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£ CO' 30.1
TEACHERS COLLEGE
BULLETIN
Volume 59 FEBRUARY, 1953 Number 1
STATE TEACHERS COLLEGE
INDIANA, PENNSYLVANIA
Catalogue Number
1953-1954
THIS COLLEGE IS ACCREDITED BY THE AMERICAN ASSOCIAnON OF
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 eecond-class matter, June 30, 1913, at the Post Office
in Indiana, Pennsylvania, under Act of Congress, August 24, 1912.
COLLEGE CALENDAR
1953-1954
THE SUMMER SESSIONS
Pre-Session
Classes Begin Wednesday, June 10
Session Ends Friday, June 26
Main Session
Classes Begin Monday, June 29
Session Ends Friday, August 7
Post Session
Classes Begin Monday, August 10
Session Ends Wednesday, August 26
FIRST SEMESTER 1953-1954
Registration and Orientation of Freshmen
(Details will be mailed) Tuesday, Wednesday, September 8, 9
Registration of Upperclassmen Thursday, September 10
*Classes Begin with First Period Friday, September 11
Thanksgiving Recess Begins
at the Close of Classes Tuesday, November 24
Thanksgiving Recess Ends at 8:00 a.m. Monday, November 30
Christmas Recess Begins
at the Close of Classes Wednesday, December 16
Christmas Recess Ends at 8:00 a.m. Monday, January 4
**First Semester Ends at the Close
of Final Examinations Thursday, January 21
Last Meeting of Saturday Campus Classes Saturday, January 23
SECOND SEMESTER 1953-1954
Registration Monday, January 25
*Classes Begin at 8:00 a.m. Tuesday, January 26
Easter Recess Begins at the
Close of Classes Tuesday, April 13
Easter Recess Ends at 8:00 a.m. Tuesday, April 20
Alumni Day Saturday, May 22
Baccalaureate Services Sunday, May 23
**Commencement Monday, May 24
* Student Teachers begin prior to this date, depending upon
the Center to which assigned.
** Ending date 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 Klonow^r, Director
John K. Trayer, Assistant Director
Stanley A. Wengert, Assistant Director
STATE COUNCIL OF EDUCATION
President and Chief Executive Officer, FRANCIS B. Haas
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
JopiN J. 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. Whitmyrb Dean of Men
Martha C. Faust Dean of Women
Leroy H. Schnell Director of Student Aid,
Veterans' Counselor
Joseph K. Hall Librarian
Arthur F. Nicholson Director of Public Relations
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
Marguerite Sutton House Director
W. B. Eastment Physician
Harry B, Neal, Jr Assistant Physician
Hazel Ober Nurse
Phyllis Goetchius Nurse
DIRECTORS OF DIVISIONS
Irene Russell Elementary Education
Joy Mahachek Secondary Education
DIRECTORS OF SPECIAL DEPARTMENTS
ORVAL Kipp Art Education
G. G. Hill Business Education
Opal T. Rhodes Home Economics Education
Clel T. Silvey Music Education
HEADS OF DEPARTMENTS
Ralph B. Beard Education
Rhodes R. Stabley English and Speech
Edward W. Bieghler Foreign Languages
L. C. Davis Geography
George P. Miller Health Education
Joy Mahachek Mathematics
Dw^ight Sollberger Science
W. M. Whitmyre Social Studies
SPECIAL CLINICS
S. Trevor Hadley Psycho-Education Bureau
Donald A. Hess Speech Clinic
Stanley W. Lore Reading Clinic
PRINCIPAL COLLEGE COMMITTEES
Administrative Council, Admissions and Professional Standards,
Alumni, Athletic Policy, College Lodge, Commencement, Convocations,
Cooperative Association-Finance, Cultural Life, Dining Room, Educa-
tional Council, Student Council, Faculty Council, Library and Instruc-
tional Materials, Professional Study, Religious Life, ROTC Selection,
Scholarship and Loan, Social Life, Student Personnel and Guidance
Coordinating, Student Teaching and Placement.
THE FACULTY
Willis E. Pratt President
A.B., Allegheny College; A.M., Ph.D., University of Pittsburgh;
LL.D., Westminster College
Lois V. Anderson Keith School
A, B., Muskingum College; B, S., State Teachers College, Indiana,
Pennsylvania; Ed.M., 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
Willis H. Bell Biology
B.S., Grove City College; M.S., Ph.D., University of Chicago
Galen S. Besco English
B.S., Wilmington College; A.M., Ph.D., Ohio State University
Edward W. Bieghler Foreign Languages
B.A., M.A., University of Oregon; Ph.D., Ohio State University
Lois C. Blair Keith Schooi
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
AjB., University of Minnesota; M.Mus., Northwestern University
Robert W. Burggrap Music Education
B.S., Columbia University; A.M., University of Kentucky
Catherine C. Carl Music Education
Mus.B., Oberlin Conservatory of Music; A.M., Indiana University
Edward F. Carr English
A.B., Duquesne University; A.M., University of Pittsburgh
Ralph W. Cordier Social Studies
A.B., Manchester College; A.M., Ph.D., Ohio State University
Charles A. Davis Music Education
B.S., State Teachers College, Indiana, Pennsylvania; A.M., New
York University
John E. Davis Director of Keith Schoo
A.B., Pennsylvania State College; A.M., University of Pittsburgh
Lawrence C. Davis Geography
B.S., North Dakota State Teachers College; M.S., University of
Chicago
Albert E. Drum heller MuMc 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
Lena Ellenberger Health and Physical Education
B.S., State Teachers College, Emporia, Kansas; A.M., Columbia
University
Wilber Emmert Visual Education
A.B., Peru, Nebraska, State Teachers College; A.M., University of
Chicago
Teachkrs College Bulletin
Robert W. Ensley Speech
A.B., Ohio Wesleyan University; A.M., Columbia University
Martha C. Faust Dean of Women
A.B., Lebanon Valley College; A.M., Syracuse University
Clinton M. File Business Education
B.S., James Millikin University; A.M., University of Chicago;
Ed.D., New York University
AlMA MUNSON Gasslander Art Education
Ph.B., Hamline University; A.M., Columbia University
Anna M. Gorman Home Economics
B.S., Illinois State Normal University, Normal, Illinois; M.S., Uni-
versity of Wisconsin
James R. Green English
B.S., Lafayette College; A.M., Columbia University
S. Trevor Hadley Education
B.S., State Teachers College, Indiana, Pennsylvania; Ed.M., Ed.D.,
University of Pittsburgh
Joseph K. Hall Librarian
A.B., University of Kentucky; B.S. in L.S., Columbia University
Malinda Hamblen Health and Physical Education
A.B., Cornell University; A.M., New York University
Leola T. Hayes Home Economics
B.S., M.S. in Ed., Temple University
Edna Hays English
A.B., Kentucky Wesleyan College; A.M., Ph.D., Columbia University
Ralph E. Heiges Dean of Instruction
A.B., Ursinus College; A.M., Ph.D., Columbia University
Donald A. Hess Speech
B.S., State Teachers College, Clarion, Pennsylvania; Ed.M., Penn-
sylvania State College
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 Hoenstine Assistant Director, Student Teaching,
Placement, Keith School
B.S., State Teachers College, Indiana, Pennsylvania; Ed.M., Pennsyl-
vania State College
Donald E. Hoffmaster Science
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
B.S., Allegheny College; A.M., Columbia University
Mehriix B. Jams Science
B.S., Allegheny College; A.M., Columbia University
C. M. Johnson Social Studies
A.B., Muskingum College; A.M., University of Chicago
Marian Johnson Kipp English
A.B., Pennsylvania College for Women; 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
Indiana Catalogue NtJMincR
Jexome Landsman Music Education
B.M., Eastman School of Music; M.M., University of California
ElH-ABETH H. LaVelle Home Economics
B.S., University of Rhode Island; M.S.. Pennsylvania State Colleg«
Lucille J. Littlefield Assistant Librarian
B.S., Simmons College; M.S., School of Library Service, Columbia
University
Helen Loftis Home Economict
B.S., Winthrop College; M.S., University of Tennessee
Stanley W. Lore Education
B.S., State Teachers College, Clarion, Pennsylvania; Ed.M., Ed.D.,
Pennsylvania State College
P. David Lott Keith School
B.S., State Teachers College, Indiana, Pennsylvania; Ed.M., Ed.D.,
Pennsylvania State College
Blanche W. McCluer Psychology
B.S., Indiana State Teachers College, Terre Haute, Indiana; Ed.M.,
Pennsylvania State College
Regis A. McKnight Health and Physical Education
B.S., State Teachers College, Indiana, Pennsylvania; A.M., Columbia
University
Helen McLean Keith School
B.S., A.M., Columbia University
C. David McNaugiiton Music
A.B., Dickinson College; A.M., New York University; Diploma
Juilliard Graduate School
Joy Mahachek Mathematics, Director of Secondary
Education Division
A.B., Iowa State Teachers College; A.M., Columbia University;
Ph.D., University of Pittsburgh
Helen C. Merriman Home Economies
B.S., Purdue University; A.M., Columbia University
Jane S. Mervine Keith School
A.B., Hood College; A.M., University of Michigan
George P. Miller Health and Physical Education
B.S., A.M., Columbia University
Rachel Moss Home Economics
B.S., University of Tennessee; M.S., Pennsylvania State College
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
NiLES E. Norman Keith School
B.S., State Teachers College, Mansfield, Pennsylvania; M.S., Buck-
nell University; Ed.D., Pennsylvania State College
Mildred Evelyn Om^saxe Home Economies
B.S., George Washington University; M.S., Drexel Institute
Anna O'Toole Education
B.S., University of Pittsburgh; M.Litt., University of Pittsburgh
Kathryn O'Toole Keith School
A.B., Iowa State Teachers College; A.M., Columbia University
8 Teachers College Bulletin
Ethyl Vekna Oxley Home Economics
A.B., Iowa State Teachers College; A.M., Columbia University
Elfa M. Porte» Keith School
A.B., Iowa State Teachers College; A.M., University of Iowa
Daniel G. Reiber Science
A.B., Franklin and Marshall College; M.S., Pennsylvania State
College
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 Departm,ent
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
Maurice L. Rider English
B.S., M.A., Ph.D., Ohio State University
Elsie Garlow Rineer Business Education
B.S., State Teachers College, Indiana, Pennsylvania; Ed.M., Uni-
versity of Pittsburgh
Paul A. Rishebergeb Education
A.B., Washington and Jefferson College; A.M., Ph.D., University of
Pittsburgh
Adrian W. Ruland Chemistry
B.S., Colgate University; M.S.Ed., Syracuse University; M.S.Chem.,
Ohio State University
Irene Russell Director of Elementary Education Division
B.S., State Teachers College, Lock Haven, Pennsylvania; M.Ed.,
Ed.D., Pennsylvania State College
John R. Sahli Social Studies and Keith School
A.B., Geneva; M.Ed., A.M., Ph.D., University of Pittsburgh
Leroy H. Schnell Mathematics, Venerans' 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
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
Fannie Dee Smith Home Economics
B.S., Murray State College; M.S., University of Tennessee
Samuel G. Smith Health and Physical Education
B.S., Waynesburg College; M.Ed., University of Pittsburgh
DwiGHT Sollberger Biology
B.S., State Teachers College, Slippery Rock, Pennsylvania; Ph.D.,
Cornell University
Mary Alice St. Clair Keith School
B.S., State Teachers College, Indiana, Pennsylvania; A.M., Columbia
University
Indiana Catalogue NtrMiirER
Rhodes R. Stabley English
A.B., Lebanon Valley College; A.M., Columbia University; Ph.D.,
University of Pennsylvania
Margaret O. Stewart English
A.B., A.M., University of Kentucky
Lawrence Stitt Music Education
B.S., A.M., New York University
James K. Stoner Business Education
B.S., State Teachers College, Indiana, Pennsylvania; A.M., Uni-
versity of Pittsburgh
L 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
Arvilla Terrell MuMc Education
A.B., Colorado State College of Education, Greeley, Colorado; M.M.
Eastman School of Music, Rochester, New York
Harold W. Thomas Business Education
B.S., Grove City College; Ed.M., University of Pittsburgh
Edgar J. Trapp Art Education
B.A., M.F.A., Carnegie Institute of Technology
Paul M. Waddell Science
A.B., Bethany College; A.M., Cornell University
Albert J. Wahl Social Studies
B.S., M.S., Lafayette College; Ed.D., Temple University
Florence Wallace Social Studies
A.B., Wellesley College; A.M., Columbia University
Blanche Waugman Keith School, Art Education
B.S., State Teachers College, Indiana, Pennsylvania; A.M., Colum-
bia University
Robert Franklin Webb Business Education
B.C.S., Bowling Green Business University; A.B., Bowling Green
College of Commerce
W. M. Whitmyre Social Studies, Dean of Men
A.B., Syracuse University; A.M., Harvard University
Wynn York Music Education
B.F.A., University of Oklahoma; M.M., Eastman School of Music
Vernon A. Zeitler Science
B.S., State Teachers College, Indiana, Pennsylvania; M.Litt., Uni-
versity of Pittsburgh
Martha 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 Collbgk Bxtlletin
SUPERVISING TEACHERS IN CO-OPERATING SCHOOLS
Alma Bagley Barnesboro
Edith A. Bowers __ Punxsutawney
Sylvia M. Breth Clearfield
Edgar J. Brooks Altoona
William G. Buchanan _ Commodore
Madge Burns Kittanning
Harry Canfield Indiana
Marvin Clark Punxsutawney
Twila Claycomb Sidman
Alice Clements Indiana
Anthony Cotroneo Heilwood
Amanda M. Covert Butler
Margaret Cummins Indiana
James E. Davis Ford City
Willard Dominick Clearfield
John C. Doney Punxsutawney
Richard Dryden Butler
Gerald Fetterman _ Punxsutawney
Noble V. Fritz Punxsutawney
Don B. Gibson Butler
Helen Glassford Indiana
Vemer Hanson Spangler
Geraldine Hawxhurst Indiana
Ethel Henry Altoona
Marybelle Hill Indiana
Betty S. Hunter Indiana
C. W. Johnston Indiana
Virginia Joll Indiana
Martha Jones Ebensburg
Rachel Keck Greensburg
Madolyn Keener Greensburg
W. Robert Kline Indiana
Mary N. Klingensmith, Greensburg
Hazel Krouse Altoona
Eugene Kunselman Indiana
Sara Louise LeVan Altoona
Evelyn J. Lockowandt Sidman
Thalia Long Indiana
Virginia B. Long _ Roaring Spring
Elizabeth LowTy Indiana
J. A. Lubold Indiana
Larue McCullough Indiana
Mary McGregor Indiana
James McKelvey Indiana
Webster Mahan Twin Rocks
Marjorie Mattem Altoona
Nova Mayer Windber
Idell Mars Butler
Melvin S. Mitchell _ Punxsutawsey
Raymond W. Morgan _ Johnstown
Elizabeth Neilsen Portage
•Galia Null Greensburg
Annabelle Ortner Indiana
Jean A. Painter Kittanning
Edna Pifer Punxsutawney
Margaret C. Puff Butler
Rogers Rankin Indiana
Edward Roncone Butler
Donald S. Schwing __ Greensburg
Joseph Shane Indiana
Elwood Sheeder Indiana
Stephen Shuster Greensburg
Ruth Sloan Greensburg
Harold L. Sowers Ford City
Alma Stuchell Johnstown
Crai? Swauger Indiana
Gladys Veitch Indiana
Gertrude Walker Indiana
Gladys F. Wille Clymer
Neal Williams Greensburg
Dorothy M. Wood _ Punxsutawney
I-Iarold Yoder Altoona
V^w
THE COLLEGE
GENERi^L
INFORMATION
REQUIREMENTS
FEES
12 Teachers College Bttlletin
THE COLLEGE
AN INSTITUTION FOR TEACHER EDUCATION
The State Teachers College at Indiana is a state-owned and state-
controlled institution devoted exclusively to the preparation of teachers
for the public schools of Pennsylvania. All curricula are four years in
lengrth, 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 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.
FULFILLING THE PURPOSES OF THE COLLEGE
The State Teachers College at Indiana, Pennsylvania, recognizes
the importance of general education for all students. The primary
function of this college is to prepare every student intellectually, physi-
cally, spiritually, socially and professionally for adult life which will
bring all of the rewards which come from the traditional liberal educa-
tion which marks institutions of higher learning. The college recognizes
that every teacher, whether he prepares himself to teach children in the
elementary grades, in the high school, or in some special field needs a
profound understanding of life values which comes only from broad
experiences in all areas of learning.
Intellectually
Every student who attends Indiana is challenged intellectually by a
competent staff in those understandings and appreciations which are so
essential to the educated person. In acquiring competence in language
considerable emphasis is placed upon the importance of reading, writing,
speaking, and listening in new comprehensive courses in Communications
in which each student engages. To give the student a rich background of
heritage, he studies the cultures of the world, the history of mankind,
his music, his art and his literature. Every student is expected to know
something of the physical world in which he lives and gains an insight
into this area of learning through his courses in the physical sciences and
the biological sciences. Recognizing that appreciations as well as under-
Indiana Catalogue Numbeu 18
standings are essential to the liberally educated person, all students
'Spend some time in courses which deal with the arts, especially in the
graphic arts and in music.
Physically
The physical development of students, although recognized by the
Greeks as essentiaj, was for many years considered of little importance
in institutions of higher education. Fortunately today, the mental and
physical health of all college students has been given greater emphasis.
At Indiana an attempt has been made to provide as many opportunities
as possible for men students to participate in some kind of varsity
athletics. This part of the physical development program has not been
extended, however, at the expense of a broad physical activity program
in which hundreds of men and women of the college participate. Athletics
have been rightfully considered as a part of the program for physical
development and not as a means of using the special talents of a re-
latively few students to provide advertising of questionable value for
the college.
Spiritually
The State Teachers College at Indiana not only provides for the
intellectual and physical development of a student, but also em.phasizes
those spiritual values so essential to a well adjusted personality. Here
one will find almost seven hundred students who are enrolled in church-
affiliated clubs in the town, three hundred students who are in the
Y.W.C.A. and one hundred and fifty others who are active in the
Y.M.C.A. One will find weekly and monthly meetings of church groups,
morning watches at times of religious holidays, monthly vesper services
in which students participate and religious exercises conducted by stu-
dents at the weekly convocations. One will find an active participation
in a religious-emphasis week at which time religious leaders of all faiths
meet with students in large groups and in small discussion conferences
to consider problems of the spiritual life. Indeed, spiritual growth of
students at a state institution need not be neglected and it is not at
Indiana,
Socially
No less important than the intellectual and physical development of
a student is his personal and social growth. At Indiana there are on
the campus more than eighty student organizations through which
student participation pro\ndes an opportunity for personal and social
development. The primary function of all these organizations is to
assure for every student a chance to develop to the best of his ability
desirable personal and social traits.
Einphasis is placed at the college upon student participation in the
administration of college affairs. Most men and women students,
through dormitory councils, make and enforce their own rules and
14 Teachers College Bulletin
regulations with respect to their living conditions. The student govern-
ment of the college, through the student council, recommends rules and
regulations for the administration of student affairs. All social activi-
ties of the college are carried out through the Student Cooperative
Association which levies and collects the activity fee and prepares and
administers its own budget. This Cooperative Association finances
the college publications, the cultural life programs, the student book-
store, and student union and other services directly related to the
students' social life.
At the present time the college is developing more fully its student
personnel program. Beginning with an orientation program in the
freshman year, which seeks to induct students into college life and social
life, this student personnel service seeks to assist every student through-
out his college career. Better coordination is now being sought among
the various services of the college which are related to student welfare
such as the instructional service, testing service, health service, clinical
service, and others. An advisory program, which provides a faculty
advisor for each student, guides effectively the personal and social
growth of all students.
Professionally
The main function of the teachers college, however, is the profes-
sional preparation of the student for teaching in the public schools of
the Commonwealth of Pennsylvania, acquired through experiences in
professional education and in the laboratory school. It is this unique
function which Indiana is especially equipped to perform. Every student
is given a broad understanding of the principles of child growth and
development, the principles of learning and the principles of teaching.
No longer is it belived that one who knows his subject field acquires in
some subtle way the techniques and skills necessary to teach others.
Even more important, however, is the practicum in teaching which only
teachers colleges have the facilities and the staff to provide. On the
Indiana campus, for example, is one of the most modern well-equipped
and well-staffed laboratory schools in the Commonwealth, In this
school, which is operated and administered exclusively by the college,
are 350 students and 14 specially-trained supervisors whose sole responsi-
bility it is to initiate students in the actual teaching situation.
At Indiana, there is today a well-balanced and effective program for
the intellectual, physical, spiritual, social, and professional growth of
college students. The unique function of the teachers colleges is to be
found in the professional preparation of students for this is the special
task of this institution of high learning. Even though the college does
provide a sound liberal education for all, Indiana is a professional school
and it maintains the special facilities and specially-trained staffs for
the purpose for which it exists. Indiana seeks not only to provide a
general education for all students but thorough professional education
as well, for this is the main function of the college.
Indiana Catalogue Nttmber 15
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 recognition.
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.
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 ownership of the school passed to
the Commonwealth of Pennsylvania. In May, 1927, by authority of the
General Assembly, the school became a college with the right to grant
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 Hutchinson
Route 80 Shortway lines operate buses on frequent schedule to Pitts-
burgh. Shortway 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 Punxsutawney, DuBois, Ridgway, and
1€ Teachehs College Bulletin
other points to Buffalo with some connections on the Greyhound lines.
The Harmony line makes connections with Johnstown, Butler, and New
Castle. Local bus companies provide service to many nearby towns. The
Hutchinson lines make several trips daily to and from Johnstown.
Indiana is served by bus connections with the main line of the Penn-
sylvania Railroad at Johnstown and Pittsburgh. Baggage service only,
however, is available in Indiana.
CAMPUS
The Campus comprises 46 acres of land, 23 of which are in the origi-
nal campus. In the center of the campus is an historic oak 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.
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. >
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.
Current magazines, newspapers, reserved books, reference books,
fiction A-G, rental books, pamphlets and curriculum materials are
located on the first floor. Books on the second floor and in the basement
are on open shelves. Students have free access to all library books and
periodicals from which they choose their recreational and educational
reading.
Leonard Hall, named for Jane E, Leonard, for many years pre-
ceptress of Indiana Normal School, was erected in 1903 as a recitation
building, and was destroyed by fire on April 14, 1952. A new Leonard
Hall is now being constructed by the Pennsylvania General State Author-
ity. The new building will contain classrooms, laboratories, faculty
offices, and the Indiana Film Library.
Indiana CAXAi.ofitiE Numukw 17
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.
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 temporarily as quarters for classes in
English, social studies, and geography.
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 is an important location in the instructional and
recreational life of the college. Owned by students and faculty, the 100
acx'es 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.
Catawba House located at the corner of Maple Street and College
Avenue temporarily houses laboratories and classrooms for classes in
physical science and chemistry.
Shawanese House located at 430 South Eleventh Street temporarily
houses the Speech and Reading Clinics and provides classrooms for
mathematics and speech groups.
18 Teachers College Bulletin
Whitmyre Hall, named for Walter Murray Whitmyre, dean of men
at the college for the past thirty-six years, was completed in 1952. The
dormitory houses 220 men students, recreational rooms, music practice
rooms, the dean of men's apartment, and the Student Union which is a
coeducational recreation center.
The Greenhouse of the College is used as an experimental and dem-
onstration laboratory by the Science Department in the conducting of
biology courses.
The College Infirmary is located at 406 South Eleventh Street. (See
page 18).
Louise Stanley and Ellen Richards Houses, located on South Elev-
enth Street, are used by the home economics department for senior stu-
dents in that department in participating in practical home manage-
ment problems based on actual family needs and expenditures.
Activities House on Grant Street is comfortably furnished and
has convenient kitchen facilities. Small groups of 30 to 40 students use
it frequently for both formal and informal social gatherings.
The College Cafeteria is located northwest of the Elkin House. The
home economics department school lunchroom management class pre-
pares and serves lunches in the Cafeteria five days each week to the
pupils of the Keith School, the college faculty, and community students.
Memorial Athletics Field, developed in 1949 as a memorial to stu-
dents and alumni who served their country in World War II, is located
south of the main campus off Grant Street. This field seating five thous-
and persons is the site of intercollegiate football and baseball games.
Three other athletic fields about the campus, including a new area ac-
quired in 1950 off S. Eleventh Street near the Glassworks, provides space
for soccer, field hockey, and other outdoor sports activities. There are
also six tennis courts available for student use.
R.O.T.C. House on College Avenue below the Greenhouse is the
Headquarters for the Army R.O.T.C. at Indiana.
Student Union, a coeducational recreation center, is located in the
south wing, first floor of Whitmyre Hall and contains a snack bar, dance
floor, and other recreational facilities.
Indiana Catai.ooue Nuthber 19
GENERAL INFORMATION
NEW STUDENTS
Preliminary. The prospective student should send to the Re^strar,
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
Sutton Hall has been designated Freshmen Dormitory for women. After
that space is filled, freshmen will be placed as space is available. Rooms
and roommates are not assigned until applications have been approved
by the Committee on Admissions.
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.
First year and other new men students who reside at the College are
assigned to quarters in Whitmyre Hall. Roommates are by choice or
assignment. Draperies and other furnishings are provided.
In order to facilitate registration of new students, the dormitories
will be open the afternoon before the date set for registration. Informa-
tion concerning registration and Freshman Week will be mailed to
each student about ten days before the opening of college.
Student Supplies. Students who live in college dormitories are fur-
nished bed linen and bedspreads. Each student must provide blankets,
towels, window curtains or draperies, soap, needed toilet articles, etc.
Plastic draperies are recommended rather than paper draperies which
present a fire hazard. Curtains and draperies are provided in Whitmyre
Hall.
Students must also furnish their own gymnasium attire and towels.
The Physical Educational Department requires regulation gymnasium
and pool equipment, which can be purchased in the College Book Store at
a saving to students. The required costume for men costs about $6.00.
The cost for women is a little higher.
20 Teachers College Bulletin
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 or Whitmyre Hall, and porters transfer it directly to the students'
rooms. Luggage should be plainly marked with the student's name and,
if the room assignment has been made, should also bear the room
number. Students living in college houses should mark their baggage
with the street address; the college truck will deliver baggage to the
rooming place.
The Handbook. The Student Council publishes a handbook which
is given to all students This handbook contains information concerning
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
are 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.;
7:00 P. M. to 9:00 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. All women students except those living with parents or near
relatives and those who work in approved private homes for room and
board must live in the dormitories which are under adult supervision.
Men students room in Whitmyre Hall, fraternity houses or in private
homes approved by the College All freshmen living in college property
must take their meals in the college dining room although upperclassmen
are permitted a choice of taking meals in town or in the college dining
room.
Yacatioii 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, 50
cents; lunch, 75 cents; dinner, one dollar.
A charge of 50 cents is made for overnight guests. Arrangements
should be made with the House Director, or Dean of Women, or Dean of
Men, depending on the dormitory involved.
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.
Indiana Catalogue Number 21
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 modern 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 $10.00 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 it 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.
College 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 students may have three days' free hospitalization. A fee of
$1.00 is charged for each day after that. Commuting students are given
free dispensary service and may be admitted to the infirmary for
emergency hospitalization, for which a fee of $2.00 per day from the
first day is charged. Free dispensary service is available to students
in clinics conducted in the infirmary and in the Keith School.
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.
Dormitory Life. General supervision of the personal and social wel-
fare of women students is exercised by the Dean of Women and head
residents. Student body, faculty, and administration cooperate to main-
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
necessary for successful study and living conditions and for the well-
being of the g^roup.
22 Teachebs College Bulletin
Enrollment in the College implies an agreement on the part of each
student to comply with the customs of the College and to obey the regu-
lations.
