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 | University of Virginia annual announcements, with a catalogue of the officers and students of the University of Virginia |  |
LITERARY DEPARTMENT.
WILLIAM E. PETERS, LL. D., Professor of Latin.
MILTON W. HUMPHREYS, M. A., Ph. D., LL. D., Professor of Greek.
M. SCHELE DE VERE, Ph. D., J. U. D., Professor of Modern Languages.
JAMES M. GARNETT, M. A., LL. D., Professor of English.
GEORGE FREDERICK HOLMES, LL. D., Professor of Historical Science.
NOAH K. DAVIS, M. A., Ph. D., LL. D., Professor of Moral Philosophy.
WM. H. PERKINSON, Ph. B., Instructor in Modern Languages.
ROBERT S. RADFORD, Instructor in Latin and Greek.
SCHOOL OF LATIN.
Prof. Peters.
The School of Latin is divided into two classes, Junior and Senior.
Junior Class.—A student who is able to read Cæsar or Virgil, and
has a proper acquaintance with the Forms, is prepared to enter this
class. The class begins with Sallust, or a writer of like difficulty. Systematic
attention is given to the study of the Forms. The Syntactical
work is the study of the Case-relations, the exact force of the Tenses,
and a consecutive outline of the connections in which the Subjunctive
Mood is required. Principles and facts explained are applied by frequent
exercises in Latin Composition. The reading is confined to
selected portions of Sallust, Cicero, Livy, and Horace. A limited
amount from each author is prescribed for private reading. For the
examinations, passages are selected for translation from the Latin assigned
as private reading. There are two examinations—the Intermediate,
held about the middle of the session, the Final, at its close. The
examinations are conducted in writing.
Senior Class.—This class commences with Juvenal or Livy, and
reads during the session selected portions of Juvenal, Livy, Cicero, Seneca,
Tacitus or a play of Plautus. The Case-relations are reviewed, and
the Syntax of the Verb is systematically presented. Latin versification is
theoretical acquaintance with this subject is insufficient. Prompt identification
and correct recitation of every variety of Latin verse is insisted
upon. A very prominent place is assigned to Latin Composition, as an
indispensable means of acquiring an exact knowledge of the Language.
Portions of the authors read in the Lecture-room are designated as
parallel and private reading. The object of parallel reading is to enable
a student to acquire a more copious vocabulary than is furnished
by the limited amount of Latin read in the Lecture-room, and to afford
a wider field for the application of the principles explained in the Lectures.
In this class there are two examinations — one occurring about
the middle of the session, the second at its close. The examinations
are conducted in writing. For the second or Final examination, passages
for translation are selected partly from the parallel and partly
from Latin which the class has not read. In this class due attention
is given to Roman History and Literature.
Text-Books.—Any approved editions of the authors above named.
Grammars:—Gildersleeve's, Syntax of the Verb by the Professor, Printed Lectures
by the Professor on the Latin Cases and Versification.
History:—Liddell's, with Long's or any approved Atlas.
Literature:—Bender's, as a Hand-book and Guide, supplemented by Lectures.
Sanskrit.—The Professor will also give instruction in the elements
of Sanskrit whenever a sufficient number of students desire it.
SCHOOL OF GREEK.
Prof. Humphreys.
The School is organized in three classes, the Junior, the Intermediate,
and the Senior. The method of instruction is by lectures, by daily
examination upon the matter of the lectures and upon assigned portions
of the text-books, and by written and oral exercises.
A full knowledge of the regular Attic inflections and some experience
in translation are necessary as a preparation for the Junior
Class. Two books of Xenophon's Anabasis, or some suitable equivalent,
may be regarded as a proper amount of preparatory reading.
Diligent students inadequately prepared often make good progress with
the aid of a Licentiate. (See p. 75.)
