INSPECTOR PETRIE'S REPORT.

Otago Daily Times, Issue 6304, 26 April 1882, Page 4

INSPECTOR PETRIE'S REPORT.

, TO THE EDITOR. Sir, —As some comments have been made in your columns on Inspector Petrie's report regarding the inefficiency of the teaching- staff in Otago, a few additional .words touching that report may not be out of place. It is well known that the attack on the methods adopted and the poor results said to be attained in certain subjects, such as history, is due to the pronounced antipathy of Mr Petrie to, the syllabus or list of subjects to be taught, rather than to want -of. success oh the part of the scholars in attaining knowledge in the subjects. Our inspector, did not frame the list, and he does not take much trouble to conceal his i opinion of those who did, for we find that permission to present a "pupil a second time in a standard which he ■ had already" passed was granted by an official note; yet (" The note we nave felt constrained to ignore ") some remarks are then made as to the folly of. suoh a note. Would that Mr Petrie, full of manly qualities as he is said to be, had, like a man, owned to a difference of opinion with those in authority, and not attempted to damage the reputation ef the teachers in Otago by pointing to them as a kit of incapables. His reports, as on the school records, testify in glowing terms to the ability with which the work is carried on, and it surely savours much of cowardice to praise confidentially,- and afterwards make sweeping condemnatory public reports. Much good could be done by suggestions in a school report: much harm has already been done by the work which I shall now attempt briefly to review for general information, calling attention to the fact that Mr Petrie is not a practical teacher. Reading.—" v Good reading is on the whole rarely met with, and the cause is unquestionably unskilful, teaching and, inability on the part of the teachers to set a good model." Unskilful teaching maybe corrected by awarding lower classification, correcting the method, and pointing out a better one; as for "ability," surely they. have passed an examination in reading entitling: them to a certificate. After declaring to the Department that they are good readers, he has now, at the interval of perhaps three months, the cool assurance to state that they are not. The only conclusion one can draw is that he wished not to offend the individual but to furiously assail the collective body. In closing his remarks on this subject he states that " everything" the pupils are taught will be ever afterwards remembered by them.

Writing.—" At examination times it is not uncommon to hear the classes admonished to do their slate work as neatly as they can", and not in the usual way. In uttering such an admonition a teacher condemns himself from his own lips." _ Surely it is customary to point out mistakes in previous work, anil strongly urge the necessity of trying to do better, and what man of common sense is there who would find fault with the method ?

Geography.—Strange to say, there is an improvement in this subject. Mr Petrie's Geography is the text-book, and the meagre information thereiu contained no doubt contributes to the happy result.

History, as in the case of the other subjects, MrPetrie declares is badly taught. A curious contradiction is to be found in the number of passes made. As before, tho inspector, by passing- a boy, practically states that he is satisfied with the work done; ,then comes before the public with the statement that the boy had not been taught, and did not know his work. ' '

Home Lessons.—Mr Petrie stands forward as the champion of the young. Teachers are ruining the health of the future men aud women of the Colony. The royal road to learning is fouud. Hail the great discoverer! '"' At the outside, home lessons should not take more than an hour for their thorough'proparatiou." The teacher, agreeably conversing with his pupils, leads them gently on ; facts avo communicated and received, never to be forgotten. The prospect is truly enchanting ; but what is the reality ? Who will believe that a child of 12 is possessed of such intellectual powers ? Little is to be left to independent work; all is to be done tinder the teacher's supervision. No struggle is to take place for mastery, followed by the pleasure of overcoming, the sweet reward of a well-fought battle which by its success braces the mind and stimulates "to redoubled exertion. No ; the boy is to be wrapped in swad-dling-clothes, baby food is to be dispensed' in small doses by a matronly teacher, the effort of mind is to be reduced to a minimum—in fact school days are to be all play and no work. Boys of any spirit are eager for tho fray and think very little of the teacher who reduces their food to slops, but like to have tasks set in school; out of school something to try at, something to strive for. They know when they are rapidly advancing in knowledsro. There is not the slightest doubt that discipline of the mind is more improved b\- strenuous independent effort — working with all tho might, rather than as oyo-servants under tho teacher's supervision. As to Mr Petrie's remarks as to the impracticability of one teacher conducting a school of five standards successfully, I vonturo an opinion that were ho unable to earn- on such a work ho would under educational systems fail in a subject of examination vorv much overlooked in Now Zealand—viz..> art of teaching. Tliore aro many other points on which t should like to touch, but tho length of this ■letter makes it imporativo that I should close. Kam-\ $. C 7 Teacher. I April 24th.