The TEMPE, NOR.MAL SCHOOL of ARIZONA .At TEMPE Annual Catalogue 1906=1907 TWENTY-FIRST ANNUAL CATALOGUE OF The Tempe Normal School of Arizona AT TEMPE, ARIZONA FOR THE SCHOOL YEAR 1905- 190• \'{'fTH ANNOUNCEMEMTS FOR 1906-1901 1906 Press of The H. H. Mc:Seil Company Pboeaix, A.rizooa TERRITORIAL BOARD OF EDUCATION lioN. JOSEPH H. KIBBEY, Governor of Arizona, Chairman Phoentx HoN, ROBERT L. Lo:>1G, Sup't of Public Instruction, Secretary Phoenix HoN. E. E. KIRKLAKD, Territorial Treasurer Phoe11ix DR. KENDRIC C. RARCOCK, President University of Arizona A. N. TAYLOR, Principal of Northern Arizona Norrnal School A. J. MATTHE1vs, Tucson Flagstaff Principl'll of Tempe Norn1al School of Arizona GEO. BLOUNT, Principal High School T. D. LOPER, City Superintendent of Schools Tempe Phoenix ~!esa TERRITORIAL BOARD OF EXAMINERS HoN. ROBERT L. LOKG, Superintendent of Public I11str11ction Phoenix VVM. H. LEE - Phoenix Vit. Vil, MCNEFF Phoenix NORMAL BOARD OF EDUCATION HoN. R. -L. LoNG, Sup't of Public Iristruction, Chairman ALFRED J. PETERS, Secretary ~'ATSON P1CKREL_L Phoenix Tempe Tempe OFFICIAL BOARD OF VISITORS HON. RICHARD E. SLOAX vHox. THOMAS F. v .H. A. Vii'TLSON Prescott Tucson \Vilcox -~JORGAN OFFICERS OF THE ALUMNI ASSOCIATION OSCAR MULLEN, President FRANK DYKES, Vice-President 11Al'DE \VILSON, Secretary WALTER \V1LBL'R, Treasurer Tempe Mesa Tempe Tempe CALENDAR FOR 1906-1907 1906 P'irst Semester begins Scpternber 10 Entrance Examinations and l'lassi lil·n 1io11 Septen)ber 10-11-12 Firsl Quarter ends N"ovember 16 S~cond Novcn1ber 19 Quarter begins Thanksgiving Vacation Kovc1nhcr 29-80 Holiday Vaeation begins Dece111her 21 1907 Holiday Vacatior1 ends Tanuary 1 _January Zfi First Semester ends Second Semester begins Entrance E:xan1ination and Classification \Vashiugton's Birthday (Friday l January 28 January 28-2U February 22 April 6 Third Quarter ends April R Fourth Quarter begins }.Ien1orial Day (Thursday) Examinations and Co1111nc11cetnent Exercises :\1ay 30 Jun€ 9-14 TRAINING SCHOOL Sepie111bcr 17, 190G School Year begins l\Iay 31, 190i School Year ends Recesses the same as Nonnal School. FACULTY 1906-1907 . A. J. MATTHEWS, Principal, Mathematics and School Law. F. M. IRISH, Physical Science and Military Drill. R. H. H. BLOME, Ph. D., Pedagogy, Psychology, and Director of Training School. W. J. ANDERSON, B. S., Drawing and Bookkeeping. J. L. JOHNSTOC'I, Vocal Music_ GEORGE M. FRIZZllLL, Mathemat-i~. CARA M. FINNIE, A. B., English. JAMES F. HALL, A. M., Latin. BESSIE B. HUTCHISON, A. B. Literature, Elocution, and Physical Culture. F. A. GOLDER, A . .M., History and Civics. FRED C. AYER, Biology and Director of Athletics. LAURA DOBBS, Librarian and Secretary. EM.MA FAUSETT, Critic Teacher Seventh and Eighth Gra:des. LEONA .M. HAULOT, Critic Tir:acher Fifth and Sixth Grades. LOUISE LYND, Critic Teacher Third and Fourth Grades. MARYE. McNULTY, Critic Teacher First and Second Grades. A. B. CLARK, Manual Training, Sloyd and Carpentry. MRS. ELIZABllTH C. BROWN, Matron of Girls' Dormitory. GEO. W. WILSOS, Superintendent of Buildings. HARRY WALKER, Superintendent of Grounds. COURSES OF STUDY - English Course First Year First Semester \Vk. Rec. Gran1mar ...... 20 20 Reading······Algebra ... 20 Composition. 20 Spelling antl \Vorel Analysis 20 Dra\ving. 20 5 5 5 2 2 2 Second Semester \\'k, Rec. 20 5 G-rammar .............................. Arithmetic ............................ Algebra ................................ Co1nposition ......................... Spelling and \Vord Analysis Ura wing............ 20 5 20 20 20 20 5 2 2 2 Second Year First Semester Wk. Rec. Rhetoric and Composition ... Algebra............................. Biology (Field & Laboratory) Ancient History.............. Drawing , . .. .. . . .. .. .. .. . . . . ... . . ... .. Music................ 20 20 20 20 20 20 5 5 5 5 2 2 Second SemcAter \Vk. Rec. Rhetoric and Composition ... Algebra ................................. Biology (Field & Laboratory) Ancient History .................... Drawing ................. .. Music ....................... . 20 5 20 5 20 5 20 5. 20 2 20 2 Third Year First Semester \Vk. Rec. Eng·lish Literature (3) \. Theme \Vriting (~) J··· Geometry ............................ . Physiography ....................... Mediaeval & 11odern !list ... Drawing ....... . Music ............ . 20 5 20 5 20 5 20 5 20 2 20 2 Second Semester Wk.Rec. English Literature (3) \ Theme Writing (2 l J....... Geometry .............................. Physiology ........................... Science of Government .......... Drawing.. Music 20 5 20 5 20 5 20 5 20 2 20 2 Junior Year First Semester Second Seiuester '\Vk. Rec. American Literature (3) l Grammatical Analysis (2) J Physics (Laboratory). Geography ................... :···.,··· ·united States History .......... Psychology .. ,... . ........... 20 5 20 20 20 20 5 3 5 5 \yk. Rec An1erican Literature (3) \ Gram1natical Analysis (2} J 20 5 Chemistry or Physics ........... 20 5 (Laboratory) Arithn1etic ............................ Pedagogy ............................. Observation in TrainingSch. Drawing.. . .................... 20 4 20 5 20 1 20 1 Senior Year First Semester \Vk. Rec. 20 5 Practice Teaching ......... . Logic and Philosophy l of Education f ...... . 20 5 Bookkeeping and Com. Law 20 5 Methods .............................. . 20 5 Second Semester Wk. Rec. Practice Teaching ................. ·Hist. of Education & Ethics Scb'l Law & Sch'! Econonty Methods...... 20 20 20 20 5 5 5 5 NOTE-Length of the School Year is forty \Yeeks. The first number denote!'< the number of weeks, the second the number of \\'eek. Tbe length of a period is 4.". miuutcs. l\lilitary drill or pby11ical culture is taken four periods, and chorus work one periorJ per we4!k by all cl.a»ses throughout the course, period~ p~r LATIN COURSI! Finl Year First Semester Second Semester Wk. Rec. Grammar.............................. Reading ................................ Algebra ...•.....•••..................... Composition......................... Spelling and Word Ana1ysis Dr~wing ............................... 20 20 20 20 20 20 5 5 5 2 2 2 Wk. Rec. Grammar.............................. Arithmetic ............................ Algebra ................................. Composition ....... _, ................ Spelling and Word Analysis Ora wing . ...... ...... ...... ........ .... 20 5 20 5 ZO 5 20 2 20 2 20 2 Second Yoar First Semester Rhetoric and Composition ... 20 5 Algebra ................................. 20 5 Biology (Field Secood Semester Wk. Rec. Wk.Rec. Rhetoric and Composition ... 20 5 Algebra ................................. 20 5 Laboratory) 20 5 Biology (Field & Laboratory) 20 5 Latin .................................... 20 5 Drawing ............................... 20 2 Music .................................... 20 2 Latin .................................... 20 5 Drawing ............................... 20 2 Music .................................... 20 2 & Third Year First Semester Second Semester Wk.Rec. Wk.Rec. English Literature (3) \ English Literature (3) l f ..... .. Theme Writing (2) J·•••••· 20 5 Theme Writing (2) Geometry ............ ,................ . Geometry .............................. 20 5 Latin .................................... 20 5 Latin .................................... Mediaeval and Modern Hist. 20 5 · Science of Government .......... Drawing ............................... 20 2 ·Drawing ............................... Music .................................... 20 2 Music .................................... 20 5 20 20 20 20 20 5 5 5 2 2 Junlor Year First Semester Wk. Rec. Latin .................................... Physics {laboratory 5) ......... Geography ............................ United States History . .. ....... Psychology........................... Music .................................... 20 20 20 20 20 20 5 5 3 5 5 2 Second Semc1ter Wk. Rec. Latin .................................... 20 5 Chemistry or Physics ........... 20 5 (Laboratory) A.rithmetic ............~ ............... Pedagogy............................. Observation in training sch. Drawing ............................... Music .................................... 20 20 20 20 20 4 5 1 1 2 Senior Year First Semester \Vk.Rec. Practice Teaching ................. Logic and Philosophy of Education .................. Latin .................................... Methods ............................... 