,’ THE CONTRIBUTIONS 0F THOMAS ’MlL‘TON CARTER ,
- T0 TEACHER EDUCATION, ALBION ‘ '
COLLEGE, 1923-1952, :

Thesis for the Degree of Ed. D.
' MNZHIGAN STATEUNIVERSITY
GEORGE RENNBON REED
1970 .

 

 

   

_ .7
LIBRARY ‘
Michigan State

University (I. .‘g

3"

\HE‘SIS

    
  

This is to certify that the

thesis entitled

"The Contributions of Thomas Milton Carter to
Teacher Education, Albion College, 1923-1962."

presented by

George Rennison Reed

has been accepted towards fulfillment
of the requirements for

Ed. D. ¢mnminElementary Education

 

WWW

Major professor

November 5, 1970
Date

 

0-169

ABSTRACT

THE CONTRIBUTIONS OF THOMAS MILTON CARTER
TO TEACHER EDUCATION, ALBION
COLLEGE, 1923-1962

BY

George Rennison Reed

This study traces the contributions of Dr. Thomas
.Milton Carter to the teacher education program of Albion
College during his tenure as chairman and faculty member of
the education department from 1923 to 1962. The role he
has played in the development of the department, the in-
fluence he has exerted, and the forces that have molded his
life and thought are areas with which this study deals.

The organization of this study follows the chronol-
ogy of the development of the education department of
.Albion College and traces the life of Carter from birth
through his long professional career into his productive
jyears of retirement. In connection with this research,
two types of sources were available. First, there were
the primary sources consisting of personal interviews
*with Carter and persons who knew him personally, Carter's
published and unpublished works, personal papers, and
letters, and the official minutes of the Albion College

faculty meetings. Second, there were the secondary sources

George Rennison Reed

such as periodical articles, newspaper articles, official
Albion College publications, and various professional
textbooks.

This study shows that although a normal course
was developed and offered to interested Albion College
students as early as 1893, Albion College had not develOped
a professional department of education by the time Thomas
Milton Carter joined Albion's faculty as chairman of the
department in 1923. From a modest beginning, Albion Col—
lege's education department, under Carter's direction and
guidance, became AACTE approved in 1952.

Although criticized by some for his ineffective
classroom teaching, as a college professor, Carter's
greatest attribute may have been his ability to inspire
his students. The students who studied under Carter de-
veloped the firm conviction that they were being prepared
to make significant contributions to the world. They
shared Carter's belief that it was possible to combine
liberal arts and teacher education in such a manner that
good teachers for the public schools would be produced in
such a way that both the public schools and liberal arts
would benefit.

Although Carter has not established the reputation
of being a great scholar, he demonstrated the ability to
take various points of View and give them meaning and

‘vitality. In this way, he was able to inspire his students

George Rennison Reed

and to encourage them to go forth with a strong commitment
to education. During his active teaching days, Carter was
an inspirational speaker who possessed the ability to gen-
erate enthusiasm and interest among his listeners for
matters of an educational nature.

Dr. Carter has established the reputation of being
an exceptional leader in terms of developing the teacher
education program at Albion College during the years, 1923-
1962, in terms of the inspirational character of his teach-
ing, in terms of his ability to produce students with a
strong commitment to education, and in terms of his willing-
ness and ability to adapt to new conditions and changes of
the times. Today, at eighty-two years of age, Carter re-
mains a man with a sense of mission, a continuing interest
in all matters of educational concern, and a desire to be

of service to his fellowman.

THE CONTRIBUTIONS OF THOMAS MILTON CARTER
TO TEACHER EDUCATION, ALBION

COLLEGE, 1923-1962

BY

George Rennison Reed

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

Department of Elementary and
Special Education

1970

DEDICATION

To Virginia, Karen, Ann, and Susan

with my gratitude and love.

ii

ACKNOWLEDGMENTS

I wish to express my appreciation and gratitude
to the members of my committee, Drs. William Vernon Hicks,
George Myers, Donald W. Olmsted, and William Walsh, for
the effort and time they have given on my behalf. In
particular, I would like to thank Dr. Hicks, chairman of
the committee, for his advice, encouragement, guidance,
and support.

I wish to thank Dr. Thomas Milton Carter who has
cooperated so graciously and given so freely of his time
and energy in providing pertinent personal data.

I wish to express a final, but most important,
note of appreciation to my wife, Virginia, and our three
daughters, Karen, Ann, and Susan, for their love, patience,
encouragement, and understanding during the several years

Of my doctoral program.

iii

TABLE OF CONTENTS

DEDICATION . . . . . . . .

ACKNOWLEDGMENTS. . . . . . .

INTRODUCTION. . . . . . . . . .
Chapter
I. THE EARLY HISTORY OF ALBION COLLEGE . . .

II.

III.

Beginning Normal and Pedagogy Courses. .

DR. THOMAS MILTON CARTER, CHAIRMAN OF THE
EDUCATION DEPARTMENT, ALBION COLLEGE, 1923

TO 1962. . . . . . .

Early Years . . .

Early Years of Schooling

Carter Gets Religion .

Days, Months, and Years of Discourage-

ment. .
Asbury College Academy.
Georgetown, Illinois .
Bloomington, Illinois .
Seminary Years . . .
Westfield, Illinois. .

U. S. General Hospital No.

Return to Civilian Life
Hamline University . .
Northwestern University
University of Chicago .
Vocational Plans. . .

THE DEVELOPMENT OF A PROFESSIONAL

DEPARTMENT

OF EDUCATION, ALBION COLLEGE, 1923-1943 . .

Curriculum. . . . .
Student Teaching. . .
Teacher Certification .
Accreditation. . .

Participating Public Schools.

Staff . . . . . .

iv

iii

22

55
57
63

67
75
79
83
87
89
93

94
95
96
105

108

109
122
126
129
131
133

Chapter

IV. DEPARTMENT OF EDUCATION,
1943-1962 . . . . .

Accreditation. . .
Curriculum. . . .
Student Teaching. .
Teacher Certification

Participating Public Schools

Staff 0 I O O O
Carter's Retirement.

V. CONCLUSION. . . . .

Early Years at Albion
Later Years at Albion
Retirement. . . .
A Summing Up . . .

BIBLIOGRAPHY O O O O O O O

Page

ALBION COLLEGE,
138

. . . . . . . 139
. . . . . . . 142
. . . . . . . 146
. . . . . . . 148

. . . . . 154
. . . . . . . 154

O O O 158

. . . . . . . 161

. . . . . . . 162
. . . . . . . 169
. . . . . . . 171
. . . . . . . 172

. . . . . . . 184

INTRODUCTION

This study traces the contributions of Thomas
Milton Carter to the teacher education program of Albion
College during his tenure as chairman and faculty member
of the education department from 1923 to 1962. The role
he has played in the deveIOpment of the department, the
influence he has exerted, and the forces that have molded
his life and thought are areas with which this study deals.

Dr. Carter has given complete cooperation; however,
in no way, has he attempted to influence the nature or con-
tent of the dissertat1on. Graciously, he has given freely
of his time, energies, and information. He granted the
writer access to his unpublished writings, personal corre-
spondence, and his scrapbooks containing pertinent informa-
tion dating back to the beginning of his career as a pro-
fessional educator.

Other sources include articles written by Carter
that are published in various textbooks and professional
journals, official Albion College publications, as well as
other textbooks and professional journals.

This study records a number of Carter's contribu-
tions to his students, his profession, and the institution

which he served for a period of thirty-nine years, Albion

College. Also, this study endeavors to portray the unique
personality and spirit of Tom Carter, for without doing so,

it would risk not creating a faithful record of the man.

CHAPTER I
THE EARLY HISTORY OF ALBION COLLEGE

At the time Michigan was organized as a separate
territory in 1805, there were fewer than thirty colleges
and universities in the United States.1

During the thirty-two-year period in which Michigan
was advancing from territorial status to statehood, the
interest of religious organizations in the founding and
support of colleges was an important feature of higher edu-
cation in America.2 Michigan was no exception.

Higher education in Michigan began to take shape
during a period when religious organizations and church
bodies were dominant in the founding and maintenance of
Colleges and universities.3

In 1833, the Reverend Henry Colclazer, the

Reverend Elizah H. Pilcher, and Dr. Benjamin Packard, M.D.,

 

 

1Donald G. Tewksbury, The Founding of American Col-
ifiggs and Universities Before the Civil War (New York:
Teachers College, Columbia University, 1932), p. 15.

1 2Willis F. Dunbar, The Michigan Record in Higher
Pqucation (Detroit: Wayne State University Press, 1963),
P- 22.

31bid.

 

conceived the idea of establishing within Michigan a

Methodist educational institution.4

PrOposals respecting its location were submitted

5

to the annual conference in 1834. The institution was

chartered by the Territorial Legislature in 1835.6

In 1839 the charter was amended and the location

changed to Albion.7 In 1841 the cornerstone of the main

building was laid, and in the fall of 1843 the institution
began operation.8

The 1892—1893 Albion College Yearbook contains the
following account of the early history of Albion College:

In the year 1833, certain prominent resi-
dents of the Territory of Michigan--Reverend Henry
Colclazer, Reverend Elijah H. Pilcher, and Benjamin H.
Packard, M.D.--conceived the project of establishing
an institution of learning above the grade of
Common School to be under the control of the Methodist
Episc0pal Church. Resolutions were submitted by them
to the Ohio Annual Conference within whose boundary
this territory was included. The subject received
favorable consideration and a committee was appointed
to take steps for the founding of an academy. An
act of incorporation was secured from the legislative
branch of the Territorial government bearing date
March 23, 1835, and the institution, under the name

4Elijah H. Pilcher, History of Protestantism in
Michigan (Detroit: R. D. S. Tyler and Company, Publishers,
1878), p. 130.

 

5Minutes of the Fifth Session of the Detroit Annual
Conference of the Methodist Episcopal Church held in the
village of Dexter, September 26-October 2, 1860, p. 11.

Ibid.
71bid.

81bid.

and title of Spring Arbor Seminary, was located at
Spring Arbor, in Jackson County, on the site of an
old Indian village.

For some time nothing further was done. The
school was never opened at this place, and no build-
ings were erected. Under the discouraging conditions
that prevailed many of its friends were ready to
abandon the enterprise. In the meantime the village
of Albion had sprung into existence, and some of
its most prominent citizens made the proposition
for the removal of the school to that place. This
received the endorsement of the Michigan Annual Con-
ference which had been formed by division of the Ohio
Conference, and the Legislature of the State in 1839
amended the charter, giving it the corporate name
of Wesleyan Seminary, making the proposed change of
location, and reconstructing the Board of Trustees.

An interesting document concerning the possibility
of transferring the prOposed school to Albion is a written
report of a committee to a Methodist Conference. This re-
port is dated 1838 and is preserved in a folder stored in
the office safe of the Head Librarian, Stockwell Memorial
Library, Albion College.

This committee report reads:

The committee appointed to enquire into the
condition of the Spring Arbor Seminary have attended
to the duty assigned them, and beg leave to

REPORT

That some years since while Michigan was em-
braced within the bounds of the Ohio Conference, a
Committee was appointed by that body to take measures
to establish an institution of learning, under the
control and patronage of the Methodist E. Church
within the then territory of Michigan. That com-

mittee succeeded in obtaining a charter for a pri-
mary institution to be located at Spring Arbor:

 

9Albion College Yearbook, 1892-1893 (Albion, Mich.:
Albion College, Press of V. J. Tefft, 1893): p. 5.

 

Subsequently about seven or eight thousand dollars
were subscribed for the institution of which sum not
more than $4500 are available. One hundred &
seventy three acres of land have been offered to the
seminary by certain individuals resident at Spring
Arbor: but the institution has never gone into
Operation nor has it ever become seized of any real
estate, or other prOperty. In consequence of doubts,
generally entertained, in relation to the propriety
of location: A committee was appointed at our last
Conference to confer with the trustees in relation
to a re-location--That committee were providentially
prevented from attending the meeting of trustees &
matters are in the same situation as they were one
year hence. The trustees hesitate to do any thing
more until the location is confirmed or a re-location
is authorized. There are other places where the
Institution is desired, and one which stands ready
to make a valuable donation in case it shall be
located there.

Your Committee conceives it to be a matter
of great importance that the institution should go
into Operation immediately. The time, it is presumed
is not distant when the peninsula of Michigan sepa-
rated from the surrounding country as well by the
character of her population, as by her well marked
geographical boundaries, will be erected into a
separate conference. The necessity of sustaining
the seminary must therefore be apparent. We are
all aware of the importance of moral & religious
instruction in connection with literature. We know
that if such education is provided for the rising
generation, it must be done by the Church. & ex-
perience shows that a literary institution flourishes
best under the auSpices & guardianship of some par-
ticular denomination.

Hence the importance of retaining the Charter
& rearing up an Institution that shall accomplish
for the children of our growing denomination in that
rising state the Education which their brethren in
Sister States enjoy. The Committee beg leave to
Submit the following resolutions.

Resolved, That the following persons be &
hereby are, appointed a Committee to confirm the
present location of Spring Arbor Seminary or to
locate the seminary at some other place——viz. Jona E.
Chaplin, John Janes, Alvin Billings, John Owen,

O. D. Rowland and Julius D. Morton.

Resolved That the above named committee be,
& hereby are, requested to petition the legislature
of Michigan to make the necessary alterations in the
Charter should the location of the Seminary be
changed.
All of which is respectfully submitted
E Thomason
W N Wells
A Billingslo
This document suggests that some Methodists of that
period were concerned with the advisability of rapid move-
ment in the area of founding schools. Evidence suggests,
also, that early Michigan Methodists were interested in ob-

taining assistance for their prOposed seminary. In his

Historical Sketches of Education in Michigan, W. L. Smith

 

states:

In the year 1833, Dr. B. H. Packard, then of
Ann Arbor, Rev. H. Colclazer and Rev. E. H. Pilcher,
having consulted together, resolved to seek to estab-
lish a seminary of learning under the patronage of
the Methodist Episcopal Church.

In conformity with this design, an invitation
was given to persons in different localities, to
make propositions were made and submitted to the
Ohio Conference, which, at that time, had jurisdic-
tion here. At this session of that body, a committee
was appointed, with full powers to accept of the
best proposition and to secure from the Legislative
Council a charter . . . ll

Continuing his discussion of this chapter in the

early history of Albion College, Mr. Smith writes:

¥

lOMethodist Conference Committee, Ohio Conference,
"Report, 1838."

11W. L. Smith, Historical Sketches of Education in
Michigan (Lansing: W. S. George & Company, State Printers
and Binders, 1881), p. 88.

. . But in the summer and fall of 1838, the pro-
prietors of the village of Albion, and other resi-
dents, made an offer of liberal assistance to the
trustees, provided the location should be changed
to that place. This offer was accepted, and their
consent for the necessary change in the charter was
sent to the Legislature. The charter was amended
as desired, and the board of trustees was reorgan-
ized in the village of Albion, on the 29th of
April, 1839. . . 12

Dr. James E. Pilcher, in his biography of his
father, Elijah, gives us additional information concerning
the decision that was made to move the proposed institution
from Spring Arbor to Albion. This is Dr. Pilcher's
account:

The Legislature of 1835 granted a charter
locating it in the township of Spring Arbor, but
several efforts to organize it having been made
without success. and modifications in the central-
ization of the pOpulation and the shaping of the
great thoroughfares showing that the location would
not be convenient, it was determined three years
later to accept an invitation from the nascent vil-
lage of Albion to locate there. The charter was
accordingly amended to permit this, and under the
name of The Wesleyan Seminary at Albion, the insti-
tution was finally organized.

Mr. Pilcher devoted a great deal of time and
labor to the development of the school. On the 6th
of July, 1841, with appropriate ceremonies, he
helped lay the corner stone of the main building.
The work was then pushed forward so that pupils
could be received in the autumn of 1843, and the
first Spring exhibition occurred in 1844. . 1

Active head of the institution which opened to

classes in the fall of 1843 was the Reverend Charles F.

lZIbid.

13James E. Pilcher, M. D., Life and Labors of Elijah

 

H. Pilcher (New York: Hunt & Eaton, 1892), p. 111.

 

Stockwell. The 1892-1893 Albion College Yearbook contains
the following description of the Reverend Stockwell and the
early seminary days:

. . . Rev. Charles F. Stockwell, A.M., a gradu-
ate of Middletown University, was appointed Principal,
who, with an earnest corps of teachers, entered upon
the work of instruction. Students in large numbers
flocked to the institution and a very healthful edu-
cational spirit was awakened in the church. The
patronage was not confined to the Methodist church,
but was general. During this period several young
men prepared for College who subsequently reached
places of distinction. A large number resorted to
the school to get scholastic training in preparation
for the ministry. In this first period the insti-
tution was very successful.14

The first catalogue of the institution, the cata-
logue of the Wesleyan Seminary at Albion, Michigan, for the
academic year 1843-1844, lists fifty-nine courses in eight
departments.15

The eight departments listed were the ancient lan-

guages, English, fine arts, mathematics, modern languages,

Inoral science and belles letters, natural science, and

 

normal department.

Listed as available from the English department
were courses in arithmetic, chirography, geography, grammar,
and reading.

In the natural science department, students were
Offered astonomy,botany, chemistry, geology, history, miner-

alogy, philOSOphy and physiology.

l4Albion College Yearbook, 1892-93, op. cit., p. 6.

 

lsCatalOgue of the Officers and Students of the Wes-

leyan Seminary at Albion, Michigan for the Academic Year
1843 & 44 (Marshall: Office of the Democratic Expounder,
1844): pp. 16-19.

 

 

 

10

Moral science and belles letters courses consisted

 

of courses in analysis of language, ancient and modern his-
tory, composition, constitution, elements of criticism,

elocution, "evidences,' mental philosophy, logic, political
economy, rhetoric, and scholar's companion.

Seven courses were listed under mathematics. They
were first lessons in algebra, bookkeeping, drawing, geo-
metry, surveying and leveling and trigonometry.

Ancient languages included Greek and Latin. Latin I
courses listed were Cicero, Horace, Latin grammar, Latin
lessons, Latin lexicon, Latin reader, Roman Antiquities,
Roman History, Sallust, Tacitus, and Virgil. Greek courses
were ancient atlas, ancient Greek geography, Greek grammar,
Greek history, Greek lexicon, Greek reader, Homer's Iliad,
Testament, and occasional lectures.

The six modern language courses offered were in
French. These were dictionary, grammar, "La Henriade,"
tables, Telemaque, and "Vie de Washington."

No courses were listed for the department of fine
arts or the normal department.

Although the first catalogue lists the faculty mem-
bers, it does not give the academic training of these early
pedagogues other than showing that Reverend Charles F.
Stockwell was the holder of a B.A. degree. Faculty members
listed were Mr. Stockwell, professor of languages and
mathematics; Jesse Vose, professor of natural and moral

science and English literature; William W. Clarke, associate

11

teacher; Nelson Voluntine, assistant; and Miss Octavia
Gardner, preceptress.

HOpes for the future were apparent in the general
statement contained in the first catalogue:

This Institution is in its infancy. Scarcely
nine months have passed, since it first Opened. Like
all institutions of western society, it is the work
of a day, yet effected under the patronage, and by
the virtue and enterprise of men possessing all the
experience and refinement of the most cultivated
eastern society. Under such auspices, the objects
of the Institution must be realized, and thus far
the most sanguine expectations of its founders have
been more than verified.

Notwithstanding the embarrassments necessarily
attendant upon the Opening of a Literary school in a
wilderness, the hundreds of ambitious youths throng-
ing the Wesleyan Seminary this its first year, speak
volumes for its future character and usefulness.

Its location is one of the most intersting
[sic] and lovely, in all this beautiful Peninsula,
the fair PelOponnesus of the west. The salubrity of
the climate is unsurpassed, and it is believed, no
case of ill health has occurred from local causes,
since the school Opened. The moral character of the
Institution is already established.

A respectable Aapparatus [sic], Chemical,
Philosophical, and Astronomical, is now furnished;
also, a fair Geological Cabinet, and Library, all of
which are rapidly increasing.

The Board of Trustees believe they are pre-
pared to offer the youth of Michigan facilities for
a thorough and practical education, no where else to
be found in institutions of its kind in the state.1
Another section of the first catalogue lists stu-

dent expenses. Tuition varied from three dollars to five

dollars a quarter. For the "Common English Branches," it

 

16Ibid., p. 5.

l7Ibid., p. 22.

12

was three dollars; the "Higher Branches," four dollars; and
for languages, five dollars. "Board, per week, including
lodging" cost a student $1.25. "Washing, per week," cost
each student thirteen cents.18
The second catalogue of the institution lists six
persons as faculty members. Not one of the members of the
second faculty listed was the same as that listed in the
first catalogue. This catalogue lists Elijah W. Merrill,
A.M., as "acting principal" and professor of ancient lan—
guages and elocution; Reverend Judson D. Collins, A.B.,
professor of natural and moral science; the Reverend Asa S.
Baker, professor of mathematics and normal science; the
Reverend Joseph S. Sutton, tutor of Indians; Miss Nancy
Fitch, preceptress; and Mrs. Hellen E. Furguson, teacher of
instrumental music.19
The third catalogue appears to be that of 1852—1853.
'This catalogue indicates the teaching force increased from
five to eight members during the first ten years of the in-
stitution's existence. The Reverend Clark Titus Hinman,
D.D., is listed as president and professor of moral and
intellectual science. In addition to Dr. Hinman, the fac-

ulty consisted of the Reverend Norman Abbott, A.M., profes-

sor of mathematics; Lewis R. Fisk, professor of natural

__~

18Ibid., p. 19.

19Catalogue of the Officers and Students of the
Wesleyan Seminary at Albion, Michigan for the AcademIc
Year l845--6 (Marshall: Seth Lewis, 1846), p. 4.

 

 

13

science; the Reverend Park Donelson, A.M., professor of
ancient languages; Issac C. Cochran, professor of primary

English literature and belles lettres; Miss Mary E. Adams,

 

principal of the female department and teacher of French
and fine arts; Miss Matilda C. Dean, teacher of primary
branches; and Miss Ellen M. Brown, teacher of instrumental
music.20
Between 1846 when the second catalogue was printed
and 1853 when the next one now possessed by the college was
printed, others must have been printed which have not been
preserved. This is true, it seems, since the fourth cata-
logue the college possesses today, that for 1853—1854,
printed in 1854, is referred to on its title page as the
"Twelfth Annual Catalogue."21
It was in 1853 that Ira Mayhew succeeded the Rever-
end Hinman as the institution's chief executive. Mr. Mayhew,
however, held the position only fifteen months. He left
Albion to become Michigan's superintendent of public in—

struction.22

 

20Catalogue of the Officers and Students of the Albion
Female Collegiate Institute, and Wesleyan Seminary, at Albion,
Michigan, 1852-1853 (Detroit: George E. Pomeroy & Co.,
Tribune Office, 1853), p. 4.

2112th Annual CataIOgue of the Officers and Students
of the Albion Female Collegiate Institute and Wesleyan
Seminary at Albion, Michigan, 1853-1854 (Detroit: George E.
Pomeroy & Co., Tribune Office, 1854).

2201d Albion, 1861-1909 (Albion: Junior Class of
Albion College, The Recorder Press, 1909), p. 14.

 

 

14

Under Mr. Mayhew, the Wesleyan Seminary and Female
Collegiate Institute had a faculty of eight members. The
catalogue for 1853-1854 shows that in addition to heading
the institution as principal, Mr. Mayhew also was professor
of moral philosophy and political economy.23

The next catalogue, that for 1854-1855, lists Pro-
fessor Mayhew as principal but includes a footnote stating
that "Mr. Mayhew having been elected Superintendent of
Public Instruction in November last, the Trustees of the
Institution appointed Prof. Abbott Acting Principal for
the remainder of the year."24

The Professor Abbott referred to was the Reverend
Norman Abbot, A.M., listed in the 1854-1855 catalogue as

professor of Mathematics.25

This catalogue lists tuition at $32 a year26 and
indicates on a following page that:

. . . the studies of the first two years of
the Classical Course, are those prescribed for ad-
mission to the University of Michigan. . . .27

The library, at this time, contained 1,000

volumes:28

 

23Catalogue for 1853-1854, op. cit., p. 4.

 

2413th Annual Catalogue of the Officers and Students
of the Albion Female Collegiate Institute and Wesleyan
Seminary at Albion, Michigan, 1854-5 (Ann Arbor: E. B.
Pond, Printer, Argus Office, 1855), p. 6.

25 26

 

 

Ibid. Ibid., p. 22.

 

27 28

Ibid., p. 28. Ibid., p. 31.

15

. . . to which Students have access by paying
25 cents per Term. The Reading Room is furnished
with some of the first Periodicals from Philadelphia,
New York, Boston, and Cincinnati, and also with the
leading American and Foreign Reviews. . . 29

This catalogue records the first reference to campus
literary associations:

The Clever Fellows, Eclectics, Young Ladies
Association and the Atheniaedes Society, are literary
circles formed for the improvement in the art of
composition. Periodicals are published monthly by
each of these Societies, under the names of the
American Pelgponnesus, the Eclectic Review, the
Young Ladies Casket, and the Athenoeum.5U

 

 

 

 

 

 

 

 

 

Professor Abbott served as acting principal for the
remainder of one year only as the 1855-56 catalogue lists
the Reverend Thomas Henry Sinex as the chief executive of
the Institute.31 The Reverend Norman Abbott, A.M., is

32

listed as professor of Mathematics.

Old Albion, 1861-1909, records that Thomas Henry

 

Sinex was a graduate of Asbury University. He received his
A.B. degree in 1842. Later Asbury awarded him the A.M.

and D. D. degrees. He preached in a number of Indiana com-
munities before returning to his alma mater to teach. He,

also, taught at Asbury Female College, New Albany, and was

 

29Ibid., p. 31.

30Ibid.

3114th Annual Catalogue of the Officers and Students
of the Albion Female Collegiate Institute and Wesleyan
Seminary at Albion, Michigan, 1855-6 (Detroit: SteamIPower
Press of R. F. Johnstone and Co., Advertisers Buildings,
1856). P. 6.

321bid.

 

 

16

principal of the Female Academy, Bloomington, Indiana, in
1854 , when he was chosen to head the institution at
Albion.33

Old Albion also states that Dr. Sinex served the

 

institution for ten years.34 It was during these ten years
that the state legislature passed two more acts in behalf
of the institution at Albion. The first of these was passed
February 9, 1857. It changed the institution's name from
the Wesleyan Seminary and Albion Female Collegiate Institute
to the Wesleyan Seminary and Female College at Albion. The
act also provided that the Board of Trustees henceforth
would be elected in equal portions by the Michigan Annual
Methodist Conference and the Detroit Annual Methodist Con-
ference. A third provision Specified that the president
of Albion should be elected by the Board of Trustees.35
The second law passed for the institution during
Dr. Sinex's administration was an act which, on February 25:
1861, caused the Wesleyan Seminary and Female College to

change its name to Albion College.36

When the institution became a college in 1861, Dr.

Thomas M. Carter in his "Albion College Studies, Vol. II"

states the curriculum underwent a number of changes:

 

33Old Albion, 1861-1909, op. cit., p. 15

34Ibid.

 

35Michigan Laws, 1857 (Lansing: Hosmer & Fitch,
Printers to the State, 1857), pp. 183-185.

36Michigan Laws, 1861 (Lansing: John A. Kerr & Co.,
Printers to the State, 1861), pp. 54-57.

l7

. . . It is difficult to compare the curri-
culum of 1860 with that of 1865. In the first place
the institution until 1861 was a seminary. It was
in 1861 that the college was established. Secondly,
the practice of listing the texts had been diSpensed
with between these two dates, and in its place was
a list of courses. There seems to be little corre-
lation between the two lists, for while the number
of texts in 1860 was 87, the number of courses in
1865 was only 57. Art had increased to so great an
extent that it, too, was a major subject, inasmuch
as its percentage was 12.28, the same as that of
Latin and Greek. Political economy and physiology
had been drOpped during the intervening period, and
natural science (1.75%) had been added; physics
(3.5%), and English literature (1.75%) had been
added.37

The fact that the institution had become a college
by the time the first "college" catalogue was issued in 1861
did not mean that the school announced sweeping changes in
policy. At least no such announcements were made in the
book which is labeled the "Nineteenth Annual Catalogue."
This is the catalogue for 1860-1961, and it is the first
in which the name "Albion College" appears as the sole name
of the institution.38 Other than the change in name, this
catalogue is almost indistinguishable from the catalogues
of the previous five years.

Old Albion, 1861—1909, states that the successor

 

to Dr. Sinex was the Reverend George Beniers Jocelyn who

 

37Thomas M. Carter, "Albion College Studies, Vol. II"

(unpublished articles, dated June 7, 1940, available at
the Albion College Library), p. 181.

38Nineteenth Annual Catalogue of the Officers and
Students of the Albion College, 1860—1861 (Albion: L. W.
Cole, Printer, Weekly Mirror Press, 1861), title page.

