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1954- 1955 

First Semester 

Registration 4.00-9.00 p.m., Monday, September 20, 1954 

Classes begin Monday, September 27, 1954 

Second Semester 

Registration 4.00-9.00 p.m., Tuesday, February 1, 1955 

Classes begin Monday, February 7, 1955 

* Opening dates for the 1955-56 and 1956-57 semesters will be announcec 
before the beginning of each school year. 



The College Center is located at Harrisburg, the capital city 
of Pennsylvania. Classes will be held in the William Penn Senior 
High School Building, Third and Division Streets. 

Lebanon Valley College is situated twenty miles east of Harris- 
burg, in Annville, Lebanon County. Elizabethtown College is 
located in the town of the same name, in the northern part of 
Lancaster County and also twenty miles from Harrisburg. The 
Center in Harrisburg is in a densely populated section of the state, 
equi-distant from each campus. Public transportation is available 
from the neighboring communities. 

In recognition of the need for graduate work in Education, 
Temple University has responded to the invitation of Lebanon 
Valley College and Elizabethtown College to provide a program 
of graduate study as a part of the offerings of the Center. 


The Lebanon Valley-Elizabethtown-Temple University Center 
offers a curriculum designed to meet the academic, vocational and 
cultural needs of residents of the central Pennsylvania area at both 
the undergraduate and graduate levels. 

The Center will present opportunities for educational advance- 
ment to those whose regular employment permits them to attend 
classes only during late afternoons and evenings. 

Course offerings will be chosen from the catalogues of the 
co-operating institutions. Credits may be transferred to the co-oper- 
ating and other institutions according to their established regula- 
tions. The program offered has been planned to serve the needs of 
those wishing to earn undergraduate or graduate degrees as well as 
those pursuing courses for vocational or cultural benefits. 

The teaching staff for the Center will be composed of faculty 
members from Lebanon Valley and Elizabethtown Colleges and 
Temple University. 


Lebanon Valley College, Elizabethtown College, and Temple 
University are fully accredited by the Department of Public Instruc 
tion of Pennsylvania and by the Middle States Association of i 
Colleges and Secondary Schools. They are members of the Asso- 
ciation of American Colleges and of the American Council on 
Education, and are on the approved list of the Regents of the 
University of the State of New York. All three institutions are 
approved by the Veterans Administration for veterans' training 
under public laws 16, 346, and 550. 



Frederic K. Miller, A.B., A.M., Ph.D President 

Howard M. Kreitzer, B.S., M.A., Ed.D Dean of the College 

Ivin B. Moyer Business Manager 

Carl Y. Ehrhart, B.D Director of Extension 


A. C. Baugher, A.B., B.S., M.S., Ph.D., LL.D President 

Henry G. Bucher, A.B., Ed.M., Ed.D., 

Director and Dean of the College 
K. Ezra Bucher, B.S., M.S Treasurer, Business Manager 


Bernard H. Bissinger, Ph.D. Associate Professor of Mathematics 

Henry G. Bucher, Ed.D Dean and Professor of Education 

K. Ezra Bucher, M.S Assistant Professor of Business Education 

Robert A. Byerly, A.M. Instructor in Bible 

Constance P. Dent, M.A Assistant Prof essor of Psychology 

Anna B. Dunkle, M.A. Assistant Professor of English 

Carl Y. Ehrhart, B.D Professor of Philosophy 

Emma Engle, A.B. Instructor in English 

Alex J. Fehr, A.B Instructor in Political Science 

Albert L. Gray, Jr., M.B.A., 

Assista?it Professor of Business Administratioyi 

Carl E. Heilman, A.M. Associate Professor of Mathematics 

Elmer B. Hoover, M.Ed., 

Associate Professor of Education and Teacher Training 

Gilbert D. McKlveen, D.Ed Professor of Education 

W. W. Peters, Ph.D Prof essor of Sociology and Psychology 

G. A. Richie, A.M Professor of Religion 

Robert C. Riley, M.S., 

Associate Professor of Economics and Business 

W. Maynard Sparks, Ed.M Assistayit Professor of Religion 

George G. Struble, Ph.D Professor of English 

Earl Weller, M.A histructor in Spanish 




Tuition (per semester hour) $15.00 

Fees are due and payable within 10 days after receipt of the bill. 

