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SWE TEACHERS COUEGE

INDIANA

PENNSYLVANIA

TEACHEBSCOIIBGE KJLLEIIN OaALOGUE NUMBER 1939 .i^l. 1940

TEACHERS COLLEGE BULLETIN

Volume 45 FEBRUARY, 1939 Numukk 1

otate 1 eacners C/ollege Indiana, Pennsylvania

SIXTY-FOURTH >

Catalogue jNIumDer

THIS COLLEGE IS A MEMBER OF

THE AMERICAN ASSOCIATION OF

TEACHERS COLLEGES

Announcemente for 19S9 - IQJtO

Issued Quarterly in November, February, May and August by the Trustees of the State Teachers College, Indiana, Pennsylvania. Entered as second-class tnatter, June 30, 1913, at the Post Office in Indiana, Penn- sylvania, under Act of Congress, Axigust twenty-fourth, one thousatid nine hundred twelve.

COLLEGE CALENDAR

1939-1940

SUMMER SESSION 1939

Registration Day _ „ Monday, June 19

Classes Begin Tuesday, June 20

Entrance Examinations for Fall Semester. Friday, July 14

Session Ends Friday, July 28

POST SUMMER SESSION

Session Begins Monday, July 31

Session Ends „ Friday, August 18

FIRST SEMESTER 1939-1940

Final Date for Entrance Examinations Monday, September 11

Registration and Classification of New Students ...Tuesday, September 12

Registration Day — All Others Thursday, September 14

Classes Begin Friday, September 15

Thanksgiving Recess Begins — 12 M Wednesday, November 29

Thanksgiving Recess Ends — 12 M Monday, December 4

Christmas Recess Begins — 12 M Friday, December 21

Christmas Recess Ends — 12 M Tuesday, January 2

First Semester Ends after Last Class Saturday, January 20

SECOND SEMESTER 1939-1940

Second Semester Begins — 12 M „ Wednesday, January 24

Easter Recess Begins — 12 M _ _ Thursday, March 21

Easter Recess Ends — 12 M _ Tuesday, March 26

Class Work Ends— 12 M Wednesday, May 22

COMMENCEMENT 1940

Senior Day, Ivy Day, Class Night Friday, May 25

Alumni Day Saturday, May 26

Baccalaureate Sermon Sunday, May 27

Commencement _ _ _..._Monday, May 28

BOARD OF TRUSTEES

Harry F. Carson Saltsburg, Pennsylvania

Wallace C. Chapman Indiana, Pennsylvania

Cyrus W. Davis Conemaugh, Pennsylvania

Mrs. Cora Myers Fee Indiana, Pennsylvania

John W. Neff Indiana, Pennsylvania

R. H. Philson Meyersdale, Pennsylvania

William M. Ruddock Indiana, Pennsylvania

Thomas H. Sheehe Indiana, Pennsylvania

OFFICERS OF THE BOARD OF TRUSTEES

Wallace C. Chapman President

Harry F. Carson Vice-President

Cyrus W. Davis Secretary

John St. Clair Treasurer

THE FACULTY

1939-1940

Samuel Fausold President

A.B., Gettysburg College, A.M., Ph.D., University of Pittsburgh, Sc.D., Gettysburg College, Pd.U., Muhlenberg College

Esther H. Alden Home Economics

B.S., Columbia University, A.M., University of Pennsylvania

Lois Anderson Co-operative Siipervising Teacher

A.B., Muskingum College, B.S., State Teachers College, Indiana, Pennsylvania

Irene J. Andersen, Assistant Resident Nurse

R. N., Millard Fillmore Hospital, Buffalo, N. Y.

Florence C. Arntz Business Education

A.B., Goucher College, A.M., Columbia University

Nelle Wren Ayers Siipervising Teacher

A.B., Iowa State Teachers College, A.M., Columbia University

Irma H. Bartholomew Voice

Ralph H. Beard Education

B.S., Bucknell University, A.M., Columbia University

Lola A. Beelar MuMo

B.S., Columbia University, A.M., University of Pittsburgh

Ethel A. Belden Social Studies

B.S., A.M., Columbia University, M.S., Temple University

Aagot M. K. Borge Mv^io

B.M., A.M., University of Wisconsin

Bonnie K. Bowen Co-operative Supervising Teacher

A.B., University of Pittsburgh, A.M., Columbia

Mazel W. Bowles Health and Physical Education

B.S., Women's College, University of North Carolina, A.M., Columbia University

Paul H. Boyts Geography

A.B., A.M., University of Michigan

Ruth V. Brenneman Science

Ph.B., University of Chicago, A.M., Columbia University

Inez Buchanan Supervising Teacher

B.S., A.M., Columbia University

Teachers College Bulletin

Harold L. Camp Education

A.B., (Jrinnel College, A.M., Cornell University, Ph.D., State Uni- versity of Iowa

Tobias 0. Chew Education

B.S., M.S., Adrian College, A.M., University of Pittsburgh

Irving Cheyette Director of Music Department

B.S., M.A., Ed.D., Columbia University

Ethel Coughlin Supervising Teacher

B.S., State Teachers College, Indiana, Pennsylvania, Ed.M., University of Pittsburgh

Guy Pratt Davis Education

B.S., Columbia University, Ed.M., Ed.D., Harvard University

Lawrence C. Davis Geography

A.B., North Dakota State Teachers College, M.S., University of Chicago

Albert E. Drumheller Business Education

B.S., State Teachers College, Indiana, Pennsylvania, Ed.M., University of Pittsburgh

Mary Elizabeth Dunlap Music

B.S., Winthrop College, Rock Hill, South Carolina

Helen F. Egleston English

A.B., University of Montana, A.M., University of Pittsburgh

James E. Eicher Education

B.S., M.A., Ph.D., University of Pittsburgh

Lena Ellenberger Health and Physical Education

B.S., State Teachers College, Emporia, Kansas, A.M., Columbia Uni- versity

Wilber Emmert Science

B.S., Valparaiso University, A.M., University of Chicago

Ethel L. Farrell Business Education

A.B., State Teachers College, Ypsilanti, Michigan

Clinton M. File Business Education

B.S., James Millikin University, A.M., University of Chicago

Frieda Fleck Health and Physical Education

B.P.E., American Gymnastic Union, Ed.M., University of Pittsburgh

Mary Edna Flegal Director of Art Department

B.S., A.M., Columbia University

Alma B. Munson Gasslander Art

Ph.B., Hamline University, A.M., Columbia University

Marie Corbett Graham Supervising Teacher

A.B., State Teachers College, Ypsilanti, Michigan, A.M., University of Pittsburgh

Indiana Catalogue Number

Amy Gray Supervising Teacher

B.S., Columbia University, Ed.M., University of Pittsburgh

Malinda Hamblen Health and Physical Education

A.B., Cornell University, A.M., New York University

Mary Hart Supervising Teacher

B.S,, University of Pittsburgh, A.M., Columbia University

Margaret Hartsock Co-operative Supervising Teacher

B.S., State Teachers College, Warrensburg, Missouri, A.M., Columbia

University

Ralph E. Heiges Social Studies

A.B., Ursinus College, A.M., Ph.D., Columbia University

Myrtle L. Hesse Co-operative Supervising Teacher

B.S., Ohio University, A.M., Columbia University

G. G. Hill Director of Business Education Department

A.B., Western Maryland College, M.C.Ed., Susquehanna University, A.M., University of Pittsburgh

Grace Houston Art

A.B., Ohio State University, A.M., Columbia University

Thomas J. Hughes Music

B.S., New York University

Merrill B. Iams Science

B.S., Allegheny College, A.M., Columbia University

C. M. Johnson Social Studies

A.B., Muskingum College, A.M., University of Chicago

Carleton C. Jones English

B.S., Bowling Green State University, Bowling Green, Ohio, M.A., University of Michigan

Florence B. Kimball Dean of Women

A.B., Hood College, A.M., Columbia University

C. Ernest Kinsey Education

B.S., Ed.M,, Pennsylvania State College

Orval Kipp Art

A.B., Carnegie Institute of Technology, A.M., Columbia University

Ruth Knowles English

A.B., Western State Teachers College, Kalamazoo, Michigan, A.M., Columbia University

Irene Loy Kough Supervising Teacher

B.S., New York University, A.M., Columbia University

Teachers College Bulletin

Kate Lacy Art

B.S., A.M., Columbia University

Lucille J. Littlefield Assistant Librarian

B.S., Simmons College, M.S., Columbia University, School of Library Science

Margaret Jane Lowman Co-operative Elementary Supervisor

B.S., University of Pittsburgh, A.M., New York University

Mary R. Lowman Music

B.S., A.M., New York University

Maude McDevitt Resident Nurse

R.N., Kane Summit Hospital

Jane L. McGrath Education

B.S., Columbia University, A.M., Chicago University

Helen McLean Supervising Teacher

B.S., A.M., Columbia University

Lillian I. McLean Education

B.S., Kansas State Teachers College, A.M., Columbia University

E. J. McLuCKiE Business Edu/xition

B.S., A.M., University of Pittsburgh, C.P.A., (Pennsylvania)

Louise Anderson Macdonald English

A.B., Iowa State Teachers College, A.M., University of Iowa

Richard Madden Director of Student Teaching

A.B., Nebraska State Teachers College, A.M., Ph. D., Columbia University

Joy Mahachek Mathematics

A.B., Iowa State Teachers College, A.M., Columbia University

Angie Marshall Co-operative Supervising Teacher

B.S., A.M., University of Pittsburgh

Helen C. Merriman Home Economics

B.S., Purdue University, A.M., Columbia University

George P. Miller Health and Physical Education

B.S., A.M., Columbia University

Murray Lincoln Miller Supervising Teacher

B.S., Bradley Polytechnic Institute, M.A., University of Pittsburgh

WiLDA Lea Montgomery Field Supervisor of Student Teachers

A.B,, West Virginia University, A.M., Ed.D., University of Pittsburgh

M. Ella Moore Co-operative Supervising Teacher

B.S., University of Pittsburgh, A.M., Columbia University

Indiana Catalogue Number

Rachel Moss Home Economics

B.S., University of Tennessee, M.S., Pennsylvania State College

Mary Helena Muldowney Musio

B.S., A.M., New York University

Dorothy Murdock Art

B.S., A.M., Columbia University

Carrie Belle Parks Norton English

A.B., Syracuse University, A.M., Columbia University

Kathryn O'Toole Supervising Teacher

B.A., Iowa State Teachers College, A.M., Columbia University

OsiE Overman Co-operative Supervising Teacher

A.B., Indiana State Teachers College, Terre Haute, Indiana, A.M., University of Pittsburgh

Ethyl Verna Oxley Home Economics

A.B., Iowa State Teachers College, A.M., Columbia University

Reba N. Perkins English

A.B., University of Illinois, A.M., Ph.D., University of Pittsburgh

Elfa M. Porter Supervising Teacher

A.B., Iowa State Teachers College, A.M., Iowa State University

Lillian Hazlett Price Co-operative Supervising Teacher

Earl Elwood Prugh Mathematics and Health Education

B.S., Ohio Wesleyan University, A.M., Columbia University

Helen Clare Prutzman Musio

Mus.B., Mills College, A.B., A.M., University of California

Mary I. Rankin Co-operative Supervising Teacher

B.S., A.M., University of Pittsburgh

Cleaves M. RBa:CE Co-operative Supervising Teacher

B.S., State Teachers College, Indiana, Pennsylvania

Pearl R. Reed Violin

James H. Remley Music

B.S., State Teachers College, Indiana, Pennsylvania, M.A., New York University

Laura M. Remsberg Voice

Florence Ridenour Assistant Librarian

A.B., Ohio Northern University, B.S., in L.S., Carnegie Institute of Technology

Ruth Rink Co-operative Supervising Teacher

B.S., State Teachers College, Indiana, Pennsylvania, A.M., Columbia University

10 Teachers Ck)LLEGE Bulletin

Paul A. Risheberger Education

A.B,, Washington and Jefferson College, A.M., University of Pittsburgh

Ralph S. Rowland Business Education

A.B., Cotner College, A.M., University of Nebraska

Mary Louella Russell Co-operative Elementary Supervisor

B.S., Ohio University, A.M., Columbia University

Pauline Sanders Director of Home Economics Department

B.S., Pennsylvania State College, M.A., Columbia University, Ph.D., Pennsylvania State College

Leroy H. Schnell Mathematics

A.B., Albion College, A.M., University of Michigan

Vera Simpson Supervising Teacher

Ph.B., University of Chicago, A.M., New York University

Estella M. Slaven LAbrcurian

A.B., University of Minnesota, B.S. in L.S., Carnegie Institute of Technology, A.M., Columbia University

W, Ray Smith Dean of Instruction

B.S., M.A., Ed.D., University of Pittsburgh

Thomas Smyth Science

B.S., Virginia Polytechnic Institute, A.M., Ph.D., Cornell University

D wight Sollberger Science

B.S., State Teachers College, Slippery Rock, Pennsylvania, Ph.D., Cornell University

Edna Lee Sprowls English

B.L. I., Emerson College

Mary Alice St. Clair Co-operative Supervising Teacher

B.S., State Teachers College, Indiana, Pennsylvania

Lawrence Stitt Music — Windwood Instruments

B.S., New York University

Ruth I. Tpiomas Co-operative Supervising Teacher

B.S., University of Wisconsin

Anna J. Thompson Co-operative Supervisor of Art

B.S., University of Pittsburgh, A.M., Columbia University

Joseph M. Uhler Education

A.B., A.M., University of Pittsburgh

Florence Wallace English

A.B., Wellesley College, A.M., Columbia University

Indiana Catalogue Number 11

Robert Franklin Webb Business Education

B.C.S., Bowling Green Business University, A.B., Bowling Green Col- lege of Commerce

W. M. Whitmyre Social Studies

A.B., Syracuse University, A.M., Harvard University

Lyle 0. WiLLiiiTE Business Education

B.S., Bowling Green State University, Bowling Green, Ohio, M.B.A., Ohio State University

Marion Wills Home Economics

B.S., M.S., Ohio State University

Sylva Wixson Home Economics

B.S., Michigan State College, A.M., Columbia University

Martha E. Zimmerman Co-operative Supervising Teacher

B.S., State Teachers College, Indiana, Pennsylvania, A.M., Columbia University

Nor AH E. Zink Geography

B.S., University of Utah, A.M., Columbia University, Ph.D., University of Chicago

12 Teachers College Bulletin

SECONDARY COOPERATIVE SUPERVISING TEACHERS

Laura Buterbaugh Indiana Millard Robinson Johnstown

Alice Clements Indiana Mrs. Ruth Royer Johnstown

Ethel EUenberger ... Punxsutawney Mary Scott Barnesboro

Ruth Gotwald Punxsutawney Clarence Shappell Johnstown

Helen Hinchman Johnstown D. Paul Smay Indiana

Marguerite Hinchman ... Johnstown William Snowden Johnstown

Norman King Indiana James Stoner Indiana

Robert Litzinger Indiana Edward Stover Johnstown

Mrs. M. McCready Johnstown Agnes Tompkins Blairsvifle

Mabel Monroe Punxsutawney George West Punxsutawney

Herbert Raab Johnstown Wilbur Wolf Johnstown

Catherine Reiser Johnstown Noribel Zufall Blairsville

ADMINISTRATIVE ORGANIZATION OF THE FACULTY

OFFICERS OF THE FACULTY

Samuel Fausold President

W. Ray Smith Dean of Instruction

Richard Madden Director of Student Teaching

Florence B. Kimball Dean of Women

Guy Pratt Davis Dean of Men

Guy C. Lauver Bursar

Mary L. Esch Registrar

Directors of Special Departments:

Mary Edna Flegal Art

G. G. Hill Business Education

Pauline Sanders Home Economics

Irving Cheyette Music

Heads of Departments:

J. M. Uhler Education

Carrie Belle Parks Norton English (Acting Head)

Lawrence C. Davis Geography

George P. Miller Health Education

Joy Mahachek Mathematics

Thomas Smyth Science

W. M. Whitmyre Social Studies

James E. Eicher Elementary Council

J. M. Uhler Secondary Council

EsTELLA Slaven Librarian

Maude McDevitt School Nurse

Irene J. Andersen School Nurse

JIMXK CttLifGf ;;»»►

Indiana Catalogue Number 13

THE COLLEGE

The State Teachers College at Indiana is a state-owned and state- controlled institution devoted exclusively to the preparation of teachers for the public schools of Pennsylvania. All curricula are four years in length, and all lead to the degree of Bachelor of Science in Education and the Provisional College Certificate in the appropriate field. The follow- ing curricula are offered.

An Elementary Curriculum designed primarily to prepare for teach- ing in the kindergarten and in grades one to six. (See pp. 39-42 for details.)

A Secondary School Curriculum designed primarily to prepare for teaching in junior and senior high schools. (See pp. 42-44 for details.)

An Art Curriculum designed primarily to prepare teachers and super- visors of art in public schools. (See pp. 69-75 for details.)

A Business Education Curriculum designed primarily to prepare for teaching commercial subjects in public schools. (See pp. 76-87 for details.)

A Home Economics Curriculum designed primarily to prepare for teaching home economics in public schools. (See pp. 88-95 for details.)

A Music Education Curriculum designed primarily to prepare teachers and supervisors of public school music. (See pp. 96-109 for details.)

HISTORY

A bill was introduced and passed by the (Jeneral Assembly in the legislative session of 1871, in conformity to the Normal School Act of 1857, permitting the establishment of a State Normal School in the ninth Normal School District. The original building was completed and first opened for students on May 17, 1875. This building, named John Sutton Hall in honor of the first President of the Board of Trustees, is still in use and is in excellent condition. The steady growth of the school has caused a continuous expansion in its building program. No college in the state can boast of an educational plant, including campus, buildings, and equipment, in better physical condition than that at Indiana.

In April, 1920, entire control and ownership of the school passed to the Commonwealth of Pennsylvania. In May, 1927, by authority of the General Assembly, the school became a college with the right to grant

14 Teacheks College Bulletin

degrees, and the name was changed to the State Teachers College at Indiana, Pennsylvania.

LOCATION

Indiana Borough, the county seat of Indiana County, is located in the foothills of the Alleghenies at an elevation of about 1400 feet, an ideal location for health and comfort. The town is noted for its cleanli- ness and beauty. It is easily accessible by automobile, as it is located on the Benjamin Franklin Highway and is connected with all leading highways of the state by excellent roads. It is also easily reached by rail, being the northern terminus of the Indiana branch of the Pennsylvania Railroad, connecting with the main line at Torrance. Indiana is also on the Baltimore and Ohio Railroad, which makes connection with all northern points. Bus service is available to practically all parts of the state.

CAMPUS AND BUILDINGS

Campus. The college owns 34 acres of land, 23 of which are in the original campus. In the center of this is a historic oak grove, about which are grouped the main buildings forming three sides of the quadrangle. The rest of the campus is beautified by a careful distribution of shrubs, roses, and other plants artistically arranged. On streets bordering the campus the college owns eighteen houses or "cottages" most of which are occupied as dormitories by the men.

Buildings. In addition to John Sutton Hall, which now includes all the administrative offices, the post office, recreation hall, the president's apartment, the library, and women's dormitory rooms, the following are the chief buildings:

Thomas Sutton Hall, an addition to John Sutton Hall, erected in 1903, contains the kitchen, dining rooms, and dietitian's office on the first floor and the music education department on the second and third.

Clark Hall, named in honor of Justice Silas M. Clark, a member of the Board of Trustees, was erected in 1906 on the site of a former build- ing burned that year. It was used as a men's dormitory until 1924 and since that time has served as a dormitory for women.

Wilson Hall, at present housing the campus laboratory school for grades one to six, was erected in 1893 and was named for A. W. Wilson, third President of the Board of Trustees. On completion of the new Laboratory School this building will furnish additional recitation rooms for the college.

Indiana Catalogue Number 1-^

Leonard Hall, named for Jane E. Leonard, for many years precep- tress of Indiana Normal School, was erected in 1903 as a recitation build- ing. It contains the laboratories, recitation rooms, and, at present, the campus laboratory school for the junior high school. The Junior High School Department will have quarters in the new Laboratory School when it is ready for occupancy.

The Gymnasium was completed in 1928. It contains two gymna- siums, a fine swimming pool, and all the equipment that goes to make up an efficient physical education plant.

The Arts Building, completed in 1931, houses the art, business, and home economics departments, one entire floor being given to each de- partment. This building, both in appearance and in equipment for effi- cient work, is recognized as one of the finest educational buildings in the state.

Auditorium. A new auditorium to seat 1600 people is being provided under the general state authority program.

Laboratory School. The new laboratory school will provide for a complete elementary and junior high school program. The junior high school plans provide for courses in the following fields: academic, com- mercial, home economics, and industrial arts. Facilities will also be pro- vided for physical education, a psychological clinic, a health clinic, a li- brary, music and art studios. A fine demonstration room with seats for 160 observers is a unique feature of the building.

Dining Room Annex. At the west end of the dining room is an annex which provides ample lobby space for men and women students entering and leaving the dining room, and a pleasant social room for various activities.

The Library, which comprises approximately 15,000 volumes, is lo- cated in the north wing of John Sutton Hall. One hundred fifty periodi- cals are received regularly. By means of shelves open to the students, free reading is encouraged in the main reading room on the first floor. Books assigned as required reading by instructors are kept on reserve in a reading room directly below the main library. The beginning of a Text Book Library is now kept in a room adjacent to the first floor reading room, A student may have access to this room at any time by securing the key at the circulation desk. In the provision of reading material and in its organization, newer curriculum trends are considered and while the book collection is small, an effort is made to serve the specific needs of the students and faculty.

The Library is open from 7:45 A.M. to 5:00 P.M. and from 7:00 P.M. to 9:00 P.M. from Monday through Friday and from 7:45 A.M. to 2:30 P.M. on Saturday.

16 Teachers College Bulletin

The Infirmary, located in a wing of John Sutton Hall, has 13 beds and is thoroughly equipped in every way, not only for all the routine work of such a place, but for every type of emergency as well. Two reg- istered nurses are always on duty and physicians and surgeons of the highest type are within easy call. The health of students is a matter of first concern at Indiana.

The College Bookstore. This bookstore is operated by the Students Co-operative Association, which receives the benefit of all net receipts. In addition to books, this store carries a complete line of students' neces- sities which can be purchased at reasonable prices. The regulation gym- nasium uniforms can also be purchased here.

The Power Plant, which furnishes heat and light for all buildings owned by the school, has been enlarged from time to time. The last unit, which was added in 1932, makes this plant thoroughly up to date in every way and insures a capacity to meet all needs for years to come.

Shop Buildings. A shop building has been erected recently near the power plant. It is a brick structure of factory-type construction, two stories in height in front, and one story in the rear. In it are located the carpenter shop, the electric shop, the paint shop, and the plumbing shop, and it provides storage room for all materials for these shops.

Changes in the basement of John Sutton Hall, in which these shops were formerly located, now provide for a new janitors' room, a new gardeners' room, a central filing room, and a central storeroom. All basement rooms located in North Wing have been remodeled and are used as community rooms, lounges, and a library-reading room for activi- ties of day students.

The Lodge plays an important part in the instructional and recrea- tional life of the school. Owned by students and faculty, this 100 acres of wooded hillside with its rustic lodge and three shelter houses not only offers opportunity for study by nature and conservation classes, but is in demand for picnics, meetings, and winter sports.

THE GYMNASIUM

Indiana Catalogue Number 17

FEES, DEPOSITS, REPAYMENTS

FEES

Student Activity Fee. An activity fee is collected from all students and administered through The Student Co-operative Association under regulations approved by the Board of Trustees. This fee of six dollars per semester covers the coat of student activities in athletics, lectures, entertainments, student publications, etc., and is payable in one sum for the semester at the time of registration. For the regular summer session the fee is two dollars. No activity fee is charged for the post summer session.

CONTINGENT FEE FOR REGULAR SESSION

A contingent fee for each student in each curriculum is charged as follows:

Half Semester

Elementary Curriculum $18.00

Secondary Curriculum 18.00

Art 27.00

Business Education 21 .00

Home Economics 36.00

♦Music 45.00

This fee covers registration and the keeping of records of students, library, student welfare, health service (other than extra nurse and quar- antine), and laboratory facilities.

Students taking seven or fewer semester hours pay at the rate of five dollars per semester hour. Students taking more than seven semester hours pay the regular contingent fees provided that the regular contingent fees for special curricula shall be pro-rated on the basis of the ratio of the number of semester hours taken to eighteen semester hours.

Students taking extension courses pay at the rate of five dollars per semester hour provided that the regular fees for special curricula are pro-rated on the relation of number of semester hours taken to eighteen semester hours.

Contingent Fee for Summer Session (six weeks). This fee for the regular summer session is five dollars per semester hour. A minimum contingent fee of fifteen dollars is charged.

