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BULLETINI

State Normal School \

for WomenFREDERICKSBURG, VIRGINIA

Summer Quarter

1922

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Published Quarterly in January, April,

June and October.

Entered as second-class matter April12, 1915, at the P. O., Fredericksburg, Va.,under Act of August 24, 1912.

Acceptance for mailing at special rateof postage provided for in Section 1 103, Actof Oct. 3, 1917, authorized July 18, 1918.

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STUDENTS' ROOM

BULLETIN

State Normal School

for WomenFREDERICKSBURG, VIRGINIA

Summer Quarter

First Term : June 19—Julu 28

Second Term : July 31—Sept. 1

\

Btnti Normal ^rljool

A. B. Chandler, Jr., President

V. R. ShacklEEord, President of Board, Orange, Va.

W. Ben Mears, Eastville, Va.

W. Clyde Locker, Richmond, Va.

Miss Belle Webb, Prince George, Va.

Alfred G. Preston, Amsterdam, Va.

Merritt T. Cooke, Norfolk, Va.

Mrs. A. P. Staples, Roanoke, Va.

Dr. H. M. DeJarnette, Fredericksburg, Va.

R. L. Chamberlayne, Phenix, Va.

George L. Taylor, Big Stone Gap, Va.

E. O. Larrick, Middletown, Va.

Geo. M. Warren, Bristol, Va.

E. LEE TrinklE, Governor (ex -officio), Richmond, Va.

Harris Hart, State Superintendent of Public Instruction (ex-omcio),

Richmond, Va.

Robert K. Brock, Secretary-Auditor, Farmville, Va.

The State Normal School at Fredericksburg is supported bythe State of Virginia in order that the young women of Virginia

may have opportunity for preparation as teachers and homebuilders.

The summer quarter is as follows : First term, June 19-July 28;

second term, July 31-September 1.

The winter session begins September 21.

Any one interested in either the summer session or the regular

winter session, may secure full information, catalog, etc., bywriting.

A. B. Chandler, Jr., President,

Fredericksburg, Va.

Bttxt? &nmm*r l^djool

A. B. Chandler, Jr.

Director

3. Y. Tyner

Dean and Registrar

Neeeie P. Hunter

Secretary

Mrs. Jno. C. Ferneyhough

Treasurer and Bookkeeper

Dr. C. Mason Smith

Physician

Mrs. C. L. Bushneee

Dean of Women

Mrs. John Ruff

Dietitian and Assistant to Dean of Women

Annie G. Cearke

Matron

Ruth Ferris

Librarian

Josephine Savilee

Assistant Librarian

John Ruff

Book Store

Jarultg

A. B. CHANDLER, JR., B. A, M. A.

PRESIDENT

Preparatory Education in Virginia Midland and Bowling Green Acade-mies; B. A. and M. A., University of Virginia: Teacher in LocustDale Academy; Miss Ellett's School for Girls; Special Student in

Law, Washington and Lee University; Principal Clifton Forge Gradedand High School; Principal in Richmond Public School; ProfessorEnglish in Virginia Mechanics' Institute; Conductor of State SummerSchool at Fredericksburg; State School Examiner; Author Virginia

Supplement to Frye's Grammar School Geography; Editor of SchoolPage of News-Leader; Dean Fredericksburg State Normal School,

1911-1919; Co-Editor Virginia Journal of Education, 1918-1919;

President Fredericksburg State Normal, May, 1919—

.

BUNYAN Y. TYNER, B. A, M. A.

DEAN AND PROFESSOR EDUCATION

Preparatory Education in Buies Creek Academy and Business College,

North Carolina; B. A., Wake Forest College; M. A., Columbia Uni-versity, with Special Diploma in Education; Teachers' College-,

Teacher in Public Schools of North Carolina; Instructor in BuiesCreek Academy Summer School; Principal the Wingate High Schoolof North Carolina; Graduate Student, Teachers' College, ColumbiaUniversity, Summer Session 1919 ; Fredericksburg State Norma!School, 1912— ; Professor in Education, Wake Forest College, Sum-mer Session 1921.

W. N. HAMLET, C. E.

PROFESSOR MATHEMATICS AND SCIENCE

Educated in Public Schools of Lynchburg; C. E. of V. M. I.; Special

Courses in Science and Mathematics at University of Virginia andCornell; Principal of Public High Schools at Ashland, Va., andLonoke, Ark. ; Instructor in Science in State Summer Schools ; As-sistant Principal John Marshall High School, Richmond, Va.. andHead of Science Department in same ; Professor of Analytical Chem-istry in Department of Pharmacy, Medical College, Richmond, Va.

;

Director Analytical Chemistry in the Medical Department of the

Medical College, Richmond, Va. ; Fredericksburg Normal School,1911—.

WALTER JORSENSEN YOUNG, A. B, A. M, Ph. D.

PROFESSOR HISTORY AND GEOGRAPHY

A. B., Richmond College, 1907; A. M., 1910; Ph. D., 1911, University of

Pennsylvania; Graduate Student, Summer Session, Columbia Uni-

versity, 1911; Summer Session, University of Pennsylvania School of

Education, 1913; Professor of Biology, Psychology and Philosophy,

Hampden-Sidney College, Virginia, 1911-13; Professor of Philosophy

and Education, Richmond College, Va., 1913-18; Supervisor of City

Schools, Suffolk, Va., 1918-19; Professor of Education, Summer Ses-

sion, Harrisonburg State Normal School, 1918; Principal of SummerSchool, Suffolk, Va., 1919; Fredericksburg State Normal School,

1919—.

J. H. CHILES

ASSISTANT PROFESSOR HISTORY

Preparatory Education in Public and Private Schools of Virginia; Grad-uate of V. M. I., Teacher in Private Schools of Arkansas and Vir-ginia; Associate President of Tennessee Female College, Franklin,

Tennessee; Principal of Somerset High School, Virginia; Division

Superintendent of Schools, Spotsylvania County, Virginia; Vice-President S. T. A., District A, 1920—; Fredericksburg State NormalSchool, 1917—.

G. H. BRETNALL, B. A., M. A.

PROFESSOR AGRICULTURE AND NATURE STUDY

Graduate Cornell College, 1896; Graduate Student University of Chicago,1901-2, and Summer Sessions 1905, 1906, 1907, 1910, 1916; InstructorScience and Mathematics, Epworth Seminary, 1899-1901 ; InstructorScience and Mathematics, Brooks Classical School, 1901-2; PrincipalPort Byron Academy, 1902-3 ; Head Department of Biology, Mon-mouth College, 1903-11; Head Department of Biology, State NormalSchool, La Cross, Wis., 1911-18; Head Deoartment of Biology, StateNormal School for Women, Farmville, Va., 1918-21; University ofDubuque, 1921—.

LULU CURME BRETNALL, A. B., PL. B.

PROFESSOR ENGLISH AND ASSISTANT IN EDUCATION

Graduate Cinti Wesleyan, 1895; Cornell College, 1896; Graduate StudentUniversity of Chicago, 1902-3; Courses in Correspondence, 1910-12;Department of Language, Epworth Seminary, 1899-1900; Professorof Literature, Taylor University, Indiana, 1898; Dean of WomenState Normal School, La Crosse, Wisconsin, 1914-16; Associate inEnglish Department, State Normal School Farmville, Va., 1917-21;Associate in English Department, University of Dubuque, Dubuque,Iowa, 1921—

.

ETHEL I. SUMMY, A. B., M. A.

ELEMENTARY SUPERVISOR AND PROFESSOR EDUCATION

Graduate City Normal School, Washington, D. C. ; A. B. and M. A.,

George Washington University; Graduate Student Teachers' College,

Columbia University, 1918-19 ; Assistant in Nature Study and Garden-ing, Wilson Normal School, Washington, D. C. ; Primary Demonstra-tion Teacher, University of Tennessee Summer School, 1917

;

Instructor in Education, University of Virginia Summer School,

1918-19-20; Institute Work in Maryland and Virginia; ElementarySupervisor Fredericksburg Normal School, 1920—

.

GRACE K. TANNER, A. B.

PROFESSOR HOME ECONOMICS

A. B., Fredericksburg College, 1914; Graduate Fredericksburg State

Normal, 1915; Teacher Household Arts, Cape Charles High School,

1915-16; Special Student Household Arts, Teachers' College, Summer1917 ; Industrial Arts Graduate, Fredericksburg Normal, 1918 ; Uni-versity of Virginia Summer School, 1918; Assistant Household Arts,

Fredericksburg State Normal, 1916—

.

GLADYS JESSAMINE DEAN

PROFESSOR DRAWING AND HANDWORK

Graduate High School, Grand Rapids, Michigan ; Graduate Normal Course,

Art Institute, Chicago, 1916 ; Summer Course Fine Arts Academy,Chicago, 1919 ; three years under Mathias Alten, Artist ; Art Instructor,

Grand Rapids, Michigan, 1916-1921.

GERTRUDE WILLIAMSON WHITEPROFESSOR WRITING; ASSISTANT PROFESSOR ENGLISH, FIRST TERM

Graduate Waynesboro High School, 1915 ; Graduate Fredericksburg State

Normal School, 1917; Teacher in Schools of Arlington County, 1917-

1920; Principal George Mason High School, 1919-20; Student Uni-versity of Virginia Summer School, 1920; Assistant in English andInstructor in Writing, Fredericksburg State Normal School, 1920—

;

Supervisor High School Subjects, Fredericksburg State NormalSchool, 1921—.

GARLAND LEE STRAUGHANPROFESSOR WRITING; ASSISTANT PROFESSOR ENGLISH, SECOND TERM

Graduate Fredericksburg State Normal ; Assistant in English and Writing.Fredericksburg Normal, 1918-20; Teachers' College, Summer School,

1919; Teacher Hampton High School, 1920-22—.

EMILY GOODLETT, B. S.

PROFESSOR ENGLISH AND EDUCATION

Graduate of State Normal School, Jacksonville, Ala., 1893; George Pea-

body College for Teachers, B. S., 1916; Teachers' College, Columbia

University, B. S., 1920; Summer Sessions, University of Chicago,

University of Tennessee; Teaching Experience—Training School of

State Normal School, Jacksonville, Ala., 1899-1903; Public Schools,

Anniston, Ala., 1903-1911; Critic Teacher, State Normal School, Liv-

ingston, Ala., 1911-1914; Critic Teacher, South Georgia State NormalCollege, Valdosta, Ga., 1915—.

