The Atlanta University BULLETIN

Series III March, 1938 No. 21

ATLANTA UNIVERSITY

SUMMER SCHOOL

With

Morehouse College

Spelman College

Atlanta School of Social Work

Clark University

Morris Brown College

Gammon Theological Seminary

Affiliated

June 13 to July 22, 1938

«

CATALOGUE NUMBER

Atlanta Georgia

The Atlanta University Bulletin Published Quarterly by Atlanta University ATLANTA, GEORGIA

Series III March, 1938 No. 21

ATLANTA UNIVERSITY

SUMMER SCHOOL

With

Morehouse College

Spelman College

Atlanta School of Social Work

Clark University

Morris Brown College

Gammon Theological Seminary

Affiliated

June 13 to July 22, 1938

ANNOUNCEMENTS FACULTY and COURSES

Atlanta Georgia

Entered as second-class matter February 28, 1935, at the post office at Atlanta, Georgia, under the Act of August 24. 1912. Acceptance for mailing at special rate of i>ostage provided for in the Act of February 28, 1925, Section 538. P. L. & K. Class A rating with

Association of Colleges and Secondary Schools of the Southern States.

Virtually All Southern State Departments of Education.

Member:

American Association of Collegiate Registrars.

Association of Colleges and Secondary Schools for Negro Youth. CALENDAR

Boarding Department Opens Saturday, June 11

Registration 8:00 a.m. Monday, June 13

CLASSES Begin 7:30 a.m. Tuesday, June 14

First Convocation 9:30 a.m. Wednesday, June 15

Last Day for Registration for CREDIT Thursday, June 16

Independence Day: a holiday Monday, July 4

Examinations Friday, July 22

• School Closes •. . . Friday, July 22

Boarding Department Closes with Breakfast Saturday, July 23

Classes will be held on Saturday, June 18. TABLE OF CONTENTS

Administrative Officers 5

The Faculty 5

Organization 11

Purposes 12

Location and Facilities 12 Location 12 Buildings and Grounds 12 Library 13 Laboratories 13

Requirements for Admission 14 Admission to College Courses 14 Advanced Standing from Other Colleges 15 Admission to Graduate Courses 15

Expenses 16 Tuition Fee and Other Fees 16 Refund of Fees 16 Board and Lodging 17

General Information 18 Registration 18 Grades 18 Academic Credit 18 State Teachers Certificates 18 Lectures, Receptions, Special Entertainment 19 Summer Theatre 19 Student Health 19

Special Features 20 Curriculum Laboratory 20 Progressive Education 21 The Nursery School 22 One-Room Rural School 23 Courses 23 Institute for Teachers in Rural Schools 24 Summer School of the Theatre 24 Library School for Teacher-Librarians 25

Ministers Institute . 26 Advanced Courses for Ministers 27

Summer School Post Offices 27

INFORMATION 27

Courses of Instruction 28 ATLANTA UNIVERSITY SUMMER SCHOOL

Administrative Officers

RUFUS E. CLEMENT, Ph.D President, Atlanta University JOHN P. WHITTAKER, A.M Director, Summer School CHARLOTTE TEMPLETON, A.B Librarian

THE FACULTY LUDIE ANDREWS Health Education Nurse Training, Spelman College; R.N., Georgia State Board. Super¬ intendent, Spelman-Morehouse Infirmary.

Lisle HEMENWAY ARDUSER Home Economics B.S., University of Minnesota, 1929; Student, Chicago Art Institute, Summer, 1933. Department of Home Economics, Spelman College.

Clarence Albert Bacote History A.B., University of Kansas, 1926; A.M., University of Chicago, 1929; Student, Summers, 1930, 1931; 1933-1934; 1937-1938. Department of History, Atlanta University.

Herbert C. Boggs Mathematics Talladega College, 1 933; M.S., University of Michigan, 1935; Graduate Student, 1935-1936. Department of Mathematics, Morris Brown College.

Benjamin Franklin Bullock Rural Education in Agriculture, University of Minnesota, 1913; A.M., Columbia University, 1931; Student, University of Minnesota, Summer, 1914; Cornell University, Summer, 1919; Rutgers University, 1929-1930. A.B.,Department of Education, Morehouse and Spelman Colleges. JAMES Butcher Speech and Dramatic Art A.B., University of Illinois, 1932; Student, University of Iowa, 1936- 1937. Department of English, Howard University. WalterB.S. Richard Chivers Sociology A.B., Morehouse College, 1919; Graduate, New York School of Social Work, 1924; A.M., New York University, 1929; Student, University of Chicago, Summer, 1925; University of Wisconsin, Summer, 1932; New York University, 1934-1935. Department of Sociology, More¬ house College.

ANNA Margaret Cooke Speech and Dramatic Art A.B., Oberlin College, 1928; Student, University of Iowa, Summer, 1927; Chicago Art Theatre, Summer, 1928; American Laboratory Theatre and Columbia University, 1930-1931; Pavley-Oukrainsky

[5] School of Ballet, Summer, 1931; Yale University, School of Fine Arts, 193 6-1937. Department of English and Speech, Spelman College.

MARGARET NABRIT CURRY History and Government A.B., Spelman College, 1924; A.M., University of Michigan, 1932. De¬ partment of History, Spelman College.

Thomas JACKSON Curry History and Government A.B., Morehouse College, 1916; A.M., University of Pennsylvania, 1918; Student, Summer, 1919; Columbia University, Summer, 1931; 1932-1933. Department of History, Morehouse College.

Claude Bernhardt Dansby Mathematics A.B., Morehouse College, 1922; M.S., University of Chicago, 1930; Student, Summer, 1932; 1933-1934. Department of Mathematics, Morehouse College.

William Henry Dean, Jr. Economics A.B., Bowdoin College, 1930; A.M., Harvard University, 1 932; Stu¬ dent, 1932-1933; first semester, 1935-1936; 1937-1938. Depart¬ ment of Economics, Atlanta University.

OWEN Vincent Dodson Speech and Dramatic Art A.B., Bates College, 1936; Student, Yale University, School of Fine Arts, 1936-1938.

ORAN WENDLE EAGLESON Psychology Indiana University, 1931; A.M., 1932; Ph.D., 1935. Depart¬ ment of Education and Psychology, Spelman College.

Hattie Virginia Feger Education University of Cincinnati, 1921; A.M., 1924; Student, Extension Courses, 1924-1930; Summers, 1934, 1935. Department of Education, Spelman College and Atlanta University.

FranklinA.B., Lafayette Forbes Physical Education A.B., Morehouse College, 1928; A.M., University of Michigan, 1935; Student, International Y. M. C. A. College, Springfield, Mass., Sum¬ mers, 1928, 1929, 1930, 1932. Department of Physical Education, B.S.,Morehouse College. William Bryan Geter French A.B., Boston University, 1929; A.M., Radcliffe College, 1933; Diplome d’etudes francaises, degre superieur, Universite de Nancy, Summer, 1927; Diplome des Cours de civilization francaise, Universite de Paris, 1928; Diplome de l’ecole de preparation des professeurs de francais a l’etranger. 1937. Department of French, Spelman College.

Kemper Harreld Music Mus.B., Sherwood Music School, 1930; A.M., Morehouse College, 1922; Student, Chicago Musical College, 1904-1906; Fredericksen Violin School, 1908-1910; Summer, 1913; Stern Conservatory, Berlin, with Siegfreidt Eberhardt, 1914; Boston Conservatory of Music, Summer,

[6] 1922; Sherwood Music School, Summer, 1934. Department of Music, Morehouse and Spelman Colleges. Joseph Newton Hill English A.B., Lincoln University (Pa.), 1920; A.M., 1921; A.M., University of Pennsylvania, 1933. Department of English, Lincoln University (Pa.).

Charles DuBois Hubert Religion A.B., Morehouse College, 1909; B.D., Rochester Theological Seminary, 1912; D.D., Morehouse College, 1923; Student, Rochester Theological Seminary, 1912-1913; University of Chicago, 1932-1933. School of Religion, Morehouse College.

Kimuel Alonzo Huggins Chemistry A.B., Morehouse College, 1923; M.S., University of Chicago, 1929; Ph.D., 193 7. Department of Chemistry, Atlanta University. Nelson Crews Jackson Applied Sociology A.B., Morehouse College, 1928; Diploma, Altanta School of Social Work, 1929; Student, Rutgers University, first semester, 1934-1935. Instructor, Atlanta School of Social Work.

Hermese Estelle Johnson Education

A.B., Hunter College, 1934; Student, Atlanta University, second semes¬ ter, 1936-1937; 1937-1938. Teacher, Atlanta University Laboratory Elementary School.

Edward Allen Jones French Morehouse College, 1926; Certificat d’Etudes Francaises, Uni- versite de Grenoble, Summer, 1929; A.M., Middlebury College, 1930; Diplome de l'Universite de Paris, 193 6. Department of French, More¬ house College.

FLEMMIE P. KlTTRELL Home Economics Hampton Institute, 1928; M.S., Cornell University, 1930; Ph.D., A.B.,1935. Department of Home Economics, Bennett College. Elizabeth Elain Lemon Education B.S., Ball State Teachers College, 1930; Student, Summers, 1931, 1932; Syracuse University, Summer, 1934. Acting Teaching Principal, Atlanta University Laboratory Elementary School. Crawford Bernard Lindsay English A.B.,B.S., Talladega College, 1927; A.M., University of Michigan, 1931; Student, 1936-1 937. Department of English, Morehouse College.

Rupert Alstyne Lloyd French A.B., Williams College, 1930; A.M., Harvard University, 1931; Stu¬ dent, Universite de Bordeaux, Bordeaux, France, 1931-1932. Depart¬ ment of French, Morehouse College. Rayford Whittingham Logan History A.B., Williams College, 1917; A.M., 1929; A.M., Harvard University, 1932; Ph.D., 1936: Williams Institute of Politics, Summer, 1928. Department of History, Atlanta University.