Contingent Fee for Special Curricula. In addition to the above fee for summer school, students in the special curricula pay a fee to cover the cost of materials, supplies, equipment, and special services used in the laboratories, shops, or studios of the special curricula.

* This includes private instruction for all work which may be assigned by the Director or Adviser but does not include fees listed under "Special Fees for Music Students" on page 18.

18 Teachers College Bulletin

Contingent Fee for Post Summer Session (three weeks). The con- tingent fee for the post session is five dollars per semester hour. If courses in special curricula are given, the fees are one-half the corres- ponding fees for the regular six weeks session.

Housing Fee for Students. The housing rate for students is $63 per one-half semester and $42 for the Summer Session. This includes room, meals and limited laundry. For rooms with running water an additional charge of $9 per student per semester, or $3 for the Summer Session is made. No reduction in the rate is to be made for laundry done at home nor for absence of students who go home for a few days at a time. A student may, at the discretion of the President of the College, occupy a double room alone by paying an additional $36 a semester or $12 for the Summer Session.

The Housing Rate for Employees. Employees, other than those in- cluded in the State Classification Schedule (faculty, clerks, etc.) pay $9 per week. The rate for transient meals is breakfast, 40 cents; lunch, 40 cents; dinner, 50 cents.

Damage Fee. Students are responsible for damages, breakage, loss or delayed return of college property.

Infirmary Fee. After three days in the college infirmary the college shall charge an additional dollar for each day. Day students who are admitted to the infirmary pay board at the rate of two dollars a day. This charge includes the regular nurse and regular medical service but does not include special nurse or special medical service.

Tuition Fee. Students whose residence is out of the state are charged an extra fee of $105 per semester, $35 per Summer Session, and $17 for the Post Summer Session. Such students pay the contingent and activity fee in addition to the tuition fee.

Special Fees for Music Students. A charge is made of $24 per se- mester for one lesson per week in voice, piano, band or orchestral instru- ments. This fee is in addition to the contingent fee of $45, and is to be paid by students who wish private instruction, other than that assigned by the Director and also by persons not registered in the Music Depart- ment who wish music instruction.

The fee for rental of piano for practice, one period per day is $6 per semester; for rental of band or orchestral instruments, $6 per semester.

For summer sessions the charge is one-third of above rates.

Degree Fee. A fee of $5 to cover the cost of a diploma must be paid by each candidate for a degree.

Transcript Fee. A fee of $1 is charged for the second and each sub- sequent transcript of records.

Delinquent Accounts. No student shall be enrolled, graduated, or given a transcript of his record until all previous charges have been paid.

Indiana Catalogue Number 19

DEPOSITS

Advance Registration Deposit. A deposit of $10 must be made by all

students when registration is requested. This is a guarantee of the in- tention of the student to enter college for the term or semester designat- ed. This money is deposited with the Department of Revenue to the credit of the student's contingent fee. If, however, the student notifies the college at leafst three weeks; before the npeninrf of school that he is unable to enter, or if the student is rejected by the college, repayment of this deposit may be made through the Department of Revenue, on appli- cation by the student through the college authorities. This repayment must be approved by the Board of Trustees and by the Department of Revenue. A check or money order for this ten dollars must be drawn to the Commonwealth of Pennsylvania. If a money order is used it must be payable at Harrisburg, Pennsylvania.

No fees or deposits other than those specified above will be charged.

REPAYMENTS

Repayments. No refunds will be made to students who are tempo- rarily suspended, indefinitely suspended, dismissed, or who voluntarily withdraw from college.

No return of any part of the advance registration deposit will be made for any causes whatsoever, except (1) where students give notice of intention to withdraiv at least three weeks before the college opens or (2) when the student is rejected by the college. For personal illness, if certified to by an attending physician, or for other reasons approved by the Board of Trustees, the housing and contingent fees for that pai't of the semester which the student does not spend in college will be refunded.

In addition to the above fees the average student will require ap- proximately $30 per semester for books, gymnasium costume, student organization dues, etc.

TIME OF PAYMENT

June 19, payment in full of all summer-session fees. July 31, payment in full of all post-summer-session fees. September 11-14, payment for the first half of first semester. November 6-10, payment for second half of first semester. January 24 or 25, payment for first half of second semester. March 19-23, payment for second half of second semester.

HOW TO PAY BILLS AND CHARGES

All bills, including contingent fee, housing fee, extra room rent and special department fees are payable at least nine weeks in advance. Book- store purchases are on a cash basis.

20 Teachers College Bulletin

Students will not be permitted to enroll for the second semester, or any later semester, until all bills previously incurred have been paid, nor will credit be certified to other institutions or to the Department of Pub- lic Instruction until all overdue accounts have been paid.

Students desiring to leave school before the close of a semester must report to the President and settle all unpaid accounts.

Meal tickets for visitors can be obtained in the office of the dietitian or in the business office.

All checks should be made payable to the Commonealth of Pennsyl- vania, except for the activity fee, which sJiould be made payable to the Treasurer of the Students Co-operative Association.

Indiana Catalogue Number 21

REQUIREMENTS

REQUIREMENTS FOR ADMISSION

The following is a condensed statement of the requirements adopted by the Board of Teachers College Presidents, May 13, 1932. Five gen- eral bases for admissions were set up:

I. General Scholarship

II. Character and Personality

III. Health and Physical Vigor

IV. English Fundamentals and Psychological Tests

V. A Personal Interview

Candidates for admission must satisfy these five general require- ments in detail as outlined below:

I. General scholarship as evidenced by graduation from an approved four-year high school or institution of equivalent grade, or equivalent preparation as determined by the Credentials Division of the Depart- ment of Public Instruction.

A. Applicants ranking in the upper half of their graduating classes in high school will be admitted on certificate without further evidence of general scholarship.

B. Applicants who do not rank in the upper half of their gradu- ating classes may be admitted on probation provided

1. They are recommended by their high school principal as being able to do creditable college work, and

2. Appraisal of the detailed high school record indicates to admission authorities of the college that the candidate can do satisfactory college work, and

3. A rating satisfactory to the institution is made on a scholastic aptitude test administered at the college. Ap- plicants satisfactorily meeting the requirements 1, 2, and 3 above will be admitted on probation. Such students will be required to withdraw from the college unless they meet the required standard of scholarship.

II. Integrity and appropriate personality as shown by an estimate by secondary school officials of the candidate's trustworthiness, initiative, industry, social adaptability, personal appearance, and sympathy.

A. The estimate of the secondary school official will be record- ed by a check mark in the appropriate column of a three-point rating scale as follows:

Teachers College Bulletin

Trustworthiness

Initiative

Industry

Social Adaptability

Personal Appearance

Sympathy

Low	Middle	High

B. This will be included as a part of the high school record blank.

III. Health, physical vigor, emotional stability, absence of physical defects that would interfere with the successful performance of the duties of a teacher, and absence of a predisposition toward ill health as determined by a medical examination at the college.

A. All applicants for admission shall present a certificate of examination signed by a physician legally qualified to practice medicine in the Commonwealth of Pennsylvania. Forms for the examination will be furnished by the college. This medical ex- amination will be checked by the examining physician at the college, and students may be required to undergo a complete re-examination.

B. Applicants may be rejected for the following reasons:

1. Incurable defects or diseases of the heart, lungs, kidneys, digestive system, nervous system (including hysteria, epilepsy, nervous instability), skin, organs of the spe- cial senses, thyroid

2. Defective vision of marked degree

3. Permanently impaired hearing

4. Marked speech defects

5. Unsightly deformities

6. Marked obesity

Students with remedial defects may be accepted on con- dition that immediate treatment be undertaken for the removal of these defects.

IV. Normal intelligence and satisfactory command of English as evidenced by ratings in standard tests. The tests to be used will be pre- scribed each year by the Board of Presidents and will be uniform for all state teachers colleges.

V. A personal interview with particular attention to personality, speech habits, social presence, expressed interests of the applicant, and promise of professional development.

A. The purpose of the personal interview is

1. To give the examining committee of the college an op-

Indiana Catalogue Number 23

portunity to select from the applicants for admission those persons who give promise of becoming desirable teachers, and

2. To check on the personal characteristics of the appli- cants who are admitted as these appear in the interview.

B. The interview will be conducted at the college or other places and at times designated by the President of the college. In general, interviews will be given from June 21, to August 19, 9:00 to 3:00 o'clock, E. S. T., Monday to Friday and from 9:00 to 12:00 o'clock, E.S.T., Saturday. For specific information concerning interviews write the registrar.

Credit will be given for equivalent courses completed in approved institutions of collegiate grade, but no student may obtain a certificate or degree without a minimum residence of one year in this college. A student transferring from another college will be required to meet the same entrance requirements as any other applicant and, in addition, must present a statement of honorable dismissal from the college which he last attended.

No credit can be given for correspondence or extension work toward limited certification unless such work was completed previous to Septem- ber, 1926. Credit for extension work in certain subjects up to a total of not to exceed thirty semester hours may be accepted toward the require- ment for a degree. No correspondence work is accepted.

SCHOLASTIC REQUIREMENTS

Grades. The following grades are used in reporting the standing of students at the end of each semester or summer term: A, excellent; B, good; C, fair; D, passed; F, failed; I, incomplete.

A grade of F can be cleared only by repeating the course in the regular way. The grade I is used to record work which, so far as cov- ered, is of passing grade, but which is incomplete because of personal illness or other unavoidable reason. It must be made up within twA months after the student returns to school.

Quality Points are assigned as follows: Grade A, 3 quality points per semester hour; B, 2 quality points per semester hour; C, 1 quality point per semester hour; D or F, no quality points.

To qualify for graduation or for recommendation for the State Standard Limited Certificate, a student must have secured as many quality points as the number of semester hours he has earned in this school toward his degree or certification. Quality points are not counted on grades from other schools and a student transferring from another school is held responsible for quality points only on work taken here.

Honor Roll. Students, who, during the previous semester have no grades lower than B and half of whose grades are A, are placed on the

24 Teachers College Bulletin

Dean's Honor Roll and receive special privileges. During the second semester 1938-39 there were 28 names on this list.

Eligibility for Student Teaching. No student will be permitted to do student teaching until each of the following requirements is satisfied:

1. All English courses up to the teaching semester must be com- pleted.

2. Competency in English usage shall be demonstrated. Weakness in English skills, as shown by low grades and test scores, should be removed by repetition of courses, by regular attendance at the English Laboratory, or by both of these remedies. Each student is responsible for maintaining and improving his English skills.

3. The number of quality points must equal or exceed the number of hours earned at Indiana. Rare exceptions may be made for stu- dents who have shown marked improvement. Students who have transferred from other colleges must have completed at least the equivalent of one semester at Indiana.

4. Candidates for the degree must have two semesters of work with a C average and no failures in these semesters. One such se- mester shall be required for those who are seeking the State Standard Limited Certificate.

Student teaching in the summer session is restricted to those who have some previous student teaching or actual experience. Application must be made well in advance.

REQUIREMENTS FOR GRADUATION AND CERTIFICATION

Every student entering the State Teachers College, Indiana, Penn- sylvania, selects one of the six degree curricula offered at this college. All curricula are definitely four years in length, and all lead to the de- gree of Bachelor of Science in Education or in some specific field of education and entitle the graduate to the Provisional College Certificate in the appropriate field.

Graduates of the special curricula, art, business education, home economics, and music, receive the degree of Bachelor of Science in their particular field of education and the Provisional College Certificate with authority to teach and supervise the work in their special field in all grades of both the elementary and the secondary school level. These graduates are usually certificated to teach at least one other field in the junior and senior high school.

Graduates of the elementary curriculum receive the degree of Bachelor of Science in Education and the Provisional College Certificate. This certificate entitles the holder to teach for three years in the first six grades of any public school and in grades seven and eight if these are not organized as part of a junior high school. After three years of successful teaching and the addition of six hours of approved college courses, the certificate is changed to a Permanent College Certificate.

Indiana Catalogue Numbkr 2r»

Graduates of the secondary curriculum receive the same degree, Bachelor of Science in Education and the Provisional College Certificate, vi'hich entitles the holder to teach in any junior or senior high school the subjects vi'ritten on the face of the certificate. Permanent certifica- tion is secured on the completion of three years of successful teaching and the completion of six semester hours of approved work.

At the meeting of the Board of Presidents of the State Teachers Colleges on January 15, 1937, the following report of the Curricular Re- vision Committee was approved.

1. That each student shall present as a requirement for graduation from the Secondary Curriculum at least two subject fields for certifica- tion, one of which shall consist of not less than twenty-four semester hours.

2. That all courses carried in any subject-matter field shall be counted toward certification.

3. That the Board of Teachers College Presidents request the State Council of Education to consider raising, as soon as possible, the present eighteen-semester-hour certification requirement in every sub- ject-matter field to twenty-four semester hours.

In accordance with the above a student must meet certification re- quirements in two fields, in one of which he must have at least 24 semester hours and in the other at least 18 semester hours. Required courses are included in the above, except that the course in "Speech" is not included in meeting the requirements for certification in English,

Besides the degree curricula in the special fields of art, business education, home economics, and music, Indiana provides all courses necessary for certifiication in the secondary fields of English, geography, mathematics, science, and social studies.

All persons who have completed the work of the two-year Kinder- garten-Primary or Intermediate Curriculum as previously organized are admitted to junior standing for a degree provided they are graduates of an approved four-year high school. The exact number of hours credit granted will depend upon the curriculum which the student has completed and the one in which he wishes to secure his degree. Those who become candidates for the degree in the elementary field will secure two full years' credit, but those who transfer to the secondary field will lose some credit, usually from four to ten hours.

Graduates of any two-year curriculum can secure not more than two full years' credit, 64 semester hours, towards the degree for such graduation.

Former graduates of a two or three-year curriculum at the State Teachers College, Indiana, Pennsylvania, who become candidates for a degree from this school, must do at least one-half of the work required beyond previous graduation or certification at Indiana. An amount up to one-half the required work may be transferred from other accredited

26 Teachers College Bulletin

schools provided the courses pursued are the same or equivalent to the required courses here. Not to exceed thirty semester hours of approv- ed work may be taken in extension classes. Correspondence courses are not accepted.

I. State Standard Limited Certificate.

The State Council of Education at a meeting held June 16, 1932, authorized the issue of a State Standard Limited Certificate for persons desiring to teach the subjects prescribed for the elementary curriculum in the public schools of this commonwealth.

This certificate is valid for three years and renewable for an addi- tional period of three years upon a rating of "low" or better and upon satisfactory completion of twelve semester hours of further approved preparation, subsequent renewals to require a rating of "middle" or better on a state teachers' rating score card together with twelve semester hours of further approved preparation.

At that time the requirement was two years of approved profes- sional work. At their meeting in May, 1936, the State Council of Edu- cation extended the requirement to three years for all candidates who would enter after January 1, 1937. Those who entered college before that date may still secure the certificate on the completion of two years approved work.

During the last year the State Council of Education has taken an- other step in advancing requirements. All students who enter the ele- mentary curriculum after February 1, 1939, must remain four years and meet the full requirements for graduation before they can secure certi- fication. The regulations regarding certification in the elementary field may be summarized as follows:

1. Students who entered before January 1, 1937, may still >5ecure the State Standard Limited Certificate on satisfactory comple- tion of two years' work including the special requirements for certification.

2. Students who entered between January 1, 1937, and February 1, 1939, may secure the State Standard Limited Certificate on the satisfactory completion of three years' work including the special requirements for certification.

3. Students who entered after February 1, 1939, cannot secure any type of certification until they have completed the full require- ments for the degree. They will then receive the Provisional Col- lege Certificate now granted to all graduates.

II. College Certificates

The Provisional College Certificate is issued to any graduate and entitles him to teach the subjects indicated on the face of the cer- tificate for a period of three years. Three years of successful teaching and the completion of six semester hours of additional approved train- ing enable the holder to receive the Permanent College Certificate. This

Indiana Catalogue Number 27

is a life certificate to teach the subjects in his field in any public school in the state. The six required hours must include two or three hours in education and the remainder in a field in which the candidate is al- ready certificated.

In order to add a subject to a certificate in the secondary field credentials showing the satisfactory completion of eighteen semester hours of approved preparation in that subject must be presented.

The holder of a college certificate in the secondary field or in one of the special fields who wishes to secure certification in the elementary field must secure thirty semester hours of approved training in work definitely organized for the preparation of elementary school teachers, including at least six semester hours of student teaching in the ele- mentary field. This preparation must be in addition to the requirements for the degree. This means that courses used to meet the degree re- quirements in the secondary or special field cannot be used again to apply on certification in the elementary field.

The holder of a college certificate in the elementary field may be certificated for teaching in the secondary field by adding thirty hours in secondary education, including six hours' student teaching in the sec- ondary grades, and securing eighteen hours of approved credit in a major field or in each of several major fields of secondary education.

CHANGES IN CURRICULA

During the last three years all curricula have been reorganized. All new curricula went into effect in September, 1937, excepting Home Eco- nomics, which will go into effect in September, 1939. Students who en- tered before those dates and teachers in service who are working toward their degrees need not be disturbed by the changes, as their previous work will be adjusted to the new requirements without loss of credits unless they change from one curriculum to another.

28 Teachers College Bulletin

THE SUMMER SESSIONS

The Summer School has become an integral part of the year's work. Teachers in service and students in regular attendance can secure in the summer session six or nine hours credit toward any certificate or toward graduation in any curriculum. High school graduates who have not pre- viously attended college may attend summer school, but they are not en- couraged to do so. The courses are planned primarily for those who have had previous work and an effort is made to meet all reasonable requests of teachers who are working toward higher certification or toward grad- uation. The groups whose interests are kept particularly in mind in planning the work of the summer session are

1. Holders of any type of limited certificate who are seeking stand- ard certification or graduation

2. Graduates of two- or three-year curricula who are working to- ward degrees in their fields

3. Holders of degrees who wish to secure the six hours required to make the Provisional College Certificate permanent, or who wish to secure additional certification

4. Students in regular attendance who wish to secure additional credit or who wish to make up failures or incompletes received the previous year.

All courses given in the summer session require the same amount of time and are granted the same credit as if taken during a regular se- mester. The Summer School Bulletin will be mailed to anyone desiring more complete information regarding the courses to be offered.

Dates. The regular summer session will open on June 19 and close on July 28. A post session of three weeks will open on July 31 and close on August 18. It will thus be possible for a student to secure six se- mester hours credit in the regular term and an additional three hours in the post session.

Indiana Catalogue Number 29

STUDENT ORGANIZATIONS

In order that students may have opportunities to develop their own avocational interests and desirable qualities of leadership, initiative, and co-operation, the college sponsors a great variety of student organiza- tions.

STUDENT PARTICIPATION IN SCHOOL GOVERNMENT

Men's Student League. This group made up of all the men students cooperates v^^ith the administration in managing the affairs of men students.

Resident Women's League. This organization composed of all women boarding students aids in directing the affairs of all women students who live in the dormitories or cottages.

Non-Resident Student League. This club promotes social contacts and activities of non-resident students.

Student Co-operative Association. The student activity fee paid by each student is used to finance the Student Co-operative Association. The activities of this organization include musical presentations, lec- tures and entertainments and athletics such as football, basketball and intramural sports. One of the large items of expenditure is the opera- tion of the school bus. Frequent educational excursions are made to places of historical interest and dramatic presentations are seen in Pitts- burgh. Each student receives a copy of the college annual, "The Oak," and the college paper, the "Indiana Penn." The bookroom under the management of this association sells supplies to students and furnishes them books at a discount considerably below list price. Each Saturday evening, when there is no special entertainment, an orchestra is provided for dancing in Recreation Hall. During the past year the Student Co- operative Association furnished the funds for approximately thirty stu- dents to attend student conferences at various points in Pennsylvania. Another new feature, also sponsored by this Association, was the intro- duction of winter sports, tobogganing and skiing.

Student CounciL A small number of students elected to be members of the Student Council acts as an intermediary between students and the administration.

RELIGIOUS ORGANIZATIONS

Religious Influence. This college is not denominational in any sense. Its authorities, however, aim to make it a place of positive Christian influence. To this end students are urged to attend the church of their own choice on Sunday mornings.

30 Teachers College Bulletin

The Y. M. C. A. and the Y. W. C. A. aid in the religious culture of all students in the college. Every effort is made to promote Sunday ob- servance. Students are thus encouraged to become Christian workers, and college life is made to approximate the social ideals of Christian life. There is a vesper service each Sunday evening, which all boarding students attend. A fine recreational room has been set apart for the boys of the Y. M. C. A. and one for the girls of the Y. W. C. A.

In addition to these organizations there are the Newman Club, open to Catholic students and faculty, and the Lutheran Students Association.

DEPARTMENTAL GROUPS

The Art Department sponsors the Art Club and the Tuesday Night Art Activities to stimulate and direct the interest in art both within and outside the Art Department.

The Department of Business Education provides for members of its department the Freshmen Junior Chamber of Commerce and the Junior Chamber of Commerce. These organizations serve social and develop- mental purposes within the department.

The Departments of Elementary and Secondary Education both have clubs to stimulate interest in their fields and unite students with com- mon interests.

The English Department sponsors the American College Quill Club to encourage creative literary activity, the Robinson Reading Choir for those interested in choral reading, and the Leonard Literary Society which, open to faculty, students and townspeople, secures many profes- sional performances for Indiana in addition to its weekly meetings. A small annual fee charged each member makes it possible to present each year some of the best professional literary talent. Recently such inter- nationally famous people as Boake Carter, Christopher Morley, and Hugh Walpole have been heard. This year the society presented the Jitney Players and the Hedgerow Players. The English Department also spon- sors the Indiana Penn, a weekly newspaper, and The Oak, the yearbook.

In the Geography Department, there are the Geography Majors Club, an organization which is open to all geography majors and minors; the Alpha Omega Geographers, a selected group of outstanding geogra- phy majors, which furthers professional work and social contacts in the field, and the Travel Club, composed of geography majors and other in- terested students, which holds no regular meetings, but instead takes one or two trips a year. This year (1938-39) the Travel Club is going to the New York World's Fair.

The Home Economics Club of the Home Economics Department aims to develop leadership and resourcefulness and to provide opportunity for participation in professional and social activities.

The Mathematics Club is organized to create general interest in mathematics and to give instruction in running a club.

Indiana Catalogue Number 31

The Music Department sponsors a larj^e variety of activities, some required of music students, others elective. A few are open to all stu- dents of the school interested in music. These groups are the Music Club, College Choir, Concert Band, Lyric Choir, Marching Band, Men's Glee Club, Orchestra, String Quartet, and Vesper Choir.

In the past year the Physical Education Department has enlarged its club program of sports. At present, those students especially inter- ested in a particular sport activity may band themselves together for the promotion of this sport. Under the direction of the Physical Education Department, in addition to the Red Cross Life-Saving Club, Bicycle Club and the Rifle Club, are found the Women's Athletic Association, formed to promote interest and skill in sports, to develop a well-rounded athletic program and to foster recreation and good fellowship and the Women's Varsity I Club to organize intramural activities for girls and to supply sport managers for W. A. A. activities. Other activities that lend them- selves easily to club work are: skiing, tobogganing, archery and roller skating. These are in the initial stages of organization.

In the Science Department the Biology Club attempts to stimulate professional interest among the students through association with each other in special problems, and to afford opportunity to follow special interests, the David C. Alter Scientific Society to stimulate research in the field of physical sciences, the Out-of-Doors Club, to learn how to en- joy the natural environment, and the Photography Club, to further in- terest in photography through supervised activities.

The groups in the Social Science Department consist of the Inter- collegiate Conference on Government which studies state and national problems and discusses these at a state meeting at Harrisburg; The In- ternational Relations Club, open only to Social Studies majors; the Open Forum, open to all students, discussing national and international affairs; and the Social Science Club, a departmental group interested in gaining a wider knowledge and appreciation of the field.

Class Organizations. Each class. Freshman, Sophomore, Junior, Senior, has an organization and holds meetings when necessary.

FRATERNITIES Honorary Fraternities. In 1928 a Chapter of Alpha Phi Gamma, a national honorary journalistic fraternity, was established on the campus. Its purpose is "To unite in a congenial group students who are interested in the higher forms of journalism." Membership is open only to those who have serv^ed on the staffs of college publications and who maintain a high scholastic standing. The Beta Gamma Chapter of Kappa Delta Pi, an educational honor fraternity open to both men and women, was inaug- urated in 1928. Only juniors and seniors of high scholastic attainments are eligible to membership. Pi Omega Pi, an honorary national fraternity for men and women in business and commercial training, is represented on the campus by Kappa chapter formed in 1929. Beta chapter of Gamma Rho Tau, an honor fraternity for men in Business Education, was or- ganized in 1929.

