Jlrizona
normal Scbool
••1898-'PJ

F.lnnual Catalogue

OF THE

R.rizona N"ormal School
AT

Ccmpe, F.11'izona,

FOR THE

Scholastic 'Yea,. 1897-8

WITH

i.lnnual Cinula1° for" 1898-9..

ARIZONA REPUBLICA:-1, PRrNTERS,

PHOENIX.

ea1~ndar

for 1$9$·9.

'I'he school year is di \'ided into t\\'O semeters of t\\,.enty \\•eeks
e2ch. Each semeter is divided into t\YO terrns o:f ten \\'eeks each.
1898.
F:irst semeter begins . . . . . .
. ............. September 5
Entrance examinations and registration . . . . . ... September 5-G
]"irst Quarter ends .......................... November 11
SC'cond QuRrter bPgins ....................... November 14
Thanksgiving vacation . . . . . . . . . . . . . . . . . . . . . .. November 2-!I-Ioliday vacation begins ...................... December 24
1899.

Holiday Yacation ends .......................... January 1
First serneter enrls ........................... January 2·7
Second semeter be-gins . . . . . . . . . . . . . . . . . ....... January 30
''-rashington's Birthday vacation .................February 22
'l'hird Quarter enl1s . . . . . . . ........................ April 6
llourth Q,uarter beginB ........................... April 10
~;\nnivei-sary and Comn1ence1nent Exercises .... June 11, 12, 14, l;J

Boarll of Ellucatlon.
MJ!MBERS EX OFFICIO.

CoL. C. W. JOHNSTONE, Territorial Treasurer, President and Treasurer, Phoenix.
HoN. A. P. SHEWMA~, Superintendent of Public Instruction, Mesa.
MJU1lBERS BV APPOINTMENT.

Ma. LEE GRAY, Phoenix.
CAPT. JAB. H. McCLINTOcK, Secretary, Phoenix.
MR. HARRY Z. "ZucK, Tempe.
(Regular Meetings during first week in January and first week in June)
OFFICIAI., BOARD OF VISITORS,

DR. CHAS. H. JoNEs, Tempe.
HoN. WILLIAM NEWELL, Mesa.
Mas. W. H. STILWELL, Phoenix.

'faC11ltv.
JA~. 1fcNAcunToz.,.~,

A. l\I., Ph.D., President.

PSYCHOLOGY, PJ<:DAGOGV AND MATHEMATICS.

I .. At1nA \V.

SHARPE,

B. E., B. 0.

LANGUAGE, ELOCUTION ANH PHYSICAL CULTURE.

~'urn

M. lRrnH, B. S.
X.'-TL'RAL SCIENCES.

~IAHl1AHET GnAl!A~I

Hoon.
ME1'HODS.

FA~~Y

II. lluRY.
GEOGRAPHY, l:HiSIC, DRAWING AND PJ:o;NMANSHIP.

'l'noMA:->

H.

GRINnF.LL.
HISTORY AND LITXN.ATURE.

Et:GENF.

)I.

\\'t-.:.-;cOTT,

B. S.

{Successor to )Ir. Grindell, who joined 1st U.S. V. Ca\·alry near the close oft he school year)

normal Dtpartmtnt.
COURSES OF STUDY.

It is the purpose of the high school and the college to impart
instruction in the various branches of useful kno-,vledge; but of the
normal school, not only to give instruction in the various branches,
brit also in the processes by which the mind acquires kno\vledge and
pow·er, and in the pedagogical procedure based thereon.
r:I'he elementary rour.:;e of study, comprising academic and
professional \Vork, requires three years for its completion.
'rhe advanced course of study, comprising the same professional work as the elen1entary courBe, and a greater amount of
academic "'ork, requires four year::; for its con1pletion.
'rhe tabulated "Outline of the Elementary Course of Study''
indicates the subjects to be pursued, their order of arrangement,
and the time allotted to ench in that course. The "Analysis of the
Courses of Study" indicates their aim and scope.

Outllnt of tbt Elemtntarv £ourst of Stuav.
FIRST YEAR, FIRST SEMJ<JSTER.
FIRST QUARTER.

SECOND QUARTER.

Arithmetic ................. 5
Drawing ................... 2
Zoology ................... 5
Grammar .................. 5
Orthography ............... 1
Penmanship ............... 2
Reading ................... 2

Arithmetic .................5
Dra'\\•ing ................... 2
Physiology ................. 5
Grammar .................. 5
Orthography ............... 1
Penmanship ............... ~
Reading ................... 2

FIRS'!' YEAH, SECOND SBMESTER
THIRD QUARTER.

FOURTH QUARTER

Algebra ................... 5
Drawing ................... 2
English ................... 5
United States History and
Political Geography ..... 5
Music ...................... 1
Orthography ............... 1
Reading .... , .............. 2

Algebra ................... 5
Drawing ................... 2
English and Composition .... 5
Physics .................... 5
Music .................... 1
Orthography ............... 1
Reading ................... 2

ARIZONA NORMAL SCHOOL.

6

SECOND YF.AR, FIHST SEMESTER.
FIRST QUARTER.

SECOND QUARTER.

Rhetoric and Composition ... 5
Algebra ................... 5
General History ............ 5
Psychology ................ 5

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

SEC<)ND YEAH, SECOND SEMESTER.
THIRD QUARTER.

FOURTH QUARTER.

English Literature .......... 5
Geometry .................. 5
Botany .................... 5
Psychology ................ 5

Bookkeeping ............... 5
Geometry .................. 5
Botany .................... 5
Psychology ................ 5

THIRD YEAR, FIRS1' SEMESTER.
FIRST QUARTER.

s:ECOND QUARTER.

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

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

'l'RIRD YEAR, SECOND SEMESTER.
THIRD QUARTER.

FOURTII QUARTER.

Chemistry.................. 5
Vocal and Physical Expression ................... 5
Methods ................... 5
Science of Government ...... 5
Practice Teaching ........... 5

Geology ................... 5
Vocal and Physical Expression· .............. ·- .... 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 branch indicate the number of hours per
week assigned to it.

Jlnalysls of f.7,ours~s of Study.
HEADING.
l~eaaing-, as the ter1n is generally understood, consists of two
qnite distinct processeB; the first, that of gaining the thought from
,vritten or printed characters; the second, that of giving it effective

expression.

AA'IZONA NORMAL SCHOOL.

7

•rrne, effective expre.sion is the result of well regulated mental activity upon a thoroughly trained and developed physical
organism.
The thonght, vividly conceived, contains within itself the
power, to n great extent, of generating its appropriate expression;
but this is not true of thought as ordinarily grasped by the mind
of the J'Bad<>r. rrhe great obstacle to proper expression is vague
thought conception.
It is the aim of the instruction in this department to lead the
student to grnsp the thoughts symbolizecl on the written or printed
page as real entities and li-ving truths; to intensify mental pictures
by exercising the imagination; to cultivate the voice, as the chief
instrument of expression, by proper <lrills designed to give it
greater power, 8cope, and accuracy of modulation; to cultivate the
ear, as the arbiter of vocal expression, to a nice discrimination of
tones; n.n<l to tr::iin the musc.:les 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 ACADEl\.IIC '\VORK.

Carriage and attitude of the body; breathing exercises; vocal
elements of language; articulation.; enunciation; pronunciation
force; pitch; r1uslity of tones; effect of imagination on expression;
eff£'ct of meTital states on expression; cultivation of mental states;
re1ation of voice and ge~ture; expressive use of body.
TOPICS FOR

DISCUS~ION

IN METHODS I.N'

PRI~IARY

GRADES.

Primary reading methocls-phonic, alphabetic, phonetic,
synthetic sound, objective.• word, sentence; selection of the available featur<>R of all these metho<ls, and the proper combination of
them to pr~duC'e the best re~n1lts in first reading; what words to
present first to the child; how to present new words; how to impress then1; what a primary reading lesson ought to comprise, and
'\\'hat not; how to remedy drawling, lisping, and repeating; how to
. secure natural tones~ ftuency and correct expression; sense reading:
use of Qbjects and pictures; me of blackboard and charts; hunting
exercises; f.:.eat work; manner of teacher; connection between reading and spelling, bet'\\ een reading and writing.
1

TOPICS FOR DISCUSSION IN METHODS IN HIGHF.R GRADES.

Kind of reeding suitaJ.le for the clifferent grades; assignment
of lesson; rcTie,r; prelin1i11n.ry exercises; preparation of lesson by
teacher, hy pnpil; iJlustrntive reading by teacher; sight reading;
things to be avoided; correction of errors, time for,' manner of;

8

ARIZ.ONA NORMAL SCIIOOL.

oo_rrect yor.al f'~pression~ what it consists 0£, .how it may· De Ob~
ta1ned; 1llnstrat1on of muscular tnovements to intensify expression·
application of psychological principles.
'

GRAMMAR A:\l"D 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 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 se11tences.
• Jn grammar, the sentence is the integral unit which is to be
separated into its elements; iii composition, the sentence· is ·but a
component element of discourse. All the principles of these
sciences nre conventional and are 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 ~o 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 syntax, and to train him to speak and write the English language with facility and accuracy.
TOPICS FOR STUDY IN ACADEMIC WORK.

The sentenee--<!onsiderecl 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 the manner of expressing thought; classification of its
elcmE>nts-as to rank, a8 tn use, ns t.o number of parts, as to expre&sion of iii.ens or relations; sentences of each class treated as.to·cap·
italization, punctuation, arrangement of elements; elements of the

sentence classified according to use, as parts of speech; modifications of part• of speerh; proper u>e of tense forms and mode forms
in prin1"ipal and subordinate clauses.:

correction of- false forms;

application of principleR and rules of etymology and syntax by
analyzing and parsing sentences connected in discourse, in prose

and poetr:r, from many interesting selections; sentences in dis·
course treaten as to their logical relations, as to the construction
of the paragraph.
TOPICS FOR DISCUSSION IN METHODS.

I1angi.1age.lessons-object of, time devoted to, kinds, material

from natnnJ, inaterial front Hterature; lesson giving-plans for,
preparatjon for; use of pictures; connection of language lessons

ARIZONA NORMAL SCHO.OL.

9

with primary. reading; proper form of written work, its illustration,
method of Recuring it; objeet of eomposition; awakening and sustaining.-intffcst~ correcting errors; text-books-first use, manner
of uoring; connection of composition v.ith literature; development
of· ideas of p11rts of speech, of their accidents; development ot
rules; graphic representntion of relations of parts of speech in the
sentence; value and limitation of parsing, of oral analysis, of diagrams; relation of grammar to logic.
ORTHOGRAPHY AND WORD ANALYSIS.
The work of this department comprises the study of correct
representation of words by letters, correct utterance of words, the
formation of l\rords from roots and a.ffixes, 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 jJrOnounciation. 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 w;-ORK.

