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tàiesia 3ul*d.ttcd to tb» Univoralty of Queensland la p a rtia l .ùilfilaact of the roqulraaenta fo r the deliro© o f:-

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Maxtor of Educatici*

Faculty of fiduoation, University of Queensland, Brisbane. May, 1960.

VOLUMS II; TABLE OF COBTEKTS Page

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1. Progress towards Education Studios •• •••• ........ •• 2* A System of Professional Qualifications •• •• •• •• •• •• 3. Tbs Institution of Degrees........... . .. ........... . 4. The Faculty of Education: Extension of Activities •• •• •• 5. Departmental Fellowships •• .. .. .. •• •• •« .. •• •• •• 6« Physical Education at tbs University •• •• •• .......... CHAPTER X !• 2. 3. 4« 5. 6.

TE-mm.CE

TRAIHHC FOR TEACHERS

Introduction •• ............... . •• •• .. •• •• .. 133 Organised In-Service Training: (a) Physical Education •• 134 Organized In-Service Training: (b) Kindergarten •• •• •• 189 Organized In-Service Training: (c) Agricultural Education193 Organized In-Service Training: (d) Vacation Courses •• .. 196 In-Service Training Tor Teachers of Mathematics and Science to Meet the Heeds of Secondary Education ........... . •• 200

CHAPTER XI

THE T R A U M OF SPECIALIST TEACHERS

1. 2.

Definition and Scope •• .. .. .. .• .. •• .. .. .. ». •• .« Teachers of Physical Education .. .. .. ............. 3 Teachers of Art ». .............. 4. Teachers of Mus i c ...... . ........... . ». •• ........ 5. Teachers of CommercialSubjects •• •• •• •• •• .......... 6. Teachers of DomesticScienceSubjects •• •• ............ 7» Teachers of Manual Subjects .. ............. ». .. .. „ 8, Teachersof Handicapped Children: Introduction •• .. •• .. (a) Teachers of the Blind and the Deaf .. ...... (b) Teachers of Physically Handicapped Children •• .. (c) Teachers of Sub-Normal Children •• •• •••• •• ». (d) Teachers of Backward Children •• •• .. .. ». ».

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Tis, t r a s t o of teachers FOR nqb- state service

1. The Limited Field .......... ». .. •• 2. Training in the Roman Catholic Church: McAuley Training School .. .. .. .. „ 3* The Kindergarten Training College .. •• CHAPTER m 1.

15C 161 167 169 173 132

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.. •• , .......... The Catherine ». „ . „ „ .. ,, .. ...... . „ ».

202 202 204 207 210 214 217 220 221 225 226 229

233 240 241 244

C0ICLUSIQIE: RHfRGSPECT AND PROSPECT Introduction

.. .. .. ........... . .. .. .. „

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». ».

251

ili

2, TI®

Gains of a üfcaáreã Years », », ». 3* Factors Assisting «sá Opposing Gai;» •• •• •• •• 4« Social í'welopeant saß Its Relation to Training 5. Prospects for Future Teaches* Training «• •• •• ••

••

»,

••

».••».251

•• •• •• 256 •• •• •• 261 •• •• •• 264

AHHKISBS I. 32. IH. X?. V. VI»

The Ifcnaal Gcbool .................................. 277 Course Baquiroaea&a for Pupil Teachers and Teachers •• •• 280 Inferences Pertaining to the Pupil Teacher Syst......... 237 Various Batalla of Teachers' College Training •• •• *• •• 293 Tie» Principals of Teachers' College •• ». •• ». The Dsnrelognent of University Courses la Education••••309

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320

••«•••304

à. It- will be recalled that two functions of the University in training tooobera bare already been discussed: tbe higher education of teachers in earvine so that they nan’ll obtain high«»» classification^,

tha

educa­

tion of the University teacher scholars in the early years of the history of o

the Training Collega . It is now appropriate to discuss in acre detail the University'» port in these, and tbs addition of later functions. It will have boon seen that the part played by the University in training both groups oentioasd above was at first academic. The Departmental Class Z (xjaniaation was replaced by the requirenent that teaahsra should secure passes in three University subjects at first year level, tat no provision existed that any of those subjects should be connected with education, except that Philoso­ phy included some study of Isyeholoey. Sjjdlarly, the UWLveraity provided edu­ cation in Arts or Science for the University teacher scholars, but their profassiomi training was conducted by the Training College. The original 1914 sebeas of recruiting aatrieulated students as teacher acholara included a provision for exteacian scholarships. Twenty-five scholar­ ships were to be granted for two yearsj ten of these were to be extended far a year to permit the ooopletion of a degree} and five of those were to be exten­ ded for a fourth year. "Unless c&hervise approved by the KSnistar, the holden

o f the fourth-year scholarships to proceed to the wort prescribed fear the dip­ loae of education

The oches» further provided that the University

1. üeo Chapter VIH (¿), 2. Cm Chapter IV (l) and (2).

3. vJBP 1913# Voi. I, p. 2 3 a .

159

should provido an °íÜiie&tlonMgroup o f subjects to include Logio, I sychology, i

and Education , and that the Departoant should pay £300 par anana to tbs Senate to enable the Senate to appoint a University Lecturer la Education* Study o f ¡subsequent reports o f the Secretary fo r Publio Instruction and the Senato o f the U niversity, however, indloatea th at, whatever arr&ngesaante ^aar© nade fo r the appoJjoiaaont o f a lectu rer 2a Education, the students did not proceed to a dlplcaaa, hut Instead spent their fourth year in studies leading to on honours dsgroo. An "Assistant Lecturer in Philosophy and Education* was actu ally appointed in X9131 2,4 3 but, although Education was talora as part o f the University course, i t was not taken as part o f the requireeaenta fo r a diploen. Instead, i t appears to have been part o f a degree course, follow ing Logic sad

3cue criticises was uttered about the lack o f m y sp e cifica lly professional q u a lificatio n fo r teachers.

In 1920 a correspondent to the *^ueemland Educat­

ion al Journal* quoted the section o f the "U niversity o f course for day students^, 1. OFP 1951-52, Voi. I, p. 673. 2. The Dspart&ental aide of the óchese will be discussed. In section (5) of this chapter, which discusses Fellowships. 3. For details, see Appendix VI. i. Candidates mist be graduato» unless they have coexisted so much of a degree course that they can finish it in one year aa evening or external students (Faculty of education Handbook, University of Queensland, 1999-61, p. 24)•

171

and candidate© obtaining ti» Diplom bava «Il proceeded to secondary teaching. This situation, vMle it obviously satisfies both the Faculty and the Departoasfc, does act asst with co&jplete approval free teachers« either priaary

or

secondary. (hi the credit side« the echaos attracts to the sendee young

people of good education end general ability whose quality nahes then likely to becoBo very auecessfful teachers. On tbs other side« there ere too factors ¡¡rilltetlag against success. In the present crowded conditierna of aeoontery education the prcblac of controlling large ambara of adolescents is a big cm for comparatively inexperienced young pecóle. Secondly, tba preseat organis­ ation of secondary schools requires a high degree of specialization in teach­ ing? eeaeept In snail schools, most teachers are required to teach only tuo or three closely allied subjecto. Though the outcome is not inevitable, it does occur that sens teachers trad to overlook what sedera educationists hold to ha a chief aita of education - tbs developawnt of the whole personality of the child. Because of these problems, there is a body of opinion aocmg teachers that candidates for secondary education would benefit fresa early experience among prtaary children, where a teacher*8 problema of control are often less pressing and where he is certainly responsible for toe whole education of children with toe possible «oeeptioa of sobb aesthetic areas or skills,

node

sad Manual

training being two examples. It Bust be adnitted, however, tost toare are points on both sites. Training in priaary schools for eventual secondary duty seems somewhat inefficient? it is possible that the rasatosi outooxae nay be a txxiifioation of both priaary and secondary practices to bring then closer to­

gether.

