The

Tempe Normal
School of
Arizona
AT TEMPE

ANNUAL CATALOGUE

I

1904 :: loos

I

NINETEENTH
ANNUAL CATALOGUE
OF

The

Tempe Normal School
of Arizona
AT TEMPE, ARIZONA

For the

School Year

1903-1904

with

Announcements

for

1904·5

190-4
PRBSS OF THE H. H
Mc~EIT. Cc.
Pl!OBNIX, ARIZONA

CALENDAR FOR 1904-5.
1904

First Semester begins
Entrance Examinations and CJassification,
First Quarter ends Second Quarter begins
Thanksgiving Vacation,
Holiday Vacation begins

Septembers
September 5, 6
November 11
November 14
November 24, 25
Deccmber23

1905

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

January 1
January 27
January30
January ao; 31

February 22
April7
- April 10
May SO

June11-13

TRAINING SCHOOL.
School Year begins
September 12, 1904
School Year ends
May 22, 1905
Rcceases the •ame as Normal School.

BOARD OF EDUCATION.
HON. N. G. LAYTON, Sup't uf Public Instruction, Chairman,
ALFRED

J.

PETERS,

Secretary.

REV. FRA..NK L. DREW,

Phoenix
Tempe

Tempe

OFFICIAL BOARD OF VISITORS.

MRS.

Jos.

ALFRED

c.

G.

H. KIBBEY,

J.

CHA.NDLER,

Phoenix
Mesa

Tempe

JONES,

OFFICERS OF THE ALUMNI ASSOCIATION.
CHAS. A.

STAVFFER,

President,

0. J,, STANDAGE, Vice-President,
ALICE

CURNOW'

Secretary'

HLTZABETH COSNER,

Treasurer'

Phoenix
Mesa
Tempe
Flon·nce

TERRITORIAL BOARD OF EDUCATION.
HoN. A. 0. BRODIE, Governor of Arizona, Chairman,
HON. N. G. LAYTON, Sup't of Public Instruction, Secretary,

Phoenix
Phoenix

HoN. I. M.

Phoenix

CHRISTY,

Territorial Auditor,

KBHDRIC c. BAllCOCK, President of University of Arizona,
A. N. TAYLOR, Principal Northern Arizona Normal,
A.

J.

MATTHEWS,

Tucson
FlagstaH

Principal Tempe Normal School of Arizona,

Tempe

TERRITORIAL BOARD OF EXAMINERS.
HoN. N. G. LAYTON, Sup't of

~ublic

Instruction,

W. J. ANDHRSON., Instructor in Tempe Normal School,
GEORGE BLOVNT, Principal ~hoenix High School,

Phoenix

Phoenix

Phoenix

FACULTY 1904-5.
A_,

J.

MATTHE'\\''S, Principal,

GEOMETRY AND 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~KEHPING.

EVDORA MATHER, Principal of Training School,
METHODS.

GEORGE M. Fl<IZZELL,
ALGEBRA AND ARITHETHIC.

BENJ. H. SCUDDER, Ph. M.,
HISTORY AND CIVICS.

J. L. JOHNSTON,
VOCAL MUSIC.

CARA M. FINNIE, A. B.,
ENGLISH AND PHYSICAL Ct:LTURE,

JAMES F. HALL, A. M.,
LATJN AND \VORD ANALYSIS.

BESSIE R. HUTCHISON, A. ll.,
LITERATURE, ELOCU'rION AND PHYSICAL CULTURE.

l\1ARY E. l\1cNULTY,
ASSISTANT IN TRAINING SCHOOL.

WINIFRED PETERS,
LIBRARIA>I AND SECRETARY.

MRS. T. A. Jons,
MATRON OF GIRLS' DORMITORY,

GEO.

w.

WILSON,

SUPERINTENDENT OF DUILDINGS.
HARRY

WALKER,

SUPERINTENDENT OF GROUNDS.

Che Normal ScbOot of Hrizona, Ccmpe.
GENERAL INFORMATION.
LOCATION.
The Normal School of Arizona owes its existence to an Act of the
Territorial Legislature, approved March 10, 1885. It is located at
Tempe, a city of 1200 inhabitants, nine miles from Phoenix, the capital
Of the Territory. It has railroad connections witli the Southern Pacific
and the Santa Fe systems by the Maricopa and Phoenix and Salt River
Valley R.R., and the Phoenix and Eastern.
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 modem conveniences, well adapted to school purposes and pleasantly situated. Six church societies hold services in this
city.

Dl!SIGN.
The legislative enactm~nt 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 a11 the various
branches that pertain to a good common schoo] education;" a1s0,"in
the fundamental laws of the United States and ·in what regards the
rights and duties of citizens." An examination of the present course of
study will show that the legislative intent has been carefully observed.

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.
TRAINING SCHOOL.

The building :first used for school purposes was erected in 1886, is a
one-story brick structure, 7(,) f~t long and 60 feet wide, with a broad
veranda entirely surrounding it, and a ten.foot hall extending through
it from north to south. The building bas been remodeled aitd completely
furnished for a tra~ning school. It contains an assembly-room, teachers'
office and fivC class--rooms.

8

TEMPE NORMAL SCHOOL Oli' .l.RIZONA.

DORMITORIES.

Students living at a distance from Tempe will find it greatly to their
advantage to secure roo1n and hoard in one of the dormitories connected
with the school. There arc t\vo donnitories situated on the campus,
one for young \Vo men and one for young n1en.
The girls' dormitory is situated near the southwest corner of thccam-

µus, facing the street on the \vest, an<l conveniently near the school buildings. It is constructed of brick, two stories in height, and furnishesrooms
fOr seventy young"ladies. Each room is intenderl for the accommodation

of two students and is provided >vi th two wardrobe closets, and v.lith city
hydrant water, electric light and furnace heat. The furnishings of each
room include carpet, study table, chairs, dresser, t\VO single beds with
all necessary bedding, blnnkels and linen, so that the student is not
expected to furnish anything in this line. There are atnp\e, well lighted
hallways, two large parlors and a comfortable sitting room. On both
floors arc located toilet rooms and baths with hot and cold water, The
kitchen is thoroughly equipped and in charge of an experienced cook
and the table board is of excellent quality. A piano is at the disposal of
the dormitory students. The donnitory is under the supervision of an
experienced preceptress and is in all respects a ntodel home. The location
of the building is all that can be desired either from a sanitary or
anesthetic standpoint. Facing l:he west, it con1n1ands an unobstructed
view over green Gelds bordered with trees, to the !\1aricopa and Estrella
1nountains in the distance. The \Yater supply is frotn the Tempe City
\Vater \Vorks, and is pumped front deep wells, thus being free from any
possibility of contan1ination, and a chemical examination has shown it
to be of superior quality for all purposes.
Applications for roon1 and board should be sent to the principal as
soon as possible, since n1any of lhe rooms are already engaged, and
applications \vill be considered in the order in which received.
The rates for donnitory accomrnodations are as follows:
$15.00
Board and room, µer n1onth ............................................. .
.15.00
Board for students not living in dormitory, µer month ......... ,

BOYS' DORMITORY.

The boys' dorn1itory 1s situated on the campus east of the training
school, and is a two-story brick building of pleasing desiga. The
furnishings are sitnilar to those of the girls' dormitory and each room is
provided with hydrant water, electric light and furnace heat. This
dorntitory is under the direct supervision of the principal, who resides ir1
the building. Table board is provided in the general dining room
attached to the girls' dormitory and the rates are the san1e as quoted
above. No extra charge is made in either dormitory for light or heat.

TB:il:PE NOkKAL SCHOOL OF A.B:IZOIU..

THE CAMPUS.
The Normal grounds, which cover an area of twenty acres, have
been beautifully laid out by an experienced landscape gardener. A fine
system of gravetled drives and walks, bordered with grassy l<twns and·
line~ with shade trees, shrubbery and flowering plants, gives the grounds
the appearance of a well kept park. The plants have been selected with
a double purpose in view, that of beautifying the premises and at the
same time furnishing illustrative material for the work in botany.
Many species of palms, cypresses e.nd other plants foreign to this region
have been planted, and a lract has been reServed for the typical plants
of the desert, including the cacti, of which a large number has been
obtained. The campus includes a parade ground for military drill, a
basket-ba11 ground and tennis courts, and an athletic field including
football ground and running track.

DEPARTMENTS.
The school is organized in three divisions - the Normal, the SubNormal and the Training. The Sub-Normal course consists of nne year,
and only those are admitted to it who have done an amount of work
equivalent to that taken in the first eight grades of the public schools.
The Normal 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.

ADMISSION.
1.

THE SUB-NORMAL.

No one will be admitted to the Sub-Normal department who bas not
completed the first eight grades of the Territorial common school
course.
2. THH NORMAL.

Candidates for admission to the Normal department wi11 be required
to pass an examination upon all the subjects in the Sub-Normal course.
Certificates from an accredited school will be accepted in lieu of an
examination.
3. ADVANCED ST ANDING.

Candidates for advanced standing in the Normal department must
convince the faculty that their preparation for any particular subject
has been sufficiently thorough to enable them to pursue it profitably.
This preparation may be shown either by an examination, by clasS
records in the Normal, or by the certificate of accredited schools.

10

TEMPE NORMAL SCHOOL OF ARIZONA.

4. TIME OF ADMISSION.

Students will find it greatly to their advantage to enter the Normal
at the beginning of each semester; but they will he admitted at any
time, subject to the above restdction.

GRADUATION.
1. In order to receive a diploma from this institution a student
must have attained the age of 18 years.
2. No student shall be admitted to senior standing ""·ho has more
than 5 hours' \\'Ork per week for the year, in addition to the regular
senior course or its equivalent.
3. Candidates for graduation must have co111pleted at least one full
year's work in this school, and in addition to satisfactory standing in
scholarship must have given satisfactory evidence of a good tnoral
character and the executive ability necessary to the proper management
of a school.
4. Students from other institutions ::ipplying for senior standing
must satisfy the faculty of their qualifications by exarnination or hy
certificate, and they may be required to pursue in this school, one or
n1ore subjects below the senior year at the discretion of the faculty.
5. The diplotna entitles the holder to teach a primary or gramrnar
school in any county in the 'rcrritory during life.

TUITION AND REGISTRATION FEE.
The rates of tuition are as follows:
1. Those nominated by members of the Legislature are entitled to
free tuition in the Sub-Normal department and in the Normal department, provideJ. they pursue the regular course.
2. Pupils who have completed the \York of the 6th and 7th grades
in tHe Norn1al Trainiug department "vill be entitled to free tuition iu the
Sub-Nonual <lepartn1ent.
3. Tuition is also free to students in the Norrnal course who will
sign a dcdaration of intention to teach in the public schools of Arizona
after having completed the prescribed course of studv in the Korn1al
school. This obligation \Vill have been considered to ha~,~· been discharged
when the length of tin1e taught after gra<luation shall equal the number
of months spent in the Kortnal.
4. All students not classified as above are charged a tuition fee of
t\venty dollars, payable quarterly in advance. This includes the
registration fee.
5. All students entitled to free tuition, as above, are charged an
annual registration fee of five dollars, payable upon entrance.

APPOINTMENTS.
The right to non1inate a pupil hienually is secured to each 1nember of
the House and Council of the Legislative Asse1nblyof Arizona, preference
to be given for the space of sixty days next after the qualification of

11

TBJIPB NOllKAL SCHOOL 01' A.JUZOJll..

said member to pupils of the county from which said member is elected,
after which time (no pupil accepting) be may nominate a pupil from any
other county of this Territory. No tuition is charged regular students
receiving the nomination, but each one pays an annual ~stration fee
~a~
It is greatly desired that the members of the Legislature, respectively,
appoint students to the Normal School, as authorized by law; and the
County Superintendents and all others interested in supplying the schools
of this Territory with well educated and properly trained teachers should
recommend to this school persons who desire to become teachers and
who give promise of usefulness in that profession.

.

EXPENSES.
Board, room, light, heat, etc., can be procured in the dormitories at
$15 per month, and in private homes at from $20 to $25 per month.
The cost of bo,oks and stationery ranges from $10 to $15 per year.
Examination paper, pens, ink and pencils are furnished to the students
free of cost.

EXAMINATIONS.AND REPORTS.
Students shall attend all required examinations of the year. A
standing of seventy-five per cent constitutes a passing grade, but this
grade shall be based upon class standing and examinations.
On the same basis, seventy per cent constitutes a conditional grade,
and the student may be required to review the subject. li. grade below
seventy per cent is a failure, and the subject must be taken over agaiil by
the student.
The examinations shall be in writing, or partly written and partly
oral, and shall be conducted by the instructor in charge. The e:xaminatio~s are held at irregular intervals, without notice to the students, and
occupy only the recitation period.
Reports will be made at the end of each quarter to the parents"and
students, showing the standing in the subject studied during the quarter.
An n verage of the standing for two quarters shall constitute the standing
of the semester, and becomes a part of the student's record on the books
of the institution.

GOVERNMENT.
The government of the schooljnvolves three elements:
1. It is wrong not to do right.
2. The culture of a high sense of personal honor.
3. The highest style of government is self-government.
Students who will not govern themselves cannot hope, as teachers
to govern others. Bach pupil is put upon his honor.

12

TEMPE NORMAL SCHOOL OF ARIZONA.

