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Mrs. LAURETTA V. SWEESY, Special Lecturer in Music.

Student of Chicago Conservatory of Music, Chicago; Graduate of American Institute of Normal Music Methods, Chicago; Supervisor of Music, Pasadena Public Schools, 1897-1901; Supervisor of Music, Berkeley Public Schools, 1901-06; Instructor in National Summer School of Public School Music, 1902-06; Director of School of Public School Music and Methods, Berkeley, 1905-; Instructor in Summer Session, University of California, 1907-09.

CARRIE V. TRUSLOW, First Assistant Supervisor of Music, Los Angeles Public Schools.

Contralto soloist, St. Paul's Episcopal Church, San Francisco, 1900; student in the Morrill School of Music and the Paris-Cleve School of Sight-reading and Ear-training, New York City, 1902-03; soloist, First Methodist Church, Pasadena, 1904; soloist, Unitarian Church, Santa Barbara, 1905-06; Instructor in Music, Blanchard-Gamble School, Santa Barbara, 1905-06; Supervisor of Music, Santa Monica Public Schools, 1907-09; Special Lecturer on Music in the Summer Session, University of California, 1909; First Assistant Supervisor of Music, Los Angeles Public Schools, 1909-.

FLOYD ROWE WATSON, Ph.D., Assistant Professor of Physics, University of Illinois.

Graduate of Los Angeles Normal School, 1893; B.S., University of California, 1899; Ph.D., Cornell University, 1902; LeConte Fellow, University of California, 1899; Whiting Traveling Fellow, 1900; President White Fellow, Cornell University, 1901; Instructor in Physics, University of Illinois, 1902-04; Assistant Professor of Physics, 1904-; Assistant Dean of the College of Engineering, 1908-09; author of Elementary Laboratory Course in Physical Measurement; also, articles on surface tension, viscosity, liquid jets, high temperature measurements, architectural acoustics, measurements in sound, and apparatus for high schools.

SAMUEL C. WIEL, LL.B., Special Lecturer in Law in the Summer Session.

LL.B., Harvard University.

Mrs. ANNA WILLIAMS, Supervisor of Music in the Public Schools, Superior, Wisconsin.

Graduate of the American Institute of Normal Music Methods; student under Professor Gleason, Mme. Woodward, Mr. Mark Baker, and Mr. Paul Griffith; Leader of the Choir, Cumming Avenue Methodist Church, Superior, Wisconsin; Special Lecturer for the Musical Society, 1907-08; Leader of the Cecilian Chorus and the Schubert Club, 1901-10; Supervisor of Music in the Public Schools, Superior, Wisconsin, 1899-. FRIEDRICH ALEXANDER WYNEKEN, M.L., Assistant in German.

B.L., University of California, 1906; M.L., 1907; Instructor in German, Berlitz School of Languages, San Francisco, 1902-03; Assistant in German, University of California, 1909-.

HENRY NEAL YOUNG, Assistant in Physics.



CHARLES H. RIEBER, Ph.D., Associate Professor of Logic.
GEORGE P. ADAMS, M.A., Assistant Professor of Philosophy.
WARNER BROWN, Ph.D., Instructor in Psychology.

1. Formal Logic.

Assistant Professor ADAMS.

The general character of the thinking process, treated in an elementary way. Special attention to the interpretation of propositions and to the analysis of logical arguments. Essentially the ground of Philosophy 1 of the regular session. 2 units.

M Tu W Th F, 1. 3 Philosophy Building.

2. Introduction to Experimental Psychology.


Lectures on the aims and achievements of modern psychological research, with demonstration of some of the methods of experimentation. 2 units.

M Tu W Th F, 9. 1 Philosophy Building.

3. The History and Conflict of Ethical Ideals.

Assistant Professor ADAMS. The chief ethical ideals and life attitudes which have found expression in historic religions and in philosophical systems. Ethical ideals and conceptions involved in the Indian religions, the Hebrew religion, the religion of the Greeks, and Christianity; different interpretations of the ethical ideals of Christianity and Buddhism; the conflict between the ethical ideals of Naturalism and Idealism; classification of ethical ideals in contemporary thought. Open to all attendants at the Summer Session. Outside reading required of students who desire credit. 2 units.,

M Tu W Th F, 2. 3 Philosophy Building.