PEARL M. HICKSPROFESSOR PHYSICAL EDUCATION AND HYGIENE

Preparatory Education in Public Schools, St Joseph's Academy, and In-

diana State Normal, Terre Haute, Indiana; Graduate Thomas NormalTraining School, Department of Physical Education, Detroit, Mich.;

Taught in Public Schools, Indiana and Southwest; Teacher Physical

Education, Detroit Public Schools; Physical Director PennsylvaniaTraining School; Physical Director Fredericksburg State NormalSchool, 1920—.

ELIZABETH N. WILLIAMSPROFESSOR PUBLIC SCHOOL MUSIC AND ASSISTANT PROFESSOR

DRAWINGPreparatory Education in the Public Schools of St. Louis; State Normal

School, Terre Haute, Ind. ; Cornell University, Ithaca, N. Y. ; Piano,

Prof. Max Beyer, St. Louis; Voice, Prof. Rudolf Heyne, Indianapolis,

Ind. ; Supervisor of Music, Elnora, Ind., Greenfield, Ind., Maysville,

Ky. ; Choir Director; Teachers' Institute Director; Director of Musicof Fredericksburg State Normal School, 1919—

.

FREDERIC A. FRANKLINPROFESSOR PIANO, VIOUN, HARMONY

Chicago Musical College ; Private Pupil of Robert Braine, Springfield,

Ohio, and John Boyer, New York City; taught two years in CollegeWork in the Southwest ; thirteen years Musical Director of Fred-ericksburg College ; since 1914 Proprietor and Director of the Fred-ericksburg School of Music ; Composer and Arranger of much Edu-cational Material for Piano and Violin and Piano, including TheJuvenile Violinist, Selected Classics for Violin and Piano, OperaticAlbum for Violin and Piano, etc.; Fredericksburg State NormalSchool, 1917—.

NORA C. WILLISPROFESSOR INSTRUMENTAL MUSIC—PIANO

Educated in Public School of Fredericksburg; Graduate in Piano, Har-mony, and Theory of Music, Fredericksburg College; Pupil of JacobReinhart, Richmond; Piano Teacher in Williamson PresbyterianAcademy; Piano Teacher in Woman's College, Richmond; SummerWork at Cornell University; Fredericksburg State Normal School,1911—.

ADOLPH P. LINK, B. S.

PROFESSOR MATHEMATICS AND SCIENCE

Graduate New Jersey High School; B. S. Degree, New York University;one and one-half years in Medicine, New York University; three

years Teacher Mathematics and Science in Fredericksburg HighSchool.

ASHTON HATCHER

THIRD GRADE SUPERVISOR

Graduate Chester High School; Professional Diploma from FarmvilleState Normal, 1911; Summer Work, University of Virginia, 1914;

Summer Teachers' College, 1921; Third and Fourth Grades, St. Paul,

Va., 1911-1913; Fourth and Fifth Grades, Chester AgriculturaJ HighSchool, 1913-1917; Second Grade, Marion, Va., 1917-18; SupervisorSecond Grade, Fredericksburg Normal, 1920—

.

BETTIE H. SHORT

SIXTH GRADE SUPERVISOR

Graduate of Lawrenceville High School; Graduate Farmville State Nor-mal, 1912; Summer Course, University of Virginia, 1916; SummerCourse, Teachers' College, N. Y., 1919; Assistant Principal Charlie

Hope High School, 1912-1914; Principal Ebony High School, 1914-

1916; Principal Buckhorn High School, 1916-1918; Principal EbonyHigh School, 1918-1919 ; Sixth Grade Supervising Teacher, Fredericks-burg State Normal, 1919—.

(&?tmul Attturottreitmtt

If you are interested in summer school work, you will do well

to read this booklet carefully. Should further information be

desired, write the Director.

As soon as you decide to attend the Summer School, write the

Director for room reservation. After this booklet has served your

purpose, please pass it along to some one else who may be inter-

ested in attending a summer school.

MISSION OF THE SUMMER SCHOOL

The greatest obligation resting upon a democratic society is the

conduct of an efficient system of popular education. Responsive

to this responsibility, the State conducts summer schools for

teachers at several State institutions.

The School at the Fredericksburg State Normal School is oneof these, and it offers a splendid opportunity for the teachers whoare in active service to better prepare themselves for their pro-

fession.

The children of the State deserve the best that can be given

them, and one of our greatest needs is professionally equippedteachers. The large majority of the children of Virginia are

taught by teachers with little or no professional training. Duringour recent world war, the patriotic call of duty led us all to throwour energies into those activities that would tend to bring the warto a successful conclusion. This took many of our teachers outof the profession. Now there is the same patriotic call to take

them back into the service.

There is a general forward movement throughout the world.

The teaching profession must be a part of this forward movement.Are you preparing to do your part? Every teacher should havean ambition to become more useful and to exercise a constantly

increasing influence. This will bring the double reward of per-

sonal satisfaction in professional growth and the securing of

positions of greater permanency and greater salaries.

For want of a better standard, it is generally accepted that the

higher the certificate held by a teacher, the greater her efficiency.

Therefore it is important for every teacher to strive for the

highest certificate possible. Greatly to the credit of the profession,

it must be said that the number of teachers holding high gradecertificates is rapidly increasing.

The standard of requirement for teachers is getting higher

every year and those holding lower grade certificates must improve

or they will inevitably be forced out of the profession. See

Form E-19 for 1922, issued by the Department of Public Instruc-

tion, Richmond, Va., on the Certification of Teachers.

INCREASING SALARIES

The 1922 Legislature made greatly increased appropriations for

public education in the State. This means that the properly

certificated and prepared teachers in Virginia are now receiving

and will receive satisfactory salaries. Therefore, it is more urgent

now than ever before that all teachers or would-be teachers in the

State should prepare themselves to the fullest extent possible in

order that they may put themselves in line for happiness in their

work and salaries commensurate with their training and skill.

LOCATION OF SCHOOLThe Fredericksburg Normal School occupies about sixty acres

on the celebrated Marye's Heights. The student of history will

recognize this location as one of the most historic spots in

America. It was for the possession of these heights that the great

battle of Fredericksburg was fought in December, 1863. At the

foot of this hill is the old Sunken Road that figured so conspic-

uously in this battle.

The school is located on one of the most elevated points in Tide-

water Virginia, and commands a magnificent view of Stafford

Heights and the Rappahannock Valley.

The scene from the school on a clear day is one of the mostinspiring and beautiful in the State.

A most attractive feature of the school grounds is a beautiful

grove of about ten acres. This grove contains many varieties of

our native trees and offers a delightful park for the students.

The topography of the campus is sufficiently rolling to render

it in every way attractive. In the center of the grounds is a

spring of pure water that enjoys an enviable local reputation.

The elevation of the school is such as to give at all times pure air.

The city of Fredericksburg is only one-half mile distant. Asplendid driveway and concrete sidewalk connect the school with

the city. The students have ample opportunity for church attend-

ance, shopping and sightseeing.

BUILDINGS

The buildings are of classic types of architecture, convenient,

large and handsome. Every student's room is well lighted andventilated and is furnished in mission style and contains stationary

10

washstand with hot and cold water, dresser, center table, single

beds, rugs, electric lights and two large inlet wardrobes.

The dining room is large and splendidly lighted. The kitchen

is supplied with every convenience and modern sanitary require-

ment. The stairways are constructed of fireproof material.

The magnificent administration building is a spacious, thor-

oughly ventilated building with recitation rooms, gymnasium,

swimming pool, rest room, post office and auditorium. This is

one of the coolest and best ventilated buildings for summer work

in Virginia.

The laboratory equipment in the various departments is unex-

celled for summer school students.

In the library may be found about five thousand volumes of

selected works bearing on all phases of study for summer school

teachers and on the tables may be found the current magazines

and newspapers, all of which are placed at the disposal of the

summer school.

In connection with the dormitories the school conducts an

up-to-date laundry for the summer school students.

This service is included in the cost for board.

The buildings and grounds are all lighted by electricity.

THE MAURY ANNEXThe annex to the Maury Hotel was rented last summer, and

a large group of students placed there under a special social

director. The annex is entirely separate from the main hotel andis for the exclusive use of our students. Regular hotel roomingaccommodations are provided, with electric lights, stationary wash-stands in each room, baths, new, comfortable furniture and beds.

The annex will accommodate about 90 students. The students

rooming at the annex take their meals in the dining hall of the

school, and transportation is provided for them to and fromsupper each day except Sunday. On Sunday a luncheon supperis provided by the school. The cost at the Maury annex for the

first term of six weeks, including room, meals, laundry and trans-

portation, will be about $5.00 more than at the dormitories.

This arrangement proved highly satisfactory last summer, andwe expect to continue it this summer.

Those especially desiring hotel accommodations in the annexwill please so specify in correspondence.

The annex will be rented for the first term and for the secondterm, if needed to accommodate the students. If not needed,

those students at the annex who will remain for the second termwill be transferred to one of the dormitories for this term.

11

ACCOMMODATIONS IN PRIVATE HOMESA number of students may be accommodated in private homes

in the city. Such students may take their meals in the dining

hall of the school if they so desire, but transportation will not be

provided for them.

A list of homes will be sent on request, with prices. Students

should correspond directly with the individual homekeepers andmake their own contracts.

FREDERICKSBURG

This beautiful little city of about eight thousand people is oneof the cleanest, most progressive and prosperous cities of its size

in the South.

It is an ideal home city, having within its confines a people

noted for their hospitality, neighborly kindness and respect for the

best in social ideals.

In the matter of historical associations, it is one of the oldest

and most interesting in America. It was founded in 1727, andnamed for Frederick, Prince of Wales, father of George II. It

abounds in historical associations.

It was here that George Washington came as a youth and grewto young manhood. Here his mother lived, died and is buried.

Over her the devoted women of America have erected an impos-

ing shaft.

It was in this historic city that Washington was made a Mason.Everywhere in the city we find something associated with his life

and influence and his spirit still lives in the patriotic thinking of

the people.