[7] Hope Lyons Education Diploma, Miner Normal School, 1912; A.B., Howard University, 1928; A.M., Teachers College, Columbia University, 1931; Student, 1932-1935. Supervisor, Student Teaching, Miner Teachers College. Ernestine McGill Applied Sociology Graduate, Boston School of Social Work, 1915; Smith College Training School, Summer, 1923; Student, New York School of Social Work, Summer, 1931. Instructor, Atlanta School of Social Work.

ALPHONSO A. McPHEETERS Education B.S., Wilberforce University, 1922; A.M., University of Cincinnati, 1930; Student, University of Cincinnati, Summers, 1929, 1930, 1931, 1932, 1936. Department of Education, Clark University. SAMUEL Milton NABRIT Biology B.S., Morehouse College, 1925; M.S., Brown University, 1928, Ph.D., 1932; Investigator, Marine Biological Laboratory, Woods Hole, Mas¬ sachusetts, Summers, 1934, 1936. Department of Biology, Atlanta University. M. Mae Neptune English Ohio Wesleyan University, 1902; A.M., 1911; Student, Columbia University, Summers, 1916, 1921, 1922, 1925; University of Califor¬ nia, Summer, 1928; Oxford University, England, Summer, 1931. De¬ partment of English, Spelman College. Lutrelle Fleming Palmer Education A.B., Wilberforce University, 1911; A.B., University of Michigan, 1912; A.M., Hampton Institute, 193 6. Principal, Huntington High School, Newport News, Va.

Georgia Cowen Poole Education A.B., Talladega College, 1928; A.M., University of Colorado, 1931: Student, University of Indiana, Summer, 1934; University of Chicago, B.S.,193 6-193 7. Department of Education, Spelman College. Pearlie Ernestine Reed Education A.B., Fisk University, 1926; A.M., University of Cincinnati, 1935; Student, Summer, 1935; University of Minnesota, Summer, 1936; Co¬ lumbia University, Summer, 1937. Head of Nursery School, Spelman College. Ira De Augustine Reid Sociology Morehouse College, 1922; A.M., University of Pittsburgh, 1925; Student, Columbia University, Summers and Extension, 1929, 1930. 1931; Spring Quarter, 1934. Department of Sociology, Atlanta Uni¬ versity. Elizabeth D. Robinson Education in Education, Tuskegee Institute, 1931; Student, Atlanta Uni¬ versity, Summer, 1936. Jeanes Supervisor, Montgomery County, Georgia. JOHN McLINN Ross Speech and Dramatic Art A.B., Morehouse College, 1 935; M.F.A., Yale University, 1935. De¬ partmentB.S. of Speech, Spelman College. Richard Alonzo Schermerhorn Philosophy A.B., Dakota Wesleyan University, 1924; B.D., Garrett Biblical In¬ stitute, 1926; A.M., Northwestern University, 1927; Ph.D., Yale Uni¬ versity, 1931; Student, Harvard University, 1930-1931; German Uni¬ versity of Prague, Czechoslovakia, 1931-1932; Columbia University, Summer, 1937. Department of Philosophy, Clark University.

Nathaniel Tillman English A.B., Morehouse College, 1920; A.M., University of Wisconsin, 1927; Student, Summers, 1929, 1932, 1937; 1931-1932; first semester, 1935-1936; Cambridge University, England, Summer, 1934. Depart¬ ment of English, Morehouse College.

Kurt Volz German A.B., Oberrealschule, Offenburg, Germany, 1914: Ph.D., University of Heidelberg, 1925; Diplome de Francais, degre superieur, Universite Dijon, France, 1929; Student, 1’Universite Dijon, France, 1929; l’Universite de Grenoble, Summer, 1929; Oxford University, Summer, 1930. Department of German, Morehouse and Spelman Colleges. Ruth Mae Westmoreland Education Spelman College, 1936; Student, Columbia University, Summer, 1937; Atlanta University, 1937-1938. Teacher, Atlanta University Laboratory Elementary School.

Helen Adele Whiting Education Columbia University, 1925; A.M., 1931; Student, Summer, A.B.,1931. Supervisor of Negro Elementary Schools, State of Georgia. Joseph Livingston Whiting Education A.B., University of Pennsylvania, 1903; A.M., Columbia University, 1929; Student, Ohio State University, Summer, 1927; Columbia Uni¬ versity, Summer, 1929; Harvard University, Summer, 1934. Depart¬ B.S.,ment of Education, Morehouse and Spelman Colleges. Edward Buchanan Williams Economics A.B., Morehouse College, 1927; A.M., Atlanta University, 1937. De¬ partment of Economics, Morehouse College. Hale A. Woodruff Art Student, John Herron Art Institute, 1920-1923; Chicago Art Institute, 1920; Academie Scandinave, Paris, 1928; Academie Moderne, Paris, 1930; Fogg Art Museum, Harvard University, 1933; Columbia Uni¬ versity Session in Mexico City, under Diego Rivera, Summer, 193 6. Department of Art, Atlanta University.

FACULTY OF LIBRARY SCHOOL FOR TEACHER-LIBRARIANS

CHARLOTTE TEMPLETON Director A.B., University of Nebraska, 1902; Certificate, Library School, Pratt Institute, 1905. Librarian, Atlanta University Library.

HALLLIE BEACHEM Brooks Library Science Diploma, Indiana State Library School; A.B., Butler University, 1933. Librarian, Atlanta University Laboratory High School Library.

[9] Ruth Theobald Young Library Science Louisville Public Library Training School, 1910-1911: Training Class for work with children, Cleveland Public Library, 1917-1918: Diploma, School of Library Science, Western Reserve University, 1930; B.S., Western Reserve University, 1933. Supervisor of School Libraries, State of Kentucky.

THE FACULTY OF THE MINISTERS INSTITUTE

Advisers

Rufus Early Clement, Ph.D President, Atlanta University Charles DuBois Hubert, A.B., B.D., D.D Acting President, Morehouse College Willis Jefferson King, A.B., S.T.B., Ph.D President, Gammon Theological Seminary William Alfred Fountain, Jr., A.B., A.M., D.D President, Morris Brown College William Holmes Borders Homiletics A.B., Morehouse College, 1929; B.D., Garrett Biblical Institute, 1932; A.M., Northwestern University, 1937. School of Religion, Morehouse College.

Frank W. Clelland Bible A.B., Missouri Wesleyan College, 1907; A.M., Boston University, 1910; Ph.D., 193 2. Professor of New Testament and Christian Doc¬ trine, Gammon Theological Seminary.

JOSEPHUS ROOSEVELT COAN Religious Education A.B., Howard University, 1930; B.D., Yale University, 1933; A.M., 1934. Professor of Religious Education, Morris Brown College. Charles DuBois Hubert Bible; Church History A.B., Morehouse College, 1909; B.D., Rochester Theological Seminary, 1912; D.D., Morehouse College, 1923; Student, Rochester Theological Seminary, 1912-1913; University of Chicago, 1932-1933. School of Religion, Morehouse College.

Charles A. Talbert Church History A.B., Rust College, 1927; B.D., Gammon Theological Seminary, 1930; A.M., Northwestern University, 1932; Student, University of Chicago, Summers, 1933, 1937; 1932-1933; 1933-1934. Professor of Church History, Gammon Theological Seminary.

VISITING LECTURERS

Otis William Caldwell, Ph.D., LL.D. Education Professor Emeritus, Columbia University; Guest Professor, Atlanta University.

W. J. FENTON, M.D. Health Field Representative, American Red Cross. ARTHUR Raper, Ph.D. Sociology Research and Field Secretary, Commission on Interracial Cooperation.

[10] ATLANTA UNIVERSITY

SUMMER SCHOOL

Organization

In 1921 Morehouse College began its Summer School espe¬ cially for public school teachers of the State. Through the courtesy of Spelman College, the Summer School used the home economics building of that institution. There was increasing demand for the regular content courses in high school and col¬ lege, as well as for professional courses, by teachers who desired to qualify for higher certificates and degrees and students who desired to take advantage of summer study. To meet this de¬ mand, in 1928 the Summer School was enlarged and reorganized as the Morehouse-Spelman Summer School, conducted jointly by Morehouse College and Spelman College, with the resources and facilities of both institutions at its disposal. Atlanta Uni¬ versity became affiliated in 1928, and the Atlanta School of Social Work in 1929.

With increasing cooperation among the institutions of higher learning in Atlanta, since 1933 the Summer School has been conducted by Atlanta University with Morehouse College, Spelman College, The Atlanta School of Social Work, Clark University, Morris Brown College, and Gammon Theological Seminary affiliating.

Graduate and college courses are offered. All high school courses have been discontinued.

The faculty is composed of experienced members of the regu¬ lar staffs of the seven schools and of outstanding teachers from other institutions. The curriculum is sufficiently varied to per¬ mit a wide choice of subjects. Thus the Summer School has become, in point of extent of plant, faculty, and course of study, one of the strongest in the South. That this fact has been recog¬ nized is shown by the rapidly increasing enrollment of both college and graduate students. The Atlanta University Summer School is approved by the State Department of Education, and receives aid from the Gen¬ eral Education Board, and the State Department of Education.

[11] Purposes

The Summer School serves several purposes:

(1) It is especially designed to meet the needs of public school teachers and principals who wish to utilize part of their vacation in serious study. Thus courses are offered in rural school problems, and primary, elementary, and secondary edu¬ cation.

(2) Graduates from approved high schools and college students may matriculate and earn credit toward their degrees.

(3) Graduates from approved colleges and universities may through summer school courses earn credit toward the master’s degree.

Location and Facilities

Location

The Summer School is housed on the campuses of Atlanta University, Morehouse College, and Spelman College. The three institutions are within a few minutes’ walk of the heart of the city.

The campuses occupy adjoining sites over 1,000 feet above sea-level. For beauty, healthfulness, and summer comfort, the location could hardly be surpassed by any in this section. Atlanta offers the advantages of the largest city in the South¬ east. It is an historic city from which points of interest may be easily reached.

