N 0 R II A L

SCHOOL

OF ARIZONA

1899-1900

ANNUAL CATALOGUE
OF

'fHE NORM.AL SCHOOL OF ARIZONA
/).T

TEMPE, ARIZONA

l!'or the Year of
1899-1900

~OUNCI!MliNTS

FOR 1899-1900

- l. -

CALENDAR FOR 1899-1900

The school year is divided into two semesters of twenty weeks each. Each semester is
divided into two terms of ten weeks each.
1899
First semester begins. • • • • • September 4
Entrance examinations and registration. • •
• • • • • . • • • • • • • September 4-5
First Quarter ends • •
• November 10
iilecond Quarter begins . • • • • •
November 13
Thanksgiving vacation. •
November30
Holiday vacation begins.
December 23
1900
Holiday vacation ends. • •
.January
First Semester ends. •
•
.January
Second Semester begins
•
.January
Washington's Birthday Vacation
.February
Third Quarter ends • •
April
Fourth Quarter begins. • • •
• • April
Memorial Day • • • • • • • •
!>lay
Anniversary and Commencement Exercises ••

1
26
29
22
5
9
30

• • • • • • • • • June 10, 11, 13, 14 .

- 2 -

BOARD OF EDUCATION

Members Ex Officio
HON. T. W. PJl}.4BERTON, Territorial Treasurer,
President and Treasurer, Phoenix.
HON. R. L. LONG, SUperintendent of Public
Instruction, Phoenix.
Members by Appointment
HON •. A. A. DUTTON, Flagstaff
MAJOR JAS. H. MCCLINTOCK, Secretary, Phoenix
HON. T. E. POLLACK, Flagstaff
Official Board of Visitors
DR. CHAS. H. JONES, Tempe
HON. WILLIAM NEWELL, Mesa
VJlS. W. H. STILLWELL, Phoenix

- 3 -

FACULTY

u- 7~
/D

0 /

!7)

cr0
'<

JAMES MCNAUGHTON, A. M. Ph. D., President
Psychology, Pedagogy and Mathematics
MARGARET GRAHAM HOOD, Director of Practice
School
Methods
FRJINCES H. BURY

Geography, Grammar and Music

EUGJ!NE M. WESCOTT, A. B.
History and Literature

HARRIE!' MORTON, A. B.
Penmanship and Drawing
JOSEPH E. BRJ\ND
Natural Sciences

- 4 -

ANNOUNCEMJiNT

AUGUST, 1899

Since the issuing of the last Catalogue
of the Normal School of Arizona at Tempe
some very important changes have taken
place, which will re~uire explanation.

THE FACULTY

For the year beginning September 4, 1899,
the faculty will be as follows:
JOSEPH WARREN SMITH, A. M., President
Psychology, Pedagogy and History
of Education

FRED M. IRISH, B. S.
Natural Sciences
WILL S. TIPTON, B. L.
Mathematica end History

KATHERINE ADAMS
Literature, Grammar and Drawing
JESSIE SMITH, B. L.
Elocution, Reading and English

- 5 -

COURSE OF STUDY

At its meeting in July, 1899, the Normal
School Board passed & resolution increasing
the requirements for graduation by the equivalant of one year's work. This increase, it
was understood, should consist in an expansion of the work in the elementary branches,
English and science, the requirements in the
letter, in all cases, to be doubled. With
this in view the Board has provided for a
two years sub-norW>l "1ld a three years normal course, the former being devoted more
especially to academic, end the letter to
professional and scientific instruction.
A synopsis of this new course is in the h2nds
of the printer, nnd will be sent to ,,ny one
upon applice.tion to the principal. The subnormal course is intended to correspond to
the 8th and 9th grades of the public schools.
A charge of $20.00 per annum is made for
tuition in the Sub-Normal course--$5.QO of
which shall be paid quarterly· in advance.

THE PRACTICE SCHOOL
With a view to concentrating the energies
of the Faculty for the present, in bringing
the academic Nork to a higher state of perfection the Board has thought best to discontinue
'the practice school for one year di th the
understanding thl'it it shall be resumed in
September, 1900. As no one will be graduated from the Normal who hes not h11d the
practical nnd theoretical experience to be
gained only through its practice school, it
follows that there will be no graduating
class in June, 1900.

- 6 -

CREDITS FROM OTHER SCHOOLS
A normal school diploma is a license to
teach, and as such is an ~rticle of value to
the holder. It is a certificate from the
faculty which says to school officers thet
they can rely upon the possession by the
holder of sufficient knowledge, both academic
and professional, to warrant them in employing
the applicant. as a teacher in any of the common schools under their charge. The rules of
the Arizona Normal Sch®l do not permit the
granting of a diploma to one who has not received professional instruction at the hands
of its own teachers. As to academic knowledge also, it is clearly the intent that the
faculty shall satisfy themselves by personal
examination that the a.pplicfll'.lt is qualified
to teach in each subject of the prescribed
course. This knowledge can, perhaps, when the
Credit Comes from a normal school in another
state be assumed; but when the credit comes
from a school which does not profess to hc.ve
for its aim the training of teachers, the
case is upon a different footing. No doubt
the knowledge gained in these non-professional
schools will be of great assistance. to the.
pupil in the normal school, but it is only in
exceptional instances end when 'm arrangement
has been made beforehand with the authorities
of the Normal, that such cr,,,di ts will be
allowed to excuse the pupil entirely from a
corresponding class in the Normal.

- 7 -

FURTHER INFOIJ.iATION.
The Normal Board realizes that the changes
in the course 01" stuay as hereinbefore outlined
are very im.portant and that some of them may
apparently work to the temporary disaavantage
of a few individual pupils. l•hlle this is a
matter of regret, still the Board is fully
convinced that these changes are neces0ary to
enable the Normal School to :fully accomplish
the purpose for which is was established by
the Legislature. The Board has exercised
great care in the selection of the nev; corps of
instructors and it confidently relies upon
the support of the patrons, of the graduates
and of the friends of education throughout the
Territory. Further information can be obtained
addressing the Principal at Tempe, or by calling
upon him at his office in the Norual School,
where he can be found from 2 to 4 o' clock from
now until the opening of the sc hool, September
4, 1899.

- 8 -

NORMAL DEPARMENT.

COURSES OF STlJDY.
It is the purpose of the high school and the
college to impart instruction in the various
branches of useful knowledge; but of the normal
school, not only to give instruction in the
various branches, but also in the processes by
which the mind acquires knowledge and power, and
in the pedagogical procedure based thereon.
The elementary course of study, compr1s1ng
academic and professional work, requires three
years for its completion.
The advanced course of study, compri&ing the
same professional work as the elementary course,
and a greater amount of academic work, requires
four years for its completion.
The tabulated "Outline of the Elementary Course
of Study" indicates the subjects to be pursued,
their order of arrangement, and the time allotted
to each in that course. The "Analyeis of the
Courses of Study" indicates their aim and scope.

- 9 -

OUTLINE OF THE ELEMENTARY COURSE OF STUDY.

FIRST Yl!JlR, FIRST SEMESTER
FIRST QUARTER.
Arithmetic.
.Crawing
Zoology
Grammar
Orthography
Penmanship.
•
Reading,.
•

. ..

. .

.5

SECOND >iUARTER.
Arithmetic.

.2

Drav1ing ..

..

.
..

.5 Zoology.
.5 Grammar.
.1
.2
.2

Orthography.
Penmanship
Reading

.

.,,
c

.2

.5

• .,"

.1

.2

."'
A

FIRST YEAR, SECOND SE!LESTF:R.
Till RD QUARTER.
Algebra.
5
Drawing.
2
Englist.
5
United States Bi story
and Political Geography
.5
Music •
.1
Orthography
.1
Reading
·~

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

FOURTH (;.UARTER.
Algebra.
5
Druwing •
2
English and
Composition.
5
Physics.
5
~1usics ..
1
Orthography.
l
Reading.
2

..
..

..

..
..

')

SECOND Y.Ji:AR, FIRST SEMEST:Ell.
FIRST i,;UARTER.
Rhetoric and
Composition. • •
.5
Algebra. . . • .

General History.
Psychology • • •

SECOND ciUAflTER •
Rhetoric and.
Literature. • •
.5
• 5 Geometry. • • •
•5
.5 General Eistory .5
• 5 Psychology. • •
•5

- 10 SECOND YEAit, SECOND STh1ESTER
THIRlil QUARTER.
English Literature ••
Geometry •
• •
• •
Botany • •
• • • • •
Psychology
• • • • •

FOURTH QUARTER.
Bookkeeping •
• •
5
Geometry • • • • • • 5
Botany
• 5
Psychology
• • 5

5
5
5
5

THIRD YEAR, FiftST SEiliESTER
St:COND QUAI<TF..h.
Physical. Geography.
Histor-f of Education.
r. lethods • • • • • • •
Practice ·reaching • .

FIRST QUARTER.
Pb.y sical Geograpb.y
5
School Management • • 5
Methods • • • • •

• • 5

Observation in i\lodel

5
5
5
5

School • • • • • • • • 5
SEC01~fJ

THif.i} YF.Jili,

THihD QUAETEh.
Chemistry • • • •
Vocal and Physical
Expression • • • •
Methods • •

• • •

SJilllESTEJ-:

FOUR.TH QUABTEE.

5
5
• 5

Science of Government. 5
Practice Teaching. • • 5

Geology • • • . • • • 5
Practice Teaching •
5
Vocal and Physical
~~pression
• • • • 5
Theses •
5
5

..

Rhetorical and physical exercises and military
drill at stated intervals throughout the whole
course.
The figures attached to each brnnch indicate
the number of houc'S per 'l'ieek assigned to it.

- ll -

ANALYSIS OF COURSE STUDY

READING.

Reading, as the term is generally understood,
consists of two 'lUi te distir:ct proceGse&; tbe
first, tbat of gaining the tbougbt from written
or printed characters; the second, that of
giving it effective expression.
True, effective expression is the result of
well regulated mental activity upon a thoroughly trained and developed physical organism.
The thought, vividly conceived, contains
within itself the power, to a great extent, of
generatiEg its appropriate expressi0n; but this
is not true of thought e.s ordinerily grasped
by the miEd of the reader. The great obstacle
to proper expression h. vague thought conce.ption.
It 15 the aim of the instruc+:ion in this
department to lead the student to grasp the
thoughts symbolized on the writte~ or printed
page as real entities and living truths; to intensify mental pictures by exercising the imagination; to cultivate the voice, as the chief
instument of expression, by proper <frills designed to give it greEiter power, Ecooe, and
accuracy of modulation; to cultivate tbe ear, as
the arbiter of vocal expression, to a nice discrimination of tones; and to train the muscle~
into ready submission to mind, ii: expressirig
thought and feeling by atti t.ude, gesture and

facial m.ovement.

It is also the aim of this departnent to
lead the student so fully to ap;>reciate the
thought and sentiment of the selections read
as to cultivate a taste for good reading.

- l.2 -

TOPICS FOR STUDY IN ACADF;>UC \\ORK.

