 | The University of Virginia record April, 1909 |  |
FACULTY AND COURSES OF INSTRUCTION.
The attempt is made, and it is believed to be attended with unusual
success, to procure the most able specialists in their respective
subjects as instructors. Few American summer schools will show a
larger percentage of men of full professional rank in their faculties.
Especial attention is called to the strong faculties in the standard
studies usually pursued in high schools and the first few years of college
instruction. The following courses are offered:
Agriculture (Two Courses).
Art.
Astronomy.
Biology (Four Courses).
Field Botany.
Chemistry (Two Courses).
Civil Government (Two Courses).
Drawing (Six Courses).
Domestic Economy (Three Courses).
Education (Ten Courses).
English (Eight Courses).
French (Two Courses).
Geography (Five Courses).
Geology.
German (Two Courses).
Greek (Five Courses).
History (Eight Courses).
Latin (Six Courses).
Logic.
Manual Training (Four Courses).
Mathematics (Twelve Courses).
Music (Three Courses).
Nature Study.
Philosophy (Three Courses).
Physics (Four Courses).
Physiology (One Course).
Physical Training (Two Courses).
Primary School Work (Two Courses).
Psychology.
School Gardening.
Story Telling (Two Courses).
Teachers' Training Class.
Writing.
AGRICULTURE.
Professor Davis.
1. Elementary Agriculture.—The subject is planned to be useful
to teachers intending to use it in their schools. Newest things
will be considered as well as the most practical and useful. Experiments
suitable for schools are carried on in class room and in garden.
Lessons are made real by objects and materials. Teaching is done by
demonstrations and experimental proofs of principles. The following
topics will be treated:
Corn selection; production of good seed corn; testing seeds for
vitality; butt, middle and tip kernels of seed corn; conditions for
germination; testing soils for acidity; soils and their characteristics;
the office of root-hairs on plants; saving soil moisture; poison in
soils; rotation of crops; study of nodules on legume roots; renovation
of worn out soils; clover and alfalfa seed; alfalfa in the eastern
states; roots of corn plants; curing clover hay; weeds and how to
kill them; cotton seed and its products; use of soiling crops; catch
crops and cover crops; cuttings for house plants; layering and plant
division; budding peach trees; prunning a fruit tree; the home garden;
the school garden question.
Lessons are subject to change and will be suitable for any who
attended agricultural classes in Summer School of 1908. A simple
manual will be used.
Daily, from 2:30 to 3:30. Chemical Laboratory.
2. Advanced Agriculture.—This course is intended for those who
have completed a course in elementary agriculture in the Summer
School or elsewhere or who have completed a course in Botany,
Biology, Physics or Chemistry. There will be outlines and experimental
courses in:
1. Soils and fertilizers.
2. Agricultural Botany.
3. Insects and plant diseases.
4. Principles of nutrition and animal feeding.
5. Agricultural physics and mechanics.
6. Types and breeds of farm animals with stock judging.
These subjects will be taken up in a practical way and adapted
to use in upper grades and high schools. Many of the experiments
and demonstrations will be in the garden. Daily from 9:30 to 10:30,
Chemical Laboratory.
ASTRONOMY.
Professor Smith.
The primary object of the course is to furnish the student with
such general knowledge of the subject as every well-educated person should
possess. A general treatment of historical and descriptive astronomy
will be given, but the course will be made practical as far as possible,
including simple practical experiments, the study of the construction
and use of the instruments at the Leander McCormick Observatory,
telescopic observation of the heavenly bodies, and an open-air study
of the summer constellations and of the motions of the moon and
planets. Special attention will also be given to the explanation of
everyday astronomical phenomena, questions concerning the seasons,
the calendar, determination of time, eclipses, the motions of the bodies
of the solar system, etc.
Daily, 9:30 to 10:30. Rouss Physical Laboratory, Room 4.
Text-Books.—Young's Elements of Astronomy and either Young's
Uranography or Upton's Star Atlas.
BIOLOGY.
Professor Tuttle.
Professor Kepner.
General Statement.—The summer work in Biology at present
offered makes provision for the study of each of the great divisions
of the organic world: separate courses being offered in Botany and
in Zoology. The object in either case is, first of all, to familiarize
the student with the methods involved in the systematic study of the
organization of plants or of animals; and to give such opportunity for
individual work by such methods on the part of each student, under
the guidance of the teacher, as will enable him or her to carry on similar
work elsewhere independently with confidence and accuracy. A
second object of equal importance is to give the student a clear
conception of the vegetable or the animal kingdom (as the case
may be) as a whole, in such manner as to impart a clear idea of the
relations and significance of any particular group that may be at any
time the subject of special interest.
These ends are sought in each case by the presentation in the
laboratory of a series of representative forms, each of which is in
turn made the subject of careful study as to its organization, activities,
and life-history: and by accompanying lectures, in which the results
of the work in the laboratory are explained and supplemented, and the
relations of the organism in question to the other forms studied and
discussed. While the lecture and laboratory courses may be taken
separately, they will in each case be most profitably taken together,
and the examinations at the close of the session in either Botany or
Zoology will cover both the lectures and the laboratory work in the
subject in question.
The Biological Laboratory is admirably equipped with simple
and compound microscopes, microtomes and other appliances for cutting,
staining, and mounting sections for microscopic study, etc.; and
while the prime object of the course given will be to teach students to
make correct inferences therefrom, care will be taken to make them
familiar in large measure with the principles of microscopical and
other biological technic.
A. BOTANY:—In order to afford to teachers and others an opportunity
to become familiar with the forms of plant life least generally
understood, or most likely to offer discouraging difficulties to the
beginner who undertakes them independently and unaided, the work
of the Summer Session of 1909 will be devoted to the study of the
Seedless (or "flowerless") Plants. This will be followed in 1910 by
the study of the more familiar Seed (or "flowering") Plants, thus
completing the survey of the Vegetable Kingdom in two sessions: the
teacher, however, who completes faithfully and intelligently the work of
this session, and becomes familiar with the methods of study and the technic
involved, will find little real difficulty in applying these methods
to the independent study of the organization of the higher plants.
