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" .3 ' \ I: ‘- o ‘o I ‘ ‘ .' " I I 'I I ."l: o . I I " "i - ‘ l ’ I . . I., ' . ‘ v- ‘ “ _ , ‘ ' ' | ' ' .. o ‘ n . " ‘. I ' o n I . . ‘v ( ., R ‘.’ I ' I ‘ a. D .| -‘ I . . ‘ ..\' ‘Jl ' - ‘ I . ‘ If , I _ .. | _' . ‘v ’ 'l I‘ | h ‘ ‘ ". I I I 'G_ . I c ' , . .‘. - II‘ . . '.. ( . I ‘ . I | ’ .' . 5"? I \ ‘I ' ' a ' "l . l D ' ' I' ' . I F V'I‘ ’ ' III 1 -1 . I Jr - " 7 I ., ‘, ‘ ‘ y . _ A .x, . u . . .w -(. . ‘ ‘l\ ' 1‘ v- . 4 ' . ' o ‘ ‘Q‘j ' ‘ I, ' ( ' I_ . . I . I . ' A ' . ‘ ' . ~ .- ‘1 ,‘_ ' I .4 - ‘ t 7' ‘ ‘~ It ' . . .Ir. J 11;. 5?": I' . I /'_. I q- '7'“.- ‘1 THE SOCIOLOGICAL SIGNIFICANCE OF SCIENCE FOR PROSPECTIVE TEACHERS IN SECONDARY SCHOOLS By Alexander MacVittie A Thesis Submitted to the Graduate Faculty in Partial Fulfillment for the Degree of MASTER OF ARTS Department of Sociology Approved 59% QZ/MM Head of Major Deparffiént 3W been of Gfaafiaie SchBol Michigan State College 1951 *4 - "—aM . , TABLE CF COTT' VENT I. INTRODUCTION AND YETTCD F STfiiY SCOpe of Study Objectives of Study Definitions of Terms Kethod of Study Determination of Prescribed Hours Nethod of Allocating Electives Classification of Educational Institutions Classification of Academic Subjects II. “C“TR"T OF ”WRICNIA IN 1950 irescribed Lours State Universities State Agricultural Colleges State Teachers Colleges Protestant Colleges Catholic Colleges and Universities Polytechnical Colleges Municipal Colleges III. D S'I‘R T”'TT‘IOT' CF RR'TSCRIBT'D T‘TCURS ATCCIIT} TTIE VARIOUS TOTTTSTE IN SUB TT.C L’ATNER IN 1950 IV. T‘T‘ES CE IT‘S’i‘IrT‘TCTTIOT-TS ATTD PRLISCRIJJED COURSES T . TYPES OI" EDLTCI‘TTIOI‘TAL I'TTSITII'U’I‘I OTIS SID ELECT T73 COURSES VI. DISTRIBUTION OF PRESCRIBZD HCURS lN “U SJCCT CLASSI‘ FICAPIONS IN TYPES CF IESTITUTICTE IOR 1910, l9~0 and 1950 VII. BISTR IBNTION OI‘LIT JCTIVE RC RS IN SUBJECT CLASSIFICATIO"° 13 3333s 03 33911 UTICNS 103 1910, 1930 AND 1950 VIII. 333133 [3'3 A 333333 373393 13 CURRICULA 31303 1910 IX. 3333333 APPENDIX 1,711, III, IV BIBLIOGRAPHY __ r “a :4 I l l -5- THE SOCIOLOGICAL SIGNIFICANCE OF SCIENCE FOR PROSPECTIVE TEACHERS IN SECONDARY SCHOOLS CHAPTER __I_ INTRODUCTION AND METHOD OF STUDY This study is a partial realization of a desire to know something of the merits of the curricula for the training of teachers of sciences in secondary schools in different types of institutions of higher learning. It is the outgrowth of several years' experience as a science teacher and of observation of other teachers. While th re may not be an ideal course of study or type of institution, the writer has observed teachers who, because of a broad training in sciences, were more ef- fective than were others with apparently equal colleg- iate standing. Such teachers seem to have a better grasp of science subjects and are able to show more successfully the relation of the subject being taught to the problems of living. They put the human interest element into the teaching of science to such an extent that the pupil's interest is aroused and held. This is due partly to a difference in native ability of the teacher but native ability can be greatly enhanced by a broad training in the saiénces. Intensive specialization is demanded, and undoubtedly produces, efficiency in the industrial and commercial fields; it is needed in colleges and univer- sities, but it does not promote the establishment of a broad, liberal foundation in the education of second- ary school pupils. Teachers are dealing with pupils in the formative period of life and pupils are influenced through these contacts. Obviously teachers of sciences who have a broad training in these subjects can wield a much more potent influence on the pupil than do those teachers whose training is limited to one or two special sub- jects. Secondary school pupils must have a type of training and influences around them that will give a more comprehensive vieWpoint Of sciences. A view- point such that they will have an appreciation of the relationships existing between the different sciences. They must have conditions and influences about them that will help them.make a more intelligent selection of that science subject which may later become their specialty. Then if they do not continue their educa- tion beyond the secondary stage they will have a more liberal foundation for their future readings and self education. A teacher trained in only one or two sci- ence subjects is handicapped in his endeavor to give this kind of training and experience to those placed in his care. Society is perpetuated by transmission and the CW communication of the experiences of the mature to those of less maturity. The biological factors incident to hereditary influences are the primary transmissions to the immature. Habits, which are fundamental to society, become established as the immature individual begins to make his adjustments to conditions which surround him. Next, language as a means of communication, begins to develOp and the child begins to acquire new experiences and to adjust himself to his envi- ronment to better advantage. The larger the number of new ex- periences that the irrature individual can acquire, the more versatile he becomes in his adjustments with the bal- ance of the social group. For a time, in the life of the immature individual, these experiences will be new and interesting and act as a constant urge to further invest- igation, so to speak. They are old and uninteresting to the more mature, but nevertheless they are important factors in the preparation of the child and must be com- municated. This is the informal education which takes place in the primary social group, the home or family, and the association with the children in play. This type of education continues until the state or society as- serts its rights in directing the training of the individ- ual. Then the child must enter the school where new |._ > activities. The formal education of the individual now -, ‘5) begins. The education of the individual up to this point has been an infermal social process and these experiences have become a part of his life. During this period of formal education he will not be allowed to live the larger part of the subject matter which will be parcelled out to him, but he must needs accept this material. it is a part of the systum that has been set up fer him by society. Cnly those experiences which he can live and make a part of himself, will have an educational value. Consequently the greater the number of ideas and experiences that he can be brought into contact with, the greater is his cpsortunity of acquir- ing new concepts which may create new eXperiences and devel- Op ideas of value to himself and to society. Since education is a social process of growth and de- velOpment of the individual through contact with others, then, the broader the experiences and training of those who are teaching the immature, the greater will be the 0p- portunities of the latter to acquire a wealth of experiences and therefore a more effective education. This reasoning is especially ap licable with regard to the training rendered to prospective teachers of any of the sciences for, "Science represents the office of intelligence, in projection and control of new experiences, pursued system- atically, intentionally, and on a scale due to freedom from limitations of habit. It is the sole instrumentality of conscious, as distinct from accidental, progress.”1 In the earlier periods of the immature mind exper- iences are considered as separate entities. As the indi- vidual approaches maturity, these separate experiences are considered in their relationship with one another and ideas and action grow out of them. A diversity of exper- iences, then, giveiopnortunity for a greater diversity of ideas, which, with the progress of maturity, develOp into judgment, reason and knowledge. The immature individual of secondary school age is dependent largely upon the experiences he gains in his contacts with his more mature teacher. Limit or broaden the experiences of the teacher and the concepts and ideas of the pupil will tend to be limited or broadened pro- portionally. The judgment, reasoning ability and know- ledge of the pupil, as he grows to maturity, will be lim- ited or broad according to the subject matter experiences, training and methods of the teacher. The teachers of pupils of secondary age are formally educated in the institutions of higher learning, colleges and universities. Meet of these teachers are dependent upon the courses of study and the training received in such institutions for the subject matter materials. The breadth of training which students will receive during lDewey, John, Democracy and Education p. 266 their collegiate period is determined chiefly by the nature of the curricula of the institutions which they attend. If the institutions which they attend have a broad selection of prescribed subjects, then the indiv- idual teacher will be broadly trained. If not, then it is possible that he may be so trained but that will depend largely upon his own inclinations and his ability to select wisely from the electives offered. Should he be inclined not to make a broad selection, then the secondary pupil, the immature individual, who will become a unit in societg will be limited in the experiences that are communicated to him.and in the breadth of training received. The in- fluence of the university or college in this matter, is, therefore, not vague and only indirect, but very real on the secondary pupil, and becomes dominant in society even though it is socially and economically impossible for every individual to acquire the advantages of a college education. In this study the writer will consider colleges and universities of the "North Central Association of Colleges and Universities". This was deemed advisable because of the availability of data and because of a general acquaint- ance with that part of the country in which the membership of the association is located. The subjects which will be considered are the Sciences, the so-called Cultural sub- jects, professional trai ing or Education, Physical Train- ing and Military Training. There are many factors that present themselves for censideration as one undertakes such a study. All are important and of interest, but the writer is confining this study to those phases which seem to him most important, and which have the greatest bearing upon the welfare of the secondary school pupil. One important function of these institutions is to train.students for positions as teachers of secondary school sciences in the respective states where the institutions are located. The training offered by the various types of colleges and universities will be considered. There are three purposes which, a study of this kind might fulfill. First; To place before educators an investi- gation that may be of value because of what it indicates in the field of education, and that may stimulate further invest- igations of a similar character. Second; To indicate, to some extent, the importance and the growing recognition of a broad scientific training for teachers of secondary school sciences. Third; To acquire, if possible, some knowledge of the emphasis placed upon Science training by different types of institutions in keeping with its significance in Social Progress. SCOPE OF STUDY. The North Central Association, according to its official; organ,1 is compgsgd of one hundred eighty-nine colleges I North Central Association Quarterly Vol. IV No. 1 June 1929 and universities, forty-four junior colleges and forty-four teacher training institutions, which make a total of two hundred seventy-seven educational institutions. Owing to the limited information in the catalogues of some insti- tutions regarding curricular schedules, and also to the fact that others failed to respond to requests for their publications, 29 institutions in this Associations are not considered statistically. The institutions considered are only those which were and are in a position to give a four year collegiate course of one hundred twenty or more se- mester hours to students wishing to prepare for positions as teachers of sciences in the high schools accredited in the North Central Association of secondary schools, or in secondary schools requiring a similar degree of prepara- tion. This necessitated omitting the 44 Junior colleges from the considerations. The data which will be used in the first five objec- tives of the study were obtained from catalOgues dated 1929; 1930 or 1930-1931, depending upon the date of publication of the institutions. The data in that portion of the study dealing with any changes taking place over the three decade intervals 1310-1920-1950 were taken from catalogues of 1909-1911; 1919-1921; 1929-1930. The number of institutions considered in this part of the study was limited because it was impossible to get access to catalOgues. In many instances institutions refused to send a copy of these old publica- tions, since they had only those Which were on file in their libraries. Although limited, it is presented as the best available sample and must be interpreted with that in mind. All this data will be referred to as of 1910, 1920 or 1930. CBIECTI‘sS CF STUDY The objectives of this study are as follows; 1. To determine the total number of prescribed and elective hours necessary fbr graduation. 2. To determine the number of the prescribed hours in each subject. 3. To compute the number of hours of electives neces- sary to complete requirements for graduation. 4. To compare the total amount of time devoted to the so-called Cultural subjects with the time devoted to training in the Physical, Biological, Applied and Social Sciences. 5. To compare the distribution of prescribed and elec- tive hours devoted to science with those spent in the study of cultural subjects. 