Excerpt from The Ohio State University Bulletin, Vol. 31: August 15, 1926
Belief in Education with us is fundamental, and so long as it endures we must likewise believe in the discussion of the educational process. Modesty is a marked characteristic of those most qualified to join in this discussion and to listen as it proceeds, and no one will arrogate to himself an innate sufficiency of conception of either its means or its end. The bartering of ideas and experiences is not the least part of this process.
In these Conferences the man of theory and the man of practice, the teacher grown old in the cause of education and the young educator glowing with the enthusiasm of his first experiences in a large social movement - all are levied upon for a contribution to the general advancement of the educational ideal. We find our educational theories and practices, the desirability and the efficiency of their results, the whole motif and modus operandi, in perpetual agitation; nothing seems fixed. We should rejoice that it is so, for that state is the surest evidence that education is the vital force in modern civilization. The educational process that is no longer questioned is dead. The social sciences are being classified, studied, and evaluated today with a new and intense ardor, and education as the social determinant is at last coming to receive the attention it deserves.
The school is the unit agency through which education must deliver its social force and the teacher is the life of the school; that the boy and girl of today may take their places in the social organization of tomorrow, they must be trained and trained well. So it is appropriate that emphasis be placed upon the training and equipment of the teacher; without doubt the great central force in the educational process is the teacher, who must be able by nature and training to visualize education as the prime factor in the social process, and the child as the social component.
Up to a recent time the teacher obtained his training while teaching, the pupils being his laboratory materials; but if this system produced some skilled teachers, it also doubtless resulted in thwarted hopes and stunted development to some pupils. Such a price for teacher training was too high, and, moreover, it did not always produce a good type of training. The College of Education has come in for this purpose and is accomplishing its function in an increasingly satisfactory way.
The State is committed to that plan, but much needs yet to be done to put behind "scientific teacher training" the intelligent direction and wide and contagious enthusiasm which that program needs and deserves.
The University has exceeding pleasure in welcoming the teachers of Ohio, and the College of Education takes keen delight in placing at their service all its facilities in equipment and teaching staff, to make the Sixth Annual Educational Conference fruitful in the contacts it renders possible, the relations it may establish, and the educational urge which may be its result.
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