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138 


Teacmeks  College  Bulletin 


County 


COLLEGE  ENROLMENT  BY  COUNTIES 

Total       County 


Total 


Adams     5 

Allegheny     250 

Armstrong:     81 

Beaver     40 

Bedford     8 

Berks    2 

Blair    54 

Butler      19 

Cambria      158 


Cameron 

Carbon 

Center 

Chester 

Clarion 


3 
2 
8 
2 
9 


Clearfield    34 

Clinton      -_  2 

Columbus      1 

Crawford      16 

Cumberland      __ 3 

Dauphin      10 

Delaware      2 

Elk     17 

Erie     15 

Fayette     47 

Franklin      6 

Fulton      2 

Greene    5 

Huntingdon      3 

Indiana      272 

Jefferson     35 


Lackawanna     1 

Lancaster     4 

Lawrence      22 

Lebanon      4 

Lehigh      2 

Luzerne       1 

Lycoming     1 

McKean      9 

Mercer       16 

Mifflin       7 

Montgomery       1 

Northampton     5 

Northumberland     1 

Perry     1 

Philadelphia     1 

Schuylkill     1 

Somerset     51 

Union      1 

Venango      28 

Warren     15 

Washington      25 

Westmoreland     126 

York      11 


Total  Pa.  Students 1445 

Out-of-State      10 


Total      1455 


First  Semester  1948-1949 

College    Enrollment-full-time    students    1455 

The  Pennsylvania  State  College  Freshmen — full-time  students 11 

Student  Nurses — full-time  students 19 

Part-Time  Students: 

Saturday    Campus    Classes    119 

Johnstown  Extension  Classes 31 

Kittanning  Extension  Classes 44 

Lilly  Extension  Classes 21 


Total  College  Enrollment 1700 

Enrollment  in  Campus  Laboratory  School 406 

Enrollment  Summer  Sessions  1948: 

First   Session    728 

Second    Session    503 


TEACHERS   COLLEGE 
BULLETIN 

Volume  56  FEBRUARY,  1950  Number  1 


STATE  TEACHERS  COLLEGE 
INDIANA,  PENNSYLVANIA 


Catalogue  Number 


1950-1951 


THIS    COLLEGE    IS    ACCREDITED    BY    THE    AMERICAN    ASSOCIATION 

OP    COLLEGES    FOR    TEACHER    EDUCATION    and    THE    MIDDLE 

STATES     ASSOCIATION     OF     COLLEGES     AND      SECONDARY 

SCHOOLS. 


Issued  Quarterly  In  February,  May,  August  and  November  by  the 
Trustees  of  the  State  Teachers  College,  Indiana,  Pennsylvania. 
Entered  as  second-class  matter,  June  30,  1913,  at  the  Post  Office 
In  Indiana,  Pennsylvania,  under  Act  of  Congress,  August  24,  1912. 


COLLEGE  CALENDAR 
1950-1951 

THE  SUMMER  SESSIONS 

The  First  Session 

Classes  Begin  Monday,  June     5 

Session  Ends   Friday,  July  14 

The  Second  Session 

Classes  Begin   Monday,  July  17 

Session  Ends Friday,  August  25 

FIRST  SEMESTER  1950-1951 

Registration  of  Freshmen Monday,  September  11 

(Details  will  be  mailed) 

Registration  of  Upperclassmen Tuesday,  September  12 

*Classes  Begin  with  First  Period Wednesday,  September  13 

Thanksgiving  Recess  Begins 

at  the  Close  of  Classes Tuesday,  November  21 

Thanksgiving  Recess  Ends  at  8:00  a.m. Monday,  November  27 

Christmas  Recess  Begins  at  Noon Thursday,  December  21 

Christmas  Recess  Ends  at  8:00  a.m Wednesday,  January     3 

**First  Semester  Ends  at  the  Close 

of  Final   Examinations   Thursday,  January  18 

Last  Meeting  of  Saturday  Campus  Classes Saturday,  January  20 

SECOND  SEMESTER  1950-1951 

Registration  Tuesday  and  Wednesday January  23  and  24 

*Classes  Begin Thursday,  January  25 

Easter  Recess  Begins  at  the 

Close  of  Classes Friday,  March  16 

Easter  Recess  Ends  at  8:00  a.m. Wednesday,  March  28 

Alumni  Day Saturday,  May  26 

Baccalaureate  Services Sunday,  May  27 

♦♦Commencement      Monday,  May  28 


*  Student  Teachers  begin  prior  to  this  date,  depending  upon  the 
Center  to  which  assigned. 

**  Ending  dat.e  for  student  teachers  may  vary,  depending  upon  the 
school  calendar  at  various  Teaching  Centers. 


COMMONWEALTH  OF  PENNSYLVANIA 
DEPARTMENT  OF  PUBLIC  INSTRUCTION 

Francis  B.  Haas,  Superintendent  of  Public  Instruction 

BUREAU  OF  TEACHER  EDUCATION  AND  CERTIFICATION 

Henry  Klonower,  Director 

John  K.  Trayer,  Assistant  Director 
Stanley  A.  Wengert,  Assistant  Director 

STATE  COUNCIL  OF  EDUCATION 

President  and  Chief  Executive  Officer,  Francis  B.  Haas 

Marcus  Aaron Pittsburgh 

W.  Floyd  Clinger Warren 

Elsie  M.  Heckman  Allentown 

Donald  L.  Helfferich   Collegeville 

Miles  Horst   Lebanon 

Robert  C.  Shaw  Camp  Hill 

G.  Morris  Smith  Selinsgrove 

Herbert  J.  Stockton Johnstown 

John  L.  Sullivan Philadelphia 

board  of  trustees 

Harry  F.  Carson,  President  Saltsburg 

Mrs.  Mabel  Waller  Mack,  Vice-President Indiana 

Cyrus  W.  Davis,  Secretary Conemaugh 

Steele  Clark  Cherry  Tree 

John  W.  Neff Indiana 

A.  R.  Pechan   Ford  City 

Mrs.  Edna  Bell  Pierce Indiana 

William  M.  Ruddock Indiana 

Joseph  H.  Sheriff  Windber 

John  St.  Clair,  Treasurer  of  the  Board Indiana 


ADMINISTRATIVE  ORGANIZATION 
OF  THE  COLLEGE 

Willis  E.  Pratt  President 

Ralph  E.  Heiges Dean  of  Instruction 

John  E.  Davis  Director  of  Student  Teaching, 

Laboratory  School,  and  Placement 

W.  M.  Whitmyre Dean  of  Men 

Florence  B.  Kimball  Dean  of  Women 

William  Schuster  Business  Manager 

Clifford  M.  Buterbaugh     Ass't.  to  Business  Manager 

Mary  L.  Esch Registrar 

John  Lingenfelter       Treasurer  of  Co-operative  Association 

and  Manager  of  the  Book  Store 

W.  W.  Eicher Supt.  of  Maintenance  and  Construction 

Olive  K.  Folger Dietitian 

Blanche  Daugherty House  Director 


Charles  E.  Rink  Physician 

Hazel  Ober  Nurse 

Jane  Blue   Nurse 


DIRECTORS  OF  DIVISIONS 

Irene  Russell Elementary  Education 

Joy  Mahachek Secondary  Education 

DIRECTORS  OF  SPECIAL  DEPARTMENTS 

Orval  Kip? ' Art  Education 

G.  G.  Hill Business  Education 

Opal  T.  Rhodes Home  Economics  Education 

Clel  T.  Silvey Music  Education 


HEADS  OF  DEPARTMENTS 

Ralph  B.  Beard  .   Assistant  to  Dean  of  Instruction,  Education 

Rhodes  R.  Stabley  English  and  Speech 

Edward  W.  Bieghler Foreign  Languages 

L.  C.  Davis   ...   Geography 

George  P.  Miller Health  Education 

Robert  Grazier  Library 

Joy  Mahachek   Mathematics 

DwiGHT  Sollberger Science 

W.  M.  Whitmyre Social  Studies 


SPECIAL  CLINICS 

Guy  Pratt  Davis Director  of  Psycho-Education  Bureau 

Charles  F.  Diehl Speech  Clinic 


THE  FACULTY 

Willis  E.  Pratt  President 

A.B.  Allegheny  College;  A.M.,  Ph.D.,  University  of  Pittsburgh 

Ralph  B.  Beard  Education,  Assistant  to  Dean  of  Instruction 

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

Lola  A.  Beelar  Music  Education 

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

Ethel  A.  Beldex  Social  Studies 

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

Willis  H.  Bell  Science 

B.S.,  Grove  City  College;  Ph.D.,  University  of  Chicago 

Mae  Marie  Bennett  Home  Economics 

B.S.,  University  of  Tennessee;  A.M.,  Columbia  University 

Edward  W.  Bieghler  Foreign  Languages 

B.A.,  M.A.,  University  of  Oregon;  Ph.D.,  Ohio  State  University 

Lois  C.  Blair  Keith  School 

A.B.,  Grove  City  College;  Ed.M.,  Pennsylvania  State  College 

Abigail  C.  Boardman  Speech 

B.L.L,  Emerson  College;  A.B.,  M.A.,  Colorado  College  of  Education; 
Ph.D.,  University  of  Wisconsin. 

Aagot  'M.  K.  Borge  Music  Education 

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

Agnes  Marie  Bothne  Music  Education 

A.B.,  University  of  Minnesota;  M.  Mus.,  Northwestern  University. 

Ruth  V.  Brennemax  Chemistry 

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

Robert  W.  Bl^rggraf  Music  Education 

B.S.,   Columbia   University;   A.M.,  University  of  Kentucky 

Harold  L.  Camp  Education 

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

Catherine  C.  Carl  Music  Education 

Mus.B.,  Oberlin  Conservatory  of  Music;  A.M.,  Indiana  University 

Tobias  0.  Chew  Education 

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

J.  Stanley  Cook  English 

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

Ralph  W.  Cordier  Social  Studies 

A.B.,  Manchester  College;  A.M.,  Ph.D.,  Ohio  State  University 

Ethel  Coughlin  Keith  School 

B.S.,   State   Teachers    College,   Indiana,   Pennsylvania;   Ed.M.,   Uni- 
versity of  Pittsburgh 

Charles  A.  Davis  Music  Education 

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

Glt  Pratt  Davis  Education 

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

John   E.   Davis  Director  of  Laboratory  School 

A.B.,  Pennsylvania  State  College;  A.M.,  University  of  Pittsburgh 


Teachers  College  Bulletin 


Lawrence  C.  Davis  Geography 

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

Charles  F.  Diehl  Speech 

A.B.,  Muhlenberg  College;  A.M.,  Ph.D.,  Pennsylvania  State  College 

Beatty  H.  Dimit  Chemistry 

B.S.,  Pennsylvania  State  College;  M.S.,  University  of  Michigan; 
Ph.D.,  Columbia  University 

Albert  E.  Drumheller  Business  Education 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania;  Ed.M.,  Uni- 
versity of  Pittsburgh 

Gladys  Dunkelberger  Music  Education 

B.M.,  Bethany  College,  Lindsborg,  Kansas;  Mus.M.,  Northwestern 
University 

Gordon  M.  Dunning  Physics 

M.S.,  Ed.D.,  Syracuse  University 

Lena  Ellenberger  Health  and  Physical  Education 

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

Wilber  Emmert  Visual  Education 

A.B.,  Peru  State  Teachers  College;  A.M.,  University  of  Chicago 

Robert  W.  Ensley  Speech 

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

Ethel  L.  Farrell  Business  Education 

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

Clinton  M.  File  Business  Education 

B.S.,  James  Millikin  University;  A.M.,  University  of  Chicago;  Ed.D., 
New  York  University 

Elsie  G.  Garlow  Business  Education 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania;  Ed.M.,  Uni- 
versity of  Pittsburgh 

Alma  Munson  Gasslander  Art  Education 

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

Margaret  Gisolo  Health  and  Physical  Education 

B.S.,  Indiana  State  Teachers  College,  Terre  Haute,  Indiana;  A.M., 
New  York  University 

Robert  T.  Grazier  Librarian 

A.B.,  Oberlin  College;  B.L.S.,  Western  Reserve  University;  A.M., 
Pennsylvania  State  College 

S.  Trevor  Hadley  Education 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania;  Ed.M.,  Uni- 
versity of  Pittsburgh 

Helen  Dorcas  Hall  Social  Studies,  Assistant  Dean  of  Women 

B.A.,  Allegheny  College;  A.M.,  Columbia  University;  Ph.D.,  Uni- 
versity of  Pittsburgh 

Malinda  Hamblen  Health  and  Physical  Education 

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

Edna  Hays  Engl-i^h 

A.B.,  Kentucky  Wesleyan  College;  A.M.,  Ph.D.,  Columbia  University 


Indiana  Catalogue  Number 


Leola  T.  Hayes  Home  Economics 

B.S.,  M.S.  in  Ed..  Temple  University 

R.AlPH  E.  Heiges  Dean  of  Instruction 

A.B.,  Ursinus  College;  A.M.,  Ph.D.,  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 

Earl  Samuel  Hoexstixe  Keith  School 

B.S.,  State  Teachers  College.  Indiana.  Pennsylvania;  Ed.M.,  Pennsyl- 
vania State  College 

DoxALD  E.  HoFFM ASTER  Biology 

B.S.,   State   Teachers    College.    Slippery   Rock,   Pennsylvania;    M.S., 
Cornell  University;  Ph.D.,  University  of  West  Virginia 

Thomas  -J.  Hughes  Music  Education 

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

Merrill  B.  Iams  Biology 

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

C.  M.  JOHXSON  Social  Studies 

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

Florexce  B.  Kimball  Dean  of  Women 

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

Orval  Kipp  Director  of  Art  Department 

A.B.,  Carnegie  Institute  of  Technology;  A.M..  Columbia  University; 
Ph.D.,  University  of  Pittsburgh 

Irexe  Loy  Kough  Keith  School 

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

Lucille  .J.  Littlefield  Assistant  Librariayi 

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

P.  David  Lott  Keith  School 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania;   Ed.M.,  Penn- 
sylvania State  College 

Regis   A.   McKxight  Health   and  Physical  Education 

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

Helex  McLeax  Keith  School 

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

C.  David  McNaughtox  Music 

A.B.,    Dickinson    College;    A.M.,    New    York    University;    Diploma, 
Juilliard  Graduate  School 

Joy  Mahachek  Matheynatics,  Director  of  Secondary 

Education  Division 
A.B.,  Iowa  State  Teachers  College;  A.M.,  Columbia  University; 
Ph.D.,  University  of  Pittsburgh 

Helex  C.  Merrimax  Home  Economics 

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

George  P.  Miller  Health  a«d  Physical  Education 

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


Teachers  College  Bulletin 


Rachel  Moss  Home  Economics 

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

Mary  Helena  Muldowney  Music  Education 

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

Dorothy  Murdock  Art  Education 

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

Arthur  F.  Nicholson  English,  Director  of  Public  Relations 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania;   Ed.M.,  Penn- 
sylvania State  College 

Carrie  Belle  Parks  Norton  English 

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

Mildred  Evelyn  Omwake  Home  Economics 

B.S.,  George  Washington  University;  M.S.,  Drexel  Institute 

Kathryn  O'Toole  Keith  School 

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

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  Keith  School 

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

Pearl  R.  Reed  Music  Education 

A.B.,  State  Teachers  College,  Indiana,  Pennsylvania;   M.Ed.,  Uni- 
versity of  Pittsburgh 

Laura  M.  Remsberg  Music  Education 

Teacher  Certificate  in  Voice,  Peabody  Conservatory  of  Music,  Balti- 
more, Maryland 

Ralph  William  Reynolds  Art  Education 

A.B.,  Beloit  College;  A.M.,  University  of  Iowa 

Opal  T.  Rhodes  Director  of  Home  Economics  Department 

A.B.,  A.M.,  University  of  Illinois;  Ed.D.,  Columbia  University 

Florence  Ridenour  Assistant  Librarian 

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

Paul  A.  Risheberger  Education 

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

Helen  Rose  Home  Economics 

A.B.,  A.M.,  University  of  Kansas 

Irene  Russell  Director  of  Elementary  Education  Division 

B.S.,    State   Teachers    College,    Lock    Haven,    Pennsylvania;    M.Ed., 
Pennsylvania  State  College 

John  R.  Sahli  Keith  School 

A.B.,  Geneva;  M.Ed.,  A.M.,  Ph.D.,  University  of  Pittsburgh 

Leroy  H.  Schnell  Mathematics,  Veterans'  Counselor 

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

Lewis  H.  Shaffer  Health  and  Physical  Education 

B.S.,  Ohio  University;  Ed.M.,  Pennsylvania  State  College 


Indiana  Catalogue  Number 


Clel  T.  Silvey  Director  of  Music  Education  Department 

A.B..  University  of  Texas;  A.M.,  Columbia  University:  M.Mus., 
Northwestern  University  School  of  Music:  Ph.D.,  Peabody  College 
for  Teachers;  Dec.Ch.  (Music  Diploma)  E'cole  d'Art.  France 

Samuel  G.  Smith  Health  aiid  Physical  Education 

B.S..   Waynesburg   College;   M.Ed..   University  of  Pittsburgh 

DwiGHT  SOLLBERGER  Biology 

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

Mary  Alice  St.  Clair  Keith  School 

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

Rhodes  R.  Stabley  English 

A.B.,  Lebanon  Valley  College;  A.M.,  Columbia  University;  Ph.D., 
University  of  Pennsylvania 

Faxxie  Dee  Stephenson  Home  Economics 

B.S.,  Murray  State  College;  M.S..  University  of  Tennessee 

Lawrence  Stitt  Music  Education 

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

James  K.  Stoner  Business  Educatiori 

B.S.,  Sitate  Teachers  College.  Indiana,  Pennsylvania;  A.M.,  Uni- 
versity of  Pittsburgh 

Isaac  L.  Stright  Mathematics 

A.B.,  Allegheny  College;  A.M.,  Cornell  University;  Ph.D.,  Western 
Reserve  University 

Mary  G.  Swarts  Keith  School 

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

Ar VILLA  Terrell  Music  Education 

A.B..  Colorado  State  College  of  Education,  Greeley,  Colorado 

Harold  W.  Thomas  Business  Education 

B.S..  Grove  City  College:  Ed.M.,  University  of  Pittsburgh 

Florence  Wallace  Social  Studies 

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

Bl.\nche   Waugaman  Keith   School,  Art  Education' 

B.S.,  State  Teachers  College,  Indiana,  Pennsylvania;  A.M.,  Colum- 
bia University 

Robert  Franklin  Webb  Business  Educatioji 

B.C.S.,  Bowling  Green  Business  University;  A.B.,  Bowling  Green 
College  of  Commerce 

W.  M.  Whitmyre  Social  Studies,  Dean  of  Men 

A-B..  S\Tacu5e  University;  A.M..  Harvard  University 

Vernon  A.  Zeitler  Scieyice 

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

M.\RTHA  E.  Zimmerman  Keith  School 

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

Norah   E.  Zink  Geography 

B.S.,  University  of  Utah;  A.M..  Columbia  University;  Ph.D..  Uni- 
versity of  Chicago 


10 


Teachers  College  Bulletin 


SUPERVISING  TEACHERS  IN  CO-OPERATING  SCHOOLS 


Charles  Irvin  Aikey  —  Johnstown 

Betty  Baird Blairsville 

Frank   Basil    Punxsutawney 

Kathryn  A.  Bloomfield  __  Altoona 
Edith  B.   Bowers   _ -Punxsutawney 

Sylvia   Breth    Clearfield 

William   G.   Buchanan   Commodore 
Mrs.   Madge   Burns   __   Kittanning 

W.  Blair  Burkhart Johnstown 

Laura  Buterbaugh Indiana 

Harry    Canfield    Indiana 

Ray  R.  Caylor Punxsutawney 

Ruth  Louise  Cessna  —  Johnstown 

Alice   Clements   Indiana 

Clara    Cockerille    Altoona 

Elizabeth    Corcoran    __    Blairsville 

James  E.  Davis Ford  City 

John  Clifford  Doney  Punxsutawney 
Charlotte  E.   Eperjessy  Johnstown 

Marvin  Eshelman Johnstown 

Noble  V.  Fritz Punxsutawney 

Marguerite  L.   George   -Blairsville 

Carl  E.  Graf Altoona 

Renetta   F.   Heiss    Altoona 

Ethel  Mary  Henry Altoona 

Marybelle    Hill    Indiana 

Helen  Hinchman Johnstown 

Marguerite  S.  Hinchman  Johnstown 

Wilbert  H.  Hoffman Altoona 

Clinton   P.   Huntington   Johnstown 


Martha  H.  Jones Ebensburg 

Robert  W.  Kline Indiana 

Lucy  M.  Kraft Johnstown 

Hazel  Krouse Altoona 

A.  Eugene  Kunselman Indiana 

Sarah   Louise   LeVan   —    Altoona 

Mary  E.  McGregor Indiana 

James   McKelvey   Indiana 

Melvin  S.  Mitchell  Punxsutawney 
Mable  R.  Monroe  -  Punxsutawney 
Raymond  W.  Morgan  --  Johnstown 

Galia  M.   Null Greensburg 

Florence   G,   Patch Johnstown 

Woodrow   L.    Phillippi    -Blairsville 

Edna  M.  Pifer Punxsutawney 

James  R.  Rankin Indiana 

Anna  Pauline  Rhodes Altoona 

Donald  L.  Schwing  __  Greensburg 

Ford  Shankle,  Jr. Kittanning 

Harold  L.   Sowers Ford  City 

Jeannette   Stevens   Altoona 

Catherine  Jane  Stringer  Johnstown 

Alma  Stuchell Johnstown 

Craig  G.   Swauger Indiana 

Edna  H.  Taylor Punxsutawney 

Mary  Helene  Weaver  __  Johnstown 

Sarah    M.    Wiley    Indiana 

Gladys    Wille    Clymer 

Harold  D.  Yoder  --  Punxsutawney 


THE  COLLEGE 

GENERAL 
INFORMATION 

REQUIREMENTS 

FEES 


12  Teachers  College  Bulletin 

THE  COLLEGE 

A  TEACHER  TRAINING  INSTITUTION 

The  State  Teachers  College  at  Indiana  is  a  state-o-wned  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  field  of  the  student's  elec- 
tion.   The  following  curricula  are  offered: 

An  Elementary  Curriculum  designed  primarily  to  prepare  teachers  for 
the  kindergarten  and  grades  one  to  six,  inclusive. 

A  Secondary  Curriculum  designed  primarily  to  prepare  teachers  for  junior 
and  senior  high  schools. 

An  Art  Curriculum  designed  primarily  to  prepare  teachers  and  super- 
visors of  art  in  the  public  schools. 

A  Business  Education  Curriculum  designed  primarily  to  prepare  teachers 
of  commercial  subjects  in  the  public  schools. 

A  Home  Economics  Curriculum  designed  primarily  to  prepare  teachers 
of  home  economics  in  the  public  schools. 

A  Music  Education  Curriculum  designed  primarily  to  prepare  teachers 
and  supervisors  of  music  in  the  public  schools. 

ACCREDITING  AGENCIES 

The  establishment  and  maintenance  of  educational  standards  have 
long  been  fostered  by  regional  and  national  accrediting  associations 
whose  job  it  is  to  study  and  rank  all  institutions  desiring  recogrnition. 
Any  school  or  college,  therefore,  which  has  the  approval  of  one  of  these 
accrediting  agencies  may  be  assumed  to  have  met  certain  standards  pre- 
scribed by  the  agency  and  hence  to  be  educationally  acceptable  within  the 
limits  of  those  standards.  The  two  acknowledged  accrediting  agencies 
for  institutions  in  this  region  are  the  Middle  States  Association  of  Col- 
leges and  Secondary  Schools  and  the  American  Association  of  Colleges 
for  Teacher  Education.  The  State  Teachers  College  at  Indiana  is  an 
approved  and  fully  accredited  member  of  both  of  these  organizations. 

The  fact  that  this  college  is  a  member  of  these  two  organizations  is 
of  immediate  personal  importance  to  the  individual  student  in  two  ways: 
first,  the  student  may  transfer  college  credits  from  one  approved  insti- 
tution to  another  without  loss  in  case  he  finds  it  necessary  to  change 
colleges;  and  second,  the  student  who  is  a  graduate  of  an  approved  insti- 
tution is  eligible  for  a  better  teaching  position  in  the  secondary  schools. 


Indiana  Catalogle  Number  13 


HISTORY 

A  State  Normal  School  was  authorized  by  act  of  the  General  As- 
sembly of  1871.  Indiana  was  favored  as  the  site  for  this  institution 
and  the  first  building-  was  opened  for  students  May  17,  1875.  The  original 
building  was  named  John  Sutton  Hall,  in  honor  of  the  first  president  of 
the  Board  of  Trustees.  A  continuous  expansion  of  the  physical  plant  and 
surroundings  has  brought  a  fine  campus  into  existence  with  all  the  equip- 
ment necessary  to  carry  on  a  complete  college  program. 

In  April.  1920,  entire  control  and  o\%-nership  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 
degrees,  and  the  name  was  changed  to  the  State  Teachers  College  at 
Indiana,  Pennsylvania.  A  Board  of  Trustees  appointed  by  the  Governor 
of  the  Commonwealth  is  the  official  agency  of  control. 

LOCATION  AND  TRANSPORTATION  FACILITIES 

Indiana  Borough,  the  county  seat  of  Indiana  County,  is  located  in 
the  foothills  of  the  Alleghenies  at  an  elevation  of  about  1,300  feet,  an 
ideal  location  for  cleanliness  and  beauty.  It  is  easily  accessible  by  auto- 
mobile, as  it  is  located  on  the  Benjamin  Franklin  Highway  and  is  con- 
nected with  all  leading  highways  of  the  state  by  excellent  roads. 

The  Edwards  Lakes  to  Sea,  the  Blue  Ridge,  and  the  Horrell  Route  80 
Shortway  lines  operate  buses  on  frequent  schedule  to  Pittsburgh.  Short- 
way  buses  also  operate  between  Indiana,  Saltsburg,  Cherry  Tree,  and 
Barnesboro,  with  passenger  service  available  to  all  towns  along  the  route. 
In  addition,  the  Blue  Ridge  line  makes  connections  east  from  Blairsville 
and  Johnstown  via  the  Greyhound  lines.  The  Edwards  Lakes  to  Sea  line 
goes  north  through  DuBois,  Ridgeway,  and  other  points  to  Buffalo  with 
some  connections  on  the  Greyhound  lines.  The  Harmony  line  makes  con- 
nections with  Johnstown,  Butler,  and  New  Castle  and  the  Orr  Transporta- 
tion Company  operates  buses  to  Ebensburg.  Local  bus  lines  operate  be- 
tween Indiana  and  Creekside. 

Indiana  is  served  by  bus  connections  with  the  main  line  of  the  Penn- 
sylvania Railroad  at  Johnstown,  Baggage  service  only,  however,  is 
available  in  Indiana.  The  Baltimore  &  Ohio  Railroad  makes  connec- 
tions between  Indiana  and  Punxsutawney. 

CAMPUS 

The  Campus  comprises  40  acres  of  land,  23  of  which  are  in  the  origi- 
nal campus.  In  the  center  of  the  campus  is  a  historic  ©ak  grove,  about 
which  are  grouped  the  main  buildings,  forming  three  sides  of  a  quad- 
rangle. The  rest  of  the  campus  is  beautified  by  a  careful  distribution  of 
shrubs,  flowers,  and  vines  artistically  arranged. 


14  Teachers  College  Bulletin 


BUILDINGS 

John  Sutton  Hall  is  the  largest  building.  In  addition  to  housing  more 
than  500  women  students,  it  contains  the  administrative  offices,  post 
office,  parlors  and  recreation  rooms,  the  President's  apartment,  and 
lounges  for  day  students.  The  ground  floor  contains  the  cooperative  store, 
an  excellent  laundry  and  ironing  room,  a  shampoo  room,  the  Mademoiselle 
room  for  the  use  of  women  students,  and  the  Esquire  and  Y.  M.  C.  A. 
rooms  for  men  students. 

Thomas  Sutton  Hall,  erected  in  1903,  an  addition  to  John  Sutton  Hall, 

contains  the  kitchen,  dining  rooms,  and  dietitian's  office  on  the  first  floor, 
and  the  Music  Education  Department  on  the  second  and  third  floors. 

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

Wilson  Hall  Library  was  erected  in  1893  and  was  named  for  A.  W. 
Wilson,  third  president  of  the  Board  of  Trustees.  It  was  completely 
remodeled  in  1941  and  provides  ample  facilities  for  the  reading  and  study 
essential  to  the  curricula  of  the  college. 

The  first  floor  houses  current  magazines,  newspapers,  reserved  books 
for  reading  assignments,  and  general  information  books  such  as  encyclo- 
pedias and  statistical  handbooks.  Foiir  rooms  on  the  second  floor  with 
books  on  the  open  shelves  give  the  students  a  -nide  selection  from  which 
to  choose  their  general  and  recreational  reading. 

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  laboratories,  recitation  rooms  and  clinics. 

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

Jean  R.  McElhaney  Hall,  completed  in  1931,  houses  the  Art,  Busi- 
ness Education,  and  Home  Economics  departments,  one  entire  floor 
being  given  to  each  department.  This  building,  both  in  appearance  and 
in  equipment  for  efficient  work,  is  recognized  as  one  of  the  finest  educa- 
tional buildings  in  the  state. 

John  S.  Fisher  Auditorium,  completed  in  1939,  has  a  seating  ca- 
pacity of  1600,  and  a  well-equipped  stage  large  enough  to  accommodate 
a  cast  of  100  people.  Its  design  facilitates  the  presentation  of  intimate 
drama  to  a  small  group  or  super-spectacles  to  capacity  audiences.  Light, 
air,  and  sound  may  all  be  mechanically  controlled  by  the  director  of 
any  presentation. 


Indiana  Catalogue  Number  15 

John  A.  H.  Keith  School,  completed  in  1939,  provides  for  a  com- 
plete elementary  and  junior-high-school  program  for  observation  and 
demonstration.  The  tenth  year  has  been  added  to  the  junior  high  school, 
expanding  it  into  a  four-year  organization.  The  junior  high  school  pro- 
vides for  courses  in  the  following  fields:  academic,  commercial,  home 
economics,  and  industrial  arts.  Facilities  are  provided  for  physical 
education,  a  psychological  clinic,  a  health  clinic,  a  speech  clinic,  a  library, 
and  music  and  art  studios.  A  fine  demonstration  room,  with  seats  for 
160  observers,  is  a  unique  feature  of  the  building. 

Elkin  House  and  six  acres  of  land  were  bought  in  1947.  The  home 
has  been  renovated  and  serves  as  a  dormitory  for  Freshmen  men.  The 
College  hopes  to  erect  several  new  buildings  on  this  property,  among 
them  a  dormitory  for  men. 

The  Biology  Building,  a  temporary  structure  erected  in  1947,  is 
located  on  Grant  Street.  It  contains  offices,  storage  rooms,  and  three 
classrooms. 

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

Houses  owned  by  the  College  and  bordering  the  campus  are  occu- 
pied principally  as  dormitories  by  men  and  women  students.  Two  of 
them  are  used  by  the  Home  Economics  Department  as  home  management 
houses.  Another,  known  as  the  "Activities  House,"  is  comfortably 
furnished  and  has  convenient  kitchen  facilities.  Small  groups  of  30  to 
40  students  use  it  frequently  for  both  formal  and  informal  social  gath- 
erings. 

The  Greenhouse  of  the  College  is  used  as  an  experimental  and  dem- 
onstration laboratory  by  the  Science  Department  in  the  conducting  of 
biology  courses. 


16  Teachers  College  Bllletin 


GENERAL  INFORMATION 


NEW   STUDENTS 

Preliminary.  The  prospective  student  should  send  to  the  Registrar, 
State  Teachers  College,  Indiana,  Pennsylvania,  for  an  application  blank 
for  entrance  into  the  College.  This  blank  should  be  properly  filled  out 
and  returned  with  his  advance  deposit  of  $10.00,  payable  by  check  or 
money  order.  This  deposit  is  credited  on  the  following  semester's  con- 
tingent fee. 

Advance  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.  See 
page  39. 

Freshmen  Dormitory  and  Room  Assignments.  A  section  of  John 
Siutton  Hall  has  been  designated  Freshman  Dormitory  for  women.  After 
that  space  is  filled,  freshmen  will  be  placed  as  space  is  available.  Rooms 
and  roommates  are  assigned  in  order  of  application,  payment  of  room 
deposit  and  acceptance  of  credentials. 

A  very  few  rooms  have  running  water,  for  which  there  is  an  extra 
charge  of  $.50  per  week  for  each  person.  Requests  should  be  made  for 
such  rooms,  and  assignments  are  made  in  order  of  requests. 

Names  of  roommates  will  not  be  released  until  students  arrive. 
Therefore,  students  are  urged  not  to  plan  draperies  and  furnishings 
until  after  arrival  so  that  both  roommates  may  have  a  part  in  the  plan- 
ning. 

Since  the  time  between  terms  is  very  short  for  getting  rooms  in 
readiness,  residence  halls  are  not  open  until  Registration  Day.  The 
only  exceptions  to  this  will  be  for  students  who  live  at  too  great  a  dis- 
tance to  arrive  in  time  to  register,  or  for  those  who  have  a  definite  assign- 
ment which  necessitates  their  early  return  and  in  these  cases  only  by 
previous  arrangement  with  the  Office  of  the  Dean  of  Women.  In  any 
other  cases  of  early  arrival  a  charge  will  be  made  for  rooms  and  meals. 

Student  Supplies.  Students  who  live  in  college  dormitories  are  fur- 
nished bed  linen  and  bedspreads  Each  student  must  provide  blankets, 
towels,  window  curtains,  soap,  needed  toilet  articles,  etc. 

Students  must  also  furnish  their  own  gymnasium  attire.  The  Physi- 
cal Education  Department  requires  regulation  gyinnasium  and  pool  equip- 
ment, which  can  be  purchased  in  the  College  Book  Store  at  a  saving  to 


Indiana  Catalogue  Number  17 

students.    The  required  costume  for  men  costs  about  $6.00.    The  cost  for 
women  is  a  little  higher. 

Each  student  is  required  to  own  a  good  college  dictionary,  approved 
by  the  English  Department.  Such  a  dictionary  costs  about  $5.00  and  can 
be  purchased  in  the  College  Book  Store.  Core  courses  in  English  require 
the  dictionary  as  a  standard  text;  other  college  courses  use  it  extensively. 

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

Registration  Days.  Details  concerning  registration  will  be  mailed 
to  each  student  on  or  about  September  1. 

The  Handbook.  The  Student  Council  publishes  a  handbook  which 
is  given  to  entering  students.  This  handbook  contains  information  con- 
cerning the  college  set-up  and  routine  and  is  a  great  help  to  new  students. 

Office  Hours.  Monday  through  Friday:  8:00  A.  M.  to  12:00  Noon; 
1:00  P.  M.  to  5:00  P.  M.  Saturdays:  8:00  A.  M.  to  12:00  Noon.  Offices 
not  open  Saturday  afternoons  and  Sundays.  Offices  close  at  4  p.  m. 
in  June,  July  and  August. 

Library  Hours.  Monday  through  Friday:  7:45  A.  M.  to  5:00  P.  M.; 
7:30  P.  M.  to  9:30  P.  M.  Saturday:  7:45  A.  M.  to  5:00  P.  M.  Sunday: 
2:30  P.  M.  to  5:00  P.  M. 


BOARDING    STUDENTS 

The  State  Teachers  College  at  Indiana  is  primarily  a  dormitory 
school.  It  admits  as  day  students  only  those  who  live  with  parents  or 
near  relatives.  Women  students  live  in  the  dormitories  and  cottages 
under  faculty  supervision.  Men  students  room  in  school  cottages,  in 
fraternity  houses,  or  in  private  homes  approved  by  the  College.  All 
boarding  students  take  their  meals  in  the  college  dining  room. 

Vacation  and  Guest  Charges.  Students  do  not  remain  at  the  college 
during  Thanksgiving,  Christmas,  Easter,  or  summer  vacation.  Students 
and  teachers  are  responsible  for  meals  of  their  guests  at  current  tran- 
sient rates.  The  transient  rate  for  meals  is  as  follows:  breakfast,  45 
cents;  lunch,  55  cents;  dinner,  75  cents. 

A  charge  of  50  cents  is  made  for  overnight  guests  who  have  been 
approved  by  the  office  of  Dean  of  Women. 


18  Teachers  College  Bulletin 


Fire  Precautions.  Students  are  not  permitted  to  use  or  to  have 
stoves,  electric  irons,  heaters  or  cookers,  or  other  equipment  for  pro- 
ducing fire  or  heat  in  their  rooms.  Such  equipment  is  prohibited  by 
fire  regulations  and  •will  be  removed  and  confiscated  by  the  fire  inspector. 
Smoking  in  dormitory  rooms  is  absolutely  forbidden,  due  to  the  fire 
hazard.  Radios  are  permitted  but  must  be  approved  by  the  college  elec- 
trician. Extension  cords  are  not  allowed,  and  double  sockets  only  as  ap- 
proved by  the  electrician. 

Laundry.  The  laundry  of  all  boarding  students,  to  the  extent  of 
ten  plain  pieces  per  week,  plus  towels  and  napkins,  is  done  in  the  col- 
lege laundry.  All  pieces  sent  to  the  laundry  must  be  plainly  marked 
with  the  owner's  name  either  written  in  indelible  ink  or  by  sewed-on 
name  tapes.  Cash's  name  tapes  may  be  ordered  in  department  stores, 
or  mail  orders  may  be  sent  direct  to  the  Sterling  Name  Tape  Co.,  Win- 
sted,  Conn.    Charges  are  nominal. 

An  excellent  laundry  and  ironing  room  with  modem  equipment  is 
maintained  on  the  ground  floor  of  John  Sutton  Hall  for  the  free  use  of 
women  students. 

Upperclass  Room  Assignments.  Up  to  May  1,  those  students 
who  have  paid  the  advance  deposit  of  SIO.OO  will  have  rooms  assigned 
to  them  as  follows:  If  they  desire  to  keep  the  rooms  they  have,  these 
rooms  are  reassigned  to  them,  unless  for  some  reason  :t  is  felt  wise  or 
necessary  to  withdraw  students  from  said  rooms.  As  soon  after  May  1  as 
possible,  the  remaining  rooms  are  chosen  by  lot.  Only  students  who 
have  paid  the  room-reservation  deposit  may  reserve  a  room  for  the  fol- 
lowing year.  Otherwise,  their  assignment  to  a  room  is  cancelled  and 
they  take  a  place  on  the  list  of  entering  students. 

Infirmary.  At  406  South  11th  Street  is  located  the  infirmary  which 
is  thoroughly  equipped  for  all  routine  work.  Two  registered  nurses  are 
always  on  duty.  Medical  service  is  provided  by  a  physician  who  comes 
daily  to  the  infirmary.  Twelve  beds  are  available  where  resident  stu- 
dents may  have  three  days'  free  hospitalization.  A  fee  of  $1.00  is 
charged  for  each  day  after  that.  Commuting  students  are  given  free  dis- 
pensary service  and  may  be  admitted  to  the  infirmary  for  emergency  hos- 
pitalization, for  which  a  fee  of  S2.00  per  day  from  the  first  day  is  chargsd. 
The  protection  of  student  health  both  by  caring  for  illnesses  early  in  their 
inception,  and  assisting  students  to  establish  scientific  health  habits  is 
the  primary  purpose  of  the  health  service  at  Indiana.  All  students  are 
given  a  complete  medical  examination  at  the  time  of  entrance  to  the 
College  and  medical  inspections  annually  thereafter.  Free  dispensary 
service  is  available  to  students  in  clinics  conducted  in  the  infirmary  and 
in  the  Laboratory  School. 

Dormitory  Life.  General  supervision  of  the  personal  and  social  wel- 
fare of  women  students  is  exercised  by  the  Dean  of  Women  and  hall 
teachers.     Student  body,  faculty,  and  administration  cooperate  to  main- 


Indiana  Catalogue  Number  19 

tain  high  standards  of  social  life  and  conduct.  Privileges  are  granted 
according  to  official  class  ratings  based  on  scholastic  achievement.  Re- 
strictions which  are  put  upon  the  freedom  of  students  are  felt  to  be  neces- 
sary for  successful  study  and  living  conditions  and  for  the  well-being  of 
the  group. 

Enrolment  in  the  College  implies  an  agreement  on  the  part  of  each 
student  to  comply  with  the  customs  of  the  College  and  to  obey  the  regu- 
lations. Participation  in  government  is  vested  in  the  Resident  Women's 
League,  of  which  all  resident  women  are  automatically  members.  Rep- 
resentatives from  each  living  unit  make  up  the  League  Council,  which 
serves  as  a  clearing  house  for  discussing  difficulties  and  making 
recommendations  concerning  dormitory  problems.  The  college  handbook, 
given  to  entering  students,  contains  detailed  information,  and  students 
are  held  responsible  for  knowing  its  contents. 

Women  students  are  under  college  jurisdiction  from  the  time  of 
arrival  in  Indiana  in  September  until  they  leave  in  May,  with  the  fol- 
lowing exceptions:  Thanksgiving,  Christmas,  and  spring  vacations,  if 
spent  outside  of  Indiana,  and  at  all  other  times  after  they  reach  their 
homes. 

For  going  home  week-ends,  a  form  should  be  on  file  in  office  of 
dean  of  women  indicating  parents'  wishes — as  to  occasions  and  cir- 
cumstances of  their  daughters  leaving  the  campus.  All  women  are, ex- 
pected to  register  when  off  campus  for  evenings  and  week-ends,  and 
to  cancel  such  registrations  when  they  return.  For  first-  and  second- 
year  students,  week-ends  spent  elsewhere  than  home  must  be  with 
parental  approval  and  college  consent.  The  College  reserves  the  right 
to  withhold  privileges  whenever  it  is  for  the  best  interest  of  the  College 
or  of  the  student  concerned. 

Guests.  Persons  calling  on  students  should  be  approved  by  Office 
of  the  Dean  of  Women.  In  no  case  can  visitors  be  allowed  to  interfere 
with  college  duties,  and  for  this  reason  visits  should  be  made  during 
week-ends  only. 

The  overnight  guest  privilege  applies  only  to  visitors  of  school  age 
and  should  be  used  only  on  Saturday  night  when  it  is  possible  to  use  the 
bed  of  someone  away  for  the  week-end.  Day  students  are  not  permitted 
to  stay  in  the  dormitorj'  over  night.  Guests  are  under  the  same  regu- 
lations as  students,  and  the  hostess  is  responsible  for  her  guest. 

