The

Normal School
of Arizona
AT TEMPE

dJNNUAL CATALOGUE,
1!102.

'

.

SEVENTEENTH
ANNUAL CATALOGUE
... or-...

TH[ NORMAL
SCHOOL OF ARIZONA
ITT TEMPE, /:l:RIZON/:l:.

For the Scholastic Vear 190 I - 1902
WITll

/:l:nnouncements for 1902-3

1902

Thl": H. H. McNeil Ccimpony Print

Phoenix, Arlzooo

CALENDAR FOR 1902-1903.

1902.
First Semester begins
Entrance Examinations and Classification,
First Quarter ends .
Second Quarter begins
Thanksgiving Recess,
Holiday Vacation begins
Holiday Vacation ends ,

September 2
September 1, 2, 3
November 7
November 10
November 27, 28
Decern ber 20
December 28

1903.
First Semester ends
Second Semester begins
Entrance Examinations and Classification,
Washington's Birthday,
Third Quarter ends
Fourth Quarter begins
Memorial Day,
Examinations and Commencement Exercises,

January 23
January 26
January 26, 27
February 22
April 3
April 6
May 30
June 7-12

BOARD OF EDUCATION.

R. L. LONG, Superintendent of Public Instruction, Chairman,

DR. CHAS. H. Jo:-<ES, Secretary,
HON. T.

w. PEMBERTON,

•

Phoenix

Tempe
Phoenix

OFFICIAL BOARD OF VISITORS.

DR. WILLIAM DUFFIELD,

MRS. GEO. N.
Ri;:v.

FRA!'\K

GAGE,

L.

•

DREW,

Phoenix

Tempe
. Tempe

OFFICERS OF THE ALUMNI ASSOCIATION.

\V. H. \VILBUR, President,
C. A.

STEV.'ART,

Vice-President,

)..1ARY \V1NG.\R, Secretary,
BERTHA 'iVILSON,

Treasurer,

Tempe

Tempe
Tempe

Tempe

FACULTY 1902-1903.

A. J. MATTHEWS, Principal,
MATHBMATICS, SCHOOL LAW AND SCHOOL ECONOMY.

R. H. H. BLOME, Ph. D.,
PEDAGOGY AND PSYCHOLOGY.

F. M. IRISH,
SCIENCE AND MILITARY DRILL.

ELISE REED AVERILL,
ENGLISH AND PHYSICAL CULTURE.

KATHRYN DALY, A. B.,
LITERATURE, ELOCUTION AND LIBRARIAN.

BENJ. H. SCUDDER, Ph. M.,
HISTORY A.ND CIVJCS.

W. J. ANDERSON, B. S.,
COMMERCIAL DBPARTlllRNT AND MANUAL ARTS.

EUDORA MATHER, Principal of Training School,
METHODOLOGY.

J. L. JOHNSTON,
VOCAL MUSIC.

G. W. WILSON,
SUPERINTENDENT OF BffiLDJNGS.

T. G.

GOODWIN,

SUPERINTENDENT OF GROUNDS.

COURSE OF STUDY.
SUB-NORMAL.
SEMESTER B.

SEMBSTE.R .A.

Arithmetic............................ ..... 5

Arithmetic.................................. 5

U. S. History ..............................
Grammar and Composition •......
Reading and Elocution ..............
SpcJling and Word Analysis...•...

Civics ...................•.••....•....•••.•..•.
Geography ......................•........•.
Grammar and Composition .......
Reading and Elocution.......•......
Spelling and Word Analysis.......

5
5
5
2

Penmanship............................... 2

3
5
5
5
2

Penmanship............................... 2

FIRST YEAR.
SEHBST.Elt B.

SBKBSTBR .A..

Algebra ......•....•••....•................... 5
General Jiistory. .................. ...... 5
Grammar and Composition ......._ 5
Elocution................................... 1
Word Analysis........................... 2
Zoology ...................................... 5
Drawing•...••............................... 2

Algebra ......•.....•..•••••....•..•.....•.••.
General History.........................
Grammar and Composition .......
Elocution ...........................•.......
Physical Geography and Gcol~
ogy ...........................•••............
Drawing........•.••.....•...................

5
4
5

2
5

2

SECOND YEAR.
SBMBSTBR B.

SBKBS'l'BR A,

Arithmetic.................................. 5
~ookkccping and Commerc'ial

LaW ......... .,...•..•........................ 5
Rhetoric and Composition ......... 5
Physiology ................................. 5
Drawing..................................... 2

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

5
5
5
5
2

JUNIOR YEAR.
SBKBSTBR B.

Algebra ......................................
United States History {Semi·
nary) ...................................,. ...
Grammatical Analysis ...............
Psychology................................
Chemistry..................................
Drawing.....................................

SBKBSTBR A.

5
3
5
5
5
2

Geometry ...................................
Science of Government and Political Economy (Seminary) .......
English Literature and Master·
pieces .......................................
Pedagogy ...................................
Phy•ics .......................................
Drawinl?............................ : ........

5
3
5
5
5
2

6

NORMAL sc:aooL OF ARIZONA.

SENIOR YEAR.
SEMESTER R.

SEMESTER A.

Geometry..................
. ......... __§__
Practice Teaching (16 \\'eeks) .... 5
American Literature and Masterpieces .............._.. ... .. .. . ... . .. . ... 5
Methods:

-. ~~~:~~~~~h;·:·:··::··········:·

i

Gramn1ar..
5
Htstory ......................... .
Geography .... .
Advanced Psychology and
........ , ....... 5
Logi~·····

Sc!iool Law and School Economy ..•..•.......••.••....................... 3

Practice Teaching (16 weeks) ....
English Criticism .......................
Methods:
Mathematics ..................... }
Nature Lessons.................
Dra'<ving and Penmanship
History of Education and
Ethics ......................................

5
5

5

5

I\'lusic, Physical Culture and Military Drill throughout th~ course.
Figures indicate the nun1her of recitations per week. A semester is
2U weeks.

Hnalysis of CoU1'8e of Study.
DEPARTMENT OF ENGIJSH.
AIM.
The general aim in the instruction in Bnglish 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- themselve$ 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 Wen. To be able to speak correctly one must be logical in his thought, skillful-in his selection of words, correct in his pronun~
ciation, grammatical in the constrttction of his. sentences, and should
pqsses& a well-trained voice. To be able to write correctlyotie 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
!ldd force llnd beauty to his composition. It is recognized that cic-n a
reasonable degree of perfection in all these respects cannot be attained
except by constant drill, extending not over a single year but over a.
series of )ears;_ and while e3cb particular division of this subject may
emphasize.soi:ne one phase of the work, ye-t the general aim is not-IOst
sight of in the methods employed at any point _in the course.

READING.
Special attention is given to this work. In addition to teaching
:i-e~di:Dg as the process of obtaining thought from the printed page. the
course embraces 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, Holme1, Irving, Haw~
thome, etc., are· used. In ora~· tO become a ·good ttader three things
are necessary, viz: ·a triental prepaiatiol:t., a ktiowledgc of the mechanism_
of the printed page and an clocution_ary training that will enable the'
rea'der tcfexpresS the thOughts of the autbOr when they have otice beeri.
grasped. In the formal -ceading class.pf the first year in the Sub-Noim.al
the first two oftheseotijecis arCmadC eSpeciallyprominent. The instructor takes note of the pupil's stock-of ideas available iii. the study of the
selection; adds such other aDd fuitliCr illformation as may be found
Messir:t; seCs t-0·1t that thC ptipil·can · pronounce the words corr.;.."t17;
ealls··attentiO:d::to ·the grammtitiCal and--rhetorical pauses; ·and,:tht!

8

~OR:MAL

SCHOOL OP ARIZONA.

ground being thus prepared, endeavors to secure a proper and an
adequate expression of 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, en1otions and purposes arc 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 must aid the student in grasping the thought from the
printed page, and by means of word pictures and recalled expericnc~s,
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 ¥.'hat he sees, will bring natural expression \Yithout 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.
tng•:Ll1er with clear thinking and the expression of emotion,
~>, ... s- h.ti.·1~a1~011 anrl clearness to the voice. Elocutionary training
·JnrJ•·;-;: · .·vie·,_. )f tl1·. elements of speech, with vocal culture; expression
•: insi:L" tJ: :,g..:r.ei("s of delivery, voice and action; forms of voice,
.ttt .; ;_ .. ', ~s 01 ,,., ·H.t', (1uality, force, stress, pitch, time, etc.; exercises in
breathing; class Jrills in gesture, attitude and facial expression; sources
of po\'<er in deli very; sty le of orators; methods of instruction.

SPELLING AND WORD ANALYSIS.
To be able to spell correctly those English words which are in common use is one of the marks of good scholarship. This ability, desirable
in every case, is, however, an indispensable requisite on the part of a
teacher. Doubtless much of the knowledge of the forms of words must
be gained by that particular kind of 1nemory training called visualization; still even this process can be greatly assisted by frequent written
exercises, by the analysis and synthesis of \Vords 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 sba11 have
been corrected.
Text-book in use is Swinton's Word Analysis.

GRAMMAR.
The purpose of the work in grammar is to give the student a knowledge of the fundamental principles that make up the science of language,

...
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L

.....
2

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NORMAL SCHOOL OF ARIZONA.

9

and to develop and cultivate in him the ability to apply those principles
to the expression of original thou_ght.
The work 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. As the sentence is considered the most
important element of the English language, sentences are examined as
they have been constructed by reputable authors, with a view to determining the relation of their structure to the communication of thought.
Grammatical facts are presented simply and the student is led to
assimilate them thoroughly. There is constant practice in oral and
written discourse, with a special endeavor on the part of the teacher
to increa!le the student's vocabulary.
In the Junior year one hundred lessons are deYoted to the application of the principles of grammar to the various forms of English composition. It is expected that the student, from a careful study of authorities, will 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 kno\vledge of the science of
grammar.
Text-books: \Vhitney's Essentials of Grammar, Gayley's Classic
Myths.

COMPOSITION.
The importance of English co1nposition as a means of developing,
strengthening, and broadening the mind is recognized by all. From the
study of composition the student is made to realize that his efficiency
as a worker along any line depends upon his power to express his
thoughts. Our purpose in this study is not so much to give information
as to lead the student to the spontaneous expression of his ideas, observations, and experiences.
The course includes both oral and ""·ritten recitations. The oral
work consists of lessons from the text-book and the discussion of such
errors as the students have shown the1nselves most prone to commit.
The written work includes a drill in the conventional forms of letterwriting and a special study of the paragraph and its devdopment into
the theme. To cultivate observation, ease of expression and regular
habits of work many themes are given, advancing by easy steps from
simple narration and description to exposition and the construction of
argument.
A study of selected poems with the parallel study of poetic form and
language constitutes an interesting part of the work.
TOPICS FOR DISCUSSION IN METHODS.

Language lessons-object of, time devoted to, kinds, material from
nature, material from literature; lesson-giving-plans for, preparation

10

NORMAL SCHOOL OF ARIZONA.

for; use of pictures, connection of language lessons with primary reading; proper form of written work, its illustration, n1ethod of securing it;
object of composition; awakening and sustaining interest; correcting
errors; text-books, first use, manner of using; connection of composition with literature.
Text-books: Scott and Denney's composition, Palgrave's Golden
Treasury of Songs and Lyrics.