Remittance may be sent in accordance with instructions on 
the bill. 

Laboratory fees will be charged as indicated under the listing of 
the individual course. 

Auditing jee (per semester hour) $7.50 


Teachers in service may carry a maximum of six hours of credit 
per semester as prescribed by the Pennsylvania State Department of 
Public Instruction. Other students are permitted a maximum of nine 
hours of credit per semester. Requests for additional hours of credit 
will be considered on their individual merits. 


The minimum number of registrations for a single class shall 
be eight, except in unusual cases. Classes meet from 7.00 to 9.00 p.m. 


Each professor shall determine for each class and for each stu- 
dent when a student's repeated or continued absence from class has 
jeopardized his class standing with respect to that subject. The pro- 
fessor will then take counsel with the student regarding his work. If, 
after this, the student continues to be absent, the professor may, at 
his discretion, drop the student's name from his class roll. The 
student may be reinstated only by taking an examination or by 
giving other evidence, as the professor sees fit to demand, of his 
ability to continue the course. 





W indicates withdrawal from a course any time within the first 
;ix weeks of a semester. If, however, a student withdraws after six 
weeks, the symbol WP will be entered if his work is satisfactory, 
ind WF if his work is unsatisfactory. The mark WP will be con- 
ddered as without prejudice to the student's standing, but the mark 
/VF will be counted as a grade of 50 in averaging grades. 

See catalogues of respective institutions for further detailed 



19 — Mathematics of Finance— Presents the mathematical 

principles and operations used in financial work. 
A detailed study of compound interest, compound 
discount, and annuities is undertaken. Application 
of these principles is then made to practical prob- 
lems of amortization, sinking funds, depreciation, 
valuations of bonds, and building and loan associ- 

22 45a Elementary Mathematical Statistics— Covers graphic 
representations, averages, dispersion, skewness, cor- 
relation, curve fitting, normal probability curve, 
index number, involving problems in social sciences, 
business administration, and natural sciences. 

20 14b Principles of Economics— An introductory course 

designed to acquaint the student with fundamental 
economic concepts and principles and to show the 
relationship of economic theory to current eco- 
nomic practices. During the second semester spe- 
cial emphasis is placed upon economic problems 
arising in agriculture and industry, consumer needs, 
prices, money and banking, government controls 
and other economic activities. 

35 38a Marketing— Methods and policies of the marketing 
of agricultural products and the merchandising of 
manufactured commodities; meaning and impor- 
tance of marketing distribution; marketing func- 
tions and the development of marketing methods; 
price policies and merchandising costs; market anal 
ysis; an analysis of the merits and defects of the 
existing distributive organization. 

48 48b Industrial and Labor Relations— Includes an evalu- 
ation of the historical development of the unior 
movement and the collective bargaining process 
A study is made of union-management relationship: 
and procedures for the alleviation of tension, alter 
natives to force, and the role of government par 
ticipation and control for the realization of indus 
trial peace. 



20 10b Introduction to Education— An introduction to the 
field of education through the study of the Ameri- 
can educational system, the place of the school in 
society, the training and function of the teacher. 

— 21a Curriculum in Arithmetic— Includes the mastery of 

the fundamentals of the subject matter of arith- 
metic in grades 1 to 8, inclusive, together with the 
application of the fundamental psychological prin- 
ciples in teaching the subject and an acquaintance 
with materials of instruction and textbooks. 

— 27ab Public School Art— Aims to enable students to teach 

public school art. It includes drawing, the elemen- 
tary principles of design, lettering, composition, 
and color harmony and their application to home, 
school and community interests. 