Forms of words; power of letters; accent; syllabication; capitalization; diacritical marks; roots and affixes-Latin, Greek,
·French, Italian, Spanish, ....i\.nglo-Saxon, 1niscellaneous; rules fc;>r

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.: spe!Iiug in the several grades of the comochool, manner of con<lucting it in each, time devoted to it
in each; the spelling reform~ use of. dictionary; analytic process;
rsyn1.he1.ic pro~cFis; use of the lalvs of memory; plans for awakening
rind i:-ustaining interest.
·

11ton-

RHETORIC.
The point of view kept in this brancli throughout is, that the
study of rhetoric is the eomtructive study of literature, and
ti;e examples adduced at every point aim to show the usages of the
-best Yvriters.
. . 'l'hc teaching of the subject has three special objects; first, to
impart something that "hall be recalled by spontaneous association,
ar,d found useful when the student enters upon his life work; second, to arousie a desire for sober accuracy in thought expression;

and, third, to enable him to see the truth for himself.
T!tis is anterior to and apart from the superintendence of the
.student's

l\7 0rk

il1 composition, as a practical knowledge is induced

lO

4RIZONA NORMAL SCHOOl,.

fully as much -J_,y crenting au impulse, ancl kindling a love for'!ite1·at.ure, us by criticising detai1s of composition.
'l\, <;nltivate observation, ease of expression, and regular hab.
its of ~ork; many_ th_emes will h0; ~ven, advancing by easy stepe
from snnple description to exposition .ancl to the construction of
urg:unent.

A text-hook:furnishes a basis of proce<lure, but discussion i•enc;nuraged on the part of the student, the aim being not merely
le• ground the student in a knowledge of the various principles,
but also, in each case, to base that knowledge on a practical philosopl1y, and to induce in Iris mind from the outset the habit of
thinking for himself and applying Iris thought to constructive and
eritjcal \\·ork.

...

-

TOPICS FOR STUDY IN ACADEMIC WORK.

Choice and use of words RS to purity, propriety, precision; the
sentence_; the parngraph; the theme; variety of expression in prose,
in poetry; figures of speech; style, its properties; kinds of discourse;
versification.
TOPICS FOR DISCUSSIOI\ IN METHODS.

]~elation of rhetoric to grammar, to literature; object of study
vf rheto11c; development of principles and formulation of rules;
application of principles; selection of illustrations; correction 0f
err•.,r; in students' style; use of text hook; supplementary work;

con1po$ition.

LITERATURE'fhe aim of instruction in this department is to direct and
as•ist the student to read appredatingly the masterpieces of the
great authors, to guide him rationally and sympathetically into
their thought and feeling, ancl assist him to profit by following the
thoughts of master minds. As aids to this, short dissertations on
the characteristics and phllosophy of style will be given, and a
"""iltant application of the principles of rhetoric will he reauired.
A few of the authors generally conceded to he fairly representative of the status of the literature of their respective times
will be characterized; the history of literature briefly sketched up
to the time of the author whose works are to he discussed; the
environment of the author considered, his influence upon litArature
brought out, his n1asterpieces characterized, and the studettt,. ao

far as possible, led to appreciate their beauties and excellenmes.
'l'his branch is to be studied in connection with hlstory.
TOPICS TO BE STUDIED IN ACADEMIC WORK.

Begiunings of English literature; effect of Norman conquest;
t>ttrly rriodern English; Renascence infl,uence; Italian influenc~;

ARIZONA NORMAL SCHOOL.

11

c.Jiaracteristics of Elizabethan age; Puritan influence; revival of
plilitry; chief characteristics of American literature; classic selections fu i>e studied critically-Chaucer's Canterbury Tales; Spencer's Faen? Queen, first book; Shakespeare's Julius Caesar, and
also Macbeth; lning's Sketch Book; selections from Bryant, Longfellow, Cooper, Emt!tson and Hawthorne.
TOPICS 'FOR DISCUSS~ON IN METHODS.

Selection of classics suitable for. several grades of common
school work nnd n1anner_of ptescntation in each; Characterization
aI!d criticism, oral, and in eSsay form; awakening interest; compar~

ison of styles; connection of literature and geography.
MATHEMATICS.
The work of this department is designed not so much to
make the stu<lent an expert computist and accountant as to give
him the power to reason vigorously, to enable him to proceed
lof,ically, and also to cultivate in him expression; not so much to
assist hiin to memorize facts of processe!!, as to give power to
grapple snccessfully with new difficulties by the application of
principles 1nastered.

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
aU mathematical drill, and thereby lessen the necessity of drill for
th•' sake of training only.
The student is required to acquire a thorough knowledge of
the processes, forms of expression, history all.d pedagogy of the
sc•eral subjects comprised in this department.

NUMBER AND ARITHME'l'IC.
· TOPiCS FOR STUDY IN ACADEMIC WORK.

P('rcentagc; ratio; proportio11; involution; evolution; mensuratinn; series; progressions; the application 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,
£.ui:h as c:ards, counters, and other devices, in teaching number, in

O.e..-duping the decimal system, in developing the fundamental
operations; the Grube method; which process, analysis or synthesis,
is fas!, manifested by the child; oral expressions of analysis; written
.expre~~ion of_, operations, form and variety of them; numbers to
k taught the first year, the second, the third; when text hooks
shall be first used, how; when fractions should be introduced;

12

ARIZONA NORMAL SCJIOOL.

when concrete lllllRber·e:rercises •hould"°" "Superseded bv abstract·
to what extent number may be correlated with other subjects'.
what relative time •hould be given to it; how accuracy may be ob'.
tai~ed, rapidity; to what extei1t drill for rapidity is profitable; the
logical order of presentation for each. topic of study, the pedagog1cal; .t~e best form of wntten expression :for each operation; when
defin1t1ons should be taught, rules, how; arrangement of topics in
text books; analysis, its logical forms of expression.

ALGEBRA.
TOPICS FOR STUDY IN ACADE:\IIC V\10RK.

Kotation Jnd Ueflnitions; funda1nental operations; factoring;
iractions; i:.]1nple equations; si1nultaneous equations; negative result~; involnt~on; evolution; theory of exponents; radicals; quadr::1.tic e<.l_uatio11~; nrithmetical series; geometrical series; proportion;
maxima ancl minima; inequalities; indeterminate equations;Horner\; n1ethot1 of appro:ximation.
TOPICS FOR nJSCUSSION IN :UETHons.

Suiiab]1~

illustrations of the significance and use of symbols
of opc:rntion, of relations, of quantities, of axio1ns; apt illustrationis
of the n1ca11ing of the terms, i:tddition, sl1btraction, coefficient, exponent: tn1il oi all other technical ter1ns need;· geometric and
graphi{! rcpre~~entation of the simpler expressions; _concise and convenient ftn·1ns for e:spressjons of operations and relations; significance of ir1:111s.f\lrmat.ions of equations; expression of formulae in
orul lungnage; ho\r to form an equatlon; interpretation of results;
utility and powe1· of algebraic investigations; history of algebra.

G.EOMETRY.
TOPICS FOR STUDY IN ACADEMIC WORK.

l~ogicc-n1nt1iernatica.l terms; geometrical concepts; straight
lines arid angles; triangles; quadTilatera.ls; other polygons; circles;
proportion; Jnc11suration of plane figures; similar plane figures;
origi·na'I de1nonstrations of theore1~s; planes; solids with plane surfaces; solids \l·ith eurved surfaces.
TOPICS 1''0R DISt:USSIO.N IN '.\IETHODS.

Basis of geometrical investigation, its value; illustration of
logico-mathematical tern1s, of geometrical concepts, formation of
them; fl)rms of deductive reasoning; stages in a demonstration;
practical- application of principles demonstrated; value of the
scolium; den1onstration by superpositon, by reductio ad absurdum,
by theory of limits, by method of exhaustion, their value and
interrelation, history of geometry.

ARIZONA NORMAL SCHOOL.

13

Tlw aim of this department is to give the st11dent a working
kn::nv-IeUgc of thP .f'nndamel}.tal principles of natural science, to

acquaint, him with systematic methods of scientific study and
original .invei;:tign.tion,. and to enable him to become fairly expert
in the construetion and handling of 8imple 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

le>;ons and the c·bservation lessons in the country and district
sc~ho~1ls

·
·
As. f,.. r.s praeticaole, the student performs his own experiments, and makes ms observations at first hand. Original
investigation, along proper lines; is- encouraged, extra facilities being furni,!.ed dien possible, and when time will permit.

BOTANY.
'fhc stucl)· cf botany is selected as the branch of natural
scfovce best adapted to cultivate the powers of observation in the
student and to form habits of orderly thought and ace11rate descripticm. Morn i1me is therefore devoted to this study than to
any othc1· branch of science. The course is chleflv devoted to a
laboratory study of specimens and material with a tlew of acquiring a working knowledge of the important facts and principles
underlying yegelahlc anatomy and physiology. Enough time is
gi''en to tl e stm1y of typical plants to enable the student to becorr.e famili:1r with the leading characters of the several sub·.
kingd<•J.:'S 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,
presentil>g fewer difficulties to the beginner, and because they furnish more material suitable for object lessons and nature-study
work in. tl1c primary and secondary schools. The aim is not to
cpniine ff,c work to any one division of the vegetable kingdom, but
to give a eonnected idea of the whole. 'l'he work is not limited to
a· siudy of le!"ms and definitions, nor to the acquiring of facility in
the mechanical handling of an artificial key, but the botanical
vooalmlary is •cquired by contact as the terms are needed in the
"Olk Stud•nts are, however, taught the purpose and use of a
n1anual or !lorEl. in identifying species, so that those who so desire
mny irnlcj1enclently pursue work in this line beyond the limits of
the school conrse.

The wotk begins in the early spring with a study of twigs and
buds, and proceeds step by step,with the advanceIIMfilt ··Of vege•
tation, through the various details of root, stem, leaf, flower an<i.
fruit. 'l'hen individual species are studied as they come into
tlower, each with a view to the illustration of the characters of some

14

ARIZONA NORAfAL SCHOOL.

order <1T (11her group, .or of some fundamehtal principle of plant
life.
Atleniinn i> paid to the economic value of plants and to the
effects of p_r~per ,,11 Jtivation, etc., an<l the student is encouraged
to make or1gmal •J'iservat10ns 11pon the mode of growth, time of
bloss~n:ii~g, fertj!Jzation and disorders of the common plan.ts of
tJ1 e vi cnni '"
Tho ~'Ia! I. Rive7 Valley and the surrounding region are rich in
int~·;·<·~tiug flora, and abound in material suited to the illustration
of the course 1,rese11ted.
TOPICS FOR STUDY JN ACADEMIC \\'ORK.