Buildings and Grounds The property of Morehouse College consists of fourteen acres, situated at West Fair and Chestnut Streets, on the West Fair car line. There are five main buildings, a spacious athletic field, and a gymnasium. The holdings of Spelman College comprise twenty-two acres situated at Leonard and Ella Streets, on the Walker-West View car line. The College has sixteen buildings, including an in¬ firmary and the beautiful Sisters Chapel. The Atlanta University campus includes fifty-seven acres. An extensive building program has just been completed and includes new the Atlanta University Library, an Administration

[12] Building to house the executive offices of the three affiliated institutions, Atlanta University, Morehouse College, and Spel- man College, new Students’ Housing for graduate students, and a Central Heating Plant. The campus can be reached either by West Hunter-Ashby, or West Fair street cars.

Library

The Atlanta University Library will be open to Summer School students. This building, a magnificent structure, is a gift from the General Education Board. It stands on the block of land now owned by Atlanta University at the south end of Chestnut Street between Spelman College and Morehouse Col¬ lege. This location has made possible the bringing together in one building the book collections of the three affiliated institu¬ tions—Atlanta University, Morehouse College, and Spelman College—and also the books of the Atlanta School of Social Work, and so makes available to students unusual advantages for study, reference, and cultural reading. The library has a seating capacity of 600, and an ultimate capacity of more than 175,000 volumes.

Laboratories

Summer School classes are heid on Spelman College campus in Giles Hall. The building contains well-lighted, fully-equipped biological, chemical, and physical laboratories; home economics laboratories with unit kitchens, and attractive classrooms. In addition to the laboratory facilities provided in Giles Hall, the science equipment at Morehouse College and Spelman College is available for use by the Summer School. Both Morehouse College and Spelman College have sci¬ ence buildings, with adequate modern equipment for courses in biology, chemistry, geology, and physics. The Science Build¬ ing of Morehouse College is a three-story structure. Ample lec¬ ture rooms, laboratories, and apparatus rooms are all included in the building. On the first floor are laboratories for qualitative and quantitative chemistry, and storeroom. On the second floor are the physical laboratories, together with a large laboratory for organic, industrial, and electro-chemistry. On the third floor are the biological laboratories, with museum, greenhouse, aquarium, and lecture room, equipped with stereopticon and motion pic¬ tures. There are private laboratories, a science library, instruc¬ tors' offices, a combustion room, and other conveniences.

[13] Tapley Hall, the science and recitation building of Spelman College, is a three-story brick building, which contains labora¬ tories, offices, and classrooms. The first floor contains physics laboratories, lecture room, and two classrooms. The second floor contains two biological laboratories, with lecture room, two classrooms, and offices. The third floor contains two chem¬ istry laboratories, lecture room, offices, and two classrooms, one of which is equipped with a stereopticon lantern.

Laura Spelman Rockefeller Memorial Building is devoted to home economics. The second floor contains laboratories for cooking classes, dining room, reception room, and the kitchen and dining room of the practice apartment. The third floor contains laboratories for sewing classes, a demonstration room, an assembly room which will seat 150 persons, and the bed¬ rooms and living room of the practice apartment.

Requirements for Admission

Admission to College Courses

The requirement for entrance upon college work is the satis¬ factory completion of an approved high school course. In gen¬ eral, a minimum of fifteen units for entrance to college work is required. A unit in any subject represents a year’s study, con¬ stituting approximately a quarter of a full year’s work in the secondary school. The four-year high school course is taken as a basis, and it is assumed that the length of the school year is from thirty-six to forty weeks, that a recitation period is from forty to sixty minutes in length, and that a study is pursued for four or five periods a week. Graduates from accredited and approved high schools and from institutions accredited by the Association of Colleges and Secondary Schools of the Southern States are admitted on pres¬ entation of certificates of credit.

Applicants who are unable to present certificates from ap¬ proved or accredited high schools must take an examination. Students are admitted through (1) certificates from accredited high schools, and (2) examinations. Applicants for admission by examination must furnish satisfactory evidence that they have completed a course of study that meets the entrance re¬ quirements in time and subjects.

All applicants must present specific statements of the work done on blanks prepared for this purpose, that they may secure

[14] from the Registrar upon application. Certificates containing entrance credits must be sent directly from the principal of the school attended to the Registrar of Atlanta University.

Advanced Standing from Other Colleges

Students coming from other colleges may take advanced courses upon presentation of letters of qualification from their institutions.

Students who wish to transfer to Atlanta University, More¬ house College, Spelman College, Atlanta School of Social Work, Clark University, Morris Brown College or Gammon Theo¬ logical Seminary, and begin with the summer, should apply for admission to the school in question before the opening of the Summer School so that their summer work may be approved by the school they plan to attend.

For the qualifications for admission and requirements for a degree from each institution, the regular catalogue of the insti¬ tution should be consulted.

Students over 21 years of age may be admitted as special stu¬ dents to courses in the Summer School that they can take to best advantage. No credit is given to such students who do not meet the formal entrance requirements. A statement showing the quality and quantity of work done will be given at the end of the Summer School.

Admission to Graduate Courses

Admission to the graduate school is granted to graduates of colleges of approved standing, who present satisfactory evidence of character and qualifications. They must have done sufficient work in the field in which they wish their degree to meet the requirements of the department concerned. When preliminary work is necessary, it shall not count toward the degree.

Before appearing for registration, every applicant for admis¬ sion should submit an official transcript of his undergraduate work, and if he has been a graduate student, a transcript of graduate work.

Admission and registration do not of themselves admit to candidacy for a degree. Such candidacy can be approved only after a consideration of individual merit and after the student

[15] has demonstrated that he has ability to do major work of graduate character. For requirements for a degree, the regular Atlanta University catalogue should be consulted.

Expenses

The tuition fee, payable upon entrance, is $12.50 for college students, and $20.00 for graduate students. The fee entitles students to take maximum program. The charge for room and board is $5.00 per week or $27.00 for six weeks. All students pay the entertainment fee. All boarding students pay the medical fee.

Fees SPECIAL FEES:

Art Fee $ 2.00 Medical fee for boarders 1.50 Late registration (after June 13) 1.50 Change of program after registration .50 Laboratory fee in college 2.00 Registration fee for graduate students—payable at first registration and not refundable 5.00 Laboratory fee for graduate students 10.00 Entertainment fee 1.50

All fees are payable at the time of registration.

Refund of Fees

Formal application for withdrawal must be made to the Director of the Summer School and permission granted or no remission of fees will be allowed.

Students who withdraw within the first week of the Sum¬ mer School will be reimbursed two-thirds of the tuition fee, one-half the laboratory fee, and charged at the rate of $5.00 a week for board, if board has been paid in advance for the entire session.

Students who withdraw after the first week will be reim¬ bursed only for board.

[16] Board and Lodging

Summer School students may obtain ample lodging and boarding accommodations on the campuses of Morehouse Col¬ lege and Spelman College. Two large modernly equipped dor¬ mitories for men will be open at Morehouse College, and the women's dormitories at Spelman College will be available for women. The dining-hall of Spelman College will be used for the Summer School. Board and room may be secured by men and women for $27.00 for the six weeks, if paid in advance. Board for less than six weeks will be $5.00 a week.

Students living in the dormitories are required to furnish sheets, pillow cases, spreads, and towels. Those who wish dormitory reservations should send the tui¬ tion fee with their applications. All checks and money orders in payment of fees and board for the Summer School should be made payable to the Atlanta University Summer School.

[17] General Information

Registration Registration on June 13 will be conducted in the main read¬ ing room of the Atlanta University Library. Registration day is Monday, June 13. All students who expect credit are required to register on that day, and remain through the entire six weeks. Students registering after June 13 will be required to pay one dollar and fifty cents ($1.50) for late registration.

Registration for either college or graduate credit will not be permitted after June 16.

Grades

The Summer School uses the following grading system: A indicates work of excellent quality: B indicates work of good quality; C indicates work of fair quality: D indicates work merely passing: E indicates a condition; F indicates failure.

Academic Credit

Students who comply with the entrance requirements may obtain credit toward the certificates and degrees offered by At¬ lanta University, Morehouse College, Spelman College, Atlanta School of Social Work, Clark University, Morris Brown Col¬ lege, Gammon Theological Seminary. A session of the Sum¬ mer School is equivalent to approximately one-fifth of a school year. The average program should consist of six hours, and no student is permitted to carry over seven hours for credit in college, and six hours in the graduate school. Students working for credit are required to register June 13 and remain throughout the six weeks of the Summer School. The final grade is based on classroom work and final examina¬ tions.

No graduate course will be given credit unless such course has been passed with a grade of A or B.

State Teachers Certificates

Teachers and prospective teachers desiring renewal, new or higher certificates may have their credits transferred to the State Department of Education at the end of the Summer School. The reorganization of the public school system of the State makes it imperative for teachers to secure their rating through

[18] the State Department of Education. One aim of the Sum¬ mer School is to assist in raising the standard of the teachers of the State. Consequently, teachers will find a wide range of subjects covering the academic and professional requirements.

The bulletin on certification, with full information with reference to qualifications for all the State certificates, may be secured from the Director of Certification of the State Depart¬ ment of Education, Atlanta, Georgia.

Lectures, Receptions, Special Entertainment The Summer School offers, in addition to regular classroom work, opportunities for general development in the form of lectures and entertainments. Series of lectures by members of the faculty and others will be given. Receptions, entertain¬ ments, and teachers’ conferences will be given for students. Games and athletic contests will be arranged by the Depart¬ ment of Physical Education. Aside from the regular chapel ex¬ ercises, a series of organ recitals will be given.

Schedules of concerts, entertainments, excursions and lectures will be posted on the Bulletin Boards.

Summer Theatre

Unique in southern summer schools is the opportunity af¬ forded students at the University to see five plays offered dur¬ ing the fifth season of the Atlanta University Summer Theatre.

The purpose of the summer theatre is to encourage interest in dramatics and enable the summer school community to en¬ joy a group of well-acted and well-produced plays. The com¬ pany is composed of members of the faculty and students who have had some previous experience in the theatre.

