THE TRAINING OF TEACHERS. 715 



present pupil-teacher sj'stem would have some difficulty in 

 justifying its existence, for the salt of the old method, 

 responsibility and guidance, has, in the vast majoi-ity of 

 cases, been taken away, and even if this were not so, to 

 teach according to modem ideals demands a wider know- 

 ledge and a maturer mind, as well as time for reading 

 and preparation, that the student cannot have. The 

 standard of academic work has increased, too, and to 

 attempt both is to do neither." 



The academic and the professional standard of teaching com- 

 petence have risen to a marked degree, and it is no longer possible 

 for the average student to meet the demands of both coincidently. 

 A realisation of this principle — viz., the separation of general from 

 professional education — has been the determining motive in bringing 

 about the altered arrangements for the training of teachers. It is 

 likely, in my opinion, to lead to even further modifications than have 

 so far been carried into effect. The only effective argument that can 

 now be advanced for the retention of the pupil-teacher is that of 

 cheap staiRng of schools, and this argimient will not bear examination 

 either on economic or on moral grounds. 



One other matter must here be referred to. Nothing is more 

 striking than the change that has come over educational aims and 

 ideals during the past few years — especially in elementary education. 

 The prefatory note to the code of the English Board of Education 

 gives clear evidence of this change. The significance of tliis in its 

 bearing on training is that much more, both in the way of knowledge 

 and of skill, is ]-equired from the primary teacher if he is to meet the 

 new requirements. These increased demands have brought about 

 a new set of conditions wliich necessitate a more comprehensive 

 system of training. However satisfactory the apprenticeship system 

 was for the simpler conditions of former days it will not prove 

 satisfactoiy now. And in this matter no community can afford 

 permanently to adopt a lower standard of educational efficiency any 

 more than of militaiy or legal or medical efficiency. Economic 

 considerations, if no higher, can be urged against such a short- 

 sighted policy. 



My criticism of the system that is passing away has been brief 

 because I believe that few now regard it as satisfactory or wish to 

 retain it. It will be more practical to pass to the consideration of 

 the scheme which is replacing it. In setting before you this scheme 

 I shall concern myself in the main with its underlying principles, as 

 the working out in detail shows many minor variations to suit local 

 tnrcumstances. For illustration I shall refer to the arrangements in 

 operation in New South Wales, although it has to be borne in mind 

 that many of these are of a temporarj^ nature, and either are being 

 modified or will be so very shortly. 



A course of training for class teaching- in primary or secondary 

 schools falls into three main stages : — (a) The pre-college stage, 



