should be brought into closer- connection with the University.'

Contrast this systematic training in the art of teaching with the practice which unfortunately prevails in New Zealand. Can we reasonably expect to get good educational results under a system the very foundations of which are radically defective? Here raw pupil teachers, whose equipment consists of a not very extensive range of book-learning, with only the crudest of notions as to the best systems of educating young minds, are often placed in charge of schools immediately they have completed their indentures. Living perhaps in isolated country districts, where all their surroundings tend to dwarf and contract the mind, the bad methods of teaching originally formed become confirmed and aggravated. Except such guidance as may be obtained from inspectors during their periodical visits, these unfortunate teachers have really no opportunity of improving themselves by.practical training in modern methods, and as they advance in their profession by seniority or influence, the pernicious consequences of the initial defect in their training are ever growing and repeating them-

selves

The Auckland Board of Education is responsible for imparting a sound education to the great mass of the children resident in this division of the colony. At the end of IS9G there were 26,007 pupils on the rolls of our elementary schools. The Board had in its employ SO7 teachers, of whom 237 were pupil teachers. It was administering'an income of £93,392, and disbursed last year £69,198 in payment to teachers. Is it wise or rational that so little attention should be bestowed upon the training of the men and women who are to give tone to the entire system, and whose influence and mental characteristics will inevitably be-come stamped in a measure upon the next generation of New Zealand colonists?

This unfortunate condition of affairs must be altered if New Zealand is to take its place in the front ranks of educational communities, and, as we mentioned, the present time seems opportune to effect a much needed reform. The Board's architects have reported that Wel-lesley-street School is in a condition rendering costly repairs absolutely necessary .Instead of tinkering an old building the money required to place tbe present structures in good order would be much more judiciously spent in commencing the erection of a two-storied brick building to provide accommodation for a normal school, furnish offices for the transaction of the Board's business, as well as accommodation for technical in^ struction. At present tbe Board pays for offices and Saturday classes for pupil teachers about £390 per annum —a sum which, at five per cent., represents a capital amount of about £SOOO. The pupil teachers also pay a considerable amount for the assistance of 'coaches,' in order to enable them to aualifi* for certificates, a sum which would be saved if a Normal Sr-bool were established. Not only, on the score of efficiency, but on that of economy, does the establishment appeal to the sympathy of the public. Payment for the building could be spread over say three years.

The consideration of this all-import-ant matter has been adjourned until next meeting of the Board of Education, and the public will anxiously watch the result. Members must either vote to retard the advent of an essential adjunct to our national system of education so far as Auckland is concerned, or they will, as we fully expect, vote for the erection of a Normal School, which will prove alike an ornament to the city rjnd a benefit to the community.