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1885. NEW ZEALAND.
EDUCATION: PROPOSED REVISION OF REGULATIONS UNDER "THE EDUCATION ACT, 1877," (PAPERS RELATING TO).
Presented to both Houses of the General Assembly by Command of His Excellency.
No. 1. RESOLUTIONS ADOPTED BY THE NEW ZEALAND EDUCATIONAL INSTITUTE AT ITS ANNUAL SESSION, JANUARY, 1885. I; —Syllabus op Instbuction in Public Schools. (1.) That history and geography should not be included in the subjects necessary for an individual pass in the standard examinations, but should be examined as class-subjects, in the manner prescribed by Begulation IX. of the standard regulations. (2.) That geography be omitted from the Second Standard. (3.) That history bo omitted from the Third Standard. II. —Pbesentation in the Standaeds. (1.) That a teacher may have the power of withholding from the standard examination any pupil who has not made three hundred attendances during the school year preceding the examination. 111. —The Pupil-teaoheb System. (1.) That the syllabus of subjects of examination for pupil-teachers be uniform throughout the colony. The examination to be conducted by the Central Department. IV. —Teachees' Cebtiftcates and Examinations. (1.) That the Minister of Education be respectfully requested to abolish for the future all classification upon the grounds known as "further evidence." (2.) That the Minister of Education be requested to make provision whereby teachers not connected with a university may attain an A, aB, or a C certificate, (b.) That the subjects of examination for an A, a B, or a C departmental certificate be the same in all respects as those prescribed by the New Zealand University for an M.A. degree with honours, a B.A. degree, or the first section of the B.A. degree respectively, (c) That those teachers who have taken the B.A. degree of the New Zealand University, but who did not proceed to the honours examination, may have an opportunity of obtaining an A departmental certificate by passing the necessary examination. V. —Scholaeship Examinations. (1.) That the existing arrangements as to district scholarships should give place to one uniform or approximately uniform system for the whole colony. (2.) That that system should be such as to bring the scholars into secondary schools at an age at which a secondary course can be commenced under favourable conditions, and to enable the best of them to continue their attendance at those schools until they have had time to qualify themselves for the competition for University scholarships. (3.) That a satisfactory system might be developed from the following outlines: Scholarships to be of two kinds —junior and senior. For the former, candidates to be under thirteen, years of age; the subjects of examination to be confined to those taught in the primary schools; the period covered to be two years. For the latter, candidates to be under fifteen years of age; secondary subjects to hold a prominent place in the examinations ; the period covered to be three years. The emoluments of senior scholars to be considerably more substantial than those of junior scholars. Special provision to be made for scholars obliged to reside away from home. All scholarships to be open to all comers. VI. —School Inspection. (1.) That periodical conferences of School Inspectors should be held. (2.) That Inspectors be placed under the Central Department. I—E. lc.
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Vll.—Secondaby Schools. .(1.) That this Institute is of opinion that an examining syndicate appointed by tho Senate of the New Zealand University to conduct the examination of secondary schools would tend to promote the interests of secondary education, and respectfully memorializes the University Senate to take into its consideration, at its next meeting, the feasibility of such a scheme. VIII. —The Wellington Industeial Exhibition. (1.) That a central committee of members of the Institute should be formed in Wellington, and corresponding committees in the other centres, to aid the Government in carrying out the educational section of the Industrial Exhibition. That the resolutions passed at this meeting of the Institute be forwarded to the Minister of Education and the various Education Boards, and that it be left to the officers of the Institute to arrange a deputation to wait on the Hon. Mr. Stout to draw his attention to the importance of the subjects discussed. H. Woethington, President. D. White, Secretary.
No. 2/ The Seceetaey, New Zealand Educational Institute, to the Hon. the Ministeb of Education. Sib,— Dunedin, 20th March, 1885. I have the honour to submit to your consideration the enclosed resolutions, which were passed at a meeting of the New Zealand Educational Institute, held at Auckland in January, 1885. It was the intention of the Council to meet you personally and discuss the resolutions at length; since this is impracticable, I have to comply with your request, and now make a few notes, by way of explanation, on the resolutions of the Institute. A lengthy statement is unnecessary, partly because the recommendations of the Council of the Institute have, for some considerable time, been before the public in one shape or other, but chiefly because you are already intimately acquainted with the leading features of our system of education, and, to some extent, familiar with the various amendments which have from time to time been suggested by the Institute. I will confine my observations to the most important of the resolutions : those relating to (1) the Syllabus of Instruction in Public Schools; (2) Presentation in the Standards; (3) the Inspectorate; (4) Teachers' Certificates ; and (5) the Educational Exhibition. The Syllabus op Instbuction. The first resolution asks that history and geography be made class-subjects. The advisability of making any change depends, of course, altogether upon the results following. Will an alteration of the present method be an improvement ? If the character of the instruction deteriorate, if the instruction be less systematic, then, by all means, leave matters as they stand. The point at issue, however, is, not the quality of the teaching—that depends upon other circumstances —but an alteration in the method of inspection. It is as essential, in carrying out a system of public education, to ascertain the best methods of inspection as it is to know the best methods of teaching. The quality and extent of the instruction depend, very largely, upon the standard of work the Inspector has before him ; at least, they always approximate to this, when inspectors and teachers are competent men. Is, then, the present way the best method of testing the instruction given ?, Geography and history are very wide subjects, and, if the examination be conducted on the individual pass system, the examination must be a written one, and, being written, must of necessity be brief. In history papers there are usually four questions given, and from the answers the Inspector is supposed to have an accurate idea of how the subject has been taught. So with geography. It is quite evident that such an examination paper only represents a very small part of the work, and, whether answered correctly or incorrectly, forms a very inadequate and unreliable indication of the true state of the class. If, on the other hand, the Inspector were to give half an hour's viva voce examination, he would be in a position to accurately estimate the work actually gone over, and the extent of the pupils' information. The teacher would not be obliged to cover the whole outline so minutely as he does at present, but would be enabled to take, up the prominent parts of the work, and treat them in a more complete and systematic way. It may be stated, however, that, if this change is desirable in geography and history, why not apply the same method of inspection to all the subjects. The reason is obvious. Geography and history are, for the most part, simply a collection of individual facts, demanding chiefly an exercise of the memory; but in the other subjects there are underlying rules and principles, which, when apprehended, are as readily applied to one fact as to another, and are as easily tested by one or two answers as by a number. This radical difference in the very nature of the subjects would seem to indicate that they ought to be examined in a different way. Further, we have the support of the English system in this contention. True, they have the iniquitous method of payment by results; but the question is not one of remuneration, nor whether any system of payment affects the state of education, but what is the best method of inspection, and the best arrangement of the'subjects. The other resolutions on the syllabus request that history and geography be omitted from the Second and Third Standards. My own opinion, and the opinion of a great many others, is that there is far too much history and geography in all of the standards. I should like to see the present standards maintained, so far as they refer to reading and comprehension, grammar, composition, writing, and arithmetic. These are the all-important parts of elementary education, and that we may insure a high degree of proficiency in these I would subordinate the other subjects and curtail them very considerably. In any reconstruction of
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the syllabus you* will no doubt fully consider whether we are aiming at too much in endeavouring to carry out the requirements of the present code of instruction. Pbesentation in the Standaeds. The standard regulations originally provided that all those pupils who were in " fair attendance " during the year were to be presented annually for examination in a higher standard. The indefinite expression "fair attendance" immediately gave rise to difficulties. Who were to be the judges of what was a " fair attendance ?" In some provinces it was fixed at 250 attendances, in others at 300, and in one or two provinces there was no rule whatever. In Otago there was a strict rule that all pupils who were in attendance during the six weeks immediately preceding the inspection must be presented for a higher examination than the one they had passed. When such a state of things existed, comparison of the percentage of passes obtained in the districts was of little or no value. The Institute pointed out, some years ago, the desirability of having some definite and recognized rule in the matter. It was evident that some authoritative regulation from the department was necessary, and we have had the recently issued Order in Council respecting classification and presentation. This regulation permits the teacher to rearrange the pupils three months previous to inspection. Should a teacher think that a number of pupils, from any cause whatever, are unfit to be presented in a higher standard, then he may reclassify, and have those that are turned back re-examined in the standard passed at their last examination. The teacher has large discretionary powers, and altogether the regulation is of a most liberal character. As a rule of guidance, however, it is almost as indefinite as the original "fair attendance." A teacher, in acting under this regulation, might, by repeatedly reclassifying, come into frequent collision with parents, Committees, and Inspectors. Inspectors will be continually challenging the propriety of putting pupils back. Parents would, naturally enough, be loud in their complaints. It is open to further objections. Three months previous to inspection it is often difficult to say that the pupil will be unable to pass the standard. Again, to put a pupil back for three months for the purpose of being examined in a standard which he had already passed would be most discouraging in its effect. Non-presentation in a higher standard, on the recommendation of the teacher, will be, as already stated, a source of great dissatisfaction to parents, and a ground of suspicion on the part of Inspectors. On the whole, I am convinced it will yet be found that the proposal of the Institute will best meet conflicting interests. It lays down a clear rule of guidance, and there is no uncertainty about its application. Indirectly it would be the means of securing better attendance. Parents will know that, unless the number of attendances has been secured, the pupil will not be presented, and thus the responsibility of non-presentation rest with them, and they will be induced to see that the pupil is present during the specified number of attendances. The resolution of the Institute does not state that the teacher shall withhold all from examination who have not made the specified number of attendances, but may withhold, if he is of opinion that they will fail. The resolution has been discussed by all the district Institutes, and everywhere is looked upon as the best way of providing for that special section of pupils known as "irregulars." The Inspectobate. Under this heading I need only state that the methods of inspection adopted in the various provinces often differ, and a very great difference is sometimes made in the standard papers. In the absence of periodic conferences of Inspectors for the purpose of comparing and arranging work this is inevitable. Teachees' Cebtificatbs. I am glad to see that you have already brought this matter under the notice of the Senate of the New Zealand University. I have no doubt that, when the matter has been more fully considered, the Senate will see the wisdom of complying with your request. The Educational Exhibition. I believe that at the forthcoming Industrial Exhibition, to be held at Wellington, it is intended to have an educational section. We were not aware that the Institute was supposed to take any initiative steps in the matter, and hence have been awaiting instructions from those carrying out the Exhibition. The Institute will do what it can by way of assistance,'as promised in the attached resolutions. I am, &c, D. White, Secretary, New Zealand Educational Institute. The Hon. B. Stout, Minister of Education.
No. 3. MEMORANDUM BY THE INSPECTOR-GENERAL OP SCHOOLS WITH REFERENCE TO THE RESOLUTIONS OF THE NEW ZEALAND EDUCATIONAL INSTITUTE, 1885. I.—Syllabus op Insteuction. (1.) History and Geography to be Class Subjects. I have discussed this in former minutes, and the Inspectors have been asked to advise. The proposal would reduce the " pass-subjects" to reading, spelling, writing, arithmetic, and (for Standards 111, to VI.) grammar.
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Subjects that do not count for pass are very generally neglected. The Inspectors are not responsible to the department, and are at liberty to ignore any expression of its wishes that has no legal force. If they were in a position to receive instructions from the department, it might be possible to secure a sufficient examination of what have come to be called "class-subjects"; at present it appears to me to be impossible. I fear the probable effect of confining the time and energies of the children to the narrowed range of " pass-subjects." I consider that the drudgery of a constant round of reading, writing, and arithmetic is likely to produce disgust, and to deaden the intellect of the pupils. If they are to be kept grinding at these, it would be better, in my judgment, to shorten the school time to one-half or thereabouts, and let the children spend more time in learning what nature could teach them out of doors. Bather than agree to the proposal as now (and often before) made, I would suggest that history and geography occupy an intermediate ground—in this way : That no passes (even though the reading, writing, and arithmetic were good) should be given to individual children unless the class to which they belonged gave evidence of satisfactory grounding in the other subjects required. And perhaps a principle of this kind, if accepted as a compromise, might be made to apply to other class subjects. (2 and 3.) Geography to be omitted from the Second, and History from the Third, Standard. I beg you to see how simple and easy the geography of Standard 11. is, and to read the history syllabus of Standard 111. in the light of note (5) on page 8 of the annotated edition of the Standards. It should be remembered that most teachers have two classes of what are called "infants," "meaning children not yet preparing for examination in Standard I. at the end of the year; so that generally a child examined for Standard 111. has been five years at school, and, on an average, he is more than eleven years old. Is it reasonable that no steps should be taken to make such children aware that our race has had a past, and that things do not continue as they were from the beginning? I am convinced that, if this subject were treated as recommended in the "notes," there would be no appreciable complaints of pressure. I have reason to believe that the pressure that arises from examination is sometimes out of all proportion to the syllabus. lam credibly informed that, in one district, Third-Standard children are not safe if they are not up in history so as to answer questions about the Beform Bill and other such constitutional matters. Examination of this kind brings undeserved discredit on the syllabus. The same want of judgment appears in examinations of the other standards. For example, in Standard VI. "the elements of social economy" are included under, history, and it is explained that what is required is " very elementary knowledge on such subjects as government, law, citizenship, labour, capital, barter, money, and banking;" but one Inspector asks Sixth-Standard pupils to give a sketch of the history of banking in England. I plead for the retention of so much geography in the Second Standard, and so much history in the Third, as the syllabus requires; but I earnestly desire that this small quantity, which I believe has a real educational value, may not be so exceeded as to introduce a burdensome amount of detail hostile to mental growth. ll.—Peesentation in the Standaeds. The Standards are designed to secure a symmetrical course of instruction for the children. They were not invented to afford an elaborate numerical test of teaching efficiency. It is only from the point of view of rivalry in obtaining " percentages " that any good end is served by excluding any children from examination. My own view is, that all the children should be examined every year, and their places in school approximately fixed by the examination. It ought not to be possible for a child to go unexamined through its whole school course, though promoted from year to year. The main object of the standards is to secure symmetry and solidity at each stage for each child, and if this is borne in mind it is seen to be of more consequence to ascertain how far each child has advanced, and what he is fit for, than to obtain a precise measure of the teacher's efficiency. Further, I believe that, in the long run and on the average, the best schools will be more likely to show better results on the system I contend for than on any system that affords facility for manipulating the facts to make a show with them. lll.—The Pupil-teacheb System. The contrast between the poorer (smaller) and richer (larger) districts is, I fear, too great as yet to render uniformity possible. IV. —Teachees' Ceetificates and Examinations. (1.) Further Evidence. —It sometimes happens that a candidate applying for classification cannot at once produce all the evidence on which he relies. In such cases it is reasonable to give him the best certificate that can be fairly awarded on present evidence, and to revise it when the fuller proof comes to hand. There have been cases in which candidates have succeeded in showing, to the satisfaction of the Minister, that the evidence they gave was not adequately estimated. The further evidence in such cases is interpretative and explanatory. It is possible that such means of promotion may be abused—through political or other influence—but I think justice requires that the power of revision be retained. (2.) Examinations for A, B, and G Certificates. —Provision is made for taking the C certificate. The University examines for the department candidates who have no connection whatever with the University. For the B certificate provision has hitherto been made by the University regulation which enabled teachers to graduate without matriculation and without attaching themselves to any college. That regulation has just expired. If it is not in any way restored
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by the University, it will be necessary to provide in some other way for candidates who wish to obtain Class B. I have no doubt that in that case the University will allow our candidates to obtain Class B in a way similar to that in which Class C can be obtained. As to Class A, it was meant for honours' men. Now, honours with a degree represent a different kind of distinction from that which can be obtained by passing an examination at any time after any number of years' preparation. The character of the class would be materially altered by the acceptance of the Institute's proposal. So far, the possession of two degrees —say M.A. and LL.B.—together has not carried with it Class A. It has been reserved for men who close their University career with distinction. If it is to be open at any time by examination for men who have already obtained Class B, it should represent more study than the amount of study that would make the difference between honours and no honours during the short period of university life. I have no doubt the University would allow us to use its examinations for the purpose, and I should be content if the passing of two honours' subjects in the first or second class were made the condition of promotion from B to A. V.—SCHOLAESHIPS. (1.) "Approximately uniform" I think the system might be made; "absolutely uniform," not yet. In any case I think it will be necessary to appropriate the money proportionally among the districts. (2.) The local regulations satisfy this condition in most districts. I think it would be well to amend the departmental regulations so as to have it satisfied throughout the colony. (3.) I think there should be scholarships everywhere for candidates under thirteen. It would be fair to provide in the general regulations that at least a certain fixed proportion of the available amount in each district should go for such scholarships. lam afraid that, if a large proportion of the money were devoted to senior scholarships of the type described in the proposal, the scholarships would not fall to primary-school pupils, except so far as Board scholars at grammar schools may be regarded as still related to the primary school. The proposal to make all scholarships open to all comers might be adopted by all the Boards, if they chose; but the Act allows close scholarships to be established, and therefore the Governor cannot at present make a general regulation throwing all scholarships open. VI. —School Inspection. I am of opinion that no other change in our system is so urgently necessary as that proposed in the second resolution under this head. I have already said that some objections to the syllabus are, at bottom, objections to interpretations put upon the syllabus by officers who are not subject to be influenced in anyway by the wishes of the department. As to the holding of periodical conferences of Inspectors, I have no doubt some good would arise from such conferences. But I should certainly not like a council of Inspectors who are not officers of the Government to rise into a power controlling the instruction of the country. VII. —Examining Syndicate foe High Schools. This is a matter proposed for the consideration of the University. A great difficulty is that most of the schools would require to be examined at one and the same time, at the end of the school year. The University has not the means to pay for the work. Wm. Jas. Habbns. The Hon. Mr. Stout. 29th January, 1885.
