-=---~- ~--~----~-~~------~-~--~-~~-~~~----------
5 t Ko.if' 
r t ril r .... 1. e, 
O~ }RACdCE TEACHI G. 
-e=O-N==T EN -S;  
SEC ION OIlEI UC.dv 
.L. Eduoa"tion-I"ts aims 
2 . ALms of Training COLle~e 7 
3. 'Ihe Changin!:; Gold Coast-
Its Eduoti nal Needs .LO 
4 . J. Typical ~rain~ni; Coll.egt-I 
.k-reab,fteri -Xl r iniL. C"l~e ... e, Alc.rol-ong 
5. Seleoti n of udents 1 
6. ~u itlee end Respone1bii1tie 
of a Teacher 
7. Th 1 eoh r'a Out.ook of 1 
SECTION TWO: ... .HE ESSENCE OF '1'., LN" POR Ttl 
i'HE TE£HING CA: E"ER. 
L. T e i;)tatUD ot' t e :LC ch1~,-, .l:" ro n30 
,. ethoda ° e oh r _r 4Lb 34 
J.. k: el.l.io .l:rainin 37 
B .... he 's 
41 
C. '1'1' in.Ln in Ch1 
1- B-1 oho ... o t.I 0':;' 
D. Leot.urin on u"tortru --J l.c 70 
3. Fr"ot 10 T tlOhint.. ::: 'i.€ dU ""on ' e re 7 
A. Tra.inin in eidO. 7'.) 
B. TrW. 1n in 
C. De na1.r 1.10n 
l..essonl:' 
SECT! N HREEI D u uA l~ !UO 
Oi .l"RJCdCE E~Hl. i6. 
1. 11'0 s of t'r 
• 
THE ESSENCE AND G. 
Con1;ente. 
Aims or ~r~ln~ Collee • 
The Chan ing Gold Coa.st- He Educ ~ 1.iU 
t. 11caJ reining Co.He :e l!-r s'o,yleri 
o ..J .et:,tt1t Jio.'o one;- -W ... Uil. 
5. . 1 ct10n of StUdents. 
b . u 1l.1.l.es and r. 
7 . he 
THE PRAC'l'ICE Tl': C IOO 
1. 
To l1v c 
he e t it! s 
lo.rl;y th t 01' 
th t T ch r 
t n 
1 r B 
:for c t to 
h1r.:l to r 
a." 
Tho 01' r 'fo 
Q 
e1l 
0 
" 
T l' 
11'. 
t 
2. 
You mDY glve than your lov , but not 
your oul • 
For their soul 11 n th hoo 
tOOlOrrow, TIll1 ch y cannot vi it. n ~ 
even in your drc 
Yau nay triv  to be like th 
But not to b 
F r lit" nrd nor tarries 
wi oat I'day. 
You are the bows ie your c 11 ron 
sa liv n or t ;f rtJ • 
The oren r flO nth o"f 
th lni'inite 
An c b 10 
orr mny 0 • 1"t an :1'. 
Lot not your in or 1"8 
be for Indn BO. 
or no n 
So ne lOVOB 
Ind • 0.11 
gill ra.tion tl 
!: tion which 1 tho 
orecnal.it v 1: r t of' t 
body ;for col. fltn . It t m1 
3. 
rt ht t 
splrltu Jhn 11 r 
define 
sa and 
th itionol 
herlt ' ho" 
1'1I' Af'rlc 
cantin lly" 
1 
dir 
r 
an !nina 
to 
dl urc 
'1 

5. 
int roato t s vnluabl c rl t an of the oc1 ty in 
which he on ................ u 
npti ens af the v 
COn£) rvinl! for nlt hy elenents 
1n tho fn ric l' . I e d be to 
t in hi or h l' condition 
af 111' t cammunit u a 
In t 
c tlon 
wh1 h 1 
d ntroy 
c - no 
m tr e 
e m tif 
c t1 
trUn 
it. will 
t 1 
6. 
in 
not rely 
in 
ati n. t to 
t ael th t live 
in 1 01 A1'ri 
7. 
2. Aim 
nnd 
governoent t e 1th 
th CJ d- of any at 
tonchorc nr 
w1th 
tr in 
t 
All of' 
t 
th 
t 
It n1 
ell 
t d 
1 
I 
t 



u. 
al t . Ccnsci anD 01' 
1 ap reel tion 
r takinc 
t 
in their 
c c ti 
ond 
1nt 
l1t1coJ. on r 
oant at with 
o ttl 11 c::J in 
v o 
conrrun1c 
E t10n 
i 
t 01 
an t 
F.ll1lCUl'tian 
r 
12. 
in h ch c nt G to the 
eO'!l!!!.lll1 t, • 
c ented 
u by Dr C.}.J r-.-,-~n .... i-", nt 1" 
th in hiD 
tabl1shcent 
01' hich 
Dhaula c are ittc 
i 
'f1l:w 
Pr1mnry Sc 01 
T aJ. 
Th 
o try 

1 • 
GoOd teac bt 
in II 
be attain 
1 
4. 
or""~""'''r tr ln1n 
began by " in 
1005 by JOB 
many eet-b c tlve 
8atllbl1ahe n 
Kngl dw1 
stuent 
I ro 
11' 
3.164. 
w 
in 
the 0 
~ lc 
t 
1 . 
carpont j in ry.The 
th 01 
ye rl 
c rUf1e 
Do ortrnen t In t 
or,wh 
t 0 
Or 
Ash nti. 
un 

lB. 
'rho Colle 1 1 
Cbrt t1 t 
ofl areas 
th t in 
1 
5. 
T c1 ch 1e 
de 
t 
t 
b 
C c 
i 
t 
t 


1 
3 
Wh 1 t De 
adeqt t le t the CoMb!'1 
8e t l' r t 1 ton ar 
in 1. 
It 1 c 
in 
IIOrv1 
rity 
of 
l' 
t 
tor l.:u t 
t ft 

1. 
o 
t 
r 
t 
t X' 
d , t lr c 11 
o:f th 
hi 
Tn t 
air 
t 
o t 
nt 
:first 
1r 


COllt nte. 
1. The tatue ot tone Te aching ~ rote 10n. 
M.taM of eaoh 1 ..rainin • 
.A. .tI:ladeal0 reinin 
B. he Prob..l.. aah r' Al'~ro oh 
too hi 
c. Train 
,. D. LeotourinS end l'raot.1ce Te chin • It.a ra1 all • tore. 
A Tr inin 
B. Training in l..n toe . 
e. IleJlooll8torat~ n an Cr l.cL 

_ ..~ . .••1 '1 tit ........ eone1aer&Uan. All off ri8 or teach 1'& 
JieIII to at........., r:4 t na' potent1al.lt1 a. theu 
....' I:aable eDda, C1'eaUCII'1 or th 11' interest. and 
....... -S \M f!eftl t fit tbe1l" akl11 and ~ 01..,.•  
.....I t ~ tkmtlo'{:'lBldl't and QatI' vlaual 
ttae tntb-.\e owleqe c4 t 11' CIII8 Ure, UJe 
_._ atatue fit the1r pUent and \he &oC1al and eul \ural 
...a -.._ .r \he ba. aboul4 • u41 an a d to eaac the 
for c -operation th HOI8t!t 
'1' ach ret Ass 01 atabUsh 
,but 
at day. 
as GftO 
n 
he coonon 
echool. 
lne. 
ac.ru~r's and 
• .l'w;;"\ 
t em the 
d and 
11'1\ 
in t.his at 
'leMber. a oul4 be happy, CIbeeJIf'al, healt hy • u tic and 
~'cefUl and ah 1 ha'e zest ~or the wor • 
'reach ra, like t r hu an be1nrre. have th lr no da and 
pr ibIs • In ord r to sue the normal eoolal 11f'e t.hd 
eaehera' Associattan e,cleta \0 't ght t.o raise theIr status 
anA coruUtiana of' ee~lce to be eatla1'y1ng, e •• adequate :f' 
pl"O'ri 1 A of' ~rlDg allowance an pension rovisian 'tor 
bette!' sa arie 'tor th who reach hlgher toac 1ng an 
lIII1Ia1n1atrat. on sit10n • Thi 011e , it 1s h ~. wlll 
1nd oe many to in th t 00 1ne pPo'tesa1 n nnd 
to auk It t t 111" lnr. stO!lC 
to oth r ct. A 
aerlous oohers 
t t ere 
ahallbo Condi tt OIla o't 
_"ioe nue fir. to rot;'! rn 
into 1 xncricnce 
IIld special tr nlng ocmntry. 
Id 
c tlona! 
.......-oIl t t.he 
_ .." lea 'DIIrl~T'·'t.tIIo!M\t in 1 
IIld _til iii in in 
t 1 
J. 
t 
c 
8 
34 
devel nt ti 1 in 
of devel0 me t 
The c t t life of t e 
!' 1'1. t f 
her c tlon 
d. comr:nmlt t s 
nn.:l tiel. 
rious. 
tn ch to.t1 {) 
1 t 
i'ully 
r 
C 
D 
1 • Its 
, e 
cd 
.in 11 ct ... 
pnd t.err 1:' tr in nr. v 10 r 
per10d t on it 1 n 
Tt r ctic in trainln e 11 ge to c n ar;i! 
otud t· 11" t !'1 it 1 t 1r-. t ~ first 
year 
d 1 1 
be 11 be 
n 
l.!1v 
1 
t ec 
tr 
tl' in! 
in1 tof 

37 
of a t L r 
read1 
gov e ct of' 
th 
and 1 
library 1 rcro 
to 
t 
to 
'f 1'c, in 

39 
3. 
t 
( 
• 
4 
• 
41 
11 
i 
and 1'rc et1v tl Hal l' r eft' ctive t aching a ... d 
r 01: 
cour e 
th1n 
c 
oul t 
line b7 1111e. De~a118 on t.ioal atructure and ex. .. lena-
t.ion of dittioult word exhaus1.lve1y ake the lee on 10 e 
1 t.. t.ut.e • 
.Att.ar a v ry briet introduct. an and ex. ... .1.6Il 1.lon of 
d11't1cul t ~o1n to ,i1' an,y, be t.e cll r shOU.1.d re ad t.h 
moderat ly olow13, etfeot,iv 1 an~ lll1. 1~1 At. ~ once or 
t.wice in order t.hat. t e ~1..l &ht. b 1. a 
1m rea ion 01' ~e ~o oral 
pr &ration ~ v10ue to 1. a 1e on. tor, it 1t. i8 e~~ 
1\ wi.1.1 wor on heir e or ronal s 1.1 f o~io •• 
Comments on ~oetry erJ .. 1t. i not. _0...,1: ..4 
1 eon; but neral d be ask d 1.0 en U-;.' - 0" 
..,r h n ion. Encourae; rec1 1. to 
word, art.loul a- • 80 0 en coral 
a in 0 t.h v r 
1 up 11 0'1. 
books in wh1e 
wr1t1.en, ou~ and 
t.o ad h ir e 
bourse n no account a 
in ,,1' 
, olimax' ence. 
re ion writ1n8 on ubolec \. c~ol 
lite. news. fi en ~ in t.1 e \orie • 
1mpl desorip\ion 0 xclt. 
pe le. ~ rt1 e~ et.c. 
~ ~it r wri~in , e~¥lan8\lon 0 .. le 
•• eb ani et.o. h y. be 1~1 l.ra\ wit 

lfIe!!R!.ex mID .lIlCS. 
Mau10e 1e a P.l' 0\10al 8ub~eoi whioh must. rel i 1.0 
~he da1l.,y lifo of 'Ule pu.,Us. Ii BUIlt. be l.aue;ht. from 11. 
pr o'ioal , ao01al, OiTio Cd b.1eiorioaJ. a1. li01.ut. \0 TO 
aoUDA aDd ~ad t UDdat.1 1.u) baa1c conce. .. t. 0 00 oret.e 
md ebe ~ t1Ul11ber8, tuum.1u t.r ii, t.i.iAe aod ... ace. 
eo • 4.l' r 0~10 aurYe 1.u e'to. be 
bu11~ .t'OUDd t.op10 and. ~rojeo1.B ot ill1. re to beo e .. ~Hs 
lill1. fort.1'1 'heflr groat.. t. offor 0 wor: 'Iol:u.oh 
e7 reall. 1 wort.1'1 w 1. I1.h 0 r oUo i.u t.h 
oorreot. .kill of mind 1 
,he ewe 0 00 0 ni*at.lon, 1 
aoourao • ekee. and neat.ne 
p~118 ott.e. 1.1'1 ried it 
oonnect.• • with 1.1'1 .at.h 
ont., it t.he Tooabul ~ 1 iv1 al 
IIlOnt.al 41 forenoe. and 8J.)t.1t.Ude ar or a 
realla'10 tt,p ro 01'1 in 1.e ohin 
.'10 al Pin_eel Colleot.i 0 
and BOome ,ax, .uooal C OT and 
• ndlt.uro t.e bl Talue • t. • oui 
.l' OIlI-Ual a' . 
lIIpo!" ... 0.1'1 'prodlW1.i n, .l- e II a e 
0 tive ... ro u t. • 
0tf1_ m4 w:ak1n • rt.e 0 len 

4. Di .re dl work 
,. .0 enoour e th Eool 
should ocoaslon~~1 ork in 11t~~ 
t &lm~le rroj at doh 
oth r t eluold t th 
). "' .... r t ove rro ~oup 1.0 
on ne tn • ..I. lb l.oY 
fU"ren ent. d .. o£io 81. 0 ... J:~ 
how riTed t. 
7. .. h t cher t rind 
oord bo It i w ioh h noul 
worLing r 1. e of u:;m, - eoial rub.l. 
end lndi V.ldu 1 r cords of t. 
8. h lesson ho d 
rib. • • .1:-
I! hollld th fo.xr 
le • voo ul r" orlC, eo i Oal. &nd 
rin 0 8 
b 
eoh 0 ... .. 
0) kll.l 0 roo 
e on not. tor 1.h 
for r 1. O.l...J..o. 
ankind is urro wl'th n ur enVl Ollill nt.- r 1.s 
and an an ~h n 
weat.h r, eaeon c en co-
v rie which f at ou! in t.he 
mid t of ric nt.ur orL.Ilt. 
b caUl) ver 1 t.tle 1 ce 1 
t.udl B and cieno "te chin :1n 
Th g rd to 
of ..I.. Oll:. 
of of ru. 
t t.h 
man,y youn 1et. in .ural 01enae 0 
man 0011 ~ S 8lld aho 1 in t.he country. to irurt11. ore md 
effioi nt in t.he nt. .. t.eaoh r • 
graduat.e 01en08 t teach t. e 1,l.bJeat. 
in Coll 
Nature Study and inSI 
Th 10Te d ElI reoi 1.10 of t. env:1roruil .1. tind. 
t a1 n1. f1 .. thod ot 8dj ting H t.o suit. our 
m d rn w ! 111" should dormin t in 
te ohin the su Jeot.. .hroU&U c rrect. teaohin inter t 
end s u.l t. dint. 1--14-11e t.o e.t' in 
50 
~ nur1.ure and. oar of 1. nd : 1.a, f~o e • 
and b1zde o 1.11 1. they u.J.. n li.J..-
1. a1.ed • ..1. u.re 61.00 f ll"1~ in u1ry, 
1nde enden1; esonin j .hr 
pupil. ' own eX1 r1 n1. 1 co q1. 
51 
5. In t.raining col.l.ege each et...id",n~ must. have his 
own Nat.ure Not. Book to eontain notes on b ervat.ioll., 
nature ca1.ender eho inC daily and eeeonal e«ther ehen es 
and IlL Jor obEervation. Drawings end cleeten IS lIlUSt. oe 
drawn from aotual observation and not as a eory work. 
In add1 tion each mUEt heve (\ ora,... book t.nd sture Coll o"ion 
box. ObJeots colleot.ed hould net e eo~on }lace obJeot.s, 
but ehould be r e d our OUB enout,b t. exci e onder 
and 001 etlon inet.inot • neat.l 
fixed lebel.l d. i11 in1 .ro uoed in 
ohoo16 books and 0011 o~ions ua~ be in£~ o~e and 
di plcyed durin exhibi one. 
6. ~ohool Gardens and Farms. he e afford o~~ort.unlt. e. 
for the habit of Eoienti io 0 i&~rov d .. hod of tarmin 
and stud nt.£') d pUJ;iile oan leave school w1 h • c.nual 
dexterit.y", &e51O d loy tor tar in • 
of our tiJll • ~ohool 1. b r\.lIl tor eeonomo end 
duo tlonal urpo e. In final y ar in ivlduaJ. " ens 
or t own maintru.n at for arm.1.nb • Ul'i.ng .he 
yar here 1. be en orB ani ed t,rlcul t\Ue e:1.hi 1. on 
op n to .. he ubll0. Awards in forOli a tro es e.n4 
books hould b iven as ncoure.ee At.. and 
to ohnioal advioe u t. b given by ~loul.ure 01 10er8. 
7. The ,allowing reoorde should be k,pt. . • eoo.rd book. 
Plan of 'ana, ro uo oount. oolt C h oolt. .:1 co 
• t sho the n tare of work don • the 1l. ,.t. o_ex 1..10 
e.xporicentE and b b vlour of pl t end anJ.m 
d in 01. re ul.t e ~r and 
r a1n:t All. reo or in ro r 000 
d 
lIle b r 0 r. 
roo edB 
1.ool. and other jor n 
B. I'oul1.ry in 
rur 1 10n are favour 
.noour d J. ou.l tr ! er;;w 01 n 1 10 
lin e. o in"l.er at e1.ud nt. in arwU.n d 1 th 
runn1n of ~o l.r it. 1. reo nd d t t youn 
0111 oul be fo d too 
aile o.n th lr 0 ooGl grlOIUt. e 
o '!1Q r 11.1. e n ob ... ro ot.• • 
9 . Vidt. arran d 1.0 
tat.iOll6 
lso.n. t.w: r hI St !~e d ' r~ s xour 10 
53 
hou.l.d be pari. 0 loh pro 01. vt ~u.ch 
exoursion c 
They 1. t.h t.rlo1. 
up rvi c r. ~O ho • 
to t he Direotor or ~ uo 10n C aul o. 4/53 o. 
,(592)11/1 on ... chool Exoursion • In n'L. 
hou.ld b g1 n t know wh 1. t.o ook tor. rit n ount. 
aU1l t b rlt.ten by indlvl<1 al or ro th 1r no 
bo ' ions la.ter. I i alee dJ:: 1.nge 
or loturc on :laurelon • 
10. 1e on oul 
be lore t d under the oh !lie • t:l IlIent end re ion 
or be 1., lr .l 0 1r 
1.r one ir t10n, on 01.1.. ;) .r:n te of 
r in . 1.ncect p 1. • Fond J.U , 
1 t. d lire snd 0 el.eou-101'7· 
Health and hysical FAucation 
The roundat on of any national Eoh i h th 
educat.ion Md servioe . H al:th is 6. etate or 00 1-l.ete hysical. 
mental end social well-b ing, end 1 s ain objeotive is 
~oin1.ed out clearl n t. H bock: 0 u for 
eMh rSI ":Primaril , 0 oourse, h alth 1 a L.e 0 b 
lived and not 8 subjeot 1.0 be t.aught . Chil.dren Ill' far or~ 
likely to c uir h blWl or he thy llvin lohro 
b ing t.rained to er 0 t.h aot u~on hieh 
dep nd than thro~ merely reo 1vin in6t~ction Ilioh 
i 1nly theoretical. in eh ..raot. r . " tl lth education 
should at th dey lop t:nt of h al1Jl¥ soni"tary h bit 
ph sioal fi tn s ~e cquisition 0 elem nt.ary know e (,)! 
of the rule of heal. th , t.h ~ot on of the varloU::l 
or en of t.he bo the a'p~lio t.ion 0 the e t.o t.he 
dailJ life to improve the standard of our r onl'i.l 
h alth, h s snd t.h 00 unity 
~h pr etio ino schools, 1. ... r Ston't., here 
• re fro ana ro~ical. By lene book are or ad in 
th mind -to 8-t sfy ex-4l1n t,ion re uirt:. ent~ uzt. 
de reo d. mat ad, he due U n or .I 1e e 
tearin n lU d aroun lohe aUin 01' hee.lt ~c'tlc 
and 001al 0 ns 1 ......" "", •. ",.,.",. .he lora 10 har t. at. r su.:.. 1. tr 
.,11.1. ng and urin bad v nt tio.ll, i-.!l,ysical 
nt.al r t1 1s 0 al ! ret ,har: 1 et.s, 
55 
drlnkin ot im..,ure " t r, oobol, loh e U.l 0 re 
W'ld tinned to d eto. must be eXJ.lainec1 111ustra1.ed 
by lcturc t tri ieh bo ro 
the PH u.: H-Broude t.ing De art t., Jeera. Know.!.ed e 0 
l!Iourcef' 01' 11' t ter-
borne Ip • w lo r 1. 
di coy ri r 
1e ing, 
!:l entl 1. He Ith whioh r the 
i. ! t.ur 
noo..l.r th ubJ c s, for it. the 
le on 
The 1- ao at e livin th 
}:.r otio .... hie ho..u. 
h th,( l..t 
&Vi loh d 
b hie J,.u. .. ll . it. Ool or 
col t ~r t -
aid 
t e 
and r otio 
ork 8 ou1d :for train 
durin 11 0 x 


ocl 1 .... tudl 1 clo~ n e 
01 h1.s 8t.or 0 ... and 
cal lour baa 
1.h lr f 
count.r , 
all our 
s 
tor 
.:1(1 
too 
rc aii 
• 
1. • 
c 1. 
h ve a 1n 
1 