RHETORIC.
Rhetoric is the science which treats of those principles that underlie
connected discourse. lt is both an art and a science. Considered as an
art, its more elementary principles form the basis of composition; as a
science, rhetoric seeks to classify and arrange the laws of discourse. The
pupil is first assisted in finding a subject of thought, and is then shown
how to accumulate, arrange and express the ideas connected with the
theme. The learner is conducted, step by step, through the en tire work
of writing a composition, including the selection of a subject, the
accumulation of materials, the arrangement of materials, the choice of
words, the use of figures, the variation of expression, the p1·eparation of
the manuscript, the criticism of the complete production and the classification of it as a specific form of composition. The point of view kept in
this branch throughout is that the study of rhetoric is the constructive
study of literature, and the examples adduced at every point aim to
show the usages of the best writers.
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 to grammar, to literature; object of study of
rhetoric; development of principles and formation of rules; application
of principles; selection of illustration; correction of errors in style; use
of text-books; supplementary work.
Text-book: Waddy's Rhetoric.

ENGLISH AND 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 acco1nplish 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.

NORMAL SCHOOL OF ARIZONA.

11

In a similar way it is intended that the kno"-'ledge of the principles
of grammar and rhetoric, gained earlier in the course, shall be applied
to the study of selections taken from the "·orks of the great authors.
But as it is intended that the course in Literature shall be primarily
a culture course, the artistic significance of the works studied is held to
be of chief importance.
A good text-book '\vill 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.

DEPARTMENT OF MATHEMATICS.
Mathen1atics ahvays have formed, and ahvays must form, an essential element in every course of study. It \vill hardly be disputed that
thosequalitiesof1nind \\•hich contribute to success in any occupation
are the alertness \vhich enables one to take ndvantage of opportunities
as they present theinselves. the accuracy which pre\·ents failing into
error, and that consecuti\·eness of thought \Vhich enables us to see
clearly from the beginning the end to beobtained,as,vell as the individual
steps which render its attain1nent possible. But these qualities of mind
are just the ones \vhich n1athe1natical processes, developed according to
psychological la\YS, are best calculated to produce. It is our aim to so
present each lesson in mathe1natics as to develop accuracy, rapidity and
the power of logical analysis. \Vhile it is intended that the students
shall be made fa1niliar \vi th all those topics in arithmetic, algebra and
geometry usually taught in schools of this rank, nevertheless no more
topics will be undertaken than can be thoroughly mastered. In all 900
recitations are devoted to this subject, 100 of which are in the SubNormal.

ARITHMETIC.
The knowledge to be gained from the study of arithmetic has been
classified into kno\vledge for use, for discipline and as a foundation for
futurev·.rork. In the firstyeartheaiin is to ground the pupils thoroughly
in principles of arithmetic as laid do•vn in a good text-book. The
fundamental facts are reviewed and in1pres~ed upon the men1ory; clear·
ness of statement, neatness and orderly arrangement in \Vritten \York
are insisted upon, and logical demonstrations are always required.
Fractions, percentage, measurements, both common and metric system, interest and discount, especially Yalu:i.ble for their use, \vill be
emphasized during the first year. Supplementary v.-ork \viii be sought
for in the various text-books and in original examples by the class. In
the second year, after an elen1entary knowledge of algebra has been
gained, the subject is again resumed, algebraic principles are applied in

12

NORMAL SCHOOL OF ARIZONA.

the solution of examples, and both accuracy and rapidity of thought
are cultivated by frequent drills in Stoddard's Mental Arithn1etic.
TOPICS FOR DISCUSSION IN METHODS.

The 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 Grube method; analysis
and synthesis; oral expressions of analysis; form and variety of written
analysis; numbers for the firstye~r; when text-books shall be first used;
bow 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.

ALGEBRA.
Following a plan similar to that taken in arithmetic, algebra ia
begun in the first year; the elementary processes arc 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 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 forinulas in oral language; interpretation of results;
utility and power of algebraic investigations.

GEOMETRY.
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. Size-relations will be
considered, first by immediate con1parison 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.

NORMAL SCHOQL OF ARIZONA.

13

TOPICS FOR DISCUSSION IN METHODS.

Basis and value of geometrical investigation; illustration of logical
and mathematical terms; of geometrical concepts; formation of them;
forms of deductive reasoning; stages in a demonstration; practical
application of principles demonstrated; value of the scolium; demonstra~
tion by superposition, by reduction ad absurdum, by theory of limits,
by method of exhaustion; history of geometry.

BOOKKEEPING AND COMMERCIAL LAW.
A course, consisting of sixty lessons, is given in bookkeeping, the

object being to render familiar the method of keeping accounts both by
single and double entry.
Each student is required to write out a set of blank•, in which he
must show neatness and accuracy. Drill is given in rapid business
calculations. Care is taken that students are made familiar with the
meaning of common terms used in business life, and in addition, that
they acquire such knowledge of actual business as the circumstances of
the case will allow.
In connection with the bookkeeping forty lessons are given in commercial law. The method pursued is the combined text-book and
lecture, the former being used for definitions and frame '.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 entry; dav book; journal; posting; closing ledger; commercial
forms; bill books; invoice book; shipments; account sales; partnership; farm accounts; balance sheet.
Commercial Law: Principal and agent; contracts; effect of statute
frauds on contracts; partner1hip; sales; guaranty and endorsements;
commercial paper; v.·arranty; insurance; real property; transfers of
real property; title by gift, devise and descent; wills.
Text-books: Bookkeeping, Williams & Rogers; Commercial Law,
Clark.
References: Commercial Law, Ro_ger & \Villiams; Compendium of
Commercial Law, Townsend; Principles of Commercial Law, Musselman.

DEPARTMENT OF SCIENCE.
The aim of the work in this department is not so much the co11ection
of a large store of facts as the thorough training of the student in
systematic methods of scientiliic study and the inculcation of habits of

14

NORMAL SCHOOL OF ARIZONA.

close and accurate observation, orderly thought and logical expression.
The student is required to obtain a \VOrking knowledge df the· fundamental principles of the sciences, and is led to recognize their practical
application. The laboratory courses offeretl 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 reser\red for the practice department, where
each suqject receives special attention. Ho\vever, in selecting the exercises and in conducting the recitations, the attention of the future
teacher is frequeJJtl_v directed to the availability in his chosen calling of
the kno\vledge he is here acquiring. The laboratories for work in
physics, chemistry and biology are comtnodious, \Yell lighted and
suitably equipped with apparatus of the latest design, ne\v pieces being
added from time to time as nc\v 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 ahvays acceptable, as by this
means it is often possible to obtain \"aluable and useful material for
illustration and study.*

BOTANY.
The study of botany is peculiar!yadapted to cultivate the powers of
observation, and to arouse an interest in, and a love for the beauties
of nature. For this reason a knov·:ledge 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 anaton1y and physiology are dealt
with in as th0rough 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 lirnits of the ve.~etable cell, hnt is led to study the
reh1tion of the plant to the conditions under \vhich it lives, ancj to the
effects of soil. climate and other fitctors of environment upon its form,
structure and habits.
The \vork begins in the spring, •vith a laboratory study of the
conditions affecting- the gennination and growth of the seed, followed
by an investigation of the morphology, structure and functions of root,
stetn, leaf anil fto\ver. The sul~iect of plant relations, to which. the
attention has heretofore frequently been called, is now treated more
fully, and the course closes with a study of typical plants illustrating
the leading types of vegetable life, thL1s giving the student an introduction to systematic botany. The entire course is illustrated by

* 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.

NORMAL SCHOOL OP ARIZONA.

15

experiments performed by the individual student in the laboratory and
by field trips at frequent intervals. Each student is required to keep a
neat and systematic record of all his observations and investigations,
and to illustrate the same by careful drawings and sketches. The
laboratory is well supplied with dissecting- microscopes and apparatus
for the preparation and stu<ly of such material as is required in the
course, and the student is constantly referred to standard works in the
library.
The varied and interesting flora of the Salt River valley, and of the
surrounding mountains, is amply sufficient to furnish abundant mate·
rial and to arouse a desire for original research.
"Plant Studies," by Dr. J. !\L Coulter, is used as a text in the class
work and the students are constantly referred to standard works on
botany in the library.
The Atlas system of separate leaf note-books is used in the laboratory work, and notes are required to be written at first hand in the
laboratory.
TOPICS FOR DISCUSSION IN METHODS.

Definition of Nature study; relation to the other subjects of the
course; Nature study as a basis for the school work-numberwork, language lessons, geography; formati>evalue of lessons on plants; content
\·alue; a \Yaking and sustaining interest; cultivation of power and habits
of careful observation; develop1nent of aesthetic taste; sense of touch;
sense of smell; harmony of color and of form; expression; modeling,
dra\ving and painting; \Vritten work; grading of lessons; collection and
preseryation of tnaterial; aquaria for aquatic plants; window boxes;
boxes for seeds; garden plats and their arrangement, assignment and
care; relation of plants to each other; plant societies; sunlight and
shade; te1nperature; \Yater; soil; relation to animals; to man; weeds;
useful plants; irrigation; acquaintance \\•ith plant material to be
obtained at different seasons and in different parts of the Territory;
arrangement of \vork \Yi th reference to the seasons; experimental work;
constru<'tion of apparatus; suitable reference books; supplementary
reading.

ZOOLOGY.
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 \Vork, the powers of observation are
stengthened and habits of careful, systematic thought are developed.
The student is required to do a large amount of study out of doors,
field trips by the class as a \vhole, or in groups, being an important feature. The student keeps a careful record of his laboratory work and of
the supplementary lectures, illustrating his notes by drawing. The life
relations of animals, as \vell as their structure and physiology, are
studied, and attention is called to the progressive development of types
leading up to an understanding of the theories of organic evolution.

NORMAL SCHOOL OF ARIZONA.

17

tbr daily bulletins furnished by the government weather service, thus
impressing upon the mind an idea of the practical nature of the work.
The subject of storms is illustrated by a carefully selected series of
weather maps, p1aced in the hands of the student for study. Climatology is given a prominent place in its bearing on the geographical
distribution of animals and plants. The study of the land is taken up
as a half-.term course in dynamical and structural geology, enough time
being devoted to historical geology to enable the students to become
familiar with the leading principles of the development of life upon the
earth and to understand something of the methods of geological
research.
Dryer's Physical Geography is the text used, but the students have
access to a number of othc!r texts for coriipal-ison and the list of references is supplemented by the reports of the United States Geological
Sur'i'.ey, Coast Survey maps and charts, etc.
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 maps of school districts, precinct, county,
territory; how to proceed from home geography to that 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, manner of;
map drawing-place of, value of, manner of conducting; exhibition of
products-natural, artificial; construction and nse of simple apparatus;
value of experiment; sand and day models; use of maps, charts;
graphic method of il1ustration as applied to comparative areas, wealth,
industries, production, temperature, rairifall; explanation of phenomena
-day and night. change of seasons, weather; collection and use of specimens; kind and amount of additional reading; supplementary material;
outlines; field observation; excursions; original notes on geology,
geography and familiar weather phenomena.

OiEMISTRY.
The course in chemistry is intended to precede immediately that in
physics. The student thus begins the latter study with a knowledge of
the atomic theory and the chemical constitution ·of matter, and has
already acquired considerable facility in the handling of apparatus. The
course consists of laboratory work, supplemented by lectures and
recitations. The method of note-taking is similar to that used in the
course in physics. The laboratory is provided with work tables of
approved dCsign, and the equipment, both apparatus and chemicals, is
excel1ent. The text used is \\'illiams' Elements of Chemistry.
TOPICS FOR DISCUSSION IN MBTHODS.

