'

Vofvm• 31

JUNE, 1916

Num~er

BULLETIN
OF THE

TEMPE NORMAL
SCHOOL
OF

ARIZONA
AT

TEMPE. ARIZONA

I

•
GENERAL PLAN OF NORMAL CAMPUS

Sch..,ol Buildings
K.
H.
L.
l\.f.

Main Building
Training School
Science Building
Auditorium and Gymnasium

E.

Industrial Arts Building

F.
N.
D.

President's Cottage
Proposed Building

Farm Machinery

Dormitories
0.
J.
G.

c.
T.

.Boys' Dormitory
Dining Hall
Main Girls' Dormitory
Caretaker's Cottage
Heating Plant

A. and B.
tages
Group
P, Q, R. s.

tag es

Completed unit cotof

Girls'

Dormitory

Proposed unit cot-

1£

l:I

Volum• 31

JUNE, 1916

Wumb•r 1

BULLETIN
OF THE

TEMPE NORMAL
SCHOOL
OF

ARIZONA
AT

TEMPE, ARIZONA

Published and issued quarterly by the Tempe Normal
School of Arizona in the months of June, September,
December, and March at Tempe, Arizona.

Application for entry as second-el ass matter at the Post Office at
Tempe, Ari:z:ona, pending.

!'I

IW

TABLE 01'" CONTENTS

Calendar, 1914-17 ··············--·------·-··-------·····----··········-----····---------········· VI
Officials
········-·····················-··-··················--·--·-····--···················---·--· Vll

J"aculty ········--- ........................... --····-········-.. ··········-·····--·--···························-VIII

General Inforzn.ation ·······-······················----·····-····-----····--·······-·····-··---···-

1

Description of Building's ······-···························-·-----··················-·············-··
Expenses of Students ······--·-····-----------·-·--·-············································-----Admission and Graduation ·-···········-·-·····-·--···----------··--···························
Courses of Study ---·····-·--···-·-···-·-··-·----·--·······-·-·-······----··-·-··------------···········-·····
Special Courses .................... ·································-···········································
Analysis of the Course of Study............
···························-·················
Agriculture ······--··················-·-······-··-·························································
Art Department ····················-·······-··············-··---···-·--·······-·····-······-···-Biology ....
·········-······································-··-············-····························
Commercial Law ·············-······-·····-··························-·······.. ········-······-····
Earth Science -··-·······-······-····--··-··-··-··············-································-·······
English ·········································--·············--···-·········-························-····
German ···································-···································································
History and Civics ·······-··············· ·······················································-··
Home Economics -·-····························-···················-······-···-········--·-····Industrial Arts ··-·-·-·············-··--··-·················-···-·····························-····-··
Latin ·········-······-··-·················--·-·-··-········-············-·-························-····-······
Mathematics ······-······················-··············-··················································
Manual Training ··········-·-···························································-······--··
Military Drill ····················--········-····-·····-············-··········-·············-·······
Music ·····································-······················-········-·-·····-·······-········-·--····Physical Science ·········-·········--·····················-·····-······················-··-······
Physical Training and Oratory ·····-······················-····························
Professional Instruction ................... ·--·················································
Ethics ·····-··-·························--····-············-············--························History of Education -······························-······ ·-··························
Kindergarten ········-··············-·························-·····-·······-·····-············
Methods ···········--············-·-·······-··· .....................................................
Pedagogy ··-····················-·-··-·························--·························---····
Practice Teachinl:' ·············-·························-·························-·········
Psychology ..................
················-··································---·······
School Economy ··········--························-················-····················-···
School Law ···········-········-·-····················-········--···-······························
Training School ····-······································--····-······························
Spanish ·····························-·······-····················-···--·······-····--··-··-·············-······
Library ········································-····-·································--·-········-···········-·-···
Athletics ................................................ ················-·········-···········--····················
Special Information ·············································-·-·········································
Summary of Registration, 1916-1916 ·······-··············-······················-······Summary of Graduates ····-···········-·················-·-······-·····-·-·············--·········
Regieter for 1915-1916 ··············-···················-·······--···-·········-····-·-··--·-···-··
Clase of 1916 ·························-····················-·-··-·-··········----~·-·········-········-···
Ree-tster of Training School, 1115-1911ii ........................................- ............

2
6
9
11
19
23
23
27
31
33
33 ·
34
37
37
38
47
43
45
47
51
53
56
57
59
60
60
62
61
60
62
59
60
60
61
65
65
66
69
76
76
77
81
82

C!!altuhar 19'16-17
1916
First Semester begins ................ ···············--·--····--····--········--------September 11
Entra.D.ce Examination and Classificatlon ....................September 11-11

First "Quarter ends...·---------------------··-··-···----------------·····················November 10
Second Quarter begins.................... c•••••••••••••••••••••••••••••••••••••••••• November 11
Thanksgiving Va.ca.tion........................................................ .,November 23-24
Christmas Vacation begins ........................................................December 22
School re-opens .........................................,. ..........................................January I

1917
First Semester ends.. ___________, ____ _
-·--··-·----·-·-··--·-··--·--··--- .....January 19
'
Second Semester begins---·--·-·---------·-·---------------··-·--·-- --------------·-----.January 2!
Entrance Examination and Classification .........................January 23-2•
Third Quarter ends.-------·-··---··-· ···--·--·-··--------------·--··---··--····-····-··-·-····-M&rch 30
Fourth Quarter beglns........................................................................... .A.pril 2:

Examination and Commencement E:xercises............................. .June 3-9

1Jnarh.s atth OOfftrial.s
NORMAL BOARD OF EDUCATION

Hon. C.

Chas.

c.

o.

Case, Supt. Public· Instruction........------------·-··-·····-Phoenlx

Woolf,

Id:..

B------················--·--·---·-----------·-·-·----------·············-Tempe

Dr. B. B. Moeur, Secretary .............................. --···----··--·····--------·----····Tempe

OFFICIAL BOARD OF VISITORS

Dwight B. Heard .............

.. -··-···-····----···-························· ... Phoenix

.B. A. Packard.. _______________ ................... ···········--·-················------·-···-········Douglaa

C. G. Jones............................ .

························----·····-········----··············Tempe

OFFICERS OF ALUMNI ASSOCIATION

Sidney B. Moeur. '14, President.......................... ---------·-·-·--------------···---Tempe
Parley L. Blake, '11, Vice-PresidenL.................................................. Tempe
Miss Anna E. Blount, '13, Seoretal'Y---·-···-·--·-------------···--·-·---------------Tempe
Miss Flora. M. Thew, '13, Treasurer..·-·-·····-----··-··-··-·····-········-·-····-··· Tempe

STATE BOARD OF EDUCATION
His Excellency, Governor George W. P. Hunt ________________________ .. Phoeni.z.
Hon. C. 0. Case, Supt. Public Instruction __________________________________ Phoeni.z.

Dr. R. B. von KleinSmld, President, University of Arizona......Tucson
A. J. Matthews, Principa.l Tempe Normal School....•........-----·-··-Tempe
Dr. R. H. H. Blome, Principal Northern Arizona Normal
School ···---··------------------~----······-····--·-··-·-·········---·--·-----·-·------·--F'lagstatt
W. E. Lutz, Supt. Schools _____________________________ ·-·--····---···-·······----·-······-·--Morencl
W. Curtis Miller, County Supt. Schoole...................... ___________________.Preecott
.John D. Loper, City Supt. Schools..............................................'. ... Phoenix

STATE BOARD OF EXAMINERS

Hon. C. O. Case, Supt. Public Instruction........................ ··-····----Phoenix
A. H. Fuiton, High School Teacher...... --------·-·--·--·-------------·-····-··-····Phoeniz:
.Alma Davis, Principal Alma School.•....________________________ ....................Mesa

Jrarulty 1916-17
A. J. Matthews, President.... -····-·····-School Law and School Economy
I". M. Irish, Aesistant...................... Physical Science and Military Drill

W.

:r.

Anderson, B. S., National University, Chicago....................Art

3. L. Johnston, Hershey Music School, Chicago ................Vocal Music
George M. Frizzell, B. Pd., State Normal School,
Warrensburg, Mo............................................................ Mathematic•
.Tames F. Hall, A. M., Harvard University ............ Ancient Languages
A. B. Clark, Chicago Normal School. ........................... Manual Training

Edith Salmans. B. S., Ohio Wesleyan Univ.............. Modern Languagea

Lillias D. Francis, Pratt Institute...... ··················--·····-Home Economics
James L. Felton, A. M., University of Chicago ........................_Englisb
Ira. D. Payne, A. B., Stanford University............................................... .
·-··-··············--------·-···-·---Education and Director of Training School
Ruth M. Wright, Pratt Institute, Library School ..............- ....Librarian

.John B. Griffing, A. M., Columbia University............•...........Agriculture
.A.nna R. Stewart, Tempe Normal School .......................•....................
·············-········-············-·····-·········-··-------···Assistant in Home Economics
lohn R. Murdock. B. S .• Normal School, Kirksville, Mo......... -----·-----········---··········-·········-······-----··········----·-··················History and Civics
R. B. Beckwith, A. B., Olivet College..........................Biologtcal Science
George H. Schaef!er, A. B., Pennsylvania State College...............•
························----------·--·---Assistant Instructor and Athletic Director

E. Blanche Pilcher, A. B., University of Kansas ....- ..·--··--···---····Asslstant in English
J.lary A. Blair, A. B., Olivet College ............................_ ........•........- ... .
-···--------·-·--············-··-·····-···················Elocution and Physical Culture
Tlctoria Avakian, Los Angeles Art School ......................Aaststant in Art
ltsther A. McKelvy, A. B., University of Kansas ............ _............... .

-···--······-····-·--------·----------··--···--·············-·-····················-Asallltant Librarian
L. W. Fike, A. M., University of Cali!ornta..............................EducatioD
F. W. Hiatt, M. S., University of Chicago ........................................_
······--·--··---·-·······--·-····-----·-·····-··················.Earth Science a.nd Physiology
··-···---··············· .. ····-··-·······----··--·-···----······-···············D•Pt. ot Commerce

CRITIC TEACHERS

Kari •

JlcNuJty, Tempe Normal School---·-····---Primary Gradea

Leona )(. Haulot, Tempe Normal School........-----····Grammar Grades
Louie B. Lynd, Tempe Normal SchooL..._____________ Qrammar Grades
JlrL Id& O'Connor, Tempe Normal SchooL..._. ___________Primary Grades

Olive

)f.

Gerrish, Columbia School of J.fualc, Chicago. _______________ _

-····---·····-··-·········-···--·-····-··············-·····-···-········-···-Music

SuperYlaor

There1& .Andenon, B. Pd., Mlcblga.n State Norm.al College............
·-------····-····------······-········-----------···-·······-····· Intermediate Grade&
.&mand& L. ze11er, National Kindergarten College,. Chica.go....._._

-----·-··--············-·······-···-········-······--···--·····-··-···-· Kindergarten
Belen C. Roberts, Tempe Normal School..._ .......- ........Primary Grades
··-·---·---···-·-······-······-·-·······--······-········-········-·-····-···· Rural Critlc

ADllINISTR.ATIVE OFFICERS

A..

:r. llatthews................----·-·······--···-·····-····-···---············----···Preal•en.t

Laura Dobba.........·-·········-·····-············Secretary to President and Boart.
Amelia Kudobe................ ·-·····-····-·········-····--········-···Allsieta.nt Secr&t&?'J'
.4nna IL Rldenour........~---··············-···Preceptreas ot Girls' Dormltorlea
Kr& lCl'ma

m.

Cra.wt'ord........ ---················-·--···--·..A.asistant Precept.re..

I.. C. A..11.ttn.... _____________ ······-······-················----------General FOreirna.
J, .A.

BIOJ'L.-.... - ..............................................._ .............- ........ .Head Jaaltar

The Tempe Normal School
of Arizona
<J;rurrttl 3Jufnrmattnu
ESTABLISHMENT AND PURPOSE
By an Act of the Legislative Assembly of Arizona, approved March 10, 1885, provision Vl'as n1ade for the establishment of a Normal School at Tempe, Arizona. The act states
the purposes for vv hich this institution \Vas founded to be
"the instruction of persons, both male and female, in the art
of teaching, and in all the various branches that pertain to a
good common school education; also to give instruction in
mechanical arts and in husbandry and agricultural chemistry,
in the fundamental la\vs of the United States and in what regards the rights and duties of citizens."

LOCATION
It would be difficult to find a location for a school of
this kind more favorable than Tempe, a town of I ,800 inhabitants, distant only twenty minutes' ride frotn Phoenix,
the capital of Arizona. Lying near the center of population
of the state, Tempe is conveniently reached by rail over the
Arizona Eastern, which gives direct connection with the main
lines of the Southern Pacific and Santa Fe systems, thus bringing even the most distant counties \vithin from eig-ht to twenty
hours' journey. The convenient railway connections are appreciated by those students who desire to make the most of
their holiday vacations. The fertile fields of the Salt River
Valley surround the town, delighting the eye with their perpetual verdure and insuring an unfailing supply of fresh fruits
and vegetables. The climate during the whole school year
is not only delightful but wholesome and conducive to study.
Snow is unknown an<l outdoor athletics and field excursions
are carried on throughout the year.

I

Tll!KPll :NORlilL SCHOOL OF ARIZONA

Parents will derive satisfaction from the knowledge that
the moral and social atmosphere is all that could be desired.
The residents of the community are thrifty and industrious
Americans, most of whom have come hither from the middle
and eastern states. These people are actively interested in tht
welfare of the Normal School and pride themselves upon surrounding the students with wholesome influences. As the sale
of liquors is prohibited in Arizona, the undesirable influence
.of the saloon is entirely eliminated. The absence of the distractions of a large city is a distinct advantage to the student
who wishes to make the most of his time and opportunities.

THE CAMPUS
The campus is one of the most beautiful spots in the state.
It comprises thirty acres of fine level land within convenient
walking distance of the business portion of the town, and is arranged in a most attractive manner with broad, shady lawns,
e:ement walks and graveled drives, and a profusion of trees,
shrubs and flowers. Ten substantial buildings are well distributed over the grounds, and to the picture one must add
the view of the distant mountains with their ever-changing
lights and shadows and wonderful coloring. Ample facilities
for outdoor recreation are provided in numerous tennis courts
of approved coustruction, basketball courts, athletic field, running track, and baseball diamond. The school gardens afford
the necessary training for the students in agriculture, and at
the same time provide fresh vegetables for the table.
Thirty acres adjoining the campus have been rented for a
tum of years, thus affording ample opportunity for experimental work in all lines of agriculture, stock breeding, etc.

iesrriplinn nf ibtilllings
MAIN BUILDING
There is a central group comprising the main building,
ocience hall, and auditorium which enclose a quadrangle of
green sward in the center of which is a fountain containing
yarious water plants. The first named of these buildings,
which are all of red brick and stone, was erected in IS\14. I ts

TEMPE NORMAL SCHOOL OF ARIZONA

3

three stories give ample space for lecture rooms for the academic subjects; a large assembly hall with a seating capacity
of three hundred and a library capable of housing ten thouaand volumes and seating a hundred readers. The building is
well lighted and ventilated and supplied with sanitary drinking fountains on each floor. Works of art, trophy cases and
pictures, the gifts of the several graduating classes, adorn the
halls. The basement has several large rooms which arc now
used by the student paper and for armory purposes.

SCIENCE HALL
One of the newest and best equipped buildings on the
campus is the science hall, 92x70 feet, a commodious twostory structure. It provides on the first floor to the right
and left of the entrance three large well-appointed rooms for
the offices of the president and secretary of the faculty. The
rest of the floor is given up to the laboratories for physical,
chemical and earth sciences. The laboratory for physiography
and geography is very fully equipped with maps, charts,
modeling tables, relief models, etc. A thermometer shelter
containing a thermograph and a full set of thermometers is
located close by on the campus.
The laboratories for chemistry and physics are spacious
and well supplied with all the necessary apparatus, including
side tables, sinks and special apparatus for distilling water.
Each table is equipped with gas, electricity and water. Between these rooms is a lecture theatre fitted with a projection
lantern, electric generator, S\vitchboard for control of demonstration currents, draft chambers and demonstration table.
There are other small rooms devoted to photographic work,
repair work and storage of stock.
The laboratories for biology and physiology are situated
on the second floor. They have, beside the necessary equipment for work in these sciences, a large aquariu111 for the collection and preservation of specimens for class use, a microtome and a paraffin bath for the preparation and mounting
of microscopic slides and a centrifuge for analysis of liquids.
The lecture theatre is conveniently placed and is equipped with
projection apparatus with microscopic attachments.
There is also on this floor a museum with a working collection representative of the fauna and flora of Arizona and of
its mineral resources.

4.

.

TEMPE NORMAL SCHOOL OF ARIZONA

AUDITORIUM AND GYMNASIUM
The auditorium, 72xroo feet; is by far the best of its
kind in the state. With the balcony it has a seating capacity
of one thousand. The acoustic properties, the means of ventilating. heating and emptying the buildings are everything that
can be desired. The stage and stage properties are of the best
and enable the school to stage the largest companies that come
to the valley. '(he school and the community are treated each
year to a number of high class entertainments that bring to us
some of the best talent on the stage and platform today.
·
The gymnasium is fitted up with the usual apparatus,
lockers, dressing-rooms and shower baths. Two galleries provide seating capacity for two hundred spectators, while as many
more can be seated on the floor of the gymnasium.

TRAINING SCHOOL
This building is located close to and south of the central
group. It has a floor space of r20xr36 feet and contains two
offices, eleven classrooms and a large double assembly, all on
one floor. The classrooms are so arranged that easy access is
had from each to the assembly. A fully equipped kindergarten
department is housed in this building. A marked feature is the
lighting and ventilation of all the rooms. The play activities
of the pupils are carried on under the supervision of the teachers. There is a separate playground with special equipment
for this school. Besides the usual furniture of the school, there
is a library of over 700 volumes suited to the work of the
grades, two pianos, a grafanola and a reflectoscope.

INDUSTRIAL ARTS BUILDING
This building, 13ox135, is three stories, including a basement, and constructed of concrete. faced with cream pressed
brick. The lower or main floor is taken up entirely with the
manual arts. On the left of the re-entering court is the office
and library and draughting room. Behind these is placed the
lumber supply room, woodshop, pattern shop, and machine
room. On the left of the court there are rooms for textiles,
book binding and printing, finishing woodwork and a lecture
theatre for the use of all departments housed in this building.
This lecture room is equipped with improved apparatus for the
projection of lantern slides and opaque objects upon an aluminnm-coated screen. A portion of the north wing is devoted

TEMPE NORMAL SCHOOL OF ARIZONA

•

to laboratory and classroom space for the \VOrk in agriculture.
The south half of the upper floor is devoted to the work
in household arts. This department includes an office, a classroom, two sewing rooms, a fitting room, cooking room and a
laundry. On the north side of this floor are located the rooms
of the art department. These include two dra\ving rooms with
north light, clay modeling rooms and glazing and casting
rooms and the offices of the instructors.
The basement provides for work in sheet metal, forging
and foundry, also large stock rooms and storage space. The
building is provided with an elevator for the convenient handling of heavy material.

DORMITORIES
These buildings are models of comfort and attractiveness.
The boys' dormitory is a b.vo-story structure with basement.
Baths and toilets are provided on each floor. There are in all
about twenty rooms, each intended to accommodate two students. Each room is furnished with two beds, bedding. hot
and cold water, electric light and steam heat. A large sleeping porch, which will allow all of the boys to sleep outdoors,
has been added recently, and several t\vo-room bungalows have
been erected near by for the use of those young men who prefer
such accommodations. These are steam heated, electric lighted
and provided with running water. A member of the faculty
lives in the dormitory and exercises supervision over the young
men at all times.
The main dormitory for the girls will accommodate about
135, with two in each room. The rooms are fitted up s;milarly
to those of the boys' dormitory. In addition the girls have the
use of two large parlors and a sitting room. A piano is also
provided for their entertainment. The outdoor sleeping porch
for this building is in the form of a wing, open on three sides
to the air and two stories in height. It is screened all round,
fitted with storm curtains, and affords room for all occupants
of the building, who are thus enabled to sleep comfortably in
the open air the entire year.
Across the way and west of the present dormitory a group,
consisting of five units, arranged around a patio, will be erected
in the near future to meet the gro\ving needs for accommodation for the girls. Each unit will house about thirty-five,
and will be furnished after the same style as the main dormitory. Experienced preceptresses will be in charge of each

i

TEMPE

NO~

SCHOOL ()F ARIZONA

building to look after the comfort and needs of the girls in
every way. Two of t\lese units have been completed and are,
now occupied.

DINING HALL
Situated very conveniently to the dormitories is the dinin~
hall. It has a seating capacity of two hundred, and is particularly for non-resident students. Everything that the market affords in the way of fresh fruits, vegetables and meats and
all that the culinary art can provide is furnished to students
and members of the faculty alike. It is in charge of a specially
trained matron who is responsible for the cleanliness and cffi;.
ciency of the service.

HOSPITAL
The new hospital building is located in a suitable section
of the campus north of the President's residence. It is a thoroughly modern fireproof structure of concrete with properly
equipped examination rooms, operating rooms, girls' .ward,
boys' ward, isolation ward, nurseS' suite and every other es·
sential feature contributing to the proper care of those cases
of illness which cannot be handled effectively in the dormitories. The addition of this building to the system greatly
facilitates administration, enabling the management to pro~
vide suitable care for the inevitable cases of sickness which
must occur annually among so large a body of students.

THE PRESIDENTS RESIDENCE
This is a substantial two-story brick structure, harmonizing well with the general plan of the building group. It is
situated near the main group and has splendid views from all
sides.

