TEMPE NORMAi, HCHOOL 01:<' ARIZONA TABLE OF CONTENTS BOARDS: Territorial Board of Education Territorial Board of Examiners Normal Board of Education Official Board of Visitors Officers of the Alun1ni Association CALENDAR FOR 1907-8 FACULTY AND El\iIPLOYEES 1907-8 COURSE OF STUDY-ENGLISH COURSE OF STUDY-LATIN ANALYSIS OF COURSE OF STUDY TEXT BOOKS USED {See write-up of subjects) DEPARTMENT OF -8.NGLlSH Reading Spelling and 'Vord Analysis Grammar Composition Rhetoric· Theme VVriting Grammatical Analysis English Literature American Literature DEPARTMENT OF J\IIATHEMAT!CS .i\rithmetic Algebra Geometry DEPARTMENT OF SCIENCE Biology Botany Zoology Physiology Physiography Physics Chemistry DEPARTMENT OF HISTORY AND CIVICS Ancient History Mediaeval and Modern History United States History Science of Government DEPARTMENT OF PRm'ESSIONAL INSTRUCTION Psychology Pedagogy Logic Philosophy or Education 2 ' " 3 4 5 6 7 9 10-15 10 11 11 12 12 liS 13 13 15 1().17 16 17 17 18-24 18 18 20 20 21 ~2 24 26-27 26 26 26 26 28-32 28 28 29 29 TF.Th-1PE KORl\iAL HCHOOL Ol<' .ARIZONA II History of Education Ethics School Law and School Econo1ny Methods of Teaching Training School COURSE OF STUDY l<'OR TH.A.1:-Jl:-..'G SCHOOL DEPARTMENT OF LATIN Second Year Third Year Junior Year Senior Year Spanish ART DEPART::\1E~T BOOKKEEPING A__:...:u COi\l~lEl-lClA.L LA \V DEPARTMENT OF 1ff81C PHYSICAL CULTURE Military Drill Athletics Manual Training GENERAL INFORJ\JATlON Location Design Campus Buildings Expenses Railroad Rateo; Appointments Departments Admission Graduation Examination and Reports Goverrnnent Library and Reading Roorn Lectures Literary Societies e9 29 au au •1 :::2 34-37 J4 &5 a5 ::lti a1 38-39 aHO 41-42 4::l-48 44 46 47 49 49 49 49 50 5a 5a 54 54 55 55 56 56 56 57 57 Prh:es Alumni 58 58 59 59 Teachers' Bureau Correspondence llisitors 6U 6U lVIuseum Laboratories REGISTER :F'OR 1906·7 Norn1al Departn1ent Training Departn1ont ~4-lumni Register 60 61-n 61 64 66 VIEWS OF BlJlLDLNC8 AN11 UROUND8 - l<'ronth1piece-- -48a-49a-73-93 TWENTY-SECOND ANNUAL CATALOGUE OF The Tempe Normal School of Arizona AT TEMPE, ARIZONA FOR THE SCHOOL YEAR 1906-1907 WITH ANNOUNCEMENTS FOR 1907-1908 1907 Pres's of Phoenix Printing Company Phoenix, Arizona TERRITORIAL BOARD OF EDUCATION HoN. JOSEPH H. KIBBEY, Governor of Arizona, Chairman Phoenix HON. ROBERT L. LONG, Sup't of Public Instruction, Secretary Phoenix HoN. E. E. KIRKLAND, Territorial Treasurer DR. KBNDRIC C. BABCOCK, President University of Arizona Phoenix - Tucson A. N. Taylor, Principal of Northern Arizona Normal School A. J. MATTHEWS, Principal of Tempe Normal School of Arizona GEo. BLOUNT, Principal High School Flagstaff - Tempe - Phoenix J. D. LOPER, City Superintendent of Schools Mesa TERRITORIAL BOARD OF EXAMINERS HoN. ROBERT L. LONG, Superintendent of Public lnstructio:1 j. D. LOPER W.W. McNEFF Phoenix Mesa Phoenix NORMAL BOARD OF EDUCATION '"HoN. R. L. LONG, Sup't Of Public Instruction, Chairman ALFRED J. PETERS, Secretary WATSON PICKRELL Phoenix Tempe Tempe OFFICIAL BOARD OF VISITORS HoN. A. J, DORAN J. F. CLEVELAND DR. A. A. DOHERTY HoN. Prescott Morenci Nogales OFFICERS OF THE ALUMNI ASSOCIATION OSCAR MULLEN, President fRANK DYKES, Vice-President Tempe Mesa MAUDE WILSON, Secretary Tempe WALTER WILBUR, Treasurer Tempe CALENDAR FOR 1907-1908 1907 First Semester begins Entrance Examinations and Classification First Quarter ends Second Quarter begins Thanksgiving Vacation Holiday Vacation begins Holiday Vacation ends September 9 September 9-10-11 November 15 November 18 November 28-29 December 21 December 29 1908 First Semester ends Second Semester begins Entrance Examination and Classification Third Quarter ends Fourth Quarter begins Examinations and Commencement Exercises January 24 January 27 January 27-28 April 3 April 6 June 8-12 TRAINING SCHOOL School Year begins September 16, 1907 School Year ends May 29, 1908 Vacation the same as the Normal School. FACULTY 1907-1908 A. J. MATTHEWS, Principal, School Economy and School Law. F. M. 1Rl8H, 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. JOHNSTON, Vocal Music. , GEORGE M. FRIZZELL, A. B. Mathematics. CARA M. FlNNlE, 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, M. S., Biology and Director of Athletics. ROBT. M. GEORGE, M. A., English and Mathematics. GARCIA L. FERNANDEZ, A. B., Spanish and Librarian. LAURA DOBBS, Secretary to the President and Bookeeper. IVA CARUTHERS, Critic Teacher Seventh and Eighth Grades. LEONA M. HAULOT, Critic Te~cher Fifth and Sixth Grades. LOUISE LYND, Critic Teacher Seventh and Eighth Grades. MARYE. MCNULTY, Critic Teacher First and Second Grades. A. B. CLARK, Manual Training, Bloyd and Carpentry. MRS. ELIZABETH C. BROWN, Matron of Girls' Dormitory. · GEO. W. WILSON, Superintendent o! Buildings. HARRY WALKER, Superintendent o! Grounds. C.R. HILL, Engineer. COURSES OF STUDY-English Course FlRST YEAR Fir;;;t Seme,,,t('-r ~ecm1.d \Yk.Rec. Grammar and Co1nposition Reading . . . . . . . . Algebra . . . . . . Spelling and \Vord A_nalysis Drawing . . . Music . . . . . . . . . . . . . 20 20 20 20 20 20 5 5 J 2 2 2 Semf'stcr \Yk.Rec. Grammar and Composition 20 A_rithmetic . . . . . . . . . 20 ~i\lgebra . . . . . 20 Spelling and \Vord Analysis 20 Drawing . . . . 20 ~1usic . . . 20 5 5 5 2 2 2 SECOND Yle. :-r. B.-(S) Spanish as an elective for the subjects indicated. Rnalysis of Coul'Se of Study INTRODUCTION The fact that the primary aim of a Normal school is the train· ing of teachers is made prominent throughout the course. In each department the teacher not only presents the lesson to his class, but discusses ~·ith 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 their O'o'<'ll work as teachers upon what they have seen as >Yell as upon that which they study in text-books on theory. The relation between the professional and academic work is maintained during the Senior Year by the pupil-teachers consult· ing 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 l:lchool faculty are also expected to prepare outlines of work, special lessons and lectures pertaining to the methods of teaching their special subjects and present the same to the senior class. This work, both as to time of pres- entation, and subject matter to be indicated by the Director of the Training School. The relation is further maintained by the members of the Normal School faculty visiting the pupil teachers while they are teaching the subjects pertaining to their department and offering such criticisms or suggestions as may be helpful to them. By such 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. 10 TEMPE NORMAL SCHOOL OF ARIZONA DEPARTMENT OF ENGLISH Instruction in English embraces the two lines of work-Language and Literature. The branches studied in this department are Word Analysis, Urannnar, Rhetoric, Composition, Grammatical Analysis, Then1e '\\rriting, Reading and Literature. The purpose of the work is tv;·o-fold-to secure in the student accuracy and facility in the expression of thought, and a genuine appreciation and love for the best literature. The two lines of work are closely correlated, so that knowledge of the essentials of grammar and composition, abilty 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 English. The works used for study in Literature, Rhetoric, Grammatical Analysis, Theme Writing 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." Shakespeare's "Julius Caesar." 11ilton's "L'Allegro Il Penseroso, Comus, 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 Arthur." George Eliot's "Silas l\.1arner." J\.1acaulay's "Essay on Addison." :l\Iacaulay'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. 'l'he aims of the course are: (a) 'l'o improve the student's oral reading of standard literary productions, to develop the power of interpretation and stimulate the imagination. (b) To give the merr1bers of the class an intimate acquaintance with and a pleasurable interest in some of the "literature of power." TEMPE NORMAL SCHOOL OF ARIZONA 11 Pronunciation is made a subject of special attention and the principles of correct expression and phrasing are taught. Practical suggestions on emphasis, inflection and cadence are given. Some time is given to memorizing and reciting simple selections. The selections read are of a varied nature so that the student will be· come fan1iliar ·with the different methods of bringing out the meaning expressed in the "'ork of the best authors. Next year the class will read the following: Scott's "i\ilarmion." Shakespeare's "Julius Caesar." Shakespeare's "11erchant of Venice." Selections from "Cumnock's Choice Readings." SPELLING AND WORD ANALYSIS The work in spelling and word analysis is considered an important part of the course. It now requires t"'O hours a week during the entire first year. Though the exercises and lessons vary from time to time as the wisdom 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 English words, the other is to learn the use of them in such phrases and sentences as are most vitally related to the student's experience. Mere dictionary definitions are not accepted for the reason 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 v.·ork. The teachers in the different departments also hand the teacher of spelling those v.•ords that are most frequently misspelled in the v.Titten book. GRAMMAR This course constitutes a thorough review of the essentials of 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 upon the study of the structure of the English sentence as it is found in our reputable authors. As a sentence, the unit of gran1matical study, is primarily the communication of thought to the minds of its readers, it is attempted to make grammar a study of thought, not of mere rules, definitions and forms of words. Logical relations are emphasized and the student is lead to think in all he does. 12 TEMPE NORMAL SCHOOL OF ARIZONA The various parts of speech-their properties and uses-are carefully reviewed. Technicalities are presented simply. The aim ls to give the student a clear and thorough understanding of the fundamental principles of the English language, but not to confuse him with 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: Allen: "A School Grammar of the English Language." Lillian G. Kimball: "The English Sentence." References: Maxwell, \Vhitney, Bain. COMPOSITION The purpose of the composition work is to d~velop in the student the power to express his 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 and easily, and class 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 criti· cism of all '\\rritten work. The course of the first year is a practical one. Its aim is to teach punctuation, sentence and paragraph structure, logical thinking. The themes required are short, dealing with subjects within the interest and kno'\vledge of the student. In the second year, in connection '\Vith the rhetoric work, the principles underlying the various forms of prose literature are studied directly from selections from our best authors, and these selections are used as models for original work. Originality and individuality are sought for more and more as the '\\rork advances. Practice in the criticism and correction of papers is considered a.n important part of the preparation for the actual teaching of composition. Gucrber's ".Myths of Greece and Rome" will be used in connection with the '\vork of the first year. The class has also read, this last year, Pope's "Iliad." In the second year, Kavana and Beatty's "Composition and Rhetoric" form the basis of the composition work. RHETORIC The aim of this work is to lead the student to appreciate worthy diction and style, as exemplified in our masters or English, to recognize, through analysis of various pieces of literature, the essential elements of good composition, and to apply this knowledge to improve his own writing and speech. TEMPE NORIAL SCHOOL OF ARIZONA 13 The study comprises:-a ·careful review of the essentials or grammar, sentence and paragraph structure, style, figures of speech, prosody and versification. Literature is used as a basis of study, the selections being made from the college entrance requirements in English. For the current year these selections will include:~rving's "Alhambra." George Eliot's "Silas Marner." Lowell's "Vision of Sir Launfal," and other poems. Whittier's "Snow Bound," and other poems. Po&--Poems and Tales. Hawthorne-"Mosses from an Old Manse." 