1900-1901

75he ••••

Normal
School
'?!Arizona

Annual Catalogue

/"
If!;.~/

~1

1901

'

ANNUAL CATALOGUE
OF

The Normal School of Arizona
AT

TEMPE, ARIZONA
FOR THE

Scholastic Year

1900- 1901

WITH

ANNOUNCEMENTS
FOR 1901 AND 1902

PHOENIX
PRESS OF THE!: ARIZONA REPUBLICAN
HJOI

CALENDAR FOR 1901-1902.

1901.
First Semester begins
Entrance Examination and Classification .
Registration•Day .
First Quarter ends
Second Quarter begins
Thanksgiving Vacation
Holiday Vacation begins

September 3.
September 3, 4 and 5.
September 6.
. November 8.
November rr.
November 28,· 29.
December 21.

1902.
Holiday Vacation ends
First Semester ends
Second Semester begins
Washington's Birthday
Third Quarter ends
Fourth Quarter beiins
Memorial Day
Anniversary and Commencement Exercises

December 27.
January 24.

. January 27.
February 22.
April 3, 4.
4pril 7.
May 30.
June 8-13.

BOARD OF EDUCATION.

HON. R. L. WNG, Superintendent of Public Instructjon,
PHOENIX.

9

MAJ. JAS. H. McCLIN'l'OCK, Secretary,
PHOENIX.

;1

COL. S. M. McCOWAN,
PHOENIX.

FACULTY 1901·1902.

A. J. MATTHEWS, Principal,
MATHE;MA'l'ICS, CIVICS AND ECONOMICS.

FRED M. IRISH,
NA.'I'URAL SCIENCE AND MII,ITARY DRILI..

R. H. H. BLOME, Ph. D.,
PltDAGOGY AND PSYCHOI,()GY.

ELISE REED AVERILL,
ENGLISH AND MUSIC,

W.J. ANDERSON, B. S.,
HISTORY AND MANUAL ARTS.

EUDORA MATHER, Principal of Training School,
METHODOLOGY.

JESSIE MARION SMITH, M. E.,
ltl.OCUTION 1 PHYSICAL CUL'J'URE AN_D SUll-NORMAL WORK.

OFFICIAL BOARD OF VISITORS.

HARRY Z. Zl"CK

.-\. j. PETERS .
REY. E . .-\. PEXICK

Tempe
Tempe
Phoenix

OFFICERS OF THE ALUMNI ASSOCIATION.

CHAS. \\-OOLF, President .
\\'. H. \\'ILBl"R, Yice-Presi<lent
l'XA B. HAXNA, Secretary
:\IRS. ETTA B. joHxsox, Treasurer

Tempe
Tempe
Tempe
Tempe

The Normal School of Arizona,
Tempe.

OENERAL

3tJ

(JJ

INFORMATION.~~

LOCATION.

1"

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 intelligent 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.

DESICIN. >
The legislative enactment which established 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 legislati\o·e
intent has been carefully observed.

BUILDINOS. / 6
Nonna.I Building.-The new Normal School building was
erected in 1894. It is a commodious structure, 136 feet long, 8o
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.

8

NOIU.IAL SCHOOL OF ARIZONA.

Model School.-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 veranda entirely surrounding it, and a
ten-foot hall extending through it from north to south. The building has been remodeled and completely furnished for a training
school. It contains an assembly-room, teachers' office and four
class-rooms. It is a perfect home as well as a model school for the
pupils of the training deparbnent.
Dormitory .-Realizing the necessity of a dormitory for the
accommodation of lady students of the Normal, the Twenty-first
Legislature, by unanirnous vote, approved by the Governor of the
Territory, in1posed a tax sufficient for the purpose, and as soon as
it is available, \Vhich \vill be some time during the ensuing year,
work \vill be begun on the new building and pushed as speedily as
possible to cotnpletion. It is proposed to erect a substantial building, con1moclious enough to form a cotnplete home for at least fifty
lady students.
THE CAMPUS.

The nonnal grounds, which cover an area of twenty acres,
have this year been newly laid out by an experienced landscape
gardener, at au eXpense of nearly $2000. A fine system of graveled
drives has been constructed, and bordered with grass plots and
lined with trees and shrubbery, the latter having been selected
with a double purpose in view-that of beautifying the premises
and at'the sa1ne time furnishing illustrative tnaterial for the work
in botany. Many species of palms, cypresses and other plants
foreign to this region have been planted, and a tract has been
reserved for the typical plants of the desert, including the cacti, of
which a large number have been obtained. The campus includes
a parade ground for military drill, a basket-ball ground, and tennis
courts, and plans are now under consideration for an athletic field,
including a running track and a football ground. A space has
been set aside for a garden, which is used in connection with the
nature \Vork iu the training school.
DEPARTMENTS.

The school is organized in three divisions-the Nonnal, the
Suh-Nonna! and the Training. The Sub-N orn1al course consists of
one year, and only those are achnitted to it \vho have done an
arnount of work equivalent to that taken in the first seven grades
of the public schools. The Norn1al departntent consists of a four
years' course, one-fourth of which is devoted to strictly professional
instruction. The Training departtnent is an adjunct to the Normal

NOR..i."1AL SCHOOL OF ARIZOK A.

9

proper, and is designed to give the members of the senior class
actual practice in teaching.
ADMISSION.

1. The Sub~Normal.-No one \vill be admitted to the SubNormal department \\·ho bas not completed the first seven grades
of the territorial common school course. Students will find it to
their advantage to have completed the eighth grade.
2. The Normal.-Candidates for admission to the X annal
department \vill be required to pass an exan1ination upon all the
subjects in the Sub-.:\ annal course. Certificates from an accredited
school will be accepted in lieu of an examination.
3. Advanced Standing. Candidates for advanced standing
in the Normal department must conYince the faculty that their
preparation for any particular subject has been sufficiently thorough
to enable them to pursue it profitably. This preparation niay be
shown either by an examination, by class records in the Xonnal,
or by the certificates of accredited schools.
4. Time of Admission.-Students ·will find it greatly to their
advantage to enter the Xormal at the beginning of each semester;
but they \•-ill be admitted at any time, subject to the above
restriction.
GRADUATION.
In order to receive a diploma a student must have attained the
age of eighteen years, must have taken in this school all the subjects in the professional department, and also the follo\ving
academic studies: arithmetic 3, algebra 5, advanced rhetoric,
grammatical analysis, United States history 2, or science of
government, and either physics or chemistry. Upon all the other
subjects of the course the student n1ust ha.-e passed a satisfactory
examination, to be conducted by one of the faculty; provided,
however, that the certificates of accredited schools may be accepted
in lieu of an exa1nination. If it shall appear from the records of
examinations and daily recitations that the applicant shall have
completed the course of study as heretofore set forth, and if no
other qualification be lacking. such applicant shall receive a
diploma \vhich "'·ill entitle the holder to teach a pri1nary or grammar school in any courity of the Territory during life.
ACCREDITED SCHOOLS.
For the academic \VOrk of the course credit "·ill be given to
the certificates of other schools as follo,vs:

IO

XOR"MAL SCHOOI, OF ARIZONA.

1.
Lniversity of ~-\rizona at Tucson an<l Los Angeles Normal
School, full credit for all the acaden1ic \vork. 'fo this list others
will probably be added in the near future. To the certificate of
any regular chartere<l state or territorial schoo1, an<l to any high
school in any state or territory \\'hose pupils are adn1itted to college
upon presentation of their diplomas, credit 'ivill be given for all
the subjects not mentioned untler the heading ''Graduation.''
2,
To the certificates of any high schobl in this Territory
representing a four years' course of study, the s.arne credit as in

the preceding paragraph.

TUITION ANO INCIDENTAL FEE.
'!'he rates of tuition are as follO\\"S:
l.
'fhose notninate(l by rnetnbers of the Legislature are
entitled to free tuition in both the sub-norrual and norrnal courses.
2.
Tuition is also free to students in the normal course who
>\'ill sign a declaration of intention to teach in the public schools
of Arizona after having completed the prescribed course of study
in the ~orrnal school. This obligation \vill have heen considered
to have been discharged \Yhen the length of titne taught after
graduation shall equal the nun1bcrof 111011thsspent in the Norn1al.
l'\o student is classified in the norn1al course v.rl10 ha~ not received
credit upon the recorrls of this school for at least three an<l onehalf sentesters' \vork in the sub-norrual 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. ~-\.11 students entitled to free tuition as above are charged
an annual incidental fee of $5.00.

APPOINTMENTS.
The right to norninate a pupil, biennially, is sccnred to each
n1ember of the House an<l Council of the Legislative Assen1bly of
Arizona, preference to he given for the space of sixty days next
after the qualification of said member, to pupils of the county
from \•;hic-11 said !Uf'tnber is elected, after •vhich time (no pupil
aeeeepting) he 1nay non1inate a pupil fron1 any other county of this
Territory. .No tuitio11 is charged the pupils recei\:ing the nomination, hut each one pays an annual incidental fee of $s.oo.
It is greatly <lcsire(l thnt the men1hers of the I.,egislature,
respectively, appoint students to the Nor111al School, as authorized
by la,,·· an<l the County Superinten(lents an cl all others interested
in supplying- the schools of this 'l'erritory \Vith '.vell educated and

NORMAL SCHOOL OF ARIZONA.

II

properly trained teachers should recommend to this school persons
who desire to become teachers and who give promise of usefulness
in that profession.

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 cents per week,
provided that two persons occupy one room. The cost of books
and stationery ranges from $10 to f,15 a year. Examination papers,
pens and ink are furnished to the school free of cost.
SESSIONS OF SCHOOL.
The school year contains forty weeks, and usually begins the
first Monday in September and ends the second Friday in June.
The year is divided into quarters, and two qlla:rters or twenty weeks
constitute a semester, which is the period upon which the grades
of the students are based.
The daily sessions begin at 9 A. M. and close at 4:15 P. M.; but
students-who complete their recitations at the close of the seventh
period may be excused at 3:30 P. M. unless detained to do extra
work.

EXAMINATIONS AND R.EPOIHS.
Students shall attend all required examinations of the year.
A standitig of seventy-five per cent constitutes a passing grade,
but this grade shall include class standing and examinations.
On the same basis, sixty-five to seventy-five per cent constitutes a conditional grade, and the student may be required to
review the subject. A grade below sixty-five per cent is a failure,
and the subject 1nust be taken over again by the student.
The examinations shall be in writing, or partly written and
partly oral, and shall _be conducted by the instructor in charge.
The examinations are held at irregular intervals, without notice to
the students, and occupy only the recitation period.
Reports will be made at the end of each quarter to the parent.s
and students, showing the standing in the subjects studied during
the quarter. An average of the standing for two quarters shall
constitute the standing for the semester, and becomes a part of the
student's record on the books of the institution.

::_.;fQRl\lA!, SCHOOf, OF ARIZONA.

I2

GOVERNMENT.

The governtnent of the school involves three elements:
~Tong

I.

It is

2.

The culture of a high sense of personal honor.

not to do right.

3.

The highest o>tyle of governn1ent is self-government.

Students "'-ho will not govern lhen1selves cannot hope, as
teachers, to govern Others. l~ach pupil is put upon his honor.
The end-eavor of the Faculty is to enforce strict discipline in
all departments of the school, the aim Ueing to secure this by an
appeal to the honor of the student; but in case of failure to secure
the desired end in this way, the Faculty will not hesitate to enforce
prompt obedience to all rules and regulations. Those vvho do not
conform cheerfully to all require1nents \vill be permitted to \vithdra"'T or be di:3mi:3sed from the :3Chool.
REUULATIONS.