6. To show any changes and possible trends that are indicated in the curricula of these institutions during the period 1910 to 1930. EFITITION CF TERKS An explanation of terms which will be used frequently will be given at this time to prevent any confusion which may arise in the reader's mind. Total minimum requirements refer to the minimum number of semester hours that a student must carry in order to grad- uate. It may not represent all the work that a student would be required to take under actual conditions, but according to the catalogues he can not graduate with less than the amount of credit called for in the minimum reauirements. Prescribed hours are those which apply to certain courses in English, History, mathematics, Sciences, etc. In many institutions they are referred to as required hours. Elective hours are those representing the thne devoted by the student to subjects which he chooses to pursue in order to complete the minim um requirements for graduation over and above the prescribed hours. METHOD OF STUDY UNIT or Ifmsntmxmr-IT Owing to the fact that there is considerable diversity of practice as to the means of measuring collegiate achieve- ment, a standard unit had to be decided upon. In as much as the semester hour is used by the majority of institutions, and is the generally accepted standard of measurement, it is the unit used in this consideration. The term hour, or quarter hour, as used by some insti- tutions, was converted to semester hours. Cne institutionl 1Chicago University uses the Major as the unit of measurement, but this is not a major considered in the usual curricular senSe. In this institution a Najor is equal to one-ninth of one year of collegiate work, or thirty-six Majors for four years. Therefore the unit of.measurement, the Najor in this case,. was converted to semester hours by multiplying the number of Majors by three and one third. DETERMINATIOI‘F or PRESCRIBED ran 3 The prescribed work considered in this study in-' cludes all work that is specifically outlined for the fresh- man.and SOphomore years and in two or three instances for the junior year. Professional training or Education, is included in the tabulations of Prescribed hours, since it is necessary fbr prospective teachers. Military and Phy- sical Training are also stated as Prescribed hours although they are not in all instances counted toward graduation credits. The distribution of the prescribed courses and the hours assigned thereto were tabulated directly from the catalogues, with no special interpretationsnecessary other than those already referred to above. By deducting the prescribed hours from the total minimum requirements for graduation there is left the amount of time, in hours, which is available fer the student's elective courses. _11_ METHOD OF ALICCATIYG ELECTIVES The elective work necessary to fulfill minimum require- ments fer graduation consists of the student's major and his minor or minors, which are the subjects he is preparing to teach. The assignment of courses and hourSQin majors and minorsjwas determined by following the instructions given in the catalogues. The information given in the literature preceding the description of courses in each of the depart- ments involved was also used. Major and minor requirements. in addition to, prescribed courses, were made up entirely of elective subjects, and fer purposes of standardization are valued as such in the tabulations. Therefore, all majors and minors consist of purely elective courses and are not in any measure composed of prescribed courses which the student may have taken in his major or minor department. After meeting all major and minor elective requirements, any deficiencies were made up with further supporting elective courses, which were tabulated as free electives. In order to verify this procedure, and substantiate the judgment used in making the selection of electives to meet the requirements for graduation, the writer sent out- lines of complete courses as he had planned them from the catalogues of twenty-five institutions, representative of the various types. to the registrars of those institutions. Eighteen apprcved of the courses as outlined, three made minor suggestions, two suggested leaving the matter entirely with a class adviser, and two failed to respond. CLASSIFICATICT 0F EDUCATICKAL INSTITUTIONS The classification of institutions used by the North Central Association was not satisfactory for the purposes of this study. As the catalogues were assembled, it be- came apparent that these institutions could be grouped into certain types, according to their origin, organization, support and control. They are therefore classified as; State Universities State Agricultural Colleges State Teachers Colleges Protestant Colleges and Universities Catholic Colleges and Universities Endowed Colleges and Universities Polytechnical Colleges Municipal Colleges and Universities State Universities are those institutions which orig- inated in a legislative act, and are maintained by state- wide taxation methods. State Agricultural and Mechanic Arts Colleges originated under the Federal Land Grant Act, and are supported by Federal and State taxation. They may be under the control of a State University or a State Board. of Agriculture. State Teachers Colleges are institutions which are maintained by public taxation. Their primary function is the training of teachers. These institutions were originally organized and known as Normal Training Schools, with but few exceptions during the past decade, they have begun to offer fbur year collegiate courses to prospective teachers. Protestant institutions, include all universities or colleges which had their origin in the activities of a protestant church or society and are controlled by a Board of Trustees or similar body representing the particular Protestant denomination. This does not mean that such in- stitutions are necessarily maintained financially by a Church, but that they are, or have been, under the guidance of a protestant denomination. Schools considered as Catholic are all Colleges and Universities which are under the control and management of Boards of Trustees or Boards of Control, whose member ship, as well as that of the faculty, is wholly, or in large part, composed of the priesthood of the Catholic church. Endowed Colleges and Universities are those giving a broad general academic training in various fields of academic work and which receive all, or a large part of their main- tenance expenses from direct endowments, or incomes from endowments made by individuals, estates, organizations or industrial enterprises. -17- Polytechnical Colleges, endowed or otherwise, include those that, to a large extent, are confining their activities to the technical phases of industry or science, while at the same time their curricula are adapted to the training of teachers. Universities and Colleges which are maintained by public tax spread over a limited munichal area, controlled by a Board of Directors, Board of Trustees or Board of Education, and operated largely for the benefit of the ‘ ~ municipality, are considered in this study as Kuiicipal Institutions. CLASSIFICATION OF ACADET C SUBJECTS The general classification of subjects, together with their sub-classes, follow the arrangement used by Rellyl, with exceptions which will be noted. Biological Sciences Anatomy Bacteriglogy and Hygiene Biology“ - Botany Entomology Physiology Zoolog Anatomy does not appear as a prescribed subject in any of the institutions studied. It was used as an elective on two occasions to complete a course where the major was in Zoology. 1"American Liberal Arts Coiieses" Kelly. F- Jo Appendix B Tables. “Not used in the tabulations of this study but divided between Botany and Zoology -13- Courses in Tacteriology were prescribed in several institutions. The courses in Hygiene were combined with Bacteriology because of the fact that many of them were closely allied with fundamental courses in Bacteriology. - Biology is not included in the tabulations as such but prescribed work in it was distributed equally to Botany and Zoology. “lective hours were apportioned either to Botany_ or Zoology, according as the major or minor requirements seemed to demand. Physical Sciences Chemistry CeOIOgy Physics The chemistry prescribed by most of the institutions included both organic and inorganic. In a few cases quanta- tive analyses was also prescribed. Geology appears as a prescribed subject quite frequently among the protestant institutions and was used as an elective to round out courses where the major was in Botany, ZOOIOgy or Chemistry. Physics is a prescribed course in most institutions of all types, and was used as an elective where the course was being prepared to fit a student to teach secondary phy- sical sciences. Thgn physics was the major, chemistry would be the m nor and vice versa. I I'"’ (.Q I Applied Sciences1 Agriculture Engineering Home Economics With three exceptions the data devoted to Agriculture in this study, consists of the courses prescribed for the training of teachers under the Smith-Hughes Act. Engineering, as applied to this study, is interpreted as being those courses given in the preparation of teachers under the Smith-Hughes Act, and means practical engineering as apglied to agricultural Operations, or vocatiOHal engin- eering. Social Sciences Economics History Political Science PhilOSOphy and Psychology Sociology A very broad selection from these subjects, as pre- scribed work, was made by all the institutions. In making the distribution of electives, however, the majors and minors, usually varied between History and Political Science, since these are the two subjects most used to fulfill secondary requirements. PhilOSOphy and Psychology were included among Social sciences, because of the nature of their subject matter and because of the fact that in many Protestant and Catholic institutions, Philosophy and PsycholOgy are included among the Social Sciences. The Psychology considered, is only Tot included by Kelley that which is of a clinical or eXperimental nature, Cther courses in this subject are tabulated as Education under Professional requirements. . 1 Cultural and Tool Subjects Art English Languages - Classical and hodern Nathematics Fusic Art, in the tahulation, includes those courses given to students of Tome Ecanomics, which deal with home decoratiens and courses in Art that are prescribed in many Teachers Colleges. Courses in Free Hand Drawing and Sketching, as prescribed by several Tolytechnical institutions are tab- ulated as Art, also. Because of these two applications of its use, Art may be looked uion as both a Cultural and Tool subject. The varied nature of the content of English courses given in the different types of institutions justifies plac- ing it then,in this classification. Just how many hours could be credited to cultural significance and how many to utility purposes would make an extensive study and is not within the realm of this one. In those denominational in- stitutions where courses in Religion were prescribed, the hours were divided equally between English and History. Vodern languages were generally composed of German and V French, with a few inStitutions prescribing courses in Spanisfi. 1 Not used by Kelley _ .A‘r - Languages are generally prescribed courses in the tabula- tions. They were used as electives only in those instances where the major was in the BiOIOgical or Physical field and where the prescribed hours did not amcunt to twelve or more. Classical Languages were prescribed in one denominational institution in 1950. In those institutions where the Group system of curricula construction was in use, the writer selected "odern instead of Classic Languages to meet require- ments for graduation. During the periods 1910 and 1920, Classical Languages were in quite common use among the pre- scribed subjects in denominational types of institutions. . Kathematics is considered in this classification rather than in the sciences because it is a common medium. apprOpriated by all sciences for the furtherance of exact quantative information regarding phenomena observed and for the treatment of facts experimentally determined. its use is likewise as universally apprOpriated by the so-called cultural subjects. Music was prescribed in eight Teachers Colleges and in three Protestant institutions. Prafessionall Education Education is considered here in the professional sense. In all tabulations it is shown as a prescribed subject for the reason previously explained. In a few of the institutions l. . . . w Lot included by nelley Education was catalogued as a major elective. In such cases it was tabulated for the purposes of this study as prescribed study, and in its place, as a major, a subject in science that the student was preparing to teach was substituted. Niscellaneousl 3 Bhysical Training Kilitary Training There Shysical Training is prescribed, as is true in practically all institutions, it is generally applied toward requirements for graduation. In the curricula of 1930, it is required of all women students, unless they are excused because of physical disability. The matter of credit allowance for Military Training is quite variable in the different institutions in which the subject is prescribed. It is generally required of physic- ally fit men students, in all State Colleges of Agriculture and in those State Universities where the College of Agri- culture is in combination with the University. The data will show the total hours devoted to the subject, the total hours of credit given.and the total hours not counted to- ward requirement fbr graduation. _ a. o —— --- lNot included b; Kelley CONTENT OF CURRICULA IN 1950 CHAPTER II It seems eXpedient to take up at this time a discussion and presentation of the content of the curricula used in the different types of institutions. This will give a comparison on the basis of general requirements in all types of institu- tions before taking up the comparison of details. The data used are for the period of 1950, and are set forth in Table 1. TABLE 1 COMPOSITION OF CURRICULA IN 1959. Type of No. of Aver. Aver. Aver. Aver. Aver. Institution Inst. Min. Preso'd* Percent Elect. Percent Reg. Hours Presc‘d Hours. Elect. State 'Universities 21 125 65.8 51.04 61.2 48.96 State Agri'l. Colleges 17 154.8 77.8 57.7 57.0 42.5 State Teach's 60113868 50 1240 48 64:. 7 52. 0 59 o 78 4:8. 