Persons at least twenty-one years of age, not seeking a degree, may be admitted through the office of the University Examiner to the courses of instruction offered in the University, as unclassified students, under conditions described above on pp. 106-7.

PRACTICE TEACHING

1. Requirements.-Two majors of practice teaching are required in all undergraduate courses. Each major must include fifty hours of contact with the pupils in classroom, laboratory, or field. During this time the student must teach at least fifteen lessons in each major and may be required to teach from thirty to forty in each major when this can be arranged. It is recommended that students doing all their practice teaching in the Elementary School complete the requirement in one quarter by taking a double major.

2. Exemption. Students who can furnish satisfactory evidence that they have had successful experience as teachers may be permitted by vote of the Faculty to substitute courses in the Department of Education for a part or all of this requirement. Applications for exemption from practice teaching should be made to the Dean before the beginning of the student's next to last quarter of residence, in order that his qualifications may be determined. As a rule, students will be tested for exemption by assignment to three weeks of non-credit teaching in the Elementary or High School.

3. Prerequisites.-Two majors completed in the Department of Education are prerequisite for registration in all practice teaching courses. For practice teaching in the High School the student must have qualifications in the subject to be taught satisfactory to the corresponding department in the College of Education. Whenever possible these qualifications should include a course in the theory of teaching the special subject.

(See Handbook of Practice Teaching, which will be sent upon request, for further regulations.)

PHYSICAL EDUCATION

Work in the Department of Physical Education is required of all students for all certificates and degrees. Students should report at the opening of every quarter to the Department of Physical Education, until the Department records the requirement as completely absolved. Ten quarters are required of men and six quarters of women who are candidates for degrees. Three quarters are required of candidates for all certificates.

CHAPEL-ASSEMBLY

All students in the College of Education are required to attend ChapelAssembly on Wednesdays at 10:15 A.M., Room 214, Emmons Blaine Hall.

SCHOLARSHIPS FOR UNDERGRADUATES AND STUDENT SERVICE

A number of appointments to scholarships and student service are granted each year in the College of Education to students who have completed one quarter of previous residence with satisfactory standing in studies. In distributing these appointments preference is given (1) to those who furnish proper evidence of some special fitness for entering upon the profession of teaching, and (2) to those who enter at the beginning of the year with the intention of remaining at least three quarters, and who register for full work. Each student holding a scholarship or student service appointment is expected to render some service to the University, amounting in time to about two hours daily. This service may be given as messenger, library assistant, stenographer, laboratory helper, etc. The remuneration is the amount of tuition. A limited number of honor scholarships are granted to students for exceptional efficiency in class work. No service is required of persons holding such honor scholarships.

STUDENT ORGANIZATIONS

Students regularly enrolled in the College of Education vote for members of the general Student Council. A special committee of five members is elected annually by the students in the College of Education and the students in the Graduate Department of Education. This committee has general charge of the social interests of the College of Education and the Graduate Department.

The Education Club is a voluntary organization including all advanced students in Education. It holds fortnightly meetings for the purpose of hearing educational lectures and reports.

III. THE UNIVERSITY HIGH SCHOOL

The University High School consists of the Chicago Manual Training School, established by the Commercial Club of Chicago, March 23, 1882, and the South Side Academy, founded in 1892. The first-named school was incorporated with the University of Chicago in 1897, the latter in 1901. In 1903 the two schools were combined to form the University High School and were transferred to the new buildings in Scammon Court, forming a part of the School of Education. The school year is divided into two semesters and a Summer Quarter. The courses of the Summer Quarter are, in the main, the same as those offered in the remaining quarters. The arrangement of the courses, however, is different. In most of the studies two recitations are held daily, and students are restricted to fewer subjects.

Special circulars are published describing the course in the High School. These may be had by addressing the Principal of the High School, University of Chicago.

IV. THE UNIVERSITY ELEMENTARY SCHOOL

The University Elementary School includes a kindergarten and seven grades. Each of the grades is in charge of a critic teacher. A supervising principal is in charge of the School. Special attention is called to the fact that the elementary course preceding the high-school course is completed in seven years. The elementary course also emphasizes early instruction in foreign language and gives a large opportunity to the pupils for handwork of different types in connection with the other work of the School. Members of the Faculty of the College of Education and also members of the Graduate Department of Education participate in the formulation of the course of study and the general plans for the conduct of this School. Practice teaching is carried on in this School by students of the College under the immediate supervision of the grade teacher and of one of the members of the Graduate Department whose special function it is to deal with the problem of educational methods. The School furnishes an opportunity for tests and investigations in connection with the advanced educational courses. DEPARTMENTS AND COURSES OF INSTRUCTION IN THE COLLEGE OF EDUCATION

RELATION TO DEPARTMENTS IN THE COLLEGES OF ARTS, LITERATURE,
AND SCIENCE

Professional departments corresponding to those in other colleges of the University. The courses organized in the College of Education are intended to supplement, not to duplicate, those of the Colleges of Arts, Literature, and Science. Part of the general plan is to have professional departments in the College of Education to correspond to several of the academic departments in the other colleges (or in some cases to groups of academic departments). Thus there are organized in the College of Education departments of History, English, Mathematics, Geography, and Natural Science which give professional courses in the teaching of these subjects. Some of the instructors in these departments are also members of the Faculty of the Colleges of Arts, Literature, and Science.

Courses credited in the other colleges.-All of the courses offered in the departments named in the preceding paragraph are given credit toward the Bachelor's degrees in the Colleges of Arts, Literature, and Science. This includes courses in Practice Teaching which may be taken under the same conditions as prevail for students registered in the College of Education (see above, p. 390). Students in the Colleges of Arts, Literature, and Science may not elect courses in the College of Education, however, until they have 9 majors of college credit.

