Northwestern University - Syllabus Yearbook (Evanston, IL)

Page 18 text:

Established in 1921, the Medill School of Journ alism is an independent professional school, offering in cooperation with the College of Lib- eral Arts and the School of Commerce, a five- year program of study in preparation for all types of newspaper work. This five-year course is divided into three years of pre-professional training and two years of professional work. The program aims to provide its students with the broad background essential today for suc- cess in newspaper work and other journalistic fields, plus a realistic professional training under seasoned journalists. Publishers and business managers who are hiring men and women for the business side of the newspaper feel that the occupation today needs people who are broadly trained. Medill's program, therefore, places great stress on educational background. Its students have a chance to acquire the equivalent of a liberal arts education plus graduate professional training. The friendly support of Chicago newspapers and periodicals as well as the leading press associations of the country has long been ac- corded to the school. Journalists of rank and achievement cooperate with the school by serv- ing as special lecturers. Two large news rooms, equipped like the city room of any daily newspaper, with type- writer desks for reporters and copy desks for wire and local news, sports, financial and wo- men's departments, are used by the basic classes. Here students get a realistic initiation into news- paper work. Student reporters working under experienced city editors receive the training necessary to produce a complete newspaper. The press photo laboratory, with its five darkrooms, its developing, printing, and en- larging rooms, and its studio, is more nearly complete than that found in any but the largest newspapers in the country. Adjoining this laboratory is the typography laboratory, equipped with type cabinets, a Wide range of advertising and news faces, and news- paper make-up tables and presses. The purp0SC of this laboratory is not to teach printing, but to give students a practical knowledge Of the principles of typography. The journalist of today . . . has a vital role in our world . . . he must give us the truth . . . based on a background of events . . . integrated with an analysis of contemporary life . . . an accurate . . . through . . . complete truth. SCll00L 0F EDUCATl0N Readin' . . . writin' . . . rithmetic . . . ethics of the profession . . . practise teaching . . . but no hickory stick . . . the sense of accomplishment . . . as knowledge is com- municated to young minds . . . and the school of Education has turned out another successful teacher. A gray frame structure with a bright red door has been a sign of American education for decades. Symbolic of the development of the Northwestern University School of Education is the present use of Old College , the first uni- versity building. Once utilized as a dormitory as well as a college, this building now remains as a link between the original concepts of education and the new programs for the education of teachers. Instrumental in carrying out the policies of this school is Dean J. Monroe Hughes. An educator all his life, he is wholly concerned with American education, principally with the train- ing of worthy teachers. Dean Hughes joined the Northwestern faculty as an assistant pro- fessor in secondary education after twelve years of training in his native state of Indiana. As a result of his sincere effort and accomplishment, Dr. Hughes was chosen dean in 1942. Last fall the education classes were inaugu- rated into the Bachelor of Arts courses. The new teacher-education program is designed to make the prospective teacher an educated citizen as well as a successful teacher. These objectives are achieved by balanced effort upon three features. During the four years about half of the student's time is devoted to liberal education, an addi- tional one-fifth, to the acquisition of professional knowledge and skill, the remainder to specific 19

Page 17 text:

the scientific fields is required for the student to understand the order and system of the physical world. A student also takes courses in the field of social studies. Main emphasis is placed on a field of con- centration, but ample time is devoted to subjects of related value to the special topic in the pro- gram for the Bachelor of Science which is de- veloped around departmental courses in the col- lege. Outstanding students may work for the Honors Degree or undertake independent study programs with faculty members in their fields of concentration. The success of the new, well-integrated Bach- elor of Arts program can be measured in part by the increasing freshman enrollment, 104 students in 1944, 161 in 1945, and 185 in 1946. In their four years of undergraduate work students take six one-year units of prescribed work, six units to be elected within a limited field and four units for specialization. In this way a balance is maintained between the general and specific interests of each student. At the end of four years, each student takes a comprehensive examination covering the fields represented by his work. Dean Leland describes the Bachelor of Arts program as one of the outstanding achieve- ments in American education. Northwestern has pioneered in developing a broad, yet solid program leading to the degree of Bachelor of Arts. The program provides for the integration of the student's work at all levels, and re- emphasizes the vital position and advantage of the four-year college. The atomic age rushes on . . . and the College of' Liberal Arts adjusts itself to the swiftness of our age . . . giving its students a liberal and valuable education . . . teaching them to meet their world with knowledge . . . eagerness . . . determination. scnool. 01, .HDURNALISM The staccato pounding of typewriters . . . the Hash of photo bulbs . . . advertising 18 layouts . . . typography lab . . .WEAW . . . headline writing . . . as J School students spend many hours . . . learning the art of fine journalism. The most recent milestone in the progress of the Medill School of Journalism is the new FM radio station WEAW, an example of the emphasis that has always been placed on excellence through practical experience. WEAW gives the north shore listeners complete cover- ages of local, national, and world news, with many Medill students in the daily news reporting classes assisting in blanketing Evanston's news sources. All news programs are prepared under the direction of Baskett Mosse, former NBC news editor in Chicago and now assistant pro- fessor in the School of Journalism. Mr. Mosse was recently named a director of' the Chicago Radio Correspondents Association. The year 1946-47 saw Dean Kenneth Olson back in his F ayerweather ofiice for the first full school year in some time. He returned the previous March from eight months overseas in- structing GI's in journalism in the temporary universities. But Dean Olson did not come back to a slower life. Besides his usual busy round of activities, he's been particularly interested this year in an organization to examine and accredit schools of journalism throughout the United States. The dean has not always been on the educational side of journalism, however, and for some years was a reporter and editor of' several papers. He became the second deanlfof Medill in 1938, succeeding the late Harry F rank- lin Harrington.

Page 19 text:

content courses which are concerned with the student's field of specialization. Many of Northwestern's ablest professors supervise the work of the freshmen in the School of Education. Here they study the psychology of education, mental health and well-being, and public speaking. They learn that education is the process designed to promote maximum growth of each individual in terms of his unique nature and needs. The sophomore students are offered a course concerned with the development of social institutions in American history, the relationship between society and education, and the connection between the public school and American life. The educative process, taken in the junior year, deals with the psychology of children and of the work of teachers. To round out the student's training he is offered the op- portunity to put his classroom learning to actual use through practise teaching in nearby-schools under the supervision of the regular classroom teacher and a faculty member. In addition, the student takes specialized units in preparation for either elementary or secondary school teaching. 'Li wi . N- -Q 5-4 rfb s bl- nf JCE 4 cis,-.. LC, 1-2 1 'ah fe? . 1 fa f t e 1 Nurs, . an , ,TM w l i . 1'Llv l 4 5, X. I UN? L ' In order to aid the student in finding his relationship to the world in which he lives, inte- grated units in liberal education are included in the curriculum. Because of the manner in which this new education program is set up, a separate program is reserved for transfer students ac- cording to their individual previous training. The School of Education also conducts a worthwhile division of field service in order to 20 extend various professional services to public education. One of the field services is a series of educational conferences where students, educa- tional administrators, and teachers discuss cur- rent professional problems. The School of Educa- tion has established a curriculum laboratory in Deering Library, and a guidance laboratory to test aptitudes of area high school students. Graduation comes . . . prospective teachers leave N.U. . . . with an enriched idea of their part in the world . . . a world which must be rehabilitated to peace . . . knowledge . . . learning . . . ethics . . . for education is the hope of the world. SCll00L 0F COMMERCE Add . . . subtract . . .multiply . . . as Commerce students divide and conquer their world of business . . . future financiers . . . secretaries . . . business executives . . . and C.P.A.'s . . . pour over marketing theories and statistics . . . and ready themselves for their future. Practically obscured by a village of Quonset huts, the old red brick building that squats in the middle of Northwestern's Evanston campus, is the home'of the C school. For twenty-eight years it has peered impressively down at students hurrying along the long walk that leads to its entrance. Founded on the downtown campus in 1908, the school has been functioning on this campus since 1919, and already thousands of hopeful students,potential bankers,brokers, and business executives, have swung open its doors and rushed into classes. Under the careful and efficient guidance of Dean Homer B. Vanderblue, C school has de- veloped to such an extent that it now has an enrollment second only to that of Liberal Arts. The enrollment in the school was greatly en- larged when, in 1942, it was authorized to admit freshmen. With this advancement, the junior division took the place of the pre-commerce course in Liberal Arts. 5,