•.• THE ••• NORMAL SCHOOL OF ARIZONA -\RIZO\J,\ NOR!IHl SCHOOL ANNUAL CATALOGUE Of THE NORMAL SCHOOL OF ARIZONA AT TfMPE, ARIZONA, FOR THE SCHOLASTIC YEAR 1899-1900, WITii ANNOUNCEMENTS FOR 1900-1901. PRBSS OP TBE REPIJBLICAN, PHOENIX, AJlIZONA. CALENDAR FOR 1900-1901. 1900. First Semester begins ............................................. September 4 Entrance E:xatninations ....................................... September 4, 5 Registration Day, .................................................... September 6 First Quarter ends ................................................... Noven1ber 9 Second Quarter begins ........................................... November 12 Thanksgiving Vacation .................................... November 29, 30 Holiday Vacation begins ........................................ Decen1ber 22 1901. 1-Ioliday Vacation ends ..........................•..................... January 1 First Semester ends ..............................................•...•January 25 Second Semester begins ..............•.....................•......•.January 28 \\"ashington's Birthday ............................................ February 22 Third Quarter ends ......................................................... April ..JFourth Quarter begins ..................................................... April 8 !IIeutorial Day ............................................................... May 30 Anniversary and Commencement Exercises ................June 10, 14 BOARD OF EDUCATION. MBMBBRS JtX OPF'ICIO. HON. T. W. PEMBER.TON, Territorial Treasurer, President and Treasurer, Phoenix. HON. R. L. LONG, Superintendent of Public Instruction, Phoenix. MltJiDUtllS BY APPOINTlUCNT. HON. A. A. DUTTON, Flagstaff. MAJOR JAS. H. MCCLINTOCK, Secretary, Phoenix. HON. T. E. POLLOCK, Flagstaff. OttFICIAL BOAll.D OF' VISITORS. DR. CHAS. H. JONES, Tempe. DR. WILLIAM DUFFIELD, Phoenix. REV. LAPSLEY McAFEE, Phoenix. FACULTY 1899-1900. JOSEPH WARREN SMITH, M.A., Principal HISTORY AND POLITICAL SCIENCE. FRED. M. IRISH. NATURAL SCIENCES AND MILITARY DRILL· WILLS. TIPTON. MATHEMATICS. KATHARINE ADAMS, B. A. ENGLISH. JESSIE MARION SMITH. ELOCUTION AND PHYSICAL cur..TURB. J. L. JOHNSTON. MUSIC. FACULTY 1900-1901. A.]. MATTHB\VS, Principal. PSYCHOI,OGY AND MATHEMATICS. FRED. '1. IRISH, B. S. NA'l'URAL SCIENCES AND MILITARY DRlf,f,. KATHARINE ADAMS, B. A. :1;1:n!;CTOR OF PRACTICE DEPARTMENT AND PROFRSSIONAL INSTRUCTION. ELISE REED AVERILL. ENGLISH AND HISTORY. JESSIE MARION SMITH. EI_OCCTIOX, PHYSICAL CULTURE AND SUB-NORJ.fAL WORK, W. J. ANDERSON, B. S. :.\IANt:AL AR'l'S, CIVICS AND BOOK-KEEPING, THE NORMAL SCHOOL OF ARIZONA. TEMPE. LOCATION. The Normal School of Arizona owes its existence to an act of the Territorial Legislature, approved March 10, 1885. It is located at Tempe, a city of 1200 inhabitants, nine miles from Phoenix, the capital of the Territory. It has railroad connections with the Southern Pacific and the Santa Fe systems by the Maricopa and Phoenix and Salt River Valley R. R. The climate during the whole school year is delightful. The school is located in the midst of an intelUgent and moral community, engaged in farming and fruit raising. The buildings are of the latest design, provided with all the modern conveniences, well adapted tO school purposes and pleasantly situated. Six church societies hold services in this city. DErARTMENTS. The school is organized in three divisions, the Normal, the Sub-Normal and the Training. The Sub-Normal course consists of two years, and only those are admitted to it who have done an amonnt of work equivalent to that taken in the· first seven grades of the Public SchoolS. The Norm.al department consists of a three years' course, one-third of which is devoted to strictly pro~ fessional instruction. The Training department is an adjunct to the Nonnal proper, and is designed to give the members of the senior class actual practice in teaching. DESIGN. The legislative enactment which estal;>lished this Normal School {Chap. III, Par. 2515, Sec. 1, Code of Arizona) provides that instruction shall be given in the " art of teaching,'' and also '•in all the various branches that pertain to a good common school education; ". also " in the fundamental laws of the United States. and in what regards the rights and duties of citizens." An examination of the present course of study will show that the legislative intent has been carefully observed. Co COURSE OF STUDY-TABULAR VIEW. SUB-NORMAL COURSE. NORMAL COURSE. ----FIRST YHAR SEMESTER BI SECOND Yl<;AR SEMESTER A ,- SElllESTUR BI SE~:~STE~ ·1 - Arithmetic 5llArithmetic ri A;:tkl~=~~~ 5 Algebra U. S, History 3 !General 1 History . - 31Civics ' Book· Geography 2;Geography 2' Keeping .J 1 History ' 3jReadiug 3IE1ocutiou Elocution 'lzoolo~y Drawing 2 Drawing I 1Physical SEMESTER B 3 2 I 1 Geography 3 and Geology 5 2 Drawing 2 Adva11ced Rhetoric Grammar Elocution Botany Drawing 11/fusic, Physical Culture and Military Drill throughout the Course. The figures show the number of recitation periods. SEMESTER A _SR:MESTER Arithmetic 5 A'.gebra General History 5 ~ ------------- English History !General Grammar 31Grammar 3 Rhetoric 31Rhetonc ComposComCOmCom1tton 2 position 2 pos1tton 2j position Word-Workl Word-Work I Word-Workl1Hlocntio11 Reading 3 SENIOR YEAR MIDDLE YEAR JUNIOR YEAR 51Algebra BI SEMESTER A 3 Geometry U.S. Science of 3 History 5 Government (Seminary) {Semiuaryl 2 SEMESTER B 5 Geometry SEMESTER A in 5 Methods Mathema tics 5 En~lish Practice Cnticism Teachi11g 5 Methods iu 2 History 2% History and English English American Reading 2).1! I,iterature 3 Literature 3 Literature 3 Philosophy Geoof 3 Education 5 graphy 2j/z Grammatical Master· 3 Grammar 2 Analysis 2 pieces 2 Grammar 2).1! Logic and 5 Ethics 3 School Law 2 Chemistry 5 Physics a11d School Economy 5 Physiology 5 Psychology 5 Pedagogy 5 Advanced Psychology 3 Practice 2 Drawing 2 Teaching 5 2 Drawing 2 Drawing 2 Drawing ' ' • ~ ~ rn g g 0 ~ !:' ~ ~ ~ NORMAL SCHOOL OF ARIZONA. 7 ANALYSIS OF COURSES OF STUDY. DEPARTMENT OF ENGLISH. AIM. The general aim in the instruction in English is to secure accuracy and facility in the expression of thought. It is of fundamental importance that those who are to teach others the correct use of English should themselves have acquired sufficient skill to enable them to set the example. And this skill applies not only to spoken language, but to written discourse as well. To be able to speak correctly one must be logical in his thought, skillful in his selection of words, correct in bis pronunciation, grammatical in the construction of bis sentences, and should possess a well trained voice. To be able to write correctly one must have in addition a thorough knowledge of the forms of \vords, of their derivation, of their idiomatic use, and of those niceties of expression which add force and beauty to his con1· position. It is recognized that even a reasonable degree of perfection in all these respects cannot be attained, except by constant drill, extending not over a single year, but over a series of years; and while each particular division of this subject may emphasize some one phase of the work, yet the general aim is not lost sight of in the methods employed at any point in the course, READING AND ELOCUTION. Iu order to become a good reader three things are necessary, viz.