32 Teachers College Bulletin

Educational Fraternities. Five national fraternities of professional character now have chapters at Indiana. The Phi Alpha Zeta Fraternity was organized as a national educational and social fraternity June 4, 1927. Alpha Chapter has been active on the campus as a local organiza- tion since 1908. A chapter of Phi Sigma Pi, a national educational fra- ternity, was established at Indiana April 30, 1929. It took the place of Omega Chi Fraternity, a local organization founded in 1909. The Alpha Chapter is at Kirksville, Missouri. The Pi Chapter of Sigma Tau Gamma, a national educational and social fraternity, was established on Novem- ber 8, 1930. The Alpha Chapter is at Warrensburg, Missouri.

Interfraternity Council. This small group meets occasionally to regulate interfraternity affairs.

SORORITIES

Educational Sororities. Seven national professional educational sororities have chapters on the campus: Alpha Sigma Alpha, Sigma Sigma Sigma, Delta Sigma Epsilon, Alpha Sigma Tau, Pi Kappa Sigma, Pi Delta Theta, and Theta Sigma Upsilon. Only students who have com- pleted sixteen semester hours of work with a "C" grade average and no failures are eligible for membership. The sorority life offers opportuni- ties for growth of congenial friendships and the fostering of the highest ideals for womanhood. Broadening contacts are furnished through asso- ciation with alumnae members and intercollegiate affiliations.

THE GROVE

Indiana Catalogue Number 33

GENERAL INFORMATION

SUGGESTIONS FOR ENTERING STUDENTS

Prelim in<iry. The prospective student should send for an application blank. This blank should be properly filled out and returned with the room reservation deposit of ten dollars. Rooms are assipcned in the order in which applications are received and as nearly in accordance with their preference as possible.

Entrance Tests. The entrance examinations for applicants who were in the lower half of their graduating classes will be held on Friday, July 14, from 10:30 A.M. to 12:00 M., and 1:00 P.M. to 2:00 P.M. Every ap- plicant who ranked in the lower half of his class should make applica- tion in time to take the examination on that date. Another examination for those who did not apply before the July date will be given on Monday, September 11, from 1:15 P.M. to 3:45 P.M., but the chances for admis- sion will be greatly decreased if they wait until that time. This test will include all students whose high school transcripts have not been received, as well as those in the lower half of their graduating class.

Room Assignments. All entering boarding students are required to pay ten dollars in advance for the reser\'ation of a room. This is due when the application and personal record is filed. This blank will be sent on request to any prospective student. The deposit is credited on the following semester's contingent fee. Students in school at the end of any year who reserve rooms for the following year must pay the room reser- vation deposit by June 15, or their assignment to a room is cancelled and they take their place on the list of entering students. Students are not permitted to room alone except as indicated on page 18.

Advance reservation deposits may be returned to students, provided three weeks before the opening of the semester they notify the college of their intention not to attend, and provided the request for a refund is ap- proved by the Board of Trustees and the Department of Revenue.

The time betw^een terms is very short for getting the dormitories again in readiness for students. For this reason the residence halls are not open until registration day.

Rooms are not held for students beyond the first day of the semester or term unless arrangements have previously been made.

Freshman Dormitory. In order to better orientate Freshmen women a section of John Sutton Hall has been set aside as a Freshman Dormi- tory. It is hoped that this plan will bring better adjustments to the problems of college life.

Student Supplies. All students who live in school dormitories and men students who are assigned to rooms in private homes or in the cot-

34 Teachers College Bulletin

tages must provide themselves with blankets as the college and house mothers furnish only the linen and bedspread. Such students must pro- vide window curtains, soap, towels, and needed toilet articles.

All students who take meals in the college dining room should bring with them an adequate supply of table napkins.

Students must also furnish their own gymnasium costumes. The Physical Education Department requires regulation gymnasium and pool equipment which can be purchased in the college bookstore at a saving to students. The required costume for men costs about $3.00. The cost for women is a little higher.

Some students may wish to use the swimming caps they already pos- sess. The following colors will be required: for beginners, red; for those who can swim a little, green; for the swimmers, blue; and for life savers, white.

Baggage. All baggage is delivered to the basement of John Sutton Hall, and porters will transfer it directly to the students' rooms. Lug- gage should be plainly marked with the student's name and, if the as- signment has been made, should also bear the room number. Students living in school cottages should mark their baggage with the street ad- dress; the college truck delivers it to the rooming place.

Registration Day. All freshmen and other new students except post- graduates will report for registration, classification and other activities, Tuesday, September 12. Boarding students should pay their fees and receive their programs on Tuesday morning; commuters and day stu- dents, on Tuesday afternoon. All other students register on Thursday, September 14. On arriving at the college on this date, new students will be given a mimeographed sheet of directions telling them in detail the procedure to be followed in being registered and programmed. In gen- eral the following directions should be followed:

I. Boarding Students:

A. Go to the library, fill enrollment card, and pay your fees.

B. Women, go to Recreation Hall where the Dean of Women will give you your room assignment and keys. Men, go to the gymnasium where the Dean of Men will have charge.

C. Take all baggage checks to the college bookstore and pay for delivery of the baggage.

D. Have your programs made by teachers assigned to particular groups. These teachers, the rooms in which programs will be made, and the group assigned to each will be clearly indicated in the sheet of di- rections.

E. Secure books and other school materials at the college co-op- erative bookstore. No books should be purchased until after the classes have met and a correct list of necessary books has been made out.

Indiana Catalogue Number S6

F. Students who are transferring from other schools and who have not had their credits evaluated should see the Dean of Instruction.

G. The President's office is always at the service of new students.

II. Day Students:

Follow the procedure given above, omitting B and C.

Freshmen Week. An orientation program for all entering students is planned for the first week before other students arrive. Specific infor- mation will be sent to each student after enrollment has been made.

The Handbook. The Student Council publishes a handbook which is given to entering students. This handbook contains information concern- ing the school set-up and routine and is a great help to the student.

BOARDING STUDENTS

The Indiana State Teachers College is primarily a dormitory school. It admits as day students only those who live with parents or near rela- tives.

Young men students room in school cottages or in fraternity houses and take their meals in the college dining room. A few men students live in private homes.

Guests. Students and teachers are responsible for meals of their guests at current transient rates. All visitors staying in the college buildings over night must be registered with the Dean of Women by the person or persons entertaining them. This privilege applies only to young women of school age, and should be used only on Saturday night, when it is possible to use a bed of someone who is away for the weekend. Guests are under the same regulations as students and the hostess is responsible for her guest. Students may accompany mothers or older relatives to a hotel for meals or for the night, arrangements having been made in advance with the Dean of Women. The buildings are closed to guests at 10 P.M.

Vacation Charges. Students remaining at the school during Thanks- giving, Christmas, Easter, or summer vacation will be charged at the transient rates

Visits. Success demands concentration of thought. This is prevented by frequent visits at home or elsewhere, and usually time thus spent greatly hinders the progress of the student. The student must decide between sacrificing his school work and limiting the number of his visits.

Electrical and Heating Apparatus. Students are not permitted to use or to have stoves, electric irons, heaters or cookers, or other equipment for producing fire or heat in their rooms. The school provides a candy kitchen which affords opportunity for cooking and making candy.

36 Teachers College Bulletin

Laundry. The laundry of all boarding students, to the extent of ten plain pieces per week, plus towels and napkins, is done in the college laundry. All pieces sent to the laundry must be plainly marked with the owner's name. Name tapes sewed on articles of clothing constitute the best identification. A laundry bag should be owned and used by every student.

An excellent laundry and ironing room with modern equipment is maintained in the basement of John Sutton Hall for the free use of women students.

Room Assignments. Students in school at the close of any school year have rooms assigned to them as follows: If women desire to keep the rooms they have, these rooms are assigned to them. At a meeting the remaining rooms are put up in order of desirability. If two or more groups of women desire the same room, the groups draw lots for it. This process continues until all women in school are assigned to rooms for the following year.

Regulations Governing Resident Students. General supervision of the personal and social welfare of w^omen students is exercised by the dean of women and hall teachers. Student body, faculty and administra- tion co-operate to maintain high standards of social life and conduct. Re- strictions which are put upon the freedom of students are felt to be necessary for successful study and living conditions and for the well- being of the group.

Enrollment in the college implies an agreement on the part of each student to comply with the customs of the college and to obey the neces- sary regulations. Participation in government is vested in the Resident Women's League of which all resident women are members automatical- ly. Representatives from each hall group make up the League Council, which serves as a clearing house for discussing problems and making recommendations concerning dormitory problems. The college hand- book, given to entering students, contains detailed information.

A student is under college jurisdiction from the time of arrival in Indiana in September until June, with the following exceptions: Thanks- giving, Christmas and spring vacation, and at all other times after she reaches her own home.

For going home week ends, first and second year students must have a permission sent from home for each visit, or a form card on file cover- ing any week end. All women are expected to register when off campus for evenings and week ends, and to cancel registration when they return. For first and second year students, week ends spent elsewhere than home must be with parental approval and college consent. A permit from parents to ride in automobiles must be filed in the office of the dean of women at the beginning of each school year. This applies to all women students. The college reserves the right to withhold privileges whenever it is for the best interest of the college or student concerned.

Indiana Catalogue Number 37

DAY STUDENTS

Students whose homes are not in Indiana and who desire to live with relatives in Indiana as day stadeyits must have the ajrproval of the Presi- dent in advance of registration. Under no circumstances are students permitted to room or board with private families, not immediate rela- tives. Violation of this regulation will result in loss of credit for work.

Accommodations for day students are provided on the ground floor of John Sutton Hall and consist of a large women's lounge attractively furnished, a dining room, and lounge for men. Also a quiet room equipped with cots has been set aside for the use of women who may care to rest or sleep during the day. Additional library facilities recently made avil- able, provide pleasant study conditions for non-resident students, and racks and shelves in lounges offer space for wraps and books. Students through their House Committee assume responsibility for care and use of rooms set aside for them. The administration welcomes suggestions for making day students more comfortable and happy.

SELF HELP AND LOAN FUND

National Youth Administration. During the last four years Indiana, in common with other colleges, has had available under the N. Y. A. through the federal aids to education considerable opportunity for stu- dents to secure work that would aid in paying their expenses. Whether this aid will be extended for the coming year is not known. If it is, there will be open to a number of worthy students who otherwise cannot attend school an opportunity to earn part of their expenses. If the federal aid is not continued, there will be very few opportunities for students to secure work at Indiana that will aid in paying their expenses. The few part-time positions that are available are usually filled by students who have been here two or three years.

Loan Fund. The Jane E. Leonard Memorial Loan Fund was begun several years ago and has been built up largely through the work of fac- ulty and students. During the last few years most of the alumni units have come to the aid of the fund, and some have made very liberal con- tributions. The available loan value has now reached about sixteen thousand dollars.

The governing board in charge of granting loans consists of the Dean of Instruction, Dean of Men, Dean of Women, and an alumni member. The plan in operation provides for granting of loans to juniors and sen- iors, with interest at four per cent, with the regulation that not more than $100.00 be loaned to a student during one semester and that the maximum sum loaned to any student shall not exceed $200.00.

State Scholarships. Holders of State Scholarships may attend State Teachers Colleges and use the scholarship award toward meeting their expenses.

Work. A feiv students are permitted to work in private families for their room and board.

38 Teachers College Bulletin

ADVISORY SYSTEM A carefully worked-out advisory system is in use at Indiana. Every student is assigned to a faculty adviser who assists the student in keep- ing a check on his work and advises him in regard to his program, his outside activities, his scholarship, and other matters. Two or three times each semester a report is made to each adviser concerning the students in his group who are not doing passing work.

GRADE REPORTS

As soon as possible after the close of each semester a full report on the previous semester's work is given every student on a record card pro- vided by the student. Reports of students' grades are not sent to the parents but are given directly to the students. It is assumed that stu- dents who are sent to college are mature and trustworthy enough to re- port correctly to their parents the facts in regard to their grades. If they have not reached this stage of maturity and integrity they would seem to lack qualities highly desirable in prospective teachers. Letters, however, are sent to parents of those students whose grades are below passing or near the margins.

GRADUATION Commencement Exercises. One commencement is held each year at the close of the second semester. Only those students who have com- pleted all requirements for graduation will be permitted to take part in the commencement exercises. The regiilation cap and gown sanctioned by the Intercollegiate Bureau and Registry of Academic Costume are worn by seniors upon the proper occasions.

Alumni Association. Since its organization the school has graduated nearly ten thousand five hundred students from its various curricula. Sixteen hundred ninety-eight degrees have been granted since Indiana was made a college in 1927. The love and devotion of these alumni is an important factor in the future development of the college. At the annual meeting in May, 1933, the constitution of the Alumni Association was changed so that it is now organized on a representative basis with the local unit in each community sending its representatives to the meetings of the executive council, which meets twice each year. In this way it is hoped that every graduate of the school may be brought into relation- ship with the school through membership in an active local unit.

PLACEMENT SERVICE Placement. The service of the Placement Bureau is available to all students of the college who receive certification. The directors of the various departments take an active interest in the placement of their graduates. Co-ordination of effort is secured through a central commit- tee. The Bureau supplies credentials to employers who are seeking ap- plicants for positions and serves as a center where graduates may keep their records up to date. Alumni are using the Bureau increasingly. Teaching positions a/re not guaranteed by the college. Indiana's record of placement, however, is one of the very best in Pennsylvania.

Indiana Catalogue Number 39

ELEMENTARY AND SECONDARY DEPARTMENTS

FEES AND EXPENSES

Sfemester

Contingent Fee (Payable in two installments) $ 36

Housing Fee (Payable in two installments) 126

Activity Fee 6

Books, equipment, etc. (approximate) 25

$193 (Also see pages 17-20.)

All students who are preparing to teach the academic subjects in the elementary and secondary schools will follow the same curriculum during the first two years.

BASIC TWO YEARS OF THE ELEMENTARY AND SECONDARY CURRICULA

Sequence of courses subject to change for administrative reasons.

FIRST SEMESTER

Clock Semester

Hours Hours

English I (including Library Science) 4 3

Speech 3 3

Biological Science 4 3

Health Education (including Physical Education and

Personal Hygiene) _ 4 2

Place and Purpose of Education in Social Order, in- cluding School Visitation 3 2

Appreciation of Music 3 2

21 15

SECOND SEMESTER

English II _ 3 3

Principles of Geography 3 3

History of Civilization 4 4

Biological Science _ 4 3

Health Education, including Physical Education and

Personal Hygiene 4 2

Appreciation of Art 3 2

21 17

40 Teachers College Bulletin

THIRD SEMESTER

Clock Semester

Hours Hours

Literature I 3 3

Economic Geography 3 3

General Psychology 3 3

Physical Science 4 3

Electives 4 4

17 16

FOURTH SEMESTER

Literature II 3 3

Educational Psychology 3 3

Principles of Sociology or 3 3

Principles of Economics (3) (3)

Physical Science 4 3

Electives 6 6

19 18

Students who are candidates for the State Standard Limited Cer- tificate must take as electives in the second year Teaching of Reading Curriculum in Arithmetic Teaching of English

and must take as electives in the third year Student Teaching Curriculum Materials Children's Literature and Story Telling Curriculum in Elementary Science

LAST TWO YEARS OF THE ELEMENTARY CURRICULUM

FIFTH SEMESTER

American Government — Federal, State, and Local 3 3

Teaching of Reading 3 3

Music I 4 2

Art I 4 2

Curriculum in Arithmetic 3 2

School Law 1 1

Elective „ 3 3

21 16

Indiana Catalogue Number 41

SIXTH SEMESTER

Clock Semester

Hours Hours

Child Psychology 3 3

Teaching of English, including Handwriting 4 3

Music II 3 1 %

Art II 3 1 Vi

Teaching of Health 3 2

U. S. History to 1865 3 3

Elective 3 3

22 17

SEVENTH SEMESTER

Educational Measurements 2 2

Curriculum in Elementary Science 4 3

Visual Education 4 or 2 2 or 1

Children's Literature and Story-Telling 3 3

Evolution of the American Public School 2 2

Philosophy of Education 2 2

Elective 3 3

18 16

EIGHTH SEMESTER

Student Teaching and Conferences 15 12

Curriculum Materials, Selection and Adaptation 4 3

19 15

ELECTIVES FOR GROUP I

Kindergarten, Grades 1, 2, 3

Pre-School Child 2 2

Kindergarten-Primary Theory 2 2

U. S. History II (U. S. History since 1865) 3 3

Child Adjustment _ _ 3 3

Special Education 3 3

Diagnostic and Remedial Instruction in Reading 3 3

Parent Education _ 3 3

Handicrafts _ _ _.. 4 2

Descriptive Astronomy _ 2 2

Courses in Speech or other approved courses from subject fields

42 Teachers College Bulletin

ELECTIVES FOR GROUP II Grades 4, 5, 6

Clock Semester

Hours Hours

Teaching of Arithmetic 3 3

Civic Education „ 3 3

U. S. History II (since 1865) 3 3

Industrial Arts 4 2

Geography of Western Hemisphere 3 3

Geography of Eastern Hemisphere .., 3 3

Descriptive Astronomy 2 2

Courses in Speech or other approved courses from subject fields

LAST TWO YEARS OF THE SECONDARY CURRICULUM

FIFTH SEMESTER

American Government — Federal, State, and Local 3 3

School Law 1 1

Educational Measurements 2 2

Elective 10 10

16 16

SIXTH SEMESTER

Adolescent Psychology 2 2

Problems of Junior-Senior High School 2 2

Electives 12 12

16 16

SEVENTH SEMESTER

Evolution of the American Public School 2 2

Visual Education 4 or 2 2 or 1

Guidance 2 2

Philosophy of Education 2 2

Electives 9 9

17 16

EIGHTH SEMESTER

Student Teaching and Conferences 15 12

Curriculum Materials, Selection and Adaptation 4 3

19 15

All students are required to take part, without credit, in one physi- cal education activity each semester in which no physical education courses or student teaching are required and in one other extra-curricu- lar activity one semester each year.

Indiana Catalogue Number

43

The required and elective courses in each field are indicated below;

ENGLISH Required: English I

18 s.h. 3 — 3 3

English II 3

Literature I 3 — 3

Literature II 3 — 3

English Philology 3 — 3

Advanced Composition ... 3 — 3

Electives

Shakespeare

6 s.h. 3 — 3

Short Story 3 — 3

Modern Novel 3 — 3

3 2

World Literature 3

Contemporary Poetry 2

Victorian Prose and

Poetry 3 — 3

Journalism 2 — 2

Pre-Shakespearean

Literature 2 — 2

Romantic Period 3 — 3

Essay 3 — 3

Modern Drama 2 — 2

19th Century Novel 3 — 3

GEOGRAPHY:

Required: 18 s.h.

Principles of Geography 3 — 3

Economic Geography 3 — 3

Geography of the U. S.

and Canada 3 — 3

Geography of Latin

America 3 — 3

Geography of Europe 3 — 3

Geography of the

Pacific Realm 3 — 3

Electives 6 s.h.

Climatology and

Meteorology 3 — 3

Physiography 3 — 3

Conservation of Natural

Resources 3 — 3

Field Course (to be

approved) _ 3 — 3

Commercial and Indus- trial Geography 3 — 3

Trade and Transporta- tion 3 — 3

SOCIAL STUDIES: Required:

History of Civilization Sociology or Economics American Government ... History of U. S. I (U. S.

History before 1865) Social and Industrial

History of the U. S. ... Modern European

History

Electives

Early European History Principles of Economics Principles of Sociology Latin American History Comparative Government European History since

the World War

Origin of Social

Institutions

History of England

U. S. History since 1865 History of the Far East ... History of Pennsylvania

History of Ethics

Renaissance and Refor- mation -

Industrial Relations

Constitutional History and Law

MATHEMATICS: Required:

College Algebra

College Trigonometry

Analytic Geometry

Calculus I

Calculus II

Statistics

Electives :

College Algebra II

Synthetic Geometry

History of Mathematics Applied Mathematics

18 s.h.

4 — 4 3 — 3 3 — 3

3 — 3

3 — 3

3 — 3

6 s.h. 3 — 3 3 — 3 3 — 3 3 — 3 3 — 3

3 — 3

3 — 3

3 — 3

3 — 3

3 — 3

3 — 3

3 — 3

3 — 3 3 — 3

3 — 3

18 s.h. 3 — 3 3 — 3 3 — 3 3 — 3 3 — 3 3 — 3

6 s.h. 3 — 3 3 — 3 3 — 3 3 — 3

44

Teachers College Bulletin

A. SCIENCE: Required:

Biological Science 8 — 6

Physical Science 8 — 6

Electives in Biological

Science 6

Electives in Physical

Science 6

Electives :

See courses listed under elec- tives in Biological Science and under Physical Science.

B. BIOLOGICAL SCIENCE: Required:

Botany 8 — 6

Zoology 8 — 6

Electives :

Ecology 4 — 3

Advanced Biology 4 — 3

Advanced Zoology 4 — 3

Physiology _ 4 — 3

Bacteriology 4 — 3

Parasitology 4 — 3

Comparative Anatomy ... 4 — 3

Histology 4 — 3

Genetics 3 — 3

Embryology 4 — 3

Entomology 4 — 3

Advanced Nature Study 4 — 3 Astronomy 2 — 2

C. CHEMISTRY:

Required: 18 s.h.

Physical Science 8 — 6

Inorganic Chemistry 8 — 6

Qualitative Analysis 4 — 3

Quantative Analysis 4 — 3

Electives 6 s.h.

Organic Chemistry 4 — 3

Physical Chemistry 4 — 3

Industrial Chemistry 4 — 3

Physiological Chemistry 4 — 3

Food Chemistry _.. 4 — 3

Colloidal Chemistry 4 — 3

D. PHYSICAL SCIENCE Required:

General Inorganic

Chemistry 12 — 8

General College Physics 12 — 8

Electives :

Qualitative Analysis 4 — 3

Quantitative Analysis 4 — 3

Organic Chemistry 4 — 3

Physical Chemistry 4 — 3

Industrial Chemistry 4 — 3

Physiological Chemistry 4 — 3

Food Chemistry 4 — 3

Colloidal Chemistry 4 — 3

Descriptive Astronomy ... 2 — 1

Physiography 3 — 3

Geology 4 — 3

Mechanics 4 — 3

Heat 4 — 3

Magnetism and

Electricity 4 — 3

Hydrostatics 4 — 3

Optics 4 — 3

Modern Physics 4 — 3

Sound 4 — 3

Physics Laboratory 4 — 3

E. PHYSICS:

Required: 18 s.h.

Physical Science 8 — 6

Advanced Physics 8 — 6

Electives: 12 s.h.

Mechanics 4 — 3

Heat „ 4 — 3

Magnetism and

Electricity 4 — 3

Hydrostatics 4 — 3

Optics 4 — 3

Modern Physics 4 — 3

Pneumatics 4 — 3

Indiana Catalogue Number 45

EDUCATION

Educational Measurements 2 semester hours credit

This is an introductory course in educational measurements de- signed to acquaint the student with the elementary statistical techniques used in measurements, with objective tests and the construction of the different types of objective tests, and with standard tests in the several subject fields, their uses, and the criteria for their evaluation.

General Psychology 3 semester hours credit

This course, a prerequisite to all other psychology courses, is a preview in the science of human activities with emphasis on the activi- ties of the individual. It introduces the student to the aim and methods of psychology, some general principles, individual differences, intelli- gence, personality, remembering, learning, motivation, feelings and emotions, the sense organs, observation, attention, thinking and imagin- ation and mental conflicts.

Educational Psychology 3 semester hours credit

This course involves a study of the educational aspects of psy- chology. It includes the psychology of learning, the nature and meas- urement of intelligence, the psychology of individual differences and applications thereof to the educative process, the psychology of school subjects, and the psychology of adjustment. An eclectic viewpoint is presented.

Child Psychology 3 semester hours credit

This course purposes to study the child as a behaving and maturing organism; to acquire information as to the origins and beginnings of child behavior and the patterns whereby such behavior becomes mani- fest in the course of development and learning; to gain a functional knowledge of childhood behavior and activities which per se are both scientifically interesting and meaningful; to gain a mastery of those facts and principles which will aid in a better understanding of many later adult problems and dynamisms, a knowledge of which should not only render the child's educative process more significant but lead to his greater happiness and progress as well; and to apply the principles of learning to the child's educative process. Observations of children and case studies are made. Prerequisites: General Psychology, Educa- tional Psychology.

Adolescent Psychology 2 semester hours credit

A study of the research and the conclusions to be drawn therefrom in the areas of personality, emotions, social adjustment, character de- velopment, problems of morality and religion, attitudes, interests, home adjustments, school adjustments, and mental hygiene. Introductory psychology is a prerequisite for all students, and educational psychol- ogy is required for the secondary education students.

46 Teachers College Bulletin

Curriculum Materialsi, Selection and Adaptation 3 semester hours credit

The purpose of this course is to broaden the concept of subject- matter and to give to the beginning teacher a sense of values to be used in the selection of educative experiences. It would also teach him how, through guidance in his planning and teaching, to organize, motivate, and carry out these experiences in child learning. The course is given concurrently with student teaching.