The Junior Class is intended to give a practical familiarity with the
simpler Attic prose. The Grammar is rapidly but carefully reviewed;
for translation into Greek, sentences are given out which involve the
vocabulary and the idioms of the Greek texts studied. The authors
read are Xenophon (parts of the Memorabilia and of the Cyropedia),
and Lysias. The Geography and Political History of Greece are
taught in this class.
The Intermediate Class, for which the Junior course, or some
equivalent, is the appropriate preparation, continues the study of Attic
prose usage, and gives an introduction to authors of great literary importance
who wrote in other dialects. Weekly exercises for translation
into Greek are given, each a passage of simple but idiomatic English
based on a Greek author. Selected portions of the Grammar are
closely studied and the whole syntax is reviewed. The authors read
are Lysias, Herodotus, and Homer. Instruction in Greek Antiquities
is given in this class.
The Senior Class demands such attainments as may be acquired in
the two lower classes, or an equivalent. The main purpose of the instruction
is to introduce students, as far as practicable, to the masterpieces
of the literature of Athens. The authors read this session are
Demosthenes, Plato, Sophocles, Thucydides, Aristophanes, and the
fragments of the Lyric Poets. The Syntax of the Greek Verb is discussed,
and courses of lectures are given upon Metres and the History
of Greek Literature. The weekly exercises are partly based on ancient
authors and partly taken from standard English writers.
Text-books.—Liddell and Scott's Greek Lexicon, Veitch's Greek Verbs, Hadley's Greek
Grammar, Goodwin's Greek Moods and Tenses, Smith's History of Greece, Fyffe's Primer
of Greek History, Tozer's Primer of Ancient Geography, Mahaffy's Primer of Greek Antiquities,
and the Teubner (or Weidmann) text editions of the authors read. The Junior Class
uses Goodwin's Grammar.
For each class a course of private reading is prescribed.
The state of preparation of a student joining the school may often
make it expedient to take two classes at once.
In the examination of candidates for graduation, all the subjects
taught in the School are involved, and the passages set for translation
are selected from the classic writers at will.
Hebrew.—Elementary instruction in Hebrew is given when the demand
for such instruction is sufficient. During the present session
such instruction is given by Rev. James M. Rawlings, the Licentiate
in Hebrew.
SCHOOL OF MODERN LANGUAGES.
Prof. Schele De Vere.
The subjects taught in this School are as follows:
1. The French, German, Spanish, and Italian languages. A number
of classic and of modern authors are read in the class, to practice the
pronunciation, to acquire facility in prompt rendering of the foreign
idiom, and to appreciate the literary beauties of eminent writers. A
much larger number of works, mainly by modern authors, are expected
to be read privately, in order to acquire that familiarity with
foreign writers which enables the student to judge of the difference in
style and diction in individuals, and in various periods of literature.
At every meeting of the class, moreover, a lecture is delivered, and
to a large extent illustrated by examples and quotations, written on the
blackboard, so that the eye and the ear may mutually assist each other.
In these lectures the Grammar and the Syntax of each idiom is discussed
in a manner varying according to the state of preparation of
each class. The treatment is mainly historical: the words, the sentences
and the general structure being exhibited as they gradually
developed themselves from the earliest efforts made by the infant nation
to the highest results obtained in its so-called Golden Age.
These lectures are again accompanied by weekly exercises, translations
from the vernacular into foreign idioms. They furnish the Professor
with evidence of the success or want of success with which he
has tried to explain the rules and the usages of each language. After
having been carefully marked, they are returned to the student, and
then written, in correct form, on the blackboard. The Professor, as he
writes there, accompanies them with a running commentary on the
various rules that have been violated or misunderstood.
At stated intervals the Professor reads aloud, so as to train the ear;
at others, he dictates extracts from foreign writers for the same purpose.
After the classes have become somewhat familiar with the language
they are given a series of lectures treating of the History of the idiom.
