 | The University of Virginia record April, 1909 |  |
EDUCATION.
Professor Hand.
Professor Heatwole.
Professor Payne.
Professor Ruediger.
Professor Woodley.
1. Supervision and Administration of Schools.—This course is designed
for all who have to do with the supervision of schools in any
way, whether superintendents, supervising principals, or members of
supervising boards. The main topics are: School Administration—
Affairs of the board; affairs of the superintendent. The Superintendent—The
business side; the professional side; his relation to the
board; his relation to the patrons; his relation to his teachers; his relation
to the pupils; his educational policy. The selection, training,
promotion, salary, and tenure of office of teachers. The course of study
and selection of text-books. School sites and school buildings; the
construction and equipment of buildings.
Daily, from 8:30 to 9:30. Professor Hand; Professor Payne.
Cabell Hall, Room 3.
Text-Book.—Dutton & Snedden's Administration of Public Education.
2. School Management.—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: Physical conditions of the school such as sanitation,
seating, lighting, heating, ventilation, etc.; 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
life of the school—entertainments, athletics, etc.; the school as a social
center—parents, lectures, etc., school libraries, decoration of school
rooms and grounds.
Daily, from 10:30 to 11:30. Professor Woodley. Cabell Hall,
Room 2.
Text-Books.—Bagley's Classroom Management, and Shaw's School
Hygiene.
3. Problems and Principles of Secondary Education.—In this
course some of the topics to be considered are: (1) "The function of
the high school and the direction of its activities towards the solution of
its peculiar problems; (2) the relation of the high school to the elementary
school and college; (3) recent tendencies in public high
schools; (4) high school discipline; (5) adolescence and its bearing
upon high school problems; (6) obligations and relations to social
needs; (7) support of high schools; (8) examination, grading, promotion
and similar problems of high school supervision; (9) school practice
in foreign schools will be compared with that of American schools:
(10) a brief sketch of the history of secondary education in America
will be given so far as it bears upon present-day problems.
Daily, from 9:30 to 10:30. Professor Ruediger. Cabell Hall,
Room 7.
4. Matter and Method in the High School.—In this course an attempt
is made (1) 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. (2) 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.
Daily, from 12:15 to 1:15. Professor Hand and Professor Payne.
Cabell Hall, Room 2.
5. Principles of Teaching and Educational Psychology.—The following
topics will be treated in this course: The aim of education and
the place of education in the social organism; formal discipline: the
relation of psychology to teaching; the fundamental instincts and capacities,
and their relation to interest and attention; the relation of interest
and effort,—play, work, drudgery and slavery, and their relation
to school work; individual differences—their distribution and
their relation to school work, to grading, and to marking examination
papers: the principle of association—its relation to habit formation,
memory, organization of experience and the correlation of studies,
the specific pedagogical bearing of the foregoing; apperception—its
psychological meaning and pedagogical significance, the necessity of
basing knowledge on experience, concrete problems; analysis and
reasoning.
Under the head of analysis and reasoning, the following lesson
types will be developed and illustrated: Inductive lesson; deductive
lesson (anticipatory type and explanatory type); apperceptive lesson;
study lesson; drill lesson; review lesson. The essential steps of each,
together with their psychological functions will be brought out. The
recitation, its functions and the assignment of the lesson will be also
discussed.
The following additional topics will be discussed: Moral training
—the fundamental roots of character, the principles of moral training,
moral training; the cultivation of the emotions, especially the æsthetic;
motor expression and training—the teaching of form and of execution,
the place of motor activities in school.
In connection with each topic, the underlying facts and principles
of psychology are reviewed or taught as the case may be, and exercises
in application will be given to the extent that time allows.
Daily, from 12:15 to 1:15. Professor Ruediger. Cabell Hall,
Room 7.
Text-Books.—Thorndike's Principles of Teachings, supplemented by
Bagley's Educative Process and James' Talks to Teachers.
6. History of Modern Education.
(1) The development of modern educational theory.
(a) Realism in education; Comenius, his life and work, his
educational doctrine; empiricism and rationalism, characters
representing these theories; the pansophic philosophy.(b) Individualism—Rousseau as 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.(c) Pestalozzi and the psychological method; new aims and
purposes of the schools.(d) Herbart and the science of education; psychology of Herbart,
and his consequent method; his theory of interest; the
"five formal steps."(e) Froebel and the Kindergarten movement.
(2) History of education in the United States.
(a) Statutes of education in the colonial period—in New England,
in the southern colonies; the development of colleges
and "old field schools." The denominational schools.(b) 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.
Daily, from 3:30 to 4:30. Professor Heatwole. Cabell Hall,
Room 3.
Text-Books.—Monroe's Brief Course in Education.
| The University of Virginia record April, 1909 | |