Child Adjustment 3 semester hours credit

This course endeavors to study the positive aspects of assisting the child in his adjustment problems rather than the correction of major emotional maladjustments per se; to study the psychological and psy- chiatric principles which are essential for an understanding of the mod- em attitude toward the normal child who presents behavior problems or difficulties; to indicate the guiding principles for the orientation of chil- dren into positive reaction-patterns of mental health and how to modify those which are likely to lead the child into emotional-mental malad- justments; to arouse an appreciation and discernment on the part of the future teacher of the need of adapting the process of education to the pupil's level of adjustment and for giving special attention to those personal patterns of behavior not directly indicated by the regular school program. Prerequisites: General Psychology, Educational Psy- chology, and Child Psychology.

Diagnostic and Remedial Instruction in Reading 3 semester hours credit

The fundamental objectives are to enable the classroom teacher to adequately diagnose reading disabilities and to apply proper corrective procedures. Contemporary diagnostic tests and instrumentative tech- niques are demonstrated through actual disability cases presented. This is an elective course intended primarily for those students preparing for teaching service in kindergarten and grades 1-2-3.

Evolution of the American Public School 2 semester hours credit

This course presents a study of the European influences on early American education. A development of the various types of schools and their modifications as influenced by educational movements at home and abroad and the leaders connected with these movements. Special attention will be given to the development of the Pennsylvania system and its present organizations.

Guidance 2 semester hours credit

The purpose of the course is to present methods in personal, edu- cational, vocational, social, civic and recreational guidance for pupils in the secondary school. Emphasis is placed upon personal guidance in study, in personality improvement, in home, school, and occupational adjustment, in securing a position, and in following up until success is assured.

Indiana Catalogue Number 47

Kindergarten-Primary Theory 2 semester hours credit

This course includes a study of the Kindergarten-Primary child; his characteristics, needs and learnings; a survey of the development of theories underlying Kindergarten-Primary education and a consid- eration of its modern trends. Opportunity will be given to study the activities of the modern school through direct observation, readings and discussion.

Philosophy of Education 2 semester hours credit

In this course an eflFort will be made to develop attitudes toward educational and social problems. Modern theories of education will be considered as to their historical development; their foundation in sci- ence and philosophy; their basis in social, economic, political, and edu- cational conditions; their implications for school practice with special reference to curriculum, method, administration, and supervision.

Place and Purpose of Education in the Social Order

2 semester hours credit

The purpose of this course is to acquaint the student with the ma- jor functions of education in contemporary society. The course is dis- tinctly an orientation and guidance course. It includes a survey of the organization, underlying purposes, and the content of American educa- tion with some reference to education in non-democratic society. The laboratory school's facilities on the campus are used to give concrete- ness to reading and discussion,

Pre-School Child 2 semester hours credit

An intensive study of the first five years of life including physical and mental development, with special emphasis on habit formation, personality and character. The importance of this early period will be further emphasized by a study of the various agencies working for bet- ter conditions for growth. The Nursery School, its historical develop- ment, aims and activities will be included.

Problems of the Junior-Senior High School 2 semester hours credit

This course involves a consideration of the practical problems of development, organization, and management as they affect the sec- ondary school teacher at work. Prospective high school teachers should be familiar with the problems in education which are peculiar to chil- dren at the secondary level. The course will consider in detail such problems as disciplinary situations, student participation in school control, the changing curriculum, extra-class activities, marks and marking, etc.

School Law 1 semester hour credit

The purpose of this course is to familiarize the prospective teacher with the legal phases of the Pennsylvania school system. The laws con- cerning health, attendance, contracts, certification, districts, directors, financial support, etc., will be considered.

48 Teachers College Bulletin

Special Education 3 semester hours credit

The purpose of this course is to gain a functional understanding of the various types of psychological and sensory deviates, theoretical and practical, both as concerns the genesis of their adjustment processes and patterns of behavior, their treatment and management, and the guiding principles and laws for their instruction and rehabilitation. The general content involves a study of the principles underlying the treatment, management and instruction of the several types of children as concerns special education and the review of case studies as illustra- tive procedures. Prerequisites: General Psychology, Educational Psy- chology, Child Psychology.

Student Teaching 12 semester hours credit

Each student is required to teach full time for one semester. The teaching is done in the campus and cooperating public school under college supervision. A gradual induction into the process of teaching is given by supervising teachers. The student is expected as a result of the course to be able to take complete charge of a teaching position and to adjust to the school system in which he may teach after gradua- tion. See page 24 for eligibility requirements.

Teaching of Reading 3 semester hours credit

This course includes a study of the historical background, the ap- plication of the psychology of learning, research, selected systems of reading, measurement, and specific objectives, and methods at each spe- cific level. Many observations are made in the Laboratory School. The course is a prerequisite to student teaching and should follow three hours, preferably six, of psychology.

Visual Education 1 or 2 semester hours credit

This is a core course required of all students before a permanent certificate will be granted by the Commonwealth of Pennsylvania. Its purpose is to prepare teachers to know how and when to use visual and other sensory aids. Techniques for the use of the various visual- sensory aids will be stressed.

NORTH DOOR, JOHN STTTON HALL

Indiana Cataloguk Number 49

ENGLISH

Througfh its core courses required of all students, the English De- partment offers service to the whole college. The English Laboratory affords opportunity for remedial work to all who need it; here, by regular attendance a student may maintain and improve his skills; or by occasional attendance he may secure help in a temporary difficulty. Because of the need of good English usage on the part of teachers of all subjects, candidates for student teaching must reach a satisfactory standard. See page 24. At the end of the Sophomore year, a general English test is given to all students.

Although only twenty-four hours are required for English majors, it is highly desirable to have a wider background as a preparation for the teaching of English. Most universities require thirty hours of undergraduate English as prerequisite to work toward a Master's de- gree in this field.

Broadcasting Activities. In March 1938, Indiana State Teachers College began a series of radio programs from Station WHJB at Greens- burg, Pennsylvania. This experiment in radio broadcasting gives our students an insight into the possibilities of this new educational agency and affords parents and schools of our service area an opportunity to become acquainted with the activities and personalities of the college. A Radio Committee in co-operation with the credit course in Radio plans the programs. Since December, 1938, the monthly programs have been broadcast from the college campus.

Speech 3 semester hours credit

This course offers the following units: Voice, Diction, Phonetics, Posture, Original Speech Making, Interpretative Reading, Play Pro- duction and Parliamentary Practice. The Play Production unit car- ries extra-curricular projects also.

English I 3 semester hours credit

Although this is primarily an introductory course in composition, the activities break up into five layers built simultaneously: seeing persons, objects, ideas clearly; learning words and using them sensi- tively; writing; diagnosing oneself for individual errors and learning how to correct them; developing good reading habits.

English II 3 semester hours credit

This course is a continuation of English I. Here, however, atten- tion is centered upon problems arising in the writing of long papers: fair treatment of facts, defensible generalizations; logical division of material and orderly presentation of it. Prerequisite: English I.

50 Teachers College Bulletin

Literature I 3 semester hours credit

This course is designed to help students read widely for enjoy- ment, understand and evaluate what they read, develop discriminating tastes, recognize social and ethical implications. While material of all types is selected largely from contemporary British writing, students are encouraged to read independently, to discover literary preferences, and to establish habits of leisure reading for the future.

Literature II 3 semester hours credit

This course is designed to teach students how to read within the field of American literature of different types. While the important writings in our national background are studied, much emphasis is placed on current literature as the reflection and interpretation of present-day life in America. Along with this students gain an exten- sive reading experience and also, it is hoped, a desire for continued acquaintance with American literature.

In addition to the core courses above, the requirement for English __cei±ifi.ca,tion includes Advanced Composition and English Philology, described below. Students who fall below C in English should not at- tempt to take them. Permission to enter these courses will be given by the head of the department to students with a satisfactory English record.

Advanced Composition 3 semester hours credit

This is a course in advanced writing and is not remedial in nature. It includes free writing, discussion of the art of writing, emphasis on self-criticism as a basis for self-improvement, problems of professional letters, and the technique of reports. Prerequisites: English I and II, Literature I and II, and permission from the head of the English de- partment.

English Philology 3 semester hours credit

This course includes the history of the English language, deriva- tions, dictionary study, vocabulary building, techniques of linguistic research, factors determining acceptable usage, relation of phonetics to pronunciation, relation of phonics and syllabification to spelling, systematic presentation of factual grammar with directions for con- fining the teaching of it to instrumental or functional aspects. Pre- requisites: English I and II, Literature I and II, and permission from the head of the English department.

Journalism 2 semester hours credit

This course is divided equally between fact gathering and actual apprenticeship in all processes of producing a school paper. The fac- tual content, besides the immediate knowledge for participation in publication, includes journalistic styles, evaluation of humor, newspaper standards, safeguards for the freedom of the press, how to judge biased news, ethical and other practical problems of financing school papers. No prerequisites.

Indiana Catalogue Number 51

Contemporary Poetry 2 semester hours credit

This course is to acquaint students with the best work of such con- temporary British and American poets as Hardy, Housman, Yeats, Noyes, "AE," De La Mare, Masefield, T. S. Eliot, Robinson, Frost, Sandburg, Vachel Lindsay, Teasdale, Millay, JefTers, and MacLeish; and of the older poets, Whitman and Emily Dickinson, since belong- ing to the modern spirit. The subject of how poetry should and should not be read and studied and its relation to what is liked and disliked by children is fully discussed and demonstrated. Only such historical, biographical, and technical matters are considered as contribute defin- itely to the appreciation of the poets read. Prerequisite: Literature L

Novel 3 semester hours credit

This course includes the rapid reading of many novels and the de- tailed reading of a few to discover changes, tendencies, contributions, and developments. Its purpose is to develop discrimination, to formu- late bases for criticism, and to interpret present day literature in terms of growth. No prerequisites; not open to freshmen.

Short Story 3 semester hours credit

This is a study of the short story as a modern form of expression. The techniques and subject-matter of contemporary writers are the bases of the course, with some attention to the history of the short story and its latest developments. Prerequisite: Literature I.

Pre-Shakespearean Literature 2 semester hours credit

This is a study of the more important literature from Beowulf to Shakespeare, with the works of Chaucer and Spenser as the principal literary content of the course. Because of the age of the literary dic- tion and subject-matter about half of the work is an intensive study of the development of the English language as obser\-ed from the common vocabulary of its Anglo-Saxon beginnings to include Spen- ser. Prerequisites: English I, English II, Literature I, Literature II.

Shakespeare 3 semester hours credit

This course includes a careful analysis of a few comedies, trage- dies, and chronicle plays, a reading and discussion of many others, with a brief historical survey of the Elizabethan age to provide back- ground for Shakespeare's plays and poetry. Prerequisites: English I and II; Literature I and II.

The Romantic Period in English Literature 3 semester hours credit

This course is a study largely of the work of Wordsworth, Cole- ridge, Byron, Shelley, Keats, Scott, and Lamb. The specific material selected is that which seems to the general reader to be valuable for some problem presented, some philosophy developed, or for some spe- cial type of artistry. Prerequisites: English I and II; Literature I and 11.

52 Teachers College Bulletin

Victorian Poetry and Prose 3 semester hours credit

This is a course of intensive reading in the literature of the Vic- torian period, with enough study of its complex background to inter- pret the work of such writers as Carlyle, Ruskin, Huxley, Newman, Arnold, Tennyson, and Browning. Emphasis is placed not only on their literary art but on problems and tendencies which have signifi- cance today. Prerequisites: English I and II; Literature I and II.

Modern Drama 2 semester hours credit

This course includes a wide reading of important modem plays and a world survey of drama of all literary periods as personal back- ground knowledge and as professional basis for choosing typical plays for reading and producing in junior and senior high schools. Story materials for dramatizing and methods of producing plays in class- room and community theatres are presented and evaluated. Pre- requisites: English I and II; Literature I and II.

The Essay 3 semester hours credit

This course is an elective in the study of famous essays of the past and present. It also may afford an opportunity for students to enrich their experience by writing familiar essays. Prerequisites: English I and II; Literature I and II.

World Literature 3 semester hours credit

This course requires extensive reading in foreign literature, Euro- pean and Oriental, chiefly modern and contemporary, but with a back- ground of such early classics as are important to an appreciation of the literature of other countries. There is a loose grouping by nation- alities for a study of common problems, temperaments, and literary characteristics. Prerequisites: English I and II; Literature I and II.

Radio in Education 2 semester hours credit

A course in general appreciation, performance and script writing. Workshop experience in story adaptation, original drama and actual performance over W.H.J. B., Greensburg, from our own production studio in the college. No prerequisite.

Photoplay Appreciation 1 semester hour credit

This course treats of the motion picture as an art form. The best standards of screen, plot, direction, acting and photography, settings and sound, are discussed for the purpose of improving the taste and critical powers of the student. Since a unit in motion-picture appre- ciation is included in the state course for high schools, this course also prepares the teacher to handle similar work with high school students. No prerequisites.

Indiana Catalogue Number 53

The Teaching of English 3 semester hours credit

This course covers the teaching of composition in the elementary grades. The constant contact with the Laboratory School gives abund- ant observation of principles in action, with opportunity for participa- tion and evaluation under guidance. The materials include: the results of recent research in language and creative activities; the study of out- standing elementary curricula; the application of teaching principles to units of work prepared by the student. Prerequisites: English I and II; Literature I and II.

Recent Trends in the Teaching of English 3 semester hours credit

This survey of contemporary methods of teaching composition in secondary schools is closely related to the Laboratory School through observation and participation. It includes a study of: research in usage and minimum essentials; the sources of composition materials; the teaching of creative writing and socially useful activities in speech and communication. Prerequisites: English I and II; Literature I and II.

Recent Trends in the Teaching of Literature 3 semester hours credit

This survey of contemporary methods of teaching literature in secondary schools is closely related to the Laboratory School through observation and participation. It includes the study of: the scientific basis for extensive reading; remedial reading for junior and senior high schools; the selection and presentation of literature suitable for dif- ferent types of students. Prerequisites: English I and II; Literature I and II.

Children's Literature and Story-Telling 3 semester hours credit

The purpose of this course is to give students in the elementary curriculum a wide familiarity with the best prose and poetry for chil- dren in the first six grades. The content includes myths, fables, leg- ends, traditional stories, fairy tales, epic materials, animal and other nature stories, longer fiction, simple biography, picture books on all grade levels, important illustrators, and standards for selecting chil- dren's supplementary reading and for choosing illustrated books. Pre- requisites: English I and II; Literature I.

54 Teachers College Bulletin

GEOGRAPHY

Principles of Geography 3 semester hours credit

This is an introductory course in which is developed an under- standing of geography as the science of interrelationships between man and the natural environments through a study of world patterns of human occupance and related patterns of soil, climate, vegetation, topography, and mineral resources. Lecture plus laboratory work.

Economic Geography 3 semester hours credit

This course develops an understanding of world patterns of pro- ducing and consuming regions, world trade movements, population dis- tributions, national aggregations, and the related natural factors, thus furnishing a background for the study of regional geography and for teaching geography. Lecture, group laboratory work, independent work under guidance. Prerequisite: Principles of Geography.

ELECTIVE COURSES — ELEMENTARY Geography of the Western Hemisphere 3 semester hours credit

This course, an introduction to regional geography, is a study and interpretation of the major geographic regions of the United States, Canada, and Latin America from the viewpoint of interrelationships between human activities and the conditions of natural environment. Especially planned for elementary students. Group and individual in- vestigation of content and of method. Prerequisites: Principles of Geography, Economic Geography, except by arrangement.

Geography of the Eastern Hemisphere 3 semester hours credit

In this course a study and analysis is made of major geographic adjustments in political, economic, and geographic regions of the East- em Hemisphere. Especially planned for elementary students. Group and individual investigation of content and method. Prerequisites: Principles of Geography, Economic Geography, except by arrangement.

COURSES REQUIRED FOR MAJORS — ELECTIVE FOR OTHERS

Geography of the United States and Canada 3 semester hours credit

This course provides an intensive study of (1) the geographic re- gions of these two countries, (2) the political units, (3) the interrela- tionships between these sections and other parts of the world. Class discussion, individual and group laboratory projects. Laboratory school experiences. Prerequisites: Principles of Geography, Economic Geog- raphy, except by arrangement.

Indiana Catalogue Number 55

Geography of Latin America 3 semester hours credit

This is a study of regional adjustments to natural environmental factors in Mexico, Middle and South America, with special emphasis on Pan-American relations and understandings. Class discussion, indi- vidual and group laboratory projects. Laboratory school experiences. Prerequisites: Principles of Geography, Economic Geography, except by arrangement.

Geography of Europe 3 semester hours credit

In this course an intensive analysis and investigation of the natu- ral, political, and economic regions of Europe goes forward concur- rently with an investigation of the position of Europe in world affairs. Individual and group projects, laboratory and laboratory school experi- ences. Prerequisites: Principles of Geography, Economic Geography, except by arrangement.

Geography of the Pacific Realm 3 semester hours credit

This course is an intensive investigation of the natural factors functioning in the geographic, economic, and political regions of Asia, Australia, and the Islands of the Pacific in the light of their function in the evolution of national and economic problems. Individual and group projects. Laboratory school experiences. Prerequisites: Prin- ciples of Geography, Economic Geography, except by arrangement.

ELECTIVES IN GEOGRAPHY

Climatology and Meteorology 3 semester hours credit

This course is a systematic study of climatic phenomena and of world climatic regions. It includes a study of the United States Weather Bureau and its work. Elementary weather forecasting is done by the group. A cooperative weather station is operated by the class. Laboratory and field experiences in securing, organizing, and inter- preting climatological materials. Prerequisites: Principles of Geog- raphy, Economic Geography.

Physiography 3 semester hours credit

This is an intensive study of the major physical features of the earth and their relation to human life. Field and laboratory experi- ences in the observation and interpretation of physiographic materials. Prerequisites: Principles of Geography, Economic Geography.

Conservation of Natural Resources 3 semester hours credit

This is an intensive study of the extent, variety, and utilization of our natural resources, and of methods of conservation. Guided individ- ual and group experiences in collecting, organizing and teaching con- servation material. Field trips to nearby districts. Prerequisites: Principles of Geography, Economic Geog^raphy.

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Commercial and Industrial Geography 3 semester hours credit

This course, especially designed for teachers of geography in com- mercial departments of high schools, has for its major aim the devel- opment of geographic concepts of the bases of modern industry and commerce. Laboratory school and college classroom experiences in the preparation and teaching of Commercial and Industrial Geography. Prerequisites: Principles of Geography, Economic Geography.

Trade and Transportation 3 semester hours credit

An intensive survey of the geographic bases for types, amounts, directions, and interrelations of the world's trade and transportation. Guided individual and group investigations of the geographic bases of transportation. Prerequisites: Principles of Geography, Economic Geography.

Geography of Pennsylvania 3 semester hours credit

This course is a study of the major work activities from the standpoint of geographic planning, of the relation of Pennsylvania to the United States and the rest of the world, and of work and popula- tion patterns in relation to present and future resources. Laboratory school and college classroom experiences in preparation and teaching the Geography of Pennsylvania. Prerequisites: Principles of Geog- raphy, Economic Geography.

Techniques and Materials in Modern Geography 3 semester hours credit

This course is an intensive study of modern techniques, geographic materials, and current curricula in geography. Guided observation and participation in the geographic work of the Laboratory School. Pre- requisites: Principles of Geography, Economic Geography.

Course in Field Geography 3 semester hours credit

In this course an intensive field study of a small area near Indiana is made. It gives the foundation for subsequent independent investiga- tions and for teaching field geography in high schools. Individual field work followed by group activity in collection, organization and pre- sentation of geographic results. Prerequisites: Principles of Geog- raphy, Economic Geography.

Reconnaissance Field Studies in Geography 3 semester hours credit

These courses provide for actual field investigation of selected geographic regions. Opportunities are provided for travel study based on the use of accepted techniques for field investigation. Group field study following accepted techniques, followed by individual written re- ports. Prerequisites: Principles of Geography, Economic Geography,

THE SCHOOL LODGE

INTRAMURAL SPORTS: TOBOGGAXIXG

Indiana Catalogue Number 57

HEALTH AND PHYSICAL EDUCATION

The Physical Education Department conducts classes in health edu- cation and the teaching of health and organizes the physical education activities, intramural sports and varsity athletics.

HEALTH EDUCATION

The new curriculum uses the term Health Education to include both the activity courses and the personal and community hygiene courses prescribed for freshmen. The introductory courses present the basic knowledge essential to healthful living and also develop familiarity with the fundamentals of rhythmic activities and the fundamental skills needed for successful participation in individual and team sports. All students take one year of these prescribed activities, adapted to their needs and capacities.

Health Education I (physical Education and Personal Hygiene)

2 semester hours credit The purpose of the course is to incorporate the theory of health with the practice of it. This course includes: (1) follow-up work after the entrance medical examination in the fall, (2) the study of individual health habits and attitudes, and (3) problems of personal and commun- ity health.

Health Education II (Physical Education and Personal Hygiene)

2 semester hours credit This course logically follows Health Education I. Follow-up work in hygiene is continued i. e., any physical defects that were not over- come in the first semester receive attention. The major emphasis, how- ever, is placed on home, school, and community aspects of health.

Teaching of Health 2 semester hours credit

This course acquaints the student with the essential facts that children of the elementary and secondary schools need in order to de- velop the habits, attitudes, and knowledge necessary for healthful living. Instruction is given in the proper examination of the eyes and ears of school children. Demonstrations of the use of the audiometer and other equipment employed for these purposes are given in the psychological clinic.

Tuberculin Test. For the last three years the tuberculin test has been given to entering freshmen and made available for such upper classmen as were interested in taking advantage of this scientific method of early diagnosis of a preventable disease. This test is now a regular requirement for the entering freshman class and available to all other students who care to take it. The State Deparment of Healh conducts these tests at no cost to students.

PHYSICAL EDUCATION ACTIVITIES

As a requirement for graduation all students must participate in physical activities each semester, except when taking a prescribed physical education course or when doing student teaching.

58 Teachers College Bulletin

Physical Education Activities no credit

To satisfy this state requirement an elective program of physical activities has been inaugurated as follows: individual sports, rhythmic activities, club activities, men's intramural program, Women's Athletic Association intramural program, and varsity program.

Individual Sportsi. These activities include swimming, golf, archery, tennis, badminton, bicycling, winter sports, and other minor games for women and for men, and in addition to the above, boxing and wrestling.

Clubs. Any of the above sports may be organized and participated in by groups or clubs.

Rhythmic Activities. These courses give opportunity to select a dancing activity in which the student has a keen interest or specific ability. Social, Clog, Tap and Folk Dancing are offered for both men and women. Backgrounds of the Modern Dance and Modern Dance Forms are offered to women only.

Intramurals. A well-organized and varied program of sports and athletics is incorporated in the intramural program for men. This group offers all men students a chance to learn the fundamentals of major sports, and through participation, makes available to large numbers of students, the physical, mental, and social benefits that come from organ- ized team play. The program has been expanded to meet the needs of the new curricula in the college, so that fall, winter and spring sports are now available. Six-man football, basketball, volleyball, boxing, wrestling, swimming, pingpong, badminton, tennis, and Softball follow in their proper sequence. Intramural Sports Days were introduced two years ago in both basketball and volleyball. This not only broadens the scope of the program but also affords the educational opportunity of seeing another college in action.

Women's Intramural Sports. The women's athletic activities pro- vide opportunity for college women to learn a variety of sport skills. Each activity, including instruction, practice, and competition extends approximately over a nine-week period. Intercollegiate Sports Days oc- casionally permit women to compete with other colleges. This opportun- ity to be hosts to visiting teams and guests at another college provides desirable social and educational experiences.

Varsity Athletics. Clean, wholesome athletic rivalry has a very vital place in the training of teachers. It provides opportunity for the man of exceptional ability to utilize his skill. He represents the college in inter-competition; and through contacts, adjustments, and sacrifices necessary during his training period and in the games, his educational vision is broadened. Varsity athletics also provide a rallying point around which students, faculty, alumni and friends express their loyalty and support their Alma Mater. Varsity teams in football, basketball, baseball and tennis are at present organized. The program for the future plans to include track, wrestling, volleyball and swimming.

Indiana Catalogue Number 59

MATHEMATICS

REQUIRED COURSES FOR MAJORS AND MINORS

College Algebra I 3 semester hours credit

This is the first course in pure mathematics and includes the study of fundamental operations, factoring and fractions, exponents, func- tions and their graphs, linear, quadratic and systems of equations, proportion and variation, progressions, mathematical induction, lo- garithms, simple determinants, permutations and combinations.

Trigonometry 3 semester hours credit

This course provides a background for advanced work in mathe- matics and for teaching secondary mathematics as well as the mathe- matical equipment necessary in the sciences. It includes a study of in- direct measurement through the solution of triangles and of trigo- nometric analysis through the relationships between trigonometric functions. Prerequisite: College Algebra I.

