V. THE RESPONSIBILITY OF A MUNICIPAL UNIVERSITY

IN RELATION TO THE CITY SCHOOLS.

By WILLIAM PAXTON BURRISS,

Dean of the College for Teachers, University of Cincinnati.

The relation which exists between the municipal university and the city schools is one of closest mutual dependence, and it may be said that there is no other way in which a large center of population can become so fully conscious of the interdependence of elementary, secondary, higher, technical, and professional education as through this bringing together of all parts of a complete educational system face to face in organic and vital relationship within a municipality.

What, then, is the responsibility of the municipal university, in view of such a relationship to the city schools as has been indicated, and how shall this responsibility be met? How can the municipal university best serve the city schools in turn for the service which makes its own existence possible and worth while?

It can do this by enlisting the services of educational experts for the following lines of work:

(1) The professional training of persons otherwise qualified for teaching in the public schools.

(2) The formation of merit lists from which appointments and promotions to all teaching and supervisory positions in the city schools shall be made, no matter where trained.

(3) The professional improvement of teachers after appointment to positions in the city school service.

(4) Directing in the study of city school problems, making educational surveys, etc.

(5) Assisting the city school superintendent in a manner similar to that of cabinet officers in the consideration of educational policies for the city.

(6) On occasion, to perform scout duties in finding suitable persons for the city school service.

(7) Active participation in the work of educational associations, such as schoolmasters' clubs, principals' associations, etc.

With so many important lines of service to be rendered, it need hardly be said that persons possessing an unusual combination of qualifications are necessary. They must have had university training, and their study and achievements in the field of education must have been such as to command the respect of university faculties on the one hand and that of the teaching corps in the city schools on the other. Through experience, as well as through reflective study, they must have a clear grasp of the significance of all phases of education. They must not be narrowly pedagogical, but have a comprehensive view of educational values, aims, and means and possess the

the power to teach teachers. They must have an enthusiasm for education in its lower stages and a sympathetic appreciation of its difficulties. They must know how to apply ideal as well as objective standards in testing teaching ability. They must have technical equipment for the scientific study of educational questions.

With a group of experts who have such qualifications, we may now consider the machinery for realizing the purposes specified above. The relation of mutual dependence must be definitely recognized and calls for the closest cooperation. This is secured, let us say, through the organization of a college for teachers as a joint enterprise of the board of education of the city schools and the board of directors of the municipal university.

By mutual agreement these respective boards entrust the oversight of this college to a joint committee consisting of the president of the municipal university, a member of the board of directors of the municipal university, the city superintendent of schools, and a member of the city board of education. This copartnership being formed, the available resources of the municipal university and of the city schools, for the training of teachers, are pooled.

On the one hand, the faculties and facilities of the municipal university are placed at the disposal of a college for teachers for the academic preparation, selection, training, and improvement of teachers in the city schools, this agency, with its superior advantages, displacing the usual city normal school. On the other hand, the board of education places the city schools at the disposal of a college for teachers as a working laboratory for practice teaching, observation of teaching, and the study of educational problems under the expert oversight of this college. In certain instances, also, specially qualified members of the regular city school corps of teachers and supervisors are available as members of this staff of instruction.

The faculty of the college for teachers should consist of the president of the municipal university, the superintendent of the city schools, professors, assistant professors, and instructors in education, and members of other faculties of the university giving courses which are expressly arranged for students expecting to become teachers and which have been approved by the professors of education. This faculty should have all of the functions usually belonging to college faculties, and one of the professors of education should serve as dean.

This, briefly, as a result of the experience in Cincinnati in the past nine years, is the form of organization and administration which is consistent with the character of the work undertaken, which recognizes the mutual responsibility of the municipal university and the city school system in this work and which insures a spirit of cordial cooperation between them.

The number and character of the professional programs, which the college for teachers in a municipal university should offer for the training of teachers as such, will depend upon the needs of the city school system as organized.

The college for teachers in Cincinnati provides five general classes of such programs as follows:

(1) One-year programs for students who have completed a course in a standard college and who have included in such course certain studies as a foundation of the study of education and teaching. The completion of one of these programs leads to a graduate diploma in education, to an Ohio State certificate without examination, and to a preferred list from which appointments to positions in the city schools are made. Programs of this character are offered to those who wish to teach in the elementary or high schools.

(2) Two-year programs for students who have completed a twoyear course in a standard college and who have included in such course certain foundation studies. The completion of one of these programs leads to the degree of bachelor of science, to an Ohio State certificate without examination, and to a preferred list from which appointments to positions in the city schools are made. Programs of this character are offered to those who wish to teach in the regular positions of the elementary schools, as well as to those who wish to qualify for special positions, such as kindergarten directors, teachers of art, teachers of German, teachers of household arts, or teachers of defectives.

