# LCMS Convention Workbook_St. Louis Missouri_1969_S257 # Machine transcription, uncorrected — CHI Digital Archive (demonstration) HIGHER EDUCATION 257 Lutheran high schools entering the colleges of the Synod has risen sharply. In recent years the community Lu- theran high schools have played a very significant and valuable role in providing teacher education enrollees. There is every reason to believe that these schools can also become a strong source of supply for pastoral stu- dents, although this has not been the case to date. More attention is being given by many of the high schools to the recruitment of pastoral students. District recruitment committees need to become more active in working with these schools. Consideration is being given by the Board for Higher Education to a plan in which the Synod, with the permission of the governing board of the high school, would support a full-time or part-time member of the high school staff who would give direct attention to the recruitment of students for ministerial training. c. Colleges and Universities. Both the Springfield and the St.Louis seminaries have been active during the past biennium in recruiting qualified students at the public and private colleges and universities of the nation. Closer relationships between campus pastors and the seminaries are being developed. Campus pastors have been more active than ever in identifying, counseling, and instructing prospective candidates for admission to the seminaries. The detailed study made by the board’s Curriculum Commission in response to Resolution 6-19 of the New York convention found almost no support in our church or in other church bodies for the House of Studies con- cept. However, the board has found a great deal of en- thusiasm within the church for bringing more students from public and private colleges and universities into the pastoral program. Further steps are needed to make full use of the op- portunities in recruitment at the college level. District committees have often almost totally ignored this im- portant source of students. d. District Recruitment Committees. Table C indi- cates the male enrollments during the past biennium analyzed according to the home Districts of the students. Several Districts have consistently shown a relatively poor rating on this report given at the time of each con- vention. Other Districts have had significant increases in the number of students as a result of concentrated efforts by the recruitment committees and other leaders in the Districts. More sharing of information and help is needed among District recruitment committees. Special atten- tion should be focused on recruitment by the leaders in those Districts from which few of the pastoral and/or male teacher education students have been coming. 6. Give Top Priority to Imaginative and Careful Insti- tutional Development Our colleges and seminaries are excellent institutions. They can, under God, become even better. Certainly the Lord of the church should be given our best. Congrega- tions of the Synod should and do expect the young men and women whom they call into service to be competent to undertake a wide range of professional activities within the context of their respective ministries. The Board for Higher Education sees the search for greater quality in the educational programs as one of its most important responsibilities. The board believes that it can carry out this obligation best in the years imme- diately ahead by helping the schools strive for increased excellence in especially six areas: administration, in- struction, evaluation of teaching and learning, guidance services, curricular self-study and revision, and the continuing education programs. TABLE C Junior Confirmands, 1963—64, and Freshman College Pastoral and Male Teacher Enrollments, 1967 —68 Analyzed According to Home Districts of Students aseseeec? ¢ 436e¢¢% 2 cietereis 2 aetsseg ge fz eaeg Mad ak Petes UF Atlantic _______._ 6,740 43 1:157 15 35 1:192 18 Calif. & Nev. >: 3,557 27 1:132 ll 21 1:169 17 Calif. S.__——- ~— 4,607 24 1:192 22 35 1:132 9 Indiana * __— 1,970 22 1:89 4 23 1:86 2 Ohio* 2,861 27 1:106 5 17 1:168 16 Colorado 2,139 13 1:164 17 15 1:143 12 Eastern 2,574 18 1:143 13 8 1:322 27 English ______ 6,199 22 1:282 30 22 1:282 26 Fla.-Ga. «1,537 9 1:170 19 3 1:512 30 Illinois C.____-——_ 2,276 14 1:162 16 9 1:253 25 Hlinois N. ____- 8, 104 62 1:131 10 69 1:117 6 Illinois S. 1,615 9 1:179 20 11 1:147 13 Iowa East 1,914 2 1:957 34 4 1:478 29 Iowa West 2,939 14 1:210 23 20 1:147 14 Kansas ___ 2,122 26 1:82 1 21 1:101 4 Michigan 9,398 52 1:181 21 67 1:140 11 Minnesota N. ___—_: 3,286 8 1:411 32 14 1:235 24 Minnesota S. 5,616 25 1:225 26 45 1:125 7 Montana 713 3 1:238 28 1 1:713 31 Nebraska N.______ 2,368 8 1:296 31 26 1:91 3 Nebraska S. 1,981 9 1:220 25 31 1:64 1 North Dakota ___—:11,224 5 1:245 29 6 1:204 19 Northwest 3,407 39 1:87 3 21 1:162 15 Oklahoma 862 8 1:108 6 4 1:215 22 South Dakota — 1,536 10 1:154 14 7 1:219 23 Southeastern 2,511 19 1:132 12 12 1:209 21 Southern 1,550 12 1:129 9 4 1:387 28 Texas. ————