 | University of Virginia record April, 1914 |  |
EDUCATION
1. The Health of the School Child.—The aim of this course is to
acquaint teachers and principals with the necessary requirements of
school hygiene. Not only will the proper hygienic ideals be discussed
but they will be related to the local conditions and difficulties
as brought out in the class conferences. The divisions of the
subject will be as follows: growth and development; defects and
hygiene of sight, hearing, breathing, posture, etc.; contagious diseases;
medical inspection; teaching of hygiene; the daily school program—recitations,
study periods, recesses, home study, etc.; play,
games, and gymnastics; the hygiene of school buildings and equipment;
community hygiene.
Text-Books.—Terman's Hygiene of the School Child; Dresslar's
School Hygiene; Bulletins of the Virginia State Board of Health.
Daily, from 9:30 to 10:30. Professor Heck. Education Building,
Room 2.
2. School Management and Methods.—This course is based upon a
round-table discussion of the teacher's life work. Each member
of the class is expected to own at least three of the small books
mentioned below and to use them in preparation for class discussion.
Emphasis is given to the teacher's health, personality, preparation,
certification, salary, and expenditures. The teacher's relations
to officials, colleagues, parents, pupils, and community are
discussed in detail. The latter half of the course is devoted to
the teacher's daily and weekly schedule of work and recreation and
to various problems of management and instruction.
Text-Books.—Riverside Educational Monographs as follows: Perry's
Status of the Teacher; Terman's Teacher's Health; Palmer's Ideal
Teacher; Dewey's Moral Principles in Education; Dewey's Interest and
Effort in Education; Bett's Recitation.
Daily, from 10:30 to 11:30. Professor Heck. Auditorium Education
Building, Room 5.
3. 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 mission of the 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 10:30 to 11:30. Professor Woodley. Education 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
of the immediate future.
Text-Book.—High School Education—Johnston.
Daily, from 8:30 to 9:30. Professors Woodley and Maphis. Education
Building, Room 4.
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 basi
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. Education Building,
Room 4.
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
time causes and results. Emphasis will be placed upon the present
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 Scudder. Education Building,
Room 4.
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
Teacher's; McMurry's Elements of General Method.
Daily, from 4:30 to 5:30. Professor Scudder. Education Building,
Room 1.
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. Education Building,
Room 3.
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.
(e) 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, Campfire Girls, dramatics, music, story telling, gardens.
The recreation center as a neighborhood institution, in country and
in city. Problems of organization and administration.
Daily, from 2:30 to 3:30. Professor Scudder. Education Building,
Room 3.
10. Elementary Education—Reading, Language, Literature—Grades
I to IV.—This course is planned to give primary teachers a brief,
concentrated study of the essentials of (a) materials and methods,
(b) standards of judging, (c) ideals of motivation, (d) social activities
as related to the above topics.
Reading.—History of reading methods, first reading lessons,
phonics in relation to reading, oral or dramatic reading, silent reading,
reading seat work, spelling.
History, Geography, Nature Study—Grades I to II.—The aim of
this course is to (a) present rational material, growing out of the
natural interests of children—viz., social activities of home and
school; acquaintance with conditions, activities, industries, and occupations
of the immediate environment; national holidays and festivals;
(b) to discuss methods of procedure emphasizing motivation,
subject matter to other subjects of the curriculum. Lectures, discussions,
observations of demonstration lessons, lesson plans, private
conferences.
History, Geography, Nature Study—Grades III and IV.—The aim
of this course is to (a) present material emphasizing social interdependence,
based upon the fundamental needs of man—clothing, food,
shelter—choosing problems which grow out of immediate environment
studies and industrial activities; to give briefly the beginnings
of history, through phases—of primitive, pastoral, pioneer and modern
life; (b) to discuss methods of procedure emphasizing motivation
through rational problems, group-work activities, industrial arts,
projects and standards for judging work; (c) to show correlation of
subject matter to other subjects of the curriculum. Lectures, discussions,
observations of demonstration lessons, lesson plans, private
conferences.
