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THE COURSES IN MEDICINE AND PREPARATORY

TO MEDICINE

The work of the first two years of the curriculum of Rush Medical College is included in these courses. Descriptions of the courses in Medicine and preparatory to Medicine, of advanced and research courses, statements as to the scope of the work in different subjects, and the names of the instructing staff, may be found in connection with the departmental announcements in this Register, as indicated below.

XX. THE DEPARTMENT OF CHEMISTRY1

(For courses in this Department see pp. 351-355)

General and Organic Chemistry and Qualitative Analysis are now prerequisites to the medical courses proper. The necessary knowledge of the subject can be obtained from Chemistry 1, 2, 3, 4, and 6 or Admission Chemistry and 2S and 3S, 4 and 6.2

Organic Chemistry, 33 and 34 (Mj), Summer Quarter, or 14 and 15 (2Mj) may be substituted for course 4.

Students who are preparing for the study of medicine, and who are also candidates for a Bachelor's degree in the University of Chicago, are strongly recommended to take at least two majors more of Chemistry, viz., Quantitative Analysis, 8, and Physical Chemistry (see pp. 352, 354).

Candidates for a Bachelor's degree who expect to do research work in Physiology or allied medical subjects may with advantage elect further courses from the following: Quantitative Analysis, 9; Organic Chemistry, 30, 31, and 32; or Advanced General Chemistry, 53 (see pp. 352, 353, 354). Course 25, the Chemistry and Preparations of Medicinal Drugs, 1⁄2Mj. is required in the medical curriculum.

XXII. THE DEPARTMENT OF ZOŎLOGY

(For courses in this Department see pp. 366-370)

One major of Vertebrate Embryology is required in the medical curricu lum: course 20 or 21.

XXIII. THE DEPARTMENT OF ANATOMY

(For courses in this Department see pp. 371, 372)

The required dissection is included in courses 1, 2, 3, 4, and 5; Splanchnology, Histology, and Cytology in course 10. Anatomy 17 (Neurology) is also required.

For Embryology see Department of Zoology.

1 For courses in Physiological Chemistry see the Department of Physiology.

2 Medical students who enter without receiving credit for High School Chemistry are required to take General Chemistry, courses 1, 2, 3, 4, and 6.

XXIV. THE DEPARTMENT OF PHYSIOLOGY

(Including Physiological Chemistry, Pharmacology, and Experimental Therapeutics) (For courses in this Department see pp. 373-375)

Premedical students may profitably elect courses 1 and 2.

The minimum work for medical students includes courses 12, 13, and 14. The required work in Physiological Chemistry consists of courses 19, 20A, and 20B, or course 20; that in Pharmacology of course 21.

Optional courses are also offered in the Department of Psychology (see pp. 222-226).

XXVIII. THE DEPARTMENT OF PATHOLOGY AND

BACTERIOLOGY

(For courses in this Department see pp. 381-383)

Course 1, General Bacteriology, and courses 2A and 2B, General Pathology and Pathological Histology, are required in the medical curriculum.

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1. History of Education.-A quarter's course in the history of education, designed for students in the Elementary Curriculum, The ancient and mediaeval periods will be summarized by way of introduction to the more thorough study of the modern movement. Mj. Autumn and Winter Quarters, MR.

2. European Education: Ancient and Mediaeval Periods.-An outline course treating of the development of educational institutions and ideals in Europe to the close of the Middle Ages. For Senior College students. Mj. Autumn Quarter, ASSOCIATE PROFESSOR OWEN.

3. European Education: Modern Period.-An outline course treating of the development of education in Europe in modern times. For Senior Čollege students. Mj. Summer and Winter Quarters, ASSOCIATE PROFESSOR OWEN.

8. Education during the Renaissance.-A study of the educational aspects of the Renaissance period in Italy and northern Europe, based on the extant sources. For graduate students. Mj. Winter Quarter, ASSOCIATE PROFESSOR OWEN.