Amount and kind of direction by teacher in experimentation; preparation and use of simple appliances for illustration and investigation;

18

NORMAL SCHOOL OF ARIZONA.

selection of matter suitable to natur~-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.

PHYSICS.
The aim of the work in physics is two-fold-first, to give the student
a knowledge of the theory of the constitution of matter and of the
physical la'\"\'S governing its phenomena, an(], second, to acquaint him
,vith the use of experimental methods in scientific study and investigation. The laboratory method is used, the student being required to
perform a series of selected experiments, both qualitative and quantitative. The experiments used arc largely ~hosen frotn the Harvard
preparatory course. An improver! nlethorl of note-taking is used, tbe
notes being v;;rittcn up at fin::t hanrl rlirectly from the experimental work
upon separate sheets of paper, \"-:·hich, 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. Ile also
learns to plot his results in graphic f\lrm by means of curves. Loss of
time is prevented by providing eHch individual stndeut with a co1nplete
set of the instrurnents and pieces of apparatus tnost fn.•4uently 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.
Hoadley's I3rief Course in Physics will he used as a text. Resirle the
works of reforenee in the library, a nu1nber of scientific periodicals are
regularly taken, to all of \vhich the sturlents have access.
TOPICS FOR DICUSSION IN METHODS.

Prep;>,ration, presentation of, and ti111e devoted to nature·stt1dy
lessons for the grades ofcocnrnon schools; illustrations of the principles
of the si1nple la\vs of physical science; simple devices for illustration; aid
and direction fro111 teacher, kind of, an1ount of; text-book, when and
ho•v nsed; note·hook, use of; representation, by drawing, by formula.

DEPARTMENT OF HISTORY, CIVICS AND
ECONOMICS.
As one of the avo\verl purposes for \vhich this Normal School was
founderl \vas to g-ivc instruction "in the fundatnental la\vs of the U11itcd
States, and in \vhat regards the rights and duties of citizens," it follows
that the sturly of history', and of civics, its cognate subject, must be
given an in1portant place in the course. Nor could tl1e legili1lative intent

NORMAL SCHOOL OF ARIZONA..

19

be properly carried out by confining the attention to the history and
government of the United States. Our la\vs and our institutions are
not alone the creations of a people native to this coui:inent; but their
origin must be sought in the records of nations \Yho flourished and
passed away before this country was known to our ancestors. All good
citizenship must rest upon kno>vledge, and especially upon an acquaintance '\Vith those causes \vbich have led to national prosperity or decay.
Believing, then, that an appreciative knowledge of the history of
our own country must have for a background a good kno'\vledge of
world-history, the courses in this department have been so arranged as
to lead up to a careful study of Gnited States history in the Junior year.
In the earlier part of the course it is !ought to impress the leading
facts of history upon the memory, and to make them vi\·id by the use of
the imagination. As the subject progresses, however, the disciplinary
side is emphasized, and finds its culmination in the seminary work,
'\vhich is pursued by the pupil in the library, under the direction and
the advice of the in:,;tructor. A total of 420 recitations are devoted to
history, and 120 to civics and civil government.
Throughout the course note-books are kept by the students, practice
is given in the 1naking of outlines and summaries, supple1nentary readings are assigned, and set papers are '\Yritten from ti1ne to time allo\ving
for original investigation '\vi thin limits suited to the student's capacity.

UNITED STATES HISTORY.
The course in United States history is divided into t\vn parts, one of
which comes in the Sub-Normal year, and the other in the Junior year.
The object in the first is to 111<1.ke the pupil acq11ainted \vith those leading facts of our national history 'vhich every intelligent citizen should
kno,v. The text-book is made the basis of the instruction, but it is supplemented by the reading of biographical and other \vorks connected
with the e•ents studied.
The course is carried through one se1nester, and 100 recitations are
devoted to the subject. Text-book: Fiske's History of the Cnited
States.
After an interval of t'\VO years. >vhen the mind of the student has
become more mature, and the horizon >videned by the study of other
nations, this subject is again taken up for one semester. A rapid review
of modern history is gi ,·en, anrl topics are then assigned to be developed
by the student.
The preparation of these topics enables the student to see through
his O\Vn '\vork son1ething of the '\v;:iy in \vhicli history is '\Vritten.
\Vhile the topics are, of necessity, limited in scope, they introduce the
student to the method of historical investigation. Besides the individual \vork, each student is held responsible for the u·ork of the
course, which is carried on by means of outlines presented by the
instructor, to be filled in by the student through assigned readings.
These outlines an~ readings form the basis for class discussions.

20

NORMAL SCH09L OF ARIZONA.

GENERAL HISTORY.
In the elementary c·oursc in 1Jnited States history the facts learned
are chiefly valuable for guidance; but hereafter the instruction is
increasingly rlcvotcrl to the disciplinary side. Facts are to be learned,
but 1norc ;:i_ttenlion is pc.id to their proper connection, and their importance is tested by the consi:quences \vhi.ch flowed from them. The aim
is to lead the pupil to disco\•er the facts and to trace the consequences.
This course in general history is pursued during tv.'O semesters. In the
first, 100 lessons are devoted to the ancient tnonarchies and Greece;
in the second, 100 lessons are given to l<o1nan n1cdireval and modern
history. There are frequent references to the library, 'vhich are intended
to supplcn1ent the \Vork in text-books.
During the seccJnd setnester of the second year 100 lessons are given
to the study of English history .so as to secure a helter founJ.ation for
the further study and understanding of"Cuiled Slates history (seminary)
in the Junior year.
The constitutional aspect of English history is particularly empha·
sized.
Text-books: .~dyer's General History, with frequent reference to
Fisher's Out.lines of lh1i versal History, Botsford's History of Greece and
.M:ommsen's Student's History of Rome, Montgomery's Leading Facts
in English History, supplemented by Gardinec's Student's History of
England.
TOPICS FOR DISCUSSION IN METHODS.

Correlation of history and geography, of history and literature;
selection of matt.er suited to the se\·eral grades of common school work;
methods of presenta Lion; fairy tales, Dible stories, stories of adventure,
biographies; use of text-book; historical novels and poems; the influence of clin1ate and physical features; advantages of following
chronological order; criticisrn 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.
In the first year of the Suh-Konnal course civics is pursued for one
semester, three tintes each week. The object here is three-fold~to make
the student acquainted \vi th the elen1entary principles of law necessary
for his protection in the enjoy1nent of his absolnte rights; to render him
familiar with the ineans adopted by society to preserve order, and to
redress civil wrongs in his locality; and to lay a foundation for the
study in lletail oft he essential features of our state and national govern·
menls. Elen1entar!-·la\v is taul.{ht fron1 the text-book, and illustrated.as
far ns possiUle, by ex:i.n1ples taken fron1 the experiences or observations
of the pupils. The fra1nc 'vork of local government is taught by witnes!ling the trials in justice's court, by mack trials, by visits to the polls
on election days, by attendir.g the sessions of the co.mmon council and

XORMAL SCHOOL OF AJUZONA.

21

by comparing the re!ults of these dbservations with the directions
given in the revised statutes of Arizona. After a study of local conditions, the horizon is broadened to include those features of the state
and national government which correspond to the local institutions.
Text-book: Elements of Civil Government, Peterman.
References: 1, Civil Government, Fiske; 2, Government of the
American Peop1e, Strbn&- & Schafer; 3, Rights and Duties of American
Citizenship, \\Tilloughby.

CIVIL GOVERNMENT.
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, tQ the relation which the nation bears to the state
and to the territories, and vice versa. A text-book is used as a basis,
supplemented by lectures, outlines, individual reports, and assigned
readings.
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 i1lustrative 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. Textbook used, Thorpe's.

ECONOMICS.
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 common schools in the correct principles of
thought and action in regard to the social and industrial questions and
business opportunities.
Economics treat 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 work-all indispensable forms of expression in the
the lower school. These subjects are closely allied, skill in each branch

22

NORMAL SCHOOL OF ARIZONA.

involving an automatic control of hand, eje and brain in harmo~
nious action; the1·efore, exercises leading to this end in one branch will
constitute valuable preparation for all the "'·ark \Vhich is to follow.
The general ai1ns of this departtnent may be summarized as follows:
To make the hand spontaneously obedient to the mind through the
edl'!cation and co-ordination ol the 1notor centres of the hand; to train
the perceptive facnlties; tn develop organic skill in the delineation of
simple objects and origin:d or historical designs in several mediums,
suc11 as chalk, pencil, ch:ircoal, inks and clay; to cultivate artistic taste
and feeling; to deYciop an1bidexterity; to secure? a clear, rapid and
individual hanchYriting-; and to give an insight into the pedagogical
value of ail forn1s of tna11ual training, especially drawing.

PENMANSHIP.
This subject is taught during the Sub· Normal year. Thorough. drill
is given in n1ovc1ne11t exercises. At first these movements are made
large and then graclnally decreased in size. \Vhen the muscles have
become accusto111ed to act sn1oothly and freely the same motion is carried to the forrnatiun of the letters. Considerable time is devoted to
practice at the blackboard. It is expected that each student will have
acquired a good, free, verticai hand\vriting by the close of this year.

DRAWING.
The first 40 lessons of the first year of the Normal Department are
devoted to largen1oven1ents of both the right and the left hand and arm,
the hands \vorking sornetin1es together, sometimes alone. They involve
rnan.:r 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 tlle board and at the desk, the aim being to develop boldness
and rapidity of 111ovement, muscular control, ambidexterity, accurate
perceptive judgment, and an ability to co-Ordinate 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 40 lessons of the second sen1esterare given to constructive problems, including perspective, to grouping of objects, nature work,
designing, and to blackboard tlra\ving.
The first 40 lessons of the second year is a continuation of the previous course, together \Vith a study of light and shade, of color, and
the n1aking of \Vorking drawings of geometric solids (including the principal type fonns) and si111ple objects, and to their construction, from the
dra,vings, in paper or cardboard. This 'livork necessarily includes a study
of the geometrical facts and principles involyed in the form constructed,
•vhich makes it a \'aluable preli1ninary to the study of geometry in the
Junior year. The second se1nester 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 aa

NORMAL SCHOOL OF

ARIZO~A.

23

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 80 lessons are de\·oted to free hand drawing
and modeling. An effort is made to develop in the students a love for
the beautiful in art and nature, through a study of artistic objects, historic ornament, casts and pictures, as \\·ell as to give skill in the
delineation of simple snbjects, including natural forms. In this year the
pencil, charcoal, pen-and-ink and color are used as nlediums.
In the Senior year 40 lessons are giYen to the study oftbe value of
drawing as a mode of expression in childhood, and as a means of educating the mind. Children's dra\vings are collected, studied and
classified, and the condusions dra\vn from such study compared \vith
those put forth in the best literature on the snbject. A co1nparati ve
study of the best dra\ving and manual training systems and courses of
study is also made, \\•ith a vie\V to determining the best methods of
teaching the manual arts, and for employing them as a ineans of
expression in the various lines of school \York.