Participation in dormitory government is vested in the Women's
Collegiate Association, of which all resident women are automatically
members. Representatives from each living unit make up the Council,
which serves as a clearing house for discussing difficulties and making
recommendations concerning dormitory problems. A Judicial Board ad-
ministers and enforces association regulations.
Men's Dormitory and Houses are under the leadership of student
house heads responsible to the Dean of Men. Some men may find it nec-
essary to live in private homes. Men students are expected to abide by
the rules and regulations of the College. A Men's Council assists the
Dean of Men in effecting orderly procedures in resident living.
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. Exceptions 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. Similar quarters for men day students are located in
Whitmyre Hall. Library facilities 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. Day stu-
dents may purchase lunches in the College Cafeteria or Student Union.
RESERVE OFFICERS' TRAINING CORPS
The United States Army has in operation a unit of the Reserve
Officers Training Corps at the College. Male students may enroll in
their freshman year and upon graduation from the regular College
Course and the Reserve Officers Training Corps program receive a Sec-
ond Lieutenant's commission in the United States Army Officers Re-
serve Corps. College credit for this training is given in lieu of credit
for Physical Education. To make this program possible, deferments
from the draft are issued to the students successfully meeting the Col-
lege and ROTC requirements. Upon graduation, the former student
goes into the Army as an officer for a period of two years, if called by
the Secretary of the Army. This enables the student to obtain his Col-
lege degree and then fulfill his obligation to his country.
ADVISORY SYSTEM
Purpose of the advisory system is to assist the student in his orienta-
tion to college life. Each student is assigned to a faculty adviser who
confers with him relative to his program, his activities, his academic
work, the evaluation of his progress and his education in values. At
Indiana Catalogue Number 23
mid-semester teachers make reports of unsatisfactory work to student's
adviser. The adviser consults with the student reported with the thought
of assisting him to improve his status by the end of the semester.
SPECIAL CLINICS
Three clinics at the college offer diagnostic testing and remedial
services in the following areas:
Psycho-Education Bureau — personal, vocational, and educational
counseling, and diagnosis of academic and behavior prob-
lems.
Reading Clinic — diagnosis and remedial programs for reading
disabilities.
Speech Clinic — diagnosis and remedial programs for the speech
handicapped.
These services are made available to the students regularly enrolled
at the college as well as to supervisory officials and classroom teachers
in the college service area without charge. College students who need
help in any of the problem areas suggested above are encouraged to
seek the help of the clinic concerned. Every effort is made to help
students remove deficiencies which would interfere with their successful
progress in college,
GRADE REPORTS
About a week after each semester or summer session a full report
is given or mailed to every student. Parents do not receive reports as
it is assumed that college students are sufficiently mature and trust-
worthy to report the facts to their parents. Students who have not
reached this state of maturity and integrity would seem to lack quali-
ties 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 reunion 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
Fisher Auditorium, A guest speaker addresses the group and special
music is provided by the Music Department of the college.
Commencement Exercises. On the concluding day on Commencement
season the academic exercises of graduation are observed. An out-
24 Teachers College Bulletin
standing speaker is procured to talk to those attending the exercises;
and in turn, degrees are conferred upon the graduates of the various de-
partments of the college, along with commissions being conferred upon
those who have completed their work in the Reserve Officers Training
Corps. 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
16,000 students from its various curricula. Approximately 5,700 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.
Organized units are active in many sections of Pennsylvania. There
are also units in New York, Michigan, and the District of Columbia.
The Alumni Association inaugurated a publications program in the Fall
of 1949 and alumni bulletins are now published biannually. The bulletins
are sent to members of Alumni Units. Graduates living in areas where
there are no Alumni Units may secure the bulletins by sending their
dues directly to the Alumni Office at the college. A Life Membership
Plan was also adopted in 1949.
The Executive Council, made up of the officers of the Association
and delegates from the local units, meets twice a year and the General
Alumni Association has one meeting a year — on Alumni Day in May.
Recent gifts of the Alumni Association to the college include the
Moller Pipe Organ in John S. Fisher Auditorium; furniture for East
Porch, John Sutton Hall; furniture and furnishings for a college guest
room; three RCA television sets; a public address system for John S.
Fisher auditorium, and water coolers for the library, gymnasium, and
infirmary. The association also furnished and equipped the Alumni
Office.
The Alumni Office is prepared to give information relative to all
activities of the association.
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 keen their records
up-to-date. Alumni are using the bureau increasingly. Teaching posi-
tions are not guaranteed by the College, but Indiana's record of place-
ment 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.
Indiana Catalogue Number 26
STUDENT PARTICIPATION IN COLLEGE ADMINISTRATION
Student Council. The Student Council cooperates with the admin-
istration in the consideration of college problems which pertain 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 $15.00 a semester. This
money, together with the profits made from the operation of the Cooper-
ative 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
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 convocations, motion pictures twice monthly, and also pro-
vide the student body with an active intramural program of athletics.
The Cultural Life Series, sponsored by the College Student Co-
operative Association, brings to the campus outstanding professional
leaders in the fields of music, the dance, and contemporary affairs.
During the college year 1952-1953 this committee presented Charles
L. Wagner's production of Bizet's Carmen, Ted Shawn and the Jacob's
Pillow Dance Festival, and the Robert Shaw Chorale and Orchestra and
lectures.
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.
Women's Collegiate Association. This organization, composed of all
women boarding students, aids in directing the affairs of women students
who live in College property.
Men's Student League. This group, made up of all the men students,
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 women students.
26 Teachers College Bulletin
RELIGIOUS ORGANIZATIONS
Although the College is non-denominational, its authorities aim to
make it a place of positive religious influence. Students are encouraged
to attend the churches of their choice on Sunday and to join the church
clubs which offer opportunities for discussion and participation in re-
ligious programs. During the year the College Vesper programs give
the opportunity for the students to hear some of the outstanding
religious 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
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 different
denominations speak during this time and aid students in individual
and group conferences.
DEPARTMENTAL GROUPS
The Art Department sponsors the Art Club to stimulate interest
in art in the College community. Membership is open to all interested
persons. The College Annual, "The Oak," the Art Education Conference,
and the Annual Cooperative Exhibition are sponsored by the department
and are supported financially by the Student Cooperative Association.
Art students lend their talents freely to many other campus activities.
The Department of Business Education provides for its students an
organization called the Junior Chamber of Commerce. This organization
has for its objectives the social and professional development of the
students within the department. The professional meetings are held
twice a year at which time outstanding leaders in business and business
education are invited to the campus to discuss with the students problems
relative to these fields.
Each fall a Business Institute is held. At this time representatives
of business firms meet on the Campus to discuss and demonstrate to the
members of the Business Education Department up-to-date business
practices. Each spring a Merchandise Fair is staged in the college
gymnasium, affording the merchants of the community a chance to
display their merchandise, and giving the students of the Department
of Business Education valuable business contacts and practice in ar-
ranging merchandise displays.
The Division of Elementary Education sponsors a local branch of
the Association for Childhood Education International. All the students
of the division become members of this organization which has for its
purpose.
To work for the education and well-being of children;
To promote desirable conditions, programs and practices in the
schools - nursery through the elementary;
Indiana Catalogue Number 27
To raise the standard of ixreparation and to encourage continued
professional growth of teachers and leaders in this field;
To bring into active cooperation all groups concerned with children
in the school, the home and the community;
To inform the public of the needs of children and how the school
program must be adjusted to fit those needs.
A student planned professional and social program helps the mem-
bers of the organization to achieve the purpose of the ACEI.
The English and Speech Department sponsors three campus pub-
lications, all of which are underwritten financially by the Student Co-
operative Association: "The Indiana Penn," weekly newspaper; "The
Indiana Student Writes," annual collection of student creative writing;
and "The Cue," the student handbook. Advisory responsibility of a lit-
erary nature is also assumed by the Department for "The Oak," the
college annual. The Speech wing of the Department sponsors two organ-
izations: "Masquers," an all-college group devoted to drama and the
allied arts, and Sigma Alpha Eta, national professional fraternity for
college students interested in speech correction and hearing. The
English-Speech Club, whose membership includes all persons seeking
certification in English and speech, holds a social-professional meeting
once each semester at the College Lodge.
The Geography Department sponsors the Alpha Omega Gamma
Fraternitj', a selected group of outstanding geography majors, which
furthers professional work and social contacts in the field.
The Home Economics Department sponsors a Freshman and an
upper class Home Economics Club. Both are affiliated with the Pennsyl-
vania and the American Home Economics Association. Delegates are
sent to the regional workshop and to state and national conventions.
Every department major joins and works in the clubs as a preparation
for her responsibility with Future Homemakers of America Clubs
when teaching. Through club work each major gains experience in pro-
fessional, social and leadership respcnsibilities in organization work.
Merry-go, other social activities and fun raising experiences prepare
members for many out-of-class advisory ^responsibilities home economics
high school teachers are asked to assume.
The Music Department sponsors only one group exclusively for
students majoring in Music, the Music Educators Club. All other ac-
tivities exist for any college student who is interested and sufficiently
capable. If a student cannot meet the rather exacting requirements for
college choir he can be in one of the glee clubs. Likwise, where a
student cannot qualify for the more advanced instrumental organiza-
tions (College Symphony, String Orchestra, or Symphonic Band) he may
get desired experience through membership in the beginning orchestra,
band, and instrumental workshop.
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
28 Teachers College Bullbtin
Department is more strongly represented than any other department.
Meetings are held on the second and fourth Mondays of the month with
the program provided by local talent or speakers from the outside.
Outings and special trips as well as reports on special projects are
included in the activities.
The Division of Secondary Education sponsors the Secondary Educa-
tion 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 Studies 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.
The Physical Education Department encourages the formation of
sports clubs for those students that are interested in a particular sport.
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 candi-
dates for awards and promotes extra-college and professional contacts
for its own members.
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 provide
opportunity for college women to learn a variety of sport skills. Each
activity, including instruction, practice, and competition extends approx-
imately over a nine-week period. Intercollegiate Sports Days occasion-
ally permit women to compete with other colleges. This opportunity 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, soccer, and swimming.
Indiana Catalooue Numbeh 29
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
summer camps and city pools as life savers.
PROFESSIONAL ORGANIZATIONS
The John A. H. Keith Chapter of the Future Teachers of America
is a professional organization composed of all seniors and other interested
students. Its purpose is "to quicken the interest of young people in the
professional side of their educational careers." This organization pro-
vides 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 Senior
— 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 attain-
ment are eligible to membership. Pi Omega Pi, an honorary national
fraternity for men and women in business education 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 established on the campus in
June, 1940. The Alpha Lamba Chapter of Delta Phi Delta, a national
honorary art fraternity, was installed on the campus, March 30, 1946.
Alpha Omega Gamma is a local honorary fraternity in geography,
organized in 1927. Sigma Alpha Eta, a national professional speech and
hearing fraternity, was installed at the college in 1952. Alpha Psi Omega,
a national honorary dramatic fraternity, was installed at Indiana in 1953.
Men's Fraternities. Three national and two local fraternities for
men 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 organization
since 1927. Pa. Xi of Sigma Phi Epsilon, a national social fraternity,
was established at Indiana, January 5, 1952. It took the place of Eta
Chapter of Phi Sigma Pi, a national professional fraternity, estab-
lished at Indiana, April, 1929. Phi Sigma Pi replaced Omega Chi, a
local organization founded in 1909. The Pi Chapter of Sigma Tau
Gamma, a national educational and social fraternity, was established on
November 8, 1930. Delta Sigma Nu, a local fraternity, was organized
September, 1949. Delta Sigma Chi, a local fraternity, was organized in
May, 1951.
Inter-fraternity Council. This small group, made up of the presi-
dent, a representative and the sponsor of each fraternity, and the Dean
30 Teachers College Bulletin
of Men, meets at the call of the chairman to regulate inter-fraternity
affairs.
Women's Fraternities. Eleven national women's fraternities have
chapters on the campus: Alpha Sigma Alpha, Sigma Sigma Sig^ma, Alpha
Sigma Tau, Pi Kappa Sigma, Theta Sigma Upsilon, Delta Sigma Epsilon
Phi Mu, Zeta Tau Alpha, Beta Sigma Omicron, Sigma Kappa, and Delta
Zeta. In addition one local group is working toward affiliation with
national fraternities. The college believes that fraternities afford op-
portunities to young women for maintaining scholarship, for developing
social poise, and for contributing to the life of the campus, of the com-
munity, and of the world at large.
SCHOLARSHIPS AND LOANS
State Scholarships. The Department of Public Instruction annually
awards scholarships on the basis of competitive examinations held on the
first Friday in May of each year. These are awarded in each county and
senatorial district in the state. Each scholarship in worth $100 a year
for four years and may be used at the State Teachers Colleges. Inquiries
concerning State Scholarships should be sent to Dr. James G. Pentz,
Chief Pre-Professional Credentials, Department of Public Instruction,
Harrisburg, Pennsylvania.
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
one hundred to one hundred and fifty dollars, payable in the designated
amount for each of four years. Applicants for Wahr Scholarships must
be residents of Pennsylvania and must be interested in the teaching pro-
fession. Applications may be secured from the Registrar. In any one
year as many as eighty students may be receiving a total of six thousand
dollars of Wahr Scholarship money. Policy governing the scholarship
fund is esitablished by the Board of Trustees and administered by a com-
mittee appointed by the President of the College.
Seven Wahr merit recognition scholarships of fifty dollars each are
given each year to students at the college for excellence in certain fields
as follows: The student who excels in athletics; the student who con-
tributes the most to campus welfare; the student who does the most
to promote the fine arts; the student showing the most initiative in
bringing new ideas or action to the ISTC campus; the student evidenc-
ing the most professional promise as a teacher; the student with the
highest scholarship during the first three years of college; and the stu-
dent who writes most effectively.
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 fifty dollars will be
awarded each semester 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
Indiana Catalogue Number 81
of academic ability, leadership, and service to the College with preference
going to a veteran, or a son or daughter of a veteran.
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 hundred dollars
will be awarded annually to students selected by a committee 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.
Presser Foundation Scholarship. The Presser Foundation of Phila-
dalphia will award a scholarship of $250 each year to a music student
at the Indiana State Teachers College.
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 year by a com-
mittee of the local chapter and is awarded on the basis of character,
scholarship, and evidences of leadership.
Secondary Education Scholarship. A scholarship of $50.00 is given
annually by the Secondary Education Club to an upperclass student who
has shown an active interest in college affairs, scholastic ability and
desirable personality traits.
Syntron Foundation Scholarships. Through the Syntron Foundation
of Homer City, several scholarships of $200 are awarded annually to
freshmen. Preference is given to children of employees of the Syntron
Company and to graduates of Homer City, Blairsville and Indiana High
Schools. Four scholarships good for four years were awarded in 1952.
Applications must be filed with the registrar by May 15th.
Loan Fund. The Jane E. Leonard Memorial Loan Fund was estab-
lished several years ago and has been built up largely through the work
of the faculty and alumni. The fund now totals about $26,000. 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. The Men's Varsity I Club has built
up a loan fund for members of varsity athletic teams in good standing.
Members may borrow not more than $150.00 per year. Loans are made
for a reasonable period of time and are interest free for the first year.
Thereafter the interest rate is two per cent per annum.
Veterans. Indiana is approved to offer training under the Korean
G. I. Bill (Public Law 550) as well as under Public Law 346 (World War
II) and Public Law 16 (Disabled Veterans). Applicants for admission
32 Teachers College Bulletin
who are entitled to training under one of these bills should contact the
Veterans Counselor immediately after they apply for admission.
THE SUMMER SESSIONS
The Summer School is an integral part of the year's work. Teachers
in service and students in regular attendance can secure in the summer
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 regrular
semester. Reserve Officer Training Corps instruction is conducted for
those male students enrolled in the summer session courses. The Sum-
mer School Bulletin will be mailed to anyone desiring more complete
information regarding the courses to be offered.
Dates. Three sessions, two of three weeks and one of six weeks,
are planned for the summer of 1953. The pre-season will open Wednes-
day, June 10 and closes Friday, June 26. The main session starts,
Monday, June 29 and continuing to August 7. The post-session opens
Monday, August 10 and closes, Wednesday, August 26. It is thus possi-
ble for a student to secure three to twelve credits by attending the sum-
mer school.
Address Director of Summer Sessions for special bulletin indicating
courses and activities of the Summer Session.
SATURDAY CAMPUS AND EXTENSION CLASSES
Saturday Campus Classes are held on the campus on Saturdays
(generally between 8:00 A. M. and 1:00 P. M.). Courses are arranged
according to the demand for them as indicated by teachers who are
interested. 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 schedule of courses.
Extension Classes. Teachers may earn as much as 25 per cent of
the credit needed for a four-year curriculum by taking courses in ex-
tension 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, arrangements may be made for one or more courses
by extension. Requests should be made to the Dean of Instruction not
later than one month preceding the opening month of the semester.
The contingent fee for all extension and Saturday Campus Classes
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 full time teaching.
Indiana Catalogue Numder 83
REQUIREMENTS FOR ADMISSION
The following is a condensed statement of the requirements adopted
by the Board of Presidents of the State Teachers Colleges, May 13, 1932,
and adapted for use at Indiana State Teachers College. The general
bases for admissions are:
General Scholarship and Tests
Character and Personality
Health and Physical Vigor
A Personal Interview
Candidates for admission must satisfy these general requirements
as outlined in detail 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 Depart-
ment of Public Instruction.
1. Applicants ranking in the upper half of their graduating classes
will be admitted, on recommendation of the principal or other
school official, on certificate without further evidence of scholar-
ship.
2. Applicants who do not rank in the upper half of their graduating
classes may be admitted provided: A rating satisfactory to the
institution is made on a seholastic aptitude test administered
at the college.
3. Applicants for admission to the Art Department may be ad-
mitted provided: A rating satisfactory to the institution is
made on an art aptitude test adminisered at the college.
4. Applicants for admission to the Music Department may be
admitted provided. A rating satisfactory to the institution is
made on a music aptitude test administered at the college, and
auditions in singing and piano playing show the necessary spec-
ialized abilities. Applicants may also be heard on an orchestral
instrument. They bring their own music and instrument.
DATES FOR TESTS HOURS FOR TESTS
March 2, 1953
March 30, 1953
May 5, 1953 Scholastic Aptitude 10:30 a.m. — 12:15 noon
June 17, 1953 Music Aptitude 1:30 p.m. — 4:00 p.m.
July 16, 1953 Art Aptitude 1:30 p.m.— 3:00 p.m.
August 19, 1953
Tests begin Promptly — applicants who wish to take tests should
report not later than 10:15 a.m. and 1:15 p.m.
S4 Tbachbrs College Bulletin
Character and Personality. Integrity and appropriate personality
as shown by an estimate by secondary-school officials of the candidate's
trustworthiness, initiative, industry, social adaptability, personal appear-
ance, and sympathy.
Health and physical vigor as indicated by emotional stability, ab-
sence of physical defects that would interfere with the successful per-
formance of the duties of a teacher, and absence of a predisposition to-
ward ill health as determined 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 futnished by the College. This certificate
will be subject to the approval of College physician.
2. Applicants may be rejected for the following reasons: incurable
defects or diseases of the heart, lung, kidneys, digestive system,
nervous system (including hysteria, epilepsy, nervous insta-
bility), skin, organs of the special senses, and thyroid, defective
vision of marked degree, permanently impaired hearing, marked
speech defects, unsightly deformities or marked obesity.
3. Students with remedial defects may be accepted on condition
that immediate treatments be undertaken for the removal of
these defects.
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 to give the admissions
committee a report on the goals and activities of the applicant,
to guide him in the choice of curriculm and to give an over all
evaluation as a prospective teacher.
I 2. The interview will be conducted at the College. Wednesday and
Thursday afternoons and test dates, 1:30 p.m. to 4:00 p.m.,
have been reserved as appropriate times for interviews. Specific
information regarding interviews may be secured at any time
by writing to the Registrar.
SUMMARY OF STEPS FOR ADMISSION
1. File application and personnel record
2. File preliminary report on high school rank if application is
filed before graduation
3. File complete record of high school credits after graduation
4. File medical blank
5. Come to the college for personal interview
6. Send check or money order for the advance deposit of ten dol-
lars
7. Take scholastic aptitude test if required
Indiana Oataloovk Number 8S
8. Take art or music aptitude test (applicants for Art and Music
only)
9. Transfer students — file an official transcript of coljege credits^
including statement of honorable dismissal
The above steps for admission must be completed before applica-
tions can be submitted to the Committee on Admissions. A formal letter
ofriipproval from the Registrar indicates the applicant is admitted.
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 passinfir
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
Instruction. Any student desiring to pursue any part of this
program 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 transferring
64 hours or more will be excused from Freshman tests. Students trans-
ferring less than 64 hours may be excused from some or all Freshmen
tests if they have a transcript of their test record sent to the college.
Any other student must take the tests or submit his test records with
his transcript of credit. No student may obtain a certificate or degree
without a minimum residence of one year in this College.
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
of students at the end of each semester or summer term: A, excellent;
B, good; C, fair; D, passed; F, failed; I, incomplete.
36 Teachers College Bulletin
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, 3
quality points per semester hour; B, 2 quality points per semester hour;
C, 1 quality point per semester hour; D or F, no quality points.
To qualify for graduation, 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
held responsible for quality points only on work taken in this College.
Criteria Governing Continnance 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 from 8 to 11 semester hours and/or from 8 to 11
quality points may continue on probation for one semester.
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.
Classification of Students. Students are placed in one of four classes
according to progress towards graduation.
A freshman has less than 30 semester hours and 30 quality points.
A sophomore has at least 30 semester hours and 30 quality points
but has not attained junior standing. (Transfers having 30 or more sem-
ester hours are so classified for one semester.)
A junior has applied for junior standing and has been approved. (See
below.)
A senior has been approved for junior standing and has earned 96
or more semester hours. (Persons holding degree may be classified as
seniors.)
Junior Standing. The main purpose of junior standing is to assure
certain students that success in the teaching profession is eyident; also,
that the college intends to recommend him as a teacher if he continues
his progress at the same level.
The college hopes that the requirements established for junior stand-
ing emphasize the fundamental areas in which the student must develop.
It is more than a look at the scholastic record although deficiencies in
a student's education must be filled.
Indiana Catalootje Numbkh 87
After two years at Indiana an evaluation of the progress of each
student is desirable. Various phases of life contributing to teaching
success are noted: habits of social living, initiative, assumption of res-
sponsibility, professional attitudes and others listed below. All tl ese
should contribute to making the student a better teacher for a better
position.
The process includes an application for junior standing by the stu-
dent and approval by the Committee on Admissions and Professional
Standards. If the student is not suited to the profession, the college will
assist in making an adjustment to a new objective. In this procedure
of junior standing the student is treated as an individual, with special
hopes, skills and desires. Not everyone may be a successful teacher but
each student should be helped in achieving a successful life.
Formal admission to Junior Standing is a requisite for continuing
the program in teacher education. This marks the time when the pro-
fessional work is intensified. Fourth semester students will make appli-
cation 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 Communication I and II or a
satisfactory score made on the Sophomore English Test. Stu-
dents transferring English credits must pass the Sophomore
English test.
3. Adequate background as measured by the Sophomore Tests
(March, July or December) in English, General Culture,, and
Contemporary 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 defects
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 curriculum
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
limited further professional training leading to certification, imtil the
deficiency is made up.
38 Teachers Collboe Bulurtn
Credentials will be examined by the Committee on Professional
Standards and decisions will be reached on the basis of all evidence
available.
Eligibility for Student Training. No student vnll be permitted to
do student teaching unless he holds a Certificate of Junior Standing.
Also, he must continue to have a "C" average with no "F's."
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 May 15.
REQUIREMENTS FOR GRADUATION
Every student entering the State Teachers College, Indiana, Penn-
sylvania, selects one of the six degree curricula offered at this College.
All curricula are 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
advance, the approval of such courses from the Dean of Instruction. For-
mal application for a degree and a certificate must be made by each
candidate for a degree. Consult the individual curriculum for further
details.
Indiana Catalogue Number
REQUIREMENTS FOR CERTIFICATION
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 additional
approved credit enables the holder to receive the Permanent College Cer-
tificate. This is a life certificate to teach the subjects in his field in any
public school in the State.
The holder of a college certificate in the elementary field may be
certificated for teaching in the secondary field by adding about 30 hours
in secondary education, including six hours' student teaching in the sec-
ondary 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.
Elementary-Temporary Standard Certificate. On March 6, 1942,
the State Council of Education authorized the Sfuperintendent of Public
Instruction 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 condif'^n:-, 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 education in
the elementary field have been completed.
40 ' TEACHEns 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 Curriculum 72.00
*Music Education Curriculum 90.00
This fee covers registration and the keeping of records of students,
library, student welfare, health service (other than extra nurse and
quarantine), and laboratory facilities.
Students taking more than seven (7) semester hours — whether in
regular, Saturday Campus, or extension classes — shall pay the appro-
priate regular contingent fee listed above. These fees include the full
semesterly amount of the following special curriculum fees: Art Curri-
culum, $18.00; Business Education Curriculum, $12.00; Home Econom-
ics Curriculum, $27.00; Music Education Curriculum, $45.00. No Special
curriculum fee is charged to any student in the Elementary or Secondary
Curriculua. All students taking seven (7) or fewer semester hours —
whether in the regular, Saturday Campus, or extension classes — shall
pay at the rate of $7.50 per semester hour plus such pro rata of the
above enumerated semesterly special curriculum fees as the number of
hours they carry bears to eighteen (18) semester hours.
Contingent Fee for Six-Weeks Summer Session. The fee for the
regular Summer Session is $7.50 per semester hour. A minimum con-
tingent fee of $22.50 is charged.
Contingent Fee for Three- Weeks Pre- and Post-Sessions. The con-
tingent fee for the Pre- and Post-Sessions is $7.50 per semester hour.
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:
Summer Pre- Post-
Session Session Session
Art $ 6.00 $3.00 $3.00
Business Education 4.00 2.00 2.00
Home Economics 9.00 4.50 4.50
Music Education 15.00 7.50 7.50
* This fee includes private instruction for all work which jnay be as-
signed by the Director or by the student's adviser, but does not include fees
listed under "Private Instruction in Music" on next page.
Indiana Catalooub NtrMBRn 41
HOUSING FEE
The housiriif fee for students is $108.00 per one-half semester, $72.00
for the Summer Session, and $30.00 for the pre- and post-sessions. This
includes room, meals, and limited laundry. For rooms with running
water an additional charge of $9.00 per student per semester, or $3.00
for the Summer Session is made. No reduction in the rate is to be
made for laundry done at home or for absence of students who go home
for a few days at a time. A student may, at the direction of the Presi-
dent of the College, occupy a double room alone by paying an additional
$36.00 per semester, or $12.00 for a Summer Session.
STUDENT ACTIVITY FEE
An activity fee is collected from all students and adminis^tered
through the Student Co-operative Assocfation under regulations ap-
proved by the Board of Trustees. This fee of $15.00 per semester covers
the cost of student activities in athletics, lectures, entertainment, student
publications, etc., and is payable in one sum for the semester at the time
of registration. For the regular Summer Session the fee is $4.00, and
for the Pre- or Post-Summer Sessions, $2.00. No activity fee is charged
!for Saturday campus and extension classes.
LATE REGISTRATION FEE
Each student registering after the date officially set for registration
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 secured in advance from the President because of illness or other
unavoidable causes), provided that the total amount of the Late Regis-
tration 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.
SPECIAL 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 wish additional private instruction other than
that assigned by the Director (and included in their $45.00 contingent fee)
pay the same rate for this extra private instruction.
The fee for practice use of piano, band, or orchestial instruments
for one period per day is $6.00 per semester. The fee for practice use
of the pipe organ one period per day is $36.00 per semester. If state-
owned instruments are not available, the Music Department will assist
42 Teachers College Bulletin
in securing 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.