Buds and their arrangement; stems, their structure; the bark;
the '\V·ood; the cambium; different kinds of stems; special forms of
sten1s;

develop:!nent

of

bucl8;

roots;

the

]eaf,

dura-

tion, .irrangemcnt, parts, venation, outline, margin, and
division;
special
forms.
of · 1eaYes;
inflorescence; the
flower; the fruit
and seed; typical plants of the
vicinity ll111st1·ating characters of the principal orders of spermapl1ytes: ferns; 1no~ses; relatives of mo~sPs; fungi; outline of the
vegetahle ldngdo1n; methods of collecting and. preservlng specin1en;;;.
TOPICS FOR DISCUSSION IN 11IETHODS.

]'u1·po!"e of a1111 plans for nature study; value of plant lessons(a) f(•r1naliYe> vaiue, (b} content value; fl\vakening and sustaining
in1erest; cuh:.ivating -thf' pupi~'s po,vers of observation;. obtaining
sujtu b!e nuitf·rjal; graded lessons for common schools; time to be
allotted to study of plant life: work for different seasons and for
di.fferer.t localities; introduction and use of technica1 terms; cµltivation o.f aesthetic taste; apprecil"ltion of harn1ony of color, form;
prot:.·dn1·C:!_, yalut~ and Ji1nitation of representation by modeling a:p:d
pain.ring~ T1••e of tex.t book.
ZOOLOGY.

rrhc ,,·ork in this. branch comprises a laboratory study of types
of the n1ore important group~, _,upp!emented by discussions of funda1uental pri1H:ipies. The student is Jed to observe, and to glea;i
hi:- k:no\\·~edgc of the snliject fron1 the specimens before him. Hrs
not('s tl1 ns l>eeorue liis text hook, and he learns the value of careful.
precii,e and systeJJ.Hti:iu record of his observations. rrhe kn9wledgeof tl(c 1..ypi'S studi~c1 is expanded by references to standard work$
on ~~onlogy in the s,:.hool Hhra:ry.
.
lnstrnction i~ given in methoJs of collecting and preserv1ng
insects and t11e ::'.ki1;:-; an<~ sk:eletons of birds and n1ammals.
TOPICS !<'OR STL'DY IN ACADEMIC \VORK.

The ciell: the nwoeba; pointe of difference between plant life
an1l animal ]ife; Protozoa-type, r•aramoeciu1n and VorticeJla;

ARIZONA NORMAL SCHOOL.

15

Coelenterata--type, the coinmon star fish; Vermes--type, the
earih worm; Mollusca-type, the fresh-water mussel; Arthropodaty.Pc•, the erayfish, the lobster, the scorpion, the spider, the grasshopper; Y erieb<ata-type, the frog; a brief study of systematic
zoology wHh inh-oJcn·tiqn to the character and classification of
tho nati, e inser.ti;, llh els. and mammals of- Arizona.
TOPICS FOR DISCUSSION IN METHODS.

Kind ancl nncolmt of direction by teacher; graded lessons for
co1nJnon schools; procedure, value, and limitation of representatiun by drawing and painting; purpose of, procedure in presenting,
"nd time devote<l to nature study lessom in "the several grades of
common schools; use of text books.

PHYSIOLOGY.
The 'vork unde1· this head forms a continuation of the course

in zooldgy. The general notions obtained during the study of
comparative aniinal morphology are now discussed more in detail
in connection with human ana.to1ny and physiology.
The course is illustrated throughout by specimens, microscopic material, and by simple dissections upon small mammals,
as the cat and the mbbit.
TOPICS FOR STUDY IN ACADEMIC WORK.

Proximate principles; cell structure; tissues; anatomy; the
skeleton; the muscular system; cjrculation; respiration; nutrition;

digestion; the nervous system; the skin; foods, waste and repair;
hygiene; the care 0£ the body; effects of stimulants and narcotics;
the special senses; emergencies; :first aid to t:Jiein.jured; hemorrhage;
simple bandaging; poisons and their antidotes; disinfectants.
TOPICS FOR DISCUSSION IN METHODS.

Method of observing the form of organs and their structure;
illustrations of functions of organs; disqection of small animals
and omwings ancl description of parts dissectea; use and value of
blackboard dra\Vings; use of skeleton, manikin, casts, models; use

of text-books.
GEOLOGY.

This subject furnishes an abundant supply of material for
nature study, ancl is thu• especially valuable to the prospective
teacher.
The course is intendecl 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 oartlt'• surface.

16

ARIZONA NORMAL SCHOOL.

]field ""ork by the elass as a whole or in sections is a feature of
the course, excursions being made at intervals to the various .points
of geological intC'!rest in the vicinity.
TOPICS FOR STUDY IN ACADEMIC Vi'ORK.

1. Dynamical geology.
Atmospheric agencies; aqueous
agencies; organic agencies; igneous agencies.
2. Structural geology. General form and structure of the
earth; stratified rocks; unstratified or ig:q.eous rocks; metamorphic
rocks; strnctures con1mon to all rocks; denudation or general
erosion.
3. Historical geolog-y. General principles; Archaean system and Eozoic era; Paleozoic rocks and era; Mesozoic era; Cenozoic era; Pyschozoic era.
TOPICS FOR DISCUSSION IN 'METHODS.

Preparation and prcsentat.jon of s11bjcct matter for, 11nd time
devoted to nature stuay in the gra<les of the common schools;
illustrations by diagrams and dra,vings; use of charts, maps -and
pictures; nse of text-book an<l note-hook.

PHYSICS.
The aim of the work b physics is two-fold; first, to give the
student a knowle<lge of the theory of the constitution of matter
and of physic,j,l lR\YS governing its phenon1ena, and, second, to
acquaint him with the use of experimental methods in scientific
study and inYestigation.
The laboratory method is used, the student being required to
peI'form his 01vn experiments.
Practical instruction is given in the construction and handling of simple apparatus, and in the methods of making a systen1atic record of obseryations.
The series of laboratory experiments includes both qualitative
nnd quantitative ~·ork, anti is intended n.ot only to illustrate the
text-1Jook and class roon1 work, but also to develop rapidity, neatness and accuracy of rn.anipulation.
TOPICS FOR STUDY IN ACADEr.iIC \YORK.

rrhe properties of matter; the mechanics of solids; composi-

tion and .resolution of forces; l:nvs of motion; 'vork and energy;
gravitation.: accelerated motio_n; falling bodies; the pendulum;
sin1ple marhines; 111echan.ics of fluids; transmission of pressure;
pl'(·ssure due to gr11vity; baron1eter; air pump; Boyle's law; the
siphon; water p·:Jmps; speciiic gravity; heat; ther1nometer; conduction; radiation; mechanical eq_uivalent of heat; magnetism, its
nature and lalrs; Jnagnetism of the earth; electricity; static electricity; electric machines; electric currents, their effects and meas~

AR/ZONA NORMAL SCHOOL.

17

n1e1nent; iriduction; thP dynamo_; the electric light; the telegraph;
the te1eph0nt·; sound_; character of wave motion, transmission and
velocity; pitch; vibrntion, .of strings, in pipes; harmony and discord; light, its naturi::~, velocity, reflection, refraction; lenses; spectru1n; coloT; microscope; telescope; camera.
TOPICS FOR DISCUSSION IN METHODS.

Preparrttion:t presentation of, anc1 time llevQtcd to naturestudy lessons for th~ g-i·ades of c1)mmon schools; illu-strations of
the principle;; of the simplr la1ys of physical science; simple devices
for illustration; aid ancl direction fron1 teacher, kind of, amount
of; text-book, °"'hen and ho'\\-· used; note-book; use of representation, by drawing, by formula.

CHEMISTRY.
The e:onr~e in f'l1euristry is inten°led to be pursued in close
connection with that in physics. The student applies his knowledge of experimental iuethods to the study 0£ the laws of chemical
phenomena. Some attentjon is aevoted to practical chemical
problems req11iring math~~1natical computation. 'I'hree hours a
week are <levoted to laboratory work by the student.
TOPICS FOR STUDY IN ACADEMIC '"'ORK.

A stuilv o:f the laws of chemi~aJ action in f'6nnection with the
properties, felatior.s an(l eo1npounds of the more important elemf:nts; oxidation; co111bnstion; reduction; acids; bases; salts; reactions and their C'XpLcssion; a brief vie"" of organic chemistry,
'"ith special reference to the chemistry of comn1on Hfe; oils and
fats; action ·of soaps; cooking_: fermentation; alcohol; carbohydrates; conservation of matt8L anJ energy; 2_n introduction to the
qualitat~ve analysis of inorganic compnunds.
'fOl'ICS FOR STUDY IN 1'.1ETHODS.

1\.mount and kind of tlirectic1n i.Jy teacher in experimentation;
preparation ancl use of sintple appliances for illustration and investigation; selection of matter suitable to nature-study lessons in
the grades of the con1mon schools; use of text-book; use of notebook; value and use of repl·esentation, by dra\ving, by symbols, by
equations.

GEOGllAPHY.
ftcogrfiphy embrares oo wide a range of subjects that it li
found convenient to treat it under three heads, Physical, Mathematical, "nd Political.

18

ARIZONA NORMAL SCHOOL.

PHYSICAL GEOGRAPHY.
The course in Physical Geography is intended to give the
st;alenL a e1e::.r understanding of the l1istory and structure of the
earth, and the phenomena oc:curriug upon its surface. The stu ..
dent ohh1ins a hI"oad view· of the process of '',vorld making" and
the connection l\"ith it of each of the three great kingdoms, miner1d, vegetahle and animaL
'Ihe ain1 throughout is to enable the student, as a prospective

teacher, inteJligently to explain the facts of geography, and also
to furni~h n1aierial for interesting and valuable "-'Ork in the line
of naiure &lnds.
TOPICS FOR ST'CDY IN ACADEJ\-IIC \VORK.

