ANNIE NUNN, PH.B., Instructor in Kindergarten-Primary Education (Summer, 1914).

L. DAY PERRY, Supervisor of Manual Training, Joliet, Illinois; Instructor in Art (Summer, 1914).

KATHERINE LORENZ POWEL, PH.B., Instructor in Household Art, University of Wyoming; Instructor in Household Art (Summer, 1914).

MARY QUINN, Instructor in Household Art, Pratt Institute; Instructor in Household Art (Summer, 1914).

LUCIE S. SCHMIT, Instructor in Household Art, Portland, Ore., Trade School; Instructor in Household Art (Summer, 1914).

MABEL B. SOPER, Instructor in Drawing and Design, State Normal School, Bridgewater, Mass.; Instructor in Art (Summer, 1914).

DOROTHY STILES, Instructor in Physical Education (Summer, 1914).

AMY RACHEL WHITTIER, Instructor in Art, Massachusetts Normal Art School; Instructor in Art (Summer, 1914).

ELSIE AMY WYGANT, S.B., University Elementary School; Instructor in Kindergarten-Primary Education (Summer, 1914).

CLARENCE ALBERS ZUPPANN, Instructor in Wood Working, Union High School, Grand Rapids, Mich.; Instructor in Manual Training (Summer, 1914).

THE UNIVERSITY HIGH SCHOOL

(For the Faculty of the University High School see p. 66 of this Register.)

THE UNIVERSITY ELEMENTARY SCHOOL

(For the Faculty of the Elementary School see p. 67 of this Register.).

THE SCHOOL OF EDUCATION

HISTORY, AIM, AND ORGANIZATION

The School of Education of the University of Chicago was formed by the consolidation with the University of Chicago of several institutions. The Chicago Institute, founded by Mrs. Emmons Blaine and presided over by the late Colonel Francis W. Parker, became a part of the University in 1901. The Laboratory School of the Department of Education in the University, the founder and director of which was Professor John Dewey, formerly Head of the Department of Philosophy and Education in the University of Chicago, had for some years prior to the date above mentioned been intimately related to the Department of Education in the University. The South Side Academy, the Dean of which was Dr. William B. Owen, was united with the Chicago Manual Training School, whose head for many years was Dr. Henry Holmes Belfield, to form the University High School in 1903. There is, therefore, gathered within the School of Education a complete school system-kindergarten, elementary school, high school, college, and graduate department-with opportunities for training teachers under the most favorable educational surroundings, and with all the privileges of a great university. The fundamental purpose of this School of Education is to organize education on a scientific basis and to equip students with a knowledge of the principles of educational psychology, school organization,

and methods, and to give them a survey of the historical development of educational institutions so that they shall be prepared to carry on educational work in an independent and scientific manner. The various schools are organized so as to furnish the largest opportunity for experiment and observation.

LOCATION, BUILDINGS, AND GROUNDS

The buildings of the School of Education are situated on Scammon Court, between Kimbark and Kenwood avenues, the main building (Emmons Blaine Hall) facing the Midway Plaisance. This building has a frontage of 350 feet and a depth through its two wings of 162 feet. It is four stories high, with passenger and freight elevators giving easy access to the upper floors.

Henry Holmes Belfield Hall, the Manual Training Building of the School of Education, is immediately in the rear of the main building, and is completely adapted to its purpose. Its dimensions are 350 by 65 feet. The two ends are each three stories in height, and the shops between are one story high and are lighted by a saw-tooth roof.

There are in this building well-equipped woodshops, a forge shop, a foundry, a machine shop, and drawing rooms. These are all supplied with the complete equipment necessary for regular use and for instruction.

Kimbark Hall faces Kimbark Avenue and stands between the two buildings above described. It is devoted in the main to the use of the High School. On the first and second floors are eleven classrooms; on the third floor are sewing rooms for the Department of Household Art and a restroom for the girls of the High School. Several rooms on the third and fourth floors are used as private studies and restrooms for teachers.

The gymnasium, occupying the center of the court, consists of two rooms, each 36 by 60 feet in size, flanked on either side and at one end of the building with offices, dressing, locker, toilet, and shower rooms. The south gymnasium is equipped with all the apparatus of a modern gymnasium; the other, the north gymnasium, is provided with facilities for group and competitive games.