Student Health

The MacVicar Hospital of Spelman College has been con¬ verted into an infirmary for Spelman College, Morehouse Col¬ lege and Atlanta University students. The infirmary is open during the Summer School, and students have the constant super¬ vision of the regular staff of College physicians and nurses.

Boarding students are charged a medical fee of $1.50, which entitles them to medical advice and service in the Infirmary in the case of temporary illness. A nominal fee will be charged for special treatment and protracted illness. SPECIAL FEATURES

Curriculum Laboratory

In cooperation with the Georgia statewide program of curri¬ culum reorganization, Atlanta University is again sponsoring a Curriculum Laboratory where teachers, supervisors, and prin¬ cipals may have an opportunity to study the fundamental phil¬ osophy, aims, objectives, and methods of the modern curricu¬ lum, and learn curriculum-making procedures by actual experi¬ ence with the methods which the student later will use with curriculum-making groups in his own school and community. The curriculum laboratory will be directed again this summer by Mr. L. F. Palmer, of the State of Virginia; Mrs. Helen A. Whiting, Supervisor of Negro Elementary Schools, State of Georgia; and Miss Hattie Feger, of the faculties of Spelman College and Atlanta University. Mr. Palmer is principal of the Huntington High School, Newport News, Virginia, and is a graduate of the University of Michigan with the degree of A.B. He holds the degree of master of arts from Hampton Institute. Mr. Palmer has had an opportunity to participate on a statewide basis in many cur¬ riculum studies and curriculum revision programs. Thus he brings to our curriculum laboratory not only a large body of fundamental theoretical knowledge of modern curriculum meth¬ ods, but also a rich practical experience in the application of these principles to public school problems. Mrs. Helen Whiting, a graduate of Columbia University with the master’s degree and an experienced teacher, supervisor and author, will bring to the curriculum laboratory, as a result of her experience as Supervisor of Negro Elementary Schools, a keen insight into the practical problems of the improvement of teaching in the State of Georgia. Her assistance, therefore, will be of inestimable value, especially to those students taking the course Program-Making in Terms of the Georgia Curriculum. Miss Feger is a graduate of the University of Cincinnati with both the degrees of B.S. and M.A. She brings to the curriculum laboratory from her work as a public school teacher and a college teacher of education a rich experience with curriculum revision programs.

In connection with the Curriculum Laboratory, courses will be offered in The Fundamentals of the Curriculum, and Program- Making in Terms of the Georgia Curriculum Program. The course in The Fundamentals of the Curriculum is an introduc¬

ed tory course in the fundamental philosophy, aims, objectives, and methods of the modern curriculum. It is open to adminis¬ trators and teachers in elementary and secondary schools, and to students preparing for teaching who arc sufficiently advanced in their preparation to profit by the course.

In the course on Program-Making in Terms of the Georgia Curriculum Program a special committee will spend the entire six weeks working on problems applying the principles of the new curriculum as outlined in the Georgia Program for the Im¬ provement of Instruction for high schools, rural elementary schools, and supervision of rural schools.

Progressive Education Demonstration School and Courses for Elementary School Teachers and Directors of Teacher Training

Progressive education is a world-wide movement. It is not a panacea rejecting accepted beliefs, adult judgments and traditions. Rather it is a new approach to the study of the child, with the belief that the development of his normal interests can supplement and stimulate the process of learning.

Atlanta University will sponsor during the summer session a Demonstration School, showing the practical application of progressive education principles and theories. The School is to be conducted in two buildings formerly used by the Chad¬ wick School adjoining the Spelman campus, and will be under the direction of Miss Hope Lyons, supervisor of student teach¬ ing, Miner Teachers College, Washington, D. C. She has had long experience both as teacher and as executive in traditional as well as in progressive schools, and in public and private schools. There will also be three teachers from the Atlanta University Laboratory Elementary School, Miss Elizabeth E. Lemon, Miss Hermese E. Johnson, and Miss Ruth Westmoreland.

Students will be given an opportunity to observe in detail the actual classroom working out of activities programs, and the work will be interpreted for them so as to make clear the edu¬ cational beliefs upon which the practices are based. Every ef¬ fort will be made to keep the work on a practical level so that

[21] students may be sure of gaining help in the solution of their own personal problems in the field of teaching.

Participation for a limited number of students in the work of the school may possibly be arranged.

The Progressive Education Demonstration School will con¬ sist of Nursery School, First Grade, Third Grade, Fifth Grade, and One-Room Rural School.

The Nursery School

As a special feature in the education of the pre-school child, the Nursery School will be conducted this summer under the guidance of Miss Pearlie Reed.

The Nursery School, with a staff of specialists, including the Director of the Nursery School, trained assistants, nutrition specialist, nurse, and physician, was opened by Spelman Col¬ lege in the fall of 1930.

It is now housed in the building formerly occupied by the Leonard Street Orphans Home, immediately adjoining the Spelman College campus. By means of a grant from the Gen¬ eral Education Board, this property was acquired by Atlanta University in the fall of 1936. Acquisition of this property has made it possible to care for one hundred children in the nursery school, and to enlarge considerably the work of the Atlanta University system in the fields of parent education, teacher training, observation, and research in child development.

Nursery Schools in educational centers serve a three-fold pur¬ pose. First of all, they provide an ideal environment for the child himself to reach the highest attainment possible both mentally and physically; they provide opportunities for his first social contacts, among children of his own age with simi¬ larities of aims and interests. Second, they help parents to un¬ derstand their own children since the observation of many children instead of one or two provides norms that make for objectivity of outlook not otherwise possible. Third, the Nurs¬ ery School provides a laboratory for the student where may be observed and learned good educational techniques to use with young children, techniques which are essentially basic and which can be applied to the educational field as a whole. The Nursery School considers the development of the whole child, and correlation is made with courses in home economics, courses in food and nutrition, courses in physical growth,

[22] courses in educational methods, in psychology, in sociology, and in community and family backgrounds. The work is designed as a preparation for better parenthood, and for vocational op¬ portunities in the field of nursery school teaching, public health programs, extension work in child care, parent education and nutrition work. Miss Reed will give, in connection with the Nursery School, courses in Child Development, Behavior Problems, Directed Observation in the Nursery School, and Research Problems.

One-Room Rural School

In connection with the training of rural school teachers, there will be open for observation and practice a model one-teacher school. The school, located in a rural community, will be di¬ rected by Miss Elizabeth Robinson, experienced as a one-room school teacher and a Jeanes Supervisor in Montgomery County, Georgia. The one-teacher school will offer to teachers and supervisors an opportunity to study the application of progressive education methods in a rural community. In connection with the school, Miss Robinson will offer courses in Directed Observation in Rural Schools, and in the Teaching of Science and Social Sci¬ ences in Elementary Schools.

Courses

In connection with the Demonstration School, Miss Lyons will give a course in explanation of the progressive methods used in the conduct of the classrooms. She will have the assist¬ ance of the entire staff of the School. By means of discussions, questions and investigations of various kinds, the courses will aim to give an understanding of the philosophy of progressive education.

The Demonstration School will begin at 8:00 in the morn¬ ing and will run until 12:00 noon. Students and classroom teachers may register for two hours of observation daily in one or two of the fields listed:

Nursery School Fifth Grade First Grade One-Room Rural School Third Grade Jeanes teachers, supervisors, and principals may register for shorter periods of observation in several of the fields above. Such persons are advised to arrange their hours after consulta¬ tion with the director.

The following courses will be offered:

*S405. Child Development MISS REED

*S408. Behavior Problems MISS REED

*S409. Directed Obesrvation in Demonstration School Miss Lyons and Associates

*S412. Research in Child Development MISS REED

*S415. Methods and Materials of Progressive Classroom Procedure Miss Lyons and Associates

S466. Directed Observation in One-Room Rural School MISS ROBINSON

(For description of courses see pages 31-33)

Institute for Teachers in Rural Shoots

The Summer School will hold, in connection with its course in rural education, an institute for teachers in rural schools.

The Institute will be extended over a period of two weeks. Its main purpose will be to instruct rural teachers and other rural workers in the ways of cooperating with county and home demonstration agents in carrying on boys’ and girls’ club programs and organizing community work among adults. Ex¬ cursions will be made to nearby rural communities for the pur¬ pose of observation.

Summer School of the Theatre

In connection with the 1938 season of the Atlanta University Summer Theatre, the Atlanta University Summer School will continue a school of the theatre, offering training for actors and directors. The University offers this training in the belief that there is need of better preparation of young men and women who are interested in working in the theatre, and that, in connection with the dramatic work of schools, churches, clubs, and com-

*Open to graduate and undergraduate students.

[24] munities, there are openings for those who are well-trained in the theatre arts.

The Summer School of the Theatre will be directed by Miss Anne M. Cooke, Director of Dramatics and the University Players in the Atlanta University system. She will be as¬ sisted by Messrs. John McLinn Ross, Owen Dodson, and James Butcher. Miss Cooke will not only bring to the Summer School of the Theatre a thorough technical training obtained from study at the University of Iowa, Chicago Art Theatre, Columbia University, Pavley-Oukrainsky School of Ballet, and the Yale University School of Fine Arts, but a rich practical experience both as a player and as a director with the Atlanta University Players. Mr. John McLinn Ross came to the Atlanta University sys¬ tem in 1935 with the Master of Fine Arts degree from the Yale University School of Fine Arts. He, too, in addition to his thorough technical training brings a rich experience both as a player and as a director. Since his connection with the Atlanta University System in 1935 he has been associated with Miss Cooke in directing the Atlanta University Players. Mr. Owen Dodson comes to us from the Yale University School of Fine Arts where he has been a student for the past two years. Mr. James Butcher, Assistant in English at Howard University, rendered valuable service to the Summer School of the Theatre during the summer of 1937. He returns to the School this summer to continue his valuable work in speech. Introductory and advanced courses will be offered in speech, acting, directing, theatre arts, and play selection. In connection with these courses students with special abilities may have the opportunity of acting and otherwise assisting in the Atlanta University Summer Theatre, which during the season will pre¬ sent five plays. A certificate will be given to those students who satisfactorily complete the course of study in two summers.

