The Tempe

Normal
School
of Arizona
at

Tempe

Annual Catalogue
1909-1910

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PLAN OF CAMPUS

TWENTY-FOURTH ANNUAL
CATALOGUE OF

The Tempe ~ c)rmal
School of Arizona
AT TEMPE. ARIZONA

For the Schoo\ Y l',ii r

1909-1910

TUCSO:K", AIUZONA

F. £. A.

KtMBALL,

PRINTER AND STATIOJ"EF.

1909

TABLE OF COl'ITEl'ITS
PAGE
g·

Territorial Board of Education ....................... _. _.
Territorial Board of Examiners ............. .
Normal Board of Education ................................. .
Official Board of Visitors .................................. .
Officers of the Alumni Association ............... .
Calendar for 1909-10 ............. .
Faculty for 1909-1910....................

8
9
9

9
IO

10-11
Course of Study-units ...................................... 12
Course of Study- tables.......................
. ......... 14
.\nalysis of Course of Study
Department of English....... . .
. .................
Department of Mat11ematics ........................... , . .
Department of Science ........................... .
Departmet of History and Civics.. . . . . . . . . . . . . . . . . . . . . . . .
Department of Professional Instruction. . . . . . . . . . . . . . . . . . . .
Course of Study for Training School. . . . . . . . . . . . . . . . . . . . . . .
Department of Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Department of Art ............................... __ . . . . .
Bookkeeping and Commercial Law . . . . . . . .
. .. _. . . . . .
Department of Music ....................................
Physical Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Military Drill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Department of Manual Training .....
Domestic Science and Domestic Art ..

18
24
26
34
36

41
42
45
47
48

49
50
52
54
57

CenenJ Information
Location and Design... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
~mpus.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Eulldings... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Expenses.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Appointments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
63
Departments ...................... : . . . . . . . . . . . . . . . . . . . . 63
Admission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Graduation ............................................. 64.
Examinations and .Reports ............................... 64
Government... . .. .. .. . . .. .. .. .. . . . . .. . . . . . . .. .. .. .. . . . . 65

Library and Reading Room .............................. 6S
Lectures . . . . .
. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . 66
Literary Societies .
66
Publications -The Student. .
67
Museum ..
67
Prizes ....... .
. ................. 67
Altimni.
...................... 68
Teachers' Bureau.
. ..................... 68
Correspondence.
. ................. 69
Register for 1908-09 Normal Department.
70
'fraining Department.
73
Alumni Register.
77
lllustrationsViews of Buidlings and Grounds.
89--109

TERRITORIAL BOAll.D OF EDUCATION
HON. RICHARD E. SLOAN, Governor of Arizona, Cbairt
HON. KIRKE T .. MOORE, Superintendent of Public Instf1
Secretary ....................................... .
HON. E. E. KIRKLAND, Territorial Treasurer ........ .
DR. KENDRIC C. BABCOCK, President University of Ai
A.

J. MATTHEWS, Principal of

'fempe ·Normal School c

DR. R. H. H. BLOME, Principal Northern Arizona Nor
School .......................................... .
JOHN D. LOPER, City Superintendent of Schools ..... .
HENRY Q. ROBERTSON, Principal Public Schools ..

TERRITORIAL BOARD OF EXAllilJERS

NORMAL BOARD OF EDUCATION
HON. KIRKE T. MOORE, Superintendent of Public Instruction
Chairman ....... , . . . . . . . . . . . . . . .
. ............. Phoenix
ALFRED j. PETERS, Secretary. . ...................... Tempe
LLOYD B. CHRISTY.
..........
. ............. Phoenix

OFFICIAL BOARD OF VISITORS
DWIGHT B. HEARD.
vM. J. CUNNINGHAM ..... .
v.J'OHN MASON ROSS ....... .

. .. Phoenix
. . . Bisbee
. Prescott

OFFICERS OF ALUM1'1 ASSOCIATION
H. Q. RQBERTSON, President.. . . . . . . . . . . . .
. .... Tempe
Miss JOSEPHINE FRANKENBERG, Vice President ........ Tempe
HALBERT MILLER, Secretary. .
. .................. Tempe
Mrs. A. M. HARMER, Treasurer.
. .· ... : Tempe
Mrs. WM. GOODWIN
Mrs. IDA O'CONNOR
Executive Committee
JOE BIRCHETT

f

CALENDAR :FOR 1909-1910,
1909
First Semester begins .
. ............................ September 6
Entrance Examinations av.d Classification ........... $eptember 6-7-8
First Quarter ends..
. . . . . . . . . . . . . NovemtJer 12
Second Quarter begins. . . . . . . . . . . . . . . .
. ....... November 15
Thanksgiving Vacation. . . ·'.
. .. November 25-26
Holiday Vacation begins..
. ....... December 19
Holiday Vacation ends....
. ...... December 2i
1910
First Semester ends. . .
. ........... January 21
Second Semester begins. . . . . . . . . . .
. ... January 24
Entrance Examinations and Classification ......... January 24-25-26
Third Quarter ends. . .
. ................. April 1
Fourth Quarter begins.
. ................. April 4
Examinatiotis and Commencement Exercises.
. .. June 6-10

FACULTY 1909-1910
A. J. MATTHEWS, PrincipAl
School Law and School Economy

F. M. IRISH
Physical Sci~ce and Military Drill

W. J. ANDERSON, B. S.
Drawing, Bookkeeping and· Commercial Law

J. L. JOHNSTON,
Vocal Music

GEORGE M. FRIZZELL, B. Pd.
Mathematics

JAMES F. HALL, A. M.
·

Latin

FRED CARLETON AYER, M. S.
Biology and Director of Athletics

A. B. CLARK
Manual Training, Sloyd and Carpentry

F. G. WAIDE, A. M.
History and Civics

GRACIA L. FERNANDEZ, A. B.
Spanish

RENE M. ODELL. A. M.
·mocution and Physical Culture

EDNA NEWBERT, B. L.
English
WILLIAM HAWTHORNB COOPER, A. M.
English

PIJebolo17, hdagogy, and Director of Tnahdng School

LILLIAS D. FRANCIS
Domestic Science and Domestic Art
LAURA DOBBS
Princip~l and Board

Secreu_i.ry to the

WINIFRED E. PETERS
Librarian
MRS. MAY BELLE BLAKE I. Y
:\Iatron Girls' Dormitory
TRAINING SCHOOL
J.B. WRIGHT
Critic Teacher and Supervisor. of Grammar Grades

MARYE. McNULTY
Critic TeO.cher and Supervisor of Primary Grades

LEONA HAULOT
Critic Teacher in Grammar Grades
LAVERNA LOSSING
Critic Teacher in Grammar Grades

JOSIE CRITCHLEY
Critic Teacher in Primary Grades

COURSE OF STUDY.
- Conforming with the law requiring the normal schools of Arizona
to malntain uniform courses of study to be approved by the Territorial Board of Education, the following regulations were approved
by said Board of Education.
L The length of the school year shall be thirty-eight (38} weeks,
exclusive of summer school.

II. There shall be two regular courses of study leading to graduation for the purpose of securing a diploma to teach in the schools
of this territory.
(a) A minimum course of five years for graduates from the
eighth grade of the public schools.

(b) A minimum course of two years for graduates !rom a four
years' high school course.
III. Students who are graduates from a four years' high school
course and in addition thereto have taken some professional work in
a college, university or normal school, and who have had one year's
experience in t_eaching in the public schools, may receive credit on
the two years' course, but in all such cases the student' shall be required to take at least one year's work in residence before receiving
a Normal diploma.
In order to simplify the arrangement and uniformity of the course,
the work is reduced to units. The term unit is used to denote a subject studied through one school year with five class exercises or periods
per. week, two laboratory periods to equal one cla.ss exercise.

A minimum of fifteen academic subjects and nine professional
subjects must be acquired for the Normal diploma, as follows:

Academic Units for the Five Years' Course
English.
·---- ...
Science .
. ........ _ . .
Science or (Modern or Foreign Languages) .
Mathematics (Arith. 1-2, Alg~ I 1-2, Geom. I).
. .......
History and Civics .. _ .
.. .. .. .. .. .. .. .. .. .. .. ..
Electives .............. _. . . . . . . . .
. ... __ . .

3
2
2
3
2
3

Total ......................................... 15

Professional units for the Five Years' Course
Psychology and Pedagogy ................ .
History and Philosophy of Education, Logic ........ .
Practice Teaching.
.. .. .. .. .. .. .. .. .. ..
School Law and School Economy.
11ethod.
11usic.
Drawing.
Arithmetic and Geography.
Bookkeeping and Comn1ercial Law.
Reading and \\'ord Analysis ..
'J'otal.
Required Units for the Two Years' Professional Course
Psychology and Pedagog-y.
History and Philosophy of Education.
".\.fethod
Practice Teaching:.
School Law and School Econotny.
Arithmetic and Gcorgaphy
Reading and \Vord Analysis ..
ElectiYes fron1 the following list.

1

!

I

t
9

j

l
j

2j

9
Total.
List of Electives for the two years' course: Drawing,
l; l\.Iusic, l; bookkeeping and Commercial Law, 1-2;
Spanish ,2: English. l nr 1-2 .

..-\('cording to the plan for readjustment of the relations between
state normal schools and the leading universities, graduates from a
four years' high school course who complete a two years' course in a
state nor1nal school niay secure one years' credit on a university course
nr such a portion thereof as the indiYidual preparation may n1erit.
Graduates fro1n the five years' normal course are adrnitted to
colleges and universities without advanced credit.

COURSE OF STUDY-Five Years.
For Graduates of Grammar Schools Based on Preceding Explanation.
FIRST YEAR
If'IRST SJU&BSTBR
rec. per wk.
SECOND SBJIBSTBR rec. per wk
Grammar and Composition ...... 5 Grammar and Composition .... 5
Reading ..................... . 5 Spelling and Word Analysis ... 5
Arithmetic .................... 5

Algebra. ·. .

Manual Training or Domestic Sci. 3
Drawing ...................... 2
Music ......................... 2
SECOND
Rhetoric and Composition ....... 5
Algebra..
. ............. 5

Manual Training or DomesticSci.3
Drawing.
. ............ 2
Music..
. ................ 2
YEAR
Rhetoric and Composition ..... 5
Algebra. . . . . . . . . . . . .
. ... 5

. .......... 5

Biology (including laboratory) ... 5

Biology (including laborato.ry) 5

Ancient History or Latin ........ 5 History or Latin.
. ... 5
Drawing .
. ............... 2 Drawing. . .
.2
Music.
. ............... 2 }flusic ...................... 2
Manual Training or Domest. Sci. 2 Manual Training or Domest. Sci 2
THIRD YEAR
Eng. Literature and Themes.
. 5 Eng. Literature and Themes ... 5
Geometry. . . . . . . . . . .
. ... 5 Geometry. . . . . . . . . .
. ... 5
Physiography. . . . . .
. ..... 5 Physiogrophy ................ 5
Mredieval History. .
. .. 5 U. S. History. . . . . . . . .
. .5
Drawing, 2 _j
Spanish
Drawing, 2
\ or Spanish
Music, 2
{ or ~Latin
4 Music, 2
"/ or Latin 4
JUNIOR YEAR
Amer. Lit. and Gram. Analysis
Amer. Lit. and Gram. Analysis
or Spanish Latin...
. .5
or Spanish Latin. . . ..... 5
·Physics (including laboratory) ... 5 Physics or Chemistry(inc.. lab.)5
Arithmetic ............... , .... 5 Geography.
. ... 5
. ... 5
Psychology .................... 5 Pedagogy.
Science of Government ......... 5 Music ...
. ... 2
Drawing ..................... 1
Observation in Training School.
SENIOR YEAR
Practice Teaching. . . . . . . . .
. 5 Practice Teaching . . . . . . . .
.5
Method ....................... s Method ... , .................. 5
.Philosophy of Educa. and Logic .. 5 History of Educa. and Ethics .. 5
Bookkeeping and Commer. Law .. 5 SchoolLawandSchoolEconomyS
Spanish or Latin (elective) ...... S Spanish or Latin (elective) .... 5
First semesters are nineteen weeks long exclusive of holidays.
Second semesters are nineteen weeks long exclusive of comln.encement weelc.

l

COURSE OF STUDY-Two Years.
For Graduates fron1 a Four \:'ears' High School Course

JUNIOR YEAR
FIRST SE:\iESTER

Psychology.
Arithmetic
Reading.
Electives

rec. per

wk.

SECO~D

5
... S
. .S

SEMESTER

rec. per

Pedagogy
Geography
\Yord Analysis and Spelling
Observation.

wk

.5
5

5

Rlectivf's.

SENIOR YEAR
Practice 'feaching
l\lethod
Philosophy of Educa. and Logic
gJecti ves.

.~

5
5

Practice ·reaching.
. ..... 5
:\lethod
.S
History oi Rduca. and Ethics 5
School L,a 11· nnd School Econ.

Electives
The following units arc ofTered as electives fro111 which the stud
t>nts rna_\· self'ct a sufficiPnt nurnber to cntnplete a total of nine units
for the two years' course: Drawing, l; rnusic, 1 bookkeeping and
co1ntnercial law, 1-:'.; Spanish, 2; English, 1·2 or 1.
ln selecting electives, students \\'ho ha Ye rH1t co111pletetl drawing,
111usie and bo11kkee11ing and eoinmercial la\,- in their high scho<Jl course
1nust include these subjects in their clccli\·es.
)JoTE.-ln both cour,..;es a class period is 4S tninutes, t\YO laboratory periods counting a:-. one cla:o;s period.

ACADEMIC COURSE
~t

nden t~ ,,-JH1 du 11ot desire to hccorne teachers may pursue regular four ."t'<'lrs' acade1nic or hig-h school courses, n1nitting all of the pro
fessional work and .-qiccializing in Latin iln<l Spanish, English, science
or n1athcn1atics. Students cornpleting- such four year courses \\·ill be
granted a ccrtiJicatc ""hich can be used as a credential to admit then1
to a college or uni,·ersity, but they will not receive a diploma entitling
Lhcm to teach in the public schools.
Students pursuing- such regular courses will be exetupt fro1n the
payment of tuition.

ANALYSIS OF COURSE OF STUDY
INTRODUCTION
The fact that the primaty aim of a Normal school is the training
of teachers is made prominent throughout the course. In each department the teacher not only presents the lesson to his class, but discusses
with the students the method of presentation and requires them to
note his plan 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 own work as
tea4'bers upon what they have seen as well 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 consulting frequently with such members of the Normal School faculty as have
charge of the subject they are teaching in the Training School.
The members of the Normal School faculty are also expected to
prepare outlines of work, special lessons, and lectures pertaining to
the methods of teaching their special subjects and ptesent the same
to the senior class; they may also be required to teach certain subjects
in the Training School. This work, both as to time of presentation
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 teaehers,while they are teaching the
subjects pertaining to their department,8.nd 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.

18

TEMPE NORMAL SCHOOL OF ARIZONA

DEPARTMENT OF ENGLISH
Instruction in gnglish e1nbraces the t\\"o lines of work-Laug-uag"e
and Literature. The branches stndied in this deµart111ent are \Vord
Analysis, ('ira1111nar, Rheturic, Con1positiun, ('irarn1natical A11alvsis.
'l'hen1e \Vriting, lZeading a11d Literature. The pnrpos(' of the \~·ork
is lwu-fold-tu secure in the student accuracy an<l facility in the expression of thought, and a genuine appreciation and love .for the best
literature. The lwo lines of work are closely correlated, so that knowledge of the essentials of grarntnar and cornposition, ability in dear
and pointed expression, power of interpretation and appreciation of
thought arc cn1phasizcd in each phase of the work. It is the desire
in the course tn inakf' the student not only efficient hut ins"1iring
teachers of English.
The works used for study in Literature, Rhetoric, Cranunatical
Analysis, Tbe1ne \Vriting and Reading include the list of entrancr
requircn1ents to the chief \\.estern Cniversities.

READING
~\

course in reading is required of all regular students during the
lirst sen1ester of the first year. The ai1ns of the eour::.e are:
(a) To in1provc the student's oral reading of standard literur\·
productions, tn dC':Yf'lop the power of interpretation and s1itnulate
the i 1nagina tion.
(b) To ~ive the 111crnbers of the class an intimate acquaintance
with and a pleao;urable interest in sorne of the "literature of power.'
A course in reading- \\'ill also be required of students who enter
the Norn1al as graduate<> of.a high school. This work is considered
a part of the professional course for such students, and considerable
attention \vill be giyen to rnctho<l as well us to 1he several pha;:;es of
the subject.
During the past year the class have read selections fron1 Lowell,
Arnold, Dickens and Sh:=i.kespearc and others, n1emorizing selections
from each.

ELOCUTION
'I'he work of this department is devoted mainly to the general
supervision of the societies, drilling for the annual plays and contests,
and for the regular rhetorical work.
'I'he intention is to suppletnent the work of the societies and to
assist the monitors, so far as possible, by general suggestions, when
such assistance is needed.

'l'EMPJr:,tNQRMAI..·SCHOot; OF ARIZONA

19

SPELLll'IG AND WORD ANALYSIS
The work in spelling and word analysis demands five hours a
week during the last semester of the first year. The aim is tvito-foldto teach written spelling and to ~nlarge the student's vocabulary.
A course in spelling and word analysis is also required of students
wti~ enter the Normal as graduates of a high school, and is considered
a pa.rt of the professional c_ourse, word analysis being one of the subjects taught in the public schools.
The first step in this course is the mastery of the symbols and
abbreviations commonly used by lexicographers; and, preparatory
to the year's work, the student is given a rapid review in phonetics,
syllabification, anJi the simpler rules of spelling, with special instruction and prd.ctice in the subject of defining.
After this brief pieliminary work, spelling is taught by a short,
direct, daily, written drill on words commonly misspelled, the word
lists being so made up as to bring about a constant repetition of the
stumbling blocks,.
The method is old-fashioned and aims at oldfashioned results in spelling.
The chief purpose Of the course, however, is to enlarge the student's vocabulary, and a constant effort is made to stimulate the
interest of the class in the study of ·words as words. To this end
the student is reqllired to commit to memory the roots listed in the
text, -and these foreign roots are used as a basis for written and oral
exercises in the analysis, definition and use of English words. The
course tends toward securing a ready and _accurate diction, and insureS some familiarity with the use of a dictionary.
'feXt-books: \Vebster's Academic Dictionary (Amer. Book Co.);
Swinton, "New "\Vord Analysis." (Am. Book Co.).

GRAMMAR
This course constitutes a thorough review of the essentials of
grammar, with special study of sentence structure. During the first
semester a simple revie"'· is made of the fundamental principles of
English grammar-the parts of speech, and their properties and uses.
'fhe second semester is devoted to a more detailed study of the sentence,
with constant practice in both the logical and Grammatical
analysis of Etiglish -idiom~
The first year course in composition is correlated with the courses
in grammar and word analysis. The themes required are always
brief, and, in. criticism, emphasis is laid on two points-diction and
sentence structure.
The aim of the English courses for the first year is to insure a
foundation, and to this end the work is made simple, direct and prac-

tical.

20

'TEMPE NORMAL SCHOOL OF ARIZONA

'fext books: Allen, "A School Grarnn1ar of the English Languagt"; (D. C. I--Icath & Co.); Kirnball, "The English Sentence," (Am.
Book Co.).

COMPOSITION
The purpose of the con1position work is to develop in the sudent
the po\ver to express his thoughts not only clearly, correctly, and forcefully, but originally and spontaneously. 'l'he work seeks for skill in

nral expression as \\·ell as in written: to that end every effort is made
to encourage the student to talk clearly and easily, and class discussions, debales and short talks are a part of the required composition

work.

There will he regular consultation periods, that each student

rnay have the benefit of individual criticisn1 of all written work.
1'he course of the first year is a practical one. Its ain1 is to teach
sentence structure, and to this end it is carried on in connection with
the course in gran1111ar. The thcn1es required are short, dealing with
subjects within the interest and knov1.'ledge of the student; and particular attention is paid to the development of logical thinking as well
as to such i111portant details as spelling and punctuation. As a basis
for the •vork of composition the class is required to tnake an analytical
study of several simple lilcrary classics .
.In the second year, in connection with the rhetoric work, the
principles underlying the various fortns of prose literature are studied,
directly fron1 selections frorn our best authors, and these selections
are used as rnodels fur original \Vork. Originality and individuality
arc sought for more and inore as the work advances. Practice in the
criticism and correction of papers is considered an irnportant part
of the preparation for the actual teaching of composition.
In the third year, therne writing alternates twice a week with
English Literature. The course strives not only for clear and correct
expression, hut also for the develop1nent of literary style, exposition
and argurnent. A strong point is n1ade of oral expression and of
the correcting of the1ncs. "\Vhere possible, this work is correlated with
the \York in literature.

