 | The University of Virginia record March 15, 1929 |  |
THE CURRY MEMORIAL DEPARTMENT OF EDUCATION
OFFICERS OF ADMINISTRATION
EDWIN ANDERSON ALDERMAN, Ph.B., D.C.L., LL.D.
President of the University
JOHN LLOYD NEWCOMB, B.A., C.E.
Assistant to the President of the University
JAMES MORRIS PAGE, M.A., Ph.D., LL.D.
Dean of the University
JOHN LEVI MANAHAN, B.S., M.A., Ph.D.
Dean of the Department of Education
GEORGE BASKERVILLE ZEHMER, B.S., M.A.
Director of University Extension
ELMER IRVING CARRUTHERS
Bursar
VIRGINIA EMMA MORAN
Registrar
MARY JEFFCOTT HAMBLIN, B.A.
Acting Dean of Women
HARRY CLEMONS, M.A.
University Librarian
FRANCES BRUFFEY
Librarian Heck Memorial Library
MARY BROWN
Secretary to the Dean
FREEMAN JUNIOR DANIELS, B.A., M.A.
Secretary to the Bureau of Appointments
OFFICERS OF INSTRUCTION
EDWIN ANDERSON ALDERMAN, Ph.B., D.C.L., LL.D.
President of the University
JOHN LEVI MANAHAN, B.S., M.A., Ph.D.
Dean of the Department of Education
| CHARLES GILMORE MAPHIS, Ped.D., LL.D. | Professor of Education |
| JOHN LEVI MANAHAN, B.S., M.A., Ph.D. | Professor of Educational Administration |
| GEORGE OSCAR FERGUSON, Jr., M.A., Ph.D. | Professor of Psychology and Education |
| WILLIAM ROYALL SMITHEY, M.A., Ph.D. | Professor of Secondary Education |
| LOUISE OATES, B.S., M.A. | Sadie Heath Cabaniss Memorial Professor of Nursing Education |
| CARL CASKEY SPEIDEL, Ph.B., Ph.D. | Associate Professor of Anatomy |
| GEORGE BASKERVILLE ZEHMER, B.S., M.A. | Associate Professor of Education |
| EUSTACE EVANS WINDES, B.S., M.A. | Associate Professor of Secondary Education |
| FRANK ARTHUR GELDARD, B.A., M.A., Ph.D. | Associate Professor of Psychology |
| HENRY GRADY ACKER, B.S., M.S. | Assistant Professor of School Supervision, and Elementary School Supervisor |
| ALBERT LUTHER BENNETT, B.A., M.A., M.S. | Assistant Professor of School Administration |
| ARTHUR MERRITT JARMAN, B.S., M.S. | Assistant Professor of Secondary Education, and Principal of Charlottesville High School |
| ADELAIDE A. MAYO, B.A., M.A. | Assistant Professor of Nursing Education |
| AMELIA McLESTER, B.A., M.A. | Assistant Professor of School Supervision, and Elementary School Supervisor |
| JOHN ELMER WELDON, B.A., M.A. | Assistant Professor of Education |
| EDWARD ALVEY, Jr., B.A., M.A. | Instructor in the Teaching of English in Secondary Schools |
| CLARENCE JOHN MARTIN BLUME, B.A. | Instructor in the Teaching of English in Secondary Schools |
| RUFUS CLAUDE GRAHAM, B.A., M.A. | Instructor in Secondary Education, and Principal of Greenwood High School |
| OSCAR GARTH FITZHUGH, B.S. | Instructor in the Teaching of Natural Science in Secondary Schools |
| LUCY THWEATT JONES, B.S., M.S. | Instructor in the Teaching of Latin in Secondary Schools |
| RUBY BANNON MARSHALL, B.A. | Instructor in the Teaching of English in Secondary Schools |
| CALVIN HALL PHIPPINS, B.A., M.A. | Instructor in Secondary Education |
| ARCHER FRANK ROBERTSON, B.A. | Instructor in Secondary Education, and Principal of Crozet High School |
| ROBERT EARL SWINDLER, B.S., B.A., M.A. | Instructor in the Teaching of Social Science in Secondary Schools |
| COLLIN EDWARD SMITHER, B.A. | Instructor in the Teaching of Social Science and Mathematics in Secondary Schools |
| ROBERT CORNELIUS WINGFIELD, Ph.B. | Instructor in the Teaching of Mathematics in Secondary Schools |
| MARGARET PAGE, Normal Graduate | Teacher in Simeon Experimental Rural School |
| MOLLIE B. WHITLOCK, Normal Graduate | Teacher in Liberty Experimental Rural School |
HISTORY
The Curry Memorial School of Education was founded in 1905 as one of the
academic schools of the University. It was endowed by gifts of $100,000 from
John D. Rockefeller and $50,000 from the General Education Board, and was
named in honor of Dr. J. L. M. Curry, the Southern educator. There were
originally two professorships in the School, the Curry Memorial Professorship of
Education and the Professorship of Secondary Education. In 1914 a chair of
Educational Psychology and Principles of Teaching was added to the School, and
two years later a Professorship of School Administration was established.
In 1919 the School was organized into a Department of the University, with
four professorships, and was placed upon a professional basis similar to that of the
Departments of Law, Medicine and Engineering. The relation of the Department
of Education to the various academic schools of the University remains close,
however, since the academic training of students of Education is obtained in the
academic schools, and courses in Education are credited toward the academic
degrees.
