Candidates for the degree of Doctor of Philosophy in other departments who desire to take a minor in economics are required to pursue a course of study to be approved by the department, which should embrace, besides fundamental courses in economic theory, such further work in economies as may properly relate itself to the candidate's major subject. GRADUATE COURSES 200A-200в. Economic Seminar 201A-201B. Conference in Economics. PLEHN. CROSS and Staff. 202A-202в. Advanced Studies in Social Economics. 202A-202B. Advanced Studies in Social Economics. 203A-203B. Advanced Studies in Social Economics. 204A-204B. Government Finance. PEIXOTTO and SCHLEEF. 205A-205в. Labor Legislation and the Labor Movement on the Pacific 122. Office Organization, Administration and Procedure. 123. Markets and Marketing. KINCAID. 125. Advertising. BROWN. *126. Agricultural Economics. KINCAID. 127A-127B. Commercial Reviews and Trade Journals. 301. The Teaching of Stenography and Typewriting. ARMSTRONG. 130. American Financial Policy. 131. Introduction to Public Finance. *Not given in 1919-20. PLEHN. THE SCHOOL OF EDUCATION Professors: A. F. LANGE, Director of the School of Education; R. G. BOONE, W. W. KEMP, C. E. RUGH, R. J. LEONARD, C. D. MEAD, J. V. BREITWIESER, W. S. THOMAS, R. S. FRENCH. Instructor: J. S. BOLIN. Teaching Fellows: H. W. EDWARDS, H. L. EBY. Design of the School. The term "School of Education" designates the professional courses intended: 1. For students preparing to become teachers in secondary schools and colleges; 2. For graduates of normal schools, who are making further preparation for teaching in elementary schools; 3. For students preparing to engage in school administration or to teach in normal schools or in university departments of education or to carry on research work in the field of education. Faculty of the School. The faculty of the School of Education con sists: 1. Of the members of the department of education; 2. Of the professors or instructors in other departments who give professional courses that have been approved as such by the President and the department of education; 3. Of one member from each department or college or school representing a secondary school subject, but offering as yet no professional course, this member having been appointed by the President in consultation with the department concerned and the School of Education. Admission to the School.-While many of the courses offered are open to college juniors, the prerequisite for formal admission to the School of Education is the completion of at least three full years of undergraduate work. Facilities. In response to numerous requests for opportunities for doing research work in absentia, for specific information regarding courses, for bibliographies, and for aid in school surveys, a Bureau of Research in Education is in process of organization. Consonant with the aim of this Bureau, members of the department are now engaged on two important school surveys, one of the Territory of Hawaii, one of the City of Hanford, California. A number of individual teachers have already undertaken advanced research studies under the guidance of the Bureau. Typical of these is a study of the educational work done in prisons, with special reference to the California State Prisons. The Bureau can aid in this and similar studies, not only by suggestions, but by supplying bibliographies, outlines and other material aids. The United States Bureau of Education has designated the University of California as a research center, through which the Federal Bureau will function in the gathering of data and carrying out of national research projects. The Secretary of the Bureau of Research will act as special collaborator under the Bureau of Education. Certain facilities of the Federal Bureau will be placed at the disposal of the School of Education. The cooperation of the Bureau of Research with the Federal Bureau promises to be very fruitful in results. The University High School.-In the University High School of Oakland the department of education offers its students a splendid opportunity not only for observation but for first hand participation in the solution of actual school problems. The experimental possibilities of this school have been realized as vet only to a very limited extent. Along with the observational and student-teacher facilities, the proposed new plant of the school will incorporate features that will make possible intensive original research in present day educational problems as found in the secondary field. A point greatly to be emphasized in speaking of the University High School is that it forms an actual part of a city system and is not branded by invidious designations such as "training school" or "experimental school." Even as it stands the school is the greatest research asset of the department and School of Education. With the assured expenditure of $300,000.00 on new buildings and additional equipment, it will soon enter upon a new phase of service and utility. Library. The education sections of the general library, together with the allied subjects represented in the same, offer fairly adequate resources in the study of the historical and theoretical phases of education. The department has in its offices and seminar rooms a very considerable collection of pamphlets, reports, theses and similar materials, not yet catalogued, but systematically arranged for the use of students. The School of Education has largely taken as its motto: "Our laboratory is the schools. Students under the direction of the department of education are conducting studies in the school as laboratories. One student, for instance, is evolving and putting into practice a new plan of school discipline based on the idea that democracy should be extended to the process of education. This study promises to result not only in success in its experimental phases, but also in a vital contribution to educational thought on the theoretical side. Useful as the conception may be that the School of Education should find its laboratory in the schools, certain phases of investigation demand a laboratory in the narrower sense. Such a laboratory will be called into existence as soon as possible. It will contain all the materials and apparatus necessary for educational measurements, including computing devices for statistical work. Such a laboratory will accentuate the movement toward exact quantitative thinking in education. Education courses can no longer be given in an abstract-theoretical way by the lecture method. To train constructive educators, we must have the material means essential to such training. Included in the laboratory equipment, there will be samples at least, if not considerable supplies, of all the tests, both of mentality and of subject matter, devised to date (and kept up to date). Some of these will constitute "museum" materials, as illustrative of educational history. Fellowships. At present two teaching fellowships are maintained out of the funds of the department of education. These fellowships are intended primarily to encourage research within the field of education, while offering their holders the opportunity to participate in the work of instruction within the department. Research. Some special research projects recently completed or under way are: The organization of curricula (A. F. Lange); survey of the schools of the Hawaiian Islands (W. W. Kemp under the United States Bureau of Education); survey of the schools of Hanford, California (C. D. Mead and R. S. French); survey of teacher-training in schools for the blind of the United States (R. S. French); the education of the blind, critical and historical survey (R. S. French); survey of moral education in the schools of California, with special reference to civic education (C. E. Rugh); survey of instruction in the Berkeley elementary and junior high schools, involving the testing of between 5000 and 6000 pupils in five fields of work (C. D. Mead); survey of handwriting in Richmond, California, involving the testing of all pupils (C. D. Mead); testing of 800 Berkeley pupils in six subjects for comparison with Boston pupils of 1850 (C. D. Mead); survey of instruction by standard tests in Plumas, Nevada and Placer Counties (C. D. Mead); fusion and local sign in binocular vision (J. W. Breitwieser); psychological behavior as related to advertising (J. W. Breitwieser); seminar projects and studies in vocational education (R. J. Leonard); the influence of the frontier on education (J. S. Bolin); problems related to teacher-training in trade and industrial subjects and supplemental subjects in the Oakland Teacher Training Center (C. L. Jacobs); rural school administration (H. L. Eby); the status of rural education in California (H. L. Eby). Publications.—The types of investigation now in progress are illustrated by the following list of some of the recent publications by members of the department: |