LC nci.u7 Volume it5 JULY, 1930 Number l 3 1930- A~ A~cM BULLETIN of the ---- - Arizona State Teachers College ~ :---- ) NP TEMPE 1930-1931 TEMPE, ARIZONA COLLEGE CALENDAR Fall Semester 1930 Assembly of Freshmen.. Registration . ... Thursday, September 11, 1930 ............ Thursday, Friday, Saturday, September 11, 12, 13 ____ Monday, September lfi Class work begins Mid-semester examinations .... __ .'J.'hursday and Friday, Noventber 13 and 14 Thanksgiving Recess ....... Thursday, November 27, to Sunday, November 30 Christmas Va.cation .. Saturday, December 20, to Sunday, January 4, 1931 Final examinations _____ Thursday and Friday, J annary 22 and 23 Last day of Fall Semester.. _------------------- ____ Friday, January 23 Spring Semester 1931 Registration .. ___ ........................ Thursday and Friday, January 22 and 23 Spring Semester begins Mid-Semester examinations_____ Spring vacation______________ Final Examinations .. ··········------------ ..... Monday, January 26 .. Thursday and Friday, March 26 and 27 __________ Thursday, April 2, to Sunday, April 5 --------- .. :Monday, Tuesday, Wednesday, June 1, 2, 3 Last day of Spring Semester ......... \Vednesday, Jwie 3 Commeneerrient ---------------------------Wednesday, June 3 ii TABLE OF CONTENTS Official Directory v Officers of instruction and adn1inistration ...................................................vii The College 1 Purpose --------- History ............. ___________ .. __________ _ .,I. 1 < The, College Setting General Information Alumni Association ............................................... ------------·-········Extension Service ...... Lectures and Entertainments Scholarships and Prizes Training Schools ................... . The Library ---------···· Expenses Registration Fee Texts and Supplies ........................................ . Room and Board ..... . Late Registration ................ . Diplon1a Fees .......:.... ------------··· Transcripts --------·-·-------·-----····-·· Administration, General Regulations Credits -····----------------·-··-----------·-····-Student Program ----····---- -················-·······-··············-·· Marking System ····--·· Honor Points ------·· Reports ··-····-·-·······-- _. . ·······-···············-·· Scholarship ···-------------- ...................... . Attendance ---·--·--·----······--···· Student Life and Welfare Loan Funds -··------··-···-·------· Student Employment -----·· Living arrangements --------Dormitories -------------------------------------··· Students Living Outside Campus 1'Iedical Care ·---···--·-·-----------------·-·-···-------·-··· Extra-Curricular Activities ·-·--·-·----············-·---·· Student Participation in Government ·-·· Athletics ····----········--·--·.............. . Dramatics -----------·· ................................ . Musical Activities ·-···- -··············-Publications --------------·--····---···---------·· Literary and Scientific Societies Honor Society ··----···----···-·········-····· General Social Activities -····-··· Y. W. 0. A ................................................................. Admission Time -··-·--- ····-·----·········--·····---·······-·-·· High School Credits Required -·--····-- ·-······-········-···--······-·-···-----·· Certified Transcripts --··-··---------····----· ·····························-···· Alternate Qualifications Equivalent Prepru-ation -----·····---···· Mature Experienced Teachers 2 4 10 11 12 13 15 17 19 19 19 20 21 21 22 22 22 23 24 24 24 25 27 27 27 27 28 29 30 30 i\O 31 32 33 33 39 40 41 42 42 43 43 43 OFFICERS OF ADMINISTRATION RALPH \V, S\VET].fAN. __ A. J. AfATTHEVilS __ ····-·--·-·-Pre!:ddent ........................ President Emeritus ..... ···-·---·-···-·- ....... Registrar ......... Financial Secretary _______ Recorder F. M. IRISH GERALD M. JOHNSON. AMELIA KUDOilE .. VIVA MAY LINDAHL .. ·········---·----·--Secretary to the Presidf'nt ___ .. Head Resident, East Hall MRS. MARY W. WAITE .. NETTIE E. GOODMAX. MRS. E\T A HLRST ~IRS. ··-·····------- .IIcad Resident, South Iltdl ----...... Head Resident, Carrie }fatthews Hall HELEl\-:- M. HANSHUE AARON MeCREl~._RY ----····--··---· .................... .Head Resident, North IIall .......................... Dean of Men ROBERT N. !{RAUSE--··················----................. Steward MRS. R. N. KRAUSE ............................... . . .. 1\fatron, Dining Hall CHARLES 1fcGINNIS................................................. . ...... General Foreman ROY M. HACKETT ................................................. . .......... Head J anitoT OFFICERS OF INSTRUCTION AND ADMINISTRATION 1930-1931 RALPH \Y. SWET].IAN. Prcsidcut. Ph.B., Hamilton College, 1907; A. M., Columbia University, 1917; Ph.D., Stanford University, 1928; Supervising principal of elementary and high schools in New York State, 1907-1918; Director of training and extension service, State Nor1nal School, Ellensburg, '\Vashington, 1917-1922; Cubbe1·ley Teaching .l!'ello-w in Stanford University, 1922· 1924; Instructor, summer session, Stanford lJniversity, 1923 and 1925; University of California in Los Angeles, 1924, 1928; Territorial Norn1al School, Honolulu, Hawaii, 1929; President, Humboldt State Teachers College, _Arcata, California, 1924-1!:!30; 1fember, Phi Beta Kappa, Phi Delta Kappa; Pre,,;ident \Vashington Education Association, 1921. Author, Outline and Digest, California School Law. ARTHLR J. MA_TTHE\YS, President E111eritus. Cazenovia Sen1inary, New 1::-ork ,; Poughkeepsie Business College, New York; LL. D., Syracuse University, New York; D. Pd., University of Arizona; City Superintendent of Sehools, Adamfl and Eaton, New York; Rock Springs, \Vyoming; and Prescott, Arizona; President, State .:\onnal School, Tempe, Arizona; President State Teachers College, Tempe, Arizona; for thirty years, ~iember, Board of Education, Territory and Stab~ of Arizona; President, Arizona State Teachers Association; State Director, N. E. A. for Arizona; Treasurer, National Education Assoeiation three years; 11ember, National Couneil of Education ten years; Official Delegate from the United States to the \\'ol'ld Federation of Education Associations, Edinburgh, Scotland, 1925; Toronto, Canada, 1027; and Genc~·a, Switzerland, 1929. SYLVlA TI-IEilESA .A~DER.SON, Criiic, Training School. B. Pd., 1Iichigan State Normal College; B. S. in Education, Teachers College, Columbiu 1Juiversity; .A. M., University of Michigan; Teache·r, Allegan Count.Y, ~Iichigan; Instructor, high sc.hool, Douglas, 1\lichigan; Critic Tea(' her, Ft. VVayne Normal School, Intlianu; Graduate, National 'l'raining Course- in Campfire Leadership; Stoic; Kappa Delta Pi. GEORGE 110:XROE BATE~IAN, Physical S('ience. B. S., Utah Agrieultural College; graduate study, Utah State Agricultural College; graduate study, Cornell 1Jniversity; M. S. in Chernistry, Cornell University; Ph. D., major in Chemistry, Cornell University; Instructor of Scienee and Mathematics, Grace, Idaho; Superintendent of Schools, Arimo, Idaho; Instructor su1nmer sessions, Utah State Agricultural College; Instructor in Chemistry, Cornell University. Phi Kappa Phi; Signia Xi. vii STATE TEACHERS COLLEGE R. L. BLACKBURN, Education. A. B., A. M., University of Washington; additional graduate study, University of 'Vashington, University of Southern California, and Stanford University, summer session, 1929; early training, Kansas State Normal School, Emporia; 'l'eacher, rural and town schools, Kansas, Colorado and Washington; Member, County Board of Education, Grant County, Vi-' ashington; County Superintendent of Schools, Grant County, Washington; Superintendent of City Schools, Ephrata, \Vashi11gton; Superintendent of City Schools, Republic, VYashington. NORAH BUCKALE\V, Critic, Training School. Graduate, Teachers College, Fresno, California; A. B., State Teachers College, Santa Barbara, California;_ graduate study, summer sessions, Santa Barbara. Teacher, elementary school, Hanford, California; Supervisor and Instructor of Ilon1e Economics and Smith-Hughes work, Bakersfield, California, ~A11U J<;L B1JRKIIARD, Education. A. B., Goshen College; A. M. Teachers College, Colu1nhia University; grar.:;ily of A. rizona. b;STHEil ..\I,!l:LA CA_LLO\VA Y, Critic, Junior High School. Pd. B., Pd. :;\L, A. ent, -Ulliversity of Sioux City, Iowa; sistant Supervisor, B., Colorado State Teachers Colleg;e; graduate stud Arizona; Teacher elementary schools, Corning and Teacher, elementary schools, Phoenix, _Arizona; AsColorado State Teachers College. ELEANOR J. CARTh-iAX, Kindergarten-Primary. Ph.B., Denison University, Granville, Ohio; Ph.R. in Edueation, Uni· versity of Chicago; Director of Community ICindergarten, Granville, Ohio; Supervisor of Kindergarten and Instructor in ICindergarten Courses, Baptist 1-Iissionary '!'raining Sehool, Chicago; graduate study, University of Chicago. FERKAND CAT'l'ELA_IN, French and German. Elen1entary education acquired in !<'ranee; B.A., American International College, Springfield, 1-Iass_achusetts; graduate study, Escuela Normal and National University of J.fexico; M.A., Baylor University; Diplome d' Uuiversite, Universit.y of Besancon, France; Doctor de 1' t111:iversite, University of Besancon, France; graduate study, University of Chicago. Secretary, Y.11.C.A., New York City; Offieer, General Staff, A.E.F., 1917-1919; Spanish Instructor, U. S. Army Post, Tucson, Arizona; French Instructor, Baylor University; French Instructor, University of_ Texas; Instructor, French and Spanish, Unhrersity of viii TEMPE, ARIZONA Washington; French and Spanish department, Humboldt State Teachtffs College, Arcata, California. VERA A. CHA.SE, Critic, Training School. Gratluatc, California State )i"ormal School, Chico; A.B., University of Southern California; graduate stu; Instructor, high school, Phoenix, A.rizona; in charge uf Commerce Dcpartrncut, high school, Te1npe, Ari7.ona; Head, Department of Com1nerce, Te1npe State Teachf'rs College; Instrurtor, Rummer sessions, UniverRit.y of California, Arnrntrong Sehool of Business, Berkeley, California; Twin City BusineRs University, St. Paul, ~linnesota, Northern A.rizona State Teachers College, and Bowling Green Business University, Bo·wling Green, Kentucky; Laboratory Instructor, Columbia University, Ne1v York City. A. uthor of "Banking Problerns of the Southwest" and "iunerieau Egyptian Cotton in Salt River "\Talley, Arizona"; lnstructol', ~.\.tnerican Institute of Hanking. Sigma Chi, Pi Gamn1a ::\{u; 1\if'tnher, A_ntcriean Eeonon1ic Society. i\ L VA B. CLARI\:, Industrial Education. Graduate, Chieago Normal School; graduate study, Chicago :'\ormal School; Student, surnn1er session, University of Chieago; Student, summer sessions, University of California; A.B., Univer,,;ity of California; graduate study, lJnivPrsity of California, sun1mPr, 19~9; Tcaehcr, Cook County, Illinois; Teacher, summer session, Bo.)-·s' Industrial Sehool, Topeka, Kansas; Instructor, }.fanual Arts, Belvidere, Illinois; Instt"uctor, Manual Training, Preseott, Arizona. DON~.\Ll) CLUXTON, Education. A. B., Stanford University, 1928; A. M., Stanford University, 19:{0; Instructor in junior high school, Sacramento, e.1.lifornia, 1928-1930. ~on lea\'e, 1930-1931. ix STATE TEACHERS COLLEGE 'fH01IA_S JERO)-fE COOKSON, Ljbrarian. Graduate, Peniel University 1\eademy, Peniel, Texas; Student, State Teachers College, Kirksville, 1Iissouri; Student, Southwestern University, Los Angeles, California; A. B., Ohio University; Assistant Librarian, Ohio University; Librarian, Tempe State Teaehers College. MRS. TII01IA_S J. COOKSO:S. Assistant Librarian. B. S. D., Centl·al 3.'Iissouri Stah' Teachers College; Certifi<'ate, Su111 mer Library School, Fo1·t Collins, Colorado; Graduate, Chicago Dible School; Student, University of Chicago, Lnivenlity of Colorado, University of Southern California. Principal, high school, Warrensburii, Missouri, Bethany, Missouri; l 11strnctor in Mathematics, CherokC'c National Male Seininary, 'l'uhlequ::ih, Oklahoma. LAURA DOBBS, A.ssistant in Lib1·ary. Student, Business College, St. Louis, 1-fissouri; Stutlent, VVootlbury Business College, Los Angeles, California; Student, Los Angeles Nor1nal School; Library CourHe, Univer:dt:r of California, Berkeley. 'l'earJ1er, elen1entary schools, Phoenix, A.rizoua; Secretary, Board of Education and School Libral'ian, Phoenix, Arizona. MARX~ )fcNULTY EMPEY, Supervising Critie, Training School. Graduate, Tempe Normal School; Sturlent., lJnivcTsity of Chicago, University of California, University of Southcn1 California, UnivPndt.:v of i-\..rizona; i4... B. in Bducati011, University of A.. rizona; Tcneher, Plf'· mentary schools, i4..rizona; Critic, Training School, TPrnpe N onrwl 8<'.hool, Arizona; Instructor, summer session, State Nonnal S<'hool, Ran Diego, California; Critic, Training School, Tempe State Tear hen; College. M. ],l<;SLIE FAIR.BASKS, Industi·ial i4..Tts. Graduate, teacher training course, University of Dcl:=nvare; Student, Goldey College, \\'ilmington, Delaware; Student, su111nH'r session, University of _A_rizona; Student, summer session, Oregon Agi·ic·n11ural Col· 1ege; with E. I. du Pont Powtler Con1pany tluring \Yur. JAMES Llersity of California; Assistant Instructor, History, State Teac11crs College, Kirksville, Missouri; Instructor, sum mer session8, Northeastern Rt.ate Teaehers College, Tahlequah, Oklahoma, Northern Arizona State Teachers College, and University of Arizona; Lecturer, University of California, Berkeley. Associate Author of "A Study of Objective Tests in the Social Sciences," sponsored by the Con1n1onwcalth Fund; Author of "The Constitution of A.rizona," an adopted State text for junior high schools, and "Constitutional Development of Arizona"; .t\.uthor of a batte1·y of standal"d tests on constitutional history and government. NINL\. MURPIIY, Assistant, Physical Education. Student, Iowa State Teachers College; B. S., Univendty of A_rizona. Teacher, rural schools and junior high schoo1, Iowa. AL1fA 1L NORTON, Music. B. S., in Education, Teachers College, Columbia Uni...-ersity; Graduate, Chicago lviusical College, Chicago Conservatory of Music and Crane Normal Institute of Music, Postdam, N. 'l.; Student, University of Southern California; Student Northwestern University; .Assistant in Music and Speech, Teachers College, Colu1nbia University, Horace Mann School, and Speyer School, New -York City; Supervisor, Oneonta, N. Y. and Peru, Illinois; Instructor, High School and Teachers College, De Kalb, Illinois. IDA WOOLF O'CONNOR, Critic, Training School. Graduate, Tempe Normal School; B. A., M. A_., University of Arizona; Student, University of California; Student, Columbia School of Music, Chicago, Illinois; Graduate student, Uniyersity of Arizona and University of California, Los Angeles; Teacher, rural schools, A_rizona; Teacher, city schools, Phoenix and Tempe, Arizona. FOREST E. OSTRANDER, Biology and Agricultural Projecfa1. Graduate, Fredonia, N. Y., State Normal School; A. B., in Education, B. S. in Agriculture, Washington State College; Graduate Student, University of Chicago; Teacher, rural schools, X. Y.; Principal, Port Townsend, \Vashington; Principal, high school, Golden, Illinoi8, Blufl'a, Illinois and Arlington, Vilashington; Instructor in Chc1nistry and Biology, high school, Olean, N. Y.; Instructor in Botany and Zoology, LaGrange College, LaGrange, Missouri; Superintendent of Schools, Irondale-Hadlock, Washington; Federal Agricultural Demonstration Agent, County Agricultural Agent, Toole County, Montana; Legislative Scholar, University of Wisconsin, 1929-30. xiv TEMPF., ARIZONA IR.A_ DAWSON P_AYNE, Head Dcpartrnent of Education and Training Schools. A. R,, A. ).f,, Stanford l.'niversity; additio11al graduate study, Stanford B"niversity; graduate stutly, University of California; Principal, rural and tow11 schools, California; Member, Board of Etlucation, Santa Clara County, California; Instructor, summer sessions, University of A dzona; Tnstructor, summer sessions, Northern Arizona State Teachers CollPge :ind State 'l'eachers College, Santa Barbaru.. California. Phi Dcltil I{appa. EDITH BLANCHE PILCHER, English, A. B. TTniversity of I{an•ms; .tt. ~f., Columbia University; Principal, high school, Little Ri\-cr, Kansas; IIead, English Departinent, high school, 1farion, }(3nsas, H EJ,Jo~J",~ C. R.0 8 Jo; H:'!'S. Supervising C1·itic, Training School, Gi-aduate, Tempe ~ onual School;. Teacher, elen1entary schools, Spring Valley, Illinois; Prineipal anrl Primary Supervisor, Spring \.ralley, Illiuois; Critic, Tempe N onnal School. DOROTI-IY F. ROBINSOX_, Critfr, Training School, Graduate, TPrnpc ?\on11:1l School; Stuflt~nt \.\'ashington School fur Secretaries; Student, Georgc \.Vashington 1~nh·ersity; A. B., A. }f., University of Southern California; Teacher, clcmcittary schools, Chandler, Arizona; Instructor, high school, Gilbert, Arizona. ELLA LOUJ8E HOLL, Education, Supervifdng Critic, Junior High School. Graduate, State ~~onn:il S{'hool, R:i.n .IO'se, California; A. B., l\L A,, Stanford Unive1·sity; Tcaehcr, elementary :=;chools, Santa Clara, Cl:tli· fornia; Tcadier, :-ipecbd class for :=;ubnonnal children, Oakland, California; Instruetor, handwork for primary grride:=; and handwork for Rub11onnal children, sun11nr'r ~ession, 191-!, Uni\·er:=;ity of Ca~ifornia; Instructor, Elenwntary Instruction nnd Jlistory of Education, :=;u1n1ncr session, I\:::i11s:H ~tat.; Tcathers College, Emporia. I'hi BC'ta I\:appa. TED ED\\TJ).~ SHIPI\:EY, Ph,ysical Education. A. B., Stanford L'.lli1ersity; adJitional gradn:ite stud:-,·. D"nin.'rsity of Souther11 California; Departn1ent of Physic.al Er.'I for the ele· mentary and secondary schools of _A_rizona. To this end it presents a -wide selection of courses in artR and sciences, a broad offering of profession.al courses in the theory and technique of teaching, opportunities for partidpating in teaching, and a progra1n of extra-curricular actiYities. The courses in liberal arts and sciences represent the chief contribution to the new teacheni t•ollege curriculum expanded from the old nonnal i;chool course. These new courses offer opportunities for the informational angislnti\-e Asse1nbly of Arizonn, under date of March 10, 188!), n1ade pro\·isiou for the establishment at Ternpe of a. school for the instruction and training of prospective tf'aehers. The provisions of this act weno; promptly earried i11to effect, and the first elass 11n is graduated frorn Te1npc Xornrn.l School in 1887. At that time the ::tttendance was small, the fal'ulty foree in proportion, :::inrl the entire institution was housed in a sing·le one-story building. During the yf'ars whieh followed, the attendance gr:ldu:ill;r iHcre:ised, and with the gro"·ing public iuterest in matters pertaining to edueatiou in the Territory aud later in the State, the cour:se of irnstrul'tion was expanded and strengthf'ned year by year, new building'! n~pl:li•ed tlte histor-ie original strueture, and, from timf' to time, 1nembers .vere added to the faC'ulty to rneet new aud growing deJYiands. For ruauy ypars it 1\·as found uecessary to provide facilities for high school training prcpnratory to the two-yerrr nonnal school course, but by the year 1919, the growth of the high schools throughout the state ha'd made it pos:si\Jlf' for prospective teacher::- to ol>taiu their high school prepf1· ration wit.hont l0:1\·i11g· their ho1nes, cont>f•quf'ntly tho high school eurriculun1 was gradunlly clin1inated frolll the progntn1 of studies offered by the Noru1al Sl'hool, and the entire attention of the faeulty was devoted to the tv.