Carriage and attitude of the body; breathing
exercises; vocal elements of language; articulation; enunciati.on; pronunciation; force; pitch;
<iuality of tones; effect of imegination on expression; effect of mental stqtes on expression;
cultivation of mental states; relation of voice
and gesture; expressive use of body.
TOPICS FOR DISCUSoION Ill METHODS FOR PRIMhRY GRADES.

Primary reading methods--phonic, alphabetic,
phonetic, synthetic sound, objective, work sen-·
tence; selection of the available feature of all
these methods, and the proper combination of them
to produce the best results in first reading; wh&t
words to present first to the child; how to present new words; how to impress them; what a primary
reading le&son ought to comprise, and whi;t not; bow
to remedy drawling, lisping, and repeating; bow to
secure natural tones, fluency and correct expression; sense reading; use of objects and pictures;
use of blackboard and charts; bunting exercises;
seat work; manner of teacher; connection between
reading and spelling, between reading and writing.
FOR HIGHER GRADES.

Kind of reading suitable for the different
grades; assignment of lesson; review; preliminary
exercises; preparation of lesson by teacher, by
pupil; illustrative reading by teacher; sight
reading; things to be avoided; correction of
errors, tirrie for, Dlanner of; correct vocal expression, what it consists of, how it may be obtained; illustration of muscular movements to
intensify expression; application of psychological
principles.

- 13 GRAMM.AR AND COMPOSITION.
In the study of language, two lines of proced-ure suggest themselves, the analytic and the
synthetic. The principles discoverea by the former
systematized, form the basis oi" the science called
grammar; of the latter, composition.

Grammar establishes ;:irinciples and formulates
rules by which the correctness of word forms in
a sentence designed to express a particular thought,
may be tested.
Composition presents the _:.rinciples ana rules
by which the different forms of discourse are con structed from sentences.
In grammar, the sentence is the integral unit

which is to be separated into its elements; in
composition, the sentence is but a component element of discourse. All the princi,,les of these sciences are conventional and are based on reputable
usage. The chief value of these studies is to give
the student a reaciy and accurate use of language.
The aim of instruction in this depru-tment is to
enable the student to get a cleD-r 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
vm te the English language 1•1i th facility and accuracy.
TOPICS FOR STUDY IN ACADF.'i!IC WU1iK.

The sentence--considered as the expression of
thought, as composed of elements, the symbols of
ideas and relations; the sentence---classified as
to the number of propositions, as to rank of clauses,
as to the manner of expressing thought; clas sifi-cation of its elements---as to rank, as to use, as

- 14 to number of parts, as to expression of· i<ieas
or relations; sentences of eacl1 class t:reated
as to capitalization, punctuation, arTangement
of elements; elements of the sentence classified according to use, as parts of" speech; modifications of parts of" speech; proper use of
tense forms and mode forms in principal and
subordinate clauses; correction of" false forms;
application of principles and rules of et'cJmology
and syntax by analyzing and parsing sentences
connected in discourse, in prose and poetry, from
many interesting selections; sentences in discourse treated as to their logical rdations, as
to the construction of the paragraph.
TOPICS l'DR DISCUSSION IN iclEThODS.

Language lessons--object of, time devoted to,
kinds, material from nature, material Ji·om literature; lesson giving--plans for, preparation
for; use of pictures; connection of language
lessons with primary reading; proper form of
written work, its illustration, method of securing it; obj ect of composition; awakening and
sustaining interest; correcing errors; textbooks--first use, manner of using; connection
of composition with literature; develoµnen t of
ideas of parts of speech, of their accidents;
development of rules; graphic representation of
relations of parts of speech in the sentence;
value and limitation of parsing, of oral analysis
of diagrams; relation of grammar to logic.

ORTHOGRAPHY AND \\ORK ANl\LYSIS.

The work of this department comprises the
stud;y of correct representation of words by
letters, •m=ectutterance of words, the formation of words from roots and affixes, and their
meaning as indicated by their component parts.

- 1.5 -

Its purpose is to give the student such a
drill as will result in correct spelling, accurate pronuneiation, propriety and precision in
the use of words, and a ready comprehension of
the meaning of words derived from the common
roots and affixes.
TOPICS FOh STUDY IN ACiWEinIC \'10P.K.

Forms of 'vorcis; pov1er of letters; accent, syllabication; capitalization; diacritical marks; roots
and affixes--Latin, Greek, F'rench, Italian, Spanish, Anglo-Saxon, miscellaneous; rules for spelling.
TOPICS FOR DISCUSSION Ili i«ETHODS.

Spelling--phonic, alphabetic, written, oral.;
the selection of words; the spelling book; rules
for spelling, development of, use of; the writing
speller; spelling in the several grades of the
common schooi, manner of conducting it in each,
time devoted to it in each; the spelling reform;
use of dictionary; analytic process; syn the tic
process; use of the laws of memory; plans for
awakening and sustaining interest.

PJiETOHIC.

The point of view kept in this brc.rJ.ch throughout is, that the study of rhetoric is the constructive study of li tencture, and the examples
adduced at every point aim to show the usages of
the best writers.
The teaching of the subject has three special
objects; first, to impart something that shall be
recalled by spontaneous association, and found
useful when the student enters upon his life work;
second, to arouse a desire for sober accuracy in
thought expression; and third, to enable i1im to
see the truth for himself.

- 16 This is anterior to and apart f:;·om the super-intendence of the student's work in composition,
as a practical knowledge is induced ful];y as much
by creating an impulse, and kindling a love for
literature, as by criticising details of composition.
To ~~ltivate observation, ease of expression,
and regular habits of work, many themes will be
given, advancing by easy steps from simple description to exposition ana to the construction
of argument.
A text-book furnishes a basis of pr~cedure,
but discussion is encouraged on the part of the
student, the aim being not merely to ground the
student in a knowledge of the various principles,
but also, in each case, to base that knowledge
on a practical philosophy, and to induce in his
mind from the outset the habit of thinking for
himself and applying his thought to constructive
and critical work.
TOPICS FOP, STUDY IN ACJ1DI11'1G 'i:oi<K.

Choice and use of -.10rds as to purity, i)ropri-ety, precision; the sentence; the _paragraph, the
theme; variety of expression in prose, in poetry,
fie;ures of speech; style, its properties; kinds
of discourse; versification.
TOPI GS FOR DISCO SSION IN TuiETHODS.

Relation of rhetoric to grammar, to literature;
object of stud-y- of :.hetoric; development of prin-ciples and formulation of rules; application of
principles; selection of illustration; correction
of errors in students• style; use of text--book;
supplementary work; composition.

- 17 LITERATURE.
The aim of instruction in this department is

to direct and assist the student to reaa appreciatingl;v the masterpieces of the great authors,
to guide him rationally and sympathetically into
their thought and feeling, and assist him to
profit by following the thoughts of master minds.
As aids to this, short dissertations on the
characteristics and philosophy of style r;ill be
given and a constant application of t..'1e :;;rinciples
of rhetoric will be required.
A few of the au tjcors generally conceded to be
fairly representative of the stutus of the lit erature of tlieir tic.es v:ill be cb_aracter·ized;. th.e
history of literature briefly sJ<:etch9{. up to the
time of the author whose riorks are to be discussed;
the envil'Onment of the author consider-ea, his influence upon literature brought out, his mastei·-piece characterizeu, und the student, so f= as
possible, led to appreciate their beauties and
excellencies. This branch is to be studied in
connection with history.
TOPICS FOR STUDY IN ACAD:EiHC r!Oi:\K.
Beginnings of English literature; effect of
onnan conquest; early modern fuglish; frenascence
influence; Italian influence; characteristics
of Elizabethan age; Puri t= influence, revival of
poetry; chief characteristics of American literature; classic selections to be stuaied cri t'cally--Chancer' s Ganterbury Tales; Spencer's
•aerie Queen, first book; Shakespeare's Julius
Caesar, ana also Macbeth; Irving's Sketch Book;
selections from Bryant, Longfellow, Cooper,
erson and Hawthorne.
TOr'ICS FOh DISCuSSION IN ltiETHOLS.
Selection of classics suitable for several
rades of common school work :.md manner of

- l8 presentation in each; characterization and
criticism, oral, and in essay form,; awakening
interest; comparison of styles; connection of
literature with geography, v1ith history.

MATHEMATICS.

The work of this dep&rtment is desi5ned not
to make the student an expert computist
and accountant as to give him the power to reason
vigorously, to enable him to proceed logically,
and also to cultivate in him expression; not so
much to assist him to memorize facts of processes,
as to give power to grapple successfully with
new difficulties by t..~e application of principles
mastered.
so

TQUCh

It is also the aim to connect each topic of
study with as many objects of interest as possible, to point out their logical connection, and
to require the student to put as much thought as
possible with all mathematical drill, anci thereby
lessen the necessity of cirill for the sake of
training only.

The student is required to acquire a thorough
knowledge of the processes, forms of expression,
history and pedagogy of the several subj eets comprised in this department.

NUMB]!,}( AND ARITHMETIC

10PICS FOR bTUDY IN ACADEMIC \iO!'K.

Percentage; ratio; proportion; involution;
evolution; mensuration; series; progressions; tl1e
application of each respectively.

- 19 -

'.['()PIGS FOR DISCUSSION DI METHODS.

3°'

The child's first notion of number, how obtained, how expressed, how made the basis of
number v1ork; the use of objects, such as cards,
counters, and other devices, in teaching number,
in developing the decimal system, in developing
the fundamental operation; the Grube method;
which process, analysis of synthesis, is first
manifested b'J the child; oral expressions of
analysis; written expression of operations, form
and variety of them; numbers to be taught the
first year, the second, the third; nhen text
books shall be first used, how; when fractions
should be introduced; ~vl1en conc~·ete number· exe1·cises should be superseded by abstract, to v;lmt
extent number may be correlated wi tb ~ther subjects; v1hat relative time shoulo be given to it;
how accuracy may be obtained, rapidity; to what
extent drill for rapidity is profitable; the
logical order of presentation for each topic of
study, the pedagogical; the best form of written
expression for eacb. ope1·ation; when defini tio11s
should be taught, rules, how; arrangement of
topics in text books; analysis, its logical
forms of expression.

ALGEBRA.~

TOPICS FOR STUDY IN ACADEI1lIC ViOHK. 3 '1

Notation and definitions; fundamental operations; factoring; frmtions; simple equations;
simultaneous equations; negative results; involution; evolu:tion; theory of exponents; radicals; quadratic equations; arithmetical series;
geometrical series; proportion; maxima and
minima; inequalities; indeterminate equations;
Horner' s method of approximation.

- 20 TOPICS FOR DISCUSSION IN METhODS. 3:.

Suitable illustrations of the significance
and use of S-.fmbols of operation, of relations,
of quantities, of axioms; apt illustrations of
the meaning of the terms, addition, substraction,
coefficient, exponent, ana of all other tech·
nical terms usea; geometric and grapllic representation of the simpler e:>.-pr·essions; concise
and convenient forms for expressions of operations and relations; significance of transformations of equations; expression of formulae in
oral language; how to form an equation; interpretation of results; utility and power of
algebraic investigations; history of algebra.

