EIGHTEENTH ANNUAL CATALOGUE OF The Tempe Normal School of Arizona AT TEMPE, ARIZONA For the School Year 1902-1903 \\" i l h Announcements for 1903-4 PRP:SS OF THI> H. II. ~.(<.::\'RH. Co. PHOB~J)< . • \ Hl7.:oERSON, Instructor in Te1npc Xonnal School. GEORGE BLOUNT, Principal Pl1oenix High School, Phoenix Phoenix Phoenix FACULTY 1903-4. A. J. MATTHEWS, Principal, GEOMETRY ..l.ND SCHOOL LAW, F. M. IRISH, SCIENCE AND MILITARY DRILL. R. H. H. BLOME, Ph. D., PEDAGOGY AND PSYCHOLOGY, W. J. ANDERSON, B. S., ART DEPARTMENT AND BOOK-KEEPING. EUDORA MATHER, Principal of Training School1 METHODS. KATHRYN DALY, A. B., LITERATURE AND ELOCUTION. BENJ. H. SCUDDER, Ph. M., HISTORY AND CIVICS. J. L. JOHNSTON, VOCAL MUSIC. CARA M. FINNIE, A. B., ENGLISH AND PHYSICAL CULTURE. WM. H. LEE, LATIN AND GEOGRAPHY. GEORGE M. FRIZZELL, ALGEBRA AND ARITHMETIC. MARY E. McNULTY, ASSISTANT IN TRAINING SCHOOL. CARRIE Y. SLATER, LIBRARIAN AND STENOGRAPHER. ELLA A. ECKERMAN, PRECEPTRESS. GEO. W. WILSON, SUPERINTENDENT OF BUILDINGS. HARRY·WALKER, SUPERINTENDENT OF GROUNDS. CLASS O F' 1 903 t:be Normal School of Rrizona, t:empc. GENERAL INFORMATION. LOCATION. The Normal School of Arizona o-..ves its existence to an Act of the Territorial Legislature, appro\·erl J\Iarch 10, 1885. It is located at Tempe, a city of 1200 inhabitants, nine rniles from Phoenix, the capital of the Territory. It bas railroad connections \vith the Southern Pacific and the Santa Fe systen1s by the ).-laricopa and Phoenix and Salt Ri,·er Valley R.R., and the Phoenix and Eastern. The climate during the \vhole school year is rlelightful. The school is located in the midst of an intelligent and moral community, engaged in farming anr'J fruit raising. The buildings are of the latest design, provided with all the modern conveniences, >vell adapted to school purposes and pleasantly situated. Six church societies hold ser\•ices in this city. DESIGN. The legislative enactment \\'hich established this :'.\ormal School (Chap. III, Par. 2515, Sec. I, Code of Arizona) pro\·ides that instruction shall be given in the ·•art of teaching," and also "in al\ the various branches that pertain to a good con1111on school education;" also, "in the fundamental laws of the United States o.nd in \Yhat regards the rights and duties of citizens." An examination of the present course of study \viii sho'\v that the legislative intent has been carefully observed. BUILDINGS. NORMAL BUILDING. The ~ew Normal School building \Vas erected in 189-!. It is a con1tnodious structure, 136 feet long, 80 feet \vide, and three stories high; the lower story is of bro\\·n sandstone, the other t\vo of red pressed brick with sandstone trinnnings. This erlifice is beautiful in architectural design, conven~ent in arrangen1ent, and substantial in construction. . ~-- . ..::, , . , .. o;l.'!12 1 SCHOOL • The building first used for school purposes \Vas erected in 1886, is a one-story brick structure, 70 feet long and 60 feet \vide, "'·ith a broad veranda entirely surrounding it, and a ten-foot h_all extending through it from north to south. The Lui\cling has been remodeled and completely furnished for a training school. It contains an assembly-room, teachers' office and five class-rooms. .rt is a peFfeet hon:c A: well :! 1e811l --gho/'H'br th-s--y a11· 1s of t~_~nt ~ - 8 .NORMAL SCHOOL OF ARIZONA. DORMITORIES. The Board and Faculty have long recognized the desirability of providing the young \Votnen of the school, especially those who come from a distance, \vith suitable dornlitory accommodations. On presenting the case to the T\venty-first Legislature, that body, by a unanimous vote, approved by the Governor of the Territory, imposed a tax for the purpose which beca1ne available during the year 1902. A 1nodel dormitory was erected on the can1pus •vith accommodations for twenty-five young \vomen. The building is of brick, conveniently arranged and equipped with running \Yater, electric light and furnace heat throughout. Baths are provided on both floors, and the rooms are completely and cotnfortably furnished. The kitchen is fitted in a thoroughly mod. ern fashion and is in charge of an experienced cook. The dining room •vill acco1nmodate fifty at table, nnd the table service is neat and attractive. A high-grade piano, \\•hich adorns the reception room, is at the disposal of the rlorn1itory students. The dormitory is under the supervision of an experienced preccptress, and is in all respects a model home. The entire expense per 1nonth for dormitory accommodations and privileges, including board, is but $15.00 for each occupant. This bllilding '\Vas opened in October, 1902, and has, by its complete success in every particular, full.\· den1onstrated its in1portance and the •visdom of the Legislature in proviclin_g (or it. Hoi;vever, before the building was opene(l it was apparent to nil that it lacked in one particu· Jar, namely, size. It '\Ve recently been newly laid out hy an experienced landscape gardener. at an expense of nearly $'.!000. A fine syste111 of graveled dri,·es has been constructed and bordered with grass plats and lined ,vith trees and shrubbery, the latfer having been ~elected \Yith a double purpose in Yie\Y, that of beautifying the pren1ises a11d at the san1e tin1e furnishing illustrative material fur the \York in butanv. i\Iany species o( pahns, cypresses and other plnnts foreign to this 1·cgiou ha,-e been planted, and a tract has been reser\·ed for the typical plants of the desert, inclt1ding the cacti, of 'Yhich a large nu1nber has been obtained. The cnn1pus includes a parade g1·ound for n1ilitary drill. a basket-ball ground and tennis courts, and plans are no'v under consideration for an athletic field, including a rut111ing track and a football ground. A space has been set aside for a garden, \Yhich is used in connection \Yi th the natu1·e \York in the training school. DEPARTMENTS. The school is organized in three rlivisions-the Nonnal. the Suh:\orn1al and the Training. The Sub-:-.;orn1a! course co11sists of one year. and only those are admitted to it ,,·]Jo have done an a111nunt of \York equivalent to that taken in the first eight grades of the public schools. The Norn1a\ department consists of a Jo11r years' course, one-fourth of \vhich is rle>oterl to strictly professional i11str11ctio11. The trainingrlepartn1ent is an adjunct to the Norn1al proper. and is designed to giYe the 1ne1nbers of the senior class actual practice in teaching. ADMISSION. l. THE SUB-NORMAL. No one \vill he admitted to the Sllb-Normal deparbnent \vhn has not completed the tirst eight grades of the Tert"itorial comn1on &chool cot1rse. 10 MORMAL SCHOOL OF ARIZONA. 2. THB NORMAL Candidates for adn1ission to the Normal department will be required to pass an ex.an1i11ation upon all the subjects in the Sub-Nonna! course. Certificates fron1 an accredited school \Yill be accepted in lieu of an examination. 3. ADVANCED ST ANDING. Candidates for advanced standi11g in the Nonna] department must convince the faculty thnt their preparation for any particular subject has been sufficiently thorough to enable the1n to pursue it profitably. This preparation tnay be sho\vn either by an exan1ination, by class records in the Norn1al, or by the certificate of accredited schools. 4. TIME OF ADMISSION. Students 'Sill find it great]~· to their adYantage to enter the Normal at the liegin11i11g of each scn1ester; but they \\·ill Le adn1itted at any ti1ne. subject to the above restriction. GRADUATIOJ'.'l. In order to receive a diploma from this institution a student must have attainecl the age of eighteen years, must have satisfactorily completed in this school all the subjects in the profrssional departtnent, and, in addition, the follo\ving acaden1ic studies: one sen1ester each in mathematics, English, United States history and science. Upon all the other subjects of tlle course the student n1ust have passed a satisfactory examination, to be conducted by oue of the faculty; provided, ho\\.'ever, that the certificates of accredited schools n1ay be accepted i11 lieu of an examination. If it shall appear fro1n the records of e:xan1inations and daily recitations that the applicant shall have compli:-ted the course of study as heretofore set forth, and if no other qualification be lacking, such applica11t shall receive a diplonHl V-ihfrh ~"'ill entitle thi:- holder to teach a pri111:-try or gran1n1ar school iu any couuty in the Territory during life. TUITION AND INCIDENTAL FEE. The rates of tuition are as follows: Those nominated by tnernbers of the Legislature are entitled to free tuition in the Sub-Normal departn1ent and in the Normal depart· rnent, proYided tliey pursue the regular course. 2. Tuition is also free to students in the Normal course vvho \viii sign a declaration of intention to teach in the pnhlic schools of Arizona .ifter haying con1pleted the prescribed course of study in the Nor· tnal school. This obligation v.