melbourne teachers college: no. 1 · melbourne teachers' college the melbourne teachers'...
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MELBOURNE TEACHERS' COLLEGE
HANDBOOK 1962
EDUCATION DEPARTMENT VICTORIA
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TABLE OF CONTENTS
ADMINISTRATIVE INFORMATION ....
LECTURING STAFF
CALENDAR 8•
FO REWORD 9
HISTORY OF MELBOURNE TEACHERS' COLLEGE .... 11
COURSES 14
COURSE DESCRIPTIONS 15
SCHEDULES OF COURSES .... 17
SUBJECT DESCRIPTIONS 22
DETAILS OF SUBJECTS 27
ELECTIVES 29
TEACHING PRACTICE 31
TRAINING SCHOOLS 34
THE STUDENTSHIP 36
FINANCIAL INFORMATION 38
LEAVE OF ABSENCE 39
HOSTELS 40
LIBRARY .... 41
ART COLLECTION 41
COMMUNITY DAY 42 . .
PLAN OF COLLEGE BUILDINGS .... 43
GENERAL INFORMATION .... 44
STUDENT ACTIVITIES 46
STUDENT REPRESENTATIVE COUNCIL .... 42
MELBOURNE TEACHERS' COLLEGE
PRINCIPAL
G. R. MILLS, B.Sc., Dip.Ed.
VICE-PRINCIPAL
F. CHARLES MELLOW, T.T.C. (Man. Arts), A.T.C., A.T.Dip.
STUDENT REPRESENTATIVE COUNCIL
President Vice-President Secretary Treasurer Social Secretary General Sports Secretary Editor
ANTHONY THOMAS HELEN MESSAGE IAN TREYVAUD RONALD NEAL JANICE BAKER MALCOLM KENDALL VALERIE DRIVER
OFFICE STAFF
Officer-in-Charge EDWARD J. NABB HAROLD R. CLARK
(Mrs.) MURIEL GILCHRIST ANN E. GLYNN
(Mrs.) LOLA TZANATOS
TELEPHONES
General Office Student Representative Council College Hostel
34-6691 34-2726 34-1535
POSTAL ADDRESS
Grattan Street, Parkville, N.2, Victoria
LOCATION
The college is situated at the corner of Swanston Street and Grattan Street, and is adjacent to the south-east portion of the grounds of the University of Melbourne.
Trams to East Coburg and Moreland, travelling north along Swanston Street from Flinders Street railway station, pass the college. Grattan Street is at stop No. 9.
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LECTURING STAFF
ART AND CRAFTS
Albert H. Blair, 1 Hon., T.P.T.C., A.T.C. J. Graham Hopwood, T.T.C., A.T.C. Sydney A. Bainbridge, 2 Hon., T.P.T.C., C.A. Jorgen C. Christiansen, T.P.T.C., D.T.S.C. Bryan A. Clemson, T.P.T.C., C.A.
Ivan M. Dundas, T.P.T.C., T.A.C.T.C. (Prim.) (Mrs.) Clare A. Finniss, T.S.T.C.(Dom. Arts), Dip.Dom.Ec. (Mrs.) Myra N. Mobach, T.P.T.C., TA.C.T.C.(Prim.), S.T.P.C.
Elizabeth B. Morris, T.P.T.C., TA.C.T.C.(Prim.) (on leave) William D. Nicol, 1 Hon., T.P.T.C., D.T.P.C. David A. Newbury, T.P.T.C., S.A.T.C. D. Anne Richards, T.S.T.C. (Art and Crafts) Louis J. Senini, T.T.C. (Man. Arts), D.T.S.C., S.A.T.C. John R. Willis, T.T.C. (Man. Arts), S.A.T.C.
EDUCATION
Donald H. Price, T.P.T.C., B.A., B.Ed. Allan K. Boyd, T.P.T.C., B.A., Dip.Ed. Norman J. Chirgwin, T.P.T.C., B.Com., B.Ed. Donald M. Kemp, T.Spec.T.C., B.A., quai. Dip.Ed. John C. Robinson, U.T.T.C.(London), B.A., B.Ed. (on leave) Stanley Rowell, T.P.T.C., B.A., B.Ed. Donald Russell, T.P.T.C., B.A., quai. B.Ed. Keith G. Scarrott, B.A.(Hon.), B.Ed.
ENGLISH Victor E. Fitcher, T.P.T.C., B.A.(Hon.), qual. B.Ed. Frederick R. E. Allen, T.P.T.C., B.A., Dip.Ed. Dianna M. Blythe, L.G.S.M., A.G.S.M.(London) Harry E. Dawson, T.P.T.C., B.A., quai. Dip.Ed., T. Speech T.C.,
A.A.S.A., L.A.SA. Malcolm Greer, T.P.T.C., B.A., quai. Dip.Ed. Lysbeth Hunn, B.A., B.Ed., C.C. Speech T. Austin I. Maloney, T.P.T.C., B.A., B.Ed. Frank H. Whitman, T.P.T.C., B.A., quai. Dip.Ed.
INFANT SCHOOL METHOD
Irene A. Agnew, T.I.T.C. (Mrs.) Lesley R. Rogers, T.I.T.C.
Audrey I. Wilson, T.I.T.C., K.T.C. 6
LIBRARY
George C. Holman, T.P.T.C., B.A., Dip.Ed., Reg. Lib. Assoc. of Aug.
Ralph W. Biddington, T.T.L.C. Innes N. Cameron, T.I.T.C., Prelim. Cert. Lib. Assoc. of Aust. Olive L Cousins, T.T.L.C. Robert Crawford, T.T.L.C. Kevin P. Farrelly, T.P.T.C. Alice f. Lancaster, T.P.T.C., Prelim Cert. Lib. Assoc. of Aust. Donald F. Murray, T.P.T.C., C.A. Kathleen M. O'Keeffe, BA., Dip.Ed., Reg. Lib. Assoc. of Aust. Olive A. T. Smith, BA., Dip.Ed.
MATHEMATICS AND SCIENCE
John S. H. Legge, T.P.T.C., B.Sc., B.Ed. A. Grant Angus, T.P.T.C., B.Sc., B.Ed. Norman A. Wakefield, T.P.T.C., B.Sc.
MUSIC
Mary A. Kennedy, T.P.T.C., Mus.Bac., Dip.Ed., L.R.S.M., A.Mus.A.
Shirley Blandford, T.P.T.C., Dip.Mus., A.Mus.A. John F. Gilfedder, T.P.T.C., Mus.Bac. Carmel M. Jowett, T.P.T.C., Mus.Bac., quai. B.A., A.Mus.A.
(on leave) Patrick F. G. Quirke, T.T.D. (Transvaal), B.A., B.Mus. (Johannes-
burg)
PHYSICAL EDUCATION AND HEALTH
Robert J. Croft, T.P.T.C., B.A., Dip.Phys.Ed. Reginald J. Carr, T.P.T.C., Dip.Phys.Ed. Ellen F. Wilkinson, I Hon., T.P.T.C., Dip.Phys.Ed.
SOCIAL STUDIES
Clarence C. Crosskell, T.P.T.C., B.A., B.Ed. Geoffrey G. Sprunt, T.P.T.C., B.A., Dip.Ed. Edward T. White, T.P.T.C., B.Com., Dip.Ed.
ASSOCIATE STAFF
Ian Macdonald, M.B., B.S.(Melb.), D.T.M.H. (Sydney)
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CALENDAR
February 6 College re-opens. 8 Second- and third-year students return.
Secondary art and crafts students begin. 16 Palais 20 Primary first-year students begin. 28 Inter-Group Swimming Carnival
March 2 Welcome Palais 12 Labor Day 14 Welcome Concert 20 River Trip 28 Inter-College Swimming Carnival
April 18 Inter-Group Athletics Carnival 20 Good Friday 23 Easter Monday 24 Easter Tuesday 25 Anzac Day
May 18 First term ends.
June 4 Second term begins. 11 Queen's Birthday 26 Invitation Ball
August 20 Education Week begins. 27 Tours Week begins. 31 Second term ends.
September 17 Third term begins. 27 Show Day
November 6 Melbourne Cup Day 9 Poppy Day
21 Inter-College Athletics Carnival 27 Graduation Ball
December 5 Church Services Graduation Ceremony
12 College goes down. 19 Third term ends.
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FOREWORD
You are welcome. We shall be delighted to meet you at the Melbourne Teachers' College and we hope that you will find it a friendly place which will gain from your presence. You will, I know, find that the staff and senior students will do all they can to make you feel there is a place for you in the college community.
The courses you will undertake during the next two or three years should be satisfying and stimulating. But you must adapt yourself to this period of preparation for your career as a teacher and learn to be responsible, industrious, and independent. There will be people ready to guide and advise, but none to police you. Although you will attend lectures and tutorials, you will be obliged to plan wisely the use of your free time, day and evening, for reading, and study, and assignments; for extra-curricular activities, and for non-college interests.
From time to time you will visit various kinds of schools to make observations and to obtain experience in teaching and guid-ing children. You will meet fellow teachers who will give you the benefit of their experience, and children just like those who will be entrusted to your care in the near future. Be ready to co-operate with these teachers and children.
A college must enrich your living. It must provide leisure for recreation and interests which will absorb your energies, give you enjoyment in associating with others, and play a part in forming friendships outside the sphere of daily duty. The college will offer an extensive choice of sports and games; there will be clubs and societies, excursions, entertainments and socials. Enter into these with zest. Enjcy the good fellowship, and take your part in doing some of the work which is necessary in any corporate enterprise.
Many of you will be members of churches, clubs, or associa-tions. Do not sever these links. It is neither healthy nor sensible to live entirely within one small community.
Be prepared to live up to the ideals bequeathed to you from the past; to take criticism with a smile; to give of your best to your fellow students, to the schools, and, above all, to the children. Throughout your college life do nothing which will lower you in your own estimation, and nothing that will bring our profession into disrepute.
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THE HISTORY OF MELBOURNE TEACHERS' COLLEGE
The Melbourne Teachers' College, which opened on its present site in 1889, came 'in somewhat irregular scholastic succession from its pro-genitor, established in May, 1855, in the old Model School buildings, formerly in Spring Street, East Melbourne.'