·oyear normal school t'U1"l'i<'ulun1 offered to high school graduates and leant that the prcn1iling· tPnd0nr.v to ele\·atc the standard of qunJificatio11 required of public school tearhf'1·s must be n1et by further itnprovenwnt in the opportunities for preparation to be offered to the youth of J.rizon;i by the Nonnal School. The Ternpp, TEMPE, AR~ZONA Nonna] Schoo1 Alumni Association sponsored a movement to raise the grade of their A1ma Mater to that. of a standard Teachers College, and the advisability of such a step was submitted to :i. thorough publ-ir rlisrussio11 through the n1edium of the press and through the various educational and teachers' associations of the state, and through special efforts on thP part of the Alumni Association and branch alu1nni clubs to bring thP n1atter t:• the attention of all r,itizens and taxpayers of Arizona. After th1·ee yearc:. of such thorough public discussl.on, in January, 1925, the question was presented to the Seventh State Legislature in the fonn of a bill, ·whi.:-h "·n, passed unanimously b;y that body ~ind signed by Governor Geo. \V. P. Hunt on :rvrarch 7, 192fi. B:y the provisions of this bill, The Tempe Xonn;il School becan1e Teinpe State Teachers College, -..vith the power to est:ihli'1h a four-year college curriculu1n in education a.nd the authority to confer upon its graduates the appropriate degree of Bachelor of Education. It has been the practice for Tempe Teaehers College to offer a diplorn:i eourse for the pu1·po:o;e of prepari11g students to rC'C"C'iYC' 1.hc ~\rizona t'k" mentn.r:y certificate. A. l'C"reut aetion of the State Board of Education has raised the requirement for thiR cf'rtificate fro1n two :;·ears of college ''fork to three yea.1·s, thf'refore tl1e College now offers a standard three-;year <·nrriculun1 leading io nn educational diploma whir.h C"ntitlPs the holder to receive the ~\rizuna elementary cPrtificate. Graduates fl'om this thrC"e-yPa" eurriculun1 and othe1·s with equi1·aknt anwuut of preparation, upon <·Olil pleting a fourth year of work at Ternpe 'l'eachC"r8 College, will be granted the dPgree of Baehelor of Arts in .l<~ducation. Authority to gnini this fh" grce was given by an act of the :Ninth Legislature. Those who attain this degree will be eligible for adrnission to graduate '\Vork in edU<'ation at thf' Univer:;;it.r of Arizona or other standard uniYer8ity, nnd will receiYe the Arizona Secondary Certifi<'ate permitting them to teach in the high schools of the state. The College is a n1cn1bcr in class A of the AmPrican Association of •reachers' Colleges. THE COLLEGE SETTING LOCATION Tcn1pc is in all respects au ideal location for a teachers' college. One niig·ht charaeterizf' it as a to1'111 of pleasa11t l101ncs, numberil1g about u,000 residents, and situated in the center of Salt Ri>er \.'alley, the wealthiest and most productive irrigated district i11 the United States. "\Vhile enjoy ing· freetlom fron1 n1any of the disadvantages and distractions of a larger rit;i.-, ~-et this community is ·within easy reach, Ly autornobilc or by hourlr stages, of Phoenix, the capital :ll1cl largest <'ity of the state, and is easily accessible front all p:lrts of the stRte either by automobile or by rail. 'l'be eampus ot' 'l'eat:hcrs College fronts upon a set:tiou of the Bankhead Highway, U. S. 80, aull 0U1cr n1ain auto Toutes cente1· at Phoenix, distant only twenty n1inutes' ,_lrh·e. The iu:iin line of the Southern Pacific gives direc.t eomnnn1i('.atio11 ea:-:it nnd ,...-est, :ind connects :it Phoenix with the Santa F(' line scr\'iug· thl' northern part of the state. The inor:il antl ,;oei:.il ahnosphere of Tempe is all that could be desired, and the climate, at this n1oclerate altitude of 1,100 feet, is ideal during the eutire sd1ool ycnr. Suuw is unkuown in the \,-alley, rain seldom mars plan'.• for outd1H11· neth·ities, :nH1 high ,,·irnls are rarely experienced. Cloudles» skies and b1·igbt sunshi11e are the rule, pennitting· the work of physical edu cation and :ithletil'S to be eouductcd iu the open air throughout the :year. Those \\·ho enjoy life out of doors vdll find a tlelight in the attractiYc natural featnres of Pnpagn Park, a Xational n1ouumcnt, set asitle for the preservation of the natiYe fauna and flora of t1H' ile:=;ert. Thi:=! park, including in its lin1its, :?,000 a<:rcs o.l' rolling arid country, lie::; just across Salt River, wjthin fiftt>en n1inutes .fron1 the college ca1npus, and here one ma3 quiekl,y i·eaeh inost rrttracti,·e spots for hikes and picnic parties a1nong tht! fantastic rocky ritlges and shady hollows of the Bltin Hills, while suel1 easily accesible ekn·ations a:=; \Tiew Point and Hole-in-the-Rock eomn1and d1anning \·icw,.; of the entire valley 'vith its 300,000 acres of cultivated lan1l stretehing away to a hori'.lon rinnned by blue ranges of rugged mountain:=;. ~-lrnong the feat.url's of intf'rest within eas.v reach by auto1nohilc for wePk ettll excursions, arc the Superstition 1\Iountains rising to an elevation of th·e tho11,~nn11 fef't antl rt'111arkablc for their innun1erable examplrs of grotesque rock sculpture, and Canyon Lake, a beautiful sheet of water, winding for fifteen inilcs betwee11 stnpendous perpendicular cliffs of n1any-colorerl rock, inYiting one to a boat trip as unexpected as it is unique. The iau1ous ~'\_pache Trail, lending to Roosevelt Dan1 and the great reservoir, and the Superior Highway tapping one of the richest copper districts, are an1ong tht:> tine"t exan1plcs of lllount.ain road-huiltliug in the world. The wooded banks of the Y enli' River oil'er beautiful sites for the annual three- TEMPE, ARIZONA • day camps of the various student organizations, and hiking dubs, open to all students, find an endless v:-iricty of routes for their wPekly jaunt~ afield. A drive of an hour and a half over the Superior Highway brings one to the Boyce Thompson Arboretun1 where one finds growing hundreds of speeies of plants from all parts of the world, affording unusu::il opportunities for the study of veget::ition adapted to semi-arid dimates. A municipal !rwinlming pool, the finest in Arizona, is only a short half rnilc from the campus. The existence at Phoenix of rnany large industrial establishlnents, an-' the accessibility of great irrigation projects, power plants, and coppe~· mines and reduction works offer unusual advantages for interesting and instructive excursions in connection with many of the eollcgc courses. CAMPUS Few schools in the country have a more attraetivc setting than Tempe Teachers College. The canipus colnprises thirt.y ac1·ps of fine level land within convenient walking distance of the buSiness portion of the town, and is arranged in a most attractive manner, with bi-ond shady lawns, f·P· ment walks and graveled drives and a profusion of trPP8, shrubs and flowers. The fourteen buildings are distributed over the grounds in two groups, between which extends the College Avenue to he rarrie(l on u1Hler the dirert 8upervision of the tearhE,rs. The Dining 1-Jall is hi a eent1·al lorntion, ("Oll\'Pnicntly rea('heil fro1n all donnitories. This is a thoroughly 1nodern building and em bodies in its con struction late ideas with regartean1 cookers and charcoal broiler, and modern types of labor saving 1nachiucr;.-· are installed. The bakery i8 :i 1nodel of its kind, with electrically driven machinery for mixing cri.kes and kneadi11g brt>ad. ThE' brick oven, one of fhe finest in the state, has a e.1paciiy of ~50 loaYes. The an1ple refrig·erating and cold storage plant enables the steward to buy and storf' tneats and other perfahihl(' foo(lstuffs in largf' quantities, which :=id1·nntage is an important factor in the lo"· cost of boai·d. The food furnished to students and faeulty ruen1bcrs alike is carefully selectC'd and properly prepared. The dining roon1 is untler the d.ireet supervision of a specially trained 1na tron who is responsihlr: for the rJeanliness and effieir:ncy of the service. A Hospital is locaterl in a quiet section of the can1pus, and is a llreproof structure of brick and. concrete with properly equipped examination room, operating· room, wo1nen's and men's isolation ward, nurses' sU:ite, and every other essential feature contributing to the proper Cflrc of those ca::;coi of illness which cannot be handled effectively iu the donnitories, surh as cases requiring surgical operation or cases of contagious iliscasc requiring isolation of the patient. The President's Residence is a substalltial two·story hrkk structure, completing the plan of the main group of buildings, and is pleasantly located within a <',On\·enient distance of the adn1inistrativc offices. Adjoining it on the west is a beautiful lawn which is provided with electrical flood lighting and is the scene of many social events of the year, such as receptions, parties, class meetings, literary society gatherings and alun1ni re· 8 STATE TEACHERS COLLEGE unions. The June Commencement exercises are held upon this lawn which affords seating room for two thousand people. The buildings upon the 'Western half of the campus form a distint't group, conveniently loeated and harmonizing in color and architectural de sign. The Industrial Arts Building is the leading note in this group. This is a modern fire-proof building of concrete construction, faced with cream pressed brick, which houses the department of commerce and the thoroughly equipped shops of the department of industrial arts upon the main floor. On the upper floor ave located the art departn1ent and the department of home economi<'s. The basen1ent floor furnisheR quarters for classes in agriculture, English, and for the work of glee clubs and orchestra. The New Library and administration building now under construction is located on the "·est side of College avenue, south of the Industrial Arts. From an architectural standpoint, this is the finest building on the campus. lt is to be of steel and conerete eonstruction faced with cream brick and thoroughly fireproof. The entire upper floor will be occupied by the library and reading rooms, the appointments of which will embody the latest ideas in library equipment. The lower floor will house the offices of the presi· dent, the president emeritus, the registrar, the recorder, and the financial secretary. The central location of this important building facilitates ac· cess both from classrooms and from the dormitories. Its fireproof eharaeter will insure the safety of the library and the valuable instructional and financial records. The Men's Gymnasium, erected in 1928 and enlarged in 1929, is located on the athletic field at the south end of the campus. The floor space is ample for basketball, athletic exhibitions, and other public events as wen as for the regular floor work connected with the phyidcal education program. There is adequate provision for showeni, locker rooms, and dressing rooms and for the storage of apparatus. A raised gallery is provided for i;ipcctators. Dormitory Buildings. 'l'he dorn1itories arc planned to serve as homes for the students. The facilities provided in all these buildings are prac· tically uniform. .All rooms are provided with electrie light, steam heat, and hydrant water, and all are completely furnished ·with rug, dresser, study table and chairs. Each student has the use of a wardrobe closet. BathroOms arc <.'onveniently placed on every floor, and every attention is paid to details of sanitation. Provision is made by means of ample screen('d sleeping porches that all students sleep in the open air the whole year round. Infirmary rooms are set aside ~n each dormitory and properly equipped for the care of cases of slight or te1nporary illness. All the dormitories ::ire periodically fumigated in a thorough and scientific manner. The latest ideas in dormitory construction are embodied in Carrie Matthews Hall for ·women. This is a thoroughly modern structure of con· TEMPE, ARIZONA • crete, faced with cream pressed brick. The sleeping porches are of a new design, each adapted to accommodate four young women, that is, one sleeping bay to every two rooms. This arrangement is believed to possess ad\'anta.ges, many of which are obvious. One if 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 \Vomen at all times. East HalJ, a dormitory for women, comfortably accommodates one hun· dred 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 roon1 for the free use of those students who desire to do part 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 opposite East Hall. Recent additions to both these halls have so increased their eapa<'ity as to enable each of them to accommodate seventy-five students under the care of a head resident, and with the sa1ne character of furnishings anU equipment as in the other halls. Alpha Hal1, in which the general equipment and furnishings are similar to those of the other dormitories has recently been rebuilt and enlarged to afford accommodations for fifty young men 'vlio arc under the direct supervision of the dean of men who resides in this dormitory. HEATING SYSTEM All buildings on the carnpus arc 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 t!ampus. 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 un~ightly. A third boiler sup· plies hot water under pressure to all buildings, thus effecting a considerable economy in fuel. GENERAL INFORMATION THE ALUMNI ASSOCIATION The Tcn1pc Tcn<'hcrs College AJurnni Association was formed in 1891 in response to the desire among the graduates of the school to cement more :firmly the ties of school friendship nnd to promote more effectively thf' welfare of the Aln1a Mater. l,Tpon graduation, the students completing any of the professional curriculums of the college automatically become niembers of the Alumni Association. Including the class of 1930, the association now numbers about 2,960 rnembers, the n1ajority of whom are residing within the state. This large group of influential citizens through efficient organization ha" bec"ome a potent force in promoting the 'vclfarc and advancement of UH' college. The Alumni value highl~· the frien'18hipf' formed during college days, and it is their earnest wish to bind these friendships more firmly after graduation, yet they believe that an alun1ni association is justified in its existence only insofar as it cooperates with and serves its Alma Mater. The recent rapid growth and deYelop1nent_ of the college are a source of pride to all loyal alurnni and an ine('ntive to further efforts to perfect their organization in order that it m::iy continue effectively tri serve the interests of the Arizona State Teachers College at Tempe. A significant step toward the strengthening of the .A.lumni Association is the establishment, in inany parts of the state, of loyal A.lumni clubR. each of which is formed to work in conjunction with the central office at Tempe. 'l'he clubs furnished a fu11damental groundwo1·k for the effort that was necessary to bring the college to its present high collegiate standing and some notable achievements have been placed to their credit. Alumni clubs have already been organized in Bisbee, Douglas, Casa Grande, 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 communitie~ throughout the state in response to the applications of enthusiastic group~ of loyal graduates. Annual &eception. The annual reception and banquet of the associa· tion is held on the evening of Alumni Day, during Commencement Week, giving every me1nber an opportunity to renew old friendships. Members should use every eJTort to be present at this event, as the n1eeting usually results in the shaping of pl::ins for the ensuing year. The date for the next reception is ).fny 27, 1931. THE ENDOWMENT FUND BelieYing- that a profe.ssion:il edueat.ion is a most valuable asRet in life, the Alumni desire to extend it::; benefits to others. 'Vith this end in TEMPE, ARIZONA 11 view, the Alumni Association for some time has 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 C1arence M. Paddock, '03, who has been aptly named "The Father of the Endowment Fund," and with the active cooperation of the officers of the association, the fund has grown to more than $9,500 and is becoming established on a working basis, as is shown by thP, fact that thirty members of a i·eccnt class practically owe their graduation to the assistance rec,eived from this source. 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 n1caUB, 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 a1nong the best in the class in point of scholarship and promise, and, in many cases, Investigation has shown that these same students have earned part or all of their expenses thus far, not only through their college course, but through the preparatory high school as well. 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 college. A card file has been installed in the Alumni office, \vhich contains the name and present address, so far as known, of every member of the Alumni. Members arc earnestly requested to assist in the work of keeping this Alumni register up to date by forwarding to the cxffice of the Alumni Association a notice of every change in name or postoffice address. The work of editing this reghiter and the correspondence connected with this anrl other .Alum.ni business has grown to such proportions that a part-tintc sccretat"y has been employed to attend to these matters. All correspondence relative to change of address or to other AJumni affairs should be addreAsed to: The Alumni Secretary, Arizona State Teachers College, Tt>1npc, Arizona. EXTENSION COURSES For the accommodation of teachers who desire to fulfill requirements for the renewal of their certificates and other qualified persons who are prevented by circun1stances froni taking work in regular session, the College offers a limited number of extension courses. Each of these courses indudes two ninety-minute class periods per week for eighteen weeks and 12 STATE TEACHERS COLLEGE carries a credit of three semester hours. As a rule, the courses given ar"' identical in every respect with the corresponding courses offered in regular session, being conducted by the same in8tructors and involving the same amount and kind of assigned reading and outside preparation. For the organization of any extension course, a minimum of :fifteen students must be registered. The registration fee is fifteen dollars for each course. For information with regard to the organization of any course, address applications to the office of the registrar. Among the courses which will be offered in 1930-31 are the following: Educ. 212. Philosophy of Education. Educ. 213. Educational Psychology. Educ. 226. Social Psyahology. Soc. Sci. 100. Constitutional Government. Soc. Sci. 206. American Diplomacy. Credit acquired in extension courses may be applied toward graduation subject to the rule that not more than one-fourth of any curriculum leading to a degree or to a diploma shall be taken in extension classes or by c.orres· pondence, and not u1ore than one-half of this shall be done by corre1:1pondence. CORRESPONDENCE COURSES No correspondence courses will be offered by the College this year, but credits acquired through correspondence courses taken under the direction of an accredited college or university may be applied toward graduation from the Teachers College provided the total amount of such credit offered does not exceed one-eighth of the amount required for graduation. LECTURES AND ENTERTAINMENTS During the year, a number of worthwhile entertainments are offered in the college auditorium. These include lectures and addresses by visiting persons of note and musical and dramatic programs. The weekly assemblies are frequently the occasion for the presentation of programs or special numbers by prominent 1nembers of the musical, artistic, and educational circles of the Valley and of the state. 'l'he Geographic Society and the Pasteur Scientific Society bring to the college each year a number of eminent lecturers to address these groups. These lectures are usually open to the entire student body. LYCEUM COURSE The College yearly presents a lyceum course of five or six of the best musical, dramatic, and lecture numbers which con be obtained. Admission to the entire course is free to regularly enrolled students of the College. Season tickets may be obtained by non-members of the student body for the nominal sum of $2.50. TEMPE, ARIZONA SCHOLARSHIPS Within the past few years, a number of students have reeeived the benefit of a professional education and have become self-supporting through the generous assistanee of various fraternal orders and other organizations in the shape of loans or special scholarships granted to selected individuals. Although no permanent scholarships have been established, much good has been accomplished in this field, and a number of successful teachers in Arizona owe their education to timely aid of this character. 