Texas A and M University - Aggieland Yearbook (College Station, TX)

Page 32 text:

S. A. Kruse, A.B., B.S. Instructor in Modern Languages. University of Missouri, A.B. and B.S., ' 09; Special Student, University of Chi¬ cago, ’to; Superintendent of Boys, St. Louis Industrial Home, summers ’07- 08-09; Master Howe School. ’09-10; In¬ structor in Modern Languages, A. and M. College of Texas, ’10. R. W. Foeeett, A.B. Instructor in English. Harvard University, A.B., ’09; In¬ structor in English, A. and M. College of Texas, ’09. 26

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J ItHE; 1911 LOMhORlA R. G. Bressler, B.A., M.A. Instructor in English and Public Speaking. Valparaiso University, B.A., ’08; Wof¬ ford College, M.A., ’io; Physical Direct¬ or, Wofford College, ’08-10; Instructor in English and Public Speaking, A. and M. College of Texas, To. D. B. Coeer, A.B. Instructor in English. Kentucky Central, A.B., ’07; Instruct¬ or, Arkansas College, ’07-08; Instructor in Latin and English, Southwest Bapt¬ ist Academy, Bolivar, Mo., ’08-09; Grad¬ uate Student in Latin and English at University of Chicago, ’09-10; Instructor in English, A. and M. College of Texas, To. R. W. Caneield, B.Pd. Idaho State Normal College, B.Pd., 1900; Graduate Student, ’01-02; Princi¬ pal of Schools, Meridian, Idaho, ’03-04; Principal Pligh School, Cceur d’Alene, Idaho, ’05-06; Student, University of Virginia, ’07-09; Graduated, University of Virginia, To; Superintendent, Normal Training School, Port Royal, Virginia; Instructor in English, A. and M. College of Texas, To.

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Department of History and Economics. It is the aim of the History Depart¬ ment to have the student learn that his¬ tory deals with the life of a nation in the process of growth; that the content of history is not a dead thing, but that it lives and moves; that it obeys the law of continuity; that there are no breaks or leaps; that development may, hasten or may slacken, but that it is always con¬ tinuous, and that the operation of the law of continuity makes history a unit. The study of the life of any people re¬ veals certain characteristics common to the history of all civilized nations; there will be found five well-marked phases— a political, a religious, an educational and industrial, and a social phase. The stu¬ dent should understand that history is one continuous current moving on to¬ ward one purpose—not one destiny for government, another for church, and so on, but that all these make one life with one destiny. He is encouraged to trace all these lines of growth. A brief course in Economics, covering the fundamentals of economic theory, is covered in the first half of the Senior year. The other half is taken up with a survey of the main facts in the economic and social development of America, a more intensive study of Southern condi¬ tions, a careful examination of several of the more important economic, polit¬ ical and social problems now confront¬ ing Americans. Constant attention is paid to current happenings of economic and social significance. 27