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
approximately $30.00 per semester for books, gymnasium costume,
student 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, Pennsylvania.
This is a guarantee of the student's intention to enter college for the
term or semester designated. This money is deposited with the Depart-
ment of Revenue to the credit of the student's contingent fee. If, how-
.ever, 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 rejected
by the College, repayment of this deposit will be made on application by
the student to the college authorities. This repayment must be approved
by the Board of Trustees and by the Department of Revenue.
Military Clothing Deposit. A deposit of $5.00 must be made by
all students at the time of registration, if enrollment in the ROTC is
included. Any balance remaining in the deposit after losses of military
clothing have been deducted will be returned at the end of the college
year, or sooner, if the student terminates his enrollment in the ROTC
The United States must be reimbursed only for lost property.
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.
Indiana Catalogue Number 43
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 illness, if
certified to by an attending physician, or for other reasons approved by
the Board of Trustees, the housing and contingent fees for that part of
the semester which the student does not spend in college will be refunded.
TIME OF PAYMENTS
Payment in full of all Pre-Session fees June 10
Payment in full of all regular Summer Session fees June 29
Payment in full of all Post-Session fees August lO
Payment for the first half of first semest^ September 8-10
Payment for the second half of first semester November 2-7
Payment for first half of second semester January 25
Payment for second half of second semester March 22-27
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, Pennsylvania.
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 enroll 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
unpaid accounts.
Meal tickets for visitors can be obtained in the office of the dietitian
or in the business office.
All checks must be made payable to the Commonwealth of Penn-
sylvania, except for the activity fee, which should be made payable to
the Treasurer of the Student Co-operative Association.
44 Teachers Collkgb Bitijjitin
SUMMARY OF FEES
(Subject to Change)
STUDETNTS 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. 8-10, 1953
Contingent Fee ? 22.50 $ 22.50 $ 31.50 $ 28.50 $ 36.00 $ 45.00
Room, Board & Laundry 108.00 108.00 108.00 108.00 108.00 108.00
Total Due Common-
wealth of Pa. $130.50 $130.50 $139.50 $136.50 $144.00 $153.00
Activities Fee — Total Due
Students Co-operative
Ass'n. $ 15.00 $ 15.00 $ 15.00 $ 15.00 $ 15.00 $ 15.00
Amount Due Nov. 2-7, 1953 '
Contingent Fee $ 22.50 $ 22.50 $ 31.50 $ 28.50 $ 36.00 $ 46.00
Room, Board & Laundry 108.00 108.00 108.00 108.00 108.00 108.00
Total Due Common-
wealth of Pa. $130.50 $130.50 $139.50 $136.50 $144.00 $153.00
Total— First Semester $276.00 $276.00 $294.00 $288.00 $303.00 $321.00
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. 8-10, 1953
Contingent Fee — Total
Due Common-
wealth of Pa. $ 22.50 $ 22.50 $ 31.50 $ 28.50 $ 36.00 $ 45.00
Activities Fee — Total Due
Students Co-operative
Ass'n. $ 15.00 $ 15.00 $ 15.00 $ 15.00 $ 15.00 $ 15.00
Amount Due Nov. 2-7, 1953
Contingent Fee — Total
Due Common-
wealth of Pa. $ 22.50 $ 22.50 $ 31.50 $ 28.50 $ 36.00 $ 45.00
Total— First Semester $ 60.00 $ 60.00 $ 78.00 $ 72.00 $ 87.00 $105.00
Fees for the Second Semester are the same as the above.
If Advance Reservation Deposit of $10.00 has been paid, please
deduct $10.00 from the September payment due the Commonwealth.
Payment for the entire semester may be made in September and
January.
THE CURRICULA
46 Teachers College Bulletin
DEPARTMENT OF ART EDUCATION
Orval Kipp, Director
The Art Department of the State Teachers College, Indiana, Penn-
sylvania, presents an approved curriculum leading to the degree of
Bachelor of Science 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 elementary and secondary schools of the Commonwealth.
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 background, and a
sound philosophy of education. Art education offers to outstanding
high school graduates the opportunity to contribute a lifetime of service
to their country.
Student teaching, the ultimate goal 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 Keith School and in the public schools.
Eligibility requirements for student teaching are outlined on page 39 of
this catalog. They include three years of college study and preparation
during which the qualifications for Junior Standing have been dem-
onstrated.
The college maintains a placement bureau for the convenience of
its graduates and the Art Department cooperates fully with the place-
ment bureau by assisting graduates to obtain positions and experienced
teachers to obtain advancement.
A student's expenses for a. college year of thirty-six weeks amount
to approximately $588. Books and supplies are extra. These fees are
subject to change. The budget for a semester includes:
Contingent fee (payable in two installments) $ 63.03
Housing Fee i 216.00
Activity Fee 15.00
$294.00
Indiana Catalogue Numbeu
47
CURRICULUM IN ART EDUCATION
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER
SECOND SEMESTER
Hours
Clock Semester
Drawing and Painting.. 6
Drawing and Composi-
tion 4
Survey of Art 4
Communication I .... 5
English I (3-S) and
Speech I (2-2)
Professional Orientation 3
Health 2
li
n
Hours
Clock S«meat«r
Advanced Color and De-
sign
Drawing and Lettering
Elem. Color and Design
Mechanical Drawing . . .
Communication. 11 ....
English II (3-3) and
Speech II (2-2)
Introduction to Music.
Physical Education I . .
U
I
1?
THIRD SEMESTER
Commercial Art 6
Modeling 4
Pottery 4
General Psychology .... 3
World Culture I 5
Literature I (2-2) and
History of Civiliza-
tion I (3-3)
Physical Education II.. 2
24
16
FOURTH SEMESTER
Aesthetics 2
Art History 2
Interior Design 4
Crafts in Elem. Schools. 4
Educational Psych, and
Eval. Tech 3
World Culture II 5
Literature II (2-2) and
History of Civilization
II (3-3)
Physical Education III. 2
ii
17
FIFTH SEMESTER
Costume Design 4
Theater Arts 6
Elementary Industrial
Arts 4
Advanced Crafts 6
Basic Biology 4
History of U. S. and Pa. 3
27
16
SIXTH SEMESTER
Art in Elem. Education 2
Art in Second. Education 2
Advan. Oil and W. C.
Painting 4
Pictorial Expression and
Illustration 4
Industrial Design 6
Basic Physical Science. . 4
World Geography 3
25
2
S
3
3
17
SEVENTH SEMESTER
Art Elective 8 4
Graphic Media 4 2
American Government. . 3 3
Home and Family Liv-
ing or Introduction to
Philosophy 3 3
Audio Visual Education 3 2
SEVENTH SEMESTER
OR EIGHTH
Student Teaching 30 12
Professional Practicum
including School Law 2 2
31 14
21
14
48 Teachers -College Bulletin
DEPARTMENT OF BUSINESS EDUCATION
G. G. Hill, Director
The State Department of Public Instruction has especially de-
signated the State Teachers College at Indiana as one in which teachers
of business for the high schools of the Commonwealth may be trained.
The curriculum is four years in length, leading to the degree of Bachelor
of Science in Education. Those who complete the work as outlined are
prepared either to supervise or teach business subjects in any of the
high schools of the Commonwealth and are certificated accordingly. An
excellent opportunity is available here for men and women of high
calibre who possess the ability, personality, and ambition requisite for
success in this type of work.
Equipment. The department is well equipped throughout with a
full supply of modern office machines. Adding machines, calculating
machines, banking machines, multigraphs, mimeographs, mimeoscopes,
addressographs, dictaphones, files and cabinets, and other up-to-date
efficiency devices of modern business gives the students a practical
knowledge of the time-savers and system units found in modern business.
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.
The Business Institute in the fall and the Merchandise Fair in the
spring are two of the great annual events sponsored by this department.
Thousands of visitors from this and other states attend these gatherings.
Business Practice Department. This is a complete business com-
munity in itself, and includes not only the procedure but also the actual
atmosphere and environment of modern business. It is equipped for
efficient and up-to-date work.
Expenses. The expense for a college year of 36 weeks will amount
to aiboHt $576.00 for boarding students. This will cover board, room,
laundry, books, and department fees. The costs for one semester are
itemized below, but are subject to change.
Contingent Fee (Payable in two installments) $ 57.00
Housing Fee (Payable in two installments) 216.00
Activity Fee — 15.00
$288.00
Indiana Catalogue Number 49
CURRICULUM IN BUSINESS EDUCATION
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER SECOND SEMESTER
Hours Hour*
Clock Semester Clock Semester
Health 2 2 Physical Education I . . 2 1
Communlcitlons 1 6 5 Communlratlons II .... 6 6
(or) English 1 (3-3) (or) English II (3-3)
& Speech I (2-2) & Speech II .. (2-2)
Introduction to Art 3 2 Introduction to Music. 3 2
Basic Biology 4 3 Kconomics I 3 3
Professional Orientation 6 3 Business Mathematics 13 3
Economic Geography . . 8 3 Typewriting I B 2
THIRD SEMESTER
Combined Stenog. Acctg. Selling
Sequence Seq. Seq. 8eq.
Physical Education II 2—1 2—1 2—1 2—1
Literature I 2—2 2—2 2—2 2—2
Mathematics of Finance 2—2 2—2 2—2 2—2
Accounting I 5 — .1 5 — 3 5 — 3 5 — 3
Business Law I 3 — 3 3 — 3 3 — 3 3 — 3
Business Org. & Finance 2—2 2 — 2 2—2 2 — 2
Shorthand I 5—3 B— 3
Typewriting II B — 2 5 — 2 B — 2 6 — 2
FOURTH SEMESTER
Physical Education III 2—1 2—1 2—1 2—1
General " Psychology 3 — 3 3—3 3 — 3 3 — 3
Literature II 2—2 2—2 2—2 2—2
Busines.s Law II 3—3 3 — 3 3—3 3—3
Accounting II 6 — 3 5 — 3 5 — 3
Shorthan(J II 5 — 3 6 — 3
Typewriting III 5 — 2 B — 2
Elective 8 — 3 3 — 3 3 — 3
FIFTH SEMESTER
Educ'l. Psych. & Evaluative Techniques 3 — 3 3 — 3 3 — 3 3 — 3
Problems in Business Education 3 — 3 3 — 3 3 — 3 3 — 3
Business Correspondence 3 — 3 3 — 3 3 — 3 3 — 3
Sales &Ret. Selling I 3—3 3—3 3—3 3—3
Accounting TU 3 — 3 3 — 3
Shorthand III — Transcription 5 — 3 5 — 3
Clerical Prac. & Office Machines 5 — 3 5 — 3
Elective 2 — 2
SIXTH SEMESTER
History of Civilization 3 — 3 3 — 3 3 — 3 3 — 3
Audio-Visual Education 3 — 2 3 — 2 3 — 2 3 — 2
Methods of Teaching Bus. Courses 3 — 3 3 — 3 3 — 3 3 — 3
Accounting IV 3 — 3 3 — 3
Secretarial Practice .5 — 2 R — 2
Clerical Prac. & Office Machines 5 — 2 5 — 2
Sales & Ret. Selling II 3 — 3 3 — 3
Elective 3—3 4 — 4 4 — 4
SEVENTH SEMESTER
History of U. S. and Penna 3 — 3 3 — 3 3 — 3 3 — 3
Basic Physical Science 4 — 3 4 — 3 4 — 3 4 — 3
American Government 3 — 3 3 — 3 3 — 3 3 — 3
Home & Family Living or Introduction to
Philosophy 3 — 3 3 — 3 3 — 3 3 — 3
Accounting V ;~ 3 — 3 3 — 3
Retailing III — Store Practice > IS — 6 18 — 6
Elective 3—3 2—2
EIGHTH SEMESTER
Student Teaching 30—12 30—12 30—12 30—12
Professional Practicum 2 — 2 2 — 2 2 — 2 2 — 2
50 Teachers College Bulletin
DEGREE CURRICULUM FOR DENTAL HYGIENISTS
The Board of Presidents of the State Teachers Colleges approved on
November 17, 1950 a curriculum for Dental Hygienists leading to the
degree of Bachelor of Science in Education. The requirements shown
below must be met.
1. The satisfactory completion of an accredited two-year cur-
riculum for the preparation of Dental Hygienists approved
by the St-ate Dental Council and Examining Board.
2. The licensing of the student by the proper state authorities.
3. The satisfactory completion in addition thereto of 64 semester
hours of professional and general education courses distrib-
uted as follows:
General Education 42
Communications I & II 10
or English I & II (6-6)
and Speech I & II (4-4)
Fine Arts 4
Introduction to Art (3-2)
Introduction to Music (3-2)
Geography 6
World Geography (3-3)
Geography of United States and Pa. (3-3)
World Culture I & II 10
Social Studies I «& II (6-6)
Literature I & II (4-4)
Social Studies ^ 12
American Government (3-3)
Principles of Economics (3-3)
History of United States and Pa. I (3-3)
Principles of Sociology (3-3)
Education 11
Professional Orientation 3
General Psychology 3
Educational Psychology and Evaluation
Techniques 3
Audio-Visual Education 2
Electives 11
Total 64
In each category above, credit will be given for equivalent courses
pursued in the two-year Dental Hygiene curriculum. In such cases students
will be permitted to increase their electives by the number of semester
hours so credited.
Electives may be chosen with the approval of the Dean of Instruction
from any field or curriculum offered at the college In which the student Is
enrolled. .
Tn the case of Dental Hygienists who have nad less than 2 years of
special training on the basis of which they have been licensed by the State
Dental Council and Examining Board such persons will pursue additional
courses in college to fulfill the requirements for the de^ee.
Indiana Catalooub Number 5t
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, primary and intermediate
grades. Upon completion of work in this curriculum, the student will,
receive the degree of Bachelor of Science in Education and a College
Provisional Certificate which will entitle the graduate to teach in the
public schools of Pennsylvania.
During the four years of preparation, emphasis is placed on the
philosophy that the function of the elementary teacher is to guide the
development of children and to provide learning experiences which are
real and meaningful, and planned to meet the individual needs of
children in the classroom.
Professional courses give the student an understanding of child de-
velopment, a knowledge of elementary school materials and procedures,
and an appreciation of the function of the public school in community
life. Opportunities are provided for continuous group experiences with
childi-en of elementary school age. These experiences take place with
children in different community situations and culminate with supervised
participation and student teaching in the Keith School and in the ele-
mentary schools of Indiana.
Students in the elementary division are members of the Elementary
Club which is affiliated with the Association for Childhood Education
International. This organization sponsors many professional and social
activities during the college year.
Teaching in the elementary schools of Pennsylvania provides many
opportunities for capable yourfg men and women. A single salary schedule
with yearly increments is maintained. Teaching experience in elementary
grades provides students interested in graduate study with an excellent
background for specialization and further advancement.
FEES
(Subject to Change) Semester
Contingent Fee (payable in two installments) $ 45.00
Housing Fee (payable in two installments) 216.00
Activity Fee 15.00
$276.00
(Alio see pages 40 to 44)
82
Teachers College Bulletin
CURRICULUM IN ELEMENTARY EDUCATION
Sequence of courses subject to change for administrative reasom
FIRST SEMESTER
Hours
Clock Semester
Communications I 6 6
or English I (3-3)
and Speech I (2-2)
Professional Orientation 3 3
Basic Biology 4 3
Health 2 2
World Geography 3 3
17 16
SECOND SEMESTER
Hours
Clock Semester
Communications II 5
or English II (3-3)
and Speech II (2-2)
Introduction to Art 8
introduction to Music. 3
Basic Physical Science.. 4
Physical Education I... 2
Geography of the United
States and Penna. ... 3
20
IS
THIRD SEMESTER
FOURTH SEMESTER
World Culture I
6
6
World Culture II
6
(
or History of
or History of
Civilization I (3-3)
Civilization II (3-3)
and
and
Literature I (2-2)
Literature II (3-2)
Ifusic for the Element-
Audio-Visual Education
I
S
ary Grades
2
2
Teaching of Music in the
Physical Education II..
2
1
Elementary Grades . . .
4
s
Science for the Element-
Teaching of Art in the
ary Grades
3
3
Elementary Grades...
4
8
Art for the Elementary
Physical Education III..
2
1
Grades
2
3
2
3
Electives
2
2
Electives
—
_
20
le
17
16
FIFTH SEMESTER
SIXTH SEMESTER
History of the United
History of the United
States and Penna. I. . .
3
3
States and Penna. II..
S
s
Language Arts in the
Child Development
3
t
Elementary Grades...
9
9
Social Living in the
or Teaching of Read-
Elementary Grades...
9
»
ing (3-3), Language
Teaching of Arithmetic
(8-3). Children's Lit-
(3-3), Elementary Sci-
ence (3-3), Social
erature (3-3)
General Psychology
3
3
Studies and Geography
Teaching of Health and
(3-3)
Physical Education . . .
3
2
Educational Psychology
and Evaluative tech-
Ti
17
niques
3
t
18
18
SEVENTH SEMESTER
American Citizenship . . 6
Option I Home and Fam-
ily Living (3-3), and
American Government
(3-3), Option II Intro-
duction to Philosophy
(3-3). and American
Government (3-3)
Electives 9
15
15
EIGHTH SEMESTER
Student Teaching and
Direction of Pupil Ac-
tivities 30 12
Professional Practicum
including School Law 2 2
32 14
A student may be given the privilege of taking an examination in any
subject matter area for the purpose of securing exemption from taking a
course. A student sTiall be given credit for a course in which he registers
and in which he demonstrates competence by a qualifying examination.
SFECZAZ.IZATXOH AZTD Z:X.ECTIVES
Provisional ColteKe Certificates issued on the basis of the four year elementary
curriculum are valid for icindergarten and Grades I and VI inclusive and for Grades
VII and VIII if not in a regularly organized and approved junior high school or in
junior-senior high school.
Indiana Oatalooux Numbkb Bg
DIRECTORY OF DESCRIPTIONS OF REQUIRED COURSES
FOR THE ELEMENTARY CURRICULUM
D«Kriptioa
OU P»ff«
AKT
Introduction to Art M
Art for the Elementary Grades 70
Teaching of Art in the Elementary Oradea 70
EDUCATION
Professional Orientation 77
Audio-Visual Education 77
LanRuaKe Arts in the Elementary Grades 79
Children'^ Literature 79
Teaching of Reading: 80
Teaching of LanKuagre 80
General Psychology 77
Child Development I 79
Educational Psychology and Evahiatlve Techniques 77
Social Living 79
Student Teaching and Direction of Student Activities 78
Professional Practicum including School Law 78
ENGLISH AND SPEECH
Communication I and II -~....— ...» — 8S
Literature 11 ._ — ---.--■.-■—■--.- 84
GEOGRAPHY
World Geography 92
Geography of the United States and Pennsylv&nia ~_ . 9S
HEALTH AND PHYSICAL EDUCATION
Health »«
Physical Education I 9«
Physical Education II and III 97
Teaching of Health and Physical Education »7
MATHEMATICS
Arithmetic In Social Living 108
MUSIC
Introduction to Music 112
Music for the Elementary Grades 128
Teaching Music in the Elementary Grades 128
SCIENCE
Basic Biology 12i
Basic Physical Science 124
Science for the Elementary Grades 182
Teaching Science in the Elementary Grades 182
SOCIAL STUDIES
History of Civilization I and 11 ISS
History of the United States & Penna. I and II 133
Teaching Geography & Social Studies in the Elementary Grades 95
American Citizenship 134
American Government 184
DIRECTORY OF DESCRIPTIONS OF ELECTIVE COURSES
RECOMMENDED FOR THE ELEMENTARY CURRICULUM
Conservation of Natural Resources 127
Creative Activities in the Elementary School .._ 80
Diagnostic and Remedial Reading 80
Education for Family Living 104
General Safety Education 98
Geojrraphy of United States and Canada 94
Industrial Arts 70
School and Community 79
Speech Development and Improvement . - 80
Teaching the Exceptional '^hild 79
54 Teachehs College Bulletin
DEPARTMENT OF HOME ECONOMICS
Opal T, Rhodes, Director of Department
Graduates from this department receive a College Provisional Cer-
tificate valid for any vocational or general home economics position in
the public schools of Pennsylvania. They are qualified to manage a
school cafeteria. A minor in some fields for certification is possible. The
Bachelor of Science degree in Home Economics, which they receive is
recognized for entrance to graduate courses by all leading colleges and
universities .
Employment opportunities are unexcelled. Three to five times the
number of graduates could be placed annually. All are well qualified
for a later profession, homemaking. Members from the upper half of
their high school graduating class and others qualified to do college work
are admitted.
The home economics curriculum includes a good general education
as well as instruction in all phases of homemaking. Of special interest
are: the nursery school for children two and three years of age; the
cafeteria where laboratory school children and commuting students and
faculty are fed while juniors learn to manage a school lunch program;
the home economics club which is affiliated with the state and national
organizations; two home management houses with babies under a year
of age where senior students learn all phases of homemaking; student
teaching as residents of a community similar to the one where they will
soon be teaching; adult education experience and cooperation with the
elementary teachers and student teachers at the campus school; and va-
cation experiences in their own homes or as employees in positions that
will help them develop confidence, poise, dependability and self-assur-
ance as well as skills and managerial ability.
'Expenses for the school year of 3S weeks amoont to $606.00. The
costs for one semester are itemized below, but are subject to change.
Contingent Fee (payable in two installments) $ 72.00
Housing Fee 216.00
Activity Fee — 15.00
$303.00
Indiana Catalogue Numbkh
55
CURRICULUM IN HOME ECONOMICS EDUCATION
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER
Hours
Clock Semester
Communications I 5 5
English I (3-3) and
Speech I (2-2)
Professional Orientation 4 3
(Inoludingr Home Eco-
nomics Orientation)
Household Care &
Equipment 4 2
Clothing I 6 3
Basic Biology 4 3
23 16
SECOND SEMESTER
Hours
Clock Semester
Communications II 6 5
English II (3-3) and
Speech II (2-2)
Introduction to Art 3 2
Foods I 6 S
Health 2 2
Physical Education I ... 2 1
Basic Physical
Science 4 S
ii T«
THIRD SEMESTER
World Culture I 5
History of
Civilization I (3-3) and
Literature I (2-2)
Introduction of Music... 3
Inorganic Chemistry .... 6
Physical Education II... 2
Home Care of the Sick.. 2
Foods II 6
Principles of Design 4
27
2
3
1
1
3
2
17
FOURTH SEMESTER
"World Culture II 5
History of Civilization
II (3-3) and
Literature II (2-2)
Nutrition 5
Organic and Biological
Chemistry 5
Physical Education III.. 2
Clothing for the
Individual 3
Clothing II 6
26
16
FIFTH SEMESTER
World Geography 3
School Lunchroom
Mgt. I 9
Bacteriology 4
General Psychology 3
Audio Visual Education.. 3
Textiles and
Clothing Economics. .. 4
26
SIXTH SEMESTER
3 History of U. S. and
Pennsylvania 3
3 Clothing III 6
2 Educational Psychology
3 and Evaluative
2 Techniques 3
Family Relations 2
2 Home Furnishing 4
— Housing 2
15 20
3
2
S
2
16
SEVENTH SEMESTER
American Government . . 3 3
Elective 5 5
Vocational Home Ec.
Methods and Student
Teaching 15 6
Consumer Economics ... 2 2
25 16
EIGHTH SEMESTER
Child Dev, & Nursery
School Child 6
Home Management 9
Family Finance 2
Student Teaching 15
Prof. Practicum (includ-
ing school law) 2
U
11
56 Teachers College Bitlletim
DEPARTMENT OF MUSIC EDUCATION
Clbl T. Silvey, Director
The State Teachers College at Indiana is authorized by the State
Department of Public Instruction to offer the curriculum for the prep-
aration 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
selecting as the music teacher an individual of strong character and
personality who has a soundly developed musicianship and a broad
educational outlook.
The demand for well-prepared teachers capable of forceful leadership
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 the Music Education curriculum aim to prepare the
student to teach music in the elementary and high school grades. Com-
pletion of the degree program ordinarily requires four years (eight
semesters) of study. The emphasis throughout is upon the acquisition
of musicianship, but each year also includes certain material relating
directly to the teaching of music.
FEES
(Subject to change)
The fees for a college year of 36 weeks amount to $642.00. The
costs for one semester are itemized below, but are subject to change.
Books and supplies are extra. Also see pages 40-44.
Contingent fee (covering the cost of class instruction,
private lessons, and piano rental) $ 90.00
Housing Fee 216.00
Activity Fee i 15.00
$321.00
The statement on Private Instruction Fees found under Fees, page 38,
does not apply to the students enrolled in the Music Education Curriculum.
The above itemized statement of costs ' includes all fees charged for
enrollment in the Music Education Curriculum.
Indiana Catalogue Number
67
CURRICULUM IN MUSIC EDUCATION
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER
Hours
Clock Semester
Communications I 5 5
English I (3-8)
Speech I (2-2)
Basic Biology 4 3
World Geography 3 3
Health Education 2 2
Solfeggio I 3 2
'Applied Music 6 2
23 17
SECOND SEMESTER
Hours
Clock Semester
Communications II S S
English II (3-3)
Speech II (2-2)
Basic PTiysical Sc.
(Acoustics) 4 3
Introduction to Art 3 2
I'rofessional Orientation.. 3 3
Physical Edu.
(Eurythmics I) 2 I
Solfeggio II 3 2
•Applied Music 6 2
26 18
THIRD SEMESTER
World Culture I 5 5
or History of Civilization
I (3-3)
and
Literature I (2-2)
Physical Ed. II
(Eurythmics II) 2 1
Solfeggio III 3 2
Theory of Music I 5 4
•Applied Music 9 3
Survey of Music Literature 2 1
Conducting I (CThoral) ... 3 1
29 17
FOURTH SEMESTER
World Culture TI S
or Hi.'story of Civilization
II (3-3)
and
Literature II (2-2)
Physical Ed. Ill 2
Audio-Visual Education... 3
Theory of Music II 5
•Applied Music 9
Conducting II
(Instrumental) 3
27
16
FIFTH SEMESTER
History of U. S. & Pa. ... 3 3
General Psychology 3 3
Theory of Music III 3 3
History of Music I 3 3
Methods I (Elementary).. 4 3
•Applied Music 9 3
25 18
SIXTH SEMESTER
Elective 3 3
Educational Psychology
and Evaluative
Techniques 3 3
Theory of Music IV 3 3
History of Music II 3 3
Methods II (High School) 3 2
•Applied Music 9 3
24 17
SEVENTH SEMESTER
Americnn Pitizenship .... 6
Option I Home and Fam-
ily Living (3-3), and
American Government
(3-3). Option TI Intro-
duction to Pliilosophy
(3-3), and American Gov-
ernment (3-3)
Methods Ill(Instrumental) 3
Orchestration 3
•Applied Music 3
Music (elective) 3
13
EIGHTH SEMESTER
Professional Practicum... 2
Student Teaching and
Direction of Pupil
Activities SO
32
12
14
* See Page 110 for a specific outline of requirements and electives.
53 Teacheks College Bulletin
DEGREE CURRICULUM FOR PUBLIC SCHOOL NURSES
The Board of Presidents of the State Teachers Colleges approved
on January 19, 1951 a curriculum for Public School Nurses leading to
the 'degree of Bachelor of Science in Education. The requirements shown
below must be met.
The Curricular and Credentials Committee recommends that Teachers
Colleges in Pennsylvania confer the degree of Bachelor of Science in
Education upon registered nurses who meet the following requirements:
1. The satisfactory completion of a three year curriculum in an
approved school of nursing and registration by the State Board
of Examiners for the Registration of Nurses of Pennsylvania.