Two courses in Botany are offered, as follows:
1. Structural Botany: Use of the microscope; simpler microscopical
technic. Practical study of: Fern-like plants—a fern, an equisetum,
a clubmoss; Moss-like plants—a liverwort, a true moss; Plant-cells—structure,
growth, modification, the methods of cell-division;
Algae—a representative brown alga, a red alga, green algae, especially
the more abundant fresh water forms; Fungi—a mushroom, a cupfungus,
the more important parasitic fungi, moulds and mildews, yeast;
Lichens; Fission plants: the fission algae, the bacteria.
Daily, from 9:30 to 11:30. Professor Tuttle. Cabell Hall, Room 12.
2. Systematic Botany: A synoptical course of lectures upon the
vegetable kingdom, parallel with the laboratory course above outlined,
and dealing largely with the lower plants not usually fully discussed
in the text-books and the other literature commonly accessible.
Daily, from 8:30 to 9:30. Professor Tuttle. Cabell Hall, Room 12.
B. ZOOLOGY:—For reasons analogous to those above stated in
connection with the study of Plants, the work of the Summer School
here offered for the study of the Animal Kingdom will be similarly divided
into two portions: the work of the Summer Session of 1909 will
be devoted to the study of the Invertebrates; that of the session of
1910 to the Vertebrates.
Two courses in Zoology are offered, as follows:
3. Structural Zoology: Use of the microscope; simple microscopical
technic. Practical study of: Protozoa—amoeba, paramecium;
Coelenterates,—hydra and others; Flatworms: Threadworms, animal parasitism;
Annelids—earth-worms, nereis; Mollusks—mussel or clam;
Echinoderms—starfish, sea urchin; Crustacea—"water fleas." shrimps,
crayfish, crabs; Insects—grasshopper, beetle, bee; Fundamental Tissues
of animals—the animal cell, cell-division, maturation of the ovum,
segmentation and development.
Daily, from 3:30 to 5:30. Professor Kepner. Cabell Hall, Room 12.
4. Systematic Zoology.—A synoptical course of lectures upon the
animal kingdom, chiefly upon the invertebrates, parallel with laboratory
course above outlined.
Daily, from 2:30 to 3:30. Professor Kepner. Cabell Hall, Room 12.
Credits.—A student who passes the examination on the two
courses in Botany will, on complying with the requirements for admission
to the University, be entitled to credit for an equivalent portion
Subject to the same conditions, a student who passes the examination
on the two courses in Zoology will be entitled to credit for a corresponding
portion of Course 1B in Zoology. The successful completion
of the courses in both subjects will satisfy the requirements in Biology
for admission to the Department of Medicine.
FIELD BOTANY.
Professor Lambeth.
The outline projected is intended to give to the student a systematized
course of study, making it an easy and agreeable task for him
to identify the various plant families in his locality and acquire methods
of study by which children may identify and become familiar with
the individual plants of their neighborhood.
At the beginning of the course attention will be given to plant
morphology and physiology, but the course will be of a practical character
and performed in the fields and forests near the University
where the plant life is diversified and rich in both indigenous and imported
varieties, furnishing exceptional opportunities for the purpose.
During the term each student will, under direction, collect, identify,
mount, and preserve, characteristic types, so that he will have
commenced the accumulation of an herbarium for use in his teaching,
and to which he can continually add specimens from his own locality
or that in which he is teaching.
The results of the work contemplated would be of great value to
the State, not only for its educational influence, but also for its economic
importance as well. It would be fair to assume that with the
teachers followed by their pupils working out the plants of all parts
of the Commonwealth, it would only be a brief period until, from the
collaboration of these collections, a complete and systematic symposium
of Virginia's Flora would be available, and the information now
limited to a few, and possessing only scientific importance, would become
common knowledge and acquire economic value, influencing agriculture,
horticulture, and many important manufacturing industries.
The hours for daily excursions will be arranged as far as possible
so that they will not conflict with other courses taught in the Summer
School.
Daily, from 5:30 to 6:30. Rotunda, S. W., Room 1.
Text-Book.—Dana's Manual of Botany.
CHEMISTRY.
Professor Bird.
Instruction in Chemistry is offered to high school teachers and
such others as are indicated below. The ample facilities of the School
of Chemistry of the University are available and its laboratory and
library will be used.
1. General Chemistry for High School Teachers.—This course
is designed to meet the individual needs of those who may have to
give instruction in chemistry in high schools. It is essentially a coach
class. A daily discussion of the elementary principles of the science
will be held and simple lecture-table demonstrations made. Two
hours a day will then be devoted to such laboratory instruction as will
best fit the case of each member of the class. The sole object is to
train each member to do the work that is before him, the situation that
he had best teach, what apparatus and chemicals to buy and their
cost, how to equip his laboratory and how to make the best use
generally of the facilities he is going to have. It is planned to have
the teacher perform, under the eye of the instructor, all experiments
that his own pupils should perform and such demonstration experiments
as seem desirable. Special attention will be given to the
fitting up of apparatus at a nominal cost, and the apparatus thus assembled
may be taken away for future use. The essential pedagogic
points of the experiments will be discussed fully and an effort made to
show the teacher how to instill life into the laboratory work of the
pupil, by pointing out its practical bearing. The chief emphasis will
be laid upon the essential phenomena and laws of matter changes—
especially those of daily occurrence.
Daily, 8:30 to 9:30. West Range Laboratory.
2. Laboratory Course.—The facilities of the laboratory and library
are offered to those who wish to do special work in General or
Analytical Chemistry. The instruction in this course will be such as
will meet the needs of:
(a) One who desires experience in the analytical methods used
in a particular industrial line he may seek to enter;
(b) Of one who contemplates taking a civil service examination
in chemistry and wishes additional laboratory instruction; and
(c) Of one who needs additional laboratory experience in order
to meet the entrance requirements of professional schools.
Daily. Hours to be arranged. West Range Laboratory.
DOMESTIC ECONOMY.
Miss Charlton.
1. Domestic Science.—This course has been arranged especially
for teachers who may desire to give instruction in cooking in public
schools. The lectures will include the study of foods and food values, sanitation,
personal hygiene and home management. The theory and practice
of cooking will be taught. Students taking this course will have
an opportunity to do individual cooking and laboratory experiments.
Fifty cents extra will be charged to cover the cost of laboratory
material.
Daily, from 3:30 to 4:30. West Range Laboratory.