-a mental preparation, a knowledge of the mechanisn1 of the printed page and an elocutionary training that will enable the reader to express the thoughts of the author when they have once been grasped. In the formal reading class of the first year in the Sub-Normal the first two of these objects are made especially pro· minent. The instructor takes note of the pupil's stock of ideas, available in the study of the selection; adds such other and further information as may be found necessary ; sees to it that the pupil can pronounce the words correctly ; calls attention to the grammatical and rhetorical pauses ; and, the ground being thus prepared, endeavors to secure a proper and an adequate expression to the thoughts of the author. The elocutionary aim of reading is to lead the student to grasp the thoughts symbolized on the printed page as real entities 8 NORMAL SCHOOL OF ARIZONA. and living truths ; to intensify mental pictures by exercising the imagination; to cultivate the voice by proper drills designed to give it greater power, scope and accuracy of modulation; to train the ear to a nice discrimination of tones ; to render the muscles submissive to the mind in expressing thought and feeling by attitude, gesture and facial movements; and by thus rendering the thought and sentiment of the selections, to cultivate a taste for the best literature. One hundred and twenty periods are devoted to reading as above described and sixty to elocution. Besides this, as general rhetoricals, each pupil will be required, at some time during the year, to deliver in the presence of the whole school, a selection, either original or otherwise as the case may be, and which must have been carefully rehearsed under the supervisiol! of the special teacher of elocution. TOPICS FOR STUDY IN ACADEMIC WORK. Carriage and attitude of the body; breathing exercises; vocal elements of language ; articulation ; enunciation ; pronunciation ; force ; pitch ; quality of tones ; effect of imagination on expression ; effect of mental states on expression ; cultivation of mental states; relation of voice and gesture; expressive use of body. TOPICS FOR DISCUSSION IN :METHODS FOR PRIMARY GRADES. Primary reading methods-phonic, phonetic, alphabetic, synthetic sound, word, sentence ; selection of the available features of all these methods, and the proper combination of them to produce the best results in first reading; what words to present first to the child ; how to present new words ; how to impress them ; what a primary reading lesson ought to comprise, and what not; how to remedy dra\vling, lisping and repeating; how tO secure natural tones, fluency and correct expre~sion ; sense reading; ustof objects and pictures ; use of blackboard and charts; hunting exercises ; seat work ; manner of teacher ; conneciion between reading and spelling, between reading and writing. FOR HIGHER GRADES. !{ind of reading suitable for the different grades; assignment of lesson ; preliminary exercises ; preparation of lesson by teacher, by pupil; illustrative reading by teacher; sight reading; things to be avoided; correction of errors, time for, manner of; correct vocal expression-what it consists of, how it 1nay be obtained ; Illustration of n1uscular movements to intensify expression ; appli~ cation of psychological principals. NORMAL SCHOOL OF ARIZONA. 9 SPELLING AND WORD ANALYSIS. To be able to spell correctly those English words which are in common use is one of the marks of good scholarship. This ability, desirable in every case, is, however, an indispensable requisite on the part of a teacher. Doubtless much of the knowledge of the forms of words must be gained by that particular kind of memory training called visualization, still even this process can be greatly assisted by frequent written exercises, by the analysis and synthesis of words and by the study. of their meanings as revealed by their derivation and history. The amount of time assigned to class-room work in spelling and word analysis is sixty recitations; but it is not intended that any paper. even if but a written lesson, shall be accepted until all errors in spelling shall have been corrected. 'I'OPICS FOR DISCUSSION IN :ME'I'HODS. Forn1s of words ; power of letters; accent; syllabication ; capitalization; diacritical marks;· roots and affixes-Latin, Greek, French, Italian, Spanish, Anglo-Saxon, 111iscellaneous; rules for spelling. 'l'OPICS FOR DISCUSSION IN ME'I'HODS. Spelling-phonic, alphabetic, written, oral; the selection of words ; the spelling book; development and use of. rules for spelling; the written lesson; spelling in the sever'al grades of the con1mon school, tnanner of conducting it in each, time devoted; the spelling reform; use of the dictionary; analytic process; use of the laws _of memory; visualization; plans for awakening and sustaining interest. GRAMMAR. The course of study with reference to grammar bas been arranged with a view to the needs of two classes of pupils-first, those ;vho have no sufficient knowledge of the framework of the language ; and, second, those who have mastered the elementary principals. In the first case the fact side of the subject i:3' etnphasized. \Vords, phrases, clauses and sentences are classified and arranged into closely defined groups, after which each group receives its proper natne as determined by its characteristics. The method of presentation will be inductive in the first instance, and then deductive. This class of work will be confined principally to the first year and 120 lessons will be devoted to it. The grammar of the Junior year, which will consist of 80 lessons, will deal mainly with the relation si of axioms, apt illustrations of the 1neaning of the terms addition, substraction, coefficient, exponent, and of all other technical terms used; geometric and graphic representation of the simpler expre~sions; concise and convenient for1ns for expressions and relations; transforn1ations of equations; forn1ations of equations; expression of for111ulas in oral language; interpretation of results; utility and po\ver of algebraic investigations. GEOMETRY. The course in geometry includes both concrete and demonstrative, the former being taught in connectiou ~·ith dra\\•ing. De- NORMAJ. SCHOOL OF ARIZONA. monstrative geometry will embrace both plane and solid. Stze;relations will he considered, first, hy innnediate comparison of magnitudes, and afterwards by means of their nun1erical measure; abundant exercise in oral demonstration will be given, to secure elegance and conciseness of expression; and, when this art of rigorous demonstration shall hav-e been acquired, the student ·will be required to devise his own solutions. In the secontl sem-ester geo· metry is correlated with logic. TOPICS FOR sTrDY IN ACADEMIC \\'ORK. Logico-tnathen1atical terms; geometrical concept; straight lines and angles; triangles, quadrilaterals; other polegons; circles, proportions; mensuration of plane figures; siinilar plane figures; original demonstrations of theorems; planes; solids with plane surfaces; solids with curved surfaces. TOPICS FOR DISCOSSION IN METITODS. Basis and value of geometrical investigation; illustration of logical and mathematical terms; of geometrical concepts; formation of them; forms of deductive reasoning; stages in a demonstration; practical application of principles demonstrated; value of the scoHum; demonstration by superposition, by reduction ad absurdum; by theory of limits, by method of exhaustion; history of geometry. BOOK-KEEPING /\ND COMMERCIAL LAW. A short course, consisting of 20 lessons, is givett ill book-keeping, the object being to render fantiliar the method of keeping accounts both by single and double entry, especially the latter. The student is required to write out carefully a set of blanks, to study the meaning of co1nn1011 terms used in business life anrJ., in addition, to acquire such knowledge of actual business as the circumstances of the case will allow. In connection with the book-keeping 20 lessons are given in commercial law. The method pnrsued is the combined text-book and lecture, the former being used for definitions and frame work while the latter consists largely of the application of the principles set forth in the text-book to actual business experience. TOPICS FOR STUDV IN ACADEMIC WORK. BooK·KEEPING-Abreviations; signs; classification of accounts; double entry; day-book; jonrnal; posting; closing ledger; commercial forms; bill~books; invoice-book; shipments; account sales; partnership; farm accounts; balance sheet. COMMltRCIAL LAw.