No. 4. CIRCULAR SENT TO EDUCATION BOARDS' INSPECTORS OP SCHOOLS. Sic, — Education Department, Wellington, 6th January, 1885. I have the honour, by direction of the Minister of Education, to invite you to offer advice on any of the points discussed in this letter. 1. It has been several times suggested to the department that history and geography should be made "class-subjects." This suggestion is probably intended to be identical with one that has been made in more express terms, thus : that " history and geography be removed from Begulation VII. (which requires individual examination and pass in these subjects), and placed in Begulation IX. (which requires the Inspector to inquire, and, if necessary, to report, as to the kind and amount of instruction in these subjects"). In support of this suggestion, the fact that history and geography are " class subjects " under the code of the Privy Council has been adduced. To set this fact in a true light as an argument for the proposed change it is necessary to add that, under the Privy Council code, special grants are made by the Government for passes in class-subjects. Payment by results is the rule in Great Britain, and the hope of payment induces a proper degree of attention to class-subjects. The Inspectors of Schools have a better opportunity than any one else of knowing to what extent the inclusion of a subject in Begulation IX. avails to secure the teaching of the subject. If, for example, elementary science and drawing are diligently taught in the majority of schools, it will be reasonable to conclude that history and geography would not suffer by being placed in the same part of the syllabus with those subjects. It has been further proposed to make English grammar and composition a class-subject, thus reducing the requirements for a " pass " to reading, spelling, writing, and arithmetic. It is quite evident that, so long as the State pays £3 15s. or £4 a head for the instruction of the children, it has aright to expect more than the three Bs in return. The question is an important one, whether, if the " pass " were given for the three Bs alone and no system of payment by results introduced, the instruction given in the schools would hot tend to the minimum required for pass.
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2. It has been proposed to leave history out of the syllabus ; but the Education Act requires that it be one of the subjects of instruction. 3. A Boyal Commission on Technical Instruction in a report issued in April, 1884, recommends that drawing be made a compulsory subject for every standard and incorporated with writing as one subject. Our Begulation IX. already prescribes drawing for every standard. The modern tendency to a recognition of the importance of drawing is very strong and decided. It may become necessary to consider how its claims can be practically recognized without pressing too hardly on unskilled teachers. Perhaps it would be practicable to introduce gradually the plan recommended by the Commission : to make drawing and writing one compulsory subject for the first standard only at first, and to extend the principle to the second standard a year afterwards, and so on, until in six years it applied to all the standards. 4. I shall be happy to receive any remarks you feel disposed to make on the distribution of each subject between the several years of study; that is to say, on the correctness of the graduation of the syllabus. Your experience may perhaps suggest other matters that you would like to bring under the Minister's notice. I have, &c, Wm. Jas. Habbns, The Inspector of Schools, . Inspector-General of Schools.
No. 5. SYNOPSIS OF ANSWERS SENT BY INSPECTORS OF SCHOOLS TO QUESTIONS ASKED IN CIRCULAR FROM THE INSPECTOR-GENERAL OF SCHOOLS. Genbeal Bbsults. 1. There is a considerable preponderance of the opinion that a change should take place in the direction of making history a class-subject for the lower standards ; but most of the Inspectors think that great precautions should be taken to secure the effective teaching of the subject, and many of them believe that to bring it under Begulation IX. in its present form would be to cause it to occupy a too subordinate place in the syllabus; one or two of the Inspectors think, however, that the amount of importance attached to the subject by the teachers would depend on the way the Inspectors dealt with it in their examinations and reports. Opinions are nearly the same, with regard to geography, except that the desire for change is far less marked. As a body, the Inspectors are very decidedly opposed to the idea that grammar and composition should be made class-subjects, though one or two of them believe that grammar might be so treated with advantage. 2. No Inspector is willing to exclude history from the syllabus; but a few of them are in favour of either reducing the amount required or of making a redistribution of the subject over the higher standards. The opinion that no history should be required for Standard 111. is very generally held, the reason given generally being that the subject is ineffectively taught in this standard. 3. A few of the Inspectors see difficulties in the way, but the proposal to make drawing a compulsory subject, and incorporate it with writing, meets with very general approval. 4. Nearly all the changes proposed refer to matters of detail; to summarize these would be very difficult. The principal radical changes suggested are the following : That there should be a seventh standard; that the work of the three higher standards should be spread over four years instead of three ; that the standards should no longer be " stereotyped," but that education should be differentiated and adapted to the needs of localities ; and that the science syllabus should be curtailed and simplified, and that the order of treatment should be defined. Many of the Inspectors seem to believe that Begulation IX. is too lax, and that subjects dealt with under it are much neglected. On the whole, the Inspectors who express no wish to have any changes made in the syllabus, except small ones in matters of detail, are in a decided majority. Additional Beoposals, Suggestions, and Bemaeks. Several Inspectors find that the effects produced by the action of the recent Order in Council relating to re-presentation of pupils are bad. Mr. Petrie says that it encourages teachers to neglect those who should receive special attention —namely, the irregular attenders. Mr. Murray thinks the standard tests should be alike for all districts, in order that the department might obtain results that could be fully relied on. He is also of opinion that pupil-teachers' examinations should be uniform throughout the colony. Dr. Anderson thinks that single Commissioners should be substituted for the present Committees. Mr. Smith proposes that all scholarships supported solely by grant of public money should bo common to New Zealand; and that the examinations should be conducted after the same fashion as are those for the Civil Service. Mr. Lee would like to see experimental science made, in some way, a compulsory subject of instruction in all large schools. He thinks, too, that an annual examination of the higher work in science and drawing should be held annually, and that it should be a colonial affair; also, that effective arrangements should be made for giving technical instruction in all the larger centres of population. Mr. Bindon says that a really good set of " Beaders " is badly wanted,
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Mr. Fidler thinks that, when a boy wins a scholarship at a primary school, he should have the option of using the money to support himself during his apprenticeship to a trade, on condition that he avail himself of opportunities of receiving instruction in the science of his trade. The appended synoptical tables, containing very brief abstracts of the Inspectors' replies to the questions asked in the Circular, will show how these results have been arrived at.
TABLE I. Answees to Question No. I.—"Should (1) History, (2) Geography, and (3) Grammar and Composition be made Class-Subjects? " Mr. O'Sullivan.—l. Does not object for Standards 111. and IV. only.—2. Strongly objects.— 3. Very strongly objects. Mr. Goodwin.—l. Strongly objects.—2. Strongly objects.—3. Sees no advantage in change. Mr. Peacocke.—l. Not in favour of change.—2. Not in favour of change.—3. Deprecates change. Mr. Fidlee.—l. Is strongly in favour of its being pass-subject, except in Standard lII.— 2. Is strongly in favour of its remaining a pass-subject.—3. Strongly objects. Mr. Mueeay.—l. Thinks it would be advantageous.—2. Objects. —3. Thinks it would be a mistake. Mr. Bindon.—l. Change would be disadvantageous, but would not object if more effective motive than that supplied by Begulation IX. could be introduced.—2. Thinks that change would be disadvantageous.—3. Proposal seems to be absurd. Mr. Hill.—l. Class-subject below Standard V., then pass-subject.—2. Class-subject below Standard V., then pass-subject. —3. Class-subject below Standard V., then pass-subject. Mr. Hodgson.—l. Clearly of opinion that it should. —2. Clearly of opinion that it should.— 3. Deprecates proposal. Dr. Andeeson.—l. Pupils would benefit by change, but, unless bonus were paid for class, passsubject would suffer.—2. Pupils would benefit by change, but, unless bonus were paid for class, pass-subject would suffer. —3. Change could not be made without inconvenience. Mr. Smith.—l. In favour of change.—2. Not entirely; in Standards 11. and 111.—3. Objects most emphatically. Mr. Peteie.—l. Approves of proposal, but objects to subject being placed under Begulation IX., with examination left to the option of the Inspector.—2. Approves of proposal, but objects to subject being placed under Begulation IX., with examination left to the option of the Inspector.— 3. Grammar, but not composition. Mr. Tayloe.—l. Yes.—2. Yes.—3. No. Mr. Goyen.—l. Class-subject; but examination in and report on to be obligatory.—2. Classsubject; but examination in and report on to be obligatory.—3. No change needed. Mr. Lee.—l. Class-subject for Standard III.: in other standards should be linked with geography, and made a pass-subject.—2. Class-subject for Standard 11. ; in three higher standards should be linked with history, the two forming one pass-subject.—3. Should be retained as passsubject. Mr. Gammell.—l. Is, on the whole, in favour of the change.—2. Yes.—3. Should be retained as pass-subject. Summaey—(Approximately Correct). History. Geography. Grammar. Composition. I. Against change ... ... 3 6 13 14 11. Pass, above Standards 11., 111., or IV. ; class, below ... ... 3 2 0 0 111. Pass, above III.; two subjects to be linked together ... ... 1 1 0 0 IV. Class-subject; but sound teaching to be secured either by means of bonus or compulsory examination and report 3 3 10 V. Unconditional approval of change ... 5 3 0 0
TABLE 11. Answees to Question No. 2. —" Should History be left out of the syllabus ? " Mr. O'Sullivan. —No; but history should not be required for Standard 111. Mr. Goodwin. —Gives no special reply, but, generally, does not approve of any material change. Mr. Peacocke. —No ; but history should be struck out from Standard 111. Mr. Fidleb.—Warmly supports the retention of the subject. Mr. Mubbay.—ls thoroughly in favour of retention. Mr. Bindon. —No ; but Third Standard work should be omitted. Mr. Hill.—ls in favour of granting freedom of choice of subjects, but, if it is not found advisable to give this, would retain history. Mr. Hodgson.—Sees no reason for striking it out, but would restrict it to Standards V. and VI. Dr. Andeeson.—Sees no reason why the subject should be omitted, except for Standard 111. Mr. Smith.—Would be sorry to see the subject abandoned altogether, but would exclude it from Standard 111.