HEATING SYSTEM
All the buildings are heated by steam heat furnished by a
central heating plant provided with boilers having a combined
capacity of one hundred and eighty horsepower.

EXPENSES OF STUDENTS
DoaMITORiml: Board, room, light, heat, etc., are furnished for $16.75 per school month of four weeks, payable
monthly in advance. There is an additional charge of $1.0\l
per month for room laundry. (No allowance is made for vacations, absence over week-ends, or absence due to disciplinary
action.)
·

TEMPE NOR.MAL SCHOOL OF ARIZONA

1

Dormitory students are required to deposit $s.oo before
taking possession of a room. This amount will be refunded at
the close of the year, less such charges as may be made for
careless destruction or damage to dormitory furniture and
equipment. Board and room may be secured, with the approval of the faculty, in private families in Tempe at from $22
to $28 per month.
REGISTRA1'ION FEE: All students are required to pay an
annual registration fee of $s.oo to be paid in advance on date
of registration. This fund is used for student supplies, hospital
service, and such other purposes for the benefit of the students
and school as the Board may approve.
TUITION: Tuition is free to all students of this State who
enter the Normal with the intention of completing the work
leading to graduation in either the professional or the academic
course. A fee of $5 per quarter, payable in advance, is due
from all students who desire to engage in work of a special
or irregular nature without intention of completing either a
professional or academic course.
Students entering the school from other States will be
required to furnish a health certificate from a physician appointed by the Normal School ; must pursue successfully the
full amount of work required of students in any course; and
must sign a declaration of intention to teach in the public
schools after graduating from the Normal School.
TEXT-BooKs: The necessary outlay for books and stationery varies from $to to $15 per year. Examination paper,
pens, ink, pencils, and the like are furnished the students without expense.
MILITARY UNIFORM AND GYMNASIUM CosTUME: The
cost of these articles varies somewhat with the taste and preference of the student. The gymnasium costume usually costs
from three to four dollars, and the style is fixed by conference
with the director. The style of military uniform conforms
to the regulations of the United States Army, but the quality
is fixed by vote of the company, and costs usually between
fifteen and twenty dollars. It should be noted that, as the
uniform is worn three days in the week, it easily saves the
cost of at least one civilian suit during the year and therefore
is hardly to be considered an extra expense.
It will be noted from the foregoing that the State of Arizona provides the advantages of a first-class education at an

8

TEMPE NORMAL SCHOOL OF AlllZONA

expense to the student not greatly in advance of that incurred
by the average young man or woman at home. This, together
with the fact that there is in Arizona a constantly increasing
demand for well trained teachers, is worthy of thoughtful consideration by those who, having completed the work of the
public school or the high school, are contemplating the continuation of their education along academic or professional lines.

GOVERNMENT OF STUDENTS
Students who come from homes outside of Tempe or who
cannot live with relatives in Tempe are advised to live in the
dormitories. Boarding and rooming places outside of the
dormitories must be approved by the faculty, and the faculty
regulations governing the dormitories must be observed by
such students.
Students entering the dormitories may not leave them to
board or room outside until a written or personal request is
made by the parent or guardian directly to the President. The
right to change the boarding or rooming place of a student on
the outside is reserved by the faculty when such place is not
satisfactory or does not co-operate in enforcing the regulations
of the school.
It is the judgment of the faculty that the environment
of all the students entrusted to their care should be the best. and
it is with this end in view that otrict regulations are made as to
the conduct of the students both on and off the campus. It is
understood always that when a student cannot and does not
conform to the rules laid down for the welfare of the school
such student will be asked to withdraw from the institution.

DEPARTMENTS
The school is organized into three departments, the Normal School, the Training School, and the School of Industrial
Arts. The Normal School offers four courses; to those who
have completed the eighth grade of the public school, a fiveyear English course or a five-year classical course; a two-year
course to those who have finished a four-year high school
course; and a four-year academic course to those who do not
expect to become teachers, and who, therefore, do not desire
to pursue a professional course.
The Training School is primarily intended to give the ·
Senior class of the Normal School actnal experience in teaching under the supervision and advice of trained critic teachers.

TEMPE NORMAL SCHOOL OF ARIZONA

9

The course includes the eight grades of the public school
course for Arizona, and articulates directly with the first year
of the Normal course; thus a pupil entering the first grade of
the Training School may continue his education without interruption, to the completion of his Normal or academic work
and the reception of his diploma. Students not fully prepared
to enter the work of the Normal school may find it to their
advantage to complete their preparatory work in the Training
School.
The School of Industrial Arts offers special courses to
those who do not desire to secure the regular teachers' diploma,
but who wish to procure special diplomas entitling them to
teach home economics, manual training, art, music, kindergarten1 agriculture or commerce.

CORRESPONDENCE
Any information regarding studies, credits, expenses, etc.,
and requests for catalogues and announcements should be
directed to the office of the President, Tempe Normal School,
Tempe, Arizona. Those who contemplate attending the Normal School should write stating the time of their prospective
arrival in order that they may be met at the train. In case
incoming students find no one at the station to meet them, they
should proceed directly to the Normal School, where they will
be taken care of at the office of the President.

~hmissinu auh ~rahuatinu
ADMISSION TO THE NORMAL ScHOOL: Candidates for admission to the Normal department will be required to pass a
satisfactory examination. Certificates from an accredited
grammar school or recommendations from teachers may be
accepted in lieu of such parts of this examination as the faculty may decide.
ADMISSION TO ADVANCED STANDING: Candidates for advanced standing in the Normal department must convince
the faculty that their preparation for any particular subject
has been sufficiently thorough to enable them to pursue it profitably. This preparation may be shown either by an examination, by class records in the Normal School or by the certificate
of accredited schools.

10

TEMPE NOIU!AL SCHOOL OF ARIZONA

ADMISSION Foa RICH SCHOOi. GRADUATES: Graduates
from high schools maintaining a full four-year High School
course will be admitted to a special two-year professional
course. Provided, that the High School course pursued conforms to the academic requirements of this Normal School
Graduates from such a course will receive a diploma which
will entitle them to teach for life in the public schools of Arizona, California and other states, and will entitle them to at
least one year's credit on a university or college course.
TIME oF ADMISSION: Students will find it greatly to
their advantage to enter the Normal School at the beginning
of each semester; but they will be admitted at any time by
special arrangement of work.
GRADUATION: r. In order to receive a diploma from
this institution, a student must have attained the age of r8
years.
2. No student will be admitted to senior standing who
has five hours work per week for the year, in addition to the
reguJar senior course, or its equivalent, without the consent of
faculty.
3. Candidates for graduation must have completed at
least one full year's work in this school, and, in addition to
the required standing in scholarship, must give satisfactory
evidence of a good moral character and the executive ability
necessary to the proper management of a school.
4. Students from other institutions applying for senior
standing must have completed a four-year 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 some experience in teaching in the public schools.
5. The diploma entitles the holder to teach in the public
schools of Arizona during life without examination. They
are also accredited in the State of California and in several
other states.
EXAMINATION AND REPORTS: Students must attend such
examinations as may be required during the year, and such
other examinations as may be required by the faculty or Board
of Education upon entering or before graduating from the
Normal School, but final grades are based upon both class
standing and examination. Examinations are written or oral
and are conducted by the instructors in charge of the several
subjects. Examinations are held at irregular intervals, gen~

TEMPE NORlfAL SCHOOL OF ARIZONA

11

erally without notice and occupy only the length of the usual

recitation period.
A quarterly report is made to every student showing his
standing in each subject studied, and a copy of this report is
forwarded to the parent or guardian. Standings are indicated
by letters. A student who satisfactorily completes a subject is
assigned a grade of C; A and B are assigned for grades of excellence above passing; D indicates a condition to be removed;
and E indicates a failure, and that the work must be repeated.
Semester grades only are effective in determining the student's standing.

COURSE OF STUDY
To Secure Regular Normal Diploma
RJIGULATIONS Oii STATE BOARD: In conformity with the
law requiring the normal schools of Arizona to maintain uniform courses of study for the purpose of securing the regular
normal diploma to be approved by the State Board of Education, the following regulations were approved by said Board
of Education:
I. The minimum length of the school year shall be thirtyeight (38) weeks, exclusive of summer school.
2. There shall be three regular courses of study leading
to graduation for the purpose of securing a diploma to teach
in the schools of this state.
(a) A minimum English course of five years for graduates from the eighth grade of the public schools.
( b) A minimum classical course of five years for graduates from the eighth grade of the public schools.
( c) A minimum course of two years for graduates from
a four-year high school course.

3. Students \vho are graduates from a four-year high
school course, accredited by the Normal School, and in addition thereto have taken some professional work in a college,
university or normal school, and who have one year's experience in teaching in the public schools, may receive credit on
the t'k-o years' course, but in all such cases students will be required to take at least one year's work in residence before
receiving a Normal diploma.
In order to simplify the arrangen1ent and uniformity of
the course the work is reduced to units. The term unit is used

12

TEMPE NORMAL SCHOOL OF ARIZONA

to denote a subject studied through one school year with five
class exercises or periods per week, t\vo laboratory periods to
equal one class exercise. The school year is divided into two
semesters, each of nineteen weeks. A recitation period is 45
minutes. A minimum of fifteen academic units and ten professional units is required for the Normal diploma, as follows:

UNITS FOR SECURING THE REGULAR
NORMAL DIPLOMA
FOR TI-IE I·'IVE-YEAR COURSE FOR STUDENTS WHO HAVE COMPLETED THE COMMON SCHOOLS

English

3

)

Mathematics (Arithmetic, Y, ; Algebra, I Y,; Geometry, I)3
Science
History and Civics ____________ _
Physiography. Y, ; Physiology,

y, ____

Total Academic
Units, 15.

:4?

(

J

I

Electives
Electives include Languages, Home Economics, Agriculture and Manual Training,
Psychology and Pedagogy__

I

History and Philosophy of Education _ ---------------- ······-----------------Practice Teaching .
Method

I

Reviews-Arith., )6; Gram., 0;
Geog,, Y, ; Read,, Y,; Spell,, y, ___ _
School Law and School Economy___ _

2Y,\)

Draw., I; Music, I-----------------Military Drill or Physical Culture ___ _

2

Total Professional
Units, IO.

y,
I

I

Total Units for Five-Year Course _______ -------------- 25

TEMPE NORMAL SCHOOL OF ARIZONA

13

The following courses are offered:
Course A. A five-year professional course for graduates of
the grammar schools.
Course B. A five-year professional course for graduates of
the grammar school, which includes the languages
(Latin, German and Spanish),
Course C. A tv;o-year professional course for graduates of
a four-year high school course.
Course D. A four-year academic course for students \Vho de,
not desire to prepare for teaching.
Special courses in School Art, Industrial Arts, I-Iome
Economics. Kindergarten Training, Ag·riculture, and Commerce.
btudents completing courses A, B, or C receive the reg-ular Normal diploma which is granted for life and entitles the
holder to teach without examination in the public schools of
}\.rizona. California, Oregon, Washington, Montana, Idaho.
Michigan, New York, and, in fact, in any state in which crc<lentials of any kind are accepted. As such diplomas represent
four years of acade1nic and t\vo years of prof'essional work,
the holders are usually accredited with one year's work on
college and university courses.
Graduates from Course D receive a diploma equivalent
to a high school diploma. This diploma represents four years
( 17 units) of high school work and admits the holder to Freshman standing in a college or university. This diploma does
not entitle the holder to teach.
Graduates from the special courses arc granted diplomas
which entitle the holder to teach the special subject for which
the diploma is granted in any of the public schools of the
state.
A candidate for any diplon1a must make his candidacy
known not later than the beginning of that school year at the
close of which he expects to graduate, and must at the same
time state for '''hat diploma he is a candidate.
Diplomas are awarded by the Normal Board of Education upon the recommendation of the faculty and no diploma
will be awarded to any person until all the work prescribed by
the course and pursued by the student has been satisfactorily
completed. The regular graduations occur in January and
June, but the diplomas are awarded whenever the \vork of the
course has been satisfactorily cotnpleted. Mid-year graduates
are classified as members of the class of the following June.

TEMPE NORMAL SCHOOL OF ARIZONA

"

COURSE A
FIVE-YEAR PROF.ltSSIONAL COURSE FOR GRAMMAR SCHOOI.GRADUATES

FIRST YEAR
Hrs.

First Semester

Library ...... ·-········-··············

Second Semester

Hr•.

English (1) (Rhet. and Comp.)

Engllsh (1) (Rhet. and Comp.)

5

Algebra (1) .................................. 5
Biology (1) ............................... 5
Spelling and Word Analysis.... 5
Drawing (!) ................................ 4'
Manua1 Training (1) -.>r- Home
Economics (1) ....................... 2

Library -·············-·----···-······--······ fii
Algebra (1) .................................. 5
Biology (2) .................................. S
Reading and Methods of
Study ............................................ 6

Drawing (1} ................................. -4
Manual Training (1) or Home
Economics ( 1) ........................ 2

SECOND YEAR
English (2) (English Lit.}
Library ...................................
5
Ancient Hi.story (1) .................. 5

•

Algebra (3) ·························--5
Agriculture (1) . ············-···· .. ·· ... 5
Music -(1)

··················-············ ···- 4

Engli~

(Z) (English Lit.)
Ltbrary ..................
Ancient History (1) ...............
.Arithmetic (1) ...........•................
;:·Agriculture (1)
············-····
Music (1)
........•........

ri

5
5
5
•

THIRD YEAR
English (3) (American Lit.)

Library ·······························--···
Geometry ................................. .
Physics (1) .......................... .
l\Iodern History (2) ..... .
Drawing (2) ....
~\Ianual Training (2) or Home
Economics (2),

5

•

5
5
?

S

English (3) (American Lit.)
Library
Geometry ..... .
Chemistry .....................................
U. S. History (3) .......... ----·········
Drawing (2)
····••······••··••••••••··
Manual Training (2) or Home
Economics (2)
...............

5

•
5

r,
:2
3

JlJNIOR YEAR
Physiography
Science ot Government ....
*English Grammar
•Arithmetic.
Psychology
Music
Writing

\

5
5

•
•

Geography

....

Physiology

:!:i~~:et~~-:~~~ } ····
Pedagogy

2

Musfc

2

Writing

'

'

•

,

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

··-·

'

TEMPE NORMAL SCHOOL OF ARIZONA

19

SENIOR YEAR

Hrs.

F11:"8t Semester

Methods ...................... ········--·····- 5
Teaching --·······-······-···················· 5
Ethics ----·--···-------·--·-···--··--··..... 5
•Commercial Law ...................... 1
•School Law and School

Economy ···········-···--·············-··· 4
Agriculture -·--···--·-----·-·······---···---- 2
English (5) (Special Eng.) .... 3

SeconJ Semester

Hrs.

Methods (and Library
Methods) ................................. i
Teaching .............................. ---·-- ~
History of Education ·--········-- 6 •
""Commercial Law ---·-----·········· .. 1
1'School Law and School

•
•

Economy ·-·---···········-·············- 4
Agriculture -----·--··--·-·--··:. _____........ 2

•course repeated; half of class takes this work rirst .semester.
the other half the second semester.

(a) One credit is given for Physical Training or Military Drill· which are required throughout the course.
( b) English ( 5) is a special course designed for students who are deficient in English in any of the advanced
grades.
- (c) Students who desire to emphasize any of the vocational subjects, without forfeiting their regular diploma, may
do so by substituting five (5) hours per week of the subject
for music and writing in the junior year and (3) hours per
week for agriculture and commercial law in the senior year.

COURSE B

FIVJ;·YEAR PROFESSIONAL FOREIGN LANGUAGE; COURS!t FOR
GRAMMAR SCHOOL GRADUATES

FIRST YEAR

First Semester

Hrs.

Latin -----·-·--·····------ ...................... 5
(Library)
·······- 5

~English

~Algebra

·······--·-······- 5

Biology

5
. 4
2

Drawln~

Man. Trg. or Home Ee ...

Second Semester

Hrs.

Latin ·········-·-··· ............................... ii
English (Library)
·····-··· (i

Algebra .......... .
Biology ........................................ ii
Drawing .......
____ 4

Man. Trg. or Home Ee ............. 2

TEMPE NORMAL SCHOOL OF ARIZONA
SECOND YEAa
Hrs.

First Semester

Second Semester

Hrs.

Latin or Spanish-----·- ----------........ 5
Latin or Spanish.........
-------- 5
fEnglish (Library) ---------------------- 5 .r English (Library)• ....------ ·····---- 5
-~bra or Agriculture............. 5
Arithmetic .........
. .... 5
Ancient Hl~tory .....-:................... 6
Ancient History ...
5

e

t

Music -····

Music ..

-------------···· ------------...

4

THIRD YEAR
Latin or Spanish ......
----------· 6
•English (Library) -------------·
6

Geometry .................... .

Latin or Spanish ......................... 6
English (Library)
........ 5

•

Geometry ···--· ··-··-·-··········-···

Physics ................. ..

6
5

_•Modern History ................. .

Chemistry -··---····

···-·-··--- 5
5

U. S. History ______ _

or

or

:::i;~g. or·;~~;-~~::::~ :

• Drawing -----------·-·---·······
"Man. Trg. or Home Ee ..... .

( 5

JUNIOR YEAR
Latin or German or Spanish..
>:=Eng]ish (Library) -------···--··-----··Science of Goyernment
----Psychology
......
Writing
Music --··- ········-···-··------*Arithmetic

5

6

Latin or German or Spanish .. 5
*English (Library) ---·---..... 5

5

Geography ·-··--·---···

·----- -5

5
2

Pedagogy
Wrlting -···--···--·-·····

--····-··· 5
... 2

··-· 2
···-- 5

M .....

~;t--.

*Arithmetic

ll
····························· 5

SENIOR YEAR

German or Spanish......

5

Ethics ...... ·-··-···········-·········-··-··--·-- 5
Methods
5
Teaching -·················-·-········
•com. Law and Sch. Ee

5
5

German or Spanish.........

5
History of Education................ 5

Methods
··--···-··----------··-···-·--·
Teaching _ ····-····-············-·------·······
Agriculture -···-············-·:··-·····--·-*Com. Law and Sch. Ee--~-···-···-

•Course repea.~d; half of class takes this work first
the other half the second semester.

5
5
6

5

sem~er,

(11) No credit is given in any language for less than two,
full years' work.
( b) One credit is given for Physical Training or :M~i­
tary Drill when taken throughout the course.

17

TEMPE NORMAL SCHOOL OF ARIZONA

COURSE C
A TWO-YAAR PRO~SION AL COURSE F'OR GRADUA'I'ES OF A FOURYEAR HIGH SCHOOL- COURSE
JUNIOR YEAR

First Semester

Hrs.

Psychology

Hrs.

Second Semester
Pedagogy ················-·· .

*Arithmetic
}
*English Gram'ilM1r
Reading.
Academic Elective
Music ....... .

5
5

::::e~:ammar

. .......... 6

}· · · · · -· ·-

Spelling .
Geography

6

·····-·· 5
............. 6

2

Drawing

·······-·· !

Drawing

2

........... 2·

Writing .

2

Music ...
Writing

......... 2

SENIOR YEAR
Methods
Teaching
Ethics
...........................
A.grieulture
Music
...............
Drawing ·················
*Commercial Law
*School
& School Ee ..

-,.,.,w

5'

Methods

s

Teaching
History Of Education ..

5'
2
2
2

Agriculture
Music

·················

.................
. ................

Drawing

5
5
5
2
. ...... 2
2

1

*Commercial Law

4

*School Law& School Ee ... ...... 4

•

*Gourse repeated; half of class takes this work first semester,
the other halt the second sen1ester.

(a) One credit allowed for Physical Training or Military Drill when taken throughout the course.

( b) A course in Language may be substituted for Reading and Spelling in the Junior year, and for Agriculture in the
Senior year.

( c) Students who desire to emphasize vocational subjects, without forfeiting the regular diploma, may do so by
substituting five hours per week of the required subject for
academic elective and spelling in the junior year, and three
hours per week for agricultura. and comn1ercial law in the
senior year.

18

TEMPE NORMAL SCHOOL OF ARIZONA

COURSED
A FOOR-YaAR ACADJt:MIC COURSF; FOR GRADUATES OF GRAMMAR

SCHOOLS

A four-year academic course, corresponding to the high
school courses of the state, is offered to those students who
do not desire to teach, but who wish to prepare for entrance to
college or university, or to supplement their grammar school
education by a non-professional course.
For the Academic Diploma a student must have completed 17 units or credits, at least half of which must be taken
in this school. Twenty-one and one-half units of work are
offered in this school, which are acceptable for the Academic
Diploma. Of the seventeen units required thirteen. and onehalf units are compulsory and the other three and one-half
units are elective and may be selected from the remainder of
the twenty-one and one-half units, chosen from any of the
groups named below.
GROUPS

Units Required

Units Offered

IYI History
114

English

I

llathematics:

2 \::.
3

Arithmetic ···--------·············· -----····-····--·- --------···--····- 1ioi unit
Algebra ·-···-······
...... .. ..............
.........11,2 unit
unit
Geometry ------·--·-----·-.. -....................... 1

ry

Science:
unit
_.......1
Physics and Chemistry ............................... ....... 1
unit
Physiology ···--·············-···········-·--·········-·-·····--- ........ in: unit
Physio~raphy .......
...........1
unit

Biology -·········---······················· ....... ------··--

'

Languages:
'-f Latin .......... ..... (~- ............ 2, 3 or •
units
1.. German ......
.............!
units
~Spanish ........
. .. ... 1-.~.3~~

4

Vocational Subjects:
) 1,?~wing _... :......------····-·············--··--·-·········-· ······----~ uniti\

a

y

unit~
~:~ul~~~---::::::::::::::::=::::::::::::::::::::::::::::::::: ::::::=:::t untt4

M&nual Training or Home EconomiCll ...........1f unit~ - -

,...,,............. ..,<

~[·

,

""'11•

'

_.,;.Y

TEMPE NORMAL SCHOOL OF ARIZONA

~prtittl

19

llnrtttinuttl C!tnursrs

Six special courses are now offered which lead to graduation and to a special diploma entitling the holder to teach
or supervise a special line of work in the public schools of the
State.