MUSIC.
Instruction in this branch comprises vocal music only. Its aim is to
give such a knov;rledge of the elements of music anrl practice in singing
as will enable the student to conduct singing exercises in the common
schools, and to inspire the pupils with a love for this refining and
ennobling art.
The general aim in this study is to develop the natural musical
talent of the pupil, so far as the singing voice is concerned, treating the
\'Oice as a musical instrument and perfecting it as such to as high a
degree as the ti rue allotted to this study \vill pennit in class \York. But
much may be accomplished by the a111bitious student outside of the
class-room, by the daily practice of the vocal exercises used and
application of the principles taught in the school.
Our course provides vocal practice that \vill insure pure intonation
and good enunciation, also the ability to read at sight, from the staff,
in all of the con1monly used keys. The latter is simplified by chart '"·ork
and the use of the n1odulator applied to the staff. Damroscb's Popular
Method of Sight Singing is also used as a text-book in this connection.
Chorus drill in part singing is an in1portant feature of the musical
course, as the school is equipped \Yith the latest and finest song book
ever issued, "The Laurel," edited by \\'illiam L. Toinlins, the noted
chorus master and trainer of children's voices.
METHODS.

The child voice; vocal econon1y; registers; mutation, or change of
voice; phrasing.

24

NORMAL SCHOOL OF ARIZONA.

MILITARY DRILL
By the placing of military drill in the school course, several important objects are gained. In tlie first place, it is a valuable means of phy~
sical culture aud training of the 1nuscular sense. The exercise attendant
upon a livel_v drill in the open air is of a nature '\vell calculated to over~
come t11e effects of close application to study, to promote a healthy circulation and to prcpnrc the n1ind for n1ore vigorous effort. Again, dail5
attention, even for ,;hort periods. to correct position in standing and
walking gives a spri11gy step, an erect carriage and a soldierly bearing
that can scarcely be attained by any other means. :Moreover, the strict
discipline '-Vhich is inseparable fron1 properly conducted military work is
eminently conlluciYe to the acquiring of orderly and systematic habits;
personal neatness, pron1pt response to direction, and self-control. At
the sa1ne time, the gradation of authority and division of responsibility
from private to captain, furnish a valuable oliject lesson in government,
while the actual 111ilitary kno\Yledge gained makes the student a more
valuable citizen, preparing hin1, as it does, the better to take upon himilelf the work of his country's defi:nse in time of need. The objection
.'\vhich has someti1nes been oµposed to mililary drill because of its onesided character is entirely 1net and overcome by the use of the setting-up
exercises, the bayonet drill and the calislhenic exercises with and without the piece, while the attractive nature of the work gives to it that
spontaneous character >vithout \vhich exercise is valueless
The course, '\vhich is required of all male students who are fi"ee from
physical disability, includes the" setting-up exercises" as prescribed for
the Lnited States army, the school of the soldier, the school of the com:.
pany, the bayonet exercises, calisthenic and bar-hell exercises, extende~
order work and battle fornu1tion for the company acting alone, the ceremonies of parade and guarJ mounting and the duties of sentin_els. T1it
principles of battalion inovernen ts are explained and outlined in order tO
illustrate the relation of the company to larger bodies of troops.
Hy an act of the Tv.-·enty-First Legislative Assembly of the TerritorJ,
of Arizona the n1ilitary organization of ihe Normal School of Arizona is
made a part of the ~ational Guard of this Territory, to be known as the
Normal School Cadet Company, The niilitary instructor holds the rank
of Captain, and co111111issio11s are issued to the student officers of the
company. Upon graduating fro1n the institution, or being honorably
dismissed therefro1n, such officers n1ay resign their commissions or hold
the same as retired officers of the Cadets, liable to be called into service
by the Commander-in-Chief in case of war, invasion, insurrection of
rebellion.
Under this la\v the requisite ammunition and accessories for a course
in target practice \vill be furnished to the institution each year.
During the present year the Cadet Company has operated in conjun1Ctinn \Vith a battalion of the National Guard in field maneuvers,
thereby gaining practical experience in the routine of camp life, guard

NO~:MAL

SCHOOL OF ARIZONA.

25

duty, battalion drill and in extended order work on a larger scale than
is possible in the company. It is expected that opportunity will be
given each year for similar practical '\VOrk.
The drill is conducted in strict accordance with the regulations ot
the United States army, and the company is annually inspected by the
officers of the National Guard.
The unifonn \vhich is required to be worn at all drills, is of cadet
grey, neat in style, serviceable and cornfortable. Directions for ordering the uniform \Vill be furnished to prospective students upon application to the president.
Drills \Yill occur four times per \Veek during the year. None are
excused from the regular drills except upon the presentition of a written
certificate of disability signed by a physician.

ATHLETICS.
Interest in athletic work is encouraged among the students and
dressing rooms and baths are proYidetl for members of the teams \Vhile
training. The success of the \York 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 PHYSICAL TRAINING.
'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 •vork 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 •vith the ancient Greeks. Students
a\va:Y fl'om home and occupied \Vith their studies are prone to neglect
the matter of muscular exercise. For this reason, if for no other, some
form of physical drill is a neccessary adjunct to a normnl 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 \Vork. However, the
fact remains that such exercises can be of benefit to co1nparatively few
of the students and those for the most part of the male sex. In order,
therefore, that every me1n ber 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 meu.
The work in physical training is recognized as an important branch
of the school '\\·ork, and all girls are required to take the course.
The object of the \Vork is to preserve the health of the students; to
train correct habits of muscular action; to develop the body; to dis·
criminate bet\vcen useful, effective exercises and harmful, injudicious

26

NORMAL SCHOOL OF ARIZONA.

ones; and to prepare students to supervise and to connect the physical
with the tnental side of the education of their classes.
The series of exercises prescribed for the young 1adies of the school
consists of a system of free gymnastics; that is, of tnovements performed

\Vithout 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 po-..ver of maintaining perfect immobility of
body '\Vithout rigidity. Then fo\lo\v movements specially designed to
develop certain muscles, beginning with those of the feet and ankles and
taking in order those of the li1nbs, trunk, shoulders, neck and arms.
These movements are graduated, beginning v-.rith the more simple and
gradually increasing in difficulty as the po\ver and flexibility of the
muscles are developed. \Vhen sufficient grace and ease have been attained,
drill movements in unison are introduced, bringing the spirit of play into
the work with the attendant benefits derived fro1n the healthy interest
aroused. All 1novements are performed to the accompaniment of music,
the inspiration of \vhich insures interest and spontaneity.
Four hours per week are devoted to these exercises.

DEPARTMENT OF PROFESSIONAL INSTRUCTION.
The distinguishing characteristic oft he normal ~chool lies in the fact
that, besides an academic course, it offers a course in the method of
instruction and practice therein. The subjects that are classed under the
head of professional instruction are psychology, pedagogy, the history
of education, logic, ethics, and the practice in the training school.

PSYCHOLOGY.
The instruction in psychology has been classified as elementary and
advanced. The ele1nentary course coines the first se1nester of the Junior
year. It precedes pedagogy and follo\vs physiology, where special
attention has been given to the study of the ncr\·ous mechanism. The
aim in the elementary course is to aid the student in developing the
po ....·er and fixing the habit of observin.g, and of analyzing and interpreting the physical phenomena attendant upon the mental activities
and states. The obser\·ation of the manifestation of mental po\vers and
conditions is directed both to the child and to the ego. Text, Psychology and Psychic Culture, Halleck, An1erican Book Co.
The \Vork of the advanced course, \Vhich comes the first semester of
the Senior year, is a more cornprehensiYe investigation and discussion of
the '\Vhole subject, and is intended to give the student such a knowledge
of the states, po\vers and activities of the mind, their inter-relations and
the la\vs governing their gro\vtb as will enable him to pursue a rational
course of procedure in his professional work. Text, James's Briefer
Course, Henry Holt & Co.

NORMAL SCROOL OF ARIZONA.

27

PEDAGOGY.
The course in pedagogy comes the second semester of the Junior year.
This course deals, in the first place, >vi th the s?bjects to be taught, and
in the second plact>, it sho"-'S ho\Y kno\vledge is acquired. This leads to
methods of instruction. The practical illustrations are found in the
Ob$ervation lessons of the training school and of the public school of
Tempe, >vhich \ve ha\·e been very kindly permitted to visit. Text,
Method in Education, Roark, Atnerican Book Co., and ~. "Jethod of the
Recitation, Mc:;..:Iurry, Public School Publishing Co., Bloomington, Ill.

HISTORY AND PHILOSOPHY OF EDUCATION.
In a general sense the history of education is the story of the growth
and development of rt he human race; but this course is restricted to a
brief sketch of the ancient syste1ns of education, those of India, Egypt,
Persia, Greece, Rome and the Je"'s; the lives of Socrates, Plato, Aristotle, Cicero, Seneca, Quintilian, and Jesus; the schools of media-val
and modern times; a stL1dy of the lives of noted educational reformers,
as Comenius, Pestalozzi, I!erbart, and Froebe], and the principles advocated by them; and a con1parison of the school systems of Germany,
France, England and America. Text, History of Education, Painter,
Appleton.

ETHICS.
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 \vill give us a clue to the principles upon \vhich its people base
their life and conduct. For this reason the first part of the \Vork is an
historical study in connection \'\'ith the history of pedagogy. Toward
the close the \Vork becomes more practical. Some modern text is
selected for this >vork. The present year the class used Kidd's "Social
Evolution," published by the :.\laci\Iillan Co.

LOGIC.
The study of logit is based on psychology. The point of departure
is found in the chapter on thought. This course <lea ls n1ainly \\•ith the
concept, the judgment, the syllogisrn, analysis and synthesis, and induction and dt"duction. Fro1n the historical side Socrates, Aristotle, and
Bacon receive special attention. Text, Lessons in Logic, jeYons, :\IacMillan Co.

METHODS OF TEACHING.
The \VOrk in methods of teaching is a continuation of the course in
pedagogy and occupies forty \Veeks, five periods per \Veek, being about
equally divided among the follO\Ying: Principles of teaching; mathematics; language, includi11g history, reading, spelling, English, and
geography; nature study and expression, including drawing, writing, etc.

28

NORMAL SCHOOL OF ARIZONA.

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 si:udy, and to indicate in a general way the best
method to be employed in presenting it in the different grades.
The text-books used in this course are Mc Murry's "Special Methods
in Literature and History, Geography, Science, and Reading." The
study of these texts is preceded by a thorough discussion of the basic
principles of teaching.
In the !tudy of special method, after the subject matter and plans of
teaching a subject are discussed, typical lessons are presented in the
presence of the class to one of the training school classes by a student or
the critic teacher. These lessons are observed, criticised, and discussed
by the class. In addition to these lessons, the pupil teachers of the subject under discussion are expected to present model lessons in their classrooms to be observed by the class in methods, criticisms of such lessons
being read in class or handed to the critic.
·Through the courtesy of the faculty of the public school the student
teachers are allowed to visit the work there, and thus the practical
application of the method work is seen under the conditions which must
be met by the graduates in the schools of the Territory.
The seniors also visit the schools in the rural districts in the vicinity
of the Normal. Questions relative to school govern1nent and general
criticisms upon the work of the student teachers asa whole, are discussed
in this class by the critic teacl).er at least once each week.

