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ANNUAL CATALOGUE
--OF THE-

Territorial Normal School
-AT-

TEMPE, ARIZONA,
-FOR

THE~ J'f"t(,,.--/~J

~.,~~)

8CIIOLA3'f'IC J"Et\H, Ullla 9G,

-AND-

Annual Circular for 1896-97.

The school year is divided into t\YO semesters of
t\\'enty \Veeks each. Each sen1ester is divided into t\vo
tertns of ten \veeks each.
1896.
First semester begins...
. ............ September 7.
Entrance exan1inations and registration ... Septernber 7-8.
First Quarter ends...... ..................
. ....... November 13.
Second Quarter begins...................
. .. November 16.
Thanksgiving vacation ............................... November 26.
Holiday vacation begins..................
. .. Dece1nber 25.
1897.
Holiday vacation ends ......................................January 3.
First semester ends ......................................... .January 29.
Second sen1ester begins ................................... }'ebruary 1.
\Vashington's Birthday vacation .................. February 22.
Third Quarter ends ................................................ April 8.
Fourth Quarter begins .......................................... April 11.
A.nniYersary and Co1nn1encement Exercises ................ .
................. .......... . .. .June 14, 15, 16, 17.

:113oarb of Jebucation.
MEMBERS EX OFFICIO.

HoN. F.

J. NETHERTON ................... .

. .......... Phcenix

Superintendent of Public Instruction, Secretary.

HON. P.

J. COLE ..................................... .

. ..... Phcenix

Territorial Treasurer, Tre;-isurer.

MEMBERS BY APPOINTMENT.

REv. DANIEL KLOSS ..................... .

. .... Ten1pe

President.

MRs. REBECCA G. PHILLIPS

................... Phcenix

CuL. J. F. WILSON .......... .

. .... Prescott

Regular meetings during first \Yeck in Jnnuary. ancl
first \\•eek in June.

@fficial :ISoarb of \Disitors.
Hox. MORRIS GOLDWATER
DR. CHAS. H. JONES ....
HoN. WILLIAM NEWELL. ....... .

JAN.ITOR, GEORGE \V. \YILSOX.

........ l_)resco tt

. ..... 1'e111pe

. .......... \.lesa

lfacult\l.
1895-1896.

JAS. McNAl::GHTOi\, A. :\1., PH. D ...
Psychology, Pedagogics and

. .... President

~lathe1natics.

LAURA W. SHARPE, B. E., B. 0.
Language, Elocution and Physical C11lture.

LILLIAN BALLANCE RICE, B. L.
History, Geography and Literature.

FRED M. IRISH, B. S.
Natural Sciences.

INSTR.UCTOR.5 IN AUXILIARY CLASSES.

FRANCES B. ABELL.
French, Gcnnan, Shorthand anJ Bookkeeping.

ELLA F. TAYLOR.
Yocal and 'nstrutncntal Music.

AMINA J. McNAUGHTON.
Latin, Dra\ving and Painting.

Register of Students.
POST ·ORADUATE.

·Culver, Caroline ..................................................... Tempe
THIRD YEAR CLASS.

'Abell, James Lawrence ............................................. Mesa
"'-Culver, Helen Edith ................................................ Tempe
Empey, Frank Edgar ............................................ Florence.
' Frankenberg, Don Juan ............................................ Tempe
"!Frankenberg, Roy ................................................... Tempe
Guild, Nott Erwin ................................................ Florence
· Hanna, Florence Grace .................................... Camp Verde·
''Hayden, Carl Trumbull .......................................... Tempe
Hedgpeth, Jane Margaret ...................................... Phaenix
Hedgpeth, Lewis Pleasant.. .................................. Phoenix
Hendrix, Georgia Alfretta ....................................... Tempe
·McNaughton. Amina Wilson .................................... Tempe
Morris, Deborah Iola ...................................... Camp Verde
<Newell, Fay Lulu ........................................................ Mesa
·Nichols, Julia Rosetta ............................................... Tempe
· Peyton, Ada May .................................................. Florence
Rudd, Olney Lee .............................................. Springerville
,. White, Bertha Monica ............................................. Tempe
FIRST AND SECOND YEAR CLASSES •

• Abell, Edith Rebecca ................................................. Mesa
Allison, Garnet Ione ................................................ Peoria
Archbald, Bessie Frances .......................................... Tempe
Bellamy, Worth Thomas .......................................... Tempe
· Bryant, Dora Candice ............................................ Tucson
·. Bull, Minnie May ............................................. Milton, Ia.
·Bush, Josephine Julia .................................................. Mesa
· Cartledge, Crantz ..................................................... Tempe

6

ARIZONA TERRITORI.4L NORMAL SCHOOL.

<Clark, Maude Rebecca ................................................ Mesa
"'-Collins, Guy Custer .......... : ....................................... Tempe
. Cosby, Ashton Benton ............................................... Mesa
Cuber, Louis ............................................................... Mesa
,Cummings, Mary Eleanor ....................................... Tempe
J Cummings, John Adams .......................................... Tempe
iJDavis, Henry Willard .................................................. Lehi
•Davis, Robert Cornelius .......................... Forest City, Ark.f
~Duncan, Robert Obarr ............................................ Phrenix
"'-Finley, Sadie Elizabeth ............................................. Tempe
: Fisher, Inez Beatrice ................................................ Tempe
··Flumerfelt, James Bristol.. ....................................... Tempe
oFlumerfelt, Elijah Jenkins ......................................... Tempe
YGage, Louie v ........................................................... Tempe
CGoodwin, Garfield Abrarn ....................................... Tempe
"'Greene, Vernette ................ '. ..................................... Phcenix
···Hanna, James Edward .................................... Camp Verde 1
··Hanna, Flora .................................................. Camp Verde1
·•Hanna, Una Belle ............................................. Camp Verde}
oHansen, Julius Gustave ............................................ Tempe
9Hendrix, Harry Garland .......................................... Tempe
· J Hill, Rutb Eva ........................................................ Phrenix
·JHuffer, May ...... , ....................................................... Tonto'
oJones, Daniel Dudley ............... , ................................... Lehi
:Lewis, Nellie F ......................................................... Tempe
'"Lincoln, Maude Daisy ............................................ Phrenix
'-Marshall, Grace ...................................................... Phrenix
o Martin, Jane Phrebe ............................................. Prescott·.,
'f.. Melton, Julia .................................................. , ......... Tempe
'Miller, Clara Marie .................................................. Tempe
<Miller, Manuela Ana ................................................ Tempe
'/ Morrell, May ......................................................... Phrenix
y Morse, Alice Augusta ............................................... Tempe
.:Mullen, John Oscar ................................................... Tempe
'McGrew, Clara ......................... :............................... Tempe
·McGrew, John Wesley ............................................. Tempe
·,Newell, Grace Jemima ................................................ Mesa
J 0 Orme, Ethel May ........ :.......................................... Phrenix
.,_ Ozanne, Edna Antoinette .......................................... Tempe

ARIZQNA TERRITORIAL NORMAL SCHOOL.

7

x Pearce, Zebulon ...................................................... Phcenix
~<PPerry, Minnie Adeline .............................................. Cordes

_Y

" Perry, Elizabeth Charlotte ...................................... Cordes •
oPeyton, Emma Belle ............................................ Florence •1
"-Phelps, Lncy ............................................................... Mesa
'>Phelps, William .......................................................... Mesa
OPower, James Oliver .............. , ................................. .-Mesa
x Price, William Richmond ....................................... Phcenix
q<,, Priest, Clara ............................................................ Tempe
'Puntenney, Susan .................................................. Prescott;
oRedden, Enos A........................................................ Tempe
oRedden, Homer ......................................................... Tempe
~Redden, Monroe ...................................................... Temre
./ 6Rice, Mary Virginia .......................................... Peoria, Ill./
I Ricketts, Ida May ................................................... Tempe
Y Ridenonr, Bertha Abigail. ........................................ Tempe
oSaylor, Mary Susan ................................................ Tempe
>Schwarz, Lncy May .................................................. Lehi
a Schmidt, Henry Fred ................................................ Tempe
i1 Schmidt, Lulu ........................................................... Tempe
YSirrine, Add1e .............................................................. Mesa
o Standage, Marion Armena ......................................... Mesa
'<Stewart, Clyde A ..................................................... Tempe
)\Teeter, Adeline ............................................................ Mesa
XTerry, Joseph Blackley ............................................... Mesa
-i.Vanderhoof, Verner A...................................... Paola, Kan:1
x Wallace, Malvina ....................................................... Mesa
1, Welborne, Rena Belle ............................................. Phcenix
<White, William James.................
................... Tempe
o White, Veronica Janet Demara ................................ Tempe
l<Wilson, Walter Simon ............................................ Phcenix
o Wilson, Clara ........................................................... Tempe
x Windes, Alice Boise ......................................... Cottonwood·,
;·Windes, Peter Northrop ................................. Cottonwood ·
•.-Wingar, Lulu Belle .........................._. ....................... Tempe
GRAMMAR CLASS OF MODEL SCHOOL

Cave, Anna Elizabeth ............................................... Tempe
Campbell, Anna ..................................................... Phcenix

8

ARIZON.4 TERRITORI.4L NORMAL SCHOOL

Cummins, Chester Leslie .......................................... Tempe
Edwards, Ernest David .................. :......................... Tempe
Finch, Ida May ........................................................ Tempe
Ivy, James Pleasant .............................................. Phoenix
Haigler, Charles ...................................................... Tempe
Holladay, Dora Verdelle .......................................... Tempe
Jackson, Kate ........................................................... Mesa
Laird, Minnie Elvira ................................................ Tempe
Lane, Melissa ........................................................... Tempe
Laney, Joseph Clarence ............................................. Mesa
List, Mary Barbara Ethe ...................................... Phoenix
Lutgerding, Flora Ellen ......................................... Phoenix
Miller, Albert Jackson ............................................. Tempe
Newell, Sybil Cora ...................................................... Mesa
Noble, Luella .............................................................. Mesa
Ozanne, Philo ........................................................... Tempe
Phelps, Gove Edward ............................................... Mesa
Pomeroy, Emma Charlotte ....................................... Mesa
Power, Arthur Lisle ................................................... Mesa
Rogers, Chester Centennial .................................... Tempe
Rosenberger, Mary Viola .......................................... Mesa
Saunders, Myra Irene ................................................ Mesa
Schwarz, Bessie ......................................................... Mesa
Sirrine, Seretta .............. ..................... ........................ Mesa
Stanfield, Lulu Lee ..................................................... Globe
Stewart, Helen ............................................................. Lehi
Taylor, George Alvin ................................................ Mesa
Wallace, AnnaJane .................................................. Tempe
Wallace, Jam es Quin ................................................... Mesa
Whitehead, Clayton Le Grande ................................ Tempe
Woolf, William Henry .............................................. Tempe
Wheeler, Lois ............................................................ Tempe

ARIZ01VA TRRRITORIAL .VORMAL SCHOOL.