2. Domestic Art.—This course contains the necessary instruction
for teachers who may wish to include sewing in public school work.
It comprises the study of textiles, and sewing methods; plain and
fancy stitches will be taught on models and later will be applied in
the making of plain garments. A course of lessons in drafting and
making a shirt waist will be included in this course.
Pupils will be expected to provide their sewing materials.
Daily, from 12:15 to 1:15. West Range Laboratory.
Remark.—A demonstration and lecture course in cooking will be
provided for the ladies of the community if suitable hours can be arranged.
No credits will be given for this course. A fee sufficient to
cover the cost of materials will be charged.
DRAWING.
Professor J. J. Blair and Assistant.
Miss Struble.
1. Course for High School Teachers.—This course will be adapted
to the ability and needs of the students. The topics treated will be as
still life composition; design-motif building and translation,
the principles of rhythm, balance and harmony, the practical relation
to industry; perspective; constructive and architectural drawing;
house decoration.
Daily, from 4:30 to 5:30. Miss Struble. Mechanical Laboratory,
Room 1.
2. Advanced Drawing for Teachers of Advanced Grades and Art
Students.—Object Drawing: Practice in drawing from objects, with
pencil, charcoal and chalk. Mounted speciments of animals, birds,
and fishes from the Museum, afford a most interesting variety of
subjects for daily practice. Composition and Design: Parts of flowers
and plants conventionalized, and idealized, and studied as the
basis of design. Color Work: Painting in water color, flowers,
fruits, vegetables, simple landscapes, etc. Elementary Mechanical
Drawing: Course adapted to needs of applicants. Pose Drawing
from Life; and pictures as related to geography, history and other
school subjects. Architecture, Historic Ornament and Design: One
lesson each week. One lecture on the architecture of the buildings
of the University of Virginia. Landscape Work and Outdoor
Sketches. Informal lectures on the world's great artists and their
paintings. Special Lectures: Raphael's School of Athens; The Ten
Great Paintings of the World (with Lantern Slides).
Daily, from 12:15 to 1:15. Professor Blair and assistant. Mechanical
Laboratory, Room 1.
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.
ENGLISH.
Professor McBryde.
Professor Mims.
Professor Reade.
The courses in English are designed to meet the needs of the following
groups of students: Present or prospective high school teachers;
professional or technical students who have entered upon their
professional courses and found that their training in English is so
defective as to interfere with their prospects of success in their chosen
profession; students preparing for college entrance examinations;
students conditioned on their entrance examinations or in their college
courses at other institutions; college professors and instructors who
may be especially interested in methods of teaching English.
1. English Grammar and Composition.—Talks on English grammar
and composition, designed especially for high school teachers.
No subjects in the high school curriculum are more unsettled than
those of grammar and composition, both being in a transitive stage.
The multiplication of high schools in the South has called attention
afresh to the importance of English but there is still little uniformity
in methods or standards. The members of the class are requested to
bring with them any English grammars that they may be using.
Daily, from 2:30 to 3:30. Professor McBryde. Cabell Hall,
Room 4.
Text-Book.—Smith's Our Language, and Studies in English Syntax.
2. Rhetoric and Composition.—The purpose of this course will
be three-fold: First, to master as far as possible the subject matter
of the text-book, and in doing this to emphasize particularly accuracy
and correctness in writing; second, to indicate the best methods of
teaching this subject in the schools, so as to interest the pupils and
induce them to take advantage of local material and opportunities;
third, to encourage among teachers and pupils alike good reading
both for its own sake and specifically for the sake of mental discipline.
There will be daily original exercises.
Daily, from 8:30 to 9:30. Professor McBryde. Cabell Hall,
Room 4.
Text-Book.—Thomas and Howe's Composition and Rhetoric (Long-mans.
Green and Co.) and Woodley's Handbook of Composition
(Heath).
3. English Literature.—A general survey of the history of English
literature from Milton and Tennyson. Special emphasis will be
laid upon the writings that are adapted to high school work and more
specifically college entrance requirements. An attempt will be made
to give suggestions for future work in all the periods.
Daily, from 9:30 to 10:30. Professor Reade. Cabell Hall, Room 4.
Text-Books.—Any edition of the classics mentioned above; any
good history of English literature (preferably Pancoast's), and Manly's
English Poetry.
4. American Literature.—A study of the lives and writings of the
principal authors from Washington Irving to Sidney Lanier. A consideration
of the various aspects of American life as they have found
expression in literature. Special attention will be given to the literature
of New England and of the South.
Daily, from 10:30 to 11:30. Professor Mims. Cabell Hall,
Room 4.
Text-Books.—Pancoast's Introduction to American Literature and
Page's Chief American Poets (Houghton, Mifflin & Co.).
5. Southern Literature.—A general survey of intellectual and social
conditions in the South before and since the Civil War, as these have
hindered or promoted Southern literature. Stress will be laid on the
poetry of Poe and Lanier and on the fiction of the writers since the
War. Students will be required to do research work in neglected fields
of literary history, such as the history of Southern magazines, the
development of short stories, and dialect as an element in literature.
This course is intended for those who have graduated at
some standard college.
Daily, from 12:15 to 1:15. Professor Mims. Cabell Hall, Room 4.
Text-Books.—Trent's Southern Writers, and Baskerville's Southern
Writers (vol. I.).
6. Expression.—In view of the larger requirements of the English
Art of Expressio comes a matter of vital interest to teachers of
literature, for it is only through a knowledge of this art that the best
results can be obtained. Two things should be required of teachers
of English: First, that they should be free from the common faults
of speech; and second, that they should possess the power of sympathetic
interpretation. To these two ends the work of this department
is addressed.
Instruction in Elocution is twofold in its nature; on its negative
side, it aims to correct faults which would detract from an otherwise
good rendition of the masterpieces of literature; while on its positive
side it endeavors to bring out individual talent and to inspire
such sympathy with the text as may result in a simple, natural and
effective reading. Above all things, the aim of any course in public
speaking should be to develop the personality of the student, not to
make him a mere imitator.
In the course proposed it is the intention of the instructor to give
the students such things as may be of practical value to them, not to
burden them with mere rules and theory.
It need hardly be pointed out that this course is not intended for
teachers of literature only. Anyone who expects in his life work to
make large use of the voice will find the course helpful.
