,:\RIZO NA.
TERRITORIAL

NOR~,IAL

SCHOOL.

ANNUAL CATA.LOGUE
OF 'l'HE

'ferritorial Normal School
AT

TEMPE, ARIZONA.
FOR THE

:\ND

AKK1'AL CIRCllI,AR FOR 1897-8.

<Cnlenbnr for 1897-8.
The school year is divided into two semesters of
twenty weeks each. Each semester is divided into
two terms of ten \\·eeks each.

First semester begins
September 6
E11trance examinations and registration ....... Sept. 6-7
First Quarter ends
November 12
Second Quarter begins
... ="Jovember 15
Thanksgiving \·acation
.Kovember 25
Holiday \·acation hegins
Decemher 2.S

Holiday vacation ends
Jan nary 2
First semester ends
January 28
Second sen1ester begins
Januar.y 31
\Vashington's Birthday vacation
February 22
Third Quarter en els
April 7
Fourth Quarter begins
... April ro
..\ n n i ,-crsa r~- a 11d Co111111e11ce111en t Exercises
June 13, 14, 15, 16

1loa1'6 of £6ucation.

MEMBERS EX OFFICIO.

HoN. T. E. DALTON ...

. ....... Phoenix

Superintendent of Public ln::itruclion, Secretary.

...... Phoenix

HoN. T. E. FARISH
Territorial Treasurer, Treasurer.

MEMBERS BY APPOINTMENT.

G!lN.]. F. WILSON ........... .

.... Phoenix

Preside11t.

MRS. CLARA A. EV ANS ............................ Phoenix
Regular meetings during first week in January
and first week in June.

Ql)fticial tloat'6 of '1isitol's.
DR. CHAS. H. JONES
HoN. WILLIAM NEWELL
MRs. W. H. STILWELL ...

...... Tempe
.. Mesa
Phoenix

!rac:ultg.
1896-97.

JAS. McNAUGHTON, A. M., PH. D. ........ President
Psychology, Pedagogics and Mathematics.

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

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

KATE BEE GRISWOLD.
History, Geography and Literature.

MARGARET GRAHAM HOOD.
Director of Practice School.
Methods.

INSTRUCTORS IN AUXILIARY CLASSES.

FRANCES B. ABELL.
I<'re11ch, Ger1na11, Shorthand and Bookkeeping.

ELLA F. TAYLOR.
\.'ocal and Instrutnental Music.

AMINA]. McNAUGHTON.
Latin, Dra\vtng and PaintinK.

l'legister.
GRADUATE STUDENTS,

Culver, Nellie Edith
Culver, Caroline

Tempe
Tempe

UNDER-GRADUATE STUDENTS,
flRST

SECTIO~.

Austin, Alverta May ..
Davis, Robert Cornelius
Finley, Sarah Elizabeth
Hansen, Julius Gustav.
Hauxhurst, Adele.
Huffer, May Carrie
Martin, Jane Phoebe.
Miller, Anna Manuela
Miller, Clara Marie.
Mills, Flora Laverne.
Mullen, John Oscar.
Newell, Fay Lulu ..
Peyton, Ada May
Robinson, Mary Cornelia
Schwarz, Lucy l\fae
Sirrine, Addie.
Vanderhoof, Verner A.
Wilson, ·walter Simon
'vVindes, Alice Boise

Tempe
.. Forrest City, Ark.
Tempe
.Phoenix
. Phoenix
.Tonto
. .Prescott
. Tempe
. Tempe
Phoenix
Tempe
.Mesa
.. Florence
Mesa
. .Lehi
.Mesa
... Paola, Kansas
Phoenix
Cotton wood

SECOXD SECTIO".

A bell, Edith Rebecca
Allison, Garnet lone
Archibald, Bessie Frances
Bellam v, 'vVorth Thomas
Cartledge, Crantz
Clark, Maude Rebecca
Clark, Nellie E
Collins, Guy Custer
Cosby, Ashton Burton

Mesa
Peoria

Tempe
Tempe
Tempe
..... Mesa
Mesa
Tempe
Tempe

6

ARIZONA TERRITORIAL NORMAL SCHOOL.

Cosner, Carrie Belle...
. Tempe
Cuber, Louis ___ ......... .
. .... Mesa
Davis, Henry Willard .
....... .Lehi
Duncan, Robert Obarr..
........ Phoenix
Fisher, Inez Beatrice..
............ Tempe
Flummerfelt, Elijah Jenkins_
·.. Tempe
Gage, Louie Viola.........
_ _ .............
..Tempe
Garland, Mabel Alicene .................... Pomona, Calif.
Goodwin, Garfield Abram
....... ____ Tempe
Greene, Vernette.
........................ ,Phoenix
Haigler, Charles Alvin
............. Tempe
Hall, Alice May.
______ .Congress
Hanna, Una Belle..
_........ Tempe
Hartsfield, Lena Pearl..
_ --····
.... Walker
Hauxhurst, Ella Leota.
Phoenix
Hayden, Sallie Davis..
. . Tempe
Hendrix, Harry Garland _
............ Tempe
Hill, Ruth Eva ...... ·-·-·-·· _
_ Phoenix
Ivy, James Pleasant...
.. ......... - .... Phoenix
Jones, Daniel Dudley..
_ _ ......... ·----Lehi
Lincoln, Daisy Maude
·-·- --· .. Phoenix
Marshall, Grace .
..Phoenix
Melton, Julia Ellen..
... Tempe
Miller, Esta Maria.
_ __ __
Skull Valley
Moore, Martha Isabel..
........... Phoenix
Morse, Alice Augusta.
.. .... Tempe
Newell, Grace Jemima
........................ .. .... Mesa
Orme, Ethel May.
_ _ ___ _ _ __
.Phoenix
Ozanne, Edna Antoinette...
.. .... Tempe
Pearce, Zebulon...
....... Mesa
Peyton, Emma Belle.
.. ....... Florence
Perry, Minnie Adeline.
.... .. .. ............
. .. Cordes
Perry, Charlotte Elizabeth. ...........
........ Cordes
Phelps, William Richmond.
_ . . Phoenix
Priest, Clara.
. .. ........ .
. ..... Tempe
Redden, Homer
..............
. ... _Tempe
Redden, Monroe.
. ....... Tempe
Ricketts, Ida May
......... Phoenix
Simmons, Lulu Frances..
........... Prescott

ARIZONA _TERRITORIA.L NORMAL SCHOOL.

7

Standage, Marion Armenia
...... Mesa
Stewart, Clyde Alexander. .... ... .......
. ... Tempe
Swiggett, Ida Warren...
. .............. Phoenix
Temple, Ida Wheatley .
........ Benson
Tucker, Ruby Mabel ..
. .................. Tempe
Wallace, Mary Malvina.
Mesa
Welborn, Rena Belle .
. ... Phoenix
White, Veronica Janet Demara
.......... Phoenix
Wilson, Clara..
.......... .Tempe
Wingar, Lulu Belle . ... ..... .. ... .
. ..
.. Tempe
Woolf, William Henry..
. ................. .Tempe
THIRD SECTION.

Appleby, Alice.
.... Tempe
Austin, Albert Warren..
............. Tempe
Bailey, Elsworth.
.................................... Mesa
Bonorand, Anna Mary .. ..
.Bisbee
Carroll, Charles..
... Tempe
Cave, Anna Elizabeth . .
. ...... Tempe
Cosner, Elizabeth ........................................... Tempe
Crockett, Hyrum
....... Pima
Cummins, Chester Leslie..
.Tempe
Cummings, Hattie ,Belle .
............. Tempe
Dana, Clarence
............................................... Mesa
. ............................... Lehi
Davis, Alma Morgan .
Davis, Charles Thomas . .. ... ... . . . ... .. .. ....
.Lelli
Edwards, Ernest David...
.. Te11;1pe
Ennis, Josephine.
. ........................ ~1lver Kmg
Fitzhugh, Thomas William .
. ............ Tempe
Fuller, Anna..
. .... Mesa
Gibson, Cretie ..
........................ Lehi
Greene, Ella Byrd
....... Phoenix
Hall, Harley Odell .
. ........................ Congress
Hall, Clara Frances.
. .Congress
Hicks, Benjamin Edward...
. ...... Globe
Holladay, Dora Verdelle
......................... Tempe
Hobson, Emma..
. ........................ Mesa
Hornebeck, Charles.. .
. .. Mesa
Hough, Bessie .. . .......... ... ...................... . .. Tempe
Jackson, Katherine
............... .Los Angeles, Calif.