In the early days of the State's development there existed two competing educational authorities—the Denominational School Board (1848) and the National School Board (1852). Each set up a training institution for teachers; but the latter body, by gaining parliamentary authority, became the dominant force until, under the Common Schools Act (1862), both boards were abolished and replaced with a Board of Education which finally set up its own training centre.
It is interesting to note that the building chosen to house the new centre was the former home of the National Board, and the principal appointed was the former head of the Denominational Board. In this way both boards retained something of their identity.
Significant changes in the pattern of training were foreshadowed in the Education Act of 1872, which introduced the 'free, secular and compulsory' system under a Department of Education. Many voices had raised the cry for reform. The most persistent and most effective in influencing public opinion was that of Mr. F. J. Gladman, principal of the training institution. Plainly and loudly (as he himself put it), he urged the need for 'a well-appointed and properly officered training college' in the highest councils of the State.
It was fitting that, at the close of a distinguished career, his contribution to teacher training should be recognized by the foundation of the Gladman prizes. These are awarded annually to students of the college, for academic merit, and for teaching skill—the qualities he looked for in the thoroughly prepared teacher.
The need for a residential teachers' college was finally brought before Parliament, but even the selection of a site proved a difficult matter. Eventually a decision was taken to reclaim portion of an area of land temporarily lent to the university authorities on condition of 'their under-taking to render the place impervious to cows and goats'. This followed an examination of claims for rightful possession put forward by repre-sentatives of the University of Melbourne, the Melbourne Hospital, the Education Department, the Minister for Defence, and the residents of Carlton.
The central block of the college was completed in red brick Elizabethan and Queen Anne styles, and occupied in December, 1889, with a remark-able absence of ceremony, considering the lengthy period of its gestation. Mr. C. A. Topp, the principal, reported:
I have the honour to inform the Secretary that I have occupied the new building at Carlton for the purpose of a Training College since the 16th December, inclusive.
BY the time the college had been functioning for two years, both eastern and western wings were completed, under separate contracts. But troubled
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days lay ahead. The government, financially embarrassed like the rest of the community by the aftermath of the land boom, closed the college in 1893.
For the next five years it was leased as a private school, despite efforts by the university council to have the land ceded for its engineering school. Meanwhile, Mr. F. Tate and Mr. C. R. Long, two college lecturers, kept alive the ideal of professional fitness by giving instruction to pupil teachers at centres in Melbourne, Ballarat, Bendigo, and Geelong.
The college reopened in 1900 with fifty-seven students, seven of whom had not finished their course when it closed in 1893. To the post of prin-cipal came Mr. F. Tate whose enthusiasm for education was matched by his grasp of its true significance. Sixty years ago he propounded the doc-trine that education 'should be real, related to human life, and a prepara-tion for complete living'.
His term of leadership was short. He was forced to sever his connexion with the college to become Director of Education when this position was created in 1902. The students who were associated with him had a bronze bust cast to mark their appreciation of his work. This bust stands today in the college hall.
Much of the tradition which has grown around the college was formed during the long period when Dr. J. Smyth was principal. His influence permeated every aspect of college life. One glance at his portrait in oils, which hangs at the head of the main stairway, is sufficient to arrest the attention, to convey something of the character of the man. A scholar with a world background of learning, he had the honour to become the first to occupy the chair of education at the University of Melbourne.
Students remember him today in the motto he adopted Non omnis moriar
which so fitly describes his own influence on the college, and the badge he chose
The Griffin which symbolizes swiftness and strength, wisdom and light. Teachers remember him through the John Smyth Memorial Lecture, delivered annually by a distinguished Australian or visiting educationist, to keep alive his aims and his work.
The progress of the college has been uninterrupted since its reopening, although a further threat to the continuity of its existence came during the depression years of the thirties. Two sister colleges which had been established in 1926 at Ballarat and Bendigo, to meet the demands of increased numbers offering for training, closed their doors, and severe retrenchments were made at Melbourne.
Professor L. J. Wrigley, in his comparatively short term as principal during these difficult years, raised the scholastic level of college life to a height never reached before, and had the pleasure of seeing one of his students, Mr. C. Forsyth, gain the Rhodes Scholarship at the Uni-versity of Melbourne.
Professor G. S. Browne, next in succession, became widely known throughout the Commonwealth because of his interest in modern develop-ments in education. Quickly he realized the importance of radio (and later,
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of television) as an educational medium. He travelled widely, examining new schools and new methods, and worked enthusiastically to widen the horizons of teachers and children living in a rapidly changing world.
When Professor Browne became a full-time officer in charge of the School of Education at the university, his vacant position was filled by Mr. A. J. Law, formerly vice-principal. Mr. Law came to office in the jubilee year of the college. By this time the increase in student numbers—from the proposed sixty in 1889 to nearly four hundred in 1939—made it imperative that additional facilities be provided, for both residents and non-residents. Work was commenced in 1939 and, during his term, material gains were made in the erection of a new block housing a gymnasium, common rooms, an assembly hall, and additional lecture rooms; and in the extension of the art block, originally built in 1909. •
Mr. G. R. Mills became principal in 1950. Since that date the expansion has continued with the provision of hostels for students. The Education Department adopted the policy of buying established homes around the city to cope with the rapidly increasing numbers offering for training, and, at the present time, six hostels serve the needs of this college.
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COURSES
TRAINED PRIMARY TEACHER'S CERTIFICATE T.P.T.C.
This is the basic two-year course undertaken by students who intend to teach general subjects at any level in the primary school.
TRAINED INFANT TEACHER'S CERTIFICATE T.I.T.C.
This course extends over three years. It trains students specifically for teaching children in the infant department of the primary school.
• TRAINED PHYSICAL EDUCATION TEACHER'S CERTIFICATE (Primary) T.P.E.T.C. (Primary)
Students who enter this specialized course are required to complete, in addition to a two-year Diploma of Physical Education at the University of Melbourne, a further year of training in primary teaching to equip them for general teaching in the primary school.
TRAINED TEACHER-LIBRARIAN'S CERTIFICATE T.T.L.C.
Selected students are granted this one-year course as an extension of the T.P.T.C. course. The additional year qualifies them to take charge of libraries within Education Department schools.
TRAINED SPECIAL TEACHER'S CERTIFICATE T.Sp.T.C.
Selected students are granted this one-year course as an extension of the T.P.T.C. course. Their training enables them to undertake the teaching of handicapped children in special grades established for this purpose.
TRAINED PRIMARY TEACHER'S CERTIFICATE (Art and Crafts) T.P.T.C. (Art and Crafts)
Selected students are granted this one-year course as an extension of the T.P.T.C. course. They are thus fitted to teach art and crafts in consolidated and group schools, and in craft centres in primary schools.
TRAINED SECONDARY TEACHER'S CERTIFICATE (Art and Crafts) T.S.T.C. (Art and Crafts)
This course extends over three years and is taken in part at a technical school and in part at this college. It prepares students for teaching art and craft subjects in secondary schools.
TRAINED SECONDARY TEACHER'S CERTIFICATE (Domestic Arts) T.S.T.C. (Domestic Arts)
This three-year course is taken at the Domestic Arts Teachers' College. By arrangement, students in their third year visit college on two days a week for work in certain general subjects.
PREREQUISITES
The qualification required for entry on the course for T.P.E.T.C. (Primary) is the Matriculation Certificate of the University of Melbourne,
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or an approved equivalent. For all other courses, the requirement is the School Leaving Certificate of the University of Melbourne, or a pass in five Leaving Certificate subjects including English, or an approved equivalent.
But, the possession of a Matriculation Certificate is an advantage to all students.
The Education Department gives priority in selection and classification to matriculated students.
Only matriculated students are eligible for extended courses at the University of Melbourne.
Matriculated students are employed by the Education Depart-ment at a higher initial salary.
Students must be seventeen years old on or before the 30th June in the year they commence the course. However, they may be admitted to the course for T.I.T.C. if they are sixteen years old on or before the date of commencement on the course, provided that they have the Matriculation Certificate of the University of Melbourne, and that they undertake to complete this course.'
Extended primary courses are granted to selected students who have completed the course for T.P.T.C. at a certain level of achievement. These awards are competitive and are dependent upon recommendation by a col-lege principal.
• There Lt a common course for the first year of both T.P.T.C. and T.1.T.C. Although women students enter college for a particular course, normally they have the oppor-tunity. after completing the first year, to transfer to the other course.
COURSE DESCRIPTIONS
TRAINED PRIMARY TEACHER'S CERTIFICATE
The major part of the work of the first year is directed towards con-tinuing the student's general education by advancing his present skills and knowledge, by developing areas which may be needed as a background for his teaching, and by awakening some new interests. He is inducted gradu-ally into the theory and practice of education, especially as it applies to the primary school. In the second year the work is more directly related to professional training. The student obtains practical experience in the vari-ous departments of the primary school and is instructed in methods of teaching and in school organization.
TRAINED INFANT TEACHER'S CERTIFICATE
The course is designed to enable the student to establish right attitudes towards little children, to understand their needs, and to know their cap-abilities. The work of the infant school is seen in its proper perspective with pre-school education and the education of middle-school children. The first year of the course is identical with that for the T.P.T.C., and it is permissible for a student who has completed the first year of the T.P.T.C. course to apply for admission to the T.I.T.C. course. In the second and third years, suitable studies at the student's own level aim at an extension of knowledge and the development of personality, as well as an under-
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standing of the principles of child education, and their practical applica-tion in the infant school.
TRAINED PHYSICAL EDUCATION TEACHER'S CERTIFICATE (Primary)
The diploma course, which occupies two years, develops to a high level the student's prowess in selected sports, and his knowledge of the practice and theory of physical activity. He gains, also, a detailed knowledge of the structure and functions of the body. In the third year he takes, at college, a comprehensive course in primary teaching. This course is similar to the basic primary course, but is modified to enable the student to com-plete it in one year.