20 5 20 5 20 5 20 5 Second Semester Wk. Rec. Practice Teaching ................. Latin .................................... School Law and School Economy ........................ Methods ............................... 20 5 20 5 20 5 20 5 Hnalysis of Course of Study ' . INTRODUCTION The fact that the primary aim of n Normal school is the training of teachers is made prominent throughout the course. In each department the teacher n9t only presents the lesson to his class, but discusses with the student the method of presentation and requires them to note his plans of work in all parts of the subject. Thus the teaching idea is pre-eminent in the minds of all Normal students from the beginning of the course, and they are able to model theiT O'\\'Il work as teachers upon what they have seen as well as upon that which they study in textbooks on theory. The relation between the professional and academic work is maintained during the Senior-'!lear by the pupil-teachersconsulting frequently with such members of the Normal School faculty as have charge of the subject they are teaching in the Training School. The members of the Normal School faculty are also expected to visit the pupil·teachers while they are teaching the iiubject pertaining to their department, and to offer such criticisms as may be helpful to them. By su.ch methods the professional side of the work is emphasized and correlated with the academic work throughout the entire course, the students are thoroughly prepared for teaching, and the special object of the Normal School accomplished. DEPARTMENT OF ENGLISH Instruction in English embraces the two lines of work-;--Language and Literature. The branches studied in this department are Word Analysis, Grammar, Rhetoric, Composition, Grammatical Analysis, Theme Writing, Reading and Literature. The purpose of the work is two-fold-to secure in the student accuracy and facility in the expression of thought, and a genuine appreciation and love for the best 'iterature. The two lines of work are closely correlated, so that knov1tledge of the essentials of grammar and composition, ability in clear and pointed expression, power of interpretation and appreciation of thought are emphasized in each phase of the work. It is the desire in the course to make the student not only efficient but inspiring teachers of Eng1ish. The works used for study in Literature, Rhetoric, Grammatical Analysis and Reading are chosen from the list of entrance requirements to the chief Western Universities and will include the following: Burke's "Conciliation with the Colonies." S~akt:sP«:B.i:t:'s "Julius Caesar." 10 TEMPE NORMAL SCHOOL OF ARIZONA Milton's" L' Allegro, II Penseroso, Camus, Lycidas," Addison's "Sir Roger de Caverly Papers." Coleridge's" Rime of the Ancient Mariner." Scott's" Ivanhoe," Scott's'' Lady of the Lake." Shakespeare's" Merchant of Venice." Shakespeare's" Macbeth." Tennyson's "The Passing of Artht1r.'' George Eliot's "Silas Marner." Macaulay's" Esstiy on Addison." Macaulay's" Life of Johnson.'' READING This course in reading is carried by all regular students during the first semester of the first year, The class recites five times a week. The aims of the course are: (a) 1'o itnprove the student's oral reading of standard literary productions, to develop the power of interpretation and stimulate the imagination. {b) 'ro give the members of the class an intimate acquaintance with and a pleasurable interest in son1e of the" literature of power." Pronunciation is tnade a subject of special attention and the principles of correct expression and phrasing- are taught. Practical sugges· tions on ernphasis, inflection and cadence are given. Sometimeisgiven to memorizing and reciting sin1ple selections. The selections read are of a varied nature so that the student ..vill become familiar with the different inethods of bringing out the 111eaniug expressed in the work of the best authors. Next year Lhe class \viii read the following· Scott's" .l1armion." Irving's "Legeud of Sleepy Hollow." Shakespe:lrc':;; <;Julius Ceasar." Shakespeare's'' Merchant of Venice_'' Tennyson's" Euocb Arden." SPELLING AND WORD ANALYSIS The work iu spelling aud \vord analysis is considered an important part of the course. lt nri\v requires two 1H1un; a -..veek during the entire first year. Though the t'XeL:ises anc1 lessons vary frfJtn time to tirne as the wisdom and ingenuity of the teacher and the needs of the student 1nay dictate, yet t\YO ideaio µredominate. One is to learn to spell correctly ou paper the more corr1n1ou English words, the other is to learn the use of TBY:l"E NOH.llAL Sc'HOOL OF A.B.JZONA l1 them in such phrases and sentences as are most vita1ly related to the student's experience. Mere dictionary definitions are not accepted for thereason that students at this stage of advancement seldom understand those abstractions. Many of the words are obtained from the textbooks in the different branches of study that are pursued simultaneously with this work. The teachers in the different departments also hand the teacher of spelling those words that are most frequently misspelled in the written work. GRAMMAR Tbii; course constitutes a thorough review of the essentials o6 grammar. The purposes of the :year's work are to discipline the mind, to aid in the interpretation of speech and literature, and to facilitate the correct expression of thought. The sentence is taken as the unit of study, and special emphasis is placed npon the study of the structure of the English sentence as it is found in our reputable authors. As a sentence, the unit of grammalical study, is primarily the communication of thought to the mincls of its readers, it is attempted to make grammar a study of thought, not of mere mies, definitions and forms of words. Logical relations are emphasized and the student is lead to think in a11 he does. The various parts of speech-their properties and uses-are carefully reviewed. Technicalities are presented simply. The aim is to give the student a clear and thorough understanding of the fundamental principles of the English language, but not to confuse him '\Vith names and terms; for, throughout the course, the theory is emphasized that it is not the name we give to an element that is the vital point, but a clear perception of what that element does in the sentence for the communication of the author's thoughts. The text-books used are: Alten: "A School Grammar of the English Language." Lillian G. Kimball·. "The English Sentence." COMPOSITION The purpose of the composition work is to develop in the student the power to express bis thoughts not only clearly, correctly, and forcefully, but originally and spontaneously. The work seeks for skill in oral expression as well as in written; to that end, every effort is made to encourage the student to talk clearly nod easily. and (']ass discussions, debates and short talks are a part of the required composition work. There will be regular consultation periods, that each student may have the benefit of individual criticism of all written work. The course of the first year is a practical one. Its aim is to teach punctuation, sentence and paragraph structure, loI,,T].cal thinking. The themes required are short, dealing with subjects within the interest and 12 TEMPE NORMAL SCHOOL OF ARIZONA knowledge of the student. In the second year, in ·connection with the rhetoric work, the priuciples underlying the various forms of prose literature :i.re stuckcterl anrl studied, aud short themes are \vritten to dev.-lop these three forn1s of composition. The construction of outlines receii;:·es attention, and the students art: trained to express thcn1sd;'cs sitnply and 'vith directness and clearness. GRAMMATICAL ANALYSIS This course is given for t\vo periods a v.