8

AKIZ6NA TERRITORIAL. NORMAL SCHOO£.

Jones, Walter Wendell.
. ... Phoenix
Laird, Minnie Alvira
.. Tempe
Martin, Parmelia Ermina.. .... .........
.Tempe
McDonald, Charles ........................................ Tempe
McGrew, John Wesley........... .. ... ..
........ Tempe
McQueen, Donald Thomas
..
. Tempe
Melton, John ..
.. .. ... .. ..
. .,.Tempe
Messinger, Blake Smith .
. ................... Mesa
.. . .Tempe
Miller, Albert James.......... ..........
Mills, Calla Lillie..
. .......... Phoenix
Newell, Sibyl Cora.
. ....................... Mesa
Nicholas, Eva ..
.... .. .. .... .. ... . .. ... . .. . .. ... ... . Tempe
Ozanne, Philo Haystradt......
.. ............... Tempe
Pearce, Jessie R... ......... .
. .......................... Mesa
Pearce, Joseph...........
.Snowflake
Phelps, Gove Edwin.
. .... .............
.... Mesa
Pomeroy, Emma Charlotte .
..... Mesa
............................. Mesa
Power, Arthur Lisle
Puntenney, Susan Edith.. .. .
.......... Storm
Puntenney, Etta Violet...........
. ..... Storm ·
Redden, Enos A...................
. .................... Tempe
Rogers, Collins Centennial..
...... Tempe
Root, Glen Gardiner.
... Tempe
Sanders, Myra Irene..
......... ..
... Lehi
Saylor, John..
...... Tempe
Saylor, Mary Susan..
......... Tempe
Schmidt, Lulu Katharina.
. ......... Tempe
Schmidt, Henry Fred .
. .... Tempe
Schwarz, Bessie..
. ............. Lehi
Sirrine, Serretta Ann..
... ...........
.. ......... Mes~
Standage, Orrin Lewis.. ..............
.Mesa
Standage, Orpha Caroline...
............
..Mesa
Stewart, Alva. ...........
.. .... Mesa
Stewart, Edith Frances..
.... ... ...
....... Tempe
Stewart, Helen Marion
......... Tempe
Sweeney, Mary Louise..
.. ............... Florence
Taylor, George Alvin... ...................
.... Lehi
Terry, David A.. ........ .. . .... ....... ........
. Mesa
Turman, Sadie.. .... .
.. ......... Mesa
Turman, Tabitha Elinor...
...... Mesa

ARIZONA TERRITORIAL NORMAL SCHOO!-.

9

Warren, Lulu Mussett
....... Phoenix
Webb, Lila Grace
................ Cline
Webster, Evelyn...
.............................. Tempe
Westover, Clarence...
..... Mesa
Wheeler, Lois Ada..
..Tempe
Whitehead, Clayton Legrand ............................... Mesa
Willis, Louisa Anna..
............................. Prescott
Wilson, Donna Gertude.
......................... Phoenix
Woodling, George Walter....
................ Mesa
Woolf, James Oscar..
............
..Tempe
SPECIAL STUDENT.

Kimball, Carroll ................................. Chicago, Ill.

ARIZONA TERRITORIAL NORMAL SCHOOL.

10

~lumni

llegisfitt'.

CLASS OF 1667.
Etta Bromell ..................... Taught three years ........................ Tempe, Arizona
(Mrs. John Johnson)
Georgia Holmesley ............ Taught eight years ....................... Tempe, Arizona
Reese M. Ling .................. City Judge ................................... Presc~tt, Arizona
Jas. H. McClintock ......... Taught five years .................•...... Phoenu::, Arizona
(Associated Press Agent)
Gertrude Pomeroyf ..... .- ...... Taught five years ........................................... .

CLASS OF 1666.
Kate Cummings.................Taught two years ........................... Tempe, Arizona
.
(Mrs. Fisher Bailey)
Martha Sears ..................... Taught five years .......................... Tempe, Anzona
Henry Q. Robertson .........Taught five years........................... Globe, Arizona

CLASS OF 1690.
Nanna Brown .................... Taught three years ........................ Te111pe. Arizona
(Mrs. John Knight)
Lena Coughran .................. Taught one year ......... Williamson Valley, Arizona
(Mrs. J. M. Sears)
Russel White*................ Naval Cadet.......................... Annapolis, Maryland

CLASS OF 1691.
Lee Gray, LL.B. Yale '93 ... Attorney.................................... Phoenix. Arizona
Josephine Frankenberg ...... Taught five years .......................... Tempe, Arizona

CLASS OF 1692.
Lillian J. McAllister ................................................... Los Ang-eles, Califbrnia
Victoria B. Shaw .............. Taught one tern1 ..................... Phoenix, Arizona

CLASS OF 1693.
Manie Anderson ............... Taught four years..................... Gila Bend, Arizon
Agnes Halbertf................................................................·.......................... .
W. I. Melton ..................... Taug-ht five years ...................... Phoenix, Arizona
Lida Rembert .................... Taught one year.......................... Los Angeles, Cal
Mary Wingar..................... Taught four y~ars.......................... Tempe, Arizona
Chas. C. Woolf ............... Attorney ....................................... Tempe, Arizona
(LI,. B. Univ. Colo.)

t

Dece~sed.

* Received certificate- of course finished.

ARIZONA TERRITORIA_L NORil1'AL SCHOOL.

CLASS OF 1694,
1\tiyrtle Aplin ....•..••....•....... Taught one year ............ East Highlands, California
Joseph T. Birchett ............ Taught one year............................ Tempe, Arizona
Add111e Bury .................... Taught three years..................... Phoenix, Arizona
Nettie Clay ...................... Taught one year......... ... :....... ...... Tempe, Arizona
(Mrs. Ashby Hawes)
Agnes Dobbie ................... Taught three years ..................... Goldfield, Arizona
Allie GraJ ....................... Taught three years ..................... Phoenix. Arizona
Leroy F. Hill .................... Sec'y l'en1pe Canal Co .................. Tempe, A1izuna
Mary E. McNeil ................ Taught three years ........................ Tempe, Arizona
John Metz......................... Taught three years .......................... Mesa, Arizona
Blanche Newell .................. Taui;::ht three years ......................... Mesa, Arizona
Rosina Pomeroy............... Taught three years ........................... Mesa, Arizona
Ella Saunders ................... Taught two years ........................ Payson, Arizona
(Mrs. Corydon Taylor)
Anna R. Stewart................ Taught three years ........................ Tempe, Arizona
Ida W. Woolf. ................... Taught two years ........................... Tempe, Ari;r.ona

CLASS OF 1695.
Miriam Anderson ............. Taught two years.................... Gila Bend, Ar zona
John R. ·Birchett ................ Taught two years .......................... Tempe, Arizona
john J, Carroll ................................................................ Tempe, Arizona
Carrie Culver .................... Taught two years ......................... Tempe, Arizona
Lottie Gibson .................... Taught two years .............................. Lehi, Arizona
Allie Holmesley ................ Taught two years ........................... Tempe, Arizona
] . Wallace Morse ............... Taught two years ........................... Tempe, Arizona
Chas. P. Mullen ................................................................. Tempe, ·Arizona
Roscoe Walsworth ............. Taught two years ......................... Tempe, Arizona
Maude]. Welcome ............ Taught two years ...........................Tempe, Arizona
Bertha Wilson ................... Taught two years ......................... Tempe, Arizona
E. Stanley Windes ............ Taught two years................... Cottonwoo<l, Arizona