TRAINED TEACHER-LIBRARIAN'S CERTIFICATE
The course trains students to administer and organize school libraries, to acquire a knowledge and appreciation of children's literature, to under-stand children's reading habits, and to establish the library as the focal point of the school's educational program. Training is based on the general principles of librarianship, modified and adapted for school libraries.
TRAINED SPECIAL TEACHER'S CERTIFICATE
The object of the course is to give the teacher an understanding of the particular needs of slow-learning and handicapped children, and to train him in the specific skills required for qualification for appointment to opportunity grades, special schools for mentally-handicapped chil-dren, and special schools for physically-handicapped children. Considerable emphasis is placed on individual and group research. This involves wide reading and numerous visits and excursions to appropriate centres.
TRAINED PRIMARY TEACHER'S CERTIFICATE (Art and Crafts) The course falls into two broad divisions. The student's knowledge of
art is developed by a study of design, architecture, sculpture, and painting to assist him in organizing effective programs for teaching purposes. This knowledge is applied to self-expression in the arts and crafts. The work in art deals with creative expression, composition and design, lettering, interpretation of form, and geometrical interpretation. Craft instruction is concentrated around suitable school crafts. Men do woodwork and metal-work; women do needlework and dressmaking. Through these experiences in the knowledge and use of the various materials and media students gain a deeper insight into the achievements of man as an artist and a craftsman.
TRAINED SECONDARY TEACHER'S CERTIFICATE (Art and Crafts) For the first two years of the course, the student spends one day a week
at college. Here the general organization of his course is handled, and the professional side of his training given attention. Four days a week are devoted to art and craft experiences in technical schools, with the conco-mitant development of skills and attitudes. In the final year, methods of teaching the various arts and crafts are studied at the college, while a course in fine arts is done at the University of Melbourne, and a specialized elective study is taken at the Royal Melbourne Technical College. During this year, also, the student engages in teaching practice in selected second-ary schools.
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SCHEDULES OF COURSES
T.P.T.C.
Periods per week
Year I Year II
Art Education
Audio-Visual Methods
Chalkboard
Craft
Education
Elective Study
English
Health
Infant School Method
Mathematics
Music
Physical Education
Science
Social Science, Social Studies
Woodwork or Needlework
Assembly
Free
Meetings
Sport
Study
Tutor Groups
Subject
Total
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T.I.T.C.
The first year of this course is identical with the first year of the course for T.P.T.C.
Periods per week
Subject
Art Education
Craft
Discussion
Education
English
Health
Infant School Aids
Creative Activities
Literature
Method
Music
Music
Nature Study
Physical Education
Psychology
Social Studies
Assembly
Free
Meetings
Sport
Study
Tutor Groups
Total
Year II Year III
2 2
2 2
1
1 1
3 2
1
1
1
3 3
2
3 2
1 1
1
1 1
1
2 2
1 1
2 2
2
I
30 30
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2 1 f 2 4 4 11 1 2 1 2 I
31 1 2 1 30
T.P.E.T.C. (Primary)
The first two years of this course are taken at the University of Mel-bourne where the student does the Diploma of Physical Education.
Periods per week Subject Year III
Art Education Audio-Visual Methods Chalkboard Craft Education English Infant School Method Mathematics Music Science Social Studies Woodwork or Needlework
Assembly Free Meetings Sport Tutor Groups
Total
T.T.LC.
Subject Audio-Visual Methods General Librarianship:
Book Display and Book Crafts Cataloguing and Classification History of the Book and Libraries
Music School Librarianship:
Children's Literature Curricula and Resources Reading Interests, Skills, and Levels Organization and Method
Assembly Excursions Meetings Sport Study Tutor Groups Visiting Speakers
Total
Periods per week 1
2 6 2 2
2 2 2 2
I I 1 2 2 1 1
30
One week in the third term is set aside for book-buying experience.
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Subject
Art Education Craft Education English Music Physical Education Psychology
Assembly Free Period Sport Study Tutor Groups
Total
Periods per week
4 4
3 2 4
1
1
2 2 1
30
T.Sp.T.C.
T.P.T.C. (Art and Crafts)
Subject Periods per week
Art Expression 4 Knowledge 2 Organization 1
Chalkboard }
Craft 2 Design 2 Geometrical Interpretation 2 Lettering 2 Teaching Practice 4 Woodwork, Metalwork, Needlework 6
Assembly } Free 2 Sport 2
Total 30
20
3 18
4
3
I
I
T.S.T.C. (Art and Crafts)
During the first and second years of this course, students spend four days a week at Caulfield or Prahran Technical Colleges. In the third year, they spend one day a week on teaching practice, one day a week at the University of Melbourne, and approximately one day a week at the Royal Melbourne Technical College.
Subject
Periods per week
Year I Year II Year III
Art Method 1 1 2 Craft Method 3 Education 3 Elective Study 7 English 1 Fine Arts 6 Music } Teaching Practice 6 Technical College Subjects 24 24
Assembly 1 Sport or Social Service 2 2 2 Tutor Groups 1 I }
Total 30 30 30
T.S.T.C. (Domestic Arts)
Students on this course are attached to the Domestic Arts Teachers' College. During the first two years they do a course of practical training at their own college and at the Emily McPherson College of Domestic Economy. In the third year, which is the teacher-training year, they attend this college on two days a week.
Subject Periods per week
Art Education Domestic Arts Teachers' College Subjects Education English Music Physical Education
Total 30
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SUBJECT DESCRIPTIONS
The statements which follow in this section outline in broad principle the approach of the college faculties towards the teaching of the subjects they offer. As this approach is concerned as much with the growth of the student as with the imparting of knowledge and skill, a common policy permeates much of the teaching.
For courses with a particular bias, appropriate modifications, amplifi-cations, and degrees of emphasis are given.
ART EDUCATION
The various courses in art education are planned to implement the following aims:
To interest each student in a cultured way of life through the studies of art knowledge and design as seen and experienced in his everyday en-vironment.
To develop a philosophy of art education through a study of educational principles, a close survey of the stages of development of child art with its characteristics at the various age levels, and a comparative study of the current trends in art education throughout the world.
To study the courses for schools in Victoria, methods of procedure, and organization of syllabuses, in order to foster an effective teaching attitude necessary to achieve developmental education through art.
To effect an appreciation of classroom practice through the student's participation in practical activities suitable for the classroom, and his observation and teaching of art in the schools.
CRAFT
The aims of the course are: To interest the student in craft and the teaching of craft. To make the student familiar with the scope of this subject in the
school, and to enable him prepare and implement a suitable craft pro-gram.
To emphasize the importance of allowing the child's natural creative ability and resourcefulness to develop, and, at the same time, of en-couraging co-operation and group activity, when desirable.
To give opportunities for discussing problems related to craft—its prac-tical and aesthetic aims, its place in the curriculum, its links with other subjects, the costing of materials, and sources of supply.
Lectures are given in the method of craft teaching, and are co-ordinated with practical work in the following crafts:
experience with materials three dimensional crafts, such as modelling and puppetry bookcraft.
Teaching aids and correlated projects in the various school subjects dealt with.
are
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EDUCATION In this subject, the general aim is directed towards producing indi-
viduals who are well equipped on leaving college to become thoughtful, progressive, adaptable, co-operative, and competent teachers with high ideals and a sense of responsibility to the community. The content of the courses, therefore, is structured around the following specific aims:
To provide a background knowledge of education as a field of activity in our society.
To develop an understanding of and interest in child development, child behaviour, and adult behaviour.
To give students a knowledge of the best practices and ideals in edu-cation at home and abroad.
To provide a close link between practical teaching and theory, and to help students develop as teachers.
To encourage reading and research in education. To stimulate a thoughtful approach towards the development of a per-
sonal philosophy of education. To develop a pride in the State system of education. Courses fall under two main divisions:
general education principles of education and educational psychology.
General education consists of an introduction to teaching and schools, the history of education, modern developments, comparative education, organization of education, general method, and an introduction to the philosophy of education.
Principles of education and educational psychology cover various aspects of human development, human behaviour, and mental health. The appli-cation of this part of the syllabus to teaching lies in such considerations as the learning process, the measurement of individual differences, the tech-niques of child study, group dynamics, environmental influences, and guidance and counselling.
Audio-visual methods are demonstrated by visiting specialists, and through excursions. Students become familiar with a wide range of aids to more interesting and valuable teaching.
ENGLISH Teaching skill is largely dependent on effective control of the native
tongue, a control which the teacher needs to develop and enhance by continued study and constant practice, a control which will be achieved only if he strives to become above all a cultivated person, which implies that he must have learned to read widely and with discrimination.
The English course is designed, therefore, to continue—at a more adult level—the work of the secondary school: to stimulate reading, to widen the student's awareness of life, to develop an aesthetic sense, to provide opportunities for good talk and forceful writing, and to enlarge his grasp and appreciation of language.
Each lecturer will select the books—prose, verse, drama—which he wishes to study with his group or groups. With few exceptions the choice will be made from those types of worth-while contemporary and recent writing most likely to appeal to the student. The lecturer may take into account the special interests of particular groups and plan his course accordingly. Valuable suggestions about books for class study can come from the students themselves.
23
The student will be expected to contribute to his own progress by read-ing widely outside the set books and will be given opportunities to discuss this reading. He will be encouraged to attend plays (for which concession bookings are available) and to join in discussions on them.
For those groups studying for T.P.T.C. the method of teaching English is an important branch of the course. Much of this study will arise natur-ally from what is outlined above; much of it will arise from what is observed in the training schools and from the student's practical experi-ence there. There are many approaches to the teaching of English. The lecturers will help the student to realize and evaluate these approaches and techniques and to be ready to choose those best suited to the situation and to himself.
The student will gain from the English course in direct proportion to what he puts into it: by reading and thinking about his reading, by writ-ing, and by being active in discussion.
HEALTH The approach to this subject is through its practical value and applica-
tions. The student is made conversant with the modern concepts of health education which demand the formation of sound attitudes and correct habits in the care of the body. The basis of the subject is a study of anat-omy and physiology. With the welfare of the child in mind, the course deals with such topics as posture, heredity and environment, diet and diges-tion, infectious diseases, and the practice of school hygiene.
