EDUCATION WILLIAM W. KEMP, Ph.D., Professor of Education and Dean of the School of Education (Chairman of the Department). *ALEXIS F. LANGE, Ph.D., Professor of the Theory and Practice of Education. *CHARLES E. RUGH, M.L., Professor of Education. L. A. WILLIAMS, Pd.D., Professor of Education. J. V. BREITWIESER, Ph.D., Associate Professor of Education. S. HELEN BRIDGE, Ed.D., Assistant Professor of Education and Household RAYMOND H. FRANZEN, Ph.D., Assistant Professor of Education and Psychology. LARS H. PETERSON, Ph.D., Assistant Professor of Education. JOHN S. BOLIN, M.A., Associate in Education and Secretary of the Depart ment. JOHN ADAMS, M.A., LL.D., Lecturer in Education. cation. BENJAMIN R. CRANDALL, Ph.D., Supervisor of Classes for the Training of RICHARD S. FRENCH, Ph.D., Lecturer in Education. CLEO MURTLAND, M.A., Lecturer in Vocational Education (second halfyear). E. O. SISSON, Ph.D., Lecturer in Education. H. B. WILSON, LL.D., Lecturer in Education. EMILY G. PALMER, M.A., Special Agent for Part-Time Teachers, in charge of Research and Service Center. Supervisors of Student Teachers in the University High School EDNA W. BAILEY, Ph.D., Supervisor of the Teaching of Science. EDNA H. STONE, M.A., Supervisor of the Teaching of Social Studies. * Absent on leave, 1923-24; 2 in residence second half-year only. Undergraduate and graduate courses are offered which may serve nonprofessional as well as professional purposes. It is believed that such courses provide instruction which is desirable for individual culture and training and as preparation for that intelligent participation in public and private education which good citizenship demands of educated men and women. THE MAJOR NOTE. The major here described is the academic major for the A.B. degree in the College of Letters and Science, and should not be confused with the majors required by the School of Education. Preparation for the Major.-Psychology 2A and one of the following year courses: Philosophy 3A-3B, Zoology 10, Physiology 1 or 2, Political Science 1A-1B or Economics 1A-1B. Upper Division Requirements.-Eighteen units of education, including a general course in the history of education, Education 101; educational psychology, Education 112 or 110; theory of education, Education 120. A course in the social aspects of education, Education 113 or 184A-184B; and the remaining courses chosen from the following: Education 105, 114, 130A-130B, 140, 160, 170. The remaining six units of the twenty-four may be chosen from the following: philosophy (group C), physiology, hygiene, psychology, economics, political science and history. It is recommended that students include Philosophy 104в in the major programme. Courses numbered in the "300" series will not be accepted in the major for the A.B. degree. Students who expect to become candidates for higher degrees are advised to take courses in introduction to research in the fields of their respective interests from those numbered 190 to 199, inclusive. TEACHER TRAINING CURRICULA Special provision is made for the professional training of teachers of three classes: A. Those preparing to become teachers in secondary schools or in colleges. B. Those preparing to engage in school administration, to become principals or superintendents of public schools, or to teach in normal schools or in college departments of education. C. Graduates of normal schools, who are making further preparation for teaching or for supervisory or administrative positions in elementary schools. For detailed requirements see Announcement of the School of Education. UPPER DIVISION COURSES Prerequisite: Junior standing. History of Education 101. The History of Education: General Course. (3) Either half-year. Five sections: M W F, 8, 9, 10, 3, 4. The development of educational thought and practice viewed as a phase of social progress. 102. The History of American Education. (3) Either half-year. Two sections: M W F, 8, 2. BOLIN, A historical study of the leading ideas and ideals of American education and of the institutions in which they have been embodied. 103. The History of Elementary Education. (3) I. M W F, 9. MEAD Emphasis upon the development of the elementary school with text and readings from Greek and Roman writers, Luther, Comenius, Locke, Rousseau, Pestalozzi, Herbart, Froebel. For students in general. 104. The History of Vocational Education. (2) II. Tu Th, 9. Prerequisite: course 101 or 102 or 103. LEE A description and critical study of current movements in vocational education in the light of their historical development in the United States and Europe. 105 [formerly numbered 140]. Comparative Study of School Systems. (3) Either half-year. M W F, 9. ADAMS A description and critical study of the social and political foundations underlying the administration of education, and their relation to the organization, curricula, and methods of instruction in the school systems of Great Britain, France, Germany, and the United States. 