CLASS OF 1896.
] . Lawrence Abell .............. Taught one year. ............................. Mesa, Arizona
Nellie E. Culver. ............... Taught one year........................ Ten1pe, Arizona
Don J. Frankenberg......... Taught one year ...........................Tempe, Arizona
Roy Frankenberg.............................................................. Tempe, Arizona
Nott E. Guild ...................................................................... Wilcox, Arizona
Florence G. Hanna ............ Taught three years ........................ Tempe, Arizona
Carl T. Hayden ................. Stndent, Stanford University ......... Tempe, Arizona
Jane M. Hedgpeth ............. Taught one year.......................... Phoenix. Arizona
Lewis P. Hedgpeth ............ Taught one year ......................... Phoenix, Arizona
Georgia A. Hendrix .......... Taught one year............................ Tempe, Arizona
Amina W. McNaughton .... Student, University of California ... Tempe, Arizona
Deborah I. Morris ............ Student, N. E. Conservatory Music ... Boston, Mass.
Julia R. Nichols. .... . ...... Taught one year .......................... Ten1pe, Arizona
Bertha M. White ............... Taught one year. ........................... Ten1pe, Arizona

12

ARIZONA TERRITORIAL NORMAL SCHOOL.

Jilol'mal J!lepartment.
COURSES OF STUDY.

It is the purpose of the high school and the college, to impart instruction in the various branches of
useful knowledge; but of the normal school, not only
to give instruction in the various branches, but also
in the processes by which the mind acquires knowledge and power, and in the pedagogical procedure
based thereon.
The elementary course of study, comprising
academic and professional work, requires three years
for its completion.
The advanced course of study, comprising the
same professional work as the elementary course,
and a greater amount of academic work, requires four
years for its completion.
The tabulated "Outline of the Elementary
Course of Study" indicates the subjects to be pursued,
their order of arrangement and the time alloted to
each in that course, The "Analysis of the Courses
of Study" indicates their aim and scope.

<tntline of tfte jf'{emental'g C!tlonl'se of
Stuag.
FIRST YEAR. FIRST SEMESTER.
FIRST QUARTER.

Arithmetic ....................... 5
Drawing ........................... 2
Zoology ........................... 5
Gramn1ar .......................... 5
Orthography ..................... r
Penmanship .................... ... 2
Reading ........................... 2

SECOND QUARTER.

Arithmetic ....................... 5
Drawing ........................... 2
Physiology .................. ······5
Gramn1ar................. ......... 5
Orthography ..................... r
Penn1anship . ........... ......... 2
Reading .......................... 2

A.(lIZONA TERRITORIAL NORMAL SCHOOL.

-----

13

FIRST YEAR, SECOND SEMESTER.
THIRD QUARTER.

FoURTH QUARTER.

Algebra ............... -............ s Algebra ........................... 5
Drawing ........................... 2 Drawing .................... ...... 2
English ............................ 5 English and Compositiou ..... 5
United States History and
Physics ............................ 5
Political Geograpby ...... 5 Music............................... 1
Music ...... ....................... r Orthography .................... 1
Orthography ..................... 1 Reading ....................... ..... 2
.Reading .......................... 2
SECOND YEAR. FIRST SEMESTER.
FIRST QUARTER.

SECOND QUARTER.

Rhetoric and Comp~sition ... 5
Algebra .......................... 5
General History ................. 5
Psychology ....................... 5

Rhetoric and Literature ....... 5
Geometry............. .. ......... 5
General History ................. 5
Psychology ...................... 5

SECOND YEAR, SECOND SEMESTER.
THIRD QUARTER.

FOURTH QUARTER.

English Literature .............. 5 Bookkeeping ....................s_
Geometry ......................... 5 Geometry .......................... 5
Botany ............................ 5 Botany ............................. 5
Psychology ....................... 5 Psychology ....................... s
THIRD YEAR, FIRST SEMESTER.
FIRST QUARTER.

Physical Geography .......... 5
School Managen1ent ............ 5
Methods .......................... 5
Observation in Model School 5

SECOND QUARTER.
Physic~!

Geography ........... 5
History of Education .......... 5
Methods ............................ 5
Practice Teaching ............... 5

THIRD YEAR, SECOND SEMESTER•
THIRD QUARTER.

.FOURTH QUAR'rER.

Chemistry ........................ 5
Elocution and Physical Cultme ........................ 5
Methods ........................... 5
Science of Government ........ 5
Practice Teaching .............. 5

Geology ............................ 5
Elocution and Physical Culture ............................ 5
Practice teaching ............... 5
Theses .............................. 5
Methods .......................... ,5

Rhetorical and physical exercises and military drill at
stated intervals throughout the whole course.
The figures attached to each Dr<~nch indicate the number
of hours per week assigned to it.

, 1

ARIZONA TERRITORIAL NORMAL SCHOOL.

- - - - - - - - - - --------------- ------··

i\.uxiliat'g (!!j[asses.
BUSINESS DEPARTMENT.

The course of study in this department comprises phonography or shorthand, typewriting, advanced bookkeeping and business forms and methods.
A full course consists of twenty-five lessons given semi-weekly.
Instruction in these branches will be given by
Mrs. Frances B. Abell at the following rates:
A full·course in either bookkeeping or phonography to single students..
..... $25.00
To students, in classes of ten or more, each ... $r5.ob
Reporting style at same rate.
Instruction in typewriting free to those receiving
lessons in phonography.
DEPARTMENT OF MODERN LANGUAGES.

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

Instruction in Latin will be given in this department by Mrs. Amina J. McNaughton, at the following rates:
Single lessons ..
........... 50 cents.
Classes of five, each ..
.. ... 40 '-'
Classes of ten:, each ...
30

'"

ART DEPARTMENT.

The work of this department includes pencil,
charcoal and crayon drawing, and painting in oil and

ARIZONA TERRITORIAL NORMAL SCHOOL.

!5

water colors. Instruction will be given by Mrs.
Amina J. McNaughton, at the following rates:
Lessons, single, two hours..
. .$r.oo
one
our.......
.50
"
"
h
classes
of
five,
two
hours,
each
.40
"
"
ten,
"
"
.30
"
CONSERVATORY OF MUSIC.

Private instruction will be given to students in
vocal and instrumental music by Miss Ella F. Taylor, at the Conservatory of Music, at the following
rates:
One lesson a week, ten weeks, instrumental or vocal.. ........................ $ro.oo
Two lessons a week, ten weeks, instrumental or vocal..
............... ih5.oo

Analysis of @;onl'ses uf

Stu~y.

READING.

Reading, as the term is generally understood,
consists of two quite distinct processes; the first, that
of gaining the thought from written or printed chara~ters; 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 power, 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 vague 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

16

4RIZON1 _TERRITORIAL NORMAL SCHOOL.

and living trnths ; to intensify mental pictures by ex.
ercising the imagination; to cultivate the voice, as the
chief instrument of expression, by proper drills designed to give it greater power, 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 muscles 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 fully to appreciate the thought and sentiment of the selections read, as to cultivate a taste for
good reading. ·
TOPICS FOR STUDY IN ACADEMIC WORK.

Carriage and attitude of the body; breathing exercises; vocal elements of language; 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 PRIMARY
GRADES.

Primary reading methods-phonic, alphabetic,
phonetic, synthetic sound, objective, word, sentence;
selection of the available features of all these methods,
and the proper combination of them to produce the
best results in first reading; what words to present
first to the child; how to present new words; how to
impress them; what a primary reading lesson ought
to comprise, and what not; how to remedy drawling,
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 work; manner of teacher;
connection between reading and spelling, between
reading and writing. .
·

ARIZONA TERRITORIAL NORMAL SCHOOL.

:7

TOPICS FOR DISCUSSION IN METHODS IN HIGHER
GRADES.

