 | The University of Virginia record April 15, 1936 |  |
THE CURRY MEMORIAL DEPARTMENT OF EDUCATION
OFFICERS OF ADMINISTRATION
JOHN LLOYD NEWCOMB, B.A., C.E., Sc.D., LL.D.
President of the University
IVEY FOREMAN LEWIS, B.A., M.S., Ph.D.
Dean of the University
JOHN LEVI MANAHAN, B.S., M.A., Ph.D.
Dean of the Department of Education
GEORGE BASKERVILLE ZEHMER, B.S., M.A.
Director of University Extension
ELMER IRVING CARRUTHERS
Bursar
VIRGINIA EMMA MORAN, M.A.
Registrar
ROBERTA LOIS HOLLINGSWORTH, B.A., Ph.D.
Acting Dean of Women
HARRY CLEMONS, M.A.
University Librarian
FRANCES BRUFFEY SPRINGALL
Librarian Heck Memorial Library
MARY RUSH
Secretary to the Dean
ARTHUR MERRITT JARMAN, B.S.Ed., M.S., Ph.D.
Secretary to the Bureau of Appointments
JOHN LLOYD NEWCOMB, B.A., C.E., Sc.D., LL.D.
President of the University
JOHN LEVI MANAHAN, B.S., M.A., Ph.D.
Dean of the Department of Education
| CHARLES GILMORE MAPHIS, Ped.D., LL.D. | Professor of Education |
| JOHN LEVI MANAHAN, B.S., M.A., Ph.D. | Professor of Educational Administration |
| GEORGE OSCAR FERGUSON, Jr., M.A., Ph.D. | Professor of Psychology and Education |
| WILLIAM ROYALL SMITHEY, M.A., Ph.D. | Professor of Secondary Education |
| LOUISE OATES, B.S., M.A. | Sadie Heath Cabaniss Memorial Professor of Nursing Education |
| GEORGE BASKERVILLE ZEHMER, B.S., M.A. | Associate Professor of Education and Director of Extension |
| FRANK ARTHUR GELDARD, M.A., Ph.D. | Associate Professor of Psychology |
| HENRY GRADY ACKER, M.S. | Assistant Professor of School Supervision, and Elementary School Supervisor |
| ARTHUR MERRITT JARMAN, B.S.Ed., M.S., Ph.D. | Assistant Professor of Education |
| MYRTLE MARY HOLLO, Ph.B., M.A. | Acting Assistant Professor of Nursing Education |
| AMELIA McLESTER, M.A. | Assistant Professor of School Supervision |
| RICHARD ANDREW MEADE, B.A. | Instructor in the Teaching of English in Secondary Schools |
| RAYMOND PALMER GARBER BOWMAN, M.S. | Instructor in Secondary Education |
| ROBERT EARL SWINDLER, B.S., B.A., M.A., Ph.D. | Instructor in the Teaching of Social Science in Secondary Schools |
| FRANCIS GREENFIELD LANKFORD, Jr., M.A. | Instructor in the Teaching of Mathematics and Natural Science in Secondary Schools |
| Rules and Courses | Smithey, Maphis, Ferguson, Acker, and Jarman |
| Attendance and Scholarships | Manahan and Smithey |
| Publications and Library | Smithey, McLester, and Lankford |
| Articulation with Academic Departments | Zehmer, Maphis, Geldard, Jarman, Lankford, Meade, and Swindler |
| Student Morale | Acker, Swindler, Meade, and Jarman |
(The Dean is ex-officio a member of all executive committees)
HISTORY
The Curry Memorial School of Education was founded in 1905 as one
of the academic schools of the University. It was endowed by gifts of $100,000
from John D. Rockefeller and $50,000 from the General Education Board,
and was named in honor of Dr. J. L. M. Curry, the Southern educator.
There were originally two professorships in the School, the Curry Memorial
Professorship of Education and the Professorship of Secondary Education.
In 1914 a chair of Educational Psychology and Principles of Teaching was
added to the School, and two years later a Professorship of School Administration
was established.
In 1919 the School was organized into a Department of the University,
with four professorships, and was placed upon a professional basis similar
to that of the Departments of Law, Medicine and Engineering. The relation
of the Department of Education to the various academic schools of the
University remains close, however, since the academic training of students
of Education is obtained in the academic schools, and courses in Education
are credited toward the academic degrees.
In the spring of 1928 plans were matured to provide more adequate
facilities for observation, practice teaching, and experimental studies. The
school authorities of the City of Charlottesville and the County of Albemarle
joined with the University of Virginia in establishing a program of experimental
education and teacher-training. After the preliminary program
of organization had been approved, the General Education Board of New
York City granted to the University a subsidy of $20,000 a year for a period
of two years to forward the program and make possible its operation for the
session of 1928-1929. The Rector and Visitors of the University made a supplementary
appropriation of $5,000 annually for a period of two years, thereby
giving the Department additional funds amounting to $50,000 for the biennium,
1928-1930. Since 1930 all funds for the Department have been carried in
the regular University budget.
PURPOSE
The rapid development of educational science and practice has made it
necessary that ample provision be made for the professional training of those
who expect to teach or to administer school affairs. The Department of
Education, therefore, aims to provide the following:
1. An opportunity for the study of Education as an important function
of society.
2. To give the necessary technical training for teaching and administration
to:
a. University students, with or without experience, who intend to
teach;b. Secondary school principals;
c. Normal school teachers and administrators;
d. College teachers of Education;
e. School superintendents, supervisors, and other executives of schools
of all grades in cities, counties, and states.
