were three full-time members and two part-time members in the department. The annual enrollment in education was nearly 200. Frederick E. Bolton, Dean, 1912-1928.-In April 1912, Frederick E. Bolton, Ph.D., Clark University, then director of the school of educa tion of the University of Iowa, was elected as Dr. Sisson's successor. He began his service as director of the department of education and professor of education in September 1912. He was also immediately appointed director of the summer session.

School of education established, 1913.-On January 21, 1913, a school of education was organized. Professor Bolton was made dean of the new unit. The scope and organization of the school were expressed in the following statement:

ORGANIZATION OF THE WORK IN THE SCHOOL OF EDUCATION

Three lines of work are provided in the school of education:

(a) The course leading to the degrees of bachelor of arts in education and bachelor of science in education; (b) the course leading to the degree of master of arts in educa tion and master of science in education; (c) work leading to the normal diploma in connection with a degree from the college of liberal arts or the college of science or the school of education.

The school is organized on the assumption that the professional work of the teacher should begin with the junior year in college. A degree may be obtained at the end of the fourth year, but the standard which the university encourages and hopes to establish for high school teaching is the five-year course, consisting of two years of collegiate work and three years of professional work combined with advanced academic study. Students expecting to teach are encouraged to begin on entering the junior year to plan their courses for the master's degree in education. While the extended period is preferred it is possible for students with adequate preparation to secure the master's degree in a year of graduate work. The masters' degrees in education are specifically intended as teachers' degrees representing mastery of an extensive field of scholarship plus professional training, rather than intensive research in a limited field of investigation.8

College of education organized, 1914.-The school of education had scarcely begun to function before a further reorganization took place. Under the new organization students were admitted to the freshman year, and several specific requirements for entrance and in the college work were changed. The new unit was made coordinate with the liberal arts, science, and professional colleges, and given the title of the college of education.

The aims and organization were stated in the catalog as follows: Under the new plan the student will not take so many required courses as formerly. The specific requirements in foreign language, physical science, mathematics, history, and a half year of philosophy have been omitted. Of course, the student may elect

Catalog, 1912-13, p. 169.

these if he chooses. By this means the curriculum will be much more flexible and the student will be given the important educational privilege of choosing largely his own courses. This is in harmony with the idea of the greater vocationalizing of education.

Under this new plan, freed from many traditional restrictions, the college grew rapidly, altogether more rapidly than had been expected by the faculty when it was established. In 1921-22 the president of the university, although in sympathy with the organization, asked for a change back to the school organization beginning with the junior year and faced with all the traditional old-line college requirements of the first 2 years. The first and only one to receive a bachelor's degree under the school organization of 1913-14 was Miss Alice Knapton.

During the year 1921-22 the status of the college of education as noted was once more changed to a school of education. Entrance was conditioned upon the completion of 2 years, 90 quarter-hours of college work in the University of Washington or in an accredited institution of equal rank. Graduates of the 2-year course of the State normal schools were admitted with junior standing.

This made it necessary to complete the requirements of the first 2 years in the colleges of liberal arts or science. The restoration of the requirement of foreign languages for entrance to be taken in the university and antecedent to registration in the school of education, undoubtedly reduced the enrollment.

An examination of table 47 shows that the enrollment in the school of education was immediately reduced. This was inevitable because the requirements for entrance and graduation were so nearly like those in the colleges of liberal arts and science that there was no incentive to enroll in the school of education. The arts and science degrees were generally preferred and the normal diploma could be secured. with them. Table 48, showing the registration in the department of education as distinguished from the school of education, reveals that the enrollment in the education courses increased despite the new handicap. This meant that many elective credits in education were being secured.

The numbers who have enrolled in the later school or college of education and have received its degree of bachelor of arts in education or bachelor of science in education is surprisingly large. The tradi tional bachelor of arts degree is coveted by many as it has a certain academic value. Many of those who enroll in the school of education are graduates from the normal schools who do not wish to meet all the

Catalog, 1914-15, p. 200.

requirements for arts or science degrees. The school of education has afforded them greater freedom.