Students  may  accompany  mothers  or  near  relatives  to  a  hotel  for 
meals  or  for  the  night  if  arrangements  are  made  in  advance  with  the 
Office  of  the  Dean  of  Women. 

On  Sundays,  mothers  are  permitted  to  visit  students  in  rooms  from 
10:00  to  12:00  A.  M.  and  2:00  to  5:30  P.  M.     At  all  other  times,  guests 


20  Teachers  College  Bulletin 

are  received  in  reception  rooms  on  the  first  floor.    Buildings  are  closed 
to  guests  at  10:00  P.  M. 

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. 
It  is  strongly  advised  that  students  do  not  go  home  oftener  than  once  a 
month. 

DAY  STUDENTS 

Women  students  are  not  permitted  to  room  or  board  with  private 
families  who  are  not  immediate  relatives,  unless  they  are  working  for 
room  and  board.  Any  variations  from  these  regulations  must  have  the 
approval  of  the  President  in  advance  of  registration  or  loss  of  credit 
will  result. 

Accommodations  for  day  women  students  are  provided  in  John  Sutton 
Hall  and  consist  of  a  large  women's  lounge  attractively  furnished,  a 
dining-study  room.  Additional  library  facilities  recently  made  available 
provide  pleasant  study  conditions  for  non-resident  students.  Students 
through  their  House  Committee  assume  responsibility  for  care  and  use 
of  rooms  set  aside  for  them. 

RESERVE  OFFICERS'  TRAINING  CORPS 

The  United  States  Army  Quartermaster  Corps  has  established  a 
unit  of  the  Reserve  Officers'  Training  Corps  on  the  campus.  Stu- 
dents may  enroll  in  the  Reserve  Officers'  Training  Corps  and  receive 
an  officer's  commission  at  the  conclusion  of  the  course  of  training. 
College  credit  for  this  training  is  given  in  lieu  of  credit  for  physical 
education.  For  further  information  inquiries  should  be  addressed  to  the 
ROTC  officer  in  charge  at  the  college. 

SCHOLARSHIPS  AND  LOANS 

State  Scholarships.  Holders  of  State  Scholarships  may  attend  state 
teachers  colleges  and  use  the  scholarship  award  toward  meeting  their 
expenses. 

Clark  Scholarship.  The  Lieutenant  Alpheus  Bell  Clark  Memorial 
Scholarship  was  established  by  Mr.  and  Mrs.  Steele  Clark,  Cherry  Tree, 
Indiana  County,  in  memory  of  their  son.  The  sum  of  one  hundred  dol- 
lars will  be  awarded  annually  to  that  young  man,  or  woman,  a  senior  in 
the  College  and  a  resident  of  Indiana  County,  who  in  the  opinion  of  a 
committee  chosen  by  the  President,  best  qualifies  for  the  honor  in  terms 
of  academic  ability,  leadership,  and  service  to  the  College  with  preference 
going  to  a  veteran,  or  a  son  or  daughter  of  a  veteran. 


I^DIANA  Catalogue  Number  21 

Morris  Scholarships.  The  Helen  Wood  Morris  Scholarships  were 
established  by  Lieutenant-Colonel  L.  M.  Morris,  of  Altoona  in  memory 
of  his  wife,  a  graduate  of  the  College.  The  sum  of  one  hun- 
dred dollars  will  be  awarded  annually  to  students  selected  by  a  commit- 
tee named  by  the  institution,  one  award  to  a  sophomore,  the  other  to  a 
junior.  Students  chosen  must  be  in  the  highest  quarter  of  their  class, 
must  be  in  need  of  financial  assistance,  and  must  have  demonstrated 
worthiness  in  terms  of  character,  personality,  leadership,  and  American 
citizenship. 

Kappa  Delta  Pi  Scholarship.  The  Kappa  Delta  Pi  Scholarship  was 
established  by  the  Beta  Gamma  Chapter  of  this  college  to  honor  that 
member  of  the  Sophomore  class  who  is  judged  to  be  the  ideal  college 
student.  This  award  of  twenty-five  dollars  is  made  each  semester  by 
a  committee  of  the  local  chapter  and  is  awarded  on  the  basis  of  charac- 
ter, scholarship,  and  evidences  of  leadership. 

Phi  Sigma  Pi  Memorial  Award.  The  Phi  Sigma  Pi  Memorial  Award 
is  presented  in  memory  of  those  brothers  of  Eta  Chapter  who  gave  their 
lives  for  their  country  in  the  Second  World  War.  The  sum  of  §25.00 
will  be  presented  annually  to  that  male  student  who,  because  of  his 
scholastic  excellence,  social  achievements,  and  personality,  is  deemed 
most  likely  to  succeed  as  a  teacher. 

Corinne  Menk  Wahr  Scholarships.  Through  the  generosity  of 
Corinne  Menk  Wahr,  Class  of  1916,  approximately  fifteen  scholarships 
are  awarded  each  year  to  worthy  students.  The  amounts  range  from 
$50  to  SloO  a  year  and  are  good  for  four  years.  Applications  may  be 
secured  from  the  Registrar. 

Loan  Fund.  The  Jane  E.  Leonard  Memorial  Loan  Fund  was  begun 
several  years  ago  and  has  been  built  up  largely  through  the  work  of  the 
faculty  and  alumni.  The  fund  now  totals  about  $22,000.  The  governing 
board  in  charge  of  granting  loans  consists  of  the  Dean  of  Instruction, 
the  Dean  of  Men,  the  Dean  of  Women,  and  an  alumni  member.  The 
plan  in  operation  provides  for  the  granting  of  loans  to  sophomores, 
juniors  and  seniors  with  interest  at  two  per  cent,  payable  at  maturity 
of  the  loan.  Not  more  than  $100.00  will  be  loaned  to  a  sophomore  during 
one  semester  and  the  maximum  sum  loaned  will  not  exceed  $400.00. 

Men's  Varsity  "I"  Loan  Fund.  This  fund  has  been  built  up  by  the 
members  of  the  Men's  Varsity  "I"  as  a  source  of  temporary  financial 
assistance  for  their  own  members. 

ADVISORY  SYSTEM 

A  carefully  worked-out  advisory  system  is  in  use  at  Indiana.  Every 
student  is  assigned  to  a  faculty  adviser  in  his  major  department,  who 
assists  the  student  in  keeping  a  check  on  his  work  and  advises  him  in 
regard  to  his  program,  his  outside  activities,  his  scholarship,  and  other 


22  Teachers  College  Bulletin 

problems.    During  each  semester  teachers  report  to  the  advisers  the  stu- 
dents who  are  doing  poor  work  in  their  classes. 

GRADE  REPORTS 

As  soon  as  possible  after  the  close  of  each  semester  a  full  report 
of  the  previous  semester's  work  is  given  every  student.  Reports  of  stu- 
dents' grades  are  not  sent  to  parents  but  are  given  directly  to  the  stu- 
dents. It  is  assumed  that  college  students  are  mature  and  trustworthy 
enough  to  report  correctly  to  their  parents  the  facts  regarding  their 
grades.  If  they  have  not  reached  this  stage  of  maturity  and  integrity, 
they  would  seem  to  lack  qualities  highly  desirable  in  prospective  teachers. 

COMMENCEMENT 

Alumni  Day.  Each  year  the  Commencement  season  is  started  with 
a  day  devoted  to  the  Alumni  of  the  college.  During  this  day  the  Seniors 
who  will  be  graduating  are  accepted  as  members  into  the  Alumni  Asso- 
ciation at  their  regular  meeting  at  that  time  of  the  year.  Other  matters 
of  importance  to  the  Alumni  are  also  considered  at  this  meeting  as  well 
as  the  election  of  officers  for  the  ensuing  year.  At  noon  an  Alumni 
luncheon  is  served  at  which  time  a  member  of  the  Association  addresses 
the  group  and  reuning  classes  are  honored.  During  the  afternoon,  class 
meetings  and  reunions  are  held;  in  the  evening  there  is  a  dance  and  other 
forms  of  entertainment  for  the  Seniors,  their  guests,  and  Alumni. 

Baccalaureate.  On  the  Sunday  of  Commencement  week  end,  at  4:00 
p.  m.  the  Seniors  and  their  guests  join  in  the  Baccalaureate  services  in 
the  College  Auditorium.  A  guest  speaker  addresses  the  group  with 
special  music  provided  by  the  Music  Department  of  the  college,  making 
up  the  program  of  the  services.  , 

Commencement  Exercises.  On  the  concluding  day  of  Commencement 
the  academic  exercises  of  graduation  are  observed.  An  outstanding 
speaker  is  procured  to  talk  to  those  attending  the  exercises;  and  in  turn, 
degrees  are  conferred  upon  the  graduates  of  the  various  departments  of 
the  college.  The  Commencement  Exercises  are  followed  by  the  last 
activity  of  the  season,  a  Commencement  Dinner  at  noon. 

ALUMNI 

Number.  Since  its  founding,  Indiana  has  graduated  approximately 
13,500  students  from  its  various  curricula.  Approximately  4,250  degrees 
have  been  granted  since  the  school  became  a  college  in  1927.  The  sup- 
port of  these  alumni  has  been  an  important  factor  in  the  consistent 
growth  of  the  College. 

Alumni  Association.  Indiana  has  a  strong  Alumni  Association.  Or- 
ganized units  are  active  in  all  sections  of  Pennsylvania.  There  are  also 
units  in  New  York,  Michigan,  and  the  District  of  Columbia.  At  the  annual 
meeting  in  May,  1933.  the  constitution  of  the  Alumni  Association  was 


Indiana  Catalogue  Number  23 

changed  so  that  it  is  now  organized  on  a  representative  basis,  with  the 
local  unit  in  each  community  sending  its  representatives  to  the  meeting 
of  the  executive  council,  which  meets  twice  a  year.  In  this  way  it  is  hoped 
that  every  graduate  may  be  brought  into  close  relationship  with  the 
college  through  membership  in  an  active  local  unit. 

Of  interest  to  all  alumni  is  the  publication  of  the  Alumni  Directory 
in  August,  1940,  the  first  since  1922.  In  addition  to  complete  lists  of 
graduates  with  their  addresses  and  occupations,  this  volume  contains  a 
history  of  Indiana  and  a  number  of  interesting  tables  presenting  various 
kinds  of  data  relative  to  alumni  groups.  The  Registrar's  Office  is  prepared 
to  give  information  relative  to  the  various  activities  of  the  alumni. 

PLACEMENT  SERVICE 

The  services  of  the  Placement  Bureau  are  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. 
Coordination  of  effort  is  secured  through  a  central  committee.  The 
bureau  supplies  credentials  to  employers  who  are  seeking  applicants 
for  positions  and  serves  as  a  center  where  graduates  may  keep  their 
records  up-to-date.  Alumni  are  using  the  bureau  increasingly.  Teaching 
positions  are  not  guaranteed  by  the  College,  but  Indiana's  record  of 
placement  is  one  of  the  very  best  in  Pennsylvania. 

STUDENT  ORGANIZATIONS  AND  ACTIVITIES 

In  order  that  students  may  have  opportunities  to  develop  their  own 
avocational  interests  and  desirable  qualities  of  leadership,  initiative,  and 
cooperation,  the  College  sponsors  a  variety  of  student  organizations. 

STUDENT   PARTICIPATION   IN    COLLEGE   ADMINISTRATION 

Student  Council.  The  Student  Council  cooperates  with  the  admin- 
istration in  the  consideration  of  college  problems  which  pert-ain  to  schol- 
arship, school  life,  community  relationships,  and  professional  develop- 
ment. The  Student  Council  is  active  in  recommending  changes  of  policy 
to  the  administration  and  improving  student  life  in  general. 

Student  Cooperative  Association.  Each  student  enrolled  in  college 
pays,  along  with  other  fees,  an  Activity  Fee  of  $12.50  a  semester.  This 
money,  together  with  the  profits  made  from  the  operation  of  the  Coopera- 
tive Bookstore,  is  used  to  finance  the  Student  Cooperative  Association. 

The  activities  of  this  organization  are  extremely  broad  and  have  a 
great  influence  on  the  college  life  of  the  student  body.  In  general  a 
student  is  entitled  to  participate  in  the  variety  of  activities  provided  by 
the  Association  through  the  use  of  his  "I"  card  which  is  issued  upon 
payment  of  the  Activity  Fee. 

All  students  are  entitled  to  attend  college  athletic  contests,  receive 
the  weekly  college  paper   "The   Indiana   Penn,"   a   copy  of  the  college 


24  Teachers  College  Bulletin 

annual  "The  Oak,"  attend  all-college  dances  with  music  furnished  by  an 
orchestra,  parties  which  are  held  each  Saturday  evening  as  well  as  the 
dances  conducted  for  an  hour  after  dinner  on  Tuesday  and  Thursday. 
Funds  from  the  Association  are  provided  to  secure  programs  for  the 
weekly  college  assemblies  and  also  provide  the  student  body  with  an 
active  intramural  program  of  athletics. 

The  Cultural  Life  Committee  of  the  college,  which  is  another  phase 
of  the  Association,  brings  to  the  campus  outstanding  professional  lead- 
ers in  the  fields  of  music,  the  dance,  and  contemporary  affairs.  During 
the  college  year  1949-1950  this  committee  presented  the  Opera,  The 
Barber  of  Seville,  sung  in  English;  Charles  Laughton  of  movie  fame; 
the  Pittsburgh  Symphony  Orchestra;  Joseph  Phillips,  International  News 
Editor  of  Newsweek  Magazine;  The  First  Annual  Intercollegiate  Sym- 
phony Orchestra  Festival,  and  the  DePaur  Infantry  Chorus. 

Each  year  the  Religious  Life  Committee  sponsors  a  week  devoted 
to  the  emphasis  of  religion  and  all  different  religious  groups  represented 
on  the  campus.  Outstanding  leaders  in  various  religious  groups  are 
brought  to  the  campus  and  help  conduct  the  program  outlined  for  this 
special  occasion. 

The  finances  of  the  Student  Cooperative  Association  are  admin- 
istered by  a  Finance  Committee  appointed  jointly  by  the  President  of 
the  College  and  the  Student  Council.  ^ 

Resident  Women's  League.  This  organization,  composed  of  all 
women  boarding  students,  aids  in  directing  the  affairs  of  women  stu- 
dents who  live  in  College  property. 

Men's  Student  League.  This  group,  made  up  of  all  the  men  stu- 
dents, cooperates  with  the  administration  in  managing  the  affairs  of 
men  students. 

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


RELIGIOUS  ORGANIZATIONS 

Although  the  College  is  non-denominational,  its  authorities  aim  to 
make  it  a  place  of  positive  religious  influence.  Students  are  urged  to 
attend  the  churches  of  their  choice  on  Sunday  and  to  join  the  church 
clubs  which  offer  opportunities  for  discussions  and  participation  in 
religious  programs.  During  the  year  the  College  Vesper  programs  give 
the  opportunity  for  the  students  to  hear  some  of  the  outstanding  re- 
ligious leaders  of  the  country. 

Through  the  YWCA,  the  YMCA  and  church  clubs,  students  are 
afforded  other  avenues  for  experience  in  Christian  living.  These  take 
the  form  of  religious  meetings,  social  functions,  and  opportunities  for 


Indiana  Catalocle  Number  25 

community  service.  Attendance  at  area  and  regional  conferences  and 
the  Student  Christian  Movement  provide  opportunities  for  studying  state, 
national  and  world  religious  problems.  Another  opportunity  for  re- 
ligious participation  is  given  in  a  special  Spiritual  Enrichment  Program 
which  extends  over  several  days.  Speakers  and  counselors  from  differ- 
ent denominations  speak  during  this  time  and  aid  students  in  individual 
and  group  conferences. 

DEPARTMENTAL  GROUPS 

The  Art  Department  sponsors  the  Art  Club  to  stimulate  and  direct 
the  interest  in  art  both  within  and  outside  the  Art  Department.  The 
College  Annual,  "The  Oak,"  is  under  the  direction  of  this  department. 

The  Department  of  Business  Education  provides  for  members  of  its 
department  the  Freshman  Junior  Chamber  of  Commerce  and  the  Junior 
Chamber  of  Commerce.  These  organizations  serve  social  and  develop- 
mental purposes  within  the  department.  In  the  spring  of  each  year  a 
Merchandise  Fair  is  staged  in  the  college  gymnasium,  affording  the  mer- 
chants of  the  community  a  chance  to  display  their  merchandise,  and  giv- 
ing the  students  in  Retail  Selling  practice  in  arranging  displays. 

The  Elementary  Education  Division  sponsors  a  local  branch  of  the 

National  Association  of  Childhood  Education.  All  students  of  the  division 
become  members  of  this  organization  which  has  for  its  purpose,  "to 
gather  and  disseminate  knowledge  of  the  movement  for  the  education  of 
young  children;  to  bring  into  active  cooperation  all  childhood  education 
interests,  including  parent  education;  to  promote  the  progressive  type 
of  education  in  nursery  school,  kindergarten  and  primary  grades,  and  to 
raise  the  standard  of  the  professional  training  for  teachers  and  leaders 
in  this  field."  A  well-rounded  professional  and  social  program  aids  the 
students  in  the  development  of  the  ideals  of  the  Association. 

The  English  and  Speech  Department  sponsors  "The  Indiana  Penn," 
the  campus  weekly  newspaper,  and  "Masquers,"  an  all-college  organiza- 
tion devoted  to  drama  and  the  allied  arts.  The  Department  has  been 
publishing  annually  a  collection  of  student  wTitings  under  such  titles  as 
"The  Indiana  G.  I.  Writes"  and  "The  Indiana  Student  Writes,"  funds 
for  the  projects  coming  from  the  Student  Cooperative  Association.  Ad- 
visory responsibility  of  a  literary  nature  is  also  assumed  by  the  Depart- 
ment for  the  college  annual,  "The  Oak."  and  the  college  student  handbook, 
"The  Cue."  The  English-Speech  Club,  whose  membership  includes  all 
departmental  majors,  holds  a  social-professional  meeting  once  each 
semester  at  the  College  Lodge. 

The  Geography  Department  sponsors  the  Alpha  Omega  Gamma  Fra- 
ternity, a  selected  group  of  outstanding  geography  majors,  which  fur- 
thers professional  work  and  social  contacts  in  the  field;  and  the  Travel 
Club,  composed  of  geography  majors  and  other  interested  students, 
which  holds  no  regular  meetings,  but  instead  takes  one  or  two  trips  a 
year. 


26  Teachers  College  Bulletin 

The  Home  Economics  Department  sponsors  the  Home  Economics 
Club  which  aims  to  develop  leadership,  responsibility,  and  resourceful- 
ness, and  to  provide  opportunity  for  participation  in  professional  and 
social  activities.  This  local  club  is  affiliated  with  the  Pennsylvania  State 
Home  Economics  Association  and  the  American  Home  Economics  Asso- 
ciation. 

The  Music  Department  sponsors  a  large  variety  of  activities,  some 
required  of  music  students,  others  elective.  A  few  are  open  to  all  stu- 
dents of  the  college  who  are  interested  in  music.  These  groups  are  the 
Music  Club,  Junior  Choir,  College  Choir,  Concert  Band,  Marching  Band, 
Men's  Glee  Club,  College  Symphony  Orchestra,  and  Women's  Chorus. 

The  Physical  Education  Department  encourages  the  formation  of 
sports  clubs  for  those  students  that  are  interested  in  a  particular  sport. 

The  Women's  Athletic  Association  and  the  Women's  Varsity  "I"  Club 

organizes  and  promotes  intramural  activities  for  the  women  on  the 
campus. 

There  is  a  seasonal  program  of  intramural  activities  for  the  college 
men. 

The  Science  Department  sponsors  the   Science   Club,  an  all-college 

club  for  those  interested  in  Science.  Membership  includes  students  from 
practically  all  departments  of  the  college,  though  naturally  the  Science 
Department  is  more  strongly  represented  than  any  other  department. 
Meetings  are  held  on  the  second  and  fourth  Tuesdays  of  the  month  with 
the  program  provided  by  local  talent  or  speakers  from  the  outside.  Out- 
ings and  special  trips  as  well  as  reports  on  special  projects  are  included 
in  the  activities. 

The  Division  of  Secondary  Education  sponsors  the  Secondary  Edu- 
cation Club  which  provides  opportunities  for  students  of  the  Division  to 
become  acquainted  with  current  activities  in  modern  high  schools,  to 
become  familiar  with  areas  outside  those  of  their  own  specialization,  to 
organize  and  participate  in  club  activities  similar  to  those  carried  on 
in  high  schools,  and  to  enjoy  social  meetings  of  the  entire  group. 

The  Social  Science  Department  sponsors  the  Inter-collegiate  Con- 
ference on  Government,  which  studies  state  and  national  problems  and 
discusses  these  at  a  state  meeting  at  Harrisburg;  and  the  International 
Relations  Club,  which  provides  an  opportunity  for  understanding  and 
discussing  world  affairs.  The  club  is  sponsored  by  the  Carnegie  Founda- 
tion for  Universal  Peace  and  sends  each  year  delegates  to  the  Middle 
States   Regional   Conference. 

PROFESSIONAL  ORGANIZATIONS 

The  John  A.  H.  Keith  Chapter  of  the  Future  Teachers  of  America 
is  a  professional  organization  composed  of  all  seniors  and  other  inter- 


Indiana  Catalocie  Number  27 

ested  students.  Its  purpose  is  "to  quicken  the  interest  of  young  people 
in  the  professional  side  of  their  educational  careers."  This  organiza- 
tion provides  an  opportunity  for  active  participation  in  both  state  and 
national  education  associations  with  which  the  seniors  will  later  be 
associated. 

CLASS  ORGANIZATIONS 

Each  of  the  four  classes — Freshman,  Sophomore,  Junior,  and  Sen- 
ior— has  a  class  organization,  holds  social  and  professional  meetings, 
and  sponsors  a  formal  dance  each  year. 

FRATERNITIES 

Honorary  Fraternities.  The  Beta  Gamma  Chapter  of  Kappa 
Delta  Pi,  an  educational  honor  fraternity  open  to  both  men  and  women, 
was  inaugurated  in  1928.  Only  juniors  and  seniors  of  high  scholastic 
attainment  are  eligible  to  membership.  Pi  Omega  Pi,  an  honorary  na- 
tional fraternity  for  men  and  women  in  business  and  commercial  train- 
ing, is  represented  on  the  campus  by  Kappa  Chapter,  formed  in  1929. 
Beta  Chapter  of  Gamma  Rho  Tau,  an  honorary  fraternity  for  men  in 
Business  Education,  was  organized  in  1929.  The  Tau  Chapter  of  Kappa 
Omicron  Phi,  a  national  honorary  home  economics  sorority,  was  estab- 
lished on  the  campus  in  June,  1940.  The  Alpha  Lamba  Chapter  of  Delta 
Phi  Delta,  a  rational  honorary  arr  fraternity,  was  installed  on  the  campus, 
March  30.  1946.  The  Alpha  Omega  Gamma  is  a  local  honorary  frater- 
nity in  geography,  organized  in  1927. 

Educational  Fraternities.  Three  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, 
1908.  Alpha  Chapter  has  been  active  on  the  campus  as  a  local  organiza- 
tion since  1927.  Eta  Chapter  of  Phi  Sigma  Pi,  a  national  educational 
fraternity,  was  established  at  Indiana,  April  30,  1929.  It  took  the  place 
of  Omega  Chi  Fraternity,  a  local  organization  founded  in  1909.  The  Pi 
Chapter  of  Sigma  Tau  Gamma,  a  national  educational  and  social  fra- 
ternity, was  established  on  November  8,  1930.  Delta  Sigma  Nu,  a  local 
fraternity,  was  organized  September,  1949. 

Inter-fraternity  Council.  This  small  group,  made  up  of  the  president, 
a  representative  and  the  sponsor  of  each  fraternity,  and  the  Dean  of  Men, 
meets  at  the  call  of  the  chairman  to  regulate  inter-fraternity  affairs. 

SORORITIES 

Educational  Sororities.  Seven  national  professional  educational  soror- 
ities have  chapters  on  the  campus:  Alpha  Sigma  Alpha,  Sigma  Sigma 
Sigma,  Alpha  Sigma  Tau,  Pi  Kappa  Sigma,  Theta  Sigma  Upsilon,  Delta 
Sigma  Epsilon  and  Phi  Mu.  Only  students  who  have  completed  sixteen 
semester  hours  of  work  with  a  "C"  average  and  no  failures  are  eligible  for 
membership.  Sorority  life  offers  opportunities  for  growth  of  congenial 
friendships  and  the  fostering  of  the  highest  ideals  of  womanhood.  Broad- 


28  Teachers  College  Bulletin 

ening  contacts  are  furnished  through  association  with  alumnae  members 
and  inter-collegiate  affiliations. 

THE  SUMMER  SESSIONS 

The  Summer  School  is  an  integral  part  of  the  year's  work.  Teach- 
ers in  service  and  students  in  regular  attendance  can  secure  in  the  sum- 
mer session  three  to  twelve  hours  credit  toward  any  certificate  or  toward 
graduation  in  any  curriculum.  The  courses  are  planned  primarily  for 
those  who  have  had  previous  work  and  for  those  who  are  accelerating 
their  work.  An  effort  is  made  to  meet  all  reasonable  requests  of  teachers 
who  are  working  toward  higher  certification  or  toward  graduation. 

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 
semester.  The  Summer  School  Bulletin  will  be  mailed  to  anyone  desiring 
more  complete  information  regarding  the  courses  to  be  offered. 

Dates.  Two  sessions  of  six  weeks  each  ar3  planned  for  the  summer 
of  1950.  The  first  session  will  open  Monday,  June  5  and  close  Friday, 
July  14.  The  second  session  opens  the  next  Monday,  July  17  and  closes 
Friday,  August  25.  It  is  thus  possible  for  a  student  to  secure  six  to 
twelve  credits  by  attending  the   summer   school. 

Send  for  special  bulletin  indicating  courses  and  activities  of  the  Sum- 
mer Session. 

SATURDAY  CAMPUS  AND  EXTENSION  CLASSES 

The  contingent  fee  is  $7.50  per  semester  hour  of  credit  and  no 
activity  fee  is  required.  Not  more  than  six  semester-hours  credit  can 
be  earned  in  one  semester  by  one  who  is  doing  fulltime  teaching. 

Saturday  Campus  Classes  are  held  on  the  campus  on  Saturdays  (gen- 
erally between  8:00  A.  M.  and  1:00  P.  M.).  Courses  are  arranged  ac- 
cording to  the  demand  for  them  as  indicated  by  teachers  who  are  inter- 
ested. This  is  not  extension  work.  It  is  credited  as  "residence"  work. 
Classes  are  scheduled  to  enable  students  to  earn  as  much  as  six  semester- 
hours  credit  each  semester.  Persons  interested  should  write  for  a  sched- 
ule of  courses. 

Extension  Classes.  For  those  too  far  from  Indiana  to  attend  Satur- 
day Campus  Classes,  arrangements  may  be  made  for  one  or  more  courses 
by  extension.  Teachers  may  earn  as  much  as  25  per  cent  of  the  credit 
needed  for  a  four-year  curriculum  by  taking  courses  in  extension  classes. 
If  there  is  a  demand  for  certain  courses  at  a  given  place  too  far  distant 
from  Indiana  for  students  to  attend  Saturday  campus  classes,  arrange- 
ments may  be  made  for  one  or  more  courses  by  extension.  Requests 
should  be  made  to  the  Dean  of  Instruction  not  later  than  one  month  pre- 
ceding the  opening  month  of  the  semester. 


Indiana  Catalogue  Number  29 

REQUIREMENTS 

ADMISSION 

CHECK  LIST  OF  STEPS  FOR  ADMISSION 

File  Application  and  Personnel  Record 

File  Preliminary  Medical  and  Physical  Examination 

Pay  $10  Advance  Deposit  Fee  (payable  by  check  or  money  or- 
der, see  page  38) 

File  Certificate  of  High  School  Graduation 

_w Have  personal  interview 

Take  Aptitude  Test*  (if  in  lower  half  of  high  school  class) 

Transfer  students  must  file  a  transcript  of  work  taken 

elsewhere   including  a   statement  of  honorable  dismissal. 
Notification  of  acceptance  by  Registrar. 

The  following  is  a  condensed  statement  of  the  requirements  adopted 
by  the  Board  of  Presidents  of  the  State  Teachers  Colleges,  May  13,  1932. 
Five  general  bases  for  admissions  were  set  up: 

General  Scholarship 

Character  and  Personality 

Health  and  Physical  Vigor 

English  Fundamentals  and  Psychological  Tests 

A  Personal  Interview 

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

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  Department 
of  Public  Instruction. 

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

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

a.  They  are  recommended  by  their  high  school  principal  as 
being  able  to  do  creditable  college  work; 

b.  Appraisal  of  the  detailed  high  school  record  indicates  to  ad- 
mission authorities  of  the  College  that  the  candidate  can  do 
satisfactory  college   work; 

c.  A  rating  satisfactory  to  the  institution  is  made  on  a  schol- 
astic aptitude  test  administered  at  the  college.*  Applicants 
satisfactorily  meeting  requirements  b  and  c  above  will  be 
admitted  on  probation.  Such  students  will  be  required  to 
withdraw  from  the  College  unless  they  meet  the  required 
standard  of  scholarship. 

•  students  who  are  required  to  take  this  examination  will  be  notified  by 
the  Registrar  upon  the  receipt  of  their  high  school  transcripts.  Entrance 
tests  will  be  held  at  the  college  at  10:15  A.  M.  on  the  following  days:  March 
6,  April  17,  May  S,  June  15,  July  13  and  August  17,  1950.  Within  ten  days 
these  persons  will  be  notified  of  the  test  results  and  the  action  taken. 


30  Teachers  College  Bulletin 

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. 

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


Low 

Middle 

High 

1     Trustworthiness                                    1                     1                     '                     1 

1     Initiative                                               1                    1                    1                    1 

1     Industry                                                  1                     i                     1                     1 

Social   Adaptability                              I 

Personal  Appearance 

Sympathy 

1 
1 

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

Health,  physical  vigor,  emotional  stability,  absence  of  physical  de- 
fects that  would  interfere  with  the  successful  performance  of  the  duties 
of  a  teacher,  and  absence  of  a  predisposition  toward  ill  health  as  deter- 
mined by  a  medical  examination  at  the  College. 

1.  All  applicants  for  admission  shall  present  a  certificate  of  ex- 
amination 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. 

2.  Applicants  may  be  rejected  for  the  following  reasons: 

.  a.  Incurable  defects  or  diseases  of  the  heart,  lungs,  kidneys, 
digestive  system,  nervous  system  (including  hysteria, 
epilepsy,  nervous  instability),  skin,  organs  of  the  special 
senses,   and  thyroid. 

b.  Defective  vision  of  marked  degree. 

c.  Permanently  impaired  hearing. 

d.  Marked  speech  defects. 

e.  Unsightly  deformities. 

f .  Marked  obesity. 

3.  Students  with  remedial  defects  may  be  accepted  on  condition 
that  immediate  treatments  be  undertaken  for  the  removal  of 
these   defects. 

Normal  intelligence  and  satisfactory  command  of  English,  as  evi- 
denced by  ratings  in  standard  tests,  are  expected.  The  tests  to  be  used 
will  be  prescribed  each  year  by  the  Board  of  Presidents  and  will  be 
uniform  for  all  State  Teachers  Colleges. 


Indiana  Catalogue  Number  31 

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

1.  The  purpose  of  the  personal  interview  is: 

a.  To  give  the  examining  committee  of  the  College  an  oppor- 
tunity to  select  from  the  applicants  for  admission  those 
persons  who  give  promise  of  becoming  desirable  teachers. 

b.  To  check  on  the  personal  characteristics  of  the  applicants  who 
are  admitted  as  these  appear  in  the  interview. 

2.  The  interview  will  be  conducted  at  the  College.  Wednesday  and 
Thursday  afternoons  1:30  to  4:00  have  been  reserved  as  appro- 
priate times  for  interviews.  Specific  information  regarding  in- 
terviews may  be  secured  at  any  time  by  writing  to  the  Registrar. 

ADVANCED   STANDING 

The  following  regulations  governing  admission  with  advanced  stand- 
ing were  approved  by  the  Board  of  Presidents  of  the  State  Teachers 
Colleges,  July  19,  1940: 

1.  Transfers  from  other  institutions  will  not  be  accepted  without 
certificates  of  honorable  dismissal. 

2.  Credit  will  be  given  for  acceptable  courses  pursued  in  accredited 
collegiate  institutions  in  which  the  student  has  made  a  grade 
above  the  lowest  passing  grade  in  the  institution  in  which  the 
work  was  done.  Where  the  grades  are  marked  on  a  percentage 
basis,  work  graded  five  per  cent  above  the  minimum  passing 
grade  will  be  accepted. 

3.  All  students  who  are  candidates  for  a  degree  shall  be  required 
to  arrange  a  program  of  studies  approved  by  the  Dean  of  In- 
struction. Any  student  desiring  to  pursue  any  part  of  this  pro- 
gram at  a  different  institution  will  be  required  to  secure,  in 
advance,  the  approval  of  such  courses  from  the  Dean  of  Instruc- 
tion. 

No  credit  can  be  given  for  correspondence  work  toward  limited 
certification  unless  such  work  was  completed  previous  to  September, 
1926.  Credit  for  extension  work  in  certain  subjects  up  to  a  total  of  not 
to  exceed  32  semester  hours  may  be  accepted  toward  the  requirement 
for  a  degree. 

A  student  transferring  from  another  college  will  be  required  to 
meet  the  same  requirements  as  any  other  applicant.  A  student  trans- 
ferring 64  hours  or  more  will  be  excused  from  Freshman  tests.  Any 
other  student  must  take  the  tests  or  submit  his  test  records  with  his 


32  Teachers  College  Bulletin 


transcript  of  credit.    No  student  may  obtain  a  certificate  or  degree  with- 
out a  minimum  residence  of  one  year  in  this  College. 

The  technical  requirement  of  Junior  Standing  can  be  attained  only 
after  attendance  at  Indiana  for  one  semester. 

SCHOLASTIC   REQUIREMENTS 

Grades.  The  following  grades  are  used  in  reporting  the  standing 
•f  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  of  I  is  used  to  record  work  which,  so  far  as 
covered,  is  of  passing  grade,  but  which  is  incomplete  because  of  personal 
illness  or  other  unavoidable  reason.  It  must  be  made  up  within  two 
months  after  the  student  returns  to  college. 

Quality  Points.  Quality  points  are  assigned  as  follows:  Grade  A,  8 
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,  a  student  must  have  secured  as  many 
quality  points  as  the  number  of  semester  hours  he  has  earned  in  this 
college  toward  his  degree.  Quality  points  are  not  counted  on  grades  from 
other  schools  and  a  student  transferring  from  another  school  is  heW 
responsible  for  quality  points  only  on  work  taken  in  this  College. 

Criteria  Governing  Continuance  in  College,  It  is  expected  that  a 
student  attending  college  for  his  first  semester  earn  a  minimum  of 
eight  hours  and  eight  quality  points  to  continue.  Students  falling  below 
this  minimum  would  rarely  have  a  reversal  of  form. 

It  is  expected  that  a  student  shall  earn  twelve  hours  and  twelve 
quality  points  each  semester  to  continue  in  good  standing. 

A  student  earning  eight  hours  or  more  in  a  semester  and  at  least 
eight  quality  points  but  less  than  twelve  quality  points  may  continue  but 
shall  be  on  probation  for  one  semester.  He  must  earn  enough  hours 
and  quality  points  to  be  in  good  standing  the  following  semester  in  order 
to  continue. 

Each  person  shall  be  considered  individually  if  his  record  is  poor 
with  a  view  to  allowing  exceptions  because  of  personal  illness,  family 
conditions,  or  good  test  record. 

Junior  Standing.  Formal  admission  to  Junior  Standing  is  a  requi- 
site for  continuing  the  program  in  teacher  education.     This  marks  the 


Indiana  Catalogle  Number  33 

time  when  the  professional  work  is  intensified.  Fourth  semester  stu- 
dents will  make  application  for  admission  to  Junior  Standing,  for  which 
they  are  required  to  meet  the  following  qualifications: 

1.  The  scholastic  record  must  be  "C"  average  or  better  for  the 
first  two  years'  work. 

2.  A  "C"  average  must  be  attained  in  English  courses  or  a  satis- 
factory score  made  on  the  Sophomore  English  Test.  Students 
transferring  English  credits  must  pass  the  Sophomore  English 
test. 

3.  Adequate  background  as  measured  by  the  Sophomore  Tests  (De- 
cember or  March)  in  English,  General  Culture,  and  Contempor- 
ary Affairs  must  be  shown.  Students  who  rank  low  in  all  three 
tests  will  be  required  to  take  an  additional  three  hour  course,  and 
to  repeat  the  Sophomore  Tests. 

4.  A  personality  that  is  satisfactory  for  a  teacher  must  be  in 
evidence.  Reports  of  six  or  seven  members  of  the  faculty  form 
the  basis  for  evaluating  this  factor. 

5.  Evidence  of  physical  stamina  and  freedom  from  physical  de- 
fects that  may  interfere  with  the  duties  of  a  teacher  must  be 
presented. 

6.  The  voice  must  be  pleasing  and  free  from  objectionable  qualities. 

7.  A  well  balanced  record  of  extra-curricular  activities  must  have 
been  developed. 

8.  The  student  shall  meet  the  specific  requirements  of  his  cur- 
riculum and  the  courses  prescribed  for  the  first  two  years. 

Students  who  fail  to  meet  the  above  requirements  will  be  given  one 
semester  plus  summer  sessions  to  make  them  up.  Students  who  fail  to 
clear  their  deficiencies  at  the  time  of  their  second  application  will  be 
denied  further  professional   training   leading   to   certification,  until   the 

deficiency  is  made  up. 

Credentials  will  be  examined  by  the  Committee  on  Professional  Stand- 
ards and  decisions  will  be  reached  on  the  basis  of  all  evidence  available. 

Eligibility  for  Student  Teaching.  No  student  will  be  permitted  to 
do  student  teaching  unless  he  holds  a  Certificate  of  Junior  Standing. 
Also,  he  must  continue  to  have  a  "C"  average. 

Student  teaching  in  the  summer  session  is  restricted  to  those  who 
have  had  previous  student  teaching  in  this  school  or  several  years  of 
actual  teaching  experience.  Application  to  do  student  teaching  during 
the  summer  session  should  be  made  before  Mav  15. 


34  Teachers  College  Bulletin 


REQUIREMENTS   FOR   GRADUATION 

Every  student  entering  the  State  Teachers  College,  Indiana,  Penn- 
sylvania, selects  on.e  of  the  six  degree  curricula  offered  at  this  College. 
All  curricula  are  definitely  four  years  in  length,  and  all  lead  to  the  degree 
of  Bachelor  of  Science  in  Education  or  in  some  specific  field  of  education 
and  entitle  the  graduate  to  the  Provisional  College  Certificate  in  the  field 
of  his  election.  Any  student  who  desires  to  pursue  any  part  of  the  selected 
curriculum  at  a  different  institution  will  be  required  to  secure,  in  ad- 
vance, the  approval  of  such  courses  from  the  Dean  of  Instruction.  Formal 
application  for  a  degree  and  a  certificate  must  be  made  by  each  candidate 
for  a  degree.     Consult  the  individual  curriculum  for  further  details. 

TWO-YEAR   AND   THREE-YEAR   GRADUATES 
SEEKING  A  DEGREE 

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 
schools  provided  the  courses  pursued  are  the  same  or  equivalent  to 
courses  given  here  and  provided  that  all  grades  be  above  "D"  or  the 
equivalent. 


Indiana  Catalogue  Number  35 


REQUIREMENTS  FOR  CERTIFICATION 

State  Standard  Limited  Certificate.  Teachers  holding  this  Certificate 
will  note  particularly  that  work  for  the  renewal  of  the  State  Standard 
Limited  Certificate  must  be  approved  toward  a  degree  in  the  elementary 
field.  This  renewal  work  should  be  taken  in  the  college  from  which 
the  student  expects  to  secure  his  degree.  If  taken  at  another  college, 
approval  of  the  courses  must  be  secured  in  advance  from  the  Dean  of 
Instruction  of  the  college  from  which  the  student  expects  to  secure 
his  degree. 

Provisional  College  Certificates.  The  Provisional  College  Certificate 
is  issued  to  each  graduate  and  entitles  him  to.  teach  the  subjects  indicated 
on  the  face  of  the  certificate  for  a  period  of  three  years.  Three  years  of 
successful  teaching  and  the  completion  of  six  semester  hours  of  addi- 
tional approved  credit  enables  the  holder  to  receive  the  Permanent  Col- 
lege Certificate.  This  is  a  life  certificate  to  teach  the  subjects  in  his 
field  in  any  public  school  in  the  State.  If  a  student  as  an  undergraduate 
has  not  had  work  in  History  of  the  United  States  and  Pennsylvania, 
then  it  must  be  included  in  the  six  hours. 

The  holder  of  a  college  certificate  in  the  elementary  field  may  be 
certificated  for  teaching  in  the  secondary  field  by  adding  30  hours  in  sec- 
ondary education,  including  six  hours'  student  teaching  in  the  secondary 
grades,  and  securing  18  hours  of  approved  credit  in  a  major  field  or  in 
each  of  several  major  fields  of  secondary  education. 

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  30  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  elementary  field. 

Elementary-Temporary  Standard  Certificate,  On  March  6,  1942,  the 
State  Council  of  Education  authorized  the  Superintendent  of  Public  In- 
struction to  issue  an  elementary-temporary  standard  certificate  valid  for 
teaching  in  the  elementary  field  for  a  period  of  one  year  to  the  holder 
of  a  certificate  which  is  valid  for  teaching  in  the  secondary  field,  under 
certain  conditions,  which  are  chiefly: 

1.  A  written  request  shall  be  presented  to  the  Superintendent 
of  Public  Instruction  by  the  superintendent  under  whose 
jurisdiction  the  teacher  is  to  serve. 

2.  The  certificate  may  be  renewed  for  an  additional  period  of 
one  year  through  the  presentation  of  an  official  transcript 
showing  that  six  semester  hours  of  further  professional  edu- 
cation in  the  elementary  field  have  been  completed. 


36  Teachers  College  Bulletin 

FEES,  DEPOSITS,  REPAYMENTS 

(Subject  to  Change) 
CONTINGENT  FEES 

Contingent  Fee  for  Regular  Session.  A  contingent  fee  for  each 
student  in  each  curriculum  is  charged  as  follows: 

Semester 

Elementary    Curriculum    $45.00 

Secondary  Curriculum 45.00 

Art  Curriculum 63.00 

Business   Education   Curriculum   57.00 

Home  Economics   Cun*iculum   72.00 

*Music  Education  Curriculum 90.00 

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

Students  taking  seven  or  fewer  semester  hours — whether  in  reg- 
ular, Saturday  Campus,  or  extension  classes — pay  at  'he  rate  of  $7.50 
per  semester  hour.  Students  taking  more  than  seven  semester  hours 
pay  the  regular  contingent  fees;  provided  that  the  regular  contingent 
fee  for  special  curricula  shall  be  pro-rated  on  the  basis  that  the  num- 
ber of  semester  hours  taken  is  to  eighteen  semester  hours. 