RHETORIC
Appreciation and enjo:vrnent of good reading and ready, eompre
hensible expression are the chief aitns of this course. \Tarious types
of narration bv the best writers of English arc analyzed that. the studf'n t n1a y kno~Y both good structure .and style. "\Vhile the basis of
rhetorical an::i.ly:--is is narration, 111ueh stress is laid upon the other
classes of co1nposition, especially as con1bined with narration. Figurative language and poetic furrns are carefully considered, also a delailc<l study is ruade of a nutnber of pieces, and rapid reading, fur appreciation, of others. Sotne attention is given to short stories by the

TEMPE NORMAL SCHOOL OF ARIZONA

21

best writers of today, and class discussion and reproduction is encouraged for training in oral expression.
Composition is correlated, to a certain extent, with the literature,
but an effort is made for originality, wherever possible. The whole
theme and the paragraph are developed; but correctness of grammatical form and sentence structure are striven for especially, while due
attention is paid to rehtorical clearness, force and diction. Corrections
are sometimes made by fellow-students, but usually by class ctj.tici!:n1
and, especially, by individual consultation with the instructor. Nute
bookS are carefully prepared and corrected.
The past year the following were studied:
Irving's "Alhambra."
George Eliot's "Silas Marner."
Scott's "Lady of the Lake."
Hawthorne's "The Old Manse. and a Few ~losses."
Poe's "Poen1s and Tales."
Whittier's "Snow Bound," and other poen1s.
Longfellovr, Selected ballads and short poems.
Lowell's "\'i~on of Sir Laurifal," and other poen1s.
Selected stories by Thomas Nelson Page, Owen \Vister, Jan1cs
Lane Allen, Stevenson, Kipling, Bunner, Doyle.
Text: "Composition-Rhetoric," Brooks and Hibbard.

GRAMMATICAL ANALYSIS
This subject, together with American Literature, gives the rt'.quired unit of English for the Junior year. The object of the course
is primarily to give a general review of grammar and to empha>-:izc
those essentials that will be most helpful in the practise of teaching.
'l'he basis of the wo~k is the study and analysis of the sentence.
The regular text is Kimball, "The English Sentence." This is
supplemented hy numerous modern grammars.

ENGLISH LITERATURE AND THEMES
The \vork of this course is pursued by all regular third year studen1s and comprises t¥..-o branches: English literature, proper, three
days a \•;eek, and themes two days. In the former three divi~ions are
made: the study of the literature from the ~\n~lo-Saxnn period to the
present time, outside reading by the students, and formal note-book
work.
The outside reading is selected fron1 a list en1bracing the literature
of all periods and reports upon it are made once or twice each quarter.
The theme work is devoted entirely to exposition and argumentation, en1phasis being put upon the development of the individual

22

TEMPE NORMAL SCHOOL .OF ARIZONA

style of each student. No text-book in rhetoric is used, but the necessary information is 1:.>iven both by general and individual criticism an-d
in short informal lectures by the instructor.
'l'exts used in English J,iterature:
General:
Lovett.

"A. First \Tie\v of Englis-h Literature,"' 1'Ioody and

Classics for class study; ''I-Icnry \',""Bacon's.Essays," "Sir
J{oger cle Covcrly Papers," 1f acaulay's Essays on Addison and J ohrison.
1'he f6llowing are a few ?f the reference books accessible:

'l'en Brink," English Literature;"Jussera.nd," A Literary History
of the English People;" Taine, ;'English Literature;" Courihop~,
"A HiStory of English Poetry;" \Vard, "l\. Histery of English Dramatic Literature;" Dowden, "Shakespeare, "IIis ntlnd and Art;"
Ordish, "Shakespeare's London;" Snider, "The Sha_kespearean
Drama;" ~fen Brink, "Five Lectures on Shakespeare;"- "Carlyle's
Critical and l\fisceltaneous Essays;" "Macaulay's Critical and Historical F.ssays;"Gywnn," The :Masters of English Literature;"\\>''oodbury,
";\1akers of Literature,'' \\Tendell, "'f.hc Temper of the Seventeenth
Century in English Literature;" Leslie Stephen, "Hours in a Library;"
I(ellogg, English Literature;" Shaw,'" History of English Literature,"
~1into, ''Characteristics of English Poets;" Pancoast," Introduction to
English Literature; "H. A. Beers, ·'English Ro1nanticisn1;" Morley,
"English ::VIen of Letters" (complete series); Seccomhe, "The Age of
Johnson; "Oli pliant," 1'he \'ictorian Age;"" .'\\7hipple, "The Literature of
the Age of Elizabeth;" Herford, "The A_ge of \"\'ords,,.,'orth;", Snell,
''The Age of Chaucer;''Ci-arnett,·' The Age of Dryden;"!Jennis,'' The Age
of Pope;" \Valker, "1'he Age of 'J'ennvsun;" \'·anDyke, "The Poetry of
Tennyso1~; "'Harrison'~,'' Tennyson, :Ruskin, Mill;" Brooke," Tennyson,
I-Iis Relation to ~iodern Life;" l\'Iabie, "Shakespeare, Poet, Dramatist
and Man;"SainstUury, ''A I--Iistory of Nineteenth C"e.ntury Literature;"
Ra wnsley, ''Ruskin and the English Lakes;" Bagehot, "Literary
Studies;"" Library of the \Vorld's Best Literature:" Alden, "Universal Literature;" "Library of Atnerican Literature;" also the complete
works of all i111portant writers. Numerous biographies.

AMERICAN LITERATURE
Beside the chronological arrang:ernent of authors, as given in the
regular text, this year the 5;tudents kept their own literary-historical
note-books in which they attempted to trace the development of
A111ericanis111, its spirit, expressed in our literature. This was kept
in n1ind in the study of noYelists, poets and essayists. The literary
characteristics of each author were emphasized.
The aim of the course
is to correlate the life of our nation and its literature and to appreciate
the best American writers.

23
This year the class read:
Irving, "Life of Goldsmith."

~: :::~~~~~f1~~r':~ %~·~u)· i·

0

Bryant, "Sula," -•~The Little People of the Snow," and other
, selected poems:
Emerson, "Self-Reliance," and "Compensation," "The Adirond.acs," "The TitmousC;" "Monadnoc," and· other poems.
Whittier, "Snow Bound,'' "l\mong the Hills," "Mabel Martin,"
and other poems.
Lon'gfellow, "Evangelide," "-The Courtship of Miles' Standish,"
'"fhe Building ·of the Ship," and selected short poems.
Holmes, ''Grandmother's Story,'' "The Schoolboy,''- and selected
short poems.
Lowell, "Yision of Sir Launfal," " Aga.ssiz," and other_ poems.
'fhe regular text was Bra,nQ.er l\fatthews' "Introduction to American Literature," cop_io1:1sly su·PJ:>tementCd by ~ewcomer's ".o\merican
Literature."
The following rcleiellees are used: Barett \\'endell, ·' ~.\. Literarv
Hi.~t9ry of America/' :Rich~rdson, "American Literature," Stedma~,
"Poets of AmeriCa;" Trent, "1\.merican Literature;" Mitchell, "American Lands and Letters;" Burton, "'Literary Leaders of America;"
Lawton, "The NeW.~ngland Poets;" Hov.,.ells, "Literar:Y Friends and
Acquaintances;" Smiley,'~ Manual of American Literature;" Higginson,
''Old Cambridge;" American Men of Letters Series; Beacon Biographies
Packard, "\Vhittier Land;" Hale's "Lovvell and his Friends;." I\ol~ad,
"The IniJuence of Emerson;" Curtis, .. Literary and Social Essays;"
Marble's," Tho_reau,. His Home, Friends and Books;"Julian Hawthorne,
"Hawthorne and His Circle." -Numerous other biographies and the
complete works of all the important writers of American' prose and
poetry.

24

'tE:Yll>E NORJVIAL SCHOOL OF ARIZONA

DEPARTMENT OF

MATHEMATIC~

'fhe course in inathe1natics is designed to be a drill in 11
ing along the lines of ohservation, analysis, synthesis, anC
reasoning processes, to the en<l that the student rnay gain th
interpreting and correctly solving the problems t1ot only 0
book, ])Ut also tho:;e Lltat he 111ay meet at every point in lif,
ers should he produced rather than automatic machines tlu
"ults" and 'answers,' \\ilhuut appreciation of principles an<
of thought.
ln ::di the work the effort is made to lead awa
ha hit uf fnllo\\-ing rulf's and typical solutions and to gi\'C ti
intleperHh•nt tho11g-ht and eareful in..-estigation.

ARITHMETIC
.\rithn1ctic is heg:un in the first year of the course an
for one sC'111Pstcr for the pllrpose of reviewing and thorougl
in the fun<lanu:nlal facts of arithn1etical calculation. ~1uc
Leid t1p<1n thf' analysis of problen1s, and by thoughtful itr
rule~ and Tllf'thuds of solution are developed.
\l;tcli all{'Tl1ion is <leYoted to the n1anner uf expression
and \Yri11e11 1\·1Jrk br-ing criticised as to correctness and c
The subje,'t of :\rithn1etic is also taken up in the Jun
the course and studied as a professional "ubject. lt is stt
thf' standJHlint of tf'achcr and pupil.
The endeavor is to sec the subject as the ptipil in tlu
sclii1ul secs it, and to discover Ii1ethods by which the pupi_l 1
tu a thuugh!ful investig-atinn and thus lead hi1n to discovE
and 1nethnds of solution.
I 11 all work in arithn1ctic particular stress i" laid upon
sity of corn;'C'l calculation,.;. Syste1ns and n1ethods of ch
work are introduced an<l it is insistPd that the student sh
his own \\·ork
.-\b\JreYiatecl pr()CC"ses are developed by study of t
111atical principle,~ inY(llYer!, and exercises in rapid calcu
incntal arit111netic arc gi\·en as often as possihlt.
Text-hook: Lyman's" .-\dvanccd Arith1netic."

'rEMPJ< NORMAi, SCHOOL 01' ARlZONA

25

facts of arithmetic to the more abstract and complex facts as set forth
in the equation, powers, roots, quadratics, series, logarithms, etc.
Rigid drill is given in factoring and soiution,by means of graphs as
presented as a method of check on other ways of solution, also as a
method for approximate and comprehensive solution.
Text-book, Wells' "Essentials of Algebra."

GEOMETRY
Geometry is studied during the third year of the course. Here,
as in both arithmetic and algebra, the pupil is led to investigate conditions and relations and, so far as possible, make his own demonstrations. Care is exercised to have the student observe the hypothesis
artd by careful thought draw the correct conclusions. The value of
the subject lies in the training to habits of observing conditions and
noting their relation to facts already discovered, and by reasonable
comparisons discover new .truth.
The course in geometry is calculated not only to give fundamental
facts and principles of mensuration, but to develop in the student a
habit of logical analysis, formal and logical statement of argument,
and the habit of drawing conclusions only after sufficient proof. The
student is led to develop alertness which enables· one to take advantage of opportunities as they present themselves; accuracy, which prevents falling into error; and that consecutiveness of thought which
enables one to see, from the beginning, the #end to be attained as well
as the steps_ which render its attainment possible. These are the qualities of mind that contribute most to success in any occupation and
hence geometry, as well as arithmetic and algebra, become of paramount importance in mind training.
Text-book: Gore's "Plane and Solid Geometry."

26

i'EMPE NOR:\lAl,. SCHOO!, OF ARIZONA

DEPARTMENT OF SCIENCE
The work of this department is... intended to give the student an
opportunity to develop his powers df observation and logical reasoning and to acquire a proper ret,rard for truth and an adequate appreciation of the value of scientific rnethuds of investigation. Throughout all courses the endeavor is rnade to inculcate the true spirit of
the student and the desire for precise knowledge at first hand. The
student is given a sufficient acquaintance with the fundamental
principles of the sciences to enable hirn intelligently to interpret the
ordinary natural phenon1ena with which he comes in contact and to
give hi1u that broad view of things in general so necessary to the
teacher. Sufficient work of a special nature is done in each line to
insure against his becoming superficial and to give him the eletnents
of the technique of the subject which he may later enlarge upon if
favorably situated.

BIOLOGY
Zoology --Second Year, First Semester; Twenty Weeks.
This course introduces the study of Biology. After a few el<>nientary experiments in ~hen1istry and physics the student .learns the
use and manipulation of the co1npound microscope. 1'he study of a
typical insect, usually the locust, is then begun. Field study of its
habits is followed by a careful and thorough laboratory study of its
habits. This introduces the general principles of anatomy and fa1niliarizes the student with zoological no1nenclature. 'l'he study of
structure is made a basis to the understanding of the fundamental
functions of life. Follo\ving the locust, one type from each family of
the Orthoptera, one froin each order of Insecta, and one from each
class of Arthropoda are studied. The careful research among these
related groups affords the student a knowledge of systematic classification and a comprehension of anirnal physiology, ecology, and the
factors of organic evolution. The ren1ainder of the sen1ester is devoted to a similar study of the proniinent types of the other branches
of the animal kingdom.
While the course in biology is based upon work in the laboratory,
particular stress is laid upon the habits and economic importance
of living animals, and the student is encouraged to develop a permanent interest in nature study.
Students are instructed in and held to proper scientific methods
of recording their observations in note-books. The powers of observation are strengthened and habits of careful, systematic thought
developed.

TBMPB NORM.AI,. SCHOOL. OF ARIZONA

27

A well selected set of reference works by standard authors are
available to student use, and the fauna of the surrounding country
furnishes a copious field for special work.
References: Boyer, ''Laboratory Manual in Elementary Biology;''
Kellog, ''Elements_ of Zoology;'' Parker, ''Elementary Biology;''
Sedgwick, "Student's Text-book of ZOology;" Packard, "Zoology;"
Comstock, "Manual for the Study of Insects;" Jard.an, "Manual of
the Vertebrates of the Northern United States;" Ridgway, "Manual
of North American Birds;" Chapman,·., Bird Studies with a Camera;"
Beddard, "Zoogeography;" Mivart, "Types of Animal Life;" Wallace,
"Island Life;" \\'allace, "Malay Archipelago;" Dodge, "Elementary
Practical Biology;" Huxley and Martin, "Practical Biology;" Darwin,
"Formation of Vegetable Mould;" Huxley, "Study of Zoology;"
'Romanes, ''Animal Intelligence;'' Heilprin, ''Distribution of Animals;''
Orton, "Compa!a'tive Zoology;" \\i"hite, "Natural History of Selbome;" Van Beneden, "Anin1al Parasites and Messmates;" Poulton,
"Colors of Animals;" Semper," Animal Life;" "The Riverside Natural
History,'' in six volumes; Lee, ''The Microtomist's Vade Mecum;''
Jordan and Kellogg, "Animal Life;" Linville and Kelly, "General
ZOology;" Lloyd and Bigelow, "The Teaching of BiolOgy;" Hunter,
" Elements- of•:Biology."

,

-

PYYSIOLOGY •

Third Year, Seco~d 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
perform~d upon small animals.
The health and efficiency of the human body are being more and
more·esteemec;I, and the troint of view that regards the human body as
a living ·mechanism is not 'only the foundation of physiology, 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.
Experimen,tal work is done in the physiological laboratory
throughout the cOurSe, and an especial e:ffort is made to bring out the
importance of sanitary , living. Diet, exercise, bacteria, parasites
ilnd ot!1er fact?~ of health are given an ample plac:e in the course.
An excellent human skeleton, charts and diagrams serve to illustrate the work in anatomy.

28

TE:VIPE

~OR::\IAL

SCHOOi, OF ARIZONA

This is a very practical course for all students, and particularly
for teachers. There is a large separate and well equipped physiological laboratory.
Text: Eddy, "General Physiology and Anaton1y."
References: Colton, "Physiology, Experimental and Descriptive;" Foster, "Text-book of Physiology;" \Vilder and Gage, "Anatornical Technology;" Keen, "Gray's Anatomy;" Fdster, "American
Text-book of Physiology;" Peabody, "Laboratory Exercises in Anatorny and Physiology;" Blaisdell, "Practical Physiology;" Foster and
Langley, "Practical Physiology." Kirk, "Hand-book of Physiology;"
Fitz, "Physiology and Hygiene;" Hough and Sedgwick, "The Human
~Iechanism;"
Eddy, "Experimental Physiology and Anatomy;"
Davison, "Prac(cal Physiology;" 1\Tewman, "Bacteria;" Schenk,
"Elen1ents of Bacteriology;" Peabody, "Studies in Physiology."
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 knowledge 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 elen1entary schools. The
underlying principles of vegetable anato1ny and physiology are dealt
with in as thorough a rnanner as practical, but the fact is recognized
that Lhe life relations of plants are of rnore interest and in1portance to
rnankind in general. The student is, therefore, not allowed to restrict
his horizon to the lirnits of the vegetable cell, but is led to study the
relation of the plant to the conditions under which it Jives, and to the
effects of soil, climate, and other factors of environment upon its form,
structure and habits.
The ,.,,.ork begins in the spring, with a laboratory study of the
conditions affecting the germinating and growth of the seed, followed
by an investigation of the morphology, structure and functions of
root, stem, leaf and flower. A few typical cryptograms are then investigated.
The campus and the surrounding country abound with varied
forms of plant life. The student is required to study these until he
is fan1iliar with the cornrnon flowers and trees. Many types serve
tu illustrate the pollination, fertilization and other factors of plant
ecology. The entire course is illustrated by experiments performed
by the individual student in the laboratory and by field trips at frequent intervals. Experimental demonstrations by the instructor
illustrate the entire course. Each student is required to keep a neat
and systematic record of all his observations and investigations, and.

0

'tEMPE NORMAI.. SCHOOi.. OF. ARIZONA

29

to illustrate the same by careful drawings and sketches. The laboratory is well supplied with dissecting microscopes and apparatus for
the p 'eparation and study .of such material as is required in the course.
The varied and interesting :flora of the Salt River Valley, and of
the Surrounding mountains, is amply sufficient t~ 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.
Text: Coulter," A Text-book of Botany."
References: Strasburger, Noll, Schenck and Schimp.!r, "Textbook of Botany;" Strasburger, "Hand-book of Practical Botany;"
Warming, "Hand-book of Systematic Botany;" Ganong, "The Teaching Botanist;" Bergen, "Foundations of Botany;" Goodale, "Physiological Botany;" Gray, "School and Field Book of Botany," Gray,
'' Synoptical Flora of North America," burger and- Hillhouse, ''Practical
Botany; "Bessey," Advanced Botany Atkinson," Elementary Botany;"
Macmillan, "Minnesota Plant Life;" Newe11, "Reader in Botany;"
Coulter, "Manual of Rocky l\lountain Botany;" Vines, "Text-book of
Botany;" Goebel," Outlines of Classifi.catiOn and Special Morphology of
Plants;" MacDougal, "Plant Physioology;" Darwin and Acton," Physiology of Plants;'' Zimmerman,'' Botanical Iificrotechnique;'' Chapman,
"Flora of Southern United Sta~es;" Newhall, "Leaf Collector's Handbook;" Lloyd and Bigelow, "The Teaching of Biology;" "Newman,
'' Bacteria.''

