Volume 41 JUNE 1926 Number 1 BlJLLETIN of the Tempe State Teachers College Tempe, Arizona Tiu College Palms Volume 41 JUNE 1926 Number I BULLETIN of the Tempe State Teachers College Tempe, Arizona TABLE OF CONTENTS Calendar ...................................... . .................. _ iv Boards and Officials ............... ............................. .................... v Faculty .................................... -------··-·-·······--··----··-·····-······--···-·-- vi-v':ii Administrative Officers ............................................................ viii General Information ........................................... ...................... 1 Dorn1itories ........ .......................................... ·--------·· ·----------------11 Expenses of Students ····------------·............................... 13 l:Iealth Certificate ······------------·-···-····-·········-·-··-·····---·----·--· 15 Credits Required for Admission ···---------···---····-··---·--·18 Admission of High School Graduates ·············-------·-·······----------19 Adn1ission of Experienced Teachers ····----···· ···············-----·-----··20 Admission to Advanced Standing ········-·········--···-·····-··----------···· 20 Late Registration ----··-············· ···-······-· __ ···-····--···-· ·······--·--------20 Regulations Concerning Graduation .. . ....... ----·-·--·---·-···· 22 Regulations Concerning Attendance ·-·-··--········ ···----···------------24 Standard Two-Year Cun·iculum ··-·········----····-·--····----·-··-----···---- 26-30 Degree Curriculum ..... ·····--·····--····························-·--···-·-30 Special ·vocational Curriculums ............................................... 31-37 Description of Counses ····--·-··-··················································-·· 38 Art ........................................................................................ 38 Biological Science ·-·····-····-····-·-··················--····-·-··--·-·-------40 Chemistry -··-···-······-·----······················································· 42 Con1merce ········----······-·······--·····-··············------····-················· 42 Education ·····-··············-·········································-·····-------47 Introduction to Education ···-···--·-········-·------------------50 General Psychology ---···················-··························47 School Managen1ent ································--·-·····-·····-·-·· 47 Sociology ____ ····----····-········ ····-·········-················--····-···· 48 Principles of Education _ ······················-·-48 History of Education ···············-··················------48 Methods and Curriculum ····-·····-·············-·············· 48 Educational Measurements ........................................ 49 Educational Psychology ..................................... 49 Philosophy of Education ····································-·--·-·· 49 Supervision and Administration --···-···-···········-·-········ 50 Training School ···-······--············ ................ 8, 17, 50 Junior High School .................................................... 51 Observation and Practice Teaching ........ ............... 51 Rural Education ----······--···· ....................................... 51 English .................. ..................... ................ 52 Geography ................................ ........................................... 54 Home Economics -··-····-·· ······-············-··----·-·· 56 Industrial Arts .......... ............. ............... ........................... 58 Kindergarten-Primary ············-·········---····-·······-···············-·61 Languages ................ ····----··················--············ 63 Mathematics ··········--- ···---···-····· ···········-------····················---65 Music ····----·--·--································-·· ·····················---·--------· 66 Physiology ------------························ ···-···················----·-·········· 68 Social Science ····-·········-···--······ ········--·-······-··············· 69 Physical Education for Women . ········-·-··············------------71 Physical Education for Men ···--·························--·-····-······· 74 Library __ ·········-·-----······------······-····-·-················-··········-···········-·--75 Alumni Association ----····-············-··········-·---·····················--····-----77 Loans from Endowment Fund ··-·········-············--····--·-····-········-·-78 Students' Or_ganizations ·······-·-····----··-·········-------···· 80 Prizes ·······-·---···------------······--···-················-····--··-·-··············-·········· 89 Summary of Registration ··--····---······---····-················---------------·--92 Register of Students, 1925-1926 .............................................. 93 Graduates, Class of 1926 ............................ , ..... , ............•... ,... 98 Calendar 1926-27 First Semester Registration and classification Septen1ber 9, 10 and 11 First .semester begins, 8 :00 A. M............................... Septen1ber 13 Midterm exa111inations Thanksgiving recess ---------.. Noven1ber 10-12 ···---------···--· ........ Noven1ber 25-26 Christmas vacation ....... Dece1nber 18-January 2 Final examinations .....................................January 19-21 First semester ends .............................January 21 Second Semester Registration and classification Second semester begins Mid-term examinations .. January 20, 21 and 22 .........................................January 24 ....... ------ Final examinations ... March 30-April 1 ........................June 6, 7 and 8 Second semester ends .............June 8 iv Tempe State Teachers College BOARD OF J;;DUCA TION ...... Phoenix Hon. C. 0. Case ---·-··-----·························--·····-···--· .. ··Superintendent of Public Instruction ............ Phoenix .......... Mesa Mrs. H. D. Ross 0. S. Stapley Secretary OFFICIAL BOARD OF VISITORS Harry Drachman ........ Tucson ...... Chairman A. A. Johns .............. . ....Prescott Mrs. Rosa McKay ...................... . . ........ Globe OFFICERS OF ALUMNI ASSOCIATION Merrill Windsor, '17 ............................ . .................... Casa Grande President Mrs. L. C. Austin, 1896 ....... Tempe ···············----Vice-President Leona M. Haulot, '02 ........ Tempe Secretary-Treasurer State Board of Education His Excellency, Governor Geo. W. ·P. Hunt ....................... Phoenix Hon. C. O. Case ....................................................................... Phoenix Superintendent Public Instruction Dr. Cloyd Heck Marvin ........................................................... Tucson President, University of Arizona Dr. F. A. Cotton ................................................................... Flagstaff President, Northern Arizona State Teachers College Dr. A. J. Matthews ......... President. C. R. Tupper A. L. Jones J. A. Sexson Tempe . ................................. . State Teachers ···················· ··························· Superintendent of City S'chools ..................... ········-············ County Superintendent of Schools Superintendent City Schools v ..Tempe College .. Miami ..... Phoenix .. Bi!-bee Faculty 1926-1927 Arthur J. Matthews ····----··-·--------···---------····----········· .......... President LL. D., Syracuse University-D. Pd., University of Arizona Frederick M. Irish ................................................................ Registrar B. A., University of Iowa William J. Anderson .............................................................. Art B. S., National University Chicago Mary McNulty Empey .................................... Critic Primary Grades Tempe Normal School Alva B. Clark ........ . ............. .,.. ...................... Industrial Arts Chicago Normal School Leona M. Haulot ............................. Critic Junior High Schoo] A. B., University of Arizona Louise B. Lynd ................................ Supervising Critic Rura1 Schools B. S., Columbia University Jame• L. Felton ................................ Dean, Department of English A. M., University of Chicago Ira D. Payne ........................................................................ . .... Dean, Department of Education and Director of Trainin& School M. A-, Stanford University Ida Woolf O'Connor ...................................... Critic Primary Grade• A. M., Universiity of Arizona Anna R. Stewart .............................. Home Economics A. B., University of Southern California Theresa Anderson ........................ Critic Intermediate Grades B. S. Columbia University Olive M. Gerrish .................................... Department of Vocal Music A. B., B. of Mus., 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. Roberta ................................... Supervising Critic Grade1 Tempe State Teachers College Sallie D. Hayden .......................................... Physical Education Stanford University Ella L. Roll .................... Supervising Critic 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 Waldo B. Christy Delaware College A. M. University of Chicaa-o vi .. Industrial Art• _ ........ Commerce FACULTY, Continued ...... Librarian Thomas J ,Cookson --------·-------·············-- A. B., Ohio University Mrs. Thomas J. Cookson ........... . .... Assistant Librarian B. S. D., Warrensburg, Missouri Samuel .. Education Burkhard A. M., Columbia University Minnie E. Porter ..................... .................. . Critic in English, Junior High School and Grades Ph. B., Ohio State University ................ Kinderga_rten Clara S. Brown Indianapolis Teachers College .. Latin and Spanish Irma Wilson M. A., Columbia University Aaron McCreary Alma M. Norton B. S. J. W. Hoover .. Director of Physical Education for Men A. B., University of Arizona ................ . ................. Department of Music Teachers College, Columbia University .Geography l'tL A., University of Chicago ...... Education R. L. Blackburn M. A., University of Washington J. Winifred Gibbons ................................ Critic Intermediate Grades B. S., Columbia University Vera Chase .................................................... Critic Primary Grades A. B., University of Southern California Esther Calloway M. Pd. ....... Critic Training School State Teachers College, Greeley, Co!orado Nellie Still ........ B. A. . .. Assistant Training- School University of Arizona ........ Assistant Physical Education Nina Murphy Iowa State Teachers College P. W. Holaday .................. . ...... Assistant in Education B. A., Stanford University, M. A.• University of Arizona Alvin J. Sweet .......... Mathematics B. S., University of Arizona ... Assistant Art and English Mildred M. Blair A. B., Oberlin College vii Administrative Officers Arthur J. Matthews F. M. Irish Laura Dobbs ·······-Amelia Kudobe Mrs. Mary W. Waite Elizabeth Bittman Mrs. Eva Hurst Mrs. Lena Davis ... Aaron McCreary .. ..............Presi!fent .......................................... Registrar ...........Secretary and Accountant ................. Secretary of Records ....... Head Resident, East Head Reaident, South ............ Head Resident, Matthews .. ------- ............ Head Resident, North ... ........... L. C. Austin . Charles McGinnis . ...... Dean of Men ............. General Foreman ....... Head Janitor J. G. Newton Robert Krause .... Mrs, R. N. Krause Hall Hall Hall Hall .............. Engineer . ............................................. Steward ····-·-·············-·· ... Matron of Dining Hall viii Tempe State Teachers College General Information ESTABLISHMENT AND PU~POSE An act of the Legislative Assembly of Arizona, under date of March 10, 1885, made provision 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 2 TEMPE STATE TEACHERS COLLEGE the junior high schools of the state. By the year 1922 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, 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 became 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 appropriate degree of Bachelor of Education. It should Le 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. Tfil.!PE ARIZONA LOCATION Tempe is in all respects an ideal location for a teachers' college. One might characterize it as a town of pleasant homes, numbering about 2,500 residents, and situated in the center of Salt River Valley, the wealthiest and most productive irrigated district in the United States. While enjoying freedom from many of the disadvantages and distractions of a larger city, yet this community is within easy reach, by automobile or by hourly stages, of Phoenix, the capital and largest city of the state, and is easily accessible from all parts of the state either by automobile or by rail. 1'he campus of Teachers College fronts upon a section of the Bankhead Highway, and other main auto routes center at Phoenix, distant only twenty minutes' drive. The main line of the Southern Pacific gives direct communication east and west, and connects at Phoenix with the Santa Fe lines serving the northern part of the state. The moral and social atmosphere of Tempe is all that could be desired, and the climate, at thio altitude of 1100 feet, is ideal during the entire school year. Snow is unknown in the Valley, rain seldom movs plans for outdoor activities, and high winds are rarely experienced. Cloudless skies and bright sunshine are the rule, permitting the work of physical education and athletics to be conducted in the open air throug-hout the year. Those who enjoy life out of doors will find delight in the attractive natural features of Papago Park, a Na· tional monument, set aside for the preservation of the native fauna and flora of the desert. This park, including in its limits 2,000 acres of rolling arid country, lies just across Salt River, within fifteen minutes from the college campus, and here one may quickly reach most attractive spots for hikes and picnic parties arn'lng the fantastic rocky ridges and shady hollows of the Elfin ' TEMPE STATE TEACHERS COLLEGE Hills, while such easily accessible elevations as View Point and Hole-in-the-Rock command charming views of the entire valley with its 300,000 acres of cultivated land stretching away to a horizon rimmed by blue ranges of rugged mountains. Among the features of interest within easy reach by automobile for week-end excursions, are the Superstition Mountains rising to an elevation of five thousand feet and remarkable for their innumerable examples of grotesque rock sculpture, and Canyon Lake, a beautiful sheet of water, winding for fifteen miles between stupendous perpendicular cliffs of many-colored rock, inviting one to a boat trip as unexpected as it is unique. The famous Apache Trail, leading to Roosevelt Dam and the great reservoir, and the Superior Highway tapping one of the richest copper districts, are among the finest examples of mountain road-building in the world. The wooded banks of the Verde River offer beautiful sites for the annual threeday camps of the various student organizations, and hiking clubs, open to all students, find an endless variety of routes for their weekly jaunts afield. A municipal swimming pool, is only a short half-mile from the golf club, for a small fee, extends the use of a well arranged course son. the finest in Arizona, campus, and the local to all college students during the entire sea- The existence at Phoenix of many large industrial establishments, and the accessibility of great irrigation projects, power plants, and copper mines and reduction works offer unusual advantages for interesting and instructive excursions in connection with many of the college courses. ·' l~ • I ' -· -... '· J . .