\'7\1 
 
 The Professional Education 
 of Teachers in Cleveland 
 
 A Report Concerning the Work and 
 
 Possibilities of The Cleveland 
 
 School of Education in Affiliation 
 
 with The Western Reserve 
 
 University 
 
 Prepared under the Auspices of The 
 
 Cleveland Foundation by William 
 
 C. Bagley, John W. Withers, 
 
 George Gailey Chambers
 
 A M '«Jsn3BX(£s
 
 THE 
 
 PROFESSIONAL EDUCATION 
 
 OF 
 
 TEACHERS IN CLEVELAND 
 
 •i 
 
 SOUTHERN BRANCH, 
 
 iiycHSlTY OF CALIFORNIA, 
 
 LIBRARY, 
 
 J_OS ANGilLES, CALIF. 
 
 Report and Recommendations of an Educational 
 Commission {William C. Bagley, Chairman, John W. 
 Withers, and George Gailey Chambers) Appointed and 
 Financed by the Cleveland Foundation at the Request 
 of the Joint Conference Committee of the Cleveland 
 School of Education and Western Reserve University. 
 
 53777
 
 J. D. Williamson, Chairman 
 Thomas L,. Johnson Malcolm L,. McBride 
 
 W. H. Prescott Belle Sherwin 
 
 Leonard P. Ayres, Secretary 
 James R. Garfield, Counsel 
 Raymond Moley, - Director 
 
 The members of the Joint Conference Committee 
 desire to express their thanks to the Cleveland Founda- 
 tion Committee and to its Director for appointing a 
 Commission of educational experts whose report and 
 recommendations are printed in this volume and for the 
 appropriation of the funds necessary to finance the 
 work of this Commission. 
 
 EDUCATIONAL COMMISSION 
 
 William Q,.B4ai^EY, ....,•:: 
 
 Professor '^f\££lHd'afi(Jn^' TzaspliQ^s' <5 filled e, 'C'aknnhia''Unwef>sity', Chairman. 
 
 Ekdn'of ilie ^chSot df 'Education o'f New 'York University. 
 
 George Gailey Chambers, 
 
 Director of Admissions Committee and Secretary of the Faculty, 
 School of Education, University of Pennsylvania, Secretary. 
 Note: For Governing Boards and Administrative Officers see Appendix A, page 77.
 
 L.f3 . 
 
 1-7'"? 
 
 03 Cs 
 
 LETTER OF TRANSMITTAL 
 
 January 25, 1922. 
 The Joint Conference Committee of The Cleveland School 
 OF Education and Western Reserve University. 
 Dr. G. C. Robinson, Chairman. 
 Dr. Ambrose L. Suhrie, Secretary. 
 
 Dear Sirs : — 
 
 I am authorized by the Cleveland Foundation Committee to 
 transmit to the Joint Conference Committee the report of the Com- 
 mission on the Professional Education of Teachers in Cleveland. 
 
 The Foundation Committee has followed with great interest 
 this significant effort to bring into effective unity the facilities 
 of Western Reserve University and the Cleveland School of Educa- 
 tion, It is unquestionably through such adjustments as are indicated 
 in this report that a complete unification of the agencies for higher 
 education in Cleveland may be achieved. To this end the Joint 
 Conference Committee and its work has furnished a most con- 
 spicuous example of cooperation. It is our hope that the action 
 of the Foundation in the appointment and support of the Com- 
 mission may contribute in a helpful manner to the permanence of 
 the working agreement which the Joint Conference Committee has 
 made possible. 
 
 Very truly yours, 
 
 Raymond Moley, 
 
 Director.
 
 FOREWORD 
 
 Western Reserve University and the Cleveland Normal Train- 
 ing School first entered upon a program of cooperation in offering 
 courses for teachers during the summer of 1915. This agreement, 
 which was of a very informal nature, was in force until July, 
 1920, when a more formal and definite contract was officially entered 
 into between the Trustees of the University and the Cleveland 
 Board of Education (which is the controlling Board of the Cleve- 
 land School of Education — formerly the Cleveland Normal Train- 
 ing School.) By the terms of this agreement the administration of 
 the joint program of courses was vested, subject to the approval of 
 the governing Boards, in a Joint Conference Committee consisting 
 of six persons, three representing the University and three repre- 
 senting the Cleveland School of Education. The trustees of the 
 University designated the Dean of Adelbert College, the Secretary- 
 Treasurer of the University, and the Professor of Education of the 
 College for Women as members of the Committee and the Cleve- 
 land Board of Education adopted a resolution providing that the 
 Cleveland School of Education should be represented on the Com- 
 mittee by the President of the Board, the Superintendent of Schools, 
 and the Dean of the Cleveland School of Education as ex officio 
 members. 
 
 The Joint Conference Committee officially organized on Novem- 
 ber 11, 1920. After some discussion of the problems which con- 
 fronted the Committee, it was unanimously agreed that in formu- 
 lating an educational policy and in determining plans for the admin- 
 istration of the joint program advice should be sought not only 
 from within the Cleveland School of Education and the University 
 but from sources outside of these groups and more particularly 
 from experts in other universities, professional schools for teachers, 
 and public school systems.
 
 Commission, if made available in Cleveland and other urban com- 
 munities, will be of far reaching significance in promoting economy 
 and efficiency in the professional education of teachers. 
 
 The Joint Conference Committee desires to express sincere 
 thanks to the Foundation for the interest manifested in the problems 
 which the Committee has had to solve and for financing the work 
 of the Commission; to the members of the Commission for the 
 breadth of their inquiry and for the high quality of the professional 
 work they have done in formulating this report and these recom- 
 mendations; and to the Cleveland Board of Education for pro- 
 viding the funds to print and to distribute this report among the 
 members of the governing boards and faculties of both institu- 
 tions and among the teachers and citizens of Greater Cleveland, 
 
 The Joint Conference Committee, 
 
 G. C. Robinson, Chairman, 
 Ambrose L. Suhrie, Secretary.
 
 CONTENTS 
 
 Chapter I The Problem 1 
 
 Chapter II The Special Problems of the Junior and Senior Teachers 
 
 Colleges 5 
 
 Chapter III The Advanced Education of Elementary School Teachers 11 
 
 Chapter IV The Advanced Education of Junior and Senior High 
 
 School Teachers 23 
 
 Chapter V Courses for Supervisors and Administrators 27 
 
 Chapter VI Courses for Special Teachers and for Other School Officers 
 
 and Employes 31 
 
 Chapter VII Admission and Advanced Standing 33 
 
 Chapter VIII The Organization of the Faculty of the Senior Teachers 
 College and the Administration of Courses, Leading 
 to Degrees in Education 45 
 
 Chapter IX Experimental, Demonstration and Training Schools 53 
 
 Chapter X The Teaching-Load in Relation to the Maintenance of 
 
 Good Standards of Instruction 57 
 
 Chapter XI Financing the Work of the Senior Teachers College 59 
 
 Chapter XII The Contract between the Cleveland School of Education 
 
 and Western Reserve University 63 
 
 Chapter XIII The Cooperation of Educational Institutions and Civic 
 and Social Agencies ofXleveland in the Professional 
 Education of Teachers 69 
 
 Chapter XIV Summary and Conclusion 72 
 
 Appendix A Governing Boards and Administrative Officers of the Senior 
 Teachers College of the Cleveland School of Education 
 and Western Reserve University 76 
 
 Appendix B Regulations Governing the Administration of Extension 
 
 Courses for Teachers 79 
 
 Appendix C Requirements Governing the Granting of the Degree of 
 
 Bachelor of Education by Western Reserve University 84 
 
 Appendix D Requirements Governing the Granting of the Degree of 
 Master of Arts in Education by Western Reserve Uni- 
 versity 88
 
 THE PROFESSIONAL EDUCATION 
 OF TEACHERS IN CLEVELAND 
 
 CHAPTER I. 
 The Problem 
 
 Throughout the country there is a growing conviction that 
 the professional education of teachers for the public school service 
 should be revised, extended and markedly improved in quality. 
 This conviction has been intensified by the experiences of the past 
 three or four years. The points of both strength and weakness in 
 the educational system were brought into sharp relief by the war 
 and especially by the military draft. The bearing of trained intel- 
 ligence upon the effective strength of the nation, the handicap that 
 illiteracy places in the path of progress, and the peril that lies in 
 unassimilated alien groups have been clearly revealed. The meagre 
 educational advantages to which the majority of American citizens 
 have been limited is vividly expressed in Dr. Spaulding's statement 
 that we are a "nation of sixth-graders," — meaning by this that one- 
 half of the adult population have had at most but little more than 
 six years of schooling, while from one third to one fourth have 
 been limited to three, four, or five years. At the same time, there 
 have been innumerable evidences of the good work that the schools 
 and colleges have been doing for those whom they have been able 
 to keep under their influence during reasonably long periods of 
 instruction. The colleges especially have been giving a gratifying 
 account of their services in preparing scientists and technical experts, 
 and both the colleges and the high schools have contributed to the 
 competent leadership that is so important in times of national stress. 
 
 Close upon the heels of these revelations of the weaknesses of 
 the educational system on the one hand and of its elements of 
 strength upon the other hand, there have come unmistakable evi-
 
 2 THE PROFESSIONAL EDUCATION 
 
 dences that the public school service is not attracting to its ranks 
 either the number or the kind of young men and women that its im- 
 portance demands. The high cost of living and the demand for 
 workers in other fields not only caused a large number of resigna- 
 tions, but also discouraged young people from thinking seriously of 
 teaching as even a temporary occupation. The result has been a 
 falling off in the enrollments of the normal schools and teachers' 
 colleges that will cause a shortage of trained teachers for years to 
 come. 
 
 The situation as it exists today calls clearly for a marked trans- 
 formation in the attitude of the public toward teaching as a pro- 
 fession and toward the professional education of teachers. This 
 transformation, as we have suggested, is already in evidence, 
 especially in the more progressive communities. In Michigan, Iowa, 
 Ohio, Nebraska, Missouri, California, Minnesota, Rhode Island, 
 Louisiana and Illinois, the State normal schools have been given 
 legal recognition as teachers' colleges, and steps have been taken 
 to make these institutions strong professional colleges in fact as 
 wdl as in name, to the end that teachers in the elementary schools 
 may ultimately have a broad foundation for their important work. 
 In New York, the State normal schools have heretofore offered only 
 two-year professional programs. Beginning in September, 1921, 
 the standard has been raised to three years, and there is every indi- 
 cation that a fourth year will soon be added. The same tendencies 
 are to be noted in the teachers' training schools maintained by city 
 school systems. In Detroit, for example, the City Normal School 
 has recently become the Detroit Teachers' College, and extensive 
 developments of its work aim not only to improve the preliminary 
 preparation of prospective teachers, but also to afford to teachers 
 already in the service an opportunity to add to their educational 
 equipment. 
 
 Cleveland has been well in the forefront of this movement 
 toward higher professional standards for the public school service. 
 The reorganization of the Cleveland Normal School under the name 
 of the Cleveland School of Education in 1918 was followed almost 
 immediately by the provision of courses especially adapted to the 
 needs of teachers in service. The success of these courses has 
 led to a demand that the School with its present facilities is quite
 
 OF TEACHERS IN CLEVELAND 3 
 
 unable to meet without hampering it in the work of pre-service 
 training. The School is fortunate, however, in its proximity to 
 Western Reserve University. It is still more fortunate in the fact 
 that the faculties of Adelbert College and the College for Women 
 are well disposed toward the Cleveland School of Education and are 
 willing to cooperate with the city school authorities in their efforts 
 to solve the problem of adequately prepared teachers for the public 
 schools. Both from the standpoint of economy and from the stand- 
 point of efficiency, the most practicable solution of this problem 
 is to establish a close affiliation between the Cleveland School of 
 Education on the one hand and Western Reserve University on the 
 other hand. It is the purpose of this report to suggest the out- 
 standing principles that, in the judgment of the Commission, should 
 govern this affiliation.
 
 CHAPTER II. 
 
 The Special Problems of the Junior and Senior 
 Teachers Colleges 
 
 The Junior Teachers College 
 
 The Cleveland School of Education now provides two-year 
 programs of studies preparing for teaching in the Kindergarten 
 or in the elementary schools, together with numerous extra-mural 
 and extension courses for teachers in service. This report is con- 
 cerned only indirectly with the two-year or Junior Teachers College 
 program. It is assumed that the requirements for high school 
 graduates who wish to make initial preparation for the elementary 
 school service will not be extended beyond the present two-year 
 basis until the shortage of trained teachers that now exists shall 
 have been corrected. It is assumed, too, that the Junior Teachers 
 College work will be exclusively controlled and supported by the 
 Cleveland Board of Education, and that all questions involved in 
 the proposed affiliation of the Cleveland School of Education and 
 Western Reserve University will be concerned exclusively with 
 courses on the Senior Teachers College level which for the present 
 are to be offered primarily to teachers in service. 
 
 There are, however, two phases of the Junior Teachers College 
 administration upon which the Commission ventures recommenda- 
 tions : 
 
 1. At the present time, admission to the Junior Teachers College 
 is based upon high school graduation with minor restrictions. 
 We believe that it would be of very great advantage to the service 
 to limit admission to those high school graduates who are in the 
 upper two thirds of their classes in respect to average scholarship 
 grades maintained during the four years of high school work, with 
 the proviso that applicants who have failed to attain this standard 
 may be permitted to take entrance examinations (which should 
 include appropriate mental and educational tests) to the end that no 
 really competent candidates may be excluded solely on account of a 
 low high school record. It has been found by careful study in other 
 cities that persons in the lowest third of the high school graduating 
 classes do not as a rule become satisfactory teachers and show little 
 disposition to continue their development after they have entered
 
 6 THE PROFESSIONAL EDUCATION 
 
 the service. All too often they have acquired either the "habit 
 of failing" or the unfortunate attitude of being satisfied with a 
 low standing. On the other hand, the high school graduates who 
 rank with the upper third or the upper half of their classes have 
 been found to be unusually desirable material out of which to 
 develop progressive and efficient teachers. It is the belief of the 
 Commission that the suggested restriction will not operate even 
 at the outset seriously to reduce the enrollment in the Junior 
 Teachers College, while it will in a short time serve to make admis- 
 sion to the Cleveland School of Education a real privilege in the 
 minds of high school pupils. 
 
 It is also recommended that all applicants for admission to 
 the Junior Teachers College classes be given a careful physical 
 examination and that those who are clearly unfitted by physical 
 defects to undertake the exacting work of teaching be excluded. 
 
 With regard to the admission of students from institutions 
 other than the Cleveland public high schools, similar restrictive 
 rules, we believe, should hold. From neighboring high schools 
 with the work of which the officers of the Cleveland School of 
 Education are familiar, applicants who rank in the upper two thirds 
 of the graduating classes may well be admitted. Students from 
 other high schools public and private should be admitted only 
 upon examination. In order to avoid injustice, the same standard 
 should be applied to students entering with advanced standing from 
 institutions (collies and normal schools) of collegiate grade: that 
 is, (1) the high school records of such applicants should clearly 
 qualify them for admission or (2) the collegiate records should 
 show them to be strong students or (3) they should be required to 
 take the qualifying examinations. The requirements of a physical 
 examination should, of course, hold for students from other insti- 
 tutions.^ 
 
 Within a period of two or three years it is quite likely that the 
 standards for admission to the Junior Teachers College can be so 
 advanced as to limit registration to those students who rank with the 
 upper half of the high school graduating classes. The Commission 
 recommends that any changes now made be accompanied in the 
 printed announcements by a statement to the effect that a further 
 advance in standards will probably be put into effect not later than 
 September, 1923. 
 
 1 Chapter VII of this report discusses in detail the problems involved in the admin- 
 istration of credit including the transfer of credits from other institutions.
 
 OF TEACHERS IN CLEVELAND 7 
 
 2. It is of the greatest significance to the ultimate success 
 of the affiliation of the Cleveland School of Education and West- 
 ern Reserve University not only that the standards of admission to 
 the Junior Teachers College be as high as is consistent with the 
 demand for and the supply of recruits for the service, but also that 
 the work done in the Junior Teachers College be of a superior 
 quality. This may be best insured through the development of 
 a strong faculty. In this statement, no criticism of the present staff 
 of the Cleveland School of Education is implied. The Commission 
 believes, however, that every effort should be made in future ap- 
 pointments to secure the services of the very best persons available. 
 The men and women who do the work of the Junior Teachers 
 College will share with the staff of Western Reserve University 
 the work of the Senior Teachers College. They should be thoroughly 
 conversant with the elementary school problem and sympathetic 
 with the elementary school service. This combination of thorough 
 scholarship and intense devotion to the elementary school problem 
 is not easy to find or to develop, but upon its discovery or its develop- 
 ment will depend in very large measure the successful outcome 
 of the present plans for the elevation of public school teaching 
 to the rank of a true profession. 
 
 Of the largest importance in recruiting a suitable staff' will be 
 a liberal salary policy. The Cleveland School of Education will 
 be engaged in a task sufficiently important to the city to warrant 
 the payment of salaries that will enable the institution to attract 
 the very best available talent. The following schedule is presented 
 as a suggestion of the scale of compensation that would be necessary 
 at the present time to attain this end : 
 
 For professors $4,500 to $6,500 or more 
 
 For associate professors 3,500 to 5,000 
 
 For assistant professors 3,000 to 4,000 
 
 For instructors 2,500 to 3,000 
 
 Such a salary schedule would be by no means excessive in 
 view of the importance of the work with which the institution is 
 entrusted, in view of the competition of other institutions for 
 high grade instructional and research talent, and in view of the 
 much larger salaries that exceptionally competent men and women 
 command not only in business and industry but also in the adminis- 
 trative and supervisory branches of the educational service. During 
 the year, some of the state universities have offered from $7,500 to
 
 8 THE PROFESSIONAL EDUCATION 
 
 $10,000 a year to persons who can do the type of work that the 
 Cleveland School of Education should represent. By paying much 
 larger salaries, corporations have drawn men from the education 
 departments of the colleges and universities to organize and super- 
 vise the training of salesmen and other employes. 
 
 The Senior Teachers College 
 The fundamental purpose of the Senior Teachers College for 
 the present at least will be the further education of the teachers 
 now in service in the schools of Cleveland and its vicinity. Before 
 discussing in detail the means by which this purpose may be fulfilled, 
 it will be well briefly to analyze the situation that the teaching per- 
 sonnel presents in order to make clear the very great advantage 
 that the public will derive from the further education of these 
 teachers. 
 
 In every large city, the public school teachers represent two 
 types: (1) a group of young and inexperienced teachers, and (2) 
 a group of mature and relatively permanent teachers. In Cleveland, 
 approximately one half of the elementary school teachers are between 
 twenty and thirty years of age; the other half are above thirty 
 years of age. Of the young women entering the service, at twenty 
 years of age, approximately one half leave before they have passed 
 the age of thirty. These are the transient members of the staff. 
 Those who remain in the service after the age of thirty are the 
 stable elements in the teaching personnel. In many ways, this group 
 of mature and permanent teachers in the city school systems con- 
 stitutes the backbone of the profession of teaching. With them 
 taeching is a life work and not a casual and temporary occupation. 
 Upon the provisions that are made for their continued growth will 
 depend in very large measure the success of the schools. 
 
 It is a matter of vital concern to the public, then, to give to 
 these mature and permanent teachers every possible inducement 
 to advance themselves professionally. "Professional advancement" 
 in the past has usually meant "promotion" from lower grade ser- 
 vice to upper grade service, from elementary service to high school 
 service, from teaching to supervision, or from teaching to adminis- 
 tration. This naive conception of advancement and promotion in 
 educational work has operated most disastrously to discredit the 
 actual work of teaching boys and girls, especially in the lower 
 schools, and has placed a disproportionate emphasis upon the so-
 
 OF TEACHERS IN CLEVELAND y 
 
 called "higher" levels of teaching and especially supervision and 
 administration. It reveals a misconception of education as thor- 
 oughly fallacious as that which would rate a physician lowest if he 
 specialized in the diseases of childhood and highest if he specialized 
 in the diseases of old age ; as fallacious as that which would rate 
 the hospital administrator higher in the scale than the skilled operat- 
 ing surgeon. 
 
 It is this misconception of educational advancement that the 
 newer theories of teacher-preparation are striving to correct. "As 
 long as the situation requires that a teacher rise by changing his 
 work instead of by capitaHzing his experience and improving his 
 work, little genuine progress toward professional efficiency can be 
 realized." ^ The first step toward raising the standards of the 
 public school service must consequently aim to make teaching as 
 such and teaching on any of the so-called educational "levels" an 
 attractive career. 
 
 In large cities conditions are most favorable for effecting this 
 change in point of view toward classroom work. As has been 
 pointed out, there already exists in these cities a body of mature 
 and permanent teachers who need only the encouragement of a 
 changed public attitude toward their work and better organized 
 and greatly increased facilities for further education to be trans- 
 formed into a thoroughly professionalized group. A second favor- 
 able condition lies in the tendency in many city school systems to 
 minimize the distinctions between elementary school and high school 
 service as well as the distinctions between teaching and supervision 
 provided that the standards of training for these different types of 
 school work are approximately equal. In the third place, the salary 
 policies of the city school systems in their recent development, 
 quite properly lay large emphasis upon the further education of 
 teachers as the chief determinant of salary advances. Beyond the 
 increments that mere persistence in the service may earn, salary 
 increases are coming to be based very largely upon the zeal of the 
 teachers in securing additional equipment in the way of training 
 and broader education. Within very wide limits every significant 
 advance in training should be met with an advance in salary. In 
 this way, and under present conditions only in this way, can the 
 progressive development of the schools be insured. A final ad- 
 vantage of the larger city school systems in developing a thoroughly 
 
 1 The Professional Preparation of Teachers for American Public Schools, Bulletin 
 No. 14, Carnegie Foundation for the Advancement of Teaching, 1914, p. 137.
 
