(Front Cover)

Bulletin
First District
Normal School
Kirksville, Mo.

Illustrated

Vol. V June, 1905. No. 1

Published by the First District Normal School Issued Quarterly-June, September, 
December, March

Entered June 25, 1902, at Kirksville, Mo., as second-class matter under act of 
Congress of July 16, 1894.

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CALENDARS

1905

1906

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BULLETIN

OF THE

FIRST DISTRICT NORMAL SCHOOL

KIRKSVILLE, MO.

VOL. V NO. 1

1905

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MONOTYPED

AND
PRINTED
BY

JOURNAL PRINTING CO.,
KIRKSVILLE, MO.

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PRESENT BUILDING. ADDITION AT LEFT COMPLETED DECEMBER 25, 1901.

46956

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BOARD OF REGENTS.

REGENT EX OFFICIO.
Hon. W. T. Carrington...State Superintendent of Public Schools, Jefferson City

REGENTS APPOINTED.
Scott J. Miller...Chillicothe
J. M. Hardman...Edina
G. A. Goben...Kirksville
Reuben Barney...Chillicothe
John H. Wood...Shelbina
A. W. Mullins...Linneus

OFFICERS OF THE BOARD.
J. M. Hardman...President
G. A. Goben...Vice-President
S. M. Pickler...Secretary
R. M. Ringo...Treasurer

STANDING COMMITEES.

EXECUTIVE...Goben, Barney, Wood
Teachers, Text-Books, Course of Study, Catalog and Library – Miller, Mullins, 
Carrington

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FACULTY, 1905-1906.

John. R. Kirk...President
W. P. Nason...Emeritus Professor of Ethics
J. D. Wilson...Dean of Theory and Practice
W. R. Hatfield...School of Economy and Special Methods
Gertrude Longnecker...Supervisor of Practice School
O. A. Parrish...Librarian
J. E. Weatherly...Chemistry
J. S. Stokes...Physics
L. S. Daugherty...Zoology
Carrie Ruth Jackson...Agriculture and Botany
H. Clay Harvey...Mathematics
A. P. Settle...English
E. M. Violette...History
J. T. Vaughn...American History
B. P. Gentry...Latin
J. W. Heyd...German and French 
D. R. Gebhart...Music
S. S. Carroll...Physical Education for Men, Military Tactics
--- Physical Inspector for Men
Margaret T. Linton...Reading and Voice Culture, Gymnasium Work for Women
Cora Reid...Drawing and Art Instruction

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FACULTY, 1905-1906.

M. Winnifred Bryan...Manual Training
R. M. Ginnings...Assistant in Mathematics
E. Y. Burton...Assistant in Mathematics
Minnie Brashear....Assistant in English
....Assistant in English
Eugene Fair...Assistant in History
T. Jennie Green...Assistant in Latin
M. Olive Greer...Primary Critic Teacher
Blanche Scott...Kindergarten Director
Susie Barnes...Grammar School Critic Teacher
Belle Reed...Grammar School Critic Teacher
Lizzie J. Fowler...Clerk to Librarian
...Having a Library Scholarship
Elsie Kirk...Stenographer of President

John Jack and two assistants, Janitors.
John Gill and one assistant, Engineers.

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Territory of the
FIRST DISTRICT
NORMAL SCHOOL
The 44 Counties
North of the Missouri River

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QUARTERLY BULLETIN.

HISTORY.

In February, 1867, Professor Joseph Baldwin came from Indiana to Missouri for 
the purpose of selecting a suitable place for a private normal school. On visiting 
Kirksville, he chose it as the place for his school and made arrangements to 
open the same in a building known as Cumberland Academy which stood on the 
site of Mr. R. M. Ringo’s present residence in the north part of town. He 
organized the first faculty of the school during the spring and summer of 1867, 
engaging Professor and Mrs. F. L. Ferris whom he had known in Indiana, 
Professor W. P. Nason who had been teaching a private school in Kirksville for 
some years, and Professor and Mrs. J. M. Greenwood who were at that time 
living on a farm near town. He spent the summer in traveling over the north 
eastern part of Missouri advertising the school by means of circulars and 
addresses, and soliciting students. In this work he was at times assisted by the 
men of the faculty.

