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Egstad, H. M. (ed.) / The Wisconsin alumni magazine
Volume 32, Number VII (April 1931)

Board of Visitors' report,   p. 267

Page 267

April, 1931                                                             The
Wisconsin Alumni Magazine
Curriculum, Teachin3 Procedure,
Vocational Guidance and Administration
Discussed and Criticitzed in the
  Board of Visitors Report
O       N MARCH 4, the Board of Visitors held a joint  held responsible for
        meeting with the Board of Regents at which   their acts in connec-
        time they presented a report in which was dis-  tion with this school
        cussed the administration of the University,   This board-feels that
the new curriculum, the system of graduate instructors,  like situations
exist in other departments of the Univer-
the vocational guidance bureau and the Milwaukee Ex-  sity and therefore
recommends that the board of regents
tension division. We are reprinting their report in full  critically study
the executive and the administrative
in order that you may more clearly understand the situ-  policy on the basis
of authority and responsibility and
ation at the University today. The report follows:   remove authority from
the bodies who from the nature
  The board of visitors has directed its attention this  of their position
cannot assume the complete hazard or
year to the study of the work of the curriculum com-  receive the complete
credit of responsibility and place
mittee, the school of commerce, and the University ex-  it where the parties
who exercise authority can and must
tension at Milwaukee. The board is not ready to make a  assume the hazard
and can receive the credit of respon-
final report on any of the problems studied.        sibility.
  The suggestions herein made have come as a result of  The board of visitors
notes with interest the prospec-
conference with members of the faculties, with ad-  tive change in the general
curriculum of the college of
ministrators and with laymen who are interested in the  liberal arts and
the incorporation of the philosophy of
University.                                              the Experimental
college in this reorganization. It
  From the reports that have been made to the board  believes that substituting
the development of the tend-
at various times by heads of departments and Univer-  ency to approach one's
environment critically for the
sity professors, it appears that in some of its aspects the  traditional
authoritative approach is educationally
governing policy of the University is not sound in that  sound.
it seems to violate principles which are fundamental to  Tb
the best interests of any public institution. his kind of education, however,
demands a higher
  The board of visitors feels that there had been too  type of understanding
mind than that possessed by the
much yielding to the general tendency of separating  traditional routine-minded
college instructor or that of
authority and responsibility.                            the modernistic
pseudo-intellectual type too often found
  In every institution there is a tendency for those who  in our colleges.
The large number of people on the col-
are entrusted with authority to try to shift responsi-  lege faculty that
belong to either the one or the other of
bility, and on the other hand there is a very pronounced  these is no doubt
the result of the naive and diluted
tendency on the part of different factors, who in the na-  notion that these
two extremes neutralize each other
ture of things cannot be held responsible to usurp au-  and form a sensible
thority.                                                   We therefore suggest
that those in authority in col-
  This constant tendency on the part of these two factors,  leges and schools
be held responsible for selecting, for
if not carefully guarded by the board of regents, will so  developing, and
encouraging the type of professor and
complicate your governing machinery that it will be  instructor necessary
to the higher type of education.
very difficult to fix responsibility for either the desirable  We believe
that the curriculum committee is doing
or undesirable.                                          constructive work.
We are heartily in accord with the
                                                         proposed reorganization
of some of the courses in the
I he lack of ability to locate responsibility had a  social subjects.
tendency to give undue consideration to factors that are  We hope the reorganization
will not stop short of a
not predominantly public service and neglect public  complete overhauling,
humanizing, and changing of
interests where they are not clearly parallel with the  traditional courses
which were organized to meet the
interests of the controlling but irresponsible body.  requirements of an
imaginary life, to courses that may
  On the other hand, if responsibility can be easily and  prepare young men
and women to live in the world as
definitely located and the responsible body can be made  iO is.
to suffer for its mistakes and receive credit for its suc-  One who is familiar
with educational development in
    cessihas atendency to school the governing forces to  the elementary
schools knows that. there has been a
cesses, iths Iact     t scholete governing  resato   virtual revolution during
the past 10 years. During the
the obvious fact that its interest is very directly related  past decade
in the elementary schools, teaching has be-
to public interest.                                      come the center
of interest, new techniques have been
  An outstanding improvement along this line has been  adopted and new curricula
have replaced the traditional
made in the school of education where control has been  ones.
delegated to the body that is more obviously responsible  New conditions
demand the changes. There has been
for the results. Before this change, control of the school  an effort to
do likewise in the secondary schools, but
of education was widely distributed among factors,   with not so much success.
Too many high schools are
many of whom had no interest in and no understanding  still gauging their
curricula on college entrance require-
of its problems, and in the nature of things could not be           (Continued
on page 298)
                            Page 267

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