Absence front any required exercise rnust be accounted for
before a student can be permitted to enter a succeeding recitation.
Students "-'ill not be permitted to take work outside of their
regular classes, or any stu<ly outside of its regular order, "'·ithout
the permission of the principal.
Students \vill not be excuserl from rnilitary drill or physical
culture without a certificate fron1 a physician stating that such
exercise would be injurious to the health of the student.
The young men of the N orn1al are expected to provide the1nselves with the cadet uniform as soon as possible after entering the
institution. 'the cxpen;;e of uniform is frorn $1 3 to $15.
Tuition and inci(lental fees are payable quarterly in advance.
Students v;·ill not be classifie<l seniors \vho have to rnake up
more than t!ve hours' work per \veek in grades below' the senior
class, a11<l in sotne cases, to: be deci<lc<l by the Faculty, a student
111ay be required to con1plete all of the \VOrk belO\\' the senior year
before classifying as a senior.
THE LIBRARY.

The school offers to students the advantages of a conveniently
arranged and \vell lighted library and reading roon1 on th12 first
floor of the main building. '!'he: library alreatly contains about
3000 carefully selected volumes, covering the fields of history,
science, education and general literature. Among the additions
during the current year are some Sao volumes of standard n1ocleru
fiction. There is a generous supply of encyclopedias and other
general reference• works. The professional an<l historical depart-

:SORMAL SCHOOL OF

ARIZO~A.

r3

ments are especially "'-ell equipped, making it possible to conduct
work in those lines on the seminary plan. The reading room is
fitted with serviceable tables, and is accessible during certain hours
to all students. The tables are will supplied w"ith the leading
periodicals-literary, educational and scientific-and a card catalog
greatly enhances the value of the library.
LECTURES.

In addition to le,ctures 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, we have bad three excellent lectures
delivered by Dr. H.B. Long, of Prescott, and during the week of
Territorial Teachers' Association our students bad the advantage of
listening to excellent lectures, papers and discussions by the
leading educators of the Territory.
Several good lectures will be provided for the ensuing year.
The frequent appearance of prominent people upon the rostrum at the opening exercises, most of ~-horn favor the students
with short, eloquent and instructive addresses, is a pleasant feature
of the school.
LITER.ARY SOCIETIES.

There are in the ~ormal three \vell organized and \vell conducted literary societies-the Alpha, Olympian and Philomathean.
Every student of the institution is a member of one of them.
The regular meetings of the societies are held Friday afternoon
from 3:30 to 4:30, and programs are prepared for public entertainments from time to time during the year.
The regular meetings are conducted according to parliamentary·
usages, and are designed to acquaint their members with the
customs and practices of deliberate bodies, to give an impetus to
literary investigation and to develop a talent for literary work,
public speaking, and extemporaneous speaking. The members of
the faculty are honorary members of the society. Students who
creditably perform their duties in this society are excused from a
part of the regular exercises of the school.
THE MUSEUM.

The supply of illustrative material includes a collection of
fossil forms, a collection of minerals and the beginning of a series
of the native woods of Arizona. A working collection of m,arine
forms bas recently been obtained from the biological station at

c-;oR:r-.fAL SCHOOL OF

ARIZO~A.

\Voo<l 's Holl, l\fassachusctts. The collection of bird skins has this
vear been increased by a number of fine specimens, including
~any hu111111i11g birds f;om Ecuador, the donation of Gen. Sampson, U.S. Consul at Quito. There is a rapidly growing herbarium
of native plants for eon1parison and illustration.
Ad<litions to the collections have been receivell during the
past year front the following: (~en. Sampson, Quito; D. l<~lcming,
Cave Creek; Thos. Hughes, \Vickcnburg; 'l'. L. Schultz, Boone
Le-;vis, ]. \V. \Voolf, \Vm. \Voolf, A.. 1\.1. Davis, Dr. Blome and C.
H. l\1urphy, Tempe.

LABORATORIES.
The physical anli chemical laboratory is equippell -w·ith suitable
tables with \vater supply and v;raste pipes and lockers for individual
apparatus. The outfit of chemicals, glassware and apparatus is
ample for a large class, each student being provided with the
necessary apparatus for the series of experiments. The stock of
physical apparatus, beside that necessary for lecture experiments
and class den1onstration, includes a snfficient number of duplicate
sets to enable an entire division to v<.·ork simultaneously at the
san1c exercise, by this n1eans effecting a great saving of ti1ne in the
lahoratory practice.
The biological laboratory is furnished with tables to accommodate a large class, and is supplied \vith dissecting n1icroscopes,
glass-ware, dissecting instruments, etc. The stock of compound
microscopes is yearly being increased, and there is an equipment
of apparatus for the preparation of histological material.

Ol{A TORICAL CONTESTS.
For the~[further encouragement of skill in extemporaneous
speaking, an oratorical contest v<.·as held early in the year, and was
participated in by both young men and won1en. Two medals were
givf'U, one to the most successful ge11tlen1an and the other to the
most successful lady. These n1e<lals were made of gold, beautifully
en~raved, and were contributed by Broad,vay & l\1oeur and by the
~&..rizona l\Iercantile Con1pany. The fonner was ,von by l\Iiss Blizabeth Hc<lgpeth and the latter by Harry Trussler.
The enterprising firrn of Broad,vay & 1\Ioeur a\varded a second
medal near the close of the year for excellence in declamation.
'l'his lne<lal was \van by l\Iiss I-Iattie Green.
The Broadway & ~Ioeur medal ·will be a\var<led annually
hereafter so the senior having the highest general average.

XOR:\IAL SCHOOL OF ARIZOXA.

rs

THE ALUMNI.

This Association no\v numbers 143 members. It holds two
regular meetings each year and an annual banquet the day after
commencement.
It is confidently believed that all graduates of this school \'\·ill
manifest a lively interest in its welfare. Their influence on the
schools of the Territory is already plainly seen, and will doubtless
increase. The Faculty desires to be informed of the success of the
graduates, and also to render them professional assistance as far as
possible.
It is the desire of the principal to know the permanent address
of each one \'\'ho has been graduated from the Normal School. Any
change in residence or occupation, if made known, will be properly
recorded. A mistake of any kind will be cheerfully corrected as
soon as attention is called to it.

TEACHERS' BUREAU.

The Faculty do not wish to be understood as agreeing to
furnish employment for their students upon graduation; but feel
warranted in saying that they have many opportunities of recommending teachers to good positions, and they are pleased to do so,
thereby rendering a service mutually helpful to their students and
to school officers.
The principal of this school, w·hen requested, "·ill take
pleasure in furnishing to school officers accurate information in
regard to the fitness of students and alumni of this school to teach;
also, when desired, will put them in communication with teachers
seeking employn1ent. In order to be able intelligently to recommend a teacher to a position, it is necessary that the principal be
in possession of a full, detailed statement of the requirements of
that position and of its surroundings.

CORRESPONDENCE.

All correspondence in regard to the management of the school,
expense of liy~ng, conditions of admission, etc., and all applications for catalogs and announcements, should be addressed to the
Principal of the Normal School of Arizona, Tempe, .A.rizona.
Those "·ho contemplate attending a Normal School "·ould do
well to \'\Tite us. Do not hesitate to ask questions concerning the
school; we like to answer them. \Vhen you have decided to
attend our school, let us knO\'\' ho\\' you want to board, and
whether you wish us to make arrangements. Let us know upon
what train you w--ill _arrive, and \\'e \vill meet you at the depot. If

NOR:\IAI, SCHOOI. OF ARIZONA.

you do not know upon what train you will come, and arrive in
tov.rn bet\veen the hours of 8 A. 1\1. and 4 P. M., come to the school
building.
VISITORS.

Visitors are made welcome at all tin1es. Teachers and educa·
tors are especially invited.
\\'e are also pleased to see patrons of the school, and are glad
to have visitors at our morning exercises, which commence at 9
o'clock. The school belongs to the Territory. Show your interest
in it by paying it an occasional visit.
RATES ON RAILROADS.

Half rates are allo\ved by all of the railroads of the Territory
to students on their \\ray to and fron1 the Normal, but in order to
secure the rates students n1ust apply to the principal of the school
in time for him to make the necessary arrangements with the rail·
road companies.

NORMAL SCHOOL OF ARIZONA.

17

Course of Study.
SUB· NORMAL.
SEMESTER A.

SEMESTER B.

Arithmetic........................... 5
U.S. HiStory .•.......••.•........•. 5
Grammar and Composition .... 5
Reading and Elocution .. .. ..•.. 5
Spelling and Word Analysis... 2
Penmanship ....•.•... ...•.•.. ...•.. 2

Arithmetic .•••..•......•.••.. ······Civics .•.••....................•.•••.•.
Geography ... .. ... . . .......••. ... ...
Grammar and Composition ....
Reading and Elocution .........
Spelling and Vlord Analysis._
Penmanship ......... ••... ... . . .....

5
3
5
5
5
2
2

FIRST YEAR.
SEMESTER A.

Algebra ..•.••.••.........••.•........ 5
Bookkeeping and Commercial
I,aw ••••..••..•••••••••••••••••••• 5
Grammar and Composition ... 5
Elocution . . •••••••.. ...•.. .. .••..•..• I
Word Analysis ••.•................. 2
Zoology ............................... 5
Drawing •..••..................•.••••. 2

Algebra ............................... 5
General History ................... 4
Grammar and Composition ... 5
Elocu.tion .......•...........••....•.. 2
Physical Geography and Geology .....•••.................... 5
Drawing ......••..................... 2

SECOND YEAR.
SEMESTER B.

SEMESTER A.

Arithmetic ...........................
- General History...................
·Rhetoric and Composition .....
Ph.ysiology .............•.......•...•
Drawing ..............................

5
4

5
5
2

Algebra ..............................
History .... ..•.. .•.... ...
Rhetoric and Grammar .........
Botany ...........••.••.•.•............
Drawing •............................

~English

5
5
5
5
2

JUNIOR YEAR.
SEMESTER B.

SEMESTER A.

Algebra .•.........•....•............ 5

Geometry ........................... 5
Science of Government and
Political Economy (Seminary) ............................ 3
English Literature and Masterpieces........•...........•... s
Pedagogy .......... , .............•... s
Physics .......•................•••.••. 5

U. S. History (Seminary) ...... 3
'Grammatical Analysis_ .....•..• 5
· Psychology-·....................... S

'Chemistry ........................... 5
Drawing..........................•... 2

Drawing-······· .. ···•·••·•·•·•·····

2

18

KORMAL SCHOOL OF ARIZONA.

SENIOR YEAR.
SEMESTER B.

SEMESTER A.

Geo1netry . . .. . . . . . . . . . . . . . . .
5
Practice Teaching (16 ·weeks). 5
American Literature and l\Ias~
terpieces ....................... 5
l\Iethods ............................. .
Reading ....................... .
Orthography ............... .

School Law and School Economy ....•....•...............•.•.. 3
Practice Teaching (16 weeks). 5
English Criticism ...........•••••. 5
1\Iethods ...•....•.....................