The endeavor of the faculty is to enforce strict discipline in all
departments of the school, the aim being to secure this by an appeal to
the honor of the student; but in case of failure to secure the desired end
in this way, the faculty will not hesitate to enforce prompt obedience to
all rules and ;egulations. Those \Vho do not conform cheerfully to all
requirements will be µermitted to \Vithdrav.• or he dismissed fron1 the
school.

REGULATIONS.
Absen..:e fro1n any required exercise must be accounted for before a
student can be permitted to enler a succeeding recitation.
Students will not be permitted to take \York outside of their regular
classes, or any study outside of its regular order, ¥:ithout the pennission of the principal.
Students v.•ill not be excused frorn militar_y drill or physical culture
withont a certificate frorn a physician stating that such exercise would
be injurious to the health of the stnJent.
The young men of the Normal are expected to provide the1nselves
with the cadet uniform as soon as possible after entering the institution. The expense of the uniforn1 is from $13 to $15.
Students will not be classified seniors \vho ha\'e to 1nake up 111ore
than five hours' work per week for the year in grades belo\v the senior
class, and in some cases, to be decided by the faculty, a student may be
required to con1plete all of the -..vork belo\Y the senior year before
classit)'ing as a senior.

THE LIBRARY.
The school oilers to stndeuts the advantages of a conveniently
arrangeri anJ -..vell-lighled library Dnd reading-room on the first floor of
the n1ain building. The library already contains about 3000 carefully
selected '.-'olumes, covering the (ields of history. sdence, t'cl ucation, general
literature anLl standard n1uclern fiction. An order of about 1000 additional vol111nes is HO\\:" being filled and •vill Ue placed upon the shelves
before the oµening of the 11ext sch()ol year. There is a generous suµply
of encydopedias and other g('ncrnl ref<'n'nce works. The professional
and historical departtnents :l.re espccirtlly \VCll equipped. 1naking it possible to conduct v;rork on thos(' lines on the se1nin:1r.\' plan. The readingroom is fitted \Vith serviecnblc tables, anrl. is accessible during certain
hours to all stud('TJts The tables :ire \Veil supplied \vith the leading
periodicalR-literary, educational aud scieutifie-and a card catalogue
gre.:1tly enhances the ya\ue of the library.

LECTURES.
In addition to lectures given by the facult.v, a series of cntertainn1ents of high order, rnostly \ectutTS, is arranged each year. They have
been a source of great profit anrl pleasure to the student.

TElfPK NORMAL SCHOOL OP ARIZONA.

13

Several good lectures will be provided for the ensuing .Year.
The frequent appearance of prominent people upon the rostrum at
the opening exercises, most of whom favor the students with short,
eloquent 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, Olympian and Philomathean. Every
student of the institution is a member of one of them.
The regular meetings of the societies are held Friday afternoon from
3:30 to 4:30, and programs a~e prepared for public entertainment:
from time to time during the year.
The regular meetings are conducted according to parliamentary
usages, and are design~d to acquaint their members with the customs
and practices of deliberative bodies, to give an impetus to literary investigation and to develop a talent for literary work, public speaking, and
extemporaneous speaking. The n1embers 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.
Jn addition to these regular societies, the young men of the institution have organized a society for the special purpose of practice in
debate. This society is known as the Athenian Debating Club, and
meets in the Normal building each Thursday evening.

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 working collection of marine forms has reCently
been obtained from the biological station at Wood's Holl, Massachusetts. There is a rapirlly growing herbarium of native plants for comparison and illustration. Additions to the collections have been received
during the.past year from the following: Wm. R. Price, J. M. Culver,
Alma M. Davis, Phoenix; John ~I. Lindsey, Santa Barbara, Cal.; Dane
Coolidge, San Francisco, Cal.; Dr. Chas. H. Jones, Dr. W. G. DeVore,
Miss Della Penn, Robert Finch, Jas. Goodwin, Walter Johnston, Tempe.

LABORATORIES.
The physical and chemical laboratory is equipped with suitable
tables with water supply and waste pipes, and lockers for individual
apparatus. The outfit of chemicals, glassvi;·are and apparatus is ample
for a large class, each student being provided with the necessary\
apparatus for the series of experiments. The stock of physical apparatus, beside that necessary for lecture experiments and class demonstration, includes a sufficient number of duplicate sets to enable an entire
division to work simultaneously at: the same exercise, by this means
effecting a great saving of time in the laboratory practice.

14

TEMPE NORMAL SCHOOL OF ARIZOXA.

The biological laboratory is furnished with tables to accommodate
a large class, and is supplied with dissecting n1icroscopcs, glassware,
dissecting instruments, etc.
The stock of co1npound 1nicroscopes is
yearly being increased, and there is an equipment of apparatus for the
preparation of histological material.

PRIZES.
An arrangctncnt has been made wherebvthe Normal School annually
meets the University of Arizona in joint d~bate, each iusiit uti:on bein~
represented by three students. A_ gold medal, to be H\Yarded annually
to the student presenting the best argument, has be\"n given by Dr.
Moeur, and this tncdal also becotncs tlt<:' property of the ...vinncr.
Other prizes '\Viii be given <luri.ng each year to encourage oratoric;::il
work in the literary societies and to foster interest in inter-society
debates.
The Athenian Debating Club offers three gold mcr:l::ils annually as
prizes for excellence in essay, declamation, and orrition. The n1edals
will be competed for by the metnbers of the regular literary societies
during commencement \veek.

THE ALUMNI.
This association nov.· numbers 202 members. Jt holrls t\vo regular
1neetings each ycat: and an annual banquet the day aftcrcon1mencement.
It "is confidently believed that all graduates of thi,; school will
manifest a lively interest in its welfare. Their inf1ne11C'c on the schools of
the Territory is alt·carly plainly seen, and \Vill doubtless increase. Tlw
faculty desires to be informed of the success of the grarluates, and also
to render then1 professional assistance as far as possi.l1lc_
It is the desire of the principal to kno\Y the pennancnt .:nl<lress of
each one '\vho has been graduated fron1 the ~orrnal school. Any cha11gc
in residence or occupation, if maile kno\v11, '\vi\1 be properly recorded. A
tpistake of any kind v;rill be cheerfully corrected as soon as attention i:;
called to it.

TEACHERS' BUREAU.
The faculty do not \vish to he understood as agreeing to furnish
employn1ent for their students upon graduation, hut {eel \Yarranted in
saying that they have many opportunities of recornmenrling teachers to
good posit-ions, and they are pleased to do so, thereby rendering a
service mutually helpflll to their students anrl to school officers.
The principal of this· school, wben requested, will take pleasure in
furnishing to school officers accurate inf.onnation in regard to the fitness
of students and alumni of this school lo te::i.ch; also, \\'hen desired, v.:ill
put them in comn111Tlicatio11 v.rith teachers seeking- t'mployment. In order
to be able intelligeotly to t'ecommencl a te::icher to a position, it is necessary that the principal be in pos~ession of a fnll, detailed statement of
the requirements of that position and of its surroundings.

TJUD'B NORlU.L SCHOOL OP AJHZONA.

15

CORRJ!SPONDl!NCI!.
All correspondence in regard to the management of the school,
expense of Jiving, conditions of admission, etc., and a11 applications for
catalogues and announcements, should be addressed to the principal of
the Norma] School of Arizona, Tempe, Arizona.
Those who have decided to attend the Normal should write to us
stating when they will arrive, so that we may meet them at the train.
If you do not know upon what train you wiU arrive, and there is no one
to meet you, come to the Normal building.

VISITORS.
Visitors are made welcome at all times. Teachers and educators are
especially invited.
We are a1so pleased to see patrons of the school, and are glad to
have visitors at our morning exercises, which commence at 9 o'clock.
The school belongs to the Territory. Show your interest in it by
paying it an occasional visit.

RATl!S ON RAILROADS.
Half rates are a11owed 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.

COURSES OF STUDY.

ENGLISH COURSES.
Sub-Normal.
\Yk. Rec.

FIRST f>RMHSTRR.

Arithmetic ................. .
20
U.S. History and Civics .. 20
Gramntar and Composition.......
. .................. . 20
Reading and Elocution .. . 20
Spelling and VVord Analysis .....
20

5
5

,,
.:.:>

3

SECOND SEMESTl.!F.

Arith111etic.
Geography
Gra111111ar nn<l Con1position ....... -. ......... .
Heading ::in<l Elocution ..
Spelling anrl \\'orrl Analysis ..

\Vk. Rec.

20

20
20
20
20

5
5

,,
:;
3

First Year.
FT fl ST

"''k. Rec.

SEM!':STER.

Algebra.
Grammar a.nd Con1positi on ..
Elocution
........ ... ·····
\Vord Analysis
:Zoology ..... ........ .......

5

20
20
20
20

5

3
2
5

Algebra
Gramrnar
Compositi on
Elocution
..... ············
\Vorel Aualysis .....
Physiography

20

2

Music ...

(Field aad Laboratory 5.)

Vocal Music ...

SECONIJ SF.MESTER.

20

"""

\Vk. Rec.

20

5

20
20
20
20

5
3
2
5

20

2

( Pield and Laboratory fi.)

·······················

Second Year.
~'k.

Fnn;T SRMESTHR.

Algebra .............
Ancient History .... ...... . .. .
Rhetoric and Composition
Physiology ............

.

20
20
20
20

Rec.

5
5
5

5

(Laboratory 3.)

Drawing: ..................
Music ......... ··················

20
20

2

2

8HC'Or-;D SHMH8TER.

Wk. Rec.

Geometry ....................... .. 20
.:\fedireval and lvlodern

5

20

5

Rhetoric and Cotnposition 20
Rolau_v .............. ., .......... .. 20

5
5

Ilistory ......................•..•

I Field and T,ahoratory 5.)

Drawing .......................... . 20
Music ............................... . 20

2
2

17

TBJlPR NORMAL SCHOOL OF ARIZONA.

Junior Yeu.
Plan SEMBft'JlR.

Wk. Rec.

Geometry ..... ~ .................... 20
Science of Government ..... 20

5
2

(Seminary.)

Grammatical Analysis ...... 20
Psychology ....................... 20
Physics .............................. 20

4
5
5

(Laboratory 5.)

Drawing............................ 20
Music ..............................•. 20

2
2

SBCOlilD SEKBSTER.

Theme Writing..................
un;ted States mstory .......
Pedagogy ..........................
Chemistry...... ....•.............

Wk. Rl!'c.

20
20
20
20

5
5
5
5

Drawing ............................ 20
Music ................................ 20
Observation in Training
School ............................ 10

2
2

(Laboratory 5.)

1

Senior Year.
FIRST SBUBSTB'R.

Practice Teaching.............
Psychology and Logic .•.••.
English and American
Literature ....................•.
Book-keeping and Commereial Law ...................
Methods : ..........................

Wk. Rec.

18
20

5
5

20

5

20
20

5
5

Reading,
)
Orthography,
Grammar,
History,
Geography.

f

SBCOND SBKBSTER.

Practice Teaching.............
History of Education and
Ethics .............................
English and American
Literature ......................
School Law and School
Economy ........................
Drawing............................
Methods: .. : .......................
Mathematics,

l

{

Wk. Rec.

18

5

20

1

20

5

10
20
20
}

2
1
5

Nature Lessons,

Drawing and Penmanship.

Forty weeks constitute a school year.

LATIN COURSE.
First Year.
Same as English, except Latin for Word Analysis, 2d semester.
Secoad Year.
PlRST SBMESTER.

Wk. Rec.

Algebra............................. 20
General History................ 20
Rhetoric and Composition 20
Latin ................................. 20
Drawing•.....•.•................... 20

Music ................................ 20

5
5
5
5
-2
2

SBCOND SEMESTER.

Wk. Rec.

Geometry ............... ........... 20
General History................ 20
Botany .............................. 20

5
5

5

(Laboratory and Field 5.)

Latin ................................. 20
Drawing......................... . 20
Music ...
20

5
2

2

18

TEMPE NORMAL SCHOOL OF ARIZONA.

Junior Year.
J;l'IRST SRMESTER.

\Vk. Rec_

Geometry ........ , . ... . . ... ... . . .. . 20
Science of Government ...... 20

5
2

(Seminary.)

Latin ................................ 20
Psychology....................... 20
Physics .............................. 20

5
5
5

(Laboratory 5.)

Drawing ............................ 20
Music ................................ 20

2
2

SECOND SHMRSTER.

Geometry . ... ... . .......... .. ... .. .
United States History .......
Latin ..................... , ...........
Pedagogy ..........................
Drawing ............................
Music ................................
Observation in Training
School ............................

Wk. Rec.

20
20
20
20
20
20

5
5
5
2
2

10

1

fi

Senior Year.
\Vk. Rec.

FIRST SEM:ESTER.

Practice Teaching ........... .
English and American
Literature and Masterpieces ............................. .
Methods: ......................... .
Read;ng,
Orthography,
Grammar, .
{ History,
Geography.
J
Advanced Psychology and
Logic ................ ..
Latin ......................... ..

18

5

20
20

5
5

1
20
20

5
iJ

SECOND SEMESTER.

Jlractice Teaching .............
English and American
Literature and Masterpieces ..............................
School La\v and School
Economy ........................
Methods: ..........................