 10 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 
 
 professional teaching personnel is the existence in these cities of 
 facilities for advanced training in connection with the city training 
 schools, or virith local colleges and universities, or with both as in 
 the case of Cleveland. 
 
 The proposed development in Cleveland will mean a close 
 cooperation between the Cleveland School of Education and Western 
 Reserve University in the provision of courses designed especially 
 for the mature and relatively permanent teachers now in service. 
 The heaviest emphasis will naturally fall upon courses for elementary 
 school teachers, first because these constitute by far the largest 
 group, and secondly because of the basic significance of elementary 
 education to the local community, the State, and the Nation. The 
 organization of such courses is far from a simple problem. Its 
 successful solution will constitute the crucial test of the proposed 
 development. 
 
 A second group for whom courses should be developed is made 
 up of the teachers of the junior and senior high schools. It is 
 essential that opportunities be offered to these teachers to continue 
 their education and add to their professional equipment. 
 
 A third problem is involved in the preparation of teachers for 
 specialized types of service: the teaching of backward children; 
 the teaching of gifted children; the teaching of adolescent and adult 
 immigrants ; the teaching of the blind and the deaf ; and the teach- 
 ing of special subjects such as music, the industrial arts, and the 
 vocational subjects offered under the provisions of the Smith- 
 Hughes act. 
 
 A fourth problem of the Senior Teachers College will be the 
 preparation of principals and of special supervisors. 
 
 It is probable, too, that courses will be developed for school 
 officers and employes other than teachers and supervisors : school 
 nurses, school physicians, custodians of school buildings, and the like. 
 
 The following sections of this report will propose certain princi- 
 ples that, in the judgment of the Commission, should govern the 
 development of these several types of courses, with especial refer- 
 ence, first, to the needs that the courses should m-eet, and secondly, 
 to the relationships that should be established between the Cleveland 
 School of Education and Western Reserve University in meeting 
 these needs. Inasmuch as the needs constitute the fundamental 
 factor in the problem, these will first be considered, and the con- 
 cluding sections will be given over to the desired institutional rela- 
 tionships and their administration.
 
 CHAPTER III. 
 The Advanced Education of Elementary School Teachers 
 
 The significance of elementary education to the welfare and 
 progress of democratic institutions is not likely to be underestimated 
 in theory. In actual practice, however, its recognition and the provi- 
 sions that have been made for its betterment are far from consistent 
 with the importance that almost everyone is willing to grant to it. 
 The very magnitude of the problem is in part responsible for this 
 apparent neglect. The enrollment in the elementary schools is more 
 than tenfold that in the high schools ; to provide liberally for the lat- 
 ter is a matter of small expense as compared with the task of pro- 
 viding liberally for the former. Merely from the standpoint of the 
 numbers required, to supply well prepared teachers for the high 
 schools is a simple problem as compared with that of supplying 
 equally well prepared teachers for the elementary schools. 
 
 In addition to the magnitude of its task as a factor in explain- 
 ing the relatively low status of the elementary school, one should 
 note also two conceptions that have operated especially against 
 the development of high standards of training for the elementary 
 service. In the first place, it has been assumed that elementary 
 teaching is intrinsically less difficult than teaching in the high school 
 and college; in the second place, it has been held that the high 
 schools and colleges have as their peculiar function the training 
 of leaders, and that in consequence, as long as economic conditions 
 make it impossible to have for all grades of instruction equally well 
 prepared teachers, the best prepared should be assigned to the 
 secondary and high institutions. 
 
 The belief that elementary teaching is intrinsically less difficult 
 than teaching on the higher levels is based primarily upon the more 
 advanced character of the subject matter taught in the high schools 
 and colleges. If successful teaching were dependent entirely upon 
 a mastery by the teacher of the subjects to be taught there would be 
 a certain measure of justification in this contention. It is clear, how- 
 ever, that, in addition to this mastery, the efficient teacher must be 
 able to adapt his materials to the capacities and needs of the learners. 
 It is at this point that the problem of the elementary school teacher
 
 12 THE PROFESSIONAL EDUCATION 
 
 becomes extremely difficult. The elementary school is the universal 
 school. Its pupils are not "selected" in the sense that high school 
 pupils are selected. They represent practically all levels of mental 
 ability, and the task of ministering efifectively to their widely varying 
 capacities is one that demands not only a keen insight into child 
 nature but a highly developed power of adaptation. There is every 
 reason to believe that this essential power of adaptation can be 
 greatly enhanced by increasing the resources of the teacher, by 
 giving to him or her a fund of knowledge far beyond the limits of 
 the narrow curriculum that the elementary school in the past has 
 represented, and yet definitely related to this curriculum. The re- 
 cent developments^ in the elementary school program and in methods 
 of teaching, indeed, are of a nature that will require from the teacher 
 a greatly enriched equipment. 
 
 The contention that the elementary school problem should be 
 subordinated to the problems of the secondary and higher institu- 
 tions because the latter have to do primarily with the training of 
 potential leaders involves a fundamental question of educational 
 policy the import of which is just now obscurd by uninformed senti- 
 ment on the one hand and unreflective dogmatism on the other hand. 
 The first position is represented by the naive belief that inequalities 
 in achievement are due to lack of advantages, and that education, if 
 properly organized, can in efifect do away with these inequalities. 
 The second position is quite the opposite and is reflected in present 
 day educational theory which has been profoundly influenced by the 
 wide differences in native mental endowment that psychologists have 
 so conclusively demonstrated within the past decade. The evidence 
 is clear that not only are some children "born short" and others 
 "born long", mentally as well as physically, but also that these dis- 
 tinctions are likely to persist throughout life irrespective of what- 
 ever measures education may take to "even things up". Certain 
 writers have inferred from these facts that large investments in the 
 schooling of persons of average and low grade mental ability will 
 prove unprofitable, and that the best policy is to use whatever re- 
 sources are available for the better education of those who are in- 
 tellectually "fit". An obvious corollary of this conclusion is that 
 
 1 Reference is here made to the development of the "problem" and "project" methods 
 of teaching. The clear tendency of these methods is to shift the burden of actual instruc- 
 tion from the textbook to the teacher. The success of these methods even in the lower 
 grades will depend very largely upon the resources that the teacher has "on call" when 
 the occasion demands.
 
 OF TEACHERS IN CLEVELAND 13 
 
 the education of the "masses" is less significant than is the education 
 of the select few who will make up the intellectual "classes" from 
 which the leaders will inevitably be recruited. This position, if gen- 
 erally accepted, would clearly tend to keep universal elementary edu- 
 cation in the subordinate place that it has so long occupied. 
 
 Even granting the inability of education to develop intellectual 
 capacity in the individuals who are markedly lacking in "native in- 
 telligence", and even assuming that only a small proportion of 
 children are generously gifted with native intelligence, the conclusion 
 that the education of the great masses of children is a matter of 
 subordinate importance does not seem to be justified. The efforts 
 toward universal education, unsatisfactory though they may be when 
 measured against the ideals of the visionary, have still been far from 
 fruitless. Children of average or less than average ability may not 
 indeed be changed into brilliant "intellectuals" by any magic that the 
 school can work, but they can be trained and informed and inspired 
 in a measure that will make of them quite different individuals than 
 they would be if they lacked these educative influences. One has 
 only to contrast the nations that have developed universal education 
 with comparable nations that have neglected the masses of their 
 people to be convinced of the fundamental influence which the ele- 
 mentary school exerts. The abiding faith of the American people 
 in the public school need not be shaken by a full recognition of the 
 fact that education cannot accomplish miracles. Indeed, with a better 
 understanding of the limitations under which the universal school 
 must work, there should be a lessened disposition to criticize it un- 
 justly and a more rational determination to hold it strictly responsible 
 for doing well the tasks that are within its power. 
 
 Among these tasks, there is one that is of outstanding signifi- 
 cance to a democratic community. The chief function of the ele- 
 mentary school is to enable all of the people to work together and 
 think together and act together in the solution of their common 
 problems, to lay the basis of a common understanding and a com- 
 mon aspiration. In a word it is to provide in every possible way for 
 the cooperation which is the essential factor in what we call "good 
 citizenship". 
 
 Obviously not all can be "leaders" in working out the common 
 projects of the community, but all can be participators. In a demo- 
 cratic community there is a peculiar type of contribution that each 
 is called upon to make, for all have an equal voice in determining
 
 14 THE PROFESSIONAL EDUCATION 
 
 what shall be attempted and an equal right to evaluate the outcome. 
 As distinct forms of social organization, indeed, democracy and au- 
 tocracy are most clearly contrasted at this point. In an autocracy, the 
 leadership is irresponsible ; in a democracy the leadership is not only 
 the choice of the "rank and file", but it is continually subject to 
 evaluation by the rank and file. The more thoroughly informed the 
 electorate, the more intelligent will be its choice of leaders and its 
 evaluation of leadership. Upon universal elementary education the 
 community must depend for developing among all of the people the 
 highest possible level of informed intelligence and the highest possi- 
 ble standards of value. If the "will of the people" is the most power- 
 ful force in a democratic community it follows clearly that the uni- 
 versal elementary school takes precedence over all other educational 
 institutions. 
 
 The developments of the past thirty years in American life have 
 intensified the significance of elementary education. The rapid 
 growth of cities, the evolution of industry, and the enormous increase 
 in national wealth have given rise to a host of quite new social and 
 economic problems, and the war has complicated these and has added 
 others no less intricate. Especially significant has been the transition 
 of the American people from a predominently rural to a predomi- 
 nently urban folk. At the time when the foundations of the Ameri- 
 can school system were being laid, more than ninety-six per cent, of 
 the total population of the nation lived under rural conditions and 
 less than four per cent, in cities and towns having a population of 
 2,500 or more. There were no cities in the modern sense, and no 
 city having a population as large as 100,000. The experience of the 
 people held much in common. The problems which were faced by 
 the community were relatively simple. The demands upon organ- 
 ized public education were few and easily met. 
 
 Today we are rapidly becoming a nation of town and city 
 dwellers. One nineteenth of our population lives in a single city ; 
 one fourth are distributed among sixty-eight large cities having a 
 population of 100,000 or more ; one half live in cities of 2,500 and 
 above. Life in these cities has become extremely complex. The 
 common interests and common problems are no longer simple and 
 easily grasped. Industry has been highly specialized. Economic and 
 social classes varying widely in interests, standards, and points of 
 view have developed. The relative simplicity of social organization
 
 OF TEACHERS IN CLEVELAND 15 
 
 has given place to intricate complexity and differentiation. Under 
 these conditions the task that the school faces in its efforts to inte- 
 grate the people, to provide a pervasive common culture, has become 
 difficult and perplexing. And it is the elementary school that must 
 bear the brunt of the burden. It is only in early years of life that 
 the common knowledge, ideals, attitudes of mind, and standards of 
 value that are necessary to social solidarity can be firmly established 
 and only a school that touches "all the children of all the people" 
 during these early years can solve the problem. 
 
 This conception of the function and importance of the elemen- 
 tary school suggests two large aims that the professional education 
 of teachers for the elementary service should strive to realize : 
 
 1. It is essential that the teachers in the elementary school have 
 a clear understanding of the basic function of elementary education 
 and a keen appreciation of its fundamental importance. This under- 
 standing and this appreciation are essential not only that the teachers 
 may undertake their work with a maximum of intelligent interest, 
 but also that they may cooperate most helpfully with the school ad- 
 ministrators in framing educational policies and carrying them into 
 effect. 
 
 2. As suggested in an earlier section, it is essential that these 
 teachers have a generous equipment, especially in the types of knowl- 
 edge and skill that form the most desirable common materials of 
 universal education. 
 
 To the realization of both of these large aims, the further co- 
 operation of the Cleveland School of Education and Western Re- 
 serve University in the work of a Senior Teachers College will 
 make large contributions. The preliminary training provided by 
 the Junior Teachers College will necessarily concern itself largely 
 with the rudiments of the teacher's art. The time is too limited to 
 permit a thoroughgoing study either of educational theory or of 
 the broader aspects of the subject matter represented by the ele- 
 mentary school program; nor do the students fresh from the high 
 school have the mental maturity and the background of experi- 
 ence that form the best basis for the advanced courses that we have 
 in mind. The teachers already in service, however, can well afford 
 to carry one or two such courses during each school year. Their 
 daily experience in their own classrooms will give point and meaning 
 to their advanced studies. As they gain maturity and experience, 
 they will have a continuing stimulus to further growth.
 
 16 THE PROFESSIONAL EDUCATION 
 
 It is scarcely necessary to point out that a variety of specialized 
 courses should be developed for these teachers-in-service. Espe- 
 cially important will be the courses that are directly related to the 
 subject matter of the elementary program. It is here that the co- 
 operation of certain university departments will be perhaps of 
 largest significance. A few typical examples may be suggestive of 
 the wide range of possibilities which the proposed plan involves : 
 
 A basic study of the elementary program is English. From the 
 standpoint of the study both of the language itself and of its litera- 
 ture, the equipment of the elementary school teacher, it is generally 
 agreed, should be greatly enlarged. In the first place, a more 
 thoroughgoing understanding of the history of the language will 
 throw light upon many problems involved in teaching even its rudi- 
 ments to children. In the second place, such increased facility 
 in the use of the language as may be gained from appropriate 
 courses in English composition can hardly fail to be reflected 
 in classroom practice. In the third place, an almost inexhaustible 
 wealth of possibilities is presented by the study of literature. The 
 actual content of the elementary curriculum in literature may be 
 studied with great profit upon the university plane. "The very fact 
 that many of the poems of childhood are among the oldest and 
 most persistent products of the world's culture suggests at once 
 the wealth of material available for a teachers' course in this sub- 
 ject. It goes without saying that a teacher can use this literature 
 with children more effectively if he knows its antecedents and 
 origins, and consequently realizes that he is dealing, not with trivial 
 materials, valuable simply because they are adapted to immature 
 minds, but rather with a significant and precious human heritage. 
 Certainly in its cultural quality a course of this type may easily 
 be made to compare favorably with any collegiate course in myth- 
 ology or folk lore."^ 
 
 Courses of this type, too, will be likely to reveal materials 
 suited to elementary school use that have not as yet found a place 
 in the elementary program. There is abundant room, also, for 
 teachers' courses in literature that deal with materials quite out- 
 side the elementary program — courses for example that have to 
 do primarily with the principles of interpretation which, while 
 gained, so to speak, in an adult context, may if properly presented 
 be effectively applied in the teaching of children. 
 
 1 The Professional Preparation of Teachers for American Public Schools, pp. 150 f.
 
 OF TEACHERS IN CLEVELAND 17 
 
 Analogous opportunities are presented in the study of mathe- 
 matics. The "simple" arithmetical processes that loom so large 
 in the elementary curriculum have had a long and interesting his- 
 tory, to know something of which will add greatly to the teacher's 
 appreciation of their importance and to his understanding of the 
 difficulties that the young learner encounters in their mastery. 
 Then there is the wide range of applications to the problems of 
 business and industry. Arithmetic in the upper elementary grades, 
 indeed, has as one of its chief functions giving the child an initial 
 acquaintance with the way in which the world's business is organ- 
 ized and conducted, and it is especially important that the teacher 
 understand the elements at least of such subjects as banking, 
 insurance, taxation, and joint-stock undertakings. Finally there 
 is the contribution that the study of the more advanced phases of 
 elementary mathematics and their application may make to the 
 teaching of arithmetic. 
 
 The field of geography fairly bristles with opportunities for 
 developing advanced professional courses. To teach well to fifth 
 and sixth grade pupils the rudiments of physical geography de- 
 mands upon the part of the teacher a measure of understanding 
 far beyond that apparently presupposed by the brief courses in 
 this subject that one usually finds in teacher-training institutions — 
 if, indeed, the institution offers anything whatsoever beyond a 
 perfunctory "review" of the elementary subject matter. 
 
 Of equal importance and warranting an even more extended 
 and thoroughgoing treatment are the so-called " human" or social 
 and economic phases of geography. The rich possibilities in- 
 herent in geography from this point of view have scarcely been 
 touched in the elementary school, and yet no other subject could 
 be utilized more effectively to broaden the pupil's horizon and stimu- 
 late an aggressive interest in further study. Teachers who are 
 liberally equipped with the resources now readily available for 
 advanced courses can make of elementary geography not only a 
 fascinating study to practically all children, but a most useful study 
 from the point of view of preparation for citizenship. The sources 
 of the goods which supply our needs ; the manners and customs and 
 institutions of the people who produce them; the effect of climate 
 and topography upon the ways in which people live and work ; 
 the agencies and routes of transportation; these are some of the
 
 18 THE PROFESSIONAL EDUCATION 
 
 obvious topics concerning which every voting citizen should be 
 informed. But beyond the information there is needed some- 
 thing else, — an appreciation of what the goods of life cost in 
 terms of human ingenuity and human effort and beyond this an 
 appreciation of the interdependence of peoples and nations. Nor 
 is an acquaintance with the development of geographical knowledge 
 without its value. Not only is the literature of discovery and 
 exploration intensely interesting and richly informing to the normal 
 child in the later juvenile and early adolescent years, but the types 
 and examples of persistent and effortful achievement that it pre- 
 sents in an elemental and appealing context may well form the basis 
 of thoroughly dynamic ideals and standards. 
 
 The case of history and the social sciences is even more con- 
 vincing. One may admit that the historical equipment of the pupil 
 leaving the elementary school will necessarily be limited without 
 committing one's self to the conclusion that the present very narrow 
 limitation is at all necessary or that much more could not be done 
 in the time now provided in the first six grades ; there are abundant 
 opportunities to lay sound foundations. Courses that are to be 
 directly related to the needs of teachers in these lower grades 
 will involve perhaps a modification of the courses in history now 
 offered in the colleges as will corresponding courses in English, 
 mathematics, and geography. It will probably be agreed that the 
 emphasis in history should fall upon the lives and customs of 
 peoples — upon social and industrial development rather than upon 
 political and economic history. The biographical element in history 
 has in the past had the central place in elementary school courses 
 below the seventh grade, and while there is some evidence that we 
 have underestimated the capacity of even young children to under- 
 take a more systematic study of historical events it is clear that too 
 much cannot be expected in the way of grasping large movements. 
 The teacher's equipment, then, should be especially rich in the kind 
 of materials that can unquestionably be utilized in the elementary 
 school ; but this should not be interpreted to mean that the broader 
 point of view should be neglected in the teacher's training. His 
 own treatment of the more concrete materials, especially as regards 
 selection and relative emphasis, will depend very largely upon his 
 understanding of their deeper meaning.
 
 OF TEACHERS IN CLEVELAND 19 
 
 What has been said regarding these four basic studies of the 
 elementary school program will suffice to indicate the nature and 
 value of advanced professional courses that deal primarily with 
 the subject matter with which the elementary teacher is chiefly con- 
 cerned. It is assumed that the courses will be offered by subject 
 matter specialists, some of whom will be members of the Cleveland 
 School of Education staff while others will be members of one or 
 another of the faculties of Western Reserve University. 
 
 A second type of advanced professional courses will deal with 
 the more technical aspects of the elementary subjects rather than 
 with the greatly enriched content for such subjects that courses 
 of the first type will aim to supply. Reference is here made to 
 the materials that are now available under the name, "Psychology 
 of the Elementary School Subjects". These materials are particu- 
 larly rich in the fields of arithmetic, reading, spelling, and hand- 
 writing. The general term may also be extended to include the 
 scales and tests that have been developed and standardized for meas- 
 uring the results of teaching in these and other subjects. Ultimately, 
 no doubt, the subject matter specialists will incorporate many if 
 not most of these materials in the advanced professional courses de- 
 scribed above. At the present time, it will be necessary to have 
 them treated by the department of educational psychology and edu- 
 cational theory. The cooperation of the Department of Education 
 in the College for Women of the University with the corresponding 
 department of the Cleveland School of Education will be important 
 in this connection. 
 
 A third typ^ of advanced professional study will have as its 
 aim not so much an addition to the teacher's equipment in special- 
 ized scholarship or in technical skill as a broadening of the profes- 
 sional horizon and an enhanced understanding of the place of edu- 
 cation in the social organization. It is here that the contributions 
 of the university departments of philosophy, economics, sociology, 
 and political science will be of outstanding value. 
 
 Courses of this type should not be narrowly conceived. They 
 should be designed to broaden and liberalize the education of ele- 
 mentary teachers with emphasis upon subjects that will help them to 
 understand and interpret the major activities and interests of mod- 
 ern life. Of particular significance will be the treatment of such 
 topics as modern industry, commerce, government and politics.
 
 20 THE PROFESSIONAL EDUCATION 
 
 Here a large emphasis should be placed upon the industrial, com- 
 mercial, economic, civic and social conditions, and opportunities of 
 the city of Cleveland. It is important that the children of the pub- 
 lic schools shall be trained to understand and appreciate the oppor- 
 tunities, privileges, obligations, and responsibilities of life in their 
 own city. This will result almost as a matter of course if the teach- 
 ers of the city are interested in these aspects of the city's life and are 
 well informed concerning them. Courses of this character will also 
 serve the purpose mentioned above of deepening the teacher's ap- 
 preciation of the work which she is doing in the elementary schools. 
 