Contingent  Fee  for  the  Six-Weeks  Summer  Sessions.  The  fee  for 
each  Summer  Session  is  $7.50  per  semester  hour.  A  minimum  con- 
tingent fee  of  $22.50  is  charged. 

Contingent  Fee  for  Special  Curricula.     In  addition  to  the  above  fee 

for  the  summer  sessions,  students  enroled  in  the  special  curricula  will 
pay  the  following  additional  contingent  fees: 

Each 

Summer 
Session 

Art     $  6.00 

Business   Education   4.00 

Home   Economics   9.00 

Music  Education 15.00 


•  This  fee  Includes  private  instruction  for  all  work  which  may  be  as- 
signed by  the  Director  or  by  the  student's  adviser,  but  does  not  Include  fees 
listed  under  "Special  Fees  for  Music  Students"  on  Page  37. 


Indiana  Catalogue  Number  37 


HOUSING  FEE 

The  housing  fee  for  students  is  $90.00  per  one-half  semester,  $60.00 
for  each  Summer  Session.  This  includes  room,  meals,  and  limited  laun- 
dry. For  rooms  with  running  water  an  additional  charge  of  S9.00  per 
student  per  semester,  or  $3.00  for  each  Summer  Session  is  made.  No 
reduction  in  the  rate  is  to  be  made  for  laundry  done  at  home  or  for  ab- 
sence of  students  who  go  home  for  a  few  days  at  a  time.  A  student  may, 
at  the  direction  of  the  President  of  the  College,  occupy  a  double  room 
alone  by  paying  an  additional  $36.00  per  semester,  or  $12.00  for  a  Sum- 
mer Session.     Not  available  in  1949-1950. 

STUDENT  ACTIVITY  FEE 

An  activity  fee  is  collected  from  all  regular  students  and  administered 
through  the  Student  Co-operative  Association  under  regulations  ap- 
proved by  the  Board  of  Trustees.  This  fee  of  $12.50  per  semester  covers 
the  cost  of  student  activities  in  athletics,  lectures,  entertainment,  stu- 
dent publications,  etc.,  and  is  payable  in  one  sum  for  the  semester  at 
the  time  of  registration.  For  each  Summer  Session  the  fee  is  $2.50.  No 
activity  fee  is  charged  for  Saturday  campus  and  extension  classes. 

LATE  REGISTRATION  FEE 

Each  student  registering  after  the  date  officially  set  for  registra- 
tion is  required  to  pay  an  additional  fee  of  $1.00  per  day  until  the  student 
is  in  regular  attendance  (except  when  permission  for  late  registration 
has  been  secuied  in  advance  from  the  President  because  of  illness  or 
other  unavoi.iable  causes),  provided  that  the  total  amount  of  the  Late 
Registration  Fee  shall  not  exceed  $5.00.  The  same  regulation  shall  apply 
to  approved  inter-semester  payments. 

FEES  FOR  OUT-OF-STATE  STUDENTS 

Students  whose  legal  residence  is  out  of  the  State  of  Pennsylvania, 
carrying  the  regular  32  semester-hour  load  in  secondary  and  elementary 
education,  pay  a  contingent  fee  of  $240.00  per  year  or  at  the  rate  of 
$7.50  per  credit.  Out-of-state  students  enrolled  in  other  curricula  pay 
additional  contingent  fees  as  follows:  Art,  $36.00;  Business  Education, 
$24.00;  Home  Economics,  $54.00;  Music  Education,  $90.00. 

SPEaAL  FEES 

Private  Instruction  in  Music.  A  charge  of  $24.00  per  semester  is 
made  for  one  lesson  per  week  in  voice,  piano,  band  or  orchestral  instru- 
ments to  persons  not  registered  in  the  Music  Department.  Members  of 
the  Music  Department  who  wtfeh  additional  private  instruction  other 
than  that  assigned  by  the  Director  (and  included  in  their  $45.00  con- 
tingent fee)  pay  the  same  rate  for  this  extra  private  instruction. 

The  fee  for  practice  use  of  piano,  band,  or  orchestral  instruments  fer 
one  period  per  day  is  $6.00  per  semester.    The  fee  for  practice  use  of  the 


38  Teachers  College  Bulletin 

pipe  organ  one  period  per  day  is  $36.00  per  semester.  If  state-owned 
instruments  are  not  available,  the  Music  Department  will  assist  in  secur- 
ing instruments  from  individuals  for  students  at  the  current  rate  of 
$8.00  per  semester. 

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  $1.00  for  each  day.  Day  students  who  are 
admitted  to  the  infirmary  board  at  the  rate  of  $2.00  a  day.  This  charge 
includes  the  regular  nurse  and  regular  medical  service  but  does  not 
include  special  nurse  or  special  medical  service. 

Degree  Fee.  A  fee  of  $5.00  to  cover  the  cost  of  a  diploma  must  be 
paid  by  each  candidate  for  a  degree. 

Transcript  Fee.  A  fee  of  $1.00  is  charged  for  the  second  and  each 
subsequent  transcript  of  records.  This  fee  shall  be  waived  in  case  of 
requests  for  transcripts  to  be  used  in  connection  with  induction,  enlist- 
ment, or  advancement  in  the  armed  services. 

Delinquent  Accounts.  No  student  shall  be  enroled,  graduated,  or 
receive  a  transcript  of  his  records  until  all  previous  charges  have  been 
paid. 

In  addition  to  the  above  fees  the  average  student  will  require  ap- 
proximately $30.00  per  semester  for  books,  gjminasium  costume,  stu- 
dent organization  dues,  etc. 

DEPOSITS 

Advance  Registration  Deposit.  A  deposit  of  $10.00  must  be  made 
by  all  students  when  registration  is  requested.  A  check  or  money  order 
for  this  amount  must  be  drawn  to  the  Commonwealth  of  Pennsylvania. 
If  a  money  order  is  used  it  must  be  payable  at  Harrisburg,  Pennsyl- 
vania. This  is  a  guarantee  of  the  student's  intention  to  enter  college 
for  the  term  or  semester  designated.  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  least  three  weeks  before 
the  opening  of  school  that  he  is  unable  to  enter,  or  if  the  student  is  re- 
jected by  the  College,  repayment  of  this  deposit  will  be  made  on  appli- 
cation by  the  student  to  the  college  authorities.  This  repayment  must 
be  approved  by  the  Board  of  Trustees  and  by  the  Department  of  Revenue. 

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

Private  Accounts.  As  a  convenience  to  students,  personal  deposits 
may  be  made  in  the  Student  Co-operative  Book  Store  and  drawn  against 
by  countercheck  from  time  to  time.  A  small  fee  will  be  charged  for 
this  service. 


Indiaxa  Catalogue  Number  39 


REPAYMENTS 

No  refunds  will  be  made  to  students  who  are  temporarily  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  withdraw  at  least  three  weeks  before  the  College  opens, 
or  (2)  when  the  student  is  rejected  by  the  College.  For  personal  ill- 
ness, if  certified  to  by  an  attending  physician,  or  for  other  reasons  ap- 
proved by  the  Board  of  Trustees,  the  housing  and  contingent  fees  for 
that  part  of  the  semester  which  the  student  does  not  spend  in  college 
will  be  refunded. 

TIME  OF  PAYMENTS 

Payment  in  full  of  First  Summer  Session  fees .June  5 

Payment  in  full  of  Second  Summer  Session  fees .July  17 

Payment  for  the  first  half  of  first  semester September  11-12 

Payment  for  the  second  half  of  first  semester November  1-4 

Payment  for  the  first  half  of  second  semester January  23-24 

PajTiient  for  second  half  of  second  semester March  19-23 

Payment  for  the  entire  semester  may  be  made  in  September  and 
January  if  desired. 

HOW  BILLS  AND  CHARGES  ARE  TO  BE  PAID 

All  bills,  including  contingent  fee,  housing  fee,  extra  room  rent 
and  special  department  fees  are  payable  at  least  nine  weeks  in  advance. 
Checks  should  be  made  payable  to  the  Commonwealth  of  Pennsylvania. 
If  a  money  order  is  used  it  must  be  payable  at  Harrisburg,  Pennsyl- 
vania. Checks  or  money  orders  must  be  presented  in  the  exact  amount 
of  the  account.     Book  Store  purchases  are  on  a  cash  basis. 

Students  will  not  be  permitted  to  enrol  for  any  semester  until  all 
bills  previously  incurred  have  been  paid;  nor  will  credit  be  certified  to 
other  institutions  or  to  the  Department  of  Public  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  to  the  Business  Office  to  settle  all  un- 
paid accounts. 

^    Meal  tickets  for  visitors  can  be  obtained  in  the  office  of  the  dieti- 
tion  or  in  the  business  office. 

All  checks  must  be  made  payable  to  the  Commonwealth  of  Pennsyl- 
vania, except  for  the  activity  fee,  which  should  be  made  payable  to  the 
Treasurer  of  the  Student  Co-operative  Association. 


40  Teachers  College  Bulletin 

SUMMARY  OF  FEES 

(Subject  to  Change) 

STUDENTS  LIVING  AT  THE  COLLEGE 

First  Semester 

Elemen-  Second-      Art        Bus.      Home     Music 
tary         ary  Ed.         Ed.       Ec.  Ed.     Ed. 

Description  Ed.         Ed. 

Amount  Due  Sept.  11-12,  1950 

Contingent  Fee $  22.50  $  22.50  $  31.50  $  28.50  S  36.00  S  45.00 

Room,  Board  &  Laundry      90.00       90.00       90.00       90.00       90.00       90.00 

Total  Due  Common- 
wealth of  Pa. S112.50  S112.50  S121.50  S118.50  S126.00  S135.00 

Activities  Fee — Total  Due 

Students  Co-operative 

Ass'n.     S  12.50  S  12.50  S  12.50  $  12.50  $  12.50  $  12.50 

Amount  Due  Nov.  1-4,  1950 

Contingent  Fee $  22.50  $  22.50  $  31.50  $  28.50  %  36.00  $  45.00 

Room,  Board  &  Laundry      90.00       90.00       90.00       90.00       90.00       90.00 

Total  Due  Common- 
wealth  of  Pa.   S112.50  S112.50  S121.50  S118.50  S126.00  S135.00 

Total— First  Semester      S237.50  S237.50  S255.50  S249.50  S264.50  S282.50 
Fees  for  the  Second  Semester  are  the  same  as  the  above. 

STUDENTS  NOT  LIVING  AT  THE  COLLEGE 
First  Semester 

Elemen-  Second-      Art       Bus.     Home     Music 
tary         ary  Ed.         Ed.       Ec.  Ed.     Ed. 
Description                           Ed.         Ed. 
Amount  Due  Sept.  11-12,  1950 
Contingent  Fee — Total 
Due  Common- 
wealth of  Pa. S  22.50  S  22.50  S  31.50  S  28.50  S  36.00  S  45.00 

Activities  Fee — Total  Due 

Students  Co-operative 

Ass'n.     S  12.50  S  12.50  S  12.50  S  12.50  S  12.50  S  12.50 

Amount  Due  Nov.  1-4,  1950 
Contingent  Fee — Total 
Due  Common- 
wealth  of  Pa.   S  22.50  S  22.50  S  31.50  S  28.50  S  36.00  S  45.00 

Total— First  Semester      S  57.50  S  57.50  .S  75.50  S  69.50  S  84.50  S102.50 
Fees  for  the  Second  Semester  are  the  same  as  the  above. 

If  Advance  Reservation  Deposit  of  SIO.OO  has  been  paid,  please  de- 
duct $10.00  from  the  September  payment  due  the  Commonwealth. 

PajTnent  for  the  entire  semester  may  be  made  in  September  and 
January. 


THE  DIVISION  OF 
ELEMENTARY  EDUCATION 


THE  DIVISION  OF 
SECONDARY  EDUCATION 


42  Teachers  College  Bulletin 

DIVISION  OF  ELEMENTARY  EDUCATION 

Irene  Russell,  Director  of  Division 

The  elementary  curriculum  is  planned  to  prepare  students  to  teach 
children  who  are  enrolled  in  kindergarten,  intermediate,  and  rural  schools. 
Upon  the  completion  of  the  work  in  this  curriculum,  the  student  will 
receive  the  degree  Bachelor  of  Science  in  Education,  and  a  College  Pro- 
visional Certificate,  entitling  the  graduate  to  teach  in  the  public  schools 
of  Pennsylvania. 

Persons  with  degrees  in  other  fields  may  be  certified  in  elementary 
education  upon  completion  of  thirty  or  more  semester  hours  work  in 
this  field,  including  six  semester  hours  of  student  teaching  in  the  ele- 
mentary field. 

Opportunities  in  Elementary  Education.  Capable  high  school 
students  who  like  and  enjoy  children  will  find  that  the  field  of  elementary 
education  offers  them  many  opportunities  for  real  service.  The  elemen- 
tary curriculum  is  so  designed  that  it  provides  a  broad  cultural  and 
professional  background.  Activities  with  children  begin  in  the  freshman 
year.  Keith  School  offers  to  elementary  students  excellent  opportunities 
for  observation,  demonstration,  and  student  teaching. 

Placement  opportunities  for  elementary  teachers  with  degrees  are 
unusually  good  because  the  number  of  existing  vacancies  exceeds  the 
number  of  elementary  teachers  available. 

The  State  Legislature  has  established  a  single  salary  schedule  for 
elementary  and  secondary  school  teachers.  Following  a  desirable  mini- 
mum salary,  additional  yearly  increments  are  guaranteed  for  eight  years. 

FEES 

(Subject  to  Change) 

Semester 

Contingent  Fee   (payable  in  two  installments) $45.00 

Housing  Fee   (payable  in  two  installment.s)    180.00 

Activitv  Fee 12.50 


237.50 
(Also  see  pages  36  to  40) 


Indiana  Catalogue  Number 


43 


CURRICULUM  IN  ELEMENTARY  EDUCATION 


Sequence  of  courses  subject  to  change  for  administrative  purposes 


FIRST    SEMESTER 


SECOND  SEMESTER 


S€- 
Clock  mester 
Hours  Hours 


American   Literature    .  .  . 

Principles    of    Geography 

Biological    Science    I    ... 

Health  and  Physical  Ed- 
ucation I    

Place  and  Purpose  of 
Education       

Appreciation   of   Music    . 


3 
3 

19 


Se- 
Clock   mester 
Hours  Hours 


15 


English    I     4 

Fundamentals    of   Speech  3 
History  of  Civilization    .  4 
Biological    Science    II    .  .  4 
Health  and  Physical  Ed- 
ucation   II    3 

Appreciation    of   Art    ...  3 

21 


3 
3 
4 

3 

1 
2 

16 


THIRD   SEMESTER 

English  II    3  3 

U.      S.      History      before 

1865      3  3 

General    Psychology     ...  3  3 

Physical  Science  I    4  3 

Health  and  Physical  Ed- 
ucation   III    3  1 

Children's  Literature 

and  Story  Telling    3  3 

19  16 


FOURTH   SEMESTER 

English    Literature     ....      3  3 

Economic    Geography     .  .      3  3 

U.       S.       History       since 

1865      3  3 

Physical  Science  II    ...  .      4  3 

Health  and  Physical  Ed- 
ucation   IV    3  1 

Visual   Education    2  1 

Elective      3  3 

21  17 


FIFTH    SEMESTER 

Teaching    of    English     .  .  4              3 

♦Music    I    4              2 

♦Art    I    ;..  4             2 

Curriculum  in  Arithme- 
tic         2              2 

Curriculum  in  Elemen- 
tary  Science    4              3 

Health  and  Physical  Ed- 
ucation   V    3              1 

Elective      2              2 

History  of  Pennsyl- 
vania       2              2 

25  17 


SIXTH   SEMESTER 

Teaching    of    Reading    .  .  3 

•Music    II    3 

♦Art    II     3 

Principles  of  Sociology 
or  Principles  of  Eco- 
nomics         3 

Educational     Psychologv  3 
Health  and  Physical  Ed- 
ucation   VI    3 

Elective      3 

21 


3 

2 
2 


SEVENTH    SEMESTER 

Educational         Measure- 
ments        2 

School    Law    1 

Evolution   of  the   Ameri- 
can  Public    School    ...  2 

Ethics        3 

American    Government    .  3 

Electives      4 

15 


3 
3 
4 

15 


EIGHTH     SEMESTER 

Student      Teaching     and 

Conferences    18  12 

Curriculum  Materials 

and   Adaptation    4  3 

22  15 


•  Students  enroled  in  the  Elementary  Curriculum  must  demonstrate  in 
written  and  oral  examinations  a  sufficient  mastery  of  the  knowledge  and 
skills  necessary  to  enable  them  to  pursue  these  professional  courses  with 
profit:  otherwise  they  will  be  required  to  take  a  preliminary  course  in  the 
subject  without  credit. 


44 


Teachers  College  Bulletin 


DIRECTORY  OF  DESCRIPTIONS  OF  REQUIRED  COURSES 
FOR  THE  ELEMENTARY  CURRICULUM 

Description 
on  Page 

ART 

Appreciation  of  Art    95 

Art    I    96 

Art    II    97 

EDUCATION  AND   STUDENT   TEACHING 

Place  and  Purpose  of  Education  in  tlie  Social  Order    49 

General   Psychology    49 

Educational    Psychology    49 

Teaching  of  Reading 51 

School    Law    50 

Educational  Measurements   50 

"Visual    Education     50 

Children's  Literature  and  Story-Telling   51 

Evolution  of  the  American  Public  School 50 

Ethics       50 

Student    Teaching    50 

Curriculum    Materials     50 

ENGLISH 

English    Literature    55 

American    Literature     55 

Fundamentals  of  Speech    59 

English    I    55 

English     II     55 

Teaching  of  English    51 

GEOGRAPHY 

Principles  of  Geography    64 

Economic    Geography    64 

HEALTH  EDUCATION 

Health    Education    I    and    II    68 

Health  Education  III   and  IV    69 

Health    Education    V    and    VI    69 

MATHEMATICS 

Curriculum  in  Arithmetic    74 

MUSIC 

Appreciation    of    Music    134 

Music  I    134 

Music    II     134 

SCIENCE 

Biological   Science   I  and  II    77 

Physical   Science   I   and   II    79 

Curriculum  in  Elementary  Science 77 

SOCIAL  STUDIES 

History  of  Civilization   84 

Principles  of  Economics  (or)   Principles  of  Sociology    84-85 

United   States   History  Before   1865    87 

United  States  History  Since  1865   87 

History    of    Pennsylvania    87 

American    Government     84 


DIBECTOBV  OF  DESCRIPTIONS   OF  EIiECTIVE   COUBSFS 
BliCOlffMEinJED   FOR  THE  EIiEMENTARV  CURRICUI.VM 

Child  Psychology    52 

Conservation    of   Natural   Resources    66 

Diagnostic  and  Remedial  Instruction  in  Reading   52 

Early    Childhood   Education    52 

Education   for   Family   Living    117 

Geography  of  Pacific  Realm    65 

Geography  of  the  United  States  and  Canada   65 

Handicrafts       97 

Industrial    Arts    97 

Mental    Hygiene    53 

Psychology  of  the  Exceptional  Child    52 

General    Safety    Education    70 

Teaching  of  American  History  and  Government   87 

Teaching    of   Arithmetic    74 

Typewriting  I    104 


Indiana  Catalogue  Number  45 

DIVISION  OF  SECONDARY  EDUCATION 

Joy  Makachek.  Direcior  of  Division 


Students  preparing  to  teach  the  academic  subjects  in  the  secondary 
Bchool  will  choose  their  courses  from  the  curriculum  in  secondary  edu- 
cation. That  curriculum  is  four  years  in  length,  requires  128  semester 
hours  properly  chosen  for  completion,  and  leads  to  the  degree  of  Bache- 
lor of  Science  in  Education  and  the  Provisional  College  Certificate  which 
entitles  the  holder  to  teach  the  subjects  ^\•ritten  on  the  face  of  the  cer- 
'tificate  in  any  junior  or  senior  high  school.  Besides  completing  the 
courses  listed  under  "Curriculum  in  Secondary  Education,"  a  student 
in  that  curriculum  must  meet  the  certification  requirements  in  two  fields, 
in  one  of  which  he  must  have  at  least  24  semester  hours,  and  in  the  other 
at  least  18  semester  hours.  He  may  choose  his  two  fields  from  the  fol- 
lowing: aeronautics.  English,  French,  geography,  mathematics,  science, 
social  studies,  Spanish,  and  speech;  and  fit  the  necessary  courses  into 
his  program  as  electives. 

Permanent  certification  is  secured  upon  the  completion  of  three 
years  of  successful  teaching  and  the  completion  of  six  semester  hours  of 
approved  work. 

There  are  excellent  opportunities  for  teachers  in  the  secondary 
school.  Trained  teachers  are  needed  to  develop  its  changing  curriculum 
and  to  prepare  its  students  for  the  obligations  and  privileges  of  democ- 
racy. 

The  broad  background  and  specific  knowledge  necessary  for  such 
teachers  can  be  obtained  by  completing  satisfactorily  the  required  courses, 
by  developing  thoroughly  their  major  intere.^ts  and  by  making  the  best 
use  of  their  professional  training  in  the  12  hours  of  student  teaching  done 
under  the  careful  supervision  of  training  teachers. 


FEES 

(Subject  to  Change) 

Semester 

Contingent  Fee   (payable  in  two  installments) S  45.00 

Housing   Fee    (payable  in   two   installments)    180.00 

Activity  Fee 12.50 


$237.50 


(Also  see  pages  36  to  40). 


46 


Teachers  College  Bulletin 


CURRICULUM   IN    SECONDARY   EDUCATION 

Sequence  of  courses  subject  to  change  for  administrative  purposes 


FIRST    SEMESTER 


SECOND     SEMESTER 


Se- 
Clock  mester 
Hours  Hours 


American     Literature     .  . 

Fundamentals   of   Speech 

Biological  Science  I    .... 

Health  and  Physical  Ed- 
ucation I    

Place  and  Purpose  of 
Education       

Appreciation      of      Music 


19 


3 

2 

15 


Se- 
Clock   meetef 
Hours  Hours 


English    I     4 

Principles   of   Geography  3 
Biological    Science    II    .  .  4 
Health  and  Physical  Ed- 
ucation  II    3 

History     of     Civilization  4 

Appreciation    of   Art    ...  3 

21 


3 
3 

3 

1 
4 
2 

16 


THIRD    SEMESTER 
English    II    3 


Economic  Geography 
General  Psychology  . . . 
Physical  Science  I  .... 
Health  and  Physical  Ed- 
ucation   III     

Electives        


3 
3 

4 

3 
3 

19 


FOURTH     SEMESTER 

3  English  Literature    3  3 

3  Principles    of    Sociology 

3  or    Principles    of    Bco- 

3  nomics       3  3 

Educational     Psychology  3  3 

1  Physical    Science    II    ...  4  3 

3  Health  and  Physical  Ed- 

—  ucation    IV    3  1 

16  Electives       4  4 

20  17 


FIFTH    SEMESTER 

American        Government     3  3 

School    Law    1  1 

Educational  Measure- 
ments              2  2 

Health  and  Physical  Ed- 
ucation  V    3  1 

Electives        10  10 

19  17 


SIXTH    SEMESTER 

Health  and  Physical  Ed- 
ucation   VI    3  1 

Problems     of    Secondary 

Education      2  2 

History  of  U.  S.  Includ- 
ing History  of  Penn- 
sylvania              3  3 

Electives      10  10 

18  16 


SEVENTH    SEMESTER 

Evolution    of   the   Amer- 
ican   Public    School    .  .      2  2 

Visual     Education     2  1 

Ethics       3  3 

Electives        10  10 


EIGHTH     SEMESTER 

Student      Teaching     and 
Conferences       18 

Curriculum  Materials: 
Selection   and   Adapta- 
tion              4 


12 


17 


1« 


22 


15 


Indiana  Catalogue  Number 


47 


THE  REQUIRED  AND  ELECTIVE  COURSES  IN  EACH 
FIELD  ARE  INDICATED  BELOW- 


Se- 
Clock   mester 
Hours  Hours 
BIOI.OGT 

Becomiuended:  12  sem.  hrs. 

Botanv    I    and    II     10  6 

Zoolo^'    I    and    II    10  6 

Chemistry  I  and  II  are  required 
instead  of  Physical  Science  I  and  II. 

Electives:  12  sem.  Ixrs. 

Anatomy      (comparative)  5  3 

Bacteriology        5  'A 

Ecology       5  3 

Entomology         5  3 

Embryology       5  3 

Field    Botany        5  3 

Field     Zoology      5  3 

Forestry       5  3 

Heredity       5  3 

Histology T  3 

Ornithology       5  3 

Parasitology        5  3 

Physiology       5  3 

Plant     Propagation     ....  5  3 
Conservation      of      Plant 

and   Animal   Resources  5  3 

CHUMISTRy 

Seconnuended:  18  sera,  hrs 

Inorganic   Chemistry    1.6  4 

Inorganic     Chemistry     II     6  4 

Qualitative   Analysis    ...      7  3 

Quantitative    Analysis     .      7  3 

Organic     Chemistry      ...      6  4 

Physics  I  and  IT  are  required  in- 
stead   of    Physical    Science    I    and    II. 

Botany  (3  hrs.)  and  Zoology  (3 
hrs.'>  are  required  instead  of  Bio- 
logical   Science    I   and   II. 

Electlves:  6  sem.  hrs. 

Organic    Chemistry    II    .  5  3 

Industrial     Chemistry     .  3  3 

Physical   Chemistry    ....  5  3 

Biological    Chemistry     .  .  5  3 
Chemistry    of    Food    and 

Xutrition      5  3 

Photography        5  3 

Colloidal  Chemistry    ....  4  3 


ENGI.ISH 

Bequired:  12  sem.  hrs. 

English    Composition     .  .  7  6 

English     and     American 

Literature      6  6 

Becommended:  6  sem.  hxs. 

English    Philology     3  3 

Advanced   Composition    .  3  3 

Electives:  6  sem.  hrs 

Shakespeare       3  3 

World     Literature     3  3 

Modern    Novel    3  3 

Romantic   Literature    ...  3  3 

Victorian        Prose        and 

Poetry       3  j 

Essay      3  3 


Se- 
Clock  mester 
Hours  Hours 

Short    Story    3  3 

Eighteenth  Century  Lit- 
erature        3  3 

Pre-Shakespearian  Lit- 
erature        2  2 

Contemporary    Poetry    .  .  3  3 

Modern    Drama    3  3 

Journalism       3  3 

American    Poetry    3  3 

Nineteenth  Century 

Novel       3  3 

FRENCH 

Recommended:  18  sem.  hrs. 

French  I  and  II 6  6 

French    III    and    IV    6  6 

French      V:      Nineteenth 

Century       3  3 

French     VI:     Nineteenth 

Century       3  3 

CrENEBAIi   SCIENCZ: 

Becommended:  30  sem.  hrs. 

Chemistry  (one  course) 

Physics   (one  course) 

Botany   (one  course) 

Zoology   (one  course) 

Earth         Science         (one 

course) 
Mathematics  (one  course) 

Other   courses  from    these  field.*   to 
make  a  total  of  30  semester  hours. 

GEOGBAFHT 

Required:  6  sem.  hrs. 

Principles    of    Geography     3  3 

Economic    Geography     .  .      3  3 

Becom.meiiaed:  12  sem.  hrs. 

Geography  of  the  United 

States   and    Canada    .  .      3  3 

Geography        of        Latin 

America        3  3 

Geography    of    Europe     .      3  3 

Geography  of  the  Pa- 
cific   Realm    3  3 

Electives:  6  sem.  hrs. 

Geography  of  Austral- 
asia   and    Africa    3  3 

Commercial  and  Indus- 
trial   Geography    3  3 

.Meteorology         3  3 

Conservation    of   Natural 

Resources       3  3 

Field      Courses      (to      be 

approved)       3     to     6 

Geographic  Influences  in 

American     History      .  .      3  3 

Geography  of  Pennsyl- 
vania              3  3 

Physiography        3  3 

Trade  and  Transporta- 
tion            3  3 

Geography   of   Asia    ....      3  3 

Climatology-  and  Meteor- 
ology             3  3 

Techniques  and  Mater- 
ials in  Modern  Geog- 
raphy            3  3 


48 


Teachers  College  Bulletin 


KATHXMATXCS 

Reconuuended:  18  sem.  hxs. 

College    Algebra    3  3 

Trigonometry      3  3 

Analytic    Geometry    ....      3  3 

Differential    Calculus     .  .      3  3 

Integral    Calculus     3  3 

Statistics        8  3 

Electlves:  6  eem.  hxm. 

Applied    Mathematics    .  .      3  3 

Advanced  College  Alge- 
bra           3  3 

History    of    Mathematics     3  3 

Teaching'  Mathematics  in 

the  Scc'ondary  School .  .      3  3 

Synthetic    Geometry    ...      3  S 

Spherical      Trigonometry 

and   Navigation    3  8 

FHTSICS 

Recommeiided:  15  sem.  hrs. 

Physics  I  and  II   12  8 

Mechanics      5  3 

Electricity  and  Magnet- 
ism             6  4 

Chemistry    I    and    II    are    required 
instead  of  Physical  Science  I  and  II 
Botany     (3    hrs.)     and    Zoology     (3 
hrs.)   are  required  instead  of  Biologi- 
cal Science  I  and  II. 

Electlves:  9  sasL.  hrs. 

Heat         5  8 

Optics        5  S 

Sound        5  3 

Radio  Communications    .      5  3 

Physical      Measurements     5  3 

Astronomy       5  3 

Photography        6  S 

Modern  Physics     5  3 

Aeronautics        6  4 

SOCIAIi  STITDIES 

Se^ulred:  13  sem.  hrs. 

History  of  Civilization    .      4  4 

Principles  of  Sociology    .      3  3 

Principles    of    Economics     3  3 

American  Government  .  .  3  3 
History  of  United  States 

including     History     of 

Pennsylvania       3  3 

Electlves:  sem.  hzs. 

Comiiarative  Government  3  3 
Constitutional        History 

and     Law     3  3 


Contemporary    Economic 

Problems        3  8 

Contemporary     European 

History       3  t 

European     History      ....  6  • 
Evolution    of    Social    In- 
stitutions       3  3 

History  of  England  ...  3  3 
History  of  the  Far  East  2  2 
History  of  Latin  America  3  3 
History  of  Pennsylvania  2  2 
Industrial  Relations  .  .  2  2 
Introduction  to  Philoso- 
phy         3  3 

Municipal   Government    .  3  3 

Rural     Sociology     3  3 

Renaissance    and    Refor- 
mation       3  8 

Social       and       Industrial 
History    of   the   United 

States      8  8 

Social    Problems    3  3 

United    States    History    .  6  C 

SFAmSH 

Recommended:  18  sem^  hrs. 

Elementary    Spanish     ...  6  6 

Intermediate  Spanish  6  6 
Spanish    V:    Introduction 

to  Spanish  Literature.  3  3 
Spanish       VI:       Spanish 

Conversation       3  8 

SPEECH 

Required:  8  sem.  brs. 

Fundamentals   of   Speech 

(not    counted    towards 

certification)        8  8 

Speech    Problems    8  2 

Play    Production    3  2 

Interpretative  Reading    .  3  2 

Phonetics     2  2 

Electlves:  10  sem.  hrs. 

Community        Dramatics 

and    Pageantry     3  2 

Stagecraft      and      Scenic 

Design    4  2 

Costuming    and    Make-up  3  2 

Creative    Dramatics     ...  2  2 

Psychology    of    Speech    .  3  3 

Speech   Pathology    3  3 

Speech   Clinic   I    4  2 

Speech   Clinic   II    4  2 

Argumentation    and    De- 
bate        2  2 

Voice    and    Diction     ....  2  2 


All  students  are  required  to  take  part,  without  credit,  in  one  physical- 
education  activity  each  semester  in  which  no  physical  education  courses 
or  student  teaching  are  required.  In  addition  to  this,  all  students  must 
participate  in  at  least  one  extra-curricular  activity  one  semester  each 
year.    Regular  attendance  at  the  weekly  Convocation  is  required. 


Indiana  Catalogue  Number  49 


EDUCATION 

Ralph  B,  Beard,  Head  of  Department 

Harold  L.  Camp  Wilbur  Emmert 

Tobias  0.  Chew  S.  Tre^'Gr  Hadlet 

GrUY  Pratt  Davis  Paul  A.  Risheberqer 

Irene  Russell 

The  Education  Department,  through  its  courses,  furnishes  the 
groundwork  for  the  professionalization  of  the  content  of  other  courses. 
Thus,  the  Education  Department  serves  the  entire  school.  It  reaches 
every  student  in  every  department  and  thereby  makes  the  College  a  pro- 
fessional school.  The  Laboratory  and  Demonstration  School  is  the  work- 
shop where  the  educational  philosophy  taught  in  the  College  is  put  into 
practice. 

*CORE  COURSES 

Place  and  Purpose  of  Education  in  the  Social  Order  3  cr. 

The  purpose  of  this  course  is  to  give  students  an  overview  of  the 
aims,  organization,  and  procedures  in  education — in  brief,  to  provide  an 
organized  view  of  the  whole  field  of  education.  The  opportunities  and 
requirements  in  the  several  fields  of  educational  service  are  presented. 
In  addition,  orientation  helps  are  given  in  methods  of  studjang  effectively. 

General  Psychology  3  cr. 

This  course,  a  prerequisite  to  all  other  psychology  courses,  is  a  pre- 
view of  the  scientific  study  of  the  activities  of  the  human  organism  ia 
relation  to  the  environment.  It  introduces  the  student  to  the  aims  and 
methods  of  psychology  and  the  specialized  vocabulary  of  the  subject  as 
well  as  the  general  principles  involved. 

Educational  Psychology  3  cr. 

This  course  involves  a  study  of  the  scientific  nature  of  the  educa- 
tive process,  its  nature,  meaning,  and  implications.  It  endeavors  to  en- 
able the  student  to  gain  an  understanding  of  the  materials,  methods, 
and  skills  of  importance  to  the  teacher;  to  make  possible  a  comprehen- 
sive understanding  of  the  most  effective  principles  involved  in  the  pro- 
cess of  learning  and  behavior;  to  develop  a  functional  understanding 
of  the  individual  variations  and  the  ways-and-means  of  guidance  of  such 
differences  and  potentialities,  and  of  the  problem  of  human  dynamics;  to 
discern  the  factors  conditioning  the  behavior  of  the  pupil,  the  teacher, 
and  the  organization  of  the  school;  and  to  study  the  essential  principles 
of  mental  hygiene  from  the  viewpoint  of  the  inter-relation  of  the  pupil, 
the  teacher,  the  school.     Prerequisite:  General  Psychology. 


•Courses  required  in  the  Elementary  and  Secondary  Education  Curricula. 


50  Teachers  College  Bulletin 

School  Law  1  cr. 

The  purpose  of  this  course  is  to  familiarize  the  prospective  teacher 
with  the  legal  phases  of  the  Pennsylvania  School  System.  Laws  concern- 
ing admission,  attendance,  tuition,  health,  discipline,  courses  of  study, 
special  education,  certification,  contracts,  salaries,  retirement,  finance  and 
state  subsidies  are  considered.  State,  county  and  district  organizations 
for  education  in  Pennsylvania  are  studied. 

Exlncational  Measurements  2  cr. 

This  course  is  designed  to  acquaint  students  with  (1)  the  elementary 
statistical  techniques  used  in  measurements;  (2)  the  construction  and 
use  of  different  types  of  objective  tests;  and  (3)  the  standard  tests  in 
the  several  fields,  their  uses  as  related  to  instruction,  and  the  criteria 
for  their  evaluation. 

Visual  Education  1  cr. 

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  are  stressed. 

Evolution  of  the  American  Public  School  2  cr. 

This  course  presents  a  study  of  the  European  influence  on  early 
American  education,  the  development  of  the  various  t5T)es  of  schools  and 
their  modifications  as  influenced  by  educational  movements  at  home  and 
abroad,  and  the  leaders  connected  with  these  movements.  Special  at- 
tention is  given  to  the  development  of  the  Pennsylvania  system  and  its 
present  organization. 

Ethics  3  cr. 

The  purpose  of  this  course  is  to  aid  prospective  teachers  in  the 
formulation  of  concepts  of  high  standards  of  conduct  in  relation  to  all 
phases  of  life.  Brief  consideration  is  given  to  the  historical  development 
of  ethics  after  which  careful  thought  is  given  to  numerous  phases:  in- 
dividual, social,  political,  economic,  and  professional  conduct.  Special 
emphasis  is  given  to  the  ethics  involved  in  the  teaching  profession. 

Curriculum  Materials:  Selection  and  Adaptation  3  cr. 

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

Student  Teaching  12  cr. 

Each  student  is  required  to  teach  full  time  for  one  semester.  The 
teaching  is  done  in  the  Laboratory  School,  and  in  the  cooperating  public 


Indiana  Catalogue  Number  51 

schools  under  college  supervision.  A  gradual  induction  into  the  process 
of  teaching  is  given  by  supervising  teachers.  A  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 
graduation. 

See  page  33  for  eligibility  requirements. 

REQUIRED  COURSES  FOR  ELEMENTARY 
EDUCATION  STUDENTS 

Children's  Literature  and  Story-Telling  3  or. 

In  this  course  the  students  acquire  a  wide  acquaintance  with  child- 
ren's literature,  old  and  new.  Development  of  literary  standards  aid 
in  the  wise  selection  of  books.  Ways  and  means  to  develop,  stimulate, 
and  guide  children's  reading  of  literature  are  presented.  Principles  and 
techniques  of  successful  storytelling  are  studied  and  practiced. 

Teaching  of  English  3  or. 

This  course  prepares  the  student  to  direct  the  elementary  child  to 
meet  adequately  all  situations  in  which  communication  plays  a  vital  part. 
The  principles  and  procedures  incorporated  in  the  presentation  of  oral 
and  written  composition,  handwriting,  and  spelling  are  developed.  Atten- 
tion is  given  to  the  organization  of  instructional  materials.  Observation 
of  classes  in  the  Laboratory  School  provide  opportunity  to  see  theory 
translated  into  action.  Prerequisite:  Fulfillment  of  English  require- 
ment for  Junior  Standing. 

Teaching  of  Reading  3  or. 

This  course  includes  a  study  of  the  psychology  of  learning  as  related 
to  the  teaching  of  reading,  principles  and  procedures  of  presentation, 
and  the  organization  of  instructional  materials.  Observation  of  element- 
ary classes  in  the  Laboratory  Schools  enables  the  student  to  see  theory 
in  action.  Prerequisite:  Fulfillment  of  English  requirement  for  Junior 
Standing. 

REQUIRED  COURSES  FOR  OTCONDARY 
EDUCATION  STUDENTS 

Problems  of  Secondary  Education  2  cr. 

This  is  a  basic  course  in  Secondary  Education,  and  involves  a  con- 
sideration of  the  practical  problems  of  development,  organization,  and 
management  as  they  affect  the  secondary-school  teacher  at  work.  The 
course  includes  problems  in  organization,  administration,  curricula,  class- 
room management,  extra-class  activities  and  other  major  areas  in  Sec- 
ondary Education. 

ELECTIVE  EDUCATION  COURSES 

Adolescent  Psychology  3  cr. 

This  course  is  a  study  of  the  adolescent  child  as  revealed  by  re- 
searches of  his  emotions,  personality  integration,  social  adjustment,  char- 


52  Teachers  College  Bulletin 

acter  development,  moral  problems,  attitudes,  religious  interests,  home  ad- 
justments, and  mental  hygiene.  The  changeable  unpredictive  adolescent 
becomes  here  the  normal  child  to  be  more  intelligently  guided  by  the  un- 
derstanding teacher.     Prerequisite:  General  Psychology. 

Child  Psychology  (Elementary)  3  cr. 

This  course  purposes  to  study  the  child  as  a  maturing  and  behaving 
organism.  It  involves  a  consideration  of  the  origins  of  child  behavior  and 
the  emergent  reaction  patterns;  a  mastery  of  those  facts  and  principles 
which  will  aid  in  an  interpretation  of  such  behavior;  and  an  application 
of  the  principles  of  learning  to  the  child's  educative  process.  Prerequi- 
site: General  Psychology. 

Diagnostic  and  Remedial  Instruction  in  Reading  3  cr. 

The  fundamental  objectives  of  this  course  are  to  enable  the  classroom 
teacher  to  diagnose  reading  disabilities  and  to  apply  proper  corrective 
procedures.  Emphasis  is  placed  upon  case  studies  in  both  diagnosis  and 
remediation.  Each  student  is  required  to  do  individual  testing.  Basic 
principles,  materials,  and  organization  for  remedial  instruction  are  con- 
sidered. Prerequisites:  The  Teaching  of  Reading,  Educational  Measure 
ments. 

The  Psychology  of  the  Exceptional  Child  3  cr. 

This  course  presents  a  pattern  of  orientation  to  the  prospective 
teacher  with  respect  to  variations  among  individual  school  children,  their 
nature,  meaning,  and  potential  utilization  as  maturing  individuals.  From 
this  viewpoint  it  considers  more  especially  the  mentally  retarded  child, 
the  mentally  superior,  organic  disabilities,  speech  problems,  and  per- 
sonality problems  and  adjustment.  As  such,  it  endeavors  to  answer  the 
question,  "How  can  the  needs  of  the  exceptional  child  be  best  met  in 
the  public  school?"  Prerequisites:  General  Psychology,  Educational 
Psychology,  Educational  Measurements. 

Reading  Problems  of  Intermediate,  Junior,  and  Senior  High 

School  Students  3  cr. 

This  course  takes  up  the  problems  met  in  reading  history,  science, 
geography,  English,  mathematics,  and  all  content  fields.  Specific  aid  is 
given  in  the  development  of  readiness  for  reading,  vocabulary  develop- 
ment, rates  of  comprehension,  study  techniques,  and  the  basic  reading 
skills. 

Early  Childhood  Education  3  cr. 

This  course  aims  to  develop  knowledge  and  appreciation  of  child  de- 
velopment and  to  show  how  educational  methods  have  advanced  in  recog- 
nizing the  importance  of  environment,  experiences,  interests  and  abilities. 
The  activities  of  the  early  grades  will  be  considered  as  they  function  in 
meeting  the  needs  of  the  child. 