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 fund are made at a nominal rate of interest and unjer favorable conditions to students recommended by he 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 t-0 make this a permanent endowment, the interest to be used to establish scholarships in Tempe State Tear.hers College. PRIZES The Moeur medal for scholarship, offered by Dr. B. B. Moeur of Tempe, is awarded each year at commencement to the graduate of the three·year curriculum who obtains the highest standing in class work during the three years immediately preceding .graduation. The winning of this prize has alwa.ys been considered one of the greatest honors open to college students. The Moeur pin, also offered by Dr. B. B. Moeur, is awarded to the three-year graduate whose scholarship rating ranks second. To be eligible for either of the Moeur prizes, a student must have attended Tempe Teachers College for three yea··s rlirectly preceding graduation, and the work for which the prizes are awarded must have been done in residenf' \CHERS COLLEGE work consisting of woodwork, forge work, and sheet metal; general science; t.yping; Latin; Spanish; a.rt vourses especially adapted to the needs of junior high sehool pupils; and music. The music program includes glee clubs and orchestra. Inditidual instruction is given on the various arches· tral instruments. ;\gricultu1·al education is elective and is carried on b_y means of boys' and girh:i' elubs organized and sponsored by the agricultural department of the college in cooperation with the State extension work in agriculture and ho111e economics. l.Tnusual advantages are enjoyed by the pupils due to the fact that thL'Y ha>c access to the equipment of the col· lege, including gymnasium, athletic field, playground, shops, laboratories, gardens, farms, libraries, and auditoriums. The chief extra-curricular or· ganizations arc the campfire girls' unit and the troop of Boy Scouts. Social activities are closely correlated with the school life of the pupil. Upon completing the work of this junior high school, the pupil is admitted to the second year of any four year high school. The practice teaching in the junior high school is open only to colleg{J seniors working toward the B. A. degree and to third year students ·who have done special work in one or more of the junior high school subjects and who have the recommendation of the department in which the special work was done. Eighth Street School. By special agreement with the local board o1 trusteP~, the Teachers College has eharge of the town school located on Eighth street at :Mill avenue. This school, comprising grades one to six inclusi\·e, is located in an attractive setting with large, grass covered playgrounds fully equipped with modern apparatus for physical training and outdoor games. The building, with its large, airy rooms and tasteful decoration, is adrnirably adapted for the training of children in the pri· mary and intermediate grades. The younger children have their own man· ual training shop and rlomestic science roo1n. '£he older children have access to the shops and laboratories of the college. 'l'he music and art work is under the super,·ision of 1nembers of the college faculty, and op· portunit;y is affordes the interests of all departments and thus unifi•;s them. It is a vital and stimulating part of the school systen1 and has something to contribute to all the objectives of education. The· modern school curriculu1n is richer than fonnerly in the number and variety of subjects tJffered. So1ne of these arc practical, some are purely cultural, but all require wider reading than fa offered by any textbook. The opportunity for this wider reading for the enrichment of the subject inattcr taught, is found in the librarJ--·, and it is this that maintains the vitality of the tP.aching a.one by the faculty. The library serves as a "book laboratory" and a workroom where the student may experiment for himself in fact finding and may discover for himself something of the intellectual resources open to him in the world of books. Education is not finished with the conferring of a degree, but is a "lifelong project." If a student then, "find himself in the library, he will have acquired a bond to culture that will not break as he steps out of his last recitation,'' he will have formed invaluable habits of reading and thought that will carry beyond his school days into the work and the leisure of his later life. Matthews Library. .l~.t the opening of the fall semester of this year, the college library, hitherto located in the }.Iain I3uiltling, will be tran~ ferred to the new Matthews Library Building, of which it will occupy thi' entire upper floor. '£his builJing is to be located south of the Industrial Arts Builtling and just east of C::urie l\fatthews IIall. The general plan for the new installation in<'lutles a reading roon1 tu acco1nmodate 150 persons, steel book stacks, and shelving for 26,000 vol urrics, the librarian's office, a work roon1, and a special rOon1 to hou'le all Arizona n1aterial, The last mentioned roon1 will also be available a"! :1 reference roo1n. The accession record of the college library shows a total of more tha11 20,000 volumes. This number does not include ~everal hundred bound 18 STATE TEACJlE!RS COLLEGE volumes of n1agazines and periodicals, and several thousand unbound bulletins and reports. During the past year, 1,660 new volumes of collegr and university grade have been added to the library. In selecting thi. ne"\\· material, the needs of the several collegiate departments have been kept in view, and care has been taken to provide liberally for the cultnrfl side as well. At present, the library subscribes regularly for 172 ge11ern' and techni(',al periodicals. On the racks in the reading room are found several of the leading daily nc,vspapers of the country, and a number of the daily and weekly newspapers of the state. Brief Statement of Library Rules. During the college year, the inain library is open from 8 A. M. to 5 P. M. every day except Saturday and from 7:15 P. M. to 9:15 P. :M. four nights a week. On Saturday it is open from 9 A. 1L to 12 M., and from 1:30 P. 1L to 4 P. M. It is closeU on Sundays and on all holidays. Books drawn for use ordin::irily n1ay be kept for t1vo '~·eeks and may be renewed once. Books not retuTned when due are subject to a fine of two cents per day, and lost books muRt be paid for by the borro,Yer. No books will be loaned to students having unpaid fine:=; or overdue books. Books used by large classes are placed on reserve and are :=;helved back of the loan desk. RcserYed books must be signed for at the desk and read in the library. They n1ay be taken out for home use on Satur days at 4 P. M., to be returned at 8 A__ .:\.L the following }.fonday. A finr of ttventy·fi\•e cents per hour i8 charged for overdue reserved books. Pern1anent reference works, such as eneyclopedias, dictionaries, nnd sets of bound volumes, arc for use in the library only. Children's Library. In addition to the college library, there is a children's library in the Training School. The aeeession record of thifi library shows over 4,000 car('fully sele<'ted children's books covering nl" types of literature. The purpose of this special library is two-fold: first, to deYelop the children's tnste for the Lest in literatuYe and to teach them the use of reference material in conneetiun with thir studies; second, to give student teachers an opportunity to become fan1iliar with a sele('t collection of juvenile literature. To this end, each quarter, four junior students arc given the opportunity of actual cxperienC'.e in library admiu istration. This includes the care of thf' libr::tr:r, care of the. books, the keeping of records, classification of books, and other details of modern library practice. A brief course in children's literature is offered with re· quired re-adings in the various literary types. EXPENSES Re!!:istration Fee. A.JI students are required to pay a registration fee of $10.00 each year. This fee is payable in arlvan<'e on the date of registration for the fin:it semester. The fund derived fron1 this fee is used for special purposes for the benefit of students. Tuition. Tuition is free to all Rt.udents \Vhether residents of .\rizona or not. Xo stutlent, however, is exempt from the pay1nent of the annual registration fee. Auditors. Those who wish to audit one or rnore elasscs 1\·ithout expectation of rollcgc credit must pay the regular registration fee. ~-\ student registered as an auditor in any course will not receive credit for th:~ cou1·sc under any circumstances. Text Books. The necessary outlay for books and stationPry varie,1 fron1 $20 to $30 pPr year. The College Rook Store is under the management of a conunittce of the C'olleg·e faculty. .All textbooks used in the college classes are on sale in the Rtoro which is located in the basement of the Industrial Arts Build· ing. As this store is operated with a very Rm::ill overhead expense, the students enjoy the ach·antag:e of a considerable saving in this important iten1 of expense. Dormitory Fees. A. fee of $25 per calendar month, payable n1onthly. in advance, is required of all students, residing in the dorrnitories. Nn allowance will be n1ade fo1· vacahons, absences over week ends, or absence due to (lisciplinary action, but students ·who are absent for two week;;: or more (not including vacations) for unavoidable reasons will be charge(1 but half rate for such absence. The fee entitles the student to board an(l room, including steam heat and electric light. All rooms are fully fn1 nished. In order to seeure uniformity in Pquipment and to insure prope1 hygie11ic awl sanitary conditions, the· management furnishes to each dorn1i tory Rtu<1Pnt all nPcessary counterpanes, sheets, pillowslips, hand toweh bath to\vels, table linen and n::ipkin8, and attends to the proper laundering of these arlides. Por the use of these articles and laundering of sa1ne. each dorn1itory stullent is charged a fee of $1.50 per calendar month, payable in advance. Studcutf.; furnish their o-wn blankets. ~-\.s a rule, hvo students share a room. For the exclusive use of a dorn1ito1·y room, ;:in extra fe<> of $2.00 per month is charged. Bo::ird and roorn may tJe secured, subject to faculty approval, in private homes in Tc1npe at rate8 ~omewhat in advanee of the regular dormitory fees. 20 S'TA 1'E TEACHERS COLLEGE \Vomen students \Vho desire to engage room and board outside camptu, limits must first obtain approval from the office of the President of the College. This is done by filling out the usual blank form which is to be signed by the President of the College, the Housemother, and the student. This form constitutes an agreement to observe all regulations adopted for the government of dormitory students. For the accommodation of faculty members and local students, meal tickets will be furnished at the rate of 20 meals for $7.00. Student8 or faeulty n1embcrs entertaining visitors at the dining hall \vill be charged at the rate of 40 cents per meal. 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 dam· age to dormitory furniture and equipment. Reservation of Rooms. Students desiring to engage dormitory room i11 advanre of opening of the college year will deposit $5.00 with the secl'etary to secure the location. Miscellaneous Expenses. Students making use of lockers are required to make a small deposit to insure return of keys. All young women will provide themselves with the standard gymnasium costume which is ordered through the depal'tinent of physical education and costs approximately $7.00 complete. The young men are required to provide themselves with gymnasium suit and basketball shoes. Certain laboratory courses require a special deposit to cover material and breakage. Summary. The following summary includes the fees and minimum expenses incurred by a student living in dormitory for one college year. Registration fee .......................................................................... $10.00 Deposit for room (returnable) ......... ....................... 5.00 Boal'd and Room (9 calendar months). This includes care ..... 238.50 of room linen Books and stationery (about) ............................. . 25.00 Gymnasium outfit ... 7.00 Locker and room keys (returnable) 1.50 $287.00 To this amount must be added the student's necessary personal expenses for clothing, personal laundry, recreation, and other items. A student registering for the first time should be provided with cash to the amount of $75 or $80 for necessary initial expenses. The dormitory fee is payable each month in a{h·ance on a date to be announced by the office. Fee for Late Registration. Students who register after the date set for regular registtation are i·equired to pay an additional fee of fh·e dollars. TEMPE. ARIZONA 21 Change of Program. A fee of fifty cents is required for change in the program as assigned on the student's class card after the first week of any semester. Diploma Fees are due at the time of making application for gradna· ti on. For the three year diploma ...........•...............................................$3.00 Bachelor of Arts in Education ................................................... 5.00 Fee for Transcript of Record. Students who desire to transfer credits to other institutions will be furnished one transcript of record without fee. For each additional transcript, a fee of $1.00 is charged and remittance should accompany the request for additional transcripts. Official transcripts of record will be forwarded directly to the office of the ins ti· tution to which the transfer is to be made. 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-educated 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. ADMINISTRATION GENERAL REGULATIONS Credits 1. The college year jg di,·ided into tv.·o semesters of nineteen weeks each. 2. The unit of credit is the semester-hour which represents one fi.ftyminute 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. As a rule two hours of outside preparation or the equivalent shall be required for each hour of class work. 3, The standard requirement for graduation in the three year curriculum is ninety-six semester hours, and in the four year curriculum, one hundred twenty-six semester hours of credit. 4. No credit is allowed for experience in teaching. Every candidate for graduation from any curriculum is required to teach one year or two semesters in the training school, under supervision of the critic teachers. Exception to this rule is made in the case of teachers who present satisfactory evidence of successful experience on account of which they may be permitted to substitute :five hours of acatlemic work for the second semester of practice teaehing provided the first semester of practice teaching is completed satisfactorily. ti. No credit is given for extra-curricular activities. STUDENT PROGRAM; STUDENT LOAD 1. The normal student program or normal load for freshmen is sixteen units each semester, for juniors, seventeen units, and for sophomores and seniors, fifteen units each semester. The minimum load for a. stutlent regularly enrolled in any curriculum is twelve units. In particular cases, by special action of the credentials committee, a stutlent inay be pennitted to carry a lighter load for one semester, otherwise one 'vho is carrying less than the minimum load will be registered as au irregular or unclassified student. 2. Excess load. Special faculty action is necessa:ry to permit a student to register for an amount of work in excess .of that prescribed in a given curriculum. Applications for such excess work must be made in writing to the credentials committee, and must give a detailed staten1ent of work regularly assigned and additional work desired, together with the student's reasons for the special consideration. As a rule, no consideration will be given to such a request unless the record of the applicant has at· TEMPE, ARIZONA 23 tained an average of two honor points per unit of eredit for the semester imme.diately preceding. 3. Upper Division Program. At least two-thirds of the work of a student in the junior and senior years shall consist of advanced courses open only to junio~s and seniors. 4. Extension-Courses. Not more than one-fourth of any curriculum leading to a degree or' to a diploma shall be taken in extension classes or by correspondence, and not more than one-half of this shaU be done by correspondence. 5. Enrolling in Courses. No person is permitted to attend any class or course without regularly enrolling for the work. At the beginning of each semester, the student enters the course by the presentation of the class card signed by the registrar or by a member of the registration committee. After the date of regular registration, a student who desires to enter a given course will obtain from the registrar a card for change of classification, properly filled out; will present this card for the signa turc of the instructor in charge of the course, and will then file the caruspended from active work in the organization for one quarter. 4. Unsatisfactory Scholarship. A_ student \vbo receives a semester grB inatters of eating and sleeping are shown by the general good h('alth of the stutlent body. )Io pains are spnred to n1ake the tlonnitories as hon1elike as possib:c, and at the same time to secure for the students conditions favorable to effecti,-e study and to insure an envil'onn1ent which vdll inspire the confidence oF parents who naturally desire that their sons and daughters 1na.r be surrouuJeJ by ·wholeson1e infiucnees. To secure these favorable couditions, it is necessary that certain :regulations shall be made anJ enforcerl concerning the conduct of st.ude11ts both on and off the campus, and thP cooperation of 11:1rt'nt,,; a11d guardians is solieitf'l1 in ot·cler that these regulations may have the desired effect. Young \vonicn are not permitted to be absent from the donnitorie~ o"·ernight without speeial written permission from home, and it is sug· gcsteJ that the number of such permissions during the semester be reducefl to the nrininnnn. Students Rooming Outside Campus Limits. Students desiring to en gage roon1 and board outside of the dormitories must first obtain ~vritten appro,-aJ of the I'resitlent, and such students must further agree to observe the regulations for the government of dorn1itory stuJents. Students en tering the will be cared for in the college hospit;tl or in the dormitory infirmaries and the services of a competent phy>iicia11 will be fu1·nished free of further charge upon the order of the hear! resident of the dormitory or other con1pctcnt authority. In cases of serious or protracted illness, free medic:al attendan<'e will be furnished for the first week only of such illness, Dftcr which period the college vdll no longer assume financial reRponsibility for the services of physician or nuTse. The colleg-(' will not assume financial responsibility for any surgical operation, nor ftn any case of illness beyond the first week, nor for any cast's cared for in hospitals or premises other than on the campus. nor for unauthorized office calls for the services of any physician. EXTRA-CURRICULAR ACTIVITIES STUDENT PARTICIPATION IN GOVERNMENT Governn1ent is a challenge to man's self-1:ontrol and social vision. It pro~·idt>s secul'ity and opportunity for construct.i,"e action. These broaar's program is the wt>ek end ramping trip to some point of interest in Arizona. HONOR SOCIETY The Terman Club was organized February 17, 1930, as a local honor· ary fraternity in education for men and women. This organization aims to encourage in its members a higher degree of conseeration to social service bY fostering high professional and scholarship standing during their period of preparation for teaehing and by recognizing outstanding sPrYiee in the field of education. 