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Page 15 text:
vital problems and characteristics of
children, and CdD help him to come to
gri s with the principles, techniques,
an processes of effectual teaching and
Most of our late educational efforts
have been directed into wrong channels.
We have been obsessed with the idea
that progress in education must be pri-
marily concerned, in ultra-scientific fash-
ion, with specialized skills, intricate
procedures and methods, and a confusion
of enumerated aims and objectives.
"During the ast several decades our
colleges and schools for teachers have
encountered acute problems in develop-
ing curricula for the preparation of
elementary school teachers. At first, the
pendulum swung from a stilted subject-
matter emphasis to a curriculum over-
loaded with diluted methods and school
management courses. Later, there was
some modification so that child study
and its relations to teaching was given
more attention, and now many leaders
in teacher education are advocating a
four-year curriculum with an increased
proportion of time given to general
education or liberal-cultural courses."
In the positive application of these so-
called progressive theories that work
out so beautifully on paper, we have
nearly lost our vision in a forest of facts
and figures, resulting in confusion. The
stressing of professional elements to a
certain degree is essential for teacher
"A reasonable amount of time in the
curriculum for elementary school teach-
ers should be devoted to professional
and technical courses and under condi-
tions which will enable the student to
grow into the 'feel' and responsibility
of teaching gradually and meaningfully.
In New York the curriculum is so or-
ganized that the professional and tech-
nical courses are offered in sequences
which extend throughout the four years
Quotations from Dr. Lehm.-m's study.
coordinated with courses in the academ-
ic or liberal-cultural fields. It is the
functionalized, coordinated Division
Plan. This plan provides that the prospec-
tive teacher has a thorough and vitalized
preparation in the fields of English,
Social Studies, Science, Health, and
Physical Education, Fine and Practical
Arts, and Music."
Dr. Lehman has realized that the
fundamental requirement for teaching
lies within us. His dream is the dis-
covery and stimulation of natural teach-
ing ability through vitalized instruc-
tion and curriculum-one cannot stand
without the other. Teaching is an art-
the greatest of all arts-because the
material used is neither the painter's
canvas nor the sculptor's marble-it is
the human intellect.
A prospective teacher must have not
only the artistic, communicative talents
that enable him to impart his knowl-
edge to others, but he must have de-
veloped within him the art of living
gained through a thoughtful contem-
plation and acquisition of the best ex-
periences of the past, the feeling of his
relation to society, that social con-
sciousness that enables him to adjust
with increasing efficiency to his chang-
ing environment. Then and only then
will he be ready to teach.
"In all courses the teachers college
student should be stimulated to venture
into new deeps of intellectual endeavor
and to launch into wider realms of
social living. We plead for courses,
offered in our colleges for teachers as
well as in liberal arts colleges and law
schools, that are meaty, scholarly, and
presented in accordance with the most
effective principles of teaching so that
the students will be stimulated increas-
ingly to develop the higher mental
processes as well as challenge them to
assume and carry through intellectual
and professional responsibilities."
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