The hour's lesson will be divided into two parts. There will be
first a lecture on some phase of the subject (with illustrative readings),
which will be followed by individual and class exercises bearing upon
the matter under discussion. Assignments will be made each day of
selections to be studied which will be read or recited by members of
the class. This will be followed by criticisms from the instructor.
The lectures will deal with such subjects as thought-reading, emphasis,
breaking, articulation, phonetics, expression, reading of poetry,
quality, pitch, force, time, the tunes of speech, gesture, dialogue,
dramatic reading, and impersonation.
Students who intend to take the work in American and English
Literature are especially urged to avail themselves of the opportunities
afforded by this course.
Members of the class are requested to provide themselves with
note-books.
Daily, from 3:30 to 4:30. Professor Reade. Cabell Hall, Room 4.
Text-Book.—Shoemaker's Practical Elocution. The following are
recommended for reference: Murdoch-Russell's Vocal Culture; Kofler's
Art of Breaking; Lanier's Science of English Verse.
Credit.—Any student who fulfills the conditions set forth, pages
14 and 15, and who completes successfully the first four courses in English
outlined above, will be credited with course A in English Literature.
Those who have completed the entire six courses may arrange
for relative credit with the professor of English at the
University.
FRENCH.
Professor Stewart.
1. Elementary French.—Grammar, through the regular verbs:
exercises and dictations; the principles of pronunciation are insisted
upon; four hundred pages of modern French prose are read.
Daily, from 10:30 to 11:30. Rotunda, Room 2.
Text-Books.—Thieme and Effinger's French Grammar (Macmillan);
Dumas' L'Evasion du Duc de Beaufort (Heath); Merimee's Columbia
(Holt); Malot's Sans Famille (Holt).
2. Advanced French.—Grammar, syntax and irregular verbs; oral
and written exercises; dictation. Seven hundred pages will be read.
Daily, from 12:15 to 1:15. Rotunda, Room 2.
Text-Books.—Gasc's French Dictionary (Holt); Labiche and Martin's
Poudre aux yeux (Heath); Verne's Le tour du monde en quatre-vingts
jours (Heath); Balzac's Eugenie Grandet (Holt); French Short
Stories (Holt); Moliere's Le Bourgeois Gentilhomme (American Book
Co.); Corneille's Le Cid (Holt).
Credit.—Students having fulfilled the conditions on pages 14 and
15 and having completed both these courses and passed the corresponding
examination in each will be considered as having absolved the
requirements of French 1A, and will be admitted to French 2B (See
catalogue of the University of Virginia, page —) of the University's
college course.
GEOGRAPHY.
Professor Carney.
3. Physical Geography.—Series of field lessons illustrating erosion,
corrosion, valley development, river basins, sedimentation, etc.
(Indispensable as insuring vitality to the course.)
Physical relief of continents illustrated by chalk modeling and
land maps: resultant continental drainage: volcanoes and earthquakes
in connection with mountain building.
Relation of the earth to the Sun. Brief synopsis of mathematical
geography.
Theory of the Winds, directly based on the preceding paragraph:
regions of rainfall, deserts, and belts of vegetation on the earth in
connection with winds.
The Ocean,—its currents, tides, etc.
Glaciers,—Ice Age, with especial reference to North America.
Daily, from 3:30 to 4:30. Rouss Laboratory, Room 3.
Texts.—Any good manual, Davis' Elementary Physical Geography
preferred.
GEOLOGY.
Professor Smith.
A general course in the elements of the subject will be offered.
In connection with the study of each geological process will be treated
the land forms and rock formations which it has produced. Thus the
dynamical, structural and physiographic phases of the subject will be
treated simultaneously. If time permits, the study of historical geology
will be taken up with especial emphasis upon the development of
North America. The instruction will be given through lectures and
the study of a good text, and an effort will be made to have as much
field work as practicable.
Daily, from 10:30 to 11:30. Rouss Physical Laboratory, Room 4.
Text-Book.—Norton's Elements of Geology.
GERMAN.
Professor Edward.
Two courses in German are offered, six hours lectures a week
in each course. In the course for beginners no previous knowledge
of German is required. In preparation for the advanced course, at
As the work in both courses is arranged on the supposition
that the student in either course will devote at least eighteen hours a
week outside of lectures to the preparation for lectures and to parallel
reading, students taking either course are strongly urged to enroll
themselves for not more than one other course in the Summer School.
Students attaining a grade of 75% in either course will be given a
certificate of successful completion of the course in question. In
computing this grade, class standing is based on a daily written test
during the first fifteen minutes of the hour, covering the subject-matter
of the preceding lecture, and the other written work of the
class will be reckoned at 50%; and examination standing at 50%.
Unexcused absences are graded as zero. Excused absences may be
made up by taking in some other hour than that of the regular lecture
a written class test covering the regular class test for the day on
which the absence was recorded.
1. Course for Beginners.—Pronunciation, dictation exercises, elements
of German grammar (eighteen hours); reading of simple German
(prose and poetry)—conversation on matter read (eighteen
hours); parallel reading to be assigned.
Daily, from 8:30 to 9:30. Rotunda, S. W.
Text-Books.—Bierwirth's Beginning German; Mueller and Wenckebach's
Glueck Auf.
2. Advanced Course.—Deutschland in Wort and Bild, based on
Schwutzer's Deutscher Lesebuch fuer Quarta and Tertia. Class exercises
conducted in German. Conversation and written work in German
based on text.
3. Advanced Course.—German lyric and ballad poetry since 1730.
Lectures on the German lyricists and balladists, with reading and interpretation
of selected poems from Von Klenze's Deutsche Gedichte.
Written work in German based on poems read in class. Parallel reading
in Von Klenze and in Thomas' History of Modern German Literature.
Daily, from 9:30 to 10:30. Rotunda 2.
Note. Either course 2 or 3 will be given in 1909, depending upon
the choice of the students.
Credit.—The Beginner's Course is exactly equivalent to the second
term's work in German 1A in the regular session of the University,
and corresponding credits will be granted therefore by the
Dean of the University, to those students fulfilling the conditions set
forth on pages 14 and 15.