Kind of reading matter suitable for the different
grades; assignment of lesson; review; preliminary
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, what it consists of, how
it may be obtained; illustration of muscular movements to intensify expression; application of psychological principles.
GRAMMAR AND COMPOSITION.

In the study of language, two lines of procedure
suggest themselves, the analytic and the synthetic.
The principles discovered by the former systematized,
form the basis of the science called grammar; of
the latter, composition.
Grammar establishes principles and formulates
rules by which the correctness of the use of word
forms in a sentence to 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 of language.
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 to proceed inductively to establish the
principles and formulate the rules of etymology and

18

A'RIZONA TERRITORIAL NORMAL SCHOOL.

syntax, and to train him to speak and write his
mother tongue with facility and accuracy.
TOPICS FOR STUDY IN ACADEMIC WORK.

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; modifications of parts of speech; proper use of tense forms
and mode forms in principal and subordinate clauses;
correction of false forms; application of principles
and rules of etymofogy 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 logical relations,
as to the construction of the paragraph.
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, it' illustration,
method of securing it; object of composition; awakening and sustaining interest; correcting errors; textbooks-first use of, manner of using; connection of
composition with literature; development of ideas of
parts of speech, of their accidents; development of
rules; graphic representation of relations of parts of
speech in the sentence; value and limitation of parsing, of oral analysis, of diagrams; relation of grammar to logic.

ARIZONA TERRITORIAL NORAIAL SCHOOL.

:9

ORTHOGRAPHY AND WORD ANALYSIS.

The work in this department comprises the
stndy 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.
Its purpose is to give the student such a drill as
will result in correct spelling, accurate pronounciation, propriety and precision of diction, and a ready
comprehension of the meaning of words derived from
the comn'ion roots and affixes.
TOPICS FOR STUDY IN ACADEMIC WORK.

Form of words; power of letters; accent; syllabi·
.cation; capitalization; diacritical marks; roots and
affixes-Latin, Greek, French, Italian, Spanish, Anglo-Saxon, miscellaneous; 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 reform; use of dictionary; analytic process; synthetic process; use of the laws of
memory; plans for awakening and sustaining interest.
RHETORIC.

The point of view kept in this branch throughout is, that the study of rhetoric is the constructive
stndy of literature, and the examples adduced at
every point aim to show the usages of the best writers.

zo

ARIZONA TERRITORIAL NORMAL SCHOOL._

The teaching of the subject has three special
objects; first, to impart something that shall be recalled by spontaneous association, and found useful
when the student enters upon his life work; second,
to arouse a desire for sober accuracy in thought expression; and, third, to enable him to see the truth
for himself.
This is anterior to and apart from the superintendence of the student's work in composition, as a
practical knowledge is induced fully as much by
creating an impulse, 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 will be given,
advancing by easy steps from simple description to
exposition and to the construction ofargument.
A text-book furnishes a basis of procedure, but
discussion is encouraged ou the part 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 knowledge on a practical philosophy, and to induce in his mind from the outset the
habit of thinking for himself, and applying his
thought to constructive and critical work.
TOPICS FOR STUDY IN ACADEMIC WORK.

Choice and use of words as to purity, propriety,
precision; the sentence; the paragraph; the theme;
variety of expression in prose, in poetry; figures of
speech; style, its properties; kinds of discourse; versification.
TOPICS FOR DISCUSSION IN METHODS.

Relation of rhetoric to grammar, to literature;
object of study of rhetoric; development of principles
and formulation of rules; application of principles;
selection of illustrations; correction of errors in students' style; use of text book; supplementary work;
composition.

ARIZONA TERRITORIAL l\1 0RIJfAL SCHOOL.

2~

LITERATURE.

The aim of instruction in this department, is to
direct and to assist the stndent to read appreciati-ngly
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, will be characterized; the history of literatnre briefly sketched up to the time of
the author whose works are to be discussed; the environment of the author considered, his influence
npon literature brought out, his masterpieces characterized, and the student, s.o far as possible, led to
appreciate its beauties and excellencies. This branch
is to be studied in connection with history.
TOPICS TO BE STUDIED IN ACADEMIC WORK.

Beginnings of English literature; effect of Norman conquest; early modern English; Renascence
influence; Italian influence; characteristics of Elizabethan age; Puritan influence; revival of poetry;
chief characteristics of American literature; classic
selections to be studied critically-Chaucer's Canterbury Tales; Spencer's Frerie Queen, first book;
Shakespeare's J nlins Cresar, and also Macbeth; Irving's Sketch Book; selections from Bryant, Longfellow, Cooper, Emerson and Hawthorne.
TOPICS FOR DISCUSSION IN METHODS.

Selection of classics suitable for several grades
of common school work and manner of presentation
in each; characterization and criticism, oral, and in
essay form; awakening interest; comparison of styles:
connection of literature and geography.

~2

ARIZONA TERRITORIAL NORMAL SCHOOL.

MATHEMATICS.

The work of this department is designed not so
much to make the student an expert computist aud
accountant as to give him the power to reason vigprously, to enable him to proceed logically, and also, to
cultivate in him expression; not so much to assist
him to memorize facts of processes, as to give power
to grapple successfully with new difficulties by the
application of principles mastered.
It is also the aim to connect each topic of study
with as many objects of interest as possible, 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
knowledge of the processes, forms of expression, history and pedagogy of the several subjects comprised
in this department.
NUMBER AND ARITHMETIC.

TOPICS FOR STUDY IN ACADEMIC WORK.

Percentage; ratio; proportion; involution; evolution; mensuration; series; progressions; the applications of each respectively.
TOPICS FOR DISCUSSION IN METHODS.

The child's first notion of number, how obtained,
how expressed, how made the basis of number work;
the use of objects, such as cards, counters and othe_r
devices, in teaching number, in developing the- decimal system, in developing the fundamental operations; the Grube method; which process, analysis or
synthesis, is first manifested by the child; oral expression of analysis; written expression of operations,
form and variety of them; numbers to be taught the
first year, the second, the third; when text books
shall be first used, how ; when fractions should be

ARIZONA TERRITORIAL fl{ORMAL SCHOOL.

2.1

introduced; when concrete number exercises should
be superseded by abstract; to what ext<;nt number
may be correlated with other subjects; what relative
time should be given to it; how accuracy may be
obtained, rapidity; to what extent drill for rapidity is
profitable; the logical order of presentation for each
topic of study, the pedagogical; the best form of
written expression for each operation; when definitions should be taught, rules, how; arrangement of
topics i_n text-books; analysis, its logical forms of
expression.
ALGEBRA.
TOPICS FOR STUDY IN ACADEMIC WORK.

Notation and definitions; fundamental operations; factoring; fractions; simple equations; simultaneous equations; negative results; involution; evolution; theory of exponents; radicals; quadratic equations; arithmetical series; geometrical series; proportion; maxima and minima; inequalities; indeterminate
equations; Horner's method of approximation.
TOPICS FOR DISCUSSION IN METHODS.

Suitable illustrations of the significance and
use of symbols of operation, of relations, of quantities,
of axioms; apt illustrations of the meaning of the
terms, addition, subtraction, coefficient, exponent,
and of all other technical terms used: geometric and
graphic representation of the simpler expressions;
concise and convenient forms for expressions of operations and relations; significance of transformations
of equations; expression of formuhe in oral language;
how to form an equation; interpretation of results;
utility and power of algebraic investigations: history
of algebra.
GEOMETRY.
TOPICS FOR STUDY IN ACADEMIC WORK.

Logico-mathematical terms; geometrical concepts;
straight lines and angles ; triangles; quadrilaterals:

24

ARIZONA TERRITORIAL NORMAL SCHOOL.

other polygons; circles; proportion; mensuration of
plane figures; similar plane figures; original demontrations of theorems; planes; solids with plane surfaces; solids with curved surfaces.
TOPICS FOR DISCUSSION IN METHODS.