31 — History and Philosophy of Education— The purpose 

of this course is to develop an understanding of the 
three major philosophies, idealism, realism, and 
pragmatism, and to interpret them as they apply to 
the student, the teacher, and the administrator. The 
aims and theories of educational leaders will be 
analyzed, as well as the content and organization 
of educational systems and practices. 

— 37b Curriculum in Science— A study of many of the 

fundamental facts, principles and laws that every 
prospective teacher should know in order to under- 
stand and interpret nature study, health, and geog- 
raphy, so that he may be able to make this work 
applicable to the everyday life of the child. This 
gives the child an acquaintance with the materials 
that are part of his environment. 

30 38b Educational Measurement— Preparation for testing 
by the classroom teacher is offered through study- 
ing principles of validity and reliability, appraising 
and constructing tests, and considering the use of 
results. Prerequisites: Psychology 20, 23. Labora- 
tory fee of one dollar. 






Visual and Sensory Techniques— Psychological bases 
for sensory aids; study and appraisal of various aids; 
use of apparatus; sources of equipment and supplies. 
Laboratory fee of four dollars. 


10ab lOab Composition— A study of the fundamentals of effec- 
tive English through their practical application in 
oral and written themes, through class discussion, 
and through individual conferences. 

21 ab 32a American Literature— An attempt, through the 
study of native authors, to see in perspective the 
evolving American mind; to observe how Puritan- 
ism, the Cavalier spirit and the Romantic Movement 
have contributed to making us what we are; to 
understand the spiritual resources of which we are 
the heirs; and to note the development of Ameri- 
can literature down to the present day. 

30ab 40ab Shakespeare— A survey of the English drama from 
its beginnings to the time of Shakespeare; a study 
of the life and times of Shakespeare, and an analy- 
sis of Shakespearean comedy; a study of the Eliza- 
bethan stage and an analysis of Shakespearean 


24ab 30ab Political and Social History of the United States 
and Pennsylvania— A survey of American History 
from the earliest settlements to the Truman Admin- 
istration. Special attention is given to the history 
of the colony and state of Pennsylvania. This 
course is designed to fulfill the state requirements 
for United States and Pennsylvania History. 


43a Contemporary World History— Designed to acquaint 
the student with the general conditions and prob- 
lems of the period from 1914 to the present. Special 
emphasis is placed on North America and Europe; 
a less detailed study is made of South America, the 


LVC EC Pacific area, Asia and Africa. Political and eco- 

nomic aspects of recent history provide the 
fundamentals of this survey. 


19 — Mathematics of Finance. 

(See Business Education) 

22 45a Elementary Mathematical Statistics. 

(See Business Education) 

— 10a Basic Mathematics— Designed for students who do 

not have the necessary secondary school work in 
mathematics or those who need review in such 
areas. Covers the basic principles of all the courses 
which should be offered as prerequisites for college 


10 41a Introduction to Philosophy— Intended to introduce 

the basic problems of philosophy and to produce 
some appreciation of the role played by philosophy 
in the whole movement of civilization. An exami- 
nation is made of current views of the universe 
and of man, the sources of human knowledge, and 
the nature of morality, aesthetics, and history. 

11 — Introduction to Logic— Introduction to the rules of 

clear and effective thinking, as well as those of exact 
communication and the logical use of language. 
Attention is given both to the classical syllogism 
of deductive logic and inductive logic and scientific 
method. The aim of this course is primarily prac- 
tical, with considerable use being made of exer- 
cises and problems. 


10ab 41b American Government— A survey of the political 
institutions of the United States with special em- 
phasis on the national government, but with some 
consideration of Pennsylvania state and local gov- 



21 40a International Relations— Designed to acquaint the 
student with the major factors which influence the 
relationships of national states today with special 
emphasis on the more important international or- 
ganizations presently at work in the world. 