The school opened on Sept. 2, 1867, under the name of the North Missouri 
Normal School. During the year 140 students were enrolled, exclusive of those 
in the “Model.”

When Professor Baldwin came to Missouri it was his plan to establish a school 
which should ultimately be adopted by the state as one of a number of State 
Normal Schools. At that time the conditions were fairly favorable to such a plan. 
For a long time the question of State Normal Schools had been agitated. The 
civil war put a stop to the agitation but after its close the the matter was taken 
up again with increased vigor, and by 1867 sentiment was being rapidly formed 
in favor of such institutions. The establishment of a private normal school at 
Kirksville and the persistent efforts made by Professor Baldwin to get the state 
to adopt the Nor-

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mal School system contributed very materially towards further developing this 
sentiment.

After a number of efforts a bill was finally passed by the legislature and 
approved on March 19, 1870, which provided on certain conditions for the 
establishment of two State Normal Schools, one north of the Missouri river and 
one south of it. Adair and Livingston Counties were very vigorous rivals for the 
first one. After a good deal of negotiation the Board of Regents finally decided 
on Dec. 29, 1870, to accept the bid of Adair County. By this action the North 
Missouri Normal School became the “First District Normal School” of Missouri 
and on Jan. 1, 1871, it began its work as such.

In making its final bid for the school, Adair county offered to furnish a site of 
fifteen acres and a new building thereon of the value of $50,000, to purchase 
the grounds and building of the North Missouri Normal School and donate them 
to the state for the benefit of the school, and to give $8000 in Adair county 
bonds for the beautifying of the new grounds and equipping the new building 
with libraries and apparatus. The fifteen acres promised in the bid were donated 
by Messrs. Morris and Richter of Kirksville. Very shortly after the bid was 
accepted, the county placed $62,000 of its bonds on the market, from which 
was realized $51,400. This amount was turned over to the Board of Regents for 
the erection of the new building.

President Baldwin resigned in July, 1881, to accept the Presidency of the Sam 
Houston State Normal School of Texas. Professor Nason was acting President for 
the year following. Since then, the Presidents of the school have been J. P. 
Blanton, W. D. Dobson, and John R. Kirk, President Blanton having served from 
September, 1882 to June, 1891, President Dobson from September, 1891 to 
June, 1899, and President Kirk from July, 1899, to the present time.

The growth of the school during the thirty-eight years of its existence has been 
steady and permanent. The enrollment for the first year was 140;for the year 
just closed, 982. The facility has grown from 6 to 33 in number. The courses of 
study have been multiplied and strengthened. The equipments of the school in 
the way of buildings, libraries, and laboratories have been greatly increased. The 
school will enter upon the coming year in better condition and with greater

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SUMMER SCHOOL AT BREAKING OF GROUND FOR NEW SCIENCE HALL, JULY 12, 
1905.

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facilities for service to the state than ever before.

Ground was broken for the original building in May, 1871, and the corner stone 
was laid on September 6th. It was not, however, until January, 1873, that the 
building was completed. The delay was due to the fact that a misunderstanding 
had arisen between the Board and the Contractors concerning the contract. In 
order to complete the building it became necessary for the legislature to 
appropriate $50,000. The building when completed cost a little over $100,000. 
Immediately upon its completion, it was occupied by the school.

PRESENT BUILDINGS.

The buildings at date of going to press, July 1905, have 53 rooms classified as 
follows:

1. The original building completed in January, 1873, contains: Class rooms for 
the Normal School proper, 13; the Chapel or Assembly Room, 1; the 
Kindergarten, 1; Laboratories, 3; Manual Training Shop rooms, 2; Toilet rooms, 
4; Literary Society halls, 3; Y. M.C. A. rooms, 2; Janitor’s room, 1; Storage rooms, 
4; Total, 34.