·eek duri1~g the junior year, and serves as a rcvie\V of the ~·ork in grarnmar and rhetoric, and also as TEMPE NORMAL SCHOOL OF ARIZONA 13 an introductio;n to the literature work of the Senior year. It is intended that tbe course shall be a thorough test of the student's kno\vledge of English grammar, and also teach hint to apply the principles of grammar to the various forms of English composition. ENGLISH LITERATURE This course is µursued by all regular Third year s;tudents. Three periods a \veek throughout the year are devoted to tbe work. The ain1s of the course are: To enable the student to read intelligently and appreciatively; to make them realize that literature is a representation of life; to de,·elop some~vbat the pO"-'er of discrimination in their recognition of individuc1.1 style. At the very outset the student is rnadc to see that the study of literature ntust go hand in hand \vith historic development, and that the liter." Dowden-''Shakespeare, IIis l\'lind and Art." Ordish-"Shakespeare's London." Snider-"The Shakespearian Drama." Ten Brink-"Five Lectures 011 Shakespeare." "Carlyle's Critical and l\liscellaneous Essays," ·'Macaulay's Critical and Historical Essays." Gwynn-"The ).-!asters of English Literature.'' \Voodberry-''~lakers of Literature.'' \Vcndell-"The Te1nper of the 17th Century in English Literature.,. Leslie Stephen-" I-I ours in a Library." Kellogg-''English Literature.'' Shav.•-''llistory of English Literature.•· Minto-"Chan1etcristics of English Poet&." Pancoast-Introduction to English Literature.'' H. A. Beers-"English Ron1anticisrn.'' Morley-" English :L\1en of Letters." Complete series. Seccon1be-"The Age of Johnson." Oliphant-''The Victorian Age.'' \Vhipple-"The Literature of the Age of Elizabeth." Herford-" The Age of \Vordsworth." Snell-"The Age ot Chaucer." Garnett-"The Age of Dryden." Dennis-"1'hc Age of Pope." \Valker-"The Age of Tennyson." VanDyke-"The Poetry of Ten,nyson." In addition there arc numerous biographies of all the chief writers of poetry and prose. TBJIPE NORllAL SCHOOL OF ARIZONA 15 DEPARTMENT OF MATHEMATICS Mathematics always has formed, and always must form, an essential element in every cour!!e of study. It "'·i11 hardly be disputed that those qualities of mind which contribute to success in any occupation are the alertness which enables one to take advantage of opportunities as they present themsel"res, the accuracy which prevents falling into error, and that consecutiveness of thou~bt which enables us to see 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 which mathematical processes, developed according to psychological laws, are best calculated. to produce. It is our aim to so present each lesson in mathematics as to develop accuracy, rapidity, and the power of logical analysis. While it is intended that the students shall be made familiar with all those topics in arithmetic, algebra and geometry usually taught in schools of this ran'k:, nevertheless no more topics will be undertaken than can be thoroughly mastered. ARITHMETIC Arithmetic is studied during one Semester in the First Year. The aim in this class is to make a thorough review and study of the underlying principles, as \.vell as to give rigorous drill in rapid and accurate calculation. The necessity of being accurate will be emphasized, for advancement in mathematics must be slow so long as error is prevalent in calculations. Methods of checking and proving the work will be noticed in connection with all parts of the subject. Special attention will be paid to common fractions, metric system, proportion, and percentage and its applications. During the Junior year Arithmetic is again studied for one Semester, with a view of thoroughly reviewing elementary and higher arithmetic. The aim will be to broaden the view, give a thorough comprehension of underlying principles and a capability of making difficult arithmetical calculations. The subject will be presented from the standpoint of the teacher, thus bringing out methods of presentation, so that graduates of the Normal when theY become teachers may be able to lead their pupiJs into habits of clear and logical thinking, concise and t"xact expression, and rapid and accurate calculation. Text book :-Robinson's New Higher. References:-Ray's Higher, Wentworth's Higher, Milne's Standard, Davies' University, Walsh, White, The New Franklin. ALGEBRA · The study of algebra is pursued throughout the first two years of the coarse. The first year the effort is to give the student a clear understanding of the signs and symbols used in algebraic notation, the laws 16 TEMPE NORMAL SCHOOL OF ARIZONA and principles governing the satnc; to generalize arithmetical operations and lo develop the t:quation as a means of studying the relation of quantities and the solution ofproblen1s in arithmetic, thuslayinglhe foundation for tl1e future study of algebra and geometry and for the study of ;'lrithtnetic from the professional standpoint. Emphasis is placed upon factoring and the principles g0Yen1ing linear equations. The Second Year there is made a careful study of qnadratics, proportion, logarithms, etc. The effort is inade to lead the student into habits of clear and consecutive reasoning. ~rext book:-\Vells Essentials of Algebra. References:-,Veutv.rorth, Bov.'ser, l\.filne, Taylor,Jocelyn, Fisher and SclnvatL GEOMETRY The course in geo111etry is taken up during the third year and is carried throughout the entire year. The course in geometry includes both concrete and de111onstrative, the former being taught in conneclion \vith Drawing. Den1onstrative geotnetry ''-'ill etnlJrace both plane and solid. Size-relations "'·ill he: c:onsidereits of close and accurate observation, orderly thought and logical expression. The student is required to obtain a working knowledge of the fundamental principles of the sciences, and is led to recognize theio practical application. The labooatory courses offered, both in the physical and biological sciences, affood abundant oppootunity for acquiring facility in 'the manipulation of appaoatus and in the handling of material. The instruction is chiefly academic, its application to nature work in the elementary schools being reserved for the practice department, where each subject receives special attention. However, in selecting the exercises and in conducting the recitations, the attention of the future teacher is frequently din~eted to the availability in his chosen calling of the knowledge he is here acquiring, and the pupil-teachers are given assistance and advice in arranging courses in nature study for the different grades of the Training School. The laboratories for work in physics, chemistry and biology are commodious, we11 lighted and suitably equipped with apparatus of the latest design, ne\V pieces being added fr.om time to time as new discoveries in the scientific world and the progoess of methods demand. Theoe is a large and gr~wing collec- . tion of material for illustoation in biology and geology, which, daring the last yeao, has been increased by many specimens contributed by individuals. Such contributions are always acceptable, as by this means it is often possible to obtain valuable and useful material for illustration and study. BIOLOGY Botany-Second Yceart Second Semt:stet; Twenty Weeks The study of botany is peculiarly adapted to cultivate the powers of observation. and to arouse an inteoest in and a love for the beauties of nature. For this reason knowledge of plant life is especially valuabl~ to the teacher, as farnishing a basis for attractive and interesting courses of nature study for all grades of the elementaoy schools. The underlying principles of vegetable anatomy and phJsiology are dealt with in as thorough a manner as practical, but the fact is recognized that the life relations of plants are of more interest and importance to mankind in general. The student is, therefore, not allowed to restrict his hor-izon to the limits of the vegetable cell, but is led to study the relation of the plant to the conditions under which it lives, and to the effects of soil, climate and other factors of environment upon its-form, structure and habits. The work begins in the spring, with a ]aboratory study of the conditions affecting the germinating and growth of the seed, followed by an 18 TEMPE NOR'-fAI~ SCHQOL OF ARIZONA in~estigabon of the n1orphology, structure and functions of root, stem, leaf and flo'\ver. The suhject of plant relations, tn '"·hich the attention has heretofore frequently been called. is nov.