··~ .; 'fEMPF, ARIZONA THE CAMPUS Few schools in the country have a more attractive setting than Tempe Teachers College. The campus comprises thirty acres of fine level land within convenient walking distance of the business portion of the town, and is arranged in a most attractive manner, with broad s'hady lawns, cement walks and graveled drives and a profusion of trees, shrubs and flowers. The fourteen buildings are distributed over the grounds in two groups, between which extends the College Avenue drive, flanked by double rows of thrifty elms. In the distance one looks out toward the mountains, with their ever-changing lights and shadows and wonderful coloring. These beautiful surroundings constitute an important factor in making the Teachers College a real home to the students during their sojourn. Portions of the lawn are specially arranged for lighting and are at "'1e disp<>sal of students for class parties, receptions and other social functions which derive much of their charm ;'rom being held in the open. Ample facilities for outdoor recreation are provid<'d in numerous well-kept tenms courts of cement conr•rete, screened basketball court athletic field, running track, football field and baseball diamond. A com modious covered amphitheatre accommodates spectators at athletic events. A tract of ten acres, directly south of the present athletic field has been acquired and will be given over, in the near future to athletic work. It is proposed here to lay out a modern stadium with ample dressing rooms, gymnasium, and every other facility for physical training. Extensive gardens afford the necessary training for the students in agriculture, and d the same time provide fresh vegetables for the dining hall. 0 , A tract of thirty acres immediately adjoining the rampns i:, equipped as a model f'lrm, thus affording 6 TEMPE STATE TEACHE.RS COLLEGE ample oppurtunily, c-JosP at hand, [or experimental and practical work m all !ine, of agriculture. D D D BUILDINGS The original group of buildings of red brick and stone has grown up with the main building as a center and encloses on three sides the Quadrangle of green lawn, having in its center a fountain in which pond lilies may be seen in blossom during the greater part of the year. On the west side of the main drive is a more recent group of buildings in cream-colored pressed brick, the tone of which blends harmoniously with the landscape. The dominant note in this late group is the Industrial Arts Building, with its imposing lines and dignified proportions. The arrangement of both groups is both sightly and convenient. The early traditions of the days of Tempe Normal School cluster about the Main Building, with its three stories of ivy-covered red brick, which, for many years after its erection in 1904, was the scene of nearly all student activities. With the growth of the institution, one department after another has been separately housed until at the present time this parent building is devoted chiefly to classrooms for the academic work. The junior high school occupies a portion of the first floor, which also contains the armory. The east half of the main floor contains the main library, with its 16,000 volumes, and with reading tables to seat over a hundred at a time. The main corridor of this building is one of the points of interest to returning alumni, for here are the cases of military and athletic trophies reminiscent of bygone days, and the photographs of the various graduating classes in which one may trace the recurring cycles of fashion in dress and coiffure. T£1[Pf' ARIZO'\JA Facing the Quadrangle on the east is the Science Hall, a commodious two-story structure "hi ch at present houses the administrative offices of the President and Secretary of the faculty. The remainder of the first floor is occupied by the laboratories of physics and chemistry, which are situated on either side of a common lecture room and are well equipped with all apparatus for demonstration as well as for individual students' work. Im pro, ed types of laboratory tables are installed and equipped with gas, water and electric current. The lecture room is fitted with an excellent apparatus for projection, a motor generato!" for demonstration currents, storage batteries and many other facilities for lecture work. Stock rooms and a photographic dark room are also located here. On the second floor are the laboratories for biology, physiology and geography. The equipment of these laboratories includes an excellent outfit of microscopes, microtomes, paraffin baths and other accessories and a good collection of working material. The lecture room is centrally located and fa fitted with projection apparatus. ·There is a good working equipment for the study of bacteriology and microbiology. A room on this floor is devoted to a growing museum collection of material representative of the fauna and flora of Arizona and its mineral resources. On the side of the Quadrangle opposite the Science Hali is the Auditorium, a building 72x100 feet, which has recently undergone a thorough reconstruction, with improvements which make it one of the best structures of the kind in the state. The main auditorium seats nearly one thousand persons, and is designed with especial attention to its acoustic properties, which are excellent. A forty-foot stage with ample depth is equipped with a complete set of modern scenery and with stock properties sufficient to stage dramatic work of a high order. College organizations are thus enabled to de- TFr-iPE STATE TEACllERti COLLEGE velop their dramatic talent under very favorable circumstances, and the college management is enabled to bring each year to the student \Jody and the people of Tempe a course of lectures and entertainments of the best class. The auditorium further serves to bring together in the weekly assemblies the entire student body and the faculty for a mutual exchange of ideas to the betterment of the efficiency of the institution. The lower floor of this building is a well-appointed gym nasium, with the usual apparatus, dressing rooms, lockers and shower baths. The Training School is located close to and south of the central group. It has a floor space 120xl36 feet and contains two offices, eleven classrooms and a large double assembly, all on one floor. The classrooms are so arranged that easy access is had from each to the assembly. A notable feature is the lighting and ventilation of all the rooms. The heating of the building is accomplished by a plenum system with positive fandriven circulation of air. The play activities of the pupils are carried on under the supervision of the teachers. There is a separate playground with special equipment for this school. there is a library of over 3,000 volumes suited to the work of the grades, two pianos, a grafanola and apparatus for projection. The new Dining Hall, erected in 1920, is in a central location, convenient to all dormitories. This is a thoroughly modern building and embodies in its construction the latest ideas with regard to sanitation. lighting and ventilation. The kitchen is large and airy and well lighted. A large range, two steam cookers and a charcoal broiler are provided, and modern types of labor-saving machinery are installed. One of the most satisfactory of these devices is the steam dishwasher which enables two persons to take care of all the dishes from a meal in a very few minutes and leaves the dishes I L~f PL ARI.ll '\ .\ ' in a thoroughly sanitary condition. The Dakery is a model of its kind, with electrically driven machinery for mixing cake and for kneading bread. The brick oven, one of the finest in the state, has a capacity of 250 loaves. There is a refrigera'ing and cold storage plant of ample capacity and late design. The chilling room and cold storage room ai'e protected by cork insulation, and the operation of the refrigerating apparatus is entirely automatic. This equipment enables the steward to buy and store meats and other perishable foodstuffs in large quantities, "·hich ad\ antage is an important factor in the low co't of board. The food furnished to students and faculty members alike is care· fully selected and properly prepared. Everything that the market affords in the way of fresh fruits, vegetables and meats, and all that the culinary art can provide is made to contribute to a menu which is wholesome and suitably varied. The dining room is under the supervision of a specially trained matron, who is responsible for the cleanliness and efficiency of the service. The Hospital is located in a suitable section of the campus, north of the President's residence. It is a fireproof structure of concrete with properly equipped e"amination rooms, operating rooms, women's 'vard, men's ward, isolation ward, nurses' suite and every other essential feature contributirig to the proper care of those cases of illness which cannot be handled effectively m the dormitories. The addition of this building to the system greatly facilitates administration, e,nabling the management to provide suitable care for the inevitable cases of sickness which must occur aanually among so large a body of students. The President's Residence is a substantial two story brick structure, completing the plan of the main group of buildings and is pleasantly located within a con- IO TE'-lPE STATE TE \CllERS COLLEGE venient distance of the administrative offices. Adjoining it on the west is a beautiful lawn which is provided with electric lights and is the scene of many social events of the year, such as receptions, parties, class meetings, literary society gatherings and alumni reunions. The buildings upon the western half of the campus form a distinct group, conveniently located and harmonizing in color and architectural design. Prominent among them is the home of the industrial arts, a modern fireproof building of concrete construction, faced with cream pressed brick. Upon the main floor, to the left of the re-entering court, one finds the offices. the library and drafting rooms of the department of manual arts. In the rear of these are the spacious wood shops and the pattern room, all equipped with first-class wood-working machinery of 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 right 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 foundry and forge shop and a fully equipped shop for work in sheet metal. The agricultural cla;ses are accommodated in one wing 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 ;.., L 0 .';:: ;; L Q T!•\fPl, \RIZO'\>\ II 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, glaz ing room and kiln room for work in ceramics. D D D DORMITORIES There is scarcely any phase of the ;chool life which has a greater influence in broadening the Yiews of the student and developing his sympathies and his under standing of human nature than the experience of liYing 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, steam heat and hydrant water, and all are completely furnished, even to the towels and linen. Bathrooms are conveniently placed upon every floor, and every attention has been paid to the details of sanitation. Provision is made lly means of ample screened sleeping porches that all students may sleep in 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 bod~·. 12 TEMPE STATE TEACHERS COLLEGi 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 "omen. that is, one sleeping bay to every two rooms. This arrangement is believed to possess advantages, 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 supervision 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 verandas 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 oppo site East Hall. Recent additions to both these halls have so increased their capacity as to enable each of them to accommodate seventy five students under the care of a head resident, and with the same character of furnishings and equipment as are found in the other halls. Alpha Hall, in which the general equipment and furnishings are similar to those of the other dormitories, accommodates about twenty-five women. Although at present dormitory accommodations for are not offered on the campus, a limited number are assigned living quartero in private homes near the men TE\1PE, ARIZONA IJ campus under direct supervision of the dean of men. These students board at the dining hall and are charged the same rate for board and room as students living on the campus. D D D HEATING SYSTEM All buildings on the campus are heated by steam from a central heating 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 of tunnels which distribute the supply pipes to all buildings on the campus. This system of concrete tunnels will eventually carry all electric wiring of the lighting, telephone and power systems underground, thus removing from view 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 Registration Fee. All students are required to pay a registration fee of $6.00 each year. This fee is payable in advance on the date of registration for the first 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 COLLEGIAN, 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 cur- " TEl\tPE STATE TEACHERS COLLEGE riculums. Students registering from other states will pay in advance a tuition fee of $10.00 per semester in addition to the registration fee. Text Books. The necessary outlay for books and stationery varies from $10 to $15 per year. All the textbooks prescribed for use in the college courses may be purchased at the bookstore maintained upon the college campus. This arrangement secures to students the benefit of special low prices. 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 vacations, absences over week ends, or absence due to disciplinary action, but students who are absent for two weeks or more (not including vacations) for unavoidable reasons will be charged but half rate for such absence. This fee entitles the student to board and room, including steam heat and electric light. All rooms are fully furnished. In order to 'ecure uniformity in equipment and to insure proper hygienic and sanitary conditions, the management furnishes to each dormitory student two woolen blankets and all nece&sary counterpanes, sheets, pillowslip,, hand towels, bath towels, table linen and napkins, and attends to the proper laundering of these articles. For the u&e 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 advance of the regular dormitory fees. For the accommodation of faculty members and local students, meal 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. TEl\lPl ARIZONA IS 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. Health Certificate. Before registration, every student must file in the office or present to the registrar, under date not more than thirty days preceding the date of registration, the certificate of a physician, preferably the family physician, to the effect that the applicant for registration is free from tuberculosis or other communicable disease, and that the applicant is physically able to carry the prescribed program of college studies. Blank forms for this certificate will be mailed to applicants for entrance upon request addressed to the office. Medical care. In all ordinary cases of minor illness requiring medical attention, the dormitory students will be cared for in the college hospital or in the dormitory infirmaries and the services of a competent physi cian will be furnished free of charge upon the order of the head resident of the dormitory or other competent authority. In cases of serious or protracted illness, free medical attendance will be furnished for the first week only of such illness, after which period the college will no longer assume financial responsibility for the services of physician or nurse. The management will in no case assume financial responsibility for unauthorized office calls for the services of any physician. Miscellaneous Expenses. Students making use of lockers are required to make a small deposit to insure the return of keys. All young women will provide themselves with the standard gymnasium costume which is ordered through the department of physical education and costs approximately $7.00 complete. The young men are required to provide themselves with a service 16 TE1iPE ST ATE TEACHERS COLLEGE uniform for the course in military training. This uniform will be ordered through the physical director at a cost not greatly in excess of ten dollars. Attention of prospective students is invited to the fact that the State of Arizona here provides the advantages of a first-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 worthy of thoughtful consideration by those who, having completed the work of the high school, are contemplating the continuation of their education along professional lines. D D D GOVERNMENT OF STUDENTS Students who come from homes out;,ide of Tempe or who are not so situated as to be able to make their homes with relatives in Tempe, are advised to live in the dormitories. Students desiring to engage room and board oubid2 of dormitories must first obtain written approval from the office, and such students must fur ther agree to observe the faculty regulations for the government of dormitory students. S udents entering the dormitories may not leave them to board or room outside until a written or personal request is made by the parent or guardian directly to the President. The faculty reserYes the right to change the boarding or rooming place of any student living off the campus when such place is not satisfactory or "hen the owner does not co-operate in enforcing the regulations of the school. It is the judgment of the faculty that the environment of all students entrusted to their eare should be TEMPE, ARIZONA 17 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 •chool as the logical center of interest. Since the primary aim of the college is the preparation of efficient teachers, all courses are planned with this end in view, and finally In the training school, the advanced student finds opportunity to apply the principles of pedagogy in actual school-room experience under competent and sympathetic supervision. Tempe Teachers College is fortunate in having developed a fully equipped training school comprising all grades from the kindergarten 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 was placed under tht supervision of the training school faculty, materially increasing the opportunity for observation and practice teaching. The number of pupils in attendance is ample to give the required number of classes for observation and teaching through the second year of the teachers' curriculum. The corps of experienced supervisors is thoroughly trained to give the most efficient direction to this essential phase of teacher training. Shops and laboratories afford 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 benefit of actual teaching of their special subjects. Under these favorable circumstances, the prospective teacher gains the poise and confidence which will lead 18 TE!\iPE STATE TE \CIIERS COLLEGE 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 districts. 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 direc tion as prevails in the central training school on the campus. D D D 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 Algebra .. . .. 1 unit Science, including 1 unit in biology . . . . . 