State college.-The State college at Pullman has put into effect the same regulations as for the standard advanced 5-year and life certificates. University of Washington.-The University of Washington has adopted a complete 5-year program for acquiring the 5-year normal diploma and an additional quarter for the life diploma. The final quarter for each of the two types of diplomas has been required since October 1, 1933. Washington in the vanguard.-The foregoing requirements place the State of Washington in the vanguard in teacher training. Only one other State, California, exceeds it, and that very slightly. State board action of 1933.-In 1933 a far-reaching and muchneeded policy in certification procedure was established. It has been recognized widely that statutory provisions regarding specific items of certification always hamper a State board of education in adjusting procedures to new conditions. Many leaders in the State have believed that types of certificates, subjects required for certification, validity, conditions for renewal, recognition of institutional training, reciprocity with other States, etc., should not be indicated in the statutes but determined by the State board of education. The legislature of 1933 enacted the following brief, simple, noncontroversial statute giving the State board of education authority: SEC. 1. Fourth.-To supervise the issuance of normal diplomas and teachers' certificates, and to determine the types and kinds of certificates necessary for the several departments of the common schools. Approved by the Governor March 9, 1933. On June 19, 1933, the State board of education acting under the authority of the foregoing law adopted the following classification of certificates: CERTIFICATES FOR THE COMMON SCHOOLS The kinds and types of certificates issued for use in the several departments of the common schools after September 1, 1933, shall be as follows: First: By the superintendent of public instruction. 1. Temporary elementary certificates. 2. Five-year elementary certificates. 3. Life elementary certificates. For teaching in high and junior high schools: 1. Temporary advanced certificates. 2. Five-year advanced certificates. 3. Life advanced certificates. Laws of Washington, 1933, ch. 80, sec. 1, Fourth. Second: By Washington higher institutions of learning. 1. Five-year normal diplomas of normal schools. 1. Five-year normal diplomas of State university and State college. Temporary certificates may be issued only to teachers from accredited institutions outside of the State. Experience gained on the temporary certificate may not be used to meet experience requirements for a higher certificate.40 All of the certificates mentioned in this new classification were already provided for by the statutes. The regulations did not change the conditions for acquiring the certificates, their renewal or validity. Probably the board would assume the right to make such changes if deemed desirable. Several types of certificates specified in the statutes were not included in the board's classification and are by implication eliminated. It will be noted that no certificates are to be issued by examination. All must be earned through study in institutions of higher learning duly authorized to train teachers and whose programs of teacher training have been approved by the State board of education. This is a great step forward. Prior to 1915 no professional training whatso ever was required. All college graduates were eligible to teach in any public school in the State. In addition to the foregoing basic types of certificates two additional certificates will be issued by the State board of education (1) an administrator's credential and (2) a library credential. Both of these types are required since September 1, 1934. An administrator's credential is required of a principal of an accredited 4-year high school. To acquire this credential the candidate must have earned a minimum of 12 quarter-hours of credit in professional courses related to secondary school organization and supervision. This must be in addition to the minimum requirements in education for the basic certification. The superintendent of a district that contains an accredited high school and also an elementary school system must possess a superin tendent's credential. To secure this he must have had a minimum of 2 years of successful experience in an elementary school and a minimum of 2 years of successful experience in an accredited high school. Two of the 4 years of such service must have been as a principal of either an accredited high school or an elementary school. In place of the Supplement to October 1932 certificate bulletin. experience in an elementary school there may be substituted 24 quarter-hours of credit in professional courses relating to elementary school work. At least one third of this must be specifically related to elementary organization, administration, and supervision, includ ing elementary methods, technique, and research. Similarly there may be substituted for the high-school experience 20 quarter-hours of credit in professional courses related to secondary school organiza tion, administration, and supervision. These 12 credits must be in addition to the credits required for the basic certification. Profes sional credits earned through institutional study may be substituted for only one of the types of actual experience but not for both. The credential for a teacher-librarian in accredited high schools may be earned by persons