TO?ICS FOR STUDY IN ACAD™1C VIORK • .'f

Logico-mathematical terms; geometrical concepts; straight lines and angles; triangles;
quadrilaterals; other polygons; circles; proportion; mensuration of plane figures; similar
plane figures; original demonstrations of
theorems; planes; solids with plane surfaces;
solids with curved surfaces.
1D?ICS F'Oh DISGUSSION DI t.iE'.l'HOlJS.

2"

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

- 21 to the beginner, and because they fu1nish more
material suitable for object lessons anO. naturestudy work in the primary and secondary schools.
The aim is not to confine the work to any one
division of the vegetable kingdom, but to give
a connected idea of the whole. The work is not
limited to a study of terms ana definitions, nor
t;o the acquiring of fo.cili ty in the mechMical
handling of an artificial key, but the botanical
vocabulary is acquired by contact as the tams
are needed in the work. Students, are, however,
taught the pur·pose find use uf a manual of flox·a
in identifying species, so that those who so
desire may independently r;ursue 1wrk in this
line beyond the limits of tne school cou:rne.
The work begins in th.e early· spring vii t11 a
study of twigs arid buds, and proceeds ste:; by
step with the advancement of vegetation, through
the various details of root, stem, leaf, flo'nn·,
and fruit. Then individual species are studied
as they come into flovie1.. , each v1ith a vieir: to
the illustration of the characters of some? order
or other group, or of some fundamental prirlciple
of plant life.
Attention is paid to the economic value of
plants and to the effects of proper cultivation,
etc., and the student is encouraged to make
original observations upon the mode of groV1th,
time of blossoming, fertilization and disor6.ers
of the common plants of the vicinity.
The Salt hiver Valley anct tLe su1Toun<.iin;;
region are rich in interesting flora, and abound
in material suited to the illustration of the
course presented.
TOPICS FOR S'l'UDY IN ACADEUIC \iOtJ<._;;1

Buds and their arrangement; stems, their struc
ture; the bark; the wood; the cambium; different
kinds of stems; special forms of stems; development of buds; roots; the leaf, duration, arrangement, parts, venation, outline, 111argi11, end

- 22 NATURAL SCIEi·J CE. ;;,
The aim of this department is to give the
student a working lmowledge of the fundamental
principles of natural science, to acquaint him
with systematic methods 01° scientific study and
original investigation, and to enable him to
become fairly expert in the construction and
handling of simple apparatus, and to acquire
facility in the use of such materials as can
be readily obtained, and such as will be required in conducting the nature study lessons
and tiie observation lessons in the co;mtr-J and
district· schools.
As far as practicable, the student performs
his own experiments, and makes his observations
at first hand. OriginaJ investigation, along
proper lines, is encouraged, extra facilities
being furnished when possible, and when time
will permit.

BOTJ\l'IY. t.
The study of botany is selected as ti1e branch
of natural science uest adapteei to cultivate ti1e
powers of observation in the stuaent anei to form
habits of orderly thought and c.ccurate description. More time is therefore devoted to ti1is
study than to any other branch of science. The
course is chiefly devoted to a laboratory study
of specimens and material with a view of acquiring a working imowledge of the important facts
and principles underlying vegetable anatomy and
physiology. Enough time is given to the stuay
of typical plants to enable tLo student to become
familiar with the leading characters of the several sub-kingdoms and o:t' the more important
orde,·s and genera of flowering plants. iliore time
is given to v.roJ:·k. upon the phr.neroee.rns for the
reason that, as a general rule, theJ are more
easily studied, pre sen ting fewer difficulties

- 25 division; special fonns of leaves; inf'lorescence;
the flower; t.':te fruit and seed; typical plants
of the vicinity illustrating characters of the
principal orders of spennaphytes; ferns; mosses;
relatives of mosses; fungi; outline of the vegetable ldngdom; methods of collecting and preserving specimens.
TOPICS FOR DISCOSSIOU IN l\lETHODS. 3:<

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

ZOOLOGY.

~

The work in this branch comprises a laboratory study of types of the more important groups,
supplemented by discussions of fundamental principles. The student is led to observe, and to
glean his knowledge of the subject from the specimens before him. liis notes thus become his text
book, and he learns the value of careful, precise
and systematic record of his observations. The
knowledge of the types studied is expanded by
references to standard works on zoology in the
school library.
Instruction is given in methods of collecting
and preserving insects and the skins and skeletons of birds and maDllllals.

- 24 -

TOPICS FO.R STUDY IN ,:,cA1,K.iIC WOHK.

3"

The cell; the amoeba; poir1ts of difference
between plant life and animal life; Pwtozoa-~/pe,

Paramoecium and Vorticella; Coelenterata--

type, tl',e common star fish; Ver-tiles--type, t::e
eart.1. v1orm; 1~1ollusca--t;vpe, t~rie fresb.-viat9r
mussel; Arthro 1Joda--types, the cra;yfisl1, tl1e
lobster, the scor·pion, t..h.e spider, tl1e E,r·asshopper; Vertebrata--type, tne irog; a brief
study of systematic zoolog-J with i11troduction
to the character ru10. classification of tl1e
native insects, birds fu---.id mamrlals of Arizona.

Kind and amount of direction by teacher;
graded. lessons for cor;11llOi1 schools; procedur·e,
value, a.".ld limitation of representation by
dra~·;·ing and. pain ti:..rig;
pur·pose, procedure in
presenting, and. time devot0a to nature stUdJ'
leiisons in the several g-ades of' common schools;
use of text boolcs.

'l l1e Vlork under this f~ead forr11s & con ti:.'1.uation of the course i11 zooloe,:r. 1I'he gene:r:al
notions obtained during the stud;y of coir:pe.rative
animal morphology- ar·e nor,r c.iscusseci more in
detail in connection with human ana tonq and
physiology.
1

The course is illustrated throughout by
speCi.7ilens, microscopic n1ater·ial, 011d by· sim:1le
dissection upon small n1am.::'l.als, as ti10 cat 211d.
tile rabbit.
'l'OPICS i'OH STuDY IN ACfillEl;JIC 1'iORK.

,"f

Proxim...'1te principles; cell structure; tissues;
anatomy; the skeleton; ti1e muscular system;

- 25 -

circulation; respiration; nutrition, ci.igestion;
the nervous system; the ,skin; foociG, waste and
repair; hygiene; the care of the boay; effects
of stimulants and narcotics; the special senses;
emergencies; first aid to the injured; hemorrhage; simple bandaging; poisons and their
antidotes; disinfectants.
TOPICS FDR DISGOSSIOH IN hl:STHODS .. <'_

Method of observing the form of o:cguns and
their structure; illustrations of functions of
organs; dissection of small miim.:cls mid drm;ings and description of parts dissected, use
and value of blackboard drawings; use of skeleton, manikin, casts, models; use of text books.

GfilLOGY.

This subject furnishes an abundant au1) 1;ly of
material for nature stuOy, wici is thus eXiJec ialJ;r valuable to the p:;:'oSpective teacher',
The course is intended to enable the student
readily to recognize and distinguish the common
rocks and minerals, and the geological forn1ations
of the_vicinity, as well as to obtain a general
idea of the operation of various zeological agencies as factors in norld building,· ano_ of the
succession 3Ild development of life upon the
earth 1 s surface.
Field work
sections is a
being made at
of geological

by the class as a whole o:c in
feature of the coursa, excursions
intervals to the various points
interest in the vicinity.

TOPICS FOR STUDY IN ACADEMIC iiOlJl:. ,;,f

1. Dynamical geology. Atmospher'ic agencies,,;
aqueous agencies; organic agencies; igneous
agencies.

2. Structural geology. General form and
structure of_ the earth; St1~atified rock; -UU-:stratified_ or _igneous rocks; metamorphic rocks;
structures common to all rocks; denudation or
gineral erosion.
B. Historical geology. General principles;
Archaean system and Eozoic era; Paleozoic rocks
and era; Mesozoic era; Cenozoic era; Pyschozoic
era.
TOPICS FOR DISCUSSION IN

METHODS.2~

Preparation and presentation of subject
matter for, and time devoted to nature study ~n
the grades of the common schools; illustrations
by diagrams and drawings; use of charts, maps
and pictures; use of text book and note book.

PHYSICS.

2

The aim of the work in physics is bm-fold;
first, to give the student a kno;-;ledge of the
theory of the constitution of matter and of
physical laws governing its phenomena, and,
seconri, to acquaint him with the use of experimental methods in scientific study and investigation.
The laboratory method is used, the stuaent
being required to perform his 01·in ex pe:i:·ifiien ts.
Practical instruction is given in the con-struction and handling of simple appa:ratus, and
in the methods of making a systematic record of
observations.
The series of laboratory experiments includes
both qualitative and quantitative 1-:ork, and is
intended not only to illustrate the text book
and class room work, but also to develop rapidity,
neatness and accuracy of m311ipulation.

- Zl TOPICS FOfl STUDY It'I

ACADEJ~IC

liOicK. H

The prOiJerties of matter; the mechanics of
solids; composition and resolution of forces;
laws of motion; work and energy; gravi ta lion;
accelerated motion; fallinc; bodies; the pendulum; simple machines; mechanics of fluids;
transmission of pressu;::e; pressure ciue to
gravity; barometer.; air .PUTJp; Bo~y-le 1 s lav; 5 tl1e
siphon; water pumps; specific gravity i heat;
thermometer; conduction_: radiation; mechanical
equivalent of heat; n1agnetis1n, its nature and
laws; magnetism of the earth: electricity_; static
electricity; electric rnaci1ines; electric currents, their effects an<i measurement; inuuction;
the dynamo; the electric light; the telegraph;
the telephone; sound; cl1aracter of v:ave motion,
tr:msmission :md velocity; pitch; vibration, of
strings, in pipes; harmony and discoi"'Cl; light,
its nature, velocity, reflection, refraction;
lenses; spectrum; color; microscope; telescope;
camera.
'lOPICS YOR DISCUSSION IN ;.. ETHODS. "'·

Preparation, presentation of, ood time de··
voted ·to nature-study lesGons for the gracies of
common schools; il.Lustrations of the princi;:iles
of the simple laws of physical science; simple
devices for illustration; ai.d and direction
from teacher, kind of, amount of; text book,
when and bow used; note book; use of represen-·
talion, by drawing, by formula.

CliE.itLI3'I'D.Y.

1r_:.

The course in che.-nistry is intended to be
pursued in close connection with that of physics.
The student applies his knowdge of expm·imental
methods to the study of the laws of cl1einical

- 28 -

phenomena. Some attention is devoteci to :"·actical chemical problems requiring mathematical
computation. Three hours a week are devoted
to laboratory work by the student.
TOPICS FDR STUDY IN ACADEMIC ViOEiK •.'4

A study of the laws of chemical action in
connection with the properties, relations and
compounds of the mor·e important elSiients:;
oxidation; combustion~ reduction3 acids: bases;
salts; reactions and tJ1eir e}l..-p1·ession; a brief
view of organic chemistry, with special reference to the chemistry of common life; oils and
fats; action of soa;os; cooking; fern1entation;
alcohol; carbohydrates; conservation of matter
and energy; an introduction to the qualitative
analysis of inorganic compounds.
TOPICS YOE. STUDY IN

~lEThODS.