~If 
ork 0 ue t 1.e ot.h loc rei 6h III 
b hown t .... u 1 . 1. t.h end 0 e c ~ art an 
or ust. t 
hould e r 
t.e oh r w::t ow in't. rest 1n 't.h 
'to t'toent 0 ct 
0 
6. o oorr late art. wit 01. ubj ot. , tten 
w .L°k, uon n 
e ted lV t 1 
7. V 10 
1: IU' 'to 1;8 
;Up I( , 
10 1 pl ur to h ch lve i 
0. al 
v 
1. 0 ure, 
t t 
~ 'to.l...\l.D. 
h . In tb nt uzt 
'b tre ed: ..!:L. 
!2.L pu- 1.e EI.1r veri 

The \md i rli 1 en 1 n 
an ch 
lc.no 0 .... 0 o 1.1v 
v rtuo~ 11 ts ulJj 
1't. 1 01. to Il t t 
1e c u t fr te ch or on. 
1. Til te ohin 
1 d 
,.robl. 
u 1l. I 
h 
he co on r tic f 1.re 1. 

b' 
d t 1 t:rn t v Hi ill . ra t. be c act 
b B nior t ....n 000 r 
who v 
thorou h ..,re It t. ee 
&1.1. r 
Ul • 
work. or 0 IiI 
0 n an 0 to 
c. TRAiNl G IN CtilJ..D 
he aunt.ssj( of te euin. ie the ere to!.;).:!, uu..c Iva1.iuD., 
devel0 nt en dlr~otion 0 in "re t. 1 
80 11. ie aeees ar~ houl.d mo t.he llwum n&..ure 
ot the u lie they t eh, n eds, int.er et. 
beh v10ur in order to or te th ir h in E • It ~ t alEO 0 
noted that the odes or t.heir ivin 
to lr .p 'Yale 1, ntal and otLID. 
d ter ine t.h sue ess 
t b whol (;0 or 
th lr y OlLal " es, 
III til rne houl.d b d to adJunt hi e... t.o 
8nd to ro ote ..L arnin • 
not. b t. in . lIO tlr..l"" r. 
I J 
or 1 . Tll.\ e ulr d f..mct. 
181. d to their hel the 
t eh r to olve ot 
k-rob1 , 'for x ,...1 , 0 
reno in be 
oho 0 ull 
o e 
in o 
ho ... ch. 


72 
an the lc ne s. e col er t. .....  ~t.i or 
t.h r 1 
Ina 1. inc 0 ce 
.at nc 0 
In t.ine t iloa. 
In tJ.ne t ot COil otl n: ox, 
ur 
7. 0 Orlil 0 1'e a:r ho ....Ld .l"':1r"n, an 
0 0 aocount hou.Ld. the can b w::ec;. J.n c lUlcet.l" lI'l. l:l 
lear lng. J.l.w c an 
tor 1 rni. . 
Th in r sdln a • El eil W3 
t ..l evelo nt and ur 
'-io. 0 cc ore 
r odln 
9. i eil 
r Ill. .rk Cll~ ... • 
ohoo us 
o 1. 
Thl wi.!. tir GO an e 
or 0 
1 . n 0 re 61. 
b orlC 1 !.ec 
In 1'1. :fle e 
l- In c 0 , .l- .; ~II 
hie i8 
1.Ll ,rrob 0 
t. 
7'1 
~rofound effect u~on hi 11 • en t.his al.eclO t. e ec o .l 1 e • 
It a.rtord 1nterc t. ... to ex e th Ee 1 .... t:nc fl. 
lleb 53 nt, 
e otion ct ev .6'-
c It end t oot " a.l OJ' he . 
It. io t.he t. eh r'e Ul..i l.ll 
un.tortun t 1ni'l.u n 11-0 teu 0" .. e 
01 te 1'1'111 h t in 
and int 0 .... 
h in duo t.l.O hOll inc Lld 1:' '" ell 1..0 
ot 1e o pl oh .... l.06. Ctll 1.rll1el~1 Wlderl".1n "ur.rl-
oulwa J. .... he t...d1 w L. ev.,nt .... .cA.Jl e t.ll ric. 
or 11 t. c r .:Jl ill. n bl h t.o t. Clt.! 1. w1t 1 ce 
jo,. 
n 10 k e. 
SOCIGGRAM 
~if rA f(oHI\r. CATW' Ll' llDl.f 6i~1!> !XH;)Ol 
FORM 9" 
A~~n""A d'fllootIf'DA l .. w~E"'l'''' "l'1'~1 
+ ~ 
,,,,... A ... o.U. . £)4 Pt ,... 
fMfli/\ WOR"O 
£E T1,{ Q/I~~"" 4- .. II-
t lf~ llA AtlTIlOHI 
jo,{ .12 6A",pey "'", ~ P}'.T//\ t .,.. A)At>I!Vc " E ",'L'f n2"''''"1 
oT£""" -nET R""L.I'I ,.t>~r 'r 
"- " 
"'~:"f (' r .Jr-.t"J('l 811"11 H\.T 0(1_o0 1)0/113 :'f"ov.. , JOSEf'H'''' d - tl~yt\'I'. MAllY ""'I'M 41'-; t-
~~;''l4 ........ ilEY • 
LIJ"p\ AW.II.1IIolt I 
L~.YS M\,I\". . I{ 
" __ ETuf' 
\ j'EA \.."~ ... "'0.:: ~.I 
'r> 
" "'>1'''11'''''' t'I". ..h J;"" 10« H,,"6'Tl\ It- R"UET" ~()RL".I 
('H«,~..--~t ~~J ~§A 
~E • (, .. 1\.1:1,,3 .,. .... u4,..T~ .... 
1\4","" TEtI&E'r ~ft. D" 
r;. ~ e .... ,. , 
~ \. NI'.RG"qrr ll~" ..E  J' • II-
VAl~II'lA An"<:R i/ l,;.'!JA.:; "" .. C'ltl!"J4 
-;( y; \ 
TI1EIUS"" OlIl"'O'}'. 
JI'\>\£ J (lFI""" 
ftl;.E~.1I\ At.U'do·, At4£lI'" C;"8.«H,'TTI-\H 
~ 
"-R'l_,I~ f',,,'81'1>'· 
&.~".L"'~' 1\ 
{- i 
.. ",,(!! ~ ... ~cr-· Cr ..... t"'- .... C " 6.&.-.rI 
KEy 
~
SC"(ln\ ~Qh.-.a.,,"p lksr f.>..t .... ---.... 
H~t L' .. ' c'r.e-'u. . bc},. ... u!\ A4..c1:Ti:MCt:1 
\, I',... '! t".~'" U"'JI A"""MtjI lout .1.. ••,. ..-t.....i .y-~.~A"_~ .'_fJ .~..  1",.,-AI"" A~f)'>11 
",..., cMih· .. r."""d f-od • i'lt-,h <. ....~  10'02" A'M.~ I 

.,3 
c. 
U1-
1 
19 
in .u:1ng or I son notes. del::IOrllStr tion and 01'1 tiei Ie sons.. 
The til' t eaent1a1 ot Dod t ~ 10 that the t cher 
JIIlst have t crough knowle or his pupils and the en jeots 
he 1 t ohint. lL must hav lOY and intereet in th believe 
in their value. A1.l the grounds h e n1 ady been examined in 
o ding ohapt 8. The next e tto.1 is the thod ot 
hi to his pupUs. 'fh1e thod ot teaching 
10 t achieving effioiently 
ot his 1 thoda oh 
ocmmm:icat d to e pup 1s. Whatever thod 
i t r'a thorough kn edge ot the enbj at,hie 
enthuoi trnmln~_tnt tunl r~lations between his 
pupils lU.Jnacu.t play a t P t. 
only suee d it o.d.aptod to pup 11 0 , 
111 ty. interest 
to maid l' thods o.a 
ehanioal. proe:~ll'C bj ot. he ...... +'h ...... 
unifi ed 'tI'hoJ.e proc 
fit ot the pupl s t 
11s to t e thods 
y t,eaclh.el~o otten t sappointe r 1 
1"'"T'""..:t.... 
tor a lOC:IlC-l:uJ:1J! 
in 
t. 1s no r1se 

t. t it. 
1. 'I'CI:lm'tl:t1 of' t 
iff f3 
st link them th tho1r p TionG kn 1 _ or c%per1en 
in order to 0 a'le 1 am t1an. PupU are 17 r s-
pena1 r of' the1r mm ex;per1enc r",lw-
T t proe 3S of' to 
t leed ade to appeal to al.most th 1r 
B. In Ti®81 or 
01 e t B a.pccial attention and 
to the e er ones to c ate 
~ cane te thods and 
t. enoaar t 
eo tul. effort that is own by 
the whole class, and distri-
Pa;pU o1"ten t disappointed 
d u;pon to 
to wh1 th 1r hands. 
taught 
ll. Ac e art 01' que t1 on.1ng. usc the quest1on-
the pupils' 01' Ollrl 0 i ty and to ensure 
th 01 t natur 
oo.gh 
The titi of' 
• 18 a 8 th'" cl. dull and 
01' ell and questions and 
......... 
leaaon. Give ar; onoe and ment10n ~rene books 
their a1 t on the elas -
Teaching notes thodieal proeet'tur wh1eh new 
knowl 1 OOllY ,.cd to the leve a 
d ino ri ty • cl 1 ty cmd lmfold-
t kn 
ito down to chin 
no II l' allY the 1 rsans should 
f'1 t the right be applied to th 
the ao;rul it!on of sknl in 
.Pupils are What lOOn do in order to 
jects 11k hand1orn:N;s. 
nt10n of the 1n tinot of oonat c-
t.1on qu1r cUT1ty thad 01' te hing mnin1.y throu 1nIItX".J.o-
t1 
c snit! 1s the lopment of know-
w at. th1n.'Ic. espeoial 
otiv1tle 
tab! :tulf11 t.h1 OO!:llIl4 - hioto17, 
1 the e subj ts 
etual. deY lapme:nt. different 
th inqu1r-
otian. 
18 t. It 1s the development at 
know1eGge as well as t te. Th y ar 1 ens n:N'ooting th d81re-
lopment of ea>t1aru:s, >tor e 
o:nd R 1181011. They must tanght as app £> 
to t to p .......- .n't:A 8esth tic Il"C"pree1a.ti 
It 1s thc--~f> .......... 01 th e 0 at be any stereo 
thod thodLl 
suit the 01 «- ts of tho 1 s on, ould tlex:1b e enough 
to allow 0 tnat1on. I ot1 e d t1vity methods could be 
cd into h ot 
ot' 1 on notes - and. Wee note 
da1l y at B h1~~t! cause 
the r to th specific e.1ma 1'or the dUly 
to ~old ole ::J..y !'he 
ltt't:mnld to b OUT"r'.cJU. e 
to aYo1d rlV<M .. .....,~ 01" tter. It nloo help 
1e on is ir:ned1a.tely n:f'ter Ii 
1 thep ouo knOffledge, 
the 1 sscn GO l' sh in he 
could easlly linked up 11'1 th 
chould 0'lJ C n 
d 0 ta1n 
) ~5n~uon't10ll or ?rcnaus 0fI-
1 ) knOfiledge pro ssl e step 
) ABa aU tian e) Appl.1eation - A'rln"""~'1on 

'II 
wit .h tile ... 1...al. IIab ellPl tal. ~ this knowledge to U'Oa8e 
• ~ to the ." 1.e ...... Queaticma .ast be wel.l 
lema arl4 plot;uee can be uaed in ocm.junOticm 'With 
~lcaa to prepare t.helr All. these preparaUcma 
eauld l ..t  -r .. :5 - 5 III:1Jade U the leaean 18 ~t and Loea, 
.aft a\a~'t WbJ.eb 1e 'f'oand 1n 'the P.L eolUIINS ~ atwten\-
u. haYe one 1.eason on Percentage 8nd 
1eeecm". 1s o-r TeJ7 l1tt1.e help.'!"he pupils 
u:t 
~ h8'f'e lIeen mak1q prot1t or 10M in hel.p:t'al. l.eam.1ng a1tuatioo 
oGal4 IuIppllz '- .tea and 'their m1nd.s p d 'f'or the leaon 
U a. qaeaU. .. 81'8 41 'ted CIJ1 t.he cupeJ'1en.c or t.h pupils. 
lB. :no. 1 ..... en the aenel"al. election. lr prertous know-
t election B 01 s oen1or or their 
o1l.. or 10CtU e U. One or 
t.o 4 '&ell br1 fly this expeJ'1enc be:to the new lesBon is 
ao r WVlS-""'" to p sent 
in 1J!u>1e 1 t.ob 
dlvld into three 
teps in 
...,_~ ~,....... file ala of' e tlll-
- 8p801t1c aim a treah t'l a U11e4 a-ledle and -r oonl revealed. exac1n .,.. .....1 NC!.. ~ _'&hod 'to eTe this 1 induct! and 

9 0 
~re8elon WorJ[1 ... 0 e .J.t.,S on_ e18~ 
ole .r" 8.iJ lie tlon ot leno ul.re t ie l-ro ~elilS. 
In rlt.hm. 1.10 th mo Ie l-ro-,ort..on c re 
to stim t.10n of " hei t a obj ot 1 
t.h eh ow ot 1.1 if.. ...e ure_ .i.e 
t.he h dow ,) ctUIll 
h ht of the n 0 ~rvro . ion 
t. od. In geo ·ilhy, 1 e.L nt 
hould be enooura ana h .i.,ed to 8., 1 air mo .L .... . t 
£11m Ie yr ble 
Ex res ion work 0 t.6lI::e t.lle tOri 
111ustr ted w th eketc e o 
ot1n ,dl cu eons, .I. n 
to r .force i 
C ~~ 
k'leru eO. 
in 
in th t 1e o. 81 L.k.bvard 
.us b 

92 
Deaon8tr tlon choola e attached to t at' the 
training 0011e s, hot, the co11 tho~t7 
_rl"_'~8 to erltiei lessons in tb n 19h-
boaJo~ """"DOJJJwt- t10n lOBsOtI.fI th thod expel' tiTe 
deJaoev 101011 les on looted bj ots l1e 
in ortt1ei is Bona atutknt '\IDo s the 
• ~19 1 t'ollowed "',~ 
~ 
11 Jt. 
g. thode in 
tlplie tian tabloB, 
the of 1 graph 
01' to~IU.ll'rl 
t lon lellBOnB osslble. 
All Sttldel1tO haTe cine model Ie taught 
in tr&1n-
in h O"arr1 
an t tab1c. 
for th1e.. In the 1'1r t 
in 
93 
crlt1.1am 0 :tori e1asaes will bel on the leBam. 
:Ie~ t n by the method 
...ner, an on the subject to 
B 
notes on point .-:t:l' o-r 
h rl ahor tly be-ro 
All. 
o 
Crl\lo1om Lesson. hie is mainl studen\e ' ~ ~ or_Bnoe.At t e 
the end of the e on, hie tit are enoou.r '" d \0 ~~acUB e 
1.11 80 V r1 h oh re OJ 
m t.h .1 6~on e 1ven to a 
et.udent to eh t Dr or tiei • t eE on n t.. 
which 1 ritt.en by t.h tl.ll1ent corIeo\ d by 
hia U rvi or i 6 . hi 
v1ew on t.h ~o1nt.e d in his notes. Bot.h t.he 
student. und hie t.utor di 0 ee oint 
d re erence book end Lcaohin,. ids are uik,eat.ed 
or v n hia. Lat.er o o hi not a e 
,Put on t 01u6 notioe board tor tudy by hi 001... a uea . 
!hi w111 guide the t.o know the .. Oin1.8 t.o look for in 
hi ~r 01. 0 t oin . 
B tore th lea on e6in hi t 110"- too nte • e t. eir 
eat t l.h b ok of the 01 t.b Y hould not. b 10 ed 
to indows t.hie lJr au e otten t.tr80t 
'pu 1.18 ' ·Uent1on . 
The rollo in ted ~oint to b given ou1; to 
student. to ob erve during erlt 01 
A-
\;.he ulA. 
2 . atUII , th lr efu.lnes6 6114 v 1 ty. 
3. Cont.ent. 0 1; atter, and th He 
a to !o.110 rOb!" s 1 e ... \lenee. 
<4 . "'el uH i ity of t od of 
q at10 s . 
5. Uing, 1 g1b1l1t.y , 8t1l 
6. of 11.i. iii ar no ea. 
B. 
n of th 1e on, bUit.y to or t.e earnin& 
95 
si tion d th eff t1ve ~ thei P 1D1lB knowledge to 
t. 
its adaptation to t e 
pup11 t 
3. 0) dinS 01' stopo in 1{; 01 C Be C3 to acl1ieve 
o~ thode st1ons.. 
6. S d in livery on 1 ~ lmcrdedge Whether "Ih·'''''''. ..· ed 
or too 1 • 
of' terl s t of' pupil ' :ff'leUltie 
lecson - ase !oati and 
i tB legib1l1 
ill co ct 
1. tivitiea. their ity Dnd 
2. ec 
1l.o' re :BD<)ru1~O, quest! one BnIBWCTrl, and. oDntr1 tion L.." 
sa. 
-r eta. 
1'11 
• right 
3. 
ts 
t.o ertt1-
IS 
t 