Its forms, its structure and its spiritual characteristics are carefully
traced through the different periods of their history, and minutely compared
with each other. This gives an opportunity for instruction in
the fundamental rules of the Science of Language, to which much attention
is given. These lectures are followed by another course on the
Literature of each idiom. The different periods of the literature are
works of the principal writers of each age. The parallelism between
the national growth of a people and its literary proficiency is constantly
pointed out.
After each lecture the Professor remains some time in the lecture
room to meet informally such students as desire additional information.
Diplomas of graduation are conferred in each of the four languages
named above; and upon the student who succeds in French and German
a diploma of graduation in the School of Modern Languages is
conferred.
2. The study of Anglo-Saxon is mainly pursued in its aspect as the
mother of English, furnishing the student the means of tracing the
history of his native tongue from its earliest beginning. Much attention
is given to the illustration of the history of words, their birth,
their fate under the rule of the Norman, and their subsequent modifications.
Whilst the student is furnished with a key to the rich and
historically invaluable literature of our forefathers, he is at the same
time given an opportunity to learn the inner nature, the inherent power
and the right to supremacy awarded to his native tongue. Extracts
from Anglo-Saxon writers are read, and the bearing of their works on
the history of our race is explained.
Certificates of Proficiency are conferred in Anglo-Saxon.
The following text-books are used in the several languages:
French.
Junior Class.—The Professor's Grammar and First Reader, Whitney's Grammar, Télémaque,
Saintine's Picciola, Masson's Dictionary.
Senior Class.—The Professor's Grammar, Brachet's Grammar, Molière, Racine, Voltaire,
Taine's L'Angleterre, Masson's, Gasc's, or Littré's Dictionary. A course of private reading
is prescribed. Prof. J. A. Harrison's French Syntax is recommended.
German.
Junior Class.—Whitney's Grammar, Whitney's Reader, Schiller's William Tell, Whitney's
Dictionary.
Senior Class.—Whitney's and Wilmans' or Frauer's (German) Grammar, Whitney's
Dictionary, Schiller's Works, Gœthe's Torquato Tasso and Faust, Jean Paul's Flegeljahre.
A course of private reading is prescribed.
Spanish.
The Professor's Grammar, Seoane's Dictionary, Velasquez' Reader, Breton's La Independencia,
Don Quijote, Calderon's El Principe Constante, Lope's Estrella de Sevilla, Ticknor's
History of Spanish Literature. In default of the Professor's Grammar, now out of print,
Knapp's Spanish Grammar will be used.
Italian.
Cuore's Grammar, Foresti's Reader, Manzoni's I Promessi Sposi, Tasso's Gerusalemme
Liberata, Pellico's Le Mie Prigioni, Petrarca, Dante's La Divinia Commedia.
Anglo-Saxon.
Shute's Manual of Anglo-Saxon, or Sweet's Primer, The Professor's Studies in English,
March's Anglo-Saxon Grammar (for reference), the Anglo-Saxon Gospels.
SCHOOL OF ENGLISH.
Prof. Garnett.
Instruction in this School is given in three classes:
I. The Class of Early English.—In this class the historical and
philological study of the language is pursued, the class beginning with
its oldest forms, and tracing the language, by the study of specimens
through its different periods to the formation of modern English. After
a thorough study of the grammar, selected pieces of Old and Middle
English prose and poetry are read, both in class and privately, with a
view to acquiring a philological knowledge of the origin and structure
of English. Lectures on the position of English in the Indo-European
family of languages, and on the history of the language, are also given,
Text-books.—Sweet's Anglo-Saxon Reader; Morris and Skeat's Specimens of Early English,
Parts I and II, or Sweet's First and Second Middle English Primers. For reference.—
Cook's Sievers's Grammar of Old English; Kington-Oliphant's Old and Middle English.
II. The Class of Modern English.—In this class the study of the
later language, i. e., from Chaucer, is pursued, and Shakspere is made a
special subject of study. The critical study of a play of Shakspere,
with private reading of about one-third of the plays, is followed by similar
study of selected works of later authors. Lectures on the history
of the Elizabethan drama and on the history of the later language
are given.
