University of Arkansas Fayetteville - Razorback Yearbook (Fayetteville, AR)

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COLLEGE CL EDUCATION Dean C. E. Prall A S I write these lines, two thoughts regarding the functions of a teacher-training school in a Uni¬ versity come prominently to mind. The first recalls the remarks of an Eastern college administrator, who had just completed an elaborate study of the “great teachers” in the colleges of the late ’90’s. He said, “The popular saying that great teachers are born and not made is untrue. The great teachers of the preceding generation were very largely self-made; it would be an error to conclude that they came by their greatness without a long process of develop¬ ment.” It is probable that no training school or college of education ever turns out a ready-made product. At best it serves to short-circuit the long and circui¬ tous process by which the hard-working teachers of the preceding generation became worthy of the title “great.” We talk of professional training as if it were completed at graduation, when actually it is only the preliminary step towards professional development that has been completed. This in itself however, is of sufficient im¬ portance to society to justify teacher training work in a University. A second function of a teacher-training unit in a University is to make sure that its prospective teachers really receive a University education. Perhaps the significance of this statement will be more completely understood from the story of the Englishman, who, looking at the dry bed of a California river, said, “ I never realized before how much water improves a river.” The first teacher-training agencies were content to spend all of their energies upon the “dry bed” of the immediately practical in higher education. This was not inconsistent with the philosophy of the period, which assigned the teacher a very restricted and formalized place in the educational system. The modern teacher, however, must fill such a variety of demands that it is imperative that he possess a broad general background of education in addition to his profes¬ sional training and to his specialization in his chosen fields. This function is still but poorly performed in the average college. Perhaps the University of Arkansas may be able to lead in the movement to assure a University education for each prospective teacher. One of the objectives of the college of education is to extend our services beyond the small confines of the University campus. The improvement of teachers in service has come to be quite as much a function of our Universities as the training of teach¬ ers for service. Page 31

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i r PJ §CHCCL cr LAW r PHE School of Law during the academic year A entered upon a new period in its development. For the first five years of the history of the School the efforts of the law faculty were directed to the organization of the curriculum and the law clubs, and the building up of the law library. With the exception of several pamphlets on legal topics which were distributed and of certain addresses the School of Law had not come in as close contact with the bar of the State as it had desired to do. A number of research articles were prepared by members of the law staff but were published in the law reviews of other universities and did not, as a rule, come to the attention of our own bar. Dean j. s. W aterman j n November, 1929, the School of Law began to issue a series of bulletins containing articles of interest to the legal profession in Arkansas. This publication, called “The Law School Bulletin,” is distributed without cost to the members of the bar of the State. It includes legal articles, comments on recent Arkansas cases, discussions of existing and proposed legisla¬ tion, and brief announcements concerning the law school. In time it is hoped that lawyers in the State will contribute articles to this bulletin and that it will serve as a place for the discussion of the legal problems confronting the State. In addition to being of practical value to the lawyers of the State, the bulletin should be of considerable aid to the young man studying law in the University of Arkansas. Since it is devoted almost entirely to a consideration of the case and statutory law of Arkansas, there will be available studies of law of this jurisdiction to which the law student can be referred. The bulletin should also stimulate the law students to prepare articles for publication based on the results of their in¬ vestigation of the moot cases assigned in their law club work. Additional recognition of the quality of work of the School of Law came from the General Assem¬ bly in 1929. By a legislative act the graduates of the school are admitted to practice in the State without being required to take the bar examination. The members of the graduating class of 1930 will be the first beneficiaries of this privilege. The future outlook for the L T niversity of Arkan¬ sas law school is bright. The school will grow in years to come, not only in enrollment, but in equip¬ ment, faculty staffs, and laboratory equipment for legal study. The evolution of the law school is hoped and expected to be fast and to grow in prestige with the growth and prestige of a greater University of Arkansas. Page 30

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ti IV® T ?e PAZOREACIC Dean W. N. Gladson CCLLECC €f ENGINEERING T7NGINEERING is an applied science which can he traced back to the most primitive civiliza¬ tion. One may acquire proficiency in any branch of Engineering in one of two ways: first, by long practice, beginning as an apprentice with a professional engineer and serving in various capacities from the simplest to the most responsible position in the field, followed by personal experience in responsible charge of engineering works; or second, by completing four or more years of study in an Engineering College, during which one will acquire a knowledge of the physical sciences, mathematics and the rudiments of engineering practice, followed by a short apprentice¬ ship with professional engineers and a period of independent practice. The advantages claimed for the second method are a shorter period between the first apprenticeship and the final goal of professional engineering and the ability of the college to impart more complete knowledge of the fundamentals of Engineering and at the same time give the student a broader foundation on which to build his final technical knowledge. The college graduate is not limited in his choice of a profession to any particular field, but after finishing his college career is prepared to enter any one of a number of allied branches of Engineering and may develop as an executive, as a designing, commercial, construction or operating engineer, or his knowledge will be of value in any field of human endeavor should he decide to quit the field of engineering entirely. Engineering has been a part of the University of Arkansas’ curriculum since the founding of the institution. The Engineering College seeks to serve the people of the state: first, in residence teaching; second, by extension teaching; and third, by research in the Engineering Experiment Station, it seeks to improve processes of manufacture, to aid in developing the state’s natural resources, to solve engineering problems for the rural and urban population of the state, and to discover new knowledge and fundamental laws. The corps of teachers and research workers in the College of Engineering is small but carefully selected for their training and experience, each in his particular line. The physical equipment is limited but in each laboratory an effort has been made to secure the best. Duplications have been avoided and each machine and instrument represents a class of modern, useful equipment which will be found in the every-day practice of Engineering. Page 32 X 1930 U 7 ——