H.—l

95

CANTERBURY. REPORT ON NORMAL SCHOOL. Sic, — Normal School, Christchurch, 7th March, 1878. I have the honor to submit my report upon the work of the Normal School for the half-year ending 31st December, 1877, and would avail myself of the opportunity it affords me briefly to sum up the results of my first year's labours in New Zealand, and to compare the present position and prospects of the institution with its condition when I arrived in the colony —December, 1876. It was then only nominally a Normal School, differing in few essential particulars from an ordinary district school. Comparatively few persons knew even the meaning of the name, and of these very few had clear conceptions of the work of such an institution ; the many openly condemned it as a useless piece of extravagance, or regarded it with supreme indifference. Outside the circle of the Board of Education it had very few friends. The outlook was anything but cheering, and to me, personally, disappointing. But there could be no doubt about the policy to be adopted. It was manifestly advisable to begin active work forthwith, and to bring the influence of the institution to bear in as many different ways as possible, and thus, by making it the centre of the most varied usefulness, to disarm prejudice and impress the outer world in its favour : in short, to make it a Normal School in reality, and to keep it steadily before the public eye. The sympathy so cordially extended to me then, as at all times, by the Board of Education, which I desire here most gratefully to acknowledge, rendered three branches of work practicable, and it was decided accordingly,— (a.) To open the institution at once for the reception of students for a minimum period of one year's training, although the probabilities of obtaining an adequate supply of students of the right class seemed very small, and especially when it was found they must be absolutely self-supporting, there being no funds that could be applied to their maintenance, as at Dunedin and elsewhere : (-.) To organize a series of public lectures on education, to be delivered on Saturdays and at other convenient times, as a means of influencing the profession generally more quickly than could be hoped for by a supply of trained teachers: (..) To take steps to form a teachers' technical library, which should eventually be made as complete as possible in the department of pedagogy, and furnish facility for the prosecution of various useful lines of study. Such was the plan. Accordingly on Monday, 19th February, 1877, the Training Department was opened with eleven students of promising type —a greater number than had been anticipated. Eor the first five months I had to work single-handed, but the numbers steadily increased, and in May I was compelled to ask for help. Mr. Edwin Watkins, of Eangiora, an English-trained master exceptionally well qualified for the work, was then appointed tutor, and the experience of the last six months has convinced me that a happier selection could scarcely have been made. In June last I was able to report 31 students on the books —namely, 25 females and 6 males. On 31st December the number had increased to 53 —39 females and 14 males, whose names I append. The fact that of these one-third are either ex-pupil-teachers, certificated teachers, or teachers registered for certificates at the proper age, is a gratifying indication that the institution is steadily winning its way, and that its utility is becoming generally recognized by the profession. Seven students have left during the year. One, who showed neither aptitude nor liking for the work, withdrew early on my recommendation. One extremely promising student broke down in health, and was obliged to abandon all present idea of training. Conscientious objections to the Education Bill compelled a third —a Roman Catholic —to withdraw. A fourth —an acting teacher —received a partial course of three months' training, by special permission; and tho others found it impossible longer to endure the pecuniary strain, increased, as it was in two cases, by the unlooked-for rise in railway fares, which has also in other instances acted detrimentally to the interests of the institution, and deprived us of students who would have done us credit, and the State good service. One of those prevented from continuing her training was appointed to a country school, and has sinco obtained her certificate. Six students sat at the recent examination for certificates, and gave very satisfactory proof of good work. All obtained sufficient total marks to qualify for the 2nd class, although two failed to obtain the necessary percentage of marks in important subjects in which they had never been " grounded " at school: thus testifying at once to the necessity for, and the advantages of, a training college. One student distanced all competitors and headed the 2nd class list, another secured the third place, the second being taken by an English-trained and certificated teacher. Two of those who sat are continuing their training. Eour have since obtained eligible appointments, as will be seen from the appended lists. One other, already certificated, who had taken the highest rank among the students in the terminal examinations, but who was prevented, by illness, from sitting for a higher certificate inJanuary, has been since appointed on the staff of the Practising Department. I look forward with bright anticipations to the future of all these. Some of them would gladly have stayed for another year's training, could they have afforded it. Unless this difficulty be soon removed we must anticipate a decrease in numbers, and many most eligible candidates will be deprived of the training which they desire no less greatly than they need. While the demand for labour in other professions continues we can only secure an adequate supply of male students by giving them some pecuniary assistance. The entries for this year more than counterbalance our losses by withdrawals, and it becomes necessary for me to ask for additional help, as the work has outgrown tho limits at which it can be longer efficiently performed by Mr. Watkins and myself, unaided. The conduct of the students continues satisfactory. There are, of course, degrees of earnestness among them; but I know the great majority to be zealous students of a profession for which they all seem morally well fitted. The course of instruction embraces, —Mathematics —Euclid, algebra, aud arithmetic ; Latin and English grammar and literature ; History —Sacred, English, ancient, aud modern ; sanitary science ; political economy; and music. The students, however, are not required to take all these subjects. English literature