Here is found Kenmore, the beautiful home of Colonel Fielding

Lewis, who married a sister of Washington; the old Rising SunTavern, the resort of many of the notables of General Washing-ton's day; the old house to which James Monroe held a pocket

deed to qualify him for a seat in the House of Burgesses ; the homeof General Hugh Mercer, who was killed at the battle of Prince-

ton ; the only home that John Paul Jones ever had in Americaand from which he went to establish the American Navy ; the lawoffices of James Monroe; the birthplace and home of CommodoreMatthew Maury, the man who has received perhaps more recog-

nition from the scientific world than any other American, andmany other places associated with the early history of our country.

No place in America is more closely identified with the history

of the War Between the States than Fredericksburg and the coun-

try adjacent. Here within a rdius of fifteen miles was spilled,

perhaps, more blood during this war than upon any equal area at

any time on the face of the globe up to the recent world war. Any

12

lover of history must be delighted with a visit to Fredericksburg.

The scenery in and around the city is beautiful, the climate unsur-

passed, the water supply pure and abundant, and the health record

is equal to that of any city in Virginia.

RAILROAD AND BOAT CONNECTIONS

Fredericksburg is situated on the Rappahannock River, one hun-

dred and twenty-five miles from Chesapeake Bay, and a pleasant

ride from the capital of the United States and the capital of Vir-

ginia. Several railroads center here—the Richmond, Fredericks-

burg and Potomac; the Potomac, Fredericksburg and Piedmont;the Seaboard Air Line; the Atlantic Coast Line—and also it has

a line of excellent steamboats.

There are about fourteen trains arriving in Fredericksburg over

these lines from Richmond and a like number from Washingtonevery day. These trains make connection at Richmond and Wash-ington for all points and at Alexandria for all points on the

Southern Railroad; at Doswell for all points on the Chesapeakeand Ohio Railroad. The Potomac, Fredericksburg and Piedmonthas one train a day to and from Orange Court House, where con-

nection is made with the Southern and C. & O.The Maryland, Delaware and Virginia Railway Company has

a comfortable line of steamers running between Fredericksburg

and Baltimore. These steamers touch at all points on the Rappa-hannock River.

WHEN YOU ARRIVE

When you arrive, take a jitney to the Normal School. Onarriving at the school, give your trunk check to the Dean of

Women, who will have your trunk taken promptly to the school.

Teachers will pay their own livery service, the charge for which is

moderate—25c for passenger, including suit case, and 35c for

trunk. Every trunk should be plainly marked with the student's

name. This is important.

DEVOTIONAL EXERCISES

A certain period is given every day to chapel exercises in theauditorium. All students and members of the faculty are expectedto attend these exercises.

In the city of Fredericksburg regular services are held in theBaptist, Episcopal, Presbyterian, Methodist, Christian and Cath-olic Churches. The students of the Summer School are earnestly

invited to attend these services. They will also receive a mostcordial welcome to the Sunday Schools of the various churches.

13

THE FACULTY

The members of the faculty are all experienced teachers and

are in touch with the educational work and needs in the State.

The faculty is composed of heads of departments in the regular

Normal School and other professors in its faculty, supplemented

by specialists from other institutions who have had wide and suc-

cessful experience in the State in teaching the special subjects

assigned them.

RECREATIONAL AND SOCIAL FEATURES

A varied program of recreational and social features is provided

for the students of the Summer School which add greatly to their

contentment and happiness. Among them are the following

:

1. The Great Swarthmore Chautauqua

About midway in our session this great Chautauqua comes for

one joyous week, presenting a varied and magnificent series of

programs. Season tickets are sold to students of the school onspecial terms. Two students may buy a ticket together. All stu-

dents are urged to attend the chautauqua.

2. Moving Pictures

The school owns its own moving picture machine, and a numberof pictures, both recreational and educational, will be exhibited for

the benefit of the students.

3. Sight-Seeing Trips

The school owns a modern Reo passenger auto-truck, seating

eighteen persons. A number of sight-seeing trips to the nearbybattlefields and through the historic city of Fredericksburg will

be scheduled, at nominal cost, for the students. These trips last

summer were very much appreciated and enjoyed.

4. Special Addresses

In addition to the scheduled work, special lecturers will appearon our Summer School program from time to time, discussing

various educational and sociological problems in which the live

teacher ought to be interested.

5. Glee Club

The Music Director will organize a Glee Club, with voluntary

attendance, thus providing a splendid opportunity for practice in

group singing, and giving training in the organization and con-

duct of mass singing in the schools. Sings will also be conductedseveral times during the session.

14

6. Story-Telling Hour

A story-telling hour will be provided, conducted about twilight

on the lawn. This feature should prove both interesting and help-

ful to prospective teachers.

?. Outdoor Games

The physical education director will give opportunity for massoutdoor games and plays in the late afternoons. We hope also

to have in co-operation with us the Recreational Center Director

of the city.

8. Reception by Faculty

During the first week of school the Director and Faculty will

tender to the whole student body an informal reception, giving all

an opportunity to become acquainted and promoting the social

spirit.

SCHOOL CALENDARFirst term begins Monday, June 19th.

First term closes Friday, July 28th.

Second term begins Monday, July 31st.

Second term closes Friday, September 1st.

Registration days, Monday, June 19th, and Monday, July 31st.

Class work begins second day each term.

Examinations for first and second grade certificates end each

term.

Examinations professional courses end each term.

SCHEDULE OF CLASSESA printed schedule of all classes will be printed and distributed

to the students at the opening of the summer quarter.

EXPENSESFirst Term. Second Term.

Tuition for Virginians Free FreeRegistration fee for Virginians $1.50 $1.50Medical fee .50 .50

Registration fee for non-Virginians 5.00 5.00

Board and laundry 30.00 25.00Board for part of session, per week 6.00 6.00

Board for less than one week, per day 1.00 1.00

Board includes table board, furnished room in the Dormitory,bed linen, laundry, electric lights, use of bath room, with hot andcold water. Teachers will be expected to keep their own roomsin order. Board begins with dinner Monday, June 19th.

The expenses are as low as it is possible to make them. Noreduction will be allowed for absence of less than a week, excepten account of illness. This rule will apply for those entering late

15

as well as those leaving during the session. Teachers entertaining

visitors for meals will be expected to purchase meal tickets. Thesetickets will cost 25 cents apiece. The laundry will be in opera-

tion the second, third, fourth and fifth weeks of the first term,

and the second, third and fourth weeks of the second term, andteachers will be allowed a reasonable number of pieces. Boardmust be paid upon entrance. Students will furnish their ownnapkins, towels and soap. Each student should have a laun-

dry bag.

DORMITORY REGULATIONS

All students rooming in the dormitories are expected to be in

their rooms when the lights are put out, and to respect the privi-

leges of one another to the extent of keeping the dormitories quiet.

They are also expected to conform to all other . regulations madein the interest of the students and the school. These regulations

will be announced at the opening of the session and at intervals

during the session when necessary. After assignment to roomsteachers will not change their rooms without permission of the

Dean of Women.Students are expected to use the furniture and equipment with-

out abuse and pay for any unnecessary damage.

IMPORTANT NOTES

Only a limited number can be accommodated in the dormitories.

Those wishing to live in the dormitories are advised to make appli-

cation for a room as soon as possible. Under no circumstances

will rooms be reserved later than 10 :00 P. M., Monday, June 19th,

except by special arrangement.

Students who have been exposed to typhoid fever, measles, or

other contagious diseases are asked not to attend the school until

all danger of contracting the disease has passed.

Students who .are exhausted physically or nervously are ad-

vised not to attend this or any other summer school, but to spend

the summer resting.

The library will be open from 4:00 P. M. to 6:00 P. M. and8:00 P. M. to 10:45 P. M., every day, except Sunday. Thesehours may be changed if it is found desirable.

If you have any doubt as to the course you desire or are enti-

tled to take, you should at once correspond with the Dean of the

Summer School, Mr. B. Y. Tyner, submitting your credits or

giving requested information as to your preparation, who, in turn,

will take pleasure in giving you accurate information and soundadvice.

16

(tarsea (Dffmfc

A. Professional Courses

(1) Second and third summers of Elementary Certificate course

adopted in 1921—first and second terms.

(2) First summer of Elementary Certificate course adopted

for 1922—a full Junior Normal School Quarter—first and second

terms.

(3) A full Senior Normal School Quarter—first and second

terms.

(4) Education courses for renewal of First Grade and Pro-

fessional Certificates.

(5) Observation and practice school for professional students

—

second term.

Notes on Professional Courses

(a) Course (1) is for those who at this or some other SummerSchool pursued last summer the first summer course of six weeks.

Such students may complete their elementary certificate this sum-mer by taking the second summer course of six weeks during the

first term and the third summer course of six weeks during the

second term. Those who desire, however, to take only the second

summer course this summer, should register for the first term.

All these students are strongly urged to remain both terms andcomplete the work for the elementary certificate. Should anylack part of the first summer course, opportunity will be given

to make up the conditions.

(b) Beginning with the summer of 1922 three summer courses

of twelve weeks each are required for the elementary certificate.

Graduates of accredited high schools, public or private, and holders

of first grade certificates are eligible for this course. Studentswho have pursued a high school course for four years but lack

not exceeding two units for graduation may be admitted condi-

tionally to this course, provided they remove the high school con-ditions before the elementary certificate work is completed or this

course is taken for Normal School credit. In either case oppor-tunity will be given to make up the high school conditions duringthe Summer Quarter or Quarters.

(c) Course (3) is for those students who have completed twoor three quarters of Junior Normal School work. Holders of

elementary certificates secured on six weeks Summer School

17

courses will be given credit for two Junior Normal School quar-

ters and may enter this course conditioned on the lacking JuniorQuarter. Holders of elementary certificates based on one year's

attendance at a Normal School may enter this course withoutcondition. In either case such students may take a second regular

Normal Quarter of work in 1923.

(d) Courses (4) are for those teachers who hold a first gradeor professional certificate of any character and wish to secure its

renewal this summer. Two education courses are required for

this purpose. The Dean of the Summer School will assist these

teachers in selecting the two courses best fitted to their individual

needs. Such teachers may, if they so chose, take in addition

other courses not to exceed the maximum student's load. Renewalcourses may be taken at any time during the life of the certificate

and not necessarily during the year of its expiration. Thesecourses will be given both first and second terms.

(e) Courses (5) are for the students in courses (2) and (3).These classes are in both primary and grammar grade work andare taught by supervising teachers of the regular Normal Schoolunder the supervision of the Elementary School Supervisor andthe Head of the Department of Education. This school will beconducted during the second term only.

