they did not
acquire the larger competence that was the indispensable condition of
even reasonably successful democratic control. It is highly desirable
that the power of faculties should increase to the point of
preponderance. But the added power they will probably acquire will not
be retained unless faculty members learn their business much better
than they now know it in most institutions. Thomas Jefferson, when
asked which would come to dominate, the states or the federal
government, replied that in the long run each of the opposed pair
would prevail in the functions in which it proved the more competent.

=A tentative scheme of training for college teachers=

To outline a scheme of such importance without any experience to
examine as a basis is a very bold undertaking, and one that can hope
for but partial success. What I shall propose, however, is similar to
the proposals of Pitkin (5), Horne (11), and Wolfe (14), my only
predecessors in this rash enterprise. The general spirit and purpose
of our proposals are the same. But we disagree more or less in
details--which is fortunate, as it may encourage discussion of the
subject, which is the thing most needed. Indeed, a lively sense of
this need has led me to venture some unpopular assertions. It may also
be admitted that the desiderata for teachers mentioned above are not
likely to be all insured by any system of training.

The proposal submitted for discussion is that a three-year graduate
course be established, its spirit and purpose being to train young men
to become _college_ teachers. This course should lead to a doctorate;
e.g., to the degree of Doctor of Philosophy, or of Doctor of
Philosophy in Teaching, or of Docendi Doctor. What degree is selected
is, in the long run, relatively unimportant, provided the course is
soundly conducive to its end.

The course might well be divided into three parts, having the
approximate relative value in time and effort of two fifths, two
fifths, and one fifth. These parts should proceed simultaneously
throughout the three years, the first being an apprenticeship--under
supervision, of course--in the functions of the college teacher, the
second a broad course of study and investigation of the subject to be
taught, and the third a course of pedagogical study and investigation.
Let me suggest a minimum of detail within these outlines.

The apprentice teacher would, naturally, do the least classroom
teaching during his fir