Appendix D.^

E.—2.

all is said and done, it is the character of the students that will count, and I trust that the members of our 1911 team will have played the game as well as their predecessors when the final whistle blows. Practice in Teaching. —During the year every other week has been spent in school-work, so that a total of seventeen weeks was available for this most important section of our work. The plan followed was detailed in my last report, and a further year's test has confirmed the good opinion held at the end of the first year's trial. I would like to emphasize the importance of the time spent by the students in the library, preparing the lessons to be given by them subsequently. To get up the matter of a lesson thoroughly so as to know what to say, to arrange that matter in the best possible way so as to know how to say it to advantage, are two essentials of a good lesson; and when this preparation is done under experienced guidance, it cannot be overestimated, in my opinion. Hence I think it is essential that in reckoning time spent on school-work there should be a liberal allowance for preparation of this kind. Including time spent in such preparation, 350 hours per year are devoted to school-work, an amount well in advance of the minimum time stipulated in the regulations. I think the most important event in connection with school-work during the year has been the valuable co-operation of selected teachers in certain of the local schools. ****** To give the students an opportunity of seeing other good teachers at work, besides those in the normal school, I carefully selected, with the help of the Chief Inspector of Schools, several assistants whose work most closely approaches that which we aim at. The teachera concerned, with the headmasters of their schools, co-operated in the scheme, and so some twelve senior students had the privilege of working in these selected classes. Reports were kindly furnished by the teachers concerned, and from intercourse with the students I gathered that they regarded their work in these schools as invaluable in its wider outlook, and in raising their ideals as to what to aim at. This work was done voluntarily by the teachers, and I would like to place on record my appreciation of the help it has been. ****** Besides the ordinary school section work, all the senior students paid visits to the various local schools. Each student had thus an opportunity of seeing four different schools at work for a half-day, the opportunity being valued very highly by the students. The usual visits were paid to the Mangere Bridge School, and I would like to thank Mr. Lambourne once again for his courtesy to the students. Miss Butler, the headmistress of the Grammar School, kindly allowed our woman graduate student to visit the school from time to time, and so get a wider insight into secondary work than the high school department of the normal school allows. Physical Culture. —As in past years, my aim has been to induce students to take at least one hour's exercise per day. This, in my opinion, is an absolute necessity if good brain-work has to be done. I have difficulty at first in seeing that this is done, as many of the women students in particular look upon' exercise as waste time. They gradually learn, however, that the healthier they are- the better they can work, and the anthropometrical measurements taken at the beginning and end of the year show a marked improvement in physique. The various games were indulged in as previously. The Cadet Officers' Training Corps under Captain McGechie (student) and the seasoned guidance of Sergeant Moore had a good year's work, but the .Department did not sanction a camp this year, which was regrettable in view of the valuable week spent last year. General Humanizing Work. —The usual activities which are not on the time-table were carried on. These included: — (a.) Visits to business places of interest, such as Plummer's hat-factory, the ostrich farm, Waerenga Experimental Farm, New Lynn School-gardens, biscuit-factory, &c. (b.) Social gatherings on Saturday evenings. (c.) A photographic and lantern-slide course. All the men students who have just left us have bought magic lanterns, and propose to use them in school as an aid to their work. (d.) An exhibition of work done by students, particularly in the direction of illustrating lessons. This was well patronised by teachers, who were on holiday at the time, and the lectures given in connection with it were all crowded. The lecturers and their subjects were as follows : T. W. Leys, Esq., "Libraries"; E. K. Mulgan, Esq., M.A., "Auckland Isthmus"; the Principal, "School Humour." The exhibits in one room were from the Mount Eden School, and illustrated the meaning of co-ordination in school-work, and I take this opportunity of thanking Mr. N. R. Mackenzie and his staff for their able work. _ (c.) Debates : A team was entered for the competitions in connection with the Athenseum Cup, and, as our members were all inexperienced, we did well to take third place of the seven (/.) A College quartette entered for the Auckland competition, and took second place, the judge complimenting the members on their good enunciation and pronunciation. (g ) The annual reunion of old students was held at Easter, and there was an excellent attendance. A tennis tournament, a swimming race (Past v. Present), and a social gathering formed part of the ceremonies. . ■ The students of the year 191.0 presented a fine engraving to the College, and so followed the custom of their predecessors. We have now five large engravings, so that in time the Collegewalls should be covered with reproductions of the great masters. The annual hockey match, Past v. Present, was won by neither side, a very keen contest ending in a draw. A shield, to be held by the winners for one year, has been presented for

ii—E. 2 (A PP . d.)

IX