TRAINING SCHOOL.
What the laboratory is to the student of Physics and Chemistry, the
Training School is to the senior in the Normal School. It is here that be
may see the application of the theories and principles which he has
studied in his previous course. This school occupies a building adjoining
the Normal, is under the control of the Normal School ~oard and is
equipped with all the aids employed in the best schools.
Each senior is expected to give one hour per day for thirty-six ·•veeks
to this work.
At the beginning of each quarter, \vith the assignment of classes,
each pupil receives a general outline of the work he is expected to do in
his class. With this outline as a guide he prepares his daily lesson plans.
These are handed to the critic teacher two days in advance of the time
when the lesson is to be presented and Ure corrected by her and discussed
with the student. In this way the work giYen to the pupils in the
Training School is freed from error, and the possibility of incorrect subject matter or poor presentation is reduced to a minimum.
While the Territorial course of study is followed in the Training
School, yet the conditions governing the school are such as to admit of
niuch ntore work than that course requires, and the pupil teacher should
find here a school that closely approximates to the ideal, and the

NORMAL SCHOOL OF ARIZONA.

29

training given here should fit the student to give to his pupils on1y the
best \vhen he becomes a member of the Territorial teaching force.
During the coming year the Junior class will be expected to spend
one hour each \Veek of the third quarter in the Training School observing the work done by the pupil teachers. Criticisms upon the lessons
observed will be handed to the training teacher and the lessons \Vill then
be discussed by her in the preSence of the pupil teacher who gave the
lesson and the junior critic.
The Normal Training School, so far as environment is concerned,
leaves little to be desired. The building is commodious and air.r, and
has a homelike appearance; while the grounds, \vhich are but an extension of the Normal campus, are large and attractively laid out, and furnish ample room for recreative sports and for a school garden.
The nu1nber of pupils is li1nited to twelve in each grade, and the
tuition is free. Application for admission to the Training School must
be made in the month of September, and each application will be acted
upon in the order in \vhich it is received. The same method wiil be
observed in filling any vacancies that may occur during tbe 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.

30

NORMAL SCHOOL OF ARIZONA.

COURSE OF STUDY FOR TRAINING SCHOOL.
FIRST GRADE

SUBJECTS

5

15

Reading ................... 15

20

Arithn1etic .........

5 20 20

20

--:120 20

5 25• 20

5' 25 20

20

5 15 20

10

Spelling .................... p~[L Re~ d'g!
L

5 20 15

1\

{Science ...
20 &
anguage\_History .. f 10 10

15

5 15

5 1:) 15

20

5 30

5 20

5 20

10 20 ..... '10
1:

Writing .................. . 10

10

5 20

·····'1

Dravving .................. 1

151 .. .

5 20

····i!l5

1;1anual Training ...
Music ...................... .

5

I
:

:: I

Geography ............... ······· I·······
General Exercises.....

s

.. .

I·····

I 20 1·····

!If

25

}5 25 .....

s

20

c
~

15 ..... ii

II

5 15

.. II

5115

5 25

5 25

5 i 20 ..... '1

5 20

5120

,

• Study one period under diri?ction of teacher.
NOTE:

1st Grade spends 4 hours in school daily.

f
l

4 bours ~n school daily, 1st term.
5 houn; 1n school daily, 2d term.
3d and 4th Grades spend 6 hours in school daily.
2d Grade spends

.,
0
0
:i:

u

"'

Che

~onnal

School of Hrizana. Ccmpc.

GENERAL INFORMATION.
LOCATION.
The Normal School of Arizona owes its existence to an Act of the
Territorial Legislature, approved March 10, 1885. Is is located at
Tempe, a city of1200 inhabitants, nin:e miles from Phoenix, the capital
of the Territory. It bas 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, weU adapted to school purposes
and pleasantly situated. Six church societies hold services in this city.

DESIGN.
The legislative enactment which established this Normal School
(Chap. III, Par. 2515, Sec. I, Code of Arizona) provides that instruction shall be given in the "art of teaching," and also "in all the Tarious
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 d!Jties of citizens." An examination of the present course of
study will show that the legislative intent has been carefully observed.

BUILDINGS.
NORMAL BUILDING.

The new Normal School building was erected in 1894. It is a commodious structure, 136 feet long, 80 feet wide, and three stories high;
the lower story is of brown sandstone, the other two of red pressed
brick with sandstone trimmings. This edifice is beautiful in architectural design, convenient in arrangement, and substantial in construction.
MODEL SCHOOL.

The building first used for school purposes was erected in 1886, is a
one-story brick_ structure, 70 feet Jong and 60 feet wide, with a broad
veranda entirely surrounding it, and a ten-foot hall extending through

32

NORMAL SCHOOL OF ARIZONA.

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
mode] school for the pupils of the training department.
DORMITORY.

Realizing the necessity of a dormitory for the accotnmodation of
lady stuclents of the Normal, the Twenty-first Legislature, by unanimous vote, approved by the GoYernor of the Territory, imposed a tax
sufficient for the purpose, and as soon as it is available, which will be
some ti1ne during the ensuing year, work \Vill be begun on the new
building and pushed as speedily as possible to completion. It is proposed
to erect a substantial building, con1n1odious enough to form a complete
home for at least 30 lady students.
It is expected that this building •vill be completed and ready for
occupancy by Sept. 15. The routns •vill be heated •vith hot air and
lighted by electricity. The approximate C'ost to students for board and
room will be $15 per month. The rooms •vill be co1nfortably furnished,
but students are expected to provide their O\Vll bedding and linen.

THE CAMPUS.
The Normal grounds, \vhich cover an area of t\.venty acres, have
recently been newly laid out by an experienced landscape gardener, at
an expense of nearly $2000. A fine system of graveled drives has been
constructed, and bordered \Vith grass plats and lined with trees and
shrubbery, the latter having been selected with a double purpose in view,
that of beautifying tbe premises and at the same time furnishing illustrative material for the \vork 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 has been obtained. The can1pt.ts includes
a parade ground for n1ilitary 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, \vbich is used in connection "\vith the nature work in
the training school.

DEPARTMENTS.
The school is organized in three divisions-the Normal, the SubNormal and the Training. The Sub-Xormal course consists of one year,
and only those are admitted to it \vho have done an atnount of work
equivalent to that taken in the first eight grades of the public schools.
The Nor1nal .department consists of a four years· course, one-fourth of
which is devoted to strictly professional instruction. The training
department is an adjunct to the Normal proper, and is designed to give
the members of the senior class actual practice in teaching.

NORMAL SCHOOL OF ARIZONA.

33

ADMISSION.
J.

THE SUB-NORMAL.

No one \vill be admitted to the Sub-Normal department \Yho has not
completed the first eight grades of the Territorial cornmon school
course.
2. THE NORMAL.

Candidates for admission to the ~ormal deparbnent \Yill be required
to pass an examination upon all the subjects in the Sub-Normal course.
Certificates from an accredited school will be accepted in lien of an
examination.
3, ADVANCED ST ANDING.

Candidates for adYanced standing in the :>Ionnal depart.rnent must
convince the faculty that their preparation for any particular subject
has been sufficiently thorough to enable thetn to pursue it profitably.
This preparation may be shown either by an exa111ination, by class
records in the Nonna!, or by the certiS.cate of accredited schools.
4. TIME OF ADMISSION.

Students will find it greatly to their advautage to enter the Normal
at the beginning of each semester; but they \Vil\ be admitted at any
time, subject to the aboye restriction.

GRADUATION.
In order to receive a diploma from this institution a student must
have attained the age of eighteen years, must ha\·e satisfactorily completed in this school all the subjects in the professional departrnent, and,
in addition. the following academic studies: one sen1cster each in
mathematics, English, United States history and science. Cpon a11 the
other subjects of the course the student must ha\·e passed 3- satis(actory
examination, to be conducted by one oft he faculty; provided, boweYer,
that the certificates of accredited schoo1s may be acceptt:d in lieu of an
examination. If it shall appear fron1 the records of cxa1ni11:1tinns and
daily recitations that the app1icant shall ha\·e con1pleted the course of
study as heretofore set forth, and if no other qualitlcatio11 he lacking.
such applicant shall receive a diplon1a \Yhich ,,·ill entitle the l101Llcr to
teach a primary or grammar school in .any county in thL' Tcrritury
during life.

ACCREDITED SCHOOLS.
For the academic work of the course credit ,vill be given to the certificates of other schools as follows:
1. University of Arizona, at Tucson, and Los Angeles Xorrnal Schoo1,
full credit for all the academic \Vork. To this list others \Yill probably
be added in the near future. To the certificate of any regularly chartered State or Territorial school, and to any high school in ;iny State or
Territory whose pupils are admitted to college upon presentation of

34

NORMAL SCHOOL OF ARIZONA.

their diplomas, credit will be given for all the subjects not mentioned
under the heading "Graduation."
2. To the certificates of any high school in this Territory reprc-senting a four years' course of study, the same credit as in the preceding
paragraph.

TUITION AND INCIDENTAL FEE.
The rates of tuition are as follows:
l. Those nominated by members of the Legislature are entitled to
free tuition in both the Sub-Normal and Normal courses.
2. Tuition is also free to students in the Normal course who will
sign a declaration of intention to teach in the public schools of Arizona after having completed the prescribed course of study in the
Normal school. This obligation will have been considered to have been
discharied when the length of time taught after graduation shall equal
the number of months spent in the Normal.
3. All students not classified as above are charged a tuition fee of
twenty dollars, payable quarterly in advance. This inc1udes the inci·
dental fee.
4. All students entitled to free tuition, as above, are charged an
annual registration fee of $5.00, payable upon entrance.

APPOINTMENTS.
The ri~ht to nominate a pupil hiennially is securerl to each member
of the Honse anrl Council of the Legislative Assembly of Arizona, preference to he given for the space of sixty days next after the qualification
of said n1emher to pL1pils of the county fro1n \\'hich said member is
electerl, afte1· \Vhich ti111e (no pnpil accepting) he n1ay nominate a pupil
frorn anv other count.v of this Territory. No tuition is char.qed the
pnpils receiving· the nomination, but each one pays an annl1al registration fee of $5.00.
It is grently desired that the n1e1nhers of the Legislature, respectively, appoint students to the No1·nH'll Sehool, as authorized by law;
anrl the Connt_\' Superintenr'lents and rill others interested in supplying
the schools of this Territory with ,vell eclu"cated anrl properly trained
teachers shonk1 recornmenrl to this school person<> 'vho <lesire to beco1ne
teachers anr'I \vho give pro111ise of usefulness in that profession.

EXPENSES.
Roarrl can he oht<'l.inerl in gon<l families at from $15 to $20 per
month; in clllhs for mtH·h less. By hiring rooms and doing their own
cooking, the exrense of living can be still further reduced. It should be
borne in mind in this connection that fruit, garden vegetables and other
supplie.s are cheaper in this vicinity than in any other part of the Territory. Little fuel is needed. Roon1s 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 $15 a year.

NORMAL SCHOOL OF ARIZONA.

35

Examination papers, pens and ink arc furnished to the school free
of cost.

SESSIONS OF SCHOOL.
The school year contains forty \veeks, and usually begins the first
Monday in September and ends the second Friday in June. The year
is divided into quarters, and two quarters, or t\Yenty \\"eeks, constitute a
semester, which is the period upon which the grades of the students are
based.
The daily sessions begin at 9:00 A, M. and close at 4:15 P. M.; but
students \vhose recitations are completed at 3:30 P. M. may be excused
at that tinie, unless detained to do extra work.