It Is also known, of ocurso, that totally inexperienced graduates have

172

boet»» outstanding teachers sorely by the application of their ability to the problaass of teaching. One nay suspect, however, from the frequent accounts of the lives of asn of letters or action ubo began as teachers and gave up, that the casualty rate snong suoli teachers is higher than can be accepted

easily^• A further objection, perhaps ncare valid, to the maintenance of a system in which secondary teachers acre expected and encouraged to obtain higher qualif­ ications than teachers in prinary schools is that which challenges the assump­ tion that all the scat highly educated and trained teachers should be in sec­ ondary schools* This assumption is encouraged in Queensland by the appointment of natriculatod students with high Senior passes to Departmental fellowships to the University for the definite purpose of staffing secondary schools; none are appointed for training as prinary teachers. It is also encouraged by the payuent of an allowance of £75 per azumas above the salary seals to teschars engaged in teaching anadéale subjects in High schools. The success of this encouragement is shown by the writer's expórtense that one of the eenmonest profasstoml topics among Tsarhers* College students is the possibility of ob­ taining assplcyaezxt in a High school. It is surely had far jzrissxy schools ani for the prestige of their teach­ ers to accept any proposition that the prinary school is the place for teachers who cannot get into the aecocrtiry service. It would surely be ranch better to soke conditione of prinary teaching as attractive aa conditione of secondary teaching appear to be to naxy present teachers; to seek out teachers whose 1. Tbs present tense is used because the practice, although not now cancón, is still followed. Secant appointments of this kind hive been nade in non-State schools in Queensland.

173

interests and a b ilitie s Ha with yotaigar children! and to provide parity of training toy offering courses a t th » saae lavai and under the aaaa conditione as they are offered, to teachers soaking appointment to secondary schools. Tbo second new course aaaouaeed in the Dean's report for 1991 vas that for a DigxLaoa in Educational Psychology} this course was described in the re­ port as *intended as a training fo r graduates wishing to enter Child Guidance Clinics cr State Educational Deports»nie o f Research and Guidanoe.* The Faculty had established a Senedial Education Centre with three functions* to provide special teaching for children with a serious degree o f general or specific Laekuardneosj to conduct research into backwardness) and to train teachers and others vão wished to werk in tha fie ld o f backwardness. The estahlialsaenk o f the Centre enabled the Faculty to próvida practical training in inn a ta^ ffffp e fa y f apA iioaHug with backwardness»

its fa c ilitie s ware

wade available to candidati» fo r the Diplooa «ani other courses. The cesura© iter this Dipinga included intensive study of educational psy­ chology «ad Bastai hygiene, testing a¿ad the analysis o f test results» diagnos­ tic and rassodisi work, end the treateest of aaladjustsd and delinquent children Practical work use to be done in a Child Guidance or Psychiatric C linic and in selected schools vitfcdypical children» and a written dissertation was to be presented on a selected topic. The course was to be a one-year» fu ll-tin » day couree» to be taken in one academic year by graduates with one year's tinifMnç coqperiaaae car Ita equivalent. The Diploma in Sduoatloml Psychology representa tha fir s t recognition in this átate that a fie ld exists fo r fu ll-tia e werk with atypical children, firm now (i960)

tbs practico o f providing suitable educatimi fo r these children

174

i i s limi tod • The chaotic otate o f

;ducation 1b Queensland during «ad a fte r

the recent war has prevented &ay large approach to the problem of children with cxiuoatloml or «actional d iffic u ltie s. However, recent iiaprcveaents in general educational fa c ilit ie s nahe i t poaslble that in the fa irly near future t i»

t r u d a n t o f backward end other

wMiA^en nay o ffer

a wider fie ld o f ejsçloysaôtj should that cane about» the Diploma might wall lnxyyy*

a Standard

14 f t r m H a n T

Aa well a s the iaotitu tion o f the courses described above» reorganisation of the other courses available la Education took place aa the Faculty aaauned resp on sibility . Soee previsione o f the C ertificate course were altered» a l­ though i t s aain features were not. A previous provision» that Philosophy I should be one o f the subjects taken» was removed, and the provisione were fixed a t täglich X» Education I» three other subjects a t f i r s t year standard, and one a t second year standard. This la s t could be Education I I or English H , or the second part o f any o f the other subjects token. The development o f Ed­ ucation H so aa extension o f Education X (Psychology and Principles o f Kduee tion , and History o f Education2) added to the character o f the course a s a course in Bducatioiu The deletion o f Philosophy (which had been included orig­ in ally because o f i t s p^yefccüüogy über« there was no other study o f that subject) geve mere lat i t ude to students in planning th eir courses. The C ertificate course was further altered In 1956 by the provision of some altern ativ es, one o f which nade the course nere suitable fo r teachers o f young children and Included study o f the history, p rin ciples, content , and 1. dec Chapter H (S) . 2. handbook of the Faculty o f ^ c a t io n , University o f Queensland, for 1952-54i p. 42.

175

saethcds of the «tìucat&cn of infants^. This dovalopoont does acvnething to off­ s e t the critioiar. that the study of education concerned itself too ouch with tbs oducatìo» of children si sscotrisry level.

It is encouraging to note that

both the «tenant fo r and the provision of sudi an alternative exist. Partior changes were nade relating to the granting of degrees.

Tbs Bache­

lor *a degree» which hitherto had been available only to graduates and certain 2

uadergppadaatea who oould attend as day car evening students » was nade avail­ able in 1951 to all students* qualified as before* to be taken in not less than two years ty day students and in not lees than three by evening and exter­ nal students.

Candidates who had obtained the Diploen in EMix^tlow were ex­

ac t e d free that part of the degree course which had been taken as part of the Diplcua requirements'^.

Additional requireraests were (a) a study of Esperi­

mento! and B y d e t e j i s d Methods in Education* (b) one elective fron History of Education if not already taken* Cooperative Education* and Advanced Statistical Ifetboda and (c) the dissertation.

Requirements for teaching practice and ex­

perience remained broadly aa before*. The course we» further reorganized in 1956. tut there was one important chinga.

Details appear in Appendix n *

Alternatives offered were Special Methods

in Secondary School Subjects and Modern Developments in Priaery Education. Ulis could be regarded as recognising that teachers In primary schools were either «apeldo of obtaining or willing to obtain a degree in education.

1.

2. 3. 4.

Pre-

Handbook of the Faculty of Education* University of Queensland* for 195653, pp. 19-21. From I960* Education X was prassntad in two fones - ZA e»! IB. Tbs former was the standard course) the latter was designed for teachers in the lower g rades of primary schools end in nursery schools or Kindergartens (5.O.G.* Bovenber* 1959* p. 202). See p. 163. See Appendix VI. Handbook of the Faculty of Education* University of Queensland* for 1951» pp. 3-10.

