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HARRISON CRANDALL GIVENS, M.E., Drawing and Machine Work (Summer

Quarter, 1909).
BEATRICE MacGowan, Music (Summer Quarter, 1909).
INGA KATRINA Allison, Home Economics (Summer Quarter, 1909).
· MABEL WENTWORTH, Physical Education (Summer Quarter, 1909).
GEORG THORNE-THOMSEN, Geographic Drawing (Summer Quarter, 1909).
WALTER Wilson Hart, The Shortridge High School, Indianapolis; Mathe-

matics (Summer Quarter, 1909).
Lota Troy, Drawing and Painting (Summer Quarter, 1909).
ELIZABETH TROEGER, Drawing and Painting (Summer Quarter, 1909).
HELEN Putnam, ED.B., Drawing and Painting (Summer Quarter, 1909).
JANE Hoxie, Kindergarten (Summer Quarter, 1909).
MARCELLA REILLY, Music (Summer Quarter, 1909).
JOHANNA VON OVEN, Leather (Summer Quarter, 1909).

THE UNIVERSITY HIGH SCHOOL
(For the Faculty of the University High School, see p. 61 of this Register.]

THE UNIVERSITY ELEMENTARY SCHOOL

[For the Faculty of the University Elementary School, see p. 66 of this Register.]

THE SCHOOL OF EDUCATION

HISTORY AND AIM The School of Education of the University of Chicago was formed by the consolidation with the University of the Chicago Institute, founded by Mrs. Emmons Blaine and presided over by the late Colonel Francis W. Parker; the Laboratory School of the Department of Education in the University, the founder and director of which was Professor John Dewey, for. merly Head of the Department of Education; the South Side Academy, the Dean of which was Associate Professor William B. Owen, of the University; and the Chicago Manual Training School, whose head for many years was Dr. Henry H. Belfield. There is, therefore, gathered in one group of buildings a complete school system--kindergarten, elementary, high school, and college --with opportunities for training teachers under the most favorable educational surroundings, and with all the privileges of a great university. The fundamental purpose of this School of Education is to organize education on a scientific basis and to equip students with a knowledge of the principles of educational psychology, school organization and methods, and the historical development of educational institutions so that they shall be prepared to carry on educative work in an independent and scientific manner. The various schools are organized so as to furnish the largest opportunity for ex. periment and observation.

The School of Education is made up of four constituent parts which for purposes of the training of teachers are organized into a single closely interrelated group. These parts may be described as follows:

GRADUATE DEPARTMENT OF EDUCATION This department is also a department of the Graduate School of Arts and Sciences. It aims to meet the needs of three classes of students: First, those who are preparing to give courses in the History and Principles of Education in colleges and normal schools; second, those who are preparing to become supervisors in various grades of schools; third, students in various departments of the University who, in addition to the course in the subjectmatter which they intend to teach, wish to become acquainted with the principles underlying all educational organization and method.

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THE COLLEGE OF EDUCATION The second institution included within the School of Education is the College of Education. This prepares teachers for elementary and high schools. Within the College there is provided a two-years' course to which students are admitted on the basis of graduation from an approved high school. This constitutes a Junior course. Such Junior students may pursue for two years a series of courses amounting to eighteen majors and will be awarded, on the completion of such courses, certificates indicating that they are qualified as teachers in the Kindergarten, in Music, Applied Design, Drawing and Painting, Plastic Art, Textiles, and Manual Training (Woodworking). The regular degree of the College, that is, the degree of Ed.B., is awarded only to students who have completed a regular four-year's course including two years of Junior college work before taking up their special work in Education. The two years of Junior College work need not be taken in the School of Education, but may be taken in the Junior Colleges of the University, or in any accepted college. The course required subsequent to the Junior College course corresponds in grade to the Senior College course, and a series of courses are provided which make it possible for students to prepare either for higher positions in the elementary school than those which could be taken on the basis of the certificate above described, or for positions as departmental teachers, or teachers in high schools. There is a general course of this grade, and there are special courses arranged in the following subjects: History, Greek, Latin, French, German, English Language and Literature, Oral Reading and Dramatic Art, Mathematics, Physics, Chemistry, Geography, Physiography and Geology, Biology (Zoology and Botany), Home Economics, Advanced Kindergarten, Applied Design, Drawing and Painting, Plastic Art (Modeling and Ceramics), Textiles, Manual Training (Woodworking), Manual Training (Metal-work), Music. Details with regard to all courses can be secured on application at the office of the Dean of the College. Students intending to pursue special courses in any of the subjects indicated above should consult with the member of the College Faculty in charge of the subject chosen.