2. The Library Hall completed in January, 1901, and joined to the original 
building by a corridor on each floor, contains rooms as follows: Class rooms for 
the Normal School proper, 2; class rooms for the Practice School, 8; the Library, 
1; the President’s Office, 1; Physical Laboratory, 1; Gymnasium, 1; Bath Rooms, 
2; Toilet rooms, 2; Y. W. C. A. Room, 1; total, 19 rooms.

THE NEW SCIENCE HALL.

The General Assembly of 1905 appropriated $50,000 for the erection of a new 
Science Hall. This building will contain 25 rooms. It will be heated by both direct 
and indirect radiation, the latter driven by an electric fan. It will be lighted by 
electricity furnished by our own electric power plant. It will also be plumbed for 
gas and furnished by our own gas plant. It will be a handsome structure, modem 
in all particulars and having special regard for sanitation. It will contain rooms as 
follows:

1. In the basement story: An office and class room for the Director of Athletics; 
an ad-

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joining room as a storage room for Athletic goods and Military equipments; five 
bath and toilet rooms for men, including one set aside especially for the men of 
the Faculty and for visiting teams; a fan room; and the main floor of the 
Gymnasium for men.

2. The first floor or Office Floor will contain: A suite of rooms, three in number, 
for the President’s Offices and for the general purposes of administration; a 
laboratory for Physics; a laboratory for Physical Geography; the running track of 
the Gymnasium. The construction of this part of the Gymnasium is peculiar. It is 
to be supported by a steel frame standing within the main walls of the 
Gymnasium, hidden from view and resting upon a separate foundation of 
concrete underlaid by a course of sand. It will have ceiling on joists in no way 
connected with the joists of the floor above. The object of this structure is to 
provide for the free use of the Gymnasium and the Running Track and yet 
prevent those vibrations which would otherwise interfere with Science 
experiments conducted in adjoining rooms. The working office will contain a fire 
proof vault for the preservation of the archives of the institution.

3. The second story will contain: a Biological Laboratory and a class room for 
Biology; a Chemical Laboratory and a class room for Chemistry; a laboratory for 
Domestic Science; and a Manual Training shop; also ample storage rooms for 
Biology, Chemistry and Manual Training; also a dark room connected with the 
Chemical Laboratory.

The contractor is under bond to have this building completed and ready for use, 
March 1, 1905. The accompanying cuts show the arrangement of the three 
buildings and the assignment of rooms by departments after the completion of 
the new structure. The whole number of rooms at our command will then be 78.

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NEW HEATING PLANT AND GREEN HOUSE.

A contract was let June 28th, 1905, for the construction of a new boiler house 
with electrical generating plant so as to run all the fans for heating purposes by 
electricity instead of steam and also to furnish all needed electric light. The 
upper story of the boiler house will contain a green house, some 30 by 40 feet in 
extent, for the use of the departments of Agriculture and Biology.

BREAKING GROUND AND LAYING THE CORNER STONE.

The breaking of ground for the New Science Hall Wednesday, July 12, was 
witnessed by the Building Committee of the Board of Regents and celebrated by 
appropriate exercises, more than 400 Summer School students being present.

The laying of the corner stone is set for Monday, Aug. 14. It is the purpose of the 
Board to have this ceremony conducted by the Masonic Grand Lodge of the 
state.

The program will be an impressive one and is to include, among other things, an 
address by Governor Joseph W. Folk.

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FIRST DISTRICT NORMAL SCHOOL
KIRKSVILLE MO.

Basement Plan

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FIRST DISTRICT NORMAL SCHOOL
KIRKSVILLE, MO.

FIRST FLOOR PLAN

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FIRST DISTRICT NORMAL SCHOOL
KIRKSVILLE, MO.

SECOND FLOOR PLAN

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THIRD FLOOR PLAN

READING AND VOICE CULTURE
BALCONY
ASSEMBLY ROOM
SENIOR HALL
WEBSTERIAN HALL

It is specially gratifying to those in charge of this Normal School to be able to 
mention the greatly increased facilities which the School has for doing good 
service in the state system of of public education.  For the Biennial Period of 
1899 and 1900 the General Assembly allowed the School an appropriation of 
$27,500 for teachers’ salaries; for 1901-02, $33,000; for 1903-04, $50,000; for 
1905-06, $90,000 for salaries of teachers and officers.  This enables the Board of 
Regents to increase the salaries of several deserving members of the Faculty 
and to add to the Faculty seven new members, making a total of thirty persons 
who devote

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their time exclusively to teaching, and allowing also a reasonable number of 
assistants in the President’s Office and the Library.