Grammar .................... .

l;

History ....................... .
Geography ...................•
Advanced Psychology and
Logic ........................... 5

Mathematics ..............•• -. }
Nature Lessons ...... ,.. .. .. ..
Dra,~ring and Penmanship

5

History of Education and
Ethics ............ . ......... 5

Music, Physical Culture and Military Drill throughout the
course. Figures indicate the number of recitations per week. A
semester is 20 v.·eeks.

Analysis of Courses of Study.
DEPAIUMENT Of' ENOLISH.
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 his pronunciation, grammatical in
the construction of his 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 words, of their derivation, of
their idiomatic use, and of those niceties of expression which add
force and beauty to his composition. It is recognized that even a
reasonable degree of perfection in all these respects cannot be
atb\ined, 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.

ltEADINO.
Special attention is given to this work. In addition to teaching reading as the process of obtaining thought from the printed
page, the course embnices the principles of elocution and class
practice in their application. Constant attention is paid to the
peculiarities and defects in pronunciation. In reading, very many
selections from the works of leading American authors are studied.
Intelligent Oral expression is made an important factor of the
work.
Selections from Longfellow, Bryant, Whittier, Holmes, Irving,
Hawthorne, etc., are used. In order to become a good reader
three things are necessary, viz:-a mental preparation, a knowledge
of the mechanism. 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 form.al reading class
of the first year in the Sub-Norm.al the first two of these objects

20

NORMAL SCHOOL. OF ARIZONA.

are made especially prominent. 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.

ELOCUTION.
As expression, or elocution, has to do with the whole man, so
the work in this department aims at the development of both mind
and body. Thoughts, emotions and purposes are expressed
through a responsive voice and body.
In order to attain the greatest possibilities in expression, the
mind must be enriched and strengthened in all its processes. This
cannot be done by imitation.
The teacher roust aid the student in grasping the thought from
the printed page, and by means of word pictures and recalled
experiences, arouse his imagination and enable him to reproduce
in his own mind, while speaking, the thoughts and feelings portrayed by the author. This, with a will to make his audience See
what he sees, will bring natural expression, without regard to
mechanical emphasis.
Simple exercises are introduced in this department which tend
to give freedom and ease to the speaker.
Special attention is given to Placing the voice and to forming
.the syllables.
This, together with clear thinking and the expression of
emotion, gives articulation and clearness to the voice. Elocutionary training includes: review of the elements of speech, with vocal
culture; expression considered; agencies of delivery, voice and
action; forms of voice, attributes of voice, quality, force, stress,
pitch, tin1e, etc., exercises in breathing;' class drills in gesture,
attitude and facial expression_; sources of power in delivery; style
of orators; methods of instruction.

SPELLINO 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 analy-

NORMAL SCHOOL OF ARIZONA.

21

sis 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 \\'Ord 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.
Text book in use is Swinton's 'Vord Analysis.

GRAMMAR.
The purpose of the ·work in gratnmar is to giye the student a
knowledge of the fundamental principles that make up the science
of language, and to deYelop and cultiYate in hin1 the ability to
apply those principles to the expression of original thought.
The \\'ark is pursued inductively, with the sentence as the
basis. A. thorough study is made of the sentence and of the
nature and use of the various parts of speech. There is constant
practice in oral and \\Titten discourse. ,,·ith a special endeavor on
the part of the teacher to increase the student's vocabulary and to
stimulate his observation.
In the Junior year grammar as a science is differentiated from
other and kindred language sciences. The sentence as the unit of
the science, the parts of the unit, the combination of the units into
different kinds of sentences, as determined by their form and
meaning, and the logical interdependence of sentences \\·ill be
carefully considered.
In the Junior year forty lessons \\·ill be de,·oted to the application of the principles of grammar to the varions forn1s of English
composition. It is expected that the student, from a careful study
of authorities, \vill be· able to reconcile statements apparently
inharmonious; to construe idiomatic expressions; to discover the
laws governing the participial and infinitive constructions; and to
discuss the nature and application of the relative pronoun and the
relative and conjunctive adverb. It is intended that this course in
grammatical analysis shall form a thorough test of the student's
knowledge of the science of grammar.
Text books-,Vhitney's Essentials of Gran11nar, Gayley's
Classic IVI yths.

COMPOSITION.
The ability to read and \\·rite the English language with
facility and accuracy is so important to the future teacher that its
proper use, both in oral and \Vritten discourse, should at all times
and everywhere be insisted upon. Accordingly \\Titten exercises,
whether they come in the form of examination papers or as a

22

XORMAL SCHOOL OF ARIZONA.

regular essay, are carefully criticised with reference to the use of
English. It is the office of composition to present the principles
and rules by which the different forms of discourse are constructed
from sentences. In gran1mar, the sentence is the integral unit
\.Vhich is to Le separated into its elements; in composition, the
sentence is but a component element of discourse. In the one we
seek to discover the rules by which ''le may test the correctness of
construction; in the other we seek to use language correctly.
The work consists of a drill in conventional fonns of lctterwriting; exercises in proper use of 'vords and phrases frequently
misused; the study of selected poen1s, ,.,,-ith the parallel study of
poetic form and language. Special study of the paragraph and its
developtncnt into the theme.

Topics for Discussion in Methods.-Language lessons-object of, time devoted to, kinds, material from nature, material
from literature; lesson-giving plans for, preparation for; use of
pictures, connection of language lessons with primary reading;
proper form of v,.·ritten work, its illustration, method of securing
it; object of composition; awakening and sustaining interest; correcting errors; text hooks, first use, n1anner of using; connection
of con1position with literature.
Text books-\.Va<ldy's Rhetoric, Scott and Denny's Paragraph,
Palgrave's Golden Treasury.
RHETORIC.
Rhetoric is the science which treats of those principles that
underlie connected discourse. It is both an art and a science.
Considered as an art, its more elementary principles form the basis
of cornposition; as a science, rhetoric seeks to classify and arrange
the la\\'·s of discourse. The pupil is first assisted in fin<ling a subject of thought, an<l is then shown how to accu111ulate, arrange and
express the ideas connected with the then1c. The learner is conducted, step by step, through the entire >\'Ork of "Triting a composition. including the selection of a subject, the accumulation of
nu1tf'rials, the arrangen1ent of tnaterials, the choice of words, the
use of figures, the variation of expression, the preparation of the
manuscript, the criticism of the co1nplete production, and the
classification of it as a specific forn1 of composition. 'l'he point of
vie~' kept in this branch throughout is, that the study of rhetoric
is the constructive study of literature, and the examples adduced
at eyery point aim to shO\V the usages of tl1c best writers. To
culti\·ate observation, ease of expression and regular habits of
'"'·ork, n1any thc1nes will be given, advancing by easy steps and
fron1 sirnvle description to exposition and the construction of
argun1ent.

NORMA.I, SCHOOi., OF ARIZONA.

23

Masterpieces of literature are studied and criticised with
reference to style. In this way the student becomes acquainted
with the principles of discourse in" a connected form, and is
furnished a standard of excellence whereby he may criticise his
own efforts.
Topics for Discussion in Methods.-Relation of Rhetoric
t.o grammar, to literature; object of study of rhetoric; develop-ment of principles and formation of roles; application of principles; selection of illustration; correction of errors in style; use of
text books; supplementary work.

E\'IOLISH ANO AMERICAN LITERATURE.
The aim of the instruction in this subject is to direct and assist
the student to read with appreciation the masterpieces of the great
authors and to guide him rationally and sympathetically into their
thought and feeling. It iS recognized that, in order to accomplish
this, the environment of the author must be made familiar. This
environment must include not only the personal incidents in the
life of the author, but also the history of his times, and as a background, a good knowledge of world history and of the history of
the English people. For this reason the study of English ·literature is placed after the historical work of the course.
In a similar way it is intended that the knowledge of the
principles of grammar and rhetoric, gained earlier in the course,
shall be applied io the study of selections taken from the works of
the great authors. The application of these principles will not be
allowed to usurp the art side of .the study, to be pursued in accordance. with literary methods ; but their knowledge will form a
rational basis upon which the pupil will found his judgments. A
good text book will be used as a basis, to be supplemented by an
examination of the works of the more important authors found in
the library, after the seminary method. In all, 270 lessons are
devoted to this subject, which includes the theme work of the
senior year.
Topics for Study in Academic Work.-Beginnings of English literature; effects of Norman conquest; early modem
English; renaissance influence; Italian influence; characteristics
of Elizabethan age; Puritan influence; revival of poetry; chief
characteristics of American literature; the study of classic
selections.

NOR!l:!AL SCHOOi, OF ARIZONA.

Department of Mathematics.
J\Iathen1atics ahvays has formed, and always must forn1, an
essential clement in every course of study. Il will hardly be
disputed that those qualities of mind which contribute to success
in any occupation are the alertness which enables one to take
advantage of opportuuities as they present the1nsclvcs, the accuracy
Vl-'·hich prevents falling into error, an<l that consecutiveness of
thought v.·hich enables us lo see clearly fron1 the beginning the
end to be obtained, as \\'Cll as the individual steps ~'hich renders
its attainment possible. But these qualities of mind are just the
ones Vl-'·hich mathemaHcal processes, developed according to
psychological laws, are best calculated to pro<luce. It is our ain1
to so presen1 each lesson iu mathematics as to develop accuracy,
rapidity anU. the puwcr of logical analysis. \Vhile it is intended
that the students shall be rnade familiar with all those topics in
arithrnetic, algebra and geo1netry usually taught in schools of this
rank, nevertheless no more tuvics will he undertaken than can be
thoroughly mastered. In all goo recitations are devoted to this
suhjcct, ioo of which are in the Sub-.Normal.

ARITHMETIC.
The knoV1-·lcdge to be gained from the study of arithmetic has
been classific(l into knowledge for use, for discipline and as a
f.:lundation for future work. In the first year the aim is to ground
the pupils_ t11oroughly iu principles of arithmetic as laid down in a
good text book. 'fhe fundan1ental facts are revie\ved and impressed
upon the n1emory, clearness of statement, neatness and orderly
arrangement in written work are insisted upon and logical den1onstrations are always required. 1'"'ractions, percentage, 111easure1ne11ts, both common and metric systems, interest and discount,
especially valuable for their use, will be emphasized during the
first year. $upple1nentary ,,.;rork will be sought for in the various
text books and in original examples by the class. In the second
year, after an elerneutary knowlctlge of algebra has been gained,
the subject is again resn1ned, algebraic principles are applied in the
solution of exatnples, and both accuracy and rapidity of thought
are cultivated by frequent drills in Stoddard's :\Iental Arithmetic.

Topics for Discussion in Methods.~l'he child's first notion
of number; the use of objects in teaching numbers, in the decimal
system, and in developing the fundamental operations; relative
relations of magnitude; the (;.rube method; analysis and synthesis; oral expressions of analysis; form and variety of written
analysis; tnunbers for the first year; v.'hen text books shall be first

NORMAL SCHOOL OP ARIZONA.

used ; how text books should be used; when fractions should be
introduced; when concrete exercises should be superseded by
abstract; correlation with other subjects; educational value; to
what extent drill for rapidity is profitable; the logical and pedagogical order of presentation for each topic ; when and how definitions and rules should be taught; arrangement of topics in text
books.
ALOEB~A.