Oeneral phenomena of the heavens, the solar system, the
Earth as a planet, its n1otion, its magnetism; structure of the
earth's l'rl<f'~, geological tilne, rocks, fossils; physiography, relief
of the earth, causes, their operation, COl'itl reefs and islands, volc:~nic pheno:rr..ena, earthquakes; springs, rivers and lakes, drainage;
o<x'au wat~rs, tides and currents.; the atmosphere; climate, its modif.eation, ~1rin<ls, storms, cyclones and tornadoes; precipitation;
glacier.:' and icebergs; atmospheric electricity; life upon the earth
~\a) plant life, structure, physiology and classification of plants,
gpographical distribution, economic value; (b) animal life, classific,1tion and distribution, co111rnercial value; the human family,
elassification~ types, races, people_. characteristics; mineral products~
di~tribution, 1nining methods, econo1nic value; geographical history of the United States, its physiography, coast line, drainage,
c: Linate, life and products.
TOPICS FOR DISCUSSION IN l\:l:ETHODS.

l)evelopmcnt of ideas of place, position, distance and direction; ideas and na1nes 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'\\'Il, of county,
of territory; ho\\' tu proceed fron1 ho1ne geography to state; value
of viYid det:icription and graphic representation; appeals to th.e
inuigination; presentation of study of the earth as a whole; subd1·
yif.,ion of the earth's surface-natural, artificial; use of text booktin1e of, extent of, manner of; map drawing-place of, value of,
n1anner of condt1cting; exhibition of proclucts-natural, artificial;
si1nple apparatus-construction, use; value of experiments; sand
and clay 1nodell'Z; use of n1aps, charts; graphic method of illustration as appllcrt to comparative ureas, 'vealth, industries, productions, te1nperature, rainfall; explanation of phenomena-day and
night, change of seasnn.s, 'reather; collection and use of specimens;
additional re:1dlng-kinil, a111ount; supplemetary material; out-

AIUZONA NORMAL SCHOOL.

19

lines; field observations; excurgions; original notes on geology,
geography and familiar weatheY phenomena.

POLITICAL GEOGRAPHY.
This stuily is i-reated as a part of history, and is pursued by
the student in close connection therewith. '!'he purpose of this
in•truction is to give the student a comprehensive view of the
earth's surface as suhdirideol by man, anoi the changes wrought in
developing its resources anoi utilizing its products to supply his
wants.
TOPICS FOR DISCUSSION IN ACADEMIC WORK.

Political divisions; boundaries of countries; means of travel.:
means of com1nunicaiion; corrtlllerce; inannfactures; government;
religion; occl1pations; productions-artificial, manufactured.
(Topics for discussion in methods are found in Physical Geography and
History lists.)

MA'fHEMATICAL GEOGRAPHY.
The purpose of in•truction 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 uelineating a portion of it by maps and
charts, and a general lmowledge 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; meridian'; latitude; longitude; polar circles; zones;
tropics; astronomical terms; equinoxes; solstices; twilight; boundaries of political divisions.
TOPICS FOR DISCUSSIC!N 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 developnicnt, furnish an inexhaustible supply of material

20

4RIZONA NORMAL SCHOOL.
1

for the exercise of mental aetivitv. '1 he 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 pursuel1 in connection with its more closely correlated
branches, geography and literatnre. 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 whirh 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; claims of the Northmen;
life and character of c~olnml1ns; discoveries and explorationsSpanish, l~nglish_, }'rench and Dutch; settlen1ents-time, place,
person, object, goYernrnent, gro'\vth, peculiar characteristics and
principal events of each; intercolonial '\vars-cause, time, participants, principal eyents of each; life in the colonies-religion, education, home, dress, customs, occupations, n1odes of travel, means
o.f communication; 1~evolntiona.ry V\1ar-eause, time, principal
events, principal actors, effects on the people, results to the nation;
the growth of the nation; the confe<leration; the constitution; the
first president.; territo1·y; acquisition. of territory; financial policy;
foreign policy; troubles ~·ith :France; troubles 'vith England;
troubles with the Barbary States; War of 1812; Mexican War;
ad1nis~ion of new States; inventions; progress in arts and sciences;
internal improrements; slavery; Civil \Var; political parties; labor
movements; Indiani;;:; Spanfr'h \Var_: general prosperity.
TOPICS FOR STUDY IN ACADEMIC WORK FOR ANCIENT HISTORY.

History defined and elassified; philosophy of history; aids to
h.i3tory; origin of nations; races of men; the world as }mown to the
ancients; India; China.; l~gypt; Chaldea; As~yria; Babylonia; the
Hebrews; the Phoenicians; the Persian :Empire; Greece-its geogmphy, its people, their religion, heroic age, early growth of Sparta
and Athens, the Peloponnesian '.Vars, Spartan supremacy, Theban
supremacy, li.faced.onian supremacy, architecture, sculpture, painting, literature, science, social life; Rome-the kingdom, the early
republic, Punic \\'nr:s, h1st yea.rs of the republic, the empire, de~
cline and fall of the en1pire, civilization, social life, architecture,
literature.
TOPICS FOR STUDY IN ACADEMIC WORK FOR :MEDIAEVAL HISTORY.

Migration of the 'l'eutonic tribes; conversion of the Barbarians; fu~ion of the Latlns and Teutons; Eastern Roman Empire;

ANIZONA NONMAL SCHOOL.

21

Saracens; Charlemagne; Northmen; use of Papal power; feudalism;
Norman conctuest of England; the Crusades; Papal supremacy;
growth of towns; city republics; revival of learning; growth of
nations and governments of Europe.
TOPICS FOR STUDY TN ACADEJ\IIC WORK FOR MODER:N HISTORY.

Reformation under Luther; the :English reformation and the
rrudors; ascendency of Spain; rist: of the Dutch Republic; Huguenot Wars; Thirty )""ears' War; ascendency of France; England under the Stuarts; rise of Russia; rise of Prussia; French Revolution;
Napoleon; Congress oi: Vienna; German freedom; liberation of
Italy; tendency of the B1~tish government; present state of European nations.
TOPICS FOR DISCUSSION IN :METHODS.

Correlation of hi~to·ry and geograph.y; correlation of history
and literature; selection of subject matter suited to the several
grades of common Rchool u•ork, and 1nethod of presentation in
each; use of fairy t11l1?s, Bible stories, stories o-f adventure, biographies; when first to use the text-hook, .hour to use it, use of historical novels, historicaJ poems, poems containing historical allusions; uRe of referenre hooks; historical essays "Tritten by pupils,
application and exemplification of use of la1vs for aiding the memory; appeals to the senRibilitie~, especially, in teaching patriotism;
use of historical cards, charts, maps, pictures, and topical outlines.

crvrr, GOVERNMENT.
In our country, where the people elect the law-n1akers, the
study of civics is a necessary part of the common-school curriculum.
The aim of .instruction in this branch is to f!ive the student such
a knowledge of the underlying principles and the workings of our
government as ~'ill 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 ACADE111IC ¥."ORK.

'I'o'vn and city governn1t:nt; objects of government; colonial
government; Continental Congress; Declaration of Independence;
Articles of Confederation; adoption of the Constitution, its
amendments, its preambles; the legislative <lepa.rtment of government; the Senate; the House of Representatives; the po,-rer of Congress; suffrage; restrictions upon the national government; the
executive department; the judicial department; foreign ministers;
foreign relations; Electoral Count biU.; taxation; public schools.

ARIZONA NORMAL SCHOOL.
TOPICS FOR DISCUSSION IN METHODS.

Use of diagrams and tabular outlines; use of reference books·
vaJue of memorizing; relation io. history.; c=lassification; analysis;

when taught; to what extent taught.

.

PENMANSHIP.
Since the art of representing script forms is closely allied to
thet of other graphic representation, penmanship and drawing
have been assigned to tlie same department of school work.
Students will be required 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; ..i\rabic figures; punctuation marks; spacing in words and ·sen~

tences; indentation of paragra.pl1s.~ Roman notation; signs and
symbols used in school wor]r and ordinary busine13;s.
TOPICS FOR DISCUSSION IN METHODS.

Method of teaching "Titing in grailes; styles of writing_.
vel'tical, semi-an,gular; running hand; value of movement drills,
of unison of movement, of analysis of forms; position; how to

obtain rapiility; place and value of blackboard writing; slate writing; age at which the child should begin to write; time ·given daily
to "'riting exercise.

DRAWING.
'l'his course comprises elementary ~·ork in each of the three

departments, Pictoriai, pertaining to the appearance of· objects;
Mathematical, pertaining to the facts of objects; and Decorative,
pertainin.g to ornamentation.

The work is designed to cultivate the faste of the student,
to stimulate his powers of observation of material things, to contribute to his pleasurable resources, and to enhance his teaching
po,ver.

The student is required to gain such a knowledge of drawing
as will enable him to make simple, free-l1and drawings of objects,
singly and in groups, rapidly and accurately, on the blackboard
and on paper; to make simple working dra\vings; and to design
orna1nental patterns for surfaces, borders, and center pieces.
TOPICS FOR STUDY IN ACADEMIC WORK.

Type forms, laws of perspective, light, shade, shadow, conventional forms ..

AJIJZONA NOJIMAL SCHOOL.

23

TOPICS FOR lHSCUSSION IN METHODS.

Eye training; pencil holding; position; materials; clay modeling; matter, kind, quantity ; time and n1ethod of presentation.

BOOKKJ>FPJNG.
Double-entry bookkeeping and its modifications to suit the
need3 of the various kinds of business, are c·arefully taught. 'rhe
theory and relation of don ble entry and single entry are fully
discusst tl. Business usage~ and the cornmon principles of com·
mrrcial ]a,r are also taught.
1

TOPICS FOR STUDY IN ACADEMIC \\'ORK.

Abbreviations; signs; ciassifi.cation of accounts; double entry;
day hook; journal: posting; closing 1e<lgcr; commercial forms; bill
books; invoice hook; shipn 1 enis; flC'CoEnt sales; partnership; joint
stock; farm accounts; balance sheet.
TOPICS FOR DISCUSSION IN METHODS.

Illustrntion of terms, of forms, of rulings, of day-book entries.
of journalizing, of posting, of cl0sing ledger.• of balance sheet, of
bill book, of order hook, of time account.
PHYSICAL EDUCATIOJ\i.
Physical vigor is believed to be essential to the best mental
effort. Hea.lth of body anrl nrind, grace of n1ovement and symmetry of forn1_. are best acquired and preserved by judicious exercise. '110 sef'nre this end, daily physica1 exercise, unller the supervi!:ion of a tuior, is required of every stndent. r.rhese drills consist of postures an<l movements c~lculated best to secure the objects
for '''hich they ~.re designed.
Marches and n1oven1ents are regulated by n1usic.
Th(~ students are giYen instruction in this branch to such an
extent and in' snch a manner that they will be able to carry for1vard this vtork successfully in theil' schools.
:MILITARY DRILL AND INSTRUCTION IN TACTICS.

l\uring thirty weeks of the school year instruction and drill
in niilitary tactics are .e:iven. Each n1ale student is required to
attain such proficiency as will enable him to comply with the proviFions of law in regaril to military instruction in the public
schools.

MUi:lIC.
Instruct.ion in this branch co1nprisef' vocal 1nusic only. Ite
aim is to give such a 11:n0\vleage of t11e elements o:f mn~ic, and such

24

ARIZONA NORMAL SCHOO.L.

pract~re i~ singing} as Virill enable the st-1:den~ to conduct singing
exercises in the common schools, and to inspire the pupils with 8
love for this refining and em1obling art.
TOPICS FOR STUDY.

