CANTERBURY EDUCATION BOARD.

Hokitika Guardian, 24 February 1926, Page 4

CANTERBURY EDUCATION BOARD.

Tin.* Chairman' Report on the Conferoncc, convened at Wellington, Feb. title. 1920. to consider matters relating to tile " Training ol Teachers.’ CHHISTCIirit.cn. February 17. I have the honour to report for the information of your Board that in compliance with its request 1 represented the Hoard at the above-mentioned Conference and submitted the Hoard’s opinions on the remits set down on the older paper for discussion. Copies ol the statements forwarded to the Secretary of the Conference tire herewith enclosed.

About thirty members, representing the Kdueation Department, the University Colleges, Inspectors, principads of Training Colleges, teachers and members of Kdueation Hoards attended under the presidency of the Minister for Kdueation. Sir C. .1. Fair, and subsequently of the Director of Kdueation. Mr C. Ca ugh ley.

The Minister having outlined the objects of the conference luielly commented on the various questions submitted mi the order paper. 'I lie general tenor of his remarks was non-com-mittal. lie laid special emphasis on his desire to obtain practical suggestions on teacher-training.

A very general discussion billowed on the subjects specified in the order

Professor Shelley advanced the view that before discussing the remits on the order paper id was desirable that the Conference or Department should define its aim and policy in the training of teachers, and that all suggested alterations or reforms should be in line with that policy. At present, he said, there was lack of organisation between the Training College and the I niversitv. Teachers were trained in the mass. The stall' consisted of about ten tutors for about .‘tilt students. He maintained that it was impossible that such a stall' of teachers could conic info contact with the students so as to influence their personality. In England there were roughly ten teachers to HHI students. In the interests of efficiency it was for the Conference to consider whether more Training Colleges should be established or that the number of trainees per teacher should be reduced. 11l Xew /calami we should consider the training of the teacher for country service as a basis ol our policy. At present we brought young people into the town and gave them a taste for town social life and environment, whereas the necessities of the Dominion demanded a training for country life. The Training College stall was inadequate to provide the necessary dilIVronlia 1 ion in training required : wore we to have, he asked, a larger Training College staff 1 Mr Caughlev and the Hon C. Fowlds pointed ouL that the present conditions at Training Colleges were abnormal. The Conference should in fairness remember that the present congested state of the Training Colleges was the result of a sudden demand for more

teachers to meet the needs of the schools, i.e.. the necessity for sub-divi-sion of large* classes. Referring to Professor .Shelley’s comparison of Knglisli with New /calami training colleges. Mr Caugldcy stated that our average training college student was equal or better than the average student elsewhere - not as good as tie? best nor as had as the very worst. Mr Fowlds pointed out that there was a danger in divorcing the training college from tile university. If training colleges were to remain as at present constituted be favoured a .special training college for Secondary Teachers. Professor Fitt wished to develop the connection between the training college and the university. A rural training college was necessary. Mr Tennant Lbought that if no drastic changes were to bo made then be urged that the Professor of Kdueation should be given the status of Inspector--witli access to the training colleges and schools. The present financial status was ample. .Mr Cauehley’s idea of a general policy was a unified system of training that would give good results as a working system, lie would make the Professor of Education a visiting officer to training colleges.

.Mr (tnrnml averred that in Auckland limy found a great difficulty in getting anything like a sat'i“lacliii\v rural science course, kill said i fiat today's finished |l l 1<-l ol lln' primary ■ rlaml was -a 1 i sfael 01 y and liCtler llian -ji- compeer of leu years ago. !n i lk* alternoon .Mr Caughlry produced an entirely nor order paper. This was a great disappointment to many who had no opportunity of dealing with some eery important matters raised lint not discussed in the original order paper. The first of these questions dealt with the connection between the Trainin;' College and the Iniversitv.

There was a. ennxiderable leeline that the Trainin'' College should he under I niversitv control, hut swell a course was not generally favoured, ft was, however, finally decided to recommend that ” the Professor of Education should lie definitely given right to access to the Trainin': College and schools for the purposes of observation and experiment.” An attempt to recommend a new form of control and administration for Training Colleges was very nearly successful. This suggested control consisted of the inevitable committee or council, composed of representatives of Education Department, 1 niveisity Colleges mid Hoards, as local representatives under central control. I think your representative emphasised the needs of the Hoard as outlined on page two of its statement. Eventually the proposal was lost or lathed' out. It was specially pointed out that, already there was a Committee—the Committee ot Advice, in addition to the controlling authority the Hoard with two other Councils or OommiTtoes. Had ibis motion been carried of course the Hoard’s functions with regard to teacher-training would have been nominal only. The proposal that ex-students In their first schools or positions should to some extent he under the supervision o| Inspectors and tutors found earnest advocates.

The motion that there he a special training college for Secondary Teachers failed to find sufficient supporters to carry a recommendation to that effect. The reasons against it were principally those voiced liv the Hoard.

It was generally thought that the numbers of students attached to a training college should be limited to about two hundred and fifty to three hundred. Some members stressed strongly the need of more teachingpiacuiee in the student’s curriculum, but the decision to support the proposal to supervise the work of ex-students in then- schools discounted the force of this demand.

Probably the most important practical step accomplished was the recommendation that a now training college he established to meet the needs of the middle district of the North Island. An innovation was favoured and carried that this Training College he one for women; and that facilities for university study he provided by Univcrsitv Extension Lectures. This course is adopted in certain training colleges in England. The reasons adduced wore that the term of training of selected women students could without detriment he shorter than the customary two years. It was thought that the site of the new college might be

Palmerston North. This was only a tentative suggestion.

The above, of course, is only n sketchy outline of the work of the Conference. The resolutions or recommendations will. T presume, he forwarded later.

Personally. T was disappointed at the somewhat discursive and hurried nature of the discussions. Tn my opinion Prolessor Shelley’s facts, fine ideals, and thoughtful suggestions savoured more of revolution than of reform, practical and possible at the present moment. Some subjects of great importance on the original order-paper were omitted ; notably that on the last page of the Hoard’s statement dealing with the Supplementary Training of Teachers.

T would venture to call the Board’s attention specially to the matter contained in the statement of opinion on the need of Supplementary Training; and to the matter on page two in which the responsible position of the Board as regards teacher-training is outlined. In conclusion I desire to thank the Hoard for according me the opportunity of being present at the ( on fere nee.