40 STATE TEACHERS COLLEGE Entrance into the club li; based upon the fo1lowing points: scholarship, character, professional attitude, future promise, and social acti~·i.ties. Eligibility to membership is based upon a strict scholarship requirement. Candidates for membership must be of at least full junior standing in the college, and must have. a general scholarship standing of a grade in the upper quartile. l\Iembers of the faculty "'ho meet the scholastic require· ments in education and who have accomplished some outstanding work in cdut·ation shall be eligible for membership. The bimonthly meetings are devoted to programs of papers and dis· eussions pertaining mainly to the :field of education. GENERAL SOCIAL ACTIVITIES The social life upon the campus is most attractive and varied, promoting wholesome relations among students and between students and faculty. Under the Rupervision of their own organizations, the students manage their O\Vn social affairs to a considerable extent, and there aie a number of general all-college social affairs of interest occurring at intervals throughout the college year. At the beginning of the year, there is always a most enjoyable gathering of students and faculty at the Faculty-Student Reception whieh is held in th<> open on the President's lawn which is illuminated by flood lights and presentR a most delightful setting. Upon this occasion all members of the college group beeo1ne acquainted, and new students are made to feel at ho1ne. H::i1lowe'en is the occasio11 for nu1nerous parties and other social gatherings. Early in November oecurs another event sponsorci.I by faculty and student body council in cooperation with the Alumni Assoeiation. This is the annual Homecoming Day which is a re-d letter day in the eollege calend;:ir, for at this tiine, alumni of the college from all over the state return to the ea1npus to renew old associations, anfl to be entertainerl by student hoily and facnlt;v. Homecoming Day programs include teas and other gatherings in"" honor of the alun1ni of the various ean1pus 1:meieties, a street parade in which clubs and soeieties vie with one another in th(' prorlnction of nrtistic and signifieant floats, a football game and other athlctit l'\Tnts, :i l>:ntquet, and an all-('o1kge anil alumni d::in<'e in the evening. 'l'he ;:ippro:-iC'h of the holiday season is the motive for a joyful Christman Eve program in ·which all connected with the College parti<'ipate. An enormous li1ing Christmas Tree, strung with colored lights forms the focu:;; aruuud w·hid1 all gather to exchange gifts, sing carols, and to join in festivities ::ippropriate to the season. Tn ('arly spring· oecurs the anniversary of the chartering of the College, known as College Day, whieh is signalized by the closing of college classes for the day, a progran1 of intra-mural athletic contests, the repainting of the "T" on 'l'enipe Butte, and other so('ial ::iffnirs. TEMPE, ARIZONA " General social activities of the campus alioo include the series of allege dances sponsored at interval8 throughout the yeaT by the Wall"'cr Club, the general social organizrrtion of the college; regular weekly ~mbly programs arranged by the Student Body Council committees; ny dormitory receptionR antl partil's, and frequent picnics and camping )S, fo1· which the ideal climate of Tempe is peculiarly well suited. YOUNG WOMEN'S CIIRISTIAN ASSOCIATION The College ((Y" is affiliated with the Young \V 01nen's Christi:=i n .A..siation o.f .lunerica and is a participant in the "\-Vorld's Student Christian leration. A.ny wo1nan of the CoUege may become a member of the :;ociation by conforming to the established rules. No distinction is Lwn with respect to denomination, nation::i.lity, race, color, or creed. The objective for the year is to answer the needs and minister to the ,crests of all -..vomen on the campus and to create a sympathetic unJertnding in all such relationships as community, interracial and internanal, through general progr:i.,ms, committee work, commiRsion.-i, and intcrgroups. The business of the Association is transacted b.Y a ('.:thinet consisting the officers and chairmen of the organized groups. ~.\..11 these are stunts elected by the membership or appointed by the pre,;ident of the ~.\_s. ciatiou. There is an advisory boanl chosen by the cabinet from the .culty and the women of the community. The activities of the Association are carried on through the com.mites. Committee work offers the kind of training that helps a young om::i.n to fit better into a co1nmunity by awakening her to the possible :latiOnships a teacher may hold toward all classes of people in the comunity. It offers such values as will prepare the prospective teachers to ~cept the responsibilities of the profession and to carry them we11. Each summer, several delegates are sent to the Y. W. C. A. Student onference at Asilomar, California, where they receive valuable training 1.d inspiration. ADMISSION TO THE TEACHERS COLLEGE Time of Admission. Students are admitted at the beginning of either semester. ThPy are expected to report for registration upon the datP1< specified in the calendar. For the first sen1ester, September 11, 12 and 13, ]930. For the second semester, January 22 and ~3, 1931. Freshmen registering for the :first semester should note that they are required to be present in assembly on Thursday, September 11, at 8 A. M., for prcli1ninary instruction concerning their registration. Upper class students may register on any one of the three dates mentioned above. For late registration, an additional fee of five dollars will be required. No student will be permitted to register more than five days late, except by spe-cial p<'rmission of the credentials committee. As a rule, studerits who are permitted to register after the first week of the semester will be required to .r2du<'e the number of l'onrscs taken below the norrnal load. Qualifications of Applicants must be at least sixteen yea.rs of of graduation from a full four credited school and conforn1ing for Admission. Applicants for admission age and rnust present satisfactory evidence year high sehool course pursued in an acto the requirements specified 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 millutes and the laboratory period should be equal in length to two recita tion periods. For admission to the tead1cn;' curriculun1 the followingfifteen units are specified: Required: English History·civics-economics group Algebra ............... . ................ . Science, including 1 unit in biology 3 2 1 2 units units unit units Elective: Additional work to ma.ke at least 7 units, subject to the approval of the credentials committee ···············-----· 7 units Total .............. _______ .15 units In case the required unit of biology has not been taken in the high school, this condition rna.y he fulfilled by ('}ecting one semester of biology TEMPE, ARIZONA and one sen1ester of physiology in the freshman year. 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. Such deficiencieR may ordinarily be ren1oved by takillg college courses in the n1issing field. Applicants who are not high school graduates but who offer for entraucc fifteen acceptable units of work completed in an accredited hig!J school and conforming to the speeifications outlined above may be admitted without graduation provided they present the ·written recom1nendation of the principal of the hig·h school or of the superintendent of the school system in which the credit was acquired. 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 be extended by action of the credentials cotnmittee for gootl and sufficient reasons. Such an extension of time shall, in no ca:=;o, exceed thirty dayi,i after the date· of registration. In ease a student fails to Ille the transcript "\Yithin the thirty days specified, such stutlent shall be suspended from all class V.'ork until such tin1e as the neceRsary credentials are accepted and placed on file. Applicants for admission are requested to forward their transcripts to the registrar at least thirty ila,ys in advance of the time of registration in order to permit cheeking and io facilitatP registration. Blank forms fur application for entraw:::e an(l for transcript of high school record will be supplied upon request addressed io the ro~istrar. Alternate Qualifications for Admission. Graduates of high schools which are not on the accredited list, or mature students who are not high school graduates but •vho present evidence of equivalent preparation, may be admitted conditionally at the discretion of the credentiahi committee provided they pass satisfactorily such entrance examinations as 1nay be prescribed by this committee. Admission of Mature, Experienced Teachers. ~\. special regulation of the State Board of Education provides that the requirement of high school graduation may be waived in the case of n1ature persons who have attained the age of twenty-five 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 cou1plciiu11 of thP stand8rd three year teachers' curriculum, 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. Health Certificate. Before registration, 8\'ery student, new or old, n1ust fil<: in the office or present to the i·~'giRtrar, un•ler elate not more than thirty days prior to the date of registration, the certificate of a physician, preferably the fa1nily physician, to the effect that the appiicant •• STATE TEACHERS COLLEGE for admission is free from tuberculosis and 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 ap· plieants for entrance upon request addressed to the registrar. The faculty reserve the right to require medical examination by a designated physician whenever, in their opinion, circumstances are such as to demand it. Freshmen Tests. Every student entering the Freshman class will be given a s~andard test in English and a standard test in penmanship. Those who fall below an acceptable standard of proficiency in the English test will be required to register for English 103-104 in place of the pre· scribed English 101·102. In this special English course, particular attention ¥.'ill be given to the student's difficulties in written and oral English. Those applicants for freshman standing who fail to show a satisfactory :rating in penmanship according to the Ayres Scale will be i-cquired to :register for a semester course in Zaner writing without credit. Those who register in this course will be excused from further work in penmanship as soon as satisfactory proficiency is attained as measured by the standard scale. College Aptitude Test. Before registration, freshmen will be required to take a college aptitude test, the form to be prescribed by the registration committee. The time for thP adininistration of this test for the first semester registration will be announced at the assembly of freshmen on September 11. ADMISSION TO ADVANCED STANDING Applicants for adn1issioIJ to :idvanced standing must file certified transcripts of record of previous work showing: 1. That they have completed a four year course at an approved high school. 2. That they have completed in an aceredited college, university, or normal school, certain ·work entitling them to a definite amount of credit which is applicable upon the curriculum offered by the Teachers College. Graduates of the two year curriculum formerly offered by the Arizona teachers' colleges will be admitted to junior standing with an allowance of 66 unitiil of credit. Admissions of Students from Junior Colleges. Credit offered by stu· dents of any accredited junior college will be accepted in such amount as may be applicable upon the Teachers College curriculum. The total amount of credit accepted in such cases shall not exceed 32 units for the freshman year nor 30 units for the sophon1ore year. By special arrangement with the junior colleges of Arizona, the following program of courses has been adopted to enable students to transfer from a junior college to a teachers' college at the end of one year or at the end of two years without loss of credit. TEMPE, ARIZONA .A.. To transfer from the junior eOllege to the teachers' college at the end of the freshman year, the student should have followed this program: Freshman English ___ ·······-····---------- 6 aem. hrs. General Psychology 3 " " General Mathematics 3 " " 18 " " Electives ·····-······-·-··· -----·-·-·-------- ·······-------2 " " Physical Education ... 32 sem. hrs. B. To transfer from the junior college to the teaehers' college at the end of the sophomore year, the student should bring credit for the following: 6 sem. hrs. Freshman English ···-General Psychology 3 " " General Mathematics 3 " " 3 " " Art Appreciation ····------------------Principles of Geography ..... . 3 " " Constitution of the U. S. and of Arizona (In· eluding official grades for the state examina· tiont:l) 3 " " Sight Singing 3 " " Major 15 " " Electives 21 " " 62 sem. hrs. The student should so plan his program as to include at least 24 semester hours of his major in the three years of work leading to the edu· cational diploma. A student bringing the credits listed in (A) will receive full sophomore standing. Program (B) will entitle him to full junior standing. Recognition of Teaching Experience. Those who present satisfactory evidence of three years' successful teaching may be permitted to substitute five units of elective work for the second semester of practice teaching provided the first semester of practice teaching is satisfactorily completed. No academic credit is allowed for teaching experience, however. CURRICULA, CREDENTIALS, DEGREE TWO STANDARD CURRICULA Three Year Curriculum. This curriculum presupposes graduation from a full four year cour8e of study in an accredited high school or equivalent preparation. Graduates of appro>ed high schools are admitted "\Vithout e.xarninatiou. A.\pplitants for ad1nission who are uot graduates of appro,·ed high schools but who clairn preparation equivalent to high school graduation are required to pass a satisfactory entrance examination before registration. The cou1pletion of this curriculum requires a total of 96 semester hour units of work, twenty-fi•e of which are in specified courses in educa· tion and a rniuimum of twenty-four of which are to constitute a major in some chosen field other than educ:ition. Graduates from this curriculum receive an educational diploma which, when presented to the Superintendent of Publie Instruction, entitles the holder to receive the Arizona Elementary Certificate. This certificate is Board of Education. Four Year Degree Curriculum. Graduates fro1n the Three Year Cur· riculum described above, or others with an equivalent amount of prepara· tion, are admitted to a fourth year of work leading to the degree of Bache~ lor of Arts in Education. Besides the additional six: units in education specified in the fourth year of this curriculun1, eandidates for the degree must con1plctc additional work in the major :field to bring the total to a minimum of thirty units, and, in the four years, must have comple,ted one or more minors of at least ten units each. The total credit requirement for the four years is 126 semester hour units. Those upon whom the degree is conferred are entitled to receive from the Superintendent of Public Instruction the Arizona Secondary Certificate whieh permits the holder to teach in any grade from the first to the twelfth incluRive. This certificate is valid for four years and is renewable any number of times for four years each time under the same conditions as prescribed for the renewal of tho clen1entary certificate. Application for Graduation. In order to secure proper aUjustment of work, it is necessary that candidates for graduation shall nrnke application in writing, on the prescribed form, at least one semester prior to the date of graduation. TEMPE, ARIZONA 47 Mid-year Graduates. Students who graduate at mid-year are conAirl ered to be members of the class which graduates the follo\ving June, and they are entitled to all priviliges of membership in the class organization. The date of mid-year graduation for 1931 is January 23. MAJORS AND MINORS Definition of the Major. The major is the term applied to the line of work, or sequence of courses, selected from one department or department group, which constitutes the student's more prominent interest. It consists, in the three year curriculum, of not less than 24 nor 1nore than 40 seu1ester hour units of related work, at lea8t twelve hours of which must be in upper division courses. For the four year curriculum, the major must include not less than 30 semester hours nor more than 40 hours, and at least lG hours must be in upper division courses. Definition of the Minor. The minor is a sequence of r.our8es, selected from one depnrtmr:nt or department group other than that in which th2 major is chosen. It consists of not less than 10 nor more than 16 semester hours of related "·ork, at least 5 hours of which must be in upper division courses. Special Recommendation Based on a Major of 30 or 39 Units. G1"Culn· ates of the 'l'hree Year Currieulum who have completed an approved major of at least 30 units, and graduates of the Four Year Curriculum who have completed an approved n1ajor of 39 units, will receive a special recommendation as qualified to teach the speeial subject in which the major was chosen. 48 STATE TEACHERS COLLEGE STANDARD THREE YEAR CURRICULUM LEADING TO THE EDUCATIONAL DIPLOMA FIRST YEAR J<'IRS'r 8E1If<~S'l'J-JH Cred. lJnits Eng, 101, First year English__ 3 *Educ. 100, Psychology.. :-l KGeog. 100, Prin. of Geography 3 ~Art 100, Ar1 A.pprcciation__ 3 Elective 3 Phys. Educ. 101 or 111.. 1 Cred Units Eng. 102, First yeur English 3 *Elective :l *Jl..ius. 100, Sight Singing· 3 *1Iath. 100, Ge11eral ).fathe1natics 3 Eleetivl' 3 Phys. Educ. 102 or 112 __ 1 lG 16 SECOXD SEMESTER SECOND YEAR ... }Jduc. 11(), Prin. Teaehing .. -~Biol. 110, ~\grit'. Projeets __ M:ajor :l Elective :l 3 6 ~-Edut. 120, Cu1·rieulun1 *Electire :-.fajor Electire 15 '3 6 3 1:5 THIRD YEAR Educ. 201 Prnt:tiee Teaching ;5 *Educ. 200, Educ. :Mef!RnremPnts 3 1.iajor G Educ. 202, Pnu::tice Tcnching__ 5 *Educ. 210, 8chool }..fanagement 3 Elective Elective 3 17 ~fajoc ... .. ............................. 6 3 17 *Starred cou111es m~y be taken either first or second semeHer. the intention being that halJ the class shall take the work che fint 'emester. the rem.1ining half. the second s~mester. Students who h." c not taken biology in the high school will be required to take a 'emener each of biology anChoo! are JJviseJ to t.ments Major ........... Elective .................... f'I 3 6 3 Educ. 202 Practice Teaching.. *Educ. 210, School Managerncnt :Major Elective ............................ 17 5 3 6 3 17 FOURTH YEAR Educ. 211, History of Education 3 Electives, including Major, 3 to 6 units........... ____ l~ Educ. 212, Philosophy of Educ .. 3 Electives, including :Major, :~ to 6 units.. . ......... ____ 12 15 15 •Starred coune3 may be taken either first or second semester, the intention being that half the class shall tali:e the work the first semester, the remaining half, the second semester. Students who have not taken biology in the high ~chool will be required to take a semester each of biology and physiolo!l"y in the first yedr in place of the ele-:tive Students who have not taken a foreign language in the hi1; or in extension or correspondence courses, may have such work accredited to-..vard the degl'ee provided a reasonable propo1·tion i,.. distinctly of upper division grade. Evaluation of such credits will be made ac<'ording to th!:' merits of each individual case. Graduates of an approved Junior College >Yho have followed a two yc<'lr progran1 conforming to the specifications outlined on page - of this bu11e tin, will be atlmitted to the third year with the expe<'tr1bon of rereiving n degree after two more years of work. The necessary adjust1nents .in the program of such students will be made at the time of their entrance. Sirr1i lar provision is made whereby students who have completed one year of work in a junior college may enter the second year of the Teachers College curriculum without loss of credit. Graduates of the Three Year Teachers College Course are ::idmitted to the fourth year of the Degree Curriculum with the expectation of re (',eiving the degree at the end of one year of work ::is prescribed in the outline of the curriculum. UNITED STATES CONSTITUTION REQUIREMENT Before graduation, candidates for either the diploma or the degrk for eaeh unit of ercdit. Numbering courses. Tn designating coun1es by nun1ber, lower division courses are nun1bcrc. Kurnhers end lng in 0 are offered either first or 8er,01Hl semester. Odd numberf>d courses arc offered the first sen1ester only and cYen numbers not ending in fl are used to indicate courses giYcn in the second 8Cmester only. ART COURSES Miss Kloster; Miss Smith 'l'h(' eourses in ad arc preparell with ;i twofold ain1, to tn1i11 tc;:•_ch<'rs of public school art, and to giYe students an opportunity to enr<>ll i11 eourses which ·will rle\-elop good taste and a true un(]Prstnnding of beauty. ln the selection of the cour<>es to hf' offered, an at.tern.pt lws been made to 1naintain a nice balanee between purely cultural art and praf"tir.::iJ aesth2tics. In certain art courses a s1nall fee is required to eo.-er cost of rnaterials. Prescribed courses for the major in art. The student who desires to complete a major in art. will st>lect from the following preseribed cou1·ses a minimu1n of 24 semester hours. Other a1·t courses may be added, the total not to exceetl 40 semeRter honrR. 