AN EXPERT OPINION.

Evening Star, Issue 12208, 28 May 1904, Page 1

AN EXPERT OPINION.

As usual, the annual report of the inspectors of schools for Otago contains much that will be found interesting not to educational experts only, .but to all who concern themselves in any way with the administration of our system of primary education. In order, therefore, that the general public may learn something of the educational progress made in this district during the past yeai, we purpose referring to the most salient features in the report. In the first .place, it is extremely regrettable that the returns show a decline in the roll number of nearly 1£ per cent, on tho figures of the. preceding year. This, as tho inspectors truly say, is no doubt part of the great question at present occupying th* attention of moralists, statisticians, and statesmen. The percentage of passes in Um standard classes shows a considerable falling off when compared with that of the previous year, the most marked declin* being in Standards IV. and V., the former showing a reduction of 4 per cent and the latter no less than 5£ per cent. In Una connection we think the remarks of tha inspectors are well worth quoting in full: "These (Standards IV. and V.) are precisely the classes in which passing has in many schools been made too easy for the interest of Standard VI.; and the lower ratio of passes indicates, w» think, not that the- teaching has deteriorated, but that the teachers aro realising more and mors that un!esa full measure is exacted from Sta.idards IV. and V. good work in Standard VL is impossible. Under a system in which teachers are responsible lor the classification of their pupils, schools must La large measure be judged by the effi" ciency of the highest class, the class that represents the finished product of the school life of the pupils; and. if a teacher fails here, his work mu"=t b • considered unsatisfactory. Judged bv this criterion, many school?, some e! them large* ones, failed to do satisfav tory work during the year the work of which is now under review, and it is endeliberate judgment that in some the failure wns due to tcodow idea's as to what should be the mental equipment of children passing on to Standard VI. In many cases, no dcubt, the ideals were right; but the teachers were not strong enough to resist the pressure of parents for the promotica of their children; and thus a system, the keynote of which is freedom of riass'ficntion by the teacher, was marred by those the interest of the children of whom it is intended to serve. It would be a great gain to tbe intellectual life of the schools if parents could be made to realise nofc only that passing the standards is not identical with education, but that passing them with inadequate equipment is a fonnidabJ* hic-drance to it. The report shows that the average hgt at which the Sixth Standard is passed by pupils in the city and suburban schools is less than one month lower than the average age at wlu'ch pupils in country schools pass the same standard. We agree with the inspectors when they say that until there aro established evening continuation schools at which attendance is compulsory it is a good thing to keep our children in tha primary schools as long as possible. An examination of the table showing efficiency marks in the several subjects of the school syllabus indicates that the results in the "pass" and "class" subjects remain unchanged; but that in tha additional subjects there is an apparent falling off. This is probably due to two causes—(l) the great severity of the winter and the prevalence of sickness all over the district during a large part of the year; and (2) the circumstance of a large increase in the number of inexperienced and unclassified teachers employed in small schools. The dearth of * classified teachers *is, in our opinion, a very serious matter, and the only way to remedy this undesirable state of affairs is to increase salaries and establish a superannuation fund for the retirement of aged and infirm teachers. In dealing with such subjects as readinu. spelling, writing, composition, arithmetic. geography, drawing, manual work, etc.. methods are criticised, and valuable sugge>tions and much sound advice given. ];; reading, many teachers, it appears, do to-> much, while the pupils do too little. Tlilesson becomes one of imitation of tho teacher's 6tyle rather than interpretation of thought by the pupil. In other words, reading is taught too mechanically. Spelling is said to be very good in tha majority of schools; but complaint is made that this subject is not taught, but crammed. Sufficient practice is not given in forming written sentences that illustrate the use of the words the forms of which the children - have to learn, and, as the inspectors remark, "Knowledge is of value only when ." it can be applied; and unless we use "what we learn, we learn only to forget." Strong disapprobation is expressed of the ungainly attitudes children are allowed to. assume, and of the uncanny ways in which they aro allowed to hold tbe pen while writing. Incorrect attitudes are detrimental not to the writing only, but also to the health of the pupil. Composition is said to be still the weakest of the pass subjects, and grammar tho weakest of the class subjects. The inspectors express their approval of the work prescribed in grammar and composition under the new Syllabus, and they give it as their opinion that "if teachers rise to the "occasion, nothing but good can result "from the changed prescription of work "in composition." They complain that due regard is not paid to accuracy and adequacy of expression in the children's written answers to questions in geography, history, and other subjects, and they wisely remark that "accurate and adequate self-expression "is the chief end of education, and to "strive to attain it in the formal weekly "composition exercise and be indifferent " about it in the everyday expression of the "pupil is obviously not the way to attain "it." Some teachers are said to be too careless of diction and grammar in their spoken speech to their classes. It is admitted that much good work is done in arithmetic; but efficiency marks are frequently lost from want of method in sitting out the work. Every subject, it is argued, should be made to contribute to the child's self-expression. Teaching of geography is said to be too " bookish "

in many schools. Teachers are recommended to use as freely as possible pictures illustrative of the parts of the world of which Vmj are endeavoring to give their pipils an accurate knowledge. If, as was hoped, £co<rjuphy under the new Syllaj-nis had l>ec.n made a reading «>jbjert, some one of the splendidly-iJh'aimtcd series of geographical readers might with advantage Vive boon adopted for use in oar schools. Drawing, the inspectors report, is often »*ery sood, and there is an increape in the number of schools the pupils of which use it as n mnde of expressing what they see in _ natural objects. In some schools, it is K». ; d, the time and enersry spent in erasing whit is done sut'uerts that phvsical exercise is brin ? brought into correlation with the g'*pH;e srt.

Tne hand-work done in a considerable DAMnber of schools is referred to as highly creditable, and the cottage gardaiiig classes, the woodwork, classes, and the wwkery data* are considered a. decided tor w>ss. The inspectors upon the Board Ox necessity of proceeding with the erection of rooms for the accommodation of teachers and pupils attending the classes in 3Eanu.il induction. It is aUisJactory to note that discipline and manners are almost invariably very pood, and that the teaching of science is improving. Reference is made to the fact that school furniture and appointments are too frequently abused Ly those to whom the schoolhonse is let for public or private entertainments. Wc are strongly of opinion that the practice of aIU-wins: schoolrooms to be used by quadrille assemblies should be prohibited by the Board. Some of the Dunedin and suburban committees are deservedly praised for what they have done in pro-iding gymnasiums and in fencing and beautifying the school frrounds.

Altogether, as we said in oar opening remarks, the report will well repay careful perusal not only by every teacher in the Board's service, but also by every member of a school committee in the Otago Education District.