The importance of the mental health of the individual—child and teacher —is stressed, and a survey is made of the areas of community health, with particular reference to public utilities and safety precautions.
Students also take a course in first aid to enable them to cope with mishaps which occur in a school.
INFANT SCHOOL METHOD The lecture and discussion approach to the topics of the course is
closely linked with practical work in the schools. Pre-school education is first surveyed, and students gain some experience
in nursery schools and kindergartens. This stage is followed by an exam- ination of the principles which stress the need for:
activity, freedom, and discipline readiness before formal teaching begins the formation of habits and attitudes.
These principles are examined in a detailed study of the methods of teaching reading, phonics, word study, writing, and number; and of initiat- ing and handling creative experiences.
In the final year of the course for T.I.T.C., the work is expanded to instil a deeper understanding of the philosophy underlying approved methods, and is extended to investigate additional topics. These are:
child guidance in classroom situations the art of questioning and answering questions classroom routine provision for creative experiences.
LIBRARY
Three short series of lectures, given by the library staff, demonstrate to students the best ways of using fully the resources of a library.
24
Series A. Using the library—study and recreation. Dewey system of classification, resources, card catalogue, bibliography.
Series B. Children's books—literature of the twentieth century, fiction and reference, children's interests and needs, evaluation and selection.
Series C. Method and organization—furniture, finance, sources of free material, information file, classifying and cataloguing.
MATHEMATICS Shortly after entering college, students are tested in primary school
mathematics. Those who do not reach a required standard attend remedial classes, or do such other work as the lecturer directs, until they are con-sidered to have reached a satisfactory level of competency.
The course provides some background material, but is mainly concerned with methods of teaching the subject. In addition to dealing with general principles, it covers the methods of teaching mathematics at specific levels in the primary school, the study of children's errors, the diagnosis of diffi-culties, and remedial techniques.
MUSIC This subject spreads out into many branches of college activity. Funda-
mentally its purpose is to foster a love and appreciation of music, and to provide the necessary background for successful teaching. Knowledge of the history of music and musical form is built up through:
records, films, and recitals concerts, operas, and musical comedies television and radio programs extensive reading.
As students gain in understanding and perception, they give illustrated talks on musical form, musical instruments, and schools of composers. They are also required to gain the elementary musical skills necessary for teaching music and reading it at sight; and to learn to play simple tunes on the recorder or piano. Voice production and group singing—in unison and in parts—are included in the course to provide for participation in college choral groups.
Emphasis is placed on particular sections of the syllabus where the needs of special school groups are to be met. To conduct music periods with very young children, the student should be familiar with the working of a per-cussion band, and be able to find material suited to this immature stage. With handicapped children, he tries to develop the child's powers of per-ception and co-ordination through singing, singing games, rhythm, and aural appreciation.
Music groups, formed to cater for preferred interests, meet weekly for choral and orchestral work. They prepare for college productions, music festivals, and radio broadcasts for special occasions such as Anzac Day and Education Week.
PHYSICAL EDUCATION The subject comprises two sections—theory and practice. Theory deals with the aims, principles, and effects of physical education
as it is applied to various age groups. The student is made proficient as a teacher and a coach, an umpire, an organizer and an administrator. He makes a study of a particular aspect of physical education and learns the best methods of promoting the subject in the schools.
25
Practice ensures the acquisition of the skills needed to enable him to take part in the daily physical activities of the different age groups. The student becomes familiar with infant rhythms, folk dancing, games and athletic skills, swimming and lifesaving, elementary tumbling, and many exercises which have neuro-muscular and postural value. By active partici-pation in these sports and exercises, he acquires the experience necessary to act in the directive capacities mentioned above.
SCIENCE Background lectures are given on the plant, animal, and mineral king-
doms, with emphasis placed upon 'continuous observational contact with the local environment'. Lectures are supplemented, wherever possible, with observation, experimental work, and excursions.
The methodological side of the subject considers the scope of nature study in the primary school, and its relationship with science. The organ-ization of the subject requires a knowledge of the effective use of teaching aids—such as the observation bench, pictorial material, and schools broad-casts—and the various sources of information that are available.
SOCIAL SCIENCE AND SOCIAL STUDIES The purpose of the study is to develop in the student a mature under-
standing of the social movements around him. This is done by: developing an awareness of the common problems faced by men giving a knowledge of the organization of society and social
institutions helping the student to see his role as a member of a local, a national,
and a world community. The corollary to this study is the manner and extent of its application
in the classroom. This section of the subject is known as social studies, and surveys methods of teaching and selection of content. Units of work from the courses of study for the junior, middle, and upper school are selected and treated in detail to illustrate these methods. Each student is given the opportunity to plan a syllabus, to implement an activity pro-gram, and to prepare and use modern teaching aids.
26
DETAILS OF SUBJECTS
In courses which train the student for specialized teaching, key sub-jects are planned to provide the particular skills and techniques he needs. The additional information given in this section shows some of the varia-tion from the basic courses that may occur.
T.I.T.C. Infant School Method
Pre-school education—nursery school and kindergarten; principles of infant teaching—activity, freedom, discipline, maturation, forming attitudes and habits; methods of teaching reading, phonics, word study, writing; creative experiences—art, handwork, expression; child guidance, question-ing and answering; classroom routines; aids.
T.T.L.C. School Librarianship
Children's literature; reading skills, levels, and interests; course of study, school library organization and methods; visual education—preparation for the Certificate of Competency; lettering, design, layout of displays, pub-licity; bookcrafts, mounting pictures, library aids.
General Librarianship Classification and subject headings; cataloguing and filing, modifications
for school libraries; history of books and printing; Australian libraries; reference work; acquiring and preparing books and periodicals. T.Sp.T.C.
Education Training in special techniques for handicapped children; observation
and discussion of methods employed in institutions catering for these chil-dren; reading and language skills; diagnostic testing; construction of courses in reading, language, and number; courses of study based on principles of active learning.
Psychology Diagnosis, classification and etiology of mental and physical handicap;
emotional, educational, and social adjustment, and mental disorder; theory and practice of case study, interview, and survey; sociometric, diagnostic, and general teaching techniques; special topics—minority status, segregation, motivation, anti-social behaviour, discipline.
T.P.T.C. (Art and Crofts/ Knowledge of Art
Organization of courses and programs in art and crafts; elements and principles of design; history and appreciation of architecture, sculpture. painting.
Art Expression Creative expression; composition and design; interpretation of form;
lettering; geometrical interpretation in various media.
Croft Experiences in the basic crafts suited to school requirements: men—
woodwork, metalwork; women—needlework, dressmaking.
27
T.S.T.C. (Art end Crafts) Knowledge of Art (Technical College)
Art of the past and present. This study culminates in a lecture and tutorial course in fine arts at the University of Melbourne.
Knowledge of Design (Technical College) Design in everyday things; principles, means and materials used.
Interpretation (Technical College) Figure and costume; instrumental drawing and lettering; composition
and modelling.
Design for o Purpose (Technical College) One major craft: women—dressmaking and needlework; men—wood-
work and metalwork. Women may also study two minor crafts selected from: the art of the book, weaving, leatherwork, fabric printing, pottery.
Blackboard Sketching Writing and lettering; summaries, diagrams, sketches, general arrange-
ment; mass and colour; parallel and angular perspective; figure sketching, animal drawing; architectural sketching, other types of illustration.
Elective (Royal Melbourne Technical College) One study selected from: painting, fabric printing and weaving, the art
of the book, needlework and dressmaking, woodwork, metalwork.
Method of Art Survey of primary and secondary courses for aim and content; stages of
art development in children; secondary system in Victoria—standing com-mittee, Class A and Class B schools, qualifications, promotion, examiners' reports, divisions of service; teaching methods, procedures, assessment; developing a philosophy of art.
Method of Croft Historical backgrounds, modern developments; knowledge of processes
in selected crafts; acquisition of skill; planning and equipping a craft room.
Method of Woodwork and Metalwork Child's needs when using wood and metal as media of expression; the
room—organization, aids, tools, display; methods of finishing; history and appreciation of the craft—historic examples, contemporary trends, good design.
Method of Needlework and Dressmaking Knowledge of processes involved in course of study; appreciation of
teaching aims; establishing standards of design and technique; knowledge of syllabus; a good selection of teaching aids.
28
ELECTIVES An elective study is included in the student's course. This gives him the
opportunity to pursue an individual interest and to increase in width and depth his knowledge of a chosen field. He selects his particular study from a group of subjects offered by staff members who are competent to guide his investigations.
The study may be undertaken for either of two reasons: To follow through an established interest. To examine an area of knowledge previously unexplored.
Because of the range of a group's attainment in any selected field, the student is not graded on his performances. He is required to satisfy the lecturer concerned that he has completed a beneficial course of study.
Courses available change from year to year, according to the demands of students and what the staff can offer. The outlines which follow are to be taken as samples only.
Art The course offers practical art activities such as painting, graphic arts,
fabric printing, and sculpture. The student submits a folio of work and the record of a major study (e.g. The History and Development of Paint-ing).
Australian History This subject is planned as a broad survey of Australia's development as
a nation. Themes to be discussed include events leading up to the first settlement, economic and social problems of the early period, the move-ment towards self-government, the gold era and its aftermath, the world wars, and post-war problems.
Australian Literature The course examines trends in Australian literature from colonial times
to the present day. A study of the development of the novel, the short story, the ballad, poetry, and drama is made through discussion of the work of representative writers. Students are encouraged to make a wide choice in their individual reading.
Craft The course enables small groups of students to concentrate on an indi-
vidual preference from the following group: pottery fabric printing weaving bookcraft
They do practical work, and are encouraged to study the history and development of the craft.
Drama Students in this elective will read plays, see them, talk about them, and
perhaps attempt to write them. And, because drama can be totally com-prehended only through both theory and practice, facets such as mime, movement, and the techniques of production take their place alongside the critical approach to plays read or seen in performance.
Education and Psychology Students will examine reports of research in education, make a study
of various methods of educational research, and carry out some specific research in the field of education and psychology.