11lEME WRITING In the third year, theme writing alternates twice a.- week with English Literature. The course strives not only for clear and cor· rect expression, but also for the development of literary style. There ls much practice In all the four forms of C!>mpositiondescriptlon, narration, exposition, and argument. A strong point is made of oral expression and of the correcting of themes. Wherever possible, this work is correlated with the work in literature. GRAMMATICAL ANALYSIS Two periods a week throughout the Junior year are devoted to this course. A thorough review of grammar is given. The aim is not only to give the student a definite knowledge of the essentials of the subject, but how to teach these essentials. As a basis for the work. this last year, the class read:Coleridge-"Ancient Mariner." Burke-"Conciliation with the Colonies." Tennyson-"Launcelot and Elaine." ENGLISH LITERATURE This course is pursued by all regular Third year students. Three periods a week throughout the year are devoted to the work. The aims of the course are: To enable the student to read Intelligently and appreciatively; to make them realize that literature is a· representation or life; to develop somewhat the power of discrlm· ination in their recognition of individual style. At the very outset the student is made to see that the study of literature must go hand in hand Wl,th historic development, and that the Ittei-ature ot a people ls bu,t the re1lection of a national 14 TEMPE NOR!\iJAL SCJTOOJ, OF ARIZONA life. Especial attention is paid to literary movements, to the essential qualities which differentiate one period from another, and to showing the animating spirit of each age. A review of the history of English literature from 449 to 1900 is given. This stretch of history is taken in six convenient periods and a survey ls made of each period. The source of the literature and the reasons for the perfection of certain literary forms at rtifferent epochs are considered. Some masterpieces of each period are read. This year the class read: Selections from the Caroline POets; Milton's "L'A1legro," "Il Penseroso," "Lycidas;" Dryden's "Alex· ander's Feast," "St. Cecilia's Day;" Addison's "Sir Roger de Coverly Papers;" Gray's "Elegy Written in a Country Churchyard;" Goldsmith's "Vicar of \Vakefield" and "The Deserted Village;" Johnson's "Rasselas;" Cowper's "On Receipt of My Mother's Picture," "To Mary," and others; Burns' "Songs and Lyrics;" Wordsworth's "Ode on Intimations of Immortality," some of his sonnets; Tennyson's• "The Princess," "The Passing of Arthur;" selections from Keats, Byron, Shelley; Ruskin's "Sesame and Lilies." Texts-''History of English Literature,'' Halleck. Pa1grave's Golden Treasury of Songs and Lyrics. The following are a few of the reference books accesslble:Ten Brink, "English Literature;" .Jnsscrand, "A Literary History of the English People;" Taine, "English Literature;" Courthope, "A History of English Poetry;" Ward, "A History of English Dramatic Literature;" Dowden, "Shakespeare, His Mind and Art;" Ordish, "Shakespeare's London;" Snider, "The Shakespearean Drama;" Ten Brink, "Five Lectures on Shakespeare;" "Carlyle's Critical and Miscellaneous Essays;" "1iacaulay's Critical and Historical Essays;" Gv.·ynn, "The Masters of English Literature;" Woodberry, "Tuiakers of Literature;" Wendell, "The Temper of the Seventeenth Century in English Literature;" Leslie Stephen, "Hours in a Library;" Kellogg, "English Literature;" Shaw, "History of English Literature;" Minto, "Characteristics of English Poets;" Pancoast, "Introduction to English Literature;" H, A, Beers, "English Romanticism;" Morley, "English ~'Ien of Letters" (complete series); Seccombe, "The Age of Johnson;" Oliphant, "The Victorian Age;" Vilhipple, "The Literature of the Age of Elizabeth;" Herford, "The Age of Wordsworth;" Snell, "The Age of Chaucer;" Garnett, "Th6 Age of Dryden:" Dennis, "The Age of Pope;" Walker, "The Age of Tennyson;" VanDyke, "The Poetry of Tennyson;" Harrison's "Tennyson, Ruskin, Mill;" Brooke, "Tennyson, His Relation to Modern Life;" Mabie, "Shakespeare, Poet, Dramatist and Man;" Saintsbury, "A History of Nineteenth Century Literature;" Rawnsley, "Ruskin and the English Lakes;• Bagehot, "Literary Studies;" "Library of the World's Best Lttera- TEMPE NORMA I, SCHOOL OF ARIZONA 15 ture;'' Alden's "Universal Literature;'' ''Library of American Literature;" also the complete works of all important writers. Numerous biographies. AMERICAN LITERATURE This course is given in the Junior year. Three periods a week throughout. the year are devoted to this work. A general survey of American literary history is given. A study will be made of the g-reatest writers, including such thinkers as .Jonathan. Edwards and Benjamin Franklin; essayists, Ralph \\.'aldo Emerson and VVash· ington Irving; novelists, J. F. Cooper and Nathaniel Hawthorne: poets, Bryant, Poe. "-'hit.tier, Longfellow, Holmes, Lowell and V\Thitman. This year the class read the following masterpieces: Cooper·s "The Spy;" Bryant's "Sella," and other poems; Hawthorne"s "l\Iarble Faun" and "Twice Told Tales;" Longfellow"s "'!'he Build· ing of the Ship," and others; \Vhittier·s ".\1able !l'lartin;" selections from Poe's poems and short stories; Holmes' "Autocrat of the Breakfast Table;" Emerson's "Each and All,' .. The Problem," and others; Lowell's "Fable for Critics." The following references are used: Barett \-Vendell, "A Lit· erary History of America;" Richardson, "American Literature;" Stedman, "Poets of America;" Trent, "American Literature;" Mitchell, "American Lands and Letters;" Burton, "Literary Lead ers of America;" Lawton, "The New England Poets;" Howells, "Literary Friends and Acquaintances;" Smiley, "Manual of American Literature;" Higginson, "Old Cambridge;" American Men of Letters Series; Beacon Biographies; Pickard, "Whittier Land;" Hale's "Lowell and His Friends;" 1\-lead, "The Influence of Emerson;" Curtis, "Literary and Social Essays;" Marble's "Thoreau, His Home, Friends and Books;" Julian Hawthorne's "Hawthorne and His Circle. Numerous other biographies and the complete works of all the important writers of American prose and poetry. Text: "Introduction to American Literature," by Brander Matthews. 16 TEMPE NORMAL SCHOOL OF ARIZONA DEPARTMENT OF MATHEMATICS Mathematics always has formed, and always must form, an essential element in every course of study. It will hardly be disputed that those qualites of mind which contribute to success in any occupation are the alertness which enables one to take advantage of opportunities as they pres~nt themselves, the accuracy which prevents falling into error, and that consecutiveness of thought 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 rank, nevertheless, no more topics >\"ill 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 well 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 ~·ork 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 pupils into habits of clear and logical thinking, concise and exact 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. TEMPE NORMAL SCHOOL OF ARIZONA 17 ALGEBRA The study of algebra is pursued throughout the first two years of the course. 'l'he first year the effort is to give the student a clear understanding or the signs and symbols used in algebraic notation, the laws and principles governing the same; to generalize arithmetical operations and to develop the equation as a means of studying the relation of quantities and the solution of problems in arithmetic, thus laying the foundation for the future study of algebra and geometry and for the study of arithmetic from the profes· sional standpoint. Emphasis is placed urton factoring and the principles governing linear equations. GEOMETRY The course in geometry is taken up during the third year and is carried throughout the entire year. The course In geometry includes both concrete and demonstrative, the former being taught in !X>nnection with Drawing. Demonstrative geometry will embrace both plane and solid. Size-relations will be considered, first, by immediate comparison of magnitudes, and afterwards by means of their numerical measure. Abundant exercise in oral demonstrations will be given to secure elegance and conciseness of expres~ sion, ~nd when this art of rigorous demonstration shall have been acqup-ed, the student will be required to devise his own solutions. In the second Semester geometry is correlated with logic. Text-book:'-Wells' Essentials of Plane and Solid Geometry. References:-Phillips and Fisher, Milne, Bowser, Shultze, Seven.oak, Hobbs and Wentworth. The Second Year there is made a careful study of quadratics, proportion, logarithms. etc. The effort is made to lead the student into habits· of clear and consecutive reasoning. Text-book:-Wells' Essentials of Algebra. References:-Wentworth, Bowser, Milne, Taylor, Jocelyn, Fisher and Schwatt. 