3 Ren1. hrs. 100, A.rt Appreciation, .. 107, and 108, Drawing and Painting ................ Ji :i 113, Composition antl Design, .. 103 or 104, Applied Art 1, .. . .............. '.2 105 or 106, Applied Art 2, .. . ............ ················---··--··3 " 110, Art Methods, .. ..... 3 " " 217, and 218, Art History, .. 4 " " 115, Costume Design, oc 222, Interior De(·oration,. 3 :220, Directed 'l'e::tching of Art,.. . ..... 5 " " Special Recommendation in Art. A student who completes 40 semester hours art credit will receive a special recommendation to teach art in the public schools of the state. The required courses listed above as prescribed for speo?ial art majors must be included in this amount. STATE TEACHERS COLLEGE Act 100. Art Appreciation. A study of the principles of art construction and color theory leading to an appreciation of the fine arts. Applic:i· tion of these principles is made to dress, home decoration, and everyday aesthetics. The course also inc'.udes a study of n1astcrpicccs in painting, sculpture, and architer,ture. Required of all freshmen and all art majors. 11i~s Smith Fint yea1, either ~emester, \tero. four hour> .L "ed. 2 units ~<1c\1 oemeoter 105, 106. Applied Art 2. Includes pottery, modeling, glazing and firing, art metall'y in copper and_ bra~s, copper etf"hing. Either 105 or 106 required of special art majors. l\Iiss Sm1~h. Sec0nc1 ) L' ., [;;,, semeokrs. sill: hours J wcel:. llnits e'l.ch 'emeskr 107. Drawing I. Drawing with ('.har<"oal, pcneil, crayon, brush and ink, A study of perspective. Required of from still life and froin n:iture. special art rnajors. 1\I1sc K!c ,•ler Firemesh•r 115. Costume Desi~n. Line and color harn1ony in dress. Prob1ems dealing with indi,·idual needs. Study of historic costun1e. Prerequifl.ite, A rt 100. Required of special art and home e<'onon1ie8 ma,iorR. 11iss Smit!• Second year. first >emester, tloree houto 118, Lettering and Posters. .> we~:,. 3 units. Good design and arrangen1ent in posters and " TBMPE, ARIZONA modern advertising; typPs of lettPring; illustration. art majors. R-equired of speeia~ 1\1.iss Kloster. Second semester, three hours a week. 217. Art History 1. Historical development of art-primitive, Egyptian, Assyrian, Greek, and Roman. Study of architecture from early tin1es through the Gothic period to the present. Identification of masterpieees of architecture and sculpture. Prerequisite, Art 100. Required of sp0eial art 1najors. Miss Smith. Third year, first bt"mester, two hours ~ week 218. Art History 2. Study of painting from the Italian Renaissance to the present; Chinese and Ja.pancsc art. Identification of masterpieces in painting. Required of special art majors. Prerequisite, A.rt 217. Miss Smith. Third year, second ~emester, two hours a week. 2 220. Teaching Art. Directed teaching in art in the training schools. quhed of special art majors for one semester. Third year, either semester, two hours a week. llTiiH. He- " un11s. 222. Interior Decoration. House planning and hous<: furnishing. Problems dealing with harmony of arrangement and ~olor in the home surroundings. Prerequisite, Art 100, Required of special art n1ajors. !Vliss Smith. Third year, second semester. three hours a week < unit>. 225. l\.:larionettes and Stage Craft. Preparation of a marionette perform· ance involving the making of the marionettes, plunning the stage set and lighting, manipulating the marionettes, and le::irning parts. Prerequisite, Art 100. Miss Kloster. Elective, first semester, six hours a week. 3 uniu. Ind. Arts 120. Mechanical Drawing 1. An element::iry course involving freehand lettering, orthographic projection, cabinet and isometric projection. Elective for special art majors. Mr. Fairbanks. Either seme,ter, five hours a week DEPARTMENT OF EDUCATION Mr. Payne; Mr. Burkhard; Mr. Blackburn; Dr. Grimes; rvtiss Roll; Miss Carman; Mrs. Empey; Miss Lynd; Miss Haulot; Miss Anderson; l\tliss Roberts; Mrs. O'Connor; l\tliss Robinson; l\Iiss Jamison; l\Iiss Chase; Mr. l\Iacomber; Mr. Cluxton. ·rhe purpose of this department is to give the students a bro:id unr1Pr· standing of the place of education in modern society and to fit thcn1 tu apply their knowledge and ideals through service in the schools of the state. The work in theory is closely correlated with the directed teaching in the Training Schools, so that students may see the relationship between theory and practice in the teaching process. 56 STATE TEACHERS COLLEGE Education 100. General Psychology. This course makes an introductory study of the field of mental life. The primary emphasis is on normal adult psychology with application of these faetfi to the control of human behavior. This course aims to be a fotnidation course for all later study in education or psychology as well as giYing a general appreciation of psychological approach to an analysis both of animal and human behavior. Mr. Burk.hard. Firnt yea.r, either semester, three hours per week 3 unih. 110. Principles of Teaching. The early part of the euurse deals with the principles underlying the teaching prores1::. It indu Yarious subjP.ct!i anct nui.tter. The main suhje-cts of these curricula are examined i11 the light of these criteria. Some time is given to a study of the tt>r.hnique of curriculun1 construction, and to an exarnination of the cun·icula of progressiYe schools and school syRten1s. 1'.•Ii~s Rl'll, Dr. Grime> Second year, either .,er.aeHer three hour~ per week. 3 units. 201. 202. Observation and Directed Teaching. A-11 second year students obserYe u10del tcudiing and ten.ch in the training schools during one fnil year. The ob:-;erYation of model teachi.11g alternates with the directed teaching throughout the year, so that students rnay innncdiatcly apply observe<) niethods. A 11 prneti('e "·ork iR done fron1 (';ire-fully prepared 1esson plans under the direction of trained supervisors. 1-fr. P;iyne. Thiridcre1l. The student is prepar<'d to give, sco1·t>, :nHl iutPrpret the in1portaut testi:; now used in the schools. r...fr. Payne, Dr. (jrime$ . .\lio.s Roll. Third year. either 'eme:Ht•r. tluee hou1s pet week. 210. 3 units. School Management. A course d0signed to give the prospective teacher an understanding of the practical everyday problems of the classroom and the relationship existing amo11g pupils, teachers, principals, school boards, and the <'omn1unity. This is aceomplishod as far as possible through discussion of <'onrrete problems in this field. The first twelve wt>eks of the course arc given to the study of su~h topics as care of grounds TEMPE, ARIZONA 57 and buildings, school hygiene, diB<'ipline, incentives, punishnient, rer:ords and reports, marking, (']asRification and promotion, extra-eurricu~2r activities, and public relations. The last six weeks of the eounie are deYoted to a study of the principles of school law with special l'eferencc to Arizona school law. Dr. Grimes; Mr. Blackburn. Third year, either semster. three hours ~ week. 211. History of Education. A. <'-areful study of the plfl('e edu<'ation has h::irl in the development of ciYili.zatio11. The origin, growth, and functioning of education in relation to the fundan1cnt::d institutions-hon1e, <'hun:h and state. The general purpose of the rourse is to gin:• the student a good per· spective by which to judge the Yalidity of presE'nt day aw::1\\·::rs to ()Ur l'llU('ational and soc:ial problcurn. tv!r. Blackburn. Fourth yedi, first ,,ClllC$lCr, three hom> per we~k. Philosophy of Education. This course :-ihns tn pr0~Pnt '' (·riti( :il o;tucly of social idcaR, RO<>ial org:111izfl.tion, a11d eclucutio11al thP01·y. Thl' influt•H(·c· of ideas in moulding institutions and in g'i1·ing direction tu ,_.j-, ilizati(•ll forms part of the work of the rourRP. 'l'he proper rnw of 1netl1ud and subject matter for reaching the anticipated i:HWial objceti1e is gi1·u1 tousitlera tion. This course ain1s to helri the stullent pass jtHlgn1ent on th0 Yalue of current methods and pr:i<'tire in tearhing anrf'nres. The fat·ts IY'rt:•ini:1g to the effectiYe use of ~ubject n1attf'r in the cdueati1·c process ;ire p\·aluah•(l iu kccpillg with the laws of the learning p1o(·ess. Prf'rPquiRite, Edm:. 1(),1 General Psychology. Requirf'rl of all cnndidf\tes fo1· tli<' B. A. lJr·gT~'l'. Jlvfr. Btakhard. Third year, lir·t oemeottr. tl1ree bJur> per wee«:. 214. Supervision and A.dministration of Elementary Schools. This tour,ip begins with a rc\·icw of the purposes o:I' e~cn1e11tary education. .Folln\\'i11g this r&Yif'\V, the spf'('ifie prohlrnis of the snprr,·isor :ind prin(·ip:il arr eu1tsidered, sUd1 as, 11('\\'('l' typ(' organization; rlas,.,1·00111 pron•(lun·: gr:ulin;.\' and pronHJtions; thf' US(' of tf'St.'l :llHl mf';)Slll'f'lllPlltS; U:'if'S (,f thf' ll\'\Yl'l' t.YJ.ll' f'Xami11:itions; rating of tea<'hrrs; di.~(·ipline; otlicr relatPd prolJkrns. 'Yhenever possible, the proble1ns are worked out in the training _,eJ1ool.:;. ~fr. Pdyne Fourth year, sccond oeme,;ter. three he>nr< per "ed... 215. Sociology. Au intro(luetory course in th<> Htudy of sociology. The course aims to cnl.luate social proble1ns growing out of the psyrhology of human wants and nf'eds. The social institutions that ha,·e gro,Yn up iJJ Ow t>ndea,·or to satisfy these '"aJJts and needs re('t•i1·<> (·ritieal aunlysis. Ed1u·ation as a fai'tor in institution buik1ing is f'1nph:tsizf'd. 'I'hf' rf'quiremellt.~ STATE TEACHERS COLLEGE placed upon education for giving proper dir~'.tion to the future growth of den1ocratie institutions also are stressed. Prerequisite: Educ. 100, General Psyehology or its equivalent. Mr. Burkhard frrnrth yeM, fir>1- ,emester. three hours per week. 3 units. 217, 218. Rural Education. 'l'his course is rlesigne Carman. Second year, first semester, five hours a week. Educ. 107. 3 units. 2:20. Kindergarten-Primary Curriculum. Careful study of the text supplemented with assigned readings and reports fron1 standa1·d texts and bulletins in this field, and with observation in the kindergarten-primary section of the Training Schools. Text, Parker and 'l'emple, Unified Kinder· garten and First Grade Teaching. 11iss Carmdn Sernnd year, lint semeoter. t~\ree hours a week. I :20. _l units. Educ. 104. Kindergarten-Primary Manual Arts. The text is supplerncnted with refen'IH:e rea ·' "eek. l .20 -1 10. 6 units Educ. 203. Plays and Games. Assigned readings on play n1aterials and garues best suited to ki11dcrgartcn-priu1ary t'hildren. Class discussion and pr::irtiee \Vorking out of gan1e8 and m::itPri::il8 for play. ~aeh inember of the class is required to keep a well organized notclJook or filing record of such material. Open as an electiYe to student8 1najoring in otht'r lines of work. Class hnrited to thirty. Texts; Johnson, Education Through Plays find Gan1es; GarriRon, Play },.faterial for Young Children. :lvfiss C3rman. Third year. first cei:1e>ler, three hours a week :20. :l uniu. Educ. 206. Primary l\.lethods. This cour8e deals with v:i.rious theorie>i of education and pedagogical processes in their relation to the primar~­ school. A c·on1parath·c study is 1nadc of the v:ised, Holt. This course is a regular rcquirernent in the frcshrnan year of the Standard TeachcrR 1 Curriculum. Students who need 1nore practice in the teehniquc of written composition will be assigned to Engl. 103, 104 \Yhich also fulfills the English require1nent. The assignn1ent to one or other course is determined by the r('sults of a preliminary standard test in English Composition which is given to all first year students at entranrc. lvliss Pilcher, Dr. Stn-enson. First year, two semesters, three hours a week. 6 unit> 103, 104. Special First Year English. Sitnilar to Engl. 101, 102, but adapted to thA needs of students who require more practice in the technique of written composjtion. Attention to spelling, punctuation, and sentence formation is niade the first essential of this course. Required of freshmen whose rating8 in the prelin1inary standard tf'st indicate8 IH'e(l of in· tensi>e drill in the mechanics of the language. ~fr. Felton. First year, two semesters. three hours a week. 6 unit:; 105, 106. Literary Appreciation. A cobrse open to those freshmen who, by standard test, show special skill in English eurnpusition and aptitude fur intensive study of hte1ature. The course includes critie:=:tl study uf standa1·,1 specimens of the best EngliRh prose ::ind poetry, '"ith then1e writing and individual conferences. Credits earned in this eourse arc acccptcler 110. Oral English. A.rticulation, tone pla<"ing, pra<"tice in extemporaneuu~ speaking and reading before the class. A_ppearance in plays may be chosAn by those who exhibit dramatic talent. Constructive eritieism is given upon the work of each individual. Class lin1ited to t\n:>nt:v·five. EIArtivP. Dr. Stevemon. Either semester, three hours a week. uml:; 120. Public Address. Rea.ding; forensics; dra1natic interpret:itionf'i. Open to students who have completed Engl. 110 or its cquiYalcnt. Class J-in1ited to twenty-five. Elective. l\ a week. 3 units each semester. 203, .?04. American Literature. A review of the National period of American literature. Study of the New England movement; transeendcntalisn1; modern rl'alism. \Vide readings in the works of the leading poets ·and essayists. Themes; reports; dieycussions. Text, Page, Chief American Poets, Houghton. rvlr. Felton Fo. rth yeJr, two :;erne>lers. three Note: years. }~ngl. hour~ o week j units c~ch serne.;ter. 201, 202 and Engl. 203, 204 will be offered in alternate 205, 206. ~1odern Drama. (not offered in 1930-1931). The chief dramatic "Titers of the last half century. Readings from r<>pn~sentative plays in Dicki1u;on's Se('ond Series of :hiodern Dramatists. Study of the theater as influenced by the national schools of the period. Texts: Dickinson, Modern Dra1na, Second Series; Dickinson, A Revie1\· of Contemporary Drama. 11.lr. Felton fourth J ear. lWc' ,enw,;teio, three hours a week units each semester. 207, 208. The Dramas of Shakespeare. Comedies: The Tempest, The Merchant of -Venice, Twelfth Night, A_ ~hdsummer Night's Dream, As -You Likl' It. Tragedies: Hamlet, Julius Caesar, Macbeth, King Lear, Othello. Critical study of the plays, their sources, editing and presentation. Text, Neilsen, Plays of Shakespeare. Mr. Felton. Fourth year, two semesters, three hours a week. Note: years. 3 units each semester. Engl. 205, 206 and Engl. 207, 208 will be offered in alternate . TEMPE, AR1ZONA HOME ECONOMICS Miss Stewart; Mrs. Christy The purpose of the courses in home eeonomics is to prepare teachers for intermediate and grammar grades and for the junior high school. Opportu~ity if!! offered also to young women to stuUy the principles underlying SUC'.C'essful home making. Students having the necessary preparation may elect work in home economics with the consent of the instructors in charge. Students desiring to major in home economics must present high school <>,redit in biology and credit for two years of high school work in home economics, otherwise it will be necessary to extend the time required to finish the major. All students majoring in this field are urged to complete a program of four years work if possible. THE MAJOR IN HOME ECONOMICS First Semest~r FIRST YEAR Second Semester Units .Educ. 100, Psychology 3 Engl. 101,.. 3 Chem. 101, Gen. Chemistry 4 IL Ee. 101, Food preparation.... 3 Art 100, Art Appreciation_______ 3 P. E. 101, Physical Education .... 1 'Units lvlusk 100, Sight Singing 3 3 Engl. 102,.. . ..... -··--·-·· 4 Chcn1. 102, Gen. Chemist1·y __ H. Er. 102, Clothing. __ _ 3 Geog. 100, Prin. Geography 3 P. E. 102, Physical Education .... 1 17 17 SECOND YEAR Edu('.. 110, Prin. Teaching__ Biol. 120, Physiology.. H. Ee. 103, Garment Construction............... ................ H. Ee. 105, Nutrition ................. Art 115, Costume Design. 120, Curriculum ................ 3 100, Gen. 1fathemat.ics.. 3 3 Erluo:. 3 ~:[nth. 3 3 3 H. Ee. 104, ~.feal Planning__ H. Ee. 108, Textiles". Biol. 110, AgriC". Projeets. 15 3 3 3 15 THIRD YEAR 201, Directed Teaching or H. Ee. 210, Teaching Home gcon..... -·------······-·--········ Edu.:. 200, Educ. Measurements .. \;hem. 221, Organic, Chemistry.... S. Sci. 100, Const. Govt............... lL Ee. 201. Home Management.. Educ. 202, Directed Teaching or I-I. Ee. 210, Teaching llorne .r..nu(·. 5 3 4 3 3 Econ. ............•................................. 5 Edur. 220, Srhool 1\Ianagement.. ('hem. :?G~. Applied ()hen1istry .. Art 2~2, Inter. Decoration Social Science Elective................ 3 4 3 3 18 64 STATE TEACHERS COLLEGE FOURTH YEAR Edu<'. 211, History of Educ. 3 ;J H. Ee. 213, :E'am. Relationships 3 Elective.. -------------------------------· 3 Blectivc. 3 H. Ee. 205, Home Xurning Edue_ 212, Phil. Educ·--·---H. Ee. 252, _,\dv. Nutrition.... H. Ee. 204, Child Care.. Biol. 202, Bacteriology... ~lective.. . . -·---- ---··-·· 15 3 3 :l :t 3 15 The above outline is. suggesteJ as a suitable sequence. Alterntions and adjustments will be made by arrangement with the instructors in charge according to individual neeJs COURSES OFFERED JN HOME ECONOMICS Home Economics 101. Selection and Preparation of Food. Studies are made of the following subjects: how to buy economical and nutritious food; the selection of an adequate diet for norrnal individuals; cookery processes and the effects of heat on food; the care of food in the home. l\1rs. Christy. First year, first semester. oix hours " week 3 units. 102. Principles of Clothing Construction. The work is designed to develop skill in hand and machine sewing, in the use and adjustment of patterns, in pattern making and fitting. Methods of construction are applied in useful garuients and household articles. Laboratory work, readings, and reports are required. :'.\Iiss Stew;irt. First yedr, scond •emesLer, five hours a week. 3 units. 103. Clothing. Garment construction based upon the application of design, appropriate usage, aud judgn1ent in the selertion of materials 1nake up the work of this course. l\[iss Stew;irt. Second year. firH tY. Scrond year, fir.t .1iss Stewart. Third year, first semester. three hours a week. um ts 205. Home Nursing. Instruction is given concerning the prevention of diseases, methods of co-operating with health authorities, and methods of caring fo:r the sick in the hotne. Mrs. Christy, Fourth year, first semester, three hours a week l units 204. Child Care and Training. .A. study is made of the physical and mental deYelopment of the child. 'L'he pre-natal period, infancy, {)re-school age, and adolescence are considered. Mrs. Christy. fourth year, second emeHer. three bour• a week. 213. Family Relationships. The family is studied as a social unit and the fundamental problems of the home are considered from the standpoint of the effective development of the individual members. MCss Stewart. Fourth year, first semesier. three hours a week. J unils 210. Teaching Home Economics. All students who major in hon1e economics are required to teach this subject one semester under supervision in the training school. Two hours a week a.re devoted to special methods and curriculum study. Five hours of teaching with special conferences are required. Miss Stewart, Mrs. Chri5ty. Third year, five hourn a week •Jnits. COURSES IN INDUSTRIAL ARTS Mr. Clark; Mr. Fairbanks The courses in industrial arts are offered with the purpose of giving teachers a general knowledge of the subject as taught in our public schools. The completion of certain of these courses as a part of the major in manual arts is requisite to the recommendation for teaching industrial arts subjects and related subjects in the public schools. The Industrial Arts Major; Special Recommendation. Students who complete the standard three year teachers' curriculum with an approved major of 39 units in industrial arts and related subjects v.-ill be recommended upon graduation as qu0.Iified to teach industrial arts. Such students will also be entitled to receive the general elementary certificate. The 39 units may be selected from the following list with the approval of the department: Ind. Ind. Ind. Ind. Art. Art. Art. Art. 110, Bench Woodwork .......... 3 102, Wood Turning ..... 3 ____ 3 112, Agricultural Mechanics ... 201, Case and Cabinet Construction ................. 3 units " " " 66 STATE TEACHEHS COLLEGE Ind. Art. 204, Carpentry...... . .... 3 Ind. Art. 214, Shop Courses and Practlces ____ ..... _____________ 3 11 11 Physics 101, 102, General Physics ______ ------·-··············-······8 " Chen1. 