·ill have been considered to have been discharged v,·hen the length of time taught after graduation shall equal the nutnber of n1onths spent in the Normal. 3. All students t1ot classified as abo,·e are c11arged a tuition fee of twenty dollars, payable quarterly in advance. This includes the inci· dental fee. 1. NORMAL SCHOOL OF ARIZONA. 11 +. All students entitlet1 tt) free tnitio1i. ~ls abo\·e. are charged an at1nual registration fee of fi...-e dollars, payable upon entrance. ~ APPOINTMENTS. The right to no1ninate a pupil biennia!ly is secured to each tnember of the I-louse and Council of the Lef':"islatiYe .--\ssernbl_y of Arizona, preference to be giYen for the space of sixty days ne:xt after the qualification of said me1nbcr to pllpils of the county fron1 \Yhich said member is elected, after \Yhich ti1ne {110 pupil accepting) he 111ay no1ninate a pupil front any othe ..";: NORMAL SCHOOL OF ARIZONA. 13 room is fitted with serviceable tables, and is accessible during certain hours to all students, The ta hies are well supplied with the leading periodicals-literary, educational and scientific-and a card catalogue greatly enhances the value of the library. LECTURES. In addition to lectures given by the faculty, a series· of entertain~ ments of high order, mostl:r lectures, is arranged each year. They ha Ye been a source of great profit and pleasure to the student. Se\"eral good lectures will be provided for the ensuing year. The frequent appearance of prominent peop11!': upon the rostrum at the opening exercises, most of whom favor the students with short, elo· quent and instructive addresses, is a pleasant feature of the school. LITERARY SOCIETIES. There are in the Normal three well organized and well conducted literary societies-the Alpha, 01.ympian and Phi101nathean. Every student of the institution is a m~mber of one of them. The regular meetings of the societies are held Friday afternoon from 3:30 to 4:30, and programs are prepared for public entertainment from time to time during·the year. The regular meetings are conducted according to parliamentar:r usages, and are designed to acquaint their men1bers with the customs and practices of deliberate bodies, to give an impetus to literary investigation and to de\"elop a talent for literary \VOrk, 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 work of the school. In addition to these regular societies, the young men of the instit11· tion have. organized a society for the special purpose of practice in debate. This society is kno .....·n as the Athenian Debating Club, aud meets in the Normal building each Thursday e\"tning. THE MUSEUM. The supply of illustrative material includes a collection of fossil forms, a collection of minerals and a beginning of a series of the native woods of Arizona. A workini collection of marine forms has recently bl!':en obtained from the biological station at \Vood's Holl, Massachusetts. There is a rapidly growing herbarium of native plants for com· parison and illustration. Additions to the collections ha \"e been received during the past year from the following: Jonei:. and ~latley, Dr. W. G. DeVore, Joo. Carroll, A. J. Matthew~, Miss Blanche Bailes, :\1rs. Juan Acedo, Mrs. J. D. Pritchett, Jno. Cave, Miss Cosner, T. L. Schultz, Jas. Goodwin, I-". G. Dykes, Ten1pe; S. A. Windsor, Pre.!lcott; Walter Hawes, Buckeye; ff:. G. Cartwright, San Diego; W.R. Price, Phoenix .. LABORATORIES. The physical and chemical lnboratory·is equipped with suitable tables, with water supply and waste pipes, and lockers for individual NORMAL SCUOUL OF ARIZONA. app<1n1tus. ThC' nut.fit of cl1c1nic;ds, ghissware and nppnralus is aniplc for a lnrgc da.ss, each sludeut being prnYidetl with Ll1c necessary nppa1alus for the scdcs of cxperi111e11ts. The stock of physicnl apparalus, beside lhal 11cecssary for lecture e:.:peri1uenls and class c1f"n1onstralio11, indurlcs a suflicieut 11\1111\Jer of duplicate sets to enable an entire division 1.o \vork si111,ultn11eousl.r at U1e sa111c c.xen:ise, by this n1eans effecting n. grent saving of tin1e iu the lnboratory practice. The" biological lnhon1tory is fnniishct1 \•;ith tables to accon1n1otlate a large class, nnd is supplier\ \Vith tlissecling n1icroscopes, glass\vare, diS!'.l"cli11g i11slr1111H:nls, cle. The slock of con1pon11d niicroseopcs is yeady bei11g incr{'ased, and tbere is an equip1neut of apparatus for tbe prqJantlin11 uf \Jislolog-icvhei-eby the Nor111nl School annually 111cets the Univen:;ity uf Ai-izuna ill joinl debale, each iuslitution being represeutell by Lilrce sludenls. A gold lll{'dal, to be awarded annually tu the slude11t prt:>senting the best argun1c:11t, has been given by Dr. 1loe11r, ainl tliis n1nlal :1lsr~ lieco111es the property of the 'vinner. Otlu'r prizes will he gi\·cn dt1ri11g each year to encourage onlLorical work in the liticrary societies and lo foster interest in inter-society dl'bntes. T!JC' Athenian Debating Clnli offers three gold u1edals annually as prizes for excelknce in l:'ssay, dec\;:1111atiut1, Hnt1 orntio11. The 111cdals \Yill be con1peted for by the 1ne1n\Jcrs of lhe fl:'gular literat'.V societies tluriug eo1n111e11ce111e11t \Veek. THE ALUMNI. This association tHJ\V 11111nbers 178 t11e111hers. lt holds two regular n1ecti11gR en eh year and an annual hauq net tile Jay nfter co1uti1e11ce111ent. It is confuleutly believed that all graduates of this school v-.·ill n1ani_ fest n lively interest in its \velfare. Their influence on the schools of the Territory is already plainly seen, and \vill doubtless increase. The fac111ty dc!'irf's to be inforn1ecl of tlw success of lhe graduates, 011d also to n:ndcr the111 professional assistance as far as possible. lt is thl' desite of 1he ptincipnl lo kt10\v the pern1auertl all1nployn1e11t for their stuctenls upo11 gntduation, hut feel warrat1teCtlOOL OF ARIZONA. 15 furuishing to school officers acc11rat.c infonnriliu11 in 1·egnnl lo the lilness of students and alu11111i of this school lo Lench; nh~o, whe1t rlesirerl, "·ill put lhe111 in co1111111111icntio11 \Vilh teachers seeking c111ploymenl. In order Lo he able intclligenlly to reco11nnc11d ;1 teacher to a position, il is necessary that the principill 111ccl you at I.he depot. H you do not luHnv upon whnt trni11 you will co111c, and arrive in town bel\\'ccu tile hours of RA. M. and .i. P. M., co1ne lo the sd1ool building. VISITORS. \'isilors are 1natle welconie at all tin1cs. Te:ici.Jers nnd ed11cators are especially invited. \Ve :ire :ilso pleased to sec pnlrous of the school, and are glad lo have visitors at our n1orni11g cxcrci.scs, \vliich co111n1cncc nt 9 o'clock. The school liclongs lo the Territory. Show your interest in it by paying it an occasional visit. RA TES ON RAILROADS. l1<1lf rates are allo\vcrl lf1y zi.11 of the railroads of the Territory lo stutlenls on their "·ay lo and fro111 the Nonna], hut. in order to secure Llie r::itcs stm..lcnt.s n111st. apply to thl' principal of the school in ti111e fpr hi111 to u1ahe the necessary nrra11g-e1nenls \Yilh the rniln>ad eon1pa11ics. COURSES OF STUDY. ENGLISH COURSES. Sub-Nonnaf. FIRST SllMRS'l'Rll. Arithn1etic ........................ U.S. I1istoi-y 1;1,nd Civics .. Gratn1nnr and Conipositlon ............................... Heading and Elot;ution Spelling and V..1ord Annlysis .................................. \Vk. Rec. 20 20 SRCONO SttMilSTBR. \Vk. Hel.'. G 5 Aritlin1etic ............... . 20 Gcogn1phy ...................... . 20 20 20 G 5 Grnn1111nr a11, \\'k. Rec. SKCONU SGMESTllR. \Vk. Rec. ,0 Algebera .... Gra111111ar and Con1posi- G Algebra ........... ................ 20 Gra111111ar and Con1posi- 5 tion ............................... Elocution ............. ........... Won! Analysis .. ·············· Zoology ............... 20 20 20 20 5 3 2 tion ............ .................. Elocution ......................... Word Analysis .... Physiography .................. 20 20 20 20 r. Vocal Music ..................... 20 2 l\1 usic ............ .................. 20 2 (Field nnd Laborn tory 5.) " 3 2 5 {.field and I.aUorntory 5.) Second Year. PTRST SBr.IH! History ... Pedagogy ............. 20 5 Che111i~tr_v 20 5 f 20 20 2 2 fi.) D1·a"·ing .............. ?-.1usic ............ 8RCONIJ ~RMRS.TRR. (~eon1etry Lnboratory 5 fi.) Senior Year. "\Vk. Rec. FIR.ST SnMESTRR. Practice Teaching .. Psychology aud Logic .. English and A.111erican Literaturl"' ...... Book-keeping and Comn1ercial La\'\' .. ~1ethods: ......................... reaN!) 8r!l\IJtSTl~R. (;en111etry ................... I l11ilcd St<1tcs llistory J.ntin. ...... l'cd:lgogy. Jlrawiug. J\l usic. (lllsCrYntion Training Sd1uol. "' \Vic Rec. 20 20 20 5 5 20 20 5 2 2 20 5 l () Senior Year. FmsT \Vk S1n111:sTRR l'u1clicc Teachi11g .. 1R E11g li~h .'111ll A111cricn 11 l.iLc1nLnn_· <1tul f\I asterpiece~ .. 