STUDENT=TEACHERS.

Dominion, Volume 4, Issue 1088, 29 March 1911, Page 23

STUDENT=TEACHERS.

AT THE TRAINING COLLEGE. THEORY AND PRACTICE. "From time lo time," fays Ihe Principal of the Teachers' Training College (Mr. Win. Uray.i, in his annual report to the Board pf Education (presented yesterday), "1 have opportunity of discussing aspects of the Training College with inspectors and teachers who camp face to face with the work of the students, when these take up responsible positions. It is urged by some against the present course of training that the students do not have sufficient opportunity of dealing with large classes, and that they are consequently deficient at tho outset in power of control. Much might be said in answer to this; but I wilt only say that the students receive adequate practice in handling classes of about forty scholars—not more;, but always under supervision; and it is possibly true, that some at first will fail in watchfulness and insistence when they have full responsibility thrust upon them. Some do. Home do not. "The Right Point of View." "The fact is that what wo have to develop, first of all, is 'right point of view' and right attitude, with a certain amount of confidence in undertaking instruction in an educative—not mechanical—way. This gained, the development of personality. will come, it it is there, in some soon, in some late; ljut it. will come if there is earnestness of purpose to bring it out. ' It is unfortunato that large classes of sixty pr seventy scholars are still in evidence, and more unfortunato that it should sometimes happen that iuexpcrienced teachers fresh from college are called upon to undertake the teaching of them. But I have no fear for the ultimate success of our students. They will soon adjust themselves. The College and the Rural School. "Again," continues the Principal, "it is that the Training College course does not do justice to tiie rural school problem; that the training, such as it is, is chiefly for the city school, and that the needs of the country school are receiving hut scant justice. 'Mr. P. B. Eraser, in a recently published pamphlet, makes a great deal of this point, and it is just as well that the college point of view should lx! given. What does the college do for the rural school? "1. It gives instruction in those subjects that aro likely to furnish material for tho teacher's work—biology, botany, zoology, literature, and agriculture., It prepares him in a moro. spccial way than he has ever been prepared before. "2. It gives him a. course of lectures dealing with the rural school problem in a practical manner—i.e., it L'ives him a time-table, a plan of work, etc. "3. It gives him at least two. weeks in the rural school—most of the men of last year had four weeks. During the period he, is jii contact with this important department of work, and under the guidance of an expert ho is attempting to solve it. "In thoso three ways the collcge is doing much, perhaps not all it might, to prepare the. teacher lor his work in the country. The real scat'of the problem raised by Mr. P. B. Fraser lies much deeper than the course of training. It lias its roots in the fact that at present the supply of teachers is inadequate to tlio demand, and consequently, the 'small school,' which outnumbers all others, suffers. It is, quite possible, too, that our present-schema of training will never adequately meet this need. The small school, below, say, fifteen scholars, may after all 1)0 an insoluble problem, 1 so far as the fully-trained teacher is concerned. "Not Sufficiently Practical." .. "Tlio' colleges aro too ideal—not sufficiently practical. More practice is needed; less theory. Unless I am greatly mistaken, what is wanted always, and what is wanted especially-"at the present time among all classes of teachers, both secondary and primary, is just ideal and outlook—begotten of reading and thinking. A college discusses theories and presents ideals; it presents also, cs far as it con, the best of educational practice; it shows how these arc related, and seeks, to form in the mind of the student-teacher a proper attitude of earnestness, enthusiasm, and intelligent outlook, joined to confidence in personal fitness and personal worthiness. In one sense, a college cannot bo too ideal: in another sense, it cannot be too practical. Its outstanding value to the community is that it is both. If it cannot bo, let it go. 'Mere apprenticeship will irive better practice than it c.-in give if that only is needed; the University will rive the theory if that only is needed. The supreme reason for a training college—i nrofessipml school for teachers —is that it. gives both, or swinlemenis both, showing how they are related. I. hare said these thin??, not so nnie.li bv way of deduce rf <-*nv Twcnt system, b"t in order, if possible. stimulate thought and inquiry abo"'; subject". ere so n«t i" 'ho courso of timo to tak» for granted."