 | University of Virginia record March, 1913 |  |
EDUCATION.
1. School Administration.—This course is arranged for principals
and for teachers who are in charge of schools. 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 schoolchild'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 9:30 to 10:30. Professor Heck. Law Building, Room 2.
2. School Management, Methods, and Hygiene.—This course is
arranged for teachers and principals and is a survey of present theory
and practice regarding the teacher's relations to the school. The
course is based on two books selected by the Virginia Department of
Public Instruction as required reading for teachers for 1911-1912. The
members of the class will be expected to own copies of these texts and
to use them in preparation for class discussion. One of the purposes of
the course is to prepare teachers to take a leading part in reading
circles and institutes in their counties or cities. Some of the subjects
to be discussed are the preparation of the teacher; aims of education;
course of study; grading and promotion; daily program; recitation;
assignment of lessons; pupils' study; methods of teaching; habit
and character; school discipline; location, building, and decoration
of schools; lighting, ventilation, and heating; hygiene of seats,
desks, and other equipment; cleaning, contagious diseases, physical
education, eyes, ears, breathing passages, fatigue.
Text-Book.—Strayer's Teaching Process; Book on School Hygiene
to be selected.
Daily, from 10:30 to 11:30. Professor Heck. Law Building, Room 3.
3. School Management and the Curriculum.—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
a social center—parents, lectures, etc.; school libraries; decoration of
school rooms and grounds.
Text-Books.—Bagley's Classroom Management; McMurry's Course of
Study in the Eighth Grades.
Daily, from 3:30 to 4:30. Professor Woodley. Law Building,
Room 3.
4. Matter and Method in the High School.—This course is especially
designed to meet the needs of principals and teachers responsible
for the construction and administration of high school
curricula. The chief topics for discussion will be: the function of the
high school in its relation to other institutions of learning, to the
pupils, and to society; educational aims; educational values; the place
and importance of each subject in the curriculum, the relative worth
of the topics within the several subjects; time allotments to topics;
constants; electives; construction of curricula and daily schedules;
the qualifications and equipment of high school teachers; the peculiar
characteristics and needs of high school pupils; the high school
of the immediate future.
Text-Book.—High School Education—Johnston.
Daily, from 8:30 to 9:30. Professor Hand. Law Building, Room 2.
5. Educational Psychology and the Principles of Teaching.—Inasmuch
as the principles of teaching are based upon a working knowledge
of the fundamental processes of consciousness the first half of
this course is devoted to the study of the facts of mental growth and
development as presented in Thorndike's Elements of Psychology
with special emphasis upon that portion of the text dealing with
Functional Psychology. To control human nature the teacher needs
to know it. The second half of this course is devoted to studying
how the teacher may best produce and prevent changes in his pupils
and thus preserve and increase the desirable qualities of body, intellect
and character and get rid of the undesirable. Since the basis
of a mind's action—the starting point of the life of intellect, feeling
and conduct—is its equipment of instincts and capacities, its native
or unlearned tendencies; especial emphasis is put upon the study of
the methods of their control and utilization for ideal ends. Since the
mind assimilates knowledge by means of knowledge already acquired
many detailed applications of the General Law of Apperception are
presented and discussed. Other subjects for study and discussion
are: Interest; Individual Differences; Attention; Habit Formation;
Memory; Analysis; Reasoning; Moral Training; and Formal Discipline.
Text-Books.—Thorndike's Elements of Psychology; Thorndike's
Principles of Teaching.
Daily, from 9:30 to 10:30. Professor Martin. Law Building, Room 3.
6. History of Modern Education.—A very brief review will be
given to the slow evolution of educational conceptions, purposes, and
ideals first up to the Reformation, then from the Reformation to the
opening of the nineteenth century. The main study in the course
will be confined to the period from the year 1800 to the present.
Special attention will be given to the inseparable relationship between
education and other institutional factors in national life, showing
that educational ideals and educational systems are at the same
educational ideals, aims, and tendencies in the United States.
Text-Book.—Monroe's Brief Course in the History of Education.
Daily, from 10:30 to 11:30. Professor Hand. Law Building,
Room 2.