0 Protestant Colleges 82 125.8 71.2 57.5 52.6 42.5 Catholic Colleges 18 126.1 85.4 66.1 42.7 55.9 Polytechnic Colleges 4 149.2 95.0 65.7 54.2 56.5 Endowed Colleges 8 121.2 72.6 60.0 48.6 40.0 Imunicipal COlleges 4 122 73.0 59.9 49.0 40.1 *mbans Prescribed. Although the facts set forth in this data are very evi- dent, it seems necessary to call the readers'attention to some of the outstanding features. The average Minimum.Re- quirements for Graduation range generally between 122 and 125 semester hours, but the extreme range is from 149.2 hours iJIPolytechnic institutions to 121.2 hours in Endowed insti- tutions. The average requirements for graduation in State Agricultural Colleges is second only to those for Polytechnic Colleges. The average Prescribed hours range from 95 hours in Polytechnic Colleges to 65.8 hours in State Universities. Considered on a percent basis, this means a variation from 65.7 percent to 51.04 percent. Catholic Colleges, however, have a higher percent of prescribed hours than Polytechnic Colleges do, viz., 66.1 percent. Endowed and Municipal Colleges have practically the same percent of prescribed hours, 60.0 and 59.9 respectively. The same is true of State Agricultural and Protestant Colleges. These two types have prescribed, for graduation, 57.7 and 57.5 percent re- spectively of the total minimum requirements. State Teachers Colleges stand next to State'Universities which are the low- est in.percent of prescribed work; State‘Universities show the greatest number of’Elective total ihours infiminimum.requirements and also the highest percent «of electives, 61.2 hours and 48.96 percent. Catholic Colleges which show 42.7 hours have the lowest number of elective hours, and also the lowest average percent. En- dowed and Municipal Colleges are practically identical with regard to electives as was true with regard to prescribed hours. It is interesting to note that the prescribed hours in these various types of institutions vary between one half and two thirds of the total minimum requirements for graduation. Such a wide variation in prescribed hours seems unnecessary when the chronological and mental age of college students is considered. What is to be looked upon as the optimum proportion of prescribed work to elective work in educational institutions has not yet been determine ed. However, it seems reasonable to assume that the deter- mination of the proper proportion should be made upon the basis of the degee of maturity, in experiences of judge- ment, of perception and understanding of life relationships and social responsibliities, possessed by the student. In those types of institutions where only one half'of'the total requirements are prescribed, a heavy responsibliity is placed 'upon the immature student of which there must be large num- bers in such heterogeneous organizations. They may be able to meet scholarship requirements snd.are beyond the minimum age requirement, but the wise selection of’courses of train- ing for a life work requires maturity of judgment. At the “C we. 1 '5‘ v. I c.- other extreme are those institutions which prescribe two thirds of a student's course of preparation. The initiative, (judgment and self expression of the mature student is handi- capped. So much of his collegiate course is utilized in meeting the prescribed requirements that he is unable to find time for training which.will overcome weak points and give him.an Opportunity to develop intensively What may be his major interest in life. Orientation courses are being offered to freshmen in a very large number of the institutions in all types, and student counsellors are used by many institutions. These two factors could go a long way toward mitigating the influ- ences which these extreme examples might seem to have. The fourth major objective to be considered in this study is the comparison of the amount of time devoted to the so- called Cultural subjects with the time devoted to the training in Sciences. These data were taken from the catalogues of 1929, 1950 and 1951. Table 2 shows in detail the distribution of the required semester hours in each of the subject classifications and sub- classes of all types of institutions. The column entitled "Number" has reference to the number of institutions in which each of the subjects were prescribed. The column "Average" shows the average number of'semester hours prescribed, and is based upon.the number of institutions in each type and not upon the number of institutions giving the subject. "Median" as used here is purely a position average. "Range" is used to shmw the minimum and maximum limits of semester hours in each subject. Table 9 shows the same details with regard to the elective hours necessary to complete the minimum require- ments for graduation. These two tables will be of value to anyone interest- ed in the detailed distribution of prescribed and elective hours in making up the courses of study. Consolidations of these tables are given later in the study, and in a subse- quent tabulation will be given the average hours per subject classification, based upon the number of institutions pres- cribing the subject or where it is used as an elective. 21 State‘Universities 17 State Agricult'l Coll. 50 State Teachers Colleges TABLE 2 DISTRIBUTION OF PRESCRIBED HOURS 82 Protestant Colleges IN INSTITUTIONS IN 1950 18 Catholic Colleges p¢pytechnical Colleges Endowed Colleges 8 Municipal Colleges 4 . * Aver. Aver. fiver. Aver. Aver. . Aver. Aver. Avar. Sciences No. Hours hed- Range No. Hours mea- Range N0. Hours ned- Range No. Hours 486- Range No. Hours med- Range 3%) Hours med- Range No. Hours Med- Range No. Hours MBd- Range ___ Pres'd ian Presfd ian §£Z§§'d ian Pres'd ian Pres‘d ian _ Pres'd ian Pres'd ian Pres d ian BIOLOGICAL - Anatomy 0 0.00 0.00 0-0 5 .55 .60 0-5 (3 0.00 0.00 0—0 0 0.00 0.00 0~0 0 0.00 0.00 0-0 <3 0.00 0.00 0-0 0 0.00 0.00 0-0 3 8.3% 0.22 8~g 38013.88 Hyg. 3 .28 .58 0.5 15 3.00 3.74 0-6 3g 1.16 1.69 (3-5 14 5.56 .61 0-8 0 0.00 0.00 0-0 2. 5°60 '99 0-6 2 ’50 ‘66 0-3 .75 5.49 0-5 imtany 8 1,80 .80 0-3 15 5,64 5,49 0-15 25 2.45 1.78 0-6 29 1.49 .78 O~8 7 1.50 .81 0-5 21 1.70 2.99 0-4 2 0.75 .66 0-5 3 5°00 0.00 0-0 [mtomology 0 0,00 0,00 0-0 9 3,05 2,49 0-6 (3 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 0-0 .<) 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 0‘0 ETySiology 1 .34 .52 0-7 7 1.55 .84 0.7 5 .57 1.15 0-4 8 0.59 .55 0-7 1 0.17 .52 0~5 ‘l 0.75 .66 0-5 0 0.00 0.00 0-0 2.00 2.99 0-5 Zoology 7 1.42 .74 0-6 10 2.94 5.74 0-9 22 1.64 1.84 0-8 22 1.04 .66 o~6 6 0.12 .74 0-5 :1 1.00 .66 0-4 5 1.50 1.79 0-6 g, . - I? 0 By Q :I . v3 0 H 0 E 7.65 v 20 :5 . Chemistry 8 2.61 .80 0-8 17 12.82 12.89 4-20 52 5.00 2.99 0-15 54 4.54 4.54 0-20 15 5.70 4.42 0-8 5 8.50 11.99 0-16 7 5.60 6.55 0-12 2 i050 2049 0-3 Geology 1 .48 .52 0-10 2 .55 .56 O~5 7 .52 1.15 0-6 0 0.00 0.00 0-0 0 0.00 0.00 0-0 1 2.00 .66 0-8 1 0.75 .74 0'5 2 l. 5 .66 0-5 Physics 6 1.76 .69 0-8 10 5.11 4.49 O~10 25 2.18 1.92 0-10 45 2.82 3.49 0-10 12 5.10 5.99 0-8 2 4:70 2.99 0-16 4 5.25 8.99 0‘5 %, 02 0 T5 0 Eg o 62 o g7 . fig 0 E 1 02 E . . APPLIED Agriculture 0 0.00 0.00 0-0 15 27.25 16.99 O~50 5 .40 1.11 0-4 0 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 3-3 3 8.88 8.88 8:8 Engineering 0 0.00 0.00 0-0 9 5.94 5.49 0-15 0 0.00 0.00 O~O 0 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 0‘0 0 0'00 0'00 0-0 Heme Econ‘s O 0.00 0.00 0-0 2 5.64 .56 O~42 <3 0.00 0.00 0-0 0 0.00 0.00 O~O 6 0.00 0.00 0-0 0 0.00 0.00 0-0 0 0.00 0.00 - 0' . c U . E: o 5 e a 0 U 0 U 9 T . . SOCIAL . - Ebonomics 8 1.76 .80 0-5 14 5,17 5.49 0-15 11 .78 1.27 0~6 50 1.65 .55 0-8 1 0.77 .55 0-6 5' 5.50 5.49 0-8 1 0.75 .%§ 8:: 3 5.3g 2'33 g-IO History 14 5.90 4.74 0-14 5 1.29 .72 0-5 45 4.78 5.59 0-8 67 5.50 6.14 0-15 15 7.40 6.85 0-14 4: 6.00 6.50 0~6 7 5.10 6. 0-6 1 1000 .66 0-4 Pol. Sci. 11 2.57 2.49 0-12 5 1.10 .57 0-22 17 4.70 1.51 O~6 51 1.80 .80 0-10 2 0.67 .52 0-6 2 5.00 5.49 0-6 2 1.40 1.38 0-6 5 5-50 2:50 0-6 Phil.&Psych. 2 .47 .55 0-6 0 0.00 .00 0-0 4 .29 1.08 0-5 22 1.19 .27 0-10 17 11.10 12.74 0-18 2 1.50 .66 0-6 5 1.86 .66 0-6 5 5-00 3.49 0-6 Sociology 4 .85 .61 0-6 4 .82 .64 0-5 in) 2.50 2.90 0-8 58 2.09 .86 o~9 4 1.00 .64 0-6 14 4.00 5.99 0-6 2 1.56 . IE ° 0 EYE 0 IO: 0 188 12.61 59 g I?)- 15.66 15 e 9 Cultural Subjects 4. Art 0 0.00 0.00 0~0 0 0.00 0.00 0-0 10 .56 1.16 0-7 7 0.51 .55 0-9 0 0.00 0.00 0-0 0. 0.00 0.00 0-0 1 0.52 .42 0-5 1 .75 .66 0-5 Ciggsfoal 0 0.00 0.00 0-0 0 0.00 0.00 0-0 (1 0.00 0.00 0-0 1 0.07 .58 0~6 1 0.44 .52 0-8 0 0.00 0.00 0-0 0 0.88 1g.gg 8:36 2 g 88 13.99 0‘20 Modern 17 10.00 12.90 0-20 1 .55 .55 0-6 25 5.04 1.85 0-16 75 12.72 12.68 0-42 17 15.90 15.99 0-50 2 7.00 11.99 0-16 7 -11. O 11.99 0-16 4 10.00 11.00 6-12 English 21 8.00 9.49 6-14 17 9.55 9.24 0-14 50 10.00 10.59 5-18 82 11.20 12.11 4~20 18 14.10 15.99 0-25 4V 14.50 15.99 8-18 7 9.2 . 4 0-6 2 5'00 3.49 0-6 isth.&istr'y 15 4.20 5.49 0-5 11 5.00 5.85 0-6 55 5594' 3.33 O'%6 4; 5‘%§ 3.%3 8-i: 1% g-gg 8‘53 8’%0 g: 8'33 g-gg 8“%6 8 3'83 8'30 0-0 0 0:00 0.00 0-0 Music 0 0.00 0.00 0-0 0 0.00 0.00 0-0 11 .52 .2... 0" ‘ ° - " 5'14. ' " 1115‘ ‘ " 2-5-5-' ’ T7. 5 SI “"0222 29’ 12.70 T51 2056 213 '- 48‘ 2° g 2 ° :91 ’ 2 ‘9- 2 EdggaifggNAL 21 20.70 19.55 15-30 17 18.41 18.69 14.27 50 - 25.50 25.15 0-54 82 20.01 20.00 15-27 18 19.50 19.99 15~52 4: 18.70 18.49 17-44 8 17-30 20053 18'24 4 24 50 2 MISCELLANEOUS _ 2 . .49 4.5 8 5.50 5.99 18-24 2 1.50 2.49 0-4 PhYSical Tr'slfi 2.50 5.49 0-5 11 1.94 5.57 0-4 40 5.58 5.81 O~15 74 5.65 4.58 0-8 11 2.70 2.55 0 8 5. 15 20 4 o O O O O O 00 0 00 0’0 - 0’ 0 00 0.00 0-0 0 0.00 .0 - . . Military Trkglz 2.47 4.14 0-6 15 4.14 4.49 0-12 0 — 0~00 0.00 0‘0 0 0'00 0°00 0 0 1 0'88 '62 0‘8 ’ *Indicates No. giving Course. V‘v v00; 1., C(" ‘Under "method", the procedure used to secure the data for the consideration of the second objective of this study has been discussed, viz., "To determine the prescribed hours in each type of institution". It will not be necessary, therefore, to enter into further discussion of that matter. There are certain conditions which it would be well to take 'up in detail. The institutions will be discussed in the same order as they are listed in the classification of institutions. STATE UHIVERSITIEE There are twenty one institutions of this type consider- ed in the study. The North Central Association lists twenty two in its membership, but, owing to the inadequacy of the information in the catalogue of one institution, it was not considered. These institutions are located in eighteen states, one state having three and another two. In eight states the college of Agriculture is a part of the'Univer- sity. One of these institutions, Ohio University, Athens, Ohio, was established in 1804, which.was the earliest date of establishment given in the catalogues of this type of institution. The total requirements for graduation vary from a minimum of one hundred.twenty semester hours to a maximum of one hundred forty-seven hours. Five institutions require one- hundred twenty hours; four, one hundred twentyzsix; one, one hundred twenty eight; one, one hundred thirty, and one one 7,. _LU_ hundred forty seven hours. The average total requirements 33:139.? hundred twenty five and nine tenths semester hours. The hours of prescribed work vary from thirty-one to ninety-two, the average being sixty-three and eight tenths hours. The percent of prescribed hours varies from twenty- three and eight tenths to seventy-six and six tenths, the ..avsr.sgs being fifty-one percent. The hours of prescribed work in these twenty-one State Universities are distributed over the subject classifications as follows: four hundred sixty-eight in the so-called Cultural subjects; four hundred thirty-five in Education or Profession- al subjects; two hundred three in the Social Sciences; one hundred two hours in the Physical Sciences; eighty—one hours in the Biological Sciences; fifty-three hours in Physical Train- ing and forty eight hours in Military Training. A total of seven hours of Military Training in two institutions is not applied toward graduation requirements. The average hours for each subject classification are: Cultural subseets, 22.3 hours; Education, 20.7 hours, Social Sciences 9.? hours; Physical Sciences, 4.85 hours, Biological Sciences, 3.9 hours; Physical Training, 2.5 hours, and 2.3 hours in Military Training. STATE AGRICULTURAL COLLEGES State Agricultural Colleges, of which there are seventeen considered, located in as many states, go back in history to the year eighteen hundred fifty five, when the Michigan Legislature established the institution now known as Michigan State College. liv'nfe I ; It was opened for classes in eighteen hundred fifty seven. This type of institution.maintains noticeably high requirements for graduation, and a high percent of prescribed hours. They are likewise outstanding in the number of’prescribed hours and courses in the sciences. The total minimum.requirements for graduation vary between one hundred twenty-four hours, and one hundred sixty hours. There is an average minimum requirement for graduation of one hundred forty-two and two tenths semester hours. Prescribed hours vary from sixty-six hours to one hundred twelve hours, or a variation in percent from forty-nine and three tenths to eighty-one percent. These seventeen institutions prescribe two hundred twenty-six hours in Cultural subjects; five hundred ninety- two hours in the Applied Sciences; two hundred seventy-seven hours in the Physical Sciences; two hundred sixty-three in the Biological Sciences and one hundred forty-five hours in Social Sciences; thirty-three in Physical Training; with three hours in one institution not applied toward graduation requirements, and.seventy-five hours ianilitary Training with sixteen.hours in two institutions not applied toward graduation requirements. These data mean that an average of 35.28 hours are pre- scribed in Cultural Subjects; 34.80 hours in Applied Sciences; 16.28 hours in the Physical Sciences; 15.47 hours in the Biological Sciences; 8.51 hours in the Social Sciences and 4.40 hours in.Military Training. The Professional subject; r-- Education, with a total of three hundred thirteen hours prescribed, has an average of 14.81 hours per institution. STATE TEACHER COLLEGES There are fifty institutions of this type included in this study. The majority of them were organized as Normal Training schools. Of those which gave an historical state- ment in the catalogues, the oldest is Michigan State Normal College at Ypsilanti, organized in eighteen.hundred fifty- two. College degrees were first given there in eighteen hundred ninetynseven. Colorado Normal College at Greely, Colorado, gave College degrees in eighteen hundred ninety two. The major portion of these institutions have begun giving four year collegiate work since nineteen hundred nineteen. The minimum requirements for graduation from this type of institution are quite generally standardized within the states in.which they are located. In one state, each insti- tution had exactly the same number of total minimum,prescrib- ed and elective hours. Considerable similarity exists in the prescribed courses offered by these colleges within a State, but with.enough diversification to indicate that there is not a needless duplication in types of training. The range in total minimum requirements is from one hundred twenty hours to one hundred thirty-two hours. The average total requirement is one hundred twenty—four and four tenths hours. Nineteen schools require a total of ona hundred twenty-eight hours; seventeen require one hundred twenty hours; four require one hundred twenty-five hours; seven require one hundred twenty-four hours; and there is one each.with one hundred thirty-two, one hundred thirty and one hundred twenty-two hours. The range in prescribed hours is from forty hours to eighty-nine hours, while the percent of prescribed hours varies from 31.2 to 69.5 percent. The so-called Cultural subjects in the fifty Teachers Colleges have a total of one thousand and three prescribed hours. In the Professional work they'require one thousand one hundred ninety-five hours. The Social Sciences pres- cribe six hundred fifty-three hours; the Physical Sciences; two hundred eighty-five hours; Biological Sciences two hundred thirty-two hours, and in the Applied Sciences, twenty hours are prescribed. Physical Training requires one hundred ninety-four hours, sixty-two hours of which are distributed