THE Manamatu Herald. TUESDAY, MAT 13, 1879. THE INSPECTOR'S REPORT.

Manawatu Herald, Volume I, Issue 73, 13 May 1879, Page 2

THE Manamatu Herald. TUESDAY, MAT 13, 1879. THE INSPECTOR'S REPORT.

In another column, we reprint the Inspector's report upon some ot the schools in the Manawatu County. Our readers will therefore be able to form themselves a tolerably correct estimate of Mr Foulis' capabilities for the office. We confess that after a careful perusal of the document in question, we are led to the conclusion that he is but a faint success as an Inspector. It is a fart, however, that a really good school inspector is like Shakespeare describes an honest individual, — " to be one man in ten thousand." He needs to possess those rare talents which will enable him to unlock the minds of children who are entire strangers to him ; he must overcome their shyness, and dispel that timidity which the very fact of his being an inspector tends to create. He must be able to balance, in his estimate of results, not only what is accomplished, but also what is indicated by the work of the children ; in fact, he has to possess the knowledge and insight of a man, and yet place himself as far as possible in sympathy with children to whom he is a stranger. When the Inspector was visiting this district, the writer took an opportunity of observing Mr Foulis' method of inspection, and the opinion formed was, that he lacked the power of giving the children a clear, distinct, and pithy idea of what he required of them. But passing from the Inspector in his relations with the children, we desire to remark briefly upon the Inspector's treatment, of the teachers. Judging from his report,— and a man's writings express the man, — we think Mr Foulis utterly lacks that force of character and manly outspokenness which are the first essentials of an Inspector in dealing with teachers. In virtue of his position he is required to criticise them. He should kindly but clearly point out the defocts in their methods of teaching, and generally counsel them as regards the future conduct of their school. Friends should not be spared, nor foes unfairly treated. In a word, candour requires him to speak out with no uncertain sound where faults are visible, and to praise judiciously but sparingly where praise is fairly due. Now, applying these principles to the School Inspector's report, we can see in it little but sickening flat' tery of almost, every teaoher ; praise, laudation, are laid on to a contempt* ible degree; and as for anything like a manly and open criticism of the teachers and their methods, its absence is painfully apparent, and in its place we see nothing but what we are almost tempted to describe as toadyism. Let our readers glance at the concluding sentences of each of the reports we publish, and they will see that our remarks are not without foundation. Such a course will materially affect the interests of the whole Educational District. If a teacher applies to a committee for an appointment, and the Committee refers to the Inspector's report to find out his qualifications, what reliance can they place upon that gentleman's wholesale flattery? Very

little, we think. The effect of such reports upon the teachers themselves cannot be good. Idle and incompetent men, instead of sfieing tb > necessity for "push" and energy, will conclude that as all are treated alike with the "soft-soap brush," it matters very little whether they improve or not ; whilst energetic teachers are apt to become disheartened and discouraged, at finding an Inspector placed over them who is unable to recognig} the difference between p. man whose heart and soul ifl^ in his work, and one who performs his duties in a perfunctory and careless manner. If Mx-.j Foulis expects to gain the esteem of the teachers by such a method, he will assuredly fail. The average teacher possesses qualities which enalde him to know that it is perfectly impossible for an Inspector to visit some 50 schools, and exhaust the whole stock of adjectives in the language in the attempt to praise the management of every one. He will therefore feel but faint gratitude to Mr Inspector Foulis for his word of praise, as there must lurk a suepicion in his mind, that perhaps " it is not all gold that glitters." That other proverb ruay also be quoted to Mr Foulis, regarding " still waters" ' and " babbling brooks." But a really amusing portion of Mr Foulis' report is the conclusion. It is really hard to read it without a burst of laughter. | He says addressing the Chairman : — " Such, Sir, is a fair, candid, an J unvarnished account of the state of education in the Wanganni District, over which you so worthily preside. ... 1 set papers for and conducted the largest examination ever held in Wanganui, . . . and submitted a report on them, for which your Board were good enough to compliment tne. . . . 1 framed papers for, und held the first of the examinations it ig proposed to hold regularly for scholar? hips, and lam glad to say that the awards have given satisfaction." Alter this little outburst of praise for himself (of course, it would be wrong to forget himself in the general division of compliments), Mr Koulis launches out in a wonderful manner. He says : —

From these unprecedented vantage grovmds, I note the followiug : (a) That all your schools have given indications of th« existence of talent, which, if properly developed, guided, and trained (and many of the teachers are capable of doing that), will produce a class of citizens for the future second to none in any of the colonies, (b) That with a class of settlers all along this West Coast, so industrious, independent, and intelligent, and who are so keenly alive to the importance of having their children educated, District High Schools. High Schools, and Colleges will be planted in all the centres of population. And in conclusion, I observe that the necessary tendency of colonial education is to " Centralisation and uniformity, to the comprehension and systematic unification of all grades of schools from the common school to the University; to an uniformity of course, method, text books, literature, qualification) and character of teachers ; the whole enforced by law and rendered compulsory." That there is a happy future iii store for this Island cannot be doubted. My one ambition would be to be privileged to see the high position, educationally, which Wanganui is sure to occupy some twenty years hence. Such twaddle ! It is really pitiable to see so lamentable an exhibition of senseless flattery. The Chairman presides " worthily ; " the Board is " good enough to compliment" the Inspector ; the Inspector's awards " have given satisfaction ;" the children will " produce a class of citizens for the future second to none in any of the Colonies;" the settlers along the Coast are " industrious, independent, intelligent, and keonly alive to the importance of having their children educated." Such nonsense has no busines3 in an Inspector's report. The one sentence which contains an idea (that regarding the " comprehension and unification" of schools), is quoted, and bears evident marks of not having been coined in the brains of the Inspector. In conclusion, we regret being compelled to write so plainly regarding Mr. Foulis' report. A sense of duty to the teachers, the parents, and the children necessitates plain language in dealing with the question. We trust future reports will bear more plainly themarks of manly outspokenness, strong criticism where necessary, and judicious praise where due.