2. The satisfactory completion of forty-five (45) semester hours
of additional preparation distributed as follows:
A. Courses Related to Public School Nursing
Semester Hours
Public School Nursing 2
Public School Organization 2
Public Health Nursing 6
Nutrition and Community Health 2
Family Case Work 3
TOTAL 15
B. General and Professional Education
Semester Hours
History of the United States and
Pennsylvania 3
Communications 6
World Culture 5
American Government 3
Professional Orientation to
Education 3
Educational Psychology 3
Audio-Visual Education 2
Electives 6
TOTAL 30
GRAND TOTAL— 45
In the case of nurses with less than three years preparation for
registration, such persons will pursue additional courses to meet the
requirements for the degree.
Indiana Catalogue NuMOBn 69
DIVISION OF SECONDARY EDUCATION
Joy Mahacuek, Director of Division
Students preparing to teach the academic subjects in the secondary
school 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 written on the face of the
certificate 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
following: aeronautics, English, French, geography, mathematics, science,
social studies, Spanish, and speech; and fit the necessary courses into
his program as electives.
Students should note that requirements for specialization in some
areas are above the minimums listed. For course descriptions and de-
partment requirements see pages 64 to 136.
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 pi develop its changing curriculum and to
prepare its students for the obligations and privileges of democracy.
The broad background and Specific knowledge necessary for such
teachers can be obtained by completing satisfactorily the required courses,
by developing thoroughly their major interests 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) $ 45.00
Housing Fee (payable in two installments) 216.00
Activity Fee 15.00
$276.00
(Also see pages 40 to 44).
60
Teachers Collboe Bui^lbtin
CURRICULUM IN SECONDARY EDUCATION
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER
Hours
Clock Semester
Communications I .... . 5 6
or English I (3-S)
and Speech I (2-2)
Basic Biology. 4 8
Health 2 2
World Geography 3 3
Blectives 2 2
le 1?"
THIRD SEMESTER
World Culture 1 6 5
or History of
Civilization I (3-3)
and
Literature 1 (2-2^
Introduction to Art 3 2
•Physical Education II.. 2 1
Science in Modern
Civilization 3 3
Blectives 6 6
19 17
FIFTH SEMESTER
History of the United
States and Penna. I.. 3 3
Audio-Visual Education 3 2
General Psychology .... 3 3
Blectives 8 8
17 16
SECOND SEMESTER
Hours
Clock Semester
Communications II
or English II (3-3)
and Speech II (2-2)
Basic Physical Science
Physical Education I..
Professional Orientation
Fundamentals of
Mathematics
Electives
5
4
2
3
3
2
5
3
1
3
8
2
19
17
FOURTH SEMESTER
World Culture II
or History of
Civilization II (3-3)
and
Literature II (2-2)
Introduction to Music.
Physical Education III
Electives
5
3
2
9
5
2
1
9
19 IT
SIXTH SEMESTER
History of the United
States and Penna. II 3 8
Problems of Secondary
Education including
Guidance 3 8
Educational Psychology
and Evaluative
Techniques 3 8
Electives 7 7
16 16
EIGHTH SEMESTER
Student Teaching and
Direction of Student
Activities 30 12
Professional Practicum
including ScTiool Law 2 2
32 14
SEVENTH SEMESTER
American Citizenship . . 6 6
Option I Home and
Family Living (3-3),
and American Govern-
ment (3-3), Option II
Introduction to Phil-
osophy (3-3), and
American Government
(3-3)
Electives 9 9
Is Is
Graduation requirements for this curriculum include specialization in
Dot less than two teaching fields.
1. The first field shall require not fewer than thirty (30) semester
hours except the General Field of Science requiring thirty-eight
(38) hours and English requiring thirty-five (35) hours. The
fields included in this category are:
Biological Science. History, Social Science, Social Studies and
Physical Science and not fewer than twenty-four (24) Semester
Hours in: Aeronautics, Chemistry. Foreign Languages, Geo-
graphy, Mathematics, Physics and Speech.
2. The second field shall require not fewer semester hours than the
minimum required for certification, (in most cases, eighteen).
A student may be given the privilege of taking an examination in any
subject matter area for the purpose of securing exemption from taking a
required course. A student shall be given credit for a course in which he
registers and In which he demonstrates competence by a qualifying ex-
amination.
For course descriptions see pages 65 to 136.
Indiana Catalogue Numuer
61
THE REQUIRED AND ELECTIVE COURSES IN EACH FIELD
OFFERED IN THE CURRICULUM IN SECONDARY EDUCATION
Hours
Se-
Clock mester
A2l&OZrAT7TZC8
First Field— 24 s. h.
Second Field — 18 s. h.
Regnired:
Aviation Mathematics .... 3 3
Aircraft Communications
and Regulations 3 3
General Service and Struc-
ture of Aircraft 3 3
Aerial Navigation 3 3
Meteorology 3 3
Aerodynamics and Theory
of Flight.,.. 3 3
BlectiveB :
Aircraft Engines 12 6
Identification of Aircraft. . 3 3
Climatology 3 3
Commercial Air Transpor-
tation 3 8
Plight Experience 3-6
8ZOX.OOXCAZi SOZEKCB
First Field — 30 s. h.
Second Field — 18 s. h.
Basic Biology may be omitted...
Beqaired:
Botany 1 6 4
Botany II 6 4
Zoology 1 6 4
55oology II 6 4
•Teaching Science In the
Secondary School 3 3
Slectlves: at least one course to be
selected from each group below:
Group 1 — Field Coorstts
Field Botany 5 3
Ornithology 5 3
Entomology 5 3
Ecology 5 3
Field Zoology 5 3
Conservation 5 8
Oroup 2 — laboratory Coorses
Vertebrate Anatomy 6 3
Physiology 5 3
Microbiology 6 3
Parasitology 5 3
Genetics 5 3
CHSMISTBY
First Field — 30 s. h.
Second Field — 18 s. h.
Bequired: Basic Physical
Science may be omitted
Inorganic Chemistry I.... 6 4
Inorganic Chemistry II... 6 4
Physics I 6 4
Physics II 6 4
Qualitative Analysis .... 7 3
Quantitative Analysis.... 7 3
•Teaching Science in the
Secondary School 3 3
Electives :
Organic Cbemistry 1 6 4
Organic Chemistry II 5 3
Biological Chemistry 6 3
Physical Chemistry 5 3
Collodial Chemistry 6 3
Industrial Chemistry .... 5 3
Hours
Se-
Clock nnest«r
Chemistry of Food and
Nutrition 6 3
Water Analysis 4 2
EIfai>ISH
First Field — 35 s. h.
Second Field— 18 S. h.
Begnired:
iCommunlcationr ; I (5-5) 3 3
'Communication* II (5-5) 3 8
World Culture I (5-5) 2 2
World Culture II (5-6),.. 2 2
•Recent Trends in Teach-
ing English 3 8
Blectivss: at least one course to b€
selected from each group below:
Oroup 1 — Survey ConrieB
American Literature .... 3 3
English Literature 3 3
American Poetry 3 3
American Prose 3 3
Children's Literature and
Story Telling 3 8
World Literature 3 8
Group 2 — Period Courses
Pre-Shakespearean
Literature 3 8
Shakespeare 3 3
Eighteenth Century
Literature 3 3
The Romantic Movement 3 8
Victorian Literature 3 3
Group 3 — Uterary
form courses
Criticism 8 8
Modern Drama 3 3
The Novel to 1870 3 3
C^ontemporary Novel 3 3
Short Story 3 3
Essay 3 3
Contemporary Poetry .... 3 3
Literature of Biography.. 3 3
Group 4 — Composition
Advanced Composition . . 3 8
English Philology 3 3
Creative Writing 3 5
Journalism 3 8
FBBNCH
First Field — 24 8. h.
Second Field — 18 B. b.
Required:
Elementary French
I and II 3 »
Intermediate French
III and IV 3 8
Advanced French
Language 3 3
French Culture 3 «
Electives:
French Literature to the
Nineteenth Century .... 3 3
Nineteenth Century
French Literature 3 3
Twentieth Century
French Literature 3 3
Special Projects 3 3
62
Teachers College Bulletin
Hours
Se-
Clock mester
GENEKAI. FISIiS 07 SCIENCE
First Field Only — 38 s. h.
Seanlred: Basic Biology and Basic
Physical Science may be omitted
Botany I 6 4
Botany II 6 4
Zoology I 6 4
Zoology II 6 4
Inorganic Chemistry I.... 6 4
Inorganic Chemistry II... 6 4
Earth Science 4 3
Physics 1 6 4
Physics IT 6 4
•Teaching Science in the
Secondary School 3 3
GENEBAZ; SPSECK
First Field — 24 s. h.
Second Field — 18 s. h.
Heqnired:
Communicationi_ I (5-5).. 2 2
Communication' II (5-5).. 2 2
Phonetics and Voice 3 3
Oral Interpretation 3 3
Play Production 3 8
•Speech Programs in
Secondary Schools .... 2 2
Stagecraft. Scenic Design
and Lighting 3 3
Debate, Group Discussion
and Parliamentary
Procedure 3 3
Radio I 3 3
Radio II 3 3
Creative Dramatics and
Story Telling 3 3
Costume and Make-up ... 3 3
Choral Speaking 3 3
Community Dramatics
and Pageantry 3 3
Speech Development and
Improvement 3 3
Speech and Hearing Clinic 6 4
Speech Problems 3 3
Psychology of Speech .... 3 3
Speech Pathology 3 3
GEOGBAPHT
First Field — 24 s. h.
Second Field — 18 s. h.
Beguired:
World Geography 3 3
•Teaching Geography in
the Secondary School.. 3 3
Xlectlves: at least two courses to be
selected from each group below
Gronp 1 — Barth Studlea
Climatology 3 3
Geology 3 3
Meteorology 3 3
Physiography 3 3
Cartography 3 3
Gronp 2 — Ecoiioinlcg
Economic Geography .... 3 3
Commercial Air
Transportation 3 3
Conservation of
Natural Resources .... 3 8
Geographic Influences
in American History . . 3 S
Trade and Transportation 3 3
Hours
Clock mester
Group 3 — Beglonal Studies
Geography of the United
States and Pennsylvania 3 3
Geography of
Pennsylvania 3 3
Geography of Asia 3 3
Geography of Africa
and Australia 3 3
Geography of Europe.... 3 3
Geography of the Far East 3 8
Geography of Latin
America 3 3
Geography of the United
States and Canada 3 3
World Problems In
Geography 3 3
Field Courses
(as approved) 8 3
HISTOBT
First Field — 30 s. h.
Second Field — 18 s. h.
Required:
World Culture I (5-5) 3 3
World Culture II (5-5)... 3 3
History of U. S. and Penn-
sylvania I 3 3
IJistory of U. S. and Penn-
sylvania II 3 8
•American Citizenship 6 «
or American Government
(3-3) and Home and
Family Living (3-3) or
Introduction to Philoso-
phy (3-3)
•Teaching Social Studies
in the Secondary School 3 9
Electives:
History of Europe
to 1815 3 I
History of Europe
Since 1815 3 3
History of Pennsylvania.. 3 3
History of England 3 3
Twentieth Century World 3 3
Diplomatic History
of U. S 3 3
History of Latin America 3 3
History of the Middle
East and India S 3
History of the Far East.. 3 3
XATHSKATXCS
First Field — 24 s. h.
Second Field — 18 s. h.
Required:
College Algebra 3 3
Trigonometry 3 8
Analytic Geometry 3 3
Calculus I 3 S
Calculus II 3 3
•Teaching Mathematics In
the Secondary School.. 3 8
Zlectlves:
Advanced College Algebra 3 3
Synthetic Geometry 3 3
Spherical Trigonometry
and Navigation 8 3
Statistics 3 3
History of Mathematics.. 3 3
College Geometry 3 3
Field Work in
Mathematics 3 8
Calculus III 8 3
Mathematics of Finance.. 3 Z
COURSE DESCRIPTIONS
BY DEPARTMENTS
64 Teachers College Bulletin
ART EDUCATION DEPARTMENT
Orval Kipp, Director of Department
Alma Munson Gasslander Ralph Willlvm Retynolds
Dorothy Murdock Edgar J. Trapp
Blanche Marie Waugaman
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 educa-
tion. The departmental program is guided by the philosophy that design,
composition, drawing and understanding of structure are basic to the
development of feeling, appreciation, creative expression and independent
thought. The art teacher in public schools must understand that an
effective art program emphasizes the application of the principles of art
in every day life. The attempt to develop an understanding and feeling
for art through the teaching of art techniques and skills disregards the
known laws of learning and is contrary to the recognized concept of art
in the public schools. Rather, the Art program should give the student"
the ability to apply principles ©f art in every day living and an appreci-
ation of the beautiful in life. Possessing these concepts, the art major
may go on to develop to the highest degree possible the abilities and skill
of the artist. A balanced professional art education is assured because
the curriculum includes courses in education, English, music, science
and social studies. Majors and minors in other fields may be secured
by art students if they attend summer sessions.
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 outstanding.
Miss McElhaney, Director of the Art Department from 1906 to 1927, in
1942 willed $500 to the Student Loan Fund of the College, stipulating
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
on 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
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 IL It will be a permanent source of
Indiana Catalogue Number 65
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
traveling exhibitions of the work of nationally-known artists and crafts-
men. Other exhibitions include the work of the artist members of the
community, the faculty and the students. The Art Department owns a
copy of the Museum of Modern 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 needa
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 page 30 for entrance and other
requirements. Fitness to pursue the Art Curriculum will be assumed if
the applicant has normal ability to see and make motor adjustments
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.
Graduation and the conferring of the degree depend upon the
candidate'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
participation in college art service activities.
GENERAL EDUCATION COURSE
(Required of all students)
Introduction to Art 2 or.
Studies in the understanding and enjoyment of the visual arts as
modes of expression and communication make up the content of this
course. The arts are studied and evaluated on the basis of their relation
to life (the individual, the home, the community, etc.). Museum and
exhibition visits supplement the work of the course.
REQUIRED COURSES FOR ART STUDENTS
Courses are listed in the order in which they should be taken in each
field. On the students* program subjects in various fields are carried
simultaneously in order to facilitate the artistic development of the
student.
ART EDUCATION
Art in Elementary Education 2 cr.
The aims and purposes of creative activity in the total program
for the development of children are discussed. Tjrpical experiences, types
of motivation, and child art are evaluated. Unit and lesson plans are
66 Teachers College Bulletin
designed for such activities. The development and guidance of an art
progrram with general element.ary teachers is studied as an important
duty of the art teacher and supervisor.
Art in Secondary Education 2 or.
The philosophy of art education in a democracy as well as the
needs of the secondary school child are studied. The guidance aspect
of art and its relationship to American life and education are stressed.
Curriculum materials with specific reference to art subject matter are
selected and adapted for the various levels.
Stndent Teaching (and Directed Student Activities) 12 cr.
Actual participation in the art of teaching and in activities related
to the performance of a teacher's work are the basis of the course in
student teaching which includes the primary, the intermediate, the junior
and senior high school levels. Emphasis is placed on experiences through
which children develop creative power simultaneously with knowledge,
skill and appreciation.
Professional Practicum (including School Law) 2 cr.
Consideration is given to recent educational trends and methods, to
a study of art curricula, and to the planning of art courses for various
grade levels.
ART HISTORY AND AESTHETICS
Survey of Art 2 cr.
The understanding and enjoyment of the visual arts as modes of
expression afe emphasized. The arts are studied and evaluated on the
basis of the use of principles and elements. The relation of the arts to
life, the individual, the home, the community are surveyed.
History of Art 3 cr.
The course covers the historical development and function of each
art at different periods in our civilization. Critical judgment and inter-
pretation are developed through analysis of old and modern masters.
Aesthetics 2 cr.
The philosophical bases of art expression provide a foundation for
the understanding of universal concepts in an inquiry into the higher
values and functions of art to society and to the individual.
CRAFTS
Modeling 2 cr.
The aim of this course is to give experience in the use of clay as a
medium of expression. Problems involve modeling or carving animals,
figures, and heads both in relief and in the round. Casting and the
making of moulds are additional studies.
Indiana Catalogue Number 67
Pottery 2 cr.
This course deals with the forming, decoration, and firing of objects
of clay. Experiences include: wheel throwing, casting, and the prim-
itive methods of constructing a vase by hand with coils. Slip painting,
glazing, and firing are experienced by all students. The study of historical
and contemporary ceramics is a part of the course.
Crafts in Elementary Schools 2 cr.
Craft experiences suggested by activities and materials suitable to
the various grades of the elementary schools are appraised and executed.
Emphasis is placed on the accumulation of source material and the needs
of children at this leveL
Elementary Industrial Arts 2 cr.
Materials of the major industries such as wood, metal, paper, clay,
cardboard, etc., are studied in relation to their various uses in the public
schools. Use of tools, fabrication, and design are studied. Areas of
human needs such as food, clothing, shelter, utensils, etc., are considered
in relation to design.
Advanced Crafts 3 cr.
The common industrial materials available for the crafts are em-
ployed for the development of advanced techniques in jewelry, textiles,
•bookbinding, leather work,' wood carving, metal work and other projects
which are suitable for the secondary school,
DESIGN AND COLOR
'Elementary Color and Design 2 cr.
Basic experiences in the functional use of color are given: color
theories are derived from pigments and from light. This is related to
the teaching of the appreciation and use of color in the elementary and
secondary schools. Further experiences include use of the elements and
principles of art to produce two and three dimensional design. The sources
Ci design in nature and historic ornament are studied.
Advanced Color and Design 2 cr#
This course aims to apply the principles of color and design ^.
specific needs such as: leather, wood, metal, cJay, stone, etc These
creative experiences find a practical application in the crafts, painting,
illustration and other related courses.
DRAWING AND PAINTING
Drawing and Painting,- 3 cr.
This course is an introduction to the fundamentals of pictorial design:
line, form, color, volume, space, texture, etc., stressing the creative
aspects of drawing and painting.
Drawing and Composition 2 cr.
Problems in pictorial composition involving landscape, figure, and
still life are examined critically in this course. Various media are use^
to execute creative problems.
68 Teachers College Bulletin
Mechanical Drawing 2 cr.
This is a basic course in methods and understanding of drawing with
instruments. Experiences include geometric construction, shape and size
description, instrumental and pictorial drawing, and blue printing.
Drawing and Lettering 3 cr.
Advanced experiences in pictorial structure involve all modes of
drawing and painting from naturalism to non-objective. Figure, still-life,
landscape, lettering and mural problems are undertaken.
Advanced Oil and Watercolor Painting 2 cr.
In this course the artist-teacher has an opportunity for individual
development by stressing volume, plastic color, or abstract form in his
painting.
INDUSTRIAL AND COMMERCIAL ART
Costume Design 2 cr.
The course aims to develop the ability to design and make clothing
for personal and school needs. Experiences include: selection according
to type, derivation from historic sources, and the understanding of
harmony of line, color and texture. Costuming for school and community
dramatics and pageantry are given pre-eminence.
Commercial Art 3 cr.
The activities of this course involve projects related to publishing and
advertising: design, layout, the poster, packaging, and related problems.
The preparation of the yearbook, the school paper, and publicity for
school activities are given full attention.
Pictorial Expression and Illustration 2 cr.
Illustrations for poems, stories and novels from the literature of the
various levels: childhood, adolescence, youth, and adulthood, involve the
use of various media. The techniques and work habits of contemporary
illustrators are constantly referred to.
Interior Design 2 cr.
The content of the course deals with the design, decoration, and ap-
pointments of the home. Period styles, furniture arrangement, and
exposure in relation to light and color are typical problems undertaken.
The relationship of these experiences to art in the schools is made evident.
Industrial Design 3 cr.
The principles of design are applied to advanced problems in the
fields of business and industry. Plastic form as it relates to the crea-
tion, production, and marketing of industrial products is defined through
practical' experience.
Theater Art 3 cr.
The application of color and design to school and professional dra-
matics and pageantry are the basis of this course. Designing and painting
of scenery, lighting, prosier costume, and properties are basic experiences.
Indiana Catalogue Number 69
Graphic Media 2 cr.
The course is designed to give the student experiences in a wide
variety of media and modes of graphic expression.
REQUIRED COURSES IN ART FOR ELEMENTARY
EDUCATION STUDENTS
Art for the Elementary Grades 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.
Teaching of Art in the Elementary Grades 3 cr.
In addition to further creative experience in drawing, desig^n, and
color, this course emphasizes, through directed observation in the Keith
School, the relationships between personal art expression and the art
activities of the elementary school.
ELECTIVES IN ART FOR ELEMENTARY 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 manu-
factured materials. 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.
REQUIRED COURSE IN ART FOR HOME ECONOMICS STUDENTS
Principles of Design 2 cr.
Creative experiences in design and color provide bases lor consider-
ation of personal and household problems and form a background for
understanding related arts projects on the secondary-school level.
70 Teachers College Bulletin
BUSINESS EDUCATION DEPARTMENT
6. G. HHiL, Direcior of DepartmeTU
A T.BERT E. Drumhelleb James K. Stoneb
Clinton M. File Harold W. Thomas
Elsie Gaelow Rineer Robert Fb.\nklin Webb
EXPLANATION OF THE CURRICULUM
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 retailing work may, if they wish, pursue this complete
program.
2. The Stenographic Field includes all the courses of the curriculum
listed under that heading. Elective courses may be chosen from any
other department of the College.
3. The Accounting Field includes all of the courses of the curricu-
listed under that heading. Elect
any other department of the College.
lum listed under that heading. Elective courses may be chosen from
4. The Retailing Field includes all of the courses of the curriculum
listed under that heading. Elective courses may be chosen from any
other department of the College.
5. The Combination Program combines either the Stenographic and
Accounting, the Stenographic and Retailing, or the Accounting and
Retailing Fields. With any combination program, the certification ap-
propriate to both of the two areas will be awarded. Electives in other
departments of the College also may be carried with this program.
It is possible to elect Typewriting III and become certificated
to teach typewriting with any one of the fields or a combination of the
fields.
All electives are determined by the choice of the student, and by the
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.
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.
Indiana Catalogue Number 71
To elect or continue with the Stenographic Field, a student must
maintain a grade of "C" or better in English, Typewriting, and Shorthand.
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 Retailing 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
particular than ever before concerning the qualifications of those whom
they employ. They insist on high scholastic achievement, good personal
appearance, attractive personality, freedom from physical defects, and
other qualities that should be carefully considered by all those contem-
' plating this type of professional work. This should not discourage those
who really have the qualities required. It may, however, prevent those
who lack certain of the primary requisites for developing into a high-type
teacher, from being disappointed later. 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.
Practical Experience Requirements. Before graduation, each student
will be required to have completed the equivalent of six months of store
practice, secretarial practice, bookkeeping practice, clerical practice, or
a combination of these or other business contacts, acquired at places and
under conditions 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 Educa-
tion Department receives more than the state requirement in hours of
actual practice teaching and observation. A number of teaching centers
are conducted in connection with some of the largest high schools within
convenient reach. To these teaching cent^ers the students are sent for
one full semester of the senior year for their practice teaching. The
teacher holds a regular position in the high school and carries a full
program of classes, extra-curricular 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 these in training as
much actual teaching experience and as many teaching contacts as
possible before graduation.
72 Teachers College Bulletin
The program of this department includes a wide offering of general
academic courses, which should produce a well-balanced teacher. The
setup makes inter-departmental transfer of students easy at the end of
the first semester. Students will become well adjusted in college before
entering upon their technical work in business. It provides for ample
exploration during the first college year.
REQUIRED BUSINESS COURSES FOR ALL BUSINESS
EDUCATION STUDENTS
Professional Orientation 3 cr.
The purpose of this course is to introduce the student to the make-up
of the business world, acquaint him with the contacts of every-day
business, orient him in the field, and provide exploration in shorthand,
machines, and accounting. This should assist him greatly in his choice
of his major field or his fields in the department. This course has pro-
nounced: guidance features.
Typewriting I 2 cr.
This 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 appli-
cations in simple lett-ers and tabulations. Diagnostic and corrective work
receive attention throughout the course. Speed with accuracy is con-
sidered fundamental. Teaching techniques receive attention.
Typewriting II 2 cr.
This course emphasizes efficiency and quickness in handling the
typewriter intelligently with a large variety of materials on the inter-
mediate level of operation. Among the contents of the course are:
letter writing and envelope addressing, multicopy work, tabulating, and
remedial drills. Transcription is included for stenographic students.
Speed with accuracy and good judgment is considered fundamental.
Teaching techniques receive attention.
Business Mathematics I 3 cr.
This is a review of the fundamental processes with emphasis on
speed and accuracy through adequate drill and practical application in
the handling of the fundamental business operations. The course is
designed to lay a groundwork for the mathematics of accounting.
Business Organization and Finance 2 cr.
The contents of this course are designed to give an overview of
business management. Modern 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 j)ther forms of business are covered.
Accounting I 3 cr.
This is the introductory course. Its purpose is to introduce the
students to the keeping of records for the professional man as well as a
I
Indiana Catalocle Number 73
mercantile enterprise involving the single proprietor. Emphasis is
placed upon the distinction between keeping records on the cash basis
as compared to the accrued basis of bookkeeping.
Business Correspondence 3 or.
This is a course rich in the fundamentals of grammar; study of the
vocabulary of business; setup of business forms and modem business
letters; emphasis of the "you" attitude in the writing of letters of
inquiry, response, order letters, adjustment letters, sales letters; prepa-
ration of data sheets, and application letters.
Business Law I 3 cr.
This course deals with court procedure, contracts, agency, and ne-
gotiable 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 3 cr.
This course considers the law of business organizations, and devices
for protection of creditors and personal and real property. It applies
the principles of law to every-day life and business, establishing proper
interest, ideals, and attitudes toward law as a means of social controL
Methods of Teaching Business Courses 3 cr.
This includes methods of teaching general courses, as well as short-
hand, typewriting, and bookkeeping. Demonstration and lesson planning
are emphasized. It includes the construction, administration, scoring,
and grading of various types of tests; analysis of test results, remedial
teaching and retesting; evaluation of tests, all tied together in the
psychological foundation of methodology.
Problems in Business Education 3 cr.
In this course are outlined the purposes of secondary business edu-
cation; the curriculum and its development; guidance, placement, and
follow-up; administration of the business department; physical layout,
equipment, and supplies; and trends in business education.
Retailing I 3 cr.
This course comprises a survey and analysis of the fields of selling.
A study is made of the requirements for sales personnel, the types of
customers and how to best serve the customer needs and their buying
motives, the sales process, merchandising plans, and the psychology of
dealing with the public.
Clerical Office Practice 3 cr.
Clerical office routine is covered, together with the fundamentals
of operating various office machines — calculators, adding machines,
stencil duplicators, dictaphones, and various office appliances; also, the
.theory and practice of office management is stressed. The use of the
dictaphone is required of all, and transcription is offered to the steno-
graphic students.
74 Teachers College Bulletin
Mathematics of Finance 3 cr.
The purpose of this course is to teach students to apply principles
of business mathematics with speed and accuracy in solving advanced
problems encountered by the business man and the consumer. The
mathematics of production, marketing, accounting, finance, and man-
agement correlate with the accounting courses.
COURSES REQUIRED IN THE STENOGRAPHIC SEQUENCE
Shorthand I 3 cr.
In this course emphasis is given to the reading, writing, and mastery
of the fundamentals of Gregg Shorthand Simplified.
Shorthand II 3 cr.
This course accomplishes three major objectives: to review and
strengthen the student's knowledge of the system, to build transcription
skill, and to build shorthand-writing speed.
Shorthand III, Transcription 3 or.
This course is designed to develop practical speed in dictation of
material varied as to vocabulary and style, with much emphasis on the
development of transcription skill.
Type'writing III 2 cr.
This course deals with letter writing; writing on special business and
legal forms; setting up outlines, programs, indexes, title pages, proof-
readers' marks; copying from longhand and corrected copy; writing
manuscripts; tabulating; problems of English, such as capitalization,
punctuation, and paragraphing; and many other practical and educational
matters.
Secretarial Practice 3 cr.