91 
Ii 00 ide!" bl 
1 00 u:o>l d b trainin in 
eke er ct., the o. .. 1-ort.un.l.t" 1 or 
to en ble e l~o I. 
'to 1;0 ... u" eauoat,1 a... 
a-
t10n H. "t.he 
cours 
8 ch.!.1l 
b. V" i !rov d or 8\. bas" 
three ve fW uLed wr 
1 rt. 
"tlle 
fl.r 
r 
fr 4 ';0 -.J, abi-
99 
avli 11 Y ccho 1 in t 
(j al 
'IV t 
1 
to t e ext 
train1 c 110 e t t-
::.n o 41; ns will 
o 
ox1-
e ... l-rWl I:U:ld 
t. 
rs. 
1 
1, 1 
1 callt . 
rhe fltudent£ " ld 
:lrn1n dut.j Blld 1e ve f 
! t. loh d.ictance to 
their tr 
100 
101 
Demonet~&tio~ or observation lessons from the method 
masters should not be made isolated .Lessons t bu:~ tney w:tll 
r 
be more erfeotive if occ~onally duriub the Actu&l ~~actioe 
teaching the supervisor gives 8 Clellc·:>nill;rf..tion :,.[ tl. l,re,l,'ared 
lesson to the class while the student-"e~cuer WAO aLso 
prepares his own notes looks on s;a4 and checKS ul- with the 
method and skili eillp~o~ed. 
Another device is 'that oOlih the supc.cvlsor and. t;he :i!rtu<1enC 
teacher prepare separate lessons on the same subjec~s for the 
class. The class is <1l.vided into two tSrOUils and 00 Ln groUrs 
are taught simul taueousl.y by the sUl>erVlilsor and. st.udent-
teacher while the other students observe intently both 
t~achings and note I-01nts for COllllllents and crl.tl.Cis illS. Here 
1'i~e students oan compare methods and techniq,ues ~i-lied for 
eftective teaching, mainta.Lu.an.ce of discifline and skil~ in 
i' 
,queriiioning. \\<l1en a method fldls, reiuedial dids oem be 
) )i~~gge"lilt~. 
IAt certel'ti times, one of the best teb.chers in the school 
can de called upQn by the headmaster to give d moael l.esson. 
Self-britioism should be encoura~ed at the end o~ the less on. 
This 'I :method wl Ul keel' the methou master always in touch with 
the pupils and the~classroom frob1ems. attention should be 
given to the proper method of correcting pu~ilst exerCises, 
and the output and qutility of pu~ilst work. 
b) FINAL :PRACTICE TElICHlliG. 
Mucb practice teaching is done in the final yeru' as ~re­
paration for their final assessment and 5l'&Q1ng in teaching 
ability for the award of certificates. The final practie~ 
teaching is arranged to give studen~$ the re~ ex~erience of 
teaching in their own language 8l:'eas and make fa.ni1.iar with 
the real oonditions of life and teaching they will meet in 
~~. the service. T·hia Aa  continuouF> -practice when the s tudent-
--------------------------1 0'~----------________________ ~ ________ __ 
student-teacher for the firs·t tiilie takes. full res..-onsibili t.Y 
and cont.ro1 0.1 the ir.t.ernel ar..d external diECil-liI.e of his 
clru:.s for thre~ v.. e~.:,~s out~id'£; the ~ul..Le g!: w -...i..L£3 0 
Inlc l.resb~te.r·i8A .. rdining CollegEe l:l.t Al<rol;one, and Aburi 
ana in ~ount 1;lsx;y Colle, oe Sou.i-'Il.t a, .~.tJ.t; laui;,;..l .... be Ell'e C\S d.re 
Ga- itlo region, &>'.B.pim, ,.ki.u, F =ti &'1.d ilshtllni Z'Ae,ioll ilad 
the ~,rans Volte; lnd toe,oJ.and L'egioB. .lor til", .r..we fJLuden:ts. 
;ihe studen'ca teach iL 8.lJ. tJ1-(-:1:; and ",rl:'.-:l'"s OI ~'c'.2oo1s irres-
pective of their religious denominet~on5 • .troles£ional unity 
is est~bliehed ana vaJ.u~ble adminiEtrat~V€ ex~erience from 
the varios.s educl.l.tional uni telll and tneir f;chools is gained. 
The gEmeral c JJl1lc.illts about clim~ \,e, 1.00,1 and, J.!ill!;,uage find 
no grounds in tals external ant. regional !-.l"Clctice t.eaching. 
'the sU1-erviE,or, who is norlliti.l.li a Jl,,, t.hod lli~,st,-l. 5l1\l WilO, 
if.' f-OStdble, i;;; i ':;OOlli the £LlLi:J llli. b 1...[lot.. dJ:.'€:.ll i,f., -"laced, i.n 
charge of 10-·20 studenL-teuchf:irs wilo tire }--ut in\;-, ijWO to four 
local and outstation schools. lle is ~o oe the house-master 
and a liaison ofr'ieel' to wholl1 all di:!licul ties about board-
ing, lodging and health ar r":fc ,t'.1'''cd. t,€ I'IdY1SAS the student,o 
on the preparation of "their 1f. ork and discUSEt:S the results 
with them. The advioe of s~ecitilis" tutors on the stafi is 
of't,en sought. ?he resident schoolmaster becomes tn'," Vv,~rde.n 
of the students and keeps all under his surveil~aace. 
The boarding and lodging arrangements are entrusted to 
the local headmasters. hichting arrangements dre also made 
from the aol1e ge. Each student-te acher c arr~es his .i-,rCLCtice 
teaching kit which should contain his beddiilb,tollet equip-
ments, cutleries, college uniform, teCichine, no~es, text books 
'-=-
reference books and relevant a.t-~aratus for teachine• 
The college arranges for the conveJciYIce of the student-
teachers to thE:ir various et ,tions, but. sho'<lld they trc.vel 
on "their own direct from holidays to tHeir st~.tions, t hey 
are e.Jq.€oted to arrive t1t a f' eoific "tilhe aaa. rel-ort (,0 tHeir 
their 6.r'l'iV Rl. 
to "heir college by l~vlllg/exem~~arj li~e end be oood Quests. 
The colle~e rules which should i)~ ,aldde fu.irlJ e"''''Gtic shouJ.d 
bind tho st.udeLlt- -:-' .. aohers on -,;eaChinto eJ!.CCL!'SiollS. 
It i" ,uwa;y's wil'2.(J ,0 l"t. B'C<.:.Ciellt-tek'eJ.,0Y'O oll::,e.l.'voil th~ 
PEH'L.i8.L1E<llt cla.Bs-vt:!<:icher for at .LeftSt 'che :firsl; dal to teach 
before studento take over the olass com",letcl,). If this 
pract ~ce is su,-gesteCl. to the he <:lu.uC'.!3 teL" =d i l; iE sauctioned 
i t ~ryill h"lp ~.:le et.u.dent- teacheI' ,,0 st:.o.dJ ~h~· h ... v ..U :e ,lil~ntal 
obili t .. ', tht) .t::reviou.s kIlOWlede;E!, dif'ii'~cl ti~e at'l<.i i!l1.erestc 
of the pu}!ilz before the chcllo;,€ over 1,6 {!lade. 
i or ohe tilE t l;~.I.C , 't;hl: b'vuCleu~-""eC1cher .,~,u. have "to 
!!lena"," t oJ.",.ec OLl 1118 O~\~ lind \.0 .c ~c1. f;.;V,,:rij "''''bj ..... cn; 011 '~he 
time table. ",if': t(;Q.chint;:, notes s110 i" ~c0~ D!l O~. week~J' no1;e~ 
which should cOHl;Lin a1..l. 6EBe:a.ti"'..l~ end C1et ..: ...ls • .1.£ ariUuIle1iio 
com.es deily, the week)..! r:ot(l!S .uU.S1. SL10.v dal.ly sk-ec~.fic e.i.!Jls 
wi t.h 85S€SSiliEa1.1. or exerciser:;. ra~al'eJ:lCe, a"'1'd~L'at.lf;, v!:t:rie1;ies 
of me thods and tll. . iold.nc.1t of sUl.Jjc:..;t "'a~r.l,e.c in d t:vl:JJ.01--ed 
st6.g"s~ Ah~ raml:U·ks col1.l.UU"l.s snow..d sho~" b,c .L~ cri1.ic~sm of 
the lesEon and the i Othb.C 1-oiJ:lts of interest whJ. c!1 ""ill b€' of 
help to him in sL4bsequen:~ lesso.&.l:2 • 
.Notes .nust be v.A·it~~e.!l u1> 1,0 da'Ce cild .l!cesented to the 
;;lethod iU<1.S1iel' for corrections <.it ~e oS t oUe I~l dd.f be:fore 
"the oegi..:..ainB vi the woeK's teL.cll.l.ll5 • .,uoCl.lIi ~tle iIl~1.hod master 
be absent from tile school at the bee,:i.nnin.", of tht;! week , the 
:::euc..ling at,eo ;"u::;t lJa sen" 1.0 l;he .ue-.cun.;;..S~bel· 0 .... t11e school 
for his cOl'rectivH;:> and end01's<c",ent;:, Ut:!.lo:ce l.he lessons are 
t&ught. ~ tudent::: I 001.'.1'<:0 ~io= E.llo..ud lJe L.'-'lie iH ~lLe remCU'ks 
oo l u;:..""l£ iZld oheckt.C1 u" al\'~'yb oij 1,,:.e Jl,"l,how...u'; "er. 
2. SUPERVISION 0] .t'R.ACTICE TEACHING. 
The main object of supervision work is to give help, 
encouragement and advioe to students in their teachinb. It 
1s not to inspect, and so the method masters who put on the 
old pedagot1c air to Bcare and frighten the students need to 
adopt an attitude of love and the desire to learn rather from 
the student-teachers and the permanent teachers of the school. 
The first point to bear in mind is that the student-
teachers are learners and at the early stages of their teachinj 
they are to study the olass and school environment, adapt 
their methods to suit the class and to gain experience gra-
dually. In making his oomments the method mtlSter must be com-
pletely hones'l; and Lnpartial and his sus,geetion.s and critl,cioms 
~ 
mustAfriendly and constructive. k3 CXS-ill-p.Les are be t ter tnan 
- po,"'~s 
precepts it will r)e lllOI'e helpful i.1: 6alie:a:t5fi and methods are 
given in demonstration lessons. He should assist students by 
wEly of giving helpful suggefltions in overcoming their difficul-
tillS in ,v,ritillg their lesE.on. notes. .After the notes are corre-
cte'a. stl:<dents who n.eed further guid.ance should calL on the 
method master for help before the actual lesson if' 1; 8ken. 
DUl'ing the teaching, the me'~hod llles:i1er tekeE. h i s seat at 
the baok of the pupils as a member CI' l.he class to. ltsten and 
see the COliCJ.UC"t o.f the le::;:1l'.)n. he sees I!lOl'.'C of th", sequence 
of the lesson and "the pU,~i16' contribut,1.ons to. it ~f ,he 
remainE fairly long in 'the olass during the lesson. Undue 
interference by the method master often 1.11lSfitS the students; 
and so it could be a wise ~L~ if all oomwents on the lesson 
are put in a dUI-lioate ffifll1if,;)ld or l'e;uv.rks book tOI ' 1scu-
ssion with the stude:nt immediately at th" end of l.he le6s,;:>n. 
At th~ end of the mo:>:"ning or a:f.'tGrn:OJn sef3f;iullli; tile metr.od -
mast~r shov~C! collect ~11 stude.n-tsfichel's ih t~ classroom 
for a short meetinc. Gf.'nerl:ll co.ru:ne:nts on the teaching are 
/0) 
are discusEed and helpful suge;estiol.S are billen. Students I 
domestic problems can also be raised end solutiuns found 
/ 
for theD. Succeeding v iei ts shonll be l-reCerded by exami-
nation of previous rel'orts with special ref~.cence to the 
previous sU~6estions made. Individual teaching rel-orts on 
performance should be written on edeh studellt- '~t)2cher who 
should be served a copy. "the original co~y beinb kept for 
further reference to check upon "he improvements made. 
These notes must give sug~stione and record roints worthy 
of re cornu end cct ion rather thffil condemnation. 
It will be courteous enough if at .ilt::! end of "the sUler-
vision he makes a oourtesy call on e.l~ teachers, their 
c&teressa:;: and hosts to express on behalf of the stude~L­
teacherE theil- warm al-:preciation for tt.€ir lloslj.t.ali1;y . 
~uch 8 0< '" .u.r" 'idll establi.,1:1 'JO-o".'· rf<.tivn, coni~J."-.1Cclalld 
t:!utu<.l of· ,~ti·)n. 
3. ADRAL $) VISUAL AIDS FOR ~E.AC.H.ING . 
Modern education has ad0lted m~r.v devio~6 to m~e 
teachinl!, . ore il1'~e~esting and lchlistio . .J:hls i e done lJ~ 
t he a.>'llication of various teohniques 01' learning to jihe 
human s "nses by which the mind is dev(;lo,o)ea. J:eaohlne; b3' 
mod e l s and pictures i s anoient. au'y records of .he st' !\. 
were l eft by J..-re- historic men, and u ... on thel':>€ arc th~ modern 
visu~l aids depend£d . 
" ost of our leL.rninB" both th.., inf~l ts t..nd ed.ul Ls t<.Jte 
p l ace by visucl-~e.J:c€vtual imse,es. :Lhe im.vressions the fle 
v i sual aids, onarts, k'ictur.,s,photot,L'f:tkJhs tind drawL1t,8 Le,~is ­
t er on thelnind of the 1e E..rD.E:.J:"e; uoe wore foroe1 ul, i "'pre BBi ve, 
symbolio 6<l:ld Etli ve them v <- t'b al tvschine-,. 
J1.EJuy t. eL.chers oOffik-luin of the hiCk of iWlO S for the 
purchase of s chool l.JJ;p aratUfl erLd ViSUH1. d _cts ; but a cO:!').scien·,· 
~iou£ and z,~ , _ lou£ tLG.cher faces the obstacle by dint 01' little 
lubour, initlutive end foz-ethoui:Pt. dt: must {lu ke use of j!b 
J. hclo o ul ul(H,eri.:U", f or L.J,-,f.-aratUfl, the bl acklio Lrd and J:.,raVh10 
sketches . ric needs not be t:u:l. ar'~1et, but while ill colle ~e 
he should be trs_l!.l.t'd i .n the r-u.d:lJ.neJ. t n ,,>1;' .. .,.r ... IJlr_i c :L.l.L ;• . .s tl'f:rti(ll1s 
oy :::1wf,le ske tchelci. lJltl.CL1-f) ~l'ik .. :l b _et' f;) dr;:,,, iileS ULw. d1..1gl' ew,s 
BL .IL'1U30~W WO.dh.1 Tht' 1.11. alOkbo<u'lJ. 16 the dh)st ..,oti-.Ln. i..o.. ... ress-
ive and useful vi£ual uid tG t$ach1n~t and it ~UBt be suf1-
iciently and effec tively used. It doee nol, require an 
Inherl tec.1 ~ ur s./:ec1t,J. D omj)t;ten(;~. .ALLtJ::.\~lt 1" !'0-i'u j r e d 
i s some amount of trai.u1iJ.L in -.. he teohllique of blackbourd 
ar awing , ~or t he p..u. rpose of cll:l.:3.5 -i.e !l.chL.1.e.. ~ , 
ill t he fi,:at" of the col16e:,13 wo.r1'-, both in ,L-'Mrtlcular 
ma t l.: od£' and Cll'" BcheJ..le) pro'V"ision mua t ue ruUde 1.' 0.1' !:Ivl.lud 
.;roulld~hg in blcickboard ·tecnn.L\iue . ~lr.:udOl. ta illU,'n, h uve su-
ftic :"'ent prao ~ice rU'Bt or.. 1 ;rge u:cawl.I1e\ ahee i.i:i wi\d1 !;Bnoil 
CUlG. c r u.,y on 1:!.8 hledia, IlllU l~"e.L the i.Jl.ta.ekuo8.l.'d .Jlust be used. 
c ona tUI'l:tl.y . kiv6.ncea work sho lll.d. be pursued in the final 
ln order to ~).ve tl:l,e CO.I'It:ct nkill, the b~inlle .L' must 
le c.l 'n 1.0 QbEe1.'Ye Obj 8 C'GB aCCUl'ctcly in terms of shapes.The 
(~O!ll .... on sh<i.j,.ec w:oe 1111;:,;;:, s q1.:.=e, obIon!!>. "triangl.;s, oircles 
and eiHises. The idt.;s, of l'rc,fp rt:l.cn ~m(~ dh'ection to see the 
relationl3l:.ip between fliz6S ml.wt b(, fOf. . "t:;r'!(l. The shame should 
~~ ~ 
"the chorclot,,,ri f>t io sha.;.~s :)f ..,1':.86, t:..'ee.s e .,-,. coconut, oil 
;.,e~ll, ~h'~&d.,' t. rees . .nli. ;:mi>.(l.,l£ .:;iw."t.iu. ... f'l.r;:, t with match-
Lv .. how atti-
t-,<ol" i.,J <,otio!., in 0.1:'.16 1' to _lare t he ",1'61>;ll"L 1i7 • llll. .. lified 
outline maps of continents and count!':..",£; dIl.u conrl;ctionw. 