Library School for Teacher-Librarians

The American Library Association, in cooperation with the Atlanta University Summer School, is offering courses in library science for teachers who have the responsibility of the care and direction of libraries in elementary and secondary schools. The courses will be under the direction of Mrs. Ruth Theobald

[25] Young, formerly state school library supervisor for the state of Kentucky. Mrs. Young has had wide experience as a librarian, having held positions in the city of Cleveland as children’s librar¬ ian and as instructor of library work at Western Reserve Univer¬ sity. Thus she brings to the courses for teacher-librarians not only a valuable amount of fundamental technical knowledge but also a rich practical experience in the application of this knowl¬ edge to school library situations. Mrs. Young will be assisted by Mrs. Hallie Beachem Brooks of the Atlanta University Lab¬ oratory High School Library.

Among the topics to be discussed in the courses are: book selection and reference work for the elementary and secondary school, instructing pupils in the use of the library, and school library administration.

Emphasis throughout the courses will be given to practical applications of the principles of library science to the adminis¬ tration of school libraries in public and private elementary and secondary schools.

Enrollment in the courses will be restricted. Students should not come to the Summer School intending to enroll in the courses for teacher-librarians unless they have been previously admitted.

Ministers Institute

Atlanta University, in cooperation with Morehouse College, Gammon Theological Seminary, Morris Brown College, Spel- man College, Clark University, and the Atlanta School of Social Work, announces a two weeks' Ministers Institute to be held from June 13 to June 24. Courses designed to meet the needs of pastors and religious workers, irrespective of denomination, are to be offered.

This is the first combined effort of this character attempted in Georgia. With the cooperation of seven institutions of higher learning in the City of Atlanta and the leading denominations and religious organizations of the State, the Ministers Institute promises to meet the demand of pastors and religious workers for an opportunity for further training in their special fields of endeavor.

Board and lodging may be obtained on the College campus for $3.00 a week. The men will be lodged in a modernly equipped dormitory. The dining-hall of Spelman College will

[26] be used for the Institute. Students living in the dormitory are required to furnish sheets, pillow cases, spreads, and towels.

Registration on June 13 will be conducted on the first floor of Sale Hall on the campus of Morehouse College. Classes will be held in Sale Hall.

Advanced Courses for Ministers

Ministers attending the Ministers Institute who wish to con¬ tinue their studies for the full six weeks of the summer session, and who wish to receive credit toward a degree, will find courses offered in connection with the regular summer session in the departments of English, History, Sociology, and Religion which will meet their needs.

Summer School Post Offices

To facilitate prompt delivery of mail, it is suggested that all women attending the summer school and boarding on the cam¬ pus should have their mail addressed to them at Spelman Col¬ lege and all men in attendance and boarding on the campus should have their mail addressed to them at Atlanta University.

Information

For further information on any matter connected with the Summer School, address: The DIRECTOR, Atlanta University Summer School, Atlanta, Georgia. COURSES OF INSTRUCTION

The “S” (summer) before courses distinguishes the Summer School courses from those of the regular session. In the main, however, the courses are the same in content as corresponding courses in the regular catalogues; courses numbered S100-S199 are regularly opened to freshmen; courses S200-S299 to sopho¬ mores; courses S300-S399 to juniors, and S400-S499 to seniors. Courses numbered S500 and above are open only to graduate students.

All Atlanta University courses are numbered S400 to S599. Students should note carefully the prerequisites for advanced courses. The figure in parenthesis after each course indicates credit hours.

The Summer School reserves the right to withdraw a course if less than six students enroll for it.

Art

SI55. The Appreciation of Art. This course deals with the basic funda¬ mentals common to all works of fine art. Its purpose is to lay a sound and intelligent background upon which the student may base his judgment, under¬ standing and enjoyment of works of art. The course consists of lectures, gallery tours, reading assignments and the study of works of art themselves. For teachers of Art Appreciation this course is of immeasurable value. Five hours a week. (2). MR. WOODRUFF

S201-S202. Drawing and Painting. This course is arranged to meet the needs of both the art teacher and the art student. Its flexibility permits each student to pursue his objectives according to his individual needs and capacities. The work consists of drawing and painting in water color and oil; the prin¬ ciples of block printing are also included in this course. For the teacher of art, the trends and philosophies of present-day art education are dealt with as well as the methods of adjusting them to meet the particular situation and problem confronting the teachers; the student of art is offered the oppor¬ tunity to carry on his study of art according to whatever ability he may have. Ten or twenty hours a week. (2) or (4). Fee for materials $3.00. Mr. Woodruff

S205-S206. Intermediate Painting and Composition. Ten hours a week. (2). Mr. Woodruff

S305-S306. Advanced Painting and Composition. Ten hours a week. (2). Mr. Woodruff

[28] Biology

5153. Introductory Course in the Biological Sciences. The objectives of this course are: (1) to develop in the student a scientific attitude of mind by selection of suitable examples of scientific methods or procedures; (2) to make the student understand life and its relationship to the universe about him; (3) to encourage interest in the complex physico-chemical relationships in the organic world. The contents of the course are arranged in four main sections: (I) A brief survey of the animal kingdom calling attention to the variety and form of animals and their phylogenetic relationship, with emphasis upon the prob¬ able ancestry of man. (II) The dynamics of the complex physico-chemical relationships of the living organism, with emphasis upon man in health and disease. (Ill) Evolution of the Universe and man, heredity, the inheritance of human characteristics and the possibility of their improvement. (IV) Ecology; the relationship of living organisms to each other and to their physical environment, the distribution of animals and their social organiza¬ tion. Sections III and IV are studied in course SI54. Four lectures and six hours of laboratory per week. (2). Mr. NABRIT

5154. Introductory Course in the Biological Sciences. A continuation of SI53. Five hours a week. (2). Mr. NABRIT

S465-S466. General Physiology. A study of the properties and physico¬ chemical constitution of living matter; role of surface forces in living matter; permeability and related phenomena; viscosity of protoplasm; physiological effects of ions; bioelectric potentials; cataphoresis and electroendosmosis; hydrogen-ion determination; special activities—circulation, contraction, inhibi¬ tion, transmission in nerve, respiration, excretion, reproduction, endocrines. Prerequisites: Twelve hours of biology, one year of college physics, inorganic and organic chemistry. Lectures ten hours a week. Laboratory thirty hours a week. (6). Mr. NABRIT

Chemistry

S456. Physical Chemistry. General introductory survey of physical chem¬ istry. Some of the topics considered are: gas laws, change of state, chemical equilibrium, structure of matter, phase rule, electrochemistry, thermochemistry, spectroscopy, and their applications. Lectures, conferences, and laboratory work. Five lectures and ten hours laboratory. (2). Mr. HUGGINS

S501. Advanced Organic Chemistry. A review of the more common reac¬ tions met with in elementary organic chemistry, and a critical discussion of the electron theory of valence, tautomerism, molecular rearrangements and condensations. Lectures, five hours per week; laboratory, eighteen hours per week. (3). MR. HUGGINS

[29] S545-S546. Research in Chemistry. Prerequisite. Consent of Instructor. Mr. HUGGINS

Economics

5251. Theory and Principles of Economics. An introduction to funda¬ mental economic principles, together with a study of their practical appli¬ cation in the problems of American life and that of other industrial nations. Five hours a week. (2). MR. WILLIAMS

5252. Theory and Principles of Economics. A continuation of S251.

a Five hours week. (2) . MR. DEAN

S356. Economic Development of the United States. The economic life of the Colonial period will be presented; the agricultural era, with particular emphasis on westward expansion; the industrial age with emphasis on large scale organization and production. As the result of the evolution of business from the simple to more complex types, new labor problems have arisen. This study will present some of the recent trends of the labor movement in the United States. Five hours a week. (2). Prerequisite: Economics S252. Mr. WILLIAMS

S455. Money and Banking. The principles of money and banking with special reference to their functions in the present organization of economic society. Money and its attendant economic problems; credit, the Federal Reserve System, foreign and domestic exchange, the business cycle, and the general question of organized speculation in the money market; the history of banking both in this country and the more important countries of Western Europe. Graduate and undergraduate credit. Five hours a week. (2) . Mr. WILLIAMS

S465. Labor Problems. A study of the genesis and character of the malad¬ justments which constitute the modern labor problem; an historical survey of the labor movement in the United States and Great Britain in its various branches (unionism, legal enactment, producers’ and consumers’ cooperation), with emphasis on aims, structure and group psychology; the strategy of meet¬ ing the needs of the Negro industrial worker; current reform proposals and programs. Emphasis is placed throughout on contemporary issues and ac¬ complishments. Graduate and undergraduate credit. Five hours a week. (2). Mr. Dean

S483. Selected Topics in Economic History Since 1750. Materials taken from a survey of commerce, agriculture and industry since 1750 in Western Europe and America; a study of institutional change and secular growth in quantitative terms, with more emphasis upon technological and geographical factors than upon problems of statecraft. Graduate and undergraduate credit. Five hours a week. (2). Mr. DEAN Education

S219. Health Education. This course includes standards for the school; health examinations; exercises; health clubs; food problems; cleanliness; hygiene of mouth, eye and ear; mental hygiene; tuberculosis, malaria, and other diseases; evils of self-medication; accident prevention and first aid; exhibits and demonstrations. This course is outlined by the State Depart¬ ment of Education and is strongly recommended for public school teachers. Five hours a week. (2). MRS. ANDREWS

S254. Educational Psychology. This course deals with the laws of learn¬ ing with special reference to the mental processes stimulated by formal edu¬ cation and informal training. Five hours a week. (2). Mr. EaGLESON

S307. Children’s Literature. This course aims to familiarize students with a wide range of desirable books for boys and girls of various ages, abilities, and interests, and to guide students in building up a sense of values in the selection of books for different purposes. Five hours a week. (2). Mrs. Poole