'\\'k. Rec.

18

5

20

5

10
20

5

{Mathema6cs,
}
Nature Lessons,
DraYving and Pe11111anship.
Latin ...... .......................... 20
Dra"\ving ............................ 20

3

5

Hnal)!&ie of Course of Study.
INTRODUCTION.
The fact that the primary aim of a ~ormal school is the training of
trachcrs is made prominent throughout the Course. In each departnient
the teacher not only presents the lessons to bis ·class but discusses With
the pupils the method of presentation and requires them to note his
plans of work in all the.parts of the subject. Thus the teaching idea is
pre-eminent in the minds of ail Normal students from the beginning of
the course, and they are able to mode] their own work as teachers upon
what th£Y have seen as well as upon that which they· study in tat.

books on theory.

DEPARTMENT OF ENGLISH.
AIM..
The general aim in t1!-e instruction .in English is to secure accura~y
and facility in the expression of thought. It is of fundamental imPortance that those who are to teach others the correct use of English
should themselves have .S:cquired sufficient skiU to enable them to set the
e:cample. And this skill applies not only to spoken language but to
written discourse as well.· To be able to speak correctly one must be
1ogica1 in his thoughts, ski11fu1 in his selection of words, correct in his
pronunciation, grammatical in the construction of his sentences, and
should possess a well-trained voice. To be able to write correctly one
must haTe in addition a thorough knowledge of the forms of words, of
their derivation, of their idiomatic use. and of those niceties of expression which add force and beauty to his composition. It is recognized
'f:hat even a reasonable degree of perfection in all these re!tpects cannot
be attainCd except by constant drill, extending not over a single year
but over a series of years; and while each particular division of this
subject.may emphasize some one phase of the work, yet the general aim
is not lost sight of in the methods employed at any point in the course.

READING.
The couru in elementary reading is carried through the Sub-Norma

year. The aim of the course is to enable the students to read distinctly
arid intelligently. Pronunciatio~ is made a subject of special attention·

20

TEMPE NORMAL SCHOOL OF ARIZONA.

and the principles of correct expression and phrasing are taught. During the second semester some time is given to memorizing and reciting
simple selections.
The selections read are of a varied nature, so that the student will
become familiar \Vith the di!lerent methods of bringing out the meanings expressed in the work of the best writers. The selections, if found
to be beyond the students' comprehension, are explained by the instructor in charge.
During 1903-4 the class read:

"The Lady of the Lake."
"Rip Van \Vinkle."
"The Vision of Sir Launfal."
Selections from "The Alhambra."
Selections from Longfellow and Whittier.

ELOCUTION.
The aim of the course in elocution, or advanced reading, is to enable the students to express themselves intelligently. sympathetically,
and, above all, naturally. There is no attempt at so-called dramatic
elocution. Correct methods of emphasizing and phrasing are considered. An attempt is made to make the students appreciate the literary
value of the ""orks studied ~ind to express the thoughts of the writer in
the best manner possible. Form and content alike receive attention,
giving the course value not only as a means of language study, but
serving also as an introduction to the study of literature.
The .vork in en1phasis, expression, and phrasing, is based on the
course outlined in Dell's Principles of Elocution.
Vl or ks used for class study:
Sbakespere-"Julius C~sar" anrl "Merchant of Venice."
Matthew Arnold-"Sohrah an<l Rustunl."
Scott-"Marmion."

SPELLING AND WORD ANALYSIS.
The ~·ork in spelling an<l \'\'Ord anHlysis is considered an important
part of the course. It no\v requires three hours a \Veek during the SubNorn1al and the entire first ycnr of the regular Normal course. Though
the exercises and lessons vary fron1 ti1ne to time as the v-:isdon1 and
ingenuity of the teacher and the needs of the student may dictate, yet
two ideas predominate. One is to learn to spell correctly on paper the
more common E11glisb \Vords. The other is to learn the derivation of
words and then use them in such phrases and sc11tences as are most
vitally related to the student's experience. ).:!ere dictionary definitions
;:ire not accepted for the reason that students at this stage of advancement seldom understand those abstraction!'. ~lany of the words arc
obtained from the text-books in the different branches of study that arc;:

TBllPB MO!UtAL SCHOOL OF AIIZOK.l..

21

pursued simu1taneoosly with this work. The teachers in the different
departments also hand the teacher of spelling those words that are
most frequently misspeUed in the written work.

GRAMMAR.
The purpose of the work in grammar is to give the student a knowledge of the fundament81 principles that make up the science of language,
and to develop and cultivate in him the ability to apply those principles
to the expression of original thought.
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 1anguage, 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 increase the student's vocabulary.
TEXT-BOOK. ,

Maxwell's Advanced Lessons in English.
REFERENCES.

Whitney's Essentials of English Grammar.
Milne-An English Grammar.
Hoenshel's Advanced Grammar.
California State Series Grammar.

COMPOSITION.
The importance 01 English composition 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 bis
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 indudes both oral and written recitations. The ora1
work consist!'! 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 form of lettcrWriting and a special study of the paragraph and its development into
the theine. To cultivate observation, ease of expression and regaJar
habits of wOrk, many t.hemes are given, advancing by easy steps from

22

TEMPE NORM.l.L SCHOOL OF ARIZONA.

simple narration anrl description to exposition and the construction of
argument.
TEXT-BOOKS,

Scott and Denney-Composition-Rhetoric.
:\1axvvcll and Sn1ith's \Vriting in English.
Gayley's Classic Myths.
REFERENCES,

J. H. Gardiner-Forms of Prose Literature.
Gardiner, JiC_i.ttredge, and Arnold-Elements of English Composition.
Harriet L. ](eeler and Emma C. Davis-Studies in English Composition.

RHETORIC.
Rhetoric is the art of effective communication by means of language.
The student is led to understand the principles that underlie connected
discourse. Einphasis is placed upon both the constructive and the
critical study of expression. There is much composition work; drill, at
first, is in the choice of \Vords and the structure of sentences and paragraphs, and then upon the then1e as a \Vhole. The principles underlying
the forms of prose literature and of verse are studied. Application of
these principles is n1ade by reading and criticising a nu1nber of tbe
masterpieces of prose and poetry.
TEXT-BOOK.

Waddy-Elen1ents of Con1position and Rhetoric.
REFERENCES.

Genung-Practical Rhetoric.
Carpenter-Eletnents of Rl1etoric.
Lockwood-Lessons in English.

GRAMMATICAL ANALYSIS.
Tb is course is given in the first semester of the Junior year, and
serves as a reviev.· of the '\VOrk in grain mar and rhetoric, and also as an
introduction to the literature '\VOrk of the Senior year. It is intended
that the course shall be a thOrough test of the student's knowledge of
English grammnr, and also teach hitn to apply .the principles of grammar to the various forms of English composition.

THEME WRITING.
In the second semester of the Junior year a course is given in English
composition, along the lines of exposition, description, and argumentation. Models are selected and studied, and short themes are written to
develop these three forms of composition. The construction of outlines
receives attention, and tbe students are trained to express themselves
sin1ply, and with directness and clearness.

TEMPE

NO~

SCHOOL OP ARIZONA.

28

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 number of English and American poems and prose pieces are
studied with reference to form, grammatical and rhetorical construction,
but the artistic significance of these works is considered of c~ef im·
parlance.
. TEXT-BOOKS.

Brooke, English Literature; Matthews, 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 Western universities and will 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."
REFERENCBS.

The following is a partial list of reference works used:
Dowden-"Introduction to Shakespeare."
Lang-''Tennyson."
Stedman-44 Victorian Poets."
Ste'1,man-"Poets of America."
Corson-" Aims of Literary Study."
Wendell-"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 bas fanned, and always must form, an e~­
tial elemetit in every course of study. It will hardly be disputed that
those qnalities of mind which contribute to success in any occupation
are the alertness which enables one to take advantage of opportunities
as they present themselves, the accuracy which prevents falling into
error, and that consecutiveness of thought which enables us to see

24

TEMPE NORMAL SCHOOL OF ARIZONA.

clearly from the beginning the end to be obtained, as well as the individual steps which render its attainment possible. But these qualities of
mind are just the ones v.•hich mathematical processes, developed according to psychological lav-.'S, are best ca Ju lated to produce. It is our aim
to so present each lesson in mathe1nat-ics as to develop accuracy, rapidity and the pov.·er of logical analysis. \Vhile it is intended that the
students shall be made familiar with all those topics in arithmetic,
algebra and geometry usually tnught in schools of this rank, nevertheless no more topics Virill be undertaken than can be thoroughly mastered.
In all 760 recitations are devoted to this subject, 200 of which are iu
the Sub-Norm::il.

ARITHMETIC.
The kuo-.vledgc to be gained from the study of arithmetic has been
classified in lo knowledge for use, for disdpline, and as a foundation for
future \Vork. In the Sub·Norn1al year the aim is to ground the pupils
thoroughly in principles of arithmetic as laid do'\\:·n in a good text-book;
'fhe fundamental facts are revie\ved anrl impressed upon the memory.
clearness of stntemcnt, neatness and orderly arrangement in written
work are insisted upon, and logical den1onstrations are always required.
Fractions, percentage, n1easurements (both common and metric system),
interest, and discount, will be e111phasized during this year. Supplementary ...vork will be sought for in the various text-books and in original
examples by the class.
The subject is revie\ved during the Senior year from the standpoint
of the teacher. Special attention is given to underlying principles, the
methods of presentnlion of the subject, and the application of the
kno'Vi.·ledge to the practical affairs of life.
TEXT·BOOK.

White's Advanced.
REFERENCES.

Robinson's Higher, Ray's Higher, \Ventv-.rorth's liigher,
Standard, Davies' 1Jniversity, and \Valsh.

Milne's

ALGEBRA.
Follo\ving a plan similar to th:'lt taken in [lrith1netic, algebra is
begun in the first year; the elen1entary processes are learned, and the
equation is carefuliy stuthed to the end that it n1ay become an instru·
n1ent in the solution of examples in arithrnetic. The distinction between
an arithn1etical and algebraical solution is pointed out, and a foundation is thus laid for a tnorc extended study of both algebra and arithn1etic. The algebra in the ~econd year is mainly valuable for the ability
which it develops to follo\v a connected chain of reasoning, and this
purpose is there made pron1inent.
TEXT-BOOK.

Went•vorth's Complete.

'rK:lfPB NORMAL SCHOOL OF ARIZoNA...

25

REPBRENCBS.

Wells' Esseiitials, Milne's Higher School, Jocalyn'sAcademic, Taylor's
Elements, Fisher anri Schwatt, Bowser's College.

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 co1nparison 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.
TEXT-BOOK.

Wentworth's New Plane and Solid.
REFERENCES.

Phillips and Fisher, Milne, Wells, Bowser, Shultze and Sevenoak,
Hobbs.

DEPARTMENT OF SCIENCE.
The aim of the work in this department-is not so much the eoUection
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 Jogiea1 expression.
The student is required to obtain a working knowledge of the fundamental principles of the sciences, and is led to recognize their practical
application. The laboratory courses offered, both in the physical and
biological sciences, afford abundant opportunity for acquiring facility in
the manipulation of apparatus and in the handling of material. The
instruction is chiefly acac:!emic, its application to nature work in the
elementary schools bein'g preserved for the practice department, where
each su~ject receives special attention. However, in selecting the exercises and in conducting the recitations, the attention of the future
teacher is frequently directed. to the availability in bis chosen ca11ing of
the know1edge he is here acquir-ing. The laboratories for work in
physics, chemistry and biology are commodious, well lighted and suitably equipped with apparatus of the latest design, new pieces being
added from time to time as new discoveries in the scientific wor1d and
the progress of methods demand. There is a large and growing collection of material for illustration in biology and geology, which, during

26

TEMPE NORMAL SCHOOL OF ARIZONA.

the last year, has been increased by tnany specimens, contributed by
individuals. Such contributions are always acceptable, as by this
means it is often possible to obtain valuable and useful inaterial 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 love 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 vegetable anato111y and physiology are dealt
with in as thorough a nlanner 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 reslrict
his horizon to the limits of the vegetable cell, but is led to study the
relation of the plant to the conditions under >:vhich it lives, and to the
effects 1lf soil, climate and other factors of environment upon its form,
structure and habits.
The v.•ork begins in the spring, with a laboratory study of the conditions affecting the germination and gro\vth of the seed, follo\ved b_v
an investigation of the n1orphology, structure and functions of root,
stem, leaf and fio\ver. The subject of plaut relations, to "vhich the attentio~ has heretofore frequently been called, is no'<"\' treated n1ore 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 systematic bota11y. The entire course is illustrated by experiments
performed by the individual student in tbe laboratory and by ficlrl trips
at frequent intervrils. Each stuck·nt is required to keep a neat and systen1atic record of all his observations and investigations, and to illustrate the same b_v careful Ora\vings and sketches. The laboratory is
\Vell supplied \vi th dissecting 1nicroscopc-s and apparatus for the preparation and sludy of such material as is required in the cou1·se, and the
student is constantly referred to st:lndard works in the library.
The varied and interesting flora of the Salt River valley, and of the
surrounding mountains, is atnply sufficient to furnish abundant material and to arouse a desire for original research.
The Atlas syste111 of separate leaf note-books is used in the laboratory •vork, and notes are required to be v-.rritten at first hand in the
laboratory.
No laboratory manual is used, Lhe directions for the experimental
•vork being placed on the blackboard or printed on the 1nimeograph.
*The value of specimens of all kinds is greatly enhanced by attaching to
them a label lJearing the date of collection, locality, name of donor, remarks as
to scarcity, abuntlance, ut.ility, etc.