29
Geography A choice of two courses is available:
Course A.—Elementary meteorology and climatology; regional geography and the pattern of human activities; Australia and the Pacific.
Course B.—Astronomical geography and its relationship with human affairs; elementary meteorology.
Mathematics Courses are arranged to suit the individual but, in general, all students
are required to study at least one of the following branches of mathematics: algebra, geometry, trigonometry, arithmetic, statistics, calculus, mechanics.
In addition, students will be expected to make a study of the history, achievements, and cultural values of mathematics.
Music An extension of background knowledge and the development of appre-
ciation are the fundamental aims of the course. The correlation of music with the other arts is demonstrated through excursions to musical films, ballet, and opera. The principles underlying the art of music are ex-amined to provide a basis for discussion and criticism of musical works in their many varieties. Choral work forms part of the activities of the group.
Nature Study • A study is made of the naturalized mammal fauna of Australia, with
particular attention given to that of Victoria. Students visit the Zoological Gardens, the National Museum, the Fisheries and Game Department, the Sir Colin McKenzie Sanctuary, and, wherever possible, the natural habitats of the mammals which they study.
Needlework Students may do dressmaking or decorative needlework, or com-
bine sections of both courses. In addition to giving a knowledge of the processes involved, the subject is intended to establish a sense of good taste in the use of fabrics, the selection of colour, and the application of appropriate decorative detail to original design.
Science This is a practical course in school horticulture; and a systematic study
of important plant families of Victoria, and the laws of heredity and evolution.
Sociology and Education Philosophies of education derive from the social needs peculiar to a
country. This subject examines the social forces which are thought to promote the integration or disintegration of educational systems both here and abroad. Students appraise the preventive and corrective measures im-plemented in this state for those who cannot benefit from the standard educational provisions.
Youth and Community Clubwork In a study of the theory and practice of conducting youth and com-
munity centres, the course considers the necessity for such centres, the requirements for their establishment, and the operation of existing centres. It introduces students to the kinds of physical activities taken for mixed groups ranging in age from the early teens to the early twenties.
30
TEACHING PRACTICE
Practical teaching experience is an integral part of each course. Specific periods of observation and teaching bring the student into direct relation-ship with children, and give him first-hand knowledge of working condi-tions in schools.
During each teaching round he is attached to a training school and works under the direction of the head teacher. The class teacher helps him plan and organize his lessons. As his training advances, the student assumes increasing responsibility in teaching practice, but he is expected to co-oper-ate with the class teacher at all times, so that the pattern of the work of the class will not be disturbed.
A notes of lessons book records the lessons he teaches each day, and must be available on the occasion of each lesson taught for the supervising teacher or lecturer. These lessons should range widely through the school curriculum and the student should make sure that he obtains a variety of experience in his teaching.
A log book is kept for purposes of observation. In this book are noted ideas and information about such things as teaching methods, devices, aids, and materials.
At first the student is concerned with school organization and classroom routine, with supervision of small groups, and with assistance to the individual. Later, as he gains confidence and greater facility, he handles normal grades for full-scale lessons. As methods of teaching are discussed in college, he applies these critically to his lesson planning and develop-ment, and under the guidance of the class teacher and college lecturers evaluates his own success and progress.
All students should realize from the beginning of their courses how im-portant a place teaching practice has in their final assessment. Good per-formance in the class-room depends in no small measure on thorough preparation. Consequently, the excellent facilities provided by the college library and aids room should be used extensively.
SCHEME OF TEACHING PRACTICE
T.P.T.C. (Art and Crafts) Students spend one half day a week during their course teaching in craft
centres at primary schools. They also observe the teaching of art and craft in secondary schools, to intermediate level.
T.S.T.C. (Art and Crafts) In the second year students, in small groups, visit three schools per term,
observing for two mornings at each school. In the third year, they spend one day a week teaching art and craft in selected secondary schools.
T.T.L.C.
During this one-year extension, there are five rounds, each occupying three weeks. Students are attached to primary and technical schools, under trained librarians. They teach two lessons per day and are assessed, on a five-point scale, for teaching ability and proficiency in library routines.
31
SCHEME OF
Course Year Teaching Round
T.P.T.C. First 1 Introductory 2 ff 3 Transitional 4 n
S n
Second 6 Normal 7 8
f,
9
T.1.T.C. Second 1 Kindergarten 2 Normal 3 4 5 n
6 Kindergarten
Third 7 Normal 8 Of
9 If
10
T.P.E.T.C. Third 1 Introductory (Primary) 2 Normal
3 n 4 n
T.Sp.T.C. Third 1 Opportunity Grade 2 3 f n
4 Special School 5 Special School
for Mentally Handicapped
6 Special School for Physically Handicapped
32
TEACHING PRACTICE
•
Length renoos per day Assessment
1 week None 99
2 weeks 1 „
„ 2 Three-point scale „ 2 „ PP
3 weeks 2 Five-point scale n 2 „ ,.
„ 2 „ 99
„ 2 „ „
1 week — None 3 weeks 2 Five-point scale
„ 2 „ ..
n 2 ., „
„ 2 „
1 week — None
3 weeks 2 Five-point scale 2 „ „
„ n
2 2
„ .,
„ .,
3 weeks 1 Five-point scale P9
2 ., PP
99 2 ., 99
99 2 „ .,
3 weeks 2 Five-point scale n n
2 2
„ .,
„ „ n 2 „ „
n 2 ,, ,.
3 x l week 2 None
33
TRAINING SCHOOLS ASSOCIATED WITH T.P.T.C. AND T.I.T.C. COURSES
School Location Telephone Head Teacher
Aberfeldie Doone St. 33 8084 J. B. Ganderton
Ascot Vale Bank St. 37 6507 M. J. Dwyer
Bell Oakover Rd. 44 4396 F. R. Niemann Brighton Wilson St. 92 3370 F. W. Smith Brunswick C. Albert St. 38 8365 F. G. Terrill Brunswick E. Stewart St. 36 6737 J. Matthews Brunswick NW. Culloden St. 36 4624 A. L. Dixon Brunswick S. Brunswick Rd. 38 1231 L. W. rink Brunswick SW Daly St. 38 1074 S. H. Courtier Carlton Faraday St. 34 6046 A. P. Doherty Carlton Rathdown St. 34 6502 T. M. Scanlon Carlton N. Lee St. 34 4023 J. D. O'Brien College R.S. Grattan St. 34 6792 F. B. Mulgrew Elsternwick Murphy St. 96 1973 N. J. Stone
Elwood Scott St. 91 2762 F. R. Oulton Essendon Raleigh St. 37 7816 H. R. Taylor
Essendon N. Keilor Rd. 39 3979 J. J. Nugent Flemington Flemington Rd. 33 2137 A. B. Smith Footscray Hyde St. 68 2826 W. A. Lucas
Footscray Geelong Rd. 68 1910 B. J. Helmond
Gardeavale Landcox St. 96 3291 J. W. Mayson Middle Park Richardson St. 69 3336 V. H. Louden Moonee Ponds Wilson St. 37 2093 A. G. Bowden
Nth. Melbourne Boundary Rd. 30 1196 J. A. Holmes
Nth. Melbourne Errol St. 34 5033 A.C.Macmichael Prince's Hill Pigdon St. 38 1229 J. M. Alexander Richmond Brighton St. 42 1909 A. J. Cathro
Sth. Melbourne Eastern Rd. 69 1086 H. L. Anderson Spotswood Melbourne Rd. 65 1323 L. Villiers Strathmore Lloyd St. 39 3991 E. A. Worcester
W. Melbourne King St. 301469 W. G. Douglas Williamstown N. Melbourne Rd. 65 5722 W. R. Rasmussen Yarraville W. Powell St. 68 2626 A. T. Robinson
34
MELBOURNE TEACHERS' COLLEGE
Transport
Elizabeth St. tram No. 49, 51, 52, 59 to stop 40; or train to Essendon station, and bus from west side of station to Fawkner St.
Elizabeth St. tram No. 49, 51, 52, 59 to stop 30; or train to Ascot Vale R.S. Cross line, walk east.
Collins St. tram No. 10, 11 to stop 43. Train to Middle Brighton RS. Elizabeth St. tram No. 18, 19, 20 to stop 27. Swanston St. tram No. 1, 2, 15, 17 to stop 26. William St.-Flemington Rd. tram No. 55, 56 to stop 35. Swanston St. tram No. 1, 2, 15, 17 to stop 20. William St.-Flemington Rd. tram No. 55, 56 to stop 30. Walk north-east of College, 3 minutes. Walk east of College along Grattan St. Swanston St. tram No. 1, 2, 15, 17 to stop 14. College grounds. Swanston St. tram No. 4, 4a, 4b, 4e to stop 41; or Middle Brighton bus in
Swanston St. to Head St. Swanston St. tram No. 4, 4a, 4b, 4e to stop 38. Elizabeth St. tram No. 49, 51, 52, 59 to stop 40; or train to Essendon R.S.
Elizabeth St. tram No. 49, 51, 59 to stop 47. Elizabeth St. tram No. 49, 51, 52, 59 to stop 26. Tramways bus in Queen St. to Footscray R.S.; or train to Footscray R.S. Walk
along Hyde St. Tramways bus in Queen St. to cr. Victoria and Barkly Sts.; or train to Middle
Footscray R.S. Swanston St. tram No. 62, 64 to stop 60. Collins St. tram No. 9, 9b, 10, 12 to stop 26. Elizabeth St. tram No. 49, 51, 52, 59 to stop 35; or train to Moonee Ponds R.S.
Bus from Moonee Ponds junc.
Elizabeth St. tram No. 49, 51, 52, 59 to stop 21; or train to Macaulay R.S.
Elizabeth St. tram No. 49, 51, 52, 59 to stop 17. Swanston St. tram No. 1, 2, 15, 17 to stop 18. Batman Ave. tram No. 70, 71, 74, 76 to stop 11; or train to East Richmond R.S.