Basis of geometrical investigation, its value;
illustration of logico-mathematical terms, of geometrical concepts, formation of them; forms of deductive
reasoning; stages in a demonstration; practical application of principles demonstrated; value of the scholium; demonstration by superposition, by reductio ad
absu1·dum, by theory of limits, by method of exhaustion, their value and interrelation; history of geometry.
NATURAL SCIENCE.

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.
BOTANY.

The study of botany is selected as the branch of
natural science best adapted to cultivate the powers

ARIZONA TERRITORIAL NORMAL SCHOOL.

25

of observation in the student and to form habits of
orderly thought and accurate description. More time
is therefore devoted to this study than to any other
branch of science. The course is chiefly devoted to
a laboratory study of specimens and material with a
view to acquiring a working knowledge of the important facts and principles under!ying vegetable
anatomy and physiology. Enough time is given to
the study of typical plants to enable the student to
become familiar with the leading characters of the
several sub-kingdoms and of the more important
orders and genera of flowering plants. More time is
given to work upon the phanerogams for the reason
that, as a general rule, they are more easily studied,
presenting fewer difficulties to the beginner, and because they furnish more material suitable for object
lessons and nature study work in the primary aud
secondary schools. The aim is not to confine the
work to any one division of the vegetable kingdom,
but to give a connected idea of the whole. The work
is not limited to a study of terms and definitions, nor
to the acquiring of facility in the mechanical hand
ling of an artificial key, but the botanical vocabulary
is acquired by contact as the terms are needed in the
work. Students are, however, taught the purpose
and use of a manual or flora in identifying species,
so that those who so desire, may independently pursue work in this liue beyond the limits of the school
course.
· The work begins in the early spring with a
·study of twigs and buds, and proceeds step by step
with the advancement of the vegetation, through the
various details of root, stem, leaf, flower and fruit.
Then individual species are studied as they come
into flower, each with a view to the illustration of
the characters of some order or other group, or of
some fundamental principle of plant life.
Attention is paid to the economic value of plants
and to the effects of proper cultivation, etc., and the

26

ARIZONA TERRITORIAL NORMAL SCHOOL.

student is encouraged to make original observations
upon the mode of growth, time of blossoming, fertilization and disorders of the common plants of the
vicinity.
The Salt River Valley and the surrounding
region are rich in an interesting flora, and abound in
material suited to the illustration of the course presented.
TOPICS FOR STUDY IN ACADEMIC WORK.

Buds and their arrangement; stems, their structure; the bark; the wood; the cambium; different
kinds of steins; special forms of stems; development
of buds; roots; the leaf, duration, arrangement, parts,
venation, outline, margin and division; special forms
of leaves; inflorescence; the flower; the fruit and
seed; typical plants of the vicinity illustrating characters of the principal orders of spermaphytes; ferns;
mosses; relatives of mosses; fnngi; outline of the vegetab'.e kingdom; methods of collecting and preserving
specimens.
TOPICS FOR DISCUSSION IN METHODS.

Purpose of and plans for nature study; value of
plant lessons-( a) formative value, (h) content valne;
awakening and sustaining interest; cultivating the
pupil's powers of observation; obtaining suitable
material; graded lessons for common schools; time to
be allotted to study of plant life; work for different
seasons and for different localities; introduction and
use of technical terms; cultivation of resthetic taste;
appreciation of harmony of color, form; procedure,
value and limitation of representation by modeling
and painting; use of text-book.
ZOOLOGY.

The work in this branch comprises a laboratory
study of types of the more important groups, supplemented by discussions of fnudamental principles.

ARIZONA TERRITORIAL NORA-IAL SCHOOL.

27

The student is led to observe, and to glean his knowledge of the subject from the specimens before him.
His notes thus become his text-book, and he learns
the value of careful, precise and systematic record of
his observations. The knowledge of the types studied is expanded by references to standard works ou
zoology iu the schoO'l 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 am~ba; points of difference between plant life and animal life; Protozoa-type,
Param~cium and Vorticella; C~lenterata-type, the
common star fish; Vermes-type, the earth worm;
Mollusca-type, the fresh-water mussel; Arthropoda
-type', the crayfish, the lobster, the scorpion, the
spider, the grasshopper; Vertebrata-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
of the course in zoology. The general notions obtained during the study of comparative animal morphology are now discussed more in detail iu connection with human anatomy and physiology.
The course is illustrated throughout by speci-

:?8

ARIZONA TERRITORIAL NORMAL SCHOOL.

mens, microscopic material, and by simple dissections
upon small mammals, as the cat and the rabbit.
TOPICS FOR STUDY IN ACADEMIC WORK.

Proximate principles; cell structure; tissues;
anatomy; the skeleton; the muscular system; circulation; respiration; nutrition; digestion; the nervous
system: the skin; foods, waste 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 DISCUSSION IN METHODS.

Method of observing form of organs and their
structure; illustrations of functions of organs; dissection of small animals, and drawings and description
of parts dissected; use and value of blackboard drawings; use of skeleton, manikin, casts, models; use of
text-books.
GEOLOGY.

This subject furnishes an abundant supply of
material for nature study, and is thus especially valuable to the prospective teacher.
The course is intended to enable the student
readily to recognize and distinguish the common
rocks and minerals, and the geological formations of
the vicinity, as well as to obtain a general idea of the
operation of various geological agencies as factors in
world building, and of the succession and development of life upon the earth's surface.
Field work by the class as a whole 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.

r.

Dynamical geology.

Atmospheric agencies;

ARIZONA TERRITORIAL

NOR~fAL

SCHOOL.

29

aqueous agencies; organic agencies; igneous agencies.
2. Structural geology. General form and structure of the earth; stratified rocks; unstratified or
igneous rocks; metamorphic rocks; structures common to all rocks; denudation or general erosion.
3. Historical geology. General principles; Archrean system aud Eozoic era; Paleozoic rocks and
era; Mesozoic era; Cenozoic era; Pyschozoic era.
TOPICS FOR DISCUSSION IN METHODS.

Preparation and presentation of subject matter
for, and time devoted to nature study in the grades
of the common schools; illustrations by 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 laws governing
its phenomena, and second, to acquaint him with the
use of experimental methods in scientific study and
investigation.
The laboratory method is used, the student being required to perform his own 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 work, and is intended not only to illustrate the text-book and class room
work, but also to develop rapidity, neatness and
accuracy of manipulation.
TOPICS FOR STUDY IN ACADEMIC WORK.

The properties of matter; the mechanics of solids ;
composition and resolution of forces; laws of motion;
work and energy; gravitation; accelerated motion;
falling bodies; the pendulum; simple machines;

30

ARIZf!NA TE.RRITORIAL NORMAL SCHOOL.
·-

------------· --------

-------------- ----·------

mechanics of fluids; transmission of pressure; pressure due .to gravity; barometer; air pump; Boyle's·
law; the siphon; water pumps; specific gravity; heat;
thermometer; conduction; radiation; mechanical equivalent of heat; magnetism, its nature and laws; 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 wave 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 METHODS.

Preparation, presentation of, and time devoted to
nature study lessons for the grades of common
schools; illustrations of the principles of the simple
laws of physical science; simple devices for illustration; aid and direction from teacher, kind of, amount
of; text book, when and how used; note-book; use of
representation, by drawing, by formula.
CHEMISTRY.

The course in chemistry is intended to be pursued in close connection with 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 requiring mathematical computation. Three
hours a week are devoted to laboratory work by the
student.
TOPICS FOR STUDY IN ACADEMIC WORK.

A study of the laws of chemical action in connection with the properties, relations and compounds
of the more important elements; oxidation; combustion; reduction; acids; bases; salts; reactions and
their expression; a brief view of organic chemistry,

ARIZONA TERRITORIAL 1VORMAL SCHOOL.

:;r

with 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 IN METHODS.

