APPOINTMENT OF TEACHERS.

Lyttelton Times, Volume CVI, Issue 12590, 27 August 1901, Page 3

APPOINTMENT OF TEACHERS.

TO THE EDITOR. Sir, —I notice in the annual report of the North Canterbury Educational Institute, that included in the remits to the annual meeting of the New Zealand Educational Institute, was,the following;—“That it be •'a recommendation to the N.Z.E.I. that a systematic agitation be set on foot _to bring'about a; better system' of promotion and appointment of teachers. That merit and not influence be the principal factor in determining appointments, and that therefore a determined effort should be made to shift the responsibility from the local school committees to the Boards of Education and Inspectors.” This, I take to be one of the most sensible resolutions our local Institute lias framed; but, alas! what of “determined effort” has there been? Perhaps ai little correspondence in the doily papers by irresponsible persons like myself, and that seems about all. Surely the teachers (and I hope the general public too) must sec the evils of the present system (if system it can bo called) which allows of no promotion or exchange of teachers, and which: consigns a teacher to years of solitary exile in some outlandish place! 1 And yet it is remarkable that during the sitting of the Education Commission, so little evidence was brought forward on this point. Who know the genuine qualifications of the teachers, and are thus able to make the fairest selection to fill a vacancy? Undoubtedly the inspectors, whose power, though, is practically a minus quantity') and Boards of Education are not infallible, o.nd we know are capable of being button-holed, but with the mass of evidence concerning teachers they have ready to hand, and the Secretary has—or ought to have—at his fingers’ ends,- they, assisted by the inspectors, are far more capable of choosing the fittest applicant for a position than any committee can possibly be. Members of tlx© Board are less likely- to be swayed by “local influences,” .because they, have to serve the interests of the general body of teachers,' whereas an irresponsible school committee chooses its applicant—usually one who truckles to its members— and is concerned with that one particular individual alone. And then there should be some system of exchange, enabling a teacher who has served some years in the “back blocks” to get a shift into, or nearer to, town, where he may enjoy some of the many Advantages, social and educational, which are nob to be had in isolated places. And on the other hand, one who has served all his time in the town should be made to take his share of the country work. , To many a -country teacher the outlook at present seems hopeless indeed. Cheerfully accepting a place as sole' teacher of a small school in' anticipation of getting promoted to a better position, he finds that it- is all a “ delusion and a snare,” and he probably drifts into a listless, spiritless ; and; automatic country domino, Boards of Education look to it! You axe raining many of your willing teachers by your indifference to their welfare.—l am, etc., DOBBIN.