This course is an advanced study of the theory and the practice in
activities common to the office — handling the mail, telegraphic services,
shipping services, meeting callers, various business reports, financial
and legal duties, filing, transcription, secretarial standards; personality,
reference books, itineraries, preparation of documents, editing, etc.
COURSES REQUIRED IN THE ACCOUNTING SEQUENCE
Accounting II 3 cr.
Special consideration is given in connection with accruals and de-
ferred items; the significance and handling of evaluation accounts and
the interpretation of the effect of all types of transactions on the
operation of the business are stressed throughout the course. Special
attention is given to the preparation of columnar records for different
types of businesses along with the preparation and interpretation of
comparative financial reports.
Indiana Catalogue Number Ty
I — — ■ — 1»
Accounting III S er.
Special attention is given to the records and reports peculiar to the
corporate form of organization as well as to the methods of handling
capital and surplus. Emphasis is given to the methods of accounting
for inventories, tangible and intangible fixed assets, investments, long-
term liabilities, funds and reserves and the methods of amortizing bond
premium and discount.
Accounting IV 3 cr.
This course is designed to give the students an understanding of the
theory of costing used in manufacturing establishments. The voucher
system is introduced in this course and attention is given to budgeting,
estimating and prorating of manufacturing expenses, the technical as-
pects of charting production data, and investigating time and motion
study techniques.
Accounting V 3 cr.
In this course students conduct a semi-detailed audit of business
records, make the corrections, and submit statements of results. Problems
of public and private auditing are developed by the instructor. The con-
struction and organization of working papers and the auditor's final
report are covered. It also provides, the prospective teacher with a
knowledge of the current tax laws in connection with Social Security,!
Excise and Income Taxes.
COURSES REQUIRED IN THE RETAIL TRAINING SEQUENCE
Accounting II (See previous outline) 3 cr.
Sales and Retail Selling II 3 cr.
This course is an advanced study of the units of Retail Training I,
and includes a study of merchandise control, stock planning, buying,
pricing, personnel training, store location, store layout and equipment,
and retail advertising. Suggested public relations activities are practiced
in this course. A part of the semester is devoted to the study of the
Pennsylvania Distributive Education Program.
Retailing III (Store Practice) 6 cr.
This is a practical course of cooperative part-time training in the
retail establishments of Indiana. The student spends a minimum of 15
clock hours per v/eek in actual retail work at which time he puts into
practice the theories of retailing studied in previous retail training
courses. This work is under close supervision of the store officials and
of the College.
76 Teachers College Bulletin
EDUCATION DEPARTMENT
Ralph B. Beard, Head of Department
Wilbur Emmert Blanche W. McClueb
S. Trevor Hadley Anna K. O'Toole
Stanley W. Lore Paul A. Risheberger
Irene Russell
The purpose of the courses in the Education Department is to
stimulate an interest in and an understanding of the teaching profession.
The staff members of the department utilize the Keith School for obser-
vation and participation in an attempt to see theory put into practice.
GENERAL EDUCATION COURSES
(Required of all students)
Professional Orientation 3 cr.
An orientation and guidance course designed to acquaint prospective
teachers with the opportunities and requirements of their profession, the
relationship of the school to society, the organization of the American
school system, the pupil and the educational process. Extensive directed
observation of various schools and learning situations will be required.
General Psychology 3 cr.
A comprehensive study of the origins, motives and modifications of
human behavior with emphasis on the scientific approach in analyzing
behavior patterns; the importance of man's biological inheritance, and
the significance of social environment in influencing human living.
Attention is given to an appreciation of simpler techniques in psycho-
logical experimentation.
Educational Psychology and Evaluative Techniques 3 cr.
This course deals with the problem of understanding the child and the
adolescent and how he learns. Some emphasis is given the growth pro-
cess to better understand the learner. The learning process is dealt with
in detail. Actual classroom observation and a study of classroom tech-
niques attempts to give the student the information he needs in order
to teach effectively. Attention will be given to measurement as related
to growth and the learning process. Prerequisite: General Psychology.
Audio-Visual Education 2 cr.
A consideration of the needs for sensory techniques and materials
is given with attention to the psychological processes involved. Through
class and laboratory work the student will have an opportunity to become
acquainted with materials and equipment and skilled in audio-visual
techniques, within the teaching field. Activities will include actual
production of materials for class use and participation in their use.
INDIA^A Catalogue Number 77
Student Teaching and Directed Activities 12 cr.
Student teaching is the course which opens to the student rich
experiences in the various aspects of the work of the teacher. The
student teaching assignment begins with observation and simple teaching
duties. As he progresses, the student is gradually inducted into more
responsible teaching situations which provide opportunities to test
theories in action, to observe and develop learning experiences with and
for children, to guide children in the formation of good habits, and to
better understand how children, both as individuals and as groups, react,
behave, and achieve in school situations. In addition to these experiences
with children, this course will provide many opportunities for the future
teacher's growth both as a person and as a professional worker.
Professional Practicum Including School Law 2 cr.
The purpose of this course is to broaden the concept of subject matter
and to give the beginning teacher a sense of values which can be used
in the selection of educational experiences and materials. It aims also
to teach him, through guidance in his planning and teaching, how to
organize, motivate, and use these experiences and materials in child
learning. This course also aims to provide an interpretation of school
law as it directly pertains to the needs of the teacher. The course is
given concurrently with student teaching.
ELECTIVES
Educational Measurements 3 cr.
This course is designed to meet the needs of teachers in appraising
student achievement. It will include the construction and evaluation of
informal objective test-s, the selection and use of measures of achieve-
ment and group intelligence tests, tbe interpretation of test scores, and
the use of the anecdotal record, diary, case history, sociogram and the
cumulative record. The course will provide for differentiation to meet
the needs of teachers of different grade levels.
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 all
curricula. Prerequisites: Educational Psychology.
Public School Administration 3 cr.
This course is designed to acquaint the teacher with the administra-
tion and organization of the American public school. Among the topics
to be discussed will be: pupil classification and promotion; supervision
of instruction; the organization of extra-curricular activities; classroom
management and discipline; grading systems; the daily schedule; and
a philosophy of education.
78 Teachers College Bulletin
Recent Trends in American Education 1 cr.
This course will include a brief study of the origin of education at
local, state and national levels, basic curriculum issues, school community
situations, organization and methods of instruction and current evalua-
tion and reporting procedures.
School and Community 8 cr.
This course emphasizes the study of group dynamics and leadership
techniques which will aid the teacher in filling the role as an active
member of the community. Techniques of surveying community re-
sources, needs, problems, and school-community relationships are studied.
Field trips and group activities are a required part of the course.
Teaching the Exceptional Child 3 cr.
This course is designed to aid the student in identifying and in meet-
ing the needs of those children who deviate from the normal in areas of
physical, mental, emotional and educational development. Consideration
is given to educational opportunities available to these children. Study
is made of agencies which serve exceptional children. Field trips are
emphasized. Prerequisite: Educational Psychology.
REQUIRED COURSES IN ELEMENTARY EDUCATION
Child Development 3 cr.
The objective of this course is to help the student develop an under-
standing of the physical, mental, social and emotional growth patterns
characteristic of childhood. The functions of educational and welfare
agencies which work with children will be studied. Opportunity will be
provided for learning experiences with children.
Language Arts 9 cr.
This course deals with the language arts program as an integrated
area of development in oral and written communication. Study is made
of the reading processes, materials of instruction and procedures in teach-
ing the child to read. Purposeful experiences are provided with the other
techniques and materials of communication. Children's literature is
explored and methods of interpretation are studied. Opportunity is
provided for observation and work with children.
Social Living in the Elementary School 9 cr.
Social living in the elementary school is an integrated course which
draws its content from the fields of science, mathematics, geography,
economics, sociology and history. Emphasis is placed on the child's de-
velopment, his broadening environment and their relationship to the
acquisition of concepts and skills in these areas. Ways of using sensory
materials, activities, committees, scientific problem solving and the
organization of content into social living units will be studied.
Indiana Catalooub Number 79
ELECTIVE COURSES IN ELEMENTARY EDUCATION
Creative Activities in the Elementary School 8 cr.
This course is planned to provide the student with a wide rang^e of
creative experiences in the fields of art, crafts, music, rhythmics, dram-
atics and games in the elementary school. Stress is placed upon the need
to help children in developing their capacities for creative expression in
these areas.
Reading Problems 8 cr.
This course deals with the major causes of reading disabilities in
elementary school children. Emphasis is placed upon the analyses of
reading difficulties and the methods of organizing instructional programs
to meet different needs of children in the elementary classroom.
Prerequisite: Language Arts in the Elementary School.
Speech Development and Improvement 8 cr.
The course is designed to acquaint students with the various types
of speech problems common to children in the elementary schooL Em-
phasis is placed upon speech rehabilitation. Study is made of the mater-
ials, methods, and techniques which the classroom teacher uses in im-
proving the speech of all children as well as giving special attention to
the needs of those children who are atypical in speech will be provided.
Practice with children in the classroom wtl be provided.
REQUIRED COURSE IN SECONDARY EDUCATION
Problems of Secondary Education and Guidance 3 er.
This is a basic course in secondary education designed to aid tha
student wth the practical problems of teaching. Special attention ia
given to problems in such areas as: teacher-pupil relationships, classroom
organization, the nature of the secondary school population, the cur-
riculum, extra-class activities and home room practices.
ELECTIVE COURSES IN SECONDARY EDUCATION
Adolescent Psychology 8 cr.
This eourse is a study of the adolescent child as revealed by re-
searches of his emotions, personality integration, social adjustment,
character development, moral problems, attitudes, religious interests,
home adjustments, and mental hygiene.
Guidance 8 er.
This course presents the need for guidance of youth in the public
school, and gives the prospective teacher many of the fundamential
skills and techniques he can use in meeting the guidance needs of his
students. Guidance is defined broadly to include vocational, educational,
personal, and social counseling, and includes both the responsibilities of
the regular classroem teacher as well as the specialized guidance coun-
selor or direck>r.
go Teachers College Bulletin
Reading Problems of Junior and Senior High School Students 3 cr.
This course is planned to help the secondary or special teacher to
work with the pupils who are not able to do satisfactory work because
of reading problems. Special help is given in basic reading skills, the
development of readiness for reading in the content fields at all levels,
techniques for improving reading comprehension, reading rate, and
study skills.
Indiana Catal.oous Numbkh gl
ENGLISH AND SPEECH DEPARTMENT
Rhodes R. Stabley, Head of Department
Galen S. Besco Edna Hays
Abigail C. Boardman Donald A. Hess
Edward F. Carr Arthur F. Nicholson
Robert W. Ensley Maurice L. Rider
James R. Green Margaret 0. Stewart
The English and Speech Department serves two main functiona.
First, through courses required of aH students as part of the general
education program of the college, the Department aims at the improve-
ment of English usage in both writing and speaking and of other forma
of communication such as listening, observing, reading, and demon-
strating. Second, for a select group of students who show marked
interest and competence, the Department undertakes to give specialized
training needed for the successful teaching of English and Speech in
secondary schools.
Because of the need of good English usage by teachers of all sub-
jects, candidates for Junior Standing are required to reach a satisfactory
standard for both oral and written expression (see page 34). 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 difficulties are also checked on. A speech test is given to all
entering students, and wherever noticeable defects or limitations are
revealed, an appropriate remedial program is arranged for the individual
according to his needs.
A student may elect to specialize in either English or general Speech,
perhaps even in both. Graduation requirements demand 35 semester
hours if the student offers English as his first field, with 14 hours in
required courses counting toward this total; eighteen hours if he offers
it as a second field, with ten required hours counting toward this total.
Twenty-four hours are required for general speech as a first field,
18 as a second field; toward both totals are counted the four hours
representing the two speech courses required in general education.
Where certification is sought in both fields these two courses count
only toward one field.
GENERAL EDUCATION COURSES
(Required of all students)
Communication I g er.
This course is designed to develop basic skills in reading, writing,
speaking, listening, observing, and demonstrating. Media employed in-
82 Teachers College Bulletin
elude books, magazines, radio, movies, television, art, music, drama. First
semester, freshman year.
OR—
English I 3 cr.
This course is an introduction to 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. Li-
brary instruction, dictionary study, and practice in finding and using
research materials are included. First semester, freshman year.
AND—
Speech I 2 cr.
This course includes the study and application of the fundamental
principles of effective speaking; recording and analysis of voice; per-
sonality adjustment as related to speaking-listening situations. First
semester, freshman year.
Communication II 5 cr.
This course is a continuation of Communication I. Second semester,
freshman year. Prerequisite: Communication I.
OR—
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 in the writing of investigative
papers. Second semester, freshman year. Prerequisite: English I.
AND—
Speech II 2 cr.
This course is a continuation of Speech I with special emphasis on
group discussion, parliamentary procedure, speeches for special occasions.
Second semester, freshman year. Prerequisite: Speech I.
World Culture I 5 cr.
In this course are studied the relationships between historical move-
ments and their expression in literary form, with materials taken from
leading cultures and nations, ancient, medieval and modern. First
semester, sophomore year.
OR—
Literature I 2 cr.
The materials of this introductory course to literature will include
works written in the English la'nguage — American, British, Canadian,
Australian, South African, etc. Special emphasis will be put on con-
temporary writing as it reflects important problems. First semester,
sophomore year.
Indiana Catalogue Number 93
AND—
History of Civilization I 3 cr.
First semester, sophomore year.
World Culture II 5 cr.
This course is a continuation of World Culture I. Second semester,
sophomore year.
OR—
Literature II 2 cr.
In this course the literature studied will include works in translation
from the outstanding cultures and nations of the non-English speaking
and writing world. Second semester, sophomore year.
AND—
History of Civilization II 3 cr.
Second semester, sophomore year.
COURSE REQUIRED FOR SPECIALIZATION IN ENGLISH
In addition to the required courses in general education, students
desiring to make English their first field of specialization (35 hours) will
be asked to take the course below. Students planning to make English
a second field are expected to take this course, but it will not count
towards a minor. Permission to specialize in English will be granted
only to those students who have already made a strong record in the
required courses.
Recent Trends in the Teaching of English 3 cr.
This course introduces the student to the professional requirements
and specialized problems of the teaching of English in high school.
Background for student teaching is provided through (1) study of pro-
fessional literature, (2) individual reports, (3) lesson plans, (4) observa-
tion of teaching, and (5) participation in class demonstrations. Each
semester, each year.
ELECTIVES
(At least one course should be selected in each group)
Although offered primarily to meet the needs and interests of stu-
dents preparing to become teachers of English, the courses described
below are open to all other students of the college as free electives by
permission of the Department head.
GROUP I — SURVEY COURSES
American Literature 3 cr.
This course is a survey of American literature from colonial times
to the present. First semester each year.
English Literature 3 cr.
This course is a survey of English literature from Anglo-Saxon times
to the present. Second semester each year.
g4 Teachers College Bulletin
American Poetry 8 cr.
This course will offer a careful study of selected American poets.
American Prose 3 cr.
This course will offer a careful study of selected American writers.
World Literature
Extensive reading of foreign literature in translation, chosen mainly
from Oriental, European and South American countries, forms the basis
of this course.
Children's Literature and Story Telling 8 cr.
See page 79 for a description of this course.
GROUP 2 — PERIOD COURSES
Pre-Shakespeare 8 cr.
A seminar course which includes a study of the best of the English
classics written from 1350 to 1590.
Shakespeare 8 cr.
In this course, the major plays are studied, many others are read
rapidly, and the Elizabethan age is given a brief historical survey.
Eighteenth Century Literature 3 cr.
This course comprises a consideration of English life and letters
from 1660 to 1800, with special emphasis on the rise and decline of
neo-classicism and the beginnings of romanticism.
The Romantic Movement 8 or.
This course treats the main currents in the literature of England
during the first half of the nineteenth century.
Victorian Literature 8 cr.
This course deals with the literary treatment of the main problems
of the second half of the nineteenth century in England — social, scien-
tific, religious, artistic.
GROUP 3 — FORM COURSES
Contemporary Poetry 3 cr.
This course offers a study of the poetry of England and America
since 1880.
Modem Drama 8 cr.
In this course the major study is the reading of outstanding Ameri-
can, British, and Continental plays from Ibsen to the present.
Novel to 1870 3 cr.
Based on selected reading and discussion, this course traces the rise
and development of the English novel.
Contemporary Novel S cr.
Based on selected reading and discussion, this course traces the rise
and development of the American novel.
Indiana Catalooub NuifBKB 86
Short Story 3 cr.
This course offers for study the works of the best American, British,
and Continental writers.
Criticism 3 cr.
This is a study of notable critical works from Aristotle to the pre-
sent.
Essay 3 cr.
In this course is traced the development of the essay from Montaigne
to the present, with special emphasis on the great essayists of France,
England, and the United States.
Literature of Biography 3 cr.
In this course is read and studied the work of such outstanding
biographers as Carlyle, Macaulay, Strachey, and Sandburg.
GROUP 4 — WRITING
Advanced Composition 3 cr.
This course seeks to develop creative ability and to improve writing
style. Much free composition is attempted in such literary types as the
short story, the magazine article, the personal essay, poetry, and the
one-act play. Second semester, each year.
English Philology 3 cr.
In this course the aim is to give students an understanding of the
technicalities of modern English grammar and usage. Attention is given
to the history of the language, levels of usage, present-day syntax, word
origins, and semantic changes in the language. First semester, each
year.
Creative Writing 3 cr.
This is a seminar course in which the kinds of writing done are
chosen in line with the special interests and abilities of each student
after consultation with the instructor.
Journalism 3 cr.
This course includes the writing of the news story, the column, the
feature, and the editorial. Special attention is given to college and
school publications, with special emphasis on make-up and editorial
policy.
GENERAL SPEECH
To satisfy a growing demand for teachers of speech and dramatics
in the public schools, the college offers a general speech curriculum.
Students desiring certification in this area may elect either as a first
field of specialization, which requires 24 hours, or as a second field of
specialization, which requires 18 semester hours credit, with 4 hours
from required speech courses counting in both cases.
The courses in speech are designed to develop the student's powers
of oral expression and communication, to present a rich cultural back-
ground in the speech arts, and to aid in vocational preparation.
Students not interested in securing certification, but who wish
merely to preparae themselves more adequately for handling language
. J
86 Teachers College Bxtlletin
problems incident to all teaching, may, with the permission of the depart-
ment head, take certain courses as free electives.
COURSES REQUIRED FOR CERTIFICATION IN GENERAL SPEECH
Speech I 2 cr.
Speech II 2 cr.
These courses are described on page 82.
Oral Interpretation 3 cr.
This course emphasizes the understanding and appreciation of
literature through developing skill in reading aloud. Special attention
is given to selecting, adapting, and preparing material for presentation
in high school classes.
Phonetics and Voice 8 cr.
This course includes an analysis of speech sounds used in English
so that students may develop auditory acuity and correct reproduction
of sounds; transcription of spoken material using the I. P. A. system;
study of structure and function of speech organs; voice improvement.
Play Prodaction 8 cr.
This course affords each student the opportunity to select, cast,
rehearse, and produce a one-act play. Included are suggestions on how
to improvise for meeting the demands of small stages.
Speech Program in the Secondary Schools 2 or.
In this course the student is introduced to the practical problems of
organizing and directing programs in dramatics, forensics, radio, and
speech correction and improvement. It is designed primarily to meet
the needs of students majoring in general si>eech.
ELECTIVES
Speech Problems 3 cr.
This course introduces the student to the organization of, and re-
quirements for certification in, the field of speech and hearing. The
major types of speech and hearing disorders are surveyed. Emphasis is
placed on diagnostic and therapeutic considerations for the problems of
retarded speech development, articulatory disorders, and voice disorders.
Prerequisite: Phonetics and Voice.
Speech Development and Improvement 3 cr.
This course, designed for elementary students, includes the study
of normal speech and language development, the types of speech and
hearing disorders common to the classroom, and procedures for speech
improvement.
Radio I 3 cr.
This course, combining lecture and workshop, deals with radio as a
resource for the classroom teacher; utilizes live programs, transcriptions
Indiana Catalooub Number 87
and recordings; presents problems of equipment, use, maintenance, and
operation of the school radio workshop.
Radio II 8 er.
This course offers additional practice in radio production, in attain-
ing skill in microphone techniques, and in preparing scripts for routine
and special occasions. Prerequisite: Radio I.
Creative Dramatics and Story Telling 3 cr.
An advanced course in play production, it deals with the technical
aspects of composition, picturization, movement, rhythm, and pantomime.
Each student will cast, rehearse, and direct a one-act play as the main
project. Prerequisite: Play Production.
Costume and Make-up 8 cr.
This course deals with the practical application of straight and
character make-up. Emphasis on costuming to show how mood and
illusion can be created through proper selection of style, color, and
texture of materials.
Stagecraft and Scenic Design and Lighting 3 cr.
This course stresses all practical phases of stagecraft. Work on
major productions of the semester is included.
Community Dramatics and Pageantry 8 er.
This course deals with practical problems in stage movement and
business, lighting, costume and make-up. Material is presented from
the standpoint of the director responsible for pageants and dramatic
activities on playgrounds, in camps, and in community projects.
Debate, Group Discussion, and Parliamentary procedure 3 cr.
In this course the principles and practices related to the various
areas represented are studied, discussed, and practiced.
Choral Speaking 3 cr.
Choral speaking aims through the communal voicing of poetry to
stimulate appreciation, interpretation, and artistic expression of poetry,
to train choral leaders in the technique of choir conducting, and in the
selection and treatment of materials.
Psychology of Speech 8 cr.
This course aims to Investigate the several theories on speech origin;
study the neurological and psychological bases of speech; trace the
ontogeny of speech and language; study speech as an aspect of personal-
ity structure; and investigate certain speaker-audience phenomena.
The psychology of stuttering is given special consideration. Prere-
quisites: Phonetics and Voice; Speech Problems (Except by consent of
the instructor).
Speech Pathology 8 er.
This course is designed to provide more extensive background in the
gg Teachers College Bttllktin
severe speech pathologies. Anatomy and physiology of 3i>eech structure
are considered as background for the study of cleft palate, cerebral
palsy, voice pathologies, and hearing problems. Prerequisites: Speech
Problems.
Speech and Hearing Clinic 4 cr.
This course offers the student experience in diagnosis and treatment
commensurate with his particular course background. Practice is given
in the use of clinical instruments, lesson planning, case reports and
histories, and treatment in both individual and group situations. Pre-
requisites: Speech Problems; Psychology of Speech; Speech Pathology
(for Advanced Practicum).
Indiana Catalogue Number P*
FOREIGN LANGUAGES DEPARTMENT
Edward W. BieghliEB, Head of Department
The Department of Foreign Languages recognizes as its primary
duty the preparation of teachers in French and Spanish. It aims also
to present these languages and the cultures that lie behind them to
the non-specialist who wishes thus to broaden his general education.
Courses I to IV in French and Spanish are designed primarily for
the general student. The objectives of this unit are accurate pronounci-
?.tion, some ability in understanding the spoken word and in self-
expression, maximum ability in reading, and some appreciation of the
motives and main currents of French and Spanish cultures. The for-
malities of grammar are reduced to their functional minimum.
Courses V and above, conducted largely in the language in question,
are designed particularly for the prospective teacher. They need not be
taken in numerical sequence. The language specialist is strongly urged
to have at least the elementary work in a related language.
A student offering a language as the first field of specialization must
complete a minimum of 24 semester hours in that language; as a second
field of specialization 18 semester hours are required.
SPANISH
Spanish I and II: Elementary Spanish 3 cr. each
This elementary sequence I-II is designed to develop basic skills in
pronunciation, aural comprehension, speaking, and reading. Constant
oral drill serves to encourage automatic response to recurring basic
phrase-units. Reading material is chosen in part on a basis of social
and cultural content.
Spanish III and IV: Intermediate Spanish 3 cr. each
In this intermediate sequence we seek further development of the
basic skills, and move progressively toward making Spanish the language
of the classroom. On completion of this sequence the student should be
able to read standard modern Spanish with little difficulty, understand
what is said to him, and express himself in a familiar situation.
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 Y: Advanced Spanish Language 3 cr.
This course, which reviews and supplements the grammar of the
earlier sequences, aims toward a systematic analysis of the Spanish
language. It includes illustrative composition zl-I analysi:s cJ -•• i^-
temporary texts. -
90 Teachers College Bulletin
Spanish VI: Hispanic Culture 3 cr.
In this course the student is introduced to the salient facts of the
Spanish and Latin American culture: ethnic composition, geography and
its impact on society, high points of history, regional differences and
characteristic cultural philosophies.
Spanish VII: Spanish Literature 3cr.
This course presents a rapid survey of the main currents of the
literary history of S'pain, with particular stress on the nineteenth and
twentieth centuries.
Spanish VIII: Spanish American Literature 3 cr.
After some consideration of the basic trends of Spanish American
literature, this course concentrates its attention on the recent novel of
social thesis.
Spanish IX: Prose Fiction in Spain 3 cr.
After a brief survey of the picaresque novel of the Golden Age and
its influence on European literature, this course considers in particular
the realistic novel after 1850 and the view it affords of modern customs
and manners.
Spanish X: Special Projects 3 cr.
This course is designed to satisfy the special needs of a group as
they may arise. It may be utilized for further training in conversation
and composition, commercial usage, study of periodical literature, recent
theater, etc. It may be repeated with credit.
FRENCH
French I and II: Elementary French 3 cr. each
French III and IV: Intermediate French 3 cr. each
French V: Advanced French Language 3 cr.
French VI: French Culture 3 cr.
The objectives and methods of these sequences and courses parallel
those of Spanish I- VI.
French VII: French Literature through the Eighteenth Century 3 cr.
After touching on the characteristic qualities and origins of French
literature, this course will devote major attention to the seventeenth and
eighteenth centuries.
French Vlll: Nineteenth Cemtury French Literature 3 cr.
This course aims to present a cohei'ent survey of the literary history
of the nineteenth century, with due consideration of the social factors
and events underlying it.
French IX: Twentieth Century French Literature 3 cr.
This course will examine the literary scene of the current century
and its relationship with French life of today.
French X: Special Projects 3 cr.
This course parallels Spanish X.
Indiana Catalogue Number 91
GEOGRAPHY DEPARTMENT
L. C. Davis, Head of Department
NORAH E. ZiNK
The Geography Department serves two functions. Through its core
course, required of all students, the Department aims at the extension
of geographic learnings throughout the college. For a select group of
students who demonstrate special interest and ability, the Department
provides specialized training for prospective teachers and supervisory
specialists in geography in the secondary and elementary schools of the
Commonwealth of Pennsylvania.
Students specializing in geography come largely from the Secondary,
Elementary, and Business Education Divisions. For Elementary students,
geography is planned and presented to give the fundamentals needed in
presenting to young students those understandings of people so necessary
for the preservation of peace and liberty throughout the world. In the
Secondary field it enlarges the student's background for teaching geo-
graphy; it also equips specialists in geography with the knowledge, skill
and ability to present geography at the secondary level. Geographic
offerings available for Business Education students prepare such students
to teach geography successfully both in the Business Education Depart-
ments of secondary schools and in the Geography Departments of such
schools.
Opportunities for trained geographers are presently increasing due
to the expansion of geographic education in the secondary schools and
to the increased demand for geographers in the business and in; govern-
ment service. If geography is the first field of specialization 24 semester
hours of geography are required. If geography is the second field of
specialization 18 semester hours of geography are required.
GENERAL EDUCATION COURSE
(Required of all students)
World Geography 3 cr.
The purpose of this course is to develop a knowledge and appreciation
of patterns of the natural environment throughout the world, such as
patterns of soil, climate, vegetation, — and of man's adjustment to them,
with special emphasis on man's economic and cultural responses. This
course is prerequisite to all other courses in the department.
REQUIRED OF ALL GEOGRAPHY MAJORS
Teaching of Geography in Secondary Schools 3 or.