Certain general courses are required of all students in the College.

Practice-teaching.-Three quarters of practice-teaching or enough to convince the Faculty that the candidate has acquired sufficient skill, are required

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of every student before receiving a certificate, diploma, or degree, of the College of Education. Not more than two of these quarters may be taken in the fourth year. These may be divided between the Elementary and the High School, if the preferecne of the student receives the sanction of the Faculty of the College of Education. Students registering for practice are required to give at least one hour a day to the work. In addition, they must attend the critic meeting and allow for such other time in the practice school as may be necessary to insure efficiency on their part and to protect the best interests of the pupils.

Hygiene and Physical Education. All candidates for the degree of Ed.B. must fulfil the general University requirement of ten quarters of Physical Training. Six of these will consist of the general Physical Training taken by all Junior College students. For students completing the General Curriculum, the remaining four will consist of the Physical Education offered in the College of Education. This requirement of four quarters is also made of students in the curricula leading to teaching in secondary or normal schools. Four quarters of physical education are required of students in the two-years' kin. dergarten curriculum. Two quarters are required in the Home Economics and in the Arts and Technology curricula.

Singing.-Music will form a part of the required work in the general and the kindergarten curricula. It may be taken by students in other curricula if the Faculty approve.

Public Speaking.-All Juniors upon completing the first major in required English will register for Public Speaking during the next two successive quarters.

Chapel Assembly. Students in the College of Education moet in chapel assembly on Tuesdays at 10:30 A. M., Room 214. Attendance is required.

School of Education Council.—The Council is composed of seven mombers elected as follows: one from students in the General Elementary curriculum, one from those in the Elementary Kindergarten curriculum, one from those in Arts and Technology, two from candidates for the baccalaureate degree, and two from candidates for the advanced degrees. This Council serves as the executive committee of the students of the College of Education in relation to the Administrative Board of the Senior Col and only those may be chosen as councilors whose academic records make them eligible for public appearance.

THE LIBRARY The school possesses a working library of some 17,000 volumes. It is classified according to the Dewey decimal classification. There is a dictionary card catalogue with full analytical work. Free access to shelves is given. Pictures illustrating all subjects of study have been collected from all parts of the world. They are mounted, classified, and ready for use. The library aims to have on its shelves the best and latest books on the subjects taught in the school, and to present carefully selected and graded reading-lists and the best devices for, and methods of, collecting, preserving, and making useful books, pamphlets, charts, maps, pictures, and clippings.

PUBLICATIONS The School Review was founded at Cornell University in 1892 by Mr. Jacob Gould Schurman, now President of Cornell University, and Mr. Charles Herbert Thurber. As the successor of The Academy and School and College, it was devoted to the interests of secondary education, and it has not changed its purpose during the seventeen years. It is the organ of no particular school of thought, nor does it represent any particular portion of the country; its aim is to be increasingly useful in helping the teachers in secondary schools to understand the significance of their work and to realize its possibilities.

The Elementary School Teacher deals with the problems of elementary education. Much of the material published in this journal is drawn from the School of Education itself, and gives an account of the practical work which is being organized in this school, and of the scientific investigations which are being carried on with reference to elementary-school problems by members of all departments of the school. Contributions to the journal are, however, by no means confined to members of the Faculty of the School of Education. Other educators who are carrying on scientific work with reference to elementary-school problems report the results of their investigations and experiences together with the papers which are issued from the School of Education as such.

