PUPIL-TEACHER SYSTEM.

New Zealand Herald, Volume XLIII, Issue 13194, 4 June 1906, Page 6

PUPIL-TEACHER SYSTEM.

.• A NEW SCHEME OUTLINED. , At the.meeting of the Headmasters' Associalion on Friday night a discussion on the pupil.teacher system was introduced by the principal of the Training College, Mr. H. A. E. Milnes, B.Sc., who read a paper on the subject. After outlining the different schemes used for training teachers in America, in England, and on the Continent, a scheme was. detailed which it was thought would fit Auckland conditions. The reader condemned very strongiy the present- system which allows boys and girls to take charge of classes without themselves having «ither the knowledge or the skill necessaiv, a system which, must affect adversely the ris- ; ing generation. Moreover, lie pointed out the cruelty of allowing a, growing girl to teach all day, and then lie expected.to "o home and work all night preparing for examinations. "No wonder one sees the hard, drawn faces and weary looks of many of our lady teachers." He suggested—(l) That all pupil-teachers be taught in a pupil-teacher centre, to be-established in some central position, as is done in England. (2) That they attend this centre five, half-days a week for instruction in the subjects of the D and C certificates, which certificates should ba held by all at the conclusion of the course of four years. (3) That five half-days a week should -bo spent- in school. To properly .organise this 20 of the best schools, say, should bo used—no other schools to have pupil-' teachers. • There should be a good assistant ill charge of each class, and a pupil-teacher should be attached to each to watch his methods. At first small sections of tho class should be taken by the pupil-teacher,, a'qd gradually more and more scholars added, until at the end of the apprenticeship the full class should be taken; ail this teaching to be under supervision by both the assistant and the headmaster, who would advise anil criticise and help always. Mere practice without criticism is useless. (4) By proper organisation the sections at the centre in the mornings would bo at school in the after- i noons, and vice versa. (5) Every Wednes.day. afternoon "should be reserved for physical exereises, games, swimming, etc., to ensure the physique is good, and to- gel that liealthy outlook which kills peevishness. Saturday mornings would be put in at the centre. (6) At the end of .the apprenticeship would com© one year in the training college, to be devoted solely to the theory and practice of education, visits of observa-, tion, etc.. including the history of the suecesses and failures of the teachers of the past in all countries. A scheme like this, it was maintained, would stop the present dearth of teachers, and would turn out a set of men and women always eager to learn, even from the youngest, and yet be well enough qualified to avoid serious mistakes. Trained to high ideals, they could be living object lessons to the children, who would soon revere them, for "we needs must love the highest when we see it." "Respicefincm:" look to the end. ,'.-''*'-.