THE EDUCATION SYSTEM IN VICTORIA.

Auckland Star, Volume XX, Issue 7, 9 January 1889, Page 2

THE EDUCATION SYSTEM IN VICTORIA.

l£e_»©r_ Vpon the Methods of Teaching:.

The Rev R.Wilde, M.A., from England, who is visiting Victoria as an expert to report upon the methods of teaching in Victoria, has furnished a comprehensive report to the Minister of Public Instruction. The Rev. Mr Wilde addresses himself to the following points: — 1, How the elementary schools of Victoria compared generally with the same class of schools in Great Britain ; 2, in what respect eoukl they be improved ; 3, how the " result

system," as worked, appeared to answer; 4, in case this system was abolished, what other could be substituted. Ml Wilde states that after examining the schools in reading, writing, dictation, arithmetic, grammar, and geography, he came to the conclusion that the results were highly gratifying, and quite up to the standard of the best schools in England. In needlework and discipline the English schools were somewhat superior. While approving in the main of the school buildings, he points out that a radical defect is the position of the windows and the arrangement of bhe desks, so that the light should bo ab the children's backs and facing the teachers. The light should be admitted from the light, left, or overhead. He condemns the result system, and argues in favour of the viva voce system of inspection as likely to bring out the intelligence of the children. Promotion should be by merit, and not seniority. The department, ought bo have bhe righb bo dispense with pupil teachers ab bhe end of their apprenticeship. In order bo overcome the objection to transfer, he suggests that the pay should be for length of service; then tlie aged master could be removed bo the country without any serious loss of salary. He says thab payment by results is quite a different thing in England to that in Victoria, where it means making the teacher's salary his whole income, dependent upon the results of the examination. This system induces the teachers to think more of passes in etich subject than of really educating a child, and therefore leads to

cramming. Payment by results, also cripples the inspector, an examination being reduced to a system of marks. The inspector is forced to ascertain if a child knows so much, and not how much, which is fatal to intelligent teaching. The conclusion is that the result system is far the best for Victoria. Should his recommendations be adopted, the new powers will be vested in the permanent officers of tho department.