University of Virginia catalogue

Junior Class.—A student who is able to read Cæsar or Vergil, and has
a proper acquaintance with the Forms, is prepared to enter this class. The
class begins with Sallust or a writer of like difficulty. Systematic attention
is given to the study of the Forms. The Syntactical work is the study of the
Case-relations, the exact force of the Tenses, and a consecutive outline of the
connections in which the Subjunctive Mood is required. Principles and facts
explained are applied by frequent exercises in Latin Composition. The
reading is confined to selected portions of Sallust, Ovid, Curtius, and Vergil.
A limited amount from each author is prescribed for private reading. For
the examinations, passages are selected for translation from the Latin assigned
as private reading. There are two examinations—the Intermediate, held
about the middle of the session, the Final, at its close; these examinations
are conducted in writing.

Intermediate Class.—Work in this class will be directed to the acquirement
of readiness in translation and syntactical interpretation, with as little
specialistic investigation as is consistent with a general but sound and permanent
knowledge of the language. As an indispensable auxiliary to this
end written exercises in translating English into Latin and Latin into
English will be required. Proper attention will be given to Roman History
and Literature. The metrical work will be limited to the structure and
accurate recitation of the Dactylic, Anapæstic, Trochaic, and Iambic verses,
with the verses occurring in the odes of Horace. Translation will be confined
to Livy, Horace, Cicero, Seneca, or Tacitus. Selections from each
author will be assigned as parallel reading. There will be two written
examinations—Intermediate and Final.

Senior Class.—This class commences with Juvenal or Livy, and reads
during the session selected portions of Juvenal, Livy, Cicero, Seneca, Tacitus,
or a play of Plautus. The Case-relations are reviewed, and the Syntax
of the Verb is systematically presented. Latin versification is taken up
early in the session, and continued throughout the term. A theoretical
acquaintance with this subject is insufficient. Prompt identification and
correct recitation of every variety of Latin verse is insisted upon. A very
prominent place is assigned to Latin Composition as an indispensable means
of acquiring an exact knowledge of the Language. Portions of the authors
read in the Lecture-room are designated as parallel and private reading.
The object of parallel reading is to enable a student to acquire a more
copious vocabulary than is furnished by the limited amount of Latin read in
the Lecture-room, and to afford a wider field for the application of the
principles explained in the Lectures. In this class there are two examinations—one
occurring about the middle of the session, the second at its
close. The examinations are conducted in writing. For the second or
Final examination, passages for translation are selected partly from the
parallel and partly from Latin which the class has not read. In this class
due attention is given to Roman History and Literature.

Text-books.—Any approved editions of the authors above named.

Grammars—Gildersleeve's, Syntax of the Verb by the Professor, Printed Lectures by
the Professor on the Latin Cases and Versification.

History—Liddell's, with Long's or any approved Atlas.

Literature—Bender's, as a Hand-book and Guide, supplemented by Lectures.

Sanskrit.—The Professor will also give instruction in the elements of
Sanskrit whenever a sufficient number of students desire it.

SCHOOL OF GREEK.

Prof. Humphreys.

The School is organized in three classes, the Junior, the Intermediate, and
the Senior. The method of instruction is by lectures, by daily examination
upon the matter of the lectures, and upon assigned portions of the text-books,
and by written and oral exercises.

A full knowledge of the regular Attic inflections and some experience in
translation are necessary as a preparation for the Junior Class. Two books of
Xenophon's Anabasis, or some suitable equivalent, may be regarded as a
proper amount of preparatory reading. Diligent students inadequately prepared
often make good progress with the aid of a Licentiate. (See p. 74.)

The Junior Class is intended to give a practical familiarity with the
simpler Attic prose. The Grammar is rapidly but carefully reviewed; for
translation into Greek, sentences are given out which involve the vocabulary
and the idioms of the Greek texts studied. The authors read are Xenophon
and Lysias. The Geography and Political History of Greece are taught in
this class.

