Volume 40 JUNE 1925 Number 1 BULLETIN of the Tempe Sfafe Teachers College Tempe, Arizona @!=================================@ cArizona Printers, ?>hoerux IN THE QUADRANGLE Volume 40 JUNE 1925 Number 1 BULLETIN of the Tempe Sfate Teachers College Tempe, Arizona TABLE OF CONTENTS Calendar ----·----------··-·---·············-----·········------------------------····-············ IV Boards and Officials ···•·-------------------------------------------··--············-··----- V Fae ult y ___________ ---- _______ ------------- __ -------------------------------------------------- ----- VI Administrative Officers --······----------------------------------------······-·····'"··-VIII General Information ····------··········----···-------------·-·---------------····-----1 Teachers College Bill --·······---------------·····----------------------·---------········3 Dormitories --------·······-·-------·········---·········--------------------------····--······· 11 Expenses of Students ····----··········---------------------------------------------------- 13 Admission of High School Graduates·-------------------------------------------- 18 Admission of Experienced Teachers---------------------------------------------- 19 Admission to Advanced Standing.... ------------------------------------------------ 20 Late Registration ---------------------------------------------------------------------------- 20 Credits Required for Admission -----------------------------------------------------· 18 Regulations Concerning Graduation ---------------------------------------------- 22 Standard Two-Year Cu.rriculum --------------------------------------------------2 5-27 Four-Year Curriculum ..... -----------------------------------------·--------------------- 28 Special Vocational Curriculums----------------------------------·-·---------------28-34 Description of Courses -------------------------------------------------------------------- 35 Art --------- -- _--------------- -------- ------------------··-----------------···------------· 3 5 Biological Science ----------------------------------------------------------------- 37 Chemistry ___ .----------- __ -_---- -- ---------------·------------------------------- _---- 3 9 Commerce --------------------········-----------------·-------------------------------- 39 Education ·········----------------·····---------------------------------------------- 44 General Psychology -----------------------------------------·······------···· 44 Educational Psychology -·--········-------------------·-·····--·-------- 46 School Management --········-··------------------------------------------- 44 Sociology ----··--------······--------------------------····-·----------·········· 45 Principles of Education ······-··---------------------------------······ 45 History of Education -------------------------------------······-------···· 45 Methods and Curriculum ----------------------------------------------- 45 Tests and Measurements ----------------------------------··-··-------· 46 Training School ----···---------------------------------····------8, 16, 47 Observation and Practice Teaching.................................. 47 Junior High School ···-········-------------------------------·········--- 47 Rural Education ..............-------····------------------------···········-- 48 English ------------------------------------------------------------------------------------- 48 Geography ···-·----------.--------·-·······----------------------------------------------------- 50 History and Government -------------------------------------------·--------········ 51 Home Economics ·-------····---------------------------------------------------------------- 53 Kindergarten-Primary -··----------------------------------------------------------- 55 Manual Arts ········------------------------------------------------········--.. ··· 57 Physiology ·----·······--------·-······----·····------------------------------········--- 60 Spanish and Latin ·-·····--······-----·-·····----------------------------·······-··· 60 Mathematics ·------·······----------····-···------····-·---------------------------·····- 62 Music ··-------······-------------------------------------------------·-·············-- 62 Physical Training for Women ---------------------------------------····--- 65 Campfire Training ----····-------·······------.-----···-----------·····-------······-- 67 Physical Training for Men ---·····-----------------------···-··--------········ 67 Library ___ ------- ______ .......... ______ ... ------ __ ----------------------------------···----......... 68 Alumni Association ·····----.. -·-··--···-.. --------------------------------------········-- 70 Loans from Endowment Fund ·····-------·-···------------------------·········---.. 71 Students' Organizations -·····---···········--------------------·--·····------·······-···· 7 4 Summary of Registration ····-------·······---------·····-------·-·····-·------·····----· 84 Register, 1924-2 5 ·····------·······--------······-----···------------·········-------······-- 85 Class of 1925 ---------------------------------------------------------------------------------- 90 Ca1endar 1925-26 Firat Semester Registration and classification........................ September 10, 11 and 12 First semester begins 8 :00 A. M..................................... September 14 Mid-term examinations --------························-··········-.November 11-13 Thanksgiving recess ·····---···························--·--·····-·····November 26-27 Christmas vacation ......................................December 19--January 3 First semester ends --···············---·-······················-------·········January 22 Second Semeater Registration and classification ........................January 21, 22 and 23 Second semester begins ······----·················-··········-················January 25 Mid-term examinations ···································-·····March 31-April 2 Second semester ends ···································-·························--June 9 Tempe Stafe Teachers College BOARD OF EDUCATION Hon. C. 0. Case ------------------------------------------·········-----------·--------Phoenix Superintendent of Public Instruction Mrs. H. D. Ross ···········------------------------····------------------·····-···----Phoenix 0. S. Stapley ·-·····-····-----·---···········----·---·····----········-·····---------······-Meaa Secretary .OFFICIAL BOARD OF VISITORS Harry Drachman -·-··----------------------.. ··----·-·-·······--······-···------------Tucson Chairman A. A. Johna -------------·······--··------------··········· ---------------------------Prescott Mrs. Rosa McKay ------·-----------------------·----------·-··----------·-··--·-·····Globe OFFICERS OF ALUMNI ASSOCIATION Alma L. Jones, 'OS --·········-·····-···-·-···-···········--··-···-······--···--·-····Phoenix President Sallie D. Hayden, '08 ············-·····-·········---------········-·--·····--·-·····Tempe Vice-President Leona M. Haulot, '02 ············--·····--·-········--··-············--·-·-···········Tempe Secretary-Treasurer State Board of Education His Excellency, Governor Geo. W. P. HunL·------···············----Pboenix Hon. C. 0. Case -······-···························-··-···········-··········-·······Phoenix Superintendent Public Instruction Dr. Cloyd Heck Marvin_···········-··········-···········-···-·-········-······-··-Tucs.on President, University of Arizona Dr. F. A. Cotton ··············-···············-····-·························---·····Flagstaff President, Northern Arizona State Teachers College Dr. A. J. Matthews ·--····-···············-··-·········--············--····-············Tempe President, Tempe State Teachers College C. R. Tupper ······-······················--·················---······-···········--·--·····Miami Superintendent of City Schools A. L. Jones ·····----·-·······························---···········-··-···-··········-···Phoenix County Superintendent of Schools Grady Gammage ·-·-··········-······--····-···-------····-····---····-·-··-·······Winslow Superintendeat City Schools FacultH 1925-1926 Arthur J. Matthews ·------------··--··-·-------------·-----------------------·President LL. D., Syracuse University-D. Pd., University of Arizona Frederick M. Irish ································----···-·····--··----Pbyaical Science B. A., University of Iowa William J. Anderson -·············--··········-··············-·····-·····-··-··········..Art B. S., National University, Chicago Mary McNulty Empey ..............................Supervisor Primary Grades Tempe Normal School Alva B. Clark --------·--·················.. ···························----Manual Training Chicago Normal School Leona M. 1-laulot --------··-······-----------------Supervisor Junior High School A. B., University of Arizona Louise B. Lynd ..... ---····-------·--------------------Supervisor Rural Schools B. S., Columbia University James L. Felton ····---··--·-------------------------.Englis.h and Public Address A. M., University of Chicago Ira D. Payne -----·--------------·····---····--·-····----·············--····-·-····-------Head Department of Education and Director of Training School M. A., Stanford University Ida Woolf O'Connor..................................Supervisor Primary Grades A. M., University of Arizona Anna R. Stewart ----·····-·······-····--·--·····---·····---········---Home Economics A. B .. University of Southern California Theresa Anderson ............................. .Supervisor Intermediate Grades B. S., Columbia University Olive M. Gerrish .. --------------------------Vocal Music, Public School Music A. B., University of Washington John R. Murdock -------------------------------------·---------------------Social Science M. A., University of Iowa E. Blanche Pilcher ----····--·-····----····--------···-----··--·-Assistant in English A. B .. University of Kansas Helen C. Roberts............. --····-···········-····---Supe-rvisor Primary Grades Tempe State Teachers College Sallie D. Hayden ---------------------------------------··-------···----Physical Training Stanford University Ella L. Roll. ... ----·-··----·-·····--------------------.Supervisor Junior High School M. A., Stanford University Forest E. Ostrander............... - ... Biology and Elementary Agriculture A. B. in Educ., B. S., Washington State College M. Leslie Fairbanks.... ----······-----········--Macbine Shop and Forge Work Delaware College vi FACULTY, Continued "'Waldo B. Christy ···-····--------··········--··-···-----------------------Commerce A. M., University of Chicago Thomas J. Cookson ·······-·······----------------------------·------·····-Librarian A. B., Ohio University Mra. Thomas J. Cookson .... ---·············----------------.Aaaiatant Librarian B. S. D., W arrensburir, Missouri Samuel Burkhard ················-------------------------···········---·--·······Education A. M., Columbia University Mi.nnie E. Porter Supervisor of English in Junior High School and Cradea Ph. B., Ohio State University, A. M., Columbia University Clara S. Brown ······--············-·------·-------------------------------Kindergarten Indianapolis Teachers College Norman Fenton ----------------------------------------------------------------Education A. M .. Harvard University, Ph. D., Stanford University Irma Wilson ------------····-----------------------------··---------Latin and Spanish M. A .. Columbia University Merditb Laughlin ··------------------------------Supervisor Intermediate Grades A. M., University of Arizona Aaron McCreary .... Athletics and Head Resident of Men's Dormitory A. B., University of Arizona Alma M. Norton -·-····-----·--------------------··-·-------------------···------------Music B. S., Teachers College, Columbia University J. W. Hoover----------·--·····--·-··-------------------------------------··----Geography M. A. University of Chicago Waldo E. Waltz ······-·····---·-----------------------·---------------·-···Mathematics B. s. in Ed., State Teachers College, Kirksville, Missouri R. L. Blackburn ---------------------------------------------------------------------Education M. A., University of Washington Vera Chase -------------------·------------------·-----Supervisor Primary Grades A. B., University of Southern California Esther Calloway ·····---··········-------------···-------·Auistant Training School M. Pd .. State Teachers College, Greeley, Colorado Katherine Larkin -----------'------------------·-------...Assistant Art and English B. A., University of Kansas Nellie Still ----------------·-··-------···-·-----------------..A•sistant Training School B. A .. University of Arizona Nina Murphy ----------------·····-----·-------···Assistant Physical Education Iowa. State Teachers College ~ Leave of absence. vii Administrative Officers Arthur J. Matthews ---·--··---------·-······--·--··················-··-····--·President Laura Dobbs ·-·····------------------··-···------··----Secretary and Accountant Amelia Kudobe ·-·····-------------·····--------------------Secretary of Records Mrs. Mary W. Waite ...... ---··-----------····-------Head Resident, East Hall Elizabeth Bittman ···----------------------------Head Resident, South Hall Mrs. Martha C. Harmon....----············---Head Resident, Matthews Hall Mrs. Lena Davis..................................... _ ... Head Resident, North Hall Aaron McCreary ···-·······------------------------Head Resident, Men's Hall L. C. Austin -----.-----·-·······--··-····-·-··-·-----·-······----···-General Foreman Charles McGinnia -·-········--·---------·-····--·----·----------·----------Head Janitor J. G. Newton ···-···-····-······------------·----·-------------------·--·--·----Engineer Robert Krause ·-----·-------------·-··--------·-------···---------------------------Stewart Mra. R. N. Krauae --------------··----·---·--··-··------···Matron of Dining Hall viii ..I ..I iii w 8 :l 8 a:: 0 ;z a:: w > 0 c.:i w :c I- Tempe State Teachers College General Information ESTABLISHMENT AND PURPOSE An act of the Legislative Assembly of Arizona, under date of March 10, 1885, made pro\ision for the establishment at Tempe of a school for the instruction and training of prospective teachers. The provisions of this act were promptly carried into effect, and the first class was graduated from Tempe Normal School in 1887. At that time the attendance was small, the faculty force in proportion, and the entire institution was housed in a single one-story building. During the years which followed, the attendance gradually increased, and with the growing public interest in matters pertaining to education in the Territory and later in the State, the course of instruction was expanded and strengthened year by year, new buildings replaced the historic original structure, and, from time to time, members were added to the faculty to meet new and growing demands. For many years it was found necessary to provide facilities for high school training preparatory to the two-year normal school course, but, by the year 1919, the growth of high schools throughout the state had made it possible for prospective teachers to obtain their high school preparation without leaving their homes, consequently the high school curriculum was gradually eliminated from the program of studies offered by the Normal School, and the entire attention of the faculty was devoted to the two-year normal school curriculum offered to high school graduates and leading to a diploma entitling the holder to teach in the elementary schools and the junior high schools of the state. By the year 1922 2 TEMPE STATE TEACHERS COLLEGE it had become evident that the prevailing tendency to elevate the standard of qualifications required of public school teachers must be met by further improvement in the opportunities for preparation to be offered to the youth of Arizona by the Normal School. The Tempe Normal School Alumni Association sponsored a movement to raise the grade of their Alma Mater to that of a standard Teachers College, and the advisability of such a step was submitted to a thorough public discussion through the medium of the press and through the various educational and teachers' associations of the state, and through special efforts on the part of the Alumni Association and its branch alumni clubs to bring the matter to the attention of all citizens and taxpayers of Arizona. After three years of such thorough public discussion, in January, 1925, the question was presented to the Seventh State Legislature in the form of a bill, the text of which is quoted below in full, and which was passed unanimously by that body and signed by Governor Geo. W. P. Hunt on March 7, 1925. By the provisions of this bill, The Tempe Normal School becomes Tempe State Teachers College, with the power to establish a four-year college curriculum in education and the authority to confer upon its graduates the ap-propriate degree of Bachelor of Education. It should be noted that the Board of Education has decided that the Tempe State Teachers College will continue to offer, in the future as in the past, a standard two-year teachers' curriculum leading to a diploma which entitles the holder to receive the Arizona elementary certificate. Graduates from this two-year curriculum and others with equivalent amount of preparation, upon completing two additional years at Tempe Teachers College will be granted the degree of Bachelor of Education. Those who attain this degree will be eligible for admission to graduate work in education at the University of Arizona or other standard University. TEMPE, ARIZONA 3 THE TEACHERS COLLEGE BILL HOUSE OF REPRESENTATIVES SEVENTH STATE LEGISLATURE REGULAR SESSION. HOUSE BILL NO. 116 Introduced by Mr. Finch of Maricopa .