(a)
( b)
( c)
( d)
( e)
(f)

School Art,
Industrial Arts,
Home Economics,
Kindergarten Training,
Agriculture,
Commerce.

Candidates for admission to any of the above courses
must qualify under one of the following conditions:

(I) Students pursuing the five-year Normal Course
must have completed the 15 units required in the first three
years of said course, including the unit of vocational work
GOrresponding to the special line selected.
(2) Graduates from a full four-year academic course
rnust present recommendations for special training and ability
a.long the line of the particular vocational course selected.
These references must be signed by the instructor under whom
the special work has been taken and by the principal of the
high school or academy, and the candidate must file with the
head of the department a description of the courses pursued,
a statement of grades received, and, where practicable, samples
of work done.
( 3) Candidates who are not graduates of any high school,
but who have to their credit work equivalent to that required
in Course A, pages 14-15, may be admitted to any of these
courses under such conditions as the heads of the respective
departments may require.

20

TEMPE NORMAL fl'CHOOL OF ARIZONA

SPECIAL COURSE IN ART
A COURSE IN SCHOOL ABT FOR 'i'HE TRAINING OF DEPARTMENTAL
TEACHERS AND SUPERVISORS

JUN_IOR YEAR

First Semester

Hrs.

Psychology -··-··········
Drawing & Painting (1) ............
Art History I ..................
Composition and Design ( 1) ....

5
5
1
5

Mechanical Drawing
Academic Elective ........

4
5

Second Semester

Hrs.

Pedagogy --··--·····--------····· ...............
Drawing & Painting (2).
Art History (2) ......
Composition and Design (2) ....
Out Do-:>r Sketching (!) ............

Art Crafts
Academic

(!) ..............................

6

•
1
5

2
3

Elective .................... 5

SENIOR YEAR
First Semester

Hrs...

Methods and Teaching.
J_rt History (3) ............. .

5
.... 1

Costume Design ····--·-----·····-

1

Composition and Design (1) .... 5
Drawing and Painting (3) ........ 5
Art Crafts (2) ······················-····· 5

Academic Elective ···················-·- 5

Second Semester

Hrs.

Methods and Teaching.. ........... 5
Art History (4) ......................... l
Interior Decoration ·····- ............. 4
Illustration ................................... 3
Drawing and Painting (4) ........ 5
Out Door Sketchirig (2) ............ Z
Histoey of Educ.ation .................. 5

SPECIAL COURSE IN INDUSTRIAL ARTS
A COURSE IN INDUSTRIAL ARTS FOR THE TRAINING OF DltPAR'rM.EN'l'AL TEACHERS AND SUPER.VISORS
.JUNIOR YEAR

First Semester

Hrs.

Psychology ··············-········· ·········-·
Academic Elective .......
Composition & Design.......
Turning & Lathe Practice ........
Mechanical Drawing (2) ............

5
5
5
6
5

Second Semester

Hrs.

Pedagogy ..........................
Academic Elective ......
Pattern Making ..........................
Case & Cabinet Con ..................

5
D

6

4
Mechanical Drawing (3)--······· 3
Mechanical Drawing (4) .....•.... 3

TEMPE NORMAL SCHOOL OF ARIZONA

al

SENIOR YEAR
Hrs.
First Semest~r
Method and Teaching ________________ 5

Academic Elective ...................... 5
Art Crafts (2) ·----·------·---.. ·---·------·
Forge Practice ............................
Sheet Metal Work........................
:Ma.chine Design ..........................

6
4
2
4

Hrs.
Second Semester
lilethod and Teaching _______________ 5
History of Education ______________ 5
Interior Decoration ················--· 4
Machine Shop Practice.........____ 5
Foundry · Practice ·----------·····-··· 1
Economics ot Man. Train.......... !
Shop Courses & Practices.......... 3

SPECIAL COURSE IN HOME ECONOMICS
A COURSE IN HOME ECONOMICS FOR THE TRAINING OF' DF;PAR'I'-

ME;NTAL TltACHERS AND SUPER.VISORS
JUNIOR YEAR

First Semester

Hrs.

Second Semester

Hrs.

Psychology ·······-·-·

·······------·· 5
Composition and D('sign____________ 5

Pedagogy --··---·-·-··-·------··-···--·-··------- 5
Geography or Al(ad. Elec. _______ 5

Bacteriology ·-·----··--·-------··-·-·········· 5
Household Physics -------------------·-- 5
Home Economics (2) --··--····--···-- 5

Physiology ----------------------------------- fi
Household Cherp.istry
5
Home Economics (12) .. ·---------- 5

SENIOR YEAR

First Semester
Hrs.
Second Semester
Hrs.
Method and Teaching ________________ 5 · Method and Teaching......
5
History of Education................ 5
Ethics or Acad. Elec·--···--··-------- 5
Home Econo'mtcs (21) ________________ 6
Home Economics (22) .. ______________ 7
Home Economics (23). _______ -·-···· 5
Home Economics (24) ................ 5
Home Economics (25)........
6
Home Economics (26). ····-·-·-··-·· 3

Costume Design --··-·-···--···-·- ··----- 1

SPECIAL COURSE IN AGRICULTURE
A COURSE IN AGRICULTURJt E'OR THE TRAINING OF SPECIAL
TEACHERS AND SUPE:RYISORS

JUNIOR YEAR

First Semester

Hrs.

Psychology ··················-·-···-·····--··-Academic Elective --····-·
Bacteriology ··-············--- ···-·-·········
Animal Husbandry ···-.Agricultural Chemistry ··-··-·--·--

5
5
6
6
5

Second Semester

Hrs.

Pedagogy -····-·-·--·-····-·-··-·-------·------··
Academic Elective -············-·--·---Physiology ·-····-········---··---------·-·····
Animal Husbandry __
Agronomy -----···-·····--·-

5
5
5
5

•

••

TEMPE NORMAL SCHOOL OF ARIZONA
SENIOR YEAR

First Semester

Hrs.

Second Semester

Hrs.

Methods ---········--····- ········-············· 5

Methods ...................... ----··········-·- 5

Teaching

Teaching ··································-···· i
History o! Education ..........- .... 6

....................................... 6

Ethics ---········-······················----·--····· 6
Horticulture ...........................
6
Rural Economics ........................ 3
Agricultural Education ............ 2

Dairying ·······--·-·········-······-············ i

Rural Economics ........................ 3
Agricultural Education ............ 2

SPECIAL COURSE IN KINDERGARTEN
TRAINING
A COURSE FOR 'l'HE TRAINING OF KINDERGARTEN AND PRIMARY

't'EA.CHE;RS AND SUPERVISORS

.JUNIOR YEAR

First Semester

Hrs.

Psychology ..................... .............. 5
Reading .......................................... 6
English Grammar ········-············
Music ..............................................
Drawing ..........................................
Kindergarten Theory ................
Kindergarten Technics .............

5
2

2
2
6

26

Hrs.

Second Semester

Pedagogy ····························-·········· 5
Physiology ····························-········ D
Literature ...................................... 2
Juvenile Literature ············-······
Music ·····~-···························-··········
Drawing ··································-······
Sociology ··························-·-··-·····
Kindergarten Theory and

2
2

2
2

Technics ······························-······ i

SENIOR YEAR

First Semester

Hrs.

Methods .......................................... 5
Teaching ······································- 5
Ethics .............................................. 5

...

~!:m~:;a~~~:: ~~.:~.~}

....

6

Literature (2) ......................
Nature Study (!) ................
Kindergarten T h e o r y and
Technlcs ...................................... 5

26

Hrs.

Second Semester

Methods ··················-··············-········
Teaching ······································History of Educatlon ..........- ....
Maternal Efficiency
Child Hygiene -(2).......... .......
Nature Study (!) ........••.•....
Music (2) ..............................
Kindergarten T h e o r y and

and}

5
i
5
5

Tecbnice ························-············ 5

26

'

TEMPE NORMAL SCHOOL OF ARIZONA

!I

DEPARTMENT OF COMMERCE
The details of the course of study for this department arc
yet to be arranged. The qualifications for entrance are similar
to those required for entrance to the other special vocational
courses. In addition to the requirements in stenography, typewriting, commercial law, bookkeeping, business English and
arithmetic, there will be included courses in general economics,
labor problems, transportation, commercial geography, public
finance, taxation, public utilities, tariff history, municipal accounting, auditing, money market, banking, government, business organization, salesmanship, advertising, and such other
courses as will bring the department up to a first class school
of commerce and business efficiency.

Analy.aia of t4r orour.ar of ~tubu
INTRODUCTION: The primary aim of a Normal School is
the training of teachers, and this is made prominent throughout all the courses except the academic course. In each department the teacher not only teaches his class, but he 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 made dominant in the minds of all Normal
students from the beginning of the course by making every
subject a study in method all the time. The relation between
the professional and academic work is maintained during the
Senior Year by the student teachers consulting frequently with
the members of the Normal faculty who have charge of the
subject which they are teaching in the Training School. The
members of the Normal School faculty are also expected to
prepare outlines of \vork for special lessons, and lectures pertaining to the methods of teaching their special subjects and
to present the same to the Senior Class.

AGRICULTURE
MR. GRIFFING

Agriculture is presented primarily from the educational
standpoint. Not only are lines of work given to prepare every
prospective teacher for teaching nature study and agriculture

24

TEMPE NORMAL SCHOOL OF ARIZONA

in the elementary schools, but special courses are offered to
those who desire additional preparation in this line, and a two.year course prepares students for the work of special teachers
of agriculture.
For the indoor work there is an adequate laboratory
equipment both for demonstration of fundamental principles
by the instructor and for experiment by the pupil. Elaborate
sets of slides for the stereopticon, and photographs or prints
for the balopticon, make it possible for nearly every phase of
agricultural work to be presented by illustration.
For outside work, which the climate permits during every
month of the school year, fifty acres of land are available.
This is used for school gardens, demonstration and experiment with various crops. and to the production of livestock
and their products. The dairy, hog-lot, and poultry yard, not
only supply fresh milk, meat, and eggs to the dining hall, but
furnish an opportunity for first-hand study of the best possible types of farm animals. The dairy herd is made up
largely of Holstein-Frisian individuals of advanced registry
stock selected for perfection of type, and headed by "Sir Korndyke Johanna Phoenix," the grand champion at the Arizona
State Fair in I9IS. In the hog-lot the Duroc-Jersey breed of
swine is represented by a number of individuals of outstanding
merit and headed by "Tempe Chief," a son of the famous
"Select Chief,'' tbe Grand Champion of the Missouri Valley.

AGRICULTURE 1. ELEMENTARY AGRICULTURE. This course
is designed to give a general survey of all phases of agriculture for the benefit of those who cannot make a more detailed
study of the subject, and to furnish a foundation for the work
of the teacher. Emphasis will be placed on fundamental principles as applied to local conditions. Some of the topics taken
up will be as follows: Origin and kinds of soils, movements
of soil moisture, the plant in its relation to the soil, tillage and
cultivation, irrigation, drainage, water conservation, soil improvement, field crops, gardening, horticulture, farm stock,
dairying and poultry. Each member of the class is required
to make a garden and to take part in such activities about the
field or campus as may have a special bearing upon the subject.
Text-books: Waters', The Essentials of Agriculture,
The MacMillan Co. ; Bulletins from the U. S. Department of
Agriculture, and the State Experiment Station.
AGRICULTURE 2. ANIMAL HUSBANDRY. A study of
breeds of stock, stock judging, diseases of farm animals, animal

TEMPE NORMAL SCHOOL OF ARIZONA

25

improvement, composition of feeds, and the care and feeding
of animals.
Text-book: Harper"s Animal Husbandry, The MacMillan Co.
Five times a week throughout the Junior year.
AGRICULTURE 3. AGRICULTURAL CHEMISTRY. This course
is based upon previous work in chemistry and consists of the
practical application of chemistry to the various phases of agricultural 'vork. The composition of plant and animal bodies;
the reactions in plant and animal life processes; the composition of feeds and their relation to the needs of the animal
hody; the chemistry of soils, of fertilizers and of alkalies ; and
the chemistry of dairying are some of the subjects taken up.
Literature: Snyder, Chemistry of Plant and Animal Life,
Orange Judd Co.; Henry, Feeds and Feeding, published by
author, Madison, Wis. Bulletins from U. S. and State.
Junior year, first semester, five times a week.
AGRICUL'tURE 4. AGRONOMY.
In this course an intensive study is made of soils in both the field and laboratory.
Fertilizers, crop rotations, irrigation, drainage, and dry farming are taken up in detail. In the last part of the course each
one of the field crops is studied in turn with special emphasis
upon crops grown in Arizona. Plant diseases are given careful consideration.
Literature : Burkett, Soils, Orange Judd Co. ; Wilson
and Warburton, Field Crops; current literature; bulletins from
the State and U. S.
Junior year, second semester, five times a week.

AGRICULTURE 5. DAIRYING. Dairying will be taken up
largely from the standpoint of milk production in the farm
dairy. Types of dairy cattle, herd improvement through selection and grading, herd testing, testing for advanced register,
dairy bacteriology, use of dairy equipment, and dairy sanitation are some of the subjects considered.
Text-book: Wing's Milk and Its Products, The MacMillan Co.
Senior year, second semester, five times a week.
AGRICULTURE 6. HORTICULTURE. Two lines of work are
taken up in this course, vegetable growing and the study of
the production of fruits. The truck crops best adapted to

28

TEMPE NORMAL SCHOOL OF ARIZONA

Arizona climates are studied carefully in their relation to
school gardening. Fruits adapted t" this climate are given
special attention, and actual practice is given in grafting, bud·
ding, setting young trees. pruning and spraying.
Literature: Wickson, California Fruits and How to
Grow Them, Pacific Rural Press, San Francisco; and California Vegetables, by the same author. Bulletins and current
magazines.
Senior year, first semester, five times a week.

AGRICULTURE 7. AGRICULTURAL EoucATION. This course
presents methods of teaching elementary agriculture. During
the first part of the year, a review will be made of the fundamental principles of elementary agriculture similar to the work
outlined in Agriculture r. This work will be supplemented
with actual practice in making school gardens. Attention will
be given to the performance of simple laboratory exercises
that can be performed in any school room. The management
of school gardens, the direction of field trips and observations,
the collection of specimens of local weeds, insects, plant dis·
eases and other material for use in the school room will be
taken up. Special attention will be given to the study of recent
movements in agricultural education, community work, the
organization of boys' and girls' clubs and the specific agricultural problems of Arizona. The work in the class room will
be supplemented by actual practice in teaching the grades of
the training school.
Literature: Parson, School Gardens, Sturgis & Walton;
Hemenway, How to Make a School Garden, Doubleday, Page
& Co.; \Varren, Elements of Agriculture, MacMillan Co.;
Hilgard & Osterhout, Agriculture for Schools on the Pacific
Slope, MacMillan Co.; Davis, Rural School Agriculture, Orange Judd Co. ; Bulletins and current literature.
Required for all Seniors in the professional course, twice
a week throughout the year.
AGRICULTURE 8. RURAL ECONOMICS. 'fhe social and
economic problems of rural life, a history of recent movements
for the betterment of rural conditions, co1nmunity co-operation
and activity, and the relation of the rural school to community
problems are some of the subjects taken up.
Text-book: Gillette's Constructive Rural Sociology, Sturges
& Walton Co.
Senior year. three times a week, throughout the year.

TEMPE NORM.AL SCHOOL OF ARIZONA

37

ART DEPARTMENT
MR. ANDERSON; MISS AVAKIAN

The aim here is two-fold: First, to develop in the student the power to know and the ability to express, in the
several media, facts of form ; to familiarize him with the
science and art of color in producing relations of harmony; to
train in the appreciation of good con1position and design so
that art and industry may be brought into close relationship.
Second, to qualify graduates to act as teachers or supervisors
of drawing and of art education.
This department is liberally supplied with all the material
and apparatus necessary for the class room, such as dra\ving
and modeling stands, easels, color wheels, charts, lockers, stilllife models, drawing papers, casts, potter's \vheels, kilns, books
of reference. etc. Aside from two large drawing rooms, we
have one for clay modeling and one for firing, glazing and
casting. The exercises in clay modeling include work from
plant and animal life, the making of tiles and pottery, modeling from cast, illustrative topics from the human figure, the
production of designs for useful objects, use of potter's wheel,
glazing of pottery, care and use of kiln.
DRAWING I : This embraces brush practice, elementary
perspective, type-forms and objects based upon these, nature
drawing in pencil, colored crayons, charcoal and water colors,
blackboard practice, elements of design with application in
problems for construction, plant and animal motives in designs, the making of scales in the study of color values, practice
in the laying of flat washes, elements of mechanical drawing,
memory drawing, exercises in clay modeling, lettering, Egyptian art.
First year, four times a week.

DRAWING 2: Work of this course includes study in light
and shade, pen-and-ink drawing, charcoal from cast, pose
drawing for poster effects, illustration, wash drawing, perspective, pencil technique, out-door sketching, mechanical
drawing to give knowledge of conventions and methods of
drafting, applied design, adapting subject-matter to different
~hapes in the problen1s of decoration, lettering, clay model1ng, Greek art.
Third year, two time.-: a 'veek prerequisite, l)ra\ving r.
1

28

TEMPE NORMAL SCHOOL OF ARIZONA

FoR HIGH ScHoor. GRADUAT!lS-DRAWING r: The topics
in drawing for this course will be selected from those of the
first and third years and the work adapted to the needs and
ability of the class.
Junior year, two times a week.
DRAWING 2 : This work will include brush practice,
pencil and crayon study, exercises in water colors, freehand
perspective composition, applied design, illustrative drawing.
blackboard practice, study of pictures and masterpieces of art,
lettering, clay modeling, method and practice in the teaching
of drawing and the making of outlines of work fQr the first
eight grades.
Senior year, two times a week.
SPECIAL COURSE IN AR.T

A COURSE IN ART FOR DEPARTMENTAI. TEACHERS, COVERING
JUNIOR AND SENIOR YEARS
Fifteen hours in each of these years will be devoted to departmental, and ten hours to academic and professional work.
See outline for the entire course.
DRAWING AND PAINTING I: Junior year, first semester,
five hours. "this will include drawing and painting from stilllife, plant, and landscape in pencil, charcoal, brush and ink,
crayon and water colors, memory drawing composition, pose
drawing for poster effects.
1

DRAWING AND PAINTING 2: Junior year, second semester,
five hours. Continuation of Course I. Study from still-life
and cast in charcoal and wash, painting of plant, landscape
and figure in water color, practice in work adapted to the
grades, blackboard drawing.

DRAWING AND PAINTING 3: Senior year, first semester,
four hours. Critical study of drawings and paintings by noted
artists, study of color harmony from Japanese prints, drawing
from life and cast in charcoal and wash, painting in· water
colors, illustrative drawing and painting from thoughts furnished by the training school.
DRAWING AND PAINTING 4: Senior year, second semester,
five hours, Continuation of Course ·3. Groups, interiors, land-

TEMPE NORMAL SCHOOL OF ARIZONA

U

scape and figure composition in charcoal, pencil, crayon, water

colors and oils, outdoor work.
ART HISTORY r: Junior year, first semester, one hour.
Study of masterpieces of architecture, sculpture, painting and
crafts irrespective of country or period for the formation of
correct standards of criticism and appreciation.
ART HISTORY 2 :

Junior year, second semester, one hour.

Historical development of the "space arts" as influenced by
race, climate, natural resources. religion, and thought of various countries and periods, primitive, Egyptian, Assyrian, Greek

and Roman Art.
ART HISTORY 3: Senior year, first semester, one hour.
Early Christian and medireval art in Europe and Asia.
ART HISTORY

4 : Senior year, second semester, one hour.

Modern art and its tendencies.

·

COMPOSITION AND D>:SIGN I: Junior year, first semester,
five hours. Principles of design developed through creative
exercises aiming for fine arrangements in line, notan, and
color, using plant, animal, and abstract motifs. Study of. color
theory and its bearing upon color harmony.
COMPOSITION AND D>:sIGN 2: Junior year, second semester, five hours. Work correlated with Art Crafts r, design applied to textiles, relation of design to material-its limitations
and possibilities.
COMPOSITION AND D>:SIGN 3: Senior year, first semester,
five hours. Continuation of Course 2. Advanced problems ia
design and working designs for Art Crafts 2.
M>:CHANICAL DRAWING: Junior Year, first semester,
four hours. See Courses 3 and 4 under Manual Training.
OUTDOOR SK>:TCHING r: Junior year, second semester,
two hours. Study of values, massing light and dark, composition, study of technique from masterpieces, sketching in
charcoal, pencil, colored crayon.
OUTDOOR SK>:TCHING 2: Senior year, second semester,
two hours. Time sketching, landscape and figure in water
colors and oils.
ART CRAFTS r. Junior year, second semester, three hours.
Stenciling and wood-block printing; elementary bookbinding,

30

TEMPE NORMAL SCHOOL OF ARIZONA

including the making of portfolios, blotter pads, laced and
sewed books, cardboard construction; study of the adaptation
of design to the material.
ART CRAFTS 2: Senior year, first semester, five hours.
Clay modeling and pottery, including glazing and firing; art
work in copper and brass; leather modeling, to include tooling,
coloring and constructive problems.
lNTE:RIOR DECORATION: Senior year, second semester,
four hours. Application of the principles of design and color
to the home; problems in architectural detail, house decoration,
furniture, carpets and interior plans; study of all the elements
that go to make for better home surroundings.
CosTUME DESIGN: Senior year, first semester, one hour.
Study of costume as a phase of design. The lines and proportions of the human figure studied with a view to the intelligent application of principles. Special emphasis placed
upon the solution of problems dealing with individual needs
in line and color.
lr.LUS'rRATION: Senior year, second semester, three
hours. Illustrations as book decorations harmonizing in treatment with the printed page and subject-matter. The combination of pictorial interest with decorative elements. Reproductions from work of noted illustrators. Original illustrations
made for passages from literature. Mediums used: charcoal,
crayon, pen and ink, and water colors.
In order to secure a recommendation in drawing, specia1
work in this subject may be elected in the Junior and Senior
years.
COURSES A AND C

The work of this course will consist of a more intensive
study of the subject together with methods of presentation to
enable the student to take charge of drawing in addition to
the regular grade teaching.
COURSE A

Drawing may be substituted for music and writing in the
Junior year and agriculture in the Senior year.
COURSE C

Drawing may be substituted for spelling and reading in
the Junior year and for agriculture in the Senior year.