 The dominant purpose of the advanced courses for elementary 
 teachers, as we conceive of them, is to contribute definitely to the 
 professional equipment of the elementary teacher. It would quite 
 defeat this purpose to have these courses so organized and presented 
 that they would tend to draw teachers away from the elementary 
 service, — to give them the impression that only in the more "ad- 
 vanced" studies of the high school and college are there opportu- 
 nities for intellecutal growth and scholarly achievement on the part 
 of the teacher. Their fundamental aim must be to reveal these op- 
 portunities as inherent in the materials of the most "elementary" in- 
 struction. 
 
 The very term "elementary," indeed, has come to have an 
 unfortunate and a quite unjustified implication. It is associated 
 in the minds of most people with the simple and the rudimentary. 
 It would be far better to speak of the materials of the lower 
 schools, not as elementary, but rather as elemental and fundamental. 
 If we think of education as the process of placing each genera- 
 tion in possession of its heritage of skill, knowledge, and ideals 
 it would seem incontestable that the parts of this heritage which 
 are to be made the common property of all should be the most 
 precious parts, — the parts that the race could least well afford to 
 lose. And generally speaking the evolution of the elementary 
 program of studies has been in accord with this standard. 
 
 But just because the basic elements of the human heritage 
 are almost inevitably selected as the materials of that type of 
 education to which everyone is subjected, just because they are 
 the common property of all, their fundamental significance tends 
 to be overlooked. Everyone knows that the earth is round ; and be- 
 cause the earth's rotundity has been made a fact of common knowl-
 
 OF TEACHERS IN CLEVELAND 21 
 
 edge, it has become to the minds of most people a commonplace 
 fact. Popular respect for knowledge or for skill tends to vary 
 inversely with the measure in which the knowledge or the skill 
 becomes universal. The effect of this attitude may be negligible 
 elsewhere, but it is far from negligible in connection with teach- 
 ing. Above all else the teacher must have a profound respect 
 for his materials. Generally speaking the materials of elementary 
 education richly deserve this respect, and a fundamental function 
 of the education of teachers is to insure this attitude. 
 
 But if the advanced courses for elementary teachers should be 
 designed specifically to reveal to these teachers the possibilities 
 that are inherent in their materials and in their work, it should not 
 be inferred that a mere "contentment with their lot" is the desired 
 objective. A form of education that expHcitly aims simply to make 
 people contented with conditions as they are is properly repulsive 
 to American ideals of democracy and progress. The foregoing 
 discussions have assumed that the elementary service will provide 
 rewards and recognitions that will make it well worth while for a 
 teacher to strive to attain distinction in the actual work of teaching 
 children. Beyond this, too, the Senior Teachers College should 
 make it possible for teachers now in the elementary schools to pre- 
 pare for high school teaching, for special types of teaching, for 
 supervision, or for administration. The important condition to be 
 fulfilled here is to insure that a change from one type of educational 
 work to another does not involve disparagement of the work from 
 which the change is made. "Promotion" to the highest positions of 
 distinction and reward should be possible within each branch 
 of the service, and changes that are made should be inspired by 
 the conviction that one can render better service in another post 
 rather than by the feeling that the desired post offers intrinsically 
 larger opportunities. 
 
 It would seem reasonable, too, that direct preparation for a 
 change of work should not be undertaken as a general rule through 
 attendance upon extension courses during the regular school year, 
 but should rather be left for summer courses. Experience has 
 shown that, when teachers undertake advanced study during the 
 time when they are carrying a full teaching program, the benefits 
 are directly proportional to the closeness of the relation between 
 their advanced study and their teaching. As long as the advanced 
 courses can be made to contribute to the solution of problems arising
 
 22 THE PROFESSIONAL EDUCATION 
 
 in the teacher's daily work, the results are most salutary, but when 
 they are remote from these problems, and especially when they are 
 specifically directed tow^ard another field, the effect is likely to be 
 distracting and the daily work is almost certain to suffer. 
 
 The success of the advanced courses for elementary teachers 
 will depend very largely upon the attitude and equipment of the 
 instructors who offer them, — and at the outset particularly upon the 
 attitude. The subject matter specialist is likely to be handicapped 
 by lack of acquaintance with the elementary school problem. We 
 do not think that this will be an insuperable obstacle to the success 
 of the work, for if the task is approached in the right way what 
 he lacks in the way of first hand experience can be in part 
 supplied by his students. In the beginning the work will be likely 
 to demand and to stimulate a goodly measure of tolerance upon 
 the part both of the student and of the instructor for the short- 
 comings of one another. Whatever may be bis limitations of actual 
 experience, then, the otherwise well-qualified instructor should be 
 able to make his courses profitable provided that he has a sincere 
 respect for the work that the elementary school represents and a 
 real interest in its problems. University instructors whose classes 
 have been largely attended by public school teachers are almost 
 always enthusiastic in their praise of these mature students. No 
 other student group perhaps will surpass a body of elementary 
 teachers in the aggressive interest that they evince in their work 
 and in their appreciation of the efforts of their instructors. 
 
 It should go without saying that courses offered for elementary 
 teachers in the Senior Teachers College should be credited toward 
 the Bachelor's degree and ultimately toward more advanced de- 
 grees. This does not mean that courses will not be offered that do 
 not carry such credit. Not infrequently changes are made in the 
 work of the elementary school that will require of all teachers 
 practice in a new type of skill, — a change, for example, in the "style" 
 of handwriting to be taught, or a change in the technique of teach- 
 ing reading to beginners. The Senior Teachers College should be 
 free to offer such courses irrespective of the credit toward a de- 
 gree that they may or may not earn. As in other institutions of 
 collegiate rank, questions involving credit toward a degree should 
 be settled upon recommendations of the faculty. The organization 
 of the faculty of the Senior Teachers College for this and other 
 purposes will be considered in a later section of this report. 
 
 i
 
 CHAPTER IV. 
 
 The Advanced Education of Junior and Senior 
 High School Teachers 
 
 The aims and principles that, in our judgment, should govern 
 the advanced courses for high school teachers do not differ es- 
 sentially from those presented in the preceding section as govern- 
 ing the advanced courses for elementary teachers. The problem 
 again is one primarily of insuring a continued and a continuous 
 growth throughout the period of the teacher's service. In some re- 
 spects, advanced courses for secondary teachers will be less difficult 
 to organize and administer than are courses of the same grade for 
 elementary teachers. The work of the high school teacher resembles 
 more closely the work with which the college and university in- 
 structor is familiar; the high school teachers are themselves more 
 frequently college bred ; and their teaching while more intensive 
 than that of the elementary teacher does not cover so wide a range 
 of subjects. 
 
 On the other hand, the organization of these courses presents 
 certain difficulties that it will not be easy to surmount. The most 
 troublesome problems of high school instruction demand for their 
 solution teachers who not only are thoroughly grounded in their 
 subject matter, but have developed also the fine art of adapting it to 
 the adolescent mind, — teachers who can transform indifference into 
 an eager and aggressive interest. 
 
 It has been customary to say of the young men and women 
 who go as college graduates into the high school service that they 
 too frequently take with them the attitudes and methods of the 
 colleges ; that their chief interest is in teaching Latin or mathe- 
 matics or science rather than in teaching boys and girls; and 
 that to offset these tendencies they need, in addition to their equip- 
 ment in subject matter, instruction in educational theory and train- 
 ing in methods of teaching. The colleges that prepare high school 
 teachers have consequently added to their programs courses in 
 educational theory and practice that prospective high school teachers 
 have been encouraged and in some cases, required to take. 
 
 There is a general conviction that v^^hile these professional 
 courses do something to fit the college graduate for high school
 
 24 THE PROFESSIONAL EDUCATION 
 
 teaching, they have not as yet solved the problem in a satisfactory 
 manner. The difficulty seems to lie in their detachment from the 
 basic instruction in subject matter. They have been added to rather 
 than incorporated in the college curriculum. They have not in- 
 frequently been looked upon with distrust, not to say disdain, by 
 the instructors in the subject matter departments who have believed, 
 and sometimes with justice, that they lack substance. Nor have the 
 efforts of the subject matter specialists themselves to solve the 
 professional problem by offering "teachers' courses" in their re- 
 spective fields been crowned with outstanding success. 
 
 There is a distinct place in the Senior Teachers College for the 
 development of courses for high school teachers in service that will 
 not only contribute immediately to the professional equipment of 
 these teachers, but also point the way toward a more effective type 
 of preliminary training for this branch of the service. We have 
 in mind here primarily advanced courses dealing broadly and in- 
 tensively with the materials of secondary instruction. The treat- 
 ment will obviously vary in the different departments of instruction, 
 but in all departments there would seem to be innumerable oppor- 
 tunities for such courses. Every field of knowledge is continually 
 developing, and new discoveries are constantly affecting — or cer- 
 tainly should affect — the problem of teaching the subject even in 
 its most elementary phases. The advanced professional courses 
 would differ from other collegiate courses dealing with new dis- 
 coveries in laying their chief emphasis upon the modification of the 
 substance and method of secondary instruction that these dis- 
 coveries involve. There are, too, even in the oldest and most 
 thoroughly "standardized" of the secondary subjects many oppor- 
 tunities for eliminations and replacements that an advanced study 
 of the problem may well reveal ; and there is always the opportunity 
 to find new and illuminating applications for the principles that in 
 themselves do not change. With groups of experienced and well 
 prepared high school teachers working year after year in coopera- 
 tion with university scholars in the various fields ; concentrating 
 closely upon the problem of making their specialized knowledge 
 both valuable and appealing to high school boys and girls ; bringing 
 directly, the one group from its classrooms the fresh experience, 
 and the other group from its libraries and laboratories the fresh 
 knowledge — with such a combination, the future of the high school 
 will be amply insured. And it is clear that nothing else will insure
 
 OF TEACHERS IN CLEVELAND 25 
 
 this future so effectively and so inevitably as will such continued, 
 intensive,, cooperative effort. Commissions and committees that 
 meet once or twice a year are now the chief agencies for the ad- 
 vancement of secondary education. Without detracting in the least 
 from the good work that these organizations have done and are 
 doing, no one can well dispute the much more fundamental influence 
 that would be exerted by large groups of high school teachers work- 
 ing week in and week out with competent university scholars. 
 
 For some time to come, there will be a need in Cleveland for 
 courses somewhat less advanced than those just discussed, — courses 
 intended primarily to fit former seventh and eighth grade elementary 
 teachers for the differentiated work of the junior high schools. The 
 problem here will be to take teachers who have heretofore given 
 instruction in all of the subjects of the upper grades and to make 
 them specialists in one or more of the junior high school branches. 
 Again the broadly professional study of subject matter will be the 
 point of chief emphasis. The opportunities for making significant 
 contributions to this new field of educational effort are numerous 
 and appealing. The junior high school is still in an experimental 
 stage of development, and its ultimate success will depend very 
 largely upon the attitude and equipment of its teachers. The Senior 
 Teachers College has here a clear field that will amply repay the 
 most careful cultivation. 
 
 Both the junior and the senior high school teachers, like the 
 elementary teachers, will be called upon in larger and larger meas- 
 ure to cooperate with the administrative officers in the framing and 
 carrying out of educational policies. They will consequently wish 
 to supplement their study of subject matter by undertaking occas- 
 ional courses in educational theory and in the related social sciences. 
 There will be a place, too, in the advanced education of these 
 teachers for technical courses dealing with the pyschology of the 
 subjects that they are teacfhing.
 
 CHAPTER V. 
 Courses for Supervisors and Administrators 
 
 It has been one of the fundamental assumptions of the preceding 
 discussions that a change from a teaching position to a supervisory 
 or administrative position is not necessarily to be looked upon as a 
 "promotion" or as a professional advancement, — that there shall be 
 in the teaching service opportunities which will make it possible for 
 the teacher to achieve the highest measure of professional distinc- 
 tion without involving transfer to supervisory or administrative 
 duties. An acceptance of this assumption, however, should not 
 imply a disparagement of the administrative and supervisory func- 
 tions. It is reasonable to believe that success in administration re- 
 quires specialized talents or abilities that do not always go with 
 success in teaching, and experience has clearly taught that one who 
 is an excellent teacher is not always for that reason a competent 
 supervisor of other teachers. 
 
 It is sound policy, then to recognize that specialized forms of 
 service, whether in teaching, in supervision, or in administration, 
 demand specialized training based upon the initial selection of per- 
 sons who have native talents for one or another of the three types 
 of work. For the supervisor, and in a somewhat smaller measure 
 for the administrator, a first hand acquaintance with the actual task 
 of teaching is essential. The apprenticeship through which advance- 
 ment to the rank of administrator, supervisor, or master teacher 
 is sought should be the same; namely, the apprenticeship of the 
 classroom. This need can be recognized without implying invidious 
 distinctions among these advanced ranks. 
 
 In recruiting competent persons for the supervisory and admin- 
 istrative staffs, it would seem that the chief source of supply should 
 be the younger members of the teaching corps who have given evi- 
 dence that they possess the requisite native qualifications. By 
 recognizing the status of the master teacher as essentially equivalent 
 to that of the supervisor and the administrator, it will be unnecessary 
 to draw the most competent teachers out of the classroom service 
 for "promotion" to administrative posts as has been done in so many 
 of our city school systems in the past. At the same time, to require
 
 28 THE PROFESSIONAL EDUCATION 
 
 an apprenticeship in the classroom service is an essential condition of 
 appointment to the supervisory and administrative staffs and to add 
 to this a period of specialized training will be to remove the more 
 serious objections of the older teachers to the appointment of super- 
 visors and administrators who are younger than they. With the 
 development of this plan, the relationships of the supervisor or the 
 administrator to the master teachers will approximate those of one 
 colleague to other colleagues rather than those of a superior officer 
 to his subordinates. The latter relationship will quite properly be 
 retained between the supervisor or the administrator and the 
 younger classroom teachers who have still to "win their spurs". 
 
 The organization of the Senior Teachers College will make it 
 possible to provide exceptionally strong courses for prospective 
 supervisors and administrators. While a large proportion of these 
 courses will be of technical character and will consequently be 
 offered by the staff of the Cleveland School of Education, the co- 
 operation of the University will be far from unimportant. In addi- 
 tion to the advanced study of subject matter, which will be particu- 
 larly important to the supervisor, the contributions of specialized 
 scholarship in the fields of sociology, economics, political science, 
 statistics, architecture, and sanitation have a large potential value 
 which can be made thoroughly dynamic by the right kind of co- 
 operation between the University specialists and the various groups 
 of public school workers. 
 
 It is clear, too, that many of the courses provided for prospec- 
 tive supervisors and administrators, will be attended with great 
 profit by supervisors and administrators already in service. The 
 enrollment of these men and women in the Cleveland School of 
 Education will in itself add much to the significance of the work in 
 the eyes of the classroom teachers ; but there will, be a value over 
 and above this contribution to the morale of the school system. It 
 is highly desirable that the condition in which all principals of ele- 
 mentary schools have received an education equivalent to that of 
 a college degree, shall be established as soon as possible. Elementary 
 principals, as well as those of Junior and Senior high schools hold 
 very important places of leadership in the system and if they are to 
 continue to merit the confidence and respect of the teachers under 
 their supervision who are themselves going forward in the Cleve- 
 land School of Education, the principals themselves must be equally 
 progressive.
 
 OF TEACHERS IN CLEVELAND 29 
 
 The present policy in the administration of the schools appar- 
 ently is to decrease the number of small schools and increase the 
 number containing a thousand or more pupils. If this policy is to 
 be continued, salaries of $4,500 or more may be paid to elementary 
 principals in the larger schools without making the per pupil cost 
 much, if any, greater than it is at present. These salaries should 
 serve to attract young men of ability as well as young women to 
 enter the Junior Teachers College and prepare themselves as teach- 
 ers with the prospect ahead of attaining positions of the character 
 and influence of these better principalships. It is very desirable 
 that promising young men shall be drawn into the service of the 
 schools in this way. To this end emphasis should be placed on the 
 preparation of young men for administrative and supervisory posi- 
 tions. Young men as well as young women should enter the Junior 
 Teachers College also with the prospect in mind of becoming Junior 
 and Senior high school teachers.
 
 CHAPTER VI. 
 
 Courses for Special Teachers and for Other 
 School Officers and Employes 
 
 It is extremely important in so large a system as that of Cleve- 
 land that a supply of well trained teachers should always be on hand 
 to fill vacancies that may occur and to meet any emergencies that 
 may arise due to changes in the course of study or to the reorgani- 
 zation of any part of the work that may be found necessary in 
 carrying out the policy of the Superintendent and the Board of 
 Education. 
 
 Courses should also be provided for teachers of deaf, feeble- 
 minded, anaemic, tubercular, crippled, blind, speech defective, 
 abnormally bright, and specially gifted children, in short of every 
 type of unusual children for which special provision needs to be 
 made. In planning such courses the needs of the night schools, 
 continuation schools and other forms of educational extension 
 should not be overlooked. In a city school system like that of 
 Cleveland, equipped with such a school of education, there is no 
 legitimate excuse for not having ready in advance, teachers pre- 
 pared for any kind of service that will be needed on account of 
 revision of the course of study or the introduction of new activities. 
 
 As stated elsewhere in this report there should be, in order 
 that these results may be obtained, a direct and intimate relationship 
 between the superintendent of schools and the head of the Cleveland 
 School of Education also between the members of the superintend- 
 ent's staflf who are responsible for various aspects of the w^ork and 
 the specialists in the faculty of the Cleveland School of Education 
 who are engaged in preparing teachers for these special fields. For 
 example, there should be close cooperation between the teachers 
 of applied arts in the Senior Teachers College and the head of this 
 division in the school system. 
 
 A most gratifying development in our city school systems 
 has been the appointment of school physicians and school nurses 
 and the establishment of medical, dental, and psychological clinics. 
 There is every reason to believe, however, that the beneficial re- 
 sults that have followed from this development could be greatly 
 increased by giving to the physicians, nurses, dentists, and psychol- 
 ogists who enter the public school service a specialized training 
 supplementing the equipment provided by the various professional 
 schools and designed to meet the specialized needs which this ser- 
 vice presents. The success that has attended the summer courses 
 for school physicians and school nurses offered by the Cleveland
 
 32 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 
 
 School of Education is clearly indicative of the importance of 
 this work. The establishment of the proposed relationships with 
 Western Reserve University will make it possible to carry this 
 development still further. Indeed, with the start that has already 
 been made, Cleveland could quickly become the recognized center 
 for the preparation of men and women for these branches of the 
 service. 
 
 Nor are the possibilities of improving the work of the public 
 schools through the training of the personnel limited to the profes- 
 sional groups with which the preceding discussions have been con- 
 cerned. There is scarcely a type of service needed in a great school 
 system that could not profit by the provision of facilities of train- 
 ing. The clerical work of the school is specialized in its character 
 and well trained office employes can do a great deal to make the work 
 of teachers, supervisors and administrators more effective. In 
 many of our school systems, the attention and energy of the 
 teachers and principals are too largely absorbed in a kind of record 
 keeping that a competent clerk, especially trained for these duties, 
 could do very much better, leaving the teachers and principals free 
 for the basic work which the school represents, the all important 
 spirit of which is likely to be destroyed by an overplus of routine. 
 
 Of very large importance, too, are the services of the cus- 
 todians of school buildings. Fortunately the schools of most large 
 cities have been divorced from "politics" as far as the appointment 
 of teachers and principals is concerned. But in many cases the 
 janitors are still very much "in politics". The public does not often 
 recognize the fact that the custodian of a school building is more 
 than a caretaker whose duties are summed up in firing the furnaces, 
 washing the windows, and sweeping the floors. The discharge of 
 these duties involves serious responsibilities where the lives and 
 the health of children are concerned. But beyond these, the school 
 "janitor" very frequently comes into intimate contact with the 
 children themselves. Disciplinary functions are often delegated 
 to him, — quite necessarily in schools that are in charge of women 
 principals and in which all of the teachers are women. Adequate 
 provisions for the training of these employes may well form a part 
 of the program of the Cleveland School of Education. While the 
 direct cooperation of the University in such work will doubtless 
 be negligible the proposed affiliation of the School of Education 
 with the University will enable the former to undertake the tasks 
 of this type without undue interference with its other functions.
 
 CHAPTER VII. 
 
 Admission and Advanced Standing 
 
 In the following discussion with reference to standards for 
 admission and acceptance of courses and diplomas toward ad- 
 vanced standing, it has been deemed desirable to consider these two 
 major topics in order and exclusive of each other. It is hoped that 
 such treatment will render the statement clearer of interpretation 
 and easier of administration. 
 
 Minimal Standards for Admission 
 
 I. The regulations at present in force for admission to the 
 Cleveland School of Education are as follows: 
 
 Any student is provisionally admitted to candidacy for the 
 Normal (Junior Teachers College) diploma: 
 
 1. Upon presentation of an official certificate or statement 
 of graduation with an average of 80 per cent, or above from a 
 four-year course of a first grade high school or equivalent. 
 
 2. In case of persons of mature years or of previous teach- 
 ing experience, upon examination and official approval by the Com- 
 mittee on Standards and Credits subject to final approval of the 
 faculty. 
 