The advance course in German is exactly equivalent in character
and scope to the second term's work in German 2B in the regular
session of the University, and has been approved as such by the
Academic Faculty of the University. Corresponding credits therefore
will be granted by the Academic Faculty to the students successfully
completing this course, who have fulfilled conditions set forth
on pages 14 and 15.
GREEK.
Professor Hays.
Professor Fitzhugh.
1. Homer.—Open to every one free of charge. For teachers in
high schools and academics, for college preparation, and for students
of literature and lovers of Homer at large.
This course is an invaluable accompaniment to the study of
European culture and the ultimate source of all subsequent artistic
inspiration. They were the models which Vergil kept always before
him. The Iliad will therefore be read and interpreted in its relation
to human culture, in general, and to the Æneid of Vergil in particular,
upon every page of which it shows illuminating and inspiring light.
Tuesday, Thursday, and Saturday, from 12:15 to 1:15. Professor
Fitzhugh. Cabell Hall, Room 1.
Text-Book.—Homer's Iliad.
2. Beginner's Course.—The essential inflexions and fundamental
principles of syntax are studied in connection with the translation of
Greek exercises into English.
Daily, hours to be arranged. Professor Hays. Cabell Hall,
Room 1.
Text-Book.—White's First Greek Book.
3. Xenophon's Anabasis.—Reading of selected portions to acquire
ability to read any prose readily.
Daily, hours to be arranged. Professor Hays. Cabell Hall,
Room 1.
4. Orations of Lysias against Erstosthenes.—Prose composition
—oral and written exercises.
Daily, hours to be arranged. Professor Hays. Cabell Hall,
Room 1.
Text-Book.—Gleason's Prose Composition.
5. New Testament Greek.—Reading and interpretation of selected
books.
Hours to be arranged. Professor Hays. Cabell Hall, Room 1.
Credit.—Courses 3 and 4 admit to University courses 2A and 3B
respectively, provided the conditions set forth on pages 14 and 15
have been fulfilled.
HISTORY.
Professor Chandler.
Professor Heatwole.
Professor Page.
1. Ancient History.—The work in this course, after a brief notice
of the oriental nations, will be concentrated upon Greece and Rome.
In the former, a special study will be made of the Age of Pericles;
in the latter, the corresponding Age of Augustus will be emphasized.
Students who wish General History will be allowed to do advanced
work in this course.
Daily, from 8:30 to 9:30. Professor Heatwole. Rotunda, Room 3.
2. Medieval and Modern History.—After a brief survey of the
Middle Ages, in which the papacy and the Holy Roman Empire will form
the chief topics of discussion, the leading events in the modern world
will be grouped around the Renaissance, the Reformation, and the
French Revolution. Lectures, collateral reading and reports by members
of the class.
Daily, from 9:30 to 10:30. Professor Chandler. Rotunda, Room 3.
Text-Books.—Schwill's Political History of Modern Europe (Scribners).
As a source-book, Robinson's Readings in European History will
be invaluable to students in this course. A Source-Book for Medieval
History, by Thatcher and McNeal, is likewise recommended.
3. English History.—While the social, economic, and intellectual
the main emphasis in this course will fall upon the origin and
growth of Parliament, the parent of representative assemblies in the
modern world. Lectures, collateral readings and reports by members
of class.
Daily, from 2:30 to 3:30. Professor Chandler. Rotunda, Room 3.
Text-Books.—Cheyney's, A Short History of England (Ginn &
Co.); The following source-books may be recommended: Kendall's
Source-Book for English History (Macmillan); Colby's Selections
from the Sources of English History (Longman); and Lee's Source-Book
of English History.
4. History of the United States.—This course is intended to cover
the general history of the United States. The lectures will deal in
large measure with the economic and social growth of the nation;
while the discussions and assigned readings will bear mainly on constitutional
and political development.
Daily, from 10:30 to 11:30. Professor Page. Rotunda, Room 3.
Text-Book.—Student should bring Doub's History of the United
States, or any modern text in history.
5. Civil Government in the United States.—In this course, students
will be guided in a study of the structure and working of the
Federal, State, and local governments in the United States. A special
effort will be made to familiarize the student with the literature
of political theories, the growth of political parties, and the present
problems of American government. Instruction will be given by assigned
readings, discussions, and lectures.
Daily, from 12:15 to 1:15. Professor Page. Rotunda, Room 3.
Text-Book.—Students should bring any modern text in government.
LATIN.
Professor Fitzhugh.
Professor Montgomery.
It will be the aim of the courses in Latin to open to all teachers
and students of Latin the advantages of University instruction in that
subject. The study of Latin is the study of the language, literature,
and life of the Romans. Every course will, therefore, have due regard
in each of these interest.
Couse 1 is preparatory; thereafter, the work is organized in all
course as follows:
The Latin language—systematic study of Latin grammar, with
oral and written exercises in prose composition, Latin literature—
systematic study of the Latin author in culture-historical sequence;
Roman life—systematic study of Roman culture-history in English,
in conjunction with the reading of the authors.
Courses 1-4 intended to illustrate the teaching of Latin in the
Secondary school, and to offer to teachers in high schools and academies,
and to students preparing for college, the opportunity of special
instruction in the subjects taught in the four years of Latin preparation.
1. Beginners' Course.—For teachers in high schools and academies,
for college preparation, and for students of Latin at large.
This course is devoted to the Beginner's Book in Latin and concludes
with elementary Latin reading. It involves: the Roman pronunciation;
careful study of accent and quantity; thorough drill in declensions
and conjugations; the fundamental principles of the syntax
conditional sentences; the fundamental uses of the subjunctive; and
the main laws of indirect discourse. These grammatical principles
are illustrated in systematic exercises in translating easy detached
sentences into Latin. Translation into English of simple Latin prose
preparatory to Cæsar.
Daily, from 8:30 to 9:30. Professor Montgomery. Cabell Hall,
Room 1.
Text-Book.—Bennett's Foundation of Latin.
2. Cæsar.—For teachers in high schools and academies, for college
preparation, and for students of Latin at large.
This course involves Cæsar's Gallic War, Books I-IV, with collateral
readings in Viri Romæ, and the fundamental outlines of
Roman culture-history; the study of the author will be not only grammatical
but literary and culture-historical. Constant practice in sight
reading. Systematic study of high school Latin Grammar, with accompanying
prose composition based on Cæsar.
