Slike strani

to qualify as teachers of shop mathematics in industrial and technical schools, or who wish to learn something of the use of

mathematics in industrial computations. 2 units. M Tu W Th F, 2. 10 North Hall.

109. Social Phases of Education.

Mr. NALDER. A study of education as a social service; the social meaning of all

cultural effort; present educational tendencies in the direction of industrial, agricultural, and correctional training, considered as the expression of a social purpose. A study will be made of a number of representative city systems, continuation schools and schools for delinquents, with a view to showing their social im

port. 2 units. M Tu W Th F, 8. 102 California Hall.

112. Educational Organization and Administration. Mr. NALDER. A study of the organization and administration of the public school

system in the United States. The relations of the nation, the state, the county and smaller subdivisions to our educational institutions will be considered, followed by a study of city school systems, school architecture and sanitation, industrial training, compulsory education, and correctional education including city parental schools. Of particular interest to persons planning to do

administrative educational work. 2 units. M Tu W Th F, 9. 102 California Hall.

114. The Organization of Public School Work for Atypical Children.

Mrs. Hicks. History of the interest in mental deficiency and former treatment;

growth of the special work with atypical children in different parts of the world; various types met with in the public school clinic or laboratory, and methods of diagnosis and subsequent training; the relation of the clinic to the schools ideally considered; practical suggestions for child study work in small school

systems. 1 unit. M Tu W Th F, 10 (first three weeks). 206 Bacon Hall.

115. Training Class for Subnormal Children.

Miss WINN and Miss GAMBLE.

This will be an observation and practice class for the students who take

courses 114, 118, and Philosophy 113. It will consist of about twenty children selected from public school classes and a few who have not attended school, to illustrate different phases of mental de ficiency such as may present problems in any school or home. The children will receive training not only in ordinary routine school work, but also in handicraft of various kinds suited to their intelligence, and in games and exercises calculated to lessen reaction time, increase accuracy, make perceptions more keen and

imagery more clear. 2 units. M Tu W Th F, 1-4. California Field.

118. Mental Deviation as a Social and Economic Problem. Mrs. HICKS. Types of deviates; their care by public and private enterprise; rela

tion of mental deviation to moral obliquity and to physical defects; statistics on the cost of deviates to the state, to communi

ties and to individuals; remedial agencies. 1 unit. M Tu W Th F, 9 (first three weeks). 206 Bacon Hall.

119. The Theory and Practice of Vocational Guidance.

Mr. BLOOMFIELD. The theory and practice of vocational guidance in connection with

schools and other social agencies, particularly those connected with child welfare. The subjects discussed: The need for vocational guidance; review of investigations into the vocational problems of youth; factors in the choice of an occupation; beginnings in vocational guidance; the work of a vocation bureau; vocational surveys; vocational guidance in the schools; the work and duties of a vocational counselor; vocational guidance abroad; vocational guidance in industry and business: hiring, promotion, and discharge of employees; investigation of occupations; the vocational movement in education; the literature of vocational guidance; social and economic guidance. Students will be required to write a weekly essay on the week's lectures and assigned reading with comments and criticisms. At the close of each lecture, an additional hour will be devoted to suggesting problems, and considering such questions as members of the class desire to have dis

cussed. 1 unit. M Tu W Th F (beginning July 6), 9. 101 California Hall.

120. German Primary and Secondary Schools.


The course includes a historical sketch, a description of the different

schools (public primary schools, continuation schools, higher schools for boys since the Imperial edict of 1900, and higher schools for girls since the reform of 1908), the training of teachers, salaries, pensions, and the different subjects taught-especially

German and the modern languages. 2 units. M Tu W Th F, 10. 102 California Hall.