PHYSIOGRAPHY
Third Year, First Semester; Twenty Weeks.
The relation of the earth to the other bodies in space is briefly
discussed, particularly with reference to the change of seasons and its
climatic effects. A ·brief review -of general geography presents the
salient features of the earth as a basis for the work which is to follow
upon the world buildit~g changes in the earth's c;rust, the effects of the
agents-of elevation, erosion and land sc-ul{>ture. The \vork of streams,
the effects of volcanic action, glaciation,. and kindred topics are discussed at length and illustrated by laboratory exercises. In .preparation for the stt.idy of atmospheric agencies, weather and climate, the
student is required to make and record daily obser.-ations of the barometer, temperature, relative humidity and other data. These obser,,;.ations are used as the basis of monthly reports of the weather, accompanied by barometer and thermometer curves and graphic wind chart!'".
The student is taught to interpret the government weather maps,
which are··received daily, arid to which reference is frequently made
in connection with the daily observations and the study of weather and
clhnate:

30

TE:\IPE '.'\OR:\.IAI., SCHOOL OF A'RIZONA

'l'he use of contour maps and the construction of profiles is taught
t"arly in the course in order that the student may be enabled to make
use of the large supply of governrnt'nl topographic maps in the study
of typical regions.
Short field Lrips are nw.de both l;y the students individually and

bv the class as a whole.
The laboratory is lucatecl in the tJC\\- science building and is well
e4uipped with gas and water supply, sand tahle, globes, wall maps
<.lnd relief n1odels. There is a good sterenptican for the projection of
a growing collectio11 of illustrative lantern slides. The n1eteorological
cquiprncnl includes a cuntplete set nf Green's thennorueters, a good
haro1neter, barograph, therrnograph, wind Yane, anemometer and
rain gauge.
Tarr's "\·ew Physic-al Geography" is used as a text, and the following are an1ong the references in the library:
Proctor, "Other \\.orl<ls than Ours:" 'l'odd, ":\ew Astronon1y;"
·Young, ·•Lessons in Astronon1y:'' "General Astronon1y;" Newcomb
and Holden, "Astrono111y;" Shaler, "First Book in Geology;" "Aspects of the Eearth;" Tarr, "Ele1nentary Geology," "Economic
Geology of the Cnited States;" Brigha1n, "Text-book of Geology;"
Dana, '' I\Ianual of G-eology ;'' Agassiz, '' (~eological Sketches;'' Tyndall,
"Forn1s of \\ ater;" "Hours of Exercise in the Alps:" Geike, "Ele1uentary Lessons in Physical Geography;" Hin111an, "Eclectic Physical Geography;" DaYis, "Physical Geography;" \Vright, "Man and
the Glacial Period:" Guyot, "The Earth and l\Ian ;" Trotter, "Lessons
in the ne\V Geography;" •'The International Geography;" Darwin,
"Coral Reefs;" Russell, Glaciers of .North Aruerica;" "River.s of Xorth
America;" "'Lakes of .North An1erica;" \Vard, "Elementary ~feteor­
ology;" \:V'aldo, "Ele1nentary ::\Ieteorology ;" "Physiography of the
United States;" Dodge, "A Reader in Physical Geography for Beginners;" ~Iacfarlane, ·• Con11nercial and Indutitrial Geography;" Jackn1an,
"Field \Vork in Nature Study:" Chamberlain and Sali»bury, Geology,
Journal of Geology, l\'ational Geographic ::\lagazine, Journal of Geography, School Science and :\Iathetnatics,
7

GEOGRAPHY
junior Year, Second Semester; Twenty Weeks
This course in geography is intended tn ser,·e as a thorough
review of the subject, preparatory to the year of practice teaching in
the Training School. :\lethods of_.collccting and preparing illustrative
1naterials are discussed, and opportunity is given for the acquiring of
collateral infonnation which will be of use to the futufe teacher. ~luch
drill is &riven in the various phases of tnap making and map reading,
including the actual n1apping of a limited area by the use of simple
and easily construcetd instruments. A considerable portion of the

'l'Rll'!l'E NORMAL

scnoot

OF AltlZONA

31

time is devoted to lo~l geography and to the geography of Arizona.
The work-in general geography follows the plan of the Tarr and 1.-IcMurry geographies, which are used as texts. 'fhe student is encouraged to draw as 'much inforn1ation as possj.ble from outside sources,
particularly from the current magazines• and reference works in the
library. A card index of articles of interest in this connection gr~tly
facilitates the use of the library and periodicals. The supply of maps,
globes and charts is ample, and the student's iriiagination is assisted
and developed by th_e use of lantern slides.

PHYSICS
In the work in pltysics the student finds practical application
for much of his work in Mathematics, and the habits of close attention
and careful observation acquired_ in the biological laboratory. will
here stand him in good stead. Throughout the course the lec~ure and
recitaticin work is based upon a carefully planned scheme of individual work in the laboratory which is performed und~r the direct supervision- of the instrtictor. A store of duplicate sets of apparatus enables the entire class to work out each exercise simultaneously _either
sjngly or in small groups, thus effecting a saving of time and unity
of purj>ose in following the thread of tQe course. This work is amplified by many lecture experiments and class-room demonstrations performed by the instructor with the assistance ·of members of the class.
The new lecture room is equipped with_the usual apparatits for demonstration purposes. Water, gas, electricity and compressed air are
supplied to the lecture table.
A motor-generator set operated
by the 110-volt alternating current, furnishes dire-ct current- at 20
volts, for work in electro -dynamics. The "P. E. D." electrical equipment provides for a great variety of work in this line. In addition
there is an electrolytic rectifier furnishing current up to 50.l!volts and
a storage battery. A good spectrometer and a Hart optical disk are
among the appliances for work in optics, and Provision is made for
directing a beam of sunlight by means of a heliostad into the lecture
room.
The laboratory is roomy and well lighted. Gas and three electric
currents are available at each table. The equipment includes duplicate balances, calipers, graduates, calorimeters, galvanometers, and
all apparatus necessary for a complete course in elementary physics.

Course A
Junior Year, First Semester; Twenty Weeks.
This course includes practice in -measurement of length, volltme,
mass, and time in connection with a series of exercises developing the
leading principles of mechanics, heat, electricity and magnetism,
with selected exercises upon the subjects of sound and light.
Text: Millikeu and Gale's u First Course in Physics."

32
Course B.

Junior Year, Second Semester; Twenty Weeks
An additional semester's course of laboratory work in electrical
1neasuren1ent, sound and light, accompanied by two lectures per week

is open to those who, upon con1pletion of Course A, have shown special
abilityalongthis line, and who desire to elect this course in place of the
course in chemitsry.
The following is a partial list of references accessible:
Henderson and \Voo<lhull, "Elements of Physics," Gage, "Elements of Physics;" \Vcntworth and Hill, "Text-book of Physics;"
Hastings and Beach, "General Physics;" Stewart and Gee, "Ele1nentary Practical Physics;" Hall and Bergen, "1'ext-book of Physics;"
Adatns, "Laboratory ::'o.Ianual;" Stone, "Experin1ental Physics;"
Kelvin, "Constitution of ::\latter;" \Voolcon1be, "Practical \Vork in
Heat:" Tyndall, '' Heat a ).!ode of :\lotion;" "Sound;" l\fayer, "Sound;"
Blaserna, "Sound and )lusic;" l\Iayer and Bernard, "Light;" Barnes,
''Practical Acoustics;" Aines, "Theory of Physics;" Everett, "The
C. G. S. Systen1 of Units;" Tho1npson, "X~Rays;" Thomposn, S. P.,
"Electricty and l\Iagnetis1n;" Whiting, "Physical Measurement;"
Xichols, Smith and Turton, "!\Ianual of Experimental Physics;"
Trattt\\"ine, "Civil Engineers' Pocket-hook;" Sanford, "Elements of
Physics;" Ayer:-;, "Laboratory Exercise.<: in Eien1entary Physics;"
::\fach, "The Science of ~1echanics;" 'fho1npson, "Recent Progress in
Dynamo Electric ::\fachines;" Sheldon, "Dyna1no Electric )lachinery;"
Ouidin, "Standard Polyphase Apparatus and Systems;" Foster,
·•Electrical Engineer's Pocket-book;" Atkinson," Dynamic Electricity
and Magnetism:'' Bottone, ''Radiography,'' '' \\'ireless Telegraphy
and the Hertzian \Yaves;" i\Iilikan, "::\1echanics, l\folecular Physics
and Heat;'' Appleton, ''School Physics;'' Rowland and Atnes, '' Elen1ents of Physics."

CHEMISTRY
Junior Year, Second Semester; Twenty Weeks
This course is intended to articulate with Course A, in physics,
which prccE"des it. The student thus brings to the work in chemistry
the results of his previous laboratory experience, his facility in the
handling of apparatus and his elcn1entary knowledge of the laws of
energy and the physical con<>titution of inatter
He is now taught
to apply the laws of Boyle and Charles to the reductions of
vohune necessary in experin1ents \\"ith gases.
He learns to save
tin1e in his calculations by the use of logarith1ns, and the relation of
physical laws to chen1ical processes is pointed out. The fundamental
principles of che1nistry are developed as far as possible by the student's
own experiments, many of which are quantitative in character. This
quantitative work has a tendency to increase the care and accuracy

'l'EMPE: NORMAL SCHOOL OF ARIZONA

33

with which the exercises are performed, but is chiefly used to develop
qualitative relations ""hich otherwise \vould not appear. The exercises are so chosen as at the same time to make the student acquainted
with the preparation, properties and uses of the n1ore in1portan1
chemical elements and ·with the practical a pplica ti on uf chen1ical la\\ s
and processes. Considerable attention is paid tt1 the discussi(JTI of
modern methods of industrial chen1istry, and especially tu 111ctallurgical processes.
The lecture room is the same as that used fur physic,:,, ha\·ing been
planned ·with a view to this double use.
1'he laboratory is fitted with modern tables, stone topped and provided with gas, water and waste and electric current. Draft chambers
are provided for those exercises which develop unpleasant t"un1es.
Each student is furnished with all the necessary apparatus and chemicals required in the course, and the general equipment includes
balances, burettes, graduates, thermometers of various ranges, electrolytic apparatus, etc.
The student is frequently referred to standard works of reference
and scientific periodicals in the library, and Brownlee's "First Principles of Chemistry" is used as a text.
The follo,ving references are available:
Smith, "Richter's Inorganic Chemistry;" Ramsay, "Chemical
Theory;" Dobbin and Walker, "Chemical Theory for Beginners;''
Newell, "Experimental Chemistry;" Roscoe and Scbotlemmer,
"Treatise on Chemistry;" Volumes I and II; Remsen, "Theoretical
Chemistry;" "Organic Chemistry;" Jones, "l\ilodern 'l'heory of Solution;" Ostwald, "Foundations of Analytical Chemistry," "Outlines
of General Chemistry;" Dana, "1finerals and how to Study Them;"
Erni, "1lineralogy;" Meldola, "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 Measurements."

34

TEMPB NORMAI,. SCHOOI.- OF ARIZONA

DEPARTMENT OF HISTORY AND CIVICS
'!'he \\'Ork of this departtnent begins with a course of ancient
history in the second year and continues through two years and a half.
llecitations are daily for forty 11-eeks in ancient history, hut for twenty
weeks in the other courses.
Besides a careful study of the narrative an attetnpt is made to
have the student interpret events in the lin1e light and see their logical
connection.
Stress is laid upon the value of, and power developed fron1,
independent thinking. In this way history is looked upon more as a
study of what tnen hnve thought and done than of mere facts and
events.
Translations of classical \\Titings and originals in English are used
for individual investigations and reports.
The department has a very full library of historical works, especially of th0se relating to the Untied States.

Course I, Second Year ; Ancient History.
'l'his work consists in a brief survey of the life and tin1es of nations
of the East, with special emphasis on their contributions to the civilizations of the Greeks and Romans.
The history of the Greek and Roman peoples takes up the rest
of the year. Special attention is given to the question of finding out
what we owe to the ancients, and their importance for subsequent
history.
Text~book:
\Vest's" Ancient History."
Courie II, Third Year. Mediaeval and Modern History
This course runs for t\venty weeks. For a few lessons a i.:l.pid
review of the period from 476 A. D. to 800 A. D. is made.
i\fost of the time is taken up \Vith the discussion of the great
movements of history \Yhich have influences reaching down to present
day questions.
Special emphasis is given any events that go to make up the European background of American history.
Text-book: Robinson's "History of Western Europe."
Course III, Third Year. United States History.
There are two objects in vien· in this course; first, it provides a
review of U. S. history, and second, there is an attempt made to help
the student get at the principles behind the facts. Thus a training

35
is given in weighing and selecting opinions that- the student may
arrive at some definite and independent conclusions for himself.

Reports and disc:ussions are frequent a:Dd a tnm thepis is required.
Text-book, Ashley's American History.
References: The library has a large number of reference books:
Schouler•s "U'nited States History,'' "American Statesmen Series"
(complete);· Hart, "American History as Told by Contemporaries;"
Windsor, "Critical and Narrative History of the United States;"
"Old So. Leaflets;" "American History Leaflets;" Blaine, .. Twenty
Years in Congress;"Hildreth," United States History;." Bryce, " ..\.merican Commonwealth;" McMaster, "History of the People of the United
States;" Wilson, "A History of the American People;" Rhodes, "History of the United States;" Von Holst, "Constitutional History of the
United States;" Thorpe, "Constitutional History of the United States;"
Parkman's Works; H. H. Bancrofts' Works, "American Commonwealths;" Doyle, "English Colonies in America;" Fiske's Works;
Lowell, .. Governments and Parties in Continental Europe;" many
wo:rks on Sociolgoy and Economics, besides biographies and $Utobiographies. of men who have taken a prominent part in politics.
Many histqrical publieations are on file in the magazine room, viz:
Political Science Quarterly.
The American Historical Review.
American Political Science Review.
Annals of the American Academy of Political and Social Science.
In addition, many government reports are received, including the
Congressional RecOrd.

Course IV, Junior. Civil Government
The first few exercises are taken up with talks on the origin a-Rd
foundation of society, the relation of the individual to society, and,
finally, the origi; of ·government in- g~neml.
The student:s ·are -required to make a dt:t,a.Ue.d sttuiy of .some ·
foreign system-Of govemment and' rnake a. report"CQmparillg t® gt>vem-ment they have chosen with that of the United-States.
A ~t.book 1.~ 1.JSed, but mu-eh wort: is -.do?Je.:jn _.put.side r.e&ding:; ·
from which reports a.:re made. An -oppl)rtunity is .givett -the .cla.e of ·
attending the ftHtetings of the T~ .l,egislo.ture ·w.hile in sm;sioft. -.Text-book: Ashley, "The'Ahlttica.n: Federal State;"
References: "The State;" "The American -com-monwealth;"
Cyclopedia of Pol:i:tjsa.(~·:S~ettCe;; "The-· P~deratist ;"' " Theory- of the
State;'' Docnments'~--MaEd·oD.ata);·congressiortal Coveinment (Wilsari);
and many othe~.

36

TEMPE NORMAL SCHOOL Olt' ARIZONA

DEPARTMENT OF PROFESSIONAL INSTRUCTION
The distinguishing feature of a Normal school lies in the fact that
it offers a course in the method of instruction and practice therein.
The subjects that are classed under the head of professional instruction
are psychology, pedagogy, the history and philosophy of education,
logic, ethics, methods of teaching, school law and school economy,
and the practice in the training school. To these subjects are added,
to complete the professional course, a course in reading, spelling,
arithmetic, geography and bookkeeping, making a total of nine units.

PSYCHOLOGY
The course in psychology comes the first semester of the Junior
year. The aim of this course is to show that mental activity is dependent upon sense perception, and, to lead the student to observe the
workings of his ov.·n mind so that he may come to an intelligent realization of the fundamental laws underlying mental activity. ~t is
intended to give the student such a knowledge of the states, powers,
and activity of the mind, their inter-relations and the laws governing
their growth as will enable him to pursue a rational course of procedure
in his professional work.
Text-book: "Psychology," Angell, Henry Holt & Co.
R.eferences: "Pyschology," James' Advanced Course; "The
Development of the Intellect," Preyer; Bald win, "1fental Development;" Spencer, "Principles of Psychology;" Porter, "Elements of
Intellectual Science; 11 John Dewey, "Psychology."

PEDAGOGY
The course in pedagogy comes the second semester of the Junior
yea.r. 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 watcp
word not only in the study of psychology, but in the study of methods
of instruction as well.
Text-books: Roark, "1fethod in Enuciation" (American Book
Co.) and l\fcl\Iurry, "l\iethods of the Recitation" The 1\-IacMillan Co.,
New York.
References: Payne, "Cornpayre's Lectures on Pedagogy;" Quick,
"Locke on Education;" Spencer, "Education;" Froebe!, ,., Education
of Man," White," Elements of Pedagogy;" Howland," Practical Hints
for Teachers;" Froebel, "Pedagogics of the Kindergarten."

TBIU"ll NORMAi, SCHOOi. OF ARIZONA

37

LOGIC
The study of logic is based on psychology. The point of departure is found in the chapter on thought. This course deals mainly with
the concept, the judgment, the syllogism, analysis and synthesis, and
induction and deduction. From the historical side, Socrates, Aristotle
and Bacon receive attention. Logic comes during the first quarter
of .the Senior year.
Text-book: "Lessons in Logic," Jevons; (MacMillan Co.)
References: Davis, "The Theory of Thought," Hegel, ;'Logic;"
Bain, ''Logic, Deductive and Inductive.''
PHILOSOPHY 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 education who is not familiar
with Spencer.

HISTORY OF EDUCATION
In a general sense, the history of education is the story of the
growth and social 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, Cicreo, Seneca, Quintillian and Jesus; the schools
of medieaval and modern times, a study of the lives of noted educational reformers, as Comenius, Rousseau, Pestalozzi, Herbart and
Froebe!, and the principals advocated by them; and a comparison of the
school systems of Germany, France, England and America.
Text-hook: "A. Brief Course in the History of Education,"
Monroe; (The A.facMillan Co.).
References: Sl;iarpless, "English Education;" Boone, "Education in the United States;" Davidson, "The Education of the Greek
People; .. Klemm, "European Schools;" Quick, "Educational Reformers."

ETHICS
In its history the subject of ethics is closely related to the history
of education. The purposes that underlie the systetn of education
of a country give a clew to the principles upon which its people base
their life and conduct. Foi:- this reason the first part of the work is
an historical study in connection-with the history of pedagogy. Toward
the close the work becomes more practical. Some n1odern trca tise
is selected as a text. The present year the class U!'ed Kidd's "Social
Evolution," published by the MacMillan Co.
References: Spencer, "Principles of Ethics;" Porter, "Elements
of Moral Science;" Spencer, "Principles of Sociology;" Janet, "Elements of Morals;" Seelye." Duty;" Ferri," Criminal Sociology;" Lecky.
"European History of Morals."

38

TEMPE ::J'ORMAL SCHOOL OF ARIZONA

SCHOOL LAW AND SCHOOL ECONOMY
Instruction in this branch is given n1ostly by lectures. In school
econon1y the discussion will coYer the whole field of organization,
governing and conducting pri1nar:v schools. Its airn is to develop a
system of control that shall he in harn1ony with the principles set forth
hy the n1odern rnethods of education: and to make the student skillful
in the performance of the various duties of the school rourn, by plain,
practical and suggestiYe lessons.
In school la\Y the ohject will be tu 111ake the student fatniliar with
the course of school legisl::i.Lion in the 'l'erritory of Arizona; to compare
the systen1 of our own 'l'erritory ,\-ith that of so1ne leading states of
the Union, and to n1ake familiar the leading decisions of the courts of
juslice upon irnportant school problems.

METHODS OF TEACHING
The work in n1cthods of teaching is a continuation of the course
n1 pedagogy. It occupif's forty \Yf'eks, and five periods each week.
The text-books used in this ('Ourse n.re :\Ic).Iurry's Special ~Iethods~
Prin1ary Reading-, n.eading of English Classics, Language, (~eography,
lfistory. Elc111cntarv S('ience, anrl :\rithn1etic. 1'he study of these
texts is preceded by a thorough discussion of the basic princ:ples of
teaching-. Roark, ·· ::O,lethod in Education," is used as a basis for the
principles of teaching-, Chaptero; I, II, and III.
In this course after the subject inatter and plans of teaching the
subject in hand ba\·c been discussed, typical lessons are presented
in the presence of the class, conducted by a student or a critic teacher.
These lessons arc critici1.ed hy the class under the guidance of the
teacher of n1cthod~ and in the presence of one who taught the class.
The stud;.- of n1ethods of teaching includes the preparation by
each student ot a thesis hearing directly un this work.
Through the courte:o:.y of the faculty of the public school, the
-;tudcnt-teachcrs are allo\\·ed to ohserYe the work there, so that the
practical aµplicatil>ll of the n1ethod work 1nay be seen under the conditions \\·hit·h 11111st be" n1et by tben1 in the o;chuols uf the Territory.
They ;ibu Yi,..,it the ~,clJuul-.; in the rural district~ and towns in the vicinity of the >:orn1al
llurin; the past year .-\lma and l\Iesa were visited.
These Yi~its Jeri tu dic;cut,.-:ion..:; that proyed Yery profitable indeed and
the .\'onual :-:.cliuol icels Ycry .~Tci 1efnl f11r the faYors so generously
cxteH<led
Rl'feretl('es: Hain, ·Education as a Sciencl:;" Tate, "Philosophy
of Education," _!,ihannut. ·'Principle~ an<l Practice of Teaching;"
Hein. ·'Outlines of Perl.ago~ics :" DeGarn10, "Hebart and Hebartians;"
Lloyd :'IIorg-an, ·Report uf the ConnnitteE' of Fifteen," "Psychology
for Teachers:'· JanH'S. "'i'nlks on Psychology;" Osterman," Interest;"
C11rry, "'Infant Educnti<)n;'' Stout, ''1\Ianual of Psychology;" Shaw,
·Three Studies in Education;'' Halleck,'' The Central Nervous System."

