Courses for shop teachers will be open to men and women who may qualify as teachers of applied work under the California state plan. These courses are open to men and women twenty-four years of age, or over, who have had at least three years' experience in the trade which they wish to teach, to those whose personal characteristics would seem to fit them for teaching in vocational schools, and to those who are now engaged in such teaching.

Persons who meet the above requirements will be required to take courses S1 or S1A, S2, and S3. Those who have not had previous teaching experience will be expected to devote a certain number of hours to practice teaching in addition to the courses above mentioned.

AGRICULTURAL EDUCATION

The special Summer Session courses in Agriculture, which will be offered by the University of California at the Chaffey Junior College of Agriculture from June 20 to July 30, 1921, are designed to prepare teachers and prospective teachers of agriculture in the schools of California to meet the certification requirements of the California State Board of Education. (See under Agriculture in earlier pages of this circular.)

Special opportunities will be afforded graduate students for meeting the requirements of the University of California for the master's degree. Opportunity will also be given intermediate and rural school teachers to perfect themselves in the subject matter and technique of agriculture club work, junior home projects, and elementary school agriculture. For special information relative to both the graduate and prevocational work during the Summer Session write to F. L. Griffin, 303 Budd Hall, University of California, Berkeley, California.

Special scholarships, equivalent in value to the Summer Session fee, may be granted to teachers and prospective teachers of prevocational and high school agriculture in California. Applications for such scholarships, which will be granted only to students undertaking the courses offered at Ontario, should be made to F. L. Griffin, 303 Budd Hall, University of California, Berkeley, California.

HISTORY AND THEORY OF EDUCATION

S120. The Fundamentals of Education.

MOORE

An investigation of what it means to study and to teach. An examination of the educational notions upon which both elementary and high school work must be grounded. Lectures, studies, and discussions. 2 units.

M Tu W Th F, 8.

105. The Story of Education and the Leading Educators.

MOORE

A series of lectures including the following topics: The Beginnings of Education in Greece, The Early Greek Teachers, Socrates the Teacher, Plato the Founder of the Academy and the Father of Educational Doctrine, Aristotle the Educator, The Roman People and Education, Quintilian and the Educational Theory Which He Contributed to the Renaissance, The Old Learning and the New Faith, St. Augustine and Christian Education, The Monks Who Kept Learning Alive, Charles the Great and Alcuin, Education among the Mohammedans, Abelard and the Beginnings of Modern Education, The Universities, Petrarch, the Prime Mover of the Renaissance, The Renaissance Conception of Education and Its Practice, The Reformation and Its Kind of Education, Montaigne and Education, John Milton and Education, John Locke and Education, The Beginnings of American Education, Rousseau and Education According to Nature, Rousseau and the Upbringing of Emile, Pestalozzi, the Schoolmaster According to Nature, Froebel and the Life of Little Children, Herbart-What Education was to Him, The Common School Revived in America, and Fifty Years of American Education. 2 units.

M Tu W Th F, 10.

EDUCATIONAL PSYCHOLOGY

FERNALD

116. Educational Psychology. The fundamental principles of modern psychology as related to education. Among the topics considered are sensory experience, perception, memory, learning, imagination, attitudes, attention, emotion, instinct, habit, and voluntary action. The established facts and principles of general mental development worked out in the course will be applied to the practical problems of the learning process. 2 units.

M Tu W Th F, 8.

118. The Psychology of Elementary School Subjects.

FERNALD

An analysis is made of the psychological processes involved in learning to write, read, solve problems in mathematics, grasp the meaning of history, geography, natural science, and other elementary school subjects. Emphasis is placed on the application of psychological principles to educational method. Frequent reference will be made to the Summer Demonstration School. 2 units.

M Tu W Th F, 1.

ADMINISTRATION

151. School Administration in City and State.

HENDERSON

A general basic course in the organization and administration of public education in the United States, dealing with the origin of state, county, and city school systems, finance, retardation, elimination, special educational activities, and contemporary methods and problems. A limited number of students who are prepared to do graduate work may be formed, with the consent of the instructor, into a special group to constitute a seminar in school administration. 2 units. M Tu W Th F, 10.

152. Public Education in California.

BOREN A study of the organization of education in state, county, and district, with special emphasis upon legal aspects, current problems, and present tendencies. Designed primarily for teachers who are entering administrative work and for those who are new to the state and desire to secure a thorough understanding of school conditions in California. 2 units.