TEMPE NORM.AL SCHOOL OF ARIZONA

3:1

BIOLOGY
MR. BE;CKWI'l'B

The department of Biology occupies the second floor of
the Science Building. It consists of a museum, a lecture and
recitation room, a large laboratory for Zoology and Botany,
a laboratory for Bacteriology and a darkroom for photography.
The equipment is modern and up-to-date. During the
past two years a large amount of apparatus has been placed
in the laboratories and the department is now in a position to
conduct courses that are not hampered by the want of necessary equipment or apparatus.
The purpose of the work conducted in this department
is to give thorough instruction in a limited number of courses,
suited to the needs of elementary students in science. No attempt is made to cover advanced college work.
Gt1NllRA4 BIOLOGY: First year; three recitations and four
laboratory periods per week; required of all students not presenting entrance credits in Biology. Textbook: Hunter, A
Civic Biology, American Book Co., $1.25.
This course, which is the first science taught in the
Tempe Normal School, endeavors to teach students to solve
problems and to think logically in so doing. It is, therefore,
intended as a basis on which to build more advanced courses
in science.
The subject matter is equally distributed between the
plant and animal kingdoms. Some of the fundamental principles of biology are emphasized and an effort made to apply
them to the life of the individual. Experimental demonstrations by the instructor and laboratory work by students make
the work interesting and concrete.

BACTERIOLOGY: Junior year, first semester. Required
of all students taking professional work in Domestic Science
or Agriculture. Laboratory work and recitations amounting
to five hours each week.
This course endeavors to furnish students with practical
information concerning bacteria, yeasts, and molds. Instruction will be given in the structure, growth and culture of microorganisms. Each student will learn to use the hig'i powers of
the microscope and will be given opportunity to prepare per-

32

TEMPE NORMAL SCHOOL OF ARIZONA

manent amounts of certain non-pathogenic bacteria, yeasts,
and molds.
Such questions as sterilization. preservation of f~,
fermentation, chemical synthesis brought about by micr<>organisms and micro-organisms in their relation to health will
be emphasized.
Textbooks: Buchanan and Buchanan, Household Bacteriology, Macmillan Co., $2.25; V. A. Moore, Laboratory
Directions for Beginners in Bacteriology, Ginn & Co., $t.oo.
PHYSIOLOGY: The general idea of life processes which
the student has acquired in the course in biology are better
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 demonstrations. The health and efficiency
of the human body are being more and more esteemed and
the point 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. Experimental work is done
in the physiological laboratory throughout the course, and an
especial effort is made to bring out the importance of sanitary
living. Diet, exercise, bacteria, parasites, and other factors of
health are given an ample place in the course. Each student is
required to prepare and present to the class a report on some
of the more common diseases, including their cause, symptoms,
methods of treatment, and relation to the life of the community. The course as given not only gives to each student some
valuable information which all of us should possess but also
affords prospective teachers a practical knowledge of physiology sufficient for the needs of the public school teacher of
physiology and hygiene.
Textbook: Hough and Sedgwick, The Human Mechanism, price $2.25, Ginn & Co.
The course continues through the second semester. Junior
year. Credit, 5 hours.

TEMPE NORMAL SCHOOL OF ARIZONA

:lS

COMMERCIAL LAW
COMMERCIAL LAW: The aim in this subject is to acquaint
the student with the laws governing the common transactions
of business life so he may be able readily to use these facts
in a practical manner. Aside from this view of the subject,
the reasoning faculties are brought sharply into operation. In
the several topics, good opportunity is offered for logical
thought in discussion and for precise expression in the framing of definitions. After each topic comes the review, which
includes the citation of different cases with the decisions of
the several judges in these cases, and this is followed by practical problems. The principal topics presented are: contracts,
sales of personal property, negotiable instruments, bailments,
agency, partnership, corporations, insurance, credit and loans,
real property, pleading and practice.
Senior year, one semester, once a week.
Textbook: D. C. Gano, Commercial Law, American
Book Company.

EARTH SCIENCE
MR. HIA'l"t

PHYSIOGRAPHY: 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 effect. This is
followed by a discussion of the plan of the earth and its broad
general features in their relation to world economy. This leads
to the study of the physiographic processes supplemented by
special studies of selected typical regions through the medium
of the government topographic maps, of which the school
keeps a large and well assorted stock. Field trips are employed for the study of local features and for the better illustration of processes. In connection with the study of climate
the students are taught to make and record daily observations
of the chief elements of lhe weather. For this purpose the
laboratory is equipped with a full set of standard thermometers, barometers wind vane, and anemometer. The
Phoenix weather map is received daily and is used in connection with this work. The equipment includes a representative
collection of rocks and minerals and the necessary wall maps,
charts, relief maps, sand table, thermograph, barograph, and
1

34

TEMPE NORMAL SCHOOL OF ARIZONA

a large and growing collection of lantern slides illustrating
topographic forms. Junior year, first semester, five times a
week. Textbook: Dryer's High School Geography.
GFX>GRAPHY: This course forms a continuation of the
first semester's work in physiography. The relations of the
earth to man are brought out in brief treatment of economic
geography. This is followed by a course in regional geography in vJhich the division of the earth into natural provinces
is emphasized in order that the student may have a broad comprehension of the earth as a whole and thus obtain a clear
understanding of the relation of one region to another. Type
regions are studied in detail, the students learning to present
the various facts of geography by the construction of maps,
curves, diagrams and other forms of graphic expression.
Notebook work is required, and each member of the class is
required to write a thesis of some extent upon some topic
which requires the application of the principles studied. This
course affords an opportunity for a general review of the subject preparatory to teaching. For this reason the student's
attention is constantly directed toward methods of presentation,
and devices for illustration are discussed. Junior year, second
semester, five times 'a week. Textbook: Dryer's High School
Geography.

ENGLISH
MR. FlU.'l'ON; MISS PII.CB:ER

Instruction in English aims to secure a knowledge of correct forms of expression, an appreciation of good literature.,
and ease and facility in expressing thought in oral and written
forms. To accomplish these ends courses are given in word
analysis, grammar and analysis, rhetoric, composition, theme
writing, reading and literature. The work done in these
courses is based on the requirements for college and university
entrance as outlined by the American Board of College Entrance.
ENGI.ISH 2.

ENGI.ISH LITERATURE AND COYPOSITOON-

Second year, first and second semester. This course has three
main purposes : first, to give a general view of the origin and
growth of English literature ; second, to develop in the student an appreciation of the best literature of the different
periods by a thoughtful interpretation of selections from each,

TEMPE NORMAL

SCHOOL

OF ARIZONA

16

and by collateral readings from which reports are made; third,
to exercise the student in collecting, arranging and presenting
material in the form of well written papers. Selection&
from Chancer, Bacon, Shakespeare, Milton, Pope, Goldsmith,
Burns, Carlyle and Tennyson are read and discussed in class.
[nstruction in the use of the library is given. Textbook:
Painter's English Literature, Benj. H. Sanborn & Co., $1.25.
ENGI.ISH 3. AMERICAN LITERATURF;-Third year, first
and second semesters. Appreciation and enjoyment of the
best that has been written by American authors, together with
a thorough comprehension of the place of literature in the
life and thought of the nation, is the aim of this course.. The
characters of the individual authors, particularly of the New
England group, are studied. Collateral readings and instruction in the use of the library are required. Last year the following classics were read: Emerson, Selected Essays; Poe
and Irving, Short Stories. Besides these general studies, the
individual students select novels by the best of American fiction
writers, read them carefully, and make oral and written reports upon them in class. Composition, based upon phases of
literary development, and upon the classics read, is required
throughout the year. Textbooks: Howe's American Literature, D. C. Heath & Co. ; The Chief American Poets, Houghton, Mifflin & Co., $1.75.
ENGI.ISH. GRAMMAR AND METHODS - One semester,
Junior year. First or second semester. This course aims at
the complete mastery of English sentence structure, and the
essentials of English etymology. Drills in parsing and analysis
are required. The variant terminology of English grammars
in common use is compared and tabulated, and methods of
teaching the subject in a plain, logical manner are presented.
Each student uses a selected text and a general comparison
of authorities is made.
ENGI.ISH I. RHETORIC AND COMPOSITION-First year.
The aim of this course is to give the students power to write
simple and clear. correct, forcible English. Theme writing is
required from the first. In order that a suitable freedom of
expression may be developed most of the themes are based
upon personal experience and observation. High standards in
clearness, correctness and force are rigidly required. Some
attention is devoted to the technical side of rhetoric. Exercises_ for the improvement of dictation, unity and coherence,
together with the principles governing their application, are

SS

TEMPE NORM.AL SCHOOL OF ARIZONA

supplemented with the regular theme requirements. Narration, with special obsenration of plot and orderly sequence, is
studied. Description, exposition and very simp1e argumentative discourse follow the study of narrative. All papers are
discussed and corrected in class or by individual consultation
with the instructor. Selections from our best modern prose
writers are studied as models for the study of imagery, plot
and character delineation.
Wooley's Hand Book of Composition, D. C. Heath &
Co., 70 cents; Clippinger's English Composition, Silver
Burdette & Co., $i.oo, are used as textbooks.
SPELLING AND Wmm ANALYSIS: As words are of no use
to us any further than they are understood, the study of spelling and word analysis is a preparation for work in every subject. The purpose of the course is two-fold: to teach written
spelling and to enlarge the student's vocabulary. Words selected for study in this course will come from two courses:
words misspelled in the themes written by the class in their
rhetoric and composition, and words which are to be studied
with regard to their analysis and use. As a preparation for
this work phonetics, interpretation and diacritical marks as
used in Webster's Dictionary and syllabification will be studied.
The words chosen for analysis will be those that are, or ought
to be, in the student's vocabulary. By frequent contests and
by dictated exercises in which the commonly misspelled words
will often occur, the correct spelling of these words will be
fixed in the memory not only as isolated words but as they occur in sentences. Required of first year students.
The work in advanced word analysis and composition demands five hours a week during the last semester of the Junior
year. The subject is also required of students who enter the
Normal School as graduates of a high school, and is considered a part of the professional course. In the Junior year
the work is discussed before the class in order to give practical
illustrations of the methods of teaching spelling and word
analysis in the public school. Textbooks: Webster's Academic Dictionary, American Book Company. $i.50.

TEMPE NORMAL SCHOOL OF ARIZONA

lT

GERMAN
MISS SALMANS

The course in German is provided to fill the needs of those
students who wish to pursue more advanced work after leaving the normal. Two years of German are accepted as two
units by the leading universities of the United States. The
two-year course is elective in the Junior and Senior years.
ELEMENTARY GERMAN-Essentials of grammar, reading
and conversation. Conducted as far as possible in German.
The syntax and idioms are acquired by repeated exercises and
dictation. Textbooks: Allen and Phillipson, A First German
Grammar, Ginn & Co.; Hemp!, Easiest German, Ginn & Co.;
Zschokke, Der Zerbrochene Krug, American Book Co. ; and
a simple play by Benedix or other equally easy author.
ADVANCED GERMAN-Constant review of grammar, composition, and sight reading. Much stress is laid on the correct use of the idioms. German is the language of the class.
Textbooks: Ball, German Drill Book, D. C. Heath & Co.;
Storm, Immensee, Scott. Foresman Co.; Allen, First German
Composition, H. Holt & Co.; Hillern, Hoeher als die Kirche,
Chas. Merrill Co.; and a standard drama.

HISTORY AND CIVICS
MR. MURDOCK

The work, as outlined in the courses below, is of high
school rank, but since many who are enrolled in these classes
are of more mature years, an effort is made to fit the subject
matter to the average ability of the students. Those more advanced students who enter classes in this department are encouraged to "break new ground" by going deeper into the
subject, through the use of college references. The library is
well equipped for all the sources, especially for the study of
the history and government of the United States. Many
periodicals relative to this department are on file in the magazine section. Considerable reference reading is required in
each course. History is correlated with literature by carefully
selected readings from the classics, both poetry and prose.
The far reaching effects of environment upon man and his institutions is made clear through map work and the study of

38

TEMPE NORM.AL SCHOOL OF ARIZ01'.A

geographic conditions. Great stress is laid upon the economic
phase of history, as it largely determines the political and
miHtary phases, and ?s, therefore, greater than either. In
these brief courses history is not studied so much as an endi
but as a means. An attempt is made to train the student to
discriminate-to select the important from the less important,
and thus to be able to comprehend the significance of periods
and movements. All of this is with a view of enabling a student through his knowledge of history to understand present
conditions. "\Vithout a knowledge of history one cannot read
the modern newspaper or magazine intelligently." Students
who do the work of this department are able, among other
things, to clearly comprehend and intelligently discuss the great
issues of the day.
COURSE 1-ANCIENT HISTORY:
Second year. Text:
Outlines of European History, Part I, Robinson and Breasted
(Ginn, $r.50). Supplernentary reading: Divis's Greece and
Rome, and others.
CouRSE z-MoD>:RN HISTORY: Third year. First semester. Text: Outlines of European History, Part II, Robinson and Beard (Ginn. $r.50).
Supplementary reading:
Green's A Short History of England, Andrew's and Myer's
texts.
CouRSE 3-AMERICAN HrsTORY: Third year. Second
semester. Text: American History, Muzzey (Ginn, $r.50).
Supplementary reading: Epoch Series, Elson's and American
Statesmen Series.
COURSE 4-SCIENCE OF GOVERNMENT'. Junior year.
First semester. Text~ Government and Politie:s in the United
States, Guitteau (Houghton Mifflin, $r.oo). Suppl•mentary
reading: Bryce's and Beard's works on government and readings from Beard, Kaye and Reinsch.

HOME ECONOMICS
MISS FRANCIS; MISS STEW ART

The aim of the department of Home Economics is to give
training in subjects which pertain to the "economic, sanitary
and aesthetic aspects of food, clothing· and shelter, as connected with their selection, preparation and use by the family
in the home or by other groups of people."

TEMPE NORMAL SCHOOL OF ARIZONA

31

There are three courses offered in home economics, one
required of students in the first and third years, another a
specializing course for training teachers in those branches of
home economics usually taught in grammar schools. A special diploma is granted upori the satisfactory completion of
this course. A third course is open to those not wishing to
sacrifice the regular diploma for the home economics diploma
but who wish more work in that field than it is possible for all
•tttdents to take. A special recommendation will be granted to
students who satisfactorily complete this course.
COURSE I

HoMi;; EcONOMICS I-CLOTHING AND Sm;;LTER: First
year. Three periods. Text: Kinne & Cooley, Shelter and
Clothing, Macmillan, $r.ID; Family Expense Accounts, T. A.
Brookman, D. C. Heath & Co., 6o cents.
A. Prerequisite-Clothing as given in the sixth, seventh
and eighth grammar grades, or its equivalent.
Textiles-A brief course in textiles is given during the
first quarter of the year, to give the students a knowledge of
the major textile fibers and materials as all intelligent purchasers of textile materials should possess.
Clothing-Students purchase .their own materials and are
given work in the adjustment and use of commercial patterns,
drafting patterns to their own measures, the fitting and making of garments, chiefly by machine. Where possible, work
in ornamental stitches is given, and one hand made article,
such as a bag or table runner, is made and a suitable de.:::ign
worked out in cross stitch or other embroidery.
Shelter-A few lessons at the end of the year are given to
the study of the house, touching chiefly upon sanitation, furnishing and care.

Money Values, Accounts, Budgets-A brief course once
a week is given with the hope tha\ the students will realize the
value of money, the percentage of various incomes that should
be spent for food, clothing, shelter, etc., and the advisability
of keeping accounts and forecasting budgets.
B. For those who have had no previous work in school.
The course is changed to meet the needs of the students but in
general is as follows:

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'l'EMPE NORM.AL SCHOOL OF ARIZONA

T extiles--The same as A.
Clothing-Work in garment making, similar to A, but less
difficult, and with more hand sewing provided ; also repair
work.

Shelter-When time permits, the work will be given as to
the A Class.
Money Values, Accounts, Budgets-The same as A.
Ho ME ECONOMICS 2-Foon: Third year. Three periods.
Text: Kinne & Cooley, Foods and Household Management,
Macmillan, $I.IO.

A. Prerequisite. Food as studied in the seventh and
eighth grammar grades.
Foods-Laboratory experiments with the food stuffs giving the students a working knowledge of the principles of food
cookery, followed by cooking several foods of each class.
Source, composition and cost of foods, digestion and assimilation, dietaries, marketing, serving meals, laundry work and
household management.
B. For those who have had no previous work in school.
The work is similar to that in A, the chief difference being in
the larger number of foods cooked and in the selection of those
foods.
COURSE II

A course in home economics for the training of teachers.
See page 21 for the outline of the entire course, and admission requirements.
Prerequisite. Home economics I and 2, chemistry, physics
and general subjects for entrance to the Junior year.
HoME EcoNOMICS 11:

Junior year, first semester, five

hours.

Textiles-First quarter.
History, development, source, production, commerce,
manufacturing, uses, examination and identification of textile
fibers and materials. Adulterations, hygiene and selection of
materials, an introduction to textile chemistry, economic and

sociological aspects of the textile industry.

TEMPE NORMAL SCHOOL OF ARIZONA

41

Text: Woolman & 1fcGo\\•an, Textiles, Macmillan, $2.00,
supplemented by a well selected list of reference works.
Clothing-Second quarter. The making of all hand
stitches and machine work with the use of attachments ; both,
applied to the construction of wearinR apparel and other useful
articles. Sewing methods and courses of study.
HOME EcoNOMICS I2:

Junior year, second semester, five

hours.

Foods-Principles of food cookery through laboratory
experiments with the foodstuffs, followed by detailed work in
the preparation of foods. Methods in teaching foods and
courses of study. Text: Forster & Weiglcy, Foods and Sanitation, Row, Peterson & Co., $r.40.
HoME EcoNOMICS 2I : Senior year, first semester, five
hours.
Foods-Prerequisite, Home Economics I2. Source, production, preservation, composition, nutritive value, digestion.
selection, cost, preparation and serving. Text: Sherman,
Chemistry of Food and Nutrition, Macmillan, $r.50.

HoME EcoNO:MICS

23:

Senior year, first semester, five

hours.

Clothing-Prerequisite, Home Economics II. Drafting.
making and adjusting of simple patterns. Fitting in paper
cambric. The making of one tailored shirt waist suit. Text:
Kinne & Cooley, Shelter and Clothing, Macmillan, $I.IO.
HOME EcoNOMICS

25:

Senior year, first semester, five

hours.

Shelter and Household Management-The house; situation, construction, plumbing, wastes, heating, lighting, ventilating, furnishing and care. Econon1ics of the household. Laundry work. Emergencies.
HOME EcoNOMICS 22:

Senior year, second semester,

seven hours.
Food and Dietetics-Prerequisite, Home Economics 21.
Continuation of Home Economics 2I. J\.1arketing, planning,
preparing and serving meals. Nutrition. The relation of food
to the income. Diet in infancy and disease. Special problems.

4!

TEMPE NORMAL SCHOOL OF

ARIZO~A

HoME EcoNOMlCS 24: Senior year, second semester, five
hours.
Prerequisite-Home Economics 23.

Clothing-The application of color and design to clothing
and house furnishings. Special problems. The making of a
dress for graduation. Additional problems in hand and machine work and use of attachments.
Hori-rE EcoNOMICS 26:
Senior year, second semester,
three hours.
School Administratiotv-The relation of the special teacher
to the school. School equipments, supplies, etc. Visiting
schools and other field work.
Note-For detailed description of courses in bacteriology,
household physics and chemistry, see the Science Department,
pp. 31 and 56. For composition and design, and costume design, see the Art Department, pp. 29-30.
The work in methods will be given by the Home Economics Department with the exception of methods in drawing,
which will be taken with the general method class. Each student \vill be required to teach grammar grade classes in foods
and clothing.
Each student registered for courses in foods must wear
as a uniforrn simple wash dress, white apron, white cap, holder
and hand towel.
Students registered for Home Economics Course II are
required to wear sensible, comfortable shoes with rubber heels
of medium height. The uniform for laboratory work consists
of a semi-tailored shirt waist suit of unfigured white material,
and other articles above n1entioned. Directions concerning
the uniform and other required things should be obtained from
the home economics office immediately after registration.
Lockers are provided ; the deposit of 50 cents is refunded
upon the return of the key.
COURSE Ill

Open to Junior students who wish to secure the regular
Normal diploma and a Special Recommendation in home
economics.
Prerequisite. Home Economics I and 2 or similar work,

TEMPE NORMAL SCHOOL OF ARIZONA

4S

chemistry, and general subjects for entrance to the Junior
year.
Ho1u; EcoNOMICS 3I: Junior year, first semester, five
hours.
Textiles and Clothing-Similar to Course II. Text:
Woolman & McGowan, Textiles, Macmillan, $2.00.
HOKE ECONOMICS 32: Junior year, second semester, five
hours.
Food.!'-Similar to Course I2. Text: Forster & Weigley,
Foods and Sanitation, Row, Peterson & Co., $t.40.
HOKE ECONOMICS 4I: Senior year, first semester, three
hours. The emphasis in this course will be placed upon household management and nutrition.
HOKE EcoNoMrcs 42: Senior year, second semester,
three hours. Drafting of simple patterns, adjusting commercial patterns, fitting, making of garments and other useful
articles, and teaching methods.