TEMPE NORMAl. SCBOOI, OF ARIZONA

39

TRAINING SCHOOL

The Tweuty·Third Legislative Assembly ~ade an appropriation
for the erection of a Training School building on the campus and 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 eleven class rooms, besides assembly rooms
and offices. Completely equipped, it gives every advantage to the
pupils of the school.
·
The pupils in attendance at the Training School represent the
eight grades of the public schools and are residents of the Tempe
Public School District. For this reason, recent legislation has made
the Training School a branch of the public school so far as the apportionment of the school funds is concerned. In all other respects, the
control and management of the Training School is vested in the N orn1al
Board.
At the beginning of each quarter, with the assignment of classes
the pupil-teacher receives a general outline of the work he is expected
to do in his class. With this outline as a guide, he prepares his daily
lesson plans. These are handed to the critic teacher two days in ~d­
.vance of the time when the lesson is to be presented and are corrected
by her and discussed with the student. In this wvay the work given
to the pupils in the Training School is freed from error, and the possibility of incorrect subject matter or poor presentation is reduced to a
minimum.
It is desirable that the pupil-teacher go, not only to the respective
critic teacher and the director of the Training School for suggestions
relative to the subject he is teaching, but also to such member of the
Normal School faculty as has charge of the branch 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:while 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.
While the territorial course of study is followed in the Training
School, yet the conditions governing the schools are such as to admit
of much more work than _that course requires, and the pupil-teacher
:fi.ndshereaschool that closelyapproximates to the ideal, and the train
ing given should fit 'the student to give to his pupils the best when
he: becomes a member of the Territorial teaching force.
Each member of the Junior class is required to observe the work
done by the student-teachers in the Training School, for two hours a
week, on consecutive days, for six weeks.
Criticisms upon the lessons observed are handed to a critic teacher
who discusses the work with the Junior in the presence of the Senior
teacher.