'fheory c•f music necessary to reading songs in one, two, three
and four parts; scales, major ancl minor. their intervals and relations to each other; rythm; exercises for gaining control of the
breath in singing; voice culture to establish a bright, clear tone
in each uf the three registers; phrasing; musical style.

PSYCHOLOGY.
The course in this branch begin< the first quarter of the second year. It precedes the special instruction in methods of
tef!ching the several Lranehes comprised in the public school curriculum. It is designed to prepare the student to receive such
in>truction 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. Thi'
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 term•
p~~euliar to this ~cience, i.n order that they m~y express themselves
clearly as well as understand the discussion of methods based
upon it.
The work ')f the elementarv course deals with the elements
of psychology, comprising invesf.igation of the general Bature of
the 1nind, the basis of psychic life, stages of knowing, characteristics nnd contlitions of feeling, conditions and modes of conscious11Pss, and Plement.s of volition.
'fhc "'ork of the advanced course is a more comprehensive in·
\'estigation Rnd diF:cussion of the '"hole subject, and is intended
to give the student such a knowledge of the states, powers and
activities of the n1ind, their inter-relations and the laws governing
their gro,rth, as \\'ill enable hhn to pursue a rational course of procerlure in his professional vrork.
TOPICS FOR STUDY.

'I'hl' senses-cephalic and soniatie; nervous organisms; psycho-phy$ic$; con$cion~ne~s-its conditions, limits, facts and modes.;
in?1nediate kno,vledge- pereeption, self-perception, intuition;
n1eiliate kno\vJedge.• representation, lnemory, hnagination, thought;
fet•ling-en1otion .. desire; vo!ition-elements of, freedom of.
·

ARIZONA NORMAL SCHOOL.

25

LOGIC.
Logic, being a subordinate branch of psychology, is giver
considerable attention in this connection. Since teachers are e.xpected 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; di:tferentia; abstraction; generalization; proposition; al'gun1cnts; 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.

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

l'HILOSOPHY OF EDUCATION.
Education is conceded to be_ a science, \vhen considered in
reference to the fact that all school work can and should be based
on principles, rationally determined and accurately defined.
'l'he aim of this branch of study is to define the nature, aim
and limits, and the fundamental principles of .education; to dis·
cu•s the problems of physical, intellectual, and moral development
a11d training; to make each siudcnt a teacher who shall be able
logically to determine method in school work-one who will not
accept formula as method, hut shall he able to be governed by
method in ad opting formula.
The student will be constantly encouraged to test all conclu·
sions, now generally received, in regard to teaching, in the light of
the present lpiowledge 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.

General iclea of education-its ideal. nature, form, limits,
1tinds, means, agencies; pyschological epoChs; logical order; habit;
educational values of studies respectively; interest as an element

26

ARIZONA NORAfAL SCHOOL.

in the selection of studies; order of succession of studies; bµ.sis of
correJation o.f studies; relative time to be given to each study.

HISTORY OJ<' EDUCA'l'ION.

In a general sense, the history of education is the story of the
deveJopn~ent f)f the human race; but in this coursf
of stady, the term will be restricted to a brief sketch of the ancient
systems 0£ education; the schoo]s of mediae,·al and mod~rn tim~s;
a ,fody of the lives of the most noted educational reformers, and
the principles advocated hy them.: a comparison of the school sy,.
tems of the present time; a special study of the schools of somE
state of the union.
growth and

TOPICS FOR STUDY.

};ducational system--0f antiquity, of Greece, of Rome, of the
early Christians, of the shtecnth century; ;Jesuit schools; Comenius.: Pestalozzi; Froebel; origin of lay and national education; sys-

tems of education of the nineteenth century; rise and progress of
education in the United Stetes.
SCHOOL MAN AGEMEN'f.
Instruction in this branch is given mostly by lectures.

Thr

discussions cover the 'vhole field of organizing, governing and conducting prin1ary and gram1nar schools. Its aim is to develop
1-'1

8ystem of control that shall be in harmony with the principles set
forth bv the new education. and to make the student skillful in the
perforniance of the vadous duties of the school room, by plain,
practical and suggestive lessons, rather than by the presentation of
elaborate theories.
TOPICS FOR DISCUSSION.

Ele1nents of successful n1anagement; educational instrumentalities; school organization; school government; courses of study;
progran1t:.; study.: class n1a.nagement; recitation records; examina
ti1)ns; keeping records; reports; pron1otions; graduation; graded
schools; supervi8ion; conditions of educational progress.
4

1-fETHODS.

'I'he ohject of this course is to make the 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 11'ill he made the basis of the course.
] t 'vill he taken for granted that previous training has given
the P.tudent a. thoronghly "'e11 organized kno,vledge of the subject

.4.RIZONA NORJIAL SCIEOOL.

27

matter he is i:o teaeh, and accordingly, each subject will be dealt
¥.·ith only fron1 a ped:1gogical standpoint.
When the child is ;,tudying any suhJert, t"'O questions should
be kept in mind:

1st,

How do<>s he nat;irally reaet against this form of mental

a'Ctivitv?

?d, 'rl1at shonl(l '"e ain1 to arhieYe in his mental develop1nent by means of ihiR hrancl1 of stutl_y?
In order to an~\YCr the first questio1,, "'€ must study children.
In or<ler to ans1vcr th-e serond, \Ve must study the standardi::
of e1lucation as :=:et forth in .appr9-ved courses o{ st.udy and in
the \\Titin-gs of our leading .educator:;.
Therefore, each suhjed will first be studied in the light of
c11il<lren~s 1HttiYe interests, by means of the \Vritings of Hall, Barne~
i1nd othC'r great st11rl.ents in the realm of rhild-study.
In order to c1etern1i11e the nltin1::i.te aim of our teaching, a
caref-·11 ~tud_y "'iH be n1a<le of ihe demc1ndfl of the public as voiced
by the cour1<e::. oi :-tufly of the bc-.-:t school~ of our conn.try. These
""ill be co1nrared ·with the f:t-1ndard.s offered hy Herbert Spencer
.and oth~r le<"lding thinkers of our ti1ne.
_\.n atten1pt "·ill then be utade to determine the 1nost natural
gradr le1dln,2' fro1n the nati\·c intere!3tf' of the child to the dcmanrlt:
Qf socie(v. CHlLD STOO\'_

In arlt1ition to 1naking .a careful study of the literature oi
this snl.Jject, :-;tudies \\·ill also be 1nac1e h}'" the student-teachers upon
the children in the practice 8chool; this ""ill be done Vi'ith no pat·
ticular hope of doing work of much scientific \'aiuc, but to make
t11e students fan1_i1iar \Yith the methods of chilll-st.udy, to inculcate
a professional spirit, and to further the aim of t-he course in
1nct11ods.
])urin_g the fc"' nto1~tb3 the Jtra~tice E;chool has been organized
('areful ]Jotes haYe heen tnken upon the children':-:; plays, spontaneous and traflltlo11al, \Yhile their nntnral inclinations in drav;'ir.g, their reaf'tion to\n1rd col0r~ thf'ir iltfitnc1c to1vard punishn1ent!
and ot}.er i11tere~ting lines have been carefully observed and re·
portf. d to thf' ela:;:.s b)' different student!'.
1

PLANS AND DE\'ICES.

'J'he den1ands of this i.ni..portant feature of training \\'Ork ars
:net by' req11iri11g the student-tear.her to present to the instructor
n1 inetho<ls a c<:lref ,illy prepared plan for conducting each recitation heforf.• usi11g it in cla~s "·ork, and ngaiu by the criticisrn
of the v.ork of the stndent-tf acher front day to day by the instruc-tc.r in n~eth1H1s in thC' capacity of direc:tor 0°[ the sCho~l of practice.
1

28

ARIZONA NORMAL SCHOOL.

OBSJ>RVATION AND PRAC'fICE.
All students are required ta observe the illustrative lessons
given by the critic teacher, for the purpose of exemplifying the
applicatio11. of psychoiogical laws to n1ethods; to note the manner.
order, and steps of procedure; to discover the psychological prin:
c1ples upon which they are based; to outline plans for conducting
recitations; to criticise the plans and teachings 0£ other students;
to teach in the Practice School forty minutes a day for thirty
weeks.

The T'Urpose of this is to lead the student to correct methods·
to assi8t him in e-radicating lrls faults_; to cultivate in him tast~
ancl .discrimination in origiilality of procedure; to enlarge his con..

c<,pllon of the work.
TOPICS FOR STUDY,

School tactics; elements of governing po,v.er; class manage..
ment .: 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 resu]ts 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 perta.ining thereto; and should be able
to discuss intelligently the leading educational topics of the pres·
ent time.

Before graduation, every student is required to prepare

and present to the faculty a thesis on some educational topic ap·
proved by them.
SCHOllL OF PHAC'l'ICK
This department of the Normal School is now in successful
rrhe course 0£ study of this school comprises the usual
work of all the grac!es of the primary and the grammar school. It
is th€ aim of the faculty to place thie work on a rational, pedaoperation.

gcgical ·Lat>.is and adapt it to the cnvironrnent of the pupils.

'l'he "'ork done in the several grades of the School of Practico
by the students in the Normal Department, respectively, embraces
observation> supervision of school \Vork during study hours, and

teaching.

All work of the student-teacher is done under the su·

pc:rvisioll of a critic teacher.

ARIZONA NORMAL SCHOOL.

29

ADMISSION.
Candidates for admission to the :!'i/ormal Department must
posseES a fair knowledge of the academic branches of study re·
quired 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, "ill be admitted, without examination, to the classes be·
ginning the work of the first year of the course.
IJan<lidates for admission, hol<lin11: territorial or first !{r8d€
county certificates, will be admitted without examination to the
classeS pursuing the studies of the second semester of the first
year of the cour.;e.

Cl'rtificatcs of sfanding from an accredited high school ot
grammar school, evidencing the scholarship of a candidate for ad·
m.if.;sion, "·ill exempt the candidate from examination in the
branches so vouched for.

A l.imitecl. w1mber of pupils of school age will be admit.led 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 a1
that time, and u1Ro, at other times when the circumstances seem to
warrant 1t.

Candicl•tcs for aclmission, not fully qualified to enter the Normal Department, can always find classes suited to their advance
ment in the School of Practice, to which a limited number will he
admitted.
Candidates for admission to any department of the Normal
Sohool or School of Practice should provide themselves with cer
tificate; of scholarship from the teacher of the last school which
they attended. Snch certificates aid the faculty materially, in
assigning students to proper classes.

