University of Virginia record :: March, 1910 :: University of Virginia Library

duties. Conditions in Virginia and the South will furnish the basis
for much of the class discussion. The main topics treated in the
course will be the care of the school-child's health, including the
hygiene of buildings, equipment, discipline, defects, disease; the
mission of public schools in a democracy; the problems of State
and local administration; school revenues and expenditures; the selection,
pay, and improvement of teachers; the elementary school and
its course of study; the secondary school and its course of study;
grading and promotion; reports; vocational education; the relations
of school and home.

Text-Book.—Dutton and Snedden's Administration of Public Education.

Daily, from 5:30 to 6:30. Professor Heck. Cabell Hall, Room 5.

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: Organization of the school—grading, examination and
promotion of pupils; school government—mechanizing, routine,
movement of classes, incentives, punishment; curriculum and daily
program—study periods, recitation, recreation; the teacher—individuality,
rights, duties, etc.; the principal and his relation to the teacher;
recesses and playground supervision; the social life of the school—
entertainments, athletics, etc.; the school as a social center—parents,
lectures, etc., school libraries, decoration of school rooms and
grounds.

Text-Books.—Bagley's Classroom Management.

Daily, from 10:30 to 11:30. Professor Woodley and Professor
Payne. Cabell Hall, Room 2.

3. Problems and Principles of Secondary Education.—In this
course some of the topics to be considered will be: The function of
the high school and the direction of its activities towards the solution
of its peculiar problems; the relation of the high school to the elementary
school and college; recent tendencies in public high schools;
high school discipline; adolescence and its bearing upon high school
problems; obligations and relations to social needs; support of high
schools; examination, grading, promotion and similar problems of
high school supervision; school practice in foreign schools as
compared with that of American schools; a brief sketch of the history
of secondary education in America so far as it bears upon present-day
problems.

Daily, from 3:30 to 4:30. Professor Hart and Professor Payne.
Cabell Hall, Room 5.

4. Matter and Method in the High School.—In this course an attempt
is made to develop and apply criteria for the selection and
valuation of studies in building up a practical course of study for high
schools of various grades. The place and importance of each subject
in the curriculum will be discussed. The relative worth of the topics
within the several subjects will be presented. Principles of special
method will be developed and applied to certain high school subjects.
Students will be expected to specialize in the methods of teaching the
subjects with which they are most familiar.

Daily, from 8:30 to 9:30. Professor Hand and Professor Payne.
Cabell Hall, Room 3.

5. Principles of Education.—These principles will be considered
from the genetic point of view and in relation to the ends and

practices of education. After a consideration of the general principles
governing conscious development and the part of interest and will
in such development, the characteristics manifested at different ages
will be described in such a way as to show the phases of the self-conscious,
self-directive personality that are emerging during each
period. In the light of the facts thus revealed, the special aims
and methods to be made prominent respectively in primary schools,
grammar schools, high schools and colleges will be pointed out.
If time admits, the problem of the economy and conservation of
mental energy at different stages will be considered. In order to get
the point of view of the course, students will find it of advantage
before taking it, to read Kirkpatrick's Genetic Psychology. Some
required and much optional reading will be suggested and abundant
opportunities will be given for questions and discussion in class, in
order that the course may be of definite and practical value to teachers.

Text-Books.—Bagley's Educative Process; McMurry's How to Study
and Teaching How to Study; Thorndike's Principles of Teaching.

Daily, from 9:30 to 10:30. Professor Kirkpatrick. Rotunda, Room 1.

6. History of Modern Education.—This course treats first of the
development of modern educational theory. The following subjects
will be taken up: Realism in education—Comenius, his life, work,
and educational doctrine, empiricism and rationalism and characters
representing these theories, the pansophic philosophy; individualism—Rousseau
as an exponent of this theory, social and political
conditions in the time of Rousseau, Rousseau's educational doctrine
as set forth in Emile, influence of the social contract upon the
political and civic thought and practice of modern times; Pestalozzi
and the psychological method, new aims and purposes of the schools;
Herbart and the science of education, psychology of Herbart and
his consequent method, his theory of interest, the "five formal steps;"
Froebel and the kindergarten movement.

Second will be considered the history of education in the United
States. The following topics will be taken up: Statutes of education
in the colonial period—in New England and in the southern colonies,
the development of colleges and "old field schools," denominational
schools; Horace Mann and school administration; the work of Henry
Barnard; philanthropy and education in the United States; the development
of schools in the West; higher and technical education;
the significance of the more recent educational movement in the
Southern States.

Text-Book.—Monroe's Brief Course in the History of Education.

Daily, from 3:30 to 4:30. Professor Hand. Cabell Hall, Room 3.

Credit.—Students who successfully accomplish the contents of
Course 1, will not be required to repeat the same topics in the
corresponding course in the regular session.