Arithmetic, and Its Relation to Other Subjects of the Curriculum—
Grades I, II, III, IV.—The aim of this course is to present the new
viewpoint in arithmetic teaching as determined by the social efficiency
aim in education. Special emphasis will be placed upon material
and scope for each grade; (a) fundamental processes, stressing
speed and accuracy, (b) problem-making, thought-content, or arithmetic
growing out of other subjects of the curriculum. Method of
procedure will deal with history of arithmetic methods, beginnings
of number relations, sense training, illustrative material and their
use; devices for drill, speed tests, motivation, problem making
around rational centers of interest.
Lectures, observations of demonstration lessons, lesson plans,
group work, private conferences.
The Teaching Process.—The aim of this course is to provide opportunity
for discussion of classroom problems from the standpoint
of (a) how we think; (b) how to study. Analysis of the thinking
process; methods and materials in lesson types development, drill, appreciation,
review lessons, applicable to recitation and study periods.
Special emphasis placed upon motivation and development of standards
for judging the recitation and study, or seatwork of children;
upon methods of directing and supervising study lessons. Lectures,
observation lessons, lesson plans, private conferences.
Text.—Dr. Strayer's A Brief Course in the Teaching Process; McMurry's
How to Study.
Note.—Courses in Elementary Education should include the above
and, in addition, child study, kindergarten, games, hygiene, storytelling,
music, drawing, primary industrial arts, primary methods in
English and arithmetic, etc., all of which will be found in other
courses in the catalogue.
Daily, Section I, first and second grades, from 9:30 to 10:30; Section
II, first and second grades, from 2:30 to 3:30. Miss Haliburton,
Education Building, Room 1; Section III, third and fourth grades,
10:30 to 11:30. Miss Sweeney. Education Building, Room 2; Section
IV, third and fourth grades, 3:30 to 4:30. Miss Sweeney. Education
Building, Room 4.
Note.—For Child Study, see Child Psychology, page 63.
11. 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
Reading and spelling correlated.
Daily, Section I, from 8:30 to 9:30. Education Building, Room 3.
Miss Coleman. Section II, from 4:30 to 5:30. Education Building,
Room 3. Miss Coleman.
12. 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 which may be applied to primary work, including construction
work, music, stories, nature material; possible aims and problems
connected with plays and games, the relation between activity
and mental development; the points of contact in the program of
the kindergarten and primary grades.
Daily, 8:30 to 9:30. Miss Mix. Education Building, Room 2.
13. Kindergarten Program and Methods.—For teachers of experience
in Kindergarten work who desire further study. A review will
be given of the history of the Kindergarten movement, and a study
made of its present aims and needs. The Kindergarten program
will be discussed. The materials of the Kindergarten, gifts, handwork,
games, songs, and stories will be studied in the light of our
present knowledge of the child's needs both physical and mental.
Observation in the Demonstration Kindergarten connected with the
Summer School will be an important feature of the course.
Daily, 2:30 to 3:30. Miss Mix. Education Building, Room 4.
14. Demonstration Kindergarten.—In conference hour questions
arising from observation in the Demonstration School will be answered.
There will also be discussion of method, materials, and
aims of the Kindergarten. Charts of work done by children of the
Washington City Public Kindergartens will be used to illustrate
process and possible result.
Daily, Demonstration 9:30 to 11:30. Conference 12:15 to 1:15. Miss
Stockard, Wash. Hall.
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.
Vacation School and Demonstration Classes.—A very important
and helpful feature of the work in elementary education this year
will be a regular vacation school for observation purposes. The city
of Charlottesville will conduct a vacation school for work in all the
grades, which will be in charge of trained expert teachers and under
the general supervision of the instructors in elementary education
in the Summer School. Arrangements have been made for
daily observation work and some practice teaching.
The Montessori Method.—There will be no regular course in Montessori
Method, but Miss Anne E. George, friend and co-laborer
with Dr. Montessori and translator of her book, now director of
Montessori work of the Montessori Educational Association, Washington,
D. C., will give a series of lectures for one week, beginning
June 29. These lectures will be the most authoritative presentation
of this subject made in any summer school in this country and
should attract many persons who are interested in this work.