EXAMINATIONS AND REPORTS.
Students shall attend all required exa1ninations of the year. A
standing of se...-enty-five per cent constitutes a passing grade, but this
grade shall be based upon class standing and examinations.
On the same basis, sixty-five to seventy-fiV"e per cent constitutes a
conditional grade, anc;l the student may be required to review the subject. A grade belo\v sixty-five per cent is a failure, and the subject must
be taken over again by the student.
The examinations shall be in \"\'riting, or partly \Yritten and partly
oral. and shall be conducted by the instructor in charge. The examinations are held at irregular intervals, ......-ithout notice to the students, and
occupy only the recitation period.
Reports \vill be made at the end of each quarter to the parents and
students, showing the standing in the subjects studied during the quarter. An average of the standing for tv..·o quarters shall constitute the
si:a"nrling of the semester, and b;cornes a part of the student's record on
the books of the institution.

GOVERNMENT.
The government oft he sd10Pl in \·oh·e.c: three ekrnc11 ts:
It is \y1·nn,!..! nnt to do rig:lit
The cnlture of a high se11se of person:il honnr.
The highest style of.~·ovcrnn1enl is sdf-gove:-ntnl·nt.
Students \Yho \Yill not go\·ern the1nschTs cannot hope, ;is teachers.
to govern others. Each pupil is put upon his ho;1or.
The endea\"or of the faculty is to en'orcc strict diseipline in all
departments of the school, the ai~11 bei11g to secure this hy an appeal to
the honor oft he student; but in case of failure to secure the desired end
in this ......·ay, the faculty \Yill not hesitate to enforce pro1npt obedience
to all rules and regulations. Those \Vho do not conforn1 cheerfully
to all requirements \Vilt be permitted to withdra\v or be dismissed from
the school.
1.
2.
3.

36

NORMAL SCHOOL OF ARIZONA.

REGULATIONS.
Absence from any required exercise must be accounted for before a
student can be permitted to enter a succeeding recitation.
Students will not be permitted to take work outside of their regular
classes, or any study outside of its regular order, without the permission of the principal.
Students vi.rill not be excused fro1n 1nilitary drill or physical culture
without a certificate from a physician stating that such e:xercise would
be injurious to the health of the student.
The young men of the Normal are expected to provide themselves
v.:itb the cadet uniform as soon as possible after entering the institution.
The expense oft he uniform is from $13 to $15.
Students \vi\1 not be classified seniors who have to make llp more
than five houfs' \Vork per >veek in grades below the senior class, and in
some cases, to be decided by the faculty, a student may be required to
complete all of the \vork be}o\v the senior year before classifying as a
senior.

THE LIBRARY.
The school offers to students the advantages of a conveniently
arranged anil \Vell-lighteO library and reading-room on the first floor of
the main building. The libni.ry already contains about 3000 carefully
selected vohuncs, covering the fields of history, science, education and
general literature. An1ong the ad(litions during the current year are
so1ne 800 volun1es of standard n1odern fiction. There is a generous
supply of enL'_yclopedias and other general reference \VOrks. The professional and historical dcpart111ents are especially well equipped, making
it possible to conduct \VOrk in those lines on the seminary plan. The
reaclitlg-roo111 is fitted \vith serviceable tables, and is accessible during
certain hours to all students. The tables are well supplied with t'1e
leading periorlicals-literary, educational and scientific-and a card
catalogue greatly enhances the value of the library.

LECTURES.
In addition to lectures gi,·en by the faculty, a series of entertainments of high order, 111ostly kctun~s, is arranged each year. They have
been a source of great profit ~uHl pleasnre to the student.
Several good lectures \Yill be provirlerl for the ensuing year.
The frequent appea1·ancc of prominent people upon the rostrum at
the opening exercises, n1ost of\vhom favor the students with short, eloquent and instructive addresses, is a pleasant feature of the school.

LITERARY SOCIETIES.
There are in the Norn1al three \\'ell organized and \veil couducted
literary societies-the Alpha, Olytnpian and Philomathean. Every student of the institution is a lnember of one of them.

MAIN B U I LC I N G , SOUT"1 S I D E

NORMAL SCHOOL OF ARIZONA.

37

The regular meetings of the societie& 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 ~·ith the customs
and practices of deliberate bodies, to give an impetus to literary inyestigation and to develop a talent for literary work, public speaking, and
extemporaneous speaking. The members of the faculty are honorary
members of all societies. The work of the students in these societies is
considered a part of the regular \York of the school.

THE MUSEUM.
The supply of illustrative mate"rial includes a collection of fossil
forms, a collection of minerals and the beginning of a series of the native
\Yoods of Arizona. ,\working co1Jection of marine forms has recently
been obtained from the biological station at \Vood's Fioll, :\lassachusetts. There is a rapidly gro ..ving herbarium of native plants for comparison and i1lustration. Additions to the collections ha'>·e been recei>ed
during the past year from the following: Dr. Burt Ogburn, Phoenix;
Jos. Culver, Prescott; J. \V. Stehlik, \Y. A. Bolton and T. G. Good\\·in,
Tempe; John '.\!. Lindsay, Cananea. Mexico; and Prof. T. D. A. Cockerell,
East Las Vegas, N. M.

LABORATORIES.
The physical and chemical laboratory is equipped \\·i.th suitable
tab]es, ~·ith water supply and waste pipes, and lockers for individual
apparatus. The outfit of chemicals, glassware and apparatus is a1nple
for a ]arge class, each student being proYided -....·itb the necessary apparatus for the series of experiments. The stock of physical apparatus,
beside that necessary for lecture experiments and ciass demonstration,
includes a sufficient number of duplicate sets to enable an entire di>ision
to work simultaneous]y at the same exercise. by this means effecting a
great saving of time in the laboratory practice.
The biological laboratory is furnished ~·ith tables to accommodate
a large class, and is supplied with dissecting microscopes, glass~·are, 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.

PRIZES.
The Moeur medal, donated by Dr. Moenr, of Tempe, is awarded
annua11yto that memberofthegraduating class who_ shall haveattain~d
the highest average in all regular \vork in this school during the two
years immediately pre<=eding graduation. This gold medal becomes the
permanent property of the winner.
An arrangement has been made whereby the Normal Schuo] annually meets the University of Arizona in joint debate, each institution

38

NORMAL SCHOOL OF ARIZONA..

being represented by three students. A gold medal, to be awarded
annually to the student pre{>enting the best arg-ument, has been given by
Dr. Moeur, and this medal also becomes the property of the winner.
Other prizes will be given during each year to encourage oratorical
\VOrk in the literary societies and to foster interest in inter-society
deb:1tes.

THE ALUMNI.
This Assncintion nn\\' 1111111bcr;;; 161 mn11bers. It holds two regular
nteetings en.ch year and n n a 11nua1 b:1 nq net the d:1y 11 ft er con1n1encen1ent.
It is confidently believed thnt 1ill gr.ulnates or this Sl'bool \vi!! manilest a lively inh-n:st in its \vdt"nre. Th~ir i11:flue11c·e on the schools nfthe
ferritory is alr.:ady plainly seen. und \vill doubtless inerease. The fc1e-

ulty desires to be i11forn1ed of the sueeess of the grarl11ates, and also to
render the1n protf'....-sional as"'istan~·e as fr1r as pnssihlc.
It is th(' desire of the principal to know the pertnanent address of
each one \vho has been graduHted from the :>;ormal $chool, Any change
in residence or occupation, if tnade known, •.viii be properly recorded. A
mistake of any kind will be cheerfully corrected as soon as attention is
called to it.

TEACHERS' BUREAU.
Tlle facultv do not wish to be understood as agreeing to furnish
employment for their students upon graduation, but feel v-.·arranted in
saying that they have many opportunities of recommending teachers to
good positions, and they are pleased to do so, thereby rendering service mutually helpful to their students and to school officers.
The principal of this school, when requested, '.vill take plea.sure 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 con1munication with teachers seeking employment. In
order to be able intelligently to recon1mend 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.

a

CORRESPONDENCE.
All correspondence in regard to the management of the school,
expense of living, conditions of ad1nission, etc., and all applications for
catalogues and announcements, should be addressed to the principal of
the Normal School of Arizona, Tempe, Arizona.
Those who contemplate attending a Normal School would do well
to \vrite us. Do not hesitate to ask questions concerning the school;
\Ve like to ans\ver them.
\Vhen you have decided to attend our school,
let us know how you want to board, and whether you wish us to make
arrangement&. Let us knO\V upon what train you will arrive, and we
will meet you at the depot. If you do not know upon what train you

39

NQll:IUL SCHOQL O:P £RIZOR.&.

will come, and arrive in town between the hours of 8
come to the school building.

A.

x. and 4

P. K.,

VISITORS.
Visitors are made welcon1e at all times. Teachers and educators are
especially invited.
We are also pleased to see pn.trons of the school, and arc 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 allowed by all of the railroads of the Territory to
students on their way to and from the Normal, but in order to secure
the rates students must apply to the principal of the school in time for
him to make the necessary arrangements with the railroad companies.

40

NORMAL SCHOOL OP AJUZONA,

TEXT-BOOKS IN USE, 1902-03.
Riverside Series, Selections from Authors.
\Vhitney's Essentials of Gran1mar.
Gayley's Classic 1\1yths.
Scott and Denney's Co111position,
Palgrave's Golden Trcasu1·y of Songs and Lyrics.
\Vaddy's khetoric.
Stopford Brooke-En:lish Literature.
Brander l\1atthe\vs-An1erican Litera~e.
Stoddard's Mental Aritlnnetic.
~
\Vhite's Co111pletc Arithn1etic.
,
\Vent\vorth's Con1plete Algebra.
\Veut\vorth's Plaue and Solid Geometry.
\Villiatns and Rogers' Bookkeeping.
Clark's Cotnmercial Lav.'.
Coulter's Plant Studies.
Jordan and Kellogg's Anin1al Life.
Macy and N"orris's General Physiology.
Dryer's Physical Geography.
\Viiliams' Elements of Chemistry.
Hoadley's Brief Course in Physics.
Petennan's Elements of Civil Government.
Thorpe's Advanced Course in Civics.
Fiske's History of the United States.
·-fiifycr's General History.
Montgo1nery's English History.
The Laurel Song Book.
Halleck's Psychology.
vV
,,-- James's Psychology, Briefer Course.
Roark-~Tethod in Education.
McMurry-Method of the Recitation.
\.._..,
) CJ 0 0
V- Painter's History of Education.
/
~ Kidd's Social Evolution.
/.
..----~ Jevon's Lessons in Logic.
~
.,,_ McMurry's Special lllethods,
~/,2i.c~ V )

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XOll:llAL SCHOOL OP AJllZO:NA.