 

 

18

became president of Albion College in 1864.39 Supporting

this statement is an entry in the 1864-1865 college cata-
logue which lists the Reverend George Beniers Jocelyn, D.D.,
as president of the college.40
During this period, the Civil War was being fought,
but the Albion College catalogues of the period gave only
slight evidence that the war was affecting campus life.
The catalogue for 1864—1865 indicated that its next issue
would contain, in a "Roll of Honor," the names of former

students in service "in the war for the Union."41

This
catalogue also requested readers to supply names of "young
ladies who have been engaged in the Christian or Sanitary
Commission or other departments of the service. . . ."42
The next catalogue appeared, however, in 1866 without con-
taining the names of those in service.

It is in the 1864-1865 catalogue that we find that
the college had adopted the three-term system for the aca-
demic year 1865-1866. The fall term was scheduled to start

September 21, 1865, and to end late in December. The win-

ter term was to begin January 3, 1866, and to end late in

 

3901a Albion, 1861-1909, op. cit., p. 16.

4OCatalOgue of Albion Collegg for the Academical Year
1864-1865 (Albion: Union Herald Office), p. 4.

41

 

Ibid., p. 31.

421bid.

43Catalogue of Albion College for the Academical Year
1865-1866 (Jackson: Daily Citizen Steam Printing Establish-
ment, 1866).

 

19

in March. Commencement was to be held June 28, 1866, at
the end of the spring term which was to start April 3,
1866.44

It is in the 1865-1866 college catalogue that we
find a detailed description of the two college courses
offered at that time.45 Classical students when freshmen,
during their first terms on the campus, studied Latin
(Virgil and prose composition), Greek (Herodotus and prose
composition), mathematics (algebra), and natural science.
The second term, freshmen took Livy and prose composition
as their Latin, Homer's Iliad and prose composition as
their Greek, and geometry as their mathematics. The course
was much the same during the third term except that the
Latin consisted of Cicero and a review of prose composition,
the Greek a continuation of Homer's Iliad and prosody, and
the mathematics the completion of geometry.

During the first term of the sophomore year, stu—
dents took Latin (the odes of Horace and prosody), Greek
(Demosthenes de Corona), and mathematics (plane and spheri-
cal trigonometry). During the second term, sophomores
moved into the Epistles of Horace for their Latin and began
the study of modern history. No mathematics was listed for
them during this term. However, in natural science, they

studied chemistry and mineralogy.

 

441864-1865 Catalogue, 9p. cit., p. 30.

 

451865-1866 Catalogue, op. cit., pp. 21-25.

 

20

By the third term of their sophomore year, their
mathematics course dealt with conic sections and analytical
geometry. Natural science featured chemistry and botany.
They also took phiIOSOphy during this term.

Students were faced with more Latin during the
first term of their junior year, Quintilian, lectures on
Roman history, and essays. It was at this point that they
also begin to study French. Mathematics included differ-
ential and integral calculus.

The second term of the junior year included a
course in Greek, the study of archaeology, and literature.

French featured the study of Fasquelle's Colloquial Reader,

 

and natural science, the principles of physics.

The third term of the junior year took the young
classical scholars into the Prometheus of Aeschylus and
Grecian history for their Greek and into a classical reader
for their French. Natural science continued the study of
the principles of physics.

The senior year brought more Latin during the first
term. It featured also logic, philOSOphy, history of phi-
lOSOphy, and political economy. Under the heading of Greek
for the second term were Plato's Apology of Socrates, essays,
Grecian philoSOphy and literature. Natural science included
geology and zoology with the latter listed as an elective.

By the time the third term of the senior year was

reached, classical scholars were studying "moral science,"

21

evidences of Christianity, and the history of civilization
in Europe, and astronomy.

Students could avoid Latin and Greek by taking the
scientific course. During his first term, a freshman would
take algebra, history, and natural history. His second
term Would give him geometry, modern history, and geometri—
cal drawing. In his third term, he would complete his
geometry and take botany, history of the United States, and
rhetoric.

Modern language study started during the first term
of the SOphomore year with French and English. In English,
sophomores heard lectures on the English language. Their
third course was plane and spherical geometry.

With this geometrical background, sophomores started
the second term with surveying and descriptive geometry for
their mathematics and continued their study of French.
Their science course was chemistry.

Chemistry was completed during the third term.
This, also, was the term when they started reading French.
Conic sections and analytical geometry gave them their
mathematics for the term.

The three courses scientific students took during
the first term of their junior year were mathematics, dif-
ferential and integral calculus, German, and "shades,

shadows, and perspective" in art.46

 

46Ibid., p. 25.

22

The second term of the same year took them into
physics and German. The third term featured astronomy,
physics, history of civilization in Europe, and German.47

The study of literature finally came in the first
term of the senior year with English literature. The rest
of the study for the term consisted of logic, political
economy, and history of philosophy.

The philosophy scientific students received during
the second term of the senior year was listed as "mental
science." The rest of the course consisted of geology,
zoology, and mineralogy as natural science studies. During
the third term, however, their entire course consisted of
studies the college regarded as phllOSOphy. These were

"moral science,‘ evidences of Christianity, international

law, and Butler's analogy.48

nginning Normal and Pedagogy Courses

 

Six years after the Opening of the Wesleyan Seminary
at-Albion, the education of teachers by the State of Michi-
gar1 began in 1849 with the establishment of the Michigan
Starte:Normal College at Ypsilanti, just ten years after the
fOUINfling of the first state normal school in the United

Statues at Lexington, Massachusetts.49 However, before the
\

47Ibld.

481bid.

(L 49David M. Trout, ed., The Education of Teachers
staJISiDG: The Michigan Cooperative Teacher Education
‘hiyy 1943), p. 157.

23

State of Michigan established its own institutions for the
preparation of teachers, private and church—related aca~
demies and colleges were engaged in the business of teacher

education.50

Although the first catalogue of the Wesleyan Semi-
nary at Albion listed no courses for the normal department,
the following description of the normal department was
printed in the first catalogue of the institution:

VI I NORMAL DEPARTMENT
This department is devoted exclusively to
Ladies and Gentlemen, who wish to qualify themselves
to teach; and will be conducted by the double method
of Recitations and Lectures.51
No listing of a normal department was carried by any of the
institution's catalogues from 1845 to 1856. The 1857-8
catalogue of the Albion Female College and Wesleyan Seminary
contained the following statement concerning a "Teacher's
Department":
Teacher's Department
Gentlemen and ladies, who are preparing them-
selves for teaching, will receive, in the fall term,
in addition to the ordinary instruction in the reci-
tation room, special instruction in regard to the
theory and practice of this profession, and in all

subjects necessary for their thorough qualification
as teachers.5

 

5Olbld.

51Catalogue of 1843 & 44, Op. cit., p. 19.

52Sixteenth Annual Catalogue of the Officers and
§tudents of the Albion Female College & Wesleyan Seminary
23 Albion, Michigan, 1857-8 (Albion: L. W. Cole, Printer,
Weekly Mirror Press, 1858), p. 32.

 

 

24

An identical statement concerning the "Teacher's Department,"
was included in the seventeenth,53 eighteenth,54 nine-
55 . 56 . 57
teenth, twent1eth, and twenty-first catalOgues of the
institution. The twenty-second annual catalogue, 1863-64,
is missing from the college's collection of these catalogues.
There was no listing of a normal or teacher's department in
any of the institution's cataIOgues from 1864 to 1876.
Although these catalogues do not reveal a continuous prOgram
of teacher education as such, the following statement,
taken from the 1877-78 catalogue, indicates the possibility
of more of a program than the catalogues might indicate:
The State Board of Education by recent ac-
tion having greatly abridged the Academic Course of
the Normal School, we have arranged the above

Teachers' Course to supply a want which would be
otherwise sorely felt by those who are preparing

 

3Seventeenth Annual Catalogue of the Officers and

Students of the Albion Female College & Wesleyan Seminary
at Albion, Michigan, 1858-9iTAlbion: L. W. Cole, Printer,
Weekly Mirror Press, 1859), pp. 31-32.

54Eighteenth Annual Catalogue of the Officers and
Students of the Albion Female College & Weslayan Seminary
at Albion, Michigan, 1859-60 (Albion: L. W. Cole, Printer,
Weekly Mirror Press, 1860), pp. 31-32.

55Nineteenth Annual Catalogue of the Officers and
Students of the Albion College, Albion, Michigan, 1860-61
TAlbion: L. W. Cole, Printer, Weekly Mirror Press, 1861),
p. 31.

 

 

56Twentieth Annual Catalogue of the Officers and

Students of the Albion College, Albion, Michigan, 1861-62
(Detroit: Tribune Book & Job Printing House, 1862), p. 34.

57Twenty—first Annual Catalogue of the Officers and
§tudents of the Albion College, Albion, Michigan, 1862:1863
(Kalamazoo: Olney & Curtiss, 1863), p. 27.

 

 

 

25

themselves for the Teacher's Profession. Students

who desire, in addition to the above, to pursue the

Languages, either ancient or modern, can do so by

entering some of the classes in the College or

Preparatory Departments.58

The "above Teachers' Course" referred to in the

statement above included arithmetic, English grammar and
U.S. history during the first term of the first year;
physical geography, algebra, lst, and English analysis
during the second term of the first year; and advanced
English analysis, algebra, 2nd, and free-hand drawing during
the third term of the first year. Map drawing, algebra,
3rd, elementary astronomy, algebra, 4th, elementary physics,
English composition, general history, elementary rhetoric,
and plane geometry were the offerings during the second
year. The third, and final, year of the "Teachers' Aca-
demic Course" featured Grecian history, geometry, perspec-
tive, higher algebra, Roman history, physiology, rhetoric,

Jr., natural history, and botany.59

Although the establishment of a "Teachers' Course"60

was effected during the 1877—78 academic year, the courses
offered represented offerings from other departments rather
than courses from an education or normal department. At
this time, no courses were designated as normal, pedagogy,

or education courses; nor was any faculty member listed as

. . 61
an instructor or professor of educatlon.

g

58Catalogue of Albion College for 1877-78 (Albion:

Albion College, Printer & Binder, Frank F. Cole, 1878), p. 22.

59Ibid. 60Ibid. 61

 

Ibid.

 

26

Although a thorough examination of the Albion

College Faculty Meeting Reports for this period failed to
reveal any information pertinent to the "Teachers' Course,"
the following statements and information recorded in the
1878—79 college catalogue reflected the interest and atti-
tude of college officials concerning the importance of

Albion's offering instruction in this area:

TEACHERS' DEPARTMENT

Among the most useful of all departments of
human activity is the Teacher's profession. With
thoroughly trained and skillful teachers, we shall
have well organized and successfully conducted
schools. The young will become rapidly educated,
and the money expended will bring forth the largest
results. The State Normal School cannot meet all
the demands made for the preparation of teachers.
The appliances are not sufficiently extensive for
this end, and recently the institution has, in large
measure, turned aside from the work of giving aca-
demic instruction, substituting that which is purely
professional therefor. Hence the Colleges must
supply the needed instruction in Language, Mathe-
matics, Literature, History and Science. To meet
this want we have arranged two Teachers' Courses.
The following is the

 

 

 

 

 

 

TEACHERS' SHORTER ACADEMIC COURSE62
First Year Second Year Third Year

ggiArithmetic Map Drawing Grecian History
aanng. Grammar Algebra. 3rd Geometry

E"U.S. History E1. Astronomy El. Physics

EEPhys. Geography Algebra. 4th Higher Algebra
IgfijAlgebra. lst Trench. Study of Words Roman History

E"Eng. Analysis Eng. Composition Physiology

ggAd. English Analysis General History Rhetoric, Jr.
:33}Algebra. 2nd Elementary Rhetoric Natural History

E*Free-Hand Drawing Pl. Geometry Botany

62

Catalogue of Albion College for 1878-79 (Albion:

Albion College, 1879), P. 37.

27

TEACHERS' LONGER ACADEMIC COURSE

The longer Course will embrace the shorter
one, with the addition of nine terms of Latin, in-
cluding Latin Grammar, Latin Reader, Caesar, Cicero
and Virgil. This course requires four years for
the completion for those who enter without advanced
standing. At the completion of either course a
certificate will be given specifying which of the
Courses has been pursued and finished.63

Teachers in our Primary schools will be
greatly profited by taking such studies of either of
these Courses as they have not finished, and thus
prepare themselves for a higher grade of schools.

We do not this year make a separate list of students
preparing for the Teachers' profession, but their
names are printed in the other lists of the Cata-
logue.64

The course offerings for the Teachers' Shorter
Academic Course as well as for the Teachers' Longer Aca-

demic Course remained the same during the 1879-80,65 1880-

81,66 67

and 1881-82 academic years.
From 1882 to 1886, descriptions of the Teachers'
Courses were not included in the college catalogues. In

lieu of the course descriptions, the following statement

was used:

 

63Ibid.

64Ibid., p. 38.

65Catalogue of Albion College for 1879-80 (Albion:
Albion College, 1880), PP. 36-37.

66Catalogue of Albion College for 1880-81 (Albion:
Albion College, 1881), pp. 39-40.

67Catalogue of Albion College for 1881-82 (Albion:
Albion College, 1882), pp. 41-42.

 

28

TEACHERS ' DEPARTMENT .

Students who have reached the close of the
Sophomore year will receive a Teacher's Diploma,
if they desire it, which will certify to their
fitness to teach in any of the High Schools of
the State. Such persons will be much better pre-
pared to fill responsible positions in the pro-
fession than those who seek the ordinary Normal
training. The principal part of the drill work
and purely recitation work of the college is com-
pleted by the end of the SOphomore year.

In addition to the above statement, the 1884-85
catalogue contained the following statement:

A Teachers' Association has been formed in
the Institution, consisting of the Professors and
such students as are preparing for the teacher's
profession. Regular and frequent sessions are held
for the study of methods of instruction, organiza-
tion and management of schools, and other general
or practical questions of school work. To these
session all students have access without charge.69

The following entry from the Albion College Faculty
Minutes, 1878-1897 contains additional information regarding
the newly-formed Teachers' Association:

The faculty voted to organize a Teachers'
Association. Members of the faculty and all stu-
dents above the third year would be eligible for
membership by virtue of rank. The number of meet-
ings during each term be at least three. Purpose
of the Association was not discussed.

 

68Catalogue of Albion College for 1882-83 (Albion:
Albion College, 1883), p. 67.

69Catalogue of Albion College for 1884-85 (Albion:
Albion College, 1885), p. 78.

70Albion College Faculty Minutes, 1878-1897. Monday,
March 9, 1885, p. 157. (This notebook is stored in the
office of the head librarian, Albion College).

 

29

From 1843 to 1886, for the most part, the institu-
tion's program for teacher preparation did not vary signi-
ficantly from the general program available to all regu-
larly enrolled students. There was little special prepara-
tion of teachers with emphasis upon methodology and peda-
gogical principles. From 1886 to 1893, no mention was made
of a Teachers' Course, Teachers' Department, or Teachers'
Association in any of the college catalogues.

However, as the result of an act passed by the
Michigan State Legislature in 1893, Albion College developed
a normal course and featured the newly-developed normal
course in a prominent fashion in the 1893—94 college cata-
logue:

NORMAL COURSE.
State Teachers' Certificates.

The Legislature in the Spring of 1893 passed
an Act providing for the granting of State Teachers'
Certificates to students graduating from our
Michigan Colleges. The statute contains the fol-
lowing provisions:

(1) There must be a course of study cover-
ing 16-1/2 hours.

(2) Such course must be approved by the
State Board of Education.

(3) Certificates to be granted by the Board
of Education.

(4) To be granted only to those who in ad-
dition to the satisfactory completion of the
Normal work graduate from the College. Certifi-
cates will be given only to those who earn a degree.

(5) The certificate authorizes the graduate
to teach four years without examination; in other
words, the life of the certificate is four yours.[sic]

(6) But at the end of three years the certi-
ficate can be made perpetual upon satisfactory proof
of the holder's success in the Teachers' Profession.

30

The Act is regarded as inaugurating a wise
movement, and for many reasons:

(a) It connects more directly our higher
institutions of learning with one of the agencies
of our progressive civilization.

(b) It will enable many young peOple who
are ambitious to reach a high plane of scholarship
through the medium of the College, to obtain pro-
fessional training they would not otherwise have
the Opportunity to secure.

(c) It will raise the standard of scholar-
ship in the Teachers' Profession by turning more
College graduates toward the profession.

(d) It will result in better professional
preparation of college graduates for the teachers'
work and hence more practical efficiency.

Albion College is availing herself of the
provisions of this law, has arranged a Normal Course,
and will supply those who desire the opportunity to
get a State Certificate the means of entering the
profession under these favorable conditions. The
studies embraced in this course will be found in
the Tabulated Scheme of Work of the Junior and
Senior years as printed elsewhere, and also in out-
lines of college work.71

The studies in the Tabulated Scheme of Work of the
Junior and Senior years included Psychology, Methods in
English, Methods in PhysiolOgy, Geography, and Arithmetic,
School Laws and Systems, Michigan and other States, Ap-
plied Psychology, History of Education, School Systems of
France and Germany, Normal German, Normal Latin, Normal

72 An explanatory note

Greek, and School Organization.
states that courses in Normal Latin and Normal Greek were
Optional and not all courses listed were given each year.

The note further states that "Whatever shall be taught is

 

71The Yearbook of Albion College for 1893-94
(Albion: Albion College, 1894), pp. 54-55.

721bid., p. 61.

31

determined principally by the demand, though other circum-

stances enter into the case."73

The studies in outlines of college work included
Applied Psychology which was required in the normal course,
but was elective for a degree.74 As part of the course's

requirements, "All Normal students visit public schools to

"75

study methods of teaching. A stated prerequisite of

Normal Work was that "One third of a year must be devoted

to the study of Psychology before any student can take up

the Psychological work of this course."76

Other courses listed in the outlines of the college
work for the Normal Course included the following:

Testing of the principles and methods by
visits to several High Schools.

History of education, four hours-—taken up
after the student has had a full course in Psy-
chology. The course consists of the study of Edu—
cation theories Since the Renaissance with intro-
ductory survey of earlier theories. Quick's Educa-
tional Reformers is used as a text book with col-
lateral readings from the leading authors.

In addition to text book work members of
the class read and report on the principal educa-
tional classics, also the biographies of great
educators.

The French and German systems of education
are taught by lectures with the aid of the best
authors.

Methods in Physiology and Geography:

(1) Subjects are treated by tOpics.

(2) Committees appointed to formulate
methods of teaching.' Reports made, criticised.

73Ibid. 74Ibid., p. 78.

751bid. 76Ibid.

 

32

Portions of the lessons taught by different mem—
bers. Committees report on the work of other com-
mittees, the teacher finally criticising students'
reports and criticisms.

In Methods in English there is class drill
in Orthography and Orthoepy, elements of sentence
structure, logical classification of phrases and
clauses, paragraph structure, etc.

The fundamental principles and the philos—
Ophy of grammar both as a system and an instrument
to the ends of interpretation, of investigation,
and of criticism.

An effort is made to develop the imagination
through use of imaginative literature, and to de-
velOp the power of clear, correct thought and ex-
pression.

The school system of Michigan is carefully
studied and also the school systems of several of
the leading States of the Union.

Observation and nature work is intended to
fit the teacher to bring the pupil in touch with
nature as a great system of truth.

School laws of Michigan and many other States
are carefully studied and compared and methods of
school organization given in detail and discussed.

Attention given to methods of teaching as
based on PsycholOgy and experience.7

The 1893 Act which provided for the granting of
State Teachers' Certificates to students graduating from
Michigan colleges was designated as Act No. 136, Public
Acts and Joint and Concurrent Resolutions of the Legisla-

ture of the State of Michigan passed at the Regular Session

of 1893.78 Act No. 136 was approved May 27, 1893.79

‘

77Ibid., pp. 78-79.

78Public Acts, State of Michigan, 1893 (Lansing:
Robert Smith & Co., State Printers and Binders, 1893),
Pp. 223-224.

791bid., p. 224.

 

33

Although the establishment of a "Normal Course"80

was effected during the 1893-94 academic year, the courses
offered, at that time, represented offerings from other
departments rather than courses from an established normal
department.81 Apparently, this was not an unusual Situa-
tion during that period. Elsbree states that "the Committee
of Ten on Secondary School Studies in their deliberations
in 1894 gave attention to pedagogical training, placing em-
phasis, as in the past, on command of subject-matter.
'Methods of teaching' was subordinated to academic train-
ing."82
During the first semester of the 1893-94 school
year, an article printed in the November 11, 1893, edition
of the college student newspaper, Pleiad, described the
"Teacher's Normal Course"83 and stated that "The President
and committee on college courses have made quite extended
preparations for the Teacher's Normal Course which will be
84

begun next term." The article concluded by listing the

teaching assignments as follows:

 

80The Yearbook of Albion College for 1893-94, 9p.

cit., pp. 54-55.

81Ibid., pp. 78—79.

82Willard S. Elsbree, "Teacher Education in the
United States," The Education and Training of Teachers, The
Yearbook of Education, 1963, ed. by George Z. F. Bereday
and Joseph A. Lauwerys (New York: Harcourt, Brace & World,
Inc., 1963), p. 181.

83El§£3§ (Albion), November 11, 1893, p. 2.

84Ibid.

34

Prof. Smith Burnham will give a course of
two hours a week in the winter term and two hours
in the spring term in History of Education. Next
term Miss Bancroft will give a course of two hours
a week on--A Study of the English Schools. Mrs.
Lovejoy, a course of one hour a week on--A Study of
the German Schools. Prof. F. Lutz a course of one
hour a week on--A Study of the French Schools.
Prof. Goodrich a course of one hour a week on-—How
to teach the Greek Language. In the spring term
Prof. C. E. Barr will give a course on--Observation
and Nature work. This much has been outlined thus
far. No doubt very many will avail themselves of
the privileges of this course.

Not one of the assigned faculty members was listed
as an instructor or professor of pedagogy in the 1893-94
college yearbook.86 However, this Situation apparently
was not an unusual one during the 1890's. Elsbree makes
the following observation:

Educators at the turn of the century were
pointing out the desirability of combining instruc-
tion in methods with instruction in subject-matter
and emphasizing the need for integration of the
two.87

Albion College offered special courses of instruction

"designed with particular reference to the preparation of
"88

 

teachers . . . during a college-sponsored summer school
from July 9, 1894 to August 10, 1894.89

85Ibid.

86

The Yearbook of Albion College for 1893-94, gp.
cit., pp. 8-9.

87Elsbree, Op. cit., p. 183.

88Albion College Summer School, 1894 (Albion: Albion
College, 1894), p. 3.

89

 

Ibid., p. 1.

35

The 1894 summer school faculty members were listed

in the following manner:

FACULTY

DELOS FALL, M.S.,
Professor Chemistry, Albion College.

w. C. HULL, Ph.B., Pd.B.,
Superintendent Public Schools of Albion.

CHAS. E. BARR, A.M.,
Professor Astronomy and Biology, Albion College.

ROBERT s. AVANN, A.M., Ph.D.,
Professor Latin, Albion College.

SMITH BURNHAM, Ph.B.,
Instructor in History, Albion College.

CHAS. L. MCCLELLAN,
Instructor in Arithmetic and Principal Commercial
School, Albion College.
JENNIE A. WORTHINGTON,
Instructor in Piano and Harmony, Albion College.
Instructor in Music, Public Schools of Albion.

LENA B. FORD,
Primary Work, Albion Public Schools.

MRS. EVA B. STEEL,
Instructor Shorthand and Typewriting, Albion College.

EMILE DURFEE, O
Albion College.

A number of the special courses offered during the
summer school session of 1894 were of a pedagogical nature
as the following course descriptions indicate:

BOTANY--Professor Barr.

A course in Botany will be offered of such
nature at to suggest approved methods to teachers.
The more technical points in the science will be

901bid., p. 3.

36

lightly touched on, while the more comprehensive
and more significant facts in plant structure and
plant growth will be made of Special prominence.
These facts, according to the experience of the
instructor in charge, may be made of absorbing
interest to pupils of all ages and from the lowest
grades to the highest. It will be taught by a
method such as will enable those that take the
course to introduce it into any grade of the
public school work.91

HISTORY OF EDUCATION--Mr. Burnham.

In this course the aim will be to trace
the develOpment of educational theories Since the
Renaissance. Quick's Educational Reformers will
be used as a text, supplemented by lectures and
readings. Attention will be given to the reading
of educational c1assics.92

 

BOOK—KEEPING--Mr. McClellan.

A course of instruction in Book-keeping
especially adapted to teaching it in the public
schools has been arranged for those who may desire
to secure a better knowledge of it for that purpose.
Book-keeping is included in the curriculum of
many public schools in Michigan, and the public
school teacher is generally eXpected to be able
to teach it. The course planned for our Summer
School will prepare one to teach it satisfac-
torily in the public schools. Work will be ar-
ranged to accommodate anyone who may desire in-
formation in Book-keeping, either elementary or
advanced.93

FREEHAND DRAWING--Mr. McClellan.

The course in Freehand Drawing will be
designed to accommodate all who desire to better
fit themselves to teach it in the public schools,
especially in the lower grades. The work will
not only be of Special advantage to teachers but
anyone taking it will be benefited.94

 

911bid., pp. 8-9. 921bid., p. 10.

93Ibid. 94Ibid.

37

PSYCHOLOGY APPLIED TO TEACHING--Superintendent Hull.

A course in advanced work for teachers of
experience and those who have a knowledge of the
elements of mental science from study or observa—
tion. Discussions of empirical psychology afforded
by school work. Text book--McLellan'S Applied
Psychology.95

MUSIC.

The work of the Music Department is designed
especially to assist those teachers who are not
musicians, but yet are obliged to teach music in
the public schools; and also to give others who
have already made some study of the subject an op-
portunity to review and do more advanced work.

CHORUS WORK--Miss Worthington.

The Chorus work will be a practical expo-
sition of the best methods of conducting large
Classes of pupils. Tempos, quality of tone, at-
tack, and other elements which enter into chorus
work will be considered. A high grade of music
will be used, and it is hOped to make this one
of the most enjoyable features of the Summer
School. The fee will be $1.00 for the term.

HARMONY--Miss Worthington.

This subject will be taught from the prac-
tical as well as theoretical standpoint. The work
will be eSpecially helpful to public school teach-
ers. The study will include intervals, triads,
fourfold chords, their definitions, analysis and
treatment. The intervals will be sung, introduced
into exercises and recognized by ear. The same
with triads and seventh cords.[sic]

PIANO AND VOICE-~Miss Worthington

The lessons in these branches will be pri-
vate and arrangements can be made for as many les-
sons as desired. The latest and most approved
methods will be used. This will be an excellent
Opportunity for teachers to do some work along
these lines while attending the Summer School.
Special rates will be made upon consultation.96

 

951bid., p. 8. 96Ibid., p. 13.

38

In addition to the special courses for teachers
listed above, the 1894 summer school brochure listed the
following course:

REVIEW COURSE .
There is nowhere a more practicable course
offered for progressive teachers, and there could

not be a more favorable Opportunity for students
to remove conditions or make up a few hours' work.

Superintendent Hull-- Mr. Burnham--
Theory and Art of U. S. History,
Teaching Civil Government.

Grammar and Reading.
Mr. McClellan--

Professor Barr-- Arithmetic,
PhysiOIOgy, Penm'ship and Orthog'phy.
Geography.
Miss Ford-—
Miss Worthington-- Kindergarten and
Public School Music. Primary Work.

The Kindergarten and Primary Classes will
be organized to exemplify the theory of the natural
method in education as given in the lectures by the
various instructors. The teachers will also be
taught the handling of the Froebel gifts. The in—
structor is a very superior Primary and Kindergarten
teacher, and the Spirit and technique of her work
will be extremely helpful to all who enter these
Classes.97

Other courses offered during the 1894 summer school
session included: algebra, Chemistry, English and American

literature, geometry, German, general history, Greek,

Latin, physics, and United States history.98

Another section of the summer school brochure con-
tained information on 1894 rates of tuition, board, and

lodging:

97 98

Ibid., p. 4. Ibid., pp. 7-10, l3—15.

39

RATES OF TUITION

 

There will be a charge of $8.00 for the
term (or $2.00 per week for less time), for work
in the Review Course. This admits the student to
any of the classes in which he desires to take
work in this course.

 

In the Special Courses, classes will be
formed in the various studies offered, providing
there are five or more persons to take work in
the same study. Tuition, $4.00 per term, for
each study, except where otherwise specified.

 

If a person desires to Spend most of his
time in special courses, taking only one study in
the review course, a reduction will be made in the
regular charge for the Review Course.

BOARD AND LODGING.

Good board can be obtained in club or pri-
vate families for $2.25 to $2.50 per week.

Pleasartlv located and nicely furnished
rooms with private families may be had for 50¢
to 75¢ per week, each, (two persons to occupy one
room at these rates.)

On arrival in Albion come at once to the
Secretary's office in the South Building of Albion
College, where dues may be paid, and any desired
information regarding rooms, board, etc., will be
given.

To secure rooms in advance or for any infor-
mation relative to the work of the school that is
not contained in this Circular, address as below,
and the same will be cheerfully given.

w. C. Hull, Albion, Mich.99
The college catalogues indicated no Change in the
normal course from 1894-1899. However, the following addi—

tional statement of explanation was carried in the 1895-

1896 college yearbook:

‘

99Ibid., p. 16.