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Mr. Peteie. —Would like a redistribution of the history work, and the omission of it from Standard 111. Mr. Taylob.—Advises omission of Standard 111. work Mr. Goyen.—History should be begun in Standard IV. as it now is in Standard 111. ; the rest of the work should be redistributed. Mr. Lee.—History should be excluded from Standard 111. Mr. Gammell.—The subject should be retained ; but it should be brought within a narrower compass. Third Standard children should not be examined in the subject. Summaey—(Approximately Correct). I. History should be omitted ... ... ... ... 0 11. Freedom of choice of subjects should be allowed ... ... 1 111. There should be extensive revision or limitation, or both ... ... 4 IV. History should not be required for Standard 111. ... ... 11
TABLE 111. Answees to Question No. 3.—" Should Drawing be made a compulsory Subject and incorporated with Writing as one Subject ? " Mr. O'Sullivan.—Approves of gradual introduction of the system, beginning to be made with Standard I. Mr. Goodwin. — Does not deal specially with this subject, but is not in favour of any material change. Mr. Peacocke.—Does not regard the idea favourably on the whole, as he thinks the plan might answer for town, but not for country, schools. Mr. Fidleb.—ls in favour of the gradual introduction of the scheme. Mr. Mueeay.—Thoroughly approves of the idea. Mr. Bindon.—Approves of the idea, but thinks the plan would press hardly upon unskilled teachers. Mr. Hill.—Would like to see drawing taught by competent masters as a selected passsubject, but does not see how it would be possible to incorporate drawing and writing to count as one subject, because many excellent writers are weak in drawing, while many good drawingmasters are inferior penmen. Mr. Hodgson.—Thinks the plan well worth a trial. Dr. Andeeson.—Gives, with some diffidence, the opinion that we are not yet prepared for the change; and that, if made necessary for a-pass, drawing should form a separate subject. Mr. Smith.—ls in favour of the plan being tried up to Standard IV., but thinks it would not be possible to carry it out effectively for the higher standards in country districts. Mr. Peteie.—Approves of the plan. Mr. Taylob.—Thinks the idea an excellent one. Mr. Goyen.—Cordially agrees with the proposal. Mr. Lee.—Strongly approves; but deprecates the delay involved in the gradual introduction proposed : introduction of the system should be immediate, syllabus requirements being made easy at first. Mr. Gammell. —Is hardly in favour of the proposal as it stands, but thinks arrangements might be made under which the subject would be satisfactorily taught in town and country. Summaey—(Approximately Correct). I. Proposal approved of ... ... ... ... 7 11. General approval, but modifications or additions suggested ... 5 111. Proposal not approved of ... ... ... ... 3
TABLE IV. Answees to Question No. 4.—" Have you any Bemarks to make on the Graduation of the Syllabus?" Mr. O'Sullivan.—Considers that the standards have worked well on the whole. Mr. Goodwin.—On the whole the subjects are fairly distributed. Mr. Peacocke. —Suggests two or three small changes, but approves of the graduation. Mr. Fidlee.—Makes two suggestions about matters of detail. Mr. Muebay.—Proposes a few alterations; the most striking is, perhaps, the substitution of additional technical grammar for different composition exercises. (See Mr. Murray's proposed alterations in the standards.) Mr. Bindon. —Suggests that the work of the three highest standards be spread over four years; that New Zealand history should be added to the syllabus; and that the first standard arithmetic should be made more difficult. Mr. Hill.—Thinks the present syllabus neither too advanced in character nor, speaking generally, too difficult for the children that are called upon to pass the standards; but he objects to the stereotyped character of the standard course, and thinks that education should be differentiated and adapted to the needs of localities. An outline of his scheme is given. A slight modification of the arithmetic of Standard IV. is suggested. Mr. Hodgson.—The only suggestion made is that the First Standard arithmetic be made a little more difficult. Dr. Andeeson.—Thinks that Standard I. work should be made somewhat more difficult; that Geographical and Historical Beaders should be used for Standards 111. and IV.; and that there should be a little more analysis, and a little less history, for Standards V. and VI.
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Mr. Smith.—Does not make any remark on the graduation of the syllabus. Mr. Peteie.—Suggests several alterations in details, and one or two in matters of principle. He says that the gravest fault of the syllabus is that it suits large schools only, and that it ought to discourage the undue multiplication of classes to be taught separately. Mr. Petrie's suggestions can hardly be summarized without being spoilt. (See his letter on page 20.) Mr. Taylob.—Does not suggest any change besides those already mentioned. Mr. Goyen.—Proposes that easy arithmetical problems be made compulsory for Standard III.; that science and object lessons be placed in the same category with geography and history; and that greater precautions be taken to secure that children understand what they read. Mr. Lee.—Thinks existing standards might be recast with some advantage; that Standards 111. and IV. could be modified so as to give an easier graduation. There should also be a seventh standard. Passes should be classified as " strong "or " weak." Mr. Gammell.—Suggests many alterations in matters of detail. (See Mr. Gammell's proposed alterations in the standards, page 23.) Summaey—(Approximately Correct). I. No alterations suggested ... ... ... ... 4 11. One or two small changes suggested (technical detail) ... 3 111. Several changes suggested (technical detail) ... .... 3 IV. Numerous changes proposed, (principle and technical detail) ... 4 V. Proposal that the syllabus be based on an -altogether different principle ... ... ... ... ... 1
No. 6. REPLIES FROM THE INSPECTORS OF SCHOOLS. AUCKLAND. I.—Mr. O'Sullivan. • Sib, — Auckland, 11th February, 1885. In reply to your circular, dated the 6th ultimo, on the subject of the Standards, I have the honour to state— 1. That I particularly object to geography being made a class-subject. Ido not advise that history should be made one ; but I would not object to this being done in Standards 111. and IV., if the subject be retained in Standard 111. (See post.) To make grammar and composition a classsubject would, in my opinion, be ruinous to the tone and efficiency of the schools. It would be sinking to the Home standard. There, as we find from certain recent imports, a man may get armed with a certificate of competency as a teacher, and yet be unable to write a note in tolerably decent Third-Standard English. It is not, perhaps, wonderful that the suggestion to leave out composition Should be made when it is seen that at the teachers' examination no composition exercise is set for Class E, and that in many districts no composition is required at the scholarships' examination. Here we consider that no pupil should be allowed to pass Standard IV. unless he can write a creditable letter. If there is to be no composition, to teach technical grammar is but to inflict meaningless torture upon children. If composition is to be made light of, I strongly recommend that the teaching of its handmaid—technical grammar—be done away with. There can be little doubt that, under the circumstances stated ("if a pass were given for the three Bs alone," &c), "the instruction given in the schools would tend to .the minimum required for a pass." ' 2. The law should be carried out at all hazards. A deep wound is given to a community when those in authority set an example of law-breaking. 3. I approve of the suggestions made in the last section of this clause. 4. I recommend that history be not required in Standard 111. I consider that the standards have worked well on the whole. If a cast-iron, mechanical administration of them is adopted, such as giving a pass for the standard for a certain number of passes in subjects, no matter what these subjects may be, difficulties will occur. Here we rarely pluck a pupil who passes in grammar or composition, arithmetic, and writing; and we will not pass one who fails in these subjects. I have, &c, B. J. O'Sullivan, The Inspector-General of Schools, Wellington. Inspector of Schools.
2. Mr. Goodwin. Sic, — Board of Education, Auckland, 9th February, 1885. I have the honour to reply to your letter of the 6th January inviting remarks on the distribution of the standard subjects. History and Geography. — I should strongly object to these being made class-subjects; if taught at all they should, in my opinion, retain their places among those in which a " pass " is required. I think, however, that history might be removed altogether from the list of subjects required to be taught in Standard 111. In that standard, history, except in the larger schools, is seldom properly taught; very few teachers seem to'be able to give a good oral lesson in history, and the result of a year's work is, in too many cases, not a " bird's-eye view " of the subject, but the recapitulation of a list of mere names of events. The period before the Conquest might, I think, be added to the work now demanded from Standard IV. without pressing too heavily on the pupils. Grammar and Composition. —l can see no advantage in changing the existing method of examination in these subjects. 2—B. lc
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On the whole, I consider that the several subjects of instruction prescribed in the standards of education are fairly distributed. I have been engaged for the last five or six years in examining all classes of primary schools, from those containing eight hundred or one thousand children to the very small and remote country schools, and I am not prepared to suggest any material change. It is true that in small schools with one teacher, the teaching six standards involves a great deal of care and anxiety, but the worst results are not always from these schools. Where the children have been properly classified from the first, and where they attend with fair regularity, good results are obtained. On the other hand, where the injudicious teacher has thought of nothing but the immediate " pass" to be obtained, and has confined his teaching to that, a break occurs, generally in Standard 111. I attribute failure to overtake the standards in small schools to lack of systematic work. Inexperienced teachers, and those accustomed to antiquated methods, waste a good deal of time in doing for children what they are perfectly well able to do for themselves ; thus, not only do the children fail to "pass," but a great deal of valuable training is lost. A higher percentage of passes would, perhaps, be obtained in country schools if the extra subjects were struck out of the programme; but the value of those subjects, particularly elementary science and drawing, as a means of mental and manual training, is so great that I should be sorry to see them excluded; and I think the power already in the hands of the Inspectors of allowing the teacher, in cases of actual necessity, to omit one or more, is sufficient to prevent their interfering to any appreciable degree with the standard work. I have, &c, The Inspector-General of Schools, Wellington. John S. Goodwin.
3. Mr. Peacocke. Sic, — Education Board, Auckland, 14th February, 1885. I have the honour to acknowledge the receipt of your letter dated the 6th January, 1885, inviting me to offer suggestions upon any of the points dealt with therein. I beg first to explain that the heavy work entailed by the examination of the town schools has prevented me from earlier complying with your request, as the points discussed in your letter are of too grave a nature to be answered without due consideration. 1. As to the suggestion that history and geography should be made class-subjects, I fail to see that any benefit is to be derived by the change. Taking it for granted that these subjects would be as well taught if placed in Begulation IX. as they now are when included in Begulation VII., it must be conceded that, to produce the same result, the same time must be expended as is now given to them, with this difference, that the teacher would be at the loss of the moral assistance he now undoubtedly derives from the knowledge of the pupil that a failure in these subjects would probably pluck him for the standard. If the suggested change be simply an insinuation that these subjects are of no importance, and that the time now afforded them might be better devoted elsewhere, then, so convinced am I of the fact that the opposite is the truth, that, though loth to write it, I would almost say those from whom such suggestions emanate would selfishly save themselves at the expense of their charges. The traveller and reader of men and manners, nolens volens, to a certain extent becomes an educated man. To have read history with appreciation, and to have a thorough knowledge of the general geography of the world (the words " thorough " and " general," though in antithesis, are, I think, here admissible) is, I take it, the nearest thing to having actually travelled, and is, I submit, of no little assistance in consummating the education of an inquiring mind. In answer, then, to the question, Would history and geography suffer by being placed in Begulation IX. ? I will say that there is nothing to be gained by the proposed change, and much I think would be lost. Belative to the further proposal that English grammar and composition be also made a classsubject, it appears to me that, not content with unscientifically hacking and lopping at the branches of the tree of knowledge, there are those who would cut it down altogether. In the standard regulations, in a note on composition as required for Standard 111., it is truly said "the art of composition does not come by nature." Indeed it does not. It is a subject which requires the whole and unremitting attention of the teacher. For no other subject is it so necessary that the teacher should possess that invaluable gift—a pass-key to the mind of his pupil. Composition is a proper recognition of the applicability of certain words and phrases to the thoughts sought to be expressed. To secure this to his pupil it is necessary for the teacher to give him a vocabulary, to teach him to use this vocabulary in the construction of phrases, and then properly to apply these phrases to the clothing of the thoughts which he—the teacher—has succeeded in. persuading him he possesses. To many, I will say to most, children, that they do possess any thoughts is a revelation ; and to convince them of their own riches is not the least laborious part of a teacher's work. In view, then, of the great care, attention, and application necessary to the acquisition of the art of composition, I think this subject ought scarcely to be relegated to Begulation IX. Education without culture is not education; composition without culture is an impossibility; therefore composition becomes an important factor in the education of a child, and should not be neglected. 2. With reference to history, I should be sorry to see it left out of the syllabus, for I consider it a subject that goes hand in hand with geography; the one helps the other. However, there is an alteration which I confess I should like to see made. It is, that the subject be struck out altogether from Standard IIP, Standard IV. beginning at the Boman Period instead of at the Norman, and the other two Standards (V- and VI.) taking it as they do at present. My reason for suggesting this change is, that I do not think the minds of children who have only just left the Second Standard are sufficiently developed to receive any impressions of history with any benefit to themselves. The adoption of the system suggested in note 5, page 8, of "The Standards," namely,. that the teaching should.be oral, and the text-books pictures of historical scenes, each picture, accompanied by an abstract, would tend greatly to remove my objection to the teaching of history
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to Standard 111. However, these text-books do not at present exist, and in their place, lam sorry to say, many teachers have fallen back upon the pernicious system of giving long lists, to be learnt by heart, of what they call "leading events," very often mainly consisting of battles which, indeed, can scarcely be logically called " events," but should rather be termed "incidents." Though ready to grant that the system recommended in "The Standards" would be a great improvement upon that which obtains at present; yet, were these text-books, as proposed, procurable to-morrow, I would rather put them into the hands of the Fourth than in those of the Third Standard, upon the plea that the too tender faculties and yet-to-be-developed minds of the last-named have already as much work to do as at their early age can fairly be expected of them. 3. Touching the proposal to make drawing compulsory and to incorporate it with writing as one subject, the advisability of such a step depends very much upon what is the intention of the State in making it. If the intention is the cultivation of, and the training in, drawing as particularly applied to mechanics, or the work of those technically designated as draughtsmen—such being principally found in cities and centres of population—the application of the regulation should, I think, be confined to those places, and might, probably with advantage, be gradually introduced in the manner as suggested by yourself. But in the' purely country districts (I refer particularly to the Province of Auckland), where the children rarely remain at school after having passed the Fourth Standard, and where my experience leads me to believe the imposition of such a regulation would be eminently distasteful to the parents, I think to insist upon its adoption would be injudicious. If, on the other hand, the State is desirous of going beyond what I have above indicated, and, passing by the utilitarian view of the question, would aim at creating a race of artists —I use the word " artist " in its popular and highest acceptation—then, the artist, to be successful, requiring genius, and genius being innate and not to be created by men's hands, the result, I fear, would be but an increase of work without any material advantage to the pupil. Thus, I think, with .respect to the country schools, that to incorporate drawing with the compulsory subject writing would tend to press unduly upon children whose time for study is already circumscribed by reason of the large amount of hard manual labour required from them, both morning and evening, in consequence of the necessities of their parents. 4. As to the graduation of the syllabus, on the whole the subjects have been fairly distributed. Were it contemplated to make any changes, my experience would lead me to suggest the following: In Standard 1., arithmetic—addition of four columns instead of three; multiplication of numbers not exceeding 999 by any number not exceeding 12 ; subtraction sums of not more than three figures in each line, in no case the lower figure to be greater than the one immediately above it. Geography (knowledge of the meaning of a map, and of the easier geographical definitions) to be made a class-subject. My reason for suggesting the above is, that I have found the step from the First to the Second Standard to be too wide; not that the arithmetic in the Second is too much, but that that in the First is too easy. Children in Standard 1., although they may fail in reading, spelling, or writing, hardly ever fail in arithmetic. Indeed our second primer classes are generally able to do the FirstStandard arithmetic. In Standard 11. I have frequently found children fail in geography who fail in nothing else ; I have therefore thought it better to break the ice with this subject in Standard I. Teachers generally complain that the Third is the most difficult of the standards ; this is certainly borne out by the fact that the percentage of passes in this standard is lower than any other. This would be remedied by doing away with the history, as I previously suggested. Be Standard IV.: " Simple proportion" might, I think, be introduced with advantage. This is not a hard standard to pass, and it would be a great assistance to Standard V., who are generally very weak in "compound proportion." Before closing I will take this opportunity of pointing out that the teachers have great difficulty in carrying out the direction of the late Order in Council which permits of the re-examina-tion of children in the standard last passed, provided that they have been sent back to that standard a clear three months before the day of examination. Parents object to, as they say, having their children " put back," and further complain of the expense entailed by the purchase of the extra books necessitated by the measure. I fear I may have too liberally interpreted your invitation to offer any remarks upon the points discussed in your letter; if so, I can but plead, in extenuation, my own sincere interest in the subject under discussion, and my great desire to make myself intelligible. I have, &c, Ponsonby Peacocke, The Inspector-General of Schools, Wellington. Inspector of Schools.