176

vioualy, primry toaciiors ooulci obtain the degroo, but bad to taka a course in apocini Methods for Secondary 3ebool ¿Subjects, which for then could ba pura Uoc&work without experience. Now they had an alternativa which they could re­ late to their experience aa teachers. In addition, certain new subjects intro­ duced greater width into the course. A transition period was allowed for stu­ dents who had ocaannead the coarse before the mu regulations cane into forca. The dissertation ma dropped firm the requirenenta, and its place vas taken by a iridar ranga of required assigisasnfes^. 3d»» 1951 tbs rag tirwant11 far the Master's degree have twice been chang­ ed. At that tósa it was available to Bancara graduates vho also held the Bachelor's degree In Education with two years' standing. In 1952 it vas nada available to all Bachelors of Education without reference to tine or honours, 2

and was obtained by the ocqpLetion of a satisfactory thesis • By inference, the Master's degree now bacane available to external students (as all students could proceed to the degree of Bachelor) provided that the scope and topic of the thesis net with Faculty approval. Fresh regulations for this degree appeared in 1956 ^. The Hester's degree was described as "intended primarily for those who shew outstanding ability in the Bachalnr of Education course*. Students vare to enrol first in the bache­ lor's course. Those who reached a mini»» standard of Credit throughout the course vere to fas pesndtted to proceed to the Hester's degree by outsitting a 1. details of the coarse appear in Appendix VI. The natter of assignments has not always been an iaprcvvaeafc for students, even those willing sod able to work bard. The requireucaba have not always bam reasonable. An acquaint­ ance of the writer was ones required to provide in a tees assignees* infora* atioii for which ha had to write to all the Teachers' Colleges in Australis. 2. Handbook of the Faculty of Education, University of Queensland, for 195254» p. l^r* 3. University of »¿usefinìand Faculty of Education Handbook fear 1956-58, pp.60-1.

177

thesis. Alternative approaches to the higher degree u n e set out, ty which holders of Diplesaas could «capiste tbs requirements of tbs Bachelor's degree and then prowed to the Untar*». Beiders of the Diploae in Education bad one approach, and holders of the Diploma In Educational Psychology another12. In each enee the baldara of Dipl ream une required to occpleto certain additional jubjoiita, being given credit for th eir studies while preparing to take the «wagaimttoaH fer the Diplomas. The whole development of afe-groa courses la recant years has done senethiac to redros» the Imbalance between provisions for nenoartny t sschars sad for priaary teachers. If the dmmmi had not tedsted before, i t was certainly grow­ ing. Urn Ccamcowealth Office of S&asatloa'a "Berviear of Heaesroh being Underteten in 195Ö* showed that a amber of prlaaxy teachers, both head sad sta ff, marc pursuing degrees) one of the firs t group of students graduating HJSd. in 1950 was the head teaHhar of a State poriaary school. The Faculty did not provide for a separate Doctorate in Educatimi, hot provided for the attain« ton of rendi dates to the degree of Doctor of Philosophy, conferred fear *uuk in sonr field of learning ••••• cm persomi ubo hams panned a supervised course of advanced stafy and research within the University of Queensland*.2 Up to ths end of 1959 th is degree had not been conferred on any teacher who had not basa oormacted in scam eqr with ths staff of the University, with ths «eoap&loa of cas Doctórate conferred «tenoris causa*. Ons graduata was a «water of ths Departan* of Educatimi *10 had served as a part-time Uaivwruiiy lecturer) the rest ware full-ti*» amtemrs of the University sta ff. 1. D etails of subjects appear in Appendix 11. 2. AOuinistxetive Handbook of the University of Queensland, 1956, p. $5.

178

isísidaa Um training described ao far, which la for teachers ia regular seboola, the ífeeuliy has organized course« fcr teachers of handicapped chil of Training was held at Southport during the maner vacationi end tha winter vacation was utilised as far as possible for the holding of aiarflar Caepa at Hfeu Park, Cairns, and Magnetic Island (Townsville). The total number of teachers who have qualified at these Gasps as Instructors was 306, and the result is vary pleasing." Tbs idea of assembling tsecherò in a continuous cenp was completely new, and as well as raffermasse in the reporto of the Secretary the camps attracted favourable notice in the 'Educational Journal”. They were held up to the out­ break of the first World War, and again occasionally after the War.

However,

as the work of the Training Collage spread to sore and nere of each year's re­ cruits to the service, the need for camps or other schools of instruction passed.

1.

QPP 1912, Vel. I, p. 379

188

Tbo situation was sot entirely satisfactory, however, and la 1926 * diffaroat approach was aste. The Secretary's report for that year announced a course of Intonatae training in Brisbane for selected teachers “in order to pre­ paro tfcsa for spoetai unric in the State as Fhysloal Training Teachers“12 3 * These teachers ware then allotted separate areas in the State with appropriate head­ quarters free which they visited schools end assisted staffe to improve physic­ al education and awlacdng. The report far 1926 said that six sten and six wo2

non had been appointed; next year the report nantioned three of each aax ; and thereafter no Bestión of these special teachers was toads* Whether the work was sot popular or it proved to bo a short-lived enthusiasm, it did not go on* In any cose, it would not hare survived the caning depression* Until and during the second World War, little «as dotas outside the Train­ ing Collsgs to provide training in physical education. In 1944» the Department established a Physical Education Branch, with a special staff to direct this port of the syllabus. An entirely now syllabus of physical education was intro­ duced which discarded the quasi-art11tary approach of the previous course, and which in consequence proved difficult far sene teachers to teach* As soon as the staff of the new branch of the Department had been appointed, therefore, the uaabera were given the responsibility of conducting two weeks* courses in the now syllabus'*. These schools were first conducted in Brisbane, but ware exten­ ded to country centres, so that as isuqr teachers as possible should receive sona training in the new werk. Since then, the Physical Education ftraroh has kept up its function of apenad 1 . QH> 1927, Voi. I , p. 735. 2 . iff S' 1928, Voi. I , p. 672. 3 . OFF 1944^45, p. 507.

189

log fchß beat nothods of teaching the subject, by planing physical education specialista in circuita in vkdxüi they viait schools at regular intervals. All teachers neu passiti through the Collega are fully trained in th» current meth­ ods of organizing a school progrese».

2* ° nM d«l la s ó te » faftMar» ) EjindtrpytenA dovoLopBont of education on the continent of Swope and elsewhere daring tbs nipfttftftwfh ecuahL",'

the nrpniintion of twfl— a eJstasae

®klnàarg&r—

tons” accordine to the ideas of Froebsl. These ideas eventually reached Queens­ land, said in his report for 1890 the Secretary reported as follows* "The addition of 'kindergarten* to the six subjects at present taught in our ten infant schools, has been delayed owing to an unforeseen explication, which vili doubtless be cleared up. As soon aa a eccpotont instructress can be procured, ehe will be — ployed In inporting instruction to the staffs of these schools, so that they may beecsas centres fron which kindergarten vili be extended through­ out the Colony.*1 The Teachers* List fen* the sasso year showed that Mary Ann Agnaw had the appointsaent of "KiadtargwteaP without referan— to acy school, and wee in receipt of a salary with added eacluoents in the tom of a travelling allowance1 2. The leerster? does not osen to base known exactly what his Departoent wee doli«, however, leaving this aside (as well as the Secretary's mari«» reference to "kindergarten?' aa if it were a school subject and not a whole philosophy and sarthod) it was interesting to aw, not only that the oav method was to be intro­ duced, but also that attempts were to be sede to spread it as rapidly as possibili throughout the «yeten» The aast report of the Secretary indicated that the echaos had had a good 1. LCJ 1891, Voi.

2«

Ihld», P» 5£*2.

n, p. 332.