• treated more fully, and the course closes with a study-0f typical plants il1nstrati.ng the le:=i.ding types of vegetable life, thus gi.ving the student an introduction to systematic botany. The entire course is illustrated by experin1ents perfonned by the individual student in the Jaborato1·y and by field trips at frequent intervals. Each student is required to keep a ueat and syste1natic record of all his observations and investigations, and tu illustrate the san1e by careful dra'rk in botany. In ciddition, a number of well selected reference works by standard authors are available in the 1ibrary and the student is directed in their use. AmOng these are the following: Boyer-'' Laboratory Manual in ·Elementary Biology;'' Kellogg" Elements oi Zoology;" Parker-" Elementary Biology;" Sedgwick" Student's Text-Book of Zoology;" Packard-" Zoology;" Comstock" Manual for the Study of Insects;" Jordan-" Manual of the Vertebrates of the Northern U nlted States;" Ridgeway-" ~an ual of North American Birds;" Chapman-" Bird Studies with a Camera;" Beddard-"Zoogeography;" Mivart-"Types of Animal Life;" \Vallace-"lsland Life;" \Yallate-" Malay Archipelago;" Dodge-" Elementary Practical Biology;'' Huxley and Martin-'' Practical Biology;'' Darwin-''.Formation of.Vegetable 1Ylould ;" Huxley-"Study of Zoology;" Romanes-"Animal Inte11igence ;" Heilprin-" Distribution of Animals;" Orton-"Comparative Zoology;'' \Vhite-"Natural History of Selborne;" Van Beneden"Animal Parasites and Messmates;" Poulton-" Colors of Animals;'• Semper-" Animal Life;" "The Riverside Natura] History," in six volumes; Lee-" The Microtomist's Vade Mecum;" Keeler-" Our Native Trees." PHYSIOLOGY Third Yeart Second Semester; Twenty Weeks The general idea of life processes which the student has acquired in the course in Zoology are here worked out in detail in their application to human physiology. The subject of anatomy is made subordinate to a clear understanding of physiology and h_yl-,>iene. The entire course is i11ustrated bv class experiments and by dissections performed upon small animais. The compound microscope "and the Solar projection microscope are used in demonstrating the minute details 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 \-York is based upon Macy and Norris' "General Physiology," which is used as a text. The following reference works are in the 1ibrary. Colton-'' Physiology, Experimental and Descriptive;" Foster" Text-Book of Physiology;" \Vilder and Gage-" Anatomical Technol· ogy;" Keen-"Gray's Anatomy;" "American Text-Book of Physiology;" Peabody-" Laboratory Exercises in Anatomy and Physiology;" Blaisdell-" Practical Physiology;" Foster and Langley-" Practical Physiology." 20 TEMPE NORMAL SCHOOL OF ARIZONA PHYSIOGRAPHY Third Year, First Semester; Twenty Weeks This course µresupposes a thorough kno'\vledge of eletuentary geog· raphy in all its aspects. The scope of the \VOrk includes a consiv point and relative humidity. From these recorils cu ryes are constructed sho>ving graphically the conditions >vhich prevail from tnonth to mo11tb during the course. The obser"\'ations 111adc by the students are co111pared \vith the daily bulletins furnished by the goven1ment \Veat.her ser,·ice, thus impressing· upon the mind an idea of the practical nature of the work. The subject of storms is illustrated by a carefully selected series of weather maps placed in the hands oft he student fur study. Climatology is given a prominent place in its bearing on the geogr.Ieasnren1ent;" Nichols, Sn1ith and Turton-"'.\:lanual of Experin1ental Physics;'' Traut,vine-"Civ1l Engineer's Pocketbook;" Sanfortography;'' \Vanklyn-''\Vater Analysis;'' Sutton-''Volumetric Analysis;'' Thorpe-''Inorganic Chen1ical Preparations," S111ith afl tinished the history course his life may be fuller anntials. Each student has an atlas of outline n1<1ps in ¥.•hich he notes do\\'n tbe places he meets \Vi th in his lesson and in this \Vay fastens them in his n1ind. Fron1 time tu time outside readiug is assigned. There are ¥.'eekly written tests to determine the standing of eac-h 1ne1nber of "!°h<' class ,.,·ith a vie\\' to help him 'vhere he is \veak. Text-huok:-"\\'olfson's Essentials in Aneic11t History." Referenees:-Grote's-''History of Greet:e;'' ::\fomsen's-''History of 1<01ne;" P1utarch"s-"Lives," "Epochs of Ancient IIistory;" )..1yers''"General History;" Fisher's-"Outlines 01 17niversal History;" Botsford's-"Hi,.tory of Greece," Ra\vlinson's-"Sevcn Great Monarchies;" Pelha1n's-''Outlines of Rontan flistory;" and the use of the rich col!et·tion of hooks of the L:itin Depai-tment. MEDIAEVAL AND MODERN HISTORY Folknvirig Ancient History is a cour.se in \.lecliaeval and :\l(1d~n1 history running through t\venty \\'eeks. Kote taking and atlas \\'Ork is L·ontinuerl. The student's n1i11d is sti111ulated liy suggesti\-e questions \vhich he is expected to \York out for hi111self. Topics of great interest are brought up before the ,yhole dass for discussion. Great stress is laid upon the development of European governments and of England in particular. Text-book:-Harding's Essentials in ~lecliaeval and Modern History. References;-Emetton's-''Introduction to the Middle Ages;'' Em.er- 24 TEMPE NORMAL SCHOOL OF ARlZONA ton's-"l\1ediaeval Europe;" Adam's-"Civilization During the Middle Ages;'' Henderson's-"Hist.orical Documents;'' Bryce's-''Holy Roman Empire;" Green's-"IJistory of England;" Carlyle's '\Vorks; Motley's 'Vorks; Gurnmere's-"Germanic Origins," "1'welve English Statesmen;" Hallan1's-"I\Jiddle Ages;" Oman's-"The Dark Ages;" Seignobos'-"Polilical History of Europe;" and a great many monographs and biographies. SCIENCE OF GOVERNMENT At the beginning of the second semester of the third year the instructor in a few lectures revievvs the fundamentals of European governments, especially Lhal of the l'nited Kingdom. In addition to this the students are required to tlo a considerable amount of outside reading. '\:Vith this preparation they enter on the study of American government, theoretical and actual. Besides the text-book the students are asked to read the current events in the daily papers and in weeklies such as the Outlook, to study the civil institutions of the Ten-itory, observe the local political events, and attend oue or more meetings of the Legislature when in session. The aim of the course is to give the prospectiYe teachers a thorough knowledge of our governtncnt so that they rnay discuss and teach it intelligently, and iufluence fo·r good governtnent those "\Vi th whom they come in contact. Text-book:-Hart's-" Actual G'overnment." UNITED STATES HISTORY This course runs through the first semester of the Junior year. The students are made acquainted >vi th son1e of the original and the very best secondary authorities. 1-lembers of the class are assigned one or more topics for investigation and report. From time to time subjects are discussed by the ...,·hole class and in this manner independent thinking is enl'ouraged. The study of current events, both American artd European, is continued. Text-book:-Channi11g's-''Student's History of the United States.'' References:-The library has a large number of reference books: Schouler's-"United States History," "American Statesman Series,'' (complete); "An1erican History as Told by Contemporaries"-Hart; •'Critical and Narrative History of the United States"-\Vindsor; "Old So. Leaflets;" "American I-listory Leaflets;" Blaine's-"T,venty Years in Congress;" Hildreth's-''United States History;" Bryce's-''Atnerican Commonwealth;" !vlc1'1aster's-"History of the People of the United States;" \Vilson's-"A History of the Atnerican People;" Nhodcs'"l::listory of the United States;" Von Tiolst's-"Constitutional History of the United Stales;" Thorpe's-''Constitutional History of the United States;" Parkman's \Vorks; H. H. Bancroft's \Vorks, "American Commonwealths;" Doyle's-'·Englisb Colonies in America;" TEMPE NORJIAL SCHOOL OF ARIZONA 25 Fiske1s Works; Lowell's-0 Governments and Parties in Continenta1 Europe; many works on Sociology and Economics, besides biographies and autobiographies of men who have taken a prominent part in politics. DEPARTMENT OF PROFESSIONAL INSTRUCTION The distinguishing characteristic of a Normal School lies in the fact that, besides an academic course, it offers a course in the method of instruction and p,ractice therein. The subjects that are classed under the bead of professional instruction arc psychology, pedagogy, the his· tory and philosophy of education, logic, ethics, methods of teaching, school law and school economy, and the practice in the training school. PSYCHOLOGY The course in psychology comes the first semester of the Junior year. It precedes pedagogy and follows