TRANSACTIONS OF SECTION L. 629 
till ultimately all combine in enabling the teacher at every moment to place him- 
self alongside the conscious effort of each individual child and to be fertile in 
resource to help him. 
(8) Experimental work will be the basis and crown of future training. By 
his laboratory work the student will get a new view of psychology and _child- 
study, and from the experimental schools he will see new vistas of productive 
effort and inquiry in method, curricula, correlation, &c. It will compel him 
to be a better teacher, for only the skilful and sympathetic can investigate the 
recesses of the child mind. 
(9) Experimental schools in connection with Teachers’ Colleges are as neces- 
sary for Education Departments and for all teachers as for the students. They 
will set new views of the teaching art before teachers and re-awaken zeal and 
enthusiasm in many. They will be able to demonstrate what correlations can 
be made, what curricula may be taught, and what methods should be followed. 
They will substitute scientific certainty for dogmatic opinion or scattered 
observations, and will give the Teaching Art a new status in the community. 
2. On the General Aims of Training. 
By Professor J. J. Finpuay, Ph.D. 
3. On the Possibility of Analysing the Process of Teaching with a View 
to Simplifying the Approach to the Problem of Training. 
By Professor J. A. Green, M.A. 
SYDNEY. 
FRIDAY, AUGUST 21. 
After the President had delivered his Address (see p. 592) the following 
Papers were read :— 
1. Training of Teachers in New South Wales. 
By Professor A. Macxiz, M.A. 
Prior to 1906 training for teaching was by means of apprenticeship. Boys 
and girls after the completion of the primary course were apprenticed as pupil- 
teachers for a period of four years. On the completion of apprenticeship a 
small number passed into one or other of the two training-colleges. The 
majority, however, were appointed without further training as assistants in 
State schools, and thereafter rose to the higher positions partly by length of 
service, experience, and competency, and partly by sitting for the teachers’ 
examination. In the training-colleges the course was short—after one year of 
training the students passed out as trained teachers and took their place as 
assistants. 
Growing dissatisfaction with this method of providing a supply of teachers 
was felt for reasons similar to those operating in England and Scotland about 
the same time. General dissatisfaction with the school organisations led to a 
commission being sent to Europe. The report of this commission was the 
immediate cause of the re-organisation of the educational system which has 
been proceeding ever since. Further, a syllabus of primary instruction prepared 
by Mr. Board when he became Under-Secretary in 1905 made it clear that a 
higher standard of qualification was necessary for teachers. 
Guiding principles determining the reshaping of the course of training for 
teachers were :— 
(a) The abolition of apprenticeship or the pupil-teacher system. 
(b) College training for all teachers to be employed in the State service. 
(c) Longer courses of training than had hitherto been customary. 