In the spring of 1928 plans were matured to provide more adequate facilities
for observation, practice teaching, and experimental studies. The school authorities
of the City of Charlottesville and the County of Albemarle joined with the
University of Virginia in establishing a program of experimental education and
teacher-training. After the preliminary program of organization had been approved,
the General Education Board of New York City granted to the University
a subsidy of $20,000 a year for a period of two years to forward the program
and make possible its operation for the session of 1928-29. The Rector and
Visitors of the University made a supplementary appropriation of $5,000 annually
for a period of two years, thereby giving the Department additional funds amounting
to $50,000 for the biennium, 1928-1930.
PURPOSE
The rapid development of educational science and practice has made it necessary
that ample provision be made for the professional training of those who
expect to teach or to administer school affairs. The Department of Education,
therefore, aims to provide the following:
1. An opportunity for the study of Education as an important function of
society.
2. To give the necessary technical training for teaching and administration to:
a. University students, with or without experience, who intend to teach;
b. Secondary school principals;
c. Normal school teachers and administrators;
d. College teachers of Education;
e. School superintendents, supervisors, and other executives of schools
of all grades in cities, counties, and states.
3. To develop scientific methods of testing school work and to furnish demonstrations
of the way in which these methods may best be applied, thus developing
a spirit of observation and experimentation tending to increase our knowledge of
the science and art of education.
4. To become a center of educational influence to which teachers of all grades
and kinds may come for information and educational guidance.
5. To furnish to the general public information on any phase of school organization,
administration, and supervision, thus helping to create a clearer general
understanding about Education and the State.
PEABODY HALL
Peabody Hall, the Education Building, was named in honor of George Peabody,
who in 1867 made his great gift to the cause of education in the South.
The building was made possible through a gift of $40,000 from the trustees of the
Peabody Education Fund. This amount was supplemented by an appropriation of
$12,000 from the Rector and Visitors of the University. The building was completed
in 1912, and is the home of the Curry Memorial Department of Education.
The plans were drawn by a modern school architect, and approved by some
of the leading authorities on school architecture in this country. It is, therefore, a
model of excellence in this regard. It is one of the best equipped buildings in the
University, and has ample classroom and laboratory facilities, and an excellent
auditorium equipped with a modern motion picture machine. Modern requirements
in heating, lighting and ventilation are exemplified in its construction without
sacrificing conformity to the general style of classic architecture prevailing in the
University.
Adequate provision is made for a Departmental library, seminar rooms, classrooms,
psychological laboratory, and offices for the administrative officers and
teaching staff of the Department.
THE HECK MEMORIAL LIBRARY
The Department of Education maintains its own library in Peabody Hall,
named in honor of the first professor of Education in the University, the late
Professor William Harry Heck. The library was made possible through the gift
by Mrs. Anna Tuttle Heck of Professor Heck's private library containing approximately
2,000 well-selected books on Education, and the transfer of all books
on Education from the General Library of the University. Splendid equipment was
procured through a gift of money from students in Education, the Education Club
and friends of Professor Heck. A recent gift of $3,000 from Mr. Alfred W.
professional library as to offer very superior facilities to its rapidly growing student
body, by making possible the enrichment of every course now offered. At
present the library consists of several thousand select books covering most fields
of Education, a complete file of publications of the United States Bureau of
Education, various national, state and foreign documents, state school laws, annual
reports of state superintendents of public instruction, city superintendents' reports,
etc. Files of the leading educational magazines are available for free use of the
students. Exhibits of elementary and high school texts for comparative studies
are made available through the generosity of various publishers.
ENTRANCE REQUIREMENTS
Requirements for the Admission of Men.—To be admitted to regular standing
in the Department of Education, men must have satisfied the entrance requirements
of the College. Students who have decided to enter the teaching profession
at the time of entering the University should register with the Dean of the Department
of Education in order to be advised in planning their curricula. Holders
of State Teachers' Scholarships are required to register in the Department of
Education.
Requirements for the Admission of Women.—To be admitted to regular
standing in the Department of Education, women must be twenty years of age,
must meet the entrance requirements of the University and must have completed
two years of college work aggregating thirty session-hours in academic subjects.
Candidates not able to meet these requirements may make up their deficiencies
during the Summer Quarter.
Women planning to enter the Department of Education after completing the
two years of work required for admission should choose, during the two years,
courses corresponding to the University courses recommended for students at the
University during the same period. The Dean will welcome conferences with such
students before they begin training elsewhere.
Special Students.—(a) Graduates of colleges and universities other than
the University of Virginia, desiring to secure the necessary professional training
to qualify for the Collegiate Professional Certificate, may register in the Department
of Education and upon completion of the required professional courses receive
a certificate which will entitle them to the Collegiate Professional Certificate
issued by the State Department of Education.
(b) Men may be admitted as special students without fulfilling the entrance
requirements above specified, provided that, if they are Virginians, they are more
than twenty years old or, if they are not Virginians, they are more than twenty-three
years old, on the day of registration, and give adequate evidence of serious
purpose and of the training needed to pursue with profit the courses for which
they are registered. No special student may be a candidate for a degree; but such
students are permitted and encouraged to make up deficiencies by private study or
by taking courses in the Summer Quarter. They will then be admitted as regular
students, and may be accepted as applicants for degrees, provided all entrance requirements
are met at least one academic year before the date of graduation.
An applicant who has regularly attended a secondary school until he is
entrance units, will not be accepted as a special student.
(c) Women, twenty-five years of age, giving satisfactory evidence that they
are qualified to pursue courses in Education successfully, may be admitted as
special students, even though they fail to show credit for the thirty session-hours
of academic work required of women for admission to regular standing.
Advanced Standing is given to any candidate who, in addition to meeting
the minimum requirements for entrance above stated, can show by passing an
examination given sometime during the first month of his first session that he has
done work equivalent to that covered by any of the following courses offered in
the college: Latin A1, Greek A1, Greek A2, English A1 or A2 or A3, Mathematics
A1, German A1, French A1, Spanish A1, Italian A1. Candidates who apply for
examination for advanced standing must present a special certificate showing that
the full content of the course, on which advanced standing is sought, has been
covered in a systematic manner in the preparatory school, and in addition must
present the specific recommendation of the principal of the school that the candidate
be admitted to the advanced standing examination in question.