2 unit~ TEMPE, ARIZO"\'A 19 Elective: Additional work to make at least 7 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 requirements must make up the deficiency before graduating from the college. A certified transcript of the work done in the high school must be filed at or before the time of registration, unless the time for filing the transcript is extended by action of the credentials committee for good and sufficient reasons. Such an extension of time shall, in no case, exceed thirty days after the date of registration. If any student fail to file the transcript within the thirty days specified, such student shall be suspended from all class work until such time as the necessary credentials are accepted and placed on file. 'dlank forms for application for entrance and for transcript of high school record will be furnished upon request addressed to the office. High school graduates whose record conforms to the above requirements are admitted either to the standard two-year curriculum which is designed to qualify teachers for work in the grades from the first to the tenth, inclusive, or to one or other of the special vocational curriculums which qualify for work as special teachers or supervisors of special subjects in grades or in the junior high school, as will be explained later under the heading devoted to curriculums. A graduate from one of these curriculums receives a diploma which entitles the holder to a state certificate permitting him 20 fLMPE STATE TEACHERS COLLEGE to teach in the public schools of Arizona or of other states, and which is generally accepted for from 45 to 50 semester hours' credit upon a university or college course. Admission of mature, experienced teachers ..A. special regulation of the State Board of Education provides that the requirement of high school graduation may be waived 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 evidence of the requisite teaching experience, such persons will be admitted to the teachers college, and upon the successful completion of any one of the standard or special two-year teachers' curriculums they will be eligible to receive the appropriate diploma, provided that eighty-five per cent of all credits in the college shall show a grade of C or better. Admission to advanced standing. Applicants for advanced standing in the Teachers College must file a certified transcript of previous work showing that they have completed a four-year high school course and that in addition thereto they have completed, in a college or normal school, the equivalent of at least thirty-four semester hours of 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. l EMPE ARIZ< '\'A " EXAM INA TIO NS 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 "ith or without notice as to time. As a rule, final standings are based upon a grade point system which takes into account the resulls of the daily work as well as of the examinations. Twice in each semester, every student receives a repo1i showing his standing in each course taken and a copy of this report is forwarded to the parent or ;ruardian. Scholership 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 fa'lure requiring repPtition >f the work in qu~stion. 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 advised of the state of his progress, but only the final semester marks are entered upon the student's permanent record. TEMPE STATE TEACHERS COLLEGE REGULA TIO NS CONCERNING GRADUATION 1. In order to receive a teacher's diploma trom this college, a student 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 work assigned and additional work desired, together with the student's reasons for the 3pecial consideration. 3. Candidates for graduation must have completed !It least thirty-eight weeks of work in residence, and, in addition to the r1·r1uiqd standing in schol"rnliip. 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, but students will find it to their advantage to take them during the first year. TE\tPC, \RIZO'\ \ 7. A Jaw 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 is given to all students attending Tempe Teachere College to enroll in classes which \dll enable them to fulfill the demand of the Jaw. 8. A regulation of the State Board of Education requires of teachers college graduates proficiency in the Zaner system of business writing. 9. Students expecting to graduate at mid-year must make such arrangements "ith instructors as will enable them to have the work of the semester completed by December 17, 1926. 10. 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 commencement week (June 3, 1927). 11. Candidates for graduation at the close of the year, June 8, must have all work completed not later than Friday, June 3. 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. 12. 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 lt:.MPI'.. STATE TE.\Cll1'.RS COLLt:.Gt diploma is accredited in all states in which credentials of any sort are accepted. l~. To the holder of a diploma from any one of the special two-year curriculums is granted a opecial state certificate, which entitles the holder to teach in any grade, but to teach only a specially designated subJect or line of work. 14. 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. 15. Students who graduate at midyear are consid· ered 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 REGULA TIO NS CONCERNING A ITENDANCE Students are advised to bear in mind the fact that satisfactory completion of any course implies and requires regular attendance upon lecture and laboratory periods. The following regulations should receive careful attention. 1. For each nine hours (or major fraction thereof) of absence from regular class work during each semester, one-half unit of credit will be added to the amount normally required for graduation. 2. In case the absence is due to severe illness, this penalty may be remitted at the discretion of the faculty committee on attendance, provided the student files a written explanation of the cause of the absence on the proper blank form, within twenty-four hours of return to class work. This statement must be signed by fEMPI' ARilONA 2l a physician or head resident of a dormitory or other ac· ceptable authority. 3. When a student's absence is due to duty assigned by a faculty member, either in connection with college work or extra-curricular activity, the explanation of absence will be filed in the same manner and on the same blank form as provided for explanation of absence due to illness, and the form must be signed by the faculty member assigning the duty. 4. Any faculty member is authorized to drop from any course any student whose attendance is so irregular as to warrant such action on the ground of failure to accomplish sufficient work to justify giving credit in the opinion of the instructor. 5. A student who, for any reason, has been absent for a period of two weeks or more must be reinstated by action of the credentials committee, and such reinstatement shall ordinarily be conditioned upon a reduction of three semester hours in the student's total load. 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. CORRESPONDENCE Requests for information regarding courses, credits, expenses, employment, or other matters will always be welcome and will have 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. Z6 TEMPE STATE TEACHERS COLLEGE Curriculums Offered at the 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 advanced 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 speci,al 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. TEMPE, Such students will find their complete schedule registration, for thus it more logical sequence of ARIZO~A Z1 it to their advantage to plan of work at the time of first will be possible to arrange a the required courses. Regulations· concerning credit. The college year is divided into two semesters of nineteen weeks each. The unit of credit is the semester-hour, which represents one sixty-minute hour of class work per. week for one semester of nineteen weeks, supplemented by such additional class, library, or laboratory work as the given course may require. The standard requirement for graduation in tw<1year curriculums is sixty-eight semester hours or units of credit, the normal load for the student being seventeen units each semester, and the minimum load for a student regularly enrolled in any curriculum being twelve units. No credit is allowed for experience in teaching. Every candidate for graduation from a two-year curriculum will be required to teach one year in the trainmg school, and seniors in the four-year curriculum will be required to teach for one year in junior high school and college subjects. Not to exceed one unit of credit in each semester may be given for extra curricular activities with the approval of 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 glee clubs, orchestra, or band, participation in athletic sports, qualification as registered scout leaders or campfire guardians, or other approved activities. This extra credit may be gained by students in the standard curriculum or in any one of the special curriculums, but no student shall receive such credit in more than three activities, Tl!.~fPE STATE. TEACHERS COLI EGE A special regulation of the faculty provides that no student shall be allowed to participate in interacholaatic competitive athletics unless said student is regularly enrolled in one of the established 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 student who receives a grade of E in any threehour course shall be required to reduce the amount of work taken in the semester next following by three units unless the grades recorded in all other courses taken are B or better. In the case of a student receiving the garde of E in as many as two three-hour courses the reduction in amount of work taken shall be six semester hours. No student shall be permitted to attempt to raise a grade of E to a passing grade without regularly enrolling in the course in question by registration in the office, and no student, while repeating a course to remove a failing grade, shall carry more than the normal load for the semester unless, in the opinion of the creden tials committee, the circumstances are such as to warrant an overload. c 0 0 PROCEDURE FOR DROPPING COURSES AND FOR LATE ENROLLMENT A. A student who, after regularly enrolling, d~ sires, for any reason, to withdraw from any course O< class, must obtain from the office a card for ch '''"e o' classification properly filled out and signed by a member of the credentials committee. This card will be \•resented to the instructor in charge of the course or class, and when signed by the instructor, will be returned to the office. Failure to attend to this formality TEMPE, ARIZONA 29 will result in a grade of E being recorded in the course or class dropped. B. A student, entering a course after the date for regular registration, will follow the procedure described under A, above, otherwise no credit will be given for the course. D D D STANDARD TEACHERS' CURRICULUM A TWO-YEAR PROFESSIONAL CURRICULUM FOR GRADUATES OF A FOUR-YEAR HIGH SCHOOL WHO DESIRE TO PREPARE THEMSELVES FOR THE WORK OF TEACHING FIRST YEAR Hrs. Cred. FIRST SEMESTER per wk. units introduction to Education.. 3 3 English 6 .......................... 3 S •Geography 1 ............ 3 or 4 3 •Art 1 ....... . ........... 5 3 College Elective (See note) S 3 Zaner Writing ...... 2 l Physical Training S 28 Hrs. Cred. SECOND SEMESTER per wk. units General Psychology .......... a 3 English 6 3 *Arithmetic Methods S 3 *Music l College Elective (St>e note) 3 Zaner Writing' 2 1 Physical Trainin;;r ., .' • ' 17 • • 23 17 3 3 !"lethods and Curriculum .. Teaching and Observation .. 5 "History ol Education ...... 3 *Elementary Agriculture.. 2-2 Colle~e Elective ... 8 17 18 SECOND YEAR Methods and Curriculum .. Teaching and Observation .. "'Educational Sociology "'School Management College Elective 6 6 3 3 3 19 3 ' 3 • ' '3 3 3 17 Starred Couraea n1ay be taken either first or second semeste1 the intention being that half the class shall take the work the first semester; the remaining half, the second semester. Elective• are to be chosen according to the needs 01· desires of the individual student. Among the courses available for selection as electives are the following: Biology, physiology, geography, European history, civics, economics, constitutional government, public address, Latin, Spanish, chemistry, art, home economics, manual arts, music, children's literature, history and principles of kindergarten, and commerce. 30 TEMPE STATE TEACHERS COLLEGE Note: Students who have not taken biology or physiology or their equivalent in high school preparation will be required to take a semester course of each in the first year. Students electing Latin or Spanish in the College must take at least a yeaus' work before credit is allowed unless they have had at least two years of either language in the high school. First year students who have not taken two years of Latin or two year;, of modern foreign language in the high school '\\'ill substitute one sen1ester of English grammar (Eng. 5) for one semester of English 6. Students who, \vhile pursuing the Standard Teachers' Cur.r1culu1n, desire to earn a reco1nn1endation fron1 any special department, shall elect twelve hours of work in that departn1ent, exi!ept that in special cases nine hours may be accepted with the approval of the department. Military Training: All n1ale students are required by law tP take the regular \Vork in military trainh1g. THE DEGREE CURRICULUM FOUR YEARS Leading to the Degree of Bachelor of Education Graduates from the two-year Standard Teachers' Curriculum, or others who bring evidence of equivalent preparation, may be enrolled for the third year of the four-year curriculum with the expectation of receiving the degree of Bachelor of Education after two years of further work. The fourth year of work in this curriculum will be offered beginning September, 1926. Candidates for the degree will be required to earn a total of sixty units of credit in the two years, or fifteen units each semester, distributed as follows: English --------------------------------------3 Education ----------------------------------3 Social Science ----------------------------3 Electives ____________________________________ 6 units units units units Total, each semester, ____ 15 units TEMPE, ARIZONA !I Among the elective courses available are the following: commerce, advanced courses in art, bacteriology, economic geography, geographic geology, nutrition, home management, costume design, child health, Spanish, Latin, advanced algebra, trigonometry, advanced architectural drawing, tool making, pattern making. One year of observation and practice teaching in the junior high school and college subjects will be required in the fourth year. D D D SPECIAL VOCATIONAL CURRICULUMS Five special two-year curriculums are offered, each of which leads to graduation with a special diploma entitling the holder to receive a special certificate of qualification 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 admission to any one of the above special curriculums must be graduates of a four-year high school or must have 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 " TE.1'.IPE STATE TEACHERS COLLEGE 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 seventy-six weeks of the spcial curriculum, or a total of one hundred fourteen weeks. Students who pursue the Standard Teachers' Curriculum and who desire in addition thereto 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 head of the department. 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 glee club or orchestra, participation in athletic sports or other approved activities. ll TEI\fPE, ARIZONA 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. FIB.ST S£MESTE R ~r wk. units Introduction to Education •. 3 S Drawing and Painting 1 .... 6 8 Composition and Design l .. 4 3 Art History l .................. 2 l f1-1echanical Drawing ........ 4 3 College Elective ... 3 3 Physical Training 8 24 Hrs. Cred. SECOND SEMESTER per wk. units General Psychology 3 3 Drawing and Painting 1 5 3 Composition and Design 1 3 Art History 1 2 Art Crafts 1 3 College Elective 3 Physical Training a ' ' ' 17 24 17 6 5 3 2 SECOND YEAR 11ethods and Teaching .... 5 Drawing and Painting 2 .. Composition and Design 2 .. Art History 2 ···················· 2 4 Costume Design College Elective 3 24 17 ' ' •' 2 • • Methods and TeachingDrawing and Painting 2 Composition and Design 2 Art Histol·y 2 Art Crafts 2 College Elective 4 2 l 5 3 24 17 • • Electives: English, sociology, geography, biology, 111usic, 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 tninin1u1n nu111ber of students in this curriculun1 is five. Prerequiaitea: A high school recon1mendation in art and a test in drawing and design to be given by the department. ,, TEMPE STATE TEACHERS COLLEGE SPECIAL CURRICULUM IN MANUAL ARTS A 1'WO-YEAR CURRICULUM rn MANUAL ARTS FOR THE TRAINING 01" DEPARTMENTAL TEACHERS IN THE GRADES AND THE JUNIOR HIGH SCHOOL FIRST YEAR Hrs. Cred. :FIRST SEMESTEt?. per wk. units Introduction to Education .. 3 3 Composition and Design 1 .. 4 3 Turning and Lathe ........ 5 3 Mechanical Drawing ........ 5 3 College Elective ................ 3 3 Zaner Writing .................... 2 1 Physical Training ............ 3 1 25 Hrs. Ci: ed. SECOND SEMESTER per wk. units General Psychology ..... . 8 Pattern Making ..... 3 Case and Cabinet 5 3 Sheet Metal Wark 3 5 College Elective . 3 3 Zaner Writing .. 2 Physical Training 3 •' 17 26 17 5 3 3 5 3 3 3 SECOND YEAR Mt>tboda and Teaching: .... 5 Forge and Foundry ··········· 5 5 Architectural Drawing Machine Shop College Elective .. 