The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1914-11-13
TEACHER TRAINING.

ton at the request of several Of the
state departments of education. the fol-
lowing resolutions were adopted:
Whereas. an investigation recently
conducted by the national bureau of
education discloses the fact that 1927
per cent Of the rural teachers now in
service in the United States have had
no professional preparation for their
work; and in view of the accepted |
significance of rural education to our
national life and as the success OF all
rural education depends to a large ex-
tent upon the teacher: therefore.
Be 1t resolved, That it is the sense of
this conference that all educational in
situations which can readily lend them
selves to such purpose be utilized to
train teachers for the rural schools:
Universities and colleges throughout
the country where consistent with
practical administration. that these
services be interpreted to include the
establishment Of high standards Of
rural life and education and the actual
work of training for rural leadership.
State and private normal schools in
special departments Of rural education.
and in the preparation of teachers for
teacher-training departments in high
schools and county normals.
State agricultural colleges in their
departments OF education through the
right training Of men and women to
teach in the secondary schools such
subjects as agriculture, manual train
ing, and home economies; that the
agricultural college is also doing a
proper work in this direction when it
is promoting the idea of vocational edu-
cation in the minds of all the people
patrons, teachers. and children; that
the agricultural college should be look
ed to as the authoritative source of
agricultural knowledge; the agricul-
tural high schools should not only
have for their highest purpose the
training of young people for the farm
and home and in the promotion of
vocational education, but they should
be expected to add much professional
work for effective teaching in the rural
schools.
That the preparation Of teachers for
rural schools in county training schools
and in Misunderstanding classes in high
schools is approved as a policy where
more extensive training Is not at pres
ent feasible: and it is recommended
that such training high schools should
not be given before the junior year and
no diploma of graduation be granted
before the twelfth school year is
finished.
That the need for professionally
trained teachers to take charge of
teacher training in high schools and in
county normals is very keenly felt, and
hence we urge upon institutions en-
gagged in the training Of teachers the
necessity for their Offering suitable
training for such positions.
That we urge upon normal schools,
colleges and universities the reason
ableness and justice of admitting high
school training class graduates with
rights and privileges equal to those ex-
tended to other high-school graduates.
That we commend the extension
work, the rural school and rural life
conferences, and summer sessions Of
our normal schools, colleges, univer-
stiles, and agricultural schools as a
means for the improvement of rural
teachers in service, the promotion of
agricultural education. and the better
ment of rural life through the home,
school and church.
That the training of teacher for the
rural schools should be such that they
will be fitted to utilize the boys and
girls home project work as a means of
motivating the industrial, social. and
educational life of the school, the home,
and the community.
That the use of the public school
house as a civic center should be cor
related with its use for children's in
| struction in both country and town.
AS a ready and practical means Of saw
ing public expense, and at the
same time vitalizing the service
of the public schools in civic
education, we favor the use Of all
public-school buildings as centers for
voting and for that orderly all-sided
presentation and discussion of public
questions which is the prerequisite Of
intelligent voting. In order that this
| use of the public school as the civic
center of the community may be prop
erly correlated with its use as the center
for children's instruction, we recommend
that, when the public school house be-
comes the polling place and civic forum
OF the community, the school principal
OF Otner responsible employees OF the
school board, associated with the school
principal, be authorized to serve as the
civic secretary of the community and
made responsible for the systematic or
ganization and direction Of all of the
uses of the public-school property. We
further recommend that the admins
trative organization necessary for the
systematic development of the use of
the public-school buildings and grounds
as civic. social. and recreation centers
be incorporated with. and made a part
of the work of the departments of pub
lic-school administration in city, coun-
ty. and state. :.