"primarily for teachers, principals, and superintendents in Nebraska," and many courses offered during the fall and spring semesters were described in the catalogue as desirable for teachers. In the summer of 1907 the University created a model high school as a eacher training laboratory, but since no students showed up the project was postponed. In 1908 the Temple High School, in the basement of the Temple, was established and became a part of the University's teacher training program.
The head of the Department of Education, Professor Luckey, opposed the establishment of a college of education, saying that it would merely duplicated the work being done in the state normal schools. As he saw it, the University should put the finishing touches on the graduates of normal schools and deal in depth with the problems of the professional educators and administrators. But undoubtedly the regents were thinking in terms of enrollment and appropriations, and on February 14, 1908, they elevated the Department of Education to a college. The aim of the Teachers College, said the regents, was to deal with "the history, theory and practice of teaching generally, to improve the quality of secondary eaching in particulae, and to provide thoro[ugh]ly prepared teachers for these schools." It was to be responsible for supervision of the teacher placement bureau, the summer school, publication of the University Journal, and inspection of Nebraska high schools. However, there was no provision for the college to offer degrees. The dean of the College of Liberal Arts at Nebraska Wesleyan University, Charles E. Fordyce, was named first dean of the new college. His appointment over Dr. Luckey precipitated an internal quarrel whihc kept Teachers College in turmoil for the next few years.
The founding of the college, according to State Superintendent of Schools J. L. McBrien, came at a crucial time. The legislatyre had passed a law, effective September 1, 1907, that all high school teachers must be college, university, or normal school graduates with a professional state certificate. The demande for standardized certification of teachers was icreasing, and the college was expected to play a leading role in determining procedures and regulations. As for the University's competing with the state normal schools, no one in the Teachers College professed to take the possibility seriously. The normal colleges emphasized the preparation of elementary teaches, and Teachers College was interested in working with teachers of secodary schools.
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