Amount and kind of direction by teacher in experimentation; preparation and use of simple appliances for illustration and investigation; selection of
matter suitable to nature study lessons in the grades
of the common schools; use of text-book; use of notebook; value and use of representation, by drawing,
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 phenomena
occurring upon its surface. The student obtains a
broad view of the process of "world making" and the
connection with it of each of the three great kingdoms, 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 work in the line of nature
study.
TOPICS FOR STUDY IN ACADEMIC WORK.

The solar system, the earth as a planet, its motion, its magnetism; structure of the earth's crust,
geological time, rocks, fossils; physiography, relief

-1'

A<'IZON.A:·.TERRITORIAL·NORMAL SCHOOL.

of the earth, causes, their operation, coral reefs and
islands, volcanic phenomena, earthquakes; springs,
rivers and lakes, drainage; ocean waters, tides and
currents; the atmosphere; climate, its modification,
winds, storms, cyclones .and tornadoes; precipitation;
glaciers and icebergs; atmospheric electricity; lifo
upon the earth-(a) plant life, structure, physiology
and classification of plants, geographical distribution,
economic value; ( b) animal life, classification and
distribution, commercial value; (c) the human family,
classification, types, races, people, characteristics;
mineral products, distribution, mining methods,
economic value; geographical history of the United
States, its physiography, coast line, drainage, climate, life and products.
TOPICS FOR DISCUSSION IN METHODS.

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 town, of county, of
territory; how 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 whole; subdivision of the
earth's surface-natural, artificial; use oftext-booktime of, extent of, manner of; map drawing-place
of, value of, manner of conducting; exhibition of products-natural, artificial; simple apparatus-construction, use; value of experiments; sand and clay
models; use of maps, charts; graphic method of illustration as applied to comparative areas, wealth, industries, productions, temperature, rainfall: explanation of phenomena-day and night, change of seasons, weather; collection and use of speciniens; additional reading-kind, amount; supplementary material; outlines; field observations; excursions; original notes on geology, geography and familiar weather
phenomena.

AltIZONA TERRITORIAL NORMAL SCHOOL.

3~

POLmCAL GEOGRAPHY.

This study is treated as a part of history, aud is
pursued by the student in close connection therewith.
The purpose of this instruction is to give the student
a comprehensive view of the earth's surface as sub.divided by man, aud the changes wrought iu developing its resources and utilizing its products to supply
his wants.
TOPICS FOR DISCUSSION IN ACADEMIC WORK.

Political divisions: boundaries of countries;
means of travel; means of communication; commerce;
manufactures; government; religion; occupations;
productions-artificial, 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.

Sh;ipe of earth, proofs; its motion, effect of;
earth's orbit; its axis; its inclination to its orbit;
effect of its inclination; equator; parallels; meridians;
latitude; 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

34

ARIZONA TERRITORIAL NORMAL SCHOOL.

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 men·
tal activity. The chief value of historic study is to
prepare humanity to profit by the triumphs and
avoid the mistakes of the past.
History is closely connected with all other
branches of study. It is pursued, in connection with
its more closely correlated branches, geography 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
mould character; and also to note that the character
of a people, to a great extent, determines their
history.
TOPICS FOR STUDY IN ACADEMIC WORK FOR
UNITED 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; claim~ of the Northmen; life and character·of
Columbus; discoveries and explorations-Spanish,
English, French and Dutch; settlements-time,
place, person, object, government, growth, peculiar
characteristics and principal events of each; intercolonial 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 actors, effects on the people, results to the nation; the growth
of the .nation; th.e. confe_dera.tion; .the constitutipn;

ARIZONA TERRITORIAL NORMAL SCHOOL.

35

the first president; territory; acquisition of territory;
financial policy; foreign policy; troubles with France;
troubles with England; troubles with the Barbary
States; War of I8I2; 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 FOR STUDY IN ACADEMIC WORK FOR
ANCIENT HISTORY.

History defined and classified; philosophy of history; aids to history; origin of nations; races of men;
the world as known to the ancients; India; China;
Egypt: Chaldea; Assyria: Babylonia; the Hebrews;
the Phoenicians; the Persian Empire; Greece-its
geography, its people, their religion, heroic age,
early growth of Sparta and Athens, the Peloponnessian wars, Spartan supremacy, Theban supremacy,
Macedonian supremacy, architecture, sculpture, painting, literature, science, social life; Rome-the kingdom, the early republic, Punic wars, last years of the
republic, the empire, decline and fall of the empire,
civilization, social life, architecture, literature.
TOPICS FOR STUDY IN ACADEMIC WORK FOR
MEDIAEVAL HISTORY.

Migration of the Teutonic tribes; conversion of
the Barbarians; fusion of the Latins and Teutons;
Eastern Roman Empire; Saracens; Charlemagne;
Northmen; use of Papal pqwer; feudalism; Norman
conquest of England; the Crusades; Papal supremacy; growth of towns; city republics; revival of learning; growth of nations and governments of Europe.
TOPICS FOR STUDY IN ACADEMIC WORK FOR
MODERN HISTORY.

Reformation under Luther; the English reformation and the Tudors; ascendency of Spain; rise of
the Dutch.Republic; Huguenot Wars; Thirty Years'

36

ARIZONA TERRITORIAL NORMAL SCHOOL.

War; ascendency of France; England under the
Stuarts; rise of Russia; rise of Prussia; French Revolution; Napoleon; Congress of Vienna; German freedom; liberation of Italy; tendency of the British government; present state of European nations.
TOPICS FOR DISCUSSION IN METHODS.

Correlation of history and geography; correlation
of history and literature; selection of subject matter
suited to the several grades of common school work;
and method of presentation in each; use of fairy tales,
Bible stories, stories of adventure, biographies; when
first to use the text book, how to use it, use of historical novels, historical poems, poems containing historical allusions; use of reference books; historical
essays written by pupils; application and exemplification of use of laws for aiding the memory; appeals
to the sensibilities, especially, in teaching patriotism;
use of historical cards, charts, maps, pictures, and
·
topical outlines.
CIVIL GOVERNMENT.

In our country, where the people elect the lawmakers, the study of civics is a necessary part of the
common school curriculum. The aim of instruction
iu this branch, is to give the student such a knowledge of the underlying principles and the workings
of our government, as will enable him to give instruction in these matters, so indispensable to good
citizenship. Special attention is given to the school
law of Arizona.
TOPICS FOR STUDY IN ACADEMIC WORK.

Town and city .government; objects of government; colonial government; Continental Congress;
Declaration of Independence; Articles of Confederation; adoption of the Constitution, its amendments,
its preambles; the legislative department of gover11ment; the Senate; the House of Representatives ;·.th.e

ARIZONA TERRITORIAL NORMAL SCHOOL.

37

power of Congress; suffrage; restrictions npon the
national government; the executive department; the
judicial department; foreign ministers; foreign relations; Electoral Count bill; taxation; public schools.
TOPICS FOR DISCUSSION IN METHODS.

Use of diagrams and tabular outlines; use of
reference books; value of memorizing; relation to
history; classification; analysis; when taught; to
what extent taught.

PENMANSHIP.

Since the art of representing script ·forms is
ciosely allied to that of other graphic representation,
penmanship and drawing have been assigned to the
same department of school work.
Students will be requireq to become accurate
and rapid writers, and so thoroughly to master the
analysis and classification of forms, and the various
movement drills, as to produce like results in their
pupils.
TOPICS FOR STUDY AND PRACTICE.

Form, proportion, relative size, and shading of
standard letters; Arabic figures; punctuation marks;
spacing in words and 'entences; indentation of paragraphs; Roman notation; signs and symbols used in
school work and ordinary business.
TOPICS FOR DISCUSSION IN METHODS.

Method of teaching writing in grades; styles of
writing-vertical, semi-angular, running hand; value
of movement drills, of unision of movement, of analysis of forms; position; how to obtain rapidity; place
and value of blackboard writing; slate writing; age
at which the child should begin to write; tim,e given
claily to writing exercise.
·

38

ARIZONA TERRITORIAL NORMAL SCHOOL.