TBllPE Jtil:OR:ll&L SCHOOL OF ARI!ON.&..

27

The 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, Nolt, Schenck and Schimper-"Text-Book of Botany;"
Strasburger-"Handbook of Practical Botany;" Sachs-"Lectures on
the Physiology of Plants;" Ward-"Timber and Some of Its Diseases;"'
Warming-"Handbook of Systematic Botany;" Ganong-"The Teaching Botanist;" Apgar-"Trees of the Northern United States;" Bergen-"Fonndations of Botany;" Macbride-"North American Slime
Moulds;" Goodale-" Physiological Botany;" Gray-"School and Field
Book of Botany;" Gray-"Synoptical Flora of North America;" Strasburger and Hillhousc-"Practical Botany;" Bessey-"Advanced Botany;" Atkinson - "Elementary Botany;" MacMillan - "Minnesota
Plant Life;" Newell....:..." 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;" Darwin and Acton-Physiology of Plants,"

ZOOLOGY.
First Year; First Semesttt; Twenty Weeks..
This course consists of laboratory study of t:vpes of iohe more.
important groups, supplemented by discussions of fundamental principles. Here, as in the botany work, the powers of observation are
strengthened and habits of careful, s_ystematic thought are developed.
The student is required to do a large amount of study out of doors,
field trips by the class as a whole, or in groups, being an important feature. The student keeps a careful record of his laboratory work and of
the supplementary lectures, illustrating his notes by drawing. The life
relations of animals, as well 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.
Jordan and Kellogg's "Animal Life" is used as a text and reference
in the class work, and the system of laboratory note taking is uniform
with that 11sed in the work in botany. In addition, a number of well
selected reference works by standard authors are available in the library
and the student is directed in their use. Among these are the following:
Boyer-"Laboratory Manual in Elementary Biolo~y;" Kellogg"Elements Of Zoology;" Pal"ker-"Elementary Biology;" Sedgwick11St11dents' Text-Book of Zoology;" Packard-"Zoology;" Comstock"Man11al for the Study of Insects;" Jordan-"Manual of the Vertebrates of the Northern United States;" Ridgway-" Manual of North
American Birds;" Chapman-"Bird Studies with a Camera;" Beddard
-"Zoogeography;'" Mivart-"Types of Animal Life;"
\VaHace"lsland Life;" Wallace-"Malay Archipelago;" Dodge-''Blementary
Practical Biology;" Huxley and Martin-" Practical Biology;" Darwin
-"Fo~ation of Vegetable Mould;" Huiley-"Study of Zoology;''

28

TEMPE NORMAL SCiiooL OF ARIZONA.

Romanes-"Animal Intelligence;" Heilprin-"Distribution of Animals;''
Orton-"Comparative Zoology;" White-"Natural History of Selborne;'' Van Beneden-"Animal Parasites and Messmates;" Poulton"Colors of Animals;" Semper-" Animal Life."

PHYSIOLOGY.
Second Year; First Semester; Twenty Weeks.
The general idea of life processes v·:hich the student has acquired in
the course in Zoology are here worked out in detail in their application
to human physiology. The subject of anatotny is made subordinate to
a clear understanding of physiology and hygiene. The entire course is
illustrated by class experin1ents at.J.d by dissections performed upon
small animals. The cotnpound n1icroscope and ·the solar projection
microscope are used in demonstrating the minute detr1.ils of structure,
a good series of histological slides being available for this purpose.
An excellent human skeleton serves to illustrate the work in anatomy.
The class -..vork is based upon NI°acy and Norris' General Physiology, v-:hich is used as a text.. The follo\ving reference works are in the
library:
Colton-"Physiology, Experi1ncntal and Descriptive;" Foster"Text-~ook of Physiology;" \i\t'ildcr and Gage-" Anatomical Technol·
ogy;" Keen-" Gray's Anatomy," "American Text-Book of Physiology;"
Peabod_v-"Laboratory Exercises in Anato1ny and Physiology;" Hlaisdell-"Prfl.ctical Physiology;" Foster and Langley-"Practical Physiology."

PHYSIOGRAPHY.
First Year; Second Semester; Twenty Weeks.
This couri:.e presupposes a thorough kno-..vledge of elen1cntary geograµh_y in all its aspects. The scope of the ""'Ork includes a consideration
of the earth's place in the universe and a brief discussion of its form,
size, rnotio11, and of its n:lation to the other men1beri:. of the solar
systeni. The earth is considered as being surrounded hy two great
envelopes; the atmosphere and the ocean. The atrnosphere is first discussed, and in this conr.ection the students are required to make and
rttord dnily obser\·ations of the condition of the '~1eather, the height of
the baroineter, (reduced to sea level), the len1perature, de\v point and
relative hutnidity. Fron1 thcRe records curves are conRtructed showing
graphically the con<litions -..vhich prevail fron1 n1onth to ntonth during
the course. The ohRervations rnade hy the students are cotnpared with
the daily bulletins furnished by the govern111ent \Veather service, thus
itnpressing upon the mind an idea of the practical nature of the '\\'Ork.
The subject of storms is illustraterl by a carefully selected series of
-..veather maps placed in the hanrls of the student for study. Climatology is given a promiuent place in its bearing on the geographical
distribution of animals and plants. The study of the land is taken up

TEMPH KORMAL SCHOOL OF ARIZONA.

as a- half-term course in dynamical and structural geology,enougbtime
being devoted to historical geology to enable the stndents 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.
The school owns a good stereopticon, furnished with arc light,
which serves to illustrate this work by means of a well-selected series of
lantern slides.
The list of references is supplemented by the reports of the United
States Geological 3urvey, Interior Department Reports, Coast Survey
maps and charts, etc. Dryer's Physical Geography is the text used, and
the following are among the references in the library:
Proctor-"Other Worlds than Ours;" Todd-"New Astronomy;"
Young-" Lessons in Astronomy," "General Astronomy;" Newcomb and
Holden-"Astronomy;" Shaler-"First Book in Geology," ''Aspects·
of the Earth;" Tarr-"Elementary Geology," "Economic Geology of
the United States;" Brigham-"Te:xt-Book of Geology;" Dana-"Mannal of Geology;" Agassiz-"Geological Sketches;" TyndaU-"Forms of
Water," "Hours of Exercise in the Alps;" Geike-"Elementary Lessons
in Physical Geography;" Hinman-"Eclectic Physical Geography;"
Davis-"Physical Geography;" Wright-" Man and the Glacial Period;"
Guyot-"The Earth and Man;" Trotter-"Lessons in the New Geography," "The International Geography;" Darwin-"Coral Reefs;"
·Russe11-"Glaciers of North America," "Rivers of North America,"
"Lakes of North America;" Ward-"Elementary Meteorology;'' Waldo
-"Elementary Meteorology," "Physiography of the United States;"
Dodge-" A Reader in Physical Geography for Beginners;" Macfarlane''Commercial and Industrial Geography.''

CHEMISTRY.
Junior Year; Second s.m..t.. ; Twenty Weob.
The course in C'hemistry 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 hat;1dling of apparatus.
The course consists of laboratory work, supplemented by lectures and
recitations. The method of note-taking is similar to that used in the
course in physics. The laboratory is provided with work tables of
approved design, and the equipment, both apparatus and chemicals, is
exce11ent. Considerable simple quantitative work is done, the laboratory being provided for this purpose with a sufficient number of burettes, meastiring tubes and balances. Among the latter are two Becker
halan(.-es and one Staudinger No. 3.
"Williams' Elements of Chemistry" is used as a text and the
~tudent is referred to the library for' additional ri;?ading, the following
works being at his disposal :

30

TEMPE NORMAL SCHOOL OF ARIZONA,

Smith-"Richter's Inorganic Chemistry;" Ramsay-"Chemical Theory;" Dobbin and Walker-"Chen1ical Theory for Beginners;" Newell
-"Experimental Chemistry;" Roscoe and Schorkmmcr-''Treatise on
Chemistry," Volumes I and II; Re111sen-"Theorctical Chemistry,"
"Organic Chemistry;" Jones-"~Iodern Theory of Solution;" Ostwald
-"Foundations of An~lytical Chemistry.," "Outlines of General Chemistry;" Dana-"Minerals and How 1.o Study Them;" Erni-"Mineralogy;" .Meldola-"Chen1istry of Photography;'' \Vanklyn-"\Vater Analysis;" Sutton-" Volumetric Analysis;-' Thurpe-"lnorganic Chemical
Preparations;" Stnith and Hall-"The Teaching pf Chemistry and
Physics;" Hessler and Smith-"Essentials of Chemistry;" Ostwald"The Principles of Inorganic Cl1e111istry," "A Manual of Physical and
Chemical Measuretnents."

PHYSICS.
Junior Year; First Semester; Twenty Weeks.
The aim of the work in physics is t\vo-fold-first, to give the student
a knowledge of the theory of the constitution of tnatter and of the
physical laws governing its phenon1ena, antl secou<l, to acquaint him
with the use of experin1cntal n1ethods in scientific study and investigation. The laboratory mcthoct is used, the student being required to
perform a series of selcctcrl experin1ents, both qualitative and quantitative. The experitnents uscrl are largely chosen frotn the Harvard
preparatory course. An improved ntethod ol note-tn.king is used, the
notes being written np at first hand direclly frotn the experimental
work, upon separate sheets of paper, \vbich, after cxa111inalion by the
instructor, are bound into 11. {'Over for preservation and reference. The
student is taught to control the inevitable errors of 1neasurement and to
understand the \·alue of a n1can of a series of obscrvatio11s. He also
learns t.o plot. his results in graphic form hy rneans of curves. Loss of
time is prevented by provi<ling each indiYillual Eludent with a co111plete
set of the instruments an<l pieces of apparatus most freqnently used.
The field of vie\v is hroa<lcnc<l by constant rererence to standard V<'orks
by different authors in the library. The course is amplified by frequent
quizzes upon the laboratory \Vork, and b_v lectures upon the underlying
laws and pritlciples.
Carhart and Chute's "High School Physi('s" is used as a text.
Resides the \.VOrks of reference in the lihrary, n nu111ber or scientific periodicals are regularly taken, to all of -..vhich the stud('nts have accei>s.
The follov.'ing is a partial list of references accessible:
Henderson and \Voodhul1-"Elcn1enb; of Physics;" C~age-"Ele­
ments of Physics;" \Ventv.·orth and Ilill-"Tcxt¥Ilouk of Physics;"
Hastings and Beach-"General Physics;" Sle\.vart and Gee-"Ele1nentary Practical Physics;" Ilall .flnr'l Derg·en-"Tcxt-Book of Physics:''
Adams-"Laboratory Manna!;" Si.one-"pxperitnental Physics;" Kelvin-"Constitution of Matter;"
V\'oolcon1be-"Practical Work in
1

TEMPE :NORMAL sca:ooL OF ARIZONA.

31

Heat;" Tyndal1-14 Heat a Mode of Motion," "Sound;"· Me.yerusonnd;" Blaserna-"Sonnd and Music;"
Mayer and Bamard"Light;" Barnes-''Practical Acoustics;" Ames-"Theory of Physics;"
Everett--"The C. G. S. System of Units;" Thompson-"X-Rays;"
Thompson, S. P.-"Electricity and Magnetism;" Whiting-"Physical
Measurement;" Kichols, Sfiiith and Turton-"Mauual of Experimental
Physics;" Trautwine-"C;_yi} Engineer's Pocketbook;" Sanford-"Elements of Physics;" Ayers-" Laboratory Exercises in Elementary Physics;" Mach-'!The Science of Mechanics;" Thompson-"Recciit Progress in Dynamo Electric Machines;" Sheldon-"Dynamo Electric Machinery;" Ouidin-''Standard Polyphase Apparatus and Systems;"
Foster-''Electrical Engineer's Pocketbook;'' Atkioson-''Dynamic Electricity and Magnetism;" Bottone-"Radiograpby," "Wireless Telegraph}· and the Hertzian Waves;" Milikan-"Mechanics, Molecular Physics and Heat;'' Appleton's "School Physics;" Rowland and Ames''Elements of Physics."

DEPARTMENT OF HISTORY AND CIVICS.
As one of the avowed purposes for which the Normal School was
founded was to give instruction in the fundamental laws of the United
States, and in what regards the rights and duties of Citizens, it fo11ows
that the study of history, and of civics, its cognate subject, mu"t be
given an important Ptace in the course. Nor could the legislative intrnt
be properly carried out by confining the attention to the history and
government .of the United States. Our laws and our institutions are
not alone the creations of a people native to this continent, bot their
origin mnst be sought in the records of nations which :flourished and
passed away before this country was 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 world~
history, the courses in this department have been so arranged as to lead
np to a careful study of United States history in the Junior year.
Throughout the course, note-books are kept by the students, practice
is given in the making of ontlin.es and summaries, supplementary readings are assigned, and set papers are written from time to time allowing
for original investigation within limits suited to the student's capacity.