3. To develop scientific methods of testing school work and to furnish
demonstrations of the way in which these methods may best be applied, thus
developing a spirit of observation and experimentation tending to increase our
knowledge of the science and art of education.
4. To become a center of educational influence to which teachers of all
grades and kinds may come for information and educational guidance.
5. To furnish to the general public information on any phase of school
organization, administration, and supervision, thus helping to create a clearer
general understanding about Education and the State.
PEABODY HALL
Peabody Hall, the Education Building, was named in honor of George
Peabody, who in 1867 made his great gift to the cause of education in the
South. The building was made possible through a gift of $40,000 from the
trustees of the Peabody Education Fund. This amount was supplemented
by an appropriation of $12,000 from the Rector and Visitors of the University.
The building was completed in 1912, and is the home of the Curry Memorial
Department of Education.
The plans were drawn by a modern school architect, and approved by
some of the leading authorities on school architecture in this country. It is,
therefore, a model of excellence in this regard. It is one of the best equipped
buildings in the University, and has ample classroom and laboratory facilities,
and an excellent auditorium equipped with a modern motion picture
machine. Modern requirements in heating, lighting and ventilation are
exemplified in its construction without sacrificing conformity to the general
style of classic architecture prevailing in the University.
Adequate provision is made for a Departmental library, seminar rooms,
classrooms, psychological laboratory, and offices for the administrative officers
and teaching staff of the Department.
THE HECK MEMORIAL LIBRARY
The Department of Education maintains its own library in Peabody Hall
named in honor of the first professor of Education in the University, the late
Professor William Harry Heck. The library was made possible through the
gift of Mrs. Anna Tuttle Heck of Professor Heck's private library containing
approximately 2,000 well-selected books on Education, and the transfer of
all books on Education from the General Library of the University. Splendid
equipment was procured through a gift of money from students in Education,
the Education Club and friends of Professor Heck. A gift of $3,000
from Mr. Alfred W. Erickson of New York City has enabled the Department
so to strengthen its professional library as to offer very superior facilities to
its rapidly growing student body, by making possible the enrichment of every
course now offered. At present the library consists of approximately ten
thousand select books covering most fields of Education, a complete file of
publications of the United States Bureau of Education, various national,
state and foreign documents, state school laws, annual reports of state superintendents
of public instruction, city superintendents' reports, etc. Files of
Exhibits of elementary and high school texts for comparative studies are
made available through the generosity of various publishers.
SCHOLARSHIPS
The Virginia State Teachers' Scholarships in the Department of Education:
thirty scholarships annually, twenty each with a value of $200, and ten
each with a value of $100, were established in 1918 by action of the General
Assembly of Virginia. The holder must be a Virginian in need of financial
assistance in order to attend the University; and he must pledge himself to
teach or engage in some other form of public school work in Virginia for
at least two years, or, failing this, to repay to the University the full value
of the scholarship. Blank forms of application may be had upon request to
Dean John L. Manahan, Chairman of the Committee on State Teachers'
Scholarships. Appointments prior to September 1 of each year are made
upon the recommendation of division superintendents. Any scholarships unassigned
on September 1 are open to applicants from the State at large.
In addition to the Virginia State Teachers' Scholarships, there are a
number of other scholarships in the University available for students of
Education. A detailed description of them is given in the General Catalogue
of the University.
SECONDARY EDUCATION IN VIRGINIA
The Department of Education publishes under the editorship of Dr. W.
R. Smithey, Professor of Secondary Education, a high school quarterly called
Secondary Education in Virginia, devoted to the encouragement of research
in Virginia secondary school problems for both public and private schools
and to the reporting of research through its columns. This publication is
the official organ of the Department of Education, and addressed primarily
to the solution of problems of secondary education in Virginia and its columns
are open to all workers in this field. It aims to encourage educational research
in secondary education.
EXPENSES
The necessary expenses of a Virginia student in the Department of
Education may be estimated at from $400 a year upward, according to the
mode of living; for students from other states, $575 and upward. A fuller
statement of expenses will be found on page 157.
THE DEAN'S LIST
Any student who passed, in the preceding term, on all courses taken, aggregating
not less than five, with an average grade on all courses of at least 85
per cent, will be placed on the Dean's List.
A student on the Dean's List is not subject to the regulations limiting
absence from classes, nor does absence from any class entail on such student
any penalty, affecting class standing, imposed for absence alone. But the
performance of written work and laboratory work is not affected by these
regulations.
COÖPERATIVE PROGRAM BETWEEN THE SCHOOL BOARD
OF THE CITY OF CHARLOTTESVILLE AND THE
UNIVERSITY OF VIRGINIA
Facilities for observation and directed teaching and for practical educational
research are made available through the coöperation with the University
of the school systems of the City of Charlottesville and the County of
Albemarle.
The Coöperative Teacher-Training Program entered into between the
School Board of the City of Charlottesville and the University of Virginia
provides for the employment of critic teachers in the following subjects:
English, Latin, Mathematics, Natural Science and Social Science.
The agreement as adopted includes the following regulations:
1. The critic teachers shall be chosen by the University with the approval
of the superintendent of schools, it being recognized that no person
may be elected by the School Board without the recommendation of the
superintendent of schools.
2. The duties of the critic teachers shall be as follows:
A. To teach two regular classes in the high school such as shall be
agreed upon by the critic teacher, the principal of the high school and the
superintendent of schools.
B. To serve as critic teacher for the direction of the teaching of such
student teachers as are assigned to him.
C. To perform such routine duties in connection with the classes taught
as would fall to the lot of any high school teacher in a city school system in
Virginia.