DRAWING.

This course comprises elementary work in each
of the three departments, Pictorial, pertaining to the
appearance of objects; Mathematical, pertaining to
the facts of objects; and Decorative, pertaining to
ornamentation..
.
The work is designed to cultivate the taste of
the student, to stimulate his powers of observation of
material things, to contribute to his pleasurable resources, and to enhance his teaching power.
The student is required to gain such a knowledge of drawing as will enable him to make simple,
freehand drawings of objects, singly and in groups,
rapidly and accurately, on the blackboard and on
paper; to make simple working drawings; and to
design ornamental patterns for surfaces, borders, and
center pieces.
TOPICS FOR STJlDY IN ACADEMIC WORK.

Type forms, laws of perspective, light, shade,
shadow, conventionalizing.
TOPICS FOR DISCUSSION IN METHODS.

Eye training; pencil holding; position; materials;
clay 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 discussed.
Business usages and the common principles of commercial law are also taught.
TOPICS FOR STUDY IN ACADEMIC WORK ..

Abbreviations; signs; classification of accounts;
double entry; day book; journal; posting; closing

ARIZONA __. TERRITORIAL NORMAL SCHOOL.

39

ledger; commercial forms; bill books; invoice book;
shipments; account sales; partnership; joint stock;
farm accounts; balance sheet.
TOPICS FOR DISCUSSION IN METHODS.

Illustration of terms, of forms, of rulings, of
day-book entries, of journalizing, of posting, of closing ledger, of balance sheet, of bill book, of orderbook, 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.
MILITARY DRILI, AND INSTRUCTION IN TACTICS.

During thirty weeks of the school year, instruction and drill in military tactics are given. Each
male student is required to attain such proficiency as
will enable him to comply with the provisions of law
in regard to military instruction in the public schools.
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 r<:<fining and ennobling art.

40

ARIZONA TERRITORIAL NORMAL SCHOOL.

TOPICS FOR STUDY.

Theory of music necessary to reading songs iu
one, two, three and four parts; scales, major and minor, thefrintervals and relations to each other; rythm;
exercises for gaining thought control of the breath
in singing; voice culture to establish a bright, clear
tone in each of the three registers; phrasing; musical
style.
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 knowing, characteristics and conditions
of feeling, conditions and modes of consciousness,
and elements of volition.
The work of the advanced course is a more comprehensive investigation and discussion of the whole
subject, and is intended to give the student suc-h a
knowledge of the states, powers and activities of the
mind, their inter-relations and the laws governing
their growth, as will enable him to pursue a rational
course of proce~ure in his professional work.

ARIZONA TERRITORIAL NORMAL SCHf)OL.

41

TOPICS FOR STUDY.

The senses-cephalic and somatic; nervous orgamsms; pyscho-ph ysics; consciousness-its conditions, limits, facts and modes; immediate knowledgeperception, self-perception, 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 of logic are a necessity to them.
TOPICS FOR STUDY.

Terms; fundamental axioms; genus; species;
differentia; abstraction; generalization; proposition;
arguments; syllogysm; 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.
PHILOSOPHY OF EDUCATION.

Education is conceded to be a science, when con-

4~

ARIZONA TERRITORIAL NORMAL SCHOOL.

sidered 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 define the
nature, aim and limits, and the fundamental principles of education; to discuss the problems 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. .
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 'tudy.
TOPICS FOR STUDY.

General idea of education-its ideal, nature, form,
limits, kinds, means, agencies, pyschological epochs;
logical order; habit; educational values of studies
respectively; interest as an element in the selection
of studies; order of succession of studies; basis of
correlation of studies; relative time to be given to
each study.
HISTORY OF EDUCATION.

In a general sense, the history of education is
the stpry 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 medireval and modern
times; a study of the lives of the mosj; noted educational reformers, 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.

ARIZONA TERRITORIAL NORMAL SCHOOL.

43.

TOPICS FOR STUDY.

Educational system-of antiquity, of Greece, of
Rome, of the early Christians, of the sixteenth century; Jesuit schools; Comenius; Pestalozzi; Froebel;
origin of lay and national education; systems of education of the nineteenth century: rise and progress
of education iu 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 harmou y 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 DISCUSSION.

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

The object of this course is to make our students
thinkers and investigators in the great field of education, rather than to furnish them with elaborate
schemes for the presentation of knowledge.
Child study will be made the basis of the course.
It will be taken for granted that previous training has given the student a thoroughly well organized knowledge of the subject matter he is to teach,

44

ARIZONA TER.R£TORIAJ.. .NORMAJ.. SCHOOL.

and accordingly, each subject will be dealt with only
from a pedagogical standpoint.
In studying the subject, two questions will be
kept in mind:
rst, How does a child naturally react against
this form of mental activity?
2nd, What shall we aim to achieve in a child's
development by means of this branch of study?
In order to answer the first question, we must
study children.
In order to answer the second, we must study
the standards of education as set forth in approved
courses of study and in the writings of our leading
educators.
Therefore, each subject will first be studied in
the light of children's native interests, by means of
the writings of Hall, Barnes, and other great students
in the realm of child-study.
In order to determine the ultimate aim of our
teaching, a careful study will be made of the demands
of the public as voiced by the courses of study of the
best schools of our country. These will be compared
with the standards offered by Herbert Spencer and
other leading thinkers of our time.
An attempt will then be made to determine the.
most natural grade leading from the native interests
of the child to the demands of society.
CHILD-STUDY.

In addition to making a careful study of the
literature of this subject, studies will also be made
by the student-teachers upon the children in the
practice school; this will be done with no particular
hope of doing work of much scientific value, but to
make the students familiar with the methods of childstudy, to inculcate a professional spirit, and to further
the aim of the course as expressed in the opening
paragraph.
.
' During the few months the practice school has
been ·organized, careful notes have been taken· upt5n

ARIZONA TERRITORIAL-NORMAL SCHOOL.

45-

the children's plays, spontaneous and traditional,
while their natural inclinations in drawing, their
reaction toward color, their attitude toward punishment, and other interesting lines have been carefully
observed and reported to the class by different stu·
dents.
PLANS AND DEY!CES.

This important featuri; is met by having carefully prepared plans submitted and critici,ed by the
instructor in Methods before being presented in the
Practice School, and again by the criticism period
where the Method teacher in the capacity of Director
of Practice School meets. the student-teachers and
criticises the work of the day.
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 cone
ducting recitations; to criticise the plans and teachings of other students; to teach in the Practice School
forty minutes a day for thirty weeks.
The purpose of this, is to lead the student to correct methods; to assist him in eradicating his faults;
to cultivate in him taste and discrimination in originality of procedure; to enlarge his conception of the
work.
TOPICS FOR STUDY.

School tactics; elements of governing power;
class management; school regulations.
THESES.

In the profession of teaching, there is a demand
for fuller investigation, greater originality in the

.J6

ARIZONA TERR11"0RJAL NORMAL SCHOOL.

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 live! y 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.
SCHOOL OF PRACTICE.

This department of the Normal School is now
in successful operation. The course of study of this
school comprises the nsnal work of all the grades
of the primary and the grammar school. It is the
aim of the faculty to place this work on a rational,
pedagogical basis and adapt it to the environment of
the pupils.
The work done in the several grades of the
School of Practice by the students in the Normal
Department, respectively, embraces observation, supervision of school work during study hours, and
teaching. All work of the student-teacher is done
under the supervision of a critic teacher.
ADMISSION.

Candidates for admission to the Normal Department must 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 permitted to enter upon the work of this
department.
Candidates for admission, holding second grade
county certificates, will be admitted, without examination,· to the class~s beginning the work of the first
\·ear of the course.
·
Candidates for admission, holding territorial or
first grade county certificates, will be admitted with-

A$I_ZQN4 Z:ERRITQRIAL NORMAL SCHOOL.