Swanston St. tram No. 1, 2, 2a to stop 19. Train to Spotswood R.S. Elizabeth St. tram No. 49, 51, 52, 59 to stop 45; or train to Essendon R.S. Bus
from east side to Lloyd St. Elizabeth St. tram No. 50, 54, 57, 58 to stop 12. Train to North Williamstown R.S. Walk east. Train to Yarraville R.S. and bus to Powell St.; or train to Footscray R.S. and
Williamstown Rd. tram to stop 70.
35
THE STUDENTSHIP
THE AGREEMENT
A successful applicant for a studentship at a teachers' college is required to enter into an agreement with the Minister of Education, undertaking to observe certain conditions in return for the allowances, tuition, and any fees expended on his behalf. In addition to signing the agreement, the applicant must obtain the consent of a guarantor who will act as surety for him. He must agree:
to observe the conditions of tenure of the studentship not to relinquish the course without the written consent of the Minister to remain in the service of the Education Department for three years to teach where required in Victoria. If the student is a woman, who resigns to be married after having begun
her service as a classified teacher, a remission of two years of the time which she is required to serve may be granted.
These points are important. Whoever fails to fulfil the obligations undertaken in the agreement will
be required to repay the amount of liability incurred. This sum is reduced in proportion as the necessary period of service after classification is com-pleted.
A student who is granted an extended course must sign an addendum to the original agreement. This addendum does not affect the terms of the original agreement.
At entry into college, each student must produce three documents: the completed agreement his birth certificate the highest qualification he holds.
EXAMINATIONS
The Education Department issues the appropriate certificate to each student who is recommended by the principal as having completed a satisfactory course. The basis of this recommendation is a scheme of pro-gressive assessment.
No formal examination times are set down, but half-yearly estimates of the student's merit are made. Each lecturer appraises the progress of his group from tasks done within each stated period. The work includes such activities as class exercises, period tests, essays, investigations, reading summaries, conduct of discussions, lecturettes, the construction of charts and models, and the compilation of folios.
ASSESSMENT
A student who does not reach the standard required in a subject is classified as unsatisfactory in that subject. Other students are graded on a five-point assessment scale. At the end of the course, the individual subject gradings and teaching practice results are converted into a single college mark which affects the student's classification and his eligibility for an extended course.
Those who fail to reach a satisfactory standard in any subject may be employed by the Education Department at a reduced status and salary,
36
To complete their courses while in the field, they must, at the beginning of the year, notify the principal of their intention; they will then be given the required work which must be forwarded to college for consideration.
GRADUATION At the close of the academic year a graduation ceremony takes place.
Graduands are presented by their group tutors to the Director of Education or his deputy, and receive their teaching certificates.
CLASSIFICATION On entering the Education Department, students are classified according
to qualifications and age at entry. At the end of each year of the college course a re-classification of all students in teachers' colleges is made on the basis of academic results and teaching ability. In this way students can make considerable progress towards future promotion while still at college.
After completing a college course, each graduate is allotted a position in class IV on the classified roll of teachers. His subsequent promotion depends on estimates made of his teaching efficiency by inspectors of schools; however, he must gain additional qualifications in order to advance to senior positions in his section of the teaching service. Detailed information about these qualifications is given in the Teaching Service Regulations (Regn. 6,7,8,9).
EXTENSIONS Each year extended studentships are awarded to a number of students
who have qualified for the Trained Primary Teacher's Certificate. Appli-cations from all teachers' colleges of Victoria are considered by the Edu-cation Department, and the places available on the extended courses are allotted on a quota system to the most successful students with the neces-sary pre-requisites. Additional or specialist qualifications may be obtained through the following extensions:
Course Duration Trained Art and Crafts Teacher's Certificate (Primary) One year Trained Homecrafts Teacher's Certificate (Primary) One year Trained Special Teacher's Certificate One year Trained Teacher of the Deaf Certificate One year Trained Teacher-Librarian's Certificate One year Agricultural Science Two years University studies towards a degree in arts, commerce, One to
music, science three years
ADDITIONAL STUDIES
Each student is expected to devote his full time to his college course and is not permitted to embark upon any additional study, unless approval is obtained for this at the beginning of the college year. The only excep-tion normally made is for one matriculation subject in either year of the two-year course, provided that subject is required:
to complete the Matriculation Certificate to provide a language subject needed to complete matriculation to provide the pre-requisite for commencing an arts degree.
37
Year of
Course
1 and 2 3
4 and 5
Net I Annual Net fortnightly Allow- fortnightly
cheque ante cheque
£458 £16 13 7
523 18 17 5
536 19 6 5
This table applies to unmarried students, whether minors or adults.
Living at home Living away from home
Annual Allowance
£432
£15 16 2
497
18 0 0
510
18 8 6
ALLOWANCES AND SALARIES
Allowances Payable to Students-in-training.
The following variations are made: Married .... ................................ Married and one child .................... Married and two or more children .... Ex-serviceman .... .... .... .... .... .... .... Ex-servicewoman .... .... .... .... .... ....
£542 £19 10 6
580 20 16 2
606 21 13 7
1023 34 19 3
818 28 11 1
Commencing Salaries after Completion of Training.
Two Year Course (with Leaving Certificate) (with Matriculation Certificate)
Three Year Course (with Leaving Certificate) (with Matriculation Certificate) Secondary
Three Year Course
Minors
£717 824
824 872
824 872
1181
944
1211 968 f
Adults
Men Women
£1053 £842
1083 866
1083 866
1143 914
1083 866
1143 914
1143 914
1233 986
1263 f 1010
1 2
1 2
2
Primary Year Men Women
1 1031 2 1091
£896 1031
1031 1091
1 1091
872
FEES Each student pays a composite fee which varies according to the course
and the year of the course being taken. The total is made up of college fees, S.R.C. levy, and charges for books and stationery. There are no tuition fees.
Charges fluctuate slightly from year to year; the fees shown are approxi-mate.
T.P.T.C. First year £25 T.P.T.C. (Art and Crafts) £15 Second year £17 T.S.T.C. (Art and Crafts)
T.I.T.C. Second year £18 First year £20 Third year f 14 Second year f 1 1
T.P.E.T.C. Third year £25 Third year £14 T.T.L.C. £16 T.S.T.C. (Domestic Arts) T.Sp.T.C. f 17 Third year £9
38
LEAVE OF ABSENCE
SICK LEAVE CREDITS
At the commencement of the studentship On completion of two years of training For each year of service thereafter
Leave credits are cumulative over the years.
On full pay On half pay
16 days 16 days
8 days 8 days
8 days 8 days
CONDITIONS OF SICK LEAVE
Within the quota shown above, leave with pay approved is granted in cases of illness. If the absence does not exceed two days, usually no medi-cal certificate is required. A medical certificate is required if the period of illness:
exceeds two consecutive days occurs immediately before or after a vacation brings the total number of days of absence without medical certi-
ficates to more than five days in any one year.
Notes: Routine dental appointments cannot be claimed as illnesses. Leave is not given for private business. Leave with pay approved and without loss of sick leave credits is
granted for certain infectious diseases which may fairly be attributed to infections caught while teaching.
SPECIAL LEAVE
Leave with pay approved may be granted for the serious illness or death of an immediate relative. In the case of serious illness, a medical certificate should be submitted. The maximum amount of special leave granted is normally two days on full pay, and one day on half pay.
PROCEDURES TO FOLLOW
On the occasion of any illness, the student should have the college office notified of the fact, and the possible duration, of the absence. If he is on teaching practice, the training school should be notified. When he returns to college, he must see his group tutor, and fill in a leave application form to be forwarded to the Education Department.
ABSENCE FROM LECTURES
College courses are participation courses, and a student will not be granted a pass in any subject where his attendance is unsatisfactory. In the event of any unavoidable absence from a lecture period, the student should previously notify both his tutor and the lecturer concerned, if this is possible.
39
HOSTELS
The Education Department of Victoria owns and operates several hostels in the metropolitan area for the convenience of students. These have been established primarily for country students who are required to come to Melbourne to undergo their training. Applications for accommodation may be in excess of the number of places available, in which case, students must make arrangements for private board during the year. During the long vacation, information is sent by circular to prospective residents, out-lining the nature of hostel community life, the facilities available, and the personal effects that are needed.
Hostels Associated with Melbourne Teachers' College
For Women— College Hostel, Matron: Mrs. M. Doran Grattan Street, Parkville Telephone: 34 6691
152 Toorak Road West, Matron: Mrs. A. Judd South Yarra Telephone: 26 3388
24 Marne Street, Matron: Mrs. A. Judd South Yarra Telephone: 26 3392
23 Moule Avenue, Matron: Miss O. Funston Brighton Telephone: 96 4985
For Men- 93 Drummond Street, Matron: Miss L. Seehusen Carlton Telephone: 34 3737 and 34 2787
The matron is in charge of the domestic arrangements of the hostel. A resident teacher in the service of the Education Department acts as supervisor.
Conditions of Residence
Costs— At hostels where lunch is provided .................... £3 5 0 per week At hostels where lunch is not provided on week
days.................................................... £2 15 0 per week
These amounts are deducted from the fortnightly allowances.
Continuity— Students who take up residence in a hostel are expected to remain for
the year.
Notice— Any student wishing to leave the hostel must give one term's notice
accompanied by a parent's statement of knowledge and consent.
Form of Consent— A student entering a hostel is asked to bring a form of consent signed
by a parent giving the principal authority to act on medical advice in the event of an emergency.
40
Monday to Friday 9 a.m. to 4.45 p.m. 9 a.m. to 4.20 p.m. 9 a.m. to 4.45 p.m.
Wednesday 8.45 a.m. to 2.00 p.m.
one week a fortnight
LIBRARY All persons employed by the Education Department may use the library.
Student members are charged an annual service fee of five shillings.
Organisation The main library contains books, periodicals, and pamphlets on all
subjects except language and literature, which are housed in the Walter Don Reading Room.
The aids library houses teaching aids, which are available on short-term loan. This collection comprises books, pamphlets, pictures, charts, maps, film strips, records, gramophones, and portable film projectors.
Students are asked to seek advice at the inquiry desks. The library is divided for reasons of accommodation; the collections are complementary, and information on a topic may be distributed over these three rooms.
Borrowing Hours
Main Library Walter Don Reading Room Aids Library (except Wednesday) .... .... ....
