 | University of Virginia record March, 1912 |  |
ENGLISH.
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 in their chosen professions;
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; teachers
in elementary schools who are interested in language study for
small children. It is desirable that all students of English take advantage
of the work in composition, upon which special emphasis
will be laid. Private conferences for criticism and personal supervision
of theme writing will be arranged for by the instructor.
1. English Grammar and Composition.—This course is 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 of teaching it.
An attempt will be made to suggest standards of instruction in grammar
and composition.
Text-Books.—Meiklejohn's English Grammar (D. C. Heath & Co.);
Joyne's Notes on the Parts of Speech (R. L. Bryan Co.).
Daily, from 12:15 to 1:15. Professor Wauchope. Cabell Hall,
Room 3.
2. Rhetoric and Composition.—The purpose of this course is
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
third, to encourage among teachers and pupils alike good reading
both for its own sake and specifically for the sake of mental discipline.
Short themes will frequently be called for and several longer
papers required. Weekly personal conferences will be held at hours
to be appointed.
Text-Books.—Espenshade's Composition and Rhetoric (D. C. Heath);
Nutter, Hersey, and Greenough's Specimens of Prose Composition
(Ginn & Co.).
Daily, from 9:30 to 10:30. Professor Myers. Cabell Hall, Room 4.
3. English Literature.—This course is a general survey of the
history of English literature from Milton to Tennyson. Special
emphasis will be laid on the writings that are adapted to high school
work and more specifically on college entrance requirements. An
attempt will be made to give suggestions for future work in all the
periods.
Text-Books.—Any edition of the classics suggested above; any
good history of English literature (preferably Pancoast's) and
Manly's English Poetry.
Daily, from 3:30 to 4:30. Professor Mims. Cabell Hall, Room 4.
4. American Literature.—This course is a study of the lives and
writings of the principal authors from Washington Irving to Mark
Twain. It will consider the various aspects of American life as they
have found expression in literature. Special attention will be given
to the literature of New England.
Text-Books.—Pancoast's Introduction to American Literature (Henry
Holt & Co.); Page's Chief American Poets (Houghton, Mifflin & Co.).
Daily, from 4:30 to 5:30. Professor Metcalf. Cabell Hall, Room 4.
5. Southern Literature.—This course is intended for undergraduates
who desire to inform themselves about Southern literature
either as a matter of general culture or for the prospect of teaching
this subject in the schools. It will be a general survey of the intellectual
and literary life of the South from 1607 to the present day.
The course will be conducted mainly by lectures and class assignments,
but parallel reading and occasional written reports will be
required.
Text-Books.—Holliday's History of Southern Literature; Mims and
Payne's Southern Prose and Poetry. Constant reference will be made
to the Library of Southern Literature.
Daily, from 10:30 to 11:30. Professor Mims. Cabell Hall, Room 4.
6. Shakespeare.—The work of this course embraces a critical study
of the development of Shakespeare's mind and art. Lectures on fifteen
plays best representing his work at different periods will be given.
Other plays by Shakespeare and his contemporaries will be read as
parallel.
Text-Book.—Any complete standard edition of Shakespeare such
as Neilson's, The Globe, or Leopold editions.
Daily, from 8:30 to 9:30. Professor Wauchope. Cabell Hall,
Room 4.
7. British Essayists.—This course is intended for those who have
graduated at some standard college or pursued courses in English
literature equivalent to the B. A. course in the University of Virginia.
This course will be a careful study of six essayists with reference
Carlyle, Newman, Arnold, Ruskin and Stevenson. Parallel reading
in other contemporary essayists may be required. The work will be
conducted by conferences, lectures, and written reports.
Daily, from 12:15 to 1:15. Professor Metcalf. Cabell Hall, Room 4.
8. The Short Story.—This course in writing is designed for students
whose work in general rhetoric and composition has advanced sufficiently
to justify specialization in the types of discourse. Those who
at a previous session have had the course in Rhetoric and Composition,
No. 2, or its equivalent, will be prepared for this advanced class.
The work will proceed by a study and discussion of the principles of
the short story, by critical reading of some of the best specimens from
American authors, and by exercises in the art of story-writing.
Text-Books.—Esenwein's Writing the Short-Story (Hinds, Noble &
Eldredge), selected specimens of the modern short story.
Daily, from 2:30 to 3:30. Professor Myers. Cabell Hall, Room 4.
9. Elementary Language.—This course is planned to give teachers
of the elementary schools a brief, concentrated study of the essentials
of matter and method for the language work of all grades above the
primary. The topics discussed will include the following: the purpose
and plan of language study; vital points in language teaching;
language environment; relation of language to other subjects; the
child's own activities and experience as a basis for language work;
language and character; language and the community; the teacher
of language; literature and language; English for rural schools; importance
of oral language training; types of oral lessons—conversation
lessons, picture lessons, the study of stories, memorizing poems,
dramatization, the correction of common errors of speech; spelling
and word study; the course of study in language; the function and
types of written work; how to secure better written work. The
treatment of these topics will be practical and suggestive, rather than
theoretical.
Text-Books.—Hyde's Two Book Course in English, Book I; Emerson
and Bender's Modern English, Book I. It is recommended that any
series of language books, and professional works on teaching language,
be brought for reference.
Daily, from 8:30 to 9:30. Miss Andrews. Cabell Hall, Room 2.
10. Elementary Grammar.—This course aims primarily at giving
teachers a deeper, surer knowledge of the subject matter of grammar,
and those completing the work satisfactorily should find themselves
thoroughly, prepared for the State examination in this subject. The
instruction will cover the work of the seventh and eighth grades.
Language will be considered mainly from the functional side, and
presented so as to provide training in the actual process of thinking.
There will be a condensed study of the essential features of descriptive
grammar, with especial emphasis upon the more difficult points
—the abstract noun, the comparison of adjectives, the function of
case, the personal pronoun, all phases of analysis, and, above all, the
verb and the verbals. Frequent touches of comparative and historical
grammar will be employed for the sake of the new light and interest
to be gained therefrom. There will be, in addition, some consideration
of the historical development of grammar teaching, the function
and purpose of grammar, the place of grammar in the elementary
schools, the relation of grammar to language work, and grammar as
a record of usage rather than a law of usage.
Text-Books.—Hyde's Two-Book Course in English, Book II; Emerson
and Bender's Modern English, Book II.
Section I, daily, from 10:30 to 11:30; Section II, daily from 12:15
to 1:15. Miss Andrews. Cabell Hall, Room 2.
11. Review of English Grammar.—A class for the review of English
grammar will be formed for those teachers who need drill for the
State Examinations. The work of this class will be based on the outline
furnished by the Department of Education. Students preparing
for the State Examinations are advised to take this course rather than
English 9 and 10.
Daily, from 2:30 to 3:30. Professor Johnson. Cabell Hall, Room 2.
University Credit.—Any student who fulfills the conditions set
forth on page 15 and who completes successfully the first four courses
in English outlined above, will be credited with Course A in English
literature in the regular session. Those who have completed the first
seven courses may arrange for relative credit with the professor of
English at the University of Virginia. Due credit will be given to
regularly registered students in the M. A. Course for all work successfully
completed in class work and examination in Courses 6 and 7.
Certificate Credit.—Summer School Professional Certificate—English
1, 2, 3, 4, 5, 6, 7 and 8; Special Certificates—English 1, 2, 3, 4, 5,
6, 7 and 8. Professional Grammar Grades Certificate—English 9 and
10; Professional Primary Grades Certificates—English 9 and 10.
| University of Virginia record March, 1912 | |