SUB-NORMAL UNITED STATES HISTORY AND CIVICS.
For students who come to us with insufficient knowledge to enter
the Normal proper, a course of sixty hours in United States history and
forty hours in civics is provided. The object of this course is to emphasize the broad outlines of United States history and accquaint the student with the important featnres of the machinery of our government.
This course is given in t~e first semester of Sub-Normal work, and three

J2

TEMPE NORM.\L SCHOOL OF ARIZONA.

periods of each week is given to United States history and two to civics.
The course als<1 has in view the preparation of the student for more
detailed \York in Unitcri States history in lhe Tunior year.
TEXT-BOOKS.

Fieke's History of the Lnitcd States; Elen1ents of Civil Govern1nent,
Peterman.

ANCIENT, MEDIAEVAL AND MODERN HJSTORY.
A course of t\VO hunrirerl hours. is given in Ancient, il.1editeval 11nd
Modern history. This work begins with the Sophomore year. The
student after one year of work in the Normal proper is prepared to do
very satisfactory ~·ork in general history.
The purpose is to have the student orient himself and see hcnv
nations have ariseu, flourished an<l declined. To note the circun1stances
of origin, and the potent forces in grov.rth, and the causes of decline,
Students in doing this have a better unrlerstanding of present conditions and are better prepared to place s.on1e esti111at~ on the tendency of
those conditions. Histot"y is not to he looker! upon as so n1any facts in
the race develop111e11t, hut these facts .<1.rc rather to be regarded as
expressions of the continuous strc::11n of life as it has sho\vn itself fro111
the ti1ne v..re first ktto\v the Ary<'ln in Europe :=inrl Asia down throug-h
his history in Greece, Ron1c, l\lecli<:eval Europe, Spain, Portugal, England, France, Germany and Italy.
The first semester is devoted to Ancient history, the second to !\Jedireval and l\.1odern history.
TEXT-BOOKS.

Essentials in Ancient History, A. :\1. \:Volfaon; Myers' Medireval and
Modern History,
REFERENCES,

Myers' General I-Iistory, Fisher's Outlines of Universal History,
Botsford's History of Greece, il.Ion1nsen's Students' IIistory of Rome,
Gardiner's Students' Ilistory of England, Signoho's Political History of
Europe, Hallam's ~fiddle Ages, Grote's Ilistory of Greece, Rav.rlinson's
Seven Great )..Jonan.:hies, Greene's Ilistory of England, Gibbon's Roman
Empire.

SCIENCE OF GOVERNMENT AND UNITED STATES
HISTORY.
Two periods per vveek for the first semest('r of the Junior year is
given to the sturly of our governn1ent in con1parison -..vith European
governtnents. SubjeC"ts like the origin, nature, working, corruption,
remedies for corruption, and 1nerits of the Gnited States gO\'Crnment,
are treatcrl. The ai1n is to see ho\v the 111achincry of govennnenl in
nation, state and city operate. !:'!ans for the impro\'ement of govern-.
ment are studied.

TBIO'E KOIUl.l.L SCHOOL OP AlllZONA.

33

I

The course in Unitdf States history given in the last semester of the
Junior year is to train the student in the seminary method of history
work as welt as to train for power and ~nowledge. Students in this
course do not rely on a 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 librar.J' study will be discussed in the
class. Set papers in this course are to be prepared on subjects like
"The Origin of the Constitution," "Foreign Relations of the United
States Since 1789," "Tariff," "!'iational Bank," "Internal Improvements,'' ''Political Parties,'' "Reconstruction,'' etc.
TEXT -BOOKS.

Wilson, The· State; Channing's Student's History of the United
States.
REFBRBNCES.

The Jibrary bas a large number of reference books: Scbooler'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 Hi•tory
Leaflets; Blaine's Twenty Years in Congress; Hildretb's United States
History; 'Bryce's American Commonwealth, and many others.

DEPARTMENT OF PROFESSIONAL
INSTRUCTION.
The distinguishing characteristic of the Norma] School lies in the fact
that, besides an academic course, it offe["S a course in the method of
instruction and p'ractice therein. The subjects that are classed under the
head of professional instruction are psychology, pedagogy, the history
of education, logic, ethics, methods of teaching, and the practice in the
training school.

PSYCHOLOGY.
The instruction in psychology has been classified as elementary and
advanced. The elementary course comes the first semester of the Junior
year. It precedes pedagogy and follows physiology, where specia1
attention has been given to the study of the nervous system.
The aim in the elementary course is to lead t~e student to observe
the workings of his own mind so that be may come to an intelligent
realization of the fundamental laws underlying mental activity.
TEXT-BOOKS.

Psychology and Psychic Culture, Halleck, American Book Co.
The work of the advanced course, which comes the first semester of
the Senior year, is a more comprehensive investigation and discussion of

34

TEMPE NORMAi, SCHOOL OF ARIZONA.

the whole subject, and is intended to give the student such a knowledge
of the states, powers and activity of the mind, their inter-relations and
the laws governing their growth as will enable birn to pursue a rational
course of procedure in his professional work.
TEXT-BOOK.

James' Briefer Course, Henry Holt & Co.
REFERENCES.

Psyl·hology, J arnes' Advanced Course; The Developn1cnt of the
Intellect, Preyer; ).Iental Development, BaJd,vin; Principles of Psychology, Spencer; Elc1nents of lntellcctual Science, Porter; Psychology,
John De\vcy.

PEDAGOGY.
The course in pedagogy comes the second se111estcr of the Junio1·
year. This course deals, in the first place, '\vi th the subjects to be taught,
and in the second place it sho\YS ho\v kno\vledge is acquired. This leads
to n1ethO'<ls of instruction. The practical illustratio11s are found in the
ohservation lessons of the training school and of the public school of
Tcn1pc, \.vhich \Ye have heen Yery kindly pennitted to visit.
TEXT-BOOKS.

Method in Education, Roark, A111erican Book Co., and Methods of
the Recitation, Mc1\1urry, The 1\1ac"Millan Co., Ne\v York.
REFERENCES.

Compayre's Lectures on Pedagogy, Payne; Locke on Education,
Quick; Education, Spencer; Education of Man, Froebel; Elements of
Pedagogy, \Vhite; Practical Hints lor Teachers, Hovdand; Pedagogics
of the Kindergarten, Froebel.

HISTCRY AND PHILOSOPHY OF EDUCATION.
ln a general sense the history of education is the story of the gro\vth
and development of the human race; but this course is t"estricted to a
brief sketch of the ancient systems of education, those of India, Egypt,
Persia, Greece, Rome and the Jews; the lives of Socrates, Plato, Aristotle, Cicero, Seneca, Quintillian anci Jesus; the schools of media-vt1l
anrl mo<lcrn times; fl study of tl1e lives of noted educational reformers,
as Cotnenius, Pestalozzi, Herbart and Froebel, and the principles advocate<l by then1; anci a cotnparison of the school syste1ns of Germany,
France, England and An1eriea.
TEXT-BOOK.

"l-Iistory of Education," Painter, Appleton,

TBllPB NORMAL SCHOOL OF. ARIZOllA.

35

REPBRBNCBS.

"English Education/' Sharpless; "Education in the United 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 oi
education. The purposes that_ underlie the system of education of a
country will give us a clue to the principles upon which 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. Toward
the close· the work becomes more practical. Some modern test is se·
lected for the work. The present year the class used Kidd's "Social
Evolution," published by the MacMillan Co.
RBPERE!:NCES.

"Principtes of Ethii.:s," Spencer; "Elements of Moral Science,"
Porter; "Principles of Sociology," Spencer; "Elements of Morals,"
Janet; "Duty," Seelye; "Criminal ~ociology," Ferri; ~'History of
European Morals," Lecky.

LOGIC.
The study of logic is based on psychology. The point of departure
is found in the chapter on thought. This course deals mainly with the
concept, the judgment, the syllogism, analysis and synthesis, and induction and deduction. From the historical side Socrates, Aristotle, and
Bacon receive special attention.
TEXT-BOOK.

"Lessons in Logic," Jevons, MacMi1lan Co.
REFERENCES.

"The Theory of Thought," Davis; "Logic," Hegel; "Logic, Deductive and Inductive," Bain.

METHODS OF TEACHING.
The work in methods of teaching is a continuation of the course in
pedagogy and occupies forty weeks, five periods per week, being about
~qually divided among the following: Principles of teaching mathematics; language, including history, reading, spelling, English, and geography; nature study and expression, including drawing, writing, etc.
The course will· be conducted by the training teacher with the cooperative assistance of the entire Normal faculty. Each special teacher
is expected to assist in the presentation of his subject to the class by giving model lessons illustrating the best methods of dealing with some

36

TEMPE NORMA..L SCHOOL OF ARIZONA.

portion of the subject under discussion, or by lectures which shall
amplify son1e difficult points dealt with by the author. 1'he topics presented by the special teachers are to be selected by them after consultation -..vith the tr:iining teacher as to the special need:> of the class and as
to the stage of discussion of the subject reached by the class.
The text-books used in this course are McMurry's "Special Methods
in Literature, History, Geography, Seience and Reading." The study of
these texts is preceded by a thorough discussion of the basic principles
of teaching.
In the study of speci;'ll nicthorl, after the subject matter and plans
of teaching a subject are discusscri, typical lessons are presented in the
presence of the class to one oft he training school classes by a student or
the critic teacher. These lessons are observed, criticized and discussed
by the class. In addition to these lessons, the pupil teachers -of the subject under discussion are cxpcctccl to present model lessons in their classroon1s to be obser\•ed by the class in 1nethods, criticisms of such lessons
bei.ng read in method class or hanrled to the critic teacher to be discussed
by her v.rith the teacher who presented the lesson.
An important part of the stndy of 1nethods of leaching is the preparation by each student of a thesis bearing directly upon this work.
These theses a1·e rend before the faculty and the seui.orand junior classes.
The reading of each paper is followed by a brief discussion in which all
are invited to take part.
Through the courtesy of the faculty of the pulJlic school the student
teachers are allowed lo visit the \Vork there, and thus the practical
application of the melhod \VOrk 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 government and general criticisms upon
the \Vork of the student teachers as a \vhole are discussed in this class
by the critic teacher at least once each \Veek.
REFERENCES.

"Education as a Science," Bain; "Philosophy of Education," Fate:
''Principles and Practice of Teaching,'' Johannot; ''Outlines of Pedagogics," Rein; ''Herb::irt and the HerLartians,'' DcGarn10; "Report of
the Cornmiltee of Fifteen;" "Psychology for Teachers," Lloyd MorgaJL;
"Talks on Psychology," James; '·Intere:;t," Ostermann; ··111fant Education," Curry; "1Janual of Psychology," Stout; "Three Studies in
Education,'' Sha'.v; ''The Central Nervous System," Halleck.

TRAINING SCHOOL.
\\'hat the laboratory is to the student of physics and chemistry, the
Training School is to the Senior in the Norn1al School. It is here th;:i,t
he may see the application of the t11eories and principles which he has

'tllilPB NOB:il.AL sCuooL OF .1.JUZONA..

37

studied in his previous course. This school occupies a bnilding 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 ex~ted to give one hour per day for thirty-six weeks
to this work.
At the beginning of each quarter, with the assignment of classes
the 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 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 minimnm.
While the Territorial course of study is follo\ved in the Training
School, yet the conditions governing the school are such as to admit of
much more work than that course requires, and the pupil teacher should
find here a school that closely approximates to the ideal, and the training given here should fit the student to give to his pupils only the best
when he becomes a member of the Territorial teaching force.
The Junior class is required to spend 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
1nodel less'ans given by the assistant teacher in the training school.
The school baS grown so rapidly that its present quarters are becoming too crowded and those interested in the school are looking
forward to the erection of a larger building which shall provide the
necessary extra room.
The grounds, which are.but an extension of the Normal campus, are
large and attra('tively laid out, and furnish ample room for recreative
sports and for school gardens, one of which is cared for by the girls and
the other by the boys who attend the school.
As the course now stands, a child can enter the Training School in
the·first grade and take the entire preparatory work there, passing from
the seventh grade directly into the Normal. Pupils thus admitted to the
Normal are not required to pay tuition.
The number of pupils is limited 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 which it is received. The same method will he
observed in filling any vacancies that may occur during the year. The
places of all pupils that are not present at the opening of the Training
School year will be filled by those-next upon the list.

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ftKPB llOJrKil SCHOOL OP .UUZOR..I..

39

LATIN.
Latin, an elective study, will begin with the second semester of the
First year. During the remainder of the course the full time of forty
weeks, with five recitations each week, will be devoted to this work.
While the course is based on the entrantt requirements of the University of Californi31 and of" Stanford University, especial attention is
given to the needs of those who intend to teach. Much attention is paid
to the force of prefixes and suffixes and the building of vocabulary from
root-words.
Latin prose based on prose authors read is required throughout the
course. In written work the mistakes are indicated and the exercises
rewritten until free from error. Frequent sight reading from the board
accompanies the regular reading of the text.
Four books of Cresar, seven orations of Cicero and six books of
Virgil are read during the couNe.
TEXT-BCXHtS.

