Missouri State University - Ozarko Yearbook (Springfield, MO)

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W. V. CHEEK J. D. DELP Commerce Head of Commerce Department B.S. and A.B. CSpringfleldJ B.S. in Ed. QSpring6eldD M.A. fStanford Univ.J A.M. fUniversity of Missourij Graduate Student CNew York Univ.j CDMMEIDCE DEDADTMENT T would seem necessary to so train commercial workers that they may understand the world into which they wish to fit. Hence, in the Commerce Department an emphasis is placed on a consideration of the social values and the social responsibilities of modern business practice RUTH GIBSON Commerce B.S. in Ed. fSpringHeldJ M.A. CNew York Univj from the viewpoint of the commercial teacher. The Depart' ment holds as an objective the co-ordination of purely acaf demic subject matter with technical training in its own Held and attempts to show the interrelation of many interests in order to effect an adjustment for the best common social good. No one subject in the school curriculum is regarded as apart from any other, and all subjects are increasingly interpreted in terms of their social values. The Commerce Department attempts to contribute toward the social adjustment aim of education through the cofordination of the curricula offered in the department and in the rest of the college. The twentyffour courses C60 semester hoursj catalogued at the present time enable the student to have a wide range of choice and to prepare to hold administrative or clerical posif tions either in the teaching profession or in a business enterprise. i261

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L. L. ALEXANDER E. V- THOMAS Head of Agricultural Department Agriculture B.S. in Agriculture CUniv. of Mo.J B.S. in Ed. CSpringfieldJ M.S. in Agriculture CUniv. of Wis.D M.S. flowa State A. and M. Collegcj DEDADTMENT DF AGIQICULTIJIQE HE Agriculture Department was first recognized as a separate and distinct department of the college in 1918. Since that time the department has attempted to serve the student body in three Eelds of endeavor. First, to prepare the students in a professional way to teach agriculture in high school and the rural schools of Missouri. Second, to offer training through either one or two years as the student desires, in vocational agriculture. Third, to offer courses that will assist the student who wishes later to live on the farm and who wishes to farm more efficiently. Since 1926, all work done in the Agriculture Department has been fully recognized by the College of Agriculture, University of Missouri. The completion of the new Science Building has made possible Hrstfclass equipment and much higher grade of work is being offered than has ever been possible before. The Department of Agriculture sponsors the Farmers' Week in the fall. Various lectures and demonstrations are given to increase the productiveness of the surrounding country. The local Chamber of Commerce and the Department of Agriculture of Missouri University assist in the work. One event of interest that is long remembered by the students during the summer terms is the poultry fry. All the members of the poultry classes go to some park and a wonderful out' offdoors dinner is served. The department is fast becoming one of the most popular in the school. l 25 l

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M. A. O'REAR F. F. THOMPSCN Head of Education Department and Education Dffecwf of 'Training School B.L. and AM. quniv. of Mo.J A.B. and B.S. in Education CUniv. of MoJ A.M. CColumbia Univ.J A.M. CUniv. of Chicagoj Graduate Student CLeland Stanfordj Graduate Student CColumbia Univ.l THE EDUCATIDN DEIDAIQTMENT HE work of the Education Department naturally falls into two heads or divisions: first, the division of professional theory, secondly, the division of demonstration and supervised teaching. The work of the first division includes all types of courses that are commonly rated as prof fessional, such as general and educational psychology of the various types, principles and technique of teaching, introduction to education, all phases of administration and supervision, mental and achievement testing, history of education in the various fields, curriculum construction, and special methods courses. The purpose of the above named courses is to acquaint the student with the most modern ideas and results of experience and experimentation and at the same time to show the students the relation between this type of work and the various subject matter fields as they must necessarily work out in actual practice. The division of demonstration and practice includes the training school, which is the place where both subject matter and professional theory studies find their application in the actual teaching situations. The training school is to the preparation of teachers what the physics labof ratory is to the student of science. The student teachers are brought in contact with actual teach' ing situations under highly trained, sympathetic supervision and are given the opportunity to apply their knowledge of subject matter and theory to the teaching situation. The training school itself is a complete unit, consisting of grades from the kindergarten through the twelfth year of high school, thus making it possible for the student teacher to come in contact with the teaching problems at any level of service. All teacherftraining authorities now thoroughly recognize and stress the importance of laboratory schools or training schools in the preparation of teachers. Finally, the ideal aimed at is to have the most intimate relationship cxist between the train' ing school on the one side and the subject matter and professional divisions on the other. E271