20 I\let!iods: 20 /'fracfo•g. (_~rt l1ogrnpl1y, !'"'""'"'"' • I1islory, Ceogn1phy .. Ad\·anc('d ·Logic Latin I l Hee G 5 G 8El'oNn SnMRSTRJ<. rlnll"'""';,.,, Nature Lesson!':, Ps.' and Rustu1u. '' Scolt-" l'vlan11ion." SPELLING AND WORD ANALYSIS. The work in spelli11g nnd 'vord analysis has been n1uch enlarged d111·i11g the pnsl ycaL IL 11ow requires t•vo hours a week during the Sub-Non11~d ancl the entire first year of the regular Nonna! _course. Though the exe1·cises a11d lessons vary front tin1e to tin1e as the wisdo1n and ingenuity of lhe teacher ;:111'1 the needs of the student tuay dictate, yet l\YO idens predotnioale. t'ne is to lenrn to spell correclly on paper the 1nore <-·0111111on English 'vords. The other is Lo learn the deri\'alio.n· of '\vonls and then use lhenl in such phrages and sentences as are 1nost vitally related lo the student's experience. !vlere dictionary definitions are nol accepted for the reason that students at this stage of advance1ne11t seldo111 understand those abstractions. Many of the '\vords are obtained fro111 lhc texl-boolts iu the diflerent braJJches of study that are' pursued si1nu\taneously with this work. The teachers in the different departtnents ~!so hand the teacher of spelling those words that are n1ost frequently 111isSpelletl in the written 'vork. TEXT-BOOK. "New Word-Analysis," Swinton. GRAMMAR. Tht" purpose of the vi,.·orlc in grannuar is to give the student a knowlrdgc oft he fu11da111cntnl principles that inake up the science of language, and to dc\'elop and ctlltivate in hin1 tlie ability to apply those principles to the expression of original thought. The worlt is pursued indncti-vely, \vith the sentence as the basis. A thorough study is 111adc of the se11te11ce and of the nature and use of the various parts of speech. As the se1ite11ee is considered tlie n1ost important elen1e11t of the English la11gnage', setltences are examined as tlley have bceu constructed by r·eputable nutho1·s, with a view to detern1ini11g the relation of thei1· structure to the comrnunication of thought. Gra1nn1atical facts are Pn:seuted sintply and the student is led to nesi1nilate thcnt thoroughly. There is constant practice iu oral and !>'rAlRWAY IN MAIN IBUlltHNG NOJDU.L SCHOOL OF ARIZONA. 21 written di~ourse,-with a special endeavor on the part of the tea_cher to increase the student's vocabulary. TEXT·BOOK. Whitney's Essentials of English Grammar. REFERENCES. Kimball's The English Sentence, Baskervill and Sewell's Grammar, Brown's Grammar of Grammars, California State Series Grammar. COMPOSITION. The importance of English composition as a means of developing, strengthening, and broadening the mind is recognized by all. Ftom 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, obser. vations and. experiences. The course includes both oral and written recitations. The oral work consists of lessons from the text.book and the discussion of such errors as the students have shown themselves most prone to commit. The written work includes a drill in the conventional foim of letter· writing and a special study of the paragraph and its developn1ent into the theme. To cultivate observation, ease of expression and regular habits of work, many themes are given, advancing by easy steps from simple !larration and description to exposition and the construction of argnment. 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 for; use of pictures, connection of language lessons with primary read· ing; proper form of written work, its illustration, method of securing it; object of composition; awakening and sustaining interest; correct· ing errors; tcxt·books, first use, manner of using; connection of compo· sition with literature. TEXT-BOOKS. Scott and Denney's Composition, Maxwell and Smith's Writing in English, Gayley's Classic Myths. R EFERENCBS. Pearson's Principles of Composition, Buck and Woodbridge's Ex· pository Writing, Gardner and Kittridge's Composition. RHETORIC. Rhetoric is the science which treats of those principles that underlie connected discourse. It is both an art and a science. Considered as an 22 NORMAL SCHOOL OF ARIZONA. art, its more elementary princip1ei;; 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 bow 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 subject1 the accumulation of materials, the arrangement of materials, the choice of words, the use of figures, the variation of expression, the preparation 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-BOOKS. Waddy's Rhetoric, Palgra ve's Golden Treasury of Songs and Lyrics. REFERENCES. Lockwood's Lessons in English, Genung's Practical Rhetoric, Burk's Figures of Rhetoric. GRAMMATICAL ANALYSIS. This course is given during the Junior year, and serves as a review of the '\Vork in gTammar and rhetoric, and also as an introduction to the literature \vork of the Senior year. It is intended that the course shall be a thoi·ough test of the student's knowledge of English grammar, and also teach him to apply the principles of grammar to the various forms of English composition. ENGLISH AND AMERICAN LITERATURE. This course constitutes the English work of the Senior year. A brief outline of the literary history of England and America is given. The sources of the literature and the reasons for the perfection of certain literary forms at different epochs are considered. A nu1nber of English and American poems and prose pieces are studied '\Vith reference to form, grammatical and rhetorical construction, but the artistic significance of these works is considered of chief importance. NORMAL SCHOOL OF ARlZONA. 23 TEXT-BOOKS. Brooke, English Literature; Matthe\vs, Introduction to American Literature. The works used for study in grammatical analysis and literature are chosen from the list of entrance requirements in the chief \Vestern universities and \vill include the following: "Silas Marner." Macaulay-" Warren Hastings." Burke on " Conciliation with the: Colonies." "King Lear." Tennyson-" The Passing of Arthur." Gray-" Elegy in a Country Churchyard." Coleridge-" Rime of the Ancient· Mariner." Longfellow-" Courtship of Miles Standish." Lowell-" The Vision of Sir Launfal." The follo\ving is a partial list of reference \Yorks used: Do•vden-" Introduction to Shakespeare." Lang-" Tennyson." Stedman-" Victorian Poets;" Stedman-" Poets of America;" Corson" Aims of Literary Study;" \Yendell-" A Literary History of America;" Morley-" Studies in Literature;" Saintsbury-" A Short History of English Literature;" Saintsbury-" A. History of Nineteenth Century Literature.'' DEPARTMENT OF MATHEMATICS. Mathematics always has formed, and al\vays must form, an essen· tial element in every course of study. It will hardly be disputed that those qualities of mind which contribute to success in any occupation are the alertness '\vhich enables one to take advantage of opportunities as they present themsel'\"es, the accuracy '\vhich prevents falling into error, and that co11secutiveness of thought v;hich enables us to see clearly from the beginning the end to be obtained, as \\-ell as the individual steps '\vhich render its attainment possible. But these qualities of mind are just the ones -..vhich mathematical processes, developed according to psychological la\vs, are best calculated to produce. It is our aim to so present each lesson in n1athematics as to develop accuracy, rapidity and the po"\\•er of logical analysis. \Vhile it is intended that the students shall be 1nade fa1niliar \vith all those topics in arithn1etic, algebra and geometry usually taught in schools of this rank, nevertheless no more topics \Yill be undertaken than can be thoroughly mastered. In all 800 recitations are devoted to this subject, 200 of "\\·hich are in the Sub-Normal. ARITHMETIC. The knowledge to be gained from the study of Arithmetic has been classified into knov.•ledge for use, for discipline, and as a foundation for future work. In the first year the aim is to ground the pupils thoroughly in principles of arithmetic as laid down i1_1 a good text-book. 24 MORMAL SCHOOL OF ARIZONA. The fundamental facts are reviewed and impressed upon the memory; clearness of statement, neatness and orderly arrangement in written \York are insisted upon, and logical demonstrations are always required, Fractions, percentage, ineasurements, both common and metric system, interest and discount, especially valuable for their use, will be etnphasizecl during the first year. Supplementary work will be sought for in the various text-books and in original examples by the class. In the second year, after algebra has bf'en complet~d, the subject is again resun1ed, algebraic principles are applied in the solution of examples, and hath accuracy and rapidity of thought are cultivated by frequent Llrills iu Stoddard's ::VIental Arithmetic. TOPICS FOR DISCUSSION IN METHODS. The child's first notion of number; the use of objects in teaching nutnbers, in the decitnal syste1n, and in developing the fundamental opera tio11s; relative relations of n1agnitude; the Grube method; analysis and syn thesis; oral expressions of analysis; form and variety of written analysis; nun1bers for the first year; v:hen text-books shall be first used; ho\v text-books should be used; \Yhen fractions should be introduced; Nhen concrete f"xercises shoulU be superseded by abstract; correlation \Yith other subjects; ed11cational value; to shat extent drill for rapidity is profitable; the logical and pedagogical order of presentation for each topic; when and ho\v detlnitions and rules should be taught; arrangen1eut of topics in text-books. 