40

While only 16 1/2 hours are designated as
Normal work, this follows, and must depend upon,
studies which are vital to the scholarship of the
teacher. These Normal branches relate mostly to
methods of teaching and only in a subordinate de-
gree to subjects or principles taught. Applied
PsycholOgy is Normal, but not less than five hours
of General Psychology, which is not Normal, must
have been thoroughly studied. The two hours of
English relate to the method of teaching the English
language, but this is preceded by nearly Sixty hours
of English, most of which the candidate for a Teach—
er's Certificate must have mastered. Indeed the
great body of required study is entirely outside of
these 16 1/2 hours, some of which are taught in all
Normal schools, but are usually not pursued to as
great an extent as in our best colleges. We aim,
as far as time will permit, at perfection in scholar-
ship and in methods of teaching.100

Although a "Teachers' Course" was established during
the 1877-78 academic year101 and a "Normal Course" became
a part of the college curriculum during the 1893-94 aca—
demic year,102 it was not until the academic year of 1899-
1900 that a member of the Albion College faculty was desig-
nated as a "Professor of Pedagogy." During the first
semester of the 1899-1900 school year, a news item in the
Pleiad contained the following account:

PROFESSOR W. H. BLOUNT.
Professor Blount, who has been elected to
the Chair of pedagOgy is a native of Irvington,

Ind. He received his early education in the public
schools of that place. At the age of fourteen he

 

looThe Yearbook of Albion College for 1895-1896
(Albion: Albion College, 1896), p. 49.

101
p. 22.

102The Yearbook of Albion College for 1893-94, 9p.
cit., pp. 54-55.

Catalogue of Albion College for 1877-78, 9p. cit.,

41

entered Butler college, the department of liberal
arts of Indianapolis University. He completed the
seven year course in five and took his degree in
1897, as valedictorian of his class. The follow-
ing year he took the degree of A.M., pursuing the
subject of pedagogy. Last year was Spent in pro-
fessional Study.

Professor Blount is literesgCC in CailCtice.
For two years he was pres1dcnt of Cne Adv;sory
Board of Athletic Control at Butler. He plaged as
end on the 'varsity at various times. Last Satur—
day he received an offer from his alma mater of the
position of physical director. Of course he re-
fused. He is in sympathy with the work on the
gridiron. 103

Without any statement of an explanatory nature,
the "Normal Course” became the "Department of Pedagogy"
during the 1899-1900 school year. The 1899-1900 college
yearbook contained the following listing of faculty mem-
bers and course desch ions of the new deg Jartment' S
offerings:

DEPARTMENT OF PEDAGOGY.
W. M. BLOUNT, A.M., Professor of PedagOgy.
DELOS FALL, SC.D., Methods in Science.
CHAS. E. BARR, A.M., Nature Study.
The course in this department has been ap-
roved by t;-e State Board of Education, and stu-

e.ts corpl etlng it are entitled to the College
e
C

.11

cram/.1

LCLD
_:_- 1
01. .LO

\

'ote Certlrlc ate provided for by the

3:, F7 C rU
rim
L;)(f1

r!

n

KL)

HiStory of Pedagogy. Fall term. Four
hours. Readirg of the educational Classics and
study of the aCtual conditions from ancient to
modern times. n.5nesis is laid upon the develOp—
ment of the educational ideal, and the contribu-
tions and influence or various periods, countries
and men are discu sed. T.e course cor SiSts of
lectures and reports, and as text-books, Laurie,

 

(W

Pleiad (Albion), September 27, 1099, p. 13.

42

Painter and Compayre are used. In addition a
critical discussion, necessitating at least thirty
hours of research work, is required of each student.

Applied Psychology. Fall term. Four hours.
An attempt to evolve important educational princi-
ples from the study of Psychology. The Special prob-
lems will be the excitement and maintenance of in-
terest, and the adaptation of subject matter to
mind, etc. The course consists of lectures and
reports, and as text-books, McClellan and Roark are
used. An original paper upon tOpics to be assigned
will be required of each student in the class.

Comparison of American and Foreign School
Systems. Two hours. Winter term. The comparative
feature is emphasized in this work. No attempt is
made to treat the countries studied in an absolute
way, but continual effort is used to draw such com-
parisons that the weak points in our domestic sys—
tem may be made apparent, and that possible reme-
dies may be discovered. The systems of Germany,
France and England offer the best fields and occupy
the major portion of the work, but by means of re-
ports the student is familiarized with the systems
of all the important countries of the world. No
one text-book is used, but constant reference is
made to the Library. Lectures and reports.

School Management. Two hours. Winter term.
This course will include a hasty survey of School
Law, but will be mainly concerned with the care of
the school room. Special attention will be given
to those preparing to be superintendents. Lectures
will be based upon White and Tomkins.

Special Methods, in branches to be decided
upon. Four hours Winter term, two hours Spring
term. This work includes the Objective, Subjective
and Pedagogical Methods in each subject, a discus—
sion of devices and a teacher's review. The work
is made thoroughly practical by practice work and
observation in the city Schools.

Child Psychology. A treatment of Child
Development, laying particular emphasis upon the
period of adolescence and its bearing upon educa-
tion. Tracy's Psychology of Childhood will be
used in the earlier part of the work, which will
be continued by lectures. Some periodical upon
the subject will be subscribed for, and an effort
will be made to give a scientific and thorough

43

knowledge of this phase of Psychology, which is so
essential for intelligent management of the
youth.

Nature Study. One hour. Spring term. A
brief course in methods and principles. 04

Professor Blount's tenure as Professor of Pedagogy
was Short-lived; he was not listed among Albion College
faculty members for the 1900-1901 academic year. It
appears that Professor Blount has the distinction of
having been not only the first, but also, the only Pro-
fessor of PedagOgy at Albion College. An examination of
the college catalogues and yearbooks from 1843 to 1970
reveals the fact that no other staff member was appointed
to the faculty as a professor of pedagogy.

From 1900 to 1904, the college yearbooks carried
course descriptions identical to the Department of Pedagogy
course descriptions given in the 1899-1900 yearbook. How-
ever, no staff members were listed for the department and
the faculty did not include a professor of pedagogy. The
various pedagogy or normal courses were offered in con-
nection with work in the various departments of the college
as they had been since the establishment of the Teachers'

Course in 1877.105

 

lO4The Yearbook of Albion College for 1899-1900
(Albion: Albion College, 1900), pp. 57-58.

105
p. 22.

Catalogue of Albion College for 1877-78, Op. cit.,

44

From June 17th to July 15th, 1904, Albion College

conducted a summer school.l06 In addition to English,

French, German, Greek, Latin, history, economics, chemistry,
physics, mathematics, and astronomy, the summer school's

. . . 107
courses of instruction included several normal courses.

Ernest Burnham, A.M., was the "Instructor in Normal Work."108
From 1904 to 1919, the various normal courses were
offered in connection with work in the different depart-
ments of the college. The following statement from the
1909-10 college yearbook was repeated in successive year-
books from 1910-1919:
The various Normal Courses are offered in
connection with work in the different departments
of the institution. Applied Psycology [Sic], His-
tory of Education and School Law are required of
all candidates for the Teacher's College Certifi-
cate. The remainder of the work candidates Should
elect, as far as possible, from the departments in
which they expect to teach.109
During the period from 1909 to 1919, students were
informed that normal course work was restricted to juniors
and seniors.110 Also, students were advised to adjust
their college work so that the normal courses could be dis-
tributed over the last two years of their undergraduate

work.lll

 

106A1bion College Summer School--l904 (Albion: Albion
College, 1904), p. 2.

107Ibid., pp. 2-5. 108Ibid., p. l.

109Yearbook of Albion College for 1909—1910 (Albion:
Albion College, 1910), p. 52.

110Ibid., p. 5l. lllIbid.

 

45

Offering normal course work in connection with
work in the different departments of the college during
the junior and senior years appears to have been the prac-
tice of the period as Elsbree notes that "Educators at the

turn of the century were pointing out the desirability of

combining instruction in methods with instruction in $3”?
subject-matter and emphasizing the need for integration j 1
of the two. It was urged that while a student was learn-

ing his mathematics he Should also be learning how to i ’1
teach it to others."112 Also, among the joint recommenda— LJJ

 

tions of the Committee of Seventeen of the Department of

Secondary Education of the National Education Association

in 1907 was a prOposal calling "for not less than fifteen

semester hours of time to be devoted to professional sub-

jects distributed through the last two years of the college
"113

course.

Although departmental requirements varied somewhat,
the following course descriptions are representative of
normal course offerings during the period from 1910 to 1919
at Albion College:

NORMAL WORK IN GERMAN.
In order that every prospective teacher of
German may have the opportunity to train profes-
sionally before going out into the active work of

teaching, it has been decided to add this feature
to the German Department.

 

112Elsbree, Op. cit., p. 183.

113ibid., p. 182.

46

Every student, desiring to avail himself of
this Opportunity, is expected to take regular work
in German while engaged in the Normal work. The
Normal Course is intended to cover the Junior and
Senior years of the college course.

First Year.

First and second semesters. Methods in Ger-
man. Credit three hours.

Second Semester.--History of Modern Language
Teaching. Elements of Phonetics. Analytical-
inductive method of teaching German Grammar. What
and how to select for a reading course in German.
Credit two hours.

During the entire year the student iS re-
quired to attend beginning language classes as ob-
server.

Second year.

First and second semesters. Methods in
German. The student is expected to attend the be-
ginning class in German, assist in looking over
and correcting written work as well as work on the
black-board for the purpose of personal prepara-
tion and teach a claSS of pupils of high school
strength in the afternoon in the presence of the
instructor. Discussion and criticism once a week.
Credit two hours.114

CHEMISTRY

Course XV.--Norma1 Chemistry. Two hours
each semester.

Students expecting to teach chemistry will
be given work in practice teaching, chemical manip-
ulation and the care and management of a labora-

tory.115
BIOLOGY
Course III.--Laboratory Methods and Micro-
SCOpical Technique. Second semester, three hours.

Three double hours in the laboratory, with lectures

 

114Yearbook of Albion College for 1910—1911 (Albion:
Albion College, 1911), p. 27.

115Yearbook of Albion College for 1915-1916 (Albion:
Albion College, 1916), p. 48.

 

 

 

 

47

or quizzes each week. This course is especially de-
signed for those who expect to teach the natural
sciences and to use the microsc0pe in critical in-
vestigation. It applies on the Normal Course. It
includes methods of killing, fixing and preserving,
section cutting and mounting; the microscope and
microsc0pica1 methods; the theory of micrOSCOpic
vision; testing and proper use of instruments, with
repair of same; field work; fauna and flora; general
care of a laboratory. Those taking this as a nor-
mal course will be expected to give a certain

amount of time to work with classes in the labora-
tories.ll6

AS recorded in the above normal course descriptions,
provisions were included for students expecting to teach to
participate in practice teaching in the various classes
and laboratories. It is interesting to note that "Oppor-
tunity for observation and practice teaching with secondary
pupils be given" was one of the joint recommendations of
the Committee of Seventeen in 1907.117

AS early aS 1893, normal course students at Albion
College were provided with Opportunities to "visit public

"118

schools to study methods of teaching. The Department

of Pedagogy's "Special Methods" course, in 1899, featured

"practice work and observation in the city schools."119

 

116Ibid., p. 49.

ll7"Joint Recommendations of the Committee of Seven
teen on the Professional Preparation of High School Teach
erS," Addresses and Proceedings (National Education Asso-
ciation, 1907), p. 537.

ll8The Yearbook of Albion College for 1893-94, 92.
cit., p. 78.

119The Yearbook of Albion College for 1899-1900, pp.

cit., p. 58.

 

 

 

48

However, it was not until 1919 that a course of "Appren-

ticeship Teaching" was introduced and established in the

college's newly—develOped Department of Education.120

This course was made possible through the cooperation of
the Albion (Michigan) High School. The student teacher was
expected to assist a regular high school teacher in the

classroom. Also, the student teacher was provided with an

"121

Opportunity "for some regular teaching. At this time,

opportunities for "Apprenticeship Teaching" were reserved

for those Albion College students who were preparing to

teach at the high school level.122

It was in 1919 that the Pleiad carried the follow-
ing announcement:

A new department has been created in Albion
College-—the Department of Education, of which Dr.
E. L. Kuhnes is the head. Mr. Kuhnes was a graduate
of Upper Iowa University in 1906. He received his
doctors degree from the New York University School
of Pedagogy in 1914. Dr. Kuhnes has had a wide ex-
perience in the educational field, in the public
schools, as a County Teacher's Institute conductor
and as a college professor. The new department
promises to be a pOpular one.123

Although Dr. Emery L. Kuhnes was identified in the

above Pleiad article as "head" of the new Department of

 

120The Yearbook of Albion College for 1919-1920

(Albion: Albion College, 1920), p. 67.
121

 

Ibid.

122Ibid.

123Pleiad (Albion), October 8, 1919, p. 1.

49

Education, officially, he was listed as "Professor of
Education" in the 1919-1920 college yearbook.124

Under the heading of "Education and PsycholOgy,"
education courses were listed and described in the follow-

ing manner in the 1919-1920 college yearbook:

EDUCATION AND PSYCHOLOGY

 

Course I.--Outlines of Psychology. First
semester, four hours. Not Open to Freshmen. An
introduction to the systematic study of psycholOgy,
its structural and functional organization and its
Significance as a physical basis for a study of
the more important facts of normal mental life--
attention, perception, memory, reasoning, emotion,
volition, etc. Tuesdays, Wednesdays, Thursdays and
Fridays at 7:50 and 1:15.

Course I-A.--Laboratory Psychology. Second
semester, four hours. Open to Juniors and Seniors
or SOphomoreS who have completed Course I. This
course includes individual and class experiments;
the tabulation and analysis of psychological data;
the keeping of a note book and the writing of a
term paper in which Shall be set forth an histori-
cal Sketch, the procedure, results and conclusions
regarding some psychological problem investigated
experimentally. Tuesdays, Wednesdays, Thursdays
and Fridays at 7:50.

Course II.--History of Secondary Education.
Second semester, four hours. Open to Sophomores.
A brief survey of secondary education iS made, be-
ginning with the Renaissance, as an introduction to
a study of the develOpment of the American high
school. The American system iS compared with the
systems of England, France and Germany. Text:
Brown, The Making of Our Middle Schools. Mondays,
Tuesdays, Wednesdays and Thursdays at 1:15.

Course III.——Methods of Teaching in High
School. First semester, four hours. Open to
Juniors and Seniors. This is a general methods
course and supplements the normal courses dealing

 

124The Yearbook of Albion College for 1919—1920,
00. Cito, p0 9°

50

with the teaching of Special subjects in the high
school. This course deals with the problems of
classroom teaching. The following topics are
treated: selection and arrangement of subject-
matter, economy in classroom management, teaching
foreign languages, training in expression, in en-
joyment and in reflective thinking, individual
differences, supervised study, the use of books,
laboratory methods, questioning, measuring the
results of teaching. Mondays, Tuesdays, Wednesdays
and Thursdays at 2:10.

Course IV.--Psychology of the High School
subjects. Second semester, four hours. Open to
Juniors and Seniors. Prerequisite Course I. A
review of the literature on adolescence. Special
discussion of the mental processes involved in
algebra, geometry and manual training. Mondays,
Tuesdays, Wednesdays and Thursdays at 2:10.

Course V.--Science of Education. First
semester, four hours. Open to Juniors and Seniors
A course dealing with general educational problems
and scientific methods of solving these problems.
Reports on observations in schools required of
each member of the class. Text: Judd, Introduc-
tion to the Sceintific [Sic] Study of Education.
Tuesdays, Wednesdays, Thursdays and Fridays at 8:45.

Course VI.--Principles of Education.
Second semester, three hours. Open to Juniors
and Seniors. Educational problems will be dis-
cussed from the standpoint of biology, psychology,
sociology: ethics and of the physiology of the
nervous system, including the following general
tOpics: brain localization and its bearing on the
educational problems, manual training and physical
education; order of maturiay [Sic] of the nervous
system and its educational bearing, physical growth
and its periodicity, perception, apperception, and
sense training; ear-mindedness eye-mindedness and
motor-mindedness; habit, play, educational ideals,
the evolution of morality in the race and in the
individual, principles of moral education, reli-
gious education, the reorganization of education,
dominant ideas in current educational thought, etc.
Tuesdays, Wednesdays and Thursdays at 8:45.

*Course VII.--Second Administration and
Supervision. Second semester, four hours. Open
to Juniors and Seniors. This course deals pri-

marily and in a practical way with problems of

51

administration and supervision. The following
general tOpiCS will be discussed: the organiza—
tion of the elementary school, the junior high
school, vocational schools and vocational guidance,
the problem of Americanization, principles deter-
mining the course of study, how to make a course
flexible, methods of supervision of instruction,
how to inSpire a corps of teachers, how to intro-
duce new methods without antogonizing [Sic], how
to judge teaching, value of tests. Mondays, Tues-
days, Wednesdays and Thursdays at 2:10.

*Course VIII.——Educational Measurements.
Second semester, four hours. Open to Juniors and
Seniors. A study of the standard test movement in
education, a brief historical perspective, prin-
ciples underlying the demand for standards, an
organization of the principal tests designed to
measure the outcomes of Specific studies in ele—
mentary and secondary curriculums, a critical dis—
cussion of the validity of tests, the use of stan-
dard tests to the administrator and to the teacher.
Mondays, Tuesdays, Wednesdays and Thursdays at 2:10.

Course IX.—-Observation and Practice in
Mathematics. Two hours per week throughout the
year. Hours to be arranged.

Course X.--Apprenticeship Teaching. Through
the cooperation of the Albion High School this
course has been made possible. The work consists
in assisting daily one of the regular high school
teachers in the regular classroom. The duties of
an apprentice Shall be to keep records, criticize
written work, prepare blackboard work, conduct
written lessons, coach backward pupils, and do any-
thing that belongs to classroom management. An
Opportunity will be given for some regular teaching.
Open to Seniors. Hours to be arranged.

*Not given in 1920-1921.
With the exception of the course listed above as
"Course IX--Observation and Practice in Mathematics," the
departmental course offerings remained the same during the

1920-1921 school year.l26

 

125Ibid., pp. 65-67.

126Albion College Year Book 1920—1921 (Albion: Albion
College, 1921), pp. 59—61.

 

52

Three additional course offerings were made avail-
able to education and psychology students during the 1921-
1922 school year. The following courses were listed in
addition to the courses offered by the department during
the 1920-1921 school year:
3. ADVANCED PSYCHOLOGY.

Second semester, three hours. A continua-
tion of course I with Special references to the
more complex mental states. The time will be about
equally divided between the study of the emotions,
volitions, and rational thought. Mondays, Wed-
nesdays, Fridays at 1:15.127

4. EDUCATIONAL PSYCHOLOGY.

Two hours, first semester. The aspects of
psychology that possess educational Significance
will be treated. Emphasis on instinctive tenden-
cies, the learning process, and individual differ-
ences. Lectures, assigned readings, reports, and
discussions.

Open to Juniors and Seniors. Tuesdays and
Thursdays at 10:15.128

12. MENTAL MEASUREMENTS.

Second semester, two hours. A study of the
standard mental tests, including a historical per-
spective. Practice in giving the tests, and sta-
tistical treatment, and interpretation of psycho-
logical data.

Open to Juniors and Seniors. Tuesdays and
Thursdays at 10:15.J-29

The departmental course offerings remained the same
for the 1922-1923 school year with the exception of an ad-

ditional course in individual mental testing which was

described in the following manner:

 

127Catalogue of Albion College for 1921-1922 (Albion:
Albion College, 1922), p. 50.

128

 

129

Ibid., pp. 50—51. Ibid., p. 52.

53

14. INDIVIDUAL MENTAL TESTING.

Two hours, second semester. This course
aims to familiarize the student with the technique
of the Stanford-Binet test. Opportunity for prac—
tice in testing children will be provided and at-
tention given to the use of these tests in connec-
tion with the problems of grading and promoting.

Open to Juniors and Seniors. Tuesdays
and Thursdays at 10:15.130

Although the departmental course offerings in-
creased in number and scope under the guidance of Pro-
fessor Kuhnes, there was no indication of an appreciable
reduction in normal methods courses in the various other
departments of the college. During the 1922-1923 school
year, the following departments offered departmental
courses in teaching methods: biology, English, history,
home economics, Latin, mathematics, modern languages,

. . . 131
phySics, and public Speaking.

Professor Kuhnes remained at Albion College for a
period of four years, 1919-1923. His successor was Pro-
fessor Thomas Milton Carter who joined the Albion faculty
in September of 1923. The following announcement of
Professor Carter's appointment was noted in the Pleiad.

Ten new faculty members including two heads
of departments, seven instructors and the new
business secretary of the college have started
their work at Ablion College.

To fill the place left vacant by the resig-
nation of Prof. Emery L. Kuhnes as head of the

department of Education and Psychology, Prof.
Thomas M. Carter comes to Albion with the degree

 

130Catalogue of Albion College for 1922-1923

(Albion: Albion College, 1923), p. 59.
131

 

Ibid., p. 58.

 

54

of Doctor of Philosophy which he recently received
from the University of Chicago. Previous to this
Professor Carter had studied at Illinois Wesleyan
University where he received his degree of Bachelor
of Arts. At Northwestern University he was given
his Master of Arts degree, as well as having re-
ceived the degree of Doctor of Divinity from Garrett
Biblical Institute.

In recognition of his ability in the depart-
ment of Education at the University of Chicago,
Professor Carter was provided with an office where
he has been carrying on research work. He has had
experience aS a Chautauqua lecturer and several
years as the pastor of churches in Chicago and
other parts of the state of Illinois. For one year
of the World War he was an army chaplain.

A native of Kentucky, Professor Carter
Spent his early years in the southern state where
he received his primary education. With Professor
Carter is Mrs. Carter, the daughter of a prominent
Illinois Methodist layman who was a member of the
last General Conference.1

Noting the Albion arrival of Thomas Milton Carter
marks the conclusion of this chapter. It has been the
purpose of this chapter to trace the early history of
Albion College and the early development of the college's

department of education.

 

132Pleiad (Albion), September 27, 1923, p. l.

CHAPTER II

DR. THOMAS MILTON CARTER, CHAIRMAN OF THE
EDUCATION DEPARTMENT, ALBION COLLEGE,

1923 TO 1962

The history of the education department of Albion
College is inextricably linked with the life of the man who
guided its destiny for a period of thirty-nine years,
Thomas Milton Carter. Presently in his eighty-second
year, Dr. Thomas Milton Carter, Professor Emeritus, in
residence, of Education and Psychology, served as chairman
of the Education and Psychology Department of Albion Col-
lege from 1923 to 1962.

The son of a Kentucky Sharecropper, Tom Carter was
a school dropout at the age of twelve. Returning to school
when he was nineteen, Carter finished his academy work in
1910. He received his A.B. degree from Illinois Wesleyan
College in 1914; completed the degree requirements for the
S.T.B. at the Garrett School of Theology in 1917; received
his M.A. degree from Northwestern University in 1921; and
completed requirements for his fourth earned degree, a
Ph.D., at the University of Chicago in 1923.

Carter has experienced a colorful life of varied

experiences. He has played a variety of roles. Son of a

55

“1‘

3'— TI“ 1.“— '-: a. n

y _ __

56

SharecrOpper, he has been a hired farm hand, a school drop-
out, a penniless college student working his way through
school, a house-to-house book salesman, a Shoe salesman, a
small—town Methodist minister, a Chautauqua lecturer,
assistant to the president of Hamline University, an army
chaplain in an active and reserve military career that em-
braced thirty years and two world wars, full professor of
education and psychology, author of fifty-four published
professional articles reflecting his varied interests and
knowledge, and chairman of Albion College's department of
education and psychology for a period of thirty-nine years.

Carter is listed in Who's Who in America, American Men of

 

 

Science, Who's Who in American Education, and in The

 

 

Michigan Schoolmasters' Club. In addition to being active

 

in various professional organizations, he has given freely
of his time and talents to various church, civic, and
fraternal organizations of his adopted hometown of Albion,
Michigan.

It is the purpose of this chapter to trace the life
of Thomas Milton Carter from birth to age thirty-five at
which time he joined the Albion College faculty as a full
professor of education and psychology and chairman of the
education and psychology department. The contents of this
chapter stem principally from information provided by
Carter during personal interviews. Many hours were spent

with him during which periods of time, he discussed his

 

57

life in great detail and answered questions. Graciously,

he gave freely of his time and personal information.

Early Years

 

Thomas Milton Carter was born February 29, 1888,
near Chaplin, Kentucky. There is some question in his
mind as to the exact location of his birthplace. His
father, Ambrose, stated that Tom was born near a little
place called Maud which is located in Nelson County, not
far from the county seat, Bardstown. Tom's aunt, Kate
Cooksey, his father's oldest Sister, claimed to the day
of her death that Tom was born in Washington County in a
log house on the Burns' Bend of the Chaplin River. Al-
though the exact location of his birthplace is unknown,
Carter has assumed that his father was right. Tom was
the third son of Ambrose and Susan (Burns) Carter. Their
first son, Joseph, died in infancy.

When Tom and Hudia, his oldest brother, were quite
young, their parents sold the small amount of land which
they owned on the Chaplin River and moved to Illinois
where Ambrose Carter planned to rent land and cultivate
it. Ambrose soon discovered that he lacked sufficient
funds to purchase the necessary livestock and equipment to
stock and run a farm that could produce a living for his
family and him. The only alternative available to him was

to accept the offer of employment as a hired hand by a

58

farmer who owned farm land near Dalton, Illinois. Tom's

brother, James, was born while the Ambrose Carter family
resided in Illinois.

Returning to Kentucky, Shortly after James' birth,
the Carter family resided in a log house on the John

Burns' farm located on the Burns' Bend of the Chaplin

River in Washington County. Ambrose worked for John

Burns as a hired hand. During this period, Ambrose was

able to rent some land upon which he could plant tobacco.

Although he and his sons worked hard, Ambrose was unable

to achieve any degree of success in his farming.

Early Years of Schooling

The first schools Tom attended were the Prather and

13urns Schools in Washington County, Kentucky. The Burns

Ehchool supplanted the Prather School because a new build-
ilig was needed and the Burns School location was a more
<3€3ntral one for the school-age members of the community.
7T<)nfls recollections of his Washington County school days
51133 limited; he felt intimidated by the teasing attitude
C)f: his teacher; and, as the result of being knocked down

(311 the hard playground, he was unconscious for some time.

ThEit night, he was delirious. He did not go to school the

heXt day and was not completely oriented as to time and

pl-<‘3tce of previous events for a period of several days.

F11

 

59

The school district of Chaplin, Kentucky, served
all the children in Chaplin and surrounding area within a
five-mile radius. If all the eligible children had shown
up on any one day, they would have more than filled the
one-room school. The school was always adequate in Size,
however, because many parents elected not to send their
children to School. Chaplin School teachers were hired
"to make the kids behave." Each teacher who accepted this
mandate set about to accomplish it with vigor. Carter
recalls that when he first attended the Chaplin School he
had hoped to find a teacher superior to the one he had
encountered during his Washington County schooling. For
several years, after Tom began to attend Chaplin School,
no teacher completed a full year of teaching in Chaplin.
‘Viewing those first years at the Chaplin School, Carter
Esays, "If Father had said we boys could not attend school
étny longer, but instead would have to stay home and work,
‘MNE would have received his statement with pleasure rather
'tllan disappointment." The school Situation was chaotic
arIdstudent behavior became worse rather than better.
More regrettable than the students' behavior was
tliea attitude of many parents. Parents were amused at the
ability of the pupils to outwit the teacher and proud of
tJAGEir sons who were able to endure severe punishment with—
(Dtlt: a tear or whimper. Their attitudes demonstrated a

1‘342k of respect for law and order. Similar attitudes were

60

reflected in the fierce fighting which took place in the
Chaplin School. Teachers were unable to cope with the
Situation. A pupil, no matter how badly beaten, would not
reveal his assailant. Instead, he would organize a group
to retaliate in kind. School morale was low because the
parents and other citizens projected a negative attitude
toward education. The school authorities provided the
teacher with very few materials and these were of extremely
poor quality.

This was the Situation in Chaplin, Kentucky, on a
fall day when Miss Nan Huston became the new teacher of
Chaplin School. She was young, attractive, and had a
winsome voice and manner. Although she radiated poise and
self-control, no one expected her to remain at the Chaplin
School very long. She opened school the first day with a
prayer. The pupils had been prayed for and at before but
not the way Miss Huston prayed. She asked them to join
her in thought while She talked to God about her desire to
help them. Recalling this experience, Carter says, "Her
prayers seemed different. She appeared to be really pray-
ing, not just reciting words. When she prayed she talked
in an earnest and friendly manner with the apparent assur-
ance that her petition would be realized." Miss Huston
never said a prayer merely as a part of the opening exer-

cises nor did She pray every day.