-Principal and agent; contracts; effect of statute frauds on contracts; partnership; sales; guaranty and en· 16 NORMAL SCHOOL OF ARIZONA, dorsements; commercial paper; warranty; insurance; real property; transfers of real property; title by gift, devise and descent; wills. DEPARTMENT OF NATURAL SCIENCE. The aim of the work in this department is, not so much the collection of a large store of facts, as the thorough training of the student in systematic methods of scientific study, and the inculcation of habits of close and accurate observation, orderly thought and logical expression. The student is required to obtain a working knowledge of the fundamental principles of the sciences, and is led to recognize their practical application. The laboratory courses offered both in the physical and natural sciences afford abundant opportunity for acquiring facility in the manipulation of apparatus and in the handling of material. The instruction is chiefly academic, its application to nature work in the elementary schools being reserved for the practice department, where each subject receives especial attention. However, in selecting the exercises, and in conducting the recitations, the attention of the future teacher is frequently directed to the availability in his chosen calling of the knowledge he is here acquiring. The laboratories for \Vork in physics, chemistry and biology are commodious, well-lighted and suitably equipped with apparatus of the latest design, new pieces being added from time to tin1e as new discoveries in the scientific world and the progress in n1ethods demand. There is a large and growing collection of material for illustration in biology and geology, which during the last year has been increased by many specimens, contributed by individuals. Such contributions are always acceptable, as by this means it is often possible to obtain valuable and useful material for illustration and study.* BOTANY. The study of botany is peculiarly adapted to cultivate the po\vers of observation, and to arouse an interest in, and a love for, "' The value of specimens of all kinds is greatly enhanced by attaching to them a label, bearing the date of collection, locality, name of donor, remarks as to scarcity, abundance, utility, etc, During the past year specimens have been recei\'ed from Mr. Chas. Houston, Mr. T. L. Schultz, Mr. Chas. Taylor, :Mr, Jos. Culver, :1-liss Madge Richmond and others. NORMAL ScHciOL Ol" ARizoNA. 17 the beauties of nature. For this reason a knowledge of plant life is especially valuable to the teacher, as furnishing a basis for attractive and interesting courses of nature study for alt .grades of the elementary schools. The underlying principles of vegetable anatomy and physiology are dealt with in as thorough a manner as piv.cticabte, but the fact is recognized that the life relations of plants are of more interest and impOrtance to mankind in general. The student is, therefore, not allowed to restrict his horizon to the limits of the vegetable cell, but is lead to study the relation of the plant to the conditions under which it lives, and to the effects of soiJ, climate and other factors of environment upon its form, structure and habits. The work begins in the spring, with a laboratory- study of the conditions affecting the gennin:afion and growth of the· seed, _followed by an iavestigatiOn of .the morphology, structure and functions- o( root, stem, leaf and flower. The subject of plant relations, to which the attention has heretofore frequently been called, is now treated more fully, and the course closes with a study of typical plants 'illustrating the leading types of vegetable life, thus giving.the student an introduction to systematic botany . .The entire course is illustrated by experiments performed by the individual student in the laboratory, and by field trips at frequent intervals. Each student is required to keep a.-neat and systematic record of all his observations and investigatioiis; and to illustrate the same by careful drawings and sketches. The laboratory is well supplied with dissecting microscopes and apparatus for the preparation and study of such material as is required in the course, and the stildent -is constantly referred to standard works in the library. The varied and interesting fiora of the Salt River Valley, and of the surrounding mountains, is amply sufficient to furnish a bun· dant material, and to arouse a desire for original research. TOPICS FOR STUDY IN ACADICMIC WORK. The seed and its germination ; the parts of the seedling·; its development·; stora:ge of nourishment in the seed ; roots; stems ; structure and work of the stem ; buds ; ieaves, their artangement, movements; leaves of peculiar forms and uses; structure and functions of leaves;· infioresence; study of typical flowers; the flower and its organs ; fertilization ; the fruit; plant relations ; the struggle for existence and the survival of the fittest; classification ; types. TOPICS FOR DISCUSSION IN METHODS. Purpose of and plans for nature study; valU:e of plant lessons- 18 NORMAL SCHOOL OF ARIZONA. (a) formative value, (b) content value; awakening and sustaining interest; cultivating 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 localities; introduction and use of technical terms: cultivation of aesthetic taste; appreciation of harmony of color and form; procedure, value and limitation of representation by modeling and painting; use of text-book. ZOOLOGY. This course consists of a laboratory study of types of the more important groups, supplemented by discussions of fundamental principals. Here, as in the botany work, the powers of observation are strengthened, and habits of careful systematic thought are developed The student is required to do a large amou~t of study out of doors, field trips by the class as a whole, or in groups, being an important feature. The student keeps a careful record of his laboratory work, and of the supplementary lectures, illustrating his notes by drawing. The life relations of animals, as well as their structure in physiology are studied, and attention is. called to progressive development of tpyes leading up to the theories of organic evolution. TOPICS FOR STUDY IN ACADEMIC WORK. The moeba ; the hydra; the grasshopper; the butterfly; the dragon fly ; the honey bee; wasps; flies; beetles; lessons in classification illustrated by the insects previously studied ; spiders; the scorpion; the centipede; the millipede; the crawfish; classification extended ; the earth worm ; the pond snail ; a fish ; the frog; birds; the rabbit; excepted theories of evolution. TOPICS FOR DISCUSSION IN METHODS. Kind and amount of direction by teacher i graded lessons for elementary schools; procedure, value and limitation of represen~ tation by drawing and painting; purpose of, proceedure in pre5enting and time devoted to nature study lessons in tlle several grades of elementary schools; use of text-books. rHYSIOLOGY. The general ideas of life processes which the student has acquired in the course in zoology are here worked out in detail iu Noll.fd:·.