 3. In cases of persons of mature years or previous teaching 
 experience, upon presentation of sufficient credits from the Cleve- 
 land School of Education or other institution of equal grade to 
 make up deficiency in the previous high school credits. The Com- 
 mittee on Standards and Credits shall decide the total number of 
 credits necessary to make up such deficiency in each individual 
 case, it being understood that twelve semester hours of Junior 
 College credits shall constitute the minimum equivalent of one year 
 of high school credits. 
 
 After provisional admission to candidacy for the Normal 
 diploma the Dean of the Cleveland School of Education reserves 
 the right upon recommendation of the faculty to advise any student 
 doing unsatisfactory work to withdraw from candidacy for the 
 Normal (Junior Teachers College) diploma. 
 
 The Commission approves in general these regulations 
 governing admission to the Cleveland School of Education. How-
 
 34 THE PROFESSIONAL EDUCATION 
 
 ever, just as soon as the need for additional teachers can be met, 
 a quaHtative standard should be added, and it is suggested that the 
 relative rank of the applicant for admission, in his high school 
 class, should be the qualitative standard rather than actual numeri- 
 cal grades. As has been suggested in an earlier section^ this stand- 
 ard should be raised as early as possible, so that only those ranking 
 in the upper half of the graduating classes of the high schools 
 would be admitted without examination. Whenever such increased 
 standard is established, applicants with lower rank should be given 
 some examinations, and their admission or rejection determined 
 by a study of the results of the examinations along with the high 
 school record. It is suggested, further, that in such cases, the ap- 
 plicant be given the option of taking examinations in four of his 
 high school subjects, one of which should be English ; or an intelli- 
 gence examination, coupled with an examination in English com- 
 position. 
 
 II. AppHcants who liave completed the full requirements for 
 the one^ year, one and one-half- year, or two year Normal (Junior 
 Teachers College) diploma by actual and full residence in the 
 Cleveland School of Education, or the former Cleveland Normal 
 Training School, and have received the normal diploma, should be 
 admitted to candidacy for the Bachelor of Education degree with 
 advanced standing toward that degree as indicated under "Ad- 
 vanced Standing"^ below. 
 
 III. Applicants who have been admitted to candidacy for the 
 two year normal diploma of the Cleveland School of Education 
 and who have satisfactorily completed at least one half year of 
 actual and full time residence should be admitted to candidacy for 
 the Bachelor of Education degree with advanced standing towards 
 that degree as indicated later under "Advanced Standing". (See 
 Section II, Article 3, page 38). 
 
 1 Given prior to 1894. 
 
 2 Offered from 1894 to 1899. 
 
 3 Owing to the state of the earlier records, cases may arise where it is impossible to de- 
 termine from the records available whether or not a given student comes under this classifi- 
 cation, e.g., in certain instances the only record available is to be found in the weekly 
 "Record of Proceedings of the Board of Education" — which record indicates solely that 
 the diploma was granted, but does not indicate on what basis. In such cases, the signed 
 statement of the applicant that the diploma was received as a result of one year, one and 
 one-half years, or two years of actual and full time residence in the Department may be 
 taken as sufficient evidence that the applicant comes under this classification. ^
 
 OF TEACHERS IN CLEVELAND 35 
 
 IV. Applicants from other educational institutions of stand- 
 ard grade should be admitted to candidacy for the Bachelor of 
 Education degree under the same conditions as regular students 
 and graduates of the Cleveland School of Education listed in 
 paragraphs I, II, III immediately preceding. 
 
 V. Holders of Bachelor's degrees from institutions of stand- 
 ard grade should be admitted to candidacy for the degree of Master 
 of Arts in Education, provided they can demonstrate that they are 
 qualified to do the advanced professional work required for that 
 degree. 
 
 Advanced Standing 
 1. Advanced standing towards the normal diploma. 
 
 The Commission finds the following regulations in efifect at 
 present in reference to credit towards advanced standing for the 
 current two year Normal or Junior Teachers College diploma: 
 
 "The current requirements for the two year normal diploma 
 of the Cleveland School of Education shall be sixty-six semester 
 hours of normal or Junior Teachers College credits distributed 
 over the several departments (Art, Education, English, Geography, 
 etc.) approximately in accordance with the course of study in the 
 Normal Department or Junior Teachers College of the Cleveland 
 School of Education for the given year, and in no case in excess 
 of twice the number of semester hours credit in the regular course 
 of study of that department for the current year. 
 
 Of the total sixty-six semester hours necessary for the normal 
 diploma, not less than sixteen semester hours (one half year's work) 
 must be taken in residence in the Cleveland School of Education 
 (Normal Department, Extension Department, Summer Session). 
 
 Credits other than those taken in the Normal Department are 
 accepted towards the Normal (Junior Teadhers College) diploma 
 as follows: 
 
 1. All such credits must be of Normal or Junior College 
 grade and must not have been used for admission to candidacy. 
 
 2. Credits from other teacher training or collegiate institu- 
 tions of standard grade may be accepted when officially certified as 
 completed and accredited by such institutions provided the credits 
 are not duplicates of any presented from other institutions.
 
 36 THE PROFESSIONAL EDUCATION 
 
 3. Evaluation of non-residence credits toward the Normal 
 (Junior Teachers College) diploma shall be made independent of 
 any statement of such evaluation made by other teacher training 
 or collegiate institutions or State Departments of Public Instruction. 
 
 4. The total number of credits which may be accepted from 
 other standard institutions towards the Normal (Junior Teachers 
 College) diploma shall not be in excess of the total number of 
 semester hours credit which might have been secured in an equal 
 period or under an equal schedule in the Cleveland School of 
 Education, 
 
 5. Credit in fulfillment of the residence requirements in Ob- 
 servation and Practice Teaching may be granted applicants for the 
 Normal (Junior Teachers College) diploma upon the following con- 
 ditions : 
 
 (a) Such applicant must have had at least two years of suc- 
 cessful teaching experience properly attested. 
 
 (b) Credit may be granted only after visitation and recom- 
 mendation to that effect by an instructor or official of the Cleve- 
 land School of Education or other properly qualified person or 
 official designated by, and in this instance representing the faculty 
 of the Cleveland School of Education. 
 
 (c) The total credit thus accepted towards the Normal 
 (Junior Teachers College) diploma may not exceed one fifth of 
 the total number of semester hours credit in the regular school 
 year (for the year 1921-22, six semester hours). 
 
 6. In case of persons of mature years or previous teaching 
 experience and when so approved by the Committee on Standards 
 and Credits the student may present a limited number of credits 
 for work done in private. Credit for such work is granted only 
 upon examination and official certification by the head of the de- 
 partment concerned. The total number of credits which may thus 
 be presented towards the Normal (Junior Teachers College) 
 diploma shall not exceed four semester hours. 
 
 7. A maximum of eight semester hours credit in not more 
 than three departments other than those in which courses are given 
 in the regular curriculum of the Junior Teachers College during 
 the current year, may, when so approved by the Committee on 
 Standards and Credits, be accepted towards the Normal (Junior
 
 OF TEACHERS IN CLEVELAND 37 
 
 Teachers College) diploma when presented from, and officially 
 certified by, institutions of normal or collegiate grade. 
 
 The Commission approves, in gener?.!, of the spirit and con- 
 tent of these regulations in reference to the granting of advanced 
 credit towards the Normal (Junior Teachers College) diploma, 
 particularly those requirements which specify that all extra-normal 
 credits shall be of Junior College grade and shall be officially 
 certified as completed and accredited by the institution in which 
 the work was taken. There is doubt as to the wisdom of the pro- 
 visions in Article 6 for granting credit based on private study, 
 even after examination by the faculty. The educational value of 
 such work is rarely, if ever, up to that of work done in the regular 
 way by systematic classroom instruction. Furthermore, it should 
 be understood, in connection with Article 5 above, that the total 
 amount of credit for observation and supervised teaching and 
 actual teaching while in service shall in no case exceed the maximum 
 mentioned in paragraph (c). 
 
 II. Advanced standing toward the Bachelor of Education 
 degree. 
 
 1. Candidates for the Bachelor of Education degree who have 
 taken the one^ year course, the one and one-half- year course, or the 
 two year course in the Junior Teachers College of the Cleveland 
 School of Education or in the former Cleveland Normal Training 
 School by actual and fulltime residence in the same, and have re- 
 ceived the regular one year, one and one-half year, or two year 
 Normal (Junior Teachers College) diploma should be given re- 
 spectively one year, one and one-half years, or two years of ad- 
 vanced credit in the four year course leading to the Bachelor of 
 Education degree. 
 
 2. Candidates for the Bachelor of Education degree, who 
 have been admitted to candidacy for the two year diploma of the 
 Junior Teachers College and have satisfactorily completed at least 
 one half year of actual and full time residence in the Junior 
 Teachers College (as specified in Section III above, under "Min- 
 imum Standards for Admission") should be given one half year 
 of advanced credit in the four year course leading to the Bachelor 
 of Education degree for each half year of actual and full time 
 
 1 Given prior to 1894. 2 Offered from 1894 to 1899. 
 
 p- O :^ >*/ '-^ 
 
 I 
 
 p- rt:*iy-l -^
 
 38 THE PROFESSIONAL EDUCATION 
 
 residence in the Junior Teachers College satisfactorily completed 
 and accredited. 
 
 3. In the cases of candidates not included in sections 1 and 
 2 above, but presenting a diploma from the Cleveland School of 
 Education or presenting single courses or groups of courses taken 
 in the Cleveland School of Education for advanced standing, the 
 following statements and recommendations seem appropriate: 
 
 (a) If such candidate holds a diploma, he should be required 
 to present evidence concerning the scholastic work upon which the 
 diploma was based, such as is required in the case of all applicants 
 for advanced standing who do not hold diplomas. 
 
 (b) Extension work or Summer School work in the Cleve- 
 land School of Education, done subsequent to June 15, 1918, should 
 be given full credit as stated in the published announcements of 
 the subjects ofifered ; it being understood that the credit announced 
 in all cases subsequent to that date was computed on the basis of 
 at least 15 actual lecture or recitation hours for one semester hour 
 of credit ; two hours of laboratory or other unprepared work to 
 count as one hour of lecture work. 
 
 (c) Due to the fact that in some instances during the three 
 years from the summer of 1915 to the summer of 1918, an exces- 
 sive amount of credit was ofifered it is urgently recommended that 
 the credit granted be on the basis of at least 15 actual class hours 
 for one semester hour of credit ; for example, in the extension 
 courses of the year 1916-17, it was announced that 24 class hours 
 would entitle the student to two hours credit, and in the summer 
 school of 1917, it was announced that two and one half semester 
 hours of credit would be given for each single course, to which only 
 30 hours of class work was given. 
 
 (d) It is observed that in some cases previous to 1918, the 
 same student was permitted to secure credit to the amount of ten 
 or even twelve semester hours in one summer session of six weeks. 
 The ordinary amount of credit permitted by first class universities 
 for one six weeks term is six semester hours, with the possibility 
 of eight semester hours in cases where there are reasons of weight 
 for permitting such an amount, but under no circumstances would 
 the credit be allowed to exceed eight semester hours. It is recom- 
 mended that in all such cases, the credit be scaled down to the 
 maximum of eight semester hours for one six weeks term.
 
 OF TEACHERS IN CLEVELAND 39 
 
 (e) During the current year, 1921-22, the following regu- 
 lation has been in force with reference to the amount of credit 
 which may be secured in Extension Courses for Teachers offered 
 during the regular school year after school hours: "persons in the 
 full-time employment of any Board of Education or other institu- 
 tion, or students taking a full course in any other institution, are 
 not permitted to register for a total of more than four semester 
 hours of work for the year." The Commission would in general 
 approve of regulations of this sort preventing excessive amount 
 of credit. Since, in previous years, it has been possible for students 
 in Extension Courses for Teachers to secure credit considerably 
 in excess of four semester hours in a given year, it is recommended 
 that in all such cases the credits be scaled down to a maximum of 
 not more than six semester hours for one year's work in Extension 
 Courses in the case of all students, who, at the time of taking the 
 course, were otherwise engaged for full time as teachers or as 
 students in other institutions. 
 
 (f) An examination of the records on file in the Registrar's 
 office of the Cleveland School of Education shows that, from the 
 summer of 1915 to the spring of 1918, much important information 
 is lacking, (information that is almost uniformly carefully recorded 
 and preserved in Registrars' offices. The examination of the office 
 records also shows quite clearly that the lacking information was 
 never placed on record. For example, in some cases, the reports 
 from the instructors contain only the last names of the students, 
 and there is no way to determine which of the numerous Miss 
 Smiths or Miss Browns are entitled to the credit. In other cases, 
 the records do not say how much time was devoted to the subject, 
 nor how much credit should be given. There are several other 
 types of missing information, enumerated somewhat in detail below 
 with suggestions as to the best procedure to adopt when requests 
 are made for credit in such cases towards the degree in the Senior 
 Teachers College. The examination of the office records also shows 
 that, quite recently, a large amount of work has been done to place 
 the facts which are on record in a systematic form so that they can 
 be readily used when occasion arises. For example, if Mr. John 
 Doe took work in successive years in the Normal Department or 
 Junior Teachers College, in Extension Courses for Teachers, and 
 in Summer Sessions, his records of work in those successive years
 
 40 THE PROFESSIONAL EDUCATION 
 
 have recently been asembled on one card. Previously, the only 
 records for him were for the most part on the lists of students 
 sent in by his instructors at the end of the several terms of study. 
 The most important types of cases of lacking information, during 
 the years 1915 to 1918, are specified below, together with sugges 
 tions in regard to the best action in each case when requests are 
 received for the counting of that work towards the degree. 
 
 (g) Some reports from the instructors in Extension or Sum- 
 mer School work prior to the summer of 1918 give only the last 
 names of the students. In such cases, when a former student asks 
 for credit, a signed statement should be obtained from her, indicat- 
 ing as definitely as possible, just what subjects she studied, during 
 what particular terms the several subjects were studied, the name 
 of the instructor, the number of class hours per week devoted to the 
 subject, and any other personal information that might be deemed 
 helpful in settling the open question. If the information thus sub- 
 mitted can be reconciled with the records for some person with the 
 same family name, the claim for credit should be granted. 
 
 (h) Certain lists turned in by instructors in Extension or 
 Summer School courses prior to the summer of 1918 indicate a 
 credit of a certain number of class hours, after the first name on 
 the list, but indicate no amount of credit after the other names. 
 In such cases, unless there is reason to think that the credit for all 
 members of the class would not be the same, the credit indicated 
 for the first person on the list should be granted to all those on the 
 list. 
 
 (i) Some of the class lists for work in Extension or Sum- 
 mer School courses prior to the summer of 1918, have the original 
 number of semester hours (in ink) crossed out, and another num- 
 ber of semester hours of credit written over the same in pencil. 
 In such cases, if the instructor can be reached, a statement in writ- 
 ing should be obtained from him for filing with the report in ques- 
 tion, giving information as to the actual time spent by the class on 
 the subject, and his understanding as to the amount of credit to be 
 given. If reliable information cannot be secured by this means, then 
 the first applicant for credit from among the persons on such a list 
 should be asked to file a signed statement giving information as to 
 the amount of time spent by the class upon lectures and recitations, 
 with her understanding as to the amount of credit to be granted.
 
 OF TEACHERS IN CLEVELAND 41 
 
 Such a signed statement from a former student might be verified 
 by asking others whose names are on the same list to present state- 
 ments giving the facts in the case as they remember them. Unless 
 the facts as given by former students seem unreasonable, they 
 should be considered as settling the question, and credit should be 
 granted accordingly. 
 
 (j) A few class lists (for work done prior to the summer 
 of 1918) are on file with the credit column left entirely blank. The 
 procedure for adjusting such cases should be the same as that sug- 
 gested in the preceding paragraph. 
 
 (k) In many cases (prior to the summer of 1918) the indi- 
 vidual report card given to the student does not agree with the 
 record appearing on the class list reported by the instructor. In 
 such cases, the list reported by the instructor should be followed. 
 
 (1) In some cases (prior to the summer of 1918) there is 
 a student's report card showing certain credits, but there is no 
 report submitted by the instructor to indicate that such a course 
 was given or such credit received by the student. In such cases, 
 the student should be given the opportunity to file a written state- 
 ment giving all significant information possible, including the names 
 of as many of the fellow members of the class as can be recalled, 
 giving the name of the instructor, giving information as to the 
 scope of the course, and the terms during which it was given, and 
 the number of hours per week devoted to lecture and recitation 
 work in the subject. If such a statement should be filed, it should 
 then be followed by requests for confirming information from the 
 instructor, if he is available, and from some of the fellow students. 
 If the information thus obtained seems reasonable, and creates a 
 strong presumption that such a class of instruction was actually 
 conducted, then the student should be given the benefit of the 
 doubt and credit should be granted. 
 
 (m) In connection with a few names on some class lists, 
 filed by instructors (prior to the summer of 1918) a grade of 
 "Failed" is recorded opposite the name, and yet there is also, oppo- 
 site the name, a stipulated amount of credit. This should be in- 
 terpreted as merely the amount of the credit that would have been 
 granted if the subject had been passed, and of course, since the 
 evidence indicates that it was not passed, no credit should be 
 allowed.
 
 42 THE PROFESSIONAL EDUCATION 
 
 (n) There are some other types of irregularities in the 
 records prior to the summer of 1918, each occurring in a few cases 
 only. All such cases should be adjusted, following as closely as 
 possible, the methods of procedure as indicated in the special cases 
 just enumerated. Whenever, in any particular case, the facts 
 available indicate a reasonable presumption that the work in ques- 
 tion was satisfactorily completed so as to deserve a certain amount 
 of credit, then the doubt should be resolved in favor of the student, 
 provided, of course, that such action does not result in the approval 
 of excessive amounts of credit, contrary to the recommendations 
 for scaling down as given above. The number of persons thus 
 receiving credit and later carrying forward their study to the 
 point of actually getting the degree will be very small, so that the 
 consequence of an occasional error in granting unearned credit 
 will be very slight. 
 
 (o) Evidently the credit offered and placed on record during 
 the three years subsequent to the summer of 1915 was intended 
 primarily for submission to the State Department of Public In- 
 struction as credit towards a life teaching certificate, and no obliga- 
 tion exists to count that credit towards any diploma or degree 
 issued by the Cleveland School of Education or the Western Re- 
 serve University, in excess of its intrinsic value as judged by the 
 standards of the best universities or teachers' colleges. 
 
 (p) It is understood that the recommendations just made in 
 regard to the recognition towards a degree of work done under 
 the auspices of the Cleveland School of Education or the former 
 Cleveland Normal Training School are independent of the proper 
 and just action which should be taken by the Cleveland Board of 
 Examiners in evaluating these records of previous work for use 
 in connection with the salary and promotion of teachers in the 
 service. The Board of Examiners should, of course, be free to 
 use its best judgment as to what the demands of justice are in con- 
 nection with these irregularities. The utmost that the Cleveland 
 School of Education can do in this connection is to certify tran- 
 scripts of the records as they actually exist. At this point, it should 
 be observed, also that any advancement in the salary scale by spe- 
 cial legislation whereby some individuals were given a standing 
 higher than their scholastic preparation would warrant, does not 
 impose any obligation for the granting of advanced credit in the 
 Cleveland School of Education or in the Western Reserve Uni-
 
 OF TEACHERS IN CLEVELAND 43 
 
 versity, beyond that actually based on acceptable scholastic records. 
 This does not necessarily mean different standards, except in the 
 cases of certain teachers now in the service. 
 
 4. In the case of applicants asking for advanced credit for 
 work done under auspices other than the former Cleveland Normal 
 Training School, or the Cleveland School of Education, or the 
 Western Reserve University, the applicant should be required to 
 arrange for the submission of official credentials giving full in- 
 formation in detail concerning the work for which credit is asked. 
 If the work was done under the auspices of a normal school, col- 
 lie, or university, which is fully recognized as an institution of 
 good standing, then credit should be granted for it, provided it is 
 subject matter which can properly be counted in the curriculum 
 which the applicant proposes to pursue. In case the work was not 
 done in an institution which is so recognized, credit should not be 
 granted. This includes the non-recognition of scholastic work 
 done by correspondence or in simimer Ohautauquas, state teachers' 
 reading circles, or under similar auspices. It is very important 
 that all credit granted towards the degree should be based on good 
 standards. Every degree issued should be such as to command 
 unquestioned recognition from the graduate schools of the larger 
 universities of the country.
 
 CHAPTER VIII. 
 
 The Organization of the Faculty of the Senior Teachers 
 College and the Administration of Courses, Leading 
 TO Degrees in Education 
 
 It is unnecessary to point out that a cooperative arrangement 
 such as is now in force between the Cleveland School of Education 
 and Western Reserve University presents a difficult administrative 
 problem. Anything in the nature of a dual control or a divided 
 responsibility would be almost certain to interfere seriously with 
 the service which the Senior Teachers College should render. For 
 this reason, the Senior Teachers College should have its own ad- 
 ministrative organization, and to this organization a large measure 
 of authority should be delegated jointly by the Cleveland Board of 
 Education on the one hand and Western Reserve University on 
 the other hand. 
 
 The framework of such an organization already exists in the 
 Joint Conference Committee that has been in charge of the co- 
 operative program carried out during the past year. The Commis- 
 sion recommends that this Committee be continued with its present 
 personnel for a period of at least two years, and that it be charged 
 with responsibility for the formulation of all general educational 
 policies of the Senior Teachers College and for its administration. 
 At the close of this two-year period, the Joint Conference Com- 
 mittee will be in a position to recommend either the further con- 
 tinuance of such a committee or some other plan of organization 
 that may then prove itself better suited to the situation. 
 