41

REGISTER FOR t90t - t902.
NORMAL DEPARTMENT.
Aiton, James.............................Tempe -Haigler, Charles A .................... Tempe
Appleby, Alicc ...........................Teinpe -Holmes. Carl ........................... Tempe
Allison, Winnie........................... Globey Hackett, Edna..........................Tempe
Anderson, Okla....••.............. Gila Bend .......llanna, Herberl...................... Phoe:ni:x
Armitage, Fannie G .........•.. Fairbanksy Heaston, Alma E ..................... Benson;..
Armitage, Florence............ Fairbanks y ...Jrvine, J ames ...••••.•................. Phoenix
Akard, Lillie.......................... Congress-1. Irvine, Janie ............................ Phocnix
Brady, Rachel ..............•..•........••. Mesa
Irvine, Deborah ..................... PhoenU
Blake, Jessie.............................. Tempe
Jone!\ Alma .................................. Lehi
Buck, Ray ................................. Tempe --;Jones, Dudley D.~.......................... Lehi
Bigler, Bonnie......
. ......... Tempe -Jones, Cloyd O .............................. Lehi
Cartwright, Royden •................. Mesa
Johnson, Clara W .................. Phoenix
Corbell, Entest••........................ Tempe
Kingsbury, Nona...................... Tempe
Coughran, Wiley....................... Tempe
Keating, Anne........................ Florence'j.
Cooke. Cora R ....................... Prcscott...i: King, Emma L ....•..•.................. Tempe
Curnow, Alice.....•....................... Mesa --King, James............................ Phoenix
Calver, Gracc......................... Prescott"' King, Mamie .......................... Phoenix
Cosner, Lb:zie........................... Tempe' Kemper.Jennie
.......... Tempe
Corbell, Mattie......................... Tempe
Kindred, Adelaide...................... Bisbee l(
Cain, Matnie..........•.............. Congress-/. Kemp, Mabel L •........................ Tempe
Cartledge, Anna........................ Tempe
Listebarger, Ina .............._.......... Tempe
Cummings, Lucy ....................... Tempe _..,i,ukin, Abram •..................•......• Tcmpe
Clark, Jessie............................. Bensonr --Laney,Joseph C ........................ Tempe
Coughran, Carrie ...................... Tempe -Laney, Lynn :M: ••••••••••••••••••••••••••• Mesa
Creage~, Jessie ........................ Phoenix
Lish, Grace..........................•.. Phoenb;
Cummings, Edward .................. Tempe
Lubrick, Racbel........................... Mesa
Chynoweth, Kittie ............... Congress,.; Meeker, Rebecca S .................. Florencc'll.
Curnow, Murry.......................... Mesa
Morrow, Viola., ........................ Tempe.
Decker, Anna............................. Tempe
Munds, Jennie........................... Tempe
Duncan, Nellie............................ Mesa
Millet, Yary D .......................... Tempe
Drachman, Bsther.................. Phoenix
Mazon, Concepcion ................... Tempe
Drew, Florence......................... Tempe
Matthews, Anna ...................... Tempe
Fickas, Laura........................... Tempe
Mullen, Lottie........................... Tempe
Fr~, Sadie B ......................... Tempe
Mullen, Mary F ........................ Tempe
Ford, Florence....................... Prescotti. Munds, Getha ........... ·.............••• Tempe
Fellows, Stella.......................... Tempe
Merriam, Bertha V ...San Marcos,Cal."ll
Griffin, Frank W ...•.....•.•.........•. Tempe
Miller, Sallie .............................. Tempe
Gerard, James H ......................... Mesa
Nichols, Grace ........................... Tempe
Godwin, Grace M., .................... Tempe -Noble, Joseph E .......................••... Lehi
Greenleaf, Alice.........................Tempe
Odell, Otha ................................ Tempe
Greenleaf, Ione .......................... Tempe
Odell, Ora ..................................Tempe
Goldsworthy, Mabel ................. Bisbec;k Penn, Ida................................. Tempe
Gibson, Leona.....................................
Penn, Della................................ Tempe
Hough, FrankG................... : ... Tempe -Paddock, Clarence M ...... David, Iowa~
Hendrb::, Edgar......................... Tempe
Pulsifer, Elma E._ .............. Providencc y
Hottinger, Ro&e I. ..Santa Rosa, Calif.'I. Priest, Mariana•..........•......•....• Tempe
Hick11, Lelia............................... Globe.,. --Priest, John ............................... Tempe
Hai"mon, Victoria F •................. Tempe
Price, Mamie A ........................... Mesa
Holmes. Alta•............................Tempe -.Reed, Clayton M .......................Tempe
Hayden, Mary ••.......•....••.......... Tempe -Redden, Elmer•.••.................•....Tempe
Haulot, Leoba 14•••••••••.•••••••..Phoenix -Richards, Robert O ....•....•.•.......Tempe

42

NORMAL SCHOOL OF ARIZONA,

Robbins, Pansy ...... , ..

... Tempe
Stone, Neva............. , ................ Tempe
Ross, Stella ...
........ Mesa
Snyder, Mary...
. ........ Bumble Bee(
-Ruse, Elmer F ................ . .. ... Tempe
Thomas, Marion ....................... Tempe
.. ... Tempe --Trussler, Harry R ..................... Tempe:
Reed, Gertrude ..
Reed, Georgia .......................... Tetnpc
Tomlinson, Georgia................. Tempe
Standage, Orren L .................... 11.fesa
Undcrhiil, ~Iargaret ........... Scottsdale
Stewart, Merton W ................ Tempe -Van Noate, Harry W ............... Tempe
-Standage, Clarence .................... ::-.fesa
Wilson, ri-Iaude...
. ............... Tempe
Standage, Orpha.........
.. :-..1 esa
\Va\ker. Iva ............................. Tempe
Wood, Leslie
Schoshusen, Emma M ..... ......... Ten1pe
.................. Bonita~
Schwan:, Margarchta ................. Lehi
\Vestover, Jessie ..
. .......... Tempe
Steinberger, Honor H ... Palomas, Cal.· J.,Vallacc, James ..
. .... Mesa
Stewart, Edith ......................... Tempe . Wilbur, Everett
..................... Mesa

SUB~NORMAL

Ator, James ..
...... Phoenix
Barlow, Alta..
. .... Te1npc
Collins, :Uaulle ........................ Tempe
Goodin, Dora.....
..... F.orence
Harris, Carne
.................. Florence

DEPARTMENT.

Nigh, Walter.
.. ........ Scottsdale
Price, Chester
.................. Mesa
\\'illiams, Blanche .................. Douglas·
\Viii, Mary......
. ............. Florence

TRAINING DEPARTMENT.

Alexander, Enid~.
Averill, Reed
Barlow, Gladys
Bolton, Vi vi an
Cole, Lois
Cole, Rita
Corbell, Homer
Corbell, Paul
Cook, Vernor
Dawson, Fred
Elwing, Borghild
Garrigus, France
Gonzales, Manuel
Grineo, Rosie
Grineo, Phil
Grineo, Christopher

Goodwin, Leona
Good\vln, Julius
Hackrtt, Letha
Hendricks, Bertrande
H alhert, Jackson
Halbert, Niua
Jones, Collins
Kirkwood, Ted
Leou, Manuel
Loy, Edward
Manley, Mildred
Miller, Emma
Miller, Gussie
Miller, Edna
Monsue, Ingburg
~ewton, Harry

Newberry, Lawrence
Ochoa, Juan
Oviedo, Marguerite
Richards, Roy
Rogers, Adele
Steinberger, Laurel
Steinberger, Robert
Stone, Charles
Schurman, john G.
Sotrlo, Theodore
Sturgeon, Charles
Silvas, Nicholisa
Silvas, Joe
Westover, Charles
'Vyatt, Alfred
Williams, Beu1ah

MODI.AL SCHOOL OP· ARJZOKA.

ALUMNI REGISTER.
CLASS OF J&87.
HA.KB

TIMB DBVOTJtD 'l'O TBACHlNG

P.O.ADDRBSS

Btta Broomell ............................... Fottr yea.l"l!l .......................................... Tempe
tM:n1. J. Web:ster Johnson)
Georgia A. Holmcsley .................... ~ine years ....•..•.••.........•.•..........•..........Tempe
\University of Ari~ona1
Reese M. Ling................................ Two years ......................................... Prescott
(Dis,!-rict At.torney, Yavapai Collnty)
Major James H. McCJintock.......... Fh•e years ..............•...•.•••..••.••.•...•...... Phoenix
Gertrude Pomeroy•........................ Five years...................................................... .
CLASS OP 1888.
Kate Cummings............................. Five years ............................................ Tempe
I ~1 t"ff. Fisher Bailey J
Mai:t;ba Sears*............................... Five years ..................................................... .
Henry 0- Roberbon ..........•............ Bleven years .......................................... Globe

CLA5S OF 1890.
Nanna Brown .•..•.•.••••.....••••••.••.•••. Three years.......................................... Tempe
(Mrs. John Knight)
I..ena Coughran ..•............••••••••••..... One year.•.......••......................•............. Ternpe
tM.rs.J. M. Sears)
CLASS OF J89J.
Lee Gray, LL. B. (Yale 1893).................................................................. Phoenix
(Attorney)

Josephine Frankenbcrg.................. Five years ............................................ Tempe

CLASS OF J 892.

I

J Lilian J.

Mc.Allister..............••..................•••............•.................. Los Angeles, Cal.
~
(.Mrs. L. J. King)
I/Victoria B. Shaw........................... Two years ......................................... Tucson
(Mrs. Gen. K. Smith)

CLASS OF J 893.

~;s:=-~~::::::::::::::::::::::::::::::::::::::::::::::::::::::::::·:::::::::::::·:·:-::~:::::
1--''l.idia Remhert.•••••......•••.......•......... One year........••.................. Los Angeles, Cal.
L--14ar:r Wingar................................. Seven years .......................................... Tempe
Vcha.s. C. Woolf, LL. B. (Univ. ofColo.) ..................................................... Tempe
(Attorney)

v(

CLASS OF J 894.

M~~~-;t'N~p;·i'.,i~~~-A~;~i:)year....••........•.•..•••• East Highlands, Cal.

tf:i~ ~~~~::::::::::::::::::::::::::~;b:e;:-;.-;;,·.:~-:~·-:::·.-_-_-_:·.·.-.-~--------.-.-.-_-_-_-_-_-.-_-_-_:::·;:=
t.flfettie Clay..................................... One year...............................................Tempe
(.Mrs. Ashby Hawes)
~gnes Dobbie................................ Bight years ...•••................•..................... :Mesa
' (Mra. J. D. Loper)
Gray ••••.•••••••••••••.••••••••...•.•...... Bight years...•.••.•............•••••.•....••••.•• Pboenix _

v"°Allie

*D<eeaMd.

44

NOJr.MAL SCHOOL OF ARIZONA.
XAJ.IB

TWB DEVOTBD TO TRACBING

P. 0, ADDltBSS

vJ.eroy F. Hill ...•.............................••...................•....•...................................Tcmpe
/,,Yary E. McNeill ....................••...... Eight ycars ....••..........••..........••............ Tempe
0ohn Metz ....................•.••.............. Six years ..................•................•......... Tucson
{_,,Blanche Newell, ............................. Eight years ................•........................... Mesa
/v' Rosina Pomeroy•........................... Six ycars ...........•.........................••••....... Mesa
VEila Saunders ...•............................. Two years ...................................... Shttmway
(Mrs. Louis Cordon)
PAnna R. Stewart .....................•...... Five years ............................................ Tempe
1--Ida W. Woolf.................•.............. Five years ................••...........•............ Nogales
(Mrs. A.J. O'Connor)
CLASS OF J 895,
L-.~Miriam

Anderson .....•..................... One year ............................. Los Angeles, Cal.
(Mrs. M. A. Davenport)
l--John R. Birchett ............................. Two years .......................................... Tempe
<--J-ohn J. Carroll .......................................................................................... Tempe
L.--Carrie Culver................................ Seven years ................................ Corona, Cal.
~ottie Gibson ................................ Two years ........................................... Tempe
v:A_nie Holmeslcy .............................. Five years ............................................ Tempe
1--J; Wallace Morse ............................ Two years ............... , ....................... Chicago
<--"'Chai. P. Mullen ..............•......•••..... Two years ........................................... Tempe
vRoscoe Walsworth ...................................................................................... Tempe
~ (Student, Harvard UniversityJ
Maude J. Welcome ......................... Four years .......................................... Tucson
V:Bertha Wilson ................................ Seven years ........................................ Tempe
E. Stanley \Vindes .......................... Six years ........................................... Prescott
(Mrs. Dr. Metzgar)
CLASS OF J 896.