LATIN
KR. HALL

The course in Latin begins the first year and extends over
the first four years of the Normal course. Each of the four
classes recites five periods a week for forty weeks each year,
making 200 hours. The department is well equipped with a
full set of Kiepert's wall maps and illustrative photogravures.
T1te school library contains all the latest and most authoritative works of reference on classical antiquities in general, including history, geography,. Roman life, topography, art,
archreology, and literature. The reading room receives all the
principal journals and magazines devoted to the classics. In
fine, the equipment of the Latin department is one of the best
in the southwest.
The course in Latin provides for two classes of students:
the Normat student proper, who is preparing to teach in the
public school system, receives a broader training, becomes a
better master of English, and does better work as a teacher ;
secondly, the academic student is better prepared to enter col-

44

TEMPE NORMAL SCHOOL OF ARIZONA

lege having four units to his credit of sixteen generally required for admission to the universities of Arizona and California.
In conformity with the report of the Commission on
College-Entrance Requirements in Latin appointed by the
American Philological Association, the amount and range of
the reading required in this course for the full four years'
work in Latin shall not be less in amount than Cresar, Gallic
War I-IV; Cicero, Orations against Catiline, for the ManiliaK
Law, and for Archias; Vergil, Aeneid I-IV. But in rang~
this amount or its equivalent may be selected from the following authors and works: Cesar, Gallic War and Civil War,
and Nepos, Lives; Cicero, Orations, Letters and De Senectute
and Sallust, Catiline and Jugurthine War; Vergil, Bucolics,
Georgics, and Aeneid, and Ovid, Metamorphoses, Fasti and
Tristia; Provided always that this selection shall include the
following as Prescribed Reading: Cicero, for the M anilia1'
Law and for Archias; Vergil Aeneid i-iii and either iv or vi.
The course is outlined as follows for i916-1917:
INTRODUCTORY:
Pronunciation, syllabification, and inflection with constant drills and reviews and involving oral and
written practice in the simple rules of syntax, with reading
and dictation to train the ear as well as the eye, accomplishes
the aim of the first year-to prepare thoroughly for second year
work by the complete mastery of the fundamentals in form and
expression. Considerable English grammar is reviewed and
developed.

CAESAR: Riess & Janes, Cresar's Gallic War, American
Book Co., is the only text used for the second year work.
Three recitations a week throughout the year in Cresar and
two in grammar and composition cover this course. The
courses of these two years count for two units in all accrediting colleges.
C1CE;Ro: Harkness, Kirkland and Williams, Cicero's
Nine Orations, American Book Co. The orations against
Catiline, the orations for Archias and for the Manilian Law;
also, if time permits, either for M arcelhts, for Ligarius, and
the Foltrteenth Phillipic, or Merivale, Sallust's Catiline, The
Macmillan Co. The class recites in Cicero four times a week
throughout the year.

VERGII,: Greenough and Kittredge, Aeneid, Ginn & Co.,
Book i-iv will be read in the Junior year. The class recites

TEMPEJ NORMAL SCHOOL OF ARIZONA

4i

in Vergil four times a week throughout the year. Subject
matter, literary and historical allusions and prosody as well
as ability to translate will be demanded in all authors read.
GRAMMAR AND COMPOSITION: Every student in the
Cicero and Vergil classes must have the following bocks:
Nutting, Advanced Latin Composition, Allyn & Bacon; Alle11
& Greenough, New Latin Granimar, Ginn & Co.; Brown,
Latin Word List, Ginn & Co. A thorough knowledge of all
regular inflections, all common irregular forms, and the ordinary syntax and vocabulary of the prose authors read in school,
with ability to use this knowledge in writing simple Latin
prose, will be rigidly required of each student upon the completion of the four years' work in Latin. Third year and
Junior students recite once a \Veek throughout the year upon
this work.
New copies of all textbooks used in Latin will be demanded
of each student and positively no second-hand copies will be
allowed.

MATHEMATICS
MR. FRIZZELL ; MR. SCHAEFFER

Mathematics should form an itnportant part of the course
of study in a Normal School, for the logical product of sucli
school is teachers of children, teachers who are to go into village and country and train children to become useful and competent citizens.
Since all persons should have legitimate and lucrative occupation, and since the science of mathematics is fundamental
in all business calculation and in constructive work, it is readily seen that a careful study of this science is necessary to all
adequate training for the duties incident to life. In the Tempe
Normal School the effort is made to train the student in the
manner that will best fit him for work as teacher and at the
same time give him a comprehensive and thorough knowledge
of the subject.
The course is presented under three heads, namely:
Arithmetic, Algebra and Geometry.
ARI'rHM't'l'IC I : Arithmetic is presented the second semester of the second year and also the first semester of the Junior
year.

41

TEMPE NORMAL SCHOOL OF ARIZONA

In the second year the endeavor is made to make a thorough study of the subject. Exhaustive drills are given in the
fundamental operations, in fractions, decimals, proportion, etc.
Textbook: Silver Burdette Arithmetic, Third Book, Silver Burdette Co., Chicago, Ill., list price 45 cents.
ARITHMETIC 2: During the Junior year exhaustive reyiew and drill of arithmetical principles are given. The subject
is presented from the teacher's standpoint and involves methods of presentation to children of the grammar grades. The
subject is pursued for one semester and may be taken either
11emester of the school year.
Textbook: Stone-Millis, Secondary Arithmetic, Benj. H.
Sanborn, Chicago, Ill., list price 6o cents.

ALGEBRA: The work in Algebra is given during the first
year and the first half of the second year.
Algebra work is based on the work previonsly done by
the student in the grammar school grades. Beginning with
concrete examples and simple operations, students are led to
develop and comprehend abstract and general truths.
Special attention is given to addition, subtraction, multiplication and division. Also a close study is made of fractions,
the equation as a means for the solution of problems, simultaneous equations, proportion, quadratics, logarithms, etc.
The subject is treated in a simple and careful manner so that
a student who has mastered grammar school arithmetic can do
the work in algebra in a satisfactory manner.
Textbook: Hawkes-Luby-Touton, Complete Algebra,
Ginn & Co., Chicago, list price $1.25.
GEOMETRY: Geometry is offered in the third year of the
oourse. In this subject the student is led to make close examination of conditions as set forth in the proposition, that he
may have a clear understanding of the hypothesis. This fastens upon him a habit of close observation and prepares him
to view conditions in the proper light. The aim also is to give
dte student a thorough drill in reasoning processes and to de-.elop the habit of demanding sufficient evidence before drawing conclusions.
Textbook: Wentworth-Smith Plane and Solid Geometry,
Ginn & Co., Chicago, list price $1.30.

TEMPE NORMAL SCHOOL OF ARIZONA

47

INDUSTRIAL ARTS
MR. CLARK; MR. RYAN

The Industrial Arts department is housed in a well
equipped building designed especially for these lines of work.
The shops are well equipped for bench woodwork, joinery,
millwork, cabinet construction, wood turning, pattern makingj
forging, foundry, flat metal and machine shop work.
Some changes in the method of handling these branches
have been made necessary in order to meet the demands of both
regular normal students and those enrolling for the teachers'
course in industrial arts. The courses are arranged to combine the various forms of mechanical drawing with the shopwork, thus developing in the student ability both to design and
construct.
The courses offered aim : first, to encourage and stimulate self-reliance, invention} neatness, proportion, harmony and
accuracy; second, to make competent independent workmen
capable of designing, making or repairing in house or furniture construction; third, to teach estimation of values and
effects; fourth, to instruct special teachers to prepare and plan
courses of study and their presentation to the end that they
may become competent to teach these subjects.
Two courses are offered, the Academic and the Professional, and work in manual training is given to the four upper
grades of the training school. The Academic course for regular students is prescribed for the first and third years of the
Normal. Problems are assigned which embody such principles
of desigu and finish as are within the ability of the student,
and all discussions are built upon the material, construction and
finish of the respective problem.
TRAINING SCHOOL COURSE

The training school pupils are taught through a series of
problems the basic idea of which is the preparing of wood for
use in construction. With the problems come talks on the best
methods of handling the tools and material, and each student is
carefully looked after to see that he acquires no incorrect
habits of workmanship. It is not required that any pupil complete all the projects listed for a given year, nor will he be
limittd except by his manifest ability. Each student is fur-

48

TEMPE NORMAL SCHOOL OF ARIZONA

nished a blue print of the work in hand and must be able to
read and make the more simple drawings of this kind before
completing the eighth grade.
Classification of problems by grades is as follows: Fifth
grade, bread board, pen tray, key-rack, blotter-pad, tooth brush
holder; sixth grade, towel roller, spool holder, foot stool, bookrack, hexagonal tray, cutting board or grocery list; seventh
grade, wall pocket, candlestick holder, coat hanger, broom
holder, book trough, hat rack, taboret, square stool; eighth
grade, towel rack, taboret, plate rack, picture frame, square
table, carved trays, lamp stand, chair. Each grade, thirty-six
weeks. Two periods per week.
ACADEMIC COURSE

MANUAL TRAINING I AND 2: This course will be pursued through the medium of woodworking. It allows considerable latitude as to specific articles but insists upon certain
essentials of good construction being executed, such as
haunched mortise and tenon, half lap, half lap mitre, dovetail,
framing and paneling joints. The pupils make such problems
as the following: Knife box, taboret, center table, library
table, settee, Roman chair, lamp stand, hall tree, buffet, framing truss, and rafter cutting. The problems are made the
foundation for discussion of woods ; their growth as related to
construction uses; the making and application of practical finishes and wood preservatives. While the theoretical and educational values are not lost sight of, the trade or practical
side of the shopwork is kept largely in mind, that the young
men who elect the work may be fitted in a great measure for
positions in the trades. This side is made a feature because
those pursuing this course \vill probably not become teachers.
Some \vish to fit themselves for the more skilled positions in
the various industrial fields. Drawing will be emphasized and
a special advanced drawing course offered. Text: King's
Series. T,vo periods per \Veek. First and third years.
PROFESSIONAL COURSE

l\1ANUAL TRAINING 3: Students electing this course pursue the academic work in the first and third years, and in the
Junior year take work dealing largely with the theoretical and
educational side of industrial arts. They will be given special

TEMPE NORMAL SCHOOL OF ARIZONA

49

instruction and lectures on the scope and intent of industrial
work as related to the public school, and thorough courses in
both theoretical and applied mechanical drawing. In connection with the drawing \VOrk tracings and blue prints are made
and those completing it will be adequately equrpped to handle
such drawing as is required in the High School Manual Arts.
In each of the shop courses students make a series of projects
which acquaint them with commercial practices and develop
efficiency in the use of the respective tools.
Graduation in the professional course certifies students
for positions in manual training or enables them to embody
the courses in the general school work. The following will
be offered: (Prerequisite, Manual Training I and 2, two
periods a week, and l\1echanical Dra\11ing r, two periods a
week.)
Wooo SHOP IA: Turning will comprise study of lathe,
lathe tools, jigs, woods for turning, action of wood fiber in
turning, turning between centers, chucking, face plate turning,
building up stock, etc. Drawing required. Junior year. first
semester, five hours per week.
Wooo SHOP IB: Case and Cabinet construction, study
of design, ornamentation, screens, finishes and values. Junior
year, second semester, four hours per week.
MECHANICAL DRA\.VING 2: An elementary course involving freehand lettering, cabinet and isometric projection and
starting orthographic projection. Junior year, first semester,
four periods a week.

PATTERN SHOP 2A: Patternmaking. This will involve
the study of cores, core prints, draft, vent, allowance for
shrinkage and finish, building up stock, making core boxes, etc.
This course is related to that of Foundry Practice in which the
student makes castings from his various patterns. Junior year,
second semester, five hours a week.
CRAFTSMAN WORK 2c: Clay modeling, textile work,
basketry and cardboard work will be taken up in the relation
it holds to the lower grades, and its purposes and values in the
school courses. A number of finished projects will be required
in each line. Junior year, second semester, three hours per
week.
MECHANICAL DRAWING 3: This constih.ttes a continuation of Mechanical Dra,ving 2. It covers sections and inter-

50

TEMPE NORMAL SCH{)0L OF AlUZO:'.'IA

sections, but its chief aim is to develop ability along the line of
practical drafting. Junior year. second semester, three periods
a week.
MECHANICAL DRAWING 4: (Prerequisite, Mechanical
Drawing 2.) A course in architectural drafting in which the
students draw a complete set of original plans for a small
building. Junior year, second semester, three periods a week.
ART CRAFTS 3c: This course \Vill be an extension of
Course 2C, with supplementary V.'ork in art metal, leather tooling and book binding. It is aimed to give balance to the
course by developing the art side of industrial training. Senior
year, first semester, five hours a week.

FoRGE PRACTICE: This course covers the building and
care of the fire, a study of the effect of temperature on steel
and the more important factors of its heat treatment. The
names of the tools are taught and their proper use emphasized.
The work is covered by recitation and by making projects
having the following essentials:
Drav~ling and pointing, eye bending, forging corners, upsetting, t~visting, forming shoulders, punching, welding, annealing, hardening and tempering. These are taught through
a series of exercises advancing from a pointed eye bend to
making machine shop tools. Senior year, first se1nester, four
periods a week.
•

MACHINE DESIGN: (Prerequisite, Mechanical Drawing
and 3.) A course treating of the elements of machines and
the motion of parts, the design of gears and cams and elementary design for strength. Senior year, first semester, four
periods a week.
2

Sm;E'J' METAL WoRK: (Prerequisite, Mechanical Drawing 3.) This work covers sheet metal forming, sheet metal
joints, soldering, brazing and riveting. The manufacture of
sheet metal and other interesting topics will be discussed in
class and an effort made to acquaint those enrolled with con1mercial practice in this work. Senior year, first semester, one
period a week.
MACIIINE SHOP PRAC'l'ICE: (Prerequisite, Mechanical
Drawing 2, one year's wood working and 1'~orge Practice.)
The work covers the ordinary processes of machine tools such
as cutting gears, arbors, right and left hand threads, tnaking
twist drills and milling cutters. Throughout the course atten-

TEMPE NORMAL SCHOOL OF ARIZONA

51

tion is paid to cutting speeds, and the usual shop cakulations
are taught.
Metal spinning is also taken up in the machine shop, the
students learning to spin, from brass and aluminum, such
articles as salt shakers, cups, saucers, candle sticks, etc. Senior
year, second semester, five periods a week.
FouNDRY PRACTICE: (Prerequisite, Pattern Making.) A
course in foundry practice inten<led to give the student a general knowledge of moulding. The use of cores and risers, the
proper way to vent, gate and ram moulds will be taught and
talks given on cupola management. The students will be required to keep notes and at the conclusion of the work make an
observation trip to a Phoenix foundry. Senior year, second
semester, one period a \Veek.
SHOP COURSES AND PRACTICES 4B: General review of the
manual arts work with reference to actual shop practice, study
of methods, courses, drawing, equipment, supplies, etc. Review of history and development of industries and manual
training, industrial and vocational institutions. Much reference work will be assigned and thorough papers required upon
topics allotted. Senior year, second semester three hours per
week.
EcoNOMICS oF MANUAL TRAINING 4c: This is a lecture
series on shop equipment, cost and maintenance. Students
are required to gather and compile data upon the subject.
Senior year, second semester two periods a week.
There is a growing demand for teachers qualified to take
charge of Manual Training in the rural schools. For this reason students will be permitted to make certain substitutions in
the Junior and Senior years of either Course A or Course C.
This will allow them to take five hours Manual Training per
week during their Junior year and three hours during their
Senior year, and upon its satisfactory completion will entitle
them to a special letter of recommendation as a teacher of
Manual Training for rural districts.
1

MILITARY DRILL
MR. IRISH

This work is intended to accomplish several important
results. In the first place it is a valuable means of physical
culture and training of the muscular sense. The exercise at-

52

TEMPE NORM.AL SCHOOL OF ARIZON .a.

tendant upon a lively drill in the open air is of a nature well
calculated to overcome the effects of close application to study,
to promote a healthy circulation and to prepare the mind for
more vigorous effort. Again, daily attention, even for short
periods, to correct position in standing and walking, gives a
springy step, an erect carriage and a soldierly bearing that can
scarcely be attained by any other means. Moreover~ the strict
discipline which is inseparnble from properly conducted military work, is eminently conducive to the acquiring of orderly
and systematic habits, personal neatness, prompt response to
direction and self-control. At the same time the graduation
of authority and division of responsibility from private to captain furnishes a valuable object lesson in government, while
the actual knowledge gained makes the student a more valuable
citizen, preparing hin1, as it does, the better to take upon himself the work of his countrv' s defense in time of need. The
objection which has sometimes been opposed to military drill
because of its one-sided character is entirely met and overcome by the use of the setting-up exercises, the bayonet drill
and the calisthenic exercises with and without the piece, while
the attractive nature of the work gives to it that spontaneous
character without which exercise is valueless.
The course, which is required of all made students who
are free from physical disability, includes "the setting-up exercises" as prescribed for the United States Army, the school
of the soldier, the school of the company, the bayonet exercise,
calisthenic and bar-bell exercises, extended order work and
battle formation for the company acting alone, the ceremonies
of parade and guard mounting and the duties of sentinels.
The principles of battalion movements are explained and outlined in order to illustrate the relation of the company to larger
bodies of troops. Opportunity is given for instruction in military map reading and map maneuvers.
By an act of the First Legislative Assembly of the State
of Arizona, the military organization of the Normal School of
Arizona is made a part of the Natio11al Guard of this State,
to he known as the Normal School Cadet Company. The
military instructor holds the rank of captain and commissions
are issued to the student officers of the company. Upon graduation from the institution, or being honorably dismissed therefrom, such officers niay resign their commissions or hold the
same as retired officers of the Cadets, liable to be called into
service by the Comrnander-in-Chief in case of war, invasion,
insurrection or rebellion.

TEMPE NORMAL SCHOOL OF ARIZONA

68

Under this law, the requisite ammunition and accessories

for a course in target practice will be furnished to the institution each year. 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 sharp-shooters under
the regulations prescribed for the National Guard.
The company has recently become affiliated with the National Rifle Association, and has been fully equipped with new
Springfield rifles. A gallery range has been established in one
of the buildings to permit practice leading to participation in
national matches for school teams.
Three or four days are spent each year in camp, giving
practical 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 regulation olive
drab, correct in style, serviceable and comfortable. Directions
for ordering the uniform will be furnished to prospective students npon application to the president. Drills will 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 physician. Satisfactory completion of the work in this course entitles the student to one unit
credit toward graduation. Three periods a week.

MUSIC
MR. JOHNSTON

To meet the ever increasing demand for grade teachers
who can teach music in our public schools, every student entering this school with the idea of making school teaching his
profession should do so with the earnest determination to go
into the music work with enthusiasm and the ambition to
excel in the various phases of the subject as it is presented,
whether cultural or practical, as no study he may take up will
require greater attention and concentration than this. Previous

preparation in the grammar or high school or received through
private teachers will enable the student to occupy a more advanced position here, but lack of preparation will not bar any
one, as classes are formed to care for all, and whether coming
with or without preparation all will receive instruction according to their needs, their own co-operation and responsiveness

if

TEMPE NORMAL SCHOOL OF ARIZONA

being the main requirement expected in return. Neither will
any other study taken up give the student more pleasure or
profit, present or prospective, than this, for, according to what
ts put into it, results will be returned a hundred fold in ability
to teach and entertain others, capacity for being entertained,
and in becoming more valuable socially.
Music is a part of the professional work of. the course and
credits the student with one nnit of the ten required in that
department of study. The aim is to make the student entirely
self-reliant in music reading, independent in carrying any part
within the range, and suiting the character of the possessor's
Yoice, and to develop a genuine love for mnsic.
Study begins in the second year of the stndent's course,
and the time devoted to it consists of four periods a week in
class, for the year, being equivalent to two periods a week, for
two years, the required time of the course in this work.
The subject continned in the Junior year is assigned two
periods each week for the entire year, the work consisting of
continued study in theory of music, including elementary
harmony ; vocal practice and sight reading are continned, and
their direct application to methods of teaching and presentation, in detail.
Special classes are formed to accommodate students coming from high schools, in which they can complete the required
amount of music work necessary for graduation, namely, two
hours per week for two years.
The student at all times is given work within his capacity
to perform, and is carried along in easy but practical stages,
.acquiring not only a knowledge of the fundamental principles
of the subject, but is fitted to apply himself in working out his
own musical problems, by frequent individual recitation in
class, from which no one is excused.
This ability is acquired through constant reading of good
music, in the form of unison and part songs and other supplementary materials, conceded to be the best method for the
development of vocal technique, and power of concentration
in sight reading, at the same time making familiar to the student a vast amount of the music of the best writers, thereby
cultivating taste in the selection of what is best in music.
For general chorus work in assembly, Hoo\rer's Hymn
and Song Collection is used ; for advanced chorus work in
Glee Clubs, The Laurel Song Bonk, with supplementary selections of the best choral music will be used, while in class

T'EMPEJ NORMAL SCHOOL OF ARIZONA

ii

work the material will consist of the Progressive Music Series,
published by Silver, Burdett & Co., and the course arranged
as follows:
Music 1 : Second year, four periods a week. Textbooks:
First and second books, Progressive Music Series.
Music 2: Junior year, two periods a week. Textbooks:
Third and fourth books, Progressive Music Series.
Musical Essentials, by Harold B. Maryott, and published by The John Church Co. will be used in all classes as a
supplementary textbook.
Many of our students take instruction in piano playing;
there are excellent piano teachers in Tempe and Phoenix with
whom such instruction may be arranged privately, and the lessons paid for, but the pianos of the school are made available
to such students for the convenience of practice, and may have
stated hours assigned them upon application.