"

Alumni Register.
CLASS OF 1887.
NAME.

POSTOFFICE.

B'CSDl~:ss.

Etta Broon1ell

. ... Tempe, Arizo11a

.... Taught three years ..... .

(Mrs. John Johnson.)

.Ten1pe, Arizona
Georgie Holn1esley ........... Taught seven years ..
Reese -~vL Ling, Lav·.ryer ... Taught l'\VO years .. .......... Prescott, Arizona
... Phcc:nix, Arizona
.Jas. H. McClintock .......... Taught five years
(Nev•s Editor of" Arizona Republican.")

Gertrude Pomeroyf ......... :Taught five years ..

CLASS OF 1888.
Kate Cummings .............. Taught two years .................. Te1npc, Arizona
(I>.1rs. Fisher Ilailey.)

Martha Sears
...... Taught five years..
Henry Q. Robertson.
. .. Taught five years..

... Tempe, Arizona
. ... Payson, Arizona

CLASS OF 1890.
~anna

Rrovvn ................. Taught three years ................ Ternpe, Arizona

(Mrs. John Knight)

Lena Coughran ............... Taught one year .... \.Villinmson Valley, Arizona
(Mrs.J. M. Sears.)

Russel V-lhite* .....

. ..... Naval Cadet.......

. ...... Anna polis, l\laryland

CLASS OF 1891.
Lee Gray
.. Lawyer ................ ..
Josephine Frankenberg ... Taught five years

..Fhccnix, Arizona
...... Te111pe, Arizona

CLASS OF 1892.
Lillian J. 1\-lcAlister..
Victoria B. Sha\v .....

. .. Taught one tcrnJ.

..Los Angeles. California
.. ...... Ph1..enix, Arizona

CLASS OF 1893.
. ........ .:\Iesa,
Manie Anderson.
..Taught three years ..
Agnes IIalbert+.
........ Taught fo11r years ..
..... Phcenix,
"\V. I. ~Ielton
Lida Rembert...
.. ...... Taught one year ......
.. Phcc:nix,
l\lary '"''ingar .................. Taught tl11·ec years..
.Te1npc,
Chas. C. \Voolf..
... La\vyer..
. ....................... Tempe,
i· Deceased.

Received certificates ofcottrsc finished.

Arizona
Arizon~

Arizona
Arizona
Arizona

ARIZ0.'\'.4- TENRITORI..lL A'ORl!JAL SCHOOL.

10

CLASS OF 1894.
Myrtle Aplin
. Taughl one year. .... Easl Highlands, California
Joseph T. Hirchett .......... Taught one year ...................... Tempe, Arizona
Addine Bury............
..Ta1.1ght two years..
. ...... Phcenix, Arizona
Nettie Chry .................... Taught one year........
. .. Tempe, Arizona
(l\1rs. Ashliy Ha wt'.<>.)

Agnes DoLbie
....... Taught tv;..To years.....
. .. Goldfield, Arizona
Allie Gray...........
..Taught two years ................... Phretlix, Arizona
Leroy F. Hill ................. Sec'y Tempe Cana] Co ............... Tempe, Arizona
lVIary E. l\lc.Niel
.. Taught tvvo years ..................... Tempe, Arizona
John -:\1etz ...................... Taught two years ....................... l\1esa, Arizona
Illanehe "Newell........
..Taught t\.VO years ....................... 11esa, Arizona
Rosina Po1neroy ........... Ta11ght two years ..................... l\fesa, Arizona
Ella Sannders
............ 1\1ught t\.vO years ................... Payson, Arizona
(hlrs. Corydon Taylor.)

Anna R. Stewart.
Ida \Y. \Voolf..

..... Taught iVl'O years .................... Te111pe, Arizona
. ... Taught oue year.......
. ........ Te111pe, Arizona

CLASS OF 1895.
~1iriam

Anrlerson ........ Tanght one year ................. Gila Bend, Arizona
Tohn R. Birchett ............ 1~aught one year ........................ Tetnpe, Arizona
John J. Carroll...
. ................................................... Tempe, Arizona
Carrie Culver ................. Taught one year.........
. .. Te1npe, Arizona
Lottie Gibson ...
....... Payson, Arizona
. ..... Taught one year........
Allie Hohnesley ..
.... Taught one year..... .. ............. Ten1pe, Arizona
J. \Vallace Morse ........... Taught one year ....................... Ten1pe, Arizona
Chas. P. Mullen
....................................
.... Ten1pe, Arizona
Roscoe YValsworth .
.. Taught one year ...................... Tempe, Arizona
!vlaude J. YVelcome ...... Taught one year
...... Tempe, Arizona
Hertha \\"ilson ..
.. Taught one year.....
. .... Tempe, Arizona
E. Stanley \Vincles .. . ... Taught one )·eir. ............ Cotton"'·ood, Arizona

ARJZ01YA TERRITORIA.L

~\'OR1iIAL

SCJ/OOL.

11

Normal Department.
COURSE OF STUDY.

It is the purpose of the high school and the college, to
impart instruction in thevarious branches of useful kno,vledge; but of the nor1nal school, not only to give instruction in the various branches, but also in the processes by
which the mind acquires kno,vledge and power, and in the
pedagogical procedure based thereon.
The course of study, co1nprising academic anrl professional work, requires three years for completion.
The" Tabulated Outline of Course of Study" indicates
the subjects to be pursued, their or<ier of arrangementi
and the time allotted to each; the "Analysis of Course of
Study,'' its aim and scope.

Tabulated Outline of Course of Study.
FIRST YEAR, FIRST SErtESTER.
FIRST QUART'RR.

SECOKD QUARTER.

Arithn1etic
........... 5 ~ Arith1netic..
.. ....................... 5 1.-Dra'\ving....
.. .... 2V Dra,ving......
.2 £-Physical Geography..
. ...... Sv- Physical Geography...
.. ........... 5 tGrarnmar
....... 5 '-"Grammar.......
.. .............. 5 t-"'
Orthography ............................. lVOrthography..
. .. .,1 t /
Penmanship.
.. ..... 2 /.-- Penrnanship ............................ 2 '-"'
Reading ..................................... 2
Reading..............
. ............... 2

FIRST YEAR, SECOND SErtESTER.
THIRD QUARTER.

Algebra
..... 5/..-Drawing. ......... .....
.. .... 2 Jr
Cran1111ar and Contposition ......... 5
United States I-Iistory and Political Geograµhy .....
.. .... 5 V
Music...........
. ..... 1
Orthography
........ l y
Reading..................
.. ......... 2

FOURTH QUARTER.

Algebra......
. ............... fi
Drawing..... ............ ....
. .... 2 L-Gran1matical Analysis and Co1nposition.......
.. .... 5
Physiology......
. ... 5 /..,-/
?viusic.... ................
. ................ 1
Orthography .............................. 1 i..----Reading.
. ........................ 2

12

_4RIZONA TERRITORIAL NORM.4L SCHOOL.

SECOND YEAR, FlRST SEnESTER.
FIRST Ql'.ARTER.

SECOND QUARTER.

Rhetoric and Con1position..
SY Rhetoric and Literature
Algebra ...................................... 5
Geometry ....................... .
General History.....
. ..... 5
General History .......... .
Psychology..............
.......... 5 v'Psycholugy ..... .

...... 5
. ....... 5
. ...... 5
. ..... 5

~

SECOND YEAR, SECOND SEnESTER.
THIRD QliARTER.

FOURTH Ql'.ARTER.

English Literature ..................... 5
Bookkeepir:.g ............................... 5 V
Gcotnetry ..... . ............................ 5
Geometry......................... . ...... 5
Botany............
. ............ 5 VBotany ....................................... 5'--'
Psychology..
. .......................... 5
Psychology.......................
... .. 5V

THIRD YEAR, FIRST SEMESTER.
FIRST QUARTER.

Zoology.....................
.Sy
School 1-Ianagement.......
.. ... 5
Methods........
. ....................... 5
Observation in :\1odel School. ...... 5

SECOND QUARTER.

Chetnistry ......................... . . .... 5
. .. 5
History of Education ....... .
.. ..... 5
:\Iethods .......... .
Practice Teaching ....................... 5

THIRD YEAR, SECOND SEMESTER.
THIRD QUARTER.

FOl'.RTH

QUAR'fEJ~.

Physics
................................. 5 v Geology
....................... ..... 5
Elocution and Physical Cult11re ... 5
Elocution and Physical Culture .. 5
1.1ethods.....
. ............... 5
Practice Teaching...
.. ... 5
Science of Government ............... 5
Theses.
. ......................... 5
Practice Teaching
..... 5
Rhetorical and physical exercises at stated interYals throughout the
\Yholc course.
The figures attached to each branch indicate the 11umber of hours
per \\"eek assigned to it.