18 TEMPE NORMAL SCIIOOL OF ARIZONA DEPARTMENT OF SCIENCE The aim of the work in this department is not so much the collection of a large store of facts as the thorough training of the student in systematic methods of scientific study and the inculcation of habits of close and accurate observation, orderly thought and logical expression. The student is required to obtain a working kno,vledge 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 acaden1ic, its application to nature work in the elementary schools being reserved for the practice department, where each sulJjecl receives special attention_ However, in selecting the exercises and in conducting the recitations, the attention of the future teacher is frequently directed to the availability in his chosen calling of the knowledge he is here acquiring, 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 suitably equipped \Vith apparatus of the latest design, new pieces being added from time to time as nevt discoveries in the scientific world and the progress of methods den1and. Thero is a large and growing collect.ion of n1aterial for illustration in biology and geology, which, during the last year, has been increased by many specimens contributed by individuals. Such contributions are always acceptable, as by this means 1t is often possible to obtain valuable and useful material for illustration and study. BIOLOGY 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 kno-..vledge of plant life is especially valuable to the teacher, as furnishing a basis for attractive and interesting courses of nature study for all grades of the elementary schools. The underlying principles of vegetable anatomy and physiology are dealt with in as thorough a manner as 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 horizon to the limits of the vegetable cell, but is led to study the relation of the TEl\.fPE NOR1\1AL SCHOOL OF ARIZONA 19 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 laboratory study of the conditions affecting the germinating and gro"'th of the seed, followed by an investigation of the morphology, structure and functions of root, stem, leaf and flower. The subject of plant relations, to which the attention has heretofore frequently been called, is nov,.. treated more fully, and the course closes with a study of typical plants illustrating the leading types of vegetable life, thus giving the student an introduction to systematic botany. The entire course is illustrated by experiments performed by the individual student in the laboratory and by liehl trips at frequent intervals. Each student is required to keep a neat and systematic record of all his observations and investigations, and to illustrate the same by careful drawings and sketches_ The laboratory is well supplied with dissecting microscopes and apparatus for the preparation and study ot such material as is required in the course, and the student is constantly referred to standard works in the library. The varied and interesting flora of the Salt River Valley, and of the surrounding mountains, is amply sufficient to furnish abundant material and to arouse a desire for original research. The Atlas system of separate leaf note-books is used in the laboratory work, and notes are required to be written at first hand in the laboratory. No laboratory manual is used, (he directions for the experimental work being placed on the blackboard or printed on the mimeograph. The work is based upon Bergen's "Elements of Botany" (Pacific coast edition), which is used as a text and reference. The follo'\ving are among the reference works to which the student has access in the library: Strasburger, Noll, Schenck and Schirnper-"Text-Book of Botany;" Strasburger-"Handbook of Practical Botany;" \Varming"Handbook of Systematic Botany;" Ganong-"The 'reaching Botanist;" Bergen-"Foundations of Botany;" Goodale-"Physiological Botany;" Gray-"School and Field Book of Botany;" Gray"Synoptical Flora of North America;" Strasburger and Hillhouse"Practical Botany;" Bessey-" Advanced Botany;" Atkinson"Elen1entary Botany;" Macmillan-"Minnesota Plant Life;" Newell-"Reader in Botany;" Coulter-"l\'lanual of Rocky ~fountain Botany;" Vines-'"1'ext-Book of Botany;" Goebel-"Outlines of Classification and Special Morphology of Plants;" l'rlacDougal"Plant Physiology;" Darwin and Acton-" Physiology of Plants;" Zimmerman-"Botanical Microtechnique;" Chapman-"I<~lora of Southern lTnited States;" Ne'\vhall-"Leaf Collector's Handbook." 20 'l'EMPE NORMAL SCHOOL OF ARIZONA Zoology~Second Year, First Semester; Twenty Weeks This course consists of laboratory study of types of the more important groups, supplemented by discussions of fundamental prin· ciples. Here, as in the notany work, the powers of observation are strengthened and habits of careful, systematic thought are developed. The student is required to do a large amount of study out of doors, field trips by the class as a 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. Linville and Kelly's "Zoology" is used as a text and refer· ence in the class work, and the systenl of laboratory note taking is uniform with that used 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 Biology;" Kellogg -"Elements of Zoology;" Parker-<;Elementary Biology;" Sedg· wick-"Studcnt's Text-Book of Zoology;" Packard-"Zoology;'' Comstock-"l\'Janual for the Study of Insects;" Jordan-"Manual of the Vertebrates of the Northern ·unitecl 8tates;" Ridgway"1\-Ianual 01 North American Dirds;" Chapman-"Bird Studies with a Camera;" Beddard-"Zoogeography;" lVIivart-"Types of Animal Life;" \'lallace-"Island Life;" \Vallace-"1\-Ialay Archipelago;" Dodge--"FJlementary Practical Biology;" Huxley and Martin··Practical Biology;" Dar~vin-"l1'ormation of Vegetable Mould;" Huxley-"Study of Zoology;" Romanos-" Animal Intelligence;" Heilprin-"Distribution of Animals;" Orton-"Comparative Zool· ogy;" Whiie-"Natural History of Selborne;" Van Beneden"Animal Parasites and 1\-fessmates;" Poulton-"Colors of Animals;" Semper-"Ani1nal Life;" "The Riverside Natural Ilistory," in six volumes; Lee--"The lvlicrotomist's Vade Mecum;" Keeler-"Our Native Trees." PHYSIOLOGY Third Year. 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 hygiene. The entire course is illustrated by class experiments and by dissections performed upon small animals. TEMPE NORMAL SCHOOL OF ARIZONA The health and e11lclency of the human body are being more and more esteemed~ and the paint or: view that regards the human body as a living mechanism is not only the foundation of physi· ology, hygiene, and sanitation., but particularly concerns Intellectual and moral behavior. Therefore. we bring into greater prominence the right conduct of physical life, hygiene and sanitation, and reduce anatomy to its lowest terms. EXJJerimental work .ls done from Peabody's "Exercises in Anatomy and Physiology." The class work ls based upon Peabody's "Physiology and Anatomy." Macy and Norris" "General Physiology," and llough and, Sedgwick's "The Human Mechanism," one of which is used as a text. The work ls supplemented by lectures by the instructor. Specialists are also accessible for frequent lectures. An excellent human skeleton. charts and diagrams serve to Illustrate the work in anatomy. The following reference Works are in the library: Colton-"Physiology, Experimental and Descriptive;" Foster"Text-Book· of Physiology;" Wllder and Gage-"Anatomical Technology;" Keen-"Gray's Anatomy;" "American Text-Book of Physiology;" Peabody-"Laboratory Exercises in Anatomy and Physiology;" Blaisdell-"Practieal Physiology;" Foster and Langley"Pra.ctical Physiology." PHYSIOGRAPHY Third Year, Fust Semester; Twenty Weeks This course presupposes a thorough knowledge of elementary geography in all its aspects. The scope of the work includes a consideration of the earth's place in the universe and a brief discussion of its form, size. motion. and of its relation to the other members of the solar system. The local conditions are then studied in the field, the students making collections of sons, rocks and minerals for purposes of study and comparison. The study of physiographic processes and features of the land ls supplemented by short field trips, for which' the immediate vicinity ls admirably adapted. Laboratory exercises are recorded in suitable note-books. During the entire course the students are required to make and record daily observations of the condition of the weather, the height of th8 barometer. (reduced to sea level), the temperature, dew point and relative humidity. From these records curves are constructed showing graphically the conditions which prevail from month to month during the course. The observations made by the students are compared with the dally bulletins furnished by the «ovemment weather service, thus impressing upon the mind an id• o:t the practical nature of the work. The subject of storms 22 TEMPE NORMAL l:3CHOOL 01<' ARIZONA is illustrated by a carefully selected series of weather maps placed in the hands of the student for study. Climatology ls given a promi· nent place in its bearing on the geographical distribution of animals and plants. 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 Survey, Interior Department Reports, Coast Survey maps and charts, etc. Dryer's Physical Geography is the text used, and the foHov,ring 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 l.Jnited States;" Brigham-"Text-Book of Geology;" Dana-"Manual of Geology;" Agassiz-"Geological Sketches;" Tyndall-"F'orms of Water," "Hours of Exercise in the Alps;" Geike--"Elementary Lessons in Physical Geography;" Hinman-"Eclcctic Physical Geography;" Davis-"Physical Geography;,. \\iright-"l\fan and the Glacial Period;" Guyot-"TlJ.e Earth and l\lan;" •rrotter-"Lessons in the New Geography," "'l'he International Geography;" Darwin-"Coral Reefs;" Russell-"Glaciers of North America," "Rivers of North America," "Lakes of North America;" Ward-"Elementary l\!eteorology;" Waldo-"Elementary Meteorology," "Physiography of the United States;" Dodge"A Reader in Physical Geography for Beginners;" Macfarlane---"Commercial and Industrial Geography," PHYSICS Third Year, First Semester; Twenty Weeks The aim of the work in physics is two-fold-first, to give the student a knowledge of the theory of the constitution of matter and of the physical laws governing its phenomena, and, second, to acquaint him with the use of experimental methods in scientific study and investigation. The laboratory method is used, the stu· dent being required to perform a series of selected experiments, both qualitative and quantitative. The experiments used are largely chosen from the Harvard preparatory course. An improved method of note-taking ls used, the notes being written up at first hand directly from the experimental work, upon separate sheets of paper, which, after examination by the instructor, are bound into a cover for preservation and reference. The student is taught. to control TEMPE NORMAL SCHOOL OF ~\RIZON ..\. 23 the inevitable errors of measurement and to understand the value of a mean of a series of observations. 