sional training immediately rallied to the rescue and in 1897 secured the passage of two important measures. The first authorized the holder of a diploma from the normal department of the university to teach in any public school in the State during life. The second provided for granting State certificates (presumably valid for life) to all graduates of the 4-year collegiate courses of the University of Washington, the State agricultural college, and school of science, or other institutions of equal rank. Candidates were required to give evidence of 3-years' experience and pass an examination in theory and practice of teaching, psychology, and the history of education. In 1905 "school law and constitution were added." 14

Improved legislation of 1909.-The recodification of 1909 modified the law relating to university 5-year normal and life diplomas. The initial certificate was to be valid for 5 years. After 27 months of teaching experience life diplomas were to be awarded. It was stipulated that for either diploma each candidate" shall have completed not less than 12 semester hours in the department of education." As stated elsewhere, graduates could gain an equivalent teaching credential through the State board of education without the credit in education. All had to pass an examination in "the State manual of Washington." They were always given a temporary certificate for a year, (and frequently extended) before passing even that superficial

examination.

Restoration of professional requirement, 1915.-In 1915 the senior author of this history wrote an additional clause and secured its incorporation as an amendment to the law of 1909. The clause was:

Provided, That graduates of accredited colleges and universities must present evidence that they have completed satisfactorily 12 semester hours in professional study in an accredited institution or else pass examination in such professional subjects as the State board of education may direct.

The State board of education at once applied this literally, although sometimes rather liberally. The wholesome effect was immediate and from that day the professional training of secondary school teachers has been a reality in Washington.

6. Numbers of Teaching Credentials Granted.

Records complete.-Fortunately the registrar of the university was able to furnish a complete statement of the number of 5-year normal diplomas and life diplomas issued by the university since they were first authorized.

14 See chapter on certification.

During the first two decades no teachers' certificates or diplomas were issued. In 1880 there is a record of three being awarded. Until 1898 the number bestowed each year was very small. In 1900 there were 25 awarded. Beginning with 1907 the number increased gradually up to 1914 when 79 were given.

Up to 1915, as stated elsewhere, it was not necessary to have the normal diploma because any college graduate could acquire a State certificate with identical rights and privileges by merely passing an examination in school law and the State manual. In 1915, it will be recalled, a clause was inserted in the certificate law which made it necessary to give evidence of having completed 12 semester-hours in the department of education or pass an examination in an equal amount of professional work prescribed by the State Board of Education.

A perusal of the table shows at a glance how the numbers increased at once. A steady increase from 1915 would have been observable but for the World War. The attendance at the university dropped temporarily and many who would have been candidates for teaching positions turned aside for other employment. The State board relaxed the conditions for securing teachers' certificates and many secured temporary certificates and still others taught in high school without meeting full requirements. City boards of education were lax in requiring candidates to observe full requirements for certification.

In 1922 the number of normal 5-year diplomas jumped to 226, an increase of 50 percent over the previous year and more than 100 percent over the number in 1915. The peak year was 1927 when 494 normal diplomas were granted. Since 1927 there has been a decrease of nearly 37 percent in the number of normal diplomas. For many years high-school enrollment increased tremendously, but now the increase has been considerably checked. High schools, especially the smaller ones, have not been able to augment the size of the teaching staff as rapidly as the student enrollments have increased. During the last 5 years the number of teachers has been decreased because of the financial depression.

The first life diploma granted by the university was in 1910. Sophia E. Townsend was the recipient of the single one awarded that year. Since that time there has been a steady increase in the number of life credentials issued. During the last 7 years the number has been especially striking. During the last 5 years the number of 5-year normal diplomas has steadily declined while the number of life diplomas has steadily risen in about the same proportion. This means that a far larger number than formerly continue in teaching for a con

siderable period of years. This insures a better prepared body of teachers and greater stability in the teaching profession.