Text-books.—For 1888-'89, Romeo and Juliet (Rolfe's edition); Dowden's Shakspere
Primer; Abbott's Shaksperian Grammar; Hale's Longer English Poems, Lounsbury's History
of the English Language. For reference.—The Globe Shakspere and Fleay's Shakspere
Manual; Keltie's British Dramatists.
III. The Class of Rhetoric and English Literature.—In this
class the principles of Composition and Rhetoric are first studied, and
then the study of the history of English Literature is taken up. Along
with study of the text-books, selected works of authors are assigned
on each subject are given in connection with the text-books.
Text-books.—Genung's Practical Elements of Rhetoric; Nicoll's Landmarks of English
Literature; Ward's English Poets. For reference.—Minto's Manual of English Prose Literature;
Saintsbury's Specimens of English Prose Style.
Each class meets twice a week, and may be attended separately; but
graduation in I. and III., or II. and III., will be necessary for a diploma
in the School.
N. B. Books marked "For reference" are used at the option of the
student.
CORCORAN SCHOOL OF HISTORICAL SCIENCE.
Prof. Holmes.
In this School are two classes—one of General History, the other
of the Processes of Historical Change. Either class may be taken
separately, or either branch of the latter class.
I General History.—In this class the story of advancing civilization
is followed through the succession of the leading nations, from the
commencement of authentic and continuous history to the Age of
Revolution still in progress. An effort is made to impress the vital
connection of nation with nation, of generation with generation, and of
anterior with ensuing conditions of historical development. The rise,
the decline and the fall of States are referred to their causes. The political,
intellectual and social condition of the people in the more prominent
periods is carefully expounded; and the sources of their power
and prosperity, or of their weakness and impoverishment are noted, so
far as the necessary limitation of the subject will permit. The object
contemplated is to present the human family in History as an organic
unity, all of whose parts at all times, and through all successions, are
thoroughly interdependent.
Text-books.—Smith's History of Greece; Merivale's History of Rome (abridged by Puller);
Gibbon, History of the Decline and Fall of Rome (abridged by Smith); Lodge, Modern History;
Labberton's New History and Historical Atlas.
II. The other class embraces Political Economy and the Science of
Society, Political Economy being considered as a subordinate branch of
social investigation.
I. Political Economy.—In the treatment of this department of knowledge,
there is no rigid adherence to the school of Smith, Ricardo, and
of productive inventions and productive operations is steadily regarded.
Attention is paid to the inquiries and criticism of Thornton, Cairnes,
Jevons, etc.; and the altered views propounded by Laveleye, Walker,
and the school of the Cathedrists are duly considered.
Text-book.—Mill's Political Economy (abridged by McLaughlin). For consultation.—
Walker's Political Economy (advanced course).
2. Science of Society.—The latter half of the course in this class is
devoted to the Science of Society.
In this is prosecuted the investigation of the laws and movements, the
growth, decay and constitution of Societies, in the different phases and
stages of social development. The necessary organic functions of society
are studied in their several forms. They are also regarded in their reciprocal
relations and in their conjoint action in successive forms of civilization.
All systems are interpreted: no ideal constitution is contemplated.
The course is descriptive of processes by which experienced
results have been obtained: not speculative in advocacy of theoretic
dreams.
The Class is dependent on notes on the Lectures, as no text-book exists.
SCHOOL OF MORAL PHILOSOPHY.
Prof. Davis.
There are two classes, best taken in two successive sessions:
I. The class in Logic studies Deductive Logic, Inductive Logic, and
Applied Logic. Two lectures a week.
Text-books.—The Professor's Logic, Mill on Induction, Whately's Rhetoric, Jevons's Principles
of Science.
II. The class in Philosophy studies Psychology, Ethics, and History
of Philosophy. Three lectures a week.
