E.—IB

12

We would summarise this section of our report in a sentence : the ideal teacher should be a person of strong, sympathetic, and attractive personality, thoroughly in earnest about his work, alert, to gain information about new and better methods, and constantly in touch with literature r that will better equip and more fully inform his mind. Can we aim at this ? Some Aspects of the Inspector's Work.—" The old order changeth, yielding place to new " is being verified at present in our educational world. Old methods of presenting the various subjects are giving place to better and more scientific ones. A system which depended too exclusively on memory-tests, and made examinations to consist largely in the reproduction of memorised facts, is breaking down before the onrush of methods which demand that a more all-round view of child-nature be incorporated alike in methods of teaching and of examinations. Individual children must have their individual peculiarities considered. Now, it is clear, that if the teacher is to come into as large a place of freedom as he ought to have, the old examination method, too, must be abolished or very largely changed. The work of the Inspector, too, must undergo certain modifications, and it will be well to state here some of the principles we are seeking to establish in our work and in our relations with the teaching staff of the district. 1. The Inspector must be the expert adviser and exponent of methods of teaching and management, who is prepared to take charge of class or school and exhibit the better methods which it is his duty from time to time to bring forward. It is not enough that he be a critic. For the majority of teachers, who are faithful in the discharge of their duties, it is essential that the attitude of the critic be almost entirely laid aside. The Inspector must be prepared to show, by example, the more approved methods which his wider experience and better training have enabled him to acquire. Unfortunately there is a minority of teachers for whom the attitude of severe criticism alone suffices. Fitful in their work, and often unfaithful in the discharge of their duiies, they impose upon the Inspector the disagreeable task of exposing their neglect and of bringing their work into that condemnation which it thoroughly deserves. The majority, however, are not in this category, and we believe that much more can be done than has yet been done to make the Inspector's visits a source of real strength to them. 2. There must be more frequent conference between Inspectors and teachers. Their interests are one, and they are working towards a common goal; and we believe that the work both of Inspectors and teachers can be greatly facilitated and greater all-round progress secured by discussion in which Inspectors and teachers join. We have already broken ground in this direction. Last year the Inspectors met the teachers at all the centres in the district, and these meetings have already been productive of much good. 3. The examination method, except for Standard VI., which is practically fixed by regulation, must be so altered that the habit of mind which grew up under the old regime of working for a " good result" or " a good pass," as it was called, will be, if possible, completely eradicated. The real welfare of the school was imperilled by a system which attached so much importance to the result of one visit from one man. We do not wish to detract from the importance of the Inspector's annual visit; on the contrary, we trust it will be more important than ever —more important in that it will be more searching as to the real quality of the methods employed during the year by the teacher —but it should be clearly understood by all, and teachers should let their scholars understand it, that their promotion depends, not on the results gained by them at the Inspector's visit, but on the attention they give to their tasks, and the progress they make during the whole year. Lines op Advance. —At a time when we are face to face with a new departure in our course of study, and when the spirit of impatience with old methods is so much with us, it is well to place clearly before us what should be regarded as most essential in any course of study, so that our schemes, plans, and time-tables may show a proper appreciation of the relative values of the various subjects which we are called upon to teach. 1. It is absolutely essential, if our schools are rightly to discharge their function, that we aim at thorough training in English, arithmetic, and penmanship. These must ever be regarded as the most important subjects, and must ever receive an adequate share of the available time. There is a grave danger at the present time of our attempting too much, with the result that there is apt to be failure in those points where success is most necessary. Everything cannot be taught in a school course, and the claims of the subjects we have mentioned are paramount. 2. It is also essential, in order that an intelligent interest in school and its occupations may be more fully developed, that a larger place be given to manual training and individual practical work by the pupils in all subjects that lend themselves to practical treatment. This point really marks one great difference between what is called the " new education " and the " old." It is a change of method, a change of attitude to the child. He is to be more the agent and less the passive recipient. He is to be brought into contact with things, is to discover processes for himself, and verify results of calculations by making actual measurements. His constructive faculty is to be the more frequently and more systematically used. 3. Physical culture must be more fully recognised. Daily exercises towards this end should be given. We do not depreciate the value of " weekly drill " when we say that it is no substitute for regular daily practice of five or ten minutes in such exercises as tend to develop proper attitude of the body, a good style of walking, &c. If such work cannot, on account of the weather, be taken outside, it should be taken inside. We have, as yet, notwithstanding all the attention that has been given to military drill, scarcely begun to realise the importance of physical culture during the school period of life, and the necessity of allowing some portion of every day for this work. 4. There should be a constant aim, from the day a child enters school, to interpret to him the phenomena he meets with daily in his contact with nature. This leads out to practical work in geography, science, and nature-study, and it is important to observe that it is not the amount taught, but the method used in connection with these subjects that is most significant. Each child must be