2
C. In view of the High School facilities, would it be wise to
reduce the time required with a correspouding reduction to
3 hours of credit, whicn would still meet the certificate
requirements? Could apprentice teaching replace supervised
teaching in some fields, and would it be feasible to ex-
plore extending its use to the Lawrence schools?

This is your laboratory. It is your responsibility. I have never
had a constructive over-all program presented to me by this Faculty, for the
development of that laboratory. If it is to be only a place where students of
education go to fulfil practice requirements, we should close the University
High School, and try to place the students in various surrounding schools,

It is sometimes suggested thut we need a new building. That to my
mind places the cart before the horse. Why a new building until there is
something of real significance, experimental or demonstrative, or laboratory,
going on inside?

III, What can be done to improve the whole undergraduate teacher-

training program in the University?

A. What basic epclaine in the first two college years
should every prospective teacher have, particularly in
English, Mathematics, Science, and the Social Sciences?
Do tne College requirements assure the truining desired?

B, Is the present arrangement of required courses in Educa—
tion the best that the Fuculty can devise to rexuch the
end in view? The purpose of each course, its context,
and its place in the sequence need constant reappraisal
and might well be considered in these days of light loads,

C. Why so many electives? The most Socene catalogue curries
a list of about thirty courses open to election by juniors
and seniors in addition to methods courses, supervised

teaching, and special problems courses,