(a) Grammar and Prose Composition: High school grammar and
accompanying exercises.
Tuesday and Thursday. Professor Montgomery.
(b) Literature and Life: Cæsar, varied with Viri Romæ; the broad
outlines of Roman culture-history.
Monday, Wednesday, and Friday. Professor Fitzhugh.
Daily, from 3:30 to 4:30. Cabell Hall, Room 1.
Text-Books. — Bennett's Latin Grammar and Preparatory Latin
Writer; Cæsar's Gallic War; Viri Romae; Abbott's Short History of
Rome; Botsford's Story of Rome.
3. Cicero.—For teachers in high schools and academies, for college
preparation, and for students of Latin at large.
This course involves Cicero's Four Orations against Catiline, the
Manilian Law and Pro Archia, with collateral readings in Nepos' Lives;
the private and public life of the Romans. The study of the author
will be grammatical, literary, and culture-historical. Constant practice
in sight reading. High School Latin grammar continued, with accompanying
prose composition based on Cicero.
(a) Grammar and Prose Composition: High school grammar and
accompanying exercises.
Tuesday and Thursday. Professor Montgomery.
(b) Literature and Life: Cicero, varied with Nepos; the private
and public life of the Romans.
Monday, Wednesday, and Friday. Professor Fitzhugh.
Daily, from 12:15 to 1:15. Cabell Hall, Room 1.
Text-Books.—Bennet's Latin Grammar and Latin Composition; Cicero's
Orations; Nepos' Lives; Johnston's Private Life of the Romans;
Gow's Companion to School Classics, sections on the Public Life of the
Romans.
4. Vergil.—For teachers in high schools and academies, for college
preparation, and for students of Latin at large.
This course involves Vergil's Aeneid, Books I-VI with collateral
readings in Ovid's Metamorphoses; the principles of Latin versification
with scansion of the dactylic hexameter; the mythology of the
Greeks and Romans. The study of the author will be grammatical,
literary and culture-historical. Constant practice in sight reading.
High school grammar concluded, with accompanying prose composition.
(a) Grammar and Prose Composition: High school grammar and
prose composition.
Tuesday and Thursday. Professor Montgomery.
(b) Literature and Life: Vergil, varied with Ovid; the mythology
of the Greeks and Romans.
Monday, Wednesday, and Friday. Professor Fitzhugh.
Daily, from 9:30 to 10:30. Cabell Hall, Room 1.
Text-Books.—Bennett's Latin Grammar and Latin Composition;
Vergil's Aeneid; Ovid's Metamorphoses (Miller); Fairbank's Mythology
of Greece and Rome; Bulfinch's Age of Fable.
Courses 5 and 6 are intended to open up to teachers and summer
students the more important fields of college Latin. They are devoted
to the broad cultural study of the language, literature, and life
of the Romans. Roman civilization is the link between the Hellenic
and the modern: the instruction will aim, therefore, to exhibit this
relation, and so, to emphasize the unity and continuity of all human
culture. The desirability of a knowledge of Greek and of at least one
Romanic language is especially commended to all who would reap
the full cultural and scientific benefit of the college course in Latin:
the Greek illumines incomparably all parts of Latin study, which in
turn bears fascinatingly upon the Romanic.
5. Livy (one third College course).—For teachers in colleges,
for college students, and for students of Latin at large.
This course is identical with that of the first term of 2B in the
catalogue of the University of Virginia. It involves Livy's Early History
of Rome (Books I-II), with collateral reading in Tacitus' Agricola,
and the religion of the Romans. The study of the author will be
grammatical, literary, and culture-historical. Constant exercise in
sight reading. College Latin grammar and exercises based on Livy.
(a) Grammar and Prose Composition: College Latin grammar
and prose composition (ten entire exercises in Nutting, beginning
1, 11, etc.).
Wednesday and Friday. Professor Montgomery.
(b) Literature and Life: Livy and Tacitus; the religion of the
Romans.
Tuesday, Thursday and Saturday. Professor Fitzhugh.
Daily (except Monday), from 2:30 to 3:30. Cabell Hall, Room 1.
Text-Books.—Gildersleeve-Lodge, Larger Latin Grammar and Nutting's
Advanced Latin Composition; Livy's Early History of Rome, Books
I-II; Tacitus' Germania; Johnston's Private Life of the Romans: Gow's
Companion to School Classics, sections on the Public Life of the Romans.
6. Catullus (one third College course).—For teachers in colleges,
for college students, and for students of Latin at large.
This course is identical with that of the second term of 2B in the
University of Virginia catalogue. It involves Catullus' Odes and Vergil's
Georgics; the rythm of lyric and didactic verse; the outlines of
the art life of the Greeks and Romans; college grammar and prose
composition.
(a) Grammar and Prose Composition: College grammar and
Latin prose composition (ten entire exercises in Gildersleeve-Lodge,
beginning 1, 13, etc.).
Wednesday and Friday. Professor Montgomery.
(b) Literature and Life: Catullus' Odes; Vergil's Georgics; the
history of the Greek and Roman Art.
Tuesday, Thursday and Saturday. Professor Fitzhugh.
Daily (except Monday), from 10:30 to 11:30. Cabell Hall, Room 1.
Text-Books.—Gildersleeve-Lodge, Larger Latin Grammar and Latin
Greek Art; Goodyear's Roman Art.
Remark.—Any standard grammar or approved text will be adequate
to the purposes of the work. For those who desire to purchase,
special editions will be available at the University book stores.
Credits.—Any student who fulfills the conditions set forth on
pages 14 and 15 and who completes successfully courses 5 and 6 will be
given credit for the first and second terms work respectively of Latin
2B (See Catalogue of University of Virginia).
MANUAL TRAINING.
Professor Richard Crawford.
Professor F. M. Crawford.
2. Wood-working for High Schools.—A course employing a comprehensive
set of bench tools, dealing with the principles of wood
construction in a set of graded models; the action of cutting tools,
their uses and care, and the application of wood finishes. Practical
work, methods of presentation, and execution.
Daily, A. 8:30 to 10:30; B. 10:30 to 1:15. Physical Laboratory,
Room 2. Fee for materials, $1.50. Class limited to 20.