20 10ab General Psychology— Designed to acquaint the stu- 

dent with the fundamental psychological principles 
and their application in daily life. 
Lectures and discussions. 

23 30a Educational Psychology— A psychological study of 
the nature of the learner and the nature of the learn- 
ing process. The course includes such topics as 
individual differences, motivation, emotion, and 
transfer of training. 

Prerequisite: General Psychology. 

21 22b Child Psychology— Includes such phases of child 

study as infant behavior, child adjustment, and 
motor and emotional development. Other topics 
to be discussed include motivation, imagination, 
language, development, thinking, intelligence, social 
development, and personality. 

30 40a Applied Psychology— A survey of the applications 
of psychology to the various fields of human rela- 
tions. Among the areas covered are vocational 
guidance, human adjustment, public opinion and 
propaganda, advertising methods, work and effi- 
ciency, and fatigue. 

Lectures, discussions, special reports, and field 

Prerequisite: General Psychology 20. 

22 — Mental Hygiene— A study of wholesome and effec- 

tive personality adjustments including the causes 
and treatment of the more common social and emo- 
tional maladjustments. 



10ab lOab Introduction to English Bible— An appreciative and 
historical survey of the literature of the Old and 
New Testaments. 

32 30a The Teachings of Jesus— Attempts an intensive 
study of the religious concepts of Jesus as set forth 
in the Gospels. 

40 10a Principles of Religious Education— A fundamental 
course investigating some of the theories, principles, 
and problems of religious education. 

llab — Introduction to Religion— The purpose of this 

course is to acquaint the student with the place and 
significance of religion— what it is and does. In- 
cluded are studies in the nature of God, the worth 
of man, science and religion, personal religious liv- 
ing, the Judaeo-Christian tradition, the place of the 
Church in modern life, and contemporary prob- 
lems in the field of religion. 


20 10a Introduction to Sociology— The study of culture, 
social change, and social institutions. This is a pre- 
requisite for all other sociology courses. 

22 43a The Family— The chief problems center in courtship 
and marriage adjustments, husband-wife types, 
marriage prediction scales, and parent-child rela- 


10ab Elementary Spanish— Intended for those who begin 
Spanish in college. 

10 20ab First Year College Spanish— Continuation of high 
school Spanish or of Elementary Spanish, listed 



Robert Livingston Johnson, A.B., LL.D., L.H.D President 

Millard E. Gladfelter, A.B., M.A., Ph.D., D.Sc. in Ed., LL.D., 

Provost and Vice-President 

Harry A. Cochran, B.S., M.S., Ed.D., LL.D Treasurer 

Raymond V. Phillips, B.A., Ed.M., 

Director of the Off-Campus Division 


Joseph S. Butterweck, Professor of Education and Acting Chairman 
of the Faculty of the Teachers College 
B.S. in Ed., 1922; M.A., 1924, University of Pennsylvania; Ph.D., 1926, 
Columbia University. 

Thomas E. Clayton, Assistant Professor of Secondary Education 
B.S. in Ed., 1939; Ed.M., 1947, Temple University; Ed.D., 1949, University 
of Southern California. 

Robert V. DufTey, Assistant Professor of Elementary Education 
B.S. in Ed., 1938, Millersville State Teachers College; Ed.M., 1948, Templj 


Anne Edelmann, Assista?it Professor of Education 

B.S. in Ed., 1937; Ed.M., 1946; Ed.D., 1950, Temple University. 

Norman Gekoski, Assistant Professor of Psychology 

B.S. in Ed., 1938; Ed.M., 1948, Temple University; Ph.D., 1952, Ohio Stat* 

Roy B. Hackman, Professor of Psychology 

B.A., 1933; M.A., 1934, University of Nebraska; Ph.D., 1938, University 
of Minnesota. 

John H. Jenny, Associate Professor of Health and Physical Educa 
B.S. in Ed., 1934; Ed.M., 1941; Ed.D., 1953, Temple University. 

