2.6 Lloyd Lionel Gaines, Lincoln University Junior Class Portrait, 1933-34

When the summer of 1935 rolled around, Gaines was contemplating his next step. He was graduating in August, with honors no less, and he was pondering a career. After graduation, he filed papers with placement office at Lincoln but he could not find an immediate position. Although he minored in education, Gaines was not primarily searching for a teaching position.

2.5 Charles W. Florence, 10th President of Lincoln University, 1931-37.

Gaines studied History and Education at Lincoln and was frequently seen in Memorial Hall chatting with his mentors in the History Department, Drs. W. Sherman Savage and Lorenzo Greene about his future after graduation.

2.4 W. Sherman Savage, Lincoln University History Professor, 1921-60

Gaines studied History and Education at Lincoln and was frequently seen in Memorial Hall chatting with his mentors in the History Department, Drs. W. Sherman Savage and Lorenzo Greene about his future after graduation.

A collection of the most approved pieces of music from various authors: transcribed while member of Harvard University, from July 1789 to July 1793

John Pierce kept this journal while he was a student at Harvard College. It consists of manuscript musical scores with annotations indicating the occasions at which the music was performed. These occasions included commencements, public exhibitions and Dudleian lectures. A note indicates that one anthem was prepared by Samuel Holyoke at Pierce's request, to be performed at Pierce's class commencement exercises, held on July 13, 1793. Several annotations were made in May 1794, the year following Pierce's graduation. There is a table of contents on the last page.

Changing Attitudes And Expectations In A University Setting: A Case Study

First and second year students enrolled in a four-year movement education based university Physical Education program completed a questionnaire regarding their expectations on entering university. In addition, graduates of the program were interviewed, one year after graduation, with regard to their understanding of and attitude towards movement education and how these had developed relative to their overall degree program. Most students had no knowledge of movement education prior to entering the program and the selection of this particular program was simply coincidental with their desire to pursue physical education. Whereas the students did participate in an activity course and a theory course in Year 1, it was only when participating in a Year 2 movement course which combined theory and practice within the same course that students recognized the movement base of the content. The progress of the students through the program reflects distinct declarative and procedural stages in knowledge development followed by an ability to generalize that knowledge a conceptual stage. The real understanding of movement education came as the students were required to teach movement education to students, children, and other groups.

Graduation banquet of 9th class April 1943

Judge Advocate General's School graduation banquet

Regulations concerning admission readmission scholastic and graduation requirements.

Mode of access: Internet.

Requirements for graduation.

Mode of access: Internet.

The class of 1844, Harvard college, fifty years' after graduation.

Mode of access: Internet.

Rutgers '76 : twenty-five years after : a souvenir of the twenty-fifth anniversary of the graduation from Rutgers college, N.J., of the class of 1876. 1876-1901.

Preface signed: H.M.C. [i.e. Henry Miller Cox]

UM Men's Glee Club in graduation caps & gowns, 1890-91

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