physiology, v»here special attention bas been given to the study of the nervous system. The aim of this course is to show that mental activity is dependent upon sense preception, and, to lead the student to observe the \.V.orkings of his own mind so that he may come to an intelligent realization of ihe fundamental laws underlying mental activity. It is intended to give the student such a kAowledge of the states, powers, and activity of the mind, their interrelations and the laws governing their gro>\·th as will" enable him to pnrsue a rational course of procedure in his professional work. Text·Books:-Psychology, Angell, IIenry Ilolt & Co. References:-Psycbology, James' Advanced Course; The Development of the Intellect, Preyer; Mental Df.velopment, Baldwin; Principles of Psychology, Spencer; Elements of Intellectual Science; Porter; Psychology, John Dewey. PEDAGOGY The course in pedagogy comes the second semester of the Junior year. This course deals in the first place with the subjects to be taught and in the second place it shows ho\\:' kno1;•:ledgc is acquired. This refers back to psychology and leads to methods of instruction. The practic8.1 illustrations are found in the observatio11 of the training school and in the student's own experience. Introspection is the watchword not only in the study of psychology but in the study of methods of instruction as well. Text-Books:-Method in Education, Roark, American Book Co., and Methods of the Recitation, McMurry, The MacMillan Co., New York. TEMPE NORMAL SCHOOL OF ARIZONA References:-Compayre's Lectures on Pedagogy, Payne; Locke on Education, Quick; Education, Spencer; Education of Man, Froebel; Elements of Pedagogy, \Yhite; Practical Hints for Teachers, Howland; Pedagogics of the Kindergarten, Froebel. LOGIC The study of logic is Last:'d on psy<'hology. The point of departure is found in the chapter on thought. This course deals n1ainly with the concept, the judgement, the syllogis1n, analysis anrl synthesis, and induction and deduction. From the historical side Rocrates, Aristotle and Bacon receive special at.tention. Logic conies during the first quarter of the Senior year. Text·Book:-Lessuns iu Logic, jcvon~, l\lachlitlan Cu. Refercnces:-The Theory of Thought, Davis; Deductive annehour each week of the fourth quarter in the Training School observing the work done by the pnpilteachers. Criticisms upon the lessons observed will be handed to the critic teacher and the lessons will then be discussed by her in the presence of the pupil-teacher who gave the lesson, and the Junior. Both Seniors and Juniors will be expected to observe some of the model lessons given in the Training School. The grounds, which are but an extension .of the Normal campus, are large and attractively laid out, and furnish ample room for recreative _sports. As the course nbw stands, a child can enter the Training School in the first grade and take the entire eight years' work there, passing from the eighth grade directly into the Normal. This has been accomplished the present year for the first time. Two members of the eighth grade that graduated May 25 have done all their work in the Training School. The number of pupils is limited and the tuition is free. Application for admission to the Training School mus_t be made in the Month of September, and each application will be acted upon in the order in which it is received. The same metho~ wi11 be observed in filling any vacancies that may occur during the year. The places of all pupils that are not present at the opening of the Training School year will be filled hy those next upon the list. " COURSE OF STUDY FOR TRAINING SCHOOL II First Second Grade : 1 Grade Third Grade ~1~I -:----1~ $llHJEC'J: ~i:: II Fourth Grade S1:xth--l'"°8eventbll II 1 Grade I Grade Eighth Grade Y.--~ -,--t°"i ~t°" -,-~ ?:1-t"' !:""' Fifth Grade ~ ;.11~~18 ~ ~~IB; ~~ a.;r1 1 ~)?" a.; ;;:g" a.~i~;; a.~ S:~ ~-~ " o ... lo-s.. -· o ... " ~i:: g .,,El ~qq ,,8 g_g- zj 0 ~ ~~ nt:! 'rjle iEl ~Jl(l"El ~qq g ~(Jq ~--tp;-o ~'11rJ"cl~"'po ;=_"'1;'"o ~'"'g-0·~'1~c·1~:S"c!~~f;io --£, ,.,_...., .... :a,,I .... ...., ... S..'I ..... ...., .,.._....,l, .... s, .............. £, ........... --~ ........ 1.............. ..... 1o ... o 10 -· 10 -· Io....,.... 1 11 't:! ":::! l;:jo II.,, o i::i I= o 4~' 201110 4511 20'1 55145 Inoid<'l ~ 11~! 5 4~ :)! Atithn1etk. Reading ... Wtiting -Spelling , .. Language. Jnddo'l;i-:;15 10 15 4,5 I 1 Hil".tory Drawing ... .. .......... 5 2 Manual Training .. 15 25 511511 Music .... Geography ...... General Exercises .. Grammar·. ___.~± 5 . 45 ·::: . Civks ........ . Physiology .. =-=- 10 15 5 o 4.1 SI 4u o 1 25 "I 1 1 1 2 ..... 1 5 I ..... " ' .i 5 41) 20 I j·::::.: :: .I.. i"'::l 1It:!o t:! "I '°, f) ~ " :"10 1 c :::l I:! "' 5 SO' 5, SOI 4v n ·1.5 I 5 .. . . . . . . . . . 3 451 T 3 45 45 21 45 :), 5 45 5 1, . . . i(/) t::1 "' o "' :::1 ;;-;.;r514511 51451 1 514~ ~-\ 1~11 ~I 151j 511~' 214511 2145 o s ., 45 o e a r r a n e 451 214'1/ 2 45 2 2 45 20 25 15 o ,::i lllcide•ntal . 3 2 55 5 o t:! I(/) t:! (/) 1...... 45 *3 Ineidt'ntal I 45 b 3 4U 5~ '1·51 5 5 45 4o ................. . 1 45 45 , 3 40 g d 5 3 45 45' 45 5 45 5 45 45 ... .. . ... . .......... . For last teu \veeks. t For last twe11ty week,.;. NOTE.~From teacher. z ~ ~ ~ "0 • 0 ~ ~ l~J :t 1 I .. the fourth to the eighth grades, o[]e period of forty-five miucttn! each day is given to study under the direction of The time i<> devoted to whatever work the pupils need most. 'm . 1.:::::1!:· :: .:::::.~ ::: :: :::::: ... ~ .. ~~ t~ !~ ~ t3 45 is •5 0 z > For first thirty weeks t ~ th~ TBKPE NOR:HAL SCHOO'J- OF ARIZONA 31 DEPARTMENT OF LATIN In this department a complete and thorough four years' Academic course in l,atin is here offered as an elective, beginning the second year of the Sorma1 course. The Latin course is arranged with a two-fold object; to fully fit students for college entrance aad to equip the professional Normal graduate with a broad and sympathetic literary culture, as we11 as to train him in the pedagogical value and uses of language study~ To this end the entrance requirements of the State University of Arizona and of the Universities of California have been kept well in view so that these institutions will have no scruple in accrediting the work done here on the assurance that the work as outlined herein is aU done and done satisfactoriJy. A high standard and thorough accuracy is insisted on and maintained. In addition to the Introductory Book, the authors read are Caesar, Ci:::ero, Sallust and Virgil~ These are accompanied by parallel reading as shown in the synopsis below. Sight reading is supplied by selections from Nepos, Ovid, Aulus Gellius and Viri Romae. Prose composition occupies a prominent place,no less than two hours per week throughout the whole four years--constituting two-fifths of the entire course-being devoted thereto. The four years' course in Latin, as a whole, consisting as it does of 5 hours per v.·e~k for 40 weeks per school year,comprises as much time and admits of as much and as thorough v-.·ork as is generally embraced in most five year courses of 36 weeks each in the best High Schools of the United States. . The Department is well eqipped with all classical requisites such as a full set of Kiepert's wall maps and a bountiful supply of large prints and photogravures and other il1ustrative material, while the Library contains a carefully sele.::ted bibliography of the most authoritative works of reference. Besides the regular class-room work, open lectures ' on Roman life, topography, art, archaeology, and classical antiquities in general are given from time to time with stereopticon views. Likewise leading classicists and archaeologists honor the department with their presence as lecturers. Second year, first Latin book:-Caesar, Gallic .War, Books II and III. Here three points in particular are dwelt upon; a thorough drill in the orJinary formS'of the language, facilicy in reading Latin with proper observation of quantity, and familiarity with the common rules of syntax. Ready ability to translate easy Latin prose into English and -..;ce versa is also attained. Five hours a week are given. to this course: during the First Semester the Introcluctory Book is thoroughly covered, while in the Second &mestertwo hours are giyen to a systematic review of the \.Vork of the pre\"ious half year and three hours to the reading of Caesar's Gallic War. Third Year:-Cresar, Gallic \Va1·, books IV, v and YI; Virgil. JEneid, book r; D'Ooge's Latin Composition, Part 1; Allen and Greenongh's Grammar. 