INSTRUMENTAL MUSIC
MRS. WILLIAMS

In addition to the usual course in vocal music, there has
been added this past year instruction in orchestral and band
instruments. and it has been taken advantage of by many of
our students, with and without any previous preparation and
with such beneficial results to the individual student that it is
determined to continue this feature of music instruction.
The object to be attained is the establishment of a school
band and school orchestra by the development of the talent of
the student applying for instruction, to that point of proficiency
as shall make him eligible to membership in either or both of
these organizations.
With this object in view, expert instruction is given iu
the playing of the following instruments:
STRINGS: Violin, viola, cello and bass.
WooD-WIND:
saxaphone.
BRASS;
DRUMS,

Flute, piccolo, clarinet, oboe, bassoon and

Cornet, baritone, alto, tenor, tuba and slide.

etc.

58

TEMPE NORMAL SCHOOL OF ARIZONA

Instruction is also given in playing mandolin, guitar and
banjo.
It is required that each student applying for instruction
shall provide, at his own expense, the instrument he wishes
to study, keep up repairs on same, and to purchase his own
music and textbooks, as directed by the teacher, instruction
alone being otherwise free to the student.
It is suggested to prospective students desiring to take
up work along any of the above lines and possessing the instrument they wish to play, that they bring it with them when
entering school and avoid delay and expense in sending home
for it.
Textbooks and studies will be prescribed by the teacher in
charge, according to the individual needs of the student and
the class work to be pursued.

PHYSICAL SCIENCE
MR.

IRISH

PHYSICS I : Two periods of laboratory work are accepted as equivalent to one period of lecture or recitation. A
general course in elementary physics, including laboratory
practice in measurements of length, mass and time, in connection with a series of exercises designed to develop the leading
principles of mechanics, heat, magnetism, and electricity, with
selected exercises upon the subjects of sound and light. Textbook: Black and Davis, Practical Physics. Third year, first
semester. Five periods a week.
PHYSICS 2:
An additional semester's course of laboratory work in electrical measurement, sound and light, accompanied by two lectures a week, is open to those who have
completed Physics r, and who have shown special ability along
this line. Such students may elect this course in place of the
course in chemistry. Third year, second semester. Five periods a \Veek.

CHEMISTRY I: Two periods of laboratory work are
counted equivalent to one of lecture or recitation. The course
articulates with Physics 1 which precedes it. The student thus
begins his work in chemistry with the advantage of previous
experience in laboratory work and methods and carries over
with him a working knowledge of the gas laws and the con-

TEMPE NORMAL SCHOOL OF ARIZONA

57

stitution of matter for which he now finds application. The
fundamental principles of chemistry are developed as far as
possible by the student's O\vn experiments, many of which are
quantitative in character. The simple quantitative work has
a tendency to increase the care and accuracy with which the
exercises are performed, but it is chiefly used to develop qualitative relations which otherwise would 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
more important chemical elements and their compounds and
with the practical application of chemical laws and processes.
Considerable attention is paid to the discussion of modern
methods of industrial chemistry, and especially to chemistry
of foods, tests for adulterants in foods, dyeing of textiles,
photography, and metallurgical processes. Textbook: McPherson and Henderson, First Course in Chemistry. Third
year, second semester. Five periods a week.

PHYSICAL TRAINING AND ORATORY
MISS BLAIR

PHYSICAL TRAINING: Instruction in Physical Training
is required of all students during the five-year course. Each
class recites twice per week. The training is based upon the
Delsarte Philosophy of Expression and the Swedish and German system of free movements and light gymnastics. The
work is conducted in the new Auditorium building, the entire
lower floor of which is occupied by the gymnasium. This is
furnished with sufficient apparatus for a thorough course in
physical training.
The aim of the department is to acquire a symmetrical
development of the body as a basis for health and grace-the
lessons for the beginner deal with fundamental work, such as
marching, correct standing positions and general adaptation
to gymnasium rules. After this has been mastered, the regular work is taken up, which includes: Indian clubs, dumbbells, folk-dances, breathing exercises, flexing exercises to
overcome stiffness, exercises to develop control of muscles and
all devices in training that secure freedom of body action and
expression of grace. Exercises are also given to remedy the
following defects: weak abdominal muscles, stooping or uneven shoulders, incorrect poise of the head and incorrect positions of sitting or standing.

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TEMPE NORMAL SCHOOL OF ARIZONA

The advanced work of the Junior and Senior classes is a
rational outgrowth of the first three years. It comprises a
wider range of training in artistic and esthetic forms of
physical culture, harmony in all movements of the body, and
a mastery of bodily control.
Lectures are given to the Senior class on health and
hygiene. A course in collateral reading is outlined as a supplement to these lectures.
The results expected from the work are: first, a noble
and graceful bearing habitually maintained; second, freedom
from awkwardness and self-consciousness; third, ease and
precision in the movements of the body; fourth, a continual
and gradual development toward a symmetrical body without
injury or strenuous exercises which might prove harmful, and
6fth, a knowledge of the body and the rules governing its development and preservation.
As the primary object of the department is the development of the individual, as much personal attention is given to
each member of each class as possible.
To secure uniformity of costume, students are advised
to confer with the director at the beginning of each school
year.

ORATORY-The department of Oratory embraces reading,
elocution, debate, oratorical delivery, and all forms of public
speaking. The courses given are as follows:
READING, Frns·r Yi;;AR-The first year reading is the beginning work from the textbook, Cumnock's Choice Readings,
and deals with all forms of speaking. The fundamental work
is English pronunciation, mastery of the articulatory organs,
and steps toward becoming a distinct and natural speaker or
reader. The standard of the beginning work is to be able to
read naturally and distinctly, giving thought and proper expression to what is read. Special attention is given to reading intelligently from the printed page in both this and Junior
reading.
READING, JUNIOR-This course is arranged for those who
enter the two years' course for high school graduates. It includes all of the work of the first year course in reading, but
takes a broader form in method of teaching and application.
The standard is distinctness and naturalness with special stress
placed on expression an<l the interpretation of literature.

TEMPE NORMAL SCHOOL OF ARIZONA

5i

Both first year and Junior reading recite five times per
week, one class each week being conducted in the _A.uditorium
for practice \vork and criticism.
PUBLIC SPEAKING-In the department of Public Speaking, the director has charge of all public work in contests,
debates, plays, society programs, etc. In any one of these
the students are given assistance to present their work in a
natural and creditable way. In this instruction the fundamental principles of oratory are observed. As in reading, the
standard is naturalness in oratory and a thorough mastery of
the thought expressed.
Standard plays are given each year. The students who
are chosen to take part recei')" personal instruction from the
coach, in dran1atic principles and interpretation. Such plays
as "The Return of Eve," HA Gentleman from Mississippi,"
and "Fanny and the Servant Problem" have been given with
decided success.

PROFESSIONAL INSTRUCTION
GENERAL STATEMENT-The professional work of the
Normal is its characteristic feature. Everything else is arranged to lead up to and culminate in the professional training
of the graduates. Two courses in professional studies are
offered; the first is given in connection with and as a part of
the regular five-year course of the Normal, and the second
is open to the graduates of four-year high schools who come
to the Normal for the purpose of taking the professional training. This course covers two years of work. The professional
instruction is equivalent to nine of the twenty-four units required for graduation.
PSYCHOLOCY. MR. PAYNE-The aim in the course in
psychology is to arouse the interest of the student in the scientific study of mind and to teach them the principles of the
science as far as can be done in so short a course. The work
is given by textbook, lectures, class exercises, demonstrations,
and reference readings. Themes upon assigned subjects are
required. The purposes kept in mind are to show the nature
and development of the human mind, especially the child mind,
to show the application of the science to teaching, to develop
a i:~cabulary sufficient for the understanding of pedagogical
wr1t1ngs, and to lead to a better understanding of pedagogical

60

TEMPE NORMAL SCHOOL OF ARIZONA

,1>roblems. The course is given the first semester of the Junior
year.
Textbook: J. R. Angell, Psychology, Henry Holt & Co.
PEDAGOGY. MR. PAYNE-The course in pedagogy follows directly upon that of psychology. The chief purpose of
this course is to show the principles of learning and to develop from these the principles of teaching. As the students
of this course begin their practice teaching at the beginning
of the Senior year, the latter part of the course is devoted to
the application of the principles of teaching to various subj ects with practice in lesson planning. The more detailed
study of methods comes during the Senior year. Some time
is also given to the discussion of the course of study, relative
value of subjects, and the relation of the child to the curriculum. The work is given by textbook, class discussions, lectures and reference readings. Second semester, Junior year.
Textbook: Strayer, Brief Course in the Teaching Process,
The MacMillan Co.
HISTORY OF EDUCATION-The course in the history of
education aims to present the cultural development of the race
as this comes out in the growth of the schools and in the development of thought represented by the philosophers and
educational reformers. It is a study of movements as represented by men in different systems of education. The work
is given by textbook, lectures, and reports by the students.
Second semester, Senior year.
Textbook: F. P. Graves, A Students' History of Education, The MacMillan Co.
ETHICS-The work in Ethics aims to awaken in the students a clear consciousness of the vital importance of moral
problems and to show them the value of dealing with such
problems by rational thinking. The work is taken up historically, as this method has proved its usefulness in showing
how the various theories of moral conduct have grown successively out of one another and how they stand related to
other factors in the cultural development of the race. Special
attention is given to social and moral aspects of present day
education.
Textbook: King, Social Aspects of Education, The MacMillan Co.
Sc HOOL EcoNOMY AND Sc HOOL LA w-Instruction is
given in these subjects during the Senior year. The work

TEMPE NORMAL SCHOOL OF ARIZONA

61

in School Economy is especially adapted to the needs of teachers who must manage schools without the help of a principal
and it deals with practical problems that arise in everyday
school rooms. Rural school problems are given special attention. Among the topics included in the course are school organization, classification and grading of pupils, school discipline, the relation of teacher to pupils, parents and social environments, arrangement of exercises and provisions relating
to order, the keeping of records and making reports, the lighting, heating, ventilating, seating, and decorating of school
buildings. The course in School Law aims to acquaint the
students with the school laws of Arizona, and to compare
these laws with the school laws of other states with a view to
arousing an interest in the legislative enactment of such amendments to the school laws as will have a tendency to benefit the
public school system. The course embraces a careful study of
the laws relating to state, county and city supervision, including the powers and duties of boards of education, school officers
and teachers; qualifications and certificating of teachers ; the
organizing, uniting and dividing of school districts; the revenues derived from state, county and district taxation, including the apportionment of the san1e; uniform textbooks, courses
of study, etc.

THE TRAINING SCHOOL
The Training School is organized under special laws, but
is conducted as a regular public school of eight grades and
kindergarten. The large number of teachers makes it possible to keep classes small and give special attention to the
needs of individual children.
The professional work of the Training School has two
sides-the theoretical and the practical. The courses in general and special methods make up the theoretical side. The
practical work consists of observation of model teaching and
practice teaching in the Training School when the theoretical
work is applied, thus bringing about the close relationship
that should exist between the two sides of the work.
METHons-The methods, general and special, are taught
by the principal and faculty of the Training School. It is their
effort to present normal school methods in such a practical
way that graduate teachers will follow the prescribed course
of study in an intelligent manner. Primary methods are given
special attention on account of their fundamental nature.

62

TEMPE NORMAL SCHOOL OF ARIZONA

OBSERVATION AND PRACTICE TEACHING-Each Senior oboerves model teaching and teaches in the Training School
during one full year. The observation of model teaching alternates with the practice teaching throughout the year, the
purpose being to give opportunity for immediate application
of observed methods. All this work is done from carefully
prepared plans under the supervision of the critic teachers.
Every year a large number of graduates take positions in
the small schools of the state. In order to provide special
training for these teachers, it is proposed to work with one
of the adjoining districts in building up a model one-room
rnral school. In this school student teachers will be able to
study rnral school problems at first hand.
Actual rural school conditions will be maintained, and the
equipment, heating, ventilation, sanitation, school gardens,
library, etc., will be such as the average school may have with
a careful expenditure of its regular income. Students will be
expected to work out problems of community service as well
as the problems of administration and instruction in the school
itself. Such training will not only fit teachers to deal with
rural school problems more efficiently, but will instil in them
a. better attitude toward the work and a better understanding
of the importance of the school as a social force in the community.

KINDERGARTEN
MISS ZELLER
TEACHERS' COURSE IN KINDERGARTEN AND PRIMARY
WORK-There are two courses offered in kindergarten training, one in the Junior and Senior years of the regular professional courses, which grants the regular normal school diploma
with a special recommendation, qualifying to teach in the
kindergarten and primary departments in the public schools of
the state, the other a specializing course, leading to a special
diploma, the equivalent of a full two-year course in kindergarten training.
COURSE I.

In this course kindergarten theory and technics will be
substituted for music and writing in the Junior year and agriculture in the Senior year of the five-year professional course.

TEMPE NORMAL SCHOOL OF ARIZO!-lA

68

In the two-year professional course for high school graduates
a substitution will be made for academic elective, speJling and
agriculture.
KINDERGART'EN THEORY AND TECHNics-This work aim:'!
to give the student insight into child life through the study
of child nature and its development, which is carried on by
means of observation, discussion and the reading of child study
literature. The technical studies embrace a study of the materials of the kindergarten, and cover program making, games,
occupations, gifts, stories, songs, pictures, color work and nature study. Opportunity is given for practice teaching in both
kindergarten and primary classes.

COURS.E II.

This is a two-year course being established for student~
desiring to specialize in kindergarten and primary work and
requires a thorough scholarship basis as well as an aptitude
for the special kindergarten interests and arts. The basic
studies, psychology, reading, English grammar. music, drawing, pedagogy, physiology, methods, ethics and history of education will be taken in the regular normal courses.

LITERATURE-Insight into the nature of man in some form
of conflict with the world-order as established in the ethical
institutions of Family, Society, State or Church as shown by
Homer, Dante, Shakespeare, GDethe.
JUVENILE LITERATURE-A brief history; value of reading habit; how to judge books; to become familiar with best
literature for children. A preparation for story telling.
SocroLocv-Survey of primitive institutions and their
evolution to the stage reached by civilization of today and
ethical relation of the same. This conrse includes the study
of the institutional world based on the will of man, evolution
of Family, Social World, State and the Church, with the School
as the instrument for the training into consciousness of the
child's relationship to each of these institutions.

MATERNAL EFFICIENCY AND CHILD HvGIENE-'"Motherhood is not dignified by ignoring it, nor by the ignorance that
makes it grossly inefficient." The kindergartner needs to

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TEMPE NORMAL SCHOOL OJI-.. ARIZONA

meet the problems of heredity, alcohol and the economic degradation of the home. In child hygiene special attention will
be given to habits and the sexual life of the child. This course
hopes to arouse interest in motherhood that will give a better
balanced view of life.
NATURE STuDv-This is not an analytic study, lout endeavors to teach love and reverence for life as manifested in
nature, by means of the care of plants and animals and excursions into the outside world.
M us1c-This is a short course in the evolution, interpretation and appreciation of music by means of the lecture, piano
and victrola.
Applicants for admission to the kindergarten training
courses must qualify under one of the following conditions:
(a) Normal students must have completed the fifteen
( 15) units required in the first three years of the Normal
course leading to professional courses including the units of
drawing and music.
( b) Graduates from a full four-year academic course
must come recommended for special training in kindergarten
and primary work by the principal of the high school as to
personality and moral fitness for the work.
( c) Students not graduates of any high school but who
have had work which is the equivalent, can be admitted to this
course.
All candidates must be able to play and sing simple songs
to meet the requirements of a good kindergarten. Those who
fail to pass the musical test will be required to make up the
deficiency by means of special lessons.

TEMPE NORMAL SCHOOL OF ARIZONA

65

SPANISH
MISS SALMANS

The reason for offering Spanish is three fold: first, to
meet the needs of those students who wish to gain college entrance credit in modern languages; second, to assist those intending to teach in the Southwest, where many descendants
of the Spanish-speaking settlers still live; third, to prepare
those who may wish to identify themselves with the industrial
development of Spanish-America, which offers such wonderful opportunities to the American possessing a speaking knowledge of Spanish. Two years of Spanish are accepted as two
units by the leading universities in the United States.
The two-year course in Spanish is elective in the second
and third years and Junior and Senior years. High school
graduates may elect Spanish.
ELEMENTARY SPANISir-For beginners.
Pronunciation,
essentials of grammar, reading, conversation. Affords a reading knowledge of Spanish and the ability to carry on a simple
conversation.
Textbooks:
Espinosa-Allen, Elements of
Spanish Grammar, American Book Co.; Escrich, Fortuna,
Ginn & Co. ; and about two hundred pages of simple prose.

AnvANCED SPANISH-Translation of prose and verse; review of grammatical principles ; rapid reading; conversation.
Conducted mainly in Spanish. Attention is also given to the
forms of Spanish commercial correspondence. Textbooks:
Remy, Spanish Composition, D. C. Heath & Co. ; Gutierrez,
El Trovador, D. C. Heath & Co.; and about two hundred pages
of modern novels and drama.

LIBRARY
MISS WRIGHT; MISS M'KELVY

The Library is on the first floor of the Main Building
and is the laboratory for a greater part of the students' work
outside of classes. It now contains 8,500 volumes, selected
to meet the demands of the various courses of study, to give
the students a chance to become familiar with the best that has
been written and to provide wholesome and stimulating recreational reading. One hundred of the best periodicals are received currently and are a valuable asset for research work.

8'

TEMPE NORMAL SCHOOL OF ARIZONA

A children's library is located in the Training School. A
careful selection of 1)000 of the best children's books gives an
unusual opportunity to Senior students to know juvenile literature and how to bring books and children together, a valuable factor in a teacher's equipment. This library offers an
opportunity to twelve Seniors each year for actual experience
in the administering of a school library.
LIBRARY MirtH·ons-The object of these courses is to
familiarize students with the use of books and libraries, with
special work for the Senior class on the formation of a school
library.

Frns'!' YEAR-Structure and printed parts of the book.
Classification and arrangement of the library. Use of card
catalog. Encyclopedias and dictionaries. Periodical indexes.
SECOND YEAR-Periodicals. Reference books.
bibliography.

Making a

JuNIORs-The work outlined for the first and second
years is given for the benefit of students entering in the
Junior year.
SENIORS-Buying and selecting books with special reference to children's literature. Government documents. Mending. Use and arrangement of pictures. Some lessons to give
to children on the use of books. The school library.

ATHLETICS
MR. SCHAEFFER

The games, exercises and various phases of this work
are of such a nature that both girls ond boys may participate
in some form of exercise and ail students are ._ugc::d to take an
a~~ti ve part. The athletic training- ts under the personal charge
of a !egular coach. Wtr:le the f~.udf'nts art.! encouraged to partlcipat« in athl€'tics, su. h parL~Lipatfon is !teJd subordinat~ to
the educational work of the institution. Students deficient in
studies, irregular in attendance or unsatisfactory in deportment
are not permitted to represent the Normal as members of its
athletic teams. The work has been greatly stimulated by the
presentation of three silver cups. These were given by the
HStudent," and stand as prizes to be contended for annuaHy
by the various classes in track, tennis, and basket ball.

TEMPE NORMAL SCHOOL OF ARIZONA

67

Athletics has attained such success and has assumed so
much importance in this institution that the Board of Education
has deemed it expedient to place aJJ athletics in charge of 2
man especially qualified for this ..vork, and \vith this object in
view an Athletic Director has been secured who has sole charge
of all athletics and who devotes almost his entire time to this
work. He is an athlete himself of very high rank, with exceptionally good training, who has had excellent advantages and
held a prominent place in Eastern athletic circles.
F001'BALL

The great American game, foot-ball, \vas hitroduced as
one of the methods of recr~<.i.tion for the young 1nen of th"!
Normal in the fall of 1914. By the interest and enthusiasm
shown in this sport there is no doubt but that football will be
played each year. On one of the best athletic fields in the state
the Normal boys produced a team whose success during the
seasons of r9r4 and r9r5 has been instrumental in permanently
establishing the game at Tempe Normal.
Football is played not simply to develop brute strength,
but to give each and every boy an opportunity to enjoy some
good, vigorous recreation, and at the same time to develop
him physically, mentally and morally. In order to play football each player must be in the best of physical condition and
health, and with this purpose in view, very stringent training
rules are adhered to, that do not permit the young man to dissipate in any form whatever. With this method of training and
at the same time instilling into the youth the best of habits and
methods of living, there were no serious accidents during the
whole season of i915.
The interest and popularity of this game is shown by the
fact that there \Vere always more than enough young men in
suits to form at least two teams of eleven men each. The competition for the various positions on the team was so great,
that the coach often had difficulty in selecting the best man
for the position. This year class teams will be developed and
an interesting series played.
With new suits, pads, and all the necessary equipment,
the students are all looking forward with great interest to the
opening of the football season of i916.