5 3 " Con11nerce, 5 8 ' 8 ' 17 Method!! and Teaching Mach inf! Design Econ. of Man. Training .. .Shop ICourses and Practices A" Crafts College Elective 21 3 17 Electives: arithmetic, geography, science, civics, i>Ociology, econon1irs, 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 n1inirnun1 number of students in this curriculum. TEMPE, ARIZONA SPECIAL CURRICULUM IN HOME ECONOMICS A TWO-YEAR CURRICULUM IN HOME ECONOMICS FOR THE TRAININli OF DEPARTMENTAL TEACHERS IN THE GRADES AND JUNIOR HIGH SCHOOL FIRST YEAR Hrs. Cred. FIRST SEMESTER per wk. units Introduction to Education .. 8 Composition and Design 1 .. -' Household Chemistry ........ 6 3 Clothing and Textiles 1 ...... 4 College Elective ................ 8 -Physical Training .......... 8 1 •• •• 28 Hrs. Cred. SECOND SEA1ESTER per wk. units General Psychology .. .... 3 3 Composition and Design 1 3 Household Chemistry a Cookery 1 .......... . College Elective .. . 3 Physical Training 3 • ' ' . 17 •' 17 SECOND YEAR Teaching Home Economics Household Management .... Cookery 2 Sociology .................. College Elective '• '• • • •• •• •• Teaching Home Economics Nutrition Clothing 2 Millinery ·························· Bacteriology ...... College Elective - 17 ' 1' 3 5 8 19 5 3 2 3 • 17 E 1 e ct iv e • : Physiology, English, geography, econon1ics, European history, commerce. A student entering this curriculun1 without credit in physiology will elect this subject in the second semester of the first year. Students entering the special curriculum in home economics must have had biology as a prerequisite. The minimum number of students in this curriculum is five. J 4 J)i1- , i.1.& TEMPE STATE TEACHERS COLLEGE 36 SPECIAL CURRICULUM IN KINDERGARTENPRIMARY A TWO-YEAR CURRICULUM FOR THE PREPARATION OF KINDERGARTEN AND PRIMARY TEACHERS FIRST YEAR FIRST SE?.IESTER Introduction to Education .MUSIC 1 Industrial Arts 1 . Lhildren's Literature 3 Dench Woodwork {al Zaner Writing ........ Physical Training Hrs. Cred. per wk. units '5 • •• • ' • 5 5 3 2 1 1 26 17 bECOND SEMESTER General Psychology Oral English 7 {a) Enghsh 5 {b) Industrial Arts 2 College Elective Zaner Writing Physical Tre1n1ng Hrs. Cr ed. per wk. units 3 5 8 3 5 8 3 3 •• 2 ' 24 17 8 SECOND YEAR Pr1mat>,y l'rimflry Method Teaching Art 1 Technic'I h.indergarten Collelle Elective 5 3 5 5 5 J 3 J 3 3 Kindergarten Teaching 10 Hist. and Prin. Kindergarten Education 3 Kindergarten-Primary Curriculum 3 College Elective .. 21 17 19 Elective• Ainerican history, biology, c1v1cs, eronomics, n1anual artq, sociology, geography. ' Engli~h, 3 3 ' 17 hoine As a prerequh:.ite to this cv.rriculum, students 1nust be prepared to pass a test in music which will include sight reading, piano \Vork, and singing. If biology hao not been taken in the high school, at least th1ee sen1ester hours will be required in place of three hours elective it the first y(.ar. Fh'e i~ the m.ni1num nun1ber of students in this curriculum. TE\fPE, " ARIZO~A SPECIAL CURRICULUM IN COMMERCE A TWO-YEAR CURRICULUM JN COMMERCE l-'OR THE TRAINING OF COMMERCIAL· TEACHJ<~RS IN THE GHADES AND JUNIOR HIGH SCHOOL FIRST YEAR Hrs. Cred. verwk. uniti,i I-"lRST ~EMESTE...K 3 Introduction to Education .. 3 Accounting 1 5 a Principles of Marketing 1 .. ., Geography 1.. Biology t.'ollege Elective ........ Penmanship Physical Training • • • • 5 3 2 3 1 Hrs. Cred. SECOND SEMESTER i>er wk. uniti; General Pi;ychology i 3 Accounting 2 5 3 Principles of Taxation or Fc.;".\ 49 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 units each semester. Mr. Payne. Educational Measurements. A course dealing with the use and interpretation of intelligence and achieve· ment tests. The relationship of these devices to the administration and supervision of instruction, simple statistical and graphical methods; the significance of scores and diagnostic value of the results obtained, are to be carefully considered. The student will be pre pared to give, score and interpret the important tests now used in the schools. Third year. First semester, three hours per week. Three units. 111r. Payne. 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 pro cess. Prerequisite, General Psychology. Third year, second semester, three hours per week. Three units. Mr. Burkhard. Philosophy of Education. The aim of this course will be to present a critical study of social ideals, organization, and educational theory. The influence of ideas in moulding institutions and in giving direction to civilizations will form a part of the work of the course. The proper use of method and subject matter for reaching the anticipated social objective will be given consideration. This course will help the student to pass judg ment on the value of current methods and practices in so TEMPE ST ATE TEACHERS COLLEGE teaching and the administration of education . Fourth year, first semester, three hours per week. Three units. Mr. Burkhard. Supervision and Administration of Elementary Schools. The first part of this course will be devoted to a review of the purposes of elementary education. After this review, the specific problems of the supervisor and principal will be considered; such as newer type organization, classroom procedure, grading and promo tions, the use of tebtS and measurements, the use of newer type examinations, rating of teachers, discipline, etc. Whenever possible, the problems will be worked out in the Training School. Fourth year, second semester, three hours per week. Three units. Mr. Payne. Introduction to Education. The aim of this cour•e is to introduce to the student the general problems of the school in society, and the service that may be rendered by the teacher. It also aims to guide the student in his choice of special work that he may take up lat~r. The approach is historical. First year, either semester, three hours per week. Three units. Mr. Blackburn, Mr. Holaday. D D D 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 condition• 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, observation and practice teaching are given in co'lLPction with the training school. The class work in sta id. ard and intelligence tests is closely correlated with the ·giving of tests in the training school. TEMPE, ARIZO::-JA 51 Junior High School. The Junior High School is established to meet the increasing demand for teacher& who are specially trained to teach in the junior high schools of the state. This division of the training scho"I consists of the seventh, eighth and ninth years. T2a ·hing in this division is open only to those who ha; P done special work in one of more of the junior high school subjects and who are recommended by the »)Jedal department in which the work is done. Observation and Practice Teaching. All s cond year students observe model teaching and teacit m the Training School during one full year. The observation of model teaching alternates with the practice teaching throughout the year, so that students may l'l!lnccliately apply observed methods. All practice work is done from carefully prepared lesson plan" UPder the dir,•c•tion of trained supervisors. D D D RURAL EDUCATION Mias Lynd In Arizona, as well as in other statPs a '.i..-ge proportion of the children must find their early education in the rural schools. With the development of ne ,, irrigation projects and the bringing of new areas und< r cultivation, the demand for rural teachers mu.st in crease. In order to meet the special needs of these schoob. the Teachers College has taken full charge of two of th• regular rural schools of neighboring districts-a oncroom 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. " TEMPI: ST.\TE TEACHERS COLLEGE The buildings, 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. 0 0 0 DEPARTMENT OF ENGLISH Mr. Felton; Miss Pilcher; Miss Blair 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 grammatical terminology in grammars of present day use are compared and harmonized. Conflicting opinions presented by authors regarding points in syntax and inflection are weighed and applied to modern discourse. Methods of teaching grammar in intermediate and upper grades are presented. Texts: Any standard English grammar; Ruskin, Essays, Charles S. Scribner's Sons. $1.25. Either semester. three hours a week. Three units. Mr. Felton. Note: If che numbc1· of a1 rlicant,, for this cour e 1s bmall. the esscn· t1als may be given in Engh..,h 6, during the third quarter of the year. English 6 (a). Required in the first year of the Standard Teachers' Curriculum. Exposition and argumentation, theme writing, and theme correcting. Oral exerc·ises before the class. Conferences with instr1 tors. One essay of at least two thousand words, based upon original material, is required of each student. - 4· TEMPE. ARIZOXA Text: Manly and Rickert, The Writing of English, Holt, $1.50. Two semesters, th1~0 hours pct "eek. Three units each semester. Mi's Pilcher and Miss Blair. 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. Attention to spelling, punctuation, and sentence structure are stressed. Two semesters, three hours per week. Three units each semester. Miss Pilcher, Miss Blair. English 7 (a). Oral English. Articulation, tone placing, practice in extemporaneous speaking and reading before the class. Appearance in plays may be chosen by those who exhibit dramatic talent. The best performers are selected for appearance in college plays. Constructive criticism of the work of eacn individual is given. Elective. Either semester, five hours per week. Three units. Mr. Felton or Miss Blair. English 7 (b). Public Address. Open to students who have completed English 7 (a) or its equivalent. rteading, forensics, dramatic interpretations. Elective. One semester, five hours per week. Three units. Mr. Felton. English 8. Third Year College English. Nine teenth Century English poetry, special study of Shelley, Robert Browning, Elizabeth Barrett Browning, and Tennyson. The political and social background of the period and its literary conventions with relation to the personality of the various writers will be discussed. Representative works studied. Each student will be required to present original comment in the way of themes drawn from class study and library research. Text: Page, British Poets of the Nineteenth Century, Sanborn. Two semesters, three hours per week. Three units each semester. Mr. Felton. TEMPE STATE TEAOIERS COLLEGf'.. English 9. Fourth Year College English. Modem Drama. The chief dramatic writers of the past half century. Reading of representative plays in Dickinson's Second Series of Modern Dramatists. A study of the modern theater as influenced by the national schools of the period. Text: Dickinson, Modern Drama, Second Series, Houghton, $4.00. Two semesters, three hours per week. Three units each semester. Mr. Felton. 0 0 0 GEOGRAPHY Mr. Hoover Geography 1. Principles. Required the first year of 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. It is the aim to establish principles and procedure which will serve as a foundation for teaching and for further acquirement of necessary fact knowledge. Texts: The state text, Brigham and McFarlane, and Salisbury, Barrows and Tower, The Essentials of Geography. Either semester, three hours; a fourth hour for those needing elementary review. Three units. Geography 2. Geographic Geology. A study in 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 afforded for individual investigations and reports. Elective for second and third year students who desire a better foundation in geography and as a cultural study TEMPE, ARIZONA to nature lovers. Three units. " First semester, three hours per week. Economic Geography 3 and 4. These courses are designed for the needs of students who desire to teach geography or the social sciences in the junior high school or the grammar grades. Also recommended for commercial students. Prerequisite, Geography 1. Economic Geography 3. Utilization and Conservation of Area. Problems concerning the most efficient utilization of area; viz: types of agriculture, agricultural products, grazing, irrigation and drainage, forests and lumber, conservation of soil, minerals, etc., considered from the standpoint of physical conditions and population. The United States is considered regionally and special emphasis is put upon Arizona's products and the problems confronting its development. Second semester, three hours per week on alternate years. (1927-1928). Three units. Economic Geography 4. Manufacturing, Trad .. and Transportation. The distribution of great industries analyzed with reference to sources of raw materials and power, markets, and transportation facilities. Con servation and development of our power resources as coal, petroleum and water. Development of railway and motor transportation, inland waterways and ocean commerce. Comparative advantages in the location of great industrial and commercial centers. Second semester, three hours per week on alternate years. (19261927). Three units. 56 TE!\.IPE STATE TEA.CHCRS COLLEGE HOME ECONOMICS Miss Stewart The purpose of this department is to prepare students to teach home economics in elementary and junior high schools. The objectives of the curriculum include the development of purchasing ability, skill in workmanship, and economic and social usefulness. Students enrolled in the Standard Teachers' curriculum who possess the necessary qualifications may elect work in home economics with the consent 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 and Textiles 1. This course includes hand and machine work and the use of patterns. The leading textile fibres and materials are studied. Credit is given for two hours of sewing and two hours of textile study. First year, first seme,ter, four hours per week. Four units. Clothing 2. Emphasis is placed on becoming, appropriate. simple, and artistic dress. Garments are made illustrating the principles of design. Work in silk and wool is required. One semester hour is devoted to millinery. Second semester, three hours per week. Three units. Foods 1. Selection and Preparation of Foods. A study is made of the processes of cooking. The nutritive value and cost of foods are considered. Meals are planned and served. First year, second semester, six hours per week. Three units. Foods 2. Food Preparation and Menu Making. Food is prepared in order to illustrate the principles of Tiu Cliffs of Canyon Lake TEMPE, ARIZO!\!A 57 menu making. Second year, first semester, six hours per week. Three units. Nutrition. The principles of nutrition are applied to the selection for normal individuals from the infant to the aged person. Laboratory work, readings, and reports are required. Prerequisites, Foods 1 and Foods 2 and household chemistry. Open to qualified third year students as an elective. Second semester, three hours per week. Three units. Home Management and Housewifery. A consider· ation of the economics of the home, the standards of living, the budgeting of the income, and the relation of the home to the community. Care of the house and use of household conveniences. Open as an electi;,e to qualified third year students with the consent of the head of the department. Second year, first semester, three hours per week. Three units. Historic Costume and Costume Design. A study is made of historic costume and the principles of design are applied in practical designing problems. Color, line and fabric for individual types are considered. Open as an elective to qualified third year students. Second semester, three hours per week. Three units. Child Health and Care; Home and Community Hygiene. This course deals with the care and health of the child through the prenatal period, infancy, preschool age, school age, and adolescence. Two units. Public health problems and home sanitation, one unit. Open as an elective to third year students with the consent of the head of the department. Either semester, three hours per week. Three units. Practice Teaching in Home Economics. All students who aim to secure the special diploma in home economics are required to teach home economics one year l8 Tl'...\ITE Sf\Tr TE.\ HER" C )LLE'.GF in the training school under the direction of a supervisor. Combined with th's work is a study of curriculums. methods. and problem' in equipment. Second year, two semesters, five hour' per week. Five units. L [' INDUSTRIAL ARTS Mr. Clark; Mr. Fairbanks The Department of Industrial Arts offers imtruc tion 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 ebewhere under the heading of Special Vocational Curricul ims. The folio" ing cour'L' are offered b\· tl e Department of Industrial Art': Bench Woodwork (a). A course for beginning students and special student' in the Kindergarten-Primary Curriculum. Fundamental tool processes; design and construction of small projects for home and schoolroom; tOJ'" construction; study of material.;; and their adaption to constructive uses. First year, first semester. five hours per week. Three units. Mr. Clark. Bench Woodwork (i::). AdYanced com·,e forming a continuation of Bench Woodwork (a) and leading to cabinet construction and the use of wood-working ma chinery. Either semester. first ,·ear, five houl"' per week. Three units. Mr. Clark. Wood Turning. This course will comprise a study of the lathe, lathe tools, jigs, woods for turning, other materials adaptable to the \YOOd lathe. action of fibre, TEMPE ARIZO' .S. building up stock, turning between centers, chucking, face plate work, etc. Mechanical drawing required. First year, first semester, five hours per week. Three units. 