Indiana  Catalogue  Number  53 

Guidance  3  cr. 

This  course  presents  the  need  for  and  the  nature  of  guidance  in  the 
secondary  school,  together  with  the  concepts,  kinds,  and  methods  of  guid- 
ance. The  use  of  tests  in  guidance  is  demonstrated  by  a  battery  of  tests 
administered  to  members  of  the  class.  Emphasis  is  placed  upon  the  func- 
tional aspects  of  guidance  in  educational  and  vocational  fields;  in  personal, 
social  and  civic  development;  and  in  recreational  and  health  habits.  The 
three-fold  function  of  the  course  aims  at  guidance,  education  for  compe- 
tence, and  placement.  Prerequisite:  Educational  Measurements  (offered 
Summer,  1949). 

Mental  Hygiene  3  cr. 

This  course  endeavors  to  develop  a  background  for  the  study  of 
human  conduct  and  an  understanding  of  the  foundations  of  human  be- 
havior, together  with  an  application  of  the  emergent  principles  to  the 
life  of  the  everyday  person.  It  is  designed  especially  for  students  in  art, 
business,  home  economics,  and  secondary  education.  Prerequisites:  Gen- 
eral Psychology;  Educational  Psychology. 

THE  PSYCHO-EDUCATIONAL  BUREAU 

The  program  of  the  Psycho-Educational  Bureau  involves  the  render- 
ing of  assistance  to  supervisory  officials  and  classroom  teachers  of  both 
the  public  and  private  schools  of  the  college  service  area  in  the  following 
general  areas:  diagnosis  of  academic  and  behavior  problems,  follow-up 
programs,  and  formulation  of  remedial  patterns  of  instruction.  The  pro- 
gram further  includes  guidance  with  respect  to  personality  adjustments, 
reading  improvement  and  study  skills  on  the  college  level. 

The  Psycho-Educational  Bureau  is  specifically  concerned  with  in- 
dividual and  group  testing  with  respect  to  academic  ability  and  aptitudes, 
the  measurement  of  educational  achievement,  the  sensory  functions, 
special  abilities  and  disabilities,  and  personality  adjustment  and 
integration. 

The  work  of  the  Bureau  is  chiefly  individual. 


54  Teachers  College  Bulletin 

ENGLISH  AND  SPEECH 

Rhodes  R.  Stabley,  Head  of  Department 

Abigail  C.  Boardman  Edna  Hays 

J.  Stanley  Cook  Arthur  F.  Nicholson 

Charles  F.  Diehl  Carrie  Belle  Parks  Norton 

Robert  W.  Ensley  Reba  Niles  Perkins 

The  English  Department  serves  two  functions:  First,  throug:h  its 
core  courses,  required  of  all  students,  the  Department  aims  at  the  im- 
provement of  English  usage  throughout  the  College.  Second,  for  a  se- 
lect group  of  students  who  demonstrate  marked  interest  and  competence, 
the  Department  undertakes  to  give  the  specialized  training  needed  for 
the  teaching  of  English  and  Speech  in  the  secondary  schools. 

Because  of  the  need  of  good  English  by  teachers  of  all  subjects,  can- 
didates for  Junior  Standing  are  required  to  reach  a  satisfactory  standard 
for  both  oral  and  written  expression  (See  page  33).  At  the  end  of  the 
sophomore  year,  therefore,  a  general  English  examination  is  given  to  all 
students  to  determine  their  competency  in  these  matters.  Speech  diffi- 
culties are  also  checked  on.  A  speech  test  is  given  to  all  entering  fresh- 
men, and  wherever  noticeable  defects  or  limitations  are  revealed,  an  ap- 
propriate remedial  program  is  arranged  for  the  individual  according  to 
his  needs. 

A  student  may  elect  to  specialize  in  either  English  or  Speech;  per- 
haps even  in  both.  (Indeed,  a  student  electing  either  one  as  his  first 
field  of  specialization  is  strongly  urged  to  elect  the  other  as  his  second 
field.)  Certification  in  either  area  requires  24  semester  hours  credit  if 
the  student  offers  it  as  his  first  field  of  specialization,  and  18  semester 
hours  credit  if  he  offers  it  as  his  second  field.  However,  these  are  only 
minimum  requirements.  Students  seeking  really  adequate  preparation 
for  teaching  should  plan  to  take  as  many  additional  hours  of  electives 
as  possible.  Furthermore,  many  universities  require  at  least  30  hours  of 
undergraduate  work  in  any  given  field  as  a  prerequisite  to  study  for  ad- 
vanced degrees. 

A  few  students  in  other  departments,  or  even  in  divisions  other  than 
secondary,  may  also,  by  judicious  selection  of  electives  and  careful  utili- 
zation of  time,  arrange  their  programs  so  as  to  add  English  or  Speech 
to  their  certif.cates. 

COMPOSITION  AND  LITERATURE 

CORE  COURSES 

The  courses  described  below  are  required  of  all  students  in  all  cur- 
ricula, except  that  Art,  Business  Education,  and  Home  Economics  stu- 
dents are  obliged  to  take  only  one  course  in  literature;  usually  this  is 
American  Literature.     A  few  exceptional  students  are  also  granted  ex- 


Indiana  Catalogue  Number  55 

emptions  from  English  II  by  special  examination  and  permitted  to  pur- 
sue a  more  advanced  course.  The  courses  are  listed  in  the  order  in  which 
they  should  be  taken. 

American  Literature  3  cr. 

The  aim  of  this  course  is  to  help  students  read  the  literature  of  their 
own  country  with  greater  understanding  and  appreciation.  The  materials 
studied  are  the  works  of  major  American  authors,  with  special  emphasis 
on  contemporary  wrriting  which  reflects  and  interprets  American  life  and 
thought.    Wide  free  reading  is  fostered.    First  semester,  freshman  year. 

English  I  3  cr. 

This  is  an  introductory  course  in  written  composition,  featured  by 
extensive  use,  in  class  and  out,  of  the  individual  conference  method. 
Improvement  is  also  sought  in  reading  habits,  interests  and  skills. 
Library  instruction,  dictionary  study  and  practice  in  finding  and  using 
research  materials  are  included.     Second  semester,  freshman  year. 

English  II  3  cr. 

This  course,  essentially  a  continuation  of  English  I,  also  relies 
heavily  on  the  individual  conference  method.  Special  emphasis  is  put 
on  the  further  development  of  techniques  to  the  writing  of  research  pa- 
pers.   First  semester,  sophomore  year. 

English  Literature  3  cr. 

The  materials  of  this  course  are  selected  largely  from  the  work  of 
outstanding  British  authors;  present-day  writing  is  given  chief  emphasis. 
As  in  the  case  of  American  Literature,  this  course  aims  principally  at 
the  improvement  of  literary  appreciation  and  understanding.  Again,  wide 
free  reading  is  fostered  .     Second  semester,  sophomore  year. 

COURSES  RECOMMENDED  FOR  SPECIALIZATION  IN  ENGLISH 

In  addition  to  the  core  courses,  students  desiring  to  make  English  their 
first  field  of  specialization  (24  ho\irs)  should  elect  all  of  the  four  courses 
described  below.  Students  desiring  to  make  English  only  a  second  field 
of  specialization  (18  hours)  should  elect  either  English  Philology  or  Ad- 
vanced Composition  and  one  of  the  courses  under  Recent  Trends.  The 
Department  will  rarely  recommend  for  certification  anyone  who  does  not 
have  credit  for  these  courses.  Permission  to  enrol  must  be  obtained  from 
the  Department  Head,  and  will  be  granted  only  to  those  students  who 
have  already  made  a  good  record  in  the  core  courses. 

English  Philology  3  cr. 

Aimed  at  giving  students  an  understanding  of  the  technicalities  of 
modern  English  grammar  and  usage,  this  course  includes  the  following 
topics:  brief  history  of  the  language;  levels  of  usage;  present-day  syn- 
tax; word  origins,  pronunciation,  and  spelling;  and  technical  nomencla- 
ture.   Second  semester,  each  year. 


56  Teachers  College  Bulletin 

Advanced  Composition  3  cr. 

Primarily  for  students  si>ecializing  in  English,  this  course  seeks  to 
develop  creative  ability  as  well  as  to  perfect  writing  style.  Much  free 
composition  is  attempted  in  such  literary  types  as  the  short  story,  the 
magazine  article,  the  personal  essay,  and  the  one-act  play,  with  inci- 
dental attention  to  the  possibilities  of  publication.  First  semester,  each 
year. 

Recent  Trends  in  the  Teaching  of  English  3  cr. 

Designed  to  acquaint  students  with  modern  principles  in  the  teaching 
of  high-school  English,  this  course  treats  such  subjects  as  the  sources 
of  composition  materials,  good  usage,  factual  and  imaginative  writing. 
Attention  is  given  to  the  selection  of  suitable  reading  materials,  extensive 
and  intensive  reading  practices,  literary  appreciation,  and  developmental 
reading  in  high  school.  Students  observe  adolescents  in  the  campus 
school  and  many  other  situations.  They  study  evaluation  in  English 
and  lesson  and  unit  planning.  Students  are  also  introduced  to  profes- 
sional organizations  and  publications  in  the  field  of  English.  Given  each 
semester. 

ELECTIVES:  LITERATURE  COURSES* 

Although  offered  primarily  to  meet  the  needs  of  students  who  are 
preparing  to  become  teachers  of  literature,  the  courses  described  below 
are  open  to  all  other  students  of  the  College  as  free  electives.  Permis- 
sion to  enrol  must  be  obtained  from  the  Department  Head.  Pre-requisites 
are  normally  assumed  to  be  the  core  courses;  however,  obviously  compe- 
tent students  are  permitted  to  register  for  some  of  these  electives  even 
before  the  core  courses  have  been  completed.  Indeed,  freshmen  who  know 
that  they  are  going  to  specialize  in  English  are  urged  to  take  at  least  a 
two-credit  elective  as  a  means  of  completing  their  class  programs.  The 
order  in  which  the  courses  are  listed  is  approximately  the  order  in  which 
they  should  be  taken. 

Short  Story  2  or  3  or. 

This  course  aims  to  study  the  short  story  as  the  newest  and  most 
popular  of  modem  literary  types.  Outstanding  works  of  the  best  Ameri- 
can, British  and  Continental  authors  are  included.  Incidental  attention 
is  given  to  the  utilization  of  similar  materials  in  the  junior  and  senior 
high  school  literature  program.     First  semester  1950-51. 

Modem  Novel  3  cr. 

Through  the  rapid  reading  of  many  novels  and  the  detailed  reading 
of  a  few,  this  course  seeks  to  provide  a  sound  basis  for  the  criticism  and 
interpretation  of  contemporary  literature.  American  and  British  works 
are  studied  chiefly,  but  a  number  of  well-translated  foreign  novels  are 
also  included.    Second  semester,  1950-51. 

Modern  Drama  3  cr. 

The  reading  of  important  modem  American,  British,  and  European 

dramas — from  Ibsen  to  the  present — constitutes  the  basis  of  this  course. 


Indiana  Catalogue  Number  57 


Attention  is  also  given  to  the  historical  development  of  dramatic  litera- 
ture, production,  and  criticism.     First  semester,  1949-50. 

Contemporary  Poetry  2  or  3  cr. 

This  course  includes  the  best  work  of  such  contemporary  American 
and  British  poets  as  Eliot,  Frost,  Hardy,  Housman,  Jeffers,  Lindsay 
MacLeish,  Masefield,  Millay,  Sandburg,  Teasdale,  and  Yeats;  and  of  the 
older  poets,  Walt  Whitman  and  Emily  Dickinson,  because  they  also  re 
fleet  the  modern  spirit.    Second  semester,  1950-51. 

Pre-Shakespearean  Literature  2  cr. 

A  seminar  course  which  includes  a  study  of  the  best  of  the  English 
classics  written  before  1590.  Open  to  all  students.  Works  selected  in- 
clude Arthurian  legend,  the  poetry  of  Chaucer,  and  important  early 
dramas  and  novels.    First  semester,  1949-50. 

Shakespeare  3  cr. 

A  careful  analysis  of  the  major  plays,  a  rapid  reading  of  many  others, 
and  a  brief  historical  survey  of  the  Elizabethan  Age  comprise  the  prin- 
cipal work  of  this  course.     Second  semester,  1949-50. 

Romantic  Literature  2  or  3  cr. 

The  chief  poetic  works   of  Wordsworth,   Coleridge,  Shelley,   Keats. 
Byron  and   Scott — read  with  special  reference  to  the  social  and  philo 
sophic  problems  of  the  period — constitute  the  principal  materials  of  this 
course.    The  critical  work  of  Hazlitt,  Hunt,  and  DeQuincey  is  also  exam- 
ined briefly.     First  semester,  1949-50. 

Victorian  Poetry  and  Prose  2  or  3  cr. 

In  this  course  the  Victorian  era  is  studied  as  a  separate  literary  and 
sociological  entity.  The  work  of  Arnold,  Browning,  Carlyle,  Huxley,  New- 
man, Ruskin,  and  Tennyson  is  emphasized.  Appreciation  and  criticism  of 
the  period  are  fostered,  and  its  social  implications  studied  with  refer- 
ence to  present-day  problems.     First  semester,  1950-51. 

World  Literature  S  cr. 

Extensive  reading  of  foreign  literature  in  translation,  chosen  from 
Oriental,  European,  and  South  American  countries,  forms  the  basis  of 
this  course.  There  is  a  loose  grouping  of  materials  by  nationalities  ."^o 
as  to  make  possible  a  study  of  common  problems,  temperaments,  anH 
literary  characteristics.     Second  semester.     1949-50. 


58  Teachers  College  Bulletin 


ELECTIVES:  COMPOSITION  COURSES* 

The  courses  described  below  are  open  to  students  throughout  the 
College  as  free  electives.  Permission  to  enrol  must  be  obtained  from 
the  Department  Head. 

Advanced  Composition  3  cr. 

See  page  56  for  course  description. 

Journalism  2  or  3  cr. 

This  course  covers  the  writing  of  the  news  story,  the  column,  the 
feature  story,  and  the  editorial.  Such  principal  features  of  the  news- 
paper as  makeup  and  editorial  policy  are  also  studied.  An  attempt  is 
made  to  correlate  class  work  with  that  of  campus  publications,  as  well  as 
to  prepare  students  to  be  faculty  advisers  of  school  publications.  First 
and  second  semester,  each  year. 

ELECTIVES  IN  SPEECH  AND  DRAMA  OPEN  TO  ENGLISH  MAJORS 

Three  courses  described  under  the  Speech  and  Drama  curriculum 
may  be  elected  by  students  who  are  making  English  their  first  field  of 
specialization  (24  hours);  these  courses  may  be  counted  toward  gradu- 
ation in  this  area.  English  majors  are  specially  urged  to  take  Play 
Production. 

Radio  in  Education  I  2  cr. 

See  page  61  for  course  description. 

Radio  in  Education  II  2  cr. 

See  page  61  for  course  description. 

Play  Production  2  cr. 

See  page  59  for  course  description. 

SPEECH 

To  satisfy  a  growing  demand  for  teachers  of  speech  and  dramatics 
in  the  public  schools,  the  College  is  now  authorized  to  offer  a  complete 
speech  curriculum.  Students  desiring  certification  in  this  area  may  elect 
speech  either  as  a  first  field  of  specialization,  which  requires  24  semester 
hours  credit,  or  as  a  second  field  of  specialization,  which  requires  18  se- 
mester hours  credit.  Specialization  in  Speech  at  this  college  will  also 
provide  the  basic  courses  for  certification  in  Speech  Correction.  Certain 
additional  courses  must  be  taken  elsewhere. 

Students  who  are  not  interested  in  securing  certification,  but  who 
wish  simply  to   prepare  themselves   more  adequately  for  handling  the 


•   In    addition    to    the    composition    electives    described    here,    three    other 
courses    are    occasionally    oCfered    as    composition    electives;    they    are    Short 

Story    (2   cr. ).   Play  writing    (2   cr. ),    Essay    (2    cr.). 


Indiana  Catalogue  Number  59 


language  problems  incident  to  all  teaching,  may,  with  the  consent  of  the 
instructor,  register  for  certain  courses  just  as  free  electives.  However, 
by  carefully  utilizing  their  elective  opportunities,  students  in  almost  all 
curricula  will  find  it  possible  to  add  Speech  to  their  certificates  and  thus 
be  prepared  to  teach  Speech  and  coach  speech  activities  in  their  own 
schools. 


The  courses  in  speech  are  designed  to  develop  the  student's  powers 
of  oral  expression  and  communication,  to  present  a  rich  culture  in  speech 
arts  and  science,  and  to  aid  in  vocational  preparation.  About  half  of  the 
courses  offered  are  technical  courses  aimed  at  preparing  students  to  deal 
expertly  with  problems  of  speech  improvement  and  correction;  the  other 
half  are  courses  in  which  the  art  aspects  of  speech  are  emphasized. 

In  addition  to  formal  courses,  a  speech  clinic  assists  in  remedying 
speech  difficulties  of  those  who  fail  the  qualifying  speech  test  upon  en- 
trance to  college.  Students  whom  this  test  reveals  to  have  serious  speech 
defects  may  be  refused  admittance  to  college  (see  page  30);  others  with 
less  serious  defects  may  not  attain  Junior  Standing  until  they  have 
remedied  their  deficiencies   (see  page  33). 


COURSES  REQUIRED  OF  ALL  FRESHMEN 

Fundamentals  of  Speech  3  cr. 

The  chief  purposes  of  this  course  are  to  develop  self-confidence  and 
ability  in  the  composition  and  delivery  of  informal  talks,  and  to  enable 
the  student  to  use  speech  as  an  effective  instrument  of  social  communi- 
cation. This  course  may  not  be  counted  in  the  18-hour  minimum  re- 
quired for  certification.    Each  semester. 

COURSES  REQUIRED  FOR  CERTIFICATION  IN  SPEECH 

Interpretative  Reading  2  cr. 

Technique  and  spirit  conducive  to  intelligent  interpretation  of  litera- 
ture are  stressed  in  this  course.  The  mono-drama,  lecture  recital,  inter- 
pretation of  classic  and  modem  drama,  book  review,  and  adaptation  and 
presentation  of  prose  and  poetry  are  included.  Artistry  in  platform  de- 
portment, voice  emphasis,  phrasing,  and  program  construction  are  pri- 
mary objectives. 

Play  Production  2  cr. 

Workshop  activity  in  the  production  of  plays  affords  each  student 
opportunities  in  acting,  casting,  rehearsal  techniques,  and  directing. 
Included  are  make-up,  scenery  and  lighting,  and  materials  for  school 
dramatics.  This  course  may  be  counted  toward  graduation  in  English  by 
students  who  are  making  English  their  first  field  of  specialization. 


60  Teachers  College  Bulletin 

Phonetics  2  cr. 

This  course  is  designed  to  familiarize  students  with  the  speech 
organs  and  their  functions,  thereby  establishing  the  basis  for  good  dic- 
tion. A  working  knowledge  of  the  International  Phonetic  Alphabet  sym- 
bols, which  is  basic  to  the  solution  of  problems  arising  in  language  and 
oral  reading  in  the  elementary  and  secondary  schools,  is  aimed  at. 

Speech  Problems  2  cr. 

The  aim  of  this  course  is  twofold:  to  correct  and  improve  the  voices 
of  prospective  teachers  and  to  provide  materials,  methods,  and  tech- 
niques for  improving  the  speech  of  their  pupils.  Prerequisites:  Phonetics 
or  Voice  and  Diction,  and  consent  of  the  instructor. 

ELECTIVES:  COURSES  IN  SPEECH  SCIENCE 

Voice  and  Diction  2  cr. 

This  course  embraces  a  study  of  the  physiology,  physics,  and  hygiene 
of  the  voice,  voice  production,  and  other  factors  bearing  on  the  use  of 
the  voice  in  the  classroom.  Recordings  acquaint  the  student  with  his  in- 
dividual speech  problems  and  serve  as  a  gauge  for  improvement. 

Psychology  of  Speech  3  cr. 

This  course  aims  to  interpret  the  psychological  aspects  of  speech 
in  relation  to  the  learning  process;  to  investigate  the  origins  and  devel- 
opment of  personality  and  the  relations  of  personality  deviations  to 
speech;  and  to  gain  an  understanding  of  the  psychology  of  speaker- 
audience  relationships. 

Speech  Pathology  3  cr. 

Theories  of  organic  and  functional  disorders  of  speech  arising  from 
physiogenic  and  psychogenic  causes  are  studied;  differential  diagnoses 
are  considered;  much  emphasis  is  placed  on  hearing  loss  and  its 
effect  on  speech.  Prerequisites:  Phonetics,  Speech  Problems  or  Voice 
and  Diction,  and  Mental  Hygiene  or  Psychology  of  Speech. 

Speech  Clinic  1  (Therapy)  2  cr. 

A  comparative  study  of  the  most  modern  methods  of  correcting  all 
types  of  speech  and  hearing  disorders  is  made;  and  practice  is  given  in 
handling  clinical  instruments,  techniques  of  diagnoses,  writing  case 
histories,  and  observing  actual  cases.  Prerequisites:  Speech  Problems, 
Phonetics,  Psychology  of  Speech  or  Mental  Hygiene,  and  Speech 
Pathology. 

Speech  Clinic  II  (Practicum)  2  cr. 

This  is  an  observation  and  practice  course  applying  the  theories 
studied  in  Pathology  and  Speech  Clinic  I.  Opportunity  is  given  each 
student  to  work  with  cases  under  the  supervision  of  the  instructor.  Pre- 
requisite: Speech  Clinic  I. 


Indiana  Catalogue  Number  61 

ELECTIVES:  COURSES  IN  SPEECH  ARTS 

Radio  in  Education  I  2  cr. 

This  course,  desired  to  present  the  techniques  of  radio  perform- 
ance, gives  practice  in  all  the  basic  skills  of  radio  acting,  announcing, 
producing,  and  directing.  Credit  in  this  course  may  be  counted  toward 
graduation  in  either  Speech  or  English  when  these  are  first  fields  of 
specialization. 

Radio  in  Education  II  2  cr. 

Students  assume  leadership  in  organization,  creation,  synchronization, 
and  interpretation  necessary  to  studiocraft  and  broadcasting.  Practical 
experience  is  obtained  through  regular  broadcasts  over  Station  WDAD, 
Indiana.  Prerequisite:  Radio  I  or  equivalent.  See  Radio  I  for  credit 
allowable. 

Creative  Dramatics  2  cr. 

The  chief  aim  of  this  course  is  to  further  the  creative  dramatic  im- 
pulse. It  provides  prospective  teachers  or  directors  of  dramatics  in 
schools,  summer  camps,  etc.,  with  an  understanding  of  the  problems  in- 
volved in  the  selection  and  production  of  suitable  material  for  assembly 
programs,  dramatic  clubs,  and  classroom  activities.  Prerequisite:  Play 
Production. 

Costuming  and  Make-up  2  cr. 

A  historical  study  of  costume  as  a  theatrical  adjunct  is  made,  to- 
gether with  a  consideration  of  style,  texture,  color,  textiles,  and  propor- 
tion as  suited  to  dramatic  moods  and  stage  illusion.  The  art  of  make-up 
is  considered  in  detail,  and  practical  application  is  made  for  straight  and 
character  types. 

Stagecraft  and  Scenic  Design  2  cr. 

Students  engage  in  the  design  and  construction  of  settings  and  prop- 
erties for  at  least  two  major  plays.  Principles  of  design  are  presented 
in  lectures.     (See  also  Theatre  Arts,  page  93). 

Community  Dramatics  and  Pageantry  2  cr. 

Students  produce  pageants  and  folk  plays  in  this  course,  and  study 
the  problems  involved  in  developing  dramatic  activities  in  rural  and 
small  communities. 

Argumentation  and  Debate  2  cr. 

After  a  careful  consideration  of  the  theory  and  techniques  that  un- 
derlie debating,  students  are  required  to  present  argumentative  speeches 
and  to  take  part  in  debates.  Special  stress  is  placed  on  briefing,  forms 
of  reasoning,  the  classification  of  arguments,  and  parliamentary  pro- 
cedure. 


62  Teachers  College  Bulletin 

FOREIGN  LANGUAGES 

Edward  W.  Bieghler,  Bead  of  Department 

The  objectives  of  the  Department  of  Foreign  Languages  are  two- 
fold: the  preparation  of  teachers  in  the  various  language  fields;  and  the 
presentation  of  those  languages  and  the  cultures  they  represent  to  the 
non-specialist  who  wishes  to  broaden  his  general  education  by  some 
immediate  contact  with  them. 

In  recognition  of  this  double  function  the  basic  courses  in  the 
elementary  and  intermediate  areas  of  Spanish  and  French  are  designed 
primarily  for  the  general  student.  In  them  the  central  objective  is  the 
attainment  of  a  maximum  reading  ability.  The  formalities  of  grammar 
are  reduced  to  their  functional  minimum;  oral  drill  serves  to  insure  an 
accurate  pronunciation  and  to  encourage  automatic  response  to  recurring 
basic  phrase-units.  In  advanced  courses  sufficient  attention  is  given 
to  those  mechanics  of  the  language  necessary  for  its  active  use  to  afford 
adequate  preparation  of  the  prospective  teacher. 

A  student  offering  a  language  as  the  first  field  of  specialization  must 
have  a  minimum  of  24  hours  in  that  language — 18  hours  as  listed  under 
recommended  courses,  and  six  hours  chosen  from  electives.  A  student 
offering  a  language  as  a  second  field  of  specialization  must  have  a  min- 
imum of  18  hours  of  credit.  If  possible,  a  language  specialist  should  have 
at  least  the  elementary  work  in  a  related  language. 

SPANISH 

COURSES  RECOMMENDED  FOR  SPECIALIZATION  IN  SPANISH 

Spanish  I  and  II:  Elementary  Spanish  3  cr.  each 

Spanish  III  and  IV:  Intermediate  Spanish  3  cr.  each 

This  lower  division  sequence  I-IV  covers  the  essentials  of  the  lan- 
guage and  should  lead  to  the  acquisition  of  sufficient  vocabulary  to 
permit  facile  reading  of  standard  modern  Spanish.  Reading  material 
is  chosen,  in  part,  on  a  basis  of  social  content;  it  affords  an  introduc- 
tory survey  of  Hispanic  history  and  civilization.  There  are  additional 
collateral  readings  in  English.  Literary  readings  from  1850  to  the 
present  time  will  be  chosen  on  a  basis  of  interest  and  pedagogical  merit. 

Students  who  present  one  year  of  high-school  Spanish  should  take 
Spanish  II;  those  who  present  two  years  of  high-school  Spanish  should 
take  Spanish  III. 

Spanish  V:  Introduction  to  Spanish  Literature  3  cr. 

This  course  presents  a  rapid  survey  of  the  main  currents  of  the 
literary  history  of  Spain  and  Hispanic  America,  with  particular  stress 
on  the  literature  of  the  Golden  Age. 


Indiana  Catalogue  Number  63 

Spanish  VI:  Spanish  Conversation  3  cr.  or  6  cr. 

This  course  is  designed  to  advance  the  student  in  the  basic  prac- 
tical mechanics  of  the  language.  Material  is  drawn  largely  from  nine- 
teenth century  Spanish  literature  and  the  course  constitutes  an  elemen- 
tary survey  of  the  literary  and  social  history  of  that  period. 

ELECTIVE  COURSES 

Spanish  VII:  Advanced  Spanish  Conversation  3  cr. 

This  course  is  designed  to  give  the  student  greater  facility  in  un- 
derstanding, speaking,  and  writing  the  Spanish  of  today.  The  content 
is  based  entirely  on  recent  history,  customs,  and  manners  of  the  Hispanic 
regions.     Special  attention  is  given  to  current  periodical  literature. 

Spanish  VIII:  Commercial  Spanish  3  cr. 

This  is  a  course  designed  to  present  a  basic  technical  and  commercial 
vocabulary  and  the  commonplaces  of  commercial  usage  and  correspond- 
ence.    The  factual  content  stresses  Latin  America. 

Spanish  IX  and  X:  Spanish  American  Literature  3  cr. 

This  is  a  survey  of  nineteenth  century  and  contemporary  literary 
and  social  trends. 

FRENCH 

COURSES  RECOMMENDED  FOR  SPECL\LIZATION  IN  FRENCH 

French  I  and  II  (Beginning  French)  3  cr.  each 

French  III  and  IV  (Elementary  College  French)  3  cr.  each 

The  objectives  and  methods  of  these  course  sequences  parallel  those 
of  Spanish  I-IV. 

French  V  and  VI:  Nineteenth  Century  and  Contemporary  French  Prose 
and  Poetry  3  or.  each 

This  sequence  aims  to  present  a  coherent  survey  of  the  literary 
history  of  the  nineteenth  century  with  due  consideration  of  the  social 
factors  and  events  underlying  it. 

ELECTIVE  COURSES 

French  VII:  Outline  Course  in  French  Literature  3  cr. 

This  course  offers  a  survey  of  the  main  currents  of  the  general 
literary  history  of  France,  with  emphasis  on  the  seventeenth  and  eigh- 
teenth centuries.  The  eighteenth  century  social  philosophers  are  studied 
with  specific  reference  to  subsequent  social  trends. 

French  VIII:  The  French  Novel  3  cr. 

This  is  a  rapid  survey  of  the  development  of  the  novel  in  i'rance 
from  its  origins  to  the  present  time,  with  particular  emphasis  on  the  re- 
cent novel  as  reflection  on  the  contemporary  and  near-contemporary 
scene. 


64  Teachers  College  Bulletin 


GEOGRAPHY 

L,  C.  Davis,     Head  of  Department 

NORAH   E.   ZiNK 

The  geography  department  at  Indiana  functions  principally  in  the 
Elementary,  Secondary,  and  Business  Education  Divisions.  For  primary 
and  intermediate  students,  geography  is  planned  and  presented  to  give 
the  fundamentals  needed  to  present  to  young  children  the  understanding 
of  peoples  so  necessary  for  peace  and  progress.  In  the  secondary  field 
it  enlarges  the  student's  background  for  teaching;  it  also  provides  special- 
ists in  geography  with  the  knowledge,  skills,  and  ability  to  present 
geography  education  on  the  secondary  level.  Principles  of  Geography 
and  Economic  Geography  are  required  courses  for  both  elementary  and 
secondary  students;  for  geography  majors  they  are  basic  courses  for 
further  study  in  geography.  World  Problems  in  Geography,  Geography 
of  United  States  and  Canada,  Geography  of  Latin  America,  Geography 
of  Europe,  Conservation  of  Natural  Resources,  and  Geography  of  Pacific 
Realm  may  be  taken  by  either  secondary  or  elementary  students.  Gradu- 
ates in  Elementary  Education  may  register  for  any  of  the  above  courses 
for  Permanent  Certification.  Electives  are  Geography  of  Asia, 
Geography  of  Australasia  and  Africa,  Cartography,  Climatology,  Field 
Geography,  Meteorology,  Geography  of  Pennsylvania,  Physiography, 
Techniques  and  Materials  in  Modern  Geography,  Trade  and  Transporta- 
tion, and  World  Problems  in  Geography.  Economic  Geography  I  and  II 
are  courses  offered  for  Business  Education  students. 

*CORE  COURSES 

Principles  of  Geography  3  cr. 

This  is  an  introductory  course  which  develops  an  understanding  of 
geography  as  the  science  of  interrelationships  between  man  and  his 
natural  environment  through  a  study  of  world  patterns  of  human  oc- 
cupance  and  related  patterns  of  soil,  climate,  vegetation,  topograpky, 
and  mineral  resources. 

Economic  Geography  3  cr. 

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.     Prerequisite:  Principles  of  Geography. 

The  core  courses  are  required  as  prerequisites  for  all  other  courses 
in  geography,  except  by  special  arrangement. 


•Courses  required  in   the  Elementary  and  Secondary  Education  curricula. 


Indiana  Catalogue  Number  65 

COURSES   RECOMMENDED    FOR    SPECIALIZATION 
IN    GEOGRAPHY 

Geography  of  the  United  States  and  Canada  3  cr. 

This  course  provides  an  intensive  study  of  (1)  the  geographic  regions 
of  these  two  countries,  (2)  the  interrelationships  between  these  sections 
and  other  parts  of  the  world. 

Geography  of  Latin  America  3  cr. 

This  course  is  a  study  of  regional  adjustments  to  the  natural  en- 
vironmental factors  in  Middle  and  South  America,  with  special  empha- 
sis on  Pan-American  relations  and  understandings. 

Geography  of  Europe  3  cr. 

In  this  course  an  analysis  and  investigation  of  the  natural,  political, 
and  economic  regions  of  Europe  goes  forward  concurrently  with  an  in- 
vestigation of  the  position  of  European  countries  in  world  affairs. 

Geography  of  the  Pacific  Realm  3  cr. 

This  course  comprises  an  intensive  investigation  of  the  natural  fac- 
tors functioning  in  the  geographic,  economic,  and  political  regions  of  Asia, 
Australia,  and  the  Islands  of  the  Pacific.  Attention  is  given  to  the  im- 
portance of  strategically  located  islands  and  emphasis  is  placed  on  the 
study  of  China,  India,  Japan,  and  the  Soviet  Union. 

ELECTROS  RECOMMENDED  FOR  ELEMENTARY  STUDENTS 
Geography  of  the  United  States  and  Canada  3  cr. 

Geography  of  the  Pacific  Realm  3  cr, 

ELECTIVES 
Cartography  3  cr. 

This  course  is  of  especial  interest  to  Secondary  Education  students. 
It  seeks  to  develop  the  global  concept-s  of  geography,  to  air-condition 
teachers,  to  show  them  how  to  understand  and  use  different  types  of  maps 
and  to  help  them  develop  the  power  to  visualize  the  interrelationships 
of  lands. 

Climatology  3  cr. 

This  course  presents  background  materials  for  the  intensive  study 
of  climatology  and  meteorology  and  is  of  special  value  to  students  inter- 
ested in  weather  science  and  aeronautics. 

Commercial  and  Industrial  Geography  3  cr. 

This  course  deals  with  the  geographic  factors  inherent  in  the  dis- 
tributional arrangements  of  business  and  commercial  enterprises.  It 
is  particularly  valuable  for  students  preparing  to  teach  Economic 
Geography  courses  in  Business  Education  Departments, 


66  Teachers  College  Bulletin 

Commercial  Air  Transportation  3  cr. 

Questions  of  vital  importance  in  the  development  of  commercial 
aviation  in  the  future,  such  as:  policies  concerning  the  freedom  of  the 
air,  governmental  agreements,  subsidies,  control  and  use  of  air  bases, 
the  importance  of  the  North,  and  world  air  routes  are  considered  in  this 
course.    This  work  may  be  used. as  an  elective  in  Aeronautics  Education. 

Conservation  of  Natural  Resources  3  cr. 

This  course  is  planned  especially  for  students  who  may  teach  con- 
servation units  or  courses  in  junior  and  senior  high  school  geography  and 
science  departments. 

Geography  of  Australasia  and  Africa  3  cr. 

This  is  a  regional  study  of  Africa,  Australia,  and  the  neighboring 
lands  showing  the  economic  and  social  development  of  the  regions  of 
these  areas  and  their  relationship  to  the  physical  environment  and  the 
political  affiliations  of  these  lands  with  other  countries.  The  geographic 
aspects  of  the  problems  of  colonies,  land  tenure,  race,  and  the  strategic 
importance  of  the  areas  are  considered. 

Geography  of  Asia  3  cr. 

This  course  comprises  a  study  of  the  major  geographic  regions  of 
the  Soviet  Union,  Southwestern  Asia,  and  India.  Special  emphasis  is 
placed  on  the  natural  resources  and  their  use,  the  peoples,  their  culture 
and  recent  cultural  changes,  strategic  areas,  and  related  political 
problems. 

Geography  of  Pennsylvania  3  cr. 

This  course  is  a  study  of  the  major  work  activities  of  Pennsylvania 
from  the  standpoint  of  geographic  planning.  It  considers,  also,  the  re- 
lation of  Pennsylvania  to  the  United  States  and  the  rest  of  the  world,  and 
the  work  and  population  patterns  of  the  state  in  relation  to  present  and 
future  resources. 

Meteorology  3  cr. 

This  course  is  a  systematic  study  of  climatic  phenomena.  It  includes 
a  study  of  the  United  States  Weather  Bureau  and  its  work.  Elementary 
weather  forecasting  is  done  by  the  group.  Experience  is  given  in  secur- 
ing, organizing,  and  interpreting  climatological  materials.  This  is  one 
of  the  courses  recommended  in  the  Aeronautics  Education  Curriculum. 

Physiography  3  cr. 

This  course  deals  with  the  historical  evolution  of  landforms.  It  is 
basic  to  professional  work  in  geography  and  especially  desirable  for 
those  preparing  for  advanced  work  in  the  field. 

Reconnaissance  Field  Studies  in  Geography  3  cr. 

These  courses,  which  involve  the  study  of  selected  areas  through  the 
agency  of  travel  and  actual  investigation,  are  arranged  from  time  to 


Indiana  Catalogue  Number  67 

time  to  suit  the  needs  of  student  groups.  Possible  Field  Studies  in  the 
year  1950-1951  will  include  Field  Studies  in  Mexico  or  the  American 
Southwest. 

Techniques  and  Materials  in  Modern  Geography  3  cr. 

This  course  deals  with  geography's  contribution  to  world  citizenship 
and  the  nature  of  geographic  understandings, — both  general  and  specific. 
It  develops  the  ability  to  think  geographically  and  to  become  skillful  in 
reading  geographic  materials,  pictures,  globes,  maps,  specimens,  objects 
models.  Stress  is  also  put  on  techniques  of  field  trip  observations.  It 
teaches  methods  of  correlation,  evaluation,  ways  of  judging  and  selecting 
geographic  materials,  and  unit  construction. 

Trade  and  Transportation  3  cr. 

This  course,  wherein  attention  is  concentrated  upon  the  natural  en- 
vironmental bases  for  trade  and  transportation  matters,  is  particularly 
desirable  for  students  preparing  to  teach  Economic  or  Commercial  Geog- 
raphy in  Business  Education  Departments. 

World  Problems  in  Geography  3  cr. 

This  course  considers  some  of  the  world  problems  which  need  a 
geographic  background  for  understanding  and  solving  them.  Attention 
is  given  to  boundary  questions,  the  value  and  control  of  colonies,  fishery 
agreements,  problems  concerning  commercial  aviation,  world  trade,  the 
making  of  peace  and  similar  topics. 


68  Teachers  College  Bulletin 

HEALTH  AND  PHYSICAL  EDUCATION 

George  P.  Miller,  Head  of  Department 

Lena   Ellenberger  Regis  McKnight 

IMargaret  Gisolo  Lewis  Shaffer 

Malinda  Hamblen  Samuel  S:mith 

The  curricula  use  the  term  Health  Education  to  include  both  the 
activity  work  and  the  personal  and  community  hygiene  instruction  pre- 
scribed for  freshmen.  The  first-year  courses  present  the  basic  knowl- 
edge 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. 

All  students  are  expected  to  meet  a  swimming  test.  Those  who  are 
unable  to  meet  this  requirement  after  attempting  to  do  so  for  three 
semesters  will  be  given  the  privilege  of  meeting  a  substitute  requirement. 

The  Health  and  Physical  Education  Department  serves  the  entire 
college  by  means  of: 

1.  Required  courses  in  Health  Education  (including  Physical  Educa- 
tion and  Hygiene)  in  which  effort  is  made  to  assist  the  individual 
student  to  attain  the  highest  quality  of  vigor  and  skills  of  which  he 
is  capable. 

2.  Professionalized  content  for  Elementary  students  preparing 
them  to  conduct  or  assist  in  conducting  a  modem  Health  and 
Physical  Education  Program  in  the  public  schools. 

3.  Opportunities  for  participation  in  worthwhile  leisure  time  activi- 
ties and  attainment  of  skills  in  those  of  value  for  adult  use. 

REQUIRED  HEALTH   AND  PHYSICAL  EDUCATION  COURSES 

Health  and  Physical  Education  I  1  cr. 

The  purpose  of  this  course  is  to  incorporate  the  theory  of  health 
with  the  practice  of  it.  The  course  includes:  (1)  follow-up  work  after 
the  entrance  medical  examination  in  the  fall,  (2)  the  study  of  individ- 
ual health  habits  and  attitudes,  (3)  problems  of  personal  health  and 
personal  hygiene,  and  (4)  physical  fitness  exercises  including  calisthen- 
ics; seasonal  sports,  swimming,  and  physical  ability  tests  are  included 
in  this  phase  of  the  course. 

Health  and  Physical  Eklucation  II  1  cr. 

This  course  logically  follows  Health  Education  I.  Follow-up  work 
in  hygiene  is  continued,  and  physical  defects  that  were  not  corrected 
in  the  first  semester  receive  attention.  The  major  emphasis,  however, 
is  placed  on  home,  school,  and  community  aspects  of  health.  The  physical 
fitness  exercises  are  continued  in  the  second  semester  with  the  emphasis 
put  on  winter  and  spring  seasonal  activities. 


Indiana  Catalogue  Number  69 


Health  and  Physical  Education  III  1  cr. 

The  Standard  Course  of  the  American  Red  Cross  First  Aid  will  be 
taught.  This  course  requires  18  hours  of  first  aid.  First  aid  certificates 
will  be  awarded  upon  the  successful  completion  of  the  course.  The  rest 
of  the  time  allotted  for  this  course  will  be  devoted  to  physical  education 
activities. 

Health  and  Physical  Education  IV  1  cr. 

The  Advanced  Course  of  the  American  Red  Cross  First  Aid  will  be 
taught.  This  course  requires  12  hours  of  advanced  first  aid.  The  ad- 
vanced certificate  in  American  Red  Cross  will  be  awarded  upon  the  suc- 
cessful completion  of  this  course.  Students  passing  this  course  are 
eligible  to  enrol  in  the  Instructor's  Course.  The  successful  completion 
of  the  Instructor's  Course  permits  the  holder  of  the  Instructor's  certif- 
icate to  conduct  classes  in  First  Aid.  Safety  education  and  other  health 
problems  will  be  taught  in  this  semester.  About  two-thirds  of  the  time 
allotted  for  this  course  will  be  devoted  to  physical  education  activities. 

Health  and  Physical  Education  V  1  cr. 

This  course  is  devoted  to  the  teaching  of  health  and  physical  educa- 
tion activities.  In  it  is  considered:  the  influence  of  the  teacher;  a  detailed 
study  of  the  child,  his  physical  capacity,  interests  and  needs  at  various 
age  levels;  the  aspects  of  healthful  school  living  and  health  service.  In 
physical  education  a  study  is  made  of  the  specific  techniques  of  teaching 
various  activities  with  observation  and  practice  in  teaching  each  type. 
Stress  throughout  is  upon  individual  differences. 

