Southern Methodist University - Rotunda Yearbook (University Park, TX)

Page 29 text:

Perhaps the most important factor in the development of the School of Music at the present time is its admission to full membership in the National As- sociation of Schools of Music Which took place at the Conven- tion of the Association at Lin- coln, Nebraska, December 27th to 30th, 1933. Full membership in this As- sociation not only puts the seal of approval of a national board of prominent musicians upon Southern Methodist University School of Music, but assures its students of full transfer of their credits, hour for hour, to any firSt-Class school or conservatory in the United States. Several new courses have been added to the curriculum. Chief among these are courses in advance compositionj choral and orchestral conducting, and a course in orchestral instruments. fWW SCHOOL OF MUSIC The School of Music of Southern Methodist University, established fifteen years ago, has rap- idly made an enviable reputation for itself development, the School was recently adm Schools of Music. Strictly modern in its me music in the fullest sense, to build educatec One of the principal factors in determin ulty. Southern Methodist University School for the superior performing ability and higl Further, the relation between teacher a No infiexible systems of instruction are use the requirements of each case, and based on to students is much more valuable than rigic Students are required to appear in recitc create a healthful spirit of competition but A well-rounded program of eXtra-Curric is provided. Included in these activities is t wijk, Who is also conductor of the Dallas 85 wood Bowl. Two other very popular orga Club. These organizations make annual toui school. Last year they produced an Operettc decided to incorporate such a production as The magnificent McFarlin Memorial A1 and beautiful concert organ, is in itself an as a successful, progressive school. In recognition of its itted to full membership in the National Association of thods and thorough in its requirements, it aims to teach 1 musicians, not mere vocal or instrumental performers. ing the Value of a school of music is the calibre of its fac- of Music is recognized throughout the entire Southwest 1 educational potency of its faculty. rid student is placed on an intimate basis of cooperation. c1, each student receiving intelligent instruction suited to discrimination and sincerity. This individual instruction l methods of teaching. tlS With reasonable frequency. These recitals not only also accustom the students to appear before an audience. ular activities calculated to capture the studentsi interest he orchestra under the direction of Dean Paul Van Kat- Imphony Orchestra and a guest conductor at the Holly- iizations are the Menis Glee Club and the Girls Choral s of different cities in Texas and present programs at the L, iiThe Red :VIill,D Which was such a success that it Was a regular part of their program. 1ditorium, With its great concert hall, its spacious studios, nspiration to music students.

Page 28 text:

A critical examination of the standards for the MasterTs de- gree as conferred in American universities shows a high rank for Southern Methodist Univer- sity. Specific requirements in- clude: the study of a foreign language, rigid prerequisite re- quirements, a full year of resi- dence study on which no trans- fer courses are credited, and the writing of an acceptable thesis. There is no longer the need, as in the past, to go North or East for Graduate study. This is all the more important since the educational, commercial, and social development of the South- west in the future is largely de- pendent upon her own sons and daughters, who, trained in the ways and attitudes of research, can successfully attack the dis- tinctive problems in this section of the United States. GRADUATE SCHOOL The original plan for a new central university, which resulted in the foundation of Southern Methodist University, contemplated the development of graduate work as rapidly as resources would permit, and the charter provides for an institution ttwith authority to confer all degrees. Graduate courses have been given each year since the opening of the University and at each commencement, the degree of Master of Arts has been conferred. The increasing demand made necessary the more dehnite organization of the work, and in the spring of 1920 there was established the Graduate School, with a distinct administration. In 1926 Dr. E. W. Shuler was made Dean of the Graduate School and has since continued to serve in that capacity. Twenty departments in the University offer courses which satisfy the requirements for the de- gree of Master of Arts. The coordination of the graduate courses of the academic departments with the graduate courses in the School of Theology not only gives larger freedom in the selection of a maj or subject, but also makes possible a greater concentration in the chosen field. The courses offered in the school are planned to meet the needs of students who wish to obtain a more thorough knowledge of the subject in which they are particularly interested; those who de- sire preliminary training in the methods of investigation before undertaking more highly specialized courses in other graduate schools; and those who desire to become teachers in schools and univer- sities. The plan for the Masterls degree does not place primary emphasis on research, though the required thesis and the basic graduate courses give ample opportunity for individual investigation. The school seeks to strengthen the interest acquired in some subj ect during the undergraduate peri- od of study; to cultivate a scholarly spirit, and to give thorough training, both of method and of con- tent, in the chosen field. With a growth in endowments and the addition of new equipment it is safe to predict that in the future the Graduate School shall form a center of Southwestern graduate study. hh 22, e

Page 30 text:

The School of Education op- erates as a department in the College of Arts and Sciences and in the Graduate School. Through the cooperation of other schools and departments in the University it prepares students for Primary Education, Elementary Teaching, Public School Music, Secondary Edu- cation, Home Economics, Commercial Teaching, School Supervision, School Administra- tion, Religious Education and College Teaching. Through afternoon, evening and Saturday Classes, at the University and elsewhere, the School of Education meets the needs of teachers in service as well as of students in residence. SCHOOL OF EDUCATION The School of Education is an organization of professional courses for teachers within the Col- lege of Arts and Sciences and the Graduate School. From the beginning of the University there has been a department of education With quite an enrollment of students. At first, only the most general courses on elementary education, secondary education, educational psychology and the history of education were olTered. Led on by the needs of training in specialized helds, the work in the depart- ment has been enlarged from time to time so that now teachers are trained for primary positions, for teaching in the intermediate grades, for regular high school positions, for home economics, and through the cooperation of the School of Music and the School of Commerce, for positions as teachers of public school music and teachers of commercial subjects in high schools. The School of Educa- tion has also been training teachers for administrative positions in public schools and in colleges. By a cooperative agreement With the Dallas Board of Education, from fourteen to sixteen young women each year secure training as cadet teachers in the city system and on the satisfactory comple- tion of their work become eligible for appointment as probationary teachers. The largest number of undergraduates preparing for teaching are interested in becoming high school instructors. Inasmuch as such students are expected to maj or in the subj ects they Wish to teach, practically all the departments in the College of Arts and Sciences participate in this training. The number Who get actual training as cadet teachers in high school work has been about 7 5 students an- nually for several years. A large part of the graduate work of the School of Education is done through classes for part- time students. These groups meet on afternoons, evenings and Saturdays. They represent Class- room teachers, principals, supervisors, superintendents, college teachers, and college administrators. In 1933-34 the number of teachers in service Who have registered in the session of 1933-34 has increased fifty per cent over the corresponding enrollment of 1932-3 3. s 24 e