TABLE 49.-Number of 5-year normal diplomas and life diplomas granted by the univer sity from 1880 to 1934

7. The New 5-Year Requirement for Certification

Change contemplated for 2 decades.-In 1913 the dean of the school of education, Dr. Bolton, expressed the hope that 5 years of preparation would be required for high-school teachers. He then stated:

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 fiveyear course, consisting of two years of collegiate work and three years of professional work combined with advanced academic study. 15

Courses of 5 years in length were then planned looking toward the combination of academic and professional study and leading to the degree of master of arts or master of science in education. The course required 4 semester-hours more credit than for the regular master's degree offered at the university at that time. Very few students secured these degrees, first because few students obtained master's degrees of any type at that time, and second because of the penalty of 4 additional credits required. A thesis was not required and for that reason the degree was under suspicion by the faculty. The plan was abandoned in 1918 and the regular master's degrees were substituted.

14 Catalog, 1912-13, p. 169.

Additional quarter for life diploma, 1922.-With the reorganization of the division into a school of education in 1922 the university added one quarter of study beyond the baccalaureate as a prerequisite for the life diploma. It was stated also that this was but a step toward the ultimate requirement of 5 years of preparation for high-school teaching. At that time it was thought by the dean that the year of extra preparation would be after the acquisition of the baccalaureate degree and 5-year normal diploma.

The 5-year plan adopted, 1929.-Gradually sentiment crystallized toward the belief that a fifth year should be required for the normal diploma and still another quarter following for the life diploma. Dean Uhl presented this plan to the State board of education urging its adoption. It was approved by the board and the university in 1929, to be put into effect by requiring an additional quarter each year until 1933 when the plan went into complete operation. The State college requirements and those of the State board for standard advanced certificates are one-quarter less for the initial and the life certificates. This places the university in the lead in the State and in the Nation. California requires the 5-year preparation for the initial certificate but exacts no further study for life certification.

8. Education Becomes a Department Again

In the summer of 1932 the entire university underwent a far-reaching reorganization. As stated elsewhere, the 13 colleges and schools were reduced to 4. Nine of the major organizations again became departments only. Education was made a department of the college of arts and science. The entire change was made immediately effective so that the last degrees conferred by the school of education of that period were bestowed in August 1932.

9. School of Education Again Restored

Events transpired rapidly, however, and as stated in chapter XI the work in education was once more reorganized as a school of education with Dr. Willis L. Uhl reappointed as dean. No other division in the university has undergone so many nominal reorganizations. The same organization as obtained from 1922 to 1932 is in force at the present time, December 1934.

10. Once More a College of Education

Just as this goes to press it is announced that on April 13, 1935, the regents reestablished a college of education. The organization begins with the freshman year as in the 1913 plan. No change was made in personnel.

II. The State College

1. Initial Steps in Teacher Training

Legal basis for establishment.-In the fourth annual catalog, 1894-95, page 15, the first mention is made of the preparation of teachers as an objective of the college. No courses were offered but the catalog states that in the initial act of 1890 creating a commission of technical instruction and to establish a State agricultural college and school of science one of the express objectives was that of training teachers of physical science. The section of the statute dealing with that provi sion is quoted here verbatim:

SEC. 6. That the object of said college shall be to train teachers of physical science, and thereby to further the application of the principles of physical science to industrial pursuits. 1

While no courses were offered in education during that year, the foregoing statements were apparently made to indicate the plans that would be put into effect in the near future of the college. The statute and objectives were again stated in the catalog of 1895-96 and 1896-97, but no courses in education were listed in either of those announcements.

The first course, 1897-98.-The first scheduled course in education was announced in the seventh annual catalog 1897-98, page 85. The term "course" as used in the catalog at that time was the same as the present term "department" in most colleges and universities. Three separate courses were offered in that department. They were described as follows:

1. Psychology-Full course.-A course in psychology will be open to those who have the teaching profession in view. Daily, first semester.

2. History of education—Three-fifths course.-Mondays, Wednesdays, Fridays, second semester.

3. Theory and practice of teaching-Three-fifths course.-Tuesdays and Thursdays, second semester.

NOTE. It is made by law the duty of the college to train teachers of science. The above course supplements such instruction.

The catalog does not designate the name of the instructor, either in the faculty list or in connection with the separate courses. Several succeeding catalogs state the same courses in education without indi cating the name of the instructor. The name of Prof. Walter G. Beach is listed in the thirteenth annual catalog, May 1904, in connec

1 Laws of Washington, 1889-90, ch. 8, sec. 6, p. 262