1 1 \Vhite's ad,·anced. TEXT-BOOK. REFERENCES. Hobiuson's Higher, Ray's Higher, \Vent,vorth's Higher, Milne's Standard, Davies' University, \Valsh. ALGEBRA. Follo\\"ing a plan sin1il;1r to that taken in arith1netic, algebra is begun in the first. year; the ele1nentary processes arc learned, and the equation is carefully studied to the end that it inay become an instru111ent in the solution of exa111ples in arith111etic. The distinction betv.•ee11 an arithn1etieal a11d algebraical solution is pointed out, and a foundation is thus laid for a n1ore extended study of both algebra and arith1netic. The algebra in the second year is inainly valuable for the ability \Yhic:h it develops to frlllov.· a connected chain of reasouing, and this pnrposc is there n1ade pro1ninent. TOPICS FOR DISCUSSION IN METHODS. Suitable illustrations of the significance a11d use of symbols of operation, of relation~. nf quantities, of axiotns; apt illustrations of the n1ea!ling of the terrns addition, snhtractiou, coefficient, exponent, and of all other technical ten11s used; geo111ctric and graphic representation of the sin1pler expressjons; co11cise anrl con,·enient forms for expressions NORMAL SCHOOL OF ARIZONA. 25 and relations; transformations of equations: formations of equations: expression of formulas in oral language; interpretation of results; utility and power of algebraic in\•estigations. TEXT-BOOK. \Vent\vorth's Complete. REFERENCES. \\'ell's Essentials, l\Iilne's High School, Jocalyn's Acaden1ic, Taylor's Elements, Fisher and Sch watt, Bo\\'ser's Co11ege. GEOMETRY. The course in geon1etry includes both concrete and demonstrative, the former being taught in connection ·with dra\ving. Demonstrati,·e geometry will embrace both plane and solid. Size-relations \vill be considered, first by immediate comparison of ntagnitudes, and after\vards by means of their numerical measure. Abundant exercise in oral demonstration will be gi,·en to secure elegance and conciseness of expression, and \vhen this art of rigorous demonstration shall have been acquired, the student will be required to devise his o.'''n solutions. In the second semester geometry is correlated with logic. 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 reasonings; stages in a demonstration; practical application of principles demonstrated; value of the scolium; demonstration by superposition, by reduction ad absurdum, by theorv of limits, by method of exhaustion; history of geometry. TEXT-BOOK. \Vent\vorth's Ne\V Plane and Solid. REFERE 'lCES Phillips and Fisher, Milne, \Vells, Bowser, Shultze and SeYenoak, Hobbs. DEPARTMENT OF SCIENCE. The aim of the work in this depart1nent is not so much the collection of a large store of facts as the thorough training of the student in systematic methods of scientific study and the inculcation of habits of close and accurate observation. orderly thought and logical expression. The student is required to obtain a \\·orking kno\vledge of the fundamental principles of the sciences, and is led to recognize their practical application. The laboratory courses oftered both in the physical arid biological sciences afford abundant opportunity fnr acquiring facility in the manipulation of apparatus and in the handling of material. The instruction is chiefly academic, i~s application to nature work in the ele1nentary schools being reserYerl for the practice departtnent, ,-.,.here 26 NORMAL 5CHOOL OF ARIZONA. each subject receives special attention. Ho'\veyer, in selecting the exercises and in conducting the recitations, the attention of the future teacher is frequently directed to the availability in his chosen calling of the kno\vledge he is here acquii;ng. The laboratories for work in physics, chemistry and biology are con1modious·, well lighted and suitably equipped \vith apparatus of the latest design, new pieces being added from time to time as new discoveries in the scientific world and the progress of methods de1nand. There is a large and growing collection of material for i\111stratio11 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 n1eans it is often possible to obtain valuable and useful material for illustration and study:"" BOTANY. Second Year; Second Semester; Twenty Weeks. The study of botany is peculiarly adapted to cultivate the powers of observation, and to arouse an interest in and a Jove for the beauties of nature. For this reason a knov;rledge 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 yegetable anaton1y and physiology are dealt with in as thorough a n1anner as practicable, but the fact is recognized that the life relations of plants are of more interest and itnportance to mankind in general. The student is, therefore, not allowed to restrict his horizon to the lin1its of the vegetable cell, but is led to study the "relation of the plant to the conditions under which it lives, and to the effects of soil, cli1nate and other factors of environment upon its form, structure and habits. The work begins in the spring, \vi th a laboratory study of the conditions affecting the gennination and gro\vth of the seed, followed by an investigation of the n1orµhology, structure and functions of root, stein, leaf and flo\ver. The sub_iect of plant relations, to which the attention has heretofore frequently beetl called, is no\v treated 1nore fully, and the course closes \Vith a study of typical plants illustrating the leading types of vegetable life, thus giving the student an introduction to s_vstenHitic botany. The entire course is illustrated by experiments µerfonned by the individual student in the laboratory and by field trips at frequent inter\·als. Each student is required to keep a neat and sys· tematic r~cord of all his observations and investigations, and to illustrate the same by careful dra\vings and sketches. The laboratory is \\·ell supplied \vith dissecting microscopes and apparatus for the prepa· ration and study of such material as is required in the course, and the student is constantly referred to standard works in the library. "The \'alue of specimens of all kinds h greatly enhanced by attaching to them a label bearing the date of coUection, locality, name of donor, remarks as to scarcity, abundance, utility, etc. >- "...0 < .." 0 < ~ NORMAL SCHOOL OF ARIZONA. 27 The varied and interesting flora of the Salt River valley, and of the surrounding mountains, is an1ply sufficient to furnish abundant material and to arouse a desire for original research. 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. • No laboratory manual is used, the directions for the experimental \vork being placed on the blackboard or printed on the mimeograph. '!he students are required to purchase Coulter's "Plant Studies," to be used as a text and reference. The following are among the reference works to which the student has access in the library: Strasburger, Noll, Schenck and Schimper-" Text-Book of Botany;" Strasburger-'' Handbook of Practical Botany;" Snchs-" Lectures on the Phyi:;iology of Plants;" \Vard-"Timber and Son1e of Its Diseases;" \Varming-" Handbook of Systematic Botany;" anong-" The Teaching Botanist;" Apgar-" Trees of the Northern United States;" Bergen-" Foundations of Botany;" Macbride-" North American Slime ~'1oulds ;" Goodale-" Physiological Botany;" Gray-" School and Field Book of Botany; Gray-'' Synoptical Flora of North America;" Strasburger and Hillhouse-" Practical Botany;" Bessey-" Advanced Botany;" Atkinson-" Elementary Botany;" J\-IacMillan-" Minnesota Plant Life;" Ne'\vell-" Reader in Botany;" Coulter-" Manual of Rocky Mountain Botany;" Vines-'' Text-Book of Botany:" Goebel-" Outlines of Classification and Special Morphology of Plants;" MacDougal -"Plant Physiology;" Dar,vin and Acton-" Physiology of Plants." TOPICS FO.