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lives. It is sometimes possible to modify their ideals and conduct through the reading of a book when it would be impossible to do it through instruction or advice given directly. Moreover, it is easy to direct the reading if one only knows the literature. The sense of helplessness which a teacher often feels in the management of a hard case may be greatly lessened if he knows the right book to which to direct the pupil's attention. Knowledge of this literature will also add much to his own perennial understanding and appreciation of adolescent nature.

RECOMMENDATIONS OF THE COMMITTEE OF SEVENTEEN

The following are the "joint recommendations of the Committee of Seventeen on the professional preparation of high-school teachers.

The Committee on the preparation of high-school teachers recommend:

I. That the academic preparation include the following elements:

A. A detailed and specialized study of the subjects to be taught. The programme of studies selected by each student should include work in subjects outside of those in which he is making special preparation, sufficient to give some insight into the different fields of knowledge and to avoid the dangers of over-specialization.

B. One or more subjects from a group including his

tory, economics, and sociology, which will give

the teacher a proper outlook upon the social aspects of education.

C. A course in general psychology and at least one from a group of subjects including history of philosophy, logic, and ethics, which will give the teacher a proper outlook upon education as the development of the individual.

II. That definite study be given to each of the following subjects, either in separate courses or in such combinations as convenience or necessity demands:

A. History of education.

1. History of general education.

2. History of secondary education.

B. Educational psychology with emphasis on adolescence.

C. The principles of education, including the study

of educational aims, values, and processes.

Courses in general method are included under this heading.

D. Special methods in the secondary-school subjects that the students expect to teach.

E. Organization and management of schools and

school systems.

F. School hygiene.

III. That opportunity for observation and practice teaching with secondary pupils be given.

The committee recognizes the difficulties involved in this recommendation, but believes that they are not insurmountable. Each of the following plans has proved successful in some instances:

A. The maintenance of a school of secondary-school grade that may be used for observation and practice.

B. Affiliation with public or private high schools so

situated geographically that practice teaching can be done without interfering with other work of the college course.

In addition to the above, the committee suggests that where competent critical supervision is possible, cadet teaching, in schools more remotely situated, may be attempted. In such cases, a teacher's diploma might be granted after a year's successful work as a cadet teacher.

IV. That the minimum requirement for a secondaryschool teacher be graduation from a college maintaining a four-year course and requiring four years' high-school work for admission, or from an institution having equivalent requirements for admission and giving equivalent academic scholarship.

A year of graduate work divided between academic and professional subjects is desirable. Discussions of the relative value of college and normal schools for secondary-school teachers, are to be found in the references below.1

V. That the study of subjects mentioned under II be distributed through the last two years of the college course.

The proportional amount of time given to these subjects will vary with local conditions, but an irreducible minimum is one eighth of the college course. They should be preceded or accompanied by the subjects mentioned in I, B, C. Recommendations as to the amount of time given to particular courses will be found in several of the accompanying papers." "

PERSONALITY

It is not easy to define the term "personality," but it includes all those peculiar powers and characteristics that make up the individual and distinguish him from other individuals. Personality is a measure of the direct social efficiency of the individual.

1 See references given on page 538 of Proc. N.E.A.

'See report in Proc. N.E.A., 1907, pp. 521-668. Also published separately.

Health.

The first important element in the personality of the high-school teacher is physical health and strength. Adolescents are periodically below and above par physically. In the former case they need, and they readily respond to, the stimulus given by association with an official superior whose physical powers challenge admiration. In the latter case the pupil's superfluous energy will find restraining influence in the felt vigor of his superior. In any case there is great need on the part of the teacher of abounding vitality. In dealing with adolescents it is a priceless possession. It is valuable in settling trouble and more valuable in preventing it. The physical strain incident to the control, direction, and stimulation of highschool boys and girls, both in the class room and outside of it, is enormous, and it is dangerous for any man or woman to undertake it who does not possess considerable vitality, no matter how well controlled may be his spirit. Physical health and the power to do the daily duties without undue depletion of strength are absolutely necessary. If to these can be added a beautiful face, a good figure, superior physical power, and athletic prowess, so much the better. Possessed in the right spirit, they are helpful and much to be desired, but they should be regarded as qualifications extraordinary rather than essential.

Many teachers fail to appreciate the importance of physical sufficiency as an element of success in secondaryschool work. They are usually conscientious, and faith

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