\N ACT CHANGI'!G THE N .\ME OF TEMPE NORMAL SCHOOL TO TE~IPE ST.\TE TE.\CHERS COLLEGE AND THE NAME OF NORTHERN .\RIZONA NORMAL SCHOOL TO NORTH ERN ARIZONA STATE TEACHERS COLLEGE; PROVIDING A TEACHERS' TR.\INING COURSE OF FOUR YEARS AND AUTHORIZING THE AWARD OF THE DEGREE OF BACH ELOR OF EDUCATION; AND REPEALING ALL ACTS AND PARTS OF ACTS IK co~rLICT THEREWITH. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ARIZONA: Section 1. The nan1e of the Tempe Normal School is hereby cl anged to "Tempe State Teachers College." All properties, moneys, appropriations, rig} ts and authorities now or to be "ested in said The Te"' pe Norn1al School are hereby "ested in "Ten1pe State Teachers Colleg ". S ction 2. The nan e of the Northern Arizona Normal School i~ hereQV changed to "Nortl <>rn A.r"zona State Teachers College". All propertiec.., mone) s, appropriations, rights, and authorities now or to be \.este l in saii The Northern Arizona Normal School are hereby ve!:iterl in "Northern Arizona State Teachers College". Section 3. When anf the most approved design. A large lecture hall in the center is provided with proJection apparatus and means for darkening the windows for use of lantern illustrations in the day time. Next in order are the machine shops of the metal-working department, with a full complement of lathes, shapers, milling machines and drill presses. The front portion on this floor, to the l"ight of the main entrance, is occupied by the department of commerce, with rooms for typewriting and shorthand classes and multigraph practice. The basement floor contains the found>·y and forge shop and a fully equipped shop for work in sheet metal. The agricultural classes are accommodated in one wing TEMPE, ARIZO~A 11 of this floor and there are also large rooms for the storage of raw materials. Upon the third floor are located the art department and the department of home economics. The latter department occupies the south half with carefully planned arrangement of rooms for sewing, pattern drafting, fitting, machine sewing, laundry work and cookery. The cooking laboratory is one of the most thoroughly up to date and is provided with every convenience the most exacting housewife could desire. The quarters of the art department are equally well planned, including the offices of the instructor, two large and fully appointed studios, modeling room, glazing room and kiln room for work in ceramics. D D 0 DORMITORIES There is scarcely any phase of the school life which has a greater influence in broadening the 'iews of the student and developing his sympathies and his understanding of human nature than the experience of living in a college dormitory along with others from various parts of the country and from various walks in life, all brought together by a common interest. The young man or young woman who lacks this experience has missed a valuable means of adjustment to human society. Recognizing the importance of this fact, the management of the Tempe Teachers College has taken great pains with the development of the present system of student dormitories, which in many respects are models of their kind. The facilities provided in all these buildings are practically uniform. All rooms are provided with electric light, ste:im heat and hydrant water, and all are completely furnished, even to the towels and linen. Bathrooms are conveniently placed upon e\ ery floor, and every attention has been paid to the details of sanitation. Provision is made by means of ample screened sleeping porches that all students may sleep in 12 TEMPE STATE TEACHERS COLLEGE the open air the whole year round. All the dormitories are periodically fumigated in a thorough and scientific manner. The beneficial effect of these precautions, together with insistence upon regularity in the matters of eating and sleeping, are shown by the general good health of the student body. The latest ideas in dormitory construction are embodied in Matthews Hall for women. This is a thoroughly modern structure of concrete, faced with cream pressed brick. The sleeping porches are of a new design, each adapted to accommodate four young women, that is, one sleeping bay to every two rooms. This arrangement is believed to possess ad\ antages, many of which are obvious. One of the most attractive features of this building is the large and well-lighted recreation room. Living quarters are provided for the head resident, who is a member of the faculty and who exercises supervision over the young women at all times. East Hall, a dormitory for women, comfortably accommodates one hundred and thirty five students under the supen ision of a head resident, who lives in the building. In addition to the standard students' living rooms and the large sleeping porches, this dormitory furnishes a completely equipped room for the free use of those students who desire to do part or all of their own laundry work. There are also two large parlors, with piano, and broad, shady 'erandas are welcome in the students' leisure hours. South Hall and North Hall, both for women, are situated in the west half of the campus, directly opposite East Hall. Additions to both these halls, now under construction, will so increase their capacity as to enable each of them to accommodate seventy-I\\ e students under the care of a head resident, and with the same character of furnishings and equipment as are found in the other halls. TEMPE. <\.RIZONA 13 Dormitory accommodations for a limited number of young men are provided in Alpha Hall, in which the general equipment and furnishings are similar to those of the other dormitories, and include recreation room, spray baths and sleeping porches. D D D HEATING SYSTEM All buildings on the camnus are heated Ly steam from a central heat·ng plant located west of the Arts Building. The boiler house conforms, in its architectural features, with the other buildings of the western group. Two powerful boilers furnish the steam for the system o' tunnels which distribute the supply pipes to all buildi1 gs on the campus. This sj'stem of concrete tunnels will eventually carry all electric wiring of the lighting, telephone and power systems underground, thus remov ing from vie\\ all wires which are, of necessity, more or less unsightly. A third boiler supplies hot water under pressure to all buildings, thus effecting a considerable economy in fuel. D D D EXPENSES OF STUDENTS Dormitory Fees. A fee of $25 per calendar month, payable monthly in advance, is required of all students residing in the dormitories. (No allowance will be made for 'acations, aUsences over \Veek ends, or absence due to disciplinary action, but students who are absent for two weeks or more for unavoidable reasons will be charged but half rate for such absence. This fee entitles th student to board and room, including steam heat and electric light. All rooms are fully furnished. 0 In order to secure uniformity in equipment and to 14 TEMPE srA1E TEACHERS COLLEGE secure proper hygienic and sanitary conditions, the management furnishes to each dormitory student two woolen blankets and all necessary counterpanes, sheets, pillowslips, hand towels, bath towels, table linen and napkins, and attends to the proper lanndering of these articles. For the use of these articles and the laundering of same, each dormitory student is charged a fee of $1.50 per calendar month, payable in advance. Board and room may be secured, subject to faculty approval, in private homes in Tempe, at rates somewhat in ad\ ance of the regular dormitory fees. Fo.· the accommodation of faculty members and local students, me:il tickets will be furnished at the rate of 20 meals for $7.00. Visitors taking meals at the dining hall will be charged at the rate of 40 cents per meal. In case of ordinary illness, dormitory students will be cared for at the school hospital or in the dormitory infirmaries, and the services of a physician will be furnishi>d free. When the physician in charge considers it necess:l.ry, the services of a nurse will be furnished free for a period not to exceed one week; but in cases requiring surgical operation, or in cases of protracted illness of any kind, preliminary services only will be furnished at the expense of the school. Deposit: Dormitory students are required to deposit $5.00 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. Registration Fee. All students are required to pay a registration fee of $3.00 each semester. This fee is payable in advance on the date of registration for the semester. The fund derived from this fee is used for special purposes for the benefit of the students. Among other items, it covers a year's subscription to the TEMPE TEMPE. ARIZONA 15 NORMAL STUDENT, a season ticket to the Lyceum Course, and free admission to all scheduled games and athletic contests held on the campus. Tuition. Tuition is free to residents of Arizona who enter Tempe Teachers College with the intention of completing the work of any one of the professional curriculums. Students registering from other states will pay in advance a tuition fee of $10.00 per semester in addition to the registration fee. Health Certificate. Students entering the college shall, if required to do so, furnish a health certificate from a physician appointed by the Board, and must pursue successfully the full amount of work required of students in any of the courses. Text Books. The necessary outlay for books and stationery varies from $10 to $15 per year. Examination paper, pens, ink, pencils, and the like are furnished the students without expenge. 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 in the neighborhood of twenty dollars. Attention of prospecti\ e students is invited to the fact that the State of Arizona here provides the ad' antages of a fi.rst~class college education at an 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 wortl.y of thoughtful consideration by those who, having 16 TE\.1PE STATE TEACHERS COLLEGE completed the work of the high school, are contemplating the continuation of their education along professional lines. 0 0 0 GOVERNMENT OF STUDENTS Students who come from homes outside of Tempe or who are not so situated as to be able to make their homes with relatives in Tempe, are adv·sed to live in the dormitories. Students desiri1 g to engage room and board outside of dormitories must first obtain written appro\ al from the office, and such students must further agree to observe the faculty regulations for the government of dormitory students. Students entering the dormitories may not leave them to board or room out>ide until a written or per sonal 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 environ- ment of all students entrusted to their care should be the best, and it is with this end in view that 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 college such student will be asked to withdraw from the institution. 0 0 0 TEACHER TRAINING The activities of the Teachers College naturally are grouped about the training school as the logical center ~ ~ RU RAL SCHOOL NU MBER ONE A RU RAL C LASSROOM TEMPE, ARIZONA 17 of interest. Since the primary aim of the college is the preparation of efficient teachers, all conrnes are planned with this end in view, and finally in the training school, the ad' anced student finds opportunity to apply the principles of pedagogy in actual school-room experience under competent and sympathetic supen ision. Tempe Teachers College is fortunate in having de' eloped a fully equipped training school comprising all grades from the kinderga1ten through the junior high school. Beginning September, 1925, by special arrangement with the Board of Education of the Town of Tempe, one of the city schools will be placed under the supervision of the training school faculty, materially increasing the opportunity for observation and practice teaching. The number of pupils in attendance is ample to gh·e the required number of classes for obsen ation and teaching through the second year of the teachers' curriculum. The corps of experienced supenisors is thoroughly trained to give the most efficient direction to this essential phase of teacher training. Shops and laboratories affo1·d facilities for the teaching of manual training and home economics in the grades so that those who are following the special curriculums may enjoy the benefits of actual teaching of their special subjects. Under these favorable circumstances, the prospective teacher gains the poise and confidence which will lead to future success, and, at the same time, the pupils have the advantage of securing an education under a system which compares favorably with that of the best city schools. The Teachers College operates two rural schools in adjoining disti~cts. Student teachers are furnished daily transportation to and from these schools and thereby are enabled to meet and study the peculiar problems of rural education under the same kind of efficient direction as prevails in the central training school on the campus. 18 TEMPE STATE TEACHERS COLLEGE ADMISSION TO THE TEACHERS COLLEGE Applicants for admission to the regular teachers' curriculums must be at least sixteen years of age and must present satisfactory evidence of having successfully completed a full four-year high school course conforming to the specified requirements outlined below. High school credits required for admission. A unit of credit is the equivalent of one high school study satisfactorily pursued during one school year at least thirty-six weeks in length, on the basis of five recitations a week, the course of study for which the student is registered in the high school requiring not more than four studies or twenty recitation periods a week. The length of the recitation period must be at least forty minutes and the laboratory period should be equal in length to two recitation periods. For admission to teachers' curriculums the following 15 units are specified: Required: English ...................................... 