Health  and  Physical  Education  VI  1  cr. 

This  is  a  continuation  of  Health  Education  V,  taking  up  in  both 
hygiene  and  physical  education  a  study  of  the  State  curricula  and  the 
construction  of  units  and  lessons  for  various  types  of  periods  and  situ- 
ations. Investigation  is  made  of  possible  sources  of  aid  and  materials  and 
of  tests  and  measurements  in  both  fields.  A  considerable  portion  of  the 
time  is  spent  on  teaching  entire  lessons. 

Physical  Activities  (No  Credit).  All  students  are  required  to  take 
part,  without  credit,  in  one  physical  education  activity  each  semester, 
in  which  no  Health  education  courses  or  student  teaching  are  required. 
Students  who  are  not  taking  courses  in  Health  Education  have  an  op- 
portunity to  choose  from  a  wide  variety  of  sports,  dancing  and  aquatics. 

ELECTIVES  IN  HEALTH  AND  PHYSICAL  EDUCATION 
First  Aid  2  cr. 

The  college  course  includes  the  Red  Cross  Standard  Course  which 
requires  18  hours  of  work  and  the  Red  Cross  Advanced  Course  which 
requires  12  hours  of  work.  Red  Cross  certificates  will  be  awarded  upon 
the  successful  completion  of  each  course.  The  student  is  eligible  to  enrol 
in  the  Instuctor's  Course  after  completing  the  First  Aid  Course.  The 
successful  completion  of  the  Instructor's  Course  permits  the  holder  of 
that  certificate  to  conduct  classes  in  First  Aid. 


70  Teachers  College  Bulletin 

General  Safety  Education  3  cr. 

The  General  Safety  Education  course  is  one  which  will  be  valuable  to 
teachers  of  all  grade  levels  and  all  departments.  It  deals  with  the  recogni- 
tion of  unsafe  conditions  and  practices,  and  the  methods  by  which  they 
may  be  eliminated  or  minimized,  in  an  accident  prevention  program.  The 
study  includes  home,  school,  occupational,  and  public  safety.  Special 
emphasis  is  given  to  the  study  of  school  safety,  with  methods  of  organ- 
izing a  school  safety  program. 

Driver  Education  3  cr. 

Driver  Education  is  a  combination  of  class  instruction  in  traffic 
safety  and  driver  training  in  actual  behind-the-wheel  practice  in  a  dual 
control  car.  It  prepares  the  student  to  teach  driver  education  in  a  High 
School.  The  pre-requisites  for  the  course  are:  the  student  should  have 
driving  ability  above  the  average  and  evidence  of  holding  a  driver's 
license,  plus  at  least  two  years  of  driving  experience  without  having  had 
a  major  accident  for  which  the  driver  is  responsible. 

CERTIFICATION  IN  THE  FIELD  OF  EDUCATION  FOR  SAFE  LIVING 

The  State  Council  of  Education  approved  this  new  certification  Janu- 
ary 9,  1948.  The  two  courses  above,  General  Safety  Education  and  Driver 
Education,  will  meet  the  requirements  for  certification  previous  to 
September,  1950  when  the  number  of  hours  required  will  be  increased  to 
nine  semester  hours.  A  temporary  standard  certificate  is  issued  upon  the 
completion  of  these  courses  and  it  becomes  permanent  after  two  years  of 
successful  experience  in  the  field. 

INTRAMURALS  AND  SPORTS 
Men's  Intramural  Sports.  A  well-organized  and  varied  program  of 
sports  and  athletics  is  incorporated  in  the  intramural  program  for  men. 
The  program  includes  the  following  sports:  archery,  badminton,  tennis, 
ping  pong,  boxing,  wrestling,  swimming,  track,  basketball,  volleyball, 
football  (six-man  and  touch),  baseball,  softball,  speedball,  soccer,  and 
out-door  winter  sports. 

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 
occasionally  permit  women  to  compete  with  other  colleges.  This  oppor- 
tunity to  be  hosts  to  visiting  teams  and  guests  at  other  colleges  provides 
desirable  social  and  educational  experiences. 

Varsity  Athletics.  A  well  rounded  program  of  varsity  athletics  is 
provided  for  the  student  interested  in  football,  basketball,  baseball,  tennis, 
track,  wrestling,  boxing,  soccer,  and  swimming. 

Red  Cross  Life  Saving  and  Swimming.  The  college  cooperates  with 
the  American  Red  Cross  in  conducting  life  saving  and  swimming  classes 
in  the  college  pool.  Many  students  earn  their  Senior  and  Instructor's 
certificates  in  Life  Saving.  This  enables  these  students  to  work  in  sum- 
mer camps  and  city  pools  as  life  savers. 


iNDLiNA  Catalogue  Number  71 

Men's  Varsity  "I".  The  Varsity  "I"  Club  is  made  up  of  members 
who  have  the  distinction  of  winning  at  least  one  varsity  "I"  letter.  The 
chief  purpose  of  the  club  is  to  promote  and  foster  good  fellowship, 
sportsmanship,  and  a  friendly  feeling  of  cooperation  among  the  athletes 
of  this  and  rival  colleges. 

Women's  Varsity  "I".  This  group  is  composed  of  girls  who  have 
shown  by  participation,  an  interest  in  athletics.  It  organizes  intra- 
mural activities  for  girls,  supplies  sport  Managers,  keeps  records  of  all 
candidates  for  awards  and  promotes  extra-college  and  professional  con- 
tacts for  its  own  members. 

Contemporary  Dance.  Dance  is  a  means  of  communication  through 
movement.  It  is  an  art  which  offers  the  development  of  the  physical 
and  creative  abilities  through  the  medium  of  the  body.  The  value  of 
the  dance  for  students  without  experience  lies  in  developing  the  relation- 
ship between  their  mental,  emotional,  and  imaginative  life  and  its 
projection  in  bodily  movements. 

Chest  X-Rays.  For  several  years  the  State  Health  Department  has 
given  chest  X-rays  to  all  freshmen  and  seniors  free  of  charge.  This 
service  has  been  an  important  step  in  controlling  and  preventing  tuber- 
culosis in  the  State. 

FACILITIES   AVAILABLE   FOR   PHYSICAL  EDUCATION 

Gymnasium,  The  David  J.  Waller  Gymnasium  houses  three  basket- 
ball courts,  two  handball  courts,  and  a  beautiful  indoor  swimming  pool. 
It  is  well  equipped  with  many  piecee  of  apparatus,  a  golf  driving  net, 
wrestling  mats,  boxing  rings  and  many  other  sets  of  game  equipment. 

Playing  Fields.  The  college  has  three  large  playing  fields  which  pro- 
vide space  for  football,  outdoor  basketball,  field  hockey,  soccer,  archery, 
golf,  track,  and  other  activities. 

Tennis  Courts.  The  college  has  six  tennis  courts  for  its  students. 
Tennis  is  a  popular  sport  among  the  students  and  many  students  select 
this  game  for  their  recreational  pastime. 

Golf.  Indiana  is  fortunate  in  having  a  good  golf  course  only  a 
couple  of  miles  out  of  town.  The  college  has  made  special  arrangements 
with  the  Old  Fort  Country  Club  to  use  its  course  at  a  nominal  fee.  Golf 
clubs  are  provided  by  the  college  Physical  Education  Department.  Classes 
in  golf  are  taught  in  the  Physical  Education  Department  and  individual 
instruction  at  reduced  prices  is  given  at  the  Country  Club. 

Field  House.  At  the  present  time  the  field  house  is  large  enough  to 
provide  dressing  quarters  for  visiting  football  and  track  teams. 

College  Lodge.  The  College  Lodge  has  one  hundred  acres  of  rolling 
wooded  hills  with  ample  room  for  tobogganing,  skiing,  Softball,  a  golf 
driving  range,  and  archery  golf  course.  Several  outdoor  fireplaces  and 
shelters  have  been  erected  in  convenient  spots  to  afford  ample  room  for 
picnics  and  outing  parties. 


72  Teachers  College  Bulletin 

MATHEMATICS 

Joy  Mahachek,  Head  of  Department 

Leroy  H.  Schnell 
I.  L.  Stright 

A  student  offering  mathematics  as  his  first  field  of  specialization 
must  have  a  minimum  of  24  semester  hours  in  mathematics,  18  hours 
as  listed  under  recommended  courses,  and  six  hours  as  chosen  from  the 
electives.  A  student  offering  mathematics  as  his  second  field  of  spe- 
cialization must  take  18  hours  of  required  work.  It  is  important  for 
the  student  to  take  the  courses  in  the  sequence  listed  below,  beginning 
with  Algebra  I  in  the  second  semester  of  the  freshman  year. 

A  student  not  choosing  to  specialize  in  mathematics  may  take  as 
many  of  the  courses  as  he  desires,  either  to  improve  his  general  educa- 
tion or  to  prepare  himself  for  technical  work  in  other  fields. 

COURSES  RECOMMENDED   FOR   SPECIALIZATION 
IN   MATHEMATICS 

College  Algebra  3  cr. 

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;  logar- 
ithms; simple  determinants,  and  permutations  and  combinations. 

Trigonometry  3  cr. 

This  course  provides  a  background  for  advanced  work  in  mathematics 
and  for  teaching  secondary  mathematics,  as  well  as  the  mathematical 
equipment  necessary  in  the  sciences;  it  includes  indirect  measurement 
through  the  solution  of  triangles  and  trigonometric  analysis.  Prerequi- 
site: College  Algebra. 

Analytic  Geometry  3  cr. 

The  major  topics  considered  are  cartesian  co-ordinates;  properties  of 
the  straight  line,  parabola,  ellipse,  and  hj^jerbola;  tangents;  polar  co- 
ordinates; transformations;  and  loci.  Prerequisites:  Algebra  I  and 
Trigonometry. 

Differential  Calculus  3  cr. 

This  course  includes  functions,  limits,  rules  and  general  theorems 
of  differentiation,  maxima  and  minima,  successive  differentiation,  appli- 
cations of  the  derivatives  to  physical  problems,  and  partial  differentiation. 
Prerequisites:  College  Algebra,  Trigonometry  and  Analytic  Geometry. 


Indiana  Catalogue  Number  73 

Integral  Calculus  3  cr. 

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  cr. 

The  course  covers  the  use  of  graphs,  frequency  distributions,  aver- 
ages, measures  of  central  tendency  and  dispersion,  sampling,  correlation, 
curve-fitting,  the  point  binominal,  and  the  normal  curve.  Emphasis  is 
placed  on  development  of  formulas,  as  well  as  on  skill  in  using  them. 
Prerequisite:  Differential  Calculus. 

ELECTIVE    COURSES 

History  of  Mathematics  3  cr. 

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

Advanced  College  Algebra  3  cr. 

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

Applied  Mathematics  3  cr. 

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. 

Synthetic  Geometry  3  cr. 

This  course  co-ordinates  and  extends  the  skills  in  geometry,  pre- 
sents some  of  the  world's  problems  in  geometry,  and  develops  ability 
to  make  constructions  of  a  higher  order  than  previously  made. 

Teaching  of  Mathematics  in  the  Secondary  School  3  cr. 

The  major  objective  is  to  prepare  teachers  for  the  modern  high- 
school    curriculum.      Units    include    content    of    curriculum,    philosophy, 


74  Teachers  College  Bulletin 

current  literature,  methods  of  instruction,  use  of  field  instruments,  unit 
and  lesson  planning,  testing,  grading,  observation,  and  participation. 

Spherical  Trigonometry  and  Navigation  3  cr. 

This  course  includes  the  solution  of  right  and  oblique  spherical 
triangles  with  emphasis  on  their  practical  application,  especially  in  the 
field  of  navigation. 

General  Mathematics  3  cr. 

Planned  to  meet  the  needs  of  students  whose  background  in  mathe- 
matics is  insufficient  for  the  best  work  in  other  areas  of  learning,  this 
course  includes  a  review  of  arithmetic  processes  and  a  study  of  the 
development  of  our  number  system,  graphs  and  equations,  positive  and 
negative  numbers,  uses  of  mathematical  tables,  approximate  numbers 
and  the  nature  of  logical  thinking. 

COURSES  FOR  ELEMENTARY   CURRICULUM 

Curriculum  in  Arithmetic  2  cr. 

This  is  the  first  course  in  arithmetic  for  all  students  in  the  elementary 
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  worth-while  researches,  courses  of  study,  textbooks, 
useful  materials,  testing,  and  the  social  values  of  arithmetic. 

Teaching  of  Arithmetic  3  cr. 

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,  modem  methods  of  teaching  arithmetic,  principles  to  be  applied 
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  and  Demonstration  School.  Pre- 
requisite: Curriculum  in  Arithmetic. 


Induna  Catalogue  NciiBER 


i3 


SCIENCE  DEPARTMENT 

DwiGHT  E.  SoLLBERGER,  Head  of  Department 

Willis  H.  Bell  Gordon  'M.  Dunxixg 

Ruth  V.  Brenxeman  Doxald  E.  Hoffmastzr 

BeaTTY    DlillT  ^klZRRILL    B.    IaMS 

Vernox  a.  Zeitler 

Biology,  Chemistry,  and  Physics  are  combined  into  one  department 
designated  as  the  Science  Department.  The  activities  of  the  Science 
Department  are  designed  to  fulfill  three  purposes:  First,  to  teach  the 
facts,  skills,  attitudes,  and  appreciations  of  Science  through  the  basic 
courses  to  those  students  specializing  in  some  field  other  than  Science 
to  the  end  that  they  may  better  understand  the  world  in  which  they 
live  and  the  impact  of  the  scientific  method  on  society:  Second,  to  pro- 
vide specialization  in  the  fields  of  Biological  Science,  Chemistry,  and 
Physics  for  those  who  wish  to  prepare  to  teach  these  sciences  in  the 
secondary  school:  Third,  to  offer  a  program  to  the  prospective  elemen- 
tary teacher  which  will  enable  her  to  teach  Science  in  the  first  six  grades. 

The  requirements  for  specialization  in  the  various  fields  of  science 
are,  as  follows: 


Biological  Science  Specialization 


Requirements  for  Major  in 

Biological  Science 

24  credit  hours 

Botany  I  and  II 6  credits 

Zoology  I  and  II 6  credits 

Biology  Electives 12  credits 


Requirements  for  Minor   in 

Biological   Science 

18  credit  hours 

Same    as    for    Major    except    6 

hours  must  be  selected  from  the 

electives. 


Total     24 

Biological  Science  Majors   and  Minors   take  Inoi-ganic   Chemistry  1 
and  II  (8  credits)  instead  of  Physical  Science  I  and  II. 


Chemistry   Specialization 


Requirements  for  Major  in 

Chemistry 

24  credit  hours 

Inorganic  Chemistry  _  8  credits 

Qualitative    Analysis  3  credits 

Quantitative  Analysis  3  credits 

Organic  Chemistry  __  4  credits 

Chemistry    Electives  6  credits 


Requirements  for  Minor  in 

Chemistry 

IS  credit  hours 

Same  as  for  Major  except  that 
18  credits  are  required.  There- 
fore, no  selection  from  electives 
is  required. 


Total     24 

Chemistry  Majors  and  Minors  take  Physics  I  and  II  instead  of  Physi- 
cal Science  I  and  II. 


Teachers  College  Bi  lletin 


Physics  Specialization 

Requirements  for  Major  in  Requirements  for  Minor  in 

Physics  Physics 

24  credit  hours  18  credit  hours 

General  Physics  I  Same  as  for  Major  except  that 

and  II 8  credits  3  credits  must  be  selected  from 

Mechanics      3  credits  the  electives. 

Electricity  and 

Magnetism      4  credits 

Electives  in  Physics  _  9  credits 

Total     24 

Physics   Majors   and   Minors   take   Inorganic   Chemistry    (8   credits) 
instead  of  Physical  Science  I  and  II. 


General  Science 

Botany     3  credits 

Zoology    3  credits 

Physics     3  credits 

Chemistry      3  credits 

Earth  Science 3  credits 

Mathematics      3  credits 

Electives    12  credits 

Total      30 

Certification 


1.  A  major  or  minor  in  Biological  Science  will  receive  Certification  in 
Biological  Science  and  General  Science. 

2.  A  major  or  minor  in  Chemistry  will  receive  Certification  in  Physical 
Science  and  General  Science. 

3.  A  major  in  General  Science  will  receive  Certification  in  General  Sci- 
ence, although  wider  certification  is  possible,  depending  upon  choices 
of  electives. 

4.  A  major  or  minor  in  Physics  will  receive  Certification  in  Physical 
Science  and  General  Science. 

5.  A  major  or  minor  in  Physics  or  Chemistry  may  receive  Certification 
in  SCIENCE  by  completing  3  hours  of  "Related  Biological  Science" 
(Botany,  Zoology,  etc.) 

6.  A  major  or  minor  in  Biological  Science  may  receive  Certification  in 
SCIENCE  by  completing  3  hours  of  Physics. 

7.  A  major  in  General  Science  may  receive  Certification  in  SCIENCE  by 
completing  3  hours  of  "Related  Biological  Science." 


Indiana  Catalogue  Number  77 


REQUIRED   COURSE   FOR  ELEMENTARY 
EDUCATION  STUDENTS 

Curriculum  in  Elementary  Science  3  cr. 

Based  on  the  year  of  Physical  Science  and  the  year  of  Biological 
Science,  this  course  takes  up  the  planning  and  presentation  of  material 
suitable  to  the  elementary  field.  Students  are  required  to  per- 
form demonstrations  and  take  part  in  science  activities  which  illustrate 
facts  or  principles  taught  in  the  elementary  science  program.  Consid- 
erable attention  is  given  to  the  literature  of  the  elementary  science 
program  as  well  as  other  aids  such  as  community  resources  and  simple 
equipment  that  can  be  secured  for  experimentation  and  other  activities. 
Two  hours  lecture  and  three  hours  laboratory. 

BIOLOGY 

♦CORE  COURSES 

Biological  Science  I  &  II  (General  Botany  I  &  General  Zoology  I)    6  cr. 

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  useful  to  the  teacher 
are  considered.  These  include  the  sense  organs,  nervous  system,  muscles, 
endocrine  glands,  heredity,  eugenics,  and  evolution.  Field  trips  em- 
phasizing identification  of  biological  forms  are  required.  Two  hours 
lecture;  two  hours  laboratory  per  week. 

Use  is  made  of  the  greenhouse  laboratory  for  applied  working  with 
plants. 

REQUIRED    COURSE   FOR    SPECIAL   DEPARTMENTS 
Biological  Science  SD  3  or. 

This  is  a  one-semester  course  for  students  from  special  departments 
who  are  required  to  take  a  shorter  course  than  the  regular  session  course. 

It  is  a  condensation  of  the  full-year  course.  Two  hours  lecture;  two 
hours  laboratory  per  week. 

REQUIRED  COURSES  FOR  SPECIALIZATION  IN 

BIOLOGY 

General  Botany  I  and  II  6  cr. 

Botany  I  is  a  one-semester  botany  course  designed  to  give  students 
an  understanding  of  the  elements  of  botany.  The  structure,  physiology, 
and  life  histories  of  representatives  of  the  four  plant  phyla  are  studied 
with  greatest  emphasis  and  time  being  devoted  to  the  seed  plants.  A 
study  is  made  of  the  taxonomy  of  the  common  trees  and  wild  flowers  of 
the  region.  This  course  is  required  of  all  secondary  students  regardless 
of  whether  they  intend  to  major  in  the  Biological  Sciences  or  not.  Two 
hours  lecture  and  two  hours  laboratory. 

•Courses  required  in  the  Elementary  Curriculum. 


78  Teachers  College  Bulletin 

During  the  second  semester  a  careful  study  is  made  of  the  structure 
and  life  histories  of  representatives  of  the  Thallophytes,  Bryophytes,  and 
Pteridophytes.  The  local  spring  flora  is  studied  during  the  latter  part 
of  the  second  semester.  Two  hours  lecture;  three  hours  laboratory  per 
week. 

General  Zoology  I  and  II  6  cr. 

Zoology  I  is  required  of  all  secondary  students  regardless  of  whether 
they  intend  to  major  in  Biological  Science  or  not.  The  course  is  intro- 
duced through  a  study  of  the  animal  phyla,  their  characteristics  and 
identification  of  many  forms.  This  work  is  followed  by  a  study  of  the 
fundamental  physiology  of  each  phyla  with  emphasis  on  the  vertebrata 
and  the  human  species.    Two  hours  lecture  and  two  hours  laboratory. 

Zoology  II  is  required  of  those  secondary  students  who  plan  to  major 
in  Biological  Science.  A  careful  study  is  made  of  the  structure  and  life 
histories  of  the  Invertebrate  phyla.  Dissections  are  made  of  the  earth- 
worm, clam,  craj'fish,  and  grasshopper.  Prepared  microscopic  slides 
and  living  material  are  both  used  for  detailed  study  of  the  lower  forms. 
Two  hours  lecture  and  three  hours  laboratory. 

ELECTIVES  FOR  SPECIALIZATION  IN 
BIOLOGY 

General  Entomology  3  cr. 

This  is  an  introduction  to  the  orders  of  insects,  considering  their 
characteristics,  habits,  economic  relations,  together  with  the  collecting 
and  identifying  of  representative  forms  from  western  Pennsylvania. 
Summer  only.    Two  hours  lecture;  three  hours  laboratory  per  week. 

Ecology  3  cr. 

This  is  a  study  of  the  interrelations  and  adaptations  of  plants  and 
animals  and  includes  consideration  of  physical  as  well  as  biotic  environ- 
mental factors.  Field  trips  are  taken  to  study  various  types  of  ecologic 
situations.    Two  hours  lecture;  three  hours  laboratory  per  week. 

Conservation  of  Plant  and  Animal  Resources  3  cr. 

In  this  course  special  attention  is  devoted  to  a  study  of  accepted  prac- 
tices in  soil,  water,  forest,  and  game  conservation.  Numerous  local  and 
state  conservation  specialists  are  called  in  to  assist  in  the  discussions  of 
the  specialized  fields  of  conservation.  Field  work  is  an  essential  part  of 
the  course.  Prerequisite:  Biological  Science  or  equivalent.  Two  hours 
lecture  and  three  hours  laboratory  per  week.  Two  all-day  Saturday  field 
trips  are  scheduled. 

Comparative  Anatomy  of  Vertebrates  3  cr. 

This  is  a  detailed  study  of  the  anatomy  of  the  dogfish  shark,  Necturus, 

and  cat.    It  is  designed  to  follow  Zoology  II  to  complete  the  careful  study 

of  the  animal  phyla.    Dissections  of  the  shark  and  cat  are  made  by  the 


Indiana  Catalogue  Number  79 

students.     Necturus  is  done  by  demonstrations.     Prepared  osteological 
material  is  provided.    Two  hours  lecture  and  three  hours  laboratory. 

Forestry  3  cr. 

This  course  is  planned  to  give  the  student  an  understanding  of  the 
place  of  forestry  in  the  state  and  national  economy.  Forest  management, 
conservation,  and  protection,  wood  structure,  reforestation,  lumbering, 
tree  recognition,  watershed  protection,  and  recreational  values  are  all 
considered.  Prerequisite:  Biological  Science  or  its  equivalent.  Two 
hours  lecture  and  three  hours  laboratory  per  week.  One  all  day  field 
trip  to  Cook's  Forest  is  scheduled. 

Ornithology  3  cr. 

Ornithology  is  a  careful  study  of  the  birds  of  the  region  supple- 
mented by  a  review  of  the  major  orders  of  birds  of  the  western  hemi- 
sphere. Indoor  studies  of  skins  are  made  during  the  early  part  of  the 
course,  while  the  latter  part  of  the  course  is  largely  field  work.  Early 
morning  field  trips  are  required.  Two  hours  lecture  and  three  hours 
laboratory. 

Field  Zoology  3  cr. 

Field  Zoology  is  a  course  in  the  study  of  animal  forms  in  the  field; 
the  collection  of  such  forms,  and  the  preparation  and  utilization  of  them 
for  class  instruction.  Students  are  required  to  make  collections  for  their 
future  use  in  teaching  situations.  One  all-day  field  trip  is  required. 
Two  hours  lecture  and  three  hours  laboratory. 

Given  in  summer  school  only. 

Field  Botany  3  cr. 

This  is  an  advanced  course  in  the  taxonomy  of  the  vascular  plants 
of  the  region.  It  includes  the  ferns,  fern  allies,  shrubs,  trees,  and 
herbaceous  plants.  The  use  of  the  standard  manuals  for  the  identifica- 
tion of  plant  materials  is  stressed.  Two  hours  lecture;  three  hours  lab- 
oratory per  week.    Offered  in  summer  only. 

PHYSICAL  SCIENCES 

*CORE  COURSTES 

Physical  Science  I  and  II  6  cr. 

This  is  a  general  introductory  course  on  the  college  level  drawing 
its  material  from  the  fields  of  astronomy,  physics,  chemistry,  geology, 
and  meteorology.  This  material  is  organized  into  a  number  of  large 
basic  study  units.  The  course  attempts  to  furnish  sufficient  scientific 
information  for  a  bro?d  cultural  background  and  an  appreciation  of  the 
contributions  of  physical  science  to  modem  living.  Two  hours  lecture; 
two  hours  laboratory  per  week. 


*  Courses  required  in  the  Elementary  and  Secondary  Education  Curricula. 


80  Teachers  College  Bulletin 

REQUIRED   COURSE    FOR   SPECIAL   DEPARTMENTS 

Physical  Science  SO  3  or. 

This  course  is  a  condensation  of  Physical  Science  I  and  II  into  the 
limits  of  one  semester  as  required  for  students  in  Art  and  Music.  Two 
hours  lecture;  two  hours  laboratory  per  week. 

REQUIRED   COURSES   FOR   SPECIALIZATION    IN 
CHEMISTRY  OR  PHYSICS 

Inorganic  Chemistry  I  and  II  8  cr. 

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  ele- 
ments, the  metals,  and  simple  qualitative  tests  for  cations  and  anions. 
Three  hours  lecture;  three  hours  laboratory  per  week. 

Physics  I  and  II  8  cr. 

A  two-semester  course  constituting  the  usual  first  year's  work  in 
general  college  physics.     In  Physics  I  mechanics,  heat  and  sound   are 
studied;  in  Physics  II  electricity  and  magnetism,  and  light.     A  working 
knowledge  of  elementary  algebra  is  essential. 
Three  1-hour  lectures  and  one  3-hour  laboratory  per  week. 

ELECTIVES  FOR  SPECIALIZATION  IN 
CHEMISTRY 

Qualitative  Analysis  3  cr. 

This  is  a  study  of  the  theoretical  principles  and  practices  under- 
lying analytical  chemistry.  These  principles  are  exemplified  in  practice 
by  developing  the  preliminary  and  systematic  procedures  for  the  quali- 
tative detection  and  identification  of  the  common  cations  and  anions. 
Mastery  is  inculcated  by  solving  typical  problems  and  identifying  un- 
knowns of  increasing  complexity.  One  hour  lecture;  six  hours  labora- 
tory per  week.  First  semester,  odd  years.  Prerequisite:  Inorganic 
Chemistry. 

Qualitative  Analysis,  Semi-Micro  •  3  cr. 

A  study  of  the  theoretical  principles  and  practices  underlying  an- 
alytical chemistry.  The  semi-micro-technique  is  employed  in  procedures 
stressing  the  qualitative  detection  and  identification  of  the  common 
cations  and  anions.  Mastery  is  inculcated  by  solving  typical  problems 
and  identifying  unknowns  of  increasing  complexity.  One  hour  lecture 
with  six  hours  laboratory  per  week.    Prerequisite:  Inorganic  Chemistry. 

Quantitative  Analysis  3  cr. 

This  course  gives  introductory  training  in  the  theory  and  practice 
of  gravimetric,  volumetric,  colorimetric,  and  electrolytic  separations  and 
calculations  on  a  quantitative  basis.     Students  will  visit  commercial  and 


Indiana  Catalogue  Number  81 

control  laboratories  employing  quantitative  techniques.  One  hour  lec- 
ture; six  hours  laboratory  per  week.  Second  semester,  odd  years.  Pre- 
requisite: Qualitative  Analysis, 

Organic  Chemistry  4  cr. 

A  study  of  the  aliphatic  series  of  organic  compounds  with  brief  intro- 
duction to  the  aromatic  series.  Both  micro-  and  semi-micro  techniques 
are  employed  to  stress  the  properties  and  type  reactions  of  the  usual 
classes  of  organic  compounds.  Three  hours  lecture  with  three  hours 
laboratory  per  week.  First  semester,  even  years.  Prerequisite:  Inorganic 
Chemistry. 

Biological  Chemistry  3  cr. 

This  course  includes  the  chemistry  of  proteins,  fats,  carbohydrates, 
minerals,  and  vitamins,  and  biological  functions  of  each;  studies  the 
digestive  and  metabolic  reactions  by  test  meals  and  urine  analyses. 
Animal  feeding  tests  will  supplement  laboratory  and  lecture  work.  Two 
hours  lecture;  three  hours  laboratory  per  week.  Second  semester.  Pre- 
requisite: Organic  Chemistry. 

Inorganic  Preparations  3  cr. 

This  course  includes  a  discussion  of  principles,  review  of  previous 
work,  and  problems.  Preparation  of  inorganic  compounds.  Prerequisites: 
Inorganic  Chemistry  I  and  II. 

Physical  Chemistry  3  cr. 

This  course  considers  the  phase  rule;  properties  of  solutions;  liquids, 
solids,  and  gases;  surface  tension;  vapor  pressures;  osmotic  pressures; 
chemical  cells,  buffers;  indicators;  oxidation-reduction  potentials;  phys- 
ical conditions  affecting  chemical  equilibria.  Laboratory  work  applying 
these  principles.  Two  hours  lecture;  three  hours  laboratory  per  week. 
Prerequisites:  Inorganic  Chemistry  I  and  II,  Physics  I  and  II. 

Techniques  of  Chemical  Laboratory  Management  3  cr. 

This  course  includes  the  following:  laboratory  planning,  equipment, 
care,  storage,  buying,  the  making  of  solutions  from  stock  supplies,  and 
the  setting  up  of  apparatus  for  class  demonstration  purposes.  Pre- 
requisite: at  least  14  semester  hours  of  chemistry. 

Colloid  Chemistry  3  cr. 

This  course  consists  of  discussion  and  laboratory  work  dealing  with 
the  theory  of  colloidal  behavior.  Stress  will  be  placed  upon  proteins  and 
other  materials  encountered  in  the  colloidal  state  which  are  important  in 
nature  or  industry.  Two  hours  lecture;  three  hours  laboratory  per  week. 
Prerequisites:  Inorganic  and  Organic  Chemistry. 


82  Teachers  College  Bllletin 

ELECTIVES  FOR  SPECIALIZATION  IN 
PHYSICS 

For  a  specialization  in  Physics,  the  two  semester  course,  Physics  I 
and  II  must  be  taken  first.  It  is  recommended  that  this  be  taken  in  the 
first  year  of  college.  The  advanced  courses  being  given  each  year 
will  be  announced.  Required  advanced  courses  for  the  Physics  speciali- 
zation must  include  Mechanics  and  Electricity  and  Magnetism. 

Electricity  and  Magnetism  4  cr. 

This  is  an  advanced  course  in  general  electricity  and  magnetism, 
required  of  all  physics  majors  and  minors.  The  electric  and  magnetic 
fields,  D.C.  and  A.C.  circuits,  capacitance,  inductance,  electromotive  force, 
electrical  instruments  are  among  the  topics  developed.  Three  1-hour 
lectures  and  one  3-hour  laboratory  per  week.  Physics  I  and  II  are  pre- 
requisites. 

Mechanics  3  cr. 

This  is  an  advanced  course  in  general  mechanics  required  of  physics 
majors  and  minors  and  of  special  value  to  students  majoring  in  mathe- 
matics. Statics,  linear  motion,  circular  motion  and  simple  harmonic  mo- 
tion are  among  the  topics  developed.  Two  1-hour  lectures  and  one  3-hour 
laboratory  per  week.     Physics  I  and  II  are  prerequisites. 

Optics  3  cr. 

This  course  deals  with  such  topics  as  reflection  and  refraction  at  sur- 
faces, optical  instruments,  polarization,  interference  and  diffraction  of 
light.  Two  1-hour  lectures  and  one  3-hour  laboratory  per  week.  Physics 
I  and  II  are  prerequisites. 

Modern  Physics  3  or. 

This  is  a  course  in  twentieth  century  physics.  The  topics  include 
thermionics,  spectra.  X-rays,  and  radioactivity.  Considerable  time  is  de- 
voted to  atomic  structure  and  the  newer  developments  in  the  field  of 
atomic  energy.  Two  1-hour  lectures  and  one  3-hour  laboratory  per  week. 
Physics  I  and  II  are  prerequisites. 

Heat  3  cr. 

This  is  an  advanced  course  in  general  heat.  Temperature  and  expan- 
sion, heat  transfer,  properties  of  gases  and  thermodynamics  are  some 
of  the  topics  developed.  Two  1-hour  lectures  and  one  3-hour  laboratory 
per  week.     Physics  I  and  II  are  prerequisites. 

REQUIRED  COURSES  FOR  STUDENTS  IN 
HOME  ECONOMICS 

Inorganic  Chemistry  I-H  4  cr. 

This  course  is  planned  for  home  economics  students.  It  includes 
an  introductory  study  of  the  non-metals,  gas  laws,  atomic  structure, 
valence,  ionization,  solutions,  oxidation  and  reduction,  and  the  periodic 


Indiana  Catalogue  Number  83 


classification  of  the  elements.    Two  hours  lecture  and  six  hours  labora- 
tory per  week. 

Organic  Chemistry  H  2  cr. 

This  course  includes  a  brief  study  of  the  aliphatic  organic  compounds 
for  home  economics  students.  Emphasis  is  placed  on  household  and 
biological  applications.  One  hour  lecture;  three  hours  laboratory  per 
week.     First  semester.     Prerequisite:  Inorganic  Chemistry  I-H. 

Physiological  Chemistry  H  •  2  cr. 

This  course  is  designed  for  home  economics  students.  It  includes 
an  introductory  study  of  the  physiological  functions  of  minerals,  pro- 
teins, carbohydrates,  fats,  and  vitamins  together  with  the  chemistry  of 
digestion,  absorption,  and  metabolism.  One  hour  lecture;  three  hours 
laboratory  per  week.  Second  semester.  Prerequisite:  Organic  Chem- 
istry H. 

Physiology  H  3  cr. 

This  course  is  planned  particularly  for  home  economics  students.  The 
physiology  and  related  anatomy  of  the  human  body  constitute  most  of  the 
subject  matter.  Several  weeks  of  laboratory  work  is  done  on  the  white 
rat  to  illustrate  digestion,  circulation,  etc.  Two  hours  lecture;  three 
hours  laboratory  per  week.    First  and  second  semesters. 

Bacteriology  3  cr. 

This  course  is  primarily  for  home  economics  and  biology  majors. 
It  is  a  genexal  one-semester  course  dealing  with  bacteria  in  the  various 
relations  to  man.  Prerequisite:  Biological  Science  or  equivalent.  Two 
hours  lecture;  three  hours  laboratory  per  week.  First  and  second  se- 
mesters. 

ELECTIVES 

Historical  Geology  3  cr. 

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  vicinity  of 
the  school.  Not  open  to  freshmen.  Two  hours  lecture;  two  hours  labora- 
tory per  week. 

Descriptive  Astronomy  2  cr. 

This  course  is  designed  to  fit  the  teacher  to  handle  those  phases  of 
elementary  science,  junior-high-school  science,  and  physics  which  deal 
with  the  forces  and  phenomena  of  our  universe.  It  is  a  non-mathematical 
course.  Field  trips,  laboratory  work,  and  observations  supplement  the 
classroom  activities. 


84  Teachers  College  Bulletin 

SOCIAL  STUDIES 

W-  M.  Whitmyre,  Head  of  Department 

Ethel  A.  Belden  Helen  Dorcas  Hall 

Ralph  W.  Cordier  C.  M.  Johnson 

Florence  Wallace 

A  student  specializing  in  social  studies  must  have  a  minimum  of 
24  semester  hours  in  that  field.  In  addition  to  the  core  subjects,  three 
hours  of  modem  European  history  and  six  hours  of  United  States  his- 
tory are  recommended. 

A  student  offering  social  studies  as  a  second  area  of  specialization 
must  have  as  a  minimum  18  hours  of  required  work.  Every  candidate  for 
certification  in  social  studies  must  have  at  least  nine  hours  in  the  social 
sciences. 

All  candidates  for  graduation  must  have  a  course  in  History  of  the 
United  States  including  History  of  Pennsylvania. 

*CORE  COURSES 
HISTORY 

History  of  Civilization  4  cr. 

A  survey  of  the  development  of  institutions  and  culture  in  the  West- 
em  World  is  presented  in  this  course.  The  creation  and  transmission  of 
the  cultural  heritage  is  discussed  with  special  emphasis  placed  upon  the 
contribution  to  contemporary  life  of  the  so-called  prehistoric  period,  the 
Ancient  Orient,  Greece,  Rome,  Medieval  Europe,  the  Renaissance,  and 
Modem  Times. 

SOCIAL  SCIENCES 

American  Government  3  cr. 

This  course  includes  a  study  of  the  basic  principles  of  American 
government,  the  constitution  of  the  United  States,  the  machinery  through 
which  it  works,  and  some  of  its  major  problems.  In  the  study  of  federal, 
state,  and  local  government,  attention  is  given  to  current  problems. 

Principles  of  Economics  3  cr. 

In  this  course  a  preliminary  analysis  is  made  of  the  major  principles 
underlying  the  workings  of  our  economic  system — principles  that  are 
utilized  daily  by  entrepreneurs,  land-owners,  wage-earners,  and  capi- 
talists. Specific  attention  is  given  to  the  nature  and  methods  of  eco- 
nomics as  a  social  science  and  the  processes  of  production  and  consump- 
tion. 


•  Courses  required  In  the  Elementary*  and  Secondary  Education  Curricula. 


Indiana  Catalogue  Number  85 

Principles  of  Sociology  3  cr. 

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  prob- 
lems, laws  of  social  evolution,  relation  between  society  and  the  individual. 

COURSES  RECOMMENDED  FOR  SPECIALIZATION 
IN  SOCIAL  STUDIES 

HISTORY 

Modern  European  History  3  cr. 

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  at- 
tention is  paid  to  basic  trends  underlying  pre-war  diplomacy,  the  World 
War  I,  and  the  peace  settlements. 

History  of  the  United  States  I  (Including  History  of  Pennsylvania)  3  cr. 

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  pres- 
entation. 

Social  and  Industrial  History  of  the  United  States  3  cr. 

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

ELECTIVES 
HISTORY 

Early  European  History  3  cr. 

Not  offered  in  1950-1951. 

History  of  England  3  cr. 

Not  offered  in  1950-1951. 

History  of  the  Far  East  3  cr. 

This  course  undertakes  a  brief  survey  of  the  political,  economic, 
and  social  developments  of  the  Far  East,  with  special  emphasis  on  China, 
Japan  and  India.  Attention  will  be  directed  to  the  problems  arising  from 
Western  imperialism  and  the  role  of  Russia  in  the  Far  East. 


86  Teachers  College  Bulletin 

Industrial  Relations  3  cr. 

A  study  of  the  problems  involved  in  the  relations  between  the  workers 
and  management  in  dynamic  industrial  society,  and  the  economic  aspects 
of  the  solutions  of  these  problems  proposed  or  attempted  by  labor,  man- 
agement, and  the  government. 

Teaching  of  Social  Studies  3  cr. 

The  course  in  the  teaching  of  social  studies  in  the  secondary  school 
is  intended  to  acquaint  the  prospective  teacher  with  the  social  studies 
as  school  subjects,  their  development,  scope  and  sequence,  forms  of  organ- 
ization, effective  teaching  and  learning  procedures,  enrichment  materials, 
and  techniques  of  evaluation.  An  attempt  is  made  to  orient  the  prospec- 
tive teacher  professionally  by  a  study  of  research  in  the  field  of  social 
education,  the  cun*ent  emphasis  on  citizenship  education  and  social  com- 
petence, the  work  and  services  of  curricular  movements  and  agencies 
such  as  the  National  Council  for  the  Social  Studies,  and  by  acquainting 
them  with  the  professional  literature  in  the  social  studies. 

Europe  Since  World  War  I  3  cr. 

This  course  covers  the  period  from  the  Treaty  of  Versailles  to  the 
present  time.  Stress  is  laid  on  those  developments  which,  in  light  of 
current  happenings,  seem  most  significant.  Some  of  the  problems  dis- 
cussed are:  international  conferences  and  their  results,  national  minori- 
ties, contemporary  imperialism,  the  rise  of  Fascism,  Communism,  and 
Naziism,  and  the  changing  international  scene  with  emphasis  on  the 
United  Nations. 

The  Frontier  in  American  History  3  cr. 

Not  offered  in  1950-1951. 

History  of  Latin  America  3  cr. 

This  course  undertakes  a  brief  survey  of  the  history  of  the  Latin- 
American  states.  The  importance  of  Latin-American  political,  economic, 
and  social  development  warrants  the  inclusion  of  this  course  in  the  cur- 
ricula of  teacher-training  institutions.  The  problems  of  maintaining 
friendly  relations  among  the  nations  of  the  Americas  will  be  made  easier 
if  a  mutual  understanding  of  their  peoples  and  institutions  can  be  brought 
about. 

SOCIAL  SCIENCES 

Comparative  Government  3  cr. 

This  is  a  study  of  the  structure,  functions,  and  essential  differences 
of  government  in  the  chief  European  countries.  The  course  represents 
an  effort  to  present  in  condensed  form  a  survey  of  the  political  institu- 
tions of  those  powers  which  until  recently  were  classed  as  major  powers. 
Prerequisite:  American  Government. 


Indiana  Catalogue  Number 


Ek;onomics  II  3  cr. 

Not  offered  in  1950-1951. 

Constitutional  History  and  Law  3  cr. 

This  course  is  designed  to  acquaint  the  student  with  the  judicial 
branch  of  government  as  represented  by  the  Supreme  Court.  The  case 
method  of  study  is  followed  with  an  emphasis  on  the  influence  of  the 
Supreme  Court  in  our  constitutional  development.  Prerequisite:  Amer- 
ican Gorernment. 

REQUIRED  COURSES  FOR  ELEMENTARY 
EDUCATION  STUDENTS 

United  States  History  Before  1865  (Including  History  of 

Pennsylvania)  3  cr. 

