628 TRANSACTIONS OF SECTION IL. 
important than (a), and more difficult to meet, but the following motives can be 
appealed to :— 
(1) The play motive, which is at present only made use of in young children. 
(2) The desire to ‘help’ and to do ‘ real work.’ 
(3) The love of simplified or primitive life. 
We want to arouse something of the boy scout attitude, which includes a 
little of all the above motives. 
(A discussion followed, in which Mrs. AttEN and Mrs. Mounratn took part.) 
WEDNESDAY, AUGUST 19. 
The following Papers were read :— 
1. The Training of the Teacher. By Dr. Joun Suyta. 
This paper specially emphasised :— 
(1) (a) The value of giving young teachers the right ideal; (b) The steps 
in the art of teaching; (c) The value of experimental work and especially of 
experimental schools both in the training of the teacher and in the development 
of all teachers. 
(2) It is well that a student before beginning systematic professional training 
should :—(a) have spent six months or a year in the observation and practice of 
teaching so as to become acquainted with its problems and difficulties; (b) have 
completed his course of academic training. 
(3) It is well for all three classes of student-teachers : Kindergarten, Primary, 
Secondary, to be trained at the same institution; or, if this be not possible, to 
learn something of one another’s work. A special course of training should be 
given to intending Rural School teachers. 
(4) The training of the teacher naturally divides into three related parts :— 
The Ideal, Culture and Knowledge, Professional Training. The Ideal may be 
shortly defined as the spiritual vision of the part to be played by the school in 
the upbuilding of national life. It is more important than knowledge, and in 
some ways more important than professional skill. 1t begets enthusiasm, 
awakens sympathy with children, and becomes the parent of many virtues. 
Culture is more valuable than knowledge, as it means at least the kindling of 
love and appreciation and may mean much more. 
(5) The Professional Training of the teacher divides itself into three parts :— 
(a) the lectures on the philosophy, history, administration, principles, and 
methods of education; (b) the observation of and efforts at acquiring skill in 
teaching; (c) the use of experimental work. The first of these may be passed 
over at present. 
(6) With reference to the acquirement of skill the problem for our time is 
to reduce it by scientific investigation into a series of gradations, and to analyse 
the whole process into its elements. It will be found that these steps will vary 
somewhat for each type of student and will be different according as the age 
is. The elements combining in the perfected result will be the same; and 
ultimately have all to be mastered, but they may be gained in different ways. 
Students should be divided into types or classes according to their degree of con- 
fidence, their sympathy with children, and their connectedness of thought and 
speech. Modifications as to the length of time spent on observation and the mode 
of attack will depend on the grade of teaching for which preparation is being 
made and on the academic training completed. 
(7) The Art of Teaching may be analysed into :—Confidence, planning a 
lesson, connectedness of thought and speech, sympathy with children, use of 
illustration, eye and ear power, questioning, disciplinary power. The first 
three are necessary from the beginning, but each of the others need not be con- 
sciously cultivated till the preceding ones have been more or less acquired. The 
development of power in each should continue to grow consciously step by step 