'

Amount and kind of direction b:r tect.t.:D.e1· ii1
pi·eparation and use of siiaple
appliances for illustr9.tion and investigation;
selection of matter suitable to nature-study
lessons in the graoes of the common school.s; use
of text book; use of uote book; value and use
of representation, by drawing, by symbols, by
equations.
experi~entation;

GED GIL<PHY. '

Geography embraces so ,,ioe a range of subjects that it is found convenient to treat it
under three heads, Physical, ifathematical illld
Political.

PHYSICAL GEDGh..l\PHY. '<

The course in Physical Geography is intended

to give the student a clear understanding of the

- 29 history and structure of the earth, and the
phenomena occurring upon its surface. The
student obtains a broad view of the process
•world making" and the connection with i t of
eaoh of the three great kingdoms, mineral,
vegetable and animal.
The aim throughout is to enable the student, as a prospective teacher, intelligently
to explain the facts of geography, and also
to furnish material for interesting and valuable
work in the line of na"blre study.
TOPICS FOR STODY IN ACADEMIC \\DFi.K.

H-

General phenomena of the heavens, the solar
system, the earth as a planet, its motion, its
magnetism; structure of the earth 1 s crust, geo-logical time, rocks, fossils; ;iliysiography,
relief of the earth, causes, their operation,
coral reefs, islands, volcanic phenomena, earth-quakes; springs, rivers and lakes, drainage;
ocean waters, tides and currents; the atmosphere;
climate, its modification, winds, storms, cyclones and tornadoes; precipitation; glaciers
and icebergs; atmospheric electricity; life
upon the earth--(a) plant life, structure,
physiology and classification of plants, geographical distribution, economic value; (b)
animal life, classification and distribution,
commercial value; the human famil;y, classification, types, races, people, characteristics;
mineral products, distribution, mining methods,
economic value; geographical history of the
United States, its physiography; coast line,
drainage, climate, life and products.
TOPICS FOR DISCUSSION IN METHODS. Sk_

Development of ideas of
tance and direction; ideas
features of home location,
product of locality, forms

place, position, disand names of physical
occupation of people,
of local government,

-30representation by maps of locality of school,
town, county, territory; how to proceed from
home geography to state; value of vi vi'1 description and graphic representation; appeals
to the imagination; presentation of study of
the earth as a whole; subdivision of the earth's
surface--natural, artificial; use of text book
--ti~e of, extent of, manner of; map drawing-place of, value of, manner of conducting; exhibition of products--natural, artificial;
simple apparatus--construction, use; value of
experiments;_ sand and clay models; u.se of mHps,

charts; graphic method of illustration as applied
to comparative areas, wealth, industries, production, temperature, rainfall; explanation of phenomena--day and night, change of season, weather;
collection and the use of specimens; &dditional
reading--kind, amount; supplementary material;
outlines; field observations; excursions; original
notes on geology, geography and familiar weather
phenomena.

POLITICAL GEOGRAPHY. "'-"

This study is treated as a part of history,
and is pursued by the student in close connection therewith. The purpose of this instruction is to give the student a comprehensive view of the earth's surface as subdivided
by man, and the changes wrought in developing
its resources and utilizing its products to
supply bis wants.
TOPIC FOR Dl!:>CUbSION IN iiCJillJ<:~IC WORK. ',.

Politic&l divisions; boundaries of countries;
means of travel; means of co!llinunication; coIIllnerce;
manufactures; governn1ent; religion; occupations;

productions--Rrtificial, manufactured.
(Topics for discussion in methodG are found
in Physical Geography end History lists.)

-31MATHThil>TI CAL GEOGRAPHY. -..z,.;

The purpose of instruction in this branch is
to give the student an accurate knowledge of the
figure magnitude and motions of the earth, the
means of determining the position of places upon
its surface, the manner of delineating a portion
CYf it by maps and charts, and a general knowledge
of the relation of the earth, as a planet, to the
solar system.
TO?ICS FOR bTUDY IN ACADEMIC WORK. 82

Shape of earth, proofs; its motion, effect
of; earth's orbit; its axis; its inclination to
its orbit; effect of its inclination; equator;
parallels; meridians; latitude; longitude; polar
circles; zones; tropics, astronomical terms; eQuinoxes; solstices; twilight; boundaries of political divisions.
TOPICS FOR DISCUSSION IN iv'.E'rHODS. ' ,,

Use and construction of globes and other illustrative apparatus; maps; projection; illustration
by chaTts, diagra.'lls, and pictures; takino; north crnd
south line; finding latitude and longitude; sun
dial.

HISTORY.

~

The records of the struggles and progress of
the human race toward development, furnish an inexhaustible supply of material for the exercise
of mental activity. The chief value of historic
study is to prepare hurnani ty to prof'i t by the
triumphs and avoid the mistakes of the past.
History is closely connected with all other
br&nches of study. It is pursued in connection
With its more closely correl&ted oranches, geography and literature. lt is the aim, not only

- 52 -

to teach 'the important :facts o:f history, but
to lead the student to discover the causes o:f
events, to note the e:f:fect o:f physical conditions as determin~ng the activities o:f man, and
these in turn as :fixing the habits which mould
character; and also to note that the character
of a people, to a great extent, determines their
history.
TOPICS FOR STUDY IN ACADEMIC WORK.

a+

United States History--Political status o:f
Europe at the time o:f the discovery o:f America;
condition o:f the poor people o:f the Northmen;
life and character o:f Coltunbus; discoveries
and explorations--Spanish, English, French and
Dutch; settlements--time, place, person, object,
government, growth, peculiar characteristics
and principal events of each; intercolonial
wars--cause, time, participants, principal
events of each; life in the colonies--religion,
educ~tion, home, dress, customs, occupations,
modes of travel, means o:f communication; Revolutionary War-~cause, time, principal events,
principal actors, e:ffects on the people, results
to the nation; the growth o:f the nation; the
con:federation; the constitution; the first
president; the territory; acquisition of territory; financial policy; foreign policy; troubles
with France; troubles with England; troubles
with the Barbary States; War of 1812; Mexican
War; admission of new States; inventions; progress in arts and sciences; internal improvements; slavery; Civil War; political parties;
labor movements; Indians; Spanish War; general
prosperity.
Ancient History--History defined and classified; philosophy of history; aids to history;
origin o:f nations, races o:f men; the world as

- 33

~

known to the ancients; India; China; Egypt;
Chaldea; Assyria; Babylonia; the Hebrews; the
Phoenicians; the Persian Empire; Greece--its
geography, its people, their religion, heroic
age, early growth of Sparta and Athens, the
Peloponnesian wars, Spartan supremacy, Theban
supremacy, Macedonian supremacy, architecture,
sculpture, painting, literature, science,

social life; Rome--the kingdom, the early republic, Punic wars, last years ~f the republic,
the empire, decline and fall of the empire,
civilization, social life, architecture,
literature.
Mediaeval History--Migration of the Teutonic
tribes; conversion of the Barbarians; fusion of
the Latins and Teutons; Eastern Roman Empire;
Saracens; Charlemagne; Northmen; use of Papal
power; feudalism; Normah conquest of England;
the Crusades; Papel supremacy; growth of towns;
city republics; revival of learning; growth
of nations and governments of Europe.
Modern History--Reformation under Luther; the
English reformation and the Tudors; ascendency
of Spain; rise of the Dutch Republic; liuguenot
Wars; Thirty Years• War; ascendency of France;
England under the Stuarts; rise of Russia; rise
of Prussia; French Revolution; Napoleon; Congress
of Vienna; German freedom; liberation of ltaly;
tendency, of the British government; present
state of European nations.
TOPICS FOR DISCUSSION IN METHODS. s ;_
Cmrrelation of history and geography; correlation of history and literature; selection
of subject matter suited to the several grades
of common school work, and method of presentation
in each; use of fairy tales, Bible stories,

- 34 -

stories of adventure, biographies; when first
to use the text book, how to use it, use of
historical novels, historical poems, poems
containing historical allusions; use of reference books; histori'?'l essays written by
pupils; application and exemplification of use
of laws for aiding the memory; appeals to the
sensibilities, especially, in teaching patriotism; use of historical cards, charts, maps,
pictures, and topical outlines.

CIVIL GOVERNMENT

1~

In our country, where the people elect the
law-makers, the study of civics is a necessary
part of the common school curriculum. The aim
of instruction in this branch is to give the
student such a knowledge of the underlying principles and the workings of our government as
will enable him to give instruction in these
matters, so indispensable to good citizenship.
Special attention is given to the school law
of Arizona.
TOPICS FOR STUDY 1N AC.1<Dhli!IC l'iORK. ,,1
Town and city government; objects of government; colonial government; Continental Congress;
D.eclaration of Independence; Articl9s of Confederation; adoption or the Cons ti tut ion; its amendments, its preambles; the legislative department
of government; the Senate; t~ House of Representatives; the power of Congress; suffrage; restrictions upon the national government; the executive
department; the judicial de"J>art:nent; foreign
ministers; foreign relations; Electoral Count
bill; taxation; public schools.

- .35 -

TOPICS FOR DISCUSSION IN METHODS.

3;z

Use of diagrams and tabular outlines; use
Of reference books; value of memorizing; re-

lation to history; classification; analysis;
when taught; to what extent taught.
PENMANSHIP ,.

Since the art of representing script forms
is closely allied to that of other graphic
representation, penmanship and C!rE<wing have
been assigned to the same department of school
work.
Students will be required to become accurate
and rapid writers, and so thoroughly master the
analysis and classification of forms, and the
various movement drills, as to produce like
results in their pupils.
TOPICS FOR STUDY AND PliliCTICE.

Jo

Form, proportion, relative size, and shading

of standard letters; nrabic figures; punctuation
marks; spacing in words and sentences; indentation
of paragraphs; Roman notation; signs and symbols
used in school work and ordinary business.
TOPIC<:; FOR DISCUSSION IN liiE'rHODS.

<'

<

Method of teaching writine in gr~des; styles
of writing--vertical, semi-angular, running band;
value of movement drills, of unison of movement,
of analysis of forms; position bow to obtain
r'1pidity; place and value or blackboard writing;
slate writing; age at which the child should
begin to write; time given daily to writing
exercise.

- 36 -

DRA\HNG.

2'

This course comprises elementary work in
each of the three departments, Pictorial,
pertaining to the appearance of objects;
Matbematical, pertctining to the facts of
object1;; and Decorative, pertaining to
ornamentation.
The work is designed to cultivate the
taste of the student, to stimulate hi1; powers
of observation of material things, to contribute to his pleasurable resources, and to
enhance his teaching power.
The student is required to gain such a
knowledge of drawing as will enable hirc to
make simple, free-hand drqwings of objects,
singly and in groups, repidly and accurately,
on the blackboard and on paper; to make simple
working drawings; and to design ornamental
patterns for surfaces, borders, and center
pieces.
TOPICS FOR STUL'Y lN .hCA!JF:ihIC WORK. '"'-i

Type forms, laws of perspective, light,
shade; shadow, conventional forms.
TOPICS FOR DISCUoSION IN 1\ETBODS. ,,

Eye training; pencis holding; position;
materials; clay modeling; matter, kind, quantity;
time and method of presentation.
BOOKKEEPING.