On the east of Kenwood Avenue is Jackman Field, an acre and a half of ground set aside for permanent use as a playground and garden. North of Henry Holmes Belfield Hall are the Scammon Gardens. In addition to the facilities for horticulture, the garden also offers opportunity for bee-keeping, the study and care of trees, and for the location of certain outdoor instruments.

MUSEUM, LABORATORIES, AND GENERAL EQUIPMENT

The School of Education has a museum which serves as a storeroom for natural-history and anthropological collections that are used for illustration in the classrooms and grade-rooms. There are laboratories of chemistry, physics, zoology, and botany. The Departments of Home Economics and Household Art, of Fine Arts, and especially that of Manual Training are fully equipped with apparatus for instruction. A Laboratory of Experimental Education is equipped for graduate work in Education.

THE PSYCHOPATHIC LABORATORY

The Psychopathic Laboratory is housed in a small, two-story, brick flat at 5816 Ingleside Avenue. On the ground floor are two rooms, the larger of which is used as a classroom for the special training of subnormal children. This room

is equipped with the ordinary kindergarten materials, piano, simple manualtraining implements, toys, and cots for the rest period. Outside in the ample yard are playground apparatus and some opportunity for gardening. The smaller room downstairs is used as an office for examination records and correspondence. On the second floor are four rooms for special tests and examinations. In one of these are made physical measurements of the body, such as weight, height sitting and standing, vital capacity, strength of grip, and cephalic index. A dark room permits of careful examination of the eyes. In the other rooms are made the standard mental tests, the chief of which used at present are the Kent-Rosanoff Association Test, the Stern Aussage Test, and the BinetSimon Test. The Laboratory is well equipped for making medical examinations. The chief materials and apparatus which are used in this division of the work are a Leitz microscope, a sliding microtome, staining materials, Faught blood-pressure apparatus, Thoma-Zeiss hemocytometer, examining-table, set of test lenses, tuning forks, autoclave, dry-heat sterilizer, incubator, and materials for performing the Wassermann reaction. In order to provide clinical material for study and investigation, a public dispensary is held on Tuesday and Thursday mornings from 9:00 to 12:00, for all cases of mental deficiency in children from six to sixteen years of age. A special, selected group of children is kept under observation in the classroom mentioned above. By this arrangement of dispensary and classroom the opportunity is given to advanced students of making examinations of a large number of mentally defective children and also of studying in a small group special methods of training.

THE SCHOOL OF EDUCATION LIBRARY

The School of Education possesses a working library of some 25,000 volumes. It is classified according to the Dewey decimal classification. There is a dictionary card catalogue with full analytical work. Free access to shelves is given. The library aims to have on its shelves the best and latest books on the subjects taught in the School, and to present carefully selected and graded reading-lists and the best devices for, and methods of, collecting, preserving, and making useful books, pamphlets, charts, and clippings. There is a room devoted to the use of graduate students and a special room for the high-school readers.

The collection of old textbooks and of school reports, that are of interest only in connection with researches conducted by graduate students, is shelved in William Rainey Harper Memorial Library. Graduate students are given access to these collections by special permission, and special arrangements are made to provide facilities to aid them in their investigations.

PUBLICATIONS

The School Review was founded at Cornell University in 1892 by Mr. Jacob Gould Schurman, now president of Cornell University, and Mr. Charles Herbert Thurber. As the successor of The Academy and School and College, it was devoted to the interests of secondary education, and it has not changed its purpose during these twenty years. It is the organ of no particular school of thought, nor does it represent any particular portion of the country; its aim is to be increasingly useful in helping the teachers in secondary schools to understand the significance of their work and to realize its possibilities.

The Elementary School Teacher1 deals with the problems of elementary education. Much of the material published in this journal is drawn from the School of Education itself, and gives an account of the practical work which is being organized in this School, and of the scientific investigations which are being carried on with reference to elementary-school problems by members of all departments of the School. Contributions to the journal are, however, by no means confined to members of the Faculty of the School of Education. Other educators who are carrying on scientific work with reference to elementary-school problems report the results of their investigations and experiences together with the papers which are issued from the School of Education.