Willis L. Uhl, Dean, 1928--At the close of the summer session, 1928, Willis Lemon Uhl, Ph.D., University of Chicago, director of the school of education of the University of Wisconsin, became dean. of the school of education at Washington. Professor Bolton was made dean emeritus of the school of education and professor of education.

4. Growth in Enrollment

Statistics incomplete.-Unfortunately the statistics of enrollment are incomplete. They are wholly lacking before 1912 and partially lacking during the last 6 years. The figures available, however, afford a very good understanding of the remarkably large development of teacher training activities at the university during the past two decades.

Table 47 assembles statistics of enrollment in the division of educa tion, technically called the school of education or college of education, as contrasted with the department of education. Many students from other colleges especially from the colleges of liberal arts, science, busi ness administration, and fine arts plan to teach and take courses in the department of education. If they comply with the requirements regarding the number of hours in education, majors and minors, they are eligible to receive the 5-year normal diploma on the same terms as graduates from the school of education. Less than half of all who have received the normal and life diplomas have been enrolled in the school or college of education. These facts should be kept in mind in reading the next two tables. Table 47 refers to the school or college of education. Even in that table the master's and doctor's candidates have not usually been enrolled in the school of education. Those degrees are under the jurisdiction of the graduate school.

Table 48 refers entirely to the department of education. The numbers include many, probably more than half who have not been enrolled in the school or college of education.

TABLE 47.-Statistical representation of the school or college of education, 1912–34

TABLE 48.-Registration in the department of education, 1912–28

class regis
trations in

summer
session

Total in entire year

5

6

7

5. Legal Certification of University Graduates

Earliest Territorial recognition.-Territorial days were nearly over before any legal recognition was given to the teacher training work at the university. Even without it the normal department made some appeal. Teachers with some normal training were considered superior

to those lacking it. Examination conditions were easily met so that an institutional certificate was not so necessary then as later.

The first legal recognition was given in 1886 to the graduates of the normal department of the university. The text of the statute was as follows:

County boards of examination may in their discretion issue certificates without examination to the graduates of the normal department of the University of Washington Territory, or to any applicant, presenting a certified copy of a certificate of like grade issued in this or any other State or Territory.10

First recognition under statehood, 1889-90.-Under the initial law enacted during statehood the law was slightly changed to read: "Any diploma granted by the normal college shall entitle the holder to teach in any public school in this State during life." The previous statute giving county boards of examiners the discretionary right to certificate without examination the graduates of the normal department of the university was also reenacted.

Professional requirement eliminated.-In 1895 the law was amended giving the State board of education the right to "grant certificates, without examination, good for 3 years, to all applicants who are graduates from the classical, scientific, philosophical, or literary courses of the University of the State of Washington, or any other university, college, or institution of learning whose requirements for entrance and graduation are equal to those of the University of Washington, and which is legally authorized to grant diplomas." The board was empowered to renew the certificate once and then on proof of 90 months' experience in teaching to validate the certificate for life.12

Baccalaureate prerequisite to normal diploma, 1896.-On May 13, 1896, the board of regents of the university voted to eliminate the short normal course and to grant the normal diploma only to those who had received a baccalaureate degree. The resolution was: "Resolved, That subsequent to May 28, 1896, the University of Washington will not grant the normal diploma to any person unless he or she shall have obtained a baccalaureate degree.'

་་1

Bad effect of eliminating professional requirement.-This wide opendoor policy established by the law of 1895 was a distinct blow to professional training. It entirely eliminated any necessity for securing it, as the academic faculty undoubtedly intended. Friends of profes

10 Laws of Washington, 1885-6, title III, p. 11.

11 Laws of Washington, 1889-90, ch. 12. sec. 7., p. 397.

1 Laws of Washington, 1895, ch. CL, p. 376.

18 Catalog, 1895-96, p. 80.