&:r. SCnoo:r. OJI' ARI7.0NA. 19 their ·application to human physiology. The subject of anatomy ts made su.bo:rdinate to a clear ttnderatanding of physiology and hygiene. The ettbre c0t1rse is illustrated by class experiments and by dissections performed upon small animals. The compou-nd microseope and the solar projection microscope are used in demonstrating the minute details of structure, an excellent series of histological slides being a•ailable for this- purpose. 'l'OPICS FOK. S'tUDY IN ACADEMIC WORK. Living bodies and cells; proximate principles; o:xidation ; fermentation : alcohol ; &alivary dig.estion ; stomach digestion ; intestinal digestion; absorption and assimilation; alcohol and digestion ; digestion in lower animals ; animal food; vegetable food; quantity of food required ; drinking water; narcotics ; drugs and poisons ; the blood ; the heart j circulation of the blood ; regulation of the flow of blood; the lungs ; respiration of the tisSnes; the air ~d ventilation; heat and clothing; excretion and sewage ; the skin and bathing ; nerves ; the sympathetic nervous system ; the brain; in-d.uences which affect the mind; effects of narcotics on the mj.nd; taste, smell and hea,ring ; the eye ; the voice ; bones ; joints ; muscles ; bacteria and d~sease ; repair of injuries. ToPICS ttot. DlSCUSSION IN KETHODS. Method .of observing the form of organs and, their structure ; illustrations· of functions of organs ; diuf:Ction of small animals and drawings and descriptions of parts-dissected ; use and ·value of blackboard drawings ; use of sb:leton, manikin, casts, models ; use of te:irt-books. PHYSICAL GEOGRAPHY. This course presupposes a thorough knowledge of eleme11;tary geography in all its aspects. The scope of the work includes a consideration of the earth's place in the universe, and a brief· discussion of its form, size, motion and of its relation to -the other members of the solar system. The earth is considered as being surrounded by two great envelopes, the atmosphere and the ocean. The atmosphere is first discussed, and in this connection the students are required to make and record daily observations of the condition of the weather, the heighth of the barometer (reduced to a sea-level), the temperature, dew point arld relative humidity. J!l':rOni these records· curves are constructed -showing graphically 20 NORMAL SCHOOL OF ARIZONA. the conditions which prevail from month to month during the course. The observations made by the students are compared with the daily bulletins furnished by the government weather service, thus impressing upon the mind an idea of the practical nature of the work. The subject of storms is illustrated by a carefully selected series of weather maps, placed in the hands of the student for study, Climatology is given a prominent place in its bearing on the geographical distribution of animals and plants. The study of the land is taken up as a half-term course in dynamical and structural geology, enough time being devoted to historical geology to enable the students to become familiar with the leading principles of the development of life upon the earth, and to understand something of the methods of geological research. TOPICS FOR STUDY AND ACADEMIC WORK. The earth, its form, general condition, surface and n1ovement; the solar system; the universe; the nebular hypothesis; the aircon1position, heighth and changes; nature of light and heat; the sun's heat-effect on the land, on the ocean, on the air; temperature of the earth's surface; daily rains illustrated by observation; conditions affecting daily and seasonable range; climatic zones; isotherms; air pressure, changes and measurement; use of the barometer ; planetary winds; periodical \\'inds ; weather changes; weather maps; cyclonic and anti-cyclonic areas; vapor in the atmosphere; precipitation; distribution of rain fall; climate ; distribution of life ; the ocean-area, depth, methods of studying its bed; wind waves; tides; ocean currents; the earth's crust, minerals and rocks; movements of the crust ; geological ages ; erosion ; river valleys ; glaciers; glacial period; sea and lake shores ; planes, plateaus and mountains ; volcanoes, earth· quakes and geysers; historical geology. TOPICS FOR DISCUSSION IN l\IETHODS. Development of ideas of place, position, distance and direction ; ideas and physical features of home location, occupation of people, product of locality, representation by n1aps of school districts, precinct, county, territory ; bow to proceed f:rom home geography of state ; value of vivid description and graphic representation; appeals to the itnagination ; presentation of the study of the earth as a whole; subdivision of the earth's surface ; use of text-book-time of, extent of, manner of~ map drawing-place of, value of, manner of conducting ; exhibition of products-natural, artificial ; construction and use of sin1ple apparatus ; value of experin1ent; sand and clay models; use of maps, charts; graphic method of illustration as applied to comparative areas, wealth, N'ORMAI, SCHOOL OF ARIZONA. 21 industries, production, temperature, rainfall; e:xplanation of phenomena-day and night, change of seasons, weather; collection and use of specimens; kind and amount of additional reading; supplementary material ; outlines ; field observation ; excursions; original notes on geology, geography and familiar weather phenomena. PHYSICS. The aim of the work in physics is two-fold-first, to give the student a knowledge of the theory of the constitution of matter and of the physical laws governing its phenomena, and second, to acquaint him with the use of experimental methods in scientific study and investigation. The laboratory method is used, the student being required to perform a series of selected experiments, both qualitative and quantative. The experiments used are largely chosen from the Harvanl preparatory course. An improved method of note-taking is used, the notes being written up at first hand directly from the experimental work, upon separate sheets of paper which, after examination by the instructor, are bound into a cover for preservation and reference. The student is taught to control the inevitable errors of measurement and to understand the value of the mean of a series of observations. He also learns to plot his results in graphic form by means of curves. Loss of time is prevented by providing each individual student with a contplete set of the instruments and pieces of apparatus most fnquently used. The field of view is broadened by constant reference to standard works by different authors in the library. The course is amplified by frequent quizzes upon the laboratory work, and by lectures upon the underlying laws and principles. TOPICS FOR STUDY IN ACADEMIC WORK. Density ; weight of unit volume of a substance ; weight and mass; lifting effect of water ; specific gravity of solids; flotation ; specific gravity of liquids ; fluid pressure ; atmospheric pressure ; barometer; Boyle's law; graphic method of representing results ; pumps; syphon ; density of air; the lever; center of gravity ; errors of a spring balance ; parallelogram of forces ; inclined plane; wedge; screw; friction between solid bodies; coefficient of friction; pendulun1; nature of light ; photometry ; reflection; mirrors; refraction ; index of refraction of glass; lenses; the eye ; sight and color ; optical instruments; breaking