school preparation and their general preparation through continued industrial experience and constant contact with industry. Advisory Committee of Teachers. An advisory committee of teachers, directors and local board members should be created to assist the state board of vocational education in working out suitable standards of qualifications, and to suggest salary adjustments adapted to securing or retaining teachers who possess the qualifications. (6) THE DIRECTOR A "Job" for a Big Man. Obviously the work of organizing the part-time schools and of starting and developing vocational education to meet the needs of developing industry is a "job for a big man." It requires some one who can win and hold the confidence of both employers and employees, and who can secure their cooperation and the benefit of their knowledge and their point of view in building up courses which will make the school of undoubted value to the individual and to industry. It needs some one who can select the right kind of teachers; some one who is capable of judging their knowledge and ability in the line of work they have to teach, and their power to inspire pupils with a desire to go on improving themselves. The Director and Teachers in Touch with Local Conditions. The contact between directors and employers and such representative employee groups as can be reached through labor organizations is not always as close and as helpful as it might be. But the director cannot keep up all the contact necessary. The teacher must be in contact with employee opinion as well as employer opinion. It is only thus that we can be sure that he will not make of the school a little sideshow which he is running to suit himself in a corner of the city, segregated from all the currents of life and industry. Misconception of Work by Some Directors. The director may say that it is not his fault if his teachers are not alive to the possibilities of their work. It is his fault. One of his main duties is to keep them alive to it-to retain only such teachers as he can bring to see that they cannot be a law unto themselves, but that a part of their job is to know at first hand industry, and the men who run it and the ideas which these have concerning what he can do to make his school worth the time and money spent upon it. There are a few directors who misconceive their work, or who, at any rate, see only one side of it. There are directors, for example, who are interested chiefly in administration and publicity. They overlook almost entirely their educational function of wise choice of teachers, of inspiring and encouraging the teachers, of being a teacher among teachers. Leadership in the continuation school is not going to be a "job" for a transformed manual training teacher. It is a position for a person who is sensitive to the new attitude in industrial relations, who has a high sense of the social opportunity of education, and a consecrated sense of duty to the boys and girls who are compelled to go to the continuation school and to everybody in the community who feels the need for more education, which is not met by the regularly established educational agencies. 9. A STUDY OF TEACHER TRAINING INSTITUTIONS A STATE PROGRAM OF TEACHER TRAINING During the year 1922-23 C. J. Anderson, assistant state superintendent, made a comprehensive and thorough study of the status and the training of teachers in Wisconsin. The report was issued by State Superintendent John Callahan in bulletin form and contains much valuable and up-to-date information concerning the subjects which were investigated. The following is a summary of the recommendations made in the report, which will be found suggestive as a basis for a state teachers' training program. Education a State Function. Education is a state function, and one of the greatest concerns of the state is a high standard of education for its future citizens. Public school teachers are servants of the state and as such their training, qualifications, certification, minimum salary, etc., should be regulated by the state in the interests of the educational welfare of the children. The State Superintendent to Certificate and License Teachers. The statutes empowering city and county superintendents to certificate or license teachers should be repealed. The State Superintendent of Public Instruction, upon recommendation of the State Board of Examiners, should be empowered to certificate and license all the public school teachers of the state subject to such minimum qualifications as the legislature may fix from time to time. All certificates and licenses should specify the type of teaching service for which they are valid. State Control of Teacher-Training Institutions. Institutions and agencies training public school teachers should come under state control. The state should assume the entire cost of the training of teachers and should finance adequately all of the teacher-training institutions of the state. The State Department of Public Instruction should have certain supervisory contacts with the teacher-training institutions with a view to suggesting modifications of their courses of study to meet the changing needs of the state. Courses of Study, Extension Courses and Professional Credits. The rural school curricula in all teacher-training institutions should be reorganized to meet the specific needs of rural teach ers. Intelligent guidance of students in the selection of majors and minors in a normal school, college and university will aid in training teachers with adequate knowledge of the subjects they are called upon to teach. The university should recognize its legitimate field for service to the elementary schools by means of courses for the training of county superintendents, supervising teachers, principals, superintendents, teachers for county training schools and for state normal schools. The state university and the state normal schools should aid in bringing teachers now in service up to the minimum standards indicated above by means of extension courses and field teachers. The state board of examiners, in cooperation with the state superintendent and other educational authorities of the state, should specify not only the minimum number of professional credits that may be presented for certification privileges, but, also, should name a minimum list of subjects for which credits must be presented. The subjects or courses in which credits must be presented should not be named by statute, but should be fixed by the state board of examiners and the state superintendent in cooperation with the heads of teacher-training institutions. Minimum Standards for Teaching. For high school teachers the minimum standard should be graduation from a three-year course in a teacher-training institution. Graduation from such a course should entitle one to a temporary secondary license. Permanent high school teachers' certificates should be based upon a requirement of four years of academic and professional training of collegiate grade obtained in state normal schools, standard colleges or the university. The minimum qualifications for teaching in state-graded schools, village and city elementary grades, should be fixed by the next legislature at two years of professional training beyond high school graduation. As soon as practicable this standard should be increased to three years and finally to four years. One year of professional training in addition to graduation from high school should be required by the next legislature of all applicants for licenses or certificates to teach in rural schools. For teachers of special subjects, such as Home Economics, Agriculture, Manual Training, Art, Physical Education, etc., the same time requirements should obtain as are indicated for high school teachers. The renewal of teachers' certificates issued upon a training of less than two years should be based upon continued preparation by means of extension courses or summer school attendance. Supply of Teachers, Salaries and Tenure. The supply of teachers should be adjusted to meet the demands of specific types of teaching service through limitation of enrollment in special courses or increase of length of courses. The salary schedules for teachers should give greater consideration to the experienced teachers. This will tend to increase the tenure of teachers. Properly qualified and successful teachers should be given security of position through the enactment of a fair and equitable teacher-tenure law. State Scholarships. In order to induce young people to take extended specific training for rural school teaching, state scholarships should be established in connection with two-year rural courses in county training schools and state normal schools. The money now being paid out to teachers under the "state aid for teachers" statute could be used for this purpose. Five hundred annual scholarships of $100 each could be maintained from this fund. These scholarships should go to students ranking in the upper third of their high school class who enroll and complete a two-year rural course and who agree to teach for at least two years in one-room schools. 10. EQUALIZING EDUCATIONAL OPPORTUNITY A CONVINCING SURVEY Probably the most valuable and interesting educational survey made in recent years was that made by State Superintendent John Callahan in 1924, relating to the problem of equalizing educational opportunity in Wisconsin. The voluminous data collected is presented in graphic and tabular form and constitutes a convincing argument for a modification of the system of general and special state aid which has obtained in Wisconsin for many years. As is well known, the common school fund income, together with the various forms of special state aid derived from the general state fund, has for its primary purpose the equalization of educational opportunities for the children of the state, whether living in cities or rural communities. The income of the school fund must, according to the constitution, be distributed among the towns and cities of the state on the basis of the number of children of school age, and since the proceeds of the .7 mill tax was by law made a part of the income of the school fund that also is distributed on the per capita basis. The special state aids are distributed as flat amounts for certain types of schools or for special work performed by them, the only exception being the special aid to districts having an assessed valuation of less than $75,000. The total amount distributed to such districts is less than $15,000 annually. Under the present system of distributing the school fund income each district in the state receives approximately $3.75 for each person on the school census between the ages of four and |