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

Page 24 text:

DEPARTMENT OF EDUCATION M. J. Nelson Head their aim the improvement of school, or in the college. It is the aim of the Department of Education to acquaint the student with the techniques of instruction and with the psychology and philosophy under- lying the educative process. In order to further this aim. courses are offered in psychology; in methods of instruction, supervision, and administration: in the history of educational movements: and in methods of measuring pupil progress. As education moves forward to take on the aspects of an exact science, it is im- perative that every teacher become im- bued with the scientific attitude. The members of the Department of Education are aware of their responsi- bility for the extension of knowledge as to what constitutes the best procedure in education. For this reason members of the staff are engaged in making studies of various types which have for in the elementary school, in the high 'lop Row—Charles, Wiley. Fmkenbindor. Paul. Middle Row—Goetch, Itiebe. Todd. Wilcox. Walters. Bottom Ro -—Brown, Arey, Nelson, Smith, Denny. Bnffum. 20

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OFFICERS OF ADMINISTRATION Top Row—Charles S. Cory. Registrar and Examinor; Sadie B Campbell. Dean of Women: Leslie I. Reed, Dean of Men. Bottom Row—Benjamin Bourdman, Financial Secretary: James Robinson, Superintendent of Buildings and Grounds. The administration of a college is charged with the problem of setting up a machinery that will make for the greatest efficiency in attaining the objectives and aims of that college. To set up this machinery and to keep it in the best of running order requires a personnel trained and experienced in working with materials and in working with people. Every attempt has been made at Iowa State Teachers College to provide such an administrative personnel. 19

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DEPARTMENT OF ENGLISH There are three chief purposes of the English department in this college. In the first place, it is desired that students acquire while in college a more exten- sive and accurate knowledge of our na- tive language and literature than they would probably acquire in a much longer period of time outside of school: more, perhaps, than most people, without a college education, acquire in a whole lifetime. Secondly, we attempt to set up and maintain a higher standard of accuracy, fitness, and effec- tiveness in both speaking and writing English than that which usually pre- vails in life outside of the college. Our graduates should be skillful in the use of English that will unquestionably win the approval of educated people in any community. How can they, otherwise, be exemplars for the children of such people? Finally and chiefly, we en- deavor by example and precept to sug- gest how children in the public schools may be taught to appreciate the value of English literature in the enrichment of their lives and also the range, power, flexibility, and beauty of their mother tongue in the expression of their thoughts and feelings in all phases of their experience. S. A. Lynch Head Top Row—Halvorson, Tuttle. Lambertson. Fagan. Buxhnum. Middle Row—Brindley. Terry. Lambert, Sorenson. Slattery. Bottom Row—Holden. Strayer, Lynch. Berkstresser. Holmes. I btent—Miss Rohlf. 21