6 ign;:; (11)'8t b,,' t03Xl§lt m id dr . vm wi·t ll u,uch fl<;::"ib:'..li ty. 
Tflt "ll a<)kb o erd 'irQ:. also be used ef1"ectivel,y for d.ire ct l an-
guage teachin6' Bleckboard writinu <:. ..... all O~LL ... iwJ;ii'essio,-_ 
ml.t~ t be bold , cle nr . bJ1Q s imple wi th ~. c L .. ..L _ :r okes and 
reccdble from the b'.ck 01' che cl ass, but tr.{ mUot be done 
.:. l. a reasonable s];'eed without 4luch cle =l.!l~ 011. em's1 va 
script is mO.l.'e useful tor its simplicity and l Ovibilit,y. 
Summur",y notes and diagrams should be bull t Uj on the; black-
bo a rd as the lesson pro ceeds. Coloured chd..l.A: .,m: t be us " 
more o f ten jn ciaerdffiatjc work. 
It i s a p it;)' to find t,E)hoherE who c8.rmot else the large 
blackboard before them to ~ress their points home in illus-
trations. Their bl ackboara outline ~;lal s and mere 'Iri ting 
~ 1"ound apI,alling. 
Every teacher must have the ability ~1nd the confid ence 
to use the blackbo ard to present, facts in skctche,. Irrele-
vant det ails are not necees<a'J. '.!:he art f:,yllaouc in illOst 
of the collegesfeq,ulre SOlilE .:i jurt.nent in order t o al.l.OW 
the teaChing and fr~ctice 01 ~rapnic il.l.UBoratlOnf: ill~ch pl~ce . 
Too much attentiorl is paid to l'int- arte:.. J\d.vt:U1ced arts IJI,Cl 
BLACKBOARD WORK: The folLowing illustrations are some of the 
main fe a tures in blackboard work. 
SHkES 
OBJECTS 
MAXCH STICK 
OUTLINE lUi'S 
fud craft.s shoulc. bG taut,-ht ir. sp::cial. abl.li i;:;r or hobby 
gro .ps so thut ccnsolid!:'ted ";;:):t'1.. iT. c)'eutlv(! art, graphic 
illustr,,-,t1::ms, sketohes: drawi.~i.e. aJ:.1-0.l.'8.tus eLi cllurt 
making in various sUb.jec·ts should be z.ericus:'y taught in 
art classes. The art m8£t~rs and method masters must work 
out shhemes of work end l'rowectst to visual teaohi.n", and must 
oe ZU~€llVvl.sed 't,y the m."t or craft l!l~~ster. 
1:IpTt.lRES. mu.'3t be siJJl.l,lle'A attrdctivE' and should recall 
I'ecli1;y :.md 5timul ..t e m1:..t:h intel."Cct in the lesfion. Pictures 
and. die-g'rrnls are valuable mebl:lS of teachlng bac!nvc.rd child-
rt:H to hell' 'll!1':;'el'standillb J..ll vt:L'bal ter8S. "Th~y are,"writes 
.... L.::;U!iill.er,1'rafts OlJ. whicil tu k.eep 8iloa"\; whiJ.e othf)r 
relio.ble meanf:: of sU;PJ.-ort are beinl:, worked ou.t in t,he childtS 
minds ft •.• 
Collec"tion of' ;pic'tures, phOtOgr8j;JhS ~nd Ch.cr'1;S should 
not necessuril~y be the wor~ of teaclle:t~ alone. iUr~ls 00-
opera"te cheerfully in collecting aad cllttine:. out ~. . ictures 
and pnotogrsJ,-hF. frow old. newsp8."er3. t:clt'."' su;)uld be told 
some weeks ahead before tu:o le.:;s:m 1s 'ta"'e.1n so that they 
should start loo~ing out for the objeots ~d ~ict~es connec-
ted with the lessou. ·J.liia practice s"\;imWatevs tneir 
interest}n the leesen and it helfs to aatiSIj their collec-
tive insti£.cte and gives traiuin", i..r.tl:L€ pO'iVe of observation 
and judgment. .10 he 1>ictures should be clihed into folders 
or €Llowus m.d the ObJects ke~t in ~ill1n5 boxes or cases 
classified with labels ~ nd ~uide cLrds under, functi onal 
headings. 
Globes and wdll m&~s, ind~v1dual utl~ses, text books in 
simple vocabultir~ ) _bold and colourful ilJ....stratioL.13 and small 
microscopes are nec~essities in schools. Muzellms containing 
natural phenolliena ~d other valuable collecT.ions which will 
r f aid in the teaching of history, art, natural science should be used to the benefjt of visual education. The locbl envi-
1'" v'i$'-4ClI H.d"~tis iY\ fcL...t. c.~()"" - S'.. ... -.",c..r" p~<-- 7K 
environment 1s rich ill ourious collbvt~vns w.d pu~i1s and 
stllde.at.3 .nu.st. be in~t;)rus~<:;d in a2!3embl.tni:) all kindf; of 
exhibi t6 for educat.l.onui. l-UX'pos<:;s. 
So.ne schools are fo:t 1.una-:..e 1.0 hdve 0.1;- "tical ~,ids­
lcntcrn S.L~des, pro jector!:. 0.£' <'..piui"'-3co.l;-(;. S -,,0 i.L~1...s t.ru·te 
lessons. ill lar.;e "tOWl.J.S Wuel.'e .r"c:u.i1.J.l-!::: (.:.':.il.,t £01.' £.L .Ll!:-
strips ur".(i moville; !-Ile ~ures, '.;1..13 ".('.. ud.~cl;, vel:' sho\Ald ,!lake 
ar.:ca.rl/:,"'Luents wi tu ' ~ne 1'.£'o,ii£·ie oors 01 DrJ. ·idsh CC..l:lCll or 
B~·08.d0ast .l.~ De1>i:U.'~mt;!LJ.L-~i.Lu!-(jlut :Lor t;)I..UCU1.1011W. fl.Llcs. 
SCHOV.L BHvAOtJJtl:i:;;;, ..ti..t.lJiu .ILl \:r.t).A.:.l~~\:!...:.~ a~. a:oo itory 
aids nave oon".cibu~",d much t·J lllod<O.l'l ... t", ctor,~no. u •• .L.J.~e the 
visual aids these arc soacw:' d at br .. a"L cos Wldth"'j" are 
no't yet p~..u.;u' i.'1. oue school s. IllL ~.ro3.i.1cL",tillb ~e:;ar"­
me"t is doing a research fu.;,(l traiaL!o ..,e.l.s::>anf>l to intro-
duce zohael .-rograJ1J"c, "!.'h~ i:1d\l [;(l.l· I: bd' l:L 8 .<o •• i1010. J,s 
f\ 
v. sU..-l'lc.JlLrlt tc el.c,:: s.r'_o.~ te~.ohi .. ~ t'!'-"F;.l:al~Ze teachiag 
an cont12ct "tree .:el!J/:)test sc:~ oolE vn,  t; 2.. •.• ,,,-',-e-_.r- d"--v€: l.o",,lJlen • 
.L  -"Dx'ld af18i.1'10 w.d teec;l':"uo u'J.dex· sl,eci&llst tu.to-;s.""">l.t 
broi:idea.- tho out1oolC of tUj,.11b ahd sdVrYloe the COluse of 
educ _-,,1(,,11, and. ir.!.s" ire_ ana. S 1. i.uu.lc.t,e_ t.r.,e elforts of te aehers 
It elves recre!;l1.ionbl bCl.el·1ts ful<1 ~ ... c'l,o"L~a~.i.l'eoiatlon o .t' 
cul·Lur€:-lc<.l.,,;l.t""oe, C".stufil~, U]JEDEl end .. usle. 
Eochoo1 :::.romc3!.)\'::; uli ;;,"ti.lwated £uDj~lj;"t mtlt"tex~ E.hoU.Ld 
be t!"'cated earli€.':>; in tile eleBs vO 1-rf-; ... Ll:0 the f~indE' of the 
.i;upi.LS Od he 6c:LJJeo't. d"t~r -,:." b:·0.....Q0d:t. ·"he. ... "'-.. ~ls shocJ.d 
dlsc\)ZL ::oOll.e of t~"" mnin lolnts thGu h""ve jotted down for 
dJscussion. It 11.e1 ... £ traLlin<. 1>1 8 CC~.1rate 11stellin6 • SOWllc 
judUILi1t, ar·umcnte.tion ffild liict",tL:.o. -"ook X'(;vio's ,Enol.ish 
idiows, :::'l'all~n~ bcc.s, ~trE'-'<>_ and ..,L~J .o:"vudL L' Clll'_'ent 
affairs,How ~!l.uch do yOiJ. "-now, 1'vlbit" ,.l.·. ..k f,t:u;'llI:., COOKlllG 
1essor.!.s, biog:ct.to hi<os Cll".d a .... .t .1.'. citttion 01 :.il..lcio shoud for.a 
the content of tne schoo.L brol:ldcilsts ..,rot,I'cll!lllle. ;:; cho01s 
III 
sn(!. colle gcE. that sre e quipped wi t~ l·~d.iD, or '"ircl.; sa 
sets shou.ld adjust thf!ir t tmf? tabl,J t,.; the 2'"le, VruJ. ;; .1'0010 
pro t;remm€ • 
the gI'AJTlophone ils ,snot,h'oy' y,QuElbie; me aus i,n' s,.;<,..;oh 
.raining. P.D.Strevens' art·iol", j,n thc'GoJ.d COe.st .r.;uuc~ .. ionr 
No 3,1.954 in e:xplainin~ thEe> 1 ffi't we C2:n 11s.i 1.'1 i~lP'OVinO 
language method and taaohing mld t.he fVllC tion<- of' ilUral -
Aids s tatef\ thRt ["rrunophone , l"f'.'li::>, ~,"!ld l'ecoI'dLl", tu..,t; CI'eate 
1 llil ....W :l.ee environment" eIq!'!:'r~_enoe and 1 IofiCl .cJ and teach 
model spe<"ch, pronunoi:;OLtion, j:,ltO~'l';"C iC..l, .tlLlCH"~) vo c&bw tiX' 
and. even self criticism. In hi!" prC'!::'ot~': b_r:t1.clt .. 0.1 , 1955 
he gave comprehensive l~tst of C,!'I;';;;lO.l1:Jne :r('001':'c -nioh oan 
be p~~c~ased and used in schools. in trainl n L col~Gg0s 
.hese should be supplementpd with.J.' ordin", ."" It "i1J 
o voioe 01' 'speeCD acta compare it 1 •.• ,,11. ctand-.;J:'d <.. 
J.'c cived spE:euh plti,yed on t.he recor;!. ~hiE; v l,ll hel. in 
correcting t neir syeeoh dei'e()ts end wron£: intoll ~' Lion end 
k-hrasJ.n.e:,. 
~~rl00L EXCURSIONS, 
One of .he gre eteB~ means of lehrniUg 1s orguniced 
Bchool excursions. AI. -~houCh we live and h"""0 our "'luc tion 
in our looal environment yet we have 1'001" Imo -l<, d,p ot' i 't.. 
Educlit.ion e.nph!-lsisee the necess i t~T of id('nti.f~ jn€, the YUJ;' ils 
with the environmenl; in which they live end they mUE. kno " 
how the environment e:ftec'ts1tnem. '[hie device of 1,; ernine:, 
dated w; far baok to the tim. . of the i;,re,>t, cdu('stlot1ist, 
aOU3i:leaLl, whose eduoa't.Lonal doc't;ri.ne Wfl'e t hat t~,e child ..J.ust 
JOUI'fley from plaoe to plaoe to aCQuire kno'rlE'df.,e 'AN ature 
ramble was muoh encouraged, and 111 OU~· modern tiilles, orga-
nised. sohool 8tlU col1e,::,e e)'cLlr'sions utive been the end 01 t 
IP..  
term educational activity to acquire geograpnical ,historioal, 
e.grcu, ltural and eivic knowle~e of the COUlltry. Experts on ~ 
the subjects give on-tbe-spo~ explanatory talks on the suoject 
of study end making edueation first hand, practical, rich 
and valuable. 
School ~ourneys involve many legal liabilities. he fore 
they are under:IPaken 'they· must be well v1anned illall3 months 
ahead, and the oonsent of the parents and eo.uoatlonal autho-
rities obtained. Teachers must read the Educ~~ion Department 
Circular as previously quoted. I'roper aocounts and reports 
must bill submitt",d ~t 'the end of the excursions. It should 
not. be regarded as a :p~.ime, but as school periods. 
The presenoe of a senior teacher an· other junior s~att 
will help in main'~ainiuu oJ.'del' end dlsoij;:.line. 11: girls are 
inoluded, a responsible lady 1.0aeher should accompan,y the 
team ~o ' seek their welfare • .Itle\iuate asrangelllents must be 
wade tot: t!'e:na'port, [loaro.1;ne, t:..n.d lod.;ing end llJ Casf)~ c:f 
accidents. The smsller the nUIloer r;f t.he excur~non1sts the 
better the management. Written permission mus~ ve obtsllled 
from the .!!'es:&oneible authority Qf the place to be viSited 
som~ ?/eek~ ahe ad. The~ should adhere strictI" to t.he Official 
and specific time of their erriv al. In the oourse of ..,16-
nning pupils or students should agree on the standard ot 
behaviour !mel safety .l:'egulat.ions during the tri:p. There 
m1.l£t c'e prelimin.ary readings or incf.rOo.u0tor,f lessons ollI. the 
sub;lect. of study, and questions should be e;iven to wh1ch 
they should find the answers. 
It is benefioial if they work toge~her in little groups 
"\;0 s:aaembl<il the i.1' mr:,te1~i alr,;. J.nter&stin.g 111l;.res::.ions ::.r.ould 
be add.ed to enrjch thejr rel,orts. ~ti6~S ill. the e;roukis 
should mcl!:e sketches, snd photofr,l"Olpns could be taken to 
supplement their .full re~orts. After th~ exoura1oils, a 
1/) 
a disoussion on the trip is to be orgrulis~d and reports 
read. " Comments are welcome on points of inter est. ""uestions 
.r .-!;. 
and faats are examined and answered in the light of the 
information gathered. Sreative works snoh as writing o~ 
poems, letter of thanks and illustrated com~ositions must 
be encouraged. No educational method oan be/ wholesome end 
~ore effective than ~ well planned school exoursions. r, 
gives inspiration and appreciation of the students I 
environment. 
4- . CHI.L.D S TU'i)Y Jll'JD hECU1IDS. 
}ractice ~eachiHb affords 0 _v 0 "tile oest o""r0.l.'l,UJ:u1;les 
for child study. the teacher's entire enV.LrOUH1CnL ar'e 1.he 
pU1-il::: of Vt rious teult-eramental uli'.I.t:,renc l5, .. heir 11.8./ 
things, school buildinos and furniture. In this rich an" 
free atmosl-'here the child moves and ex..,.l·eS(eS his sentlme.lts 
and in·~erests. Thie "LL.derstandino of theSt; in\,cre:s"ts and 
there human natlU' _ wilJ. contribute to 1000"- te achine,' 
In .!:Jsycholobi clasEes ml:il1.y theories auout chiJ.dJ.en are 
lectured u .... on, 1i.tl.d several materials and statist1C 1ioUI'es 
frout foreigl books of different etlJ..ui c bacKol'uW1Q, h6.ve oeen 
assimilated. There is no more o~~ortunit~ for sL6Cif1C ~rac­
tical work and o/else study than hat .. x'acticE:; teccilLlb ~nd 
holid~'y ~s'yoholooY assit;pull:nts Cull aL.ord. 
In order to s"t.udy the chi.l.d o1.os"l,)' , the ~ OI.<He, 1.6 Ci:!(;Z' 
must first cre 8l;c a s.c-eoial love 8!l.d iJ.l:l.teres"t fo.l. t.h" 0 o.ee 
to be s t..l.diL.d. CJ.OG€ observation of "he o1'.i1<1 v,rule ",·t '0'10 ,]<: 
.on' ... 1,,)', 0na fridl. ... ly 111~crvit;Vh are tn" f?urL.k>t ille ... h0\.15. 
The chill should not be aware tht'" h" i£ ","1. oUJ\..c'l. OoL S~Ll(i'y 
else he "ill not reveal n iE. true n , ture. Ot1'1e-'. CiL<-,-i.l. l <:a'J 
methods sho..u.d be qU6'1.ioti",ir~s, an''''Jsls 0.1. th,i.J:' GLOrieS, 
,;rearas, d.r'L,,,inc..s, eJ..eri.aenGs, ._t~ld" 0.1. st,_ti;~ld,CL.l. l.iL>LU.'es, 
gra,hs ,~d liter8t~e on the subJect . 
Durin<., the year: eaoh stud\.nt-teactl. .. .1. f:.110eJ. ... sGleot at 
le cs"t two oh ... ldrell 01 both s"xec and 01. .... i~~¥re~,t ... ",~son~.Lit,)' 
trai ts to 0 bscrve i!" t"n tl,)'. Full. re 0 ~l:tie ~IU",,,, be \.e..,. t OJ. 
these st",dies. 
done in the chi10'8 O\\'U home, tue .... cu:'enLs' CO.18.11. <;Lid co-
o;,-eration ,ust oe obtc.ined. lhe~ wl1 ... ue ..-.ie sed to .LcU'u1.sh 
the te tlohc.l.' •• i I,h Genu.ine l.!J.l.orwclt io.il. .L t .L't:ILL " ,tiU",t tie U::;8c.I'ea. 
th 1. the inlor"atiJIl S"'1-.J.l.611 W.l.1.1 be "r",~teu ~S <,;;u~"l..Lu.entl'J..L. 
Inves"tib"tions "ust nel. ... to l5o.iv<:. l:>J~le oj. "He • .L'Ol).1. t;. 5 of the 
tIle i,fU'E:h ts. ..:11e re bre illcJ'ly thL'b'" "to i' _Lud <loa «" ld_iC CH~.Lu 
and a :few of the,ll "_L'e 1 ic ted beJ.ow: 
1.Sooie1 ~d E~~nt~~-.E.~ck£:0'='nd: t.i1:: Home, t,l...,e 01: 
building, influence of the ne .1. c.,twourhoJU ,jt1.Ca. ts, GuiUlalS 
and pll'<ythin~s. -L arents, relil;,i0n, Occul-ution, J.lli"luence ti 