This  course  covers  the  period  of  United  States  history  to  1865.  It 
emphasizes  the  background  and  origins  of  those  institutions  and  prin- 
ciples which  were  to  become  the  basis  of  the  American  way  of  life.  It 
traces  the  development  of  political  parties,  the  expansion  of  the  West, 
the  growth  of  the  American  institution  of  government,  the  development 
of  national  feeling,  and  the  appearance  of  sectional  problems  leading  to 
the  Civil  War. 

United  States  History  Since  1865  3  cr. 

This  course  purports  to  show  the  growth  of  agricultural  and  indus- 
trial interests  in  the  United  States  since  1865.  The  entrance  of  the  United 
States  into  world  affairs  is  emphasized.  Considerable  attention  is  given 
to  the  individuals  controlling  events  in  various  fields  of  life. 

History  of  Pennsylvania  2  cr. 

This  course  surveys  the  economic,  social,  and  political  development 
of  the  Commonwealth  from  the  beginning  of  settlement  to  the  present 
time.  The  role  of  the  State  in  great  national  affairs  and  items  of  local 
history  are  specifically  emphasized.  Local  field  trips  are  included  in  the 
agenda. 


REQUIRED  COURSE  FOR  ELEMENTARY  EDUCATION 
STUDENTS,  GRADES  4,  5,  AND  6 

Teaching  of  American  History  and  Government  3  cr. 

This  course  is  organized  for  the  purpose  of  giving  experience  with 
the  materials  of  instruction  and  the  planning  of  activities  in  selected 
areas  of  the  social  studies.  It  includes  a  study  of  the  underlying  philos- 
ophy of  the  social  studies  and  selected  current  courses  of  study.  Oppor- 
tunity will  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. 


SPECIAL  DEPARTMENTS 

ART  EDUCATION 

BUSINESS  EDUCATION 

HOME  ECONOMICS  EDUCATION 

MUSIC  EDUCATION 


90  Teachers  College  Bulletin 

ART  DEPARTMENT 

Obval  Kipp,  Director  of  Department 
Alma  Muxson   Gasslander        Ralph  "William  Reynolds 
Dorothy  Murdock  Blanche  Marie  Waugaman 

The  Art  Department  of  the  State  Teachers  College,  Indiana,  Penn- 
sylvania, presents  an  approved  curriculum  leading  to  the  Bachelor  of 
Science  degree  in  Art  Education.  Graduates  of  this  curriculum  receive 
from  the  State  Department  of  Public  Instruction  the  College  Provisional 
Certificate  which  certifies  them  to  teach  and  supervise  art  in  the  ele- 
mentary and  secondary  schools  of  the  Commonwealth. 

The  Art  Curriculum  provides  opportunity  for  the  prospective  artist- 
teacher  to  specialize  in  one  or  more  of  the  art  fields  at  the  same  time 
as  he  is  securing  a  broad  cultural  background  in  art  and  in  general  edu- 
cation. The  departmental  program  is  guided  by  the  philosophy  that  de- 
sign, composition,  drawing  and  understanding  of  structure  are  basic  to 
the  development  of  feeling,  appreciation,  creative  expression  and  inde- 
pendent thought.  A  balanced  professional  art  education  is  assured  be- 
cause the  curriculum  includes  fine  courses  in  education,  English,  music, 
science  and  social  studies.  Majors  and  minors  in  other  fields  may  be  se- 
cured by  art  students  if  they  attend  summer  sessions.  Well  lighted 
studios  and  excellent  equipment  are  provided  by  the  College  for  creative 
expression  in  the  basic  art  subjects. 

Opportunities  in  art  are  limited  only  by  the  initiative  and  imagina- 
tion of  the  individual,  for  any  degree  of  talent  can  find  a  useful  and 
important  place  among  the  three  hundred  professions  which  require 
art  training.  The  teaching  profession  needs  art  teachers  of  good 
character  with  highly  developed  artistic  ability,  broad  cultural  back- 
ground, and  a  sound  philosophy  of  education.  Art  education  offers  to 
outstanding  high  school  graduates  the  opportunity  to  contribute  a  life- 
time of  service  to  their  country. 

The  Art  Department  sponsors  social  and  professional  activities  in 
fine  and  applied  arts.  The  Jean  R.  McElhaney  Award  for  Excellence  in 
Fine  Arts,  established  in  1932,  is  presented  annually,  to  the  junior  or 
senior  whose  achievements  in  three  different  fields  of  art  are  outstand- 
ing. Miss  McElhaney,  Director  of  the  Art  Department  from  1906  to 
1927,  in  1942  willed  $500  to  the  Student  Loan  Fund  of  the  College  stipu- 
lating that  preference  should  be  given  to  art  students.  The  Kate  Lacy 
Award  for  Outstanding  Art  Service  to  the  college  and  the  community, 
established  in  1943  in  memory  of  Miss  Lacy,  Crafts  teacher  in  the  Art 
Department  from  1927  to  1941,  is  awarded  annually  to  a  junior  or  senior. 
Delta  Phi,  Honorary  Art  Fraternity  initiated  in  1944,  received  a  charter 
as  Alpha  Lambda  Chapter  of  Delta  Phi  Delta,  National  Honorary  Art 
Fraternity  March  30,  1946. 

A  budget  allocation  in  1943  from  the  Student  Cooperative  Association 
for  the  purchase  of  a  work  of  art  by  an  artist  in  the  Americas,  enriched 
the  Cultural  Life  Program  of  the  college  by  enabling  the  art  department 
to  sponsor  the  nationally-known  Annual  Cooperative  Art  Exhibition  and 


Indiana  Catalogue  Number  91 


to  begin  building  a  valuable  contemporary  art  collection.  This  collection, 
known  as  the  Art  Memorial,  was  formed  for  the  purpose  of  honoring 
those  who  served  in  World  War  II.  It  will  be  a  permanent  source  of 
cultural  enjoyment  to  the  students  of  the  college  as  well  as  to  the  citizens 
of  the  community. 

The  Cooperative  Association  also  provides  funds  for  a  series  of  trav- 
eling exhibitions  of  the  work  of  nationally-known  artists  and  craftsmen. 
Other  exhibitions  include  the  work  of  the  artist  members  of  the  com- 
munity, the  faculty  and  the  students.  The  Art  Department  owns  a  copy 
of  the  Museum  of  Modem  Art  Exhibitions,  Creative  Photography,  and 
The  Elements  of  Design,  as  well  as  a  representative  collection  of  prints. 
The  art  service  program  by  which  students  serve  the  art  needs  of  the 
college  prepares  them  to  serve  the  art  needs  of  the  communities  in  which 
they  shall  later  teach. 

Admission  to  the  Art  Department  is  granted  to  a  candidate  after  he 
has  met  the  general  entrance  requirements  of  the  college  and  the  special 
requirements  of  the  department.  (Consult  pages  29-31  for  entrance  and 
other  requirements.)  Fitness  to  pursue  the  Art  Curriculum  will  be  as- 
sumed if  the  applicant  has  normal  ability  to  see  and  make  motor  adjust- 
ments accordingly;  has  sensitivity  to  harmony  and  contrast  in  line,  form, 
and  color;  and  has  interest  in  and  aptitude  for  art.  Those  who  meet  these 
entrance  requirements  are  admitted  in  the  order  of  application.  For  this 
reason  it  is  wise  to  apply  early  for  personal  interview  and  admission. 

Student  teaching,  the  foundation  of  Indiana's  Art  Curriculum,  puts  to 
work  the  theory  and  practice  of  art  in  relation  to  education.  In  the 
senior  year  student  teaching  and  conferences  give  opportunity  for  varied 
practical  experiences  in  the  Laboratory  and  Demonstration  School  and  in 
the  public  schools.  Eligibility  requirements  for  student  teaching  are 
outlined  on  page  33  of  this  catalog.  They  include  three  years  of  college 
study  and  preparation  during  which  the  qualifications  for  Junior  Stand- 
ing have  been  demonstrated. 

Graduation  and  the  conferring  of  the  degree  depend  upon  the  candi- 
date's demonstration  of  his  ability  as  an  artist  educator  and  by  his 
maintaining  a  grade  average  of  "C"  or  better.  Capability  in  supervision 
and  teaching  may  be  shown  by  success  in  student  teaching  and  by  partici- 
pation in  college  art  service  activities. 

The  college  maintains  a  placement  bureau  for  the  convenience  of  its 
graduates  and  the  Art  Department  cooperates  fully  with  the  placement 
bureau  by  assisting  graduates  to  obtain  positions  and  experienced  teach- 
ers to  obtain  advancement. 

A  student's  expenses  for  a  college  year  of  thirty-six  weeks  amount 
to  approximately  $511.00.  Books  and  supplies  are  extra.  These  fees 
are  subject  to  change.   The  budget  for  a  semester  includes: 

Contingent  fee  (payable  in  two  installments) $  63.00 

Housing  Fee 180.00 

Activity    Fee    12.50 

$255.50 
(Also  see  pages  36  to  40) 


92 


Teachers  College  Bulletin 


CURRICULUM  IN  ART 


Sequence  of  courses  subject  to  change  for  administrative  purposes 


FIRST  SEMESTER 


Se- 

Clock  mester 

Hours  Hours 

Fundamentals   of   Speech      3  3 

Drawing    and    Lettering.      8  4 

English    I     4  3 

Health   and   Physical 

Education    I    3  1 

Modeling    4  2 

Biological    Science    4  3 

Total     26  16 


SECOND   SEMESTER 

Se- 
Clock  master 
Hours  Hours 

Design       6  3 

English    II     3  3 

Media   and   Techniques    .  6  3 

History  of  Civilization  .  4  4 
Elementary   Industrial 

Art       6  3 

Health   and   Physical 

Education    II    3  1 

Total        28  17 


THIRD  SEMESTER 

American    Government    .      3  3 

Physical    Science    4  3 

English  Literature    3  3 

Color     4  2 

Mechanical   Drawing    ...      6  3 
Health  and  Physical 

Education    III     3  1 

Appreciation  of  Music  . .      3  2 

Total     26  17 


FOURTH   SEMESTER 

General    Psychology    ...      3  S 

Pottery      4  2 

History  and  Apprecia- 
tion of  Art    5  S 

American    Literature     .        3  S 

Interior    Design     4  2 

Health  and  Physical 

Education  IV   3  1 

Total     22  1« 


FIFTH  SEMESTER 

Drawing    &    Composition     4  2 

Principles  of  Economics 

or    Sociology     8  3 

Pictorial  Expression  and 

Illustration      4  2 

Commercial  Art  and  Re- 
production            6  3 

Crafts  In  Elementary 

Schools     4  2 

U.   S.  History  and  His- 
tory  of   Pennsylvania.      3  3 

Health  and   Physical 

Education   V 3  1 

Total     27  IC 


SIXTH  SEMESTER 

Blackboard  Drawing    ...  2  1 

Theatre    Arts     6  3 

Advanced  Drawing  and 

Painting       6  3 

Costume   Design    4  2 

Health  and   Physical 

Education  VI    3  1 

Art  in  Public  Schools   . .  4  3 

Ethics     3  3 

Total      28  16 


SEVENTH  SEMESTER 

Advanced   Design    6  3 

Advanced  Oil  and  Water 

Color    Painting    4  2 

Educational     Psychology     3  3 

Art  Elective    3  3 

Advanced    Crafts     6  S 

Visual   Education    2  1 

Total     24  16 


EIGHTH  SEMESTER 

Student   Teaching  and 

Conferences       15  12 

Art    Practicum     4  8 

School    Law    1  1 

Total        20  16 


Indiana  Catalogue  Number  93 


REQUIRED  COURSES  FOR  ART  STUDENTS 

Courses  are  listed  in  the  order  of  their  difficulty  in  each  field.  Sub- 
jects in  various  fields  are  carried  simultaneously  in  order  to  facilitate 
the  artistic  development  of  the  student. 

DESIGN  AND  COLOR 

Design  3  cr. 

Abstract,  semiabstract  and  industrial  design  problems  are  executed 
chiefly  in  color  with  expressive  and  functional  approaches. 

Color  2  cr. 

The  color  experiments  of  physicists,  psychologists,  and  artists  furnish 
basic  material  for  practical  and  theoretical  color  study.  The  Munsell  color 
theory  is  used  to  orient  the  course  and  other  color  theories  are  related  to  it. 
Exercises  are  used  to  develop  an  understanding  of  the  elements  and  prin- 
ciples of  design. 

Interior  Design  2  or. 

Architectural,  interior,  and  furniture  design  for  living  comprise  the 
materials  of  this  course. 

Costume  Design  2  cr. 

Ability  to  design  clothing  for  contemporary  needs  is  developed 
through  gaining  a  working  knowledge  of  historical  trends  and  an  under- 
standing of  the  better  modern  tendencies  in  costume. 

Theatre  Arts  3  cr. 

Experience  in  creative  interpretation  of  drama  is  gained  through 
designing  and  producing  costumes,  scenery,  and  lighting  for  dramatic 
productions. 

Commercial  Art  and  Reproduction  3  cr. 

The  designing  of  projects  related  to  publishing  and  advertising  is 
used  to  develop  critical  judgment,  technical  skill,  and  aesthetic  apprecia- 
tion. 

Advanced  Design  3  cr. 

Theoretical  and  experimental  studies  in  organization  of  form  and 
color  are  continued.  Advanced  problems  in  commercial  and  industrial 
design  reveal  art's  place  in  the  social  order.  The  student  has  a  chance 
in  this  course  to  specialize  and  do  individual  work. 

DRAWING.  PAINTING   AND   ILLUSTRATION 

Drawing  and  Lettering  4  cr 

Introduction  to  the  fundamentals  of  pictorial  design  is  made  by 
drawing  and  composing  forms  with  reference  to  line,  volume,  space,  and 
texture  relationships. 


94  Teachers  College  Bllletin 

Mechanical  Drawing  3  cr. 

Development  of  a  new  understanding  of  form  results  from  experi- 
ences in  representing  the  construction  of  objects  in  terms  of  plan,  ele- 
vations, and  projections.  Objectives  include  development  of  ability  to 
visualize,  stimulation  of  constructive  imagination,  experience  in  exact 
thinking  and  practice  in  the  language  of  industry. 

Media  and  Techniques  3  cr. 

Composition  of  still  life  and  landscape  subjects  in  oil  and  water 
color  introduces  the  student  to  painting  as  a  means  of  creative  expression. 

Drawing  and  Composition  2  cr. 

Further  observation,  expression,  and  analysis  continue  to  develop  the 
student's  ability  to  solve  for  himself  problems  of  pictorial  composition. 
Compositions  of  landscapes,  figures,  and  still  life  are  examined  critically. 
Emphasis  is  given  to  anatomy  and  figure  drawing. 

Blackboard  Drawing  1  cr. 

Freedom  of  expression  is  developed  by  quick  expressive  drawing  of 
human  figures,  animals,  and  objects  singly  and  in  composition. 

Advanced  Drawing  and  Painting  3  cr. 

Psychological  and  emotional  factors  in  pictorial  structure  are  in- 
cluded in  this  study  of  painting  from  naturalism  to  abstractionism.  Proj- 
ects are  executed  from  various  modern  points  of  view.  Anatomy  and 
figure  construction  are  studied. 

Pictorial  Expression  and  Illustration  2  cr. 

Illustration  of  poems,  stories,  and  novels  introduces  the  use  of  the 
various  media  of  modem  illustration.  Constant  reference  is  made  to 
the  work  habits  of  great  contemporary  illustrators. 

Advanced  Oil  or  Water  Color  Painting  2  cr. 

Still  life,  landscape,  figure,  portrait,  and  mural  painting  are  treated 
from  the  viewpoint  of  significant  form.  The  artist-teacher  will  have 
opportunity  to  create  by  stressing  volume,  plastic  color,  and  abstract 
form  as  master  artists  have  done. 

Art  Practicum  3  cr. 

The  advanced  student  may  use  this  course  for  independent  study 
and  research  in  any  art  field  elected  for  specialization.  The  work  will 
be  carried  on  under  the  supervision  of  an  individual  instructor  or  of  a 
committee  of  the  faculty  as  the  best  interests  of  the  student  require. 

ART  CRAFTS,  MODELING,  AND   POTTERY 
Elementary  Industrial  Art  3  cr. 

Materials  of  the  major  industries  such  as  wood,  metal,  plastics  and 
leather  are  used  and  studied.     The  proper  use  of  tools  and  the  funda- 


Indiana  Catalogue  Number  95 


mental  processes  of  fabrication  and  design  are  developed  so  that  the 
student  will  become  familiar  with  techniques  that  may  be  employed  in 
public  school  teaching. 

Modeling  2  cr. 

Problems  in  modeling  animals,  figures,  and  heads  both  in  relief  and 
in  the  round  are  undertaken  in  this  course.  A  study  is  also  made  of 
modeling  and  sculpture  for  expressive  form. 

Pottery  2  cr. 

Consideration  is  given  to  the  designing,  building  and  firing  of  pot- 
tery forms  with  emphasis  upon  the  coil  method,  the  use  of  the  potter's 
wheel  and  the  mixing  and  application  of  glazes.  Of  equal  importance  is 
the  stress  on  art  quality,  line,  form,  weight,  color  and  texture  as  related 
to  function. 

Crafts  in  the  Elementary  School  2  cr. 

Craft  projects,  suggested  by  the  materials  available  in  elementary 
schools,  are  designed  and  executed.  Emphasis  is  put  upon  the  accumula- 
tion of  a  variety  of  the  source  materials  needed  to  meet  the  demands  put 
upon  an  art  supervisor. 

Advanced  Crafts  3  cr. 

The  common  industrial  materials  as  well  as  other  available  craft 
materials  are  employed  through  the  use  of  advanced  techniques  of  con- 
struction. Special  emphasis  is  placed  upon  originality  of  design  which 
combines  function  and  beauty  of  form  with  good  craftsmanship.  The 
practical  application  to  secondary  school  situations  is  stressed.  Prere- 
quisite: Elementary  Industrial  Arts. 

ART  EDUCATION  AND  APPRECIATION 
Appreciation  of  Art  2  cr. 

The  cultural  significance  of  art  is  revealed  by  a  summary  of  the 
divisions,  techniques,  principles  and  history  of  the  fine  and  applied  arts. 

History  of  Art  3  cr. 

Continuing  the  studies  begun  in  Appreciation  of  Art  this  course 
completes  a  survey  of  the  art  heritage  of  the  world. 

Art  in  Public  Schools  3  cr. 

Consideration  is  given  to  recent  educational  trends  and  methods, 
to  a  study  of  art  curricula,  and  to  the  planning  of  art  courses  for  var- 
ious grade  levels. 

Student  Teaching  12  cr. 

Student  teaching  enables  the  prospective  teacher  to  participate, 
during  nine  week  periods,  in  the  art  activities  of  the  primary,  the  inter- 
mediate, the  junior  and  senior  high  levels  of  the  public  school.  Emphasis 
is  put  on  the  experiences  through  which  children  develop  creative  power 
and  discrimination  simultaneously  with  knowledge,  skill  and  appre- 
ciation. 


%  Teachers  College  Bulletin 


ELECTIVE   FOR   ART   STUDENTS 

Graphic  Arts  2  cr. 

Etching,  lithography,  and  photography  are  studied  in  this  course  as 
means  of  interpreting  and  expressing  life. 


REQUIRED   COURSES   IN   OTHER   FIELDS  FOR   ART    STUDENTS 

Several  courses  in  other  departments  are  required  for  graduation  in 
the  Art  Curriculum.  Following  is  a  list  of  these  courses  with  the  page 
number  where  their  descriptions  may  be  found: 

Page  Page 

Fundament-als  of  Speech 59  History  of  Civilization 84 

English  I   55  Principles  of  Economics 84 

English   II    55  Principles  of  Sociology 85 

English  Literature 55  Health  Education  I,  II,  III,  IV  68 

American  Literature 55  Physical  Science  SD 80 

General  Psychology 49  Biological  Science  SD 77 

Educational  Psychology 49  Appreciation  of  Music 134 

School  Law 50  Visual  Education   50 

Ethics      50 

All  students  are  required  to  take  part,  without  credit,  in  one  physical- 
education  activity  each  semester  in  which  no  physical  education  coursea 
or  student  teaching  are  required.  In  addition  to  this,  all  students  must 
take  one  extra-curricular  activity  one  semester  each  year. 

ELECTIVES  IN  OTHER  FIELDS  FOR  ART  STUDENTS 
Electives  may  be  chosen  from  any  of  the  other  college  fields. 

*CORE  COURSES 

Appreciation  of  Art  2  cr. 

The  cultural  significance  of  art  is  revealed  by  a  summary  of  the 
divisions,  techniques,  principles  and  history  of  the  fine  and  applied  arts. 

REQUIRED  COURSES  IN  ART  FOR  ELEMENTARY 
EDUCATION    STUDENTS 

Art  I  2  cr. 

Opportunity  for  many  creative  experiences  in  design  and  color  as 
related  to  personal  problems,  industrial  projects,  and  the  selection  and 
arrangement  of  manufactured  products,  enables  the  student  to  develop 
confidence  in  his  own  powers  of  expression. 


•   Courses  required  In  the  Elementary  and  Secondary  Education  Curricula. 


Indiana  Catalogue  Number  97 

Art  II  2  cr. 

In  addition  to  further  creative  experience  in  drawing,  design,  and 
color,  this  course  emphasizes,  through  directed  observation  in  the  Labor- 
atory and  Demonstration  School,  the  relationships  between  personal  art 
expression  and  the  art  activities  of  the  elementary  school. 

REQUIRED  COURSES  IN  ART  FOR  HOME  ECONOMICS  STUDENTS 

Principles  of  Design  I  3  cr. 

Creative  experiences  in  design  and  color  provide  bases  for  consid- 
eration of  personal  and  household  problems  and  form  a  background  for 
understanding  related  arts  projects  on  the  secondary-school  level. 

Principles  of  Design  II  2  cr. 

The  cultural  significance  of  art  is  revealed  by  a  summary  of  the 
elements,  principles,  and  history  of  the  fine  and  applied  arts. 

ELECTIVES   IN   ART   FOR  ELEMEHSITARY   STUDENTS 

Handicrafts  2  cr. 

Manipulation  of  tools  and  materials  in  producing  useful  objects 
gives  enjoyment  for  its  own  sake  as  well  as  a  keener  appreciation  of 
manufactured  articles.  Practical  applications,  fine  in  design,  are  made 
as  aids  for  the  future  teacher  of  kindergarten  and  primary  grades. 

Industrial  Arts  2  cr. 

A  study  of  various  industrial  materials  and  processes  is  related  to 
the  needs  of  the  teacher  in  the  elementary  grades. 


98  Teachers  College  BrixETiN 

BUSINESS  EDUCATION  DEPARTMENT 

G.  G.  Hill,  Director  of  Depart  merit 

Albert  E.  Drumheller  Elsie  G.  Garlow 

Ethel  L.  Farrell  James  K.  Stoxer 

Clinton  M.  File  Harold  W.  Thomas 

Robert  Franklin  Webb 

Opportunities.  The  State  Department  of  Public  Instruction  has  es- 
pecially 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,  lead- 
ing to  the  degree  of  Bachelor  of  Science  in  Education.  Those  who  com- 
plete the  work  as  outlined  are  prepared  either  to  supervise  or  teach  busi- 
ness 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  calibre  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  modem  office  machines.  Adding  machines,  calculating 
machines,  banking  machines,  multigraphs,  mimeographs,  mimeoscopes, 
addressographs,  dictaphones,  files  and  cabinets,  and  other  up-to-date 
efficiency  devices  of  modem  business  give  the  students  a  practical  knowl- 
edge of  the  time-savers  and  system  units  found  in  modem  business. 
Their  uses  are  taught  and  mastered  in  this  department. 

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  modem 
business.    It  is  equipped  for  efficient  and  up-to-date  work. 

Practical  Experience  Requirements.  Practical  experience  require- 
ments are  a  vital  and  necessary  part  of  the  prospective  teacher's  prepara- 
tion. The  requirements  are  as  follows:  The  equivalent  of  six  months  of 
store  practice,  secretarial  practice,  bookkeeping  practice,  clerical  prac- 
tice, or  a  combination  of  these  or  other  business  contacts,  acquired  at 
places  and  under  conditions  approved  by  the  director  of  this  department. 
This  experience  preferably  should  be  in  the  field  or  fields  in  which  the 
student  is  contemplating  certification.  Much  of  this  experience  can  be 
acquired  during  summer  vacations. 

Student  Teaching.  Each  student  in  training  in  the  Business  Edu- 
cation Department  receives  more  than  the  state  requirements  in  houn. 
of    actual    practice   teaching   and    observation.     A    number   of   teaching 


•  This  college  is  a  member  of  the  National  Association  of  Business  Teacher 
Traininr  Institutions. 


Indiana  Catalogue  Number  99 


centers  are  conducted  in  connection  with  some  of  the  largest  high  schools 
within  convenient  reach.  To  these  teaching  centers  the  students  are 
sent  for  one  full  semester  (18  weeks)  of  the  senior  year  for  their  prac- 
tice teaching.  The  teacher  holds  a  regular  position  in  the  high  school 
and  carries  a  full  program  of  classes,  extra-curricular  activities,  and 
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  exceptional  training  and 
ability  furnished  by  the  teaching  centers.  Everything  is  done  to  afford 
those  in  training  as  much  actual  teaching  experience  and  as  many  teach- 
ing contacts  as  possible  before  graduation. 

The  Chamber  of  Commerce.     A  Chamber  of  Commerce  is  organized 

in  connection  with  the  Business  Education  Department.  Frequent  op- 
portunity 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. 

Explanation  of  the  Curriculum.  The  Business  Education  Depart- 
ment offers  a  four-year  curriculum  leading  to  the  teaching  profession. 
The  full  four  years  must  be  completed  before  the  teaching  certificate 
may  be  awarded.  If  at  the  end  of  two  years  a  student  does  not  desire 
to  complete  the  full  course  immediately,  he  will  be  well  prepared  to  do 
efficient  work  in  a  business  office  until  such  time  as  it  is  possible  for 
him  to  return  to  complete  the  work  for  graduation. 

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  com- 
plete program. 

2.  The  Stenographic  Field  includes  all  of  the  courses  of  the  cur- 
riculum listed  under  that  heading  on  page  102.  Elective  courses  may  be 
chosen  from  any  other  department  of  the  College. 

3.  The  Accounting  Field  includes  all  of  the  courses  of  the  curri- 
culum listed  under  that  heading  on  page  102.  Elective  courses  may  be 
chosen  from  any  other  department  of  the  College. 

4.  The  Retail  Selling  Field  includes  all  of  the  courses  of  the  cur- 
riculum listed  under  that  heading  on  page  102.  Elective  courses  may  be 
chosen  from  any  other  department  of  the  College. 


100  Teachers  College  Bulletin 

5.  The  Combination  Program  combines  either  the  Stenographic 
and  Accounting,  the  Stenographic  and  Retail  Selling,  or  the  Accounting 
and  Retail  Selling  Fields.  With  any  combination  program,  the  certifica- 
tion appropriate  to  both  of  the  two  areas  will  be  awarded.  Electives 
in  other  departments  of  the  College  also  may  be  carried  with  this  pro- 
gram- 
It  is  possible  to  elect  Typewriting  III  and  IV  and  become  certificated 
to  teach  typewriting  with  any  one  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  approval  of  the  Dean  of  Instruction  of  the  College  and  the  Director 
of  the  Business  Education  Department. 

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

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

To  pursue  the  Complete  Program  a  student  must  maintain  at  least 
a  "C"  average,  and  must  have  a  grade  of  "C"  or  better  in  the  following 
courses:  English,  Typewriting,  Business  Mathematics,  Accounting,  and 
Shorthand. 

To  elect  or  continue  with  the  Stenographic  Field,  a  student  must 
maintain  a  grade  of  "C;.'  or  better  in  English,  Typewriting,  and  Short- 
hand. 

To  continue  in  the  Accounting  Field  a  student  must  have  a  grade  of 
"C"  or  better  in  Business  Mathematics  and  Accounting. 

To  continue  in  the  Retail  Selling  Field,  a  student  must  have  a  grade 
of  "C"  or  better  in  English  and  speech. 

It  should  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  par- 
ticular than  ever  before  concerning  the  qualifications  of  those  whom  they 
employ.  They  insist  on  high  scholastic  achievement,  good  personal  ap- 
pearance, attractive  personality,  freedom  from  physical  defects,  and 
other  qualities  that  should  be  carefully  considered  by  all  those  contem- 
plating this  type  of  professional  work. 


Indiana  Catalogue  Number  101 

This  should  not  discourage  those  who  really  have  the  qualities  re- 
quired. It  may,  however,  prevent  those  who  lack  certain  of  the  pri- 
mary requisites  for  developing  into  a  high-type  teacher,  from  being 
disappointed  later.    A  tryout  year  at  Indiana  is  often  recommended. 

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

Application  for  Enrolment.  Enough  has  been  given  in  these  few 
pages  to  furnish  a  glimpse  into  the  Business  Education  Department, 
Those  who  can  qualify  and  who  desire  to  make  application  for  entering 
the  Business  Education  Department  should  get  their  applications  in 
early,  in  order  to  insure  a  reservation. 

Expenses.  The  fees  for  a  school  year  of  36  weeks  will  amount  to 
$499.00  for  boarding  students.  This  will  cover  board,  room,  laundry,  and 
department  fees.  Books  and  supplies  are  extra.  The  costs  for  one 
semester  are  itemized  below,  but  are  subject  to  change.  (Also  see  pages 
36-40. 

Contingent  Fee   (Payable  in  two  installments) $  57.00 

Housing  Fee  (Payable  in  two  installments) 180.00 

Activity  Fee 12.50 

$249.50 


102  Teachers  College  Bulletin 


CURRICULUM  IN  BUSINESS  EDUCATION 

By   Semesters            (Hoars   per  week   and             Complete  Sten.  Acct'g'.  Selling 

Semester  hour  credit)  Program  Pield  Field     Field 

First 

PI.  &  Pps.  of  Educ.   In  Soc.   Ord 3 —  3  3 —  3  3 —  3      3 3 

American     Literature     3 —  3  3 —  3     3 3     3 3 

Fundamentals  of  Speech    3 —  3  3 —  3  3 —  3      3 3 

Health  &  Phys.  Educ.  I 3 —  1  3 —  1      3 1      3 l 

Business  Mathematics  I 3 —  3  3 —  3  3 —  3  3 —  3 

Typewriting  I 3_  1  3—1  3_  1  2—  1 

Business    Writing    3 —  1  3 —  1  3 —  1     3 i 

Second 

Ek:onomic     Geography     3 —  3  3 —  3  3 —  3  3 —  3 

Engrlish     I        4_  3  4_  3  4_  3  4_  3 

Health  &  Phys.  Educ.  II   3 —  1  3 —  1  3 —  1     3 l 

Business    Mathematics    II     3 —  3  3 —  3  3 —  3     3 3 

Accounting    I     5_  3  5_  3  5_  3  5_  3 

Shorthand  I   5 —  3  5 —  3 

Typewriting    II     3_  1  3_  1  3_  1  3_  j 

Elective     3 3      3 3 

Third 

English     II     ...      3_  3  3_  3  3_  3  3_  3 

Health  &  Phys.  Educ.  Ill 3—1  3 —  1  3—1  3—1 

Business  Organization  &  Finance   3 —  3  3 —  3  3 —  3      3 3 

Accounting   II    5_  3  5_  3  5_  3 

Shorthand  II    5 3  5 3 

Typewriting   III    ;  5 —  2  5 —  2 

Elective      3_  3  6—6  6—6 

Fourth 

General  Psychology 3 —  3  3 —  3  3 —  3  3 —  3 

Health   &   Phys.    Educ.    IV    3 —  1  3 —  1      3 1      3 1 

Business  Correspondence 3 —  3  3 —  3      3 3     3 3 

Business   Law   I    3—3  3—3  3 —  3  3—3 

Accountmg    III     3 3  3 3 

Shorthand  Applications    5 —  3  5 —  3 

Typewriting    Applications     5 —  2  5 —  2 

Elective       3_  3  3_  3  6—6 

Fifth 

Educational    Psychology    3 —  3  3 —  3  3 —  3  3 —  3 

Busmess  Law  II 3 —  3  3—3  3 —  3  3_  3 

Accounting     IV     3 3  3 3 

Stenographic   Office   Practice .'.  5 —  3  5 —  3 

Sales  &  Retail   Selling  I    3—3  3 —  3  3—3  3—3 

Clerical     Practice     5 3     5 3 

Secondsry  Sch.  Business  Educ 2 —  2  2 —  2     2 2     2 2 

Elective        3 3  2 2 

Sixth 

Economics     I     3 —  3  3 —  3  3—3  3 —  3 

Visual   Education    2 —  1  2 1      2 1      2 1 

Methods   of   Teaching   Business    Subjects    3 —  3  3 —  3  3 —  3  3 —  3 

Educational    Measurements    (Inc.    Bus.    Crs.) . .  . .  3 —  3  3 —  3  3 —  3     3 3 

Clerical     Practice     5 3  5 3 

Retail    Selling   II    '.,,',  3 —  3                                    3 3 

Tax    Accounting      (Elective)     2 2  '> *> 

Elective       3—3  5—5  2—2 

Seventh 

American   Government    3 —  3  3 —  3      3 3      3 3 

Hist,  of  U.  S.,  Inc    Hist,  of  Pa 3 —  3  3 —  3  3 —  3  3 —  3 

Biological    Science    4 —  3  4 3     4 3      4 3 

Economics   II    (Consumer    Education)     3 —  3  3 —  3  3 —  3  3 —  3 

Retail    Selling   III    (Store    Practice)    or    12 —  6  12 —  6 

Auditing    3 —  3  3 —  3 

Advanced    Secretarial    Practice    (Elective)     3 —  3  ?, —  3 

Eig^hth 

Student  Teaching  &  Conference 15 — 12   15 — 12   15 — 12  15 — 12 

Curriculum   Materials  &  Adaptations    4 —  3  4 —  3  4 —  3  4 —  3 


Indiana  Catalogue  Number  103 

REQUIRED  COURSES  FOR  ALL  BUSINESS 
EDUCATION  STUDENTS 

Place  and  Purpose  of  Education  in  the  Social  Order  3  or. 

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. 
Observation  of  teaching  is  included. 

Fundamentals  of  Speech  3  cr. 

See  Fundamentals  of  Speech  under  English  Department.  Special 
consideration  is  given  to  the  needs  of  students  in  the  Business  Educa- 
tion Department,  with  emphasis  on  the  technique  of  shorthand  dictation. 

Business  Mathematics  I  3  cr. 

Thorough  drill  is  given  in  the  fundamentals  of  business  mathematics 
with  special  emphasis  on  speed  and  accuracy  in  handling  the  fundamental 
business  operations.     A  correlation  is  made  with  accounting. 

Business  Mathematics  II  3  cr. 

This  course  is  a  continuation  of  Business  Mathematics  I.  Its  pur- 
pose is  to  train  students  to  apply  principles  of  mathematics  with  speed 
and  accuracy;  to  solve  advanced  problems  encountered  in  carrying  on 
the  modern  functions  of  business:  production,  marketing,  personnel, 
finance,  and  management.    It  correlates  with  bookkeeping. 

Business  Writing  1  cr. 

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  developing  the  skill  of  being  able  to  write  well  with  pen  and  ink,  the 
student  is  expected  to  attain  a  high  degree  of  proficiency  in  writing  on 
the  blackboard.  This  is  a  prerequisite  skill  for  shorthand  and  book- 
keeping. 

Economic  Geography  I  3  cr. 

This  course  develops  a  background  for  an  understanding  of  world 
production  and  distribution  of  commodities  as  related  to  diverse  natural 
conditions.  Practice  is  given  in  securing  and  interpreting  geographic 
data  from  the  sources  which  the  students  will  use  when  teaching. 

Accounting  I  3  cr. 

This  is  the  introductory  course  in  one  of  the  major  fields  of  certifi- 
cation for  teachers  in  Pennsylvania  high  schools.  Its  purpose  is  to  intro- 
duce the  student  to  bookkeeping  and  accounting  by  means  of  financial 
records  for  personal,  family,  and  extra-curricular  uses,  leading  into  the 


104  Teachers  College  Bulletin 

modem  technical  phases  of  accounting.     Latest  trends  in  teaching  the 
beginning  bookkeeping  course  in  high  schools  are  presented. 

Typewriting  I  1  cr. 

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  correc- 
tive work  receive  attention  throughout  the  course.  Speed  with  accuracy 
is  considered  fundamental. 

Typewriting  II  1  cr. 

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.  Transcription  is  included  for  steno- 
graphic students. 

Business  Organization  and  Finance  3  cr. 

This  course  is  designed  to  give  an  overview  of  business  manage- 
ment. Modem  business  organization,  finance,  personnel  administration, 
production,  and  public  relations  are  studied  and  made  meaningful  as 
they  fit  into  our  industrial  society.  The  organization  and  management 
of  the  corporation  and  other  forms  of  business  are  covered  in  this  course. 

Business  Correspondence  3  cr. 

The  material  deals  with  business  forms — not  with  isolated  English 
drill.  It  aims  to  teach  the  parts  of  the  letter;  to  write  letters  asking 
for  information,  and  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. 
It  correlates  with  the  major  business  fields. 

Retail  Selling  I  3  cr. 

This  course  comprises  a  thorough  survey  and  analysis  of  the  fields 
of  selling.  A  critical  study  is  made  of  the  requirements  for  salespeople, 
kinds  of  customers  and  how  to  serve  them,  customers'  needs  and  why 
they  buy,  the  sales  process,  methods  of  increasing  sales  volume,  store 
merchandising  plans,  merchandise  information,  store  organization,  store 
systems.    Personality  studies  are  a  part  of  this  course. 

Business  Law  I  3  cr. 

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

Business  Law  II  (Including  School  Law)  3  cr. 

This  course  considers  the  law  of  business  organizations,  devices 
for  protection  of  creditors  and  personal  and  real  property.     It  applie* 


Indiana  Catalogue  Number  105 


the  principles  of  law  to  everyday  life  and  business,  establishing  proper 
interest,  ideals,  and  attitudes  toward  law  as  a  means  of  social  control. 
Attention  is  given  to  the  problems  of  organizing  and  teaching  business 
law  in  the  secondary  school.  Pennsylvania  school  law  is  included  in 
this  course. 

Clerical  Practice  and  Machines  3  cr. 

This  course  is  designed  to  acquaint  the  student  in  a  practical  manner 
with  the  common  non-stenographic,  non-bookkeeping  office  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. 

Method  of  Teaching  Business  Subjects  3  cr. 

This  course  makes  definite  application  of  psychological  principles 
in  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  se- 
lected for  special  treatment  is  prerequisite  to  this  course. 

Educational  Measurements  3  cr. 

This  course  gives  a  complete  program  in  planning,  testing,  evaluat- 
ing, remedial  teaching,  retesting,  etc.  in  business  co\irses.  Actual  test 
making,  giving,  checking,  and  evaluation,  in  cooperation  with  the  stu- 
dent-teaching situation,  is  a  part  of  this  course. 

Secondary  School  Business  Education  2  cr. 

This  course  includes  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  II  3  cr. 

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,  and  special  attention  is  given  to 
the  development  of  a  course  in  Consumers'  Economics  for  the  secondary 
school. 

Student  Teaching,  Observation,  and  Conference  12  cr. 

An  extremely  practical  and  actual  experience  is  presented  in  teach- 
ing in  the  neighboring  high  schools  especially  organized  for  this  work, 
with  supervision  by  both  the  high  school  supervisors  and  the  college 
faculty. 

Curriculum  Materials  3  cr. 

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


106  Teachers  College  Bulletin 

BOOKKEEPING   FIELD 

REQUIRED    COURSES 

Accounting  II  3  or. 

The  work  of  this  course  includes  double  entry  bookkeeping  through 
statements,  ledger  accounts,  original  entry  books  including  special  col- 
umns, posting,  checking,  adjusting,  closing,  working  sheet,  controlling 
accounts,  interest  and  discount,  valuation  accounts,  accruals  and  deferred 
items,  and  current  routine. 

Accounting  III  3  cr. 

This  course  studies  partnership  capital  accounting  giving  particular 
attention  to  the  problems  of  combining  capital  and  the  liquidation  of 
capital  accounts;  accounting  for  corporations,  with  reference  particular- 
ly to  the  capital  structure,  the  voucher  system,  bond  amortization,  ac- 
counting for  branches,  and  problems  in  consolidation  and  supplemen- 
tary statements. 

Accounting  IV  3  cr. 

This  course  uses  a  set  of  cost  records  simulating,  as  far  as  possible, 
the  actual  conditions  in  industries.  Lectures,  supplementary  problems, 
and  visits  to  industries  develop  the  twofold  purpose  of  skill  in  cost  ac- 
counting and  management  through  cost  information.  Latest  methods  in 
standard  costs  and  efficiency  through  the  use  of  office  machines  are  in- 
cluded. 

Auditing  3  cr. 

In  this  course  students  conduct  a  semi-detailed  audit  of  actual  busi- 
ness records,  make  the  corrections,  and  submit  statements  of  results. 
Problems  of  public  and  private  auditing  are  developed  by  the  instructor. 
The  construction  and  organization  of  working  papers  is  taught.  An- 
alysis of  difficult  amounts  and  miscellaneous  audit-problem  situations 
enlarge  the  students'  general  knowledge  of  accounting. 

ELECTIVE  COURSE 
Tax  Accounting  2  cr. 

A  course  designed  to  provide  the  prospective  teacher  with  a 
knowledge  of  the  current  tax  laws  in  connection  with  Social  Security, 
Excise  and  Income  Taxes.  The  interpretation  of  the  laws  in  connection 
with  business  information  and  the  filling  out  of  forms  will  constitute 
a  large  part  of  the  work. 

SECRETARIAL   FIELD 

REQUIRED    COURSES 

Shorthand  I  3  cr. 

In  this  course  emphasis  is  given  to  the  reading,  writing,  and  mastery 
of  the  fundamentals  and  special  forms.  The  transcribing  of  students' 
notes  on  the  typewriter  constitutes  a  part  of  the  activity. 


Indiana  Catalogue  Number  107 

Shorthand  II  3  cr. 

In  this  course,  as  in  Shorthand  I,  emphasis  is  given  to  the  reading, 
writing,  and  mastery  of  the  fundamentals  and  special  forms.  The  trans- 
cribing of  students'  notes  in  the  form  of  paragraphs  and  short  and 
medium  letters  receives  increasing  attention. 

Shorthand  Applications  3  cr. 

This  is  a  drill  course  designed  to  develop  practical  speed  in  taking 
dictation  of  material  greatly  varied  as  to  vocabulary,  and  reasonable 
speed  with  very  high  accuracy  in  reading  from  dictated  notes.  For  the 
development  of  skill  in  transcription  this  course  is  closely  coordinated 
with  Typewriting  Applications. 