190

beginning« Miss A&mt had taught a total of 227 teachera ia classes of thirty to forty* The classes vero bald after school and on ¿Saturdays at the Brisbane Central School. It was expected that tbs classes would end early In 1892, after which Mss Agaev would proceed to country centres* Meanwhile a supply of oaterial was beine imported, and kindergarten would begin in the schools in 13931. V % the classes ware

htld before tt* oaterial was —

for

use in schools was not explained. Further reference to tía» classes was nade in the report for 1392, when it was stated that 137 State and 37 non-State teachers had ocapleted the course2} this waa rather below the tauber enrolled at the beginning of the classes, hut still represented a good proportion of th» teachers ubo would be likely to pass the taethod along to their classes. But, as with the Drill classes motioned above, the Kindergarten «fiasses fell in the depression of 1893* The instruc­ tress was «aployo« on other work, and the oaterial was distributed aacag the in­ fest schools^. So further form! reference to kindergarten training occurred until 1909, when the Secretary reported that Mas Agnstr bad been overseas on extended leave, during which she visited the best Kindergarten institutions} that Kindergarten was being introduced into the larger schools, and that country teachers ware being brought in to approved centres for "brief periods of training is this work*^. IMle warning that, on account of áspense, the whole kindergarten eysten could not he introduced, the Secretary gave sea» Indication of further develop1. LCJ 1892, Voi. I, p. 872. 2. LGJ 1893, Voi. I, p. 876.

3. LCJ 1894> Voi. n, p. ao. 4. i*p 1910, Vd. n, p. 114.

191

i&xrbs lo tida reports nUm that the univoraíty baa been established a Training College

for teachers should soon follow ••••• The School for Infants at Kangaroo foiafc la being specially staffed ani equipped as a Modal Infant School and aa a draining School for Kindergarten toachans ..... It is hoped to bave similar scfaocla established ln Rcckhasptcn and Tcjnavill® at a latear stage.” In 19U the Inspector-General reported that the infante1 Schools at Kan­ garoo Point and Eoekhaapton wer® being used aa training centres for teachers tilth particular aptitude for the work, but regretted that step« bad not been taken to amare that the sisa of classes of infanta bod not been kept down to the proper twenty-fire*. The pupil-teacher ratio in Queensland schools was and is - specified fcy Regulation. This aesnt that the introduction of netbods calling for agallar classes would require aiaanftaenfcs to the Regulations« These aneahaents did not follow. During the early years of the Training College, first year University and ¿hart Course studento received pert of their training at Kangaroo Point, which, along with other practicing schools, functioned for naty years. Qy the years following the first World War, however, "kindergarten* netbods had bocca» dif­ fused through the practice of the infant school to goes extest, and, for the rest, ware considered widely to have been an Interesting pioneer effort but to hare little Sportane© for the practising teacher. The torn in Queensland cane to he identified in ussy salads with "child-binding centre*. Daring the period before the second World Her, training la the teaching of infants was calaly giren in the practising schools, and student practise was arranged 00 that each student spent sene tina with an infant class or infant 1. QPP 1913, Voi. I, p. 1372.

192

classes* This was because ao differentiation vas suds among teachers in train­ ing as for as their future careers vere concerned, and it vaa (and still large­ ly is) assuoed that any of thee could becce» teachers of infants, either in classes far young children or in charge of a snail school* After the second World War the College assweed a larger responsibility in this regard. Practising schools have continued to glee teaching practica with infants, but the College has developed a course in Infant Method which Is part of the training of the nein body of students} the only exceptions are those who are specifically intended for secondary schools - that is, those vbo cans to the College with sees University experience as graduate students'** or two-year sohol2

orahip holders . The Deportassi has nada considerable use of the "seminar* method of spread­ ing now ideas In this field* In 1952, when a najor Syllabus revision took placo, district inspectors and experienced teachers ware sent to nasy centres in the dtate to neat teachers and explain the 1 iaplIcatlona of the saw work} this was particularly necessary In the syllabus for infants. Similarly, during 1956 and into 1999» * chango free "phonic* to "whole word* reading called for slnllar action ao that as ssxy lnfkuot teachern as possible could be quickly introduced to the natarisl and methods involved* So far there has been no noveoant to train infant teachers ae sudi, either at College or in service* Many innen make a career of infant teaching, and it would sees reasonable that som selection could be made, at an early stage In fchoir professional lives, of teachers particularly apt for infant work, ao that 1. See Chapter IX (4 ) and (5)* 2* 3eo Chapter VI (4 ).

193

they could be trained specifically for sash warte.

It is possible that this say

be one fore of specialisation increasingly used 1b the future.

A» SaauàMá JacâaaúmJXsÊMav («) Aretau¿fegfi¿ stiwrettaa» Since 1917* the Ceparfeaont

ima msecnaraged tibe dcnmlopoonfc of sgrieuLturai

project work, both in State Sural schools established la that year» asá is carilimry State schools.

This «carte is based

cm pupils’activity in fields which are

important for the districts la which they live, aad for the national ecoacoy. "Projacta* say be carried out at bene or at school} they Bay deal with agricul­ ture, forestry, stock-rearing, dairying, apiculture, or aay other aspect of primary production; they nay be suitable for town or country schools^. schools, howevar, carry out projects of this kind.

Sot all

As a result, many teachers

fiad thaaaelves suddenly «tiled upon to conduct projects on activities with

which they have had little or no experience, aad they often need assistance in carrying out such activities. The first references to agricultural education, however, date bade such further than 1917.

A new set of Regulations issued in 1904 nade it possible for

teachers to introduce Agriculture as a school subject. provided eneouragauant la tbs 2 Agricultural College .

The Depertaeat at once

tom of a suonar course of instruction at Gatton

The report of the Secretary fbr 1905, just quoted, also referred with app­ reciation to the work of teachers in tí» field of agricultural education, aad in tí» report for 190$ he aimounsed two steps to encourage this work.

Three prises

were to be offered in each inspectorial district for tí» best school grounds,

1. 2.

Boparteaatel Publication, ■Agricultural Project Clubs in Queensland Schools*, i&oonoload Gcvenpienfc Printer, 1949. OPP 1906, Voi. I, p. 1315.

194

gardens» apicultura! aal evperiiaontal work, and the like; and offers of free journals, soods, plants, wire-netting, and iaplaaeixts^. held at Oatton

axtl at Kaaeruoga State Kursery^.

of Agriculture.; was appointed.

He was

Further courses were

Then in 1909 a special Teacher

Jobos C. Stubbin, and his duties were

outlined by the Secretary as follows^ : "Be visits schools and assists teachers in the planning of flower­ beds, the laying-cut cf experimental pioto, Ac•; conducts espcrisento tc show the value of such branchos of agricultore as deep tillage, intonse tillage, fallowing, assuring, rotation cf crops. Be gives lessons In tree-planting, budding, grafting, layering, pruning, Bilk and croon testing; and generally, by lecturing and practical work, assisto the teachers as far as possible in this branch of education.* Stubbin appears to bevo been a nan of outstanding energy, for in his first report he said that he had visited 150 schools, corresponded with teachers, prepared eoods fen* tbeaa, prepared work for the •Education Office Gazette*, visited school exhibits at four local shows, and visited various agricultural institutions to collect inlcraation for his duties^. This sc¡beso oust be acted far one thing if for no ether; it was perhaps the first atop in Queensland to »edify education to suit local needs.

It was

also noteworthy in that for once the Gcvermant was neeting a need in tine, in­ stead of ceding fro» behind as was so often done then, and not infrequently in later years. In 1913 the schone cf developing agricultural education became even acre eanprehoBSive.

1. 2. 3. 4.

