 | University of Virginia March, 1907 |  |
CURRY MEMORIAL SCHOOL OF EDUCATION.
Professor Heck.
Required for Admission to the Work of the School: The General
Entrance Examination or its equivalent. Students who have not had the
equivalent of the first year's work of the College are advised not to undertake
the work of the School.
Primarily for Undergraduates.
Course 1: Development of Educational Ideals.—Studied as phases of
social evolution. Special attention is given to the systems of education
in ancient India, Egypt and China; in Greece and Rome; in Europe
during the Middle Ages, the Renaissance, and the Reformation; in
modern Germany, France, England, and America. These systems are
analysed as revealing epochal and national ideals, the writings of individuals
being studied for their contribution to, and interpretation of,
these systems. Histories and original sources are used as texts, supplemented
by parallel reading.
Course 2: Sociological Phases of Education.—A study of society in
its relation to individual development. Attention is given to the evolution
of family life, the increasing value of childhood, the educational demands
of political, industrial, and religious systems, the growth of ethical ideals
and scientific knowledge. A special study is made of social control and
of individual opportunity in their influence upon development. Texts and
parallel reading.
For Undergraduates and Graduates.
Course 3: Principles of Education.—A summary of present educational
theory and practice. After an introductory consideration of the
method and material of educational study, the aim of education is defined
and illustrated at length. Theories of organic evolution are outlined and
discussed in their influence upon theories of education. The second and
third terms are devoted to a study of physical education and school hygiene,
educational psychology, curricula, general method, and special methods in
secondary schools. The texts are supplemented by parallel reading.
Course 4: School Administration.—A seminar study of national, state,
and city school systems; public finance and education; school buildings
and equipment; the supervision and employment of teachers; the relation
between school, home, and society. The educational systems and policies
of the Southern States are considered in detail. Texts are read rapidly,
the main emphasis being put upon parallel reading and original investigation.
| University of Virginia March, 1907 | |