TABLE VII

Enrollment of Pupils in the Wisconsin High School, 1912-1914

2. Requirements for the University Teachers Certificate

After a prolonged consideration of the question, the requirements for the University Teachers Certificate, as these have existed for a number of years, were modified by the faculty in January, 1914. These modified requirements become effective with students graduating after January 1, 1916. They include an increased amount of study in the Department of Education, together with practical work in teaching. Candidates for the University Teachers Certificate must also secure eight credits in addition to the one hundred and twenty credits required for the Bachelor of Arts degree; and for such certificate must devote at least one summer session in addition to the regular residence requirements.* These new requirements further give to the administrative committee on the training of teachers an extended power of supervision over all of the so-called professional courses which are taken in fulfillment of the requirements for the teachers certificate.

As is usual in such cases this step represents a compromise between those members of the faculty who believe in specialized preparation for teaching, and those who assume the position that the existing liberal arts course contains an effective preparation for the teacher in the high school. Nevertheless, the new requirements embody a distinct recognition of the claim for an

*These modified requirements apply only to students graduating from the College of Letters and Science.

increased amount of professional study by those students upon whom the University places its stamp of approval of fitness for teaching.

While the influence of these new requirements may not be foreseen with certainty, it is evident that there is an immediate need of a proper classification of the legal certificates awarded by the state to those entering the teaching staff of secondary schools. A clear distinction should be made between the recognition accorded those who have intensively equipped themselves for teaching from those who enter teaching with but a minimum of special preparation.

3. Training of Teachers in Industrial Subjects

The establishment of the Department of Manual Arts in 1910, was the first definite step taken by the University to meet the increasing demand of the secondary schools for competent teachers of manual arts and of industrial subjects. The growth and development of this department under the leadership of Professor F. D. Crawshaw has amply justified this venture in the training of teachers.

The Industrial Teaching Scholarship established in 19121913 for the purpose of attracting some of the younger, skilled craftsmen from industry into the ranks of teaching, proved so successful that the Regents provided for two of these scholarships for 1913-1914. The University budget for 1913–1914 also provided for six special industrial scholarships. It was the original plan with regard to these special scholarships to appoint six selected individuals who would spend a summer session in special study for preparation for service in the rap. idly expanding industrial continuation school system of the state. Owing to the late approval of the budget for 1913-1914 it was not possible to carry out this plan during the Summer Session of 1913. Therefore, a plan for the organization of a so-called Mechanics Institute was devised; and there was conducted from March 9, 1914 to April 9, 1914, under the direction of Professor Crawshaw, a short course for mechanics, in which it was aimed to provide an intensive period of preparation for industrial teaching. Fifteen skilled mechanics were selected and appointed. To each appointee was paid an hon

orarium of Forty Dollars ($40), which sum was sufficient to meet his local expenses. The instruction was carried on by the University instructors in addition to their regular duties.

As indicative of the success of this mechanics institute it may here be noted that ten of the fifteen mechanics who were members of the institute have since been appointed to teaching positions, either in the regular public schools, or in the industrial continuation schools of the state.

III. MISCELLANEOUS COMMENTS

1. Departmental Teachers Courses*

Each of the instructors in charge of a departmental teachers course has submitted to me a report upon the work of his course. To an increasing extent each of these courses is becoming what may be called a key course for preparation for teaching the subject in question. With the facilities of the Wisconsin High School for practical work now available, those in charge of these departmental teachers courses will hereafter be put to a real test of demonstrating the practical professional worth of their courses for the intending teacher.

2. Department of Education

With the adoption of the new requirements for the University Teachers Certificate, and with the laboratory facilities contained in the Wisconsin High School, the Department of Education will now possess a much larger opportunity to influence the general professional preparation of students qualifying for teaching; and also to select more rigidly those who, on the basis of intellectual capacity and personal promise, are entitled to University approval of fitness for teaching.

The appointment of Mrs. Edith Hoyt as instructor in Education in the Extension Division will, it is hoped, enable a closer and more effective conduct of the courses of instruction in Education now given through correspondence. This appointment is a part of a larger plan, which is being developed by the department, in an endeavor to make more available to the

*See Table IV for data concerning enrollment in these courses.

teachers and supervisors in the public schools of the state the professional resources of the University.

3. Teaching Fellowships

The plan of teaching fellowships, instituted four years ago, has been continued. For 1914-1915 the number of those fellowships has been increased from six to eight. During the last year the placing of the holders of these fellowships in the co-operating high schools was accomplished only after considerable difficulty. This condition of affairs came about in spite of all reasonable efforts on the part of the authorities of the co-operating schools. The difficulty is more or less inherent in the plan. In the absence of any regular and effective oversight, from the University, of the probationary teaching of these fellows, and in view of the new circumstances surrounding the training of teachers created by the Wisconsin High School, it is my intention to consider carefully during the coming year whether or not it is desirable for the University to continue these teaching fellowships.

4. Co-operation with the Madison Public Schools

Preliminary steps have been taken to reorganize the scheme of co-operation with the Madison Public Schools that has been in operation during the past seven years. Such a reorganization has been in contemplation since the establishment of the Wisconsin High School. This school, providing, as it will, the core of the professional training for teaching, will still need to be supplemented by the largest obtainable opportunities in the Madison Public Schools in order to give to all of our students a minimum of chance to be brought into contact with the practical issues of teaching.

5. Advanced Course for the Training of Teachers

My best judgment concerning this course was contained in my last biennial report. That judgment I repeat here. "The conclusion of my careful observation of the operation of the advanced course during the past four years is that it scarcely warrants its continuance as an academic device for the encouragement of graduate professional study. A graduate standard for public school teaching and supervision does not appear possible without some legal sanction."

6-B. R.

Furthermore, the new requirement for the University Teachers Certificate, of a summer session of study in addition to the regular residence requirement for the Bachelor's degree, places the advanced course in an anamalous position.

IV. PROBLEMS ANTICIPATIONS

During the last few years three specific objects have been before me as Director of the Course for the Training of Teachers. May I speak of each of these briefly:

1. The establishment of a physical centre about which the distinctive activities relating to the preparation of teachers could be organized and given a definite professional unity.

To anyone, familiar with the situation as it exists in the greater number of our larger universities, the striking fact is the general absence of any craft feeling on the part of those students being prepared for the work of teaching. Moreover, there frequently seems to be a sort of institutional pride in avoiding the development, on the part of those looking forward to the service of teaching in the lower schools, of anything akin to that professional allegiance which is thought so desirable as an element of preparation for other professions. There are, of course, a number of contributing causes for this situation. As I have been able to analyze the situation in this university, I am convinced that a partial remedy is to be found in the establishment of a distinct physical centre which will represent concretely to students and to faculty the professional endeavor of the University in the interest of teaching. At the present moment teaching is the only one of the professions fostered by this University that cannot claim a home, however humble. The Wisconsin High School building in its completed form was planned to be such a professional centre. At present this building is sufficient for carrying on the work of the high school instruction only. The construction of the remaining wing of the building would enable a proper centralization of all of the professional instruction now given through the Department of Education and the special teachers courses of the several departments of the University. Until such centralization is brought about the school itself will not be able to