WELLINGTON DISTRICT SCHOOLS.

Wairarapa Daily Times, Volume VIII, Issue 2230, 26 February 1886, Page 2

WELLINGTON DISTRICT SCHOOLS.

We have just received the report submitted by Mr Robert Lee, Inspector of schools in the' Wellington District, for year ending 1885. In speaking upon the Standard system of instruction, Mr Lee says

"The Standard system is a levelling system. It aims at uniformity; it ignores ability above an average order; it sets as much valuo on the fairly passable work of the dullard in the lowest standard as it does on the strong pass of the Sixth (Standard candidate, Tho attention of a head teacher is most directed to his largest classes; tho energy and skill of a cliibs teacher are most directed to their .weakest pupils. This is as it should be, and the interests of the community as a whole aVe thus best considered, Again, the Standard system exacts just as much from a class which has in past years been under an untrained or unskilled teacher, as it does from a class which has received its previous instruction and training from one who is master of his art, provided always both! classes have satisfied the minimum of requirements for the class promotion. Looking at these facts, how important it is, first, that the early training of the classes should be such as to lay a good foundation for the higher work ; and secondly, how unwise it would be on the part of any teacher to. aim at obtaining brilliant results from a few, and fail to satisfy the requirements of the standards with regard to many pupils of more moderate ability, Hence it is that I view with alarm any outward prosauro which may be put upon teachers to specially preparo the best pupils for scholarship examinations, It would be easy to do. and there is some temptation to do it, but the interests of the many would be wholly sacrificed by tho practice."

Upon the teaching staff supply, Mr Lee reports The question of the supply of teachers for tho lower classes of elementary schools is a burning one. The pupil teacher system, if well carried out, lias much to commend it; but it is open to one very serious objection. Theso young teachers gam their experience and training at the expense of the pupils, and more or losb in a haphazard way. They are not prepared to begin their work systematically and to use tho most approved methods. Moreover, tho candidates are not chosen, as thoy should bo, after tl\e'y havo shown aptitude and skill as teachers. Only literary attainments are looked for,' 411 fhi's appears to' me radically wrong, aud I strongly advise the .Government'of the Colony to take up this question, |t \yould not be difficult tq p\\fi candidates for pupil teacherships through a preliminary course of training in the procise work which they would be required for a year or two to teach. Then, with the practice and experience thoy wuld gain as pupil teachers, we may reasonably suppose they would become efficient. The preliminary period of training would allow of a good selection being made, and those who were selected and trained would carry with them into the school on their appointment a fair knowledge of thoir duties, The more I see of elementary school work, and the more I look into tho cause of failure in class teaching, the more 1 am conviuced that failure is oausedby deficiency on thepart of teachert in method, skill, tact, pationce, judgment, or knowledge of the elementary principles f)f of teaching apy particular sqbjeot. And yet ii\ oyr pupil teacher system the great aim is ap annpal papa examination—a literary examination ; in our Training College the all absorbing subjeot is a pass examination—a literary oue j and lastly, with our head teachers the beau ideal of a first-class man is one who has made a good pass examination—of course a literary one, I think the training colleges should for the most part do purely training work, and that the literary examination might be met by attendance on outside classes. My Bclieme for the complete trajning of pupil teachers wqulc) lazily iitilizo tho training cqllogoj fop the purpose," The following is a brief outlino of what I consider a practicable and thorough training for a teaoher, and one which, I think, from the absence of unreasonable pressure put upon candidates, would be likely to attract more young men into the service Applicants for admission as teachers, should bo placed on trial for a short time in a state school, in which they would act as supernumary cadets, but not as permanent class teachers. On approval (Jiey should be assembled in ppi}tres and put wilder tjje traiiiing "for six pjhtiis' qf an experienced' pt'Wcal or trainer, They should then act as classteachers in an infant department for a short time. They would now be qualified for appointment as pupil teachers for two years, taking no woik higher than that of the second Standard. Up to this point I would not require any examination test, other than a fair Standard VI. pass on admission as cacets; but during their impiltpaoherqhip opportunities shield 'foo afforded the'tfl of instruptjon. I would nes encqurage, but not compel, apy pupil teachers lyho had served at least two years to go undor a further short period qf training in a Training College, to ijt then] for Vising liigher standard Tyorlf in tjhe pst approyed methods ; and, on passing a fair literary and practical examination, they should bo classed as assistants and receive a higher salaiyon re-appointment, At anytime after Certificate Examination; but it would not be necossary for thorn to undergo further training, and the instruction could be obtained in the Colleges of the Colony, or in special classes. And when it is borne in mind that tho sound elementary education of the whole of tho night thousand children in my district depends entirely on the teachers' ability to completely ((rasp the work of the Sixth Standare}— to have it, a? jfj mjji, tl]oir finger's ends—and thoroughly impart it, then it seems to me a matter pf comparative importance, as far as the schools are concerned, and so long as teachers can do all.Sixth Standard with facality, whether they further educated or not, For the most part it is method, not knowledge, : which is lacking in our system."