 The membership of the delegation representing the Cleveland 
 Board of Education in the Joint Conference Committee is an ex- 
 officio membership consisting of the President of the Board of 
 Education, the Superintendent of Schools, and the head (the Dean) 
 of the Cleveland School of Education. The membership of the Uni- 
 versity's delegation while not nominally an ex-officio membership 
 is nevertheless essentially that, consisting as it does, of the Dean 
 of Adelbert College, the head of the Department of Education of 
 the College for Women, and the Treasurer of the University. It is 
 at once apparent that all the members of the Joint Conference 
 Committee are by reason of their official positions burdened with 
 many responsibilities aside from the general oversight of the Senior
 
 46 THE PROFESSIONAL EDUCATION 
 
 Teachers College and it is clear that they will need for the proper 
 administration of its affairs the assistance of three subordinate 
 officials : 
 
 (1) A Director 
 
 (2) A Registrar 
 
 (3) A Treasurer 
 
 It is recommended that for the two year period referred to above 
 these officials be appointed by the Joint Conference Committee sub- 
 ject to the approval of the Cleveland Board of Education and the 
 trustees of Western Reserve University. 
 
 The "Director of the Senior Teachers College of the Cleveland 
 School of Education and Western Reserve University" should be 
 appointed from among those who are on the instructional staff of 
 Western Reserve University or the Cleveland School of Education 
 and preferably from outside of the membership of the Joint Con- 
 ference Committee. He should be the executive secretary and 
 chief administrative officer of the Senior Teachers College and the 
 chairman of its faculty. His office should be located in the Cleve- 
 land School of Education. 
 
 The Registrar should be chosen from the staff of the Cleveland 
 School of Education by the Joint Conference Committee subject to 
 the approval of the Qeveland Board of Education and the Trustees 
 of Western Reserve University, and his official title insofar as his 
 functions concern the joint activities of the Cleveland School of 
 Education and Western Reserve University should be "Registrar 
 of the Senior Teachers College of the Cleveland School of Education 
 and Western Reserve University". The Registrar's office should 
 be so located as to be easily accesible to the office of the Director. 
 It is recommended that one Registrar's office should serve for all 
 work done under the auspices of the Cleveland School of Education 
 in the Junior Teachers College and for all work done under the 
 auspices of the Joint Conference Committee of the Cleveland School 
 of Education and Western Reserve University. 
 
 The Registrar's office force should include in addition to a 
 trained Registrar a sufficient number of clerks and stenographers 
 to handle all the work that normally belongs to any such office, in- 
 cluding the passing upon applications for admission, either with or 
 without advanced standing, the registration of students for their 
 work at the beginning of each semester and at the beginning of the
 
 OF TEACHERS IN CLEVELAND 47 
 
 summer session, the checking up of records of work in each particu- 
 lar case with the requirements of the curriculum which the student 
 in question is following, the certification of records and advanced 
 credit to the proper authorities in the Cleveland School of Educa- 
 tion and in the Western Reserve University, as occasion requires, 
 and the certification of records to the Board of Examiners of the 
 Cleveland School System, or to other persons or institutions as 
 occasion arises. 
 
 The Registrar should have at least one stenographer for carrying 
 on the necessary correspondence and an additional stenographer or 
 clerk for each group of 1,000 full and part time students, or major 
 fraction thereof, in excess of 1500\ Furthermore, if there should 
 be, during any particular period of time, a large number of requests 
 for the evaluation of past records, then there should be temporarily 
 added an additional clerk with sufficient training and ability so that 
 she could be used as an Assistant Registrar. This suggestion of an 
 Assistant Registrar, is made because, usually, special rushes for the 
 evaluation of credentials are due to some circumstances which make 
 it important that evaluations be made promptly. 
 
 The "Treasurer of the Senior Teachers College of the Cleve- 
 land School of Education and Western Reserve University" should 
 be chosen from the staff of the Cleveland School of Education 
 by the Joint Conference Committee subject to the approval of the 
 Cleveland Board of Education and the Trustees of Western Reserve 
 University. His office should be so located as to be easily ac- 
 cessible to the offices of the Registrar and the Director. The 
 Treasurer should be authorized to collect all tuitions and fees due 
 under the approved schedules for courses offered in the Senior 
 Teachers College, whether given by the members of the instructional 
 staff of the Cleveland School of Education, of Western Reserve 
 University or of any other cooperating institution. The Treasurer 
 should also be authorized to make refunds under such regulations 
 as the Joint Conference Committee may from time to time approve. 
 It will be a matter of great convenience to teachers and others en- 
 rolling in courses given by both institutions to be able to complete 
 registration and the payment of bills and to secure refunds at the 
 same office or in the same building. The Treasurer should be placed 
 
 1 In this connection, the following figures giving the enrollment of the several depart- 
 ments and sessions for the past year (1920-21) should be noted: Total enrollment in 
 Junior Teachers College, 325; Extension Courses for Teachers, 2043; Smith Hughes 
 Courses, 522; Summer Session, 1373.
 
 48 THE PROFESSIONAL EDUCATION 
 
 under bond in any amount which the Joint Conference Committee 
 may approve and should be given specific instructions from the 
 Joint Conference Committee concerning the principles which are to 
 govern the division of income between the treasury of the Cleveland 
 Board of Education and the treasury of Western Reserve University 
 or other institutions ofifering courses under authorization from the 
 Committee. The Treasurer's accounts should be audited by the 
 chief accountant of the Cleveland Board of Education and the chief 
 accountant of the office of the Treasurer of Western Reserve Uni- 
 versity each year as soon as may be after the close of the summer 
 session. Their report should be made in writing to the Joint Con- 
 ference Committee for transmittal to the Cleveland Board of Edu- 
 cation and the Board of Trustees of Western Reserve University. 
 
 It is recommended that the Director of the Senior Teachers 
 College be authorized to assign, (subject to the approval of the 
 Joint Conference Committee) any members of the instructional 
 staff of the Cleveland School of Education or of Western Reserve 
 University to conduct courses in the Senior Teachers College. These 
 assignments should be made for the year, or semester or the summer 
 session. In so far as their duties in that College are concerned, the 
 persons assigned in the way just described to give instruction in 
 the Senior Teachers College should be administratively responsible 
 to the Director of the College and through the Director to the Joint 
 Conference Committee. It is the recommendation of the Commis- 
 sion that the usual collegiate grades and titles be recognized in the 
 organization of the instructional staff, and that the assignments 
 referred to above should specify the grade and title of every person 
 thus assigned, — whether it be professor, associate professor, assis- 
 tant professor, lecturer, instructor, or assistant — in the institution 
 in which he holds his major appointment. It is further recom- 
 mended that the faculty of the Senior Teachers College comprise 
 the members of the instructional staff of the College who hold the 
 title of assistant professor, associate professor, or professor (in 
 either the Cleveland School of Education or Western Reserve Uni- 
 versity). 
 
 At this point there arise numerous interesting and important 
 questions concerning the proper division of responsibilities as be- 
 tween the faculty on the one hand and the administrative council or 
 Joint Conference Committee and its executive secretary, the Director
 
 OF TEACHERS IN CLEVELAND 49 
 
 of the College, on the other hand, for the initiation or the approval 
 of policies touching the administration of the courses, the formula- 
 tion and revision of curricula, conditions of credit, etc., etc. In 
 the development during the past year of the details of a general plan 
 for institutional cooperation agreed upon in July, 1920, the Com- 
 mittee found few precedents to point the way and almost no funda- 
 mental principles of college administration clearly applicable to 
 the solution of the problems by which they were confronted. Tihe 
 creation of an effective organization which might properly function 
 as a faculty or legislative council could not safely be undertaken in 
 haste. While it was imperative in meeting the needs of the Cleve- 
 land schools that the committee should initiate policies, it was clearly 
 impossible to submit them for formal approval to any properly con- 
 stituted academic body, representing both the Cleveland School of 
 Education and Western Reserve University. They, therefore, 
 wisely invited suggestions from every quarter within the University 
 and the Cleveland School System and in the meantime pressed for- 
 ward aggressively with a somewhat comprehensive program. The 
 outcome seems to be most gratifying both in the achievements of 
 the year and in the general approval which has been given to the 
 methods by which these results were attained. 
 
 It is the belief of the Commission that in the further develop- 
 ment of the educational policies and programs of the Senior 
 Teachers College the faculty (constituted as above indicated) 
 should play an increasingly significant part in determining such 
 matters for instance as the courses to be offered, the organization 
 of these courses into curricula, the amount of credit that each course 
 shall carry, the number of credits that may be earned in a given 
 time by students under the varying conditions that extra-mural 
 instruction involves, and the conditions of graduation. Dur- 
 ing the two year period above referred to, policies touching these 
 matters that are initiated either by the Joint Conference Committee 
 or by the Director should, in our opinion, be submitted, when pos- 
 sible, for faculty discussion and recommendations before being 
 adopted. It is hoped that by the close of this period the organiza- 
 tion of the college faculty may be so well stabilized and unified as to 
 make it possible to place in its hands complete responsibility for 
 the determination of policies in respect to such matters and to de- 
 pend upon executive authority only for final and offtcial approval.
 
 1 
 
 60 THE PROFESSIONAL EDUCATION 
 
 The suggestion that the curriculum policies should be deter- 
 mined very largely by faculty action should not be interpreted to 
 mean that modem scientific methods of studying the curriculum 
 problem are out of place in an institution of this sort. On the 
 contrary, faculty judgment should as far as possible be based upon 
 the results of careful studies undertaken by members of the staff 
 or others who are especially qualified for this type of investigation. 
 The methods of "job analysis" that have been applied so effectively 
 in other fields of vocational education will doubtless be of large 
 value here, and the specialists in applied psychology in the Cleveland 
 School of Education and in the University may very profitably co- 
 operate in conducting studies of this sort. 
 
 W'hat may be called the internal organization of the faculty 
 of the Senior Teachers College will from this point on merit the 
 most careful consideration on the part of the Joint Conference 
 Committee. The Commission believes that Departments or Divi- 
 sions of Instruction should be provisionally established, bringing 
 together in groups that will be neither too numerous nor too large, 
 the members of the instructional staff whose problems are closely 
 related. It is recommended that for the two-year period referred 
 to above each Division work under the leadership of a chairman to 
 be appointed annually by the Joint Conference Comjnittee. These 
 chairmen may appropriately be chosen as the circumstances may 
 in each case warrant from the list of persons whose appointment 
 on the instructional staff of either the Cleveland School of Educa- 
 tion or the University has been authorized by its governing body. 
 Proposals regarding courses, curricula, credit, and other matters of 
 educational policy will naturally be initiated by these Divisions of 
 Instruction and referred to the Faculty of the Senior Teachers 
 College for recommendation to the Joint Conference Committee. 
 Unlike the membership of the Faculty of the Senior Teachers Col- 
 lege, the membership of each Division should include all persons 
 giving instruction in the field covered, irresi>ective of rank or grade. 
 Since the larger number of individual courses offered in any one 
 year in the Senior Teachers College will be conducted by members 
 of its staff whose major teaching schedules will lie in some other 
 college (say Adelbert College, the College for Women, the School 
 of Applied Social Sciences or the Junior Teachers College) and 
 since there will, therefore, be likely to be less continuity of service 
 in the instructional staff of the Senior Teachers College than in the
 
 OF TEACHERS IN CLEVELAND 51 
 
 Other associated schools, it will obviously require some time to 
 stabilize and unify the organization of each Division of Instruction. 
 
 During the period when the school's major policies are in the 
 process of formulation by the cooperative efforts of its Administra- 
 tive Council, (the Joint Conference Committee), the Faculty and 
 the Divisions of Instruction it is important that the officers of 
 the Joint Conference Committee and the Director should hold 
 periodical meetings with the Chairmen of Divisions of Instruction 
 and that a definite effort be made by these means to give some over- 
 sight to the matter of maintaining creditable standards of work in 
 every department. It is a matter of the greatest importance that the 
 regulations governing the conditions of credit be consistently en- 
 forced^ during the two-year period referred to above pending the 
 time when the administrative machinery of the college has been 
 put in complete running order. 
 
 Under the agreement now in force between the Cleveland Board 
 of Education and the Trustees of Western Reserve University pro- 
 vision is inade that candidates for degrees in Education to be con- 
 ferred by the University on the completion of the prescribed courses 
 of the Senior Teachers College shall present approximately half the 
 necessary credits in courses taken nominally under the auspices of 
 the University. While this requirement is sound in principle insist- 
 ence by the University upon its literal fulfillment would certainly 
 work hardship in individual cases and tend to limit the service 
 which the Senior Teachers College might otherwise render, for the 
 reason that in the pursuit of major sequences students will not find 
 for some time to come a sufficient number of courses offered in all 
 departments of the University. It is therefore recommended that 
 during the two year period above referred to when there is likely 
 to be a heavy matriculation of students of advanced standing in the 
 Senior Teachers College and when many adjustments, it would 
 seem, must necessarily be made in the acceptance of credit for work 
 previously done, the application of this rule may safely be varied in 
 individual cases on the recommendation of the Director and with 
 the approval of the Joint Conference Committee. 
 
 It is the understanding of the Commission that persons com- 
 pleting approved courses in the Senior Teachers College will, under 
 certain conditions, be granted degrees in Education by Western 
 
 1 In Appendix B are given the regulations in force during the current year. These 
 seem to have been admirably conceived and will with minor modifications from time to 
 time furnish a good working basis for the administration of credits, etc., for the two year 
 period referred to abovc»
 
 1 
 
 52 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 
 
 Reserve University.^ In order to safeguard the interests of the 
 University, it will obviously be necessary that the courses and 
 curricula which carry credit toward these degrees in Education be 
 approved by the University Faculty. Inasmuch as the University 
 Faculty is adequately represented in the Joint Conference Com- 
 mittee, and inasmuch as the Joint Conference Committee will take 
 counsel as fully as possible with the chairmen of the Divisions of 
 Instruction and with the Faculty of the Senior Teachers College 
 before making recommendations to the University Faculty on 
 courses, on curricula, or on the granting of degrees, it is assumed 
 that such recommendations can for the most part be safely approved. 
 
 Another matter of considerable importance remains to be con- 
 sidered. It seems to the Commission that it is especially desirable 
 that persons who hold major appointments on the staff of instruc- 
 tion in the Cleveland School of Education should, during any period 
 in which they have been assigned for courses in the Senior Teachers 
 College (provided they otherwise meet acceptable University stand- 
 ards,) be given a recognized status in the University organization. 
 The Commission suggests that an arrangement be made whereby 
 such persons may be appointed for temporary periods to the instruc- 
 tional staff of the University upon the recommendation of the Joint 
 Conference Committee approved by the President of the University. 
 
 Finally, it must be evident from the preceding discussions and 
 recommendations that the administrative problems connected with 
 the organization of the faculty of the Senior Teachers College and 
 the administration of courses offered in this college are numerous 
 and are of an intricate character. This solution will not be an 
 easy one. However, the Joint Conference Committee which under 
 the contract now existing between the Cleveland Board of Educa- 
 tion and the University has been charged with responsibility for 
 working out these problems has made a commendable beginning and 
 has been able thus far not only to develop a program but to com- 
 mand support for it. The Commission believes, therefore, that 
 whatever difficulties may present themselves in the future, the 
 institutions which have joined in this enterprise will, through their 
 properly authorized representatives make such concessions and ad- 
 justments as may be necessary to insure the ultimate and complete 
 success of the enterprise and that they will make as occasion may 
 demand sacrifices worthy of the great cause to be served. 
 
 1 See Appendix B, Appendix C, and Appendix D.
 
 CHAPTER IX, 
 
 Experimental, Demonstration and Training Schools 
 
 The laboratory equipment of the Cleveland School of Educa- 
 tion includes (1) an elementary experimental school in each of the 
 supervisory districts of the elementary school system of the city ; 
 (2) an elementary demonstration school quartered in the south wing 
 of the Cleveland School of Education building; (3) two elementary 
 training schools (Bolton and Murray Hill schools), each comprising 
 a kindergarten and grades I to VI inclusive; (4) a junior high 
 demonstration and training school (Fairmount Junior High School) 
 which is now, under the wise provision of the Board of Education, 
 available also as a training school to students of the College for 
 Women of Western Reserve University who are preparing to teach 
 in secondary schools; (5) a system of cadet centers, one or more 
 in each of the supervisory districts of the elementary school system 
 of the city, in each of which a group not to exceed fifteen graduates 
 of the Junior Teachers College, are assigned during the first year of 
 their teaching to the immediate supervision of an experienced "help- 
 ing teacher" or "cadet supervisor". 
 
 The elementary training schools are of special significance to 
 the Junior Teachers College as is the Junior High Training School 
 to the College for Women and to the Senior Teachers College. The 
 demonstration schools should be of large use to the Senior College 
 classes. The poHcy of maintaining during the summer session, a 
 well rounded program of demonstration school activities in all de- 
 partments including kindergarten and all elementary grades and in 
 almost all junior and senior high school subjects as well as "special" 
 class for supernormal, subnormal and retarded children and classes 
 in gardening, and other out door activities and of having the 
 elementary demonstration schools and some junior high demonstra- 
 tion classes in session on Saturday during the regular school year for 
 the convenience of teachers in service is especially to be com- 
 mended. 
 
 The Commission also commends highly the recent establish- 
 ment of experimental schools to supplement the excellent laboratory 
 system that already has been developed. There is a distinct need for 
 testing in a restricted area and under controlled conditions new pro- 
 posals in teaching-methods, in the organization of school studies, 
 and in school and class management before these proposals are 
 adopted on a large scale. A most serious source of ^vaste has here-
 
 54 THE PROFESSIONAL EDUCATION 
 
 tofore been involved in the failure to make such tests ; witness, for 
 example, the successive changes that were made throughout the 
 country in the "systems" of handwriting between the years 1900 
 and 1915, the endless debate regarding "best methods" of teaching 
 the fundamentals of reading, the rivalry among proponents of 
 different systems of instruction in music and art. to say nothing of 
 the innumerable schemes for reorganizing the elementary and 
 secondary curricula. Most educational processes are intricately com- 
 plex, and some will perhaps permanently defy efforts toward help- 
 ful analysis and experimentation; but others are relatively simple 
 and even those that are complicated frequently yield to persistent 
 attack. There is every reason to believe that well equipped, care- 
 fully organized and properly administered experimental schools will 
 make the same type of enduring contribution to educational progress 
 that the agricultural and engineering experiment stations have made 
 to progress in husbandry and industry. The number of truly ex- 
 perimental schools now in existence is very small. There is an op- 
 portunity here for the city of Cleveland to render an invaluable 
 service. 
 
 In the judgment of the Commission, the experimental schools 
 should include at the outset two or three medium sized elementary 
 schools of fifteen to twenty classrooms, including the kindergarten 
 and the first six grades and an equal number of larger buildings. 
 Ultimately junior high school and senior high school departments 
 might well be added. At least one of these schools should be con- 
 veniently accessible to the School of Education building, but im- 
 mediate proximity is of course not so essential here as in the case 
 of the demonstration and training schools. The buildings chosen 
 should be constructed in such a way as to make possible a wide 
 variety of school activities and forms of group organization and to 
 provide for the testing of different types of school furniture and 
 apparatus. There should also be ample grounds for garden plots, 
 outdoor classes, and athletic fields. 
 
 The demonstration and the training schools should be under 
 the direct control of the Cleveland School of Education. For the 
 administration of the training and demonstration schools a Director 
 of Training should be appointed with appropriate rank and status 
 in the School of Education. It would seem best to have the ad- 
 ministration of the demonstration and training schools under a 
 single administration although at the outset a joint administration 
 
 I
 
 OF TEACHERS IN CLEVELAND 55 
 
 may be justified. Their successful operation will obviously call for 
 the closest cooperation of administrators and teachers in the School 
 of Education on one hand and of all members of the field force 
 concerned in the administration and supervision of any particular 
 school, as well as of its immediate instructional staff. 
 
 It is obvious that appointments to teaching and supervisory 
 positions in the demonstration and the training schools should carry 
 with them a distinct recognition of superior merit. Provided that 
 such appointees meet the conditions of education, experience, and 
 proficiency demanded for appointments to the faculty of the Cleve- 
 land School of Education, there should be no discrimination against 
 them as to either rank or salary on the ground that they will be 
 primarily concerned with the teaching of children. When such ap- 
 pointees do not meet the qualifications demanded of appointees to 
 the School of Education faculty, they should be paid a differential 
 of at least $300 as compared with persons doing corresponding 
 work in the other divisions of the Cleveland school system. 
 
 Each training and demonstration school should have its own 
 staff serving under a school principal. In the training schools, 
 departmental principals or "supervisors of training" for the kinder- 
 garten, the primary, and the "intermediate" grades, and for the 
 junior high school grades are also needed. Student teachers as- 
 signed to a training school should be considered members of the 
 instructional staff during their period of service. 
 
 There is large advantage in having teachers in the Cleveland 
 School of Education assigned to certain supervisory duties in the 
 demonstration and training schools, thus bringing them in close 
 and frequent contact with the problems of the lower schools. These 
 duties in the main will be concerned primarily with the supervision 
 of student teachers. 
 
 All of the regularly appointed principals and teachers of the 
 demonstration and the training schools together with the Cleveland 
 School of Education instructors assigned to supervisory duties may 
 well form a "training department". This department should hold 
 stated meetings under the chairmanship of the Director of Train- 
 ing to consider and recommend the policies that should govern the 
 work of the training schools considered as a laboratory. 
 