4м. Theory of Knowledge: Logic as the Method of Truth. Associate Professor RIEBER.

Based on a study of the logical doctrines of Plato and Aristotle, Spinoza and Leibnitz, Fichte and Hegel, Lotze, Bradley, and Bosanquet; development and criticism of the leading theories of knowledge, aiming at a constructive result. Open only to students who have had courses in Elementary Logic and the History of Philosophy. 2 units.

M Tu W Th F, 10. 2 Philosophy Building.

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LUCILE EAVES, M.S., Associate Professor of Practical Sociology, University of Nebraska.

MARGARET E. SCHALLENBERGER, Ph.D., Principal of the Training School, San Jose State Normal School.

EDWIN R. SNYDER, Ph.D., Professor of Education, San Jose State Normal School.

CHARLES E. RUGH, M.L., Assistant Professor of Education.

1. The Social and Educational Significance of the Manual Arts. Dr. SNYDER.

A course primarily designed for teachers of the manual arts, and for others interested in the theoretic considerations of the subject. The social aims of the manual arts, such as manual training, drawing, cooking, sewing, and the vocational subjects in general; the psychological or general educational aims of these subjects; a general mode of procedure, such as will best conserve the aims of the different subjects. Lectures, or seminar, according to the size of the class. 2 units. M Tu W Th F, 8. 110 California Hall.

2. Child Conduct.

Miss SCHALLENBERGER. Ideals, direction, and control of child conduct; ethical problems presented to teachers in the grades and in the high school, and their solution; conditions underlying these problemsbiological, psychological, sociological, and ethical; necessity of knowledge on the part of the teacher. 2 units. M Tu W Th F, 1. 109 California Hall.

3. Education of Personality.


The value of a strong and beautiful personality; discussion of the qualities beneficial and detrimental to the development of an effective personality; application of the laws of science and principles of philosophy to the education of personality; essentials in the personality of the teacher; how these essentials may be cultivated. 2 units.

M Tu W Th F, 2. 109 California Hall.

4A. Socialization of Education. (The Individual). Miss EAVES. The training of the individual for social life. Class discussions, based on the papers contained in Moral Instruction and Training in Schools; Report of an International Inquiry, edited by M. E. Sadler. Lectures upon the work of such leading American educators as John Dewey, Felix Adler, G. S. Hall, and Earl Barnes. Special attention to the text-books in use in the French schools. The class will be furnished with examples of lessons used in French normal, elementary, and intermediate schools. 2 units.

M Tu W Th F, 10. 103 California Hall.

4B. Socialization of Education.



The educational significance of modern social betterment movements; functions of the schools in the systematic efforts to promote the application of medical and sanitary knowledge for the prolongation of life and the conservation of national vitality; the important lessons for teachers, in such movements as the George Junior Republic, the juvenile court, the social settlement, and the boys' clubs; such school extension work as the New York recreation centers, vacation schools, supervised playgrounds, special schools for backward children, and industrial education; suggested methods for their gradual introduction in California; visits to San Francisco settlements, playgrounds, and club houses. 2 units.

M Tu W Th F, 9. 103 California Hall.

Assistant Professor RUGH.

5. Moral Training. Life as a response to the order of nature; morality as a personal response to a social situation; the complexity of the present social situation; the necessity for training. The child's stock of instincts; suggestion; imitation; imagination; development of control, physical, prudential, and moral; development of notions and standards of conduct. Elements of character; power and development of power; development of systems of desires; value of right thinking; individual examples: Helen Keller, Abraham Lincoln, and others. The school as an instrument of moral training; authority and obedience; moral motives; school subjects and school activities, social and athletic; rewards and punishments; ethical freedom in school. 2 units.

M Tu W Th F, 11. 110 California Hall.

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