Typewriting  III  2  cr. 

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

Typewriting   Applications  2  cr. 

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

Stenographic  Office  Practice  3  cr. 

This  is  an  advanced  stenographic  course  including  theory  and  prac- 
tice in  those  activities  that  are  common  to  stenographic  and  secretarial 
positions,  and  dealing  with  objectives,  organization,  methods,  materials, 
and  standards  for  a  high  school  stenographic  practice  course  so  as  to 
prepare  the  student  to  teach  such  a  course  in  the  public  schools. 

ELECTIVE 

Advanced  Secretarial  Practice  3  cr. 

Such  topics  as  the  following  are  considered  in  this  course:  scope 
of  secretarial  work,  secretarial  standards,  personality  of  the  secretary, 
postal  information,  reference  books,  record  keeping,  letters  and  other 
means  of  communication,  reception  and  handling  of  callers,  newspapers 
and  magazines,  itineraries,  reports,  collecting  materials,  voice  and  speak- 
ing, preparation  of  budgets  and  documents,  graphs,  office  machines,  filing, 
office  organization  and  management,  English  improvement,  and  develop- 
ment of  initiative  and  dependability. 


108  Teachers  College  Bllletin 

RETAIL   SELLING   FIELD 

REQUIRED    COURSES 

Retail  Selling  II  (Management)  3  cr. 

This  course  embodies  a  more  technical  study  of  the  learning  unit» 
of  Retailing  I,  and  includes  an  analysis  of  markups,  markdowns,  stock 
planning,  stock  control,  buying,  price  making,  personnel  training  and 
management,  salaries,  store  location,  store  layouts  and  equipment,  retail 
accounting,  credit  management,  and  advertising. 

Retailing  III  (Store  Practice)  6  cr. 

This  is  a  practical  course  of  cooperative  part-time  selling  in  the 
retail  establishments  of  Indiana.  The  student  spends  a  minimum  of 
15  clock  hours  per  week  behind  the  counter,  during  the  week-day  after- 
noons, at  which  time  he  puts  into  practice  the  theories  of  retailing  pre- 
viously studied.  This  work  is  under  close  supervision  of  the  store  offi- 
cials and  of  the  College. 

REQUIRED  COURSES  FOR  BUSINESS  EDUCATION 
STUDENTS  IN   OTHER  FIELDS 

Several  courses  in  other  departments  are  required  for  graduation  in 
the  Business  Education  Curriculum.  Following  is  a  list  of  these  coursei 
with  the  page  number  where  their  descriptions  may  be  found. 

Page  Page 

English   I   55  History  of  the  United  States  _-  87 

English    II    55  General  Psychology 49 

Health  Education  Visual  Education 50 

I,  II,  III,  IV 68  Principles  of  Economics 84 

American  Literature   55  American    Government    84 

Biological  Science  SD 77  Educational  Phychology 49 

All  students  are  required  to  take  part,  without  credit,  in  one  physical- 
education  activity  each  semester  in  which  no  physical  education  courses 
or  student  teaching  are  required.  In  addition  to  this,  all  students  must 
take  one  extra-curricular  activity  one  semester  each  year. 

ELECTIVES  IN   OTHER  FIELDS  FOR  BUSINESS 
EDUCATION  STUDENTS 
EHectives  may  be  chosen  from  any  of  the  other  college  fields  without 
extra  cost  to  the  student. 

ELECTIVES  IN  BUSINESS  EDUCATION  FOR 
STUDENTS  IN  OTHER  FIELDS 
Any  of  the  courses  in  Business  Education  are  available  to  student* 
in  other  departments,  subject  only  to  the  meeting  of  essential  prerequi- 
sites. 


Indiana  Catalogue  Number  109 

HOME  ECONOMICS  DEPARTMENT 

Opal  T.  Rhodes,  Director  of  Department 

M.  Marie  Bennett  Mildred  E.  Omwake 

Leola  T.  Hayes  Ethyl  Verna  Oxley 

Helen  R.  Keefal^er  Helen  Rose 

Helen  C.  Merriman  Arleine  M.  Schnure 

Rachel  Dale  Moss  Fannie  Dee  Stephenson 

Graduates  from  this  department  receive  a  Provisional  College  Cer- 
tificate valid  for  any  vocational  or  general  home  economics  position  in 
the  public  schools  of  Pennsylvania.  It  is  also  possible  for  them  to  offer 
a  second  field  of  specialization  in  which  to  be  certified.  The  Bachelor 
of  Science  degree  in  Home  Economics,  which  they  receive  is  recognized  for 
entrance  to  graduate  courses  by  all  the  leading  colleges  and  universities. 

Entrance  Requirements.  The  requirements  for  admission  to  the 
Home  Economics  Department  are  the  same  as  for  other  departments  of 
the  College.  Students  who  expect  to  specialize  in  homemaking  will 
find  it  helpful  to  have  taken  chemistry,  physics,  biological  science,  and  art 
in  high  school. 

Home  Economics  Equipment.  The  Home  Economics  Department 
is  located  on  the  top  floor  of  the  Arts  Building  and  the  ground  floor  of 
Leonard  Hall.  A  one  room  or  all-purpose  homemaking  laboratory 
and  a  modem  well-equipped  kitchen  are  of  special  interest. 

Home  Economics  Cafeteria.  The  school  lunchroom  is  located  in  a 
building  renovated  for  that  purpose  on  the  Elkin  property.  The  School 
Lunchroom  Management  class  prepares  and  serves  lunches  five  days  each 
week  to  the  pupils  of  the  Keith  School,  the  college  faculty  and 
commuting  students. 

Home  Management  Houses.  Two  houses  located  on  the  campus  pro- 
vide for  groups  of  six  seniors  to  participate  in  home  management  based 
on  family  needs  and  expenditures.  Under  the  guidance  of  the  resident 
faculty  adviser  they  care  for  a  baby  under  one  year  of  age  and  have 
an  opportunity  to  observe  his  development. 

The  Nursery  School.  The  nursery  school  emphasizes  the  physical, 
social,  mental,  and  emotional  development  of  the  child  from  two  to 
four  years  of  age.  It  provides  opportunities  for  students  to  observe, 
study,  and  assist  with  the  care  of  young  children. 

Home  and  Employment  Experiences.  This  part  of  teacher  prepara- 
tion is  most  vital.  During  summers  and  other  vacations,  students  avail 
themselves  of  opportunities  to  apply  college  learning  in  natural  situa- 
tions to  test  theory  and  their  ability.  Understandings  are  orientated 
and  integrated  in  living.  They  develop  confidence,  poise,  and  self  assur- 
ance as  well  as  skills  and  managerial  ability. 


110  Teachers  College  Bulletin 


Parents  and  faculty  members  help  the  students  to  select  those  ex- 
periences which  are  needed  or  will  prove  most  helpful  and  to  evaluate  the 
results  and  benefits  of  their  work. 

Home  Economics  Organizations.  The  Home  Economics  Club  is  a  pro- 
fessional organization  open  to  all  members  of  the  department  upon 
application  and  payment  of  dues.  Our  club  is  affiliated  with  the  Penn- 
sylvania and  American  Home  Economics  Associations  which  help  keep 
us  informed  of  club  activities  of  national  importance.  Throughout  the 
year  the  students  enjoy  picnics,  parties,  and  dances.  The  regular  meet- 
ings provide  interesting  programs  of  professional  value.  Every  oppor- 
tunity is  offered  to  develop  initiative,  leadership,  comradeship,  and 
social  adjustment.    A  member  of  the  faculty  acts  as  club  sponsor. 

Kappa  Omicron  Phi  is  a  national  professional  honorary  home  eco- 
nomics fraternity.  It  was  established  to  further  the  best  interests  of  home 
economics  by  developing  women  with  higher  ideals  of  sane  living;  with 
broader  social,  higher  intellectual  and  cultural  attainments;  with  a  definite 
responsibility  for  solving  social  and  economic  problems;  with  a  deeper 
appreciation  for  the  sanctity  of  the  home;  and  with  a  scientific  attitude 
toward  homemaking.  Outstanding  students  in  the  department  are  elected 
to  membership  in  this  organization. 

The  Placement  of  Graduates.  The  Director  of  Placement  and  the 
Director  of  the  Home  Economics  Department  assists  all  graduates  in 
obtaining  suitable  teaching  positions.  Every  effort  is  made  to  place  the 
graduate  in  the  community  in  which  she  can  render  the  best  service. 
Graduates  of  the  department  who  are  teaching  are  given  assistance  when 
a  change  in  position  is  desired. 

Student  Teaching.    Seniors  teach  in  the  home  economics  departments 

in  selected  public  schools  of  Western  Pennsylvania.  This  work  is  care- 
fully supervised  by  supervising  teachers  in  the  respective  schools  and 
the  teacher  education  staff  of  the  college  Home  Economics  Department. 

Expenses.  The  fees  for  a  school  year  of  36  weeks  amount  to  $529.00. 
The  costs  for  one  semester  are  itemized  below,  but  are  subject  to  change. 
(Also  see  pages  36-40). 

Contingent  Fee    (payable   in   two   installments)    — $  72.00 

Housing  Fee 180.00 

Activity  Fee 12.50 

$264.50 


Indiana  Catalogue  Number 


111 


CURRICULUM    IN   HOME   ECONOMICS 


Sequence  of  courses  subject  to  change  for  administrative  purposes 


FIRST  SEMESTER 

Se- 

Clock  mester 

Hours  Hours 

American     Literature     .  .      3  3 

Health  and  Physical 

Education    I    3  1 

Place  and  Purpose  of 

Education       3  3 

Principles    of    Design    I.      4  3 

Clothing    I     6  3 

Textiles    4  2 

Home  Economics  Edu- 
cation  I    2  1 


SECOND  SEMESTER 

S€- 
Clock  mester 
Hours  Hours 

English    I    4  3 

Health  and  Physical 

Education    II    3  1 

Foods    I    7  3 

Chemistry     (Inorganic)  6  4 

Principles   of  Design  II.  3  2 

Physiology     4  3 

27  16 


25 


16 


THIRD  SEMESTER 

English    II    3  3 

General  Psychology    ....      3  3 

Foods    II    7  3 

Clothing    II     4  2 

A-pplied  Design   I 

(Costume)      3  2 

Chemistry     (Organic)     .  .      4  2 

Appreciation  of  Music  .  3  2 
Health   and   Physical 

Education    III    3  1 

30  18 


FOURTH  SEMESTER 

Educational     Psychology     3  3 

Principles    of    Economics     3  3 

Clothing     III     4  2 

Household   Management 

I    (Equipment)     6  4 

Chemistry 

(Physiological)     4  2 

History  of  U.  S.  Includ- 
ing History  of  Penn- 
sylvania            3  S 

Health  and   Physical 

Education  IV    3  1 

26  18 


FIFTH  SEMESTER 

Home    Management    II 

(Economics)      3  3 

Nutrition      4  3 

CThild    Development     ....      3  2 

Family    Health     3  2 

Home   Management    III 

(House)      9  3 

American  Government  .  3  3 
Health   and   Physical 

Education  V 3  1 

28  17 


SIXTH  SEMESTER 

Home  Economics  Educa- 
tion  II    (Vocational)    .      3  3 

Nursery   School  Child    .  .      5  2 

Applied  Design   II 

(Household)      5  3 

School    Lunchroom 

Management  I   8  3 

Electlves    5  5 

Health  and  Physical 

Education  VI    3  1 

29  17 


SEVENTH  SEMESTER 

Home  Economics  Educa- 
tion III   (Vocational)    .      2  2 

Student  Teaching   16  8 

Family   Relationships    . .      2  2 

Elective     3  3 


EIGHTH  SEMESTER 

Bacteriology    4  3 

Principles  of  Sociology    .      3  3 

Consumer  Education    ...      3  3 

Visual     Education     2  1 

Electlves     6  6 


23 


15 


18 


IS 


112  Teachers  College  Bulletin 

REQUIRED   COURSES   FOR   ALL  HOME 
ECONOMICS  STUDENTS 

CLOTHING  AND  TEXTILES 

Clothing  I  3  cr 

A  study  of  the  quality  and  construction  of  ready-made  clothing  is 
made  as  an  introduction  into  the  selection  of  commercial  patterns  and  the 
construction  of  garments.  Students  use  the  sewing  machine  extensively 
and  may  do  some  flat  pattern  designing.  Cotton,  wool  and  rayon  fabrics 
are  preferred.     Cost  of  fabric  is  approximately  S20. 

Clothing  II  2  cr. 

An  intensive  study  of  the  practical  methods  of  solving  fitting  prob- 
lems and  applying  the  principles  of  dress  design  form  the  basis  for  this 
course.  Practical  applications  are  made  by  draping  on  individual  dress 
forms.  Students  demonstrate  the  more  difficult  constructive  processing 
in  sewing.  Cost  of  fabric  is  approximately  $27.  Prerequisite:  Cloth- 
ing I. 

Clothing  III  2  cr. 

Development  of  technical  skill  in  garment  construction  with  emphasis 
on  ready-made  versus  hand-tailored  coats  and  suits.  Construction  of 
a  coat  or  suit.  Wardrobe  needs  with  emphasis  on  care,  repair,  renovating, 
and  remodeling  of  clothing.     Fabrics  cost  approximately  $35. 

Textiles  2  cr. 

Textile  fibers,  and  the  construction  and  finishing  of  cloth  are  studied 
from  the  standpoint  of  suitability,  durability,  cost  and  hygienic  values 
to  provide  a  background  for  the  selection  of  clothing  fabrics  and  house- 
hold textiles. 

CONSUMER   EDUCATION 

Consumer  Education  3  cr. 

Fundamental  understanding  of  the  individual  as  a  consumer  buyer, 
knowledge  of  the  problems  involved  in  buying,  and  difficulties  encoun- 
tered in  solving  them  are  emphasized.  A  program  for  the  education  of 
intelligent  consumers  is  planned. 

FAMILY  AND  CHILD 

Family  Relationships  2  cr. 

Solutions  are  sought  for  problems  of  the  modem  American  family 
such  as  family  stability,  preparation  and  responsibilities  for  successful 
marriage;  the  family's  influence  on  personality  development,  attitudes, 
planes  and  standards  of  living;  the  unmarried,  married  women  working, 
etc.  Readings,  discussions,  and  conferences  are  used  in  facing  and  solv- 
ing these  problems. 

diild  Development  2  cr. 

The  influence  of  heredity,  and  of  pre-natal  development  on  the  child 
is  considered.    Pre-natal  and  post-natal  care  of  the  mother,  and  develop- 


Indiana  Catalogue  Number  113 

ment  of  the  child  to  two  years  of  age  are  studied.  Special  emphasis  is 
placed  on  psychological  development  of  the  child.  Field  trips  for  observa- 
tion of  babies  are  made  to  home  management  houses  on  campus  and  to 
the  local  hospital. 

Nursery  School  Child  2  cr. 

An  opportunity  to  study  a  pre-school  child  two  to  four  years  of  age 
is  afforded.  The  theories  underlying  the  physical,  social,  mental,  and 
emotional  development  of  the  child  are  presented.  Special  emphasis  is 
placed  on  habit  formation  and  benefits  to  be  derived  from  play.  Learning 
to  understand  one's  self,  others  and  children  through  observation  of  the 
nursery  school  age  child  is  a  continuous  part  of  the  course. 

FOODS  AND  NUTRITION 

Foods  I  3  cr. 

The  student  is  aided  in  understanding  the  principles  underlying  food 
preparation.  Provision  is  made  for  experience  in  food  selection  and 
preparing  and  serving  meals  for  family  groups.  Meeting  problems  on 
different  economic  levels  is  stressed.  Three  nurse's  uniforms  and  white 
shoes  are  needed. 

Foods  II  3  cr. 

Food  preservations,  meat  selection,  and  cookery  and  additional  ex- 
perience in  planning,  preparing  and  serving  family  meals  and  meals 
for  special  occasions  is  included.  Recent  experimentation  and  research 
indicating  most  approved  methods  of  cooking  are  considered. 

School  Lunchroom  Management  I  3  cr. 

Students  gain  experience  in  quantity  cookery  and  in  directing  a  school 
lunchroom.  Good  nutrition,  well  balanced  meals  and  the  preparation  and 
serving  of  tasteful  attractive  foods  are  all  emphasized.  The  educational 
possibilities  and  significance  of  the  school  cafeteria  are  stressed.  Labora- 
tory work  includes  menu  making,  marketing,  accounting,  management, 
preparation  and  serving  of  food. 

Nutrition  3  cr. 

A  study  is  made  of  the  nutritive  value  of  food  and  the  essentials  of 
an  optimum  diet.  Application  is  made  to  nutritional  requirements  of  the 
individual  through  childhood,  adult  life,  pregnancy,  lactation,  old  age, 
common  nutritional  deficiencies,  and  disorders  at  different  economic 
levels.     Prerequisites :  Foods  I,  Chemistry,  and  Physiology. 

HEALTH 

Family  Health  2  cr. 

Good  health  habits  are  emphasized  and  an  attempt  is  made  to  secure 
their  practice.  Safety  and  prevention  and  home  care  of  various  illnesses 
is  included.  Attention  is  given  to  understanding  emotional  adjustment 
and  mental  health.  Laboratory  covers  home  care  of  the  sick.  A  Red 
Cross  certificate  is  given  and  the  approved  Red  Cross  apron  required. 
(Cost  of  fabric  is  about  $3.00.) 


114  Teachers  College  Bulletin 


HOME  MANAGEMENT 

Household  Management  I  (Equipment)  4  cr. 

The  first  work  in  home  management  gives  an  understanding  of  the 
scientific  principles  underlying  the  wise  selection,  operation  and  care  of 
kitchen  and  laundry  equipment.  Comparative  studies  of  the  operation 
and  efficiency  of  various  kinds  of  household  equipment  and  procedures 
in  care  of  the  house  are  emphasized. 

Home  Management  II  (Economics)  3  cr. 

An  understanding  of  the  principles  of  management,  of  the  import- 
ance of  the  family  in  the  economic  situation  and  the  financial  problems 
of  the  individual  and  of  the  family,  provide  a  basis  for  raising  the  plane 
of  living  in  order  to  provide  opportunity  for  a  well-rounded  and  abund- 
antly satisfying  life  for  all  members  of  the  family.  Adequate  housing 
is  especially  emphasized. 

Home  Management  III  (House)  3  cr. 

Managerial  ability  is  emphasized  and  developed  through  residence  in 
the  home  management  house.  Experience  is  afforded  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  liv- 
ing are  stressed.  Prerequisites:  Foods  II  and  Home  Management  II 
(Economics).  Corequisites  or  prerequisites:  Child  Development  and 
Family  Relationships. 

RELATED  ARTS 

Principles  of  Design  I  3  cr. 

See  page  97. 

Principles  of  Design  II  2  cr. 

See  page  97. 

Applied  Design  I  (Costume)  2  cr. 

This  course  includes  the  selection  of  clothing  for  different  types  of 
personalities;  effective  use  of  color,  textxire  and  pattern  design  in  cos- 
tume. Costume  accessories  are  designed  and  made.  Special  attention  is 
given  to  individual  clothing  problems.  Prerequisites:  Principles  of  De- 
sign I,  II.  Necessary  materials  cost  approximately  $8.50. 

Applied  Design  II  (Household)  3  cr. 

This  course  further  develops  the  student's  ability  to  create  an  attrac- 
tive livable  home  through  the  effective  use  of  line,  shape,  texture,  and 
color.  House  planning;  exteriors;  floor,  wall  and  window  treatment; 
selection  and  arrangement  of  furnishings;  and  flower  arrangement  are 
among  the  things  studied.  Floors,  walls  and  furniture  are  reconditioned 
and  slip  covers  and  lined  draperies  constructed. 

Prerequisites:     Principles  of  Design  I.  II  and  Clothing  I. 


Indiana  Catalogue  Number  115 

PROFESSIONAL 

Place  and  Purpose  of  Education  in  the  Social  Order 

(Home  Economics)  1  cr. 

The  student  has  an  opportunity  to  become  acquainted  with  the  broad 
scope  of  home  living,  contributions  of  leading  home  economists,  litera- 
ture in  the  field  and  professional  possibilities  for  a  person  educated 
in  home  economics.  An  appreciation  of  teaching  as  a  profession  is 
developed. 

Home  Economics  Education  II  3  cr. 

Emphasis  is  placed  on  the  development  of  vocational  and  general 
education  and  the  philosophy  underlying  home  economics  education. 
The  learning  process,  effective  methods  of  teaching,  evaluation,  teach- 
ing aids,  equipment  and  department  management  are  studied.  The  edu- 
cational significance  of  social  and  economic  changes  and  recent  develop- 
ments in  teaching  homemaking  to  all  ages  of  individuals  in  and  out  of 
school  are  considered.  Prerequisites:  Place  and  Purpose  of  Education 
and  Psychology. 

Home  Economics  Education  III  2  cr. 

Observation  and  participation  in  the  elementary  and  secondary  de- 
partments of  the  campus  laboratory  school  and  in  the  Education  for 
Family  Living  class  (for  adults)  provide  opportunities  to  solve  prob- 
lems relating  to  school,  home,  and  community.  Attention  is  given  to 
organization,  administration,  program  planning,  and  teaching  proced- 
ures. Theories  concerning  pupil-teacher  planning,  curriculum  develop- 
ment, home  visits,  home  projects,  and  evaluation  are  tested. 

Student  Teaching  8  cr. 

Experiences  are  provided  for  observing  and  participating  in  the 
home  economics  programs  in  the  general  and  vocational  departments  in 
selected  public  schools.  Under  the  guidance  of  qualified  secondary  home 
economics  teachers  and  college  teacher  education  staff,  students  have  the 
opportunity  to  gradually  assume  full  responsibility  of  a  regular  teacher. 
Every  effort  is  made  for  direct  contact  with  individual  pupils  in  school, 
home,  and  community  activities  and  through  supervision  of  home  visits 
and  home  projects.  Prerequisites:  Place  &  Purpose  of  Education  in 
the  Social  Order,  and  Home  Economics  Education  II  and  III. 

ELECTIVES  FOR  HOME  ECONOMICS  STUDENTS 

The  following  courses  are  available  for  students  in  home  economics 
who  desire  to  broaden  their  education  in  a  special  field  of  home  economics 
instead  of  carrying  a  minor  in  some  academic  field. 

Clothing  IV  2  cr. 

An  appreciation  of  what  constitutes  good  design  in  hats  as  part  of 
the  complete  ensemble  is  developed.  Selection  of  hats,  and  construction 
in  remodeling  them  for  different  seasons  are  tncloded. 


116  Teachers  College  Bulletin 

Clothing  y — Special  Problems  in  Clothing  3  cr. 

Various  phases  of  clothing  problems  met  by  individual  students  in 
home,  college,  and  teaching  are  solved.  Prerequisites:  Clothing  I  and 
II  and  the  consent  of  the  instructor. 

Diet  in  Disease  (Diet  Therapy)  3  cr. 

Special  study  of  individual  diet  problems  of  infants,  growing  chil- 
dren, the  aged,  pregnant  and  lactating  women,  and  diseases  such  as  dia- 
betes, nephritis,  gastro-intestinal  disease  and  others  needing  special  die- 
tary treatment  Special  diets  are  planned,  calculated,  and  prepared. 
Planned  for  students  desiring  advanced  nutritional  study.  Prerequisites: 
Foods  I,  Nutrition,  Chemistry,  Physiology. 

Special  Problems  in  Foods  3  cr. 

Food  problems  which  meet  the  particular  needs  of  the  group  or  of 
individuals  are  solved.  Foods  for  special  occasions,  demonstrations,  ex- 
perimental work,  food  decoration  and  arrangement  of  illustrative  ma- 
terial are  among  the  suggested  units.    Prerequisites:  Foods  I  and  II. 

Clinic  in  Home  Economics  Education  3  cr. 

The  various  areas  needed  for  adequate  preparation  for  everyday 
living  in  the  home  and  the  community  are  considered.  The  philosophy 
underlying  learning,  curriculum  planning  and  effective  teaching  is  studied 
and  applied  to  specific  situations. 

School   Lunchroom    .Management  II 

Organization  and  Administration  3  cr- 

This  course  includes  problems  of  administration  in  various  types 
of  educational  institutions;  management  of  personnel,  labor,  food,  equip- 
ment, and  supplies;  record  keeping,  professional  standards  and  ethics; 
practice  in  supervision  of  food  service.  Field  trips  to  cafeterias  and 
other  food  service  units  are  included  in  this  course. 

REQUIRED  COURSES  IN  OTHER  FIELDS  FOR 
HOME   ECONOMICS    STUDENTS 

Several  courses  in  other  departments  are  required  for  graduation  in 
the  Home  Economics  Curriculum.  Following  is  a  list  of  these  courses 
with  the  page  number  where  their  descriptions  may  be  found. 

Page  Page 

English   I   55      Health  Education 68 

English   II    55      Visual   Education   50 

American  Literature 55       Inorganic  Chemistry  I-H 82 

Place  and  Purpose  of  Education  49       Organic  Chemistry  H 83 

General  Psychology 49       Physiological  Chemistry  H 83 

Educational  Psychology 49      Physiology   H    83 

Principles  of  Economics 84      Bacteriology    83 

Principles  of  Sociology 85  United    States    History    Before 

American  Government 84  1865       87 

Appreciation  of  Music 134 


Indiana  Catalogue  Number  117 

All  students  are  required  to  take  part,  without  credit,  in  one  phy- 
sical-education activity  each  semester  in  which  no  physical  education 
courses  or  student  teaching  are  required.  In  addition  to  this,  all  students 
must  take  one  extra-curricular  activity  one  semester  each  year. 

ELECTIVES  FOR  HOME  ECONOMICS  STUDENTS 
IN    OTHER   FIELDS 

Electives  may  be  chosen  from  any  of  the  other  fields. 


ELECTIVES   IN  HOME   ECONOMICS   FOR   STUDENTS 
IN    OTHER   FIELDS 

Education  For  Family  Living  (Home  Economics  Education  V)         3  cr. 

The  needs  of  each  member  of  the  class  as  an  individual  and  a  teacher 
are  met  through  laboratory,  discussion,  and  reference  work.  Units  may 
be  selected  in  any  area  of  home  making:  selection  of  adequate  meals, 
clothing,  household  furnishings,  equipment,  services;  management;  child 
care  and  development.  This  course  is  ideal  for  the  home  maker  or 
prospective  bride  and  groom. 

Nutrition  Education  1  cr. 

Open  to  all  college  students.  The  fundamentals  of  food  selection, 
menu  making  and  principles  of  nutrition  are  studied.  Their  application 
is  made  to  the  various  age  groups,  economic  levels  and  social  and  national 
background.  Sources  of  illustrative  material  for  teaching  are  made 
available. 

Any  of  the  courses  in  Home  Economics  may  be  taken  by  students 
in  other  departments.  Do  you  live  in  a  home,  eat  food,  wear  clothing,  or 
expect  to  have  a  home  of  your  own?  If  so,  you  will  want  to  elect  as 
many  Home  Economics  courses  as  possible.  Other  departments  prepare 
you  to  earn  a  living.    Home  Economics  prepares  for  life  and  marriage. 


118 


Teachers  College  Bllletin 


MUSIC  EDUCATION  DEPARTMENT 


Clel  T.  Silvey,  Director 


Lola  A.  Beelar 
Aagot  M.  K.  Borge 
Agxes  M.  Bothne 
Robert  W.  Burggraf 
Catherine  C.  Carl 
Charles  A.  DA^^s 
Gladys  Dunkelberger 


Thomas  J.  Hughes 
C.  David  McXaughton 
Mary  Helena  ^Muldowney 
Pearl  R.  Reed 
Laura  ]\L  Remsberg 
Lawrence  C.  Stitt 
Arvilla  Terrell 


The  State  Teachers  College,  Indiana,  Pennsylvania,  is  authorized 
by  the  State  Department  of  Public  Instruction  to  offer  the  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  se- 
lecting as  the  music  teacher  an  individual  of  strong  character  and  per- 
sonality who  has  a  soundly  developed  musicianship  and  a  broad  educa- 
tional 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  to  carry  out 
successfully  every  phase  of  the  preparation  and  development  of  public 
school  music  teachers  and  supervisors. 

The  courses  in  Music  Education  aim  to  prepare  the  student  to  teach 
music  in  the  elementary-  and  high  school  grades.  Completion  of  the 
degree  program  ordinarily  requires  four  years  (eight  semesters)  of 
study.  The  emphasis  throughout  is  upon  the  acquiring  of  musicianship, 
but  each  year  also  includes  certain  material  relating  directly  to  the 
teaching  of  music. 

Requirements  For  Admission.  In  addition  to  the  usual  entrance  re- 
quirements (see  pages  29-31  of  this  catalogue)  unconditional  entrance 
to  a  program  of  study  leading  to  the  B.S.  degree  in  music  education 
necessitates  the  following  specialized  abilities: 

1.  Possession  of  an  acceptable  singing  voice  which  indicates  no 
serious  defects  that  cannot  be  remedied  by  vocal  study. 

2.  The  ability  to  play  the  piano  or  an  orchestral  or  band  instrument, 
representing  several  years  of  study  and  a  high  degree  of  performance 
skill. 


Indiana  CArALOCLE  Nimber  119 

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

4.  The  ability  to  sing  at  sight  with  reasonable  accuracy  and  fluency 
music  of  the  difficulty  of  simple  folk  songs  and  hymns. 

Necessary  limitation  of  enrollment  in  the  department  of  music  educa- 
tion assures  a  carefully  selected  group  of  students  each  year.  Data  on 
personal  qualifications,  scholastic  attainment,  and  musical  experience  are 
collected  for  each  applicant;  and  a  personal  intei-view  for  prospective 
music  students  is  given  by  the  Director  of  the  department  and  his 
assistants.  There  is  a  sincere  desire  on  the  part  of  the  music  department 
to  offer  necessary  guidance  before  a  student  undertakes  the  music 
program.  Early  application  is  desirable.  It  is  advisable  for  the  prospec- 
tive student  to  make  application  for  admission  to  the  Registrar  of  the 
College.  In  general,  audition  dates  are  planned  for  March,  April,  May, 
June,  July,  and  August,  after  which  time  a  final  selection  of  the  class 
entering  that  autumn  will  be  determined. 

Expenses.  The  fees  for  a  college  year  of  36  weeks  amount  to  S565.00. 
The  costs  for  one  semester  are  itemized  below,  but  are  subject  to  change. 
Books  and  supplies  are  extra.    Also  see  pages  36-40. 

Contingent  Fee   (covering  the  cost  of  class  instruc- 
tion, private  lessons,  and  piano  rental) $  90.00 

Housing  Fee 180.00 

Activity  Fee 12.50 


$282.50 

The  statement  on  Private  Instruction  Fees  found  under  Fees,  page 
37,  does  not  apply  to  the  students  enroled  in  the  Music  Education 
Curriculum.  The  above  itemized  statement  of  costs  includes  all  fees 
charged  for  enrolment  in  the  Music  Education  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  Laboratory  and  Demonstration 
School  and  the  borough  schools  during  their  freshman  year.  These 
observations  are  designed  to  teach  technics  while  students  are  taking 
prerequisite  courses  in  college,  not  to  professionalize  subject  matter. 

2.  In  observation  and  actual  teaching  assignments  in  the  Labora- 
tory and  Demonstration  School  and  the  borough  schools  during  the  sopho- 
more and  junior  years  as  part  of  the  courses  in  Methods  and  Materials. 
These  assignments  are  limited  in  scope  but  definite  as  to  requirements 
and  responsibility. 


120  Teachers  College  Blxletin 

3.  In  12  semester  hours  of  Student  Teaching  required  during  the 
senior  year.  This  work  is  done  in  the  elementary  and  junior  high  schools 
in  the  college  laboratory  schools,  and  in  nearby  schools  if  additional 
assignments  are  necessary. 

All  student  teaching  is  done  under  careful,  personal  supervision  of 
the  music  education  department  staff  who  are  assigned  specifically  to 
direct  student  teaching. 

The  student  teaching  assignments  are  made  during  either  the  seventh 
or  eighth  semester  of  the  senior  year.  "With  the  exception  of  applied 
music  requirements,  which  may  not  have  been  previously  removed,  the 
student  concentrates  solely  upon  the  teaching  assignments  (at  various 
levels)  during  the  one  semester. 


Indiana  Catalogue  Number 


121 


CURRICULUM  IN  MUSIC  EDUCATION 


Sequence  of  courses  subject  to  change  for  administrative  purposes 


Se- 

Clock  mester 

Hours  Hours 

FIRST  SEMESTER 

American  Literature    . .        3  3 
PI.  &  Purp.  of  Educa- 
tion            3  3 

Harmony   I    3  3 

Ear  Training  I 3  2 

Solfeggio    I     3  2 

♦Applied   Music    9  3 

Health  Education    2  1 

26  17 


Se- 

Clock  mester 

Hours  Hours 

SECOND  SEMESTER 

English    I     4  3 

Fundamentals  of 

Speech     3  3 

Harmony   II    3  3 

Ear   Training   II    3  2 

Solfeggio   H    3  2 

*Applied   Music    9  3 

Health  Education    2  1 

27  17 


THIRD  SEMESTER 

English    II     3 

Methods  &  Ma- 
terials 1    4 

Ear   Training    111    3 

Harmony     III     2 

Solfeggio  III 3 

Eurythmics  I    2 

•Applied   Music    9 

26 


16 


FOURTH  SEMESTER 

History  of 

Civilization    4  4 

Methods  &  Materials  II        4  3 

Art    Appreciation    3  2 

Harmony  IV 2  2 

Elements  of  Con- 
ducting;           2  2 

Eurythmics  II    2  1 

•Applied   Music    9  3 

26  17 


FIFTH  SEMESTER 

General  Psychology    ...        3  3 

Harmony  V 2  2 

History    &   Appreciation 

of  Music  I 3  3 

Methods  &  Materials  III  4  3 
Physical  Science 

(Acoustics)    3  3 

•Applied    Music     9  3 

24  17 


SIXTH  SEMESTER 

Educational  Psychology        3  3 

Harmony  VI   2  2 

History  &  Appreciation 

of   Music    II    3  3 

Choral   Conducting    ....        3  3 

Ed.  Measurements 2  2 

Visual    Education    2  1 

♦Applied   Music    9  3 

24  17 


SEVENTH  SEMESTER 

United   States  History 

Before  1865 3  8 

American  Government  .  3  3 
Advanced      Instrumental 

Conducting      3  3 

Elective    3  3 

•Applied  Music    9  3 

21  15 

—   or  — 
Student  Teaching   16  12 


EIGHTH  SEMESTER 

United  States  History 

Before  1865 3  3 

American  Government  3  3 
Advanced  Instrumental 

Conducting      3  3 

Elective      3  3 

•Applied  Music    9  3 

21  15 

—   or   — 
Student   Teaching    16  12 


•See  page  127  for  a  specific  outline  of  requirements  and  electives. 


122  Teachers  College  Bulletin 

REQUIRED  COURSES  FOR  ALL  MUSIC 
EDUCATION    STUDENTS 

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. 
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 
an  additional  fee   (See  page  37). 

Private  Vocal  Instruction.  The  ultimate  goals  of  this  work  are 
beautiful  tone,  dependable  teehnic,  a  musicianly  style  of  singing,  and  an 
appreciation  of  the  most  representative  of  the  great  masters.  Definite 
emphasis  is  placed  upon  skillful  use  of  the  breath,  elimination  of  ten- 
sion and  amplification  of  resonance.  As  the  voice  develops  and  is 
brought  under  control,  songs  suited  to  the  capacity  of  the  pupil  are 
studied.  Correct  diction,  the  ability  to  project  ideas  vividly,  and  a 
poised  stage  manner  are  taught  as  the  repertoire  is  prepared  for  public 
performance.  In  addition  to  four  semesters  requirement  of  class  and 
private  voice,  additional  private  voice  instruction  may  be  elected  during 
the  last  four  semesters.  Also,  ample  opportunity  is  given  for  ensemble 
singing. 

Private  Piano  Instruction.  The  import.ance  of  a  practical  knowl- 
edge of  the  pianoforte  has  long  been  recognized  as  essential  in  the 
study  of  any  branch  of  music;  the  broad  range  of  its  literature,  its  use 
as  an  accompanying  instrument,  the  possibilities  it  offers  in  the  reading 
of  scores,  ensemble  music,  and  the  like,  make  its  study  the  natural 
foundation  for  a  thorough  musical  culture.  Eight  semesters  of  private 
piano  instruction  are  required  of  each  music  major  unless  the  require- 
ments can  be  completed  in  less  time.  The  fourth  year  requirements 
listed  below  will  serve  as  the  final  criterion.  At  the  end  of  each  year 
all  students  must  play  before  the  members  of  the  piano  faculty.  Exemp- 
tion from  this  requirement  will  be  determined  upon  the  basis  of  the 
stage  of  advancement  of  each  individual  student.  Throughout  the  four 
years  the  private  piano  instruction  is  correlated  with  all  of  the  theoreti- 
cal aspects  of  the  music  curriculum. 

Minimum  Requirements  in  Piano  —  by  years: 

I.  At  the  end  of  the  Freshman  year  each  student  must  have  com- 
pleted any  good  first  year  adult  beginners  book,  or  its  equivalent;  must 
be  able  to  play  all  the  sharp  major  scales,  at  a  reasonable  tempo,  two 


Indiana  Catalogue  Numbek  123 

octaves;  must  play  simple  chord  patterns  in  major  keys;  should  also 
play  a  few  standard  etudes  for  the  first  grade.  Progressive  require- 
ments in  keyboard  harmony  will  follow  each  year  in  keeping  with  the 
needs  of  the  courses  in  music  theory. 

II.  At  the  end  of  the  Sophomore  year  each  student  must  have 
completed  a  standard  second  year  instruction  book,  or  its  equivalent; 
must  be  able  to  play  all  major  and  minor  scales  and  arpeggios  (prin- 
cipal triads);  should  have  completed  a  few  supplementary  pieces,  etudes, 
or  sonatinas  of  second  year  level. 

III.  At  the  end  of  the  Junior  year  a  student  should  be  able  to 
play  third  grade  material  such  as  the  intermediate  sonatinas,  and  the 
simpler  dances  of  Bach  or  Handel,  Chopin  Preludes,  Schumann  Album 
For  The  Young,  Grieg  Lyrical  Pieces,  etc.  Also,  the  student  should 
have  completed  some  of  the  easier  studies  by  Czerny  (or  Kohler)  such 
as  the  Czerny-Liebling  No.  1,  and  be  able  t.o  read  at  sight  the  first  year 
material. 

IV.  By  the  end  of  the  Senior  year  and  before  graduation  stu- 
dents must  demonstrate  ability  to  play  a  prepared  solo  representing  at 
least  the  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,  and  transpose  a  simple  folk  song  to  any  key. 

Private  Pipe  Organ  Instruction.  The  foundation  teaching  in  this 
department  is  based  on  trios  and  pedal  studies,  and  Bach.  Much  at- 
tention is  given  to  clarity  and  precision,  voice  progression,  various  types 
of  legato  and  staccato,  choice  of  registration,  artistic  phrasing,  and 
ease  in  the  handling  of  the  modern  organ.  The  college  has  a  three- 
manual  pipe  organ  in  the  auditorium  which  will  be  used  by  the  more 
advanced  organ  students.  In  addition,  there  are  three  practice  organs 
in  the  department.  Students  may  elect  four  semesters  of  organ  study. 
if  they  desire,  to  satisfy  the  applied  music  requirement.  Prerequisite: 
Junior  standing  in  piano  requirements  which  are  specified  under  the 
piano  instruction  descriptions. 

Private  Violin  Instruction.  Study  in  violin  is  designed  to  prepare 
students  for  public  performance  and  successful  teaching.  The  essen- 
tials may  be  listed  as  follows:  thorough  ground-work  in  bowing  and 
finger  technic,  including  scales  of  all  kinds,  exercises  and  etudes, 
special  emphasis  being  placed  on  tone  quality  and  purity  of  intonation. 
Opportunity  is  given  for  participation  in  ensemble  playing.  One  half 
hour  lesson  each  week  for  two  semesters  is  required  of  all  music  majors 
during  the  Sophomore  year.  Additional  violin  study  may  be  elected 
during  the  Junior  and  Senior  years.  Prerequisite:  class  violin  or  an 
elementary  knowledge  of  the  instrument. 

Private  Instruction  in  Orchestral  and  Band  Instruments:  Oppor- 
tunity is  offered  each  student  to  pursue  his  interests  in  any  orchestral 


124  Teachers  College  Bulletin 

or  band  instrument;  Violincello,  Clarinet,  French  Horn,  etc.  Unless 
previous  proficiency  on  the  instrument  can  be  established,  private  study 
on  the  various  instruments  must  be  preceded  by  the  class  instrument 
instruction.  Thus  the  private  study  on  these  various  instruments,  ex- 
cept for  exceptional  cases,  would  be  delayed  until  the  Junior  and  Senior 
years. 

Examination  Committee.  At  any  time  during  a  student's  career  in 
the  department,  he  may  make  a  request  to  the  Director  to  take  the  Per- 
formance tests  for  grraduation  which  will  be  given  at  the  end  of  each 
semester.  Students  who  can  satisfactorily  meet  certain  of  these  require- 
ments before  the  end  of  the  fourth  year  may  then  devote  the  time  saved 
to  the  development  of  further  skills  in  other  aspects  of  their  applied 
music  preparation.  The  examining  committee  consists  of  the  applied 
music  teachers  in  each  field,  with  the  Director  and  another  faculty  mem- 
ber constituting  the  other  members  of  the  committee. 

RECORDING  EQUIPMENT 
The  College  owns  its  own  recording  equipment  which  makes  possi- 
ble constant  testing  in  applied  music.  Our  students  make  frequent  re- 
cordings during  the  year  to  check  their  individual  growth  in  voice  and 
instrumental  performance.  Recordings  are  also  made  of  the  ensembles 
and  the  larger  musical  organizations.  These  are  purchased  by  the  mem- 
bers of  these  musical  groups  for  reference  use  and  also  as  mementos  of 
many  glorious  experiences  in  singing  and  playing  with  choir,  band, 
orchestra,  and  chamber  groups. 

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  teach- 
ing; and  the  materials  available  for  class  teaching  in  voice,  piano,  or- 
chestral, and  band  instruments.  Instruction  is  so  arranged  that  adequate 
opportunity  to  participate  in  various  types  of  class  instruction  is  avail- 
able to  students  without  extra  cost.  Individual  instruction  and  class 
instruction  are  coordinated  in  a  flexible  manner  calculated  best  to  pro- 
mote individual  progress. 