47

out examination to the classes pursuing the studies
of the second semester of the first year of the course.
Certificates of standing from an accredited high
school or grammar school, evidencing the scholar-.
ship of a candidate for admission, will exempt the
candidate from examination in the branches so
vouched for.
A limited number below the age of fifteen years
will be admitted to the School of Practice.
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 times when the circumstances seem to warrant
it.
Candidates for admission, not fully qualified to
enter the normal department, can always find classes
•uited to their advancement in the model school, to
which a limited number will be 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 faculty materially, in assigning
students to proper classes.
ADVANCED STANDING.

Candidates for advanced standing will be given
a final examination on any subject comprised in the
academic work of the course, at such times as the
faculty may be 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 be made with other schools of like grade.

48
- ..4R.~~oNA
SCHOOL.·
. . ···-'------·______:__ __.:..:.:rERRITOR:lAL
. . . :.:::....:::.._: __ -=· ...... -... .NORMAL
' .
.
--------·--

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 iu Maricopa County, Arizona, the
purpose of which shall be the instruction of persons,
both male and female, in the art of t<!aching, 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 iu what regards the rights and duties of
citizens."
LOCATION.

Tempe, the site of the school, is situated in the
beautiful valley of the Salt River, seven miles from
the Capital. It has railroad connection with the
Southern Pacific and Santa Fe systems by the Maricopa and Phoenix R. R., and the Maricopa, Phoenix
and Salt River Valley R. R.
The climate during the whole school year is delightful. The school is in the midst of an intelligent
and moral community, engaged in farming and fruit
raising. Six church societies hold 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 campus the buildings
are situated.
The building heretofore used for school purposes,

was erected in r886, and is a one story, brick structnre, seventy feet long and sixty wide, with a broad
veranda entirely surronnding it.
The new Normal School building is now completed. It is a commodions structure, one hundred
and thirty-six feet long, eighty feet wide, and three
stories high; the lower story is of brown sandstone,
the other two, of red pressed bri·ck with sandstone
trimmings. This edifice is beautiful in architectural
design, convenient in arrangement and substantial
in construction. These two buildings are ample for
the school at present.
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.

In this country where the trend and successful management of governmental affairs depend so
much on the intelligence of the individual citizen,
the advantage of a reading room for young men and
women, especially thoS'e soon to become teachers, are
not easily overestimated. In the reading room of this
institution will be found the better educational and
literary periodicals, a few metropolitan dailies, and
most of the weekly issues of the newspapers of the
territory.
DIPLOMAS.

lIL or.de.r to.. reGeivi'.:.a;.diploi;na;, a student_ must

5"

ARIZONA TERRITORIAL NORMAL SCHOOL.

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 records
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 school in any county in this territory.

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 sue-·
cessful teacher.
It is the purpose of this faculty, to inculcate correct ideas of conduct, to stimulate a healthy sentiment in regard to it, and to make the students selfrespectful, self-helpful, self-reliant and self-governing.
All students whose best endeavors are not in harmony with this purpose are dismissed from the
school.
REGULATIONS.

Absence from any required exercise must .be
accounted for before a student can be permitted to
enter a succeeding recitation.
Students will not be permitted to take work outside of their regular classes, without the express permission of the Principal.
~'
Students will not be permitted to take studies
out of their regular order except by express permission of the Principal.
Stt1dents will be classified as first year ,students

ARIZONA TERRITORIAL NORMAL SCHOOL.

51

till they have obtained one-third of the credits of the
whole course; as second year, two thirds.
APPARATUS.

This school is provided with excellent apparatus
for illustrating the principles of the natural sciences
taught. Additions will be made from time to time,
as the advancement of science and the needs of the
school demand.
LIBRARY.

The library now contains more than seven hundred vol um es, covering the fields of history, science,
education and general literature. Many of the valuable publications of the Smithsonian Institute, as
well 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. Large additions will be made to the
library during the coming year.
MUSEUM.

The museum already contains many valuable
pieces of archa!ological relics, and a large number of
interesting specimens of animals, plants and minerals;
characteristic of Arizona, such as copper, silver, gold,
and lead ores, native insects, birds, small animals
and plants; in fact, a valuable nucleus of a museum
of such a wide range of interesting specimens as Arizona alone can produce.
During the past few years, many friends of the
institution have contributed valuable articles. Their
generosity and interest in the museum are appreci-·
ated and hereby acknowledged. The students have
taken great interest in the museum and have contributed much to its success.

'i.2

ARIZONA TERRITORIAL lVORllfAL SCHOOL.':

Contributions are solicited. Transportation on
articles donated will 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 bodies, to give an impetus to literary 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 mem l;iers of one
of these societies are excused from a part of the regular rhetorical exercises in the school.
TEXT, BOOKS.

In the scholastic year 1896-7 the text-books
named below were used. Algebra, Wentworth's
Complete; Arithmetic, 'Nhite's Complete, vVentworth
and Hill's High School; Botany, Macbride's Lessons:
Bookkeeping, vVilliams and Rogers'; Chemistry,
vVilliams' Introduction to Chemical Science; Civics,
Andrew's; English Literature, Kellogg's; Ethic",
Peabody's; Geography, Political, Frye's: Geography,
Physical, Appleton's; Geology, LeConte's; Geometry,
\Ventworth's: Grammar, Maxwell's; Grammatical
Analysis, Greene's; History, U.S., Fiske's; History,
General, Meyer's: History of Education, Quick's;
Orthography, Swinton's; Physiology, Brand's: Physics, Carhart and Chute's; Psychology, Davis': Reader, Cnmnock's: Rhetoric, Hill's: Zoology, Colton'.,.

ARIZONA TERRITORIAL NORMAL SCHOOL.

53

APPOINTMENTS.

It is greatly desired that the members of the
Legislature, respectively, appoint students to the
Normal School, as authorized by law; and that County Superintendents and all others interested in supplying the schools of this Territory with well educated and properly trained teachers, should recommend to this school persons who desire to become
teachers and who give promise of usefulness in that
profession.
ALUMNI.

It is confidently believed that all graduates of
this school will manifest a lively interest in its welfare. Their influence on the schools of the Territory is already plainly seen and it will 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. possible.
THE ARIZONA NORMAL ALUMNI 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 the commencement. Its oflice'rs
for 1896-7 are Lee Gray, class of '91, President;
Manie Anderson, class of '93, Secretary.
TEACHERS' BUREAU ..

The Faculty do not wish to be understood as
agreeing to furnish employment for thi;ir 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 help-

54

ARIZONA TERRITORIAL NORMAL SCHOOL.

ful to their students and to school officers desiring to
employ teachers.
TO SCHOOL OFFICERS,

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; also, when
desired, will put them in communication with teachers seeking employment.
In order to be able intelligently to recommend a
teacher to a position, it is necessary that the Principal be in possession of a full, detailed statement of
the requirement of that position and its surroundings.
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 ex pen di tu re 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 two persons occupy one room.
The Alpha Boarding Club has furnished its
members with 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 $I.25 apiece per month, where two
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
$ro to $15 a year.
An incidental fee of fifty cents a month is
charged each student. .

ARIZONA TERRITORIAL NORMAL SCHOOL.-

55

Examination paper, pens and ink are furnished
the students free of cost.
TUmON.

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 $r.oo a month.
REDUCED RAILROAD RATES AND MISCELLANEOUS ITEMS.

Half fare rates between their homes and Tempe,
both ways, are granted to students. of the Normal
School by all the railroads in the Territory. Students wishing to secure these rates, will receive the
necessary information in regard to' obtaining them,
by writing to President McNaughton to that effect:
Students from the north will find three railroad
trains and a stage running daily from Phoenix to
Tempe; from the south, one train daily from Maricopa to Tempe; from the east, two trains daily from
Mesa to Tempe.
Students, by calling on the Principal on their
arrival at Tempe, will receive such information and
aid in regard to securing rooms and board as he may
be 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.
JAMES McNAUGHTON,
Tempe, Arizona.