9. History of Education in England from the Reformation to 1640.-This course traces the growth of English educational institutions-their aims, organization, curriculum, and methods. Particular emphasis is laid on the later period in its relation to American Colonial Education. A graduate course providing opportunity for original investigation, with lectures, reading, and reports. Mj. Autumn Quarter, DR. JERNEGAN.

12. Education during the Seventeenth and Eighteenth Centuries.-A study of the educational development in Europe from the Thirty Years War to the French Revolution. For graduate students. Mj. Winter Quarter, ASSOCIATE PROFESSOR OWEN.

14. History of Education in America to 1783.-The founding and growth of educational institutions in the Colonies, with a comparison of their aims, organization, and the development of the curriculum. The subject will be closely connected with economic and social conditions as factors in determining educational progress. A graduate course providing opportunity for original investigation, with lectures, readings, and reports. Mj. Summer and Winter Quarters, DR. JERNEGAN.

18. Education in the United States in the Nineteenth Century.—The course deals particularly with the problems of education during the period named, with special reference to the social, political, and philosophic ideas underlying the attempts at their solution. Effort is made to set forth the phases of educational theory of the century as developed and put into practice in America. The course is conducted by lecture and report. The bibliography of the main sources is presented, and all the work of the student is based on these sources. For graduate students. Mj. Spring Quarter, ASSOCIATE PROFESSOR OWEN.

22. Seminar in the History of Education.-Mj. Spring Quarter, AsSOCIATE PROFESSOR OWEN.

ADMINISTRATIVE AND SOCIAL ASPECTS OF EDUCATION

31. School Administration and Supervision.-For superintendents, principals, supervisors and other students of education. The purpose of the course is to present the theory and practice relating to administration, organization, supervision, and general management of schools. It is expected. that there will be opportunity for classroom conferences and discussions. For graduate students and Senior College students. M. First Term, Summer Quarter, MR. KENDALL.

34. State and Municipal School Systems of the United States.-A study will be made of certain state and city school systems, the attempt being to select a few examples of what may be regarded as the best types of organization of public education, and a few of the opposite character. The object in study will be, through acquaintance with what has been tried and proved, to arrive at as clear a judgment as may be as to what is fundamentally sound in organization and administration, and to note what modifications are required by local conditions. For graduate students. Mj. Autumn Quarter, PROFESSOR BUTLER. [Not given in 1909.]

41. The Schools of Germany, England, and the United States.-The course traces the historical development of existing systems of elementary and secondary education as expressions of the religious, social, and industrial ideals that from time to time have dominated the people, with especial emphasis upon the influence on public education of ecclesiasticism, humanism, realism, and nationalism. The marks which these schools have in common, as well as those which differentiate them, are noted, and a study is made of present tendencies. For graduate students; open also to Senior College students with two majors in Education. M. First Term, Summer Quarter; Mj. Autumn Quarter, PROFESSOR BUTLER.

48. The School and the Community.-The course discusses education as training for social efficiency: the school as one of several agencies for such training; the function of the school as affected by modern social conditions; the formation of social and moral habits; the social organization of the school, the "many-sided interest;" industrial training in relation to social ideas and habits; education as discovery of the individual; co-operation between the school and the community; in civic improvement, in the use of libraries, in parents' associations. The schools of Chicago will be studied, and reports regarding schools elsewhere, with which students are acquainted. Primarily for Senior College students. M. First Term, Summer Quarter, PROFESSOR BUTLER.

50. Philosophy of Education.-The point of view will be that of the gradual socialization of the child, and the part which education plays in this. Both formal and informal education will be considered as the justification for a psychological theory of education; on the other side, the demands of the society into which the child is entering will suggest the sociological theory. The inadequacies of each will be indicated, and the necessity of replacing them by a social conception of education which can recognize both the child and society at once. The chief features of present school practice and theory will be criticized from this point of view. Primarily for graduate students. M. Spring Quarter, PROFESSOR MEAD.