brothers ana sisters, re1.ativ<.;s. r.LQJ',lJate~, servl:luts, 
"tribal ,ud f""ail.; inf.Luence. 
2.u§:.al.h c.{.d ,r.ys.LcaL .JEllTblu&"ubut: l.el",d., "el.)1\' , ;:;ize J.n 
re.leltion to hi", Qwn ~o-e orou.." 1'1:1.;6:"C..1. ",el."cts, 1.11.uesE, 
l-.er",mlt'nt effects .Lef,,-heredJ.tnrs tral.-.s. 
3."'00ie1. cil19:. :::ruo.1;!~,tlal. J.)E;lfelol·"leh.: .l!rieHds an;1 LLLlue ••c e 01' 
!lis OO,ll_ cu1-:" t.; ,}.fle of yel:s0tL..Li"tJ, hJ.S 1..1.,"-(0", dlu. U.lSli,,-es; 
(;a,u.~c:s o .f tl..le-;er, .1'eae (.. . nd t!iei_' e.1.1~C 'lit.. ~..i.t:;c-Livn, 
sJ,-cci>al inte ..: el,s, a1,tJ..udel>uWc..LCi,-- otiWl: c,1iidL'el., e~o. 
-< . _.tlt,.,;l~·_~ ctual. .. ~eV81.0t'nhJ.tnj: .wl ... .i.c...uisJ.,~ ... c Lvil~t.J OL dC.!.l..CL 
belcu:e ~(;L ... 001 ~Q€ j .illte~~L.i(.J&llCe, ...... roorest... tiJ.l0. . uIl. .La .tli~ 
:Lu·t;6.;.str:. suol1 !!C hOb~)ies .. At SCilOO.L-l.~VOi"(J."'l.T/E- subJec"tts, 
'~~ ti"l,wles. 
5.~~~f",1. Habits, olothint;, • .lleC.t• •e ss, sec, ",eil viour, nome 
1. ,fluc!lCe, feediil"-,, clee..,. ut1._"t..ide -(,0, t:trQS work Eu1d 
}.-1,_,/, 6e1Ae..t'll oe.L.u.vivLa', 00i:ulL..,i. ... c,e, .tl0,{.4. ....... ti J C<.Ud sob.L·J..~ty. 
6. Jdolc5:Jellce:, -ih:LS Qs~.ec1. of ~o lalOi.0cJ SI10u...u 110i,. u6 OVeJ..-
looked. j,-eei 1 etuG;t of t!le :::l<OjcCt; shoctlQ lk lIlCilie in 
.l;.I.roce~.·. i he.{(; cho,ae. be i -TV .... Lj c~ l:.l!)H£ i~i ~v th~ j:l..!J si..J€w.. 
dev,:;'lo.i..J~2 ... ~ 'J~'::. (~if'L .!!C l(;~::'f 0_ tn .... ..l S;;XCL-.Jc:..1"..J..ratiolJ., 
L'''' li",iotL, lIe(:d fot "e~ 0(1 I .1C O" eO_Luue L lli.ll O<..i.l Vlu AX'. 
Obs~ rVCitiol ... L...t.Ae ... tlloILt O!l Ch-l...l\..t. S l.L..Lt.... \.1....LU ue.ll viwux 
0-.15 t1'<7 __ t.uent 
diECUS,oioti or .;rou.h- c.iscueF'iolJ.s in tutor:u.ll .r.. 
9:he1'e if:'~ c01111-'lE'te IDck 01 recor-d::: on • u~i Ls I _Li:ce "-'. .d 
academic wor~{: i ;. schools. The ole.ss ,.,nd Sl)~l",ar;i .ceul< ttor:.; 
and t.crIlLLn~,l rc..,o:r t cards i " Echoo.Ls SHOW ... r<.c1>.1c aL.l-.; !.o LULie,. 
~he oOllection of £i~ .ill.o r-tut. .L ctf' aoo.,t 1- u" L .Lc Lac.. t.:LlMua-
tiv e l'ecCJ_CU~ h .... 11-8 tOilllueL st8.IIQ H.e • t ·ct i \, ~LS() n·_ ~~ '" 1;0 
L"1te.L',L.reY thE; inc...i\llfil ....... l to ;5t.,-()Scq~_t:;.n t.eaCllt._~, l,L. . J....J.. .Lti.LeJ.1t~ 
and ot.her reo j, l e .Iho are i.lJ_t.eras L_d .- 1 G~icl.f· ,lo LL --l v. -' t 
hel..,-13 the clabs tel:'lCUeL' alia soclBl v.· .L1'~.t'e 0 C..LCt::-l.S 1r. . o.e-~e!'­
T!li,).i.!i, the ... u ... i-ls' enu.cotl-on al €Inc voc- t.l_r.e.l t.;,1 ...1 Oe and 
l a-tel LJ the .Ls",ue of 1;net!' s cnoo.!. "te"" ffiOIl_ .LG tille• •1 .6 ir' 
t.rrl•l Ofer c€r-t~£icatefi' to other seho J.f'. 1 t O-l.-SC 
dir-gnosis and t_Cetitillell~ 
.he r€ooru~ must bt.c cUalul ",tl v€' L • .<l bu.!'e. dl€" dllS t lJe 
cv _"tinuocts auu Of. ill-lui yee_r r1t'_L" j<;cJ: uJ Glbf::_(,:.lA JC~ tedcUe.i'; 
of 1-u. .. i1s . 
sel.arat" c rd or loid"'l WillOll sho .u,. .\  UP tL.e"'~~C1Jcv.llh. . ( •• Gl1:l1. 
lhe contt;nl, E".l_U.L(, 2.,0 .. 1,1:1_ .L v.!. •. D, ..... 
,,8lliI;;, c. <lte, oJ. u..crtll, ",li",rbSC;, ~rLue, la '-'u ,. .: -1:. OK' _1-
J. ert.cn ~ • UUIJl€ S fulQ CJC CiA." c.t10• • 
Hei::.J.lt HHU '-.'t::iw.u.-tt ill e'-iCl! Je J::' O...L !.t.Le G.L.I..l. .... O"G e,....I,.Jii/ t!l .. 
J.. artic 1.:1 8rt: O~ jO .. ~lC J"JJ.i'e- £._ C~ .1 1.0 .. u\;J Cl.L·C:w~.\.l 1,# I.tLe~ aJ.lli 
1:'\:.:: ClC 1...L01 ..... b . 
~ ..1.. ....1 1teG..rJ.E. c..£ '::Jld llA...lfl.IJ"t.CJ"tl.oJ., ::'..t;-tlCl.1. CE-l.f:ct..::. E.-"vc. 
Clue tlJJ. tel J1S. l,Ol'.;-c .J.. (.;er- .... t1..8 .... Q 11.(; , f:~t:.Cl. ~L J:'Lltud,-,~, 
£. ~cJecl,s 1 we t .L.J.J.\..\;;.;l\, O"-'S .... v U..l..t,; L ... lIt.:...1."\;.. Lb, 
.a...C; l( s ...... C.J..l. t 0_ v '. v . 
117 
Personality attribut8s- sooiabil~tJ, initiative response 
in class etc. 
General conduct-character: honesty, industry, obedience 
and neatness. 
Headmaster's end Housemaster' s Remarks. 
The progress ot each pUj,iil must be oompared with him-
self, his previous attainment and seoondly with others. 
Other sehool records suoh as progress charts on school subjec"~ 
must be fill~ed by the pupils themselves and ke~t in fo~ders 
/ 
or well bags for re(erence. In this way the pupil is ~ed 
to see the value and demerits of his own work and aspire to 
better work. These reoords should elw6¥s have funotional 
purpose and their value should extend beyond the boundb O~ 
the school walls. At pp8ll!ents and teachers' me et.:::c;' and 
at s}.f-cirl CQl.:l:ererWes with individual -<,<:>.rents, one ".;( 1.1.'8 
devel0l-." 1,1 an.' p':'ogrel3~ ill various ~rttainmellts pj _,.' ob.l.ems 
should ;)(' di8CV6~d. The record oards w~~ l serve at this 
meeting as the basis or oase book for discussion. 
Similar Report Cards for students 8.re vJ>eQ. w almost 
all oolleges, but they all differ. A very simple form 133 
pr"",c:rlbcC. on the next p~. 
STUDENTS REf ORT CARD . 
Name • •• • • • • ••• • •• .... • .. • • • .. •• • Reg. No ........... . 
Date of Bir'~h ••••••••••• Date of lidmission ••••••••• 
Tribe ••••••• Languab~s •••••••• • • CB~t. Obtaine d ••••• 
Home Fostal kldress ••••..••••.••.•.•.•.•••.••••••.• 
Parents or Ob~igorts Name •••••..••.•.•...•••••.•.•• 
.Mdress ................ 116 ..................................... .. .. .. 
Course ••••••••••••••••• Certificate awarded ••••• Yr •• 
Year 1955 1956: Remarks 
Height 
Weight 
C1ass.lli'orm 
SUBMECTS ~RADES GRJlDEl: 
English B 
Mathemat i c s 
Scripture 
Education •• 
Teaching 
Social Studies 
Nature.l C ciece 
Ve rn, cu_ <.c' 
Art oc Cr ,I T S- 'P1- :ll"atu r: 
Hous~ cn:.2' t S: •• eedle rile 
ChiJ..d IIc lfa:ce 
~IU$ic 
~hysica1 Training 
Optionp-l Sub j e llJts 
~d~~E_ _ I::IU' OPJI; .IlNCE .. 
1::<. ~ .L "h .fo" r s 1955 
................................................ 
Educational Hi~tory ; 
1; 1.tten,danoe 
.i t ·Spec.Jptit ude 
il:l • .tersonal Attribute s 
l'OS -G of Respons i bility •••••• 
Clsslsmaeter's Rel-":Jrt •••••••• 
~cipa1's Report ••••••••• 
GRJlDES t JF.Exotll.Lent , b =Ver,y go od, C=Good- Aver 8.8e , D= .. e ak, 
E"'Uns:3.t1sf a.;)t,or~' • 
------------r<7'-------~ _______________ _ 
5. RE.L.AflON::>HI.c. 
1. STUDENI-TE~HERS A~D SUl':&:{Vl;:)OrlS. 
The reletionshil' between the tutor-su,t-erv.Lsor and the 
student-teechers in co11e oe and outside it d.uriub .l!ractice 
teaching .uust be cordial. rhe tutors ~ust be fatherly or 
motherly dnd make ~he1l1selveb easil'y a.L, ... rO<lCnbU.Le to ~he 8~1ll­
dents who need their oUldance, their s'ylU~a~uJT and £,ecur·.L t;y. 
Human contact, love and con~idence must be estub.Lished. 
Iutors must use veri Ii t-"le com. ., uls ion. .Los s or te.n~eJ:', 
roering t:iJJ.d vindictlve nature lUuSt be :::.ubo.ueu. 'lhu bJ.'lbut 
A 
side of students must be ex. .. .Lored and encoura.tieillcut must De 
given them to overcome their 1'0101es. 
The collEibe eubjects, teachille;, .Le"'bons <md .".rOO.Le,"s 01 
students' life can be £hared '.l.tL. tutOLS in the 6, i1'ib 01 
friendlliless, not only ln cl as£'es O'/;' tutor.Luls uut in t11e 
tutor's house occasionall.1 before cU""s of ter. B.t this tilt; 
stude te' love end confidence is won. .lt sLlollld be~ne re6-
'ponsioili t y of ever;;, tutor to sear'ch for vi1't .....e s iil tne stu-
de .• ts, to see that the,y are hCl,d,,y and 1:i ..w ()~s£fcll and he should 
all'l bYS be [,uidinb more than cu'ivi '0. 10 err is huuldll. It is 
natural to find bad, obstil!8te and r,;Ol!l1'0US "tuaeHts a..iOiie, 
many Good onES. But t11e.l ml..f be eCl£lli,. .. on 0v tlle t",~ .... rts 
lovable personal.i t.{, es.,.eciaL.L. if l10 ~C:tk.e s the trOLl.U1E' t.o 
see and anel,yEe the ""roblems and t11" 1nndamen'tal. con1l~c,)ts 
and resolves to solve them. 
Tutors and SUlervisors arb .Like Wel.l'ar6 aHa .Laison 
officers between the student-teQcllerS ano. th - "t .. ,.!J. oi 'ttl\:. 
schools Lb--hich the", tec.ch. ::>tuden"s O.Lten .L.Lnu the. ellvill'on-
ment stranbe at firs .. It teL: es GO>.!l" t-,-",e to .. H;COlllb 1 a..l..!,11.C!.l' 
with the condi '!;ions of life nnd to es .. LJ.LJ.Ell .C".L \'.l.J. ,,1 t.l1 
the hOUSe-Jlust~L, the Ct;a11 
su..,ervisJr' 6 dutJ to Hel. to meLe tu", ,cc 1. tl.OH clOse ",-,1", ~ ut 
120 
put acrOBiC the students' diff.Lcu.1.t1e~ to ttleir hOSL tteachers. 
After c18s£~s, he visits th~ir hostels or their lnuiviu~41 
houses to :find and solve tJ.leir d.Ll.l'icul ti"s. 1i the eu.."er-
visJr is .."roud and do.aweerLl,-,, the relaLio,l beco,ues C Lru.ined 
nnd s1,udents h'-.t:'dly discuss their ... ruulelils and lesco{ls,; .L~l1 
; hert ti:.e re18tioH is u< .. ..,1-" trle.! seeJ{ tiie hel ... 01 "he.Lr 
lllethod .uusters ill discussinu the, Cd .Llabus and. 1,he ilia"!, I.eI' and 
method 01 tcaclnnv before a ... c..rticct.Lru lebS()U ,ll i.LCh ... reL0ilts 
d1ff'lClAl tJ is 1,au,-,at. 
out of dif.l.'iotll tiee. 
tai.u aspects 01 the lesson {,luch tht:; stU.dE:aL- oe_.che,.:' o(,n. .o t 
eff'cctivel.~ l-re5ent to "ht:; clasf' • 
... e650_.& should oite!l be ""ive.i to ,ec.A.E:.l. etvlUeJ.1Ls. l.H Oas'o1 1 
111.11<;6::- the r.lethod ",aste.c· ~ld 't.l.1e ... e.c,a'~.I.c11t c.i",ss te~CL.el. 
shoulu shere the lessollf. 
Durin", l-rectice teach1!1"" outs.Lue coLie~eJ LhG tu~u.es cem 
ar":'atl",,eto tl:ilcs 1.ne £tude• • ts for ", we, k-t.HU eQuc~1t.Lo'1",1 Vif:.1 t 
or excursions to ..- l ,,-ces of i t",ref" clI'ld ot.le~ EOCla.LS . J;'la./-
re,·din..:. ~U'ld 01'81 E tr'-<£'ts coule. 0(; m'.l'8l1"", d .L!l ~,h.Lllll tll0 e "u-
dents, t01.to1':::: b.uU ler. . l"J.len~ c.LOSS te ch",l's " ""tEo ",-.u't. It WJ..L.L 
ben",fi t the ",u,k-il - 6 u":iLI1Ce i,,;'11e118 l y wid l.Lo,uote lJe ...: soillla.L 
'11 tief.' ill thE: colle",e. .!.ue stu6.en't-Sl,,1 ... CO,AuC11. .1., ,,11lC,l 
the Etude_.ts elect. 50.ne of ",leil' o"n ."e .... ulH£ 1,,, [lc>ve co!.eul-
t"tio.J.s and '<1E:etiu""E W.L'tIl t,,,E;: re!,.L,-SLllt",t.!VE.S 01 ·I.iie ~ 'ta~·.l., 
illOSt.i.r senior stl:if.1. to u1scusc ", .. Vt.e.l.'S c0. . c" .... ,i1.1..., "Hc i we.i-
fart.. lust be eEtvol..LshcQ \ 'tJ."C t,,<:;r-e c.l'\:; ,lUu,,-. 1 -co ·L.u1C'tion 
is ,';l_,inly of ~dV.LEory ce. .. aciLJ. In tnis l.O.t::l.-tin. .... t[le shu.1e,.tc 
(lle thE:; velU0 01.' their .Lo.f'.Lt,y ~ld r",s ... of,~.ll)l.L1l,1'-S ano. con-
tribute tow~,rdf the ~6.~inlstr:.,t10,l. of th<- col...!.e e. 
At SO .. l€ colle""e , .. e~ls 1.1lV1 tutlOJ.lS ar ",J.V(;iL 'tJ 80,,,(; 
members of steff to dine "'.Lt.!.1. t.he .. ,. 1t is 
of fe110wshi.l' snd €,ives 0 ../ . ortuni tl.eE. to 1..tHors Co haITe 
chd.ts v,ith studeuts Qt tab.lc.. ihe.; ... tV wive sllor'" l.Oo.:::tb at 
the end O.L the ,tie al. 
2. SfUDENT-iEACliERS M.D .l:'U.t IJ..G. 
students ex. .. ect bood relbticJfl oetween the"l Ulld tnelr 
tutors. T11e Loldcn ru.le of life ShOtllu be kel- t in Vlew and 
fractieed • .!:'!;If-,ls need this ..,arent,a..L love and re.lationslli", 
more. Io the -"u""i.L· thE:: teecher ~s .LilCE; his ",urel11;, and bO 
a scnool SllOuld be aha. ..... .; 1Wili1" circLe wue:..'c o ..... l.UIJ"W" , .Love 
and Ed"Il-' thJ of the teach(..rs showu cnu.e.L Gn~w to Gtl" nearts 
of theli?u1-ilS. .!:'uJ,.-il:c co-o!'eL'atc more ,.i 1.11 he teaCH"l. ,1.11 
their studies and in matters of disclj,-.Liuc wilt-L'e LheL'f:; 1.13 a 
fr i e"1.dl " relsti0nsilip Blld res. .. ·ect J..Ol' L'lu.ivluUc.J. .I.,ersoIlall t.;. 
Sta'1dord of work and ... ,orale if, hi",J1 &1:!C1 thej dO thel.L' best • 
.An o l d adB[;e alwa,ys ;;ork:,,:' lou Ctl11 t t lLiOV. sO.aeone wel.J.. "J. tu-
Out comi n", to like him.' E<..ch J!u}il .uust be ,r-e",t..rded _<> a 
friend <.md the teu.eher ffiUS" kno~, his nau.e Md conditions OJ.. 
his hoa,e and ... arents. The J,1il1i1s shoul.a be e,dc-our'au '" to ~J8.;j' 
visits to seek help in their etuu.Lcs, bU(, ",leu E.!'!ol.<lu HO" be 
regt?.rded ~S s ... ,=,cia..L lriendE &~d be used d, do.,.t:lstic "t...L'Vct"ts. 
DurL1c.o cless fiOurs, the te caeL' S < l.uce is no (, bJ hJ.f 
table but before the class <'lIld oJ .. h" s~de 01 l.Lla..Lvia.",~'.LS 1.0 
~ive thol., hell. Such hUillc.n corH, ct J.5 ea b",e,,"ea 11io'11" oy Lhe 
pupils who need ho1 ... in.~ II 1 S, for ~-t. b U~Ell"'~ sL,,yness, 
iazines(', stLlpidi t.; •. nd rGl"OVt;S c~_otlvL.wJ.. ld", f:;UlihOU"S. r..et.p 
eye 0-'4 ,yoU!!6sters who huve Lilo ",oor",et aceUC-,l.l.O L'tCOru, es",eel. 
ci ally 1 uJ..-i l s who d i~fe .. ' , tho"",,0 t1i(;ir lLEH",llOOurS tease 
and ffi<..ke fun O.c . ~ht:: ..,o.l.'son.l 1,o,-,ch J.ust be C.Lo::;eL'. 
[t L .lulbtc 8nd eive eHC. ursve "nt and ..,rb.1.E to tlle J.-'u. .. -L~:.c. 
Re~l<...rds bIld s", ... rov",.l ccl',;b,yS stauG n.t.~l1t:l.L t,h~,n ... !.lil.cbn',lt.Ht.S 
dld couse. A ",Q.od teaclwx' stlou.ld ink", "'-I, ~ct.Lve ",art .L11 tile 
ac t ivitie~ 01' the ... uj,ils.lhis 1";1.1.1. U.l.'.L L Hi,,, ... ore 1. tun\:; w.l.~h 
h i s I . ,_1 • 
ract1ce .a~·.\{es 'perfect. 
there :nust be fr"C!.uent ~rc4ctice loc .• u~re ~n", .L'ey'ulf-l tto: 
SKill in the art of te achin.:;. 