Bennett's "Foundations of Latin;" Harper and Tolman's "Cresar;''
D'Coye's "Cicero;" Frieze's "Virgil;" Bennett'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 bis perceptive faculties, strengthen bis 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 degree of facility and to use drawing as an aid to the more
effective presentation of 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 based on these, to the study of the elements of
design, the making of the designs from conventionalized plant and
animal form, practice with brush and ink, blackboard and memory
drawing, and easy problems in construction.
In the Junior year two recitations per week are given. During the
first semester the work begun in the second year is continued in connection with the study of historic ornament, drawing from still life and
casts, perspective, study of values, brush and ink compositions, and
mechanical subjects.
The work of the second semester will include designing in colors,
using color schemes from plants and animals, work in charcoal, wash
drawing, pen and ink wo.-k., historical subjects, figure drawing, and
blackboard drill.

40

TEMPH NORMAL SCHOOL OF ARIZONJ..,

In the Senior year one recitation is given each week during the
second setnester. The ~·ork in this class wi.11 embrace the following sub.
jects; history of art, µicture study,charcoal practice, pen and ink work,
dra ..ving fro1n pose, story illustration, out-door sketching, the study of
children's dra'\vings, rnodeling and rnethods.
"''here thought best in the course the following topics are considered:
dra?.·ings and technic by different ::rrtists, how to use the blackboard,
light and shade, colored crayons, telling stories through drawing,
preparation of dra\vings and clC'signs for reproduction, mounting and
fran1ing of pictures, and school-rootn decoration.
All through Lhe course in drawing students are eneouraged to bring
to class, for eriticisrn and suggestion, sketches and drawings they have
done outside of class-room.
This depart111cnt is liberally supplied with casts, models and charts.
The library containf'. n1any works, by standard authors, on art subjects.

MILITARY DRILL.
B~·

the µlacing of n1ilitary drill in the school course, several important ubjccts are gained, In the first place it is a valuable means of physical culture and training of th(' 111uscul::ir sense. The exercise attendant
upon a lively drill in the opr:n air is of a 11ature well calculated to overcome the effects of close application to study, to promote a healthy circulation and to prepare the n1ind for 111ore vigorous effort. Again, daily
attention, even for short periods, to correct position in standing and
walking gives a springy step, an erect carriage and a soldierly bearing
that can scarcely be attained hy any other n1eans. Moreover, the strict
discipline which is inseparahlc fron1 properly conducted military work is
en1inently conducive to the acquiring of orderly and systernatic habits,
personal neatness, pron1pt response to direction, and self-control. At
the same time the gradation of authority and division of responsibility
from private to captain, furnish a ya]uable object lesson in government,
while the actual n1ilitary kno\vledge gained makes the student a more
valuable citizen, preparing hirr1, as it does, the better to take upon himself the \vork of his country's defense in time of need. The objection
\vhich has so111etimes been opposed to military drill because of its onesided character is entirely rnel and overcome by the use of the settiug-up
exercises, the bayonet drill and the calisthenic exercises with and without the piece, \vhile the attractive nature of the work gives to it that
spontaneous character without \vhich exc1cise is valueless.
The course, \vhich is required of all male students who are free from
physical disability, includes, the "setting-up exercises" as prescribed for
the United States army, the school of the soldier, the school of the con1pany, the bayonet exercises, calisthenic and bar-bell exercises, extended
order ¥.'Ork and battle formation for the co111pany acting alone, the ceremonies of parade and guard mounting and the duties of sentinels. The
principles of battalion n1oveme11ts are explained and outlined in order
to illustrate the relation of the company to larger bodies of troops.

i'KilPH KOB:ii:Ai. SCilOOL Oit AltlZoMA.

By an act of the Twenty-First Legislatjve Assembly of the Territory
of Arizona the military organization of the Normal Schoo] of Arizona is
made a part of the National Guard of this Territory, to be known as the
Normal sChool Cadet Company. The military instructor holds the rank
of Captain, and commissions are issued to the student officers of the
t..-ompany. Upon graduating from the institution, or being honorably
dismissed therefrom, such officers may resign their commissions or hold
the same as retired officers of the Cadets. liable to be called into service
by the Commander-in-Chief in case of war, invasion, insurrection or
rebellion.
Under this law the requisite ammunition and accessories for a course
in target practice will be furnished to the institution each year.
The drill is conducted in strict accordance with the regulations of
the United States army, and the company is annuaJly inspected by the
officers of \:he National Guard.
In addition to the regular inspection by the Adjutant General of the
Natio'nal Guard of Arizona, the company bas this year bttn inspected
by Captain R. A. Holbrook, U.S. A.
Opportunity has been giyen for target practice, a good range havi:iig
been fitted up within a mile of the campus. Three days were Spt"nt in
camp, giving practical t'xperience in camp routine, issue of rations,
guard dnty, signal practice and extended order work.
The nniform, which is reqnired to be worn at all dril1s, is of cadet
grey; neat in style, servicc:able and comfortable. Directions for ordering the uniform will be furnished to prospective students upon appli("ation to the president.
Drills will occur four times per week during the year. None arc
excused from the regular drills except upon the presentation of a written
certificate of disability sig~d by a physician-.

ATHLETICS.
Interest in athletic work is encouraged among the students, and
dressing-rooms and baths are provided for members of the teams while
training. The success of the work in this line is indi("ated by the championship cup of the Territorial foot ball league, which has become the
property of the Normal eleven.
Considerable attention is paid to track athletics for which facilities
are provided. Basket ball furnishes opportunity for outdoor exercise
for the young women, a convenient and well appointed court being
located on the campus near the girls' dormitory.

BOOKKEEPING AND COMMERCIAL LAW.
These subjects arc taken in the first semester of the senior year.
Sixty lessons are given in bookkeeping.
A thorough knowledge of the theory of accounts, both by the double
and the single entry method, is demanded of each student. To this end

42

TEMPE NORMAL SCHOOL OF ARIZONA.

he must do neat and accurate v;rork. Considerable practice is given in
writing the forms used i11 bus:ness, in rapid calculations, and in the uses
of auxiliary books.
Each student is required to write out a set of blanks which,"so far as
his indi\•idual ability is concerned, must be a model of completeness.
Forty lessons are given in comn1ercial la\v. The ain1 in this subject
is lo make the student fatniliar with the ordinary transactions of busi~
ness life and the lav.;s gnverning the same, A necessary feature of this
work is the '''lriting and study of commercial forms.
The tnethod pursued is the combined text-book and lecture, the
fortner being used for definition aud frame work, while the latter is given
to the illustration and application of the principles set forth to actual
business experience.
Students are asked to cite cases that come under their observation
for discussion in class.
Each stud_ent keeps a notebook in which he places all business
forms, definitions, and points in the subject which he gets fro1n the ¥ecitation.
TOPICS FOR STUDY IN ACADEMIC YEAR.
BOOKKEEPING.

Abrevi::itions; signs; classification of accounts; tlouble entry;
day book; journal; posting; closing ledger; forms; bill books; invoice
book; shipntents; account sales; partnership; balance sheet; check
book; {'ash hook; single entry.
COMMERCIAL LAW.

Principal and agent; contracts; statute of frauds; partnership
sales; guaranty and enrlorsernents; cornn1erc.ial paper; '"''arranty; real
property; transJers of real property; bai\n1ents; title by gift; devise
and tlescent; ,.,-ills; copyrights and patents; pleading.
TEXT-BOOKS.

Bookkeeping, \Villia1ns & Rogers' Introductory; Conunerdal Law,
Clark.
REFERENCES,

Co111n1t=rcial La\v, \Villian1s & Rogers; Con1pendiun1 of Cotnmercial
La\v, Townsend; Principles of Con1111ercial Law, !v1usselman; Coin·
tnen:ia1 Di.i::::est, hlc!>.-l;_ister.

DEPARTMENT OF MUSIC
}nstrm.:tion in this branch consists of voiee develop1nent, the theory
of 1uasic and elementary harrnony, the course covering a period of three
_vt-ars and. Ueginning

\Vi th

the student's first year.

TEllPE NOIUIAL SCHOOL OP AJUZONA.

Students of advanced standing. entering for the first time, arc
required to make such grades as the FaC11lty prescribes.
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
voice as a musical instrument and perfecting it as such to as high a
degree as the time aUotted to this study will permit in class work. But
much may be accntnplished by the ambitious 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 will insure pure intonation
and good enunciation, also the 8.bility to read at sight, from the staff,
in all of the commonly used keys. The latter is simplified b~- chart work
and the use of the modulator applied to the staff.
An important feature of our course in music is the opportunity for
chorus practice and study of the best choral music. By this means the
student is enabled to apply the knowledge gained in theory in a thorough and practical manner.
TEXT-BOOKS.

Natural Music Series-Short Course in Music, Book II; Elements of
Harmony,· Stephen A. Emery; Laurel Song Book, Wm. L. Tomlins.
(Last named is furnished by the schoo1).
AUXILIARY BOOKS.

Voice Building and Tone Placing, Curtis; Voice, Song and Speech,
Browne and Behuke; Music, Challoner; Vocal Economy and Ex.pres·
sivcn~ss, Aldrich; Art of Singing, Sieber; Musical Analysis, Goodrich.
The 1ibrary contains many choice books and periodicals along musical lines, and the collection is being increased.

44

TEMPE NORMAL SCHOOL OF ARIZONA.

REGISTER FOR 1903-04.

CLASS OF 1904.
Deborah Allen.
Rebecca Allen.
"\Vinifred E. Allison.
Fannie Armitage.
Helen Axtell. ..
Ernest Corbe11 ..
Grace Cuh·cr ..
Lucy Cummings ..

Mabel Goldsworthy.
Alice Grier. .....

Adelaide Kindred .. ,. ...
Louise Lynd ....

... Mesa
. .... 1\Je~a

... Globe'
.. Fairbank
...... Tombstone
........... Tempe
..... Tempe

. .. Tempe
. .... Bisliee

.Phoenix
... Bisbee
......... Tentpe

Sallie Miller
.......... Tempe
Mary l\.1illet ..
............ Tempe
Charlotte Mi1llcn
. ......... Tempe
Gctha '.\l unds.
., ... Flagstaff
Jennie :\1unds
.. ........ Flagstaff
Della P1enn.
. .... Santa Monica, Cal.
Ida Penn .............. Santa Monka, Cal.
Pansy Robbins
............ Tempe
).1 arion Thomas ...
.............. Bisbee
Everett \\'ilbur ..
. ................... Tu1esa

Maud \Yilson ....... .

. ... Tenipc

NORMAL DEPARTMENT.
Allred, Zella ..
Armitage, Florence ....

..... Mesa
..... Fairhank.-

..... Tombstone
Barrow, Nellie.
..... Tempe
Bellamy, Frankie.
..... \\'ilkox
Benson, May
... Florence
Biery.Joy.
. .... Tempe
"Blake, Jessie.
. ... Kingnlan
Blakely. lsabel, ..
. ...... Tctnpe
Hlome, Helen .. .
. ...... Bisbee
Boyle, Mar;v .. .
..... Kingman
Bre'l.YCT, May
......... Tempe
Brown, Frances ..
. .. Tempe
Brown, lfarry ..
., .......... Tempe
Rrov.n1, Stella ..
... .. Ten1pc
Huck, Vera
... Tempe
Burg, Stanley, ..
Val Verde
Cain, !>.f nn1ie
Carrier. T\·a.
.Jerome
Carroll, Delila.
........... J\lesa
. ........ B~nson
Clark, Jessie.
Cle1n, Clara .. .
... Tempe
Clem, Ellla .. .
....... Tempe
Cliffonl, Cloa ..
..Pe11.rce
Collins, .!\Iaude ..
. .. Henson
............. Tempe
Conroy, Earle .....
Conser, Cecil.
.......... Tempe
Corbell, J\tnttie ..
...... Te1npc
Coui.;hran, \Viley ..
. .. Tempe
Cowan, Alma ..
..Tombstone
Cu1nmit1gs, lithe!...
. .... Tempe
C11n1mings, Sallie ................... Tempe

Cummini;, Nellie
. .............. Tempe
Daniels, Chas ...
.. ......... Tempe
DeForrest, Alice .. . ................. Phoenix
Dickinson, Dert.
..Tempe
Drew, Annn.
.. .. Tempe
Drew, Florence ...................... Ten1pc
Di1ncan, Ndl;r..
. ........... Tempe
Dykes, Frank.
. ... ::\1esa
Etter, Eva ......................... Phoenix
Gadths. Hattie
..... Gold Hill, N.M.~
Gerald, Cenevie,·e ..
..... Tempe
Gibson, Ada .
.... Lehi
Gibson, Ida ..
. .. Lehi
Goodin, Dora ..
........... Florence 1
Greenleaf, Alice ...
...... Tempe
Greenleaf, Ione.
. ..... Tempe
Griffen, Olive ..
... Tempe
Griffen, Frank
Tempe
Griffeth, Bert ..
..Kingman•'
Harris, Alrna ...
.... Tempe
Harris, Carrie ..
. ........... Florence
Haulot, Emma ....
. .. Phoenix
Hendrix, Edgar..
. ................ Tempe
Hendrix, Hazel. .. .
............... Tempe
.. Tempe
Holmes, Alta .... .
Hohncs, Fred...
. ......... Tempe
Hougb, Frank......
. ... Tempe
Hough, Mary....
..Tempe
Hutchison, Roy ........................ Mesa
Hyatt, Nelle...
. ............... Tempe
J aitne, Rosa ............................ Safford j

TBllPH NORMAL SCHOOL OF AlllZONA.

