I
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WHO'S WHO IN SUMMER SCHOOL
(Continued from page 1)
tion, and has been vice president and
secretary of the child study section
of the National Educational Associa
tion. Among Dr. Luckey's writings, the
best known are . his "Outlines of the
History of Education," and his "Out
lines of Child Study." The former was
first put out in 1901 and revised edi
tions have appeared In 1912 and 1916.
The last edition has been especially
praised by scholars of the History of
Education all over the country, among
others Earl Barnes of Philadelphia.
Prof. T. P, Graves of the University
of Pennsylvania, and J. W. Searson of
the Kansas Agricultural College. The
first edition of his "Outlines of Child
Study," has just run out and a revised
edition will appear next year.
Dr. Luckey is frequently in demand
for addresses at educational gather
ings. An address delivered by him
last February, before the National
Council of Education, is printed in part
in this issue.
Tha election of Dr. Luckey last fall
to the presidency of the Nebraska
State Teachers' Association was a fit
ting tribute to his service in the edu
cational world.
The Function of the Graduate School
of Education
(Address by G. W. A. Luckey,at De
troit, Feb. 22, 1916, at the N. E. A.)
"Within the past two years there
have ben established in "the United
States several strictly graduate schools
of education, with the expressed pur
pose of preparing experts'in all lines
of teaching and school administra
tion; a laudable but quite ambitious
undertaking. It is the function of
these graduate schools of education
that we are to consider.
"From a study of the individual it
is easy to see that teaching is one of
tbe natural, inherent, fundamental pro
cesses of human development. The
hunger and search for truth, and the
effort to understand and explain it, is
not more insistent than the desire to
express and teach that truth to others.
But since teaching is the final step iu
the process, it is the more complex,
and must contain all the others. Like
the scientist, the teacher must know
and appreciate the essential facts of
life; as the philosopher, he Miist under
stand and be able to explain them;
but more, he must live them and
stimulate others to live them. True
teaching consists In vitalizing truth
and purity.
"The preparation of the teacher is
usually considered under two heads:
the academic and the professional; the
academic covers the what and the
why, the professional the how. Unless
the former is deep and true the latter
cannot be made successfuL No one
can leach what he does not know,
neither can he make others see what
he does not himself see. But perceiv
ing the truth is not in itself sufficient
test of aboility to make others see it.
The tendency has been, and etlil is.
to place too little stress on the how.
The statement is frequently made, and
doubt k-ss believod by some, 'If an indi
vidual' knows a subjeet he can teach
it.' Often the teachers of the profes
sional subjects, lak in schclars'aip,
s ientific training, and genuine Chris
tian rharaotor. Even with their good
intention, it is but an effort of th-
blind to b-ad the blind. It is the short
sighted, self-assuming, unscientific, ex
ploiting spirit of so many of our pro
fessed leaders that has brought disre
pute to the teaching profession.
"I have endeavored to call attention
: L
to the fact .that teaching is instinctive,
based on a real need of evolution and
human iltelligence. Being the last and
most important step in human pro
gress, it is only possible,in its best
form, to those who through tribulation
have reached the highest stage of
human development. The teaching pro
fession is -without doubt the highest
calling open to man. Its value to
civilisation is beyond measure. One
tenth of the money spent in battle
ships and war, if devoted to teaching
and constructive service would give us
a new earth if not a new heaven. The
teaching profession ought to lead all
others in influence and power. It
should be the aspiration of every mem
ber of the profession to become a
Jordan, an Eliot, or a Hall. This can
never be done if we allow men in other
professions to do our thinking, are sat
isfied with half-baked thoughts, or
bloom out at the top before there is
any depth of root. The teaching pro
fession is too sacred a calling and too
fraught with danger to human beings
to enter upon its services lightly.
"In another paper I have called at
tention to the essentials in the train
ing of a teacher, here I can mention
only a few of the professional needs
which it is the function of graduate
schools to stimulate. First, is the need
of thoroughness and going to the bot
tom of things; a clear understanding
of the problem and the end in view;
the best means of guiding others to
higher levels with the least waste of
effort and time. The teacher must be
a biologist and know life; he must be
a physiologist and know the way that
life functions; he must be a psycholo
gist and understand the workings of
the psychic life; he must be a sociolo-
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