S351. Educational Tests and Measurements. This course includes the theory of testing and experimental work with children of varying ages. Fee, $1.00. Five hours a week. (2). Prerequisite: Educational Psychology. Mr. WHITING

S405. Child Development. The development of children from two to five years of age; relation of mental growth to physical growth and to social aspects of child life; observation of nursery group and study of a particular child by keeping a diary record of his mental and physical development. Graduate and undergraduate credit. Five hours a week. (2). Prerequisite: General Psychology. MISS REED

5408. Behavior Problems. This course includes present theories of be¬ havior of children from infancy to adolescence; a critical study of the psy¬ chological, physical, and social elements contributing to the maladjustments of the individual; case studies showing the underlying causes for emotional and behavior difficulties; identification, prognosis, and treatment for behavior problems. Each student will work intensively on a special problem. Arrange¬ ments will be made for observation in the nursery school, day nurseries, and clinics. Graduate and undergraduate credit. Five hours a week. (2). Prerequisite: Approval of Instructor MISS REED

5409. Directed Observation in Demonstration School. Four Demonstration classes will be conducted as follows:

Nursery School Third Grade First Grade Fifth Grade

[31 Students will elect one of these classes, and a definite hour of the morning for observation. The arrangement for these details must be made with Miss Lyons at the first general conference. Students will spend most of the required observations in the grade chosen. Students who elected this course in previous summers may enter again for full credit provided that they reg¬ ister for observation in a different grade. One hour in the morning (8:00, 9:00, 10:00, 1 1:00). Two or four credits. MISS LYONS AND ASSOCIATES

S412. Research Problems in Child Development. This course is intended for advanced students who desire to pursue special investigation in the field of child development. Graduate and undergraduate credit. Five hours a week. (2). MlSS REED

S415. Methods and Materials of Progressive Classroom Procedure. An interpretation and discussion of observations made in the Demonstration School; the development of the theories and philosophy upon which pro¬ gressive educational classroom procedures are based; and helps in seeing how these procedures may be adapted to the needs and the local conditions of individual teachers. Students electing this course will be required to register for Education S409. Graduate and undergraduate credit. Ten hours a week. (2). Miss Lyons and Associates

5453. Elementary Statistics. A study of the elements of statistical method with special reference to educational problems. Graduate and undergraduate credit. Five hours a week. (2). MR. WHITING

5454. Administration and Interpretation of Mental and Educational Tests. A study of the detailed problems of administration, and the use and inter¬ pretation of the group mental and educational tests. Graduate and under¬ graduate credit. Five hours a week. (2). Prerequisite: Approval of Instructor. MR. WHITING

5463. High School Administration. This course will consider such prac¬ tical problems of the high school as are involved in administration. The problems chosen will be taken from actual experience. Those presented by the group will be given particular attention. In the consideration of these problems, basic principles of educational administration will be developed; experimental material contributing to the solution will be evaluated; practical implications will be observed and applications made. Graduate and under¬ graduate credit. Five hours a week. (2). Prerequisite: Approval of Instructor. Mr. McPHEETERS

i 5464. Special Problems of Rural Farm and Home Life. This is a special¬ ized course which sets forth vital problems of rural home and farm life, and some suggested activities for aiding in the solution of these problems. Gradu¬ ate and undergraduate credit. Ten hours a week. (4). Mr. BULLOCK 5466. One-Teachec Demonstration School. The demonstration school will provide opportunity for daily observation of progressive methods in the small rural school. Observers may see the actual practice of theory taught in theory courses in rural education. Five hours a week. (2). MISS ROBINSON

5467. Fundamentals of the Curriculum. This is an introductory course on the fundamental philosophy, aims, objectives and methods of the modern curriculum. It is open to administrators and teachers in elementary and secondary schools, and to students preparing for teaching who are sufficiently advanced in their preparation to profit by the course. No prerequisites for experienced teachers and school administrators; others must have the consent of the instructor. Graduate and undergraduate credit. Five hours a week. (2). Miss Feger

5471. Elementary Science and Social Studies in the Elementary Grades. This course offers suggestions for helping teachers to direct pupils, through elementary science and social studies, toward the solution of the following problems: the improvement of individual, home, school and community hygiene; the appreciation and control of the natural environment; under¬ standing and improving human enterprises and relationships. Five hours a week. (2). MISS ROBINSON

5472. History of Educational Thought. A critical evaluation of the writ¬ ings of educational thinkers from the earliest times down to the present, with the view of interpreting the significance of education of the times in which they lived. Graduate and undergraduate credit. Five hours a week. (2). Mr. McPheeters

5480. Teaching the Tool Subjects. A course to acquaint the teacher with the subject matter and teaching technique of tool subjects, such as, reading, spelling, writing, and arithmetic. Graduate and undergraduate credit. Five hours a week. (2). MRS. POOLE

5481. Methods and Materials in High Schools. This course is designed to aid high school teachers in selecting and organizing materials which deal with the “Seven Persistent Problems of Living’’ as outlined in the Georgia State Program for the Improvement of Instruction. It will also include sug¬ gestions and helps for presenting these materials to pupils in accordance with progressive trends in education. Graduate and undergraduate credit. Five hours a week. (2). Mr. PALMER

S488. Reading Materials and Devices. This course stresses the importance of reading materials and devices in the development of abilities to read for different purposes. Three grade levels—primary, intermediate, and junior high —are studied separately to determine reading problems characteristic of each

[33] level and the reading outcomes sought. Assignments, drills, informal tests, and standardized tests are critically studied with each grade level. Graduate and undergraduate credit. Five hours a week. (2). MRS. POOLE

S508. Modern Theories of Education. The course endeavors to construct an adequate working philosophy of education in modern society. Five hours a week. (2). MR. McPHEETERS

S535. Program-Making in Terms of the Georgia Curriculum Program. A special committee will spend the entire six weeks working on problems ap¬ plying the principles of the new curriculum as outlined in the Georgia Pro¬ gram for the Improvement of Instruction for: (a) high schools, (b) rural elementary schools, and (c) supervision of rural schools. Ten or fifteen hours a week. (4) or (6). MR. PALMER AND MRS. WHITING

S540. Vocational Guidance. A critical examination of the principles of vocational guidance and the application of these principles to the problems of vocational guidance in high schools for Negroes. Five hours a week. (2). Mr. Chivers

English and Dramatics

English

SI 51. Freshman Composition. First semester’s work. Narration and de¬ scription. Readings, themes, lectures, and conferences. Five hours a week. (2). Miss Neptune

SI52. Freshman Composition. Continuation of SI51. Exposition and argumentation. Readings, themes, lectures, and conferences. Five hours a week. (2). MISS NEPTUNE

5251. Survey of English Literature. First semester’s work. Beowulf to Milton. Lectures, readings, papers. Five hours a week. (2). Prerequisite: English SI51-SI52. MR. LINDSAY

5252. Survey of English Literature. Continuation of S251. Dryden to Kipling. Lectures, readings, papers. Five hours a week. (2). Prerequisite: English S251. Mr. LINDSAY

S403. Play-writing. A study of the principles of play-writing. Open only to students who have written at least one play. Five hours a week. (2). Prerequisite: Approval of Instructor. Mr. DODSON

[34] 5423. The Romantic Poets. A study of the rise and triumph of the Romantic Movement in English Literature, its causes, its nature, and its flowering in the poetry of the early nineteenth century, as a background for the intensive study of the major Romantic poets. The philosophic and literary precursors of the Movement in the eighteenth century are studied chiefly for their contribution to the growth of the Romantic Revolt, and Wordsworth is studied as the central figure most completely embodying its principles and its spirit. Most of the time in the course is given to an intensive study of the works of the principal Romantic poets, Wordsworth, Coleridge, Byron, Shelley, and Keats, including the critical theory of Words¬ worth and Coleridge. The purpose of the course is to give an understanding of this significant movement in English Literature and an acquaintance with the work of its representative poets, and to develop a discriminating appre¬ ciation of their poetry. Graduate and undergraduate credit. Five hours a week. (2). Mr. Hill

5424. Victorian Poetry. A study of the poetry of the Victorian Age with Tennyson and Browning as the two greatest figures of the period, but including also the work of the other Victorian poets, like Mrs. Browning, Arnold, and Clough, and the Pre-Raphaelites, Rossetti, Morris, and Swin¬ burne. The poetry is studied as an expression of the life and thought of the age, with its social, industrial and religious unrest. An attempt is made also to develop, through its study, a sound appreciation of good poetry. Graduate and undergraduate credit. Five hours a week. (2). Mr. HILL

5453. Anglo-Saxon. A study of Old English Grammar, with readings. Graduate and undergraduate credit. Five hours a week. (2). Mr. Tillman

5454. Chaucer. An introduction to the language and poetry of Chaucer. The minor poems and the Canterbury Tales. Graduate and undergraduate credit. Five hours a week. (2). MR. TILLMAN

S462. Shakespeare. A critical and appreciative study of Shakespeare as dra¬ matist and as poet. About half of the plays and all of the poems are read. Specific plays are given intensive study. Some acquaintance is made with Shakespeare criticism. To know Shakespeare’s writings, to understand his development as a dramatist, and to develop a sense of what constitutes excel¬ lent drama and great poetry—these are the aims of this course. Graduate and undergraduate credit. Five hours a week. (2). Mr. HlLL

S470. Nineteenth Century Prose. During the 193 8 session, attention will be given to the later currents of nineteenth century thought with special ref¬ erence to the changes which followed the rise and triumph of Romanticism.