< DISCUSSION IN METHODS. Definition of Nature study; relation to the other subjects of the course; Nature study as a basis for the school \York-number v;rork, language lessons, geography; formative value of lessons on plants; content value; awaking and sustaining interest; cultiyation of power and habits of careful observation; developn1ent of aesthetic taste; sense of touch; sense -of smell; harmony of color and of form; expression; modeling, drawing and painting; written work; grading of lessons; collection and preservation of material; aquaria for aquatic plants; \Yindo\v boxes; boxes for seeds; garden plats and their arrangement, assignment and care; relation of plants to each other; plant societies; sunlight and shade; temperature; water: soil; relation to animals; to man; weeds; useful plants; irrigation; acquaintance with plant material to be obtained at different seasons and in different parts of the Territory; arrangement of work with reference to the seasons; experimental work; construction of apparatus; suitable reference books: supplementary reading. ZOOLOGY. First Year ; First Semester; Twenty Weeks. This course consists of a laboratory study of types of the more important groups, supplemented by d~scas~ions of fundamental princi- 28 NORMAL SCHOOL OF ARIZONA. pies. Herc, as in the botany \VOrk, the powers of observation are streugthenerl anrl habits of careful, systematic thought are developed. The student is 1·cquired to do a large amount of study out of doors, fidd 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 supplt>rnentar5' lectu1·es, illustrating his notes by drawing. The life relations of auin1als. as \Veil as their structure and physiology, are studied, and attention is called to the progressive development of types k;_:.;stem of laboratory note taking is uniform "\Vith that used in the \vork in botany. In addition, a number of well selecled reference '\Yorks by standard authors are availablf' in the library and th<> student is directed in their use. Among these are the following: Boyer-" Laboratory .:vlanu~l in Elementary Biology;" Kellogg" Hle1nents of Zoology;" F'arkcr-" Elementary Biology;" Sedgwick,, Students' Texl-Book of Zoology;" Packard-" Zoology;'' Comstock" l\1anua1 for the Stucly of Insects;" Jordan-" l\1anual of the Vertebrate!< of the l'\orthern Cnited States;" Ridgway-" Manual of North An1erican Birds;'' Chapman-" Bird Studies with a Camera;" Beddard -''Zoogeogrnphy;'' ~Iivart-''Types of Animal Life;'' Wallace"lsland Lite;· \\'all ace-" 1-lalay Archipelago" Dodge-" Elementary Practical Biology;'' Huxley and Martin-'' Practical Biology;" Darwin -"Formation of Veg-etable :vlould ;" Huxley-" Study of Zoology;" Ron1anes-" Ani111al Intelligence;" Heilprin-" Distribution of Animals;" Orton-''Con1parative %oology;'' \Vhite-''Natural History of Selborne;" Van Deneden-" Animal Parasites and Messmates;" Poulton'' Colors of Animals;'' Sen1per-'' Anin1al Life.'' TOPICS FOR DISCUSSION IN N.ETHODS Devices for collecting anrl preserving insects, rearing larvre, etc.; 111aking and 1naintaining aquaria; relation of zoology to nun1ber work; relation of anin1als lo in.an; useful animals; destructive anin1als; cruelty to animals; protectio11 of animals against wanton destruction; graded nature lessons for e\e1nentary schools; work for different seasons; kind and amount of direction by teacher; use of text-books; reference books; collections of illn!'trati.Te rnaterial. PHYSIOLOGY. Second Year; First Semester; Twenty Weeks. The general ideas of life processes v.d1ich the student has acquired in the course in zoology are here 'vorked out in detail in their application to hu1nan physiology. The subjet:t of anato1ny is made subordinate to :c c ""0 ~ ..."c ..z !:? .. > :Ii 0 0 ..•" ~ u > ." 0 c •"...c0 _, c ~ :I .. " 0 0 z c .._, !:? •> .. J: NORMAL SCHOOL OF ARIZOS:.\. 31 approved design, and the equipment, both apparatus and chernicals, is ex1,:ellent. Considerable simple quantitative \'\"ork is rloue, the labora· tory being provided for this purpose ?»ith a sufficient nu1 1ber of bnrettes, measuring tubes and balances. Among the latter are t\\'O Becker balances and one Staudinger No. 3. "\Villiams's Elements of Chemistry" is us'?d as a text and the student is referred to the library for additional reading-, the follo,Ying \'\·orks being at his disposal: Smith-" Richter's Inorganic Chemistry;'' Ramsay-" Chemical TheOrJ ;" Dobbin and \Valker-"Chemical Theory for Beginners;" .'.\e\Yell -"Experimental Chemistry;" Roscoe and Schorlen1mer-" Treatise or~ Chetnistry," Volumes I and II; Re1nsen-" Theoretical Chemi~try," "Organic Chemistry;" Jones-" Modern Theory of Solution;" Ostwald -"Foundations of Analytical Chemistry," "Outlines of Gener<'. I Chemistry;" Dana-" )..1inerals and How to Study Then1 ;" Erni-'' ).Jine-ralogy ;'' i\1eldola-" Chemistry of Photography;" \Vanklyn-" \Yater Analysis;'' Sutton-'' Volutnetric ..\.nalysis;'' Thorpe-'' Inorg·anic Cllen1ical Preparations;" Smith and Hall-" The Teachiug of Chen1istry and Physics;" Hessler and Smith-" Essentials of Chemistry;" Ost\valrl" The Principles of Inorganic Chemistry,"" A Manual of Physical and Che1nical 1'1easurements.'' TOPICS FOR DISCUSSION IN METHODS. Amount and kind of direction by teacher in experimentation: preparation and use of simple appliances for illustration and investigation: selectiou of matter suitable to nature-study lessons in the grades of the co1nmon schools; use of text-book; use of note book; value and use of representation, by drawing, by symbols, by equations. PHYSICS. Junior Year; Second Semester; Twenty Weeks. The aim of the \York in physics is t\vo-fold-first, to give the student a kno\vledge of the theory of the constitution of matter and of the physical la\..-s goYerning its phenomena, and seconP, to acquaint hin1 \vi th the use of experimental methods in scientific study and investiga· tion. The laboratory method is used, the student being required to perforn1 a series of selected experiments. both qualitative and quantitative. The experitnents used are largely chosen from the Httrviven an important place in the course. Nor could the legislative intent be properly carried out by confining the attention to the history and 34 NORMAL SCHOOL OF ARIZONA. government of the United States. Our laws and our institutions are not alone the creations of a people native to this continent, but their origin 1nust be sought in the records of nations which flourished and passed away before this country \Vas known to our ancestors. Believing, then, that an appreciative knowledge of the history of our country must have for a background a good knowledge of worldhistory, the courses in this department have been so arranged as to lead up to a careful study of United States hi.story in the Junior year. Throughout the course, note-books are kept by the students, practice is given in the making of outlines and summaries, supplementary readings are assigned, and set papers are written from ti1ne to time allowing for original investigation •vi thin limits suited to the student's capacity. SUB-NORMAL UNITED STATES HISTORY AND CIVICS. For students •vho come to us 'r to be regarded as expressions of the continuous stream of life as it has sho\vn itself from the time \\'e first kno\v the Aryan in Europe and Asin down through bis history in Greece, Ron1e, Mediaevnl Europe, Spain, Portugal, Etigland, France, Germany and Italy. The first s~1nester is devoted to Ancient histor7, the second to Medi· aeval and Modern history. llAltll 8UILDINO, •O UTH 1511)1( NORMAL SCHOOL OP ARJZOK.&. 35 TEXT-BOOKS. Essentials in Ancient History, A. M. Wolfson; Essentials in Mediaeval and Modern History, S. B. Harding. REF'ERBNCES. Myers' General History, Fisher's Outlines of Universal History, Botsford'S History of Greece, Momnsen's Students History of Rome, Gardiner's Students Hish>ry of England, Signoho's Political History of Europe, HoUam's Middle Ages, Grote's History of Greece, Rawlinson's Seven Great Monarchies, Greene's History of England, Gibbon's Roman Empire. SCIENCE OF GOVERNMENT AND UNITED STA TES HISTORY. Two periods per week for the first semester of the Junior year is giTen to the study of our government in comparison with European governments. Subjects like the origin, nature; working, corruption, remedies for corruption, and merits of the United States government, are treated. The aim is to see how the machinery of government in nation, state and city operate. Plans for the improYement of government are studied. The course in United States history given in the last semester of the Junior year is to train the student in the seminary method of history work as well as to ~in for power and knowledge. Students in this course do not rely on \t. text-book; however, one may be employed as a guide. The student is expected to glean his information from works in the library, and reports of this library study will be discussed in the class. Set papers in this course arc to be prepared on subjects like "ThC Origin of the Constitution," "Foreign Relations of the Unitr-d States Since 1789,' 1 ''Tariff,'' "National Bank,'' "Internal Impr~ve­ ments," "Political Parties," ''Reconstruction," etc. TEXT-BOOKS. Bryce's American Commonwealth, Channing's Student's Histery of the United States. REFERENCES. The library has a large number of reference books: Schouler's United States History, American Statesmen Series (complete); American History as Told by Contemporaries, Hart; Critical and Narrative History of the United States, Winsor; Old So. Leaflets; American History Leaflets; Blaine's Twenty Years in Congrr-ss; Hildrcth's United States History, and many others·. METHOD IN HISTORY. The pedagogy of history is treated under topics like the following: "The Main Factors in Man's Progress," "The Nature of Histocy," "The Forms of History," "The Relation of _History to Geography," "The Results of Historical Study," and .. The Preparation of the Teacher.'' 