THE CURRY MEMORIAL SCHOOL OF EDUCATION.
Professor Heck.
Professor Maphis.
Required for Admission to the Work of the School: The general
entrance requirements. Students who have not had the equivalent
of the first year's work of the College are advised not to undertake
the work of the school.
For Undergraduates.
Education B1: Development of Educational Ideals.—Studied as
phases of social evolution. Special attention is given to the systems
of education in Greece and Rome; in Europe during the Middle
Ages, the Renaissance, and the Reformation; in modern Germany,
France, England, and America. These systems are analyzed as revealing
epochal and national ideals, the writings of individuals being
studied for their contribution to, and interpretation of, these systems.
Histories and original sources are used as texts, supplemented
by parallel reading. (B. A. or B. S. credit, 3 session-hours.)
Place and hours to be arranged. Professor Heck.
Education B2: Sociological Phases of Education.—A study of society
in its relation to individual development. Attention is given
to the evolution of family life, the increasing value of childhood, the
educational demands of political, industrial, and religious systems,
the growth of ethical ideals and scientific knowledge. A special study
is made of social control and of individual opportunity in their influence
upon development. Texts and parallel reading. (B. A. or
B. S. credit, 3 session-hours.) Place and hours to be arranged.
Students may enter this course at the beginning of the second term,
and will receive full credit for the course on completing the work
of the first term during some subsequent session. Professor
Heck.
Education B3: Secondary Education.—This course is intended
primarily for students who expect to teach, or occupy some administrative
position in high school or general educational work. It embraces
a study of the Secondary School,—its historical development
and present tendencies, its place and function in organized society,
the current conception of Secondary Education and its relation to
higher education, its curriculum,—based on a general survey of present
educational theory and practice, the high school plant, buildings
and equipment, the organization and administration of state high
school systems. Instruction will be given by reading of texts, lectures,
discussions and study of reports. In connection with this
course a series of conferences on high school problems in Virginia
will be conducted, and Observation Visits will be made to the Charlottesville
High School—and possibly others. (B. A. or B. S. credit,
3 session-hours. Monday and Wednesday, 10-11, Tuesday, 9-10. Other
hours and days may be arranged to suit the class. Professor Maphis.
For Graduates and Undergraduates.
Education C1: Principles of Education.—A summary of present
educational theory and practice. After an introductory consideration
of the method and material of educational study, the aim of
education is defined and illustrated at length. Theories of organic
evolution are outlined and discussed in their influence upon theories
of education. The second and third terms are devoted to a study of
school hygiene, educational psychology, curricula, and general
method. The texts are supplemented by parallel reading. Professor
Heck.
Education C2: School Administration.—A seminar study of national,
state, and city school systems; public finance and education;
school buildings and equipment; the supervision and employment of
teachers; the relations between school, home, and society. The educational
systems and policies of the Southern States are considered
in detail. Text are read rapidly, the main emphasis being put upon
parallel reading and original investigation. Professor Heck.
For summer-school courses in Education, on which college-credit
will be allowed, see p. 278.
Recommendation of Teachers.
The recommendation of teachers from the School of Education
is in charge of the Bureau of Appointments,—Professor Kent and
Professor Maphis. Through this committee positions are secured,
not only for students of the School of Education, but for students in
other departments, where they are known to be fitted to fill the
vacancies reported. In response to requests from the proper authorities,
teachers are recommended for positions as instructors in
colleges and normal schools, as superintendents, as supervisors in
special subjects, as principals or department teachers in high
schools, and as principals of elementary schools. The demand for
teachers has been greater than the supply. Correspondence with regard
to this matter may be addressed to the Bureau of Appointments,
University, Virginia.