QEP QFP QPP OTP

1907, 1908, 1910, 1912,

District inspectors and the Teacher of Agricolture

Voi. Vcl. Voi. Voi.

I, p. 1244. n , p. 8. n , p. 493. I, p. 959.

vetro

to co-

195

operate ln finding activities suited to tho needs of comunities, by enlisting the help of agricultural end other local organizations, and by nominating teachars for special training in acme aspect of agricultural work"**• Then, of course, cas» tho first Morid War, and the report of the Secretary for 1914 told tho iteli.,iar story that "funds were not forthctmlng for tho classes of in­ struction which the Popartacat desired to establish»*1 23 4 Sfcubbin contimed to report annually for

sobs

years during tho war, and

soooad to bo hooping the acias© alive in the face of eonehderablG difficulties; in 1913 he protested at having to supervise the work of 1,600 schools^. After that date little nere was said for soao tine. Vacation schools at Gatton con­ tinued iron tis» to time (they arc santionod In reports for 1925, 1926, 1957, and 1943), bat fron 1925 the work of keeping up this training fell nalnly on the Bepartaest’s own Project Club Branch. This Branch was established in 1923^ to assist teachers in organising and running school projects in agriculture. The Branch was developed by appointing Project Club Organisers, who visited schools In ccnseodon with existing projects cur the introduction of new ones. 3ince then they havo continued to function until tba present tine. They offer guidance to inexperienced t aohora and support the work of those with store ex­ perience; they act as links between the teachers and the various authorities which can assist the work; they attend Club Pays, which are the local annual oulsdnaticns of tho project clubs; ani they provide a cross-fertilization of warth-4&&e ideas. The training of teachers in this work is also facilitated by the issue of 1. 2. 3. 4.

(g* 19U, Voi. I. p. 1361. QPP 1915, Voi. n, p. 1Ç. 0 » 1919, Voi. n, p. 312. m 1953, p. 25.

196

iho Dspavtafflfaal sanual referred to above;12 '} by the provision of notes, either

pwbliaÌK^I in Uso "iìHicatioa Office Gazette* cr directly supplied, these notes being cacgdlad by agricultural exports with project wark in mind} and by the provision of Technical College corrospoixiencc courses in the theoretical aspects 2

of education, which teachers aay take to ioprerre their knowledge . The work of Teacher of Agriculture has been absorbed into that of the Project Club Orpuaisera, and Use vacation schools have been discontinui*! in view of the weak of the organisers. Generally, the training of teachers in this branch of tea« chlng now dependa on their own keenness} if they are interested In agricultural project work, they can obtain considerable assistance} but participation is voluntary. It la obvious, however, that a teacher in a country school who sue» cessfully conducts a school project club is likely tc receive favourable notice ÙKM bis district inspecter than one who does not.

! • SuÊBâaaáJnâmsúm t o t o i (d>

gqiopft-

It is eoaaoa knowledge that in otter parts of the world, scat frequently perhaps in the United States, teachers often attend what are known as fl— cr Schools, usually held at Universities or Teachers* Colleges« Such schools are often designed to enable teachers to obtain credit towards sons degree or diplooa, and are also often correlated with the regular courses at the sane in­ stitutione. So schools of this kind have been organised in Queensland. There are sev­ eral difficulties In the way. In the first place, tho sinner vacation in places utere suffler schools are conducted is generally longer than six weeks granted in »cot of Queesalam. ?bi*oovor, tho sumar vacation in those places is usually 1. See p. 195» 2. "Education Office Gazette*, February, 1957, p. 23.

197

taka» at a bise wham climatic conditions are mere conducive to ooneeatratod amity than would b© tbs «ase in Queensland, «here the vaeation is additionally casplicaiod % the religious and social practices associated with the Christnos sessem« For those reasons, and possibly ter reasons arising out of longstanding habits of spending vacations, there is no groat de— gri for such siaamer schools. Tfco nearest cxjuivalont to a regolar vacation school in Queensland is tibe University Vacation School, held in the vacation following second term, in tbs Booth of August. At this school, first orgeuoised in 1947 «ri conducted by the University staff uadar tbs gaserai guidance of the Departesufc of External Stud­ ia», ccaaidarable aaabesrs of external students, aainly teachers on vacation froa school, apond a concentrated period at the University. There they aeet staff acabare «ri atibar students interested in their subjects, and give point to their studios by diaeuosing and clearing up the difficulties which the work­ ing student mmy fresa the University so often finds vary great. The Vaoaticn School does not carry credit towards may degree or certificate, hut provities external students with a valuable opportunity to risarò to cune extent in Uni­ versity life« As well as the Univorsity, the State Bopartausst of Education has taken sono steps to provide vacation courses. Montica has already been nade of those in Physical Education and Agriculture1. A further course in physical education was held in 1929-382, but acaras to have been the last before the depression of that tino, and was sot repeated. 1. S00 Sections (2) and (4) of this elnpter. 2. «JPP 1930, Voi. I, p. 75G.

198

3inee tito second Morid War there l«a been acce dovelopoent of Departmental vacation courses. D etails of these have bean taken fresa issues of the "Educa­ tio n Office Casette", in which courses have bean advertised in the following » a) ,b) c) (u) (o; (f)

F ils ana Badie in School; Physical Education; Bmroöher Courses in Science; Shale; C raft Mark$ School Lihrarianship.

Hot a ll the courses have been offered ovary year. The nest comprehensive progressão was off sored during January, 1956* Couraes were offared as íollcwa^ : a) b) c) (d) (e)

Saturai Science a t the Mosetaa; Badio and F ila a t the Department's Fila Centre; SLooontary Scioner for (hades VIZ and VIZI of the prlaary school, a t Toaclìora* College; Ita le a t Teachers* College* two courses, one fo r teachers with sons grasp of the subject and the other for beginners; Baskotry a t Teachers' Collage; (f) Bockera ft a t Teachers* Collega.

Those eourseo usually la st for a week. In cue case only, th at of the course in Llhrarianehip, the course has been of two weeks* duration, with — again a singlo «uicoptiou - one week of school tia e devoted to the course. Although the courses arc appreciated by the teachers who taloo than, there is G entling sporadic about then. They are held a t ticca which are incoaren!oat to naxy teachers, especially those with really resp o n sib ilities. They dc not carry specific cred it of any kind, although the Department no doubt has a record of these teachers whe are keen enough to take the courses. Their brev­ ity renders ther. less effective than they night be. The fact th at they are offered in todo years end not in others tends to leave teachers a lit t le unoer1. "Education Office Casette”, October, 1955, P> 280

199

ta la about thesa. The «¡¡pressed attitude o f nany teachers is that they do not o ffer sufficient advantage for those who take theta to offset the disadvantages ^mbioneà above.

This ucoe not assn that there is not a considerable body of

opinion in favour o f such courses» or that there w ill aot always be some teach» ora koea enough tc talee the courses.

But there is also a considerable strength

o f opinion that the courses would he noro effective i f they were organised as a regular refresher fox' the service» and were attended by a l l teachers - not nseosaarily at ihn seem tira » but fren tine to tine so that a l l could benefit fron than. The Teachers* Union has nade attempts to have in-service training extended. In 1954 the Annual Conference o f the Union unanimously resolved "that the Deporterjnt be requested to extend the provisions already nade for in-service training o f teachers» and to this and» a personant supervisor o f in-eervice training be appointed to develop and organise the system.“1 This resolution» houovar» baa so fa r had no result except so&e extension of the courses already aw A lan A . I t w ill bo noted that no provision has be«» aide» since the early schools o f instruction hold by d istrict inspectora» to provide in-service training in iTonerai school sethcxl, car to direct attention to the theoretical aspects o f educatimi neroevor» attention to the aesthetic subjects has been slig h t.