36 MORMAL SCHOOL OF ARIZONA. DEPARTMENT OF PROFESSIONAL INSTRUCTION. The distinguishing characteristic of the Normal School lies in the fact that, besides an academic cuurse, it offers a course in the method of instruction and prHctice therein. The subjects thA.t are classed undcrthe head of profcssionnl instruction are psychology, pedagogy, the history of education, logic, ethics, n1etho.1ental Development, Baldwin; Principles of Psychology, Spencer; Ele1nents of Intellectual Science, Porter; Psychology, J obn Devo/ey. PEDAGOGY. The course in pedagogy comes the second semester of the Junior year. This course deals, in the first place. -..vith the subjects to be taught. and in the second place it sho-..vs hovi.· knowledge is acqaired. This leads to 1nethods of instruction. The practical illustrations are found in the obseryation lessons of the training school and of the public school of Tempe, \Yhich \Ve have been very kindly permitted to visit. TEXT-BOOKS. Method in Education, Roark, American Book Co., and Method of the Recitation, McM urry, Public School Publishing Co., Bloomington, Illinois. SORMAL SCHOOL OF ARIZONA. 37 REFERENCES. Compayre's Lectures on Pedagogy, Payne; Locke on Education, Quick; Education, Spencer; Education of Man, Froebe!; Elements of Pedagogy, \Vbite; Practical Hints for Teachers, Ho ....·Iand; Pedagogics of the Kindergarten, Froebel. HISTORY AND PHILOSOPHY OF EDUCATION. In a general sense the history of education is the story of the groV1.·th and development of the human race; but this course is restricted to a brief sketch of the ancient systems of education, those of India, Egypt, Persia, Greece, Rome and the Jev;rs; the lives of Socrates, Plato, Aristotle, Cicero, Seneca, Quintillian and Jesus; the schools of medireval and modern times; a study of the Ii,·es of noted educational reformers, as Comenius, Pestalozzi, Herbart and Froebe), and the principles advocated by them; and a comparison of the school systems of Germany, France, England and America. TEXT-BOOK. "History of Education," Painter, Appleton. REFERENCES. "English Education," Sharpless; "Education in the Cnited States," Boone; "The Education of the Greek people," Davidson; "European Schools,'' Klemm: ''Educational Reformers," Quick. 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 v.·ill give us a clue to the principles upon \vhich its people base their life and conduct. For this reason the first part of the work is an historical study in connection with the history of pedagogy. To\vard the close the \York becomes more practical. Son1e modern text is selected for this \\'Ork. The present year the class used Kidcl'!S "Social Evolution," published by the Mac:'-vork there, and thus the practical application of the method work is seen under the conditions which must be n1et by the graduates in the schools of the Territory. The seniors also Yi~it the schools in the rural districts in the vicinity of the Normal. Questions relative to school government and general criticisms upon the \\·ork of tbe student teachers as a •vhole are. discussed in this class hy the critic teacher at least once each \Veek. REFERENCES. ·•Education as a Science,'' Bain; ''Philosophy of Education,'' Fate; "Principles aud Practice of Te;:iching," Johannot; "Outlines of Pedagogics." Rein; "Herba.rt and the Herhartians, '' De Garrno; ''Report of the Co1n1nittee of Fifteen;" "Psychology for Teachers," Lloyd Morgan; "Talks on Pyschology," James; "Interest,'' Ostermann; "Infant Edu- MOltlU.L SCHOOL OF ARIZONA: 39 cation," Curry," 0 Manual of Psychology," Stout; Three Studies in Education,'' Shaw; ''The Central S"crvous System,'' Hafeck. 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 he may see the application of the theories ilnd 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 board 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 weeks to this work. At the beginning of each quarter, with the assignment of classes, each pupil receives a genera] outline of the work be is expected to do in his class. With this outline as a guide be 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 are corrected by her and discussed with the student. In this way the work given 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 aclmit of much more work than that course requires, and the pupil teacher should find here a school that c=losely approximates to the ideal, and the training gi,;en here should fit the student to give to his pupils only the best when be becomes a member of the Territorial teaching force. The Junior Class is required to speud one hour each week 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 will then be discussed by her in the presence of the pupil teacher who gave the lesson and the junior critic. Both seniors and juniors will be expected to observe some of the model lessons given by the assistant teacher in the Training School. The Normal Training School, so far as environment is concerne-- --===o,=_=--=-~======'"" :.:1 o1 u o-. 01 _o _ _,_'__c_ 0 , ~ L~ ~:; c ~ g Cit " s: _ o. per t.:i *Time Given to ____c:_ __ o ·O Study Ll 0 w 0 c.,, ,_. ::ii tv tv c1 ~ :,1 C.J1 '.;·\ ~: --'-'--~-- v-i tv ~ _,_,_ _o_ _o :,1 Qoo w ~ ~_., u No. HecitationS _ __ per week Q, tv Length of ~ C o Recitations 0 l:d (,,; -~1me·Gi"Ven ti:: ~ 6 ~h1dy to No. -Re-citations P_,_,_w~ec_k_, Length of Recitations *Time Gi>en to Study :,_0, _ _ _ 7 XOTE: 1st Grade spends 4 hours in school daily. 2d Grade spends. v O ".! I 01 c __ -_9_ :.n . I S~g"'~- •Yeek -1'--15-'--- R~~li~~{)~~ o-. I Rst~,"Y,c;,c-==01~--11 ec1 a lons u 01 ,," o Recitations ---e--"Time Given to j :.n t-.:: (,H Lengtbof tv ,.. ?____~--~'-'- s: *Time Given to Study No. Recitations o c.ri perweek -~--~----t-.:: __ 01_ _,_,__ Recitations 01 ~---­ ,.... 0 Length of 4 liours in school dailv, 1st term. { 5 hours in school daily, 2d term. 3d, 4tli and f:ith Grades spend 6 hours in school daily. " 0 0 ~ .. > ~ ",,"' w < ICOll:IU.L SCHOOL 011' AJUZONA. 41 LATIN DEPARTMENT. Latin, a~ elective study, will be commenced in the second year and finished in the senior year. The full time of forty weeks, with five recitations each week, will be devoted to this work. It is expected that by beginning a year later than is usual, the studer.t will have so developed his mental powers and habits of study that he will be able to complete the preparatory Latin for admission to university work in the required time. The first year's work includes Gunnison & Harley's " First Year in Latin" and one book of "Cresar." A thorough mastery of the forms in the text-book and the ability to read easy Latin wi11 be the aim and requirement of this year's work. In the Sttond vear three books of ·• Cresar" and two or three orations of "Cicero" will be read. The text is studied inductivc1y, with comparison of Latin and English forms and methods of expressing relations in these two tongues. Easy conversations in Latin, based on_ the text will be introduced and used with the growing powers of the class. "Cicero" will be completed and six books of " Virgil" will be read in the third year. Latin' composition, based on the text and sight reading will be required throughout the course. TEXT -BOOKS. Gunnison & Harley's "First Year in Latin;" Harper and Tolman's "Cresa•;" Kelsey's ''Cicero;'' Frieze's ''Virgil;'' Alleti and Gttcnough's Grammar. ART DEPARTMENT. The object of this department is, first, to lead the student to a fuller appreciation of the beauties of the world about him; to train his perceptive faculties, strengthen his memory, judgment and imagination; also to develop organic skill in the delineation of objects and original or historical designs in several mediums. Second, to give the young teacher the means by which be may be able to draw on the blackboard with some dtgree of facility and to use drawing as an aid to the more effective presentation or other subjects. Two recitations in drawing are given each week of the second year. The first semester's work is devoted to the study and application of the fundamental principles as used in the drawing of simple type forms, followed by objects hased on type solids, and to a study of the clements of deslgn; the making of simple designs based on plant and animal life; th~ use of brush and ink; blackboard and memory drawing; easy problems in construction. The second semester is given to work along the same Jines together with practice in light and shade, lettering, grouping, composition and color. 