 | University of Virginia record March, 1911 |  |
EDUCATION.
1. School Administration.—This course is arranged for principals
and for teachers who are in charge of schools. Conditions in Virginia
and the South will furnish the basis for much of the class discussion.
The main topics treated in the course will be the care of
the school-child's health, including the hygiene of buildings, equipment,
discipline, defects, disease; the mission of public schools in a
democracy; the problems of State and local administration; school
revenues and expenditures; the selection, pay, and improvement of
teachers; the elementary school and its course of study; the secondary
school and its course of study; grading and promotion; reports; vocational
education; the relations of school and home.
Text-Book.—Dutton and Snedden's Administration of Public Education.
Daily, from 9:30 to 10:30. Professor Heck. Rotunda, Room 5.
2. School Management, Methods, and Hygiene.—This course is
arranged for teachers and principals and is a survey of present theory
and practice regarding the teacher's relations to the school. The
course is based on two books selected by the Virginia Board of School
Examiners as required reading for teachers for 1911-12. The
members of the class will be expected to own copies of these texts
and to use them in preparation for class discussion. One of the purposes
of the course is to prepare teachers to take a leading part in
reading circles and institutes in their counties or cities. Some of the
education; course of study; grading and promotion; daily program;
recitation; assignment of lessons; pupils' study; methods of teaching;
habit and character; school discipline; location, building, and decoration
of schools; lighting, ventilation, and heating; hygiene of seats,
desks, and other equipment; cleaning, contagious diseases, physical
education, eyes, ears, breathing passages, fatigue.
Text-Book.—Colgrove's The Teacher and The School; Book on
School Hygiene to be selected.
Daily, from 10:30 to 11:30. Professor Heck. Rotunda, Room 5.
3. School Management and The Curriculum.—This course is intended
for teachers and principals who wish to know more of the
interior management of the best schools of the country. The work
will be confined to the practical needs of the members of the class.
The following topics will be considered: organization of the school—
grading, examination and promotion of pupils; school government—
mechanizing, routine, movement of classes, incentives, punishment;
curriculum and daily program—study periods, recitation, recreation;
the teacher—individuality, rights, duties, etc.; the principal and his
relation to the teacher; recesses and playground supervision; the
social life of the school—entertainments, athletics, etc.; the school
as a social center—parents, lectures, etc.; school libraries; decoration
of school rooms and grounds.
Text-Books.—Bagley's Classroom Management; McMurry's Course of
Study in the Eight Grades.
Daily, from 3:30 to 4:30. Professor Woodley. Rotunda, Room 5.
4. Problems and Principles of Secondary Education.—In this
course some of the topics to be considered will be: the function of
the high school and the direction of its activities towards the solution
of its peculiar problems; the relation of the high school to the
elementary school and college; recent tendencies in public high
schools; high school discipline; adolescence and its bearing upon
high school problems; obligations and relations to social needs; support
of high schools; examination, grading, promotion and similar
problems of high school supervision; school practice in foreign
schools as compared with that of American schools; a brief sketch
of the history of secondary education in America so far as it bears
upon present-day problems.
Daily, from 3:30 to 4:30. Professor Hart. Rotunda, Room 6.
5. Matter and Method in the High School.—In this course an attempt
is made to develop and apply criteria for the selection and
valuation of studies in building up a practical course of study for
high schools of various grades. The place and importance of each
subject in the curriculum will be discussed. The relative worth of
the topics within the several subjects will be presented. Principles
of special method will be developed and applied to certain high
school subjects. Students will be expected to specialize in the
methods of teaching the subjects with which they are most familiar.
Text-Book.—Brown's The American High School.
Daily, from 8:30 to 9:30. Professor Hand. Rotunda, Room 5.
6. Principles of Teaching and Educational Psychology.—The following
topics will be treated: the aim of education and the place of
education in the social organism; formal discipline; the fundamental
instincts and capacities; attention; interest and effort; play, work, and
drudgery and their relation to school work; individual differences as
related to the differentiation of instructional methods and management;
association and habit formation; memory as affecting the organization
of the experience of the learner and the correlation of
cultivation of the emotions; motor activity in school work.
Text-Books.—Thorndike's Principles of Teaching; Bagley's Educative
Process.
Daily, from 9:30 to 10:30. Professor Martin. Rotunda, Room 6.
7. History of Modern Education.—This course treats first of the
development of modern educational theory. The following subjects
will be taken up: realism in education—Comenius, his life, work, and
educational doctrine, empiricism and rationalism and characters representing
these theories, the pansophic philosophy; individualism—
Rousseau as an exponent of this theory, social and political conditions
in the time of Rousseau, Rousseau's educational doctrine as set
forth in Emile, influence of the social contract upon the political and
civic thought and practice of modern times; Pestalozzi and the
psychological method, new aims and purposes of the schools; Herbart
and the science of education, psychology of Herbart and his
consequent method, his theory of interest, the "five formal steps;"
Froebel and the kindergarten movement.
Second will be considered the history of education in the United
States. The following topics will be taken up: statutes of education
in the colonial period—in New England and in the southern colonies,
the development of colleges and "old field schools," denominational
schools; Horace Mann and school administration; the work of Henry
Barnard; philanthropy and education in the United States; the development
of schools in the West; higher and technical education;
the significance of the more recent educational movement in the
Southern States.