Following a plan similar to that taken in arithmetic, algebra
is begun in the first year, the elementary processes are learned and
the equation is carefully studied to the end that it may become an
instrument in the solution of examples in arithmetic. The distinction between an arithmetical and algebraical solution is pointed
out, and a foundation is thus laid for a more extended study of both
algebra and arithmetic. The algebra in the second and the Junior
year is mainly valuable for the ability which it develops to follow
a connected chain of reasoning, and this purpose is there made
prominent.
Topics for Study in Academic Work.-Notations and definition&; fundamental operations; factoring; fractions; simple
equations; simultaneous equations; negative results; involution;
evolution; theory of exponents; radicals; quadratic equations;
arithmetical series ; geometrical series ; proportion ; maxima and
minima; inequalities; indeterminate equations; logarithms.
Topics for Discussion in Methods.-Suitable illustrations of
the significance and use of symbOls of operation, of relations, of
quantities, of axioms, apt illustrations of the meaning of the terms
addition, subtraction, coefficient, exponent, and of all other technical terms used; geometric and graphic representation of the
simpler expressions; concise and convenient forms for expressions
and relations; transformations of equations; formations of equations ; expression of formulas in oral language ; interpretation of
results; utility and power of algebraic investigations.
OEOMET~Y.

The course in geometry includes both concrete and demonstrative, the former being taught in connection with drawing.
Demonstrative geometry will embrace both plane and solid. Sizerelations will be considered, first by immediate comparison of
magnitudes, and afterwards by means of their numerical measure;
abundant exercise in oral demonstration will be given, to secure
elegance and conciseness of expression; and when this art of
rigorous demonstration shall have been acquired the student will
be required to devise his own solutions. In the second semester
geometry is correlated with logic.

26

XOR1'1AL SCHOOL OF ARIZONA.

Topics for Study in Academic Work.-Logico-n1athen1atical terms; geometrical concept; straight lines and angles;
triangles, quadrilaterals; other polygons; circles, proportions;
mensuration of plane figures ; similar plane figures; original
detnonstrations of theoren1s; planes; solids with plane surfaces;
solids \,·ith curved surfaces.

Topics for Discussion in Methods.-Basis and value of
geon1etrical investigation; illustration of logical and n1athematical ·
tenns; of geometrical concepts; fonnation of then1 ; fonns of
deductive reasoning; stages in a demonstration; practical application of principles den1onstratecl; value of the scolium; den1onstration by superposition, by reduction ad absurdum, by theory of
Iintits, by 1nethod of exhaustion; history of geon1etry.

Bookkeeping and Commercial Law.
A course, consisting of 60 lessons, is given in bookkeeping, the
object being to render familiar the method of keeping accounts
both by single and double entry, especially the latter.
Each student is required to write out a set of blanks, in which
he nn1st show neatness and accuracy. Drill is given in rapid
business calculations. Care is taken that students are made
familiar '"ith the meaning of con1mon tenns used in business life,
and in addition that they acquire such knowledge of actual
business as the circu1nstances of the case Y.1ill allo,v.
In connection '\'ith the hookkeeping 40 lessons are given in
co1nn1crcial hnv. The rnethod pursued is the con1bined text book
and lecture, the funner being used for definitions and fran1e 'vork,
while the latter consists largely of the application of the principles
set forth in the text book to actual business experience.
Topics for Study in Academic Work.- Bookkeeping: Abbreviations; signs; classification of accounts; double entrv; day
book; journal; posting: closing ledger; com111ercial for~s ; bill
books; invoice book; shipments; account sales; partnership;
farn1 accounts; balance sheet.
Co1111nercial La\',': Principal and agent; contracts; effect of
statute frauds on contracts: partnership; sales; guaranty and
endorse1nents; co111n1ercial paper ; ·warranty; insurance; real
property; transf(;'rs of real property; title by gift, devise and
descent; \\·ills.

....:

<

NORMAL SCHOOL OF ARIZONA.

27

Department of Natural Science.
The aim of the work in this department is not so much the
collection of a large store of facts a.s 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 re<illired 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 special 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 work 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 time as new
discoveries in the scientific world and the progress of methods
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 stndy.*
BOTANY. l

The study of botany is peculiarly adapted to cultivate the
powers of observation, and to arouse an interest in, and a love for,
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 all grades of
the elementary schools. The underlying principles of vegetable
anatomy and physiology are dealt with in as thorough a manner
as practicable, 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
*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.

28

NORl\IAJ, SCHOOL OF ARIZONA.

limits of the vegetable cell, but is led to study the relation of the
plant to the conditions under \vhich it lives, and to the effects of
soil, 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 germination and growth of the seed,
follo¥.'ed by an investigation of the morphology, structure and
functions of root, sten1, leaf and flower. The subject of plant
relations, to \Vhich 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 obser\'ations and investigations, and to illustrate
the sam,e by careful dra\vings and sketches. The laboratory is well
supplied with dissecting microscopes and apparatus for the preparation and study of such n1aterial as is required in the course, and
the student is constantly referred to stan<lard works in the library.

The varied and interesting flora of the Salt River valley, and
of the surrounding inountains, is amply sufficient to furnish abundant material and to arouse a desire for original research.

Topics for Discussion in Methods.-Purpose of and plans
for nature study; value of plant lessons-( a) forn1ative value, (b)
content value; a\\'akening and sustaining interest; cultivating
po\\'ers 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 a-sthetic taste; appreciation of
harmony of color and form; procedure, value and limitation of
representation by tnodeling and painting; use of text book.

ZOOLOGY. 9
This course consists of a laboratory study of types of the more
important groups, supplemented by discussions of fundamental
principles. Here, as in the botany work, the powers of observation are strengthened and habits of careful, systen1atic thought are
developed. The student is required to do a large amount 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 dra'\\'ing. The life relations of animals, as well as their
structure and physiology, are studied, and attention is called to

NORMAi., SCHOOL OF ARIZONA.

29

progress.i ve development of types leading up to the theories of
organic evolution.
Topics for Discussion in Methods.-Devices for collecting
and preserving insects, rearing larvre, etc.; making and maintaining aquaria; relation of zoology to number work; relation of
animals to man; useful animals; destructive animals; cruelty to
animals; protection of animals against wanton destruction;
graded nature lessons for elementary schools ; work for different
seasons; kind and amount of direction by teacher; use of text
books; reference books; collections of illustrative material.
PHYSIOLOOY.

10

The general ideas of life processes which the student has
acquired in the course in zoology are here worked out in detail in
their application to human physiology. The subject of anatomy
is made subordinate to a clear understanding of physiology and
hygiene. The entire course is illustrated by class experiments and
by dissections performed upon small animals. The compound
microscope and the solar projection microscope are used in demonstrating the minute details of structure, an excellent series of
histological slides being avail.8.ble for this purjlose.
Topics for Discussion in Methods.-Methods of observing
the form and structure of organs; illustration of functions; dissection of small animals; procuring illustrative material; use of
·blackboard drawings.; use and manufacture of charts; use of
skeleton, manikin, casts and models; reference books; laboratory
work; apparatus for experimental demonstrations.
PHYSICAL OEOO~APHY. IS

This course presupposes a thorough knowledge of elementary
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 height of the barometer (reduced to
sea level), the temperature, dew point and relative humidity.
From these records curves are constructed showing graphically
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

KOR:'.IIAL SCHOOL OF ARIZOKA.

nature of the \Vork. The subject of stonns is illustrdted by a
carefully selected series of \'.'eather maps, placed in the hands of
the student for study. Cli111atology 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 tin1e being devoted to historical
geology to enable the students to beco111e familiar v.rith the leading
principles of the development of life upon the earth, and to
understand son1ething of the 111ethods of geological research.
Topics for Discussion in Methods.-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; ho\v to proceed from home geography of state; value of
vivid description and graphic representation; appeals to the
imagination; presentation of the study of the earth as a whole;
subdivision of' the earth's surface; use of text book-time of,
extent of, n1anner of; tnap drawing-place of, value of, manner of
conducting; exhibition of products-natural, artificial; construction and use of sin1ple apparatus; value of experiment; sand and
clay models; use of n1aps, charts; graphic method of illustration
as applied to con1parative areas, \\"ealth, industries, production,
temperature, rainfall; explanation of phenon1ena-day and night,
change of seasons, weather; collection and use of specin1ens; kind
and amount of additional reading; supplementary n1aterial; outlines; field observation; excursions; original notes on geology,
geography and fan1iliar ·weather phenomena.
PHYSICS. '

The aim of the \vork in physics is t\vo-fol<l-first, to give the
student a knowledge of the theory of the constitution of matter
and of the physical la,vs governing its phenomena, and second, to
acquaint him with the use of experi111ental 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 ~quantitative. The experin1ents used are
largely chosen from the Harvard preparatory course. An improved method of note-taking is used, the notes being written up
at first hand directly fron1 the experimental \York, upon separate
sheets of paper \vhich, 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 a 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

NORMAL SCHOOL OF ARIZONA.

31

with a complete set of the instruments and pieces of apparatus
most frequently 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 Discussion in nethods.-Preparation, presenta~
tion of, and time devoted to nature-study lessons for the grades
of common schools; illustrations of the principles of the siip.ple
laws of physical science; simple devices for illustration; aid
and direction from teacher, kind of, amount of; text-book, when
and how used; no'te book; use of representation, by drawing, by
formula.

CHEM.ISTR.Y. I~
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. 'Ihe course consists of laboratory work, supplemented by lectures and recitations. The method of 11ote-taking is
similar to that used in the course in physics. The laboratory is
provided with worlt tables of approved design, and the equipment,
both apparatus and chemicals, is ext'ellent.
Topics for Discussion in nethods.-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.

NOR1'-1AL SCHOOI, OF ARIZO):l"A,

s-

Department of History, Civics and
Economics. '
0

As one of the avo-,ved purposes for \vhich this Normal School
v.'as fountle<l \vas to give instruction "in the funrl.atnental la•vs of
the lTnitcd States, an<l in \vhat regards the rights and duties of
citizens," it follows that the study of history, and of civics, its
cognate subject, 1nust be given an in1portant place in the course.
Nor coultl 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 alone the creations
of a people native to this continent; but their origin must be
sought in the recortls of nations who flourished and passed av1:ay
before this country was known to our ancestors. All good citizenship 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 knov.·ledge 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
arrangetl as to lead up to a careful study of United States history
in the Junior year. In the earlie-r part of the course it is sought
to itnpress the leading facts of history upon the memory, and to
n1ake them vivid by the use of the itn>igination. As the subject
progresses, ho,vever, the diseipltnary side is entphasized, and .finds.
its culmination in the seminary \vork, \Vhich is pursued by the
pupil in the library, under the llirection anU the advice of the
instructor. A total of 420 recitations are devoted to history, and
120 to civics and civil government.

UNITED STATES HISTORY.
The course in Lnited States history is divlde-d into two parts,
one of which cotnes in the sub·normal year, and the other in the
Junior year. The ohject in the first is to n1ake the pupil acquainted
with those leading facts of our national history \\rhich every intelligent citizen sboultl kno-w. The text-book is n1ade the basis·-of the
instruction, but it is supple1nented by the reading of biographical
and other works connected >viLh the events stur1ied.
After an interval of two years, •vhen the 1nind of the student
has be-come n1ore mature, and the horizon v\'idened 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 topics
is given to a particulr;r student but the whole class is held respons.

c;roRMAL SCHOOL 01" ARrzoc;rA.