61

AS the days passed, the pupils became less and less
prone to make trouble for Miss Huston. Student behavior
improved. If a pupil misbehaved, Miss Huston did not get
excited or angry. She did not scold or whip him or even
threaten to do so. Instead she asked him to come and Sit
beside her "while we talk over our problem." She Spoke in
a calm voice, but with sufficient volume to be heard by
the other pupils if they wished to listen. After hearing
a few of her conversations with misbehaving students, the
pupils listened carefully because what she said was so
different from what they had ever heard from a teacher
before.

She said people often make mistakes and fail to
live up to what their better selves tell them. When that
occurs a person Should not be discouraged, but struggle
harder to do the right thing next time. She would tell an
errant student that she was disappointed and displeased
with his conduct but not displeased with him as a person.
She would tell him that She had great confidence that he
could and would do better. "And," Carter recalls, "before
long we were doing better, not only in our relations with
ourselves and the teacher but also in our efforts to
learn."

Miss Huston was in love with the world in which
She lived. She loved sunrise, sunshine, and sunset. She

liked to hear the thunder roll and would put on rain garb

62

and stand in the rain to catch the beauty of lightning
flashes. She saw lessons in flowers, sticks, stones, and
weeds. Animal life of every kind fascinated her. But her
greatest asset was her unquenchable faith in her pupils.
This She manifested continually and in many, many ways.
To her pupils, Miss Huston stressed the importance of
always doing their best, of maintaining high ideals and
standards of conduct. Carter states, "She made us feel a
strong dislike for cheap and tawdry things and to experi-
ence the satisfaction that comes from valuing the better
things of life."

Although She was an excellent teacher, the needs
of the younger and less capable students were more than
one person could meet. Gradually, Miss Huston enlisted
and trained a number of the older students to aid her in
presenting material and providing the drill required by
the younger pupils. The older pupils not only provided
guidance and drill for the younger pupils, they also re—
learned what they had not mastered previously. She taught
her students that through reading they could enter into
other worlds of thought. She tried to help them develop
the habit of thinking and meditating about their previous
experiences. Recalling her encouragement to think, Carter
says, "This, I think, was one of the most important things

I learned from Miss Huston. It is amazing how people seem

63

to fear being alone with their own minds. She taught us
the pleasures of Silent thought and meditation."
At the end of the first year of schooling under

Miss Huston's tutelage, many of her students had developed
a thirst for knowledge and a desire to learn. Tom Carter
was one of them. In earlier years, by his own admission,
he had disliked attending school and would have quit with
pleasure if his parents had suggested his withdrawing from
school. However, after experiencing the pleasures of
learning under the guidance of Miss Huston, he was anxious
to continue his education. Carter says,

I was learning and loved it. By working hard

and with the aid of Miss Huston and others, I

was beginning to overcome some of my poor

educational background which was the result

of, in part at least, my irregular attendance

at school. Each day was too short and I looked
forward to the next school day with eagerness.

Carter Gets Religion

 

Early in the year in which Miss Huston came to
Chaplin, a revival meeting was held at the local church.
In Chaplin, such revivals were held once or twice each
year. The Carter boys were expected to attend the nightly
revival meetings. After a hard day's work in the fresh
air, Tom and his brothers usually Slept through most of
each service, much to the embarrassment of their parents.
However, one night, Tom was determined to stay awake and

listen to the message. That night when the altar call was

64

given, Stella Houtchens, a recent convert who was a friend
of Tom's and who was about his age, came to Tom and asked
him if he wanted to become a Christian. He told her he
did not know. She told him how wonderful it was to be a
Christian and although he was impressed by her words, he
told her he thought it would be impossible for him to be-
come a Christian and continue to associate with the gang
of boys he went around with at school. She promised to
help him and he went to the altar with her. Stella knelt
beside Tom at the altar, put her arm around his shoulder,
and prayed for him. Suddenly Tom became aware of what to
him was a very pleasing experience.

Later, this sense of pleasure turned to one of
doubt as Tom wondered if he had been tricked by her win-
someness into doing something that was foolish for him to
try to do. The next day, his gang teased him a great deal,
saying he looked like a warty toad beside a beautiful red
bird. He took the teasing in stride and said nothing.
Several days later, his mother told him She wanted very
much for him to be a Christian and hoped he would become
a minister. Again, Tom listened but made no reply. For
a number of days, Tom refused to return to the altar nor
would he talk to anyone about the reason he would not re-
turn. The Carter's pastor, the Reverend W. S. Maxwell, and
Stella tried to talk with Tom; he refused to listen to them

and would not answer any of their questions.

65

Several days passed and, without any encouragement
from anyone, Tom went to the altar one night and earnestly
prayed. Upon completing his prayer, he arose and told the
congregation he believed God had forgiven his sins and he
was going to try to be a Christian. On his way out of the
church, Stella stopped him and said she would help him.
Mr. Maxwell, Tom's parents, and several friends and neigh-
bors Spoke to Tom in an encouraging fashion, offering him
their help and support. With this kind of encouragement,
Tom felt that he was prepared to face the taunts of the
members of his gang.

Tom had expected the going would be rough when he
encountered his gang the following day. When he arrived
at school, his gang was waiting for him. They surrounded
him and one said, "I hear you 'got religion' last night."
A second said, "Yes, I was in church when he got it."
Another said, "Now, tell us how it feels to have religion.
Are you different today than you were yesterday?" A
fourth boy asked, "Are you washed in the blood of the
lamb?" At this, several of the boys unbuttoned Tom's
shirt to see how one would look after being so washed.
Looking back, Carter reflects,

Although they were somewhat cruel in their ap-
proach, their questions stemmed from a sense of
curiosity. They were young realists and they
wanted to find out what some of the religious
statements which they had heard really meant.

Here was their chance and they wanted to make
the most of it.

66

Tom's tormentors subjected him to further harass-
ment. Time after time, he lay awake at night wondering
how long he would be able to endure the mental anguish
which he was experiencing. Several times he was tempted
to tell his tormentors that he was not a Christian and
that he would knock anyone's block off who said that he
was a Christian. However, the thought that Miss Huston
and Stella would soon learn of his words and actions dis-
suaded him from his intent and encouraged him to continue
his sincere efforts to follow the tenets of the Christian
creed.

Suddenly, for no apparent reason, conditions
changed. Two of the most vicious fighters in the Chaplin
School informed the other gang members that any person
who teased Carter would receive a sound thrashing from
one or both of them. Carter can give no reason for this
change of heart. He says, "It could have been that Bob
Wood and Clyde Shields were just looking for a new excuse
to fight. They loved to fight and woe to anyone who pro-
voked them." AS the result of this development, the world
looked brighter to Tom. He was not molested any more by
any of his companions.

Tom was sorry to see school close that year. He
wanted to continue his education. He, also, wished to
keep on trying to be a Christian. He knew he would miss

the encouragement of Stella and Miss Huston and wondered

67

if he would lose some of his enthusiasm for both educa-
tion and religion during the summer months. Fortunately
for Tom, Mr. Maxwell gave him additional attention during
the summer months. He often took Tom with him when he
went to preach in the Mount Zion Church. Mr. Maxwell told
Tom that he liked to have Tom accompany him so that Tom
could drive while he did a little resting and thinking.
Remembering those rides, Carter says, "AS I look back upon
those Sunday afternoons with him, I realize what he was
attempting to do. We talked enough to prevent his resting
much or thinking about the sermon he was soon to preach."
At any rate, the idea of becoming a minister was growing
in Carter's mind. Tom was looking forward to school and
getting a good education.
Days, Months, and Years of
Discouragement

It was near the end of the summer and Tom was look-
ing forward to the beginning of the new school year when
his father called Tom and his brothers together to tell
them they would have to quit school. Ambrose Carter had
bought a farm and needed his sonS' full time help to do the
farm work. Only one year earlier Tom would have received
his father's words with pleasure, but his attitude toward
school and what it represented had changed. To Tom, no
day at school seemed long enough and he looked forward to

the next one with eagerness and anticipation. Now all that

68

he had dreamed about and hoped for seemed to disappear
into a dark and forbidding cloud. His father's statement
seemed like a prison sentence for life. Education and
Christianity had, in Tom's thinking, become tied together
and he wondered how one of his hopes could be realized
without the other.

There was one bright Spot in the dark cloud that
Tom felt bad encompassed him. Working to pay for a farm
that would provide a home for their parents in their old
age and a place to which he and his brothers could return
in later life provided them with a goal worthy of serious
consideration. With this goal in mind, Carter did not
find life on the farm unpleasant in itself. He was eager
to move forward as rapidly as possible toward paying for
the farm and was disturbed when everyone was not working.
He was anxious to get the farm paid for so that he could
be excused from family responsibilities and resume his
quest for further education.

Several developments troubled Tom. AS soon as
they purchased the farm, Carter's parents decided a new
house was needed. The old one was a dilapidated log
structure with a couple of lean-tos. The new house was
a modest one, but it added considerably to the Carter's
indebtedness. A new well and other conveniences had to be
added; the new house was in a different location. The

farm fences were in a poor state of repair; it was

69

necessary to buy new fencing materials. These additional
expenditures bothered Tom, even though he appreciated hav-
ing them, for he was aware that the extra expenses would
prolong the time when he could return to school.

Carter, also, was troubled because his father
Spent so much time away from the farm, leaving much of the
farm's management and operation to his boys. Ambrose told
his family it was necessary for him to spend prolonged
periods of time away from home selling books and patent
medicines in order to earn sufficient money to pay ex-
penses between crops. However, he seldom earned little
more than his traveling expenses while away because much
of his time was Spent in attending revival meetings. He
became known as one who was quite useful in contributing
to the success of various revivals, a distinction he seemed
to enjoy.

Tom, also, was disturbed because his father spent
so much time trying to find people who would lend him
money. Spending much time, Ambrose would search for
prospective moneylenders. Many times, for security, he
would use his churchmanship. While Tom did not doubt his
father's honesty, he did question his father's judgment in
business matters and farm management. Unfortunately for
the Carter family, Tom was right in questioning his father's
ability to manage the family's financial affairs. One day,

Ambrose explained that their debts far exceeded the value

70

of the farm and that the farm, equipment, grain, and live—
stock would have to be sold at a public auction. After the
auction, the Carter family lived in a tenant house on the
Preston Neel farm near Shaker Town, Kentucky. Mr. Neel
employed Ambrose and his four sons to till the largest
tobacco crop that had ever been grown in that area. When
this crop was sold, Ambrose decided to move his family to
Illinois. Uncle Tom Burns who was unmarried and made his
home with the Carter family decided to go with them. Prep-
arations were completed to make the move.

Just before it was time to leave for their new
home in Illinois, Tom went to his father and asked him to
relieve Tom from further family responsibilities. Tom ex-
plained to his father that he wished to continue his edu-
cation. Ambrose Carter stated that he could not afford to
send Tom to school any more. Tom told his father that he
was not asking for any help of a financial nature. He
assured his father that he would find some way to do what
he felt he must do. With this kind of assurance, Ambrose
granted his son's request.

Fortunately for Tom, Miss Huston was taking a
leave of absence from teaching in the public school that
year. During this period, She was tutoring a number of
her former students in her home. She agreed to tutor Tom.
Carter was older than any other pupil attending Miss

Huston's private tutorial school. Also, as he recalls,

71

he was less advanced educationally than the other students
were. However, it was not an embarrassing Situation for
him as each pupil was tutored privately.

When Ambrose Carter reached Illinois, he found a
house in a little village called Brunswick. He did not
have capital enough to rent a farm with a dwelling and a
barn on it. So with the small amount of money in his
possession, Ambrose bought some second hand farm equipment
and a team of old and inefficient horses with which to farm
some land near by which did not have any buildings on it.
As soon as these arrangements had been completed. Ambrose
began to urge Tom to leave Chaplin and join his family in
Brunswick. Although Ambrose had hardly enough land to keep
him and his two young sons busy, he expected Tom to get a
job as a hired man and turn over his wages to his father.

Tom did not accede to his father's urging to join
the family at once. He elected to remain in Chaplin until
Miss Huston's school closed for the summer. For his board
and room, a small amount of cash, and feed for his horse,
he had been making a nightly trip between Chaplin and
Bloomfield, Kentucky, carrying mail and hauling light
freight for his uncle, Bill Duncan.

When Miss Huston's private tutorial classes ceased
in May, 1905, Tom joined his family in Brunswick, Illinois.
Tonvs older brother, Hudia, had gone to work as a hired man

tMKD or three months before Tom arrived in Brunswick.

72

Although Hudia had not declared his emancipation from
family responsibilities, Tom discovered that Hudia was
acting on that principle. Hudia had borrowed money to buy
a horse and buggy. He was using his wages to pay these
debts; therefore, he did not have any money to contribute
to the family purse. From Hudia's example, against which
Tom heard no complaint, Tom assumed that his father ex-
pected him to move out on his own in getting a start in
life. The two younger boys were now old enough to begin
to take the places in the family income plan which Hudia
and Tom had occupied.

Working on this assumption, Tom told his parents
that he wished to save all the money he could so that he
could return to school, on a full time basis, just as soon
as possible. His parents seemed pleased with his ambi-
tions and hopes. However, his father informed him that
he could not afford to send Tom to school. Again, Tom
told his father that he did not expect any financial
assistance; he only wanted his father's permission to be
released from making further financial contributions to
the family's finances. Tom restated his desire to get an
education without any family assistance. Thinking that his
father agreed with his request, Tom proceeded to act as if
his request and plans were accepted and understood by all

concerned.

73

The next morning, Tom went to work for Will
Rawlings for whom he worked during most of his stay in
Illinois. Rawlings paid Tom twenty-two dollars per month
for his work as a hired-hand on the Rawlings' farm. When
corn-husking time arrived at the Rawlings' farm, Tom was
delighted to learn that by working as hard as his nerves
and muscles would permit, he could earn between two and
three dollars per day as the custom was to pay for that
work by the bushel of corn husked rather than by the amount
of time spent on the particular job. At the end of the
season, Tom had husked nearly four thousand bushels of
corn.

Tom remained with his family and worked on the
Rawlings' farm for two years. Each month, he kept two
dollars of his monthly wages and gave the remaining sum
to his father to put in the bank for him. When he felt
that he had saved enough money to continue his attempts
to secure an education, he went to his father and asked
him to draw out the money which Tom had given to him to
put in the bank for Tom's education. Tom's father voice
trembled as he told Tom there was no money in the bank.
Ambrose Carter had used Tom's savings to buy farm equip-
ment and to pay doctor bills for Tom's mother who had
been ill.

AS he comprehended the meaning of his father's

Words, Tom was dumbfounded. He sat for a long time without

74

saying a word. Suddenly, he arose, walked out of the

house, and went to a cornfield some distance away and sat

down where no one could see him and disturb his thoughts.

Remembering this experience, Carter says, "I, also, knelt

and prayed aloud because I felt the need to articulate my

thoughts and feelings and to weigh each word carefully

before uttering another."

At first, Tom felt angry. AS

he thought about the Situation he rationalized that the

welfare of his parents was at stake. They, possibly, had

done the best they could,

he reasoned, and they were his

parents to whom he owed much.

Returning to the house, Carter began to pack a

small trunk with the few clothes he had. While he was

packing, his father came upstairs and asked him what he

was planning to do. Carter informed his father that he

was leaving for Wilmore, Kentucky, where he planned to

attend the Asbury College

Academy which had a liberal

admissions policy of permitting enrollment of various stu-

dents of any age or state
Tom not to leave, stating
his assistance. Tom told
family obligations so far

his decision to leave was

of knowledge. Ambrose asked
that his family still needed
his father that he had paid his
as money was concerned and that

final. Tom told his father that

the two younger boys would provide all the help he would

need on the rented farm.

The next morning, Tom Carter left

his father's house never to know it intimately again.

75

Asbury College Academy

 

Carter arrived at Wilmore, Kentucky, with less than
five dollars in his pocket. He was met at the railroad
depot by E. Stanley Jones, a senior at the college, who
took Carter to the president's office. Tom told President
Haines that he had no money and related to him how he had
worked and saved and thought he had accumulated quite a
tidy sum only to find when he called for it that none was
available. The president told Tom that he had a job for
him taking care of his lawn, his horse, and performing
various other services around the president's house.
Haines, also, told Tom that he would try to find further
work for him so that Tom could meet his total expenses.
Several days after Tom's arrival on the Asbury campus,
President Haines called him to his office and informed
Tom that he had found a job for him that would provide
Carter with room, board, and tuition if he was willing to
accept the job. Tom told President Haines that he would
accept the job. He was so delighted with the opportunity
to earn enough to cover his school expenses that he
neglected to ask what the job was and what his responsi—
bilities were. President Haines said Tom could continue
to take care of his horse and lawn for which he would pay
Carter one dollar per week which he could use for other

necessities.

76

The job turned out to be hauling the Swill from
the three dining-rooms to the hog pen on the back part of
the campus. Tom did not mind thework, but having to wear
the clothes of a scavenger across the campus in the
presence of the faculty and other students was a bit hard
to take. He kept the hog feeding job until about the
middle of the second semester at which time he was pro-
moted to another job which consisted of washing pots and
pans in the kitchen, scrubbing the kitchen and dining-room
floors, carrying in the water for use in the kitchen and
dining-room, and bringing in the coal for cooking and heat-
ing that area of the building.

His second year, 1908-1909, found Carter in better
economic circumstances. Near the close of his first year
at Asbury, the S. A. Mulligan Book Publishing Company sent
a representative to the Asbury campus in search of a crew
of house-to-house salesmen for their books. A friend of
Carter's, James Boyles, had worked for the company,
earlier, and had experienced sufficient success so that he
was willing to work for them again. The publishing firm
employed Boyles as crew leader and Signed up several Asbury
students, including Carter, for summer employment. Al-
though Tom worked long hours plying his trade as a book
salesman, his efforts were successful and by the summer's
end, he had earned enough money to cover his room rent and

tuition fees for his second year of academy life. He,

77

previously, had completed arrangements to wait tables for
his board during his second year at the academy.

Although Carter had a number of excellent teachers
during his student days at Asbury College Academy, he re-
calls one particular instructor with feelings of affection
and gratitude. She taught English and her name was Miss
Morrison. Tom's roommate, Worley Marksburry, had about
the same amount of previous educational experience as Tom
and was a year or two older than he. Worley and Tom had
found geography, history, arithmetic, and beginning Latin
difficult, but not discouragingly so. But English grammar
seemed to be beyond their grasp. Day after day, for nearly
two months, Worley and Tom sat in Miss Morrison's English
class and watched boys and girls, little more than half
Worley and Tom's ages, diagram sentences. The other stu-
dents would draw a complex of lines and then proceed to
place certain words on those lines, but how the other stu-
dents knew which word to place on a certain line was beyond
the comprehension of Worley and Tom.

Finally, one evening, Worley and Tom held a long
and serious conference at the end of which they concluded
they might as well leave the academy and give up their
hopes for further education. They realized that some
facility in the English language was basic to further
learning in other subjects. They reasoned they would be

defeated in their attempts to secure further education

78

without a sound understanding of English. They concluded
they might as well admit their defeat and stOp deceiving
themselves. Recalling their conclusion, Carter reflects,
"I think a sentence of death would have been but little
harder to bear than the thought of the years ahead with the
dark Shadow of defeat and the failure to realize all that

I had dreamed about and hoped for."

The next day, Worley and Tom agreed that they owed
it to Miss Morrison to thank her for her efforts in their
behalf and to tell her why they were planning to leave
school. Upon hearing their story, Miss Morrison asked
Worley and Tom to Sit down. She said she would like a
chance to try again to teach them what they thought they
could not learn. Today, Carter cannot recall all Miss
Morrison said and did during the hour and a half period
She devoted to Worley and him, but he does remember that
She taught them more English grammer than they had learned
in all their previous schooling. Six weeks later, Carter
and Marksburry were placed in a more advanced class in
English grammar.

After a few more months at the academy, Carter
acquired a number of techniques of learning which enabled
him to gain an understanding of the various subjects
offered. Reviewing his educational experiences at the
academy, Carter says, "I have always been conscious of the

lack of mastery of some of the fundamental skills which

79

have made learning Slower and more awkward for me than
might have been the case if my earlier years had been
richer in educational experiences." In spite of such
handicaps, Carter carried a heavy academic load, each
year, which permitted him to finish the regular four-year
academy program in three years. When he was graduated
from Asbury College Academy, Carter gave the commencement

address for his class.

Georgetown, Illinois

 

Just prior to Carter's graduation from the academy
in 1910, the dean of Asbury College and Asbury College
Academy, Dr. Ezra T. Franklin, was appointed president of
a new college which was to be located near Georgetown,
Illinois. Dean Franklin invited Six academy seniors, in-
cluding Carter, to join him at New College and serve as a
nucleus around which he could organize student life at the
college. Carter accepted Franklin's offer not only because
it promised an element of adventure, but also because it
would provide economic advantages which seemed attractive
to him. Dean Franklin appointed Carter manager of the New
College bookstore. Carter's appointment as bookstore
manager included a generous financial arrangement which
permitted Carter to keep all bookstore profits.

During the summer of 1910, Carter worked as a

carpenter for his uncle, Jim Carry, in and near Chaplin,

80

Kentucky, and conducted revival services at Loveridge,
Kentucky, for a period of two weeks. Although his first
preaching attempts were not completely successful, they
were satisfying to Carter and he decided to become a
preacher of the Christian gospel. Working with his uncle
provided him with opportunities to review his former ex-
periences and attempt to project his future.

AS the summer of 1910 drew to a close, Carter left
Kentucky and joined President Franklin at New College near
Georgetown, Illinois. Upon his arrival, he ordered books
and completed the necessary arrangements so that the col-
lege bookstore was ready for business when the college
opened its doors for the first time.

Shortly after his arrival, Carter requested the
Georgetown quarterly conference of the Methodist Church
to grant him a local preacher's license. Although he was
a stranger to the members of the Georgetown quarterly con-
ference, his request was granted upon the recommendation
of President Franklin.

Carter recalls, "President Franklin and those fac-
ulty members and students whom he had gathered around him
were thrilled with the thought that they were participating
in the creation of an institution which might develop into
a reputable institution of higher learning." Two large and
substantial buildings were being constructed on the college

property and expectations were that they would be ready for

81

occupancy by the opening day of school. A number of houses
had been built near the new campus; several others were in
the process of being constructed; and a village called
Olivet, Illinois, was being established there.

President Franklin soon realized that in the midst
of many hopeful possibilities, a number of difficulties
existed which threatened the development of the fledgling
institution. Franklin and several of the college trustees
envisioned a Methodist institution fashioned after the
academic model represented by Asbury College with which
they were familiar. However, one influential member of
the college's board of trustees, Edward Richards, wanted
to create an institution which would emphasize the teaching
of Richards' version of Christian holiness. Richards sug-
gested naming the new college "Illinois Holiness Uni-
versity" and informed the other trustees that he wanted
holiness and little else taught there. Although Richards
had made substantial contributions to the college, his
suggestions were not accepted by the board of trustees.
Although various difficulties created problems for the
developing institution, the faculty members and students
of New College enjoyed a satisfying year of academic ex-
periences.

During the summer of 1911, Carter worked as a
carpenter in and near Chaplin, Kentucky. When he returned

to Georgetown in the fall to begin his second year of

82

college, he received an appointment as supply pastor of a
little church in Tilton, Illinois, which was a small
suburb of Danville. In addition to carrying a full aca-
demic load, Carter served as the Tilton church's pastor
throughout the l9ll-l912 school year.

During this second year of Carter's enrollment at
New College, he was chosen as a delegate to the annual
national convention of the Y.M.C.A. and Y.W.C.A. which
was scheduled to convene in Little Rock, Arkansas. Among
the several delegates nominated to deliver the Sunday
evening sermon, Carter was selected to perform the task.
Remembering this incident, Carter says, "My good judgment
told me I was not capable of such a task, but President
Franklin urged me to do it, saying it would give our new
college publicity which was very much needed and desired."

Nearly six thousand students and faculty members
assembled in Little Rock for the convention. When Sunday
night came, Carter experienced less fear than he had
anticipated in contemplating his scheduled sermon. He
sensed the impersonality of the large audience and felt
a greater sense of freedom in addressing this group than
he had experienced, earlier, in addressing smaller groups.
Carter says, "I did a better job than I thought I could.
The audience was most receptive. I sometimes think, even

yet, that it was the best sermon I ever preached."

83

AS the end of the second academic year of the
existence of New College approached, President Franklin
announced his decision to return to Asbury. He invited
those students who had come to Georgetown with him to re-
turn to Asbury with him. Carter was the only one of the
original group who did not accept Franklin's invitation.
Although he was strongly bound to a number of his class-
mates by ties of friendship, Carter was determined to
break away from the group as he could no longer endure the

religious fanaticism exhibited by several of them.

Bloomington, Illinois

 

At the conclusion of the second year at New Col-
lege, virtually the entire student body and practically
all members of the faculty left the campus. The general
feeling was that only a few would return to Georgetown for
the next school year. Carter was permitted to retain his
room for the summer months so that he could live in the
area and complete his assignment as supply pastor of the
Tilton church. The summer was a pleasant one and Tom did
quite a bit of visiting in the homes of his parishioners,
a ministerial responsibility he had neglected previously.

During the summer of 1912, Carter made a trip to
Bloomington, Illinois, to have his New College credits
evaluated by the registrar of Illinois Wesleyan University.

During his stay in Bloomington, he contacted the

84

superintendent of the Bloomington Methodist Church Dis-
trict and requested assignment as student pastor to one

of the district's churches. His negotiations were success-
ful. Illinois Wesleyan accepted all of his New College
credits so that he was able to register as a junior at
Illinois Wesleyan in the fall of 1912. The church super-
intendent promised Tom a pastorate in the Bloomington cir-
cuit for the 1912-1913 school year.

Shortly before the university was to open in the
fall of 1912, Carter attended the annual meeting of the
Illinois Methodist Conference where he was admitted and
officially appointed to the Bloomington circuit. His
assignment turned out to be a fortunate one for him. He
had a double assignment. One church was in the village
of Shirley, Illinois. The second church was located in
the village of Covel, Illinois. Each church was less than
ten miles from Bloomington in a village served by a rail-
road line that provided adequate service for Carter's
needs. Trains run in such a manner that he could ride out
to either Covel or Shirley in the morning in time for the
forenoon services and return to Bloomington after the
evening services. He established an alternate schedule,
going to Covel on one Sunday and to Shirley the following
Sunday. Carter's double pastorate paid him enough to meet

all of his college and living expenses.

85

In addition to his church work, Carter carried a
full academic load at Illinois Wesleyan Universit". Dur-
ing his senior year, in addition to his combined church-
School workload, Tom became a member of the University
Glee Club which made several short trips to give concerts,
participated in campus politics, acted in the senior play,
and served as editor of the college paper. AS the result
of this unusually heavy schedule, Tom's appearance re-
flected his fatigue and concern. The representative of
a faculty committee met with Carter to suggest the advis-
ability of his going to a physician for the purpose of
having a complete physical examination. Tom followed the
instructor's suggestion. Fortunately, the doctor found
nothing wrong. Carter carried out his multiple responsi-
bilities and completed his senior year at the university
in a successful fashion. During this period, he had de-
cided to continue his education by enrolling in a theo-
logical seminary following his graduation from the uni-
versity. Through a program of careful budgeting and
judicious Spending, Tom had managed to save a considerable
sum of money which he had earmarked for his expenses at
the seminary.

Reviewing his two years on the Bloomington circuit,
Carter says, "On the whole, my pastoral experiences were
satisfying to me. The membership in each of the two

churches grew; the attitude of the two congregations was

86

gratifying to me; and, the district superintendent seemed
pleased with my accomplishments." As the result of Tom's
efforts in Covel and Shirley, the district superintendent
offered to support Carter's application for a student
pastor's appointment in the Chicago area where he planned
to attend the Garrett School of Theology. Carter visited
the seminary and was advised by members of the school's
administrative staff not to accept a student pastor's
appointment during his first year of graduate study if he
could meet his expenses without working. At the time of
the interview, Carter felt secure in the knowledge of the
money he had managed to save during his last two years of
undergraduate work at Illinois Wesleyan and assured the
Garrett administrators that he would be able to meet the
expenses of his first year of graduate work without the
income from outside employment.

After graduation from Illinois Wesleyan University
in the Spring of 1914, Carter remained in Bloomington to
complete his pastoral duties and to prepare his annual
report to the district superintendent. One day, as Tom
was working on this report, he was visited by two men who
submitted bills for Susan Burns Carter's funeral expenses,
cemetery lot, and tombstone. In answer to their requests
for funds to cover these expenses, Carter said, "These
debts belong to my father, Ambrose Carter." The men agreed

with him, but explained that they had sought to have

87

Ambrose pay the debts for years. Recently, they had
learned that Ambrose had moved to Kentucky where he was
living in a destitute state. An informant had reported to
them that Ambrose "did not have a dollar to apply on the
debts and probably never would have enough money to pay
them." The man told Tom that his mother's body would be
moved to a potter's field, the tombstone and the cemetery
lot would be sold and the proceeds applied on the debts
unless they were paid.