College Credit.—Candidates who desire credit for work done at other colleges,
must satisfy the entrance requirements for regular students, and must, in
addition, file with the Dean of the Department a certificate covering the courses
for which college credit is desired. The certificate must bear the official signature
of the head of the candidate's college, must specify the character and content of
the courses passed by the candidate, and must give his grades. The final validation
of such certificates is effected by the successful completion of not less than
twelve session-hours of work during his first session. In no case will credit be
given on more than forty-five session-hours of work done elsewhere, and any
candidate who receives this maximum amount of credit can count among the remaining
fifteen session-hours required for his degree only the credit value of the
courses he has passed as a resident student in the College of Arts and Sciences,
exclusive of any credit for work done in the Summer Quarter or in any of the
professional departments. In every case the candidate must spend the last session
of his candidacy, which must be a regular session of nine months, exclusively in
college work in this University; and the courses offered as major electives must
all have been completed in residence in this University. A maximum of fifteen
session-hours may be granted for one year of college work, and thirty-three hours
for two years.
In general, credit will not be granted for work completed elsewhere with the
lowest passing grade, if the grades are given as letters, or with a grade below
75 per cent., if the grades are given as percentages.
Conditioned Students.—A candidate for entrance must offer fifteen units as
defined by the Southern Commission on Accredited Schools. At least thirteen of
the units offered must be included in the list of units accepted for admission on
page 132. A student who, while able to offer fifteen units, cannot offer fifteen units
as defined in this list, may be conditioned on any two units not including English
A, B, or C, or Mathematics A1. All conditions should be absolved before the
beginning of the session following initial registration. This may be done by
passing entrance examinations or by passing equivalent courses in the Summer
of the work credited toward a degree. No conditioned student may be later
registered as a special student.
GRADUATE WORK IN EDUCATION
Graduate work in Education leading to the degrees of Master of Arts, Master
of Science or Doctor of Philosophy may be pursued in the Department of Graduate
Studies. Graduate students who choose Education as their major for the degree
of Doctor of Philosophy must meet the entrance requirements of the Department
of Graduate Studies, and, in addition, must pass, at least two terms prior to
receiving the degree, preliminary written examinations in each of the following
fields: History of Education, Educational Psychology, Educational Administration,
Secondary Education, and Educational Sociology. The candidate must also pass
a final oral examination upon his dissertation and the general fields of his major
and minor subjects.
The Department of Education offers the following graduate courses: Education
C1, Advanced Educational Psychology; Education C2, Problems in School
Administration; Education C3, Problems in Elementary School Supervision; Education
C4, Problems in High School Administration; Education C5, Problems in
High School Supervision; Education C6, Mental Measurement; Education D1,
Seminar in Educational Psychology; Education D2, Seminar in School Administration;
and Education D3, Seminar in Secondary Education.
The Dean's List.—A student who passes on not less than fifteen session-hours
during a session with an average of at least 85 per cent., and with no session
grade less than 75 per cent., will be placed on the Dean's List, and will remain on
the List as long as he receives an average of at least 85 per cent., on at least fifteen
session-hours per term and receives no term grade less than 75 per cent. in any
course. Any student on the Dean's List failing to maintain this standard of excellence
will be automatically dropped from the List. A student once dropped from
the List can again make the Dean's List by meeting the above standard for entire
session. A student on the Dean's List is not subject to the regulations limiting the
issuance of leaves of absence from the University, nor does absence from any class
entail on such student any penalty, affecting class standing, imposed for absence
alone.
REQUIREMENTS FOR DEGREES IN THE DEPARTMENT OF
EDUCATION
I. Bachelor of Science in Education
Candidates for the Degree of Bachelor of Science in Education must complete
sixty-three session-hours, distributed as follows:
A. Required Academic Subjects. Thirty session-hours.
1. Foreign language. Six session-hours in one language. (Latin, French or
German.)[1]
2. Mathematics. Three session-hours. (Mathematics A1 or Mathematics A2.)
3. Natural Science. Six session-hours in one science.
4. Social Science:
(a) History B1, History B2 or History B3—three session-hours.
(b) Sociology B1—three session-hours.
5. English:
(a) English A1, or English A2—three session-hours.
(b) English B1—three session-hours.
6. Psychology B1—three session-hours.
B. Education. Twelve session-hours in Education which must include Education
B2, Education B7, Education B11 and Education B12.
C. Major-Electives. Twelve session-hours in addition to the required academic
subjects shall be selected from one of the following groups of
subjects:
Group I. English and Foreign Language.
Group II. Social Sciences.
Group III. Mathematical and Natural Sciences.
Group IV. Psychology and Education. (Students otherwise meeting the
requirements for high school principles and elementary supervisors
may choose their major electives from Psychology and
Education.)
D. Electives-at-Large.
The remaining nine session-hours may be elected from any courses in the
academic schools for which the candidate has adequate preparation. Three
(3) session-hours of electives-at-large credit will be allowed for the completion
of the courses in Physical Education required for degrees in the
College of Arts and Sciences.
(6 session-hours of some other language may be substituted for the language requirements,
if approved by the Faculty of the Department of Education.)
II. Bachelor of Science in Nursing Education
During the session of 1928-29 a curriculum was organized for the training
of administrators, supervisors, and teachers in Nursing Education in hospital
schools of nursing. The specific degree requirements, curriculum, and courses
offered in the School of Nursing Education are presented on page 245.