33

ible for such an acquaintance with each as may be had from the
reading of the references to be had in the library. VVben 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 elen1ent in the settlement of A_merica; influence of
America upon the l1ations of F,urope; 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 l<~rench 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. J:C
In the elementary Col1rse 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 connection and the importance is tested by the consequences which
flowed from them. The aim is to 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, 6o lessons are devoted to the ancient monarchies and Greece; in the second, 100
lessons are given to Roman, medireval, and modern history.
There are frequent references to the library, which are intended to
supplement the Vi'Ork in text-books.
During the second semester of the second year 100 lessons are
given to the study of English History so as to secure a better foundation for the further study and underst..'1.nding of l'nited States
history (seminary) in the Junior year.
Topics for Study in Academic Work.-Ancient History in
Greece : Aids to history; origin of nations; the ""orld as kno\\'!l
to the ancients; the seven ancient monarchies; the Hebrews; the
Phcenicians; Greece-its geography, its people, their religion,
heroic age, early growth of Sparta and Athens; the hattle of
l\Iarathon; battle of Syracuse; Peloponnesian v;rars; the conquest
of Alexander; battle of Arbela; Grecian art and architecture;
education, social life, and civil institutions.
Roman I-Iistory: Early Roman history; development from
a kingdom to a republic; from republic to empire; decline and

34

NORMAL SCHOOL OF ARIZONA.

fall; the campaigns of Hannibal; the battle of the Metaurus;
catupaigns of C~sar; the administrations of Augustus; Constan¥
tine; the Eastern and VVestern empires; the battle of Chalons;
the civil institutions, social life, la\\'S and literature.
l\Icdi~val History:
l\Iigraiion of the Teutonic tribes; origin
and spread of christianity; rise of the papacy influence of the
church during the middle ages; Justinian; conquest of the Saracens; triumph of Christianity over l\Iohammedanism at the battle
of Tours; Charlemagne; feudalism; Norman conquest of Bng¥
land: crusaUes; growth of towns; city republics; developtnent of
modern civil institutions.
1\-Iodern History: Reformation under Luther ; the English
reformation; Charles \~. and the Spanish inquisition; France
under Louis XIV~.; religious persecutions-their influence upon
continental and American history ; development of civil liberty in
England; rise of Russia, of Prussia; French revolution; Napoleon; the struggle for liberty in Italy; the Gennan etnpire; present state of European nations.

Topics for Discussion and Methods,-Correlation of history
and geography, of history and literature; selection of tnatter
suited to the several grades of common school \vork; ntethods of
presentation; fairy tales, bible stories, stories of adventure,
biographies; use of text-book; historical novels an<l poe1ns; the
influence of climate and physical features; atlvantages of following chronological order; criticism of text-books; educational
value of historical study ; history as a foundation of patriotism ;
use of historical cards, charts, maps, pictures and topical outlines.
CIVICS. f,
In the first year of the Sub-Normal course, civics is pursued
for one semester, three times each 'veck. The object here is threefold-to make the stu<lent acquainted \Yith the e1etnentary principles of lav.' necessary for his protection in the enjoy1nent of his
absolute rights; to render him familiar with the tneans ail.opted by
society to preserve order, and to redress civil wrongs in his locality;
ancl to lay a foundation for the stu<ly in detail of the essential
features of our state and national govern1nent. B1etnentary law is
taught fron1 the text-hook, and illustrated, as far as possible, by
examples taken front the Pxperiences or observations of the pupils.
The frame work of local govern1nent is taught by ~vitnessing the
trials in justice's court, by mock trials, by visits to the polls on
election days, by attending the sessions of the common council
and by comparing the results of these observations with the directions given in the revised statutes of Arizona. After a study of
local conditions, the horizon is broadened to include those features

NORMAL SCHOOi. OF ARIZONA.

35

of the state and national government which correspond to the local
institutions.
Topics for Study in Academic Work. - Principles and
definitions; absolute rights; citizenship; the home; the school;
from infancy to manhood ; the congressional township; the civil
township; the machinery of the civil township; political machinery; ·how to vote; private property, real and personal; protection
of person and property; the township court; a civil case in
justice's court ; formative influences; villages and cities; the
county; county elections; county officers ; the state government;
national government.

CIVIL OOVER_NMBNT. 16
After the completion of the courses in history, the study of
our government is resumed. An elementary knowledge of the
subject will be assumed, and the attention will now be directed to
the study of the national constitution, to the relation which the
nation bears to the· state and to the territories, and vice versa.
The method will be by lectures, supplemented by individual work
in the library, the efficiency of which will be tested by special
reports from the individual students, and by quizzes in the class.
Topics for Study and Academic Work.-Inter-Colonial
Relations: Revolutionary war, causes and consequences; weakness of the confederation ; colonial charters; early state constitutions; the critical period; the constitutional convention; effect of
its adoption ; express grants and reservation of power by the
states ; implied power ; state sovereignty ; organization of the
three branches of government ; the electoi:al system ; acquisition
and government of new territory; political party.
Topics for Discussion in Methods.- Correlation with history; method of study by observation; use of text-books; criticism of text-books ; the synthetic method; political machinery ;
value for cultivating patriotism; organization of child's fund of
knowledge; value of illustrative trials and elections by the class;
method of conducting each ; how the study contributes to good
citizenship; comparison of our own with other forms of government.

BCONOntCS. It>
A short course in economics is given in connection with the
course in Civil Government.
The purpose of the course is to prepare young teachers to
understand the great current laws of industrial social life, and to
be able to instruct the youth in the COnunQn schools in the correct

NORMAL SCHOOL OF ARIZ ON A.

principles of thought and action in regard to the social and industrial questions and business opportunities.
Economics treats of man in all phases and conditions of
society. The principal topics for discussion are : Production, exchange, distribution, consumption, taxation, interest, capital, laws
of rent, division of labor, monopolies, corporations, co-operation,
etc.

Department of the Manual Arts."'
Training in the manual arts in this school is limited, at
present, to a study of penmanship, drawing, clay modeling, and
some constructive paper and cardboard v;·ork-all indispensible
forms of expression in the lower school. These subjects are closely
allied, skill in each branch involving an automatic control of
band, eye and brain in harmonious action; therefore exercises
leading to this end in one branch will constitute valuable preparation for all the work which is to follow.
The general aims of this departn1ent may be summarized as
follows: To make the hand spontaneously obedient to the mind
through the education and co-ordination of the motor centres of
the hand; to train the perceptive faculties ; to develop organic
skill in the delineation of simple objects and original or historical
designs in several mediums, such as chalk, pencil, charcoal, inks
and clay; to cultivate artistic taste and feeling; to develop ambidexterity; to secure a clear, rapid and individual hand writing;
and to give an insight into the pedagogical value of all forms of
manual training, especially drawing.
PENMANSHIP.

This subject is taught during the Sub-Normal year. Thorough
drill is given in movement exercises. At first these movements
are made large and then gradually decreased in size. When the
muscles have become accustomed to act sn1oothly and freely the
same motion is carried to the formation of the letters. Considerable time is devoted to practice at the black-board. It is expected
that each student will have acquired a good, free, vertical handwriting by the close of this year.
DRAWING.

The first 40 lessons of the first year of the Normal Department
are devoted to large movements of both the right and the left

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NORMA.I, SCHOOi, OF ARIZONA.

37

hand and arm, the hands working sometimes together, sometimes
alone. They involve many combinations of the circle and other
geometric forms, as well as some of the usual drill exercises for
writing. The time is divided between work at 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-Qrdinate movements skillfully.
A portion of the time is given to the drawing of objects ; to
the study and practical application of the elements of design ; and
to construction.
The forty lessons of the second semester are given to constructive problems, including :Perspective; to grouping of objects;
nature work; designing in ink; and to black-board drawing.
The first 40 lessons of the second year is a continuation of the
previous course, together with a study of light and shade; of
color ; and the making of working drawings of geometric solids
(including the principal type forms) and simple objects, and to
their construction, from the drawings, in paper or card board.
This work necessarily includes a study of the geometrical facts
and principles involved in the form constructed, which makes it a
valuable preliminary to the study of geometry in the J'unior year.
The second semester is given to designing, lettering, and to a
study of historic ornament. An effort is made to make this work
thoroughly practical. All designs are prepared for specific use,
such as wall paper, oil cloth, fabrics, panels, carving designs for
articles of furniture, etc., and are :finished as nearly as possible in
the form adopted by the practical designer.
In the Junior year the 8o lessons are devoted to ftee 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
this year the pencil, charcoal, pen-and-ink and color are used as

mediums.
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 drawings are collected,
studied and classified, and the conclusions drawn from such study
compared with those put forth in the best literature on the subject.
A comparative study of the best drawing and manual training
systems and courses of study is also made, with a view to determining the best methods of teaching the manual arts, and for
employing them as a means of expression in the various lines of
school work.

NORMAL SCHOOi, OF ARIZONA,
MUSIC.~

If an argument were needed for the teachers of music, it
would be that it brightens the life, refines the taste, cultivates the
imagination, strengthenS the memory and confers upon the child
the power of giving pleasure to himself and to others.
The influence of music upon the unfolding life of the world
has been as marked as that of any other force, and to be uiilea~ed
in its history and its meaning is to be, in a sense, an ignorant
person. In no other department of knowledge is it customary to
speak complacently of one's ignorance. To have what is called
"no ear for music" is no special disqualification for the duty of
being acquainted with its rudiments, its history, and its applica·
tion, any more than a distaste for mathematics excuses one from
acquiring the multiplication table.
It should be true of a graduate from a normal school that his
knowledge of music should be, at least, as general as· his
knowledge of mathematics; that he should know the history,
theory and relation of music to other sciences, and above all, the
rudiments of voice culture which he has received should be of such
a character, that if his talent warranted a further cultivation, he
should not reel that the work he had done was a detriment to his
future progress.
All work in music should begin, the earlier the better, with
singing, the rational practice of which involves the application of
principles, and more important still, the formation of habits that
lie alike at the root of musical science and skill.
Our course is based upon the objective method of teaching
now appli.ed to the study of all elementary branches. The aim of
the work is to give such a knowledge of fundamentals in music
that the student shall be able to analyze and interpret at sight
musical selections and acquire an appreciation of what is best in
musical literature.
Students are classified according to their musical knowledge
and ability. The course is divided into two grades and covers a
period of four years.
Grade I: Voice production, exercises in breathing, staff nomenclature, interval and rhythm, development of the major scale.
Grade II: Continued development of the major scales
through all keys, minor mode and chromatics, chart drill, study of
composers and musical form.
Methods.~Children's voices; expression; rote singing; cultivation of the sense of rhythm; elements of conducting.
One hour a week t~roughout the year is devoted to chorus
drill and part singing.
Text book-Popular Method of Sight-Singing, by Frank
Damrosch.

NOIUIA.I, SCHOOL Ott ARIZONA.

Military Drill.