The Intermediate Class, for which the Junior course, or some equivalent,
is the appropriate preparation, continues the study of Attic prose usage,
and enters upon the study of the Drama and of Homer. Weekly exercises
for translation into Greek are given, each being a passage of simple but idiomatic
English based on a Greek author. Selected portions of the Grammar
are closely studied, and the whole Syntax is reviewed. The authors read are
Lysias, Plato, Euripides, and Homer. Instruction in Greek Literature and
Antiquities is given in this class.

The Senior Class demands such attainments as may be acquired in the
two lower classes, or an equivalent. The authors read this session are Demosthenes,
Sophocles, Thucydides, Aristophanes, and the fragments of the Lyric
Poets. The Syntax of the Greek Verb is discussed, and courses of lectures
are given upon Metres and the History of Greek Literature. The weekly
exercises are partly based on ancient authors and partly specially prepared
or taken from standard English writers.

Text-Books.—Liddell and Scott's Greek Lexicon, Veitch's Greek Verbs, Goodwin's Greek
Grammar, Goodwin's Greek Moods and Tenses, and approved editions of the authors read.

For each class a course of private reading is prescribed, not restricted to
the authors named above.

The state of preparation of a pupil joining the School may often make it
expedient to take two classes at once.

In the examination of candidates for graduation, all the subjects taught
in the School are involved, and the passages set for translation are selected
from the classic writers at will.

Hebrew.—Elementary instruction in Hebrew will be given when the
demand for such instruction is sufficient.

SCHOOL OF MODERN LANGUAGES.

Prof. Schele De Vere.
Assist. Prof. Perkinson.

The subjects taught in this School are the French, Spanish, Italian, and
German languages, and Anglo-Saxon.

In the Junior Class the student is carefully trained and drilled in the
forms and Syntax of the language with the aid of the smaller Grammars
indicated. The practice of translation from the foreign idiom into the vernacular
is begun as soon as possible, with books of anecdotes and selections
mainly from modern writers, and at the same time weekly exercises are written.
The simpler works of some of the modern as well as of the classical
authors are studied during the latter portion of the course.

In the Intermediate Class about two months are given to a thorough
review of the Grammar, accompanied with practice in translation mainly
from modern authors. Weekly exercises are also written to test the progress
made by the student in Grammar and Syntax; these are read aloud
and corrected viva voce. Copious readings in modern plays and novels are
required until the student is able to translate at sight fairly easy authors; and
the exercises are continued, being now mainly taken from modern prose
writers and tested by comparison with the original text. The classes next
read works such as La France and Deutschland to gain familiarity with the
History and Geography of the country the language of which they are studying.
A short course in translating some of the simpler works of the classic
writers follows, supplemented by parallel readings assigned by the Professor;
and the course is completed by attendance on the lectures of the Professor
on the History of the Language and its Literature.

In the Senior Class a number of classic and of modern authors is
read in the class, to practice the pronunciation, to acquire facility in prompt
rendering of the foreign idiom, and to appreciate the literary beauties of
eminent writers. A much larger number of works, mainly by modern
authors, is assigned to be read privately, in order to acquire that familiarity
with foreign writers which enables the student to judge of the difference in
style and diction in individuals, and in various periods of literature.

At every meeting of the class, moreover, a lecture is delivered, and to a
large extent illustrated by examples and quotations written on the blackboard,
so that the eye and the ear may mutually assist each other. In these
lectures the Grammar and the Syntax of each idiom are discussed. The treatment
is mainly historical, the words, the sentences and the general structure
being exhibited as they gradually develop themselves from the earliest efforts
made by the infant nation to the highest results obtained in its so-called
Golden Age.

These lectures are again accompanied by weekly exercises, translations
from the vernacular into foreign idioms. They furnish the Professor with
evidence of the success or want of success with which he has tried to explain
the rules and the usages of each language. After having been carefully
marked, they are returned to the student, and then written, in correct form,
on the blackboard. The Professor, as he writes there, accompanies the exercises
with a running commentary on the various rules that have been violated
or misunderstood.

At stated intervals the Professor reads aloud, so as to train the ear; at
others, he dictates extracts from foreign writers for the same purpose.