Loans Metropolitan area ... Country .... .... .... .. Renewals and reservations of loans may be arranged. Certain books are available on long-term loan. The librarian may vary the general rules for borrowing to meet
special circumstances.
ART COLLECTION One of the most treasured possessions of the college is the collection of
paintings and drawings displayed throughout the buildings. Steps were first taken to assemble this art collection, shorty before World War II, at the suggestion of Mr. A. J. Law, principal of the college at the time. He felt that the best way of developing a love of beauty in young teachers was to provide them constantly with the opportunities to see and appreciate beautiful things. From this idea has grown a gallery of works by Australian artists from the earliest period to the present day.
A wide variety of media is exemplified in oil, water colour, pastel, pen and ink, pencil, woodcut, and etching. The quality of these originals will be readily understood when it is realized that many leading artists in each field are represented. There are works by: Martens Buvelot Streeton Longstaff Ashton Hilder John Rowell Drysdale Herbert Heysen Sir Lionel Lindsay Norman Lindsay and contemporary artists of note. Of interest, too, is the wide variety of subjects, the thought and ideas embodied in these works, and the contrast of the academic with the modern style.
As a tribute to the foresight and enthusiasm of a man who has been held in high esteem for his service to education in this college, the col-lection has been named the A. J. Law Art Collection.
41
COMMUNITY DAY The college, because of its variety of courses with the complex organ-
ization involved, faces a problem in providing opportunities for students from many lecture groups to meet each other and share the common interests of college life. The peculiar nature of an educational establish-ment such as this makes it highly desirable that staff and students should come together as colleagues with similar aims and problems.
A special timetable operates on Wednesday. All students come to college and break the routine of group organization by moving across into pro-grammed activities such as tutor meetings, committee meetings, clubs, choirs, orchestras, musical appreciation, and excursions which are held every fourth Wednesday. The afternoon is occupied with sport.
ASSEMBLY
College holds an assembly of students on all courses on Wednesday mornings, excepting the fourth Wednesday of each month.
Because the college hall will not accommodate large numbers, the usual venue of this assembly is at the university, in Wilson Hall or the Union Theatre. Everyone is expected to attend this meeting, for it is the only occasion during the week when college comes together as a corporate unit. The principal features of the assembly are:
College songs .... .... .... .... .... ............ ........ Students Matters of general interest and information .... Principal Notices .... .... ........ .... ............................ Staff Reports of student activities ........................ S.R.C. Musical items ........ .... .... ................ ........ Selected Address ................................................ Guest Speaker
TUTORS
In a large college it becomes impossible for all members of staff and all students to know one another and to establish the friendly relationships and mutual understandings which make for harmonious and effective col-lege life. To help overcome this deficiency, tutors take charge of relatively small groups of students, known as tutor groups.
Groups meet each Wednesday to discuss topics of common interest and attend to matters of college business. The tutor, who is a staff member, is always available for private interview to advise on personal problems, and to assist where there are troubles and difficulties.
EXCURSIONS
On the fourth Wednesday of the month, the assembly is cancelled to
permit students to go on excursions to places of educational interest. Lec-turers arrange these visits to enable students gain first-hand knowledge about topics discussed in lecture programs. Attention is concentrated around the several kinds of schools within the Victorian educational system, and one full-day trip takes students to see a consolidated school and a rural
school in operation. However, there are other excursions held to places of general public interest, such as the Australian Broadcasting Commission and the Botanic Gardens.
42
STAFF OFFICES
PLAN OF MELBOURNE TEACHERS' COLLEGE
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43
GENERAL INFORMATION
BANKING FACILITIES A branch of the A.N.Z. Savings Bank operates within the college for
the convenience of students. It is located in the lobby of the new block, near the entrance to the gymnasium. Full banking facilities are available to account holders.
Banking hours: Wednesday (each week) .... .... .... .... 10.00 a.m.-11.15 a.m. Thursday (pay week) .... .... .... .... 11.30 a.m.- 2.00 p.m.
3.45 p.m.- 4.30 p.m. Thursday (alternate week) .... .... .... 10.30 a.m.-11.30 a.m.
BOOK SALES Books and materials required for college courses are bought at the col-
lege. Students should bring money for cash purchases on the day they enter college, as book sales commence immediately in the aids room.
Specified times are arranged for each college group.
CAFETERIA Light refreshments and lunches may be bought at reasonable prices in
the college cafeteria which opens daily. Those who use the cafeteria should co-operate with the management so that the best service may be provided for the greatest numbers.
CAR PARKING Students are not permitted to park cars in the college grounds. In
special circumstances, temporary permission may be granted to an indi-vidual by the principal. There is restricted parking in Grattan Street and Swanston Street but, generally, it is difficult to obtain parking space in the vicinity of the college.
DRESS Students are expected to conform with the generally approved standards
which accord with a professional position. Extremes of style and inform-ality are undesirable.
Certain clothing is required for physical education and sport. For women—
college gymnasium costume long-sleeved woollen college pullover black sandshoes or gymnasium shoes white socks.
For men— college guernsey or track suit black or white sandshoes navy blue or black shorts.
A college blazer is useful for many sporting occasions. Purchase should be from the recommended supplier; an order form signed by the secretary of the S.R.C. is needed.
College badges may be bought at the S.R.C. room.
44
MEDICAL EXAMINATIONS During his course a student undergoes two medical examinations,
arranged by the School Medical Officer. The first examination and an X-ray test take place during the first few weeks of the course, to determine the student's fitness for the work of teaching. The second examination and X-ray test, at the end of the course, determine his eligibility to participate in the State superannuation scheme.
PRODUCTIONS Over the years, the custom has grown that college produces a play
annually. This major undertaking puts considerable demands on the time and energy of a group of enthusiasts, but creditable standards of perform-ance are achieved.
The drama club usually stages a full length contemporary play, but it has varied its procedure by presenting a festival of one-act plays. Of recent years choral groups have concentrated on Gilbert and Sullivan operas.
PUBLICATIONS The recognized voices of student expression are Trainee and Gri ffin.
Trainee is the annual magazine which appears in December. It is intended to represent a cross-section of the best college thought in the field of creative writing.
Griffin is the college newspaper which is issued once or twice each term. It surveys the current scene in articles grave and gay, and welcomes the free and reasonable statement of public opinion on all matters which affect college welfare.
TEACHERS' UNION A branch of the Victorian Teachers' Union is constituted in the college.
A nominal membership subscription of two shillings a year may be paid through the group union representative. Regular meetings are held, and college sends a representative to the V.T.U. Council.
TOURS Large numbers of students accompanied by members of staff make
educational tours in the second term vacation. In this way they may enjoy the benefits of group travel at minimum rates to the principal tourist resorts throughout Australia.
WORKERS' COMPENSATION Every student is covered under the provisions of the act for injuries
received or illness sustained while on duty or when travelling to or from duty. If the disability is considered to be covered by the act, medical expenses are paid and days of absence incurred are not deducted from sick leave credits.
45
STUDENT ACTIVITIES RELIGIOUS SOCIETIES
Teachers' College Christian Fellowship Teachers' colleges throughout Australia foster student Christian move-
ments. These exist to bring to students the vital knowledge of the way in which they might have life more abundantly in Christ Jesus.
The college Christian Fellowship is inter-denominational, and extends a warm welcome to all students to attend its meetings and enjoy Christian fellowship. Meetings are held every Tuesday during the lunch recess, and feature addresses by prominent Christian leaders, lively discussions, and challenging films.
The Fellowship offers a variety of interests to its members: daily prayer meeting weekly bible study group social activities—hikes, barbecues, outings, week-end house parties annual state conference of teachers' colleges Christian Fellowship
groups. Loyola Society
The Loyola Society is the Catholic society in the college. It exists for the spiritual welfare of its members, and aims to instil in them Christian ideas and principles, especially as applied to their work as teachers.
The group meets on Tuesday at lunch recess to hold discussions, and hear talks by the chaplain and visiting speakers. It welcomes to its meet-ings all college students, and assures them of an interesting and not un-profitable time.
Some of the activities of the group are: annual mass in December at St. Patrick's Cathedral combined colleges week-end camp social events—hikes, picnics, picture nights.
SPORT
Students organize their own sporting program through a system of affiliated clubs which have been approved by the Student Representative Council. Each club functions under its own officials who act under the direction of the general sports secretaries (man and woman). Finance for the conduct of each club is allocated by the Finance Committee from a levy paid by all students to the S.R.C. Sporting Activities
compulsory sport each Wednesday afternoon inter-group competitions during lunch recesses inter-college meetings at regular intervals extra-college participation in evening and Saturday competitions.
Types of Sport Provided that sufficient numbers wish to participate, the sports available
are: athletics golf squash badminton gymnastics swimming ballet hockey table tennis baseball judo tennis basketball rowing volleyball creative dancing skating water polo cricket softball weightlifting
46
Non-Sporting Groups
The S.R.C. gives approval to the formation of certain groups as alter-natives to sports clubs. These groups function on Wednesday afternoon under conditions similar to those which determine the operation of sports clubs. The interests of these groups are:
camera puppetry
drama sketching
excursions social service
Gilbert and Sullivan writing
Competitions The two major fixtures each year are the combined teachers' colleges
carnivals in athletics and swimming. The participating colleges are:
Ballarat Frankston
Bendigo Geelong
Burwood Melbourne
Coburg Toorak In addition, inter-college competitions are held in several other branches
of sport. These provide opportunities for provincial and metropolitan colleges to meet socially, as well as on the sporting field.
SOCIAL ACTIVITIES
The two principal social events of the year are the Invitation Ball in June, and the Graduation Ball in November. At these functions, college welcomes official guests from the administrative and inspectorial staffs, representatives of other teachers' colleges, and head teachers of training schools.
For more informal occasions there is a palais, organized by a college group, occurring approximately every three weeks.
Other highlights of the year are a welcome concert and a river trip, which are usually held shortly after college re-opens.
Various outings are arranged within the groups to cater for a diversity of interests. Popular choices are visits to the theatre, week-end excursions, barbecues, and group dinners.