between thirteen institutions and are not count- ed toward requirements for graduation. The average prescribed hours for each.subject classifi- cation are; Cultural subjects 20.06; Professional subject 23.9; Social Sciences 13.06; Physical Sciences 5.7; Biologi- cal Sciences, 4.64; Applied 0.4; and Physical Training 3.88 hours. As one may expect emphasis is placed upon professional training by this type of institution. It would seem, how- ever, that there is considerable emphasis given to cultural courses when the attendant cultural value of the profession- al training is considered. BROTESTANT COLLEGES Protestant colleges and universities, of which there are eighty-two in this study, have been, and still are, an important influence in the educational history of this country. They have made it possible for large numbers of young men and women to obtain the training so essential in life services and success. They have likewise been respone sible for arousing the interest and aspiration of young people for their own education and improvement, as well as having equipped them fer the responsibilities of life. The inception of many of these schools goes far back into the pioneer days of this nation, many of them having been organized and operating:long before states or territories were in position to offer such.services. Thirty-four of these institutions were founded previous to 1850; one in 1814. Many of them were only of seminary grade to begin with, but later established four year college courses. This entire group is characterized by very uniform standards of requirements for graduation. Twenty-five schools require a total of one hundred twenty semester hours; thirty-seven require one hundred twenty-four hours; nine require one hundred twenty-eight hours; five require one hundred twenty-six hours; one requires one hundred twenty- two and another one hundred twenty-five hours, or an average of one hundred twenty-three and eight tenths semester hours per institution. In other words 75.6 percent of these insti- tutions have a range in minimum requirements of one hundred twenty hours to one hundred twenty-four hours, with 45 per- cent of them requiring the latter. The range in prescribed hours, twenty-seven to one hund- red fifteen, is extremely wide. The percent of'prescribed hours reaches a maximum of 88.4 percent and falls to 20.7 percent as a minimum. The total hours of’Cultural subjects prescribed by these institutions are twenty-two hundred and twenty-eight, while there are sixteen hundred forty-one in Education. The Social Sciences account for a total of nine hundred seventy-nine hours. In this classification four hundred thirtyufive hours are pre- scribed in history; one hundred seventy-three in Sociology; one hundred forty-eight in Political Science and Ninety-eight in.Philosophy and Psychology. The relative importance given to Sociology by these schools would seem to indicate a growing recognition of the value of knowledge in this subject. In the Physical and Biological Sciences there are prescribed five hundred eighty-eight and two hundred eighty-four hours respectively. Physical Training requires a total of three hundred hours and is prescribed in seventy-four of the eighty-two institutions ‘while Military Training is prescribed in hut one institution. {i’nn‘ 7 0? CI) The average prescribed hours in each subject classification are as follows: Cultural subjects 27.3 hours; Professional 20.0 hours; Social Sciences 11.09 hours; Physical Sciences 7.17 hours; Biological Sciences 3.46 hours and Physical Training 3.6 hours. There were a total of seventy-five hours distributed among fif- teen institutions which were not credited toward graduation re- quirements. The Cultural classification, as would be expected, is very high in prescribed hours. 0f the twenty-two hundred thirty- eight hours, there are ten hundred twenty-five hours in Modern Languages; nine hundred and nine hours in English and two hundred fifty-stxihours in Mathematics. The Biological classi- fication is noticeably low in the total number of prescribed hours. Seventeen of the institutions do not prescribe any work in this field. General Biology was the predominating course offered, while very limited courses in Botany and Zoology were generally evident where such courses appeared in the catalogues. CATHOLIC COLLEGES ANDIJNIVERSITIES There are eighteen Catholic institutions of university and college classification that are considered. A few of them, like other denominational types, date their organization back into the early history of this nation, and have likewise been strong factors in the development of progress. Their requirements for graduation vary from one hundred twenty to one hundred thirty-six semester hours. The average '7 _ —e7- requirement is one hundred twenty-six hours. There is a greater uniformity in.the number of'prescribed hours than is apparent in other types of institutions since the range in prescribed hours varies from seventy to ninety-eight hours. The prescribed hours vary from 53.1 percent to 76.5 percent. The Cultural subjects have a requirement of five hund- red eighty-eight hours, of which two hundred fifty-five hours are in English, two hundred fifty in Modern Languages, seventy-five in.Mathematics and eight in Classical Languages. The Social Sciences have prescribed a total of three hundred sixty-seven hours. Two hundred hours of’this are prescribed in Philosophy; one hundred thirty-one, in'History; eighteen in Sociology; twelve in Political Science and six in Economics. The Professional requirements total three hundred forty- eight hours. There are a total of one hundred twenty—three hours prescribed in the Physical Sciences, sixty-seven hours being in Chemistry, and fifty-six hours in Physics. The prescribed hours in the Biological Sciences are very low in this type of schools. There are twenty-seven hours prescribed in Botany, twenty-two in Zoology and three in Physiology, or a total of fifty-two hours. Forty-nine hours of Physical Training are prescribed, and one institution.prescribes eight hours in Military Train- ing. runnfl: Iii The average hours in the various subject classifications are: Cultural subjects 32.6 hours; Professional subjects 19.2; Social Sciences 23.88; Physical Sciences 6.83; Biological Sciences 2.8; and in Physical Training 2.7 hours. POLYTECHNICAL commons. Only four of the seven Technical Colleges that are members of the North Central Association are considered, since the catalogues of two gave no information on Professional require- ments, and no respnnse was received from a third one. Two of' this type prescribed a total of'one hundred twenty semester hours for graduation; one, one hundred thirty-two hours and the fourth two hundred twenty-five hours. An average would be mis- leading in this case, therefore it is not used. The first two institutions had fifty-seven.and seventy-two hours respectively of prescribed work, or 47.5 percent ani‘ 60 percent. The third institution with a total of one hundred thirtybtwo hours, pres- cribed eighty-two hours, or 62.1 percent, while the fburth prescribed one hundred sixty-nine hours, or 79.5 percent. There are a total of'one hundred seven hours prescribed in the Cultural subjects, with.fifty-two in English, twenty- eight in.Modern Languages, twenty-five in Mathematics, and twelve in Art. In Professional Training a total of ninety- seven hours is prescribed. The total hours prescribed in the Social Sciences is Seventy-two, of which twenty-four are in History, sixteen in Sociology, fourteen in Economics; twelve in Political u... \ I r (x) I Science and six ianhilosophy. The Physical Sciences have a total of fifty-one prescrib- ed hours, of which thirty-four are in Chemistry, nineteen.in physics and eight in Geology. Twenty-one hours are prescribed in the Biological Sciences, of which seven are in Bacteriologyte Hygiene; four are in Zoology; and three are in Physiology. Thirteen hours of Physical Training are prescribed by each of three of these institutions. The average hours in each subject classification are; Cule tural subjects 26.7 hours, Professional subjects 24.25 hours, Social Sciences, 18 hours, Physical Sciences 12.7 hours, Biolo- gical Sciences 5.25 hours and Physical Training 3.25 hours. ENDOWED COLLEGES ANDWUNIVERSITIES The Endowed colleges and universities, of which there are eight, are very uniform in.their total requirements for gradua- tion, six having one hundred and twenty hours, one, one hundred and.twenty-four, and one, one hundred and twenty-six. The num- ber of prescribed hours varies from fifty-two to eighty-four. The prescribed hours vary from 43.3 percent to 70.0 percent. The cultural subjects have a total of two hundred and two prescribed hours, of which there are eighty-eight in.Modern Languages; seventyhfour in English and forty in.Mathematics. There are one hundred and thirty-nine hours prescribed in Pro~ fessional training. Social Sciences have a total of eighty-eight prescribed hours with forty-four hours in History; fifteen in Philosophy -L...; )— .. Twelve in Sociology; eleven in Political Science; and six in Economics. Chemistry accounts fer forty-five hours, Geology, for six and Physics for twenty-six, in a total of seventy-seven hours prescribed in the Physical Sciences. The Biological subjects have a total of twenty-two hours prescribed, twelve of which are in Zoology, six, in Botany, and four in Bacteriology. A total of forty-four hours is prescribed in Physical Training. The Cultural subjects have an average of 25.2 hours prescribed; the Professional, 17.37; the Social Sciences 11.00; the Physical Sciences 9.60; the Biological Sciences 2.70 and Physical Training 5.50 hours. MUNICIPAL COLLEGES Two, of the four Municipal institutions in the study, have one hundred twenty-four hours, and two have one hund- red twenty hours each, as total requirements for graduation. These institutions have sixty-eight, seventy, seventy-six and seventy.eight hours of prescribed work respectively. or, in.other'words, the prescribed hours in each of these four schools of this type are 54.8, 58.3, 61.2 and 65 per- cent, respectively, of the total requirements. Eighty-seven hours are prescribed in the Cultural sub- jects, of which forty are in English; thirty-two are in Modern Languages; twelve are in.Mathematics and.three are in Art. In the Professional subject ninety-eight hours are pre- scribed. The Social Sciences have a total of fifty-seven prescrib- ed hours. Twenty-one hours are in History, fourteen are in Philosophy, twelve are in Sociology, six in Economics and four are in Political Science. There are a total of thirty-two prescribed hours in the Physical Science classification, with.eleven in Chemistry, six in Geology and five in Physics. In the Biological Sciences there are eleven in Botany, eight in Zoology and three in Bacteriology & Hygiene, or a total of twenty-two prescribed hours. Two institutions require a total of six hours in Physi- cal Training. The average prescribed hours for each subject classifi- cation are as follows, Cultural 21.7 hours, Professional subject 24.5 hours, Social Sciences 14.25 hours, Physical Sciences 8 hours, Biological Sciences 5.5 hours and Physical Training 1.5 hours. The consideration of these data indicate that Catholic colleges have the highest average number of'prescribed hours, 32.60, in the Cultural subjects and that Agricultural Colleges, with 13.28 hours are the lowest. In the professional subject, Education, Municipal Colleges with an average of 24.5 hours and Jill | 11 al.]l|1. State Agricultural Colleges with 14.81 hours represent the maximum and minimum in prescribed hours. Endowed Colleges and State Agricultural Colleges with 2.7 and 15.41 average hours, respectively, represent the minimum and the maximum in the Biological Sciences. Agricultural Colleges prescribe 1'.28 hours in the Physical sciences and State Universities prescribe 4.85 hours. These two State institutions represent the upper and lower limits in this subject classification. Catholic colleges, prescribing as they do, 23.88 hours in the Social sciences are far in excess of any other type of institution. This is undoubtedly due to the large number of hours prescrib- ed in Philosophy by this type. State Agricultural colleges prescribe the least number of hours in the Social sciences of any of the types. Attention is called to the fact that there is a trend upward in the prescribed hours in Social Sciences in this type of institution, as is evidenced in a later chapter. CPAPTZE III DISTEIEUTICE CF PRES TIRED ECURS ATCNQ TEE VIRICUS CC? SEE IT STPJLC‘ LAP? E IN l930 In order to arrive at timeasure of the breadth and in- tersiveness of training in these types of institutions, and to mate comparisons of them, the data from Table 2 regarding the number of institutions giving subjects and the average hours prescribed have been assembled in Table 3. Attention is called in particular to the number of institutions which are on record as prescribing the various subjects, and to the average hours prescribed. State Agricultural Colleges, State Teachers Colleges, Polytechnical Colleges, Endowed and Nunicipal Colleges each have as the sum of the averages a much greater number of prescribed hours in the sciences than they have in the so- called Cultural subjects. State Universities, Catholic Colleges and Universities and frotestant Colleges show more prescribed hours in the Cultural subjects than in the Sci- ences. The data for these statements are to be found in Table 3. A measure of the breadth of training in subject matter is evident in the sum of the number of times subjects occur within a subject classification in each type of institution. This is illustrated in the case of State Universities in this manner. BacteriOIOgy and Pygiene are pr scribed in three TABLE,3 19189818 0931011 or? PRESCRIBED WORK IN INSTITUT§' IONS 117 1950 21 17 50 82 18 4 8 4 State State State Protes tent Catholic Polytechnioal Endowed Municipal Universities Agri'l Colleges Teach‘s 0011's Colleg es Colleges Colleges Colleges Colleges Subjects No. of Aver. No.01? Aver. No.01? Aver. No.0f ’ Aver. No.0f Aver. No.0f Aver. No.0f Aver. No.01? Aver. in the Inst‘ 8 Hours inst ' s Hours Inst 1 s Hours Inst ’ 8 hours Inst ’ 8 Hours Inst ' s Hours Inst ' s Hours Inst ' s Hours Study Pres'd Pres'd Pres‘d * Pres‘d Pres'd Pres'd Pres‘d Pres'd BIOLOGICI‘LL Anatomy 0 0.00 5 0.55 0 0.00 0 0. 00 0 0.00 0 0.00 O 0. 00 0 0.00 Bact.&Hyg. 5 . 28 15 5.00 20 1. 16 14 5.56 0 0.00 2 5. 60 .2 .50 1 0.75 Botany 8 1.80 15 5.64 25 2.45 29 1.49 7 l. 50 2 1.70 2 0. 75 5 2.75 Entomology 0 0.00 9 2.06 0 0.00 0 0.00 0 0.00 0 0.00 0 0. 00 0 0.00 Physiology 1 0.54 7 1. 55 6 0.57 8 0.59 1 0.17 1 0.75 0 0.00 0 0.00 Zoology l 1.42 3:9. 2. 94 22 1. 64 22 1.04 mg 0.12 1 1. 00 5 1. 50 2 2.00 Totals 19 5.84 59 15.52 71 5. 64 75 8. 28 14 1.79 6 7.05 7 2. 75 6 5.50 .v rHYS ICAL Chemistry 8 2. 61 17 12. 