D. To conduct such experimental studies as the wisdom of the critic
teacher, the principal of the high school and the superintendent of schools
may deem advisable for the improvement of the school. Proposals for all
such experimental studies shall originate with the Department of Education
in the University of Virginia.
3. The salaries of the critic teachers shall be paid as follows:
A. The City School Board shall pay the pro rata amount for the two
regular classes taught that would be paid to any high school teacher for
doing the same work according to the fixed salary schedule in effect from
time to time.
B. The remainder of the salary shall be paid by the University.
4. The critic teacher may teach a special methods course in the subject-matter
field of his assignment, this work to be done at the University.
COÖPERATIVE PROGRAM BETWEEN THE ALBEMARLE
COUNTY SCHOOL BOARD AND THE UNIVERSITY
OF VIRGINIA
The Coöperative Program entered into between the School Board of
the County of Albemarle and the University of Virginia provides facilities
for observation and practice in the high schools of the County for the training
of high school teachers and principals under a director of high school
supervision; and laboratory training for rural supervisors in the elementary
Provision is also made for the training of division superintendents of schools
under the direction of Superintendent A. L. Bennett.
CRITIC TEACHERS AND DEPARTMENTAL SUPERVISORS
The duties of the critic teachers and departmental supervisors in the
County high schools are as follows:
1. To act as general departmental supervisor in the subject-matter field
of his assignment.
2. To teach two regular classes in the high school of which he is a member
of the teaching staff, such as shall be assigned by the Director of Supervision
acting in agreement with the principal of the high school and division
superintendent of schools.
3. To serve as critic teacher for the direction of the teaching of such
student teachers as are assigned to him by the Director of Supervision.
4. To teach a special methods course in the subject-matter field of his
assignment.
5. To conduct such studies of instructional problems as are approved
by the Director of Supervision as being in the interest of the improvement
of instruction in his subject.
6. To coöperate in directing the studies of such graduate students as are
assigned to him by the Director of Supervision, acting in agreement with
the Professor of Secondary Education.
7. To recommend to the principal pupil-assignment to studies in his
departmental field.
DUTIES OF THE RURAL SUPERVISORS
The coöperative program between the University and the County of
Albemarle made possible the employment of two superior rural supervisors,
bringing the supervisory staff for elementary schools to five. These two
supervisors, in addition to supervising all elementary schools in the districts
assigned to them, direct the training of rural supervisors.
In order that there may be adequate opportunity for experimentation in
one-room schools two schools within easy reach of the University have been
chosen for special study and demonstration by the rural supervisors. It is
hoped that the record of achievement in these two schools may serve as an
example and stimulus, not only to the schools of the County, but of a much
wider area.
COURSES IN ELEMENTARY EDUCATION
Students who have completed two years of work in a standard Teachers'
College or equivalent, thus qualifying for the Normal Professional Certificate
as issued by the Virginia State Board of Education, may meet the requirements
for the degree of Bachelor of Science in Education, with a major in Elementary
Education, so far as professional courses are concerned by taking
such courses from those listed as the Dean of the Department of Education
may specify. Ordinarily six session-hours of credit in professional courses in
to this may be made in the case of students who have already accumulated
credits representing well rounded preparation for elementary
school work. Qualified students may take one graduate course in meeting
the requirements. It should be clearly understood that students expecting
to major in Elementary Education should have already obtained credit for
Practice Teaching and for such courses in Public School Music, Fine and
Industrial Arts and Physical Education, as are required of elementary teachers
by the Virginia State Board of Education under present certificate requirements.
Students who do not have credit for such courses may take any or
all of them in the Summer Quarter of the University.
TRAINING OF ELEMENTARY SUPERVISORS
Students preparing for elementary school supervision must have (1) previous
training equivalent to that required for the Virginia Normal Professional
Certificate, and (2) at least two years of successful teaching experience
in elementary schools attested by letters of recommendation from division
superintendents of school under whom the teaching was done.
It is a general requirement in connection with Education B4 that students
shall be present for the opening of the schools in Albemarle County for
the purpose of studying the problems of school organization. The schools
usually open during the first week in September.
COLLEGIATE PROFESSIONAL CERTIFICATE
Recipients of the degree of Bachelor of Science in Education will receive
the Collegiate Professional Certificate, the highest form of certificate
for teachers issued by the Virginia State Board of Education. This certificate
is valid for ten years, renewable for a similar period, and entitles the
holder to teach in both high and elementary schools in Virginia.
Holders of Collegiate Certificates, the certificates of second rank issued
by the State Board of Education, may obtain the Collegiate Professional
Certificate by attending the University one session and taking three full
courses in Education.
Curricula organized to meet the requirements for the degree of Bachelor
of Science in Education fulfill both academic and professional requirements
for the highest grade of professional high school certificates issued without
examination by the various state departments of Education to holders of
baccalaureate degrees. The graduate courses in Education are recognized
in states requiring graduate study for professional certificates.
THE SUMMER QUARTER
The Summer Quarter is an integral part of the University year. Courses
in the College of Arts and Sciences, as well as in the Department of Education,
are the same in character and in credit value as in any other Quarter
of the University. Degrees are conferred upon men and women upon exactly
the same terms for work done in the Summer Quarter when the degree
requirements are fully met. Those who contemplate completing their degree
the time that will be required, that the normal amount of credit which
may be taken in one Summer Quarter is 6 session-hours. (With special permission,
an additional hour may be carried each term.)