,,,

Double-entry bookkeeping and its modifications
to suit the needs of tt.e various kinrls of business,
are carefully taught. The theory and relation
01' double entry and single entry are fully discussed.

Business usages and th8 cornman principles

-37-

taught.
TOPICS FOR STUDY IN ACADEMIC WORK. J./-

Abbreviations; signs; classification of accounts; double entry; day book; journal; posting; closing ledger; commercial forms; bill
books; invoice book; shipments; account SHles;
partnership; joint stock, fariu accounts; balance shellt.
TOPICS FOR DISCUSSION IN MErHODS 3"-

Illustration of terms, forms, rulings, daybook entries, journalizing posting, closing
ledger, balance sheet, bill book, order book,
time account .

PHYSICAL EDUCATION

12

Physical vigor is believed to be essential
to the best mental effort. Health of body and
mind, grace of movement and symmetry of form,
are best acquired and preserved by judicious
exercise. To secure this end, daily physical
exercise, under the superivsion of a tutor, is
required of every student. These drills consist of postures and movements calculated best
to secure the objects for which they are designed.
CALISTHENICS.

1.~

Movements and marches are regulated by music.
The students are given instruction in this
branch to such 'Ill extent and in such a manner
that they will 0 e able to carry forward this
work successfully in their schools.

- 38 MILITJLllY DRILL AND INSTRUCTION IN TACTIC3. +,:,

During thirty weeks of the school year
instruction and drill in 'military tactics are
given. Each ;nale student is required to attain
such proficiency as will enable him to comply
with the provisions of law in regared to military instruction in the public schools.

Instruction in this branch comprises voc<il
music only. Its aim is to give such a knov;ledge of the elements of music, and pr&ctice
in singing, as will enable the st,;dent to conduct singing exercises in the common schools,
and to inspire the pupils with a love for this
refining and ennobling art.

Theory of music necessury to reading songs
in one, two, three and four parts; scale0 1 major

and minor, their intervals and relati0ns to each
other; rtyth1n; exerci;:;es for gaining cor.trol of

the breath in singing; voice culture to establish
a bright, clear tone in each of the three registers; phrasing; iUUbics.l style.

The course in this branch begins the first
quarter of the seconci year. It precedeG the
special instruction in methodo of teaching the
several branches comprised in the public school
curriculum. It is designed to prepare the student
to receive such instruction with profit.

- 59 Ita aim is to aid the student in developing the power and fixing the habit of observing, analyzing and interpreting the physical
phenomena attendant upon the mental activities
and states. This study is pursued, as far as
practicable, inductively. The observation of
the manifestation of mental powers and conditions
is directed chiefly to the child.
Students are also made familiar with the
technical terms peculiar to this science, in
order that they may express themselves clearly
as well as understand the discussion of metbods
based upon it.
The work of' the element&ry course deals with
the elements of' psychology, comprising investigation of' the general nature of' the mind, the
basis of' psychic iif'e, stages of' knov1ing, characteristics and concU tions of' feeling, conditions
and ra.odes of consciousness, and elements of

volition.
The work of' the sdvance<l. course is a more comprehensive investigation and discussion of' the whole
subject, and is intended to give the student such
a knowledge of the states, powers and activities
of the mind, their inter-relations and the laws
governing their growth as will enable him to pursue
a rational course of procedure in his professional
work.

TOPICS FOR STUDY

it

The senses--cephalic and somatic; nervous organisrr.1s; psycho-physics; consciousness--i ts conditions,

limits, facts and modes; immediate knowledge--perception, self-perception, intuition; mediate lmowledge, representation, memory, imagination, thought;

feeling--emotion, desire; volition--elements of,
freedom of.

-40LOGIC r,
Logic, being a subordinate branch of
psychologr, is given considerable attention
in this connection. Since teachers are expected to train their pupils in the art of
reasoning, a knowledge of the laws and principles of logic are a necessity to them.
TOPI Cb .FOR STUDY.

I t:

Terms; fundamental 1::1xioms; genus; species;

differentia; abstraction; generalization; proposition; argUlnents; syllogysm; figure; modes;

fallacies; Aristotle; Bacon.
ETHICS .:

Ethies is also studied in this connection.
'ijle 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.

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

:24

Education is conceded to be a &cience, when
considered in reference 1n the fact that all
school work can and should be based on principles, rationally determined and accurately
defined.

-41The aim of this branch of study is to define
the· nature, aim and limits, and the fundamental
principles of education; to discuss the problems
of physical, intellectual, and moral development and training; to make each student a teacher
who shall be able logically to determine method
in school work--one who will not accept formula
as method, but shall be able to be governed by
method in adoptihg formula.
The student will be constantly encouraged
to test all en nclusions, now gener&lly received,
in regard to teaching, in the light of the pres el' t
knowledge of psychological principles, and to
state clearly the principles that bis investigation verifies, and to work out plans for the
application of these principles, in teaching
all the common school branches of study.
TO.PI CS FOR STUDY. ; ;,

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

"'°"

In & general sense, the history of education
is the story of the growth and development of
the human race; but in this course of study, the
term will be restricted to a brief s~etch of
the ancient systems of education; the schools of
mediaeval and modern times; a study of' the

- 42 -

lives of the most noted educo.tional reformers, and the principles advocated
by them; a comparison of the school systems of the present time; a special stuCi;y
of the schools of some state of the
union.

TO?ICS

FOr,

STUDY

10

Educational system--of anti~uity, of
Greence, of Rome, of tne early Christians,
of the sixteen th century; Jesuit sci1ools;
Comenius; Pestalozzi; Froebel; origin of
lay and national 'education; systems of
education of the nineteenth century; rise
and progress of education in the Unitea
States •

. SCHOOL MilNAGEMEi'iT / s
Instruction in this branch is givsn
mostly by lectures. The discussions
cover the lilhole i'ielc. of· or·ganizing,
governing and conaucting primary and
grammar schools. I ts aim is to aevelop
a system of control that shall be in
harmony with the principles set forth
by the new education, and to make the
student skillful in tne performence of
the various auties of the school room, by
plain, practical ana suggestive lessons.;
rather tha.'1 by the presentation of elaborate theories.

10PICS FOrt DISCOSSION
Elements f'o1~ successful 111n..riagement;
educational instrumentalities; school

-43organization; school gevernnient; course of
study; programs, study; class management;
recitation records; examination~; keeping
records; reports; promotions; graduation;
graded schools; supervision; conditions of edncetion&l progress.

METHODS. 7

The object of this course is to make tbe
students thinkers and investigators in the
great field of education, rather than to
furnieb them with elaborate schemes for the
presentation of knowledge,
Child study will be made the basis of the
course.
It wHl be taken for granted that previous
training has given the student a thoroughly
well organized knowledge of the subject matter
he is to teach, and, accordingly, each subject
will be dealt with only from a ped&gogica l
standpoint.

Wben the child is studying any subject, two
questions should be kept in mind:
1st. How does he r.atural ly react against
tbis form of mental activity'?
2na. V•hut should we aim to achieve in his
mental developr.ient by means of this br,mcb of
study«
In order to answer tbe first question, we
must study chilciren.
In order to ansv;er the secor.d,

¥1e rnu&t

study

the standards of education as set fortb in
approved courses of study and in the wri tiq,s
of our leading educators.

-44Therefore, each subject will first, be
studied in the light of ctildren•s native
interests, by means of the writiLgS of Hall,
Barnes and other great students in the realm
of child-study.
In order to determine tbe ultimate aim of
our te&ching, a careful study will be made of
the demands of the public as voiced by the
courses of study in the best schools of ouo:"
country. These will be compared with the
stand&rds offered by Herbert Spencer and other
leading tb inkers.
attempt will then be rr,ade to deterrc_ine
the most natural grade leading from the native
interests of the child to the demands of society.
fill

CHILD &TUDY ./.'-

In addition to making a careful study of
the literatuer of this subject, studieL will
also be m'1de by the student-teac!iers upon the
children in the practice school; this will be
done with no particular nope of ,;oing work of
much scientific value, but to nic.ke the studens fAmiliar with the methods of child-study,
to iLgulcate a professional spirit, and to

further the aim of the course in methods.
pLiJiS AND DEVICEo .·'

The demands of this important feature of
trainine wok are rr,et by rectuiring the stuC.entteacher to present to the instructor in methods
a carefully prepared ~.ilan for conduct ir_g each
reci t&ti<iln be1'oo:"e using it ir_ class work, and
agaln by the criticism of the work of the student teacher fran day to day by tlie instructor
in methods in the capacity ot: director of tlie
school of practice.

- 45 -

OBSEBYATION AND PRACTICE. _;,;
All students are required to observe the
illustrative lessons given by the critic
teacher; for the purpose of exemplifying the
application of psychological laws to methods;
to note the manner, order, and steps of procedure; to discover the psychological principles upon which they are based; to outline
plans for conducting recitations; to criticise
the plans and teachings of other students; to
teach in the Practice SchooJ. forcy minutes a
da;y for forty weeks.
The purpose of this is to lead the student
to correct methods; to assist him in eradicating his faults; to cultivate in him taste and
discrimination in originalicy of procedure; to
enlarge his conception of the worlt.
TOPICS FOR STUDY. u

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

THESES. c:

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

-46SCHOOL OF PRACTICE. /

8

The School of Practice consists of eight
grades, limited to ten pupils each.
The course of study of this department comprises all the work of the primary and the
grammar school curricula prescribed for the
public schools of this territory, together
with-~ thorough course in nature study, and
systematic exercises in singing and gymnastics.
The eighth grade of this School of Practice
is to exemplify the best methods of instruction
and school management, to furnish to the
students of the Normal repartment practical
tnowledge in the science of teaching, as well
as to afford opportunity for testing theory
and applying principles.
The student-teacher is required to sub~it
to the critic teacher a plan of every i te:i; of
experimental work required of him in tLis
school before he is permitted to use it in
practice teaching.
Every student of the Normal School, before
graduation, is required to engage in teaching
in the School of Practice at least forty-minutes a day for an entire school yea:i;:.
GENEML UiFORMaTlCN - '

DESIGN

~

The legislative enactment providing for the
organization of this school, also &tates the

-47design and purpose of its establishment. It
is as follows; (Cpah. 111, Par. 2515, Sec. 1,
Code of Arizona.) "That a Normal School for
the Territory of Arizona is established at
Tempe, in :Maricopa County, Arizona, the pur-

pose of which shall be the instruction of persons, both male and female, in the art of
teaching, and in all the various branches
that pertain to a good corr!lll0n achool education;
also to give instruction in the mechanical arts
and ir. husbandry and agricultural chemistry, in
the fumlamental laws of the United States, and
in what regards the rights and duties of citizens."
LOCATION

3

Tempe, the site of the school, is situated
in the beautiful valley of the Salt River, seven
miles from the Capital. It has railroad connection
with the Southern Pacific and Sante Fe systems ,
by the Maricopa and Phoenix and Salt River Valley
R. R.