39

1-t-

By the placing of military drill in the school course, several
important objects are gained. In the first place, it is a valuable
means of phySical culture and training of the muscular sense.
The exercise attend.3.nt upon a lively drill in the open air is of a
nature well calculated to overcome the effects of close application
to study, to prdmote 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, an erect carriage and a soldierly bearing that can
scarcely be attained by any other means. Moreover, the strict
discipline which is inseparable 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 from 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 counfry's defense in time of need. The objection which
has sometimes been opposed to military drill because of its onesided 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 soldier,
the school of the company, the bayonet exercises, calisthenic and
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 battalion
movements are explained and outlined in order to illustrate the
relation of the company to larger bodies of troops.
By an Act of the Twenty-First Legislative Assembly of the
Territory of Arizona the military organization of the Normal
School ·of Arizona is made a part of the Na ti onal Guard of this
Territory, to be known as the Normal School Cadet Company.
'rhe military instrnctor holds the rank of Captain, and commissions are issued to the student officers of the company. Upon
graduating from the institution, or being honorably dismissed
therefrom, such officers may resign their commissions or hold the
same as retired officers of the Cadets, liable ·to be called into ser-

NORMAL SCHOOL OF ARIZONA.

vice by the Commander-in-Chief in case of war, invasion, insurrection or rebellion.
Under this law the requisite ammunition and accessories for a
course in target practice will be furnished to the institution each
year.
The drill is conducted in strict accordanc~ with the regulations
of the United States army, and the company is annually inspected
by the officers of the National Guard.
The uniform w.hich is required to be worn at all drills, is of
cadet grey, neat in style, ser\•iceable and comfortable. Directions
for ordering the uniform will be furnished to prospective students
upon application to the president.
Drills will occur four times per week during the year.

ATHLETICS.

M

Interest in athletic work is encouraged among the students
and dressing rooms and baths are provided for members of the
teams while training. The success of the work in this line is
indicated by the championship cup of the territorial foot ball
league which has become the property of the Normal eleven.

Department of Physic.al Training,3,;i
\:Vhile the primary object of a school of this kind is the training of the mind, we must recognize the fact that it is impossible
to obtain satisfactory mental work if the physical condition of the
student is neglected. The maxim "A sound mind in a sound
body" should carry the same force today that it did with the
ancient Greeks. Students away from home and occupied with
their studies are prone to neglect the matter of muscular exercise.
For this reason, if fo_r no other, some form of physical drill is a
necessary adjunct to a normal school course. The ordinary track
athletics and field games furnish an excellent means of muscular
development, and these are encouraged among the students in so
far as they do not conflict \vith the school v.•ork. Ho\vever, the
fact remains that such exercises can be of benefit to comparatively
fe\v of the students and those for the most part of the male se:x.
In order, therefore, that every member of the student body, 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.

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NORMAL SCHOOL OF ARIZONA.

4r

PHYSICAL TRAINING. 18
The work in physical training is recognized as an important
branch of the school work, and all girls are required to take the
course.
The object of the work is to preserve the health of the
students; to train correct habits of muscular action; to develop
the body ; to discriminate behveen useful, effective exercises and
harmful, injudicious ones; and to prepare students to supervise
and to connect the physical with the mental side of the education
of their classes:
The series of exercises prescribed for the young ladies of the
school consists of a system of free gymnastics, that is, of movements performed without apparatus. The course comprises six
sets of movements, 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 rigidity. Then
follow moven:ients 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 po'\ver and flexibility of the
muscles is developed. \Vhen 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. All 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. s:"
A normal school is neither a high school uor 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;
in the normal school it is the value of the subject as a basis for its
presentation to others. If 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" would be the sole
aim of its instruction. But as this is not the condition, the

NORMAL SCHOOL OF ARIZONA.

"basis" must be supplied. To a certain extent the giving of this
academic instruction is an advantage, for in the selection of the
topics under each subject a choice can be made to fall upon those
that will more certainly be of value to the coming teacher.
When, however, a sufficient amount of this academic knowledge has been supplied, the 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
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 employed by the respective members of the
c.ormal faculty. To accomplish this joint meetings of the faculty
and of the senior class will be held, at each of which some member of the faculty will present methods in his or her specialty.

PSYCHOLOGY. 'o
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, where special attention is given
to the study of the nervous mechanism. It deals with the elements of psychology, comprising investigation of the general
nature of the mind, the basis of psychic 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 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 both to
the child and to the ego.
The work of the advanced course is a more comprehensive
investigation and discussion of the whole subject, and is intended
to give the student such a knowledge of the states, powers and
activities of the niind, their inter-relations and the laws governing
their growth as "'·ill enable him to pursue a rational course of
procedure in his professional work.

Topics for Study .-The topics for study are the nervous
mechanism, consciousness and attention, presentation, the cultivation of perception; representation, the cultivation of the memory,
the imagination and its culture; thought and thought culture;
feeling and emotion, the cultivation of the emotions; the will and
the cultivation of the will.

43

NORMAL SCHOOL Oii' ARIZONA.

LOOIC.

~

The study of logic is based on psychology. The point of
departure is found in the chapter on thought. It deals with the
concept, the judgment, the syllogism, analysis anl}_ synthesis, and
induction and deduction. From the historical side Socrates,
Aristotle, and Bacon receive special attention.

PEDA(j()(jY. 2
The course in pedagogy follows that of psychology upon
which it is based. It occupies twenty weeks, five recitations per
week. Its purpose is to note the necessary conditions underlying
the acquisition of knowledge. The discussion of the individual
notion serves as the starting point, passing thence to the consideration of the general notion and how the latter differs from the
former. The student is led to realiZe ·that the acquisition· of
general notions is the goal of instruction. The study of the
"formal steps" follows next. The practical illustrations of these
are found in the observation lessons of the lower grades of the
public schools of Tempe, which we have been so kindly permitted
to visit. With the above as a foundation the study of methods in
reading, spelling, object lessons, geography, history, grammar,
language, arithmetic, and such other studies as are found in the
curriculum of the public schools is taken up for the remainder of
the semester. With this as a foundation the student takes up his
work in the training department.

HISTORY AND PHILOSOPHY OF EDUCATION •

.3(,

In a general sense the history of education is the story of the
growth and development of the human race; but this course is
restricted to a brief sketch of the ancient systems of education,
those of India, Egypt, Persia, Greece, Rome and the Jews; the
lives of Socrates, Plato, Aristotle, Cicero, Seneca, Quintilian, and
Jesus; the schools of medireval and modern times; a study of the
lives of noted educational reformers, as Comenius, Pestalozzi,
Herbart, and Froebel, and the principles advocated by them; and
a comparison of the school systems of Germany, France, England
8.nd America.

ETHICS.

c.

In its history the subject of ethics is closely related to the

history of education. The purposes that underlie the system of
education of a country will give us a clue to the principles upon
which its,J>C<>ple base their life and conduct. For this reaeott the

44

NORJ.fAL SCHOOL OF ARIZONA.

first part of the work is au historical study in connection with the
history of pedagogy. To>vard the close the work becomes more
practical. Some modern text is selecte<l. for this work. The
present year the class used K id<l 's " Social Bvolution."

M.ETHOOOLOClY. 1.2
The course in methodology is a continuation of the course in
pedagogy, its object being to carry out in finer detail the lines of

study opened up in that course, and to give such study as practical
a turn as possible by relating it closely to the work of the training
school.

It furnishes to the training teacher an opportunity for

giving her assistants instruction concerning their work in teaching, and serves as a connecting link betwe-en the professional side
of the work of the nor111a1 school proper, and the training school.
l\lethodology consists, first, of a body of principles <lrawn
from psychology that are appliC'able to all teaching; an<l second,
of special plans and devices for the presentatian of particular
.branches of kno\vledge. Since 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, it is
assumed in this course that in addition to having acquired an
adequate knowledge of the subject matter of the various branches
enteriug into the curriculum, each student has gained a fair
knowledge of the special method of each branch. Hence the general aim of the course in methodology is to organize, enlarge, and
unify the knowledge of method already possessed by the student.
The course will be conducted by the training teacher with the
co-operative assistance of the entire normal faculty. Each special
teacher is expected to map out in a series of lectures and type
lessons the scope of his particular branch of study, and to indicate
in a general way the best 111ethod to be employed in presenting it
in the different grades. The training teacher will have charge of
that part of the work having to do ,vith general principles of
teaching, an<l with the rational features involved in a proper correlation of studies. Pa1ticular attention will be directed to the
principles underlying teaching in primary grades, where the child
himself, rather than the subject matter, is of chief interest.
The course occupies forty weeks, five periods per \\'eek, and is
about equally divided among the five branches: General principles; mathematics; history, including reading, spelling, gram·
nlar, and allied subjects; science, including science and nature
study considered in the broadest sense; and expression, including
writing, painting, etc.
1'he course is conducted on the seminary plan, each student
being required to make a general study of all topics considered,

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45

and an exhaustive study (as far as conditions permit), of one
suiaject upon which he must prepare a thesis to be presented to the
class for discussion. The normal ltbrary is well supplied with
materials for this work. Each subject is considered philosophi·
cally, to determine why it has a place in the course of study;
scientifically, to sh~w the systematic arrangement of the principles
i~volved, and their relation to other subjects; and pedagogically,
in order to learn its relation to the pupil, what parts are to be used
and emphasized in t"eaching, and the best method of using them:
A special feature of the course has been a weekly recitation
devoted to a searching criticism of a model lesson conducted by a
senior student with her regular class in the training school, or by
the training teacher, in the presence of the entire senior class,
two or three days in advance of the criticism lesson. This work
is based upon the plan followed by Rein in his model school at
Jena. The order of discussion is :
1-A description of the recitation.
2-Criticism of:
(a) Subject matter, its fitness, its relation to other subjects, and its relation to the preceding and
following recitations in the same subject.
( b) Mdkod: Aim, movement, leading questions, tests
and summaries.
( c) Results.
( d) Government.
( e) Manner.
Another feature of this course consists of regular training
school faculty meetings, which are held as often as is rleemed
necessary.

The Training Department. 2 ' 1
In the professional work heretofore outlined attention has -been
directed almost exclusively to the theoretical side. · It is recognized, however, that to enable one to arrive at a thorough understanding of educational theories, an opportunity for observing
their practical application, and for assisting in it, is essential. To
supply this opportunity a training school is provided, of forty-eight
pupils, divided into four classes of twelve pupils each, and limited
to the first four grades of the territorial common school course.
This school occupies a building adjoining the normal, is under the
control of the normal school board, is equipped with all the aids
em.ployed in the best schools, and is under the charge of a skilled

NORMAL SCHOOi, OF ARIZONA.

instructor, called a training teacher, who is held responsible for
the educational progress of the pupils, who arc instructed chiefly
by the senior students, whose work she directs. The training
teacher also has charge of the course in methodology, and renders
such other services as the interests of this department may
demand.
The Normal Training School, so far as environment is concerned, leaves little to be desired. The building is commodions
·and airy, and has a homelike appearance; while the grounds,
~·hich are but an extension of the normal catnpus, are large and
attractively laid out, and furnish an1ple room for recreative sports
and for a school garden.
The territorial course of stu<ly naturally forms the basis of the
course followed in the training school, since the latter is in effect
but an adjunct of the Tetnpe public :;chool, and since the normal
graduates must follow this course of study when they come to
teach.in the public schools of Arizona. However, '\\·hilc a training
school nlnst give the student teachers experience in teaching
those subjects that are required by law to he taught in the public
schools, it must, in addition, if it fulfill its true function, point the
way to educational advance. It must be all that a public school
is; but it must also be (in so far as environment and circumstances make it possible), a ntodel school for illustrating to the
student teachers a practical application of the most advanced
educational theories and practices, providing a daily illustration of
the best kind of school work done anywhere in this country.
The territorial course of study is so planned as to be admirably
aclapted to this end, since it leaves, throughout, ample opportunity
for the introduction of new work along the lines laid down, and
for giving full play to the individuality of the teacher in the
selection of methods. A.n outline of the course of study followed
in the training school during the past year is given on another
page.
The length of the school year for the training school is eight
months, the number of pupils is limited to twelve in each grade,
and the tuition is free. A.pplication for admission to the training
school n1ust be n1ade in the month of September, and each application will be acted upon in the order in which it is received. The
same method ·will be observed in filling any vacancies that may
occur during the year. The places of all pupils that are not
present at the opening of the training school year will be filled by
those next upon the list.
The amount of time to be devoted Ly each student in the
training school is equivalent to five periods per week for thirty-two
weeks.