WELFARE WORK
One of the unpublicized activities of college students is the voluntary work which is done to help sections of the community which are under-privileged or handicapped. No official recognition is made of this work, but those who are interested will receive full co-operation from college authorities.
One day, however, is featured as an occasion when the college openly participates in charitable work. On Poppy Day practically every student assists the Returned Servicemen's League by selling poppies in the streets of Melbourne.
47
STUDENT REPRESENTATIVE COUNCIL CONSTITUTION Section 1 Definition
This organization shall be known as the Melbourne Teachers' College Student Representative Council, hereinafter to be referred to as the Council.
Section 2 Functions The functions of the Council shall be: (a) To make, amend, and repeal regulations concerning the extra-curri-
cular activities of the student body. (b) To make recommendations concerning the general welfare of the
College. (c) To consider, and, when necessary, to take action upon any matter
laid before the Council by the Principal. (d) To appoint standing and special committees to deal with matters
allotted by the Council. (e) To control and centralize the finance of the extra-curricular student
clubs, organizations, and activities within the College. (f) To grant awards to students for outstanding service to the College.
Section 3 Composition The Council shall be composed of: (a) An Executive, consisting of the following office-bearers:
(i) President (ii) Vice-President
(iii) Secretary (iv) Treasurer (v) Social Secretary (vi) General Sports Secretary (man)
(vii) Editor of Trainee and Griffin. and
(b) General Members, comprising the following persons: (i) One representative from each College group, elected by the finan-
cial members of the group. (ii) One nominee of the Principal.
(iii) Two members of the staff (one man and one woman), (iv) General Sports Secretary (woman).
Section 4 Elections. (a) During the last full month of the academic year, or on the nearest
practicable date, financial members of the student body shall elect the executive members of the Council, as set forth in Section 3(a), for the following year, and the General Sports Secretary (woman).
(b) If the President is a man, the Vice-President shall be a woman and vice-versa.
(c) No student shall be nominated for an executive position on the Council unless it is considered by the Principal that that student has a reasonable chance of returning to College for the ensuing year.
(d) If any vacancy occurs on the Council at any time subsequent to the annual elections such vacancy shall be filled by an extraordinary election, held at the earliest practicable date, to be fixed by Council-
48
If the vacancy occurs within six months of the annual elections, nom-inations for any such positions, and voting thereon, shall be restricted to the student groups originally concerned.
(e) Elections laid down in Sections 4(a) and 4(d) shall be conducted by secret ballot, and by preferential voting.
(f) At the beginning of each year one staff representative shall be elected to Council, at a meeting of the staff concerned, for a period of two years. A man and a woman shall be elected on alternate years.
(g) Representatives of College groups shall be elected within one month of the commencement of each group's College year.
(h) The Council, at its first full meeting, shall elect from among its members the following: (i) Assistant Secretary
(ii) Assistant Treasurer (iii) Returning Officer (iv) Victorian Federation of Tertiary Students' Representative.
(i) The Council at its first full meeting shall elect two Sub-Editors of Trainee and Griffin.
(j) Nominations for all student elections shall be received not earlier than three weeks prior to the election date, and shall be closed not later than one week before the election date.
(k) If a vacancy occurs on any committee, the Council shall have the power to fill the vacancy at the earliest practicable date.
Section 5 Procedure
(a) All constitutional amendments, and all matters involving a general levy, other than that stated in section 5(d), shall be passed by a three-fifths majority of the student body, after a meeting convened to discuss the said amendment or levy; and no more than two weeks shall elapse before the vote is taken.
(b) A motion of want of confidence in the Council may be proposed if a petition signed by one-third of the College students seeks a general meeting of the student body. If the motion is carried, the whole Council shall resign. New elections shall be held within two weeks of this resignation.
(c) Voting in the circumstances stated in sections 5(a) and 5(b) shall be by secret ballot and by preferential voting.
(d) The Council shall levy an annual subscription on College students; and this subscription shall be paid at the commencement of the academic year.
(e) No decision of the Council shall be valid, unless ratified by the Principal. The Principal may veto any decision of the Council. No matter thus vetoed may be raised again for one month.
(f) There shall be an annual meeting of the whole College in the last full month of the College year, or on the nearest satisfactory date, at which the out-going Council shall present its annual report and audited balance-sheet. The auditor shall be appointed each year by the Council.
(8) Council regulations shall be examined by the Executive at the be-ginning of each year. Proposed amendments shall be submitted for examination to the first full meeting of the Council.
49
COUNCIL REGULATIONS Section 1 Meetings
(a) The Council shall meet at least once a month while College is in session. The President may call special meetings of the Council when necessary, or on the receipt of a petition from one-third of the members of the Council. All meetings shall be open to all students but they shall not have voting power.
(b) The President may, at any time, call an assembly of the whole student body to discuss matters of importance.
(c) A member absent without adequate reason from a meeting of the Council or a standing committee on which he (or she) serves, shall thereby render his seat vacant. Any vacancy so arising shall be filled by an election in the group concerned within fourteen days.
(d) Not less than one-third of the Council members shall constitute a quorum.
(e) The business of each meeting shall be reported to the College groups by their representatives.
Section 2 Committees
A. FINANCE COMMITTEE (a) The Council shall appoint, from among its members, a standing
committee to be called the Finance Committee, which shall be com-posed of: (i) President, who shall be chairman
(ii) Treasurer (iii) Assistant Secretary (iv) Assistant Treasurer (v) In addition, two men members and two women members, who are
second or third year students. (vi) A staff member in an advisory capacity.
(b) The function of the Finance Committee shall be to advise and make recommendations to the Council on the expenditure of Council funds.
B. SOCIAL COMMITTEE (a) The Council shall appoint a Social Committee which shall be com-
posed of: (i) Social Secretary, who shall be chairman (ii) One man and one woman.
(b) The function of the Social Committee shall be to make recommen-dations to the Council on the conduct of the College social activities.
C. COLLEGE AWARDS COMMITTEE (a) At the beginning of each College year, the Executive shall recom-
mend to the Council a committee for determining College awards. This committee shall be representative of all phases of College activities, and shall be submitted for approval to the Council at its second meeting in the year.
(b) The Committee shall be composed of: (i) General Sports Secretary (man), who shall be independent chair-
man and convener (ii) General Sports Secretary (woman), who shall be Vice-Chairman
50
(iii) Twelve other members, of whom no more than three shall be staff members.
(c) A quorum for a meeting of the College Awards Committee shall be eight, and the chairman may invite any student or member of staff to attend in an advisory capacity.
(d) The Awards Committee shall consider recommendations received from the officials of each club or organization as set out in section 3(a) of Council Regulations. If deemed necessary the committee may add names to. or delete names from, the list, and refer the recom-mendations back to the organization concerned, before coming to a decision.
(c) The Executive must finally approve all awards to be made. The awards shall be: (I) Colour (2) Club Award.
(f) Awards will be considered under the following terms: (I) Colour
A colour may be granted to a player or participant who, as a representative of College in any sport, has shown outstanding ability.
(2) Club Award A member of any club or society affiliated with the Council, who has given outstanding service in organization throughout the year, may be granted a club award. Also, a club award may be granted to a player or participant for outstanding performance as a member of: (i) a non-sporting club,
(ii) a sporting club not engaged in competition.
(g) The holder of a colour shall be ineligible for a club award.
(h) The colour shall be a green and gold striped bar to be worn across the top of the blazer pocket.
(i) All awards shall be accompanied by certificates and shall be announced at assembly in the last two weeks of the academic year.
D. SERVICE AWARDS COMMITTEE (a) The Service Awards Committee shall comprise the following mem-
bers: (i) Principal or his representative on the Council (ii) Two staff representatives on the Council
(iii) The Executive of the Council.
(b) The award shall be called the Service Award and shall be given for outstanding service to the College in extra-curricular activities.
(c) All awards shall be accompanied by certificates and shall be announced at assembly in the last two weeks of the academic year.
(d) The service award shall be crossed laurel leaves worn below the College badge on the blazer pocket.
51
Section 3 College Activities
A. CLUBS AND SOCIETIES
Clubs and societies, constituted according to the following requirements, may be financed from the Council funds.
(a) The officers of the clubs and societies, to be elected not later than one calendar month after the commencement of the academic year, shall be: (i) President
(ii) Vice-President (One of these shall be a staff member.)
(iii) Secretary (iv) Treasurer
(These shall be students.) (b) The composition of each committee shall be determined by the needs
of the individual clubs and societies. (c) Clubs and societies seeking finance shall submit a detailed claim to
the Council. (d) Clubs and societies are responsible for their own equipment. This
equipment shall be checked at the end of each year, or at the com-pletion of each particular season, and an inventory of the equipment and its condition submitted to the General Sports Secretary (man).
(e) At the end of the academic year each club or society shall elect an interim secretary, whose duties will be: To receive the inventory of equipment from the retiring secretary. To watch over the interests of the Club until the next committee is appointed.
(f) Any member representing the College in: -
the first team of any sport Inter-College Athletics Carnival.
Inter-College Swimming Carnival shall be entitled to wear the appropriate insignia.
B. COLLEGE COMPETITION The method of dividing students into competitive groups for the Inter-
College competitions shall be decided each year by the Council.
C. PUBLICATIONS (a) Trainee and Griffin are recognized by the Council as the official
organs of the College. (b) The publications staff shall consist of:
(i) Editor (ii) Two Sub-Editors
who shall be elected as in Section 4(i) of the constitution. (c) These publications shall be financed from grants approved by the
Council.
Section 4 NOT AVAILABLE FOR LOAN
Finance
(a) Each club or society receiving finance from the Council shall present a balance-sheet to the Finance Committee when required.
(b) The Council must approve the purchase of all equipment. The official order form must be used and no financial responsibility will be taken for any goods not ordered in this manner.
TM RUSKIN PRESS PTY. 170.
Library Digitised Collections
Author/s:
Melbourne Teachers' College
Title:
Handbook: Melbourne Teachers' College 1962
Date:
1962
Persistent Link:
http://hdl.handle.net/11343/25014
File Description:
Handbook: Melbourne Teachers' College 1962