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Lochner, Louis P. (ed.) / Wisconsin alumni magazine
Volume 12, Number 2 (Nov. 1910)

Elliott, Edward C.
The training of teachers,   pp. [51]-54

Page 53

laying the foundations for that
work which now     promises to as-
sume such an important rank in the
activities of the university.
   The present responsibility of the
university for the more effective
training of teachers easily owes its
origin to the high school, that insti-
tution which has developed with
such rapidity and which today is
groping in the dark to find its real
place in the scheme of things edu-
cational. It was entirely natural
and it was perfectly logical that the
high school should turn to. the uni-
versity for its teachers. It -was
natural as well as logical that the
university product should turn to
the high school as the fittest place
for teaching service. Out of the
problems of secondary education,
and out of the problems that con-
front men charged with the task of
organizing and directing a system
of common public education have
come the problems which the uni-
versity has lately been endeavoring
to meet. The public schools, espe-
cially the high schools, need, nay
are demanding, better teachers;
they require more teachers; they
should have and should prove at-
tractive to men as teachers and su-
pervisors. These three items con-
stitute the larger problem before
the university; yes, before the state.
Service of the university to the
state could assume no more effec-
tive form than that which success-
fully coped with these obstacles to
the elevation of lower educational
systems; upon which the university
itself rests.
   A brief account of the recent en-
 deavors of the university to carry
 its rightful burden ,would go back
 to the year 1906-1907, when the fa-
 culty of the college of letters and
 science adopted a report of a com-
 mittee of its members appointed to
 present a plan for the improvement
 of the training of teachers, with
 special reference to the high schools
 of the state. Out of this report,
 through several intermediate and
 difficult stages came the organiza-
 tion of the Course for the Training
 of Teachers, approved by the board
 of regents early in 1908.
 While the larger American uni-
 versities, the state universities in
 particular, have been industrious
 during the past five years in estab-
 lishing and  organizing  separate
 teachers' colleges and schools of
 education, thereby destroying the
 essential unity of the old colleges
 of liberal arts-these colleges for
obvious reasons being especiall -af-
fected  by   the  teacher  training
movement-the policy at the Uni-
versity of Wisconsin has been one
that sought to bring about greater
unity and establish a closer rela-
tionship between interests and ac-
tivities that were related to the gen-
eral problem -of the preparation of
teachers. The    Course   for   the
Training of ;Teachers is not a sepa-
rate part of the university oganiza-
tion; neither is it another wheel
within the already complicated set
of wheels of the university machin-
ery. It is merely an administrative
device for the unification and inten-
sification of the work within the

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