82 5.. 5. 00 54 4. 54 15 5. 70 5 8. 50 7 5. 60 2 2. 75 Geology 1 0.48 2 0.55 7 0. 52 0 0.00 0 0.00 1 2.00 1 0.75 2 1.50 Totals 15 4.85 29 16.28 62 5.70 97 7.16 25 6. 80 6 15.20 12 9.60 5 5.50 APPLIED Agricul. 0 0.00 15 27. 25 5 .40 0 O. 00 0 0.00 0 0.00 0 0.00 0 O. 00 Engineering 0 O. 00 9 5. 94 0 O. 00 0 0. 00 O 0. 00 0 0. 00 O 0. 00 0 0. 00 Home Econ. 0 0.00 __2_ 5. 64 g 0.00 __9_ 0.00 _Q 0. 00 Q 0.00 Q 0. 00 2 0.00 Totals 0 0.00 24 54.81 5 0.40 O 0. 00 O 0.00 O 0.00 0 0.00 0 0.00 SOCIAL Economics 8 1.76 14 5.17 11 .78 50 l. 65 1 0.77 5 5. 50 l 0.75 2 1. 50 History 14 5.90 5 1. 29 45 4. 78 67 5.50 15 7.40 4 6.00 7 5.10 5 5.25 Pol. Sci. 11 2. 57 5 l. 10 17 4. 70 51 1. 80 2 0. 67 2 5. 00 2 l. 40 1 1.00 Phil.8cPsyc. 2 0.47 0 0.00 4 0. 29 22 1.19 17 11.10 2 1. 5O 5 1. 86 5 5. 50 Sociology 4 0.85 4 .82 .52 2.50 58 __2.___9_?_ _§_:_ 1.00 __4_ 4.00 _§_ 1.50 § 5.00 Totals '59 9.55 ‘58 8.58 109 15.05 188 12.01 59 20.94 15 18.00 15 10.61 12 14.25 CULTURAL Languages Classic 0 0.00 0 0.00 0 0.00 1 0.07 1 0.44 0 0.00 0 0.00 0 0.00 Modern 17 10.00 1 0.55 25 5.04 75 12.72 17 15.90 2 7.00 7 11.00 2 8.00 English 21 8.00 17 9.55 50 10.00 82 11. 20 18 14.10 4 14.50 7 9. 20 4 10.00 Astr ' y Math. 15 4. 20 11 5.00 55 5. 94 45 5. 12 12 4. 10 5 6. 25 6 5. 00 2 5. 00 Music __(_)_ 0.00 __g 0.00 11 0.52 5 0.06 __(_)_ 0.00 9_ 0.00;"- 9_ 0.00 g 0.00 Totals 51 22. 20 29 12. 70 151 20. 06 215 ' 27.48 48 52. 54 9 27. 75 21 25. 52 9 21. 75 PROFESSIONAL Education 21 20.70 17 18.41 50 25.50 82 , 20.01 18 19.50 4 18.70 8 17.50 4 24. 50 MISCELLANEOUS Phys. Tr‘g 18 2.50 11 1.94 40 5.58 74 5.65 11 2.70 5 5.20 8 5.50 2 1.50 M11. Trxg 12 2,47 15 4.14 0 0.00 0 0.00 1 0.88 0 0.00 0 0.00 0 0.00 I ,L 01 I of the 21 institutions, Botany in three, Physiology in one and Zoology in seven. This makes a total of 19 times that Biological Science subjects occur in the twenty-one institu- tions ascompared with a total of fourteen times in the seven- teen Catholic institutions. By adding the totals for all 'types of institutions in the Biological Sciences the grand total can than be compared with the grand totals of the other subject classifications. This data is shown-in the following tabulations. Biological Sciences 255 times Physical Sciences 251 " Aoplied Sciences 29 " Social Sciences 440 " Total for all Sciences 975 " Subjects in the so-called Cultural group occur a total of five hundred fourteen times. The Professional subject, Education, occurs two hun- dred four times, which is equivalent to the number of in- stitutions in the study, in as much as it is prescribed in each institution. Physical Training aopears in one hundred sixty-six institutions and Kilitary Training in thirty institutions. Variations in the breadth of training in subjects as prescribed by these types of institutions is-evident also when they are compared on the basis of the frequency with which the subjects appear in each subject classification. In the Sciences, those subjects in the Social classification appear most frequently in all types (considering the number in each type), with the exception of State Agricultural Colleges. In this classification, history and Political Sci- ence appear most frequently in State Universities, State Teachers Colleges, Catholic Colleges, and Protestant Col- leges. While Agricultural Volleges are one of the four in- stitutions with the lowest frequency in these two subjects, they show the greatest frequency in Economics. This is probably due to the ertra requirements in Agricultural Econom- ics. PhiIOSOphy appears in seventeen of the eighteen Catholic institutions, in twenty-two of the eighty-two Protestant Colleges, in four State Teachers Colleges, in three each of the Endowed and Municipal institutions and in two each of the State Universities and Polytechnical Colleges. . Sociology is prescribed in three of the four Municipal Colleges. State Teachers Uolleges have it prescribed in thirty of the fifty institutions. Protestant Colleges have it prescribed in thirty-eight of the eighty—two institutions. Biological and Physical Sciences are about equal as to the number of times subjects are prescribed, which is two hundred fifty-five and two hundred fifty-one, respectively. Agricultural Colleges occupy the position of leadership in both of these clazsifications; being especially strong in ‘r‘wl -LLI... Pacteriology, Botany, EntomolOgy and Zoology, in the Bio- logical Sciences. In the Physical Sciences they are strong in Chemistry and Physics. There are three of the Biological subjects, Anatomy, Bacteriology and hntomology, which do not appear in the curricula of the Catholic, Endowed and Muni- cipal types. In State Universities, State Teachers Colleges, Protestant Colleges and Polytechnic Colleges there are two of the Biological subjects, Anatomy and EntomolOg which are not prescribed. The position of leadership in the Lhysical Sciences being held by the Agricultural Colleges has been referred to. Endowed Colleges are in second place with regard to Chemistry. Catholic and Tolytechnic institutions are in third place. Teachers and Protestant colleges are in flourth place. Muni- cipal Colleges are in fifth place and State universities are the lowest. With regard to Bhysics, the types of institutions rank in the following order; Agricultural Colleges, Toly- technic and Endowed Colleges, Catholic Colleges, State Teach- ers Colleges, Municipal institutions, Protestant Colleges and State Universities. First rank is taken by Catholic institutions as to the number of times subjects in the Cultural classificatiOn appear as prescribed. State Teachers Colleges are in seccnd place. Bolytechnic and Municipal institutions share third place. State Universities are in fourth rank, followed very closely by Protestant Colleges, while Agricultural Colleges have the lowest frequency of Cultural subjects. English is prescribed in all institutions with one exception, which is found in the endowed type. Kodern lang- uages are found to be of the same frequency in State Teachers . Colleges, Polytechnical and Municipal Colleges. State Uni- versities are in second position. Protestant, Endowed and Catholic institutions are in third place. Agricultural Colleges are of the lowest frequency. Classical Languages are prescribed in but one institution in each of two types, viz., Srotestant and Catholic institutions. - Mathematics occurs most frequently as a prescribed sub- Ject in Protestant Colleges, State Universities rank second; Agricultural Colleges and Catholic institutions are in third place. State Teachers Colleges are in fourth place, while Polytechnic, lEndowed and Eunicipal institutions are in fifth place. Music occurs as a prescribed subject in but two types of institutions, viz., eleven times in State Teachers Colleges and three times in Protestant Colleges. Physical Training is prescribed most frequently in Municipal institutions, Catholic.Colleges ranking second and Agricultural Colleges third. State Universities and State Teachers Colleges are in fourth place, while Endowed and Protestant institutions are in fifth place. ?olytechnic Colleges do not show it as a prescribed subject. Nilitary Training is prescribed in all Agricultural Colleges; in twelve State Universities and in one Catholic institution. Art is a prescribed subject in ten Teachers Colleges, seven Protestant Colleges, one Endowed College and in one Municipal Institution. . The presentatioggf this data makes it evident that among the science subject classifications the Social Sciences are prescribed by all types of institutions with.much great- er frequency than either the Physical or Biological Sciences. In fact it is prescribed almost as frequently as the latter two combined. The frequency of the so-called Cultural and Tool subjects is more than one-half the frequency of all the Science subjects combined. If sciences possessed no cultural value, then the difference in frequency between the cultural and the Science subjects in these institutions would not be noticeable. The degree of intensiveness of training afforded pros- pective teachers of Science by the various types of institu- tions as is made evident by the sum of the average hours in each subject classification indicates great desparity of practice among educators. Graduates from some types of institutions are going to enter the Science teaching profession with a rather limited training in science subject matter, unless wise and effective counselling is done by the in- stitution on behalf of, and participated in by the student. p. ii- U owns IV TYPES OF INSTI'HJTIONS AND PRESCRIBED COURSES In order to make a comparison of the different types of institutions, on the basis of training they require in the sciences, the detailed data that are shown in Table 2,’ are consolidated in Table 3. In this tabulation, the aver- age hours prescribed in each subject classification are ' totaled for each type of institution. This total is, there- fore, a sum of averages. A comparison of the types of institutions on the basis of the sum of the averages in each Science subject classifi- cation shcws four well defined combinations of types as re- late: to prescribed hours. The maximum and minimum extremes are represented by two types of state institutions, Agricul- tural Colleges and Universities. Between these extremes are two groups of types with rather wide differences in the sum of the averages of prescribed hours. In one group are the Catholic and Polytechnic institutions. In the other group are the Teachers Colleges, Protestant, Endowed and Municipal institut 10m. TABLE 4 COMPARISON OF TYPES OF INSTITUTIONS PRESCRIBIILG TRAINING FOR 1930 PERIOD Type of’Institution Biological Physical Applied Social TOTAL Agricultural Colleges 15.5 Catholic Cells es 2.9 Polytechnic Co logos 7.0 Teachers Colleges 4.6 Protestant Colleges 5.5 Endowed Colleges 2.75 lunicipal Colleges 5.5 State‘Universities 5.9 16.3 6.8 15.2 5.7 7.17 9.6 5.5 4.9 54.8 0.0 0.0 .4 0.0 0.0 0.0 0.0 8.5 20.4‘ 18.0 13.06 11.9 10.7 14.2 9.7 75.1 32.1 50.2 23.76 22.57 23.05 25.2 18.5 A graphic illustration of these data is shown in Figure Similar series of combinations of institutional types are also evident when the sum of the averages of all subject classifications are observed. These are shown in consolidat~ ed Table 5 under the heading "Sun of Averages", but are not arranged in groups as in Table 4. 4" .a Q 1.51 0 CT: B33 for 1930 0 L11 (3215; 3 _. .2, n. .4, €fl£j 12$ aoroes L)?" '3 Ila-v; J. 4- ML» 0 I 93? uro Q ‘9. S 18 Pi." iologioal Hour 1.!“ p 0 P‘iq... 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Legend ‘3’ . Biological Science-s 0% $~ :Q Physical Sciences g; 71 i ‘ Applied Sciences WW [2% Social Sciences LO m 0 3 (D o l LO '3 2'4 3 "4 Ti 02 ‘g7 $7 :2 ¢ m ¢ <1». "* W O / A / p! :i g ;j i; i: :/ ' U3 ;: // . K2 ,5: I o / £3 / ”3 (2 C9 “’ 02 (3 C) fl; :3 j; cut» ?? C3‘2 j? w/ w m- 7 . ../ 7 wwom o l“ /. (O (1.3 ~0 / b / / q: l/ N Mm? / \T x/"w M/ ‘/' Q/ q; N/u; / 7 / —-/ 8 waxy“? 03/ ¢ \/ ”‘ ”’\ / ’ / '7 / Z m o:/ % \ ? / \ é : t;\ // 7 / / / ‘/ / / / \ L3” /, / ¢ / / m \\ ' //, // // , O 1920 1950 H / 1920 . 1930 191 1950 1910 1910 1920 Protestant Colleges hours in 1930, or a net loss of 2.; hours. P7718 ICAL SC ITET‘ICTIL; State Universities reduce prescribed hours in this science from 10.1 in 1J10 to 8.0 hours in 1920 to 3.0 hours in 1930, a total reduction of 7.1 hours in the twenty years. State Agricultural Colleges increase the prescribed hours in the Physical Sciences from 8.0 hours in 1910, to 12.2 in 1920, to 16.7 hours in 1930. yhis increase is largely due to increases in the subject of Chemistry. State Teachers Colleges increase the number of hours from 6.0 in 19230 to 9.0 in 1930. Protestant Colleges decrease the prescribed hours in these sciences from 7.7 in 1910 to 7.5 hours in 1920, to 5.0 hours in 1930; a total decrease of 2.7 hours. A??LIED SCIENCES. State Universities show an average of 1.7 hours pre- scribed in Applied Science in 1910 and none thereafter. Ap- plied Science was prescribed in but one school in this type of institutions, and that institution discontinued it after 1910. State Agricultural Colleges show a steady increase in the prescribed hours from 10.5 hours in 1910, to 39.3 hours in 1920, to 41.0 hours in 1930. State Teachers Colleges prescribe an average of Li3 hours in Applied Sciences in 1920, but none thereafter. Protestant Colleges do not prescribe any work in these Sciences, except where courses in Domestic Science are undertaken. In thispart of the study it just happened that in the rotation of scnools and subjects Which was used to decide upon the outline of the courses, no domestic Science courses occurred. SOCIAL SCIENCES. State Universities increase prescribed hturs in these sciences from 4.1 in 1910, to 11.4 in 1920, and then reduce the hours to 8.3 in 1930. State Agricultural Colleges increase the prescribed hours in these sciences from 7.0 in 1910 to 8.5 in 1920 and then reduce them to 6.2 hours in 1930; a net loss of 1.8 hours. State Teachers Colleges reduce the prescribed hours from 11.2 hours in 1920 to 6.7 hturs in 1930. Protestant Colleges decrease the prescribed hours from 14.3 in 1910 to 8.6 in 1920, and then increase them to 13.2 in 1930, which is a net loss of 1.3 hours. There is a trend toward lowering the prescribed hours in Biological Sciences, and Physical Sciences in all types of institutions, excepting the State Agricultural Colleges. In this type the trend is upward in prescribed hours. In the Social Sciences the trend is upward in all types of institu- tions excepting in the Agricultural Colleges. In this type 105- the trend is downward. The net loss in prescribed hours in the social sciences tnet is indicated in Protestant institutions is not sufficient to call a trend. FigureIII,which follows Tables, 16, 17 and 18 gives a graphic illustration of these facts. 9“ r ‘fi to —' r—- — _ ”—ef’ -*, -- —-*- ~ ~ — “7""——”-' W——m—— ~- “___ (O l _ I Figure IV H- ? “J “n. . , use . v C) ‘ s=stribueion of Prescribed Hours in "TV . Sciences,0u1tura1 and Professional Subjects . $5 for 1910,1920,1930 Fab ’3 30 \_ l l _ _-,____,. .-l_:[Jf-3.:§€'::§§T~l___ll_l HEB Science Subjeets :: III cultural Subjects fl E Professifinal Subject FWF 5011 — r ———v—m~v~i -—— — —-— ru—r—*—-* ‘—-“*—r— 40 '1' a) no a: O r; n m u) C: 0% b“ 00 ea 93 Si - {Q g: *. C3 02 02 S3 . ‘ Ea ‘ . \VQ C) 83 g 9 O , \\\ e4 <9 0 0‘) (\2 C.) . <1“ ” _ W m . . . .e \ ' W ‘ cu C) Fine 1 ca \\\ <3 ‘\\ <3 a) m m m y . T m N m 02 ' i N {33‘ l— \\ \ a) l V . " 7'“! CO H I Lg \\ 1 (5 o;\\ \Q: "‘ \ g E “3 "" 9\ m\ w z . * mt? r"\\ '\\\ : § 2; H O R CO\ ‘ r N 0 OPE H i .3; ,8 t \ E ; H 0 04 E - ‘0 m \ g \ \ “f \ ‘ \ \ \ s \ V \ 9 :3 \ \ \ \ a E +3 y a I ore ! 