A. These abilities include:

1. The ability to envision how his students may develop their potentialities through the study of language and literature.

2. The ability to excite their interest and direct their learning.

3. The ability to help them understand and use English practically and creatively.

4. The ability to elevate their taste and critical powers.

5. The ability to lead them to a perception of human problems and an appreciation of human values.

6. The ability to evaluate their progress and the efficacy of his own methods.

B. These abilities presuppose not only the fundamental but also the specialized knowledge and skills of the English language and literature which the teacher needs to fulfill his professional responsibility.

C. These abilities imply knowledge of the philosophies of education and the psychologies of learning as they relate to the study and teaching of the English language and its literature. Such knowledge: 1. Reveals how an individual unfolds and grows through his use and understanding of language and literature.

2. Supplies the teacher with a variety of methods for use in teaching his students the skills and arts which are appropriate to their level of attainment in English.

3. Informs the teacher of the relation which each phase or level has to the total school, college, and university program.

4. Includes an awareness of the basic issues in the teaching of English.

be accredited by state, regional, and national agencies and that mmend its graduates as to character and competency before they sued certificates. States are able to enforce their certification renents through accreditation policies and control of funds granted olic schools, threatening the withdrawal of accreditation or withng of money from schools that do not comply."

much college work is required to teach in elementary and secy schools? The answer is presented in the following table.

UNT OF COLLEGE WORK REQUIRED FOR REGULAR CERTIFICATION xpressed in the Number of States and Territories Reporting Requirement)

Elementary School Certification Secondary School Certification

Of the 52 "states" (defined to include the District of Columbia and erto Rico here and throughout the remainder of this section), 42 require bachelor's degree for the lowest regular elementary school certificate, 2 Alaska and Maine) require three years of college, 6 (Colorado, Missouri, ontana, Puerto Rico, South Dakota, and Wisconsin) require two years college, and 2 (Nebraska and North Dakota) require one year of llege. For the standard elementary school certificate, 47 states require bachelor's degree, and 5 (Connecticut, Hawaii, Indiana, Kentucky, and Washington) require a bachelor's degree plus a fifth year of college work. For the lowest regular secondary school certificate, 49 states re

W. E. Armstrong and T. M. Stinnett, A Manual on Certification Requirements (National ducation Association of the United States, 1959); John H. Fisher, "We Look to the High chools," College English, XVI (March, 1955), 362-365; "Certification of High School Teachers,' College English, XIX (May, 1958), 344-348; and "1960 Certification Requirements," College English, XXII (January, 1961), 267-271; Eugene E. Slaughter, "The Use of Examinaons for State Certification of Teachers," The Journal of Teacher Education, XI (June, 1960), 231-238, and an unpublished survey of 1960 certification to teach English in the lementary school. These publications and studies are also the source of data on certification which appear hereafter without citation.

quire the bachelor's degree, and 3 (Arizona, California, and the District of Columbia) require a bachelor's degree plus a fifth year of college work. For the standard secondary school certificate, 44 states require the bachelor's degree, and 8 (Arizona, California, Connecticut, District of Columbia, Indiana, New York, Oregon, and Washington) require the bachelor's degree plus a fifth year of college work.

How many semester hours of work in general education, professional teacher education, and English are required to teach in the elementary school? The data are summarized in the following table.

STATE SPECIFICATIONS CONCERNING THE AMOUNT OF GENERAL EDUCATION, PROFESSIONAL TEACHER EDUCATION, AND ENGLISH (INCLUDING IN SOME CASES SUCH RELATED SUBJECTS AS SPEECH, DRAMATICS, AND JOURNALISM) REQUIRED for the LOWEST DEGREEBASED ELEMENTARY SCHOOL CERTIFICATE

State requirements for teaching in an elementary school, expressed in semester hours of college credit, range from 16 to 104, median 45, in general education; range from 16 to 36, median 21, in professional teacher education; range from 0 to 18, median 6, in the area of English, journalism, speech, and dramatics. The great variation in requirements from state to state points to widespread confusion and uncertainty concerning desirable qualifications of elementary teachers and to a need for considered national guidance.

The median state credential requirement in English for an elementary teaching certificate is only six semester hours. Although the teaching of English is one of the elementary teacher's major responsibilities, nineteen states specify no college work in English; eight require one year, the equivalent of freshman English; sixteen require up to two years or twelve semester hours of English; nine states require more than two years. Specialized subject courses concerned with the teaching of the language arts in the elementary school are not uniformly required. Nine

Little work in English specified

states require work in methods of teaching reading; fourteen require work in children's literature; only twenty-two specify a general study of the English language arts as a requirement for obtaining a certificate to teach English in the elementary school. Twenty-one states do not report a definite requirement in reading methods, children's literature, or the English language arts in the elementary school, even though they may require a general methods course.

Clearly the pattern of courses cannot alone guarantee the proficiency of the teacher; states and teacher training institutions need reasonable flexibility in planning programs. Yet the diversity of requirements indicated here and the failure of many states to specify even a minimal requirement in English are matters for concern.

How many semester hours of work in general education, professional teacher education, and English are required to teach English in the secondary school? This table presents the data.

STATE SPECIFICATIONS CONCERNING THE AMOUNT OF GENERAL EDUCATION, PROFESSIONAL TEACHER EDUCATION, AND ENGLISH SUBJECT MATTER REQUIRED TO TEACH ENGLISH IN A SECONDARY SCHOOL

(Expressed in Semester Hours of College Credit)

State requirements to teach English in a secondary school range from 25 semester hours of college credits to 104, median 40, in general education; range from 12 to 27, median 18, in professional teacher education; range from 12 to 30, median 18, in the area of English, journalism, speech,

Variation suggests confusion

and dramatics for teaching English as a full load; range from 0 to 30, median 16, in the area for teaching English as a part load. The requirements for a part load are reported because many states distinguish between those who teach part time (one or two classes of English) and those who are assigned English as their major load. The great variation in all requirements reflects the present confusion on the part of state educational