Présentation de l'éditeur
State-controlled institutions have at least two important parts in their make-up. The one part consists of certain regulative provisions made by the commonwealths which sanction the existence of such institutions, and which set forth in very general terms a few provisions for their control. The other part consists of the administrative machinery of the institution itself, its materials, programs, traditions, standards and methods. The latter part concerns many people; the first part comparatively few. The many often realize that the processes of the institution are influenced by the first part, but they fail to see or understand how, when, or why. The few people who are responsible for the first part are generally well-disposed towards the many and intend that all their actions shall work advantageously for them; yet they often fail to realize the effect of such actions upon the processes of the institution itself. The importance of the interplay of the two parts is often overlooked, and those working diligently in the one often wonder why the other is not more efficient. The public at large is interested in aims and results, and rightly views these two parts of institutional life as essential factors working as one unit to accomplish the originally conceived purpose. For seven years the writer has observed, from two different positions within state educational institutions, the interplay of the two parts mentioned above. He has collected evidence that the efficiency of a state educational institution, particularly one whose duty it is to train teachers, may be affected by the legislative provisions made for its board (or boards) of control, by the boards conception of its own duties, and by the ideal which it sets for the personnel of the institution, especially for the chief executive. The problem, therefore, is to show how the provisions made by legislati
(Typographical errors above are due to OCR software and don't occur in the book.)
Présentation de l'éditeur
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