B. Non-Professionai, Courses

(1) Second Grade Certificate Review Courses—first and sec-

ond terms.

(2) First Grade Certificate Review Courses—first and second

terms.

(3) High School Courses—first and second terms.

(4) Courses for Renewal or Extension of First and SecondGrade Certificates—first and second terms.

Notes on Non-Professional Courses

(a) Students who have had less than two years of high school

work must take course (1). Other students may take this course

if they prefer to do so. All the second grade subjects will begiven during the first term, and all will be given again during the

second term. Students intending to take this course are advised

to do so during the second term.

(b) Students who have had a minimum of two years of highschool work but lack high school graduation, except those men-tioned in "Notes on Professional Courses," section (b) above,

are expected to take course (2).All the first grade subjects will be given during the first term,

and all will be given again during the second term. The same is

18

true of the second grade subjects. Students intending to take

these courses, if they can attend during one term only, are advised

to attend the second term.

The first grade course is divided into three parts. Students

who can attend both terms should do so, since either two parts or

three parts may be combined for the two summer terms. Appli-

cants for second grade certificate may take over during the second

term those subjects on which she fails the first term.

Note especially the following rulings by the State Departmentin regard to applicants for first and second grade certificates:

"A student who has been in attendance for a period of thirty days at the

Normal School, and who, upon taking the examination leading to a

second grade certificate, fails to make the required grade, upon the recom-mendation of the president of the same Normal School, may be permitted

to take a second examination at the close of the second term of the summerschool in such subjects in which the student has made the lowest grades at

the July Examinations. These grades may be substituted for the gradessecured in the same subjects at the July Examination provided that the

student has been in attendance at the same Normal School for thirty daysduring the first term of the summer school and thirty days during the

second term of the summer school of the same year, and has met the

requirements and standards for a seconcl grade certificate set up by the

State Department of Education."

"A student who has been in attendance at a Normal School for thirty

days during the first term of the summer school and who upon taking the

examinations leading to a first grade certificate, or any division of this

certificate, fails to make the required grade, at the discretion of thepresident of the same Normal School may be permitted to take a secondexamination at the close of the second term of the summer school in suchsubjects in which the student made her lowest grades in the July Examina-tion. These grades may be substituted for those secured in the same sub-jects at the July Examination, provided that the student has been in

attendance at the same Normal School for thirty days during the first

term of the summer school, and thirty days during the second term ofthe summer school of the same year, and meets the requirements andstandards for a first grade certificate or any division of the same as set

up by the State Department of Education."

Special attention is called to the fact that the examinations are

given and graded at the school by the professors in charge at the

close of each term and the school will be prepared to announce onthe day the second term begins the grades of those students whowish to remain during the second term for such combinations as

are mentioned above.

C. High School Courses

Students who wish to qualify for entrance to the professionalcourses either for the Summer Quarter or for the Fall Quarter,may secure during the Summer Quarter a maximum of two highschool credits through courses (3) mentioned above. The courses

19

will be offered during both the first term and the second term.

It is possible for a student who lacks not exceeding two high school

units, to enter the elementary course conditioned on the lacking

units, with the clear understanding that she will not be eligible

for a certificate based on the elementary course until such condi-

tions have been removed.

Students who contemplate entering this institution for the Fall

Quarter and who have had four years of high school work but

have not secured the sixteen high school units required for uncon-

ditioned entrance, have an opportunity through courses in high

school subjects offered during each term of our Summer Quarter

to make up their high school conditions, so as to enter in the fall

without condition. Special attention is called to this and corre-

spondence is invited with students so situated.

The high school courses to be offered this summer are as fol-

lows: English, Mathematics (Algebra), General Science or

Physical Geography, Agriculture and English History.

Students intending to take the Summer Course and not having

sixteen units of high school work based upon graduation from anaccredited high school, are strongly urged to take the first grade

certificate work unless they contemplate continuing the profes-

sional work through regular Normal School Quarters.

D. Renewal of. Certificates

Holders of second grade certificates who wish to have their

certificates renewed, in addition to reading five books in the State

Reading Course and making an outline of any one of these books,

or securing a certificate from the Division Superintendent that

ihese books have been carefully and studiously read, must suc-

cessfully pursue courses during the Summer School equal to twosession hours credit. One course of thirty recitations will be

given credit of one session hour. These courses may be in

(1) Theory and Practice and (2) Reading and Methods; or in

any two subjects required for first grade but not for second grade

;

or, in advisable cases, two other combination courses may be ar-

ranged for individuals to meet their needs. These courses will

be given during both the first and second terms. The books onthe State Reading Course for this and previous years are in ourlibrary. Teachers who have not read the five books, should read

some or all of them in the library during the Summer School.

Holders of first grade certificates may, for renewal, take either

the two courses in Theory and Practice and Reading Methodsmentioned above or courses in the elementary certificate course

equal to two session hours credit. Second grade certificate holders

and first grade certificate holders intending to come for the re-

20

newal of their certificates are advised to come for the second term.

The Dean of the Summer School will advise all students as to

combinations best suited to each individual.

Additional Notes on Courses

1. Holders of first grade certificates more than twenty-one years

of age with three years of teaching experience are permitted to

enter the elementary course for Normal School credit. Lacking

high school units may be made up during their professional course.

Intelligence tests may be given to such students. These tests maybe used, in part, in removing high school conditions. Thus, such

first grade certificate holders may not only take the Junior andSenior Normal School courses but may graduate and receive the

diploma of the school.

2. Applicants who have completed two years of the three-year

course as outlined prior to 1920 and thus have credit for the ten

courses as then outlined, shall take in the Summer School the

third year of the course as outlined in 1920 embracing five subjects.

In cases where obvious duplication of branches occurs, the director

of the Summer School shall have discretion to make appropriate

substitutes.

3. Applicants who have credits upon the course as outlined £rior_

to 1917 will have to enter the course under the regulations set upfor January, 1922, appropriate credit being allowed for courses

completed.

4. A provisional first grade certificate is given for five session

hours credit in the elementary course.

5. A first grade certificate is given for ten session hours credit

in the elementary course, provided the applicant is nineteen years

of age and has had seven months teaching experience.

6. The hygiene course in both the professional and non-professional work will cover fully the provisions of the West Law.

7. An applicant who makes all subjects but one in first andsecond summer elementary course as outlined prior to 1922, mayreceive a first grade certificate limited to one year.

8. The examination for renewal of certificates for those who donot attend the Summer School will be based in the summer of

1922 on O'Brien's "Silent Reading," The Macmillan Company,and Smith's "Teaching Geography by Problems," Doubleday,Page and Company.

9. Students who lack high school units for the purpose ofentering the elementary course on the basis of sixteen high school

units, may make up such units by taking the State Examinationsin the spring (April) of 1922 on high school subjects. We shall

be glad to correspond with you on this subject.

21

I

10. Graduates of accredited public or private high schools de-

siring to take the elementary course, should bring their diploma

or a statement from their principal or division superintendent to

the effect that they are graduates.

11. Similarly, holders of first grade certificates desiring to enter

the elementary course should bring their certificates.

12. Graduates of accredited high schools from other States that

recognize Virginia high school graduates will be received for the

elementary course without condition.

13. Graduates of accredited private schools will be received

for the elementary course without condition.

14. Graduates of private accredited schools in other States that

recognize Virginia accredited private schools will be received for

the elementary course without condition.

15. Observation classes in both primary and grammar grade

work are arranged for the second term for the Primary III andGrammar III students. These classes will be taught by regular

supervisors of the Normal School.

16. Practice teaching is provided during the second term for

those students who enter the Senior Normal course. Such stu-

dents may get practice teaching in either primary or grammargrade work under the supervision of the Elementary Supervisor

of the Normal School and the general direction of the Head of

the Department of Education.

17. Students who will take the elementary course should bring

gymnasium suits or bloomers, if they have them. This is not a

prerequisite, but is highly desirable.

22

Professional bourses

JUNIOR COURSES I, II, and III

Leading to the Elementary Certificate for Teachers in Primary, Grammarand High School Grades.

Class Periods Credits

Ed. 101S—Ed. Psychology 5 5

El. Ed. 121S—C—Arithmetic Rev 2 2

El. Ed. 121S—B—Hist—Geog 2 2

Eng. 101S—Eng. Fundamentals 3 3

Health Ed. lOlS—Phys. Education 3 1.5

Science 101S—Nature Study 3 1.5

Art 171S—Music 2 1

20 16

Electives—Bible 101S—Bible History 2 2

Other electives are offered for the second and third summers.

JUNIOR COURSE IV

Leading to the Elementary Certificate for Teachers in Home Economics.

Class Periods Credits

Ed. 101S—Ed. Psychology 5 5

El. Ed. 121S—C. Arithmetic Rev 2 2

El. Ed. 121S—B. Hist. Geog 2 2

Eng. 101S—Eng. Fundamentals 3 3

Health Ed. 101S—Phys. Education 3 1.5

Home Ec. 101S—Food and Cookery 5 3

20 16.5

Electives—Bible 10lS—Bible History 2 2

Other electives are offered for the second and third summers.

SENIOR COURSES I and II

Leading to the Normal Professional Certificate for Teachers in Primaryand Grammar Grades.

Class Periods Credits

Ed. 201S—Soc. Prs. of Education 4 4Eng. 201S—Types of Literature 2 2

Health Ed. 20lS—Ed. Gymnastics 2 1

Health Ed. 211S—Hygiene and Phys. Insp 2 2

10 9Electives (up to 15 credits)—Eng. 211S—Contemporarv Lit 2 2Bible 201S—Biblical History 2 2Social Science 211S—Modern Europe 2 2Arts 201S—Adv. Dr. and Hdwk 3 2Arts 221S—Adv. Music 2 2

23

SENIOR COURSE III

Leading to Teaching in High Schools.

Class Periods Credits

Ed. 20lS—Soc. Prs. of Education 4 4Eng. 201S—Types of Lit 2 2Health Ed. 20lS—Ed. Gymnastics 2 1

Health Ed. 2ilS—Hygiene and Phys. Insp 2 2

Electives (up to 15 credits)

—

Group AEng. 211S—Contemporary Lit

Bible 201S—Biblical HistorySocial Science 211S—Modern EuropeArts 221S—Advanced MusicArts 241S—Industrial Arts

Group BMath. 201S—High Sch. Math. (Advanced)Science 221S—High Sch. Sc. Lab. Practice.