Johnso11, Leslie .......................... Tempe
.Johnston, Clifford .................... Tempe
Jones, Alma .................................. Lehi
Jones, Bertran .............................. Lehi
Jones, Edwin.,. ............... Pomona, Cal.:<
Jones, Ethel ............................... Bisbee.(
Jones, Rollin
.................. Lehi
Jungennann, Reinhold .............. Tempe
Keating, Annes .................... Florencef
Kemp, Mabel. .......................... Willcoxl(
K~ncy, Lucy ..••....................... Bisbeci
King, James .......................... Phoenix
King, Vergil. .......................... Phoenix
Lamb, Mac ............................... Mesa
Leebrick, Karl.......
. .......... Mesa
Lemons, James ......................... Pearce:<
Lossing, Laverna ................... Phoenix
Lyall, Bertha ......................... Buckeye
McComas. loa .......................... Tempe
McComas, Roy
................. Tempe
Macintyre, Helen ................... Phoenix
Mc"khol, Kitty .............. Blanchard
Martin. Nelly
..... Mesa
Matthews, Anna ..................... Tempe
Miller, Ben.
. ....... Tempe
Miller, Curt......
. ........... Tempe
Millet, Artie......
. .... Tempe
Morgan, Belle ......................... Tucson.,.,
Morrow, Bessie.
.Tempe
Mulleit., Mary.
. .... Tempe
Mundy, Ethyl..
Murphy, Imo~ene
..... Tempe
Murphy, Nelly..
. ................ Tempe
Nichols, Grace
............... Tempe
Soble, Joseph....
.. ..... Lehi
Odell, Ora .............................. Tempe
Openshaw, Rose
................. Tempe
Perkins, Olive.....
. .... Phoenix
Peterson, Levon ....................... Tempe
Peterson, Mabel ...................... Tempe
Phelps, Lottie
...................... Tempe
Porter, Walter ....................... Tempe
Potts, Gcrtrndc
............ Kingman!.
Price, Ralph.
.. ..................... Tempe
Priest, Annie
..... Tempe
Priest, Clara
.......... Tempe
Priest, Marina
........ Tempe

Pritchett, William .................... Tempe
Pulsifer, Elma ..................... Blanchard
Redden, Elmer........................... Tempe
Richards, Floyd ..................._. ... Tempe
Richards, Robert ........................Tem.pe
Robbins, Inez ............................ Tempe
Ruse, Eva.................................. Tempe
Russell, Mabel. ....................... Cbloride,-1
Sachs, Annie ............................. Tempe
sChmidt, Laura............
.. .... Tempe
Schmidt, Henry ......................... Tempe
Schwarz, Margaretha .................. Lehi
Shute, Engene ................... Livingstoncli
Simms, Chas............
.. .. Chicago'
Smith, Bessie.........
.. ........ PhoenU::
Snyder, Lizzie..
.. .. Bumble Bee\
Standage, Clarence.
. ........ Mesa
Standage, Jean .......................... Mesa
Standcford, Charlton ........... Congressx
Stauffer, Lemmie
......... Glendale
Stauffer, Sadie
... Glendale
Stewart, Bertha .
.. ... Tempe
Stewart, Maude...
. ............ Tempe
Stone. Sarah
............ Tempe
Sult, Carrie.
. ............. Glendale
Tamborino, Palmira ............ Congress t
Tomlinson, Georgia.
. ........... Tempe
l.'llman, Elizabeth
..... Tempe
Van ~eter, Herbert ................ Tempe
Van Noate, Corinne ................. Tempe
Van Noatc, Harry .................... Tempe
Vensel, Sidney.
. ........... Phoenix
Walker; Iva .............................. Tempe
Wallace, Hester.........
. .. Mesa
,~lallace, Sarah.
. ............. Mesa
Walsh, Gracie.......................... :Tcmt>e
\\'ebb, Cone ............................... Cline•
\\'cstover, Clarence
....... Tempe
\\'bite, Mary ......................... PhoenU
\Vhite, Louise ........................ Phoenix
Will, Mary .....•...................... Florence-Windes, Romulus.......
. .... Tempe
Woolf, Mabel...........
. ........ Tempe
\Voolf, William.........
.. ....... Tcoipe
'Vrlght, Gladys ...................... Florence~
""right, Vessa .......................... Bisbee.,
Young, Kathryn ............ Solomonville.'

SUB-NORMAL DEPARTMENT.
Benson, jean..
. ........... Buckeye
Brann, Gladys .. .
Corbell, Edith .......................... Tempe
Harmon, May.........
. Tempe
Ltt~rick, Bessie.
.. ....... Mesa
Lew:i:s, Sadic .............................. Tcmpc
Miller, Halbert......................... Tempe
Mocur, Hubbard ....................... Tempe

Porter, Pearl
.................... Tempe
Pritchett, john .......................... Tempe
~aylor, Ray.
.. ..... Tempe
Snyder, Helen..
.. ...... Bumble Bee
Van De Walker, Lula ............... Tempe
Walsh, Annie............................ Tempe
'Vootf, Irene......
. ....... Tempe

46

TRMPE NORMAL SCHOOL OF ARIZONA.

TRAINING DEPARTMENT.
Rlomc, Harold
Blome, 1\-Iaurke
Bracamoute, Antonio
Bracarnoute, Lnpa
Dracamoute, /'\ijo
Bracamonte, Sandoz
Brady, Forest
Bntce, Hazel
Bn1nner, Edna

Brunner, Irwin
Brunner, V.'ilbur

Casner, Edith
Ca-ve, Lillian
Celaya, Carmelita
Clippenger, Eddie
Cole, Lois
Cole, Rita
Corbell, Hthel
Corbell, Homer
Corbell, 1'.Ialiel
Corbell, Paul
Crafts, Lowell
Curnow. Prances
Drew, Lewis
Elias. Matilda
Rrreras, Casamira
Escalante, Carlos
Escalante, clara
Escalante, Rosa
Escalante, Ynez
Fields, Jviarriott
Goodwin, Juli11s
Goodwin, Leona
Guidiacan, Angelita

Guidiacan, Matilda
Hackett, Letha
Hendrix, Bertrande
Holsapple, l\:1arion
Holsapple, Sarn.h
Hunter, Helen
Hunter, Lucile·
Johnson, Harold
Johnston, Dorothy
Johnston, Edith
Johnston, Helen
Johnston, Kenneth
Kelly, Egbert
Knight, Alice
Laney, Grant
Laney, l\fahPl
Leeper, Hlanchc
Leudkc, Lizzie
Lynch, John
1'.IcNulty, Franees
l\J artin, George
l\lartin. Hattie
i\lartin. Ruth
:'.\fartinez, Antonio
i\Jartinez, Jo:;;effa
!l:lartinez, Mercedes
11.1artincz, Sara
Martinez, Tere!:'il
:VIiller, Emma
?vliller, Gussie
:\1oraga, l\1artini
l\Iorcsca. Lcvrado
Mullen, Thaddius
Ochoa, Juan

Oparloca, Louisa
Opadoca, Teresa
Ov-iedo, J..Iargarite
Oviedo, Rosa
Parry, Charles
Parry, Fred

Parry, Katharine
Powers, Rosella
Richards, Roy
Robbins, Irene
Robbins, Ruth
Rogers, Annie
Safdl, Richard
Safell, Videll
Schenck Elhert
Sch1nman, John G.
Smith, Harl
Sn1lth, Raymond
Smith, Roy
Sotello, :Nella
Spangler, Carl
Spangler, Lola
Spangler, Lulu
Stewart, Grace
Still, Nellie
Stone, Charles
Sturgeon, Beulah
Sturgeon, Charles
Turner, Lester
\Yalker, Marjorie
\.Vestover, Charles
\Vinstead, Paul
Yntperial, Amalia

SUMMARY OF REGISTER.
of 1904 ...... ...........
179
.... .................. .... ............ ...... .................. . 15
101
Training Department ..................................... .

Normal Department, including Class

Sub-Normal.............

Total Registration ..... .

295

TEllPR MORlf.&L SCHOOL OF ARIZONA,

ALUMNI REGISTER.
CLASS OF t 887.
NAME

TIM• DEVO'rHD TO THACDING

P. 0 . .1.DDKHSS

Btta Broomell
........................• Four years..............
. ........ Los Angeles
(Mrs.J. Webster Johnson)
~orgia A. Holmesley ..................... :Sine years..............
.. .............. Tempe
(Universit:y of Arizona)
.
Reese M. Ling................................. Two years.............
.. .............. Prescott
(District Attorney, Yavapai County)
Major James H. McClintock .......... Five years ........................................ Phoenix
Gertrude Pomeroy• ····~······'···--·······Five years .......................... ..
CL~.ss

OF 1888.

Kate Cummings ............................ Five years ... . ................................ , ... Tempe
(Mrs. Fisher Bailey)
Martha Sea~ ........... ..
.. ...... Five years............
............................ .
Henry Q. Robertaon ..
.. ............. Sh:teen years ........................................ Globe

CLASS OP 1890.
Nanna Brown .............................. TbTCC years .............. .
lMre.john Knightt
Una Coughran .................... .
..One year................... .

.. ... Tempe

lMrs. J.M. SearsJ

CL SS OF 1891

Let:- Gray, LL. B. (Yale, 1.893) ........................ .
(AttorueyJ
Josephine Frankenberg .................. Five years

. .. Lo11 Angeles

....... Tempe

CLASS OF I 892.
Lilian J. McAllister ............................................ .
Victoria B. Shaw......
.. ........ Two yea n
(MTII. Geo. K. Smith)
CLASS OF J 893.

. ....... Los Angeles. Cal.
.......................... Tucson

Manie Andenoo ............................ Four years ................................. "\\'ickenbnrg
( Mni. J.E. Boyd)
Agnes Halbert*........................ ........................
. .................................. .
W. I. Melton ................................ Seven years ............................... Toluca, Cal .
Litlia Rembert .......... .
.. ...... One year.... .
.... ........... . . . .. San Francisco
Mary Wingar .......... .
............. Ten years ..... .
. ........................... Tempe
......................... Tempe
Chas. C. Woolf, LL. B. ll'niv. of Colo.) .................. .
(Attorney)
CLASS OF J 894.
Myrtle Aplio .................................. One year ..
.. ............... Bast Highlands, Cal.
(Physician at Napa Insane Asylum>
. ............................. Tempe
]0&-ph T. Birchett
................... One year ..
Addioe Bury..................
Bight years
.......................... I.a Cananea
{Mrs. lra Reedy.
Xettie Clay.: .................................. One year........................................... Tempe ·
(!\.trs.. Ashby Hawes)
Agnes Dobbie ................... .
..... Mesa
.. ..... Sine years....
(Mrs.]. D. Loper)
. .... Bl Paso, Tex,
Allie Gray ......................... .
...... Xine years ..... .
{ Jd rs. Joe Sparks)
J.eroy, P. Hill ..
. .......... Birmingham, Ala.
Mary B. McNd.ll ....
.. ............ Nine years ......................................... Tempe

•Detta•ed.

48

TEM"PR NORMAL SCHOOL OF ARIZONA.
TIME DBVOTRD TO TRACfllNG

P. O. ADDRESS

John Met"t .................................... Six years..
. ............ Tucson
Blanche Newell
...... Right years ....................................... l\.1esa
Rosina Pomeroy....
.Six years.
. ........ Mesa
Rlla Sannders..............
. ..... Two years
.......... Shumway, Miss.
(Mrs. Louis Cordon)
Anna R. Stewart.....
·
...... Five years ............................................ Tempe
Ida \V. Vfoolf................. , ..
. .. Five years.
. .................... Florence
(Mrs. A J. O'Connor)

CLASS OF 1895.
Miriam Anderson ......................... One year ................................... V.lickenburg
tMrs, M.A. Davenport)
] ohn R. Birchett
.. Two years ..
........ Tempe
. ..... Tempe
John ]. Carroll .....
Carrie Culver ...... .
.... Right years .. .
. ... Corona, Cal.
Lottie Gibson ............. .
.. T'\VO years .. .
.. .... Tempe
(Mrs. R. L. Mullen)
...........
Pima
Allie llolmesley ...... ..... ..... . ........ Five years ..
(Mrs. Josiah \Villiams)
............ St. Louis
]. V..'allace Morse..
. ........ T"lh·o yean ... .
. .......... Tempe
Chas. P . .Mullen....
...Two years ..
. ... Tempe
Roscoe \Vals"''Orth .......
(Student, Harvard Fnh·ersity)
... Tucson
Maude]. \Velcomc ......... .
... Four years.
(Mrs. Hudson 8earks)
...... Tempe
Bertha Wilson..
. ............ Bight years ..
.Prescott
E. Sta.Dley \\iindes............
...Six years ..
(Mrs. Dr. Metzgar)
CLASS OF i896.

J.