DESCRIPTION OF COURSES
For Undergraduates
Education B1: History and Philosophy of Education: A study of the
chief educational ideals of mankind in relation to their social and historical conditions,
and as the expression of corresponding philosophies of life. (B.A. or B.S.
credit, three session-hours.) Monday, Wednesday, Friday, 10:30 to 11:30;
P. H. 4.
Assistant Professor Weldon.
Education B2: Educational Psychology: Psychology B1 prerequisite.—
Mental ability and its development. Quantitative aspects of the subject will be
measurement and experiments in learning. (B.A. or B.S. credit, three session-hours.)
Tuesday, Thursday, Saturday, 9:30 to 10:30; P. H. B., 1.
Professor Ferguson.
Education B3: Elementary School Supervision: (Junior year.) First
Term: A study of the elementary school curriculum. Conflicting viewpoints are
examined. Present-day practice in curriculum construction is studied. An attempt
is made to discover trends and to forecast the future development of the
elementary school curriculum in Virginia and the South.
Second Term: Learning and teaching in the elementary school. A study is
made of the various types of lessons, practice is afforded in their development and
application in the schools. A first-hand study is made of the pupil's method of
learning and the function of the teacher as a supervisor of learning.
Third Term: Scientific measurement in education. A study is made of the
instruments of measurement now available, their uses and limitations. Practice is
afforded in the use of scientific measures. Objectives examinations are constructed.
(Credit towards B.S. in Education, three session-hours). Hours to be arranged.
Assistant Professors Acker and McLester.
Education B4: Elementary School Supervision: (Senior year.) First
Term: Organization of the elementary school. Schedule making, time allotments,
records and reports, classification of pupils, marking, etc.
Second Term: Organization of subject matter and learning situations in the
elementary school.
Third Term: Directed supervision. Students will have practice in supervision
under direction. They will be required to discover, formulate and assist in
the solution of the problems ordinarily encountered in the supervision of elementary
schools. (Credit towards B.S. in Education, three session-hours.) Hours
to be arranged.
Assistant Professors Acker and McLester.
Education B5: Educational Administration and Supervision: First term:
State school organization and administration. Second Term: City school systems.
Third Term: County school organization and administration.
A special study will be made in connection with each term of Virginia State
School Laws and Regulations of the State Board of Education. (B.A. or B.S.
credit, three session-hours.) Tuesday, Thursday, Saturday, 11:30 to 12:30;
P. H., 4.
Professor Manahan and Assistant Professor Bennett.
Education B7: Modern Secondary Education: First term: History and
principles of modern secondary education. Second Term: The program of
studies of modern secondary schools with special reference to the principal types
of high schools in Virginia. Third Term: Modern methods of high school instruction
and classroom management. (B.A. or B.S. credit, three session-hours.)
Monday, Wednesday, Friday, 11:30 to 12:30; P. H. 2.
Professor Smithey and Mr. Phippins.
Education B8: School Administration and Supervision: First term: Statistical
methods applied to education. Measurements in education. Second Term:
administration; the second half of the term to elementary school administration.
Third Term: School supervision with special reference to the practical use of
standard tests in both elementary and high school subjects. (B.A. or B.S. credit,
three session-hours.) Monday, Wednesday, Friday, 10:30 to 11:30; P. H., 2.
Professor Smithey and Mr. Phippins.
Education B11: (a) Special Methods in High School Subjects:
Each third-year student who is a candidate for a degree in Education must
take a special methods course in the field of his academic major. Selection may
be made from the following courses in meeting the requirements of Education
B11 (a). (Credit, one session-hour for each course.) Hours to be arranged.
(1) The Teaching of English in Secondary Schools: Credit for six session-hours
of college English as a minimum, prerequisite.—A detailed consideration of
the aims and trends in the teaching of English; the principles underlying the
selection of types of classroom procedure in English instruction. The course includes
an examination of recent texts, tests, and instructional materials; the construction
of units and projects in English; and a discussion of the principles of
curriculum construction in English. Special consideration will be given to problems
of special method in the teaching of literature, silent reading, oral and
written composition, and language usage.
Mr. Alvey.
(2) The Teaching of Mathematics in Secondary Schools: Credit for six session-hours
of college mathematics as a minimum, prerequisite.—This course will
discuss in detail the aims, organization and methods of teaching mathematics in
Junior and Senior high schools. Attention will be given to general mathematics,
algebra, geometry, trigonometry and commercial arithmetic. Special consideration
will be given to such topics as the following: Aims and trends in the teaching
of mathematics; criteria for the selection of subject-matter; the examination
of current tests, texts, curricula, and other instructional materials; the construction,
use, and value of teaching units; lesson planning.
Mr. Wingfield.
(3) The Teaching of Latin in Secondary Schools: Credit for six session-hours
of college Latin as a minimum, prerequisite.—This course is intended to
meet the needs of teachers in service, and of advanced students preparing to teach.
The course includes an historical survey of the teaching of Latin in Europe and
America, with special emphasis upon the experience of teachers in American
schools; a study of present trends in the teaching of Latin; a survey of material
required as outlined in the courses of study of leading high schools of the United
States; a study of the technique of class and recitation management; and a study
of the relation of Latin to other subjects in the high school curriculum. Methods
of determining the capacity of students for foreign languages, and methods of
recording various types of achievement will be discussed.
Miss Jones.
(4) The Teaching of Science in Secondary Schools: Credit for six session-hours
of college science as a minimum, prerequisite.—This course will discuss in
detail the aims, methods, recent tendencies, and equipment for the teaching of
of science teaching and the place of the natural sciences in the curriculum
of secondary schools. Special attention will be given to general science, biology,
chemistry, and physics. This will include a critical examination of recent textbooks,
a discussion of current practices in handling laboratory work and notebooks,
the planning and value of units of instruction, testing, and remedial teaching.