ADVANCED STANDil'\G.
. . Candi<lates for advanced standing will be given a final exammat10n on any subject comprised in the academic work of the
course, at such times as the faculty may be able to appoint.
'l'he 1.'erritorinl T.Tniversitv and the Los Angeles Normal
Sehool have nrrang·ed "'ith th{$ school for the mutual acceptance

of grades llnt.1 standing in scholarship of students. Similar arraiignnents will doubtlees be made with other schools of like grade_

30

ARIZONA NORMAL SCHOOL.

6tnuat Tnformatlon.
DESIGN.
'L'he legislative enactment providing· for the organization_ of
this school, also states the design and purpose of its establishment.
It is as follows:
(Chap. HI, Par. 2515, See. I, Code of Arizona.)
"'['hat a Normal School for the Territorv of Arizona is established
at 'l1empe in ~faricopa 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 th.at pertain to a good
common school education; also to give instruction in the mechanical arts and in husbandry and agricultural chemistry, in the fun~
damental laws of the United States_, and in what regards the rights
and duties of citizens~''
L.OCA'fION.

Tempe, the site of the school, is situated in the beautjful valley of the Salt Hiver, seven miles from the Capital. It has railc
road connection with the SoutJ1e1·n Pacific and Santa Fe systema.
by the Maricopa·and Phoenix and Salt River Valley R. R.
'fhe climate during the whole school year is ®lightful. The
school is in the midst o.f an intelligent and moral community, en•
gaged in farn1ing and fruit raising. Six cliu:rch societies hold
services in this city.
BUILDINGS AND GROUNDS".

The campus includes twenty acres; the north half is set
wiih shade anil ornamental trc•s and >hrn bs. On this part of the
campus tfte Tuuildings are situated ..
rrhe huildi11g heretofore used for school purposes, was erected
i:n J fi86, and is a one-story brick structure, seventy feet long and
sixty 'vide~ 'rith a t,ro:td ver:tnda entirely surro11nding it.
rrhe nc'r Normal School building has been occupied.one year.
It is a commodious strncture_,. 0ne. hundred thirty-six feet long,
eighty feet \\•iile, and three t:tories I1igh; the lff\Ver story is of brown
sandstone, the other t"'o of l'"ed pressed brick \Vith sandstone
trimmings. 'l"'his edifice i,3 beautiful in architectural design, con~
venicnt in arrangc1nent ttncl suhstanti.al in construction. Theset'.\'O buildings nre ample for the sf!liool at present.
LECTURES.

111 addition to the lectures given by the J!.,aculty, a serie~ of
·entertainments of a high order, n1ostJy lectures,. is arranged earbi

ARIZONA NORMAL SCHOOL.

vear.

31

They have been a· source of great profit and pleasure to the

~t~1dent::;.

'l'he frequent appearance of prominent people on the rostrunt
at the opening exercises, most of whom favor the students with
~hort, eloquent and instructive addresses, is a pleasant feature o:f
the school.

READING ROOM.
In this country '\'here the trend and successful management
of governrncntal a:ffnirs depend so n1uch on the intelligence of the
individual citizen, the advr111tage of a reading room for young men
an<l "'·on1en, especially those soon to heco1ne teachers, are not easily
overestin1atecl. In the reading room of thi::; institution will bP
f01md the better educational and literary periodicals, a few metropolitan dailies: and most of the '\Vfekly issues of the newspapers
of the territory.

DIPLOMAS.
In order to receiYe a dip101na, a student must have attained
the age of eighteen years, must have attended this institution at
least t\\·enty-tVi·o weeks, and must have pagscd a rigid examination
in all th" stuaies of the course. If it appears from the records of
examinations, daily recitations, and ..leportment, that the applicant
for graduation possesses the learning an(l qualifications necessary
to teach a good common school, sueh applicant shall receive a
diploma that will entitle the holder to teach a primary or a grammar school in any connty in this territory.

DISCIPLIJ\iK
Self government, guided by a st.riot regard for the rights of
others, and a delicate appreciation of the proprieties of one's environment, is the only kind 0£ government capable of developinl'
and fostering the conduct and cha-racter requisite to make the succes!'fnl teacher.
·
It is the purpose of this faculty to inculcate correct ideas 0•
conduc-t, to stimulate a healthy sentiment in regard to it, and io
make the students self-respectful, self-helpful, self-reliant and
self-go"\"en1ing. All students "'hose hest endeavors are not in
harmony with this purpose are dismissed from the school.

REGULATIONS.
Absence from anv reouired ~exercise must be accounted for

l>efor~ a student can

be perinitted to enter a succeeding recitation

32

4RIZONA NORMAL SCHOOL.

Students will not be permitted to take work outside of their
regular clasAes, 'rithout the express permission of the Principal.
fltndents will not be permitted to take studies out of their
regular order exeept by express permission of the Principal.
Students will he classified as first year students till they have
obtained one-third of the credits of the whole course; as second
y<?ar, two-thiras.
APPARA'l'US.
This school is provided with excellent apparatus for illustra-

ting the prinf'iples of the natural ~ciences taught. Additions will
be n1ade from tirne to ti1ne. as the advancement of science and the

needs of the school demand.
LIBRARY.
The librarv now contains more than seve:. hundred volumes,
covering the ne1ds of history, science, education and general liter~

ature.

Many of the Yalnable publications of the Smithsonian In-

stitute, a.s well as the reports of the Co1nmissioner of Education,

and statistical report< of the Interior Department, are found on
its shelves.

During the past year Appleton's Scientific Library, cqnsisting
of fifty volumes, Appleton's new edition of Johnson's Cyclopedia,
and also about one hundretl other Yolumes of especial interest to
the student-teachers in their work, !1ave been added to the library.
It is supplied with reference books sufficient for the most
urgent needs of the school. Large additions will be made to the
library during the coming year.

MUSEUM.

rrhe n1useum alrenrly contains many valuable pieces of archaeological relics, and a large number of interesting specimens of
anin1als, plants and minerals, characteri~tic of Arizona, such as
coppt•.r, silver~ gold and lend ores, native insects, birds, small ani-.
n1als and plants; in fact, a valuable nucleus of a museum of such
a \\·itle range of interesting specimens as Arizona alone can produce.
At its last annual meeting, the _l\.rizona .t\.ntiquarian Associ~­
tion placed in ihe custody of this school its collection of antiquarian relics.. inclucling the fine collection of Dr. J. Miller of
Prescott, worth about $300Q. This collection will he put in place

as soon as the Board of F ducation ean supply suitable cases for
the san:e.
J)uring the past f(nV years many friends of the institution
linYr contribnted \·nlnab!e articles. Their generosity and interest.

ARIZONA NORMAL SCHOOL.

33

in the museum a:re appreciated and hereby ackno\vledged. The
students have ta]\:eTI grPat interf'st in the museu1n and have con·tri.hnted much to its succesR.
(1ontribntions are solicited. Transportation on articles donated will be paid by the school. All packages should be addressed
"~rerritorial Normal School, Tempe, _.\rizona."

UTlrnARY SOCIETIES.
'L'here are three literary societies connected w;_th the school.

the Zetetic, the Respcrian and the Websterian.
.
'rhe public meeting• of the first two are held fortnightly, on
alternate Friday evenings, and of the last, every :Friday evening.
They are conducted :iccor<ling to par1iamentary usages, and are
designeil to acquaint their me1nbers with the custonis and practice~
of deliberative bodies. to give an impetus to literary investigation.
and to develop a talent for literary work, public speaking and ex·
temporaneoui:; iliscnssion. The members of the faculty are hon~
orary membeN of these societies. Students who creditably per·
form their duties a~ members of one of t.hese societies are excused
from a part of the regular rhetorical exercises of the school.

TEXT BOOKS.
In tlrn scholastic vear 1897-8 the text books named below
were used: Algebra, Wentworth's Complete; Arithmetic, Wbite'•
Complete, Wentworth aml Hill's High School; Botany, Mac·
bride's Lessons; Bookkeeping, Williams and Rogers'; Chemistry,
Williams' Introduction to Chemical Science; Civics, Andrew's:
EngU.h Literature, Kellogg's; Ethics, Peabody's; Geography, Po·
litical, Frye's; Geography, Physical, Appleton's; Geology, LeConte's; Geometry-, Wentworth's; GLamn1ar, Ma:xwelFs; Grammatical Analysis, Greene's; Hii:;tory, U. S., _Fiske's; History, Genera]
Meyer's; History of Education, Quick's; Orthography, Swinton's
Physiology. Brand's; Physics, Carhart and Chute's; Psychology,
Davis': Reader, Cu1nnock's; Rhetoric, Hill's; Word Analysis, Swin·
ton's; Zoology, Colton's.
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 alt others interested in ·supplying the schools of this Territory with well educated.
and properly trained teache1-., should recommend to this school
persons who desire to become teachers and \\·ho give promise of
usefulness in that profes.ion.

34

ARIZONA NORMAL SCHOOL.

ALUMNI.
It is confidently believed that all graduates of this school will
manifest a lively interest in its welfare. '!'heir influence on the
schools of the Territory is already plainly seen, and it will doubtless increase as they increase iii experience and numbers.
'fhe faculty desire to be informed of the success of the graduates and also to render t11em professional assistance, as far as
possible.

'l'HE ARIZONA NORMAL ALUMNI ASSOCIATION.
'rhis society, as its name indicates, is composed of graduates
of this Normal School. It holc1s two regular meetings each year,
and an annual banquet the next day after the commencement.
Its officers for 1897-8 "rere J... ee Gray, class of '91, President; Manie
Anderson, class of '93, Secretary. Its officers for 1898-9 are John.
Mets, class of '94, l'resi<lent; Bertha M. White, class of '96, Secretary; 'Afrs. t1ohn .Tohneon, class of '81, 'rreasurer.

TEACH:ERS' BUREAU.

The }'acuity do not wish to be lrnderstood as agreeing to furnish employment for their students upon graduation, but feel war1''anted in saying, that they have ma:D.y opportunities of recom-

mending teachers to g-ood positions, and that they are pleased to
do so, thereby rendering a service, mutually helpful to their stu·
· dents and to school officers desiring to employ teachers.
TO SCHOOL OJ<'J<'ICERS.

The Principal of this school, when requested, will take pleasure in furnishjng to school officers, accurate info1'ID.ation in· regsrd

to the fitness of students and alumni of this school to teach; als~,
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 dubs for much less. By hiring rooms and
doing thelr 01m cooking, students are able to make the cost of
living coiifOrhi closely to the expenditure which they desire to
make. It shou:Jd'M liorne in mind. m this connection that fruit,
garden vegetables and"other table supplies are much cheaper in

ARIZONA NORMAL SCHOOL.

