238. Commercial Problems of the Panama Canal. Professor HUTCHINSON. Investigation from official sources of specific problems connected with the commerce of the canal. 2 hrs., throughout the year, to be arranged. Open only to graduate students who satisfy the instructor of their preparation for the work. *257. Labor in Industry. Research in American industrial labor problems. 2 hrs., first half-year. Tu, 3-5. The consent of the instructor must be obtained before enrollment. 258A-258B. Advanced Studies in Social Economics. Associate Professor PEIXOTTO. Studies in methods of social investigation. 3 hrs., throughout the year. tional hours to be arranged. Alternate M, 7:30-9:30 P.M., and addi 258c-258D. Advanced Studies in Social Economics. Associate Professor PEIXOTTO and Dr. MORROW. Field work in connection with courses 258A-258B. Students who register in this course give three half-days weekly as volunteer members of staff in the offices of organized charities, juvenile courts, or kindred agencies, or carry on some advanced social study under direction. Throughout the year; 3 units each half-year. Hours to be arranged. *Not to be given, 1916-17. EDUCATION ALEXIS F. LANGE, Ph.D., Professor of the Theory and Practice of Education and Director of the School of Education. RICHARD G. BOONE, Ph.D., Professor of Education. IRA W. HOWERTH, Ph.D., Professor of Education. WILLIAM W. KEMP, Ph.D., Professor of School Administration. W. SCOTT THOMAS, A.B., Assistant Professor of Education and Examiner of Schools. JOHN S. BOLIN, M.A., Instructor in Education. Undergraduate and graduate courses are offered in the history and the theory of education, which may serve non-professional as well as professional purposes. It is believed that such courses provide instruction which is desirable for the ends of individual culture and training and as preparation for that intelligent participation in public and private education which good citizenship demands of educated men and women. Seminar courses are intended to serve the purpose of graduate students who wish to engage in research in the field of education, and particularly those who are candidates for higher degrees. The courses prerequisite to a group elective or major in the department of education are Philosophy 1 (Logic), or Zoology 1, or Physiology 1, or Political Science 1A or 1B, or Economics 1A-1B; Philosophy 2A or 2B (Psychology), and Philosophy 104A-104B (Ethics). The course in ethics may, however, be taken concurrently with work in the major subject. A group elective or major in education must normally include Education 116 and may include one of the following courses: Jurisprudence 109 (School Legislation in California), Economics 142 (Contemporary Theories of Social Reform), Hygiene 101 (Child Hygiene), and Zoology 104 (Animal Behavior). Special provision is made for the professional training of teachers of three classes: A. Those preparing to become teachers in secondary schools or in colleges. For the conditions under which recommendations for Teachers' Certificates of the high school grade are issued, see Announcement of the Graduate Division. For the year 1916-17 the 15 units for professional requirements may be made up as follows: I. HISTORY OF EDUCATION. Either 103B, 3 units, or 125, 3 units. II. THEORY OF EDUCATION. Required, either 105B, 2 or 3 units; or 107, 2 units; or 121, 3 units; or 127, 2 units; or 226, 2 units. Optional, 105A, 104A, 104B. III. THEORY AND METHOD OF SCHOOL PRACTICE. Required, 223, 1 unit. Optional, 218, 219. IV PRACTICE TEACHING. Course 201, 4 units. In addition, "a teacher's course in at least one subject, if such course be given in the institution and be accepted by or listed under the work in education, a maximum of three units for all such courses." It is very desirable that Philosophy 2A or 2B (Psychology), or an equivalent course be taken as preliminary to these courses or as a companion course with one or more of them. Students who have not had such preparation will be expected to take readings in psychology in connection with the courses listed above, and to pass an examination in this subject in case they desire to qualify for the recommendation for the Teacher's Certificate. For other desirable courses see the foregoing statements concerning a major subject. In case of need the whole requisite for professional knowledge may be satisfied in the graduate year required of candidates for the teacher's recommendation. Students are expected, however, to distribute the work over their senior and graduate years. B. Those preparing to engage in school administration, to become principals or superintendents of public schools, or to teach in normal schools or in college departments of education. Special courses will be arranged to meet the needs of individual students; but these courses should ordinarily include: I. Philosophy I (Logic), 3 units; Philosophy 2 (Psychology), 3 units; Philosophy 104A-104B (Ethics, Theoretical and Practical), 6 units; Zoology 10 (General Biology), 3 units; Zoology 104 (Animal Behavior), 2 units; and Jurisprudence 109, 2 units. II. Education 103A (History of Education: Earlier Periods), 2 units; either Education 105A (Theory of Education), 3 units; or Education 110 (The Psychological Basis of Secondary Education), 3 units: Education 106 (School Systems). Education 109 (Administration of Public Education), 2 units; and