 The demonstration school is clearly the place for the excep- 
 tionally skillful teacher. In the appointment of such teachers the 
 Cleveland school authorities have wisely given the Cleveland School
 
 56 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 
 
 of Education wide freedom in selecting persons from within the sys- 
 tem or outside of it. The jxtlicy adopted in recent years of attracting 
 to Cleveland for work in the demonstration schools during the 
 summer session a considerable number of experts drawn from the 
 country at large has much to commend it entirely apart from the 
 success of the particular demonstrations of individual experts who 
 would not be available except for short periods during their school 
 vacations. It indicates a determined effort to prevent the develop- 
 ment of provincial attitudes of mind which is unfortunately a com- 
 mon tendency among teachers even in the largest cities. 
 
 The administration of the experimental schools should exempli- 
 fy the best forms of cooperative effort as between the officials of 
 the Headquarters staff of the Cleveland School System and the 
 administrative officers of the Cleveland School of Education. The 
 staff of the experimental school should, of course, be somewhat 
 flexible. Its permanent members will be the principal and his ad- 
 ministrative assistants together with the specialists in educational 
 psychology and measurements, most if not all of whom will also 
 give instruction in the School of Education. The teachers will 
 generally be assigned from the demonstration and training schools 
 or from other schools for longer or shorter periods. This suggestion 
 is made under the assumption that an experimental school will aim 
 primarily to determine not what can be done with highly selected 
 teachers but rather what may be expected from new proposals at 
 the hands of the type of teacher to whom the work of elementary 
 and secondary education is commonly intrusted. 
 
 The provision for "cadet centers" at one or other of which 
 every graduate of the Junior Teachers College is provided with a 
 working companion, a "supervisor of cadets," an experienced, 
 capable "helping teacher" affords the best possible safeguards to 
 the novitiate during the probationary period of her teaching. It is 
 gratifying to note that Cleveland school principals have been offi- 
 cially instructed not to assign beginning teachers to mixed grades 
 or to portable class rooms. There is every indication that the 
 Assistant Superintendent in charge of elementary schools, the 
 General Supervisors, the principals and the "cadet supervisors" 
 throughout the system are making a determined effort to introduce 
 the recent graduates of the Junior Teachers College to the work of 
 teaching under the most favorable conditions. This tends to pro- 
 mote morale in the teaching corps as well as to develop individual 
 efficiency in teaching and is therefore heartily commended.
 
 CHAPTER X. 
 
 The Teaching Load in Relation to the Maintenance 
 OF Good Standards of Instruction 
 
 The regular teaching program of the Junior Teachers College 
 of the Cleveland School of Education is fifteen periods of class 
 work each week for each instructor. For extra-mural service, which 
 comprises most of the teaching of senior college classes, the 
 standard "load" is twelve class hours each week. Extra-mural 
 classes on Tuesday and Thursday afternoons from 4 :30 to 5 :30 are 
 distributed among fifteen centers in different parts of the city. 
 Saturday classes are held in a smaller number of centers. Evening 
 classes meet at convenient points near the public square. Most of 
 the members of the staff of the Cleveland School of Education 
 carry divided programs approximating two thirds of the regular 
 schedule with intra-mural classes and one third with extra-mural 
 classes. The total service is covered by a flat salary. 
 
 The Commission believes that this arrangement both as to 
 "load" and as to compensation is a fair one. The moderate "bonus" 
 of time allowed to extra-mural work is clearly justified in view of 
 the distances that instructors must travel. It would seem that as 
 large a proportion of the Saturday classes as possible should be held 
 at the Cleveland School of Education building in order to take ad- 
 vantage of the library and laboratory equipment and especially of 
 the demonstration schools. The instruction of all classes held at the 
 Cleveland School of Education building or in its immediate vicinity 
 should, we believe, be rated as intra-mural service. 
 
 The standard teaching schedule in Western Reserve University 
 is twelve class hours a week for intra-mural work. The extra-mural 
 teaching, such as is done in the Senior Teachers College has in the 
 past been in addition to the regular teaching program and has been 
 rewarded by extra fees, — $20 for each class hour for professors, 
 $15 for associate and assistant professors, and $10 for instructors. 
 
 As long as the support of the extra-mural service must de- 
 pend as at present upon student fees, it would be advisable in the 
 judgment of the Commission to place a definite limit upon the 
 amount of work in the Senior Teachers College that may be under- 
 taken by a member of the University staff who is carrying at the
 
 58 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 
 
 
 same time a full program of intra-mural work. The Commission 
 suggests that the usual assignment to extra-mural teaching under 
 these conditions be not more than two class hours each week unless 
 in the judgment of the Joint Conference Committee the nature of the 
 work will permit a maximum of three class hours. It is a sound 
 principle of educational administration to assume that an overloaded 
 teaching program will mean a falling off in the quality of instruc- 
 tion. The rule, of course, has its exceptions ; different kinds of 
 teaching require varying expenditures of the teacher's energies ; and 
 there are wide variations among individuals. The standard that has 
 been generally accepted for instruction on the collegiate level, how- 
 ever, seems on the whole to reflect fairly the net results of long ex- 
 perience. From twelve to sixteen class hours a week, with a usual 
 maximum of fifteen, permits a teacher to keep up with the progress 
 in his field, to make an occasional contribution to this advancement, 
 to participate in the discussion of the educational policies affecting 
 his profession and his institution, and still to give the bulk of his 
 time and his energy to fresh preparation for the daily teaching, to 
 the actual teaching itself, and to the conference with his students 
 which are so important a supplement of the classwork.^ 
 
 The standard teaching "load" assigned by the authorities of the 
 Cleveland School of Education and by the authorities of the Uni- 
 versity to the members of their respective staffs as the basis of full 
 time compensation for summer school work is three hours per day. 
 While this load is slightly heavier (so far as the University group 
 is concerned) than that carried during the regular academic year 
 and considerably heavier than that generally carried by instructors 
 in well established summer schools having adequate financial sup- 
 port, this standard is perhaps justifiable till such time as larger 
 financial support may be available. 
 
 1 In practice, of course, this standard is subject to recognized adjustments. It will 
 be generally agreed, for example, that two class periods devoted to laboratory work may 
 well count for one and a half class periods in determining the teaching load. In teacher 
 training institutions, the same rule may be applied to the supervision of student teachers 
 and to stated conferences with individuals and small groups. Where the same work is 
 repeated in different sections, the total load may be increased slightly but usually not 
 more than two or three class hours a week. In repeated work, the labor of preparation is 
 reduced, but the actual expenditure of energy in teaching tends we believe to be somewhat 
 increased. The varying demands of different subjects should also be considered. The 
 National Council of Normal School Presidents and Principals has suggested a schedule 
 of standard loads adjusted for teachers of English, history, art, physical training, and 
 other subjects (see Educational Administration and Supervision, March, 1918).
 
 CHAPTER XL 
 Financing the Work of the Senior Teachers College 
 
 While the work of the Junior Teachers College is supported 
 entirely by the Cleveland Board of Education, the expenses of the 
 extra-mural and extension work undertaken by members of the 
 Cleveland School of Education staff, as well as the cost of main- 
 taining the Summer Sessions, have heretofore been met for the 
 most part by tuition fees supplemented by gifts froin citizens, from 
 civic and philanthropic societies, and from foundations, with sub- 
 stantial appropriations by the Cleveland Board of Education to 
 cover deficits. ^ The tuition fee in extra-mural and extension 
 courses has been fixed at the rate of $7.50 for thirty class hours. 
 The fees in the Summer Session have been at the rate of $10 for 
 thirty class hours. A special registration fee has been charged per- 
 sons not in the employment of the Cleveland Board of Education. 
 
 The University's part in the program of the Senior Teachers 
 College is financed by tuition, fees, gifts, and subsidies, and deficits 
 are covered by appropriations made by the Board of Trustees. The 
 tuition fees are slightly higher than those of the Cleveland School 
 of Education. 
 
 With the development of the work of the Senior Teachers Col- 
 lege it is reasonable to assume that the expenses involved in its 
 operation will become in larger and larger proportion a recognized 
 charge upon the public school funds of the city. Certainly a defi- 
 nite policy of tax support for an institution which will render to 
 the public the large service which the Senior Teachers College 
 promises should not require an elaborate defense. The necessity 
 that the Senior Teachers College now faces of in large measure 
 "paying its own way" until its value has been so clearly demon- 
 strated that tax support will be readily forthcoming is not, how- 
 
 1 In addition to gifts from citizens, funds in the past have been secured from tjhe 
 following organizations: the Cleveland Nutrition Clinic; the Cleveland Americanization 
 Council; the Cleveland Foundation; the Cleveland Anti-Tuberculosis League; the local 
 chapter of the American Red Cross; the State Board of Vocational Education; the Eliza- 
 beth McCormick Memorial Fund (free lecture courses); the Child Health Organization 
 of America. Among the activities of the Cleveland School of Education that have been 
 aided through these gifts are: the Maison Francaise and the Department of Romance 
 Languages ; the Institute of School Hygiene for the training of school health officers, 
 school nurses, and nutrition workers; the Department of Psychology for the training of 
 teachers of a typical children; the Department of Americanization for teacher training 
 courses in the teaching of English to immigrants and for courses in the social and racial 
 backgrounds of recently arrived immigrants; and the Department of Physical Education 
 for the training of recreation leaders.
 
 00 THE PROFESSIONAL EDUCATION 
 
 ever, without its advantages. A relative degree of financial inde- 
 pendence at the outset may well permit the development of stan- 
 dards that will be taken later as a matter of course but which might 
 not be so easily established if the support were entirely from public 
 funds. It would also be most helpful to future development under 
 tax support if permanent endowments for special types of work 
 could be provided from non-public sources during the next few 
 years. The experience of the few state universities that have been the 
 beneficiaries of private endowments shows on the whole that these 
 tend to stimulate rather than to reduce public appropriations to the 
 same institutions. There are undoubtedly many wealthy and public 
 spirited citizens in Cleveland who could and should endow chairs in 
 the Senior Teachers College, or found lecturesships, or equip labora- 
 tories, or provide buildings. ^ A special endowment for the Uni- 
 versity, the income of which should be used exclusively for the 
 support of the extra-mural courses offered through the Senior 
 Teachers College to the teachers of Cleveland, would permanently 
 link the name of the donor with the growth and progress of the city. 
 
 With the provision of larger funds for the support of the Senior 
 Teachers College it is altogether probable that the student fees will 
 be somewhat reduced. To charge a certain fee for tuition even 
 under the conditions of generous support from other sources, is 
 however, a sound policy in view especially of the advances in salary 
 that are contingent upon advanced training. 
 
 Almost certainly the time will come when the preliminary 
 education of elementary teachers will be extended from the present 
 two year minimum to three and ultimately to four years. The in- 
 service education, however, will not for this reason be any the less 
 significant. Its status will simply be advanced from the senior col- 
 lege to the graduate level. This prediction is based upon the funda- 
 mental principle that clearly underlies the program of the Senior 
 Teachers College, — the recognition, namely, of the continuous 
 growth of the teacher as a basic condition of effective teaching. 
 
 1 It is especially gratifying to note the tendency in recent years on the part of public 
 spirited citizens and quasi public organizations as well as of private foundations in 
 Cleveland to make grants of money to the Cleveland School of Education for the promo- 
 tion of special educational programs of large significance to the immediate improvement 
 of public education or to the general promotion of civic and social welfare in the city, 
 state or nation. Reference is made in particular to grants which have been made for 
 special courses for the training of teachers in Americanization, recreation, hygiene, 
 "special classes", etc.
 
 OF TEACHERS IN CLEVELAND 61 
 
 The "in service" education of teachers, then, is not to be looked 
 upon as a substitute for a better preHminary education or as a 
 temporary expedient to be abandoned w^henever the preliminary 
 education has been advanced to an appropriate level ; it is rather to 
 be recognized as having both a permanent status and a distinctive 
 status that differentiates it from preservice training. 
 
 Among the distinctions that, in the judgment of the Commis- 
 sion, should be recognized from the outset is the justice of requir- 
 ing a fee for the in-service courses. Not only should tuition be 
 free in the preservice institutions, but it is quite conceivable that 
 a system of subsidies^ will ultimately enable well qualified students 
 to prepare themselves for teaching without being a burden to their 
 parents during the process. Once the teacher has an appointment 
 on a living and saving wage, however, the justice of requiring him 
 or her to pay part of the cost of the further training which will lead 
 to higher salary levels and to wider professional recognition cannot 
 be seriously questioned. 
 
 1 An adequate Student Loan Fund administered not as a charity to provide further 
 educational opportunities for the impecunious but as a means of furnishing temporary 
 financial relief for distinctly superior young men and women whose further professional 
 education would otherwise be impossible or would of necessity be too long delayed will 
 in all probability furnish the most satisfactory solution for the immediate future. 
 The alumnae society of the Cleveland School of Education is about to launch a move- 
 ment to create such a fund. If this fund is established on a sound legal basis and is 
 administered in the interests of high standards it should accomplish a great deal of good 
 and under these conditions should be liberally supported.
 
 I
 
 CHAPTER XII 
 
 The Contract Between the Cleveland School of Education 
 AND Western Reserve University 
 
 A contract has been in force during the past year between the 
 Cleveland Board of Education and Western Reserve University 
 covering their common understanding of plans for institutional co- 
 operation. This contract seems to have served its purpose admira- 
 bly during the period in which it has been in force. It is recom- 
 mended that it be renewed (with such minor revisions as are here- 
 with included) in the following form: 
 
 This Memorandum of Agreement 
 
 Is entered into by and between the Western Reserve University 
 and the Board of Education of the City School District of the City 
 of Cleveland in the belief that it is for the public good that both 
 bodies should exert every possible effort to facilitate through cooper- 
 ation the widest and most complete use of the combined material 
 and professional equipment of Western Reserve University and 
 the Cleveland School of Education in the preparation and after train- 
 ing of school administrators, supervisors, teachers, and special 
 workers for many branches of the Educational Service. 
 
 And it is therefore agreed : 
 
 1. That the Board of Education of the City School District 
 of the City of Cleveland, shall provide without any charge for heat, 
 light, rent, or custodial service, the use of its school buildings for 
 such extension courses as the University may wish to offer in coop- 
 eration with the Cleveland School of Education at any one or more 
 of its instruction centers. 
 
 2. That the Cleveland School of Education shall provide facil- 
 ities in its High School Observation and Training Department (at 
 the Fairmount Junior High School or elsewhere in the Cleveland 
 Public High Schools) for the training of all properly qualified 
 students of the University under the following conditions : 
 
 (a) Teachers designated by action of the Board of Education 
 of the City School District of the City of Cleveland, in accordance
 
 ^ 
 
 64 THE PROFESSIONAL EDUCATION 
 
 with the salary schedule, as "training teachers" shall not be assigned 
 more than five sixths of a regular teaching schedule and shall be 
 paid, by the said Board of Education, the differential provided for 
 in its salary schedule. 
 
 (b) No more than three cadets, or students in training, shall 
 be assigned for a full schedule of training to any training teacher 
 during any one semester. 
 
 (c) No student of Western Reserve University shall be ad- 
 mitted to training or continued in training in any department of 
 the Training School for the work of which department he has not 
 had, in the judgment of the Joint Conference Committee (appointed 
 as hereinafter specified), adequate scholastic preparation and a suffi- 
 cient number of hours of professional preparation in Education. 
 
 (d) No student shall be continued in training beyond the 
 time when it has been clearly demonstrated to the faculty of the 
 Training School after conference with the Head of the Depart- 
 ment of Education of the University, that he does not give reason- 
 able promise of becoming a successful teacher. 
 
 (e) Students shall be enrolled for the course in training in 
 the Training School (whenever possible) at the beginning of a 
 given semester and their schedules shall be so arranged that they may 
 take the required number of hours of observation and training in 
 one full semester or in two full semesters, as may be determined 
 at the time of entry. 
 
 (f) No restriction or limitation shall be placed by the Train- 
 ing School upon the individual cadet, or student in training, as to the 
 hours of the day or days of the week when opportunities for obser- 
 vation and teaching may be open to him, except such as are necessary 
 in the operation of the schedule of classes in the Training School or 
 such as are necessary to protect the interests of the children of the 
 Training School. 
 
 (g) On the completion of the training course by individual 
 students, the Dean of the Cleveland School of Education shall (as 
 early as possible) certify to the dean of the appropriate college of 
 the University the grade and standing of each student, together 
 with such definite recommendations as may be helpful to the authori- 
 ties of \\'estern Reserve University in placing them in teaching 
 positions.
 
 OF TEACHERS IN CLEVELAND 65 
 
 (h) The deans of such undergraduate colleges of Western 
 Reserve University as vi^ish to present candidates for training in 
 any given year shall by the first of April preceding (or as soon there- 
 after as possible) furnish to ihe Dean of the Cleveland School of 
 Education such estimates of the number of candidates for training 
 in the several departments and such other information as he may 
 find useful in providing an adequate staff of training teachers for 
 each of the departments concerned, 
 
 3. That the Board of Education of the City School District 
 of the City of Cleveland shall pay the full cost of overhead adminis- 
 tration of courses in the Senior Teachers College of the Cleveland 
 School of Education and Western Reserve University and includ- 
 ing printing, publicity, maintenance and the care and safekeeping 
 of records. 
 
 4. That Western Reserve University, in return for the services 
 thus rendered (as set forth under 1, 2, and 3 above) shall furnish 
 to the Cleveland School of Education the following accommodations : 
 
 (a) The use of such part of the equipment of Western Re- 
 serve University including recitation halls, lecture halls, gymnasi- 
 ums, laboratories, libraries, dormitories, athletic fields, etc., as may 
 be needed by the Cleveland School of Education for the proper 
 conduct of its summer session and not otherwise in use at the time 
 by the University. (The Dean of the Cleveland School of Education 
 shall on the first of May or as soon thereafter as possible furnish 
 the Joint Conference Committee a general statement of the accom- 
 modations which will be needed for the next succeeding summer ses- 
 sion and shall furnish a more detailed statement ten days before 
 the opening of the session). 
 
 (b) The use of such classrooms and laboratories in buildings 
 of Western Reserve University (when not otherwise in use by the 
 University) as may be needed for the proper conduct of any of the 
 extension courses offered by the Cleveland School of Education. 
 
 (c) The use of the new Gymnasium of Western Reserve Uni- 
 versity on Adelbert College campus for as many as three meetings 
 during the year of students and faculty of the Cleveland School 
 of Education and as many as three general meetings during the 
 vear of the teachers of Cleveland and suburbs. (It is understood
 
 66 THE PROFESSIONAL EDUCATION 
 
 that, under the terms of this agreement, the Cleveland School of 
 Education shall have no claim upon this building when it is in use 
 or needed by the University.) 
 
 (d) It is expressly understood that such use of the equipment 
 of Western Reserve University as is referred to in (a), (b), and 
 (c) above shall be provided by the University to the Cleveland 
 School of Education without any charge for heat, light, rent or 
 custodial service. Dormitories and gymnasiums shall be used after 
 special arrangements have been made with the proper officers of 
 the University, and all use of, or instruction given in, laboratories 
 and libraries shall be under the control of their respective directors. 
 
 5. That the Board of Education of the City School District 
 of the City of Cleveland, and the authorities of Western Reserve 
 University shall each appoint annually a Conference Committee of 
 three members, which committees shall constitute the Joint Confer- 
 ence Committee and shall jointly exercise supervisory powers over 
 the curricula leading to the degrees of Bachelor of Education and 
 Master of Arts in Education, subject to the approval of the said 
 Board of Education, or of Western Reserve University, or both, as 
 the interests of the one or the other, or of both may be involved ; that 
 these Conference Committees (constituting the Joint Conference 
 Committee) at the first joint session each year shall elect of their 
 own members a chairman and a secretary for the year ; and that the 
 chairman shall have voting privileges. 
 
 6. That the Joint Conference Committee shall have power to 
 appoint and to dismiss subject to the approval in each case of the 
 Cleveland Board of Education and the Trustees of Western Re- 
 serve University the following officers : 
 
 (a) A "Director of the Senior Teachers College of the Cleve- 
 land School of Education and Western Reserve University." 
 
 (b) A "Registrar of the Senior Teachers College of the Cleve- 
 land School of Education and \\ estern Reserve University." 
 
 (c) A "Treasurer of the Senior Teachers College of the Cleve- 
 land School of Education and W^estern Reserve University." 
 
 7. That this agreement shall be in full force as soon as ap- 
 proved by the joint resolution of the Board of Education of the 
 City School District of the City of Cleveland and the Trustees of 
 Western Reserve University, for the school year beginning Septem- 

 
 OF TEACHERS IN CLEVELAND 67 
 
 ber 1, 1921, and until such time as it may be modified, renewed or 
 discontinued by joint resolution. 
 
 Western Reserve University 
 
 By 
 
 President 
 
 By 
 
 Secretary 
 
 Board of Education of the City School District 
 OF THE City of Cleveland 
 
 By 
 
 Director of Schools

 
 CHAPTER XIII 
 
 The Cooperation of Educational Institutions and Civic and 
 
 Social Agencies of Cleveland in the Professional 
 
 Education of Teachers 
 
 There is clear evidence that the educational institutions grouped 
 about the University Circle in Wade Park were engaged in very ac- 
 tive cooperation in the preparation and after training of teachers some 
 time before the Board of Education and the University in July, 1920, 
 entered into a definite contract for the organization of a Senior 
 Teachers College under joint control and administration. In fact 
 the records indicate clearly that for a number of years there has 
 been informal cooperation not only between the Cleveland School 
 of Education and Western Reserve University but among nearly 
 all of the other higher educational institutions and agencies in 
 Wade Park and other sections of the city. 
 