VJ. Lawrence Abcll ........................... One year ............................................. Benson
vNellie E. Culver ............................ Five years .................................... Harrisburg
(Mrs. Roy Frankenberg)

~: ~~:tJE~~:~~~~~~-~~::::::::::::::::::::::::~.~~-~~~~::::::::::::::::::::::::::::::::::i::.~. .:1~::~~~
1

f../"'Florence G. Hanna ......................... Four years ........................................... Tempe
(Mrs.J. B, Flummerfelt)
I-- Carl T. Hayden ........................................................................................ Tempe
1 Jane M. Hedgpeth .......................... Four years ........................................ Phoenix
Lewis G. Hedgpeth ........................ Two years ........................................ Phoenix
L--- Georgia A. Hendrix ...................... Three years .......................................... Tempe
(MTS. L c. Austin)
:..-Amina W, McNaughton ................ One year................................ Pasadena, Cal.
~A.

B. 1898)

Deborah I. Morris., ........................ Two years ......................................... Jerome
(Mrs. Doane Merrill)
Julia R. Nichols ............................ Two years.................
.. ..................... Tempe
1..- Bertha M. White ............................Six years ............................................. Tempe
I Roy Frankenberg........................._. ........................................ , ................. Tempe
CLASS OF J897.
l- May A. Austin ............................... T\vo years .......................................... Tempe

(Mrs. William M. Goodw1'n)
l,,.Julius G. Hansen .......... " ............................................................ Los Angeles, Cal,
,~Adele Hauxhurst ........................... Five years .......................................... Phoenix
: May C. Huffer............................... Two years ............................................ Tonto
L.--Janc P. Martin ............................... Two years ............................................ Tempe
(Mrs. Verner A. Vanderhoof)
!_ Ana M. Miller ................................ Three years ..................................... St. Johns
(Mrs. James Yaeger)
L--Clara M. Miller ............................. Three years .........•.•••......................... Phoenix
(Mr:!I. C. M. Zander)

NOlt:MAL SCHOOL OF ARIZONA.
NAM•

TIM!t DEVOTED TO TEACHING

45
P. 0. ADDJl:•SS

t.-Fiora L. Mills........
. ................ One year.....•••...••.............................. Phoenbt
L.:r:,oscar Mullen......
. ... Two years ........................••.................. Temi;>e
].Ada M. Peyton ............................. One year........................................... Phoent.x
(Mrs. \Villiam Dodenhoff)
l,Mary C. Robinson .......................•. Two years ............................................ Mesa
(Mrs."°"· J. Bowen)
VLucy M. Schwarz ........................... Five years .........................•..................... Lehi
L---Addie Sirrine ................................. Four years ............................................. 11.:lesa
Werner A. Vanderhoff................... Three years ........................................ Tempe
[.,Walter S. Wilson..........
. .......... One year ............................................ Phoenix
vAlice B. \Yindes..
. .... Five years........
. ............................ Tempe
CLASS OF J 898.
1-'Edith R. Abell ............................................................................................ Mesa
(Mrs. Dr. Drane)
>Mary C. Bosbyshell ...................... One year.............................. Los Angeles, Cal.
vF'iora N. Cohn ................................ Two years ............. : .......................... Phoenix
L-Eti:zabeth W. England ................... Two years ........................................... Tempe
//Louie V. Gage
....................... Three years .......................................... Tempe
j,...--{Jna B. Hanna ............................. Three years ..................................... Winslow
(Mrs. E.G. Decker)
J. Wesley HHl ....•.........••.•.•............. Two years .................................. v.•asbington
L..elive J. Max well ............................ Four years ......................................... Phoenix
t,..Florence A. :UcKee.
. .......... One year ............................... Santa Ana, Cal.
l,/Jttlia E. Melton..............
. ..... Four years .................... Santa Barbara, Cat.
'.·'1\1'.ary R. l\:loore............
. .......... One year ............................................ \11.'illcox
\../Ethel :i\l. Orme............
. ....... Four years ......................................... Phoenix
L Charlotte E. Perry ................................................................................. Phoenix
(Mrs. Homer Redden)
L-"\viniam R. Price ...................................................................................... Phoenix
l...-'Clyde A. Stewart .......................... One year .............................................. Tempe
L-1:'.da \Varren Swiggett. ................... Two years ........................................ Phoenix
l/\Yalter H. \Yilbnr ...........
. ................................................ Tempe
CLASS OF t 899.
J... Ge.met Allison..

. ...... Two years ............................................. Mesa
vB"essie Frances Archbald ............... Three years.....
. ..... Tempe
VEva L. Bo\vyer .......................... Three years ...................................•••. Pboenix
L--Lutie A:larion Carlyle......
. ....... Two years....
. ...........Westminster, Cal.
VN"ellie E. Clark..
.. ......... T·wo years...........
. ............ Mesa
f Robert O. Duncan ....................... .,. ..................................................••.....•. Phoenix
L--rnez B. Fisher...................
........ Three years ........................................ Tempe
L··Jessica Frazier............
.. ........... Two years ........................................ Phoenix
~iartha Garnett
...... Three ye'ars ....................................... Pboenix
.'-'Garfield A. Goodwin
...............
.............................................. Tempe
l--Lena Rivers Hartsfield ................ Three years ...................................... Phocnh;
£-"Ella Leota Hau:xhurst........
. ....• Three years ....................••...........•..•.. Phoenix
.. -Harry G. Hendrix
............. Three years .......................................... Tempe
t-Benjamin E. Hicks............................
. ....................................... Globe
""M.argaret Beatrice Hughes ............ Three years ............................. Fnller, Kanaas
/_.Frank R. Keltner .......................................................................................... Globe
l.--iJ. Maude Lincoln................. ..Two years ..........................................Jerome
v Alice A. Morse
....... Three years ....................................... Phoenix
[/Lillian M. Murray ................................................................................... Phoenix
(Mrs. Irving Andrews)
L- Grace Ne\vell ..............................................................................................Jerome
(Mrs. Guy Collins)

'A:~~~a~. ;iei::;:~: : :::::::::.::::::: ::::: ~:;~ey~:~~. . . . . . . . .·:::.~~. ·::::::::::::::::::::::::;~~::

46

NORMAL SCHOOL OF AR IZONA.
MAMB

Tlll<B Dl!VOTB D TO TBACBINO

P. 0 . ADDRBSS

i Zebulon P earce .. ......................... ....Three years........................ .................... Mesa
vMinnie A. Perry ............................ Two years....... .................................... Cordcs
I/Madge P. Richmond .. ................... Three yea rs ....................................... Pboeui:t
t/°Gilbert States.: .......... ............ ......... Three years ............................... . Delta, C o lo.
t...-·!da W. Temple............ ................... Two years .... .... ...... ·.... .. ... .. .................. Bowle
(Mrs. Wm. Swam )
L.--Jiuby M . Tucker ...... ........... ... .. ....... Three years ............. ........ ... ...... ............ Tempe
v Lillian A . Vaughn ................ .. ........ T wo years ................... .... ................... Ben•on
v Emm a Peyton ....... ................. ........Two ycars......................... .... ............ Floreucc
£,. -Mary Malvina Wallace.................. Three ycars ............................................ M esa
~eronlca Wbite............ ............. ..... Threc years .... ........ ... ... ........................Tempe
L- Lulu Belle \ \'ingar... ................ . ...... T bree yeara .... .. ............. .......................Tempe
Owing to the action of the Board in extending . the course of study n o class
wns g r adu ated in 1 9 00.
C LASS OF 1901.
Nobk Cartcr ......... .... ....... ........... ... One year... ......................... ..... Howard, Kan.
Alma :Morgan Davis ...................... O ne year.. ............................... ... ... ...... Tempe
Alice A. Fultz ............ ................. . .. One year..... ...... ...................... ..... ..................
Hattie M . Green .......... .. ............... . One year........................ ............. ..... Phoenix
Edna L ucy Greenlcaf...................... O ae year.... ..................................... ...... Yuma
Dean Ely G odw in .................... ...... O n e year ... ........... ............... ..... ............ T cmpe
M innie A. Hill .................................... ....... ... .. .............. .................. ... ...... Phocnix
Elizabeth Iudi>t Hedgpeth ...... ........ One year............................................ Phoenix
Josephine K. Hottinger................ .. O ne ycar......................... ..... Santa R osa. Cal.
Perla E . l.\•Iartin .... ......................... O nc year............ .... . ...... ......... .. ........... . T cmpc
Atlee Eleanor M erriam ..... ............. O ne year.... ........ ...... ... ..... ..... ............. P b o cnix
M a ry Rmma McNulty, ............ ...... O ne year....... .... ................. .. .............. Ph oeoix
Helen :M a rion Stew a rt ........ ........... Ooc year.............................. ........... .. Glendale
I 1\1 rs. Ellis Wilcox I
Elizabet h Scbworz ......................... Ooe ycar.............. ..... ........... ...... ............ Mcsa
Sel"rCtta An ne "'irrinc .......... .......... One y ea r .......................... ......... ....... ..... Mesa
Charlc• Albert Stauffer................................. ................... ........................ Phoenix
Ethel ~l. Will>ur......... ... ...... ........................... .. . ............ . . .. ..................... Mesa
L . Grace Wrbb............................... ()ne year ............ ..... ....... .................... .... Cliae
C LASS OF 1902.
Alice B. Apµlel>y ..... ... ........... ......... .............. ............. .............. .... ..... ........... Mcsa
l~achoel Br<Hl _v . ................................... .. . ... . ......... . ............. ........... ........... .. ,.:\1esa
Jcs~ic F . Cr~nger.. ................................ .......... ~-- · ... .......... ........................ f'b o tnix
F lore n ce C. F o rd .......... .... .'.......................... ............. ............ .... ............... Prescott
J. H. Gera rd ... .... ....... ....................... . ......... ............... ............... ... ............ Mesa
I.cona L. Gibs c>n .. ........................... ......... ....... ... .............. ................. ............ Lelli
Grace :Vl. Godwin ........ ...................... .. ............... .. ............... ........................ T cmpe
Chas.:\. . 11aigler .............................. .... .... ........ .. ... ...............
. .......... T cn1 pe
Victoria F . I~ artn()n .......................... .... .... ... ....... ......... ........ .... .................. Tempe
Leona l\C. Hnnlot ... .................. .... ...... ........... .......... .. ............. .................. Phoeni x
C larn W. J o husou ... ........................... ...................... .. ....... .... .... ............... Ph<l"nix
D. 0 . J o n e• .............. .... .... . .......... .............. .... .............. .... ............ ................. U hi
Orren C . J ones ........ ............................ ............ ................. ......... ...................... Lelli
S t ella F. Ro~s ........................ ... .................. ................ ................................... M esa
M ary J.C. Snyder................................. ... ... ......... ............. .......... .... ........ Phoenix
O rpha C . Stnnd<1gc ........ ............... .......... .... ... ............... ... .............. ... ... ........ Mcsn
E dith F . Stewart......................... ... .................. ..................... ................. ....Tempe
Harry R. Trusler............ ..•...................... ....................................... ......... ...Tempe