M Tu W Th F, 8.

SECONDARY EDUCATION

150. Junior High School Problems.

HENDERSON

A discussion of the physical and mental characteristics of pre-adolescent children and the objectives, the curriculum, and methods of teaching appropriate to the Junior High School. Lectures, readings, and discussions. 2 units.

M Tu W Th F, 9.

$122. Problems in Secondary Education.

BOREN

A study of the organization, administration, objectives, curricula, and special problems of secondary schools. Designed particularly for teachers and administrative officers in secondary schools. The methods of organization, supervision, and instruction developed in the University High School conducted by the University of California in coöperation with the Oakland Board of Education will be fully presented and discussed. 2 units.

M Tu W Th F, 10.

ELEMENTARY EDUCATION

S123. Fundamental Principles of Elementary Education.

SALISBURY

A course dealing with basis of method, determination of objectives, types of classroom activities, current experiments in instruction, standards of accomplishment, and checks of efficiency. 2 units. M Tu W Th F, 9.

129. Supervision in Elementary Schools.

SALISBURY Functions of supervision, means of improving instruction, standards for judging quality of instruction, selection of materials and books, course of study building, and organization and programme for cooperative service. Open to experienced teachers, supervisors, principals, and administrators. 2 units.

M Tu W Th F, 11.

WADDLE

128. Modern Elementary School Practices. A critical examination of recent experiments in kindergarten, primary, and elementary grades. The principles underlying the work of the Demonstration School. Among the topics discussed the more important will be: self-direction and self-correction in education, the place of interest, projects-their value and limitations, child development vs. formal studies, individual advancement vs. formal classification, informal vs. formal programmes, the place of tests in teaching, remaking the traditional curricula, some administrative problems. Illustrations will be drawn from the Demonstration School. 2 units.

M Tu W Th F, 2.

320. Directed Observation or Participation in Teaching.

WADDLE and the Demonstration School Staff Opportunity will be offered, under direction, to those enrolled in this course to become familiar with the methods of organizing and conducting a self-directed type of primary work and in diagnosis, prescription, and treatment for middle grade children who have serious deficiencies in reading, spelling, arithmetic, or language. The materials suitable to this type of work will be on exhibit and in actual use. Methods of testing, grouping, advancing pupils as well as methods of observing and teaching will be illustrated and explained.

Some reference reading and written reports at stated intervals will be required of those enrolled for credit. Such students should also enroll in one of the following courses: Education S123, Education 128, Education 129, or Education 118. One hour daily, 1 unit; two hours, 2 units of credit.

M Tu W Th F, 9-12 (observation periods). Training School Building.

VOCATIONAL EDUCATION

S161. Problems in Vocational Education.

LEONARD

A series of discussions relating to current problems in vocational education, including the organization and administration of state and city systems, with particular reference to devising courses of study, the enrollment and classification of pupils, the conduct of special schools and departments, and the training of vocational teachers. 2 units.

M Tu W Th F, 9.

162. Problems of Commercial Education.

KERSEY

The course deals with the needs of commerce; aims of commercial education, organization of commercial education; types of commercial schools; the place of commercial education in the general high school; commercial education as vocational education; vocational guidance; part-time work; general discussion of methods in teaching commercial subjects. 2 units.

M Tu W Th F, 8.

166. The Guidance of Youth.

LEONARD

A course for teachers, principals, and vocational counsellors in junior and senior high schools and junior colleges, dealing with current problems in the educational, moral, and vocational guidance of youth. Special attention will be given to the psychology of individual differences, the determination of interests, capacities, and aptitudes of pupils, and the analysis of occupations to determine requirements for entrance and promotion.

A limited number of students who are prepared to do graduate work may be accepted, with the consent of the instructor, into a special group to constitute a seminar in vocational education. They should register for course 266. 2 units.

M Tu W Th F, 11.

INDUSTRIAL AND CONTINUATION EDUCATION

LEE

167. The Organization and Administration of Part-Time Schools. This course is designed for directors, principals, and coördinators of part-time schools. It will aim to discover standards by which the efficiency of part-time programmes may be judged, and will include detailed discussion of courses of study, the enrollment and classification of pupils, and the establishing of effective coöperation between young workers, their parents, and employers. 2 units. M Tu W Th F, 11.