Home Ec. 201S—Food and CookeryHome Ec. 21lS—ClothingArts 211S—Applied Design ,

Arts 221S—Advanced MusicArts 241S—Industrial Arts

10

SENIOR COURSE IV—HOME ECONOMICS

Class Periods Credits

Ed. 201S—Social Prs. of Education.. 4 4Eng. 201S—Types of Literature 2 2

Health Ed. 201S—Ed. Gymnastics 2 1

Health Ed. 211S—Hygiene and Phys. Insp 2 2

10 , 9Electives (up to 15 credits)

—

Home Ec. 20lS—Food and Cookery 3 2

Home Ec. 211S—Clothing 5 3

Arts 211S—Applied Design 2 1

Science 20lS—Home Chemistry, orScience 21lS—Home Physics 3 2

Advanced courses in Foods and Cookery and Clothing are given for

those who have completed Home Ec. 201S and 211S.Practice teaching is provided for Seniors who are ready for this quar-

ter's work.

DESCRIPTION OF PROFESSIONAL COURSESJUNIOR

Education 101S: Psychology.—In this course a study of the child is

made from the standpoint of his original tendencies and characteristics,

and the processes of his growth, development and education. Severalphases of emphasis may be noted : First, a study of the nervous systemas the basis of mental activity ; second, the elementary mental processes,

such as sensation, perception, memory, imagination, etc. ; third, the learning

process, with emphasis on instincts, capacities, habit formation, reasoning,

24

etc.; fourth, characteristics of children at various stages of growth and

development; fifth, individual differences—the normal, sub-normal and ab-

normal children and their treatment in the schools. Various tests and

measurements are given in connection with the course.

Text: Averill, A Psychology for Normal Schools.

Five periods per week for the quarter.

Elementary Education 121S : C. Arithmetic Review.—This course is

a review of the arithmetic of the elementary grades. Special drill is given

in the fundamental operations of integers, common and decimal fractions,

and the simple business applications of percentages. Class-room discussion

is based upon the Training School observation of the first, second, and

third grades.

Text: Smith, Modern Advanced Arithmetic.

Two periods per week for the quarter.

Elementary Education 121S : B. History and Geography.—Thecourse proceeds on the basis of close correlation of history built upongeographic foundations. The physical geography of North America pre-

sents the background for colonial settlement and industrial expansion.

With this background of historic-geographic fact, present day industrial

and commercial conditions and transportation in the United States are

studied by means of problem and project methods.

Two periods per week.

English 101 S: English Fundamentals.—This course is, first of all,

an intensive study of the fundamentals of English in an attempt to dis-

cover and correct the weaknesses in the students' speech, grammar andcomposition work. The course includes technical work in language andsuch facts and principles in grammar as contribute to the work in com-position and literature. Definite objectives are set up for better speech

and for effective work in oral and written composition.

Three periods per week.

Science 101S: Nature Study.—This course includes a study of plants

and animals in their natural environment, recognition of same through anintimate knowledge of their habits of growth, adaptation to environmentand relation to man. Such topics as insects, birds, trees, flowers, plant

propagation and seed dispersal are discussed with special reference to

the problems of the teacher of this subject.

One single and one double period per week.

Health Education.—The purpose of this course is threefold: (1) Togive the student such exercise as will enable her to secure and conserveher own health by intelligent attention to the laws of health and hygiene,and to aid her by habits of exercising thus acquired to keep her body in

the best physical condition possible; (2) to correct in so far as possible

faults of posture and physical defects; (3) to acquaint the prospectiveteacher with enough theory of physical education and playground manage-ment to enable her to teach the subject.

Health Education 101S : Physical Education and Hygiene.—In theJunior year the work is almost entirely practical, although time is takento study and discuss the value of exercises, plays and games in the naturalorder of progression from primary grades to junior high school. Duringthe first quarter the work consists of story plays, singing games, rhythmicplays, simple ring games and management of primary grades on school-

25

room floor and playground. This course also includes lectures on Hygieneand Health Education. Seasonal and occupational story games and plays.

Lessons are planned and taught. A note book is required.

Text: Bancroft, Games for the Playground, Home, School and Gym-nasium; Stecher, Rhythmic Action, Plays and Games.

Three periods per week for the quarter.

Music.—This course in music is primarily intended to prepare students

to teach music in the schools from the kindergarten through the high

school.

Art 17lS : Music.—This course is intended for beginners. In order

to complete the course the student must be able to sing at sight, individ-

ually, suitable music for the first three grades.

Material: First Year Music, Dann; Second Year Music, Dann; ThirdYear Music, Dann ; Manual of Dictation, Book One, Dann ; Music WritingBook, Number One, Dann; Harmonic Music Charts, A, B, C, Ripley andTapper.

Two periods per week for the quarter.

Chorus.—Chorus singing is required of all students. Ne Collins' Gleeand Chorus Book is used.

One period per week for the quarter.

Home Economics 101S : Foods and Cookery.—This course begins a

study of foods—their composition, nutritive value, uses in the body; prin-

ciples of cookery and the application of these principles through the

preparation of foods. Special emphasis is placed upon the proportion of

ingredients in recipes and their formulation.

One single and two double periods per week.

Bible 101S.—This course is an historical study of the Bible from Crea-tion to Judges, giving much time to the reading of the subject matter andto the studying of outstanding characters of this time.

Text: The New Normal Manual.

Two periods per week for the quarter.

SENIOR

Education 201S : Social Principles of Education.—This is a combina-tion lecture, research, and current events course. The lectures cover in

an elementary way the forces which have been and are making for civiliza-

tion and those which retard it; also the intimate relationship existing

between society and its institutions, especially the schools. Special reports

are made by the students bearing upon the real meaning and place of educa-tion in a democracy, covering in the main the thoughts developed by Deweyin Democracy and Education, Home in Philosophy of Education, andButler in The Meaning of Education. Current topics on various phasesof social work and betterment are reported upon from day to day. Theneed of a social' viewpoint in education, and its relation to the vocations,

arts, religion, and right living are emphasized throughout the course.

Four periods per week for the quarter.

Health Education 211 S: School Hygiene and Sanitation.—Topics:

(1) Meaning of health, aim and scope of this course. Definition of pre-

ventive medicine, public health, sanitation, hygiene, etc. (2) Review of

26

\

systems of the body, its structure and use. (3) General laws of growth,

factors influencing growth. Physiological difference between children andadults, etc. (4) Physical inspection

;physical defects and their control,

eye tests, symptoms and causes of eye strain: (a) lighting, (b) black

board, (c) books, print. Ear tests, symptoms and causes of deafness

—

adenoids, teeth, inspection for most common defects, causes of decay, care.

Inspection of throat, nasal obstructions. Nutrition, weight and measure,compare with standard scale, causes of malnutrition. (5) Communicablediseases and their control based upon the Health Manual for Teachers andthe State Health Laws concerning the quarantining of these diseases

;

topics—safe drinking water, sanitary toilets, cleanliness of school build-

ings, etc. (6) Physical education—Breathing, ventilation, heating, seating,

posture, play, games, playgrounds, clothing, cleanliness, care of school plant,

care of person, open air schools, value of exercise, different types.

(7) Health of the teacher, health certificate, personal hygiene. (8) Ruralschool sanitation, buildings and grounds, etc. (9) Community health,

health campaigns, etc. (10) Ideal health staff—Place of teacher, schoolnurse, and physician. (11) Morale of the school, school room decoration,

beautifying grounds, improving school plants, respect for school propertyby pupils and teacher. (12) First aid to the injured.

Texts: Health Living, by Winslow; Pamphlets from State Board ofHealth and from Department of Health, Washington.

Two periods per week.

English 201S: A Survey of Engush and American Literature.—A brief survey of English and American literature in which a study ofthe contribution of significant authors together with carefully selected

masterpieces representative of periods of national life is made.

Two periods per week.

English 211S : Contemporary Literature.—This course aims to give

the student a knowldge of, and appreciation for, present day Americanand English Literature. Poems, essays, and stories by contemporarywriters are read and discussed. Recent publications and current magazinesare used for reference work.

Two periods per week.

Mathematics 201S: High School Mathematics.—This course is acontinuation of High School Mathematics 112-113. The typical parts ofAlgebra and Geometry are discussed, with the general aim of puttingstudents in possession of approved methods. Papers and talks on assignedreadings, discussion, and examination of text-books form a part of thecourse.

Text: Schultze, The Teaching of Mathematics in Secondary Schools.

Two periods per week for the first quarter.

Social Science 21lS : Modern Europe.—With rapid sketches for back-ground in the Crusades, Renaissance and Reformation, this course tracesthe struggles for empire in Western Europe and the transition from ab-solutism to democracy in the Eighteenth Century down to the beginningof the Industrial Era.

Two periods per week.

Science 221S: High School Laboratory Practice (General Science,Chemistry, and Physics).—This course is intended for those preparingto teach science in high schools. One quarter is devoted to each subject;an elementary knowledge of the subject is presupposed. Planning and

27

^

equipping a laboratory, appropriate lecturest

table demonstrations, andpractical experience in conducting and caring for a laboratory is part of

the course.

Two double periods per week for the first quarter.

Science 201S : Home Chemistry.—Prerequisite, one year of general

chemistry with laboratory. This course is a study of such chemistry as

finds application in the home. It embraces the chemistry methods em-ployed in the examination of fuels, drinking waters, atmosphere, textiles,

and foods, with special reference to adulteration, imitations, preservatives,

poisonous substances, etc.

Text: Vulte, Household Chemistry; Bruce, Detection of Common FoodAdulterants.

One single and one double period per week for the quarter.

Science 21lS : Home Physics.—This course consists of a review of

those parts of physics which are necessary for the understanding of com-mon home appliances. Emphasis is placed on the practical knowledge anduse of the everyday household appliances such as electric vacuum cleaners,

sewing machines, modern electric lighting equipment, etc.

Text : Butler, Household Physics.

One single and one double period per week for the quarter.

Health Education 201S: Educational Gymnastics.—Physical Educa-tion viewed as to physical and educational effects. The need of morefreedom and recreation in the schoolroom is stressed. Rules for conduct-ing recreation in the room, including light, temperature, and ventilation.