Lawrence Abell
.... One year.
Nellie R. Culver...................
.. .Five years ....
(Mrs. Hoy Frankenberg!
Don]. Frankenberg...
. ........... One year ..
Nott E. Guild
Plorence G. Hanna...
. ................. Four years.
\Mrs.]. B. Flummerfclt)
Carl T. Hayden ...... .
Jane M. Hedgpeth..
.. .... Five years ...
Lewis P. Hedgpeth...
. ......... Six years ... .
Georgia A. Hendrix..........
. ..... Three years ..
(~lrs. L. C. Austin)
Amina V..'. McNaughton ................ One year ..
(A. B. 1898)
Deborah I. Morris ..
. .. Two years ..
(Mrs. Doane Merrill)
Julia R. Nichols ............... ., ..
.. .. Four }'ears
(Mrs. Fl C. Calhoon)
Bertha M. \Yhite.
...... Seven years ..
(Mrs. Reese)
Roy Frankenberg ..

. ..... Henson
. ..... Tempe
... Tempe
. ........... Tucson
... Tempe
.... Tempe
.Phoenix
. .. Phoenix
. ....... Tempe

..... Pasadena, Cal.

...... Jerome
........ Phoenix
.. Octave
.......... Tempe

CLASS OF 1397.
)It ay

A. Austin.......
.. ..... Two years ....... .
(Mrs. William M. Goodwin)

Julius G. Hansen.
Adele Hauxhurst .....
l\:lay C. Huffer ...
(Mrs. Rondhowet)

.... Five years ...
.Two years.

Jane P. Martin ............................. _.. Two years.
(Mrs. Verner A. Vanderhoof)

. .. Tempe

... Los Angeles, Cal.
. .... Los Angeles, Cal.
. ............... Tonto
.... Scottsdale

TEllPE NORMAL SCHOOL OF ARIZONA.

NA.MB

Tl.KR DHVOTED TO TBA.CHING

49
P. 0. ADDHES!!

Ana M. Miller............................... Three years ...................... .
. .......... Phoenix
lMrs. James Yaeger)
CJara M. Miller ............................. Three years .. _. ................... ..
.. ......... Buckeye
(Mrs. C. M~ Zander)
Flora L. Mills ................................ Three years ..... .
..Phoenix
. ...... Tempe
T. Oscar Mullen......
. .......... Three years .........~ .. .
Ada M. Peyton ........................... One year ............ .
. ...... Phoenix
(Mrs. William Dodenhoff)
Mary C. Robinson............... . ..... Two years ...................... .
..Mesa
(Mrs. W. J. Bowen)
Lucy M. Schwarz .......................... Six years .......... ..
. .......... Mesa
... Four years ........ .
Addie Sirrine ............... .
.. .. Mesa
(Mrs. Johnson)
Verner A. Vanderhoff.................... Three years ...................... .
. ... Scottsdale
Walter S. Wilson .......................... One year ................................. .
..Phoenix
Alice B. Windes .......... .
..... Seven years ......
. ...................... Clifton

CLASS OF 1898.
Edith R. Abell ................. .
..Mesn
l Mrs. Dr. Drane)
Mary C. Bosbyshell
......... One year .............................. Los Angeles, Cal.
Flora N. Cohn ................................ Three years ....................................... Phoenix
Elizabeth W. England ................... Two years ......................................... Tempe
Lonie V. Gage ............................. Three years .................................... Congress
(~1rs. Ur. Dennett)
Una B. Hanna............................... Three yeal's ..................................... Kingman
(Mrs. E. G. Decker)
J. Wesley Hill ................................ Two year!!...................
. .... Phoenix
Olive}. Maxwell.........
. ..... Five years .....................................•••.. Tempe
(Mrs. C. A. Stewart)
Florence A. McKee.
. ........... One year
.......... San Bernard'µto, Cal.
Julia E. Melton .............................. Five years
........ Downey. Cal.
MaTY R. Moore ............................. One year
......................... Bisbee
(Mrs. J. T. Hood)
Ethel M. Orme............................. Four years.
.. ........ Phoenix
(Mrs. B. W. Lewis)
Charlotte E. Perry ............ .
. ..... Phoenix
lMrs. Homer Redden)
William R. Price ................. .
. ..... Tempe
Clyde A. Stewart........................... One year...........
. ...................... Ten1pc
Ida Warren Swiggett..
. ........... Two years.. . ................................. Phoenix
Walter H. Wilbur...
........................
. ........................ ._ .. Tempe

CLASS OF J 899.
Garnett Allison ............................. Two years ............................................ Mesa
Bessie Frances Archbald ................ Three years...... .................
. ...... Tetnpe
Eva L. Bowyer...............
. ....... Three yean ................•....................... Phoen'ix
Lutie Marion Carlyle..................... Two years ..................... San Bernardino, Cal.
Nellie B. Clark................
. ...... Two yeans.......
. .............................. Tempe
{Mrs. M.A. Harmer)
Robert 0. Duncan............
. ..... Three years.......
. ........................ Phoenix
Inez B. Fisher...........•..................... Three years.....
. .... Tempe
Jessica F'Taz:ier............................... Two years........
. ............... Denver
Martha Garnett ..•......................... Three years ....................................... Phoenix
Garfield A. Goodwin ................................................................................ Tempe
Lena Rivers Hartsfield ............•....•. Four years...................
. ........ Prescott
Blla .Leota Haus.burst ..............•.•••Four years ......................................... Phoenix
Harry G. Hendrl:i .....................•....~our years ....................................... Dong.la!<

50

TEMPE NORMAL SCHOOL OF ARIZONA.
NAME

TIME DEVOTED TO TEACHING

P. 0. ADDRESS

Henja1nin H. Hicks
....................... ..
...Globe
:Margaret Beatrice Hughes ........... Three years.
.. ....... Wier City, Kansas
Frank R. Kellner ........................... One·year...... ......................
. ......... Globe
D. Maude Lincoln ..
. ......... Th Tee years .......... .
. .........Jerome
Alice A. Morse ............... ..
.. Three years ...................................... Phoenix
Lillian M. Murray ..
.. ............. Phoenix
(Mrs. Irving Andrews)
Grace Newell ................... .
. ......... Denver, Colo.
(hlrs. Gny Collins)
Edna A. Orzanne ......................... Three years ... .
. .... Phoenix
(~frs. \Valter S. \Vilson]
. Clay Henshaw ...
....... Two years ....................................... Phoenix
(Mrs. Ed. Bowers)
Zebtt1ou Pearce.
.. Three years ................ .
. .............. Mes11.
~innie A. Perry ........
.... Two years .....
. .. Corde11
{!'.:Irs. Joe Hassett!
:\ladge P. Richn1ond ..
.. .......... Four years ... .
.. .... Phoenlx
Gilbert States
.. Three years.
.Delta, Colo.
..Two
years
..
lda W. Temple ..
.. .... Denson
~uby l'vL Tucker ...
......... Four years ................... .
. ......... Tempe
{Mrs. Chas. \Voolf)
Lillian A. Vaughn ...
. ............ Two years ....................................... Benson
.Four years ..
..Manila, P. I.

:-;mm~ J::.tg~;;:·s~·i~d~1·j

:\Iary 1\lalvina V..'allacc ..
Veronica V.'hite ... ..
Lulu Belle \Vingar .... ..
(Mrs. Dr. R.R. Root)

. .... Four yeaTs...
. . .............
..Mesa
. Four years
.. Bisbee
. ...... Four yen.rs ......................................... Pima

Owing to the action of tbe Board in extending the course of study no class
was graduated in 1900,

CLASS OF 1901.
:Soble Carter.
.. Two years ..
. ... :Manila, P. I.
Alma ilorgan Davis ................... Two years ..
.. .............. Phoenix
....... Two years.
. ........ Prescott
Alice A.. Fultz ..
( !\1rs. Archambeau'
..... Tv1ro years ................ ..
Hattie !I.I. Green
.......... Phoenix
Edna L1:tcy Greenleaf* .
.. .. Two yt!'ars ............... .
.. ................ Two years ..
.. .. Santa Rosa, Cal.
Dean Hly Goodwin.
Minnie A. Hill..
. .............. Phoenix
El-izabeth India Hedgpeth..
.. ...... Two years.
. ......................... Phoenix
.. ..... Santa Rosa, Cal.
Josephine K. Hottinger.
Two year~ ...
.. ... Bisbee
Perla E. Martin....
.. ...... Two years.
(Mn;, Ed. Halderman)
.. Phoenix
Atlee Eleano1· '.\terriam .. .
. ...... Two years ..
.. ........... Tempe
Mary Emnia '.\[c~ulty .. . ........... Two years ..
. ....... Buckeye
Helen Marion Ste'\'.'art .... .
. ..... Two .vears.
().1rs. Ellis \\'ilcox)
.......... Mesa
... Two years ...
Elizabeth Schwarz ...
. .................. Mesa
..Two years ..
Serretta Anne Sirrine ......
(Mrs. Jones)
...... Phoenix
Charles Albert Stauffer ..
.. ........ Mesa
Ethel }.f. \Vilbl1T ......... .
(Mrs. \V. DormanJ
............... Cline
...... Two years ...
L. Grace Webb ...

•Deceased.

TBJIPE NOll:llAL SCHOOL OF ARIZONA.

51

CLASS OF 1'102.
NAiii!:

T[l(B DBVOTBD TO TBA.CHING

P.O. ADDRESS

Alice B. Appleby............................. On.e year...........................................•.... Mesa
Raehel Brady ..•.••..••.....•...............•.One year................................................. Mna
(Mrs. Levi Walker)
'Jessie F. Creager...........•................ Onc year•••....••.....................•....•..•..•••. Mogales
Florence C. Ford ..•.•...•.•.....•...••....•. One year ..•.......•................................. Phoenix
J. H. Gerard.................................... One year ................................•......... Williams
Leoua L. Gibson ............................ One year... ..................
. .................••.. Lehi
Grace M:. Godwin .....•......•.•.•.......... One year..............................Santa Rosa, Cal.
Chas. A. Haiglcr......................................................................................... Tempe
Victoria F. Harmon ........•.............. One ycar.........................•..•.....•••.••.......Tempe
Leona M. Haulot ...•...•.•.•.....• ,........ One year•............._................................. Tempe
Clara W. Johnson .......................... One year ............................................ Phoenix
D. D. Jones ..................................... One year ..•.........•••••••...•........•.................. Lehi
Orren C. Jones •.............................. One year .................................................I..chi
Stc11a F.Ross .•.•............................. One year...•..............................•...••...••••.. Mesa
Mary J. C. Snydcr..... ~ ................... Onc year ................................••••••.. Bumblebee
(Mra. Kendrick)
Orpha c. Standage ........................ One ycar............................................-..... Mesa
(Mra. 0. Babbi_tt)
Bdith F. Stewart........................... One year.............................................. Tempe
Harry R. TTusler ...•.......•..............•• One year ............................. Ann Arbor. Mich.

CLASS OF 1903.
Charles Alexander
......................................................................... Tucson
Raymond H. Alcxand_er ...................................••.......•............ Lee's Sttmmit, Mo.
Elizabeth Cosner...................................................................................... Florcncc
Allee Curnow ...................................................................•.•........................ Tempe
B. Murray Curnow ................................................................................ Florence
Lella Hicks ................................................................................................... Globe
Rose Irene Hottinger................................................................................ Clifton
Janie hora Irvine ....•................................................................... Knightsen, Cal.
(Mn. J.M. Lindsey)
Ida May Johnson ....................................................................................... Tempe
Rm.ma Laura King ................................................................................... OctaTe
Mamie Gertrude King ............................................................................ Phoenix
Lynn M. Laney...............................................
. ................•.......•...... Mesa
Ina Lucinda Listerbcrgcr................. ..... ............
. .................................. Pima
Clarence Mark Paddock......................................................................... Phoenix
George Recd .........•.••.•.. ,,, .•••.......•.•..... , ......................................... San Diego, Cal.
Simer F. Rase ........................................................................................ Preecott
Orrin L. Standage................................... .
. ..................................... Mesa

CLASS OF J 904.
Oc-borah Allen.............................................................................................. Mesa
Rebecca Allen .......................................................................................... Thatcher
Winifred B. Allison ....................................................................................... Globe
Fannie Armitage ..•.........................................................................••..•••. Fairbank
Helen Axtell....................
. ............................................ Tombstone
Bruest Corbell..................
. ............................................................ Tempe
Grace Culver..............................................................................................Tempe
Lucy Cummings .......................................................................................... Tetnpe
Mabel Goldsworthy ................................................................................... Bisbee
Alice Grier................................•.................: ............................... : ........•.•• Phoenix
Adelaide Kindrcd. ......................................................................................... Bisbce
Louise Lynd ............................................................................................. Glendale

52

TEMPE NORMAL SCHOOL OF ARIZONA.

NAME

Sallie Miller ... .
~Iary Millet .. .
Charlotte Mullen.
Getha r..tunils
]<';nnie Mnnds ...
Della Penn ..
Ida Penn ..
Pansy Robbins ..
1\1arion Thomas

Hverett V\'ilbur.
Maude Wilson ....

'Tllol~

DBYOTED TO

TEACHIN~

P. 0. ADDRESS

. ... Florence
................................................................... Tempe
. .............................. Tempe

... Flagstaff
............... Flagstaff

. ........ Santa Monka, Cal.
. ......................... ~anta Monica, Cal.

......... ..............
. .... Tempe
. ........................................................................ Bisbee
............................ Thatcher
.... Tempe:

Total nnn1ber of Graduates

202

Tempe Normal School
of Arizona

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