 | University of Virginia record March 15, 1915 |  |
EDUCATION
1. The Health of School Children.—The aim of this course is to
acquaint teachers and principals with the necessary requirements of
school hygiene. Not only will the proper hygienic ideals be discussed
but they will be related to local conditions and difficulties
as brought out in class conferences. The divisions of the subject
will be as follows: growth and development; defects and hygiene of
sight, hearing, breathing, posture, etc.; contagious diseases; medical inspection;
teaching of hygiene; the daily school program—recitations,
study periods, recesses, home study, etc.; play, games, and gymnastics;
the hygiene of school buildings and equipment; community
hygiene.
Text-Books.—Terman's Hygiene of the School Child; Burks' Health
and the School; Bulletins of the Virginia State Board of Health.
Daily, from 9:30 to 10:30. Professor Heck. Peabody Hall, Room 2.
2. School Management and Methods.—This course is based upon
a round-table discussion of the teacher's life and work. Emphasis
is given to the teacher's health, personality, preparation, salary, and
expenditures. The teacher's relations to officials, colleagues, parents,
pupils, and community are discussed in detail. The latter half of
the course is devoted to the teacher's daily and weekly schedule of
work and recreation and to various problems of management and instruction.
Text-Book.—To be selected.
Daily, from 10:30 to 11:30. Professor Heck. Auditorium, Peabody
Hall, Room 5.
3. 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 mission
of the 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 10:30 to 11:30. Professor Woodley. Peabody Hall,
Room 3.
4. Matter and Method in the High School.—This course is especially
designed to meet the needs of principals and teachers responsible
for the construction and administration of high school curricula.
The chief topics for discussion will be: the function of the high
school in its relation to other institutions of learning, to the pupils,
and to society; educational aims; educational values; the place and
importance of each subject in the curriculum; the relative worth of
the topics within the several subjects; time allotments to topics;
constants; electives; construction of curricula and daily schedules;
the qualifications and equipment of high school teachers; the peculiar
characteristics and needs of high school pupils; the high school
of the immediate future.
Text-Book.—High School Education, Johnston.
Daily, from 8:30 to 9:30. Professor McFarland. Peabody Hall,
Room 4.
Note.—A Special Conference of all High School Teachers will be
held once a week.
5. Educational Psychology.—The main divisions of this subject
will be: Habit; Sensation and Perception; Imaging which includes
association, memory and creative imagination. The modern emphasis
on individual differences will form a general background of this
course. The purpose of the course is to acquaint teachers with the
mental processes involved in teaching and learning. Without such
knowledge school work is a sheer waste, may even prove to be
ruinous. The general method will be lectures and discussions of
problems pertinent to each topic. A text book will also be used.
Text-Books.—Sandiford's Mental and Physical Life of School Children
and Colvin's The Learning Process.
Daily, from 9:30 to 10:30. Professor Hall-Quest. Peabody Hall,
Room 4.
6. Principles of Teaching and Studying.—The course aims to treat
of economical methods of classroom procedure, including Lesson
Types, Methods of Supervised Study, Discipline. The results of recent
investigations in classroom management will be referred to.
The emphasis will be placed on the most practical phases of the
teacher's classroom problems. The place and meaning of personality
will be discussed in connection with all of the topics. The general
method will be lectures and discussions. A text will be used
also.
Text-Book.—Types of Teaching by Earhart and The Teaching Process
by Strayer.
Daily from 12:15 to 1:15. Professor Hall-Quest. Peabody Hall,
Room 4.
7. History of Modern Education.—A very brief review will be
given to the slow evolution of educational conceptions, purposes, and
ideals first up to the Reformation, then from the Reformation to the
opening of the nineteenth century. The main study in the course
will be confined to the period from the year 1800 to the present.
Special attention will be given to the inseparable relationship between
education and other institutional factors in national life, showing
that educational ideals and educational systems are at the same
time causes and results. Emphasis will be placed upon the present
educational ideals, aims, and tendencies in the United States.
Text-Book.—Monroe's Brief Course in the History of Education.
Daily, from 10:30 to 11:30. Professor Hall-Quest. Peabody Hall,
Room 4.