4. Mr. Fidlee. Sic, — Education Office, Auckland, 16th February, 1885. In reply to your letter of the 6th January, I beg to submit the following views for your consideration: — 1. Assuming that the department wishes geography and history to be taught, it expects these subjects to be taught efficiently throughout the colony, and to get them taught efficiently, in my opinion, they must be made pass-subjects, or, if they be made class-subjects, a bonus must be granted for passes in class-subjects. I believe, however, they will be best taught by being made pass-subjects—excepting only the history of Standard lIP, re which point see my answer to IV.; and on these grounds : — (a.) Those who wish geography and history to be made class-subjects say that, provided a youth passes in the more important subjects —reading, writing, arithmetic, grammar, and composition— he should not be kept back for want of knowledge of geography and history, and that therefore there should be no examination of individuals in these subjects, The inference is wrong. Though no
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youth should be kept back who is proficient in all the most important subjects, yet fails in geography and history, still these two subjects should be pass-subjects—that is to say, subjects deficiency or proficiency in which will to some extent guide the Inspector as to whether a scholar should or should not pass the standard examination. To illustrate : John Smith passes in reading, spelling and dictation, writing, arithmetic, grammar* and fails in geography and history; making a total of five passes, and passing the standard. If Smith (in one of the Standards, 111. to VI., in which both these subjects are taught) has passed in the more important subjects, he should pass for the standard despite the failure in two less important subjects, geography and history; but should a youth, say Brown, fail in two more important subjects, as writing and arithmetic, he should not pass the standard. Should, however, Jones fail in arithmetic (or dictation), geography, and history, he ought not to pass for the standard. In this case the deficiency in geography and history would determine, in part, the Inspector's judgment, and, joined with deficiency in another subject, would cause the boy to fail in the final result. Briefly, geography and history, which do not need, like drawing and singing, endowments which are possessed by a limited number, but which may be taught with benefit to any child of average capacity, should be made pass-subjects, if taught at all; they should have some influence in aiding the examiner in judging how far the child has progressed in his educational career, what is the child's intellectual grasp, and what his fitness to pass the standard, but should not rank with subjects— e.g., reading and arithmetic—whose greater importance is acknowledged. By a slight change in Eule 8 (page 15) of the Eegulations under "The Education Act, 1877," which should recognize a difference in the importance of those subjects which are now pass-subjects, a scholar's proficiency or deficiency in geography and history might be allowed (as in the third case quoted) to guide the examiner in the application of the standard to the case of an individual scholar —that is, they might be pass-subjects of less importance, and failure in two such subjects might be permitted without involving failure for the standard, as in Smith's case. By this plan, besides the advantages which, as I hope to show, will be derived from leaving them as pass-subjects, there will be derived the advantage which it is contended will attach to their being made class-subjects—that failure in these subjects alone shall not prevent a youth's passing to a higher standard. (b.) It is said by some that these subjects can be better taught when it is known that they are to be examined as class-subjects; that a teacher can enter into them with more spirit, &c. This argument merely refers to method. I fail to see that history and geography need be taught less spiritedly because each scholar is expected to have a knowledge of these subjects—because the teacher is pinned to a carefully-considered syllabus of instruction, and thereby prevented to a certain extent from indulging his own vagaries, and from submitting his class to a too frequent oratorical fire. If they remain pass-subjects, the teacher will aim at giving each scholar, as far as possible, a clear understanding of the matter on which each will be examined. (c.) If geography and history were made class-subjects, the instruction given would " tend to the minimum required for a pass." The fact cannot be ignored that many teachers look to the percentage of standard passes which they can gain—make it an aim to secure a high percentage, and, perhaps almost unconsciously, neglect or give unduly short time to class-subjects. Thus, when examination time is near, is there not a temptation to put off the drawing or science lesson for the sake of a pass-subject? Members of educational bodies, too, in many cases, look well to the "percentage of passes." Is there not a strong premium offered to pay undue attention to pass subjects? Do we not hear of teachers, stating, when advertising for positions, " 85, 76, 90 per cent, passed at the last examinations?" It may be said that no teacher would care to get a high percentage of passes in standards, and have a bad report on the kind and amount of instruction given in geography, history, science, &c. But the reports on these subjects would depend much on the views of the Inspectors. Those who liked historical studies would be apt to make severe comments in the case of history being inefficiently taught; but might, if they did not attach much importance to scientific studies, bear with equanimity the fact that only a few definitions of scientific terms had been learnt by rote as the work in science for the year. As is the Inspector, so is the teacher. Would there not be a temptation in such an Inspector's district to give certain classsubjects a very moderate share of attention ? Boards, too, may tolerate, and Committees accept, a teacher who can get a high percentage of passes, but whose class-subjects are poor. To secure for geography and history due attention they should, with the exception suggested later on, be retained as pass-subjects, though ranked as of less importance. (d.) When each scholar feels that it is his particular duty to qualify himself in these subjects, and that good answering on the part of the rest of the class will not satisfy the object of the examination in these subjects so far as he is concerned, he will be induced to pay attention to them during the year with a view to getting into the next standard. Granted that the object of teaching the child is not that he may pass the standards, still we cannot ignore the fact—we may make use of it—that to pass the standard does in itself become an object to many children, as, besides the love of the knowledge itself and the preparedness to receive the teacher's instruction, there exists at the same time the spirit of emulation in getting a pass. Through the motive referred to, a pass-subject will be studied with more care than a class-subject, and therefore geography and history ought to be subjects of individual examination. (c.) The way in which science and drawing are taught as class-subjects will scarcely afford a certain criterion as to how geography and history would fare if placed on a similar footing. Want of natural endowment is a drawback to the teaching of drawing in so many cases; want of practical instruction in science on the part of the teacher often prevents the successful treatment of scientific subjects in the schools. Neither consideration would hold good in the case of geography and history. I think the way in which a class-subject is taught depends in a great measure upon the tastes of the teacher and the importance attached by the Inspector to this or that particular branch, and that in many schools the mere fact, of a subject being made a class-subject would cause it, for the reasons stated, to get insufficient attention. During the year or so that I have been engaged in the
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work of examining and inspecting I have found science to be poorly taught in most cases—that is, science as laid down in the syllabus; but the laws of health well taught, as special care is taken in this provincial district as to the teaching of this department of knowledge. (/.) The standard examination serves, amongst other purposes, as a means of classification of scholars. The classification should be based on an inquiry into the progress made by each scholar in all the subjects taught him during the school year, except, for obvious reasons, such subjects as singing, drill, &c. The teaching a child to express simple ideas with a fair approach to correctness is too important a part of education to admit of composition being relegated to the division of class-subjects. Grammar has a claim equipollent with that of composition. It calls for a peculiar and most important exercise of the mind, such as no other school subject calls for in so eminent a degree ; it cultivates and strengthens the logical powers of discrimination, classification, generalization, definition, deduction ; it is a grand means of training the child's mind to a power of concentration ; it is a handmaid of what the school seeks to make the child's noblest faculty of thought. It would be a great error to run the chance of having this subject less diligently taught by having it made a class-subject. 2. History should, I think, be retained as a subject of instruction. It is a means of storing the mind with facts and principles which, recolenda, cum opus est, will illustrate and explain much that the child will afterwards read, and without which facts and principles thus stored much of the best literature would be distasteful to the poorly-informed mind. The child will see the consequences of actions, will read at an impressionable age of many noble deeds, will be taught to view with horror the many meannesses and. cruelties which history reveals, will study the development of some of the leading features in our constitution, and, in all probability, imbibe a respect for it; will feel that he is not an independent unit, a member of a family only, but also of a State, and the national tie will be strengthened ; the knowledge of the elementary principles of social economy, as incidentally acquired, will not be valueless. Besides the intellectual value of such knowledge and its service from an ethical point of view, I believe that much of the information here referred to will be especially useful now that the suffrage is so extended. Again, it would be a pity to cut out such subjects as history and singing from the syllabus—they make a pleasing variety in school work; to turn from a grammar to a singing from an arithmetic to a history lesson may cause more time to be taken up, but more will be learnt in the school hours than if they were spent in a dreary, spiritless grind at reading, writing, arithmetic, and grammar—grammar, arithmetic, writing, and reading. Ido not think that it follows that those who learn reading well, will learn all the history they need. Very many who have acquired the power of reading well but who have not been taught history, would be much benefited if they had a knowledge of history, but cannot, or will not, in later life, read up that body of facts which must first be known as the individual particulars to serve as bases of induction, or without a knowledge of which many of the general principles which are taken as true cannot be really understood, valued, and serve for the purpose of guidance. 3. I should be pleased to see the plan re the gradual introduction of drawing as a pass-subject, which has been recommended by the Commission, adopted. ' 4. In Standard 111. two fresh pass-subjects are taken up—grammar and history. It requires very regular attendance and very good work for a child who has passed Standard 11. to qualify for Standard 111. in one year. In this standard history should be a class-subject. The teacher should make a list of the interesting facts which have been touched on during the year, and the Inspector examine history as a class-subject. The lessons given during the year would serve as a kind of introduction to the subject. The teacher and Inspector may attach different meanings to the expression, " a few of the more interesting facts;" the choice might be left to the teacher's discretion. I need not enter at length into.the advantages of making history a class-subject in Standard IIP, as I anticipate that the Inspectors will be, like the teachers, unanimous on this point, and that their opinion will influence the department. In Standard IV., "Tables of Weights and Measures" might be changed to " Tables of Weights and Measures in general use," to exclude apothecaries' weight (not used now), cloth measure, dry measure, &c At the present time, when a boy from a primary school wins a scholarship, he goes to a secondary school, and there learns a little Euclid, algebra, chemistry, Latin, French, &c, and when the scholarship has expired, say, after three years' time, he may win another, or his parents may be able to provide means to finish the work thus begun, and give him a profession. But suppose, as happens so often, the youth, who has won a scholarship, and who has spent the three years at a secondary school, be the son of a poor man, who can give him no further help, who certainly cannot support him through an apprenticeship, he must then turn to clerical or to manual work. One of the objects in instituting scholarships is then frustrated. The State wishes to give the intelligent youth an opportunity of acquiring such knowledge and of achieving such success in his life-work as will make him one of its most serviceable members. It does not desire to have professional men only; it desires and needs also to have artisans of great skill. I think that, when a boy wins a scholarship at a primary school, if he has a great desire to learn a trade, he should be allowed to receive the money to support him during an apprenticeship to an artisan of recognized ability, on condition that he avails himself of such instruction as may be had in the place where he is apprenticed in the general principles which underlie the art which it is his desire to learn. It may be said that a boy may do well at an examination, but that that is no criterion as to how he would learn any art. The fact of a boy's having a strong desire to master a skilled trade, together with the fact that he has already shown his intelligence, would, when we consider that where the will is there is the power, induce me to believe that a member of a poor man's family, who should apply to use his scholarship money for the purpose of maintenance during apprenticeship, ought to have his request granted, under the conditions suggested. This is a suggestion of a plan which might be adopted until the secondary schools are in a better position to
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offer a fair technical education to those who desire it, especially to those who show marked ability, joined to strong natural bent in the direction of one of the skilled trades. I have, &c, The Inspector-General of Schools, Wellington. Wm. Fidlbe,
TARANAKI. Mr. Mubbay. Sib, — Education Office, New Plymouth, 4th February, 1885. I have the honour, in reply to yours of the 6th ultimo, to forward the following remarks and suggestions : —• 1. History. —This subject, to be taught successfully, so that individual pass or marks on an equality with others in standards above the Third, demands much time and effort, especially in the preparation by the scholar and supervision by the teacher of written work. I have no hesitation in saying that present results are obtained at too great a sacrifice of time, which otherwise spent would be of much greater profit to the scholar. I further express the conviction that, with well-selected Historical Beaders in our Fourth, Fifth, and Sixth Standards, a more useful and a more intelligent comprehension of the subject would be obtained. The inclusion of history in Begulation IX. would be an advantage. The subject has, with an exception or two, never been taught in the schools of this district. Geography. —l feel disposed to suggest a similar treatment of this subject, but there are many objections to such, and no suitable "Beaders." The isolated position of the colony, the high cost of travelling, and the scanty outside information brought within reach of children will necessitate, for several years, at any rate, the utmost that can be done in imparting a fair acquaintance with the subject. I cannot agree with the suggestion that geography should be made a class-subject. With a few changes in the syllabus of instruction, teachers will have no great difficulty in working for pass results. The further proposal to include grammar and composition would be a serious mistake. Were this brought into operation the outside subjects would give place to those upon which pass results depended. . 2. I strongly support the retention of the subject. Historial reading lessons are an excellent and pleasing change to the too often dry and uninteresting matter of the ordinary " Beader." 3. The introduction of drawing as a compulsory subject in all standards is a welcome proposal. Its incorporation with writing would lead to better results than those at present obtained. Certainly more analytical instruction in writing will be given, and teachers, encouraged by the success, concede less time to the present slavish system of copying a headline. The plan recommended by the Commission for its introduction seems a good and practicable one. Syllabus. —With respect to the distribution of the subjects, I beg to suggest a few alterations. Standard I. : Writing.—Bead, "The small letters, the ten figures," and a few words selected from the class Beader, " on slate, and dictation." Standard II.: Geography.—To read, " Knowledge of the meaning of a ground plan, and of a map ; of the principle geographical terms," and to be able to name or point out examples on a map of the world. Standard IIP : Geography.—lnsert before " chief towns " positions of the continents and oceans and larger seas; and delete "Of the Countries and Capitals of Europe." Arithmetic.—lnsert short division by factors. History.—Strike out subject in this standard. Grammar. —Delete, " and very simple .... into words," and insert analysis of easy sentences into subject and predicate, with simple sentence-building. Standard' IV. : Arithmetic.—Delete " Practice." Grammar.—lnsert the parsing of an easy sentence with knowledge of government by transitive verb and preposition ; analysis and synthesis of easy simple sentences; reproduction of a short story; delete "letter writing •. ... to envelopes." Geography. —Delete " the seasons," and " climate in this connection." History. —An intelligent acquaintance with the text of the " Beader " (to be named) used by the class. , Standard V.: Arithmetic. —Bead, Practice; proportion; the easier cases of vulgar and decimal fractions, and problems involving them; mental arithmetic. Grammar. —Delete "or the rendering of the .... good prose;" insert, Analysis and synthesis of a complex sentence. Physical Geography.—-To read, Mountain and river system; the seasons, and climate.—History. As for Standard IV. Standard VI.: Grammar.—For " essay or letter " read essay from notes supplied; analysis and synthesis of easy compound sentences. History.—As for Standard IV. Drawing. —Standard IV. Bead, Outline drawing from model of cube, cross, or other rectangular model. Standard V. Bead, Outline drawing from model of cone, circle, or circular model; easy object drawing. Standard VI. : Bead, Practical geometrical drawing; easy shaded object drawing. Science. —What is wanted here is a really useful "Beader." Perhaps Blachin's Beaders, now publishing, would do ? Inspector's Examination. —The standard tests should be alike for all districts. Such an arrangement would prevent widely different interpretations of the syllabus, and give to the department the best information as to results. Pupil-teachers' Begulations. —(1) These should be uniform throughout the colony, and the yearly examination be conducted by the department; (2) the instruction demanded be entirely of a practical and technical character; (3) the last year's requirements be those for the E certificate ; (4) certificate issued only on completion of course and two satisfactory yearly reports
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by an Inspector; (5) during such two years candidate be ranked as an assistant or an assistant-in-chargo; (6) in districts where persons not certificated are at present employed, such persons be allowed, say, two years to obtain certificate under existing regulations, or may avail themselves of the following suggestion ; (7) in districts where assistants are not available, Boards (for a time) may employ such persons as are reported upon by an Inspector as suitable, and that they be examined in accordance with the pupil-teachers' programme, and that three satisfactory yearly reports by an Inspector be required before certificate be issued. Note. —Expense of instruction to be borne by individual. Persons at present in employ (sth) be allowed to take the last two years' portion of the programme. I have, &c, William Mueeay, The Inspector-General of Schools, Wellington. Inspector.