Analytical Geometry 3 semester hours credit

This course analyzes geometry by applying algebraic techniques. The major topics considered are Cartesian coordinates; curve and equa- tion; properties of the straight line, circle, parabola, ellipse, and hyper- bola; tangents; polar coordinates; transformations; and loci. Perequis- ites: College Algebra I and Trigonometry except by special arrange- ment.

DiflFerential Calculus 3 semester hours credit

This course includes the study of functions, limits, rules of dif- ferentiation, general theorems of differentiation, maxima and minima, successive differentiation, applications of the derivatives to physical problems and partial differentiation. Prerequisites: College Algebra, Trigonometry and Analytical Geometry.

Integral Calculus 3 semester hours credit

Integral Calculus includes the study of rules for integrating stand- ard forms, the definite integral, integration formulas, methods of in- tegration, integration as the limit of a sum, multiple integration and applications to physical problems. Prerequisite: Differential Calculus.

Statistics 3 semester hours credit

The course covers the use of graphs, frequency distributions, averages, measures of central tendency and dispersion, sampling, cor- relation, curs'e-fitting, the point binomial and the normal curve. Em- phasis is placed on development of formulas as well as on skill in using them. Prerequisite: Differential Calculus.

60 Teachers College Bulletin

ELECTIVE COURSES History of Mathematics 3 semester hours credit

The purposes of this course are: to develop a knowledge of the growth of mathematics through the centuries and of the men who contributed to it; to provide an enriched background for students preparing to teach mathematics; and to serve as an integrating course for units of mathematics previously taught. Prerequisite: Analytical Geometry.

College Algebra II 3 semester hours credit

This is a second course in Algebra designed to develop a knowl- edge of the algebraic theory and skill in the processes. It includes a study of theory of equations, determinants, partial fractions, in- finite series, complex numbers, cubic and biquartic equations, and mathematics of investment. Prerequisite: Analytical Geometry.

Applied Mathematics 3 semester hours credit

This course includes the solution of problems selected from many fields of study. The main purpose of the course is to give the student a broad understanding of the power of mathematics in order that his teaching of secondary mathematics shall be effective.

Teaching of Junior-Senior High School Mathematics

3 semester hours credit The major objective is to prepare teachers for the modern high school curriculum. Units include content of curriculum, philosophy, current literature, methods of instruction, use of field instruments, unit and lesson planning, testing, grading, observation, and partici- pation.

COURSES FOR ELEMENTARY CURRICULUM Curriculum in Arithmetic 2 semester hours credit

'This is the first course in arithmetic for all students in the ele- mentary curriculum. It is a study of the content of arithmetic in the elementary schools, the psychology of arithmetic, and the underlying principles and techniques in the teaching of arithmetic in the primary grades. Special attention is given to worthwhile researches, courses of study, textbooks, useful materials, testing and the social values of arithmetic.

Teaching of Arithmetic 3 semester hours credit

This course is designed for those students who expect to teach in grades four to eight. It is a study of grade placement of arithmetic topics, modern methods of teaching arithmetic, principles to be ap- plied in meeting the needs of individual pupils, testing programs, textbooks and other materials, social and business uses of arithmetic, and expert teaching as observed in the Laboratory School. Prere- quisite: Curriculum in Arithmetic.

Indiana Catalogue Number 61

SCIENCE

Biological Science I and II 6 semester hours credit

This is a course in the principles of biology. The physical basis of life, metabolism of plants and animals, and the classification of plants and animals are included in the work of the first semester. In the second semester certain special fields of biology particularly use- ful to the teacher are considered. These include the sense organs, ner- vous system, muscles, endocrine glands, heredity, eugenics and evolu- tion. Field trips emphasizing identification of biological forms are required.

Biological Science SP 3 semester hours credit

This is a one semester course for students from special depart- ments who are required to take a shorter course than the regular ses- sion course.

Curriculum in Elementary Science 3 semester hours credit

This course in the new curriculum replaces the old nature study course. It stresses the phases of science the elementary teacher will have need for in her teaching, including activities and the state course of study. Prerequisite: Biological Science or the equivalent.

General Zoology I and II 6 semester hours credit

The work of the first semester centers on the invertebrates, that of the second on the vertebrates. Laboratory studies are made of in- vertebrates representing the various phyla. The vertebrate laboratory studies are based primarily on a detailed study of the frog as a gener- alized type of vertebrate.

General Botany I and II 6 semester hours credit

The lower plants are considered in the first semester of the course, the seed-bearing plants in the second semester.

Bacteriology 3 semester hours credit

Primarily for home economics and biology students. A general course dealing with bacteria in the various relations to man. Prere- quisite: Biological Science or equivalent.

Field Botany 3 semester hours credit

Systematic study of the flowering plants of the region, stressing family characteristics, and the use of manuals in the identification of species. Prerequisite: Botany I and II.

Ecology 3 semester hours credit

A study of the interrelations of plants and animals of the physical and biological environmental factors. Field trips to study several tjT)es of ecologic situations. Prerequisites: General Botany and General Zoology.

62 Teachers College Bulletin

Conservation of Plant and Animal Resources 3 semester hours credit Attention is directed to a rich native fauna and flora, to the grave dangers threatening many species, with a consideration of the various practices that may help preserve valuable species from extermination. Prerequisite: Biological Science or equivalent- General Ornithology 3 semester hours credit An introduction to bird study. Discussions based on the biology of birds, and laboratory work with study skins and field observations. Acquaints one with the common birds of western Pennsylvania. Early morning field trips in late spring. Field glasses desirable. Prerequi- site: Biological Science or equivalent.

General Entomology 3 semester hours credit

An introduction to the orders of insects, considering their charac- teristics, habits, economic relations, together with the collecting and identifying of representative forms from western Pennsylvania. Pre- requisite: Biological Science or equivalent. Comparative Anatomy and Physiology of the

Vertebrates I and II 6 semester hours credit

Discussions of organ systems in all groups, man included. Func- tional anatomy of a primitive vertebrate and of a highly developed vertebrate are stressed in the laboratory studies which are based on the dogfish shark the first semester and on the rabbit or cat the sec- ond. Prerequisite: General Zoology I and II.

Genetics 3 semester hours credit The study of variation and heredity as applied to plants and ani- mals as well as a consideration of eugenics represents the general na- ture of this course.

Inorganic Chemistry I and II 8 semester hours credit

Chemistry I includes the study of non-metals, gas laws, valence, gram-molecular volume, ionization, solutions, oxidation and reduction. Chemistry II includes atomic structure and periodic classification of elements, the metals, and simple qualitative tests for cations and anions.

Inorganic Chemistry — I-H and II-H 4 semester hours credit

For home economics students. An introductory study of the non- metals, gas laws, atomic structure, valence, ionization, solutions, oxi- dation and reduction, the periodic classification of the elements and general properties of the metals. Lecture and laboratory.

Qualitative Analysis 3 semester hours credit

Theory of reactions, questions and problems. Systematic scheme of separation and identification of cations and of anions. Preliminary experiments and identification of five "unknowns" containing cations. Preliminary experiments and identification of five "unknowns" con- taining anions. Prerequisite: Inorganic Chemistry I and II.

Quantitative Analysis I (Gravimetric) 3 semester hours credit

Principles and reactions of gravimetric analysis. Laboratory pro-

Indiana Catalogue Number 63

cedures to illustrate applications of the theory and to give practice in the various kinds of technique. Questions and Problems. Prerequi- site: Qualitative Analysis.

Quantitative Analysis II (Volumetric) 3 semester hours credit

Principles of quantitative analysis applied to volumetric methods. Questions and problems. Prerequisite: Qualitative Analysis.

Inorganic Preparations 3 semester hours credit

Discussion of principles, review of previous work, and problems. Preparation of inorganic compounds. Prerequisite: Inorganic Chemis- try I and II.

Physical Chemistry 3 semester hours credit

Phase rule; properties of solutions, liquids, solids, and gases; sur- face tension; vapor pressures; osmotic pressures; chemical cells; buf- fers; indicators; oxidation-reduction potentials; physical conditions af- fecting chemical equilibria. Laboratory work applying these principles. Prerequisites: Inorganic Chemistry I and II, Physics I and II.

Organic Chemistry 3 semester hours credit

A study of the allopathic compounds with introduction to the aro- matic compounds. In the home economics sections the same topics are used with emphasis on household and biological applications. Pre- requisite: Inorganic Chemistry I and II.

Organic Chemistry — H 2 semester hours credit

For home economics students. An introductory study of the ali- phatic compounds. Lecture and laboratory.

Physdological Chemistry — H 2 semester hours credit

For home economics students. An introductory study of the physio- logical functions of minerals, proteins, carbohydrates, fats and vita- mins. Chemistry of digestion, absorption and metabolism. Lecture and laboratory.

Biological Chemistry 3 semester hours credit

Chemistry of proteins, fats and carbohydrates. Biological function of vitamins, minerals, and endocrine glands. Study of digestion, absorp- tion, metabolism. Prerequisite: Organic Chemistry.

Techniques of Chemical Laboratory Management 3 semester hours credit Laboratory planning, equipment, care, storage, buying. Making of solutions from stock supplies. Setting up of apparatus for class dem- onstration purposes. Prerequisite: At least 15 semester hours of chem- istry.

Physical Science I and II 6 semester hours credit

A general introductory course on the college level drawing its ma- terial from the fields of astronomy, physics, chemistrj% geology and meteorology. This material is organized into a number of large basic

64 Teachers College Bulletin

study units. The course attempts to furnish sufficient scientific infor- mation for a broad cultural background and an appreciation of the contributions of physical science to modem living.

Physics I and II 8 semester hours credit

These two courses constitute the usual first year's work in general college physics. In the first semester mechanics and heat are studied, in the second, electricity, sound, and light. A good working knowledge of algebra is a prerequisite. Sections of students from the music de- partment emphasize acoustics and mechanics.

Physics III (Modern Physics) 3 semester hours credit

Major developments in physics since 1895; x-rays, electronics, mod- ern conception of matter and energy. Prerequisite: Physics I and II.

Physics IV (Mechanics) 3 semester hours credit

Introduction to more advanced topics in general mechanics. Of special value for students majoring in mathematics. Prerequisites: Physics I and II, and calculus corequisite.

Physics V (Electricity and Magnetism) 3 semester hours credit

Alternating current theory is stressed. Prerequisites: Physics I and II, and Calculus corequisite.

Physics VI (Optics) 3 semester hours credit

Selected topics of a more advanced nature than is possible in Phy- sics II form the basis for this course. Prerequisites: Physics I and II, Calculus corequisite.

Physics VII (Physical Laboratory) ' 3 semester hours credit

Installation, adjustment, use and care of physics laboratory appa- ratus and equipment for large and small high schools. Techniques in planning and developing elementary research projects suitable for sec- ondary school demonstrations. Prerequisite: Physics I and II

Physics VIII (Radio and Television) 3 semester hours credit

Receiver, transmitter and power supply theory and design; tube characteristics; mechanical and electronic television. This course is less advanced than Physics V. Prerequisite: Physics I and II,

Descriptive Astronomy 2 semester hours credit

This is a course designed to fit the teacher to handle those phases of Elementary Science, Junior High School Science, and Physics which deal with those forces and phenomena of our universe. This is a non- mathematical course. Field trips, laboratory work and observations supplement the classroom activities.

Historical Geology 3 semester hours credit

This is an elementary course in the geologic history of the earth as recorded in its rocks and fossils. Laboratory work on fossils, rocks and minerals is included. Much time is spent in field work in the vi- cinity of the school. Not open to freshmen.

Indiana Catalogue Number AS

SOCIAL STUDIES

History of Civilization 4 semester hours credit

A survey of the development of institutions and culture in the Western World is presented in this course. The creation and trans- mission of the cultural heritage is discussed with special emphasis placed upon the contribution to contemporary life of the so-called pre- historic period, the Ancient Orient, Greece, Rome, Medieval Europe, the Renaissance, and JModern Times.

Civic Education 3 semester hours credit

The purpose of this course is to give the prospective elementary teacher a comprehensive understanding of present day civic problems, a well formulated philosophy of civic education, and a knowledge of materials of instruction and methods of procedure in civic education.

Principles of Economics 3 semester hours credit

A preliminary analysis of the major principles underlying the work- ings of our Economic system; principles that are utilized daily by en- terprisers, land-owners, wage-earners, and capitalists. Specific atten- tion is given to the nature and methods of economics as a social science, and the processes of production and consumption.

Principles of Sociology 3 semester hours credit

This course aims at presenting a basis for a scientific understand- ing of society, and for further study in the field of sociology or social work. Emphasis is placed upon social institutions; the class structure of society; collective behavior; social processes; social control; social problems; laws of social evolution; relation between society and the individual.

American Government 3 semester hours credit

This course includes a study of the fundamental features of national, state and local governments in the United States. Emphasis is given to historical background, comparisons with governmental features of other countries, and civic responsibilities. Basic principles of our gov- ernment and the machinery through which it works are considered.

History of United States I (Primary and Intermediate)

3 semester hours credit A general sketch of the political, economic, and social historj' of the United States to 1865 with special emphasis on those topics that should be considered in planning or teaching an American history course in the elementary grades constitutes the major part of the course. Ob- servation lessons in the Laboratory School are also part of the course.

66 Teachers College Bulletin

History of United States II (Primary and Intermediate)

3 semester hours credit

An assumption of this course is the understanding of subject mat- ter. From here the procedure of presentation of the subject matter follows. Materials, sources, procedure, and other suggestions for the grade teacher are mentioned and experimented with. Discussion is the basis of class presentation.

REQUIRED OF SOCIAL STUDIES MAJORS

In addition to the core courses. History of Civilization, American Government, and either Principles of Economics or Principles of So- ciology, the following courses must be taken by every student desiring certification in Social Studies:

History of United States I (Secondary) 3 semester hours credit

This course covers the period from European beginnings to 1865. It is a study of several units or movements within this time rather than an exhaustive chronological treatment. Much emphasis is placed on sources, criticisms, and writings. Discussion is the basis of class pre- sentation.

Social and Industrial History of the United States (Secondary)

3 semester hours credit

This is a study of causes and tendencies, not a mere narration of observed facts. It is an attempt to describe the origin and development of economic and social institutions and to explain present problems by setting forth the historical background. Prerequisite: History of U. S. I.

Modern European History 3 semester hours credit

This course is designed as an introduction to contemporary national and international problems. It treats of the work of the Congress of Vienna in reshaping the map of Europe, the Industrial Revolution, the Development of Italian and German unity, the intellectual achievements of the 19th century and imperialism in Africa and the Orient. Special attention is paid to basic trends underlying pre-war diplomacy, the Great War and the peace settlements.

Students in the Secondary Curriculum majoring in Social Studies must take from the electives listed below at least six semester hours. The courses described will be offered during the coming summer and next year.

Indiana Catalogue Number G7

ELECTIVES FOR SOCIAL STUDIES MAJORS

Comparative Government 3 semester hours credit

This is a study of the structure, organization and process of gov- ernment in the chief European countries. Emphasis is placed upon the functioning of these governments and upon the essential differences be- tween democracies and dictatorships. Prerequisite: American Govern- ment.

Economics II 3 semester hours credit

A course in applied economics, this subject deals with background and characteristics of such current economic problems as tariff and in- ternational trade, agriculture, railway and industrial consolidation, money and credit, the consumer problems, etc. Major emphasis is placed on the relationship of these problems to the present economic and indus- trial situation. Prerequisites: Principles of Economics or Economics I.

Early European History 3 semester hours credit

This is a study of the political and cultural development of Europe during the early modern period, 1500-1815. It treats of the emergence of national states, the expansion of European civilization and of the political, social, economic, and intellectual developments of the 18th century.

European History Since World War 3 semester hours credit

This course is designed for history majors. It presupposes a back- ground of two courses in European history. The course is conducted largely as a seminar, and the students are required to give reports.

The Frontier in American History 3 semester hours credit

This is a narrative and interpretive survey of the principle events and movements in the history of the American West from "the coming of the White Man" to the passing of the frontier during the closing years of the last century. Special emphasis is placed on the significant characteristics of the several frontier communities, and their influence upon the economic, social, and political development of the United States. Prerequisites: History of United States I; Social and Industrial History of the United States; or by permission of he head of the de- partment.

The History of Constitutional Law 3 semester hours credit

This course is designed for history majors principally. It is de- signed to supplement the student's knowledge of American government and history. Approximately sixty cases from Constitutional Law are read and analyzed in class. Attention is also given to the part that the previous experience of justices has on their decisions.

68 Teachers College Bulletin

History of England 3 semester hours credit

This is a survey of the social, economic, constitutional, intellectual and religious phases of English history. Trends and movements are emphasized. Facts presented are carefully selected for their significance in the evolution of England. This course provides a background for the better understanding of American history and English literature.

Latin-American History 3 semester hours credit

This is a brief survey of the history of the Latin American states. The importance of Latin-American political, economic, and social de- velopments warrants the inclusion of this course in the curricula of teacher-training institutions. The problems of maintaining friendly re- lations among the nations of the Americas w^ill be made easier if a mutual understanding of their peoples and institutions can be brought about.

Teaching of the Social Studies 3 semester hours credit

Workshop Coursie. This course is organized for the purpose of giv- ing experience vi^ith the materials of instruction and the planning of activities in a selected area of the social studies. It includes a study of the underlying philosophy of the social studies and selected current courses of study. Opportunity w^ill be given for each member of the class to select activities, analyze the learnings involved, and actually prepare and carry out those activities that children are expected to undertake.

Indiana Catalogue Number 69

DEPARTMENT OF ART

At Indiana the four-year course with the degree, Bachelor of Science in Art Education, prepares students to be supervisors as well as special teachers of art in senior high, junior high, and elementary schools.

Instruction. Aside from the art courses, English, science, history, government, education courses, and electives are required so that gradu- ates from this department have broad enough background to be intelli- gent teachers of their special subject.

Method. An art-structure (design) method rather than a drawing method of teaching art is used. By this building-up method or syntheses, students use the art elements (line, notan, and color) to build their compositions with the art principles (dominance, rhythm, balance) as guides. Whether drawing still life, painting landscape, constructing in- teriors, throwing bowls, modeling figures, designing costumes, weaving textiles, or making jewelry the important thing is design, and skill and the processes are secondary. Where thoughtful activity and feeling end, the procedure ceases to be art training. Children or adults have little use for mere drawing but unlimited use for design. With other subjects of the curriculum design can hold its own for its intrinsic value in de- veloping fine feeling, judgment, thinking power, and creative expression.

The Art Club. At Indiana there is an art club that numbers all art students and faculty in its membership. This club has become known for its good fun and for the class of entertainment given not only at its monthly meetings, but for the college at large. Its programs have been widely varied: picnics, carnivals, impersonations, productions of original one-act plays, masquerades, costume balls, studio parties, travel talks, lectures on dress and on psychology of color, readings of poetry and humor, trips in the college bus to "The International" and to the Associ- ated Artists' Exhibition. Annually the club gives a bronze medal (The Jean R. McElhaney award for Excellence in Fine Arts) to the junior or the senior who has three outstanding achievements in three different fields of art. The presentation of the medal occurs at the banquet in May.

Exhibitions. In the exhibition and conference room there is con- stantly a showing of some of the best work of the department in draw- ing, painting, modeling, plaster sculpture, interior design, and work in pewter, brass, copper and silver; or exhibitions from outside the de- partment. Of the latter there have been exhibitions of modern American sculpture, watercolors, photography; the best prints of the year; Eu- ropean posters; art work of Viennese children; twenty oils by contemp- orary American artists; the College- Art Association exhibition of stu- dent work; W. P. A. oils, watercolors, and prints; a doll show in historic, national, and character costumes; figure studies, paintings, and litho- graphs by members of art staff.

70 Teachers Ck)LLEGE Bulletin

Housing and Equipment. The entire second floor of the Arts Building is given over to the art classes. On this floor are six studios, an exhibition and conference room, a rest room, the locker-room, the director's office, and five other offices. On the fround floor facing east campus are the pottery and kiln rooms. The finest equipment best suited to its purpose has been installed.

Standing. With these facilities and an efficient staff of eight mem- bers, Indiana stands in the foremost rank in art education. Great effort is made to train art teachers and supervisors so that they may catch the vision of the possibilities in art teaching in the present age. Because of a high degree of cultivation such art teachers aim so to teach that finer choices in selection of houses, furniture, and clothing, and better arrangements in homes, offices, stores, gardens, and clothing will be made by the children while they are children and when they grow to be adults. Both children and adults who have received such teaching will also know better how to spend the increasing number of leisure hours.

FEES AND EXPENSES (Also see pages 17-20.)

Contingent Fee (Payable in two installments) $ 54

Housing Fee 126

Activity Fee 6

Books, equipment, etc. (approximately) 35

ART CURRICULUM with Modifications for Administrative Purposes

	Clock Sem.		Clock	Sem.
First Semester	Hours Hours	Second Semester	Hours Hours
Drawing I 10 5 Modeling 4 2 Literature I 3 3 Speech 3 3 Appreciation of Music 3 2 Health Education 4 2	Design I Elementary Industrial Arts Media and (Painting) Technique English I History of Civilization	6 6 6 4 4	3 3 3 3 4
	27 17	Health Education	4	2

Third Semester
Drawing II	6	3
Pottery	4	2
Color	4	2
English II	3	3
General Psychology	3	3
Physical Science	4	3

30 18

Fourth Semester

Mechanical Drawing 6 3

Interior Design 4 2 History & Appreciation

of Art 5 5

Literature II 3 3

Educational Psychology 3 3

24 16 21 16

Indiana Catalogue Number

71

Fifth Semester			Sixth Semester
Advanced Design	G	3	Advanced Drawing and
Pictorial Expression			Painting	n	3
and Illustration	6	3	Costume Design	4	2
Place and Purpose of Education	3	2	Crafts in Elementary School Advanced Crafts	4	2
Educational Measure-			(Metal)	6	3
ments	2	2	Blackboard Drawing	2	1
Biological Science	4	3	School Law	1	1
Free Elective	3	3	Free Elective	3	3

24 16

26 15

Seventh Semester

Teaching and

Conferences 8

Commercial Art and

Reproduction 6

Theatre Arts 6

Philosophy of Education 2 Free Elective 2

	Eighth Semester
	Teaching and
	Conferences	8	6
6	Art in Public Schools (Curriculum Ma-
3	terials)	4	3
3	Advanced Oil or
Watercolor Painting	4	2
2	Visual Education	2	1
2	Economics or Sociology	2	2

24 16

20 14

Design I

3 semester hours credit

Simple projects for space-filling and dark and light with geometric forms and historic animal motifs, used so that attention focuses entirely on space relations and proportion. Color scales and applications; pro- jects in lettering (large illuminated letters in any medium, small il- luminated letters with pen-lettered quotation); posters; charcoal-water- color sea-gardens; composition for expression of power; free-brush sur- face pattern; cloth wall-hanging in wax crayon.

Advanced Design

3 semester hours credit

Line, notan, and color can now be used without conscious attention to art principles which have been previously ingrained. Projects are selected according to the group of students and requirements of the time. Suggested projects: large monogram in any medium; blockprinted handbills, festival cards; bookplates; posters; hand-lettered and bound book with illustration, title page, end-papers, cover design, and jacket; textile design; rug design; design of simple piece of furniture; figure or abstract composition cai-ved in plaster or wood; murals in fresco or on canvas. Prerequisite: Design I.

72 TeACHEKS Ck)LLEGE BULLETIN

Drawing I 5 semester hours credit

Outdoor sketching, drawing in pencil, charcoal, and ink still-life ob- jects, with study of perspective. Proportion is stressed for good com- position.

Drawing II 3 semester hours credit

Outdoor sketching; perspective; figure and object drawing in pen- cil, pen and ink, lithograph, colored chalk, and pastel. New skills and techniques are introduced, and color is used for volume and solidity. Daily and weekly criticisms emphasize composition whether of objects, landscape, or figures. Prerequisite: Drawing I,

Blackboard Drawing 1 semester hour credit

Quick, easy drawing that expresses salient lines of the human figure, animals, and objects with suppression of the unessentials. Study of Japanese brushwork for expressive line and a "shorthand" method. Readiness in expression that will integrate with geography, history, natural science, literature, and travel.

Media and (Painting) Techniques 3 semester hours credit

Practice in watercolor and oil of painting techniques based on the French impressionist schools, including landscape exercises for all sea- sons, still-life studies, and figure compositions. Media not used in paint- ing will be used in other courses.

Advanced Drawing and Painting 3 semester hours credit

Experience in painting portraits, flowers, still-life, landscape, and figure compositions. Stress is put on elimination of detail, directness and freshness of applying paint, showing bulk, and ability to use good design. Prerequisite: Media.