Rules for sitting, rising, and class management. Lessons planned andtaught. Note book required.

Text: Sharstrom, Educational Gymnastics.

Reference work is required.

Two periods per week for the quarter.

Fine and Industrial Arts.—These courses are a continuation of the

principles studied and applied in the Junior year. A further study ofthese principles and their application to more advanced problems is takenup with the view of leading students more fully to appreciate and interpret

them to the children in the public schools.

Art 201S : Advanced Drawing and Handwork.—A brief review of theprinciples of design with simple exercises to illustrate the principles.

Application of these to practical schoolroom projects in handwork. Alsoa few problems in representative drawing. A study of color and color

harmony in connection with the projects is included.

One single and one double period per week.

Art 21lS : Applied Design.—A brief review of the principles of design

—

application of these to projects suitable to home needs, color and color har-monies in relation to the projects.

Two single and one double period per week.

Art 241S: Industrial Arts.—Subject matter and projects center aboutman's needs in the following particulars : Food, shelter, clothing, utensils,

tools and weapons, records and how man in the past and present hastransformed raw materials into usable products. The course includes asurvey of the industrial arts suited to the various grades.

Two double periods per week.

28

Art 221S : Advanced Music.—The following are some of the topics for

consideration : Classification of Voices, the School Chorus, the Glee Club,

the Quarter, the Trio, the Changing Voice and Method for Caring for

Same, Materials suitable for High School Purposes, Chorus Conducting,

Orchestra Conducting.

Two periods per week for the quarter.

Home Economics 20lS : Foods and Cookery.—This course includes a

study of typical foods to be served for breakfast, lunch, and dinner

;

planning well balanced meals ; the preparation and serving of menus in

various ways with the different styles of table service. Special emphasisis laid upon foundation recipes and effort is made to develop initiative andskill so that experience may be gained in meal preparation that will be of

practical benefit. Such topics as beverages, hot breads, soups, entrees,

creamed dishes, salads, and desserts are included.

One single and one double period per week.

Home Economics 211S : Ceothing.—Designing garments according to

principles after a study of design, color, and texture of materials, andsuitability to wearer and occasion. Practice in drafting patterns accord-ing to accurate measurements, using a commercial pattern as a basis

;

economical cutting and fitting. Special study given to finer undergarmentsto be worn under thin dress materials; silk, and the finer cotton materialsfor dresses.

One single and two double periods per week.

29

*iEi£m£tttarg (Eerttftrate doura? for

COURSE FOR PRIMARY TEACHERS

Second Year—First Term, 1922

1. Methods in Reading 30 periods

2. Methods in Arithmetic 30 periods

3 Methods in Language and Spelling 30 periods

4. fWriting or Drawing 30 periods

w "

Third Year—Second Term, 1922

1. ^Methods, Management and Observation 40 periods

2. Nature Study 15 periods

Home Geography and First Lessons 15 periods

3. Social History or Child Literature and History Stories 30 periods

4. Public School Music . 30 periods

5. fPrimary Industrial Work or Drawing or Writing 30 periods

I

COURSE FOR GRAMMAR GRADE TEACHERS

Second Year—First Term, 1922

At. Methods in Civics and History 30 periods

2. Methods in Language and Grammar 30 periods

3. Methods in Geography 30 periods

4. fWriting or Drawing 30 periods

/t i

«n

V^HIBhird Year—Second Term, 1922

1. ^Methods, Management and Observation 40 periods2. Child Literature and Methods in Reading 30 periods3. Agriculture ( School Gardening) JO periods4. Public School Music 30 periods5. Home Economics (60 periods), or Industrial Work (60

periods), or Drawing or Writing 30 periods

These are the courses for students who have had the first year.

fTeachers are to be required to take writing in either second year orthird year, unless they are able to present a certificate of proficiency in

writing. In this case they will take drawing. If a student takes writingin the second year, she should take drawing the third year, and vice versa.

JA minimum of 10 periods is to be provided for observation.

30

©tttltttf of lEhmumtarg Ofcrttftrat?

GLtmtatB for (§ih j^tutontfi

A. PRIMARY GRADES

Methods in Reading for Primary Grades—Second Year. General topic

for term, the relation of reading to educational progress. Topics: the

reading habit ; silent reading, its relation to study—teaching how to stuay

;

oral reading, danger from over emphasis, speech difficulties; how to con-

duct different types of reading lessons; texts in reading; how to correct

mechanical difficulties; how to increase power in extracting thought; ma-terials for reading ; supplementary reading

;grade libraries, how to secure

them, selection of books for each grade, how to use the library.

Bibliography. Reading. Briggs and Coffman. Reading in the Public

Schools. Row, Peters and Company, Chicago ; Gray. Types of ReadingAbility as Exhibited Through Tests and Laboratory Experiments. Uni-versity of Chicago Press ; Gray. Reading in the Elementary Schools of

Indianapolis. The Elementary School Journal, Vol. XIX. The University

of Chicago; Huey. Psychology and Pedagogy of Reading. The Mac-millan Company, New York; Jenkins. Reading in the Primary Grades.Houghton Mifflin Company, Boston; Judd. Reading: Its Nature andDevelopment. University of Chicago Press ; Klapper. Teaching Childrento Read. D. Appleton and Company, New York ; Laing. Reading, AManual for Teachers. D. C. Heath and Company, New York. Phoneticsand Speech Defects; Hamilton. Haliburton. Phonetics in Reading. B. F.

Johnson and Company, Richmond ; Lewis. American Speech. Scott,

Foresman and Company, Chicago; Scripture. Stuttering and Stammering.The Macmillan Company, New York; Swift. Speech Defects in SchoolChildren. Houghton, Mifflin Company, Boston.

Methods in Arithmetic—Second Year. Topics: the aims for teachingarithmetic ; the course of study for the primary grades ; methods of teach-ing, (a) numbers, counting, reading, writing, (b) the four fundamentalprocesses; when and how to use objects in teaching; habit formation in

arithmetic, drills;problems, types ; measurements, money, time, space ; the

motivation of arithmetic. Observation of lesson in arithmetic.

Bibliography. Brown and Coffman. How to Teach Arithmetic. Row,Peterson and Company, Chicago; Klapper. The Teaching of Arithmetic.D. Appleton and Company, New York; Smith. The Teaching of Arith-metic. Ginn and Company, New York; Smith. Number Rhymes andNumber Games. Teachers College Bureau of Publication, New York;Suzallo. The Teaching of Primary Arithmetic. Houghton Mifflin Com-pany, Boston ; Walsh. Methods in Arithmetic. D. C. Heath and Company,New York.

Methods in Lancuage and Spelling—Second Year. This course is

divided between two subjects: namely, language and spelling. The first

five weeks is devoted to the study of language method and material. Thelast week of the course is used in developing methods of teaching spelling.

31

Methods in language; topics: purposes; materials for language lessons;

motivation of language ; course of study in language for primary grades

;

relative importance of oral and written language for primary grades; the

amount of formal language expected of each grade. Methods in Spelling;

topics: the relation of spelling to other subjects; causes of incorrect

spelling; methods of teaching spelling in primary grades; selection of

spelling material ; study of standard tests.

Bibuography. Language. Cooley. Language Teaching in the Grades.

Houghton Mifflin and Company, Boston; Kappler. The Teaching of

English. D. Appleton and Company, New York; Leiper. Language Workin Elementary Schools. Ginn and Company, New York; Spelling; Suzallo.

The Teaching of Spelling. Houghton, Mifflin Company, Boston ; Tidyman.The Teaching of Spelling. The World Book Company, Yonkers.

Writing—Second or Third Year. Teachers are to be required to take

writing in either second or third year unless they are able to present a

certificate of proficiency in writing. Part I. Drill in muscular movementhandwriting-, seventy-five per cent of class periods should be given to this

work. Part II. Methods of teaching writing, topics: how to conduct aneffective drill; how to motivate the writing practice-; how to correct badhabits; how to correlate writing with other subjects; laws of habit forma-tion as applied to writing; how to use a writing scale.

Bibuography. Freeman. Handwriting. Houghton Mifflin Company,Boston ; Wilson. Motivation of School Work. Houghton Mifflin Company,Boston; The Fourteenth Year Book, Part I. National Society for the

Study of Education, Chicago.

Drawing for Primary Grades—Second or Third Year. The State

Course of Study in Drawing is the basis for this course. The AppliedArts Drawing Books 41, 42, 43, 44 are used. Topics : nature drawing

;

landscape composition; object drawing; illustrative and pose drawing;lettering. Color should be taught in connection with all other topics.

Bibuography. Applied Arts Drawing Books 41, 42, 43, 44. Atkinson,Menter Company, Chicago; Sargent and Miller. How Children Learn to

Draw. Ginn and Company, New York.

Methods, Management, Observation—Third Year. This course hasthree specific parts. Twenty recitations will be given to the generalmethods of teaching. Ten recitations will be given to the management ofclass affairs. Twenty observations are included in this course. An extraperiod must be allotted on the program for observation which must begiven at another period from the regular class period. Methods; topics

:

types of lessons (1) ;purposes (2) ; assignments (3) ; organization of

subject matter (4) ; daily preparation (5) ; lesson plans (6) ;question-

ing (7). Management; topics: routine factors, daily programs, signals,

regularity and punctuality, general order (8) ;judgment factors, disci-

pline—moral training (9), attention, promotion, testing, teacher's relation-

ship. Observation ; discuss each recitation under the following topics

:

what was done in the recitation ; what elements of the recitation areworthy of imitation ; how may the recitation be modified for the better.

References for the above sections: (1) Strayer. Fundamentals of theTeaching Process, Chs. IV-IX

; (2) McMurry. How to Study, Ch. Ill;

(3) Colgrove. The Teacher and the School, Ch. XIX; (4) McMurrv.How to Study, Ch. V; (5) Colgrove. The Teacher and the School. Ch.XVIII; (6) Strayer. Fundamentals of the Teaching Process, Ch. XVI,

32

Colvin. Introduction to High School Teaching, Ch. VI; (7) Colvin, Ch.

VI; (8) Bagley. Classroom Management; (9) Strayer Fundamentals of

the Training Process, Ch. XI, XII, XXIV; (10) Strayer Fundamentals of

the Teaching Process, Ch. XIV, Thorndike, Education, pp. 198-202.

