 | University of Virginia record April, 1914 |  |
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. Advanced English Grammar for High School and College Teachers.—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. Law Building,
Room 2.
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
induce them to take advantage of local material and opportunities;
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
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. Law Building,
Room 2.
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 10:30 to 11:30. Professor Shearin. Law Building,
Room 1.
4. American Literature.—A. 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.—Metcalf's American Literature (B. F. Johnson & Co.);
Page's Chief American Poets (Houghton, Mifflin & Co.).
Daily, from 12:15 to 1:15. Professor Metcalf. Law Building,
Room 1.
5. American Literature.—B. 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 3:30 to 4:30. Professor Shearin. Law Building,
Room 2.
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. Law Building,
Room 2.
7. Tennyson and Browning.—A careful study of representative
poems of Tennyson and Browning. Lectures and interpretative readings
will make clear the elements of their art and its relation to the
important movements of the nineteenth century. Parallel reading,
references, and written reports.
Text-Books.—The Cambridge or Globe edition of Tennyson's
Co.).
Daily, from 4:30 to 5:30. Professor Metcalf. Law Building,
Room 2.
8. Advanced Composition: Narration and Exposition.—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
precede by a study and discussion of the principles of narration and
exposition, especially the short story and the short essay, by critical
reading of some of the best specimens from recent American authors,
and by exercise in both types.
Text-Books.—Esenwein's Writing the Short-Story (Hinds, Noble, &
Eldridge); Canby's English Composition in Theory and Practice (Macmillan);
specimens of stories and essays from the best current magazines.
Daily, from 4:30 to 5:30. Professor Myers. Law Building, Room 1.
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 Hiner. Law Building, Room 1.
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
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; Law Building, Room 2; Section
II, daily from 12:15 to 1:15; Law Building, Room 3. Miss Hiner.
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.
Section I, from 8:30 to 9:30, Cabell Hall, Room 3. Miss London.
Daily, section II, from 2:30 to 3:30. Cabell Hall, Room 3.
University Credit.—Any student who fulfills the conditions set
forth on page 17 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
eight 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 Advanced
Grade—English 1, 2, 3, 4, 5, 6, 7, and 8; Summer School Professional
Certificate—College Grade. 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 April, 1914 | |