42 NORMAL SCHOOL OF ARIZONA. In the juni.or year two recitations per week are given. During the first sc111ester the \\'Ork begun in the second year is continued in conri.ection with the study of historic ornament, drav,;ing from still life and casts, perspeelive, study of Yalues, brush and ink compositions, and n1echanical subjects. The '\York of the second semester ~yilJ include designing in colors, using color :schetnfS lro111 plants and ani1nals, work in charcoal, wash dra'\ving, pen and ink \.Vork, historical subjects, figure drawing and blackboard drill. In the senior year one recitation is given each week during the second scn1ester. The \Vork in this class \Yill einbrace the follo\ving sub-iects: hislory of art, picture study,charcoal practice, pen-and-ink work, dra\vinl;{ from pose, story illustration, out-door sketching, the study of children's dra,ying5, 111odeli11g anrl tnethods. All through the couri,;e in dra,ving students are encouraged to bring to class, for criticis.111 and suggestion, sketches and drawings they have done outside of clasf'·roonl. This rlepartn1cnt is liberally supplied with casts, models and charts. The library contaius tnany v.'orks, by standard authors, on art subjects. TOPICS FOR DISCUSSION IN METHODS. Csc of the blackbnarrl in drawinir. colored chalks, modeling, brushand-ink \\'ork, designing, c;:1rd-board \vnrk, imaginative drawing, shading, tnountiug and fran1ing of pictures, use of water colors, picture study, school-roont decoration. MILITARY DRILL. By the placing of rnilitary drill in tlie school course, sevf'ral important objects are gained. In the first place, it is a valuable means of physical culture and training of the muscular sense. The exercise attendant upon a lively drill in the open air is of a nature well calcu1ated to overcon1e the effects of close application to study, to promote a healthy circulation and to prep:irc the n1inll for n1orc vigorous effort. Again, daily attention, eYcn for short periods, to correct position in standing and \valking gives a springy steµ, an erect carriage and a soldierly bearing that can sc be kno\Yll as the Normal School Cadet Co111pany. The 111ilitary instructor holds the rank of Captain, and co111missions an• issued to· the student officers of the cOmpanJ'· Upon gradu:iting fro111 the institution, or being hunorabl_v distnissed therefro1n, such officers 111ay resign their connnissions or hold the san1e as retired officers of the Cadets, liable to he called into serYice bJ the Comniauder-in-Chief in case of wnr, invasion, insurrection or rebellion. tinder this law the re(1uisite a111niunitio11 and occessories for a course in target practice 'viii be furnished to the institution each year. Tbe ddll is conducted in strict accordance with the rt'gulatioi1s of the United States nnn)', and the co1upany is anuually inspected by the officers of lhe National Gunrd. In addition to the regular inspection. by lhe Adjutunt General of the National Guard of Arizon;:1, the cotnpany has this year been inspected by Captain A. C. Read, U.S. A. Opportunity has been given for target practice, a good range having been fitted up within ~ 111ile of tbe ca111pus. T\\·o days \VC"r~ spent in ca111p, gtv1ng practical experience in camp routine, issue of rations, guard duty, signal practice an(] extended order V\·ork. The unifortn, which is required to be worn at all th·ills, is of cadet grey, neat in style, servicea,ble and con1fortable:. Directions for ordering the uniform will be furnisbcd to prospective ~tudents uµon application to the president. Drills will occur four tin1es per week during the year. None are excused fron1 the regular drills except upon the presentation of a written certificate of disability signed by a pl1ysician. ATHLETICS. Interest in athletic work is encouraged among the students, and dressing-roo111s and baths are provided for n1embe1-s of the teants while training. The success of the \VOtk in this )ine is· indicated by the chntnpionahip ctip of the Territorial foot bait league, which has becon1e the property of the Normal eleven. NORMAL SCHOOL OF ARIZONA. DEPARTMENT OF PHYSICAL TRAINING. \Vhilc the pri111nry ohjecl of a school of this ki11d is the tn1iniug of the 111i11(1. \\'e 11111.c;t recognize t\1e fact that it is in1possible to oblaiu satisfnctory 111enl;d \York if llic physical eontlition of the student is negkcte(l. The 111~1xi11t '' ,\ sn1111d 1ni1Hl iu a S(1nud body'' sho11ld eatTy lbe ~a1t1e fo1-cc tudny tha1 it did \Yitli thP ancient Greeks. Students ;1way lro111 \in111e nnil oceupierl \Yith thci1- studies arf' prot1e to neglect the niatttT of 111nsc11l:ir l'XCtTisc. For this reaso11, if for 110 other, sonic for111 nf pln·sicd drill is :i lll'lTssnry adj11uct to a 11orn1al school co11rse. Tlw ordinnry track ::itlilctics and field gan1es f11r11ish a11 excellent tnea11s of 111usc11lar (krelopnH'nl, n1Hl ll1ese are e11co11n1ged n111011g the students in so far as lhey do uot co1dlict \Yilli lhe school \vurk. 1lnwever, the fact rc1nai11s lliat such exe1Tises cnu he of hcuelit to con1pnratively few of the student-:, nnd those for the 111ost part or the tnnle sex. In order, therefni-c, lh~Lt ever\" 111c111ber of the student body, rc_gnnlless of sex, 111ay l1ave oppurluoily liJt" physical di ill of the proper an1ount aud kind, there have bcl'11 µro\·ided a course io pltysicnl cullt1re •vork fur the yo1111g- \vu111c11 a11d 1nilitnr_y di-ill fo1· the young tne11. The \Vork in physic~il training- is recug-nized as an iinportant branch of the school \Vot·k, a1nl nil girls are required to tnke the course. The ubjecl of the wot k is lo 11rescrve tile he .. z < :I 0 0 > IC < ...~ II NORMAL SCHOOL OF ARIZONA. The general airn in this study is l:o develop -the natural 111usical talent of the pupil, so far as the singing voice is coucerned, treating the voke as a n1usiC"al instrun1eut attd perfecting it as sath to as high a degree as the time al1otled lo this study ..viii pennit in class "·ork. Bnt 111ucb niay be a~cornplished by the ::uuhitious stutlent outside of the class-roo111 by the dailJ practice of the \·ocal exercises used and applici1tion of the principles taught in the school. Our course provides vocal practice that 'vi11 insure pure intonation aud good enunciation, also the ability to reall at sight, fron1 the staff, in all of the co111n1011ly used keys. The latter is si111plificd by chart \\•ork and the use of the tnodulator ap1llied to the staff. An irnportant. fcatu1·c qf our course in 111usic is the 011portu11ity for chorus practice and study of the best choral nn1sic. By this n1cans the student is enabled to apply the kno\vledge gained in theory in a thorongh and practh:al 1nauner. TEXT-BOOKS. Fullerton's" Practicul Iustruction in Puhlic School;" T1·acy's "Elr1ne11tary Ilnrn1011.r ;" Tontlin's "Laurel Song Boo It." AUXILIARY BOOKS. "Voice Building and Tone Placing," Curtis; "Voice, Song and Speech,'' Hro\>:ne and Bel111ke; '' l\lusic,'' Challoncr; '' E:.1r Training;'' "!litusical Expression;" "Vocal Econo111y ;" "Ai-t of Singing," Sieber; "Musical Analysis," Goodrich. The library contains n1any choice hooks nlo11g n1usical lines and the collection is being steadily inc1·eascd. 1-G NORMAL SC'HOOL OF ARIZONA. REGISTER FOR 1902-03. CLASS OF l 903. Alice Curnow .. Tempe . .. Tt>111pe Eliz::i.beth Cosner. Banta l{osn, Cal. Ruse I. Tlnlli11.i::-c1 <._;lohtLelia Ukks Ja11ie I. Ir,·itw Santa Har\Jara, L'.ftl. Tempe lrla J\ln.'" _Jolrnson Emma Laurn King. Prrscott ..1:-'hocnix i\lamie {itrln1Ue King. Te1npe Inn L J,i!!lf'hnq:>:ei-. neorge Reed ............ Snn Iliego, Ca!. , Charles Ale:xnmlf'r .. J11depenllc11cc, !>lo. • Hny111011d Alexnnder Mo. . K, Mnrrny Curnow. Tempe . Lyun M. J,aney. . .... J\-lesa Cla1ence 1\l, Paddock . . . David, Iu,,·a . Elmer P. Ruse ..... Tempe Orrin L. Stam:lnge. .. Mes.:.i. NORMAL DEPARTMENT. Hitzvilk. \Vash.-t Go~'o1·nh .. . l\1csa Greenleaf, Alice. . ... Tempe Allen, Helin-.:n 1\-lcsa To111bstn11r-·• Coltlsworthy, M nhel. ............ Hlsbt>e • A:-::h-11, Helen J>.·1. Fn.irlrn11ks ·' Geralrl, Uene,·ieve ............ Globe~ Armilngc, Fannie C. Fairhnnkf:' Gibson, Ada.. An11ilage, Florence. ..J\-lesa {ilnbc 1 Grimu, Fr:u1k \V. ,\Jlison, \Vinuic E .... Tempe Alexa11rler, C!Jos l1!lkpc11dc11cc. ~lo.' Grier, Alke. l'boeuix fl.lo. • Ilungb, Frank(~. .Tempe Alcxamler, Ra_rmond nrown, llenry. ........ Tempe Hough, Mary .................. Tempe flnKf', R\>rnie. Tempe Harris, Alma ......... Tempe Uoy\e, l''1nry Hendrix, Hazel. ..... Tempe . Hisbcc'IIllo111e, Helen ... Tempe Hulmes, Alta E .Tempe Hlnkt>, Jessi('. Tt'mpe Hendrix, Rrlgnr .. .... Tempe Hrell'cr, r..t:ir\'. . .. Ki11gma11" HolrncR, Cnrl L .. Tempe Ilottiuger, Rose I. Santa Rosa. Cal.