Candidates for a degree who desire credit for work done at other colleges
must satisfy the entrance requirements for regular students and must,
in addition, file with the Dean of the Summer Quarter a certificate covering
the courses for which college credit is desired. This certificate must
be acceptable both to the Dean of the Summer Quarter and to the Dean
of the Department in which the degree will be obtained. The certificate
must bear the official signature of the head of the candidate's college and
must specify the character and content of the courses passed by the candidate
and must give his grades. In every case the candidate must spend
at least three full Summer Quarters or an equivalent time at the University
in order to meet the residence requirements.
The Master's degree may be obtained by properly qualified persons in
three Summer Quarters. In no case is this degree to be conferred upon any
person who has not attended and done graduate work three full Summer
Quarters or the equivalent time in the regular session of the University and
the Summer Quarter.
All persons who are looking forward ultimately to taking a degree through
summer work are urgently requested to file with the Dean of the Summer
Quarter an official statement of their entrance requirements and work for
which college credit is desired. Blanks for this purpose will be mailed upon
application.
First Term begins June 15 and ends July 25. Second Term begins July
27 and ends August 29.
In order to provide for the increasing number of students who complete
the requirements for their degrees during the Summer Quarter, a convocation
exercise will be held Friday evening, August 28, at 8 o'clock, when the
degrees will be conferred.
Catalogue and further information may be obtained by addressing Secretary
Summer Quarter, Box 1337, University, Virginia.
BUREAU OF TESTS AND MEASUREMENTS
Educational Tests.—The Department of Education maintains a Bureau
of Tests and Measurements as a feature of its extra-University service.
Select standard tests in school subjects will be supplied to cities, counties and
individual schools at cost. Members of the Faculty of Education will visit
the schools to be tested, train teachers in the use of the tests and personally
direct the giving and scoring of them, provided the necessary traveling expenses
are borne by the schools served.
Mental Tests.—In connection with its work in educational psychology,
the Department undertakes to assist school authorities in the diagnosis and
training of backward and gifted children. Assistance will be rendered in
the making of mental surveys and the establishment of special classes. A
clinic will be maintained for the study of cases accessible to the University
in Virginia at the cost of the necessary test materials and traveling
expenses.
Any school official desiring the services of the Bureau of Tests and
Measurements should address the Dean of the Department of Education.
BUREAU OF APPOINTMENTS
The University of Virginia maintains a Bureau of Appointments in
charge of a committee consisting of Professors Manahan, Smithey, Metcalf
and Lewis. The services of the bureau are free to all teachers and prospective
teachers seeking positions in secondary schools (both public and private),
normal schools, and colleges. Correspondence with regard to appointment
should be addressed to the Bureau of Appointments, A. M. Jarman, Secretary,
Room D, Peabody Hall, University, Virginia.
PHI DELTA KAPPA FRATERNITY
A chapter of the national honorary educational fraternity of Phi Delta
Kappa has been organized in connection with the Department of Education.
Under the constitution of the fraternity, only those students are eligible to
membership who expect to make teaching or administration of schools a
permanent vocation, and who give evidence of superior qualities of character,
scholarship and initiative. The standards of scholarship governing election
to membership in the fraternity are similar to those prescribed for election
to Phi Beta Kappa.
The purpose of the fraternity as stated in its constitution is "to develop
among the students of Education at the University of Virginia the spirit of
`Research, Service and Leadership'," and to endeavor by every worthy means
at its command to create and foster fellowship and true fraternalism among
the members of the society.
EDUCATION CLUB
An Education Club is conducted for the purpose of fostering a scientific
study of educational problems. Membership is open to all students taking
courses in Education, teachers, principals and superintendents now in service,
and members of the faculty of the University who are willing to lend their
influence and efforts toward placing the teaching profession in Virginia
and the South on a professional basis.
REQUIREMENTS FOR ADMISSION
A. Regular Students:
General Requirements:
(1) For admission to the Department of Education a candidate must
meet the general requirements for admission to the University and also the
specific requirements as to number and selection of high school units required
for admission to the College of Arts and Sciences.
(2) Admission of Women: For admission as regular students in the
Department of Education women, in addition to meeting the above general
requirements, must satisfy one of the following:
(a) File with the Dean of the Department a transcript of record from a
standard college showing the completion of at least 10 courses of acceptable
credit which should include the following:
| Foreign Language | 2 courses |
| Mathematics | 1 course |
| Natural Science | 2 courses |
| History and Sociology | 2 courses |
| English | 2 courses |
| General Psychology or the History of Education | 1 course |
(b) Present an official transcript of record showing the satisfactory
completion of the program of study leading to the normal diploma from a
standard teacher-training institution.
B. Special Students: (1) Graduates of colleges and universities other
than the University of Virginia, desiring to secure the necessary professional
training to qualify for the Collegiate Professional Certificate, may register in
the Department of Education and upon completion of the required professional
courses receive a certificate which will entitle them to the Collegiate
Professional Certificate issued by the State Department of Education.
(2) Men may be admitted as special students without fulfilling the entrance
requirements above specified, provided that, if they are Virginians,
they are more than twenty years old or, if they are not Virginians, they are
more than twenty-three years old, on the day of registration, and give adequate
evidence of serious purpose and of the training needed to pursue with
profit the courses for which they are registered. No special student may be
a candidate for a degree; but such students are permitted and encouraged
to make up deficiencies by private study or by taking courses in the Summer
Quarter. They will then be admitted as regular students, and may be
accepted as applicants for degrees, provided all entrance requirements are
met at least one academic year before the date of graduation.
An applicant who has regularly attended a secondary school until he is
twenty years of age without, because of failure, obtaining credit for 15 acceptable
entrance units, will not be accepted as a special student.