47

NOR.MAI. SCHOOi. OF ARIZONA.

COUltSE OF STUDY FOR TRAINING SCHOOL. 2 6

]. ..... .s5 .

.

FOURTH
GRADE.

THIRD
GRADE.

SECOND
GRADE.

FIRST GRADE.

..

. ... .s5 . ]. ..... .s5 . .,,"0 .>!• ... .s .
0 "
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SUBj1!CTS.
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~~ "'~ !'.:; z0 "'~ !'.:; z0 "' "'~ !'.:;
-- -- -- -- ------ -----Arithmetic.-......... IO 15 ... IO 20& 15
5 20 20
5 20 20
IO
IO 20 15 5 25 20 5 25 20
Reading·-··········· r5* 20 ...
0

... i·I

0

0

0

... ... . i·I....
.~

..

.~

~~

0

Spelling ............... Part Rea d'g
of
Language•.••••.•••••

IOt

15

15

5

15

20

5

15

...

10•

20

...

IO

20

...

IO

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rn

5

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... ... ... ... ...
}s
... ... ... ... ..
... 5 20 ... 5
20

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5

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...

25

... }s

25

...

20

...

20

...

Writing··············· rn* 20
Drawing ..............

st ... ...

Manual Training ...

5

20

...

5

20

...
... }s

Science ........ ·-······

5

15

...

5

20

...

Music ..................

5

20

History •••••••••....•.

...

Geography._ ••••••••.

...

General Exercises.. 5

20

5

20&
IO

...

5* 20

5

20

5

* One lesson each day combined.
t One lesson each day combined.
0

Study only during ·part of recitation period under direction of teacher .

NOTR:

1st Grade spends 4 hours in school daily.
d Grade 8 ends { 4 hours in school d.a~ly 1 rst term.
2
P
5 hours in school daily, 2d lterm .
.¢and 4th Grade spends 6 hours in school daily.

NORMAL SCHOOL OF ARIZONA.

49

Register for 1899-1900. -"~
CLASS OF 1901.

1+

.. ,_Howard. Kan.
. ............• Tempe
Davis, Alma Morgan .............. .
Fultz, Ali<"e A .... .
. .... Phoenix
Green, Hattie M ...... .
. .........• Yuma
Greenleaf, Edna Lucie ........... .
. ......... Tempe
Godwin, Dean Ely ....... .
. ....... Phoenix
Hill, Minnie A ......•..•.•...........
. ....... Phoenix
Hedgpeth, EJizabeth 'India ................... .
. .Santa Rosa, Cal.
Hottinger, Josephine K ....
....................
Tempe
Martin, Perla E ..••.•••..................
Merriam, Eleanor Atlee . . . . . . . . . . . . .
. . Phoenix
McNulty, Mary Emma.............
... .. .. .. ... .. ..
. . Phoenix
Stewart, Helen Marlon .......... , . . .
Tempe
S~hwarz, Elizabeth.......
. . . . . .. . . . . . . . Mesa
Sirrine, Serret ta Anne. . . , . . . . . . . . . .
. .. ... .. .. ...
Mesa
Stauffer, Charles Albert..................
. . . . . . . . . . Glendale
Wilbur. Ethel M................
.. .. ... .. .. ... . ... .. .. Mesa
Webb, L. Grace... . .. .. ... .......... .. . .. ..... .. .. .... ..... ..
Cllne
Carter, Noble.

UNDER.aR.ADUATE STUDENTS. 2;z
Aiton, James................. Tempe
AJ!pleby, _.\lice B .............. Tempe
Anderson. Okla...
. ... Gila Bend
Allison, Winnie ·E••......•.•.•. Globe
Armitage, Fannie G ...... Fairbanks
Bell, Roy H ............. Wickenburg
Brown, Earl., ...~----········ Tempe
Hrady, Lulu ..................... Mesa
Brady, Rachel. ................. Mesa
Buck, Roy ....... , . . . . . . . . . . . . . Tempe.
Barnes, Frank ..... Norris City, Ill.
Co~ner, Lizzie. , .. , . , .. , . . . . . . Tempe

Corbell, Olivet........... . . . . . Tempe
Cummings, Lucy........
Tempe
Curnow, Alice .................. Mesa
Cartledge, Anna V.,., ........ Tempe
C'ulver, Grace .............. Prescott
Curnow, Murray., ... , ......... Mesa
Corbell, Ernest C .............. Tempe
Coughran, Wiley...........
Tempe
Cartwright, Hoyden ........... Mesa
Davis, Frank ............. Scottsdale
Drew, Arthur W .............. Tempe
Duncan, Nellie .......... , .• ,, .. Mesa
Dawdle, Mollie............... Tempe
Drachman, Esther M ....... Phoenix
Etter, Delphia .............. Phoenix
Ford, Florence ............. Prescott
Frazee, Sadie E ............... TemPe
Godwin, Graoo M ............ , Tempe

Gibson, Leona.. . . .
. . . . . . . . . Lehi
Griffin, Frank
... Tempe
Hough, Frank.....
. ...... Tempe
TT aulot, Leona.... . . . . . . . . . . Phoenix
Hayden, M~.. , . • . . . . . . . . . . • Tempe
Haigler, Charles A ..........._. Tempe
Hicks. Lelia .................... Globe
Hughes, Thomas J...
. .. Tempe
Harmon, Victoria F .......... Tempe
Hannah, Herbert. .......... Phoenix
Hough, Elizabeth ........... Tempe
:Hackett, Edna.....
. ...... Tempe
Irvine, Janie I .. .
. .... Phoenix
Irvine, Deborah ..... ·.•... Phoenix
Jones. Daniel D..
. ....... Lehi
Jones, Alma.
Lehi
Jenkins, Sara.
Prescott
.JonP.s, Orren C ..
.. .... Lehi
Johnson, Farland.
Mesa
.. Tempe
King, Emilla L .....
Kt::mper, Jennie.,.
Tempe
Llstebarger, Ina L .. .
.Tempe
Laney, Lynn M ..... . ........... Mesa
Laney, Joseph C .... .
. .... Tempe
Lindsey, John M ..
. .... Oakdale
Millet, Mary D ..... .
. .. Tempe
Mullen, Mary F
...... Tempe
Mullen, Lottie ..... .
Tempe
Miller, Sallie .... .
. ... Tempe
McCarthy, Jennie.
Prescott

50

NORMAL SCHOOL OF ARIZONA.

Munds, Getha .•.......•.......
Munds, Jennie ................
Matthews, Anna ..............
Nichols, Guy W.....

Tempe
Tempe
Tempe

. Tempe

Nichols, Grace...........

Tempe

Odell, Otha C .................. Tempe

Priest, ,John ................... Tempe
Priest, Mariana .............. Tempe
Pomeroy, Ina ................... Mesa
Penn, Ida.......
Tempe
Penn, Della ................. ,. Tempe

Pierce, Abbie ......... Walnut Grove
El'lsifer, Elma ...... , ... Providence

Paddock, Clarence ..... David, Iowa
Ross, Stella ..................... Mesa
Robbins, Pansy ............... Tempe

Rush, Oscar .......... Walnut Grove
Reed, Gertrude ............... Tempe
Redden, James E ............. Tempe
Richards, Robert o ........... Tempe
Schwarz, Margaretha .......... Lehi
Stone, Neva ................... Tempe
Stewart. Edith ................ Tempe
Smith, Lena M ....... Pink Hill, Mo.
Snyder, Mary .......... Bumble Bee
Standage, Orpha ............... Mesa
Standage, Orren L .............. Mesa

Stewart, Merton............. Tempe
Sanders, Lafayette ............. Lehi
Smith, Warren F.. Pink Hill, Mo.
Shute, Walter G ........ Livingstone
Shull, Charles .............. Prescott
Schoohusen, Emma .......... Tempe
Spain, Lydia... . . . . . . . . . . . . . Buckeye
Steinberger, Honor E ..... Palonlas
Sayl-0r, Grace ................. Tempe
Thomas, Marion .............. Tempe
Telford, John.. . . . . . . . . . . . . . . . . . Mesa
Trussler, Harry R ............ Tempe
lTnderhill, Msirgaret ..... Scottsdale
Wilbur, Everett R .............. 1\-Iesa
Woolf, James O ............... Tempe
Vi7 oolf, Robert A .............. Tempe
Woolf, William H ............. Tempe
V\..,.hitaker, Robert..
. .... Tempe
W\'\stover, Jessie ............. Tempe
V\'alker, Iva M ................. Tempe
Wilson, Eugene.....
Phoenix
Wilson. Maude ............... Tempe
Willard, Olga ........... Camp Verde
Wallace, James Q ........•...... Mesa
Walker, Levi. ................. Tempe
Wagnon, Harry .............. Tempe

PUPILS OF TRAINING DEPARTMENT.
Bolton, Vivian.
Bracamonte, Aurelia.
Celaya, Jose.
Celaya, Manuel.
Conser, Otto.
Conser, Re ah.
Corbell, Homer.
Corbell, Paul.
Estrada, Leonedes.
J!:strada, Pedro.
Estrada, Ramon.
Gonzales, Manuel.
Goodwin, Julius.
:Halbert, Jackson.
Halbert, Nina.
Hendrix, Bertrande.

Juhl, Alice.
l\Ianley, Mildred.
Messer, Lolita.
1'[esser, \Valter.
Miller Emma.
Miller, Gussie.
Miller, Rosa.
Newton, Harry.
Oviedo, Marguerite.
Page, Stanley.
Parker, Franklin.
Reed, Annie.
Reed, Oscar.
Richards, R·oy.
Robbins, Irene.
Robinson, Neil.

3o

Schmidt, Irma.
Schurman, John G.
She~·. Edna.
Shew, Nelson.
Shrout, Archie.
Shrout, Hurst.
Shrout, Reid.
Stewart, Grace.
:Stone, Charley.
Strong, Bessie.
Strong, Floyd.
\Vestover, Charley.
~lolf. A,gnes.
\Volf, Carl.
Vi'olf, Marie.

51

NORMAL SCHOOL OF ARIZONA.

Alumni Register.
Class of 1887.
NAME.

1:;

1+

TIME DEVOTED TO TEACHl:SG.

P. 0. ADDRESS.

Tempe
Etta Broomell ................. Four years ..... .
(Mrs. J'. Webster J'ohnson)
Tempe
Georgl.a A, Holmesley ........ Nine years .... .
(Student, Stanford University)
Prescott
Reese M. Ling .................. Two years.
············(District Attorney, Yavapai County)
Major J'ames H. McClintock .. Five- years ..................... . Phoenix
Gertrude Pomeroy• ............ Five years.

Class of 1888.

1

4

Kate Cummings ............... Five years.
(Mrs. Fisher Bailey)

. ................ Tempe

N~~a ~e~~~·ertso·n: :: ::::Ei~;~ ;~~~~~: ......... :::: ::::::::: ::··ai~~
Class of 1890.