After the classes have become somewhat familiar with the language, they are
given a series of lectures treating of the History of the idiom. Its forms,
its structure and its spiritual characteristics are carefully traced through the
different periods of its history, and minutely compared with each other.
This gives an opportunity for instruction in the fundamental rules of the
Science of Language, to which much attention is given. These lectures are
followed by another course on the Literature of each idiom. The different
periods of the literature are explained and illustrated by sketches of the
lives, and criticisms on the works, of the principal writers of each age.
The parallelism between the national growth of a people and its literary proficiency
is constantly pointed out.

After each lecture the Professor remains some time in the lecture-room to
meet informally such students as desire additional information.

To train the ear as much as possible, the Professor gives each week public
readings, at which some great work is read aloud and translated.

In the Class of Anglo-Saxon the study of the language is mainly
pursued in its aspect as the mother of English, furnishing the student the
means of tracing the history of his native tongue from its earliest beginning.
Much attention is given to the illustration of the history of words, their
birth, their fate under the rule of the Norman, and their subsequent modifications.
Whilst the student is furnished with a key to the rich and historically
invaluable literature of our forefathers, he is at the same time given an
opportunity to learn to know the inner nature, the inherent power, and the

right to supremacy awarded to his native tongue. Extracts from Anglo-Saxon
writers are read, and the bearing of their works on the history of our
race is explained.

The following text-books are used in the several languages:

French. The Professor's Grammar and First Reader, Whitney's or Brachet's Grammar,
Telémaque, Saintine's Picciola, Moliere, Racine, Voltaire, Taine's L'Angleterre, Masson's,
Gasc's, or Littré's Dictionary. A course of private reading is prescribed. Prof. J. A. Harrison's
French Syntax is recommended.

German.—Whitney's and Wilman' or rauer's (German) Grammar, Whitney's Reader,
Whitney's Dictionary, Schiller's Work, Goethe's Toru to Taso and Faust; Jean Paul's
Flegeljahre. A course of private reading is prescribed.

Spanish.—The Professor's Grammar, Soan's Dictionary, Velasquez' Reader, Breton's
La Independencia, Don Qu jote, Calderon's El Principe Con tante, Lope's Estrella de Sevilla,
Ticknor's History of Spanish Literature. In default of The Professor's Grammar, now
out of print, Knapp's Spanish Grammar will be used.

Italian.—Cuore's Grammar, Foreti's Reader, Manzni's I Promessi Sposi, Tasso's Geru
salemme Liberata, Pellico's Le Mie Prigioni, Petrarca, Dante's La Divina Commedia.

Anglo-Saxon.—Shute's Manual of Anglo-Saxon, or Sweet's Primer, The Professor's
Studies in English, March's Anglo-Saxon Grammar (for reference), the Anglo-Saxon Gospels

SCHOOL OF ENGLISH.

Prof. Garnett.

Instruction in this School is given in three classes:

I. The Class of Early English.—In this class the historical and philological
study of the language is pursued, the class beginning with its oldest
forms, and tracing the language, by the study of specimens, through its different
periods to the formation of modern English. After a thorough study
of the grammar, selected pieces of Old and Middle English prose and poetry
are read, both in class and privately, with a view to acquiring a philological
knowledge of the origin and structure of English. Lectures on the position
of English in the Indo-European family of languages, and on the history of
the language, are also given.

Text books.—Sweet's Anglo-Saxon Reader; Morris and Skeat's Specimens of Early English,
Parts I and II. For reference.—Cook's Sievers's Grammar of Old English; Earle's
Anglo-Saxon Literature; Ten Brink's Early English Literature.

II. The Class of Modern English.—In this class the study of the
later language, that is, from Chaucer, is pursued, and Shakspere is made a
special subject of study. The critical study of a play of Shakspere, with
private reading of about one-fourth of the plays, is followed by similar study
of selected works of later authors. Lectures on the history of the Elizabethan
drama and on the history of the later language are given.