(3) Women, twenty-five years of age, giving satisfactory evidence that
they are qualified to pursue courses in Education successfully, may be admitted
as special students, even though they fail to show credit for the 10
courses of academic work required of women for admission to regular standing.
Graduation Requirements:
Requirements for Bachelor of Science in Education.—Candidates for the
degree of Bachelor of Science in Education shall offer in addition to the
credits presented for admission sufficient credits to bring the total to 20
courses. The subjects offered toward graduation are to be so chosen as to
make the full degree program consist of the following:
| Foreign Language | 2 courses (in one language) |
| Mathematics | 1 course |
| Natural Science | 2 courses |
| Social Science | 2 courses |
| English | 2 courses |
| General Psychology or the History of Education |
1 course |
| Education (including School Hygiene and Sanitation) |
4 courses |
| Electives | 6 courses |
| Total | 20 courses |
Sequence of Required Courses in Education.
(a) Teachers in Secondary Schools:
Students preparing to teach in secondary schools are required to complete
the following courses:
Education B2—Educational Psychology
Education B7—Secondary Education
Education B11a—Special Methods in High School Subjects
Education B11b—Directed Teaching
Education B12—School Hygiene and Sanitation
The student must complete Education B2, Education B7, and Education
B11a before being admitted to Education B11b, "Directed Teaching."
(b) Teachers in Elementary Schools:
(c) Rural Supervisors:
Students preparing for Rural Supervision must complete the following:
Education B2—Educational Psychology
Education B3—Elementary School Supervision
Education B4—Directed Supervision
The student will be required to complete Education B2, and Education
B3 before being admitted to Education B4.
Elective Subjects: The elective subjects shall be chosen, subject to the
approval of the Dean, so as to provide the best preparation for recognized
teaching combinations in the secondary schools.
Comprehensive Examination:
A candidate for a Bachelor's degree must make a satisfactory standing in
the final comprehensive examination set by the faculty concerned in one of
the following professional fields of study:
1. Teaching in secondary schools.
2. Administration and supervision in secondary schools.
3. Teaching in elementary schools.
4. Elementary school administration and supervision.
This examination shall be in lieu of separate final examinations in all
courses covered by the comprehensive examinations taken in the session of
graduation. It may be wholly a written examination or partly written and
partly oral.
GRADUATE WORK IN EDUCATION
Graduate work in Education leading to the degrees of Master of Arts,
Master of Science or Doctor of Philosophy may be pursued in the Department
of Graduate Studies. Graduate students who choose Education as
their major for the degree of Doctor of Philosophy must meet the entrance
requirements of the Department of Graduate Studies, and, in addition, must
pass, at least two terms prior to receiving the degree, preliminary written
examinations in each of the following fields: History of Education, Educational
Psychology, Educational Administration, Secondary Education, and
Educational Sociology. The candidate must also pass a final oral examination
upon his dissertation and the general fields of his major and minor
subjects.
The Department of Education offers the following graduate courses:
Education C2, Problems in School Administration; Education C3; Problems
in Elementary School Supervision; Education C4, Problems in High School
Administration; Education C5, Problems in High School Supervision; Education
C6, Mental Measurement; Education C7, Problems in Elementary
Education; Psychology C3, Genetic Psychology; Psychology C4, Theoretical
Psychology; Psychology C5, Systematic Psychology; Psychology C6, Special
Topics in Genetic Psychology; Psychology C7, History of Psychology; Psychology
C8, Statistical Psychology; Education D1, Seminar in Educational
Psychology; Education D2, Seminar in School Administration; Education
D3, Seminar in Secondary Education; and Education D4, Seminar in Elementary
Education.
DESCRIPTION OF COURSES
For Undergraduates
Education B1: History of Education: First term: Ancient Educational
Ideals. Brief consideration is given to the beginnings of education among
primitive societies and to types of oriental education. Most attention will be
devoted to Greek and Roman education and to education among the early
Christians. At the end of the course consideration will be given to the
problem of education in Western Europe presented by the military and
political supremacy of the barbarian hordes and of the first attempts to
educate them. Second term: Medieval and Renaissance Education. This
course will begin where the first term ended, that is at the time when
the barbarians in western Europe, under the auspices of the church and the
institution of chivalry, were gradually mastering Latin grammar, rhetoric
and the social virtues. The date, somewhat arbitrary, is 1000 A. D. From
this period the course extends roughly to the year 1650 and will consider
education during the late middle ages and the Renaissance period. During
the rediscovery of Greek philosophy, the rise and influence of mendicant orders
and rise and growth of universities. The Renaissance will be interpreted
broadly to include three important educational developments: humanism, reformation
and counter-reformation education and the scientific revolution.
Third term: History of Modern Education. Completes the review of western
education. While the study of European education will be continued, special
attention will be directed to the history of education in the United States.
Among major topics considered will be the following: the disciplinary theory
of education, scientific education, the psychological movement in education,
nationalism and education, and finally, social theory and education. (B.A.
or B.S. credit, 1 course.) Monday, Wednesday, Friday, 9:30 to 10:30; P. H. 3.
Associate Professor Zehmer.
Education B2: Educational Psychology: Psychology B1 prerequisite.—
Mental ability and its development. Quantitative aspects of the subject will
be stressed, and the classroom work will be supplemented by practice in mental
measurement and experiments in learning. (B.A. or B.S. credit, 1 course.)
Monday, Wednesday, Friday, 10:30 to 11:30; P. H. B.
Professor Ferguson.
