The Tuapeka Times. SATURDAY, SEPTEMBER 12, 1868. " Measures, not Men."

Tuapeka Times, Volume I, Issue 31, 12 September 1868, Page 2

The Tuapeka Times. SATURDAY, SEPTEMBER 12, 1868. " Measures, not Men."

J)uking the last few weeks, repeated attempts have been made in this district to excite public indignation against Mr. Hislop, on account of his declining to recommend the Education Board- to confirm the appointment of Mr. schoolmaster at Switzers. We have hitherto refrained from adverting to the scatter for the simple reason that we saw nothing in it which called for notice on our part. Believing that Mr. E[islop adopted the course not only best for the interests of Switzers, but the only course which, in the circumstances, was legal, we imagined that the School Committee at Switzers and 14 r. Bailey would accept his refusal as final, and wish, for Mr. Bailey's sake, as little publicity as possible to be given to it. Such appears to have been the case with the Com- j mittee. On learning that they had been mistaken as to the qualifications of the person on whom, their choice first fell, Instead of clamoring for rights wiiich school committees do not possess, they at once very contentedly seem to b,ave taken steps for the appointment of a gentleman of whose attainments and professional experience they had the best possible evidence. We regret to see that some injudicious friends of Mr. Bailey's, by writing concerning him in a strain of panegyric which, spoken of the most eminent in the colony, would be fulsome flattery, but applied to Mr. Bailey, is tantamount to uncivil irony, and by scurrilous and impertinent abuse of Mr. Hislop and Mr. Hughes, have given the matter a notoriety which it otherwise would not have' obtained, and which must be as offensive to Mr. Bailey's fee) ings sis it is injurious to his interests. We do not refer to the matter to vindicate either of the gentlemen assailed from, the charges brought against them ; we refer to the case in its bearings upon the public interests. An attempt has been made to show that in this instance, through Mr. Hislop's action, a j principle of vital importance to the j educational system of the Province | has beeen violated. What that 3 principle is we h&ve failed to discover. Is it that school committees have the right of appointing individuals, not duly qualified as teachers, in our public schools? Such a right has never been vested in school committees by the Education Ordinance, ans it would be most disastrous to the interests of education if it were. Or is it that committees shall dictate to the , Inspector of. Schools to what candi- ! date he shall give a certificate of, competency ? Such a notion is absurd. We are utterly at a loss to perceive in this c#se a violation of any principle whatsoever. But we see in Mr. Hislop's action the assertion and maintenance of a principle not only recognised by the educationists, but by the governments of all countries where the state attends to the education of the people — in other words, of all Givilised nations. The jprinciple is, that teaching is a science and an art requiring -a special professional education from tliose engaging in it. In Prance, in Belgium, in Germany, in America this principle is acted on. In Britain no assistance is given by the State to any school in which the teacher does not possess a certificate from the Privy Council, which, in any # o£ tho British colonies, is accepted as a guarantee, not merely of sufficient scholarship, but also

that the person holding it has, for a lengthened period, studied practically and theoretically the art of teaching. As far as the Government of this Provinqe has followed the example of the Home Government, in demanding from candidates for public schools evidence not only of scholarship, but of technical knowledge and experience, we feel convinced that it has acted wisely. The possession of knowledge is one thing ; the art of communicating it another, and a very different one. A man may be a profound scholar and still lack the skill to teach effectively; while, on the other hand, a comparatively poor scholar may, as far as his knowledge extends, be a verysuccepsful teacher. Teaching is, in short, an art for whiqh some may have a greater natural aptitude than others; but other conditions being similar, he who has studied the special science, and has been practically trained in the art, is not to be compared in teaching power to one who, withou* experience, acquired skill, or professional knowledge, thrusts himself, or is driven by stress of circumstances, into a teacher's position. Such a one, if a man of energy and intelligence, may, if he continue Jang enough in the profession, through a long series of mistakes and failures, train himself, and form a method of instruction effective to a greater or less degree. This ! training is* however, acquired at an enormous expense to his pupils; and it can scarcely be free from serious defects, whteh. a preparatory technical education wouks obviate. The people of this Province possess educational endowments unequalled for liberality by those of any other country in the world. It behoves them to see that the education imparted in their schools is as thorough as their- endowments are liberal Such can never be the case as long as the insane notion remains unexploded that, in order to qualify a man fox being a successful teacher, nothing is requisite but tried, incompeiency in other callings.