SR_DPI_DNE_Special_Subject_File_B5F1_Durham_NC_College_Negroes

Degree of B. S. in Commerce

The requirements for this degree shall be the completion of 192 quarter hours, or 128 semester hours, of college work. The qualitative and other special requirements shall be the same as those for the A. B. and B. S. Degrees.

The minimum prescribed work for this degree shall be credit for: English . . . . . . . . . . . . . . . . . 18 quarter hours Language . . . . . . . . . . . . . . . . 18 quarter hours Social Science . . . . . . . . . . . . . 27 quarter hours Science . . . . . . . . . . . . . . . . . 9 quarter hours Mathematics (Recommended) . . . . . . . . 9 quarter hours Special Subjects, as indicated in outline of Curriculum for Degree of B. S. in Commerce.

Curriculum for Degree of B. S. in Commerce

Freshman Year

English . . . . . . . . . . 9 q.Hrs. History . . . . . . . . . . 9 q.Hrs. Int. Accounting . . . . . . 9 q.Hrs. Stenography . . . . . . . . 8 q.Hrs. Typewriting . . . . . . . . 3 q.Hrs.

Select 9 q.Hrs. from:

Mathematics Language Science

Sophomore Year

English . . . . . . . . . . . . . 9 q.Hrs. Economics . . . . . . . . . . . . 9. q.Hrs. American Government . . . . . . . 3 q.Hrs. Commercial English . . . . . . . 2 q.Hrs. Advanced Accounting . . . . . . . 6 q.Hrs. Stenography . . . . . . . . . . . 4 q.Hrs. Typewriting . . . . . . . . . . . 3 q.Hrs.

Select 12 q.Hrs. from:

Psychology Language Science Mathematics Sociology

Junior Year Senior Year Economic & Com. Geography . . . . . 9 q.Hrs. Cost Accounting . . . . . . . . 6 q.Hrs. Public Speaking . . . . . . . . . . . . 3 q.Hrs. Auditing . . . . . . . . . . . . 3 q.Hrs. Commercial Law . . . . . . . . . . . . 3 q.Hrs. Advertising and Publicity . . . 3 q.Hrs. Money and Banking . . . . . . . . . . 3 q.Hrs. Business Organization and Administration . . 3 q.Hrs. Office Training . . . . . . . . . . . . 2 q.Hrs. Insurance . . . . . . . . . . . 3 q.Hrs. Stenography . . . . . . . . . . . . . . 3 q.Hrs. Transportation . . . . . . . . 3 q.Hrs. Typewriting . . . . . . . . . . . . . . . 2 q.Hrs.

Select 23 q.Hrs. from: Select 24 q.Hrs. from: Psychology Psychology Education Education Language History English English History Language Science Sociology

Beginning with the Freshman Year, Spelling and Penmanship will be required (without credit) until the student is proficient in those subjects. Where there is the remotest possibility that one will want to teach Commercial Education in high school, it is strongly urged that the Education and Psychology required for a Commercial Certificate to be taken.

SURVEY OF NORTH CAROLINA COLLEGE FOR NEGROES DURHAM NORTH CAROLINA

RALEIGH NORTH CAROLINA February 11 th 1928

SURVEY OF NORTH CAROLINA COLLEGE FOR NEGROES DURHAM NORTH CAROLINA

Two primary considerations enter into what an institution of higher learning should attempt to do. These considerations are (1) the aim and function of the institution, and (2) the resources at the institution's command. The first consideration would determine, in an ideal manner, the curriculum and experience which would be open to the students; the latter is a practical situation and will, in the final analysis, determine how nearly an institution may attain its ideal. In the light of these two considerations this report is made.

Function of the Institutions What is the function of the North Carolina College for Negroes? For what purpose was it created? As an answer to these questions it seems that one should look to the Act which created the college. In the Preamble one reads: "Whereas the number of negro high schools is increasing, and whereas the supply of well trained negro high school teachers and principals is inadequate, even to meet present needs; and whereas, there is a growing desire among negroes for a liberal college education: Therefore,"

If we interpret the preamble correctly, the North Carolina College for Negroes was created to provide a state institution where the ever increasing number of high school graduates could have an opportunity for higher education. The nature of that education would be such as to provide adequately and effectively high school teachers for the high schools of the State, and to give that

education which is universally recognised as liberal and cultural. We gold the ideal preperation of a high school teacher not to be incompatible with a liberal education. In our judgnent, then, an adequate training for teaching in the high schools would comprehend essentually everything that would enter into a liberal education. We are proposing, therefore, the thesis that the chief function of the North Carolina College for Negroes is the preparation of teachers for the high schools of the State. What are the fields of training that would be represneted in the preparation for high school teaching. The whole high schole curricula would include: English, Mathematics, Science, History, Language, Agriculture, Home Economies, Commerce, Music and Manual Arts. The individual teacher should be prepared in two of these fields. What is there in a liberal education that would not be represented by these bodies of knowledge? Ass to these Psychology and Education and you have all that is required for the training for high school teaching. Shall the North Carolina College for Negros attempt to prepare for all these high school fields? Clearly the institution should not try to train teachers of Agriculture and Manual Arts. Such teachers shouls be trained at A. and T. College, Greensboro. If that institution were were coeducational, it would be the logical place for the training of Home Economics Teachers; but, as now chartered and organized, that would not be possible. As we see it, then, ultimately the North Carolina College for Negroes should be the institution that would train for all types of high school teaching, except Agriculture and Manual Arts.

Emmediate Aim of the Institution While that would be the ultimate goal, what should be the immediate