(The courses in elementary education are designed to serve the needs of
administrators, supervisors and teachers. Due to the fact that many students
come to the University with some previous professional training in the field
of elementary education it is desirable that the courses here be so arranged
that students may round out their professional work without having to
duplicate courses already taken elsewhere. In order that this may be done
students may be allowed, with the permission of the instructors, to substitute
any term's work in Education B3 for any term's work in Education B4 and
vice versa.)
Education B3: Modern Elementary Education: First term: Functions
of the elementary school. Types of school organization. Administrative and
supervisory principles and methods as they relate to internal management,
community relationships and articulation with the high school. Second term:
The elementary school curriculum. An intensive study of curriculum
theories. Third term: Evaluation of the elementary school program. The
function and use of standard and informal tests. The application of accepted
standards to the various phases of the elementary school program. (Credit,
1 course.) Monday, Wednesday, 4:00-5:30; P. H. 4.
Assistant Professors Acker and McLester.
Education B4: Elementary School Teaching and Supervision:
(a) Teaching and Supervising the Core Curriculum:
First term: Theory and practice in the development of units of work—
Fine and industrial arts. Second term: Continuation of the work of the first
term, including the use of slides, motion pictures and other visual materials.
Third term: Children's Literature. (Credit, 1 course.) Tuesday,
Thursday. First and second terms, 3:30-5:30; third term, 4:00-5:30. P. H. 4.
(b) Teaching and Supervising the Fundamental Subjects:
First term: The teaching and supervision of reading. Second term: The
teaching and supervision of language, spelling, writing. Third term: The
teaching and supervision of arithmetic. (Credit, 1 course.) Tuesday, Thursday,
4:00-5:30; P. H. 4.
(c) Elementary School Supervision: Theory and Directed Practice.
For students in their final year majoring in elementary school supervision. The
field work will be done in connection with (a) and (b) above. Ordinarily
this field work will be concentrated in one term. Occasional visits to schools
will be made throughout the year, however. Students must arrange their
schedules so as to have two afternoons a week free for field work and conferences.
No extra credit is involved in this work. It is an integral part of
(a) and (b). Tuesday, 12:30-4:00; Thursday, 3:00-4:00 p. m.
Assistant Professors Acker and McLester.
Education B5: School Hygiene and Sanitation and Educational Administration
and Supervision: First term: School Hygiene and Sanitation.
This course is prescribed by the Virginia State Board of Education for all
students desiring certificates to teach in public schools. The course will be
concerned with the laws of physical growth, physical defects and their control,
personal hygiene, communicable diseases, physical inspection of school
children, first aid, school sanitation, administration of the health program,
and related subjects. Second term: State School Administration. This course
will involve a consideration of the relation of the Federal Government to
public education, the development of the principles of state school administration,
the relation of state school control to local school administration, and
related topics. The legal basis for public education in Virginia will be carefully
studied. Third term: Local School Administration. This part of Education
B5 is a continuation of the second term. Attention will be given to a study
of the principles underlying the organization and administration of district,
county, and city schools. Application of these principles to the practical
aspects of county and city school administration in Virginia will be emphasized.
(Credit, 1 course.) Tuesday, Thursday, Saturday, 11:30 to 12:30;
P. H. 3.
Assistant Professor Jarman.
Education B7: Modern Secondary Education: First term: High School
Management. The place of the secondary school; the development of the
American high school, the secondary school pupil; the relation of the secondary
school to the elementary school; the relation of the secondary school to
higher education; the external organization and administration of the
secondary school; the internal organization and administration of the secondary
school; the high school staff and staff problems; the organization and
administration of instruction; the administration of pupil progress; the
administration of the high school curriculum with particular reference to the
state high school program. Second term: Curriculum of the High School.
The nature and purpose of the high school curriculum; the program of
studies of secondary education; the means and materials of secondary education;
the place of the academic subjects; the place of the vocational subjects;
high school curriculum; curriculum revision and curriculum adjustment; research
in curriculum making; interpretation of the Virginia high school
program. Third term: High School Instruction. The outcome of teaching;
the nature of learning and the nature of teaching; the relation between individual
and group instruction; providing and directing learning activities;
training pupils to study; plans for individualizing instruction; the unit method
of teaching; measuring the results of teaching. (B.A. or B.S. credit, 1
course.) Monday, Wednesday, Friday, 10:30 to 11:30, P. H. 2.
Professor Smithey.
Education B8: High School Problems: First term: Social Principles
of Secondary Education. Recent social trends with special emphasis on the
centers of interest employed in the scope of the new curriculum for Virginia
secondary schools. Principles of sociology that most concern various
types of secondary education as determined by the needs of dynamic society,
modern economic life, and present-day culture. The application of these
principles to the program of the modern high school. Second term: The
Junior High School and the Junior College. Origin, aims, organization, curriculum,
instruction, and control of the junior high school. Origin, aims,
organization, curriculum, and control of the junior college. The 6-3-3 plan
and the 6-4-4 plan. Third term: High School Guidance and the Co-curriculum.
Informing students concerning opportunities; securing information
concerning students; guiding the individual student; organizing guidance
service. In developing the guiding principles of pupil participation in the
extra-curricular life of the school, the following activities are considered;
home room and class organization; student council; school clubs, the assembly,
commencement; the school activities period; study halls and pupil participation
in their government, athletic association, inter- and intra-school
games and contests; school publications—newspaper, magazine, annual, handbook;
dramatics, debating, excursions, fraternities and sororities, the National
Honor Society and other honor societies, school and athletic insignia; everyday
school manners, school and class parties and dances; school camps and
camping, welcoming and orienting new pupils; extra-curricular finances, the
school bank, such supplementary school agencies as Boy Scouts, Girl Scouts,
Camp Fire Girls, Junior Chamber of Commerce, Junior Red Cross; the
adviser of boys, the adviser of girls; a point system for directing and limiting
pupil activity, a record card for pupil activity. (B.A. or B.S. credit, 1
course.) Monday, Wednesday, Friday, 11:30 to 12:30; P. H. 2.