all. ... 1: ~·c Giee te c..<ohi..l<.> is neld ~'b.L.lj 1 .. I'ural. ~ rl.~".r.l 
school.s ill ord.er to aC,;lAa~llt, "nbnse .Lv-.f.> \,i1O .. , thtJ SOU.I.1U c..au. 
educet>ionsl iI'obl e.ns in s uch arevs. 
teaehinb .lJraetice ranoes from 1.:::-1..> "OElKS in .he two Jt:ar 
co.;trse. In certlfic ate A eolle"es ,xoii:- t ::;e cond. 1:,f rulU rOS G 
J: rim ri/ students ore train, d in DOtt• • rl .. ,arJ 1;;11d. middle 
school ll1eilhods, but concentric 'l'lo.r';t i "" on Clle .L uter. la 
~he case of l"O"t B s"OOont- te~.cl1e.r·s V.fLO h...a. ,,,, ... noJ. ""lu 
",ro.ctice in 1-.1:im"xj school vlOrk in thei.l.' :to.llliC:L' col.Lt:<....l:is 
) th. .d r traL.i...o iS~f;,l.f b sed OIL .... idu.Lc scnov.1 WOl'.tt. .I.he.l 
require vers .few f€rlOds .Lor €v.uc ation .. let. .0 (15 fuLd. .t'.r·"c~ice, 
but more of "'c~lde'ki c educution ':Ihi l e ~tlv ",ost C,- col.U<.lr,f 
The main d.efic i ency in te acnin.., is "he t lLlO E t t", acnaL's, 
es.."ecial.LJ .LOS" .B ana ~ost Ext Gl'llu.l stc.i.Cie . "s 11 Vb (\ ~001.· 
stl~.dfu·d 01 1,ue &l~.1ish L..a,).4c r:P' b!lu ·their L£lo, •. Led,)" 1.1 
othcr s cnool 5ubjcC1.S is Vlcl'J snt 1.10'" OJ:' ... rClct ... eCll..Ld 10r-
ootten. Tore acc·db .. j,C t.cuJ.ll.i..lb is need.ed eB~eciCll.l.'y 1lJ. t ue 
f'irst year, ~illd al..1 for"s 01 J:'r (;tice tc ocnL, ..... Si.ou.La be 
done only in the final ycc,r. lhis 6tloulu. oe r,.lree-\\L"'_\' i're.-
tice te bclling Fe.L to:l:·,ll. ~he i'irl.3t 1;er. . , sllou.La be " "u.llJ 1:or 
de.noHs tratio.1 <..r1d cri ticlsm leGso"~s ~1c.. .cow.ldeu vJ. ,a un 
actual J,.ractice t.euchL b. 1'he tebl" oe l0 " !:5no,,::otnt.- .te.l:'i od.~ 
of' }1:l:\ctice te ae Ill!le, in t.hese collewcc; 
Fiu.l. Col.Le ·as .t::> .... J. S;:. l.D.L • lB2. l~rl." .t .c:x (! 9S» 
.tre S by. Colle we , .Ak:ro I r 9 9 3 9 7 ! 
lesley KUlIlas i 6 s> I> y ~ 
.o-.rn.t ,~arJ" S o,J,c-JlJa 
GOiTt. .cain.' l: e",l 3 
l:re~.( .o.,en)" .APl.lrl 
9 
12) 
Note: Sl= fOEt Secondary First ... ear 
B1A...c Ot:t B J!'irst tear A C.Lass 
B2B= n ., Second "'.ll " 
.l:4C= .l:-OEt .l:'rimcry 4th" C " 
El.= lost Externa~ Is¥ rear. 
7 , GRADING OF S:CUDE1~i-TEACd.EJ.i";. 
Every sl,udent who eute.l.'s trbinin", ool1.e",,,, .nus"t UlaKe nis 
beEt efiort to attaJ.Il oounct a cadeillic: ana ,l?:cofesf..coual t.l.'a~H­
ing to be qualified for the highest t,r~de of certilica·"e • .ln 
addition to these determining f',.ctors, the mora.l l;lllU !,rofe-
scional disci. line and conduct of each s tudent is esseHtial. 
The fact that the life and teachinv of an ~nel"1cieni. 
anti. ilu,,,oral teacher cau influence aJ. ... }uJ;-ils wJ.thin His 
s..,.here of 'his influence .ha kes i"t necet's!.>.ry for the colleGe 
to re~erve the richt to dismisE and su£ ... end Lmy stuo.eul, ,mose 
work or be haviour is unst'.tisfactor,y. 
1'he SJ ste ..l  oJ. I,ra.l.l1.llle; col..!.", ~e eXl'""l~natioll 1s Llte~'naJ.. 
but the final gradlll", il; subject "~O tlJ.e a.b_l.'OVtJ. OJ. "he Direc-
tor of EducGtlon who does o..i..ternaJ.. Cl)ordllh t .. un 0 .. til", c,l'OOl.ll(, 
in the v£uoious colle",es to "laintbin a CO.ll 0.11 ll.l.oh bt ndo.. r d. 
In aSf'eSEln~ reo",l ts, collec;}cs holu CHci. 0.1. te.1.'.u or naL~ 
ye<4rlJ wrltten exa.inc.tlons in l.l.t,,;.l·EL. J work cov\. ... inw aJ..l. 
st.<bjeets of 1,l1e currlcc;.l t.<;1 and in iJl'~ctlce tetictu.n. ...... he UVt;-
rage Jfi<.rke 01 cl"m~ exercises c..nd exa".Ll~tions e.r" worked ou.t 
in some caseo by the stsjl.d<..rd devi tiwIl 1. ethou 'to determJ.ne 
and comf ere e,rade:o i ~ thL v ct!'ious f.'uoJccts. 
I ~ l'resbj teri an ~reill.L!1G Coll.e gv , Ai.Cru~ on~, the ffiEct!'l ... E. are 
cssigned a let'ter-&rade s.;steul which r<.Jll6e Lro A: vC.l.'J ....o od, 
for the re all;}' exceptioIlcU abili1 ,.1' to E t,rvde-coill""l",te i"tiilure 
deservln"" verJ "erio-w, w .rnino. This :::" G"teLi fl, S Jl<.U.:,t av.Vd.t;~. .. -
ges. xt ..,ivelS the E· t=. . Clard. .r-BB6e of the ClCifC WlU tIle ~·Cl,U~J. 
standint; of e,en ..-ul1.l in cUllibJ urou"l:. 1t dOLS noo &lOI, 
ersonal o..,inion, but ratner b,)' "he st .... 'u'-4,Cd u\..vlutliLmn 1.0 
influence the b2" ad in...... the old oL'de.1:-01-,", ri ~ sJ S1,8',1 v.hich 
nurses 8cade~ic priilde in the to .... seOl:er W1U uiv,.s u.lbCOurLl.'<'-
l;llld irUEtrCl.tion to tue bOttOlli lcu.lc11 isLo LJe ulLcon"t.!.Hu.eCl. 
Another we Lhod of wor.kif1~ It.1.l,E.X'-<.>.l'.lle 1£. ""e Inter-
Inter-quartil<; B.)Istem. It i~' a slm..,le .b-,l'OCeS8, bu'~ 0 less 
educational value. In this s,vste,n the or....a"s <ire not v.idel" 
51-reed. It rang,,::; fro,u A to C•  .rhe rcw acore", are E;U'1811t,bd 
workin" down to the lowest to find tile wear. score 01" t ... le class. 
A ~uarter of the cases above and belo" the ciuss aV",1.'5"Y 
mark£' form the averat.,e b.iock .l:l, while a quarter of 1-he ccses 
bove E form "ue A grOU.b- and "thb- reuI8J.rl.LU", 'J.U ed' L;;r below l:l 
for:r. the C ",roLo.. ... .rhus in J.n'~er-,,-uo.r1-.L.ie ",L'ad.L.u~ 5u/o o:t Cue 
1- Ul-US always Iorm tile average c.oiJ.l. tJ e:.roul> . 
G. 
The Ranking .• lethod is worked slJi.J.iiar.iJ on t11.., in ter-
.;.uart1.1s s,J!s"te.;, but "he ,-,ractes ~L'{j "idel.>' s ... rE:!oo ou'" A to .& . 
HavinG worked out tll", me an score 01. ,,").1: C.iHSE, 40/0 of tncl 
CE"ses bela'" and aoove the mean for.ll C tlL e,verabe ",rouj,>, ~:>IV 
of the caees above C and be.iow it forLl • .l:l and D Grou~ s rb-E./iec-
tlvely. The re,.l.l,y outr,.'tanainG yu. .. i.LS :tor,...! thE. A oro ....... "hicn 
is 5/ of the totnl cases, aHd converse.LJ, the rerualnLlb 5% 
forms the d . ll.l and backward orou. .. E. "here a verJ .ie-ree c.iaPS 
i~ involved t he g.L'<.ldee :;.re ,!lore w~de.L.{ s~ re ad tu.us: iI.+, .Il., .Pr-
E.,. to E. 
The above method.s can be used -;;'0 assess 1.11" ol'ad.es in 
.individual subj<.-cts. In this WUJ "the subjec'ts Cll'e ",.iven eCj.ual 
value. AI. "thoUbh al.i the subject~ of 1.he curricuJ.w.l w:" of 
educatioi'cal in1l-ortance t.he" CbIltl.O"t be ",love", e .. u.al va.l.UG ...h e 
most importan.t tool subjec't.s for a teacn"' l' such <is .EJ:J. .... .iJ.sh 
EleUlent"'-l",f :.1athem&tics, Educdtion a'ld xL ac ..... ce :lleacllL.o :"lust 
be given 'added weieht' . Each of t11<o6e subjc.v"::' lUud be ",iven 
sffJ 150 ;nr,-rks whl.le S ocia!. Studies, "cien~§,l-tllU Visual 1\ids-
a!-llaratus £lakin"" Cll' e biven second rat.LLl6 100 d'<.<I'llS e",ch, 
and the remainLl", Euoj~ctf3-LllysJ..ca.L ... r&.J.r1l.hb , .tract. ... c~..J.. .il(Hi-
vi ties and interests such ab HOlJbies, .oiIusic, Ar·ts anc~ Cr",fts 
are 5iven light r' weibht, sa.J jO - 1;u:kt tluch. ",he i.Jl~rA:'" 
oot ail1ed in "he v1"rious SL<.bJl:;cts ~..t'L ale (c u .... , anU. 1'1 1 ... .,. the 
deviation hl( t .od. 
,i6i€;.hted Bud cor.l:elGted at thL' s"-,,,e tiL1C Qives 'Che l.1l~..L. ~~ 
and the final assessu,en't of Ide c1;udtiuts I edlAc~ tJ..onuJ. E!.ttain-
•. ;.eut. 
the internal. eX6..,1instion Dives oette:t· clEseSQlllea" of 
students' acc-delic and .;,-rJfessioll,:,.L u·Ct"ilhUen1;. ~h(. tutors 
who know the suudents more :tntij~a1;el" CWl be tue best Ju.U.,es 
of their elass l-elfor>l,ance, prc.cl>J.ce teClchin..., WJ.Q ,-s.;,-ecla-
11y when £.h<.ir ... erLonal ch~lracte..L. , ,,,OL'a.L ana in.eres oS in 
college activities bX'e conE:tdeL'ed :t1- l:tne vlll.tIl 1;n~ir ac ue,llic -
1-e1:"..:'or,111 nce and final eXaLllnation rezul tf' :tn detcl', LL '::"u,-, the 
the a,vard of' the [:,I'vde of certiilCc 1;e. AS the:1.'c Ul:lcd to oe 
a COlli. o.n IC't,.!!1c.d.,rd dlld value Lor cert.Lf:tc/;\te A and ..L.J in variolAS 
colle/:.es, "lore exter1.al con1;rol anu co:E9din~tion 01 won:: in 
".he traiuin", colleges must be tal<:cll uj,- b,,. 'the hduc1;J.I.lH 
De1-c.r'L'ilenL. 1he fOL'll1er irie.nnic:l coll. se iU£J,.<-ctJ.on should 
be reilt rouuced to mo.ke 'Lnls :f~ uo:tDle. :::>cIlellle& 0.1. "OIK 
from ,11 the colle 6 es Ulust u6 st.;.l) ... iit~ed 1.0 ~hb Direc1;or 0 
Educ tion to ether 'lnth the recoJJ.l,.,£ ..d ",d. .1.Llol ",:C80.in..., to aid 
in tne .iudU',ent of standard. 
/2) 
S E C ~ ION F 0 U R 
SUGGESTIONS FOB. THE SOlJUTION OJ" THE .tRliCTICAL l:'ROB.LEMS 
Il'I'VOJJVED.!._ 
Contents. 
1. Claes M&>.a.gemen,t M,d Discipline~ 
2. LangQage 2roblems. 
3. Problems 0:f Boarding, VJle;.!.ng and .l.1res e; lng. 
4. The need for a .Basic ':;olllillon S.,fllabus and S tandard. 
i'r.eetn;ent of jC oJ CI.LO:.ce,::'cal .f.r.;)olems or ~· tudents. 
6. Treatment of rroble~ end Backward Children. 
7. 
0, Reeding Ljf.;t 
Trainin6 Col~e~~6. 
~UGGESTlv;iSFOH T.tlE SO.LUTI01'l OF .l:rtlCTICJJ., J:RO.u.l"Erv.::> IdVu.l"VED, 
1. C.LJISS Aim DILCILLIN.r.:. 
The :pro vIe 
difficul t. In the troininu of character af> .-.el1 ,.C- 1"lte11eot 
for sound scholarship, tle .:lust ue reau,)' to res];!ect tU€ 1-u1--i1s' 
ind1 vid .... ali t~, and keel- them in order ahd at tlle sane time give 
"hem free atmosphere for 1ecrnillb • Tile solutions in solving 
the problems involveu lie in two words - Disci~line and 
Or",ani,_ ation. This reqL<ire~~ ordel', in.,<..1.1..:1 11oerL,y and tret) 
co ~.,w1d of oneself for his well-beille • 
A ouod eIdSS 1S illarkea. b;/ "tne benerctl c.l~racter 01. tHe 
llloral foroel':, wood ll~ "i ts. order. .iOra work, ooedleilce, loy <:W. ty 
",rid d~1i€,eilCe 01 ·"ne pupils, The 101'Cef: t.1Ut. ... .l.·omote tnese ,.re 
the ",oou i!l.J.lu€<noe Ool 1,_ e tene.ler, i1J.~ l.eedt.rSli~ ... , .... &1<1"'6 .till .. 
initiative, keennest, ~oilit" to "ake :ce'.i:'onf:.i\)LI.~tv alld to 
take aotion, crid 0 relul profuration 0.1. his .LE..s~on notes ,,{lieh 
~ 
s.hould be bfleed on the pUJ:ile' iiiteres te. kG "IOPOd ,mich 1£ 
uncert ain .il1 alway<:; i.lOi te inat ten tion. .J:he ...,uJli.L::: beoo.ue 
rowdy 'Vi th mqb eenti "ent and the youn w ... 1 ti801e te<.lcher fl.lldl· 
it very uifficult to l,.uell "the~·dcr. The C'Lli:e OJ. illJ.l.SC.L .... lille 
<:..ld rauo1fig mp,y be a .. tributea to , &.:1 other caUBe .. , !la..clJ -
tae te[ci.cer's E-xcero"ive uroitrerJ uthorit", . .;T.attract .. ve _lid 
I 
unreaiiGtic lO.fl1atus, a larbe clas of i-u. . ,ilf, 1.nc;uiIlcieut 
equi!. . ,ent and 'PV' r~tu£ 8J.d ooher 'pl1.f •. ic~t1- oomli:tioi.c SUCH 8E 
:.;oor vsuti1e.tio., u<1Euit~kle 101',,"-, :JiS1.u 1 flnd .nenta.L lati..,ue. 
The te ocher "'us t be bble to 1 iml out tne c ~iU",e 01 1.ile 
indisci. . liu6 at OIlce vnd "' ...- 1.1 i ts Sv.l.ut~on I 
1. Be iirlll, e lO1:'oetio, lov-i.,£;. w.d J.{ina, 101' .. Ll. .. il:C l.eCU'Ll 
... ore l1'o.n c. tedcher they reo yect tHan .t'erl:>on they lear 
a,d desl'ise, 
Be vioilant a,d keep eyes on t_,e ,hol\; C.LaE!'.. c,,£,ecicu~J 
the rowdy one:::, m.d ~o rouan to Ese 1..1. the.1 are uOln u 
the richt thin .... , 
3. JJ.weys keep the class well and bv.sily c ,. ... loycd; for J. t 
is not saie to e;ive leisure whel! ther'e i s work to do. 
4. The work and the lessons ,_ lOt 8. .. 1-eal. to their interects. 
5. Have .7aded and ore tJdvat,oeCl. ,;,o.rk ,i'e oo.y ~orthose .,ho 
,Ililsl:lt .fhnjs \;\ earlJ, so that eaCl! SilOuld work ht his own 
pace. 
6. Create hap,k-Y lear. . inb atJlOsphere in the class, for pupils 
work to their' best when tney f,re ha!'lY • 
7. • Insist that all orders find inFtructions ace carried out 
pro ...., Ptly, but do not al 8JS overrule. 
8. Reoove all te ptations which ,.1By leau, tu oreak the rules . 
r 
9. Orders must be hWuan, few and eas.)' to ,_8 Wlderstood 
and oheyed. 
10. The teacher ... w:;t se·t the exa ,k-.les to .... IS dutiiu.l., 
punctual and neat. 
11. Give ooject and iliore.L ,1esE on~on E ubjects in whicn uis€.i.-
... line il:', lackiIlt,. 
12. Give re. ards aid ,.;ral~e, uut taey ~h .. u....J not ..Je too often. 
1;. School lawE illUSt relate to lile, and t"e traLllin<., w.d 
diEoipllne ac~uired in school "ltiE t ue ca.c ... ·.i.eu over into 
life. 
14 . Talk with a pupil ace to l' ce fu,d kee..! your' dhsatls-
faction or dil:'s""l'rove.l <> co ••. id", tL. . l ",utter £o_~ett.iHo 
ju£t betWEen tne two of you. Dc aot eX1-0cb hi. . , to scorn. 
Pupils :nust be lti~,de to kYlo I tht11 SIlo! br~-:::ch 0 disci. ... lilw OL' 
failure in th8ir duties to their nei,Jlbour£ or scnool is ..,ub;3t)ct 
to penal t of natural COlll:'e uc ,ce-... u.'1.i::JlW"nt • 'ne .o/Ul,l.sh" en t 
.... ust lUwa.,.s fit t.iEl cr.1.me, but the physiCal cOilstitutio,l /U,d 
t,le temperl3!lle"t of tHe ofIender "IUEt ue cOrl.",::cdered. 1 t .1lUSt 
have direct relation to ,;orell t" al.d t ,e object 0': u8illi.., lottO 
ref'orm or rai~e the moral .!Conduct of the of onder ,"ust I.le acce ... -
aocepted by 1. 1e class opinion. It iE disastr~us to }-unitJH all 
of.enders ali~e . f1X.Li dLient should 1.ake ~_eveht.LVe. 
of 
proteotive a ..d  reforula1.ive :[O1.',l . .Hat<;;ver .J..oL·..J ~ ~Ul"lLLiineHt 
the crime deGerves it must ue inf.l.lcteu or ",ivell ~_"hedlaLe.LJ 
as an object lesson to el l ..other~. 
Woundi.l b i'emarks t a use Bad the UEe of ,cane are t.16 l.oweD1. 
/' 