Auxiliary Classes.
BUSINESS DEPARTMENT.

1""he course of study in this department comprises phonography or shorthand, type\vriting, advanced bookkeeping and business for111s and met~ods.

ARIZOi.\'A TERRITOI?IAL l•lOR1V!AL SCHOOL.

1 :~

A full course consists of t\venty-five lessons g1Yetl
semi-V\~eekl.y.

Instruction in these b1·anches will be given by .:\lrs.
Frances B. Abell at the following rates:
A full course in either bookkeeping or phonography to single students ...................... $25.00
1"'o students, in cla~ses often or morc,each .. $15.00
Reporting style at same rate.
Instruction in type\vriting free to those receiving
sons in phonography.

le~­

DEPARTMENT OP MODERN LANOUAGES.

In this department, instruction will he given in French
and German by Mrs. Frances B. Abell at the following
rates:
Single lessons .............. .
. .................. 50 cents.
. ............ 40 ..
Classes of five, each ... .
Classes of ten, each ..... .. .. .......... ............ 30 "
DEPARTMENT OF ANCIENT LANOUAOES.

Instruction in Latin \vill be given in this department
by Mrs. Amina J. McNaughtQn, at the following rates:

Single Iessons ............................................ 50 cents.
Classes of five, each.............
. .............. 40 ··
Classes of ten, each.................
. ..... 30 "
ART DEPARTMENT.

The \York of this dcpartn1cnt includes pencil, charcoal
and crayon dra\vings, and painting in oil and \vatcrcolors.
Instruction will lie given by Mrs. AminaJ. McNaughton at
the fo11o,ving rates:

Lessons, single, two hours ............................. $1.00
"
"
one hour............................... .50
"
classes of five, two hours, each........ .40
"
"
ten,
"
.30
CONSERVATORY OF MUSIC.

Private instruction \vill be given to students in vocal

14

ARIZONA TERRITORHL NORMAL SCHOOL.

--- ---- - - - - - - - - - - - - - - - - -

and instrumental music by Miss Ella F. Taylor, at the
Conservatory of J\1usic, at the fol1o'\ving rates:
One lesson a "\veek, ten \veeks, instr11n1ental or
vocal ...................................................... $10.00
T\vo lessons a \veek, ten \Yeeks, instrumental
or vocal ..................
. ................... $15.00

Analysis of Course of Study.
READING.

Reading, as the term is genera1Iy understood, consists
of t\vo quite distinct processes; the first, that of gaining
the thought from \vritten or printed characters; the
second, that of giving it effective expression.
True effective expression is the result of well regulated
mental activity upon a thoroughly trained and developed
physical organism.
The thought, vividly conceived, contains within itself
the po,Yer, to a great extent, of generating its appropriate
expression; but this is not true of thought as ordinarily
grasped by the mind of the reader. The great obstacle to
proper expression is "'rague thought conception.
It is the aim of the instruction in this department. to
lead the student to grasp the thoughts symbolized on the
written or printed page as real entities and living truths;
to intensit~y mental pictures by exercising the imagination; to cultiYate the voice; as the chief instrument of
expression, by proper drills designed to give it greater
po"ver, scope, and accuracy of modulation; to cultivate
the ear, as the arbiter of vocal expression, to a nice discrimination of tones; and to train the musc1es into ready
submission to mind, in expressing thought and feeling by
attitude, gesture and facial movement.
It is also the aim of this department, to lead the
student so folly to appreciate the thought and sentiment
of the selections read, as to cultivate a taste for good
reading.

ARIZONA TE'RRITORIAL 1VOR1\1AL SCHOOL.

13

TOPICS FOR STUDY IN ACADEMIC WORK.

Carriage and attitude of the body; breathing exercises; vocal elements of 1anguagc; articulation; enunciation; pronunciation; force; pitch; quality of tones; effect
of imagination on expression; effect of mental states on
expression; cultivation of mental states; relation of voice
and gesture; expressive use of body.
TOPICS FOR DISCUSSION IN METHODS IN PRih'IARY GRADES.

Primary reading methods-phonic, alphabetic, phonetic, synthetic sound, objective, word, sentence; selection
of the available features of all these 111ethods, and the proper combination of them to produce the best results in
first reading; what words to present first to the child;
ho\v to present ne\v V\~orcls; ho\v to in1press then1; \vhat
a primary reading lesson ought to comprise, and \Vhat
not; ho\V to remedy dra\vling, lisping, and repeating;
how to secure natural tones, fluency and correct expression; sense reading; use of objects and pictures; use of
blackboard and charts; hunting exercises; seat \vork;
manner of teacher; connection bet\veen reading· and spelling, bet\'~reen reading and writing.
TOPICS FOR DiscrssroN IN IVIETHODS IX HIGHER GRADES.

Kind of reading matter suitable for the different
grades; assignment of lesson; revie\v; pre1iminary exercises; preparation of lesson by teacher, by pupil; illustrative reading by teacher; sight reading; things to be
avoided; correction of errors, time for, manner of; correct
vocal expression, \Yhat it consists of, ho"\v it may be obtained; illustration of muscular n1oven1ents to intensif_y
expression; application of psycho]ogical principles.

Grammar and Composition.
In the study of language, t\vo lines of procedure suggest themselves, the analytic and the synthetic. 'fhe principles discovered by the former systematized, form the
basis of the science called gra111111ar; of the latter, composition.

16

ARIZONA TERRITORIAL NORMAL SCHOOL.

Grammar establishes principles and formulates rules

by \Vhich the correctness of the use of word forms in a
sentence io express a particular thought, may be tested.
Composition presents the principles and rules by
which the different forms of discourse are constructed
from sentences.
In grammar the sentence is the integral unit which is
to be separated into its elements; in composition, the sentence is but a component element of discourse. All the
principles of these sciences are conventional and based
on reputable usage. The chief value of these studies is to
give the student a ready and accurate use oflanguage.
The aim of instruction in this department, is to enable
the student to get a clear view of the relation of the sentence to the word and the discourse, and to enable him fo
proceed inductively to establish the principles and formulate the rules of etymology and syntax, and to train him
to speak an.d write his mother tongue with facility and
accuracy.
TOPICS FOR STUDY JN ACADEMIC WURK.

The sentence-considered as the expression of thought,
as composed of elements, the symbols of ideas and relations; the sentence-classified as to the number of propositions, as to rank of clauses, as to manner of expressing
thought; classification of its elements-as to rank, as to
use, as to number of parts, as to expression of ideas or
relations; sentences of each class treated as to capitalization, punctuation, arrangement of elements; elements of
the sentence classified according to use, as parts of speech;
modificatio"ns of parts of speech; proper use of tense
forms and n1ode foi-ms in principa1 and in subordi'tlate
clauses; correction of false forms; application of principles and rules of etymology and syntax by analyzing and
parsing sentences connected in discourse, in prose and
poetry·, from many interesting selections/; sentences in
discourse treated as to their logicaf relations, as to the
construction of the paragraph.

ARIZONA TERRITORIAL NORMAL SCHOOL.

17

TOPICS FOR DISCUSSION IN METHODS.

Language lessons-object of, time devoted to, kinds,
material from nature, material from literature; lesson
giving-plans for, preparation for; use of pictures; connection of language lessons with primary reading; proper
form of written work, its illustration, method of securing
it; object of composition; awakening and sustaining
interest; correcting errors; text-books-first use of,
manner of using; connection of con1position with literature; development of ideas of parts of speech, of their
accidents; de~elopment of rules; graphic representation
of relations of parts of speech in the sentence; value and
limitation of parsing, of ciral analys,is, of diagrams; relation of grammar to logic.

,

ORTHOGRAPHY AND WORD ANALYSl.S.

The work in this department comprises the study of
-correct representation of words by letters, correct utterance of words, the formation of words from roots and
affixes, and their meaning as indicated by their component parts.
·rts purpose is to give the stndent snch a drill as will
result in correct spelling, accurate pronunciation, propriety 'and precision of diction, and a ready comprehension of the meaning of words derived from the common
· roots and affixes.
TOPICS FOR STUDY IN ACADEMIC WORK.

Form of words; power of letters; accent; syllabication; capitalization; diacritical marks; roots and affixes
-Latin, Greek, French, Italian, SpaniSh, Anglo-Saxon,.
mi.scellaneons; rules for spelling.
TOPICS FOR DISCUSSION IN METHODS.

Spelling-phonic, alphabetic, written, oral; the
selection of words; the spelling book; rules for spelling,
development of, use of; the writing speller; spelling in the
several grades of the common school, manner of conducting it in each, time devoted to it in each; the spelling

)s

AR!ZO~VA TERRITORIAL Nt)Rl"1AL SCHOOL.

reform; use of dictionar:r; analytic process; synthetic
process; use of the la '\VS of memory; plans for a wakening
and sustaining intf'rest.

RHETORIC.

The point of view kept in this branch throughout is,
that the study of rhetoric is the constructive study of literature, and the examples adduced at every point aim to
show the usages of the best writers.
The teaching of the subject has three special objects;
first, to impart something that shall be recalled by spontaneous association, and found useful '\Vhen the student
enters upon his life "'Tork; second, to arouse a desire for
sober accuracy in thougl1t ex1)ression; and, third, to
enable him to see the truth for himself.
This is anterior to and apart from the superintendence
of the student's "\vork in composition, as a practical
knowledge is induced fully as much by creating an
in1pulse, and kindling a love fOr literature, as by criticising details of composition.
To cultivate observation, ease of expression, and regular habits of work, many themes v;,·ill be given, advancing by easy steps from simple description to exposition
and to the construction of argument.
A text-book furnishes a basis of procedure, but discussion is encouraged on the 1Jart of the student, the aim
being not merely to ground the student in a knowledge of
the various principles, but also, in each case, to base that
kno\vledge on a practical philosophy, and to induce in his
mind from the outset the habit of thinking for himself,
and applying bis thought to constructive and critical
"\York.
TOPICS .FOR STUDY IN ACADEl\.IIC '\VORK.

