# LCMS Convention Proceedings_St. Louis Missouri_1953_S134
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

184 SEMINARIES AND COLLEGES

D. Recommendations on Policies and Plans

The Senior College
f each generation in our Church

It is the responsibility o
study and evaluate the plans and procedures in ministerial t

ing in order to ascertain if they are adequately preparing our
isters for their task today. In this connection it is of the utm
importance that our Church (in 1947 and again in 1950)..
recognized the fact that the educational picture in Americ:
changed entirely from that found even as recently as 192:
1934, when extensive studies were made of theological educa!
in several national surveys sponsored by other churches.
The practical effects of these studies are exhibited in the
rent enrollment policies of accredited seminaries.
16 theological schools set college graduation for admission; 16
required college graduation but allowed for exceptions. The:
ance of the schools admitted students without insistence 1
college training. In 4930 about one half of all students enr¢
in the theological schools did not have college degrees.
accredited theological schools expect their students to have
four years of undergraduate work. Thus, within a period of 25,y
theological education has moved to where a college degree
admission is peremptory at all accredited seminaries. j
Of equal importance is the generally recognized need f
closer connection between the last two years of college and
program of theological education. Dr. John Gros, Executive:
retary of the Division of Educational Institutions, the Boa
Education, Methodist Church, gives excellent expression to
need when he writes in a recent issue of Christian Edueai
“There are some important courses in the senior college }
call for a degree of maturity not reached by the undergrady
And, increasingly, courses are added to the theological school
riculum which do not challenge the mature. Theological
fortunate enough to be located near an undergraduate school
consider making theological education a five-year unit, built.
two: years of liberal education. The suggestion is made upo
presumption that theological education is professional-gradua
undertakes in its program to include an emphasis upon both
edge and practice, the academic and the functional. The multi
of demands upon the seminaries for practical work has made
inroads upon the traditional 90 semester hours needed f
Bachelor of Divinity degree. ‘Many seminaries have rais
question about lengthening the time required for the tra ‘
the minister, in order to include additional work. To me