'He also learns to plot his results in graphic form by means of curves. Loss of time is prevented by providing each individual student with a complete set of the instruments and pieces of apparatus most frequently used. The field of view is broadened by constant reference to standard works by different authors in the library. The course is amplified by frequent quizzes upon the laboratory work, and by lectures upon the underlying laws and principles. Milikan and Gale's "First Course in Physics" is used as a text. Beside the works of reference in the library, a number of scientific periodicals are regularly taken, to all of which the students have access. The following is a partial list of referenceR accessible: Jienderson and Woodhull-"Elements of Physics;" Gage"Elements of Physics;" Wentworth and Hill-"Text-Book of Physics;" Hastings and Beach-"General Physics;" Stewart and Gee-"Elementary Practical Physics;" Hall and Bergen-"TextBook of Physics;" Adams-"Laboratory Manual;" Stone-"Experimental Physics;" Kelvin-"Constitution of Matter;" Woolcombe"Practical Work in Heat;" Tyndall-"Heat a Mode of Motion," "Sound;" Mayer-"Sound;" Blaserna-"Sound and Music;" Mayer and Barnard-"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;" Nichols, Smith and Turton-"Manual of Experimental Physics;" Trautwine-"Civil Engineer's Pocketbook;" Sanford-"Elements of Physics;" Ayers"Laboratory Exercises in Elementary Physics;" Mach-"The Sci· ence of Mechanics;" Thompson-"Recent Progress in Dynamo Electric l\ilachines;" Sheldon-"Dynamo Electric :rt:!achinery;" Ouidln-"Standard Polyphase Apparatus and Systems;" Foster"Electrical Engineer's Pocketbook;" Atkinson-"Dynamlc Electricity and Magnetism;" Bottone-"Radiography," "Wireless Telegraphy and the Hertzian Waves;" Mihkan-"Mechanics, Mo1e~ula1 Physics and Heat;" Appleton-"School Physics;" Rowland and Ames-"Elements of Physics." 24 TEMPE NOR1YJA L SCHOOL OF ARIZONA CHEMISTRY Junior Year, Second Semester; Twenty Weeks The course in physics is intended to precede immediately that in chemistry. The student thus begins the latter study with a knowledge of the molecular theory and the physical constitution of matter, and has already acquired considerable facility in the handling of apparatus. The course consists of laboratory work, supplemented by lectures and recitations. The method of note-taking is similar to that used in the course in physics. The laboratory is provided with work tables of approved design, and the equipment, both apparatus and chemicals, is excellent. Considerable simple quantitative work is done, the laboratory being provided for this purpose with a sufficient number of burettes, measuring tubes and balances. Among the latter are two Becker balances and one Staudinger No. 3. Newell's "Descriptive Chemistry" is used as a text, and the student is referred to the library for additional reading, the following works being at his disposal: Smith-"Richter's Inorganic Chemistry;" Ramsay-"Chemical Theory;" Dobbin and Walker-"Chemical Theory for Beginners;" Ne••.rell-"Experimental Chemistry;" Roscoe and Schorlemmer"Treatise on Chemistry," Volumes I and II; Remsen-"Theoretical Chemistry," "Organic Chemistry~" Jones-"~'lodern Theory of Solution;" Oswald-":B,oundations of Analytical Chen1istry," "Outlines of General Chemistry;" Dana-"Tulinerals and How to Study Them;" Erni-"Tu1incralogy;" I>.Ieldola-"Chemistry of Photography;" Wanklyn-"\Vater Analysis;" Sutton-"\Tolumetric Analysis;" Thorpe-"Inorganic Chemical Preparations;" Smith and Hall -"The Teaching of Chemistry and Physics;" Hessler and Smith"Essentials of Chemistry;" Ostwald-"The Principles of Inorganic Chemistry," "A Manual of Physical and Chemical Tuieasurements." 'l'E:\1rE XOR.:\-L\L SCl:lOOL OF ARTZO~,\ 25 DEPARTMENT OF HISTORY AND CIVICS The course in History and Civics is arranged with the view of broadening gradually the student's mental horizon so that he may view men and events from a higher plane. He is helped to see the progress of the human race and the development of civilization. The evolution of institutions is e1nphasized, bringing out in particular the growth of the democratic idea in government. By t.he time the student reaches the third and fourth years ot' his course he is in a condition to study and judge intelligently and appreciatively the institutions and history of our own country. In a word, it is hoped that when the student shall have finished the history course his life may be fuller and richer for having come in contact with the historical characters who have done so much to make this world good and beautiful, and that their noble lives may arouse in him a desire to follow in their footsteps. ANCIENT HISTORY During the whole of the second year Ancient History is studied. The greater part of the first semester is taken up in training the students how to study. The taking of notes is insisted upon, so that the essentials may be picked out from the non-essentials. Each student has an atlas of outline maps in which he notes down the places he meets with in his lesson, and in this way fastens them in his mind. ~'rom time to time outsidE: reading is assigned. There are weekly written tests to determine the standing of each member of the class with a view to help him 'vhere he is weak. Text-books: \'\7olfson's "Essentials in Ancient History," and Emerton's "Introduction to the l\.1iddle Ages." References: Grote's-" History of Greece;" Momsen's-"History of Rome;" Plutarch's~"Lives," "Epochs of Ancient History;" Myers'-"General History;" Fisher's-"Outlines of Universal History;" Botsford's-"History of Greece;" Rawltnson's-"Seven Great Monarchies;" Pelham's-"Outlines of Roman History;" and the use of the rich collection of books of the Latin Department. MEDIAEVAL AND MODERN HISTORY Following Ancient History is a course in ~Iediaeval and Mod· ern History running through twenty weeks. Note-taking and atlas work is continued. The student's mind is stimulated by suggestive questions which he is expected to worl{ out for himself. Topics of great interest are brought up before the whole class for discussion. Great stress is laid upon the development of European governments and of England In particular. 20 TE~tPE NOR:MAL SCl-IOOL OP ~\..RJZON~'\ Text-book:-Robinson~s "History of Western Europe. References :-Emerton's-"Mediaeval Europe;" Adam's-"Civilization During the J\.:'[iddle Ages;" Henderson's-"Historical Documents;" Bryce's-"Holy Roman Empire;" Green's-"History of England;" Carlyle's Works; Motley's Works; Gummere's-"Germanic Origins," "Twelve English Statesmen;" Hallam's-"Middle Ages;" Oman's-"The Dark Ages;" Seignobos'-"Political History of Europe;" and a great many monographs and biographies. UNITED STATES 1-llSTORY This course runs through the last semester of the Third year The students are made acquainted with some of the original and the very best secondary authorities. Members of the class are assigned one or more topics for investigation and report. From time to time subjects are discussed by the whole class, and in this manner independent thinking is encouraged. The study of current events, both American and European, is continued. Text-book:-Channing'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); "American History as Told by Contemporaries"-Hart; "Critical and Narrative History of the United States"-VVindsor; "Old So. Leaflets;" "American History Leaflets;" Blaine's-"Twenty Years in Congress;" Hildreth's-"United States History;" Bryce's-"American Commonwealth;" 11cMaster's-"History of the People of the United States;" Wilson's-"A History of the American People;" Rhodes'-"History of the United States;" Von Holst's-"Constitutional History of the United States;" Thorpe's-"Constitutional History of the United States;" Parkman's Works; H. H. Bancroft's Works, "American Commonwealths;" Doyle's-"English Colonies in America;" Fisl{e's Works; Lowell's-"Governments and Parties in Continental Europe;" many works on Sociology and Economics, besides biographies and autobiographies of men who have taken a prominent part in politics. SCIENCE OF GOVERNMENT At the beginning of the first semester of the Junior year the instructor, in a few lectures, reviews the fundamentals of European governments, especially that of the United Kingdom. In addition to this the students are required to do a considerable amount of outside rP.ading, Vlith this preparation, they enter on the study of American government, theoretical and actual Besides the text- TEMPE NORMAL SCHOOL OF ARIZONA 27 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 Territory. ob~rve the local political events. and attend one or more meetings of the Legislature When in session. The aim of the course is to give the prospective teachers a thorough knowledge of our government so that they may discuss and teach it intelligently, and influence for good government those with whom they come in contact. Text-book:-Hart's-"Actual Government." 28 TBMPE NOR~TAL SCTTOOL OF "\RIZONA DEPARTMENT OF PROFESSIONAL INSTRUCTION The distinguishing characteristic of a Normal School lies in the fact that, besides an acaden1ic course, it offers a course in the method of instruction and practice therein. The subjects that are classed under tho head of professional instruction are psychology, pedagogy, the history and philosophy of education, logic, ethics, methods of teaching, school law and school economy, and the prac- tice in the training school. PSYCHOLOGY The course in psychology comes the first semester of the Junior year. It precedes pedagogy and follows physiology, where special attention has 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 workings of his own mind so that he may come to an intelligent realization of the fundamental laws underlying mental activity. It is intended to give the student such a knowledge of the states, powers, and activity of the n1ind, their inter-relations and the laws governing their gro•vth as will enable him to pursue a ration:ll course of procedure in his professional work. Text-Books:-Psychology, Angell, Henry Holt & Co. References:-Psychology, Jarr1es' Advanced Course; The Developrr1ent of the Intellect, Preyer; J\'Iental Development, Baldwin; Principles of Psychology, Spencer; Elements of Intellectual Science, Porter; Psychology, John De>\-'CY. PEDAGOGY The course in pedagogy comes the second sen1ester of the Junior year, This course deals, in the first place, with the subjects to be taught and, in the second place, it shows how knowledge is acquired. This refers back to psychology and leads to methods of instruction. The practical illustrations are found in the observation 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 instrgction as V.'ell, Text-Books:-J.lvlethod in Education, Roark, American Book Co., and Methods of the Recitation, 1IcJ.lviurry, The 1\iiacl\iiillan Co., ~ev,1 York. References:-Con1payre's Lectures on Pedagogy, Payne; Locke on Education, Quick; Education, Spencer; Education of Man, .F'rocbel; Elements of Pedagogy, White; Practical flints for 'TeachPrs, Howland; Pf'dagogics of the Kindergarten, Froebe!. TJ!UA>l!l NORJILA.Lt BCHOOL OF ARIZONA 29 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 S<>erates. ~stotle and Bacon receive special attenetion. LOglc comes during the first quarter of the Senior year. Text-Book:-Lessons in Logic, Jevons, MacMillan Co. Referenees:-The Theory, of Thought, Davis; Logic, Hegel; Logic,. Deductive and Inductive, Bain. PHll.OSOPHY OF EDUCATION This course follows as a text Herbert ·Spencer's Education. Spencer's views find :favor· in many.