3 units History-civics-economics group 2 units Mathematics Algebra ................................ 1 unit Plane geometry .................. 1 unit Science, including 1 unit of biology, 2 units Elective: Additional work to make at least 6 more units, subject to the approval of the credentials committee. In case the required unit of biology has not been taken in the high school, this condition may be fulfilled by electing one semester of biology and one semester of physiology in the first year of the teacher's curriculum. Graduates of a four-year high school whose record is lacking in any of the above specified require- TEMPE ARIZO~~'\ 19 ments must make up the deficiency before graduating from the college. One year in ancient oi· modern fM eign langu~ge shall be credited only on condition that the language is continued for at least one Year in the college. A certified trans::.r,pt ol. the '' ork done ln the high s<"hool n1u.st 'Je filed at or be(at'e th~ time of reg;stra~ tion, unless the time for filing the transcript is extended b · action oi the c1edentials committee for good and sufficient l'easo11s. Sue 11 an 0xtensio11 of tirne sl1all, in no case, e'<'.ceerl thirty thys 'lftei· the date C>f i·egistratiC>n. If any student fail to file the trans ttie abo\·e requirements are admitted either to the standard t\\·o year curriculum which is designed to qualify teechers fo,· work in the grades from the first to the tenth, incllls·ve, or to one or other of the special vocation.J cuniculums "hi ch qualify for wol'k as special teachern or supervisors of spe,ial sllbjects itt the grades or in the junior high school, as \\ill be e>.plained late1· under the heading de\ oted to c1u'riculums. A graduate from one Df these cuniculums recehes a diploma which entitles the holder tC> e state certificate permitting him lo teach in the public schools of Arizona or of other sLites, and which is generally accepted for from 45 to 50 semester hours' credit upon a university or college course. Admis3ion of mature experienced teacher~. A special regulation of the State Board of Education provides 20 TEMPE STATE TEACHERS COLLEGE that the requirement of high school graduation may be wah ed in the case of mature persons who have attained the age of twenty-four years and who have had at least three years' successful teaching experience in the State of Arizona. Upon the presentation of satisfactory e\idence of the requisite teaching experience, such persons \\ill be admitted to the teachers college, and upon the successful completion of any one of the standard or special two year teachers' cun-iculums they will be er g-"ble to rec eh e the appropriate diploma, provided that eighty-fhe per cent of all c1·edits in the college shall sl ow a grade mark of C or better. Admission to advanced standing. Applicants for ad' anced standing in the Teachers College must file a certified transcript of previous "ark showing that they l ave completed a four year high school course and that in addition thereto they ha\ e completed, in a college or normal school, the equivalent of thirty-eight weeks' work in this college. Time of admission. Students are admitted at the beginning of either semester. They are expected to report for registration upon the dates specified in the calendar. For late registration an additional fee will be required, amounting to one dollar for each day after the last date of regular registration, Sundays excepted. No student will be permitted to register more than five days late, except by special faculty action. As a rule, students who are permitted to register after the first week of the semester will be required to reduce the number of courses taken, and for such courses only two thirds the usual amount of credit will be allowed. TEMPE. ARIZONA 21 EXAMINATIONS AND REPORTS Students are required to attend all examinations prescribed by the Board of Education or by the Faculty. Examinations are conducted by the instructors in charge of the several courses in the various curriculums and may be given with or without notice as to time. As a rule, final standings are based upon a grade-point system which takes into account the results of the daily work as well as of the examinations. Twice in each semester, every student receives a i·eport showing his standing in each course taken, and a copy of this report is forwarded to the parent or guardian. Scholarship standings are indicated by letters according to a five point system. The mark, A, is given for work of a high degree of excellence; B denotes standing above the middle half of the class or section; C is assigned to the middle half of the class: D indicates work of a grade below that of the middle half, but is accepted as a passing mark; E denotes failure requiring repetition of the work in question. Work marked Inc. is incomplete, but may be brought to a passing standard by complying with conditions prescribed by the instructor in charge of the course. Deficiencies of this sort in any course must be made up and the grade recorded not later than the middle of the following semester, otherwise the incomplete grade will be recorded as a failure. In order to be graduated, a student must have a record of C or better in at least two-thirds of all work taken. The mid-term reports are issued in order that the student may be ad\ ised of the state of his progress, but only the final seme•ter marks are entered upon the student's permanent record. 22 ,E\l:PL '3T.\TE TE\CHEP.S COLLEGE REGULATIONS CONCERNING GRADUATION 1. In order to receive a teacher's diploma from this college, a studPnt must have attained the age of 18 years. 2. Special faculty action is necessary to permit a student to register for an amount of work in excess of that regularly prescribed in a given curriculum. Applications for such excess work must be made in writing to the credentials committee, and must give a detailed statement of wo1k assigned and additional work desired, together with the student's reasons for the special consideration. 3. Candidates for graduation mnst have completed at least thirty-eight weeks of work in residence, and, in addition to the required standing in scholarship, must give satisfactory evidence of good moral character and the executive ability necessary to the proper management of a school. 4. In order to secure proper adjustment of work, it is necessary that candidates for graduation shall make application in writing for the diploma desired at least one year prior to the date of graduation. 5. Students from other institutions applying for second-year standing must have completed a four year high school course, and, in addition thereto, must have completed, in an accredited college or normal school, the equivalent of thirty-eight weeks' work in this Teachers College. 6. The Board of Education requires that all candidates for a teacher's diploma of any description must pass the regular state teachers' examination in spelling, arithmetic and grammar. These examinations may be taken in either the first year or the second year. 7. A regulation of the State Board of Education requires of normal college graduates proficiency in the Zaner system of business writing. TEMPE. ARIZONA 23 8. Students expecting to graduate at mid-year must make such arrangements with instructors as will enable thPm to have the work of the semester completed by December 19, 1925. · 9. Second year students who expect to graduate in June, and who are enrolled in one or more first-year courses, must arrange with instructors for the completion of such courses and the filing in the office of final grades not later than the Friday preceding co=encement week (June 4, 1926). 10. Candidates for graduation at the close of the year, June 9, must have all work completed not later than Friday, June 4. Any candidate for graduation whose record in the office shows any deficiency whatever on that date will be listed for graduation at a deferred date. 11. The holder of the Standard Teacher's Diploma, acquired upon graduation from the Standard Two-Year Curriculum, will receive upon application, the Arizona state elementary certificate, which entitles the holder to teach in any grade from the first to the tenth, inclusive, and which is renewable every four years under regulations prescribed by the State Board of Education. This diploma is accredited in all states in which credentials of any sort are accepted. 12. To the holder of a diploma from any one of the special two-year curriculums is granted a specific state certificate, which entitles the holder to teach in any grade, but to teach only a specially designated subject or line of work. 13. Upon the completion of the work of the third year, a transcript of record and certificate of accomplishment will be furnished to those students who wish to fulfill the requirements of other states for certification of teachers. 24 TEMPE STATE TEACHERS COLLEGE 14. Students who graduate at midyear are considered to be members of the class which graduates the following June and are entitled to all privileges of membership in that organization. D D D ATTENDANCE Students are advised to bear in mind the fact that satisfactory completion of any course requires regular attendance upon lecture and laboratory periods. Regulations of the faculty provide for a proportionate deduction of credit for absence from any course and for any cause, in excess of a prescribed maximum allowance. D D D TRANSCRIPTS OF RECORD Students who desire to transfer credits to other institutions will be furnished one transcript of record without fee. For each additional copy of such transcript, a fee of $1.00 will be charged. D D D CORRESPONDENCE Requests for information regarding courses, credits, expenses, employment, or other matters will always be welcome and will ha' e prompt attention. Letters of inquiry and requests for catalogs, announcements, and blank forms should be addressed to the office of the President, Tempe State Teachers College, Tempe, Arizona. TEMPE, ARIZONA 25 Curriculums Offered atthe Tempe State Teachers College TWO-YEAR CURRICULUMS Regulations of the State Board: The law requires that the teachers colleges of Arizona shall maintain uniform courses of study leading to the standard teacher's diploma or to the special diplomas. The curriculums outlined in the pages following are drawn up with a view to securing the uniformity above mentioned. The rules of the Board of Education of the Tempe State Teachers College require that the minimum length of the college year shall be thirty eight weeks, exclusive of summer school sessions; that a minimum time of seventy six weeks shall be required of graduates of a four-year high school in order to secure a teacher's diploma; but that students who are graduated from an accredited four-year high school, and in addition thereto have taken a suitable amount of professional work in a college, university, or normal school, may receive ad vanced credit in amount to be determined by the credentials committee, provided that in all such cases students will be required to take at least thirty-eight weeks' work in residence before receiving a teacher's diploma. A student may acquire the standard diploma and in addition thereto a diploma in one of the special vocational curriculums by taking thirty-eight weeks of work in addition to the seventy-six weeks of the standard curriculum, but in the event of such an arrangement, no given subject shall be accredited on both curriculums. Such students will find it to their advantage to plan 26 TEMPE STATE TEACHERS COLLEGE their complete schedule of work at the time of first registration, for th us it will be possible to arrange a more logical sequence of the required courses. The unit of credit is the semester hour, which represents one sixty-minute hour of class work per week for nineteen weeks, supplemented by such additional class, library, or laboratory work as the given course may require. The standard requirement for graduation in twoyear curriculums is sixty-eight semester hours of credit, or seventeen semester hours each semester, except that in the special curriculum in home economics, the standard is sixteen semester hours each semester. One semester hour in each semester may be given for extra-curricular activities with the approval of the faculty advisers and the credentials committee. Such activities may include work in literary societies, on the staff of the student paper or class annual, membership in band or orchestra, participation in athletic sports, or other approved activities. This extra semester hour of credit may be gained by students in the standard curriculum or in any one of the special curriculums. A special regulation of the faculty provides that no student shall be allowed to participate in competitive athletics unless said student is regularly enrolled in the Standard Teachers' Curriculum or in one of the special curriculums, and such student must carry at least thirteen semester hours of work with at least seventy-five per cent of the work above a grade of D. A law enacted by the Seventh Legislature requires that all students, before graduating from any branch of the Arizona public schools, shall complete a course in the history of the Constitution of the United States and of the Constitution of the State of Arizona. In order to meet this requirement, opportunity will be given to all TEMPE. ARIZONA 27 students attending Tempe Teachers College to enroll in classes which will enable them to fulfill the demand of the law. D D D STANDARD TEACHERS' CURRICULUM A TWO YEAR PROFESSIONAL CURRICULUM FOR GRADUATES FOUR·YEAR HIGH SCHOOL WHO DESIRE TO PREPARE THEMSELVES FOR THE WORK OF TEACHING OF A. FIRST YEAR Hrs. Cred. FIRST SEMESTER per wk. hrs. General Psychology 3 -··-. 3 English 6 3 3 "Geography 1 s O< 4 "Art 1 ..... s College Elective {See note) 3 3 Zaner Writing ... 2 Physical Training .. 3 ' ' 23 Hrs. Cred. per wk. br11. SECOND SEMESTER Principles of Education.. 3 3 Englit year. Students electing Latin or Spanish in the College must take 28 TEMPE STATE TE.'\.CHERS COLLEG!! at least a year's work before credit is allowed unless they have had at least two years of either language in the high school. First J ear students who have not taken two years of Latin or t'vo years of modern foreign language in the high school will substitute one semester of English gram1nar (Eng. 5) for one semester of English 6. Stu lents who, \.vhile pursuing the Standard Teachers' Curriculum, desire to earn a recommendation from any special department, shall elect twelve hours of work in that department, except that in special cases nine hours may be accepted with the approval of the department. Military Training: All male students are required by law to take the regular work in military training throughout the course. FOUR-YEAR CURRICULUM Leading to the Degree of Bachelor of Education For the year 1925 1926, graduates from the twoyear Standard Teachers' Curriculum or others who bring e' idence of equivalent preparation may be enrolled for the third year of the four-year curriculum with the expectation of rec iving the degree of Bachelor of Education in June, 1927. The fourth year of work in this curriculum will be offered beginning September, 1926. Students enrolling for the third-year work in September, 1925, will be assigned courses in English, education, and social science, with sufficient electives to make up a total of fifteen semester hours in each semester. Among the electives offered for this year will be bacterioloo;y, college algebra, advanced Latin, or Spanish, and such other electives as may be recommended by the committee on registration. 