Leslie W. Kindred, Professor of Education 

B.A., 1928; M.A., 1934; Ph.D., 1938, University of Michigan. 

Frederick H. Lund, Professor of Psychology 

A.B., 1921; A.M., 1923, University of Nebraska; Ph.D., 1925, Columbi 




John M. Mickelson, Assistant Professor of Education 

B.A., 1939; M.A., 1945, Occidental College; Ed.D., 1947, University of 
Southern California. 

Ross L. Neagley, Professor of Education 

B.S. in Ed., 1929, Shippensburg State Teachers College; M.A., 1933, 
Columbia University; Ed.D., 1938, Temple University. 

Harold C. Reppert, Associate Professor of Psychology 

B.S., 1934, California State Teachers College; M.S., 1942; Ph.D., 1945, 
Pennsylvania State College. 

Sydney V. Rowland, Associate Professor of Education 

B.S., 1914, Temple University; M.A., 1921, University of Pennsylvania. 

James W. Skelton, Assistant Professor of Education 

B.S. in Ed., 1936; M.A., 1937; Ph.D., 1947, Ohio State University; LL.B., 
1951, Rutgers University Law School. 

Miriam E. Wilt, Associate Professor of Early Childhood and Ele- 
mentary Education 
B.S., 1943; Ed.M., 1945; Ed.D., 1949, Pennsylvania State College. 


All courses offered yield full university credit. Courses carry- 
ing numbers between 100 and 200 are open to both graduate and 
undergraduate students; courses numbered 200 or more are intended 
for graduate students only. 

Although a student technically may enroll for six credits in 
any one semester, it is advisable to limit the number of credits to 

Regulations Concerning the Master's Program 

a. A student wishing to work toward the degree of Master 
of Education must apply for admission on a form to be secured 
either from the advisers who will be present on registration day at 
the Center or from the Teachers College Office, Temple University. 
The student must send this form, with two copies of his under- 
graduate transcript, to the Dean of the Teachers College. 

b. A student registering for the Master's degree has the follow- 
ing options: first, to earn thirty semester hours in course credit and 
take a final written examination in the major and minor fields; or 
second, to earn twenty-four semester hours of credit and to write 
a thesis. 

Approximately half of these credits must be in the major field; 
at least six, preferably eight, must be in the minor field. 

c. A sheet of instructions concerning procedure may be secured 
either from the instructors offering courses at the Center or from 
the Teachers College Office, Temple University. All persons repre- 
senting Temple University at the Center will be able to supply 
additional information. 


Temple University is undertaking the establishment of a sub- 
stantial reference library that will be housed in the William Penn 
High School. The library will be available for supplementary read 
ing for the members of the different classes. 


The tuition is $15.00 per semester hour for undergraduate credit 
and $20.00 per semester hour for graduate credit. 

All fees must be paid at the time of registration. Veterans 
intending to use the "G.I." bill should have their letter of eligibility 
to Temple University unless courses have been taken within the 




year and the letter is in the possession of the Veterans Office at 
Temple University. 


Representatives of Temple University will register students 
for their courses in the William Penn High School on Tuesday, 
September 21, 1954, from 4 p.m. to 6 p.m. and from 7 p.m. to 
9 p.m. Classes for the first semester will begin the week of Sep- 
tember 27, 1954. 


1954- 1955 

145x. Social Studies in the Modern Elementary School. (2 s. h.) 

Second semester. Assistant Professor Duffey 

The place of the social studies in the curriculum; the school as a labora- 
tory community; the use of community resources, and practical aids to 
teachers in the organization of content, utilization of materials, and direc- 
tion of instruction. All elementary school levels are covered from kinder- 
garten through grade six. Emphasis is planned to suit the needs of students 
taking the course. 

149x. Science in the Elementary School. (2 s. h.) Second semes- 
ter. Assistant Professor Duffey 

Designed primarily for classroom teachers and supervisors of science in 
the elementary school, but also suitable for teachers of the pre-school and 
junior high school grades. 