Choice and use of \:vords as to pu1;ty, propriety, precision; the sentence; the paragraph; the then1e; variety
of expression in prose, in poetry; figures of speech; sty1e,
its properties; kinds of discourse; ·versification.

ARIZONA TERRITORIAL .\'OJ<J1AL SCl-!OOL.

19

TOPICS FOR DISCUSSIOX IX l\IETHODS.

Relation of rhetoric to gran1mar, to literature; object
of study of rhetoric; development of r·-:-inciples and formu-lation of rules; application of principles; selection of illustrations; correction of errors in students' style; use of
text-book; supplementary \vork ;· cotnposition.

LITERATURE.

The aim of instruction in this department, is to direct
and to assist the student to read appreciatingly the
masterpieces of the great authors, to guide him rationally
and sympathetically into their thought and feeling, and
assist him to profit by following the thoughts of master
minds. As aids to this, short dissertations on the characteristics and philosophy of style will be given, and a
constant application of the principles of rhetoric will be
required.
A few of the authors generally conceded to be fairly
representative of the status of the literature of their
respective times, \vill be characterized; the history of liter,.
ature briefly sketched up to time of the author whose
works are to be discussed; the environment of the author
considered, his influence upon literature brought out, his
masterpieces characterized, and the student, so far as
possible, led to appreciate its beauties and excellencies.
This branch is to be studied in connection \vith history.
TOPICS TO BE STUDIED IX ACADE:NIIC \VORK.

Beginnings of English literature; effect of Norman conqest; early 1nodern English; Renascence influence; Italian
in-flttence; characteristics of Eliz<ibethan age; Puritan
influence; revival of poetry; chief characteristics of A.merican literature; c1assic se1ections to be studied crlticallyChaucer's Canterbury Tales; Spencer's Frerie Queen, first
book; Shakespeare's Julius Caesar, and also :Vlacbeth;
Irving's Sketch Book; select-ions fron1 Bryant, Longfello\Y,
Cooper, Emerson and Ha,vthorne.

20

,1RIZONA TERRITORIAL NOR11'IAL SCIIOOL.
TOPICS FOR DISCI:SSION I.N: METHODS.

Selection of classics suitable for several grades of common school \York and n1anner of ]Jresentation in each;
characterization and criticism, oral, and in essay form;
avvakening interest; com1Jarison of styles; connection of
literature and geography.

Mathematics.
The \vork of this dcpartn1ent is designed not so much
to make the student an expert computist and accountant
as to give him the po\ver to reason vigorously, to enable
hin1 to proceed logically, and, also, to cultivate in him
expression; 11ot so much to assist him to tnemorize facts
of processes, as to give po,ver to grapple successfully v;rith
ne\v difficulties b~y the application of principles mastered.
It is also the ain1 to connect each topic of stud3r \vith
as many objects of interest as possib1e, to point out their
logical connection, and to require the student to put as
much thought as possible with all mathematical drill, and
thereby lessen the necessity of drill for the sake of training
only.
The student is required to acquire a thorough kno\vledge of the processes, forms of expression, histor:y and
pedagogy of the several subjects comprised in this department.
NUMBER AND ARITHMETIC.
TOPICS FOR STUDY IN ACADEl\fIC "\VORK.

Percentage; ratio; proportion; involution; evolution;
1nensuration; series; progressions; the applications of
each respectiYely.
TOPICS FOR DISCUSSION IN METHODS.

The child's first notions of 11u111ber, ho\v obtained,
ho\v expressed, ho\v inade the· basis ofnumbcr work; the
use of objects, such as cards, counters and other devices,
in teaching nun1ber, in developing the decimal systen1, in

ARIZONA TERRITORIAL NORJJAL SCHOO!,.

~I

developing the fundamental operations; the Grube
method; vvhich process, analysis or synthesis, is first nianifested by the child; oral expression of analysis; \vritten
expression of operations, form and variety of them;
numbers to be taught tbe first year, the second, the
third; when text-books shall be first used, ho\v; \Vhen
fractions should be introduced; \vhen concrete number
exercises should be supC'rscded by abstract; to \vhat
extent nun1ber may be correlated \vith other subjects;
what relative tin1e should be given to it; how accuracy
may be obtained, rapidity; to \Vhat extent drill for
rapidity is profitable; the logical order of presentation
for each topic of study, the pedagogical; the best form
of '\Vritten expression for each operation; "\vhen definitions should be taught, ru1es, hOV\'; arrangement of topics
in text-books; analysis, its logical for1ns of expression.
ALGEBRA.
TOPICS FOR ST.CDY IN ACADEMIC WORK.

Notation and definitions; fundamental operations;
factoring-; fractions; simple~quations; sin1ultaneous equations; negative results; involution; evolution; theory of
exponents; radicals; quadratic equations; arithmetical
series; geometrical series; proportion; n1axima and 1ninima; inequalities; indetern1inate equations; Horner's
Method of approxin1ation.
TOPICS FOR DISCUSSION IN METHODS.

Suitable illustrations of the significance and use of
symbols of operation, of relations, of quantities, of
axioms; apt illust1·ations of the meaning of the terms,
addition, subtraction, coefficient, exponent, and of a11
other technical ter1ns used; geometric and graphic representation of the simpler expressions; concise and convenient forrns for expressions of operations and relations;
significance of transformations of equations; expression
of formulre in oral language; ho'\v to form an equation;
interpretation of results; utllity and po\ver of algebraic
investigations; hi~tory of algebra.

22

ARIZONA TERRITORIAL NORMAL SCHOOL

GEOMETRY.
TOPICS FOR STUDY IN ACADEMIC WORK.

Logico-mathematical terms; geometrica] concepts;
straight Jines and angles; triangles; quadrilaterals;
other polygons; circles; proportion; mensuration of
plane figures ; similar plane figures ; original demomstrations of theorems; planes; solids with plane surfaces;
solids with curved surfaces.
;TQPI.CS FOR DISCUSSION IN METHODS.

Basis of geometrical° investigation, its value; i11ustration of logico-mathematical terms, of geometrical concepts, formation of them; forms of deductive reasotiing;
stages in a demonstration; practical application of principles demonstrated; value of the scholium; demonstration by superposition, by reductio ad absurdum, by theory
of limits, by method of exhaustion, their value and interrelation; history of geometry.

Natural jlcience.
The aim of this department is to give the student a
working knowledge of the fundamental principles of natural science, to acquaint him with systematic methods of
scientific study and original investigation, and to enable
him to become fairly expert in the construction and handling of simple apparatus, and to acquire facility in the use
of such materials as can readily be obtained, and such as
will be required in conducting the nature study lessons
and the observation lessons in the country and district
schools.
As far as practicable, the student performs his own
experiments, and makes his observations at first hand.
Original investigation, along proper lines, is encouraged,
extra facilities being furnished when possible, and when
time will permit.

ARIZONA TERRITORL1L NORM.lL SCHOOL

23

BOTANY.

In pursuing the work con1prised in this branch, the
phrenogamous plants arc first studied, as being more
easily handled by· beginners. Terms are explained and
learned as they are needed in the \Vork, the botanical
vocabulary being thus gradually acquired. A study is
made of a series of typical plants, illustrating the characteristics of the various subkingdoms. The more important orde,rs of phrenogamous plants are studied in a sin1ilar manner. "\Vhenever possible, use is made of actual
specimens for illustration.
Throughout the course, attention is paid to structural
botany and plant physiology. In this connection, use is
made of specially prepared slides for use with the compound niicroscope.
The students are encouraged to prepare collections of
the native flora, and to make original observations upon
the germination and gro"\vth of common plants, and upon
the tin1c of blossoming, fertilization and disorders of
native plants of the region.
Attention is directed to the economic value of plants,
and of the science of botany.
TOPICS FOR STUDY IN ACADEMIC \YORK.

Seeds; gro"\vth from the seed; roots; steins; leaves;
flowers; the fruit; organs of cryptogams; typical plants
illustrating the following groups, viz: algao, fnngi, bryophytes. pteridophytes, including ferns, horsetails and clnb
mosses; gymnosper1ns; monocotyledons, "\vith types of
the more in1portant orders; dicotyledons, illustrating as
many of the leading orders as time and material \vill permit; relation of plants to practical life.
TOPICS FOR DISCUSSION IN 1\fETHODS.

Purpose of and plans for nature study; value of plant
1essons-(a) formative value, ( b) content value; a \vakening and sustaining interest; cultivating the pupil's po\Yers of observation; obtaining suitahle material; graded
lessons for con1mon schools; ti1ne to he allotted to study
of plant life; \vork for different seasons and for different

24

ARIZONA TERRITORIAL NORMAL SCHOOL.

localities; introduction and use of technical terms; cultivation of asthetic taste; appreciation of harmony of
color, form; procedure, value and limitation of representation by modeling and painting; nse of text-book.
ZOOLOGY.

The work in this branch comprises a laboratorystudy
of types of the more important groups, supplemented by
discussions of fundamental principles, and by references to
standard works on the subject in the school library.
Instruction is given in methods of collecting and preserving insects and the skins and skeletons of birds and
mammals.
TOPICS FOR STUDY IN ACADEMIC WORK.

The cell; the amreba; points of difference between
plant life and animal life; infusoria-types, paramcecium
and vorticella; crelenterata-type, the common hydra;
echinodermata-types, the sea nrchin and the star fish;
vermes-type, the earth worm; mollnsca-type, the freshwater mussel; arthropoda-types, the crayfish, the lobster, a scorpion, a spider, a grasshopper; vertehrata-

type, the frog; a brief study of systematic zoology with
introduction to the character and classification of the
native insects, birds and mammals of Arizona.
TOPICS FOR DISCUSSION IN METHODS.