~ Ht1ck, Carl Tempe Cku1. Clara A Hicks, Ldia. .Globe•, Tempe .. Phoenix Cullins, J\ln111le. . Benson y Ilattlot, Emma R Hackett, Rmpe Ht1frhiso11, Roy. .......... JVtesa Clark, Jessie ..... f-kllS•)llf H ottlnger. Gertrude .. Snnta RoRa, CA.l. '· Cor\Jt'.11, I\faltic Y .... Te111pe Irvine, James ... Pboeni:I: Corbell, Err1est C. . .Tt>mJie Irvine, Janie ..... Santa Darhara, Cal." Cnln•1·, C-:race. . ........ Telllpe Irvine, lleborah 1\1. .. Phoenix Tempe Cosner, Lhzic. Tempe - .l ungerman, Hdnbold .f. .Lehi C11111nw. Alke l\lesn Jones, Rollin P. . .. Lehi C11mming.~, J,1H·y E. Jones, Bertram J\-1. Tempe , Jones, Alma ..... Lehi Ck111, Eula. Tempe Ctll"(H)W 1\1 t11-i-y Mef:a - Johnston, Clifford ................ Tempe . ....... Tempe Cnin. l\lamie. '\' alkcr~ Johnson, J,eslie .. Ctnnmins. Nd!fr. .... TemJ)C .Tempe Johnsou, Jda Clifford, Clon. Pearce/ -Julmson, B. M ..... Kansas City, 1V1o.Y llyke11, Frn11k .. Kindr<"d, Adelaide M .. .. Bisbee t, J\'fesa King, Hmntfl L. , . Tempe Dickin!!on, H11rt ... Tent pc Dnnenn. Nellie. Klugsbtuy, Nona ................ Tempe Mc"'a Drew, Florence B. . ... fllurence 1' .... Tempe Keating, Anues l!avis. Frank B ..... Phoenix .... S~'O ltsdaic King, J\famic G llt> Leon, llora .. , .. Phoenix Tc1npe King, James ........ Tempe llrake, EdwAnJ . St. Pan], .l\·llnn.i Kemp, .J\lalJel L . .... Phoenix Htter, Eva .... Pliornh; J.11111,.011, Florn. . .. ~1 ... sn Fick,-,s, Laura. , ..... Tern pe LeelJrkk, Rachel. ..Me11a Frazee, Rarl. , ... , Bi~bee f, - Leebrick, Karl R. Aenport) .Two years John R. Birchett .. . John J. Carroll ... . .Eight years .. Carrie Culver .. . .. Two years ... Lottie Gibson. (.iVfrs. R. L. Mullen) ........ Five years ... A11ie Holmesley ... ...... Tempe .Tempe . ..... Corona, Cal. . ....... Pima ..... Tempe (Mrs. Josiah \V illiams) J. . ...... Two years .. Wallace Morse ... ....... Two years .. Chas. P. ~I ullen Roscoe WalS\'1.·ortb... . ................. . (Student, HarYard Unh·ersity) Maude J. Welcome.. . ....... Four years ...... . Bertha Wilson..... . ................ Eight years .................. . E. Stanlev \.Vindes.. . ..... Six years .... (}..·Ii-s. Dr. ~'Ietzgar) CLASS OF 1896. J. Lawrence Abell.. . ... One year.... Nellie E. Culver......................... ..Fh-e year• .. {i\Irs. Roy Frankenberg) Don J. Frankenberg.. .One year .. Nott E. Guild .. Florence G. Hanna ........................ Four years \l\frs. ]. B. Flummerfelt) Carl T. Hayden. Jane ;\1. Hedgpeth .... ....... Five years .... .Seven years Lewis P. Hedgpeth .. Gecrgia A. Hendrix .. ........ Three years {Mrs. L. C. Austin) Amina \V. McNaughton.. .One year .. Chicago . ........... Tempe ......... Tempe .............. Tucson . .... Tempe . Prescott . .... Benson .. . . . . . . . . ~f£3!; . .... Tucson .. Tempe .................... .Tempe .................... Phoenix . ........... Phoenix .............. Tempe .. Pasadena, Cal. {A. B. 1898) Deborah I. Morris ........................ Tv.·o years ..... . (Mrs. Doane Merrill) Julia R. Nichols.... . .... Four years ..... (.:\frs. B. C. Calhoon) Bertha l\L White .. .. ...... Seven years ...... . Roy Frankenberg ... . ............Jerome . ..............Tempe .... Tempe ..Tempe CLASS OF 1897. . .......... Tempe May A. Austin........ . ....... Two years ... . (1\-Irs. VYilliam !1.1. Goodwin) Julius G. Hansen... .... Los Angeles, Cal. Adele Hauxhurst ..... Five years ...................•..................... Phoenix May C Huffer . . ....... Two years ........................................ ~ ~ Jane P Martin ................... T\VO years ....................................... Tempe ( Wirs Verner A \'anderhoof) , Ana M. Miller... ...... . .. Three years.... . .......... St.Johns 1~ {Mrs. James Yaeger) Clara M. Miller..... ...... . .. Three years.. . ....................... Phoenix (Mrs. C. hl. Zander) NORMAL SCHOOL OF ARIZO.>\A. TIME DEYO TED TO TE.-\CHISG 51 P.O . .\(!•RF.SS Flora L . .Mills .. ..... One year .. Phoenix J. Oscar .:\[nllcn. ..... Three years .. . ........ Tempe Ada .:\1. Pe,·ton ........... One _'lear .. ......................... Phoenix 1 ~ns.- \Yilliam Dodenhoff I hlarT C. Robinson.. . ................. Two years .. . ... :>..lesn - t :\!rs. \Y. J. Rowen) .Six years ... Lucy :\1. Schwarz .. . ................... Lehi Addie Sirrine.. Four years. . ............. .:\Iesa Yeruer A. Vanderhoff. ................... Three years .. . ................................. Tempe ......... One year .. \Valter S. "'ilson ............... Phoenix .\.lice Il. \Yindes ............................. Six years .................... . . ............. Tempe CLASS OF 1898. Edith R. Abel! . .-. . ....................................... Mesa (.:\lrs. Dr. Drane) Mary C. Iloshyshell .. ............. One year ............................. Los Angeles, Cal. Flora X. Cohn .............................. Three years Phoenix Elizabeth"°'· England.. . ...... Two years ...... . Louie V. Gage ............................... Three years ... . (Mrs. Dr. Dennett) rna B. Hanna .............................. Three years .. lMrs. E. G. Deckerl J. Wesley Hill ........ Two years .. Phoenix Olh·e J. ).laxwell................. . ...... Five years .. ............................... Tempe l ~Irs. C. A. Ste"·art) Florence A. McKee .............. . .... One year... . ............... Phoenix Julia E . .:\lelton .. .. .. Fi-ve years, ............................. Do-wney. Cat. . ......... One year .. ~ary R. ::\loore ........ . - ..................... Risbee Ethel ;\L Orme ................. . ..... Four years . .................. Phoenix ~ (~trs. E. \V. Le"·i!') Charlotte E. Perry ........ . . ................ Phoenix (Mrs. Homer Redden) \Villiam R. Price.. . ............................................... Phoenix Clydt> A. Ste"·art ......................... One year.. . ................... Tempe Ida Warren Swiggett .................... Two years ... . ................... . . ..... ..... Phoenix \\"alter H. \\'ilbur....... . ............ . . ................................... Tempe ~:~g:·:: ii_ 2· ~ CLASS OF 1899. Garnett Allison.. . ... Twu years ................................... Mesa Ressie Frances Archbald ............... Three years .. .Tempe _Eya L. Bowyer .............................. Three years .. . ..................... Phoenix Lutie .:\larion Carlyle ..................... Two years. .. ............. Westminsttr, Cal. ..---Nellie E. Clark .. 71.Vi.d. "ff.1:¥.1-.»..1artin ............................ T,vo years .. (Mrs. Hd. Haldern1an) ....... Phoenix Atlee Eleanor Merriam ................. Two yC'ars .. . ~ Mary Emma McKulty .................. Two years .. Helen r>.iarion Stewart .... ..... Two years ..................................... Buckeye ('1.lrs. Ellis \Vileox) ........ J'>iesa Elizabeth Sch·warz ..... . . ...... Two years .. . ..... Meea Serretta Anne Sirrine ................... Two years .... . . .. Phoenix Charles Albert Stauffer ... . . .. Mesa Ethel l\L \\'ii bur ......................................... . (l\1rs. \Vnl. Dorm.an) ........ Cline L. Grace \Vebb ............................... Two years .... . ..... CLASS OF 1902. . ...... Mesa Alice B. Appleby. . .............. One year .... . . ... ~1e11a Rachel Brady ................................ One year... . ..Phoenb: Jessie F. Creager.. . ....... One year .. . ..Prescott Florence C. Ford....... . ............. One year .. Mesa J. II. Gerard .................................. One year .... . . ..... Lehi Leona L. Gibson.. .. One year.... . .. Santa Rosa, Cal. Grace l\!I. Godwin ......................... One year ·......... Tempe Chas. A. Haigler ................ . \'ietoria F. Harmon.. .One year... . ........ Tempe Leona M. Uaulut ......................... One year.. .................. ... . ... Phoenix Clara \V. Johnson ........................ One year..... ..Phoenix D. D. Jones........ . ...... One year... . .. Lehi (lrren C. Jones.... . ...... One year .............................................. ~ NORMAL SCHOOL OF ARIZON.!.. TIMB DEVOTBD TO TBACHING Stella F. Ross.. . ....................... One year... ................ ~~~r:aj~~~~::::;~ :~ 0 ~:: 53 P. O. ADDRESS . ..... ::\Iesa ;::;·.-. ......................... Buml~~;~:; Edith F. Stewart .......................... One year. .. Harry R. Trusler ... . .. One year ... . .. Tempe .... '«m.pe a-_C4?.,,.,. CLASS OF 1903. Charles Alexander .. Raymond H. Ale::i:ander ... Elizabeth Cosner. Alice Curnow .. E. ~Iurray Curno" ............................ . Lelia Hicks .. .Temµt· . ... Temp..... Tempe . ..................... ·················.·.·.·.~.;::_~ . .... Globe r;:~:a~~~!~~lh,~ .·.~.·.·.··.·.·~···:·············.············~···································Santa Rosa. Cal. ;ao:i: Ida May Johnson.................. Emma Laura King.. :\Jamie Gertrude King.. Lynn :\I. Laney...... Ina Lucinda Listebarger.. Clarence :>.lark Paddock ............ ............. George Reed ..... Elmer F. Ruse .. Orrin L. Standage . ... Te1npe . .. Octa..-e Phoenix . ..... :\lesa . .. Tempe . ... Tempe . ..... San Diego, Cal. ... Tempe ...... :\Iesa