Content and activities of the course center around the science interests of 
children and ways in which classroom teachers can nurture these interests. 
Course aims to increase the facility of teachers in helping children to pro- 
gress in their ability to use the methods and findings of science in their 
everyday thinking and acting. Includes field trips and visits to local 

Illx. Health and Physical Education in the Elementary School. 

(2 s. h.) First semester. Associate Professor Jenny 

The course is designed for classroom teachers. Consideration will be 
given to objectives, program, organization, equipment, and facilities. 

112x. Health and Physical Education in the Elementary School. 

(2 s. h.) First semester. Associate Professor Jenny 

Lectures, assignments, unit planning, appraisal of teaching materials and 
visual aids suitable for the elementary school. Direct and incidental health 
instruction procedures are considered as they fit into the total health 


27 Ix. Public Relations. (2 s. h.) First semester. 

Professor Kindred 
An introduction to school public relations that may be taken to advantage 
by teachers as well as administrators. 

# Unless indicated otherwise, all offerings are semester courses. 




159x. Techniques of Educational Measurement and Psychological 
Diagnosis. (2 s. h.) Second semester. 

Associate Professor Reppert 

Demonstrations of clinical techniques for the Revised Stanford Binet 
Scales, the Wechsler-Bellevue Scales, and related measures will be pre- 
sented. Emphasis will be placed upon evaluation and interpretation of 
results obtained from demonstrations. The use of educational and psycho- 
logical measures as a better means for objectively evaluating and diag- 
nosing behavior will be stressed. 

I62x. Psychological Problems of Children with Mental and Physi- 
cal Handicaps. (2 s. h.) Second semester. 

Associate Professor Reppert 

A survey course designed to give the teacher an introduction to excep- 
tional children. School problems and vocational needs of typical children 
are considered. Emphasis is placed upon the psychological and educa- 
tional problems of the feeble-minded, blind, partially sighted, deaf, hard- 
of-hearing, and the speech handicapped, and behavior deviant. 

163x. Psychology of Adolescence. (2 s. h.) First semester. 

Professor Lund 

A study of typical problems of youth in the process of development from 
childhood to maturity. 

I71x. Abnormal. (2 s. h.) First semester. Professor Lund 

A study of the different forms of mental abnormality including their 
symptoms, diagnosis and treatment. Attention will be centered on the 
psychoses, the neuroses and mental deficiency. 


I03x. The Junior High School. (2 s. h.) First semester. 

Professor Kindred 

An analytical study of the junior high school today. Its history, philos- 
ophy, organization, administration and program will be considered in 
detail and recommendations will be made concerning its place in a 
modern school system. 

205x. Critique in Secondary Education. (2 s. h.) Second semes- 
ter. Professor Butterweck 
(Undergraduates may take this course with the permission of the instructor.) 
An appraisal of secondary education under the following topics: the lag 
between declared objectives and present practices; the leaven at work 
in various educational enterprises which affect secondary education; 
changes in thought in the fields of psychology, sociology, and philosophy; 
the effect which this leaven and these changes in thought have in the 
creation of new secondary schools. 


143x. Unified Curriculum. (2 s. h.) Second semester. 

Professor Butterweck 

Designed to aid teachers in developing an experience curriculum for the 
secondary school. Although the theory of the integrated or core program 
will be developed, much of the class time will be devoted to a co-opera- 
tive evaluation of the curricula which the members of the group are in 
the process of developing for the age groups in which they are interested. 

1955- 1956* 


167x. The Elementary School Curriculum. (2 s. h.) First semes- 
ter. Associate Professor Wilt 
Major attention will be given to skill subjects. Research studies which 
have affected either teaching method or selection of subject matter will 
be examined in the light of their contributions. Available standard tests 
will be reviewed and specific teaching and learning difficulties will be 
pointed out. Designed for both teachers and supervisors in the elemen- 
tary field; may be applied both to the teaching certificate and to the 
State Department of Public Instruction of Pennsylvania. The required 
reading will include a basic list and individual assignments directed 
toward specific teaching or supervisory problems. 