54. Moral Education.-Seminar. A general consideration of the processes and agencies of moral development in the race and the individual, with special investigation of existing or proposed agencies of the school, such as co-operate life, methods of study and discipline, subject matter of the curriculum, specific moral instruction. Mj. Winter Quarter, M., 4:00-6:00, PROFESSOR TUFTS.

EDUCATIONAL PSYCHOLOGY AND MENTAL DEVELOPMENT

65. Psychology 1.- Textbook: Angell's Psychology. For second-year students. Mj. Autumn and Winter Quarters, ASSISTANT PROFESSOR GORE.

66. Educational Psychology.-This course deals with the general principles of psychology which can be applied to educational problems. The first half of the course deals with the sensory and perceptual processes; the second half with the processes of ideation and memory. Open to either Junior or Senior College students. Mj. Summer and Winter Quarters, PROFESSOR JUDD; Autumn and Spring Quarters, DR. FREEMAN.

68. Individual Psychology.-Problems regarding methods of studying individual variations in temperament, capacity, and development. Laboratory equipment for the investigation of special problems will be provided, so far as practicable. For graduate students. Mj. Winter Quarter, ASSISTANT PROFESSOR Gore.

69. Genetic Psychology.-A course of lectures and reading in which a general summary will be presented of the results which have been obtained by the study of mental development in children and the experimental investigations which have been carried on in various forms of learning. For graduate and Senior College students. Mj. Winter Quarter, DR. FREEMAN.

71. Introduction to Experimental Education.-Lectures and discussions illustrated by laboratory and school experiments, designed to acquaint the student with experimental methods applicable to the study of school prob lems, and with the general results of recent investigations. Both psychological and statistical methods will be discussed and illustrated by typical problems. For graduate and Senior College students. Mj. Autumn Quarter, AssOCIATE PROFESSOR DEARBORN.

75. The Psychology of Reading.-A review of the investigations of recent years and their application to the problems of the teaching of reading. The experimental work will be fully illustrated. Graduate course, open to Senior College students. Mj. Autumn Quarter, ASSOCIATE PROFESSOR DEARBORN.

76. The Psychology of Writing.-A review of the investigations of recent years and their application to the problems of the teaching of writing. The experimental work will be fully illustrated. Graduate course, open to Senior College students. Mj. Winter Quarter, DR. FREEMAN.

77. Educational Tests.-In this course the various tests for the senses and for the higher mental and motor processes, will be demonstrated and criticized. Members of the class will undertake the practical application of some of these tests and will be required to report their results. Primarily for graduate students; open to Senior College students. Mj. Spring Quarter, DR. FREEMAN.

80, 81, 82. Experimental Problems in Education.-Students qualified by previous training will be assigned problems for experimental investigation. The results of these investigations will be subjected to individual criticism and to general discussion by the class as a whole. Elaborate reports will be required from members of the class. For graduate students. Mj._Autumn, Winter, and Spring Quarters, PROFESSOR JUDD AND ASSOCIATE PROFESSOR DEARBORN.

EDUCATIONAL METHODS

85. General Principles of Method.-Fundamental principles of class teaching from psychological and social points of view. Conditions favorable to development. Spirit of the schoolroom. Kinds of lessons. Conduct of a recitation. Methods of study. Lesson units, etc. For high-school teachers, special teachers, and university students. M. Summer Quarter; Mj. Autumn Quarter, ASSOCIATE PROFESSOR Parker.

86. Survey of Special Methods in Elementary Education.-Observation, discussion, criticism, and preparation of lessons in language, number, geography, and other subjects, to make clear the application of the general principles of method in special fields. In co-operation with the heads of special departments. For Junior and Senior College students. Mj. Spring Quarter, ASSOCIATE PROFESSOR PARKER.

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