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.—O'Shea's Everyday Problems in Teaching; James' Talks
to Teachers; McMurry's Elements of General Method.
Daily, from 2:30 to 3:30. Professor Woodley. Auditorium, Peabody
Hall.
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. Peabody Hall,
Room 3.
Note.—A Special Conference of all Grammar Grade teachers will
be held once a week.
10. Rural School Problems (with special relation to one and two
teacher schools).—This course should appeal to all teachers, supervisors,
and administrative officers who are interested in the problems
of the open country and the village. It will embrace problems
of rural school management, courses of study, instructural needs,
methods of teaching, affiliated activities and outside interests, recreation
and playgrounds, problems of organization and administration.
Daily, from 2:30 to 3:30. Professor McFarland. Peabody Hall,
Room 3.
11. Elementary Child Psychology.—A course designed particularly
for primary teachers. A study of child personality, the tendencies,
instinct and capacities of the child entering school. Factors which
aid the learning process; motor training, play, the laws of habit
formation, the arrangement of the daily program. The subjects of
the course of study, such as reading, language, drawing and hand
work will be considered in their relation to the child's mental and
physical development at this period.
Text-Books.—Geseell's The Normal Child and Primary Education;
Thorndike's Education.
Daily, 10:30 to 11:30. Miss Mix. Peabody Hall, Room 1.
12. Elementary Education—Reading, Language, Literature—Grades
I to IV.—This course is planned to give primary teachers a brief,
concentrated study of the essentials of (a) materials and methods,
(b) standards of judging, (c) ideals of motivation, (d) social activities
as related to the above topics.
Reading.—History of reading methods, first reading lessons,
phonics in relation to reading, oral or dramatic reading, silent reading,
reading seat work, spelling.
History, Geography, Nature Study—Grades I to II.—The aim is
to (a) present rational material, growing out of the natural interests
of children—viz., social activities of home and school; acquaintance
with conditions, activities, industries, and occupations of the immediate
methods of procedure emphasizing motivation.
History, Geography, Nature Study—Grades III and IV.—The aim
is to (a) present material emphasizing social interdependence, based
upon the fundamental needs of man—clothing, food, shelter—choosing
problems which grow out of immediate environment studies and
industrial activities; to give briefly the beginnings of history, through
phases—of primitive, pastoral, pioneer and modern life; (b) to discuss
methods of procedure emphasizing motivation through rational
problems, group-work activities, industrial arts, projects and standards
for judging work; (c) to show correlation of subject matter to
other subjects of the curriculum. Lectures, discussions, observations
of demonstration lessons; lesson plans, private conferences.
Arithmetic, and Its Relation to Other Subjects of the Curriculum—
Grades I, II, III, IV.—The aim is to present the new viewpoint in
arithmetic teaching as determined by the social efficiency aim in
education. Special emphasis will be placed upon material and scope
for each grade; (a) fundamental processes, stressing speed and accuracy,
(b) problem-making, thought-content, or arithmetic growing
out of other subjects of the curriculum. Method of procedure
will deal with history of arithmetic methods, beginnings of number
relations, sense training, illustrative material and their use; devices
for drill, speed tests, motivation, problem making around rational
centers of interest.
Lectures, observations of demonstration lessons, lesson plans,
group work, private conferences.
The Teaching Process.—The aim of this course is to provide opportunity
for discussions of classroom problems from the standpoint
of (a) how we think; (b) how to study. Analysis of the thinking
process; methods and materials in lesson types development, drill, appreciation,
review lessons, applicable to recitation and study periods.
Special emphasis placed upon motivation and development of standards
for judging the recitation and study, or seatwork of children;
upon methods of directing and supervising study lessons. Lectures,
observation lessons, lesson plans, private conferences.
Text-Books.—Dr. Strayer's A Brief Course in the Teaching Process;
McMurry's How to Study.
Note.—For special course in language which should form a part of
Education 10, see English 9, Elementary Language.
Note.—Courses in Elementary Education should include the above
and, in addition, child study, kindergarten, games, hygiene, storytelling,
music, drawing, primary industrial arts, primary methods in
English and arithmetic, etc., all of which will be found in other
courses in the catalogue.
