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All candidates for teachers' recommendation must comply with the following rules :

Oral English Requirement.—The recommendation for the regular or special high school certificate will be issued only to candidates having a command of spoken English adequate to purposes of instruction.

This requirement, the administration of which will be in the hands of a committee of the School of Education, may be met (1) by an examination; (2) by the successful completion of suitable courses in the de partment of public speaking; (3) by the successful completion of a special three-hour course, to be given by the department of publie speaking; (4) by the successful completion of the platform exercises required in courses 120 and 121, section 2, in eclucation; (5) by any other evidence satisfactory to the committee.

Health Certificate Requirement.-The recommendation for the regular or special high school certificate will not be issued until the candidate shall have presented a satisfactory certificate of health from the l'niversity Physician.

Approval of Schedules.-All applicants for recommendations must consult with the Director of the School of Education who passes upon all schedules before applications are filed in the office of the Graduate Division.


CERTIFICATE Candidates for the high school teacher's recommendation must com plete the requirements specified by the State Boaril and by the department of education acting in accordance with the regulations of the State Board, as well as the following academic requirements:

1. A graduate course, other than a teacher's course, of not less than two units, in a department in which the candidate has completed not less than twelve units of major courses, or an equivalent.

2. A major and three minors or two majors and one minor; but on the recommendation of the School of Education one major and two minors or two majors may be accepted. In every case, however, two of the following divisions of university studies must be represented:

(1) English.
(2) Ancient foreign languages.
(3) Modern foreign languages.
(4) Philosophy, education.
(5) History, political science, anthropology.
(6) Jurisprudence.
(7) Economics.
(8) Mathematics, astronomy, physics, chemistry.
(9) Geography, geology, mineralogy, palaeontology.
(10) Botany, zoology, anatomy, physiology.
(11) Pathology, bacteriology, hygiene, physical education.
(12) Architecture, drawing, art.
(13) Music.
(14) Agriculture.
(15) Engineering.
(16) Home Economics (Household Science and Household Art).

(17) Commerce. A major shall comprise not less than a total of twenty-four units, and not more than a total of thirty units, of which at least twelve shall consist of major or graduate courses in one department, or of twelve units of correlated major or graduate courses in more than one department. Detailed statements in regard to majors in the several subjects may be found on pages 31-42 of the Announcement of the School of Education, 1919-20.

A minor shall comprise not less than six units of major courses in one department, which ordinarily implies not less than a total of twelve units including prerequisites. As far as the modern foreign languages are concerned minors of less than twelve units of major courses will not ordinarily be approved. A “minor (r)” denotes a “minor” plus a recommendation.

Major and minor subjects studied elsewhere may be designated on the recommendation form adopted by the State Board of Education, provided the name of the institution concerned is indicated also.

As far as the modern foreign languages are concerned, however, majors of less than eighteen units of major courses will not ordinarily be approved.


CERTIFICATE* 1. Candidates for the recommendation for a special secondary certificate must complete successfully the requirements in their chosen subject for a major for the general high school certificate.

* See pages 13-15 of the Announcement of the School of Education.

2. The recommendation of the department of education will be based in each case on the action of the School of Education through its committee on high school certificates.



Note.-Complete details concerning certification of secondary teachers, with all matters regarding exemptions, et cetera, will be found in the Announcement of the School of Education, 1919–1920, Part I.

Candidates for the recommendation for certification for the teaching of supplemental subjects are required to meet the requirements for either the high school certificate or for the special secondary certificate, and in addition the following: Vocational Education.

5 units. Include Education 160-Vocational Education.

Elect any other Vocational Education Course. Teaching Technique. Education 163,

2 units. Industrial practice. Education 164.

2 units. Economic and Social Studies.

6 units. Elect from the following:

Econ. 150. Labor Problems.
Econ. 151. Labor Organization.
Econ. 111. Industrial History of the United States.


These have been so arranged as to cover the broader aspects of educational theory and practice, together with certain prerequisites in biology, psychology and sociology. The courses are so numbered as to show their fundamental content, as follows:

100-109. History of Education, general, secondary, elementary, 110–119. Basic biological, psychological and social aspects of educa

tion. 120–129. Theory of education, general, secondary, elementary, special

moral. 140-149. Organization and administration of schools from elementary

to university. 160–169. Vocational Education, general aspects, special branches.

† For complete details see special Bulletin of the School of Education entitled, “Requirements for Training and Certification for Teachers of Supplemental Subjects."!.

Recommendations for Teachers' Certificates


Of these courses a number are limited research courses, with provision for pro-seminar work and special emphasis on project study. This is notably true of those courses in which the numbers do not rise above thirty-five students, and in which, consequently, considerable attention may be given the individual student. The courses in the theory of education are specially designated to induce in the student sound fundamental thinking on educational problems. All the courses, in both the theoretical and practical aspects of education, aim at that open-mindedness which is the beginning of the scientific or research attitude. Education is nowhere presented with the dogmatic finality of a closed system.

Education 199 serves as an introduction to higher research work. An effort is made to have the students enrolled take up as their own certain educational problems which are varied and changed to suit different classes but which follow from year to year the most discussed and most vital issues of the day. As a pro-seminar course specifically so called, Education 199 leads over directly to the 200 group.


Courses 200-210 are limited to less than twenty students each. Each course deals with some special phase of educational research. Those who have the opportunity to do so may elect direct field or laboratory projects; those whose limitations of scholarship or opportunity necessitate each assignment must, of course, limit themselves to what others have said and done, i.e., to library research, but even these students frequently accomplish excellent results by the critical and historical methods. In a number of the seminars the larger part of the enrollment consists of experienced teachers, who do notably splendid work in compilation, criticism and the construction of programs because of their own rich fund of experience. It is the purpose of the department to draw as many such thoroughly prepared research workers as possible into its courses.

Under Education 298 (Special Studies) there have been formed a few special research groups working with a single problem. One such group has undertaken, for instance, an extended study of the socialized recitation in the elementary schools. Another group, or rather series of groups, has taken in hand the practical workings of part-time vocational education.

The professional method courses, 300-320, are all under expert guidance and all involve participation in the actual work of instruction as far as this is practicable. In no case is the work of the sort designated by the German term rein-theoretisch. As an instance may be cited Dr. Edwards' courses in science teaching. Dr. Edwards' own preparation and teaching experience guarantee not only the best type of scholarship but just the right practical insight and real contacts with subject matter and with growing boys and girls.

A complete statement in detail concerning courses of study will be found on pages 22-31 of the Announcement of the School of Education for 1919-20.

Work in Other Departments.-The department of education has consistently followed the poliey of encouraging broad foundations. To that end it has specifically required certain prerequisites in other departments and has listed besides a number of courses, outside of subject method, in other departments. These courses seem adequately to meet certain special needs in education. The list is necessarily brief, since each department has its own specialized work to do. The encouragement of such courses is, however, highly desirable.

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