7. Theory and Practice of Teaching.—This course is offered for
teachers in elementary schools. During the first two weeks, the class
will study school management, including such topics as the preparation
of the teacher, daily schedule, grading, tests, promotion, discipline,
hygiene; during the second two weeks, the class will study
educational psychology, including instinct, interest, attention, habit,
association, memory, apperception, induction, deduction, will; during
the third two weeks the class will study the elements of general
method, as applications of educational psychology, with emphasis on
the art of study.
Text-Books.—Seeley's New School Management; James' Talks to
Teachers; McMurry's Elements of General Method.
Daily, from 4:30 to 5:30. Professor Woodley. Law Building,
Room 3.
8. Grammar Grade Methods.—This course is a detailed consideration
of individual subjects. The aim of each subject and its essential
topics and methods of presenting each will be studied. Among such
subjects will be those of grammar grade language, composition, history,
geography, and arithmetic.
Daily, from 12:15 to 1:15. Professor Woodley. Law Building,
Room 2.
9. Rural School Problems (with special relation to one and two
teacher schools).—This course should appeal to all teachers,
supervisors, and administrative officers who are interested in the
problems of the open country and the village.
(a) School management: how to open a school, how to close a
school, tardiness, irregular attendance, the bright boy, the slow child,
the lazy child, the stubborn child, leaving the room, getting water,
forming a class, number of classes to be taught, daily schedule, recesses,
children's reports, examinations, tests, reviews.
(b) Courses of study: (subjects to be treated in a practical way
from the country and not from the city point of view) the construction
of curricula; text-books; the daily program.
(c) Methods: reading, spelling, composition, writing, drawing, geography,
industrial, economic, commercial, field excursions, trips; history;
civics; morals; music; personal hygiene and sanitation; home
economics; manual training; invention; nature study and school
gardening; elementary agriculture; farm economics; labor saving
appliances.
(d) Affiliated activities and outside interests: school and traveling
libraries; reading circles; social centers; recreation for rural communities;
clubs for boys and girls, agricultural, corn, tomato, etc.; playground
movement, pagents and festivals; Boy Scouts; Campfire
Girls; Hesperia Movement; Country School Conferences.
Note.—Many of the above topics will be illustrated by lantern
views.
Daily, from 12:15 to 1:15. Professor Scudder. Law Building,
Room 3.
10. Recreation and Playgrounds.—Meaning and importance of the
recreation movement. Equipment: laying out playgrounds, fencing,
recreation buildings, other features. Athletics: public school athletic
leagues, badge tests for boys and girls. Games: individual, and
group; with and without apparatus. Evening recreation: in country
and city homes, halls, and play centers. Special Recreation Activities:
clubs, Boy Scouts, Camp Fire Girls, dramatics, music, story telling,
gardens. The Recreation Center as a Neighborhood Institution, in
country and in city. Problems of Organization and Administration:
Educating public opinion; securing financial support; the recreation
secretary; county play supervisors; training and supervision of play
leaders, assistants, etc.; organization of general activities; cooperation
with other forms of social work; relation to other civic departments.
Daily, from 2:30 to 3:30. Professor Scudder. Law Building,
Room 2.
Suggested Courses.—First Year, Education 11; a course in Educational
Psychology, including Child Study; drawing or manual training;
music.
Second Year, Education 12; a course in psychology; drawing or
manual training; music; a cultural subject.
11. Elementary Education.—First and Second Years. The following
subjects will be considered: Courses of study; programs
and time schedules; bibliographies; discussions, outlines, lesson plans
upon different phases of the curriculum will be elaborated and worked
out in detail.
Language—In relation to the content studies, history, literature
and nature study; largely oral, leading to simple written language.
Reading—History of reading methods; suggestions for first lessons;
oral and silent; seat work.
Spelling and Phonics.
History and Literature—Single lessons in social and institutional
life; stories and poems, emphasizing picture-study; story-telling and
dramatization.
Nature Study—Lessons on plant and animal life leading to interest
in school garden.
Hygiene—Health of child.
Arithmetic—Sense training.
Daily, Section I, from 9:30 to 10:30. Miss Davidson. Section II,
10:30 to 11:30. Miss Haliburton. Law Building, Room 1. Section
III, 2:30 to 3:30. Miss Davidson.
12. Elementary Education.—Third and Fourth Years. This course
includes lessons in subject matter as well as methods. There will
be discussions on school management, programs, time schedules,
home work, teaching children to study, and school in relation to
community.