Kind and amount of direction by teacher; graded lessons for common schools; procedure, value, and limitation of representation by drawing and painting; purpose
of~ procedure in presenting, and time devoted to nature
study lessons in the several grades of common schools;
use of text-books.
PHYSIOLOGY.

The work under this head forms a continuation ofihe
course in zoology. The general notions obtained during
the study of comparative animal morphology are now
discussed more in detail in connection with human
anatomy and physiology.

ARIZUNA TERRITORL4L NORMAL SCHOOL.

25

The course is illustrated throughout by specimens,
microscopic material, and by simple dissections upon
small mammals, as the cat and the rabbit.
TOPICS FOR S1'LTDY IN ACADEMJC \VORK.

Proximate principles; cell structure; tissues; anatomy; the skeleton; the muscular system; circulation;
respiration; nutrition; digestion; the nervous system;
the skin; foods, "\\'aste and repair; hygiene; the care of
the body; effects of stimulants and narcotics; the special
senses; emergencies; first aid to the injured; hemorrhage;
simple bandaging; poisons and their antidotes; disinfectants.
TOPICS FOR DISC'USSION IN METHODS.

Method of observing form of organs and their structure; illustration of functions of organs; dissection of
small animals, and dra \vings and description of parts dissected; use and value of blackboard drawings; use of
skeleton, manikin, casts, models: use of textbooks.
GEOLOGY.

This subject furnishes an abundant supply of material
for nature study, and is thus especiaJly valuable to the
prospective teacher.
The course is intended to enable the student readily to
recognize and distinguish the common rocks and minerals 1
and the geological formations of the vicinity, as \vell as to
obtain a general idea of the operation of ·various geological agencies as factors in \Yorld building, and of the ~uc­
cession and development of life upon the earth's surface.
:F·ield work by the class as a \vhole or in sections is a
feature of the course, excursions being made at intervals
to the various points of geological interest in the vicinity.
TOPICS FOR STUDY IN ACADEMIC WORK.

Dynamic geology-atmospheric agencies, igneous
agencies, aqueous agencies j structural geolog~r-igneous
rocks, stratified rocks, metamorphic rocks, joints and fissures, faults, veins; mountains-origin, structure; his-

26

.4RIZONA TERRITORIAL NORMAL SCIIOOL.

torical geology-Archrean era, Palreozoic era, Mesozoic
era, Cenozoic era, Psychozoic era; syste1ns of rocks;
paleontology; local geology and mineralogy; laboratory
study of rock specimens and fossils; practical geology,
l.vith reference to building materials, mineral deposits and
soils.
0

TOPICS FOR

DISCtTSSIO~

IN METllODS.

Preparation and presentation of subject matter for,
and time devoted to nature study in the grades of the
common schools; illustrations b:y diagrams and drawings; use of charts, maps and pictures; use of text-book
and note-book_
PHYSICS.

The aim of the work in physics is two-fold; first, to
give the student a knowledge of the theory of the constitution of matter and of physical la \YS governing its phenomena, and second, to acquaint hin1 'vith the use of
experimental n1ethods in scientific study and investigation_
The laboratory method is used, the student being
required to perforrn his O\vn experiments.
Practical instruction is given in the construction and
handling of simple apparatus, and in the methods of
making a systematic record of observations.
The series of laboratory experiments includes both
qualitative and quantitative V\"ork, and is intended not
only to illustrate the text-book and class room "'·ork, but
also to develop rapidity, neatness, and accuracy of
111anipulation.
TOJ:>ICS FOI{ STUDY IN ACADEl\iIC \VORK.

The ]Jroperties of matter; the 1nechanics of solids;
composition and resolution of forces; la-..vs of motion;
\vork and energy; gravitatiot1; accelerated motion; falling bodies; the pendulu111; si1nple machines; n1echanics
of fluids; transtnission of pressure; pressure due to
graYity; barometer; air-pump; Boyle's la\'\·; the syphon;
\Yater pumps; specific gravity; heat; thermometer; conduction; radiation; mechanical equiYalent of heat; mag-

ARIZONA TERRITORI.4L NOR-VAL SCHOOL.

27

netism, its nature and Ja,vs; magnetism of the earth;
electricity; static electricity; electric machines; electric
currents. their effects and measurement; induction; the
dynamo; the electric light; the telegraph; the telephone;
sound; character of "\Yave motion, transmission and
velocity; pitch; vibration, of strings, in pipes; harmony
and discord; light, its nature, velocity, reflection, refraction; lenses; spectrum; color; microscope; telescope;
camera.
TOPICS FOR DISCUSSION IN )JETHODS.

Preparation, presentation of, and time devoted to
nature study lessons for the grades of cotnmon schools;
illustration of the principles of the simple laws of physical
science; simple devices for illustration; aid and direction
from teacher, kind of, amoant of; text-book, \Yhen and
hO"\Y used; note-book; use of representation, by dra\ving,
by formula.
CHEMISTRY.

The course in chemistr:y is intended to be pursued in
close connection \vith that in physics. The student
applies his knowledge of experimental methods to the
study of the laws of chemical phenomena. Some attention is devoted to practical chemical problems requiringmathematical computation. Three hours a \Yeek are
devoted to laboratory work by the student.
TOPICS FOR STUDY IX ACADE:1IIC \VORK.

A study of the la,vs of chemical action in connection
"\vith the properties, relations and con1pounds of the rnore
in1portant elements; oxidation; combustion; reduction;
acids; bases; salts; reactions and their expression; a
brief vie\v of organic chemistry, \vith special reference to
the chemistry of common life; oils and fats; action of
soaps; cooking; fermentation; alcohol; carbohydrates;
conservation of matter and energy; an introduction to
the qualitative analysis of inorganic compounds.
TOPICS FOR STUDY
~\mount

I~

METHODS.

and kind of direction by teacher in experi-

28

ARIZON;l TERRITORIAL NORMAL SCHOOL

mentation; preparation and use of simple appliances for
11lustration and investigation; selection of matter suitah1e to nature study lessons in the grades of the common
schools; use of text-book; use of note-book; value and
use of representation, by dra\ving, by symbols, by equations.

Geography.
Geography embraces so wide a range of subjects that
it is found convenient to treat it under three heads, Physical, Mathematical and Political.

Physical Geography.
The course in Physical .Geography is intended to give
the student a clear understanding of the history and
structure of the earth, and of the phenon1ena occurring
upon its surface. The student obtains a broad view of
the process of'',vorld n1aking" and the connection with
it of each of the three great kingdonts, mineral, vegetable
and animal.
The aim throughout, is to enable the student, as a
prospective teacher, intelligently to explain the facts of
geography, and also to furnish material for interesting
and valuable "\vork in the line of nature study.
TOPICS FOR STUDY IN ACADE!\IIC WORK.

The solar system, the earth as a planet, its motion,
its 111agnetism; structure of the earth's crust, geological
time, rocks, fossils; physiography, relief of the earth,
causes, their operation, coral reefs and islands, volcanic
pheno1nena, earthquakes; springs, rivers and lakes, drainage; ocean "vaters, tides and currents; the atm<?sphere;
climate, its modification, ""~inds, storms, cyclones and tornadoes; precipitation; glaciers and icebergs; atmospheric
electricity; life upon the earth-(a) plant life, structure,
physiology and classification of plants, geographical distribution, economic value; ( b) animal life, classification

ARIZONA TL'RRITORIAL NORMAL SCHOOL.

29

and distribution, co1nn1ercial value; ( c) the hurnan family,
c1assification, types, races, peoples, characteristics; mineral products, distribution, mining methods, eco1101nic
value; geographical history of the lrnited States, its physiography, coast line, drainage, climate, life and products.
TOPICS FOR DISCUSSION IK 1\fETHODS.

Development of ideas of place, position, distance and
direction; ideas and names of physical features of home
location, occupation of people, product of locality, forms
of local government; representation by maps of locality
of school, of to,vn, of county, of territory; ho\v to proceed from home geography to state; value of vivid description and graphic representation; appeals to the imagination; presentation of study of the earth as a 'vhole;
subdivision of the earth's surface-natural, artificial; use
of textbook-time of, extent of, manner of; map dra \vingplace of, value of, manner of conducting; exhibition of
products-natural, artificial; sin1 ple apparatus-cons truction, use; value of experiments; sand and clay tnodels;
use of maps, charts; graphic method of i11ustration as
applied to comparative areas, \vealth, industries, productions, temperature, rainfall; explanation of phenon1mena-day and night, change of seasons, 'veather;
collection and use of spccin1ens; additional reading-kind,
amount; supplementary material; outlines; field observations; excursions; original notes on geology, geography
and fan1iliar vveather phenon1ena.

Political Geography.
This study is treated as a part of history, and is pursued hy the student in close connection thcr(:\Vith. The
purpose of this instruct-ion is to give the student a cotnprehensive vie'\\' of the earth's surface as subdivided hy
man, and the changes \Yrought in developing its resources
and utilizing its products to supply his \Van ts.
TOPICS FOR DISCUSSION IX ACADEMIC \VORK.

Political divisions; boundaries of countries; means of

30

ARIZONA TERRITORIAL NORMAL SCHOOL.

travel; means of communication; commerce; manufactures; government; religion; occupations; productionsartificial, manufactured.
Topics for discussion in methods are found in Physical Geography and History lists.

Mathematical Geography.
The purpose of instruction in this branch, is to give
the student an accurate knowledge of the figure, magnitude and motions of the earth, the means of determining
the position of places upon its surface, the manner of
delineating a portion of it by maps and charts, and a general knowledge of the relation of the earth, as a planet.
to the solar system.
TOPICS FOR STUDY IN ACADEMIC WORK.

Shape of earth, proofs; its motion, effect of; earth's
orbit; its axis; its inclination to its orbit; effect of its
inclination; equator; parallels; meridians; 1atitude; longitude; polar circles; zones; tropics; astronomical terms;
equinoxes; solstices; twilight; boundaries of political
divisions.
TOPICS FOR DISCUSSION IN METHODS.