31. The Play School.

Mrs. HETHERINGTON, Professor HETHERINGTON, Dr. Beach and STAFF. The Demonstration: The Play School will be conducted as a demon

stration of the organization, materials, activities, and methods involved in uniting, within one school organization the spontaneous play life of the child together with his need and desire for leadership and society's demands that he be instructed. It is an effort to solve elementary educational problems by harmonizing the extra-home educational experience of the child by combining in one institution, in the spirit of education, the functions of the play center and the functions of the school; hence the term, Play School. Further, the plan unites in this larger school idea the many new successful educational experiments that have arisen with modern social changes. Therefore, the Play School may be defined as an outdoor or fresh air play-center and school combined, where the teacher's interest is centered in the children and their activities, not in mere subjects of study, and where the educational efforts, including the moral and social phases, are put on a basis of practical living experience radiating into the whole environment, and where the children are considered both as free active agents and also immature social creatures requiring social control and discipline. The plan covers the ages from early infancy to the adolescent period. Instead of teaching subjects, activities are organized out of which subjects develop, as they have in racial history. The activities organized are the natural, more or less distinct phases of the child's complete life. The

usual school subjects develop as phases of these activities. The Theory of the Play School: A course of lectures and discussions

on the educational principles involved in the organization and management of the Play School.

Practice Teaching: In connection with the Play School opportunities

will be afforded for a limited number of students to gain experience and to secure credits in practice teaching, either as group leaders and teachers, or as assistants to the head leaders or instructors of the several classes of activities. Applications for

these opportunities should be made in advance. Credit to be arranged. Daily, 9-12. Model Playground.

S127. Moral Education.

Professor RUGH. The factors in a moral situation; heredity; environment; personality.

Improvement by (1) natural selection, (2) conscious selection, (3) self-conscious selection. Mechanical, mental and moral control; stages of moral development; moral motives for the various stages; the development of impulses and of rational control; moral motives in education; punishment and the reformation of wrong doers. The school and school subjects as instruments of moral education; the value of right thinking, and the development of good will; socializing conscience, school subjects and school government; formal instruction in manners, moral, and religious; spiritual

izing school processes. 2 units. M Tu W Th F, 8. 110 California Hall.


S223. School Management.

Professor RUGH. Pupil-a behaving organism capable of progressive improvement in

behavior; the development of self-control and character. Teacher -the personal and professional qualifications making management efficient. The school—the social institution making it possible for the learner to profit by the experience of the race. Authority and obedience; management as the selection and direction of all the factors the teacher can control; managing the plant, the subject, and the pupils. Motives for school work; punishment. Making school activities educative: (a) social life of the school; (b) play and athletics. The school as a social or community center;

school government democratic. 2 units. M Tu W Th F, 9. 110 California Hall.

215. Seminar on Special Problems.

Professor Rugu. Intended for students of training and maturity who desire to con

centrate and specialize on some special field of educational interest or endeavor. Hours and credit to be arranged.


IRVING BABBITT, M.A., Professor of French Literature, Harvard Uni

versity. CHARLES F. TUCKER BROOKE, M.A., Litt.B., Assistant Professor of Eng.

lish, Yale University. MERLE THORPE, A.B., Professor of Journalism, and Head of the Depart

ment of Publicity, University of Kansas. HARRY K. BASSETT, M.A., Assistant Professor of English, University of

BENJAMIN P. KURTZ, Ph.D., Assistant Professor of English.
CHARLES D. VON NEUMAYER, Assistant Professor of Public Speaking.
GEORGE A. SMITHSON, Ph.D., Instructor in English Philology.
FREDERIC T. BLANCHARD, M.A., Instructor in English.
GEORGE R. MACMINN, A.B., Instructor in English.
HAROLD L. BRUCE, M.L., Teaching Fellow in English.


Courses 1a, 1b, and le may be regarded as equivalent to the regular

freshman course in English 1A-1B. Students may enroll in any or
all three of these courses.

Sla. Narration.

Mr. BLANCHARD. Practice in descriptive and narrative writing, with analysis of master

pieces; lectures on the technique of narration and description;

appointments for individual criticism. 2 units. M Tu W Th F, 9. 113 California Hall.

SlB. Exposition.

Mr. BRUCE. Expository writing, with class discussions, and analysis of repre.

sentative essays; appointments for individual criticism, 2 units. M Tu W Th F, 8. 24 North Hall.

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