ALLEGED OVERLAPPING

Dominion, Volume 8, Issue 2447, 28 April 1915, Page 8

ALLEGED OVERLAPPING

VICTORIA COLLEGE AND TEACHERS' ' TRAINING COLLEGE

REPLY BY THE PRINCIPAL

'A letter from tho Principal of the Training College (Mr. J. S. Tennant) was read at the meeting of the Education Board yesterday, conccruing the alleged overlapping of tho work of Victoria College by tlie Teachers' Training College. The Professorial Board of Victoria College, referring to the decrease in the attendance ot tho students in the English classes, said, inter alia: "The very noticeable decrease in tho English ciass was, in the main, due to the change in the policy of tho Training College, which liojv conducted an English class of its own for many Train, ing College students who formerly had attended the University class." In the course of his reply, Mr. Tennant said: —

"Whetner the report which gave rise " to the discussion was' intended as an explanation or a criticism, I do not know: but several speakers evidently accepted it as the latter, and expressed the opinion that 'the training college policy' was such as to demand review by the Minister of Education. The matter now appears of sufficient importance to warrant my placing all the tacts before your board. The Education Department has, wisely I think, made the connection between the two institutions a very intimate one. "While in entire sympathy with that policy, I still find the responsibility of allocating the amount ot University work to be undertaken by new students a very heavy one. Under ordinary conditions, those who appear fit for the degree course take two classes (sufficient for terms), other students take one class. In the second year, when the capabilities of the students are better known, the amount of work is conditioned by the progress already made. In discussing a question such as this is, it must be borne in mind that the Training College is a vocational school, and professional training must always recoive first consideration. In holding the balance between the rival claims on ■ the students' very limited time, leannot admit to having at any time sacrificed any student's University chances. This in the face of the fact that a considerable number still come to the Training College not fully equipped for such higher work. "Special reference was made to English—in that subject the Professor has always given special consideration to our needs, but tho degree course is not entirely suitable for our requirements. For this reason the Training College classes havo been established. I attach a syllabus of our course, and from this it can be seen that thero is not much likelihood of overlapping. Such a course is rather supplementary, the main emphasis being placed on reading the books in the light'of school requirements. All students . attending that class have the opportunity of taking the/University class next year, and will, I hope, prove better students for having done the extra work. "In the matter of the expenditure of public money this policy is a very decided saving. It is undoubtedly a financial loss to Victoria College, but that is not entitoly our business, for she has the remedy in her own hands if fees are an objective. Further, the policy I have thus outlined is quite properly directed by Departmental regular tions, which do not appear to be as well known as they might be. "In conclusion, I would like to say that because two institutions appear to be doing very similar work there is necessarily aiiy overlapping—in the sense in which our critics used that word. The clientele of each may be widely different. The aims and the methods of each may be so diverse that it may bo the truest economy to keep them separate." Programme of work in English for junior students: —

(1) The art of story telling to children ; place of the story in school work; training of the imagination, attention, and reason through literature; moral purpose of literature; illustrated by nursery rhymes, fairy tales, myths, and legends. (2) "Robinson Crusoe," "Jungle Books," Ivingsley's "Heroes," Hiawatha, Horatius, as types for the primary standards; biography as an introduction to history; _ the historical novel; written composition. (3) King Arthur, Christmas Carol,, Ivanhoe, Silas Marner, Pendennis, as types for early adolescence; the drama" and Shakespeare illustrated by "As You Like It," "Tempest," "Merchant of Venice." (4) Phonetics as they apply to speaking and reading.