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 units. Mr. Clark. Pattern Making. A course to include a study of cores, core prints, drafts, allowances 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 units. Mr. Clark. Mechanical Drawing 1. An elementary course involving free-hand lettering, orthographic pro.i ection, cabinet and isometric projection. First year, first semester, five hours per week. Three units. Mr. Fair banks. 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 units. 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 work. The second quarter is spent in the 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 units. Mr. Fairbanks. 60 TEMPE STATE. TEACHERS COLLEGE Machine Deaign. 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 units, Mr. Fairbanks. Machine Shop. In this course, the sludent 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 year, first semester, five hours per week. Three units. 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. Second year, first semester, five hours per week. Three units. Mr. Fairbanks. Architectural Drawing. A course involving perepective and plans with details of construction. Second year, first semester, five hours per week. Three units Mr. Fairbanks. Economics of Manual Training ( 4b). This is a lecture series on shop equipment, 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. Shop Courses and Practices (4c). 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 com- TEMPE, ARIZONA 61 pleting Courses 4b and 4c receive three units of credit. 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. 0 0 0 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." Before enrolling in this curriculum, the student will be required to pass a test in sight reading, piano accompaniment, and singing. 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 acquired 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 62 TEMPE STATE TEACHERS COLLEGE with materials that will lead to industrial and art processes and teach the possibilities in home materials. Text: Childhood Education. First year, first semester, five hours per week. Three units. 1 :20 Industrial Arts 2. A course in kindergarten-primary handwork, with extended experiences in modeling 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. Text: Moore, Minimum Course of Study. First year, second semester, five hours per week. Three units. 2:20. Course 3. Children's Literatur,.,. 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; storytelling, 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: MacClintock, Literature in the Elementary School. May be taken as an elective by students in the standard curriculum. Class limited to thirty members. First year, first semester, three hours per week. Three units. 3 :20. Course 4. Kindergarten Technics. A course in organized educational play materials. The Froebelian, Montessori, and other selected materials are studied and evaluated. Practice is given in handling all ma· terials that carry over into primary grades, stressing proper choice, organization, and presentation. Text: Childhood Education. Lectures and assigned readings. Second year, first semester, three hours per week. Three units. 2 :20 TF\H t., ARLlO'\A 63 Course 5. Kindergarten Education. A study of educational reformers preceding Froebe!; establ"shment of kindergartens; the kindergarten in American education and its leaders; a review of present-day methods in child training. Text: Patri, Child Training. l\Iay be taken as an elective by students enrolled in the standara curriculum. Class limited to thirty meml>ers. Second year, second semeoter, three houro per week. Three units. 1 :20. Course 6. Kindergarten-Primary Curriculum. ~\. study of subject matter for these grades, with metho.lo of presentation; making of programs and keeping of records; housing and equipment of kindergartens; a study of scientific investigation of kindergarten education and the progre's of kindergarten children thro,»i!1 the grades. Assigned readings from bulletins b"ued u:· the Umted StatPs Bureau of Education. Second year, second semester, three hours per week. Three units. 3 :20. D D D LANGUAGES Miss Wilson .since the World War, we have begun to real;ze more and more how necessary it is that the nations of the earth understand each other. The most logical wa\ to secure this end would seem to be an understanding of the language \\ hich opens the way to an understm,ding of the customs and philosophy. Arizona's problem of solving the foreign-population situation is a complicated one requiring much sympathy and appreciation of the other fellow'o, point of ,-iew. A broader and more extensive dissemination of a knowledge of the S;in»'h language w·ll surely go far toward the desired so'ution. The followii'g courses are offered: fEMPE STATE TEACHERS COLLEGE Spanish 1 and 2. Beginner's College Spanish. Thorough preparation in pronunciation and p6ncipl•'S of grammar. Reading of Hills and Cano's Cuentos and Leyendas, El Abolengo and Zaragueta. TPxt: Hills and Ford's First Spanish Course. Two semesters, three hours per week. Three units each semester. Intermediate Spanish. 3 and 4. Prerer!uisite, two years of high schoQl or one year of college Spanish. Special attention will be given to pronunciation and composition and Spanish will be the languaooe of the classroom. Reading of such books as El Trova:lor, Romero-Navarro's Historia de Espana, A!tamirano's la Navidad en las Montanas, Galdos' Mnrianela, Los Quinteros' Dona Clarines and Valdes' La Hermana San Sulpicio and La Aleg~ia de! Capitan Rib0f Collateral rr.ading and reports. Two semester~. three ho~rs per '""ek. Three units Pa«h semester. Advanced Spanish. 5 and 6. The work of the first semester includes a study of Spanish American literature using House and Castillo's Corr.penclio de Historia Hispano-Americana, Wilkins' Antologia de Cuentos Americanos, and Marmol's Amalie. and such references as Coester's Literary History of South America. The second semester is devoted to s:ory-tclling and reading of such books as Alarcon's El Sombrero de Tres Picas, Echegaray's El Gran Galeoto, Galdos' Dona Perfecta, and Northrup's Ten Spanish Farces. Collateral reading and reports. Three hours per week. Three units each semester. Spanish 7. Spanish Classical Prose. PrerPqu;,i1.e, Spanish 5 and 6. A study of the literary movem cnts from the beginning of the Siglo de Oro to the nineternth century, emphasizing the dramatists of the seven+,ent!1 and the neo-classicists of the eighteenth century. FirRt semester, three hours per week. Three units. TEMPE, ARIZONA 65 Spanish 8. Advanced Composition. Includes a review of grammar, using such texts as Ramsey's Spanish Grammar and Coal's Composition. Prerequi•ite, Spanish 5 and 6. Second semester, three hours a week. Three units. Latin. A course in Cicero may be elected by those who have had at least two years of Latin in the high school. Three hours a week. Three units each semes ter. 0 0 0 MATHEMATICS Mr. Sweet Arithmetic Methods; General Mathematics. A thorough review of fundamental processes with 11 •urvey and study of what constitutes junior high school mathematics, accompanied by a discussion of teaching methods and assigned readings. Administration of standardized tests, critical examination of texts in use in both the elementary school and the junior high school, problems and projects, treatment of the difficult topics of arithmetic, application of algebra and i:eometry to arithmetic. First year, either semester, three hours per week. Three units. College Algebra. The early part of the course i' largely a review of the high school algebra with emphasis on the foundation, logic, and theory of the subject. Attention will then be given to such topics as progressions, infinite series, theory of equations, determinants, partial fractions, logarithms, etc. Either semester, three hours per week. Three units. Trigonometry. A study of trigonometric functions and the solution of plane and spherical triangle,. Use is made of the transit. Either semester, three hours per week. Three units. 66 TEr...tPE ST>\TE TEACHE.RS COLLEGi. MUSIC Miss Gerrish; Miss Norton Of all subjects introduced into the public schools during the last half century, music is conceded to be one of the most valuable in 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 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 each given due weight in planning the courses. Music 1 (a). This course includes the study of musical notation, scales, rhythmic types, musical terms, syllable singing, part singing, and appreciation. Although designed primarily for grade teachers, this course and l\Iusic 1 (b) are equally valuable for stu dents of voice, piano or orchestral instruments. First year, either semester, five hours per week. Three units. Music 1 (b). A practical course in ear-training and harmony designed for students who have already received some musical training, and who desire particularly strong preparation in the subject. First year, either semester, five hours per week. Three units. Music 2. Methods. A course in methods of teaching school music in all grades from primary through the junior high school. The work is planned for students desiring to make music their major subject in addition TEMPE, ARIZO::-.JA 67 to their grade subjects. The course includes the presentation of all problems taught in the various grades, care of the child voice, mutation of the voice, teaching of rote songs, preparation of a repertoire of child songs, rhythm work, the musically deficient child, introduction to orchestral instruments, etc. Second year, two semesters, five hours per week. Three units. Practice Teaching of Music. The students enrolled in the Standard Teachers' Curriculum are given unusual opportunities to apply their knowledge of the subject by teaching music in the training schools of the college. Glee Clubs. Those who are musically inclined will greatly enjoy the work of the glee clubs which are o·rganized early in the year. Two periods are required for this work which affords excellent experience in chorus practice, being, at the same time a source of keen pleasure to those who take part. These clubs furnish entertainment at various college functions and upon public programs. Orchestra. Those who are interested in instru mental music may avail themselves of the opportunity for practice which is afforded by membership in the college orchestra. This organization meets regularly for rehearsal and furnishes music for various public events which occur upon the campus and in the auditorium. Satisfactory participation in the work of glee duo or orchestra will entitle the student to an amount of additional credit to be decided by the Executive Council upon recommendation of the instructor in charge of the work. Pianos. Many of the college students take instruc tion in piano playing in addition to their regular college work. Such students will find excellent teachers of piano in Tempe ;nd Phoenix with whom private arrangements can be made for such instruction. As the college does not offer courses in piano music, such pri- TE~fPE 68 STATE TEACHERS COLLEGE vate instruction must neecssarily be at the student's expense. All the pianos of the college are made avail able to such students for the convenience of practice. To avoid conflict of hours, practice periods are assigned, upon application, by the faculty members of charge of the work in music. 0 0 0 PHYSIOLOGY Mr. Irish Physiology 1. Elective. 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 stressed throughout the course. First year, either semester, three hours per week. Three units. 0 0 0 SOCIAL SCIENCE Mr. Murdock 1. Constitutional Government. This course covers the essentials pertaining to our national government and to that of Arizona. It meets the requirements of the new law on the study of the national and state constitutions. While the course is offered as an elective, either this or the Brief Course offered below [Social Science 1 (b) ], must be taken by all who wish to prepare for the constitutional examinations required of those who graduate from the college. Elective. either semester, three hour~ per week. Three units. TE...\1PE, ARIZO"-:'A 69 1 ( b). Brief Course in Constitutional Government. A brief course covering the same ground as indicated above is offered for the benefit of students wishing to take their electives in some other field than constitutional government. Second year students who find that they have not time for the full course may substitute this brief course to meet the legal requirement for graduation and certification. This is a lecture course demanding about one-third of the time demanded by Course 1. A fee of one dollar will be charged students in this course to cover the cost of materials. Either semester, two hours per week. One unit. 2. Modem European History. Momentous changes have occurred in the last one hundred fifty years. This course surveys the story of Europe from the French Revolution to the present time. Special stress is placed upon the conditions leading up to the World War and post war problems. Elective, first semester, three hours per week. Three units. 3. Principles of Economica. An introductory study of economics following, in the main, Ely's Outlines. Elementary concepts will be emphasized. Terminology and definitions will be stressed. Economic problems in English and American history will be used to illustrate the subject matter. Elective, second semester, three hours per week. Three units. 4. American Constitutional History. A course in constitutional history well follows a study of constitutional government, as the two are closely connected. In this course, American history is carefully surveyed for judicial decisions, legislative enactments, administrative rulings, political party practices, or other historical development throwing light upon our constitutional expansion. The utterances of public men, party plat· forms, diplomatic incidents, are used to make clear the growth of our unwritten constitution. This course is 70 TE\iPE STATE TEACHERS COLLEGE required of upper division students. Course 1 is a prerequisite and only upper division students are admitted. First semester, three hours per week. Three units. 5. Taxation and Public Finance. American financial history affords ample study for the student of practical politics and economics. Almost every considerable theory of taxation or revenue has been, at some time or place, tried out in American experience. The vastly increased taxation, accompanying the expanding functions of government, makes this field both vital and interesting. This course is open to upper division students only. Second semester, three hours per week. Three units. 6. History of Economic Thought. This course is mainly one of theory-or rather the history of theoriPs. Modern economic theory can best be understood by tracing its development, noting theories that have bePn discarded aq unnound. Sound and workable economics presupposes soun'" theory. This course is required of all fourth year students. Only upper division students are admitted. First semester, three hours per we~k. Three units. 7. Insurance. A practical course covering both P1ain phases of insurance-life and proo~rty ir.surance. Only a little attention will be given to historical beginnings, but considerable attention to tn° remarkable recent development of the insurance busineHs. Our chief concern is with the kind and nature of policies, legal conditions and the like. Not much time will b~ giYen to the mathematical or statistical end of insurance. Elective for third and fourth year students. Prerequisite, Social Science 3, Principles of Economics. Second semester, three hours per week. Three units. TEMPE, ARIZONA 71 PHYSICAL EDUCATION FOR WOMEN Miss Hayden; Miss Murphy This work is required of all young women throughout of the course. The primary aim of the work is the physical well-being of the student maintained through regular and judiciously selected exercises. A secondary aim is the arousing of interest in group games, folk dancing and rhythm work to the end that the Teachers College graduate may go to her future work of teaching equipped to undertake playground supervision 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 lil the grades. All girls have been enrolled in some form or other of outdoor athletic activity. Match games have been played with marked success. A noteworthy feature of the work in physical education is the attention given to defects of posture reYealed by the schematograph, and the use of corrective 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 the 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 72 T&\IPE STATE TEACHERS COLLEGE the school course, a credit of two units is allowed toward graduation. 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 part 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 accom· modates 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. Tennis. 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 •oi·'. 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 te ~ms are organized for inter-school matches. TEMPE, ARIZO~A " Ba•ketball. 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 r~ •ng women of college age it possesses many attractions. On account of its strenuous character, much care is taken in the selection of those who are permitted to enkr this work. 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. Soccer and Speedball have largely displaced basketball in the course for women, as these game$ are adaptable to larger groups of players, and ar~ free from such objectionable features as Jong sustained individual effort on the part of a few players. 