630 TRANSACTIONS OF SECTION L. 
Since 1906 progress has been steady towards the realisation of these aims: 
in spite of the very great difficulties in staffing schools in a rapidly developing 
and widely scattered community there has been no reversion to the policy of 
employing wholly untrained persons or persons who have picked up their know- 
ledge and skill by means of apprenticeship only. 
The Development of Teachers’ College. 
In 1905 the two colleges were abolished. A single non-residential college 
for men and women was established in temporary quarters. 
Up till 1913 a special entrance examination was held for admission to the 
college, and since 1910 candidates who had passed the University Matriculation 
Examination were admitted without further examination. 
At first the student body was almost wholly composed of those who had 
passed through a period of apprenticeship, and, in consequence, courses had to 
be adopted to suit the needs of ex-pupil-teachers. But gradually the supply of 
pupil-teachers became exhausted, and their place was taken by probationary 
students. These were boys and girls passing through a course of secondary 
training at a High School or District School. During the last two years of 
this course these probationary students were in receipt of scholarships given to 
assist them in preparing for the work of teaching. During the last two years 
of their probationary students’ course the pupils received some instruction in 
teaching and some practice in giving lessons under the direction of the head 
master and mistress. The Teachers’ College also took a part in the supervision 
of their practice teaching during three months prior to entrance to college. 
When the High School courses were reorganised it was decided that the 
supply of teachers should in future be drawn from those who had completed 
a four-year course of secondary work. The entrance qualification is now the 
possession of a Leaving Certificate. In 1914, a transition year, a considerable 
number were admitted on completion of the first three years of High Schoo} 
work. 
The above change precludes the possibility of any preliminary training in 
teaching before admission. The High School pupil who contemplates teaching 
as his future occupation is not distracted by having to begin his specific pro- 
fessional training before his secondary course is completed. 
The changes outlined above in the character of the student body have been 
reflected in changes made from time to time in the college course. 
The students to whom reference has been made are not sufficient in number 
to supply the requirements of the teaching service. New South Wales has a 
scattered population, and this makes necessary a large number of one-teacher 
schools. Hence the supply of rural teachers is an urgent problem. The reasons 
which make it impossible to staff such schools with teachers who have had a 
four-year High School course followed by a college course of at least two 
years are partly financial, partly due to the character of rural school teaching, 
and the conditions of life in outlying settlements, and partly the result of the 
inadequacy of college accommodation at present. 
In the past the rural schools were staffed by persons who after a simple 
examination were placed in larger schools for a period of three months’ prac- 
tice, and thereafter were sent to take sole charge of the small rural school. 
This method was abandoned in 1909. In 1910 the college provided a course 
of training, shorter and simpler than those already in operation, and intended 
to give a short period of training to the rural school teacher. A short course 
of six months’ training was organised, and has since been continued. Each year 
about 250 students are trained in this way for rural schools. 
The college is organised to provide a variety of courses to meet the varied 
requirements of the State Department. The courses at present in operation are 
as follows :— 
A short course of six months prepares teachers for the small rural schools. 
A one-year course devoted solely to professional work prepares graduates 
in Arts or Science for Primary or High School teaching. A two-year course 
prepares either for Infant or Primary teaching. Third and fourth year courses 
allow of students completing degree courses at the University or taking up some 
special branch of work. 