40

'f!>Ml'E NORMAL SCHOOL Ol' ARIZONA

The grounds, which are but an extension of the Normal campus,
are large and attractively laid out, and furnish ample room for recreative sports.
As the course now stands, a child can enter the Training School
in the first grade and take the entire eight years' work there, passing
from the eighth grade directly into the Norrnal.
The number of pupils is limited and the tuition is free. Applica~
tion for adn1ission Lo the training School must be n1ade in advance,
and each application \\"ill lJe acted upon in the order in which it is received. The san1e inethod ,,-jll be observed in filling any vacancies
that rnay occur during the year. The places of all pupils that are not
present at the opening of the Training School year '"ill he filled by those
next upon the list.
The year just closed has been very successful. There was no
dropping off of the attendance. 'fhe 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
~~~~~~~~===;~~~·~~~~~~·~~~~~~~~~~~~

I

F'IRST

SECOND

THIRD

FOURTH

FIFTH

SIXTH

SEVENTH

EIGHTH

!

GRADE

GRADE

GRADE

GRADE

GRADE

GRADE

GRAD!t

GRAD!t

~ s z E z r ~ " z ~ zl s ~ ~ z ~
~~§~l~~~§~§~a~mi
a.~ ~ ~ B. [ ~ e. a. a ~ a: a~ ~: 8. [ ~ a: a. ~ ~ a B[ ~a:_ ~ ~ ~ ~
i. tt.~- g £ g ~ g ~- g, 5·~- g_ ~- g:8 ·1~::r. '...g• ...£·

SUBJECT

0

as

Arithmetic. . . . . . . . . . . . . . .
Reading..
Writing..
. ....
Spelling. . . .
Language. . . . .

Inc id't'l
15 20
5 20
5 20
5 45

History. . . . . . .

..

Drawing.....
. -. 2 45
Man.ual Training . . . .
. .... 1
In cid
Music. . . .
. .. .. .. .. .. ..
2 45
Geography..
. .. .. .. .
...
Grammar.
Civics. .
. .. .
Physiology............. . . . . .
....
.

1

0

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45
45
20
20
45

5
10
5
5
5

. ...

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enta I
2 45
....

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gs
-- •

128

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--------

45
45
20
15
45

S
10
5
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45
30
20
15
45

5
10
5
5

45
30
20
15

5
5
5
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I
I

3 45
45
2 45
3 45 .
I nc iden tal
2 45
2 · 45
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45
5 20
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.... ....
. . , . . . . . . . . . . . . . . . . . i.

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45
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45
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45
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45
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. . . . *5

*Last twenty weeks.
Nors.~The Grammar Grades are given one period of 45 minutes each day for study under the direction
of the teacher.

45
45
20
45
.,
4.5
45
45
45
45
45
45
45

42

TEMPE NORMAL SCNOOL OF ARIZONA

DEPARTMENT OF LATIN
The course in Latin begins the second year and extends over the
last four years of the ::-.Jormal course. Each of the four classes recites
tive periods a week for forty weeks each year--making 200 hours.
The department is \\"ell equipped with a full set of Kiepert's wall maps
and illustrative photogra\-ures. The school library contains all the
latest and most authoritatiYe \1·orks of reference on classical antiquities
in general, including history, geography, Ron1an life, topography, art,
archaeology, and literature. The reading roorn receives all the principal journals and n1agazines deYoted to the classics. In fine, the
equipment of the Latin clepart1nent is one of the best in the Southwest.
The course in Latin pnn·idcs for t"·o classes of students: the
~orn1al student proper, >Yho is preparing to teach in the public school
system receives a broader training, becon1es a better master of English,
and does better work as a teacher; secondly, the acaden1ic student is
better prepared to enter college having four units to his credit of the
sixteen generally required for admission to the universities of Arizona
and California. The course is outlined as follows:
SECO'.\JD VEA.R.-,.First Latin Book, ::\Ioore (Appleton).
THIRD YEi\.lC --Second Year Latin, Greenough, D'Ooge and
Daniell (Ginn & Co., $1.25). Latin Prose Composition, Pearson
(Acnerican Book Co., $1.00). Latin Gratnmar, A.llen and Greenough
(Ginn & Co., $l.20).
J UNI01{. "\"EAR. - -Cicero's Orations Against Cataline, Harkness,
Kirtland & \\'il!iams (An1erican Book Co., $1.25). Vergil's Aeneid,
Hooks i-iii, Greenough & Kittredge (Ginn & Co., $1.50). Latin Prose
Con1position, Pearson (American Book Co., $1.0U). Latin Gra1nmar,
Allen & Greenough (Ginn & Co., $1.20).
SE~IOR YEAR. -Cicero's Orations--·A.rchias,
!1-Ianilian Law;
:il-1areellus, Ligarius, Fourteenth Phillipic, IIarkness, Kirtland & 'VilJiams (An1eriean I3ook Co., $1.25). Sallusl's Life of Cataline, lVIerivale
(J\.Iac::\Iillan). Vergil's Aeneid, Buoks iY-vi, Greenough & Kittredge
(Ginn & Co., $1.50). Latin Prose Co1nposition, Pearson (American
Book Co., $1.00). I,atin Gnun1nar, Allen & Greenough (Ginn & Co.,
$1.20).

SPANISH
Owing: to the rapidh·increasing connnercial relations of the United
States \Yith the gre;it industrial nations of Spanish America, there is a
gro\-\'ing den1and for Spanish-,.peaking A1nericans with the necessary
technical knowledge to further the industrial development of those
countries.
A two years' course in Spanish is offered as an elective, beginning
the Third year of the Nor1nal course. A special course is arranged for high

TEMPE NORMAL SCHOOl.r OF 1 ARIZONA

43

school graduates who may desire Spanish, the Junior and Senior years
as an elective.
In the entrance requirements in foreign languages, two years of
Spanish are accepted as two units by all Universities.
For those who require the language for its utility, and such students as desire Spanish for its literary value, the following courses have
been arranged:
ELE.MENTAR\'~ SPANISH.-Worman's First Spanish Book
(American Book Co.). Spanish Grammar, Hills and Ford (D. C.
Heath & Co.). Bransby's Spanish Reader (D. C. Heath & Co.). El
Capitan Veneno, Alarcon (D. C. Heath & Co.) .

.During this year effort is made chiefly to lay a good foundation
for future study by a thorough drill in the forms and elementary
syntax of the language. Frequent prose composition is required as a
valuable means of securing accuracy in syntax.
As much. Spanish as possible is used in the class-room from the
beginning. Every effort is made to-have the students think in Spanis11
as a living language. In translation the best English idiom is required,
but as far as practicable, English is left out of the class work, transl ation being employed ·as a test of individual preparation.
An inter~ting feature of the work is the weekly report in Spanish
of the current events in Spain and Spanish America, accurate material
being obtained from the. Spanish periodical, "Las Novedades."
ADVANCED SP~"-NISH.~Spanish Gramn1ar, Hills and Ford
(D. C. Heath & Co.). Ford's Spanish Composition (D. C. Heath &
Co.). "Dona Perfecta," Galdos (American Book Co.). "Partir a
Tiempo," Larra (American Book Co.). 1' EI Cautivo," Cervantes (D.
Appleton & Co.). "La Vida es Sueno," Calderon (American Book
Co.).
In the second year a more thorough and detailed study is made
of the language and literature, and an increasing amount of independent parallel work is required of the student in connection with the
study of Spanish history and literature.
During the entire course short letters are exchanged among the
students, and special attention is given to the technicalities of com mer~
cial correspondence.
The following reference works are acce~sible in the library:
Dictionaries:Mariano Velazquez de la Cadena; De Veitelle. Lan·
guage: Garner's Spanish Grammar; Elementary Grammar of the

44

'I'EI\:IPE NOR:\IAL SCHOOL OF ARIZONA

Spanish Language, Loiseaux; Spanish Cornµosition, Luiseaux: Lemly's
~cw Syslern of Spanish A.cccntuatinn.
Literature: Spanish Literature, Clark: Ford's Spanish Anthology: ·•Bardos Cubanos," Hills;
"Electra,"Galdos; .,El )Jino de la Bola," Alarc:-on;" El Haz de Lena,"
>Junez de Arce.

TEMPE NORMAi., SCHOOL OF ARIZONA

45

ART DEPARTMENT
The aim here is the training of students to know form, color,and
composition; also to lead-them to an appreciation of the beautiful as
exhibited by these in nature and in art.
We hope to cultivate in the student the power to properly correlate
this work with other subjects of the school course and to impart some
of this appreciative ability to those in the school room under bis care.
Further, we aim to make work in this department the most effective
approach to industrial art.
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 presentatibn of methods in
dra~ng.
The work of the first year embraces the study and application of
the fundamental principles as used in the drawing of simple type-forms
and objects based upon these, elements of design and the making of
simple designs from conventionalized plant and animal motives,
practice with brush and ink, pencil, charcoal, crayons and color,
blackboard drawing from objects and memory, easy problems in construction, and clay modelling.
During the second year '\\'Ork is continued along the same lines, together with study from casts and pose; perspective, designing, illustrative work, mechanical problems, color harmony.
Third year work includes practice in pen and ink drawing; light
and shade, elements of _historic ornament; black-hoard illustration;
colored crayons; clay modelling; mechanical drawing; perspective
problems; sketching; wash drawing; balance, rythm and harmony in
designs; study of color harmonies, and elements of 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, \\·ater colors; story telling through drawing; constructive work; study of children's drawings; mounting of
pictures; school-room decorations; programs; picture study, etc.
All through the course, students are encouraged to bring to class
for criticisms and suggestions, sketches and drawings done outsideof
recitations. This department is well supplied "·ith casts, still-life
models, charts, and a kiln for the firinj{ of models and pottery. The
library contains many works on art subjects_
References: "International Studio;" "School Arts Book;"
"Craftsman;" Brush and Pencil;" "Manual Training Magazine;"
"Perry J\.fagazine;" Day, "Ornament;" Myers, "Hand-book of Ornament;" Day, "An"atomy of a Pattern;" Crane, "Line and Form;"

46

TEMPE :'\l'ORll.IAL SCHOOi., OF ARIZONA

Dow, "Cotnpusition;" Jacksun, 'Theory and Prat:tice of Design;"
Ruskin. 'Elements of Drawing;" Batchelder,'' Principles of Design;"
'.\li<lg:ley and Lilley, "Pl:.int Fnrtn iu Design:" Year Rooks of Supervisors of \lanual Art,;: ::\Iathe\\S, "Story of ..\rchitecture:" \Irs. Clement,
"Legendary Art;" _.\_delinc, "Art Dictiunary:" Taine's ,; Lectures un
Art;" Sti1nsun, "The c;.atc Beautiful;" ])eForrest, "History of Art;"
Reber, "llistor)- uf ...\ncient Art;'' Go()d year, " His Lury of Art;" Tarbell, ''Creek Ait;'' Ha1·t111an, '1--Iistory <)f ~\n1erican A.rt;'' Sturgis,
'How to Judge Architecture:" Singleton, Turrets, Tcnvers and Temples;
Rosengarten, '' Architeetural Styles;" Longicllu\v, "The Column and
the Arch;" Pennell, "_\lodcrn Illustration;" \Vare, ·• )lo<lern Perspective;" Hoyt, "\\'orl<l's Painters;" Day, "Orna1nent and its Application;'' Clenienr's I-land-books for Beginners; En1ery, ''How to Enjoy
Pictures;" Great Pictures Described by Great \\'riters; \Vorks on
Spanish, (~ennan, Flcrnish, Dutch, Italian, English, and American
Painters; 'I'add, '::\fc\\" ).lethuds of Education;" Reber, "History of
}lediaeval Art;" Prang ).[annals; Lubke, "History of Art;" Bro'.vn,
''Letters and Lettering;'' Poore, "Pictorial Composition;" Clark,
"Plant Form;" \Vhite, "Practical Designing;" Longfellow, "Applied
Perspective;" -Hatton, "Figure Con1position;" Sanford, "Arts and
Crafts;" I. C. S. Hooks on Drawing and Design, etc.

TEMPE NORMAL SCHOOL OF ARIZONA

47

BOOKKEEPING AND COMMERCIAL LAW
These subjects are taken during the first semester, by Senior students, and, in order to accommodate special cases, the voork is continuous _throughout t~e school year. The course in bookkeeping embraces
the double and the single entry method. ~r"actice is given in the use
of auxiliary books and business forms through the .voucher system.
The aim in commercial la"' is to familiarize students with the laws
governing the ordinary transactions of business life. To this end, the
method pursued is the combined text-book and lecture, the fo~mer
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. Special emphasis is laid on these topics: principles of contracts, negotiable instruments, real property, insurance,
and bailment~.
Text-books: \Villiams and Rogers, "l\iodern Illustrative Book. keeping;" Gans, "Commercial LaV1:."
References: William & Rogers, "Commercial Law;" Townsend,
''Compendium of Commercial Law;'' McMaster, ''Commercial Digest;''
White, "Business Law;" Statutes of Arizona; I. C. S. Books on Commercial Law; Huffcutt, "Elements of Business Law."

48

'fEMPE NORMAL SCHOOL OP ARIZONA

DEPARTMENT OF MUSIC
:\iusic is a part of the professional "·ork of Lhc course and credits
the student with one unit of the nine required in that departtnent of
study.
Voice culture and sight reading arc the branches of tnusic taught
in the school, and three years, consisting of two recitations each week
are required to co111plete the course, divided as follows: First yearScale and Song tnaterials containing 1nostly diatonic progressions,
enabling the student Lo acquire not only a working knowledge of the
diatonic scale and its interYals, but a repertoire of good songs as well
ln the second and third years this n1cthod of instruction is continued
and the study and practice of chrotnatic progressions, and the progressions of the Minur 111odes is taken up, both in 1nclodic fonn and
in part singing. Jn the third year instruction in ele1ncntary hannony
io. also giYcn and 111ethods of teaching 111usiC' in the public schools
discussed.
'fhe aitn is to 1nake the student entirely self-reliant in rnusic
reading, independent in carrying any part within the range, and suiting the character of the possessor's voice, and to deYelop a genuine
love for tnusical art. Students of advanced standing, entering for the
first time, are required to n1ake such grades as n1ay be prescribed.
Choru,; practice occupies one period each week, bringing the entire student body together for this purpose. Results have de1nonstrated that this work has developed into one of the inost attractive
and useful features of the school routine, not only acquainting the
students with the very best music of this class, hur. also enabling the1n
to do acceptable service at the daily rnorning exercises, and 011 special
occasions of various kinds
~.fany of our students take instruction in piano playing; there are
a few excellent. piano teachers in Tempe, and while this has to be done
outside of school, by private arrangement with those teachers, and the
lessons paid for, the pianos of the school are n1ade available for the
convenience of practising, and such students n1ay have stated hours
assigned then1 upon application.
'l'ext-books used: :!\-Ielodic Course (four books) of the Natural
1fusic Series, Elen1ents of Har1nony, Stephen A. Etnery; Laurel Song
Book, \V. L. 'I'omlins. (Last-natned book is furnished free by the
school).

TRllPB NORMAi. SCHOOL OF ARIZONA

49

PHYSICAL CULTURE
l\.~

the opening of the school in September, the work of this department will be transferred from its present quarters in the Main
building to the new gymnasium which is being fitted with the necessary apparatus for a thorough course in physical culture. The usual
work in calisthenics will also be carried on, in'structio'Il being given
in Indian club, dumb-bell, and Vl.·and exercises. Special attention
will be given to the needs of individual students and classes vdll be
formed for those who are not able to take the more vigorous exercises.
In order that the work may· be carried on to the best ad vantage,
the girls 'must be provided with proper gymnasium suits.
·
All girls of the first three years must take physical culture two
periods a week, the work being elective in the Junior and Senior
years, unless a certificate is presented from a physician recognized
by the school, stating that such exercise would be injurious.
The purposes of this work are:
1.-The attaining and maintenance of health, the development of
a symmetrical body and the acquisition of a graceful and erect carriage.
2.~The bringing of every graduate to a mastery of physical
training sufficient to secure valuable results for his pupils.
The character of the work is disciplinary as well as recreative,
each exercise being done at word of command. Thus quic.k muscular
response to mental stimuli is cultivated and the student learns to
control his body in difficult situations.
Nearly all the movements are performed to the accompaniment
of music, the inspiration of which insures interest and spontaneity.

50

TEMPE NORMAL SCHOOL OF ARIZONA

MILITARY DRILL
By the placing of n1ilitary drill in the school course, several
,i1nportant objects arc gained. In the first place it is a valuable
means of physical culture and training of the inuscular sense. The
exercise attendant upon a lively drill in the open air is of a nature
well calculated to overcorne the effects of close application to study,
to pron1ote a healthy circulation and to prepare the mind for more

\'igorous effort.

Again, daily attention, even for short periods, to

correct position in standing, and walking, gives a springy step, an erect
carriage and a soldierly bearing, that can scarcely be attained by any
other 1neans. ~Ioreovcr, the strict discipline \\-·hich is inSeparable
fro111 properly conducted military work is eminently conducive to the
acquiring of orderly and systen1atic habits, personal neatness, prompt
response to direction, and self-control. At the sarne time, the gradation of aulhnrity and di..-ision of responsibility frorn private to captain,
furnish a \·aluable object lesson in gi;:rvernrnent, while the actual military knowled::;e gained rnakes the student a rnore valuable citizen,
preparing hin1, a':> .it does, the better to take upon himself the \\'Ork of
his country's defense in tirne of need. The objection which has someti1ncs been opposed to 1nilitary drill because of its one-sided character
is entirely rnct an<l oycrcon1e by the use of the setting-up exercises,
the bayonet drill :ind the calisthenic exercises with and >vithout the
piece, while thf' attracti\·c nature of the work f.,'":ives to it that spontaneous character without which cxercisC' is Yalueless.

The course, which is rc<..p1irc<l of all rnalc students \•;ho are free
from physical disability, includes "the setting up exercises" as prcscrihed for the 1Jnitcd St01 tcs Arrny·, the school of the soldier, the school
of the company, the bayonet f'Xf'rcise, calisthenic and barbell exercises, extended ordf'.r work and b:ittle forrnation for the company acting
alone, the ceremonies of parade and guard mounting and the duties
of sentinels. ~fhe principlf's of hat.talion rnoven1ents are explained
and outlined in order to illustrate the relation of the company to
larger hodies of troop'<.
By an act of the "l'wenty-fir'<t l,egislatiYe Assembly of the Territory of Arizona, the 111ilit:iry organization of the .Normal School of
Arizona is made a part of the National Guard of this 'l'erritory, to
be known as the Norn1al .School Cadet Company. The military instructor holds the rank of captain, and cotnrnissions are issued to the
student officers of.the con1pany. 1Jpon graduating frorn the institution, or being honorahly disrnissed therefrom, such officers may resign
their commissions or hold the sarne as retired officers of the Cadets,
liable to he called into service by the Co1nn1ander-in-Chief in case of
war, invasion, insurrection or rebellion.
Under this law, the requisite ammunition and accessories for a
course in target practice will be furnished to the institution each year.

'rBMPE NORMAL SCHOOL OF ARIZONA

51

The company target range is situated within a mile of the campus
in a safe location, and much interest is taken in this important work,
a large per cent of the young men annually qualifying as marksmen
or sharpshooters under the .regulations prescribed for the National
Guard.
The drill is conducted in strict accordance v.i.th the regulations
of the United States Army.
Three or four days are spent each year in c~mp, giving ptactical
experience in camp routine, issue of rations, guard duty, signal practice and extended order work.
The uniform, which is required to be worn at all drills,is of cadet
grey, neat in style, serviceable and comfortable. Directions for ordering the uniform w"ill be furnished to prospective students upon application to the president.
Drills vdll occur three times per week during the year. None are
excused from the regular drills except upon the presentation of a written certificate of disability signed by a i}hysician.
Satisfactory completion of the- work in this course entitles the
student to one unit credit toward graduation.

52

TEMPE NORMAL SCHOOL. OF ARIZONA

ATHLETICS
The necessity of physical exercise has been fully explained under
the headings "Physical Culture" and "~filitary Drill." Few schools
in Lhe west do n1crc fur the bodily deYcloprncnt of the students than

this one. 'l'he a1 hletic training is under the personal charge of a competent director, >vho is a member of the faculty. Nowhere else in the
Southwest can the clean-minded athlete find so good advantages for
his highest development physically. Particular stress is laid upon
gentlemanly conduct on the part of all those Who participate, and as a
result, the Tempe tean1s are commended everywhere for their true
sportsmanship, and gentlemanly conduct.
Great interest has been added to the work in general, and class
teams in particular, by the presentation to the athletic associations
of three beautiful silver cups. These were given by the "Student"
and stand as prizes to be contended for yearly by the various class
teams in track, tennis and basketball.

BASKETBALL
This g:arne has proven to be one of the most popular and exhilarating pastirnes of the school. Adjacent to the girls' dormitory are
two ideal basketball courts for the benefit of the young ladies who
enjoy this game. Numerous teams are organized and many interesting games are played. 'fhe annual Inter-Class Tournament for the
"Student" cup provides a series of gatnes that are full of spirit and
enthusiasm and gives every player a chance to participate in match
games. Besides these, various teams play games with other school
teams.
There is no game superior for general physical development, and
the grade of training is shown by the fact that the Normal teams
won every inter-scholastic game for two seasons, notwithstanding that
the Normal line-up was repeatedly changed.

TRACK ATHLETICS
The Track Association has had a remarkable growth. Although
the youngest athletic organization in school, it has developed track
teams worthy of any college.
There is a fine track on the campus for distance events, and a
220-yard straight-a way course for the sprints. Suitable apparatus