WANGANUI. Mr. Veeekee-Bindon. Sic, —■ Wanganui, 7th February, 1885. In reply to your letter of the 6th ultimo, inviting me " to offer advice " on certain points discussed therein, I have the honour to express my views as follows: — 1. a.) Suggestion to make History and Geography Class-Subjects.- —Both as a teacher and an Inspector I have ever found that the present class-subjects—drawing and science—were either altogether shirked or else taught in an intermittent manner; in fact, that far less attention was given to them than to the pass-subjects, and what little they did receive was given in compliance with frequent instructions of the Inspector. On my recent visits to the schools in my district I found that these two subjects were taught in only about one-sixth of the number, while mental arithmetic was neglected by some teachers. I must therefore come to the conclusion that, if the suggestion were complied with, the subjects —geography and history—would not be carefully taught. No doubt more attention would be given to them than to the present class-subjects on account of their being more within the powers of teachers; but I am inclined to think that many teachers would depend on some judicious "cramming" shortly before the examination, and on the individual brightness of a few children to satisfy the Inspector at a class examination. 1. (&.). To make English Grammar and Composition a Class-Subject. —The proposal seems to me absurd. I place the latter before arithmetic in importance, and even as it is now —a pass-subject— sufficient attention is not given to it. A parent may expect that his child may be at least able to write a readable letter after passing the Fourth Standard (read intelligently, say, a newspaper, and make out a bill of parcels), and yet composition is neglected by nine-tenths of the teachers I have ever come in contact with. How much less attention would be given to it if-made a class-subject •I leave you to imagine from what I have above written. 2. To leave History out of the Syllabus. —l think history might well be struck out of the ThirdStandard syllabus. I would, be in favour of making history a class-subject, if the teaching of it were insured by some stricter rules than those at present in force with regard to class-subjects. 3. Drawing. —l am fully alive to the importance of drawing, and no doubt, if it were made a compulsory subject, the proposed method of doing so would be the best. Such a regulation would press hardly on unskilled teachers, and still more so on such as have to teach unaided the six standards. I am satisfied that satisfactory results would not be obtained in any of the small country schools. The cry everywhere at present is that the subjects are already too many. I would rather be in favour of a competent drawing-master being appointed to visit the principal schools, when teachers could be instructed as well as pupils. 4. The Syllabus. —There is no doubt that to cope successfully with the syllabus as at present requires a great amount of well-directed effort on behalf of both pupils and teachers ; consequently, when the former attend at all irregularly, and the latter have had little experience—as will always be the case in country schools—there is a great collapse. The arithmetic in the senior standards is never quite understood in any schools, for if questions at all out of the common, or questions requiring a little thought, are given, the result is very disappointing. I would therefore be in favour of extending the work of the three higher standards over four years. In arithmetic I would have a deal of attention given to mensuration. History I would like to see abolished from the Third Standard, and more attention should, I think, be given to modern English history. In fact, lam inclined to think that we begin at the wrong end in teaching history. New Zealand history ought to be added to the syllabus. The arithmetic of the First Standard should be more difficult. What is now required can be done by children in a kind of way after a year and a half's teaching; consequently I often find teachers presenting pupils that can just add badly-formed figures, attempt the formation of the letters, and read .and spell poorly. There is a tendency in this standard to subordinate everything to arithmetic, and thus, when the little required in that subject is known, to imagine the pupil " fit." A good Second-Standard pupil must have been a very well-informed First. A really good set of " Beaders" is badly wanted. The " Boyal" are all very well in the junior standards, but the senior books are sadly lacking in dialogue, and, while possessing a great deal of information, have very little matter calculated to encourage good reading, while they are full of pedantic " by-words." I have introduced Macmillan's Fifth and Sixth, but a great deal of the matter is too difficult. " Beaders" written for the " Home " schools will always be more or less unsuited for the colonial standards, while some of the information given will necessarily be inaccurate— e.g., that with regard to finding the points of the compass from looking at the sun.
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The regulation with regard to re-presentation has been abused by some teachers in this district, in order to help them to gain high percentages. An Inspector has no means of knowing whether children were put down * three months previous to examination. If presentation were regulated according to number of attendances of pupils it would, I think, be better. I must apologize for not answering your invitation sooner. I have, &c, W. H. Vebekeb-Bindon, The Inspector-General of Schools, Wellington. Inspector of Schools.
HAWKE'S BAY. Mr. Hill. Sic, — Education Office, Napier, 26th January, 1885. In reply to your circular letter of the 6th instant, inviting advice arid suggestions upon the standard syllabus of instruction as adopted by the Government for the preparation of the pupils attending the elementary schools in this country, I would state at the outset that, whilst feeling that some modification in the scheme of instruction is urgently called for, I am of the opinion that the present syllabus is neither too advanced in character, nor does it contain, except perhaps in Standard IV., more than might fairly be mastered by children of the average ages of those who pass the standards in this country, who attend with fair regularity at school, and whose minds are adapted to the form of knowledge to be acquired. That which seems to me of most importance, as requiring attention and modification, is the stereotyped character of the standard course, and through which every child attending school must pass before he or she can receive the Government mark of culture and training. In my annual reports to the Board of this education district I have often had occasion to refer to this defective phase in the standard syllabus of instruction. In the year 1880 I reported that " the future bushman, ploughman, and mechanic are provided with the same tools to perform entirely different functions in life;" and in the year 1882 I suggested that power should be given to an Inspector of Schools to recognize an " optional subject," under Begulation IX., in preference to one of the compulsory subjects, like history, geography, and grammar, under Begulation VII. My opinion since these recommendations were made has not changed. I still think that some of the subjects which many of the children in my district have to learn are not simply unnecessary, but are of very little value relatively when compared with subjects like drawing, botany, physiology, geology, sewing, mechanics, agriculture, and domestic economy. All the so-called " over-pressure " in the schools, so it seems to me, is directly traceable to this plan of stereotyping the education of children. The fact is too often overlooked that the mental tastes of children are as dissimilar as their physical tastes. At present many children are forced to prepare themselves for examination in subjects not adapted to their mental tastes, and the result is that mental sickness and abhorrence of certain studies are common phases of youthful school life ; but they are only known as " over-pressure." What I think as the most desirable change in the present syllabus is the giving of much greater freedom of choice to teachers and School Committees in the selection of subjects for the standard examinations. As already remarked, I am strongly opposed to the lowering of the requirements for a pass in any standard except the arithmetic in Standard IV.; but I think that' all the subjects for examination, except the " three Bs," should be left to the choice of teachers and local Committees, acting under the advice of the district Inspectors, if found necessary. This plan would at once lead to the differentiation and adaptation of education to the needs of localities and districts. The plan here suggested as very desirable would work somewhat as follows: — A lengthened or extended syllabus of subjects containing the work to be prepared in each standard, similar to the present requirements under Begulation YIP, would be required. The subjects for each standard would be then taken thus—(a.) Standard I.: Three compulsory subjects. (&.) Standard II.: Four compulsory subjects, one to be selected by the teachers and School Committees, (c.) Standard III.: Five compulsory subjects, two to be selected by teachers and Committees, (d.) Standard IV.: Six compulsory subjects, three to be selected by teachers and Committees, (c.) Standard V.: Seven compulsory subjects, four to be selected. (/.) Standard VI.: Eight compulsory subjects, five to be selected, (g.) Standard VII. (new standard): Eight subjects, all of which might be selected by the teachers, or special preparation of some subject bearing upon the industrial occupation of the people in a special district. But should it not be found advisable to grant freedom in the choice of subjects, as here recommended, I would suggest that history, geography, grammar, and composition be recognized as " classsubjects " below the Fifth Standard, but that no alteration be made in the number of compulsory subjects required for a pass (individual) in Standards V. and VI. It is indispensable, so it seems to me, to insist upon something like exact knowledge in the subjects taken by the two highest standards, and, whilst recognizing the need of viva voce work to test the general intelligence of the pupils and the general quality of the teaching, I think that much more should be expected than a few showy answers from a minority of children in a class. Optional subjects are rarely well taught, and my opinion is, that a minimum of work will be attempted in most of the schools should the subjects mentioned above be made optional, as in the case of drawing and elementary science. By all means give freedom of choice in the selection of subjects, but the quantity and quality must be clearly laid down for the passing of pupils through the standards. Drawing. —lt is very desirable to promote the teaching of this subject, and I believe that were it placed on a similar footing to history, geography, &c. —that is, were it recognized and could be
* Parents also complain much when their children are put back.
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counted as a pass-subject, it would be very generally taught in my district. I do not see how it would be possible to incorporate drawing and writing to count as one subject, because I am acquainted with excellent writers who are weak in drawing, and certainly great drawing-masters are by no means noted for their clever penmanship, and failure in one ought certainly not to count as failure in both. Arithmetic. —The arithmetic in Standard IV. is the only part of the compulsory syllabus which presents any real difficulty, and I think this might easily be obviated by defining the " tables " under the weights and measures to be known, and upon which questions might be set. I would suggest the following work in this subject: (1.) Compound rules—money. (2.) Weights and measures—long measure, square measure, dry measure. Beduction—money; long measure—inches to miles; square measure—acres to yards. There are several other important subjects that I should like to bring under your notice, but I am unable to do so just at present in consequence of the unusual press of office work. I have, &c, The Inspector-General of Schools, Wellington. H. Hill.
NELSON. Mr. Hodgson. Sib, — Nelson, 19th January, 1885. I have the honour to submit to you my opinion on the several points raised in your letter of the 6th January. 1. lam clearly of opinion that history and geography should be made class-subjects. Fortunately lam under no necessity of arguing this question on a priori grounds. For seventeen years— that is, until the introduction of the present standards—it had been my practice to examine all the smaller schools^which in Nelson have always formed a large proportion of the whole—in history and geography by taking the classes collectively, just as is now proposed. lam certain that both of these subjects were at least as well taught then as they are now under a system of individual examination. In a matter of this kind I hold an ounce of experience worth a ton of hypothesis. If, as occasionally happened, the work fell short of what I expected, I invariably commented on the deficiency in my published report, when an improvement usually followed. This check was found practically sufficient to secure good work in the long run. 2. I should deprecate the exclusion of English grammar from the list of subjects necessary to secure a pass, for this reason among others, that grammar and arithmetic are the only two compulsory subjects which afford a mental training of much value. 3. I see no reason for leaving history out of the syllabus, but would restrict the teaching of this subject to the scholars preparing for the Fifth and Sixth Standards, to whom I think the same period should be prescribed, in order to save the time of the teacher. 4. The plan suggested, that drawing and writing should be made one compulsory subject for the First Standard only at first, with a gradual extension to the higher standards, seems to me well worth a trial. 5. The addition of subtraction to the requirements of the First Standard in arithmetic, the excision of history from the work of the Third and Fourth Standards, and the treating of history and geography as class-subjects would, it appears to me, so simplify the work that there ought to be no difficulty in passing scholars through the six standards between the ages of eight and fourteen. Even under the present regulations, if scholars are not pushed forward too hastily at the outset, and if they attend regularly, the great majority can secure passes in successive standards year by year. My object in weighting the First Standard is merely to keep back very young children—one of the greatest difficulties with which an Inspector has to contend. Gathering from the tenour of your circular that it is the wish of the department to obtain the individual opinion of each Inspector, I have stated my views without reference to, or consultation with, any of my fellow-Inspectors. I venture, however, to express my opinion that a conference of Inspectors, presided over by the Inspector-General, and at which the knotty questions raised in your letter might be freely discussed face to face, would afford a better means of attaining the objects aimed at than the course that the department, doubtless for good reasons, has thought fit to adopt. I have, &c, W. C. Hodgson, Inspector for the Nelson and Marlborough Districts. The Inspector-General of Schools, Wellington.