(3) Two-year programs of studies for students who have satisfied the regular entrance requirements and who wish to qualify for special positions without proceeding, for the time being, to fulfill all the requirements for a degree. The completion of one of these programs leads to an appropriate diploma in education, to an Ohio State certificate without examination, and to a second list which is drawn upon for appointments to positions in the city schools whenever the corresponding preferred list is exhausted. Programs of this character are offered to those who wish to qualify for positions as teachers of art, teachers of household arts, and assistant directors in kindergartens.

(4) Courses in education are also offered to properly qualified teachers of experience who wish to become instructors in education, supervisors, critic teachers, or administrators in educational positions requiring extended experience and advanced study. Such courses are accepted in partial fulfillment of the requirements for the higher degrees conferred by the graduate school.

(5) Special courses for teachers are also offered by the college for teachers as well as by the other colleges at the university, the completion of a certain number of which leads to advancement in salary.

An important part of all programs which lead to eligible lists from which appointments to positions in the city schools are made consists of the practical work in the city schools under the critical supervision of members of the staff of this college. Moreover, general supervisory oversight of this staff continues during the first year after a teacher's appointment, this first year being considered a trial year and virtually a part of the teacher's professional training.

Scarcely less in importance than the work of professional training which we have just outlined is the service which the college for teachers renders in connection with the merit system of appointment and promotion.

Without a merit system of appointment and promotion, no city school system can attain to the highest level of efficiency, nor can a college for teachers achieve the highest usefulness without such a system, if indeed it could exist at all. In proportion as the merit system succeeds, therefore, the college for teachers succeeds. The standards of the one become the standards of the others. For this reason, and because the professors of education are selected on account of their expert knowledge of education and teaching, they are placed in charge of the merit lists from which appointments and promotions to all teaching and supervisory positions in the city school system are made.

First or preferred lists and second lists for each class of regular positions and special lists are formed by them for this purpose. First or preferred lists for appointment and promotion are formed from candidates whose teaching has been approved and who are graduates of standard colleges, provided they have completed an approved program of professional training as a part thereof or in addition thereto, or in lieu of such professional training have had not less than two years of successful teaching. Second lists are formed from candidates who have completed a first-grade high-school course or its equivalent, and who have taken an approved two-year professional course or in lieu of the latter have had not less than two years of successful experience in teaching and one year of professiona training.

The listing and ranking of candidates for appointment to teaching positions in the elementary schools is in charge of the professor of elementary education with the cooperation of the supervisors concerned in cases affecting the special departments. The listing and ranking of candidates for appointments to teaching positions in the high schools and for promotion within the high-school service is in charge of the professor of secondary education.

By means of this system of appointment and promotion the qualifications of teachers have been steadily improved. The superintendent

and board of education are no longer harassed by applicants and their friends; political and sectarian influences have been eliminated as factors in securing appointments; professional spirit has been stimulated, and many other improvements have been brought about directly or indirectly as a result of making a high standard of merit the only sure road to preferment.

The opportunities for the improvement of teachers after appointment to positions in the city schools, offered by the municipal university, are by no means restricted to the college for teachers. In response to the requests of teachers themselves, the other colleges of the university offer a great variety of courses at hours which do not conflict with the classroom duties of teachers. Under the direction of the superintendent of schools, the dean of the college for teachers prepares an annual exhibit of opportunities for instruction for teachers in the various colleges of the university and elsewhere in the city, the same being printed and distributed by the superintendent as a bulletin of information for teachers. Many teachers pursue courses leading to the higher degrees. Others choose courses which qualify them for promotion to high-school positions. Others select lines of work which enable them to continue their chosen work more effectively.

Another important line of service which the municipal university renders to the city schools grows out of the necessity for a psychological clinic for the purpose of accurately determining the special school to which various typical pupils should be assigned. These pupils are brought to the psychological laboratory by their parents or teachers and are subjected to scientific mental and physical tests. As a result of the tests these pupils are placed at tasks within the range of their abilities, and suggestions are made as to the best method by which their defects are to be corrected. In this way the retarded pupil, from whatever cause, is separated from the regular class and given special treatment, to the mutual advantage of pupil and school. Where such work is undertaken by some one not connected with a city system of schools, he labors at a serious disadvantage. He does not feel at liberty to call upon the schools for the necessary data, and teachers are indifferent in regard to supplying it. Their suspicions are aroused because they are apt to think that they are under examination. Principals also are likely to take such a view and hesitate to permit investigations, the result of which may appear to their discredit. On the other hand, the expert investigator who is a part of the system is assured of generous welcome.

The possibilities here, as well as in the investigation of all other city school problems with a view to making school teaching and administration more scientific, are far greater than under any other