The department most needing to be strengthened in the past was that of 
Pedagogics. Four years ago at this time all Theory of Pedagogy was taught by 
the President, while the Practice School force consisted of one Supervisor and 
two rather low-salaried critic teachers.

An inspection of the daily program offered elsewhere will show what now 
seems to be an adequate force for Pedagogical instruction. Professor J. D. 
Wilson, Dean of Theory and Practice, is already well known in Missouri. One of 
his associates and assistants for the ensuing year will be Mr. W. R. Hatfield, ex-
Superintendent of Schools of St. Charles, Illinois, who will give in-struction in 
School Economy and Special Methods. Mr. Hatfield has enjoyed exceptionally 
good advantages by virtue of filling several responsible positions in the public 
schools of north eastern Illinois. He recently enjoyed the further advantage of a 
year of graduate work in the Chicago University. Miss Gertrude Longenecker 
comes to us from Saginaw, Michigan, where she was Supervisor of a City 
Training School. Her preparation was received in the Hyde Park High School of 
Chicago, the Kindergarten School and City Normal School of Chicago, and the 
University of Chicago.

The Grammar School critic teachers for the ensuing year are Mrs. Belle Reed, for 
some years a teacher in the ward schools and high school of Chillicothe, and 
Miss Susie Barnes, well known as a teacher in several departments of this 
institution. Miss M. Olive Greer, well and favorably known as a Primary Critic 
teacher will continue in her department; also Miss Blanche Scott as Director of 
the Kindergarten.

AU Science Departments are strengthened by bringing into the Science faculty 
Mr. J. S. Stokes as teacher of Physics and Physical Geography. This will enable 
Mr. Weatherly to dedevote his entire time to Chemistry; Mr. Daugherty, his 
time to Zoology and Physiology; and Miss Jackson, her time to Agriculture and 
Botany. Mr. Stokes is a graduate of the Missouri University and of Harvard 
University. He comes to us from the St. Joseph, Mo., High School,

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MANUAL TRAINING AND AGRICULTURE.

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where he taught Science several years and established a good reputation.

Mr. Eugene Fair, a graduate of this Normal School and of the Missouri University 
and now a student in Columbia University, is to be added to the Faculty of 
History teachers. Mr. Fair is a young man of much promise. His duties will be 
seen from the daily program.

Mr. E. Y. Burton, formerly of St. Charles Military Academy and now a student in 
Chicago University, is elected one of the Mathematical faculty. Mr. Burton has 
already made for himself a very good reputation as a teacher and we feel sure 
that our Mathematical faculty will be noticeably stronger than heretofore.

Mr. J. W. Heyd, a graduate of this Institution and of the Missouri University and 
for the past year doing graduate work in the University of Chicago, is to be 
teacher of German and French.

For the first time in the history of this Institution we are able to offer courses in 
Art by a teacher who has a wide reputation for skill and taste in that 
department. This responsible undertaking.is entrusted to Miss Cora Reid, long 
teacher of Drawing in the public schools of Hannibal, Missouri.

Our new teacher of Vocal Music, Mr. D. R. Gebhart, comes to us from New 
Albany, Indiana. Mr. Gebhart has enjoyed superior advantages. He is a vocalist 
of much skill and has ambitions not only to teach Vocal Music but to prepare 
teachers of Vocal Music for the public schools of our State.

An additional assistant teacher of English was elected by the Board at a salary of 
$100.00 per month but the gentleman declined to accept the position and 
another will be secured so that the Department of English will be relatively as 
strong as any other department of the Institution.

Many distinguished people have held positions in the Faculty of this old school, 
but we feel quite certain that the Faculty for the ensuing year is considerably 
stronger than the school ever had before.

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DEMAND FOR NORMAL SCHOOL GRADUATES.