Daily, Section I, first and second grades, from 9:30 to 10:30. Miss
Brooks; Section II, first and second grades, from 2:30 to 3:30. Miss
Davidson, Peabody Hall, Room 1; Section III, third and fourth
grades, 10:30 to 11:30. Miss Davidson. Peabody Hall, Room 2; Section
IV, third and fourth grades, 3:30 to 4:30. Miss Brooks. Peabody
Hall, Room 4.
13. The Teaching of Reading.—I. The Tecnique of Teaching Reading,
to translate the symbol into sound. 1. Phonics: (a) Teaching
the sounds of single letters. (b) Teaching single sounds or closely
blended sounds. (c) Teaching modified sounds and blends. 2.
Phrases and Simple Sentences, sources and values: (a) Psychological.
(b) Pedagogical. (c) Literary.
II. The Art of Teaching Reading, to translate the sound into
thought: 1. Assignment of the Lesson: (a) Questions. (b) Conversations.
(c) Pupil and teacher read together. 2. Reading the
Lesson, silent and oral reading: (a) Section the lesson. (b) Make
an outline. (c) Retell parts. (d) Memorize choice phrases. (e) Retell
entire story. (f) Visualize. (g) Read for expression, fluency,
etc. (h) Dramatize.
III. The Basis of the Reading Lesson, values of curriculums: 1.
Literature in the Grades: (a) Sources; Hebrew, Greek, Latin, German,
Scandinavian, Danish, Arabian, African, Indian, Chinese, World
Literature, English, American. (b) Values; Ethical, Historical, Geographical,
Nature, Literary. 2. Adaptation to Grade; I, II, III, IV.
3. Reproduction; Action, Oral, Written, Drawing, Cutting, Modeling,
Making, Building on the Sand Table.
Daily, from June 23 to July 15, Section I. 10:30 to 11:30. Section
II. 3:30 to 4:30. Cabell Hall, Room 5. Miss Fox. From July
15 to August 2. Peabody Hall, Room 2. Miss Davidson and others.
Miss Fox has two sections, 10:30 to 11:30 and 3:30 to 4:30.
14. Kindergarten Methods Applied to Primary Work.—The following
subjects will be discussed: Mental and physical characteristics
of the child at the kindergarten-primary age; common educational
principles underlying kindergarten and primary work; kindergarten
methods which may be applied to primary work, including construction
work, music, stories, nature material; possible aims and problems
connected with plays and games, the relation between activity
and mental development; the points of contact in the program of
the kindergarten and primary grades.
Daily, 8:30 to 9:30. Miss Mix. Peabody Hall, Room 2.
15. Kindergarten Program and Methods.—For teachers of experience
in Kindergarten work who desire further study. A review will
be given of the history of the Kindergarten movement, and a study
made of its present aims and needs. The Kindergarten program
will be discussed. The materials of the Kindergarten, gifts, handwork,
games, songs, and stories, will be studied in the light of our
present knowledge of the child's needs both physical and mental.
Observation in the Demonstration Kindergarten connected with the
Summer School will be an important feature of the course.
Daily, 2:30 to 3:30. Miss Mix. Peabody Hall, Room 4.
16. Demonstration Kindergarten.—In conference hour questions
arising from observation in the Demonstration School will be answered.
There will also be discussion of method, materials, and
aims of the Kindergarten. Charts of work done by children of the
Washington City Public Kindergartens will be used to illustrate
process and possible result.
Daily: Demonstration 9:30 to 11:30. Conference 12:15 to 1:15. Miss
Stockard and Miss Anderson, Wash. Hall.
Note.—A series of Round Table Conferences in Education will be
arranged to meet once or twice a week. Separate conferences for
High School teachers, grammar grade teachers and primary teachers
will be held.
Vacation School and Demonstration Classes.—A very important
and helpful feature of the work in elementary education will be a regular
vacation school for observation purposes. The city of Charlottesville
will conduct a vacation school for work in all the grades,
which will be in charge of trained expert teachers. Arrangements
have been made for daily observation work.