Bibliography. Bagley. Classroom Management. The Macmillan Com-pany, New York; Colgrove. The Teacher and the School. C. Scribner's

Sons, New York; Colvin. Introduction to High School Teaching. TheMacmillan Company, New York; McMurry. How to Study. Houghton,Mifflin Company, Boston; Strayer. The Fundamentals of the TeachingProcess. The Macmillan Company, New York; Thorndike. Education.

The Macmillan Company, New York.

Nature Study—Third Year. This course covers a period of three

weeks, about 25 per cent of the time should be given to field work.

Topics : the Nature Study point of view ; what should be gained through

this study ; how should the study be carried on through observation, uy

experimentation in the care of pets and plants, and in the school garden;

how to select topics; the correlation between nature study and literature

and art.

Bibliography. Bailey. Nature Study Idea. The Macmillan Company,New York ; Coulter and Patterson. Practical Nature Study. D. Appletonand Company, New York.

Home Geography—Third Year. This course covers a period of three

weeks, about 25 per cent of the time should be given to field work.General problem: The home community of the pupils. Topics: why people

live in towns, etc. ; the need for communication between groups of people

;

the local industries; the relation of life to (a) the surface features in the

neighboring locality, (b) the drainage features, (c) the weather, (d) the

soils; method of approach through the children's observation.

Reference: Dodge and Kirchway. The Teaching of Geography in the

Elementary Schools. Rand, McNally and Company, Chicago.

Child Literature and History Stories—Third Year. In this coursea study is made of literature appropriate for the first four grades, withdiscussions of the principles underlying the selection and presentation ot

stories to children. Topics : origin and value of story telling ; the origin

of folk tales, fairy tales and myths ; the requisites of a good story teller

;

the preparation of a story for telling; the adaptation of stories; selection

and grading of stories and poems.

Bibliography. Adler. The Moral Instruction of Children. D. Appletonand Company, New York ; Bailey. For the Children's Hour, Milton Brad-ley Company, New York; Bulfinch. Age of Fable. T. Y. Crowell, NewYork; Bunce. Fairy Tales, Their Origin and Meaning. The MacmillanCompany, New York; Guerber. Myths of Northern Lands. AmericanBook Company. Harris. Nights with Uncle Remus. Houghton Mifflin

Company, Boston; Kready. The Science of Fairy Tales. HoughtonMifflin Company, Boston; Keyes. Stories and Story-Telling. Appletonand Company, New York; The Bible. MacClintock. Literature in theElementary Schools. The University of Chicago Press, Chicago; Poulsson,In the Child's World. Milton Bradley Company, New York; St. John,Stories and Story-Telling. The Pilgrim Press, Boston; Poetry: Field.

Love Songs of Childhood ; Lear. Nonsense Books. Little, Brown andCompany, Boston; Rosetti, C. Sing Song; Stevenson. Child's Gardenof Verse.

33

Public School Music for Primary Grades—Third Year. This will

consist of the following topics: technique of singing; tone quality, eartraining, measure and rythm, rudiments of music, sight reading; methodsflight in connection with each topic; chorus work; music appreciation,

use of victrola ; course of study for each grade.

Bibliography. Bentley. Song Primer. A. S. Barnes Company, NewYork; Dann, Hollis. Manual for Teachers, Song Books 1, 2, 3, 4.

American Book Company, New York. Farnsworth. Education ThroughMusic. American Book Company, New York; Riley and Gaynor. Songsof the Child World 1, 2, 3. John Church Company, New York; Smith,Eleanor. Modern Music Series. The Macmillan Company, New York.

Primary Industrial Work—Third Year. The purposes of this courseare to give the teacher the point of view of social development of the

child, to gain some skill through the projects worked out in the class, to

have some idea of the method of teaching the subject to children. Topics:value of industrial work to the young child

;principles underlying selection

of material for course of study;projects for the class; toys, doll house,

stores, public buildings, farm, gardening, means of transportation, primitive

life; mediums; wood, sand, table, clay, paper, weaving, card board.

Bibliography. Bonser and Russell. Industrial Education. TeachersCollege, New York; Course of Study, Farmville State Normal School;Dewey School and Society. The University of Chicago Press; Dobbs.Primary Handwork. The Macmillan Company, New York; Dobbs. Hand-work for the Intermediate Grades. The Macmillan Company, New York

;

Dopp. The Place of Industry in Elementary Education. University of

Chicago; Dopp. The Tree-Dwellers, The Early Cave-Man, The LaterCave-Man. Rand, McNally Company, Chicago. Krachowizer. Projectsin the Primary Grades. Lippincott, Philadelphia; Speyer School Cur-riculum. Rand, McNally Company, Chicago.

B. GRAMMAR GRADES

Methods in History and Civics—Second Year. Topics: The relation

of history and civics ; how to arouse civic consciousness ; suggestive lessons

in civics ; how to select important topics in American history ; correlation

of history with geography, with literature ; the visual appeal in history

;

dramatization as a method of teaching history; use of current history.

Bibliography. Hill. The Teaching of Civics. Houghton Mifflin Com-pany, Boston ; Kendall and Stryker. History in the Elementary School.Houghton Mifflin Company, Boston ; Mace. Methods in History. Rand,McNally and Company, Chicago; Wayland. How to Teach AmericanHistory. The Macmillan Company, New York ; Manual and Course ofStudy for the High Schools of Virginia, pp. 114-122.

Methods in Georgaphy—Second Year. Topics : Scope and aims ofgeography; correlation of geography with history, literature, civics andindustrial arts ; home geography, its importance and method

;preparation

of lesson; project method in geography; conduct of recitation and super-vised study, assignments, use of text, use of library, current literature,

use of maps and charts ; field and laboratory work ; visual instruction ; howto judge a text-book; how and where to obtain supplementary material.

34

Bibliography. Dodge and Kirchway. The Teaching of Geography.Rand, McNally and Company, Chicago ; McMurray, Charles. The Methodsof Teaching Geography. The Macmillan Company, New York; Suther-

land. The Teaching of Geography. Scott, Foresman and Company, NewYork; Wilson. The Motivation of School Work. Houghton Mifflin Com-pany, Boston.

Grammar and Methods—Second Year. Half of the course should be

devoted to a review of those phases of technical grammar which appear in

the Elementary Course of Study. The rest of the time should be given

to the study of how to teach grammar. Topics : what phases of technical

language should be placed in each of the grammar grades; inductive

method of teaching principles and rules ; correlation of grammar with oral

and written language ; sentence analysis, its value and abuse.

Bibliography. In addition to the previous list, Buehler. Modern Eng-lish Grammar. Newson and Company, New York; Chubb. The Teachingof English. The Macmillan Company, New York; Emerson and Bender.Modern English, Book II. Woolley. Mechanics of Writing. D. C. Heathand Company, New York.

Writing—Second or Third Year. This course will follow the topics as

outlined for the Primary Grades as found on page 32.

Drawing por Grammar Grades—Second or Third Year. The coursewill follow largely the topics outlined for primary grades as found onpage 32. The only difference will be in choice of material. Applied ArtsDrawing Books 45, 46, 47 are used in this course.

Methods, Management, Observation—Third Year. This course will

follow the topics outlined for the Primary Grades as found on page 32.

Methods in Reading—Literature eor Grammar Grades—Third Year.

Topics: Aims reading in the grammar grades; types of material for

use in grammar grade reading; how to motivate oral reading, place ot

technical skill, importance of comprehension of subject; problems in

grammar grade reading, study of literature, teaching general reading as a

tool subject; guiding class in extensive reading, lists of books for parallel

reading, magazines for children's reading; measuring results in grammargrade reading; critical study of books for these grades.

Bibliography. In addition to the references listed under Primary Read-ing, page 31, the following are suggested: Colby. Literature and Life in

the Schools. Houghton Mifflin Company, Boston ; Monroe. Measuring theResults of Teaching, Chapters II, III, Houghton Mifflin Company, Boston.

Agriculture (School Gardening)

—

Third Year. This course will bemade very practical by applying each step to garden work and by usingthe school garden as a laboratory where as much practice work will bedone as time will permit; by using as many experiments in the laboratoryas is necessary for good agricultural teaching; by calling attention to

materials and methods of presenting the subject matter. Topics: study ofplants, their parts and the function of the parts

;propagation of plants,

importance of seed selection ; soils and their characteristics ; soil water,and method of conserving soil moisture; drainage and irrigation; ferti-

lizers; methods of conserving plant food, rotation of crops; Gardening:types of vegetable growing; the construction of cold frames and hotbeds; classification of vegetables, (a) cool season crops, (b) warm seasoncrops ; study of the culture of type vegetables ; controlling insects anddiseases that attack vegetable crops; method: the relation of agricultureinstruction to the community; home projects; demonstration work; methodsof classroom, of laboratory, and of outdoor work.

35

Bibliography. Bricker. Agricultural Education for Teachers. Ameri-can Book Company, New York; Duggar. Agriculture for Southern States.

The Macmillan Company, New York; Jackson and Daughtery. Agri-culture Through the Laboratory and School Garden. Orange-Judd Com-pany, New York; Bulletins from United States Department of Agriculture

and other agencies.

Pubuc Schooi, Music for the Grammar Grades—Third Year. Thecourse will follow largely the topics outlined for the Primary Grades as

found on page 34. The greatest difference will be in the choice of material.

Additional topics: how to secure a community chorus; how to develop aspring festival.

Industrial Arts—Third Year. The course includes a brief survey ofthe place of industrial work in elementary education. The method of

teaching the subject is demonstrated by the instructor in presenting the

various projects to the class and by discussion. Projects: note books; cardindex; stencil table runner; concrete flower pot or window box; bird

houses; rabbit trap; chicken coop; egg carton; automobile carriage; pic-

ture frame or serving tray ; book racks ; book cases ; shirtwaist box. Notall of these projects can be completed by each memher of the class. Anindividual project and a group project should be finished by each oneduring the course.

References. Dobbs. Handwork for Intermediate Grades. The Mac-millan Company, New York.

Home Economics was interpreted by agreement of the committee onthe course of study to mean either sewing or cooking. Courses in bothcooking and sewing were prepared in accordance with this plan.

Sewing—Third Year. The method of teaching this subject is demon-strated throughout this course. Connected subject matter should be taughtwith each project. Projects: sewing apron; gown; princess slip; patchingand darning. Students should complete two projects and demonstrate their

ability in the last mentioned project.