The

devolofawaat of courses along either o f those lines would be fraught with acne d iffic u lty .

In regard to the fir s t » teachers* attitudes in Queensland ara

s t i l l tinged with the old beliefs that teachers develop their own s k ills and that theories asid that philosophies are not very important. 1.

QTJ, duna, 1954» p. 5

In regard to aes-

200

tostica» there ia still & strong attitude that the syllabus is sharply divided into beale subjects asá "frills", end that the latter (uhich Include the aes­ thetic fields of favsaaa culture) can be left to tho original training of teachers dthout refreataortfc or extension of training. There la ac doubt that several factors militato strongly against the ex­ tension of in-scuvlco training. The teacher shortage In Queensland has not yet been ovosracsae, and sasy teacher* wouLd, v&ih acne reason» resect other teachers* being tahm iroa their classe* to undergo further training. There la not a universal d e w

ed

for such training» and som teachers at least would be hostile

to any awggestion that they should "go beck to school". And so far no effect­ ive coEproraiso has been achieved by which teachers would forgo pert of their vacation and the Hepartnent would forgo sono teaching tine» so that tho sacri­ fice necessary for in-service training could be shared.

. farvsnto, fintiate for

6

The poatHuar years in Queensland have been a period of great expansion in secondary education. A rising birth-rate» a large imaigration program e» and a tendency for »ere children to renala longer at school» have combined to raise school populations vary rapidly. It has not proved possible to reerult suffi­ cient graduates to staff toe new High schools» and tos recent institution of special two-fear scholarships to place teachers ulto at least first year Uni­ versity qualifications in High schools has been only partly effective in asking up the leeway. By 1959 toe situation was so sericus that the Department init­ iated a sc« »stood of training teachers to take toe subjects in which toe great­ est shortages existed - xaethsaatics and science.

201

A short tourão vas advertised in tbn wSduoatlo» Office Casotto", to extend ire© 24th August to the end of tho school year3*. The notice said that it was proposed to instruct teachers in spedai nothods in the teaching of Mathematics and Science to Junior standard. Applications «ere invitad from primary school teachers ubo had obtained passes in the Senior Public Rxnorination in Chemistry, Physics, and Mathematics, and preference would be given to teachers who had obtained passes in some University subjects. On completion of the course, tea» chore would bo appointed to High schools. Thirty-five teachers were appointed to the course. In addition to their instruction in special [email protected], they received opportunities to practise the teaching of mathematica and science. A sigilar class was formed at the begin­ ning of I960, anti another class was fonami then, undor similar conditions, to provide training for teachers desiring to toaoh English, French, History, and Geography in secondary scheda. While no indication has been given that this typo of training will be centinnexi further, it is possible that it might parevo a vary worth-while foes of in-service training, not only for teachers desiring

transfer to secondary schools, but also for teachers already in secondary schools.

1. HOG, June, 1959, PP» 123^4.

i¿ *

>•

m L m iS lS G OF SPECIALIST TEACHER

Dftflaitloa >ad Scope la -^ueeasland, the tea's ’’specialist teacher" refers to those teachers who

either eraploy a special skill in teaching or teach a regular syllabis to aty­ pical children.

It does not usually refer to teachers of allied subjects in

1

secondary schools .

2

Specialization in primary schools is very rara.

While details of training differ , a unifying factor exists in the absence of coat of these teachers fro® training sebeara end in the haphazard recruiting practices discisse«! below.

I» these may be seen examples of the expediency

mentioned in the preface of this history.

While the situation has improved

is some respects, there is still need for considerable improvement in soase ea­ ses and for more systematic planning in othere.

Z.

Teachers of Physical ¿ d apatica*. These are of two kinds* specialists who visit the schools and supplement

the work of the staff, and masters of school staffa who control the physical education and sometimos the games programme of their schools.

The latter are

found ia some State High schools and aon-ötate schools; the former are mainly 3®

obere of the State service, but some Rosean Catholic girls' schools tee the

services of a private

’physical culture* organisation, whose traíala

does not

fall within any official system. The first syste catic training of specialists in physical ed ication, as dia1.

Training of these is discussed in Chapters IV and II above. It was in fact the boast of a former Director of Education that there were no specialists in Queensland primary schools. Teachers of physical education and some teachers of music now teach in State primary schools, 3, The following section includes that discussion of the University's part in training these teachers foreshadowed in Chapter U , Section 6 shove.

203

tlnct £rm class taacboro vho took the subject «8 part of tis» curriculun, waa the intensive training given to a fanali number of teachers in 1926 to enable than to take part in the iiHcerrlee training of teachers^. This uaa a short­ lived activity, and, although occasionally teachoro vere given special respon­ sibility for physical education, no definite provision uaa Bade far thslr train­ ing until 1942. In that year, the University established a Board of Stadias in Physical Education, appointed staff, and set up two courses for specialist tea­ chers in physical education. Tho courses were a three-year Diplom In Physical Education and a one-year Certificate in Physical Education. The Certificato course uas not offered for long, and tibe work of tho University Department of Physical Education now leads 2

students to the Biplana • As aany of tho candidates for the Diplcoa are already practising teachers, it is available as an evening course. Students are required to attend for five ovoningB a week «ad cm Saturday acraings. The work coverà all aspects of phy­ sical education; study of psychology and of the hinan sciences; study of phy­ sical skills and techniques and of the teaching of these; hygiene, voice pro­ duction, and the study of education; and a prescribed amount of teaching prac­ tice. An advantage of the course is that it entitles the candidate to obtain three units of credit towards an Arts degree (Physical Education I, ZZ, and HZ) provided that la has mfcrieuLated in that Faculty. Admission to the course, however, can be obtained by aatrieulating in any Faculty of the University. Opportunities for Diplom holders lie either in tho service of the Depart1. 3&0 Chapter X, p. 133. 2. Calendar of the University of Queensland for 1942, pp. 239-240, and Bandbook of the Dopartaonfc of Physical Education for 1956.

204

cjont of S&MKtica, particularly as visiting specialist teachers, or as sporto anti physical education teacher* in «»-State schools. The Department annually selects a taiaboi- of premising students of Teachers* Cdiego for the award of ^hdarshiga which osado them to take the Diploaa ubilo sending in metropoli­ tan schools. Specialist «cric in physical education, except when it leads to an a, after four yea» of study a pupil teacher had acquired tibe sane education as a pupil who had reminoti at school until the age of fourteen, with eon» acre thorough instruction in the acre difficult parte of the priaary school syllabus* A bay had aleo taken the first eloaentary steps into a secondary edu­ cation when he had qualified ae P.T.4, and was beginning hie study for Class III. A girl had not ccaneaceti secondary education. Reasons for this have been sugges­ ted^. Zt nay also be conjectured that the requirements for feaales were influ­ enced fcy the possibility that they would not r— In long in the service and so ware not worth the additional tuition. 2. a— fa— Ét Hac S3ÊÊÊÚOaÊÈkm An earlier set of requir— ants than those cited at the beglwing of this Appendix is given here for oonparisonj these a » from the Regulations of the Board of Gsmral Education fear 1362^. Teachers at that tine we» classified into three desees, each with a sec­ tion A and a Scoticai B. Sech teacher was to he given a certificate specifying his rank. Tasche» ws» to he tested by written avarication and assessed by the district inspector for skill In teaching. All tasche» below Cia» IX, Section A, we» to be exaniasd annually; above that level they we» to be ewilaed fcri•anlally, unless they sought promotion earlier.

