Three majors for teachers colleges

Abstract

In this article the writer is limiting himself to three administrative problems for solution by teachers colleges. The items for discussion are as follows: Choosing a Faculty, Constructing Curricula, and Limiting Enrollment. On any one of the three points raised for discussion, the writer might be successfully challenged by an institution here and there, but sufficient facts remain to support the contentions set up in the following pages to warrant the effort. Purposely the author has passed over matters of a routine nature, which the administrative forces of the individual college dispose of daily or periodically according to well-defined plans or traditions among colleges. They are the incidental matters that are treated very much as a physician handles a case or an epidemic of measles, by prescribing the remedy, traditionally at least, best suited to the case in hand. The omission of such items here has virtues at least, namely, that of holding the writer strictly to the points at issue and of challenging him to the task set for himself. That the three items named for consideration are vital and fundamental, college administrators will doubtless agree; and that they are constants that will continue to challenge the thought of the best minds for a long time to come, probably no one would dare to deny. In truth they are of such a nature and so essential to the life of any standard institution as to force themselves upon the attention of those held responsible for the policies of the college. With the idea that the last word has not been spoken on any one of these topics and that the proverbial two grains of wheat hid in bushels of chaff may be found here worth the search for them, the writer is venturing these thoughts. The sources of information upon which these conclusions are based are both varied and extensive. In the first place the writer has been a member of a teachers college faculty for more than a quarter of a century and has held the office of dean in that institution for almost twenty years. During all these years he has had some voice in determining the policies of the institution relative to matters of this character. Besides he has had an extensive acquaintance with administrators in teachers colleges and universities in a number of states. In addition, through conversations with deans and other officials and through letters addressed to them, he has gathered much valuable