Text-Book.—Monroe's Brief Course in the History of Education.
Daily, from 10:30 to 11:30. Professor Hand. Rotunda, Room 6.
8. Theory and Practice of Teaching.—This course is offered for
teachers in elementary schools. During the first two weeks, the class
will study school management, including such topics as the preparation
of the teacher, daily schedule, grading, tests, promotion, discipline,
hygiene; during the second two weeks, the class will study
educational psychology, including instinct, interest, attention, habit,
association, memory, apperception, induction, deduction, will; during
the third two weeks the class will study the elements of general
method, as applications of educational psychology, with emphasis on
the art of study.
Text-Books.—Seely's New School Management; James' Talks to
Teachers; McMurry's Elements of General Method.
Daily, from 4:30 to 5:30. Professor Woodley. Rotunda, Room 5.
9. Grammar Grade Methods.—This course is a detailed consideration
of individual subjects. The aim of each subject and its essential
topics and methods of presenting each will be studied. Among such
subjects will be those of grammar grade language, composition, history,
geography, and arithmetic.
Daily, from 12:15 to 1:15. Professor Woodley. Rotunda, Room 5.
10. Present Day Problems in Public School Work (Round Table
Conference).
First Week—Health of school children. Dr. Freeman.
Second Week—Teaching children how to study. Miss Elizabeth
Brown.
Third Week—Some controlling ideas in teaching. Professor
Martin.
Fourth Week—The care of the school-child's health. Professor
Heck.
Fifth Week—Adaptation of the school to the pupil. Professor
Payne.
Sixth Week—The course of study for elementary schools. Professor
Woodley.
Daily, from 12:15 to 1:15. Cabell Hall, Room 5.
11. Rural School Problems (with special reference to One and
Two-teacher Schools).—This course will cover the practical questions
of school work. It will take up the following topics: how to open a
school, how to close a school, tardiness, irregular attendance, the
bright boy, the slow child, the lazy child, the stubborn child, leaving
the room, getting water, forming a class, number of classes to be
taught, daily schedule, recesses, children's reports, examinations,
tests, reviews, sanitation, ventilation, light, heat, decoration of schools
and grounds, and all those everyday questions which confront the
teacher. They will be treated from the standpoint of the rural school
teacher, but the work will be governed by the interests of the class.
The question box will be made a special feature.
Daily, from 2:30 to 3:30. Professors Hand, Hart, and Maphis.
Rotunda, Room 5.
12. Primary Methods for First and Second Grade Teachers.—
Section I.—The following subjects will be taken up: courses of
study; programs and time schedules; bibliographies; reading and
language; phonics and spelling; number—counting and ratio; history—simple
lessons showing the relation of the child to social and
institutional life. In addition, there will be discussions on the following
topics: the teacher—preparation, equipment and requirement;
the school—organization, management and relation to the
community: the pupils—physical, mental and moral development.
Section II.—The following subjects will be elaborated and worked
out in detail with teachers as in a normal class: oral and written
composition; story telling and dramatization; songs and games;
manual training with seat work—sense training in number, paper cutting,
cardboard construction, clay modeling, painting, etc.
Section I, daily, from 9:30 to 10:30. Miss Elizabeth V. Brown.
Cabell Hall, Room 3.
Section II, daily, from 3:30 to 4:30. Miss Kathryn S. Brown. Cabell
Hall, Room 3
13. Primary Methods for Third and Fourth Grade Teachers.
—Section I.—This course includes: arithmetic—fundamental processes,
multiplication tables, simple fractions and problems; history
and civics; geography; nature study and school gardening; reading
and language—oral and written composition, simple treatment of
grammatical forms, spelling and pronunciation. In addition, there
will be discussions of practical school room problems, management
and control, courses of study, programs and time schedules, parents
and teachers associations and the relation of the school to the community.
Section II.—This course includes suggestions for seat work and
home study, lesson plans, outlines and class-room demonstrations in
the following subjects: literature—stories, poems, dramatic plays,
and bibliographies; spelling, pronunciation and use of the dictionary;
nature study—related particularly to geography, the weather
phenomena and climate, typical plants and animals; hygiene and
physical culture.
Section I, daily, from 10:30 to 11:30. Miss Elizabeth V. Brown.
Cabell Hall, Room 3.
Section II, daily, from 4:30 to 5:30. Miss Kathryn S. Brown. Cabell
Hall, Room 3.
Note.—Sections 1 and 2 are not duplicates nor alternates. Teachers
are expected to take both sections in Course 12 if teaching first and
second grades; and both sections in Course 13 if teaching third and
fourth grades. For teachers who wish to take methods in all four
grades, special arrangements may be made with the instructor and
the Director of the Summer School.
Certificate Credit.—Summer School Professional Certificate—Education
1, 2, 3, 4, 5, 6, and 7; Special Certificate 1, 2, 3, 4, 5, 6, and 7;
Professional Grammar Grades Certificate—Education 8, 9, 10, and 11;
Professional Primary Grades Certificates—Education 8, 9, 10, 11, 12,
and 13.
| University of Virginia record March, 1911 | |