113

H.—2

of our schools lack training, and, lacking it, are wanting iv one of the most important qualifications for rightly directing the powers of others; and, moreover, their time is generally so fully occupied in teaching that they can devote little attention to the shortcomings of their subordinates. The consequence is that teachers, coming from some of our best schools, have most objectionable ways of doing work, .attaining in the end results which could have been secured at half the expenditure of time and labour, and with much greater pleasure to both teacher and scholar. And, further, it must be borne in mind that in the course of years even trained teachers are apt to fall into particular grooves of work, and thus their pupil-teachers have not the opportunity of acquiring that wider knowledge of methods which would enable them perhaps to choose one better adapted to their own individual requirements. On every ground, therefore, it is desirable that the training-school course should be made as far as possible an integral part of the pupil-teacher routine. Even then it will be necessary to enlighten the general public on the matter, and awaken them to a sense of the importance of special training for the teacher's work. The phrase, which is becoming a stereotyped part of most advertisements for country schoolmasters, "A married man preferred," would lead to the supposition that in the general opinion a wife was the all-essential qualification for the office. Practically, this is offering a premium to early and ill-considered marriages, and in England the tendency of this has been to permanently impoverish teachers and their families. I have gone into these matters at some length as the interests of the Normal School are clearly bound up iv them, and my attention has of necessity been frequently called to them during the past year. The staff of the training department has been strengthened during the year by the appointment of Mr. A. C. Newton, 8.A., one of the most respected teachers of the district, as second tutor. This arrangement has enabled me to devote more time to the work of the students employed iv the practising schools. I cannot speak too highly of the pains Mr. Newton has bestowed on every detail of his work, and of the thoroughness with which he has at all times sought to carry out my wishes. Mr. AVatkins continues his labours with all his former enthusiasm and success. His exceptional ability as a teacher, and his knowledge of training work, render his assistance invaluable to me. The curriculum of study remains substantially the same as before, but the time-table has been modified during the past term iv order to give the students leaving shortly a thorough final preparation in accordance with their individual necessities. Our great aim, however, continues to be general culture rather than the special requirements of a particular examination. Lengthened experience convinces me that this is by far the truest, most enduring work—the work that in the long run succeeds best in every way. On the whole, I have every reason to be satisfied with the diligence and progress of the students. With very few exceptions all have given ample proof of an honest endeavour to make the most of the powers they possess, and I am glad to feel that the regulations of the Board will make these exceptions still rarer in 1879. During the past year a resolution was adopted by the Board permitting advanced students to carry on their general studies at Canterbury College, receiving technical instruction and professional training only in the Normal School. One student only, however, was able to avail himself of this permission, and, anxious as I am to see the work of the two iustitutions more closely assimilated, I am greatly afraid that few of our students will be able to profit by attendance at the University classes, and for these reasons : — (a.) The lectures are of too advanced a character for the many, the University course commencing where the ordinary course of training ends—the D certificate, the highest immediate aim of the great majority of our students, being about equivalent to matriculation, (b.) The requirements of the professors are such as to tax to the utmost the abilities of those who can devote their whole time to the preparation of the work. Many students engaged during the day find it almost impossible to keep abreast of others in their college course, and those who do so, do so in some instances at great risk to bodily health ; and all our students would be required to devote considerable time to professional improvement every day. (c.) The lecturers have so much ground to cover in a little time that it is impossible for them to go into details so minutely and to do the work so thoroughly as we require. (d.) The College course embraces only a very limited number of our subjects, and it would be therefore still more difficult for our students than for others to concentrate their attention sufficiently on these to insure progress in them commensurate with that of others, (c.) The University year commences in March, when our best students will be leaving us, and ends in October, just at the time when we might hope to have some eligible to enter with profit on a course of higher instruction. I hope and believe that, eventually, many of our students will proceed to their degree, and that the thorough grounding they have received, the habits of wise study that have been fostered, the enthusiasm for it that has been kindled, will all be found to conduce to their ultimate success. But Ido not think many will be able to pursue with advantage both courses at once. The arrangements for the theoretical training of the students continue as in my last report. That they have worked well has been abundantly proved by the results witnessed in the practising schools, the ability displayed in the criticism lessons, and the decided improvement shown in each successive essay. 1 have rarely heard better lessons than were given by some of the students this year, and the power of educative analysis displayed by the others in their criticisms was a gratifying indication that they were able to recognize true principles under methods the most diverse. The system of criticism lessons is sometimes condemned. I believe the arguments against it, however plausible, rest on no solid foundation, while, as a means of training, I regard the practice as simply invaluable. I have made still more use this year than previously of the school-management discussions among the students, and the papers read by them have all shown traces of decided ability, and afforded pleasing evidence of personal professional study. Next year I propose to avail myself still more largely of this means of training and shall give fewer lectures on methods of teaching, but, having laid a solid foundation of principles of education, shall endeavour to lead the students on to devise for themselves the methods most suitable in special cases. In the course of the year several students have been sent to take temporary charge of schools, and the reports of their work have been uniformly satisfactory. But it will be, I think, necessary to remind Committees that tbey have no claim on us in this matter, and it is advisable that students should 15— H. 2. (App.)