Text-books.—The Professor's Psychology, Hamilton's Metaphysics, Janet's La Morale,
Lotze's Grundsätze der Praktischen Philosophie, Kant's Theory of Ethics, Ueberweg's History
of Philosophy.
GRADUATE COURSES.
School of Latin.—This work is intended for students who desire
to pursue their Latin studies beyond the requirements for graduation.
The value of the course to a student who proposes to teach, or who desires
to equip himself for original investigation in the language, cannot
him with the language in its several periods. An extensive course of
reading is prescribed, and subjects for independent investigation are from
time to time assigned. The Lecture-room exercises consist in translation
and the discussion by the student of the passage translated. He is
invited to propound such questions to the Professor, or to a member of
the class, as he would to a pupil. In addition, a careful translation
from some one of the best Latin prose writers is prepared, and the student
is required at once to write on the blackboard his Latin rendering
of it, and to give his reasons as well for the periods as for the syntactical
constructions employed. Though it requires at least two years to
complete this course, yet one year given to it abundantly repays the
student, as the greater part of the first year of the course is devoted to
the Archaic period of the language, which cannot be considered to any
great extent in the course for graduation.
School of Greek.—This course is designed primarily for those who
intend to become teachers of the classical languages, and who desire
a thorough introduction to Greek philology as a part of their professional
equipment. With such students the professor will read and
discuss the more difficult Greek authors. Courses of private reading
are marked out, including important text-books and monographs; and
by systematic lectures, as well as by constant supervision and advice,
the professor will aid and direct the student's endeavors. As an exercise
in the independent investigation of philological problems, each
student is from time to time expected to prepare a paper, discussing
thoroughly some topic selected by himself. Constant practice is given
in Greek composition.
School of Modern Languages.—Graduates in this school who wish
to extend the study of any one of the idioms there taught (including
Anglo-Saxon) beyond the limits of the under-graduate course, and candidates
for the degree of Doctor of Philosophy, are expected to do the
following work: They will read additional foreign authors, pursue the
study of Comparative Philology till mastery is secured, and write
monthly essays on kindred subjects, which must give proof of original
research. A thorough knowledge of at least one ancient language,
and graduation in two modern languages, are deemed prerequisite.
Candidates for honors will, however, have the choice between the
two methods of comparing idioms—either by tracing out the kinship
as the Romance, the Germanic or the Slavic, in their lexical, grammatical
or psychological nature; or by comparing with each other the different
aspects borne by one and the same idiom in its successive periods
of life. The writings of Diez, Hovelacque, Sayce, Max Müller, and
others, are carefully studied; and the final result of the whole course
of study is to be shown in a concluding dissertation specially written
for the degree, and evidencing original thought.
School of English.—In this School two separate graduate courses
will be arranged to suit the needs of those students who desire to pursue
further either philological or literary studies. The former will comprise
the further study of Anglo-Saxon and Middle English works,
especially of Anglo-Saxon poetry, or the study of Gothic and the comparative
grammar of the Teutonic languages. The latter will comprise
the study of some distinctive period in English literature, or of some
particular writer, or writers, including the political, social, and literary
characteristics of the age under consideration. In each course a thesis
will be required, giving evidence of independent private study of some
subject cognate with the course pursued, in addition to such examinations
as may be advisable. The selection of the course and subject is
left to the student himself, under guidance of the Professor.
School of Historical Science.—The graduate course in this School
for the degree of Doctor of Philosophy will be varied from year to year,
but will always be designed to train the student in original research
and systematic exposition of the results. Some historical period, with
the accompanying social, political and intellectual development of the
people, will be made the subject of study. Such instructions and directions
as may be required to render these pursuits efficacious will be
given throughout the session.
School of Moral Philosophy.—The history of philosophy, ancient
and modern, with a special study of Aristotle and Kant.
N. B. Graduation in a School is prerequisite to admission to the advanced
Graduate Course of that School.
| University of Virginia annual announcements, with a catalogue of the officers and students of the University of Virginia | |