# LCMS Convention Proceedings_St. Louis Missouri_1944_S532
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

Report of Board for Higher Education ' , 533

. 2. Junior College Division \
§ ‘appropriate to speak of general: education in the college divi-
with reference to only two institutions.

Snxville and Winfield offer a very substantial amount of work
e general student. The former offers 184 semester hours of
ty nontheological work—twice as many as it offers for theologi-
training; the latter 268 semester hours, three times as much
as it provides for theological students. In spite of these com-
ely large offerings, there is no indication that either of the
schools -has over-extended itself.

study of the type of general offerings indicates that these two
‘nior colleges distribute the emphasis on the various courses in
irety different manner. ;

This variance in emphasis indicates. a wide divergence in funda-
tal. aims. of the two schools. But this is to be expected in view:
heir location and their traditions. Winfield emphasizes the
erminal nature of junior college work. Bronxville, on the other hand,
riences a demand for pre-professional training, since a large pro-
on of its graduates go on to other colleges.: Jf
‘he courses at Winfield have been organized under 17 different
cula, at Bronxville under 8. Winfield could well afford to scru-
e its curricular offerings with a view toward consolidating a
ber of them. Minor variants in one or two courses hardly war-
ant the establishment of a separate curriculum. ,

The curricula would gain in strength if the four major fields of
ish, social studies, foreign language, science, and mathematics
d each receive their proper emphasis in every curriculum. If
ee hours of typing and five of shorthand are assigned 8 semester
urs of credit the educative value of these mechanical-skill subjects.
‘over-stressed, and the student is deprived of other liberal arts
urses, since his semester: hour load is limited. Moreover, the inclu-
on of too many vocational courses, some highly specialized, seems
somewhat inappropriate at the junior college level. Too early spe-
cjalization without adequate foundation is not desirable. A, curricu-
lum permitting in excess of 50 per cent of vocational subjects does
not'appear to merit the Associate in Arts degree awarded at Winfield.

’ Another field worthy of re-study is the curricular organization from
the viewpoint of the number of courses required, the semester hour
value of the courses, and the provision of courses which will carry
the. student from the elementary to the more advanced level in a
given subject-matter field. Several of the Winfield curricula are
built up of numerous two-hour courses, and in consequence the student
is required to work in too many fields at a given time. Two-hour
courses are also generally considered to be disproportionately: less
effective than three-hour courses. Most important, when-a curricu-
um is built up of many elementary courses, each of a single semester’s
length, learning is likely to be fragmentary; rather than integrated,