3. Constructive Design.—An abridged course for the study of
the principles of design with special reference to application in
handicraft. Problems are considered from the standpoint of function,
structure, material, form, and decoration.
Daily, from 2:30 to 3:30. Physical Laboratory.
MATHEMATICS.
Professor Echols.
Professor Page.
Mr. Michie.
Mr. Burton.
Mr. Smith.
1. Review of High School Algebra.—The general purpose of this
course is to give to the teachers and students of high school Algebra
a thorough review of the work beginning with factoring. The ground
covered in six weeks is that of a full year's work in the high school,
so that a fair knowledge of algebraic principles and methods is presupposed.
The topics studied are the following: Factoring, highest common
factor, lowest common multiple, fractions, simple equations, involution,
evolution, exponents, radicals, quadratic equations, and
simultaneous equation involving two or three unknowns of the first
or second degree. Emphasis will be laid upon the solution of numerous
problems illustrating the principles.
Daily, from 12:15 to 1:15. Mr. Smith. Cabell Hall, Room 5.
Text-Book.—Students should bring any text-book now in use in
the high schools.
2. Advanced Algebra.—The work begins with the Progressions
and proceeds with the study of the Binomial Formula, Convergence
and Divergence of Series, with special study of the Binomial. Exponential
and Logarithmic Series. The study of Inequalities and Determinants
prepares for the Theory of Equations with which the course
is closed.
Daily, from 9:30 to 10:30. Professor Echols, Professor Page,
Mr. Michie. Cabell Hall, Room 8.
Text-Book.—Charles Smith's Treatise on Algebra.
3. Plane Geometry.—This course is designed for students wishing
to review this subject or to repair deficiencies, for teachers and those
who are preparing for college examinations. It is presumed that
students attending the course have had a previous knowledge of the
subject as a whole or in part. The lectures and quizzes will be framed
therefore with the view of strengthening and harmonizing the knowledge
of plane geometry. There will be discussed for historical development
the logical connection of the theorems and processes of
elementary geometry; the definitions of the fundamental geometrical
concepts; the axioms of geometry and the nature of geometrical
proof; the systematic study of the original solution and methods of
attack of geometrical problems; the theory of geometric graphical
solution, and the problems of quadrature of the circle.
Daily, from 10:30 to 11:30. Professor Echols, Professor Page,
Mr. Michie. Cabell Hall, Room 8.
4. Solid Geometry.—The course presupposes a knowledge of
Plane Geometry as given in the previous course and in the current
text books. Especial attention is given to the logical development
of the subject and to the dependent relationship between the propositions.
The scientific and pedagogic aspects of the theory of limits
will be treated in detail. The problems of geometrical mensuration
for space are carefully worked out to conclusions.
Daily, from 12:15 to 1:15. Professor Echols, Professor Page,
Mr. Michie. Cabell Hall, Room 6.
Text-Book.—Venable's Elements of Geometry.
The method of presentation in the courses of both Plane Geometry
and Solid Geometry will be by lectures and text references, with
frequent quizzing and blackboard exercises by the student. Students
are requested to bring with them such texts as they have studied and
have used for teaching. A collection of modern texts in English and
foreign languages will be used for purposes of comparison and in illustration
of the different methods of presenting the subject in this
and other countries.
5. Plane and Spherical Trigonometry.—The course in Plane Trigonometry
begins with the definitions of the six trigonometric functions
as ratios, and embraces all topics usually covered in the standard
text-books,—including the use of logarithms. In Spherical Trigonometry,
the course ends with the solution of oblique spherical triangles.
Daily, from 8:30 to 9:30. Professor Echols, Professor Page, Mr.
Michie. Cabell Hall, Room 8.
Text-Books.—Laney's Trigonometry, Part I; Murray's Spherical
Trigonometry; Murray's Five-Place Tables.
Credit.—Those students completing courses 2, 4 and 5 will be
credited with course 1A given in the session; provided the conditions
set forth on pages 14 and 15 have been fulfilled.
6. Analytic Geometry.—The straight line, circle, parabola, ellipse
and hyperbola, and their properties are studied and the general
equation of the conic is carefully considered.
Daily, from 8:30 to 9:30. Mr. Burton. Cabell Hall, Room 7.
Text-Book.—Laney's Co-ordinate Geometry.
7. Differential Calculus.—Differentiation of the elementary functions
with applications to geometry and mechanics, followed by examples
of curve tracing.
Daily, from 9:30 to 10:30. Mr. Burton. Cabell Hall.
Text-Book.—D. A. Murray's Differential and Integral Calculus.
8. Integral Calculus.—The fundamental principles of the integral
calculus are carefully studied with applications to areas of plane surfaces,
lengths of curves, and volumes of solids.
Daily, from 10:30 to 11:30. Mr. Burton. Cabell Hall.
Text-Book.—D. A. Murray's Differential and Integral Calculus.
MUSIC.
Miss Hofer.
Miss Minor.
Mrs. Starte.
1. Music for Upper Grades and High Schools.—Songs illustrating
the more difficult problems of music and sight singing; two and three
part music; bass singing. Advanced vocal training, treating of boy's
voices; how to get most effective results from class and chorus work.
Program making for festivals and entertainments; social and aesthetic
uses of music; selected folk and national songs for illustrating
literature, history, geography.
Daily (hours to be arranged). Miss Hofer and Mrs. Starte, Auditorium.
Text-Books.—Modern Music Series, Books, II, III and IV. (Silver,
Burdette & Co.)
2. Instrumental Music.—The instruction in instrumental music
will be provided according to the demands of those applying for this
course. Fees to be arranged with the instructor.
Daily, hours to be arranged. Miss Minor.
PHILOSOPHY.
Professor Lefevre.
Mr. Hodge.
1. Deductive Logic.—After an introductory discussion of the
standpoint, problems, and methods of Logic, and a brief survey of the
historical development of the science, the class will be engaged with
a detailed study of Deduction or the Logic of Proof. Special attention
will be directed to the analysis of logical arguments and to
the detection of fallacies in deductive reasoning.
Daily, from 9:30 to 10:30. Professor Lefevre. Rotunda, S. E.
Text-Book.—Creighton's Introductory Logic.
2. Inductive Logic.—This course will be devoted to a study of
Inductive Methods of reasoning, and will be concerned with such
topics as: Enumeration and Statistical Methods; Determination
of Causal Relations; Analogy; Formation and Use of Hypotheses;
and the Fallacies of Inductive reasoning.