This course is an intensive study of modern techniques for teach-
ing geography, of geographic materials, and of current curricula in
geography. Emphasis is placed on the contribution of geography t-o the
solution of national and world problems.
92 Teachers College Bulletw
ELECTIVES FOR GEOGRAPHY MAJORS AND MINORS
At least two courses must be choscm from each group beloMr.
Group 1 — Earth Studies
Climatology 3 cr.
This course is primarily concerned with the climatic regions of
the earth, and the limitations and advantages they offer for man's oceu-
pance. This course is a valuable aid to students of World Problems.
Geology 3 cr.
This covurse provides an intensive survey of the past history of
earth development as a basis for its development as a habitat for man
in the present era.
Meteorology 3 cr.
This course analyzes the laws and underlying principles of atmos-
pheric changes. An opportunity is given for students to become familiar
with common weather instruments, to read and interpret weather maps,
to observe and record weather data, and discuss problems arising from
the use of the atmosphere as a medium of travel and transportation.
Physiography 3 cr.
This course involves a detailed study of land forms, soils, minerals,
their origin, development, and relationships to man's distributional pat-
terns and adjustment problems.
Cartography 3 cr.
This course is designed primarily to enable the student, geographer
to attain proficiency in the use and interpretation of maps, globes, carto-
grams, and geographic diagrams. The history of maps, the develop-
ment of signs, symbols, map scales; the construction of projections,
graphs, and diagrams, and the application of each of these to the teach-
ing of geography are stressed.
Group 2 — Economics
Economic Geography S'cr.
This course develops an understanding of world patterns of pro-
ducing and consuming regions, population distributions, world trade
routes and related natural factors. It also deals with the applications
of these understandings to the solution of national and international
problems.
Commercial Air Transportation .3 cr.
This course is concerned with questions of importance in the devel-
opment of commercial aviation 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. This course
may be used as an elective in Aeronautics Education.
Indiana Catalogue Number W
Conservation of Natural Resources 3 cr.
This course involves a regional investigation of problems in the
conservation of land, water, plant and animal resources. The regional
approach to the solution of these problems is stressed.
Geographic Influences in History 3 cr.
This course is a study of the relationship of the natural eaviron-
mental factors to the settlement, development and progress of selected
countries — with major emphasis on the United States. Prerequisites:
World Geography and Geography of the United States and Canada.
Trade and Transportation 3 cr.
This course includes a study of transportation routes, ports, railroad
centers, hinterlands and the trade relations between production areas
and between countries.
Group 3 — Regional Studies
Geography of the United States and Canada 3 cr.
This course is a regional study of the United States and Canada,
concerned with the investigation of man's adjustment to his environment
as determined by the physical factors of climate, vegetation, relief,
soils and natural resources. Recognition of political adjustments to
the geographic environment and the interrelations between the two
countries and the rest of the world are stressed.
Geography of Pennsylvania 3 cr.
This course involves the development of regional understandings
of the natural environmental background of Pennsylvania's growth and
development. The i*egional planning program which the Commonwealth
is developing is carefully investigated. Field trips to nearby points of
geographic interest are an integral part of the work. Prerequisites:
World Geography and Geography of Pennsylvania and the United States.
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 num-
bers and distribution, their culture and recent cultural changes, strategic
areas, and related political problems.
Geography of Africa and Australia 3 cr.
This is a regional study of Africa, Australia, and the neighboring
islands, presenting the economic and social development of the regions
of these lands and their relationship to the physical environment. The
geographic aspects of the problems of land tenure, race, future land
use, and the strategic importance of tJtie areas are considered.
Geography of Europe 3 cr.
The aim of this regional course is to help students acquire the
ability to find and apply geographic relationships underlying land use.
94 Teachers College Bulletin
dominant international problems, boundary disputes and the regional
complexes of the European continent.
Geography of the Far East 3 cr.
This course includes a study of Japan, China, the Philippines, South-
eastern Asia and the East Indies and involves an intensive investigation
of the natural factors and man's adjustment to them in the geographic,
economic and political regions of Eastern Asia. The geographic back-
ground needed in planning solutions for raising standards of living,
for t-he wise use and restoration of natural resources and the indus-
trialization of countries is presented.
Geography of Latin America 3 cr.
In this course a regional study is made of Middle and South America.
Special emphasis is given to regional differences and similarities. Latin
American relations with other areas, especially the United States, are
stressed.
Geography of Pennsylvania and the United States 3 cr.
See course description under "Required in the Elementary Cur-
riculum."
World Problems in Geography 3 cr.
This course considers world problems and the geographic back-
grounds necessary in understanding them. Attention is given to bound-
ary questions, the values and controls of colonies, fishery agreements,
problems concerning commercial aviation, world trade, world food re-
sources, control and development of natural resources, the making of
peace and similar topics.
Field Courses in Geography 3 cr.
These courses, which involve the study of a selected area through
the agencies of travel and actual investigation, are arranged from time
to time to suit the needs of student groups.
REQUIRED IN THE ELEMENTARY CURRICULUM
Geography of the United States and Pennsylvania 3 cr.
This course gives a comprehensive treatment of the adjustments of
the peoples of Pennsylvania and the United States to the physical fac-
tors— structure, relief, climate, soils, and natural resources — which mold
their destiny. The interrelationships between the United States and
Pennsylvania and the rest of the world are stressed. Prerequisite:
World Geography.
Teaching of Geography (Social Living) 1 to 3 cr.
Geography's contribution to the course Social Living in the Ele-
mentary School should include such topics as; the program for geo-
graphy in the Elementary School as proposed in Bulletin 233B; pre-
geography; studies in methods, content, skills and attitudes for ele-
mentary geography teaching; and techniques for correlation and integfra-
tion of geographic learnings with other subject matter areas.
Indiana Catalogue Number 9S
HEALTH AND PHYSICAL EDUCATION
DEPARTMENT
George P. Miller, Head of Department
Lena Ellenberger Regis McKnight
Malinda Hamblen Lewis Shaffer
Samuel Smith
The Health and Physical Education Department provides required
Health and Physical Education courses for all students in all curricula,
a number of elective courses for those seeking certification in the field
of Education for Safe Living and some non-credit activity courses.
All students are expected to pass a college swimming test. Those
who are unable to meet this requirement after considerable training and
practice 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 and Physical Education 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 modern Health and
Physical Education Program in the public schools.
3. Provides opportunities for participation in worth-while leisure
time activities and att^ainment of skills in those of value for
adult use.
All students taking Health the first semester will take Physical
Education I the second semester; conversely, students taking Physical
Education I the first semester will take Health the second semester.
All students will take Physical Education II in the third semester, and
Physical Education III in the fourth semester.
GENERAL EDUCATION COURSES
(Required of all students)
Health 2 cr.
Health consists of a study of the individual and community problems
with the chief emphasis placed on the improvement of the student's
own health.
Physical Education I 1 cr.'
This course provides a seasonal program of sports and activities
that will have some carry-over value. The activities will improve the
physical fitness of the student and develop a number of sport skills.
96 Trachers College Bullkhn
Physical Education II 1 cr.
A continuation of Physical Education I with greater emphasis on
participation in activities learned in Physical Education I.
Physical Education III 1 cr.
This course will provide for greater specialization in selected activi-
ties to bring personal performance ability to advanced levels. **The
equivalent of the American Red Cross Standard First Aid Course will
be included in this course."
REQUIRED IN ELEMENTARY EDUCATION
Teaching of Health and Physical Education 2 cr.
The teaching of Health and Physical Education covers umits designed
to present the meaning, aim, scope and materials related to Healthful
School Living, Health Service, Health Instruction, Elementary Grade
Activities in Physical Education, Lesson Planning and Practice Teaching.
ELECTIVE COURSE
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
enroll in the Instructor'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.
NON-CREDIT ACTIVITY COURSES
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 relationship between their
mental, emotional, and imaginative life and its proje«.^on in bodily
movements.
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 summer camps and city pools as
life savers.
CERTIFICATION IN THE FIELD OF EDUCATION FOR SAFE LIVING
The State Council of Education approved this new certification
January 9, 1948. The four courses below, General Safety Education,
Driver Education, the Organization and Administration of Safety Educa-
tion, and Methods and Materials in Safety Education in the Secondary
Schools meet the requirements for certification with 12 semester hours.
Indiana Catalogue Number 97
A temporary standard certificate is issued upon the completion of these
courses and it becomes permanent after two years of successful experi-
ence in the field.
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
recognition 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.
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.
Organization and Administration of Safety Education 3 cr.
The Organization and Administration of Safety Education deals
with the basic principles of organizing, administering and supervising,
safety education procedures in schools. A large part of the course is
devoted to methods of teaching pupil safety activities in school and
community.
Methods and Materials in Safety Education in the
Secondary Schools 3 cr.
Methods and Materials in Safety Education in the Secondary Schools
is a course that emphasizes the use of correlating and integrating safety
with many different subjects and school activities, teaching safety as
a separate subject and centering 'safety education around pupil organ-
izations and special projects.
98 Teachers College Bulletin
HOME ECONOMICS DEPARTMENT
Opal T. Rhodes, Direcior of Department
Anna M. Gorman Helen C. Merriman
Leola T. Hayes Mildred E. Omwake
Elizabeth Hearn LaVelle Ethyl Verna Oxley
Helen Loftis Dee Stephenson Smith
Rachel Dale Moss
Leading educators are stressing three contributions of a home
economics department: (1) to prepare all women, for their life work as
homemakers, and to prepare men for their responsibility as future head
of a family and fatherhood. (2) to prepare teachers to educate high school
and elementary pupils for homeliving and (8) to prepare professional
home economists for their positions. Indiana's home economics depart-
ment fulfills the first two obligations. It meets the standards set up by
the Smith-Hughes Act of 1917 and has kept pace with improvements
in educational philosophy, teacher education and each of the many areas
of homemaking. The faculty know each student personally and plan with
her for experiences that best contribute to her development as a person.
Our only lack is sufficient graduates to meet the professional and mat-
rimonial demands. The following descriptions tell why our graduates are
so well qualified and so much in demand.
CLOTHING
Clothing I 3 cr.
Construction princip.es are applied in making garments. Quality
and construction of ready to wear garments, commercial patterns, flat-
pattern design, variety of fundamental construction processes, and being
well groomed through clothing selection and construction are emphasized.
Sewing machines used extensively but appropriate hand processes and
finishes are learned. Cost of fabric is approximately $27.
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 processes
in sewing. Cost of fabric is approximately $27. Prerequisite: Clothing I.
Clothing III 2 cr.
Coat or suit is tailored and garment remodeled. Additional ability
is gained in pattern construction and use, construction techniques, se-
lection and care of clothing. Constructed garments are compared with
ready-to wears. Cost of fabric is approximately $35.
Textiles and Clothing Economics 2 cr.
Selection, cost, upkeep, wearing quality and handling of clothing
and household fabrics. Influence of raw material, construction and finish
Indiana Cataloouk Numbrr g9
upon suitability, durability, uses, cost and hyg^ienic values. Laws af-
fecting manufacture and sales of fabrics, articles and garments. Labels.
Ability to identify, select and care for fabrics and finiahed products
demonstrated.
CONSUMER EDUCATION
Consumer Economics 2 er.
Understanding of economic problems of consumer buyers is sought.
Problems of production, distribution, merchandising, and buying are
studied. Emphasis is placed upon helps available from government,
private agencies and consumers themselves. A program for the educa-
tion of intelligent consumers is planned.
FAMILY AND CHILD
Child Development and Nursery School Child 4 er.
Phases of development from conception to adolescence are studied.
Observation and care of children in many situations is provided. Em-
phasis is placed on the child as an individual and on the adult's oppor-
tunities and responsibilities for assisting each child toward optimum
development.
Family Relations 2 er.
Students have opportunity to gain knowledge and understanding of
personality development and the importance of early influence in well
adjusted lives and family stability. Emphasis is on preparation for
marriage and problems of human relations within homes. Reading,
discussions, and conferences are used in facing and solving problems.
FOODS AND NUTRITION
Foods I
Scientific principles are applied to meal planning, food selection and
preparation. Family meals are emphasized. Experience in marketing
is included in the study of purchasing and food costs. Laboratory work
provides opportunities to develop good work habits and standards for
high quality products. 3 nurses uniforms and comfortable white shoes
are needed.
Foods II
More advanced problems in cookery and meal service than those of
Foods I. Some of these relate to food preservation, freezing of foods,
meat selection and cookery, poultry dressing, methods of making breads,
cakes and pastry. Recent research and experimentation indicating new
and improved methods of cookery are considered. Demonstrations and
other teaching techniques serve as a preparation for teaching.
Nutrition 8 cr.
Positive relation of food to health. Nutritional requirements in
infancy, childhood, adult life, pregnancy, lactation, old age, common
nutritional deficiencies and disorders. Signs of good and poor nutrition.
100 Teachers College Bulletin
functions of nutrients, interdependence of dietary essentials, and nutri-
tive essentials of an optimum diet are studied. Adequate diets on
different economic levels, racial and nationality bases considered.
Schod Lunchroom Management I 3 cr.
Students gain instruction and experience in menu making, market-
ing, food preparation and service, accounting and management. Lunches
served are nutritionally adequate and appealing in taste and color. The
educational possibilities and significance of the school lunch are stressed.
The National School Lunch Program is studied and used.
HEALTH
Home Care of the Sick 1 cr.
Develop understanding of part the home plays in positive health.
Health problems families face. Minimizing discomforts and other effects
of illness, safety and sanitation, .understanding emotional adjustments
and mental health. Provision is made for student practice of nursing
procedures. Hospitals and homes provide observation and actual
experience.
HOME MANAGEMENT
Family Finance 2 cr.
Underlying economic principles and personal and family financial
problems as wise use of income, time, human resources; increasing real
and psychic income; accounts, savings and investments; legal contacts;
banking; installment buying and credit; home production and optimum
use of social income sources. Understanding of what low incomes mean
in terms of living.
Home Management 3 cr.
All activities of normal home living as a group experience. Man-
agerial ability is developed and human values and relations emphasized.
Overall supervision; planning, buying, preparing and serving meals; use
and care of all household equipment; care and management of the
home; entertaining; child care and guidance; providing for better
living.
Household Care and Equipment 2 cr.
Principles needed for the wise selection, efficient operation and
care of kitchen, laundry, and other household equipment. Comparative
studies of operation and efficiency of various kinds of equipment, pro-
cedures and cleaning materials. Good management is emphasized in
arrangement, storage, working heights, procedures that will save time,
energy and money.
Housing 2 cr.
Problems confronting families in finding suitable housing. Com-
munity planning, selection or construction of homes, architectural de-
signs, materials and processes in construction and finishes, factors
affecting costs and quality, building economics, legal aspects, heating,
Indiana Catalogue Number 101
ventilation, lighting, plumbing, floor plans for convenience, conxfort, and
aesthetic values, and housing maintejriance.
PROFESSIONAL
Professional Orientation 3 cr.
An orientation and guidance course designed to acquaint prospective
teachers with professional opportunities and requirements, the relation
of school to society, the oi'ganization of the American school system, the
pupil and the educative process. The scope, areas, school orientation,
history, leaders, organizations and publications in home economics are
studied for understanding and appreciation. Club work, projects and the
advisement program are integrated and related in solving personal and
school problems towai'd the best development of students and future
teachers. Directed observations of various schools and learning situa-
tions will be required.
Student Teaching (Including Vocational Home Economics Methods)
6 cr.
Helps students understand and solve problems of the home economics
teacher in vocational or general position. Problems considered are adult
education, curriculum, evaluation, pupil-teacher planning, home visits and
experiences, teaching techniques, boys and mixed classes, and home liv-
ing in elementary grades, democratic school and home life. Study, ob-
servations, participation used.
Student Teaching (Resident) 6 cr.
During student teaching seniors students live in typical commu-
nities and teach in superior departments approved for vocational home
economics. Saturday campus conferences provide for study, help with
professional problems and an exchange of ideas and experiences.
Professional Practicum Including School Law 2 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 and materials. It aims also
to teach him, through guidance in his planning and teaching, how to
organize, motivate, and use these experiences and materials in child
learning. This course also aims to provide an interpretation of school
law as it directly pertains to the needs of the teacher. The course Is
given concurrently with student teaching.
RELATED ART
Clothing For the Individual (Costume Design) 2 cr.
Opportunity to select clothing for herself and others under super-
vision. Personality, coloring and figure variations are studied in rela-
tion to color, texture and pattern designs. Costume accessories are
designed and made. Creates a consciousness of the value of being well
groomed and provides techniques for accomplishing this. Prerequisites:
Principles of Design, Clothing I.
102 Teachers College Bulletin
Home Furnishing 3 cr.
Students develop ability to create attractive livable homes. Floors,
\«ralls, and windows, selection and arrangement of furnishings and furni-
ture and remedies for problem rooms and houses are studied. Impro-
vising, mending, remodeling, and refinishing furniture, making curtains,
slip covers and draperies, etc., provide practical problems. Prerequisites:
Principles of Design and Clothing I.
ELECTIVES
Clinic in Home Economics Education 3 cr.
Further study for teaching various areas needed for adequate living
in the home and the community. The philosophy underlying learning,
evaluation, curriculum planning and effective teaching is studied and
applied to specific field situations.
Clothing IV 2 cr.
An appreciation of what constitutes good design in hats as part of
the complete ensemble is developed. Selection, construction and re-
modeling hats for different seasons is included.
Clothing V Special Problems in Clothing 3 cr.
Clothing problems met by individual in home, college and teaching
are solved. Prerequisites: Clothing I and the consent of the instructor.
Diet in Disease (Diet Therapy) 3 cr.
A study of diet problems of infants, growing children, the aged,
pregnant and lactating women, and diseases such as diabetes, nephritis,
gastro-intestinal disease anVi others needing special dietary treatment.
Special diets are planned, calculated, and prepared. Planned for students
desiring advanced nutritional study. Prerequisites: Foods I, Nutrition,
Chemistry, Physiology or Biology.
School Lunchroom Management II
(Organization and Administration) 3 cr.
Problems of administration in various types of educational institu-
tions; management of personnel, labor, food, equipment, and supplies;
record keeping; professional standards and ethics; expQrience in super-
vision of food service. Field trips to cafeterias and other food service
units.
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,
experimental work, food decoration and arrangement of illustrative mate-
rial are among the suggested units. Prerequisites: Foods I and II.
Indiana Catalogue Number M8
ELECTIVE FOR OUT OF DEPARTMENT STUDENTS ONLY
Nutrition Education 1 cr.
Fundamentals of food selection, menu making and principles of
nutrition are studied. Application is made to the various age g^^oups,
economic levels and social and national background. Sources of illus-
trative material for teaching are made available.
REQUIRED IN GENERAL EDUCATION
Home and Family Living 3 cr.
Meets the needs of all men and women as homemakers and parents.
Units possible to select: adequate meals; food purchasing, preparation
and service; child care and development; clothing selection and care;
housing; furnishing and or equipping the home; management and wise
use of human and material resources, etc.
104 Teachers College Bulletin
MATHEMATICS DEPARTMENT
Joy E. Mahachek, Head of Department
Leroy H. Schnell
I. L. Stright
The Mathematics Department provides courses primarily for the
Diyisions of Secondary and Elementary Education but students from
any department may elect courses in sequence either to improve their
general education or to prepare for technical work in various fields.
A course in Fundamentals of Mathematics is required of all students
in the Secondary Division unless proficiency is. shown by examination.
A course in Arithmetic in Social Living is required of all students pre-
paring to teach in the elementary school.
Students in the Secondary Division choosing mathematics as a first
field of specialization must have a minimum of .^24 semester hours in
mathematics; those choosing it as a second field of specialization must
have a minimum of 18 hours in addition to the required course, Teaching
Mathematics in the Secondary School. These numbers indicate only
the acceptable minimum. Students specializing should plan to take as
many additional electives as possible.
COURSES REQUIRED FOR SPECIALIZATION IN MATHEMATICS
College Algebra 3 cr.
This course includes a brief review of high school algebra and
development of algebra necessary for subsequent college mathematics.
A study is made of functions and their graphs, linear and quadratic
equations, progressions, the binomial theorem, theory of equations,
variation, determinants, permutations, combinations, and probability.
Trigonometry 3 cr.
Plane trigonometry is essential for student-s preparing to teach the
course in secondary schools and is basic to subsequent courses in college
mathematics and science. It emphasizes indirect measurement through
the solution of triangles and trigonometrical analysis.
Analytic Geometry 3 cr.
This course provides a background for the calculus and for other
advanced courses. It relates algebraic equations with geometric forms
thro the study of rectangular and polar coordinates, the straight line, the
circle, conies, transformation of coordinates, parametric equations, and
higher plane curves in geometry of two dimensions. In the geometry of
three dimensions point, plane, line and quadric surfaces are emphasized.
Prerequisite: College Algebra and Trigonometry
Indiana Catalogue Number 105
OR
Mathematical Analysis I and II
These two courses may be substituted for College Algebra, Trigo-
nometry, and Analytic Geometry. They will cover the same material
and carry the same total credit hours but will be taught as fused courses.
Mathematical Analysis I 4 cr.
An integrated organization of the traditional subject matter of
College Algebra, Trigonometry and Analytic Geometry serves as the
basic material for the two courses. The central idea of the organization
is the function concept. The principal topics in this course are linear
functions and graphs, rational and irrational functions, logarithms and
logarithmic functions, trigonometric functions and formulas, the solu-
tion of triangles, exponential functions, permutations, combinations, and
probability. This semester's work is closely correlat-ed with, and forms
an extension of, the senior high school mathematics.
Mathematical Analysis II 5 cr.
As a continuation of Mathematical Analysis I, the chief topics
considered in this course are: the properties of circular functions, the
straight line, loci, the conic sections, polar coordinates, transformation
of coordinates, the general equation of the second degree in two variables,
parametric equations, sequences and series, and the determination of
equations representing given experimental data. Prerequisite: Mathe-
matical Analysis I.
Calculus I 3 cr.
The elementary properties of differentiation and integration are
developed simultaneously. This course aims to give the student a clear
understanding of the meaning of the derivative as well as mechanical
facility in the computation of the derivative of algebraic and transcen-
dental functions. Applications of the derivative in solving problems of
maxima and minima, in finding roots of equations, and in curvature are
emphasized. The use of integration as a process of summation is applied
to elementary problems in finding areas enclosed by plane curves, vol-
umes of solids of revolution, the length of a curve, and to area of surfaces
of revolution. Prerequisite: Mathematical Analysis II or Analytic
Geometry.
Calculus II 3 cr.
This course is a continuation of Calculus I. Topics included are:
differentials, the theorem of the mean value and its applications, cen-
troids, fluid pressure, work, series, and work in polar and parametric
equations. General facility in integration is promoted by a study of
the construction of tables of integrals, as well as the various aids in in-
tegration. Prerequisite: Calculus. I.
^06 Teachers College Bulletin
Teaching Mathematics in the Secondary School 3 cr.
The major objective of the course is to prepare teachers of mathe-
matics for the modern high school. Units include content of curriculum,
objectives, current literature, methods of instruction, unit and lesson
planning, evaluation, observation and participation.
ELECTIVE COURSES
Advanced College Algebra 3 cr.
This is a second course in Algebra designed to develop a knowledge
of algebraic theory and skill in the processes. It includes a study of
theory of equations, determinants, partial fractions, infinite series, com-
plex numbers, cubic and biquartic equations, and mathematics of invest-
ment. Prerequisites: College Algebra, Trigonometry, and Analytic
Geometry.
C)*lculus III 3 cr.
The i*im of this course is to complete the student's study of elemen-
tary calculus. This course should be a real asset in the preparation for
teaching secondary school mathematics as well as give background for
graduate work, and is therefore recommended for all students contem-
plating advanced study in mathematics.- Some of the topics considered
are: partial differentiation, multiple integration, hyperbolic functions,
and a brief study of elementary differential equations. Prerequisite:
Calculus II.
College Geometry 3 cr.
This course gives the student a thorough preparation for teaching
plane geometry. Effective methods of attack in solving problems are
carefully analyzed and applied. Special effort is made to correlate the
material studied with that of the high school. Representative topics are:
geometric construction based on loci and indirect elements; similar and
homothetic figures, properties of the triangle, Menelaus's theorem and
Ceva's theorem, harmonic properties of circles, inversion and recent
developments in geometry. ,
Field Work in Mathematics 1 to 3 cr.
The principal topics of this course are: field instruments, their
mathematical construction and use; the slide rule, its construction and
use; and suggestions for teaching the simpler instruments in secondary
school courses.
History of Mathematics 3 cr.
A cultural background in the field of elementary mathematics is
furnished by this course. Emphasis is placed on the history of the
development of the number systems of elementary mathematics, com-
putational devices, mathematical symbolism, space concepts, and simple
logical processes. Other topics treated are: methods of problem solving,
historical references in teaching, mathematical recreations, and the
biographies of outstanding mathematicians. Prerequisite: Analytic
Geometry.
Indtana Catalogue 'Number '107
Mathematics of Finance 3 cr.
The primary purpose of this course is to give the student a back-
g^round for teaching general and consumer mathematics. The course
introduces the student to the elementary theory of simple and com-
pound interest, and leads to the solution of practical problems in an-
nuities, sinking funds, amortization, depreciation, stocks and bonds, in-
stallment buying, and building and loan associations. It also includes
the theory of probalility as related to life insurance, the theory and cal-
culation of mortality tables, various types of life annuities and insur-
ance policies. Prerequisite: College Algebra.
Spherical Trigonometry and Navigation 3 cr.
Besides the usual treatment of theorems of space the course em-
phasizes alternate methods of proof and applications of algebra and
elementary analysis to solid mensuration; spherical trigonometry; and
practical applications of space concepts especially in the field of
navigation.
Statistics 3 cr.
Statistics 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 the mathematical development of formulas, as well as on skill
in using them. Prerequisite: Analytic Geometry.
REQUIRED OF ALL STUDENTS IN S-ECONDARY EDUCATION
Fondamentals of Mathematics 3 cr.
This course is concerned with cultivating the students' general
understanding and appreciation of mathematics. For students who have
had little high school mathematics emphasis will be placed on the develop-
ment of the number system, arithmetic, proof and reasoning, methods of
equations, graphs, simple statistics and the place of mathematics in
present day living. For those with adequate high school mathematics
consideration will be given to the elements of more advanced mathematics.
REQUIRED OF ALL STUDENTS IN ELEMENTARY EDUCATION
Arithmetic in Social Living 3 cr.
This course shows arithmetic as part of the area of social living.
Emphasis is placed on arithmetic concepts and processes suited to vari-
ous maturity levels and techniques for developing them; on children's
need for arithmetic; on knowledge of research in the field of arithmetic;
and on books and materials helpful to prospective teachers in the
elementary school. Prerequisite: Students must show by examination
a reasonable mastery of the fundamental processes of arithmetic.
108 Teachers College Bulletin
MILITARY SCIENCE AND TACTICS
DEPARTMENT
Hubert E. Thornber, Lieutenant Colonel, Quartermaster
Corps, United States Army,
Professor of Military Science and
Tactics
Eugene C. Martin, Major, Quartermaster Corps
Victor J. Hawthorne, Captain, Quartermaster Corps
William E. Winstanley, Master Sergeant, United States
Army
Philip A. Champion, Sergeant First Class, United States
Army
State Teachers College, Indiana, Pennsylvania, is authorized a Senior
Division, Reserve Officers Training Corps unit. The mission is to
produce junior officers who have the qualities and attributes essential
to their progressive and continued development as officers of the Army
of the United States.
REQUIREMENTS FOR ENROLLMENT
There are certain requirements for enrollment in the Reserve Ofificers
Training Corps. Students must be:
1. Citizens of the United States.
2. Physically qualified under standards prescribed by the Depart-
ment of the Army.
3. Accepted by State Teachers College as a regularly enrolled
student.