The climate during the whole school yec.r
is delightful. The school is in the midst of
an intelligent and moral community, engaged in
farming and frilit raising. Six church societies
hold services in tbia city.

BUILDINGS MW GROUNDS. '·"'

The campus includes twenty acres; the
north half i'> set with shade and ornamental trees
and shrubs. On this part of t!Je campus the
buildings are situated.
The building heretofore used for school
purposes, was erected in 1886, and it is a

- 48 -

one-story brick structure, seventy feet long
and sixty wide, with a broad veranda entirely
surrounding it.
The new Normal School building has been
occupied two years. It is a commodious structure, one hundred and thirty-six feet long,
eighty feet wide, and three stories high; the
lower story is of brown sandstone, the oti'ler
two of red pressed brick with saDdstooe trimmings. This edifice is beautiful in architectural design, convenient in arrangement
and substantial. in construction. These two
buildings are ample for the school at present.

ADMISSION. ; d
Candidates for admission to the Normal Department must possess a fair knowledge of the
academic branches of study required for a
second grade county certificate, beCore they
will be permitted to enter upon the work of
this department.
Candidates for admission, holding second
grade county certificates, will be admitted,
without examination, to the classes beginning
the work of the first year of the course.
Candidates for admission, holding territorial
or first grade county certificates, will be
admitted, without examination, to the classes
pursuing the studies of the second semester of
the first year of the course.
Certificates of standing from an accredited
high school or grammar school, evidencing the
scholarship of a candidate for admission, will
exempt the candidate from axamina tion in the
branches so vouched for.

- 49 -

A limited number of pupils of school age

will be adlli tted to the School of Practice.
Examinations will be held the first and
second da,ys of each quarter for the accommodation of the applicants for admission at
that time, and also, at other times when the
circwnstances seem to warrant it.
Candidates for admission not fully qualified to enter the Normal Department, can al11eys find classes BUi ted to their advancement
in the School of Practice, to which a limited
DUmber will be admitted.
Candidates for admission to any department
of the Nonnal School or School of Practice
should provide themselves with certificates
of scholarship from the teacher of the last
school which they attended. Such certificates
aid the facul-cy material~, in assigning students to proper classes.

ADVANCED STANDING. /"
Candidates
given a final
prised in the
such times as
appoint.

for advanced standing will be
examination on any subject comacademic work of the course, at
the facul cy lD8'Y be able to

The Territorial Oniversi-cy and the Los
Ang6les Normal School have arranged with this
school for the mutual acceptance of grades
and standing in scholarship of students. Similar arrangements will doubtless be made with
other schools of like grade.

- 50 GRf.DU;,TION. !'·

In order to receive a diplom&, a student
must bave attained the age of eighteen years,
must have attended this institution at least
twenty-two weeks, and must bave pe.ssed a
rigid examination in all the studies of the
course. If it appears from the records of
examinations, daily recitations, and deportment, that the applicant for graduation possesses the learning and qualificaticns necesGary to teach a good common school, such applicant shall receive a diploma that will entitle
the holder to teach "' primary or a gramLar
school in 11ny county in this· territory.

It is gre11tly desired tl:cat the member·s of
the Legislature, respectively, appoint students
to the Normal t>chool, as authorized by law;
and that County Superintendents and all others
interested in supplying tbe schools of ttis
Territory with well educated and properly
trained teachers should recommend to this
school persons who desire to become teachers

and who give promise of usefulness in that
profession.

TUITION.

Tuition is free to all student~ wbo sign
the declaration of intention to teach in
Arizona, and to those who obte.in an appointment
from a member of the Legislature. All others
&re charged $1. 00 a month •

- 51 -

Board can be obtained in good families at
from $15.00 to $20.CO a month; in clubs for
much less. By hiring rooms and doing their
own cooking, students are able to make the cost
of living conform closely to the expenditure
which they aesire to make. It should be borne
in mind in this connection that, fruit, garden
vegetables and other table supplies are much
cheaper in this vicinity than in any other
part of tbe Territory. Little .fuel is needed.
Rooms can be rented at a cost, per pupil, of
from twenty-five to fifty cents per week,
provided that two persons occupy one room.
One of the Boarding Clubs bas firnished its
members with good board at ~8.50 per month
per capita; this includes table sup,"1ies;
expense of cook, fuel, ets. The merribers bave
been supplied with good rooms at tl.25 apiece
per month, where two occupy one rooin, r11eking

a total for room, bosrd, lights and fuel of
$9.75 a month for each student.
The cost of books and stationery ranges
from Ho.co to $15.CO a year.

An incident&l fee of fifty cents " month
is charged each student.

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

REDUCED fu.ILROAD RA.TFS MW MitoCELLhNEOUS

IT};MS. i"•.
Half fare rates between their home and
Tempe, both ways, are granted to students of
the Normal School by all the railroads in the

- 52 Territory, except the main line of the Santa
Fe system, running across the northern part
of the Territory. Students wishing to secure
these rates, will receive the necessary information in regard to obtaining them, by writing to President McNaughton to that effect.
Students from the north will find three
railroad trains and two stages running daily
from Phoenix to Tempe; from the south, one
train daily from Maricopa to Tempe; fran the
east two trains daily from Mesa to Tempe.
Students, by calling on the Principal on
their arrival at Tempe, will receive such
information and aid in regard to securing
rooms and board as he may be able to give

them.

TEXT BOOKS USED IN 1898-9 ··"
Algebra • • • • • Wentworth's Complete Algebra
Arithmetic • • • • •White's Complete Arithmetic
Arithmetic • • • • Wentworth and Hill's High
School Arithmetic
Botany • • • • • • McBride's Lessons in Botany
Bookkeeping. • • • • • • • Williams and Rogers
Chemistry • • • • Williams' Introduction to
Chemical Science
I Civies • • • • • • • • • • • • • • • • Andrews
I English Literature • • • • • • • • • • Kellogg
Ethics • • • • • • • • • • • • • • • • Peabody
Geograpey • • • Redway' s New Natural Geograpey
I. Geography • • • • Appleton's Physical Geograpey
I Geology. • • • • • • • • • • • • • • .Heilprin
Geometry • • • • • • • • • • • •
• \~'entworth
Grammar • • • • • • • • • • • • • • • Maxwell

Gramatical Ana.]J'sis. • • • • • • • • • .Greene
History •• Fiske's History of the United States
History. • • • • • • • Myers' Gener al Hi story
I History • • • • • • Quick' s History of Education
I

- 53 Orthography.
• • . . • :;;win ten
Physiology
• . . • • Overton
Physics. •
Curh,.rt r.tnd cr,ute
Psychology
• • • . Tit cbenor
Psychology
• . . . . . .Cavis
Reading • • • • • • • • • • • .Cuir.nock
I Rhetoric_ • '. •
• .Hill
l~ord .iill&~ys1s.

~winton

I Zoology.

.Colton

• • •

DLoCI?Lliil;,. "

Self government, guiQed by a strict regard
for the rigLts of' othero;, ana a delic&te apj preciation of t11e proprieties on one's envi~i onment, is the only kind 01' governrnent capable
of developing and fostering the conduct und
chara~j;er re4ui&i te to make the succcst3ful
I teacher.
I

II

1
1

1 t should pe the P''r1ioae of the f11cutly
. to inculcate correct ideas of conduct, to
j stimulate a heal thy sentiment in regard to it,
I and to mB.ke the students self-respectful,
1 t>elf-hel_pful,
self-reliant :ind self-governi.r.g.
1~11 students whose best ende11vors are not in
harmony with this purpose will be dismissed
I from the school.

hbsence from &ny re,1uired exercise i:1u0t be
accounted for be:fore " student can be permitted to enter a &ucceeding recjt-J.tion.

Student<> will not be permitted to take work
outside of their regulHr classes except by
express permis8ion of the Principal.

- 54 -

Students will be classii'ied as first-year
students till they have obtained one--third of
the credits of the whole course; as second
year, two-thirds.

APPAHATUS. 'c

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

LIBRARY.
The library now contains more than seven
hundred volumes, covering the fields of
histo1'Y, scimce, education and general literature. Many of the valuable ;::ublications
of the Smithsonian Institute, as well as the
reports of the Commissioner of Education, and
statistical reports of the Interior Depm-t-ment, are found on its shelves.
During the past year Appleton's Scientific
LibrB.I'Y, consisting of fif"l:iv volumes, Appleton's new Edition of Johnson's Cyclopedia,
and also about one hundred other volumes of
especial interest to the sbldent-teachers in
their work, have been added to the library.
It is supplied with r-eference books suf ficient for the "'ost urgent needs of the
school. Large additions will be made to the
librB.I'Y during the coming year.

-55READING ROOM.

I~~

In this country where the-trend and succesi'Ul management of governmental affairs depend
so Jllllch on the intelligence of the individual
citizen, the advantages of a reading room for
young men and women, especially those soon to
become teachers; are not easily overestimated.
in the reading room of this institution will
be found the better educational and literary
periodicals, a few metro;iolitan dailies, snd
most of the weekly issues of the newpapers of
the territory.

MUSFllM. ct

The JllllSeum already contains many valuable
pieces of archaeological relics, and a large
number of interesting specimens of animals,
plants end minerals , characteristic of Arizona, such as copper, silver, gold and lead
ores, native insects, birds, small animals
and plants; in fact, a valuable nucleus of a
museum of such a wide range of interesting
specimens as Arizona alone can produce.
The Arizona Antiquarian Association placed
in custody of fais school its collection of
Antiquarian relics, including the fine collection of Dr. J. Miller, worth several thousand dollars. This collection will be put
in place as soon as the Board of lliucation
can supply suitable cases for the same.
During the past few years; many friends of
the institution have contributed vaJ.uable
articles. Their generosi cy and interest in
the museum are appreciated and hereby acknowledged. The students have talcen great interest in the museum and have contributed much
to its suceess.

- 56 Contributions are solicited. Trantiportation on articles donated Viill be paid by the

school.
11

h.11 packages should be addressed

'l1erri torial Normal School, 'l1 enipe, rt!'i zona .. 11

LECTURE;:, •.s

In addition to the lectures given by the
Faculty, ci. series of entertainments of' &
order, mostly lectures, is arre.nr;ed each
year. They have been & &ource of great

hi~t

profit "nd pleasure to the stucients.
The frequent ap_pec.;.r&nce of &rornin ent
people on the rootrwn at the ope!:!.ing exer-

cises, most of whom favor the students with
short, eloquent and instructive addresses, is
a pleasant 1'eatare of' the school.

LITEHh.RY SOCIETIES.

1.•

There are three literary societies connected with the school, the Zetetic tbe Hesperi&n and the

~\.ebuteriun.

'I'he public meetings of' the first two are·
held fortnightly on o.l ternotte Friday evenings, and of the last,

ever~r

Fri clay evening.

They are conducted according to

parli~~en­

tary usages, and are des.igned to acq_1laint

their members with the customs and pri;ct ices
of deliberative bodies, to give an irr.petus

to literary investigation, and to develop a
talent for literary work, p~blic speaking
and extemporaneous discussion. The members
of the faculty are honorary members of these
societies. Students wt.o creditably. pprform
their duties as members of one of these
societies are excused from a µart of tr.e
regular rhetorical exercises of the school.

