# LCMS Convention Proceedings_St. Louis Missouri_1935_S87
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

Ev. Luth. Synod of Missouri, Ohio, and Other States. 1935. 87

b) The process of selection continues after the admission of students.
Orientation courses are to be given to enable the student to make social
and educational adjustments and especially to quicken the realization of his
responsibility to his God, hig Church, his school, and to himself and his
fellow-men. The completion of his high-school course would provide a welcome
opportunity for the student to examine himself as to his devotion to the
ministry and thus give him an opportunity to determine his future course.

c) The proper classification of applicants from secular high schools will
be difficult. The integrated curriculum demands that all requirements of the
first four years must be satisfied before a graduate from a secular high school
can be admitted to our collegiate department.

3) Administration and Instructional Work.—The administration of the
school must be in the hands of one man, the president, or director. To his
many duties is now added the definite responsibility of supervising the inter-
grated and unified curriculum. To lighten this increased burden, your Com-
mittee recommends that the respective faculties shall elect from their midst
a committee whose duty it shall be to assist the president in successfully carry-
ing out the integrated curriculum.

4) Student Guidance and Personnel Work. — Our preparatory schools
must lay great emphasis on guarding and guiding the spiritual development
of the students, building character, training them for leadership, and leading
them to mental maturity. Therefore every possible assistance should be given
the directors in their difficult and responsible work of guiding the adolescent
youth in his spiritual, moral, and social problems. Faculty members of special
aptitude for personnel work ought to be chosen by the president, and if neces-
sary, these should seek special training to enable them to assist in organized
student guidance and personnel work.

5) Comprehensive Examinations. — The purpose of the comprehensive
examination is not to reexamine the student in the courses which he has com-
pleted. His factual knowledge is tested regularly by the individual professors.
The aim of the comprehensive examination is not to find out which facts the
student has learned, but is rather an examination covering the entire field to
measure the power of the student’s capacity to use and correlate knowledge.
The student is to show how far his studies have contributed to his intellectual
development and to what extent they have affected the texture of his mind;
in short, he is not to show whether he has been subjected to a process, but what,
as a result of the process, he has become. Your Committee therefore recom-
mends that Synod adopt the plan of comprehensive examinations as a whole-
some educational device to test the student’s grasp of his work in the collegiate
department and of his mental maturity for the study of theology, as a guiding
measure for the instructor to view his own course in its relation to the entire
program and as a desirable opportunity for him to check his own efficiency as
teacher. .

The Committee also recommends that comprehensive examinations be
introduced in our Seminary at St. Louis.

6) The contemplated course of study will require adequate library facil-
ities, and Synod should adopt measures to provide these at the earliest possible
moment. ; ;