The Hebrew Scriptures: the Story of Their Origin and Transmission.—The
threefold grouping of the books in Hebrew, their order,
the whole known as Bible, which means "books," hence a collection;
not immediately visible (between two covers) as with us; the
seal put on the collection by the Pharisaic doctors; who they were
and their opponents; the Pharisees determined what books were to
be excluded; a fourth and fifth group on the outside; the middle
group sanctioned by the Scribes who excluded lost prophetic and
historical works; the first group or the Law; the three groups correspond
to three authoritative bodies—priests, prophets, and wise
men; the clash of movements and counter-movements of thought;
the Law dominates in the end, itself permeated by phophesy which
also censors wisdom.
Early writing material; autograph and transcripts; scribal errors;
the authoritative text watched with care from times antecedent to
the earliest manuscripts extant; the system of annotations and lists
of readings known as Masoretic; manuscripts and early prints; standard
editions; the ancient versions: the Aramaic or Targum; the Greek or
Septuagint; the later Greek translations; the revisions of the Greek
text; manuscripts and editions; the Syriac or Peshitta; the Latin or
Vulgate; the translations based on the Greek, like the Coptic, Ethiopic,
Armenian, Gothic; translations based on the Vulgate, like Wycliffe;
the English Bible of 1611, its predecessors and followers; the
history of interpretation; grammar and rational exegesis; the auxiliary
sciences of history, geography, archaeology; what is meant by
the higher criticism.
Daily, from June 28 to July 10, 4:30 to 5:30. Dr. Margolis, Auditorium,
Peabody Hall.
School for Scout Masters.—From July 5th to 10th inclusive a
school for Scout Masters will be conducted. The course will be
substantially in accordance with the outline below, and the work
will be under the general supervision of Mr. W. J. B. Housman,
Scout Executive for Virginia, assisted by Mr. S. A. Moffett, National
Field Scout Commissioner, and other approved instructors
in the different fields of scout craft.
Eight lectures on general problems, as follows: 1. The Aim of
Scouting. 2. The Scout Method. 3. Qualifications for Scout Leadership.
4. Organization. 5. How to Make a Community Survey and
Plan an Adequate Civic Program. 6. Scouting in Its Relation to the
Problem of Education. 7. Scouting in Its Relation to Religious Institutions.
8. How Scouting May Become a Factor in Rural Communities.
Four lectures on Boyhood, as follows: 1. Pre-Adolescence.
2. Early Adolescence. Later Adolescence. The Street and the
Wage-Earning Boy.
Four lectures on Troop and Patrol Management as follows: 1. Discipline.
2. The Application of Self-Government. 3. How to Conduct
Scout Tests. 4. Records.
Five lectures on Instruction in Indoor Activities, as follows: 1.
Safety First. 2. Elementary First Aid. 3. Bandaging. 4. Life Saving
Methods. 5. Resuscitation.
Three lectures on Nature Study, as follows: 1. Birds. 2. Trees.
3. Ferns and Grasses.
Five Lectures on Camping, as follows: 1. Camp Leadership. 2.
Selection of Site and Equipment. 3. Sanitation. 4. How to Conduct
the Commissary. 5. Camp Cookery.
Boy Scout Camp.—In connection with this school there will be
located near the University a Boy Scout Camp from June 28th to
July 10th and there will be held an athletic contest and a scout craft
contest in which trophy cups and a number of other prizes will be
offered. Any Scout Master desiring to enter his troop should write
early.
Camp Fire Girls.—There will also be an effort made to effect an
organization of Camp Fire Girls, and a number of demonstrations
will be given.
University College Credit.—Any student fulfilling conditions on
page 19, and who completes Courses 1, 2, 3, 4, 5, 6, or 7, will be given
credit for corresponding courses in the University of Virginia Catalogue.
Certificate Credit.—Summer School Professional Certificate—Advanced
Grade—Education 1, 2, 3, 4, 5, 6, 7, 8; Summer School Professional
Certificate—College Grade—2, 3, 4, 5, 6; Summer School
Professional Certificate—Grammar Grade—Education 5, 6, 8, 9, 10;
Summer School Professional Certificate—Primary Grade—Education
11, 12, 13, 14, 15, and 16.
| University of Virginia record March 15, 1915 | |