Mr. Fitzhugh.
(5) The Teaching of the Social Studies in Secondary Schools: Credit for
six session-hours of college social studies as a minimum, prerequisite.—A course
in materials and methods in the social studies. The course includes a consideration
of (a) the general current trends in the teaching of the social studies in
secondary schools; (b) the objectives of the social studies in the high school;
(c) the examination and use of text and laboratory materials for the socialized
recitation, with special emphasis on the high school library in the social studies;
(d) a consideration of classroom procedure and the place and use of objective and
other tests; (e) the unit plan and procedure; (f) and the materials and devices
to make this plan of study effective in the handling of individual students.
Mr. Swindler.
Education B11: (b) Directed Teaching: Open only to seniors. Education
B11 (a), prerequisite.—Directed teaching in the City High School of Charlottesville
and in the high schools of Albemarle County. The student, through graded
participation is inducted into successive teaching activities until full teaching responsibility
is assumed for a period of time sufficient to produce skill in teaching.
Daily practice for a semester is required as a minimum. Required of all candidates
for the degree of B.S. in Education. Hours to be arranged.
Associate Professor Windes and Critic Teachers.
Education B12: School Hygiene and Sanitation: Course prescribed by the
Virginia State Board of Education and State Board of Health for all students
desiring certificates to teach in public schools. After a preliminary consideration
of normal anatomy and physiology, the following topics are discussed: Physical
defects and their control, personal hygiene, communicable diseases, physical inspection
of school children, first aid, the sanitary school, and public health.—
(Credit, two session-hours.) Monday, Wednesday, 9:30 to 10:30; P. H., 7.
Associate Professor Speidel.
For Undergraduates and Graduates
Education C1: Advanced Educational Psychology: Psychology B1 and
one B course in Education prerequisite.—An intensive study of fundamental processes
and problems, involving a survey of important modern contributions to
psychological literature, with emphasis upon a systematic formulation of results.
Monday, Wednesday, Friday, 10:30 to 11:30; P. H., 8. To be given in alternate
years with Education C6.
Professor Ferguson.
Education C2: Problems in School Administration: Education B5 and
Education B7 or B8 prerequisite.—First Term: Organization, aims, scope and
methods of school surveys. Second Term: A detailed study of selected school
the fields of elementary and secondary education. Monday, Wednesday, Friday,
3 to 4:30; P. H., 4. To be given in alternate years with Education C3.
Professor Manahan.
Education C3: Problems in Elementary School Supervision: Education
B8 and Education B5 or B7 prerequisite.—First Term: Problems in the application
of the principles of scientific management to education. Second Term:
Standard tests in school subjects; their derivation and standardization. Third
Term: Application of educational tests, and the interpretation of the results.
Monday, Wednesday, Friday, 3 to 4:30; P. H., 4. To be given in alternate years
with Education C2.
Professor Manahan.
Education C4: Problems in High School Administration: Education B7
and Education B5 or B8 prerequisite.—An advanced course in secondary education.
Students will be required to make original investigations of the problems
in the field of secondary education. First Term: Problems of reorganization and
control of the high school. Second Term: Curriculum problems. Third Term:
The Training of High School Principals. The purpose of the course is to present
to the student the best procedures in high school organization, administration,
supervision, and instruction for the attainment of the objectives of secondary
education and to give him opportunities to ascertain how high schools should be
organized and administered in terms of accepted principles for the realization of
these objectives. Monday, Wednesday, Friday, 9:30 to 10:30; P. H., 2. To be
given in alternate years with Education C5.
Professor Smithey and Assistant Professor Jarman.
Education C5: Problems in High School Supervision: Education B8 and
Education B7 or B5 prerequisite.—An advanced course in secondary education.
Students will be required to make original investigations of problems relating to
secondary education. First Term: Problems of the high school teacher. Second
Term: Problems of educational and vocational guidance. Third Term: Problems
of high school supervision. Monday, Wednesday, Friday, 9:30 to 10:30; P. H., 2.
To be given in alternate years with Education C4. (Omitted 1929-30.)
Professor Smithey.
Education C6: Mental Measurement: Psychology B1 and one B course in
Education prerequisite.—A study of the more important mental tests and intelligence
scales, of the statistical methods involved in their use, and of the results
obtained. Monday, Wednesday, Friday, 10:30 to 11:30; P. H., 8. To be given
in alternate years with Education C1.
Professor Ferguson.
For Graduates
Education D1: Seminar in Educational Psychology: Research studies.
Hours by appointment.
Professor Fergusson.
Education D2: Seminar in School Administration: Research studies in
reported for class discussion by each student. Hours by appointment.
Professor Manahan.
Education D3: Seminar in Secondary Education: Research studies in secondary
education. Each student will be given a special problem which will be
reported to the class for discussion. Hours by appointment.
Professor Smithey.
The regulations adopted by the State Board of Education for the training of
teachers for the different subject-combinations recommend major academic subject
requirements as follows:
A. Teacher of English and Foreign Language.
English
Semester-hours 1. (a) Language and composition 6 (b) English literature 6 (c) American literature 3 (d) Shakespearean drama 3 (e) English elective 6 2. Latin or French 24 B. Teacher of Mathematics and Science (General Science, Biology, Chemistry,
Physics).Mathematics
Semester-hours 1. (a) College algebra 3 (b) Trigonometry 3 (c) Analytics 3 (d) Calculus 6 Science
2. (a) Biology 10 (b) Chemistry 10 (c) Physics 10 C. Teacher of Mathematics and a Single Science (Physics or Chemistry or
Biology).Mathematics
Semester-hours 1. (See B-1 above) 15 Science
2. (a) Biology 30 (b) Physics 10 (c) Chemistry 10 or (a) Physics 30 (b) Biology 10 (c) Chemistry 10 or (a) Chemistry 30 (b) Biology 10 (c) Physics 10 D. Teacher of History and one of the following: English, Latin, French.