 The University and the Cleveland School of Education have 
 indeed been conducting some enterprises in common since the sum- 
 mer of 1915. Up until a year ago the cooperative relations of 
 these institutions were not clearly defined but there was a sympa- 
 thetic relationship which resulted in arrangements from year to 
 year, in exchange of professional service, for the use by the Cleve- 
 land School of Education of certain buildings and equipment of the 
 University during the summer session, for the employment by the 
 Cleveland School of Education of University professors to give 
 extension courses for teachers, for the training in the Fairmount 
 Junior High Training School department of the Cleveland School of 
 Education of a number of young women from the Department of 
 Education of the College for Women of the University and other 
 similar exchanges of accommodations and service. It is significant 
 that the Case School of Applied Science has for some years past 
 granted to the Cleveland School of Education for use in the summer 
 session the free use of its gymnasium, its swimming pool, and other 
 equipment. It is equally significant that the Cleveland School of 
 Art has for a number of years opened certain of its courses in art 
 and music free to the Junior Teachers College of the Cleveland 
 School of Education and to the School's extension classes. It is 
 even more significant that some of these courses have been estab- 
 lished by the Cleveland Museum of Art to meet specific needs indi- 
 cated by the Cleveland School of Education and other institutions 
 in Wade Park. It may be noted also that the Cleveland Museum
 
 70 THE PROFESSIONAL EDUCATION 
 
 of Art has offered its classroom space and other facilities free for 
 the use of classes in the Cleveland School of Education and its 
 beautiful auditorium for public lectures given under the auspices 
 of the Cleveland School of Education. The dormitories of the Col- 
 lege for Women of Western Reserve University have during the 
 past several summer sessions been open for the accommodation of 
 students enrolled in the Maison Francaise and in the Institute of 
 School Hygiene conducted under the auspices of the Cleveland 
 School of Education. Provision has been made in certain educa- 
 tional courses in the Cleveland School of Education to meet the 
 particular needs of certain groups of students in the Cleveland 
 Library Training School, in the Cleveland School of Art, and in 
 the Cleveland Kindergarten Training School. The Dean of the 
 Cleveland School of Art, the Educational Director of the Cleve- 
 land Museum of Art and the Director of the Cleveland Museum 
 of Natural History have actively participated in the work of 
 instruction in courses offered by the Cleveland School of Educa- 
 tion. Many other organizations have very actively cooperated 
 in the work of the Cleveland School of Education either by pro- 
 viding subsidies or by enlarging facilities for laboratory work in 
 Education and the Social Sciences or by the active participation 
 of their officers and staff members in the work of instruction. 
 These facts are cited as indicating the very remarkable civic spirit 
 and sociological interest so characteristic of Cleveland as a city.^ 
 The affiliation of the Cleveland School of Education and 
 Western Reserve University in the maintenance of a Senior 
 Teachers College should tend to draw into a common bond of 
 interest and effort all other educational institutions and agencies 
 in Cleveland which are endeavoring to promote the improvement 
 of the public schools. There is developing, for instance, a very 
 wide range of interest in museum service. The more complete 
 development and the fuller coordination of this servcie is a matter 
 of large concern to the public schools of the city. It is gratifying 
 that the governing boards and directors of the Cleveland Museum 
 of Art, of the Cleveland Museum of Natural History, of the 
 Educational Museum of the Cleveland School of Education, and 
 of Western Reserve Historical Museum have shown a disposition ^ 
 to cooperate with each other and with the Cleveland School of 
 
 1 For the list of organizations granting subsidies to the Cleveland School of Education 
 see page 59. 

 
 OF TEACHERS IN CLEVELAND 71 
 
 Education in developing a wide range of Educational courses and of 
 special demonstrations for teachers. Each of these institutions is 
 developing a corps of specialists in the educational aspects of 
 museum service and all of them together are studying the problems 
 of visual education and sense training. It is suggested that the 
 Cleveland School of Education provide these specialists ample 
 opportunity to conduct experiments in its laboratory schools and 
 that the Educational Museum distribute to the schools of the 
 city through its own distributing agencies such teaching materials 
 as may be developed out of this experimentation. It is suggested 
 also that when these experts have had time to develop courses 
 of sufficient scope an<i of such character as to merit credit on the 
 college level they be approved and announced in the appropriate 
 departments of the Junior Teachers College or of the Senior 
 Teachers College. This arrangement should be made to apply 
 also to courses of appropriate grade and character offered by the 
 Qeveland School of Art. In general there need be no limits fixed 
 for the operation of this administrative plan for the effective co- 
 operation of higher educational institutions except that the proper 
 authorities in charge of the curriculum into which a given course 
 is to be incorporated must be given full authority (1) to pass 
 upon (a) the qualifications of the instructor, (b) the content of 
 the course and the plan for its conduct, and (c) the amount of 
 credit it shall yield; (2) to enforce the fulfilment of such standard 
 requirements as (a) those governing admission to the course, (b) 
 those governing outside work to be done, and (c) those governing 
 attendance, etc.; and (3) to inspect the quality of work done in 
 the course in question. 
 
 Any administrative arrangement which will guarantee the 
 quality of instruction offered, widen the range of service, and 
 prevent duplication of effort and expense, is to be commended. 
 Since in the last analysis all financial support for higher education 
 comes from the same source, the people, it would seem that those 
 w'ho represent the people in the administration of all public and 
 quasi-public educational institutions are under moral obligations 
 to make their services available to all who may be benefited thereby 
 and to reduce to a minimum any inconvenience to the public which 
 grows out of the fact that many institutions, by some accident of 
 circumstances, happen to be engaged in the performance of different 
 but closely allied aspects of the same service.
 
 CHAPTER XIV. 
 Summary and Conclusion 
 It is clear from the preceding discussions that the organization 
 of a Senior Teachers College on the plan contemplated by the 
 affiliation of the Cleveland School of Education and Western Re- 
 serve University can make a definite and important contribution 
 to the civic and educational progress of the city of Cleveland and 
 at the same time provide a stimulating example for other American 
 communities. By way of summary and conclusion the outstanding 
 elements of this contribution and example may well be brought 
 together and set forth briefly in this concluding section. 
 
 1. The proposed development provides for the continuous 
 growth of the teaching personnel of the public schools. A most 
 serious source of waste in public education throughout the country 
 has been involved in the brief service of a large proportion of the 
 teachers and the consequent failure of our public school systems 
 to capitalize teaching experience. With the development of our 
 large city school systems, however, a relatively permanent teaching 
 staff has evolved. This condition has brought with it another danger, 
 — the danger, namely of stagnation. That the mature and perma- 
 nent teachers as a group have recognized this danger is abundantly 
 evidenced by the zeal with which they have sought in ever increas- 
 ing numbers the opportunities provided by the universities, colleges, 
 and normal schools through their summer sessions and through the 
 extension courses offered on afternoons and Saturdays during the 
 school year. Essentially a development from within, — as all deeply 
 seated and permanent standards of a professional group must be, — 
 the principle of continuous growth in teaching has clearly justified 
 itself on the broad grounds of its contribution to the public welfare. 
 Its stimulation and encouragement from without is unquestionably 
 a sound public policy. 
 
 2. The proposed development provides a practicable method 
 of giving to the actual work of teaching boys and girls the desirable 
 characteristics of a real "career." (a) By bringing teachers together 
 for systematic and cooperative study, it counteracts a tendency in- 
 herent in the teaching of children that has often been noted by lay 
 critics of the profession and has been sincerely deplored by competent 
 teachers themselves : the tendency namely for the teacher to become 
 dogmatic and "set" in his ways of thinking through a too exclusive 
 contact with immature minds, (b) By insuring a progressive attack
 
 74 THE PROFESSIONAL EDUCATION 
 
 upon the innumerable and very difficult problems of education, it 
 affords not only a means of solving many of these problems but 
 also an agency through which constructive efforts toward their 
 solution upon the part of the teachers themselves may find a just 
 measure of recognition and distinction. 
 
 3. As a school system increases in size, its organization in- 
 evitably becomes more and more complicated, and the mechanical 
 elements tend to overshadow and may even threaten to overwhelm 
 the personal and human elements. In a variety of ways the 
 proposed development in Cleveland will counteract these tendencies, 
 (a) Far reaching significance attaches to the fact, that, in many 
 of the cooperative study groups of the Senior Teachers College, 
 elementary and high school teachers, novices and master teachers, 
 classroom teachers and supervisors, will sit side by side as fellow 
 students. This fact in itself will operate to temper distinctions 
 in rank, (b) As the movement develops, too, there will be a 
 tendency, we believe, to attain through cooperative educational 
 methods the desirable ends that in many school systems have been 
 sought through the methods of a somewhat autocratic administra- 
 tive direction and oversight, (c) Another obvious advantage 
 attaches to the fact that many of the future supervisors and admin- 
 istrators themselves will be selected from those who will have pre- 
 pared themselves for their new duties in these classes, and who 
 consequently will have had the opportunity to know personally 
 their co-laborers — and, what is perhaps even more important, to 
 be known personally to them. The multiplication of contacts of 
 the unofficial and voluntarily cooperative type which is insured by 
 the Senior Teachers College cannot fail to have a most salutary 
 effect upon the morale of the school system as a whole. 
 
 4. The affiliation with Western Reserve University is particu- 
 larly important in that it will bring to bear upon the problems of 
 elementary and secondary education the specialized knowledge and 
 the somewhat detached point of view that a university organiza- 
 tion represents. The fact of detachment is in itself of large im- 
 portance, for it means a widening of the horizon and the opening 
 of perspectives that those who are living very close to the practical 
 problems of school work are likely to miss. On the other hand, 
 the detachment must not be so wide that the connection between 
 highly specialized scholarship and the real needs of boys and 
 girls is never disclosed. An essential virtue of the Cleveland plan
 
 OF TEACHERS IN CLEVELAND 76 
 
 is that it seeks at every point to insure this connection and especially 
 to counteract any possible tendency of the university instructor to 
 minimize the importance or belittle the difficulties of teaching 
 and learning on the so-called "lower" levels of education. 
 
 5. A final advantage of the proposals under discussion is 
 that they provide a means for bringing into an effective cooperation 
 with the public schools a large number of organizations that are 
 making for civic and community betterment. The public schools 
 constitute the channel through which the ideals and services of 
 these organizations can most profoundly and comprehensively 
 influence the life of the city. The Senior Teachers College affords, 
 it is safe to say, if not the best possible, at least the best available 
 point of contact. 
 
 It is unnecessary to say that no administrative scheme or 
 device affecting human problems is self-operative. We do not 
 think that we have overdrawn or exaggerated the possibilities 
 of the Cleveland plan of a Senior Teachers College. We are 
 confident that this organization may become an important — perhaps 
 the most important — "growing point" in the civic and cultural de- 
 velopment of the city. But the fulfilment of this promise is, of 
 course, conditioned unequivocably upon the active and unselfish 
 cooperation of all of the persons, agencies, and organizations in- 
 volved : the teachers of the public schools ; the instructors in the 
 Cleveland School of Education; the members of the adminis- 
 trative and supervisory staffs ; the members of the Board of 
 Education; the faculties and trustees of the University; the public 
 spirited citizens who are supporting and directing the many organ- 
 izations for community betterment ; and above all the people them- 
 selves who desire for their children the guidance, instruction, and 
 inspiration that devoted and competent teachers can supply and 
 for their city a cultural and human leadership comparable with 
 its great achievements in commerce and industry. 
 
 We who have studied the problem from the outside feel that 
 the basis of such cooperation exists today in Cleveland in a measure 
 unsurpassed by any other American city. Once let the full influence 
 of this indefinable, intangible, and yet very real and potent force that 
 we may call the Spirit of Cleveland get back of the enterprise 
 that we have been discussing, and there need be no fear of the 
 outcome.
 
 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 77 
 
 APPENDIX A 
 
 GOVERNING BOARDS AND ADMINISTRATIVE OFFICERS OF 
 
 THE SENIOR TEACHERS COLLEGE OF THE CLEVELAND 
 
 SCHOOL OF EDUCATION AND WESTERN 
 
 RESERVE UNIVERSITY 
 
 Trustees of Western Reserve University 
 
 James D. Williamson, Acting President, 
 Samuel Mather, Vice-President. 
 J. Homer Wade Charles L. Pack 
 
 William G. Mather E. W. Oglebay 
 
 W, R. Warner Henry F. Pope 
 
 Andrew Squire Paul F. Sutphen 
 
 D. Z. Norton Warren S. Hayden 
 
 C. W. Bingham Newton D. Baker 
 
 C. F, Brush Ralph King 
 
 Myron T. Herrick Frank A. Scott 
 
 J. P. Chamberlain J. L. Severance 
 
 William A. Leonard Robert H. Bishop 
 
 F. H. GoFF William R. Hopkins 
 
 Sidney S. Wilson, Secretary and Treasurer 
 
 Visiting Faculty Trustees 
 
 H. E. Bourne C. M. Finfrock 
 
 C. A. Hamann 
 
 Cleveland Board of Education 
 
 (Governing Authority of the Cleveland School of Education) 
 
 E. M. Williams, President 
 
 Rees Davis, Vice-President 
 
 Clara Tagg Brewer J. H. Harris 
 
 Virginia D. Green Oscar Horn 
 
 F. W. Steffen 
 
 R. G. Jones, Superintendent of Schools 
 
 F. G. Hogen, Director of Schools 
 
 Sarah Hyre, Clerk-Treasurer of the Board
 
 78 the professional education 
 
 Administrative Officers of Cooperating 
 Institutions 
 
 J. D. Williamson, Acting President of Western Reserve University 
 Ambrose L. Suhrie, Dean of the Cleveland School of Education 
 
 Joint Conference Committee 
 
 OF 
 
 The Cleveland School of Education 
 
 AND 
 
 Western Reserve University 
 
 Representing the Western Reserve University: 
 
 G. C. Robinson, Professor of Education, Chairman 
 W. G. Leutner, Dean of Adelbert College 
 Sidney S. Wilson, Secretary- Treasurer 
 
 Representing the Cleveland School of Education: 
 
 E. M. Williams, President, Board of Education 
 R. G. Jones, Superintendent of Schools 
 
 Ambrose L. Suhrie, Dean of Cleveland School of Education, 
 Secretary 
 
 Administration Officers of the Senior Teachers 
 College of the Cleveland School of Education 
 and Western Reserve University 
 Harry N. Irwin, Director 
 Auradel B. Dodge, Registrar 
 Frances H. Kagy, Treasurer
 
 of teachers in cleveland 79 
 
 Chairmen of Divisions of Instruction 
 IN THE Senior Teachers College 
 
 Appointed by the Joint Conference Committee for the Academic Year 1921-22. 
 
 DIVISION OF ART 
 
 Otto F. Ege, Cleveland School of Art 
 
 DIVISION OF BIOLOGY 
 
 Chester A. Mathewson, Cleveland School of Education 
 
 DIVISION OF CHEMISTRY 
 
 HipPOLYTE Gkuener, Western Reserve University 
 
 DIVISION OF classical LANGUAGES AND LITERATURE 
 
 Clarence Powers Bill, Western Reserve University 
 
 DIVISION OF COMMERCE 
 
 Albert Calder James, Western Reserve University 
 
 DIVISION OF ECONOMICS 
 
 Charles C. Arbuthnot, Western Reserve University 
 
 DIVISION OF EDUCATION 
 
 G. Carlton Robinson, Western Reserve University 
 
 DIVISION OF ENGLISH LANGUAGE AND LITERATURE 
 
 Clarence Stratton. Cleveland School of Education 
 
 DIVISION OF GEOGRAPHY AND ASTRONOMY 
 
 William M. Gregory, Cleveland School of Education 
 
 DIVISION OF GEOLOGY AND MINERALOGY 
 
 J. E. Hyde, Western Reserve University 
 
 DIVISION OF GERMAN LANGUAGE AND LITERATURE 
 
 Charles Harris, Western Reserve University 
 
 DIVISION OF HEALTH AND RECREATION 
 
 Harriet E. Ballard (Mrs.), Cleveland School of Education 
 
 DIVISION OF HOME ECONOMICS 
 
 Mary E. Parker, Western Reserve University 
 
 DIVISION OF MATHEMATICS 
 
 Arthur Dunn Pitcher, Western Reserve University 
 
 DIVISION OF MUSIC 
 
 Russell Morgan, Cleveland School of Education 
 
 DIVISION OF PHILOSOPHY 
 
 H, Austin Aikins, Western Reserve University 
 
 DIVISION OF PHYSICS 
 
 Harry W. Mountcastle, JVestem Reserve University 
 
 DIVISION OF POLITICAL SCIENCE 
 
 Chester C. Maxey, Western Reserve University 
 
 DIVISION OF PSYCHOLOGY 
 
 Garry C. Myers, Cleveland School of Education 
 
 DIVISION OF ROMANCE LANGUAGES AND LITERATURE 
 
 Emile B. de Sauze, Cleveland School of Education 
 
 DIVISION OF SOCIOLOGY 
 
 James E. Cutler, Western Reserve University 
 
 DIVISION OF TRADES AND INDUSTRY 
 
 Alfred P. Fletcher, Cleveland School of Education
 
 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 81 
 
 APPENDIX B 
 
 REGULATIONS GOVERNING THE ADMINISTRATION OF 
 EXTENSION COURSES FOR TEACHERS OFFERED DUR- 
 ING THE SEASON 1921-22 BY THE SENIOR TEACHERS 
 COLLEGE OF THE CLEVELAND SCHOOL OF 
 EDUCATION AND WESTERN RESERVE 
 UNIVERSITY 
 
 Introductory Statement 
 
 This announcement is issued to bring to the attention of all persons inter- 
 ested, the regulations in effect governing the administration of the Extension 
 Courses for Teachers offered in the Senior Teachers College of the Cleve- 
 land School of Education and Western Reserve University during the school 
 year 1921-22. The accompanying folder contains the list of specific courses 
 offered in each department. Extra copies may be secured on application at 
 the office of the Registrar in the Cleveland School of Education building, 
 Stearns Road and East 109th Street. 
 
 Registration 
 
 Time and Place. Registration of students in all courses offered will 
 take place Friday, October 14, 4 to 8 P. M., and Saturday, October 15, 8:30 
 to 12 A. M., in the Western Reserve Gymnasium, Adelbert College Campus. 
 
 Late Registration. After Saturday, October 15, registration in all 
 courses offered will take place at the office of the Registrar, Cleveland School of 
 Education building. Late registrants are reminded of the regulation that "No 
 credit may be granted students absent for any cause in excess of 25 per cent, 
 of the total number of regular class meetings." 
 
 Close of Registration. Students are not permitted to register for credit 
 in any course after the fourth regular meeting of the class. 
 
 The administration reserves the right without further official notice to 
 close any course to registration as soon as the limit of enrollment is reached. 
 
 Change of Registration. After October 15, Saturday noon, each change 
 in registration must be made in the office of the Registrar, Cleveland School of 
 Education building. By change of registration is meant dropping a course, 
 adding a course or substituting one course for another. Changes in registra- 
 tion for credit are not permitted after the fourth regular meeting of the class 
 or section to which transfer is made. 
 
 Number of Courses in Which Student May Register. To insure the 
 very highest grade of work in all courses, persons in the full time service of 
 any Board of Education or other institution or students taking a full course in 
 any other institution are not permitted to register for a total of more than 
 two semester hours of work per semester. 
 
 Registration by Mail. Prospective students who, through illness or 
 enforced absence from the city, are unable to be present on registration day 
 may register by mail. All requests for the privileges of registration by mail 
 should enclose a self -addressed envelope and should be sent to the Registrar,
 
 82 THE PROFESSIONAL EDUCATION 
 
 Cleveland School of Education building. Registration by mail is accepted on 
 the following conditions only : 
 
 1. All registration blanks must be correctly filled and in the hands of the 
 
 Registrar before registration is closed in the course or courses desired. 
 
 2. A certified check, New York draft, or postal money order for the exact 
 amount of tuition and fees due must accompany the registration blanks, 
 together with a self -addressed envelope for the return of receipt card, 
 class cards, etc. 
 
 3. The student must comply with all regulations regarding "Close of 
 Registration," "Number of Courses in Which Students May Register," 
 etc. 
 
 4. The student's continuance in any course in which he has registered is 
 conditioned upon the instructor's approval at the first regular meeting 
 of the course after the date of registration in the course. Failing to 
 secure such approval the student is expected to change his registration, 
 
 subject to the usual regulations governing the same. (The adminis- 
 tration viust reserve the rigid to deny such applications for admission 
 as may reach the office of the Registrar after the full quota for the 
 course or section in question has been reached or after the course or 
 section has been officially cancelled.) 
 
 Tuition and Fees 
 
 Amount of Tuition. The tuition cost of each course is given in connec- 
 tion with the description of that course. 
 
 LAB0R.A.T0RY AND MATERIAL Fees. The amount of the laboratory and 
 material fees for each laboratory course is stated in connection with the 
 description of the course. Laboratory and material fees, except when other- 
 wise stated, are payable to the instructor in charge of the course at the first 
 meeting of the class. 
 