-57It is confidently believed that all graduates of this school will manifest a lively
interest in its welfare.

Their influence on

the schools of the Territory is already plainly seen, and it will do11btl'3ss increase a.s
they increase in experience and numbers.

The faculty desire to be informed of the
success of the graduates and also to render
them professional

a~sistance,

as far as poss-

ible.

THE ARIZONA NORl;ihl. RL\JCviiU r..Sl:;OCinTION.

This society, as its name indicates, is

composed of graduates of this Normal School.
It holds two regular meetings each year, and
an annual banquet the day after commencement.
Its officers for 1098-9 are John Mets, class
of 1 94, President; Bertha M. White, class of
1 96, Secretary;
Mrs. Webster Johnson, class
of '37, Treasurer.

TEACHER::>' BURFAU. /cc

The Faculty do not wish to be u.~derstood
as agreeing to furnish employment for their
students .upon graduation, but feel '''arunted
in saying, that· they have many opportunities
of recommending teachers to good positions,
and that they are pleased to do so, thereby
rendering a service, mutually helpful to
their students and to school officers desir-

I ing

to employ teachers.

- 58 TO SCHOOL OFFIC:'TRS

/ '

The PrincipBl of this school, v1hen requested,
will take pleasure in furnisting to school offi icers, accurate information in rega!'d to the
'I fitness of students and alumni of this school

~to teach; also, when desired, will put them in

i communic~tion with teacbers se·?kint; ernployff1ent.
I

ln order to be able intelligently to recorn
mend a teacher to a position, it is necesaa.ry
i that the Princip11l be i'1 possession of " full,
i detailed statement of the re({uirerr,ents of' that
1position und its surrournlings.

j!

:'I

1

,,1
1

.All corresr)on('tenee in regard to the manoseof tbe school, ex:t:Jense of l i vir.g, conditions
i of admission, etc., and c.11 &u~,,1iC2tions for
;[ catalogueo and announcerr1ents should be ad.dressed
Ii to the J:?rincip&l of tt.e Norrnal uchool oi' nrizona,
:I
Te::npe, _i.tri zona.
'i

Jment

- 59
REGISTER FOR l898-99

GRADUATE STUDENTS ;

~,·

;<

Holmesley, Georgia Ann. • • • • •

• Tenpe

UNDEFIGRADUATE STUDENTS ,, ·
Adams, Helen Ransom. • •
•
Allison, Garnet Ione • •
•
Appleb:,·, Alice Bea trice. • •
Archbald, Bessie Frances • • •
Babbitt, Ru th P.nna • •
• •
Bond, Louisa Pearl • • •
•

•
Prescott
• • •
• T~Iesa
• •
• Tempe
• •
• Tempe
• • • • • I•ilesa
•
• ldesa
• • •
.Phoenix

Bowyer, Eva Lilian • •
Brady, Emma, __• • . • •

-• -•

• • •

• Mesa

Brady, Nellie. • •
•
•
• •
• • Tempe
Brady, Rachel.
• .
.• •
• • • . fdesa
Bra.dy, Lulu. •
• •
• •
• • .. ~esa
Bristow, Ella Leonora.
Camp Verde
Buck, Roy Ivan • • • •
• . • Tempe
Carlyle, Lu tie Olarion.
Westminster, Calif.
Carroll, Katherine Alice
• •
• • • • Tempe
Carter, Clara Adella • •
• Walnut Grove
Certledge, Crantz. • •
• • •
.Tempe
Caughran, James Wiley. •
, , , ,
.Tempe
Ceve, Anna Elizabeth
•• ,
•• Tempe
Clark, Nella E.. •
•
• .
• • Mesa
Cosby, John Robert , , • ,
Benson
Crocker, Nellie •• , •
• •
Prescott
Crose, Ira Motley.
• , •
• iAesa
Cummings, Hattie Belle
, • • •
• • Tempe
Cummins, Clara Frances
• .
• Ten1pe
Curnow, Alice. • • • •
•
• •
• • • ~Jlesa
Curnow, Murray • • • • •
•
?.lesa
Darlington, Harold Brinton •
•
Mesa
Davis, Alma i~organ • • • • •
• • •
Lehi
Davis, Lousia. • • • • • • • • •
•
Lehi
D"an, Wilber Huntington. • • •
• •• Phoenix
Douglas, IVIaybelle • • • • • • • • • • • Phoenix
Dowdle, Anna Elizabeth • • • • •
• .Safford
Dowdle, itlary Isabelle.
, • ,
.Safford
Drane, Riche.rd Lamar • • • • •

• • :i11esa

Drew, Arthur Wheeler •
Duncan, Robert 0 1 Barr. •

• .Tempe
.Phoenix

-60-

Edwards, Ernest David ••
Edwards, Willie,.. Elisha.
Fike, Perry Jemes • ••

Fisher, InP-z Be2.trice ••
Frazier, Jessica . . . .

.Tempe
• Te:!!pe
Bisbee

..
..

.Tempe

.Phoenix
.Phoenix
.Yo.rnell
.Yarnell
• •• Y"'rnell
• • Lehi
Glendale
Glendale

.• .

Garnett, iilvrtha Lucinda.
Genung-, 1Cdw.ord Burton.
Genunl!, Geore:e ;,alter.
GenunF, Grace Laura.
Gibson, Leona.. • • • • •

Godwin, Dean Ely • •
••
Godwin, Grace ~!orris
•
Goodwin, Garfield Abra.m.
• • Terni.)e
.Phoenix
Greene, Beulah Ellen •
•
Greene, Churles Evart.
.Phoenix
••
Greene, Elizabeth i\lae ••
•
.Phoenix
• •
Greenle~f, Edna Lucie • ••
• Yum&
Greer, Le.ura • • . • • • •

• • Concho

Concho
• Tempe

Greer, MarP.aret Ellen ••
•
Griffin, Frcnk 'Nebb ••
Haider, Chc·rles Llvin
Hence, Pcrtheni0 Josephine
Hanna, Herbert •
HF.rtsfield, Lena Pearl
Hauxhurst, Elle. Leota.
Heyden, Sollie Davis •
Hedgpeth, Elizabeth Indin.
, HedP.epeth, \\'illi~m Coples.
Hendrix, Harry Gierland
Hensh~~w,

• • Tempe

Camp Verde
• • Tempe
.B:g Bug

•

• • Tempe

.Phoenix
.Globe
• .Globe

Louisa Clay .

Hicks, Ben.ic<min Edwerrl
Hicks, Lelia • • . •
Hobson, Lydia Myrim.
Holmes, John Garnett
Hough, Bessie Belle.
House, Ora Leivh ••
Horn, K~therine Doris.
Hu~hPs, ?~arp-aret

Beatrice.

Johnson, ChP.rles • • •
Jones, Cloyd Orren • • •
Jordan, Nettie Elmore ••
Kellner, Bennett Justus.
Kellner, Frcnkson Ranson
Kent, Alice • • • •
Kimb2ll, Para Lee.
•
Leird, Hugh Edward

.PhoPnix
• .Tempe
.Phoenix
.Phoenix

.•

• • :,1esa

Shelb;,rville,

;·~a.

.Tempe
. • . . .Globe

..•

•

• • • :desa

. . Fuller, Kans3
s
.Tempe

. Lehi
.Phoenix
.Phoenix
.Phoenix
.Gil& Bend
• • h1esa

• • • Tempe

- 61 -

Laird, Minnie Elvira. •
• •
• • Tempe
Laney, Joseph Clarence~ • • • • • •
• .Mesa
Levi,- Lee • • • • • •- • • • •

• Phoenix

Lincoln, Daisy Maude. • • •
• • • • Phoenix
Listebarger, Ina Lucinda • • • • • • • • Tempe
Mann, Mary Alice. • ·• •
.Peoria
Martin, Permelia Ermina • • • • • • • • Tempe
Martin, Sylvan. • • • •
• • •
• • Tempe
Mazon, Manuel Salvador • • • Alter City, Mexico
McQueen, Donald Thomas. •
• •
• • • .Mesa
Meade, Ethel. • • • • •
• .Lynx Creek
Merria~, Eleanor-at-Lee •
• • • • • Phoenix
Miller, Jr., Albert James • • • • • • • Tempe
Miller, Eric Rex. • • •
• • •
• Phoenix
Millett, l1!ary Delila. •
• • • • •
• Tempe
Montgomery, Beulah. • • • •
• ••• Phoenix
Moore, Al'ina May .• -• • • • • • • • • • • .Lehi

Morrow, Laura Belle • • • • • • • • • • Tempe

Morse, Alice Augusta. •
• • • • • • Tempe
Murray, Lillian Mabel •
• • •
• Phoenix
Newell, Grace Jemima.
• •
• • • .Mesa
Newell, Sybil Cora. •
• • • • • • •
.Mesa
• Tempe
Nichols, Grace Mary • • • • • • • •
Ozanne, F.clna Antoniette • • • •
Tempe
Ozanne, Philo Hoysradt. • • • • • • • • Tempe
Palmer, V/innie Lulu •
• Los Angeles, Cal.
Pearce, Jesse • • • • • • • • • • • • • •Mesa
Pearce, Zebulon . •

• •

• • • • • • .Mesa

Penn, Oscar • • • • • • • • • • • • • • Tempe

Perry, Gracie • • •
• • • •
• •• • Cordes
Perry, Minnie J\deline •
• •
• • .Cordes
Peyton, Emma Belle. • •
• • • • • .Florence
Pomeroy, Emma Charlotte • •
• • • • • • Mesa
Pr.ice, Nannie Adelaide. • • • • • • • • .I'desa

Priest, Clara • • • • • • • • • • • • • Tempe
Priest, Gertrude Elizabeth. • •
• • Fortuna
Priest, John Gonzales • • • • •
• •• Tempe
Reynolds, Carrie Valerie. • • •
• Phoenix
Richards, Robert Oral • • • • • • • • • Tempe
Richmond, Madge • • • • • • • • • • • Phoenix
Richmond, Forest Leon • • • • • • • • Phoenix

- 62 -

Roberts, Bert Calvin. • • • • • • • • • .Mese

Robbins,. Wilmi th Pansy. • • • • • • • • .Mesa
Root, Glenn Gadner • • • • • • • • • • •Tempe
Rosenberger, Mary Viola

• • • • • • • .Mesa

Rosenberger, VinCent. • • • •

• • • • .Mesa
Ross, Stella Francelle. • • • • • • • • .Mesa
Ruse, Elmer Franklin. • • • • • • • • • Tempe
Saylor, Mary Susan. • • • • • • •

• • Tempe

Schwarz, Elizabeth • • • • • • • • • • • •Lehi

Sharbrough, Franklin Frazer
• • • • •
Shute, George Walter. • • • • •
• ••
Sirrine, Serrata Anna • • • • • • • • •
Smith, Leroy Holmes • •
• ••••••