22s or! 1 s j :5 \ 1 "j k E l __HLH v__._JIlIi J n 1910 1930 1910 1920 1930 1910 1920 1930 1910 1920 1930 State Universities State Agricultural Colleges State Teachers Colleges Protestant Colleges CHA?TER VII DISTRIFUTICW CF EIECFIVE ECURS IN SUFJTCT CL CSIFIULTICIS IN TIRES CF IFSTITUTICFS PCB 910, 1920A 1930 The method used in the distribution of the elective hours in each subject classification for 1910, 1920 and 1930 is the same as is described under "Method" for 1930 data. In Tables 19 and 22 are shown the sane factors for elective hours as are shown in Tables 12 to 15 inclusive, with regard to prescribed hours. While it is a self-evi- dent fact that the elective hours must make up the balance of the total requirements after the prescribed hours have been met, the writer deems it advisable to exhibit at this point the distribution of those elective hours. To avoid confusion, it is necessary to explain what might otherwise appear to be serious discrepancies. Botany and Zoology, being correlative subjects in secondary school curricula, made it necessary, in selecting either as a major, to use the other as a minor. Similar situations arose in the case of Chemistry and Physics and History and Political Science. In making up the course outlines, every effort was made to distribute the frequency with which subjects were used as a major, over as many sciences in any one decade period as possible; but owing to information carried in the 5 .‘. 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Consequently, peaks, so to speak, develOped in one or another decade period for the sciences. For ex- ample, in 1920, there were three majors in Romany selected from as many institutions, but only one in 1910 and one in 1950. Therefore, Botany shows extremely high average hours and median, with a high range in 1980. With this explanation and by using Tables 12 to 15 in conjunction with Tables 16, 17 and 18 what at first sight might be termed discrepancies are only aj>arent discrepancies. Figure IV aids materially in interpreting the data in these Tables. With this explanation regarding these three combinations of majors and minors, it seems advisable to discuss in the summary only those features which involve the electives necessary to complete the requirements for graduation. The free electives were selected in such a way as to give the student as broad and thorough a training as possible, in Sciences. However, not all of the free electives were as- signed to science subjects as was stated earlier in the study. Where the hours in English, Mathematics or Modern languages were below a predetermined minimum, free elective hours were assigned to that subject, whichever it might be. At the same time, wherever possible, the courses were so outlined that training in a third teaching subject, as is ~114- so often required of secondary teachers, was given. ““wav or ELECTIV'T‘S l 1.: Entomology and Physiology did not appear as possible electives in State Universities until 1930 and then in only one institution. Geology shows an increase in median only, with a de- crease in number, average and range. State Universities, likewise, indicate an increase in the case of Economics, owing to the fact that it seemed necessary to major in that subject in one institution. Electives in PhiloSOphy and Psychology show a decrease from 2.2 average hours in 1910 to .9 hours in 1930. Sociology, like Economics, was used as a major in one institution in 1930. Eowever, there is indicated a definite trend upward in the availability of this science as an elec- tive in State Universities. In 1910 the average hours were 2.4 while in 1930 there were 6.0 hours. Entomology was available as an elective in Agricultural Colleges in each of the three decades and was used for the 1910 and 1920 data but was not needed in the course outlined for 1930. fihysiology was available in each decade but was used only in 1930. The average hours available in Agricultural Colleges for electives in Economics were 4.0 hours in 1920 only. PhiloSOphy and Psychology do not appear in any decade. Scciology averages 2.75 hours in 1920 and 2.5 hours in 1950. State Teachers Colleges do not have Entomology or Physiology available as electives in 1920 or 1950. Economics are available in 1920 only. Sociology averages 1.25 hours in 1920 and 7.5 hours in 1950, m ich can not be termed a trend. Protestant Colleges have both Entomology and Physiology available as electives for the first time in 1950. Geology is available in all three decades. Economics decreases in average hours from 2.2 in 1910 to 1.57 in 1950. Sociology appears first in 1920 and remains constant in 1950. Bacteriology is available in 1920 in Agricultural Col- leges and in 1950 in State Teachers Colleges. The data relative to Cultural subjects in Tables 12 to 15 indicates that there is a definite trend upward in Fodern Languages, English and Nathematics. This fact is probably due to recommendations accompanying Science Kajors and Minors, and to the grouping of subjects used by many institutions with regard to both prescribed and elective courses . HAPTER VIII .1_‘. . U K1 ITT ‘TJTTW‘TICTIA E'lI‘TCE 1:910 TfiT.’ 1" A‘.’ . ' 1‘; ~"\ H 1 ~77 C}.=LJ_-G4_JS filial.) 21:); JD. .EJH TR To This objective was inserted for consideration in order to satisfy what would be a perfectly natural inquiry in any one's mind. The inquiry might take any one of several forms, but essentially it would have as its purpose the desire to ascertain whether or not there have been changes in curricula, and to what extent and whether or not there are trends developing. If those changes are general in all types of institutions, or if they are confined to certain types and are of a uniformly permanent nature, then they can be called trends. If trends are developing, it is justifiable to conc1ude that all types, or some types, of institutions are adjusting their curricula to the changing conditions of life. Trends are evident in the case of total minimum re- quirements. In those types of institutions that are consider- ed there appears to be a leveling out of the high peaks that were maintained by some types of institutions two decades ago. A trend in the direction of more uniform requirements of prescribed hours between different types is also witnessed. Within types of institutions, there are numerous and marked changes which indicate that trends are developing toward a greater number of prescribed hours in Professional subjects —ll7- and toward a lower number of hours in the Cultural suL~ jects and Sciences. This is true of State Universities, State Agricultural Colleges and Protestant Colleges. State Teachers Colleges, however, are lowering the number of hours in all subjects. The prescribed hours in the institutions considered were determined by following the instructions that were given in the catalOgues. The sane procedure with regard to the distribution was followed as was applied to the distribution of hours and subjects for the 1950 per? 6. This distribution of prescribed and elective hours and subjects was made for each type under consideration and for each decade period 1910, 1920 and 1950. The institutions considered are nine State Universities, four State Agricultural Colleges, four State Teachers Colleges, and eight Protestant institutions. Catalogues for these four types, and fer the individual institutions in each type, were found, in some instances, in the library files at lich- igan State College and University of Kichigan. In other in- stances they were obtained through the Inter Library Loan. This latter statement applies to mist of the catalogues of 1910. It was found impossible to include more types in the consideration or more institutions in those types which are considered, because of the impossibility of getting publica- tions for the 1910 period. Another factor which reduced the —iia— number for consideration was the inadequacy of infonnation regarding curricula in many institutions ard even in some types of institutions. Recent catalogues are very carefully written and compiled, with few exceptiOns, and are a credit to the schools publishing them. The fact that the institu- tions considered are widely distributed and are quite rep- resentative of the types of institutions, compensates in a measure for the limited numbers. TOTAL NINIWVM REQUIREVENTS The nine State Universities have reduced their total minimum requirements from 124.2 hours in 1910 to 125.6 hours in 1950. In 1920 the average was 125 hours. Although this change is slight, nevertheless it is indicative since it is an average of nine institutions. State Agricultural Colleges show a steady trend downward from 145.4 hours in 1910 to 142.5 hours in 1920 and 135.0 hours in 1950. This is averaged over four institutions and indicates a definite trend. The data relative to State Teachers Colleges were taken for 1920 and 1950 only, since previous to 1919 the majority of this type of institutions were not offering four years of collegiate training. The average of the total requirements in four institutions was reduced from 125 hours in 1920 to 122.5 hours in 1950. While there are but two periods cnn- ‘ sidered in this data, the change is definite enough to indicate that a trend similar to the above trends is develop- ing. Total minimum requirements in the eight Protestant Colleges do not show any material change, being 121.7 in 1910 and 121.5 in 1930. However, there is a change toward lower total requirements. These facts indicate that there is a trend toward a more uniform number of hours in total requirements for grad- uation in these types of institutions. PRESCRIBED NFURS The average prescribed h urs in Sciences are reduced by State Universities from 22.9 in 1910 to 16.7 in 1930. In the so-called Cultural subjects, there is a reduction from 27.9 in 1910 to 21.2 in 1930. Education is increased from 19.7 hours to 20.1 hours over this same period of time. State Agricultural Colleges increase the prescribed hours in Sciences from 65 in 1910 to 69.5 in 1920; and de- crease to 65.7 in 1930, a slight increase over the whole period. The large increase in 1920 is probably explained by the changes necessitated by the large amount of rehabilitation activities following the Torld War. In the Cultural subjects these institutions show a very marked decrease. In 1910 they prescribed 31.5 hours, while in 1930 they prescribed 11.2 hours. Education increased from 14.2 prescribed hours, to 18.7 hours from 1910 to 1930. State Teachers Colleges reduce the prescribed hours in Sciences from 22.5 hours in 1920 to 20.5 hours in 1930. Cultural subjects are reduced also from 14.2 hours in 1920 to 13.5 in 1530. Prescribed hours in Education indicate the most pronounced change. They are reduced from 29.2 in 1920 to 24.0 in 1930. This change could be eXpected, however, since the whole curricular construction had to be adjusted to a different purpose, as well as to a longer period of training. Protestant Colleges have reduced the prescribed hours in Sciences very steadily from 24.37 hours in 1910 to 20.4 in 1920, to 18.25 hours in 1950. 1“he prescribed hours in Cult- ural subjects have been reduced also from 38.1 in 1910 to 27.3 hours in 1930. Education increases in prescribed hours from 16.1 hours in 1910 to 18.8 hours in 1930. These data show a definite trend toward lowering the jprescribed hours in Sciences in each of these four types ()f institutions. Likewise, the Cultural subjects show a sindlar trend in all types. In the Professional subject, IBducation, the trend is upward in prescribed hours in all ‘types of institutions, except in State Teachers Colleges. —121— State Universities increase Elective hours in Sciences from an average of 41.6 in 1910, to an average of 50.4 hours in 1930. Cultural subjects are increased from 3.44 hours in 1910 to 10.7 hours in 1930. The professional sub- ject, Education, was considered only as a prescribed subject, therefore, it does not enter into the consideration of Elec- tives, in any of the types of institutions. State Agricultural Colleges have decreased the Electives in Sciences from 33.7 hours in 1910 to 26.5 hours in 1930. In the Cultural subjects In 1910 there is an average of .5 hours, in 1920, 2.7 hours and .0 hours in 1930. State Teachers Colleges show a decrease in elective hours from 48.7 hours in 1920 to 39.5 hours in 1930, for Sciences. Cultural subjects are reduced in Elective hours from 7.5 in 1920 to 4.7 hours in 1930. Protestant Colleges reduce Elective hours in Science from 45.37 hours in 1910 to 42.6 hcurs in 1930. There was an increase to 50 hours in 1920, which might be accounted for in the fact that the decrease in prescribed Cultural subjects was extreme at that period. Cultural Electives in- crease from 1.0 hours in 1910 to 3.1 in 1930. The significance of the data which are contained in Tables 23, 24, and 25 are displayed to better advantage and o.e o.eo o.o o o.e o.e o.e o oo.o ee.e o.e o asoaeeusa o.e o.oo o.e o o.e o.e o.o o oo.o oo.o o.e o Hosannooa o.e o.eo o.e o o.e o.e o.e o oo.o oo.o o.e o eosoaam o.o o.eo one o o.e o.e o.e o oo.o oo.o o.e o cadences o.ms om.oa m.-a o o.e» ¢.o~ m.amfl o ss.na en.s« e.HmH o psoamoposm o.ms m.o~ m.~ma a s.o¢ m.mm o.emfl s Anaconem Hosanna o crusades anemones opera o.e» s.oo o.enfl e o.e» o.eo o.e«a « e.nn- o.mo «.meH w newsflaoo frame 33m e.oo s.oH o.emfl a o.ee no one s o.as s.mm u.emH o unseemnpaeup . spasm tandem unbom mason chasm madam mngm madam madam mngm .«ooaa .aom aspen swarm .«ooam .eom Hopes henna .ueoam .eom Hopes sense onus .HabH .95 .925 5.0% .995 £25 oaofim NM £21 flog chops. .nobH ammo” onofl. coma oHoH can"- no E“- EB mmfipmn mos ,|mmbzmabMIzHImmbpmnmbwapmgm m¢Haoaga mosmmps mas namademm assumes no nomHmemaoo .3. age o.e o.e o.e o o.e o.e o.e o oo.o o.e o.e o Hunasausa o.e o.e o.e o o.e o.e o.e o ee.e o.e ;o.o o Hosaneooa o.e o.e o.e o o.e o.e ee.e o 00.0 o.e o.e o eossenm o.e o.e o.e o o.e o.e o.e o oo.o o.e o.e o oafiespso mm a.» o.em m.HmH o o.e s.om s.HmH o o.e n.os e.HmH o usspuopenm _ s.¢ m.ua o.ema « o.e m.sH o.owa a oo.o o.o o.e o usososoa spasm o.e «.HH o.nna a >.m s.o~ o.««a « o. o.au «.msa e H.s«swe spasm .23 «28 some o o.e «.5. 2H s 3.». o.em «.3: o .55 3st mflgm mngm manpom aha—Om mhgm mhfiom mflflom nhpow mung“ .3 3m zoom House .2on .eom House .2on .3m Hopes nouafifiqfl .905. .995 c.3222. :5 3.3.5. .995 .925 .0a .nebq 3“on whobd .02 Ho 05 coma case case -125— Figure'vr ‘Ieell lililllb’!‘i¢!1§0l.lnl.BIOOOIVI lease 1:. cultuoeliunn meelilubseeee no! 1910.1Ilo,lilo. to a.“ 01:1an 8. Silt. A;r1eu1tuee1.0¢lle¢ee 8. Bette Seashore cellegoe ‘e Preteen!“ 0011.80. Schoo Period 180 140 o.e m.m.n mtg...” m 0.0 m6." menu." m 0.0 H.0." p43 m anovmoponm o.e 0.3.... u .NNH a. o.e «.mm 063.. .v 0.0 0.0 0.0 o .Aoeoa 33m o.e r .m." o .93 w o .o r .3” a £3“ .v o .o a 2v." 0.93” a. duodnmd Sham o.e H .8 m .nmu a o.e m6» .an o o.e r .2” “Jan 0 .5.qu even.» m Hpom m anon madam madam endow chasm 936m mg u know 33.2.». .wom Hosea .938 .wom H309 $3.5. .uom Hopes on» .90 >4 .9 25 .35. .on do: ....8>4 33.5 :5 .924 .934 .925 .34 a 33 82“ 03H .onafi I Quad .. OHmH mom $3;on EH mmBm gamm mo momqugoo mm mama“ 5127— 'Figure VII Comparison of Total Minimum and Prescribed Hours in Education for 1910,1920. and 1930 Legend Prescribed Hours Education 1. State Universities 2. State Agricultural Colleges 3. State Teachers Colleges 4. Protestant Colleges 9 7 14 2 Norms School Period 15 1 WW o.e s.o m.fima o o.o m.n n.HmH o o.e o.e s.HmH o psspsoeosm «a o.e o.e n.