[35] The problems of the period 1832-1900 will be used as background for the study of Macaulay, Carlyle, Ruskin, Newman, Arnold, Pater and Stevenson. Graduate and undergraduate credit. Five hours a week. (2). Miss Neptune

S483. Age of Johnson. An appreciative study of the significant essays, drama, and poetry reflecting the temper of the last half of the eighteenth century. The development of sentimentalism, the opposition of neo-classicism, and the influence of Johnson, his quality as writer and critic and his contri¬ bution to English literature, will be constantly stressed. Five hours a week. (2). Mr. Lindsay

S502. Milton. A study of Milton as the great representative of the Puritan movement which dominated the life and thought of the mid-seventeenth cen¬ tury. Milton’s English poetry will be read entire, the early poems, Paradise Lost, Paradise Regained, and Samson Agonistes; of the prose, the most im¬ portant of the ecclesiastical, political, social and educational works will be studied. Lectures and conferences. Five hours a week. (2). Mr. Tillman

Dramatics

S301. Speech. This beginning course aims at a standard of speech under- standability. Through regular practice in breathing and projection of the voice, and the articulation of faulty speech sounds, the student should be made aware of his voice as an instrument for communication. Required of all students in summer theatre school. Five hours a week. (2). Mr. BUTCHER

5304. Theatre Arts and Laboratory. A general survey of the production machine. All students will have the opportunity to do practical work on the staging of productions as well as the theoretical work in the classroom. Five hours a week. (2). MR. ROSS AND Mr. BUTCHER

5305. Play Selection. The study of the principles involved in the selec¬ tion of suitable plays for production in particular situations. Students will collect plays to meet their own production needs. Five hours a week. (2). Miss Cooke and Mr. Dodson

S307. Acting. The course in acting coordinates the work in speech and movement. It is to follow through all the steps involved in the creation of a character and make a study of the different techniques involved in the major types of plays. Students will be expected to prepare for class presentation a variety of types of roles. Open to students majoring in Acting. Five hours a week. (2). MISS COOKE

[36] S308. Directing. Students will consider the selection, casting and rehears¬ ing of plays suitable to their particular needs. Each student will direct one exercise or problem in each of the following: Stage Composition, Picturiza- tion, Pantomime. Open to students majoring in Directing. Five hours a week. (2). MR. ROSS

S403. Play-writing. A study of the principles of play-writing. Open only to students who have at written least one play. Five hours a week. (2). Prerequisite: Approval of Instructor. MR. DODSON

5405. Advanced Acting. A continuation of the elementary course with special emphasis on the preparation of long roles, with attention to ensemble acting, and make-up. Five hours a week. (2). MISS COOKE

5406. Advanced Directing. This course will take up the methods used in directing comedy, tragedy, melodrama and farce. Dramatic values in rela¬ tion to all plays will be discussed. Attention will be given to simple prob¬ lems in make-up. Five hours a week. (2). Mr. ROSS

5407. Advanced Speech. Practical training for each student in developing the voice. Students will interpret selections from a variety of literary forms. Five hours a week. (2). MR. DODSON

French

S1 5 1. Elementary French. First Semester. Thorough and detailed drill in the fundamentals of French pronunciation and grammar and in self-expression in written and oral French: easy reading: simple conversation. Ten hours a week. (4). MR. LLOYD

SI 52. Elementary French. Second Semester. A continuation of the first semester, with further emphasis on the spoken language and self-expression in French. Five hours a week. (2). Prerequisite: Half year Elementary French. Mr. LLOYD

SI 53. Intermediate French. First Semester. Rapid review of French gram¬ mar: idiomatic expressions: reading of more difficult texts with exercises: conversation: practice in writing friendly and business letters. Five hours a week. (2). Prerequisite: French S151-S152 or two years of high school French. Mr. Lloyd

SI 54. Intermediate French. Second Semester. Reading: review of French grammar. Five hours a week. (2). MISS GETER S204. Intermediate Composition and Conversation. A course designed for those who have had little practice in speaking and writing French. It aims to accustom the ear and vocal organs to the sounds of French, and to give the student a practical command of the language. Special stress will be placed on systematic training in pronunciation, grammar and idiomatic construction. The exercises in dictation, translation, and oral and written composition will be based on material aiming to acquaint the student with characteristic features of French civilization. Five hours a week. (2). MR. JONES

S455. Advanced Composition and Conversation. A course for students having some experience in writing French. It aims to improve oral and written expression and aural comprehension. Special stress will be placed on free composition. The students will present oral and written reports based on stories chosen from modern authors and on articles selected from various periodicals. There will be constant drill in phonetics, syntax and diction. Small groups will be arranged for practice in French conversation. Graduate and undergraduate credit. Five hours a week. (2). MISS GETER

S457. French Civilization. A resume of the development of the French nation, emphasizing the works of genius and the expressions of French culture in each century from the middle ages up to the present. Special attention is given to contemporary France and its institutions. Graduate and undergradu¬ ate credit. Ten hours a week. (4). Mr. JONES

S508. French Romanticism. A course designed to trace the development of the Romantic Movement in French literature from its origins in the eigh¬ teenth century to its full expression in the poetry, drama and novel of the nineteenth century. Five hours a week. (2) . MISS GETER

German

5151. Elementary German. First semester. A study of grammar and thought idioms; reading, simple oral and written compositions. A study of life and customs in Germany, its literary and musical culture. Dramatization of simple incidents and traditional customs. Ten hours a week. (4). Mr. Volz

5152. Elementary German. Second semester. A continuation of SI 51 with further emphasis on the study of grammar and thought idioms; reading; simple oral and written composition. Study of life and customs in Germany, its literary and musical culture. Dramatization of simple incidents and tradi¬ tional customs. Five hours a week. (2). Mr. VOLZ

[38] S202. Intermediate German. Second semester. Review of grammar and advanced idioms. Oral and study of written compositions on German geog¬ raphy, history, and literature; poems and songs of Luther, Schiller, Goethe; the present situation in Germany. Special attention is given to vocabulary building, free composition, and conversation. Practice in writing friendly and business letters. Five hours a week. (2). MR. VOLZ

History and Government

European History

SI 51. Early Europe. Stress is laid upon territorial changes, constitutional developments, internal reforms, and other economic and social phenomena. Five hours a week. (2). MR. CURRY

SI 52. Modern Europe. Recent and contemporary European History. Spe¬ cial emphasis is placed upon European expansion in South America, Africa and the Far East. Five hours a week. (2). MRS. CURRY

S251. English History. A survey of English History from its earliest times to the present. Special attention is given to the growth of nationality, the development of constitutional government, and the rise of imperialism. Five hours a week. (2) . MR. CURRY

S31 1. Medieval History. The development of Europe from the decline of the Roman Empire to the fourteenth century with emphasis on institu¬ tional and cultural aspects. Five hours a week. (2). MRS. CURRY

S33 IB. Negro History. This course is a study of the Negro in ancient, medieval, and modern Africa. Five hours a week. (2). MR. LOGAN

S408. Europe from 1870 to 1914. A study of the shifting alignment of political parties with the spread of socialism and the influence of modern industrial development. An intensive study is made of the international rela¬ tions of the period. Graduate and undergraduate credit. Five hours a week. (2). Mr. Logan

S421. Europe Since 1914 and Current Affairs. This course deals thor¬ oughly with the immediate background for and the events of our own times. Graduate and undergraduate credit. Five hours a week. (2). Mr. Logan

S551. Seminar in Philosophy of History. Individual research in the typical theories of history developed in the nineteenth and twentieth centuries, such

[39] as, the economic, cyclical, aristocratic, religious and synoptic views. Five

a hours week. (2) . Prerequisite: Approval of Instructor. Mr. SCHERMERHORN

American History

S252B. American History. A general survey of United States history from 1 865 to the present. Five hours a week. (2). Mr. BACOTE

S463. America From 1492 to 1775. A survey of the transplanting of European culture and institutions to the New World and of the relations of the colonies to the British government to 1775. Graduate and under¬ graduate credit. Five hours a week. (2). Mr. BACOTE

S465. America From 1828 to 1865. A study of the plantation systems; Negro slavery; social and political philosophy of the South; rise of democ¬ racy; anti-slavery movement; and the contest for American nationality. Graduate and undergraduate credit. Five hours a week. (2). Mr. BACOTE

Government

5201. An Introductory Study of National and State Government in the United States. Comparison of different forms and types of government with their elements of weakness and strength. Five hours a week. (2). Mrs. Curry

5202. City and County Government in the United States. Five hours a week. (2). Mr. CURRY

Home Economics

S306. Infant Care. The course deals with problems relating to maternity and infancy and the causes and prevention of infant mortality. A study is made of the care of mother and child. Five hours a week, (2). Mrs. Andrews

S405. Child Development. The development of children from two to five years of age; relation of mental growth to physical growth and to social aspects of child life; observation of nursery group and study of a particular child by keeping a diary record of his mental and physical development. Graduate and undergraduate credit. Five hours a week. (2). Prerequisite: General Psychology. MISS REED

[40] S408. Behavior Problems. This course includes present theories of be¬ havior of children from infancy to adolescence; a critical study of the psy¬ chological, physical, and social elements contributing to the maladjustment of the individual; case studies showing the underlying causes for emotional and behavior difficulties; identification, prognosis, and treatment for behavior problems. Each student will work intensively on a special problem. Arrange¬ ments will be made for observation in the nursery school, day nurseries, and clinics. Graduate and undergraduate credit. Five hours a week. (2). Prerequisite: Approval of Instructor. MISS REED

S412. Research Problems. This course is intended for advanced students who desire to pursue special investigation in the field of child development. Graduate and undergraduate credit. Five hours a week. (2). MISS REED

5502. Advanced Food Problems. This course is designed for students who have had a good undergraduate background in chemistry and biology. It will include a study of the physical and chemical structure of food stuffs with special reference to scientific cookery. Discussion of current literature will form a part of the course. Ten hours a week. (2). MISS KlTTRELL

5503. Nutrition of Infancy and Childhood. This course deals with the nutritional needs of infants, pre-school children and school children. Nutri¬ tional disorders will be studied in children. A special study will be given to pre-natal life as it relates to the physical development of the child. Students wishing to enroll in this course should have a general knowledge of Human Physiology and Organic Chemistry. Five hours a week. (2). MISS KlTTRELL

5515. Related Art Problems. Principles discussed and problems worked out relating to costume and house furnishing design. Craft projects which are adapted to school, club, and community center activities. Five lectures and ten hours of laboratory per week. (2). MISS ARDUSER

5516. Advanced Home Planning and Furnishing. Exteriors and interiors studied for their design and suitability. Problems in selecting and arranging household furnishings from the standpoint of function and good taste. Pres¬ ent tendencies in the national housing movement. Five lectures and ten hours of laboratory per week. (2). MISS ARDUSER Library Courses for Teacher-Librarians

These courses are for school librarians and teachers in charge of school libraries. Only persons in library service or under appointment to positions in school libraries are eligible. The courses are planned to cover the essentials of school library ser¬ vice and will take the full time of the student. No other courses may be taken. A maximum credit of 6 semester hours will be allowed to students completing the course satisfactorily. The classes will be limited to 25 and no one should come to the Sum¬ mer School expecting to enroll in these courses without making previous arrangements to enter.

