THK TRAINING OF TEACHERS. 



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A few students who show special ability are granted a third 

 year of training. Eventually a third or even a fourth year will 

 require to be regarded as essential in the case of groups 2 and 3. 

 At present students taking university subjects must combine their 

 professional with their academic study. This arrangement is not 

 satisfactory; but, until an extra year for training can be added, it 

 can hardly be remedied. Probably for the abler students the stimulus 

 of university study, even with the burden of professional work, is 

 more beneficial than would be a simpler course which did not require 

 them to put forth all their powers. But very careful arrangements 

 are necessary in order to secure due attention to professional work. 

 The burden of tlie double work has been lightened for the students in 

 Sydney by the institution of a course of lectures on education as a 

 degree subject. This Avill afford a mucli needed relief during the 

 second year. 



Third Stage of Traixiivg. 



I pass to the third stage of training. This stage is one which 

 has been unduly neglected in both England and Scotland. When 

 the student left the normal college his professional education was 

 looked upon as complete. His permanent certificate was awarded 

 practically on the result of his college course. In this matter again 

 the older method maybe partially justified, since the student's teaching 

 character was really formed before the college was entered. But the 

 conditions are now altered, and it is as 1 have shown the main 

 business of the college to lay the foundation of a good teaching 

 character. It cannot do much more, for there are certain forms of 

 skill which are only perfected slowly. Methods of handling class 

 subjects can readily be acquii'ed, but only within limits can powers 

 of class management and control be developed. There are certain 

 conditions of class teaching with which it is extremely difficult for the 

 college to bring the student into touch. Hence the award of a 

 permanent certificate should be deferred, and should only be given 

 after a period of responsible practice, which will vary with the 

 lenglh of the course of training. It would be well if during the first 

 few months of responsible work the college direction and advice could 

 still be available. Further, for students who have not taken the 

 advanced course in education, it would be desirable to require more 

 advanced study of educational theory during the period of ex-student- 

 ship. Indeed it would be well in the case of all young teachers to 

 secure continued attenion to theory in order to avoid the danger 

 of falling into routine practices, which are a serious check to the 

 growth of teaching character just after the college course is completed, 

 and when practical problems are specially insistent. 



One further question remains to be touched on. A teachers' 

 college, with aims and organisation such as I have outlined, will do 

 most effective work if closely associated with the university. The 

 connection may take various forms; but, for my owni part, I think 

 that a high standard is most likely to be attained when the profes- 

 sional school for teachers is one of the schools of the university, and 

 when all its students have passed an examination equivalent to, but, 

 perhaps, not identical with the present matriculation examination. 

 This of course does not mean that all students need pursue a course 



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