has been purchased for training in an standard events.
This hranch of athletics is rapidly growing in the favor of the
Arizona public. One of the events of the season is the Arizona Fair
Athletic Games at Phoenix.
This meet, with the numerous interscholastic n1eets, e,>ivcs the ambitious athlete a splendid opportunity
to win honors.
As this affords one of the best means of building up healthy bodies,
no eilort will be spared to foster its growth.

TEMPE NORMAL SCHOOL OF ARIZONA

53

BASEBALL
The Xormal baseball team is one of the best team~ in the
Southwest. In four years it has wo'n the charn:;:iionship three times,
and the 1909 team was the best in its history.
The diamond, located on the campus, is one of the best in Arizona;
and adjoining it are the well equipped training quartcrsi provided ,\·ith
shower baths, suits, gloves, and various other conveniences.
An annual schedule of games is arranged with the leading teams
of ~he territory and many-interesting games are played. A convenient
and well-equipped grand stand has been established on the Normal
field. In this, as in all other sports, the most careful ~uperYision is
exercised, and the greatest encouragement given.
TENNIS
The one branch of ath.letics that does and can do 1nost for class
spirit is tennis. In it the class as a ·whole is best represented.
Several splendid courts-the best in the territory-haYe been
made and are kept up by the school. Everything is done that will
enable the students to enjoy the game to the fullest during the whole
school year.
In February of each year a tournan1ent is held, wherein the 1nost
prominent schools of this part of the territory take part. Two Yaluable cups are offered for the men's games, while individual prizes
go to the winners in the ladies' gan1es.
In addition to this event, inter-class n1atches are held, generally
two each year, besides matches with leading schools not represented
in the tournament.

54

'I'E:'.'vtPE ::\'OR::\fAL SCHOOL OF ARIZO;\l'A

DEPARTMENT OF MANUAL TRAINING
The manual training course affords opportunity for complete
preparation for worktnanship and teachers of the subject. The departn1ent is excellently equipped for cabinet work and certain forms
of carving, pattern rnaking and turning. Instruction in other materials will be given such as the neerls of the students seen1 to dernand.
The ai1ns of rnanual training a;;; taut;ht here arc:

1.-'Co encourage and stimulate self-reliance, invention, neatness,
proportion, harmony, and accuracy; to make competent, independent
workrnen, capable of designing, rr1aking or repairing in house or furniture construction.
2.-'l'o recognize correct ciTcct in furniture or house design,
and to enable the ;-;tudent to jurlgc of their intrinsic value from the
standpoint of a buyer.
J.~'J'o assist Juniors and Seniors to plan :ind prepare courses of
study and their presentation, to the end that they may becorne corn·
petent to teach the subject.
As outlined, the course en1braces all grades of the training- school
above the fourth; and includes the first three years of the ?\7ormal.
In the rernaining two Years the \\·ork is elective.
The problen1s designated beln\1 ain1 to e111hody such principles
of construction and finish as are within the scope of the student ability
of the grade lo 1Yhich the prohlen1s are assigned. All discussions are
built upon the inatcrial, construction and finish of these problems.
Other problen1s than those rncntioned n1ay be substituted, provided the san1e principles n.re embodied. The ti1ne devoted tu the
work is t\YO periods a week. :\Inch extra tin1e rnay be p11t in by pupils
who elect to do so.
As in other work in the grades, the Training School pupils are
taught by n1eans of a series 0£ proble1ns, the funrlan1entals in pre~
paring wood for tt!'-f' in construction. Through the problems come talks
on wood and to(Jl rnanipulation.
Xothing but \\"Ork well done wiill be
accepted. Incorrect habits of \\"orkmanship are guarded against, that
the pupil rnay not finrl. himself under the necessity of unlearning errors
of thinking and \\"Otkins;:. >To class of pupils is required to execute all
of the constructions in 8. l'f'rtain year or tern1, nor will any pupil be
limited by anything except his n1anifest ability.
By grades the pupils n1ake such articles as the following:
Fifth Grade.-Bread board, pen-tray, key rack, toothbrush1
holder, blotter pad.
I
Sixth Grade.-Tcnrel roller, spool-holder, foot-stool, bookrack,
hexagonal trays and cutting boards.

Seventh Grade.-\.Vall-pocket, candlestick holder, coat-hanger,
broom-holder, book-trough, hat-rack, tabourette, square, stool.

TEMPE NORM.Al, SCIJOOI, 01' ARIZONA

55

Eighth Gr3.de.-Towel-rack, plate-rack, picture frarrie, square
table, carved trays, lamp-stand,-pedestal.
These proble~s are made froin drawings and pupils are required
to understand and read same at completion of the eighth grade,
with ability to execute drawings of simple ·COnstruction.
The Normal course allows considerable latitude as to specific
articles but insists upon certain points being executed; such as
haunched tenon and mortise, keyed mortise and tennon, half lap, half lap
miter dovetail, fran1ing. The pupils make such problems as the following:
Tabourette, knife-box, center table, library table, settee, Roman
chair, lamp-stand, hall-tree, plate-rack, picture frame, piano bench'
magazine case, etc.

The problems are ~ade the foundations for discussions of woods
and their growth as related to constructive or building uses; the
making of wood preservatives and finishes, and a variety of discussions
pertinent to the work. While the theoretical and educational are not
lost sight of, the trade or practical side of the workshop is kept largely
in mind, that the young men who elect the work may be fitted in a great
measure for workmen in the trades. This side is made a feature because not all of the young men vo'ho enter school will become teachers
but wish to fit themselves for more skillful positions in the various
fields oi. industrial '"''ork. Those who prepare ·for professional work
receive extra instruction and lectures upon the scope and intent of
this branch of the public school work.
Plan and elevation drawing, isometric and cabinet projection,
as. well as pure mechanical drawing, dealing with geometrical principles
necessary to shop work is required. Working drawings, tracings and
blue-prints are made, and experience in their preparation and manipulation required of the pupils.
The completion of this work will be
sufficient to obtain positions for graduates in drafting rooms.
Structural drafting is offered as an elective.
Juniors and Seniors who elect to take the work must finish a
series of problems to cover a suitable course for teaching. They
will berequiredtowriteacourse of studyand to do a certain amount of
teaching. The completion of this work 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," "Manual Training Magazine;" "School Arts Book;"
R. M. Smith, "Chicago Course of Study;" "American Carpenter and

56

TEMPE NORMAL SCHOOL Ot' ARIZONA

Builder;" "A1nerican Cahinetmaker;" Anson Cross, "11echanical
Drawing;" \\-oodward, "The }lanual Training School;" Foster, "Elementary \\'oodworking;" 'fracy, "~viechanical Drawing;" "Pritner
of Forestry," Department of Agriculture; ~Iurray, "Prohlems in \Voodworking;" Hasluck, "\Voodfforking;" "Encyclopedia of Carpentry,
:\Iasonry and Joinery;"" ,'.\ational Builder;"" \\'oodworkers' Review;"
"Pattern :\laking and ;o.rolding."

TEMPE NORMAi. SCHOOL OF ARIZONA

57

DOMESTIC SCIENCE
It has been decided by the Nonpal Board to introduce Domestic
Science into the course this year. The baSement of the Main building
is b_eing remodeled to accommodate this department and will be
thofoughly- furnished with the latest and most improved equipment
for the work. A competent instructor, who has specialized in this
department, has been employed to organize and conduct the work_
The work in sewing provides a practical course in the elementary
phases of needlework, beginning with the simplest forms and leading
to the making of appropriate wearing apparel. The course in cookery
includes lectures and laboratory practice in all the details from the
care of the kitchen and its furnishings to the planning of menus and
the preparation and serving of, meals.
The course in Domestic Science is designed for the pupils of the
grammar grades in the Training School and will be compulsory for
the first two years in the Normal School. A successful completion
of. this course in the Normal will count one unit toward graduation.

THE

Tempe Normal School of Arizona
GENERAL INFORMAT!ON.
LOCATION
The Ternpe )J°orrnal S hool of Arizona was instituted by an Act
of the Territorial Legislature, approved :\larch 10, 1885. It is located
at Tempe, a city of l,.tOO inhabitants, nine miles from Phoenix, the
capital of Arizona. Railroad communication with all parts of the
'ferritory is furnished by the }faricopa & Phoenix & Salt River Valley
R. R. and the Phoenix & Eastern, gi\'ing direct connection with the
main lines of the Sfn1ther11 Pacific and Santa Fe systerns.
Tempe is situated in the 111idst of the fertile Salt River Valley,
one of the finest argicultural sections of the \Vest, and whose residents
are a thrifty and industrious people, engaged in farming and fruit
ra1s1ng. The ntoral and social at111osphere is of the best, and the clin1ate during the enlire school year is delightful and most salubrious.
The school buildings are thoroughly modern, saintary, well
equipped and pleasantly and conveniently situated. Seven church
societies hold services in the city.

DESIGN
The legislative enactn1ent which established this Norrnal School
(Chap. III, Par. 2515, Sec. 1, Code of Arizona) provides that instruction shall be gi\'en in the "art of teaching," and also "in all the various
branches that pe lain to a good co1n1non school education:" also "in
the fundamental law;; of the United St.ates and in what regards the
rights and duties of citizens." An exatnination of the present course
of study will show that the legisliatve intent has been carefully observed.

THE CAMPUS
The Normal µ;rounds, covering an area of twenty acres, are beautifully arranged with ~ravelled walks and drives, bordered With fine
lawns and lined with a pleasing variety of shade trees, shrubbery,
and flowering plants. Abundance of water and the constant care of
an experienced gardener makes the cainpus a truly delightful spot.
The plants have been sele~ted with a view to furnishing material for
work in botany, as well as for adorntncnt, and one will find here many
varieties of hardwood trees, as well as palrns and other sub-tropical
vegetation. ~-ot the least interesting tract is the "desert garden,"
which exhibits 1nany of the typical plants of the neighboring arid
region, including many species of cactus, yucca, and the like. The

•"tBMPE NORMAL SCHOOi, Olf' ARIZONA

59

campus includes a parade ground for military drill, screened basketball and tennis courts, and an athletic field, including ball ground and
running track.

BUILDINGS.
NORll/IAL BUILDING
ThC oldest building on the campus is the Main building.which
was erected in 1894. This is a commodious three-story structure of
pleasing architecture, the lower story of sandstone and the superstructure of brick with sandstone trimmings. ·Here are located the
main assembly roo.ms, class rooms and armory. The building is
characterized by ample corridors a~d high ceilings, supplying an abundance of light and air.

SCIENCE HALL
The department of science is now housed in a handsome two-storY
brick building, 92 x 70 feet. This structure is located conveniently
near the Main building and is of a style of architecture ill harmony
with the oth~r buildings on the campus.
The first floor contains the lecture room for physics and chemistry,
fitted with demonstration table, electric generator, switchboard for
control of demonstration currents, draft chambers, water and gas.
The windows are so arranged as to be easily screened when the room
is to be darkened for use of the projection lantern, and the class seats
are so elevated that each student has an unobstructed view of the
lecture table.
Adjoining the lecture room is a stock room for chemicals and apparatus. The laboratories for physics and chemistry are placed on
opposite sides of the lecture room and are so connected with it as to
utilize all floor space. These laboratories are equipped in a thorough
manner with cement floors, ample blackboard space and modern tables,
supplied with gas, water and electricity. Storage room for apparatus
is supplied by an elaborate system of cupboards and drawers, and there
is in addition a room for such apparatus as needs protection from dust
and the laboratory fumes.

A shop is provided for the construction and repair of apparatus
and materials. The chemical laboratory has sufficient draft chambers
to accommodate an entire division, also large sinks, side tables, apparatus for supplying distilled water and photographic dark room.
The laboratory f<;>r physiography and geography communicates
with the chemical laboratory and has also its own separate entrance.
This ropm is equipped with suitable tables, barometer,· maps, chat-ts,
globes, mineral collections, sand bins and-modelling table, relief models,
and wall cases for storage of material. A standard thermometer shelter
is located close by on the campus and contains a full set of standard
thermometers as well l\S a thermograph.

60

TEMPE NORMAL SCHOOL OF ARIZONA

The offices of the Board of Education and of the President of the
School are also located on this floor on either side of the main entrance.
The south half of the second floor is devoted to the laboratories
for biolog-y and physiology, with lecture tables supplied with gas and
water. Students' tables of substantial style, aquaria, and all necessary furniture. A stock room and instructor's laboratory connects
these main laboratories and there is a dark room for photographic
work and experiments in germination.
These laboratories are equipped in thorough fashion with microscopes, glassware, balances, dissecting implements, chemicals and
alcoholic material for study.
The north half of this floor contains the museum and the art
department. The latter occupies three rooms especially planned with
a view to suitable lighting and proper exposure. Here are all the facilities for work in drawing and for modeling in clay and other media.
A potter's wheel and kiln form part of the equipment and there is
abundant tnaterial in the way of models, casts and subjects for study.

AUDITORIUM AND GYMNASIUM
The new auditorium is a substanital brick building 72 x 100 feet.
so situated as to balance the science hall and complete the architectural scheme of arrangement of the campus. The first floor contains
a large gymnasium with hardwood floor, running track and spectators' gallery. Adjoining this are locker and dressing rooms both for
men and women.
The second floor is occupied by the auditorium ·which, with its
galleries, will seat 1,000 persons. The stage is to be equipped with
suitable scenery and properties for the dramatic \vork of the various
literary societies, and ample dressing room space is provided. This
enables all public entertainments, lectures, concerts and the like to
be presented in a suitable manner, \vi th comfort and convenience to
audience and performers and with a minimum of labor and trouble in
preparation. Particular attention has been paid to the matters of
ventilation and safety and to the acoustic qualities of the audience
room, and this building will be heartily appreciated by studentsand
faculty as well as by the patrons of the school entertainments.

TRAINING SCHOOL
It may well be said that the Training School is a model building
of its kind. It is located conveniently near the ?..fain building, and
is constructed on rational lines, is built of brick, covering a space of
130 x 1.36 feet, and comprises t\\-'O offices, ten class:..rooms, large double
assen1bly room, and two manual training rooms, all of which are upon
the one floor level, thus entirely avoiding the use of stairs. By an
ingenious arrangement of windo\vs, perfect lighting and ventilation
are secured, and the entire equipment is in consonance with the latest
and most approved ideas of school hygiene and management.

'l"EMPE NORMAL SCHOOL OF ARIZONA

61

DORMITORIES
Students living at a distance from Tempe will :find it greatlj to
their advantage to secure room and board in one of the dormitories
connected with the school. There 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 the
campus, facing the street on the west, and conveniently near the school
buildings. It is constructed of brick, two stories in height, and, with
the addition completed last year, furnishes rooms for 135 young ladies.
Each room is intended for the accommodation of two students,
and is provided with two wardrobe closets, and ·with city hydrant
water, electric light and steam heat. The furnishings of each room
include carpet, study table, chairs, dresser, two single beds, "ith all
necessary bedding, blankets and linen, 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
floors are located toilet roon1s and baths, with hot and cold water. .;\
piano is at the disposal of the dormitory students. The dormitory is
under the supervision of 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 J\.faricopa and Estrella mountains in the distance.
The water supply is fr~m 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.
The boys' dormitory is situated on the campus east of the Training School, .arid is a two-story brick building of pleasing design. The
furnishings are-similar to thoSe of the girls' dormitory, ·and each room
is provided with hydrant water, electric light and steam heat. This
dormitory is under the direct" supervision of a member of the faculty,
who resides in the building.

DINING HALL
The new dining hall which was recently erected at a cost of $6;500.
is located midway' between the dormitories and is a modern brick
building, 60 x 85 feet. The dining room is light and airy and of a
size sufficient to accommodate 200 boarders. The table furnishings
are neat and attractive, 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 \Vell served.

PRINCIPAL'S RESIDENCE
With the rapid increase in attendance and the establishment
of dormitories, have come increased demands upon the personal

62

TEMPE NORlVlAL SCHOOL OF ARIZONA

attention and supervision of the priqcipal. To facilitate the proper
performance of these executive duties, the Board has deemed it ex·
pedient to erect upon the ca1npus a residence for the use of the prin·
cipal. This is a neat, t\vo-slory brick dwelling of eight roon1s, located
east of the )Jain building, well arranged and fitted with modern im~
provements. Its architectural style is in harmony with that of the
other buildings, and it adds in no small degree to the appearance of
the group.

HEATING SYSTEM
A central heating plant has been installed at a cost of $15,000.
This furnishes stean1 heat to all the bllildings situated on the campus,
securing proper regulation of ternperature and ventilation without
the annoyance and dust attendant upon the use of stoves,

EXPENSES
DOR:\1ITOI{I"f<:S.-Board, rooin, light, heat, etc., are furnished
for $16.50 per calendar month and includes all articles and supplies
mentioned under "Dormitories." An annual assessment of $3 is.
levied for renewing such articles and supplies. Non-resident students
are required to board and room in the dormitories except those who
work for their board, or who can live in the homes of members of the
faculty or near relatiYes. Students who reside in the valley and find
it convenient to return to their hon1es every Friday night may be allowed to board and rootn outside the dormitories under such conditions
as rnay be approved.
REGISTRATIO~ FEE.-~All students of the Normal School,
except the pupils of the Training Department, are charged an annual
registration fee of $5, payable when they register for the year.
TUITIOX.-Xo tuition is charged to students who enter the Nor·
n1al with the intention of corupleting a course leading to graduation,
either professional or acadetnic. .·\tuition of $5 per quarter is charged
to students who desire to take up \\'Ork of a special nature without
intention of cotnpleting either a professional or academic course.
:\~o back tuition is collected from students who entered the Normal
tvith the intention of con1pleting a course hut \Yho for some unforeseen
reason are preYented fron1 doing so.
BOOKS.-The cost of hooks and stationery varies from $10 to $15
per year. Exan1inatiun paper, pens, inks, pencils, etc., are furnished
to the students without expense.

mI,lTARY l''.';IFOR,IS and GY,INASIUM COSTUMES.constitute an expense varying according to the taste and vote of the
cotnpany or class. Tht> uniforn1s take the place of civilian clothes
to a considerable extent.
TER~IS.-Dortuitory expenses payable monthly in advance.
Registration fee payable upon matriculation. Tuition payable quartcrly in advance.

TE>IJ'B NOltl!IAl. SCHOOL 01' ARIZONA

63

AJ;>POINTMSNTS.- The <ight to nomillate a pupil biennially
issecured 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 coub.ty of this Terrrltory.
No tuition is charged regular .students receiving the nomination; but
each one ~ys an annual registratioQ. 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 person~ who desire to become
teachers and who give promise of usefulness in that profession.
DEPARTMENTS
The school is organized into two departments-the Normal School
and the Training SchooL The Normal School offers a five-year course
to graduates of the _eighth grade of th~ public schools, a two-year course
to graduates of a four-year high school course, and a four-year academic course to those who do not desire to pursue the professional
course and becom~ teachers.
The Training School -is an adjunct to the Normal School proper
and is designed to give the members of the Senior class actual practice
in teaching. The cqurse articulates with the first-year work in the
Normal and comprises the eight grades of the public school course.
Students not prepa:fed to enter the Normal School may take some
preparatory work in the Training School. Graduates from the trainins School are admitted to the first year in the Normal School on the
same basis as graduates of the public schools.

ADMISSION.
THE NORMAL
Candidates for admission to the Normal department will be required to pass a_ satisfactory examination. Certificates from an accredited grammar school will be ac:cepted in lieu of such parts of this
examination as the faculty ·may decide.

ADVANCED STANDING
·Candidates for advanced standing in the Normal department
must convince the faculty that their preparation for any particular
aabject has been sufficiently thorough to enable them to pursue it
.pt0:6.tably. This preparation may be shown either by an examina·tion.
by class records in the Normal, or by the certificate of accredited schools

'l'Ell'IP)l; NO'.RMAL

scnoot

OF

.~'.RIZON),

HIGH SCHOOL GRADUATES
Graduates from high schools maintaining a four-years' High School
course will be adrnittedto a special two-year's course. Graduates from such