Class  Voice  Instruction.  This  is  a  required,  two  semester  course, 
for  all  first  year  students.  It  is  a  prerequisite  to  private  voice  study 
as  well  as  membership  in  the  college  choir.  Ample  sections  are  pro- 
vided in  order  that  more  thorough  work  may  be  assured.  The  course 
concerns  itself  with  the  fundamentals  of  correct  voice  production;  breath- 
ing, breath  control,  elementary  study  of  vowel  forms  and  consonants, 
elementary  songs,  poise,  posture,  stage  presence.  These  elements  are 
viewed  from  two  angles,  i.e.,  development  of  the  student's  own  voice, 
and  pedagogy  of  the  course. 

Class  Piano  Instruction.  Piano  classes  are  organized  and  conducted 
in  the  elementary  grades  of  the  laboratory  schools.     The  work  is  di- 


Indiana  Catalogue  Number  125 

reeled  by  members  of  the  piano  staff  and  is  available  as  an  observa- 
tion and  practice  laboratory  to  students  assigned  for  student  teaching. 

Class  Violin  Instruction.  This  one  semester  course  is  required  of 
all  students  during  their  first  year.  It  concerns  itself  with  elementary 
violin  playing  as  a  practical  introduction  to  the  technical  problems  in- 
volved in  the  playing  of  stringed  instruments.  In  addition  to  founda- 
tion principles  of  violin  playing,  it  also  includes  instruction  in  the 
selection  and  care  of  the  instrument,  tuning  and  stringing,  position  of 
holding  the  violin  and  bow,  and  ensemble  playing. 

String  Instrument  Class.  This  one  semester  course  is  required  of 
all  students  during  their  first  year.  It  is  concerned  with  the  theory 
and  applied  foundational  technique  of  playing  the  Viola,  Violincello, 
and  Bass.  Attention  is  directed  to  the  selection  and  care  of  these  in- 
struments. 

Wood-wind  Instrument  Class.  This  one  semester  course  is  required 
of  all  students  during  their  second  year.  It  is  devoted  to  a  study  of 
the  theory  and  applied  foundational  technique  in  the  playing  of  the 
wood-wind  instruments.  During  the  course  of  ensemble  playing  each 
student  will  have  brief  periods  in  the  playing  of  each  of  the  instruments. 
Much  consideration  is  given  to  the  selection,  care,  and  repair  of  the 
wood-wind  instruments. 

Brass  and  Percussion  Instruments  Class.  This  one  semester  course 
is  required  of  all  students  during  their  second  year.  It  is  devoted  to 
a  study  of  the  theory  and  applied  foundation  technic  in  the  playing 
of  the  brass  and  percussion  instruments.  In  the  group  playing  of  the 
brass  instruments  each  student  will  devote  brief  periods  to  the  playing 
of  each  brass  instrument.  About  one  third  of  the  class  time  will  be 
spent  with  study  and  limited  experience  in  the  playing  of  the  percus- 
sion instruments:  Timpani,  drums,  et<;.  A  few  lectures  and  demonstra- 
tions will  be  given  in  drum  majoring,  twirling,  marching,  and  the  plan- 
ning of  field  maneuvers. 

ENSEMBLE 

Ensemble  singing  and  playing  is  a  highly  important  factor  in  the 
training  of  a  well  equipped  musician  and  teacher.  It  is  so  important 
that  we  not  only  recommend  continuous  activity  but  require  many  ap- 
plied music  semester  hour  credits  in  the  vocal  and  instrumental  ensem- 
bles. Our  program  in  music  activities  is  sufficiently  varied  in  order  to 
provide  a  place  for  everyone  according  to  respective  stages  of  advance- 
ment. Students  are  not  permitted  to  satisfy  all  of  the  applied  hours 
in  instrumental  ensemble  at  the  expense  of  some  needed  experience  in 
vocal  activity  or  vice  versa.  Concerts  by  the  ensembles  are  prepared 
and  presented  each  semester  to  the  college  community. 

Symphonic  Band.     Membership  in  this  organization  is  open  to  all 
music  as  well  as  general  college  students  who  satisfy  the  entrance  re- 


126  Teachers  College  Bulletin 

quirements.  Three  hours  of  rehearsal  are  scheduled  each  week.  The 
fall  semester  is  largely  devoted  to  college  needs  through  marching  and 
military  band  aspects.  The  spring  semester  is  devoted  to  the  prepara- 
tion and  presentation  of  indoor  concerts.  Prerequisite:  wood-wind,  brass, 
and  percussion  classes. 

College  Choir.  This  organization  is  devoted  to  the  serious  study 
of  choral  music,  accompanied  as  well  as  unaccompanied.  Its  member- 
ship represents  a  select  group  of  vocalists.  All  music  majors  beyond 
the  Freshman  year  who  have  a  special  interest  in  voice  are  required  to 
take  the  work.  General  college  students  who  have  the  ability  to  meet 
the  specific  entrance  requirements  are  invited.  Prerequisite:  class  voice. 
Three  rehearsals  each  week  are  held. 

Symphony  Orchestra.  This  organization  devotes  its  time  to  the 
serious  study  of  symphonic  music.  Its  membership  represents  a  select 
group  of  instrumentalists.  All  music  majors  who  have  a  special  interest 
in  an  orchestral  instrument  are  required  to  be  in  the  symphony.  General 
college  students  who  have  the  ability  to  meet  the  specific  entrance  re- 
quirements are  invited.  Prerequisit.e :  Class  strings,  wood-winds,  and 
brass.     Three  hours  rehearsal  each  week. 

Male  Chorus.  This  organization  aims  to  afford  personal  enjoyment 
to  its  members  through  participation  in  ensemble  singing,  and  con- 
tributes to  college  life  by  appearing  publicly  on  the  campus  at  concerts 
and  assemblies.  This  organization  rehearses  two  hours  each  week  and 
exists  primarily  for  the  men  of  the  general  college.  Music  major  Fresh- 
men men  are  required  to  belong. 

Women's  Glee  Club.  This  organization  rehearses  two  hours  each 
week  and  exists  chiefly  for  the  benefit  of  the  general  college  women 
who  are  interested  in  choral  music  activity.  Freshmen  women  of  the 
music  curriculum  are  required  to  be  in  this  ensemble.  This  organiza- 
tion will  appear  in  concert  separately  or  with  the  male  chorus  at  least 
once  each  semester. 

Beginning  Band  and  Orchestra.  Opportunity  to  play  band  and  orches- 
tral instruments  will  be  extended  to  any  college  student.  Each  of  these 
groups  meet  weekly  under  the  direction  of  a  music  staff  member.  In- 
struments are  furnished  to  students  who  do  not  own  their  own  instru- 
ments. Music  major  students  who  wish  to  practice  instruments  in  ad- 
dition to  their  major  instruments  may  utilize  such  laboratory  periods  to 
advantage.  These  groups  serve  as  a  means  of  extending  the  class  in- 
struction offered  during  the  first  and  second  years. 

Small  Ensembles,  Students  of  special  ability  from  the  large  en- 
sembles have  an  opportunity  to  engage  in  small  ensembles  such  as  string 
quartet,  trios,  wood-wind  quintet,  brass  quartet,  girls  sextette,  male 
quartet,  etc.  These  small  ensembles  will  each  be  under  the  direction 
of  staff  members. 


Indiana  Catalogue  Number 


127 


SEQUENCE   in   APPLIED   MUSIC 

(21   Semester  Hours:   17  basic  requirements,  4  elective) 

One  Clock  hour  (indicated  in  parenthesis)  is  equal  to  one-third  Semester  Hour 

FRESHMAN  YEAR 


1st   Semester 

Private  Piano  Instruction    (1) 

Class    Voice    Instruction    (2) 

Solo    (Weekly   convocation    (1)    of  all 

music  majors) 
Ensembles  (3):  Women's  Glee  Club 
or  Male  Chorus,  Orchestra  or  Be- 
ginning Orchestra,  Band  or  Be- 
ginning Band,  String  Orchestra. 
Class  Violin  I  (1)  or  Class  Clarinet  I 
(1) — 2    sections    of   each 


2nd   Semester 

Private    Piano    Instruction    (1) 

Class  Voice   Instruction   (2) 

Solo   (1) 

Ensembles   (3):   Same  as  1st  Sem. 

Violin   II    (1)    or  Woodwinds    (2)    or 

Violin    I    (1)    or  Clarinet   I 


SOPHOMORE  YEAR 


3rd  Semester 

Private    Piano    Instruction    (1) 
Private  Voice  Instruction    (1) 
Solo    (Weekly   Convocation)    (1) 
Ensembles    (3):    Choir    or    Glee   Club, 
Orchestra    or    Beginning    Orches- 
tra,    Band     or    Beginning    Band, 
String  Orchestra 
Violin  II   (1)   or  Woodwind  class   (2) 
Class   Strings    (2)    or  Brass  and  Per- 
cussion   (2) 


4tli  Sem^ester 

Private    Piano    Instruction    (1) 
Private  Voice   Instruction    (1) 
Solo    (Weekly   Convocation)    (1) 
Ensembles    (3):   same  as  3rd   Sem. 
Class   Strings    (2)    or  Brass  and  Per- 
cussion   (2)    or  Woodwinds   (2) 


JUNIOR  YEAR 


5th   Semester 

Private    Piano    Instruction    (1) 
Solo   (weekly  convocation)      (1) 
Ensembles    (3):    Choir,    Orchestra    or 
Beginning    Orchestra,     Band     or 
Beginning    Band,    String    Orches- 
tra 
Elective    (4):    Voice,     Organ,     Piano, 
Orchestral  and  Band  Instruments 


6tli   Semester 

Private    Piano    Instruction    (1) 
Solo    (weekly   convocation)    (1) 
Ensembles    (3):    Same   as   5th   Sem. 
Electives    (4):   same  as   5th   Sem. 


SENIOR   YEAR 


(All  remaining  applied  music  credits  will  be  completed  during  the  one 
semester  when  not  engaged  in  student  teaching,  unless  some  deficiency 
needs  to  be  removed.  Seniors  must,  however,  attend  the  one  hour  weekly 
convocation    of   music    majors   during   their   student   teaching   period). 

7th  or  8th  Semester:  Private  Piano  Instruction  (1);  Solo  (Weekly  Convo- 
cation)   (1);   Ensembles    (8)    and   Electives    (4):    same   as   5th   Sem. 


128  Teachers  College  Bulletin 


Extra-Curricular  Activities 

(1)     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  tj^pe  of  social  intercourse  and  educate 
students  in  accepting  responsibility  and  acquiring  social  grace  so  essen- 
tial to  the  music  educator.  Student  representatives  elected  by  the  Club 
sit  in  as  part  of  the  Music  Education  Council  of  Faculty  and  Students, 
which  determines  the  policies  of  the  department  within  the  framework 
of  the  College. 

(2).  Small  Modem  Orchestra.  This  activity  is  under  the  super- 
vision of  a  member  of  the  music  staff.  It  is  used  as  a  laboratory  for 
the  plajing,  arranging,  and  conducting  of  contemporary  popular  music. 
Practical  study  is  made  of  the  arrangement  of  music  in  the  idiom  of 
popular  music  as  used  in  radio  and  the  dance  orchestra. 

Festival-Concerts,  Recitals,  and  Broadcasts 

(1).  Faculty  and  student  recitals  are  presented  in  the  weekly  con- 
vocation (Wednesdays:  4-5  p.  m.) — required  of  all  music  majors. 

(2).  A  SYMPOSIUM  IX  MUSIC  EDUCATION  is  held  annually 
the  weekend  before  Thanksgiving  recess.  It  is  a  two-day  conference 
(lectures  by  nationally  known  authorities  in  music  and  demonstrations 
of  up-to-date  teaching  procedures)  offered  for  the  benefit  of  the  in- 
service  music  teachers  of  Western  Pennsylvania. 

(3).  Spring  Festivals:  An  annual  two  or  three  day  music  festival 
is  held  the  first  weekend  after  spring  vacations.  The  nature  of  the 
festival  varies  from  year  to  year  as  cooperative  programs  with  other 
colleges  or  high  schools  within  the  service  area. 

(4).  National  Music  Week  is  observed  the  first  week  beginning  with 
the  first  Sunday  in  May.  During  the  week  at  least  one  concert  or  recital 
is  given  each  day.  It  begins  with  a  combined  Church  (Jhoirs  service  on 
Sunday  and  ends  with  a  joint  school  children's  concert  on  Saturday 
morning.  The  remainder  of  the  concerts  and  recitals  are  furnished 
by  the  college  students  and  groups. 

(5).  Each  of  the  music  ensembles  (large  and  small)  are  presented 
to  the  weekly  all-college  convocations  one  or  two  times  during  the 
school  year. 

(6).  The  Music  Education  Department  provides  talent  (solo  or 
group)  for  one  half  hour  broadcast  over  Radio  Station  WD  AD,  Indiana, 
each  month. 


Indiana  Catalogue  Number  129 


COURSE  DESCRIPTIONS 

THEORY  OF  MUSIC 

Harmony  I  3  cr. 

This  course  is  devoted  to  the  study  of  the  four  types  of  triads,  inter- 
vals, keys,  scales,  cadences,  seventh  chords,  four-part  writing,  and  the 
harmonization  of  melodies.  The  procedure  is  from  the  standpoint  of  ear, 
eye  and  keyboard. 

Harmony  II  3  cr. 

A  continuation  of  Harmony  I,  it  includes  the  addition  of  modal  scales, 
key  relationships,  modulation,  and  altered  chords.  Chorale  harmoniza- 
tion with  emphasis  on  style  is  stressed. 

Harmony  III  (Counterpoint)  2  or. 

Eighteenth  century  counterpoint,  and  harmonic  counterpoint  in  two, 
three  and  four  voices  are  studied.  Analysis  and  creative  use  of  acquired 
materials  are  stressed. 

Harmony  IV  (Keyboard  Harmony)  2  cr. 

Harmonization  at  the  keyboard  of  folk  songs,  school  and  community 
songs,  transposition,  and  improvisation  are  included.  The  aim  of  the 
course  is  the  acquisition  of  an  ability  to  accompany  group  singing  with- 
out recourse  to  printed  music. 

Harmony  V  (Musical  Analysis)  2  cr. 

The  smaller  units  of  structure,  the  song-forms,  rondo,  sonatina 
and  the  sonata-allegro  forms,  are  analyzed  from  an  harmonic,  key  and 
formal  angle.     Composition  in  the  smaller  forms  is  included. 

Harmony  VI  2  cr. 

Musical  setting  of  texts  for  solo  voices  and  for  choral  groups;  com- 
position in  various  forms  for  solo  instruments  and  instrumental  en- 
sembles are  stressed. 

Solfeggio  I  2  cr. 

This  course  is  designed  to  give  the  student  mastery  of  the  printed 
music  score  so  that  he  may  interpret  fluently,  artistically,  and  accurately 
all  commonly  used  music  symbols,  including  tonal  patterns,  rhythmic 
notation  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. 

Solfeggio  II  2  cr. 

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. 

Solfeggio  III  2  cr, 

Development  of  the  ability  to  read  at  sight  music  containing  difficult 
intervals  and  rhythms,  chromatic  harmonies  and  modulations,  independ- 


130  Teachers  College  Bulletin 

ent  sin^ng  including  quartet  singing  with  particular  attention  to  dis- 
tinctness and  naturalness  of  pronunciation  is  expected.  Special  stress 
is  laid  on  artistic  sight  singing  of  words  and  music  and  the  feeling  for 
phrase  and  cadence. 

Ear  Training  I  2  cr. 

Taking  up  the  study  of  tone  and  rhythm,  students  are  required  to 
gain  power  to  recognize,  visualize,  sing,  and  write  melodic  phrases  in 
all  keys  from  dictation. 

Ear  Training  II  2  cr. 

This  is  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. 
Utilizing  the  simpler  harmonic  progressions  encountered  in  Harmony  I 
and  II,  chord  dictation  is  begun. 

Ear  Training  III  2  cr. 

This  training  is  devoted  to  the  study  of  tone  and  rhythm  as  applied 
to  harmony  and  melody  writing;  the  singing,  aural  recognition,  and 
writing  of  chords  and  intervals  in  major  and  minor  keys;  melodies  in 
phrase  and  period  form;  visualization  and  memory  drills. 

Eurythmics  I  1  cr. 

A  systematic  development  of  musical  perception,  appreciation,  and 
creative  imagination,  through  varied  rhythmic  bodily  responses  is  pro- 
moted. It  endeavors  to  unify  physiological,  social,  and  musical  factors 
through  coordinated  rhythmic  activity. 

Eurythmics  II  1  cr. 

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

MUSIC  EDUCATION  AND  SUPERVISION  OF  STUDENT  TEACHING 

Place  and  Purpose  of  Education  in  the  Social  Order  3  cr. 

This  is  an  orientation  course  in  Education  which  includes  an  analysis 
of  factors  involved  in  the  educative  process,  the  evolution  of  modem 
educational  pedagogy  from  primitive  peoples  to  our  own  times  with 
particular  reference  to  the  contributions  made  by  the  fine  arts,  and  the 
growth  of  the  music-education  movement  in  America. 

Methods  and  Materials  I  (Grades  1,  2,  3)  3  cr. 

A  comprehensive  and  analytical  study  of  the  young  child's  singing 
voice,  of  important  texts  and  materials,  and  of  teaching  methods  suitable 
for  the  primary  grades  is  made.  Attention  is  given  to  the  problems  of 
the  monotone;  to  materials  and  methods  of  vitalizing  appreciation  work; 
to  choosing,  memorizing,  singing,  and  presenting  rote  songs;  to  methods 


Indiana  Cataloglt:  Number  131 

of  presenting  rhythm  through  singing  games,  interpretative  movements, 
and  rhythm  band.  Preparation  of  lesson  plans,  making  of  outlines,  and 
observation  of  teaching  are  required. 

Methods  and  Materials  II  (Grades  4,  5,  6)  3  cr. 

The  application  of  principles  of  education  to  the  teaching  of  music 
in  the  fourth,  fifth,  and  sixth  grades  is  made  in  this  course.  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  the  grade  teacher  and  supervisor. 

Methods  and  Materials  III  (Junior  and  Senior  High  School)  3  cr. 

This  study  involves  an  analysis  of  the  changing  adolescent  voice,  its 
special  problems;  a  survey  of  materials  and  methods  for  this  area;  the 
integration  of  music  with  other  subjects;  the  problems  involved  in  super- 
vision and  in  organizing  the  music  curriculum.  Observation  and  an  in- 
creasing amount  of  participation  in  teaching  are  required. 

Elementary  Conducting  2  cr. 

Instruction  acquaints  the  student  with  the  art  of  conducting  and 
provides  the  necessary  baton  technic  for  conducting.  Simple  songs  and 
elementary  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. 

Advanced  Instrumental  Conducting  3  cr. 

Further  instruction  builds  skill  in  baton  technic;  development  of 
musicianship  through  interpretative  analysis  of  representative  works 
capable  of  being  performed  by  senior-high  school  and  college  instru- 
mental groups;  study  of  individual  instrument  technics,  phrasing,  bow- 
ing, intonation,  and  ensemble.     Prerequisite:  Elementary  Conducting. 

Other  important  studies  include:  an  elementary  understanding  of 
part  wTiting  for  important  school  instrumental  groups;  the  care  and 
repair  of  instruments;  an  understanding  of  the  complete  instrumental 
program  for  grades  one  through  twelve;  and  the  presentation  of  various 
teaching  procedures  and  materials.  Prerequisite:  Methods  I  and  II  and 
Elementary  Conducting. 

Advanced  Choral  Conducting  3  or. 

This  course  places  special  emphasis  upon  preparation  for  conduct- 
ing glee  clubs  and  choruses.  It  includes  a  survey  of  suitable  materials; 
problems  of  organization  and  maintenance  of  groups;  rehearsal  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  interpretation  including  develop- 
ment of  tone  quality,  blend,  balance,  intonation,  unanimity,  and  phras- 
ing.     Prerequisite:    Elementary   Conducting,   and  Methods   III. 

History  and  Appreciation  of  Music  I  3  cr. 

Great  movements  in  musical  developments  are  traced,  with  their 
political  and  social  background.    The  course  aims  to  extend  the  student's 


132  Teachers  College  Bulletin 

familiarity  with  music  literature,  and  to  develop  an  understanding  and 
appreciation  of  music  as  a  vital  factor  in  life.  Units  of  instruction  for 
high  school  are  constructed. 

History  and  Appreciation  of  Music  II  3  cr. 

Beginning  with  Beethoven  and  the  development  of  the  Romantic 
movement,  this  course  deals  with  the  great  masters  of  the  nineteenth 
century  and  with  the  development  of  such  art  forms  as  the  art  song,  the 
piano  solo,  the  symphonic  poem,  the  latter  nineteenth-century  opera; 
and  modem  trends  of  the  twentieth  century. 

Student  Teaching  and  Conferences  12  cr. 

All  student  teaching  is  done  under  the  careful  personal  supervi- 
sion of  critic  teachers.  Further,  all  teaching  is  done  with  elementary 
grades  or  high  school  students. 

ELECTIVES  FOR  MUSIC  STUDENTS 

Orchestration  for  School  Bands  and  Orchestra  3  cr. 

Rudiments  of  scoring  for  small  and  large  ensembles  are  studied 
including  transpositions;  cross-cuing;  scoring  for  strings;  woodwinds, 
brasses;  arranging  and  transcribing  of  songs,  piano  music;  scoring  of 
marches  and  dance  forms.    Prerequisites:  Harmony  I  through  IV. 

Instrumental  Methods  and  Materials  3  cr. 

Surveys  of  the  newest  texts  in  the  teaching  of  instrumental  music  are 
made;  development  of  a  course  of  study  in  instrumental  music;  tests 
and  measurements  in  this  field;  the  administration  of  an  instrumental 
department  studying  scheduling  of  classes,  financial  responsibilities,  and 
organization  problems. 

These  courses  are  available  for  those  music  students  who  desire  to 
broaden  their  musical  preparation. 

SUMMER  SESSION  COURSES  IN  MUSIC  EDUCATION 

Music  Materials  for  the  Elementary  Grade  School  Teacher.  A  critical 
survey  will  be  made  of  various  present-day  basic  music  reader  series.  The 
newer  trends  and  materials  will  be  compared  to  the  pedagogy  and  ma- 
terials of  past  years:  a  comparison  of  methods  of  teaching  music  as 
outlined  in  the  various  older  and  newer  texts  for  schools;  comparison 
of  texts  as  to  quality,  quantity,  and  gradation  of  song  material,  com- 
parisons of  presentations  of  technical  arrangements  of  music,  and  a 
study  of  the  basic  ways  of  using  these  texts.  In  addition  a  study  will 
be  made  of  the  demands  called  for  by  present  day  curricula.  Consider- 
able attention  will  be  given  to  the  correlational  aspects  of  music  through 
the  development  of  units  of  instruction  (individual  and  committee  as- 
signments).    3  hours  credit. 

Orchestration  (for  School  Bands  and  Orchestras).  A  study  of  the 
essential  characteristics  of  each  instrument  of  the  symphony  and  sym- 
phonic band  with  particular  emphasis  upon  the  limitations  of  each  in- 


Indiana  Catalogue  Number  133 

strument.  Learning  how  to  write  and  arrange  music  for  each  instru- 
ment; for  small  and  large  ensemble;  transcriptions  from  piano,  oi'gan, 
and  ensemble;  and  transcriptions  also  from  vocal  scores — and  trans- 
posing problems.  In  addition,  some  attention  will  be  given  to  the  es- 
sential problems  relative  to  the  present  development  and  organization 
of  the  large  high  school  choral  and  instrumental  organizations.  3  hours 
credit. 

Private  Instruction  (Workshop)  3  cr. 

Instrumental  Methods  and  Materials.  A  survey  of  the  music  texts 
in  the  teaching  of  instrumental  music  is  made;  development  of  a  course 
of  study  in  instrumental  music;  tests  and  measurements  in  this  field; 
the  administration  of  an  instrumental  department  in  the  study  of  sched- 
uling of  classes,  financial  responsibilities  and  organization  problems, 
and  the  development  of  the  marching  band,  concert  band,  dance  band, 
school  orchestra  and  string  programs.     3  hours  credit. 

Appreciation  of  Music.     See  description  on  page  134. 

REQUIRED  COURSES  IN  OTHER  FIELDS  FOR 
MUSIC  STUDENTS 

Several  courses  in  other  departments  are  required  for  graduation 
in  the  Music  Curriculum.  Following  is  a  list  of  these  courses  with  the 
page  number  where  description  may  be  found: 

Page  Page 

English    I    55       Educational   Measurements 50 

English  II 55       History  of  Civilization 84 

Fundamentals  of  Speech 59       U.  S.  History  Before  1865 87 

American    Literature    55       American    Government    84 

General  Psychology 49       Health  Education 68 

Educational  Psychology 49       Physical   Science  S'D   80 

Appreciation  of  Art 95 

All  students  are  required  to  take  part,  without  credit,  in  one 
physical-education  activity  each  semester  in  which  no  physical  educa- 
tion courses  or  student  teaching  are  required.  In  addition  to  this,  all 
students  must  take  one  extra-curricular  activity  one  semester  each  year. 
Attendance  at  weekly  convocation  is  required. 

ELECTIVES   IN    OTHER   FIELDS   FOR   MUSIC   STUDENTS 

Electives  from  any  of  the  other  college  fields  may  be  chosen  by 
those  students  who  establish  a  high  record  of  achievement  in  their  major 
field  leading  toward  the  completion  of  requirement?  for  certification 
in  these  respective  fields. 


134  Teachers  College  Bulletin 

*CORE  COURSE 

Appreciation  of  Music  2  cr. 

This  course  provides  a  general  orientation  in  music  from  present  to 
past  and  is  required  of  all  students  except  the  Business  Education  Cur- 
riculum. Consequently  it  aims  to  enrich  the  student's  cultural  experience 
and  understanding.  The  course  begins  with  present  day  popular  and 
folk  music  and  goes  back  to  early  American  music  and  the  major  Euro- 
pean musical  heritages.  Through  recordings  and  other  means  every 
possible  direct  contact  "with  music  is  made.  Special  emphasis  is  given 
to  the  human  values  and  its  correlation  with  literature,  history,  and 
the  arts. 

REQUIRED  COURSES  IN  MUSIC  FOR  ELEMENTARY 
EDUCATION  STUDENTS 

Preparatory  Music.  This  non-credit  course  is  provided  for  students 
in  the  Elementary  Education  Curriculum  who  have  had  limited  or  no 
instruction  and  experience  in  music  in  the  elementary  and  secondary 
schools.  The  course  deals  with  learning  how  to  read  music  when  sing- 
ing, and  the  technical  knowledge  that  accompanies  such  activity.  Re- 
quired of  all  students  in  the  Elementary  Curriculum  whose  background 
appears  to  be  insufficient  for  them  to  enter  Music  I  and  Music  II.  Music 
Achievement  tests  will  be  given  duiing  the  Freshman  year  to  determine 
which  students  need  this  special  aid. 

Music  I  (Fundamentals)  2  cr. 

This  course  is  designed  to  equip  graduates  to  teach  music  in  the 
elementary  schools.  Assuming  that  no  course  can  be  taught  without 
a  knowledge  of  the  subject,  this  course  is  devoted  chiefly  to  the  funda- 
mentals of  music  reading  and  singing.  The  purposes  of  the  course  are 
to  develop  ability  to  read  elementary  grade  songs  in  the  nine  major  and 
relative  minor  keys,  to  secure  an  elementary  knowledge  of  the  piano 
keyboard,  and  to  acquire  understanding  and  correct  use  of  the  teacher's 
o\\'n  voice  and  the  child's  voice  and  its  development. 

Music  II  (The  Teaching  of  Music)  2  cr. 

This  course  is  a  continuation  of  Music  I  with  the  addition  of  more 
methods  by  use  of  professionalized  subject  matter.  Additional  indi- 
vidual ability  in  song  reading  is  attained  and  elementary  part  singing 
is  introduced.  In  addition  to  the  song  singing  program,  present  day 
philosophies  of  music  education,  lesson  planning,  and  a  general  idea  of 
the  instrumental  program  in  the  grades  are  included.  Prerequisite: 
Music  I. 

ELECTnT:S   IX    MUSIC   FOR   NON-MUSIC   STUDENTS 
Any  of  the  courses  in  the  Music  curriculum  are  available  to  stu- 
dents in  other  departments.     There  are  no  fees  for  the  larger  musical 
organizations,    which     are    considered     extra-curricular    for    non-music 
majors. 


•Course  required   in   the  Elementary  and   Secondary   Education  Curricula. 


Indiana  Catalogue  Number 


135 


Tiale 

Total 

Total  by 

Curricula 

119 

135 

72 

81 

43 

45 

33 

36 

44 

191 

42 

157 

20 

55 

24 

105 

COLLEGE  ENROLMENT  BY  CURRICULA 
1949-1950 

Male 


Elementary  Curriculum: 

1st   year    16 

2nd  year  9 

3rd  year   2 

4th   year   3 

Secondary  Curriculum: 

1st   year    147 

2nd  year  115 

3rd  year  35 

4th  year  81 

Art  Curriculum: 

1st  year  20 

2nd  year   12 

3rd   year   7 

4th  year  11 

Business  Curriculum: 

1st    year    69 

2nd  year   50 

3rd   year    19 

4th  year   46 

Home  Economics  Curriculum: 

1st  year  0 

2nd  year   1 

3rd  year   0 

4th   year   1 


33 

53 

17 

29 

4 

11 

13 

24 

59 

128 

33 

83 

13 

32 

26 

72 

71 

71 

63 

64 

25 

25 

31 

32 

297 


508 


117 


315 


192 


Music  Curriculum : 

1st   year    46 

2nd  year   39 

3rd  year  12 

4th   year    20 

Total      761 


45 

91 

31 

70 

15 

27 

13 

33 

221 

i89 

1650 

1650 

136 


Teachers  College  Bulletin 


COLLEGE  ENROLMENT  BY  COUNTIES 


County 


Total      County 


Total 


Adams      5 

Allegheny    290 

Armstrong 78 

Beaver    57 

Bedford    9 

Berks    2 

Blair     56 

Butler     26 

Cambria     187 

Cameron     2 

Carbon      3 

Center     6 

Chester     3 

Clarion      14 

Clearfield      46 

Clinton    2 

Columbia      2 

Crawford      19 

Cumberland     4 

Dauphin     8 

Delaware      5 

Elk      19 

Erie       23 

Fayette     49 

Franklin       1 

Fulton           1 

Greene    5 

Huntingdon      6 

Indiana     282 

Jefferson    37 


Juniata     1 

Lackawanna      1 

Lancaster     6 

Lawrence      18 

Lebanon      7 

Lehigh    3 

Luzerne    2 

Lycoming     1 

McKean      11 

Mercer      17 

Mifflin     4 

Montgomery    1 

Northampton     3 

Northumberland     1 

Perry     1 

Philadelphia      1 

Schuylkill     2 

Somerset       62 

Union      1 

Venango     33 

Warren     10 

Washington     33 

Wayne    1 

Westmoreland     162 

York      10 


Total  Pa.  Students  1639 

Out-of-state    11 


Total 


.1650 


1949-1950 

College   Enrolment-full-time  students   1650 

The  Pennsylvania  State  College  Freshmen — full-time  students  15 

Student   Nurses — full-time   students    23 

Part-Time   Students: 

Saturday   Campus  Classes   169 

Ebensburg  Extension  Classes  12 

Johnstown   Extension   Classes   30 

Kittanning  Extension  Classes  56 


Total   College   Enrolment   1955 

Enrolment  in  Campus  Laboratory  School  386 

Enrolment  Summer  Sessions  1949: 

First  Session  660 

Second   Session    495 


Indiana  Catalogue  Number 


137 


INDEX 


A 

AL'Oounts,    Delinquent    38 

Accrediting    Agencies    .  .  .  .  » 12 

Activities.    Student     23 

Administrative    Organization     ....  4 

Adinis.sion,    Requirements    for    ...  29 

Advanced  Registration  Depo.sits.  .  38 

Advanced    Standing    31 

Advisory    System    21 

Alumni        22 

.Vssociatinn         22 

Hay      22 

Annual    Cooperative   Art 

Exhibition        91 

Art    Awards    90 

Art    Department    90 

Admission         91 

Klective    Courses     96 

Fees       91 

Required   Courses    93 

Art   Exhibition,   Annual 

Cooperative        91 

Associations 

Alumni        22 

Student    Cooperative    23 

Awards   (See  Scholarshiiis  in  Art)  92 

B 

Baggage        17 

Bills.  How  to  Pay   .!:• 

Biological  Science  Specialization..    75 

Board   of  Trustees    3 

Boarding   Students    17 

Broadcasts       61.    128 

Buildings        14 

Bureau  of   Teacher  Education 

and     Certification      3 

Business    Education    Department.    98 

Curriculum        102 

Explanation     of     99 

lOhctive    Courses     107.    108 

Fees         101 

T'raotical    Experience 

Hfiiuirements        98 

Required  Courses    103,   106.   108 

Standards       100 

C 

Cafeteria,    Home    Economics     ....109 

Calendar       2 

Campus       13 

Campus    Classes    28 

Certificates 

Education  for  Safe  Living    ....    70 
Elementary — Temporary 

Standard      35 

I'rovisional     College     35 

State   Standard   Limited    35 

Certification,   Requirements  for...    35 

Art  90 

Business  Education    98 

Education  for   Safe  Living    70 

Elementary        42 

English       54 

Foreign    Language    62 

Geography       64 

Home    Economics    109 

Mathematics       72 

Music       lis 

Science        76 

Social    Studies    84 

Speech       58 

Chemistry    Sjiecialization     75 

Chest  X-Rays    71 

Class  Organization   27 


Clinics,     Special     4 

Psycho-Educational    Bureau    ...    53 
Speech       60 

Commencement       22 

College.     The      n 

College    Lodge    15,   74 

Co-operating    Schools, 

Supervisors  in    10 

Cooperative    Art    Exhibition, 

Annual      91 

Cooperative    Association, 

Student       23 

Correspondence  Work    (See 
Advanced   Standing) 

Courses  (See  each  di\ision  and  de- 
partment for  courses  and  re- 
quirements) 

f'ultural    Life    Committee    24 

Curricula    (See    also    each 

department)       12 

D 

1  >ay    Students     20 

Degree    Fee     38 

Delinquent  Accounts    38 

Departmental  Groups,  Student 

Organizations       25 

Departments, 

Education         49 

English  and  Speech    54 

Foreign     Languages     62 

Geography       65 

Health    and    Pliysical 

Education       ' 68 

Mathematics        72 

Science        75 

Social    Studies    84 

Speech       58 

Departments,  Heads  of 4 

Departments,  Special 89 

Art        90 

Business   Educatio*i    9  8 

Hume    Economics    109 

Music         118 

Dtposil.^; 

Advanced     Registration     38 

i  'rivate        38 

Directors    of    Divisions    4 

Directors    of    Special 

Departments        4 

Divisions.  Directors  of    4 

Elementary      41 

Secondary      41 

Dormitory  Life    18 

Dramatics        61 

Driver   Education    70 

E 

Education,    Courses    in    49 

Driver        70 

General    Safety    70 

Educational    Fraternities    27 

Educational    Sororities    27 

Elective   Courses 

Art       96 

Business   Education    107,   108 

Elementary    Education    44 

Home  Economics 

In  the  Field   115 

Other    Fields    117 

Music         13."! 

Secondary      47 

Elementary  Education, 

Division   of    41 

Certification        42 

Curriculum        43 


138 


Teachers  (!c»llege  Bi  lletin 


INDEX  —  (Continued^ 


Elective   courses    4  4 

fees       42 

Required   courses    44,    49,   51 

Elementary — Temporary 

Standard    Certificate     35 

En^liph   and   Speech,   Courses   in.  .    54 

Certification      54,   58 

Enrolment 

l?y    counties    136 

By    curricula    135 

Ensemble    Singinp     125 

Entrance   Tests    30 

Extension    Classes    2S 

P 

Faculty       5 

Fees:        36 

Activity      37 

Contingent    (all    curricula)    ....    36 

Out-of-state   students      37 

Regular    session    36 

Six-week    summni-    session    .  .  .    .T6 

Special     Curricula     36 

Housing        37 

Late  Registration    37 

Special 

Damage         38 

Degree       38 

Infirmary       38 

Private    Instruction    in    Music   37 

Transcript      38 

Summary    of 

Xon-resident        4<i 

Resident       40 

Festivals      128 

Fire  Precautions   18 

First    Aid     6!' 

Fraternities       27 

Educational        27 

Honorary        27 

Inter-fraternity  Council    27 

Foreign   Lang^uages.  Courses  in    .  .    62 

Certification       62 

French,    Course    in    63 

Certification       62 

Freshman    Dormitory    16 

G 

General   Information    16 

General    Science    76 

Geography,  Courses  in    64 

Golf         71 

Government  (See  Student  Par- 
ticipation in  College  Admin- 
istration) 

Grade      32 

'Jrades    Reports     22 

Graduates,    Two-    and    three-year.  34 

Graduation,   Requirements  for    ...  34 

Greenhouse,  The    15 

Guests       19 

Charges      17 

Gymnasium,  David   J.  "Waller    .14,  71 

H 

Handbook       17 

Heads  of  Departments    4 

Health     and     Physical    Education, 

Courses    in    68 

Health    Requirements    30 

History    of    the    College    13 

Home    Economics    Department     .  AOU 

Curriculum      Ill 

Elective   Courses    115,   117 


Fees       110 

Home  Economics  Cafeteria.  ...  109 
Home  Management  Houses  ...109 
Home    and    Employment 

Experience       109 

Nursery    School     109 

Placement        110 

Required  Courses   112,  116 

Home  Management  Houses    lf>0 

Home  and   I-Iniployment 

Expf  riences       109 

Honorary    Fraternities    27 

I 

Individual   Instruction   in   Music.  .122 

Infirmarv        18 

Fee        18,   38 

Inter-fraternity  Council    27 

Intra-mural    sports    70 

J 

John  A.  H.  Keith  School,  The....    15 
.Junior     Standing     32 

K 


Keith    School,    .John    A.    H. 


15 


Laboratory    School    (See    .Julm    .\. 

H.    Keith    School) 

Laundry       18 

Library.   Wilson   Hall    14 

Hours      17 

Life    Saving    and    Swimming, 

Red  Cross    70 

Loan    Fund    21 

Location  of  College   13 

M 

Mathematics.   Courst-s   in    72 

Certification       72 

Men  Student  League    24 

Mens  Varsity     T'  Loan  Fund  ....    21 

Music    E.iucation    Department    ...118 

Admission,   Requirements  for    ..118 

Broadcasts       128 

Curriculum      121 

Elective   Courses    132,   133 

Ensemble       125 

Examination    Committee     124 

Extra-Curricular    Activities    ...128 

Fees       119 

Festivals      128 

Individual    Instruction    122 

National   Music  TVeek    128 

Recording  Equipment    124 

Required  Courses   122,  133 

Sequence  in  Applied  Music   ....127 

Student    Teaching     119 

Summer  Session  Courses   132 

Svmposium    in   Music 

Education       128 

N 

New    Students    16 

Non-Resident  Student  League    ...    24 
Nursery   School    109 


Office   Hours    17 

Organizations,     Student     23 


Indiana  Catalogle  Xtmulr 


139 


INDEX  —  (Continued) 


Class      27 

Departmental   Groups    25 

Fraternities       27 

Home    Economics    110 

Music         12S 

Professional      25 

Religious      24 

Sororities        27 

Student   Participation   in 

College    Administration    23 

Varsity   Clubs    71 

P 

Pay   Bills,   How   to    39 

Payment.    Time    of    39 

Pi-rsonal     Interview      31 

Pliysics    Specialization    76 

I'lacement    Service    23 

I'rofessional    Organizations     26 

Private    Accounts    38 

Provisional    College    Certificate    .  .  35 
Psychology    (See   under 

Education)       51-53 

Psycho-Educational    Bureau    53 

Q 

Quality    Points     32 

R 

Recitals        12S 

Repayments       3P 

Registration    Days    17 

Registration    Deposit,    Advance...  38 

Religious    Life    Committee    24 

Religious    Organizations     24 

Requirements,    Practical 

Experience       98 

Rei|uirements  2!> 

Admission      29 

General  Scholarship 29 

TTealth       30 

Personal    Interview    ?,1 

Personality      :!0 

Advanced    Standing    31 

Certification       35 

Graduation         34 

.Tunior    Standing    32 

Scholastic       32 

Student     Teaching     33 

Reriuired   Courses 

Art       93 

Business  Education    ..103,   106,   108 

Elementary    Education    44 

Home  Economics    112,   116 

Music       122,    13.^ 

Secondary       47 

Resident   Women's    League    24 

Reserve    Officers'    Training 

Corps       20 

Room   Assignments    16,  18 

S 

Safe    Living,    Education    for, 

Certification     in     70 

Safety,   General,  Education    70 

Saturday    Campus    Classes    28 

Scholarships        20 

Scholastic    Reciuirements    32 

Science,   Course   in    75 

Certification       76 


Secondary    Certification    4.") 

Secondary    Education, 

Division    of     41 

Curriculum       46 

Elective    Courses     47 

Fees       45 

Required   Courses    47,    49,   51 

Social    Studies,    Courses    in    84 

Certification         84 

Sororities,   Educational    27 

Spanish,    Courses    in    62 

Certification       62 

Special   Departments    89 

Directors   of    4 

Speech,    Courses    in    58 

Certification       58 

Speech    Clinic     60 

Sports       70 

State  Council  of  Education   3 

State   Scholarships    20 

State  Standard  Limited 

Certificate       35 

Student    Cooperative    Association.    23 

Student    Council    23 

.^tudent    Organizations    23 

Departmental    Groups    25 

Student    Participation    in 

College    Administration     23 

Student    Supplies     16 

Student   Teaching.   Eligibility  for.    33 

Tn   Business  Education    98 

In    Home   Economics    no 

In    ^Music    119 

Summer    Sessions    28 

Tn    Music    132 

Supervising    Teachers    in    Co- 
operating   Schools     10 

Supplies,   Student    16 

Swimming,    Red   Cross    70 

symposium   in   Music  Education.  .  128 

T 

Tennis   Courts    71 

Transcript    Fee     38 

Transfer    of    Credit     31 

Tiansportation    Facilities     13 

Trustees,    Board    of    3 

Two-Year   and   Three-Tear 

Graduates       34 

V 

Upperclass    Room    Assignments..    18 

V 

Vacation    Charges     17 

Varsity    Athletics     70 

Varsity  Clubs 71 

Visits    Home     20 

W 

Week-end    Permission     19 

Wilson  Hall  Library   14 

X 

X-Rays.    Chest     71 

V 

Y.M.C.A 24 

Y.W.C.A 24