32 TEMPE NORMAL SCHOOL OF ARIZONA. A complete knowledge of the geography, subject n1atter and its historical bearing is required in the study of Cresar, together "vith accurate pronunciation and flllcncy in reading. T'\vo hours a week are given to Cresar and one hour to Virgil. The remaining two hours are rlcvoted to Latin Composition. In all three subjects the forn1s of the language occupy a conspicuous pla(·e. Sight translation is :::ilso given at frequent intervals from the authors mentioned. Supplcnicntary reading is as" signed from: Cains Julius Ca-,;"ar, Dodge; Julitis C~sar, Fov.·ler; Caesar, a Sketch, Froude; Julius Caesar. Liddell; Seven Ron1an Statesmen, Oman; Cresar's Army, Judsou; Epoch Series of Ancient History; Plutarch's Lives; Society in Ron1c Under the Cresars, Inge; Student's Companion to Latin Author5, ~'liddkton and Mills; Latin Literature, 1-fackail. Junior Year:-Ciccro. Catalinarian Orations; Sallust-. Cataline; Virgil, Eneid, Look n ::ind ur; D'Ooge's Latin Con1position, part n, Allen and Greenough's Latin Grammar. T"'-o recitations a \veek throughout the year are devoted to the reading of Cicero's four orations against Cataline, followed ur by Sal· lust's Cataline. One recitation is occupied Vi-'eeldy \vith Virgil atid again two recit::itions are giyen up to Latin prose composition based on the Cicero read. Systematic syntax, prosody, and historical, rhetorical and mythological treatn1ent acco111pa1;y the authors read. Translation at sight is not neglecteU. Parallel reading is given from: Life of Cicero, Forsyth; Life of Cicero, Trollope; Life of Cicero, Davidson; Cicerott et ses Ainis, Hoiss~er; Cicero, DeQuincey; 1\:L T. Cicero, NeVi-·man; Student's Cict'ro, Faussctt; Cicero, Collins; Legal Procedure, Greenidge, Ron1an Poets of the Augllstan Age, Sellar; Virgil in the ::\liddle Ages, Comparetti; Virgil, Collins; Stories fron1 Virgil, Church; Ancient Lives of Virgil, Nettkship; Essa_v on i.he Poetry of Virgil, Nettleship; Latin Poetry, Tyrrell; Classical Essays, ;\lyer.s; The History of Ron1an Literature, Cruttwell; Rythmic and hletric, Schmidt~\Vhite; History of Laiin Literature, Gudeman; and the Roman Histories of Gibbon, l\lom111sen and i\leri\·ale. Senior Year :--Cicero, Pro Archias, Pro Lege 1:1anilla (De I1nperio Pompeii) Virgil, .'Eneid, hook~ IV, v anrl v1; Ca--s:'lr, Gallic Vilar, book 11 Advanced Co111positio11; D'Ouge's Latin Con1positiou, part 1n; Allen and Greenough's Latiu Gran1mar. In thi.s year a resume of the \Vork done in the previous years occurs and to this <'lld one hour a \Yeek the first SC'n1cster and t\VO the seconrl i.s devoted to the rc:'lrling of three 1nore speeches of Cicero and another hook of C.:esar; \vhile Virgil occupies tv.'O hours t.he first and one the seC'ond se111ester. Advanced prose composition 1:Lkes up as in the past years two hours n vvcek the year round. The fiue1· points in syntax and grammar are rounded off and the contf'nts of the t!.'xts read subject to a more critical tnastery. The regular \vork is supplen1ented by select parallel reading on the fol!o,ving topics: Language, Gramtnar,. Syntax, Etymology, Sen1antics, History, TRHPE NORllAL SCHOOL OF ARIZONA 33 Biography, Geography, Topography, Mythology, Antiquities, Art, Archaelogy, and Current Articles in Reviews and Magazines, etc. Besides a good supply of all the leading text.books of the authors read, the library contains among others the following authorities 'on their several divisions: Art and Archaeology :-Lanciani, Man, Dyer. Baumeister, Burn, Bohn, Goodyear, Kelsey, Tarbell, \Vestropp. Reber, and Winckelmann. Mythology :-Harrington and Tolman. Fiske, Edwards, Robbins. Keigbtley, Stending, Guerber, Gayley, Murray and Bulfinch. Geography and Topography :-Schmidt-Gunther, Harding. Platner, Kiepert, Tozer, H11elsen, Lord, Butler, Allen, Burn, Baedeker, Putzger and Schreiber. Language and Literature :-\Vilkins. Gi\dersleeYe, Harkness, Lodge, Lane, Allen and Greenough, Hale-Buck, Bennett, Doederlein, Gudeman, Quackenbos, Bender, Cro"·cll, Brea!, Postgate, Richardson, Taylor, White, Halsey, ~lorriss, Greenough. Kittredge, Go'\\', hlacKail, Crutt· \veil, Trench, Hinsdale and \Yhitney. Dictionaries :-Harper, Smith. LeV\·is, Andrews, Harbottle, Riley. Rich, Leyffert, Ramsey, Lanciani and Baumeister. History ai1d Biography :-Abbott, Creighton, Tighe, "'illoughby, Munro, Greenidge, Kingsley, Graurud, Clay. Smith, Fowler, Pelham. Pennell, Myers, Goodrich, Rotsforrl, DeConlanges, Gibbon, Merivale, Mommsen, etc., etc. Private and Public Life:-Preston, Church, Bell, Dodge, Rydberg. Clark, Guhl and Kohner, Herberman. fohnston, Becker, Shumway, Friedlander, \Yaters. Travel and Description:-Hilliard, Ho'\vells, Xorton, Boissicr. Magazines :-American Journal of Archaeology, American Journal of Philology, The Classical Review, Classical Philology, and the Classical Journal. ART DEPARTMENT This departn1ent e1nbraces several interrelated lines of work: representation, designi11.g, illustration, construction, clay-modelling, history of art, etc. The aim of our \Vork is. first, to train the perl·eptiYe faculties aud to strengthen the judgment and imagination; second, to develop in the student the skill necessary to delineate objects and original designs in the several media; third, to give the young teacher the means by \vhich he may be able to illustrate on the blackboard '\vitb some degree of facility as an aid in the more effecti'"e presentation of other subjects; fourth, to lead the student to a fuller appreciation of the beauties and harmonies of nature and art that he ma\" be better able to awaken and develop in bis pupils the aesthetic faculty; fifth, to serve as a foundation for an intelligent pursuit of the trades and professions in which drawit;J-gserves as an essential ~Jement. 34 TEMPE NORMAL SCHOOL OF ARIZONA 1'\\'0 rCcitatitions a \Yeek are given during each of t.he first· tl1rCe years. ln the Junior year one 1·ccitation per '\veek for the second ~e1ncster is devoted to the discussion and presentation of 111ethods in ., This deparln1ent is liberally supplied v.·ith casts, still life n1odels and charts. The librnry contains tnany 'vorks hy stauIaiure in Orna1ne11t. Day, Handbook of Ornarnent, '.\1yers; Anatonty of Pattern, Day; Line anrl Forni, Crane; Co1npusition, Do\v; Theory and Practice of Design, Jack1'0n; Elen1c11ts of Drn,ving, Ruskin: Principles of Design, 8atcheldc1-'; Plant Form i11 Design, l\1idglcy and Lilley; Year Books of Supervisors of \lanual Arts; Story of Architecture, '.\.Jaihe\.vs; Legenrlary Art; Mrs. Clement; ·Adeline's ATL Dictionary; Tai11e's Lectures on Art; The Gate Beautiful. Stirnson; History of Art. DeForrest; Histor:-.· of Ancient Ar~; Reber-; History of Art, Goodyear; Greek Art, Tarbell, History of Affietican Art, Hartman;· Ho'v to .J t1dge Arc:hitecturC', Stui-gis; Tt:irrets. T'O\v~l';~ and Temp1€'s, Singleton; Architectural Styles, Rosengarten; 'Tbe .Cohtttlt1 TEMPE NORMAL SCHOOL OF ARIZONA 35 and the Arch, LongtCUow; Modern Illustration, Pennell; Modern Perspective, '\\~are; 'Vorld's Painters, Hoyt; Ornament and Its Application, Day: Clement's llanflbooks for Beginners; Ho\-..: to Enjoy Pictures, E1nery: Great Pictures Described by Great '\'riters: "\Vorks on Spanish, German, Flemish, Dutch. Italian, English and American Painters: New Methods in Education, Tadd; History of Media'~al Art, Reber; Prang :Manuals; History of Art, Lubke: Letters and Lettering, Brown: Pictorial Composition, Poore; Plant Form, Clark; Practical Designing, 'Vhite; Applied Perspecti¥e, Longfollo'"-; Figure Composition, Hatton; Arts and Crafts, Sanford, etc. BOOKKEEPING AND COMMERCIAL LAW These subjects are studied durin~ the tirst semester of the Senior year when the students' n1inds have a clearer grasp of the significance of husiness methods. In order to accon1modate special cases and. those \Vho may have failed in one semester, the work is continuous throughout the school year. Sixty recitations cover the '\Vork in bookkeeping. Each stndent is required to keep a set of books, which, so far as his individual ability goes, must be a model of neatness and accuracy. At the same time the student must prove that he has a clear