Courses

S361A. Book Selection. A course covering the best books in various fields; recreational reading for young people; books of special Negro interest. Five

a hours week. (2) .

*361B. Book Selection. A continuation of S361A. Five hours a week. (2). Mrs. Young

S362A. Reference Work. A course in the use of the basic reference books in a school library. Five hours a week. (2). MRS. BROOKS

*S3 62B. Reference Work. A continuation of S3 62A. Five hours a week. (2). Mrs. Young

S3 63A. School Library Administration. The arrangement and care of the school library, instruction of pupils in the use of the library, the use of pamphlets, clipping and picture material, the training of student assistants. Five hours a week. (2). MRS. YOUNG

*S363B. School Library Administration. A continuation of S363A. Five hours a week. (2) .

Mathematics

SI51. Introductory College Mathematics.. An effort is made in this course to correlate closely the essentials of algebra, trigonometry, analytic geometry, and elementary calculus. In addition to the correlation of the material for

*Open only to students who are attending the Library School for the second summer.

[42] these subjects, the course seeks to show many applications of mathematics in other fields of endeavor. It is organized around three fundamental concepts: (a) the concept of a function; (b) the concept of an equation; (c) the con¬ cept of a locus. Five hours a week. (2). Mr. DANSBY

SI52. Introductory College Mathematics. A continuation of SI 51. Five hours a week. (2). Mr. DANSBY

SI58. Plane Analytic Geometry. Rectangular, oblique, and polar co-ordi¬ nates in the plane. The relation between a curve and its equation. The algebra of a variable pair of numbers and the geometry of a moving point. Applications to the properties of straight lines, circles, conic sections, and cer¬ tain other plane curves. Five hours a week. (2). Prerequisite: College Algebra and Trigonometry. Mr. BOGGS

5211. Differential Calculus. Five hours a week. (2).

Prerequisite: Mathematics SI58 or concurrent registration in Mathe¬ matics SI58. Mr. Boggs

5212. Integral Calculus. Five hours a week. (2). Prerequisite: Mathematics S2 11. Mr. BOGGS

S3 14. Limits and Series. A study of existence, evaluation, and properties of limits; the convergence and divergence of series of constants and of func¬ tions; and the expansion of functions into series. Five hours a week. (2). Prerequisite: Mathematics S211-S212. Mr. DANSBY

5517. Studies in the Foundations and Point Sets. Further study in the foundations, geometric representation of an axiom-system. Introduction to point sets. Elementary properties of point sets: limit points, connectedness, theorems. Definition of a metric and of a Hausdorif space. Ten hours a week. (3). Mr. BOGGS

5518. Higher Plane Curves. Point and line singularities, curve tracing, polar theory of curves. A great deal of attention is given to a study of the cubic and quartic curves. Ten hours a week. (3). Mr. DANSBY

Music

S151. The Development of Music. A rapid survey of the growth of music from primitive periods to modern times and with special emphasis upon the choral music of the sixteenth century and the instrumental music of the eighteenth and nineteenth centuries. The Carnegie Music Set, containing a

[43] thousand phonograph records, and a large library of books and scores of master works will be available for this course. Five hours a week. (2). Mr. Harreld

S253. Music Theory for Public School Teachers. Elementary music theory, scales, chord building, harmony, sight singing, ear-training, voice culture, materials and chorus directing. Equipment needed by the school music teacher. Five hours a week. (2).

Prerequisite: An elementary knowledge of sight singing or piano. Mr. Harreld

S350. School Methods. course Music A designed for teachers needing a review of the elements of music. Special attention given to methods and materials. Five hours a week. (2). MR. HARRELD

Philosophy

S452. Modern Philosophy. A survey of modern systems from Descartes to Kant consisting of detailed analyses of the major thinkers of the period and the dialectical relationship of their respective schools. Five hours a week. (2) . Mr. Schermerhorn

S45 6. Social Philosophy. A review of the leading principles animating contemporary social movements and institutions, particularly fascism, com¬ munism, capitalism, and democracy. Graduate and undergraduate credit. Five hours a week. (2).

Prerequisite: Approval of Instructor. Mr. SCHERMERHORN

S55 1. Seminar in Philosophy of History. Individual research in the typi¬ cal theories of history developed in the nineteenth and twentieth centuries, such as, the economic, cyclical, aristocratic, religious and synoptic views. Five hours a week. (2).

Prerequisite: Approval of Instructor. Mr. SCHERMERHORN

Physical Education

S352. Organization and Administration of Physical Education. The ob¬ ject of this course is to familiarize the student with the essential facts con¬ cerning the methods of organization and administration of the Physical Edu¬ cation Department in elementary schools, high schools and colleges. Five hours a week. (2). MR. FORBES S353. History and Principles of Physical Education. A study of the his¬ torical development of physical education activities and movements, and the contributions made by Greece, Germany, Sweden, England, and America. Five hours a week. (2). Mr. FORBES

S453. Athletic Coaching and Officiating. This course aims to present the fundamentals in coaching and officiating the major sports. Theoretical work in the class room is supplemented by practical experience on the athletic field and in the gymnasium. During the 1938 Summer Session consideration will be given to football and basketball. Open only to men. Five hours a week. (2). Mr. Forbes

Psychology

S251. General Psychology. The nervous system; sensation and organs of sense; the facts of consciousness; and relation of psychology to philosophy and education. Five hours a week. (2). Mr. EAGLESON

S517. Advanced Educational Psychology. This study will deal with the following elements of educational psychology: physiological basis of learning, native equipment, habit formation, perception learning, feelings and emo¬ tions, associative learning, memory and imagination, the learning process and the application of the principles of learning to education. Five hours a week. (2). MR. EAGLESON

Religion

S450. The Church and Society. In this course we study the fundamental principles of the Christian religion, the adjustment of the early Church to the social conditions in contemporary life, the function of the Church today in the solution of social problems, problems of industry, interracial life and race relations. Five hours a week. (2). Mr. HUBERT

Sociology

S251. Introductory Sociology. A course especially planned to give the stu¬ dent beginning his college work in sociology the broad background necessary for the advantageous pursuit of advanced courses. Its emphasis is to en¬ courage realistic and profitable thinking regarding social processes and prob¬ lems. Five hours a week. (2). Mr. CHIVERS S456. Social Philosophy. A review of the leading principles animating contemporary social movements and institutions, particularly fascism, com¬ munism, capitalism, and democracy. Graduate and undergraduate credit. Five hours a week. (2). Prerequisite: Approval of Instructor. Mr. SCHERMERHORN

S467. Survey Course in the Social Sciences. An orientation course for ad¬ vanced students planned to provide and encourage an understanding of the philosophies underlying the interplay of social and economic factors in man's group life. Lectures, reading, reports, and discussions. Graduate and under¬ graduate credit. Five hours a week. (2). Prerequisite: Approval of Instructor. Mr. REID

S480. Contemporary Social Problems. This course is designed to analyze the theoretical bases of social problems and the specific remedies that have been applied to their treatment. Special attention will be given to the prob¬ lems of the Negro, and to the social and economic problems of the South. Lectures, discussions, and reports. Graduate and undergraduate credit. Five hours a week. (2). Mr. REID

S509. Social Psychology. A study of the psychology of the individual in its relation to his group environment. Special investigations, field work and reports. Five hours a week. (2). Mr. CHIVERS

Applied Sociology

S3 15. The Family. The history, purpose and problems of the family with special attention to the elements and social conditions influencing family life and some of the organized efforts for family conservation. Five hours a week. (2). MISS McGlLL

S350. The Handicapped Child. A discussion of the special problems of the blind, deaf, crippled and feeble-minded child and the child of unmarried parents—the nature of the handicap and facilities for overcoming it with emphasis on the integration of the handicapped person into society. Five hours a week. (2). MISS McGlLL

S355. Social Legislation. A course dealing with the social aspects of mod¬ ern legislation with particular emphasis on public welfare and social security provision in the United States. Five hours a week. (2). Mr. JACKSON

S433. Program Planning for Young People’s Croups. This course will consider the methods of discovering group interests and special abilities of young people, the correlation of these with environmental needs, and the tech- nique of planning programs for young people’s organizations with such definite goals in mind as social consciousness, good character and cultural appreciation. Five hours a week. (2). MR. JACKSON

Courses of Instruction in Ministers Institute

The Beginnings of the Gentile Church. This will be a survey of the Book of Acts with special emphasis on the rise of the Gentile church as the disciples were scattered abroad from Jerusalem because of persecution, and on the part played in this by Paul, first, as persecutor, and then, as missionary. Mr. Clelland

The Church School. In this course attention will be given to the history of the church school, its function in the moral and religious development of the individual, its coordination with the total work of the church, its superdi¬ vision, improvement in leadership, program and organization. Mr. COAN

Rural Church. We shall study the function of the rural church in the south¬ ern agricultural areas, giving special attention to the task of the church relative to the labor problem. Special study will be given to the tenant farmer. The preparation of the pastor as a constructive leader in a changing community will claim chief consideration. MR. HUBERT

Homiletics. A study of the place and value of preaching. Principles of sermon construction, illustrative material, outlining, preparation and presen¬ tation of sermons. Mr. BORDERS

American Christianity. This course will give the rise and development of the American churches from the colonial period to the present. A study will be made of the important place the American churches have held in the total life of America. Mr. TALBERT

[47]