 | University of Virginia record March 15, 1915 |  |
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 transition 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.);
Jovne'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
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. Law Building,
Room 2.
3. English Literature.—This course may be outlined as follows:
(1) A study of the principal periods of English Literature through
the life and work of (at least) one of the great writers of each period.
(2) Special lectures on the books set for "Study" (English B)
in the college entrance requirements, and also on a few of the most
important set for "Reading" (English A). (3) A brief course in poetics
including the ballad, sonnet, ode, dirge, epic, and romance
forms; with the study of illustrative selections. Parallel reading and
written reports. In this course the value of oral interpretation of
literature will be emphasized, and as much interpretative reading
will be done as time will permit. Suggestions for oral work in High
School English Literature, and a number of outlines for written
work will be given.
Text-Books.—Manly's English Poetry (Ginn and Co.); Metcalf's
(B. F. Johnson and Co.) or any other good history of English Literature;
and texts of classics set for study in college entrance requirements.
Daily, 10:30 to 11:30. Professor Reade, Law Building, Room 2.
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.—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 will be a survey of the
whole field of American literature not by authors but by types.
There are eleven of these and the question that we shall try to answer
will be: What is the best that our country has done in (1) the
epic, (2) the drama, (3) the ballad, (4) the lyric, (5) history, (6)
biography, (7) the essay, (8) the oration, (9) the letter, (10) the
short story, and (11) the novel? The distinctive contributions of
the different sections of the United States will be appraised and the
effort made to find out what Americanism in literature means. The
opinion of noted foreign critics will be consulted wherever accessible.
Text-Books.—A. W. Long's American Poems (American Book Company);
G. R. Carpenter's American Prose (The Macmillan Company).
Daily, from 8:30 to 9:30. Professor Smith. 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 1.
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
Poems and Browning's Poems (Houghton, Mifflin & Co. and Macmillan
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 proceed 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. The Books of the New Testament.—When you say "Hamlet" or
"Les Misérables" or "Evangeline" or "David Copperfield" the hearer
not only recognizes the name but recalls the distinctive contents. He
has read these works as wholes, has thought of them as wholes, and
remembers them as wholes. But try the same test with "Mark" or
"Ephesians" or "Colossians" or "First Thessalonians." Could you
give as clear an outline of the contents of any one of these as of
any one of the others? Yet you have read them and heard them
read far more frequently. The difference is that you have read these
Bible books and heard them read by piecemeal, "here a little and
there a little;" and the sixty-six books of the Bible are the only
pieces of world literature that we approach in this hop-skip-and-jump
way.
In this course we are going (1) to read each one of the books of
the New Testament as far as possible at a sitting, (2) to find its
central or nuclear thought, (3) to view it as if it were all of the
New Testament that had come down to us, and (4) to remember
that the writers wrote not because they had to say something but because
they had something to say.
Daily, from 12:15 to 1:15. Professor Smith. Assembly Room,
Cabell Hall.
10. Oral Expression.—In view of the larger requirements of the
English course of study of today, the need of thorough training in
the art of expression becomes a matter of vital interest to teachers
of literature. Instruction in elocution is twofold in its nature;
from an otherwise good rendition of the masterpieces of literature;
while on its positive side it endeavors to bring out individual talent
and to inspire such sympathy with the text as may result in a simple,
natural and effective reading. Above all things, the aim of any course
in public speaking should be to develop the personality of the student,
not to make him a mere imitator.
The lessons will be divided into two parts: First, a lecture on
some phase of the subject with illustrative readings, followed by individual
and class exercises bearing upon the matter under discussion.
Assignments will be made each day of selections to be studied
which will be read or recited by members of the class. This will
be followed by criticisms by the instructor.
The lectures will deal with such subjects as thought-reading, emphasis,
breaking, articulation, phonetics, expression, reading of poetry,
quality, pitch, force, time, the tunes of speech, gesture, dialogue,
dramatic reading, and impersonation.
Students who intend to take the work in American and English
Literature are especially urged to avail themselves of the opportunity
offered by this course.
Daily from 3:30 to 4:30. Professor Reade. Law Building, Room 3.
Text-Books.—Shoemaker's Practical Elocution. The following are
recommended for reference: Murdoch-Russell's Vocal Culture; Kofler's
Art of Breaking; Lanier's Science of English Verse.
11. 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 below
the sixth. 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; importance of oral language
training; types of oral lessons; language work based upon nature
study, geography, literature, history, pictures, games, and hand work,
giving the various topics of the course of study re-impression through
language expression, while providing a reasonable basis for language
itself.
Daily, from 8:30 to 9:30. Miss Brooks and Miss London. Law
Building, Room 3.
12. 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 elementary
as a record of usage rather than a law of usage.
Text-Books.—Emerson and Bender's Modern English, Book II.
Section I, daily, from 10:30 to 11:30. Law Building, Room 3; Section
II, daily from 12:15 to 1:15; Law Building, Room 3. Mr. Shewmake.
13. 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 9:30 to 10:30. Law Building, Room 3. Miss London.
Daily, Section II, from 3:30 to 4:30. Miss London. Law Building,
Room 1.
University Credit.—Any student who fulfills the conditions set
forth on page 19 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, 8, 9, and 10; Summer School
Professional Certificate—College Grade. English 1, 2, 3, 4, 5, 6, 7, 8,
and 9. Professional Grammar Grades Certificate—English 10 and
12; Professional Primary Grades Certificates—English 11.
| University of Virginia record March 15, 1915 | |