CHIEF POINTS OF EVIDENCE.
The chief points of evidence submitted may be concisely set forth as follows: —
CONTROL AND ORGANISATION. — Questions 1 to 3.
There was considerable divergence of opinion, but the chief suggestions put forward may
be placed under four categories: —
(1) The continuance of the ‘existing system. :
(2) The establishment of boards constituted on the basis of existing denominational
control.
(3) Public undenominational boards. u | 5
‘4) Co-operation of the churches in the establishment and management of inter.
denominational schools, without, of necessity, the constitution of -ad: hoc boards.
The evidence was overwhelmingly in favour of the establishment of school committees.
TRAINING oF TEACHERS.— Questions dto 9. '
The evidence was almost unanimous that training should go hand in. hand ‘with
religious teaching. Church bodies and the joint committee of the European teachers!
associations were not in favour of the control of training institutions by the State, = = =
(1) Supply of Teachers.
There was no convincing evidence of a shortage of teachers for work up to Standard IV,
The supply of teachers qualified for work in Standards V and VT has not, however, kept
pace with the demand. : -
The low salaries paid have adversely affected the quality. of the candidates coming
forward to be trained as teachers. NT re
. (2) Standard of Entrance to Training Courses. — - =.
Many opinions were expressed that the standard of entrance should be ‘raised, but’ the
evidence on the immediate practicability of such a step was not convincing, © 5. .
(3) Age of Admission to Training Courses. cr en a a
The evidence submitted was not in favour of any age restriction. - zl 7. ws
(4) Length of Training Course. oe ee ! “awl id
The length of the course is satisfactory; but it was felt that the Department should take
steps to secure a greater measure of uniformity in conducting the Standard VI examination
and that candidates obviously unsuitable for teaching should be eliminated ‘during the! first
vear of training. ri
(5) Syllabuses of Instruction in the Teachers’ Courses. Ee
There was general agreement that the existing syllabuses of instruction | were satis.
factory. Witnesses who urged a more practical bias to the courses were unaware that there
was due provision in the courses for such a bias. The prime necessity was felt to be the
adequate equipment of the training institutions to give the necessary practical instruction.
(6) Hostels.
The feeling was general that the existing training institutions and secondary schools
were greatly hampered in their work by the almost complete lack of suitable boarding
Facilities.
SCHOOL CURRICULA.— Questions 10 and 11. oo =_
(1) Primary. °
There was no complaint against the syllabus in operation, except that the practical
subjects of handwork, gardening and domestic science should be emphasised.. Further, it
was suggested that there should be a special syllabus for one- and two-teacher rural schools,
(2) Secondary. .
No evidence was submitted to justify differentiation between the secondary syllabuses
for European and coloured schools. The variety of available courses of instruction. makes
possible the introduction of sufficient practical subjects. On the other hand, there should
be no barrier to entrance upon an academic course for pupils who desire it.
TC.P. 1-—97 7
