Although in 1915 there was no drama education in Methodist colleges and universities in Texas, today all Methodist schools of higher education in Texas have at least course offerings in drama. Southern Methodist University was one of the first Methodist schools to offer such courses which began with the hiring of Mary McCord to teach public speaking in September, 1915. The problem of this study is to explain the contributions of Mary McCord to the development of drama education at Southern Methodist University. It is recommended that the development of the department after Miss McCord retired be examined, that the students taught by Miss McCord who chose theatre as their life's work be interviewed about the effect of her training on their careers, and that a thorough study of the McCord Theatre Collection be undertaken.

The purpose of the investigation was to collect information from ninety representative art museums in Europe and North America, with visits made to forty-five and a validated questionnaire sent to the others; to study their research-oriented publications as to contents; and to organize the data so that they would be of value to graduate art students. Although this information will be of value to scholars, undergraduate students, and museum personnel, the study was restricted to the graduate art student because some museum libraries restrict their facilities to this educational level.

The problem with which this study was concerned was that of evaluating and comparing of locus of control scores and interpersonal distance among the institutionalized and non-institutionalized mildly retarded populations. The hypothetical assumptions specifically stated that the institutionalized retardates will be more externally oriented, will show a greater interpersonal distance towards stimuli with no specific expectancies. In view of the findings of the study, the following recommendations are offered: 1. Determination and evaluation of locus of control in retardates may be a useful technique in assessing their personality and understanding their psychological needs. Several investigators have been attempted with neurotics and subjects with character disorders, but none is reported with retarded populations. Such information may contribute to planning and programming for this particular group. 2. Determination of the retardates' interpersonal space may be an important approach in assessing their personality structure. Such studies have been conducted with the emotionally disturbed children, schizophrenics and normal subjects; however, none has been conducted with retardates. 3. The instruments used for this study have been designed for and standardized on samples of normal populations. To achieve more accurate results, these instruments should be designed for and standardized on a sample consisting of retarded subjects. …

This study investigates the effects of isotonic and isometric exercises on heart rate and blood pressure and seeks to determine the relationship of these effects to physical work capacity.

The purpose of this study was to determine attitude and attitude change toward,student teaching as expressed by students who were pursuing certification to teach speech and/or drama courses in the public school at the secondary level.

The problem of this study is to see if there is more symbolic language transfer by autistic children in an untrained matching situation if there has been previous training on similar matching situations. The purposes of the study are twofold. The first is to see if subjects will make a motor sign response untrained to an object if the word for the object has been trained to the motor sign response and to see if they will make a motor sign response untrained to a word for an object if they have been trained to make the response to the object named. The second is to see, if transfer occurs, whether the order presentations of object and word are a factor.

The purposes of this study are to identify and describe the function and control of facial muscles as related to sound production on brasswind instruments, to explore electromyographic theory and techniques with particular regard to the function and control of facial muscles, to identify basic theories of embouchure among brasswind teachers and performers, to develop a theory of brasswind embouchure based upon the preceding factors, and to propose recommendations with regard to brasswind pedagogy. Existing theories of embouchure were investigated by reviewing the extensive brasswind pedagogical literature, and by interviewing teachers representing two widely differing views. Electromyographic kinesiology of facial muscles was investigated as follows: a description of facial muscles was formulated by collating anatomy books; related electromyographic literature was reviewed; eloctromyographic recordings of facial muscled during, the performance of various facial muscle tasks and during brasswind performance were made using indwelling fine-wire electrodes. The following fundamental questions were raised: (1) What are the elements of brasswind embouchure, and what is the effect of each upon performance? (2) Is there a single embouchure mode which may be considered most efficient, and if so, what facial muscles are involved, and how may they be trained?