A small extra fee may be charged for the lectures.
A Study of the Literary and Spiritual Values of the Psalms.—Beginning
of Hartford, Conn., lecturing under the auspices of the Jewish
Chautauqua Society of Philadelphia, will give a series of fifteen
lectures, daily, from 12:15 to 1:15, in the assembly hall of the Educational
Building on the following topics: Introductory, Aspects
of Hebrew Poetry; The Psalter, Its Musical Terms, etc.; Psalms of
Nature; Psalms of the Law; Patriotic Psalms; Psalms Gloryfying
the Temple; Historical Psalms; The World's Funeral Dirge; Psalms
of Faith and Trust; Psalms of Storm and Stress; Messianic Psalms;
Some Distinctive Miscellaneous Psalms, etc.
Studies in Our English Bible.—A series of lectures on this subject
is being arranged to cover the whole session of six weeks but
definite announcement of the whole course cannot now be made.
Dr. Theron H. Rice, professor of the English Bible in Union Theological
Seminary, Richmond, Va., will deliver eight lectures, July 14
to 17 inclusive, and 21 to 24 inclusive on the following topics: How
We Got Our English Bible; A Bird's-Eye View of Our English Bible;
The Opening Chapter of Our English Bible; The Law of Moses;
The Hebrew Prophets; The Poetry of the Old Testament; The
Prince of Teachers at His Work; A Window into a Mighty Heart.
Other lecturers will be secured to complete the series. Place and
names to be arranged.
School for Scout Masters.—From July 6th to 11th inclusive a
school for Scout Masters will be conducted. The course will be
substantially in accordance with the outline below, and the work
will be under the general supervision of Mr. W. J. B. Housman,
Scout Executive for Virginia, assisted by Mr. S. A. Moffett, National
Field Scout Commissioner, and other approved instructors
in the different fields of scout craft.
1. Boy Life (Lecture Course).
(a) Pre-Adolescence.
(b) Adolescence.
(c) Self-Government.
(d) Play Life.
(e) The Boy in the Street—The Wage-Earning Boy.
2. Camping (Lecture and Question Methods with Demonstrations).
(a) Organization—Supervision—Leadership.
(b) Environment—Sanitation — Water Supply — Volunteer
Service.(c) Cooking—Purchasing—Types of Food—Regularity and
Efficiency.(d) Scout Craft—Institutes and Contests.
(e) The Social Life.
(f) Personal Life of Scout Master and Personal Life of Camp.
3. Scout Craft in particular. (Demonstration where possible.)
(a) First Aid, Elementary.
(b) First Aid, Advanced.
(c) Nature Study—Leaves and Trees.
(d) Animal Life—Calls—Foot Prints, etc.
(e) Nature Study—Bird Life.
(f) Knot Tying—Splicing, etc.
4. Principles and Methods of Organization.
(a) General City or Community Organization.
(b) City Policy.
(c) Troop Policy.
(d) Statistical Forms and Records.
(e) Examinations, Court of Honor.
Boy Scout Camp.—In connection with this school there will be
located near the University a Boy Scout Camp from June 29th to
July 11th and there will be held an athletic contest and a scout craft
contest in which trophy cups and a number of other prizes will be
offered. Any Scout Master desiring to enter his troop should write
early.
Camp Fire Girls.—There will also be an effort made to effect an
organization of Camp Fire Girls, and a number of demonstrations
will be given.
Certificate Credit.—Summer School Professional Certificate—Advanced
Grade—Education 1, 2, 3, 4, 5 and 6; Summer School Professional
Certificate—College Grade—1, 2, 3, 4, 5 and 6; Summer
School Professional Certificate—Grammar Grade—Education 7, 8, 9,
10 (Sec. III and IV); Summer School Professional Certificate—Primary
Grade—Education 7, 9, 10 (Sec. I and II), 11, 12, 13 and 14.
| University of Virginia record April, 1914 | |