The Evening Star TUESDAY, SEPTEMBER 7, 1875.

Evening Star, Issue 3912, 7 September 1875, Page 2

The Evening Star TUESDAY, SEPTEMBER 7, 1875.

One of the most valuable contributions to our Educational machinery is the report of Mr D, Petrie, M. A.,’lnspector of Schools for the Province, appended to the Education Report for the year 1874. It should bo placed in the bunds of every schoolmaster and teacher in Otago ; for in his remarks upon the different branches of knowledge taught in our schools the end to be realised is clearly pointed out. This is of fatmore value than the mere report of the condition of this or that school. It lays down, to a certain extent, a stun dard with the requirements of which each teacher should be expected to be acquainted, and points out that which is considered essential in the schooltraining and education of children. Mr Petrie has purposely omitted reporting the conditionof individual schools, as he I considers one visit is not sufficient to j onanle inm to pronounce fairly upon it. * ; be I vis adopted a judicious 1 a!;he’.i;.-h strict theorists may u... , r ) :.-uri unit udrioi instruction and c' v ei'd-'c, diouid at any moment tue test of thorough investigation, Wuch a report us he has i K ■ 11 1 “i I to tnc Board of Education on; prepare each teacher tbr his future visits, knowing that no superficial exhibition by picked scholars will avail. \/e have seen the evil of a show class for visitors. Many years ago it fell to o • r ..;t, r-u s. uv-mbor of" 'be committee

'-A lu i/tUU LiUi ifiiti condition ot one of the largest public

schools at Home. The head master was a clever man, but he left the junior children and dullheads to the care of subordinates, themselves, as it proved, imperfectly educated. He had a show class of prodigies—children gifted with extraordinary memories for words ; and these were drilled in knowledge of the terms and some of the simplest truths ot various sciences. They could answer many apparently difficult questions so glibly that casual visitors were at-aid to risk exposure of their own deficiencies by questioning them. For years this specious excellence passed for education, notwithstanding the o!Viu the numbers attending the school and the complaints of those whose children were neglected. A thorough investigation proved that while the pet class or classes had been crammed with what sounded like knowledge, most of them were ignorant of some of the simplest principles of common branches of knowledge, and really did not understand the very subjects paraded before admiring visitors. It may easily be surmised that through such a slip-shod system being adopted by the head master, it would run through the whole school: and so it proved. The lower classes were in a deplorable condition, excepting so far as discipline was concerned. They [were well-behaved and obedient, but badly taught. Mr Petrie has evidently not been content with a mere surface examination, but has adopted a thorough system. He says, in his report dated March 31, 1875 ;—.

• I \ aU £ le exa tninations I have held, my chief aim has been to get an accurate impression of tire actual state of instruction and discipline. For this purpose a thorough examination of pupils individually was considered more important than systematic observation of methods and management. To this latter 1 attach as much value as anyone ; but an immediate and accurate acquaintance with the existing state of the schools, and of educational interests appeared tome indispensable for the efficient discharge of my duties in years to come ; and for that reason it received the principal share of my attention.

Mr Petrie has evidently laid down for himself the maxim, “ Even a child is known by his doings,” and has applied it with sound judgment not only to test the taught but the teacher.- The principle is a sound one. Schoolmasters have very often very raw material to work upon, and have to spend many a weary hour with very unsatisfactory results to themselves. But where there is not absolute idiocy, the most rudimentary faculties give evidence of labor. The clod shows signs of culture when it bears useful plants instead of weeds. They may be weak or stunted because the soil is by nature barren, but the growth declares the seed has been sown, and the teacher and the Province have their reward.