strength of wires; elasticity by stretching; liquids and gaseS; surface tension ; capillary action; Pascal's principle; hydrostatic press; specific 22 NORMAL SCHOOL OF ARIZONA. gravity of a liquid by balancing columns; matter, force and motion; velocity; inertia; comparison of masses by acceleration test ; work and energy; heat, temperature and conveyance of heat ; testing a mercury thermometer; linear expansion of a solid ; air thermometer; specific heat of shot ; latent heat of melting ice ; vaporization and condensation ; determination of the dew point; distillation ; latent beat of vaporization ; mechanical equivalent of heat; the steam engine; radiant energy; sound; velocity of sound in open air; wave-length of sound ; number of vibrations per second of a tuning fork ; harmony and discord ; magnetism ; lines of force near a bar magnet; theory of magnetism ; electricity ; electrification by friction ; potential ; capacity ; Leyden jar; lightning ; galvanic cell and electric circuit; current strength; electromotive force; electrical work; resistance; Ohm's law; resistance of wires; Wheatstone bridge ; change of resistance with change of temperature ; battery resistance ; telegraph ; telephone ; electric motor; dynamo; electric lamps; induction coil ; Roentgen rays ; experiments of Hertz; wireless telegraphy ; electromagnetic nature of light, TOPICS FOR DISCUSSION IN METHODS, Preparation, presentation of, and time devoted to nature-study lessons for the grades of common schools; illustrations of the principles of the simple laws of physical science ; simple devices for illustration ; aid and direction from teacher, kind of, amount of; text"book, when and how used ; note book ; use of representation, by drawing, by formula, CHEMISTRY. The course in chemistry is intended to precede immediately that in physics. The student thus begins the latter study with a knowledge of the atomic theory, and the chemical constitution of matter, and has already acquired considerable facility in the handling of apparatus. The course consists of laboratory work, supplemented by lectures and recitations. The method of note-taking is similar to that used in the course in physics. The laboratory is provided with work tables of approved design, and the equipment, both apparatus and chemicals, is excellent. TOPICS FOR STUDY IN ACADE;MIC WORK. Elements and compounds ; oxygen ; nitrogen ; hydrogen ; union by weight; carbon ; oxidation ; combustion; flame: electro· chemical relation of the elements; valence; chemical equations j NORMAI. SCHOOL OF ARIZONA. 23 acids, bases, salts; hydrochloric and hydrofluoric acids; nitric acid; sulphuric acid; ammonium hydroxide and ammonia; hydroxides of sodium, potassium and calcium; union by volume; oxides of hydrogen and of oxygen; oxides of carbon; oxides of nitrogen j the atmosphere; laws of combination ; the periodic law; the halogens i vapor density; molecular weight; atomic weight; condensation and diffusion of gases; sulphur and its compounds; phosphorus and its compounds: boron and silicon ; a study of the more important metals with special reference to reactions useful in qualitative analysis. TOPICS FOR DISCUSSION IN METHODS. Amount and kind of direction by teacher in experimentation ; preparation and use of simple appliances for illustration and investigation ; selection of matter suitable to nature-study lessons in the grades of the common schools : use of text-book ; use of note book; value and use of representation, by drawing, by symbols, by equations. DEPARTMENT OF HISTORY AND CIVICS. As one of the avowed purposes for which this Normal School was founded was to give instruction "in the fundamental laws of the United States, and in what regards the rights and duties of citizens," it follows that ~he study of history, and of civics, its cognate subject) must be given an important place in the course. Nor could the legislative intent be properly carried out by confining the attention to the history and government of the United States. Our laws and our institutions are not a~one the creations of a people native to this continent; but their origin must be sought in the records of nations who flourished and passed away before this country was known to onr ancestors. All good citizen ship must rest upon knowledge, and especially upon an acquaintance with those causes which have led to national prosperity or decay. Believing, then, that an appreciative knowledge of the history of our own country must have for a background a good knowledge of world-history, the courses in this department have been so arranged as to lead up to a careful study of United States history in the middle year. In the earlier part of the course it is sought to impress the leading facts of history upon the memory, and to make them vivid by the use of the imagination. As the subject progresses, however, the disciplinary side is emphasized, and finds its culmination in the seminary work, which is pursued by the 24 NORMAL SCHOOL OF ARIZONA. pupil in the library, under the direction and the advice of the instructor. A total of 360 recitations are devoted to history, and 100 to civics and civil government. UNITED STATES HISTORY. The course in United States history is divided into two parts, one of which comes in the first year, and the other in the middle year. The object in the first is to make the pupil acquainted with those leading facts of our national history which every intelligent citizen should know. The text-book is made the basis of the instruction, but it is supplemented by the reading of biographical and other works connected with the events studied. After an interval of two years, when the mind of the student bas become n1ore mature, and the horizon widened by·the study of other nations, this subject is again taken up for one semester. A rapid review of modern history is given, and topics are then assigned to be developed by the student. Each one of these to:Pics is given to a particular student but the whole class is held responsible for such an acquaintance with each as may be had from the reading of the references to be had in the library. \Vhen the day arrives for the presentation of any particular topic the student having it especially in charge will conduct the recitation. TOPICS FOR STUDY IN ACADEMIC WORK. Religious persecution as an element in the settlement of America; influence of America upon the nations of Europe; the employment of Indians in warfare ; the aristocratic element in the settlement of America; the influences of the middle classes upon American life; the American revolution but one step in the development of constitutional liberty; the influence of the French element upon the American institutions; the effect of the slavery agitation upon our national character ; political ideals as modified by the spoils system ; the Monroe doctrine and territorial expansion; English and American parties; the public.domain; England's attitude towards America in the crisis of her history ; the proper exercise of the power of taxation essential to national prosperity. GENERAL HISTORY. In the elementary course in United States history the facts learned are chiefly valuable for guidance ; but hereafter the instruction is increasingly devoted to the disciplinary side. Facts are to be learned, but more attention is paid to their proper con- NORMAL SCHOOL 'OF ARIZONA.. 