·quarters and .one cannot be said· to be intelligent on modern theories of edv:cation who is not familiar with Spencer. HISTORY OF EDUCATION In a g~eral sense, the history of education is the story of the growth and soctal development of the human race, but this course is restricted to a brief sketch of. the ancient systems of education. those of India, Egypt, Persia, Greece, Rome and the Jews; the lives of Socrates•. Plato, Aristotle, Cicero, Seneca, Quintillian and Jesus; the schools of mediaeval and modern ·times, a study of the lives of noted educational reformers, as Comenius; Rousseau, Pestalozzi, Herbart and Froebe!, and the principles advocated by them; and a comparison of the school systems of Germany, France, England, and America.. Text-Book:-History of Education, Painter, Appleton. References:-English Education, Sharpless; Education in the United States, Boone; The Education of the Greek People, Davia.son; European Schools, Klemm; Educational Reformers. Quick. ETHICS In its history the subject o:r:. ethics is closely related to the hiseducation. The purposes that underlie- the system of education of a country WU! give us a clew 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 his· tory ot pedagogy. Toward the· close;the ·work--beeomes more practory of 30 'l'BMPE NORMAL SCHoor~ OF ARIZONA tical. Some modern text is selected for the work. The present year the class used Kidd's Social Evolution, published by the MacMillan Co. References:-Principles of Ethics, Spencer; Elements of ~:loral Science, Porter; Principles of Sociology, Spencer; Elements of l\.:lorals, Janet; Duty, Seelye; Criminal Sociology, Ferri; European History of Morals, Lecky. SCHOOL LAW AND SCHOOL ECONOMY Instruction in this branch is given mostly by lectures. In school economy the discussion ·wnl cover the whole field of organization, governing and conducting primary schools. Its aim is to develop a· system of control that shall be in harmony with the principles set forth by the modern methods of education; and to make the student skillful in the performance of the various duties of the school-room, by plain, practical, and suggestive lessons. In school law the object will be to make the student familiar with the course of school legislation in the Territory of Arizona; to compare the system of our oy.,·n Territory with that of some leading states of the Union, and to. make familiar the leading decisions of the courts of justice upon important school problems. METHODS OF TEACHING The work in methods of teaching is a continuation of the course in pedagogy and occupies forty >veeks, five periods per week, being about equally divided among the following: Principles of teaching mathematics; language, including history, reading, spelling, FJnglish, and geography; nature study and expression, including drawing, writing, etc. The text-books used in this course are McMurry's Special :.\letllods in Literature, IIistory, Geography, Science, Reading and Aritlln1etic. The study of these texts is preceded by a thorough discussion of the basic principles of teaching. ln the study of special method, after the subject matter and plans of teaching a subject arc discussed, typical lessons are presented in the presence of the class to one of the training school classes by a student or the critic teacher. These lessons are observed, criticized and discussed by the class. ln addition to these lessons, the pupil-teachers of the subject under discussion are expected to present model lessons in their class-rooms to be observed by the class in methods, criticisms of such lessons being read in method class or handed to the critic teacher to be discussed by her with the teacher who presented the lesson. TEMPE NORMAL SCHOOL OF ARIZONA 31 The s~udy of methods or teaching includes the preparation by each student of a thesis bearing directly on this work. Through the courtesy of the faculty of the public school, the student-teachers are allowed to observe the work there, so that the practical application of the method work may be seen under the conditions which must be met by them in the schools of the Territory. They- also visit the schools in the rural districts and towns in the vlclntly of the Normal. During the past year Lehi and Mesa were visited. The discussions that these visits led to proved very profitable indeed and the Normal School feels very gratefUI for the favors so generously extended~ References:-EducaUon as a science, Bain; Philosophy of Education, Tate; Principles and Practice of Teaching, Johannot; Outlines of Pedagogics, Rein; Hebart and Hebartlans, DeGarmo; Report of the Committee of Fifteen. Psychology for Teachers, Lloyd Morgan; Talks on Psychology, James; Interest, Ostermann; Infant Education, Curry; Manual of Psychology, Stout; Three Studies in EdUcation, Shaw; The Central Nervous System, Halleck. 1RAJNING SCHOOL The Twenty-third Legislature made an appropriation for the erection of a Training School. In this new building the work is now carried on. It was planned with reference to convenience, completeness and hygiene and is in every way a model. It contains ten class rooms, two manual training rooms, a senior class room, assembly rooms and omces. Fully equipped, it gives every advantage to the pupils of the school. All the work of the course in pedagogy is done in the Training School, and Seniors are expected to be present there when not reciting. Each Senior is required to give to this work one hour per day for thirtyMstx weeks. In addition to the regular teaching, each Senior ls expected to hold himself in readiness to give the time of one period every day ~hen such time is required by the critic teachers. At the beginning of each quarter, with the assignment 01' classes the pupil receives a general outline of the wo:rk 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 thls way the work given to the pupils in the Training School is treed from error, and the possibility of incorrect subject matter or poor presentation is reduced to a minimum. · It ts desirable that the pupil-teacher go, not only to the respecUve critic teacher and the director of the Training School for sug- 32 TEMPE NORMAL SCHOOL OF ARIZONA gestions relative to the subject he is teaching, but also to such member of the Normal School faculty as has charge of the brancb. of study to which the subject in question belongs. At the same time, members of the Normal School faculty are expected to visit pupil-teachers \V"hile teaching. It is the duty of the pupil-teacher to call upon such visitors for criticism the same as when visited by the critic teacher. lt is at this point where the connection between the Normal and the Training School is best sustained. While the Territorial course of study is followed in the Training School, yet the conditions governing the schools are such as to ad1nit of much more work than that course requires, and the pupilteacher 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 o:r the Territorial teaching force. The Junior class is required to spend one hour each week of the fourth quarter in the Training School observing the work done by the pupil-teachers. Criticisn1s upon the lessons observed will be handed to the critic teacher and the iessons 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, Vl'hich are but an extension of the Normal campus, are large and attractively laid out, and furnish ample room for re~ reative sports. As the course now stands, a child can enter the Training School in the first grade and take the entire eight years' work there, passing fron1 the eighth grade directly into the Normal. The number of pupils is limited and the tuition is tree. Application for admission to the Training School must be made in the month of September, and each application V.'ill be acted upon in the order in '\Vhich it is received. The same method will be observed in filling any vacancies that may occur during the year. The places of all pupils that are not present at the opening of the Training School year will be filled by those next upon the list. The year just closed has been very successful. There was no dropping off of the attendance, as is so frequently the case toward the close of the year. Pupils who came here for the winter were promoted when they re-entered the home school. The school spirit was never better. One of the most gratifying features has been the hearty co-operation of the parents. COURSE OF STUDY FOR TRAINING SCHOOL First Grade Second Grade i z " z ,,a" o;.~ ,,a" ,. SUBJECT :It.[ 1.~ t.[ l~ /IJ Arithmetic.,,,,,,,,,,.,,.................... 11 .................... I' Incjde'l ~ l/l 5 fE~::·:':':':':':':':':' :':':":'::·:·:· :':' ::':':':':':':':':: '.':': ': ·:: ::::::::::·... ::: :. ::::·· I~clde~~ {~ ~r:i!:;~::::::·:::::::::::::::::::::::::::::::::::::: .. :::::::: ·--~ ~ s ::1:~~~~~~-~~~~~-:~-~-:::·:·.~ : -: : :·:· :: : ·:·: : ~: ·: ... ::-: ::::::~ ~:::::::: ~ ~i ~ ~F~i~·-"·::·:.:·::::.:·::::.:~·.-.:::·.::·::::·.:::·..... :.:::::: ···.s ··45 ... s1 Grammar .....................•............................. Civics ................................ ····· ... ··· ···· .... ··· Physiology .......••............................. 45 Third Grade i 45 40 5 45 5 45 5 15 J 2 20 25 5 45 25 15 45 II Fifth Grade s i 20 15 II II Sixth Grade S.venth Grade 11 Eighth Grade --- --z z z ~ i ,,a" ,,':! ,,a~ ,,a• " "a• "a" [t ""G ~ BJ i~ •o ~J BJ ~J ~J ::;:a •o ~·S. "' " " ~s. ~-: •s. • s. ~ s. ~a ·~ • i~ g- g- g. i·s. gi' i· i' ~ • 5 5 5 5 20 15 Foucth Grade 5 5 45 15 45 5 5 l s .. ,,{ ,,{ • i· 30 451[ 'I 5 "ii 30 5 5 [ 30, 451J ncidental 1 5 1'11 'I "II % 5 ~ '"3 "45 "'3 "45 To Be 5 5 3 45 1 45 11 5 2 .... ..•. 2 145 l 45 2 4 . ....... ! 1 ~"' 1'll ~ :~ "ll ~ :~' ~ l :~ Arranged ~ I "II :~ ~ I "II !~ ~ I !~ I ... ~ .. :~ 2 5 *3 Incidental ! 2 45 2 45 5 45 "i3 45 t' ... 5~ .. 45:~ 2 45 tJ IJ 45 45 "' For first thirtv weeks. ~ e" ~ t For 1ast ten weeks. -i For last twenty weeks. NOTB.