Concerns With Education and Teacher Training
The 1913 Synod resolved to transfer the Perseverance School from St Cyprian's to the diocese. In order to present more than mere schooling the diocese had the government Education Department officially recognise Perseverance, in 1917, as a teacher training centre. In the following year 430 children and 92 student teachers were enrolled.
Perseverance had originated as one of a number of educational initiatives of the 1870s at St Cyprian's Parish on the Diamond Fields. A St Cyprian's Grammar School (recently re-established) and St Michael's School for girls had not been able to compete with government schools once they were brought into existence, and it was against this background that the Bishop's Hostel for Anglican boys attending other schools in Kimberley (see above) was established in January 1915, the Bishop himself as its first warden.
A fitting memorial to Bishop Wilfrid Gore Browne was the establishment of the Gore Browne (Native) Training School, several years in the making, and opened officially on 29 October 1938. "Gore Browne", as it was known, was disestablished in 1954 and closed as a result of Bantu Education and Group Areas legislation under Apartheid.
Read more about this topic: Wilfrid Gore Browne
Famous quotes containing the words concerns, education, teacher and/or training:
“If we had a reliable way to label our toys good and bad, it would be easy to regulate technology wisely. But we can rarely see far enough ahead to know which road leads to damnation. Whoever concerns himself with big technology, either to push it forward or to stop it, is gambling in human lives.”
—Freeman Dyson (b. 1923)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)
“Parents do not give up their children to strangers lightly. They wait in uncertain anticipation for an expression of awareness and interest in their children that is as genuine as their own. They are subject to ambivalent feelings of trust and competitiveness toward a teacher their child loves and to feelings of resentment and anger when their child suffers at her hands. They place high hopes in their children and struggle with themselves to cope with their children’s failures.”
—Dorothy H. Cohen (20th century)
“At present I feel like a caged animal, bound up by the luxury, comfort and respectability of my position. I can’t get the training that I want without neglecting my duty.”
—Beatrice Potter Webb (1858–1943)