For Third Class Certificates Granear: including punctuation, paraphrasing, parsing, and analysis of sentences 1.

Bee p. 13.

2. ICJ 1362, Paper 15, pp. 16-17.

283

Geograpiyi

¡jenoral auri descriptive.

Arithmetic:

as f«r as decimal fractions.

Art of Teaching, schools.

including the organisation, disciplina, rad instruction of

Sational School Bocks;

the Reading Books free the First to the Third, inclusive.

iULâttmáSiam armato Gramar: including punctuation, paraphrasing, composition, parsing, derivation, end analysis of sentences. Geography«

physical and descriptive.

Arithmetic:

as far as Cube Root end duodecimals, rad Slnentaxy Mensuration.

School Management: the organisation, disciplina, and instruction of schools in greater detail? a knowledge of the Educational afretara than prevailing in Europe and Ararles. National ftsbral Books: Book.

the aeries of Reading Books, lnahaUng the Girls' deeding

Reading«

Prose and Poetry from the Literary Class Book, or Biographical Sketches

‘ «¡ritingi

specimens of copy-eetting In three bends, and of letter writing.

Algebra:

as far as, and inclusive of, quadratic equations, but omitting surds.

Geometry*

the First Three Books of Euclid's ET arante.

History i of Greece to the conquest of Corinth) of Rome to the beginning of the second century? of Ragland to the fifteenth century. Latin: I,

Caesar (Do Bello Gallico), Sallust (Jugurthine War), Virgil, Aeneld Bodes

n, HI.

"£2£« Latin with History, and Algebra with Geometry, are alternata subjects) if latin with History be chosen, Algebra sad Geometry will not be required and rise versa*.

ftcJlra! Pto?

fitoate»

Creamer: punctuation, paraphrasing, parsing, analysis of sentences, composition, Style, derivation, and prosody.

Geography: physical, political, and ooeaareial, with popular astronomy, and mathematical ¿«aography.

284

Arittanetio: the whole theory «ad practice. national School Books:

tbs whole of the reading series.

Beading:

proso and poetry, Milton, Shakespeare, and other standard authors.

Writing:

specimens of ccpywwstting and letter writing.

Principles of Teaching, including a knowledge of the nature of the henea Bind.

Atttraftte ffttosta# top of ufalgfamù. M jatea» English Language and Literature: a critical knowledge of the language, and a thorough acquaintance with its history down to the wed of the eighteenth century. History:

aa for decorni Clase.

latin: Virgil's ¿«asid (First Four Books), Sallust (Catilinaria» Conspiracy), Cicero'a Offices, and to write a Latin assay. Greek:

Herodotus (Bodes I end H ) , Gospel of 3t John, Iliad (First Two Books).

French or Genna: French or Germa. Algeh»« Gecaetxy:

ability to translate a passage firo» aa English author into

to Cubic Equations, Inelwilng proportion, and the B1norial Theorem. the First Four Books of Euclid's Flensnts with problens.

Higher Mathematics:

Inolwllng Trigone*»try.

After 1875» the new regulations retained the three elees system but set i

down new requlrensnts for the throe classes. Fa t- A lim ia ftfo Q

These were as follows :

fa Çligg ffl»

Reeding:

Sullivan's Literary Class Books.

Writing:

copies up to Fourth Class, with plain and ear—

— tal print.

Arithnetic: up to standard for P.T.4, plus mensuration of plans surfaces easy solids. Females took the subjects aa far as interest and percentages. Geography: America, Australasia, East Indias, and Polynesia; elements of scien­ tific and physical geography.

1.

LCJ 1876, pp. 905-7.

285

Granear: parsing and analysis of aontenoes, principles of punctuation, prosody, derivation of >.t- ** fgMCfcft ........ The directness of the training of the pupil teachers in tí» actual work of the schools, according to the ordinary condition« of colonial lif e , aeens to peculiarly f i t our needs and to nahe vcp largely for the want of a aere philosophic training* and I confidently appeal to the best of the teachers who have cene to us fren the training colleges of the hone lands, i f they lane not had to le t go sow of what they were taught is acholaatio&lly correct, in order to m et th e ir work h e re ........ * (LCJ 1899, pp. H67-*i).

1 . The w riter 3iss aap iasiaed t ills sentence

pupil teaclier training.

as expressive

of

Q uart's attitu d e to

i« Hatoa&g ?wehßr Tie foitodag tina©—tablogf referred to ia Chapter IV^, vere sutoittoà to the Pepartoesb ty the Principal of ito College la Aprii, 1917^* ■a •

Monday

Perieli

HI IV

Tuesday

3TÜD^ST3)

Wednesday

mm& rBüW tL

I n

im s L m L

School Mattod

Logic

History of Education

Crlticiaa

Perspective

Criticise

Thursday

reformes

School

Logie

Method

History od Education

Phonetics

Perspective

School Method

History of Education

Music

Phonetics

Lessens Lessons

Friday

V

Sewing

Observation Practice

liicic

Teaching Practice

Sewing

VI

Sowing

Observation Practice

Perspective

Teaching Practice

Perspect­ ivo

A H perioda 1 hour.”

1. See p, 57. 2.

Jop&rtaoat&l File, "Trainiti College Sehdarshlps*, 5th Aprii, 1917.

294

CEB. 1917,

Tis»

ífeaioy

2-3

''Sduc&tion Sewing

Sewing

3-4

Friday

Wednesday

Mfiliale

Second and Third Year Model and Criticism Lessane

First Year Model and Criticism

Perspective

Lessens Jowirt tc be taken by all uceen students.

‘T& be taken by Second end Third Year Uaivoralty Students \d» have not passed the íMvoroity Sasfastlwi in Education, aad who are not taking it this year. +7c be taken iy students who haws not yet passed the Department's examination. ^ To bo takan also by first year Male Students.*

2.

■£m % £sm m fftMägnfcft»

As indicated in Chapter i v \ those strudonts were given an intensive and 2

Idghly

organisad course, which was eot out in a printed syllabus . Details of

this course sot out in the following pages are» a tlae -table of lectures and practica, a schedule of study (with an alternative quoted frac other correspond­ ence),

a pro&raoK» of practical work, Q^acploa of weekly aaaigawwnta in leaaon

preparation, and enoapies of requirements for weekly observations.

1. 2.

pf>. 66 et aoq. Attached ultli the foregoing University students' tine-tables to a letter from the iriacipol, 5th April, 1917 (Dopartnental File, "Training College Scholar­ ships®.

295

w sm^aäLmJBäSL£ssmimam Porlod

I

Monday

Tuesday

tfdnosday

Algebra Arìthastic

Thursday

14. Algebra F. Arithoetift

Geometry Gaegraply

II

1. dngliab 2. Pipaio**

llyslography Literature History Physiography

in

1. Method 2. Geography

(Criticim (Lesacro

Arithmetic English

IV

1. History

(CriticIsa

Drawing

History

2. Method

(Lessons

Method

Arithmetic

Friday

Mensuration History

Literature

Physiography History

Mensuration Geography

!1Music i

Geoaatry

Riyl4oh Drawing Geography & Mapping Mensuration

V

H. Literature (Observation F. Sewing (Practico

1. Geography 1Teaching 2. Literature i[Practice

1. Method 2. fingiish

VI

Kecorda or Arithmetic

Music

M. History F. Sewing

(Observation (Practico

VH

History

Teaching Practice

History

1:

F. Sawing

All perioda 1 hour."

la ockittion tc tbs above, cartelli students, at the request of the Princi­ pal» vera alloyed to attend the Central Technical Collaga on Saturday aorcdnga for thepurpose of studying beteny'*'.