Daily, from 9:30 to 10:30. Professor Lefevre. Rotunda, S. E.
Text-Book.—Creighton's Introductory Logic.
[Only one of the above courses will be given in the summer session
of 1909.]
Credit.—Any student who fulfills the conditions set forth on
pages 14 and 15, and who successfully completes either of the above
summer courses in Logic will receive credit for the corresponding
term in Philosophy 1B. (See Catalogue of the University of Virginia.)
3. Ethics.—The aim of this course is to give students an insight
into the scope, method, and problems of the science of morality, both
will be studied for the purpose of gaining an appreciation of the
general development and different types of theories of morality. The
entire course will be directed with a view to aiding the students in
reaching a constructive result.
Daily, from 8:30 to 9:30. Professors Lefevre and Hodge. Rotunda,
Room 1.
Text-Book.—Fite's An Introductory Study of Ethics.
Credit.—Any student who fulfills the conditions set forth on
pages 14 and 15, and who successfully completes the summer course
in Ethics will be given credit for one term's work in Philosophy 2B.
(See Catalogue of the University of Virginia.)
4. Philosophy.—This course is designed as an introduction to the
study of Philosophy to meet the needs of students who desire to
learn the historical development of the problems and systems of
modern philosophy. The lectures will follow the narrative of philosophical
speculation from the Renaissance to the present time. The
endeavor will be made to represent the various theories in their relation
to the science and general civilization of the ages to which they
belong, and to estimate their social, political and educational significance.
Daily, from 10:30 to 11:30. Professor Lefevre. Rotunda, S. E.
Text-Books.—Roger's Students' History of Philosophy; Royce's Spirit
of Modern Philosophy. Collateral reading to be assigned.
Credit.—Any student who fulfills the conditions set forth on pages
14 and 15 and completes successfully this course will be given credit
for one term's work in Philosophy 4C (see catalogue of University of
Virginia) as an elective at large for the B. A. degree.
PHYSICAL TRAINING.
Mr. Chichester.
1. Gymnastics for Men.—Calesthenics and light gymnastics for
men. This course will involve free exercises without apparatus; exercises
with bells, clubs, and wands, arranged for concert or individual
action. Lessons in swimming will also be given.
Daily, from 5:30 to 6:30. Fayerweather Gymnasium.
2. Physical Culture for Women.—Calesthenics, light gymnastics,
use of dumb-bells. Indian clubs, etc.; lessons in swimming.
Daily, from 4:30 to 5:30. Fayerweather Gymnasium.
Remark.—The two courses outlined above contain all needed by
either sex for the perfect development of the body, and are adapted
for classes in public schools. If the classes are too small, they will
not be formed. No fees are charged for regularly registered students.
PHYSICS.
Professor Hoxton.
Professor Anderson.
1. Experimental Physics for High School Teachers.—This course
covers the topics of mechanics, sound and light. The lectures will be
accompanied by demonstrations conducted by the instructor. Each
should be presented to the high school student.
Daily, from 8:30 to 9:30. Professor Anderson. Rouss Physical
Laboratory, Room 2.
Text-Book.—Milliken and Gale.
2. Experimental Physics for High School Teachers.—This course
covers the topics of heat, electricity and magnetism. As in course 1,
all lecture experiments will be performed with simple apparatus such
as will most likely be found in high schools.
Daily, from 9:30 to 10:30. Professor Anderson. Rouss Physical
Laboratory, Room 2.
Text-Book.—Milliken and Gale.
3. Laboratory Work to Accompany Courses 1 and 2.—This course
offers 8 hours a week of laboratory work. Four hours to accompany
course 1, and four to accompany course 2. Each student in course 1
will be offered four hours per week of laboratory work; the same
number will be offered to students in course 2. The apparatus used
will be such as can be easily constructed. Arrangements may be
made for much of the apparatus to be taken home by the students.
The entire eight hours work of this course may count as one
course towards the professional certificate.
Hours to be arranged. Professor Anderson. Rouss Physical
Laboratory.
4. General Physics (College Course).—This course will cover the
topics of heat and sound. Lectures, experimental demonstrations and
problems.
Daily, from 10:30 to 11:30. Professor Hoxton. Rouss Physical
Laboratory.
Text-Book.—Duff's Text-Book of Physics.
5. Laboratory Work to Accompany Course 4.
Daily, from 2:30 to 5:30. Professor Hoxton. Rouss Physical
Laboratory.
Text-Book.—Ames and Bliss' Manual of Experiments in Physics.
6. General Physics (College Course).—Lectures, experimental
demonstrations and problems covering the topics of light, electricity,
and magnetism.
Daily, from to Rouss Physical Laboratory.
Text-Book.—Duff's Text-Book of Physics.
7. Laboratory Work to Accompany Course 6.
Daily, from to Rouss Physical Laboratory.
Text-Book.—Ames and Bliss' Manual of Experiments in Physics.
Remark.—Courses 6 and 7 will be given in 1910 but not in 1909.
The number of hours daily required for courses 4, 5, 6, 7, will depend
somewhat upon maturity and previous training of students. A
knowledge of logarithms and of plane trigonometry through right
triangles is essential.
Credit.—Courses 4, 5, 6, 7, outlined above, will, when successfully
completed in the aggregate, entitle the student who has fulfilled
conditions stated on pages 14 and 15 to a credit for the college year's
course in physics given in the University during the regular session,
namely, course 1B.
PSYCHOLOGY.
Professor Ruediger.
General Psychology.—It will be the aim of this course to lead
the student into a systematic knowledge of the chief facts and principles
of psychology. Especial emphasis will be laid upon those
phases of the science that bear on educational theory and practice.
Experimental demonstrations and concrete illustrations will be freely
introduced.
Daily, 8:30 to 9:30. Cabell Hall, Room 7.
Text-Books.—Thorndike's Elements of Psychology will be used as a
text supplemented by references to other standard texts. It is suggested
that students bring with them any psychological texts they
may have.
Credit.—Any student who fulfills the conditions set forth on pages
14 and 15, and who completes successfully this course will be given
credit for one term's work in Philosophy 3B.
| The University of Virginia record April, 1909 | |