There is an increasing demand for the graduates of this Normal School. A 
majority of the male members of the Senior Class of 1905 were elected to good 
positions from one to five months before receiving their diplomas. Some of the 
positions are as follows: A principalship in the State of Oregon; a 
superintendency in north Missouri at $1100.00 per year; a superintendency at 
$80.00 per month; a high school principalship at $50.00 per month; a high 
school position at $50.00 per month; a high school principalship at $60.00 per 
month; a high school principalship at $65.00 per month; a village principalship 
at $60.00 per month; two village schools at $70.00 per month; a village school 
at $60.00 per month; a superintendency at $75.00 per month; a village 
principalship at $60.00 per month.

A few members of the Class are yet without positions but the number of calls 
for teachers at date of going to press is much greater than the number of 
graduates without positions.

Members of the Elementary Class are at a premium for elementary schools of all 
sorts.

One trouble now confronts us. The size of next year’s graduating classes is liable 
to be reduced because so many tempting offers are made to those students 
who are already pretty good teachers. To such students we venture to say: 
Withstand this temptation. It will pay you to first get yourself well educated and 
it is better for you.

BOARD, TUITION, ETC.

Board. Board (including room, meals, light, fuel, etc.,) costs $2.50 to $3.25 per 
week, owing to kind and quality of accommodations and distance from the 
building. A majority of our students pay about $2.75 per week. Some under the 
self-boarding or clubbing plan reduce their expenses to $2.25. A few are said to 
reduce their expenses to $2.00 per week. Many students rent rooms and board 
in clubs, thereby reducing expenses to the minimum. Good homes in private 
families can always be secured.

While this Institution is based on the co-educational plan, it is the opinion of the 
Faculty

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that young ladies should patronize those boarding houses offering rooms for 
young ladles only and that it is better for gentlemen to patronize the boarding 
houses having rooms exclusively for young men. Those boarding houses 
conducted in accordance with this idea will be recommended to our students.

Incidental Fee. The incidental fee is $6.00 for one quarter of twelve weeks. 
Before presenting themselves for enrollment and classification, students should 
first go to the Kirksville Savings Bank, south west corner of square, pay their 
incidental fee and bring receipt for the same to the President’s Office. No 
programs are made out until receipts for incidental fee are presented at the 
Office.

In no case are incidental fees refunded.

MANNER OF ENROLLING AND CLASSIFYING.

Examinations are embarrassing. We avoid them as far as possible. As a basis of 
classification we receive grades from all reputable institutions and teachers. We 
prefer to do this.

Bring Grade Cards. Students should therefore bring with them their grade cards, 
certificates, diplomas and whatever other written or printed evidences of 
scholarship they may have. We desire especially to classify students and make 
up their programs from these credentials. Much time can thus be saved to the 
student and much inconvenience and worry avoided. Then if the students 
maintain themselves creditably in the work they undertake to do in this 
institution, the grades brought from other institutions are approved and 
expressed in terms appropriate to our purposes and entered in our record.

Bring Your Books. Students should bring with them all the text-books formerly 
studied. Such books are useful to students at all times.

Official Program. The student’s official program is issued by the President, but 
prior to the issuance of such program the student must present to the President 
a receipt for the incidental fee of the quarter.

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How the Program is Made. If it is certain what subjects the student is prepared 
to study, the President will take up the Treasurer’s receipt for incidental fee and 
issue at once an official program. If it is uncertain what the student’s program 
should be, the student will be sent to the several heads of departments who will 
inspect credentials (grade cards, etc.) and recommend, on a “credential card,” 
the subjects deemed suitable for a program. Then the student will return to the 
President’s Office and the official program will be issued.

COME TO THE PRESIDENT’S OFFICE.

The President of the School will be in his office every day during the first week 
of September and may be consulted by students and their friends. He will be 
pleased to render them any assistance within his power.

THE FACULTY ASSIST IN MAKING PROGRAMS.