History
Semester-hours 1. (a) Ancient and medieval civilization 6 (b) Modern European history 3 (c) American history 6 (d) Political Science (State and Federal government) 3 (e) Economics 3 (f) Sociology 3 2. English (See A-1 above) 24 or French (See A-2 above) 24 or Latin (See A-2 above) 24 E. Teacher of History and Mathematics.
History
Semester-hours (See D-1 above) 24 Mathematics
2. (See B-1 above) 15 F. Teacher of History and Science.
History
Semester-hours 1. (See D-I above) 24 Science
2. (See B-2 above) 30
CURRICULUM SUGGESTIONS
All students should complete during the first two years credits as follows:
| English | Six | (6) session-hours |
| Mathematics | Three | (3) session-hours |
| Science | Six | (6) session-hours |
| Foreign Language | Six | (6) session-hours |
| General Psychology | Three | (3) session-hours |
| Electives | Six | (6) session-hours |
A credit of three (3) session-hours will be allowed for the completion of the
courses in Physical Education required of College students during their first two
years in the University.
During the third year students should continue courses in their major elective
group and take Education B2 (Educational Psychology), Education B7 (Principles
of Secondary Education), and Education B11 (a) (Special Methods in
High School Subjects).
During the fourth, or senior year, a student's program will consist primarily
of courses in the major academic group and Education B11 (b) (Directed Teaching).
Students may meet the requirements of the West Law by taking Education
B12 (School Hygiene and Sanitation) during any session, but it is recommended
that the work be taken during the third or fourth year.
TRAINING OF ELEMENTARY SUPERVISORS
Students preparing for elementary school supervision must have (1) previous
training equivalent to that required for the Virginia Normal Professional Certificate,
and (2) at least two years of successful teaching experience in elementary
schools attested by letters of recommendation from division superintendents of
schools under whom the teaching was done.
It is a general requirement in connection with Education B4 that students
shall be present for the opening of the schools in Albemarle County for the
purpose of studying the problems of school organization. The schools usually open
during the first week in September.
COLLEGIATE PROFESSIONAL CERTIFICATE
Recipients of the Bachelor of Science in Education will receive the Collegiate
Professional Certificate, the highest form of certificate for high school teachers
issued by the State Board of Education. This certificate is valid for ten years,
renewable for a similar period, and entitles the holder to teach in both high and
elementary schools in Virginia.
Holders of Collegiate Certificates, the certificates of second rank issued by the
State Board of Education, may obtain the Collegiate Professional Certificate by
attending the University one session and taking four three session-hour courses
in Education.
Curricula organized to meet the requirements for the degree of Bachelor of
Science in Education fulfill both academic and professional requirements for the
highest grade of professional high school certificates issued without examination by
the various state departments of Education to holders of baccalaureate degrees.
The graduate courses in Education are recognized in states requiring graduate
study for professional certificates.
TEACHERS' CERTIFICATES
A resolution of the State Board of Education provides that on and after
September 1, 1929, the minimum qualifications for those persons beginning to
teach in an accredited high school shall be a baccalaureate degree from a standard
four-year college.
In accordance with the above regulations it will not be necessary after
September 1, 1929, to issue to incoming teachers the Special or Junior College
Certificate. The new requirement for high school teachers will not be retroactive.
SUGGESTED TEACHING COMBINATIONS FOR SECONDARY
TEACHERS
The State Board of Education has revised the program of studies for the
high schools of the State and has prepared a suggested plan for the assignment
of subjects to teachers. The subject combinations recommended for which training
is offered at the University of Virginia are as follows:
1. English and Foreign Language. (Latin or French.)
2. Mathematics and Science.
3. History and one of the following:
English, Language, Mathematics, and Science.
4. Physical Education.
It is generally recognized that the success of the revised high school program,
especially that phase of it which has to do with the assignment of subjects to
teachers, is dependent to a large extent upon an adequate supply of instructors
trained to teach the combinations of subjects as provided for above. Students are
directed in the choice of courses during their period of training to insure their
meeting the requirements for at least one of the teaching combinations.
COURSES FOR TEACHERS IN SERVICE
Saturday courses in any subject offered in the Department of Education will
be arranged at the University for teachers in service, if requested by at least five
teachers. Degree credit will be allowed on the same basis as in the regular
courses, provided that not more than one and one-half session-hours' credit shall be
given for the work in any course for one year.
Superintendents and Teachers of Public Schools Exempt from Fees.—White
male teachers and superintendents of the public schools of Virginia will be admitted,
during the last three months of the session, to the Academic Schools of the
University without payment of fees (except those charged in laboratory courses),
upon presentation of certificates that they have been teachers in the public schools
of the State during the year. Applicants for admission as teachers are required
to send their names to the President of the University not later than March 5.
OBSERVATION AND DIRECTED TEACHING
Facilities for observation and directed teaching and for practical educational
research are made available through the coöperation with the University of the
school systems of the City of Charlottesville and the County of Albemarle. Beginning
with the session of 1928-29 the administrative boards of these three units are
operating a coöperative plan of experimental education and teacher-training under
the following:
Be it resolved, by the President's Conference representing the schools of the
City of Charlottesville, the County of Albemarle, and the University of Virginia,
that the following resolutions be adopted and the governing bodies of the systems
concerned be requested to take appropriate action to put into operation the plans
outlined in these resolutions.
