| Yhteenveto: | From the very beginning, inspection work was a central part of the elementary school system. The government, which supported the schools, wanted also to supervise them. The purpose of this supervision was to control the legality and expediency of elementary schools. Supervision was handled by the National Board of Education, the district government inspectors and the elementary school boards. The main responsibility for supervision fell upon the district inspectors of elementary schools while the Board of Education, being a central administrative board, led the elementary school system and generally supervised its functioning. During 1871 - 1885 local part-time inspectors were acting as the government inspectors. The majority of them were priests. However, due to their lack of pedagogical knowledge they were replaced in 1885 by full-time inspectors with pedagogical education. The task of these inspectors was to visit every school yearly, evaluate teacher's work as well as the standard of equipment. Additionally, they were obliged to guide the teacher and to demand that the school boards improve teaching equipment, furniture and buildings. Hence, the work of the inspectors was not only in controlling but had also a significant developing influence. The government inspectors of elementary schools had to also take care of numerous administrative tasks in addition to the controlling and developing work. Nearly all matters concerning school and teachers circulated to the Board of Education through the inspectors. So in that sense they were the chief education officers but with little powers. The supervising institutions had many more tasks and significance than just the inspection of school affairs. The inspectors were the controllers and developers of the elementary schools as well as the managers of school matters.
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