Advanced Oil or Watercolor Painting 2 semester hours credit

Problems in still-life, landscape, figure, portrait, and mural paint- ing, from the modem viewpoint of self-expression and significant form. The artist teacher will have opportunity to create by stressing volume, plastic (structural) color, and using abstract form as master artists have done, — post-impressionism, expressionism. Prerequisites: Media and Advanced Drawing and Painting.

Modeling 2 semester hours credit

Modeling in low and bas-relief and in the round of animals, figures, and heads; making of one-piece, chip-and-piece, and gelatine moulds; casting of objects in plaster. Study of modeling and sculpture for ex- pressive form, in order to equip with the sculptural idiom of creative expression.

Pottery 2 semester hours credit

A survey of pottery-making and methods of fashioning clay into interesting articles, such as bowls, vases, and tiles. The course includes coil building, casting, glazing, and firing, with emphasis on appreciation of fine pottery.

Indiana Catalogue Number 73

Color 2 semester hours credit

Many exercises to give experience in using color with its properties (hue, value, intensity). Applications are made to the designer's and the painter's projects.

Pictorial Expression and Illustration 3 semester hours credit

Creative work illustrating personal experiences, world events, stor- ies, and poems of famous authors, with emphasis on the principles of design and the use of color in different media. Prerequisite: Drawing I.

Costume Design 2 semester hours credit

Historic costume studied as a basis for creative problems of pre- sent-day costume for both men and women. Consideration is given to the principles of design and the use of color in relation to individual, commercial, and stage projects. Prerequisite: Design I.

Interior Design 2 semester hours credit

A study of the history of architecture, interiors, and furniture; creative application of these findings according to the principles of de- sign and use of color for present-day interior and exterior house plans. Prerequisite: Desig^n I.

Mechanical Drawing 3 semester hours credit

A beginning course in orthographic (working) drawings and isome- tric projections, perspective, revolutions, and developments.

Elementary Industrial Art 3 semester hours credit

Elementary construction in wood and other materials, bookbinding and related industry, weaving, leather tooling.

Crafts in Elementary School 2 semester hours credit

All textile patterns are first designed; then the processes of sten- ciling, tie-dyeing, spray dyeing, blockprinting, batik, and weaving are taught. Simple projects are planned for children.

Advanced Crafts (Metal) 3 semester hours credit

Work planned to give experience in such simple processes as etch- ing, saw piercing, riveting, soldering, bending, and raising. Problems in copper, brass, pewter, silver, and combinations of metal, simple pieces of jewelry, such as bracelets, rings, and brooches. All objects are first designed. Prerequisite: Design.

Commercial Art and Reproduction 3 semester hours credit

An advanced desigrn course gives experience with projects connected with publishing: lettering (pen and brush), printing (kinds of type), advertising, posters, page arrangements, year-book problems, printmak- ing linoleum-block, zinc-plate, etching, lithograph, engraving, chalk- plate). Designing of cartons, cans, hat boxes, cracker boxes, pack- ages, wrapping paper. Prerequisite: Design.

74 Teachers College Bulletin

Theatre Arts 3 semester hours credit

Experience in designing stage costume and sets. Study of puppetry, pageants, festivals, and plays with related design problems. Prerequis- ite: Design.

History and Appreciation of Art 5 semester hours credit

Illustrated lectures, readings, notebook compilations covering the development and relation of all periods of fine arts in general, with special emphasis on architecture, sculpture, and painting.

Place and Purpose of Education in the Social Order

2 semester hours credit Philosophy, psychology, trends, foundations, schools, educators, museums, fairs, and exhibitions are considered with their direct influ- ence on education. Indirect influences on art education of architects, sculptors, painters, critics, theatre, cinema, radio, advertising, and magazines are studied.

Knowledge of the facts of history is used for understanding of and adjustment to present-day society. Cultivation of attitudes for peace and world brotherhood; and substitution of co-operation for com- petition, the common good for individual greed, and human values for property values in an industrial age are built up as ideals.

Art in Public Schools (Curriculum Materials) 3 semester hours credit Review of recent psychology and trends and movements in educa- tion. Limited research in special fields of art. Comparision of con- temporary teaching methods. Evaluation of many courses of study. Writing art courses for primary, intermediate, junior high, and senior high schools. Prerequisite: 1 semester of teaching.

Student Teaching and Conferences 12 semester hours credit

Student teaching and conferences provide for the prospective teach- er directed participation in those classroom activities through which children develop creative power and ability to make fine choices, and acquire knowledge and appreciation of art.

ART COURSES IN THE ELEMENTARY AND SECONDARY CURRICULA

Art I (Elementary Industrial Arts) 2 semester hours credit

Much design and color are taught so that students will have some- thing to apply. Among the projects are landscape compositions for design; color theory; lettering. Industrial projects: book making (con- struction of simple folders and pamphlets with application of lettering), weaving, modeling, pottery making, toy design and making, interior decoration, costume (national and peasant), stage sets. Mimeographed sheets with explanation and examples of art elements (line, notan, color), and art principles (dominance, rythm, balance) are furnished so that students may have in words what has been performed in class.

Indiana Catalogue Number 75

Art II (Drawing, Design, and Color) IV2 semester hours credit

Color study (hue, value, intensity, opposites, neighbors, warm, cool, distribution), borders with Coptic or Indian motifs for rythm and study of primitive art, decorative trees for line dominance, still life for per- spective, lettering (quotations, placards, posters), blockprinting, tile in clay for point dominance, pose drawing with costumed model, illustra- tion, study of masterpieces in painting, sculpture, pottery. Prere- quisite: Art I.

Appreciation of Art 2 semester hours credit

Lectures with slides, field trips, panel discussions, quizzes, and note-books for studying architecture, sculpture, painting, home decora- tions, stage design, costume, weaving, and the minor arts (pottery, metal work, lettering, and graphic arts). When the student and the teacher feel that creative expression will aid in obtaining appreciation, experience is given in creative work, such as lettering, weaving, model- ing, carving, etc. Tolerance for and understanding of trends in contem- porary art and appreciation of the fine in any art are cultivated for wiser choices in consumption.

Handicrafts (Elective for Kindergarten and Grades 1, 2, and 3)

2 semester hours credit

In this course students gain enjoyment through experience in man- ipulating tools and materials while designing in wood, metal, leather, cloth, yarn, paper, and cardboard. Practical applications are made to weaving, bookbinding, tye-dyeing, stenciling, batik, embroidery, metal working, and leathercraft.

ART COURSES IN THE HOME ECONOMICS CURRICULUM

Principles of Design I (Costume) 3 semester hours credit

Exercises in line, dark and light, and color to give experience with the art principles as applied to costume. Study and use of historic pattern and motifs significant in the present. Reading assignments, research, and class discussions.

Principles of Design II (Household) 2 semester hours credit

Application of design principles to interiors: experiences with de- sign and color combinations in wall covering, carpets, rugs, textiles, period and contemporary furniture, house plans. Slide lectures, trips to shops, readings, discussions, and notebook collections of fine ex- amples of subjects studied. Prerequisite: Principles of Design I.

76 TeACHEKS COUaEGE BULLETIN

DEPARTMENT OF BUSINESS EDUCATION

Opportunities. The State Department of Public Instruction has especially designated the State Teachers College, Indiana, Pennsylvania, as one in which teachers of business for the high schools of the Com- monwealth may be trained. The curriculum is four years in length, leading to the degree of Bachelor of Science in Education. Those who complete the work as outlined are prepared either to supervise or teach business subjects in any of the high schools of the Commonwealth and are certificated accordingly. An excellent opportunity is available here for men and women of high caliber who possess the ability, personality, and ambition requisite for success in this type of work.

Equipment. This department is well equipped throughout with a full supply of modern office machines. Adding machines, calculating machines, banking machines, multigraphs, mimeographs, mimeoscopes, addressographs, dictaphones, files and cabinets, and other up-to-date efficiency devices of modern business give the students a practical knowl- edge of the time-savers and system units found in modern business. Their uses are taught and mastered in this department. Those who elect these courses become very proficient in the manipulation of such machines before graduation.

Business Practice Department. The business practice department is a complete business community in itself and includes not only the procedure but also the actual atmosphere and environment of modern business. It is equipped for efficient and up-to-date work. Much prac- tical business experience may be obtained in this department.

Practical Experience Requirements. These requirements are a vital and necessary part of the prospective teacher's preparation and are an integral part of, and in addition to, the courses outlined in the cur- riculum. Credit, under this requirement, is given for actual business experience previously gained and also for that acquired in the business practice department. The requirements are as follows:

The equivalent of six months of store practice, secretarial practice, bookkeeping practice, clerical practice, or a combination of these or other business contacts, acquired at places and under conditions ap- proved by the director of this department. This experience should be preferably in the field or fields in which the student is contemplating certification.

Student Teaching. Each student in training in the Department of Business Education receives more than the state requirements in hours of actual practical teaching and observation. This is not a makeshift plan merely for the purpose of getting credit. A number of teaching centers are conducted in connection with some of the largest high schools within convenient reach. To these teaching centers the students

Indiana Catalogue Number 77

are sent for one full semester (eighteen weeks) of the senior year for their practice teaching. The teacher holds a regular position in the high school and carries a full program of classes, extra-curricular acti- vities, and any other regular school duties. The work is supervised and criticized by experienced supervisors who are teacher members of the college faculty of this department, and also by supervisors of ex- ceptional training and ability furnished by the teaching centers. Every- thing is done to afford those in training as much actual teaching exper- ience and as many teaching contacts as possible before graduation.

The Chamber of Commerce. There is organized in connection with the Department of Business Education a Chamber of Commerce. Fre- quent opportunity is afforded for public discussion on current popular topics applicable to the work. This organization fosters the formation and development of commercial clubs and similar organizations in the high schools, wherever the assistance is desired, and helps to promote the work of such organizations. The officers of the Chamber of Com- merce are elected from the members of the student body of the Depart- ment of Business Education. The work is supervised by a faculty mem- ber of the Department.

Expenses. The entire school expense for a school year of thrity-six weeks will amount to about $400 for boarding students. This will cover board, room, laundry, books, and department fees. (Also see pages 17-20.)

Semester

Contingent Fee (Payable in two installments) $ 42

Housing Fee (Payable in two installments) 126

Activity Fee - 6

Books, equipment, etc. (approximate) 25

$ 199

Explanation of the Curriculum. This is a teachers college. No short courses of any kind are offered in this department for the training of secretaries, bookkeepers, or any other vocational workers. We offer only the full four-year curriculum leading to the teaching profession. The full four years must be completed before the teaching certificate may be awarded.

All courses that are indicated by the asterisk (*) are elective.

All courses that are not indicated as elective are required of all stu- dents in the Business Education Department.

Students may pursue the work of the entire curriculum, or they may elect to pursue work according to their aptitudes, as follows:

1. The Complete Program leads to certification in all three fields, thus affording certification in all of the high school business subjects. Those who possess aptitudes that indicate success in stenographic, ac- counting, and retail selling work may, if they wish, pursue this complete program.

78 Teachers College Bulletin

2. The Stenographic PMeld includes all of the required courses of the curriculum and all elective courses indicated by the letter "S". Any other elective courses indicated by the asterisk (*) may be omitted and in their places may be elected courses from any other department of the college. Certification may be received for these elective courses from other de- partments, if the specific requirements for certification in these courses are met. Those who pursue this program will be certificated to teach all of the business courses in the high school except bookkeeping and retail selling.

3. The Bookkeeping Field includes all of the required courses of the curriculum and all elective courses indicated by the letter "B". Other elective courses indicated by the asterisk (*) may be omitted, and in their places may be elected courses from any other department of the college. Certification may be obtained for these courses from other de- partments if the specific requirements for certification in these courses are met. Those who pursue this program will be certificated to teach all of the business courses in the high school except shorthand, typewriting, and retail selling.

4. The Retail Selling Field includes all of the required courses of the curriculum and all elective courses indicated by the letter "R". Oth- er elective courses indicated by the asterisk (*) may be omitted and in their places may be elected courses from any other department of the college. Certification may be received for elective courses from other departments if the specific requirements for certification in these courses are met. Those who pursue this program will be certificated to teach all of the business courses in the high school except shorthand, typewriting, and bookkeeping.

5. The Combination Program combines either the Stenographic and Bookkeeping, the Stenographic and Retail Selling, or the Bookkeeping and Retail Selling Fields. With any combination program, the certifica- tion appropriate to both of the two groups combined will be awarded. Certain electives in other departments of the college also may be car- ried with this program, in place of the courses listed in the field that is omitted. The usual certification requirements apply also to these electives.

It is possible to elect Typewriting III and IV and become certificated to teach typewriting with either of the fields or a combination of the fields.

Elective Fields. The fields of English, social studies, mathematics, science, geography, education, art, and music are especially recommend- ed, from which courses may be elected by students in business education. All electives, however, are determined by the choice of the student, and by the approval of the Dean of Instruction of the college and the Direc- tor of the Department of Business Education.

Our Standards. Only those who attain "A" or high "B" standings, and whose aptitudes indicate success in the fields elected, should elect more than one field.

Indiana Catalogue Number 79

Those whose standings fall below "C" may not graduate or be certificated.

To elect the Complete Program in the third semester a student must have maintained at least a "C" average during the first two semesters, and must have a grade of "C" or better in the following courses: Eng- lish I and II, Typewriting I and II, Business Mathematics I and II, Book- keeping and Accounting I, and Shorthand I.

To elect the Stenographic Field in the third semester, a student must have a grade of "C" or better in English II, Typewriting II, and Shorthand I.

To elect the Bookkeeping and Accounting Field in the third semes- ter, a student must have a grade of "C" or better in the following courses: Business Mathematics II, Bookkeeping and Accounting I.

To elect the Retail Selling Field in the third semester, a student must have a grade of "C" or better in the following courses: Speech, English II and Economic Geography I.

Those whose standings fall below "C" may not graduate or be certificated. It should also be understood that those who fall below "B" standings are considered unsatisfactory to be recommended for teaching. Since high school standards have been greatly raised, school officials are more particular than ever before concerning the qualifica- tions of those whom they employ. They insist on high scholastic achieve- ment, good personal appearance, attractive personality, freedom from physical defects, and other qualities that should be carefully considered by all those contemplating this type of professional work.

Only a small proportion of high school graduates can meet these very strict requirements. Even after this very frank explanation and announcement, every year, from the upper half of the high school group, a large number of students who fail to measure up to the standards are enrolled. In the past, only about one-third of the students of the selected entering class have met the requirements and have been able to com- plete the work to graduation. This should not discourage those who really have the qualities required. It may, however, prevent those who lack certain of the primary requisites for developing into a high type teacher, from being disappointed later.

If any are in doubt concerning their fitness for this type of work, they should consult their high school principals and guidance oflScers and ask them for a frank and honest statement about their fitness. They should also have all data concerning their personal and scholastic quali- fications sent to the college. They will be notified as to the date for interviews, at which time the matter can be discussed as frankly and wisely as experience will dictate.

Application for Enrollment. Enough has been given in these few pages to furnish a glimpse into the Department of Business Education. A definite, limited number of the best qualified high school graduates are accepted each year. Those who can qualify and who desire to make application for entering the Department of Business Education should get their applications in early, in order to insure a reservation.

80 Teachers College Bulletin

TEACHER EDUCATION CURRICULUM IN BUSINESS EDUCATION

FIRST SEMESTER

Clock Semester Hours Hours Place and Purpose of Education in the Social

Order including School Visitation 3 2

Health Education I including Physical

Education and Personal Hygiene 4 2

Speech 3 3

English I including Library Science 4 3

Business Mathematics I 3 3

Business Writing 3 1

Typewriting I 3 1

23 16

SECOND SEMESTER

English II 3 3

Health Education II including Physical ^

Education and Personal Hygiene 4 2

Economic Geography I 3 3

Business Mathematics II 3 3

Bookkeeeping and Accounting I 5 3

Typewriting II 3 1

(S)* Shorthand I 5 3

26 18

THIRD SEMESTER

Literature I 3 3

Economic Geography II 3 3

Business Organization and Finance 3 3

(B)*Bookkeeping and Accounting II 5 3

(S)* Shorthand II 5 3

(S)*Typewriting III 5 2

24 17

FOURTH SEMESTER

Biological Science 4 3

Business Correspondence 3 3

Business Law I 3 3

(B)*Bookkeeping and Accounting III 3 3

(S)* Shorthand Applications 5 3

(S)*Typewriting Applications 5 2

23 17

Indiana Catalogue Number 81

Clock Semester

Hours Hours FIFTH SEMESTER

General Psychology 3 3 ^

School Law and Administration 2 2 ^

Business Law II 3 3

Salesmanship and Retail Selling I 3 3

(B)*Bookkeeping and Accounting IV 3 3

(S)* Stenographic Office Practice 5 3

19 17

SIXTH SEMESTER

Psychology of Method in Business Courses 3

Tests and Measurements in Business Courses 3

Secondary School Business Education,

Organization, and Content 2 2 ,

Economics I 3 3

Visual Education 4 or 2 2 or 1

Clerical Practice and Machines 5 3

(R)*Retail Selling II 3 3

21 18

SEVENTH SEMESTER

Philosophy of Education 2 2 ^

American Government 3 3

Economics II 3 3

History of Civilization 4 4

(R)*Retail Selling III 12 6

(B)*Business Mathematics with Statistics 2 2

(B)*Accounting and Auditing 3 3

29 23

EIGHTH SEMESTER

Student Teaching, Observ^ation, and Conference 15 12

Curriculum Materials, Selection and Adaptation ... 4 3

19 15

FIRST SEMESTER

Place and Purpose of Education in the Social Order

2 semester hours credit

In this department, this course aims to serve as an orientation course, with special emphasis on the significance of business education, its history and development, and its place in the field of education.

Health Education (1) 2 semester hours credit

See Health Education.

82 Teachers College Bulletin

Speech 3 semester hours credit

With special application to meet the needs of the Department of Business Education. Develop self-confidence, a correct posture, courage to face an audience; teach entertainingly and expressively; practice enunciation, pronounciation, and interesting emphasis; develop an ade- quate vocabulary; analyze words phonetically (necessary in shorthand); develop the technique of shorthand dictation; train the tongue to say and the ear to hear correct English.

English (1) 3 semester hours credit

See English (1) in the field of English. Special consideration is given to the needs of students in the Business Education Department, with emphasis on terseness and business forms.

Business Mathematics (1) 3 semester hours credit

Thorough drill in the fundamentals of business mathematics with special emphasis on speed and accuracy in handling the most common fundamental operations.

Business Writing 1 semester hour credit

The development of a legible business hand is the goal set for this course. Freedom of movement, proper letter formations, and a light even touch, are important elements in attaining this end. In addition to de- veloping the skill of being able to write well with pen and ink, the stu- dent is expected to attain a high degree of proficiency in writing on the blackboard. It is a prerequisite skill for shorthand and bookkeeping.

Typewriting (1) 1 semester hour credit

This beginning course emphasizes a sound mastery of the keyboard and the ordinary operative parts of the typewriter. The subject matter ranges from introductory drills through paragraph and article writing to applications in simple letters and tabulations. Diagnostic and cor- rective work receive attention throughout the course. Speed with accu- racy is considered fundamental.

SECOND SEMESTER

English (2) 3 semester hours credit

See English (1). Special adaptations for business students.

Health Education (2) 2 semester hours credit

See Health Education.

Economic Geography (1) 3 semester hours credit

To develop a background for an understanding of world production and distribution of commodities as related to diverse natural conditions. Practice in securing and interpreting geographic data from the sources which the students will use when teaching. Each student makes an in- tensive study of an industry and of a selected country.

Indiana Catalogue Number 83

Business Mathematics (2) 3 semester hours credit

A continuation of Business Mathematics I. Its purpose is to train students to apply principles of mathematics, with speed and accuracy, to solving- advanced problems encountered in carrying on the modern functions of business: production, marketing, personnel, finance, and management. The course is professionalized so that students are taught how to organize, teach, and provide an adequate testing program for high school courses in business mathematics.

Bookkeeping and Accounting (1) 3 semester hours credit

This is the introductory course in one of the major fields of certifi- cation for teachers in Pennsylvania high schools. Its purpose is to introduce the student to bookkeeping and accounting by means of fin- ancial records for personal, family, and extra-curricular uses, leading into the modern technical phases of accounting. Latest trends in teach- ing the beginning bookkeeping course in high schools are presented.

Typewriting (2) 1 semester hour credit

This course emphasizes efficiency and quickness in handling the typewriter in dealing intelligently with a large variety of materials on the intermediate level of operating. Among the contents of the course are: letter writing, straight-copy work, multicopy work, tabulating, and strengthening and remedial drills,

Shorthand (1) 3 semester hours credit

This course covers approximately the first half of the principles as given in the elementary textbooks. From the beginning, emphasis is given to reading, writing, and mastery of the fundamentals and special forms. Transcribing of the students' notes on the typewriter constitutes a part of the activity throughout the course.

THIRD SEMESTER

Literature (1) 3 semester hours credit

See English.

Economic Geography (2) 3 semester hours credit

This course deals mainly with the more complex activities of North America and Europe. In both courses the relationship of the United States to the problems peculiar to the countries or industries under con- sideration is studied. The work is planned to meet the special needs of teachers in the commercial departments of the high schools.

Business Organization and Finance 3 semester hours credit

This course is designed to develop reflective thinking in the field of business management. Bookkeeping is discussed from the management use point of view. Finance, Salesmanship and Marketing, Office Organ- ization, Credit, Personnel, and Statistics are all discussed and made meaningful as they fit into the great organization picture.'

84 Teachers College Bulletin

Bookkeeping and Accounting (2) 3 semester hours credit

Double entry bookkeeping through statements, ledger accounts, original entry books including special columns, posting, checking, adjust- ing, closing, working sheet, controlling accounts, interest and discount, valuation accounts, accruals and deferred items, and current routine.

Shorthand (2) 3 semester hours credit

This course covers approximately the second half of the principles as given in the elementary textbooks. Emphasis is given to reading, writing, and mastery of the fundamentals and special forms. Tran- scribing of the students' notes in the form of paragraphs and short and medium letters receives increasing attention.

Typewriting (3) 2 semester hours credit

This course deals with — letter writing; writing on special business and legal forms; setting up outlines, programs, indexes, title pages, and so forth; proofreaders' marks; copying from longhand and corrected copy; writing manuscripts; tabulating; problems of English, such as capitalization, punctuation, and paragraphing; and many other practical and educational matters.

FOURTH SEMESTER

Biological Science 3 semester hours credit

See Science.

Business Correspondence 3 semester hours credit

The material deals with business forms — never with isolated Eng- lish drill. The aims: to teach the parts of the letter; to write letters asking for information, giving and refusing information; to write letters of order, adjustment, collection, application, and sales; to compose invi- tations, statements, telegrams, notices, minutes, and formal speeches.

Business Law 3 semester hours credit

This course deals with court procedure, contracts, agency, and ne- gotiable instruments. The aim is to apply principles of law to everyday life and establish proper interest, ideals, and attitudes toward law as a means of social control.

Bookkeeping and Accounting (3) 3 semester hours credit

The study of the partnership capital accounting with particular at- tention to the problems of combining capital and the liquidation of capi- tal accounts. Accounting for corporations, with reference, particularly, to the capital structure, the voucher system, elementary costing, ac- counting for branches, and problems in consolidation and supplementary statements.

^

Indiana Catalogue Number 86

Shorthand Applications 3 semester hours credit

A drill course designed to develop practical speed (100-140 w.a.m.) in taking dictation of material greatly varied as to vocabulary, and reasonable speed with very high accuracy in reading from the dictated notes. This course is closely coordinated with Typewriting Applications for the development of skill in transcription.

Typewriting Applications 2 semester hours credit

An advanced course including an abundance of practical business typewriting, with special emphasis upon development of skill in tran- scribing business letters from dictated shorthand notes. High skill is developed in the handling of a variety of practical material, including letters, envelopes, statistical matter, financial papers, legal documents, articles, poetry, etc.

FIFTH SEMESTER General Psychology 3 semester hours credit

See Education.

School Law and Administration 2 semester hours credit

See Education.

Business Law (2) 3 semester hours credit

The law of business organizations, personal property, security re- lations and real property. Applying principles of law to everyday life and establishing proper interest, ideals, and attitudes toward law as a means of social control. In addition, the student is given a thorough understanding of how to organize and teach business law in the secon- dary school.

Salesmanship & Retail Selling (1) 3 semester hours credit

Through the use of textbooks, activities, and projects, this course attempts to develop a selling personality including: attractive appear- ance; correct social behavior; the technique of forming good habits and discarding harmful ones; basis for choosing friends and associates; appreciation of color and balance as used in arranging and displaying merchandise.

Bookkeeping & Accounting (4) 3 semester hours credit

A set of cost records simulating, as far as possible, the actual con- ditions in industries. Lectures, supplementary problems, and visits to industries develop the two-fold purpose of skill in cost accounting and management through cost information. Latest methods in standard costs and efficiency through the use of office machines are included.