LOCATION, BUILDINGS, AND GROUNDS The buildings of the School of Education are situated on Scammon Court, between Kimbark and Monroe avenues, the main building (Emmons Blaine Hall) facing the Midway Plaisance. This building has a frontage of 350 feet and a depth through its two wings of 162 feet. It is four stories high, with passenger and freight elevators giving easy access to the upper floors.

The Manual Training Building of the School of Education is immediately in the rear of the main building, and is completely adapted to its purpose. Its dimensions are 350 by 65 feet. The two ends are each three stories in height, and the shops between are one story high and are lighted by a saw. tooth roof. There are in this building well-equipped wood shops, a forge shop, a foundry, a machine shop, and drawing rooms. These are all supplied with the complete equipment necessary for regular use and for instruction.

Kimbark Hall faces Kimbark avenue and stands between the two buildings above described. It is devoted chiefly to the use of the High School. On the first and second floors are eleven classrooms and a restroom for the girls of the High School. Seven rooms on the third floor are used for private study and restrooms for teachers.

The gymnasium, occupying the center of the court, consists of two rooms, each 36 by 60 feet in size, flanked on either side and at one end of the building with offices, dressing, locker, toilet and shower rooms. The south gym. nasium is equipped with all the apparatus of a modern gymnasium; the other, the north gymnasium, is provided with facilities for group and competitive games.

The school is furnished with ample facilities for offering instruction of high grade. Among these may be mentioned the following well-equipped de. partments: Domestic Arts and Science, including Cooking and Textiles; Manual Training; Fine Arts, including Drawing, Painting, Clay-modeling, Bookbinding, and Pottery; Physical Training, including both indoor and outdoor work; Natural Science, Geography, and History. A museum supplied with fine working.collections, and the general library of the School of Education, consisting of seventeen thousand volumes, hundreds of lantern slides, and about twenty thousand mounted pictures, strongly supplement the work of the school.

An acre and a half of ground has been set aside for permanent use as a playground and garden. In addition to the facilities for horticulture, the garden also offers opportunity for bee-keeping, the study and care of trees, and for the location of certain outdoor instruments. It contains a small water garden constructed by the pupils, and a sylvan theater.

Two classes of curricula have been arranged in the College of Education:

I.

THE PROFESSIONAL CURRICULA LEADING TO THE BACCALAUREATE

DEGREE

1. The general curriculum: for persons intending to teach in almost any division of school work, but especially as secondary school teachers, critic teachers, departmental supervisors in elementary and normal schools, etc.; this course is based upon graduation from a high school having a four years' course and recognized by the University. Of the fifteen units, eight and a half are prescribed. The degree of Ed.B. is conferred at the successful completion of this course.

2. Curricula for students preparing to teach particular subjects in secondary and normal schools: leading to the degree Ed.B. and based on general admission requirements for the degrees A.B., S.B., and Ph.B.

3. The advanced Kindergarten Curriculum.

4. Curricula in Arts and Technology.These are intended by those who wish to become teachers of special subjects in elementary schools; also for those who wish to become supervisors and special or departmental teachers in normal schools, mechanical and agricultural colleges, high schools, and large city school systems.

These courses have their own specific requirements indicated in the detailed statements found in Part II (Courses of Instruction.)

II.

CURRICULA LEADING TO SPECIAL CERTIFICATES

GENERAL REQUIREMENTS FOR ADMISSION Preparation for admission to the College of Education is expected to cover a period of four years in a first-class high school or institution of similar grade. Admission credits are reckoned in units. A unit corresponds to a course of study comprising not less than 150 hours of prepared work. Two hours of laboratory work are regarded as the equivalent of one hour of prepared work. Fifteen units are required for admission to the College of Education. For admission to course B eight and a half are prescribed. For details see admission under each curriculum given below. For details respecting the requirements of admission, see pp. 97-109 of this Register.

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