The weekly times-record. (Valley City, N.D.) 1912-1922, 1921-01-27

they get the number and quality Of
teachers they are entitled to, even
without thought of extending curric-
ulum, there Would not be any addi-
tional expense to speak Of, If at all.
to make the normal school q teachers
college. The slow elimination Of ninth
/ and tenth or eleventh grade work
would mean correspondingly gradual
increase in the teaching forces in
the college work, though this factor
would at the outset be rather negligi-
BILE in the bud get Of the school. How
ever, just as there are those who pre-
fer; to teach in q normel school at much
smaller salary than in school, so
there are those who would prefer to
go to a high teachers college at a
smaller salary than to remain in the
normal school, which is doomed to
move only as fast as it's strait jacket
will permit. Many an instructor Of
ability would be glad to teach in a
teachers college on account of better
opportunities for study and research,
on account of social or professional
prestige, and on account Of a larger
sphere of influence. Il isS
Future Rivals
The fact that it is seriously advo-
Gated by some that every county es-
tablishes junior college, shows what
normal schools may expect in the fu-
ture if they do not sense their OPP
portunities and responsibilities They
will be reduced to state high schools.
and. probably, lacking the support Of
such a community spirit, as high
school has and deservingly has, will
finally perish. "a
Monopoly Impossible Z.
Hence: The Normal school must be-
come teachers college. But it must
not and cannot monopolize the train
ing of teachers; for, there is, and al
ways will be, something incommensur-
able in teacher training that even a
college laying no claims to assets in
professional subjects may possess and
with which may possibly excel. In
the very nature of things, the teach
ers college cannot be a monopoly for
any length of time. The recognition
given the Departments Of Education
at the University of Chicago or at
Columbia University, judging by the
extensive pilgrimages they enjoy, OF
teachers young and of teachers old
who flock to them to get the first or
ultimate touch of scientific pedagogy,
is symptom Of educational juvenility
or senility. One need not be a wor-
shipper of the educational standards
of the old world; but if he is not a
chauvinist, he will ask, why are uni
versities of the old world so charry in
giving recognition to "wissenschalt-
iiehe Padagogik"? In the universe
ties Of Germany and Austria there
were in 1917 only five professors
ordinarii" in Education: Rein in iona;
Forester and Gottler in Munich, the
former in the philosophic faculty, the
latter in the theological; Toischer in
Prague; and Ziehen in Frankfurt A.
M. Even the large universities Of
Berlin had only an associate profess
sorship in education. Sometime the
philosopher FIR. Paulson lectured in.
pedagogy. Halle has an honorary
professor in this field. Tubingen has a
private decent, A regular professor
in philosophy teachers, as side
line" pedagogy in the universities Of
Bonn, Giessen, Halle, Leipzig, Mar
burg, Braunsberg, Frieburg, j..
B., Vienna, ,Wurzburg, Strass-.
burg. A regular professor Of classi,
cal philology gives lectures on pedas
gogy in Erlangen,, Heidelberg,
Munich, Munster. The annual pub
LEGATION Minerva says nothing
about any lectures on pedagogy or
education for 1913-14 in the UNIVERSE
ties of Bresslau, Gottingen, Greifs-
wald, Kiel, Konigsberg, Rostock:
though their cataloges announced lec,'
lures on a number OF educational
themes by professors of philosophy
and theology. Of course. q number OF
valuable courses on pedagagic themes
are also given in the departments OF
medicine, law and economies. This
must not be underestimated. The TACT
however remains that the universities
on the continent Of Europe, on the
whole, have resisted the establishing
Of professorships Of pedagogy, which
they do not regard as a "vollgultige
Wissenschaft'' This attitude has lead
to the foundation Of independent
schools of education, like the "Zertraii-
institut fur Erzierung und Inter
RIGHT" in Berlin, founded in 1915, or
like. the department Of the university
formation "Allgemenines Vorlesung-
swesen'' at Hamburg, headed by
Meuman, and later by Stern.
If the continental universities with
hold the acknowledg ement Of peda-
gogy as "vollgultige Wissenschaft" J,
the tendency in various circles in
America is to regard it as the only
"vollgultige Wis1enschaft", this Is
unfortunate, because Of the reaction
that is bound to follow.
Parity Asked For
In stressing the value of the teach
ers college it is therefore well to be
cautious. We do not expect too much
Of it either as a college or as post
graduate department. But we ask for
the college state Of it, that it be put
on par with the Independent college;
that its graduates be not barred from
positions in public schools open to
graduates of UNCONVENTIONAL colleges.
Our people need the latter institu-'
lions, and they in return need the con-
fidence and good will Of the state. But
it IS not fair to discriminate by legis-
lation in their favor, at the expense of
the institutions which the state calls
its own. Therefore the normal school
does not request it be made
:, -, <>,,n n.