177x. Creative Expression. (2 s. h.) First semester. 

Associate Professor Wilt 
Deals with the creative aspects of education and the child as a potential 
creator. Discussion of creative work in art, music, literature and 


|201 x. The Principal and His School. (2 s. h.) Second semester. 

Professor Neagley 
This is a technical course emphasizing the principal's role in the organiza- 
tion and administration of an elementary school. 

f202x. The Principal and His School. (2 s. h.) Second semester. 
For description see 20ix above. Professor Neagley 


123x. Current Problems in Educational Psychology. (2 s. h.) 

Second semester. Professor Lund 

A review of recent literature in the field with emphasis on psycho- 
dynamics and the special conditions which activate and give direction to 
the educational process. 

* Unless indicated otherwise, all offerings are semester courses. 
t 201x and 202x comprise a year course. Both 201x and 202x may be taken 


130x. Aptitude Testing. (2 s. h.) First semester. 

Assistant Professor Gekoski 
Designed to survey the aptitude testing field. Emphasis is on use and 
interpretation rather than on construction of aptitude tests. It will be 
adapted to school work in vocational guidance and personnel work in 
schools and business. Demonstrations of the most commonly used aptitude 

135x. The Psychology of Human Relations in Supervision. (2 s. h.) 

First semester. 

Designed for both teachers and administrators in elementary and second- 
ary education. Includes such areas as motivation, attitudes, perception, 
individual differences and related topics. Particular attention will be 
directed toward the effects of these concepts on the relationships that 
teachers have with students, other teachers, their supervisors, parents and 
other people in the community. Includes practical illustrations from the 
teachers' experiences and practices in developing human relation skills 
in dealing with people. 

I81x. Emotion and Personality. (2 s. h.) Second semester. 

Professor Lund 
A study of the nature and development of emotional life of the individual, 
the physiological and glandular basis of the emotional processes, the sig- 
nificance of these processes for learning and development, and relation 
between man's emotional nature and his chief personality traits. 


lllx. Student Activities. (2 s. h.) Second semester. 

Associate Professor Rowland 
Typical units: why student activities are necessary, the homeroom; 
guidance; pupil participation in school controlled clubs; the assembly; 

Intended for those who are already familiar with the practices of second- 
ary schools and who are seeking specific aid in adjusting themselves to 
the so-called extra-curricular activities program. 

119x. Developmental Tasks in Secondary Schools. (2 s. h.) First 
semester. Assistant Professor Clayton 

Attempts to help teachers apply their knowledge of the nature of adoles- 
cent behavior to the problems of adjustment to school. 
Case studies of individual pupils will provide the basis for the needs of 
analysis of behavior. The influence of the adolescent's early and immediate 
social environment and the implications of this on school practice will 
constitute the course content. 

161x. Methods and Teaching. (2 s. h.) First semester. 

Assistant Professor Clayton 
Designed to help each student clarify a consistent theory of learning and 
teaching practices consonant with it. Experimental evidence concerning 
various teaching methods and their validity in the light of our knowledge 


of learning will be introduced. Students will be encouraged to draw 
upon their own teaching and learning experiences as source material for 
consideration. (This is one of the five basic courses in Secondary 

165x. Progressive Movement in Secondary Education. (2 s. h.) 

Second semester. Associate Professor Rowland 

To aid teachers and administrators in understanding the basic changes 
which are now taking place in our secondary schools and to help them 
introduce those changes into their respective schools. Integration of 
subject matter, the unification of the curriculum, and the adjustment of 
instructional material to the needs of pupils will be discussed. 

