Missouri State University - Ozarko Yearbook (Springfield, MO)

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A ' vu Q . --QQ P r lf' Q ffl E ALMA SEIDNER Education B.S. in Ed. KSpringllcldJ A.M. Uvlissouri Univj STANLEY C. OLIVER Rural Education B.S. .md M.S. CP.1. State. Collcgej Graduate Student CCOILIHIITIII Univj H. A. WISE Education B. S. in Ed. CSpringfieldD A.M. CGeorge Peabody College Graduate Student CYale Univj MABLE H. MOBLEY Rural Education B.S. in Ed. CSpringfieldD A.M. Clviissouri Univj Graduate Student CColumbia Univj ALICE HARRISON Education B.S. in Ed. CSpring6cld5 A.M. fColumbia Univ.j On leave of absence W. Y. FOSTER Education B.S. in Ed. CSpringfieldD A.M. CPeabody Collegej l23I J

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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

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ZENA BROWN Supervisor of Kindergarten B.S. in Ed. QSpring6eldj DORA M. HENNICKE Supervisor of Kindergarten B.S. in Ed. CSpringfieldJ M.A. and Diploma in Super- vision CColumhia Univ.j On leave of absence ESTELLE HINTON Supervisor of Grade One B.S. in Ed. QSpringfieldD M.A. Clleabody Collegejj ESTHER M. HENNICKE Supervisor of Grade 'Two M.A. and Diploma in Super vision CColumbia Univ.j Ph.B. CUniv. of Chicagoj EVA ALLEN Supervisor of Grade Four B.S. in Ed. CSpring6eldj A.M. and Diploma in Super- vision CColumbia Univ.j E291 rx ffe. A