a course will not only receive a diploma which will entitle them to teach
for life in the public schools of Arizona, California, and other states, but
will entitle thetn to a maximum of one year's credit on a university
course.

TIME OF ADMISSION
Students n·ill find it greatly to their advantage to enter the Korn1al
at the beginning of each sernester; but they will be admitted at any
time, subject to the above restriction.

GRADUATION
In order to receive a diploma from this institution, a student
ruust have attained the age of 18 years.
2. .Ko student shall be admitted to Senior standing who ha,;
more than .S hours' work per week for the year, in addition to the regu
lar Senior course or its equivalent.
3. Candidates for graduation must have completed at least
one full year's work in this school, and in addition to satisfactory
standing in scholarship, must have given satisfactory evidence of a
good rnoral character and the executive ability necessary to the proper
managen1ent of a school.
4. Students frorn other institutions applying for Senior standing
must have completed a four years' high school course and in addition
thereto, must have completed some of the required professional units
in a college or normal school, and have had so1ne experience in teaching in the public schools.
5. The diploma entitles the holder to teach in the public schools
of the Territory during life \Vithout examination. They are also
t11ccredited in the State of California and other states.
1.

EXAMINATIONS AND REPORTS
Students shall attend all the required examinations of the year. A
standing of seventy.five per cent constitutes a passing grade. This
grade is based upon class standing and examinations.
On the same basis, seventy per cent constitutes a conditional grade,
and the student may be required to review the subject. A grade below
seventy per cent is a failure, and the subject must be taken over again
by the student.
The examinations shall be in writing, or partly written and
partly oral, and shall be conducted by the instructor in charge.
The exan1inations are held at irregular intervals, without notice to the
students, and occupy only the recitation period.

"l'EM\l'E NOR.MAL SCHOOL oi:- ARIZONA

65

~eports will be made at the end of each quarter to the parents
and students, showing the standing in the subjects studied during the
qru1,rter.

GOVERNMENT
The endeavor of the faculty is to enforce strict discipline in all
departments of the school, the aim being to secure this by an appeal'
to the honor of t_he student; but in case of failure to secure the desired
end in this way, the faculty will not hesitate to enforce protnpt obedience to all rules and regulations. Thos~ who do not conform cheer~
fully to all requirements will be permitted to withdraw or be dismissed
from the school.
LIBRARY AND READING ROOM
The school offers to students the advantages of a conveniently
arranged and well-lighted library and reading room on the first floor
of the Main Building. The shelves coritain a good working selection of
standards in history, science, professional and general literature,
educational reports, government reports,. encyclopedias and other
reference works. The professional and historical departments are
especially well equipped, making it possible for work in those lines to
be cOnducted on the seminary plan.
'
The library subscribes regularly for abOut eighty of the best
magazines along literary, professional, scientific and general lines.
As volumes of these magazines are completed, they are bound and placed
on the shelves as reference books. One hundred and twenty bound
volumes of magazines have been added to the library during the past
year. Their use is facilitated by a Cumulative index furnished by the
library.
The total number of volumes is 5,000, and additions are made
annually.
The library is classified according to the most approved metho.ds
of library science, and is under the direct supervision of a trained libra...
rian whose duty it is to aid the students in their researches and increase
their knowledge of how to use the library. A dictionary catalog, arranged alphabetically by author, subject and title, greatly enhances the
usefulness of the library. The reading room is open on all school days
from 8:30 A. M. to 5:00 P. M.
Following is a list of the periodicals regularly taken for the reading room.
American Journal of Archaeology, American Journal of Philology
Army and Navy Register, American Naturalist, American Carpenter
and BUilder. Atlantic Monthly, American Historical Review, Art Bulletin. American Physical Educational Review, Bookman, Botanical
Gazette, Classical Review, Classical Journal, Classical Philology,

66

'l'EMPE NORMAL SCHOOL OF ARIZONA

Carpentry and Building, Current Literature, Craftsman, Collier's,
Chicago Rccord-IIerald, Century, Delineator, Electrical Age, Electrical
\\'orld, Eng-ineering ).lagazine, Education, Educational Review, Etude
EdinLurgh- Revie11, Furutn, J-[arper's, House Beautif~l, Hints, Inter~
national Studio. Journal of l~eography, Journal of Geology, Journal
of Philosophy, Psychology and Scientific ,\.Iethods, Library Journal,
I_,as Kovedades (Spani:<h), T,ife, Literary Digest, .\IcClurc's, l\.1anual
'fraining l\Iagaziue, :\Iag-azine of History, .\fusician, :N"aturc, _:..rational
Geographic ::O..Iagazine, )lagazine of History, Xational !IIagazine,
Xation, North An1erican ReYieff, Our Tirnes, Outlook, Pacific l\Ionthly,
Physical Culture. rolitical Science Quarterly, Practical Carpenter,
Psyche, Pathfinder, Pedagogical Scn1inary, Popular Educator, Pri1nary Education, Popular Science .:\-Ionthly, Reader, Review of Reviews,
Readers' Guide, Success. Sunset, St. Xicholas, School Arts Book,
School Revie\,., Scientific_ An1erican, Scientific Arnerican Supplernent,
School Science and :\lathen1atics, Science, School :\lusic, Scribners,
Speaker, 'l'heatre, 'J'echnical \\'orld, Teachers' 11onographs, \Vorld
'l'oday, \Vorld's \\'ork, \\'estern Journal of Education, \\'oodcraft,
\'outh's Co1npani0n.

LECTURES
In addition to lectures given by the faculty, a series of entertain1nents of high order, 1nostly lectures, i:.; arranged each year. They
have a been source of great profit and pleasure to the student.
Several good lectures will he provided for the ensuing year.
The frequent appearance of pro1ninent people upon the rostrun1
at the opening exercises, n1ost of who111 favor the students \Vith short,
eloquent and instructive addresse,<:, is a pleasant feature of the school.

LITERARY SOCIETIES
There are in the :\Tonnal tl1ree well organized and well conducted
literary societies-the _.\lpha, Olyn1pian, and Philo1nathea11. Every
student of the institution is a 1nen1ber of one of theni.
The regular 1neetings of 1lie ;c;ocieties are held \Vednesday afternoon fro1n 3 :30 to +:JO. and prngra1ns are prepared for public entertainn1ent frotn tin1E" t(l ti1ne during the _vear.
The regular 1neeting-s are conducted according to parliamentary
usage, and are designed to acquaint the rnernbers with the customs and
practices of deliberati,·e budies. to give an i1npettts to literai;y investigation and to de\·elop a talent for literary work, public speaking, and
cxtemporane.ous speaking. The men1hers of the faculty are honorary
members of all socie1 ie•;. '!'he work of the students in these societies
is considered a part of the regular work of the school.
In addition to these 1-egnlar societies, the young men of the institution have organized a society for the special purpose of practice in
debate. The society is known as the Athenian Debating Club, and
meets in the .Normal building every \Vednesday evening.

'l'EMPlt NORMAL SCHOOL 01" ARIZONA

67

PUBLICATIONS
THE STUDENT
During the school year the students publish a weekly paper,
the "Tempe Normal Student." It aims to report and to stimulate
the activities of school life, and is illustrated "·ith half-tones and
original drawings by the pupils of the Art department; besides the
local news, it contains papers of general interest contributed by the
Alumni and others. The publication brings outside friends into touch
with the life of the school and is a bond of union between Alumni,
parents, and students.
For the past three years the "Student" has offered two medals
to the pupils of the Arizona high schools, to be competed for in a declamatory contest held at Tempe in ~larch. These contests haYe been
highly successful in sti1nulating a beneficial rivalry among the various
schools, and the contest has established itself as an annual eYent.
Following the policy inaugurated at the outset, the n1anagers of
the "Student" twO years ago offered three silver trophy cups to be
competed for in athletics by the various classes. These inter-class
athletic contests haYe contributed son1ething to the general good of
athletics at the Normal, and next year the cups will again be competed
for in basketball, tennis, and track work:
The editorial staff of the paper is self-perpetuating, three elections
being held during the course of the school year. Students are encouraged to write for its columns, and every student has a chance to .try
for a place on·the staff. \Vhile the paper serves as an adjunct to the
English department, it is primarily a student publication.

THE MUSEUM
The museum occupies a well-lighted room 50 x 20 feet, in the second story of the Science building. This feature of the equipment is
as yet in a formative stage, though it already contains a set of typical
minerals, and ·a fair-sized coUection of representative minerals of Arizona, as well as consideralbe material for illustration in the department of natural science. It is intended to tnake the mus~um an educative feature by arranging collections of material for use in the nature
study and goegraphy work in the Training School. Many valuable
additions to the collections have been receiYed from time to Q_me from
friends of the institution.

PRIZES
The Kingsbury Senior Assistance Fund, established by 1fr. \\·.
J. Kingsbury of Tempe, provides in a most liberal way for the needs of
worthy students who find themselves unable to pursue their studies
by reason of a lack· of means. The established fund is restored annually by Mr. Kingsbury to the amount of three hundred dollars.
While the fund is primarily for the aid of Seniors, yet any student of
the Tempe Normal School can, at the recommendation of the faculty,

68

TEMPE NORMAL SCHOOL OF ARIZONA

draw upon the fund as a loan. The establishment of this means of
assistance is indicative of the general feeling of the community toward
earnest, worthy students.
The .\.1oeur medal, for scholarship, offered by Dr. B. B. Moeur, of
'l'empe, is awarded each year at commencement to that student who
has obtained the highest standing in class work during the two years
immediately preceding graduation. 'fhe winning of this prize has
always been considered one of the greatest honors open to the Normal
students.

The Athenian Debating Club offers three gold medals annually
as prizes for excellence in essay, declamation, and oration. The
tnedals are cornpeted for by the members of the regular literary
societies during con1mencement week.
'l'he Harvard Club of Arizona offers to the Seniors of the school
a medal for the best essay on some topic connected with Arizona, the
subject nlatter of the essay to be original.
The Alpha Literary society offers three gold medals to its own
n1emhers for excellence in essay, declamation and oration.
Other prizes will be given during each year to encourage oratorical
work in the literary societies and to foster interest in inter-society
debates.

THE ALUMNI
This association 110\v nun1bers 369 members. It holds two regular meetings each year and an annual banquet the day after commencement.
It is confidently believed that all the graduates of this school will
rnanifcst a lively interest in its wellfare. Their influence on the
schools of the Territory is already plainly seen, and will doubtless increase. The faculty desires to be informed of the success of the
graduates, and also to render them professional assistance as far as
possible.
It is the desire of the principal to know the permanent address
of each one who has been graduated from the Normal School. Any
change in residence or occupation, if made kno·wn, will be properly
recorded. A mistake of any kind will be cheerfully corrected as soon
ao;; attention is called to it.

TEACHERS' BUREAU
The fa('ulty do not wish to be understood as agreeing to furnish
Pmployn1ent for their students upon graduation, but feel warranted
in saying that they have tnany opportunities of recommending
teachers to good positions, and they are pleased to do so, thereby
rendering a service mutually helpful to their students and to school
officers.
The Principal of this school when requested, will take pleasure in
furnishing to school officers accurate information in regard to the fit·

TEMP~ ~ORMAI.-

SCHOOi.. Ott ARIZONA

69

ness of students and alumni of this school to teach; also, when desired,
will put them in communication with teachers seeking employment.
In order to be able intelligently to recommend a teacher .to a position,
it is necessary that the Principal be in possession of a full, detailed
statement of the requirements of that position and of its surroundings.

CORRESPONDENCE
All corresponderice in regard to the management of the school,
expense of living, conditions of admission, etc., and all applications
for -catalogues and announcements, should be addressed to the Principal of the Normal School of Arizona, Tempe, Arizona.
Those who have "decided to attend the Normal should write to
us stating when they will arrive, so that we may meet them at the
train. If you 40 not knO'w upon what train you will arrive, and there
is no one to meet you, come to the Normal building.

VISITOltS
Visitors are made welcome at· all times. Teachers, clergy, and
educators are especially invited.
We are also pleased to see patrons of the school, and are glaq. to
have visitors at our morning exercises, ""·hich comnience at 9 o'clock.
The school belongs to the Territory; show your interest in it by
paying it an occasional visit.

REGISTER FOR 1908-09

NORMAL DEPARTMENT

Alexander, J)un

Pi ina Agency

.\lexauder, I-<'lorencc.
Alt:'xander, )larie.
.\nnit:igc, ELhel.
Axtell, Eliza beth

Babbitt, Zelina

. Ternpe
. Henson
'J'orn!lstonc
.......

)Ie~a

.. Phoenix
Barr, Hazel
Belknap, Carroll
\\Tieken burg
. Hisrnarck, >J. l)
Bell, En11na .
Bell, Zollie
.... Douglas
Billingsley, Ethel.
. ... Clifton
lllake, Parley ........... Tcn1pe
Blakely, Isabel . . . . . . . Kingn1an
Blorne, Harr.ild.
. . Ten1pe
J3lorne, 1Iauri('e.
Terr1µe
Blount, Anna.
. Tempe
Bond, Eliza.
. :.\Iesa
Braly, lnez.
Prescott
Breedlove, Fannie.
Phoenix
Bryant, Lillian.
. I'hoenix
Buck, \··era.
Te1npc
Calkins, Francis.
. . Phoenix
Carrol, Hazel.
.J.Iesa
Carroll, Anna
Prescott
Carter, Cortlandt .. \\'alnut Gru\T
\\'alnut c;nn·t'.
Carter, Cilcnna
Carter, :.Iarcia
Phoenix
. C.<J,}aha ..;;as
Casancg-a, A.nna.
Casanega, ?-;ellie.
. . . . Calabasas
Cave, I.,illian.
Te1npe
Chase. Carl
Chathan1, Jes_,;:c.
. >:ogales
.... ·ren1pe
Chilson, Bessie.
. .. ).olorenci
Clarke, Nellie.
. D(>uglas
Cohen, Rachel ..

Cole, Lena. . ........... Tempe
Cole, ~laude.
. . Tempe
Cole, Rita.
. ....... Tempe
Colernan, An1elia
St. Johns
Conroy, Olive.
. .. Tempe
Cooke, En:'.el
...... Globe
Corbell, :\I.ary.
.'fempe
Corbell. Paul.
. .. 'l'en1pe
Curnelius, Carlos
.. Globe
Cornell, Haze11e
Cananea, Mex.
Cox, Loreeu
.. Jerome
Craig, Ed \vard .
. .. Texas
Crawford, Abbie.
. .. Douglas
Critchley, Dauiel. .... Tombstone
Crook, Pearl .. ........ Tempe
(rouse, Ruth.
. ..... Holbrook
Cuber, Leo.
. .Mesa
Culley, Edith
.. Tucson
Ct1111n1ings, Lucy.
. . Tempe
Curnmins, Blanche.
. . Tempe
C11nninghan1, Katherine .. Bisbee
Curtis, Elsie
.. St. David
. .. Thatcher
Curtis, Zina.
. . \Villiams
Daggs, Jennie
DaYis, \·esta.
.. Eugene, Ore
. Solomonsville
Diaz, Antonia ..
. ..... Tempe
Dickinson, Jessie.
. . Tempe
Dickinson, ~leda.
.. Clifton
Dichtenrniller, I.ena .
. .. Tempe
I>ines, Flossie .
.... Xogales
Doherty, E<lith
.... Colorado
Dorris, Lee ..
. 1iariou, N. C.
Dorsett, Pearl
. Douglas
Dunlap, }1ary.
. :Mesa
Dykes, John.
........ Mesa
Dykes, Leonard .

TEMPE NORMAL SCHOOL OP ARIZONA

Ellis, Dora Jean .... Pima Agency
Everett, George.
. . Duquesne
Farrell, May.
. ... Harshaw
Fellows, William ......... Tempe
Fike, Aura.. .
. .. Naco
Finch, Lora. .
. . _Tempe
Fitzgerald, May. . Solomonsville
Francis, Marvine. . .... Flagstaff
Gardner, Mary ...... Los Angeles
Gilleland, Millicent.
. 'fempe
Godley, Ida.... . Snyder, Texas
Goodfel1'bw, Liilias.
. . Pine
(Natural Bridge)
Good win, Leona .
. . Tempe
Gordon, Ernna.
. . Phoenix
Griffen, Horace.
. ..... Tempe
Haby, Romeo .... \Villcox
(Garden Ranch)
Halbert, Jackson.
. . Ray
Halleck, June .
. .. Signal
Hanna, Martha .
. ... Yuma
Hanson, Wiley .......... Tempe
Harbeson, Nina.
. . Tombstone
Harmon, May ........... Tempe
Harmon, Pansy.
. . Tempe
Harmon, Zenobia.
. .. Mesa
Harris, Nellie.
. ... Tempe
Hart, Mildred. . . . .
. . Bisbee
Hayden, Augusta. . . . Scottsdale
Hayes, Lucretia.
. Phoenix
Heaton, Hazel ........ Show Low
Hendrix, Bertrande ...... Tempe
Hilligass, Pearl .
. Payson
Holmesley, Hallie. . ..... Tempe
Houske, Magna. . . Ashby, M:inn.
Hudlow, Ulah..
. Hillside
Irvine, Veronica ........ Phoenix
Jennings, Arthur.
. . Safford
Johnson, Harold .......... Globe
Johnston, Edith.
. ..... Tempe
Johnston, Kenneth.
. Tempe
Jones, Lucy. . . . . . \Vickenburg
Jordan, Bradley ..... Indianapolis
Jungerm.ann, Albert ...... Tempe
Jungcrmann, Otto
.. Tempe
Kane, Ralph. . . . .
. . Phoenix

71

Keating, Lulu. .
. .. Bisbee
Keating, Mary..
.Florence
Kilsby, 11ae.. .
. .... Clifton
Kindred, Evelyn ......... Bisbee
King, Willie..
. ... Patagonia
Kittle, Grace.
. ....... Globe
Kittle, Ruth.
. ..... Globe
Lacy, Alice.
. . Solomonsville
Larson, Nathaly.
Bisbee
Larson, Robert .......... Bisbee
Leavell, }i.farjorie.
. . Tempe
Lee, Ivy .............. Phoenix
Lloyd, Jessie.
. ...... Morenci
Lorona, Eliza .......... Florence
Lyall, Emma.
. Phoenix
Lynch, John.
Kelvin
I\lcComas, Ruth.
. ... Tempe
:\IcCord, Carrie ..
. .. I\fyrtle
:\fcDonald, I\1ary.
Prescott
)-!cDonough, Arthur .... Prescott
l\fcGill, Laura.
. Tombstone
l\·tcKay, !\Iay .......... Congress
McKay, Nettie ......... Congress
)..!cNeley, Allene ........ Phoenix
l\.fcNulty, Frances.
. ... Tempe
:!\larks, Fannie.
. . San Diego
Martin, Henrietta
.. Clifton
~faurel, Anthoney.
. ..... Globe
1feskimons, Lillian.
. . Tempe
~ieskin1ins, Lucile.
. .. Tempe
~feyer, Mabel.
.... Tempe
Micltelena,1'rinidad, Solomonsville
l\.liller, Emma.
. ... Ten1pe
:\Iilter, Rose T.
. ..... Tempe
~fillet, Neoma.
. .. Mesa
Moore, Eunice.
Crystal. .l\i". M.
l\1orris, Joseph.
. .Mesa
Mullen, Edith.
. ....... Tempe
.Mullen, John ............ Tempe
Mullen, Lois ............. Tempe
Nash, Lucy.
. ..... Globe
Nash, \Villiam.
. .. Globe
Painter, Juanita.
. . Tempe
Parry, Katherine ........ Tempe
Partch, Pa ttl
Benson
Passey, Viola ........... _ .. Mesa

72

'rEJ-lPE XOR11AL SC:llOOL OF .\RlZONA

...... 11-Iesa
Pearce, Zetta .
. . . . . . Casa Grande
Peart, Dan
Perry, Agnes. .......... Tempe
Kingn1an
Perry, Altha.
. Bisbee.
Perry, Ivy.
Phoenix
Pickrell, Charles
Phoenix
Pickrell, \Yilliam.
Pieper, Emma
. Payson
Pine, Clarence
'fempe
Prewitt, Fletcher
Bowie
Priest, Annie
Tempe
Priest, Lourdes.
. . Terr1pe
Quinn, Jean.
. ... Ten1pe
llabinnovi t z, \\'illia1n. San Carlos

n.ea, Jessie
.. San Francisco
Ilichard::-. Ethel.
Terupe
Rieckhoff, Fred.
Terupe
Robbins, Irene.
Teuipe
Robbins, Ruth.
Tetnpe
H.obertson, Dorris
Globe
Globe
Robertson, Lillian
Robinson, Gladys.
.11esa
Rock, A<la ... :\Iorning Sun, Iowa
Rodger, Theadora
. Los Angeles
Rodgers, Ernily
Prescott
Rogers, Bea.
. !\ilesa
. :.\lesa
Rogers, Drua.
:.\iesa
Rogers, Elva
... 1Iesa
Rogers, ).label
Rogers, Xonna
1\Iesa
ltouse, Charles.
. ... i\iesa
Rush, Berry
. Placcrita
Rush, Ovillah
.. Placerita
Sanders, ;\lary
Ft. Thoruas
Sch1nidt, Inna.
Tentpe
Schoshusen, Flora.
. Te1npe
Sheldon, Joe .
El Paso, Texas
Shew, Edna
\Yalnut Grove
Shivers, Kate.
. Solo111onsville
S(ilomonsville
Shi\·ers, ~:faude
. )1Iesa
Sirrine, Ethel
1\Iesa
Sirrine, :.\Iaud.
Patagonia
Smith, Helen.
Snyder, ).Iamie
G1endale
Bisbee
Snyder, :.\1yrtle
. Cline
Solomon, 1Iadge

Spear, Lola ....

. . Tempe
Standage, Earl ........... Mesa
Stayton, Lillian

Sten·art, Marie.

... Humboldt

. Tempe
Stewart, !\lay.
.. Tempe
Stewart, ~orton
..... Mesa
Stewart, Olin.
. ...... Mesa
Stoker, Ross.
. Chicago
Studley, Florence.
. .. Bisbee
Stukey, .Mae.
. \Valker
Sturgeon, Beulah ........ Tempe
Sullivan, Jay.
. .. Yuma
Sund. Aaron.
.... Newman Grove, Neb
Sweeten,Delia.
. .. Vilillcox
Swiggett, Charles ....... Phoenix
Sydnor, A.rthur
Globe
Terrell, ~\Iary
. Clifton
Thew, Flora
. Tetnpe
Thotnas, Frank
.. Globe
Ton1pkins, Ruby.
Phoenix:
Tong, A.nna
. Bisbee
Tong, 1\Iaud
Bisbee
Treat, G-ussie
Flagstaff
Tucker, ~ettie
.... Tempe
Turner,·\Vill.
. .Tempe
'l'urner, Eva.
. .. Ternpe
'I'urner, l\iary.
. ... Tetnpe
Turner, Ruth.
. Tetnpe
\~anderwalker, Lulu.
Tempe
\Vaddill, Beulah.
Safford
.... Safford
\Vaddill, Laveda
Casa Grande
\\'agnon, Ira.
. .. Gila Bend
\\"alsh, Aileen.
. Tempe
\\'arner, Edith.
.. Tempe
\Varner, Grace.
Tempe
\\"aterhouse, Jessie.
Roosevelt
\\'ebb, :\label.
\Velborn, Lela.
. . Phoenix
\\'estover, Charles.
. . Tempe
\Vheeler, \Vilber . Del Rio, Texas
\Vhite, Arthur
..... Bisbee
\Vilcox, Georgia.
. Tombstone
\\' ndes, Eustace
~fercer, Tenn
\Voolf, Irene.
. . Tempe

TEMPE NORMAf.. SCHOOL OF ARIZONA

TRAINING DEPARTMENT.
Aiton, -Nancy
Alexander, Cecil
Alexander, Enid
Benetes, Angelita
Benetes, Jose
Benetes, Pedro.
Blount, Alina
Blount, 1'1arie
Blount, Paul
Blount, Raymond
Brady, Forest
Brewester, Helen
Brewster, Olive
Calkins, Dorothe
Calkins, Edith
Calk.ins, Margaret
Carter, George
.Chase, Iola
Chase, Ruth
Chilson, Charles
Chilso;, Edna
Chilson, Warren
Chilson, \Vilmirth
Cole, Annie
Cole, Charles
Cole, Lewis
Cole, Lois
Cole, Roy
Cole, Ruth
Coleman, Knell
Coleman, Willamelia
Corbell, Beulah
Corbell, Ethel
Corbell, Mabel
Corbel~, Victor
Crafts, Lowell
Crause, Elwood
Crofut, Mabel
Crofut, Viola
Crook, Lanier
Crook, V eiva
Daggs. Charles

Daggs, )rfary
Dobbie, Searles
Ewing, ).Iary Eleanor
Fisk, Louise
Ford, Dean
Ford, \'era
Frizzell, Florence
Frizzell, Stella
J<'lummerfelt, Percy

Galas, Carmen
Galas, Elisa
Galas, ~Jiguel
Galas, Petra
Geach, Frances
Goodwin, Gordon
Hall, Frank
Hanson, Lucy
Harmon, Tom
Harmon, Zenobia
Herzberg, Frances
Haulot, Helen
Holmes, Harriett
Hudlow, Oscar
Imperial, Amalia
Imperial, J\.Iercedes
Ivester, Dewey
Ivester, Flora
Ivester, Florence
Ivester, Oren
Johnston, Dorothy
Johnston, Janet
Johnston, Helen
Jordon, Seas
Kirkpatrick, Earl
Kirkpatrick, Helen
Kirkpatrick, Robert
Knight, Alice
Laney, Grant
Laney, Mabel
Lohman; Henry
Lovett, Julia
Manly, Mildred

73

i4

TEMPE NORMAL SCHOOL OF ARIZONA

:Matley, \\"elcon1e
Meyer, Albert
:\Ieyer, Carl
).feyer, IIarry
.:\!eyer, !i.Iargaret
).filler, Anna
::Hiller, A_nnie
).liller, Floyd
~liller, (;ussie
\liller, Horace
.\filler, Nellie
).1 utlen, Kenneth
~Iullen, Teddy
).f ullen, Thaddeus

.:\I urchison, Dan
~lcGrath, Pearl
.\lcLennan, Kenneth

Noriega, Beatrice
Osborn, :\Iary
Oviedo, Rosa
Oviedo, -:\Iarguerita
Oviedo, Susie
Quinn, Katherine
Robertson, Alleen
Roberts, Clara
Roberts, Bernard
Roberts, Irvin

Robbins, Dick