1. That the City of Charlottesville, the County of Albemarle, and the University
of Virginia join in developing a coöperative plan of experimental education
and teacher-training that will provide the following:
(a) For the school children of the City of Charlottesville and the County
of Albemarle—superior school facilities and instruction.(b) For the University of Virginia and the State of Virginia—adequate
laboratory facilities for the training of public school teachers and
administrators, and a center for the demonstration of the most desirable
school practices.
2. That the coöperative program be under the direction of a coördinating
administrative board consisting of the following:
(a) Chairman of the Charlottesville City School Board.
(b) Chairman of the Albemarle County School Board.
(c) President of the University of Virginia.
(d) The State Superintendent of Public Instruction.
(e) Division Superintendents of Schools.
(f) Dean of the Department of Education.
3. Organization of the Board: The coördinating board shall elect its own
chairman and other officers.
4. Functions of the Board: The main functions of the coördinating board
shall be:
(a) To recommend the general policies to be observed in the administration
of the coöperative program. These policies to be approved
by the governing boards of the three units.(b) To recommend all supervisory officers and teachers serving in this
coöperative endeavor, a majority vote of the Board being necessary
for recommendation to the legally constituted appointing agencies.
5. That Executive Committees of the coördinating administrative board be
organized as follows:
(a) Chairman of Charlottesville School Board.
(b) Division Superintendent of Schools.
(c) President of the University of Virginia.
(d) Dean of the Department of Education.
For the City and University—
(a) Chairman of Albemarle County School Board.
(b) Division Superintendent of Schools.
(c) President of the University of Virginia.
(d) Dean of the Department of Education.
For the County and University—
The acts of the Executive Committees of the Board shall be subject to the
approval of the entire Board.
STAFF OF THE CO-OPERATIVE PROGRAM
The staff of this enlarged program of experimental education and teacher-training
is composed of one director of supervision of secondary education; eight
critic teachers and departmental supervisors; three high school principals; two
rural supervisors; and two teachers of one-room rural experimental schools. All
of these are given faculty standing at the University.
The Director of Supervision of Secondary Education serves the City, the
County, and the University, and his salary is provided by the three units.
DUTIES OF THE DIRECTOR OF SUPERVISION OF SECONDARY
EDUCATION
The duties of the director of supervision of secondary education embodied in
the coöperative agreement are:
1. To act as an advisor to high school principals with reference to administrative
practices which are directly concerned with making provisions for efficient
instruction including such as:
(a) Teacher assignment to duty.
(b) Organization of the school day and class hour.
(c) Materials of instruction.
(d) Curriculum policies.
(e) Pupil-accounting.
2. To direct the supervisory and research activities of departmental supervisors.
3. To make assignments of student teachers to critic teachers.
4. To direct the general practices in the supervision of student teachers.
5. To make an annual report to the chief executive officers of the coöperating
units which shall be a statement of coöperative activities and a survey of
educational progress in the secondary schools.
6. To share with the Professor of Secondary Education the assignment and
general direction of graduate students making special studies in secondary education
which are conducted through the public schools as laboratories.
7. To direct studies of instructional efficiency in the secondary schools for
the information of the administrative officials.
8. To rate teachers for the information of the administrative officers concerned.
CRITIC TEACHERS AND DEPARTMENTAL SUPERVISORS
Of the eight departmental supervisors and critic teachers, six are assigned to
the Charlottesville High School, and two to the high schools of Albemarle County.
Their duties are as follows:
1. Act as general departmental supervisor in the subject-matter field of his
assignment.
2. Teach two regular classes in the high school of which he is a member of
the teaching staff, such as shall be assigned by the Director of Supervision acting
in agreement with the principal of the high school and division superintendent of
schools.
3. Serve as critic teacher for the direction of the teaching of such student
teachers as are assigned to him by the director of supervision.
4. Teach a special methods course in the subject-matter field of his assignment.
5. Conduct such studies of instructional problems as are approved by the
Director of Supervision as being in the interest of the improvement of instruction
in his subject.
6. Coöperate in directing the studies of such graduate students as are
assigned to him by the Director of Supervision, acting in agreement with the
professor of Secondary Education.
7. Recommend to the principal pupil-assignment to studies in his departmental
field.
DUTIES OF THE RURAL SUPERVISORS
The coöperative program between the University and the County of Albemarle
made possible the employment of two superior rural supervisors, bringing the
supervisory staff for elementary schools to five. These two supervisors, in addition
to supervising all elementary schools in the districts assigned to them, direct
the training of rural supervisors.
In order that there may be adequate opportunity for experimentation in one-room
schools two schools within easy reach of the University have been chosen
for special study and demonstration by the rural supervisors. It is hoped that the
record of achievement in these two schools may serve as an example and stimulus,
not only to the schools of the county, but of a much wider area.
SECONDARY EDUCATION IN VIRGINIA
The Department of Education publishes under the editorship of Dr. W. R.
Smithey, Professor of Secondary Education, a high school quarterly called Secondary
Education in Virginia, devoted to the encouragement of research in Virginia
secondary school problems for both public and private schools and to the
reporting of research through its columns. This publication is the official organ
of the Department of Education, and addressed primarily to the solution of problems
of secondary education in Virginia and its columns are open to all workers
in this field. It aims to encourage educational research in secondary education.
THE SUMMER QUARTER
The Summer Quarter is an integral part of the University year. Courses in
the College of Arts and Sciences, as well as in the Department of Education, are
the same in character and in credit value as in any other Quarter of the University.
Degrees are conferred upon men and women upon exactly the same terms for work
done in the Summer Quarter when the degree requirements are fully met. Those
who contemplate completing their degree requirements in the Summer Quarter
should keep clearly in mind, in estimating the time that will be required, that the
normal amount of credit which may be taken in one Summer Quarter is six
session-hours.