The money which Carter had saved to meet his ex-
penses at the seminary was enough to pay the debts. He
paid the debts and found himself in a Situation similar
to the one he had confronted seven years earlier when he
had enrolled in Asbury College Academy. He was ready to
enroll in the school of his choice; however, he was penni-
less. His final student pastoral wages provided him with
the necessary funds to pay his transportation to Evanston,

Illinois, where he enrolled at Garrett Biblical Institute.

Seminary Years

 

When Carter enrolled at Garrett in the fall of
1914, he applied for a loan from the Methodist General
Board of Education. It was the first time that Tom had
found it necessary to borrow money to finance his educa-
tion. Feeling confident that he could find some part-time

work, he did not borrow enough to cover his entire expenses

88

for the first year of his graduate work. He was unable to
secure a student pastor's appointment as all of those posi-
tions had been filled prior to his arrival in Evanston.

Tom elected to search for other kinds of employment and
soon secured a job in retail sales.

In addition to his job of selling women's Shoes at
Marshall Field and Company on Saturdays, Carter became
student pastor of a small community church in Shermerville,
Illinois, a small village northwest of Evanston. His com-
bined income from his two jobs provided him with sufficient
funds to cover all of his living and school expenses for
his first year of graduate school.

In May, 1915, Carter was asked by the district
superintendent to take the pastorate of the Methodist
church at Le Roy, Indiana. Tom accepted the Le Roy pas-
torate and remained there until he completed his seminary
studies in August of 1916. Although Tom completed the
three year seminary program in two years, he was not
allowed to graduate until the scheduled commencement time
for his claSS in the Spring of 1917. However, the seminary
officials permitted him to accept a new church assignment
as a regular pastor in the Illinois conference in September

of 1916.

89

Westfield, Illinois

 

During his first year at Garrett, Carter had re-
sumed a friendship with Lillian Zimmerman of Bloomington,
Illinois. He and Lillian had dated a few times while Tom
was attending Illinois Wesleyan. The Zimmermans had rela-
tives in Chicago. During the Spring of 1915, Mrs. Zimmerman
and Lillian were guests of their Chicago relatives. While
in Chicago, Lillian dated Tom a time or two. Upon her re-
turn to Bloomington, She and Tom exchanged letters and
developed the habit of writing regularly to each other.
During the Christmas holiday of 1915, Tom was a guest in
the Bloomington home of the Zimmermans'. In February of
1916, Lillian was a houseguest of her relatives in Chicago.
Tom made dinner reservations for two at the dining-room
of the Morrison Hotel in Chicago. After dinner, Lillian
and Tom discussed her heart condition which was the result
of the effects of rheumatic fever She had experienced when
a small child. Tom asked if She did not think that mar-
riage would be unwise on her part. She replied that she
had given a great deal of consideration to the subject of
marriage and had concluded that if bearing a child would
endanger her life, and possibly cause her death, She still
would marry one who loved her and whom she loved. She con-
tinued by saying that her decision was not as difficult to
make as the decision to be made by the man whom She might

marry. She explained that, if her death was caused by

9O

childbirth, She would be ending her life on a note of joy
in the new life while the man would face sorrow and loneli—
ness at least for a period of time.

When they parted, that night, Tom returned to his
room at Garrett. After a Sleepless night, he telephoned
Lillian and asked her to meet him at the Morrison Hotel at
9:30 a.m. She did and returned to Bloomington with an en-
gagement ring.

In late August, 1916, Carter completed his work at
Garrett, preached his last sermon at Le Roy, and prepared
his annual church report to the Northwest Indiana Methodist
Conference. Upon saying farewell to his congregation in
Le Roy, Tom headed for Bloomington to marry Lillian and
accept an assignment as a fulltime minister in the Illinois
Methodist Conference.

On September 8, 1916, Lillian Zimmerman and Thomas
Milton Carter were married in a quiet home ceremony in
Bloomington, Illinois. Immediately after their wedding,
they left for Decatur, Illinois, where the Illinois Metho-
dist Conference was scheduled to be held. During the
conference, ministerial assignments for the new year were
announced. Carter's assignment was to the Methodist church
in Westfield, Illinois, a small community with a population
of around one thousand. When the conference ended, Lillian
and Tom returned to Bloomington, packed their few posses-

sions, and left for Westfield.

91

Although several members of the Westfield Methodist
Ladies' Aid disliked Carter's refusal to attend the regular
meetings of their organization and expressed the opinion
that their new minister was not very sociable, the Carters'
first year in Westfield went rather well. During the year,
several new members joined the church; all missionary
assessments were met; and all operating expenses were paid
from current income. At the fourth quarterly conference,
the district superintendent complimented the members of
the Westfield congregation and asked for a motion concern-
ing the pastor. The members of the conference voted to
have Carter remain in Westfield for another year.

During his second year at Westfield, 1917—1918,
Carter watched several young men from his church leave for
military service. He felt that he Should join them. Be-
cause the birth of their first child was imminent, Tom was
somewhat reluctant to say anything to Lillian about his
desire to offer his services as a military chaplain. When
he did Speak to her about enlisting, she asked him if he
wanted to go. Tom told her he did not wish to go, but
felt he Should go because he was young, met the service
requirements, and that the sacrifice of his enlisting prob-
ably would not be as great for them as for others who had
greater family responsibilities. With Lillian's encourage-
ment, Carter sent a letter of application for an officer's

commission in the chaplains' corps of the United States

92

Army to Washington, D.C. Within a few days, he had re-
ceived a reply to his letter in the form of a telegram.
The telegram contained instructions for Carter to report
to Jefferson Barracks for a physical examination. A Short
time later, he received his orders to report for duty. A
daughter, Ruth, was born to Lillian and Tom just a few
days later.

Two weeks before the birth of her granddaughter,
Mrs. Zimmerman came to Westfield. She took care of Lillian
and Ruth and helped Tom pack in preparation for the move
to Bloomington where Lillian and Ruth were to live until
Tom received a more permanent assignment. Carter accom-
panied Lillian, Ruth, and Mrs. Zimmerman to Bloomington
and completed the living arrangements for Lillian and Ruth
at the Zimmerman home.

On April 10, 1918, Carter left for the east coast
to report for duty in his new assignment as a military
chaplain. Lillian accompanied him to the depot and waved
a fond farewell to him as his train pulled out. One week
later, Tom received a telegram containing the message of
Lillian's death. Recalling their conversation the night
before he gave Lillian her engagement ring, Carter says,

"I was able to endure the feelings of loss and sorrow stem—
ming from the knowledge of Lillian's death because I was
confident that had She known two years earlier what the out-

come would be, She would have followed the same course."

93

Ruth never knew her mother, but her Grandmother Zimmerman

became an inseparable substitute.

U. S. General Hospital No. 16

 

Carter's one and only assignment during World War I
was as chaplain of U. S. General Hospital No. 16 which was
located near the city of New Haven, Connecticut. He was
the only chaplain at his post during most of his tour of
duty and had very few directives to guide him in his work;
therefore, he enjoyed the privilege of formulating his own
plans and carrying them out. He received cooperation and
support from all military authorities. His greatest prob-
lems were created by officials of various welfare agencies.
Carter had been given the authority and responsibility by
his commanding officer of coordinating the work of all
such agencies with representatives and facilities on the
base. Many of the agency officials resented the position

and authority of the coordinator.

Return to Civilian Life

 

Two months after the official ending of World War I,
Carter was discharged from military service. Upon receiv-
ing his discharge, he went to Bloomington, Illinois, to
see his daughter, Ruth. Knowing that the annual meeting
of the Illinois Methodist Conference would not be held for
several months, Carter decided to seek employment, for the

time being, outside the ministry. He secured a position

94

with the Marshall Field Company as a departmental manager
of the junior miss dress sales department and remained.
with the Field Company until the summer of 1919 at which
time, he became a lecturer and supervisor of a number of

Chautauqua lecture circuits in North and South Dakota.

Hamline University

 

When the Chautauqua season ended in the fall of
1919, Carter joined the administrative staff of Hamline
University, St. Paul, Minnesota, as assistant to the
president of the university. AS presidential assistant,
Tom was assigned a variety of different tasks. One of his
assignments was to represent President Kerfoot at various
speaking engagements the president had accepted, but was
unable to fill. The most memorable of these pinch—hitting
roles in Carter's mind is the time he shared the Speakers'
platform with William Jennings Bryan. Bryan and Carter
Shared dinner that day and enjoyed a long conversation
with each other. Carter says, "I still count that occa-
sion a wonderful opportunity and a great inspiration."

Carter enjoyed his experiences at Hamline Uni-
versity. He became familiar with some of the problems and
challenges experienced by members of the faculty and admin—
istration. He began to give serious consideration to
continuing his graduate work until he had completed the

requirements for a doctoral degree at which time, he

95

thought he might join the faculty of a small, church re—
lated, liberal arts college. However, when Carter left
Hamline University in June, 1920, he enrolled for the

summer term in a graduate program leading to a master's

degree in religious education at Northwestern University.

Northwestern University

 

At the time of his enrollment at Northwestern,
Carter planned to complete the requirements for a master's
degree in religious education and join the staff of a large
Methodist church as director of religious education. Un—
fortunately, as the months passed, discouraging develop-
ments occurred which caused Carter to question the future
of a religious education director. When the program of
preparing religious education directors was initiated at
Northwestern, two years prior to Carter's enrolling in the
program, a number of churches in Evanston added directors
of religious education to their respective staffs with the
understanding that the newly appointed directors would
complete the new program of training while carrying on
their new reSponSibilitieS at the churches. Before Carter
had completed the requirements for his advanced degree, a
number of these Evanston churches had eliminated the posi-
tion of religious education director from their respective
staffs. Carter also noted that the few students who had

completed the program were employed but briefly as directors

96

of religious education. His private survey revealed a
number of these men had accepted appointments as regular
pastors. Others had elected to continue their graduate
education in the area of higher education with the inten-
tion of becoming instructors at the college level. With
these facts in mind, Carter decided to revive his former
plan to continue his graduate work until he had completed
the requirements for a doctoral degree. Upon completing
the degree, he planned to seek employment at a small,
church-related, liberal arts college as a member of the

education department's faculty.

University of Chicago

 

Carter completed the requirements for the master's
degree and was awarded an M.A. in Religious Education by
Northwestern University in 1921. His master's thesis was
entitled "Standards of Value for the Religious Curriculum."
Having completed his master's work, he decided to enroll
in a doctoral program in the School of Education at the
University of Chicago.

When an evaluation of Carter's previous graduate
work at Garrett and Northwestern had been made by the
graduate office of the University of Chicago's School of
Education, he was surprised to learn that much of his
previous graduate work was acceptable as transfer credit

in the area of general education.

97

Although he had additional doctoral course work to
complete, Carter was advised to begin his search for a
suitable topic for his dissertation. Dr. Frank N. Freeman
was head of the department of educational psychology at
the time Carter began his search for a thesis topic. Dr.
Freeman was generous with his advice and counsel and
thoughtfully provided direction for Carter's thesis topic
search. Freeman continued his role as Tom's mentor by
becoming the chairman of Carter's doctoral committee.

Some time later, following one of Dr. Freeman's
suggestions, Carter decided to do a study of the relation
between anatomical maturation and mental maturation.
Carter says,

I could hardly have chosen a more interesting or
more difficult topic. For several years, Dr.
Thomas Morgan Rotch, a Harvard University profes-
sor of pediatrics, had postulated that a close
relationship existed between anatomical matura-
tion and mental maturation. Also, as the result
of his studies, Rotch advocated the grading of
children in School according to anatomical age
rather than chronological age. A number of other
pediatricians and educational psychologists shared
and supported Rotch's beliefs. Various School
people were interested in additional information
on anatomical maturation and its relationship to
the educational planning for children. Needless
to say, there was great interest in my topic.

His thesis problem was more complicated than Carter
had anticipated it would be. Many aspects of procedure had
to be developed and standardized before reliable data could

be collected and recorded. In order to determine the best

index of anatomical development, Carter decided to use

98

X-ray equipment to photograph selected areas of the bodies
of the members of his finite group. Carter says, "Rotch
had stated that the normal anatomy of the wrist is the
best part of the human Skeleton to use as a standard index
of anatomical maturation and I decided to test his thesis."

Carter received permission to use the University of
Chicago's X-ray equipment and made arrangements to use
children from the university's lab school and the public
schools of nearby Chicago for his roentgenography. The
radiographs were to be taken and developed under uniform
conditions. How to turn the projections in the radiograms
into objective data posed a problem. Carter decided to
use a planimeter with which he could trace the circumfer-
ence of each bone projection and determine its magnitude
to 1/100 of a square inch. Adding the magnitude of all
the bone projections measured in this way produced what
Carter referred to as "total ossification" in the wrist
region.

Carter discovered that the total ossification
measurement of the wrist bones did not produce sufficient
data for an accurate comparison of hand Sizes. Another
measurement was needed to produce data required to permit
a more accurate comparison of the hands of children of
different chronological ages, sex, and Sizes. By estab—
lishing four Specific points on the radiograph of the wrist

bones of a child and connecting these four points with

99

straight lines, Carter created a quadrilateral which cor-
responded to the size of the X-rayed hand. These two
measurements were used to form a ratio which provided an
index of anatomical maturation of a child of any size,
chronological age, or sex.
Having standardized his data collecting and re—

cording procedures, Carter sought the following goals in
his study of the problem:

1. To discover objective methods of determin-
ing, with exactness, the anatomical develop-
ment of children through measurements of the
ossification of their wrist bones.

2. To establish anatomical norms for boys and
girls from five to seventeen years of age.

3. To develop various hypotheses regarding the
relationship between anatomical development
and mental development and the relationship
between anatomical development and growth in
physical height.

AS the result of his study, Carter made the follow-
ing conclusions:

1. Periods of acceleration and retardation in
anatomical development, as determined by the
ossification ratio, correspond to periods of
acceleration and retardation of physical
growth in height.

2. Large-type individuals, as determined by the
Size of the carpal quadrilateral, tend to
develop anatomically earlier than small-type
individuals.

3. The average of the ossification ratios of tall
girls is higher than the average of the ossifi-
cation ratios of short girls of the same chrono-
logical age from five to fourteen years of age,
after which period there is no appreciable dif-
ference.

100

4. The average of the ossification ratios of
tall boys is higher than the average ossifi-
cation ratios of Short boys of the same age
from five to twelve years of age, after which
period there is no appreciable difference.
Carter, also, concluded that the total ossified
area of the wrist bones divided by the area of the carpal-
quadrilateral produced data that gave him a reliable index
of anatomical maturation. To secure the raw data for his
study, Carter had radiographs made of the hands of six
hundred children ranging in age from two to twenty years.
The radiographs were taken on, or within a few days of,
the respective birthdays of the participating children.
Thus, the children of each age group were the same age.
With the age range represented in the finite group, Carter
was able to pair eighteen groups. There was exactly one
year's difference in age between each set of paired groups.
In his study, Carter determined the mental ages of
the Six hundred children and correlated the mental age and
anatomical maturation age of each individual in order to
determine the relation of anatomical maturation to mental
maturation. He found a wide variation in anatomical age of
children of the same chronological age. He, also, found a
wide variation in mental age of children of the same
chronological age; however, the variation of one of these
indices with the other index lacked significant correlation.

The interpretation of the various correlations created a

prolonged debate between Carter and Dr. Charles Hubbard

101

Judd, Dean, School of Education, University of Chicago.
This debate caused the acceptance of Carter's thesis to be
held in abeyance for a period of several weeks.

Recalling his debate with Dr. Judd, Carter says,
"I was both hot-tempered and unwise. As the result of
my foolishness, I took a dangerous and foolish risk which
could have cost me dearly." Carter retains a vivid recol-
lection of the circumstances leading up to his angry con-
frontation with Dr. Judd. Carter recalls the circumstances
and his explosive meeting with Dr. Judd in the following
manner:

I had completed all of my doctoral degree
requirements including the final writing of my
thesis. I presented my thesis to Dr. Freeman, my
major professor, under whom I had done most of my
work. Freeman read my thesis and said it was a
meritorious piece of work. I asked him if his
evaluation of my thesis meant that my thesis was
accepted and his response was affirmative. Free—
man, also, suggested my making an appointment
with Dr. Judd to discuss with him the possibility
of publishing my thesis as a University of Chicago
monograph. Having my thesis published as a mono-
graph could have meant a great deal to me. Un-
fortunately, I reacted in a negative way to Judd's
suggestions concerning the revision of my thesis
and the tentative plans to publish my thesis as
a monograph were abandoned. As I look back upon
my meeting with Dr. Judd, I realize that my reac-
tions stemmed from my defensive feelings concern-
ing the contents of my thesis.

Dr. Judd read my thesis and had his sec-
retary make an appointment for me to come to his
office and discuss my thesis with him. When I
entered his office, Judd informed me that it
would be possible to have my study published as
a university monograph if I would reduce the
thesis to about one—third its present length and
change one of the Chapters. I told him I could

102

not reduce my thesis to such a length without
violating its contents and asked him which chap-
ter he thought should be changed. He indicated
he wanted me to change my last chapter and to
reverse my conclusions. Judd said it was pre—
sumptuous on my part to assume that the scholars
who had worked on Similar studies, previously,
were wrong and I was right. He continued by
saying that he believed my data did not Show
clearly a justification for my conclusions and
it seemed to him I had lost the true meaning

of the data by some complex mathematical manip-
ulation of the data. At this point in the dis-
cussion, I told Dr. Judd that I thought he did
not understand the contents of my thesis. His
face grew red and his voice raspy as he pounded
on his desk and said, "Young man, I'll tell

you something that you can understand; thesis
not accepted." By this time, I was angry and
told him I did not care whether or not he
granted permission to me to publish my thesis.
I said that I would publish the results of my
study and tell the world why he did not accept
my results. When I left his office and passed
through the outer office, his secretary said,
"No one ever talks to Dr. Judd like that." I
repeated what I had said to him in a voice loud
enough for him to hear it and went out.

Upon leaving Judd's office, Carter went to Dr.
Freeman's office and told him what had happened in Judd's
office during the thesis discussion between Judd and Carter.
Freeman told Carter that Carter had little to gain and much
to lose in employing aggressive tactics in any further
meeting with Judd. However, Freeman told Carter that he
agreed with Carter's conclusions and that he would talk
with Dr. Judd and see what could be done to mollify Dr.
Judd.

Several days later, Freeman called Carter to his

office. Freeman expressed the View that Carter and Judd

103

had placed each other in a defensive position in which each
was desirous of saving face. Freeman suggested Carter's
rewriting the last chapter of his thesis. Freeman said,

"Do not change your conclusions. Simply state the same
conclusions, but state them in a somewhat different manner."
Carter followed Dr. Freeman's advice and, in due time, Dr.
Judd accepted Carter's thesis. In accepting Carter's
thesis, Judd said,

Mr. Carter, I am going to accept your thesis be-
cause I have not the time nor the inclination to
go through all the mathematical manipulation of
your data and find your mistake, but I tell you
now that some day you will be known as the man
who gathered the most and the best data with
which to solve your problem and then said there
was nothing to it.

The prediction which Dr. Judd made was inaccurate;
students who worked on Similar problems, at a later date,
reached the same conclusions Carter made in his study.

Reminiscing about this period of concern, challenge,
and frustation, Carter states:

If I won the battle with Dr. Judd, I prob—
ably lost the war. In the first place, I was
wrong when I said the thesis could not be re-
duced. After I came to Albion, I lectured a num—
ber of times on the topic of my thesis. Present
at one of my lectures was an editor of a profes-
sional journal who told me that he would like to
publish a brief of my thesis if I would prepare
a brief about six or seven printed pages in
length. I told him it could not be done. Later,
I decided to try to brief my thesis and dis-
covered my thesis could be briefed without doing
violence to the substance of it. My brief was
published in the Journal of Educational Psychology

104

and several of my colleagues who had read my
thesis expressed the view that the brief was
more enlightening than the thesis.

As for the chapter on my conclusions,
what I actually did was to refine and to clar-
ify the statements of my conclusions rather
than to change their meaning. But when I dared
to lock horns with Dr. Judd who was probably
the most powerful figure in the field of educa-
tion at that time, I took a dangerous and
foolish risk which could have cost me my doc-
tor's degree. Without my degree, my profes-
sional life might have been very different
and, in all probability, far less satisfying
than it has been.

In addition to his doctoral work at the University
of Chicago from 1921-1923, Carter served as the minister
of the Mc Kinley Park Methodist church. Another dimension
was added to Carter's life during this period. Miss
Frances Berry and Thomas Milton Carter were married on
August 25, 1922, in Frances' home town of Hector, Minne-
sota. Frances was a student at Hamline University during
the year Carter served as assistant to the president of
the university. Although they had become engaged during
this period, they had elected to postpone marriage for a
year or two so that Frances could teach and earn some
money. After her marriage to Tom, Frances worked in the
library of the Lindbloom High School. In addition to her
library work, Frances plunged into the work of the church.
She taught a Sunday school class, directed the Epworth

League group, sang in the choir, and assisted Tom in making

pastoral calls. She contributed to the successful church

105

experiences the Carters enjoyed during their assignment
to the MC Kinley Park church. Carter says, "Frances de—
serves the greater part of the credit we received from
the church members for the successful church program we
conducted during our stay at Mc Kinley Park. She really

did an outstanding job."

Vocational Plans

 

Knowing that Carter was nearing the completion of
the thesis requirements for his doctoral degree, the
director of the placement bureau at the University of
Chicago invited Tom to come in for a vocational placement
conference. During Tom's appointment with the director
of the placement bureau, the director informed Carter
there were several faculty openings among several southern
institutions of higher learning. The director expressed
the opinion that Carter would be wise to consider one of
these vacancies because of his southern background which
was still evident in his speech and manner. Tom told the
placement director that he did not wish to teach in a
southern college or university. Carter explained that he
had decided to teach in a church-related, small liberal
arts college and felt the more promising colleges of this
type were located in the north.

Carter's major professor, Dr. Frank N. Freeman,
was a close friend of Dr. Forest Moulton who, in 1923,

was president of the board of trustees of Albion College

106

in Albion, Michigan. At that time, Dr. Moulton, an Albion
College graduate, was the head of the department of
astronomy at the University of Chicago. During one of
their frequent conversations, Moulton asked Freeman to
recommend a qualified applicant for the position of head
of the department of education and psychology at Albion
College. Freeman recommended Carter for the position.

AS the result of Dr. Freeman's recommendation, Carter was
invited to visit the Albion campus and to have an inter-
view with the newly-appointed president of the college,
Dr. John W. Laird.

During his interview with Carter, President Laird
proposed Carter's joining the Albion faculty as head of
the department of education and psychology with the rank
of an assistant professor. Carter answered Laird's pro-
posal by saying that he would not be interested in joining
the Albion faculty as an assistant professor. After con-
siderable conversation, Laird suggested the possibility of
Carter's being offered an associate professorship.
Carter's response to this suggestion of Laird's was that
he was not interested in an associate professorship either.
Carter's second refusal irritated Laird and he emphatically
informed Carter that he could not offer Carter a full
professorship at this time. Recalling the results of his
angry outburst in Judd's office, Carter responded in a

quiet and courteous manner to President Laird's statement.

107

Carter calmly told Laird he understood Laird's position
and thanked him for inviting him to the Albion campus.

In apparent appreciation of Carter's calm response to his
emphatic statement, Laird indicated he wished to give the
matter of Carter's appointment further consideration and
made an appointment to meet with Carter later that day.

Today, recalling his negotiations with President
Laird, Carter says:

I was not holding out for the rank of
professor because I prized my services so highly.
I simply realized that any one assuming the posi-
tion of head of the department of education in
a liberal arts college would need all of the
power and prestige he could muster.

When Carter met with Laird later that afternoon,
President Laird offered Carter the position of department
chairman of the education and psychology department with
the rank of full professor providing Carter had completed
all of his doctoral degree requirements prior to his join-

ing the Albion faculty in the fall of 1923. Carter accepted

Laird's conditional offer and returned to Chicago.

CHAPTER III

THE DEVELOPMENT OF A PROFESSIONAL
DEPARTMENT OF EDUCATION, ALBION

COLLEGE, 1923-1943

Upon his arrival at Albion in September, 1923, Dr.
Carter discovered that his immediate predecessor, Dr.
Emery L. Kuhnes, had exercised Kuhnes' prerogative as head
of the department of education and psychology by electing
to emphasize the departmental course offerings in psychology
and mental testing. Realizing that Kuhnes had not experi-
enced a satisfactory degree of success in his efforts to
direct the activities of the department, Carter decided not
to follow Kuhnes' example. Carter decided to concentrate
upon structuring the departmental course offerings in such
a manner that each student would have an opportunity to
participate in a more diversified teacher certification
program rather than in a program that emphasized mental
tests and measurements to the exclusion of other allied
areas of interest and importance. Carter says, "It was my
desire to provide education and psychology courses of a
'service' nature that would help the student prepare for
the task of handling the regular classroom responsibili-

ties." Carter took time to become acquainted with his

108

109

new surroundings and responsibilities and made very few
changes in scheduled departmental course offerings during
his first year at Albion.

In addition to his administrative responsibilities
and duties, Carter carried a teaching load of twenty hours
per week. He, also, began writing articles for various
professional journals. His first published article,
written in collaboration with Dr. Frank N. Freeman, was
entitled "A New Measure of the Carpal Bones and its Rela-
tion to Physical and Mental Development" and described the
methods, techniques, procedures, and conclusions of

Carter's doctoral thesis.1

Curriculum

 

Although the Catalogue of Albion College for 1923—

1924 listed sixteen courses under the heading of Education

 

and Psychology,2 nine of the sixteen listed courses were
offered by the departments of English, mathematics, Latin,
modern languages, physical science, biological science,

home economics, public speaking, and history.3 Professor

 

1Frank N. Freeman and Thomas M. Carter, "A New
Measure of the Carpal Bones and its Relations to Physical
and Mental Development," Journal of Educational Psychology
(May, 1924), PP. 257-270.

2Catalogue of Albion College for 1923-1924 (Albion:
Albion College, 1924), pp. 56-59.

31bid., p. 58.

110

Thomas M. Carter was the only faculty member listed for

the department of education and psychology.4

The Sixteen courses listed for the education and

psychology department for the 1923—1924 academic year were:

General Psychology

Physiological and Experimental Psychology

Advanced Psychology

Educational Psychology

Psychology of Adolescence

Psychology of High School Subjects

of
of

of

Ancient and Medieval Education
Modern Education

Education

Methods

in
in
in
in
in
in
in
in

in

English
Mathematics

Latin

Modern Languages
Physical Science
Biological Science
Home Economics
Public Speaking

History

Educational Measurements

 

l.

2.

3.

4.

5.

6.

7. History
8. History
9. Science
lO-a General
lO—b Methods
lO-c Methods
lO-d Methods
lO-e Methods
lO-f Methods
lO-g Methods
lO-h Methods
lO—i Methods
lO-j Methods
11

4

Ibid., p. 7 and p. 56.

111

12 Mental Testing

13 Apprenticeship Teaching

15 School Administration and Supervision
l6 Principles of Education

Courses 1, 2, 3, 6, 7, 8, and 13 were listed as
three hour credit courses. Courses 4, 5, 10 a-j, ll, 12,
and 15 were listed as two hour credit courses. The credit
hours for course 16 were not listed and there was no course
listed as number 14.5

In addition to a slight modification in the titles
of two courses, there was only one curricular change in
the department of education during the 1924-1925 academic
year. Professor Carter offered, for the first time, a
course in the "Science of Education" which surveyed a num-
ber of educational problems and identified "scientific
methods of solving those problems."6

During the first semester of the 1925-1926 school
year, Carter offered another new education course. He
designed a course for beginning students in education who
knew little of the subject matter of the educational cur-
riculum. Carter structured the course in such a manner

that a student would have an opportunity to gain a compre-

hensive idea of the nature of the many specialized courses

 

SIbid., pp. 56-59.

6Catalogue of Albion College for 1924-1925 (Albion:
Albion College, 1925), p. 62.

112

offered in the field of education as well as a general
knowledge of educational practices, problems, and pro-
cedures. With the title of "Introduction to Education,"
this course was numbered "Education 102" and was not open
to freshmen.7

The 1926-1927 academic year at Albion College
brought few curricular changes in the department of edu—
cation. Essentially, the courses offered represented
curricular offerings of the previous year. Several courses
were re-numbered and their respective catalogue positions
were altered slightly.8

During the two year period from September, 1927, to
June, 1929, no curricular changes were made in the depart-
ment of education's curriculum. One new course was added
to the department's curriculum for the 1929-1930 school
year. The new addition was numbered "Education 293" and
bore the title, "Extra-curricular Activities." The cata-
logue description of Education 293 was recorded in the
following manner:

293. Extra-curricular Activities. This
course deals with the organization and control of

such extra—curricular activities as athletics,
scouts and scouting, students' clubs, citizenship

 

7Catalogue of Albion College for 1925-1926 (Albion:
Albion College, 1926), p. 63.

 

8Catalogue of Albion College for 1926—1927 (Albion:
Albion College, 1927), p. 70.

