OUR SCHOOLS

Press, Volume LXVIII, Issue 14344, 2 May 1912, Page 3

OUR SCHOOLS

•.NNUALREPORT.OF. NORTH CANTERBURY INSPECTORS.

An exceedingly interesting report on the inspect ol * of schools. during - 1011 wss presented to the Board of Education yesterday by the inspectorial staff. Tho report stated that the .annual examination schedules prepared by-the teachers showed an enrolment of 21,606 pupils in the Board's schools, with an attendance of 20,121 at the annual examination. . This showed an increase of 507 on the rolls, but a reduction of 17 present at the examinations. Tho prevalence of epidemics was mainly accountable for the discrepancy. Returns from tho private schools visited showed an enrolment of 1752 pupils, of whom 1555 wero recorded as being tested for promotion. In each of tho classes standard 7, o, 4, and 2, tho average ago for the end of tho year was ono month lower than in the preceding year, and in tho remaining classes tho average age for 1910 was maintained. Jn standards 4, 5, and 0, tho average age of the pupils of private schools was higher (notably in standard G) than that in the corresponding classes in tho public schools. j In tho public schools standard VI. certificate.*: of proficiency were awarded j to 985, and of competency to _&1, out i of 14C0 examined. In private schools, thero were 75 certificates of proficiency, iind 3G of competency, Out of 131 examined. In special examinations thero wero 30 certificates of proficiency and 14 of competency, out of GI examined. Tho enrolment iv tho District High schools (295 pupils) showed an advance of 12 on tho previous year. ' The inspectors remark that the classification of pupils on the whole had been carefully conducted. Tho advice of tho inspectors had frequently been sought with beneficial results by untrained or inexperienced," touchers, whoso judgment was apt td be influenced by local pressure. Occasionally in a larger school thero was evidence of needless rigidity in, assessing claims for promotion and in deciding whether tho pupils had satisfactorily completed the_ course of work up to a given point, arbitrarily fixed, without due regard for tho relative importance of the several subjects of the syllabus. Moro especially in the preparatory classes of such schools was it desirable that tho promotion of thoso who distance the majority of their classmates should be Hindi) at frequent intervals,'- as soon as they showed themselves fit for advancement. Such a practice was adopted at many schools, tho teachers wisely recognising that by reason of -the different rates of progress of tho pupils, owing to disparity in agcs,r degree of maturity, temperament arid health, frequent readjustment was necessary. A more general application of this practice 'was*" recommended, to include also cases of outstanding merit in the standnrd classes. Its operation should prove- a determining factor in reducing the average age at which pupils pass tho first standard, and consequently at which they could afterwards qualify for admission to a secondary school. Commenting on "methods of teaching," the inspectors have' tho following. interesting remarks: —"Provided that tho education of a child is based on sound principles, tho success-of the teacher to n large extent depends on. the adoption of suitable methods. "With this-proviso .your inspectors • havo intentionally allowed a.wide latitude';to teachers in their of .'; ;iho methods adopted. • •;..-'A cast-iron., uniformity is*, the last'ih'in-■* wo would desire, nnd every encouragt'ment.i.'i .given to original thought in dealing. Avith. the .problems of tho ..; eJa.'Si-rodm., ..-; For method after all a .lffafitejr of the individual.*aiUfi^. : , ,&ri*-**t«ols.; Tho imurevoii outlook is. well described j iv tho following, passage from a recent article" by" h prt-mittout,''educational; authority.-.-'---'The siin.is well set on the' (lays when teachers regarded method, nay. wero even'taught to regard it, as a kit-ful of 'rules 'sufficient to ensure their tdueationrrl salvation,' ■ and wo can, at least, flatter--, ourselves th.it they enter the"teaching arena, knowing: that method is nothing more than--'tho ! mind which thoy throw into their, work. | and that in t-'mes of doubt..Mid difficulty j their cry must be, not 'Buck to the ; Books,' but' Back to thf* Child.' . . Good, methods are, ono and all, founded on a few principles',as old as the hills., And how can we find .these principles? -Only by knowing the child. Knowing him iv mind, and soul, and body, nnd by making an honest endeavour-to get at the laws which govern tho healthy development of his powers.' In this connection a powerful stimulus has been exerted by the-wider attention given, to books on tho Principles and History- of Education, resulting from the.inclusion of that subject .amoug. thoso compulsory for tho Class C certificate. This wise; provision .-.not only *eneourage3, a, more extended outlook on tho part.of pupil teachers and students in training, but has also exerted a beneficial influence on many teachers of mature ago and experience, who have shown . n. healthy interest in up-to-date works on education, and havo given renewed,attention to tho subject of child study." Tho inspectors submit brief estimates of the quality of the instruction given in the general subjects of tho syllabus. In regard to reading, thoy note that with tho wider scope and. more literal treatment,now accorded to this subject, as illustrated by tho wise uso made'of i the ''.School Journal," and of supplementary readers, a more intelligent .comprehension of the matter read is associated with expansion of ideas-and .improved expression. In endeavouring .to produce these desirable features of reading, tho importance of clear and distinct enunciation must again be emphasised. Spelling, is a strong subject in the-schools,- and mechanical formaj lism in the testing of isolated words is ! giving place to moro rational methods, .which deal, with tho words iv their -natural 'environment. Composition continues to receive liberal and successful treatment, in tho employment*-', of written exercises on sot topics and in letter writing. Some teachers, however, still fail to realise the importance of availing themselves of every opportunity to enlarge the vocabulary of their young pupils, and to train them to express themselves clearly and accurately about what tjiey read and observe. Tho moro limited tho vocabulary of. the home the greater was the need for supplying this deficiency. In re--gard to recitation, the subject, to prove of .really educative value, required to be. skilfully taught. Young children had a natural love.for rhythmic utterance, but because the poems were meant, for. children they need not bo childish. A poem, which required no thought did not stimulate tho intelligence. Tho general attainment in arithmetic was, satisfactory, arid frequently, very-good. In many quarters there was much intelligent . interest shown*in nature study. The inspectors remark that^''lnstruction iri, elementary agriculture in tho higher classes comes as a natural development of Nature study in the lower portion of the school. Those teachers who have realised tho aim skilfully and clearly set before them by Mr Malcolm, the Board's instructor, succeed in making agriculture a truly educative subject, by the intelligent combination of lessons on the principle of tillage with practical and experimental \vork in the school garden. It is gratifying to record the hearty support extended to this movement by the parents m several localities, though iv oue or two unexpected quarters tho proposal to establish school gardens is treated "with apathy, if no t m e fc with opposition. " A meed of praise is due to' those teachers in sole charge' who-have,