Tempe
Globe
• Mesa
Tempe

Stacy, Mira Lovina •- • • • • • • • • • Phoenix

Standage, Orpha Caroline • • • • • • • • •Mesa
Standage, Orrin Lewis • • • •
• • •.• Mesa
Stanford, Rolla Clement • • • •
• • Phoenix
States, Gilbert Warren • • • • • • Delta, Colo.
Stauffer, Charles Albert. • • •
• ,Glendale
Stelzreide~ John A. Williard. • • • •• Tempe
Stewart, Edith Frances • • • • • • • • • Tempe
Stewart, Helen Marion • • • • • • • • • Tempe
Stewart, Albert Leslie • • • • • • • • • Tempe
Stone, Neva . • • • • • •
• • • • .Prescott
Sweeney, tlt!arie Louise • • • • • • • • • .Lehi

Taylor, Edan Clair • • • • • • • • • • • •Mesa
Temple, Ida Wheatley. • • • • • • • • .Benson

Thomas, Charlotte Lucile. • • • • • • Phoenix
Trusler, Harry Raymond • • • • • • • • • Tempe
Tucker, Ruby .Maybelle • • •
• • • • Tempe
Turma.n, Sarah Elizabeth • • • • • • • • •iv1esa

Tur=, Tabitha Elinor. • • • • • • • • .Mesa
Ullman,

~d.ary

Louise • • • • • • • •

Underhill, Margaret Elsie
Vaughan, Lillian Aurj' • •
Walker, Alice Ada • • •
Walker, Levi. • • • • • •

•
•
•
•

• .Mesa

• •
.Scottsdale
• •
.Benson
• • •
• • Tempe
•
• Tempe

Wallace, Mary M.alvina • • • • • •
• • .Mesa
Wallace, James Quinn. • • • • • • •
• .ilrtesa

Warren, Hendrick. • • • •
•
• Phoenix
Weaver, Helen Ruth •• , • • • • • Casa Grande
Webb, Lyla Grace. • • • • • •
• •• Cline
Westover, Clare11ce. • • • • • • •
•
.Mesa
Westover, Jes~ie. • •
• • • • •
.Mesa

- 65 -

White, Veronica Janet Demara.
Whitehead, Clayton Legrand. • •
Whitaker, Robert Burdette
• •
Wilbur, Ethel Mae • • • • • •
•
Wilson, Clara • • • • • •

Wingar, Lulu Belle. • • • •

Phoenix
• • • • Mesa
• •• Tempe
•

.Mesa
Tempe

• • Tempe

Wise, Frank • • • • • • • • • • • • • • .Mesa

Woolf, James Oscar. • • •
Woolf, William Henry. • •
Wormell, Blanche Douglas.

• • •
• Tempe
• • • • Tempe
• • • • ~hoenix

- 64 -

ALUMNI REGISTER /0
CLASS OF 1887 11
TIME DEVOTED TO TEACHING
ADDRESS
Etta Bromell.
• • .Five Years
Tempe
(Mrs. J. Webster Johnson)
Georgia A. Holmesley • • • • • • • • Nine Years
Tempe

NAME

. .......

Reese M. Ling • • • • • • • • • • • Two Years

Prescott
(District Attorney of Yavapai County)
Gertrude Pomeroy*· • • • • • • • •Five Years
Major Jas. H. McClintock. ; • • • • Five Years
Phoenix
CLASS OF 1888 ,,;

Kate Cummings.

Years
. . . . . . . . . • Five Tempe

(Mrs. Fisher Bailey)

* . . . . . . . • • • Five Years
Henry Q. Robertson • • • • • • • • • Ten Years
Globe
Martha Sears

CLASS OF 1890 , <!
Nanna Brown • •

. . . . . . . . . Three Years

Tempe

(Mrs.John Knight)
Lena Coughran • • • •

. . . \Villiamson
• • • • .One Year
Valley

(Mrs. J.M. Sears)
CLASS OF 1891,<J
Lee Gray, LL.B. (Yale) 1895 ••
(Attorney)
Josephine Frankenberg
*Deceased

. . . Phoenix
.. ..

Years
. . . . . . .Five Tempe

- 65 -

CLASS OF 1892 11
Lillian J. licAllister
(Mrs. L. J. King)
Victoria B. Shaw.
(Mrs. Geo. K. Smith)

...............
Los l\ngeles, Cal.

Term
. . . . . . . . . .·oneTucson

CLASS OF 1895 J1
llanie Anderson. • • • •

•

. . ..

•• Four Years
Gila Bend

..........

Agnes Halbert* •• • • • • • •
Melton • • •
• • • • •Five Years
Phoenix
Lydia Rembert • • • • • • • •
• • • One Year
Los Angeles, 'Cal.
Mary Win gar • • • • • • • • • • • • • • Six Years
Tempe
Chas. c. Woolf, LL.B. (Univ. Of Colo.).
Tempe
(Attorney)
l'I. I.

......

.....

CLASS OF 1894

11

Myrtle Aplin • • • • • • • • • • • • • • •One Year
East Highlands, Cal.
Joseph L. Birchett • • • • • • • • • • • • One Year
Addine Bury

• • • • • • • •

• •

.Five Years

Phoenix
Nettie Clay • • • • • • • • •
••
•
One
Year
•
Tempe
(Mrs. Ashby Hawes)
Agnes Dobbie. • • • • •
.Four Years
Mesa
(Mrs. J. D. Soper)
Allie Gray • • • • •
•
•
•
.Five
Years
• • ••
Phoenix

.....

..

- 66 -

CLASS OF 1894 cont'd.

<1:;.

Leroy F. Hill • • • • • • • • • • • • . • • • • •

(Secretary Tempe Canal Co,)
Mary E•. McN eill

Tempe

• • • • • • • • • • .Five Years

Tempe
John Metz • • •• • • • • • • • • • • •Five Years
Mesa
•
.Five
Years
Blanche Newell. • • • • • • • • • •
Mesa
Rosina 'Pomeroy • • •
• .Five Years
Mesa
J!!Lla Saunders • • • • • • • • • • • •• Two Years
Shumway
(Mrs. Louis Cordon)
Anna R. Stewart • • • • • • • • • • • .Five Years
Tempe
Ida W, Woolf. • • .
• • • • • • • .Four Years
Tempe

........

...

CLASS OF 1895 ''
• • , • Two Years
(Mrs, M. A. Davenport)
Los Angeles, Cal.
• Two Years
John R. Birchett.
• • • •••
Tempe
John J, Carroll •
Tempe
Carrie Culver·. ,
• , Two Years
Tempe
• Two Years
1ottie Gibson • • • • • • • • • • •
Tempe
(Mrs. Robert Mullen)
Allie Holmsley • • • • • • • • • • • • • Four Years
Tempe
J, Wallace Morse •• • • • • • • • • • • Two Years
Tempe
Chas. P. Mullen • • •
Tempe
Miriam Anderson • • • • • •

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

...

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

Roscoe Walsworth. • • • • • • • • •

(Student University of Michigan)

. . . . Tempe
...

Maude J. ilelcome. • • • • • • • • • • Three Years

Tucson

- 67 CLASS OF 1895 cont'd. --·

Bertha Wilson • • • • • • • • • • • • Three Years
Tempe
E. Stanley Windes • • • • • • • • • • • Four Years
Cottonwood
CLASS OF 1896

J. Lawrence Abell
Nellie E. Culver. •

1l

. . . . . . . . . •• One Mesa
Year
Three Years
• • . ...
Tempe

Don J. Frankenberg • • • • • • • • •
(Student University of Michigan)

Nott E. Guild • • • • • • • • • •
Florence G. Hanna • • • • • • •
(Mrs. J. B. Flummer feldt)
Carl T. Hayden • • • • • • •

• .One Year
Tempe

. . .Tucson
...

.. • • Four Years
Tempe
. . . . . . Tempe
• • •

Jane M. Hedgpeth. • • • • • • • • • • • .One Year
Phoenix
Lewis P. Hedgpeth • • •
• • • • • • • • One Year
Phoenix
Georgia A. Hendrix. • • • • • • • • • • Two Years
Tempe
Amina W. McNaughton • • • • • • • • • • .One Year
(A.B., Stanford, 1898)
Tempe
Deborah I. Morris • • • • • • • • • • • Two Years
(Mrs. Doane Merrill)
Jerome
Julia R. Nichols. • • • • • • • • • • • • One Year
Tempe
Bertha M. White • • • • • • • • •• • Three Years
Phoenix
CLASS OF 1897
May A. Austin • • • • • • ••
(Mrs. William M. Goodwin)

14

.....

Two Years

Tempe

- 68 '~'-

CLASS OF 1897 cont• d,

.......

Julius G. Hansen. • • • • • • • • •
Los Angeles, Cal.
Adele Haushurst • •
•• • • • • • • .One Year
Phoenix
• • • • Two Years
May C. Huffer • • • • •
Tonto

..

Jane P. J4a.rtin • • • • • • • • • • . • • One Year
(Mrs. Verner A. Vanderhoof)
Tempe
Ana M. Miller •
•
• • • • • Two Years
Clara M. Miller • • • •

Flora L. Mills

. . ...

....

Tempe
Two Years

Tempe
• • • • One Year

Phoenix

• • • • •One Year
Tempe'

J. Oscar Mullen • • • • • ••

Ada M. Peyton • • • • • -. • • • • • • • .One Year

(Mrs. William Dodenhoff)
• • • • • • •
(Mrs.
J. Bowen)

Phoenix
• Two Years
Mesa

Mary C. Robinson

w.

Lucy M. Schwarz • • • • • • • • • • •• Two Years
Lehi
Addie Sirrine • • • • • • • • • • • • • Two Years
Mesa
• • • Two Years
Verner A. Vanderhoff •• • • • •

.....
... . Phoenix
Two Years
. . . . . . . . . . Cottonwood
Tempe

Walter S. Wilson. • • • • • • • •
Alice B. Windes •

CLASS OF 1898
Edi th R. Abell •

Mary C. Bosbyshell

'I

. . . ... .... .. .. .
Mesa
. . . • • • • • • • • One Year
Los Angeles, Cal.

69 CLASS OF 1898, con' d. c fiora N. Cohn • • • •
Elizabeth W. Fhgland.

. . . . . . . . . .One.
Year
Phoenix
......
.One Year
Tempe

Louie V. Gage • • • • • • • • • • • • • •One Year
Tempe
Ona B. Hanna. • • • • • • • • • • • • • • One Year

Tempe
J. Wesley Hill • • • • • • • • • • • • • •One Year
Phoenix
Olive J. Maxwell. • • • • • • • • •
.One Year
San Louis Obispo, Cal.
Florence A. McKee • • • • • •

• • • • .One Year

Ana, Cal.
. . • • • • . . . Santa
• • •One Year
Tempe
Mary El. Moore
. . . . . . . . . . . . .One17il1cox
Year
Ethel M. Orme •
.. . . . . . . . . .OnePhoenix
Year
Charlotte E. Perry •• . . . . . . . . . . . . ...
(Mrs. Homer Hedden)
Tempe
William R. Price. • • . . . . . . . . . . . . . .
Phoenix
Clyde A. Stewart. . . . . ..... • • . . . . .
l\iesa

Julia E. Mel. ton

Ida Warren Swiggett •• • • • • • • • • .One Year
Phoenix
Walter H, Wilbur •• • •
•
Mesa

. .. . . . . . . .