BASKET BALL-After the football season closes, all athletic
interest is turned to basket ball. This game is played on an outdoor court and here again the rivalry is so great that there are

68

TEMPE NORMAL SCHOOL OF ARIZONA

at least t\vo men for each position on the team that represents
the Normal in match games with other teams. Besides this
team, each class is represented with a team in the interclass
series. This form of recreation is also one of the best for the
student who spends the whole day in the class-room. During
the season of i915, this series of interclass games developed
unusual interest in the sport and awakened that wholesome
•pirit of rivalry which is invaluable to the success of any form
of athletics.

TENN is-Several splendid courts-the best in the state-have 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. Each year inter-class
tournaments are held. This is the one branch of athletics
that can and does do the most for class spirit. In addition to
the inter-class matches an annual tournament is held, wherein
the most prominent schools of this part of the state take part.
GIRL'S BASKET BALL-The young women maintain a
basket ball association whose purpose is the amusement and
recreation afforded by wholesome outdoor exercise. During
the fall five teams are organized, one from each class, and these
teams play a series oi twenty games for the possession of the
silver cup offered by the "Student." The exercise is not confined to these teams, however, for each class usually organizes
at least two teams, so that the work is open to all who wish to
play, and each year from sixty to a hundred girls enjoy the
physical benefits of this fine game. In addition to the interclass games a limited number of match games are played with
teams from other schools. Two fine courts are kept in first
class condition, being well laid out and surrounded with wire
netting, which reduces to a minimum the loss of time due to
the ball going out of bounds. The work is under the direct
supervision of a member of the faculty, who guards against
over-exertion on the part of untrained players and regulates
the amount of exercise according to the strength and physical
condition of the individual.
TRACK-This is an excellent form of athletics for the
reason that it affords an opportunity for training to every student who desires exercise. The Normal School is a member of
the Valley League Athletic Association, \vhich conducts annual
track meets. The Normal School easily won the championship
in this league last year. This efficiency has been attained by a
system of coaching that makes each boy his own trainer. As

TEMPE NORMAL SCHOOL OF ARIZONA

69

such he studies the proper method of physical development and
obtains a practical knowledge invaluable to his future years.
There is a fine track on the campus for distance events, and a
220-yard straight-away course for sprints. Suitable apparatus
for all standard events has been purchased and all young men
are urged to enter this field of athletics.
BASEBALL-This, the greatest of all of the American
games, is better supported by the student body than any other
form of atheltics. Every boy hails the time when the baseball
season opens. The Normal diamond, located on the campus,
is reputed to be the finest in the state. The training quarters
are provided with shower baths, while the association furnishes
suits, gloves and other supplies. The Normal boys won the
Republican cup in 1912 and 1913. When this is won one more
year by the Normal it becomes their permanent possession. A
new impetus has been given to all forms of athletic work by
the erection upon the athletic field of a neat and commodious
amphitheater which comfortably seats a large number of spectators, affording them shelter from sun and an unobstructed
view of the games. Beneath the amphitheater, ample training
quarters have been provided for the accommodation of the
players. These quarters are fully equipped with hot and cold
water, showers, lockers, tables and benches and all sanitary
appliances for the physical care of those taking part in athletic
work. With all these conveniences and inducements offered,
there is no reason why any student should neglect the important
matter of physical exercise.

SPECIAL INFORMATION
LITERARY SocIETIEs-Every student of the Normal School
may avail himself of membership in one or other of the literary
societies that are maintained by the student body. There are
at present five of these organizations, meeting either weekly
or bi-weekly. These societies are organized for the purpose
of affording opportunity for original literary work, to acquaint
the student with parliamentary usage and with the customs
and practices of delibtrative bodies, and to develop ease and
facility in public speaking. Participation in the work of these
organizations is considered an important part of the regular
work of the school. A member of the faculty is detailed for
each society to act as critic and to give assistance and advice

70

TEMPE NORMAL SCHOOL OF ARIZONA

when required. The members of all societies receive individual
aid and instruction from the instructor in oratory.
The societies are as follows:
THE ATHENIAN DEBATING CLUB-This is the oldest literary organization in the institution. It has on its roll men
who are leaders in the organized activities of the school, and
among its ex-members are men prominent in the affairs of the
state and nation. During the past year the A. D. C. membership has been small but strong. The President tendered the
club and lady friends a banquet during the early part of the
year to express his appreciation of the efficient way in which
the first public debate of the season was rendered. In addition to the regular work of debating, the club has been interested in the study of the principles of argumentation and Parliamentary Law.
THE ZETETIC SOCIETY-This is an organization consisting of twenty-five young women. During the past year weekly
meetings were held, and the entire year was devoted to the
study of modern plays, including selections from Galsworthy,
Shaw and Maeterlinck. A lively interest was shown in this
work and the programs were varied by the introduction of appropriate vocal and instrumental music offered by the members. Several very enjoyable social meetings were held during the year, and the members are looking forward with interest to the continuation of their work along similar lines.
KALAKAGATHIA-This society has a membership of twenty-five young women. Vacancies made by the Seniors are
filled from the various classes of the school. The objects of
the society are, by union, "to promote the happiness and usefulness of its members, and to create a center of enjoyment,
friendship and culture." The members have always lived up
to the spirit of their constitution and good programs have been
the result. Various lines of work have been planned each
year, the drama, the short story, grand opera with records on
the Victrola and programs from current literature. During
the past year biographies of noted men and women have been
studied. The social sid.e of development is not neglected, and
a place is made in the year's activities for several social
gatherings.
THE NORMAL DEBATING SoCIETY-The object of this organization is to give training in public speaking and parliamentary law. Programs have been held weekly, and though

TEMPE NORMAL SCHOOL OF ARIZONA

'11

the work of each evening has centered about a debate upon
some public question, variety has been given by discussions of
scientific achievements, readings and musical numbers. Enthusiasm in the work was stimulated not only by inter-society
debates, but through competition of rival teams within the society and finally by the contest for the Sandige Debating Cup
which is awarded annually to the member of the society who
takes first place in the last debate of the year.
CuoNIAN LITERARY SOCIETY-The Clionian Literary Society has a membership of twenty-five young ladies who are
desirous of mutual improvement in literature, art, music, and
friendship. During the year meetings were held weekly. A
study was made of American Women Writers during the
early part of the year. The latter part of the year was devoted to the study of the world's great painters and their
masterpieces. The pleasure of this study was enhanced by
the use of the radiopticon, thus placing before the eye the
painting being studied. Several social evenings were enjoyed
during the year, among which was the annual party to the
Senior members.
INTER-SCHOLASTIC DEBATES-Arrangements were made
last year for the first time for an inter-school debate between
the Tempe Normal School and the Northern Arizona Normal
School at Flagstaff. Two teams were chosen by each school,
one team to remain at home to meet the opponents' visiting
team, the other team to visit the other school and meet the
opponents' home team. The two debates were held the same
night, and the same question was discussed at both places.
While inter-club contests arouse a great deal of enthusiasm,
it must be said that our first contest with the other Normal
School had a powerful and wholesome effect upon debating
work in general. No doubt this tentative arrangement will
become permanent and a similar inter-school debating contest
will be held annually.
THE STUDENT

"The Tempe Normal Student" is a school paper published
bi-weekly by the students of the Normal School. It serves
as the medium through which school activities, scholastic,
athletic and social, are made known to the public, and it furthermore encourages literary work among the students.
Stories and essays of value written in the English department

72

TEMPE NORMAL SCHOOL OF ARIZONA

often find publication here and contributions from aspiring
authors are always welcomed. Thus the publication gives an
added zest to practical literary work and stimulates the life
and spirit of the student body, all being vitally interested in
its welfare.
The student body in general and the staff in particular
are responsible for this publication, and they have endeavored
to keep it up to literary standards and at the same time to
render it spicy and entertaining.
It has been the custom for the management of "The
Student" to hold an annual declamatory contest open to the
pupils of Arizona high schools and to award medals to the
winners. Owing to certain changes and re-arrangements in
the personnel of the staff, and to other circumstances, the usual
contest was not held this year, but it is probable that the custom will be resumed the coming year.
LECTURE AND ENTERTAINMENT COURSE

It is not necessary to emphasize this feature of school
advantages further than to state that the attractions scheduled for 1916-1917 will not merely equal, but will actually surpass any course heretofore presented to the: studen:ts and
public of Tempe both in its instructive and entertaining value.
It is the most expensive course the committee has ever
dared to contract for and includes the very choicest numbers
sent out by three leading lyceum bureaus, the Redpath, the
Dixie, and the Affiliated.
The course last year included the following excellent
talent: The Cavaliers, Operatic and Concert Company;
Laurant. noted magician; play, The Servant in the House;
The Old Home Singers; Dr. David Starr Jordan ; Edmund
Vance Cooke; and Rev. James Whitcomb Brougher.
That of the coming season consists of The Metropolitan
Male Quartette Company of New York City; Ralph, Parlette,
entertainer; Bishop Hughes of San Francisco, lecturer; The
Clifton Mallory Players, seven clever actors in one of the
following successes: David Garrick, The Test, The Hazard,
or Thrift; The Killarney Girls and Rita Rich, six young
women musicians in Irish costumes in an evening of music and
Irish humor; Gay Zenola MacLaren, dramatic reader of modern plays; Kellerman, the eminent operatic baritone ·with a
picked company, in a choice operatic and concert program.

TEMPE NORMAL SCHOOL OF ARIZONA

73

Notwithstanding the above splendid array of attractions,
the prices of admission will, as usual, be nominal and within
the reach of all.
YOUNG WOMEN'S CHRISTIAN ASSOCIATION

There has been established for the girls, this year, a
Young Women's Christian Association, which is under the
special direction of a General Secretary, who gives her whole
time to the girls. The purpose of such an organization in a
State Normal School is not only to help the girls to form the
highest and most practical ideals and standards for their own
lives, but also to train them, as community leaders, for the
most efficient service. No other organization is able to be of
such an influence as the Y. W. C. A. at Tempe Normal School,
because it is absolutely non-sectarian, and gives alike to all
girls. Moreover it is not a local organization, but a state organization, and thus is made stronger and more efficient.
The work has been most successful this year; many girls,
through the efforts of the Y. W. employment bureau, have
been given work, which aids them to meet some of their many
financial obligations.. Besides their weekly Bible classes, the
girls conduct an Association meeting once a week; all the
subjects that interest girls are discussed and this year they
have been fortunate in obtaining some outside speakers, who
have told them about many of the conditions in the foreign
countries as well as in our own. Through the work of this
organization, the atmosphere of the school life has been raised
to a higher standard, and more years will only add to its important place in the school.
VISITORS

Visitors are welcome at all tin1es, and educators and
clergymen are especially invited to visit the school in all its
departments. The faculty is always pleased to make the acquaintance of the parents of the students and to have them
make a personal inspection of the school and its work. The
people of Arizona are urged to recognize the fact that the
Normal School belongs to them, and that the management
always appreciates their interest and good will. It is well
recogoized that their visitors are a valuable stimulus to faculty and students alike.

74

TEMPE NORM.AL SCHOOL OF ARIZONA

ASSISTANCE AND PRIZES

The Kingsbury Senior Assistance Fund, established by
Mr. W. J. Kingsbury of Tempe, provides in a liberal way
for the needs of worthy students who find themselves unable
to pursue their studies by reason of a lack of means. A certain sum of money has been set aside every year from which
loans may be made to students at a very low rate of interest.
While the fund is primarily for the aid of the Seniors, yet any
student of the Tempe Normal School may, on the recommendation of the faculty, draw upon it. Six students received
assistance from the fund during the past year, in amounts
ranging from $40 to $75 each.
The Moeur medal for scholarship, offered by Dr. B. B.
Moeur of Tempe, is awarded each year at commencement to
the student who obtains the highest standing in class work
during the two years immediately preceding graduation. The
winning of this prize has always been considered one of the
greatest honors open to the Normal students.
The Moeur pin, also offered by Dr. B. B. Moeur, is
awarded to the student who is considered the best teacher in
all respects: teaching in the training school, professional spirit
sho,vn, and work done in professional courses. The student
must have attended the Tempe Normal School for at least two
years, and the work for which the pin is awarded must have
been completed within the two years directly preceding the
graduation. The winning of this pin is one of the highest
recomn1endations that a student may secure from the professional standpoint.
The 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 matter as well as the treatment
must be original. Competition for this medal has resulted in
much research work and the production of many valuable and
interesting essays on Arizona.
Other prizes will be given during each year to encourage oratorical work in the literary societies and to foster interest in inter-society debate.
The Pacific Creamery Company of Tempe, through the
courtesy of its President, Mr. J. B. Cook, expresses its interest in the Normal School by instituting an annual event to be
en joyed by the Senior Class. This consists in an automobile
tour of the Valley, followed by a dinner or banquet to which

TEMPE NORMAL SCHOOL OF ARIZONA

75

the prospective graduates look forward with lively anticipation. and which is reg-arded as one of the most enjoyable festivities of CommencetTient Week.
NATURAL HISTORY COLLECTIONS

Valuable additions to the museum collections have been
received during the past year in the form of donations from
friends and patrons of the school. Among these should be
mentioned a co1Iection of marine algae from Hawaiian vvaters
contributed by Miss Carrie Thompson '07, and a number of
specimens of Arizona minerals collected and donated by Hon.
James Goodwin of Tempe.
THE ALUMNI ASSOCIATION

This association now numbers 764 members. It holds
two regular meetings each year and an annual banquet. It
is earnestly desired that all the graduates of this school should
show a lively interest in its welfare. Their influence on the
schools of the State is already plainly seen and will doubtless
increase. The faculty desires to be informed of the success
of the graduates and to render them professional assistance
as far as possible. The association is a valuable means toward
this end. The President desires to know the permanent address of every person who has graduated from the Normal
School and to be informed of any change in residence or occupation, that it may be properly recorded. The Alumni Register, together with other matter of special interest to the
Alumni will appear in a later issue 0 f The Bulletin this year,
and graduates are earnestly requested to co-operate with the
faculty in furnishing accurate data concerning addresses, occupation and other matters of general interest to members of
the association.
TEACHERS' BUREAU

Although the management of the school cannot agree to
furnish employment or find positions for students upon gradaation, yet the President and members of the faculty find many
opportunities for recommending teachers to good positions,
and this they are always pleased to do as they feel that the

76

TEMPE NORMAL SCHOOL OF ARIZONA

service may be of an advantage not only to the student, but to
trustees and school officers as well. The President of the
school, when requested, will take pleasure in furnishing to
school officers detailed information in regard to the qualifications of its students and alumni to teach ; he will also, when
desired, put them in communication with teachers seeking
employment. In order to be able to recommend a teacher intelligently to a position, the President should be given a full
and detailed statement of the req>Jirements and conditions of
the position.

SUMMARY OF REGISTRATION, 1916
Normal SchooL.. ....... JMen ·············· rooj Total
.
!Women ........ 298\
Training Schooi... ......IGBo.rYlss ············ IIoj Total
249
l 1
············ 139\
Total Registration for year................... ..... ........... 647
SUMMARY OF GRADUATES

~: ~f ~~~~ -°-~--~=~~::::::::::::::::::::::::::::: ~}

Total -········ 764

NNumbeber off prodfessi_onal grdaduates ........ 751j Total ..........
um r o aca enuc gra uates ............ 13 (

764

TEMPE NORMAL SCHOOL OF ARIZONA

77

iRtgt&ftr Jrnr 1!115-lli
Adams, Blrdle.-------------------Dragoon..
Adams. EJlis. _____________________ Dragoon,.
Ainsworth. Ruth................Phoenfr'
Alexander, Cecll------------------Tempe•
Allen, Blanche--------------------Gilbert
Allen, RubY-----···-·-········-Scottsdale ..
Anderson, Estaln--------------------Globe ...
Anderson, Orlin L. ___________Phoenix ..
Anderson, Willie. ...................Globe•
Arbogast, Gertrude ..............Tempe ..
Arborn, Verda.--·······-------·--··--Bisbe~
Austin, Harold .................. _..Tempe.
Austin, La.wrence--···-----------Tempe.
9

Ba.ckstein, Rit&--------------------Sonora ~
Barker, Blessle..................Feldman•
Barnett. Gertrude....................Mesa•
Barnette, NelUe. ..... __________ Chandler•
Barry, John H----··--····-----Glendale ..
Barry, Nellie ______________________ Qlendale..

Bartlo, DeWeY-·-·-····----··----Phoenix.,
Bauer, August.--------·-··········-Temp~
Baxter, Bernice ..........Wickenbnrg,.
Baxter, Richard ..........Wickenburg ..
Beaton, Violet... _________________ Phoenix..
Behn, Ruth.....---------·--·--··---PhoenJx..
Benson, Gertrude.............. Buckeye.
Benton, Alora.-----···-·------·····-· Tempe"
Berry, AJda.....•.,.......•Dos Cabezas~
Berry, EmiUa............Dos Cabezas•
Biery, Donald-------····-·-·-·--Florence•
Bishop, Florine ....................Tempe..
Blackwell, Gertrude .............. Texas ..
Blount, Alma.......................... Tempe..
Blount, Marie........................ Tempe ..
Bloys, Lena....-----·······-···-····---Tempe..
Blue, Curtts .....----------·····-·------Tucson ..
Blue, Ethel .... _. ___________________ Tucson ..
Bockoven, Mabel. ...._. _____ Louisiana ..
::,ckoven, Martha .......... Louistana..
rrera.. Louis.•..........Wickenburg•
Boldman, Mona.............._. ____ Liberty ..
Bond. George.---------······-···-·····--Mesa.
Bone, Callle..................,. ..____ Phoenix.
Botkin, Ruth ...,·-··---------··-···--TemPe•
Brooks, Bertlna.................. Phoenix,.
Brooks, .Tennie Lee............Phoenix•
Brown. Abl.gail..................Dragooh"'
Brown. Alice............................Starb."'

Brown, Harriet. _______________________ QJobe ..
Bro~

Ruth ···-····--·-·-----Scottsdale•
Brown, Willis ____________ New Mexico-Buchanan, Esther.... Ft. Huachuca"
Buck, Leo............................--- Tempe •
Burns, Ruth·-··----·-····-·--·--·------;Higley •
Buzan, Altce..................Wtnkelman •
Buza.n, Clara........-----------·-·Feldman ..
Buzan, Rosa. _________________Winkelman•
Caln, Lorraine ______________________ Lowell ..
Carleo, Helen ____________________....Mexico ..
Carr, Edna. ......·-·····-·-·-··-··-----Tempe •
carter, Georgia __________________ Kirkland.
Carter, Lola............----·-···-···Hayden·
Cartwright, Stella.............. Phoenix •
Casanega, Emma....- ....... -Nogales ..
Cast, Alice........---·-···-··-----·-··--Phoenx •
Cauthen, J ohn _____________________ Duncang
Celaya, Ida---·--·-···-·-···········-····Tempe•
Chancey, Floy........................Bisbee•
Chappelka, Ethel. _______________________ Ray"
Chase, Carl. __________________________ Kansas..
Chitwood, Mary _________________..:Tempe,
Churchill, Clark _________ ..... Nebras~ ..
Clark, Myrtle..........·--····---·--Illinois ..
Clary, Helen........................ Canada...
Coffin, Edwin ________________________ Tempe•
Cole, Anna _____________________________ Tempe ..
Collins, Ruby ... ___________________ Superior•
Collins, Sabrey.................. Superior-.
Cook, Eula ______________ ,. ___________ .Hayden ..
Corbell, Beulah...................... Tempe•
Corbell, Ethel... ---····-··--····-···· Tempe.
Cordes, Minnie ______________________ Tempe,
Corey, Isabel. .... _______________ Somerton ..
Cosper, Lucy........................Douglas ..
Cowen, Mary····--····-····--·------·-··-···Ray •
Craig, Sydney............ Crown King"'
Craig, William............ Crown King•
Crook, Lanier -······----···-·-·--····Tempe•
Daley, Julia______
........... Mesa•
Daniels, Margaret. .......DuQuesne ..
Dennis, Thelma........ __________ Hayden ...
Denton, Gladys ----········--Patagonia··
Detloff, Blanche________________ .... BisbeE).
Dines, Wtllietta.................... Tempe•
Draper. Howard ..........Wickenburg•