25 nectiou and the impfiltance is tested by the consequences which flowed from them. The aim is t() lead the pupil to discover the facts and to trace the consequences. This course in general history is pursued during two semesters. In the first, 60 lessons .are devoted to the ancient monarchies in Greece; in the second, .SO less()ns are given to Roman, medieval, and modern history. There are frequent references to the library, which are intended tGI supplement the work in text-books. 'l'OPICS FOR S'tUDY IN ACADEMIC \YORK. ANCIF.N'l' HIS'l'ORY IN GREECE.-Aids to history ; ortgtn of mations ~ the world as known to the ancients; the seven ancient monarchies; the Hebrews; the Phoenicians; Greece-its geography, its people, the-ir religion, heroic age, early growth of Sparta and Athens ; the battle of ~Iarathon ; battle of Syracuse; iPeloponesian wars; the conquest of Alexander; battle of Arbela; Grecian art and architecture; education, social life, and civil tinstitutions. ROMAN HISTORY.-Early Roman history; ving, clay modeling, and some constructive paper and cardboard >vork-all indispensible forms of expression in the lower school. These subjects are closely allied, skill in each branch involving an autotnatic control of band, eye and brain in harmonious action ; therefore exercises leading to this end in one branch will constitute yaluable preparation for all the work which is to follow. The general aims of this departn1ent ntay be sun1marized as follows: to niake the hand spontaneously obedient to the n1ind through the education and co-ordination of the motor centers of the hand; to train the perceptive faculties; to develop organic skill in the delineation of simple objects and original or llistorical designs in several mediutns, such as chalk, pencil, charcoal, inks and clay; to cultivate artistic taste and feeling; to develop atnhidexterity; to secure a clear, rapid and individual hand >vriting; and to give an insight into the pedagogical value of all forms of ntanual training, especially drawing. ARRANGEMENT OF THE COURSE. Sun·NORMAL.-The 40 lessons of the first year are devoted chiefly to large movement exercises of both the right and the left 1'\0RMA11, SCHOOL O'F ARilZONA. hand and arm, the hands working some times together, some times alone. They involve many combinations of the circle and other geontetric forms, as well as some of the usual drill exercises. for writing. The time is divided between work a:t the board and at the desk, the aim being to develop boldness and rapidity of movement, muscular control, ambidexterity, accurate perceptive Judgment, and an ability to co-ordinate movements skillfully. In the second year the p:revious course is continued, the movements becoming gradually smaller and more difficult. Attention is directed principa11y to penmanship, and it is expected that each student will have acquired a good, free, vertical hand writing by the close of the second semester. NORMAL DEPARTMENT.-The first 40 lessons of the junior year are devoted to making working or mechanical drawings of geotnetric solids (inC"luding the principle type forms) and simple objects, and to their construction, from the drawings, in paper or card board. This work necessarily in.eludes a study of the geometrical facts and principles involved in the form constructed, which makes it a valuable preliminary to the study of geometry 1n the middle year. The second semester is given to designing, ancl to a study of historic ornan1ent An effort is made to make this work thoroughly practical. All designs are prepared for specific use, such as \Vall paper, oil cloth, fabrics, panels, carving design& for articles of furniture, etc., and are finished as nearly as possible in the fornt adopted by the practical designer. I11 the middle year the 80 lessons are devoted to free hand drawing and modeling. An effort is made to develop in the students a love for the beautiful in art and nature, through a study of artistic objects, casts and pictures; as well as to give skill in the delineation of simple subjects, including natural forms. In the senior year 40 lessons are given to the study of the value of drawing as a mode of expression in childhood, and as a means of educating the mind. Children's drawing are collected, studied and classified, and the conclusions drawn from such study compared with those put forth in the best literature on .:he subject. A comparative study of the best drawing and manual training systems and courses of study is also made, with a view to deter~ mining the best methods for teabhing the manual arts, and for employing them as a means of expression in the various lines of school work. TOPICS FOR STUDY IN ACADEMIC WORK. Sources of ornament ; materials ; symmetric arrangement ; elements of design ; conventionalization ; units or motives; order; fitness ; proportion. NOR.MAI.. SCHOOX.. OF ARIZONA~ 29 DEPARTMENT OF MUSIC. Music is a science, 8.nd its pCrformance, whether upon an instrument" Or through the medium of'the human voice, is an art. It is Our aim to teach the elements of the science, and to secure as great a degl-ee of efficiency in the art as the circumstances will allow. The value of VQcal music in the school room CafJ not be questioned. It brightens the life, refines the taste, cultivates the ear and confers upon the child the power of giving pleasure to himself and to others. Our course" provides vocal practice that will insure pure intonation, good enunciation and the ability to read at sigh,t from the staff in the commonly used keys, Particular attention is given to proper tone production, especially as applying to the care and development of children's voices. Chorus drill in part singing is also an important feattire. The course ma'y be considered under two aspects, chon:ts drill and class instruction. The former begins with the first year and continues throughout the five years ; the second consists of one recitation per week for both the junior and middle years. TOPICS FOR S'tUDY IN ACADEMIC WORK. JUNIOR Y1t4R.-Sight reading; characteristic sound of each tone taught by syllable with the modulator and applied to staffreading; staff reading by auricular exercises, numbers and letters of interval.s; class voice culture. MIDDI.E YEAR.-Sight reading and elementary harmony; tone quality as produced under proper breath control; :fluency of vocal expression with good enunciation.; artistic phrasing in part singing. TOPICS FOR DISCUSSION IN METHODS. Vocal economy; expression j physiology of the vocal organs; the voice 8:9 a musical instrument; registers ; the voice and its mission ; mutation or change of voice. DEPARTMENT OF PHYSICAL TRAINING, While the primary object of a school of this kind is the train· ing of the mind, we must recognixe the fact that it is impossible to obtain satisfactory mental work if the physical condition of the student is neglected. The maxim 11 A sound mind in a sound body " should carry the same force today that it did with the an1!ient Greeks. Students away from home and occupied with 30 their studies are prone.to negletj: the ~t~er Qfm,uscular exercise. For this reason, if for no other, some form of physical drill is a necessary adjunct to a normal school COIU'se. The prpiqary track athletics and field games furnish an excellent means of muscular development, and these are encouraged among the stq.den~ in so far as they do not conflict with the school work. However, the fact remains that such exercises can. be of benefit to comparatively few of the students and those for the most .part of the male sex. In order, therefore, that every member ofthestudentbody, regardless of sex, may have opportunity for physical drill of the proper amount and kind, there have been provided a course in physical culture work for the young women and military drill for the