Education 104A (Biological Principles), 3 units; or Education 104B (Sociological Principles), 3 units; or Education 111 (Social Psychology), 2 units. III. The courses required for the high school teacher's recommendation. (See class A above.) IV. Special graduate studies, and particularly research in the field for which the student is preparing. Those preparing for the princinalship or the superintendency should include Education 207 and 208. and either 210 or 219; and 211 (School Organization), 2 units; and Education 223 and Hygiene 3 (Epidemiology). C. Graduates of normal schools, who are making further preparation for teaching in elementary schools. UPPER DIVISION COURSES History of Education 103A. The History of Education: Earlier Periods. The development of educational thought and practice up to the close of the medieval period. 2 hrs., second half-year. Tu Th, 8. 103B. The History of Education: Later Periods. Mr. BOLIN. The development of educational thought and practice from the Renaissance to the present, viewed as a phase of social progress. 3 hrs., either half-year. Two sections: I, M W F, 8; II, M W F, 3. 125. The History of American Education. Professor BOONE and Mr. BOLIN. An historical study of the leading ideas and ideals of American education and of the institutions in which they have been embodied. 3 hrs., either half-year. Three sections: I, M W F, 8; II, M W F, III, Tu Th S, 8. 2; Educational Psychology 110. The Psychological Basis of Secondary Education. Professor BOONE. An investigation into the processes and methods of learning and of teaching from the point of view of the psychology of adolescence. 3 hrs., first half-year. M W F, 10. 111. Social Psychology. Professor HOWERTH. A study of the evolution and functioning of the social mind, with special reference to education. 2 hrs., second half-year. Tu Th, 2. 117. Selected Topics in Educational Psychology. Hours to be arranged. Theory of Education Professor HOWERTH. 104A. The Biological Principles of Education. The biological foundations of educational theory. The principles and practices of formal education as based upon and derived from the methods of nature in the development of plants, animals, and man. 3 hrs., first half-year. M W F, 2. 104B. The Sociological Principles of Education. Professor HOWERTH. A study of the evolution of society and of social institutions, with particular reference to the relation of formal education to the progress of society. 3 hrs., second half-year. M W F, 2. 105A. The Theory of Education. Professor LANGE. A study of fundamental principles, processes, and methods, with special reference to national culture and ideals. 3 hrs., first half-year. M W F, 9. 105B. The Principles of Secondary Education. Professors LANGE and BOONE. A study of the theoretical and the broader practical aspects of the secondary stage of education, with special reference to the American high school system. 2 hrs., either half-year. First half-year, one section, M W, 9; second half-year, two sections: I, M W, 9; II, M W, 10. 3 hrs., second half-year. Section III, M W F, 9. 121. The High School. Assistant Professor THOMAS. A study of the concrete problems of the high school, with particular reference to questions of aims, curriculum, instruction, and manage ment. 3 hrs., first half-year. Two sections, M W F, 3 and 4. 126. Principles of Elementary Education. Professor RUGH. A course for principals and teachers in the elementary schools. 2 hrs., first half-year, to be arranged. 127. Moral Education. Professor RUGH. The moral life as a personal response to the social order. The school as a means of moral education. 2 hrs., second half-year. Tu Th, 8. School Organization and Administration. 106. School Systems. Assistant Professor THOMAS. The development and present status of typical European systems of education, particularly those of Germany, France and England. 2 hrs., first half-year. Tu Th, 10. 107. The Administration of Public Education. Professor KEMP. The nature of federal and state policies; tendencies toward centralization in the organization and control of education; tendencies in elementary and secondary school administration; revenue and its apportionment; the state's policy with regard to the certification and training of teachers; state responsibility for child welfare; relationships between the school and the community; etc. 2 hrs., either half-year. M W, 3. 108. Contemporary Movements in Education. Professor KEMP. A survey of educational discussion and practice touching on urgent administrative problems of the day. The course is designed primarily for advanced students with teaching experience who desire to prepare for the administrative side of school work. 2 hrs., first half-year. S, 10-12. Prerequisite: course 107 or teaching and administrative experience. 109. Problems in the Administration and Supervision of Schools. Professor KEMP. A course designed primarily for advanced students with teaching experience who desire to prepare for the administrative side of school work. Problems of state, county and city school systems and the administration of such specific types as high schools, elementary schools, vocational schools, and auxiliary agencies of education. Purposes and present results of school surveys, etc. 2 hrs., second half-year. S, 10-12. Prerequisite: Education 107, or teaching and administrative experience. |