The Department of Education is a department in the College of Education, in the Colleges of Arts, Literature, and Science, and in the Graduate School of Arts and Literature. Hence its courses are credited toward degrees in all of these divisions of the University.

Departments in the Fine and Industrial Arts not parallel to departments in other colleges. In addition to the departments in the College of Education mentioned above there are four which do not correspond directly to departments

in the other colleges of the University. These departments are: (1) Home Economics and Household Art, (2) Kindergarten-Primary Education, (3) Music, and (4) Aesthetic and Industrial Education. These departments are organized to train teachers for important lines of work in elementary and high schools for which the ordinary academic colleges do not provide training. In view of this fact these departments provide not only theoretical and practical professional courses, but also courses in subject-matter and technique. In many cases students who are preparing to teach these lines elect a large amount of work in the other colleges, particularly in the natural sciences.

Conditions governing credit in other colleges for handwork and art courses.— Students in the Colleges of Arts, Literature, and Science may receive credit for courses taken in the College of Education in cooking, sewing, music, drawing and painting, design, modeling and ceramics, and manual training only under the following conditions:

1. The amount of work which may be credited is an approved sequence of not less than three nor more than nine majors, not all of which need be professional or specialized courses.

2. No course shall be credited unless preceded by those fundamental subjects a knowledge of which is prerequisite to its proper development, e.g., practice courses in Music, by appropriate courses in the History and Theory of Music.

3. Not more than one-third of a sequence may be in subjects devoted to the development of technique.

Introductory courses.-Course 1, Introduction to Education, is the best course with which to begin work in the Department. In case it is impossible or inconvenient to elect this, however, any one of the following courses could be taken first: 4, History of Modern Elementary Education; 5, History of Modern Secondary Education (prerequisite: 12 majors of college credit); 66, Elementary Educational Psychology; 69, Elementary Child-Study.

Other general courses for undergraduates. Other courses adapted to the general interests of undergraduates are the following, which might be elected after students have had one major in Psychology or Education: 41, European School Systems; 79, Genetic Psychology; 85, or 86, or 87, Principles of Method.

Specialized and graduate courses.-The remaining courses are of a specialized or advanced character and are intended for Senior College students who have had three courses in Education or two in Education and one in Psychology, for intelligent, experienced teachers, and for graduate students.

Courses required of undergraduates.—Candidates for degrees in the College of Education and for some of the certificates are required to take course 1, Introduction to Education, and one of the following: 85, or 86, or 87, Principles of Method.

Standard sequence for undergraduates in the Colleges of Arts, Literature, and Science. The following short sequence of courses is recommended for students in the Colleges of Arts, Literature, and Science who expect to teach in high schools: 1. Psychology 1, General Psychology.

2. Education 1, Introduction to Education.

3. Education 87, Principles of Method for High-School Teachers. Prerequisite: one major in Education or Psychology.

4. Education 41, European School Systems. Prerequisite: two majors in Education or one in Psychology and one in Education;

or Education 5, History of Modern Secondary Education. Prerequisite: 12 majors of college credit.

5. The Theory of Teaching History, or English, or Mathematics, or Science in High Schools (see special departments in the College of Education). 6. Practice Teaching (History 95, or English 95, or Mathematics 95, or Natural Science 95). Prerequisite: 2 majors in the Department of Education and satisfactory academic preparation;

or Education 65, The Psychology of High-School Subjects. Prerequisite: three majors in Education or Psychology.

Numbers indicate grading of courses.-The numbers inserted in black type after the names of the courses indicate roughly the degree of difficulty or advancement of the course. (1) indicates an elementary introductory course; (2) indicates an intermediate course which should be preceded by at least one course in Education or Psychology; (3) indicates an advanced or specialized course.

1. Introduction to Education (1).-A course of lectures, readings, and discussions introducing the students to the general problems of education, and to the sources of information and methods that lead to a scientific study of them. The best course with which to begin work in the Department. Required of all students in the College of Education. Mj. Winter, PROFESSOR JUDD And Mr. YOUNG; Spring, two sections, PROFESSOR JUDD, Assistant Professor BobbITT, AND MR. GRAY.

GROUP I. THE HISTORY OF EDUCATION

2. Ancient and Mediaeval Education (2).—Beginning with a brief summary of the educational work of the Greeks and Romans the course passes quickly to the schools of the Christians, considering educational progress to the close of the seventeenth century. The reactions of Christian thought against pagan culture; the development of new schools and the readjustments in church and state; monastery and secular schools and the more prominent educational movements are given attention. As far as possible the workings of the schools are presented, an appreciation of the character of teachers, curricula, working materials, students, and school activities being considered more important than the simple statement that certain movements took place at certain times. Consideration is given at all times to the general historical setting in order that the student may see the relationship between educational activities and historical movements as usually considered. Limited to 50. For graduate and Senior College students. M. Summer, Second Term, PROFESSOR BARR.

3. History of Modern Education (2).- Beginning with the eighteenth century educational progress to the present time is considered. Individuals and movements, schools and school activities are discussed. The development of interest in child activities leading to child-study and resulting in demands for modified curricula and trained teachers is followed. Attention is given to the evolution of school gradation into kindergarten, elementary, and secondary departments and the organization of schools and school systems in America and their reorganization in European states. A study is made of the more important demands made of the schools on account of growing interest in science, in industrial and commercial activities, in social affairs and in physical welfare, and of the tendency on the part of the state to assume complete responsibility for the training of the child whatever his mental or physical condition may be. Limited to 50. For graduate and Senior College students. Summer, Second Term, PROFESSOR BARR.

M.