young men. The work in each course is outlined below. MILITARY DRILL. By the placing of military drill in the schoo1 course, several important objects are gained. In the first place, it is a valuable mean~ of physical culture and training of the muscular sense. The exercise attendant upon a lively drill in the open air is of a nature well calculated to overcome the effects of close application to study, to promote a healthy circulation and to prepare the mind for more vigorous effort. Again, daily attention, even for short periods, to correct position in standing and walking gives a springy step, au erect carriage and a soldierly bearing that can scarcely be attained by any other means. Moreover, the strict discipline which is inseperable from properly conducted military work is eminently conducive to the acquiring of orderly and systematic habits, personal neatness, prompt response to direction and self-control. At the same time, the gradation of authority and division of responsibility fro1;t1 private to captain, furnish a valuable object lesson in government, while the actual military knowledge gained makes the student a more valuable citizen, preparing him, as it does, the better to take upon himself the work of his country's defense in time of need. The objection which has sometimes been opposed to military drill because of its one~ sided character is entirely met and overcome by the use of the setting-up exercises, the bayonet drill and the calisthenic exercises with and without the piece ; while the attractive nature of the work gives to it that spontaneous character without which exercise is valueless. The course which is required of all male students who are free from physical disability, includes the "setting-up exercises" as prescribed for the United States army, the school of the s01dier, the school of the company, the bayonet exercises, -calisthenic and NORMA!, SCHOOL OF ARIZO:SA, 31 bar-bell exercises, extended order work and battle formation for the company acting alone, the ceremonies of parade and guard mounting and the duties of sentinels. The principles of batallion movements are explained and outlined in order to illustrate the relation of the company to larger bodies of troops. The drill is conducted in strict accordance with the latest regulation:; of the United States army, and the company is annually inspected by the officers of the National Guard of Arizona. The uniform adopted, and which is required to be worn at all drills, is of cadet grey, neat in style, serviceable and comfortable. Drills occur four times per week during the year. The equipment includes a stand of Springfield rifles, caliber .45. PHYSICAL CULTURE. The series of exercises prescribed for the young ladies of the school consists of a system of free gymnastics, that is, of movements perfonned without apparatus. The course comprises six sets of movetnents, about one hundred in all. These are arranged on the same general plan in each set, the first being intended to give control of the muscles used in standing and to give the power of maintaining perfect immobility of body without rigitlity. Then follow movements specially designed to develop certain muscles, beginning with those of the feet and ankles and taking in order those of the limbs, trunk, shoulders, neck and arms. These movements are graduated, beginning with the more simple and gradually increasing in difficulty as the power and flexibility of the muscles is developed. When sufficient grace and ease has been attained, drill movements in unison are introduced, bringing the spirit of play into the work with the attendant benefits derived from the healthy interest aroused. AU movements are performed to the accompaniment of music, the inspiration of which insures interest and spontaneity. Four hours per week are devoted to these exercises. DEPARTMENT Of PROFESSIONAL INSTRUCTION. A normal school is neither a high school nor a college. To a certain extent it partakes of the nature of both; but in its ultimate aim it differs from each, and this fact gives a distinctive character to the methods of instruction employed. The end in the high school is the subject and its value to the student; in the college, the point of view is the same, only the scope is more enlarged; 32 NORMAL SCHOOL OF ARIZONA. in the normal school it is the value of the subject as a basis for its presentation to others. lf the normal school could exclude all students who have not completed a college or at least a high school course, then this "art of presentation" \vould be the sole aim of its instruction. But as this is not the condition, at least here, the "basis" must be supplied. To a certain extent the giving of this preparation in our own school is an advantage, for in the selection of the topics under each subject a choice can be inade to fall upon those that will more certainly be of value to the coming teacher. When, however, this academic knowledge has been supplied, the whole attention is turned to the professional side of the school. The basis is psychology, upon which a superstructure of child study, methodology, history and science of education, and practice teaching is reared. The training school, as a matter of course, forms a very important feature in the professional course; but it is expected that the instruction therein given will be in harmony with the methods en1ployed by the respective members of the normal faculty, To accomplish this frequent joint meetings of the faculty and of the sellior class will be held, at each of which some member of the faculty will present methods in his or her specialty. PSYCHOLOGY. The instruction in psychology may be classified as elementary and advanced. The elementary course consists of one hundred lessons, given in the first semester of the middle year. It precedes pedagogy and follows physiology, \Vhere special attention is given to the study of the nervous mechanism. It deals \vlth the elements of psychology, comprising investigation of the general nature of the rnind, the basis of physic life, stages of knowing, characteristics of feeling, conditions and modes of consciousness, and elements of volition. The aim in the elementary course is to aid the student in developing the power and fixing the habit of observing, and of analyzing and interpreting the physical phenomena attendant upon the n1ental activities and states. This study is pursued, as far as practicable, inductively. The observation of the n1anifestation of mental powers and conditions is directed both to the child and to the ego. The work of the advanced course is a more comprehensive investigation and discuss_ion 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 NORMAi[. ScHOOL OP ARIZONA. 