Text-books.—For 1889-90, The Merchant of Venice (Rolfe's edition); Dowden's Shaks
pere Primer; Abbott's Shaksperian Grammar; Lounsbury's History of the English Language;
Milton's Areopagitica (Hales's C. P. edition). For reference.—The Globe Shakspere and
Fleay's Shakspere Manual; Keltie's British Dramatists.

III. The Class of Rhetoric and English Literature.—In this class
the principles of Composition and Rhetoric are first studied, and then the
study of the history of English Literature is taken up. Along with study of
the text-books, selected works of authors are assigned for private reading.
Essays are required at regular intervals. Lectures on each subject are given
in connection with the text-books.

Text-books.—Genung's Practical Elements of Rhetoric; Arnold's Anglo-Saxon and Norman
Periods; Nicoll's Landmarks of English Literature; Ward's English Poets. For
reference.—Minto's Manual of English Prose Literature; Galton's English Prose.

Each class meets twice a week, and may be attended separately; but
graduation in I. and III., or II. and III., will be necessary for a diploma in
the School.

N. B.—Books marked "For reference," are used at the option of the
student.

CORCORAN SCHOOL OF HISTORICAL SCIENCE.

Prof. Holmes.
Adjunct-Prof. Dabney.

In this School are two classes—one of General History, the other of the
Processes of Historical Change. Either class may be taken separately, or
either branch of the latter class.

I. General History.—In this class the story of advancing civilization is
followed through the succession of the leading nations, from the commencement
of authentic and continuous history to the Age of Revolution still in
progress. An effort is made to impress the vital connection of nation with
nation, of generation with generation, and of anterior with ensuing conditions
of historical development. The rise, the decline and the fall of States
are referred to their causes. The political, intellectual and social condition
of the people in the more prominent periods is carefully expounded; and the
sources of their power and prosperity, or of their weakness and impoverishment,
are noted, so far as the necessary limitation of the subject will permit.
The object contemplated is to present the human family in History as an
organic unity, all of whose parts at all times, and through all successions,
are thoroughly independent.

Text books. Smith's History of Greece; Marivale's History of Rome (abridged by
Puller); Gibbon's History of the Decline and Fall of Rome (abridged by Smith); Lodge's
Modern History; Labberton's New History and Historical Atlas.

II. The other class embraces Political Economy and the Science of
Society, Political Economy being considered as a subordinate branch of
social investigation.

1. Political Economy.—In the treatment of this department of knowledge,
there is no rigid adherence to the school of Smith, Ricardo, and
Mill. The modification of older doctrines, necessitated by the increase of
productive inventions and productive operations, is steadily regarded. Attention
is paid to the inquiries and criticisms of Thornton, Cairnes, Jevons,
etc.; and the altered views propounded by Laveleye, Walker, and the school
of the Cathedrists are duly considered.

Text-book.—Walker's Political Economy (advanced course).

2. Science of Society.—The latter half of the course in this class is
devoted to the Science of Society.

In this is prosecuted the investigation of the laws and movements, the
growth, decay and constitution of Societies, in the different phases and stages
of social development. The necessary organic functions of Society are
studied in their several forms. They are also regarded in their reciprocal
relations and in their conjoint action in successive forms of civilization All
systems are interpreted: no ideal constitution is contemplated. The course
is descriptive of processes by which experienced results have been obtained;
not speculative in advocacy of theoretic dreams.

The Class is dependent on notes on the Lectures, as no text book exists.

SCHOOL OF MORAL PHILOSOPHY.

Prof. Davis.

There are two classes, best taken in two successive sessions:

I. The Class in Logic studies Deductive Logic, Inductive Logic, and
Applied Logic. Two lectures a week.

Text-books.—The Professor's Logic, Mill on Induction, Whately's Rhetoric, Jevons's Principles
of Science.

II. The Class in Philosophy studies Psychology, Ethics, and History
of Philosophy. Three lectures a week.

Text-books.—The Professor's Psychology, Hamilton's Metaphysics, Janet's La Morale,
Lotze's Grundsätze der Praktischen Philosophie, Kant's Theory of Ethics, Ueberweg's History
of Philosophy,

GRADUATE COURSES.