Tuo schedules for private study and preparation vara found - one printed

in the syllabus of the course and tibe other in a note to students issued at about the oasts tine. The printed schedule road as fallows: 1« Letter fron the Principal, of 21st February, 1918, with Departmental sanc­ tion noted thoreonj I^partoontol File, "Training Collega Scholarships".

296 "Monday, Arithaatio asti School Methodj Tuoaday, Preparation oí Hotos oí Lessons; Wednesday, History, Preparation of Observation Hotos; Thursday, Pìyoiogrephy, Geography; Friday, líalos » Algebra. or Gecõétry; fanales - IIeodleworic; all students, Soglish.® Ti» soeond note road as follows:

The Collage Lectures can only be regarded as part of the student's preparation. Throe oust be expanded «od assisted ly privato study. Tha following arrongeaeais for boos study are reí1n— piladi ■Two a m orimlf hours each evening. Ifcnday

- Ariti*»tie and Moneuration; History - Morgan and Kitchener; Tueork^ - School Method; History - Woodward; Preparation of Teaching Hotoa; wadaaacky - history - KLaclcto; - Plyaicgraphy, Geoe*«phy, Mapping, Music; Thursday íViõay and - Algebra and Gecaofcry or Baedlework, English, Literature." Saturday Om reasonable aaataapticn would he that the Collage staff, after trying out the program» set out in the printed syllabus, had decided that it slaply did not cover the ground, so that a heavier load had to be iag>osed. Sunday, it will be noted, was not included In tí» tino-tabi»; acne students at least would have needed it for extra work. The tine-table for practical work showed that, as far as professional creatironeas was concerned, neither the students nor the teachers at their practis­ ing schools were to bo allowed such latitude. Two tis»-tables were provided, one for teaching and the other for observation work, together with instructions, which read:

297

W M

-

jm

Frastico»

1* Propare notes on four lo socru shown ca tim e-tabìo 1. 2. Givo four loasom« 3> Gcaosat os es» loosen giran fcy s e lf. Gboervatlon.

1. ¿fetos on special subjects for the week shown on tim e-table 2. 2 . Observe loasona giran fcy class teachers, and w rite abort notes on each lessen observed. S.B. - The placing of studente for observation work is le f t to the dis­ cretion of the De»! Teacher of the practising school." 1. 2. Class II 3. 4. Wash a . 1. 2. Claes H I 3. 4» H Ä 34« 1. 2. Class 17 3. 4« Week 20. X. 2. Class I 3. 4*

Geography - Tonas relatin g to a riv e r. Plaa-rsiiHng - a i'cur-sroeaaed house. t!ord«faiildi,nc fren words of one sy llab le. H snltatlm Aritixastic - lisduction, Descending. Transcription. lieture Study - The ISagpie Lark. Hmshworfr. Word-building fcjy suff&SMi - -lin g , -lock, -1 st, -ord. D ictation, p . 195» lin es 9-16. History - ffai*lboro\igh. R ecitation - The Creeks Out West. G ift 4 ( i.o ., r'roobsl,G Kindergarten G ift). Ccsposition - Conteneos on P icture. Datore Stuiiy - The Frog. R ecitation, p. 62, verses 1 and 2.

 fin al note to th is tixa»-tai>loi "The order in which these lessons are set down need not necessarily be followed." I t nay be noted too th at ftor one recitatio n and fo r the picture talk a

choice was apparently given.

293

Week 1.

1. Material - Method of storing and chocking; nethod of distribution and collection. 2. Toonhire Aids - List of those in the roca - uses to which any were put.

Week 6.

1. Clans Tiae-fcafcle. 2. Records - Adoiaaion Register; Roll Bock.

Meek 12.

School Clube - Cricket; football; tennis; awiaoing; dub eoaaitteee; fees; fixtures; oenegaaent.

Week 17.

1. Claaoification of Schools. 2. School Cleaning - Bailor; quarterly. Bow arranged for? Bow paid?

Tratafar

Pr

«Imtor fotolarslúy M á m -

Fren the Report of tbs Principal of the College for 1921: yPP 1922« Voi. I, p. 691: "As regards the tliooretical aide of their professional training, class EBungpamat was discussed and each subject taught in tí» Prlaaxy School was treated in detail. The various methods of presentation were con­ sidered, and the science underlying the Boat approved methods was ex­ plained and demonstrated. "Practice in teaeldng was gained at the Central Practising School, the Baranda Beys', tí» Bureada Girls', and the Kangaroo Point Infants* the last three being Associated Practising Schools. "The practical training given nay be best illustrated by stating the pro­ cedure in vogue during the year at the Duranda Beys' School. Chis day a week ••••• was aet apart as 'practice day'. The student-teacher was required to prepare «ad teach at first one lesson, then two, then three, and eventually four of the regular lessons for the day. The lessons to be given were aet by the class teacher under the direction of the head teacher. Bash lesson set was prepared tgr the student, and full notes were sufcuitted to the Senior College lecturer, who corrected then, redrafting the schone or adding new satería! as thought necessary. The corrected lesson was then considered, discussed, and tí» sain point« nsaorlsed. The student want before his clans with a certain amount of confidence. Either the head teacher or the class teacher entered in a note-book the weak­ nesses he discovered. The Principal of the College, car tí» Senior Lectur­ er, saw each student give cm or part of a lesson each week, and acted the roñarla ande Ly tí» elaes teacher. Then, at College, the work of the 'practice day' was reviewed, and reasons for success, partial failure, or failure were elicited. The student reaadaed with the sene class for eight ueeka, so that he gained experience with one draft In at least four classes during that year •••••

299

"Vitan not actually teaching, the young trainee observed the class teacher at work, helped in the routine uork of the school, and shared the chil­ dren*8 gama daring receas, •To supplement the work done at the Practising schools, criticis» or discussion losses» were given at the Collage, classes being supplied by the Central Practising School, Each nesber of tí» College staff was allotted one subject {or two), and was expected to deaonstrate the handling of his subject on the scat approved and up-to-date linea.....* A report fro» the Beai Teacher of the Central Practising School shortly after the publication of the above indicated that practices described above ver« more or less standard. In the «aia, they still prevail. The principal changes cince then have boon: 1. Changes in tbs aaount of teaching tine; for eanaple, Juniors eventually did two days in their first year and one in their seccai; deniora for a tine spent half their tine at Practising school. 2. More responsibility has been delegated to the staffs of Practising schools to control teaching practice; gradually auch of the supervis­ ion and discussion has devolved c® then. The very large amber of students in recent year* has obliged College staff to Halt their work to the provision of counsel üben required, with periodic inspection of students' preparation. 3. The growth of the College and tibe establishment of Practising schools all over Brisbane has node it impossible to arrange criticis» and de­ monstration lessons at College, especially since it has been sewed fro» Its central site. In 1957 »enters of the College staff gave de­ monstration lessons at certain Practising schools, but these were abandoned because of the demands on lecturers' tine, the fact that lecturers found It impossible to follow up denonatraiiona at College

300

because parbaps only a few students present at demonstrations were in the lecturers * own classes, and the need for lecturers to undertake part of tbs asaessaent of clase teaching free 1958•

Traintor ft.f foito fefartoahto fiflMfrt. Fren the Principal's report for 1924»