University of Northern Iowa - Old Gold Yearbook (Cedar Falls, IA)

Page 18 text:

THE SCIENCE DEPARTMENT E. J. Cable. M. S. Elizabeth Kaye. M. Di. Alison K. Mtchi'Oii. A. B. Edgar K. Chapman, A. B. S. Freeman Mersey, B. Ph. vy. Now ton, M. . J,.ouia Uruenmn. M. . . Abbott C. Pane, 13. PU. Melvin F. Arey, M. A.

Page 17 text:

The Mathematical Department In the beginning this department consisted of but one member, Prof. M. W. Bartlett, who taught the whole curriculum which embraced a course extending from Mental Arithmetic through Analytics. Later, Prof. Bartlett “exchanged chairs” with Prof. 1). S. Wright, who had been organizing the English depart- ment. As the school has grown larger the course in Mathematics has changed to meet the varied demands of the students until now the department has grown, as Mr. A rev says, from a “Chair to a whole “Sett occupied by a corps of professors and instructors consisting of three men and two women. The course lias expanded to one offeiing not nly elementary mathematics but College Mathematics through Calculus, giving a Degree of B. A. in Education. The Art Department Miss Emma M. Dahlin became instructor of penmanship and drawing in 1S91. During the winter of 1893-‘94 she returned to Pratt Institute where she had previously studied and graduated. During her absence Miss Eva Ben- hain, a graduate of Pratt Institute '91, was a substitute teacher. Miss Dahlin continued as professor of drawing until 1895. Miss Henrietta Thornton, a graduate of Pratt Institute 1891, was made professor of drawing in 1895. At the same time Miss Bertha L. Patt was elected as assistant teacher of drawing and had charge of the penmanship classes. The work of the art department expanded so rapidly, however, that Miss Patt was elected as a professor of drawing. It has ever been the earnest effort of the art department to work along lines: of aesthetic development and to do all within its power to send its pupils out into the public schools appreciative of the beautiful and as leaders and directors of public taste.

Page 19 text:

The Science Department The development of the natural science department at the Normal School, during the last twenty years, is a striking illustration of the rapidity of growth of the institution, both in attendance and breadth of instruction. In 1887 there was only one person employed to teach “science,” while now there are nine, in two departments comprising the so-called Natural and Physical sciences. Then a small room with two rough pine tables, without plumbing con- nect inis. was known as the chemical laboratory; while to-day laboratory methods are used in every branch of science work, and the State has equipped the various laboratories with the best of material and apparatus. But the floor space required for th numerous purposes has become quite inadequate, and th opening of the summer term will see the Phvsics and Chem- istry permanently, and the Geography temporarily, placed in the new Physical Science Laboratory at the north end of the quadrangle, while'th new Library and Museum of Natural History, soon to be erected, will provide for the present crowded exhibits of the museum, and give class rooms and laboratories for Physiology, Botany, Zoology, Geology, Geography and Astronomy. In the meantime the Geography and Physiography will occupy rooms m tlm ground floor of the Physical Science Laboratory, in order to make way for I he Hoffman collection in natural history, recently added by gift to th • museum. Few schools in the count!y possess equal faeiliti for giving instruction in the sciences, and the courses offered enable th student to make ample prepara- tion for positions of science teaching in the high schools of the state. As a part of the A. B. course for high school graduates, a student may elect three years of work from science majors, in the special science teachers’ courses, and receive the degree of M. Di., while still another year's work may be taken with science elec- tives in addition to the required constants. While the faculty of the science departments hold that the first requisite to good science teaching is a knowledge of the subject taught, it is constantly kept in mind that the student is preparing to present th facts and principles to others, and the pedagogic relations are given due attentic n. The student may not appreciate his advantages, having no basis of compari- son through lack of knowledge regarding others less fortunately situated, but the people of the state at large should realize what unusual opportunities they them- selves have provided, through their legislature, for the instruction of their public school teachers.