SOUTH CANTERBURY. Dr. Andeeson. Sib, — Education Office, Timaru, 19th January, 1885. I have the honour to acknowledge the receipt of your letter of the 6th instant, on the subject of standard requirements. 1. Without entering into the question of the comparative efficiency of the two systems of examination, by which the Inspector deals with individual promotions, or reports simply on the class efficiency in any subject, leaving the promotions to the teacher, I am of opinion that the inclusion of grammar, history, and geography in Begulation IX., without any provision for a result payment or a complete remodelling of the system of reporting on, appointing, and dismissing teachers, would inevitably result in the comparative neglect of these subjects in our schools, and a corresponding reduction in the status of teachers and of primary school education. At present the amount of attention devoted to the subjects included in Begulation IX. depends partly on the attitude of Education Boards and partly on public opinion, both of which necessarily exert a considerable 3—E. lc
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influence on, if they do not completely govern, the Inspector's interpretation of the requirements in this respect; and it does not seem to me right that any considerable addition should be made to the subjects over the teaching of which the regulations do not adequately provide for an effective control. On behalf of the pupils I should like to see history and geography made class-subjects in the sense indicated, but only on the condition that bonuses be paid to the teacher according to a scale based jointly on the number of pupils receiving instruction and on the degree of efficiency exhibited in the teaching. This arrangement would be of benefit to the country districts, where attendance is bad and the more rapid promotion of the children in the more important parts of elementary instruction desirable. Grammar could not conveniently be dealt with in' the same way, since promotion to a higher class in this subject would necessitate a competent knowledge in the earlier stages. The suggestion made with regard to bonuses might with advantage be extended to the subjects now embraced in Begulation IX. It is not my province to say at present whether such a system would require reports to be made directly to the Minister by Inspectors, and a more direct control on the part of the Education Department over the. amounts paid to teachers. 2. I am not prepared as yet to express a fully-considered opinion on the proposal to make drawing a subject necessary for a pass. lam disposed to think, however, that (1), however strong the tendency may be in England, the public mind of New Zealand is not yet prepared for the change, and that (2), if drawing were incorporated with writing, there would be an irresistible tendency to give a pass for good writing alone, with very little drawing. If made necessary for a pass, it ought to form a separate subject. In no school in this district has the teaching of drawing fully satisfied the requirements for the separate standards ; and, though my experience has hitherto been mainly confined to the results actually attained, and scarcely extends to the processes by which those results have been secured, I further incline to the view that the proposed addition would require some slight reduction of the standard in other subjects. 3. I see no reason why the Education Act should be amended by the omission of history from the subjects taught in our schools. 4. My experience has shown that, though a thoroughly efficient and earnest teacher can fully cover the ground of the present pass requirements —at all events if, as in this district, Begulation IX. is not too stringently enforced —the step from Standard 111. to Standard IV. is rather beyond a large proportion of children. On the supposition that drawing be not added to the pass requirements, I suggest that a remedy be found in a process of levelling up. It is generally understood among teachers that the requirements of Standard I. are rather too low, and I think the children would be benefited by remaining a little longer in the initiatory stage. Inspectors may readily make themselves certain that the higher divisions of infants receive proper attention, and a fairly efficient safeguard is thus provided. In both Standard I. and Standard 11. the children are frequently found to have grown too familiar with the reading-books employed, and more ground should consequently be covered. In this respect the regulations might with advantage be altered by requiring in Standard I. knowledge of a reading-book of not less than eighty pages, apart from all exercises, &c, and adding in Standard 11. a geographical reading-book to that in ordinary use, if a book of a suitable character can be found. By the addition of such a book to the course in reading, and a careful examination in the subject-matter of it, all the advantage of retaining geography as a pass-subject in this standard might be secured. In Standard 111. I should sweep away history as a passsubject, and secure familiarity with some features of English history by providing an Historical Beader, such as is published in Bhilips's series ("Stories from English History"). I have not seen the corresponding book in the new Boyal Beader series, but I have no doubt that it would be found suitable. Ido not think it is necessary to urge reasons for the exclusion of history from the group of pass-subjects in Standard 111. There is a strong feeling on the subject, though some of my teachers cry out only for greater definiteness in the course. The reason urged against making geography and history class-subjects throughout the school does not apply to this treatment which I have suggested for Standards 11. and III.; for a wise teacher will make careful provision for the future and devote greater attention to a knowledge of the subject-matter of the reading lessons. Inspectors, too, being just as anxious for success in the higher standards, will see that the class as a whole has been efficiently instructed. The removal of geography from pass-subjects in Standard 11., and of history from the same group in Standard 111., would allow greater attention to be given to arithmetic, notwithstanding the increase in the amount of reading, and leave room for a knowledge of all the parts of speech in Standard 111. Analysis of simple sentences should follow for Standard IV., of easy complex sentences for Standard V., and analysis generally for Standard VI. As a further change in Standard VI., I should propose that an intimate knowledge of the last period alone of history should be required, since it is in this that the most interesting economical and constitutional questions arise. The alterations I suggest would, therefore, be of the following character: Standard I.: Beading-book of not less than eighty pages, containing for the most part words of one and two syllables; spelling of monosyllables from same book; writing small letters, capitals and words, on slates; arithmetic, including subtraction, addition of four columns,- and corresponding notation. Standard II.: Ordinary reading-book and Geographical Beader; spelling words of two syllables from same books ; writing, as at present; arithmetic, including knowledge of pence-tables, and, perhaps, some slight increase otherwise in the present requirements; geography, a class knowledge of much the same matter as at present. Standard III.: Ordinary reading-book and Historical Beader, containing stories from English history; dictation, from ordinary reading-books ; writing, as at present; arithmetic, including long multiplication of money to ninety-nine; grammar, all parts of speech in easy sentences; geography, as at present, with " district " defined; a class knowledge of the amount of history at present required for a pass. Standard IV. may remain very much as it is. Bossibly arithmetic might, with the increment in the lower standards, bear a slight increase; and I should very much like to see the analysis of simple sentences. In geography it should he stated what is meant by " one set of principal features." I have taken it that the
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Inspector is to choose what set he pleases. Standards V. and VI. require only a slight change in the matter of analysis, and the restriction to the last period of history of the more intimate knowledge required. 5. While I am anxious to pay a compliment to the general intelligence of those members of our School Committees whom I have met and the interest they have shown in the working of the schools, I am of opinion that the practically dual government by Boards and Committees is cumbrous and inefficient, especially in the matter of school organization ; and I therefore propose that the functions of our present Committees reside in single commissioners appointed annually by the Boards, or so appointed in the first instance, and afterwards on the recommendation of a majority of the parents or guardians of the children attending the schools, the members of the Boards being themselves elected by popular vote on some basis combining the principles of territorial and numerical representation, I have, &c, W. J. Andeeson, Inspector of the South Canterbury Board of Education. Inspector-General of Schools, Wellington.
WESTLAND. Mr. Smith. Sic, Hokitika, 4th March, 1885. I have to apologize for having so long delayed replying to your circular of the 6th January. My excuse is that my appointment as Secretary and Inspector under the new Westland Board has caused my time to be so fully occupied that I have been unable hitherto to give the circular the attention its importance demands. History. —First, with regard to history, I am decidedly in favour of making this a class-subject, and I think it might be omitted from Standard 111. with great advantage. History has always been the stumblingblock of this standard. The mere selection of a few of the more interesting facts from the whole range of the subject—-from Julius Caesar to Victoria—has always been regarded as a most embarrassing task, and, even when accomplished, the result is of little educational value, as with such young children and with so wide a range, the most that can be done in the limited time that can be devoted to the subject is to load the children's memories with a catalogue of dry and, to them, unintelligible facts. By selecting a suitable text-book—such as the Junior Boyal History— and usin°* it alternately with the ordinary reading-book, the salient points of English history might be easily and intelligently taught in three years in the Fourth, Fifth, and Sixth Standards. I should be sorry, however, to see this subject altogether abandoned, even if the Act did not require it to be taught. . Geography. —This', I think, might be with advantage made a class-subject in Standards 11. and 111., remaining a pass-subject in the others. The fact of its being necessary to a "pass" in the Fourth and higher Standards would insure its receiving attention in the lower, as, if neglected in them, there would be less probability of scholars passing when they reach the Fourth. Of course, too, the Inspectors would make it their business to see that a proper amount of attention had been given to it in the earlier stages. I should certainly deprecate its entire relegation to Begulation IX. Grammar and Composition. —I most emphatically object to the proposal to make these (more especially composition) class-subjects. An argument in favour of this proposal is sometimes heard to the effect that many well-educated men, as well as correct and elegant writers, never saw the inside of an English grammar. But this has little or no weight, when we consider that the majority of the children attending elementary schools do not enjoy the advantage which these persons most probably had, of hearing good English habitually spoken from their earliest infancy. It is true that an intimate knowledge of the rules of grammar is seldom effectual in causing the children of uneducated parents to speak correctly, the force of habit and association being too powerful; but I have had abundant opportunities of observing that, although it is exceedingly difficult to accomplish this, yet the most incorrigible transgressors in speech, who have had the advantage of attending the best of our common schools, frequently express themselves in writing with tolerable grammatical propriety, and, when challenged as to some breach of grammar in their conversation, are able to correct it, and to give a satisfactory reason for the correction. In this district particularly, where people from every nation under heaven have settled down and intermarried, the importance of keeping this subject under Begulation VII. cannot be a matter of doubt. To place it under Begulation IX. would be to render more or less optional a subject which has been described by a competent authority as " the best study for drawing out the intelligence of the children." The same author (Bobert Bobinson, Inspector of Schools, Ireland) says, " Grammar is more purely intellectual than arithmetic," and he quotes the following from the Minutes of Council on Education, 1848-49: " Grammar accustoms the mind to reflect more than any other department of primary instruction whatever." Fully acquiescing in these opinions, I heartily hope that no effort to remove this subject from Begulation VII. will be successful. Beferring again to history and geography, you very truly remark that, "If elementary science and drawing are diligently taught in the majority of schools, it will be reasonable to conclude that these subjects would not suffer if placed under Begulation IX." The converse, however, does not necessarily follow, since the omission (at present) of science and drawing may, and often does, arise from the the inability of the teachers to undertake them ; and this could scarcely happen in the case of history or geography. With regard to the proposal of the Boyal Commission on Technical Education, I think the suggestion is reasonable and practicable as far as the work prescribed for the Fourth Standard in drawing; but, if carried on to geometrical and perspective drawing, the majority of the present generation of teachers in this district would find it almost impossible to obtain the necessary amount of instruction themselves to justify the attempt to teach the subject to others. In the great centres of population
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no doubt classes might easily be formed, under competent instructors, which teachers could attend with little inconvenience; but here, and in similarly-situated districts, it is extremely unlikely that any such arrangement could be made. When I sat down to reply to your circular I intended to take advantage of the closing sentence, by offering some remarks in support of two suggestions not immediately connected, with the questions submitted. My letter, however, has already taken up enough of your time, and I will content myself for the present with merely mentioning them. The first is the propriety of making all scholarships supported solely by grant of public money common to New Zealand, and to be competed for annually at examinations conducted somewhat as the Civil Service examinations are at present. Many arguments might be advanced in favour of this change, but I will not now trouble you with them. The other matter to which I intended to refer at length is the necessity for giving separate certificates for teachers of music and drawing, instead of compelling all teachers to pass in those subjects before granting even a certificate in E. I have, &c, The Inspector-General of Schools. John Smith.
OTAGO. 1. Mr. Beteie. Sic, — Education Office, Dunedin, 19th January, 1885. I have the honour to submit, for the information of the Minister of Education, my views on the matters discussed in your letter of the 6th instant. I approve of making history and geography subjects in which a class examination should be held instead of an individual examination. By this I mean that the Inspectors of Schools should be instructed or allowed by regulation to examine orally the various classes in the portions of history and geography prescribed for them, and to report briefly on the teaching of each of these subjects as a whole in each school. The oral examination contemplated would consist of two or more rounds of questions —according to the size of the class and other circumstances—supplemented, if necessary, by such written work— e.g., map drawing on slate or paper—as might be thought desirable. I strongly disapprove of placing either of these subjects under Begulation IX., as that would make it optional with the Inspectors to hold any examination. If a subject is not regularly and carefully examined it is not likely to receive due attention in the teaching, and for this reason I would like to see a class examination in, and a report on, science and object-lessons made compulsory. As I am opposed to placing any subject to be examined as a class-subject under Begulation IX., I will not discuss the effect likely to be produced by placing class-subjects thereunder. lam further of opinion that grammar should be included among the class-subjects, as in no subject is oral examination more suitable than in this. Composition stands on a different footing, and does not lend itself to oral testing. In it an individual examination should be held—a proceeding that would secure for it such a share of time and attention as so important a branch of common education deserves. To sum up the changes here suggested: An individual examination would be held and a pass or failure recorded in reading—including explanation of language and subject-matter—spelling, writing, arithmetic, and composition, while the following would be examined as class-subjects : Grammar, geography, history, object-lessons, science, and singing, in each of which an Inspector would have to furnish a brief report as part of his general report on the examination of a school. A suitable report form might with advantage be fixed by the department, and its use made compulsory. I see no reason for apprehending that the restriction of the requirements for a standard pass to the subjects in which the individual examination was held, as given above, would lower the standard of instruction in the public schools, provided (1) the brief reports on the subjects examined as classsubjects were made public every year in the reports of the Boards of Education or in that of the department; (2) the inspection were efficient; and (3) the syllabus were so lightened as not to overtax the energies of teachers and pupils in any class of schools. If it were hereafter found that serious deterioration in the quality of the instruction followed from the arrangement here contemplated, which I see no reasons, however, for apprehending, it should be easy to provide a remedy, either by reverting to some such arrangements as now obtain or by introducing a small payment by way of results. The teaching of history on the lines of the present syllabus has been a heavy burden on the teachers of schools of small and intermediate size. Great relief would be afforded by the excision of history from the Standard 111. syllabus. In this education district the attempt to teach it has proved extremely barren of results, and in my judgment the minds of the children are at this stage too immature, and their knowledge of social and political facts far too slight, for any benefit to result from history lessons. If it is desired to foster a liking for history, that end would be better served by prescribing a suitable simple story-book for perusal as part of the reading lessons, without any examination by Inspectors. For the smaller schools (of which there are and will always be a very large number in the colony) the history programme should be so arranged that not more than two history classes would have to be taught. At present four such classes have to be taught separately in every small school having six standards. In the larger schools, where there is a teacher to each class, the number of sections into which the subject is divided is matter of indifference, but in the smaller schools it is far otherwise. I consider it highly desirable that the latest periods of English history should be taken first, and the earlier in a subsequent part of the course. At present the Norman and Blantagenet periods are studied in Standard IV. After passing this standard the great majority of the pupils leave school and learn no more history. My suggestion is that a brief outline of the whole of English history, and a more detailed knowledge of the Brunswick period, should be taken in Standard IV., and the earlier periods in suitable detail in the higher standards. Were this done
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the great majority of the pupils attending the public schools would get some acquaintance with the part of our history that has the closest bearing on the political and social organization under which they live, and of which they will ere long become potent units. The proposal to make drawing and writing a single pass-subject is, I think, a good one. The only objection to it is that many teachers would not be able to give very efficient instruction in drawing, but probably Inspectors could be trusted to make allowance for defects of teaching. The suggestion for its gradual introduction is excellent. With regard to the present syllabus, I would recommend several changes, some of which have been indicated above, namely : (1.) Geography should be so arranged as to take the coast and surface features of each continent in connection with its political geography. This would allow of a more scientific treatment of the subject than is at present possible. (2.) Beading from Standard 11. upwards should expressly include explanation of the language and subject-matter of the lessons read. The definition at present prescribed cannot, without some straining, be held to include more than the explanation of single words. (3.) Spelling should be examined in writing in all standards, at the option of the Inspector. Teachers in this district generally prefer this arrangement, and it secures a great saving of time in the examination of the larger schools. (4.) Easy problems should be introduced in the arithmetic of Standard 111. This would, I believe, greatly improve the teaching, and make the arithmetic of Standard IV. much less formidable than it now is. (5.) The teaching of history in Standard 111. should be discontinued, or replaced by the mere reading of a suitable book of historical stories. (6.) The division of subjects into sections that must be taught separately should be such as to discourage the undue multiplication of classes to be taught separately. The neglect of this is, in my judgment, the gravest fault in the present syllabus, which suits large schools only. In schools of intermediate size it is, in consequence, worked with friction, and in those under one teacher with extreme difficulty. In a school of six standards taught by one teacher there should not, I think, be more than three geography, two history, and two, or perhaps three, grammar classes, instead of the present numbers of five, four, and four respectively. (7.) Science and object-lessons should be taken out of Begulation IX. and put in the same position as the class-subjects already noticed. (8.) The science syllabus should be curtailed and simplified, and the order of treatment of the topics defined. In the smaller schools all the classes above Standard IV. could have the same teaching; in the larger, defined courses would be an improvement. I believe that in many cases better work would be done in this subject if a definite text-book were recommended, though, where a teacher has a comprehensive knowledge of his subject, it would be unwise to hamper him in his teaching. The suggestions made above would not lead to any serious abridgment of the present course of instruction ; but they would, I believe, grant very considerable relief to teachers, and especially to pupils. In the average school there would be much more time available for teaching work in class that has now to be got up at home or at desks, and pupils would be spared the necessity of working up much that had been imperfectly explained or apprehended through the teacher's having had insufficient time to devote to its treatment. Though the question is not directly raised by your letter, I may take this opportunity of saying that the regulation allowing teachers to present pupils for re-examination in a standard already passed does not appear to me a judicious one. It causes a great deal of trouble to teachers who take advantage of it, and excites dissatisfaction in the minds of the ill-informed with the entire system of public elementary education. In this district most of the children who have been so presented for re-examination have absented themselves from the examinations recently held by me, and in some cases the parents have assured me that they could not induce their children to attend. A regulation that places pupils in a position which they feel to be degrading cannot, I think, have any beneficial effect. That it should be necessary seems to show that the standards are found too difficult. Though I have ere now, in deference to the judgment of others, expressed the opinion that presentation of pupils who had not come up to a certain minimum of attendances should be optional with teachers, I am still convinced that, where there is no direct payment by results and nothing else at stake than the teacher's popularity and reputation, every child should be presented for the next standard above that last passed. Irregularity of attendance is no doubt greater in rural than in town schools, but the circumstances of these two classes of schools are otherwise so different and the results to be expected also so different that, making allowance for irregular attendance in rural districts (which would be chiefly affected by the exemption), would not place such schools on a footing of equality as regards expected efficiency with those in towns. Besides, any such arrangement is liable to this most grave objection: that it encourages, and must encourage, teachers to neglect those who should receive special attention —namely, the irregular attenders. To my thinking, this one consideration should be enough to justify the course I have above recommended. I have only to add that I have stated my opinions without reserve, and to express a hope that they may, as the result of an intimate acquaintance with the working of the system of education as it is, be of some service to your department. I have, &c, The Inspector-General of Schools, Wellington. D. Peteie, M.A.