0 D D D SPECIAL VOCATIONAL CURRICULUMS Five special two year curriculums are offered, each of which leads to graduation with a special diploma TEMPE, ARIZONA 29 entitling the holder to teach or supervise, in the grades or junior high school, a special line of work. (a) (b) (c) ( d) (e) School Art, Manual Arts, Home Economics, Kindergarten-Primary, Commerce. Applicants for admisoion to any one of the above special curriculums must be graduates of a four-year high school or must hm e to their credit an equivalent amount of work, and, in addition, they must present a statement of special preparation along the line of the particular vocational curriculum selected. Such preparation must be approved by the department in which the student desires to specialize. This statement must bear the signature of the instructor under whom the special work has been taken, and that of 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, specimens of work done. Students who desire to acquire the standard teacher's diploma in addition to one of the above mentioned special diplomas will require thirty eight weeks' work in addition to the se' enty-six weeks of the special curriculum, or a total of one hundred fourteen weeks. Students who pursue the Standard Teachers' Curriculum and who desire in addition thereto a recom mendation from any special department, shall elect tweh e hours of work in that department, except that in special cases, nine hours may be accepted with the approval of the head of the department. One semester hour in each semester may be given fo,. -oxtra-curricular activities with the approval of the 30 TEMPE STATE TE...\.CHERS COLLEGE faculty advisers and the credentials committee. Such activities may include work in literary societies, on the staff of the student paper or class annual, membership in band or orchestra, participation in athletic sports or other approved activities. D D D SPECIAL CURRICULUM IN ART A TWO-YEAR CURRICULUM IN SCHOOL ART FOR THE TRAINING OF DEPARTMENTAL TEACHERS IN THE GRADES AND JUNIOR HIGH SCHOOL FIRST YEAR Hrs. Cred. FIRST SEMESTER per wk. hrs. General Psychology .............. 3 S Drawing and Painting 1. ....... 6 8 Composition and Design 1.... 4 8 Art History 1 ···············-··-··· 2 1 Mechanical Drawing ········-··-- 4 3 College Elective ·················-- 3 -3 Physical Training ......... 8 1 24 Hrs. Cred. SECOND SEMESTER per wk. hrs. Principles of Education 3 3 Drawing and Painting 1 3 Composition and Design 1.. 4 Arl History l ........................ 2 1 Art Crafts 1 ........................ 4 College Elective ......... 3 Physical Training ..... . 3 1 ' •• 17 17 SECOND YEAR Methods and Teaching ········ Drawing and Painting 2•..••.•• Composition and Design 2 .... Art History 2 ···········-·······Costume Design ···-··············· College Elective ............. 5 5 5 2 5 3 • 4 1 2 3 24 17 • Methods and Teaching ........ Drawing and Painting 2 ........ Composition and Design 2 .. Mt History 2 ......... Art Crafts 2 ......•. College Elective . ................. 5 5 2 5 3 5 3 2 1 3 3 24 17 4 Electives: English, sociology, geography, biology, music, economics, manual training and penmanship. If biology has not been taken in the high school, at least three semester hours will be required in place of three hours elective in the first year. The minimum number of students in this curriculum is five . A high school recommendation in art and a test in drawing and design to be given by the department. .Prerequisites: TEMPE, ARIZONA 3! SPECIAL CURRICULUM IN MANUAL ARTS A TWO-YEAR CURRICULUM IN MANUAL ARTS FOR THE TRAINING OF DEPARTMENTAL TEACHERS IN THE GRADES AND THE JUNIOR ffiGH SCHOOL FIRST YEAR Hrs. Cred. FIRST SEMESTER per wk. hrs. General Psychology ·-·--·····- S S Composition and De1ia'll 1.... 4 3 Turning and Lathe.•·-······--· 6 S Mecban_ical Drawin_z ·········-- 5 S CoUege Elective ·······-··--··· 8 8 Zaner Writing ·-·····-·--······-··· 2 1 Physical Training ·······-·-···- 8 1 26 Hrs. Cred. SECOND SEMESTER per wk. Principles of Education .. ·-··· 3 Pattern Making ···············-··· 4 Case and Cabinet -·····-··-··· 0 Sheet Metal Work .. ·-··-·······- -6 College Elective .................... 3 Zaner Writing ···-··········-···- 2 Physical Training ................ 3 26 17 hrs. 8 8 8 8 8 1 17 SECOND YEAR Methods and Teaching Forge and Foundry ..... Architectural Drawing Machine Shop College Elective ....... 5 5 5 5 a 23 •• • 3 Methods and Teaching ···-··· Machine Design ···-··············· Economics of Man. Training Art Crafts .... ············-··· 5 College Elective ...................• 3 17 23 5 3 3 3 •• • • 3 17 Electivea: Commerce, arithmetic, geography, science, civics, sociology, economics, Spanish or Latin. If biology has not been taken in the high school, at least three semester hours will be required in place of three hours elective in the first year. Five is the minimum number of students in this curriculum. 32 TEMPE STATE TEACHERS COLLEGE SPECIAL CURRICULUM IN HOME ECONOMICS A T\YQ.YEAR CURRICULUM IN HOME ECONOMICS FOR THE TRAINING OF DEPARTMENTAL TEACHERS IN THE GRADES AND JUNIOR HIGH SCHOOL FIRST YEAR Hrs. Cred. per wk. hrs. FIRST SEMESTER General Psychology 3 3 Composition and Design L ... 4 3 6 Household Chemistry .... 3 Clothing 1 ·---·-3 --- 4 College Elective --3 3 Physical Training ............ 3 23 Hrs. Cred. SECOND SEMESTER per wk. hrs. Principles of Education 3 3 Composition and Design L ... 4 s Household Chemistry s Cookery 1 s College Elective 3 3 Physical Training '' 16 25 16 ' 's SECOND YEAR ' Teaching Home Economics .... 4 Household Management Cookery 2 ............. s Sociology --College Elective 3 '' s Teaching Home Economics.... Nutrition 5 Clothing 2 -- ················· ......... 4 Bacteriology College Elective -3 ' 3 3 21 16 22 15 ' s 3 2 Electives: Physiology, English, geography, economics, American history, European history, commerce, interior decoration. A student entering this curriculum without credit in physiology will elect this subject in the second semester of the first year. Students entering the special curriculum in home economics inust have had biology as a prerequisite. The minimum nun1ber of students in this curriculum is five. TEMPE. ARIZONA 33 SPECIAL CURRICULUM IN KINDERGARTENPRIMARY A T'YlO-YEAR CURRICULUM FOR THE PREPARATION OF KINDERGARTEN AND PRIMARY TEACHERS FIRST YEAR Hrs. Cred. per wk. hrs. FIRST SEMESTER General Psychology 3 Music 1 -·-·-·----··-·-····-·······-·--··Industrial Arts 1.................... 5 3 3 Literature 3 --···-···················- 3 Bench Woodwork (a) 5 3 2 Zaner Writing ..... Physical Training .... 3 •' " Hrs. Cred. per wk. hr,;. SECOND SEMESTER Principles of education .. 3 3 Oral English 7 (a) .. 5 English 5 (b) . ................. 3 3 Industrial Arl; 2 5 3 College Elective 3 3 Zaner 'Vriting 2 l Physical Training 3 " 17 l7 SECOND YEAR Primary Methods Primary Teaching Art 1 .............. Kinderg11.rten Technics College Elective ... _,, ___ 5 3 5 .. 5 3 5 3 3 3 23 17 Kindergarten Teaching . lO Hist. and Prin. Kindergarten Education Kindergarten-Primary Curriculum College Elective 3 " 3 3 3 17 Electives: American history, biology, CIVIcs, English, home economics, manual arts, sociology, geography. As a prerequisite to this curriculum, students must be prepared to pass a test in music which will include sight reading, piano work, and singing. If biology has not been taken in the high school, at least three semester hours \'.'ill be required in place of three hours elective in the first year. Five is the minimum number of students in this curriculum. TEMPE STATE TEACHERS COLLEGE 34 SPECIAL CURRICULUM IN COMMERCE A TWO-YEAR CURRICULUM IN COMMERCE FOR THE TRAINING COMMERCIAL TEACHERS IN THE GRADES AND JUNIOR HIGH SCHOOL OF FIRST YEAR Hrs. Cred. FIRST SEMESTER per wk. hrs. General Psychology -············· 3 3 Accounting 1 ···-··--······--------- 6 8 English 6 or English 5....... 3 3 Biology or Geography 1 ........ 5 8 College Elective .................... 3 3 Penmanship ··---·····-··········-··- 2 1 Physical Training ·----······-····· 8 1 24 Hrs. Cred. SECOND SEMESTER per wk. hrs.. Principles of Education ........ 8 8 Accounting 2 ·······-··············· 5 Arithmetic ····-········-······--··----· Commercial Elective ······•······· College Elective ·······-·-·········· Penmanship ·····-·········-··-··-··- 2 Physical Training ···1 ' ' ' ' 22 17 ' ' ' ' 17 SECOND YEAR Teaching Methods ·······-··-··-······-······· • ' ' ' ' •' 5 ··········-················· 5 Shorthand ············-··-··-··· Accounting ··················· College Elective ··················· 19 ' ' ' l7 • Teaching ···············-······-······· Shorthand ···-··-··-·······-··· 8 S9ciology 0, Sch. Management .... ·····-··············· Commercial Elective .... 5 3 Coile~~ Elective ............... 5 19 17 ' ' ' ' ' ' Prerequisites: One year of shorthand; one year of typewriting. Classes will be given in shorthand 1 and 2 and in typewriting ·1 and 2, in which special commerce students may be enrolled to m·ake up the prerequisites necessary, but no college credit toward graduation will be given special commerce students for this work. If either biology, botany, or physiology have not been taken previously, three semester hours in biology will be required for graduation. College Electives: Agriculture, English, economics, education, history, hon1e economics, manual arts, Spanish. Commercial Electives: Money and banking, business administration, business law 1, business law 2, accounting 4, shorthand 3 and 4, type\vriting 3 and 4. Shorthand 1 and 2 and typewriting 1 and 2 may be elected by students in the Standard Teachers' Curricuhun, but nor credit in these courses will be given to special commerce students. All courses in shorthand, typewriting, and accounting are open to students in the Standard Teachers' Curriculum who may use them as electives. The minimum number of students in the special curriculum in commerce is five. TEMPE, ARIZONA 35 Description of Courses ART DEPARTMENT Mr. Anderson; Miss Larkin The Art Department offers three groups of courses: Art 1, arranged for students in the Standard Teachers' Curriculum; Art 2 and Art 3, for those who wish to procure a special recommendation in art in connection with the Standard Teachers' Curriculum; and the Special Curriculum in Art, the aim of which is to prepare teachers of this subject in the grades and in junior high schools. General Course in Art Art 1. This com"Se includes drawing, composition and desigu, color study, constructive problems, lettering, applied design, clay modeling, exercises in costume design and home planning, methods and teaching, art appreciation. Fil"St year. Either semester. Five hours a week. Three credits. Elective Courses in Art Art 2. Among the subjects offered are lettering, batik, gesso, block printing, stenciling, tied and dyed exercises, bookbinding, making of lamp shades, enamel ing, etc. Two semesters. Five hours a week. Three credits each semester. Art 3. Pottery; modeling; cement problems; art metal to include work in copper and brass, piercing, etching, riveting, soldering, raising, repousse, enameling, and coloring. Prerequisites: The student must give evidence of fitness to enter courses 2 and 3, and in addi- 36 TEMPE STATE TEACHERS COLLEGE ti on thereto must ha\ e the recommendation of the department. These courses will not be given unless at least five students are enrolled for the work. Two semesters. Five hours a week. Three credits each semester. Special Curriculum in Art The purpose of this curriculum is to prepare teacherg and supervisors of the subject. Fifteen hours per week i l both the first and second years will be devoted to departmental and nine hours to general and professional work. Drawing and Painting. Drawing with pencil, charcoal, crayon, and water colors from still life and from nature. Drawing from the figure. Memory and time sketching. Blackboard practice. First year, five hours a week. Three credits each semester. Drawing and Painting 2. Continuation of Drawing and Painting 1. Illustration; advanced drawing from the figure; study of noted artists; practice in oils; studies in pen and ink. Second year, five hours a week. Three credits each semester. Art History 1. Study of masterpieces of architecture, sculpture, painting, and crafts; historical de\ elopment of art-primitive, Egyptian, Assyrian, Greek, and Roman. First year, two hours a week. One credit each semester. Art History 2. Early Christian and medieval art in Europe and Asia; the Renaissance; modern art. Second year, two hours a week. One credit each semester. Composition and Design 1. Principles of design; rhythm, repetition, alternation, symmetry, balance, transition, contrast, radiation, harmony. Problems in notan. Conventionalization. Decorative treatment of plant and TEMPE, ARIZONA 37 animal shapes. Designs for craft work. First year, five hours a week. Three credits each semester. Composition and Design 2. Ad\ anced problems. Use of color. Designs for art crafts. Composition in architecture, furniture, interior decoration, pictures, etc. Commercial art. Second year, five hours a week. Three credits each semester. Mechanical Drawing. See under heading of Manual Arts for description of this course. First year, first semester, four hours a week. Three credits. Art Crafts 1. Batik, gesso, stenciling, block printing, tied and dyed work, bookbinding, lettering, posters. First year, second semester, four hours a week. Three credits. Art Crafts 2. Clay modeling, color cement, pottery, art metal. For further details, see Art 3. Second year, second semester, five hours a week. Three credits. Costume Design. Lines, color, and tones in dress. Problems dealing with individual needs. Borders and decorative spots for embroidery. Applique. Something of the history of dress. Second year, first semester, four hours a week. Two credits. Methods and Teaching. Teaching of art in the training school. Art 1. Second year, five hours a week. Five credits each semester. D D D BIOLOGICAL SCIENCE Mr. Ostrander The purposes of this department are: First, to give the prospective teacher a scientific basis for the presentation of nature study and project work; second, to 38 TEMPE STATE TEACHERS COLLESE give them that broad ·culture afforded by biological study. The students are not only taught modern scientific methods of investigation, but they are also taught to interpret and appreciate the biological phenomena of every-day life. WelJ-equipped laboratories and a school demonstration farm provide facilities for the practical presentation of the courses. Agriculture. This course is intended to give the students such a knowledge of the general principles of agriculture as will enable them to teach the subject in the rural schools in terms of the community life and industries. It endeavors to train the teacher to give the boy and girl intelJigent interest and advice in their home problems and projects. It also aims to develop in the student a sympathetic attitude towards this fundamental industry of our country. A fifty-acre farm, completely stocked with the best types of pure-bred livestock and fulJy equipped with modern implements and machinery, furnishes facilities for practical demonstration. It also makes possible the presentation of the human interest side of agriculture. The student is given the opportunity of personalJy conducting agricultural clubs and allied projects in the training schools. Required of all students in the second year of the Standard Teachers' Curriculum. May be taken either the first or the second semester. Two hours of lecture and four hours of laboratory, field, and project work per week. Three credits. General Bacteriology. This course emphasizes the industrial and hygienic applications of bacteriology. Some of the important bacteria of each of the principal groups are studied in culture and microscopic preparations. The more common pathogenic bacteria are considered in order that the student may have a scientific foundation for hygienic precautions in schoolroom and community work. Elective. Prerequisite, General Biology or its equivalent. Second semester. Two hours lecture and four laboratory hours. Three credits. TEMPll, ARIZONA 39 General Biology. The subject matter of this course is intended to give a foundation for such biological applications as may arise in the student's professional training and career. While laboratory technique is not slighted, the study of the living specimen, with his interesting life problems is stressed wherever possible. The student is not only required to master the important biological facts and principles, but he is also required to apply these to the problems of human life and training. Required of all first year students who do not present entrance credits in biology. First semester. Two lecture hours and four laboratory hours per week. Three credits. 