35

this vicinity tho.n in any other part of the Territory. Little fuel
is needed. Roo111s can _be rented at a cost, per pupil, of from
twenty-five to fifty cents per week, provided that two persons
<>ccupy one room.
One of the Boarding Cluhs has furnished its members with
good board at $8.5(1 per month per capita; this includes t&b!e
supplies, expense of C•>ok, fuel, etc. The members have been supplied with good rooms at $1.25 apiece per month, where two
occupy one room, making a total for room, board, lights and fuel
of $9.75 a month for each stwlent.
The cost of books and •fationery ranges from $10 to $15 a
year.
An incidental fee of fifty cents a month is charged each
studenL
Examination paper, pens and ink are furnished the students
free of cost.
TUITION.
Tuition 18 free to all students who sign the declaration of in-

tention to teach in Arizona, ancl to those who obtain an appointment from a member of the legislature. All others are charged
$1.00 a month.
REDUCED RAILROAD RATES AND MISCET,LA.l'fEOUS
ITE~1S.

Half fare rates between their homes and Tempe, both ways.
are granted to students of the Normal School by all the railroad•
in the Territory, except the main line of the Santa Fe system,
rtmning across the northern part of the Territory. The new management of this line last fall rescinded the arrangement heretofore
existing. Students wishing to secure these rates, will receive the
necessary information in regard to obtaining them, b_y writing to
President McNaughton to that effect.
Students from the north will find three railroad trains and a
stage running daily from Phoenix to 'rempe; from the sonth, one
train daily from ~faricopa to 1'empe; from the east, two traing
daily from Mesa to Tempe.
·
Students, by calling on the Principal on their arrival at
Ternpe, will receive such information and aid in regard to securin~
rooms and board as he may be able to give them.
__

CORRESPONDENCR
All correspondence in regard to the management of tlie

school, expenses of living, conditions of admission, etc., and all
applications for catalogues and annow1cements should be addressed to
JAMES McNAUGHTON,
Tempe, Arizona.

36

ARIZONA 1VOR.A1AL SCHOOL .

.. .. " Register for 1$97·$ ......
GRADUATE STUDENT8.

f

Austin, May Alverta .................................................................. Phoenix
1

~~i;¥f i~~ie~~:? :~_:_: :_: :_: : _:_: :_: :_: : _: : : : : :_: : : :_:_:_: _: : _:_:_: _:_: : _: _:_: _: :.Ji~l!
Vanderhoof, 'Verner A ....................................................... Paoli, Kansas
Vlilsou, \.Valter Simon, •............................................................... Phoenix

UNDER-GRADUATE STUDENTS .
•.\bell, Edith Ilebecca ...........................•.......................................... l\.Iesa
.A..llison, Garnet Ione .................................................................. Glendale

~g~~1f~~:~~:~101~~~;;_:.:.:_:_::_ :_:_:_:_:_: _~: _:_:_:_:_:_:_:_: _:_: _:_: _:_·:_:_:_:_: _:_:~: _:._: _: :_: : :_:Ji¥.E
Bellamy, \\.'orth Thomas ............................................................... Tempc
Bosbyshell, Mary Cecelia ................................................ Los Angeles, Cal
Brady, Lulu .................................................................................... Mesa
Brady, Rachael ......................................•....................................... Mesa
Bullock, Veda ................................................................................. ~esa
Cartledge, Crantz ......................................................... , ............... Tempe
Cave, Anna Elizabeth .............................................................. Tempe
Chapman, Stella Elizabeth .............................................. \.Vichita, Kansas
Clark, Nella E ............................................................................... Mesa
Clark, ~laud Rebecca ...................................................................... ::\-Iesa
Chilson, Irene Thelma_ ................................................................ Payson
Cohn, Flora Nathalia .................................................................. Phoenix
Collins, Guy Custer ...................................................................... Tempe
Cosner, Elizabeth ......................................................................... Tempe
Cosner, Carrie Belle ...................................................................... Tempe
Cox, Fannie Bernard ................................................................ Ash Fork
Crowther, Leon Arlie .......................................... :\Iechanicsville, Vermont
Cun1mings, Hattie Belle ............................................................... Tenipe

~~:~~~glii~~~~~.~~~~~~~-~:·:.·::.·:.·.·.·.·······-.·.·_·:::.·:.·.·:::.-.·.·:.·:.·.·:::::.·.·:. .-.·.-.·:.·.·::::.~~~~
Curno\\-·, Murray ........................................................................... Mesa
Darlington, Harold ~rinton ............................................................. ~lesa
Davis, Henry \Villard ..................................................................... Lehi
Davis, Charles 'Thomas..................................................................... Lehi
Davis, Alt11a 1\.forgan ........................................................................ Lehi
Drew, Arthur \\Theeler .................................................................. Tempe
Duncan, Robert Obarr. .............................................................. Phot:nix

~~~:;d;,rs~~e~i u·~~:id ·::.·:: .·::. . :::: :::::: ::: :::: ::: ::.·.·: :.· ::: .·.·:: :.- .·:::: :::::::: :::::1:~;:

England, Elizabeth \Varren .......................................... Knoxville, Illinois
Fisher. Ine~ Beatrice ..................................................................... Tempe
Flu1nn1erfelt, Elijah Jenkins .......................................................... Tempe

g:~~~t~,0;i~t~~0L:~i~~d~· ". ·. ·. ·. ·. ". ·. '. ·. ·. ·. ·. ". ". ·. '. ·. '. '. ·. ". '. ·.-.·. ". _._._ '. ·. '.'. '. '. '. '. ". '. ·. ·. ". '. ". ". ·. ".: ._._._ ".: :-. ·_ '. '.'. ·. ·. 'i;~~:y:

Gibson, Cretie ............................................................................... Lehi
Gooihvin, Garfield Abram ............................................................. Tempe
Greer, Anna T ............................................................................. Concho

?i:~~~<-~i~~:~ieh~~-~~.::: .": .· .' _" .": :::.': .' .'.': .'::::: ." .': ." .': .':: .':: _" ." ." .':.' .": :: ::_" .' .· .' .' .' .' .': .' .' :::·ir~~~~t~

ARIZONA NORMAL SCHOOL.

3i

Haigler, Charles Alvin .................................................................. Tempe
Hall, Alice May .....................•.................................................. Congress

Hall, Clara.............................................................................. Congress
Hanna, Una Belle ........................................................................ Tempe
Hartsfield, Lena Pearl ................................................................ Big Bug
Hastings, Joseph W ........................................................... Grafton, Utah
Hauxhurst, Ella Leota ................................................................ Phoenix
Hayden, Sallie Davis ................................................................•... Tempe
Hedgpeth, Elizabeth India .......................................................... Phoenix
Hedgpeth, William Caples ....................................................•...... Phoenix.
Hendrix, Harry Garland ............................................................... Tempe
Hicks, Benjamin Edward ............................................................... Globe
Hicks, Lelia .................................................................................._ Glo.be
Hill, John Wesley .............................................. Garden Grove, CalifQrllia_
Holliday, Dora Verdelle .................................................................. i\teSa
Holmes, John Garnett ..........................•.................•.. Shelbyville, ~fssS>,ufi
Hornbeck, Charles........................................................................ ,J.lri:esa
Hough, Bessie Belle ............................................................ , . .-:.~ .... Tetn_pe
House, Ora Leigh .......................................................... LamJ>asas, T_~'xas_
Huffer, Irene Clara ...•....................................•••••................ ~-1 •••••••••• 1'0,nt~
Hughes, Margaret. ............................................................. FiµIer, ~8.nsas

lt(~~ii\-\;;;;-;;:-;-;f1"1"iti
Listebarger, Ina Lucinda ......................... ::... .-.: .............................. Tentpe

g;a~.~~~7~J~r~;s~'.~:~:;:::.:;:;;::;:%::;;:~:H/T.:.~~:i:::::.:::::::L::.~~l~E

Maxwell, Olive ]ennie ....... :::....... :::.. :::::.... ::.. San Louis Obispo, California
Mazon, Manuel. ................. ::: ............ :: ..... :: ..·: .. Altar City, Sonora, Mexico
McGrew, John Wesley ....... ;;,: ... : ....... : .. ::....................................... Tempe
McKee, Florence Atrg~tin:e .. ::: .... :.·:;:·;;:: ..................... Santa Ana, California
McQueen, Donald ··Thomas;; ............................................................ Mesa
Melton, Julia Ellen .. .-:: .... :::... ;;;: .. :; .............................••................. Tempe
Miller, Albert·james«;;;;;._; ... ;:;;,.:.: ................................................. Tempe

Bi~! !-;!!!!-;;5;c;;;;:~-0i;l;:j~
0

a=nh,et,· !{~a Antoinette ...............................................................Tempe

tat!~, rlitlo Haystradt ............................................................... Tetnpe

~=~~:: ~~b!1!~~~~::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

~. Charlotte Elizabeth ............................................................ Cordes

P'erry, Minnie Adeline .................................................................. Cordes
Peyton, Emma Helle .................................................................. Florence
Phelps, Joseph ................................................................................ Mesa
Pickering, James Wilkinson ......................................... Hopson, Kentucky
Pomeroy, Enitna Charlotte ............................................................... Mesa
Power, Arthur Lisle ........................................................................ Mesa

.4RJZONA NOR1lfAL SCHOOL.

38

Po"'·er. James Oliver ........................................................................ Uesa
Price, \Villiam Riclimond ......................................................... -.Phoenix

~:~~~~~:~£~~:~:_:

: : : : :_::o: _:::::::_:: _:::::_:::::::::: _: :_ -:::_.:::-::: _:::::_::_.::_:_:~~~:E

Richmond, Forest Leon .............................................................. Phoenix
Richmond, l\.Iadge ............................................................. ·····- Phoenix
Rigdon, Pearl. ..................................... ··~·· ................................. Glendale
Riggs, .'\deline Aurilla ................................................................• Conch()
Riggs, Barney Kemp...........
. .............................. \Villcox
Richards, J oscph \V .................................................................. Holbrook