33 their growth as will enable him to pursue a rational course of procedure in his professional work. TOPICS FOR. STUDY. The senses - oepha.lic and somatic; uervous organisms; consciousness-its conditions., lin1its, facts and modes; immediate knowledge-perception, self-perception, intuition ; mediate knowledge-representation, thought; feeling.emotion, desire; volition-elements of, fteetate in the union. In presenting the philosophy of education the aim is to define the nature, aim and limits, and the fundan1ental principles of -education; to discuss the problems of physical, intellectual and ~noral development and training; to make each student a teacher who will not accept formula as method, but shall be able to be governed by method in adopting formula. The student will be <:onstantly encouraged to test all conclusions, now generally received in regard to teaching, in the light of present knowledge of psychological prit'iciples, to state clearly the principle that his investigation verifies, and to work out plans for the application of these principles to teaching all the common school branches of study. The combined seminary :tnd text-book n1ethods wil1 be e111ployed. The individual investigations of the student .,,,-ill also be supplt..:tnentetl by occasional lectures from the instructor. SCHOOL LAW AND SCHOOL ECONOMY. Instruction in this branch is given mostly by lectures, forty periods being devoted to it. In school economy the discussions will cover the whole field of organizing, governing, and conducting pri1nary schools. Its aim is to develop a systen1 of control that shall be in harmony with the principles set forth by the modern 1nethorls of education; and to make the student skillful in the performance of the various duties of the school roon1, by plain, ;practical, and suggestive lessons. In school law the object will be to make tbe student fa111iliar with the course of school legislation in the territory of Ariz:ona ; to compare the system of our own territory \Vith that of sonte leading state of the union ; and to tnake lan1iliar the leading decisions of the courts of justice upon important .<>chool problen1s. METHODOLOGY. l\Iethodology consists, first, of a body of principles drawn front psychology that are applicable to all teaching ; aud second, of special plans and devices for the presentation of particular branches of knowledge. Since no one can produce the best quality of teaching without having first n1ade a study, from the educationul point of view, of 36 NORMAL SCHOOL OF ARIZONA. the subjects he is to use as instruments in unfolding the life of the pupil, the academic work in the normal is so conducted as to associate with the subject matter of the several studies the proper method to be employed in teaching it. Hence it is assu111ed iu. this course that, in addition to having acquired an adequate knowledge of the subject inatter of the various branches entering into the curriculum, each student has gainer graduation shall equal the number of months sper.it in the normal. No student is classified in the normal course who has not received credit upon the records of this school for at least three and onehalf semesters work in the sub-normal course. 3. All students not classified as above are charged a tuition fee of twenty dollars payable quarterly in advance. This includes the incidental fee. 4. All students entitled to free tuition as above are charged an annual incidental fee of $5.00. BUILDINGS AND GROUNDS. The campus includes 20 acres, the north half of which is set with shade and ornamental trees and shrubs. On this part of the campus the buildings are situated. 40 NORMAL SCHOOL OF ARIZONA. The building first used for school purposes was erected in 1886, is a one-story brick structure, 70 feet long and 60 feet wide, with a broad verauda entirely surrounding it, and is now used for the model school. The new normal school building was erected in 1894. It is a commodious structure, 136 feet long, 80 feet wide, and three stories high; the lower story is of brown sandstone, the other two of red pressed brick with sandstone trimmings. This edifice is beautiful in architectural design, convenient in arrangement, and substantial in construction. EXPENSES. Board can be obtained in good families at from $15 to .$20 per month; in clubs for much less. By hiring rooms and doing their own cooking, the expense of living can be still further reduced. It should be borne in mind in this connection that fruit, garden vegetables, and other supplies are cheaper in this vicinity than in any other part of the territory. Little fuel is needed. Rooms can be rented at a cost, per pupil, of from $.25 to $.50 per week, provided that two persons occupy one room. The cost of books and stationery ranges from $10 to $15 a year. Examination papers, pens, and ink are furnished to the school free of cost. REGULATIONS. Self governn1ent, guided by a strict regard for the rights of others and a delicate appreciation of the proprieties of the environment is the only kind of government capable of developing and fostering the conduct and character requisite to the making of a successful teacher. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeding recitation. Students will not be perinitted to take work outside of their regular classes, or any study outside of its regular order, without the permission of the principal. LABORATORIES. The normal is equipped with two laboratories, one for physics and chemistry and one for biological studies, Each is provided with excellent apparatus for illustrating the principles taught, and additions are being constantly made as the advancement of science and the needs of the school demand. By mean·s of individual sets an opportnnity is given for much individual experimental work <1ll the part of the student. NORMAL SCHOOL OF ARIZONA. 41 LIBRARY. The school is in possession of a conveniently arranged and well lighted library and reading room, The library no"'T contains more than 1200 volumes, covering the fields of history, science. education, and general literature. It also has a generous supply of encyclopedias and other reference works. The professional and historical departments are especially well equipped, making it possible to conduct the work upon the seminary plan very satisfactorily. It is expected that large additions will be made to the library during the ensuing year. The advantages of a reading room for young men and women. especially for those soon to become teachers, is not easily over· estimated. Our tables are well supplied with the most important magazines of a literary, educational, or scientific character, thu:;o giving the students an opportunity to keep '\\'ell informed upo1; recent progress. LECTURES. In addition to lectures given by the faculty, a series of entertainments of high order, mostly lectures, is arranged each year, They have been a source of great profit and pleasure to the students. This year among others '\\'e have had lectures from A. ] . McClatchie of the University of Arizona, Hon. F. X. Schoonmaker, Joaquin Miller, Dr. C. L. Thomas, and a musical recital from Elinore Rice. The frequent appearance of prominent people upon the rostrum at the opening exercises, most of \vhom favor the students with short, eloquent, and instructive addresses, is a pleasant featurt' of the school. MUSEUM. The museum already contains many valuable pieces of archaeological reties, and a large number of intere,ting specin1ens of animals, plants, and minerals characteristic of Arizona, such as copper, silver, gold, and lead ores, native insects, birrls, sma:: animals, and plants; in fact, a valuable nucleus of a museum o{ such a wide range of interesting specitnens as Arizona alone can produce. The Arizona Antiquarian Society placed in custody of this school its collection of antiquarian relics, including the fin"' collection of Dr. J. Miller, worth several thousand dollars. This collection will be put in place as soon as suitable cases can be prcvided for it. 42 NORMAL SCHOOL OF ARIZONA. During the past years many friends of the institution have contributed many valuable articles. Their generosity and interest in the museum are appreciated and hereby acknowledged. Contributions are solicited. Transportation 011 articles donated will be paid by the school. AH packages should be adressed "Territorial Normal School, Tempe, Arizona. LITERARY SOCIETIES. There is now one literary society, the E:x:celsior, which hol