245

one of the largest and best normal schools in England, at the end of the year 1862, only 16 obtained situations.

Of the teachers now in this province, there are several of high ability and attainments—trained and certificated teachers from Scotland,—and the Commission are informed by those who were instrumental in bringing them out that there would be no difficulty in obtaining others of a similar character from the same institutions.

In making use of this resource, however, there is a circumstance to be taken into consideration which would seem to make it necessary that some arrangements should be entered into with the authorities at home. It must be recollected that the expenses of training these teachers is defrayed principally from funds voted by the Imperial Parliament, and it is only natural that the Committee of Privy Council on Education would view with some jealousy the removal of teachers upon whom time, labor, and money had been expended just at the time when that expenditure was beginning to produce results. It is possible that the increase in the supply as compared with the demand which has lately taken place may render this objection less decided. The validity of the claim, however, does not deserve the less the consideration of the Canterbury Government, while a frank recognition of it would very probably enlist the co-operation of the home Government, and induce it to assist rather than to obstruct the exertions made by the province in this direction.

The Bill lately passed by the Provincial Government gives to the Local Committees the power of nominating teachers, but their final appointment is made subject to the sanction of the Board.

Cases will no doubt occur where there will be no teachers obtainable whose qualifications and religious persuasions meet the wishes of the Local Committee, or who are unable to satisfy the requirements of the Board. In such a case the practical result would probably be that the Local Committee would make some arrangement with the Board for sending to England for a teacher from some one of the training institutions in Great Britain, to be indicated by the Local Committee.

VI.—Inspection.

The benefits to be gained by the establishment of an efficient inspection are so patent that it would be hardly necessary to allude to the subject, were it not for the extreme importance of this part of the work of education. Efficient inspection may be said to be the mainspring of the whole educational machinery. The work of the Inspector in this province has hitherto been most disheartening. He has been continually pointing out defects, suggesting improvements, and in every way endeavoring to raise the schools in efficiency, and yet it does not appear that any notice whatever has been taken of his efforts. The perseverance and energy displayed by this officer, notwithstanding every discouragement, have struck the Commission very forcibly, and induce them to hope that under a body especially charged with the duty of supervising education and removing defects, very valuable results may be obtained through his services.

It is not necessary in this place to lay down rules for the guidance of the Inspector, this should be one of the first points for the Board to consider. It may, however, not be out of place to sum up generally the matters which should come within the scope of his duties.

In the first place he should be required to furnish a full report in respect to each school, as to the situation, form and construction of the buildings attached to it, the state and size of the play ground, and the condition of the premises generally—the amount and suitability of the stock, furniture apparatus, and books—the classification of the pupils, and the condition of the school register.

He should hold a stringent examination of every class in every ordinary subject of instruction given in the school, and test the efficiency of the teacher by an examination into the method of teaching pursued. He should observe the teacher’s language and manner towards the scholars, as well as his mode of government and moral influence.

As regards the scholars, the Inspector should pay attention to their punctuality and regularity, to their cleanliness, appearance, and neatness of dress—their language, manner, and demeanor—he should observe how far they exhibited attention to their lessons and obedience to command, and take note of those numberless trifling circumstances which should be to him what symptoms are to the physician.

Without exercising any direct interference with the conduct of the school, he should be always ready to act as an organising master, and to consult and advise with the Local Committee and the master whenever this kind of assistance was required.

VII.—Sites and Buildings.

In relation to buildings, the Commission recommend that school-rooms shall for the future be constructed in their general outline according to the plan suggested by the Committee of Council on education in England.

This plan, which has resulted from much experience in the matter, is the one adopted in most national schools in England, and while capable of considerable variation in detail, is considered to be generally the one best adapted for schools of a similar character in this province.

It is found that economy of cost and facility of organisation are consulted in the best manner by the erection of an oblong building, in which, the children are to be arranged longitudinally.

Adopting this as a principle, there are certain rules which may serve as a guide in building schools, which may vary in size according to the number of children to be provided for in each instance.

It is found that a transverse arrangement of benches and desks necessitates the placing of so many desks one behind the other, as to interfere with the proper supervision of schools by the masters. It may be taken as a general rule that benches and desks should be arranged in groups not more than three deep.