2. Mr. Taylob. Sie — Education Office, Dunedin, 30th January, 1885. I have the honour, in response to the invitation conveyed in your letter of the 6th instant, to offer the following suggestions : — 1. It is advisable, in my opinion, to make geography and history class-subjects, and, to secure that satisfactory attention shall be given to them as far as possible under the altered circumstances, to require Inspectors to invariably examine and give a report on the kind and amount of instruction communicated, such report to receive equal prominence with that on the pass-subjects. I strongly advise the exclusion of history altogether from the programme of studies prescribed for Standard
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111., as the benefit derived from it in this class is far from being commensurate with the time and labour spent in teaching and examining it. That some relief is needed, especially in the smaller schools, from the distraction caused by the multiplicity-of classes and subjects, lam quite convinced, and to treat geography and history in the way proposed will afford it, without causing these subjects to be neglected to any serious extent. 2. Grammar with composition should, I think, be retained as a pass-subject. Its importance as a means of mental discipline is such as to make it worthy of having particular attention paid to it. Besides, all minds not being constituted alike, it is necessary to retain grammar as a counterpoise to arithmetic. 3. Drawing should be incorporated with writing. I consider that the plan of introducing it proposed by yOu is an excellent one. 4. I respectfully submit that the recent Order in Council, which allows, under certain conditions, pupils to be presented again in standards they have already passed, is likely to prove unsatisfactory in its operation, for the following reasons among others : It throws the whole responsibility of re-presenting pupils upon the teachers, and is liable, in some cases at least, to be abused. It is certain to lead to wrangling between teachers and parents. It takes away any salutary effect that failure to pass a standard may have upon parents and pupil when such failure is attributable to irregular attendance or neglect of studies. As an illustration of the way it may work I instance a small school I recently examined. Twelve pupils were presented for examination, but six of them were re-presented for standards they had already passed. The school gained 100 per cent, of passes in standards, but in my opinion the teacher lowered rather than raised his reputation, and yet the school will appear in the report for the year as among the very best in this district. I have, &c, Wm. Taylob, The Inspector-General of Schools, Wellington. Inspector of Schools, Otago,
3. Mr. Goyen. Sic, —. Dunedin, 30th January, 1885. Beferring to your circular of the 6th instant, I have the honour to reply— 1. That I am of opinion that history and geography should be made class-subjects, but I do not think they should be placed under Begulation IX. Unless an examination in, and a report on, them be made obligatory on the Inspectors, they would, I fear, soon suffer the fate of most of the subjects at present placed under that regulation ; that is to say, they would either be not taught at all, or be very indifferently taught. Make them class-subjects, I would say, but make an examination in, and a report on, them obligatory on the Inspectors. I should much regret to see grammar made a class-subject, for, in my view, no subject in the school course affords a better exercise for the reasoning powers of children than the intelligent working out of the functions of words, phrases, and sentences. lam aware that in perhaps the majority of schools this exercise is badly conducted; but there is a steady improvement going on, and, under efficient inspection and judicious examination, it will yet become one of the most effective instruments of mental training in elementary schools. No class-subject will be taught with the same care and thoroughness as the pass-subjects. Ido not believe, for example, that geography and history would be got up with the same thoroughness under the change here proposed as under existing arrangements; nor do I think it desirable that they should be. The incessant grind now necessary to make sure of a pass in history certainly induces a distaste for the subject; and the practical utility of a good deal of the geography now laboriously learnt is not of sufficient importance to justify the large amount of time and energy now spent upon it. Grammar, however, stands on a very different footing. It does not lend itself to cramming as these do; it is useful in working out the meaning of the reading lessons and in composition, and it affords a fine mental exercise. lam decidedly of opinion, therefore, that it should be retained as a pass-subject. Composition, too, should, in my judgment, be retained, and should go with grammar, as at present. 2. The Education Act requires that history be one of the subjects of instruction, but it does not fix the standard in which the subject shall be first introduced. In my opinion, it should commence in the Fourth and not in the Third Standard, as at present. Ido not know how the case stands in other parts of New Zealand, but in my old district and in Otago the time devoted to history in the Third Standard has always been, and still is, almost as good as wasted. Even when the teachers are skilful, the results are generally a very inadequate return for the energy and time consumed in the production of them. I would recommend that history be removed from the Third Standard, and that the work now taken up by that standard be taken up by the Fourth. The work of the Fifth and Sixth Standards might, perhaps, be arranged as follows: Fifth Standard, from the commencement of the Stuart period to the present time ; Sixth Standard, from the earliest times to the end of the Tudor period. The bulk of our pupils leave school after passing the Fourth Standard, and it appears to me highly desirable that, before leaving, they should have acquired, at any rate, some rough notion of the history of the nation to which they belong. The history for the Fourth Standard should aim at giving the pupils a " bird's-eye view " of the whole subject, and for this purpose the history at present apportioned to the Third Standard could not be improved upon. In the Fifth and Sixth Standards the work should, of course, be done in much greater detail, and I think it would be in the interest of the pupils to take up the history of the last two or three centuries before the details of the earlier centuries are entered upon. 3. With the proposal to make drawing compulsory and incorporate it with writing I cordially agree, and the proposal to introduce it gradually and in the First Standard only at first, is, I think, an excellent one. 4. With respect to the last paragraph of the circular, I would like to suggest—(l.) That the term " explanation " be substituted for " definition " in reading. The latter seems to refer to words and
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not to expressions ; the former would include both. (2.) That easy problems in arithmetic be made compulsory in Standard 111. (3.) That science and object-lessons be placed in the same category with geography and history, and be examined in and reported on as suggested above. Absence from Dunedin on a long country tour of inspection has prevented my replying earlier to your circular. I have, &c, P. Goyen, The Inspector-General of Schools, Wellington. Inspector of Schools.
WELLINGTON. Mr. Lee. Sic, — Wellington, 30th January, 1885. Beplying to your circular letter of the 9th instant, I do not deem it necessary here to give reasons for the suggestions lam about to make. They are for the most part the result of experience and observation. 1 and 2. I do not approve of any proposal to make history and geography wholly class-subjects, but I think too much importance is at present attached to history as a part of the curriculum of elementary schools. History might be excluded from the schedule of subjects for Standard 111. and made a class-subject. In the other standards I recommend that history be associated with geography, and form one schedule-subject. In practice three questions might be set in geography and two in history, and three good answers should be expected for a pass. In the Second Standard geography might, without any loss, be made a class-subject. English grammar, with composition, should certainly be retained as a schedule-subject. 3. I strongly approve of the recommendation of the Boyal Commission on Technical Education that drawing be associated with writing as a compulsory schedule-subject, and I should much like to see the suggestion acted upon in New Zealand. Further, I think it is undesirable to take years in making so good a change. The change could be made at once in all standards, if the syllabus prescribed be easy at first, increasing in its demands year by year. 4. In other subjects I think the existing standards might be recast with some advantage. Standards 111. to VI. should be modified so as to give an easier gradation, and, in my opinion, a Seventh Standard is desirable. In the highest standard bad failure in arithmetic or grammar should be a bar to a pass in that standard. I can also commend the English plan, already adopted by me in this district, of marking every pass in a standard " strong" or " weak." I would further suggest that experimental science should in some way be made a compulsory subject of instruction in all schools with not less than one hundred children on the books, and that the subjects to be taught should be fully and clearly defined by syllabus for each standard in which it is taught; such syllabus being issued year by year or from time to time. I think an annual examination of the upper work in science and drawing, simultaneously held throughout the colony, would give an impetus to the teaching of the subjects. Certificates for pass examinations should be given. I should hail with satisfaction any encouragement given by the State to the work of technical education in the larger centres of population in the colony. The foundation of such work should, I think, be laid in the upper stratum of the State schools. It should, in my opinion, be the duty of an expert appointed to the office to conduct classes for artisans, classes in secondary schools, and classes in primary schools. No boy can be considered fit to enter on the duties of life who has not received practical instruction in some such subjects as the following : (1.) Practical plain carpentry; (2) modelling in clay, paper, wax, or wood; (3) working in metals; (4) the use of a lathe and a fret-saw ; (5) the principles of mechanics and the construction of mechanical models ; (6) elementary chemical laboratory practice. I have, &c, The Inspector-General of Schools. • Bobeet Lee.