4. Be not less than fourteen (14) years of age and under twenty-
three (23) at the time of enrollment in the Basic Course.
WHAT ROTC OFFERS
Uniforms, equipment, ROTC textbooks and notebooks are issued
Urithout cost to formally enrolled cadets.
Students having successfully completed the Basic Course, or having
over one year of active service in the Armed Forces, and meeting the
Advanced Course admission requirements are paid a subsistence allow-
ance in lieu of rations currently amounting to Twenty-Seven (27) Dollars
per month during the time they are taking the Advanced Course.
After the student completes the Advanced Course, ROTC and re-
ceives his baccalaureate degree from the college he is eligible for a
commission as a Second Lieutenant, Quartermaster Corps in the Officers
Reserve Corps.
Indiana Catalogue Number 109
Policies affecting enrollment and continuance of students in the
Senior Division of the Reserve Officers Training Corps are included in
the provisions of the Selective Service Act of 1950. They are as follows:
1. To be eligible for deferment until completion of their academic
course, students enrolled in the ROTC must remain in good
standing in both their academic and military courses.
2. They must demonstrate proper and sufficient aptitude and
leadership characteristics to ultimately qualify them for a
commissioned appointment.
3. They must attend a summer training camp, when ordered by
competent authority.
4. They are required to sign an agreement to accept a commission
in the Army, if and when tendered and to serve not less than
two (2) years on active duty as an officer, subject to call by the
Secretary of the Army.
CURRICULUM IN MILITARY SCIENCE AND TACTICS
College credit is given for this training in lieu of credit for Physical
Education.
Sequence of courses are subject to change as directed by the Depart-
ment of the Army.
BASIC COURSE
FIRST SEMESTER SECOND SEMESTER '
Hours Hours
.,,,,, e, . , Clock Semester Clock Semester
Military Science I 2 1 Military Science II 2 1
Leadership and Drill ... 1 Leadership and Drill ... 1
THIRD SEMESTER FOURTH SEMESTER
Hours Hours
«,.,,. r, . ,^ Clock Semester Clock Semester
Military Science III 2 1 Military Science IV ... 2 1
Leadership, Exercise Leadership, Exercise
of Command and Drill 1 of Command and Drill 1
ADVANCED COURSE
FIFTH SEMESTER SIXTH SEMESTER
Hours Hours
,,„,, „ . ., Clock Semester Clock Semester
Military Science V Military Science VI
QMC 4 3 QMC 4 3
Leadership, Exercise Leadership, Exercise
of Command and Drill 1 of Command and Drill 1
SUMMER CAMP for six (6) weeks at Quartermaster Center.
Fort Lee, Virginia
SEVENTH SEMESTER EIGHTH SEMESTER
Hours Hours
.,.,.. „ Clock Semester Clock Semestei
Military Science VII Militarv Science VIII
, QMC 4 3 QMC" 4 3
Leadership. Exercise ^ Leadership, Exercise
of Command and Drill 1 of Command and Drill 1
no Teachers Colicce Bulletin
MUSIC EDUCATION DEPARTMENT
Clel T. Silvey, Director
Lola A. Beelar Thomas J. Hughes
Aagot M. K. Borge Jerome Landsman
Agnes M. Bothne C. David McNaughton
Robert W. Burggraf Laura M. Remsberg
Catherine C. Carl Lawrence C. Stitt
Charles A. Davis Arvilla Terrell
Gladys Dunkelberger W. Wynn York
Requirements For Admission. In addition to the usual entrance re«
quirements (see pages 30-32 of this catalogue) unconditional entrance
to a program of study leading to the degree of Bachelor of Science 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 instra-
ment, representing several years of study and a high degree of per-
formance skill.
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
education assures a carefully selected group of students each year.
Data on personal qualifications, scholastic attainment, and musical ex-
perience are collected for each applicant; a personal interview and music
aptitude tests for prospective music students are 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 prospective 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, but usually admission !s
closed in June or July.
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 Keith School on campus and the
borough schools during their sophomore year. These observations are
Indiana Catalogue Number 111
designed to familiarize students with some teaching problems before they
take the methods courses.
2. In observation and actual teaching assignments in the Keith
School and the borough schools during the Junior and Senior years as
part of the courses in Methods and Materials. These assignments are
limited in scope but definite as to requirements and responsibility.
3. In 12 semester hours of student teaching required during the
first or second semester of the senior year. This work is done in the
elementary and junior high school in the Keith school, in the borough
schools of Indiana, or in nearby school systems where music teaching
centers have been established.
All student teaching is done under careful, personal supervision
of the music education department staff who are assigned specifically to
direct student teaching. With the exception of applied music require-
ments, which may not have been previously removed, the student con-
centrates solely upon the teaching assignments (at various levels) during
the one semester-
GENERAL EDUCATION COURSE
(Required of All Students)
Introduction to Music 2 cr.
This course provides an orientation in music experience from present
to past, and is required of all college students. It aims (1) to enrich the
student's cultural experience, as well as (2) to eqivip the prospective
teacher -with an understanding of music as it relates to general educa-
tion and the art of daily living. The possibility of correlations with other
subjects is explored. No prerequisite courses or special abilities are
required.
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 ? well-planned series of musical, cultural, and professional
courses. Such study is essential in the preparation of teachers who are
to function as leaders in music education, and this work is offered to all
students of the music curriculum without additional cost beyond the
regular contingent fee for the music curriculum. These courses, if
instructors are available, may be taken as electives by students in other
departments upon payment of an additional fee (See page 38).
Private Voice Instruction. The purpose of private voice instruction
is to develop the whole self in musical thinking and feeling through the
physical, psychical, spiritual and emotional media. Students are en-
112 Teachers College Bulletin
couraged to develop an effortless and beautiful tone; to listen to artists'
recordings; to build a repertoire according to their abilities; and to sing
artistically from the standpoint of interpretation and musicianship. The
students appear in informal recitals, church choirs and community
organizations.
Private Piano Instruction. The importance of a practical knowledge
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 founda-
tion for a thorough musical culture. Six semesters of private piano
instruction are required of each music major unless the requirements
can be completed in less time. On the other hand, seven semesters will
be required of students whose progress has been slow. The fourth year
requirements listed below will serve as the final criterion. When a stu-
dent feels he is qualified to pass the piano requirements he applies for
an audition before the members of the piano faculty. Throughout the
four years the private piano instruction is correlated with all of the
theoretical aspects of the music curriculum.
Minimum Requirements in Piano — by years:
I. At the end of the First Semester each student must have com-
pleted any good first year adult beginners book, or its equivalent; must
be ablr" to play all the sharp major scales, at a reasonable tempo, two
octaves; must play simple chord patterns in major keys; should also
play a few standard etudes for the first grade. Keyboard harmony will
be begun in keeping with the needs of the courses in music theory for
subsequent semesters
II. At the end of the second semester 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 (principal
triads); should have completed a few supplementary pieces, etudes, or
sonatinas of second year level.
III. At the end of the Sophomore 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 to read at sight the first year
material.
IV. By the end of the Junior year, or before graduation, students
must demonstrate ability to play a prepared solo representing at least
the fourth year of study; play an accompaniment to a song, an instru-
mental 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^
Indiana Catalogue Number 113
Private Pipe Organ Instruction. The foundation teaching in this
department is based on trios, pedal studies, and Bach. Much atten-
tion is given to clarity and precision, voice progression, various types of
legato and staccato, choice of registration, artistic phrasing, and ease in
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 es. cntiala
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. Oppor-
tunity is given for participation in ensemble playing. One semester of
Class Violin (2 hours weekly) is required during the third or fourth
semestet. 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
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, other
than for exceptional cases, would be delayed until the Junior and Senior
years.
RECORDING EQUIPMENT
The department owns its own recording equipment which makes possible
constant testing in applied music. Our students make frequent record-
ings during the year to check their individual growth in voice and in-
strumental 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 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 teaching;
and the materials available for class teaching in voice, piano, orchestral,
and band instruments. Instruction is so arranged that adequate oppor-
tunity to participate in various types of class instruction is available to
students without extra cost. Individual instruction and class instruction
114 Teachers College Bulletin
are coordinated in a flexible manner calculated best to promote individual
progress.
Class Violin Instruction. This is a required, one semester course,
for all second year students. It concerns itself with elementary violin
playing as a practical introduction to the technical problems involved in
the playing of stringed instruments. It includes instruction in the
selection and care of the instrument, tuning, string, and elementary
ensemble playing. The class meets twice each week. The work is avail-
able as an observation and practice laboratory to students assigned for
student teaching.
Class Piano Instruction. Piano classes are organized and conducted
in the elementary grades of the Keith school. The work is directed by
members of the piano staff and is available as an observation and prac-
tice laboratory to students assigned for student teaching.
Voice Class Instruction. This is a required two semester course
(2 meetings weekly) for all Freshmen. The course includes: — a study of
the vocal instrument; posture; release of bodily tensions; breath con-
trol; vowel formations, color and projections; consonant formation and
rapid articulation; poise; vocal terminology; intelligent listening and the
provision of a performer-audience situation in the classroom. Finally,
the simple folk and art songs which embody all the fundamental prin-
ciples of singing.
Clarinet Class Instruction. This class is designed to give the student
competency on the clarinet which will enable him to deal successfully
with the instrument in the public schools. Through actual playing ex-
perience the student learns the principles of tone production, care and
preparation of reeds and the principles involved in developing a success-
ful technic.
Percussion Instruments Class. This one semester course is reqiiired
of all students during their second year. It is devoted to a study of the
theory and applied technic in playing the more commonly used percussion
instruments. In the group instruction each student will be given
individual attention in the major percussion instruments.
Trumpet and Trombone Class. This one semester course is required
of all students during their third year. It is concerned with individual
and group study of the Trombone for half of the semester, and Trumpet
or Coronet for the remainder of the semester. The course is a prere-
quisite to the brass class.
String Instrument Class. This one semester course is required of all
students. 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 instruments. The course cul-
minates in the study of and participation in elementary string quartet
playing.
Indiana Catalogue Number 115
Woodwind Instrument Class. This one semester course is required
of all students during their third year. It is devoted to a study of th«
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 woodwind
instruments.
Brass Instruments Class. This one semester course is required of
all students during their sixth or seventh semester. It is devoted to a
study of the theory and applied technique of the brass instruments.
ENSEMBLE
Ensemble singing and playing is a highly important factor in the
training of a well equipped musician and teacher. The program in
music activities is sufficiently varied in order to provide a place for
everyone according to respective stages of advancement. Concerts by
the ensembles are prepared and presented each semester to the college
community. Concert trips to nearby communities are taken each semes-
ter.
First year students are required to be in either the Women's or
Men's Glee Clubs. They are not permitted membership in the College
Choir or Mixed Chorus. A small number of first year students, who can
qualify, are permitted in the College Band and Orchestra. Beyond the
first year, all music majors are required to be active at all times in at
least one instrumental group (Band, Beginning Band, Orchestra, Be-
ginning Orchestra, String Orchestra). Second year students are re-
quired to be in a Mixed Voice ensemble, and those who cannot qualify
for the Choir will be in Mixed Chorus. Third and fourth year students
are required to be active in at least one of the four vocal groups.
Symphonic Band. This organization is devoted to the study of band
music as a serious and distinctive medium of musical expression. Its
membership represents a select group of instrumentalists and is open
to music majors and general college students who can satisfy the require-
ments. The symphonic band appears in concerts at the college and in
nearby communities. Three rehearsals are held each week.
Marching Band. This organization serves the college and the com-
munity by appearing in distinctive uniform at all local football games
and community parades. Two trips are made to games away each
year. Membership is open to all music majors or general college stu-
dents who can satisfy the entrance requirements. Members of the band
study marching tactics and field maneuvers. Three rehearsals are held
each week.
College Choir. This organization is devoted to the serious study of
choral music, accompanied as well as unaccompanied. Its membership
represents a select group of vocalists. General college students who
IIQ Teachers College Bulletin
have the ability to meet the specific entrance requirements are invited.
Third and fourth semester students must be in either choir or mixed
chorus. 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. General college students who have the ability
to meet the specific requirements are invited. Three hours rehearsal
each week.
Indiana Glee Club (Men). This organization aims to afford personal
enjoyment to its members through participation in ensemble singing,
and contributes 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 Freshmen 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 organization
will appear in concert separately or with the male chorus at least once
each semester.
Mixed Chorus. This organization exists chiefly as a workshop in
choral music to offer needed experience for music majors — and especially
to those who have not been able to qualify for College Choir. The Mixed
Chorus does not prepare or present concerts. Prerequisite: Class Voice.
Two rehearsals are held each week.
Beginning Band and Orchestra. Opportunity to play band and
orchestral instruments will be extended to any college student. Each
of these groups meet weekly under the direction of a music staff mem-
ber. Instruments are furnished to students who do not own their own
instruments. Music major students who wish to practice instruments in
addition to their major instruments may utilize such laboratory periods
to advantage. These groups serve as a means of extending the class
instruction offered during the second and third 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, woodwind quintet, brass quartet, girls' sextette, male
quartet, etc. These small ensembles will each be under the direction
of staff members.
SEQUENCE in APPLIED MUSIC
(17 Semester Hours)
FRESHMAN YEAR
1st Semester (2 S.H.) 2nd Semester (2 S.H.)
Private Piano Instruction Private Piano Instruction
Class Voice Instruction Class Voice Instruction
Gle« Club— Men or Women Glee Club — Men or Women
Indiana Catalogite Number 117
SOPHOMORE YEAR
Srd Semeatcr (S S.H.) 4th Semeitcr (3 S.H.)
Private Piano Instruction Private Piano Instruction
Private Voice InHtruction Private Voice InHtruction
Class Violin or Clarinet-PercuBsion Class Class Violin or Clarinet-Percussion CUh
College Choir or Mixed Chorus College Choir or Mixed Chorus
One Instrumental Group One Instrumental Group
JUNIOR YEAR
6th Semester (3 S.H.) 6th Semester (S S.H.)
Private Piano Instruction Private Piano Instruction
Class Strings or Woodwrinds Class Strings or Woodwinds
Class Trombone and Trumpet Trombone-Trumpet or Brass Class
One elective: (Voice, Piano, Organ, Band One elective: (Voice, Piano. Organ Band
and Orchestra Instruments) and Orchestra Instruments)
Membership in at least one Vocal and one Membership in at least one Voc*l and on*
Instrumental Group Instrumental Group
SENIOR YEAR (1 S.H.)
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.
7th or 8th semester (S.H. 1) : Brass Class, electives and ensembles (As listed under
the Junior year).
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 type 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 polices of the department within the
framework of the College.
(2) Small Modern Orchestra. This activity is under the super-
vision of a member of the music staff. It is used as a laboratory for
the playing, 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 IN MUSIC EDUCATION is held annually
in connection with PSEA Central Western section meeting. 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: The annual High School Band, Orchestra,
and Choir days are offered as service features to the area.
(4.) National Music Week is observed the first week beginning
with the first Sunday in May. During the week at least one concert
118 Teachers College Bulletin
or recital is given each day. It begins with a combined Church Choirs
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.
COURSE DESCRIPTIONS
THEORY OF MUSIC
The theory courses aim to develop the techniques required for a com-
prehensive understanding of music literature through analysis and the
creative approach. Constant emphasis is made upon the practical appli-
cation of skills. Facility at the keyboard is one of the most important
general functional aims throughout all theory courses. The teachers of
private piano are expected to assist with the keyboard drill.
Solfeggio I 3 hours — 2 credits
This course aims to develop the student's ability to learn to read at
sight with sol fa syllables; also to begin the harmonization of melody
at the keyboard with use of the primary chords. Problems studied in-
clude: all major and minor scales; treble, alto, tenor, and bass clef; all
diatonic intervals; duple and triple meter with rhythmic dictation drills;
phrase-wise thinking, and elementary form analysis. A majority of the
music reading material is chosen from the newest public school music
basal song readers.
Solfeggio II 3 hours — 2 credits
This course aims to increase the sensitivity of the student to correct
intonation. In addition to a continuation of the materials begun in Sol-
feggio I, the following additional problems are begun: part singing, com-
pound meters, written melodic and rhythmic notation. Prerequisite: Sol-
feggio I.
Solfeggio III 3 hours — 2 credits
This course aims to develop greater facility in the tonal and rhythmic
techniques already presented and additional mastery of the problems of
part singing. Advanced problems include more difficult modulation,
chromatic alterations, modal tonality, and more complicated rhythms.
Continued emphasis on individual reading ability, which began with
Solfeggio I, is made. All problems are studied both aurally and visually.
Theory I 5 hours — 4 credits
Theory I includes the hearing, plashing and writing of the primary
harmonies in all inversions using the chorale style of harmonization; the
dictation of melodies and notation of concomitant harmonies; the study
Indiana Catalootte Number 119
of the phrase and period through the melodies harmonized. Prerequisite:
Solfeggio II
Theory II 5 hours — 4 credits
The work done in Theory I is broadened to include secondary triads
and seventh chords, mastery of the circle of fifths, modulation to related
keys. Harmonization of melodies in the piano style is begun. Writing of
original melodies is introduced. The double-period and phrase group
serve as the units for analysis. Prerequisites: Theory I.
Theory III 3 hours— 3 credits
This course includes the study of chromatic harmonies and modula-
tion to remote keys, as well as writing for Men's and Women's Choruses;
the study of the song-forms and simple rondo forms; harmonic dictation.
Prerequisite: Theory II.
Theory IV 3 hours — 3 credits
Theory IV requires continued harmonization at the keyboard, in-
cluding transportation; further work with chromatic harmonies; study of
the higher rondo, sonatina and sonato-allegro forms; original writing.
Prerequisite: Theory III.
Survey of Music Literature 2 hours — 1 credit
This course lias a two-fold purpose: (1) to present a rapid review
of the chief epochs of music history and (2) to stress methods for the
teaching of listening lessons in the public elementary and high school
grades.
History of Music I 3 hours — 3 credits
This course traces the earliest beginnings of music and its important
place in the history of civilization, and the social and political back-
ground. Thus the course aims to extend and clarify the student's under-
standing of modern music by an appreciation of the past.
History of Music II 3 hours — 3 credits
This course begins with Beethoven and the development of the
Romantic movement. It 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 modern trends of the twentieth century.
Orchestration 3 hours — % credits
In this course a study is made of the essential characteristics of
each instrument of the symphony and symphonic band with particular
stress upon the limitations of each instrument, together with the trans-
position and range problems of each instrument.
Conducting I (choral) 3 hours— 1 credit
In this course emphasis is placed on the application of the tech-
niques of conducting to the development of expressive singing through
bodily gesture and facial expression. Included are: a survey of suitable
marterials, organization of groups, testing of voices, rehearsal techniques,
120 Teachers College Bulletin
program building, interpretation, vocal techniques, English and Latin
diction.
Conducting II (instrumental) 3 hours — 1 credit
This course offers the student the opportunity of developing in-
creased competency in conducting school orchestras and bands. Atten-
tion is directed to the organization, rehearsal technics, and materials
for the public school instrumental needs.
MUSIC EDUCATION AND SUPERVISION OF STUDENT TEACHING
Methods I (Elementary) 4 hours — 3 credits
This course offers analytical study of texts, recordings and other
materials together with teaching methods suitable to desirable musical
development of Elementary 'School pupils. Experience is given in
proper treatment of the child voice; selection, use, and t-eaching of rote
songs; rhythmic development, including rhythm band; music reading;
part singing; planning and organization. Guided observations in the
grades is required.
Methods II (High School) 3 hours— 2 credits
This study involves an analysis of the changing adolescent voice,
its special problems; a survey of materials and methods for this area;
the correlation of music with other subjects; the problems involved in
supervision and in organizing the music curriculum. Observation and
an increasing amount of participation in teaching are required. Pre-
requisite: Methods I.
Methods III (Instrumental) 3 hours — 2 credits
This course is designed to give the student the necessary under-
standing, technics and materials to develop an effective instrumental pro-
gram in the public schools. Demonstrations and laboratory work are
designed to give the student the competency needed to meet successfully
the various teaching situations in instrumental music from the grades
through high school.
Student Teaching and Conferences 30 hours — 12 credits
All student teaching is done under the careful personal supervision
of critic teachers. Further, all teaching is done with elementary grades
or high school students.
Physical Education I (Eurythmics I) 2 hours — 1 credit
This course attempts to develop musical perception and apprecia-
tion through physical response; to stimulate creative imagination through
group and individual interpretations; and to promote bodily coordination,
poise and precision. Having gained sufficient skill and alertness in
rhythmic response, the student is required to direct others; to master
and to teach a repertory of representative folk dances; and, to organize
the work to fit the needs and capacities of elementary pupils.
Physical Education II (Eurythmics II) 2 hours — 1 credit
This course is a continuation of Physical Education I (Eurythmics I).
Prerequisite: Physical Education I.
Indiana Catalogue Numblr 121
ELECTIVES FOR MUSIC STUDENTS
Counterpoint 3 hours — 2 credits
This course consists of study and analysis of representative works
of the great polyphonic writers from the IGth to the 18th centuries.
Original work in these styles and forms is also required. Prerequisite:
Theory IV.
Composition 3 hours — 2 credits
In this elementary course each student is offered guidance and aid
in writing pieces in the forms, styles, and mediums best suited to his
own special capabilities and needs. Prerequisite: Theory IV.
Advanced Harmony 3 hours — 2 credits
This course is designed to give the student advanced study in har-
mony which will lead to a better understanding of the idiom of present
day music. Prerequisite: Theory IV.
American Music 3 hours — 2 credits
This course provides a study of the history of American Music from
the 17th Century to the present. Early American Musical heritages are
traced from pre-revolutionary America. Prerequisites: Music History
I and II.
Class Piano Methods 3 hours — 2 credits
This course makes a sui^vey of all present and past developments in
the teaching of class piano. The various class piano methods are com-
pared and criticized. Prerequisite: Junior Standing in Piano.
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. 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 tovv'ard the completion of requirements for certification in these
respective fields.
REQUIRED COURSES IN MUSIC FOR ELEMENTARY
EDUCATION STUDENTS
Fundamentals of Music 2 hours — no credit
This course is given to all students of the Elementary Curriculum
who do not meet the prescribed i-equirements of a Standard Achieve-
ment Test in music and/or who are unable to sing a simple melody
in tune. Fundamentals of Music includes the study of intervals, scales,
measure and key signatures, simple and compound rhythms, notation
and terminology, and the application of this knowledge to the reading
122 Teachers College Bulletin
of simple music. Prerequisite to: The Teaching of Music in the Primary
Grades.
Music for the Elementary Grades — Music I 2 hours — 2 credits
This course is required of all students of the Elementary Curriculum.
It is designed to equip graduates of the Elementary Curriculum to teach
music in the primary grades. Fundamentals are reviewed, keyboard
facility and the child's and teacher's voice are studied, music reading is
developed, together with the study of the five-fold music program of
kindergarten through the third grade. Prerequisite: Fundamentals of
Music.
Tttiching of Music in the Elementary Grades — Music II 4 hours — 3 credits
This course continues the five-fold music program in grades four
through six. Additional ability in song reading and part singing is
attained. Type lessons are taught by the students and constructively
evaluated by class and teacher. Prerequisite: Teaching of Music in
the Primary Grades.
ELECTIVES IN MUSIC FOR NON-MUSIC STUDENTS?
Any of the courses in the Music Curriculum are available to students
in other departments. There are no fees for the larger musical organiza-
tions, which are considered extra-curricular for non-music majors.
Indiana Catalogue Numblh 123
SCIENCE DEPARTMENT
DwiGHT E. SOLLBERGER, Head of Department
Willis H. Bell Daniel G. Reiber
Donald E. Hoffmaster Adrian W. Ruland
Merrill B. Iams Paul M. Waddell
Vernon 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 provide
specialization in the various fields of Science for those who wish to
prepare to teach these sciences in the secondary school; Third, to offer
a program to the prospective elementary teacher which will enable her
to teach Science in the first six grades.
GENERAL EDUCATION COURSES
(Required of all students)
Basic Biology 3 cr.
This course deals with the principles of Biology. Topics include
cellular structure and physiology, growth and repair, reproduction and
development, control, sources of food energy, inheritance, and man's
interrelationship with his biological environment. The classification of
plants and animals is reviewed briefly. Two hours lecture and two hours
laboratory.
Basic Physical Science 3 cr.
This course utilizes the fields of earth science and astronomy to
provide a broadened background of science. The nature and uses of
energy is the central theme for the study of heat, light, chemical, elec-
trical, and atomic energy. Emphasis is placed on the methods and the
thinking of scientists in recognizing and solving problems. Two hours
lecture and two hours laboratory.
SPECIALIZATION IN THE VARIOUS FIELDS OF SCIENCE
The increasing complexity and specialization within the field of
Science has made many problems for those preparing to teach Science
in the secondary schools of Pennsylvania. One of the problems is that
of securing sufficient breadth as well as depth in preparation for teaching-
Science.
124
Teachers College Bulletin
Indiana has attempted to meet the needs of prospective science
teachers by offering a wide variety of courses and fields in which to
specialize. These are as follows:
Major Minor
Biology Specialization 30 sem. hrs. 18 sem. hrs.
Chemistry Specialization _ - 30 sem. hrs. 18 sem. hrs.
Physics Specialization _ 30 sem. hrs. 18 sem. hrs.
Physical Science Specialization 30 sem. hrs. 18 sem. hrs.
Science Specialization ___ 38 sem. hrs. no minor
COURSES REQUIRED OF MAJORS
IN THE VARIOUS FIELDS OF SCIENCE
Teaching Science in the Secondary School 3 cr.
This course is planned to give the prospective science major a
thorough background in the problems of teaching Science, The objectives
of the science program in the secondary school, selection of textbooks,
sources of suitable literature, how to secure materials for instruction,
the preparation of units, and special techniques are studied. Prerequisites:
12 hours of work in major field. Three hours lecture.
Biological Science Specialization
Requirements for Major in Requirements for Minor in
Biological Science Biological Science
30 credit hours
Botany I and II 8 credits
Zoology I and II 8 credits 18 credit hours in
Teaching Science in the Biology
Secondary School-. 3 credits
Electives 11 credits
Students specializing in Biological Science will not be required to
take Basic Biology.
Chemistry Specialization
Re'qnirements for Major in
Chemistry
30 credit hours
Inorganic Chemistry
I and II 8 credits
Qualitative Analysis _3 credits
Quantitative Analysis 3 credits
Physics I and II 8 credits
Teaching Science in the
Secondary School 3 credits
Electives (Chemistry) 5 credits
Students specializing in Chemistry will not be required to take
Basic Physical Science.
Requirements for Minor in
Chemistry
18 credit hours in
Chemistry
Indiana Catalogue Number
125
Physical Science Specialization
Requirements for Major in Requirfments for Minor in
Physical Science Physical Science
30 credit hours
Inorganic Chemistry- _ 8 credits
Physics I and II 8 credits 18 credit hours in
Teaching Science in the Physics and Chemistry
Secondary School-- 3 credits
Electives 11 credits
Students specializing in Physical Science will not be required to
take Basic Physical Science.
Physics Specialization
Requirements for Major in Requirements for Minor in
Physics Physics
30 credit hours
Physics I and II 8 credit*
Inorganic Chemistry
I and II 8 credits 18 credit hours in
Teaching Science in the Physics
Secondary School.- 3 credits
Electives 11 credits
Students specializing in Physics will not be required to take Basic
Physical Science. College Algebra and Trigonometry are pre-requisites
for specializing in Physics as a first field.
ReYjuirements for Major in Minor
General Field of Science
Botany I and II 8 credits
Zoology I and II 8 credits No minor is provided
Inorganic Chemistry for the general field
I and II 8 credits of "Science."
Physics I and II 8 credits
Teaching Science in the
Secondary School 3 credits
Earth Science 3 credits
38 credit hours
REQUIRED COURSES FOR SPECIALIZATION
IN BIOLOGICAL SCIENCE
Botany I 4 cr.