Stenographic Office Practice 3 semester hours credit

An advanced stenographic course including theory and practice in those activities that are common to stenographic and secretarial posi-

Teachers College Bulletin

tions, and dealing with objectives, organization, methods, materials, and standards for a high school stenographic practice course so as to pre- pare the student to teach such a course in the public schools.

SIXTH SEMESTER Psychology of Method in Business Courses 3 semester hours credit

This course makes definite application of psychological principles to the teaching and learning of skill and content subjects. Reading, discussion, planning, and demonstrating form the basis of the teacher and class activity. Proficiency in the subject matter of the courses selected for special treatment is prerequisite to this course.

Tests & Measurements in Business Courses 3 semester hours credit

A complete program in planning, testing, evaluating, remedial teaching, retesting, etc. Actual test making, giving, checking, and evaluating in cooperation M^ith the student teaching situation is a part of this course.

Secondary School Business Education Organization and Content

2 semester hours credit An analysis of the business education situation in the various types of high schools, and programs of business education adaptable to the needs of the various communities. Organization and content of materials for the various courses for the purpose intended make up an important part of this course.

Economics (1) 3 semester hours credit

See Social Studies.

Visual Education 1 semester hour credit

See Education.

Clerical Practice & Machines 3 semester hours credit

A course designed to acquaint the student in a practical manner with the common non-stenographic, non-bookkeeping ofiice duties that constitute a large share of all office work, and to prepare the student to organize and conduct a high school course for training office clerks and office machine operators.

Retail Selling (2) 3 semester hours credit

This course aims to teach the functions of distribution including the learning of: definition of terms; structure of marketing; theory of grading, assembling, financing, risking, pricing, buying motives, and sales management. The class takes research trips to curb markets, grain mills, produce and live stock markets, retail stores and warehouses.

Indiana Catalogue Number 87

SEVENTH SEMESTER

Philosophy of Education 2 semester hours credit

See Education.

American Government 3 semester hours credit

See Social Studies. Economics (2) 3 semester hours credit

The daily problems of the consumer are given chief consideration in this course. Such topics as income, savings, ownership, banking and finance, purchasing, standards of quality, family and individual budgets, and insurance protection are studied. Along with the study of these topics, special attention is given to the development of a course in Consumers' Economics for the secondary school.

History of Civilization 4 semester hours credit

See Social Studies.

Retail Selling (3) 6 semester hours credit

A practical course in the stores of the community, under store and college supervision.

Business Mathematics (3) with Statistics 2 semester hours credit

This course is for the purpose of developing ability to interpret simple statistical measurements both in the field of education and busi- ness. Practice in mathematical computation is, of course, involved, and further skill and knowledge in business mathematics is introduced either incidentally, or in addition to the statistical content of the course.

Accounting and Auditing 3 semester hours credit

Students conduct a semi-detailed audit of actual business records, make the corrections, and submit statements of results. Problems of public and private auditing are developed by the instructor. The con- struction and organization of working papers is taught. Analysis of difficult accounts and miscellaneous audit-problem situations enlarge the students' general knowledge of accounting.

EIGHTH SEMESTER Student Teaching, Observation, and Conference 12 semester hours credit

An extremely practical and actual experience in teaching in a neighboring high school especially organized for this work, with sup- ervision by both the high school supervisors and the college faculty.

Curriculum Materials 3 semester hours credit

The content of this course grows out of the needs and problems en- countered in the student teaching experience, and runs concurrently with it.

88 Teachers College Bulletin

DEPARTMENT OF HOME ECONOMICS

The Home Economics Curriculum offers educational preparation for teachers of vocational and general home economics in elementary and secondary schools of Pennsylvania. Graduates of this curriculum receive the degree of Bachelor of Science in Home Economics, which is recognized for entrance to graduate courses by all leading colleges and universities. Our graduates receive a Provisional College Certi- ficate valid for any vocational or general home economics position in the public schools of Pennsylvania. The students in this curriculum may minor in some field in which they show interest and ability.

Home Economics Equipment. The Home Economics Department is located on the top floor of the Arts Building. Here are spacious lab- oratories, classrooms, dining room, unit kitchen, laundry, store rooms, conference room, rest rooms, and offices. The department has been care- fully planned to have all the conveniences of modern architecture. The equipment is modem and adequate in every way. Superintendents who are planning home economics departments in new high schools are in- vited to inspect the equipment and the plan of our laboratories in this building and in the Laboratory School.

Home Management. The Home Management House is located on the campus. It is a large airy house, attractively and appropriately furn- ished. It has the atmosphere of a comfortable and hospitable home. The junior students live in this house and take Home Management III under the direction of a supervisor who lives with them. The management of this home is based on family needs, expenditures, and relationships.

A baby aged about three months is placed in the Home Manage- ment House each September for related work in child care. All Home Management House students who live there one semester have experi- ence in caring for this child.

Nursery School. In connection with the Child Development Course the Home Economics Department has a nursery school which meets one afternoon per week. Children aged two to four years inclusive are en- rolled in the nursery school. This affords laboratory for the course in Nursery School Management and techniques.

Practical Experience. This phase of the training is most vital. Summer projects planned and rated by regular members of the college staff afford opportunities in practical experience in the roles of home making and professional life.

Home Economics Club. The Home Economics Club affiliated with the State and National Home Economics Association. This affiliation is a means of keeping informed on club activities of national importance. All home economics students who make application for membership in

i z

Indiana Catalogue Number 89

the club are admitted and enjoy all the rights and privileges upon the payment of their dues. The club aims to develop a social interest among the students in the department. It is a means whereby the new student finds friends and help in adjusting herself to college life and in getting acquainted with other activities outside of the department. Through the year the members enjoy together picnics, parties, and dances. One large formal banquet is given for the freshmen and sophomores in the first semester. A notable social occasion in the second semester is the "Merry-Go" for the juniors and seniors. At the regular meetings of the club interesting programs are presented under the direction of the club sponsor. Every opportunity is offered to develop initiative, leadership, comradeship, and social adjustment. Membership in two extra-curricular activities, each year is required by the college.

Student Teaching. Student teaching in Home Economics is done in the junior and senior high schools of Indiana and JohnstowTi and in the vocational home economics departments at Barnesboro, Blairsville, and Elders Ridge. A full semester of student teaching is required of all candidates for graduation. This work is carefully supervised by the supervisor of student teaching in the Department of Home Economics.

FEES AND EXPENSES (Also see pages 17-20.)

Contingent Fee (Payable in two installments) $ 72

Housing Fee 126

Activity Fee 6

Books, equipment, etc. (Approximately) 35

239

HOME ECONOMICS CURRICULUM

FIRST SEMESTER

Clock Semester

Hours Hours

English I _ „ „ 3 3

Physical Activity 2 1

Place and Purpose of Education in the Social Order 2 2

Introduction to Home Economics 1 1

Appreciation of Music 2 2 ,

Principles of Design I _ „. 4 S

Foods I or Clothing I „ - „_ _ 6 3

Textiles or Make-up Chemistry 4 or 6 2 or 3

24 or 26 17 or 18

90 Teachers College Bulletin

SECOND SEMESTER

Clock Semester

Hours Hours

English n _ 3 3

Appreciation of Art ~ 2 2

Health — Physical Activity 2 1

Clothing I or Foods I 6 3

Chemistry 8 4

Principles of Design II 3 2

Biology of Textiles 4 2 or 3

28 17 or 18

THIRD SEMESTER

Literature I 3 3

General Psychology 3 3

Foods II 6 3

Home Management (Economics) 3 3

Bacteriology 4 8

Chemistry _ 4 2

23 17

FOURTH SEMESTER

Educational Psychology 3 3

Principles of Economics 3 3

Clothing II 8 4

Applied Design I (Costume) 4 2

Elective ....„ 3 8

Chemistry _..._ 4 2

26 17

FIFTH SEMESTER

Elective .._ _ 2 2

Home Management (House) - 6 3

Nutrition _ „ _... _ - 4 3

Child Development __ - - 2 2

Home Care of the Sick 3 2

Home Management (Equipment) _ 8 4

25 16

SIXTH SEMESTER

Home Economics Education I ._ 3 3

Nursery School Child 4 2

Principles of Sociology 3 3

Applied Design II (House) 5 3

School Lunchroom Management 8 3

Consumer Education ._ 3 3

26 17

Indiana Catalogue Number 91

SEVENTH SEMESTER

Home Economics Education II 2 2

Student Teaching 16 8

Family Relations _ 2 2

20 12 EIGHTH SEMESTER

Elective 13 13

Visual Education 2 1

15 14

CLOTHING AND TEXTILES Clothing I 3 semester hours credit

This course provides for an introductory study of the principles involved in the selection, construction, and buying of clothing. A study is made of the parts and use of the sewing machine. Practice is given in the use of machine attachments. Study and use of com- mercial patterns and actual construction of several garments are in- cluded. Prerequisite: High School Clothing highly desirable. Pre- requisite or concurrent: Textiles.

Clothing II 4 semester hours credit

This course provides an intensive study of the practical methods of solving fitting problems, the comparison and alteration of com- mercial patterns, the various methods of finishing and pressing gar- ments. Construction of garments is included. Prerequisite: Clothing I.

Special Problems in Clothing 3 semester hours credit

This course includes various phases of clothing problems suited to individual student needs. Problems such as selection, construction and remodeling of hats; selection of clothing for the pre-school child; making of illustrative material in preparation for teaching, are pre- sented Prerequisites: Clothing I and II and consent of the instructor.

Textiles 2 semester hours credit

This course is a study of the textile fibers in order to provide a background for selection of fabrics from the standpoint of suitability, weaving quality, economic and hygienic values. The factors influenc- ing cost and quality, the methods of weaving, the various weaves and their desirability are studied. Testing of fibers and fabrics is done by using the microscope and several practical home tests. Prere- quisite or concurrent: Inorganic Chemistry.

Consumer Education 3 semester hours credit

This course aims to give the individual a sound and fundamental understanding of her situation as a consumer buyer; knowledge of the problems involved in buying and the difficulties encountered in solving them; and a program for the improvement of the situation with methods for bringing it about.

92 Teachers College Bulletin

FAMILY AND CHILD DEVELOPMENT

Family Relations 2 semester hours credit

This course presents an historical and philosophical over-view of the development of the modern American family. It shows how the background of family life determines personalities, attitudes and standards of living. A critique of the causes of disintegration and re- integration of family life is presented. Prerequisite or concurrent: Principles of Sociology.

Child Development 2 semester hours credit

This course deals with the pre-natal period as well as the period of infancy. Care of the mother during the pre- and post-natal per- iods is emphasized. Care of the new bom infant is stressed. The development of the baby in the home management house is studied.

Nursery School Child 2 semester hours credit

This course affords an opportunity to study the child of pre- school age. The theories underlying the physical, social, mental, and emotional development of the child are presented. Special emphasis is placed on habit formation and play.

FOODS AND NUTRITION Foods I 3 semester hours credit

This course is the first course in college foods. It is designed to prepare students to teach foods. It is planned to aid in understand- ing the underlying principles of preparation and service of meals on a family basis. The wise selection of foods is considered from the standpoints of manufacture, food nutrients and costs. Prerequisite: High School Foods highly desirable.

Foods II 3 semester hours credit

This course is a continuation of Foods I. Problems requiring a longer time to complete are reserved for this course. Food preserva- tion and meat selection and preparation are among the units offered. Meal planning and table service are carried further than in the first course. Prerequisite: Foods I.

School Luncheon Management 3 semester hours credit

In this course the lunchroom is treated as an educational factor

in the public school which provides adequate food for good nutrition.

The laboratory part of the course includes experience in managing,

marketing, preparing and serving cafeterias to students. Prerequisites:

Foods I and II.

Special Problems in Foods* 3 semester hours credit

This course includes various phases of food problems arranged

to meet the particular needs of the group or individuals. Food for

special occasions, foreign cookery, and arrangement of illustrative

material are among the suggested units. Prerequisites: Foods I and II

and consent of the instructor.

Nutrition 3 semester hours credit

This course includes a study of the nutritive value of foods and

the essentials of an adequate diet. An application of such knowledge

Indiana Catalogue Number 93

is made to the nutritional requirements of the individual through childhood, adult life and old age in the light of the related sciences. The course also treats of the adaptation of diet to common disorders of nutrition. Prerequisites: Foods I and Chemistry.

HEALTH

Physical Education Activity no credit

See Health Education

Home Care of the Sick 2 semester hours credit

This course reviews health habits of the college student, and a definite attempt is made to practice these habits. Scientific terms and information promoting an intelligent understanding of the various illnesses is included. The laboratory practice covers techniques in nurs- ing and care of the sick. Prerequisites: Inorganic Chemistry, Nutri- tion, Science I (Biology), Science II (Bacteriology).

HOME MANAGEMENT Home Management (Economics) 3 semester hours credit

This course aims to give an understanding of the importance of the family in the economic situation and the financial problems of the individual and of the family; to give means of raising the material levels of living in order to provide means for a well-rounded and an abundantly satisfying life for all members of the family.

Home Management (Equipment) 4 semester hours credit

This course aims to show the relationship of the fundamentals of Physics to the problems of the household; to give an understanding of the scientific principles underlying the wise selection and operation of kitchen and laundry equipment; and to study and compare the opera- tion and efficiency of various kinds of household equipment. Prerequis- ite: The equivalent of high school Physics.

Home Management (House) 3 semester hours credit

This course aims to emphasize and develop managerial ability through residence in the home management house. Experience is af- forded in the management of time, energy and money, in the planning and guiding of group work, and in the care and observation of a baby. Human values in group living and sharing of group life through hos- pitality are stressed. Prerequisites: Foods II and Home Management (Economics). Concurrent or Prerequisite: Child Development and Fam- ily Relations.

RELATED ARTS Principles of Design I 3 semester hours credit

See Art. Principles of Design II 2 semester hours credit

See Art. Applied Design I (Costume) 2 semester hours credit

This course includes a study of the selection of clothing for dif- ferent types of personalities, and the effective use of color, texture and pattern design in costume. One of the aims is to stimulate think-

94

Teachers College Bulletin

ing concerning individual clothing problems. Prerequisite: Principles of Design I and II.

Applied Design II (House) 3 semester hours credit

A study is made of home architecture, simple landscaping, house planning, building materials, wall finishes, floors and floor coverings, furniture selection and arrangement, lighting, silver, glass and china. The laboratory includes trips to stores and home; arrangement of furni- ture, and the construction of some article which meets a practical need. Prerequisites: Principles of Design I and II, Clothing I.

RELATED SCIENCE Biological Science — Bacteriology 3 semester hours credit

This course in general microbiology is designed to give insight into the relationship of these organisms to daily life, especially as it re- lates to health, food, sanitation, and food preservation. The laboratory work is planned to illustrate the principles studied and to develop standard procedures in the handling of bacterial cultures.

Biological Science — Physiology 3 semester hours credit

This course includes a brief study of general biological principles with an emphasis on the anatomy and physiology of the human body. Laboratory work is done on the rat to illustrate the circulation, di- gestion, etc., of the human body.

Inorganic Chemistry — I-H and II-H 4 semester hours credit

See Science.

Organic Chemistry — H

See Science.

Physiological Chemistry- See Science.

Principles of Economics

See Social Studies.

Principles of Sociology

See Social Studies.

-H

SOCIAL SCIENCE

2 semester hours credit

2 semester hours credit

3 semester hours credit 3 semester hours credit

PROFESSIONAL Home Economics Education I 3 semester hours credit

This course applies the techniques of the learning process to the organization and administration of home economics. It includes ef- fective methods of presentation, the study of text-book, testing, use of visual aids and money management. Readings, discussions and reports. Prerequisites: Introduction to Home Economics, Educational Phychol- ogy.

Home Economics Education II 3 semester hours credit

This course deals with the historical development and the philoso- phy underlying vocational education. Emphasis is placed on home eco- nomics. Theories of curriculum construction are applied in the work-

Indiana Catalogue Number 95

ing out of units suitable for use in home economics courses. The home project and the use of the home visit are considered in detail. Readings, discussions, and reports. Prerequisite: Introduction to Home Eco- nomics.

Introduction to Home Economics 1 semester hour credit

This course aims to acquaint the student with the broad scope of home economics and the ethics of the professional woman trained in home economics. It should develop an appreciation of teaching as a profession. Observations are made of home and professional situations and an effort is made to bring in before the student the contributions of leading home economists and of the literature to the field. Parallel or prerequisite: Place and Purpose in Education or Introduction to Teaching.

Place and Purpose of Education in the Social Order

2 semester hours credit See Education.

Psychology — General 3 semester hours credit

See Education.

Psychology — Educational 3 semester hours credit

See Education.

Observation or Supervised Teaching 2 semester hours credit

This course aims to acquaint the student with the many respon- sibilities of the teacher of home economics. Opportunities for observa- tion and participation will be given in home room experience arid in teaching of varying types of lessons. Prerequisites: Introduction to Home Economics, Home Economics Education I and II.

Student Teaching 6 semester hours credit

The experiences of a student teacher will include teaching situa- tions under master teachers in general and vocational schools. Every effort will be made for direct contacts with the lives of the pupils through the actual supervision of home projects and the making of home visits. Prerequisites: Introduction to Home Economics, Home Economics Education I and II, Observation.

Visual Education 2 or 1 semester hours credit

See Education.

GENERAL

Appreciation of Art 2 semester hours credit

See Art.

Appreciation of Music 2 semester hours credit

See Music.

English I 3 semester hours credit

See English.

English II 3 semester hours credit

See English,

96 Teachers College Bulletin

DEPARTMENT OF MUSIC EDUCATION

The State Teachers College, Indiana, Pennsylvania, is authorized by the State Department of Public Instruction to offer the four-year curriculum for the preparation of supervisors and special teachers of music.

Opportunities In Music Education. The increased recognition of music as a fundamental part of our educational program is serving to emphasize to superintendents and school boards the importance of select- ing as the music teacher an individual of strong character and personal- ity and one who has a soundly developed musicianship and a broad educational outlook.

The demand for well-prepared teachers capable of forceful leader- ship in music is such as to offer excellent opportunity for future success to superior high school graduates whose interest and abilities lead them to select the teaching of music as their profession.

The college has the faculty and equipment to offer and successfully carry out every phase of the preparation and development of public school music teachers and supervisors.

Requirements For Admission. Applicants for entrance to the Music Department meet the general requirements for admission as given on page

In addition the applicant should meet the following special re- quirements which are considered necessary for successful work in the music department:

1. The possession of an acceptable singing voice.

2. Musical sensitivity in such matters as pitch discrimination, tonal and rhythmic memory, harmonic sensitivity.

3. A musical background as a result of private study or a suc- cessful public school music experience.

4. The ability to play the piano or some orchestral instrument representing at least two years of study.

The personal interview for music students is given by the Director of the department. These interviews have proved to be helpful in aiding the applicant to determine his fitness for the work in the music curriculum. Since we have more candidates than can be accepted, it is advisable to make application for admission to the Registrar of the col- lege and arrange for an interview early in the new year.

Expenses. The entire expense for a school year of thirty-six weeks

Indiana Catalogue Number 97

amounts to approximately $488.00. The costs for one semester are ite- mized below. (Also see pages 17-20.)

Contingent Fee (covering the cost of class instruction,

private lessons, and piano rental) $ 90.00

Board, Room, and Laundry 126.00

Estimated cost of books, music supplies, and instrument- al rental 22.00

Student Activity Fee 6.00

$ 244.00

The statement on Private Instruction Fees found under Fees, page 18, does not apply to the students enrolled in the Music Supervisors' Curriculum. The above itemized statement of costs includes all fees charged for enrollment in the Music Supervisors' Curriculum.

Student Teaching. Students in the Music Curriculum at Indiana gain their knowledge of and experience with teaching situations through three definite steps and procedures:

1. By observation periods in the training school during their freshman and sophomore years. These observations are to learn techni- ques while taking prerequisite courses in college, not to professionalize subject-matter.

2. In observation and actual teaching assignments in the training schools during the junior year as part of the courses in Methods and Materials. These assignments are limited in scope but definite as to requirements and responsibility.

3. In twelve semester hours in Student Teaching required during the senior year. This work is done in the elementary and junior high schools located on the college campus and in the elementary, junior, and senior high schools of Indiana.

All Student Teaching is done under careful, personal supervision of critic teachers.

The student teaching assignments are made so that each student may have experience in teaching in each of the six elementary grades for a period of nine weeks and for a period of eighteen weeks in the secondary schools. Personal responsibility for the quality and progress of the music work in each of these assignments gives the young teacher a background of experience in meeting and solving the psychological and technical problems common to the varying age levels.

APPLIED MUSIC Individual Instruction

The curriculum in music is designed to give opportunity for inten- sive preparation in musical content and skills. Continuous study of voice, piano, orchestral and band instruments is required as an integral part of a well-planned series of musical, cultural and professional courses.

98 Teachers College Bulletin

Such study is essential in the preparation of teachers who are to func- tion as leaders in music education, and this work is offered to all stu- dents of the music curriculum without additional cost beyond the regu- lar contingent fee for the music curriculum. These courses may be taken as electives by students in other departments upon payment of addi- tional fee. (See page number 18.)

Vocal Instruction. A course designed to develop the student's abil- ity to the maximum through the physical, psychical, spiritual and emo- tional media. Basic fundamentals and principles are stressed through correct posture, breathing, and coordination or "free activity". Musician- ship is developed through interpretative analysis of rote and art songs.

Piano Instruction. Piano performance is correlated with all of the theoretical aspects of the music curriculum. The development of funda- mentals of good technic; sight reading ability; fundamentals of touch; correct interpretation; accompanying of vocalists and instrumentalists are all emphasized.

String Instruction. This course embraces a progressive procedure of study adapted to the technical and musical needs and abilities of the student. Definite achievement in the playing of solo, chamber and orchestra music of all schools of musical art is stressed.

Wind Instrument Instruction. This work provides the student with abilities and knowledge sufficient to deal intelligently with instruction in the public schools. Technical skill is developed to the maximum abil- ity of each student, emphasizing proper tone production, development of embouchure, breath control, articulation, and fingering technics as used by professionals.

Class Instruction

Since class instruction predominates in the teaching of public school music, it is imperative that prospective music teachers become familiar with the technics of class management; the psychology of class teaching; the materials available for class teaching in voice, piano and orchestral and band instruments. Instruction is so arranged that adequate op- portunity to participate in various types of class instruction is available to students without extra cost. Individual instruction and class instruc- tion are co-ordinated in a flexible manner calculated best to promote individual progress.

Group Voice Instruction (For Beginners). The course is organized to further the development of musicianship through the physical, mental, and artistic media. Fundamentals and basic principles are stressed through correct posture, breath control, co-ordination, and freedom of the vocal mechanism. Artistry in vocal performance is stressed. Method- ology emphasizes the ability to listen intelligently; give constructive criticism; master vocal terminology related to experience; develop poise in stage and class room deportment; foster intelligent leadership in music education through initiating small choral ensembles.

Indiana Catalogue Number fiO

Group Voice Methods (For Advanced Students). An analysis of the technics of class instruction in voice; study of various methods in use for this purpose; survey of ensemhie literature including madrig'als. trios, quartets and larger groups. Opportunity provided for appearances in recitals in school, community and radio broadcasts.

Class Piano Instruction (For Beginners). This course is designed to develop general musicianship, reading ability, and the fundamental technic necessary for good tone production. Simple folk songs and the easier selections from the classics are used for solo and ensemble play- ing. This work is closely correlated with theoretic aspects studied in solfeggio and harmony classes.

Advanced Piano Ensemble. This is a survey course for students with superior ability at the piano. It aims to acquaint the students with literature for four hands or more including two piano compositions, symphonies, overtures. Emphasis is on interpretation and the improve- ment of sight reading facility, leading to gro\\i;h in musicianship and ap- preciation. Opportunites are provided for appearances in public recitals in school, community, and radio broadcasts. A survey of class piano methods is included in this course.

Class Violin Instruction. (For Beginners). A course in beginning violin playing as a practical introduction to the technical problems in- volved in the performance of stringed instruments. Instruction is carried on as in the public schools, students thereby becoming familiar with class technics as well as the technic of the instrument.

String Ensemble Instruction (For Advanced Performers). A study of quartet style and quartet literature of the classic and modem schools. Ensembles organized on the basis of individual ability in order to secure homogeneous grouping for the study of graded literature. Op- portunities are provided for public appearances in recitals in school, community and radio broadcasts.

String Class Methods. A study of class instruction as carried on in the public schools. Problems of class organization and procedure are demonstrated and a survey of materials is made. Provision is made for observation of violin class instruction in the public schools. Prerequisite: At least one year of violin instruction.