0 0 0 CHEMISTRY Mr. Irish Chemistry 1. A course in general inorganic chemistry. This course may be elected in the first year of the Standard Teachers' Curriculum. One year. Two lectures and four hours laboratory work per week. Six credits. Chemistry 2. A year's work in household chemistry is offered for those who elect the special curriculum in Home Economics. One year. Two lectures and four hours laboratory work per week. Six credits. D 0 0 COMMERCE Mr. Christy This department seeks to give elective commercial 40 TEMPE STATE TEACHERS COLLEGE training to students of the Standard Teachers' Curriculum, to widen the horizon of students and to render them more responsive to civic and social obligations. The training of teachers is another aim of the department. The needs of those students who are preparing for a business career or who desire to pursue commercial subjects or social sciences in the university are considered. The Department of Commerce is located in the Industrial Arts Building, where modern equipment of every kind is provided. There are installed here elec. trically driven mechanical devices of the latest pattern. A suitable and liberal addition has been made to the library for the use of the students of this department. A course given to those desiring to become commercial teachers. First semester, five times per week. Five credits. Method of Teaching Commercial Subjects. General principles of bookkeeping and accounting. A full accounting system is worked out. Short sets are used and particular attention is paid to classification of accounts, personal and partnership accounts, discounts, the making of, opening, closing, and adjusting journal entries, and the preparation of final statements. Text: McKinsey, Bookkeeping and Accounting, Volume 1. First semester, five times per week. Three credits. Accounting 1. Accounting 2. This course deals with such statements as: Comparison of single and double entry, proprietorship, balance sheets, profit and loss statements, negotiable instruments, trial balance, working sheets and notes; detailed study of different types of books; adjustments, classification of accounts, discounts, accounting records, controlling accounts, consignments, interest, deferred charges; introduction to corporation accounts TEMPE, ARIZONA 41 and classes of stock. A set of transactions is worked out. Problems are studied. Prerequisites, Accounting 1 or its equivalent. Text, McKinsey, Vols. I and II. Second semester, five times per week. Three credits. Accounting 3. A continuation of Accounting 2. Special problems and accounts are considered, such as the corporation voucher system, factory costs, depreciation, credits, forms of investments, types of assets, types of liabilities. Prerequisite, Accounting 1 and Accounting 2 or the equhalent. Texts: Kester, Theory and Practice, Vol. II, and McKinsey, Bookkeeping and Accounting, Vol. II. First semester, three times per week. Three credits. Accounting 4. A continuation of Accounting 3, with the consideration of C. P. A. problems, auditing, industrial accounting, the income tax law, surplus and reserves, dividends, sinking funds, branch houses, consolidated balance sheets, reports of receivers and trustees. Prerequisites, Accounting 1, 2, and 3. Text: Kester, Vol. II, and l\IcKinsey, Bookkeeping and Accounting, Vol. IL Second semester, three times per week. Three credits. Shorthand 1. Elementary work in shorthand for beginners. Complete twelve lessons in Gregg Shorthand Manual. Students entering Shorthand 1 and 2 must complete one year of work in order to receive credit. Prerequisite, one half year of typewriting, or must learn typewriting while takin« this course. First semester, fi\ e times per week. Three credits. Shorthand 2. Additional drill in principles. Practice in "riting letters and miscella>ieous matter. A speed of seventy-five words per minute on new, solid matter required. Finish Gregg manual and complete 150 pages of Gregg Speed Studies. Second semester, five times per week. Three credits. 42 TEMPE STATE TEACHERS COLLEGE Shorthand 3. Additional practice for the purpose of increasing speed and accuracy. Actual business correspondence and reports. Use of mimeograph, multigraph and adding machine. Complete Gregg Speed Studies. First semester, three times per week. Three credits. Shorthand 4. Special dictation to enable students to acquire a maximum of speed; actual correspondence and report work; tabulation; legal papers; transcription of speeches; practical office work of various kinds. A net speed of one hundred words per minute on new matter is required. Text: Sorelle, Office Training. Second semesiPr, three times per week. Three credits. Typewriting 1. Instruction in the care and use of the typewriter. Exercises for the development of thP proper wrist and finger movement and for the complete mastery of the keyboard by the sense of touch. Complete one half of National Typewriting Text. One semester, fl\ e times per week. Three credits. Typewriting 2. Practice in letter writing, use of carbon, tabulation and writing on cards. Work done for other departments of the college. Finish National Typewriting Text. One semester, five times per week. Three credits. Typewriting 3. Practice in the transcription of shorthand notes. Miscellaneous copy and dictation for the attainment of speed and accuracy. Outside work for other departments of the college. One semester, five times per week. Three credits. Typewriting 4. A continuation of Typewriting 3. One semester, fi, e times per week. Three credits. Business Law 1. Elementary law; law in general; legal terminology; composition of American law; system of reported decisions and opinions; details of the TEMPE, ARIZONA 43 following subjects: Contracts, agency, and negotiable instruments. Text: Spencer, Commercial Law. First semester, three times per week. Three credits. Business Law 2. Law of sales, warranty, bailment, and corporation. Study of income and inheritance taxes and of legal documents and cases. Second semester, three times per week. Three credits. Penmanship. Principles of Zaner writing. Methods of teaching penmanship. Exercises for development of free hand writing. Text: Zaner Method, Writin\\' Manual 144. Two times per week throughout the year. One credit each semester. Labor Problems. A study of the conditions of poverty and status of living conditions among laborers; distribution of wealth; the labor unions and labor policies; old age and its protection; industrial accidents and diseases; strikes, lockouts, and blacklists; labor legislation. Second· semester, three times per week. Three credits. Business Administration. The field of business administration. Plant location. Administration of personnel. Market problems. Production. Risk bearing. The business unit. Features of administration. Text: Marshall, Business Administration. First semester, three times per week. Three credits. Money and Banking. Serv·ces and forms of bank ing; credit; bank loans: relations between banks; regulation of banking; state and national banks; federal reserve system; agricultural control. Text: Moulton, Principles of Money and Banking. Second semester, three times per week. Three credits. 44 'rEMPE STATE TEACHERS COLLEGE DEPARTMENT OF EDUCATION Mr. Payne; Mr. Burkhard; Mr. Fenton; Mr. Blackburn The purpose of this department is to give students a broad understanding of the place of education in modern society, and to fit them to apply their knowledge and ideals through service in the schools of the state. The work in theory is closely connected with the work in the Training School, so that students may see the relationship between theory and practice in the teaching process. General Psychology. An introductory survey of the field of mental life. The point of view, methods, general principles of psychology, and the experimentally attested facts of the science are presented. While the primary emphasis is on normal adult psychology and the application of these facts to the control of human beha,iour, the fields of infant, child, animal, and abnormal psychology are also entered. An attempt is made to answer the practical questions which the beginner usually has when undertaking the study of psychology. Lectures and class discussions. Texts to be used: Gates, Psychology for Students of Education, and such supplementary books as may be prescribed. One semester, three hours per weeh. Three credits. Mr. Burkhard, Mr. Fenton, l\Ir. BJacl,burn. School Management. This course will be dh ided into three parts. First, "ill be considered the School Laws of Arizona, together with a general and historical discuosion of school administration and organization. Second, the problems of school management such as those concerned with child hygiene, discipline, classroom methods and de\ ices, the relationship of the teacher to the school and community and other similar problems. Lastly, an introductory study of tests and TEMPE, ARIZONA 45 measurements will be made. Texts: Sears, Classroom l\lanagement and Control, and such other books as may be prescribed. Second year, either semester, three hours per week. Three credits. Mr. Fenton. Sociology. This is an introductory course in the study of sociology. The course will evaluate the problems growing out of the psychology of human want; and needs. The 'ocial institutions that hm e grown up in an attempt to se.tisfy these wants and needs will receive carPfu] analyois. Some attention will be given to education as a factor in ghing direction to the future gro\\ th of democratic institutions. Prerequisite, General Psychology. Second year, either semester, three hours per week. Three credits. Mr. Burkhard. Principles of Education. This course deals \\ ith the principles underlying the teach.ng process. It includes a considerat·on of the place of education in modern society, its ciianging conceptions, and possible functions. The latter pc.rt of the course is gi\ en to a discussion of the elementary school curriculum with special reference to the application of the general princ.ples. For the most part only general principles are dealt with. A more detailed study of methods is made in the second year. First year, second semester, three hours per week. Three credits. l\fr. Payne, Mr. Fenton, Mr. Blackbnrn. History of Education. This course will make a careful study of the place education has had in the development of civilization. The purpose of the course w·n be to g.. ve the student a good historical perspective by which to judge the validity of present day answers to our social problems. The historical background to be derived from a study of the history of education ought to be of large 'alue to all who are interested in building dn.rnocratic inst·t.Jtions. Second year, either semester, thrc honrs per "eek. Three credits. Mr. Blackburn. 0 M~ernrlo a'ld Curriculum. Three units. This course 46 TEMPE STATE TEACHERS COLLEGE will consider the content, aims, materials, -and methods in each of the leading subjects in the elementary school curriculum. The literature on methods in these subjects will be examined and reviewed. Some effort will be made to show proper correlation and co-ordination among the subjects of the course of study. This work is closely correlated with the teaching throughout the second year. Second year, both semesters, five hours per week. Three credits each semester. Mr. Payne. Tests and Measurements. A course dealing with the use and interpretation of intelligence and achievement tests. The relationship of these devices to the administration and supervision of instruction, simple statistical and graphical methods; the significance of scores and the diagnostic value of the results obtained, are to Le carefully considered. The student will be prepared to give, score and interpret the important tests now u'ed in the schools. Text: Hines, A Guide to Educational Measurement. One semester, three hours per week. Three credits. Mr. Fenton. Educational Psychology. This course will be based upon the findings of general and experimental psychology. It will make a study of the psychological facts and laws that have a bearing upon understanding and controlling the learning process. The facts pertaining to subject matter will be evaluated in the light of the facts found in regard to the laws of the learning process. Prerequisite, General Psychology. Third year, one semester, three hours per week. Three credits. Mr. Burkhard. TEMPE, ARIZONA 47 THE TRAINING SCHOOL The Training School is organized under special Training School laws. It is a regular public school of six grades, junior high school and kindergarten in town, and two rural schools, a one room rural school and a two-room rural school, in the country. Class conditions are kept as nearly like those in other regular public schools as possible. The state course of study is followed. The courses in special methods, the curriculum, obsen ation, and practice teaching are given in connection with the training school. The class work in standard and intelligence tests is closely con-elated with the giving of tests in the training school. Junior High School. The Junior High School is established to meet the increasing demand for teachers who are specially trained to teach in the junior high schools of the state. Th's division of the training school consists of the seventh, eighth and ninth years. Teaching in this division is open only to those who have done special work in one or more of the junior high school subjects and who are recommended by the special department in which the work is done. Observation and Practice Teaching. All secondyear students observe model teaching and teach in the Training School during one full year. The observation of model teaching alternates with the practice teaching throughout the year, so that students may immediately apply observed methods. All practice work is done from carefully prepared lesson plans under the direction of trained supervisors. 