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 work and thoroughly covers the principles, aims. objects and methods of the camp· fire movement, 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 active campfire, maintained among the pupils of the training school serves to provide practical experience for prospective campfire guardians in all phases of this important community service. TEMPE "TATE TEACHERS COLLEGE 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 neces;ary to wholesome student work, and to establish in every student the habit of play and desire to continue the development of his body even after he has left school environment and entered private life. The second aim is to teach the prospective teacher games and method» of playground and supervised play in order that he may intelligently carry on this work in the school system into which he may go. Hand in hand with this couroe there is given each year a course in Boy Scout leadership. This course runs from four to six weeks and is designed to prepare young men to organize and take charge of Boy Scout troops as scoutmasters. At the end of this course an examination is given to cover the work and also a week-end camp. All those completing this course with a passing grade in the examination and who take the week-end camp will be furnished with a certificate from Scout Headquarters, authorizing them to be scout masters. Second-year men are required as a part of their teacher's training to have at least one quarter of playground work under supervision. This work will include various types of playground supervision from recess and noon-hour supervision to strictly supervised play periods and coaching of the various athletic teams of the Training School. TEMPE, ARlZO"'lA 1l LIBRARY Mr. Cookson; Mrs. Cookson Main Library. This library occupies the entire east end of the first floor of the Main Building. The a"cession record shows a total of nearly 16,000 volumes not including several hundred bound volumes of magazines and periodicals and several thousand unbound bulletins and reports. The magazine record shows a subscription to over one hundred thirty leading periodicals, to three of the largest daily newspapers, and to a number of the daily and weekly newspapers of the state. Brief Statement of Library Rules. During the college year, the main library is open from 8 :00 A. M. to 5 :00 P. M. every day except Saturday and from 7 :15 to 9 :15 P. M. four nights a week. On Saturdays it is open from 9 :00 A. M. to 12 :00 M., and from 2 :00 P. l\L to 4 :00 P. M. It is closed on Sundays and all holidays. Books drawn for use may ordinarily be kept for two weeks, and be renewed once. Books not returned when due are subject to a fine of two cents per day, and lost books must be paid for by the borrower. No books will be loaned to students having unpaid fines or overdue books. Books used by large classes are placed on reserve, and are shelved back of the loan desk. Reserved books must be signed for at the desk and read ln the library. They may be taken out for home use on Saturdays at 4 :00 P. M., to be returned at 8 :00 A. M. the following Monday. A fine of twenty-five cents per hour is charged for overdue reserved books. Permanent reference works, such as encyclopedias, dictionaries, sets of bound volumes, etc., are for use in the library only. Children's Library. In addition to the main library 76 TEMPE STATE TEACHERS COLLEGE there is also a children's library in the Training School. The accession record shows 3,826 carefully selected children's books covering all types of literature. Here, each quarter, four second year students are given the opportunity of actual administrative experience. This includes the care of the library, care of the books, keeping records, classification of books, etc. In addition, a brief course in children's literature is offered with required readings in the various types. Donation by Class of 1926. The Class of 1926 appropriated from their funds the sum of one hundred dollars which was presented to the Library for the purchase of books. 0 0 0 LECTURE AND ENTERTAINMENT COURSE Each year the Tempe State Teachers College arranges a series of musical, dramatic, and lecture numbers for the benefit of the student body and of the citizens of the community. Regularly enrolled students are admitted without charge to all numbers of this course. The program which is arranged for the year 1926-1927 will be of the same standard of excellence which has prevailed in past years. The course is given in the college auditorium, which is fully equipped for the staging of dramatic or operatic numbers. The course for 1926-1927 will include Lorado Taft, the great American sculptor, Gay MacLaren, one of the most talented readers in the world, Lew Barrett, the "Poet of the Wilderness," and many other attractive and instructive numbers. TEMPE ARIZONA ,, THE ALUMNI ASSOCIATION The Tempe Teachers College Alumni Association was formed in 1891 in response to the desire among the graduates of the school to cement more firmly the ties of school friendships and to promote more effectively the welfare of the Alma Mater. Upon graduation, the students completing any of the professional curriculums of the college automatically become members of the Alumni Association. Membership is restricted to graduates of the college. Including the class of 1926, the association now numbers 2,128 members, the majority of whom are residing within the state. This large group of influential citizens through efficient organization has b ecome a potent force in promoting the welfare and advancement of the college. The Alumni value highly the friendships formed during college days, and it is their earnest wish to bind these friendships more firmly after graduation, yet they be lieve that an alumni association is justified in its existence only in so far as it cooperates with and serves its Alma Mater. The recent rapid growth and development of the college are a source of pride to all loyal alumni and an incentive to further efforts to perfect their organization in order that it may continue effectively to serve the interests of Tempe Teachers College. 0 Perhaps the most significant step toward the strengthening of the Alumni Association was the establishment, during the past two years, in many part of the state, of local Alumni Clubs, each of which is formed by the authority and under the leadership of the Alumni Association, from which it receives its charter. This plan of organization insures the close affiliation of the local clubs with the parent association and tends to secure the singleness of purpose and effective cooperation which will enable the Association to act as a unit in any work they may see fit to undertake for the pro- 7S TEMPE STATE TEACHERS COLLEGE motion of the interests of Tempe Teachers College, its student body, and of education in general. Alumni clubs have already been organized at Bisbee, Douglas, Casa Grande, Phoenix, Globe, and Miami, and it is the hope of the present executive board that, in the near future similar clubs will be formed in other communities throughout the state in response to the applications of enthusiastic groups of loyal graduates. Annual Reception. The annual reception and banquet of the association is held on the evening of Alumni Day, giving every member an opportunity to renew old friendships. Members should use every effort to be present at this event, as the meeting usually results in the shaping of plans for the ensuing year. The date for the next reception is June 7, 1927. D D D The Endowment Fund Believing that a professional education is a most valuable asset in life, the Alumni desire to extend its benefits to others. With this end in view, the Alumni Association has for some time been conducting a vigorous campaign for the raising of a ten thousand dollar fund for the assistance of worthy students who need financial aid. Under the zealous leadership of Clarence M. Paddock, '03, and with the active cooperation of the officers of the association, the fund has grown to more than $5,000, and is becoming established on a working basis, as shown by the fact that twenty members of a recent class practically owe their graduation to the assistance received from this source. The class of 1925 have demonstrated their interest in the establishment of the Endowment Fund and have given the movement their very practical endorsement by contributing the handsome sum of $700. TEMPE ARIZONA 79 The staff of the Annual of the Class of 1926 contributed over $200, and the class of 1923 turned over to the Association their treasury balance of between sixty and seventy dollars. The trustees, upon whom rests the responsibility of carrying the movement to completion, are now confident that the goal will soon be reached and the fund become self-supporting. It is their earnest desire that every graduate who has not already done so will contribute his or her quota at an early date, to the end that the Endowment may be able to meet the growing demands for the aid of worthy members of the rapidly increasing classes. The members who are contributing to this enterprise derive satisfaction from the feeling that they have here an opportunity of expressing, in some measure, each according to his means, an appreciation of the benefits which they themselves have received from their Alma Mater and from the State of Arizona. It is a noteworthy fact, moreover, that the students who need assistance are usually among the best in the class in point of scholarship and promise, and, in many cases, investigation has shown that these sall\'e students have earned all or part of their expenses thus far, not only through their college course, but through the preparatory high school as well. 0 0 0 Alumni Register It is the wish of the faculty of the college and of the officers of the Alumni Association to keep in touch with every graduate of the school. A card file has been installed in the Alumni office, which contains the name and present address, so far as known, of every member of the Alumni. Members are earnestly requested to assist in the work of keeping this Alumni register up ,. TE"APE STATE TEACHERS COLLEGE to date by forwarding to the office of the Alumni Association a notice of every change in name or postoffice address. 0 0 0 Alumni Office The clerical work in connection with the business correspondence and records of the Association has grown to such proportions that it has been necessary to establish an Alumni Office in connection with the college offices. Here an assistant secretary is employed part of the time each day at work connected with Alumni affairs. Correspondence relating to Alumni business should be addressed to The Secretary, Tempe Teachers College Alumni Association, Tempe, Arizona. 0 0 0 STUDENT ORGANIZATIONS The COLLEGIAN Staff. For many years the students have edited and published a newspaper whose purpose is to note and record the current events of the life on the campus. This paper was known as The Tempe Normal Student until last year, when, with the advent of the Tempe State Teachers College, the name was changed to THE TEMPE COLLEGIAN. The Collegian is a bi-weekly printed on a good quality of paper, permitting the use of half-tone illustration~ and adding much to its appearance. The size of the paper has been increased and every effort is being made to improve its efficiency. All the work of collecting, editing, and arranging news items and other matter is done by the TEMPE, ARIZONA 81 student staff under the nominal direction of a member of the faculty as official adviser. Although intended chiefly as a real newspaper for the student body, its columns sometimes give space to the best literary efforts of the students. The editorials have weight in molding college sentiment, and the files of the paper become a valuable record of campus life. Positions on the staff are highly prized, as the experience gained in this work is educative and of practical value. Arrangements have been made whereby every student receives a copy of each issue of the paper. There is also a considerable circulation among the Alumni who thus keep informed of events transpiring in the halls of the Alma Mater. Kalakagathia Camp Fire. One of the oldest societies for young women on the campus is the Kalakagathia. This organization fills a special need by its unique line of work. For some years an increasing number of calls have been coming in for young people who not only can teach school in the usual sense, but who can lead boys and girls in wholesome activities outside the classroom. The Kalakagathia Camp Fire is one of many answers which the Tempe Teachers College makes to this call. The object of this Camp Fire, which is affiliated with the National Camp Fire Girls of America, is to study that splendid movement from the standpoint of Camp Fire Guardians. Every year some of its members organize and serve as guardians for Camp Fire groups in the communities into which they go. During the past year the studies undertaken by this group have been broadened to include the basic ideals, programs and methods of organization of such parallel activities as the Girl Scouts, Woodcraft League for Girls, etc. In this connection, a Camp Leadership Shelf has been established in the library for the use, not only of the Camp Fire Girls, but of all students interested in " TEMPE STATE TEACHERS COLLEGE these modern movements. The members of Kalakagathia have also rendered valuable assistance in carrying forward an intensive study of campfire organization and methods in connection with the classes in general methods in the standard teachers' course. An annual campinir trip is a regular part of the work of the Kalakagathia Camp Fire. In addition, short hikes, monthly Council Fires and ~ocial gatherings add variety and interest to the regular program. During the year 1921-1922 a beautiful fireplace was erected upon the campus by the Kalakagathia Camp Fire. This fireplace has become the center for the regular Camp Fire activities of the council. The necessary expenses incident to membership in Kalakagathia, aside from the annual camping trip, are about four dollars. This sum buys the ceremonial gown and headband, provides a Campfire Manual, and pays annual dues. An important and pleasant feature of the year's program is the reception to Alumni members held on Alumni Day of Commencement Week. All old Kalakagathians are cordiall:, urged to return for this event and join in a good visit with old friends and new. The Zetetic Society is a literary and social club composed of twenty-five young women. This group is an outgrowth of the literary ideals of the normal school days dating back to a time when all the students were members of one literary organization or another. In those early days both men a(ld women held membership in the society, but, owing to the tendency of the men to form separate clubs devoted exclusively to debate, membership in Zetetic was restricted to women as early as 1912. Since that time over two hundred young women have attained membership in the society and the work has been devoted to studies in extemporaneous speaking, story telling, and the drama. A high stan- TEMPE, ARIZONA SJ dard of scholarship is required for membership. Many plays have been given by the members, those of Maeterlinck, Lord Dunsany, Anatole France, and other modern dramatists being preferred. One original play has been produced by the society. In 1926 the society produced Scenes from Erminie by Jakobowski, performances being given in Tempe, Fowler and Chandler. An annual camping trip is enjoyed, several days being spent at a wooded island in the Verde River. Clionian Literary Society limits its membership an nually to twenty-five college women whose purpose is to study art, literature, and music in their weekly meetings. With them, the past year has been "All American Year." A definite study was made of the lives and works of the leading American musicians, painters, sculptors, dramatists, novelists and poets. These studies, together with formal ceremonial meetings, parties, hikes to "Clionian Rendezvous", and the annual camping trip, make up an important part of the college life of the members, and many enduring friendships are developed through associations formed in connection with Clionian activities. Philomathian Literary Society, consisting of twentyfive young women, was organized in 1920 for the purpose of studying literature and of promotin!" sociability among the members. The literary program has been devoted largely to the drama, many old and new plays having been read and analyze:!. Three public perform::mces of worth-while plays were given during th<, year Just closed, and an attempt has been made at orhrinal dramatization. Among the dramatists recently stu::1ied are Drinkwater, Wilde, D'Annunzio, Lady Gregory, Lord Dunsany, Moody, and the children's playwright, Stuart Walker. TE~iPE STATI'.. TEACHERS COLLEGE Lambda Kappa. The Lambda Kappa literary society is an organization limited to twenty-five members of high scholastic standing, whose purpose is the study of literature, drama, and music. Tnis organization bore the name, Erodelphian, signifying "Love of Knowledge" unit! this year when the Greek letters were adopted. An extensive program on the st•idy of operas and their composers was pursued during the first semester of the year. Thi~ course was acceptably illt.