720 PROCEEDIXGS OF SECTION J. 



student, and the part taken b}^ him in the discussions. These reports 

 are filed along- with the reports from lecturers and head masters on 

 the continuous practice taken. Towards the close of the session the 

 various reports are considered, and a mark representing the student's 

 practical skill in teaching is awarded. By this means a much truer 

 estimate of the student's teaching character can be formed than was 

 possible when the mark Avas awarded by an Inspector who saw the 

 student for a few minutes only, and under very unreal conditions. 



During the coming session the whole of the third or final term 

 will be given up to continuous practice, in conjunction with lectures 

 and discussions. During half the day the student will practise under 

 the direction of the members of the college staff, and for the rest of 

 the day they will attend at the college for professional lectures and 

 discussions. This arrangement will probably be extended gradually 

 to the whole of the second year, as, in fact, is already the case with 

 students taking the kindei'garten and infant school course. It is only 

 by very careful arrangements for extended and supervised practice 

 that the foundations for practical skill can be effectively laid. To 

 secure this the student nmst be free from the pressure of academic 

 work, and his whole interest concentrated upon his professional 

 training. Unless there is this close and continued attention to class- 

 room practice the theoretical instruction in principles and methods 

 becomes harmful rather than beneficial. For successful practice 

 must never be allowed to become uncriticised ; routine and theory 

 must be continually tested by practice. 



But even the most complete professional training leaves much to 

 be done, and indeed some forms of classroom technique can hardly, 

 if at all, be acquired, except when the teacher occupies a responsible 

 position in charge of a class. Hence the college cannot completely 

 form the teaching character of the student, and should not claim to 

 send its students out as fully qualified practitioners. It is for this 

 reason that a period of jjrobation or ex-studentship is desirable. 



Before referring to this third stage it is necessary to say some- 

 thing about the differentiation of students in their second year. 

 During the first year all the students of group 1 pursue the same 

 general professional course. But in the second year the following 

 alternative courses are in operation : — 



(a) Ordinary course, qualifying for work in middle and upper 

 primary classes, the practice work being taken with 

 children ranging from nine to fourteen years; 



(fj) Kindergarten and infant course qualifying for work with 

 children up to about nine years of age. Practice through- 

 out the year in selected kindergarten and infant schools; 



(c) Hawkesbury Agricultural College Course qualifying for 

 work in rural schools. The students taking this course 

 spend two terms of the second year at the Hawkesbury 

 Agricultural College, Richmond, and become acquainted 

 with rural school work in the public school there; 



{d) University course and graduate course qualifying for work 

 in the upper primary and lower secondary classes. 

 Practice work is taken with classes from 14 years 

 upwards. 



