157

E.—2

The arrangements for practice in teaching were in the main similar to those of previous years. From the coarse of instruction in methods for first-year students 1 have this pear omitted altogether practice by the student. In previous years each of the first-year students had to take, in addition to observational work, a certain amount of practice. I have tried the experiment of making the first year's course a purely observational one combined with instruction and discussion. It remains to be seen how far this plan has been successful. The same amount of practice and observation as formerly has been required of second-year students. Throughout the year each student has had a minimum of two hours per day in alternate weeks, with an increased amount of observational work in the months when the university is out of session. In addition to this, regular discussions and criticisms are taken. All the subjects come once more under review, and attention is focussed upon the essential elements in teaching and in managing classes. For all the practice work the fullest preparation has to be made, and it is pleasing to note the enthusiasm and interest taken by the students in this department of their work. A special place in discussion is given to the types of school to which many of the students on leaving the College will be assigned—viz., the sole-teacher school with all classes, and the lower division of a two-teacher school. The practice and observation in the former, which in the case of each student is spread over a period of eight weeks, is supplemented by special lectures dealing with the essential features of the country school. The lower division of the country school is dealt with, partly in conjunction with the sole-teacher school and partly in a special class of about forty scholars set up for the purpose. Here all the difficulties the student is likely to encounter in actual teaching are anticipated, and the problems likely to arise are discussed. Extension Lectures. —During the winter months short courses of lectures on scientific subjects were delivered in the hall of the College on successive Thursday evenings by Dr. Bell, M.A., Director of Geological Survey for New Zealand, and by A. Hamilton, Esq., Director of the Dominion Museum. Dr. Bell dealt with the physiography and geology of New Zealand, Mr. Hamilton with the Maori. Mr. R. Parker also delivered a lecture on " Shakespeare and Music." The lectures were open to students of the College, to teachers, and to the general public. A small fee was charged for the course. On the whole the lectures were well attended. The Board expressed its hearty appreciation of the kindness of the lecturers, who, without fee of any kind and at considerable disadvantage to themselves, rendered this most valuable assistance to the College work. Our best thanks are due also to Mr. George Hogben, M.A., Inspector-General of Schools, for a course of four lectures on earthquakes, delivered in the College as part of the olasswork in physiography. Nature-study Excursions. —ln connection with the work in physiography two nature-study field excursions were held —one at Plimmerton and the other at Akatarawa, Upper Hutt. The railway expenses of these were defrayed by the Education Department. Among the points observed and discussed were (a) various aspects of the work of a river, exemplified in the Porirua and Akatarawa; (6) formation of the coast in the vicinity of Porirua and Plimmerton ; (c) marine life found in the rock pools; (d) features of the bush, forest trees, shrubs, ferns, &c. For assistance in this work I have to thank especially Mr. L. Lancaster, one of our senior students, who conducted the botanical part, and Mr. L. Jenks, who conducted a section of students for sketching and drawing. As with the rest of the science work, so with this—the services of an expert are required in order that the best results may be obtained. I wish once again to express my thanks to all who have contributed to the work and life of the College during the year: to the members of the teaching staff for their co-operation and assistance; to Mr. and Mrs. Lee for their kind and generous hospitality to the students; to Messrs. J. G. W. Aitken, R. Parker, and S. and W. Mackay, for contributions and donations. * I append— (I.) Suggested scheme for the better training and classification of teachers. (II.) Outline of a year's work in Standard IV, in which the study of history is made the central point. (III.) List of authorized text-books. (IV.) Roll of students arranged according to districts. I have, &c, Wμ. Gray, Principal. The Chairman, Education Board, Wellington. * Not reprinted. CANTERBURY. Report of the Principal for 1909. Sib, — Training College, Christchurch, 21st February, 1910. I have the honour to present my report on the work of the Christchurch Training College for the year 1909. When the work of the year was begun 37 students remained over for a second year of training, and 5G new ones were admitted, of whom 42 entered under Division A and 14 under Division B. Our full number of students for the year was 9;), of whom 1 withdrew by permission of the Board to take an appointment, 1 was called upon to withdraw, and 1 withdrew without leave. Of the 93 students, the males numbered 20 only, a proportion of 2 males to 7 females. This at first sight seems unsatisfactory; but it has to be remembered that more females than males are required in the staffing of schools, and that in prosperous times women leave the service for a laudable purpose in much larger numbers than men. In this part of the Dominion, now that the recent expansion in staffing has been nearly met, the number of genuinely new appointments each year requiring male teachers will probably not be in excess of the number of male students sent out, especially if we exclude appoinmtents in the backblocks, to which young men who have the energy and ability to meet the demands of a teacher's work are reluctant to go, and will only with difficulty be induced to go.