Language and Literature—Oral and written; technical language, to
teach good usage; stories, poems and dramatic plays.
Reading—Intensive and extensive.
Spelling—Including phonics, pronunciation and use of the dictionary.
History and Civics.
Geography and Nature Study—Home Geography in third grade
and extension work in fourth grade.
School gardening, typical plant and animal life.
Hygiene—Health of the child.
Arithmetic—Fundamental processes, simple fractions, problems and
seat work.
Daily, Section I, from 10:30 to 11:30. Cabell Hall, Room 3. Mrs.
Landis. Section II, 12:15 to 1:15. Law Building, Room 1. Mrs.
Landis. Section III, 3:30 to 4:30. Cabell Hall, Room 3. Miss Haliburton.
13. Kindergarten Methods Applied to Primary Work.—The following
subjects will be discussed: Mental and physical characteristics
of the child at the kindergarten-primary age common educational
principles underlying kindergarten and primary work; kindergarten
methods and principles which prepare for primary work, including
gift material, constructive work, music, stories, nature material; possible
aims and problems connected with plays and games, the relation
between activity and mental development; the development of
language in the kindergarten; points of contact in the program of
the kindergarten and primary grades.
Plans for the organization and equipment of kindergartens will
be considered. A demonstration class will be organized.
Daily, Section I, from 9:30 to 10:30; Section II, from 2:30 to 3:30.
Wash. Hall. Miss Mix.
14. Primary Reading.—The Rational Method in Reading, a combination
of the word, sentence and phonetic methods. 1. Value of
the word and sentence method. 2. Aims and value of the phonetic
method. 3. Combination of the Word and Phonetic Methods. 4.
Reading and spelling correlated.
Daily, Section I, from 8:30 to 9:30. Cabell Hall, Room 3. Miss
Coleman. Section II, from 4:30 to 5:30. Cabell Hall, Room 3. Miss
Coleman.
15. Special Methods in Primary Work.
First Week—Kindergarten and primary methods. Miss Mix.
Second Week—Primary reading and language. Miss Davidson and
Miss Haliburton.
Third Week—Primary history and geography. Mrs. Landis.
Fourth Week—Primary number work. Mrs. Moffett.
Fifth Week—Nature study and the school garden. Miss Taylor
and Mr. Scott.
Sixth Week—Games and out-of-doors sports. Dr. Scudder.
Daily, from 3:30 to 4:30. Cabell Hall, Room 2.
Note.—A series of Round Table Conferences in Education will be
arranged to meet once or twice a week. Separate conferences for
High School teachers, grammar grade teachers and primary teachers
will be held.
16. The History of Jewish Education.—Education and culture in
the Biblical Era, the Parent, the Priest and the Prophet as Teacher,
the Sage and the Scribe as Teachers, biblical methods of education
and their modern application, the Rabbi as Teacher (from 200 B. C.
to 500 A. D.), Jewish educators in the Middle Ages, contributions
of Jews to the Renaissance, the Renaissance of Jewish education,
modern Jewish problems in Education.
Daily, for two weeks beginning June 30th. Time and place to be
announced. Dr. Abram Simon.
Certificate Credit.—Summer School Professional—Education 1, 2,
3, 4, 5, and 6; Special High School Certificates—Education 1, 2, 3, 4,
5, and 6; Professional Grammar Grades Certificates—Education 7,
8, 9, and 10; Professional Primary Grades Certificate—Education 10,
11, 12, 13, and 14.
17. The Montessori Method.—This course is not intended to train
teachers, but to enable people to become better informed and more
intelligent about the Montessori Method. It will consist of a careful
study of the principles and practice of the method, using Dr.
Montessori's book as a basis, supplementing it with other sources
of information, and by Professor Scudder's personal experience with
the method.
There will be a complete outfit of the Didactic Materials and an
outdoor gymnasium which will include in its equipment all of the
apparatus mentioned by Dr. Montessori.
A demonstration class will be formed under the direction of Miss
Gale, directress of the Montessori Class in the Scudder School, New
York.
Daily, 3:30 to 4:30. Dr. Scudder and Miss Gale. Jefferson Hall.
Note.—The fee for this course will be $10.00 instead of $5.00.
| University of Virginia record March, 1913 | |