101, 102, GenPral Chemistry.. ·--------·---·--·-- ___________ 8 " Art. 113, Con1position and Design _______________ _3 " Art. Ind. Ind. Ind. 105, Art. Art. Art. Applied A.rt 2 .. ---················-·····················-----------3 11 180, :Sfechanical Drawing 2.. . . ____ 3 11 140, )fachine Shop --------------·········-·····.3 " 10;), 1''orge Shop__ ..... 8 " Ind. Art. 106, Sheet Metal _________________________________ 3 " Ind. Art. 203, Ar<'hitectural Ih'awing.. _ .. ::! " Stude11ts rnajoring in intlusti·fril art:;; will he i·equired to teach the subjet't for one Sl'rncstrr under superYision in the training sd10ols. COURSES OFFERED IN INDUSTRIAL ARTS Ind. Arts 100. Bench Woodwork 1. }\. 1.:ourse for hf'ginning stuilents and special studeTits in the kindergrnten-pri1nar~- eurrieuluni. Fundamental tool pro<'f'Sses; design aud <'onstruetion of sn1all projeets for the home and sthuol; toy eonstruetion; study of 1naterials and their ndflptahon to ronf;truetion uses. 110. Bench \Voodwork 2. Designing aud urnkiug proje<::ts suitetl to manual training ro1irses with lllf'thorls of presenting the problems in the elementary nnd junior high sehools. Sitnple finishes; type eonstruetions. Prerequisite. Ind ...o\.rts 100. 1[ay be taken hy n1nture stuJents who han; sornc ability ::ind trail1ing in the use of ""OtH1'nirking tools :ind ,tcr. fl\·e hr'"" <1 week. \O!lllS 105. Forge and Foundry Practice. Thl' dass rnakPs a sf'riPs of o;i1nple forging:-; whil·h are ~wll'tted tn l'O\"er thP fundan1e11ta l prineiplcs. Part of the work l'On,,;ists of a study of fonndry :n1d <'Upola. 1na1rngemP11t and heat ti·eahll('llt of stl:'d. \Ir. F:iirbanks. First semeotn. fj,~ honr< a week. UTlliS 106. Sheet Metal "'ork. Praetie:il i11tl'rse<::tions :nul df'\'Clop1ncnts as related to RhPet nietal work. The firt'o.t quarter is devoted tu drawing adapted to sheet 1net<1l work. 'l'he second quarter is spent in the sheet TEMPE, ARIZONA n1etal shop where the aceuracy of the drawing is tested by building the articles designed. :l\Jr. Fairbanks. Second semester, five hour• J week j units. 112. Agricultural Mechanics. A eourse designed to IJJf'f't the needs of 8tudents of ngrif'ultural nnd farm manngcment, con1prising study and constructions of small farn1 buildings. Poultry, dairy, apiary, iutd farm house equip111ent. ~.\.pparatus for ort>hard and gardcu. Repair of harness and machinery, and farm blaeksn1ithing. Introduetion to concrete. Text, Grimshaw a.nd Lehman, Farm Meehanics. Mr. Cbrk. Mr. fJirbanks. Second 'cmesTPr, five hours a l'Cek 3 units. 120. Mechanical Drawing I. An e\ernentary rourse involving freehand lettering, orthographic projection, cabinet and isometric projection. Mr. Fai1bdnks Either >eme J week J unrn. 140. Machine Shop. The Rturlf'nt is given the fundamental prineiples of machine shop work which involves a study of materials, shop mathematics, shop formulas, and the care and operation of machines and tools. The sturient builds small machines and tools, cuts gears, and machines castings. SpeeiaJ work in tool ni::iking is offered also to those who :-:ire qualified for advanced work. !\..fr. Fairbanks. F.ither SCir.PS!er. fiH" hour$ .1 Wt"Pk ; unit>. 200. Pattern Making. A course to include construction of simple patterns and cores and a stuU.y of the principleR of pattern making and its relation to foundry practice. Text, Ha·wlcy, \Vood Pattern ~l:1king; 'Vilcox, Notebook for \Vood Pattern )faking. Prerequisite, Ind. Art3 110. !\.fr. Clark Either seme~ter. five hours a week 3 unit• 201. Case and Cabinet Construction. A study of design; period furniture; essential joint.'!; p:-inels; filaments; finishes and values through articles eonstructed. A part of the eourse will be devoted to study of 8chool and general job shop equipment. Prerequisite, Ind. Arts 110 or ma11ual training work taken in high school, or other equivalent satisfactory to the departincnt. Mr. Clark. First semester. five hours a week 3 unit. 68 STA TE TEACHERS COLLEGE 203. Architectural Drawing. detailR of construction. Prerequisite, Ind. Arts 120. }1. o:ourse invoh-ing persppeti\"f' :u1d plans with Mr. Fairbanks. 3 units First semester, five hours a week 204. Carpentry. Discussion of foundation and forms; practices in framing; application of the steel square; Pxterior and interior finish; estimates of quantities of materials and eosts; plans, spPcifieations, and details. Prerequi!dte, Ind. Arts J 10. 11r. Clark Second ~emestn, four hours a week 3 units. 210. Machine Design. This covers the elementary design of gears and cams and includes problems in eombined meehanism and designs for strength. Prerequisite, Iud. Arts 130. :\fr. F~irhanks. Either seme>ter, five hours a week. units 214. Shop Courses and Practices. Ltwture series on shop equipment, courses of study, and methods of presentation of problems. Students a1·e to gather and cornplete data on tools, materials, shop furniture; 1nake shop layouts. General review of manual art work -.,vith reference to aC'tual shop practi"es. Prerequisite, Ind. Arts 201 or 204. r-.fr. Clark. ~ Either sem<"ster, three houn a week. unit,. 222. Tool Making. A course in machiJJ-e shop and forge shop involving the deRign and construction of toolR for accurate production of interehaugeable parts. Prerequisite, Ind. A.rts 140. Mr. Fairbanks. Second semester. five hours a week ' units 230. Organization and Administration of Industrial Education. Classification of manual arts and vocatiQ_ns. Organization of matf'rial and itR value as well as n1ethods of presentation. Classification of tools, tool operations, and projects. Planning of courses from fifth grade through high school. Reading reports and discussion of the theory and practice of nw.nual training in edueation. \Tocational guidance mo\·rn1ent and praetiee. 'l'exts, Ho1ner J. Smith, Industrial EduC'ation; A.llen and Brewer, Prinl'iples and Problcn1s in \~orHtional Gui a we~k b 'Jtllh. Spanish Spanish 101, 102. Beginner's College Spanish. Thorough preparation in pronunciation and principles of grammar. Reading of Cano and Goggie'8 Cuentos Humoristicos Espanoles, Zaragueta, El Capitan ;;,.encno, El A.. bol· engn, and La :Yiariposa Blanca. Text, Hills and Pord'R Spanish Grammar for Colleges. \.1i~< \Vi!;on. Two 'eme;ten. five honrs a week. ~ unlts each semester Span. 103. Intermediate Spanish. Emphasis on facility and accuracy in the reading of standard literary Spanish, and on co1nposition and aural Pomprchension. Reading of Romera-Navarro's Hi:=;toria de Espana, Dona Clariucs, and La Hermana San Su1picio. Co11ateral reading and reports. Prerequisite, two years of high school Spanish or one year of colleg·~ Spanish . .:'l.l1ss Wilson. First ,ernester. three hours J week unit<. Span. 104. Advanced Spanish. Careful reading and discussion with the idea of increasing vocabulary and improving composition. Reading material i8 chosen from such texts as Benavente's Tres Comcdias, El Som· brero de Tres Ficos, and Gloria. ~1is$ \Vihon Scccnrl -nncstn. three hours a week. Span. 201. Introduction to the Spanish Classics. Quijote, play:=: of Calderon, and other m::i.8terpie~H8. 104 or its equivalent. '.lnits. Selections from Don Prerequi:=:ite, Spanish !\1i"' \\'ihon hremester, three huurs a week. 3 units. Span. 204. Survey of Spanish I.iterature from 1616 to 1898. Lectures, illustrative readings, discussions. :cind reportR. ~.\.. Rturl:v of Bar,ia's Libros Y Autores 1Iodernos. Miss \ViJson. Second ;eme"ter, three hour, a week. 3 units Span. 205. Spanish Grammar and Composition. .A review of principles of gran1nwr with R-::imse~·'s Spanish Grannnn.r as a text, anrl free eomposition. Miss \Vilson. First seme.,ter. three hour> a week. Span. 206. Phonetics and Methods of Teaching Spanish. study of phoneties and the problL'nIS of teaching Spanish. unit• Practical l\lli"' Wilw11. Second semester three hours a week French French 101. Elementary French. 'This is a course for beginners. French sounfls are a11al;vzed and studied seientifically, being then reproducerl by the class through a metho(l of Yisu::iliz:;ition and self-expression, which consists in hHYing the student express orally \Vhat he is doing. The granunar is then t.:n1ght by n1eans of indutti\·e methods and short dialoguf's. Text used: De Sanze's Cours Pratique de Francais. Mr. Cattelain. Four periods a week. 4 units. French 102. Elementary French. This is a tontinuntion of E'rench 101, but mo1·e simplified. Th<' student i8 giYPn more oral drill; dialogues are continued. through whi('h different parts of the gramn1ar are systen1aticall~· studieeme,ter. four period,; ;Jer week. 4- unit> German 102. Elementary German. ~-\. continuation of German 101. It is intended to giYe students abilit;~: to read, write, and speak easy German. Text m~erl: Storn1's Immensee; Gerstacker's Germelhausen. Prere· quisite, Gern1an 101 or one year of high school German . .\[r. Cauel~in. Senind 'en'e tn. fcvir pericich per week COURSES IN MATHEMATICS Mathematics 100. General Mathematics. A. eourse designed to give the prospective teacher a thoroui;h mastery of the sub,iect n1atter of arithmeti<-, with a knowledge of new methods and the praetieal application of the principles of educational psychology to the teaching of arithmetic. The following points are studied carefully: arithmetieal processes and problerns; history and development of subject matter; principles and methods of teaehing arithmetic; administration of standard tests and critical examination and comparison of old and nf'w texts. Required of all students in the standard three year curriculum. First year, either sem~ter. three hours a week:. ) U!ltB Mathematics 107 and 110. Introductory Note. These <'oursei. are designed particularly for those who wish to extend their knowlC'dge of algebraic theor;>, and for those who desire proficieney in the technique of algcbraie rnanipulation for the subsequent successful pursuit of co-ordinata geomf'try, statiroti.cs, or theory of investment. 107. College Alitebra.. ~-\. study of fundamental laws, negath·e and fractional indiees, quadratic equations, curve plotting. arithn1etic and geometric progrc:ision, the binomial theorem, complex numbers, logarithms, determinants, and infinite series. Prerequisite, one entrance unit in algebra. fir:t >emester, three hours a weeL:.. 3 uniu. 110. College Algebra. This course is a continuation of Math. 107. Prerequisitf', ~l:ith. 107 or two entrance units in ~4.lgebra. Either ;emester, three hour; ~ Mathematics 118 and 120. v.·eel.:. Introductory Note. 3 unit. The derivation of the :"TATE TEACHERS COLLEGE 72 word, trigonometry, would seem to confine the subject to the discussion of triangles, but the measurement of triangles is merely a part of the general subject whieh includes many other investigations inYolving angles. The subject is both geometric and algebraic in nature. Vlhilc parts of trigonometry can be applied at once to the solution of '\"'arious interesting and practical problems, n1uch of it is studied because it is very frequent]~- used in connection with more advanced subjects in mathematics. 118. Plane Trigonometry. Definitjons of the trigonometri<' functions, proofs and applications of the fundamental relations among these functions, solutions of right and oblique tri::ingles by logarithms, and trigonometric equations. Prerequisite, l\fath. 107 or one and one-half entrance units in algeb.r:a and one entrance unit in geometry. Second semester. three hours a week. 3 uniH 120. Plane and Spherical Trigonometry. This is a continuation of Math. 118. Fundrin1cntal principles rind formulaC'. with application to surveying and astronomy. Prerequisite, Math. 118. w~ek. Either 'emester. three hours 3 units. Mathematical Analysis. This is a unified course, including work in college algebra, analytic geometry, and the elements of calculus. It is adapted both to the student who expectR to take more <:ourses in mathematics and to the one who \Vishes only one course giving such a knowledge of modern mathematics as will be useful in other fields. Prerequisites, 1.-fath. 107 and JJ8. 140. Either semester, thr ..e hourn a week 3 units. 150. Analytics and Graphics. This eoursc' is an integration of mnthematics through such data n.s lend themselves to graphical presentation as well as to computational analysis. Problems in arjthmetic, algebra, trigonometry, and mechanics ure solved graphil:'ally. Practice i:i afforded in the use of the slide rule and logarithms. Interpol::ition and :=:lide i·ule construction are considered in connection with exponential and logarithmic curves. Hate-ofC'hange paper is used for such purposes as the prediction of school population increases. Line of best fit b>- method of least squares is eo1nputed_ The normal tlistribution curYe is derh·ed from the binornial expansion. Trigonometric functions are graphed ::ind related. Maxwell diagrams and funieular polygons arc construeted. Individual term projects give chanee for developn1ent of originality. Prerequisite, Math. 107, Either ~cmester. three houn ~ week. unit>. Upper Division Courses in Mathematics. Introductory Note. The calculus m.ay be regarded as a special but very powerful method for arriving at the central facts of niathernatics. A knoweldge of calculus (and its prerequisites) enable the student to solve proble1ns involving variable quantities precisely as a knowledge> of arithmetic or algebrn enables him to solve TEMPE, ARIZONA 73 que8tions eoneerning constant quantities. Students intending to take up scientific courses should note that calculus is necessa1·y for the solutlon of many problen1s which arise in physic8 and engineering. 201. Analytic Geometry. The plotting of curves. Loci. _-\. study of the straight line, circle, parabola, ellipse, and hyperbola. Transformation of co· ordinates. Polar c"o-ordinates. Solid co-on1inate gcornetry of the plane and straight line with a b1·ief discussion of the quadrir Rurfaee. Prerequisite, Math. 118. First >eme.1ter, three hours a week. units. 222. Differential and Integral Calculus. Functions. The derivative a.s the slope of a curve and the rate of ehange of a function. Formulas of differentiation. Maxima and minima. Infinitesimals and differentials. Slope of the (·ur,es, y =sin x, y =log x, and related curves. The area under a curve. IntegTation. Length of the arc of a curve. _Areas in polar eo· ordinates. Curvature. Definite integrals. V-..-olume of a solid of revolution. Centers of gra,·ity, fluid pressure, volume, u1on1ents of inl'rtia. Infinite series. Partial differentiation. Prerequisite, 1:Iath. 201. Mr. McCall. 3 "nits Either seme>Ler, three hours a week. 230. Diffe.-ential and Integral Calculus. J\.fath. 222. Prerequisite, Math. 222. This course is a continuation of Either semtster. three hcurs a week. uniH. COURSES IN MUSIC Miss Gerrish; Miss Norton; Mr. Jones Of all subjects introduced into the public schools during the last half eentu1·y, music is conceded to be one of the most valuable in Roc:ial and ethical standing. It appeals to the best that is in the individual and is a powerful element in training for good citizenship. The aimR of the music department ::ire: first, to develop an appreciation and love of good musie, to develop the cn1otional natu1·c and aesthetic sense by interpretation of good music, to tea<'h the language of rr1usic for reading and singing; second, to prepare students who are taking the pro· fe8f'liona1 course for the teaching of music in the public Rchools . ...A-ny of the courses in music described belov;' may be eleeted by students who possess the neeessary qualifications. Students desiring to major in music must eover all the work presc,ribed in the following table, and as a prerequisite, they are required to meet certain standards in piano, voice, or a leading orchestral or band instrument. Deficiencies in these requirements may be met through private les· wns paralleling the (',ourse. 74 STATE TEACHF.RS COLLEGE Sequence of Courses Required in the Music Major First Year First semester, .. Second semester, .... _____ ......... Musie 100, . ............ Music 102, sem. hours 3 3 .........Music Music ............ Music Music 103, 111, 104, 112, 3 3 3 3 ......... Music 201, Music 203, _ ............................ Music 204, First or second semester 3 3 3 5 Second Year First semester, Second sen1e.ster, Third Year First semester, Second semester, *Educ. 201 ,or 20~) 32 *Directed tec'.ching of mu;ic ir. tl:e Training School,. Music 100. Sight Singing. This course includes the study of musical notations, scales, rhythmic types, musical terms, syllable singing, part singing and other phases of the work. -~lthough designed primarily for grade teachers, this course and llius. 102 are equally valuable for students of voice, piano, or orchestral instrun1ents. Required of all candidates for diploma or degree. l\fios Gerrish. l\liss Norton, l\1r. Jone< Fir~t year, either semester, five houis a "eek. units 102. Ear-training and Melody Writing. A course essential to all vocal as well as instrumental students whether or not they continue with harmony. It aims to develop, through the hearing of n1usic, a sensitiveness to all its rhythmic and tonal pot>sibilities. The appeal is to the ear first, then the expression through the voice, keyboard, and writing follows. Prerequisite, Music 100 or its equivalent. 11iss Gerrish. First year, second 'emeqcr, three hours a week units 103. Harmony 1. (Elementary). A practical course which, together with Mus. 102, is designed for students who have already received some musical training. Major and mlnor scales; cho1·d structure and progressions in close and open position; intervals; doubling; inversions; eadences; and relation of harmony and rhythm. J<'ree composition. Keyboard harmony throughout. Prerequisite, :Mus. 102 or equivalent. l\:!iss Norton. Second vear. firnr >cm~ters, two horns a week A.11 who are interested in instru1nental n1u:=dc may avail t.hemsAlves ,,f the opportunity for praeti,:c which is afforded by membership in orehestr:1and band. These organizntio11s furnish n1usic for ~-arious publie e\·e11t:,; which occur on the campus. 161, 162. Orchestra. rvrr. Jorieo. Open to students who are qualified. Both semesters. two hour' a week STATE TEACHERS COLLEGE 163, 164. Band. Open to students who can qualify. various band instruments. Mr. Jones. Both ><"H1<,,ten. lWl' h('UVi a week. ln"5truction in tlir ~ unit each >eme te1. Directed Teaching of h-fusic. Htudents who arc lnajoring in music, or those who are electl11g courses in this department are given unusual opportunities to apply thC'ir knowledge to the subject by teaching music in the training schools of the College. 1-Iusi<' majors substitute the teaching of musie for one semester of directed teaching. Pianos. Many of the <'.allege students take instruction in piano in addition to their regular college work. Such students make arrangements for private lessons at their own expense. A number of pianos belonging to the Colleg(' are 111ade antilab1e- to these students for the convenience of practice. To a\·oid ('onflict of hours, pn1cti<'e periods are assignetl upon. appli<'ation, by the faculty rn('1nbers of the music tlepartment. PHYSICAL EDUCATION Mr. McCreary; Mr. Shipkey; Miss Hayden; Miss Murphy The courses offered present work of two distin<"t types, the first being an activity program, planned for, and re-quired of all first year students antl designed to afford then1 suffi«icnt physi<.'a1 exercise to maintain an effi<"ient state of bodily ht·alth. It is the ain1 in these first year courses not only to keep the student physically fit, but also to form such desirable habits of exer<'ise as will lead to a continued physical well-being. By offering a diversified course in group games, team games, and folk dane· ing, it is hoped that sufficient interest will be aroused to keep the student aet.h·e in this type of work throughout the 1·emainder of the college course. Separate classes are maintained for men and for -..vome11. All sections meet twice a \1·eek throughout the year, and none arc exeused except for disabilitr certified by a physician. The seeond type of work includ('s a <.'Omplement of <'.ourses planned for those men or women who d('~ire to major in physical education with the intention of preparing then1selves to teach the subject. This group of courses is designed to train the student to take charge of physical and health edu(',.ation progr::ims in all grades of the public schools and to coach all pha.ses of athletjcs. Students who, in their fin::t year work, giye promise of ability to t'onduet ph;-.rsieal edur,ation programs l\ill be advised to select their major in this field. Physical Examination. At entrance, every student is given a thorough physical examination with a \'iew to assigning work adapted to the ability of the individual, and preseribing corrective work wherever indicated. Individual Equipment. The men are required to provide themselves with a gymnasium suit ineluding a substantial pair of basketball shoee which will give the feet ample protection. The regulation gymnasium TEMPF., AR-ZONA 77 outfit prescribed for the young women may be obtainPd through the instructors at at cost not to exceed $7.00, The equipment provided by the college makes it possible to offer thP students a very complete assortment of activities. The large floor space and excellent apparatus of the new gymnasium will accommodate all th~, indoor activities of basketball, vo11ey ball, hand ball, boxing, wrestling, tumbling, and rifle shooting. The outdoor equipment consists of two well appointed fields an,a\ Activity (No ereilit) :·1 units 3 nn1t" ., nflits 1 unit 0 units a units unit.'