ORGANIZATION OF THE SCHOOL OF EDUCATION

The School of Education is made up of four constituent divisions, namely, I, the Graduate Department of Education; II, the College of Education (see p. 383); III, the University High School (see p. 391); and IV, the University Elementary School (see p. 392). For purposes of the training of teachers these are organized into a single closely interrelated whole. These divisions may be described as follows:

I. GRADUATE DEPARTMENT OF EDUCATION

The Department of Education is also a department of the Graduate Schools of Arts, Literature, and Science, and as such offers courses leading to the degrees of Master of Arts and Doctor of Philosophy. The advanced courses in Education aim to meet the needs of three classes of students: first, those who are preparing to give courses in departments of Education in colleges and normal schools; second, those who are preparing to become supervisors in various grades of schools; third, students in various departments of the University who, in addition to the courses in the subject-matter which they intend to teach, wish to become acquainted with the principles underlying all educational organization and method. The last-mentioned class of students may take Education as a secondary subject.

For the general regulations governing graduate work see pp. 112–17.

Prerequisites for graduate work in Education.-Candidates for an advanced degree in Education must present as part of their undergraduate work at least two courses in Education, and in addition a third course in either psychology, sociology, or education. Candidates who take Education as a secondary subject must present one course in either psychology, sociology, or education.

II. THE COLLEGE OF EDUCATION

The second division of the School of Education is the College of Education. This is a professional college which prepares teachers for elementary and high schools, and also provides advanced courses for teachers of experience who are preparing to become supervisors. The following courses of study are offered: 1. A four-year course leading to the Bachelor's degree in Education (see 2. A two-year course leading to the Kindergarten-Primary Certificate (see p. 387).

p. 384).

'Beginning with the September, 1914, number the title of this journal will be the Elementary School Journal.

3. A two-year course leading to a certificate to teach Manual Training (see p. 388).

4. A two-year course for experienced teachers leading to a certificate to teach Home Economics and Household Art or Graphic and Plastic Art (see pp. 388-89).

5. A one-year course for experienced graduates of normal schools and kindergarten training schools leading to Supervisors' Certificates for Kindergarten and Elementary Schools (see pp. 389-90).

The requirements for these credentials are set forth in the above order in the following pages (384-90). The requirements for admission are given on p. 91; rules governing college credit for work done elsewhere on pp. 104-5, and the specific requirements for the degrees and certificates on pp. 384-90.

ADMISSION REQUIREMENTS

Admission to the College of Education is on the same conditions as admission to other Colleges of the University. For a statement of these conditions see pp. 91–108 of this Register.

1.

COLLEGE REQUIREMENTS FOR THE BACHELOR'S DEGREE IN EDUCATION The Bachelor's Degree is conferred when the student has completed 36 majors including all specific requirements and has obtained 72 grade-points,1 and has met the requirement in physical education.

The college work is of three kinds: (a) Required in college of all candidates for a given degree. This includes 2 majors in English, 3 majors in a "continuation group," 6 majors in a "short sequence," and 9 majors in a "long sequence." These terms are explained below. (b) Contingently required in college, i.e., if not presented on admission. (c) Elective: Normally about 18 majors in A.B., Ph.B. (Lit.), and S.B. curricula. This amount may be reduced if the entrance units fail to include the contingent requirements and if prerequisite courses for the completion of the sequence are prescribed as in the case of students in Home Economics and Household Art.

During his first two years the student is required to take:

1. English. Two majors of English composition (courses 1 and 3). English 1 must be taken in the first quarter of residence.

2. Continuation group.-A "continuation group" of three consecutive majors taken in the first year, which, unless by special exception granted by the Dean, continues the work of either his principal or secondary admission group or of a subject in which he took one unit in the Senior year of high school. Careful consideration should be given to the choice of these courses.

3. Contingent distributive requirement.-Enough majors in each of the following "distribution groups" to make his total (high school+college) credit in each group four majors (=2 units).

I. Philosophy, History, and Social Science: Departments I-VI.

II. Language other than English: Greek, Latin, German, French, or Spanish (all 4 majors in one language).

III. Mathematics: Department XVII.

IV. Science: Departments XVIII-XXVIIIA.

1 The number of grade-points granted for each major completed with a given grade is indicated by the following table: A equals 6 grade-points; A- equals 5; B equals 4; B-equals 3; C equals 2; Č-equals 1; D equals 0; E equals -1; F equals -2. Students are expected to maintain an average of Ĉ or 2 grade-points per major taken.