Several members of the Faculty are likely to be found in their rooms during the 
week, September 4 to 9. AU members of the Faculty are to be in their rooms or 
about the President’s Office during working hours Saturday, September 9th, and 
Monday, September 11th. Members of the Faculty assist in making programs. 
Resident students are requested to take notice and get their programs made on 
Saturday, September 9th. It is for this purpose that members of the Faculty are 
required to be present on that day.

We work to a specific plan.
We economize time.
We try to avoid needless expense.
We save the student’s time and our own.
In two days we get ready to start all classes.

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BEGINNING OF CLASS EXERCISES.

Classes will meet (according to the program given in other pages of this Bulletin) 
at 8:20, Tuesday morning, September 12th. All students should heed this notice 
and govern themselves accordingly.

This School runs according to the program clock.

We mean that classes will meet and lessons will be assigned on Tuesday, 
September 12th. Students will be expected to know these lessons on 
Wednesday, September 13, and participate in the class work of that day.

Notice particularly: Program making is to be attended to on Saturday and 
Monday, September 9th and 11th.

Resident students should make their programs Saturday, September 9th.

Resident students should not wait to make programs on Monday. That day 
belongs to others.

Non-resident students should arrive not later than Saturday, September 9th, so 
as to have the entire day, Monday, September 11th, for program making.

Classes will meet Tuesday, September 12th.

WHEN TO ENTER.

The best time to enter classes is at the beginning of the school year, September 
12th. But notice particularly: Programs should be made during the preceding 
Saturday or Monday. The President and all members of the Faculty will be in the 
building Saturday and Monday, September 9th and 11th. Non-resident students 
should make it a point to reach Kirksville not later than Saturday, September 
9th. They should have programs made and books purchased on Monday so that 
classes may be organized without any interference and lessons definitely 
assigned on Tuesday, September 12th.

Students should notice particularly the division of the school year into quarters 
of twelve

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weeks each, the first quarter beginning Tuesday, September 12th, and ending 
Friday, December 1st. For those who can not enter at the beginning of the first 
quarter, the next best time to enter will be Monday, December 4th.

The second quarter begins Monday, December 4th, and ends Friday, March 2nd. 
For those who have six months’ fall and winter schools, the new division of time 
will be especially convenient since new classes will be organized at the 
beginning of the third quarter, Monday, March 5th.

The third quarter begins Monday, March 5th, and ends Wednesday, May 23rd. 
The fourth quarter, or summer quarter, begins Wednesday, May 30th, and ends 
Thursday, August 16th. In a majority of subjects new classes are organized at 
the beginning of each quarter.

ENROLLING IN THE PRACTICE SCHOOL.

Parents wishing to have their children enrolled in the Practice School should see 
Miss Gertrude Longenecker in her office on Saturday, September 9th. Practice 
School classes will be organized on Wednesday, September 13th. By the 
addition of another teacher of Pedagogy and another Grammar School Critic 
teacher, it will be seen that the Practice School department will be greatly 
strengthened. It is expected that Mr. Wilson and Mr. Hatfield will each render 
some assistance in the Practice School. It is therefore probable that the 
patronage of the Practice School will be large this year and we are able to 
promise much better instruction than this branch of the institution has been 
able to furnish heretofore.

ADVANCED STANDING.

The term Advanced Standing should be clearly understood by all students. 
When students first enter the Normal School we prefer to base their 
classification upon grade cards brought from other institutions. As soon as the 
student has demonstrated his ability to do well the advanced work undertaken 
in this Institution, he is entitled to present his grades to the heads of 
departments with a view to having those grades carefully inspected and 
expressed in

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such form that they may be entered upon our records as credits upon which 
graduation may be based.

Advanced Standing therefore means the grades obtained in other institutions 
and recognized by heads of departments in this Institution and expressed in 
such terms that they may be entered permanently in the records of this 
Institution.

AMOUNT OF CREDIT IN FORM OF ADVANCED STANDING.

Grades obtained in the University of Missouri, the State Normal Schools of 
Missouri and members of the College Union are accepted without alteration 
and transferred to the records of this Institution. Grades from other reputable 
institutions are likewise transferred to our records with little alteration.