Candidates for a degree who desire credit for work done at other colleges
must satisfy the entrance requirements for regular students and must, in addition,
file with the Dean of the Summer Quarter a certificate covering the courses for
which college credit is desired. This certificate must be acceptable both to the
Dean of the Summer Quarter and to the Dean of the Department in which the
degree will be obtained. The certificate must bear the official signature of the
head of the candidate's college and must specify the character and content of the
courses passed by the candidate and must give his grades. In every case the candidate
must spend at least three full Summer Quarters or an equivalent time at
the University in order to meet the residence requirements.
The Master's degree may be obtained by properly qualified persons in three
Summer Quarters. In no case is this degree to be conferred upon any person who
has not attended and done graduate work three full Summer Quarters or the
equivalent time in the regular session of the University and the Summer Quarter.
On account of the increasing demand for graduate work in the Summer
Quarter, the number of graduate courses will be enlarged in 1929.
All persons who are looking forward ultimately to taking a degree through
summer work are urgently requested to file with the Dean of the Summer Quarter
an official statement of their entrance requirements and work for which college
credit is desired. Blanks for this purpose will be mailed upon application.
First Term begins June 7th and ends July 27th. Second Term begins July
29th and ends August 30th.
In order to provide for the increasing number of students who complete the
requirements for their degrees during the Summer Quarter, a convocation exercise
will be held Friday evening, August 30th, at 8 o'clock, when the degrees will
be conferred.
Catalogue and further information may be obtained by addressing Secretary
Summer Quarter, Box 149, University, Virginia.
BUREAU OF TESTS AND MEASUREMENTS
Educational Tests.—The Department of Education maintains a Bureau of
Tests and Measurements as a feature of its extra-University service. Select
standard tests in school subjects will be supplied to cities, counties and individual
schools at cost. Members of the Faculty of Education will visit the schools to be
tested, train teachers in the use of the tests and personally direct the giving and
scoring of them, provided the necessary traveling expenses are borne by the
schools served.
Mental Tests.—In connection with its work in educational psychology, the
Department undertakes to assist school authorities in the diagnosis and training
of backward and gifted children. Assistance will be rendered in the making of
mental surveys and the establishment of special classes. A clinic will be maintained
for the study of cases accessible to the University and the services of the
professor in charge will be available to any community in Virginia at the cost of
the necessary test materials and traveling expenses.
Any school official desiring the services of the Bureau of Tests and Measurements
should address the Dean of the Department of Education.
BUREAU OF APPOINTMENTS
The University of Virginia maintains a Bureau of Appointments in charge
of a committee consisting of Professors Manahan, Windes, Smithey, Metcalf and
Lewis. The services of the bureau are free to all teachers and prospective teachers
seeking positions in secondary schools (both public and private), normal schools,
and colleges. Correspondence with regard to appointment should be addressed to
the Bureau of Appointments, Freeman J. Daniels, Secretary, Room D, Peabody
Hall, University, Virginia.
PHI DELTA KAPPA FRATERNITY
A chapter of the national honorary educational fraternity of Phi Delta Kappa
has been organized in connection with the Department of Education. Under the
constitution of the fraternity, only those students are eligible to membership who
expect to make teaching or administration of schools a permanent vocation, and
who give evidence of superior qualities of character, scholarship and initiative.
The standards of scholarship governing election to membership in the fraternity
are similar to those prescribed for election to Phi Beta Kappa.
The purpose of the fraternity as stated in its constitution is "to develop
among the students of Education at the University of Virginia the spirit of
`Research, Service and Leadership,' " and to endeavor by every worthy means at
its command to create and foster fellowship and true fraternalism among the
members of the society.
EDUCATION CLUB
An Education Club is conducted for the purpose of fostering a scientific study
of educational problems. Membership is open to all students taking courses in
Education, teachers, principals and superintendents now in service, and members
of the faculty of the University who are willing to lend their influence and efforts
toward placing the teaching profession in Virginia and the South on a professional
basis.
SCHOLARSHIPS
The Virginia State Teachers' Scholarships in the Department of Education
and the College: fifty scholarships annually, each with a value of $100. Founded
in 1918 by action of the General Assembly of Virginia. The holder must be a
Virginian in need of financial assistance in order to attend the University; and
he must pledge himself to teach or engage in some other form of public school
work in Virginia for at least two years, or, failing this, to repay to the University
the full value of the scholarship. Blank forms of application may be had upon
request to Dean John L. Manahan, Chairman of the Committee on State Teachers'
Scholarships. Appointments prior to September 1 of each year are made upon
the recommendation of division superintendents. Any scholarships unassigned on
September 1 are open to applicants from the State at large.
In addition to the Virginia State Teachers' Scholarships, there are a number
of other scholarships in the University available for students of Education. A
detailed description of them is given in the General Catalogue of the University.
LOAN FUNDS AND STUDENT SELF-HELP
The University is in possession of funds from which loans are made to deserving
students in need of such assistance. An account of these loans is given in the
General Catalogue. Inquiries concerning them should be addressed to the Bursar.
Opportunities for obtaining remunerative employment are afforded to students
who are desirous by this means of partially paying their way through the University.
It is difficult to give definite assurance of employment to a student before
he reaches the University, but it may be stated that any student with sufficient
resources to carry him through the first half of the session can be reasonably sure
of obtaining work which will help defray his expenses for the rest of the academic
year. Information as to employment may be obtained from the Secretary of the
Committee on Student Help, Madison Hall, University, Virginia.
EXPENSES
The necessary expenses of a Virginia student in the Department of Education
may be estimated at from $370 a year upward, according to the mode of living;
for students from other states, $545 and upward. A fuller statement of expenses
will be found on page 141.
| The University of Virginia record March 15, 1929 | |