113

through thrift programs, citizenship through 9
health programs, etc. Credit, 2 hours

With a cross-reference listing in the department
of religion, a new course was listed for the education
department in the 1930—1931 college catalogue. The
course description of the new course was listed under the

heading of "Psychology of Childhood" and carried two number

10

listings, Education 234 and Religion 234. The course

was described as follows:

234. Psychology of Childhood. The
course deals with psychological development of
childhood from birth to maturity; mental capac-
ities, limitations, and problems of children
at various stages of development are considered.
Prerequisite, three hours of Psychology. Open
to juniors and seniors. Credit, 3 hours11

Commenting on the somewhat unusual listing of an
education course as a religious course, and vice-versa,
Carter says:

It was my feeling that a course of this
nature should be offered to the students in our
department. A departmental division organiza-
tion took place during the 1929-1930 school year
and I was appointed chairman of the Division of
Education, Psychology, Philosophy, and Religion.
During one of our division meetings, I discovered
that Professor Samuel J. Harrison was qualified
to teach a course in the psychology of childhood.
I prevailed upon him to develOp and offer such a
course to our students.

 

9Catalogue of Albion College for 1929—1930 (Albion:
Albion College, 1930), p. 73.

10Catalogue of Albion College for 1930-1931 (Albion:
Albion College, 1931), p. 60 and p. 63.

11Ibid.

 

114

Also, with a cross-reference listing in the depart-
ment of music, methods of public school music were offered
to Albion College students during the 1930-1931 school

12
year.

Major additions to the education department's
curriculum during the 1931—1932 academic year reflected
Professor Carter's desire and determination to continue
his efforts to develop a professional department of educa-
tion. Carter says, "It was my desire to create and offer
practical education courses of a professional nature that
would provide help and guidance for our students in their
professional preparation."

The four new courses added to the education de-
partment's curriculum during 1931-1932 were listed as
follows:

262. Elementary Education. A study of
the elementary schools commonly included in the
first six grades; including methods of supervi-
sion, types of recitations, lesson plans, some
present day types of organization, administering
and use of standard tests, study of Specific
method as applied to reading, arithmetic, lan-
guage, geography, and health work. Open to

juniors and seniors. Credit, 3 hours

301. The Curriculum. This course deals
with the evaluation of curriculum material for
education in a democracy. Credit, 3 hours

302. Seminar in Educational Methods.
This course deals with the evaluation of current
methods in Education. Credit, 3 hours

 

12Ibid., p. 59 and p. 73.

 

115

321. Research Problems in Education.
Open only on consent of instructor to graduate
students deemed capable of doing independent
research relative to some chosen problem in
Education. Hours and credit to be arranged.13

In evaluating the curricular changes in his de-
partment during this period, Carter says:

Although I was painfully aware of some of
the restrictive conditions existing at the time
in the department such as limited faculty and a
rather ambitious program of course offerings,
along about this time, I began to believe that I
was developing in a modestly successful fashion
a functional curriculum for our education stu-
dents. For several years, I had viewed teacher
education as a primary responsibility of the
college. Fortunately for me, the president of
the college, Dr. John Seaton, shared many of my
beliefs and supported a number of my departmental
proposals. My primary objective, it seems to
me, was to produce teachers who were prepared
to teach creatively with understanding and re—
sourcefulness. I, also, hoped that many of these
young teachers would have the ability and de-
termination to improve as well as to transmit
the social heritage.

20:111..“ .-. ~t- .41.. 4"
L

ft."

For the first time, during the l932r1933 school
year, a course in "Apprenticeship Teaching in the Kinder-
garten and Elementary School" was offered by the education

14 Although a course in

department at Albion College.
apprenticeship teaching was introduced and established in
the department in 1919, opportunities for apprenticeship

teaching, at that time, were reserved for those Albion

 

13Catalogue of Albion College for 1931-1932 (Albion:
Albion CollEge, 1932), p. 68.

14Catalogue of Albion College for 1932-1933 (Albion:
Albion College, 1933), p. 66.

 

 

116

College students who were preparing to teach at the high

school level.15

The course requirements for Education 253 -
"Apprenticeship Teaching in the Kindergarten and Elementary
School" were listed in the following manner:

The work of this course consists of the
following phases: The apprentice must be present
in the elementary school two hours consecutively
each day, five days a week for one semester. She
will work under the direction of a supervisor and
will ordinarily be given experience in more than
one grade. She will tutor individual pupils,
supervise seat work, mark papers, prepare seat
work, supervise special activities, take charge
of the class when called upon to do so, and take
complete control in the absence of the regular
teacher. The apprentice will meet for confer-
ences with the supervisor as often as deemed
advisable by the latter. She will also meet
regularly once a week with the director of 16
teacher training. Credit, 5 hours

Recognition of the new Opportunity for student
teaching at the elementary level was recorded in the 1932-
1933 college catalogue as follows:

Apprenticeship Teaching. Through the
cooperatibn of the Albion Puinc Schools ap-
prenticeship teaching in all the grades, from
the kindergarten through the high school, is
made possible.17

Another 1932—1933 catalogue statement indicated

that an education student was permitted to take two

 

15The Yearbook of Albion College for 1919—1920,
op. cit., p. 67.

16Catalogue of Albion College for 1932—1933, gp.
cit., p. 66.

l71bid., p. 65.

 

117

apprenticeship teaching courses with a maximum credit of

eight hours only allowed toward graduation.18

From 1933 to 1936, no curricular changes were made

in the course offerings of the education department. Two

new courses were added during the 1936-1937 school year.19

These courses were open only to juniors and seniors who

were preparing for teaching careers in the area of physical

20

education. The following course descriptions for these

new additions were recorded in the college catalogue:

241. Principles and Methods of Physical
Education. This course presents a brief survey
of various programs in European countries and
the United States, general and specific objec-
tives, philoSOphy and technological principles
underlying methods of teaching various forms of
physical education material. Credit, 2 hours

 

242. Organization and Administration of
Physical Education. Problems of organization and
administration of physical education in public
schools, colleges, and universities are presented
in this course; such topics as history, schedules,
buildings, relationships, organizations, staff,
tests, and policies are included for consideration.

Credit, 3 hours21

 

As Dr. Carter worked toward his goal of developing
a professional department of education, he was encouraged
by the support of the college president, Dr. John L.

Seaton, who supported Carter's objective of offering a

 

18Ibid., p. 66.

19Catalogue of Albion College for 1936—1937 (Albion:
Albion College, 1937), p. 69.

20Ibid. 21Ibid.

 

aim _

fragm- " 73m

118

practical program of educational experiences with emphasis
on continued professional growth. President Seaton's sup-
port of Carter's concept of continued professional growth
was reflected concretely in the following 1937-1938 cata-
logue statement:
GRADUATE WORK FOR ELEMENTARY AND HIGH
SCHOOL TEACHERS

After June 30, 1939, the State of Michigan
will no longer issue a life certificate to
teachers. Beginning at the above mentioned date
the certificate granted upon the completion of a
four-year college course will be a five-year pro-
visional certificate. At the end of the five-
year period a teacher may secure a permanent
certificate provided (a) he has taught three years
in the secondary schools of the State of Michigan;
(b) he has earned ten additional semester hours of
residence credit in an approved institution. The
State Department of Education in Michigan recom—
mends but does not require that the additional
work beyond the A.B. degree which is required for
the granting of a permanent certificate be in
partial fulfillment for the Master of Arts degree.

In order to meet the above mentioned re-
quirements for the training of secondary school
teachers, Albion College offers the following plan:

Graduates of Albion and other accredited
or approved colleges may enroll for extra credit
work to fulfill the requirements for the permanent
certificate. The work may be done in any field
of subject-matter chosen by the candidate with the
consent of the professor or professors in charge.

Students who do high quality work may ap-
ply this extra credit work toward the Master of
Arts degree. Those who are interested are re-
quegged to refer to the catalog, pages 44, 45, and
46.

 

22Catalogue of Albion College for 1937-1938 (Albion:
Albion College, 1938), p. 48.

119

Upon referring to pages 44, 45 and 46 of the above-
mentioned catalog, interested students were able to dis-
cover the college provided two possible programs leading
to the Master of Arts degree.23 Program A required com-
pletion of a minimum of twenty-four hours of course work,
including eighteen hours in courses on the graduate or
upper division level, and the preparation of a thesis,
giving evidence of ability to pursue independent investi—
gation. Also, a reading knowledge of a foreign language
(French, German, or Latin) was required in all cases in
which such a requirement was deemed necessary for success—
ful work in the particular field.24 Program B required
completion of a minimum of thirty hours of course work in
an approved program of graduate study.25 Under Program B,
the candidate had the option of writing a thesis for which
he could earn six hours of credit.

For the first time, graduate courses in education
were listed in a college catalogue of Albion College for
the l937-l938 academic year. The graduate courses in edu-
cation were listed in the following manner:

GRADUATE COURSES
301. The Curriculum. This course deals

with the evaluation of curriculum material for
education in a democracy. Credit, 3 hours

 

23Ibid., pp. 44—46.

24Ibid., p. 45.

251bid., p. 46.

120

302. Seminar in Educational Methods.
This course deals with the evaluation of current
methods in Education.

321. Research Problems in Education.
Open only on consent of instructor to graduate
students deemed capable of doing independent
research relative to some chosen problem in Edu—
cation. Hours and credit will be arranged.

322. Research Problems in Education. .
Continuation of Course 321. Hours and credit ‘
to be arranged. [
331. School Tests and Measurements.
A study of the principles underlying the demand
for standards of measurement and a scrutinizing
of the principal standardized Mental and Educa-
tional tests suitable for use in the school.
Practice in taking and giving tests and statis—
tical treatment of test data. Open to juniors
and seniors. Credit, 3 hours

'W‘mfi. I'l‘u‘ ‘g "I ‘

26

These courses did not represent additions to the
department's curriculum. Each course had been listed in
the previous year's college catalogue as an undergraduate
course.27 Only the designation of each course had been
changed to that of a graduate level course.

The only curricular modifications during the 1938-
1939 school year involved the general methods course which
was divided into two methods courses representing, re—
spectively, the areas of elementary methods and secondary

28

methods. The new additions to the department of educa-

tion's curricular offerings were listed as follows:

 

26Ibid., pp. 69-70.

27Catalogue of Albion College for 1936-1937,
OE. cit., p. 70.

28Catalogue of Albion College for l938-l939 (Albion:
Albion College, 1939), p. 70.

121

261. Methods of Teaching in the Ele-
mentary School. A study of organization, manage-
ment, technique, and devices appropriate to the
elementary school. Open to juniors and seniors.
WALKOTTEN. Credit, 3 hours

291. Methods of Teaching in the Second-
ary School. A study of the problems of effi-
ciency of instruction at the secondary school

level. Open to juniors and seniors. CARTER.
Credit, 3 hours

29

It is interesting to note that instructors' names
were listed with their respective courses in the 1938-
1939 college catalogue. This practice represented an
innovation in catalogue course listings. Previous cata-
logues of Albion College did not utilize this approach.

From September, 1939, to June, 1943, no curricular
changes were made in the education department's course
offerings. Apparently, this absence of curricular change
was the result of three factors: (1) the department's
curriculum was fairly comprehensive and was meeting the
needs of undergraduate students seeking teaching certifi-
cation; (2) the advent of World War II served to emphasize
change in various areas to the exclusion of others; and
(3) during World War II, Dr. Carter was absent from

Albion's campus while serving as an army chaplain on

active military duty.

 

291bid.

 

122

Student Teaching

 

A course in apprenticeship teaching was intro-
duced in the education department of Albion College in
1919.30 However, at that time, opportunities for student
teaching were limited to those Albion College students
who were fulfilling the requirements for secondary teach-
ing certificates. It was not until the 1932-1933 academic
year at Albion that a course in apprenticeship teaching,

31

at the elementary level, was offered.

Under Dr. Carter's direction, the administration of

 

Albion College developed a written agreement with the
Albion (Michigan) Public Schools which outlined the de-
tails of the student teaching program. The public school
critic teachers were selected, jointly, by the superin-
tendent of schools and the college's director of student
teaching. Dr. Carter says:

The public school teachers, in those
days, regarded their selection as critic teachers
as a real honor and took their responsibilities
seriously. In addition to his regular salary,
the college paid the critic teacher fifteen dol-
lars per apprentice teacher per semester and
listed his name in the college catalogue as a
critic teacher. The college also paid the school
principals for the extra work involved in working
with student teachers and their critic teachers.
The principals' names were listed in the college
catalogue as supervisors of critic teachers.

 

3OThe Yearbook of Albion College for 1919-1920,
op. cit., p. 67.

31Catalogue of Albion College for 1932-1933,
op. cit., p. 66.

123

Dr. Carter recalls that several attempts were made
to establish certain criteria to be used in the selection
of critic teachers. However, due to the variety of subject-
matter majors and minors possessed by the student teachers,
the education department found it expedient to permit all
fully-certified members of the Albion Public Schools
faculty to serve as critic teachers for at least one
semester, each year, if the need existed.

It would appear that the relationship between the
Albion Public Schools and the department of education of
Albion College has been a mutually beneficial one. By
accepting student teachers, the school system provides
valuable pre—servico training for beginning teachers. At
the same time, the public school system enhances its own
program by the addition of enthusiastic young student
teachers who provide a potential source for recruiting
new staff.

From 1919 to 1943, secondary student teachers
spent one hour, daily, Monday through Friday, working
under the direction of their respective critic teachers
in the Albion High School. They kept records, prepared
blackboard work, corrected assignments, and were given
opportunities to do some regular teaching. This student
teaching assignment for each candidate for secondary cer-
tification was for a period of one semester. Credit given

for student teaching for one semester was five semester

124

hours. A student had the Option of student teaching for
a second semester if he so desired. However, only three
semester hours of credit were allowed for the second
semester of student teaching.
From 1932 to 1938, elementary student teachers
were required to spend two consecutive hours, each day,
five days a week for one semester, in the elementary
schools of Albion. Each student teacher was given the
opportunity of participating in the regular elementary
classroom routine. Credit and option for the second
semester of student teaching were identical to those for
secondary student teaching.
In 1938, the requirement for elementary teachers
to spend two consecutive hours, each day, five days a
week for one semester, was changed to "one-half day ses-
sion every school day for one semester."32
Carter says,
In addition to their classroom duties, all stu-
dent teachers were required to meet one hour
a week with their respective critic teachers
to discuss their work. Also, I met with all
student teachers for a weekly seminar. I con-
ducted two seminars a week; one for elementary
and one for secondary student teachers.

Carter states that it is his belief, based upon

conversations with various public school administrators,

critic teachers, students, and parents as well as his

 

32Catalogue of Albion College for l938-l939,
0p. cit., p. 70.

125

personal observations of the student teaching program at
Albion College in cooperation with the Albion Public
Schools from 1923 to 1962, that a general feeling of
satisfaction has been the prevalent feeling among those
concerned with and participating in the program.

Carter says,

Problems arose periodically and usually
were resolved in a more or less satisfactory
fashion. Now and then, personality conflicts
would appear. However, for the most part, the
program has been a beneficial one for all par-
ticipants.

In his 1942 report on teacher education in Michi-

gan, Barnes corroborates Carter's contention in the

following manner:

Superintendent Harrington, of the

Albion Public Schools, expressed satisfaction
concerning the practice teaching program. He
felt that the school was fully repaid for the
services it gave to the college. The attitude
of the teachers in the Albion public schools
and the feeling of satisfaction on the part of
the school administration seems to be ideal
for non-public teacher-education institutions.
It is only under such conditions that the true
value of student teaching can be attained.33

Harrington's comment was part of his response to

personal questions posed by Barnes in 1938.34

 

33Richard Alan Barnes, The Development of Teacher-
Education in Michigan (Chicago: University of Chicago
Libraries, private edition, 1942), p. 174.

34

 

Ibid.

 

126

Teacher Certification
When Thomas Milton carter joined the Albion College
faculty in September, 1923, that year's college catalogue

carried the following statement concerning teacher certi-
fication:

Under the law of Michigan a State
Teacher's Certificate, good for four years, is
granted by the State Board of Education to
Albion College graduates who have completed 11
hours in the Department of Education. These 11
hours must include courses in Psychology and
the History of Education. Psychology I is con-
sidered a prerequisite for the requirements
above indicated. After three years of success-
ful teaching this certificate may be exchanged
for a life certificate.35

From 1923-1925, the requirements for teacher cer-
tification in the Albion College teacher education program
remained the same. During the 1926-1927 school year, the
following change in certification requirements was noted:

Under the law of Michigan a State
Teacher's Certificate, good for four years,
is granted by the State Board of Education
to Albion College graduates who have com-
pleted 15 hours in the Department of Educa—
tion.36
Several changes in requirements for teacher cer—

tification in the Albion program were made the following

year as the following catalogue statements indicate:

 

35Catalogue of Albion College for 1923-1924, op.

cit., p. 32.
36Catalogue of Albion College for 1926-1927 (Albion:
Albion College, 1927), p. 70.

127

The State of Michigan will grant a Life
Certificate to graduates of Albion College pro-
viding they have met certain requirements in
professional preparation. The requirements are
twenty semester hours' credit in Education. Of
these, five hours must be Practice Teaching, 37
three Methods, and three Educational Psychology.

From 1927 to 1934, no change was made in teacher
certification requirements for Albion College students.
During the 1934-1935 academic year, the following changes

were recorded:

lm‘flw 1%
'A
|

The State of Michigan will grant Life
Certificates to graduates of Albion College
provided they have met certain requirements in J
professional preparation. The requirements are a—
twenty semester hours of credit in Education.
Of these, five hours must be Practice Teaching,
three Methods, three Educational Psychology,
three History of Education, and three Principles
of Education.38
Of these changes, Carter says, "The additional requirements
simply reflected my desire to standardize our program and
upgrade the professional requirements."
Perhaps an additional consideration was the fact
that the State Board of Education was empowered to grant
certificates to graduates of institutions other than

Michigan State Teachers Colleges provided a course had been

completed that was in every respect the equivalent of a

 

37Catalogue of Albion College for 1927-1928 (Albion:
Albion College, 1928), pp. 71-72.

38Catalogue of Albion College for 1934-1935 (Albion:
Albion College, 1935), p. 65.

 

128

life certificate course in a state teachers college of
Michigan.39

No changes were noted in certification require-
ments at Albion from 1934 to 1939. During these years,
the catalogue statements on certification remained the
same.

Effective June 30, 1939, requirements for teach-
ing certificates were changed and the life certificates
were eliminated under the new Michigan Teachers' Code.4O
Under the new code, a candidate for a teaching certifi-
cate in Michigan was required to present twenty semester
hours of credit in education including courses in the
history of education, educational psychology, principles
of teaching, and a minimum of five semester hours in ob—
servation and practice teaching.41 Also, a teaching
certificate candidate was required to present a teaching
major of at least twenty-four semester hours and two
teaching minors of at least fifteen semester hours each.
A candidate for an elementary certificate could present

four teaching minors instead of a major and two minors.42

 

39Ninety-first Report of the Superintendent of
Public Instruction of the State of Michigan (Lansing:
Franklin De Kleine Co., 1931), p. 35.

40Barnes, The Development of Teacher-Education in
Michigan, pp. 160-162.

41

 

Ibid., p. 161.

42Ibid., p. 162.

129

These certification code changes were reflected
in Albion College's program of teacher education. The
courses required to fulfill certification requirements
in Albion's program, beginning with the 1939-1940 school
year, met the requirements of the State of Michigan under
the new Michigan Teachers' Code.43 F“

Carter says, ”With a few minor changes in our pro-
gram, our certificate requirements met all of the require-

ments of the State of Michigan under the new Teachers'

Code."

 

[I.-‘n:u.’ _' 'ILHA

Accreditation

 

On November 1, 1926, the Association of American

Universities voted to place Albion College on its approved

44

list. This recognition brought to consummation plans

and efforts that had been under way for nearly two years.
President Seaton's report to the alumni discussed accredi—
tation and its value to Albion College and its graduates
as follows:

The recognition is of great value in many
ways, both to the institution, itself, and to its
graduates. It serves as a credential of the stu-
dents and graduates of Albion College to any uni-
versity, to which they may go. It also is a
credential of the College to colleges, universi-
ties and other learned bodies at home and abroad.

 

43Catalogue of Albion College for 1939—1940 (Albion:
Albion College, 1940), p. 74.

44Albion College Bulletin (Albion), December 20,
1926, p. 5.

 

 

130

According to its new regulations, Phi
Beta Kappa will not even consider a college
until it is on the list of the Association.
Foreign universities also take this list as
the basis of recognition. What Bradstreet's
is to the business world, the list of the
Association of American Universities is to the
educational world.

There are three standardizing agencies
particularly important for Albion College. 3;
The first, the University Senate of the Metho-
dist Episcopal Church, 1egislates for all the
schools of the church. The second, is the
North Central Association of Schools and Col—
leges, which meets every year in Chicago and
issues an approved list for the schools within
its area. The third, is the Association of
American Universities, which, because of its
national and international scope is the most
important of the agencies.

 

[h_nf'(_.'l‘ ‘ d.~.-

Albion College has long been on the
approved list of the University Senate and of
the North Central Association, and a year ago
it received an “A" rating from the University
of Illinois. It is the only college in the
state with that rating.

Recently, the Association of American
Universities sent Dr. David Robertson, form-
erly Dean of the University of Chicago, and
now Assistant Director of the American Council
on Education, to inspect Albion College.

While here, he said many pleasant things

about the organization of the Dean's office
and the Business Office, the superior labora-
tories, and the general appearance of order
and efficiency. His report to the Association
was such that recognition was immediately
voted. Albion is the first college in the
state to receive that honor.45

For a period of twelve years, from 1930 to 1942,
the annual college catalogue carried a brief statement on

recognition and accrediting. The statement read as follows:

 

 

45Ibid.

 

131

The standing of a college in the edu-
cational world is important to its students,
alumni, and friends. Albion College is fully
accredited by the North Central Association of
Schools and Colleges. It is on the "A" list
of the University of Illinois and the fully
approved lists of the Association of American
Universities, and the American Association of
University Women.46

Additional recognition was granted to Albion Col-
lege in 1940 when the Beta Chapter of Michigan, Phi Beta
Kappa, was established on Albion's campus. The 1940—1941
college catalogue's statements on recognition and accredit-
ing carried the following notation:

It (Albion College) has Beta Chapter
of Michigan of Phi Beta Kappa, and it holds
an honored place in various national educa-
tional organizations.47

The Beta Chapter of Michigan, Phi Beta Kappa, was

established at Albion College on November 8, 1940.48

Participating Public Schools
From 1923 to 1962, a period of thirty-nine years
during which time Professor Thomas Milton Carter served as
chairman of the education department of Albion College,
student teachers served their teaching apprenticeships in

the Albion, Michigan, public school system. Initially,

46Catalogue of Albion College for 1929-1930,
op. cit., p. 2.

47
Albion College, 1941), p. 3.

48Ibid., pp. 31—32.

 

Catalogue of Albion College for 1940-1941 (Albion:

[I no. 11. _ '

132

opportunities for student teaching placement were limited
to those Albion College students who were preparing to
teach at the secondary school level.49 These students
were assigned to the city's only high school, Washington
Gardner High School, located on East Michigan Avenue.

In 1932, a new course in apprenticeship teaching,
at the elementary level, was offered to those students
wishing to prepare for teaching at the elementary school
level.50 Students preparing to teach at the elementary
level, usually, were assigned to staff members of the
Gardner Grade School which was conveniently located just
two blocks northwest of Albion's campus. Later on, as
the demand for student teaching placement positions out-
grew the supply at Gardner, students were assigned to two
of the system's other elementary schools, Austin and
Dalrymple.51

Carter says, "The willingness of the Albion Public
School staff to work with our student teachers was a

source of great satisfaction for me during my entire

tenure at the college.”

 

49The Yearbook of Albion College for 1919—1920,
op. cit., p. 67.

50Catalogue of Albion College for 1932-1933,
op. cit., p. 66.

51Catalogue of Albion College for 1939-1940,
op. cit., p. 17.

 

133

Staff

 

Although during the years of his service to Albion
College, Professor Carter usually was the only full-time
member of the department of education's faculty, he was
assisted through the years by several part—time instruc-
tors. Usually, the local school superintendent and princi— f“
pal of the high school were employed to teach a course,
each, each semester. Also, members of various other de-
partments were assigned to teach the special teaching

methods classes such as English, home economics, and public

 

school music.

During his first year at Albion, Carter was the
only member of the faculty teaching education courses.
He recalls, "My teaching load was about twenty hours per
week, a load I continued to carry as long as I was a
professor at the college." In addition to a heavy teach-
ing load, Carter served as an educational advisor to the
Starr Commonwealth for Boys and Battle Creek College dur-
ing his first year at Albion.

Philip Andrew Buscemi, A.B., became Professor
Carter's first part-time colleague in the fall of 1924.52
Buscemi was listed as an "Instructor in Modern Languages

"53

and Education. Carter says, "As I remember it, Mr.

 

52Catalogue of Albion College for 1924-1925,

op. cit., p. 8.

53Ibid.

134

Buscemi taught the methods course in modern languages and
a course in the history of education."
Buscemi remained at Albion for a period of one
year. His successor, Blake Crider, A.B., served as
Carter's part-time colleague for a period of three years
during which time, in addition to his teaching duties, he -.
also completed the requirements for his A.M. degree at
the University of Chicago.54

During the second year of Crider's tenure at

Albion, a second part-time instructor was added to the

 

education department's teaching roster. Don Harrington,
A.M., superintendent of the Albion Public Schools, began
teaching at Albion College with the rank of "Instructor
in Education."55 Harrington continued to serve in the
dual capacity of school superintendent-instructor in edu-
cation until his resignation during the Spring of 1938.
Carter says,

From the time of Don Harrington's appointment

to our staff in 1927 until his resignation,

working together, he and I were able to de-

velop an efficient program for our apprentice-

teachers. Don was a big help to me throughout

the years of our association.

John Sedberry Marshall, Ph.D., was appointed to

the Albion faculty in the fall of 1929 as a professor of

 

54Catalogue of Albion College for 1928-1929 (Albion:
Albion College, 1929), p. 11.

55Catalogue of Albion College for 1927-1928,
op. cit., p. 11.

 

 

135

philosophy and psychology.5 Marshall taught the begin-
ning and advanced psychology courses offered in the depart-
ment of education at that time.
In the fall of 1930, William C. Harton, A.M.,
principal of the Albion High School, joined the education
staff of Albion College as a part—time instructor.57 F“
Carter's three part-time colleagues, Harrington,
Harton, and Marshall, were joined by a fourth in 1935
when Winnifred Shattuck Hance, A.B., was assigned to teach
Hance

the course in public school music methods. Mrs.

 

had been a member of the college faculty since 1930,
assigned to the music department's staff.58

The part—time instructional staff of the depart-
ment grew to a total of five when Warren W. Wilcox, Ph.D.,
joined the Albion faculty as an instructor in sociology

9

and psychology in September, 1937.5 Professor Carter,

Associate Professor Marshall, and instructors, Dr. Wilcox,
Mrs. Hance, Mr. Harrington, and Mr. Harton were the de-

partmental staff members during the 1937-1938 academic year.

 

 

 

 

56Catalogue of Albion College for 1929—1930,
op. cit., p. 9.

57Catalogue of Albion College for 1930—1931,
op. cit., p. 9.

58Catalogue of Albion College for 1935-1936 (Albion:
Albion College, 1936), p. 11.

59Catalogue of Albion College
op. cit., p. 14.

for 1936-1937,

136

Mr. Harrington's successor as superintendent of
the Albion Public Schools, George Walkotten, A.M., re-
placed Harrington on the education staff, with the rank

60 Four other new part-

of instructor, in September, 1939.
time instructors were assigned to the department at the

same time. The new staff members were: Howard Eugene n-
Geiger, Ph.D. instructor in sociology and psychology;
Pearl A. Ludy, A.M., instructor in home economics; John

Granville Shrock, A.M., instructor in fine arts; and .

Edward Frank Voltmer, Ph.D., director of physical educa-
61

 

tion. Thus, the following faculty members were listed
on the roster of the education department during the
1939-1940 school year: Carter, Marshall, Geiger, Hance,
Harton, Ludy, Shrock, Voltmer, and Walkotten.62 Mrs.
Hance was replaced in September, 1940, by Rose Hamm, A.B.,
who taught the public school music methods courses.63
Assistant Professor Geiger was in charge of the
department during the 1941-1942 school year as Professor
Carter had been called for active duty in the United States
Army. In September, 1941, Melvin John Williams, Ph.D.,

joined the Albion faculty and taught the education

 

60Catalogue of Albion College for 1939-1940,

op. cit., p. 16.

6lIbid. 62Ibid., p. 73.

 

63Catalogue of Albion College for 1940-1941,
op. cit., pp. 12 and 84.

H1

H.

137

department's course offering, "Psychology of Adoles-
cence."64 Also, during the 1941-1942 academic year,
Shrock was on leavy to the army; his successor was not
named.65
Regina Westcott Wieman, Ed.D., became a part-
time staff member of the education department in September,
66

1942. Also, at the same time, Shrock's successor,

Barbara L. Busch, A.M., was appointed to the Albion fac-

. ”mt-.111 .1. I.“
u l
D
I

ulty.67 Miss Busch took over the art education class

that Shrock had been teaching.