scale of punii:;hment. It kil.l.s U1- intereL\. thercvJ l'eUaerLLo 
the educ Cltiencl machperil' S tatlc. .lliiJ scnools are .101 ab8.l.J.o-
"dno t,le use 0 corporal punistwu;;ut ana. tllllli> is a bood f,iLn 01 
human resf'€ct . 
2. J...A'iGUAGE l'HO tlJ...E:vtS . 
_leans oI' cOlfl."uuication "hereb.; we eX,t>ress 
our fee iil1~S, opinions ar.d preserve the cul tw:'&l 11(;.1- i tl:1.6e of tlle 
society. In fact, it i~ t11e soul OL a nation, uni1yil1", and 
::tre lu, thening tne ir.<.deGe •• eous custo. . ,s, beliefs aHd relibion. ~_ 
Ed u c at ion Be uins from the cradle in tue cllild' s l anbuli..,e 
environment and hence the mother tongue {'IS tIle only tool oj. 
cOIIL.iunicBting knowledg~ and enriohint:;, experience illUSt oe 
developed. To exclude this froLl his education wilJ. be liL 
educational blunder and t,lcre will be no aces" ~o t.l.8 ;:,ources 
of our life. .. A reol knO\ ledue 01" ~.e root,ht:r tou,->ue h{;l..po. to 
_rasp the European langua",e .•. ore ';.u~ckly .. ~lC thorou""hly". 
If the aiw of educ etion is to trhl.C1 \'uE. ohild to J.i 1. 11il,\ 
into the sooi(;t.:r, 1;11en we sU.:.l.l for a ruo", ut consldE:;r tHe ~erID 
"societ,f". "ociet,f iB an association of human -beiH",e ~ til t.l1e 
f&'LJ. . ly a!c the funda"ental elt;Wellt. .bor a c:ilill.i to liVe hay. ... ilJ 
ad ehEl.re in "he life and work of the fa.:.1.t.l.J !le .I,Utt u€ 
taught efficiently ... t Illl l"vel, •• lhe secondar,f 01.c;J-.eHt o~ '" 
society is tIle econo"ic ur.d voluntLr;y <'c.0c ~ c.t,ivIl, culCi \:ve.L 
here the mesne o~ Co=u..l.~ cat -~onA~  8_,-0. l.. <'l'",e l.. S 1 u.Xbel.,y t h", 
vernacul r a'1d ,t a later I: ta,p u •• \; EriuIicn -,-811 0 Ul:lo e IO.!:' 
ecoai io and political eX.lo'edieucy • 
.Al ~h u...,h EU"lisl1 should be tauu1t in the. very e •. r"':1 ~ Idol",€: 
01' the child's education BE; a sub"jec~, tile Ollarl.}:! ov",r to it 
< S a ,,,edium of instruction in Afl'ic(~! scnool::: E.l10l.l.1u vO 
.:..,radual. The aLi forobleill in En..,lish te aCh1.,lc:. J.1.es in t,ne 
a0sence of oood Enc ... ith ·~eao .. _E rs 8 G. Lanf.,Lk 6 e enviroa• . ,e,lt. 
Even tile te cnLl", of Vernactll8.!' & a ~ ubJE:ct L sui'.Le.l.'.l.do 
dUe to t,ove~'Il"e'it'::: Citt~tude to \,drdE: it. V'ana(;..w..ao~"- u.l.ven 
In 1-.le iuuIe;;: chool 011.1..1 ,L.l~,t,; ... inu".,c ....,e1' wt;e1l: 01. tHe 
3). We.sreJf.'YU.l...,., _ "Tm. h...  l"e. .. ",cJ':4r'1Al Rt'V'\'ew .. of' H,'SSI'01"l - J·H·Ol ol \.-,o ........ 
or its study. ":he ueartn of booa 
I i te~ature, al1d i u(. abSE:;uC<.- f: a EUbJl::c u -,-Ool ,d3Jor school 
exa. inti io~S h.6ke it a drudw(H'Y. 
It is EuU:,ested tdat w01'e 0"1ha8is "lust be -<,.laced Oh t.ae 
study of Vel' ., Cul'-'L itl ,11 traitd.rib culle_es. Tht;) 
lie.zr A licular s~ht: .le f,houlJ. lnclud.e tnu .t"rlHci. ... .le6 and illelllhods 
of ~eacrlin[, ir,tJ. Fri.-aery and idd.le "'enool.f'. ::';ulf.leien·~ ana. 
dequate apI\.ratUE must b0 msue to v::i..u "he tea.C1linw 01/ 
Vernaculsr. 
The School Certi.L.l.cate exa 11.ation Jo,aJ,E::l' in Veru8cular 
'~hich Wd' fQ1:.:ler1.i take'i by Ll.l £ tudultl:. Ll Cte.l.·ti.l..i.c. te A C0.l.L('·"eE 
but which of,' recent ;ye~r'C tJt:Ch d .. o • .l.ed b" c • .l.l. .L0.i .l ts UtlX'.l·~., 
ECO.{:C Br> o..8:16u<,-e teet -",a~t<r I.'_.d 0.1' its W.SU.l.t LJ~l.l.t." .l.o.!' 
~tud(nt-tet,Lcner s shoul~e taken u .. <.-",air. wh"u ,,1<; for .. , 01 tlle 
paper io c:h,. .. uged 'OJ i,t1e .. es ~ .Afric.L" Co. cil 01 ex=lrHltion •. l:; 
creal l.wiJ.\::.uBc,e "ork e .. braci 1", .t'.!.·L.Cl~ l.es &.d metl:10dE' 0 
te cuing th.e eubjec·t. 
I 
The tec;chinv of a second 1Ie.1. acuJ.v.L', a .... rao·Lice nLch is 
yie l dino Lood resU.l ~ 1 •• tIle r.1.'t:'sb,(te ian :. ..·. HL"ini:; Co ... le",,'-', 
Akropon , l."hould be £0 ... 10"eu. b./ Otrler colleGes ~dlel1 ~V.U!l 
I 
lcn~ua~e ite .cner:c. are aVuilabl.e. 1he 1'wLO\lef...l..<:<Uue OJ. '" secoau 
vernaculpr onkoles tee-CtLCrr to CO"'C i ttl (0 ...8  0 ... tl.c 1,0.'0",:"""e 
Ed'L:cation OI_icers e.G. t ... tOL'::'. :.. •• c 1"'''",,£5 .... u< t 4 dJ _Ucll 
attentio11 to trie teachir.t, 01 "erl.oct.<~ r 11. oJchoc.l.S, hd 
of work i1 the vernaCU.l.ar. lJ-OVertk,d. 
aide to heLp in ",uOlif'Hir,-.. ,-,ood ve .. Llt;c'-i.lw:C text bOO,;;!? 111cn 
h .. ve be~n cpproved. oy tne deptlX't,a6 it. ..he Unlverir..1tJ Collet-tO: 
of t.h<.. Gold CO €J:lt n~ ViHu seen t..!...r.e value 0 vc.enaCL.Llru. Ub U 
culL urcl subjeat 111 our educ .ion I ..S  set lie ... ace U.L nCL' 
13) 
advanced research and ex&"er' ental work b.J t.r'ClIlbld1..Lllt, a G.('tlCA 
classics into a Gold Coast vernaCU.lor. 
Oy ... ortunities must ue provided oJ studentf-, to do t-ract~ce 
te€lching in their VernaCU.l8r or 1anbu&..,e area wheH t,,!eir raett10CiS 
in vernacular could be tested. fo malee this eaB.f and to CLtrt<U.1. 
transport ex~ence s, regional train.Lll.::, col.!.ee,es "IUS t be buil t 
acco~ding to the needs of the area. 
/3 't 
3. l:IWB.i..EMS OF lRANf;l'Oll.l,BOAIDI NG,.LODul.,G ji,'J] DREJ.::>.l ~(,. 
The problellls' of trans. .. ort ano. boc..cdin", is a l.inancHll one. 
The government's lolicy of ~rovldDlv c011bwes ltn on1j ONe 
lorry to cater for the nWJerous services buch as sho~~in~t dib-
posal of refU Sb , conve.Y ance 01' otudents and tut.ors for ..-rectice 
teaching, cor.ferences and sports doef: not zw.::t meet the 1-L'001<;,,, 
vrell enough. A break in the O1Bcliline e;enereJ.1. . i u..-sets the v,hole 
machinery of the c011e1:;e "orK. Either to'illl 10I'rie6 mill:> t. be hi,ced 
for the sar'vices 0.1. the L.<ajor \. orKS becot,e st&ndst ... .L.l and verJ 
often the students are com~ell€d to walk lon5 distrulces to scnools 
for jlractice te achinG' Insufficient me W1S of trans ... ort resul.s 
in l ate conveyance of students to tl1eir teacnin o 1-0£1.5. Col.Le",es 
need more tranS10rt to ease such inconveniences • .lro. .. er su."ervi-
sion of lractice teaching can onl;; be ef.rec Live.Ly .... e1'10.L' ... 0U while 
transport is provided. 
It is the res:;:ollsibili t.j of the cO.L.lebe to arran"," tr,~.s..-ort 
for all te achL1t, .... rcJcticc-;/. .Lrans~ ort. .tor educ a1..l.-;uaJ. <-.d .. UJ:'sions,,  
,ueetin£,,,, and £..,o1'tf:" s",onsorec. bJ tr18 col.Le .e "IUS ~ be " c!lU :tro.n 
the colle e fmid. l:here should lie ... ,ari{'y in au. CO.l..l.0,-,eb. 
Boardin", arrun""eUlentc dI'0 IJade l.or" ,- tlAueIlL-t_8.C!le l'f: uu .l.Lt.> 
their ""rectice teEchlub outside tilE. col1,,0_' A 'u_ J..illLl .!.ec 01 .L/-
.t'er mebl lier student is ... aid to tile 1ao8.1 C a" E: re b~ .7110 is St~ecl,ea. 
bJ "'"he heooma,=ter of t;1(;: v.i.3i1.iUG £'01.0-;1. ",uiol:iu10 Ci.L .• lH", (1I'.L' fiU ,j"-
ments ".u£t be I,lade bJ tl,c :c.'t.'s ... oJ:'sliJl", u€ C.C.1" -'-', ,dd 10 0d .lu ., t be 
ser'Ted on ti,nE.'. In l.raot:l.ce te C• . l.", 1",.~re ::t~ .. d:. • • (' S S .., b l buO L,1, 
three week:;;. out 0), the oolle",e, the mal" ", if.L.lOu.l". . l.Le G ilJ. ~f!e 
hOBsin", lrob1err.s. In SOllIe CaFeG Z tc,dedt ~ sl",e~ OJ, '"hell' O.LD.lli\' t 
on the cl",ssroon1 floors [uld rise u.~ e ~r.L.J to • ide tac.l.r OE.uQ.l 
elsewhere to make the cll'u::sroo.us rf:;' ud,f lor C.LI:iL·-,€f:.. 
He <ldme r ters sf',ould "ee to ruru..e <;;,00<.1 10C1~:C .. ~ tl1,!,bJ:l~c wen r,s 
for the st",dc. ts; and ... Eo thodm~s tc.c' E' ",Ut. t V.i.E.l" ".1<, ~ \". . t i 0"", u ~ 
13 
few d8Js ahead of the ctudentc' arrival 00 l.1.naLic ... all ,.t'.l.·an~e­
,nents connected with boardint" lod",ill.., ouo teactunL' LJ. towns 
where lod L'lb vroble.r.s .re aout" '.t'EI1..,C t;)IlV" sholA.ld be .daue 0.1 
the c~lleg,-, to rent hou~.es i'or the Btud6"ts • .l.ileil' cJlle~", oed-
din~ ~ho..ud be tranqJOrted alone, 11. nececscU'J' 
The hostel cystem of the Wesle:! Col.LetoE: ~t Ei'idU'_€ ;vhel'e 
alar/::.o houst. for studetns and the <,erI,WHeut tile tnOQ-il\1:\E ~eL' is 
buil t in the Tilidst of neit:,hbourinb schools sllo~l.l.u D., CI ,,,~Od 
ex. Ui-le to other coll.e[,es. l!'eci.li "ieb 101' bowrdi11G uau lou<..oiuo 
are provided end colte~e cL,sf'es resiu,- the .L'''' ill L"\.t.rn .1.0.1.' .c.l.'u,ctice 
teaching under the sU.i:-eJ.·v~sion 01 tnL res~deu" "Iethod-Mti "".I.' 
assis"tcd. by other .. 1 eters frool t,.e CQl1lO<..>",. 
DresfHrg' cot.nts a o1'out u€Ul. .In detl:.(',,"lrt:l.ll.b OW;H:; _ ed;oll/.J..i ".I. 
:['e"cnel"s dr6ss~ lUUSt oe 81". ... le l-tlld nea" in orueJ. to bda. ,,0 
the diJli t.1 of the ",roles~ic.n. .l! LmcJ C.lotncs Ci.lld ·~.rO",b\"':U;' ",hou.lu 
not be "erl"itteo. .he col~(G" .. llli.Lo.L·.H, snorts ,ad .Li",!l~ .... ii.cts 
are 8!-.Lro,i:.riate to bo "L.,f.,,,d .for Old:. CL. .r',.)v~::,~on £~h(j"i.Lu. alSO 
De .ade for teache.r·£' toilet to eUaulv Ii ruG duwn SJl.U chal'lue 
over to be made after ph:!slcal tral!liilu • 
13(, 
One of the grebtest neao.s 0_ etUo.entE in "rai .1.'0 COJ...i.cbcc 
iE an advanced aCMe uie KnoVlled...,e,y,hich ~lil..l. <.-l.ve taem IOUHda-tio.l 
in .Luture to "alee cmvancLd c OUJ.'ses :;:Oucn as "i.e "enerru Je.L tl..ficate 
of EducB_tion or tne L,.liver~d. t .f COUl"<:;" 'lillier. ' iLl. u~ .).1 .... ti,h",i.L· 
status. It iE al.;;.o the ~oJ..icJ oi tilt. ,,-,over _en-CL.lat, tGuC11erC 
should ai,!! hiuhc~ and i .. lrrove tl.eiL ii..L1.Ll.ll ~Le. ",.e OOHEJ..l.lt:L·,' says 
the Er'zu.h He:f,ort ,'1;hct thu ::tnndElrd<. ,,-e~c)llue o~ {;(Jc-cl.e.b ulUE t 
be reisc.d cu-.£.idel' bl" . ' 
::>o.;1e colleues hC>.ve .ce8.Li<'tCi tilL. need .• ld 11 .e J..hoJ.. ucle<l SOLle 
adva...ced :;;~bj€ct::: L. their sy.i.ldo~::_E ,,0 _leet Ln" deawuu 01 1,."" 
ti4e . In ount r~lar" Col.).€e;e, 0.aw1.i<>, ~cJno .. ,iob, L0 w J..C ~iIlc:. .... atin 
are tau,-"ht, 6B elective E.L.bjt,-t , - Ci ",1; le;{J.. C0~.LL.U' .. Jatl.ll tinU 
French, v7hilc ,eS.Le~ Colle _e  I,d the CO .L.!."'",€ eJJ. .Lec.r.nol;);..; .l.e bchel· 
training Dei- art !lULl. rCO!lO,il~CS, En~li~l1 .lJl "~r8."Llre, 1..J.. B vO.!'J, 
Geo r s _ hy, 
in th la, t ear oll'adv8.'1ced' level. Lhe .t".casov"eolian _l.'bJ..HJ..U t, 
Coll€"bes a t .Ak.C'o~o.-o f?d Aburi,l'o:c eXO·Wi1.e, h ·Vt) b .Lo, .... ! acoo" ... ic 
st8J'1derd, Lor t,le e .i. e~,ent-rJ eUbjt C " .uiOh !'u'~ t< ",~!l\, r .r'e U. .. 10 
the ~ iddl e " chool level on.)..! . .I.,.e ,.cuo .l.Ld",,"- Q_ "tc ache 1:'B "'us t, oe 
cOTsider'ubl y hicller thClrJ. t~,_t cf t.,'::1 t U""'it. h" .iute. 1e _'esult 
is thflt t .tlE- ir:O~·. . '-'Ur.lJJ.tiuu:3 st1.:;c:.~nts seEiC fd J..S J..,j'J to CO.l..I.l. u es 
I'lh GL &cade .io _\ ,orA Ihe h i Ghe r. 
Al{r·olouL.. en1rcmce eAc_,i,."tLJil ie c0.ill. .l :'cttJ.iTe.L,y 1. \'{ •• 
if nunifo_"~. star. Drd of ",roi\.s;:lonr::..L a.nd -c __ 0." ...1 c 
trai.1:i.lit~ i£ cXlccted from the COl.~'"bes !.nc. till • ul.l.C 0 vJ..O.J 
De", artment in conzult!xtion wit, 1,1le A~:c:oc i _1.1on oX J.L'l.HC .. t.tJ..G 
of lireiuin~ Collecef' axw tne; ..AeEOCJ..S,,10Ll 0.1. .i.v.LO ..: · l w\A£ v ... VIeW 
,11 "'hh~ !lef and. _ive "[.cul aav8Hc,d ~sic sco .... e. UHu.o ..... .)t",d.l.J. 
£uch An extellsion 01.- s cuLe >Qul ..e ceH> L· ....... ,)' L't. _.UJ..L -L. IUore brtiuuo.te 
tutors on the s h f.J.. 
137 
ar.canged for the ,. ...'he 10, standard of t",acl.in~ 1.1.. cvJ.l.e .... e", 
c an also be at triouted to the <-b,e.L1Ce O.l. t .• L:. ..L.8l1. 
I 
':i:he curricul~'iin cOlleges ~e overcro ded vu ~_1 E'ubJeo LS 
"hich I::,i ve .u.€ ag.l'E' sauc atioH Simll.~ for "tllt. re dSOl; Cl.",,, t.llG 
students ere bOiliu ou.t to teCioJ:l ()lll~ Ul- t,.) the ..L.du.!.e ..,cnoo.1. 
leve::l Mu",OJ.c "dv<.".Lce· ..... _0.,led 0 6 ~.s aot f.CCC,sSSI.t ...n e :l'uc v 
ethon. 1£ ...:.>lV _ ./ Cc.Il.,.. .. u 1I 
be denit>u. ~ tudencE .u"\.,ct be encQurr"j;d "to "'s,,· t tl€. l.J.u.t' ~ :J ~O L'Ei 
end more for L'lu.l.viuuaJ. re001n.., ,,0 UtI".-"!! tl.J.e.LL "tn.J.lli,.J.Il..,' 
Colleges where two sEi.8cions are t<'.Ken, tllE;re is, COt1lO'tru "L over-
J,-res£ux€ of ,,-ork and tnere is less ti,ue ... OJ. "_.Le effect.J.ve use 
of the librarJ and exercises on ClCLSS asslc.-Jde71"t, un S€U.>.Lon 
is 8u",o6sted so "t11at etude.LI ts Cbn h, ve ,ore ".L~e lor .ractic" 
work, written e.xe CiEc s, free re Jdin", ,.,ld or ~&LiE",d BOO at. ser-
vice': and edtlcutional club", n.:.ch ae ..,Cl". dS A, ueo<Jra~. • ..LcG.1 
end hil:'torlc:l societies, dth. ... etio£ 511d a.eu til.,,", clUb:--. 
It is ho. e,,- t.hat the associt. Lion '0 ... :f''':'nlH~llw e ol1<- ....G  Tutors 
will. 1f.od~ hc<nd in 11 .... nc. "itLl {l(. E.dv..c~".J.o"J .iJ€.t'd. •: t",le ... ,.nd ::,uGwest 
im1-~·oVCl.1ent for t,_e conte",t 0-,- a C&£lC ~'J -,-J.~Uus. 
The heaLtt., haj,~.iness and SUCC<o£l" 01 bV".~ <,tudr;nt-t(;;;cJ:ler 
should De the concern of eVery tutor, .. a;:·ticul crl,. thE: hOUbt:-
lf16sters or wardens I.hose main dut.L C£ l t .I.e to bivtl hih. every 
~osE,ible seclll'i ty end help in solvin"" hiE i. e-'-'soh~ l.1:'ob1..,,,,s. At 
this ti;r.e ?'hen sdul te ant l1;err'ied u'len and wonen leav" tnei'r 1'a-
ffi.Llies behind in :;;;v.rsult for ",.cofece.l.o •• eJ. ",(,.ucl.'r~.Lv·la.L, th~ J,-X'o-