At a conference of the Missouri Normal Schools in 1904 it was agreed that 
graduates of approved high schools of the first class offering four years of high 
school instruction should be given credit for ten units in a Normal School course; 
that graduates of approved high schools of the second class offering three years 
of high school instruction should be given credit for seven units in a regular 
Normal School course; that graduates of approved high schools of the third class 
offering two years of high school instruction should be given credit for four units 
in the regular Normal School course; that all students who bring teachers’ 
certificates should be admitted to the Sub-normal or Preparatory classes 
without examination.

This school has endeavored to conform to the conference agreement, and yet 
we prefer to admit and classify each student chiefly upon his own merits. Our 
practice has probably resulted in occasional modifications of the rule. Indeed 
our practice seems to be a necessity because the high schools differ so much 
among themselves. They do not all cover uniform amounts of subject matter in 
any one subject and the same high school does not at all times cover a given 
subject in the same manner. No two high schools are likely to teach the same 
subject with equal thoroughness. Again we find great differences among the 
graduates of the same high

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school and at times marked differences among members of the same class. One 
member of a high school graduating class sometimes shows twice the mental 
activity and ability that another one shows after both have entered the Normal 
School. We are therefore obliged to make our rules of classification somewhat 
flexible so as to recognize not only the merits of the secondary school but the 
merits of each individual who seeks to enter the Normal School.

“HOW LONG WILL IT TAKE TO GRADUATE?”

This is the question asked by high school graduates more frequently than any 
other question: “How long will it require me to graduate?” The question can not 
be answered. The Normal School can make no promises as to time 
requirements. We have lately had two or three students who had graduated 
from a high school, taught a few months, attended a few institutes and finally 
graduated from the Normal School by fifteen months’ attendance; but these are 
exceptional cases and they are growing less frequent. Several of our best 
students first graduated from good high schools, then gave themselves two nine 
months’ sessions and a summer quarter or two nine months’ sessions and two 
summer quarters in the Normal School. These are the ones who command the 
choice positions at or before graduation. After testing the agreement of the 
Normal Schools above mentioned, it is evident that typical high school 
graduates can not finish a four years’ Normal School course under less than the 
following time requirements:

1. A mature graduate of a first-class high school, in two regular sessions of nine 
months each or their equivalent.
2. An immature graduate of a first-class high school or a mature graduate of a 
second-class high school in three regular sessions of nine months each or the 
equivalent of the same.
3. A graduate of a small high school not approved by the University or Normal 
School will usually require somewhat more than three regular sessions of nine 
months each.

But we are willing to allow any high school graduate opportunity to graduate 
just as soon

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as he or she can meet the requirements in subject matter and ability to do work 
effectively-provided always that the student must have a program of studies 
that can be carried out successfully without cramming. We still believe in the 
old maxim: Not how much but how well.

DEBATING CLUBS AND LITERARY SOCIETIES.

This Institution encourages that form of self activity and self government which 
is exemplified in literary societies and debating clubs. Among these are the 
following:

1. Two general literary societies composed of young men and young women and 
numbering about one hundred members.
2. Three men’s debating clubs, likewise having a membership of about one 
hundred.
3. A young ladies’ literary society composed of Sophomore girls and numbering 
about forty members.
4. The organization of the four classes of the Institution, Freshmen, 
Sophomores, Juniors and Seniors. The class organizations and the young ladies’ 
society usually meet twice each month; the other organizations once each 
week.

Through one or more of these organizations every student has opportunity to 
learn parliamentary practice and to use his various talents somewhat as he will 
be required to do outside the School when he is engaged in the general affairs 
of life. In this connection it is worth while to mention that the business affairs of 
the Young Men’s Christian Association and of the Young Women’s Christian 
Association are helpful to many students; for each of these associations handles 
a considerable sum of money during the year and in many ways accustoms its 
active members to the transaction of important business outside the school 
routine. These various associations and societies are especially useful in wearing 
off the hesitancy and self consciousness which so commonly characterize 
students. They compel students to lose themselves in the actualities of business. 
Students are thereby better fitted for leadership in their future careers.

