THE TRAINING OF TEACHEKS. 719 



The aims of a first-year course should then be — 



(rt) To review primary school subjects from the method point 

 of view ; 



(b) A simple treament of logic, psychology, and school hygiene; 



(c) Observation and practice under direction. 



During the second year the subjects of study should be fewer and 

 the methods more independent — the amount of practice should be 

 greater and more continuous; and, further, there should be some 

 differentiation of students for dift'erent types of teaching. 



At present the Sydney College second-year students are required 

 to take up four major subjects — two of which are optional, the other 

 two being theory and histoiy of education and English. So far the 

 subjects, with the exception of education, have been studied quite as 

 much for their own sake as from the point of view of being material 

 for use in school. During the coming session much more attention 

 will be given to the use of these subjects in the primary and higher 

 primary classes. In each a special text book on method forms one 

 of the books prescribed, and the student will be expected to draft 

 single lessons and courses of lessons for class discussion, and in other 

 ways will be practised in preparing his material for class xise. 



In education the student makes a simple study of individual and 

 social ethics- — the principles of general method are considered on the 

 basis ,of the students' teaching experience and study of logic, 

 psycholog}'', and school hygiene. A beginning is made on the more 

 abstract portions of leducational theory, and a little history of 

 education is read. All this work is valuable, not merely for its 

 direct and immediate bearing on classroom teaching but because of 

 its unique value in broadening the student's outlook and putting him 

 in a position from which he can criticise, iii the light of general 

 principles, the definite methods inculcated in the first year. Some 

 students gain little from such work — their minds are yet tod 

 immature; but even these I have found to take a keen interest in the 

 discussion of ethical and social problems. 



Towards the end of this year a study is made of the various 

 problems of classroom management as well as of a variety of 

 educational problems of importance to the teacher bearing on the 

 relation of the school to the community. A short course of lectures 

 is given on the organisation and working of a small rural school, 

 although such work is not generally required until after the full 

 certificate is issued. 



The practice Avork falls into the same divisions as in the first 

 year — (a) Obsei-vation ; (b) criticism lessons ; (c) continuous practice. 

 Observation naturally occupies a smaller place. Criticism lessons take 

 place weekly, and for this the students are arranged in groups of not 

 more than 12 — each group under the direction of a college lecturer. 

 At a preliminary meeting the course of lessons is arranged for, the 

 class selected, and books of reference are suggested. Each student is 

 expected to make a study of the subject matter of the course and to 

 arrange it in the form of teaching notes. The members of the group 

 in turn give one lesson of the series, and thereafter a discussion 

 follows — a record of which is kept by each student. At the end of 

 the term the lecturer submits a report on the work done by each 