Woodwind Class Instruction (For Beginners). The clarinet is stud- ied for at least one semester as a basic instrument. The second semester, students rotate study of the remaining wood^wind instruments including flute, oboe, English horn, bassoon, alto clarinet, bass clarinet and saxo- phone. This procedure enables them to become familiar with the technic of teaching homogeneous and heterogeneous groups; the materials avail- able for such instruction; the technical problems to be met in the study of these instruments.

Brass Class Instruction (For Beginners). The comet or trumpet are studied for at least one semester as a basic instrument. The second

100 Teachers College Bulletin

semester, students rotate study of the remaining brass instruments in- cluding Alto Horn, French Horn, Baritone, Trombone and Tuba. This procedure enables them to become familiar with the technic of teaching homogeneous and heterogeneous groups; the materials available for such instruction; the technical problems to be met in the study of these instruments.

Advanced Wind Ensembles (For Advanced Performers). Woodwind

and brass ensembles as well as mixed groups are organized according to individual abilities to survey graded literature for such ensembles, and to study ensemble style. Opportunities are provided to appear in public recitals both in school, community, and radio broadcasts.

LARGER MUSICAL ORGANIZATIONS College Choir. This organization is devoted to the study of choral music and a demonstration of methods and procedures for the attainment of superior choral singing. Essentials of singing are stressed including posture, breath control, elimination of tension, proper resonance, distinct and natural pronunciation, phrasing, style, and interpretation. Required for Juniors and Seniors in the Music Curriculum. Elective and selective for Sophomores and Freshmen in the Music Curriculum, and to students in the rest of the College.

Vesper Choir. The Vesper Choir is a girls' organization. Member- ship is required of all freshmen and sophomore girls in the Music De- partment and is open to a limited number of girls from other depart- ments. The materials used represent a high type of musical literature. The work is largely a cappella. This group performs for the Sunday vespers.

Men's Glee Club. This organization aims to afford personal enjoy- ment to its members through participation in ensemble singing, and con- tributes to college life by appearing publicly on the campus at concerts and assemblies. Membership is required of all men in the music de- partment and is open to all other men in the College who enjoy singing.

Lyric Choir. A girls' organization studying materials for women's voices. Open to girls from all departments in the College. This group appears on the campus in concerts and assemblies.

College Symphony Orchestra. The Symphony Orchestra performs a repertoire of classic and romantic compositions as well as the works of contemporary composers. The orchestra contributes to the cultural life of the college and community by public recitals and radio broadcasts. Membership is open to any student in the College who can perform the music. Students with orchestral experience are encouraged to bring their instruments and apply for membership in this organization. The Orchestra also serves as a laboratory for surveying materials for Senior High School and College performance.

College Marching Band. This organization is open to all men in the college who can perform the music. It is uniformed in the colors of the school. Appearances are made at all local College football games;

Indiana Catalogue Number 101

community parades; and at least one trip is made away with the foot- ball team. Members of the band study marching tactics, and trick field maneuvers.

College Symphonic Band. This organization is open to all students, both men and women, who can perform proficiently on their instruments. Appearances are made frequently both in the College and Community, as well as for radio broadcasts. The literature studied includes both tran- scriptions for symphonic band and works written especially for the band. This organization also serves as a laboratory group to survey available literature for Class A, B, and C as published for Senior High School bands.

PERFORMANCE REQUIREMENTS FOR GRADUATION

Before candidates for a diploma are granted their degree, they must establish to the satisfaction of the music faculty their fitness as musicians as well as educators. At any time during their course of studies they may take an examination to pass off the following per- formance requirements :

Voice: Sing acceptable in artistic fashion solo songs by recognized composers such as Schubert, Schumann, Robert Franz, Franz Abt, Cole- ridge-Taylor, Mana-Zucca. Sing acceptable in an artistic manner music for small vocal ensembles such as duets, trios, quartets, music of the Madrigal school or of modern composers.

Piano: Demonstrate an ability to play a prepared solo representing at least Fourth Year of study. Play an accompaniment to a song, an instrumental solo, and accompaniments from the music text series as published for junior high schools. Harmonize at the piano a simple melody such as is published for primary grades; harmonize scales in any major or minor key.

Orchestra And Band Instruments: Perform artistically on one in- strument of the band or orchestra such music as is announced for solo performances in the National Contest list; perform with merit on one instrument from each choir of the orchestra, namely, a string instru- ment, woodwind and brass instrument, such material as is played by Intermediate orchestra or band ensembles; demonstrate and play all orchestra and band instruments using folk songs and scales as illustra- tive material. Demonstrate familiarity with the problems of bowing and fingering all string instruments; embouchure, breath control, articula- tion and fingering of all wind instruments. Superior pianists or vocalists may offer these media for solo performance in place of an orchestral instrument.

CONCERTS, RECITALS AND BROADCASTS

Any music curriculum which fails to materialize into functional use to the College and Community is sterile. The knowledge and skills ac- quired must be adequately translated into usefulness through individual and ensemble performances. Much experience in listening to and partici- pating in concerts, recitals and broadcasts is provided throughout the

102 Teachers College Bulletin

school year. These functions may occur as informal studio recitals, Music Club informal recitals, formal evening concerts, Cooperative Festival Programs, Union Church Service of Music, Faculty-Student Recitals, Assembly Music Programs, Service Club Concerts and other activities.

MUSIC EDUCATORS CLUB ACTIVITIES

All students of the Music Education Department are automatically members of the Music Educators Club. This organization sponsors trips to Johnstown and Pittsburgh to hear the major symphony orchestras and world renowned concert artists and ensembles. Each class within the club sponsors student recital-teas periodically. Such activities pro- vide opportunities for a desirable type of social intercourse and educate students in accepting responsibility and acquiring social graces so es- sential to the music educator. Student representatives elected by the Club sit in as part of the Music Education Council of Faculty and Stu- dents, which determines the policies of the Department within the framework of the College.

CURRICULUM IN MUSIC EDUCATION

FIRST SEMESTER

Clock Semester Hours Hours

Literature I including Library Science 4 3

Place and Purpose of Education in the Social Order

including School Visitation 3 2

Harmony I 3 3

Solfeggio I (Sight Reading) 3 2

Ear Training I 3 2

Private Study: Voice, Piano, Strings (Violin, Viola 'Cello, Bass); Woodwinds (Flute, Oboe, Clarinet, Bassoon); Brasses (Trumpet, French Horn, Trom- bone, Tuba) ; and Percussion Instruments. Chorus, Orchestra, and Band. Work arranged for greatest

benefit of students 9 3

Health Education „ 4 2

29 17

SECOND SEMESTER

English I 3 3

Speech „ 3 3

Harmony II 3 3

Solfeggio II (Sight Reading) 3 2

Ear Training II 3 2

Private Study (See First Semester) 9 3

Physical Education Activity _ _ -.„ 2 0

26 16

Indiana Catalogue Number 103

THIRD SEMESTER

Clock Semester

Hours Hours

English II 3 3

History of Civilization _ 4 4

Harmony III 2 2

Solfeggio III (Sight Reading) „.._ 3 2

Ear Training III 3 2

Eurythmics I 2 1

Private Study (See First Semester) 9 3

26 17 FOURTH SEMESTER

Principles of Sociology _ „ 2 2

Appreciation of Art „ _ 3 2

Harmony IV _ „ 2 2

Elements of Conducting 2 2

Methods and Materials I -.. _ 4 3

Eurythmics II _ 2 1

Private Study (See First Semester) 9 3

24 15 FIFTH SEMESTER

General Psychology - _ - 3 3

Elective - - 3 3

Harmony V 2 2

History and Appreciation of Music I 3 3

Methods and Materials II _ 4 3

Private Study (See First Semester) 9 3

24 17

SIXTH SEMESTER

Educational Psychology 3 3

Harmony VI _ _ _.. 2 2

Elective _ 3 3

History and Appreciation of Music II „ „.„ _ 3 3

Methods and Materials III 4 3

Private Study (See First Semester) 8 2

23 16

SEVENTH SEMESTER

Physical Science „ 4 8

Student Teaching and Conferences 8 6

Private Study (See First Semester) „..._ 6 2

Advanced Instrumental Conducting „.... 3 3

Technic of Teaching and Supervision 1 1

22 16

104 Teachers College Bulletin

EIGHTH SEMESTER

Educational Measurements 2 2

Student Teaching and Conferences 7 6

Private Study (See First Semester) 6 2

Elective 3 2

Advanced Choral Conducting 3 3

21 15

Electives from the fields of English or Social Studies may be chosen by those students establishing a high record of achievement in their major field, thereby completing the requirement for certification in these respective fields.

First Semester

Place and Purpose of Education in the Social Order

2 semester hours credit This is an orientation course in Education which includes an

analysis of factors involved in the educative process; the evolution of modern educational pedagogy from primitive peoples to our own times with particular reference to the contributions made by the arts and music; the growth of the music education movement in America.

Harmony I 3 semester hours credit

A brief review of the essentials of music notation; the study of intervals, scale forms and key signatures harmonization of chord progressions involving triads in root position and inversions. The procedure includes eye, ear and keyboard, with constant emphasis on the musical aspects of the work.

Solfeggio I 3 semester hours credit

Designed to give the student mastery of the printed music score so that he may interpret fluently, artistically, and accurately all com- monly used music symbols, including tonal patterns, rhythmic nota- tion marks of expression and interpretation. Emphasis is placed on training the eye to see and the memory to retain increasingly larger time and tone groups. Music approximates difficulty of that intended for Grade V.

Ear Training I 2 semester hours credit

The study of tone and rhythm, gaining power to recognize, visual- ize, sing, and write melodic phrases in all keys from dictation.

Private and Class Instruction in Voice and Instruments

3 semester hours credit

See Applied Music. (Voice, Piano, Orchestral Instruments)

Beginning Orchestra Part of private study

Participation in a beginner's orchestra with a view to becoming

familiar with several orchestral instrvunents through the song ap-

Indiana Catalogue Number 105

proach as well as to become familiar with orchestral routine. Work with instruments other than those already played.

Second Semester

Harmony II 3 semester hours credit

Covers the use of the dominant seventh chord and its inversions, cadences, sequences, passing and auxiliary tones and simple modula- tions. Keyboard work is continued and original use of acquired ma- terial is begun.

Solfeggio II 2 semester hours credit

At the end of the second semester, the student should be able to read the material intended for Grades VI-VIII and should be able to carry successfully any part assigned in part singing at this level of difficulty.

Ear Training II 2 semester hours credit

A continuation of melodic dictation, giving special emphasis to the development of musical memory and to the ability to write com- paratively difficult rhythms and melodic phrases after one hearing. Beginning of chord dictation, utilizing the simpler harmonic progres- sions encountered in Harmony I and II.

Private and Class Instruction in Voice and Instruments

3 semester hours credit See Applied Music.

Beginning Orchestra Part of private study

Beginning work with a different instrument than that played in the first semester. Survey of beginning orchestra materials suitable for grade schools. Third Semester

Harmony III 2 semester hours credit

Chords of the seventh on the leading tone in major and minor keys, secondary sevenths, chords of the ninth, chromatically altered chords and embellishments are included. Increased attention is paid to the emotional effects of dissonance. Harmonic analysis is stressed.

Solfeggio III 2 semester hours credit

An advanced course developing the ability to read at sight music containing difficult intervals and rhythms, chromatic harmonies and modulations, individual singing including quartet singing with par- ticular attention to distinctness and naturalness of pronounciation. Special stress on artistic sight singing of words and music and the feeling for phrase and cadence.

Ear Training 2 semester hours credit

An advanced course devoted to the study of tone and rhj-thm as applied to harmony and melody writing; the singing, aural recognition, and writing of chords and intervals in major and minor keys; mel- odies in phrase and period form; visualization and memory drills.

106 Teachers College Bulletin

Eurythmics I 1 semester hour credit

Aims at a systematic development of musical perception, appre- ciation, and creative imagination, through varied rhythmic bodily re- sponses. It endeavors to unify physiological, social, and musical factors through co-ordinated rhythmic activity.

Private and Class Instruction in Voice and Instrumenta

3 semester hours credit See Applied Music.

Beginning Band Part of private study

The study of band organization problems through actually par- ticipating by learning to play some instrument other than those pre- viously studied. Includes a survey of beginning band literature.

Fourth Semester

Harmony IV (Keyboard Harmony) 2 semester hours credit

Summation and application of previous knowledge and experience to gain facility in harmonization at the keyboard. Includes harmoni- zation of folk songs and melodies commonly used in the schools and community, transposition, sequence building, creative work at the piano, and harmonic memorization.

Elementary Conducting 2 semester hours credit

Acquaints the student with the art of conducting and provides the necessary baton technic for conducting. Simpler songs and ele- mentary instrumental materials are used in the study and practice of conducting and an intensive study is made of the technics of orchestra and band instruments including transpositions.

Methods and Materials I (Grades 1, 2, 3) 3 semester hours credit

A comprehensive and analytical study of the young child's sing- ing voice, of important texts and materials, and of teaching methods suitable for the primary grades. Attention is given to the problem of the monotone; to materials and methods of vitalizing appreciation work; to choosing, memorizing, singing and presenting rote songs; to methods of presenting rhythm through singing games, interpreta- tive movements, and rhythm band. Preparation of lesson plans, mak- ing of outlines, and observation of teaching is required.

Eurythmics II 1 semester hour credit

In addition to being able to express increasingly difficult rhythms and forms, the student now learns to direct others in the various acti- vities, improvises on drum and piano, organizes the work learned to fit in with the needs and capacities of grades to be taught later.

Private and Class Instruction in Voice and Instruments

3 semester hours credit See Applied Music.

Indiana Catalogue Number 107

Beginning Band Part of private study

Further experience with band instruments, changing to one not played previously. Survey of band materials and problems of or- ganization.

Fifth Semester

Harmony V 2 semester hours credit

Form and Analysis. Harmonic analysis and a study of the struc- tural designs commonly employed in musical composition; the smaller units of structure, the song-forms, rondo, sonatina and sonata-allegro forms. Original composition in the smaller forms is included.

History and Appreciation of Music I 3 semester hours credit

Beginning with a rapid survey of contemporary developments and tendencies, the development of music is traced from primitive begin- nings through the Classic Age. Great movements in musical develop- ment are traced, with their political and social background. The course aims to extend the student's familiarity with music literature, and to develop an understanding and appreciation of music as a vital factor in life. '"" '■

Methods and Materials II 3 semester hours credit

The application of principles of education to the teaching of music in the fourth, fifth and sixth grades. Various procedures are considered, involving the relation and use of music with other subjects of activity programs. The work of each year is considered as well as the problems that confront grade teacher and supervisor.

Private and Class Instruction in Yoice and Instruments

3 semester hours credit See Applied Music.

Sixth Semester

Psychology of Music 3 semester hours credit

This course is designed to acquaint the student with recent psychological advances in the field of music and relate these to educa- tional theory and practice. It includes analyses of the psychology of tonal and rhjiihrnic forms; of musical functions involved in listening, performing and composing; of measurement and diagnosis of musical abilities involved in the musical personality. Assigned readings, re- ports, development of test procedures are used in teaching. Prere- quisite: General Psychology.

Harmony VI. 2 semester hours credit

Original composition. The course includes musical settings of texts for solo voices and for vocal groups; instrumental composition in various forms and adapted to various solo instruments or instru- mental ensembles; and arrangements of folk song material for vocal and instrumental groups.

108 Teachers College Bulletin

History and Appreciation of Music II 3 semester hours credit

Beginning with Beethoven and the development of the Romantic movement, this course deals with the great masters of the 19th cen- tury and with the development of such art forms as the art song, the piano solo, the symphonic poem and the latter 19th century opera.

Methods and Materials III (Junior and Senior High School)

3 semester hours credit Includes a careful study of the changing adolescent voice, its special problems; a survey of materials and methods at this area; the integration of music with other subjects; the problems involved in supervision and in organizing the music curriculum. Observation and an increasing amount of participation in teaching is required.

Private and Class Instruction in Voice and Instruments

2 semester hours credit See Applied Music.

Seventh and Eighth Semesters

Student Teaching and Conferences 6 semester hours credit per sem. All student teaching is done under the careful, personal super- vision of critic teachers. Student teaching assignments are made so that each student may have experience in teaching: (1) in each of the six elementary grades for a period of nine weeks; (2) in the secondary schools for a period of eighteen weeks; (3) in instrumental instruc- tion for eighteen weeks; (4) class voice and class piano teaching for nine weeks. Personal responsibility for the quality and progress of the music work in each of these assignments gives the young teacher a background of experience in meeting and solving the psychological and technical problems common to the varying age levels.

Curriculum Materials!, Selection and Adaptation

1 semester hour credit per sem. A summation of the previous three years work designed to enable the students to establish a philosophy of education which will relate educational theory to practice. An analysis of the problems involved in curriculum reconstruction, and the preparation of a course of study in music education from pre-school age through adult life based on the needs of the individual, the school, and community.

Advanced Instrumental Conducting 3 semester hours credit

A laboratory course designed to build skill in baton technic; de- velopment of musicianship through interpretative analysis of repre- sentative works capable of being performed by senior high school and college instrumental groups; survey of materials for high school bands and orchestras; study of individual instrument techniques, phrasing, bowing, intonation, and ensemble. Opportunity provided to conduct College Symphony and Band in rehearsal and to conduct school assembly programs. Prerequisite: Elementary Conducting.

Indiana Catalogue Number 109

Advanced Choral Conducting 3 semester hours credit

An advanced course placing special emphasis upon preparation for conducting glee clubs and choruses. Includes a survey of suitable materials; problems of organization and maintenance of groups; re- hearsal technics; program building; conducting recitative and free rhythm; appearance and grouping of choirs; preparation for festivals and contests; technic of radio broadcasting; and a study of interpre- tation including development of tone quality, blend, balance, intona- tion, unanimity and phrasing. Prerequisite: Elementary Conducting.

Private and Class Instruction in Voice and Instruments

2 semester hours credit See Applied Music.

ELECTIVES IN MUSIC FOR NON-MUSIC STUDENTS

Any of the courses in Applied Music are available to students in other departments upon payment of the special music fees, where such fees are required. There are no fees for the larger musical organ- izations, which are considered extra-curricular for non-music majors.

110

Teachers College Bulletin

ENROLLMENT BY CURRICULA 1938-1939

Men Women

Elementary Curriculum (Kindergarten-Primary)

1st Year 0 44

2nd Year 0 35

3rd Year _ 0 46

4th Year 0 23

Elementary Curriculum (Intermediate)

1st Year 6 48

2nd Year 4 47

3rd Year 5 52

4th Year 7 22

Elementary Curriculum (total)

Secondary Education Curriculum:

1st Year 59 25

2nd Year 36 25

3rd Year 34 13

4th Year 37 19

Art Curriculum:

1st Year 4 18

2nd Year 6 13

3rd Year 2 16

4th Year _ - 1 7

Business Education Curriculum:

1st Year 81 100

2nd Year „ 37 63

3rd Year 32 36

4th Year 21 27

Home Economics Curriculum:

1st Year 0 90

2nd Year 0 44

3rd Year 0 20

4th Year _ 0 25

Music Curriculum:

1st Year 23 , 19

2nd Year 12 22

3rd Year 9 13

4th Year 9 17

Totals 425 929

	Total by
Total <	Curricula
44
35
46
23	148
54
51
57
29	191

339

84
61
47
56	248
22
19
18
8	67
181
100
68
48	397
90
44
20
25	179
42
34
22
26	124

1354

1354

Indiana Catalogue Number 111

SUMMARY OF ENROLLMENT

College Enrollment — full-time students - 1354

Part-time Students 356

Extension Classes: Cairnbrook, Pennsylvania 14

New Kensington, Pennsylvania 29

Windber, Pennsylvania 37 80

Total College Enrollment 1789

Enrolled for Private Instruction (Music) 7

Enrollment in Campus Laboratory School 402

Enrollment Summer Session 1938 637

Enrollment Post Session 1938 193

112

Teachers College Bulletin

ENROLLMENT BY COUNTIES 1938-1939

County Total

Adams 3

Allegheny 173

Armstrong 68

Beaver 17

Bedford 12

Berks 2

Blair 40

Bradford 3

Bucks 1

Butler „ 7

Cambria 165

Carbon 2

Center 7

Clarion 4

Clearfield 29

Columbia _ 1

Crawford 5

Cumberland 10

Dauphin 1 0

Delaware 1

Elk 5

Erie 14

Fayette 18

Franklin 5

Fulton 1

Greene 7

Huntingdon 4

Indiana 355

County Total

Jefferson 52

Juniata 3

Lancaster 5

Lawrence 20

Lehigh 5

Luzerne 6

McKean _ 4

Mercer 22

Mifflin 4

Monroe 1

Montgomery 8

Montour _ 1

Northampton 3

Northumberland 1

Perry 5

Potter 1

Schuylkill 5

Somerset 39

Tioga 1

Venango 1 1

Warren 7

Washington 30

Wayne 1

Westmoreland 145

York 6

Out-of-state „._ 1

Total

1354

CAMPUS LABORATORY SCHOOL ENROLLMENT

Kindergarten 50

First Grade 35

Second Grade 39

Third Grade 35

Fourth Grade - 37

Fifth Grade

Sixth Grade 34

Seventh Grade 44

Eighth Grade 44

Ninth Grade 46

38 Total 402

Indiana Catalogue Number

IK}

INDEX

E

Administrative Organization ... 12

Admission, Requirements for ... 21

Advanced Standing 23

Advisory System 38

Alumni Association 38

Art, Courses in 70

Art Department 69

Athletics 58

B

Baggage 34

Bills, How to Pay 19

Board of Trustees 4

Boarding Students 35

Bookstore 16

Broadcasting Activities 49

Buildings 14

Business Education,

Department of 76

C

Calendar 3

Campus 14

Certificate, Provisional

College 26

Certificate, State Standard

Limited 26

Certification, Requirements

for 24

Church Attendance 29

Commencement Exercises 38

Co-operative Association 29

Correspondence Work 23

Courses, Basic Two Years the Elementary and Secondary

Curricula 39

Last Two Years of the Ele- mentary Curriculum 40

Last Two Years of the Sec-

condary Curriculum 42

Curricula 13, 27, 39, 40, 42

Curricula Changes 27

D

Day Students 37

Departmental Groups, Student

Organizations 30

Deposits 19

Dormitory, Freshman 33

Earning Expenses

Education, Courses in

Electives 40, 41,

Electrical Apparatus

Elementary Certification

Elementary Curricula

English, Courses in

Enrollment by Counties

Enrollment by Curricula

Enrollment, Laboratory School Entering Students, Sugges- tions for

Entrance Tests

Extension Work 23,

F

Faculty

Fees

Activity

Contingent

Damage

Degree

Delinquent

Housing

Infirmary

Music Students

Transcript

Tuition

Fraternities

Honorary

Educational

Freshman Dormitory

G

General Information

Geography, Courses in

Grade Reports

Grades and Quality Points Graduation, Requirements for Guests of Boarding Students H

Handbook

Health and Physical Educa- tion, Courses in

Health Requirements

History of the College

Home Economics, Department

of

Honor Roll „ -

37

45

42

35

24

39

49

112

110

112

33 33 26

5

L7

L7

31 32 33

33 54 38 23 24 35

35

o I

22 13

23

114

Teachers College Bulletin

I

Infirmary 16

Infirmary Fee 18

Intramurals 58

J

K

L

Laundry 36

Leonard Literary Society 30

Library 15

Loan Fund 37

Location of the College 14

Lodge 16

M

Mathematics, Courses in 59

Music Education, Department

of 96

Music Organizations 100

N

N. Y. A 37

O

Organizations, Student 29

Departmental Groups 30

Fraternities 31

Religious 29

Sororities 32

Student Participation in Gov- ernment 29

P

Pay Bills, How to 19

Payment, Time of 19

Personal Interview 22

Physical Education Costume 34

Physical Education, Courses in 57

Placement Service 38

Q

Quality Points 23

Radio, Classes in 52

Repayments 19

Registration 34

Religious Influence 29

Religious Organizations 29

Required Courses 39, 44

Requirements for

Admission 21

Certification 26

Graduation 24

Scholarship 23

Room Assignments 33

Entering Students 33

Former Students .-. 33

S

Scholastic Requirements 23

School Government, Student

Participation in 29

Science, Courses in CI

Secondary Certification 25

Secondary Major Fields 42

Self Help 37

Social Studies, Courses in 05

Sororities 32

State Scholarships 37

State Standard Limited Certi- ficate 26

Student Co-operative Associa- tion 29

Student Council 29

Student Organizations 29

Student Supplies 33

Student Teaching, Eligibility

for 24

Suggestions for Entering Stu- dents 33

Summer Sessions 28

T

Transcript Fee 18

Trustees, Board of 4

Tuberculin Test 57

U V

Vacation Charges 35

Visits 35

W

Work, outside 37

X

Y

Y. M. C. A 30

Y. W. C. A 30

-;.4

%

\

^ .^- Mi ^»^«