 Registration Fee. A single registration fee of $5.00 is charged each 
 student registering in one or more courses offered by the Cleveland School of 
 Education who is not at the time of registration in the employ of the Cleveland 
 Board of Education or the Cleveland Public Library, or a student in the 
 Junior Teachers College of the Cleveland School of Education. 
 
 Students enrolling only in courses offered by Western Reserve University 
 are not charged this fee. 
 
 Payment of Tuition and Fees. Except when otherwise specifically 
 stated, all tuition and fees are due and payable at the time of registration. 
 Checks, money orders, etc., should be made payable to the Cleveland School 
 of Education. The Treasurer is not authorized to accept checks in excess of 
 the actual amount due. 
 
 Refund of Tuition and Fees. To receive refund of tuition fees a 
 "Change of Registration" card must be properly filled out by the student and 
 approved by the Registrar and Treasurer of the Cleveland School of Educa- 
 tion before the fourth regular meeting of the class. After the fourth regular 
 meeting of the class, no refund of tuition is made except in case of withdrawal 
 from a course or courses necessitated by personal illness or illness of an im- 
 mediate relative, in which case an adjustment may be made during the first half 
 of the course, but not after that date. No refund is made of Registration 
 Fees, Laboratory Fees or Visitor's Fees. 
 
 Visitor's Fees. Persons desiring to visit one or more courses or classes 
 during a part or all of the course must secure a visitor's card at the office of 
 the Registrar of the Cleveland School of Education. A visitor's fee is charged 
 at the rate of $10.00 per two semester hour course, admitting to a single
 
 I 
 
 OF TEACHERS IN CLEVELAND 83 
 
 course, only. No credit is granted for attendance upon a course as a visitor, 
 nor is the visitor authorized to make any demands upon the time of the in- 
 structor. Transfer from the status of visitor in one course to that of visitor 
 in another course, transfer from status of a regular student in one course to 
 that of visitor in the same or other course, or transfer from the status of 
 visitor in one course to that of regular student in the same or other course, is 
 not permitted after the fourth regular meeting of either course concerned. 
 
 Credit 
 
 Unit of Credit. A semester hour credit represents fifteen hours of class 
 work with required outside preparation in the form of reading, systematic 
 observation of classroom teaching, field excursions or other form of laboratory 
 work. In the description of each numbered course is indicated the number of 
 semester hours credit authorized for the course. 
 
 No Partial Credit Granted. Under no circumstances may part credit 
 be given for part time attendance or for partial completion of the course. 
 
 (1) Credit Toward the Degree of Bachelor of Education. All 
 single starred courses outlined in the official announcement of "Extension 
 Courses for Teachers offered by the Cleveland School of Education and 
 Western Reserve University Season 1921-1922," are courses of collegiate grade 
 and character and yield undergraduate credit toward the degree of Bachelor 
 of Education, (subject to the regular admission and curriculum requirements). 
 
 (2) Credit Toward the Degree of Master of Arts in Education. 
 All double starred courses are courses of senior college or graduate grade and 
 character, and yield either undergraduate credit toward the degree of Bachelor 
 of Education, or when completed with additional research assignments, 
 graduate credit toward the degree of Master of Arts in Education (subject 
 to the regular admission and curriculum requirements). 
 
 (3) Credit Toward State Certification. All numbered courses may, 
 when completed, be credited toward a state life certificate under the Ohio 
 school law and State Board requirements when properly certified by the 
 Registrar to the State Department of Public Instruction. 
 
 (4) Credit Toward Advancement on Salary Schedule of Cleveland 
 Board of Education. All numbered courses may be credited toward ad- 
 vancement on the Salary Schedule adopted by the Cleveland Board of Edu- 
 cation on May 4, 1920 (under the specific regulations set forth in said schedule) 
 when completed and properly certified by the Registrar to the Board of 
 Examiners at Cleveland School Headquarters. 
 
 Class Attendance 
 
 Attendance. Regular attendance is required of all students. No credit 
 is granted for attendance upon a class previous to the receipt by the instructor 
 of an official class card properly approved by the Registrar. 
 
 Absence. No credit is granted students absent from regular class meet- 
 ings in excess of 10 per cent of the total number of such meetings for the 
 term unless the student presents to the instructor satisfactory evidence that 
 the work thus missed has been made up. No credit in any course is granted 
 students absent for any cause in excess of 25 per cent of the total number of 
 class meetings. 
 
 First Meeting of Class 
 
 All classes authorized prior to registration day will hold their first meet- 
 ing at the scheduled time and place during the week beginning Monday, 
 October 17.
 
 g4 THE PROFESSIONAL EDUCATION 
 
 Vacations, Holidays and Cancelled Meetings 
 
 Vacation days, holidays and half holidays will correspond to those in the 
 Public Schools of Cleveland. Instructors will not cancel class meetings 
 except when absolutely necessary, and then only after notifying the office and 
 all students enrolled in the class section concerned. All class meetings thus 
 cancelled will be made up at a time and in a manner acceptable to the admin- 
 istration. In general every class must be in session for the full number of 
 class hours announced. 
 
 Library Facilities and Textbooks 
 
 In general the library facilities of the Cleveland Public Library (and all 
 of its branches), the Library of the Cleveland School of Education and the 
 Hatch Library on the University Campus will offer their facilities to students 
 in the Extension Courses for Teachers. Textbooks may be secured by the 
 students from the publishers or elsewhere through any cooperative arrange- 
 ment satisfactory to them. The administration is unable to assume any 
 responsibility for the purchase of textbooks to be used in any course. 
 
 Intra- and Extra-Mural Instruction Centers 
 
 These courses will be conducted in the buildings of the Cleveland School 
 of Education and Western Reserve University and in public libraries, public 
 schools, gymnasiums. Christian Association halls and elsewhere in the city and 
 suburbs. The administration reserves the right to change the place of meeting 
 of any course or section as circumstances may warrant. 
 
 Days and Hours of Instruction 
 
 Classes will meet (chiefly) on Tuesday and Thursday afternoons (at 4:30 
 o'clock and after), on week day evenings (7:30 and after), and on Saturday 
 mornings (9 to 12). The days and hours are given in the announcement of 
 specific courses in the accompanying folder. The administration reserves the 
 right to change the hour for the meeting of any class or section as circum- 
 stances may warrant. 
 
 Examinations and Graduate Credit Assignments 
 
 A final examination of one class period in length is required in each 
 course yielding one or more units of credit. A typewritten copy of the exam- 
 ination questions properly labelled as to course and code number shall be 
 filed with the Registrar along with the final class reports of the instructor. 
 
 In the case of each student seeking graduate credit a copy of the paper 
 or other material presented in fulfilment of the "additional research" require- 
 ment properly labelled as to course and code number and bearing the name 
 of the instructor approving shall be filed with the Registrar along with the 
 final class reports of such students. 
 
 Free Public Lectures and Social Events 
 
 On several occasions during the year free public lectures by men and 
 women of the highest standing will be given (the time and place to be an- 
 nounced later) and at least one social program for the students and faculty 
 will be held in the gymnasium of the University (time to be announced later) 
 under the auspices of the Joint Conference Committee. 
 
 Changes in the Roster of Courses 
 
 The right is expressly reserved by the administration to cancel any course 
 or section if the enrollment, by the close of the third meeting, is not sufficient
 
 OF TEACHERS IN CLEVELAND 85 
 
 to warrant its continuance or at any other time for any cause which may 
 make such action expedient or necessary. Additional courses may be provided 
 if a sufficient demand exists. 
 
 Request from the Joint Conference Committee 
 
 This announcement contains all the regulations necessary at the time of 
 its issue, for the operation and administration of the Extension Courses for 
 Teachers to be given during the year by the Joint Conference Committee of 
 the Cleveland School of Education and Western Reserve University. All 
 supplementary announcements, whether printed or mimeographed, should be 
 filed with this folder. They will all be useful for reference during the year 
 and in the future. Watch "School Topics" and the Superintendent's Weekly 
 Bulletin for special announcements. 
 
 For further information address 
 
 The Registrar 
 
 Cleveland School of Education 
 
 Stearns Rd. and E. 109th St. 
 
 Cleveland, O. 
 
 Bell Phone, Cedar 2100 Cuyahoga Phone, Princeton 808
 
 I 
 
 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 87 
 
 APPENDIX C 
 
 REQUIREMENTS GOVERNING THE GRANTING OF THE 
 DEGREE OF BACHELOR OF EDUCATION 
 
 by 
 
 WESTERN RESERVE UNIVERSITY 
 
 The following requirements shall be in effect governing candidacy for and 
 granting of the degree of Bachelor of Education for the school year 1921-22 
 (subject to revision in succeeding years) : 
 
 I. Admission Requirements. 
 
 1. Applicants for admission to candidacy for the degree of Bachelor of 
 Education must present a certificate of graduation from an approved 
 four-year high school course or its equivalent and in the case of candi- 
 dates having less than two years of successful teaching experience, may 
 be required to give evidence of having ranked in the upper two-thirds 
 of the class in which they were graduated. 
 
 2. Applicants for admission to candidacy for the degree of Bachelor 
 of Education who have completed the full requirements for the one- 
 year,i one and one-half year,^ or two-year Normal diploma by actual 
 and full residence in the Normal Department or Junior Teachers 
 College of the Cleveland School of Education and have received the 
 diploma of this department, are admitted to candidacy for the degree 
 of Bachelor of Education with advanced standing. 
 
 3. Applicants for admission to candidacy for the degree of Bachelor of 
 Education presenting credentials indicating the satisfactory completion 
 of not less than one full term or semester of residence work in any 
 other approved institution of Normal or Collegiate grade are admitted 
 to candidacy with advanced standing. 
 
 II. Application for Candidacy. 
 
 1. The student shall present formal written application for admission to 
 candidacy for the degree, and shall have this application accepted prior 
 to the opening of the academic year in which the degree is to be granted. 
 
 III. Residence Requirements. 
 
 1. Of the total 126 semester hours required for the degree of Bachelor of 
 Education each applicant accepted for the degree during the year 
 1921-22 shall be required to present not less than 30 semester hours 
 credit in courses of Senior College grade and character yielding credit 
 toward the degree of Bachelor of Education and accepted as "residence 
 credits" in Western Reserve University. 
 
 2. During the current year, applicants for the degree who are unable to 
 present a total of 30 semester hours of such "residence credits" may 
 Upon recommendation of the chairmen of the Divisions concerned be 
 permitted to substitute non-residence credits to the extent of 15 semester 
 hours upon passing a satisfactory examination in the non-residence 
 courses offered, before the appropriate divisions. 
 
 IV. Curriculum Requirements. 
 
 The degree of Bachelor of Education is conferred by the University when 
 the student has received 126 semester hours credit and has met the 
 following requirements : 
 1, 2 Formerly Offered.
 
 88 THE PROFESSIONAL EDUCATION 
 
 1. General Requirements. 
 
 Each candidate is required to present 
 
 (a) in the Division of Education, not less than 18 semester hours. 
 The following or equivalent are required courses in this Division : 
 
 Education 1 — Introductory Survey of Education, 2 semester 
 hours. 
 
 Education 11 — The Curriculum, Its Content and Organization, 
 2 semester hours. 
 
 Education 12 — Class Room Management and Procedure, 2 
 semester hours. 
 
 Education 13 — The Organization and Administration of a City 
 School System, 2 semester hours. 
 
 Education 31 — Introductory Course in Tests and Measure- 
 ments, 2 semester hours. 
 
 Education 63 — Supervision of Class Room Instruction, 2 
 semester hours. 
 
 Education 70 — Practice Teaching, 6 semester hours. 
 
 (b) in the Division of English, not less than 10 semester hours. The 
 following or equivalent are required courses in this Division : 
 
 English 1 — Principles of English Composition, I, 2 semester 
 
 hours. 
 English 2 — Principles of English Composition, II, 2 semester 
 
 hours. 
 English 10 — Survey of English Literature, 2 semester hours. 
 English 11 — American Literature, 2 semester hours. 
 
 English 20 — Shakespeare and Elizabethan Drama, 2 semester 
 hours. 
 
 (c) in the Division of Psychology, not less than 6 semester hours. 
 The following or equivalent are required courses in this Division : 
 
 Psychology 20 — Introductory Course in the Psychology of 
 
 Learning, 2 semester hours. 
 Psychology 21 — The Psychology of Learning in Relation to 
 
 Elementary School Subjects, 2 semester 
 
 hours. 
 Or 
 Psychology 22 — The Psychology of Learning in Relation to 
 
 Secondary School Subjects, 2 semester 
 
 hours. 
 Psychology 30 — The Psychology of Childhood, 2 semester 
 
 hours. 
 Or 
 Psychology 31 — The Psychology of Adolescence, 2 semester 
 
 hours. 
 
 2. Concentration Requirement. 
 
 In addition to the above requirement, each candidate shall be required 
 to present: 
 
 (a) A major sequence of not less than 16 semester hours credit as 
 approved by the chairman concerned in any one of the following 
 divisions : 
 
 II
 
 OF TEACHERS IN CLEVELAND 89 
 
 Art 
 
 Biology 
 
 Chemistry 
 
 Classical Languages and Literature 
 
 Commerce 
 
 Economics 
 
 Education 
 
 English Language and Literature 
 
 Geography and Astronomy 
 
 Geology and Mineralogy 
 
 Germanic Language and Literature 
 
 Health and Recreation 
 
 History 
 
 Home Economics 
 
 Mathematics 
 
 Music 
 
 Philosophy 
 
 Physics 
 
 Political Science 
 
 Psychology 
 
 Romance Languages and Literature 
 
 Sociology 
 
 Trades and Industry 
 
 Upon recommendation of the chairman of the division not more 
 than 6 semester hours of the total 16 may be taken in a related 
 division. 
 
 (b) A minor sequence of not less than 10 semester hours as approved 
 by the chairman concerned in any one other of the above divisions. 
 
 Distribution Requirement. 
 
 Each candidate shall be required to present not less than 8 semester 
 hours credit in each of at least 3 of the following groups, making a 
 total of not less than 24 semester hours in all. 
 
 (a) Art and Music Group (the Divisions of Art and Music). 
 
 (b) Foreign Language Group (the Divisions of Classical Languages 
 and Literatures, Germanic Language and Literature, Romance 
 Languages and Literatures — All 8 semester hours to be in one 
 language). 
 
 (c) Health and Recreation Group (the Division of Health and Rec- 
 reation). 
 
 (d) Home Economics Group (the Division of Home Economics). 
 
 (e) Mathematics, Natural and Physical Science Group (the Divisions 
 of Mathematics. Biology, Chemistry, Geography and Astronomy, 
 Geology and Mineralogy). 
 
 (f) Social Science Group (the Divisions of Economics, History, Po- 
 litical Science, Sociology). 
 
 The major sequence of 16 semester hours and the minor sequence 
 of 10 semester hours as required in IV, 2, above, may with 
 the approval of the chairman of these divisions be counted 
 as meeting in part this distribution requirement.
 
 90 THE PROFESSIONAL EDUCATION 
 
 4. Free Elkction Requirement. 
 
 (a) The remaining semester hours of credit necessary to receive the 
 degree are left to the election of the student with the under- 
 standing that those courses will be chosen which meet the needs 
 of the student and which give evidence of a definite plan on the 
 part of the student for preparation in certain lines of work. 
 
 (b) Not more than 18 semester hours in any Division in addition to 
 courses taken to meet the requirements stated in IV, 1, 2, 3, 
 above, may count toward the degree of Bachelor of Education. 
 
 5. Grade Requirement. 
 
 Candidates to receive the degree must have a grade of "F" or above 
 (on the scale: "D" — failed, "P," "F," "G," "E" — highest) in not less 
 than 75 per cent of the total number of credits presented for the 
 degree. 
 
 6. Examination Requirement. 
 
 Each candidate shall be required to pass a satisfactory oral or written 
 examination in both his major sequence and minor sequence before 
 the divisions concerned. 
 
 V. Miscellaneous Requirements. 
 
 1. The administration of the Senior Teachers College reserves the right 
 in the case of any candidate to limit the period within which the can- 
 didate may qualify for the degree on the basis of the requirements in 
 force at the time of admission to candidacy. 
 
 2. Candidates for the degree may be required to present satisfactory evi- 
 dence of not less than 2 years of successful teaching, administrative or 
 supervisory experience in school work. 
 
 3. The graduation fee, including diploma, is $10.00. Of this amount, $1.00 
 is due and payable at the time the student makes formal application for 
 admission to candidacy for the degree. (No refund is made of this 
 initial payment.)
 
 OF TEACHERS IN CLEVELAND 91 
 
 APPENDIX D 
 
 REQUIREMENTS GOVERNING THE GRANTING OF THE 
 DEGREE OF MASTER OF ARTS IN EDUCATION 
 
 by 
 WESTERN RESERVE UNIVERSITY 
 
 The following requirements shall be in efifect governing candidacy for and 
 granting of the degree of Master of Arts in Education for the school year 
 1921-22 (subject to revision in succeeding years) : 
 
 I. Admission Requirements. 
 
 1. Applicants for admission to candidacy for the degree of Master of Arts 
 in Education must hold a Bachelor's Degree from an approved institu- 
 tion. A detailed statement of the undergraduate work on the basis of 
 which the Bachelor's Degree was granted may be required. 
 
 II. Application for Candidacy. 
 
 1. Application for admission to candidacy for the degree must be made 
 on the blank provided for that purpose in the office of the Registrar, 
 and must be approved at least one semester prior to the date on which 
 the degree may be granted. 
 
 III. Residence Requirements. 
 
 1. Of the total 26 semester hours required for the degree of Master of 
 Arts in Education each applicant accepted for the degree during the 
 current year 1921-22 shall be required to present not less than 14 semes- 
 ter hours credit in courses of graduate grade and character, yielding 
 credit toward the degree of Master of Arts in Education and accepted 
 as "residence credits" in Western Reserve University. 
 
 2. During the current year applicants for the degree who are unable to 
 present a total of 14 semester hours of such residence credits may upon 
 
 recommendation of the chairmen of the Divisions concerned be per- 
 mitted to substitute non-residence credits to the extent of 8 semester 
 hours upon passing a satisfactory examination in the non-residence 
 courses concerned before the appropriate divisions. 
 
 IV. Curriculum Requirements. 
 
 The degree of Master of Arts in Education is conferred by the University 
 when the student has received 26 semester hours of graduate credit 
 and has met the following specific requirements : 
 
 1. Sequence Requirement. 
 
 (a) Major Sequence 
 
 Each candidate for the degree must present a major sequence 
 of not less than 14 semester hours credit in some one division. 
 This sequence must have the approval of the division chairman. 
 
 (b) Minor Sequence 
 
 The candidate must present one minor sequence of not less 
 than 6 semester hours credit. This sequence must have the 
 approval of the chairman of both the division in which the major 
 sequence is taken and the division in which the minor sequence
 
 92 THE PROFESSIONAL EDUCATION OF TEACHERS IN CLEVELAND 
 
 is taken. This sequence must be taken in the Division of Educa- 
 tion, provided the major sequence has not been taken in that 
 division and provided further the candidate has not presented the 
 equivalent of 6 semester hours in Education in undergraduate 
 courses. 
 
 2. Free Election Requirement. 
 
 The remaining 6 semester hours credit are left to the election of the 
 candidate subject to the approval of the chairman of the division 
 in which the candidate is taking his major sequence. 
 
 3. Grade Requirement. 
 
 No course completed with a grade below "F" (on the scale : "D" — 
 failed, "P," "F," "G," "E," — highest) may count toward the 
 Master's Degree. 
 
 4. Examination and Thesis Requirement. 
 
 Each candidate having fulfilled the requirements stated in IV, 1, 2, and 
 3 above, may qualify for the degree in either of two ways — sub- 
 ject to the recommendation of the Division of Instruction in 
 which the major sequence is taken. 
 
 (1) The candidate shall be required to pass a comprehensive examina- 
 tion on his major and minor sequences before the divisions con- 
 cerned. Or, 
 
 (2) The candidate shall be required to present a satisfactory thesis on 
 some subject in the general field of his major sequence. This 
 subject must be approved by the division chairman at least one 
 semester before graduation, and the thesis in final form submitted 
 to the division at least 6 weeks before the degree is conferred. 
 Five copies of the thesis in typewritten form must be in the office 
 of the Registrar at least one week before the date of graduation. 
 
 V. General Requirements. 
 
 1. The administration of the Senior Teachers College reserves the right 
 in the case of any candidate to limit the period within which the candi- 
 date may qualify for the degree on the basis of the requirements in 
 force at the time of admission to candidacy. 
 
 2. Candidates for the degree may be required to present satisfactory evi- 
 dence of not less than 2 years of successful teaching, administrative or 
 supervisory experience in school work. 
 
 3. The graduation fee, including diploma, is $10.00. Of this amount $1,00. 
 is due and payable at the time the student makes formal application for 
 admission to candidacy for the degree. (No refund is made of this 
 initial payment.)
 
 Additional copies of this report 
 
 The Professional Education of Teachers 
 in Cleveland 
 
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 Postpaid to any address in the United States. 
 Payable in stamps, Post Office order or check. 
 20% reduction in quantities of one dozen or more. 
 
 Division of Publications, 
 Board of Education, 
 
 Cleveland, Ohio. 
 
 Enclosed is in Stamps, (Check or 
 
 P. 0. Order) for which you may send me 
 
 copies, at 50 cents a copy, 
 
 The Professional Education of Teachers 
 
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 The professional 
 educationof teach. 
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