Springfield College offers several standard courses
which are high grade and professionally well or-
ganized. Its faculty is exceptionally well trained and
competent and it has been greatly strengthened in
the past few years, especially in the liberal arts and
sciences. Springfield emphasizes programs of study
which are culturally sound, socially significant, and
vocationally purposeful.

1. Health and Physical Education—for teaching,
coaching, and administration in schools and colleges.
Each student in this field also prepares for teaching
an academic subject in any one of the various social
sciences and natural sciences.

2. Health and Physical Education—for leader-
ship and administration in social agencies, especially
the Young Men’s Christian Associations.

3. Recreation—for program directors and execu-
tives in private and public recreational centers. A
special pamphlet describing this field of study is now
available on request. Majors in recreation may
emphasize either the skill fields (such as physical
education or music and art) or group work ad-
ministration in social agencies.

4. Group Work—for program directors and ex-
ecutives in agencies devoted to character and
citizenship, such as the Young Men’s Christian
Associations, Boys’ Clubs of America, Boy Scouts
of America, settlements, churches, adult education
centers. These social agencies stress informal edu-
cation which supplements the formal education of
the public schools.

5. Religious Education and Pre-theological Edu-
cation—for directors of church schools, youth pro-
grams, and allied social and recreational activities

 

To College with a Purpose

under church auspices, as well as preparation for
graduate study in schools of theology and full-time
service in the ministry.

6. Counseling and Guidance—for educational,
vocational, and personal counselors and technical
experts in schools and social agencies, including
preparation for working with delinquents and in
correctional institutions.

7. Teacher Education—for preparation as teach-
ers in secondary schools:

a. Social Science (economics, government, his-
tory, sociology, separately or together);

b. Natural Science (biology, chemistry, phys-
ics, separately or together) ;

c. Social Science or Natural Science com-
bined with substantial “minors” in Health
and Physical Education, Counseling and
Guidance, Recreation, or Group Work.

8. Pre-Medical and Pre-Dental Education (con-
centration in sciences)—leading to entrance into ap-
proved medical and dental colleges with which
Springfield College has established relationships
through successful achievements of its graduates.

9. Pre-Business Administration—for men who
wish to enter graduate schools of Business Admin-
istration, after a thorough grounding in the social
sciences in a two to four year undergraduate
program.

10. Academic (Non-professional) Majors — in
Biological Science, Physical Science (physics and
chemistry), English, Social Sciences (economics,
government, history, sociology), Psychology, Re-
ligion and Philosophy—leading to graduate study
for a variety of professional and scholarly careers.

 

 

Youth and the Future
(Continued from Page 2)

6.. Delinquency and youthful crimes. Through desirable social
welfare there must be reduction of deficiencies in the social environ-
ment which produces delinquency and in addition there must be intelli-
gent, socially-minded care of youth who have become enmeshed in
the law.

7. Citizenship. ‘“Democracy’s ultimate safeguard is the enlight-
ened conscience of the citizen. . . . It must depend upon the moral
integrity of the people.” The ‘Ways of Democracy” must be learned
through books, through discussion, by example, and with opportunity
for practice. Emotional appreciation and acceptance of the origins
and strength of our nation, its richness of material resources, its
variegated peoples, etc., are acquired virtues.

Dorothy Canfield Fisher has contributed a final chapter, entitled

“Meaning for Life,” which catches up the recurring themes of the
Report and interprets their spiritual significance. The prime need
of American youth is for spiritual orientation.

Alumni—friends of Springfield—students—reread this sketchy re-
view, read the whole volume. Here is something exciting. Here is
validation of the Springfield College purpose and program. Here is
a new demonstration of our educational charter. Youth and the
Future tells us what our job is and gives positive suggestions as to
how we can go about accomplishing it. It tells us how to win the
war and win the peace.

Each of us has a duty in making the war-time Springfield a greater
and more useful Springfield. Each of us has an obligation to help
make Springfield College a real servant of youth in the world
through the impact it makes upon the young men who tread its
campus in the process of preparing themselves for “Careers in
Youth Leadership.”