-From the Fourth to the Eighth grades, one period of forty-five minuteti each day ls given to study under the direction ol the teacher. The time is dlwoted to whatever work the pupils need most. ti 34 TEMPE NORMAL SCHOOL 01<' ARIZONA DEPARTMENT OF LATIN In this department a complete and thorough four years' Academic course in Latin is here offered as an elective, beginning the second year of the Normal course. The Latin course is arranged with a t'vo-fold object: to fully fit students for college entrance and to equip the professional Normal graduate with a broad and sympathetic literary culture, as well as to train him in the pedagogical value and uses of language study. To this end the entrance requirements of tho State University of Arizona and of the Universities of California have been kept well in vie;w so that these institutions will have no scruple in accrediting the work done here on the assurance that the work as outlined herein is all done and done saUsfaclorily. A high standard and thorough accuracy is insisted on and maintained. In addition to the Introductory Book, the authors read are Caesar, Cicero, Sallust and Vergil. These are accompanied by parallel reading as sho"''n in the synopsis belO"''· Sight reading is supplied by selections from N epos, Ovid, Aulus, Gel Ii us and ·viri Romae. Prose composition occupies a prominent place, no less than two hours per week throughout the whole four years-constituting t\vo-fifths of the entire course--being devoted thereto. Tho four years' course in Latin, as a whole, consisting as it does of five hours per weel\: for forty weeks per school year, comprises as much time and admits of as much and as thorough work as is generally embraced in most five-year courses of thirty-six weeks each in the best High 8chools of the United States. The Department is wen equipped with an classical requtstte~. snch as a full set of Kiepert's "''all maps and a bountiful supply of large prints and photogravures and other illustrative material, while the Library contains a carefully selected bibliography of the most authoritative "''Orks of reference. Besides the regular class· room ;vork, open lectures on Roinan life, topography, art, archaeo1· ogy, and classical antiquities in general are given· from time to time ;vith stereopticon views, of which we have several hundred slide!'!, and the number is constantly being supplemented. SECOND YEAR:-First Latin book:-Caesar, Gallic ·War, Book II. Here three points in particular are dwelt upon: a thorough drill in the ordinary forms of the language, facility in reading Latin with proper observation of quantity, and familiarity with the com· mon rules of syntax. Ready ability to translate easy Latin prose into English and vice versa is also attained. Five hours a week are given to this course; during the First Semester the Introductory Book is thoroughly covered, while in the Second Semester two TEMPE· NORMAL SCHOOL. OF ARIZONA 36 hours are given to a systematic review of the work of the previous half-year, and three hours to the reading or Caesar's Gallic War: Students are assigned modern works ot :fiction based on Ancient History, such as those by Kingsley, Wiseman, Lockhart, Bulwer, Eckstein, Macaulay, Pater, Sienkiewicz, Wallace, Ware, &c., &c. THIRD YEAR:-Caesar, Gallic War, Books III, IV and V; Vergil, Aeneid, Book I; D'Ooge's Latin Composition, Part I; Allen and GreenoUgh's Grammar. A complete knowledge of the geography, subject matter and its historical bearing is required in the study of Caesar, together with accurate pronunciation and fluency in reading. Two hours a week are given to Caesar and one hour to Vergil. The remaining two hours are devoted to Latin Composition. In all three subjects the forms of the language occupy a conspicuous place. Sight trans· lation is also given at frequent intervals from the authors mentioned. ~upplementary reading is assigned from: Caius Julius Caesar, Dodge; Julius Caesar, Fowler; Caesar, a Sketch, Froude; Jullus Caesar, Liddell; Seven Roman Statesmen, Oman; Caesar's Army, Judson; Epoch Series of Ancient History; Plutarch's Lives; Society. in Rome Under the Caesars, Inge; Student's Companion to Latin Authors; Middleton and Mills; Latin Literature, Mackall. JUNIOR YEAR:-Cicero, Catalinarian Orations; Sallust,. Cataline; Vergil. Aeneid, Books II and Ill; D'Ooge•s Latin Composition, Part 11; Allen and Greenough's Latin Grammar. Two recitations a week throughout the year are devoted to the reading· of Cicero's four orations aiainst Cataline, followed up by Sallust's Cataline. One recitation is occupied weekly with Vergil, and again two recitations are given up to Latin prose composition based on the Cicero read. Systematic syntax, prosody, and historical, rhetorical and mythological treatment accompany the authors read. Translation at sight is not neglected. Parallel reading is given from: Life of Cicero, Forsyth; Life of Cicero, Trollope; Life of Cicero, Davidson; Ciceron et ses Amis, Boissier; Cicero, DeQuincey; M. T. Cicero, Newman; Student's Cicero, Faussett; .Cicero, Collins; Legal Procedure, Greenidge; Roman Poets of the Augustan Age, Sellar; Vergil in the Middle Ages, Comparetti: Vergll, Collins; Stories from vergil, Church; Ancient Lives of Vergil, :Nettleship; Essay on the Poetry of vergn, Nettleshlp; Latin Poetry, Tyrrell; Classical Essays, Myers; The lilstory of Roman Literature, Crnttwell; Rythmic and Metric; SChmidt-Whlte; History of Latin Literature, Gudeman; and the Roman Histories of Gibbon, Mommsen and Merlvale. 36 TEMPE NORMAL SCHOOL OF ARIZONA SENIOR YEAR:-Cicero, Pro Archias, Pro Lege Manilia (De Imperio Pompeii); Vergil Aeneid, Books IV, V and VI; Caesar, Gallic War, Book I, Advanced Composition; D'Ooge's Latin Composition, Part Ill; Allen and Greenough's Latin Grammar. In this year a resume of the work done in the previous years occurs, and to this end one hour a week the first semester and two the second is devoted to the reading of three more speeches of Cicero and another book of Caesar; while Vergil occupies two hours the first and one the second semester. Advanced prose composition takes up as in the past years two hours a week the year round. The finer points in syntax and grammar are rounded off and the contents of the texts read subjected to a more critical mastery. The regular work is supplemented by select parallel reading on the following topics: Language, Grammar, Syntax, Etymology, Semantics, History, Biography, Geography, Topography, l\'1ythology, Antiquities, Art Archaeology, and Current Articles in Reviews and lVIagazines, 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, llviau, Dyer, Baumeister, Burn. Bohn, Goodyear, Kelsey, Tarbell, "restropp, Reber, and Winckelmann. Mythology:-Harrington and Tolman, Fiske, FJdwards, Robbins, Keightley, Steuding, Guerber, Gayley, 1\'1urray, and Bulfinch. Geography and Topography:-Schmidt-Gunther, Harding, Plat· ner, Kiepert, Tozer, Huelsen, Lord, Butler, Allen, Burn, Baedeker, Putzger, and Schreiber. Language and Literature:-"\Vilkins, Gildersleeve, Harkness, Lodge, Lane, Allen and Greenough, Hale-Buck, Bennett, Doederlein, Gudeman, Quackenbos, Bender, Crowell, Breal, Postgate, Richardson, Taylor, White, Halsey, l\'lorriss, Greenough, Kittredge, Gow, MacKail, Cruttwell, Trench, Hinsdale, and '\\rhitney. D1ct1onaries:-Harper, Smith, Lev>'is, Andrews, Harbottle, Riley, Rich, Seyffert, Ramsey, Lanciani, and Baumeister. History and Biography:-Abbott, Creighton, Tighe, Willoughby, Munro, Greenidge, Kingsley, Granrud, Clay, Smith, Fowler, Pelham, Pennell, Myers, Goodrich, Botsford, DeCoulanges, Gibbon, 1\:ierivale, Mommsen, etc., etc. Private and Public Life:-Preston, Church, Bell, Dodge, Rydberg, Clark, Guhl and Kaner, Herberman, Johnston, Becker, Shumway, Friedlander, Waters. Travel and Description :-I-Iilhard, Howells, Norton, Bolssier. Magazines:-American Journal of Archaeology, American Journal of Philology, The Classical Revie~', Classical Philology, and the Classical Journal: TEMPE NOH.MAL SCHOOL OF ARIZONA 37 SPANISH Spanish has been introduced into the course as an elective study which may be substituted for the subjects indicated in the Courses of Study. It has been placed in the course >\o'ith a two-fold object: first, to permit prospective college and university students to present full entrance requirements in foreign languages, two years of Spanish being accepted as one unit and four years of Latin as four units: secondly, to equip our graduates for better work as teachers in our Territorial schools. The Spanish course is open to students of the Third Year and Junior Year, but members of the Senior class may take it and so secure the elements of the language possible in a one year's study, but cannot secure University credit for a single year of Spanish. This year only the elementary or Third Year course will be offered in Spanish. Grammar, syntax, and pronunciation will be emphasized accompanied by actual practice in composition, oral reading, and translation into idiomatic English. Facility in easy conversation in Castilian Spanish will occupy a protninent place in the work. In fact, the classroom recitation will be largely conducted in Spanish. Text-books will be announced later. ¥8 TEMPE NORMAL SCHOOL OF ARIZONA ART DEPARTMENT This department embraces several interrelated lines ot work: representation, designing, illustration, construction, clay-modelling, history of art, etc. The aim of our work is, first, to train the perceptive faculties and 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 which he may be able to illustrate on the blackboard with some degree of facility as an aid in the more eft'ective presentation of other subjects; fourth, to lead the student to a fuller appreciation of the beauties and harmonies of nature and art that he may be better able to awaken and develop in his pupils the aesthetic faculty; fifth, to serve as a foundation for an intelligent pursuit of the trades and professions in which drawing serves an essential element. Two recitations a week are given during each of the first three years. In the Junior year one recitation per week for the second semester is devoted to the discussion and presentation of methods in drawing. The \vork of the first year will embrace these topics: The study and application of the fundan1ental principles as used in the Urawing of simple type-forms and objects based upon these; elements of design, making simple designs from conventionalized plant and animal n1otives; practice with brush and ink, pencil, charcoal, crayons and color; blackboard drawing fron1 objects and 1nemory; easy _problems in construction, and clay modelling. lJuring the second year >vork is continued along the same lines, together with fuller study of still life, casts, pose, perspective, designing, illustrative worl{, mechanical prolJlerns, color harmony, black-board work, and clay 111odelling, Third-year work incluctes pen and ink drawing; light, shade and values; historic ornament; black-board illustration; colored crayons; clay modelling; orthographic and isometric projection; perspective problems; sketching; wash drawing; designing in the several media; balance, rhythm, and h:-irmony in designs; study of color harmonies, and composition. In the Junior year the topics for discussion and methods will be along lines of work suitable for the primary and grammar grades and will include: use of black-board, brush and ink, charcoal, pencil, colored crayons, pen and ink, water colors; story telling through drawing; constructive work; study of children's drawings; mounting of pictures; school-room decorations; how to conduct recitations; preservation of pupils' drawings; programs; picture study, etc. TEMPE NORMAL SCHOOL OF .IBIZONA 39 All through the course students are encouraged to bring to class for criticisms and suggestions, sketches and dra\\·ings done outside of class rooms. 