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The Pamphlet Collection of Sir Robert Stout: Volume 41

1st Class

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1st Class.

  • Reading.—To the satisfaction of the inspector.
  • Writing.—To write plain prose on a given simple subject; to set fair copy head-lines.
  • Grammar.—To be able to parse and answer questions from any part of Morell's Grammar, or its equivalent; to be able to analyse and parse a short sentence from a reading book, and to explain the allusions, &c.
  • Latin.—Accidence.
  • Algebra.—Simple rules.
  • Euclid.—Book I.
  • Arithmetic.—To work sums and answer questions up to vulgar and decimal fractions, interest, and mental arithmetic inclusive, and to know the elements of book-keeping, and the mensuration of easy surfaces and solids.page 138
  • Geography.—To know the geography of the world, and the mathematical and physical geography of Sullivan's Geography Generalized, or its equivalent.
  • Needlework.—Girls to be able to cut out and do any kind of plain needlework.
  • Teaching.—Ability to give a gallery lesson, and to understand class drill.

It will be observed that this scheme assumes a capacity which I am afraid does not always exist on the part of teachers in Class E (85-105) to give instruction in Latin, Euclid, and algebra. With this exception, however, which I think is not a very important one, it presents, so far as I can judge, no practical difficulties.

Other proposed changes.

The other changes, as regards pupil-teachers, may be defined by two simple rules in place of those now existing under the Act of 1872.
In place of Rule 11, page 8, I would propose.:—

Every pupil-teacher shall be required to advance at least one class at each annual examination; and failing to pass, will receive no pay until he (she) is moved up.

As Rule 16 I propose:—

First-class pupil-teachers in their fourth year shall not work more than three hours in school, and the head teacher shall be allowed the services of an extra pupil-teacher in the first year as compensation.

Reasons for founding a central Training College.

I have alluded in my introductory Report to the grave reasons that exist for transferring pupil-teachers to a central Training College in Melbourne when they have completed their four years' course in the country. The present system is at once expensive and inefficient. It is expensive because it has naturally become an object of ambition with every township to have its school declared a training school, and we shall thus soon be paying twenty private tutors scattered over the country at a distance from inspection, when we might do the same work better with five or six teachers in Melbourne. It is inefficient, because twenty scattered teachers are never likely to teach on the same plan, and no one man is likely to teach five or six subjects as well as the University staff in Melbourne could teach them. Lastly, I venture to think that we shall never have a proper esprit de corps among our teachers till they are brought together in the same building and in the same lecture-rooms long enough to form friendships and exchange thoughts. I therefore venture to recommend most earnestly that the subjoined rules for "training," which Mr. Gladman has assisted me to frame, and in the propriety of which he entirely concurs, should be adopted:—

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