! 1 unit ;l unit 3 units 0 lll1it~ :3T ..\TE TEACHERS COLLEGE 78 ThP starred roursf's cJ.re required uf fill 1najors in physieal cdncv.tion. Ph.rsiology is pl'ereqnisite to thf' (·ourses in a11ato1ny and hygient', and, therefore, :-ohould be taken in either the first or se-rond se1nester of tu1:- Sf'( ond y('ar. Siuec the tcad1ing o:t' phy,,;ic~ll edueation dernand:=; of young 1uc11 anJ ,\·oung wonH'n that they Ue specinlly fitted physically and inorally to rarry on this in1po1"~:1nt work, the major sl1ouhl not be undertaken without the ad\-it•e n11d approval of the in:=;trnrtors in rhargf' of this \Vork. \\'on1en take P. E. 103, 10-t, 10.3, lOG, instead of P. B. 113-116. COURSES OFFERED IN PHYSICAL EDUCATION Physical Education 101, 102. Physical A.ctivities. (\Vomen). A year's work, including elementary folk dancing, group ga1ues, major team games, tennhi, and a general prep:1r:ition for playground 8upervhdon. \liss n .• ydcn. \fi,s \I. opl.r Buth semeoter" two houro .L week 1 1.1nit each semester. P. E. Ill, 112. Physical Activities. (\len). _-\n a<'tivity program required of all first year ruen, in whieh tht•y arc gin;n an opportunity to take part iu many healthful 8ports anrl individual a<"th·ities. A physical cxamin· atiou is given and i11tl skill in g:nn1es and indiri.:r. !\-IcCreary s~cond and thirJ ;~.\r. B"th semester;. twll r.crnr, "-eek. !\o credit. P. E. 103, 194, 105. 196. Physical Activities for Women. 1\.rchm·y; tennis; hockey j hand hall; golf; basketball; track and field events; horReshoe:=;; clog and charaeter dances; elen1entary and singing garnes. Ea<'h quarter the student has the pri\·ilcgc of selecting from the above the sport or sports preferred. This work is required, without credit, of all women majoring in physieal eUucation. Open as elective work with credit to sophon1ore, junior, and senior won1en who are rnajoring in other fields. \fiss Hayden, MLss \'furp],y. Both semesters, two huur:; ;i_ week. )/, unit each semester. 130. Theory of Physical Education. (1-[en and women) The place of physfral education acti\·ities in the general schf'Illl' of education; the varying objet:ti,·es of the different age periods; the contribution of physical educa· tion to tiH' worthy u8e of leisure time; the social relationships and health habits; the generally accepted principles of physical education. Requil'cd ot' all 111ajors in physical education. Open as au elective to sophou10re and junior n1en and 'vomen. :\_!1;> li-•"den l· •r't >(·n:~'-tt'i. tlore~ huur' ,, we~k 131. Coaching Football and Basketball. 132. Coaching Baseball and Track. ) units TEMPE, ARIZONA 79 'fhese two courses are designed for men who plan to e.omplete the four year curriculum as a preparation for teaching in junior or senior high schools. The courses cover the theory of coaching the four major sports of football, basketball, baseball and track athletics. Ample opportunity h; given for refereeing games and for planning and condueting tournaments. Mr. Shipkey. Either semester, or hoth scme;ters. three hours a wf"ek 135, 136. Methods and Technique of Teaching. :Major and minor team garnes; tennis; folk dancing; track and fielrl events; playground supervision. Elective above the first year. Required of all students majoring in physical edueation. Miss H;iyden. :-..iiss 11urphy. Bnrh sPrnencr>. three hour> .i ~1r. Shipkey. week Anatomy. Human anatomy and its applications to the work of physical edur.ation and health education. 238. Miss 11urphy. Second semester. three hours a week. J unii. 240. Hygiene. Personal and general hygiene as a means for improvement of living; ways and means for the improvement of health; the prevention of communicable diseases; practical application of the results of physical examination; St'hool and <'ommunity sanitation. Elective for upper division students. 1\!ay apply on the physical C'dueation major. 11i!s 1'1urphy. Fint oeme,ler, three hours a week. 1'711!> First Aid. En1ergcnr-y treatment of fajnting, shock, wounds, hernorrhage, unconsciousness, sprains, strains, bruises, dislocations, fraetureR, poisoning, drowning_ The course follows that pres<'ribed b~· the Ameriean Red Cross. 231. !\.-Jr_ 11cCreary. First ·eme,ter \me hu1 r a week I uni1 Scouting. A one-unit course designed to coyer thC' theory of "Bo,Yology" and the effective handling of the boy at the scout age. A study is made of the Boy Scout prognnn in order to prepare the student to handle this very important public service in the comnn1nity into which he n1ay go. 252. 1\..fr_ ]\{~Creary. Secmid seme.;ter, one hour a "eek. I unit 260. Campfire Leadership. An elective course for young women who desire to prepare themselves to qualify as Campfire Guardians. Many teachers in the elementary schools find demand for this type of community serviC"e, and this counie is int.ended to supply this need. An acth·e campfire group, maintained in the training school, affords opportunity for practical experience in all phases of this work. Mi>s Anderson. Either !ernester, one lwur a week. I uni: 270. Administration and Supervision of Physical Education. A eourse designed to prepare the student majoring in physic.al education to outline and construct physical education programs for different t;y-pes of schools. t.o organize and conduc.t play days and athletic tournaments. 11iss Hayden. Either seme,tn, thr~~ hours a week UHit< SCIENCES BIOLOGICAL SCIENCE Mr. Ostrander; Mr. Irish The purpoRes of these courses are: first, to give the prospective teach ers a RC'ientific basis for the presentation of nature study and project work; seconil, to give them that broatl culture afforded by biological study. The students arc !lot only taught modern scientific methods of investigation, but they are also taught to interpret and appreciate the biological phenomena of PY<>ry-dny life. \Yell equipped laboratoric-s and a college demonstration farm pro1i1lc for the practical presentation of thR courses. Biol. 110. Agricultural Projects and Correlations. This course is in teuU.ed to give the stutle11ts such a knOwlerlge of the gene1·al principles of agrio:ulture . Biol. 100. General Biology. The subject matter of th~s course is intended to giYP a foundation for such biological applications as may arise in the student1s professional training and career. \.Yhi1e laboratory technique is not slighted., the l:ltudy of the living speci1nen, with its interesting lifi> problc1ns is stressed wherever possible. The student is not only reouirPil to n1:rnter the ilnport:lnt biological facts and principles, but he is also required to apply these to the problems of human life and training. Required of all first year students who do not present entrance credits in biology. !\Ir. OstrJnde•·. Eithc• :;emc·,rer, two hours ledute lnd four ho,Jrs laborJtory per week. 3 units Biol. 111, 112. General Botany. A one year course in general botany. The first se111ester presents a general survey of plant life and plant physiology. The second semester deals with the fundamental principles of 81 TEMPE, ARIZONA classification, evolution and ecology, Biulugy 115-1]6, General Zoology. 1'.1r. o~trander. first or ;econ Liboia 6 uniH Biol. 115, 116. Genera] Zoology. A one year course which treats of the principles of animal structure and function; comparative methods of reproduction; introduction to systematic classification; geographical distribution in relation to the origin and development of animal life. (Given in alternate years. Not offered in 1930-1931.) prerequisite, Biol. 100. Mr. Ostrander. Elective. Two semesters, two hours lecture and four hours laboratory and field work per week, 6 units. Biol. 202. General Bacteriology. Thia course emphasizes the industrial and hygienic applications of bacteriology. Some of the important bacterin of each of the principal groups are studied in culture and u1icroscopic pre parations. The more common pathogenic bacteria are considered in order that the student may have a scientific foundation for hygienic precautions in schoolroom and community work. Milk. and water surveys, study of various throat cultures, visits to pathological laboratories, and lectures by physicians are included in the course. This course may be alternaterer. Three one-hour iecture-recitation penods and three hours of laboratory work per week. 4 units. Chemistry 282. Biochemistry. The student is taught the chemistry nf tissues, fluids, secretions, and excretions of the human body; the composition of foodstuffs and the phenomena of their digestion, absorption, and n1etabolism; thf' role of enzy1nes in the plant and anin1al world; the principles of nutrition; an(1 the important fa<'ts of metabolism. Proteins, <"::Jrboh;vdrates, and fats of biologiral import::inc-e are con8idered. Prerct1uisites, Biol. 120, (Ph~"siology) and Chem. 221. Dr. Haterr;arr. St"crn1< ~ and rhree hour< of bboratory work per week. 4 Hnit•. COURSES 11" GEOGRAPHY AND GEOLOGY Mr. Hoover Oeo~raphy 100. Principles of Geography. Thi!'! l"onrse aims to give a scientifit: view of the world a8 a whole with special problem studies of type regionR. It i!'I the intention to establish principles and procedure which will serve as a foundation for teaching and for further acquirement of necessary fact kuowletlge. RBquired of all freshmen. Text, Huntington and Carlson, The Environmental Basis of .Social Geob'Taphy. l\fr_ llooYeI Either ~emester, three houn a week. 3 units, 110. Locations and Map Geography. For those only who are unable to pass a stand::i.rd test on minimum essentials in locations which is given upon entr:.u1ee. The student 1nu8t register for this work when he eriters Geog. 100 or before. :\fr_ Hoover Fiiher ;cme~ter. one hour a week until completed. :'>lo credit 201. Physical Geology. Land forn1s and structures as developed by weathering, \Vind, running and ground water, glaciation, waves, and currents. This lor:ality is rich in physiographic types for field study, while the more distant world is visualized through numerous slides, models, pictures, charts, and topogi·nphie maps. Prprequisitc, Geog. 100. Mr. Hoover. FiVit sem~ster, three houn lectuie and thre<> hours laboratory and field work per week. 4 units. 202. Historical Geology. Stratigraphy revealing the history of the earth and the development of life through the various geologic periods. Labora- TEMPE, ARIZONA tory with geologic atlases, mineral and rock specimens and fossils. trips. Prerequisite, Geog. 201. Mr. Hoover. Srcond semeHer, three hours a week. " Field _; units ZOB. Geomorphology. A thorough treatment of major land fo-rms as determined by structure, internal forces, and atmosphere. Interpretative application to the surface features of the earth. Intensive study of the physiographic regions of the United States. Laboratory and field work. Prerequisite, Geog. 201 and Geog. 202. ~fr. Hoover. Secom] seme;ter, three hours a week. -J. 1111its Two courses are offered in economic geography, These are designed t.o serve the needs of students who expect to teach geography or the social sciences in the junior high school or the grammar grades, and for students majoring in commerce. 204. Economic Geography 1. Utilization and Conservation of AI'ea. Problems concerning the most efficient utilization of land, viz.; types of agriculture; grazing; irrigation and drainage; forests and lumber; con servation of soil; geography of products of the land. The United States is considered regionally, and special emphasis is placed upon Arizona's pro ducts and the problems confronting its development. (Offered in alternate years. Given in 1930-1931.) Prerequisite, Geog. 100. Mr. Hoover. Second semester, three hours ·' week. 3 units 206. Economic Geography 2. Manufactures, Trade, and Transportation. The distribution of great industries analyzed with reference to sources o ~· raw materials and power, markets, and transportation facilities. Conservation and development of our power resources, such a.s coal, petroleum, and water. Development of rail and motor transportation, inland waterways, and ocean commerce. Comparative advantages in the location of great industrial and commercial centers. (Offered in alternate years. To be given in 1931-1932.) Prerequisite, Geog. 100. Mr. Hoover. Second semester, th1ee hours a week. unita SOCIAL SCIENCE COMMERCE COURSES Mr. Christy; Mr. Masteller These courses aim to give elective commercial training to students who are majoring in other fields, to widen the horizon of students and to render them more responsive to civic and social obligations. mercial teachers is one of the objectives. The training of com- In addition, the needs of those students who seek preparation for a business career or who desire to pursue advanced commerce or social science subjects in a university are considered. Students who major in commerce al'e, required to elect six units of commercial methods. (Com. 111 and 112) and at least 24 additional units in com· m~rcia.l subjects. Those who complete a major of 39 units will receive recommendation as teachers of commerce. At the opening of the college year, a test is given in Zaner penn1anship and those who fail to pass this test successfully are required to carry H course in that subject without credit. Commerce 101, 102. Accounting 1 and 2. General principles of a('counting. Short problems with particular attention to classification of accounts, personal and partnership accounts, discounts; opening, closing, and adjusting entries; preparation of statementR. ·various problems Rre studied and a short set is worked through. This comprises the work of thf' first semester. During the second semester, consideration is given to proprietorship, balance sheets, profit and loss statements, negotiable instruments, working sheets, adjustments, controlling accounts, consignments, deferred charges, an introduction to <'orporation a<'.<'.ounting. Two sets ::in• completed as laboratory work. Text, Kester, Accounting Theory and Practice, Vol. 1. Mr. !\.iarteller. F,nt anJ secunJ semesters. five houn a week. 3 units eacb "eme31cr 116. Office Management. A study of the principles and practices of eo:·1ter, three houn a week. uniu. ,, STATE TEACHERS COLLEGE 122. Advertising. A study of methods and problems of advertising in business. Advertising as related to marketing. A study of facts and methods of advertising and a discussion of proper plans for the selection o l advertising media. Mr. MJsteller. Second semester, three hours a week. 3 units 126. American Industrial and Economic Developmient. Analysis of the colonial and Revolutionary periods of American development; economic progress of the West; types of institutions; legislative enactments as to industrial and commercial problems; financial institutions; economic effects of the \Vorld War; problems of the present. Text, Economic Development of the United States, Lippincott. ri.1r. Christy. Second !emecter, two hours a week. Z units. 130. Zaner Penmanship. Principles of writing. Methods of teaching; exercises for the development of freehand writing; practice in script writ· ing. Te-xt, Zaner Method, l\ianual 144. 1\Ir. l\.1astcller. Either ~cmester. two hours a week. No credit. 201. 202. Accounting 3 and 4. A study is made of corporation accounts, factory costs, n1ercantile credits, temporary and permanent investments. dcprC'r:iation. Accounting 4 treats of machinery and tools, adjustment c fire losses, buililings, land and wasting assets, intangibles, ca.pita! stock, surplus and reserves and sinking funds, branch house accounting, tru~" accounting. During both semesters, problems and sets are worked to illu trate principles involved. Text, Kester, Accounting Theory and Practice, Vol. II. Prerequi~ite, Com. 101 and 102 or the equivalent. Mr. Christy. First and second tional. ~emesters, lectures three hours a week, laborMorr work addi3 units each semester. 203. Accounting 5. (Auditing). A study of the theory and problems of auditing. A laboratory set is worked out in connection with this course. Text, Montgomery, Auditing, Prerequisite, Com, 101, 102, and 201 or their equivalent. Mr. Christy. First semerter, three hours tory work ~ week Mlter>, two laboratory work a w~ck hour~ of lectures aud at least five houn of 3 units each >eme~ter. 214. Theories of Taxation. General study of taxation and its theories. The type of government financing and analysis of financial problems. R.el· ation of taxation to wealth. Suggestions for sound taxation systems. 1-fr. Christy. Second srm~ster. three huur, a weeL 216. Corporation Finance. The corporation, its problems and for1nation; the types of corporation securities; the relation of bankers to promotion. Types of <::orporatious; rnethotls of eombination. RPorganb:atlons, exchange, investments. !\fr_ Chri,ty Second semester. three hours a week. unib. 217. Central Reserve Banking. A study of the banking systems of the leading countries of the world with special emphasis on the Central Banks and their relation to other banks. Comparison is matle with the Fedei-al Reserve System and other Amei-ican banks. ~h. Ch1-iotv First seme5ter, three hour., a week. unite. 218. The Federal Reserve System. Types of banks in the United StatPs and history of their development. The national banking system and thC' independent state hnnks. Origin of the federal reserve systeni. Rtud:• of the Federal Reserve ~~et. Present banking situation in the United States. with speeial study of Arizona and the T'velfth J<'etlera.l ResPrvP Hank. !\fr. Chri~ty. Sen>1H-l ,,.mcstcr, three hours J week. um ts. 222. General Economic History. l. Second eemester, three hours a "'eek 3 unlt, 105. Ancient Life. This course consists of a survey of the civilizations of the ancient world, with special stress on those of Greece and Rome. The narrative phases give way to the study of the arts and cultures of these peoples and their contributions to later west;ern civilizations. Dr. \Vyllyi Fint seme:a.er. three hour;; a week J units 109. History of Modern En~land. In this course the development of the British people is taken up in the period since 1485. Emphasis is laid on social and economic factors and growth, and on the expansion of thP Anglo-Saxon race overseas. Some of the topics discussed are: Elizabethan England; the Puritan Revolution; the agrarian and industrial revolutions; and the rise of the British Commonwealth of Nations. Dr. Wyllys. Ftrst semeHer, three hours a week. 3 unit; 111. Principles of Economics. An introductory study of economics. Elementary concepts are emphasized. Terminology and definitions are stressed. Economic problems in English and American history, arc used to illustrate- the subject matter . •\lr. Murdock. Fir;t >emester, three hours l week. 114. Arizona and the Southwest. The teaching of the A_rizona Constitution is required by law throughout the public school system. To understand the constitution and the institutions of the state, it is necessary to be fa1niliar with the history of the commonwealth and of those neighboring comn1unities from which Arizona drew her population and political id(>als. This is distinctly a course for teachers, stressing the political history oi' Arizona but not neglecting the other phases of her re-markable story. Pre historic nnln and Spanish explorers and missionaries come in for their part. in the narrative. '.I.Ir. 11ur11 to upper diYision students only. Dr. \\"yllyo. Firet cl "eek. unit~. 