48 TEMPE STATE TEACHERS COLLJIGJI RURAL EDUCATION Mias Lynd In Arizona, as well as in other states, a large proportion of the children must find their early education in the rural schools. With the development of new irrigation projects and the bringing of new areas under cultivation, the demand for rural teachers must increase. In order to meet the special needs of these schools, the Teachers College has taken full charge of two of the regular rural schools of neighboring districts--a on~ room school and a two-room school. These schools are under the direction of a trained rural supervisor. Attention is not confined to the problems of the schoolroom alone, but community problems are included. The building, ·equipment and sanitation are such as it is possible for any district to provide with the wise use of school funds. The only special advantage which the Teachers College provides is that of a specially trained supervisor. The student teachers who teach in the rural schools are furnished transportation forth and back by automobile, and by this arrangement they are enabled to carry on the classroom work of the course without inconvenience. D D D ENGLISH Mr. Felton; Miss Pilcher; Mias Larkin English 5. Required of students who have not had two years of ancient or modern foreign language. A study of technical grammar based upon the prose structure of the best modern writers. Etymology, word formation, and sentence formation. Variations in terms used in modern textbooks are listed. The statements of differing textbooks are compared and criticized. Methods of teaching essentials of grammar in the inter. TEMPE, ARIZONA 49 mediate and npper grades are presented. Texts: Any modern English grammar; Ruskin, Essays-Chas. S. Scribner's Sons. $1.25. One semester, three hours per week. Three crPd1ts. Mr. Felton. English 6 (a). Required in the first year of the Standard Teachers' Curriculum. Exposition and argumentation, theme writing, and theme correcting. Oral exercises before the ch ss. Conferences with instructors. One essay of at leaot two thousand words is required of each student. Texts: M. and R., The Writing of Eng lish, Holt and Co. $1.50. Two semesters, three hours per week. Three credits each semester. l\Ir. Felton. Miss Pilcher, Miss Larkin. English 6 (b). Similar to English 6 (a), but adapted to the needs of those students who require more practice in the technique of written composition. Two semesters, three hours per week. Three credits each semester. Mr. Felton. English 7 (al Public Address. Articulation, tone placing, practice in extemporaneous speaking or reading before the class. Group work in conversation. Appearance i,1 plays may be chosen by those who exhibit dramatic talent. The best students are selected for appearance in college plays. Constructive criticism of the "ork of each individual is gi' en. Elective. One semester, five hours per week. Three credits. Mr. Felton. English 7 (b). Public Address. Open to students who h·ne completed English 7 (a) or its equivalent. Reading: forensics; dramatic interpretations. One semester, five hours per week. Three credits. Mr. Felton. English 8, Advanced English. In 1925 26 this course will be devoted to the Nineteenth Century English poPts, with special study of Shelley, Robert Browning, Elizabeth Barrett Browning, and Tennyson. The conventions of the period, historical background, and personalities of writers will be discussed, together with 50 TEMPE srATE TEACHERS COLLEGE representative works of each poet. Two semesters, three hours per week. Three credits each semester. Mr. Felton. 0 0 0 GEOGRAPHY Mr. Hoover Geography 1. Principles and Methods. Required of all students enrolled in the Standard Teachers' Curriculum. This course aims to give an intelligent and scientific view of the world as a whole, with special problem studies of type regions. The subject matter is organized and presented according to modern theory and methods. It is the aim to establish principles and procedure which "ill serve as a foundation for teaching and for further acquirement of necessary fact knowledge. Texts: The state text, Brigham and McFarlane, Essentials of Geography, and Salisbury, Barrows, and Tower, Elements of Geography. Either semester, three or four hours per week. Three credits. Geography 2. Physiography. This course offers a study in the evolution of land forms, with particular emphasis upon the physiographic regions of the United States and of Arizona. Earth phenomena are studied with application to life conditions. The locality is rich in physiographic types for field study, while the more distant world is visualized through numerous slides, models, pictures, charts, and topographic maps. Opportunities are aftorded for individual im estigations and reports. Elective. First semester, three hours per week. Three credits. Geography 3. Economic Geography. The purpose of this course is to present and explain the geographic TEMPE. ARilONA 51 factors in the distribution of labor and industry. The localization of industries and the distribution of commodi ties is dealt with from the standpoint of the physical en vironment of man in different parts of the world. Various regions are studied to show the relationship of the "orld's P,TP,1t industries to their geographic environment. Elective, recommended for professional and commercial students. Second SPmester, three hours per week. Three crPdits. D D D HISTORY AND GOVERNMENT Mr. Murdock During the last five years nearly three-fourths of the shtes ha\ e enacted legislation requiri1 g the teaching of the fundamental principles of republican gover1i ment m their public schools. These statutes usually indicate that special emphasis shall be placed upon the study of the Constitution of the United States and of the St it.>, and place the administration of the work in the hands of the sup r·ntendent of public instruction. In kePpinp: \\ ith the ne,.,~ provision, the law further requires the t0achors of public schools, high schools, and state educational institutions to show evidence of a satisfactory preparation in this field of study. Arizona is one o · thPse states, hcving enacted such legislation at the hst regular session, the '!Ct becoming effective in June, 1925. 0 The last course outlined below is specifically prepared to give our teachers the necessary training in American Constitutional history and Constitutional government to meet the requirement of this new law. European History. A study of Europe in the nine· 52 TEMPE STATE TEACHERS COLLEGE teenth and twentieth centuries. The work of the course will be pretty equally dhided between a study of conditions prior to and 'ubsequent to the World War. Shapiro's text will be the guide. First year. Either semester, three hours per week. Three credits. American History. A general course in the history of the An erican people. Beginning with the organization of the present govcr1 ment, stress will be laid upon the significant political, economic, and industrial move mo1 ts to the p1 esent time. Essenti ~lly a reference reading cou1se. Text: l\Iuzzey. First year. First semester, three hours per week. Three cred ·ts. American Government and Politics. A fact presentng course. beginning with the situation as it confronts the a; erage citizen and voter, a study will be made of the intricacies of our political system. An attempt will be made to answer such questions as, How do these institutions work? How do they come to be as they are'? What is the probable trend for the future?. Text: Beard. First ye~r. Second semester, three hours per week. Three credits. Principles of Economics. A beginning course sketching in broad outlines the general field. Elementary facts about which there is pretty general agreement only will be stressed in this introductory 'iew. The work will follow in the main Ely's Outlines. Prerequisites, American History and American Go; ernment and Politics. Sc ·ond year. r::·ther semester, three hours per week. Three credits. American Constitutional Government. Development of the Union. Forerunners of the Constitution. The Com en ti on of 1787. Fundamental features of the federal plan. The position of the state in the American scheme. Recent emphasis upon local administration. \Vhat constitutes republican government. Constitutional TEMPE, ARIZONA 53 development in America. The citizenry, the keystone of the representative system. Education, the salvation of the electorate. Third year. Either semester, three hours per week. Three credits. D D D HOME ECONOMICS Miss Stewart The Department of Home Economics is designed to meet the needs of students desiring to secure the necessary preparation for teaching home economics in the elementary and junior high schools, also to accommedate those who wish to elect work in this department in order to meet their own personal needs by developing purchasing ability, skill in workmanship, and economic and social usefulness. Students possessing the necessary qualifications may elect work in Home Economics with the permission of the head of the department. Those who complete twelve units of credit in this department, upon securing the Standard Teacher's Diploma, are recommended as qualified to teach sewing and cooking as industrial arts in addition to the usual work of the grades. Clothing 1. This work includes lectures, reference reading-, and laboratory practice. It includes hand and machine sewing, the use of patterns, the drafting of patterns, and the principles of fitting. The student is expected to become familiar with the characteristics of the leading textile fibers and with standard materials. First year, first semester, four hours a week. Three credits. Clothing 2. The application of the principles of design to the construction of clothing is emphasized. TE'\IPE STATE TEACHERS COLLEGE 54 Appropriateness, simplicity, becomingness, and comfort are considered as the basis of good taste in dress. Garments are made to illustrate the principles studied. Some work must be done in silk and wool. Second year, second semester, six hours a week. Three credits. Foods 1. Selection and Preparation of Foods. A study is made of the processes of cooking foods. The composition, nutritive value and cost of foods are considered. Meals are prepared and served. The course includes laboratory work, lectures, and recitations. First year, second year semester, six hours per week. Three credits. Foods 2. Food Preparation and Menu Making. Food is prepared in order to illustrate the principles of menu making, to give practice in the choice and selection of food, and to give practice in serving. Second year, first semester, six hours per week. Three credits. Nutrition and Dietetics. A study is made of the principles of nutrition, including the needs of the body, the composition and digestibility of foods and their metabolism in the human body. Prerequisite, Foods 1, Foods 2, and Household Chemistry. Second year, second semester, four hours per week. Two credits. Home Management. A study is made of the principles of sanitation as applied to the house; the economical arrangement of the house; efficient household equipment; systematic housekeeping; and the economic and social aspect of the home. Second year, first semester, three hours per week. Two credits. Practice Teaching in Home Economics. All secondyear students who wish to secure the special diploma in Home Eeconomics are required to teach Home Economics one year in the training school under the direction of a supervisor. Combined with this work is a TEMPE, ARIZONA 55 study of curriculums, methods, and problems in equipment. Second year, both semesters, five hours per week. Five credits each semester. D D D KINDERGARTEN-PRIMARY Miss Brown Kindergarten-Primary Training Curriculum. This curriculum presents the theories of modern education, the fundamental instincts and impulses of children, and the materials and activities of the kindergarten and primary grades. The applicant for admission must be a graduate of a four-year high school course and must show ability to play music of the difficulty of the Arnold "Rhythms" and Kohlsaat-Baker "Songs for the Child''. A preliminary test will include sight reading, piano accompaniment, and singing melodies. Graduates of this curriculum receive the Arizona Early Elementary Certificate, which entitles the holder to teach in the kindergarten, first, second, and third grades. Observation, primary methods, and teaching are required in addition to the regular kindergarten subjects. Industrial Arts 1. A study of accessory play materials, with practice in working out standard and original forms. Its aim is to direct and stimulate activities with materials that will lead to industrial and art processes and teach the possibilities in home materials. Text: Childhood Education. First year, first semester, three hours p<'r week. Industrial Arts 2. A course in kindergarten-primary handwork, with extended experiences in modeling 56 TEMPE STATE TEACHERS COLLEGE technique in clay, sand, chalk, and cardboard. Building projects with elementary and organized materials and advanced problems in construction furnish the basis for the development of subject matter for both grades. First year, second semester, four hours per week. Three credits. Course 3. Literature. This course gives students familiarity with types of the best literature for children under ten years of age. The subject matter deals with the poets and poetry of childhood; story telling, with a review of the great folk, fairy, animal, and fun stories; and a study of the fundamental principles in the choice of stories. The course further includes a study of poems in appropriate musical settings, rhythms, and games. Text: l\IacClintock, Literature in the Elementary School. First year, first semester, three hours per week. Three credits. Course 4. Kindergarten Technics. A course in organized educational play materials. The Froebelian, l\1ontesso,·i, and other selected materials are studied and e' aluated. Practice is given in handling all materials that carry over into primary grades, stressing proper choice, organization, and presentation. Lectures and assigned readings. Second year, first semester, five hours per week. Three credits. Course 5. History and Principles of Kindergarten Education. A study of educational reformers preceding Froebe!; establishment of kindergartens; the kindergarten in American education and its leaders; a review of present-day methods in child-training. Text: Patri, Child-Training. Second year, second semester, three hours per week. Three credits. Course 6. Kindergarten.Primary Curriculum. A study of subject matter for these grades, with methods of presentation; making of programs and keeping of TEMPE, ARIZONA 57 records; housing and equipment of kindergartens; a study of scientific investigation of kindergarten education and the progress of kindergarten children through the grades. Assigned readings from bulletins issued by the United States Bureau of Education. Second year, second semester, fi\ e hours per week. Three credits. 0 0 0 INDUSTRIAL ARTS Mr. Clark; Mr. Fairbanks The Department of Industrial Arts offers instruction in manual training, drawing, designing, and shop work to all students, and a special curriculum for preparation to teach manual and industrial arts. Students who satisfactorily complete this work will be certified to teach manual training in the grades and junior high school. A complete tabulation of the curriculum in manual arts will be found elsewhere under the heading of Special Vocational Curriculums. The following courses are offered by the Department of Industrial Arts: Bench Woodwork (a). A course for beginning students and special students in the Kindergarten-Primary Curriculum. Fundamental tool processes; design and construction of small projects for home and schoolroom; toy construct' on; study of materials and their adaptation to constructiYe uses. First year, first semester, five hours per week. Three credits. Mr. Clark. Bench Woodwork (b). Advanced course forming a continuation of Bench Woodwork (a) and leading to cabinet construction and the use of wood-working machinery. Either semester, first year, five hours per week. Three credits. Mr. Clark. 