Professor Smithey.
Education B11a: The Teaching of High School Subjects: Education
B7 is a prerequisite to each of the following divisions.—Each third-year student
who is a candidate for a degree in Education must take a special methods
course in the field of his academic major. Selection may be made from the following
courses in meeting the requirements of Education B11a. (Credit, 1/3
course for each.)
(1) The Teaching of English in Secondary Schools: Credit for 6 session-hours
of college English as a minimum and Education B7, prerequisite.—A detailed
the selection of types of classroom procedure in English instruction. The
course includes an examination of recent texts, tests, and instructional materials;
the construction of units and projects in English; and a discussion of the principles
of curriculum construction in English. Special consideration will be given
to problems of special method in the teaching of literature, silent reading, oral
and written composition, and language usage. (Credit, 1/3 course.) Monday,
Wednesday, Friday, 8:30-9:30; P. H. 2.
Mr. Meade.
(2) The Teaching of Mathematics in Secondary Schools: Credit for 6
session-hours of college mathematics as a minimum and Education B7, prerequisite.
—This course will discuss in detail the aims, organizations and methods of teaching
mathematics in Junior and Senior high schools. Attention will be given to general
mathematics, algebra, geometry, trigonometry and commercial arithmetic. Special
consideration will be given to such topics as the following: Aims and trends in
the teaching of mathematics; criteria for the selection of subject-matter; the
examination of current tests, texts, curricula, and other instructional materials;
the construction, use, and value of teaching units; lesson planning. (Credit,
1/3 course.) Monday, Wednesday, Friday, 8:30-9:30; P. H. 8.
Mr. Lankford.
(3) The Teaching of Science in Secondary Schools: Credit for 6 session-hours
of college science as a minimum and Education B7, prerequisite.—This
course will discuss in detail the aims, methods, recent tendencies, and equipment for
the teaching of science in Junior and Senior high schools. A review will be made
of the development of science teaching and the place of the natural sciences in the
curriculum of secondary schools. Special attention will be given to general
science, biology, chemistry, and physics. This will include a critical examination
of recent textbooks, a discussion of current practices in handling laboratory
work and notebooks, the planning and value of units of instruction, testing,
and remedial teaching. (Credit, 1/3 course.) Tuesday, Thursday, Saturday,
8:30-9:30; P. H. 8.
Mr. Lankford.
(4) The Teaching of the Social Studies in Secondary Schools: Credit for
6 session-hours of college social studies as a minimum and Education B7, prerequisite.—A
course in materials and methods in the social studies. The course includes
a consideration of (a) the general current trends in the teaching of the social
studies in secondary schools; (b) the objectives of the social studies in the high
school; (c) the examination and use of text and laboratory materials for the socialized
recitation, with special emphasis on the high school library in the social
studies; (d) a consideration of classroom procedure and the place and use of
objective and other tests; (e) the unit plan and procedure; (f) and the materials
and devices to make this plan of study effective in the handling of individual
students. (Credit, 1/3 course.) Monday, Wednesday, Friday, 4:005:00;
P. H. 8.
Mr. Swindler.
Education B11b: Directed Teaching: Open only to seniors. Education
B2, B7, and B11a prerequisite.—Directed teaching in the Charlottesville and Albemarle
County High Schools. The student, through graded participation, is
inducted into successive teaching activities until full teaching responsibility is
assumed for a period of time sufficient to produce skill in teaching. The
minimum requirements are five periods of observation and practice, one and
one-half hours of individual conferences, and a one-hour group conference
each week for eighteen weeks. (Credit, 2/3 course.) First and second terms
or second and third terms.
Observation and practice: 12:48 to 1:40 M., T., W., Th., F. or 1:40 to
2:30 M., T., W., Th., F., at high school.
Group conference: 3.00 to 4:00 Wednesday, P. H. 8.
Individual conferences: Hours to be arranged between 8:30 and 11:30
M., T., W., Th., F.; P. H. 8.
Professor Smithey and Instructors Lankford, Meade, and Swindler.
For Undergraduates and Graduates
Education C2: Problems in School Administration: Education B5 and
one other B course in Education prerequisite.—First term: Organization, aims,
scope and methods of school surveys. Second term: A detailed study of
selected school surveys. Third term: Selected problems in school administration.
Tuesday, Thursday, 3 to 4:30; P. H. 7.
Professor Manahan and Assistant Professor Jarman.
Education C3: Problems in Elementary School Supervision: Education
B5 and B3 or B4 prerequisite.—First term: Problems in the application of the
principles of scientific management to education. Second term: Standard tests
in school subjects; their derivation and standardization. Third term: Application
of educational tests, and the interpretation of the results. Monday,
Wednesday, 3 to 4:30; P. H. 7.
Professor Manahan and Assistant Professor Jarman.
Education C4: Problems in High School Administration: Education B7
and B8 prerequisite.—Students will be required to make original investigation
of the problems of this course. First term: Problems of High School Administration.