«ma a o.e o.e o.nma w o.e o.e o.e o masseuse opspm o.e as. o.ena « o.e o.e u.~¢a a o.e 0.H . «.oea s H.easue seeps o.e o.e o.e«a s o.e «a. one s o.e «.H o.e«a o .paus..es»m ouabm mason madam madam mnsom unabm endow endow endow .peoaa .esm Hesse .posaa .eom Hesse .aeofla .eom Hosea onus onohq .om .nohm .uohq .nosa oan Gama OHmH ones . omen . oHsH mom oaHquma: .2285 E mmoom gilfimmlfao 235.98 mm mnmda ”mu -lg3_ o.o o.o n.9m9 s o.o o.o n.9m9 o o.o o.o 9.9m9 o ssspsoposm o.o o.o mums“ w o.o o.o .39 a. o.o o.o o.o o 2333 33m o.o o.e cos: a o.o o.o our: 9. o.o o... «.39 e .9924 33m o.o o4 o.o»; s o.o o.~ .29 o o.o 9.9.. «.29 o .93: .33 . 9..." gm d Hgm uhfiom nfldbm mhfiom mhflom ungm m Hfiom mhgm it 989m .22 933 .09 33%. .esm Hopes .29 deeds .399 House .3 259 .995. .905. .925. .965. .905. .925 .995 .905. .925 .83 83 32 .092” I ommH I OHS“ mom wamHfima HQBHHHS RH mmBm QMmHDgE ho HomHmdgoo kw mags made more understandable by graphic illustrations. There- fore following Tables 23, 24 and 25 are FiguresV} VI, and VII. It is not the writer's desire to leave in the reader's mind the impression that the hours assigned to Electives is a measure of the facilities of the various institutions in Elective subjects. The Electives represent the number of hours that the student is obliged to take, over and above the prescribed hours, in order to graduate. 1is is privi- leged to take more, and may even be required to take more in actual practice. The data which has beeripresented can be interpreted as indicating that there has develOped during the past thirty years a very definite trend toward a fewer number of hours necessary for graduation from three of these types of educational institutions. Protestant Colleges show such a slight change that it is not possible to call it a trend. Prescribed hours, in all types of institutions have been reduced sufficiently to say that trends toward fewer hours have been develoging during this time. In this regard the Protestant institutions are in an outstanding position. This reduction of Prescribed hours is explained, in the general adOption, by all types of educational institutions, of the elective privilege, which cane into vogue a few decades ago in the large Eastern Universities. The pendu- lum, so to speak, gives evidence of swinging in the Opposite —121— direction, and, judging from present tendencies, will probably come to rest in a position where the collegiate work of the immature student will be outlined in confer- ences with mature advisors. Under such conditions it will be possible for the institution to come more nearly meeting the needs of the student from a cultural and vocational vieWpoint. In other words student potentialities, latent ; and otherwise, are in need of, and under such administration, 2 will receive educational guidance. In fact several insti- tutions that are considered in this study are already work- ing toward this plan of administration. The steady increase in the number of hours prescribed in Education during the past thirty years applies to all types, excepting State Teach rs Colleges, which show a de- cided reduction. This trend upward would appear to be due to influences outside of the institutions. The uniformity of rate and amount of increase makes this evident. It is undoubtedly due to the influence and even pressure that is brought to bear upon educational institutions by Depart- Stote educational authorities as previously mentioned. Whe- ther or not the develOpment of skilled technicians, in Edu- catiom at the expense of broad training in subject matter and social interpretations, is demanded in education, is a question which only the fruit of the years will ever de- termine. 1 _. L/v-‘JH CPA: T’s-IT? IX v cvn '1" I “Y |"\'1~-A-..l‘1-'. The average total minimum requirements for grad- uation in the eight types of institutions is 123.32 semester hours. The highest average requirement is made by Polytechnic Colleges which is 149.20 semester hours. The lowest average requirement for graduation, 121.20 hours, is required in Endowed institutions. The median total requirement for graduation is 124.5 semester hours. The average of prescribed hours in the eight types of institutions in all subjects varies from 95 semester hours in Polytechnic institutions to 63.80 semester hours in State Universities. The average percentage of the total which is allotted to Prescribed semester hours, ranges from 66.1 in Catholic institutions to 51.04 percent in State Universities. The average number of semester hours in Elective subjects in these eight types of institutions is 53.13 and varies from 61.20 hours in State Universities to 42.70 hours in Catholic institutions. The average percentage f the total semester hours credited to Elective subjects varies from 43.96 in S ate Universities to 33.90 percent in Catholic Colleges. 1%" St;te Agricultural Colleges and Polytechnic Colleges give 75.1 hours and 40.2 hours, respectively, a: prescrib- ed courses in Sciences. They exceed all other types of institutions in the breadth and intensiveness of training offered in Sciences. State Universities having 18.5 hours prescribed in Sciences represent the minimum requirements when all types of institutions are compared. State Agricultural Colleges surpass all other insti- tutions in prescribing the greatest number of average hours in the Biological, Rhysical and Applied Sciences. Lndowed Colleges have the smallest number of hours, 2.75 hours, in Biological sciences and State Universities have the smallest number, 4.9 hours in the Physical Sciences. Catholic Colleges and Universities prescribe 32.7 hours in the Cultural and Tool Subjects, while State Agr- icultural Colleges require only 13.3 hours, the smallest mnount prescribed in any type of institution. Municipal Colleges prescribe 24.5 hours in Professional Training or Education; Endowed.Colleges 17.3 hours. These two types represent the two extremes in this subject. "Special Methods" courses, where given, are usually confined to Botany, Zoology, Chemistry, Physics, History and home Economics. The various State institutions, Protestant Colleges and Nunicipal institutions offer these courses most frequently. . . o 1 o A trend toward a more uniform number of total min- imum hours required for graduation in the various types of institutions seems to neve develOped since 1910. Also a trend toward higher requirements in prescribed hours in Education is evident in Agricultural Colleges and Protest- (D ant Colleges. In State Vniversities and State Teacher Colleges the trend is downward. State Agricultural Colleges , i and State Teachers Colleges have increased the required gs hours in Sciences somewhat. Cn the other hand, State Universities and Protestant Colleges have lowered their requirements in prescribed hours in Science. It is evident from the findings of this study that in the various types of institutions belonging to the North Central Association of Colleges and Universities, there is considerable variation in the breadth and inten- siveness of training in Sciences which is available for prospective teachers of secondary school sciences. These variations occur in the total minimum requirements for graduation as-well as in the number of Prescribed and Elective hours in all subject classifications. The varia- tion in total minimum requirements is, perhaps, not of vital importance, althouvh it means that a student may complete his cultural and vocational training in one institution with 1:2 semester hours of work, nails in another he would be required to complete 1&0 to 145 semester hours. In the —i;- :5..- latter type of institution the student will acquire, of course, a greater knowledge of subject matter and this will be helpful to him since education is necessary to social progress. These contacts with a greater range of subject matter material and with more mature minds will make him a more effectively trained individual. The variation between prescribed and elective hours in these types of institutions is a determining factor 3 in the effective development and training of teachers some- what in prOportion to the degree of maturity which has been attained by the student. For example, the attainment of legal franchise does not mean, in all instances, the attainment of maturity in judgment and understanding. In some cases maturity of a high degree is reached long be- fore the legal age. In general, prescribed courses of training in Colleges and Universities are more effective for the more immature individual. This is expccially true if the individual is contemplating entering the teaching profession where he will be in a position to mold and shape human lives. Immaturity with its attendant lack of under- standing of life's responsibilities and good judgment borne of experiences, is not a reliable background for one enter- ing the teaching profession. The economic and social wel- fare of secondary pupils requires mature guidance which may be partly attained through prescribing courses for the young teacher. The variations in breadth and intensiveness of training in the subject matter of Sciences which are prescribed fer the training of science teachers of these types of insti- tutions are of vital importance. From the data which has been presented it is evident that State Agricultural Col- leges not only offer the greatest variety of Science sub- jects but they prescribe a greater number of hours in a greater variety of sciences than do any other type of school. Colleges of this type are also next to the highest in the number of total.minim m semester hours required for grad- uation. The limited number, 8.5 hours which they prescribe in the Social sciences, however, indicates that there is need for more of these sciences in their curricula. These sciences are needed in order that the student preparing to teach secondary sciences may have a broad conception of the significance and influence of Science in its relation to social evolution and social progress. It would seem that these institutions could afford to reduce the number of prescribed hours in the Biological and Physical Sciences, thus making it possible to prescribe more work in the Social Sciences; also in the Cultural and Tool Subjects, in order that the prospective teacher may make a more efficient use of the subject hatter material in Sciences. —lE7- The fact that State 'niversities draw large numbers of their students from secondary schools immediately after graduation, means that the average chronological and mental ages of those students compare favorably with those of students in other types of institutions. There is, there- fore, no apparent reason for assuming that their students. will be more mature. l*owever, this type of institution places upon these immature students a large measure of resyonsibility in deciding what courses are essential to to fit them.for teaching secondary school pupils. Will these immature college students make a selection of science subjects from the curricula, which will equip them to interpret to their future qupils the interrelationships of the Sciences? If so, then, they have a much better Opportunity to train themselves in a broad way because of the many electives in sciences, which are offered at State Universities. The curricula of this type of institution is abundantly supplied in all branches of science and especially strong in the variety of courses in the Social Sciences. If the selection of science subjects, which is made by the immature college student, is more or less limited to those special subjects which he is preparing to teach, then the secondary school pupil must necessarily experience the handicap, which the teacher has unwittingly hyposed upon himself during his collegiate period. The requirements of all other types of institutions regarding prescribed hours and variety of courses available in Sciences fall between the two extremes represented by these two types of State institutions, State Agricultural Colleges and State Universities. Some interesting facts relative to the frequ ncy with which courses in Sociology are offered and the number of semester hours available in these various types of insti- tutions, were observed during the reading of the catalogues. 1n the twenty-one State Universities, eighteen offered the subject. The semester hcurs varied from 15 to 112. Of the seventeen Agricultural Colleges, seven offered courses, varying from 9 to 5' semester hours. Forty-four of the fifty Teachers Colleges offeredfrom 2 to 43 semester hours. Protestant Colleges offered such courses in seventy-nine of the eighty-two institutions, with the credit value ranging from 5 to 99 semester hours. Courses in Sociol- ogy were offered in s xteen of the seventeen Catholic Colleges, in which the semester hour credits ranged from 6 to 35 hours. Four Polytechnical schools had a range of from 11 to £8 semester hours. Cf the eight Endowed Colleges seven offered this work, with a range of 4 to 38 hours. Each of the flaur hunicipal Universities offered Sociology in which the senester hour credits varied from 6 to 4% hours. The fact that courses in Lociology are given with a uniformly high percent in each type of institution indicates that this science is being generally recognized by educational institutions. It also indicates that the humanistic phases of sciences will receive more recognition by educated peOple in the future than in the past, because, they will have a new and broader interpretaticn of the true significance of scientific knowledge. —i4o- APPENDIX I BULLETINS AND PUBLICATIONS OF STATE UNIVERSITIES,CATALOGUE EDITIONS ‘University of ‘University of ‘University of ‘University of University of University of University of University of University of ‘University of Arizona Record.................1910 Arkansas Bulletin.............. Colorado.......................1910 Indiana bulletin............... Illinois Bulletin..............l9lO Iowa Bulletin..................l9lO Kansas Balletin................1910 Mich., School of Ed. Bulletin Minnesota, School of Ed. Bulletin Minnesota, Coll. of Agr., For'y., and Home Economics University, Miami, Ohio..................... University of University of University of University of University of University of University of University of University of University of University of University of Eissouri Bulletin............. 1910 Montana Bulletin.............. Nebraska Bulletin...... New Mexico Bulletin...........1910 horth Dakota Bulletin......... Ohio, Athens Bulletin......... 1920 192 1920 1920 1920 1920 .......1910 1920 1920 Ohio, Columbus, Bulletin......1910 1920 Oklahoma Bulletin.............. Purdue Bulletin................ South Dakota Bulletin.......... Wisconsin Bulletin............. Wyoming Bulletin.... 00.0.0000... 1930 1930 1930 1930 1930 1930 1930 1930 1930 —141- APPEEDIX II BULLETIKS AND PUBLICATIORS OF STATE COLLEGES OF AGRICULTURE, CATALOG EDITION Arizona College of Agri'l, Univ. of Ariz., Bull. Arkansas Coll. of Agr'l., Univ. of Ark. gull. Colorado Agri'l., College Bulletin............ Illinois, Coll. of Agri'l., Univ. Bulletin.... Iowa College of Agri'l. bulletin.............. Kansas Agri'l., College Bull................l9lO Mich. State College of Agri'l. Bulletin.....l9lO Minn. Coll. of Agri'l., Univ. of Minn. Bulletin Missouri Coll. of Agri'l., Univ. of Mo. Bulletin Montana State College, Univ. of Mont. Bulletin New Mexico College of Agri'l. Record........... North Dakota Agri'l College, Catalog........1910 Ohio Coll. of Agri'l., Ohio State Univ. Bulletin Oklahoma College of Agri'l. Bulletin........ Purdue Coll. of Agri'l., Univ. of Purdue Bull. South Dakota College of Agri'l. Catalog ....... Wisconsin Coll. of Agri'l. Univ. of Wis. 1920 1920 1920 Bulletin 1910 1920 Wyoming Coll. of Agri'l. Univ. of Wyo. Bulletin 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 1930 APPENDIX III .,BU I BLI T 0N 9.1-: STATE TEACHERS COLLEGES _CAT§LOGUE EDITIONS Colorado, west. State Coll. Gunnison........ Colorado, State Teachers, Greeley........... Illinois. Eastern State Bulletin............ ,Illinois. State. Northern Catalogue......... Illinois. State Norm. fulletin.............. Illinois. Western State Quarterly........... Indiana. Ball State Catalogue............... Indiana State College, Bulletin...... ...... Iowa State Teachers College Bulletin........ Kansas State Teachers 0011., Hays. Bulletin. Kansas State Teachers Coll. Emporia Catalog. Kansas State Teachers Coll. Pittsburg. Cat.. Michigan State Normal College Bulletin...... Michigan, Central State Coll. Quarterly..... Michigan. Northern State Coll. Bulletin..... Hiohigan, Western State Coll. bulletin...... Minnesota State Teachers. Hoorhead, Catalog. Hinnesota State Teachers, St. Cloud. Catalog Winona State Teachers Coll. Minn., Catalog.. lissouri, Central State Teachers, Bulletin.. 1920. 1920. 1920. 1920, 1930 1930 1930 1929 1929 1930 1930 1930 1929 1930 1929 1930 1929 1930 1930 1929 1929 1929 1929 1930 .n_nn§ ~143- Missouri, Northeast, State Teachers Bulletin...... Missouri, Northwest, State Teachers, Cetalogue.... Missouri, Southeast, State Teachers, Catalogue.... Missouri, Southwest, State Teachers, Catalogue.... Nebraska, Norm. Coll. Chadron, Catalogue.......... Nebraska, Norm. Coll., Kearney, Catalogue......... Nebraska, Peru State Teachers College............. Nebraska State Teachers, Wayne, Catalog........... New Mexico, Normal‘Univ. Las Vegas, Bulletin...... New Mexico State Teach. Coll. Silver City, Cat..... North Dakota, State Norm. & Indust. Sch. Ellendale cat000000 North Dakota, State Teach. Coll., Mayville, Cat..... North Dakota, State Teachers Coll. Minot, Quarterly North Dakota, State Teach. Coll. Valley City, Cat... Ohio Teach. Coll. Athens, Univ. of Ohio, Bulletin.. Ohio State Norm. Coll., Bowling Green, Catalog..... Ohio State Coll., Kent, Catalog...................1920 Oklahoma Central State Teach., Edmond, Quarterly.. Okla. Northeast, State Teach., Tahlequah, Bulletin.. Oklahoma, N. West., State Teach., Alva, Bulletin.... Oklahoma, S. East, State Teachers, Durant, Bulletin.. Oklahoma, 5. West, State Teach., Weatherford, Quart... Oklahoma, Coll. for Women, Chickasha, Catalogue...... South Dakota, Eastern State Norm, Sch., Madison, Cat.. South Dakota, Spearfish Normal, Catalog............. 1930 1930 1929 1930 1930 1930 1930 1930 1930 1929 1930 1929 1929 1930 1930 i929 1930 1930 1930 1930 1930 1950 1930 1930 1950 Alf; ___ South Dakota, Northern Normal, Aberdeen Catalog..... West Virginia, State Normal School, Fairmont, Cat... West Virginia, Marshall Coll., Huntington, Catalog.. Wisconsin, State Teachers Coll., La Crosse, Bulletin Wisconsin, State Teachers Coll., Milwaukee, Bulletin Wisconsin, State Teachers Coll., Oshkosh, Bulletin.. Wisconsin, State Teachers Coll., Superior, Catalog.. 1939 1930 1929 1950 1930 1930 1930 f! -1141)— APPENDIX IV PUBLICATIONS OF ALL OTHER TYPES OF INSTITUTION§, CATALOG EDITIONS Albion College Bulletin, Catalog Edition...... Alma College Bulletin, Catalog Number.........lQlO Antioch College Bulletin, Catalog.............. Augustana College & Seminary, Bulletin, Catalog 1929 1920 1929 1950 1929 Baker University Catalog......................1910, 1920, 1929 Baldwin Wallace College Bulletin, Catalog...... Battle Creek College Bulletin, Catalog......... Beloit College Bulletin, Catalog............... Bethany College Bulletin, Catalog.............. Bradley Polytechnic Institute, Catalog......... 1930 1930 1930 1930 1950 Butler University Bulletin, Catalog...........lOlO, 1920, 1950 Carleton College Bulletin, Catalog............. Catital University Bulletin, Catalog........... Carrol College Bulletin, Catalog............... John Carrol University Catalog................. Carthage College Bulletin, Catalog............. Central College Bulletin, Catalog.............. 1929 1930 1929 1930 1930 1950 Chicago, The University of, Sch. of Ed.& Gen'l. Ann'cts...1950 Cincinatti, Univ'y. of, Record, Coll. of Ed., Lib. Arts...l930 Coe College Courier, Catalog..................lQlO, 1920, 1930 Colorado College Publication, Catalog.........lQlO, 1920, 1930 Columbia College Bulletin, Catalog............. 1930 Concordia College Record, Catalog......... Cornell College Bulletin, Catalog......... Creighton Unirersity Iulletin, innounce't. of Liberal Arts And Sciences Culver-Stockton Bulletin, Catalog......... Dakota Uesleyan University Bulletin....... Dayton, University of, Bulletin, Catalog.. Dennison University Bulletin, Catalog..... Denver, University of, Bulletin, Yearbook. DePauw University Bulletin, Coll. Lib. Arts .F‘Ll'ln ' t S 0 Detroit Teachers College Catalog.......... Drake University Record, Coll. Lib. Arts, lnn'ts. Donne College Bulletin, atalog........... Drury Colle e Bulletin, On t1log........... University of Dubuke Lulletin, Catalog.... .1. , .. -~ ‘n r-!- . r. 7r1'1” CU}. LJue mg..ll"u Oil-l, .‘.lbfllOL‘Jeeeeeeeoe meoria, The Collefe of, Bulletin, Causlo; Eureka College fillCSin, 0291103.......ooe Frankli Cello e Tulletin, Cata103......... Friends Lan\‘"1tV Bu1,1otin,Catalog...... Grinnel Cells 0 Bulletin, 1n: ouncenent of Courses Gustovus idolphus College LJlleOIn, CatalO3 Hemline Uninizity Bulletin, optllou...... Hanover College Bulletin, Catalog......... Hastings Colle e Outl1ok, Catalog......... .nelnelhlfl‘ College Lhfljxflxhfl, Gntalog...... 1929 1950 1930 1930 1950 1930 1950 1929 1930 1.9:,‘0 1930 1929 19:. 1929 -147- " 7‘ _ . - " - . —~- 1 -.J— ' a. “1 ' .. - .-~ 3' .1 —} 4 ‘v’ ' TN {1 ‘« . .' I“! 1 ‘ ' I 1 l , . 3 l I‘} ‘ . .1 I ‘ L-l~:-l»~l A.----‘_.‘LQ_O_LSJn v v'-;-_g‘.-; ,0 u‘g-_|- uUlL-’ 'U\-L Hal—0L). . . Hillsdale College Bulletin, Catalog........... 1910 1920 Hiram College Bulletin, Catalgg............... Hepe College Bulletin, Yearbook............... Huron College Bulletin, Catalog..............o Illinois College Bulletin, Catang............ Illinois Wesleyan University Bulletin, Catalog Illinois Woman's College Bulletin, Catalog.... Iowa Wesleyan College Bulletin, Catalog....... Jamestown College Bulletin, Announcements..... Jewell, Hilliam COlleSC catalogeoeeOOOOQOOOOOO Kansas City, Teachers College Bulletin, Catalog Kalamazoo College Bulletin, Catalog.........o. Kenyon College Bulletin, Catalog.............. Knox College Bulletin, Catalog................ Lake Erie College Bulletin, Catalog..........o ake Forrest College, Bulletin, Catalog....... Lawrence College Bulletin, Catalog............ Lincoln University Bulletin, Catalog.......... Lindenwood College Bulletin, Catalog.......... Loretto Heights College Catalog............... Loyola University Bulletin, Coll. Arts& Sci... Luther College Bulletin, Catalog.............. Macalester College Bulletin, Catalog.......... Parietta College Bulletin, Catalog............ marquette University, Coll. of Lib. Arts...... {I Hilliken, James University Bulletin, Catalog Milwaukee-Downer College Bulletin, Catalog... Missouri Valley College Catalog.............. Monmouth College Catalog..................... Morningside College Bulletin, Catalog........ Mount St. Joseph College Catalog............. MOunt Union College Bulletin, Catalog.......o Muskingum College Bulletin, Catalog.......... Nebraska Wesleyan University Bulletin, Catalog North Central College Bulletin, Catalog...... Nort Western University Buttetin, School of Educ. and College of Liberal Arts Botre Dame, University of, Bulletin, Gen'l. Catalog. Oberlin College Bulletin, Arts and 301's. Catalog. Ohio Wesleyan University Bulletin, Catalog.... Ottawa University Quarterly Bulletin.......... Otterbein College Bulletin, Catalog........... Cuachita College Bulletin, Catalog............ Park College Bulletin, General Catalog........ Parsons College Bulletin, Catalog............. Penn College Catalog.......................... Phillips University Bulletin, Catalog......... Ripon College Bulletin, Catalog............... Rockford College Bulletin, Catalog............ Rosary College Catalog........................ St. Benedicts College Bulletin, Catalog....... 1930 1950 1929 1930 1930 1929 1930 1929 1930 1930 1950 1930 1930 1929 1950 1930 1950 1950 1930 1950 1950 1929 1930 1930 1929 $.60 I ' n e . . . 9 e A I 0 0 e I ' ’ O I ‘ s o a . St. Louis University Bulletin, General Catalog and Announcement of Coll. of Lib. Arts a BC. 1930 St. Iarys College Announcements.................. 1950 St. Marys College of Kansas Catalog.............. 1930 St. Kary-of-the-Yoods Bulletin, Catalog.......... 1950 St. Thomas, College of, Bulletin, General Catalog 1929 St. Xavier College Bulletin, Catalog............. 1950 Shurtleff College Bulletin, Catalog........ ..... . 1929 Simpson College Bulletin, Catalog................ 1929 Southwestern College Bulletin, Catalog........... 1930 St. Olaf College Bulletin, Catalog............... 193 Sterling College Bulletin, Catalog............... 1929 Stout Institute Bulletin, Catalog................ 1950 Tarkio College Bulletin, Catalog... ............. 1929 Tulsa, University of, Bulletin, Catalog.......... 1950 Valpariso University Bulletin.................... 1930 Wabash College Bulletin, Catalog................. 1929 Washburn College Bulletin........................ 1930 Webster College Bulletin......................... Western College for Iomen Bulletin, Catalog...... 1929 Western Reserve Bulletin, School of Bd........... 1929 Wesleyan College, W. Virg., Bulletin............. 1929 Uestminister College Bulletin, Catalog........... 1950 Wheaton College Bulletin, Catalog.. ..... ......... 1929 University of Wichita, Bulletin, Gen'l. Catalog.. 1929 9 9 . . . _ ~ v 0 - v . t ) O I C t O . l . O O I O J p o I t q . . . - ‘ , . . . . . O Q Q I - 0 v I 1 O - | Q n ‘ O ’ ~ - n I ' n u . o ‘ l I I I J V I D '. t I I - ~ 0 O - I O . l V O i A O Q C I 5 ’ Q I l - ~ I O a I Q 0 3 Q o a a . c a fi ~ I u o . , . 1 ‘ l l o c 9 - v . o a | I Q 9 . . . I § ~153— Uittenberg College Bulletin, Ca alog.......... 1950 Wooster, College of, Bulletin, Catalog.. ..... . 1929 Yankton College Catalog. ............. . ...... . 1989 Brownell & Wade, Dewey, John Gregory, R. D. Kelley, Fe Jo. T'i“ . G. R. Woodhull. J. ’. —iei— SELECTED BIBLIOGRAPHY BOOKS “The Teaching of Science and the Science Teacher" N. Y. Century 00.. 1925. pe ‘5‘56 "Democracy and Education'I lee Milieu Co. New York 1926. chapter XVIII. XXI‘ So. Cambridge, England “Discovery. The Spirit and Service of Science“ Inc Kilian, New York. 1923, p. 1-23 I'American Arte Colleges”, Iaclillen New York, 1925 “Principles of Science Teaching“, lac Kilian, New York, 1922. p. 82-118 'The Teaching of Science', Mac Milieu New York, 1922, p. 173-18‘. 210-222, 228-232 .‘.llli‘ll'lll‘e‘ 6 -lf;.)f-3- BULLETINS, PERIODICALS AND MONOGRAPHS Barber, F. D., "Abstract Reasoning and Authority vs. Common Sense in Science Teaching", Sch. Sci. and Math. 22: 427-29, normal, Ill. May 1922 Coulter, John M., "The Mission of Science in Education" School Review 25: 1-9, Jan. 1915, Univ. of Ch 1C ago e Curtis, F. D., "What Constitutes a Desirable Erogram of Studies in Science Education for Teachers of Science in Secondary Education", Univ. of Michigan School of Education, Science Edu- cation, 15: 14-23, Nov. 1950 Downing, E. R., "Are the New Studies Crowding Out the Old?" School Science and math. 24: 26-50 Jan. 1924 Hildebrand, J. H., "Relation Betweer College and Secondary School Science", Nat. Edu. Assn. 1923, p. 856-60 Berkley, Calif. Mathern, Louis W., "The Psychology of High School Sciences and the Making of Science Teachers", Sch. Sci. and Math. 23; May 1926, McKinley High School, Washington, D. C. Mendenhall, Edgar, "The Need for Acre Scientific Attitude in Education", Education, 41: 581-7, Feb. '21 Pittsburg, hansas Bitter, Wm. E., "Why Teach Science at All"? “at. Edu. Assn. Pro., 1923, p. 854-856, Science Service, Washing- ton, D. Ce Howell, P. E., "The Sole of Science in Education", Nat. Edu. Assn. Pro.; 1925, p. 848-851, Tech. H. 8., Oakland, Calif. Smith, Walter R., "The Role of Social Heredity in Education" At. Jour. Society 24: 566-80, Jar. '19, Emporia, Kansas -153- Zeismer, Gustave, Sch. Sci and 1'uath. 29: Dec. '29, Summary p 942, Ashlaud, Wis. "A llistory of the Teaching of Chemistry in the Secondary Schools of the U. S. Previous to 1850". Research Bubs. of the Univ. of Minn. No. 13, 1920, p 12-50 "Development of the High School Curriculum in the North Central States 1860-1919. Supplementary Education Konographs So. 5, University of Chicago Press 1921, p 1-15, 16-109, 14:7“730 "Reorganization of Science in Secondary Schools" U. S. Bur. of Edu. Bulletin No. 26, 1920, p. 18 I1’I.I I . 5' v v I I I I . I I 1 I \ e . a e r A o J! C v. I 1. A I I. . A . I L. \ ... 1. . I v y e .'l .s . n e. I e v J» A I I 4. 4 a . . v I I n v 1 n I O . \ a I 1’ i It r . v . i y I . I r. I to I a I Q \. O | v. t . I i 9. e I II I I .‘ l h I . . . . . I I.. . e u I y I . I .. . I, I - v I . . .p . I. o a I‘ I . . I O O 1 I . u I I . I . . L 1. e . v I I 1 u d I o 1 Nhle \. O I - I . o I . I . 1 . I ' I I l. I p I I 4 1 l r 1 e. \ en, - i u I l I . u . I I I I a \ I I O I I . I 1 0 I| I \ V . _ I 1 . . I v I . .3 . . 1. . hi. I . I. l I -1 . I u I ‘ V x 1 I .. .. .. I I ‘ o L- A I r v I t O 0 I I \ q . . . . I ,9 v \ . . v x . 1 r H I V y! . . 1 e I. .II I I . . ' \ \v. 1 II. w u I I . . ‘ . . . _ I I e. I . I I I In . I . e I\ 1 ¢ 0 A l I e .4 I III I I u r r \ . - e v I I e I I h e I l \ b 1 e l e at c I I. .- n b . ‘0 . I . _ I 1 O I I . . a L . . o n A U . . . W a . . I 4 2.12... 1 e IIIIII-J.I‘~ IWoa’ 1 .Iyfif f.-.L ....\.¢rIe~.1. . :1 .....\. .(3 S...........n.2...... ..WL.L.I\.K 0:1! . MICHIGAN STRTE UNIV. LIBRQRIE llllill llllllgllll |l|1||||l| ll llll lllllll llll 914272