 

From 1942 to 1943, the education department's
roster included Geiger, in charge of the department dur-
ing Carter's leave of absence to the army, Busch, Hamm,
Harton, Ludy, Marshall, Voltmer, Walkotten, Wieman, and

Williams.68

 

64Catalogue of Albion College for 1941-1942 (Albion:
Albion College, 1942), pp. 16 and 86.

65 66

Ibid., p. 15. Ibid., p. 16.

67Catalogue of Albion College for 1942-1943 and
1943—1944 (Albion: Albion College), p. 10.

68

 

Ibid., p. 80.

CHAPTER IV

DEPARTMENT OF EDUCATION, ALBION

COLLEGE, 1943-1962

During the period of World War II, the majority of
regular male students left the Albion College campus for

military service. However, an army pre-flight unit was

stationed at the Albion campus on February 27, 1943.1 In-

struction, housing, and boarding arrangements for the unit
were completely separate from the corresponding civilian
services although college faculty members were called upon
to provide much of the academic instruction.

The following statement attests to the fact that
college authorities were proud of their participation in
a program for "war and civilian needs":

An army pre-flight unit was received on
February 27, 1943, and is expected to be dis-
continued, along with eighty-three other pre-
flight units throughout the country, on or
about April 26, 1944. Instruction, housing,
and boarding for the unit have been completely
separate from the corresponding civilian ser-
vices. This is a contribution to the national
welfare which the College has been proud to make
together with essential provision for civilian
students. Virtually two colleges have been
operated side by side, harmoniously, and with

 

1Catalogue of Albion College for 1942-1943 and
1943-1944, op. cit., p. 4.

 

138

 

 

139

a high degree of success. The record is to the
permanent credit of the Federal authorities and
of Albion College.2
The regular civilian college program was maintained
throughout World War II and shortly after the declaration

of war, Albion College arranged its schedules so that

superior students could graduate in two and a half to

 

F7
three years by utilizing summer schools to acquire from E
ten to fourteen hours of credit. Courses were offered in j
astronomy, biology, chemistry, economics, education, psy- é
chology, English, geography, history, political science,

'1...

home economics, mathematics, modern languages, music,
physics, sociology, and speech.3 Some of the summer
courses, particularly at the freshman level, were organ-
ized on a double—period basis, making it possible for a
student to complete an entire year's work in those sub-
jects.4
In addition to the accelerated program, Albion
College offered its regular program for students who did
not wish to accelerate. Regular students were able to

take their college work in the usual order and under the

. . . 5
usual academic conditions.

Accreditation

 

Recognition and accreditation are important to

the standing of a college in the educational world. From

 

2 3

Ibid. Ibid.

 

4 5

Ibid. Ibid.

 

140

1942-1944, the college catalog carried the following state-
ments on the recognition and accreditation of Albion Col-
lege:

Albion is accredited by three national
bodies, the Association of American Universi-
ties, the American Association of University
Women, and the University Senate of the Metho-
dist Church.

It is accredited by the North Central
Association of Colleges and Secondary Schools,
the regional standardizing agency.

It enjoys the enviable distinction of
having Beta Chapter of Michigan of Phi Beta
Kappa, the only other chapter, Alpha, being
at the University of Michigan.

It is approved by and holds full mem—
bership in the National Association of Schools
of Music. It has also an honored place in
other national organizations.

It is approved by the Michigan State
Department of Public Instruction, and its
graduates qualify for the Michigan elementary
or secondary certificate according to the
course taken.6

Identical statements, concerning recognition and
accreditation, were contained in the college's catalogues
during the years 1944-1953. The 1953-1954 catalogue con-
tained one brief modifying statement. The other statements
were unchanged. The revised statement read as follows:

Albion is accredited by four national
bodies, the Association of American Universi—

ties, the American Association of University
Women, the American Association of Colleges

 

61bid., p. 2.

 

 

141
for Teacher Education and the University Senate
of the Methodist Church.7
A wall type plaque, currently hanging in the office
of the present chairman of the department of education,
contains the following inscription:
This is to certify that ALBION COLLEGE
is a member of the American Association of
Colleges for Teacher Education. Dedicated to
the improvement of teacher education in America.
Dated February 22, 1952, the plaque is signed by

J. R. Rackley, President, and Edward C. Pomeroy, Executive

Secretary.

 

In the 1956-1957 catalogue, the following addi-
tional statement was included with the previous statements
concerning the recognition and accreditation of the college:

The Chemistry Department of Albion
College is on the approved list of the Ameri-
can Chemical Society.

All other statements referring to the recognition
and accreditation of the college were similar to those of
previous years. Thus, since 1942, only two new accrediting
additions were recorded for the college: the American
Association of Colleges for Teacher Education and the

American Chemical Society. No further changes were noted

for the period from 1957 to 1962.

 

7Albion College Bulletin, Catalog Number, 1953-1954
(Albion: Albion College, 1953), p. 9.

8Albion College Bulletin 1956-1957 (Albion: Albion
College, 1956), p. 9.

142

Curriculum

 

No major curricular changes were noted among the
course offerings of the department of education during the
period from 1943 to 1950. Carter says, "Course content was
updated and minor revisions were made in various courses,

but no major curricular additions were made during this

P

period."
Essentially, the education department's course
offerings represented the courses required to meet the

State of Michigan's teacher certification requirements.

Ian—us; In“. 5. la in em!

Courses were offered in the following areas:

1. Educational Psychology

2. History of Education

3. Principles of Education

4. Methods of Teaching - Elementary

5. Methods of Teaching - Secondary

6. Apprenticeship Teaching - Elementary

7. Apprenticeship Teaching — Secondary9

Other departments offered special methods courses
designed for majors of their respective departments. Dur-
ing the 1948—1949 school year, special methods courses
were offered by the following college departments:

1. Art

2. English

 

9Albion College Bulletin for 1948-1949 (Albion:
Albion College, 1948): pp. 88—89.

 

143

3. Home Economics

4. Speechlo

Two other courses were offered at this time. Each
course represented a personal interest of its instructor.
George Walkotten, superintendent of the Albion Public

School system taught a course in school administration and
11

01'1"!

Professor Carter offered a course in secondary counseling.
The course in curriculum, which had been offered

by the department for the first time during the 1931-1932

—..‘.s"f' h"'L ‘. : 'Lf~ .

school year,12 was revised by Carter in 1948. When first

 

introduced by Carter in 1931, the course featured an eval- r

uation of curriculum materials for education in a democ-

racy. Beginning in 1948, the revised curriculum course

featured a study of desirable trends in curriculum con-

struction for general education. Also, an examination was

made of the programs of studies recommended by the State

of Michigan Department of Public Instruction as well as

several courses of study developed by public schools.13
Three new courses were added to the department's

curricular offerings during the 1951-1952 school year.

The three courses were described in the college catalog

in the following manner:

 

10 11

Ibid. Ibid., p. 89.

12Catalogue of Albion College for 1931—1932,
op. cit., p. 68.

13Albion College Bulletin for 1948-1949, op. cit.,

p. 88.

 

144

328. Education of Exceptional Children.
Study of children who are so different in mental,
physical, or emotional characteristics that
special educational provisions must be made for
them and of the curricula best suited to the
education of such children. Credit, 3 hours

361. Children's Literature. A course to
survey and evaluate literature written for child-
ren; to gain facility in story telling and read-
ing aloud; and to acquire an understanding of the
place of appropriate literature for various
periods of child growth. Credit, 3 hours

‘1‘

385. Comparative Education. A study of
the educational systems of some of the leading
countries of the world with implications for edu-l4 1
cation in the United States. Credit, 3 hours %

 

No curricular changes were made during the 1952- in
1953 school year. The courses offered represented the
curricular offerings of the previous year.
With a cross—reference listing in the department
of home economics, a new course was listed for the educa-
tion department in the 1953-1954 college catalog. The
course description of the new course was listed under the
heading of "The Child" and carried two catalog number
listings, Education 307 and Home Economics 307. The course
was described as follows:
307. The Child. A treatment of the
developmental patterns of individuals from pre-
natal through pre-adolescent stages with a

brief introduction to the adolescent period.
Techniques for studying and guiding children

 

l4Albion College Bulletin for 1951-1952 (Albion:
Albion College, 1951), pp. 101-102.

15Albion College Bulletin for 1952—1953 (Albion:
Albion College, 1952), pp. 100—103.

 

145

in their daily living, including a considera-
tion of their health and care will be studied.
Directed experiences with children are an inte—
gral part of the course. Education 307 is
identical with Home Economics 307, and is
taught jointly by the two departments. 16
Credit, 3 or 4 hours
Carter states, "Actually 307 was an off-shoot of
our 309 course in education psychology in which the subject
of childhood development was surveyed. However, the new
course treated the subject in greater depth and detail and

represented an improved course offering to our students."

From 1954 to 1961, no curricular changes were made

 

in the department of education. One minor change was made
in a course listing. Education 307, The Child, was re-
named in 1954. The new title for Education 307 was "307.
Educational Psychology: The Child."17
Major additions to the education department's cur-
riculum during the 1961-1962 academic year reflected the
change in leadership of the department as well as an in-
creased awareness of current trends in teacher preparation.
The four new courses added to the course offerings of the
department were listed in the following manner:
341. Science in the Elementary School.
A course designed to provide a background of
information for elementary school science teach-

ing. Both methods and materials of teaching
are treated. Credit, 3 hours

 

l6Albion College Bulletin for 1953-1954 (Albion:
Albion College, 1953), p. 101.

l7Albion College Bulletin for 1954-1955 (Albion:
Albion College, 1954), p. 105.

146

355. Introduction to Directed Teaching—-
Elementary Level. A course designed to prepare
the student for the classroom experience and to
provide an understanding of educational proced-
ures and problems at the elementary level.

Credit, 3 hours

365. Introduction to Directed Teaching--
Secondary Level. A course designed to prepare
the student for the classroom experience and to
provide an understanding of educational pro-
cedures and problems occurring at the secondary
level. Credit, 3 hours

389. Current Trends in American Educa-
tion. A survey of contemporary educational
theories and their practical application in the
modern school and of significant trends in public
education--their origins, growth, and influence. 8

Credit, 2 hours

Student Teaching

 

From 1943 to 1961, the following statement was

carried in the college catalogues:

APPRENTICESHIP TEACHING. Through the
cooperation of the Albion Public Schools
apprenticeship teaching in all the grades,
from kindergarten through the high school, is
made possible.

Course descriptions of the courses in apprentice-
ship teachings remained fairly uniform during the period
from 1943 to 1961. Typical course descriptions of the
period are listed below:

351. Apprenticeship Teaching in the

Junior and Senior High School. Regular meet-
ings daily with high school class, once a week

 

18Albion College Bulletin for 1961-1963 (Albion:
Albion College, 1961), pp. 82-83.

l~9Albion College Bulletin for 1959-1960 and 1960-

1961 (Albion: Albion College, 1959), p. 107.

L. in _ - L’-“A‘\J.‘A:‘-~fi
- ~l

.'
.

147

with the critic, and twice a week with the direc-
tor of teacher training. Open to juniors and
seniors who have met the prerequisites.

Credit, 3 or 5 hours

353. Apprenticeship Teaching in the
Kindergarten and Elementary School. The ap-
prentice is present in the school room at regu-
lar hours each school day. Regular meetings
with critic and with director of teacher train-
ing. Open to juniors and seniors who have met
the prerequisites. Credit, 3 or 5 hours

a . '* L1
1.. '
I

Carter says,

The prerequisites referred to in the college cata-
logue course descriptions of apprenticeship
teaching included a course in educational psy-
chology which served as an introduction to the
other required education courses. The other pre-
requisites included courses in history of educa-
tion, principles of education, and methods of
teaching.

 

I‘d-’1‘”- A 5.1

In 1961, the titles and descriptions of the courses
in apprenticeship teaching were changed to read as follows:

357. Directed Teaching--E1ementary
Level. A course providing an opportunity for
students to observe, participate, and teach in
the elementary schools. Credit, 5 hours

367. Directed Teaching--Secondary
Level. A course providing an opportunity for
students to observe, participate, and teach l
in the secondary schools. Credit, 5 hours

From 1943-1961, a student could take two semesters

of student teaching if he wished to do so. However a maxi-

mum of eight hours credit was allowed toward graduation.22

 

20lbid., pp. 109—110.

21
pp. 82-83.
22

Albion College Bulletin for 1961-1963, op. cit.,

Ibid., p. 82.

148

Carter says,

No changes were made in the actual requirements
the students were obliged to meet during their
apprenticeship teaching or directed teaching
experiences. Student teachers were required to
spend a portion of each school day for one
semester at their assigned schools and to meet
with me for a weekly seminar.

In 1961, Miss Gertrude Petch supervised the ele-
mentary student teachers and Professor Carter supervised

the secondary student teachers.23

Teacher Certification

 

From 1943 to 1953, the Albion College catalogues
carried the following statement concerning teacher certi-
fication:

State Teacher's Certificate. The State
of Michigan will grant certificates to gradu-
ates of Albion College provided they have met
certain requirements in professional prepara-
tion. The requirements are: (1) a teaching
major of not less than 24 semester hours and
two teaching minors of not less than 15 hours
each; (2) twenty semester hours of credit in
Education, including Practice Teaching, Methods
of Education, Educational Psychology, History
of Education, and Principles of Education in
accordance with the code of the State Board of
Education. Students who wish to prepare for
teaching should confer with the chairman of
the Department of Education before the second
semester of their sophomore year.24

A number of changes in requirements for teacher

certification in the Albion College teacher education

 

23ibid., pp. 82-83.

24Albion College Bulletin for 1952—1953, op. cit.,
pp. 100-101.

 

 

149

program were made in 1953. The new statement concerning
teacher certification was recorded in the college catalogue
in the following manner:

State Teacher's Certificate. The State
of Michigan will grant certificates to gradu—
ates of Albion College provided they have met
certain requirements in professional prepara-
tion. The requirement may be met in two ways:
A--By completing (l) a major of not less than
24 semester hours in some subject other than
Education and two teaching minors of not less
than 15 hours each; (2) 20 hours of credit in
Education including Educational Psychology,
History of Education, and Principles of Educa-
tion in accordance with the code of the State
Board of Education. B--By completing (1) a
major in Education which will include all the
courses specified under plan A and (2) four
teaching minors. Plan B is for elementary
teachers only but they may meet the require-
ments for the elementary certificate under
plan A if they choose. Secondary teachers
must follow plan A. Students who wish to pre-
pare for teaching should confer with the
chairman of the department of Education be-
fore the second semester of the sophomore
year.25

 

Carter says,

These changes represented the increased in-
terest in elementary teaching among a number
of our students stemming from the leadership
of Eleanor McLaughlin who joined our depart-
ment in 1952 as the staff member responsible
for all elementary teaching certificate candi—
dates. Dr. McLaughlin did a good job of re-
structuring the elementary program.

Although Carter mentions restructuring the ele-
mentary program, as noted earlier only a few curricular

changes were made at this time. Permission was granted

 

25Albion College Bulletin for 1953-1954, op. cit.,
pp. 100—101.

 

150

by the State Board of Education for Albion College's de-
partment of education to offer a major in elementary edu-
cation and Professor McLaughlin developed an acceptable
elementary education major through the utilization of the
courses offered by the department at that time.

The official statement concerning teacher certi-
fication remained the same from 1953 to 1961. In 1961,
the following changes in certification requirements were
noted in the college catalogue:

Course Requirements--Secondary Certificate

Students accepted as candidates for
secondary teacher certification after September
1, 1961, in addition to the specific qualifica-
tions outlined for admission to the program,
must:

a. Complete one departmental major (30
semester hours) or one group major (36 semes-
ter hours).

b. Complete one departmental minor (20
semester hours) or one group minor (24 semes-
ter hours).

c. Complete 20 semester hours of profes-
sional Education including Introduction to
Education, Educational Psychology: the
Adolescent, Methods of Teaching in the
Secondary School, Instructional Techniques
and Materials, Introduction to Directed
Teaching--Secondary Level, and Directed
Teaching--Secondary Level.

Course Requirements--Elementary Certificate

Students accepted as candidates for
elementary teacher certification after Septem—
ber 1, 1961, in addition to the specific quali-
fications outlined for admission to the pro-
gram, must:

 

151

a. Complete one departmental major (30
semester hours) or one group major (36 semes-
ter hours).

b. Complete a planned program of 20 semester
hours in a combination of methods and content
appropriate to elementary education. These
include Art 101 and 284, Home Economics 238,
Psychology 322, Physical Education 217, Music
293 and 294, and Speech 309.

C. Complete a minimum of 20 semester hours

of professional Education, including Introduc-
tion to Education, Educational Psychology:

the Child, Methods of Teaching in the Ele-
mentary School, Instructional Techniques and
Materials, Introduction to Directed Teaching-—
Elementary Level, and Directed Teaching--
Elementary Level.26

The "specific qualifications outlined for admis-
sion to the program" referred to a newly-developed and
carefully-planned program of admission not only to the
teacher education program, but also admission to the
course in directed teaching and ultimate recommendation
for teacher certification.

The changes in requirements for certification and
the establishment of specific qualifications for admission
to the teacher education program were components of the
comprehensive program of admission to Albion College's
teacher education program that was established and operat-

ing on September 1, 1961.27

 

26
pp. 52-53.
27

Albion College Bulletin for 1961-1963, op. cit.,

Ibid., pp. 50-53.

 

152

The new requirements were listed in the 1961-1963
college catalogue as follows:
Course For Teachers

The teacher preparation program at
Albion is carefully planned to help the student
develop a broad and diversified liberal arts
education within which the professional growth
of the individual can flourish, and at the
same time develop areas of specialization neces-
sary to the practical goals of the program.

’ I

Students interested in a career in edu-
cation should confer with the Chairman of the
Department of Education as early as possible
in their college program so that course planning
and counseling may be thoughtful and complete.

a
a
i
i
'1
3
i

 

The State of Michigan will grant
teacher certification to Albion College gradu-
ates who successfully complete the prescribed
course of study and are recommended as having
met the qualifications for selection as out-
lined below:

I. Students desiring admission to the
teacher education program must file formal
applications for entrance to the program prior
to November 1 of the sophomore year and must
have a cumulative academic average of at least
1.2 at the end of the third semester of their
college work. In the evaluation of these ap-
plications, the following factors will be taken
into account:

a. Recommendations of freshman year instructors.

b. Scores on College Entrance Examination
Board tests.

c. Results of qualifying examination adminis-
tered by the Department of Education dur-
ing the first semester of the sophomore
year.

d. Personal interview with member(s) of the
Department of Education Staff.

 

 

153

II. Students admitted to the program
must further:

a. Pass a qualifying examination in area of
specialization (major or minor) adminis-
tered the second semester of the junior
year.

b. Pass a qualifying examination in profes-
sional Education administered the first
semester of the senior year.

c. Attain a cumulative average of 1.4 in
area of specialization (major or minor)
before undertaking directed teaching.

d. Meet for a personal interview with a
faculty committee of the Department of
Education or a committee representing
the Department.

III. Admission to directed teaching
and ultimate recommendation for teacher cer-
tification rest on departmental evaluation
of the student's level of development in the
following areas:

a. Mastery or competence in area of special-
ization.

b. Knowledge and understanding of techniques
and methods for effective classroom pre-
sentation.

c. Professional perspective in the status and
responsibilities of teaching as a profes-
sion.

d. Health, emotional stability, and social
intelligence.

e. Proficiency in both oral and written com-
munication.

f. Familiarity with the growth and development
of education in the United States as a
social, political, and economic force.

g. Understanding of how human beings grow and
how they learn.

 

28Ibid.

 

 

 

 

154

No other changes were noted in teacher education
admission and certification requirements during the 1961-

1962 school year at Albion.

Participating Public Schools

 

From 1943 to 1962, students enrolled in Albion
College's student teaching program served their teaching 6“
apprenticeships in the Albion, Michigan, public school
system. From 1943 to 1956, students preparing to teach

at the elementary level were assigned to one of the follow-

 

ing elementary schools: Austin, Dalrymple, and Washington
Gardner. During the middle 1950's, two new elementary
schools were constructed in Albion, and in 1956, a number
of elementary student teachers were assigned to these two
schools, one the North Elementary School, and the second,
the Crowell Elementary School.

Students preparing to teach at the secondary level
were assigned to the city's only high school, Washington
Gardner High School, which also housed the city's only

junior high school unit.

BEE:

From 1943 to 1944, the staff members, full and
part-time, included Professor Geiger, in charge of the
education department during Professor Carter's leave of

absence to the army, Busch, Hamm, Harton, Ludy, Marshall,

155

Voltmer, Walkotten, Wieman, and Williams.29 Of the ten

staff members listed, only one of them, Geiger, was a full-
time departmental member. Two of them, Harton and Wal-
kotten, were administrators in the Albion Public Schools.
The remaining seven faculty members were assigned to
various other college departments, art, music, home eco-
nomics, physical education, and psychology, and usually
taught one course, each, for the education department.

The practice of listing other departmental staff members

under the banner of the education department was discon- :

 

tinued in 1944 as the 1944-1945 college catalogue only
listed Carter, Harton, and Walkotten as members of the
education department's staff. From 1944-1949, Carter
taught the courses listed under the department's catalogue
heading, assisted by Harton and Walkotten.3O

Although Miss Marilyn W. Scott had been an in-
structor in psychology since 1946, it was not until 1949
that she was listed as a member of the education depart-
ment.31 Miss Scott received her B.A. from Albion College

in 1945 and her M.S. from Albion in 1946.32

 

29Catalogue of Albion College for 1942-1943 and
1943-1944, op. cit., p. 10.

30

 

Albion College Bulletin for 1948-1949, op. cit.,
p. 87.

31Albion College Bulletin for 1949-1950 (Albion:
Albion College, 1949), p. 91.

32Ibid., p. 20.

156

W. Maurice McLean, A.M., a staff member since 1948
was first listed as a member of the education department
in 1949. In addition to teaching courses in psychology,
McLean assisted Carter in the teaching of the educational
psychology courses.33

In 1950, two additions were made to the education
staff. In addition to Carter, Harton, McLean, Scott, and
Walkotten, Edwin W. Born, Ph.M., and Miss Dorothy Mildred
Marty, M.A., were assigned to the education department's

staff.34

'Ml!‘ 1“"fli fling. will?”
,.‘
y
I.
v"

Born's tenure at Albion College was short-lived.
In January of 1952, he elected to return to his former
position of public school administrator. His successor,
at the beginning of the second semester of the 1951-1952
school year, was Miss Dorothy V. Simrall, Ph.D.35

In September of 1952, Miss Eleanor Tracy McLaughlin,
Ph.D.,joined the’department as a full professor of educa-

tion. She replaced Miss Scott who had become Mrs.

McLean.36 The full roster for the education department

 

33Ibid., pp. 91-92.

34Albion College Bulletin for 1951-1952, op. cit.,
pp. 15 and 20.
35Albion College Bulletin for 1952-1953, op. cit.,
p. 22.

36

p. 162.

Albion College Bulletin for 1953—1954, op. cit.,

 

 

157

during the 1952-1954 school years included Carter, Harton,
McLaughlin, W. Maurice McLean, Simrall, and Walkotten.37
From 1954 until 1959, there were only two changes
in the staff personnel of the education department. Walter
B. Sprandel, A.M., an Albion College faculty member since
1942 in the department of physical education, was first
listed as an additional part-time member of the education

department in the 1954-1955 college catalogue.38 The

-fi
‘.

second change took place when Joseph Carter Heston, Ph.D.,

was added to the education department's staff in the fall
39 ip_

 

of 1955.
Marilyn Scott McLean, who had been a member of the
Albion College faculty during the years, 1946-1952, re-
joined the education department's staff as Dorothy Sim-
rall's replacement when Dr. Simrall resigned her Albion

40

position in 1959. Mrs. McLean resigned in January,

1960.41
Several other changes took place in the depart—

ment's staff during the period from 1959 to 1962. William

 

37Ibid., p. 100.

38Albion College Bulletin for 1954-1955, op. cit.,
pp. 104 and 170.

39Albion College Bulletin for 1956-1957, op. cit.,
pp. 109 and 175.

40Albion College Bulletin for 1959-1960 and 1960-
1961, op. cit., p. 175.

41Albion College Bulletin Supplement for 1959-1961
(Albion: Albion College, 1960), p. 8.

 

158
C. Harton died on October 22, 1959.42 George Walkotten
died on March 26, 1960.43 Carl W. Brautigam, Ed.D.,

Walkotten's successor as superintendent of the Albion
Public Schools, was appointed to the education department's
staff as a part-time lecturer in education in September

of 1960.44 Harton's successor was Gertrude Petch, M.A., m;#_

the former principal of the Dalrymple School in Albion.45
Although wishing to remain an active member of the

department will full—time teaching responsibilities, Carter 4

elected to step down as chairman of the education depart-

 

[Mnutlg - w -_

ment in 1961. As the result of Carter's decision to step
down, Professor McLean became the new chairman of the edu-

cation department in September, 1961.46

Carter's Retirement

 

Thomas Milton Carter's official retirement was
announced by Albion College president, Louis W. Norris in
March of 1961.47 In announcing Carter's retirement, Norris
revealed that although Carter was retiring as chairman of

the education department, Carter would continue to serve

the college for the next school year, on a part-time basis,

 

 

42lbid. 431bid.

44Albion College Bulletin for 1961-1963, op. cit.,
p. 129.

451bid., p. 136. 46Ibid., p. 80.

47

Io Triumphe (Albion), March, 1961, p. 38.

 

 

159

as the director of student teachers. Norris, also, stated
that Carter's new appointment would not include the teach-
ing of any classes.48

In September of 1961, the college student news-

paper carried an article on faculty retirements and ap-

pointments. Referring to Carter's retirement, the article p___

H

stated that following his retirement as head of the depart-

ment of education, Carter was appointed professor emeritus 7

."l.‘ _.. .,

of education and was serving as part-time director of stu-

dent teaching and placement for the 1961-1962 school

49
year.

 

*IQ'QQ .‘h...’ 3

In recalling his approaching retirement, Carter
says:

Dr. George Hill, with the aid of the
Albion College Alumni Association and Mrs. Ann
Hollinshead, sent out letters to students who
had prepared for teaching in the department of
education at Albion and notified them of my
pending retirement. As a result, enough letters
came in to make a good-sized volume which was
presented to me on Alumni Day in June of 1961.

Prior to the actual retirement date in
June, the faculty of the college sponsored a
dinner honoring Mrs. Hollinshead, who was re-
tiring, too, and me. An element of drama was
added to the occasion when Frances (Mrs. Carter)
had to be wheeled into the room by a nurse who
stayed with her until the dinner was over and
then took Frances back to the hospital where
she had been for ten weeks suffering from a
broken hip.

 

481bid.

49£l§£§§ (Albion), September 22, 1961, p. 2.

160

At the completion of his part-time service in June

of 1962, Carter became professor of education, emeritus,
in residence and was assigned a new office in Cass House,
one of several former private residences owned by the
college and converted into faculty office buildings. In
his new office, Carter found time to read, continue his
research in a variety of areas of interest to him, and to
write articles of an educational nature.

Commenting on this phase of his career, Carter
says:

At the time of my retirement, the presi-
dent and the dean informed me that I could con-
tinue to give valuable service to the college
as a whole if I cared to do so and, in order to
indicate to me and others that I still was a
part of the leadership of the college, had de-
cided to give me a new kind of a title, namely,
"Professor Emeritus in Residence." Whether I
have lived up to their expectations, I do not
know. I do know that I have found work to do
and am happier in doing it than if I were play-
ing shuffleboard.

. _..._Jn1

 

h\ .fu.‘ A -l .11 y:
1

4L
,1

71"“?!

 

CHAPTER V
CONCLUSION

It is difficult to measure the amount of influence
that Carter has had on teacher education at Albion College
during the period from 1923-1962. He has made significant
contributions to the development of the department of edu-
cation at Albion College since 1923. He has had a major
influence on many of the students who studied under him.

He has, however, experienced criticism as well as praise.

The relationship between Albion College's depart-
ment of education and Thomas Milton Carter during the
period from 1923-1962 represents the fulcrum upon which
an evaluation of Carter's contributions to the department
rests. Within this framework, the contributions of Carter
to teacher education at Albion College are to be evaluated.

Tom Carter has completed his forty-seventh year of
service in the field of teacher education. His professional
career in education parallels a period in national and world
history marked by change, technological advancement, tur-
moil, tragedy, and triumph. New modes of communications
and transportation have created a remarkably small world
which, in turn, has magnified the problems of all the

world's peoples. The past fifty years in the field of

161

 

162

teacher education has been a period of change, dissatis-
faction, experimentation, ferment, and controversy.
Carter's years of professional service to teacher educa-

tion embraces this period of growth and change.