Romo, Rita
Romo, Roverlo
Ruiz, Joe
Ruiz, Josie
Ruiz, l\1ary
Rush, Bruce
Rye, Robert
Salyer, Bee
Seals, Irwin
Seals, Xeva
Simmons, Linton

Sipprell, Harl
Surface, Henry
Stewart, Jeh
Spangler, Ruth
Spangler, Lulu
Spangler, Lola
Taylor, Rayrr1un<l
Teeter, Earl
'feeler. Glen
Teeter, E\'a
Teeter, ~a1n
Thatcher, George
'!'hatcher, Toni
Tong, Ja1ncs
Tong, Raymond
Trent, l3arney
Tucker, Elyott

Tucker, )Iyrtle
l-rkharl, Donal<l
Cvez, Carn1elita
l'\·ez, Frances
l'\·ez, )1anuel
\'an Ostrand, Barbara
\\'alker, :\Iarjorie
\\'atson, Ernest
\\'ebb, Xonna
\Vestoyer, Stella
\\'hite, Elvin
\\'hite, Garland
\Yilliams, Hazel
\\'illian1s, Harry
\\'illia1ns, ::\lyrtlc
\\'illian1s, Suisic
\\'indcs, Lcl<lon
\\'oo<ls, Stanley
\'uung, \Yard
Zirr1n1erman, Erdene
Zimrnerrnan,· Ern1a ~
Zi1n1nennan, .\Vesley

Raj

SUMMARY OF REGISTRATION.
~ormal

Departrnent.
Training Department.

Total ..

2.) 1

li2
................................ 423

TEMPE NORMAL SCHOOL- OF ARIZONA

75

ALUMNI REGISTER.
CLASS OF 1887
NAME
TIME DEVOTED TO TEACHING P. O. ADDRESS
Etta Broomell. . . .......... Four 1.r ears ....... Los A.ngeles, Cal.
(Mrs. J. \Vebster Johnson)
Georgia A. Holmeslcy.
. Twelve Years.
. .... Clifton
Reese M. L ng.
Two ·Years.
. ......... Prescott
(Distric Attorney, \ravapai County)
Colonel James H. l\IcClintock .. Five )tears.
. . Postmaster, Phoenix
Gertrude Pon1eroy *.
. ..... Five \·ears.
CLASS OF 1888
Kate Cummings.
. ... Five Years .................. Tempe
(Mrs. Fisher Bailey)
Martha Sears*.
. ....... Five Years.
Henry Q. Robertson.
. .... Nineteen Years.
. ...... Tempe
CLASS OF 1890
Nanna Brown....
. ... Three Years.
...... Tempe
(Mrs. John Knight)
............. Tempe
Lena Coughran. . . ......... One Year.
' (11.frs. J. !-L Sears)
CLASS OF 1891
Lee Gray, LL. B. ( -~lale, 1893).
. ............ Los Angeles, Cal.
(Attorney)
... l<'ive \·ears.
............ Tempe
Josephine Frankenberg.
Cl,ASS OF 1892
Los Angeles Cal.
Lillian J. McAllister
. ..... Tucson
Victoria B. Shaw.
. ....... Two Years ..
(11.Irs. Geo. K. Smith)
CLASS OF 1893
...... \\.ickenburg
Mamie Anderson ............ Fuur "Years.
(Mrs. J. E. Boyd)
Agnes Halbert.
W. I. Melton.
. Ten Years
... Toluca, Cal.
Lidia Rembert.
One Year. . ...... San Francisco, Cal.
Mary Wingar.
.. Eleven Years.
_Pasadena, Cal.
(Mrs. Harry Archibald)
Chas. C. Woolf, LL. B., (Univ. of Colo.) ..
.Tempe
(Attorney)
CLASS OF 1894
Myrtle Alpin ................ One Year.
. . East Highland, Cal.
(Physician at Napa Insane "Asylum)
. ....... Tempe
Joseph T. Birchett ........... One Year..
. .La Cananea
Adeline Bury ................ Nine Years.
(Mrs. Ira Reedy)

.,,....,,..,_

76

'l'EMPE NORMAL SCHOOL OF ARIZONA

NAME
TIME DEVOTER TO TEACHDiG P. 0. ADDRESS
Nettie Clay.
. .. One \:~ear..
. ....... Te1npe
(Mrs. Ashby Hawes)
Agnes Dobbie ....
. Ten ·Years.
. ... :Ylesa
(lvlrs. J. D. Loper)
Allie Gray ...
. .Nine 'lears.
. El Paso, 'l'exas
(~Irs. Joe Sparks)
Leroy F. Hill.
. ..... Birmingham, Ala.
Mary E. 1'1cNeilL ............ Thirteen ·Years ............... Tempe
John Metz.
. Six Years ................... Tucson
Blanche Newell. . .
. ....... Eleven Years.
. ........... :Vle,;a
Rosina Pomeroy.
. ... Six Years.
. ......... Mesa
Ella Saunders ..
.... Two Years ........ . Shun1way, Miss.
(Mrs. Louis Cordon)
.. Tern pc
Anna R. Stewart.
........ 'l'en Years.
. . Ten1pc
Ida \V. \Voolf.
Six Years.
(Mrs. A. J. O'Connor)
CLASS OF 1895
..... \\'ickenhurg
1faria111 Andersn.
. One Year ..
(Mrs. :\L J\. Davenport)
.. Te'mpe
John R. Brichett.
........ Two Years.
. . Ten1pe
John J. Carroll ..... .
. . Corona, Cal.
Carrie Culver.
. ....... Twelve \rears.
... 'fernpe
Lottie Gibson...
. ....... Two :lears.
(11rs. R. L. i'.Iullen)
..... Pin1a
Allie Holmesley. . . . ......... Six \ 7 ears.
(Mrs. Josiah \Villiams)
.. St. Louis, J\lo.
J. \Vallace 1\-Iorse... . ....... Two '{ears.
. ... Ten1pe
Chas. P. )..lullen .............. Two ·Years ..
. . Bo:;ton
Roscoe \Valsworth, LL. D. (IIarvard University '05).
. ... Tucson
Maude J. \Velcon1e.
. Four ·Years ...
(1.frs. Hudson Searles)
. Ten1pe
Bertha \Vilson..
. . Twelve \'ears.
. . Santa Ana, Cal.
E. Stanley \Vindes.
. ....... Six Years.
(1'-lrs. Dr. ~Ietzgar)
CLASS OF 1896
. .. One Year ...... .
Lawrence A bell.
Nellie E. Culver.
.. Bight Years .... .
(Mrs. Roy Frankenberg)
Don J. Frankenberg. . . .
. ... One '.Z ear ...
~ ott E. Guild ....
Florence G. Hanna ........... Four Years.
(Mrs. J. B. Flummerfelt)

J.

.. Tucson
Imperial, Cal.
.. Tempe
.Red Rock

. ... Ten1pe

TEMPE. NORMAL SCHOOL OF ARIZONA

77

TIME DEVO'fED TO TEACHING P. O. ADDRESS
NAME
Carl 'f. ·Hayden.. . . . . . . . . . . . . . . . .
. . Sheriff Maricopa Co., Tempe
Jane M. Hedgepeth .. : ........ Eleven Years.
. ....... Phoenix
Lewis G. Hedgpeth ........... Eleven Years ............... Phoenix
Georgia A. Hendrix. .
. . Three 'lears.
. .. Xordheitn, Texas
(Mrs. L. C. Austin)
. Pasadena, Cal.
Amina W. McNaughton ....... Eleven "\Tears.
(A. B. 1898)
. .Benson
. Two Years .......... .
Deborah I. Morris ....
(Mrs. Doane Merrill)
...... 'l'empe
Julia R. Nichols ............. Five Years.
(Mrs. B. C. Calhoon)
. ....... Bisbee
Bertha M. White ........ . .. Eight Years ..
(Mrs. Reese)
. . , ................... Imperial, Cal.
Roy Frankenberg ..... .
CLASS OF 1897
............ Tempe
May A. Austin ............... 'fwo Years .. .
(Mrs. William M. Goodwin)
. ... Los Angeles, Cal.
Julius G. Hansen ..................... .
Adele Hauxhurst.....
. .~l'en Years.
. . Redondo, Cal.
. . Globe
May C. Huffer.
.. Two Years.
(Mrs. 'Bondhower)
. . Scottsdale
Jane P. Martin......
. .'l'wo Years.
(Mrs. Verner A. V~anderhoof)
Ana M. Miller. . . . . . . . . .
. Three Years ..
. ......... Phoenix
(Mrs. L. D. Yeager)
Clara M. Miller * ............. Seven Years.
(Mrs. Z. M. Zander)
Flora L. Mills*·......
. . Eight ·Years.
J. Oscar Mullen.......
.Seven \'~ears.
Postmaster, Tempe
Ada M. Peyton. . . . . . . .
. . One Year ................... Phoenix
(Mrs. William Dodenhoff)
Mary C. Robinson ..... .
. Two Years.
. ................ i\Icsa
(Mrs. \V. J. Bowen)
Lucy M. Schwarz ..... .
. . Nine Years ................... ).Iesa
~.\dd.ie Sirrine ...... .
. . Five Years .................... );lesa
(Mrs. Ellis Johnson)
. ... Four "\~ears ............... Scottsdale
Verner A. Vanderhoff.
Walter S. \Vilson.
. . Phoenix
. . Ten Years.
Alice B. Vlindes.
. . Santa Ana, Cal.
. ..... Eleven Years.
CLASS OF 1898
Edith R. Abeil. ....
(Mrs. Dr. Drane)
Mary C. Bosbyshell ....
(Mrs. Chas. Rhone)
~

. . :VIesa

. One Year ................... Douglas

78

TEMPE XORMAJ, SCHOOT.. OF ARIZOK A

NAfl.IE
TIME DE\"OTED TO TEACHING P. 0. ADDRESS
Flora N. Luhn.
Ten ·Years.
Los .Angeles, Cal.
Elizabeth \\·. England *.
Two Years ...
Louie \·. C'.ag-e
Three Years.
.. Silver Bell
(:\1rs. Dr. Dennett)
lTna B. Hanna
. Three Years.
. King:n1an
(l\Irs. E. (~. Decker)
T\\O \"ears
J. \\" esley Hill.
. ......... Te1upe
. Five ·Years.
Olive J. !l[axwell ..
. ... Los Angeles, Cal.
(l\.lrs. C. A. Stewar1)
Florence A. l\1cKee
.... Phoenix
("~.frs. Chas. Arnold)
Julia g_ ::\fclton.
Seven Years
.. Downey, Cal.
One Year
l\.Iary R. ::\Ioore.
...... Bisbee
(i\Irs. J. 'f. Hood)
Four \"ears
Ethel \'I. Orn1c.
. . Phoenix
(:Vlrs. E. \\·. Le\ds)
Charlotte E. Perry.
. ... J,on6 Beach, Cal.
(l\Irs. Ho1ner H.edden)
\Yillia111 R. Price.
. ....... Phoenix
One \·ear.
Clyde A. Stewarl.
. Los Angeles, Cal.
.. )."ine "\"ears.
Ida \\"a.rren Swiggett
. ........... Phoenix
(lV!rs. \"an Kirk)
\\"alter H. \\"ilbur
Banker, Tetnpe
Garnett, .\llison
Bessie !<'ranees Archbald.
E\·a !,. Howyer.
(\Jrs. E. ~-. Jenkin:-.)
Luttie ;\[arion Carlyle.
:'.'\ella J•:. Clark.
(\!rs ..\. :;>.L Hclrn1er)
Robert (). Duncan.
lnez B. Fi:-.hcr.
(:\Irs. "['. A. Collins)
Jessica Fra1.i<Cr
:'Ila rt ha Garnett
Garfield .\.. Good\\"in.
Lena Ri \·ers I I artsficl<l.
(:\Irs. \\"ill Payue)
Ella l,eota llan.:-..hur;;t
(\[rs l:larry Gallivcr)
Hilrry G. Hentlrix.
Benjan1in E. Hicks ..
l\:Iargaret Beatrice Hughes
*Do:'ceascd.

CLASS OF 1899
.. Tlnee Years.
. ....... 1-iesa
Eight Years.
. .Los Angeles, Cal.
Fi Ye Years ............ El Paso, Texas
Five Years
Two Years.
Six ·Years
Seven Years.
Seven \·ears
.Eight Ye>irs

.. Six Years.

.. San Bernardino, Cal.

. .Tempe
... Phoenix
. .. Phoenix
.. Denver, Col.
.... Phoenix
. Tempe
. Tucson
.... Phoenix

Six Years ..

.... Globe
. . Globe
. \\'cir City, Kansas

'rEMPE NORMAL SCllOOL 01' ARIZONA

79

TIME DEVOTED TO TEACHING P. 0. ADDRESS
NAME
. ... El Paso, Texas
.. Two Years.
Frank R. Kellner ....
(Mrs. J.,Baxter Lewis)
D. Maude Lincoln.
. ... Four Years ................. Douglas
(Mrs. A. 'C. Lockwood)
Alice A. Morse .. _.......
.Seven Years.
. ... Seattle, \Vasb .
. . Los Angeles, Cal.
Lillian M. Murray .... , .......... .
(Mrs. ·Irving Andrews) ·
. Roosevelt
Grace Newell ......... .
(Mrs. Guy Collins)
. ... Phoenix
.. 'fhree Years .....
Edna A. Ozanne ...... .
·(Mrs. Walter S. \Vilson)
Phoenix
.. Two Years.
L. Clay Henshaw ..
(Mrs. Ed. Bowers)
. .Mesa
..... Seven Years .....
Zebulon Pearce .....
. . 'l'wo Years .
. ..... Cordes
Minnie A. Perry •.
(Mrs. Joe Bassett)
. Phoenix
Madge P. Richmond......
. .Five Years.
· (Mrs. Oscar Roberts)
.. Three Years .
. . Franklin ,Idaho
Gilbers States, M. D ..
... Five Years ..
. . Benson
Ida W. Temple ...... .
(Mrs. E. C. Piper)
Ruby M. Tucker ............. Four \'~ears .................. Tempe
(Mrs. Chas. Woolf)
.Benson
. Two Years.
Lillian A. Vaughn ..... .
(Mrs. J. Dunbar)
Emma Peyton... . . . . . ....... Four Years.
. ....... lHanila, P. I.
(Mx:s. Geo. Swindel)
.. Five Years.
. ............... Bisbee
Mary Malvina Wallace ...
(Mrs. A. \V. Woods)
Veronica White..
. ..... Eight Years .................. Bisbee
.. Four Years.
.Pima
Lultl Belle Wingar ....
(Mrs. Dr. R. R. Root)
Owing to the action of the Board in extending the course of study,
no class was graduated in 1900.
CLASS OF 1901
'fwo Years ......... . . . Manila, P. I.
Noble Carter ....... .
Alma Morgan. Davis.
.. Two Years.
. ....... Leorine, Idaho
. ......... Prescott
Ailee A. Fultz ..
.... Two Years.
(Mrs. Archambeau)
Hattie M. Green.......
. .Three Years.
. .Phoenix
(Mrs. Henry Lockett)
Edna Lucy Greenleaf*...
. . Two ·Years ..
Dean Ely Godwin ............ Two Years .......... Ann Arbor, Mich
Minnie A. Hill.. . . . . . . . .............................. , Phoenix
Elizabeth India Hedgpeth .... : Seven Years ................ Phoenix

·=

d

80

'TEMPE NORMAL SCHOOL OF- ARlZONA

NAME

TIME DEVOTED TO TEACHING

Josephine K. Hottinger...
. . Four Years ...
(11rs. Jessie Bunk)
Perla E. I'v1artin .............. Two :{ears .. .
(::.\.frs. Ed. Halderman)
Eleanor Atlee l\.ierriam ....... Seven Years .
~Iary Emtna l\.lcNulty ........ Seven 'Years.
1-Iclcn 1\-Iarion Stewart. . . .... Tv1•0 ':l ears ..
(Mrs. Ellis V/ilcox)
Elizabeth Schwarz.
. . Four "\.~ears.
(1\-Irs. Jones)
Serretta Anne Sirrine.
. .Seven ·\rears ...
(Mrs. Clarence Paddock)
Charles ~a...Ibert Stauffer.
Ethel M. \Vil bur ............ .

P. 0. ADDRESS
. . San ta Rosa, Cal.
. . Bisbee
. Phoenix

. .Tempe
. ....... St. David
. . , ......... Mesa

. Fallon, Nev
. ........... Phoenix
. ............. Mesa

(l\.1rs. \V. J)orman)

L. Grace \\"ebb.

. .......... Seven Years.

. ......... Mesa

CJ,ASS OF 1902
. 'J'h ree ·years ......... .

. .Douglas
A.lice B. Appleby.
(Mrs. H. \Vagnon)
.One ·vear ........... .
H.achel Brady.
.. Tempe
(i~Irs. Levi \Valker)
. 'l'hree \Tears ........ Los A.ngeles, Cal.
Jessie!<'. Creager.
(Mrs. J. Kelly)
. Prescott
Florence C. I-<"'ord.
. ... Six Years.
. .. Phoenix
]. H. Gerard...
. . Three Years.
. . \Vhittier, Cal
Leona L. Gibson.
. ... Six Y~ears'..
. Santa Rosa, Cal.
Grace l\J. Godwin.
. .1'wo Years.
. .... LoS Angeles, Cal.
Charles A. Haigler (Uni\r. So. Cal.) ..
\Tictoria F. Harmon...
. .Six ·~rears.
.Tempe
Leona .M. Haulot.
.Six Years.
. ... Tep1~e
. ... Phoenix
Clara \V. Johnson..
.Six \'ears.
. .. Mesa
D. D. Jones.
..Five Years.
...... Thatcher
Orren C. Jones.
. .Six Years.
.Mesa
Stella F. H.oss.
. ... Six Years.
.. Bumblebee
lvlary J.C. Snyder.
.... Two Years.
(":\·Irs. Kendrick)
.. Mesa
..... 'fhree \: ears.
Orpha C. Standage.
(11rs. O. Babbitt)
. Bisbee
. J<'ive Years.
Edith F. Stewart.
(l\1rs. J. Lane)
... De Land, Fla.
IIarry R. Trussler, LL. D., Class '06, One Year.
7

CLASS OF 1903
Charles Alexander...
. Four Years. . . .............. Tempe
Raymond H. Alexander ....... Four Years ......... Lee Summit, Mo

'tE:MPE NOl<MAL SCROOL 01' Al<lZONA

81

TIME DEVOTED TO TEACHING P. 0. ADDRESS
NAME
Elizabeth Cozner ............. Five Years.
. ..... Tempe
Alice Curnow ................ Five Years ................... Tempe
E. Murray Curnow............
. ............. Bisbee
Lelia Hicks..
............
.. .. .. .. .. .
. Livingstone
(Mrs. Thomas Long)
Rose Irene Hottinger.. .
. . Five Years.
. ..... Oakland, Cal.
Janie Izora Irvine..............
. ........... Sunnyvale, Cal.
(Mrs. J. M. Lindsey)
Ida May Johnson. . . . .
. .. Four Years.
. ............. Tempe
(Mrs. Ira H. Frankenberg)
Emma Laura King * ... , ...... One Year.
(Mrs. Alma Davis)
Mamie Gertrude King.
. .. Five Years.
. ..... , , ... Phoenix
Lynn M. Laney.
. ................. Univ. Cal., Berkeley
Ina Lucinda Listebarger.
. ............ 618 Gail St., Los Angeles
(Mrs. J. Randolph Hamlin)
. ... Fallon, Nev .
Clarence Mark Paddock.
. . Four.Years.
. . San Diego, Cal.
George Reed ..... - .
. . One Year Mesa ..
Elmer F. Ruse .... .
. . Five Years.
. ..... Mesa
Orrin L. Standage ..... .
CLASS OF 1904
.... · .. Four Years.
. ...... Mesa
Deborah Allen ..... .
.... Two Years.
. ..... Mesa
Rebecca Allen ...... .
(Mrs. 0. A. Phelps)
.l'wo Years.
.England
Winnifred E. Allison ..
(Mrs. Johns)
.. Four Years .
. .. Benson
Fannie Armitage ..
. !<~our Years .............. Tombstone
Helen Axtell.
. Four Years.
. .. Los Angeles, CaL
Ernest Corbell.
. . Four Years.
. .. Los Angeles, Cal·
Grace Culver ..
.One Year.
. .... \Vashington, D. C.
Lucy Cummings ..
(Mrs. J. F. Warner)
. One Year .................... Bisbee
Mabel Goldsworthy .....
(Mrs. Fred Kenny)
. Phoenix
.. Four Years ..
Alice Grier ........... .
Adelaide Kindred.. . . . . . . . . Three Years.1 ............ . . .Bisbee
(Mrs. 0. C. Fouse)
Louise Lynd..... . . . .
. Four Years. . . . . ........... Tempe
Sallie Miller ................. Two Years ....... Lord~burg, N. Mex.
(Mrs. Paul Seitz)
Mary Millet .................. Four Years .................. Tempe
Charlotte Mullen ............. Four Years .................. Tempe
D=a&od

82

TEMPE NORMAL SCHOOI, OF ARIZONA

NAME

TIME'DEVOTED TO TEACHING
. . Two Years.

Getha!Munds ..
(Mrs. A. A. Benedict)

P. 0. ADDRESS
. Camp Verde

.... OneYear.
Jennie Munds ..
. .Camp Verde
(~1rs. David \Vingfield)
Della Penn.. . . .
. .. Four Years.
. Santa Monica, Cal.
Ida Penn ...
... Four Years ........ Santa 1Ionica, Cal.
Pansy Robbins.
.Four Years ................. Tempe
1Iarion Thon1as ...
. Foltr Years
.......... _Yuma
Everett Wilbur.
. .One "'itear..
. .Tempe
1Iaude Wilson.
. Four 'l ears .
. Tempe

Florence Armitage.
Jessie Blake.
Jessie Clark .
:lliattie Corbell.

(l'vlrs. Harry Brown)
Alice DeForest.
Nellie Duncan.
(.i\Irs. Everett \Vilbur)
Frank Dykes ..... .
Alice Greenleaf.
(Mrs. Francis Byrne)
Ione Greenleaf.
Edgar Hendrix
Frank Hough
Alma Jones ..
Laverna J~oss ng.
Bertha l,yall.
Ina ri.1cComas.
Helen i\laclnt_vre
11ary J\itullen.
Eln1a Pulsifer.
(11rs. Cone \Vebb)
11argaretha Schwarz ..
Harry Van Noate.
Vessa \Vright ..

CLASS OF 1905
. 'i'hree \:Tears
.. 'l'hree "\~cars.
. .. Three YT ears .
.. Three Years .

. .. Fairbank
. .... Tempe
. .. Benson
. ......... Show Low

. . Three Ye.ars ................... Troy
. . One \."ear.
. ........... ~resa
. . Three Years ............ .
. Three Years.

.Clifton
. ... Yuma

. Three '.lears.
. Yutna
. Recla1nation Service, Browning, 11ont .
. . . . Ilecla111ation Service, Fallon, Nev.
... 'l'hree V cars.
. . Mesa
. ... Phoenix
. . Three \.c ears .
'l'hree "\Tears.
. .... Phoenix
'J'hree \Tears.
. ... Tempe
'fwo \'ears.
. .. Phoenix
.... 'J'hree ·vears . . . . . . . . . . . . . . . Douglas
. T\\"o Years.
. . Roosevelt

. 'l'hree YT ears .......... , ........ Mesa
. ............. Los Angeles, Cal
. . 'l'hree Years.
. .......... Bisbee

CLASS OF 1906
Laura Agnew ............... Two Years ................... Tempe
Mabel Anderson.......
. Two Years ........ Brac:ketville, Texas
(Mrs. John .f<'. Dooley)
Harry Brown
.. 'fwo Years.
. ............. Tempe
Mamie Cain ................. Two Years ................. . Prescott

'l'EMPE NORMAL SCHOOL OF ARIZONA

NAME

TIME DEVOTED TO TEACHING

83

P. 0. ADDRESS

.Camp Verde
Clara Clem ........ .
. Two Years.
(Mrs. Norman P. Palmer)
Eula Clem...... . . . . .
. One Year.
. . Wickenburg
(Mrs. W. H. Dougherty)
.1Iesa
Delila Carrol. . . . . .
. ....... Two Years.
(Mrs. Vii. F. Dre\v)
Maud Collins ...· .
. One ·year .................. Benson
(Mrs. Elmer Redden)
Alma Co\\·en.. ..
. ......... Two \rears.
. Bisbee
Iva Cox.
..... Two Years..
. Tausred, Cal
. .Two 'Years.
.Nogales
Olivia Doherty .. .
Ethel Doherty ... .
. ... One Year..
. ........ Nogales
Harriet Gaddis ... .
.Two Years.........
. .Clifton
Genev.ieve Gerald .
. . Two Years.
. .Globe
Ada Halderman .............. T·wo Years ..
. .Dragoon
. .. One -~{ear ..
Alma Harris ......... .
......... Tempe
(Mrs. Merton Stewart)
Hazel Hendrix .. ,., .......... Two "\rears ............ , ...... Clifton
Alta Holmes ................. Two Years ..
. .Phoenix
Clifford Johnston ............. Two Years.
. .Tempe
B.ertram Jones ............... Two Years.
. ........... Mesa
Rolli~ Jones.........
. ... Two Years.
. .......... Mesa
Reinhold Jungerman .......... One Year.
. .. Univ. Cal., Berkeley
Mabel Kemp ................. One Year.
. ............... Vail

(Mrs. A. C. Duffy)
James King ................. T\vo Years .................. Phoenix
Annes Keating...... .
. One Year... . . . .
. ........ Tempe
(Mrs. Fred C. Ayer)
Karl Leebrick. . . . . . . . . . . . . Two Years ............... Covina, Cal
Lucy Leftwich ...... .
.. Two Years.
. :Jerome
Anna Mattehews .... .
.. Two Years ......... . . ....... Tempe
Carrie Marlar ...... .
. .~}Joenix

(Mrs. G. Bright)
. ..... Two Years ....... .
Marina Priest. ...
.... Tempe
Clarence Standage.
. ... Mesa
. ....... Mesa
Jean Standage. . .
. ....... One Year ....... .
(Mrs. Don Le Baron)
Sadie Stauffer ................ Two Years.
. ....... Tempe
(Mrs. F. W. Griffen)
Bertha Stewart .............. Two Years.
. ...... Mesa
Mary Sti.1 well ................ One Year. . . . . . . . . . . . .
. . Phoenix
Elizabeth Ullman ............ Two Years .................. Morenci
Hester Wallace ... , ........ , . Two Years ................... Bisbee
Gladys Wright ............... Two Years ..................... Mesa
(:Mrs. Bertran Jones)

84

TEMPE NOR:\1AL SCHOOL OF ARIZONA

NAME

TIME DEVOTED TO TEACHING
CL..ASS OF 1907
One \'car.
. One Year.
One Year.

Kathyrn Barnett
Frankie I3ellan1 y.
Helen I3ene<lict.
Helen Blome .
(l\Irs. :\Torrnan \\'i11des)

Stella Brown.
(l\.Irs. A. Hadsell)
Rena Cole.
Josie Critchley.
Fannie Dohbic.
Olive Griffen.
l\.1amie Hadsell

. . One \'ear
One
One
. One
One
One

\"ear
\"ear
Year.
Year
\'ear.

P. 0. ADDRESS
Los Angeles, Cal.
Superior
Tornbslone
Canal Zone
Lon).{ Be:-icl1, Ca

.. 'J'ueson
. 'J'ornbstonc
:\Iesa
.. Tenq)(•
. . Phoenix

(1frs. A. R. Taylor)

En1ma Haulot.
(Nirs. Henry ~Iarletle)
l\Iaud Hayes.
.One Vear.
Fred Holn1es
Genevieve Hubbard.
... One Year.
(l\Irs. Frank Petitt)

Rosa Jain1e.
Ethel Jones.
Lucy Kenney
1Iary Leavell
Kittie l\.icNicbol.
Alice ~Ierritt.
Nelly )..furphy.
Georgia Quinn
A.melia Rabinnovitz.
Eva Ruse.
Len1rnie Stauffer.
).{aud Stewart
Edna Stobbs
Palmyra 1'a1nborino
Carrie Thotnpson
Sydney Vensel.

.One \'ear.
.. One Y'ear.
One \'ear.
. One Year
One "'!{ear.
One Y'ear.
. . One y·ear
One Year.
One '{ear
. .One Y'ear.
. One 'l ear.
One 'lear
One ·Year
One \'ear
.One Year.
..... One Year.

Iva \Valker
(l\Irs. Le"·is 1-Iallenbeck)
F. Herbert Ballou.
).lay Benson.
)..1ude B. Curnmings.
Helen IJuvaL
Iva Easterwood.

CLASS 01,' 1908
One Year
One Year.
. One Year ..
.... One Year.
.. One Year.

. Lo'.> Angeles, Cal.

Phoenix
.. Iloosevelt, llt:J..h
. Phoenix
Clifton
Bisbee
Bisbee
.Tempe
.... Hurnholdt
. .. Bisbee
Tempe
Ten1pc
. . Phof'nix
'i'empe
Glendale
.'\'empe
.. Phoenix
Congress
Douglas
. Phoenix
Salida, Col.

.1'e1npe
.. \Villcox
. ... Temp<".
..... Phoenix
.Yuma

TEMPE- N9RMAI., SCHOOL OF ARIZONA

NAME

TIME DEVOTED TO TEACHING

Catherine Fitzgerald..
. . One Year.
Mary Haulot.
. .One Year.
Johnie Hazelwood ............... One Year ..
Doctor Jones ................ One Year .
Blanche McKee..
. . One Year.
Josephine McPherson ......... One Year.
Lou Marlar.
. ... One Year.
Harriett Merritt ..... .
(l\ot:rs. William LePage)

Irving Meskimons ........... One Year .. .
Halbert Miller ..
..One.Year.
Artemus Millet.
Maud Perry ................. One Year.
Nellie Pine.
. ......... One Year.
Gertrude Potts.
. ....... One Year.
Inez Rob bins ................ One Year .
(Mrs. Marshall Brown)
Della Schall. .
. ...... One
Belle Stephens ........ .
. . One
.. One
Nelly Trent .......... .
Corinne Van Noa te.
. . One
Nellie Louise White.
. .One
(Mrs. Orrin Staridage)
Lottie Wiatt. . . ............ One
Mabel Woolf ...
Sara Hayden. . . . . . ........ One

85

P. 0. ADDRESS
....... Prescott
:!\1esa

Douglas
Hubbard
. .... Phoenix
...... Tombstone
. .......... Phoenix
. .............. Tempe

.Tempe
.Tempe
. .St. David
...... Prescott
.. Douglas
. .Kingman
. ... Payson

Year.
Year.
,{ear.
Year.
Year.

. ... Douglas
.Phoenix
. ....... .\-1esa
_Congress J unc .
. ..... Mesa

Year.

. ..... Phoenix
. ..... Tempe
.... Pheonix

Year.

CLASS OF 1909
Alexander Florence,Pitna Agency Irvine, "\T eronica.
.. .Phoenix
Armitage, Ethel.
. .. Benson Kane, Ralph
Pheonix
Axtell, Elizabeth.
. . To111bstone Kindred, Evelyn
... Hishee
Babbitt, Zelma.. .
. ~1esa Lloyd, Jessie
.. ::\-torenci
Bell, Zoll e.
. . Douglas :'\1cDonald, ::uary.
. Prescott
Blakely, Isabel ........ Kingrnan .:Hartin, Henrietta ..
Clifton
Bryant, Lillian ...... ." .. Phoenix Perry, Agnes
'fem P"'
Buck, Vera..
. . Ten1pe Perry, lY_y
Bisbee
Carter, Marcia.
. .. Phoenix Pine, Clarence.
. . Ten1pe
C'arke, Nellie.
. . Morenci Priest, Lourdes.
. Ten1pe
Cohen, Rachel. ......... Douglas Quinn, Jean.
_ ... Tempe
Crawford, Abbie ........ IJouglas . Robinson, Gladys.
. ... ).fesa
Culley, Edith.
. ...... Tucson Rock, Ada .... l\1orning Sun, Iowa
Cunningham, Katherine ... Bisbee Rodger, Theadora . . . Los Angeles
Curtis, Elsie .......... St, David Rogers, Bee.
. ... l\.1esa
Curtis, Elzina .......... Thatcher Rodgers, En1ily Belle .... Prescott
Daggs, Jennie .......... Williams Rush, Ovillah.
. ... Placerita

86

TEMPE NORMAL SCHOOL OF ARIZONA

TIME DEVOTED TO TEACHING P. 0. ADDRESS
NAME
. . Tempe
Dykes, John..
. ..... Tempe Schmidt, Irma.
Ellis, Dora Jean .... .Pima A.gency Sirrine, )1aude ............. Mesa
Gardner, J\Iary .. Los Angescl, Cal. Snyder, Mamie .... Elmdale, Kas.
. ... Bisbee
G·illeland, J\Ellicent. . . ... Tempe Snyder, Myrtle.
. ..... Bisbee
Harmon, J\'lay....
. . Tempe Studley, Florence.
. . Walker
Harmon, Zenobia.. .
. ... Mesa Stukey, Mac.
.Tempe
Harris, Nellie.
. . Tempe Turner, Mary ..
.Tempe
Hudlow, Ulah.
. . Hillside \Voolf, Irene.
Total N111nber of Graduates, 369.

, :t:n:t:u:t:n:t:t:t:*<*''
Tempe Normal School

!

of ARIZONA

:;f;

VIEWS OF BUILDINGS, GROUNDS,
INTERIORS, ETC.

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STAIRWA V

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