208. History of Economic Thought. This course is mainly one of theoryor rather of the history of theories. Modern economic theory can best be uuderst.ood by tracing its development, noting theories that have been disenrded as unsound. Hound and workable economies presupposes sound theory. Mr. r.1urdock. Second ~emester. thret houn a week. 3 uniu. TEMPE. ARIZONA 93 209. Municipal Government. (Offered in 1931·1932). Ber.ause of the rapid urbanization of the United States, the study of municipal government and arlministration is increasingly important. Cities now influence our soC'iety far more than rural conditions, and teachers must be more and more fa1niliar with the conduct of city government. In this course, the enlphnsis is laid on the corrtparative merits of the three main plans of cit:-' govcrnrnent; on problems of the electorate and public opinion; and on municipal administration. Prerequisite, Soc. Sci. 100. Not open to lower division students. Dr. Wyllys. First sem~oter. three hours a week. 3 tinits 212. American Diplomacy. This course deals not only with the machinery of American diplomacy, but with the history and course of American foreig-n policies. Tt is designed to enable teachers to understand the underlying currents of our foreign relations and the place of the United States in world politics. The topics especially discussed are: the development of early American foreign policies; the problen1s of expansion and Manifest Destiny; the 1'.ionroe Doctrine and its application; the share of the United States in international conferences; relations with the League of Nations; and relations with other countries of the New World. Prerequisite, Soc. Sci. 100 or 103. Not open to lower division students. Offered in extension, 1930-1931. Dr. Wyllys. Second semester. three hour~ a week. 3 units $T,\TE TEACHERS COLLEGE 94 DIRECTORY OF STUDENTS SUMMARY OF REGISTRATION, 1930 r 1'.ien College . ...................... 140 ··················t. Women ,"Boys ....................... 492 Training School l ~I Total ........ 941 •••••••••••• <:' l Total ... _______ 523 ..... 383-' Girls ·················---449-' Total R-egistration for the year - .1464 SUMMARY OF GRADUATES Graduates prior to 1930 Class of 1930 Total number of graduates 83 --··················· ...... 21136 TEMPE, ARIZONA •• REGISTER FOR 1929-1930 -\bbott, Dorothy Achauer, Adrienne Adair, Susan Adams, Albert Adams, Nora Aeoli, Lizetta Albright, Audrey Alexander, Elma Alexander, Randall Alexander, Sadie Alldredce. Vonda Allen, Mrs. Gladys Allen, Virginia Alrich, Henry Amberson, Lucile Ander~on, Earl Anderson, Ethel Anderson, Frances Anderson, Harley Anderson, Leona . ., ..Tucson __ ..... Phoenix ...... Douf!bs _ Scottsdale .........Phoenix Phoenix ...... PhoeniJ< Roosevelt ....... Rooseve!t __ Tempe Mesa Glo!Je California - .......... \Viekenburg ............. Tnspiration ................1vie,a Pho,..ni-,: ... Mesa __ Tndiana ............ _._Phoenix __ P:-!'.''CO~I Anderson, Leonora Anderion, 0\ivrr . !\1eca .... Chandler Anderwn, Patricia Phoenix Anderwn. Vivian .......... Phoenix Archer, Eva Casa Grenty, Charlvn Phoenix Chri>ty, Gertrnde York ... Phoenix Ci>L1ghi. Gnido ... ... .Morenci Cbnton. Gladys .............Tolleion Cb1k. Bernice Phoenix Ciak, Janie :r-..1iami Clark, 11ary P Grand Canyon C!Jrk. Rach~el Duncan Cfark, \\1illa .......... Dnnc~n Clayton, Bernetta .... Car.ip VerCe Clement~, Norman Globr Clevenger, 11argaret :\1iami Clifford, Leonore Safford Clifford. Ruth Safford Ckbb, \\'anda Gilbert Cochran. ACa Beth Californi" Coc~ran, Onward ____ Carfornia Coe. Erma _..Phoenix Cole. Ben Tempe Cole. Evelyn ...........................................Tempe Collins. l\tbry Rhode Toland C<:>llins. Pe£gie . Globe Douglas Colvin. Alice Colvin. l\1<>~g-.iret Dougla~ Contreras. CarcJlinc Phoenix Cook, Rohen Corn. 1f,bel :'\f1y Corson. Dorothy Coscarart. Emma Coney. Mar,,-ie \\'o,hington ....... Bisbee Cl>~ndler .. Peoria \V~rrr'1 Cothrel, Edith .................................. Phoenix Cowperthwaite. Irma Uish,.e Crab1ree. Glenn ............................ Colorado Craill' Fay ____ .. .... ...... . ...... Temn<'" Crews. Mrs. Grace ............................ Scottsdale Crismon, Leo ........ ...... . ................. Mesa Cronkjte. ,. G:enevieve ....................... Phoenix Crowe, \.1vian ---·---·-···..........Tennessee Crozier. Mrs. Augusta ·····-··-··Phoenix Cruz, Albert [aRa Gr~nr'le 96 STATE TEACHERS COLLEGE Culbert, Agnes Culbert, Fred Culbert, Harry Curnow, Leonard Dain~. Ray C. Davis, Alice .. ......... .Lowell .........Lowell .........Lowell ....Morenci .................... Phoenix . ...................Tempe Davis, Lapreel .Me:;J Davis, 1fabel ..... _ ....Phoenix Davis, Mare-arette . Davis. William A. Daw~on, Frances . ..::kottsci~ie De Mille. APe-ust Deming. Letha Deno. Helen DeMcn, Mona _ De Rosier. Ha7:el Diehl, Terese __ Dyer, Kenneth Dyer. Mary Emma f':agan. Lois Easterly, F:c'na . ............... Glol-e . .......Kentucky .C11ifornia .>\rli,nJ:'tl'n Colorado Prenix Tempe Phoenix Phoenix Iowa Tempe Douglu Goodman, Verena . Phoenix Goodrich, Bert .... . .............. Tempe Green, Ruby ---·· Phoenix .Tempe Gregg, Anna ..... .... . Griffith, Mrs. Stella .....Tempe . Phoenix Gronewald, Marcella Grossmiller, Melvin .Superior Grosm, Josephine ... . ............ Phoenix Groves, Mrs. R. P ..................•..........Tempe Gulland, Frances Phoenix Gustin, Florence ......... Phot>nix Haddad, Camillo ..... Halliday. Mn. Ruth . ................... Sonora ............ Phoenix . ... Nebraska ..........Phoenix Hancock, Elizabeth Hand, Mary ............ . .... Winkelman Hanst>n, tirs. C. J. ....Phoenix Hardin, Idalia ..... . ..........................Tempe Harpham, Robert ...........................Inspiration Hanman, June ..........Phoenix Hanings. Elmer ................ Mesa Hatch, Merrill Chmo Valley Hatten, Goldie . ................... ...Clarkdale Havt>rty, Mae ..................................... Tt>mpe Hawkins, Herschel .................. Phoenix Haws, Grace ........ . .. Mesa Heberlee. Harriett ..Glendale Tlclfirlstine, Vera . . ........Tucson Hendrix, Florence ..... California ..............Phoeni:i: Henry, Mrs. Myrtle Hensley, Georgia Chandler Herbert, Sylvia ...................................Douglas .......................Tempe Herold, Mrs. Lulu M. Herring. Dixie Lee ··........... _ .... Phoenix Hicks, Merle .............. . ........ Winkelman Hightower, Elizabeth .......Phoenix Hinds, Mable ................ .......... Yuma Hinton. John ................................-Ft. Thomas Hockett, Marymargaret ......................Glendale Hodges, Ione ........Pilares de Nacozari Mexico Hoenshe!l, Louise ............................ Winkelman . .........California Hofstetter, Adda Jane • . ...... Miami Holbert, Myron .... Holdren, Floyd ...• . •.. Mesa Holland. Carl .............................Olr.lahoma Hollister. Laura ....•.... Iowa Hollister, Paul .. Tt>mpe Holt. l\fargaret ...................................... Warren Hulton. Rosetta . . ........................ Colorado Hoover, F. Maie Tempe Horne, Frank ...Mesa Horne. Mary ............................................ Mesa Hou~eholder, Margaret ..... Safford Howe, \Vinifred Jaeger Phoenix Hoyt. Lucj!le .. . ............ Illinois Huher, Albert ......Mesa ..................California Hudson, Lurile .. Hunter. Elizabeth ..........Phoenix Hamar, Margery ... ......... .. ...... IrdanJ, Eunice ............Tempe ]3rkson, Catherine ..................Tolleson Jaoobson. James ........Tempe ....... Phoenix Jegie, Helen Jerez. Hilda ....Phoenix Jerez, Hortense .Phoenix Jiminez, Carlos ........ Clifton Jr>hnson, Signe ... . ......Phoenix Johnson. Theoda .... . .... Douglas Johnston, Elizabeth ......................Douglas ...................California Jones, Cretia Jones. Edythe ... . ....Dos Ca~1 Jones, Esther ..... . .....Missouri .I ones. Glenn A. ............................•....•.... Mesa TEMPE, ARIZONA Jones. Glenna Jones, Laurence Jone5, Leon Jones, Martha Jordan, Margaret Joslin, Emma Joyce, Fred ...... Mi"souri ......•... Mesa ..........Mesa . ....... . ......... Clarkdale ...........Tonto Basin ..... Phoenix ....Tempe Kaler, Miriam Karger, Adelaide Keebler, Ellen Keifer, Mabel Keith, William Kelly, Catherine Kelly, Gladys Kelly, Mamie Kempton, Glenn Kendall, John Kendall, Ruth Keohane, l\fary Kiener, Cbra .••.. Kincaid, Helen Kloster, Ruth Knipe, Elizabeth Knipe, Louise Knowles, Lillian Kohler, Beulah .............................. Phoenix ....... Douglas .................Tempe . Washington . Casa Grande .....Montana ....Phoenix ...Phoenix .... Safford ............Tempe ..........Tempe .......... Prescott ... New York . .............................Tolleson ............ North Dakota .......................Tucson .......Tucson ....Geronim<.> ....Phoenix Laird, Rnby ..................................Tempe Lanford, Erma Buckeye ........... Colorado Larson, Phyllis Layton, J. C. ........................................ Tempe Leeker, George . . ...............Honolulu, Hawaii Leppla, Eloise ................Phoenix Lindly, George ....Tempe Link, Jenire .....................................Ohio Linstad, Esther :'.'-forth Dakota Lockway, Howard .............Globe Longwill, Luella Gilbert Love, Edith ... Phoenix Lowry, Allene ........... Phoenix Lowrey, Edna ....Fairbank Lukin, Helen ........................................Tempe Lyon, Lorraine .....................................Tempe Major, M.ie ..... .Buckeye .....Miami Marcella, l\1ildred Martin, Bina Lee ..... Bowie Martin, Josephine .. . ........ Clifton Martin, Marguerite ... Prescott . ...... Globe :Maurel, Lester ... Max, Warren ......... ...............Missouri Ma>;well, K A ... .... Phoenix Matthews. Mrs. A. J. . .....................Tempe Mead, Leta .............Patagonia Mendo2a, Elena ......................Mesa Mercer, Joy . Safford Meritt, ·Glen . . ..............Glendale Merri!!, Boyd ....Mesa Merrill, l\fe!ba ... Pima Merrill, Velma ... Mesa l\1esser, George ......... . ... Globe Meyer"· Mabel Norton ...............Tempe Michea, Norman ..... ..Florence Mickeis<.>n, Beatrice .Thatcher Miller, Agness .......Tempe Miller, Elmire ..................................... Phoenix Miller, Grace ...........................Congress Jct. ~inson, Helen .. ......Tempe l\.fischke, Lydia ............ Nebraska Mitchell, Gladys ....................... Phoenix Mitchum, Keels .•.................................Tempe Mitdrnm, Wannamaker .....Tempe .... Bisbee Mize. Kittie M<.>ck, Ruth Phoenix 97 Moore, Helen ................................. .Phoenix Morcomb, Hetty .......................... Morenci Morgan, Markley .... Yuma Morris, Lillian ... ........................ Hayden Morrison, Maria ..................................... Mesa Moses, Glenn ...•........................... New Mexico Mumford, Katherine ...................Mesa Murdock, David ....... Tempe Murdock, Rachael .. . . .......Tempe l\1urphy, Lucy ...... ..Glendale Munger, l\frs. Edith C. .. Phoenix ...... Phoenix :\1cCarty, Florence l\1cCarty, Tommy ..................................Phoeni>; l\1cComb, Hazel ....... Phoenix 11cCullar, Cecil .. Superior :\1cDaniel, Edna .Tempe :McDermid, Genevieve ..... Prescott McDowell, Fred L ................................. ~1esa l\1cFrederick, Wayne ....Mesa McHenry, Consuelo ....Phoenix McKinney, Ruth . C<.>urtland McKeil, Henry T. . PhoeniJ: Naegle, l\farion Benson .... Benson Naegle, Pauline Newcomer, Margaret ....Phoenix Newton, Athlyn Phoenix Nichols. Harold ....Tempe Nichoh, Ruth .......................Tempe Noble, Ione ...................................... Phoenix Nolan, Helen ........Florence Norris, Arie! Morenci Nuckolls. Grace Phoeni" Old, Doris .. Tempe Miami Olden, 11ildren, Clare ....Jerume Ott, Ann .. Phoenix Ottinger, Clyde .....Tempe Oviedo, Rose ..... . . .....PhoeniJ: .... Thatcher Owens, Lorana Pacheco, Stella ........ JVI..,sa Palmer, Edward ..........Mesa Palmer, Theron .......l\'Iesa Parker, Marguerite ...........................Phoenix Parker. 11inna ..... Jerome Parsons. 1-lagdalene ...... Pho,nix Patterson. Fay ..................... . ............Mesa P;nton, Rayma .. Phoenix l'aul, Marion ....................................... Phoenii:: P~xtun, Isabella ....California Pearson, F.dith ...... Phoenix Peck, Sophie ...................... . ......Tempe Perkins, Alex .. Texa~ Perkins, Henry .................... Eden Peters, Amandus .Casa Grande Peterson, Iva .......... Phoenix Peterson. Lavaun .. Aripine Phelps, Irene Phoenix Phillips, Irene ............ .Itlinoit Phillip>, Louella .... . Douglas Pittman, l\1rs. Mary ............................Phoenix ................................. Mesa Pomeroy, Roland Potts, E. H. . Oklahom~ Potts, Juanita ................................. Olt!ahom<1. Powe!!, Dorothy ..............................Clemenceau P.owers. Aileen Prescott Prather, Alice California Pratt. Marian .. Meu Qu~id, Hazel ................ . Quinn, Lucy Mcllmoil . ......Tempe .......... Phoenix 98 STATE TEACHERS COLLEGE Randall, Esther Raymond, Jame; .....Morenci ......Tempe Redden, Helen ____Tempe Reed, Irene ________ --------------------- ..........Peoria Regan, Marjorie ------------Bis~ Revello, Dominee ----·------Jerome ............. Buckeye Rexroat, Harriet Richards, Jeanne ------------ ------ ___________ Nogales Richardson, M. Goldyl ........Mesa Ridgway, Ruth ___ Safford Rieger, 11rs. Ruth ..............................Phoenix Riggs, Edwon Lee _Glendale Rios, Josephine ........ J'v1iami Roach, Charlotte ...........Peoria ....Tempe Roach, Elizabeth Robbins, Louise _-·-·-····Phoenix ~~~~~~~n~uittary Robertson, Pauline Rollins, Thora Rose, Edgar Russet!, Inis ... Rutledge, Ernest .. ······················:·:::::~-~;:~'] ......Phoenix ......Mesa .....Mesa . ..........T11cson ...... Chandler ....... Tempe Salazar. Angelita ..Phoenix Samuels, Lena .......................Miami Sawyer, Lloraine .......................Tempe Scales, Harry ........ Phoenix Schmidt, Henry .........Tempe Schmidt, Laura . ..............Phoenix Schneider, Maybelle ... \Visconsin Schirmacber. "Slanley ... Phoenix Scrivner, Rose __ ....... Tempe Scudder, Nona Semolich, 1fary ..................................Douglas .... Lowell Sertic, Edna .......... \Vinkelman Shartzer, >lettie ...... \\'inkelman Shartzer, \\l'innie ........... .Phoenix Sheldon, Florence ............. California Sherburne, Virginia ........ Mesa Shill, George .................... ..11esa Shill, Lenore ...... Phoenix Shoresman, Eva .....Florence Short. Sara ...... . Phoenix Shulenberger, Margherita . Phoenix Siervogel, Ardella .. 11iami Sikes, Roline ............. . ....Gilbert Silverthcrne, ~1arian .. Hayden Sims, Cecil ...Phoenix Sipes, Shirley California Si$SOn, }.foe ... ................ 11esa Skaggs, Darcy .....Phneni::i: Smith, Adeline .......... ?desa Smith, Hazel Globe Smith, Robert ..... .. . California Smitheran, Horace ...... Phoenix Snyder, Lo.is ..... Tncrnn Sollers, Mrs. Haze! ...............................l\:iesa Spain, Clifford '.\.fesa Spain, Kathleen .. . Casa Grande Spangehl, Adolph .........Tempe Sparks, Tom .. Phoenix Spitalny, Sarah Bowie Stamps, \1lilliam ..Mesa Standage, Louise _ ............................... Mesa Standage, Ruth Phoenix Stevenson, Ethel Mesa Steverson, Norris ...... Dugas Stewart, Anna ... l\farana Stewart, Gertrude . Chandler Stewan, Margaret .............Phoeni::i: Stierwalt, Roy .............Phoenix Stinson, Alice ... .................. Lowell Stitt, Ruth .......... Glendale Stoddard. Zoraida Stover. Alice Stroup, Forest Stuart. Frances Swatzel, Gretchen Swift, Gracabel Tanner, Evelyn Taylor, Clara ..... Taylor, Jennie Taylor. Richard Taylor, Valerie Temple, Ethel Thatcher. Mary Thompson, Amelia Thompson, Mame! Thurlo, Ruby ...... Tinker. Josephine Titel, Clementine Tompkins. Margaret Trant. Esther Trappman. Mamie Trimble. Ruth ........ Trimble. Mrs. Su.oie Tucker, ~i!dred Ulmer, Dovie Vanderpool, Garnet Vandy, Kathryn .... Vihel. Francis Voelker. Juanita Voelker, Norita J/:1~~, ~~:.:~ce ...........Phoenix ..............Tempe ... Phoeni::i: ............. Kansai .........Pboeni7 ..............Copper Hill ......Colorado .......... Phoenix Scottsdale .... Phoenix .... Phoenix .......Tempe ....Phoenix ......Phoenix .....Florence ........ Phoeni::i: ............Phoenix ... Camp Verde ...... Yuma ........... Cochise .........Tempe ........Tempe Prescott ... New Me::i:ico .................Tempe Phoenix .................... Jerome ............ Bisbee ...... Bi$bee .'.'.·.::~M~~i ......................... Walker, Frances Glendale Walker, Jewel .. Phoenix Walker, John H. .. .............. Chandler Walker, Lynda ...Tempe .........................Tempe Walker, Sarah Wall ace. Jack ........................ Mesa .............Tempe Walmesley, Harry Walmesley, Simcoe ..........Tempe \Valtcr. ~fabel . California Ward, Melba .... -- ........ - Phoeni::i: Ward, Wilma ............Phoenix .Tempe \Vaterhouse, Isabel Watson, James ..Tempe Watts, Irvine .................. .. .Tempe Webb, Elene . .....................Tombstone Webb, Hazel Dean ............................ Phoeni::i: Webb, Lila Phoenix Weber, Mrs. Luella .......... Phoenix Weiss, Jim ........................... .....California Welch, 11ildred . _ Phoeni::i: Welch, Ruth . ................ California Welcome, Jennie ... Dougla1 Wells, Lola .................. :..Elfrida Wentworth, \Vylie ...............Globe We~tcott, Gaylord ..... Glendale White, Eugene .Florence White, Eula .........Tempe White, Glenna ......Tempe Wickware, Enola .................... 11esa Wight, Georgia ...............Superior Wilbur, Alice ..... Gilbert Wilkins, Zona ...... _ ............................. Phoeni::i: Willard, Mercier .... Phoenix Willard, Roswell ......... Phoeni::i: Williams, Edith .......... Phoenix Williams, Elizabeth .............Tempe Williams, Epes ............. California Wills, Opal ..Globe \Vilson, Marie ........ .....................Phoeni::i: \Vihon, 1-lrs. ]. F. ..Phoenix 99 TEMPE, ARIZONA Winde,. Harold Wood, Mary Woodley, Madge Woodward, .......Tempe ...........Tolleson BettyLove Worth, Grace ------······ Wright_ .\.iary Emily .....................::::li{:~i _._.Tucson ...... Bisbee \Vrighr. Margaret V Elizabeth li\'y;ong. ..... _Clemenceau ........Phoenix "Young, Edr:a Young. Thelma YuLing. Virginia .California .......Tucson ........Globe GRADUATES 1930 Mary Catherine Collins January 17, 1930 Theron Ernest Palmer DEGREE OF BACHELOR OF ARTS IN EDUCATION Lizetta A. Aepli Joe A very Benedict Leslie Odell Brewer Claudia Logan Eskridge Merrell J. Hatch Albert E, Huber Esther Oline Linstad Rachael Weber Murdock Clyde Clark Ottinger Luura Christine Schmidt Adolph \V. Spangehl }.fansel Thompson June 4, 1930 Harley C. Anderson Lena Elda Bono Agnes Beatrice Culbert Florence Evants Frances Ione Hodges ~ Clara Ethel Kiener Velma Mae Merrill Margaret Esther Newcomer Edward Y. Palmer Maybelle Powell Schneider ,Jennie Claypool Taylor Edna Vivian Young August 31, 1930 George 0. Eisenhart Lucy Mcilmoil Quinn STANDARD THREE YEAR DIPLOMA January 17, 1930 Maybelle Powell Schneider Nancy Wylie \"o,i entworth June 4, 1930 Delilah M. Barney Dyantha· S. Barney Florence Barney \i\'anda Pearl Clubb Augusta Trautz Crozier Harry Snedden Culbert June Edwards Cecil \V. England !iifelba Geraldine Frazer Zelda \r erneen Goff Mary D. Golden Margery E. Hamar John Y../. Hinton Frank Babbitt IIorne Mabel LaYelle Keifer Glenn 1Iartin Kempton Helen Julia Kincaid Allene Beatrice Lowry Tommy McCarty Elizabeth M. McClain Bea trice Mickelson Katherine Regan Mize Lorana Owens Marguerite Parker Irene Virginia Phelps Aileen A. Powers Alice A. Prather Nona May Scudder Sarah Spitalny Francis Richard Vihel Isabel F. MacLennan Waterhouse Hazel Dean Webb Georgia Opal Wills Betty Love Woodward 100 STATE TEACHERS COLLEGE Vl allace William Caywood Florence Leona McCarty Mercier Clarenee Willard August 31, 1930 Helen Cordelia Felton :Mary Gertrude Stewart Leah l\.:Iadge \Voodley STANDARD TWO YEAR DIPLOMA January 17, 1930 Ruth Virginia Bowles AJice Eloise Colvin Irma Dumas Cowperthwaite Mona Denson Camillo H. Haddad L. 1-Iae Haverty Lucile Katherine Hudson Elizabeth Mary Knipe Hazel Alberta McComb Agnes Elizabeth Mills John Alexander Perkins W. Wannamaker Mitchum Irene Virginia Phelps Charlotte Roach Anna Marie Stewart INDEX Absence from c1asses, Penalty for ........................................................ . Absences, How excused ...... Administration, Officers of ... Administration, R.egulations A