Use and construction of globes and other illustrative
apparatus; maps; projection; illustration by charts, diagrams and pictures; taking north and south line; finding
latitude and longitude; sun dial.

History.
The records of the struggles and progress of the
human race toward development, furnish an inexhaustible supply of material for the exercise of mental activity.
The chief value of historic study is to prepare humanity
to profit by the triumphs and avoid the mistakes of the
past.

ARIZONA TERRITORL4L NORMAL SCHOOL.

31

History is closely connected with all other branches
of study. It is pursued in connection with its tnore closely
correlated branches, geograph~y and literature. It is the
aim, not only to teach the important facts of history,
but to lead the student to discover the causes of events,
to note the effect of physical conditions as determining the
activities of man, and these in turn as fixing the habits
which mold character; and also to note that thecharacter
of a people, to a great extent, determines their history.
TOPICS FOR STUDY IN ACADEMIC WORK FOR UXITED
STATES HISTORY.

Political status of Europe at the time of the discovery
of America; condition of the poor people of Europe at that
time; characteristics of the age of discovery; clai1ns of the
Northmen; life and character of Columbus; discoveries and
explorations-Spanish, English, French and Dutch; settletnents-time, place, person, object, government, grovvth,
peculiar characteristics and principal events of each; inter-colonial wars-cause, time, participants, principal
events of each; life in the colonies-religion, education,
home, dress, customs, occupations, modes of travel,
means of communication; Revolutionary War-cause,
time, principal events, principal actoJ.·s, effects on the people, results to the nation; the growth of the nation; the
confederation; the constitution; the first president; territory; acquisition of territory; financial po1icy; foreign
policy; troubles with }"'ranee; troubles with England;
troubles with the Barbary States; War of1812; Mexican
War; Admission of new states; inventions; progress in
arts and sciences; internal improvements; slavery; Civil
War; political parties; labor movements; Indians: general
prosperity.
TOPICS FUR STUDY IN

ACADE~1IC

WORK FOR ANCIENT

HISTORY.

History defined and classified; philosophy of history;
aids to history; origin of nations; races of men; the 'vorld
as known to the ancients; India; China; Egypt; Chaldea;
Assyria; Babylonia; the Hehre\vs; the Phoenicians; the

:12

ARIZ01VA TERRITORIAL Z1l0RA1AL SCHOOL.

Persian Ernpire; Greece-its geography, its people, their
religion, heroic age, early gro'\vth of Sparta and Athens,
the Peloponnesian '\Vars, Spartan supremacy, The ban
supremacy, 1Iacedonian supretnacy, architecture, sculpture, painting, literature, science, social life; Rome-the
kingdom, the early republic, Punic \vars, last years of the
repul)lic, the empire, decline and fall of the empire, civilization, social 1-ife, architecture, literature.
'l'O.PICS FOR STUDY IN ACADEMIC \VORK FOR l\fEDIAEVAI,,
HISTORY.

:\figration of the Teutonic tribes; co1T,rersion of the
Barbarians; fusion of the Latins and Teutons; Eastern
Roman :r:n1pire; Saracens; Charlemagne; Northmen; use
of Papal po\ver; feudalism; Nor111an conquest ofEngland;
the Crusades; Papal supremacy; gro-\vth of toV1 ns; city
republics; revival of learning; g·ro\vth of nations and
governn1ents of Europe.
7

TOPICS FOR STUDY IN ACADE-;\fIC 'YORK FOR MODERN
HISTOR-Y.

Reformation under Luther; the English reforn1ation
and the Tudors; ascendency of Spain; rise of the Dutch
Republic; Huguenot \-\"'ars; Thirty Years' \-Var; ascendency of France; England under the Stuarts; rise of
Russia; rise of Prussia; French Revolution; Napoleon;
Congress of Vienna; Ger1nan freedom; liberation of Italy;
tendency of the British government; present state of
European nations.
TOPICS FOR DISCUSSION IN l\IETliODS.

Correlation of history and geography; correlation of
history and literature; selection of subject matter suited
to the several grades ofco1nn1011 school \-Vork, and method
of presentation in each; use of fairy tales, Bible stories,
stories of adventures, biographies; when first to use the
text-book, ho'\v to use it, use of historical novels, historical poems, poems containing historical allusions; use of
reference books; historical essays \-vritten b,y pupils; app1i:
cation and exemplification of use of ]a\vs for aiding the
1nen1ory; appeals to the sensibilities, especially, in teach-

ARIZON.{ TERRITORLIL JWK'\HL SCHOOL.

33

ing patriotism; use of historical cards, charts, maps, pictures, and topical outlines.

Civil Government.
In our country, "\vhere the people elect thela\.v-makers,
the study of civics is a necessary part of the common
school c11rriculum. The aim of instruction in this branch.
is to give the student such a kno\Yledge of the underlying
principles and the \Vorkings of our governn1ent, as \Yill
enable him to give instruction in these matters, so indispensable to good citizenship. Special attention isgi,~en to
the school law of Arizona.
TOPICS FOR S1'UDY IN ACADEMIC WORK.

Town and city government; objects of government;
colonial government; Continental Congress; Declaration
of Independence; A. rticles of Confederation; adoption of
the Constitution, jts an1endn1ents, its preambles; the
legislative department of government; the Senate; the
House of Representatives; the po,Yer of Congress; suffrage; restrictjons upon the national govern1nent; the
executive depart1nent; the judicial department; foreign
ministers; forcjgi1 relations; Electoral Count bill; taxation; pubHc schools.
TOPICS FOR DISCTJSSIO:S: IN :METHODS.

Use of diagran1s and tabular outlines; use of reference
books; value of memorizing; relation to history; classification; analysis; \vhcn taught; to \vhat extent taug·ht.

Penmanship.
Since the art of representing script forms is closely
ailied to that of other graphic representation, penmanship
and dravving haYe been assigned to the satne department
of school work.
Students \Vi11 he required to become accurate and
rapid \vriters, and so thoroug·hly to master the analysis

34

ARIZONA TERRITORIAL NOR1'vL1L SCHOOL.

and classification of forn1si and the various movement
drii1s, as to produce like results in their pupils.
TOPICS FOR STlJDY AND PRACTICE.

Forn1, l>roportion, relative size, <ind shading of standard letters; Arabic figures; punctuation marks; spacing in
\vords and sentences; ind en ta ti on of paragraphs; Roman
notation; signs and symbols used in school \Vork and
ordinary business.
TOPICS FOR DISCUSSION IN METHODS,

1v1ethod of teaching \vriting in grades; styles of vtrriting-vertical, semi-angular, running hand; value of movement d1;l1s, of unison of movement, of analysis of forms;
position; ho"v to obtain rapidity; place a11d value of
blackboard \Vriting; slate \Vriting; age at which the child
shou1d begin to \vrite; time given daily to \vriting exercise.

Drawing.
This course cornprises elen1entary work in each of the
three departn1ents, Pictorial, pertaining to the appearance
of objects; Mathemat-ica1, pertaining to the facts of
objects; and Decorative, pertaining to ornatnentation.
The work is designed to cultivate the taste of the
student, to stimu1ate his po\vers of observation of material things, to contribute to his p1easurab1e resources, and
to enhance his teaching po,ver.
1'he student is required tu gain such a kno"\-vledge of
tlra\ving as \vill enable hin1 to n1ake sin1ple, freehand
dravvings of objects, singly and in groups, rapidly and accurate1y, on the blackboard. and on paper; to make simple \vorking dra \vings; and to design ornamental patterns for surfaces, borders, and center pieces.
TOPICS FOR STUDY l:N" ACADEMJC "\VORK.

Type forn1s, foreshortening, la'\vs of perspective, light,
shade, shado\v, use of dra,ving in1ple1nents, conventionalizing.

ARIZONA TERRITORL4L NORMAL SCHOOL.

35

TOPICS FOR DISCUSSION IN METHODS.

Eye training; pencil holding; position; materials;
c]ay modeling; matter, kind, quantity; time and method
of presentation.

Bookkeeping.
Double entry bookkeeping and its modifications to
suit the needs of the various kinds of business, are carefully taught. The theory and relation of double entry
and single entry are fully discnssed. Business usages and
the common p"rinciples of commercial law are also taught.
TOPICS FOR STUDY IN ACADEMIC WORK.

Abbreviations; signs; classification of accounts; double entry; day book; journal; posting; closiug ledger;
commercial forms; bilI books; invoice book; shipments,
account sales; partnership; joint stock; farn1 accounts;
balance sheet .
. TOPICS FOR DISCUSSION IN METHODS.

I1lustration of terms, of forms, of rulings, of day-book
entries, of journalizing, of posting, of closing ledger, of
balance sheet, of hill-book, of order-book, of time account.

Physical Education.
Physical vigor is believed to be essential to. the best
mental effort. Health of body and mind, grace of movement and symmetry of form, are best acquired and preserved by judicious exercise. To secure this end, daily
physical exercise, under the supervision of a tutor, are required of every student. These drills consist of postures
and movements calculated best to secure the objects for
which they are designed.
Marches and movements are regulated by music.
The students are given instruction in this branch, to
such an extent and in such a manner, that they will be
able to carry forward this work, successfully, in their
schools.

36

ARIZONA TERRITORIAL NORMAL SCHOOL.