Botany I is primarily a study of the flowering plants. Topics include
the anatomy and life processes of plant cells, leaves, stem, roots, flowers,
seeds, and fruits. The economic importance of plants used by man and
the recognition and classification of the seed plants in the immediate
environment of the college are included. Three hours lecture and three
hours laboratory per week.
126 Teachers College Bulletin
: (
BoUny II 4 cr.
Botany II is concerned primarily with the non-flowering plants. It
considers both the anatomy and life processes of selected algae, bacteria,
fungi, mosses, ferns, and their allies. The economic importance and
health implications of certain of these groups are emphasized. The recog-
nition and classification of the non-flowering plants of the immediate
surroundings are stressed. Prerequisite: Botany I. Three hours lecture
and three hours laboratory per week.
Zoology I 4 cr.
This is a study of the life history, habits, origin, development, physi-
ology and anatomy of each phylum of the invertebrates. Emphasis is
given to the study of those forms of economic importance to man or
with health implications. The student becomes acquainted with the many
invertebrate species found locally. Three hours lecture and three hours
laboratory per week.
Zoology II 4 cr.
This course is a study of the Chordata in general, and more par-
ticularly the classes of Vertebrates. Topics studied include the anatomy,
physiology, origin, development, and life history of representative mem-
bers of each class. Special attention is given to the vertebrates found in
the vicinity of the college. Prerequisite: Zoology I. Three hours lecture
and three hours laboratory per week.
ELECTIVES FOR SPECIALIZATION IN
BIOLOGICAL SCIENCE
Conservation of Plant and Animal Resources 3 or.
In this course special attention is devoted to a study of accepted
practices 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 Scien<5e or equivalent. Two hours
lecture and three hours laboratory per week. Two all-day Saturday field
trips are scheduled.
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 and three hours laboratory per week.
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 herb-
aceous plants. The use of the standard manuals for the identification of
plant materials is stressed. Students are required to make collections
for their future use in teaching situations. Two hours lecture and three
hours laboratory per week.
Indiana Catalogue Number 127
Field Zoology 3 cr.
Field Zoology is a course in the study of animals 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. Two hours lecture and three hours
laboratory per week. Field trips are required.
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. Two
hours lecture and three hours laboratory per week.
Genetics 3 cr.
The purpose of this course is to give the student an understanding
of the laws of inheritance as they operate in plants, animals, and humans.
Cell structure, Mendelian inheritance, eugenics, linkage, probability, cross-
ing over, and random assortment are all considered. Prerequisite: 6 hours
Biology. Two hours lecture and three hours laboratory per week.
Microbiology 3 cr.
This course is a study of microscopic forms of life, both plant and
animal, which are commonly encountered in biological work. Some
emphasis is placed on the study of disease producing species of man and
his domesticated animals. Methods of culturing forms used in high school
teaching are studied. Prerequisites: Botany I and II, Zoology I and II.
Two hours lecture and three .lours laboratory per week.
Ornithology 3 cr.
Ornithology is a careful study of the birds of the region supplemented
by a review of the major orders of birds of the western hemisphere.
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
per week.
Physiology 3 cr.
The purpose of this course is to give the student a general background
of how animals carry on bodily processes and a more detailed knowledge
of human physiology. Related anatomy is taught as needed. Prerequisites:
Zoology I and II. Two hours lecture and three hours laboratory per week.
REQUIRED COURSES FOR SPECIALIZATION IN CHEiMISTRY
Inorganic Chemistry I and II 8 cr.
Chemistry I includes the study of non-metals, gas laws, valence,
grammolecular volume, ionization, solutions, oxidation, and reduction.
Chemistry II includes atomic structure and periodic classification of
elements, the metals, and simple qualitative tests for cations and anions.
Three hours lecture and three hours laboratory per week.
128 Teachers College Bulletin
I
Qualitative Analysis 3 cr.
This is a study of the theoretical principles and practices underlying
analytical chemistry. These principles are exemplified in practice by
developing the preliminary and systematic procedures for the qualita-
tive 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 and six hours lab-
oratory per week. First semester, odd years r*rerequisite: Inorganic
Chemistry.
Quantitative Analysis 3 cr.
This course gives introductory training in the theory and practice of
gravimetric, volumetric, colorimetric, and elect) jlytic separations and
calculations on a quantitative basis. Students will visit commercial and
control laboratories employing quantitative techni^-cs. One hour lecture
and six hours laboratory per week. Second semester, odd years. Pre-
requisite: Qualitative Analysis.
Physics I and II— See Page 130 8 cr.
ELECTIVES FOR SPECIALIZATION IN 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 and three hours laboratory per week. Prerequisite: Or-
ganic Chemistry.
Colloidal 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 import-
ant in nature or industry. Two hours lecture and three hours laboratory
per week. Prerequisites: Inorganic and Organic Chemistry.
Industrial Chemistry 3 cr.
This course is a study of the applications of chemistry and science
to the industries of Western Pennsylvania for the science teacher. Field
trips to representative industries will constitute the laboratory work and
serve as a basis for discussion. Two hours lecture and three hours
laboratory per week. Prerequisite: Inorganic Chemistry I and II.
Organic Chemistry I 4 cr.
A study of the aliphatic series of organic compounds with brief
introduction to the aromatic series. Both micro- and semi-micro tech-
niques 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.
Indiana Catalogue Xumukr 129
Organic Chemistry II 3 cr.
This course is a continuation of Organic Chemistry I. It deals
primarily with the amines and proteins and those compounds belonging
to the aromatic series. Both micro- and semi-micro techniques are era-
ployed to stress the properties and type reactions of the usual classes
of organic compounds. Two hours lecture with three hours laboratory.
Prerequisite: Organic Chemistry I.
Physical Chemistry 3 cr.
This course considers the phase rule; properties of solutions, liquids,
solids, and gases; surface tenion; vapor pressures; osmotic pressure,
chemical cells, buffers, indicators; oxidation-reduction potentials; phys-
ical conditions affecting chemical equilibria. Laboratory work applying
these principles. Two hours lecture and three hours laboratory per week.
Prerequisites: Inorganic Chemistry I and II, Physics I and 11.
REQUIRED COURSES FOR SPECIALIZATION IN PHYSICS
Physics I and II 8 or.
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 hours lectures
and three hours laboratory per week.
Inorganic Chemistry I and II — See Page 128 8 cr.
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 specializa-
tion must include Mechanics and Electricity and Magnetism.
Electricity and Magnetism 4 or.
This is an advanced course in general electricity and magnetism
required of all physics majors and minors. The electric and magnetic
fields of D. C. and A. C. circuits, capacitance, inductance, electromotive
force, electrical instruments are among the topics developed. Three
hours lecture and three hours laboratory per week. Physics I and II
are prerequisites.
Heat 4 cr.
This is an advanced course in general heat. Temperature and ex-
pansion, heat transfer, properties of gases and thermodynamics are some
of the topics developed. Three hours lecture and three hours laboratory
per week. Physics I and II are prerequisites.
Mechanics 4 cr^
This is an advanced course in general mechanics required of physics-
majors and minors and of special value to students majoring in mathe-
130 Teachers College Bulletin
matics. Statics, linear motion, circular motion and simple harmonic
motion are among the topics developed. Three hours lecture and three
hours laboratory per week. Physics I and II are prerequisites.
Modem Physics 3 or.
This is a course in twentieth century physics. The topics include
thermionics, spectra, X-rays, and radioactivity. Considerable time is
devoted 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.
Optica 3 cr.
This course deals with such topics as reflection and refraction at
surfaces, 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.
Electronics 8 cr.
This is a course dealing with the electron, including the charge,
emission, and velocity of the electron. The fundamentals of vacuum
tubes and their circuits and the use of tubes in communications and in-
dustry are studied. Prerequisites: Physics I and II.
ELECTIVES FOR SPECIALIZATION IN PHYSICAL SCIENCE
These electives are to be selected from the regular electives in
Biology, Chemistry, and Physics.
ELECTIVES FOR SPECIALIZATION IN THE GENERAL FIELD
OF SCIENCE
Thse electives are to be selected from the regular electives in
Biology, Chemistry and Physics.
Earth Science 3 cr.
This course is designed to provide the background of knowledge
of the sky, geological forms, and weather phenomena necessary to the
teacher of General Science in the ninth grade. Field trips at night for
star study, visits to interesting geological formations and a weather
station are some of the activities included. Two lectxire periods and
one two-hour laboratory period.
REQUIRED COURSES FOR STUDENTS IN SECONDARY
EDUCATION
Science in Modem Civilization 3 cr.
This course is designed to acquaint the secondary student with some
of the major discoveries of science in all fields and the effects of dis-
coveries upon man's way of life. Emphasis is placed upon developing
an understanding of science and its implications. Discoveries leading to
more abundant supplies of energy, discoveries contributing to better
Indiana Catalog ub Number 131
health and longer life, more rapid transportation, to a more abundant
and better food supply, better housing, better clothing and to greater
destructive potential are some of the topics developed.
REQUIRED COURSES FOR STUDENTS IN ELEMENTARY
EDUCATION
Science for the Elementary Grades 3 cr.
This course, following the year of basic science, is designed to pro-
vide the elementary teacher with a more adeqiiate background for teach-
ing science in the elementary school. Units or problems are selected
to achieve this purpose which cut across various fields of science. Em-
phasis is placed upon developing resourcefulness in gathering data and
using the scientific method in the solution of such problems.
Teaching of Elementary Science 3 cr.
Based on the previous work in science, this course takes up the plan-
ning and presentation of material suitable to the elementary field. Stu-
dents are required to perform demonstrations and take part in science
activities which illustrate facts or principles taught in the elementary
science program. Considerable 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.
REQUIRED COURSES FOR STUDENTS IN HOME ECONOMICS
Bacteriology 2 cr.
This course is designed specifically for students of Home Economics.
It is a general one-semester course dealing with bacteria in their various
relations to man. Applications to food preservation and other problems
of the home are stressed. One hour lecture; three hours laboratory.
Inorganic Chemistry 3 cr.
This course includes an introductory study of the non-metals, the
gas laws, atomic structure, valence, ionization, solutions, oxidation and
reduction, and the periodic classification of the elements. Two hours
lecture and three hours laboratory.
Organic and Biochemistry 3 cr.
This course is designed to include those topics from the fields of
Organic Chemistry and Biochemistry that are most important for the
student of Home Economics. Among the topics included are the aliphatic
organic compounds, the physiological functions of materials, proteins,
carbohydrates, fats, minerals, digestion, absorption, and metabolism. Two
hours lecture and three hours laboratory.
132 Teachers College Bulletin
SOCIAL STUDIES DEPARTMENT
W. M. Whitmyre, Head of Department
Ralph W. Cordier John R. Sahli
C. M. Johnson Albert J. Wahl
Florence Wallace
A student specializing in Social Studies, History, or Social Science
must have a minimum of thirty (30) semester hours in the respective
field.
A student offering either of the three fields above 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.
GENERAL EDUCATION COURSES
(Required of all students)
World Culture I & II 10 cr.
An integrated survey course presenting the significant movements
in the origin and development of governmental and social organization,
economic activity, religious belief and practice, literature and fine arts
in our modern culture pattern. It deals with broad sweeping move-
ments rather than details of the individual state or nation. Emphasis
is placed on the conflict between ideas and systems of thought and prac-
tice through which these various aspects of modern life developed. The
first semester covers the period from the early civilizations to approxi-
mately 1800. The second semester is concerned with the modern period.
or History of Civilization I & II (with Literature I & II) 6 cr.
A survey of the development of institutions and culture in the
Western World is presented in this course. The creation and transmis-
sion 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 Renais-
sance, and Modern Times.
History of United States and Pennsylvania 3 cr.
A survey course in the history of the United States and Pennsyl-
vania from the beginning of the colonial period. Einphasis is placed on
the social, economic and political development of our nation in general
and of our Commonwealth in particular. Problems in conjunction with the
acquisition of our independence, the organization of our nation, the
questions in regard to slavery, the expansion of our national bound-
aries and economy and the settlement of the question of states rights
versus national rights will be discussed.
*0n leave 1951-1952, Ford Foundation Fellowship
** Substituting for Ralph Cordier 1951-1952
Indiana Catalogue Numbek 133
American Citizenship 6 cr.
A course which deals with the qualities which make a good citizen
and the practices necessary to train the student to become a good citizen
in his school and community. It combines knowledge about citizenship
with the attitudes necessary for developing it, and gives an opportunity
for working them out in school and community activities,
or American Government (with Home and Family Living
or Introduction to Philosophy) 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 fed-
eral, state, and local government, attention is given to current problems.
REQUIRED OF ALL MAJORS
Teaching of the Social Studies 3 cr.
This course is intended to familiarize prospective teachers with
desirable methods which may be used in teaching the social studies, with
current trends and developments in the field of social education, and
to develop a professional interest in social education. Emphasis is
placed on the philosophy, objectives, courses of study, organisation of
subject matter for teaching purposes, curriculum materials, procediires,
and evaluation.
ELECTIVES— HISrrORY
History of United States and Pennsylvania II 3 cr,
A survey course in the history of the United States and Pennsylvania
from 1865 to the present. Stress is placed on the impact of the Indus-
trial Revolution on our society, the growth of labor, the development of
the United States, world power, our part in World Wars I and II and the
activities of our nation on behalf of international organization. The
problem approach w^ill be stressed including the problems of minority
groups, of civil rights, of the relations between labor and industry, of
foreign relations, etc.
History of Pennsylvania 3 cr.
A study of the founding and development of Pennsylvania from its
colonial beginnings to the present time. Emphasis is placed on the
social, economic and political developments in the different periods of
its history. Special attention is given to the diversity of the people,
their institutions and problems and the growth of Pennsylvania to a
leading position in our modern industrial world.
History of Europe to 1815 3 cr.
This course deals with important political, economic and cultural
achievements from the 16th century to the beginning of the 19th. It
treats of the Renaissance, the spirit of reform and religious revolt,
the expansion of Europe, monarchy by divine right and other aspect* of
the "Old Regime" the French Revolution, and the era of Napoleon.
134 Teachers College Bulletin
History of Europe Sincer 1815 3 cr.
A comprehensive study of the factors contributed by the European
people in their national organization through their political, social
and economic activities. The understanding of the causal and inter-
group 'relationships are essentially basic to analysis and interpretations
of the difficulties facing the European world today.
History of Latin America 3 cr.
The course surveys the development of the Latin American countries
from the period of discovery to the present. The economic, social, political
and cultural areas receive special attention first as domestic problems
then as they are related to the various political units involved. The
influence of European and American relations as they are reflected in
local changes are given consideration.
History of England 8 cr.
This course traces the growth of the people and institutions of
England from the conquest by the Anglo-Saxons to the present. The em-
phasis is placed on the development of these factors that gave rise to
the struggle and events that culminated in the establishment of demo-
cratic principles and organizations in our modern world.
History of the Far East 3 cr.
A survey of the development of the people of Eastern Asia and the
adjacent islands with special emphasis on China, Japan and Korea. The
course will present a background for understanding better the current
problems of the Far East. Special emphasis is placed on the import-
ance of the impact of the West as a conditioning factor in the develop-
ment of the Far East in modern times.
ELECTIVES— SOCIAL SCIENCES
Principles of Economics 3 cr.
A study of basic fundamentals underlying the major areas in the
field of economics, production, exchange, distribution and consumption.
Wages, interest, rent, profits, price determination, money and banking,
and foreign trade will receive specific consideration. Some attention is
given to national income approach.
Principles of Sociology 3 cr.
This is an introductory course dealing with the relationship of
people with each other and their environment. There is discussion of
the meaning and functions of culture, of the meaning and place of
social institutions, such as the family, religion, education, etc., and of
social problems with emphasis on the means of social control.
Comparative Government 3 cr.
In this course major attention is given to Great Britain and Soviet
Russia as best representing, among foreign governments, the democratic
and authoritarian systems. Consideration is given to the governments
Induna Catalogue Number 135
of France, Italy, Germany, and Japan. Comparisons and contrasts are
drawn between these governments and government in the United States
and other nations of our world.
Municipal Govei'nment 3 cr.
This course deals with the history, organization, structure and func-
tions of the major types of city government in the United States. Con-
sideration is given to the development of modern administrative tech-
niques and methods as they apply to municipalities. The prevailing
forms of government and administration used by boroughs and townships
in Pennsylvania are surveyed.
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, management, and the government.
136
Teachers College Bulletin
COLLEGE ENROLMENT BY CURRICULA
1952-1953
Male
Elementary Curriculum:
1st year 11
2nd year 12
Srd year 2
4th year 17
Secondary Curriculum:
1st year 112
2'nd year 75
Srd year 35
4th year 86
Art Curriculum:
1st year 10
2nd year 16
3rd year 11
4th year 13
Business Curriculum:
1st year 62
2nd year 39
Srd year 13
4th year 40
Home Economics Curriculum:
1st year 0
2nd year 0
3rd year 1
4th year 0
Music Curriculum:
1st year 32
2nd year 33
3rd year 8
4th y«ar 34
Total 662
;male
Total
Total by
Curricula
80
91
96
108
74
76
S3
100
375
44
156
25
100
14
49
23
109
414
18
28
13
29
17
28
18
31
24
86
27
66
10
23
24
64
78
78
66
66
33
34
51
51
30
62
31
64
15
23
24
58
918
1580
116
23^
229
207
1580
Indiana Catalogue Numbbh
187
COLLEGE ENROLMENT BY COUNTIBS
County Total
Adams 2
Allegheny 278
Armstrong 68
Beaver 56
Bedford 8
Berks 8
Blair 50
Butler 45
Cambria 175
Cameron 2
Carbon 2
Center 7
Cheater 2
Clarion 16
Clearfield 36
Clinton 2
Columbia 6
Crawford 12
Cumberland 6
Dauphin 0
I>eraware 4
Elk 19
Erie 19
Fayette 42
Franklin 6
Fulton 1
Greene 5
Huntingdon 3
Indiana 240
County Total
Jefferson 42
Lackawanna 2
Lancaster 4
Lawrence 26
Lebanon 6
Lehigh 2
Luzerne 8
McKean 20
Mercer 13
Montgomery 2
Northampton 1
Northumberland 4
Perry l
Pike 1
Potter 3
Snyder 1
Somerset 61
Tioga 1
Venango 16
Warren .. 6
Washington 85
Westmoreland 194
York 9
Totel Pa. Students 1674
Out-of-state 6
Total 1680
1952-1953
College Enrolment-full-time students 1580
Student Nursea-full-time students 23
Part-Time Students:
Saturday Campus Classes 116
Greensburg Extension Classes 25
Johnstown Extension Classes 63
Kittanning Extension Classes 88
Total College Enrolment 1835
Enrolment in Keith (Laboratory) School 362
Enrolment Summer Sessions 1952
Pre Session 340
{Regular Session 428
Post Session , 219
138
Teachers College Bulletin
INDEX
A
AecounU, Delinquent ^2
Accrediting Agencies — ■ 16
Activities, Student 24
Administrative Organization 4
Admiaeion, Requirement* for 83
Advanced Registration Deposits 42
Advanced Standing S6
Advisory System 22
Alumni 24
Association — 24
Day 28
Annual Cooperative Art Exhibition _. 66
Art Awards - — 66
Art Department 46, 66
Admission -— 66
Curriculum 47
Elective Course* 67, 70
Fees 46
Required Course* 66, 70
Art Exhibition, Annual Cooperative — 66
Associations
Student Cooperative 26
Awards _— 66
B
Baggage ~ — — — - __—.—— 20
Bills, How to Pay 43
Biological Science Specialization 126
Board of Trustees 8
Boarding Students 20
Buildings 16
Bureau of Teacher Education and
Certification 3
Business Education Department — 48, 71
Curriculum — - 49
■ Explanation of — 71
Elective Courses 73, 76
Fees 48
Practical Experience Requirements - 72
Required Courses 78, 76
. Standards 71
C
Cafeteria 1|
Calendar 2
Campus 16
Campus Classes 32
Certificates
Education for Safe Living 97
Elementary — Temporary Standard — 39
Provisional College 39
Stete Standard Limited 39
Certification, Requirements for 39
Art 66
Business Education 71
Dental Hygiene 50
Education for Safe Living 97
Elementary „ 61
English 82
Foreign Language 90
Geography 92
Home Economics 99
Mathematics 106
Military Science 109
Music 111
Public School Nursing 58
Science 124
Social Studies 133
Speech S7
Chemistry Specialization ——,.-..— Ui
ChQst X-Rays 81
Class Organization «..-- . 29
Clinics, Special 4
Psycho-Educational Bureau 23
Reading 23
Speech 28, 89
Commencement 28
College, The 12
College, Lodge 17
Co-operating Schools,
Supervisors in 10
Cooperative Art Exhibition, Annual __ 66
Cooperative Association, Student 26
Correspondence Work (See
Advanced Standing)
Courses (See each division and
department for courses and
requirements)
Cultural Life Committee 25
Curricula (See also each
department) 46
D
Day Students 28
Degree Curriculum for Dental
Hygienists BO
Degree Curriculum for Public
School Nursing 68
Degree Fee 42
Delinquent Accounts — . 42
Dental Hygiene 60
Departmental Groups, Student
Organizations _ 26
Departments
Dental Hygiene 60
Education 77
English and Speech 82
Foreign Languages 90
Geography 92
Health and Physical Education 96
Mathematics 106
Military Science and Tactics 109
Public School Nursing 68
Science 124
Social Studies 183
Speech 82
Departments, Heads of 4
Departments, Special Art 46, 65
Business Education 48, 71
Home Economics 64, 99
Music - — 66, 111
Deposits
Advanced Registration 42
Private 42
Directors of Divisions 4
Directors of Special Departments 4
Divisions, Directors of 4
Elementary 61
Secondary 69
Dormitory Life 21
Dramatics 88
Driver Education 98
E
Education, Courses in 77
Driver 98
General Safety 98
Educational Fraternities 29
Elective Courses
Art 67. 70
Business Eklucation 78, 76
Elementary Education 68
Home Economics 99, 104
Music 111, 123
Secondary 61
Elementary Education,
Division of 61
Indiana Catalogue Numbeh
139
INDEX— (Continued)
Certification 89
Curricuium bZ
Directory of Course Ueacriptions 68
Elective Courses 58, 70, 80
Fees 40
Keauired couriies — 70, 79, 96. 117, 182
Elementary — Temporary
Stundard Certificate 89
English and Speech, Courses in H'i
Certification 8C, 86
Enrollment
By counties 137
By curricula 188
Ensemble Singins _- 116
Entrance TcsU 88
Extension Classes 32
r
Faculty 5
Fees 40
Activity 41
Contingent (all curricula) 40
Out-of-state students 41
Regular session . - 40
Summer Sessions 40
Special Curricula .. 40
Housing 41
Late Registration . . 41
Special
Damage 42
Degree 42
Infirmary 42
Private Instruction in Music 41
Transcript 42
Summary of
Non-resident 44
Resident - . 44
Festivals 118
Fire Precautions 20
First Aid 87
Fraternities 29
Honorary 29
Men's and Women's 29
Inter-fraternity Council 29
Foreign Languages, Courses in 90
Certification 90
French, Course in 91
Certification 91
Freshman Dormitory 19
Fulfilling the Purposes of
the College 12, 14
G
General Information 19
General Science 124
Geography, Courses in 92
Government (See Student Participa-
tion in College Administration)
Grades 85
Grades Reports 23
Graduation, Requirements for 88
Greenhouse, The 18
Guest Charges 29
Gymnasium, David J. Waller 17
H
Handbook 20
Heads of Departments 4
Health and Physical Education
Courses in 96
Health Requirements 34
History of the College 15
Home Economics Department 54
Currieulum 65
Elective Courses 99, 104
Fees 64
Home Jiiconomics Cafeteria 18
Home Munagement Houses 18
Home and Employment Exi>erience - 64
Nursery School 54
Placement 24
Required Courhes 100, 104, 132
Home Mnna);ement Houses 18
Home and Employment Experiences — 54
Honorary Fraternities 29
I
Individual Instruction in Music 112
Infirmary 21
Fee 21. 41
Inter-fraternity Council 29
J
John A. H. Keith School, The 17
Junior St^inding 86
Keith School, John A. H. —
17
H.
Laboratory School (See John A.
Keith School)
Laundry 20
Library, Wilson Hall 16
Hours 20
Life Saving and Swinuning,
Red Cross 29
Loan Fund 81
Location of College 15
66,
Mathematics, Courses in
Certification
Men Student League ..___.
Men's Varsity "I" Loan Fund .
Military Science and Tactics
Music Education Department
Admission, Requirements for
Broadcasts
Curriculum
Elective Courses
Ensemble —
Extra-Curricular Activities
Fees
Festivals
Individual Instruction
National Music Week
Recording Equipment _.-. .
Required Courses
Sequence in Applied Music .
Student Teaching
Symposium in Music Education
106
105
26
81
109
111
111
119
57
122
116
118
66
118
112
118
114
112
117
111
118
N
New Students 19
Non-Resident Student League 26
Nursery School 64
O
Office Hours 20
Organizations, Student 24
Class 29
Departmental Groups 26
FVaternities 29
Home Economics 54
Music 118
140
Teachers Coujbok Bullrtin
INDEX— (Continued)
Professional 29
Religious 26
Student Participation in ColleKe
Administration 25
Varsity Clubs 28
P
Pay Bills. How to 43
Payment, Time of 43
Personal Interview 34
Physics Specialization 180
Placement Service 24
Professional Organizations 29
Private Account* 42
Provisional College Certificate 39
Psychology (See under £ducation) — Ti
Psycho- Educational Bureau 23
Public School (Nursing 68
Purposes of the College, Fulfilling . 12.14
Q
Quality Points 36
B
Recitals 118
Repayments 48
Registration Days 2
Registration Deposit, Advance 42
Religious Life Committee 26
Religious Organizations 26
Requirements, Practical Szperienee .. 72
Reuuirements 33
Admission 33
General Scholarship 33
Health 34
Personal Interview 34
Personality 34
Advanced Standing 86
Certification 89
Graduation 88
Junior Standing 86
Scholastic 86
Student Teaching 88
Required Courses
Art 47
Business Education 49
Elementary Education 61
Home Eoonomics 66
Music 67
Secondary 69
Reserve Officers' Training
Corps 22, 109
Room Assignments 19, 21
8
Safe Living, Education for.
Certification in 98
Safety, General, Education 98
Saturday Campus Classes 82
Scholarships 30
Scholastic Requirements 36
Science, Course in 124
Certification — — _- 124
Secoudai-y Certification — — ._ 69
Secondary Education, Division of 69
Curriculum 60
Elective Courses M, »1, «3
Required Courses 60, 61
Social Studies, Courses in 188
Certification 188
Spanisti, Courses in 90
Certification 90
Speech, Courses in 86
Certification 86
Speech Clinic 89
cjports M
c<tate Council of Education 8
State Scholarships SO
State Standard Limited Certificate — 89
Student Cooperative Association 25
£>tudent Council -.__ 26
Student Organizations __ — 24
Departmental Groups 26
Student Participation in College
Administration .___.-—__-__ 26
Student Supplies 19
Student leaching. Eligibility for 38
Summer Sessions 82
Supervising Teachers in
co-operating Schools „-.- 10
Supplies, Student 19
Swimming, Red Cross -_. 29
Symposium in Music Education 118
Tennis Courts 18
Transcript h'ee 42
Transfer of Credit 86
Transportation Facilities 16
Trustees, Board of — 3
U
Uupperclass Room Assignments 21
V
Vacation Charges 20
Varsity Athletics 28
Varsity Clubs 28
W
Wilson Hall Library 16
Women's Collegiate Association 26
X
X-Rays, Chest 21
Y
Y. M. C. A. 26
Y. W. C. A. 20
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