58 TEMPE STATE TEACHERS COLLEGE Wood Turning. This course will comprise a study of the lathe, lathe tools, jigs, woods for turning, other materials adaptable to the wood lathe, action of fiber, building up stock, turning between centers, chucking, face plate work, etc. Mechanical drawing required. First year, first semester, five hours per week. Three credits. Mr. Clark. Case and Cabinet Construction. This course includes a study of design, period furniture, screws, finishes, and values through articles constructed. A part of the course will be devoted to school equipment. First year, second semester, five hours per week. Three credits. Mr. Clark. Pattern Making. A course to include a study of cores, core prints, drafts, allowance for shrinkage and finish, building up stock, making core boxes, etc. This course is related to Forge and Foundry Practice, in which the student applies the patterns made in the pattern shop. First year, second semester, four hours per week. Three credits. Mr. Clark. Mechanical Drawing 1. An elementary course involving free hand lettering, orthographic projection, cabinet and isometric projection. First year, first .i;emester, five hours per week. Three credits. Mr. Fairbanks. Mechanical Drawing 2. An elective course covering sections, intersections, and machine drawing, with shading and technic emphasized. Prerequisite, Mechanical Drawing 1, or equivalent. Second year, first semester, five hours per week. Three credits. Mr. Fairbanks. Sheet Metal Work. This is a course in practical intersections and developments as related to sheet metal work. The first quarter is devoted to drawing adapted to sheet metal "ork. The second quarter is spent in the TEMPE, ARIZONA 59 sheet metal shop, where the accuracy of the drawing work is tested by building the articles designed. First year, second semester, five hours per week. Three credits. Mr. Fairbanks. Machine Design. This course covers the elementary design of gears and cams and includes problems in combined mechanism and design for strength. Second year, second semester, five hours per week. Three credits. Mr. Fairbanks. Machine Shop. In this course, the student is given the fundamental principles of machine shop work which involves a study of materials, shop mathematics and formulas, and the care and operation of machines and tools. The student builds small machines and tools, cuts gears, and machines castings. Special work in tool making is also offered to those who are qualified for advanced work. Second yeer, first semester, five hours per week. Three credits. Mr. Fairbanks. Forge and Foundry Practice. The class will make a series of simple forgings which are selected to cover the fundamental principles. Part of the work will consist of a study of foundry and cupola management, heat treatment of steel, and manufacture of wrought iron and steel. Second year, first semester, five hours per week. Three credits. Mr. Fairbanks. Architectural Drawing. A course involving perspective and plans with details of construction. Second year, first semester, five hours per week. Three credits. Mr. Fairbanks. Economics of Manual Training (4b). This is a lecture seri s on shop e 1uipment, cost, and maintenance. Students are required to gather and compile data on materials, tools, and shop furniture and to make shop layouts. Second year, second semester, one hour per week. Mr. Clark. 0 60 rEMPE SrA'l'E TEACHERS COLLEGE Shop Courses and Practices ( 4cl. General review of manual arts work with reference to actual shop practice. Study of methods, courses, drawing, supplies, etc. Study of development of industries, and manual training, industrial, and vocational institutions. Second year, second semester, two hours per week. Students completing Courses 4b and 4c receive three credits. Mr. Clark. Special Recommendation. Students enrolled in the Standard Teachers' Curriculum may elect five hours per week or three units each semester from the above courses, and, upon completion of twelve units, or, by special arrangement, of nine units in this department, may be recommended to teach manual training in grade schools. One semester of this work (three units) shall be mechanical drawing. D D D PHYSIOLOGY Mr. Irish Physiology 1. Electh e. The work in this course is designed to meet the requirements of students who may teach physiology in the elementary schools. The human body is regarded as a mechanism and the interrelation of its parts, so far as structure and function are concerned, is the basis of the course. Hygiene and sanitation are »tressed throughout the course. First year, either semester, three t"mes per week. Three credits. D D D FOREIGN LANGUAGES Miss \Vilson The great Southwest has one of the most interesting TEMPE, ARIZONA 61 educational problems in our United States, namely, that of training and amalgamating a high percentage of foreign born citize,is. There is a broad field for the teacher who understands Spanish and Spanish-speaking people. His value to the community is enhanced greatly if he can reach the parents of his pupils. A knowledge of Spanish is a business asset. Since American business houses ha' e been establishing offices in Spanish America there has developed an increasing demand for those trained in Spanish. The following courses will be oftered pro\idcd there are at least si:>.. applicants for a comse. Spanish 1 and 2. This course in the fundamenb ls of elementa,-y Spanish includes careful work in pronunciation, principles of grammar, reading, conversation, and dictation. As far as possible, Spanish is the language of the classroom and especial attention is paid to the acquisition of a practical and useful vocabulary. Two semesters, three hours per week. Three credits. Texts: Hills and Fords First Spanish Course, Wilkins' Elementary Reader, El Abolengo, Fortuna, Capitan Veneno, and Rivers and Doyle's En Espana. Intermediate Spanish. Translation, re\ iew of grammatical principles, rapid reading, and com ersation. Collateral readings on Spain, Spanish life and customs, the books being selected from en excellent library callee tion. l\Iaterial for reading will be chosen from such books as El Trovador, Navidad en las Montanas, I\Iarianela, Dona Clarines, J\iaria Jose, Ilomera-Navarro's Historia de la Literatura Espanola will be used, and Crawford's Temas Espanoles. Prerequisite: One year of college Spanish, or b\ o years of high school work. Two semesters, three hours per week. Three credits each semester. Advanced Spar,ish. This course covers a wider of rea..i' ig. Much work in special assignments ;~nge TEMPE STATE 1EACHERS COLLEGE 62 on topics pertaining to geography, history, customs of Spain and South America. Readings selected from such books as La Ilarraca, Don Quijote, Sombrero de Tres Ficos, Dona Perfecta, 0 Locura, 0 Santidad. This course may be elected by those ha\ing the equivalent of two years' college Spanish, and should be taken by those who seek recommendations to teach Spanish in junior high school. Two semesters, three hours per week. Three credits each semester. Latin may be selected by those who have had the necessary preparation to read such essays of Cicero as De Senectute or De Amicitia. If there is sufficient demand, a course in beginning Latin may be offered. D D D MATHEMATICS Mr. Waltz Arithmetic Methods. A thorough review of the fundamenb I processes accompanied by discussions of methods and assigned readings. Administration of standard tests; critical examination of te>.ts in use; problems; vroj cts. First year, either semester, three or four hourB per week. Three credits. 0 College Algebra. This course includes irrational numbers, progressions, theory of equations, determinants, partial fractions, variation and infinite series. Prerequisite: Satisfactory evidence that the student has sufficient background for this advanced study of mathematics. Elective. Either semester, three hours per week. Three credits. D D D MUS IC Miss Gerrish; Miss Norton Of all subjects introduced into public schools dur- TE:r.iPE, ARIZONA 63 ing the last half century, music is conceded to be one of the most valuable in moral, social and ethical standing. It appeals to the best that is in the individual and is a powerful element in training for good citizenship. The aims of the music department are: First, to develop an appreciation for and love of good music, to develop the emotional nature and aesthetic sense by interpretation of good music, to teach the language of music for reading and singing; and, second, to prepare students who are taking the professional course for the teaching of music in the public schools. Appreciation, song interpretation, ear training, theory, sight singing, methods, and practice teaching are included in the course. Music 1. Although designed for grade teachers, this course is equally valuable to students in voice, piano or orchestral instruments. It includes study of notation, scales, measures, rhythmic types and figures, musical terms, syllable singing, song study, appreciation, etc. The victrola is used for illustration, also for appreciation. Texts: Music Education Series, Introductory l\lusic, Elementary Music, Intermediate Music. First year, either semester, five hours per week. Three credits. Music 2. Methods. This is a combination of methods, appreciation and the harmony necessary to presentation of problems in the grades. The course is planned for students especially interested in music and its aim is to prepare individuals for making music their special subject in teaching, in addition to their grade subjects. The methods work is very complete, with illustrations given of the presentation of all problems to be taught iu the grades. The care of the child voice, teaching of rote songs, preparation of a repertoire of child songs, rhythm, and monotones are a few of the subjects given 64 TEMPE STATE TEACHERS COLLEGE special attention. There are class demonstrations of all problems. Second year, either semester, five hours per week. Three credits. Practice Teaching of Music. The students of the Standard Teachers' Course are given unusual opportunities to apply their knowledge in the teaching of music in several grades of the Training School. Glee Club. Those who are musically inclined will greatly enjoy the work of the glee club, which is usually organized early in the year. Two periods a week are required for this work, which affords valuable experience in part singing and chorus practice, being at the same time a source of keen pleasure to those who take part. The chorus is frequently called upon to furnish entertainment at the various school functions and public programs, and care is taken that the numbers selected for study and presentation shall always be of a high order of merit. Orchestra and Band. Those who are interested in instrumental music may avail themseh es of the opportunity for practice which is afforded by the maintenance, under the direction of the Department of Music, of an active band organization and of a college orchestra. Both organizations meet regularly for rehearsal and furnish music for the various public events which occur upon the campus and in the auditorium. Participation in the activities of either of these organizations, if entirely satisfactory to the head of the department, may entitle the student to one credit toward graduation. Pianos. 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 for privately, and the lessons paid for. The pianos of the college are made available to such students for the convenience of practice, and stated hours will be assigned upon application. Cl) Cl) < .J I.I (J z z < a: .... A BUSY CORNER-RURAL Sf:HOOL NUMBER ONE LANGUAGE LESSON-RURAL SCHOOL NUMBER ONE TEMPE, ARIZONA 65 PHYSICAL TRAINING FOR WOMEN Miss Hayden This work is required of all young women throughout the course. The primary aim of the work is the physical well being of the student maintained through regular a1 d judiciously selected exercises. A secondaq aim is the arousing of interest in group games, folk dancing and rhythm work to the end that the Teachers College graduate nMy go to her future worh of teaching equipped to undertake playground super. ision with an adequate knowledge of methods to be used and objects to be attained, and with due regard and enthusiasm for this all-important phase of school work. During the past two years the scope of this work has been greatly extended and a most commendable spirit has been aroused. Courses of instruction have been given in a variety of group games suitable for use in the grades. All girls have been enrolled in some form or other of outdoor athletic activity. Match games haYe been played with marked success. A noteworthy feature of the work in physical ed ucation is the attention given to defects of posture revealed by the schematograph, and the use of correctiYe gymnastics "for the remedy of such defects. It is worthy of remark that the increased interest in physical education at Tempe Teachers College during the past two years has been accompanied by a marked decrease in thP number of cases of illness in infirmary and hospital. Although the work in physical training is not formally divided into distinct and definite courses, the following lines of work are offered each year. For the satisfactory participation in the prescribed work through 66 fE\IPE SfATE fEACHERS COLLEGE the school course, a credit of two units is allowed toard graduation. V\ Folk Dancing and Playground Games. The climate of Tempe permits physical training to be carried on out of doors through the entire school year. In the latter part of the first year, a special course is given in primary games and folk dances. This course forms the basis for the practice work of the second year, when the students are required to take charge of the training school playground. In addition to the work of this course, folk dancing is made a pai t of the regular work throughout the year. Volley Ball. Instruction in this game is made a part of the training work during the fall. This is a splendid group game and is easily adapted to varying numbers of players and to players of various ages. As it requires less ground space than basketball, it accommodates more players at one time, since more courts can be laid out in a given area. For these and other reasons, it is particularly well adapted to the playground of the grade school. iennis. This game is taught regularly throughout the year. Eleven cement concrete courts have been constructed upon the campus, and several faculty members have been enlisted to assist in the instruction of beginners. The number of young women who have constantly used these courts during their leisure hours for the past year is exceedingly gratifying. Interest in this phase of the work has been greatly stimulated by the playing off of a number of tournaments with representatives of other schools. Baseball. The girls play indoor baseball out of doors. Three or four diamonds are in use every afternoon during the season devoted to this game, and teams are organized for inter-school matches. TEMPE ARIZONA 67 Basketball. Although this game is not generally considered to be suitable for adolescent girls of the grade schools, and, therefore, is not stressed in the preparation of playground supervisors, yet for young women of college age it possesses many attractions. On account of its strenuous character, much care is taken m ti e selection of those who are permitted to enter this "ork Instruction is given daily during the season, and the courts provided are excellent. Teams are organized and a limited number of match games are played. Campfire Guardians. As a part of the regular work in general methods, a course in campfire activities is given each year to all young women of the senior class. This course is under the immediate supervision of the state director of campfire \\ ork and thoroughly CO\ ers the principles, aims, objects, and methods of the camp1ire mo' ement, and is planned to qualify senior students as campfire guardians, prepared to organize and conduct the work of