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Richard, George (ed.) / Wisconsin alumnus
Volume 59, Number 11 (March 1958)

Pooley, Robert C.; Rhode, Jack; Noland, Lowell E.; Davis, Jack
Ten years of ILS,   pp. 16-18


Page [17]


Stephen Lee Ely, philosophy; Fred H.
Harrington, history; Richard Hartshorne,
geography; C. Leonard Huskins, botany,
John F. Kienitz, art history; Robert C.
Pooley, English, chairman. Dean
Mark H. Ingraham was ex officio a
member of the committee and gave it
much time and thought.
  The committee made every effort to
gain the widest possible sources of in-
formation for its planning, and to make
its work known to all who might be
interested, including the faculty, the
Board of Visitors and the Wisconsin
Student Association. Many curriculum
plans from various colleges and uni-
versities were collected and studied;
curriculum planning was discussed with
interested persons at the University of
Michigan, Harvard university, Wellesley
college, Boston   university, Columbia
university and Princeton university.
   Once the committee had settled down
to work, certain basic principles affect-
ing the proposed program began to find
general approval. These principles have
continued to be highly significant:
  * The Integrated Program is volun-
tary and optional. While a compulsory
course might easily defeat its special
reasons for being, a voluntary course
profits from the motivation of students
who know what they want. The general
morale of ILS students has contributed
materially to their academic success.
  0 The group is kept relatively small.
On the recommendation of Committee
B the faculty set a top limit of 300 stu-
dents to be admitted in any one fall
term. The average new freshman class
is about 225 students.
  * The basic scheme of courses is
required of all ILS students and is
closed to, others. Why? First, to facili-
tate the total integration of materials
presented, and second, to preserve the
identity of the ILS group and to foster
free discussion.
  *   Time for elective courses is pro-
vided. The required pattern of courses
totals 46 credits, or approximately three-
quarters of the normal credit program
of a two-year period. The remaining 14
to 16 credits permit at least one elective
course each semester. Elective courses
most generally taken by ILS students
are  foreign  and   classical languages,
         (continued on page 35)
An atmosphere of good fel-
lowship is a characteristic
of frequent get-togethers of
ILSers. This photograph at
left was taken several years
ago at a party in the Union.
sary to become a functional specialist in
a particular field should not be con-
strued as being synonymous with an
"education." Such functional training
does not constitute an "education" as I
have defined it here, yet the trend in
American schools today appears more
and more to point toward "training"
students-training them to become doc-
tors, lawyers, merchants and chiefs-
than it does toward "educating" them.
This-to me-is a mistake.
I To be certain, in an age of man-made
satellites and guided missiles, of cancer
and heart disease, of "big business"
and "big unionism," of super highways
and two-car families, there is an acute
need for functional specialists in all
fields. However, the "training" of these
functional specialists should not super-
sede an "education"'-rather, it should
follow it!
  Those of you who say "There isn't
time for all of this", stop for a moment
and examine our educational standards,
particularly at the elementary and high
school levels. Are they realistic educa-
tional standards? Indeed they are not!
Instead, they are roadblocks to hard
work and studious application of one's
time, for these so called "standards"
can be attained without either!
  If we would take the action that is
so long overdue-raise our educational
standards at the elementary and high
school levels-there would be plenty of
time for providing the student with
both an "education" and the functional
training of his choice. If you agree with
what I have said, then I encourage you
to do something about it! Go to your
local faculty members, principals and
school board and make your feelings
known. If you are a parent, the responsi-
bility for your children's, education is
yours, not your neighbors!
  But what about the ILS program? Its
beauty lies, in part, in the courses com-
prising it. The program consists of a
two year course of studies encompass-
ing three broad educational areas-the
         (continued on page 31)
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