TEMPE NORMAL SCHOOL OF ARIZONA

Dryer, Wirt--········------····---Michigan~

Hall, Mrs. Gussie ................Tempe ,
Hansen, Grace...................... Tempe
Duncan, Cla.ra ................ _...... Bjsbee· Hansen, Lena .... _.............. Chandler
Hanson, Lucy............
...... Tempe
Earl, Lulu ...............-------····-··--Mesa .. Harman, Marie........... ________ Benson ·
Eckel, Grace...................... Prescou.' Har~ngton, Helen ...... crown King,
Eisenhart, John .................... Pearce· Harrl~, Fenn.......................... Tempe·
Elkin, Lauren...................-.Phoenb..:- Harrison, Frank ...........•..DuQuesne
Elliott, Myrtle................ Scottsdaie~ Harrison, Ila....................DuQuesne
Emmett, Belle............ _............ GJobe.· Haulot, Helen .............. _________ Tempe,
Enderton, Herbert................ Yuma
Haver-ty, Helen ......................Bisbee·,
Enderton, OttQ ........ -----··········Yuma
Hayden, Helen ................ Scottsdale ~
Escapule, Emma.......... Tombstone-, Hayden, Mildred .......... Scottsdale ·
Estrada, Isabel......................Tempe~ Hayden, Wilford ............ Scottsdale.
Hayes, Cecil ........................Phoenix~
Faras, Rose ..........................Douglas. Heffelman, 1-Ialcolm ............ Mayer~
Farley, Niall P .................. Presc:()tt · Hensley, Nora......
.........Tempe
Farrell, I{atherine ........ Patagon1a· Hickey, Joseph..................Phoenix.
Faulkner, Alice.·-··-------··--Phoenix· Hilbers, Ida............................ Tempe
Fears, Millard.... ----···----·······Phoenll.• Hilbel"s, Henry L ................ Tempe.
Felch, Marie _________________ .......Pboeni~ Hillerich, Elsa..................•....... Mesa
Finch, Robett....................•... 'l'empe, Hodnett, Erina...................... Tempe,
Fitch, Gladys:
...•..... Servoss. Holder-, Sarah ....................Kirkland·
Fogal, Alta..... ·--··-·-·-·············-Tempe-, Holt. Guy...................... San Simon•
FQrtson, Pearl A ............ Louisiana~ Hopkins, Verna
····--····--···----RayHoucl-\, l\fartha.......... Montgomenr~
~-.aster, Jack ··--·····-··-·---·····-- .... Pinu..·
Fram, Alfred .... ··---·-·······--Tolleson. Houston, Nathan'L.Ft. Huachuca ..
Franklin Katherine....Winkelman • Howe, Dewey .............. New Mexico ..
Frizzell,' Florence ................ 'l.'emPb· Hudgon, Grace ............ l)os Cabezas~
Fuller, Elizabeth ....•. ---··-······Gilbert ~ Huff, Bess ......................... ..Arkansas•
Humphrey, Ellen ·······-·--··--Phoenix Gaut, Ruth·······-·-········-·-- ....... Meaa. Hurley, Harriet.................Phoenix·
Geddis, Alfreda .............. Scottsdale ..
Gibson, Elizabeth ... _________ california- Imes, Lela ····--·-··-·-····---············Mesa .
Gillig, Julia.......................... Indiana~ Ivy, Archie.. !.......................Phoenix
Glissan, Gladys ___________ ...... Nogales. Ivy, Edna......
....... Phoenix .
Godfrey, George.................... 'l'empe· Ivy, Eli:i;:abeth ......................Phoenix
Godfrey, Lucetta .................. 'l'empe............ Tempe
Goodwin, Frances .............. Phoenix~ Jackson, Ruth....
Goodwin, Gordon .................. 'l'empe. Jennings, Mary_
...........Prescott•
Grable, Dorothy __ ·········----Phoeni:z:- Jensen, Laura.... ·--·----······-·····Tempe·.
Grable, Victor............_...... Phoenti.
Johnson, Mary Ellen........Indiana""
Graham, Rose·-········-----·-····Satford- Johnson, Vera................ California·
Granger, Agnes ··---·--·--···Roosevelt •. Johnston, Dorothy ................Tempe
...... Tempe Grave.~ Evelyn...
........ Phoenix. .}Dhnston, Janet........
Green, Macy..
. ........... Thatcher Jones, Emily ........"···········-········-·-Lehi
Gregory Vivian
··--···-----Yuma· Jones, Maurice....... ·-······-·Tempe
Griffin, 'Arthur.......... New :Mexico~ Jones, Leona.......................... Tempe
Griffin, Clifford .......... N ew Ate xi co.. Jordan, Stella. ............. CottonwoodGriswold, Aileen
....... Nogales.
Grossetta.. Lillian ................ Tu~son· Kellogg Pluma .................. Kansas
Kelly, :Bezz.......
. ...... Missouri""
Hagely, There:;a . . ......Quartzite· K.::ndall, Cathuleen ·······----Phoenix
Haldiman, Helen .. ···--·---Phoenix· Kleinman, Anna.....................Mel!la.
Dubs, :h-:1uriel ........................Douglas•

TEMPE NORMAL SCHOOL OF ARIZONA
Kleinman, Maybelle ____________ Tempe.
Knight, Alice.-----·-------·-··-·-····-----RaY ...
Knapp, Marion......
... Missouri-.
Kries, Elizabeth ..... ------·····Gleeson.

79

Morrison, John ..............Puntenney •
Morrison, Lois ____________________ Glendale •
Morse, Bertha ...................... Phoenix,
Mortenson, Lucile.................... Mesa,
Moss, Lulu ______________________ ........ Tempe.
Laney, Grant............................ Mesa- Motes, Alva....................Ft. Thomas·
Langley, Leona.---·---------··-··-Cochise-. Motes, Brigham............ Ft. Thomas·
Langridge, Ina.............. _____ Hayde1.. , Munro, Irene ........................Douglas"
Latimer, Ruth--------------------Phoenix· Murchison, Aleph .................. Tempe
Layton, Carrie------------------Thatcher. Murchison, Gladys................ Tempe"
Lee, Hazel ........................... Phoenix· Murillo, George .................. Metcalf·
Lembke, Ormond .............. ChandlerLeon, Concepcion ..........Gila Bend
Nave, Marjorie.......................Globe•
Leon, John ......................Gila Bend• Nelson, Gertrude ____________________ Mesa •
Lockling, BreL---··-----··-··--Courtlano.. Nelson, John Hugh .... Crown King-.
Lockwood, Marion .................. Naco. Nelson, Lucile ........................ Tempe-.
Longan, Laurence................Tempe• Nelson, Marion ................... .Douglaa •
Looney Robert __________________ Prescott • Nettle, Evelyn..
....... Tempe,
Lorona, Leonor... _________________ Hayden
Nigh, Cora..............
.....Glendale~
Lusa, Mildred.....
...Douglas - Norton, Marietta ___________ ....Phoeni:x.
Norton, Stella..........
-------·----Pima·Maclay, Viola......
.....Douglas.
MacLennan, Kenneth ......•... Tempe• Obert, Elizabeth....
........-Globe ·
Maier, Lewis..........................Benso1•. O'Connor, John......
......... Tempe,
Maier, Luella .. -------------------------Mesa·· Orduno, Rachel...................•. Tempe,
Markovich, Garland ______________ Texas., Oviedo, Margaret...
. ........ Tempe.
Marley, Rena ...... ----············-··--Mesa · Oviedo, Rosa _________ ................ Tempe
Martin, Irene .. ------···-----------.Duncan..Page, Arthur ___________ ............Phoenix ,
Martin, Vera.......................... Tempp
Palmer, Fern ______________________ Phoenix ,
Matley, Welcome.................. Tempe
McClendon, Lavona ________________ Mesa. Parker, Carriebel ··-·-·-····--···-Tempe•
Matthews, Luther................ Tempe
Parker, l\label. ....................... Tempe,
McClure, Glenn ..........................Ray _ Parry, Susan ______________________....Tempe '
McClure, Louise....................Yuma- Pascale, John
-----------KelvinMcComb, Nora __________________ Glendale. Pendergast, Clarence ........ Tolleson
McComb, Robert................Glendale. Pendergast, Ralph ............ TolJeson •
Mcintyre, Clara....
....Gila Bend. Perkins, Fannie............Puntenney•
JdcKeen, Elizabeth.
.... Colorado- Peterson, Lucile .. __________________ Tempe,
McMains, Harriet ................Gilbert. Pew, Annette ............................ IdahoPew, Ariel............
............... l\lesa,
Mercer, Virgil.-----------------Mammoth
Mets, Verdelt ........................... Mesa
Pew, Pearl ····--·························-Mesa~
Miller, Glenna........................ Globe. Pfeifer, Reathie ..................Phoenix•
Miller, Hamilton ........................ Ray. Phelps, Ruth ..........................IllinoisMiller, Wallace.. ___________________ Tempe
Pinyan, Ruth ............................ Globe.
Millet, Hazel......
.............. Mesa
Pomeroy, l\lelza.
···-·-·······Mesa•
Mills, Agnes ...---------------·····-Tolleson- Poor, Crystal. ................... California ·
Powell, Lucas ... _____________________ MexicoMills, Harold.---······------------Tolleson
Minter, Clarence ................Phoenix
Price, Mollie .... ····-····--------Glendale•
Minter, James ......................Phoenix Pugh, Marlon
····-··········--Tempe•
Mitchell, Annah ...................... Yuma·
Mitchell, Margaret..............Mexico· Quinn, Katherine ···-·····--·-·---Tempe .
Moeur, Kelly...........
....... Tempe·
Moore, Vida_________
...........Phoeni:x
Rawley, Walter...... ···--·--------Tempe.
Morgan, Lenora ................ Somerton . Redden, Agnes
.......California -.

TEMPE NORMAL SCHOOL OF ARIZONA.

Redden, Irene ..---·-·- ·----·----·-----Tempe ..
Reeves, Ro!off--·-----·------------··· 'l"Qltec ..
Richardson, .Anna.-·-·--········· Tempe ...
Riggs, Janet .. ·····--·--·-·-·· ... Florence.,
Ristow, Wilma..............Wiscon:sin,.
Roberts, Helen ............Winkelman ...
Roberts, Ross ________________ Palo Verde.
Robinette, Eltner................Virginia ..
Robinson, Dorothy. _________ chandler.
Rogers, Anna_
--·--·-··--·Thatcher ..
Rogers. Gladys . ---·-··--·--···-··· ... Mesa.
Rogers, Be.ssie........ -···-------Mexico,.
Rohrig, Anna.........
. .. Calitornia.
Rohrig, Susie ... ··--···------·-··------Tempe ..
Romo, Robert.------····-····----··-----...Ray.
Ross, Maudie ... -----·--···----------Phoenix~
Rowand, Cecile
Tempe..
Rudd, Ratherine _______________ .Gtendale"
Ryder, Beulah -----·-···---···-···--Parker.

Stratton, Ernestine.... Winkelman.Straughan, Ora....................Ka.nsas'
Strong, Rhoda.......
... Tempe•
Straud Maud......
. ...Tempe,
Sutton, Ruth...........
.Phoenix,.
Sweeney, Chona....
......Florence.

Tarney, Robert... ,... - ...Wickenburg~
Taylor, Mattie...................Douglas •
Thiel, Nena............ _...... Tombston&.
Thiel, Nor.a. ........... .Tombstanef
Thomas, Elizabeth ........ ---Phoenix ~
Thomas. Grace............____ Scottsdale,
Tompkins, Hazel................Phoenix,
Tracey, Luclle ................ Tombstone•
Tucket-, Myrtle ............... _., ....Tempe11
Tupper, Clyde....
. .. California.•
Turnet", Cia.ra......................... Tempe ..
Turner, Ethel....... . ..............Tempe,
Turnet-, Jesse ..........................Tempe.
Turner, Jewel. _________________ .... Pa.ntano•
Sanders, Carmen.·------·-··--·-··----NacoTurnet, Stella.... _ ................Pantano.,.
Sandoz, HazeL----··--··-···-·····---Tempe•
Salmans, Flora....................... 'I'empe. Turvey, Willie·-·-----···-···-····Douglas.
Scanlon, WilUam......N&w Mexico~
Schindler, El::iie .... ______________ Glendale,. vanderhol)f, May......... Scottsdale~
Schmidt, Laura ______________________ Tempe. Vaughn, Clara. ..............DuQuesne ..
Vestry, Hazel.........
..Douglas.
Schoshusen E:l)rtensia......Tempe..
Schoshusen, J"ohn........ -----·----Tempe.. Wanatnaker, Ruby... _______ .....Tempe•
Schoshusen, t.ena. -··-··-·--··-·-·Tempe. Ware, Helen ............... ______ Chandler ..
Seeley, Nealie..
. ......Douglas# ware, Pauline...................Chandler ..
Shackelford, Bernice........ Pboenix. Wedgeworth7 Ada.. ...... Palo Verde.
Sha.nnon, Mari~L ________ Wickenburg. Well!'!, George......... ·············---Ma.yer1
Simmons, Linton.................. Tempe,. WeSS()n, Edith.... ----··-····--------TemPe•.
Simon, Gladys ·····-·-····--···-···--·"Yuma.~ westfi,eld, Josephine............Lowell~
Smith, Cectl ..... ---------------····--Ph.oenlx.. Wheat, Mary...... ---·······--·---··Phoenix•
Smith, Edna..-----····-·-·····-------'I'empe. White, Elvin-----------······--·--···· Tempe•
Smith, ;Margaret ............ Scottsdale,. White, EmilY---··············-----···--·Mesa.•
Snodgra.es, E:arriet..... -----.-Phoenix.- White, Eunice..................-Buckeye.
Spray, Joseph .................... Superior• Willcax, Merle...................... Mexico•
Staiger, Joseph ........... -----·------ ...Ray- Williams, Mrs. P---·---... ., _____ Tempe •
Standage, Avenel. ...............'I'empe.. Williams, Rosalyn ............Thatcher'"'
Standage, Beulah ....................Mesa. Wilson, Sarah.----·····-·-----···-·Sattord•
Stanger, May.-·-···········-------Morenci .. Windsor, Merrill........ New Mexico•
Stansberry, Harry............Buckeye~ Woods, Bernlce...................... Tempe~
......... Tempe•
Steele, Harry ................ Palo V e-rde• WC>od, Grace.....
Stelzriede, Ashley.. ____________ Ph,oenix .. woolt, EtheL........ ........ Scottsdale •
Woolt, Lena............................ Tempe a
Stephens, ClarlbeL .. ----·-··---·-M"iami"
Stewart, Ethel----·-·--········--------Meea ~ Young, Virn&.--------·····----·-····Phoenix,,
Stewart, Jewel............ -·--·-----'l'empe ..
Stites, Edward.•................Winslow• Zenfe1), EdWard---·--·····-----··--··-·Syrla'
Still, Nellie....................
Tempe~
Zimmerman, Erdene.... ---·----Tempe ..
St. .Jo.hn, Agnes... -.................Iowa" Zimmerman, Erma......... ..... TemJ)e ..

TEMPE NORMAL SCHOOL OF ARIZONA

Qtluaa nf l!ll.6
Ainsworth, Ruth
Austin, Lawrence

Jones, Leona
Jordan, Stella

Barnett, Gertrude
Barnette, Nellie
Berry, Emilia
Blount, Marie
Bockoven, Mabel
Bone, Callie
Botkin, Ruth
Brookbank, W.inona

Kenda)], Cathuleen
Knapp, Marion
Knight, Alice

Cain, Lorraine
Cast, Alice
Chappelka, Ethel
Clary, Helen
Corbell, Ethel
Corey, Isabel
Cordes,. Minnie
Ilaley, Julia
Detloff, Blanche
Dines, Willietta
Dryer, Wirt
Duncan, Clara
Eisenhart, John
Enderton, Herbert
Fisk, Louise
Fuller, Elizabeth
Glissan, Gladys
Graves, Evelyn
Haldiman, Helen
Hanson, Lucile
Haulot, Helen
Hensley, Elnora
Hilbers, Henry
Hillerich, Elsa
Hodnett. Erin
Pluff, Bess
Humphrey, Ellen
Hurley, liarriett
Jen sen, Laura
Johnson, :Mary Ellen
.Johnson, Vera.
Johnston, Dorothy
Jones, Emily

Laney, Grant
MacLennan, Kenneth
McKeen, Elizabeth
Martin, Irene
Mitchell, Annah
Morse, Bertha
Mortenson, Lucille
Murchison, Gladys
Nigh, Cora
Norton, Stella
Parker, Carriebelle
Parker, Mabel
Peterson, Lucille
Pew, Ariel
Pew, Pearl
Phelps, Ruth

Robinson, Dorothy
Rahrig, Anna

Salmans, Flora
Sando2, Hazel
Schoshusen, Hortensia
Schoshusen .John
Shackelford, Bernice
Snodgrass, Harriet
Standage, Avenel
Stewart, Ethel
Still, Nellie
Strong, Rhoda
Tucker, Myrtle

Turner, Jewel
"\Testry, Hazel

Wanamaker, Ruby
Wedgeworth, Ada
Wheat, Mary
Willcox, Merle
Wilson, Sarah
\Voolf, Ethel
Young, Virna

81

TEMPE NORMAL SCIIOOL OF ARIZONA

IDrttining

A..le:::cander, Elain~
Alexander, Sadie
Anderson, Clarence
Anderson, Hattie May
Anguis, Amelia
Anguis, Manuela

Arviso, Leonore
Ashley, Alice
.Ashley, Homer
Ashley, Raymond
Austin, Cedric
Austin, Elsie
Ayersman, Gladys
Ayersman, Harold
Ayersman, Leona
Ayersman, Paul
Ayersman, Robert
Ayersman, Wilbur
Baldwin, Dorothy
Barcenes, 11anuela
Barnes, Bernice
Barnes, Cecil
Barnes, Gladys
Basquez, Cruz
Basquez, Pastora
Bastram, Leone
Benites, Alfredo
Benites, Angelita
Benites, Fernando
Blackwell, Herbert
Bloys, Beulah

Blue, Curtis
Bockoven, Carl
Bojorques, Enrique
Bojo:rques, Jo!le
Bowles, Mildred

Bowles, William
Brown, Angus
Brown, Eddie
Brown, Minnie
Butler, Dorothy
Butler, Thelma
Carter, Clay
Cartinhour, Belily

~t4nnl

1.Enrnllmrnt

Casner, Jack
Casner, Winona
Celaya, Laura.
Celaya, Lupe
Clark, Kenneth
Colcord, Dora
Colcord, Harvey
Cole, Benjamin
Cole, Emma
Cole, Jack Stacy
Contreras, Carlos
Contreras, Felicita
Contreras, Manuela
Cordes, Henry
Crook, Alta
Cummings, Marguerite
Dance, Lillian Frances
Dickinson, Theodore
Doll, Edward
Doll, Leonore
Dorsey, Mary Nellie
Elias, Irene
Enriquez, Artimeza
Enriquez, Carmelita

Felton, Conway
Felton, Helen

Felton, James
Finch, Wilma.
Floves, Dora
Fogal, Gilbert
Frizzell, Stella

Fuller, Kathryn
Garcia, Neecho
Garrison, Dora
Garrison, :Afary
Garrison, 1-Iinnie
Godfrey, Leona

Gonzales, Edith
Gon7.ales, Lilia
Grable, Victor
Green, Frederica

TEMPE NORMAL SCHOOL OF ARIZONA
Hand, Ada Mariette
Hand, Albert
Hand, Darwin
Hand, David
Hand, Osborn
Harrington, Orvilla
Haulot, Gertrude
Henderson, Amy
Henderson, Nellie Pea.ri
Hight, John Milton
Hoeye, Lonnie
Jensen, Carl W.
Jones, Carl
Jones, Gertrude
Jones, Mildred
Johnston, Miriam

Ochoa, Eva
Ochoa, Juanita
Ochoa, Luz
O'Connor, Helen
Oviedo, Susie
Palomino, Josefa
Palomino, Juana
Parker, Vernon
Parker, Milton
Parry, Edward
Guidacon. Patricio
Patterson, Dwight
Pine, Ellis
Pollock, Edlee
Prather, Harold
Prather, Howard
Pugh, Pauline

Kleinman, Earl
Quisqu1s, Frank
Laird, Ruby

Leon, Joseph
Lopez, Angrora
Lopez, Lucy
Lopez, Marie
Lukin, Helen
Lusa, Mildred
MacLennan, Anita
Manuel, Aurora
Manuel, Bessie
Manuel, Carlos
Manuel, Marshall
Martin, Ralph
Martinez, Elisa
Matthews, Frieda
Mencer, Vivian
Messinger, Beatrice
Messinger, Harold
Moralez, ~!aria
Morrow, Ben
Moss, Charles L.
Mullen, Teddy
Murdock, Rachael Weber

Randolph, Rosa
Redden, Beatrice
Redden, Evelyn
Redden. Lela
Rhymer, Hazel
Rhymer, Nellie
Robles, Eva
Robles, Francisco
Rodriguez, Angrora.
Rodriguez, Antonia
Rodrigues, Benina
Rodriques, Manuel
Rogers, Eva
Romero, Francisco
Romero, Mercedes
Rudd, Alex
Rudd, Jean
Rudd, Melva
Russel, Cl1nton
Sarrategui, Louisa
Sarrategui, Lupe
Sarrategui, Nelly
Schulz, Edith

Nelson, Dorthea
Nelson, Marion
Nelson, Wallace
Nichols, Ray
Noriega, A. Lionel
Noriega, Angelita
Noriega, Clara
Noriega, Lawrence
Noriega, Lucy

Schweppe, Nona
Scudder, Howard
Shahan, Emma
Shahan, Frank
Sigala, Angelina
Sigala, Charles
Sigala, Rogerio
Sigala, Sofia
Simon, Baldemar

83

84

TEMPE NORMAL SCHOOL OF ARIZONA
Smith,
Smith,
Smith,
Sotelo,
Sotelo,
Sotelo,

Cecil
Ida
Ira
Aurelia
Edith
.Josefine

Soto, Natalia
Soza, Ortensa
Steele, Ruth
Stewart, Arthur Lee
Stewart Frank
Stewart, George
Stroud, Robert
Teeter, Helene
Teeter, Owen
Teeter, Ronald
Teeter, Veda
Terry, Sallie
Turner, Paul
Urbano, Reynaldo

Valencia, Adolfo
Valencia, Maria.

Valencia,· Petra
Valenzuela, Artemisa
Valenzuela, Carmelita
Valenzuela, Johnny
Valenzuela, Laura
Valenzuela, Stephen
Vega, Mary

Wanamaker, Alma
Warner, Jack
Watkins. Keo

Watts, Irvine
Wesson, Howard
White, Irval
White, Walter

Wtert Sara Fay
Wickle, Evelyn
Williams, Dorothy
Williams, Fay
Williams, Glen
Williams, Hanen
Williams, Hazel
Williams, Kathalene
Williams, Marguriette
Williams, Reba
Williams, Rhea
Williams, Robert
Williams, Sidney
Windes, Gertrude
Windes, Nora
Wood, Mary
Wood, Nolen
Woolf, Harold
Woolf, Dorothy
Woolf, Ruth ..
Workman, Marjorie
Yates, Lawrence
Yeseas, Sangra
Zellner, Cleta

Zimmerman, Wesley

lf~ueue ... N •Jt•NT

~

f'HOE"NIX, l'o'il'Z,

*'ti"-..