who already possess an advanced certificate entitling them to teach in accredited high schools, provided they comply with other specific requirements. The State board of education requires a minimum of 24 quartercredits-16 semester hours-in education courses of all college graduates who secure the initial credential for senior high school teaching. The education credits are distributed among the following subjects, not less than 2 or more than 4 semester-hours (3 to 6 quarterhours) in each of these subjects: Educational psychology, general methods or principles of teaching, secondary education, special methods; additional elective hours to complete a total of 16 semesterhours (24 quarter-hours). For the life credential 8 additional elective semester-hours are required, making the total for the permanent cre dential 24 semester-hours. Since September 1, 1933, all applicants have been required to include a minimum of 3 semester hours (maximum 6 semester hours) of directed teaching or else file evidence of 8 months of successful teaching. Since 1928 the State board of education has been gradually requiring all private schools desiring to be accredited to have their teachers meet the same certification requirements as public-school teachers. The regulations were not made retroactive. Chapter XVII Private Educational Institutions 1. Place in the State's Education The private educational institutions, especially those under church organizations have played a most important role in the development of the commonwealth. They are deserving of much more space than can be accorded them in this crowded volume. It must be left for other pens to give them the full measure of credit they so richly deserve. The educational facilities afforded by private means are worth hundreds of thousands of dollars annually and do not cost the tax. payer a cent. Those who provide the private schools also contribute heavily and uncomplainingly their share for the support of public educational institutions. This class of privately maintained institu tion should be recognized as an integral part of the total public educational organization. Most of the early territorial schools originated as church enterprises. They were not solely missionary schools designed for religious instruction alone, but were genuine educational institutions. Private elementary schools were established in terri. torial days in every community as soon as arrangements were made for church worship. Private academies antedated the public high schools by many years. They were patterns for the early high schools and even today there are many magnificent church high schools furnishing academic instruc tion equal to the best high schools and in addition providing moral and religious guidance so necessary to well-rounded development and impossible to give in secular schools. Many academies, seminaries, and other schools were established in early days that are no longer in existence. They served their purpose and then gave way to public education. In this brief treatment only those that are now in existence are discussed. Individual considera. tion is given only to those of college grade. The secondary schools are listed in a tabular statement. In case no footnote reference is given to published documentary material the data have been derived primarily through statements prepared by the executive head of the institution. In most cases the senior author has been personally familiar with the institutions for many years and has been able to supplement or to interpret the avail. able data. 2. The Private Colleges and Normal Schools Forest Ridge Convent, Seattle.-Forest Ridge Convent was founded in 1907. Classes were organized and school opened in a temporary building on Fifteenth Avenue, until the erection of the convent on Nineteenth Avenue, North, and Interlaken Boulevard. Rev. Mother Mary McMenamy was the first Superior. Besides the elementary classes there are the academic or high-school classes, accredited by the State board of education, and the junior college, accredited to the University of Washington. All students are offered special advantages in music and foreign languages. The Convent of the Sacred Heart, Forest Ridge, is one of the many institutions throughout the world taught by the religious society of the Sacred Heart of Jesus. This institution for the education of girls was founded in France in 1800 by Saint Madeleine Sophie Barat. In 1818 Mother Philippine Duchesne sailed for America with four companions and made the first foundation in America. Today there are houses of the society in every part of the United States and Canada. Its activities are not confined to Europe and North Amer. ica-Australia, South America, the West Indies, Egypt, Japan, China, and Africa also have successful schools of the order. Rev. Mother H. J. McLaughlin is the Superior in charge at the present time. Gonzaga University.-Gonzaga University, Spokane, Wash., was founded in 1881 by the Rev. Joseph M. Cataldo, then in charge of the Jesuit missions of the Northwestern United States. He played an important role in many pioneer enterprises besides the establishment of missions. The school was formally opened in September 1887, as a liberal arts college for men. A preparatory department was established in connection with the college. The institution was incorporated April 22, 1894, and empowered by the State legislature to grant literary honors and to confer degrees in accordance with the usage of American colleges. |