shown an active interest in this branch of instruction, and whose school garden-*, besides being of educational value, form attractive features of tho school environment." Tho inspectors concludo their report with the following:—"With more enlightened ideals in view thero are fewer indications of the purely repressivo kind of discipline,", -and more of that typo which amis .it developing tho pupils' powers of self-control, and sense of personal responsibility and honour. Tho smooth working of the School Cadets movement and of. the annual sports demonstration affords striking testimony as to this healthy tendency. While lessons on morals are not* expected to occupy a separate placo on the time-table, wo always encourage, in tho schemes of work, somo indication of the features that in tho several classes are to receive special attention. Profitable uso lias been mado of tho various means recommended in the regulations for training and developing moral chair acter.- Of these tho most powerful are tho'example and personality of tho teacher. With pleasure wo testify to tho large and increasing number of intelligent and progressive teachers in the Board-s sen-ice who have developed a professional spirit by earnest and persistent study of thoir vocation, and whose force of example exerts a powerful influence for good, not only in their schools, but oh tho general eommuWhen the report was bein-r discussed, Mr "Lanarford said that the Board's congratulations should go to the inspectors nud teachers. Ho was satisfied that the "days of cram" wen* no more. He. was..pleased to sco that the teaching of formal grammar and analysis w-'is coding back into some of their schools. Tho report was adopted.