The characteristics of a good high school; advantages and disadvantages
of homogeneous grouping; individualizing learning activities; assistance
to pupils in selecting subjects best suited to them; efficiency of instruction
in relation to size of high school classes; the departmental organization
of the high school; the distribution of time of the principal; high school
and college relations; teaching combinations; the high school library; the
use of the high school library. Second term: Problems of the High School
Curriculum. Application of suitable technique of objective analysis to a
determination of (1) the recognized problems of high school curriculum, followed
by (2) a treatment in order of the problems so determined. Third
term: Problems of the High School Teacher. Securing goals or objectives
appropriate to the development of pupils in keeping with the purposes of
the school; the selection and use of varied types of teaching materials; the
adjustment of method and school organization to local conditions and needs;
for promoting learning on the part of pupils; class-room procedures useful
in promoting learning on the part of pupils; the evaluation of teaching; getting
along with the principal and the other teachers.
The purpose of the course is to present to the student the best procedures
in high school organization, administration, supervision, and instruction for the
attainment of the objectives of secondary education and to give him opportunities
to ascertain how high schools should be organized and administered
in terms of accepted principles for the realization of these objectives. Monday,
Wednesday, Friday, 9:30 to 10:30; P. H. 2. To be given in alternate years with
Education C5.
Professor Smithey.
Education C5: Special Problems of the High School: Education B7 and
B8 prerequisite.—An advanced course in secondary education. Students will
be required to make original investigation of the problems of this course.
First term: Problems in High School Supervision. The major aims and purposes
of high school supervision; principles and elements of an effective
supervisory program; improving subject matter and method; rating of teachers;
measuring the outcome of instruction; providing material aids to teaching;
organization of the school to promote instructional efficiency; the organization,
supervision and evaluation of a supervisory program. Second
term: Problems of the Junior High School and the Junior College. Special
problems concerned with the major issues connected with junior high schools
and junior colleges. Third term: Problems of High School Guidance and the
Co-curriculum. Special problems relative to an effective high school guidance
program and an effective program of extra-curricular activities. Monday,
Wednesday, Friday, 9:30 to 10:30. P. H. 2. To be given in alternate years
with Education C4. (Not to be given in 1936-37.)
Professor Smithey.
Education C6: Mental Measurement: Psychology B1 and one B course
in Education prerequisite.—A study of the more important mental tests and
intelligence scales, of the statistical methods involved in their use, and of the
results obtained.
Professor Ferguson.
Education C7: Studies in Elementary Education: (Open to graduate
students only.) First term: Survey of research as it relates to the content
of the elementary school curriculum. Second term: Survey of research
as it relates to instructional methods. Third term: Survey of research as it
relates to special problems of the classroom teacher. Monday, Wednesday,
7:30-9:30 p. m.; P. H.
Note: Psychology C3, Genetic Psychology, Psychology C4, Theoretical
Psychology, Psychology C5, Systematic Psychology, Psychology C6, Special
Topics in Genetic Psychology, Psychology C7, History of Psychology, and
Psychology C8, Statistical Method, may be offered toward meeting the requirements
for graduate degrees in Education.
Psychology C3: Genetic Psychology: Psychology B1 and any other B
course listed in this School prerequisite.—The development of psychological functions
in the animal species and in the child will be traced as a genetic approach
to human psychology. The topics to be considered include the senses,
instinct, memory, learning and intelligence. During part of the year laboratory
work will be included.
Assistant Professor Dennis.
Psychology C4: Theoretical Psychology: Psychology B1 and any other
B course listed in this School prerequisite.—An examination of the more important
positions in psychological theory, with special reference to the structural,
functional, behavioristic and Gestalt points of view. To be given in alternate
years with Psychology C5.
Associate Professor Geldard.
Psychology C5: Systematic Psychology: Psychology B1 and any other
B course listed in this School prerequisite.—A survey of the psychological literature
pertaining to the special senses, feeling and emotion, and action. The course
is designed to provide an understanding of fundamental methods of research as
well as a knowledge of the status of basic problems. To be given in alternate
years with Psychology C4. (Not offered in 1936-37.)
Associate Professor Geldard.
Psychology C6: Special Topics in Genetic Psychology: Psychology B1
and any other B course listed in this School prerequisite.—A seminar course for
advanced students in which the literature of special topics in child and animal
psychology will be reviewed. Second and third terms only. To be given in
alternate years with Psychology C7,
Assistant Professor Dennis.
Psychology C7: History of Psychology: Psychology B1 and any other
B course listed in this School prerequisite.—A survey of the historical development
of modern psychology. Second and third terms only. To be given in alternate
years with Psychology C6. (Not offered in 1936-37.)
Assistant Professor Dennis.
Psychology C8: Statistical Method: Psychology B1 and any other B
course listed in this School prerequisite.—An introduction to the statistical methods
in current use in psychology and allied fields. First term only.
Assistant Professor Dennis.
For Graduates
Education D1: Seminar in Educational Psychology: Research studies.
Hours by appointment.
Professor Ferguson.
Education D2: Seminar in School Administration: Research studies in
state, city and county school organization and administration will be made
and reported for class discussion by each student. Hours by appointment.
Professor Manahan.
Education D3: Seminar in Secondary Education: Research studies in
secondary education. Each student will be given a special problem which
will be reported to the class for discussion. Hours by appointment.
Professor Smithey.
Education D4: Seminar in Elementary Education: Research in elementary
education. Each student must carry through and report on an
original research study. The course is also designed to keep students abreast
of current research in the field of elementary education as it is reported in
educational literature. Hours to be arranged.
Professor Manahan and Assistant Professors Acker, Jarman, and
McLester.
| The University of Virginia record April 15, 1936 | |