girls' campfires in the communities into which they may go as teachers in the public schools. An acti' e campfire, maintained among the pupils of the tr;:iining school serves to provide practical experience for prospec'irn can pfire guardim s in all phases of this in1portcint con1munity service. D D D PHYSICAL EDUCATION FOR MEN Mr. McCreary The Physical Education program for men attending the Tempe State Teachers College is designed to fulfill two purposes. First, it is expected to give to every student a physical development which is so necessary to wholesome student work, and to establish in every stu- 68 TE1v1PD srATL TEJ\.CHERS COLLEGE dent. the habit of play and desire to continue the development of his body even after he has left school environment and ente,·ed prh ate life. The second aim is to teach the prospecti' e teacher games and methods of pla) ground and supervised play in order that he may intelligently carry on this work in the school system into which he may go. H 'lnd in hand with this course will be gi' en each year a coursA m Doy S ·0·1t leadership. This course runs from four to sh: "ee 1.s and is designed to prepare young men io oj_·ga1 L~c c nd ta1. . e ch '1rge of Boy Scout Troops as Scoutmasters. At the end of t11is course an examina tio1 is gi\ en to cover the work and also a week-end camp. All those completing this course with a passing grade in the e'fPE STA l'E TEACHERS COLLEGE Association to add to this fund from year to year. When the fund reaches a certain specified amount, it is planned to make this a permanent endowment, the interest to be used to establish scholarships in Tempe State Teachers College. PRIZES The Moeur medal for scholarship, offered by Dr. B. B. l\Ioeur of Tempe, is awarded each year at commencement to the student who obtains the highest standi11g 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. l\foeur, is a" arded to the student who is considered the best teacher in all respects; teaching in the training school, professional spirit shown and work done in professional courses. The student must have attended the Tempe Teachers College for at least two years, and the work for which the pin is awarded must have been completed within the two ye::\rs directly preceding the graduation. The winning of th;s pin is one of the highest recommendat10ns that a student may secure from the professional ,tandpoint. The Harvard Club of A1~zona offers to the advanced studPnts of the college a medal for the be~t 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 mteresting essays on Arizona. TI::MPE, ARIZONA ~·: Matley Medals in Commerce The IIIatley i\Iedal for scholarship offered by Welcome B. lllatley of Tempe, is awarded annually at Com mencement time to the student graduating from the two year Special Course in Commerce with the highest standing in Commercial and Economic subjects. ~his prize "as first offorcd in 1923. It is giwn \\ ith tl e aim of e11couraging students to specialize in con1n1erce and business lines; tl at they may unde1stand the rPqufrerlcJ'ts of commei·ci 1 te. ching and the business world. l\Ir. i\Iatley also offers a medal for the best essay on business or co1nmerce, v;ritten by a second-year student of the college who is cel'!'ying at least one major in co nmerc'al \\orb.. This medal is gi,en to stimulate ,., s arch and study along business lines. 0 The George M. Frizzell Medal A m 'ual for scholarship, to be awarded annually, is offered by Mrs. Minnie E. Frizzell in memory of her ln.s\J,\nd, the late George l\L Frizzell, \\ho was for many rears he~d of the department of mathematics in Temp :t\ormal School, and who was respected and beloved by students and faculty alike for his humanity and smcere friendline'8. 0 84 TEMPE STATE TEACHERS COLLEGE SUMMARY OF REGISTRATION, 1925 Normal School Training School { Men .. Women j Boys ( Girls 93} 519 355} Total . Total 612 ... 704 349 Total registration for the year........ 1316 SUMMARY OF GRADUATES Prior to Class of 1925 Class of 1925 Total number of graduates ..... 1654 208 . ........ 1862 TEMPE, ARIZONA 85 Register for 1924-1925 Adams, Eugene --------------·--·-·-·--·Tempe Adams, Robert Gay ............ Scottsdale Adams, Ruth -··-----··-·----·--···-·-·----Bisbee Aldrich. Nathalie ...................... Bowie Alexander, Ruby ·-·----··--·-··-----Phoenix Alexander, Sadie •.......................Tempe Allen, Hiram Loren ·--··--··-··------Gilbert Ailen, John R. -··--··--·-·-·--······--·Gilbert Allen. William W. -········------Glendale Amberg, Virginia -···--···--·------Prescott Anderson, Alice ---·-·-·-·-·-····-·····---Globe Anderson, Beulah ......................Mesa Anderson, Helen ··-···--·····-··----Douglas Anderson, Martha --··-·-·-··---·-·--·-·Mesa Anderson, Marvyl ---···-·-·---·-·-··-·Mesa Ankersheil, Otto ·-···-··········----Missouri Anthony, Agnes ......................Phoeni:ir: Arhelger, Dora ···········-····-···········Texas Arzberger, Florence -·-···-·····--·-Willcgx Ashbaugh, Margaret ----·-----·····-·Mesa Askins, Elizabeth -··--··-·-·-·--··--·Douglas Aston, Erma ·····---·······--···-····-·----Mesa Atkins, Lorene ... ............. Aguila Austin, Elsie ... ·········...Tempe Allen, Mrs. William ................ Glendale Backus, Margaret __ ···-···-···-·-··---Miami Baehr, Ruth ····--··-··-.....Prescott Balcom, Margaret ... .... Glendale Baldwin, Dorothy ................ Phoenix Bales, Ella --·······--···-··-····---··Chandler Ballard, Lowell ··-·-··-·--··-·--··--··--·-·Globe Barker, Muriel ........... ....Mesa Barnes, Gladys -·--····-··-··--········Gilbert Barry, Betty -··--··-·-···--··--·-··-----Phoenix Bartson, Martha .......................... Mesa Beck. Edna ............................Phoenix Beck, Helen ............................Phoenix Bellamy, Nora -····-·-·--···-·-··-··Superior Beltram, Mary ··---··--···--···--·-·-·Sonora Bemis, Beulah .....................•....Phoenix Bendixen. Hanora ·······--··-·--·····Bisbee Berkenkamp, Barbara --···--··-······Mesa Berry, Effie --···--···---··--··---·-·-···--·-·Mesa Berry, Marie ····-·-·-·-·-··-·-··--···--·····Mesa Bertino, Alice ··-···-·--··-··-···-----Phoenix Biggs, Ellis ·-····-···---··-········-·······--Mesa Billingsley, Beatrice ................ Clifton Billingsley, Ruby ...................... Clifton Birchett, Joseph .......................Tempe Blackwood, Leora ................ Oklahoma Blesch, Elizabeth ................ California Booram, Catherine ........ New Mexico Bowman, Ruth ··-···--··-······-····--Phoenix Bowser, Esther ·-····-·-·--------·····-Phoenix Bracamonte. Helen ·--·-·------Winkelman Brandenburg, Eve -··-·-··--·-···--···-·Mesa Brewer. Leslie 0. -···-·····--······-·-·Mesa Brill, Neva -···-·-·······-·······-······-Glendale Brimhall, Hale ............. . .. Mesa Brodie, Florence .......................... Mesa Brookbank, Winona ..............Phoenix Brooks, Anna ----·--·----·--·----·······Tempe Brooks, Dorothy J, ................ Duncan Brooks, Dorothy A----------·-·----Winslow Brooks, Gertrude ..................Phoenix Broughton, Norma ···-·········-··-·-Texas Brown. Edna ······-··-··········--·-·--···-·Mesa Brown, Laura -··-·-·-·---------------··-Payson Bruce, Ardis ........................-Glendale Brundage, Joe R. ··---··-·-··-·-----------Ray Bryan, Kelley -···--·-·-··--·-------California Buckbee, Harriet ................ Cornville Burch, Kathryn •...•............. California Burleson,Carmela Loree _______________________ ·--···--···-·-·-·-····-·Bonita Bums, Phoenix Butler, Glenna --------------·-·--·-·-····-Globe Butner, Mrs. Elma ····-··-·--·······Phoenix Becker, Betty .......................... Phoenix Brown, Mrs. Mabel J ...............Tucson Blair, Pearl ·--···········-··-··Casa Grande Baker, Jesse ····--···--··---····-··-----Winslow Campbell, Alice •......................... Globe Campbell, Eloise ··-····--··--···--··Chandler Campbell, Margaret ---·-·-·-·-·-·----Bisbee Carloss, Mary ·--·-··---···-···--···-···--Globe Carlson, Lillian ---··--···--·--·-·---··---Lowell Carpenter, Gertrude ..............•.Phoenix Carpenter, Gladys ········-········Phoenix Carroll, Geraldine -·-·-··-------··--Glendale Carter, Clydine ········-··--····-·-------Bisbee Case, Katherine ...................... Safford Casner, Winona --···--··-····-····--···Tempe Cerny, Ada ---··--···-·---···---··--····-··-·Mesa Chain, Edna ----·-··-·--······-··-········Bisbee Challen, Edith ·-·-·-···-····-·-·-·-·---···Globe Chaney, Velma ······--·--·----·-·--·Gadsden Chapman, Hazel -··--··---···-············Mesa Chestnutt, Elsie ........•......... Scottsdale Childers, Leslie ··············------Humboldt Chilson, Mrs. Myrtle Refsnes .... Tempe Christy, W. B ...........................Tempe Cisney, Grace ············--·--··--···--Phoenix Clapp, Frances ·······---·······-···----Pearce Clark, Kenneth ··-·-·----·--··-·-····-·--Tempe Clark. Laura ··-···---··---···-···-········Duncan Clark, Verdell -··---·-·····-·············-.. Mesa Cleaton, Roberta .................... Virginia Clifford, Ethna -··--····-·······-·---··Safford Coffin, Sarah -········-···-···--·-··---Phoenix Collins, Alice ----------·-·-···--···-···Phoenix Collins, Grace ····-···-···-·-···-·-···--Phoenix Cook, Evona ··-·--····---··-··-·-·----Warren Cook, Genevieve --·-·-···-·-·--···-·--Warren Cooke, Leta -·-·-··-·-··--··--·---······Indiana Cooper, Frances ---···-···-·-····Roosevelt Cooper, Learah -··-·················-Prescott Couch, Ruth ·-··-··--·-····---·····-···-Phoenix Coury, Mary ·--·-···--·····-·--·······-·Sonora Cowan, Hugh -··---·---------·--·---·-·--Tempe Cox, Evelyn ·-···-·------··------------··-··Miami Crandall, Loree ···-·····-·-··-····-··-Gilbert Crismon, Georga -··-·········-··········Mesa 86 TEMPE STATE TEACHERS COLLEGE Crismon, Mary ... ____ Mesn Crouse, Hazel ·--- ------------------Phoenix Crump, Dorothy ............................ Rny Crump, Elizabeth .................. Ray Cru~. Abraham ................ Casa Grande Cttlbert, Agnes........................... Lowell Culbert, Katherine ....... Lowell Cummins. Irene ....................... Tempe Curiel, Blanche ............. Casa Grande Curiel, Marie ....... Casa Grande Curnutt, Mighbert ............ Globe Curry, Edward ......................... Temre Curry, Ruth __ .............Tempe Cyra, Estelle ...... . ... Pre.~cott Crow, Robert ........................ FlorenC'e Campbell, James N ............... Doug-las Campbell, Myrtle ................ Douglas Carson, Okla ............................. Globe Condie, Lenore .... Mesa Cole, William ....... Tempe Clark, Alice Pauline ................ Illinois Champagne, Carol ...................... Me:;a Dana, Loral .............. Mesa Dana, Orva ..... . ................ Mesa Dana, Vadna ...................... Mesa Dana, Viola ................................. Mesa Danenhauer, Dorothy ... Clifton Dashiell, Elizabeth .............. Phoenix Dau\valter, Bess .......................... Texas DaYis, Floyd ............................... Mesa Davis, Mason .................... Mesa Davis. Opal ................. Peoria Davis, Rosella ...................... Kingman Davis, Ruth .. Phoenix De Rosier, Harold . .............. Mesa Dettweiler, Dorothy ....... Phoenix DeWitt, Helen....... ..St. Johns Dietrich, Nellie ........ . ...... Dougla-J Dillman, Loren _ .......................... ,Vebb Douglas, Laurine ................Phoenix Douglass, Wilma .................... Phoenix Draper, Ruth .... Wickenburg Driskill, "\Villie . . .............. Benson Dugger, Hester .. . .......... Jerome Dugger, Nellie ............................ Peoria De"\Vitt, Nell -·--· ...... Snowflake Earhart, Harry ..................... Phoenix Eckardt, Della ·--·-·-·---··-...... Cuba Edwards, Bertha .. ..Chandler Edwards, Irene .................... Chandler Edwards, Lawrence ........ Chandler Eisenhart, George .......... Mascot Eisenhart, Jean .... . .......... Pearce Ellsworth, Edmund .................... Mesa Ellsworth, Ella _ .................. Mesa Ellsworth, Faun ...... California Ellsworth, Lillie ···--·- .................. Mesa Ellsworth, Lloyd ............ Mesa Embry, Cecil .......... Scotts Lota Nathalie Aldrich Marvyl E 1zabeth Anderson Dora Arhelger Florence Winifred Arzlilerger Mary Margaret Ashbaugh Elizabeth Agnes Askins Ruth Geraldine Baehr Muriel Barker Betty R ;,s Barry J. Edna Beck Nora Winona Bellamy ___.llan ra Margreta Bendixen Barbara Berlenkamp Ruby C. B1lhngsley .Catherine Orville Booram --Ruth Patnc1a Bowman Helen Velasco Bracamonte Leshe Odell Brewer Neva Mae Brill --Florence H Brodie Gertrude Graves Brooks _ -1'.'rorma Bro'ttghton Elma Butner -:Kathryn Ellen Burch Mary Glenn Carloss Geraldine Carroll Winona Casner Grace M Collins Frances Lucinda Clapp N. Roberta Gleaton Ethna Joy Clifford Alice Marguerette Collins - Genevie\ e Ruth Cook Frances Grayce Cooper - E"·elyn Loui e Cox Agnes Beatrice Culbert Irene M. Cummins Estelle Cyra Loral Clarence Dana Vadna Angelia Dana Ma on Wilford Davis Ruth Elizabeth Davis Ruth McGhee Draper Nellie Jo'lephine Dugger Bertha E. Edwards Irene Helen Edwards Lawrence George Edwards Faun Ellsworth Lilhe Ellsworth Lloyd H. Ellsworth 19, 5, 192 Martha Ellen Eye Maude Leone Fegley Dorothy Foulkes Amelia C. rraide Florence Helen Freeman Mary N. Frost Lillian Gabbard Jeannette Giffen Delbert Franns Goddard Katherine Grace Jean Grant J e" 1e Irene Green GleGner Virginia Gregg Edith Lorra1ne Hall Luc e Gwendolyn Hanna L lian Marguerite Hamilton L1lhan Harms Joseph Elmer He.stings Evelyn Frances Hayes Ruth May Higgins Marga et Ellen Hill Hubert Otto Hines Grace L. Hogue Gladys Marie Holcomb Frances Elizabeth Leggett Adela Lorona Victoria Lott Mary Elizabeth McClain Jean Jacqueline McClelland Enid Evelyn McCoy Denes Gale McDorman Garnet Vergie McEuen E tella Rochelle McHenry Mary Kathryn Marshall Ellen Aulaine Martin Gladys Mason Stella Mae Mastin Faith Carolina Mather Lin·an Marguerite Maxey Jo ·ephine Messick Leona LuVeme Minner Leola Minter Lee B. Moore Alice Frances Morrison Ruth Vivian Morrow Flora Josephine Mullen Maude E ... e!yn Narramore Clarence C. Nolan Mary Helen Nolan Louvenia Foster Norton Marian Louise Leezer TEMPE, ARIZONA Edith L. Holt Lora Elizabeth Hood Lily Wanda Hopkins Helen Ruth Hudson Mabel Claire Hughes Henrietta F. Humbert - Emily Hunter Mildred Droe Johns Ellis F. Johnson Viola Amelia Johnson Miriam Johnston Lill an Frances Jones Mildred Mitchell Jones Vesta Pearl Jones Avis Kirkland Bertha Kirkland Irene Valora Knott R. Irene Lamb :Marjorie Landrum - Angehne Layton - A vis Marie Lesher --cLora Aseneth Lisonbee Alice M:. O'Connor Pearl Sanders Openshaw Marie Jane Pace Adele P nkerton ~Glady~ Pomeroy Aileen Ag:nes Powers Yeti LaVaughn Ramsey -Ruth M. Reed ..Han rah Regan Katherine Reita Richards Mlidred Richards Beatrice Riggins Dora May Riggins Edwin Lee Riggs Dolores Mabel Risdon \Vill D. Robbins Carlotta Robinson Anona Sanders Naomi Grace Saylor Mae Brooks Schofstoll Rose Ann S rivner Ehzabet.h Hattie Shouse Nelda Mamie Silverthorne Dorothy Simser D rothy Valerie Smith Velma Sm'th Ila Margaret Staples Frankie Grace Starbuck Ruth Ellen Steele Crystal Mary Super El ie Agatha Sweet Bertha M. Tate El ie Margaret Thompson Dorothy Win1fre1d Tompkins Ebza beth Myrtle \Valmsley Arthur Eugene Way Alice Louise White Florence Eleanor Wilder -Helen G. Williams Mrs. Pearl R. W lliams Kathryn Williamson Nora E Windes Lucille Katherine Wright Fay Lucile Younkin SEPTEMBER l, 1925 William Worth Allen Lillian Jane Carlson Myrtle Refsnes Cbil1mn --Lenore Condie Hazel Crou e Blanche I. Curiel -Bess Dauwalter George 0 trander Eisenhart --Irene Lucile Fisher Clotilde Eugene Fraide Wilham Ru ell Henness Mary N. Johns Mildred Lorene Long Genevieve Mary McNally Mary Isabelle Marden Elsinore Ethel Oakes Juna Emma Redden Abee Berniece Steele Lorena Walk Sara Norfrances White .Sara Lucile Williams Thelma Blanche Williams Alice Lee Wyatt 91