'l'his department is liberally supplied with casts, still-life models and charts. A kiln is supplied for the firing of models, and pottery. The library contains many \Yorks, by standard authors, on art subjects. To these, additions are made each year. References:-International Studio; School Arts Book; Crattsman; Brush and Pencil; l\.1anual Training Magazine; Perry MagaOrnament, Day; Handbook of Ornament, ~Iyers; L\natomy of PatOrnament, Day, Handbook of Orna1nent, .:\lyers; Anatomy of Pattern, Day; Line and Form, Crane; Composition, Dow; Theory and Practice of Design, Jackson; Elements ot Drawing, Ruskin; Principles of Design, Batchelder; Plant Form in Design, l\Iidgley and Lilley; Year Books of Supervisors of ~1anual Arts; Story of Architecture, Mathews; Legendary Art, l\/Irs_ Clement; Adeline's Art Dictionary; Taine's Lectures on Art; The Gate Beautiful, Stimson; History of Art, DeForrest; History of Ancient Art, Reber; History of Art, Goodyear; Greek A rt, Tarbell; History of American Art, Hartman; How to Judge .A.rchitecture, Sturgis; Turrets, Towers and Temples, Singleton; Architectural Styles, Rosengar· ten; The Column and the A.rch, Longfellow; 1'1odern Illustration, Pennell; Modern PerspectiYe, Vi.Tare; Vlorld's Painters, Hoyt; Ornament and Its Application, Day; Clement's Handbooks for Beginners; How to Enjoy Pictures, Emery; Great Pictures Described by Great Writers; \Vorks on Spanish, German, Flemish, Dutch, Italian, English, and American Painters; Ne"'- 1-Iethods in Education, Tadd; History of l\'Iediaeval Art, Reber; Prang :rtlanuals; History of Art, Lubke; Letters and Lettering, Brown; Pie· torial Composition, Poore; Plant Form, Clark; Practical Designing, W1lite; Applied .Perspective, Longfellov.·; Figure Composition, Hatton; Arts and Crafts, Sanford, etc. BOOKKEEPING AND COMMERCIAL LAW These subjects are studied during the first semester of the Senior year, v.·hen the students' minds have a clearer grasp ot the significance of business methods. In order to accommodate special cases and those who may have failed in one semester, the work is continuous throughout the school year. Sixty recitations cover the work in bookkeeping. Each student 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 comprehen- 40 TEMPE· NORMAL SCHOOL OF ARIZONA sion of the theory of accounts, both by the double and the single entry method. Practice is given in the uses of Auxiliary books and business forms, through the voucher system. Commercial Law 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 same. A necessary feature of this work consists in the writing and study of commercial forms. 'l'he method pursued is the con:1bined text-book and lecture, the former being used for definition and 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, and in revie~·ing, as well as to stimulate interest in the subject, actions are made out by the students and trials conducted. Special emphasis is laid upon the topics: commercial paper, bailments, real property, deeds and mortgages. Text-books:-Bookkeeping, Williams & Rogers' Modern Illustrative; Commercial Law, Gano. References:-Commercial Law, VVilliams & Rogers; Compendium of Commercial Law, Townsend; Principles of Commercial Law, Musselman; Commercial Digest, l\lcMaster; Business Law, White; Statutes or Arizona. TEMPE NORMAL SCHOOL OF ARIZONA 41 DEPARTMENT OF MUSIC The study of music is now, as it should be, fully recognized as one of the essentials of any good course of instruction in Grammar, High, and Normal schools. Not only there, but the Universities, led by Harvard, are making it an elective study with its due proportion of credits. A working knowledge of the subject is essential to every person making preparation to teach in the Public Schools, as it is becoming more and more an important factor in every-day school work. It is a broad subject, impossible to be covered entirely in a course such as ours; for which reason, the Voice only is the medium of expression studied, being regarded as of the greatest general utility in Public School work. Vocal music, considered not only from an aesthetic and hygienic point of view, but upon the basis of mental discipline, is of no less value than the study of mathematics or science. lt requires not only concentration of thought but the greatest nicety of discrimination in placing tones perfectly and delivering them with a due regard for rhythmical as well as tuneful effect. Every faculty of the n1ind must be brought simultaneously into play in order to give proper expression to the text, voice the emotions, and fully bring out the idea of the composer. Instruction in this branch consists of voice development, the theory of music, and elementary harmony, the course covering a period of three years. Students of advanced standing, entering for the first time, are required to make such grades as the faculty 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 tiille allotted to this study will permit in class work. But much may be accomplished 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 ability to read at sight, from the staff. The latter is simplified by 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 arlU practical manner. Pianos are available for practice of students, who can have stated hours assigned them, for such purpose. 42 'l'l\'Ork is elective. The chief aims of manual training as taught here are:1. To encourage and stimulate self-reliance, invention, neatness, proportion, harmony, and accuracy. 2. To give such knowledge of construction as >\'ill enable each student to make, design or repair furniture. 3. To cultivate judgment of value: that is, to enable the student to estimate such aricles of furniture or other construction as he might wish to acquire. 4. To plan and recognize correct effect in furniture, style or finish. 5. To assist Juniors and Seniors to plan and prepare courses of study and their presentation, to the end that they may become competent to teach the subject. The problems designated to be executed by the various classes embody principles of construction and finish such as are within the ability of the student.; and all discussions will center about these problems. Other problems than those mentioned may be substituted, provided the same principles are embodied. The time devoted to the '\vork is t>\'O periods a weelc. As in other work in the grades. the training school pupils will be taught by means of a series of problems the fundamentals in preparing "rood for use in construction. They will make articles that embody easy joints, finish, etc. Through the problems wlll come talks on wood and tools. By grades, the training school pupils will make such articles as the following: Fifth Grade:-Blotter pad, bread board, tooth-brush rack, pen tray. Sixth Grade:-Towel roller, hat rack, key rack, spool-holder, foot-stool, hexagonal bread-board. Seventh Grade:-Foot-stool, candlestick-holder, wall pocket, book-rack, coat-hanger, chip-carved mat. 48 TEMPE NORM.AL SCHOOL OF ARIZONA Eighth Grade:-Tabourette, knife and fork box, plate rack, picture frame, square table, carved trays. These problems are to be made from drawings, and pupils shall be required to understand and read same at the completion of the eighth grade, with ability to execute drawings for less complex projects. The course allows considerable latitude as to the specific problems, but will insist upon certain joints being executed, as haunched, tenon and mortise, keyed mortise and tenon, half-lap, half-lap miter, dovetail, framing. The pupils will make such problems as the following: Tabourette, center table, library table, settee, Roman chair, 1an1p stand, magazine case, plate rack, picture frame, piano bench. These problems will be the foundation for discussions; of woods and their growth as related to constructive or building use; the making of paints and varnishes, and other related questions. Plan and elevation drawing, isometric and cabinet projection, as V.'ell as pure mechanical drawing, dealing with geometrical principles, will be required sufficient. to cover all bench work. Juniors and Seniors who elect to take the work, will finish a series of problems to cover a suitable course for teaching. They will be required to write a course of study and to do a certain amount of teaching. The completion of this v.rork will enable them to secure positions of manual training or to embody the work in general school work to a large extent. The students have access to a number of reference books for assistance, among which the following are especially helpful: Craftsman; ?i.1anual Training Magazine; School Arts Book; Chicago Course of Study, R. M. Smith; American Carpenter and Builder; American Cabinetmaker; l\.1echanical Drawing, Anson Cross; The Manual Training School, Woodward; Elementary Woodworking, Foster; Mechanical Drawing, Tracy; Primer of Forestry, Department of Agriculture; Problems in Woodworking, l\{urray; Woodworking, Hasluck. Cbt Cempe ~ormal School of Hrizona GENERAL INFORMATION LOCATION The Tempe 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 cil.pital of the Territory. lt has railroad connections with the Southern Pacific and the Santa Fe systems by the Maricopa ·1; Phoentx· and Salt River Valley R. R., and the Phoenix and .Eastern. The climate during the whole school year ls delightful. The 6Chool 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 an the modern conveniences, well adapted to school purposes and pleasantly situated. Six church societies hold serVices in this city. DESIGN The legislative enactment which established this Normal School (Chap. III. Par. 2515, Sec. 1, Code of Arizona) provides that lnstruction shall be given in the "art of teaching," and also "in all the various branches that pertain to a good common school educaUon:" 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 been carefully observed. THE CAMPUS 'rhe Normal grounds, which cover an area of twenty acres, llave been beautifully laid out by an experienced landscape gardener-. A flne system of graveled drives and walks, bordered With grassy lawns and lined 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 ln view, that of peaut1fy1:ng _the premises and at the same time furnishing illustrative matenal for the work in. botany. Many species or palms. 50 TEMPE NORl\'IAL SCIIOOL OF ARIZONA cypresses and other plants foreign to this region have been planted, and a tract has been reserved for the typical plants of the desert, including the cacti, of which a large number has been obtained. The can1pus includes a parade ground for military drill, a basket· ball ground anQ. tennis courts, and an athletic field, including football ground and running track. BUILDINGS NORMAL BUILDING The Main 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. 