1956- 1957* 


268x. The Elementary School Curriculum. 2 s. h.) Second 
semester. Assistant Professor Duffey 

Major attention will be given to skill subjects. Research studies which 
have affected either teaching method or selection of subject matter will 
be studied in the light of their contributions. Available standard tests 
will be reviewed, and specific teaching and learning difficulties will be 
pointed out. Designed for both teachers and supervisors in the elementary 
field; may be applied both to the teaching certificate and to the State 
Department of Public Instruction of Pennsylvania. Required reading will 
include a basic list and individual assignments directed toward specific 
teaching or supervisory problems. 


152x. Philosophy of Education. (2 s. h.) First semester. 

Assistant Professor Skelton 
A study of the significant educational "theories" of today and their 
implications for democratic education. The primary purpose of the 
course is to have each student work out his own functional philosophy 
of education. 

155x. Conceptions of Mind in Education. (2 s. h.) First semester. 

Assistant Professor Skelton 
An investigation into, and an analysis of the semantic and experimental 
difficulties implicit in "communication". Specifically, this course will 
direct attention to various psychological and linguistic "blocks" which, 
at all levels of education, tend to disprove the widespread assumption 
that teacher-pupil "communication" is a relatively easy attainment. 

* Unless indicated otherwise, all offerings are semester courses. 



21 lx. Supervision. (2 s. h.) Second semester. 

Professor Kindred 
This course deals with principles, programs, and practices directed toward 
the improvement of instruction and growth of teachers in service. 

261x. Personnel Administration. (2 s. h.) Second semester. 

Professor Kindred 
A study of personnel problems and practices in school systems. 

291x. Practicum in Administration. (2 s. h.) Second semester. 

Assistant Professor Duffey 
The purpose of this course is to give the student practical experience in 
administrative work. A minimum of sixty clock hours in one semester 
must be spent on this work. It must be done under supervision in a local 
school system according to a definite schedule that is approved by the 
administrator of the school concerned and the instructor. 


116x. Introduction to Educational and Vocational Guidance. 

(2 s. h.) First semester. Professor Hackman 

Planned to (a) develop in the teacher, administrator, and counselor an 
appreciation of the nature and scope of the guidance movement; (b) show 
the increased need for guidance due to changing conditions; and 
(c) acquaint those concerned with methods of functioning in everyday 

145x. Case Work Methods for Guidance Counselors. (2 s. h.) 

First semester. Professor Hackman 

A study of techniques for developing case histories and case studies for 
individual counseling and case conferences, including a survey of current 
diagnostic and counseling methods. This course will be of special interest 
to full time counselors, teacher-counselors, and other school personnel 
engaged in guidance activities. 


115x. Homeroom Guidance. (2 s. h.) Second semester. 

Assistant Professor Edelmann 
The application of some of the principles and techniques of group 
dynamics to the special group situation of the homeroom. An analysis 
of actual problems will be made and the course will be centered on these 

141x. Modern Teaching Methods in the Secondary Schools. 

(2 s. h.) Second semester. Assistant Professor Edelmann 

A general methods course for prospective secondary school teachers. It 
presupposes a knowledge of Educational Psychology and a familiarity 
with the academic subject matter which the student is preparing to teach. 


173x. Curriculum Practices. (2 s. h.) First semester. 

Assistant Professor Mickelson 

Examination and appraisal of curriculum practices now extant in Ameri- 
can secondary education. A philosophy of education and guiding prin- 
ciples of curriculum organization will be developed and used to evaluate 
the most important types of modern secondary school curricula. (This 
is one of the five basic courses in Secondary Education.) 

179x. Curriculum Materials. (2 s. h.) First semester. 

Assistant Professor Mickelson 
Deals with all types of curriculum materials for the secondary school. 
Work of the class will include surveys of recent high school texts, 
reports, sources of supplementary materials, etc. Those taking the course 
will be expected to complete a collection of supplementary materials for 
their own use. Attention will also be given to methods for utilizing 
supplementary materials.