comprehension of the theory of accounts, both by the double and the single entry tnethods. Considerable practice is given in the uses of auxiliary books and in practical applications of business arithmetic. Commercial La\v is covered in forty lessons. The aim in this subject is to familiarize the student with the ordinary transactions of business life and with the laws governing the sa1ne. A necessary feature of this \vork consists in the ..,·riting and study of commercial forms. The rnetbod pursued is the combined text-book and lecture, the former being used for definition and fran1c \York, "·bile the latter is given to the illustration and application of the principles set forth to actual bu!lineiis e-xperience. Students are asked to cite cases that co1ue under their obser\·ation for discussion in class, and in oriler to create healthy interest in the subject. actions at certain tinies arc hroug-ht in by students and mock trials are conducted. Special e1npl1asi~ is !Hid upon the subjects of commercial paper and hailments. Text-books :-Bookkeeping. \Vil\iams & Rogers' :\fodern Illustrative Cnmmercial La'"'-, Gans. References:-Cornmercial La\v. \Villiam and Rogers: Co111pendium of Commercial Law, To"·nsend; Principles of Com1nercial Law, Mussel" man: Commercial Digest, Mc~laster; Con1n1erC'i:1l La\v, Clark: Business Law, White; Statutes of Arizona. 36 TEMPE NORMAL SCHOOL OF ARIZONA DEPARTMENT OF MUSIC The stttdy of music is no\v, as it should Le. fully recog-uizeJ as one of the essentials of aily good course of instruction, in Grammar, High, and Normal schools. '.\Iot only there, but the Cnivcrsitics, kvcck are dc\·otcrl to this \\"ork. MILITARY DRILL By the placing of 111ilitary drill in the school course, se\•eral in1porta11l objects are gained. In the first place it is a vnluable 1neaus of physical culture and training oftl-.e muscular sense. The exercise attendant upon a lively drill in the open air is of a nature •sell calculated to overcon1e the effects of close application to study, to pron1ote a healthy circulation and to prepare the mi11cl for n1ore vigorous effort. Again, 11aily TBMPE NORMAL SCHOOL OF ARIZONA attention, even for short periods, to correct position in standing and walking, gives a springy step, an erect carriage and a soldierly bearing, that can scarcely be attained by any other means. Moreover, the strict discipline \vhich is inseparable from properly conducted military work is eminently conducive to the acquiring of orderly and systematic habits, personal neatness, pron1pt response to direction, and self-control. At the same time the gradation of authority and division of responsibility fro1n private to captain, furnish a valuable object lesson in government, \Vhile the actual tnilitary kno\vledge gained makes the student a mor~ valuable citizen, preparing hin1, as it does, the better to take upon hin1~ self the work of bis country's defense in time of need, The objection -..vhich has sometitnes been opposed to military drill because of its onesided character is entirely 1net and overco1nc by the use of the setting-up exercises, the bayonet drill and ·the calisthenic exercises with and without the piece, while the attractive nature of the work gives to it that spontaneous character without which exercise is valueless. The course, which is required of all male students who are free from physical disability, includes, the "setting-up exercises" as prescribed for the United States Army, the school of the soldiel', the school of the company, the bayonet exercise, calisthenic and bar-bell exercises, extended order work and battle forn1ation for the con1pany acting alone, the ceremonies of parade and guard mounting and the duties of sentinels. The principles of battalion 111ovements are explained and outlined in order to illustrate the relation of the company to larger bodies of troops. By an act of the T\venty-First Legislative Assen1bly of the Territory of Arizona the military organization of the Nor1nal School 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 frorn the institution, or being honorably dismissed therefrom, such officers may resign their comn1issions 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 la\V the requisite ammunition and accessories for a course in target practice \vill be furnished to the institution each year. The drill is conducted in strict accordance with the regulations of the United States Army, and the co1npany is annually inspected by tht" Inspector General of Arizona. It was also inspected this year by ~fajor Iloel S. Bishop of the 5th United States Cavalry. Opportunity is given for target practice, a good range ha1'ing been titted up within a mile of the campus. Three or four days are spent each year in camp, g-iving practical experience in camp routine, issue of rations, guard duty, signal practice and extended order work. TEii.PE NORMAL SCHOOL OF ARIZONA The uniform, which is required to be worn at all drills, is .of cadet grey, ticat in style, service&.ble -and comfortable. Directions for ordering the uniform will be furnished to prospective students upon application to the president. Drills will occur four times per -..veek during the year. None are excused from the regular drills except·upon the presentation of a written certificate of disability signed by a physician. ATHLETICS The necessity of physical exercise has heen fully explained under the headings "Physical Culture" and "~Iilitary Drill". Few schools in the West do more for the bodily develop1nent of the students than this one. The athletic training i~ under the personal charge of a competent dircc. tor who is a member of the faculty. Particular stress is laid upon gentlemanly conduct on the part of all those -..vho participate, and as a result the Tempe teams are commeuded e\•er_,·where for their true sportsmanship, and gentlemanly conduct. For a number of years foot-ball has held a prominent place atnoug the sports of the Norm:d and the success of the teams is indicated by the fact that the school won the championship cup of the Territorial ·Foot Ball League. Near the Girls' Dormitory are two ideal basket-ball courts for the benefit of the young ladies who enjoy that game. Several tean1s are annually organized and games are played with the teams of neighboring schools. There is a lar,!:?e and flourishing Tennis Association with seven e:i:ce11ent courts. Each year a tournament is held here between the teams representing the University of Arizona, the Phoenix Indian School, the Phoenix High School and the Tempe Normal. The baseball team showed its quality by winning the territorial championship. The diamond, located on the campus, is one of the best in Arizona; and ~djoining it are the well equipped training quarters, provided with shower baths, suits, gloves and various other conveniences. In this, as in all other sports, careful supervision is exercised and the highest graYell adapted to school purposes and pleasantly situated. Six church societies hold services in this city. Dl!SIGN The legislati-Ye enacttnent v.·hich established this Normal School (Chap. III, Par. 2515, Sec.1, Code of Arizona) provides that instruction shall be given in the "art of teaching,'' and also "in all the various branches that pertain to a good common school education;" also "in the fundamental laws of the United States and in what regards the rights and duties of citizens." An examination of the present course of study will show that the legislative intent has heen carefully observed. THE CAMPUS The Normal grounds, 'vhich cover an area of tv.·enty acres, ha,·e been beautifully laid out by an experienced landscape gardener. A fine system of graveled drives and \Valks, bordered ¥-'ith grassy lav:ns and lined with shade trees, shrubbery and fio'"·ering 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 and other plants foreign to this region have been planted, and a tract bas been reserved for the typical plants of the desert, including the cacti, of 'iorinal Oepa1·tn1ent and the Training school. The Norn1al Departn1ent offers a five year's course, one-fourth of which is devoted to strictly professioual instruction. TEMPE NORMAL. SCHOOL OF ARIZOXA The Training School is an adjunct to the Norn1al proper. aud is designed to gi,·e the tnembcrs ofthc Senior class actual practieein te<1ching. The course articulates \Vith the first year·s work in the ~~rmal. and comprises the eight grades of the public school course. ADMISSION !. THE NORMAL Candidates for admission to the i\ormal departn1ent \viii be required to pass a satisfactory examination. Certificates from an accredited school will be accepted in lieu of such parts of this examination as the Faculty sees fit. 2. ADVANCED STANDING 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 sho~·n either by an examination, by class records in the Normal, or by the certificate of accredited schools. 