>n·ated and enriched by the use of musical records. The representative plays of contemporary authors afforded profitable study in the latter half of the college year. The social aspects of campus life found expre~oion through society activities. This year's camping trip was enjoyed on the Verde River. Many have been the desert picnics, athletic meets, initiation parties, and fol"I!'al affairs of the year. Especially enjoyable have been those fostering a co-operative spirit among the several campus organizations. Phi Beta Epsilon. An organization of younv women of the college who meet weekly during the year for literary study and social enjoyment. The formal mitiation was held this year at the San Marcos in Chandler. The annual camping trip took place during the "eek· end of April 30, at the Verde River. Early in the year, the society took a very enjoyable trip on Canyon Lake. The meetings of the first semester were devoted to the short story, and those of the second semester to the study of the one-act play. Los Hidalgos de! Desierto is a club whose membership is limited to thirty and whose purpose is to promote an interest in things Spanish. Much of the material used for programs has been taken from the Revista of l\Iexico City and the legends and the historical material have been a source of real joy and an inspiration to visit the land of Montezuma. A two-act play, Uno Debe Casarse, was given in the assembly. TEMPE, ARIZON .lo " The hikes and picnics, especially the initiation on the desert, flavored with strain• of Morir For Tu Amor and Y Tenia Chiquito el Pie will be long remembered. The Pierian Society was organized in 1925 for the purpose of studying art, literature and music. During this year various one-act plays from Augustus Thomas' new collection have been presented and their structure and purpose studied. Especially interesting were those of the Irish theatre. Some time was also devoted to the stories of the more familiar operas. The annual camping trip at Cave Creek is always a source of real pleasure. Lambda Phi Sigma is an educational scholarship organization of the young men of the college which was established last year by a committee composed of faculty members and students. An active membership of twenty was developed by the end of the year. The initiation ceremony and banquet were attended by many school officials from various parts of Arizona who accepted honorary membership. The i·egular programs of the year were largely concerned with discussions of social and economic problems, the topics ranging from the Colorado River Compact to a discussion of pacifism. The Geographic Society. This society was organized in 1924 by a group of students specially interested in geographic investigation and study. The membership is made up of students who excel in geography, general scholarship, and character, or who have made worthy contributions to the field, or who have had foreign travel with educational purpose or value. The society fosters very worth while activities, and is doing much to interest the student body and the public as well in the wonders of Arizona and of the larger world. Week-end trips to points of special interest are arranged for purposes of observation and study. This " TEMPE STATE TEACHERS COLLEGE year's trips included the prehistoric ruins of the valley, Togetsoge ruin, the Apache Trail, Superstition Mountain, the Horse Mesa dam site and canyon, Canyon Lake, and the Magma mine and smelter at Superiar. A series of lectures on geographic subjects was given during the year which included some eminent authorities. In May, an original play was produced by the members of the society to demonstrate the contrast between old and modern methods of teaching geography. The Timakaeena Society was organized late in the school year of 1924-25 to provide opportunity for organized cultural activities for a group of girls living in the vicinity of Tempe who could not conveniently attend the regular evening meetings held by other societies. Meetings of Timakaeena are held each Wednesday at the luncheon hour. The name is an Indian phrase meaning, "Living Close to Mother Earth". The purpose of the society is to promote the study and appreciation of nature. The membership will be limited to twentyfive_ The Cactus Walking Club. Membership in this organization is limited to twenty young men and young women who enjoy "hiking" and hill climbing. As the name of the club implies, the favorite resort for their frequent hikes is the desert, with its rugged cactuscovered ridges, affording wholesome exercise and abundance of fresh air. The customary program for these walking expeditions includes an al fresco luncheon served around a blazing campfire, accompanied and followed by story-telling and impromptu concert singing. The Wallflower Club. All dancing parties given by the students are under the auspices and subject to the management of a student organization known as the Wallflower Club. A II students and faculty memLers are eligible to membership in this organization. Its af. TEMPE, ARJZOr\A 87 ~airs 1.re regulated by an execi:hvc, commit'e•' composed of one member of the faculty, who acts in "n advisory capacity, and three SlUl lilts. The guest list is subject to the approval of Lhe head residents of the girls' dormitories and the dances are held in the school gymnasium, under faculty sup.•rvision. This system of reg11lation has been found satisfactory both to student> and faculty, and the parties given by this club are am Jllg th,. most enjoyable events of the year. Theta Beta. In the spring of 1924, a club was organized by the young women attending the college who lived in Tempe but not on the campus. This was known as the Town Girls' Club. In 1925, the members decided to change the society from a purely social organizjttion into a study club under the name of the Village Collegians, and the meetings of the year were devoted to a study of the history and institutions of Arizona. This year the club was again reorganized as a literary society, and the name, Theta Beta, was adopted as a permanent title. Young Women's Christian Association. This association is one of the many student organizations in our colleges and universities affiliated with the National Young Women's Christian Association. It is open for membership to any_ women on the campus who are willing to accept the pledge. Such an organization, with no discrimination against any denomination, sect, or creed, offers a valuable opportunity for training in consecrated religious study and civic service which is so esesntial in the character building of the prospective teacher. Meetings are held regularly every Thursday evening, and programs are centered around current topics, campus life, services of worship, world fellowship, and Bible study. . TE~1PE ST ATE TEACHERS COLLE~ The general activities of self development and service are directed by an executive cabinet assisted by an extensive committee organization. A general secretary, employed by the Advisory Board composed of faculty members, interested citizens and alumni, has general supervision of the work and acts in the capacity of friend and counselor to all of the young women. The association affords an opportunity for greater friendship and fine, wholesome recreation in its parties, hikes, lawn fetes, teas, and other social events. Each summer several delegates are sent from Tempe State Teachers College to the Y. W. C. A. conference at Asilomar, California, where they receive training and inspiration which such a conference offers. D D D TEACHERS' EMPLOYMENT BUREAU Although the management of the college cannot agree to furnish employment or find positions for students upon graduation, yet the president and members of the faculty find many opportunities for recommending teachers to good positions, and this they are always pleased to do, as they feel that the service may be of advantage not only to the student, but to trustees and college officers as well. The president of the college, when requested, will take pleasure in furnishing to school officers detailed information in regard to the qualifications of its students and alumni to teach; he will also, when desired, put them in communication with teachers seeking employment. In order to be able to recommend a teacher intelligently to a position, the president should be given a full and detailed statement of the requirements and conditions of the position. TEMPE, ARIZONA l!9 FUNDS FOR THE ASSISTANCE OF STUDENTS A fund for the aid of worthy students has been established by the Tempe Teachers College Alumni Association through the active interest of some of its members. Loans from this J:und will be made at a nominal rate of interest and under favorable conditions to students recommended by the faculty as being worthy of financial assistance. It is the intention of the Alumni 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 er>dowment, the interest to bP used to establish scholarshiw in Tempe State Teachers College. D D D PRIZES The Moeur medal for ~c'lolarship, offered by Dr. B. B. Moeur of Tempe, is awarded each year at commencement to the stud· 1.t who obtains the highest standing in class work during the two years immediately preceding graduation. The winning of this prize has always been considered onP of the greatest honors open to the College students. The medal was won this year by Miss Lois Stidham of Tempe. The Moeur pin, also offered by Di. B. B. Moeur, is awarded 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 90 TE~fPE STATE TEACHERS COLLEGE within the two years directly preceding the graduation. The winning if this pin is one of the highest recommendations that a student may secure from the professional standpoint. This year's winner of the pin was Miss Lois Stidham of Tempe. The Harvard Club of Arizona offers to the advanced student& of the college a medal for the best essay on some topic connected with Arizona. The subject-matter, as well as the treatment, must be original. Competition for this medal has resulted in much research work and the production of many valuable and interesting essays on Arizona. The Harvard Medal was this year a warded to Miss Martha Louise White of Florence for her essay on The History of Florence, Arizona. Matley Medals in Commerce. The Matley Medal , or scholarship offered by Welcome B. Matley of Tempe, is awarded annually at Commencement time to the student graduating from the two-year Special Course in Commerce with the highest standing in commercial and economic subjects. The prize was first offered in 1923. It is given with the aim of encouraging students to specialize in commerce and business lines; that they may understand the requirements of commercial teaching and the business world. Miss Naomi Pierce of Scottsdale was the winner of this medal for the year 1926. Mr. Matley also offers a medal for the best essay on business or commerce, written by a second-year student of the college _who is carrying at least one major in commercial work. This medal is given to stimulate research and study along business lines. The essay for 1926 wa5 awarded to Mr. Floyd B. Huston of Mesa. TL11PE ARIZONA 91 The George M. Frizzell Medal. A medal for scholarship, to be awarded annually, is offered by Mrs. Minnie E. Frizzell in memory of her husband, the late George M. Frizzell, who was for many years head of the department of mathematics in Tempe Normal School, and who was respected and beloved by students and faculty alike for his humanity and sincere friendliness. Won in 1926 by Mio,s Gertrude Phoenix. Carpenter of Daughters of the Confederacy Prize. The United Daughters of the Confederacy of Dixie Chapter, Tempe, have voted to give, each year, a gold medal for the best essay, not to exceed twenty-five hundred words, on American History. The subject is to be chosen by the Literary Committee of the order and conditions to be announced later. C.ompetition for this medal is open to any student of the college. 92 fEMPE STATE TEACHERS COLLEGE SUMMARY OF REGISTRATION, 1926 Men ............ 113} College ·····--··--····· { .... Total ...... 671 Women ...... 558 Boys .......... 439} Training School __ { .... Total ...... 841 Girls ......... .402 Total registration for the year .......................... 1512 SUMMARY OF GRADUATES Prior to Class of 1926 ................................................ 1862 Class of 1926 ................................................................ 266 Total number of graduates ............................... 2128 TEJ\1PE, ARIZONA Register for 1925-26 Adams, Eugene E. . ................Tempe Adams, Robert Gay .... Scottsdale Alexander, Margery .... Phoenix Alexander, Ruby Lee .......... Phoenix A:exander, Sadie .................. Tempe Alexander, The!ma ..... Douglas Allen, Chester F. ... Ciarkdale A!lcn, Emma Mae ..... Tucson Allen, John R. Mesa Allen, Loren ...... Mc:;a Allen, Mabel .......... Prescott Al:en, Vilate ... ... Mesa Amberg, Vir~dnia .............. Prescott Anderson, Alice .1\:1. ••• Globe Anderson, Beulah .................... l\Iesa Anderson, Earl F. . .................. 1t1esa Anderson, Martha C. ................ Mesa Austin, Elsie Marcia ...Tempe Avery, Sarah ........................ Phoenix Awbrey, Dorothy .. Duncan Bailey, Sallie Etta ....... .New Mexico Eailey, Zelma Goolsby .......... Tempe 1.a!com, .Margaret ............... G:endale Daltlwin, Dorothy ..... Phoenix Bales, I<;lla ............................ Chandler B:dlard, Lowell Clyne .............. Globe Barber, Alice :Margaret ...... wi:lco...x l:larbier, Alice Gertrude ...... Phoenix Barnes, Bessie Marie .. .San Simon Barnes, Gladys ........................ Gilbert Barney, James Mitchell ...... Phoenix Bartson, :Martha Lee ...... Mesa Bates, Evelyn ... Douglas Beardsley, Ruth ......... California Beck, Helen ... ...... Phoenix Beck, Mary Adde .................... Peot·ia Becker, Anna Belle ..... Morenci Becker, Betty .................. .Phoenix Behrman, Mrs. Fanny ........ Glendale Ee'.ch, Shfrley ......................... Bowie Bell, Mary Alice .................. 'rempe Bemis. Buela ....................... Phoenix P("necHck, Lottie ........................ Tempe Berry, Dora Jo ... . .... New Mexico 1-'ercino Alice ...................... Phoenix Bhnrn," E:lis D •.......................... Mesa Hiles, John A. ... ..... ........Tempe Billingsley, Beatrice ....... Clifton Bil?man, Frances ..... Bisbee P.irky. Clara ............................ Illinois Blackburn, Mrs. Lillie ....... Tempe B!ackwood Leora ...... Oklahoma Blair, Pearl .......... Casa Grande Blanken;.hip, Frances .......... Phoenix Blesch ,Elizabeth .... California Bly, Laurel .............. ,Vins!ow Bolding, Marylee .............. Glendale Boldman, Gertrude .......... Tempe Bo!dman. Hazel ................ Tempe Bonar. Lester M. .... Phoenix Boring, Hazel ........................ Florence Bowser, Esther ......................Phoenix Brandenburg, Eve ...................... Mesa Brewer, Leslie ....... ........Mesa Brewer, Ina Pomeroy .........:Mesa Brewster, June .......... Buckeye Briar, Marguerite ............... Iowa Brill, Ruth Elnore ...... Jerome Brimhall, Elias Rae ............ Mesa Brimhall, Lottie .....................IM.esa Brimhall Hale .............. Mesa Brizzee, Genevieve ... Litchton Brodie, Dorothy ......................... Mesa Brooks, Dorothy A. ............ Winslow Brooks, Leolia ..................... Glendale Brooks, WilhmaJ .......... New Mexico Brown, Edna ................ Me,;a Brown, Katie Alleen ........ Roosevelt Brown Laura May .......... Roosevelt Erown, Mabel Joyce .....Tucson Brown, Mary Harriet ......... Phoenix Brubaker, Ethel .................. Tempe Bruce, Ardis Fern ............. Glendale Brundage, Joe .............Ray Bryan, James Kelley ........ California Burleson, Loree .......... Cordes Burns Carmela ............ Phoenix Bush, Josephine ........Inspiration Butler, Glenna ...... ....... Globe Butler, Mrs. Barbara .............. Tempe Butler, Lyle ............................ Tucson Byerly, Bess ...........Bisbee Campbell, Alice ............. Globe Campbell, Eloise ....Chandler Campbell, Frances G............. Willcox Campbell, Margaret ...... Bisbee Cardon, Dora ........ Mesa Carpenter, Gertrude ...... Phoenix Carr, Edward .....Tempe Carter, Clay Dean .Kirkland Carter, Clydine ..... Bisbee Case, Katherine .....Safford Cerny Ada .....1t1esa Cerny, Mary .......................... .l\1esa Challen, Edith ..................... Superior Chamberlaine, Jeanne ... Tucson Champagne, Carol ........ l\lesa Champie, Myrtle ..... Wickenburg Chaney, Velma ........... Somerton Ch Helfenstine, Mildt·ed -·-··--··-·-~-Tuc!:>on Hemperly, F~rn ·-·- ........... l'hu~nix: Hendricks, Evelyn --·-·-·----··-· PhoenL--: Hengehold, Val. ·-·--· . _ _ ......Globe Henness, CathP.rine ----·-·---·-··--'f('JJl.pe Henness, Russell -···-· _ ..........Tempe Hensley, Lura ---·-·-·-·-···---·-·Goodyear Herrmann, Selma --·-·-·-·-··-·--·---Bisbee Hernan, Florence ·-·-··-·-·-·-·----Phoenix Hess, Lulu ···--··-··-·-·....... Tempe Hill, Ila Mae -·-·······-·-··-····--·····---Ji.lesa Hill, Lena Smith --·-····-·----·---Prescott Hill, Wanda -·--·-·-··----i..Mesa. Hoar, Gertrude ····---·----Globe Hoar, Mildred ....... Globe Hodges, Esther ........... Lowell Hoclzle, Thelma .... Phoenix Hoffman, Imogene ..... Williams Horne, Frank ........ Mesa Horne, Leota ··-·-··-·----·-·---·-·--------Mesa Horne, Naomi ................... Mesa Howell, Frnnces ............ W"ickenburg Howell, Gladys, --·----··-·-·-·-··-·-Tempe Huber, Esther -··-···-···-·-··-··-····--Mesa Huddy, Ruth ······-·-··-·-·-·-·-·---l.Bisbee Hughes, Don Herbert -·-··--·-·-···Tempe Hughes, Marion .................... Phoenbc: Hughes, :Marjorie -·-··-·------·-···Phoenix Hume, Opal ···-·-·-·-·-·-··--···--··--·Phoenix Hunley, Ella Mae ··-·-·-·-·---·-··-Tempe Hunter, Jane -········-·---Phoenix Huston, Floyd ·--··-·-·---·-·--------·---·Mesa Hutson, Womack ····---·-·----Tempe Irving, Helen ...... Phoenix. Jackson, Mabel ·-·-·····-··-·-·-··--··Miami Jaeger, Mildred Christine .... Phoenix Jakobi, Isabel ... ·-·-·-··-··Phoenix James, Margarett ......... Komatke Jantzen, Dorothy ·-·---·-··-Phoenix: Jarnigan, Dovie .................... Glendale Jarnigan, Edward ·--··-·--··--·-·Glendale Jelley, Nadine ·····-·········-·-···-··Willcox Jenkins, Nina Belle -····-···-·-·---Tempe Jerez, Gilbert ·······-·--·-·-·---·-·--Phoenix Johnson, Alda ·····-·····-·-···-·---Phoenix Johnson, Austa ...................... Phoenix Johnson, Ethel -·-·-·-··--·-·------------Mesa Johnson, Grace ··-·-··--·-·-·-·- ......Tempe Johnson, Virginia ·-··----·--··-·---Tucson Jones, Annabelle ···-·-·---··-··-Clarkdale Jones, Carl ··-···-····-··-··-·-·-···-·-··Tempe Jones, Emma Almedia ........ Glendale Jones, Gertrude ...............Tempe Jones, Jessie ···--·-·-··--·-···-·-··-Phoenix Jones, Lawrence -········-···-···-·-··Mesa Jones, 11ildred ........................Tempe Jones, \Vesley ....... :Mesa Jorgensen, Gladys .............. Montana Justice, P. Lee -···-····-·- ...... Mis:>ouri Kain, Opal ........ . Kalil, Victoria Kartchner, Rhea KartchnC1', Thalia Kauzlarich, George Kehoe, Marie Kelly, Blanche . ... New Mr.xi·!O ........... RO\VOOd ........ Snowflake ...... Snowflake ...Jerome ... Wnrr(;-n ...Tempe 95 KC'lly, Lucile ······-----···-··--···---..Miami Kempton, Rita ----·-···---···--·-··---Gilbert Kempton, Fred ··-·-··---··---····---Gilbert Kershaw, Virginia -·-------------Phoenix Ketcham, Vera ---··-·--·--·---·-·-·-l'hoenix Kibler, Nina ···-·--·-··-·-·-·-·-------·-Tempe Kinder, Cecil .......................... Phot·nix Kinsella, Helene ............ ..Lowell Kinsey, Ruby ---·---·----······-··-·-·-·-M.-,sa Kinsman, Myrtle ..... Globe Kirby, Edythe ........................ Hilltop Kirby, Florence ·······-···-··-·····--Hillt('.p Kirksey, Katherine .... Phoenix: Kjellgren Evelyn ..............California Kleinman, Frank R.·--·-··--··-·--·-··-Mesa Klostar, Viola .............Phoenix Koch, Eunice ........................... Bisbee Koch, Leona ............................ Bisbee Krause, Mrs. Martha ....... Tempe Krause, Robert R. .. ................ Tempe Krentz, Bertha ......... Douglas Laird, Mary ............. Phoenix Laird, Minnie Lamb, Edith Lambert. Clarissa .................. Miami Lanford, Mattie ···-···--··--·----California Laveen, Esther ...................... Phoenix: Leavitt, Melba ······-······-··--·-···-·-··Pine Ledford, Joyce -·-··-·----·-·------Fairbank Ledford, Lloyd .................... Fairbank Lee, Geraldine -··-·--·-------··-·-·-·-Benson Leonard, Anna Mary ..........Winslow Lewis, Josephine ···-·-·-·---Phoenix: Lewis, Phil ·---···--·····----------·-·---··Mesa Lillywhite, Mrs. Ethel -·-·-----·-··..Mesa Lindner, Jeanette .................. Douglas Lobb, Elsie ............................Phoenix Loch, Isabelle ·-·----·-···-···-·-·-·--Phoenix Logan, Bernice ...................... Phoenix Long, Ethel ..........Pirtleville Long, Thomas ................... Globe Ludy, Maryann .... Tucson Luke, Regina ··········-·-··-· ...... Phoenix Luster, Gwendolyn ·····--···--····Phoenix: Lutz, Mary Marguerite .......... Lowell Lynde, Elizabeth. .. ............California ·-·-··-·-·---·~------~--~~----~--~·.ii:!~ McAninch, Lydia .................Tempe McBrien, Lura ...... ..... Giobe McClain, Sadie E. -·-·-·-···-·-·-·- .... Iowa McCreary, Aaron .................... Tempe McCreight, Mrs. Elizabeth .. Phoenix McDaniel, Mrs. Jane ............ Phoenix McDaniel, Ru.,sell ................ Phoenix :McDearmon, Clara ····-··-·-···-·-··Tucson McDowell, Mrs. Doris ..........Phoenix McFee, Laurel Mabel ...... Phoenix: McGee, Scottie ... Douglas McGinnis, Blanche ··-·-··-··-··-Dlinois 11cGlone, Marjorie .... Willcox McLellan, Charles ..Phoenix McLellan, Ethel ..... Phoenix McMillan, John Edward .......Jerom111 McNally, Margaret -·-·-·-··-·-··Prescott McNatt, Opal ........ Casa Grande McQueen, Mrs. Elizabeth ...... 11esa Markley, Audrey .................... Tempe Marshall, Verling ........ Warren Marshall, W"inifred .... Bisbee Martin, Dottie .... Phoenix Martin, Kate ·········-······- ...... Thatcher Martin, Lucy Gray ........ Claypool 96 TEMPE STAT!:: TEACIIERS COLLEGE Mason, Mabel .... Humboldt Menser, Marjorie ................ Tempe Mentzer, Hazel .... San Simon Meredith, Catherine ................Tempe Merrill, Mildred ...................... Phoenix Merril!, Earl ............................. Mesa Messinger, Mrs. V. E. . ....... Glenda:e Middleton, Alma Jane .............. Mesa l\liescher, Verena ... Dou~las Miles, Gladys ............... Florence Miles, Ruth .......................... Holbrook Miller, Audrey ........... New ?tlexico :Miller, De'.la Schaal ................Tem11e Miller, Juell .................... New Mexico Miller, Aurelia Goodwin ...... .'fempe Miller, Rosealda ........................ Texas Mil'.et, Earl ................................ Mesa Millett, 1Mablegene .............. Tempe Minnick. Addie Louise ........ Dou11:Jas Minnick, Kathryne .............. Douglas Minson, Mary ..... . ... Tempe Mitchum, Philetus ..................1'em1ie Moeur, William A. . ............... Tempe Montgomery, Emily ............. Duncan ?tlontierth, Ethelyn .............. Safford Moon, Ruth ............................. Bisbee Moore, Beryl ........................ Glenda:e Moore, Margaret .................. Missouri Morales, Isabel ......................... :Mesa :Morris, OIJal ............................. Pima Morris, Sophie ..... .;Mesa Morse, Frances ........................Tempe Morse. Vioiet ... )lesa ?tlorton, Mary ....................... .'rempe Moss, Chri&tine .................... Phoenix Muirhead, Frances .. New M1>xico l'ilulkey, Lena .......................... Pearce ?tlulicn, Mary Frances ... Tempe .Mullen, Robert ....................... .'l'cmpe Murdock, Myrtle M. . ....Tempe Murphy, Leah ......... Tempe Myen;, Josephine ................ Litchton Murphy, Nina ........ Tempe Naegle, Verna Nash, Helen Nelson, Routh Nicholas, Evelyn Norris, Lillian ..... Webb ............. Hayden .......... Phoen:Sx ....... Florence .............. Tempe O'Barr, Alice .............. Mesa O'Connell, Hildegarde .......... Phoenix Odom, John C. . ... Tempe O;dcsby, Dorothy .................. Phoenix O'Hare, Jessie .......... TemJ)C Olson, Mary Helen .............. Doui.::Jas OJJenshaw, Ruth ........ Mesa Packer, Wilmoth .... .Safford Palieio, Teresa ........................ Clifton f'almer, O!a ............... Phoenix Palmer, Theron ....................... Mesa Pnncrazi, Josephine .. Yuma Parker, Fern .......................... Dou~~!as Parker, Vera ............•......... Scottsdale Parsons Johnnie Lee ..... Prescott Parsons, Ruby Delle ............ Prescott Pa>nix Roby, Katheri11c .................... Phoenix Roe, Mrs. R. B. . ..................... Tempe Roeser, Dorothy .................... Phoenix Rogers, Thora Lee .................. l\iesa Rollins, Dell J. .......................... Me~a Romo, Evangeline ........................ Ray Romo, Genevieve ........................Ray Rosenblatt, Dora .................. Prescott Rountree. Thelma ................ Chandler Rucker, :Mary .Phoenix Ruehlen, Gladys ...............Tempe Rundell, Freda ........................ Elfrida Rust, Lavon ...... Giibert Rutherford, Mrs. Erie .......... Phoenix Ryan, Marguerite ............... Bisbee Sams, Virdie l\1:ae Sanders, Eula ..... Phoenix .. Douglas TEMPE, ARIZONA Sargent, Maxine Schwab, Carolyn ~=~~~·c~:~1i~ Sellars, Alice ~~:::~·s!1~lh,.n Shill, Otto S. Sliill, Prilla Shill, Vera Sigala, So!ia ~i:tii1:i~', ~~~!st ...Tempe ....... Benson . ::::::::::~~h~~!~~ Ph · .::::01Loe<:dafe ··········· we11 ....·.·_-_-_-_-_-_-_·_-_-_-_-:::::: .................... Mesa .............Tempe ............ .".":.".".'_"."_·_-_-_-:::: S !ms, MJan e~ .....................Indiana 8 1ne, e 1v1n ............... Glendale Ssla?-t'h"'nMrs. .................. Tempe m1 , ee .... ......... Prescott Smith, Dorothy ....................Douglas Smith, !Evelyn ... ,..... ..Miami Smith, lda ......Clifton Smith, Jean ........................... Hayden Smith, Joe Globe Smith, Torrey ................. Phoenix Smith, Virginia ......Phoenix Snedeker, Mrs, Clara ............ Phoenix Snow, Mamie ... .Superior Solomon, Richard ......................Mesa Sorenson, George ...................... Mesa Sorenson, Glenn ....................... Mesa Spann, Alice ... .....................Clifton Spence. Marcella .N J Sprowls, Helen ··· oga es S ....... Phoenix quire, Ada ...........................Douglas w·. ............ ~~!~;;,d·a~b;· Leslie ····::~.fu°ce~~ Standage, Marjorie ...... Mesa Staples, Arden ..........Mesa Stearns, Polly ... ... Phoenix Steele, Marguerite .... Indiana Stevens. Katharine .. Clifton Stevens, Mamie ..................... Bisbee Stevens, Olga . . ............ Metcalf Stewart, Leonard ...... Mesa Stewart, Lillie ................... Douglas ~i~~~~:: ·.·:~!!~! 'i:fbryn .... Stidham, Lois ... Tempe Strickland, Alice ....................... Globe Sullivan, Tim ....................... Superior Summerlin, Zora ...... Glendale Super, Florence .................... Phoenix Sutter, Wilbur ...... Phoenbc Sutton, Mildred ....................Phoenix Sweeting, Harriet ....... Cli!ton Tantlin&"er, Lucile ....Casa Grande Taylor, M. Dawn .... .... McNeal Taylor, Emma Louise .......... Phoenix Taylor, Novella ................ Phoenix Teeter, Carl .............................Tempe Teeter, Zella. .... . .........Tempe Thomasson, Mary ................. Ray Thompson, Amelia ................ Phoenix Thompson, Anna ..................Phoenix Thompson, Archie ........ Casa Grande Thomson, Charles .............. Litchfield 97 Throckmorton, Rev. D. W. ..Gilbert Tilton, Dora .................... St. David Titus, Lucile ........................•Tucson Toland, Frances .................... Bisbee Tomerlin, Aline .................... Phoenix Toot, Merrelle ............. Mesa Turley, Blanche ........... Woodru!f Turner, Pearl ............ Phoenix Tyson, Johnie Beth ......... Miami Van Kirk, Nona ................ San Diego Vest, Roy ... ............. Seligman Vie:ma, Francisca. ............... Clifton Virden, Jim Ada .... S'cottsdale Virgin, Faire ................... Kingman Wade, Doris .............. Clarkdale Wade, Irene .... Clarkdale Waggon11r, Beverly ................ Globe Walker, .Kathryne ......... Glendale Wall, Mrs. Maybelle ... Glendale W"allace, B. D. ............. Mesa Walters Dorothy .. Indiana. Walters, Lucillli .................. Indiana Waltz, Mri;. Harriet ............ TemJ)e Wardlaw, Floyd .....................Tempe Watterson, Elsie ..... Bisbee Way, Mrs. Margaret .............. Bisbee Weaver, Evelyn ..... Phoenix Weaver, Ione ....................... Phoenix Weber, June .. Chandler Weis, Edna ............ Phoenix West, Margarete ..................Phoenix White, Louise ....................... Phoenix White, Martha Louise ........ Florence Whitwell, Harriett ................ Phoenix Wiley, Ann ............................... Ray Wilkie, Mrs. Irene .................. Tempe \\'11ky, Ruth ......................... Phoenix Williams, Aleda ....................... Mesa Williams, Annette ................ ~a!!ord Williams, Beatrice ............... Duncan ~:::/:::;:; ~:i~ EI_i_~~~~~~---·."."."M·~:~J'ri Williams, Ethel ........................ Globe Williams, Geneva .................. Tempe Wiiliams, Mrs. Laura ........ Nebraska W11liams, Margaret ........... Morenci Williamson, Josephine ............ Globe Wilson, Pauline ............ 5olomonville Wind11s, Leldon ..... Tempe Windram, Cleah ...................... Tucson Windsor, Roy ........................ Willcox Wingfield, Gladyi; ........ Camp Verde Witt, Callie .. . .......... Cli!ton Wood, Patricia ....... California Woodhams, G1adyi; .............. Douglaa Woods, Dorothy .......... Tempe W'right, Margaret .............. Douglas Wright, Beatrice .............. St. David Yaeger, Yaeger, Yaeger, Young, Young, Benita ...................... Phoenix Harry ........................Tempe Paul ......................... Phoenix Bessie .......................... Peoria Jeff ............. ·······- ...... Globe 98 TEMPE ::,TATE TEACHERS COLLEGE Graduates 1926 JANUARY Ma1tha Elizabeth B e'>~h Jam(t. h.dley Bryan Clydine larter Durothy Edith Crump hma Mai Gilbtrt E"a Helen Goodrich Eva h,abel Gue s Lilhe Dell Ha~ es 1'halia Kartchner ~ary Helene Km ·ella .TUNE Eugen<. E. Adam'> Robert Gay Adams Ruby Lee Alexander Sadie Lucille AleAander Chester l<'. Allen Hiram Loren Allen John R. Allen Edith Virginia Ambe1v. Alice Mi dred Anderson Beulah Ruth Anderi.on !o.lartha Clotilde Ander on r;Is1e Marcia Aui,tin Margaret Ehzabeth Balcom Dorothy T Baldwin Jo.Ila B. Bae-> Lo"ell Clyne Ballard Gladys L. Barnes Martha Lee Bart-.on Helen Elizabeth Berk Buelo. H. Berni" Ahee Joanna Bertino Elli!, D. Biggs John A. Biles Reatrke Flom Billing-sJey Leora Bethel B ackwood t-:sther Lily Ilow:.er Eve Brandenburg '1rs. Ina Brewer Hale W. Brimhall D..irothy Al 1~on Bio k:. Edna Beatrice Br wn Laura May Brown Joe Robin<1on Brundage Carmela Magdalene Burns G!enna Margaret Butler Margaret Eve >n Cam11bell Gertrude Can enter Katherine B. Ca e Ada Alberta Cern) J<~dith Marie Challen Velma Lee Chaney Hazel Jeanette Chapman El->i(> Maude Che-.nutt Kenneth Ste"art Cla1k Laura Edith Clark Verdell Clark '-.arah Katherine Coffin E.,ona Cook Leta Smith Cooke Learah l!.ula Cooper Mary E. Coury Lnro;e Mary Crandall 2, 1926 Ruby May Kinsey Audrey Glendoris Markley Audrey Glenn Miller Lillian Stewart Norri<; Lena Pederson Mary Margaret Pett1d Lo.a Mae Regan Betty Becker Spitalny Amelia Brown Thompson Jeff Audrey Young 9, 1926 Mary Lucille Ci Ll!mon Marie A Curiel Michael Et.lward Curry. Jr. Nighbert Loi:. Curnutt Ruth Helen Curry Ona Eli.:abeth Dana Viola Peterl!OTI Dana Dorothy Dauenhauer Mary Ehzabeth Da5h1ell 01 al Orena Davis Jo:.eph Harold De Roiiier Dorothy Dettwe1lcr Helen DeWitt Nelhe Alma D1etr1(.h W1lhe Irene Drrnk1ll Jean E1 enhart .\lice Robert'lon Elliot Edmund Wilham Ellsworth El a Mae El ~worth Engen1e Florei. Katheryn Mae Fogal Dorothy Ford A fred Packer Freestone ...,ara }iatharine Frost Dorothy Marie Gannon Ida Viola Gentner Edith Hope Gilson Franc1:. l!:merald Giroux Oi·a Lee Graham Marcella Gronev.old Ne 1e Leona GUe'I~ Gail Hand Wanda Carmelita Hardin Beatrice Harri<; Merrell J. Hatch l'urner Clay Hawea Stephen Fre4 Hawkins, Jt Edith M. Hazen Mildred Irene Helfinstine Florence Evelyn Hendricks Val Bien Hengehold Catherine E:izabeth Henne<;s Selma C. Herrman Lulu Nettie Hess Gertrude E1lee.n Hoar Mildred Walpole Hoar Thelma Amanda Hoelzle Naomi Horne Gladys Lathrop Howell Ruth Bessie Huddy Don Herbert Hughes "\iariol"ie F. Hughes TEMPE Ella Mae Hunley Susan Jane Hunter Floyd Burton Hu'lton Mildred Christine Jaeger Isabel Ruth Jakob1 Margarett Jamei. Dovie Jarnagin Mabel Nadine Jelley Gilbert Joseph Jerez Auo;;ta Johnson Ethel M. Johnson Virg1n1a Grant Johno;;on Gertrude Ethel Jone~ Laurence W. Jones :Marie Ahce Kehoe Luc11\e Kelley Rita Mae Kem1 ton Vera A. Ketcham Edythe Eleanore Kirby Bertha Marie Krentz Edith Mae Lamb E'lther Elizabeth Laveen Melba M. Leavitt Joyce L. Ledford Geraldine Lee Josephine Edna Lewib Jeannette Katherine Lindner I a.belle A dora Loch Bernice Logan Et} el Ev( ) n Long Regina Luke ?.lary Marguerite Lutz Dottie Martin Mrs Kate Martin Lucy Gray Martin Opal Elaine McNatt Lula Catherme Meredith William Earl Merrill Mildred Rachel Merri I Mrs. V E. Mesi;enger Ruth Mi es Juell Elouise Miller Roo;;ealda Julia Miller Earl B. Millett Mary Archer Minson Emily Elizabeth Montgomery Ethelyn Montlerth Ruth Emily Moon Beryl Moore Frances Rachel Morse Violet Mori,ie "'dary E. Morton Chri'>tine Luclile Moss F'mnces Louise Muirhead Lena Mae Mulkey Josephine Myers J C Odom Dorothy Lee Oglebb) Mary Helen Olson Ruth Openshaw Wilmoth Packer ARIZO'\A Ola Elen Pa mer Vera Margaret Parker Ro a M a1e Patter on Grace Standage Peter.,on Naomi C ara Pierce Fa.y Poe h !ward Earl Pomeroy Ethel Lee Po"-e I '1eryl Irene Power ~tar} Ranrb Price Do1r1<; LaVon Quillin Frank L wi Raymond .John A. Ra}mond Rubye S1 eer Rice Beha lr<'ne R1d!--e"ay }.1abe Pauhne Rieber Mae Rich R1i;i:g1n He!en Mar e Robv Thorn Lee R gers Lillie Fre la Runde 1 :Ma-...ine E Sargent '\hcc Cor nna Se ar~ Pr11!a Loui.,e Shill Sofm fl. 81i;i:ala Edna May Simkin~ , anet Sim'> Torrev Har ington Smith V1ri;i:1nia Mary Smith C ara B Snedeker Lund George Soren'lon (' enn Sorenson Alice Marl(aret Spann "\farJorie Lee Standage 'largucr1te Steele Cara Loi''! Stidham ( ora Lm Stidham Harr et Sweet ng M. Dawn Taylor Zrl a Laura Teete Char!e'I C"!.rrol Thomson Dora Tilton Lu(" e T1tu r ranee" Julia Toland Ahn(' Eugenia Tomerlin V. Merre le Toot Dor . Catheryn Wade Heverly Wrh~ht Wap::p::oner Kathryne Walker Mavbelle Pope Wall r " P Watterson Marth.i. Loui e White Annette A. Williams Reatr1ce R Williams Geneva Kathryn William'> La.ura Marzolf Wilham<; Pauline Ru:•hard Wil«on Callie A Witt Beatrice Wright Mary Benita Yaeger Harry Charles Yaeger 0 0 AUGUST 31, 1928 Bet.s1e Marie Barnes Ardis Fern Bruce Jeanne Carol Champagne Ruth Cornforth Mildred Ann Dailey Grace Alice DeWolf Hester Kath<'ryn Dugger Dionisia G. Estevez Sadie McClain M&rjone Ferne McGlone Ethel Frances MoLellan Rob .. rt Lionel Mullen Sarah Verna Naegle Eve } n Lucille Nicholas A etheia Josephine Pierson E\anp::eline R mo Joe W. Smith Mr 1'1 iriam Stafford Thomas Roy Vest Edna Mae Weis Bessie Marie Youn~