718 PROCEEDI^'GS OF SECTION J. 



Before considering the general nature of the college course it is 

 necessary to note the various types of student for whom provision has 

 to be made — 



(a) Students who have not the capacity or do not wish to 



continue their general education further than the leaving 

 certificate or senior standard; 



(b) Students Avho have the capacity and wish to carry their 



general education further, but who cannot successfully 

 take a degree course ; 



(c) Students who can profitably undertake a course of study 



leading to a degree in arts or science ; 



(d) Students who have graduated before entry upon the college 



course. 



The students who form -groups (a) and (d) should enter upon 

 their professional course at once. Those of groups (b) and (c) only 

 after two or three years of further general education. The profes- 

 sional course for group (a) should be a two-year course; that for 

 groups (6), (c), (d), a one- year course. 



Further, the two-year professional course would be simpler than 

 the one-year course, and the more philosophical side of education 

 would require to be omitted. Such a plan as I have just outlined must 

 be adopted if the undue burden of a combined professional and non- 

 professional course is to be avoided. 



At present we have not reached this point in Sydney, where the 

 university students representing groups 2 and 3 are required to 

 undertake coincidently academic and professional work. But the 

 plan I suggest will, in all probability, come into operation in a few 

 years. 



It may be noticed that it is being advocated strongly at present 

 in Scotland. 



I pass to consider the two-year coiu'se in more detail, as this is 

 the one which, under present circumstances, the majority of the 

 students will pass through. 



During the first year the student should review the primary 

 school subjects from the point of view of teaching method. At present 

 in the Sydney College the first year is largely devoted to carrying 

 further the general education of the student. But this will in a year 

 or two become unnecessary, and the time will be occupied by a 

 detailed study of the methods of teaching primary school subjects. 

 The student should further be able to appreciate a simple account 

 of the process of reasoning and the genei-al nature of the course of 

 expei'ience. An endeavour should be made to connect such intro- 

 spective psychology with observation of children in and out of school. 

 Further, a study of the physical conditions of class work may weU be 

 undertaken during this year. All this work should be intimately 

 associated with observation work in the classroom. The practical 

 work may be divided into observation, criticism lessons, and 

 •continuous practice, though not mucli of the latter can be attempted. 

 Sufficient connection with class work should be maintained to secure 

 that the theoretical work in college is prevented from becoming mere 

 theory without practical bearing. 