Music.
Instruction in this branch comprises vocal music only.
Its aim is to give such a knowledge of the elements of
music, and such practice in singing, as will enable the
student to conduct singing exercises in the common
schools, and to inspire the pupils with a love for this refining and ennobHng art.
·

Psychology.
'The course in this branch begins the first quarter of
the second year. It precedes the special instruction in
methods of teaching the several branches comprised in the
public school curriculum. It is designed to prepare the
student to receive such instruction with profit.
Its aim is to aid the student in developing the power
and fixing the habit of observing, analyzing and interpreting the physical phenomena attendant upon the
mental activities and states. This study is pursued, as.
far as practicable, inductively. The observation of the
manifestation of mental powers and conditions is directed
chiefly to the child.
Students are also made familiar with the technical
terms peculiar to this science, in order that they may express themselves clearly as well as understand the discussion of methods based upon it.
The work of the elementary course deals with the
elements of psychology, comprising investigation of the
general nature of the mind, the basis of psychic life,. stages
of kno'\\ring, characteristics ·and conditions of feeling, conditions and modes of consciousness, and elements of volition.
The \vork of the advanced course is a more comprehensive investigation and discussion of the whole subject,
and is intended to give the student such a knowledge of
the states, powers and activities of the mind, their interrelations and the laws governing their growth, as will

,ARIZONA TERRITORIAL NORMAL SCHOOL.

37

enable him to pursue a rational course of precedure in his
professional work.
TOPICS FOR STUDY.

Thf senses:--eepbalic and somatic; nervous qrganisms;
psycho-physics; consciousness-its conditions, limits,
facts and modes; immediate knowledge-perception, selfperception, intuition; mediate knowledge-representation,
memory, imagination, thought; feeling-emotion, desire;
volition-elements of, freedom of.
LOGIC.

Logic, being a subordinate branch of psychology, is
given considerable attention in this connection. Since
teachers are expected to train their pupils in the art of
reasoning, a knowledge of the laws and principles oflogic
are a necessity to them.
TOPICS FOR STUDY.

Terms; fundamental axioms; genus; species; di:fferentia; abstraction; generalization; proposition; argu~
ments; syllogism; figure; modes; fallacies; Aristotle;
Bacon.
ETHICS.

Ethics is also studied in this connection. The purpose
of this work is to give the student clear ideas of the
principles which should govern human actions and the
moral duties of right conduct, so that he may be able to
practice them and impress them upon his pupils.
TOPICS FOR STUDY.

The Socratic, the Pauline and the Herbartian ideal;
influence of home, church, school; instruction; government; discipline; feeling; reason; will.

Child ~study.
While the study of psychology is pursued by means of
the texts embodying the results of the observation, in-

38

ARIZONA TERRITORIAL NORMAL SCHOOL.

vestig3.tion and experience of others, and ·by introspection, the student is encouraged to observe the manifestations of mental conditions in others, and especially in
children. Child stndy on the part of the student tends to
lead him to a more accurate knowledge of the laws of
mental gro'\vth and activity, and to bring him into deeper
sympathy with children, as well as to fix the habit of
careful observation of the physical phenomena attendant
upon men ta! conditions. In this work the student is aided by helpful suggestions based upon recent investigation
and the present knowledge of this science.
TOPICS FOR STUDY.

Physical condition-whether normal or abnormal;
psychic activities-power and direction of each; contents
of the child's mind at age of entering school; social
sense; ideas of right and wrong; childrens' fears; effect of
school work on the health; vocabulary of children.

Philosophy of Education_
Education is conceded to be a science, when considered
in reference to the fact, that all school work can and
should be based on principles, rationally determined and
accurately defined.
The aim of this branch of study is to definethe nature,
aim and limits, and the fundamental principles of education ; to discuss the pro bl ems of physical, intellectual, and
moral development and training; to make each student a
teacher who shall be able logically to determine method
in school work.-one who will not accept formula as
method, but shall be able to be governed by method in
adopting formula.
TOPICS FOR STUDY.

General idea of education-its ideal, nature, form,
limits, kinds, means, agencies, psychological epochs; logical order; habit; educational values of studies respectively;
interest as an element in selection of studies; order of

ARIZONA TERRITORIAL NORMAL SCHOOL.

39

succession of studies; basis of correlation of studies; relative time to be given to each study.

Methods.
Methods, as the term is here used, comprise a recognition of underlying principles of right procedure in education, and in the discussion of plans suitable for their application, in teaching the several branches of public school
studies.
The student will be constantly encouraged to test all
conclusions, now generally received, in regard to teaching,
in the light of the present knowledge of psychological
principles, and to state clearly the principles that his investigation verifies, and to work out plans for the application of these principles, in teaching all the common
school branches of study.
TOPICS FOR STUDY.

Basis of method; method-analytic, synthetic, inductive, deductive; attention-aids and hindrances, intensity;
instruction-aim of distinguished from training; lessons,
order and plan of presentation; stimulation, and
guidance; questioning; criticisms; special methods for
each branch of the public school curriculum.

History of Education.
In a general sense, the history of education is the story
of the growth and development of the human race; but in
this course of study, the term will be restricted to a brief
sketch of the ancient systems of education; the schools of
mediaeval and modern times; a study of the lives of the
most noted educational refor1ners, and the principles advocated by them; a comparison of the school systems of
the present time; a special study of the schools of some
state of the union.

40

ARIZONA TERRITORIAL NORMAL SCHOOL.
TOPICS FOR STUDY.

Educational system-of antiquity, of Greece, of Rome,
of the early Christians, of the sixteenth Century; Jesuit
Schools; Comenius; Pestalozzi; Froebe!; origin oflay and
national education; systems of education of the nineteenth century; rise and progress of education in the
United States.

School Management.
Instruction in this branch is given mostly by lectures.
The discussions cover the whole field of organizing,
governing and conducting primary and grammar schools.
Its aim is to develop a system of control that shall be in
harmony with the principles set forth by the new education, and to make the student skillful in the performance
of the various duties of the school room, by plain, practical and suggestive lessons, rather than by the presentation of elaborate theories.
TOPICS FOR DISCl.TSSION.

Elements of successful management; educational instrumentalities; school organization; school government;
courses of study; programs; study; class management;
recitation records; examinations; keeping records; reports; promotions; graduation; graded schools; supervision; conditions of educational progress.

Observation and Practice.
All students are required to observe the illustrative
lessons given by the critic teacher, for the purpose of exemplifying the application of psychological laws to
methods; to note the manner, order, and steps of procedure; to discover the psychological principles upon
which they are based; to outline plans for conducting recitations; to criticise the plans and teaching of other
students; to teach the practice school for forty minutes a
day for one semester.

ARIZONA TERRITORIAL NORMAL SCHOOL.

41

The purpose of this, is to lead the student to correct
methods; to assist him in eradicating bis faults; to cultivate in him taste and discrimination in originality of procedure; to enlarge bis conception of the work.
TOPICS FOR STUDY.

School tactics;· elements of goyeming power; class
management; school regulations.

Theses.
In the profession of teaching, there is a demand for
fuller investigation, greater originality in the application
of principles, and a clearer expression of the results of individual experience, if the teacher is to be more than a
mere imitator. Every person, before entering upon the
duties of the teacher, should evince a lively interest in all
matters pertaining thereto; and should be able to discuss
intelligently, the leading educational topics of the present
time. Before graduation, every student is required to
prepare and present to the faculty a thesis on some
educational topic approved by them.

42

ARIZONA TERRITORIAL NORMAL SCHOOL

General Information.
DESIGN.

The legislative enactment providing for the organization of this school, also states the design and purpose of
its establishment. It is as follows: (Chap. III, Par. 2515,
Sec. I, Code of Arizona.) "That a Normal School for the
Territory of Arizona is established at Tempe in Maricopa
County, Arizona, the purpose of which shall be the instruction of persons, both male and female, in the art of
teaching, and in all the various branches that pertain to
a good common school education; also to give :instruction in the mechanical arts and in husbandry and agricultural chemistry, in the fundamental laws of the United
States, and in what regards the rights and duties of
citizens."
LOCATION.

Tempe, the site of this school, is situated in the beauti-.
fol valley of the Salt River, seven miles from the Capital.
It has railroad connection with the Southern Pacific and
the Santa Fe systems by the Maricopa and Phcenix R. R.,
and the Maricopa, Phcenix and Salt River R. R.
The climate during the whole school year is delightful.
The school is in the midst of an intellig-ent and moral community, engaged in farming and fruit raising. Six church
societies hQld services in this city.
BUILDINGS AND GROUNDS.

The campus includes twenty acres; the north half is
set with shade and ornamental trees and shrubs. On this
part of the campns the buildings are situated.
The building now used for school purposes, was erected in 1886, and is a one story, brick structure, seventy
feet long and sixty wide, with a broad veranda entirely

ARIZONA TERRITORIAL NORMAL SCHOOL.

43

surrounding it. The new building stands about sixty feet
north of it, and is one hundred thirty-five feet long, seYenty-four feet '\vidc and three stories l1igh; the Io,ver
story is of brown stone, the other t\vo of red pressed
brick \vith brovvn stone trimmings.
This edifice is beautiful in architectu1·al design, convenient in arrangement, and substantial in construction.
A sufficient number of rooms will be finished and furnished for the accornn1odatiun of the school early in the
school year of 1896-97.
APPARATUS.

The school is provided with excellent apparatus for
illustrating the principles of the natural sciences taught.
Additons v.lill be made from time to time, as the advancement of science and the needs of the school den1and.
LIBRARY.

The library no\v contains more than seven hundred
volumes, covering the fields of history, science, education
and general literature. Many of the valuable publications of the Smithsonian Institute, as \ve11 as the reports
of the Commissioner of Education, and statistical reports
of the Interior department, are found on its shelves. It is
supplied with reference books sufficient for the present
needs of the school. 1-fany of the principal educational
publications arc received regularly and kept on file for
use of students.
f\USEUfl.