School of Latin.—This work is intended for students who desire to
pursue their Latin studies beyond the requirements for graduation. The
value of the course to a student who proposes to teach, or who desires to
equip himself for original investigation in the language, cannot well be overrated.
The scope of the work is such as to familiarize him with the language
in its several periods. An extensive course of reading is prescribed, and
subjects for independent investigation are from time to time assigned. The
Lecture-room exercises consist in translation and the discussion by the student
of the passage translated. He is invited to propound such questions to the
Professor, or to a member of the class, as he would to a pupil. In addition,
a careful translation from some one of the best Latin prose writers is prepared,
and the student is required at once to write on the blackboard his
Latin rendering of it, and to give his reasons as well for the periods as for
the syntactical constructions employed. Though it requires at least two
years to complete this course, yet one year given to it abundantly repays the
student, as the greater part of the first year of the course is devoted to the
archaic period of the language, which cannot be considered to any great
extent in the course for graduation.

School of Greek.—This course is designed primarily for those who
intend to become teachers of the classical languages, and who desire a
thorough introduction to Greek philology as a part of their professional
equipment. With such students the Professor will read and discuss the more
difficult Greek authors. Courses of private reading are marked out, including
important text-books and monographs; and by systematic lectures, as well as
by constant supervision and advice, the Professor will aid and direct the
student's endeavors. As an exercise in the independent investigation of
philological problems, each student is from time to time expected to prepare
a paper, discussing thoroughly some topic selected by himself. Constant
practice is given in Greek composition.

School of Modern Languages.—Graduates in this school who wish
to extend the study of any one of the idioms there taught (including Anglo-Saxon)
beyond the limits of the under-graduate course, and candidates for
the degree of Doctor of Philosophy, are expected to do the following work:
They will read additional foreign authors, pursue the study of Comparative
Philology till mastery is secured, and write monthly essays on kindred subjects,
which must give proof of original research. A thorough knowledge
of at least one ancient language, and graduation in two modern languages, are
deemed prerequisite. Candidates for honors will, however, have the choice

between the two methods of comparing idioms—either by tracing out the kinship
existing between several languages, or families of languages, such as the
Romanic, the Germanic, or the Slavic, in their lexical, grammatical or
psychological nature; or by comparing with each other the different aspects
borne by one and the same idiom in its successive periods of life. The
writings of Diez, Hovelacque, Sayce, Max Müller, and others, are carefully
studied; and the final result of the whole course of study is to be shown in
a concluding dissertation specially written for the degree, and evidencing
original thought.

School of English.—In this school two separate graduate courses will
be arranged to suit the needs of those students who desire to pursue further
either philological or literary studies. The former will comprise the further
study of Anglo-Saxon and Middle English works, especially of Anglo-Saxon
poetry, or the study of Gothic and the comparative grammar of the Teutonic
languages. The latter will comprise the study of some distinctive
period in English literature, or of some particnlar writer, or writers, including
the political, social, and literary characteristics of the age under consideration.
In each course a thesis will be required, giving evidence of independent
private study of some subject cognate with the course pursued, in addition
to such examinations as may be advisable. The selection of the course and
subject is left to the student himself, under guidance of the Professor.

School of Historical Science.—The graduate course in this school for
the degree of Doctor of Philosophy will be varied from year to year, but
will always be designed to train the student in original research and systematic
exposition of the results. Some historical period, with the accompanying
social, political and intellectual development of the people, will be
made the subject of study. Such instructions and directions as may be
required to render those pursuits efficacious will be given throughout the
session.

School of Moral Philosophy.—The history of Philosophy, ancient
and modern, with a special study of Aristotle and Kant. A course in
Psycho-Physics.

N. B.—Graduation in a school is prerequisite to admission to the advanced
Graduate Course of that school.

University of Virginia Library

LITERARY DEPARTMENT.

SCHOOL OF LATIN.

Prof. Peters.