# LCMS Convention Proceedings_St. Louis Missouri_1953_S152
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

152 SEMINARIES AND COLLEGES

graduates should be raised at a rate made possible by the place
of two-year women graduates and students in sufficient num!
terminate the emergency.
3. To this end, certain preparatory schools shall be desig)
and aided to furnish enough women with a two-year or a
year-plus-summer training for positions which cannot be fill
three- and four-year graduates. The program must remain.
careful supervision and remain flexible enough to admit of : ’
ever adjustments are indicated from year to year.
4. An important difference between the old and the new
of two-year preparation is that the student is offered co
general psychology and a survey of elementary education i
sophomore year, and it further enables the student to observe’
participate in actual classroom activities in co-operating Lu
day schools. Among the colleges already participating in thi
ordinated teacher-training program, the Board has caused a
ments to be made at Fort Wayne and St. Paul to proceed ace
to the revised curricular schedule outlined above.

5. At the other junior colleges no special courses are 0
to teacher-training students. Those in high school attend
with the ministerial students, as is the case with the few no
rolled in the college department. To enable these junior colleg
offer service as well as space to male teacher-training student!
the college department, it is recommended that Synod au
slight curricular adjustments which will enable students wil
much difficulty to continue their studies at River Forest or Sey
when they transfer to the junior class. Necessary adjustme
to be worked out co-operatively between the teachers’ colleg
the preparatory schools.

6. How a program of this kind may be expanded and op
for a rapidly increased production of teachers under wise ec
for Synod has been of much concern to the Board. There.
many factors interlocking with the entire program of
training that one problem cannot be isolated without dis
the solution offered for the others. With the total picture
as it is now discernible, two tables have been prepared to illugg
the possible channels which might be used to accelerate t
of teachers into Lutheran classrooms. The tables appear”

next two pages.
E. Analysis of Tables One and Two

1. Table One shows how the present and authorize
capacity of all institutions can be adapted to both ministe
teacher training. No new dormitories are contemplated
those which may be allotted by Synod in accordance with over