ble.as are becomin", more grave. Incessar~t CLl..L E Lo ttwir f-4ullief; 
and ment al. worry have been c ausint.;, Oisrul ".lOll in tu~.I.X' OIJLLet"e 
work • .1.11 addition t o thuse, there are oeh".vi0UI' 0.1 O":'UeJ.'S ,~jlJ: 
phJf'iccU deJ:Eects and illnesc , l-Er<.ou_l., Qo.Hestlc [~d fa.,i l J 
problems which j,ut the ih iJ.elltal di_ Ll'eE~ oi't"n .ceseo..l t.Ln~ L ... 
'.c ooe4lic r e t 8.I'Ciution. 
The treat."e!lt of "hese .I._rob1.e £ J.'(._u.l.rel ... bliicnce, sJ,. .... uthJ 
and j,'sJcholo_ical i.rlsi o ht of the £tude.ats' .Life _.d ..,..coble.ill:" and 
the aoilit ,J to '{lin their iD onf.l.dence • .1 1t:~ y OUllt;, '..L:l .• I.,rrieu w!:U'denl:> 
h ve not t he tact arlu the 1-atienc€ to de"l ".1.1.,1 1.11£ ::: 1,,,,,iE;Ol\tB' 
...,robl euls and ttl re exist£ disllc.r :.ony l. 1 tlle l.r· nOL<E\::,. 11", a~",()i...lt., 
lTient of tutors to tnese res .. onslb1.e of'i..Lces ..... US\, oe done I l.tn t ••L  
<.>reatef't eel" , end onlJ ex. .. eJ.'1ene:eG. tutors ·,.1or: del" rv 1.!l6 ... ua.u. "_e~ 
.nus t be entrusted \I i til "hem. 
It is :urp s ditfiCU.1t for scud •• tE' to G~_.  .l.0<::cl. ",.",j.r house-
masters or tutors with their .. robI6_ ~,""'il.'orts illU::: t i.J~ ",eue 'if 
tutors to win their c nfidence. ~hi8 1£ done bj th frlt:nu1.J 
attitude of tne tutors to their stuCie.lts. t.Lld .Ll.ne~f? ulue" De 
shown when i ·t will do Good, out at the La.,e ti1l1e tll6J .1lUSt De 
fir.n end ,lJrE.,ee.cve lay; and. ol'de_. OcedJi naJ. L.vl t l t10d", to 
StUd::.ltS and visits to their res:l.denc and cutJic.Le for .l..C.l.eHU.I.,y 
che.fts will create av",ncle for C.LA,€,J. cOI.tact ""d etl .rl.."" 0.1 
In deu.LiIl wi"h Wl..W.ts, .I.0X'Ce, C.u.~"'-I.·e awl 8C0.1.",lH"" 8UOU-L<.:. 
u 
should not be used, but rather su,§,!;.estiv\J metl!ods. 4.:,-681 to 
their moral senae~o eweken ::elf res ... €ct ,A cOlll'idence Clad reV.l.ve 
their ho..:,e. Sui table ru'rlcJ.loewents lOhoulQ be u;.!;>.G.e for "hell.' 
medical, treat.Jlent under ,""ualifiea. w oJ.ca.J. doctors "t .J..l "tle 
ex.en::e. 'rhe ~..nt][::t service 01 a ,t-o",clliatrist snow.<l be 
sought '[there it is fOcUld necess ory. 
Houe·eme·sters or w.-;rdens !nust; }w,o,<" Jluch r.lore <..bOolL t.l:l€. :::cllo-
Il.'cEtic and domestlc life of e cll e.tudenL than it is (:It ...t 'e~ent. 
pt the ,_oment, the housemaE,teks have too ;ll~ny studeld.s Wl~r 
8 sir,-~lc reside(,t house:rwster. If u college rei:W..l.,y Lims aL 
cht'.l.8cter trai cing end 8djustmeut Ol 'ttl" ['LU\.I8 it:- I l;ehav.l.our 
5<M.dL 
then [uore resident wcrdens li.UZt be a~Jl'O.L.l1.cQ so !.nat a Lew LJ.Ulll-
bel' of StU6.ClLts, s:;..y ~t most 40, CUl oe llilde.c Cl. U.OL· .. .L'LOr,y w",L'd.en. 
This meane rilor~ and;:ud€.j,uote stal'J. <d.uar~erE. 0 .... tIle Ct:wlkus. 
111. this '.lay the res. ... 8ctivc claES last".!.':::. can 8lAiJl.L.l.1, \,hc.Lr end-
of t0rl:l or ye8.1.·l;r ecademic re.t-o~ts to tnelr "c.rlit.dL :for dis-
cuss ion wi to the rtudeBts before theJ are for",,-,rued. ,,0 t,11e.l.1' 
gU8c:'diune ',',here llece"S8.l.'Y, bectlt..se .... 0SL 01 ('llE:<.e :::tuuen('s cU'€) 
zelf eU~J::,ortir.g. 
111-0 
There is a great arllount of' work to be done ort ~)robleill 
children in our schools to reform their cno<racter so that thvy 
miGht live well in "the school cocuuunitJ a"ld social life outside. 
Alan;:,- of thE'EO ..,ul ill2 whose lives 'll'(' cunE:ideJ.ed by "heir J,-arents 
as inco:t'L'igible are dU.lllJed ul-vn teacher's for correc tJ.onro; Eur • .l:!er 
more thE:'Y m~y be oacKword in 1Ilenta.L culture as weLL. J:l1ese 
educb.tional work r"eed l.hose who are t.rmned for the IwrK, those 
\'\'1.0 1-ossess the inS1ght 1nto their 1Th.er- 11 ves, the arc.uoua aHd, 
at -the same time, 6.1lli1,lltllet1c seelccJ.'s. thtlt Jle!:'L£ se.r'lOi.U:. WO.CJ!:, 
and :;:>cqyires 1- atience L1.Ild s1-eciE'~ c are to de aL w1th tLl!: ~roblelllS. 
In the first -",lece, the caUBLS of the probleu,s lhl.lSt lie souc;,h1:4. 
Environ::lental, i-'-vsic&L and ewotional C&US,I;·S are ~:L<!e.at. J:oveL't,)i 
UuS tisfc'ctory feedine" broken hOllies, ove L-diE:ci! line and bad 
men~gEun.ent in the home ~re sources of illOst of the .robleuls.lllness 
physical and .nental defects result to emotional arlO. mental eil108-
rrasmel,t. N:; it is Ullfortunate that :nO&1; ot' the:se .!._u.r-LI.S u!:ick 
indepe_l-uenc €, ~ ersonal resl'0nsib1li t :; and ho&1. th.)T indl. v idua.l.lslli 
to edjust themselveE: to their envir(). . wlent and .Life c"ndltioJ.s, 
oI'",,.ter c are lli'1.d ..,.t,rticular attention m",zt be biv~n the • .rne 
St;;rvl ce of .nental doc-tors ;U-'-J be souc.>ht ii, dest.J:'vl.n u oircCl.ustan-
cez. 
Cttuses of oookv"xdness in s cnools are ofteH the res....i. t 01 
; auci t~, of .. re-scnool t;x.l?erience or too earl,)' cOIIJ..,enoeilldnt of 
f'orlilal tb ecninE. viheL e ..,uoh uni!l Le.Ll.iot..l ~ c:l:'=~uJ.n1Yori\. 1S aone, 
p oor linisuls t ic abili tv' eillo-tion-,ci At' t aO_.li t" enu 1 bOA 01 COiL[i-
dence. ilDse.nce from scnool , tr!lllF'fc_ ira"" SC.,O,LL 1.0 ECnOO.L ClUU 
and di!Ocontiuuit.)T of schoolinb oftenleeQ to U.iSC01L"l,,"cted W01'K 
and :confue.ed ae t hod of' teuchin.... Intel ... ectllw- ctlusee 51-lOh CIS 
deficic.nc.)T in general i ntelLi ,):>l1ce, weakness in 111t'ulOl'y aIle! cvn-
cent!'ation and b1e,ndular Clefect2 re.,.ull:'e ",euLoal o.:,J.ni.;n . 
Ilfl 
Teachers f'U'e cOr.letin.ef'! the caul:le 0:1 backw<..rdiless if their 
lesson notes and methods i..U'e not ",el.l J.lanned and cld.ay~ed. to 
tae pu;ils, if the pace have been so fost that th€J ar~ lost 
and unable to 1e r11. any "hinb , il. the sJ l..L",bus is too .l.!lteH-
sive and boo-"'ish, and if they present .tea.r, threats 6.lld un-
sy.npathetic attitude to the ~ u",ils. Indeed teachers hav"e  illuch 
part Ito pl~y: 
1. TeclchL~g should be an individual. frlendly a~rroacn. 
! 
c. ~eachine. must be done in s."alle.r· ",routS, but ind.l.v.LcJ.ual 
: teEchine, is wore beneficial. 
3. Tedching IDV.st be related to the men"al. abili 1..; ana .... atu-
I ration,~,ffild e. ch .t'u~ il shoull>. ,~ ork 4t his Oilif1 .t-,-ce. 
4. leaching llUf't beoin from concret~ ~. orK, 8l1ll. \,,;ork must 
I . 
be WE-ll Graded so that 1-roe,eess should flOt tJe ll>lJ,'eded . 
5. ~J!lrl"~sie should be 01 lIl,,!:'ter,y of fl.ludSluentaL lULO 1.ed.",e, 
and d16"noetic and reilledial '~or-L "iU£t u8 e .... cow'Qbtcu. 
6. JuV/8,liE erN. t* (lee.rllinb 8i tU~ltion in ... hich the _ 1.l.&,1.1::-
should feel l1aJo' ....v . 
7. ~eachL'1t; should involve s: ur~ OBci).ll €tc ".Lvities, and ... 1.1. . ils 
.should be hel. .. ed to thinK. fer tlleJ.bc.l.V~C cilid to oCt 
relevMt rel~ltionl:·hi.h-' oetween i te'll!'; oj ..:..tl0 l"Llwe ,. . ud 
their a} ... . l.ic :.;tion to life E.l. vuatlon, 
8. F:ncourage VlSual cillO. ~crce1· "U6.l. .l.e vr·"i..u.~. Vi ' llal. _ids ~ 
j;.icturee, and films lllUSt ·be e .~lQJ6d. J\.l.1. l.eC1J:'Hl!l 
must be related to their interes L~' . 
9. }' ~:::,ents must J€ educatlld onlt.:le L'vortwlC6 o~ bU t;"" .te~,,­
ing, over fatiguo and on "1h", c.r·e~t:i.o'l of .L(; <rHL1~ 
:facilities ill the hO.f,e .... hc ",roc)'!esL of ~_u4ils cllU 
thf ir 1?u!'I-icioul? JeviativTi 1'ro.u thtc 11O.l'u,Ctl wor.i.C -"ust 
be re~ orted to t,heir 'parel.. . ts. 
IO. In el ... circu stances, give t.le.i1 encoc.rc·ue.ucat. 
? 
In this exercise a careful studJ of the eseence and 
pz'oble:ns of 1;eaehLlg ".15 a craft aIle. ea.'eel' has oee.Ll illooe. 
The ep1-roach to the te aehine, < ..r e d.1.Sc ... SLed uno verj l1.sefCll. 
EUtSges1;ions 8~~e. ];.ut forw<>'.l:'d to €,UlUt;> J GUllo '~e,-,Cll('l'b in the 
prcl.Jccation of "h6i:<' lesfon notes &lU in the art of teaeiuui;)' 
The tec!ul ... cal and edL'-cation.;.l l_robleUls involved heN,. been 
exposLd anG their ~olutio.,~ ru=esced. l\emefJloC . .r.wl.:, 'ttll:;' fae .. 
that the art of teechinb i, tlcc.uL:·ed thr'o",J" J.-c~s.u tern wo.!'k 
and lout..> !Jr<.-ct::'ctll e ... crl.ence il1 the service, tet,ch .r·S rrll<6t 
not be dOt.,IDa.1:.ic ana lo110w fEtt,e:I'n" 0.Ll.". ~,ore o(tv'(106<1 
acade.~ic knov:led<-e has bee,l stre~;:.ed, bl.n .1.\. iE "ru(;~hat 
mere Clcquie.i tiou 0.1. such kuowle<1 o e is ,lOt. t.lie E:>s .. onCb 01 
teachinG, but r"."hel' 'tralnl.l1[. ln )Ii"", .l:'.L,)lt nal.Jlts and ~t"<l.l1J:(inL' 
\,isdo") bud. good ch",racl.t:l:r. The rit::.nt use 01 lob" J.C.u.o .. l."USC 
an" the LOooe.. 0011dL<ot bcq,l.U.r<:;d .::lL1C" Ot: used .LUI' I;hElubJ.e:u.t 
of the 1-u~, h. 
_ec.chinw i! a dL_ficuJ. t blLd 101., exec ,,1.'''' J.'l'0.tE]!':fol,,'l iHvol-
e8cri1'1ae. III addl tion 1..0 the cl~.foLr·OQ1T, wod. . the .l."ub.1..1.C 
ex. .. ects 'l;e-chers to lectC1, tv have 
()v 
to e _ 1.. exad~ ler by "heir r·ie,l1t ",GreoH,l i,l. ... .L<A. 1,CL· aile. ,,0 tc>.ke a.~ 
ecJ"ivc 1-8~'t l.1> "hG Eooid \ t.l.f~'e '-<liCi. co ;au"".1"" ut. v ~u~.,\er!t 
•• d _.J.·e tc be t.he 
stron<:.::Ist inll.U<HJ.CG L. the -L.lfe 01 lou CCt;L.,~" • .1. t,j tncn t6-..011ers 
must r'-ll.l u_ their sleeves to the <.7'" t and honvw.·~ble tdSi( 
I:'erv~cc, 10.1 1 't./ • 
the fin!'l. and full. res_ o.t1.s~bJ.l...L "J for .cc ~lJ.S.1.U_ Ow' .1O"CS. 
Of all in the cou"""u'ty l,hei.1.·s ~J.el.L.E "he t,rL"''t<:;St. o-""_o",,·~w,i't.Y 
for Uf:e~ ul zc ,i.'vice. 
143 
lJUEt 61 ve the be. t ",Olio::. 111e trBL in., in ch'-l'(tctel.' md minu, 
for t11 v' -:"6 t;hE 18 -ctc_:: c~ tl:. __ oc ..e _8l;ion t.) C·) ,e: ,~i\ohout 
their devoti _,n and the __d .' ckill. LO cl).r:;"icl1lu:..'l, 
del'"iraole , ~. ill achieve .i. t£ enCl: v. i ohO;;;:1; t_i(- ~_. moral irlt6-
€;-rity the whole edu(!2tlonal So) sttl1l, !_ow vel' wise1. "".L~l.neu. 
will no"t ore te a ri€,hteous IJeo.",le ." * 
* Report of the C:duo.-tiOl'l CO .. i3.i~tde L31-.L"l.L. 
144-
Teachel'-'Iruirdne;1 JO[ill Har&t'eflVeS liU.l:' 
~he Art of ie ,chino: lr. hitJwt 
~he A"".<-roe.ch to Teaching: Herbert c're. ,J; Jioseo 
ir.l.nci!-les of CIB.S~ ... eachinb1 dud l.h ci:rlarr.1EvH - ... aC~,~.1a.l 
f'rihcil,les of reG-c hill",: ~l.J burn ~. ];'OL " 
A First :COOK 0:'" ... e,.chino : ivanc;:; cat L,; ,,,,,,,thuen 
lhe .i1ethod ane:. i'eohniq,ue of :J:eacnine;: Col" 
The Ke~'stone: (' i1' Gordon GU6bisl>b.cb 
Bepo1'ts on Al.ric6H Educ atten 
African ;:;ducatLm: !Var'd h .. wtJ 
Hin·te on 'ethods of Teachine, for .. 1'1. ... <..2:'.1 "C11O,,1. I 
COill,tJilled bJ .:; "aIL of ~ t. Fl'alCIE C01..LeLe-Nf\~al. 
Stude~,lt Ie~'chinb: rchoL'.lin&, 
An OUGl ine of Ed",catiolle.l ~sJcho.L)b.J; .l:i.£1tne.1.' -11el'.l€.l'UC • ;).11, 
Jdo1escence : C. }<le.,.in6 . ,0..11l.ec.o " J;.ee,an.l: au~ 
He..,.ort ohvhc EduCEtiJll Co.1!IGi-"tee-:-Gol.d COHst:L::!.J7-4.l 
r>liemorl;)ndW,l on Educutioc.l .1olicJ in .L.rl.t.iph 11'0. iOaL Urioa 
19c:~ H, 0 
.Accelerated ])eve10.ille!~t ",la'l -(;.old COaEt J.';1~1 
"'rzu8h ,'te ... ort 195L 
Visual e t hods .UL -·uucat.ion: EUilllE.!.' 
In the Cl aSSl'OOil]: UN'":;:' C0 
Educe.tionel Tr<"inino O.l. l'eClcr~eI's: u. ~ C. ... 
1ho lrei nin<? 01 .. e<.l.Clie.J.I:,: .LC.IO~ netu, D,>, the JO~llt. CO".Hut~ee 
01 ... reiliJ ,c.. Col.Le e ksocic.1;~JL1 , Coucll. o ...... J:·.1. ... C.1.L cl:::.-u.w: 
The ... e~cher and. his .t'u.j,-ils: b;YJ.·L_~ (;ul. 
~esson and ~esson •• ote~: ,'im·,)~.!'et ..,tone U.l.J.l 
.t'lann.Lll", "the .Lesson: George Green J.w 
l:ri .oi.lo leb and hietnods 0:" .l.e~ol;.ill",,: :VL. l t_ll 
Cu,.lwetivc. Re c orus; ~'leillinG u.!Jl 
The J.'eaonL15 01 m",l.l.eh in SChOOLe--: f .1.1.tv 
.3u",oested ~!et.hol1s for Mrioc.I1 ..,c11oo.1£: .SOWl. tl.-.Lon&u ns 
The Schoo1Ill4ster: ::0 elincou.t, t .Le!l!.lvJU'l 
IrLnary Educ atio. .l  rl',SO 
'.;.odern Te ohj.no in the S.ua.J..l L,urru.. ~ol~ool: Kate .. o ... .tord 
1ho Content of Eaucatio!lI lLA:: 
,,;odern "chool ul'gatlisation: H., . Stet:id th'.I; 
Gold Co apt "ducetion .L~.J3 •. 01, l'LI~ .:103 
Bl acJ!board or1e; l .. G. d8illshw.v lS:J.J~ OUf 
* Culle_€ of iecimo.l0..JI ,Kuuc"is";'. 
~- lre.oyt£'rian rr_:..nit!& COl-Le.:,-e( o .. l<i;n)JlJJI.<LL ' 
~ (!overlUl€il·t rrainL,e:, OoL1-<. ,-,e leki 
'-'t. ilu.GlAstin", Co Lleee Cs_ e Coe:.... t " 
St. oni::!8 Co Llct}; , (i\O(.en/lA2.U~o.1b A hen. B 
n 
* G-overnmG:1t :'L·E.~ni..fl.,,", Colle _ e :;r cm"le " 
>< ,,:OUll t ri e:ry Co1.1e t-c, SOlil.&Ilya " 
Seventh Day Mveutist Col.Le",€ ,bek, e.i " 
kiien-,b:t'a :J.raillinL c:vlLe<.>v,' kO.ldi- ... "'.KLJl'qii~13 
~reso. teriE;r. ... .':'ai• • .!.llb Co.U.e ..... e,lo.t;,o o( .0.ut'iIl)t1 
" ct • ..lUdrew Coi ... <o.;.,C,rAl9);lJ,-OIl ..... ~hb"Hi " 
• O-llEmo. 8 Col.!.e e:';' n 
st •.8 I'y GO.Ll.cee, ~.)\ L " 
~. Jos€!h Co~leue, ~cCllv~ " 
.~ Jasi~a.n J.r 1.. ..... 1", Col1.c""e " 
.l:rs.m~r d ',(1. ~iainu 0011ee;,E " 
Wi 8S0 _'r iniILc;. Col1e o " ,Kum f 1. " 
Techi::wn Tr~inil'b (,;OlH:€:, ,libeti.!.l. 
Nkav.ka, .t .r i 11:1& Col1."oe, .Aburi " 
t ••J olm :;06CO'0 \.,ollee-e, Navcroil,o>0 " 
'* EveJl,;elio .1. frer:o,)'teri.c..ll Co.l.le~e, I!.!;~ti;~ol<. 
it t. 'r neis l'r f;li ,0 n", Col.Leyc ".ohoe 
G01!"'r~,,_ l~ lr i:1iilv Col-Le<.>e.~\li.3l. ..... "