1 J_

Nanna Brown ................ Three years ... .
(Mrs. J'ohn Knight)
Lena Coughran.......
. ...... One year.
(Mrs. J'. M. Sears)

Tempe
-Tempe

Class of 1891. ,J
Lee Gray, LL. B. (Yale 1893)... . . . . . . . .
. . . . . . Phoenix
(Attorney)
J' osephine Frankenberg ....... Five years .................. Chicago, Ill.
(Student, Cook County Hospital)

Class of I 892. "
Lillian J'. McAllister.
(Mrs. L. J'. King)
Victoria B. Shaw ............... One term .. .
(Mrs. Geo. K. Smith)

. .... Los Angeles, Cal.
.. . . . .. .. ..

Tucson

Class of 1893.1+
Manie Anderson ............... F'.our years .................... Gila Bend
Agnes Halbert•.........................
. .............................. .
W. I. Melton ................... Five years. . .. .. .. .. ... .. ... . . . Phoenix
Lidia Rembert .................. One year ........... Los Angeles, Cal.
Mary Wingar ................. Seven years.
. . . . . . . . . . . . . . . . . Tempe
Chas. C. Woolf, LL. B. (Univ. of Colo.) ........................ Tempe
(.Attorney)

Class of 1894.

'+

Myrtle Aplin.....
. ........... One year ......... East I-lighlands, Cal.
(Physician at Napa Insane Asylum)
J'oseph T. Birchett. ............ One year ............. .
. Tempe
Ad dine Bury ..................... Si~ years
Phoenix
. .... Tempe
Nettie Clay ...................... One year .. .
(Mrs. Ashby Hawes)
. ..... Mesa
Agnes Dobbie .................... Six: years.
(Mrs. J'. D. Loper)
Phoenix
Allie Gray ........................ Six years.
Tempe
Leroy F. Hill. ................................. .
tSecretary Tempe Canal Co.)
Mary E. McNeill ................ Six years.
. ........... Tempe
John Metz ........................ Six years.
. ............. Mesa
Blanche Newell............. . .. Six years.
. .................... Mesa
Rosina Pomeroy....
. .. Six years.
. . . . . . . Mesa
Ella Saunders......
. .... Two years ................... Shumway
(Mrs. J..ouis Cordon)
. .......... Tempe
Anna. R. Stewart...
. ..... Five years ..
. ........... Nogales
Ida. W. "Yoolf... .. .
. .. Five years.
(Mrs. A. J'. O'Connor)
•

Deceased.

52

NORMAL SCHOOL OF ARIZONA.

Class of 1895.
NAME.

TIME DEVOTED TO TEACHING.

Miriam Anderson ............... One year.
(ri1rs. M. A. Davenport)

P. 0. ADDRESS.

. .. Los Angeles, Cal.

John R. Birchett. .............. T·wo years.
Tempe
John J. Carroll....................... .. ........................... Tempe

Carrie Culver .................. Four years.

Harrisburg

Allie Holmesley ................ Five yr.ars.

. . . . . . . . . . . . . . . Tempe

Lottie Gibson ................... Two years ......................

Tempe

J. Wallace :i\.'[orse .............. Two yf'ars.
Chas. P. Mullen...

Tempe
Tempe
•rempe

RosC'oe vv·alsworth...... .. . . . . . . . .. .
(Student, Harvard UniYersity)
!\faude J. Welcome ........... Four years.
Bertha \Vilson. .. . . . .
. .. Four years.
E. Stanley VVindes. . .......... Six years.
(!\frs. Dr. 1\Ietgar)

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

.. .. .. ... ..

Tucson
Tempe
Prescott

Class of 1896 •
.J. Lawrence Abell.
... One year ......................... Benson
Nellie E. Culver.....
. .. Four yea.rs..
Harrisburg
Don J. Frankenberg ........... One year.
..Columbus, 0.
Nott E. Guild..............
.................
Tucson
Florence G. Hanna ........... Four years ....................... Tempe
(11frs. J. B. Flummerfeldt)
Carl T. Hayden.......................
Tempe
Jane 1\1. Hedgpeth ............. Two yc>ars.
. ............... Phoenix
Lewis G. Hedgpeth ............. One year .
. . . . .. . . . . . . .
Phoenix
Georgia A. Hendrix ......... Three years ........................ Tempe
(l\Irs. L. C. Austin)
Amina W. McNaughton.
..One year ................. San .Jose, Cal.
(A. B. 1898.)
Deborah I. 1\Iorris.
. ........ Two years.
Jerome
(!\1rs. Doane Tulerrill)
Tempe
Julia R. J\Tichols ................ Two years.
..Tempe
Bertha M. VVhite.
. ... Four years.

Class of 1897.
May A. Austin.....
.. ....... T-..vo years.
Tempe
(ll'lrs. -V\'illiam l\L Goodwin)
Julius G. Hansen ............. .
.... Los Angeles, Cal.
Adele Hauxhurst .............. Two years ..
Phoenix
Tulay C. 1-Iuffer .................. T·wo ye-a rs.
..... Tonto
Jane P. :rvrartin ................ 'l'"-'O years.
Tempe
(Mrs. Verner A. Vanderhoof)
Ana M. l\Iiller ................ Three .\·cars ............ .
. ..... Tempe
.. Tempe
Clara T\:L l\filler ............... Three ~·ears ..
Flora L. 1\lfills
..... One ~·ear.
................ Phoenix
J. Oscar l\1ullen.
. ...... One year.
Tempe
Ada !\L Peyton.
. ............ One yc>::tr.
Phoenix
(lVIrs. 'Villiam Dodenhoff)
i\fary C. Robinson ............. T,vo y0ars.
.............. Mesa
(l\Jrs. W. J. Bowen)
Lucy M. Schwarz ............ Three years.
.. .............. . .... Lehi
Addie Sirrine ................. Thre0 years. . ................ . ... Mesa
Verner A. Vanderhoff ....... ThreG years.
Tempe
V\'alter S. VVilson ................... .
Phoenix
(Student, Oxford, Ga., UniY.)
Alice B. Windes..
. ..... 'L'hree years.
Cottonwood

Class of 1898,
Edith R. Abell.
l\lary C. Boshyshell..·.".'.".'.".".".".·.on~
Flora N. Cohn........... .. ... One
Elizabeth IV. England ........ 'l'wo
Louie \T. Gage ............... 'l'href>.
l:na B. Hanna..
. .......... Three
J. \Vesley Hill......
. .... T\vo
Olive J. l\Jaxwell..
. ..... Two
Florence A. l\1cKee ............ One
.Julia E. l\felton.
. .. Two
1fary R. !lfoore.
. .. One

. ............. Benson
.vear ............. Los Angeles, Cal.
year.....................
Phoenix
y0ars.
. ................... Tempe
years.
. ................ 'J'empe
years ........................ Tempe
year:-: ................. Washington
years.
. .............. Phoenix
year.
. ...... Santa Ana, Cal.·
yE>ars ......... Santa Barbara, Cal.
year ........................ Willcox

NORMA.I, SCHOOi, OF ARIZONA.
NAME.

TIME DEVOTED TO TEACHING.

53
P. 0

ADDRESS.

Ethel M. Orme ................ Four years ...................... Phoenix
Charlotte E. Perry.................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phoenix
(Mrs. Homer Redden)
William R. Priee...... .............. ...........
. .......... Phoenix
Clyde A. Stewart .. ~············One year.
·--··-····· Mesa
Ida Warren Swiggett ......... Two years ...................... Phoenix
Walter H. Wilbur ................................................. Tempe

Class of 1899.
Garnet Allison. ______________ ... Two years ........................ Mesa
Bessie Frances Archbald ..... Two years....
Tempe
Eva L. Bowyer ................. Tw'o years _
... _.. . . . . . . . . . . Phoenix
Lutie Marion Carlyle .......... Two years .......... Westminster, Cal.
Nellje E. Clark .... , ............ Two years .......................... Mesa
Robert 0. Duncan ...................... ·.........
. ..... Phoenix
Inez B. F'isher.................. Two years ........................ Tempe
Jessica Frazter ................. Two yea.rs..............
P.hoenix
Martha Garnett ............. _.. Two years.
. . . . . . . . . . . . . . . Phoenix
Garfield A. Goodwin ............... ,, ............................... Tempe
Lena Rivers Hartsfield ....... Two years.......
·······-···-- Tempe
:Rlla Leota Hauzhurst ...... Two years ...................... Phoenix
Harry G. Hendrix.....
. ... Two years ........................ Tempe
Benjamin E. Hick~.
. .. - ..... , ............ , .. _.
. . . . . . . . Globe
Margaret Beatriee Hughs .... Two years ............... FuHer, Kansas
Frank R. Kenner.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phoenix
D. Maude Lincoln .............. Two years..
. .............. .Jerome
Alice A. Morse ................. Two years ........................ Tempe
Lillian M. Murray.......................................
·- Phoenix
(Mrs. Andrews)
Grace Newell ... ·...............................
.. Jerome
(Mrs. Guy Collins)
Edna A. Ozanne ................ Two years..............
. .. Tempe
L. Clay Henshaw .............. Two years.....
Phoenix
Zebulon Pearce ................. Two years.......................... Mesa
Minnie A. Perry.....
. .... Two years..
Cordes
Madge P. Richmond ... _...... , Two years....
. . . . . . . . . . . . . . . Phoenix
Gilbert States .................. Two years...........
. .... Delta, Colo.
Ida W. Temple ................. Two years......................... Bowie
(Mrs. Wm. Swan)
Ruby M. Tucker.............. Two yP.ars .... ·..............
Tempe
Lillian A. Vaughn ............. Two years.................. . .. Benson
Emma Peyton .................. Two yea.rs..
Florence
Mary Malvina Wallace ....... Two years.
. .............. Mesa
Veronica White ................ Two years ........................ Tempe
Lulu Belle Wingar ............ Two years . . . . . . . . . . . . . . . . .. . . .
Te--mpe
Owing to the action of the Board in extending the course or
study no class was graduated In 1900.

Class of 1901.
Noble Carter ............................... , ................ Howard, Kan.
Alma Morgan Davis ................................................ Tem.pe
Alice A. Fultz........................ ..
. ........................... .
Hattie M. Green...........
. ........... - . . . . Phoenix
Edna Lucie Greenleaf.... . . . . . . .
. ......... - ... -: .... - . . . . . . . . . . . Yuma
Dean Ely Godwin.......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tempe
Minnie A. Hill.......................
. . . . . . . . . . . . . . . . . . . . . Phoenix
Elizabeth India Hedgpeth........
...........
. ..... Phoenix
J"osephine K. Hottinger.........
. ................. Santa Rosa, Cal.
Perla E. Martin..........................
. ...................... Tempe
Atle€ Eleanor Merriam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phoenix
Mary Emma McNulty ........................................... Phoenix
Helen Marion Stewart....
. ...................... Tempe
Elizabeth Schwarz.. .. . . . .
. . . . . . . . . . . . . . ........ - . . . . . . . . . . Mesa
Serretta Anne Sirrine. - .
. . . . . . . . . . . . . . . . . . . Mesa
Charles Albert Stauffer. . .
. .. - . . . . . . Glendale
Ethel M. Wilbur.......
. ... - . . . . . . . . . . . . . . . .
. .................. Mesa
L. Grace Webb..
......... ...
. ........................ Cline