SOUTHLAND. Mr. Gammell. Sic, — Education Office, Invercargill, 23rd February, 1885. I have the honour to acknowledge your letter of the 6th ultimo, inviting Inspectors' remarks on the syllabus of education. 1. On the suggestion that History and Geography should be made Class-Subjects. —As you are doubtless aware, the course of instruction in our schools is influenced very much by the circumstance that an annual examination of the school is made by the Inspector. Teachers and scholars alike work for this examination. The intelligence and the memory of the scholar are put under a strain in order to prepare for it, and the teacher who applies the strain feels his own powers taxed heavily in the process. Hence, I believe, arises the demand which is now so clamorous for a modification of the syllabus by the exclusion of geography and history from pass-subjects. It is not that the programme of education is a bad one,, or that it is too comprehensive, though both these assertions are often made; but it is that all which the child has learnt during the space of a whole year has, on a certain day, to be brought to a focus and subjected to the scrutiny of the Inspector. The process of education has degenerated, under the examination-system, to a course of cramming under high pressure; and it is from this oppressive evil really that all parties are now seeking relief. I think it is impossible to deny that the evil exists, and that it is a very burdensome one; it is an evil, in my judgment, necessarily bound up with the examination-system, which will always exist, more or less, as long as the system of testing the efficiency of a school by the rude ordeal of a stranger's examination lasts. In the present state of English public opinion on the question of education it is perhaps impossible to change the system and remove the evil altogether; but much may be done to mitigate it. We may, in thought, divide our subjects of instruction into two classes—those in which the intelligence or reasoning faculty is chiefly exercised, and those in which the memory is the
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faculty more especially involved. In the former, I should include arithmetic and grammar ; in the latter, geography and history. The former cannot very well, I take it, be made the subjects of "cram;" the latter may. Indeed, I will even go further, and say that no one, child or adult, can possibly pass an annual examination in geography and history in a satisfactory manner unless he first revises the work of the whole year, and " commits " it by some unusual effort of memory. To this, however, there are objections; it is useless, in the sense that it is not really required, save for the purpose of the examination; and it is also useless in the sense that such knowledge will not remain as the permanent mental possession of the child; further, the effort involved in the process is an irksome one, and by no means of a high order mentally; and lastly, it is likely to produce a distaste for the subjects in the child's mind. These considerations lead me to the conclusion that it would be a great improvement if the pass-examination were confined to the essential subjects of reading, spelling, and writing, together with those of arithmetic and grammar, including in the latter subject that of English composition. By making these the most prominent subjects in our course, and placing those that involve only the exercise of memory in a subordinate position, I am of opinion that the whole tone of teaching in our schools would be raised, and made more intellectual. It is plain that when such subjects as arithmetic and grammar form the backbone of our curriculum, or say, the piece de resistance of our course, the teacher will be under a strong inducement to adopt the best method of cultivating the intelligence of the child; he will find himself shut up to this course, since the understanding cannot be forced as the memory can, and no amount of memory-work, painfully toiled through in anticipation of examination-day, will then avail to "pass" the scholars. Another reason for making this arrangement of the subjects, and therefore for excluding geography and history from the pass-examination, is, that general intelligence is the proper condition of promotion in schools ; geographical knowledge is for the most part knowledge of single facts only, often but the knowledge of names, and these, as likely as not, of little or no importance; so that a child is not necessarily much the wiser for having a good deal of such knowledge, or much less wise for wanting some of it; nor, in such non-scientific subjects as geography and history, is he at any great disadvantage if there are lacuna in his knowledge. With respect to arithmetic and grammar, the case is very different. The child's proficiency in these depends upon the degree to which his judgment is matured; these, therefore, measure his mental stature, and may properly determine his class in the school. But, as things are now, a child may possess much intelligence, and yet fail to pass the Inspector's examination from ignorance of one or two special facts in geography and history. This, as a matter of fact, not unfrequently occurs, and is a prolific source of discontent. "Why," a father exclaims, "should my child be kept back to go over again for another year the reading-book he has been using for a twelvemonth past, and do the sums he already knows so well that he has passed the Inspector's examination in arithmetic, simply because he did not know the name of a cape that only schoolmasters ever heard of, or the occasion of a battle fought to serve the interests of a dynasty that has been extinct for centuries?" I believe, if history were no longer a stumblingblock in the way of a child's promotion at school, much of the outcry now made against it would cease. Of this I feel very certain. 2. I now turn to consider the next subject referred to in your letter: " How far is it likely that these two subjects would be taught at all if relegated to the position of extra subjects? " My experience leads me to the conviction that the thoroughness with which a subject is taught in school depends at present almost entirely on the thoroughness with which the Inspector examines in that subject at his annual visit. The large amount of work which children and Inspectors alike have to get through on the day of examination in connection with the seven or eight " pass " subjects— i.e., if the examination in these subjects is to be at all a thorough one —leaves little time or energy for examination in the non-standard subjects. A few oral questions put by the Inspector to the scholars, after a rapid survey of the abstract placed before him by the teacher, is all the examination in science that circumstances generally admit of. It is not surprising, therefore, if it is only in a . few of the best schools that satisfactory results are obtained in elementary science; and, if the examination in geography and history were to be conducted in the same way, I fear these subjects would not continue to be studied as they should be. But I would point out that the new arrangement of the subjects here proposed leaves as much time for thorough examination in geography and history as is given to it at present; and, as long as the Inspector does his duty and reports fully on these subjects, Ido not think teachers will be disposed to neglect them. Some probably may be of opinion that a stronger motive-power is required, and that the principle of payment by results should be introduced, and I acknowledge that at one time I inclined to this view myself. My experience, however, has shown me that the true teacher will do his duty apart from the influence of pecuniary motives, and that it is not desirable, for the sake of stimulating the indolent, to apply so violent a driving-power to the whole body. To do so would be to render our system of education still harder and more mechanical, and to aggravate present evils. A better plan is to get rid of the idle or incapable teacher altogether. If the change here advocated, however, is to be beneficial, I think the subjects in question must be put exactly on the level on which elementary science stands at present; and, within certain given limits, the arrangement of the work to be done in the twelvemonth must be left to the discretion of the teacher. If this were done he would be able to combine two or more classes together—an advantage it is impossible to overestimate—and to adapt both the character and quantity of the work to the capacity of the pupils. I believe, too, that an improved style of teaching the subjects would be adopted. History would probably cease to be the mere learning-off of names and dates, as it too often is now, and would become an oral lesson given by the teacher on some critical period in the life of the nation, involving the discussion of cause and effect; the subject would, in fact, be treated much in the manner in which lessons in science are given by the best teachers now, and would become as interesting as these. So, in geography, the text-book could be largely discarded, and the children be taught to glean their geography for themselves from a map—in my judgment a much more excellent way. Under this changed aspect of
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things the Inspector would of course take as the basis of bis examination the abstract of the subject laid before him by the teacher as the compendium of the year's work, just as he does now in science. lam free to admit that it is not unlikely the course of study might be less systematic and less complete than it is now, but in the case of such a subject as geography I think this would matter less, whilst the gain would be great in many ways, especially in this, that the teacher would be able to modify the quantity of work required of the class according to the intelligence of the children forming it year by year. At present the great trouble is that, whether the class for the year be a bright or a dull one, the same amount of work is expected of it. 3. Before passing away from the present subjects, I should like to suggest the propriety of limiting the history of the course within a narrower compass than at present. My view is that we should go no further back than to the commencement of the Tudor period, which seems to be the beginning of modern times and modern ideas. At present, practically, the children begin their English history with the Norman Conquest, omitting the very valuable Saxon period which precedes. lam speaking now of the systematic study of the subject. As, then, we seem obliged to content ourselves with only a portion of the long story, and must apparently omit some of it, I would suggest that we should omit altogether the Norman and Plantagenet periods, which to children must necessarily seem very unintelligible and unreal, referring, as they do, to an order of things so different from the present, and consisting of events comparatively little known, and many of which are not important. I would start at a point where controversies originate which have a manifest bearing on the life of to-day and principles of the utmost present importance begin to be asserted. The gain made by the omission of the Wars of the Boses only would be very great, and I am sanguine that, by the adoption of this suggestion, a good deal of the opposition to the subject as a branch of education would cease. 4. I do not feel called upon to discuss the question of the omission of the subject of history altogether from the school-course, because, as you imply, that could only be done by an alteration of the Education Act. I will only say that I should very much regret its exclusion, holding, as I do, that we cannot separate the present from the past, and that to attempt to do so would be fraught with danger. I think the absorbing influence upon the mind of local and personal interests is so great that to bring up a child in entire ignorance of Imperial interests and distant times would be to dwarf his intellect and degrade the man. If the characteristic of humanity is to look before and after, surely some knowledge of history is absolutely essential to his mental development; without it he is hardly a man, but is like the beasts that perish. 5. Much has been said as to the necessity of omitting geography altogether from the Second Standard, and history from the Third. There seems, however, no reason why the former should not be included in the object-lessons to be given to the Second Standard; whilst, as to the latter, children preparing for Standard 111. should, I think, be excused from examination in history. 6. In some of the United States of America it is part of the instructions to teachers to give .lessons to the children on the nature of the political constitution of the country, and on the public duties which each one owes as a citizen of the State. Ought not something similar to be done in our own Sixth Standard and the bearing of historical events on the present constitution of England and New Zealand to be exhibited ? Perhaps, however, this is what is meant in the syllabus by the phrase " elements of social economy." 7. I have yet to refer to the subject of drawing. Whilst I yield to none in the importance I attach to this subject, as far as my experience goes the time spent upon it in our schools at present —I will not say in giving lessons in drawing—is time wasted. This, of course, is owing chiefly to the fact that teachers themselves are for the most part without any special acquaintance with the art. Such an art cannot be acquired without long practice and professional instruction, and most teachers have not been situated in circumstances sufficiently favourable to acquire even the elements of it, or the smallest facility in it. Hence the best arrangement would seem to be that special teachers of the subject should visit the schools at short intervals, and give the children professional instruction in it; but this, I fear, would only be possible in the large towns. For country schools some different arrangement would have to be adopted, such as the institution of drawing-classes on Saturdays at numerous centres in country districts, which the teachers of the neighbourhood might attend. Perhaps in making these remarks lam travelling beyond what is expected of .me, but what I want to say is this, that, with the present ignorance of the subject existing among the teachers, the introduction of satisfactory drawing lessons into the course is simply impossible. I should, however, rejoice to see an attempt made to remedy the existing state of things. Second only in urgency to the need of imparting some skill to the teachers is the necessity for devising a more suitable course of instruction in the subject than that usually adopted among us. The art is one so pleasing in itself and so attractive to children, that only the perversity of professional theory can make it repulsive. I venture to suggest that a professional artist is not necessarily the best person to devise a scheme for a course of drawing lessons ; a knowledge of child-nature is quite as essential for the purpose as a knowledge of drawing. A child takes pleasure in making a representation of any simple object he is acquainted with; surely, then, his earlier efforts should be given to model drawing—the simplest cases of it, of course—combined with just as much instruction in the first principles of perspective as is necessary for the subject in hand. I speak from some experience when I say that such a course is quite practicable. At present the usual method appears to be to require the child to copy, under the name of free-hand drawing, designs or imaginary figures, which are at once too difficult and of no interest whatever to him. One need not be surprised, therefore, that the result too often is, to inspire him with distaste for a most valuable and attractive accomplishment. I fear, in making these remarks, I am again laying myself open to criticism, but I am urged to make them by seeing so often the valuable time of our scholars wasted in producing results which can be called drawing only by courtesy, and which are of no use whatever in 4—E. lc.
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developing any artistic talent that may be latent in the children. I have tried to show where improvement is necessary if drawing is to become an important and useful factor in our educational course. One small practical detail in conclusion. I should certainly not introduce drawing at so early a stage as is done in our present syllabus; hardly, indeed, before the Third Standard, or perhaps even the Fourth. These are the principal suggestions I have to make in reply to your invitation, and I have now only to apologize for the length to which my remarks have extended, and for my long delay in answering your letter. With the best will in the world to write you my thoughts on this important subject, the pressure of office work has made it impossible for me until now. I have, &c, John Gammell, 8.A., The Inspector-General of Schools, Wellington. Inspector.
NORTH CANTERBURY. Mr. Edge. [Note. —This letter was received too late to be considered in the preparation of the Synopsis.] Sib,— Education Office, Christchurch, 30th March, 1885. I have the honour, in compliance with your request, to make the following suggestions respecting the proposed alterations in the standards : — a. The teaching of elementary science should be optional; very few of the country schools, owing to irregularity in attendance, have any real time for it, and in quite nine-tenths of them the instruction given is utterly useless. b. Geography should cease to be one of the pass-subjects in Standard 11. Teachers will naturally give some instruction in this subject as a preparation for the work of the higher standard. c. History should not be required in Standard 111., and in the remaining standards it should be treated as a class-subject and examined in orally. More prominence should be given to the history of New Zealand and Australia. The majority of children even in Standards V. and VI. know very little about the history of their own country. d. Derivations might just as well be excluded from Standard VI., as in not more than five schools are they properly taught. c. There is a considerable improvement in the teaching of drawing in the town schools, and in those within easy reach of the School of Arts. I do not see any necessity for a change in the programme for this subject; but Ido not profess to be a judge in the matter, I have, &c, The Inspector-General of Schools, Wellington. W. L. Edge.
SUGGESTED ALTERATIONS IN SYLLABUS. (Submitted by a Committee of teachers at the request of the Minister of Education.) Standaed I. Bead and Spell.— As at present, but spelling to be written from dictation. Writing. —As at present, but add transcription of capital letters from tablets or from copies written by the teacher on the black-board. Arithmetic. —As at present, but add knowledge of relative values and chief divisions of £ s. d.— e.g., £1 = 2 half-sovereigns, or 8 half-crowns, or 10 florins, or 205., &c.; and of yard, foot, and inch. Mental arithmetic to include questions on this newly-added matter. Object Lessons might be made to include the prescribed drawing now often left untaught because of absence of any real examination therein. In any case the term " object lessons " should be so strictly defined as to do away with the present very common practice of giving craminformation lessons, which have no educative value whatever. Drawing should always be examined and reported on by the Inspector. Standaed 11. Bead and Spell. —As at present, but no meanings of single words should be exacted except in the case of simple finite verbs, nouns of concrete application, and commonly-used adjectives and adverbs. Spelling should be confined to the reading-book in use by the class, and should be examined in the shape of dictation. Arithmetic. —As at present, but add a knowledge of the relative values and chief divisions of ton, cwt., stone, lb., oz.; and of mile, furlong, chain, rod. It would also be well to limit operations in division to divisors not above 6, and to substitute a knowledge of pence tables up to 72 pence. Geography. —As at present, but to be examined as a class-subject. Object Lessons and Drawing. —Subject to same remarks as under Standard I. Standaed 111. Bead. —As at present. Spell. —As at present, but from reading-book in use by class, and chiefly in form of dictation. Writing. —As at present, but always in small hand. Arithmetic. —As at present, but add detailed knowledge of long and square measure, avoirdupois weight, and apothecaries' fluid measure. Grammar and Composition. —Pointing out of subject and verb (in predicate) in easy simple sentences; and the formation of similar sentences in reply to questions, or in description of some action on object. Correction (without grammatical reasons therefor) of common errors in speech. The pointing out of nouns, pronouns, and finite verbs in a lesson in reading-book, with reasons for election.
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Geography. —As a class-subject, and as at present. History. —Abolish in this standard. Object Lessons and Dra/wing. —Subject to previous remarks. Standaed IV. Bead, Spell, and Dictation. —As at present. Grammar and Composition. —Distinguishing of subject, predicate, object, and adjuncts thereto in an easy, simple sentence. Distinguishing of all parts of speech in similar sentences (with reasons); inflexions of commonly-used nouns, of personal pronouns, and of adjectives. Class-Subjects. Geography. —Knowledge of the countries and capitals of the world, of the chief seas, gulfs, mountains, rivers, lakes, and islands of the world. Chief coast features of Australia and New Zealand, with knowledge of a few of the leading towns in each colony. Shape and two chief motions of the earth; year, day, seasons. Outline of climatic condition of chief land masses of the globe. Map-drawing. —Bough maps of New Zealand with one set of features. Standaed IV. History. —As at present, but as a class-subject. Arithmetic. —As at present. Standaed V. Arithmetic. —As at present, with addition of decimals. All other subjects, except geography, as at present, but both geography and history should be made class-subjects. Geography should include latitude, longitude, and time, as well as matter now prescribed. The purely physical geography should be given a local bearing, and should be taught, as far as possible, by reference to the everyday phenomena of the pupils' own experience. Standaed VI. Subjects as at present. Instead of attaching so large an amount of importance to parsing and mere quibbling on words and terms as at present, it would be well to prescribe a moderately difficult piece of English for the study of the Sixth Standard. Some of the shortest editions of Shakespere's plays, published by Nelson and Son, are very suitable. If mere word-parsing could be dropped, paraphrasing and etymology might well take its place. Geography and history should be made class-subjects, and lessons in drawing be given by a professional instructor where such a course is possible. N.B. —It would be a very welcome and beneficial change if a certain amount of geometry and algebra could be introduced into Standards V. and VI., but the Act appears to preclude such a course. Geography in Standard VI. ought to principally mean a knowledge of geography of Australasian Colonies and Pacific Islands.
Authority: Geobgb Didsbuby, Government Printer, Wellington.—lBBs.
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EDUCATION: PROPOSED REVISION OF REGULATIONS UNDER "THE EDUCATION ACT, 1877," (PAPERS RELATING TO)., Appendix to the Journals of the House of Representatives, 1885 Session I, E-01c
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26,008EDUCATION: PROPOSED REVISION OF REGULATIONS UNDER "THE EDUCATION ACT, 1877," (PAPERS RELATING TO). Appendix to the Journals of the House of Representatives, 1885 Session I, E-01c
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