Fragmentation.

Between 1906 and 1908 the development of education as a field of study at universities commenced. In 1925 Cubberley strongly advocated requiring an introductory course in education for all students in universities, colleges, and normal schools. During the 1920s the growth of the number of professors in departments of education led to the division of this general introductory course into six or seven different courses, which would later be further subdivided. Certain educators questioned this fragmenting process because students who might have elected to take a more general education course often resisted taking several narrowly defined courses; they thus would miss pieces of the curriculum. Critics claimed that as a result many students studying to be teachers were lacking a comprehensive overview or philosophy of education and teaching methods.