Northwestern University - Syllabus Yearbook (Evanston, IL)

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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,

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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

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This year Commerce established a new pro- gram for students in the junior division, the first two years of the curriculum. During this period the future businessman obtains a broad background in pre-professional courses like business mathematics, economics, and American business history, and in Liberal Arts courses such as Geography, English and Psychology, with an additional requirement in Speech. In the senior division, he selects a specialized field such as insurance, transportation, business administration, or advertising. At the same time, he must choose a larger number of electives in Liberal Arts to broaden his interests. After completion of this training, the C school student is aided in finding employment by the university's placement bureau. Besides a complete and extensive curriculum, C school has many conveniences of which its students should be proud. Provided with a large room in the southern part of Deering library, Commerce students must be quite favorably impressed, because usually the turn- ing Of pages and the scratching of pencils are the only sounds to be heard in the Commerce library. Another of the accommodations for Com- merce students is their own private book store. Once located in the C school basement, the store has been transferred to Swift Hall. They All LL Q :ar 12' X ' l.r Q ' t ' , E ffl 1 Q ii,1T1,7 MM .11 l A7 Tails? ' Q are well supplied with practise set fillers, log Paper, adding machine tape, carbon paper, and such extras as pennants and university jewel1'Y- Of the large and well equipped faculty and staff, Commerce, as well as any of the Other schools, has its outstanding personalities. Tops on this list is Dean Homer B. Vanderblue who runs the school with a firm but friendly hand. Although always rushed by the various meetings and functions that require so much of the dean's time, he can usually find time to sit down and talk over the student's problems. Another of the favorites in C school is the assistant dean, William Nims, whose friendly grin and pleasant personality is known not just in Commerce, but all over the campus. Miss Bernice Collins, the registrar, cheerfully assists students in working out their programs, and has been nicknamed Dean of the School . And then its over . . . stics . . . advertis- ing . . . accounting . . . debit and it's all to their credit as the men and women in Commerce . . . prepare for a vital task . . . that of guarding the purse strings of the nation. SCHOOL 0F MUSIC The buzzing of the Beehive. . . scales, con- certos, and walling trumpets . . . musical theory, harmony, rhythm . . . hit that note . . .sound that chord. . .your performance must be spotless . . . to reach the aims of Music School. The white brick building on Sherman was a busy place during the past year. Seven hundred talented students received instruction in what has been judged to be one of the most outstand- ing music schools in the country. Almost sixty whole and part-time faculty members train young men and women to create beautiful music. The School of Music is the second oldest school on the Evanston campus. It began in 1865 as part of the College of Liberal Arts. In 1891 music courses had developed to the extent that the department of music was started. Peter Christian Lutkin was the first dean who took charge of the infant music school. The School of Music was formerly Willard Hall. Its present facilities include the Beehive , Music Hall, and 21