TRAINING COLLEGE

Otago Daily Times, Issue 24526, 7 February 1941, Page 9

TRAINING COLLEGE

WE NEW PRINCIPAL WELCOME TO MR E. PARTRIDGE COOPERATION IN EDUCATION A welcome to the new principal of the Dunedin Training College (Mr E. Partridge) was extended yesterday at a function at which the various eduIcational institutions were represented. The chairman of the Otago Education Board (Mr J. 'Wallace) presided, and Or R< Lawson, chairman of the Board of Studies, representing the University of Otago. and Mr A, J 7 Woods, inspector of schools, representing the Education Department, were among those present, i".'< -.. .-' <'..'.

Welcoming the first-year students to the college, Mr Wallace commented on the inspiration which had lead to the commencement of the function with the singing by the senior-girls of the in-. vocatioh~'Go Forth With God." It was a thought and an ideal, he said, Which they well carry with them

throughout their training. He then referred to the appointment of Mr Partridge and extended a welcome to him on his return to Otago. Mr Partridge, he said, came 1 originally from Lowburn.and had received his training at -the- Dunedin Training. College. Sine* then he had had a most varied experience, )not the least valuable part of which was a visit to England, the Continent, and the United States to study education trends. But the qualifications for the position of principal of the college hid to be more than academic, and in this respect also, Mr Partridge had proved himself. He was an active athlete. He was convinced that the reputation the college enjoyed of < training good teachers would be maintained under the new principal. On behalf of the Education Board he extended a welcome to Mr Partridge; Mr. Wallace also welcomed the new members of the staff. ' The "position -of principal of a training college was an onerous and responsible one. Dr Lawson said. It war a key position in education, and its holder exercised an influence on the/, profession throughout New Zealand. Any changes that were brought about, however, would not be immediately apparent In teaching methods there was no room for anything sensational. Changes there .would be, for world condition* were changing. He looked forward, he concluded, to a closer liaison between the Training College and the University. There existed an intercourse, but at present there was not the connection that he felt should exist Another point which he felt should receive constant attention was the raising of the status of the teacher in the community. Mr Woods extended a welcome to Mr Partridge on behalf of the department officers and the inspectorate of Otago. He also congratulated the college on securing such a man for its principal. .;'".;• :«. ; •■ Principals Reply After expressing 7 appreciation' of his warm welcome, Mr Partridge remarked that the training of teachers was essentially a co-operative job, and the expressions of willing support made by the other speakers were" most welcome. He had been pleased also to see the Headmasters' Association represented, for the headmasters of the city bore a big responsibility in the-work of the college. It was under them that the young students gained their first experiences in - practical teaching. Possibly in the near future, he said, even closer co-operation might be sought from this source. He did not propose to embark on a discussion of training policy, but he felt that the main points for emphasis were cultural education, the field of education, child psychology and practice ih teaching. All the bodies represented on the patlfdrm were; intimately associated with these matters, but with this co-operation there had also to be the co-operation Of the students themselves. ■■ The teaching staff of the college had a high reputation, and it was their real concern to do their best for the students. He. expected that feeling to be reciprocated. It would be expected of the students that they should maintain a high standard of professional and personal conduct. The position, of the student in ,New Zealand was'a fortunate one in comparison with conditions overseas. In America, for example, there had been open envy expressed of the New Zealand student, who was paid during his training -and .who was practically guaranteed a job on the completion of his training. These privileges, together with toe fine facilities which the institution offered to:young men end women, were to be cherished and appreciated.