Early Years at Albion

 

When Carter came to Albion College as chairman of
the education department in the fall of 1923, he discovered
what appeared to be an unbalanced program of teacher educa-
tion. His predecessor, Dr. Emery L. Kuhnes, had elected to
emphasize the departmental course offerings in tests and
measurements. Carter decided to concentrate his efforts
upon structuring the departmental course offerings in such
a manner that each education student would have an oppor-
tunity to participate in a more diversified and practical
teacher certification program rather than in a program
that emphasized mental tests and measurements to the ex—
clusion of other allied areas of interest and importance.
One of Carter's departmental goals was to provide education
courses of a "service” nature that would help the student
prepare for the task of handling the regular classroom
responsibilities in an efficient and professional manner.
Realizing that a number of other faculty members would re-
sist any immediate and radical changes in the course offer-
ings of the education department, Carter took time to become

acquainted with his new responsibilities and surroundings

I
4
r

 

163

and made few departmental changes during his first year
at Albion.

One of Carter's first projects was a personal sur-
vey to determine the nature and content of the programs
for teacher education in several small liberal arts col-
leges in Michigan. Carter invited each department of edu-
cation in the various small liberal arts colleges of
Michigan to send a representative to Albion for the pur-
pose of holding a converence to discuss the respective
teacher education program of each college represented.

The conference provided its participants with opportuni-
ties to examine the various programs in existence among

the schools represented at that time. Prior to the ad-
journment of the final meeting of the conference, the
representatives decided to form an association of profes-
sors of education in Michigan liberal arts colleges so that
regular evaluations could be made of the teacher education
programs offered by the colleges participating in the newly-
formed association.

As president of the new association, Carter served
as the liaison between the association and the State De-
partment of Public Instruction. During one of his early
meetings with officials of the state department, Carter
asked them for suggestions and guidelines which would pro-
vide direction for the members of the new association as

they worked toward the goal of improving and strengthening

 

fl. I‘wQJ .

L.

$- .

“I

r!

("In

164

their respective teacher education programs. One official
suggested that the differences in personnel and facilities
to be found in the various schools represented would pro-
vide excellent opportunities for each school to experiment
with various courses, record professional observations of
the results, share these observations with the other mem-
bers, and to make periodic reports to the department with
any recommendations each school would care to make to the
department for suggested modifications and changes. Carter
says,

I was pleased the Department of Public Instruc-

tion was willing to have the liberal arts col-

leges experiment with the various education

courses required for teacher certification.

The attitude of the officials of the depart-

ment encouraged a number of us to seek im-

proved ways of instructing our education stu-
dents.

As the result of the initial harmonious meeting
with state department officials, Carter developed and main—
tained a close relationship with various members of the

department. He says,

I found them to be concerned, intelligent, and
reasonable men who were interested in the im-
provement of teacher education in Michigan.
They were helpful to me as I attempted to de-
velop a professional education program at
Albion. They were always willing to provide
aid, assistance, and advice.

The major additions to the education department's
curriculum during the period from 1923 to 1943 reflected

Carter's desire and determination to develop a professional

 

 

165

teacher education program at Albion College. During this
period, Carter was encouraged by the support of Albion
College president, Dr. John L. Seaton, who supported
Carter's objective of offering a practical program of edu-
cational experiences with emphasis on continued profes—

sional preparation and growth.

1""
b

When Carter joined the Albion College faculty in
1923, opportunities for student teaching were limited to

those Albion College students who were fulfilling the re-

 

quirements for secondary teaching certificates. Under 1 ;
Carter's direction and guidance, a course in apprentice- .77
ship teaching, at the elementary level, was developed and
incorporated into Albion's teacher education program.
Also, under Professor Carter's direction, the administra-
tion of Albion College developed a written agreement with
the Albion Public Schools which outlined the details of
the student teaching program.
During Carter's tenure as chairman of the educa-
tion department, a relationship developed between the
Albion Public Schools and the department of education of
Albion College that was a mutually beneficial one. Through
its acceptance of student teachers, the school system pro—
‘Vided valuable pre-service training for beginning teachers.

At the same time, the public school system enhanced its own

IIrOgram by the addition of enthusiastic young student

 

 

166

teachers who provided a potential source for recruiting
new staff.

Several changes in requirements for teacher certi-
fication were reflected in curricular changes effected in
Albion's teacher education program during the year 1923-
1943. Of these changes, Carter says,

The additional requirements simply reflected my
desire to standardize our program and upgrade
the professional requirements. In my opinion,
we did a good job of keeping up-to-date. With

a few minor changes in our program, our certiti-
cate requirements met all of the requirements

of the State of Michigan under the new Teachers'
Code that became effective June 30, 1939.

During the years of his service to Albion College,
Professor Carter usually was the only full-time member of
the department of education's faculty. Carter says, "My
teaching load was about twenty hours per week, a load I
continued to carry as long as I was a professor at the
college." In addition to a heavy teaching load, Carter
served as an educational advisor to the Starr Commonwealth
for Boys and Battle Creek College during his first year
at Albion.

Shortly after Dr. John L. Seaton became president
of Albion College in 1924, Seaton told Carter that he was
hearing a great deal of complaint about Carter's effective-
ness as a teacher. Recalling this incident, Carter says:

I told President Seaton that I was aware
of the situation and that I had come to the col-

lege expecting such criticisms from the faculty.
I was aware that anyone occupying a position in

 

 

167

the education department in a liberal arts
college was sitting in a hot seat. I told
Seaton I had some forms for student evaluation
of college professors. I suggested his look-
ing over the forms and selecting the one which
he thought to be best to be used by all mem-
bers of the faculty. He did so, but not all
faculty would consent to use it. I used it

in every class and had the results tabulated.
Many of the other faculty members who used

the rating form had their results tabulated, .fiTz

too.

The tabulations showed that a young
instructor from Oberlin College ranked first
and I ranked second. As had been expected, 1
ratings of me ranged all the way from excep- 1
tionally good to unusually poor. The same t
was true of all the other professors who ob- ‘

 

tained student ratings, but the number and if:

percentage of rankings in each category was
the thing that was important.

I do not claim any validity for the
student ratings, nor do I cite this incident
in a spirit of boastfulness as I am confident
I was rated higher than I deserved because
the amount of work as well as the conditions
under which I worked hardly made it possible
for me to do as effective work as I could.
After the student ratings, I continued to be
criticized for the ineffectiveness of my work,
but I think no more than I deserved.

In spite of Carter's modest evaluation of his
teaching effectiveness, an example of his students' es-
teem for him and his efforts in their behalf was recorded
in 1932 when the annual edition of the college's yearbook,

Albionian, was distributed. That year, the students dedi-

 

cated the Albionian to him in the following manner:

 

“£2... .

 

 

168

DEDICATION

In recognition of the supreme
effort that
Dr. Thomas M. Carter
has put forth in his sincere
endeavor to start many students
on the road to achievement
this 1932 Albionian is
respectfully dedicated.l

 

During Carter's tenure as chairman of the educa- F
tion department, the major curricular changes were effected
during the 1923-1940 period during which time Carter, work-

ing closely with various officials of the State Department

 

I. “In All) ' m
1 fix
‘l‘l'lgi

of Public Instruction, was developing a professional pro-
gram of teacher education. From September, 1939, to June,
1943, no curricular changes were made in the education de-
partment's course offerings. Apparently, this absence of
curricular change was the result of three factors: (1) the
department's curriculum was fairly comprehensive and was
meeting the needs of the undergraduate students seeking
teaching certification; (2) the advent of World War II
served to emphasize change in various areas to the exclu-
sion of others; and (3) during World War II, Carter was
absent from Albion's campus while serving as an army chap-

lain on active military duty.

 

Albionian (Albion: Albion College, 1932),

 

169

Later Years at Albion

 

No major curricular changes were noted among the
course offerings of the department of education during
the period from 1943 to 1950. Course content was updated
and minor revisions were made in various courses, but no
major curricular additions were made during this period.

Essentially, the education department's course offerings

A ——- A“;

represented the courses required to meet the State of
Michigan's teacher certification requirements.

Three new courses were added to the department's j

 

curricular offerings in the fall of 1951. The additions
were survey type courses in the following areas: educa-
tion of the exceptional child, children's literature, and
comparative education.

From 1951-1961, only one additional course was
added to the department's curriculum. In 1953, Education
307, the Child, was offered for the first time. Carter
says:

Actually 307 was an off-shoot of our 309 course
in educational psychology in which the subject
of childhood development was surveyed. However,
the new course treated the subject in greater
depth and detail and represented an improved
course offering to our students.

Major additions to the education department's
curriculum during the 1961-1962 academic year reflected

the change in leadership of the department as well as an

increased awareness of current trends in teacher

 

170

preparation. Also, the changes in requirements for certi-
fication and the establishment of specific qualifications
for admission to the teacher education program were com-
ponents of the comprehensive program of admission to Albion

College's teacher education program that was established

in the fall of 1961.2
Prior to 1961, admission to the teacher education ffiim
program was granted following an interview between the 3
interested applicant and the chairman of the department. ‘
Marvin Pahl, Albion College registrar from 1931-1964, says: . f.
13..."!

 

As I recall, admission to the department of edu-

cation was obtained as the result of a personal

interview with the chairman of the department.

Any full-time, regularly enrolled Albion College

student, not on academic probation, was eligible

for admission to the teacher education program

until the new admission requirements were estab-

lished in 1961.3

Although it would appear that a justifiable criti-

cism could be made of the failure of the education depart-
ment to establish a comprehensive list of admission require—
ments prior to 1961, one must keep in mind the excessive
work and teaching loads that were Carter's lot throughout
the entire period of his service to the students of Albion

College who prepared for teaching certification during the

years, 1923-1961. Only a dedicated, highly motivated, and

 

2Albion College Bulletin for 1961-1963, op. cit.,
pp. 50-53.

3Statement by Marvin Pahl, personal interview.

171

professional practitioner such as Tom Carter is, and always
has been, could have managed to meet the requirements of
the position he filled so capably for a period of thirty-
eight years. Awareness of Carter's heavy teaching load
came too late to provide relief for Carter. However, the
college administration recognized the problem. Since 1962,
the education department at Albion College has had four

full—time faculty members and two part-time instructors.

Retirement

 

Dr. Thomas Milton Carter's official retirement was
announced by Albion College president, Louis W. Norris in
March of 1961.4 However, Carter continued to serve the
college for the next school year as part-time director of
student teaching and placement.5 Also, during the 1961-
1962 school year, he prepared various position papers on
several aspects of Albion College life viewed from the
perspective of a faculty member with thirty-eight years'
service to the institution.

Since his retirement in 1962, Professor Carter has
continued research in various areas of interest to him,
taught at the Bay View (Michigan) Summer College, partici-
pated as an active member of several educational, religious,

and civic organizations, and written nine articles which

 

4Io Triumphe (Albion), March, 1961, p. 38.
5

 

Pleiad (Albion), September 22, 1961, p. 2.

 

172

have been published in various professional educational
and religious periodicals. At the age of eighty-two, Tom

Carter remains alert, busy, interested, and productive.

A Summing Up

 

Although a normal course was developed and offered
to interested Albion College students as early as 1893,6
Albion College had not developed a professional department
of education by the time Thomas Milton Carter joined
Albion's faculty as chairman of the department in 1923.
From a modest beginning of a few education courses in 1923,
Albion's education department, under Carter's direction and
guidance, became AACTE approved in 1952.

Although criticized by some for his ineffective
classroom teaching, as a college professor, Carter's
greatest attribute may have been his ability to inspire
his students. The students who studied under Carter de-
veloped the firm conviction that they were being prepared
to make significant contributions to the world. They
entered the teaching profession convinced that they were
going to contribute a vital and necessary service to man-
kind. They shared Carter's belief that it was possible to
combine liberal arts and teacher education in such a

manner that good teachers for the public schools would be

 

6The Yearbook of Albion College for 1893-94,
0p. cit., pp. 54-55.

:‘S-gr~ _ _

 

173

produced in such a way that both the public schools and
liberal arts would benefit.

Also, Carter's students were exposed to his enthus-
iasm for all matters of an educational nature. They be-
came aware of his insatiable curiosity. Carter never
ceased his efforts to increase and expand his knowledge.

In addition to his required reading for his regular

 

classes, Carter would read the selected writings of a
particular author, prepare questions based upon the
selected readings, and submit the questions to the author E_J
who, invariably, would respond with his answers and reac—
tions to the questions submitted to him by Carter.
Upon his return to Albion, following his release
from active service during World War II, Carter dis-
covered that he would have a free period of three months
before the college would require his services. He decided
to return to the University of Chicago and catch up with
the changes that had taken place in the field of education
during his absence. He lined up a series of interviews
with several of the members of the university's school of
education. He formulated two general statements which he
submitted to each man with whom he had a conference.
These statements were:

1. What outstanding development or develOpments
have taken place during the past four years?

2. Briefly state what you think is the signifi-
cance of this development for your field of
endeavor.

 

174

Carter found his approach to be a fruitful one and
profited from these meetings. One of his most productive
meetings was with Dr. Ralph Tyler who, at that time, was
the Dean of the School of Education at the University of
Chicago. Tyler had just completed an eight year study of
the effectiveness of progressive education and provided $1.1
Carter with one of his most productive and satisfying
conferences.

Students, also, were aware of Carter's total com-

 

lh~‘. L‘l 1 (JV . 'n ..
‘l .
I.

mitment and giving of himself and his substance to the
causes which he espoused. In Spite of his heavy schedule,
he always found time for personal student counseling and
to attend the many student functions so dear to the hearts
of the undergraduates.

Carter's ability to attract and employ capable
staff members for his department and to place his students
in desirable teaching positions represented other areas of
service to his students. His relationships with other pro-
fessional educators who worked with student teachers in
the other Michigan colleges and universities gave him a
chance to keep in touch with the student teaching programs
throughout the state. He made practical applications of
this knowledge to his own program and shared the informa-
tion with his students.

Desiring a continuing program of service and prac-

ticality for his students, Carter maintained contact with

175

them following their graduation through the Albion College
Placement Bureau, departmental questionnaires and follow-
up letters, and his active participation in various pro-
fessional organizations such as the Michigan Association
for Student Teaching.

Through his active participation in MAST, Carter
exerted a personal influence on the direction of the vari-
ous association meetings which he attended. He had the
desire and courage to stand up, state his personal views
in an emphatic manner, and literally take over the meet-
ings. As the result of his tenacity and ability to articu-
late his views, Carter frequently was able to change the
original direction of a MAST meeting to one of his own
choosing. Not all of the association's members agreed
with Carter's ideas and procedures. However, several of
them recall Carter's taking over many of the meetings of
the association during the years of his active participa-
tion in them.

During these years, a number of the MAST meetings
were held on the campus of Albion College with Dr. Carter
as the official host. Frequently, the site of the associa-
tion meetings held in Albion would be a classroom near
Carter's office in Robinson Hall. As the result of his
successful fulfillment of his duties as the host, few of

the MAST members left Albion without being aware of Tom

 

 

176

Carter and his views on the current subjects of the associa-
tion's concern.

In spite of the tremendous teaching load and bur—
densome administrative duties related to his work as chair-
man of the education department, Carter found time to write
articles for publication in state, national, and inter-
national journals. Several of these articles were related
to his doctoral thesis while others were related to the re-
sults of various studies conducted on the campus of Albion
College.

From 1923 to 1962, Carter wrote forty-eight articles
of which forty-three were published in various professional
periodicals. The remaining five articles were mimeographed
for Albion College student and faculty use. Since his re—
tirement in 1962, Carter has written nine articles and a
biography of Dr. Frederick Samuel Goodrich, late professor
and chaplain of Albion College for more than half a century.

The scope of his interests is reflected in the wide
range of subjects on which he has written over the period
of the past forty-seven years. Articles written by Carter
have appeared in the following periodicals:

Arts and Activities Journal

Bulletin of American Colleges

International Journal of Ethics

Journal of Applied Psychology

Journal of Higher Education

Journal of Social Psychology

Michiggn Christian Advocate

Michigan Education Association Journal

Personnel and Guidance Journal

Phi Delta Kappan
School and Society

 

 

 

 

 

 

 

 

 

 

177

Commenting on his professional writing, Carter
says:

It is difficult for me to resist the
temptation to discuss each of my published arti-
cles. However, I shall comment briefly on just
one of them. My article entitled "Professional
Immunity for Guidance Counselors" published by
the Personnel and Guidance Journal in 1954 was,
in my Opinion, the best one I have written. It
deals with an important subject that has been
studied relatively little. I did a good bit of
research and, in reporting my findings, thor-
oughly documented every key concept elucidated.
The language is as scholarly and highly selected
to fit the material as I could make it. I re-
ceived many commendations from various guidance
scholars.7

 

In 1960, Gail F. Farwell, University of
Wisconsin, and Herman J. Peters, Ohio State
University, were preparing a new book of read-
ings on guidance and counseling. These two
authorities secured my permission and the per-
mission of the publishers of the Personnal and 8
Guidance Journal to reproduce my artic1e in full.

 

 

In an introductory paragraph. Garwell and Peters
make the following statement:

There is a paucity of literature in the
area of professionalization. Certainly much
needs to be done to study the counselor's ethi"
cal responsibilities, his legal standing, his
status in the educational world and his profes-
sional unity. The articles by Carter, Wrenn,
and Johnson are stimulating and provocative.9

 

7Thomas M. Carter, "Professional Immunity for
Guidance Counselors," Personnel and Guidance Journal
(November, 1954), pp. 130-135.

8Gail F. Farwell and Herman J. Peters, Guidance
Readings for Counselors (Chicago: Rand McNally & Company,
1960), pp. 652-660.

9

 

Ibid., p. 556.

 

178

In concluding his comments on this article, Carter
says, "This article deals with the legal standing of the
counselor, and so far I have not seen another treatment
of that subject."

Although Carter has not established the reputation
of being a great scholar, he demonstrated the ability to
take various points of view and give them meaning and
vitality. In this way, he was able to inspire his stu—
dents about teacher education and to encourage them to
prepare themselves to make significant contributions to
the students with whom they would work. The faith in
people that Carter spoke of so often in the classroom was
the kind of faith he actually demonstrated in practice.

Carter is a man of courage and faith who is genu-
inely loved. Evidence of his ability to generate love
and respect is recorded in the following letter to Dr.
Carter written by a former student at the time of Carter's
retirement. Dated May 9, 1961, a copy of the letter
follows in its entirety:

Dear Dr. Carter:

Perhaps it ought not to be so, but in one respect,
your retirement from Albion in June will mean the
end of my identification with Albion. It will
mark the end because you have been the person
with whom Albion has always been associated in my
thinking.

When I entered Albion--in 1948 after attending
other schools--it was because of the opportunity
to prepare for teaching under your guidance; my

sister before me had often mentioned your influ-
ence, and it was a persistent beacon to me.

3.8'9'.’ ‘X.

rm:-

 

179

I am not sure that any of us ever truly know from
whom we have learned, what we have learned, or
when we have learned. As I recall your teachings,
you would endorse this. And yet, whenever I have
thought of my Albion days preparing to teach I
have been conscious of three great influences.

The first of these was an emphasis--perhaps it
was a continual theme-—that education was a
moral enterprise, that it had ethical meanings
of great consequence. (One of my later teachers,
John L. Childs, reinforced this very idea.) You
made it obvious to me then--and it remains this
way now—-that we could not take lightly the task
of teaching; its potentials were so great and
humanity's needs so imperative.

You were concerned, too, I recall with the im-
portance of working at teaching. Although this
seems so obvious now, I can remember that all of
us did not see how necessary it would be to con-
tinue to study, to think, to devote all available
energies to the improvement of our teaching.

Your emphasis was more than correct; it was vital.

But most significantly I remember the feeling of
personal concern which you expressed and demon-
strated for each of us. I recall two semesters
when Dick Tobias and I were carrying a maximum
load but interested in other courses not sche-
duled to be offered. You arranged for a study
room in the library and met with us frequently
to guide our independent study. For us it was a
"non-credit course" but surely much credit de-
served to be given you. (I now have a better
understanding of the large teaching load you
carried throughout your years at Albion.) This
feeling of personal involvement has made its in—
delible mark. I hope that if anything has char-
acterized my teaching in elementary and junior
high school, in junior college and university,
it is the fruit of that lesson. I hope that the
benefits of study can be enhanced for my stu-
dents by my attempts to implement what you ini-
tiated for me: the belief that the relationship
between teacher and student can and must trans-
cend whatever barriers there may be to become
accepting and understanding, warm and personal,
supportive and stimulating.

 

180

I find it difficult to wish you well in a re-

tirement you so richly deserve for I am sorry

that future teachers in Albion will be denied

your influence. But perhaps they will only be

denied it in the direct sense. Surely this must

be so; it has been too pervasive, too signifi—

cant. It spreads out from those of us who have

known you.

Thank you, Tom Carter. You have now as always

my professional admiration, and I send you my

very best regards.1

Carter is an inspirational speaker, he has the

ability to generate enthusiasm and interest in his
listeners. He seems to convey an ethical appeal that
gives a special quality of sincerity to what he says.
Carter communicates with his listeners with not only what
he says, but also with what he is and what he represents
to them. During his active teaching days, his lectures
stressed the practical aspects of preparing to teach,
common sense approaches to problems, dedication to stu-
dents and to the profession of teaching, and diligent de-
votion to the continuing duties and responsibilities of
teaching. He was able to generate enthusiasm among his
students and encouraged them to go forth with a strong
commitment to education.

An excerpt from a personal letter to Dr. Carter

at the time of his retirement states:

 

10Letter from Calvin B. Michael, Assistant Pro-
fessor of Education, School of Education, University of
California, Berkeley, California, May 9, 1961.

 

181

Your warmth, patience, guidance, and counseling
was an inspiration. I shall never forget your
encouraging words, your faith in me--that is
why I became a teacher of young people. I hope
andlpray that I have helped others as you have
me.

Other former students speak of Carter's faith in
them and the wholesome influence he has had on their
lives. People are aware that the education and welfare
of other persons take first place in Carter's life; he
lives and follows his own convictions. Here is a man
with a sense of mission and a desire to serve. A man who
selected a small-church-related, liberal arts college in
the midwest as the arena for his varied interests and
activities. A man who, in spite of several attractive
professional offers to move elsewhere, elected to remain
at one institution for a period of thirty-nine years.
When asked why he chose to remain at Albion College for
this period of time, Carter says, "Frances and I had be-
come part of the college community; I felt that I was
making a contribution in my own way; also, I did not feel
that my job was finished."

The purpose of this study was to identify and re-
cord the contributions of Thomas Milton Carter to teacher

education, Albion College, 1923 to 1962. This study traces

the life of Professor Carter from birth through his long

 

11Letter from Michael Palermo, Principal, Memorial
.Iunior High School, Cleveland, Ohio, May 9, 1961.

 

182

professional career into his productive years of retire-
ment. It records a number of his personal and profes-
sional experiences as well as a number of his contribu-
tions to his students, his profession, and the institution
which he served for a period of thirty-nine years, Albion
College. It attempts to identify the forces that have
shaped his life and thought. Also, this study endeavors
to portray the unique personality and spirit of Tom Carter,
for without doing so, it would risk not creating a faithful
record of the man, his love for humanity, his abiding de-
sire to be of service, and his continuing interest in all

matters of educational concern.

 

. .‘P i
'15:,

 

BIBLIOGRAPHY

183

 

BIBLIOGRAPHY

Books

 

Barnes, Richard Alan. The Development of Teacher-Education
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Dunbar, Willis F. The Michigan Record in Higher Education.
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Farwell, Gail F., and Peters, Herman J. Guidance Readings
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184

 

185

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Carter, Thomas M. "Professional Immunity for Guidance
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Freeman, Frank N., and Carter, Thomas M. "A New Measure
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187

for

1881-82.

 

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for

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for

1922-1923.

 

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College, 1925.

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College, 1926.

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College, 1927.

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College, 1928.

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College, 1929.

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College, 1930.

Catalogue of Albion College
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for

for

for

for

for

for

for

for

for

for

for

for

1923-1924.

1924-1925.

1925-1926.

1926-1927.

1927-1928.

1928-1929.

1929-1930.

1930-1931.

1931-1932.

1932-1933.

1933-1934.

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Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion:

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

Albion

 

 

 

 

 

 

 

 

 

188

Catalogue of Albion College for 1935-1936. Albion: Albion
College, 1936.

Catalogue of Albion College for 1936-1937. Albion: Albion
College, 1937.

Catalogue of Albion College for l937-l938. Albion: Albion
College, 1938.

Catalogue of Albion College for l938-1939. Albion: Albion
College, 1939.

Catalogue of Albion College for 1939-1940. Albion: Albion
College, 1940.

Catalogue of Albion College for 1940—1941. Albion: Albion
College, 1941.

Catalogue of Albion College for 1941-1942. Albion: Albion
College, 1942.

Catalogue of Albion College for 1942-1943 and 1943-1944.

 

Albion:

Albion College, 1943.

Catalogue of the Officers and Students of the Wesleyan
Seminary at Albion, Michigan for the Academic Year

1843 & 44.
Expounder,

 

1844.

Marshall:

Office of the Democratic

Catalogue of the Officers and Students of the Wesleyan
Seminary at Albion, Michigan for the Academic Year

1845—46. Marshall:

Seth Lewis,

1846.

Catalogue of the Officers and Students of the Albion Female
Collegiate Institute, and Wesleyan Seminary, at

Albion, Michigan, 1852-1853.
Pomeroy & Co., Tribune Office, 1853.

1861-1909.
1909.

Old Albion,
College,

Albion:

Detroit:

Geo.

E.

Junior Class of Albion

12th Annual Catalogue of the Officers and Students of the
Albion Female Collegiate Institute and Wesleyan

Seminary at Albion, Michigan,
E. Pomeroy & Co.,

Geo.

1853-54.
Tribune Office,

Detroit:
1854.

13th Annual Catalogue of the Officers and Students of the
Albion Female Collegiate Institute and Wesleyan

Seminary at Albion, Michigan,

1854-5.

E. B. Pond, Printer, Argus Office, 1855.

Ann Arbor:

 

W”

189

14th Annual Catalogue of the Officers and Students of the
Albion Female Collegiate Institute and Wesleyan
Seminary at Albion, MiEhigan, 1855-6. Detroit:
Steam Power Press of R. F. Johnstone and Co.,
Advertisers Buildings, 1856.

 

 

 

Sixteenth Annaul Catalogue of the Officers and Students of
the Albion Female College & Wesleyan Seminary at
Albion, Michigan, 1857-8. Albion: L. W. Cole,
Printer, Weekly Mirror Press, 1858.

 

 

 

Seventeenth Annual Catalogue of the Officers and Students
of the Albion Female College & Wesleyen Seminagy
at Albion, Michigan, 1858-9. Albion: L. W. Cole,
Printer, Weekly Mirror Press, 1859.

 

 

 

Eighteenth Annual Catalogue of the Officers and Students of
the Albion Female College & Wesleyan Seminary at
Albion, Michigan, 1859-60. Albion: L. W. Cole,
Printer, Weekly Mirror Press, 1860.

 

 

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Nineteenth Annual Catalogue of the Officers and Students
of the Albion Female College & Wesleyan Seminary_at
Albion, Michigan, 1860-61. Albion: L. W. Cole,
Printer, Weekly Mirror Press, 1861.

 

 

 

Twentieth Annual Catalogue of the Officers and Students of
the Albion College, Albion, Michigany 1861-62.
Detroit: Tribune Book & Job Printing House, 1862.

Twenty-first Annual Catalogue of the Officers and Students
of the Albion College, Albion, Michigan, 1862-
1863. Kalamazoo: Olney and Curtiss, 1863.

The Yearbook of Albion College for 1893-94. Albion:
Albion College, 1894.

The Yearbook of Albion College for 1895-1896. Albion:
Albion College, 1896.

The Yearbook of Albion College for 1899-1900. Albion:
Albion College, 1900.

Yearbook of Albion College for 1909-1910. Albion: Albion
College, 1910.

Yearbook of Albion College for 1910-1911. Albion: Albion
College, 1911.

Yearbook of Albion College for 1915-1916. Albion: Albion
College, 1916.

190

The Yearbook of Albion College for 1919-1920. Albion:
Albion College, 1920.

 

Unpublished Material

 

Carter, Thomas M. Albion College Studies, Vol. II. Un-
published articles, dated June 7, 1940, available
at the Albion College Library, Albion, Michigan.
(Mimeographed.)

 

Faculty, Albion College. "Albion College Faculty Minutes,
1878—1897." (This handwritten notebook is stored
in the office of the head librarian, Stockwell
Memorial Library, Albion College.)

Methodist Episcopal Church, Detroit Conference. Minutes
of the Fifth Session of the Detroit Annual Con-
ference of the Methodist Episcopal Church held in
the village of Dexter, Michigan, September 26-
October 2, 1860. Detroit: M. E. Church, Detroit
Conference, 1860.

Thomson, E.; Wells, W. N.; and Billings, A. "Report,
1838." Methodist Conference Committee, Ohio Con-
ference. (This handwritten report of a committee
is dated 1838 and is preserved in a folder stored
in the office safe of the head librarian, Stock—
well Memorial Library, Albion College.)

Other Sources

 

Albion, Michigan. Personal interviews with Thomas Milton

Carter. October-December, 1969; January-September,

1970.

. Personal interviews with Marvin Pahl, retired
Albion College registrar. February, 1970; May,
1970.

 

 

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