The plan is this : each student must in turn give a lesson on some subject to a class from the Practising School in the presence of the Principal and students ; when this lesson is over, the students are called upon to criticise the lesson as well as the manner of giving it, and the attention and demeanor of the pupils. Then the Principal sums up and fully explains in detail the chief merits and demerits of the lesson, -showing how the former could be improved and the latter remedied, and each teacher receives a minute written criticism from the Principal to be kept as a permanent record. Model lessons are also given by the staff. The utility of this system must be apparent to everyone. The Normal pupil goes out to work with a mind well stored with know ledge, and a capacity trained, not only to digest this, but also to impart it to others, and that, too, in the most approved and scientific manner. In this way the teacher trained in these schools escapes many of the difficulties so often encountered by less favored teachers. Any person carefully studying the annual reports of the Inspectors, and at the same time glancing over the list of teachers in the “ Gazette,” must see that our teachers possess the greatest amount of scholarship, combined with the least amount of practical skill in teaching. More than one Inspector complains of the inutility of embodying sug gestions for the improvement of teachers, owing to their inability to assimilate such knowledge, and turn it to practical use in improving the status of their schools. To what must we attribute this want of success on the part of our teachers ? Certainly not to their want of culture as a body, for in no country in the world are there so many persons in the ranks of primary teachers holding such high university, collegiate and other educational diplomas, as are to be met with in New Zealand. It is evident then that we must look elsewhere for the true cause, the chief being the want of pre vious good training combined witn a good liberal education. Both are required. This brings me to my second proposition. i Here, too, I will again refer to what is done in the Normal School towards the edu | cation of our future teachers. 