Cookery—Third Year. This course in cookery is based upon the Stateadopted text, Austin's Domestic Science, Book I. Topics : cookery as agrammar grade subject; classification of foods; a balanced diet, planningmeals; marketing; projects; preparing and serving before the close of theterm, two of the following: breakfast, lunch, dinner.

Texts. Austin. Domestic Science. Book One and Book Two. Lyonsand Carnahan, Chicago.

ARRIVE ON TIME

Note—Students are urged to arrive in full time to register onthe 19th and begin class work on the 20th.

TEXT-BOOKS

The books to be used as the basis for the work for first andsecond grade certificates are given below. The names of the pub-lishers and their addresses are also given. Teachers are advised

to provide themselves with such of these books as they will use.

36

Any other standard books on the several subjects may, in most

cases, be used instead of the regular texts, and teachers should

bring with them such of these as they have. Books may be or-

dered for students after their arrival and assignment to classes,

but this will not be done except upon written request. In all such

cases the students are obliged to take and pay for the books

ordered.

Text-books on which questions for the examinations for first

and second grade certificates are based:

Arithmetic—Smith: "Advanced Arithmetic" (Ginn and Co.).

Algebra—Wells and Hart: "High School Algebra" (D. C. Heathand Co.).

Grammar and Composition—Emerson and Bender: "ModernEnglish," Book II (The Macmillan Co.).

Brooks: "English Composition," Book I (American Book Co.).

Classics—Stevenson: "An Inland Voyage and Travels with a

Donkey." The Scribner English Classics. (Charles Scrob-

ner's Sons, N. Y.).

American History—"Our Republic" (Richmond Press, Rich-

mond, Va.).

Virginia History—Smithey: "History of Virginia" (AmericanBook Co.).

English History—Cheyney: "Short History of England" (Ginnand Co.).

Geography—Frye: "Higher Geography"—Virginia Edition (Ginnand Co.).

Civics—McBain: "Government and Politics in Virginia."

Physical Geography—Tarr: "New Physical Geography" (TheMacmillan Co.).

General Science—Clark: "General Science" (American Book Co.).

Agriculture—Duggar: "Agriculture for Southern Schools" (TheMacmillan Co.).

Physiology and Hygiene—Ritchie: "Primer of Sanitation andPhysiology" (World Book Co., Yonkers, N. Y.).

Spelling—New World Speller (World Book Co.).

Drawing—Applied Arts Drawing Books, Numbers 41-44 (Atkin-son, Mentzer Co.).

Theory and Methods in Reading—O'Brien: "Silent Reading"(The Macmillan Co.).

Any of these books may be ordered through the Virginia BookCompany, Richmond, Va.

In the various professional courses the texts will be announcedon entrance, if not stated in the write-up of the courses.

37

INSTRUMENTAL MUSIC

Students of the Summer Normal who desire instruction in

instrumental music (piano or violin), should communicate with

Mr. F. A. Franklin, 1202 Prince Edward Street, Fredericksburg,

Va., or Miss Nora C. Willis, State Normal School, Fredericks-

burg, Va.

ELEMENTARY CERTIFICATE COURSE FOR NEWSTUDENTS

JUNIOR QUARTER

This course, as outlined in preceding pages, is to be taken bythose beginning the work for the elementary certificate through

summer courses, or those desiring a quarter of Normal School

credit on the basis of high school graduation or the possession of

a first grade certificate.

SENIOR QUARTER

This course, as outlined in preceding pages, is to be taken bythose who already possess the elementary certificate based uponeither three quarters of Junior Normal School work or upon three

six weeks' summer courses. In the latter case such students are

conditioned on one Junior Normal quarter.

38

3faat mh Bttanb Okato (fterttfirat?

(Emtrsea

first grade

GrvVp I: fomts

A^olicant's Form 10

ArivHmetic 10

U. fc> History 5

Geography • 5

Hygiene 5

Reading • 5

Group II :

Grammar 10

Virginia History 5

Civics 5

Theory 5

Drawing 5

Spelling 5

Group III

:

Algebra 5

Classics • 5

English History 5

Agriculture • 5

Physical Geography 5

orGeneral Science (5)

Total 100

These are the first grade subjects now required by the State

Board of Education. Lectures on all of these subjects will there-

fore be given in the Summer School during both the first andsecond terms.

Requirements for the First Grade Certificate. The applicant

must be at least 19 years old, must have academic training equiva-

lent to the first two years of high school work, must have taught

successfully at least 7 months, and must make a grade of 85 per

cent on the examination.

This certificate is valid for five years and renewable for similar

period. It permits the holder to teach in the elementary grades.

An applicant who makes first grade averages but has not the

requisite experience or is not of required age, may receive a

Second Grade Certificate convertible into the First Grade, whenthe above requirements are made.

39

The applicant must have completed the equivalent of two years

of high school work before taking the first grade examination.

Those interested in the course for the First Grade Certificate

should particularly note the following points

:

1. The First Grade subjects are divided into the following three

groups, which may be taken by the applicant in three successive

summers, as indicated ; or she may take Group I and Group II the

first summer and Group II the second summer; or she may take

all three groups the first summer. Groups I and II or I, II andIII may be combined for first or second grade if taken duringboth terms the same summer at the same summer school.

Group I Group II Group III

Applicant's Form. . 10 Grammar 10 Algebra 5

Arithmetic 10 Va. History 5 Classics 5

Geography 5 Civics 5 Eng. History 5

Hygiene 5 Theory 5 Agriculture 5

Reading 5 Drawing 5 Phys. Geography .

.

5

U. S. History 5.

Spelling 5 or— General Science.. (5)

2540 3

2. If division is made as above permitted, the groups must be

taken in the same or successive summers after attendance at a

Summer School.

3. On completing Group I with an average of 85 per cent (34out of 40 points), the student receives a provisional second grade.

On competing Groups I and II, with an average of 85 per cent

on each group (34 points on Group I and 29.75 points on GroupII), the student receives a provisional first grade.

On completing all three groups (whether in one, two or three

summers), with an average of 85 per cent on each group (34points on Group I, 29.75 points on Group II, and 21.25 points onGroup III), the student receives a full first grade, provided age,

experience and character conditions for a first grade have been

met.

4. The division of examinations into groups as outlined above is

permissible only to students who are eligible for first grade work.

5. Students desiring to take the work for first grade should

present to the Registrar on entrance a statement from the principal

of the High School or Division Superintendent to the effect that

two years of High School work have been completed.

40

6. The Classics required in Group III for the summer of 1922

are Stevenson : "An Inland Voyage and Travels with a Donkey."The Scribner English Classics. Charles Scribner's Sons, N. Y.

7. The examinations will be prepared and conducted at the

school by the Director and Faculty. The papers will be kept onfile at the school, and any questions arising as to gradation of

papers, credits, etc., will be handled by the Director of the SummerSchool, with whom teachers should correspond.

8. Students intending to take the first grade course will note

that Groups I and II together comprise the subjects required for

a second grade. Those taking these two groups in 1922 for a

provisional first grade and failing in first grade marks, but makingsecond grade marks, will receive a second grade certificate.

Requirements for the Second Grade Certificate. The applicant

must be at least 18 years old and must make a grade of not less

than 75 per cent on the examination, consisting of the following

subjects with the value of each

:

SECOND GRADE

Points

Applicant's Form 10

Arithmetic 10

U. S. History 5

Geography 5

Hygiene 5

Reading • 5

Grammar 10Virginia History 5

Civics 5

Theory 5

Drawing 5

Spelling 5

Total 75

This certificate is valid for two years and renewable for two.

The holder may teach in the elementary schools.

Those planning to take the course for second grade certificate

should note the following:

1. No division of the examination is permitted. All subjects

given above must be taken at one examination and an average

grade of 75 per cent must be made (56.25 points).

2. If the student is taking second grade course, but is eligible

for the first grade course and makes Groups I and II with first

grade average on each part at one examination she will receive a

provisional first grade ; if such a student makes Group I with first

41

grade marks, she will be given a provisional second grade. This

is the only condition under which a provisional second grade

is given.

3. Note (7) and (8) under first grade requirements.

COURSES FOR HIGH SCHOOL CREDITS

These courses are for those wishing to take the professional

work and who lack one or two units entrance credits. Courseswill be offered in English, Mathematics (Algebra) General Sci-

ence, or Physical Geography, Agriculture, English History.

These courses will be offered both the first and second terms.

Those wishing no other courses than these high school courses

are advised to enter for the second term, but may enter for either

or both terms.

42

#tate formal Bttyml

3fotorirkshurij, Ua.

Five differentiated professional courses, as follows

:

I. Course to prepare for primary grades.

II. Course to prepare for grammar grades.

III. Course to prepare for high school grades.

IV. Course to prepare for home economics.

V. Course to prepare for commercial subjects.

NOTES

(1) Course V is a two-year diploma course, or a four-year

B. S. degree course. Graduates of two-year courses in normalschools or those having two years of college credit may complete

this four-year degree course in two years.

(2) Four-year degree courses are also offered, beginning Sep-tember, 1922, in (a) Music Supervision^ (b) Industrial Arts,

(c) Physical Education. Write for our Winter 1922-23 Catalog.

(3) High school graduates and first grade certificate holders

admitted to anv of these courses. Lacking high school units maybe made up at our Summer School to remove conditions.

(4) We maintain four training schools, as follows:

1. Elementary City School (seven supervising teachers).

2. Lee Hill Two-Room School (three supervising teachers).

3. First and Second Year High School (Day School at Nor-mal), (three supervising teachers).

4. Evening Business School (three supervising teachers).

Thus every type of practice teaching is provided.

(5) Only professional courses are given at this institution.

(6) Student aid positions. No student may fail to secure

professional training for lack of funds. Write us. We will help

those who need it.

(7) Elevated, large (60-acre), shaded campus and grounds.

No mosquitoes. Unparalleled health record—never a death

among the students.

(8) Ample equipment. Splendid buildings and students'

rooms. Meals are varied, plentiful, well-cooked.

(9) Catalog for 1922-23 session ready May 1. If interested,

send for it.

(10) Come to the school for visit and personal conference.

A. B. Chandler, Jr., President,

Fredericksburg, Va.

43

«"*