'fhe edifice is beautiful in archi· tectural design, convenient in arrangement, and substantial in construction. SCIENCE HALL The new Science Hall, the foundations for which. will be laid the coming August, will be a two-story structure, 94 by 70 feet Upon the first fioor will be located a lecture room for physics and chemistry, and laboratories in physics, chemistry arid physiography, while the second floor will afford space for the laboratories in biol· ogy and physiology, a museum and quarters for the department of drawing. It is intended to make this building a model of its kind in every respect. The laboratories will be equipped in a thoroughly modern style with gas and water supply, electric current for experi· mental work and positive ventilation by means of fans. The latest designs of laboratory furniture will be installed and the stock of apparatus will be increased. The o1fices will also be removed to this building, thus releasing tor class-room use a large portion of the main building. AUDITORIUM AND GYMNASIUM The projected auditorium and gymnasium wb.ich will be begun at some time next year, will complete the scheme of arrangement of the principal build111gs on the campus. This building will face the new Science Hall, and these, with the Main Building, will form a quadrangle which will be suitably laid out in lawns and adorned with flowering plants and shrubbery. T·EMPE NORMAL SCHOOL OF ARIZONA 61 TRAINING SCHOOL The new training school, for which provision was made by the Twenty-third Legislature, and which was completed last year. is located on the campus near the m3.in building and is a thoroughly modem brick structure, covering a space of 130x136 feet. To avoid tpe use Qf stairs, all the rooms are upon one fioor, comprising two ofH.ces, ten class-rooms, large double assembly room, and two manual training POOms. 'l'he latest and most approved ideas of school hygiene and arrangement are incorporated in its construction, and the furniture and equipment are entirely new and thoroughly up-to-date, making it one of the most convenient and best-equipped school buildings in the Southwest. DORMITORIES Students living at a distance from Tempe will find it greatly to their advantage to secure room and board in one of the donnit.ories connected with the school. The:re are two dormitories situated on the campus, one for young women and one for young men. The girls' dormitory is situated near the southwest corner of tl).e campus, facing the street on the west, and conveniently near the school buildings. It is constructed of brick, two stories in height, and furnishes rooms tor 86 young ladies. Each room is int.ended for the accommodation of two students and is provided with two wardrobe closets, and with city hydrant water, electric llght and steam heat. The turnishings of each room include carpet, stiJ.dy table, chairs, dresser, two stngle beds, with all necessary bed. din& bla.nk:ets and llnen, so that the student is not expected to furnish anything in this line. There are ample, well-lighted hallways, two large parlors and a comfortable sitting room. On both ttoors are located toilet rooms and baths, with hot and cold water. A piano ts at the disposal of the dormitory students. The dormitory is under the supervision ot an experienced preceptress, and is in all respects a model home. The location of the building is all that can be desired either from a sanitary or an esthetic standpoint. Facing the west, it commands an unobstructed VieW over green fields bordered With trees, to the Maricopa and Estrella mountains in tlie distance. The water supply is from the Tempe city water works, and is pumped from a deep well, thus being free from any possibility of contamination, and a chemical examination has shown it to be of superior quality for all purposes. Owing to the increasing demand for dormitory accommodation., the Twenty-fourth Legislature has m'!-de proVision for an addition 62 TEMPE NORMAL SCHOOL OF ARIZONA to the Girls' Hall, which is now under construction and will be reaay for occupancy in Septen1ber. This will increase the capacity of the dormitory to about 1:35. BOYS' DORMITORY The boys' dormitory is situated on the campus east of the training school, and is a two-story brick building of pleasing design. The furnishings are shnilar to those of the girls' dormitory, and each room is provided with hydrant ¥later, electric light and steam heat. 1'his dormitory is under the direct supervision of a member of the faculty, who resides in the building. DINING HALL The new dining hall \Vhich V.'as recently erecled at a cost of $6,500 is located mid"\Yay bet"'lveen the dormitories and is a modern brick building, 60x85 feet. The dining room is light and airy and of a size sufficient to acco111modate 200 boarders. The table fur· nishings are neat and attraciive, and the kitchen is as fully equipped as that of a first-class hotel, and is in charge of an experienced cook. The table board is of excellent quality and well served. PRINCIPAL'S RESIDENCE A neat residence is being erected upon the can1pus east of the Main Building, for the use of the Principal. This is to be a twostory brick of eight rooms, with modern improven1ents, and by its attractive exterior and har1no11ious design will greatly add to the appearance of the group of buildings. HEATING SYSTEM A central heating plant has been installed at a cost of $15,000, This furnishes steam heat to all the buildings situated on the campus, securing proper regulation of temperature and ventilation without the annoyance and dust attendant upon the use of stoves. TEM::PE-·NORMAL SCHOOL ·oF ARIZONA 63 EXPENSES DORMITORIF.S Boa,rd, room, Ught, heat, etc., can be procured in the dormitories at $16.50 per month. This includes all articles mentioned under the heading, ..Dormitories." $14 per month will be charged for board at the -Dilling Ha.JI to students who do not room in the dormitories. Board and room can be obtainfd in private homes if desired. REGISTRATION FEE All students of the Normal School, except the pupils of the Department, are charged an annual registration fee ot $5, payable when they register for the year. ~ining TUITION A tuition of $5 per quarter is charged to special students. This includes tne registration fee and is payable quarterly in advance. Special students are those who do not sign a declaration to pursue the . regular Normal course, and who do not expect to become teachers. Such students are not required to take any of the pr~ fessional studies of tµe course, and they may select such subjects from the course as will be most advantageous to them in pursuing special courses of study. BOOKS The cost of books and stationery varies from $10 to $15 per year. Examination paper. pens. inks, pencils, etc., are furnished to the students without expense. RAILROAD RATES Rates are allowed by all the railroads of the Territory to students on their way to and from the Normal. These rates are arranged on the certificate plan, the student paying full fare coming to Tempe, and receiving a certificate entitling him to a return trip at one-fourth regular fare. In order to secure these rates students must make application to the Principal of the school at least two weeks in advance in order that he may have time to make the necessary arrangements with the railroad companies. 54 TEMPE NORMAL SCHOOL OF ARIZONA APPOINTMENTS The right to nominate a pupil biennially is secured to each member of the House and Council of the Legislative Assembly of Arizona, preference to be given for the space of sixty days next after the qualification of said member to pupils of the county from which said member is elected, after which time (no pupil accepting) he may nominate a pupil from any other county of this Territory. No tuition is charged regular st11dents receiving the nomination, but each one pays an annual registration fee of $5.00. 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. DEPARTMENTS The school is organized in t~'O divisions, the Normal Depart. ment and the Training School. 'l'he Normal Department offers a five years' course, one-fourth of which is devoted to strictly professional instruction. The Training School is an adjunct to the Normal proper, and is designed to give the members of the Senior class actual praCtice in teaching. The course articulates with the first year's work in the Normal, and comprises the eight grades of the public school course. TEMPE NORMAL SCHOOL 01<' AR1Z01'ill Twelve Years . *Deceased I<:ast Highland, Cal. L:i Cine~~! Tempe . Mesa El Paso, Tex. Birmingham, Ala. . . Tempe TEMPE NORMAL SCHOOL OF ARIZONA. NAME 67 TIME DEVOTED TO TEA.CHING P. 0. ADDRESS SiX Years . . . . . . Ten Years • • • . • . Six Years . . . . . . Two Yea.rs. . . . . . Tucson • • • • • • Mesa; ':--.Tobu Metz . . . . L--Bianche Newell . . . . • L-&osina Pomeroy . . . . ~Saunders.· . . . . (:Mrs. Louis Cordon) -1tllna R. Stewart . . . _ . L..lda W. Wool1 . . . . • . . (Mrs. A. J. O'Connor) Nine Years. Ji'ive Years . . . . . • . Mesa . Shumway, MiSa. Tempe Tempe CLASS OF 1896 Mariam Anderson . . . . (Mrs. M. A. Davenport) John R. Birchett . . . . J'6IW. J. Ca.rroU • • . . . Carrie Culver • • • . . . --Lottie Gibs_on . . . . . . (Mrs. R. L. Mullen) Allie Holmesley . • . . . (Mrs. Josiah Williams) J. Wallace Morse . , • . . One Year . . . . Wickenburg Two Years . . . . . . . . . . . . Tempe . . . . . . Tempe EteVeU Years·. . . . . . . . Corona. Cal. 'l'wo Years . . . . . . Tempe_ SiX Years . . . . . . . Pima Two Yeara . . . . . St. Louis Eleven Years . Six Years • . . . Tempe . Tempe Chas. P. :Mullen • . . • . • • • 1.'wo Y'ears . • . . . . ---Roscoe Walsworth, LL. D. (Harvard University, '05) Kaude J .. Welcome. . . • . . Four Years . . . Tempe . Boston . Tucson (Mrs. Hudson Searles) Bertha. Wilson . . . . . . . E. Stanley Windes . . . (ll[rs. Dr. Metzgar) CLASS OF 1896 '-'"'J.La.wrenoo Abell . . . . _-N9Uie E. Culver , . . . (Mrs. Roy Frankenberg) ~on J. Frankenberg. • • . l--Nott E. Guild • • , • • • • . ...,...,..Florence G. Hanna • • • • • (:Mrs. J. -B. Flummerfelt) ~rl T. Hayden . • • . . ~ane :M. Hedgpeth • . . . j,..A..ewls P. H-edgpeth . . . . .....-Georgia A. Hendrix • . . (:Mrs. L. C. Austin) ~na W. McNaughton . · (A. B. 1898) ...-Deborah I. Morris . . . (Mrs. Doane Merrill) ~ulla R. Nichols . • • . (:Mrs. B. C. Calhoon) ,,r'Bertha M. White ... (Mrs. Reese) One Year . . . . . Seven Years • • . One Year • . . . . • . . . • . . . . Four Years •• • Imperial . Tempe . Tucson . Tempe • • . • . Sheriff Maricopa Co., Tempe . . . . Phoenix . . . . Phoenix Nordheim, Tex . Ten Years . . Ten Years . . Three Years . Ten Years . . . Pasadena, Cal. Two Years. . . . . . Benson Four Years. Phoenix :h:lght Years . Bisbee Frank:;::; \\~~S~ ;•Y . . Tucson . Imperial OF 1897 ~ A. Austin . . . • •• Two Years . . (Mrs. William :M. Goodwin) . • . . . . Tempe '-""lulius G. Hansen . . NtDe Ye3.rS .. t-A.dele 11$.UXhurst • • ~ C. Huffer . . . Two Years. (Jlrs. -Bondhower) / J"au~ _l". ·MartJ.n. . . . • • . Two Years .(Mrs. Verner A. "\'"anderboof) • . • Scottsdale 68 NAME Tl