The museum already contains n1any valuable pieces of
archreological relics, and a large num her of interesting
specimeps of animals, plants and n1inerals, characteristic
of Arizona, such as copper, silver, gold, and lead ores,
native insects, birds, small ani1nals and plants; in fact, a
valuable nucleus of a museum of such a \Viele range of interesting specimens as Arizona alone can produce.
During the past fe\\' years, many friends of the institution have contributed valuable articles. Their generosity

44

ARIZONA TERRITORIAL NORMAL SCHOOL

and interest in the museum are appreciated and hereby
acknowledged. The students have taken great interest
in the museum and have contributed much to its success.
Contributions are solicited. Transportation on articles donated wil1 be paid by the school. All packages
should be addressed, "Territorial Normal School, Tempe,
Arizona.''
LITERARY SOCIETIES.

There are two literary societies connected with the
school, the Zetetic and the Hesperian.
The public meetings of each are held fortnightly, on
alternate Friday evenings, and are conducted according
to parliamentary usages. They are designed to acquaint
their members with the customs and practices of deliberative b9dies, to give an impetus to 1iterary investigation,
and to develop a talent for literary work, public speaking
and extemporaneous discussion. The members of the
Faculty are honorary members of these societies. Students who creditably perform their duties as members of
one of these societies are excused from a part of the regular rhetorical exercises in the school.
LECTURES.

In addition to the lectures given by the Faculty, a
series of entertainments of a high order, mostly lectures,
is arranged each year. They have been a source of great
profit and pleasure to the students.
The frequent appearance of prominent people on the
rostrum at the opening exercises, most of whom favor
the students with short, eloquent and instructive addresses, is a pleasant feature of the school.
READING ROOM.

As soon as a sufficient number of rooms is finished in
the new building, one will be set apart as a Reading
Room, in which wil1 be found the better educational and
literary periodicals, a few metropolitan dailies, and most
of the weekly issues of the newspapers of the territory.

ARIZONA TERRlTORI.4L NORMAL SCHOOL.

45

AOrtlSSION.

Candidates for admission to the Normal Department
n1ust be fifteen years of age, and must possess a fair

knowledge of the academic branches of study required for
a second grade county certificate, before they will be per.
mitted to enter upon the work of this department.
Candidates for admission, holding second grade
county certificates, will be admitted, '\vithout examination, to the classes beginning the work of the first year of
the course.

Candidates for admission, holding territorial or first
grade county certificates, will be admitted without
examination to the classes pursuing the studies of the
second semester of the first year of the course.
Certificates of standing;l'rom an accredited high school
or grammar school, evidtlvcing the scholarship of a candidate for admission, will exempt the candidate from ex-

amination in the branches so vouched for.
Examinations will be held the first and second days of
each quarter for the accommodation of the applicants for
admission at that time, and also, at other ti1nes ··.vhen
the circumstances seem to warrant it.

Candidates for admission, not fully qualified to enter
the normal department, can always find classes suited to

their advancement in the model school, to which a limited
number will he admitted.
Candidates for admission to any department of the
normal school or model school, should provide themselves
with certificates of scholarship from the teacher of the
last school which they attended. Such certificates aid the
I.;-aculty materially, in
classes.

assigning students

to proper

Like all educational institutions, especia1ly in a new
country where pupils have limited advantages, The Arizona Territorial Normal School has been obliged to give a
certain amount of preparatory instruction; but as the work
of its graduates becomes generally felt in the schools
of the territory; candidates, as a class, are better prepared
to enter the school. This condition makes it possible to

46

ARIZONA TERRITORIAL NORMAL SCHOOL.

raise the standard of requirements for admission. During
the year. no pupils have been admitted who were not
qualified, at least, to do the work of the lowest classes
formed this year for students heretofore in attendance.
EXPENSES.

Board can be obtained in good families at from
$15.00 to $20.00 a month; in clubs for much less. By
hiring rooms and doing their own cooking, students are
able to make the cost of living conform closely to the expenditure which they desire to make. It should be borne
in mind in this connection, that fruit, garden vegetables
and other table supplies are much cheaper in this vicinity
than in any other part of the territory. Little fuel is
needed. Rooms can be rented at a cost, per pupil, of
from twenty-five to fifty cents per week, provided that.
t\vo persons occupy one room.
The Alpha Boarding Club has furnished its members
good board at $ 8.50 per month per capita; this includes table supplies, expense of cook, fuel, etc. The
members have been supplied with good rooms at $1.25
apiece per month, where t\vO occupy one room, making
a total for room, board, lights and fuel of $9. 75 a month
for each student.
The cost of books and stationery ranges from $10.00
to $15.00 a year.
An incidental fee offiftycents a month is charged each
student.
Examination paper, pens and ink are furnished the
sturlents free of cost.
TUITION.

Tuition is free to all students who sign the declaration of intention to teach in Arizona, and to those who
obtain an appointment from a member of the legislature.
All others are charged $1.00 a month.
ADVANCED ST ANDINO.

Candidates for advanced standing will be given a final
examination on any subject comprised in the academic

ARIZONA TERRITORIAL NORMAL SCHOOL.

47

work of the course, at such times as the Faculty may he
able to appoint.
The Territorial University, and the Los Angeles Normal School have arranged with this school for the mutual
acceptance of grades and standing in scholarship of students. Similar arrangements will doubtless he made with
other schools of like grade.
DIPLOMAS.

In order to receive a diploma, a student must have

attained the age of eighteen years, must have attended
this institution at least twenty-two weeks, and must
have passed a rigid examination in all the studies of the
course. If it appears from the record~ of examinations,
daily recitations, and deportment, that the applicant for
graduation possesses the learning and qualifications
necessary to teach a good common school, such applicant
shall receive a diploma that will entitle the holder to
teach a primary or a grammar schoo1 in any county in
this territory. This diploma is valid for life.
DISCIPLINE.

Self government, guided by a strict regard for the
rights of others, and a delicate appreciation of the proprieties of one's environment, is the only kind of government
capable of developing and fostering the conduct and character requisite to make the successful teacher.
It is the purpose of this Faculty, to incuka te correct
ideas of conduct, to stimulate a healthy sentiment in regard to it, and to make the students self-respectful, selfhelpful, self~reliant and self-governing. All students whose
best endeavors are not in harmony with this purpose are
dismissed from the school.
R.EOULATIONS.

Absence from any required exercise must be accounted
for beforeastudent can be permitted to enter a succeeding
recitation.

+8

ARTZONA TEJ<RTTORIAL NORMA[, SCHOOL.

Students will not be permitted to take any work outside of their regular classes, '1vithout the express permission of the Principal.
Students will not he permitted to take studies out of
their reg11lar order except by express permission of the
I)rincipal.
Students will be classified as first year students till
they have obtained one-third of the credits of the whole
course; as second year, t\vo-thirds.
TEXT -BOOKS.

In the year 1895-96, the following named books were
nsed: Arithmetic, White's Complete, Wentworth and
Hill's High School; Botany, Gray~ and Coultcr's; Bookkeeping, \Villian1s and Roger's; Chemistry, Mead's;
Civics, Andrc\v's; English Literature, Sha"v's; Ethics,
Peabody's; Geography, Political, Harper's; Geography,
l'hysical, ..\ppleton's; Geology, I_,eConte's; Geometry,
Went\vorth's; Grammar, Conklin's; Grammatical Analysis, Green's; History, General, Swinton's; History of
Education, Quick's; Physiology, Tracey's; Physics,
Avery's; Psycho1og·y, Putnam's; Rhetoric, Hi11's; Reading, Cun1nock's; Zoology, I-Iolder's.
Normal Schoo} text-books can be purchased in Tempe
at reasonable rates.
Students are advised to huy no text-book till after
consultation 'vith the Faculty, and to bring "\vith them
for reference, such text-books as they may possess.
APPOINTMENTS.

It is greatly desired that the members of the Legislature, respectively, appoint students to the Normal Schoo],
as authorized by lavv-; and that County S~perintendents,
and all others interested in supplying the schools of this
territory 'vith ¥<-ell educated and properly trained
teachers. should recommend to this school persons who
desire to become teachers and 'vho give promise of usefulness in that profession.

ARIZONA TERRITORIAL NORMAL SCHOOL.

49

ALUMNI.

It is confidently believed that all graduates of this
school will manifest a lively interest in its welfare. Their
inflnence on the schools of the territory is already plainly
seen and it 'vill doubtless increase as they increase in experience and numbers.
The Faculty desire to be informed of the success of the
graduates and also to .render them professional assistance
as far as possihle.
THE AIUZONA NORMAL ALUrtNI ASSOCIATION.

This society, as its name indicates, is composed of
graduates of this normal school. It holds two regular
meetings each year, and an annual banquet the next day
after commencement. Its officers for 1895-96 are J as. H.
McClintock, class of '87, President; Anna R. Stewart,
class of '94, Secretary.
TEACHERS' BUREAU.

The Faculty do not wish to be understood as agreeing to furnish employment for their students upon graduation, but feel warranted in saying, that they have many
opportunities of recommending teachers to good positions, and that they are pleased to do so, thereby rendering a service, mutually helpful to their students and to
school officers desiring to employ teachers.
To County Superintendents and School Trustees:
The Principal of this school, when requested, will take
pleasure in furnishing to school officers, accurate information in regard to the fitness of students and alumni of this
school to teach; and also, when desired, will put them in
communication \vith teachers seeking employment.
In order to be able intelligently to recommend
teacher to a position, it is necessary that the Principal be
iu possession of a full, detailed statement of the requirements of that position and its surroundings.

a

TO STUDENTS.

Students from the north, will find three railroad
trains and three stages running daily from Phrenix to

50

ARIZONA TERRITORIAL NORMAL SCHOOL.

Tempe; from the south, one train daily from Maricopa to
Tempe; from the east, two trains daily from Meaa to
Tempe.
Students, by calling on the Principal on their arrival
at Tempe, \\•ill receive such information and aid in regard
to securing rooms and board as he may he able to give
them.
CORRESPONDENCE.

All correspondence in regard to the management of
the school, expenses of living, conditions of admission,
etc., and all applications for catalogues and announcements should be addressed to
JAS. McNAUGHTON,
Tempe, Arizona.