3. TIME OF ADMISSION Students \vill find it grently to their advantage to enter the Normal at the beginning of each sen1ester; hut they \\•ill be admitted at any tinte, subject to the ahoye re~triction. GRADUATION 1. In urder to recei,·e a diplorna front this institution a student ha Ye attained the age of 18 years. '.!. No student shall be adrnitted to senior standing who has more than 5-hours' \vork per \veek for the year, in addition to the regular senior course or its equivalent. 3. Candidates for g-radnaLion n1ust bave completed at least one full year's \VOrk in this school, and in addition to satisfactory standing in ~cholarsbip must have gi,·en satisfactory e>idence of a good moral character and the execulive ability necessary to the proper management of a school. .i. Students frotn other institutions applying for senior standing must have completed a four years' high school course and must hold a teacher's certificate. They may also be required to pursue, in this school. qne or more subjects belov-· the senior year, at the discretion of the faculty. 5. The dip1on1a entitles the holder to teach a primary or grammar school in any county in the Territory during life "·ithout examination. They are also accredited in the State of California. 111 ust 48 TEMPE :S:ORMAL SCHOOL OF ARIZONA EXAMINATIONS AND REPORTS Stti.!oate, Corrine.... ..Tempe Ven,;el, Sydney ................... Phoenix \\'alker, lYa .............................. Tempe \Yallaee, Hester. ............... l\fesa \\'ali-;h, Aileen ... Gila Bend \\'ebb, Jay .......................... Hoosevclt \\'ebb, .Ruth.... .Roosevelt \\'esterman, :)..label. ................. Safford \\'ilson, James. . .............. Te111pe \Yoolf, Irene .................... Tempe \\'oolf, .:\1abel. ........ Tempe\Vright, Gladys .San Bernardino. Cal. Zdgler, ~!ary .................. Groom Creek TRAINING DEPARTMENT Abril, Antonio Abril, Ventura Acebedo, Carmelita Acebedo, Elisandro Acebedo, Thomas Alexander, Enid Alexander, Marie .-\rmstrong, Beadie, Tro:y, A. T. Armstrong, Elon, Tro:y, A. T. Bagil, Lebrado Renites, Jose Benites, Pedro Blome, Harold Blount, Louise Bracamonte, Lupa Bracamonte, Nijo Brady, Forest Burgess, Lf'on Casanega, Anna, ~ogales Casanega, ~e11ie Nogales Cave, Lillian Chapin, Lucy Celaya, Carmelita Cllffot·d, Jesse, N"leozari, Sonora Cole, Annie Cole, Charles Cole, Lena C:ok, Lewi!< Cole, Maufle Cole, Rita Collins, Harold, Florence Collins, Helen, Florence Cullins, Homer, Florence Collins, Marie. Florene.: Conser, Elda, Imperial Cole, Lois Cole. Ruth Corbell, Be11lal1 Corbell, Etbel Corbell, Homer Corbell, :.\:lable Corbell, Paul Daggs, r>.Iary ua,·is, r>.·Iabcl, Bisbee Dobbie, Searles. Mesa DreV1.·, Lewis Encenis, Antonio Esterbrook, Doi·otby. Brooklyn Fi!Okc, Louise Fi ... kc. Floyd Frizzell, Florence Geach. Frances (~illeland. Ernest Gilleland, .Eugene Gilleland, Oliver Gonzales, Dora Guudwin, Julius . Good"'•in, Leona Gr~blc, Dorothy Greeg, Clarence Griffin, Horace Guidiacan, ~latilda Guildou, Viola Hackett, Letha Halbert, Jackson Hammil, Flora, Globe, A. T. Hanson, Lucy Harmon. Pansy Hannun, Tom Hendrix, Bertrande Hildreth, F.ulnlie Hockdoffer, ).1ay, Flagstaff Holsapple, Marion Holsapple, Raymond Holsapple, Sarah Horton, Dennie Hough, Carol Hu, Lydia, Kin1>ia11g, China H1ldlow, Gracie Hudlow, 0SC.'l.l" Imperial, An1dia Imperial, Mcrcede,'> Johnston, Dorothy TRllPE NORMAL SCHOOi. OF ARIZON..1. Jeffries, \Villiam, Tevis ton Johnston, Edith Johnston, Helen Johnston, Kenneth Johnston, Jsnet Kavanaugh, Rose, Kelvin Knight, Alice Laney, Grant, Altna Laney, Mable, Alma Le Sicur, Harold Leebrick, Paul Leebrick, Smnue1 Lohman, Ernest Longan, La wren cc Longley, Dorothy Longie,., Marion Lystad, Raymond, Chicago MacLennan, Kenneth Manley, Mildred ?.lartin, Hattie :M:atley, Welcome Meskimons, Lillian Miller, Anna .Miller, Edna Miller, Emma :Miller, Fay Miller, Gussie Miller, Horace Miller. Wallt>.ce McNnlty, F'.ranees Moore, Hellena Mullen, Thadeus Mullen, Kenneth Mnn•on, Inghorg Nash, Lucy, Globe Newton, Harry, Imperial, CaL Xoriego, Beatrice Ovkdo, Marguerite Oviedo, Roi.a Parry, Charles Parry, Kathryn Phelps, Georgia, Patagonia, Ariz. PickTell, Charles Pickrell, Wm. Pinc, \Vatter Pruett, Fletcher, Bowie, Ariz. Renders, Glad:Js, Jerome Richards, Roy Robbins, Irene Robbins, Ruth Rollins, J oho Rollins, Ralph Roi:!:, Caroline Ruiz, Joe Ruiz, Josie Rui2, Mary Ruiz, Mercedes Ruskin, Ruth Russel, Olin Saylor, Alson Saylor, Verna Scudder, Kathreen Scudder, Nita Setzepfnnd, Clara 55 Scbep(und. Clyde Sewell, Lillian, Hiawatha, Kausa.11 Sheldon, Joe, A=• Shrigley, Sam, Douglas Spangler, Lola Spangler, Lala Spangler, Carl Still, Nellie Strand, Sigrand San Francisco Sturgeon, Beulah Sturgeon, Charles Sund, Aaron, Imperial Tapia, Richard Teachout, Verlie, SonoTa Teeter, Earl Ttt-ter, Eva Teeter, Glen Teeter, Sammy Thompson, t.:lande, Kingman Trautman, Bcatria: Uvcz, Carmdita Van Riter. Eleanor Vfalker, Majorie W ardlo, Hftttie Lee Warner, Dorothy warner, Gratt Warner, Zepha Westover, Chas. \.Vycliff, Lura W yeliff, \Vinnie SUMMARY OF REGISTER Norn1al Department, including Class of 1906 ................................... 24-3 'fraining Uepartment ......................................................................... 177 Total. ............................................................................... 420 56 TEMPE NORMAL SCHOOL OF ARIZON;\. ALUMNI REGISTER CLASS OF J 887 'fl:MH DEVOT.Ell TU 'fEACIIING Etta Bruumcll.. . .... Pour Years (Mrs. J. \Vebstt:r Johnson) Georgia A. Ho\meslt:y.. . ..... Ten Years ..... (University of Ari?.on.uJ l:Jettie E. Clark... . ........... Two Years.. . .. Tempe -!1.lrs. M.A. Harme1· Robert 0. Duncan .. ...... Six Years...... .. ...... Phoenix .... Six Years ............................................ Tempe Inez B. Fisher..•.. Jessica Frazier.. . .. Six Years ...........................•...........••... Denver Martha Garnttt .. Six Years ........................................... Pboenix Garfield A. Goodwin................ . ................................................... Tempe Lena Rivers Hartsfield .................. Six Years ............................................. Tucson -Mrs. Y.lill Payne 'l'EMPE NORMAL SCHOOL OF ARIZONA NA.ME TJKE DEVOTED TO TB.I.CHING 59 P. 0. A.DDRBSol Ella Leota H auxhurst.................... Six Years. ......... ,.Phoenb: -:-Mrs. Harry Galliver Harry G. Hendrix ......................... Five Years .. . .... Tempe Benjamin E. Hicks.................... . .. ..... Globe Margaret Beatrice Hnghe5, ..... Four Years ..... Wier City, Kansas Frank R. Kellner............ .. .. Two Years, .. . ................. El Paso, Teia>1 -Mrs. J. Baxter Lewis ............................ Dougl:ls D. Maude Lincoln .......................... Three Years -Mrs. A. C. Lockwood Alice A. Morse ........ . . .•.... Five Years ... .. ... Phoenix Lillian M. Murray .................... . . ................ Los Angeles, Cal. -Mrs. Irving Andrews Grace Nev.·ell ............... . . ..................... Roosevelt -Mrs. Guy Collins Edna A. Ozanne ............................. Three YeaJ"S ... .................. Phoenix -Mrs. Walter S. Wil1f Education Official Board of Visitors Officers of the Alun1ni Association 2 2 3 3 3 CALENDAR FOR 1906-7 4 FACULTY AND EMPLOYEES 1906-7 5 COURSE OF STrDY-E!\GLISH 6 COURSE OF STL'DY-LA.TIN - 7 ANALYSIS OF COURSE OF STUDY 9 TEXT BOOKS UsBD (See write up of subjects) ENGLISH DEPARTMENT Reading Spelling and Word Analysis Grammar Composition Rhetoric Then1e 'Vriting Grarnn1atical Analysis English Literature American Literature DEPA.RTMENT OF l\IATHE~L\'TICS Arithmetic Algebra Geometry DEPA.RTMEXT OF SCIENCE Biology Dotany Zoology Physiology Physiography Physics Chemistry DEPARTME!\T OF HISTORY AND CIVICS Ancient IIistory ),Jcdiac\•al and Modern History Science of Government United States History DEPART~EXT OF PROFESSIO.!l