~~~!~~~;;~~·:·1i";~):·~~-i~i~::::::::::::::::::.·.·.·:::::::::::::::.·::::::::::::::::::::::::::.~~~=
1
~::a~~: ~;;r~ ·i·;~~~:::: ::: ::::: ::::::: :::::: :::::::::·::::::::.·::::::.·:::.·:::.:::: ::.:: :::·.~~~~h1
0
~h~~I~1l. ~~~~~·):··p;~·d ............. :::::::::::::::::::::::::::::::::::::::::::::::::::::.:i::~~
1
~~~:!~!: 1Jla:a~~~ ~~'. '.~~::::
~~l1JiT
:: :::::::::::: :::::.· ::::: :::::: :::: ::: ::: :: :::.:::: :: : : : : : ::

Sirrine, Serretta .............................................................................. l\lesa
Standage,
l\1csa
Standage, Orrin Lewis..........
. .......................................... Mesa
Standage, 1\Iarion Armenia .............................................................. l\Iesa
Stanford~ RoHa Cleme11t ............................................ _., ................... Phoenix
Stauffer, Charles Albert. .............................................................................. Glendale

Orpha Caroline .................................................................

~~:~~r~;t&~:n ~e:~:~~:~·::::·.~:-.'.'.'.'::·:::·:::·:::·.-~:·:::·:::·:::::·:::·.-:~:::·::::·::·:::·.·:::~~~':~~

.Frances .................................................................

Stewart, Edith
Te1npe
Stewart, Helen Marion .................................................................. Ten1pe
Stewart, Albert J,esJie ..................................................................... ::\Iesa
S"'·eeney, 1\Iary Louise ................................................................... Yuma
Swiggett, Ida Vilarren ................................................................. Phoenix:
Temple, Ida \Vheatley, ................................................................. Benson
Tucker, Ruby Maybelle ................................................................. Ten1pe
Henry RaJ·mond ............................................................ Tenipe
Tabitha Elenor... -.....................
. ................................. l\lesa.

Trussler,
Turman,

~~~~~;,nAt~~i~fal~:.-.:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::.~:::.:~~':~~
\.Valker, Levi ................ --.... - .......... -······---············-···--··················-·········· Tempe
\Vallace, Jan1es Quin
...................
..:\1esa
\Vallace,
1\lelvina
..... l\1esa
Warren, \Villis John.................
..................
Phoenix
Vi' ebb, Lila Grace...
. ...... Cline
\Vheeler, Lois Ada
.........................
........ Tempe
\Vestover, Clarence.............................................
..... l\lesa
\Vhite, \Teronica Janet
Phocniic:
\Vhitehead, Clayton Legrand..
..... l\'lesa
\\'"ilbur, Ethel May..
..l\1esa
\Vilbnr, \Valter Hoy .
..l\[esa
\\Tilson, Clara..
. .......... Ten112e
\Vilson, Donna Gertrude...
.........Phoenix
\Vindcs, Peter Northrup.
Cottonwood
\Vingar, I.ulu Belle...
. ......................".'.': ......_.. Tempe
\Vingfield, R 0 hert \\T...
..Camp \Te:r<le
\Vise, Frank.........
...Jo.Iesa.
\Voolf,
Tetnpe
\.\'oolf, Jan1es Oscar
...... Tempe

Mary

Detnara.

\Villiam Henry

..............................

........

..........

ARIZONA NORMAL SCHOOL.

39

Jllumnl Regf$ter.
CLASS OF 1887.
Etta Bromell ................................. Taught three years ..... .
............ Tempe,
(Mrs. John Johnson)
Georgia Holmesley, .......................Taught eight years .................. .
. ..... Tempe,
......... Prescott,
...... Phoenix,
(Capt. 1st United States Volunteer Cavalry)
Gertrude Pomeroy!
....... Taught five years ........... .

fa~:sA~~r~rlf~·t;;ck·:::::::::::::::::::.·::.:~~~ih~dt:~·:;;~~~-~::::.·:::::.·.·.

Arizona
Arizona
Arizona
Arizona

CLASS OF 1888.
Kate Cummings ............................Taught two years ..... .
(Mrs. Fisher Bailey)
Martha Sears t ............................. Taught five years ...... .
Henry Q Robertson .....................Taught five years ....... .

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

CLASS OF 1890.
Nanna Brown ............................... Taught Three years.
..........Tempe, Arizona
(Mrs. Johu Knight)
Williamson Valley, Arizona
Lena Coughran ............................Taught one year.
(Mrs. J.M. Sears)
Russel \Vhite" .............................. Ensign U S. Navy ........................... ..

CI,ASS OF 1891.
Lee Gray, LL. B. Yale '93,.'.............. Attorney .................. .
Josephine Frankenberg ............... Taught five years....... .

......... Phoenix, Arizona
. ..... Tempe, Arizona

CLASS OF 1892.

CLASS OF 1893
Manie Anderson ............................. Taught four years....................

... Gila Bend, Arizona

~~~\i1!if~~~-:.:::::.-:::.".::.::·.:::::::~:::::T~~gbt·fi·~~·:;;~~~~:::::.:::::::::::::: ::::::::::::Ph~~~;~-.--A~-i~~~~
Lida Rembert....................
Mary Wingar......
Chas. C. Woolf..............
(LL. B. Univ. Colo.)

....Taught one year......
... Taught five years.........
. .... Attorney.........

..Los Angeles, California
. ..... Tempe, Arizona
. ......Tempe, Arizona

CLASS OF 1894.
Myrtle Aplin .................................Taught one year ....... .
.... .East Highlands, California
Joseph T. Birchett .........................Taught one year ...... ..
...... Tem:pe, Arizona
. .. Taught four years .... .
.... Phoenix, Arizoua
Add1ne Bury..........................
Nettie Clay .................................... Taught one year ...... .
........ Tempe, Arizona
(Mrs. Ashby Hawes)
Agnes Dobbie ................................ Taught four years .... .
...... Goldfield, Arizona
(Mrs. J. D. Loper)
Allie Gray ...................................... Taught four years............
......Phoenix, Arizona
Leroy F. Hill .................................. Sec'y Tempe Canal co......................... Tempe, Arizona
Mary E. McNeil ............................ Taught four years....
···.·.·.·.·.·.·.·.·.·.··.T
..
~:·, AAo,!; on aa
Johu Metz .................................... Taught four years.............
"..__...
• ~0 0
Blanche Newell.....
.. ... Taught four years.
.. ................... Mesa, Arizona
Rosina Pomeroy....
. Taught four years ......................... Mes?., Arizona
Ella Saunders ................................. Taught two years.
. .......... Paysou, Arizona
(Mrs. Corydo11 Taylor)
Anna R. Stewart ............................. Taught four years ................................Tempe, Arizona
Ida W. Woolf.....................
. ......Taught three years ..
. ........................Tempe, Arizona

;m,..

! Deceased. * Recei'1red certificate of course finished.

40

ARIZONA NOR1lfAL SCHOOL

CLASS OF 1895.
Miria1n

Ande~s~n ............................. Taught

two years....................... I,os Angeles, California

(Mrs. M1nan1 Anderson Davenport)

111-~f'.;;{_1t1:;-!~=0;~;~11

E. Stanley Windes ............................ Taught three years .......................Cottonwood, Arizona

CLASS OF 1896.
J. Lawrence Abell.......

. ......... Taught one year......
., .. ..... . .. .... Mesa, Arizona
Nellie E. Culver ............................. Taught two years............. . ................Tenipe, Arizona
Don J. Frankenburg ....................... Taught one year ...................................Tempe, Arizona
Roy Frankenberg ......................................................................................... Ten1pe, Arizona
Nott E. Guild.. .. ........................... Student, Uni\·ersity of Arizona ........... Willcox, Arizona
Florence G. Hanna..........
.. .....Taught four years ......................... Tt:mpe Arizona
Carl T. Hayden...................
Student, Stanford University ........... Tempe, Anzona
Jane M. Hedgpeth ...........................Taught one year
......................... Phoenix, Arizona
Lewis P. Hedgpeth ........................... Taught one year .............................. Phoenix, Arizo1111
Georgia A. Hendrix ......................... Taught one year...
........ , .............. Tempe, Arizona
Amiua W. McNaughton, A. B., Stanford '98......................
.. .............. Tempe, Arizona
Deborah I. Morris......................... ..................
.............. Jerome, Arizona
(l\lrs. Doane Merrill)
Julia R Nichols .............................. Taught one year........ .
............... Tempe, Arizona
Bertha M:. White ............................. Taught two ye_ars.... .
. ................Tempe, Arizona

CLASS OF 1897.
r.ray A. Austin ................................ Taught one year ................................ Phoenix, Arizona
Julius G. Hausen. .......................
. ................
.. ................ Los Angeles, California
Adele Hauxhurst ....................................................................................... Phoenix, Arizona
May C. Huffer .................................. Taught one year..................................... Tonto, Arizona
Jane P. Martin .................................Taught one year .................................... Ten1pe, Arizona
(Mrs. Verner A. Vanderhoof)
Auna M. Miller. ...............................Taught one year ................................... Tempe, Arizona

~~~~! tt·~;:!~~::-.::::::::::::::::::::::::::::'.~~~~~.~.~~~.:.~~~::::::".'.".::::::::::::::::::::::::P~~:f~: !~f:::

J. Oscar Mullen ............................... Taught one year .................................... Tempe,
(1st U.S. Volunteer Cavalry)
Ada M. Peyton ................................Taught one year ................................. Florence,
Mary C. Robinson.....
..Taught one year. ...................................... Mesa,
Lucy l\I. Schwarz ............................ Taught one year ....................................... Lehi,
Addie Sirrine ... , ............................Taught one year ....................................... Mesa,

...

Arizona

Arizona
Arizona
Arizona
Arizona

~e:~~~ ~:~~~~~~~~~::::::::::".::::: Taught one.~~~~:::::.::::·:::::::::::::::::::::.:·p~~~f~; !g~~::
Alice B. \Vindes .............................. 'l'au·g·h·i-:·c;;;e year. ......................... Cottonwood, Arizona
CLASS OF 1898.
Edlth R. Abell.....................
....................
..: ...................••. Mesa, Arizona
Mary C. Bosbyshell
............................................... Los Angeles, California
Flora N. Cohn....................
.. ............................................. Bisbee, Arizona
Elizabeth W. England ............................................................................. Knoxville, Illinois
Louie V. Gage.....................
. ....................................................Tempe_ Arizona

Y."~:si~a~i1i:·::::::::::::::::.:::::::::::::::::::: ::::".·:.".·::::.".·:.·::::::::::::::::::.-.:·::.:G~raeii·G~~;~cati?~;~!
(Sergt. lst U.S. Volunteer Ca.a.try)
Olive J. Maxwell... .........................
Florence A. McKee..............................

t

. .............................San Louis Obispo, California
.. ................................... Santa Ana, California

~~l
~~~~::::.::_:::::::.:::::·:::::::::::::-::::::::_:.:::::::::·:·:::::::::.::::::·.·::.:::::::·:.::::::::::·:::.~f~1~E; tE:~::
Charlotte E. Perry ...................................-......................................................Cordes, Arizona
(Mrs. Ho111er Redden)
William R. Price ......................................................................................... Phoenix, Arizona
Clyde A; Stewart
........................
.. ................... Tempe, Ariz'lna

~:;~~:k~t.~Th~~~~~.:·::::.·:::::::::::.-.:········.:-.·::.:·.:·::.·.:·:::.:·:.·::.-.:::::-.:-.·.:·::.::·::.:-.·::::.:·::::~.~.~~~: ~~!b::