190 [formerly numbered 109]. Introduction to Research in the History of Education. (2) II. FRENCH Prerequisite: course 101 or 102. An intensive study of a single epoch or movement with special reference to original documents and other sources and their scientific use, as the foundation of general history of education. Educational Psychology 110. Educational Psychology. (3) I. Prerequisite: Psychology 2A. The process of learning; the acquisition of habits and of skill; association; memory; imitation; reasoning; emotion; tendencies to action; individual differences. 111. The Period of Adolescence. (3) II. M W F, 3. Prerequisite: Psychology 2A or equivalent. BREITWIESER This course deals with the behavior of youths between the ages of 12 and 18. The post-adolescent period, 18 to 24, will also be considered. The special psychological problems of this age that are met by teachers, social and religious workers, leaders of young men and women, and parents, will be discussed. 112. Psychological Aspects of Education. (3) Either half-year. M W F, 2. Prerequisite: Psychology 2a or equivalent. BREITWIESER A study of biological and psychological laws in education and their application to education. The individual as an organism that integrates experience is taken up through the data on the effectiveness of stimuli, adequacy of central elaborations, and the value of the reactions as developed under modern educational conditions. Especial emphasis is placed on methods as based on the psychological data. 113. Social Psychology of Education. (3) II. M W F, 2. BREITWIESER Prerequisite: Psychology 2A or equivalent. This course deals with the causes and results of the social situations in the present educational institutions. 114. Elementary Statistics. (2) Either half-year. Th, 4-6. FRANZEN Consideration of statistical methods necessary to educational research and their application to the results of measurement. 115. Child Psychology. (3). Prerequisite: course 112 or 110. A study of the behavior of children from infancy to adolescence. The native equipment; reactions of children; their peculiarities and modes of appeal. 116 [formerly numbered 126]. An Introduction to the Study of Atypical Children. (2) I. Th, 4-6. Prerequisite: Psychology 2A or equivalent. FRENCH A course designed for the information and guidance of teachers interested in the problems of atypical groups and for students desiring general insight into prevailing practices in dealing with such groups. A careful study of the part of the senses in the educative processes, with special reference to visual and auditory difficulties. A brief consideration of mental deficiency, with particular reference to the education of the senses. 117 [formerly numbered 127]. Psychology of High School Subjects. (3) I. M W F, 3. BREITWIESER Prerequisite: Education 112 or 110 and 170. A study of the behavior, capacities, accomplishments, and attitudes of pupils and teacher in the study of the various high school subjects. 118 [formerly numbered 128]. Intelligence Levels with Educational Appli cation. (2) II. Tu, 4-6. BREITWIESER Prerequisite: Education 112 or 110 and a course in mental testing or its equivalent. A study of the history, organization, and application of mental tests in the schools. A survey of mental testing and its influence on education. 119. Experimental Education. (3) Either half-year. Prerequisite: general psychology and elementary statistics. A course in educational experiments requiring laboratory facilities. The use and technique of laboratory facilities in relation to teaching will be developed. 191. Introduction to Research in Educational Psychology. (2) II. BREITWIESER Prerequisite: Education 112 or 110 and Education 114 or equivalent. A course in the method of finding and stating problems, organizing bibliographies, gathering and organizing data, interpretation of results and application of results in educational psychology. Theory of Education 120. The Theory of Education. (3) Either half-year. ADAMS Two sections: M W F, 8, 9. Prerequisite: Psychology 2A or equivalent, and Education 101. A study of fundamental principles, processes and methods, with special reference to national culture and ideals. 192 [formerly numbered 199]. Introduction to Research in the Theory of Education. (2) II. Th, 10-12. Prerequisite: Education 120. ADAMS Considers the research method as used to investigate problems in educational theory and philosophy. Elementary Education 130A-130B [formerly numbered 123A-123в]. The Principles of Elementary Education. (3-3) Yr. MEAD Beginning either half-year. I, M W F, 10. II, Sec. 1, M W F, 9; Sec. 2, M W F, 10. Present-day theories and practices in the first eight grades of the common schools. For students in general and those preparing for teaching. 131 [formerly numbered 151]. The Supervision of Instruction in Elementary Schools. (2) Either half-year. Tu Th, 8. WILSON A consideration of the objectives of public school education and of the function of the various types of supervision in relation to the achievement of these objectives. The relation of scientific adminis tration to curriculum development, student welfare, methods of teaching, the educational equipment of schools, the establishment of right community relationships, the growth of the teacher, and the like are considered upon the basis of the most modern educational theory and scientific investigations. |