25

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THE YOUNG MEN’S CHRISTIAN ASSOCIATION AND THE YOUNG WOMEN’S 
CHRISTIAN ASSOCIATION.

This Institution has great confidence in the independent work of the Y. M. C. A. 
and the Y. W. C. A. Each Association is furnished one or more pleasant rooms 
within the Normal School building and is given full control of its own room or 
rooms. During the past two or three years each Association has usually 
numbered about 200 members. We encourage these organizations but leave 
the young people free to act according to their own judgment. Membership is 
purely voluntary. We do not believe in much over sight or direction of such 
Associations by the President or the Faculty of the School, but believe it is better 
to leave the young people to work largely among themselves unhampered by 
the views, opinions and presence of Faculty members.

The Sunday meetings of the Associations are conducted in the same 
independent way. Here again it is believed that the spontaneity and self activity 
of the young people bring about higher and better ethical results than could be 
secured under any plan of Faculty management. We endorse and favor these 
young people’s associations in school and college life for the following reasons:

The Young Men’s Christian Association is strictly democratic in operation; it 
appeals to the interests of all aspiring young men regardless of their wealth, 
dress, looks, parentage, or previous condition.

It contributes to the practice of good order and quietude.
It tends to tame and tone down the over-flowing animal spirits of boisterous 
young men.
Because of its own inherent excellence it is self-perpetuating, and therefore 
never needs coddling or overseeing by the Faculty.
It utilizes many energies which would otherwise be wasted.
It awakens the best sympathies. It cultivates altruism.

26

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It is a great force in the development of sterling manhood.

The Young Women’s Christian Association. Of all the adjuncts to school or 
college life the Young Women’s Christian Association is the best for young 
ladies. It is self-governing and self-regulating. It never lends itself to frivolity. It 
cultivates in the highest degree the rare qualities of modesty, dignity, and 
devotion to duty.

THE YOUNG WOMEN’S CHRISTIAN ASSOCIATION HOUSE.

The Young Women’s Christian Association long felt the necessity for a house of 
its own where some of its officers and members might live together, where 
meetings of various kinds might be held and a genuine home-like atmosphere 
might prevail.

A frame house four blocks from the Normal School campus and very convenient 
to the public square and the churches was selected for the Association House. It 
contains eight rooms: a library, kitchen, and six bed rooms. The entire suite of 
rooms was furnished by local members of the Association and interested friends 
about town.

One member of the Faculty lives in the House, that the girls may at all times be 
duly chaperoned. Accommodations for eight other young women have been 
provided.

Distinct Purpose of the Association House. 1. A home where worthy and 
ambitious Association members may live and reduce their expenses to a 
minimum of not to exceed $2.50 per week. 2. A home in which to receive the 
State Secretary, Bible Teachers and other Association guests; also a temporary 
stopping place for new girls upon their arrival in Kirksville. 3. A place where 
Bible Classes may meet and Association receptions may be given.

Expenses. Each girl will pay $1.00 per month for her room and there must be 
two girls in each room. Lights, fuel and washing of bed linen and towels must be 
paid for in addition to rent of room. During the past year the entire cost of living 
was reduced to an average of about $2.00 per week for each girl.

Light House Keeping. A kitchen has been fitted up and the girls may do their 
own cook-

27

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ing, laundry work, etc., if they so desire. They may get their meals at near by 
boarding houses.

Desire to Help Others. At the time of going to press all rooms in the Association 
House are engaged for the year 1905-06, but the members of the Young 
Women’s Christian Association, and especially those residing in the Association 
House, will be specially pleased to assist other girls in finding the best 
accommodations possible and at the most reasonable rates. They will be glad to 
furnish information regarding such matters as the following:

The requirements of the School; the rooms where members of the Faculty may 
be found; the making of programs; the various boarding houses; the book stores 
and second hand stores; anything of interest or value pertaining to student life.

They will at the opening of school in September, meet all incoming day trains 
with a view to assisting young lady students in finding boarding places. 
Members of the Association may be recognized by the Association badges of 
purple and white.

The officers for the ensuing year are as follows: Miss Eda Stauterman, President; 
Miss Margaret Redmon, Secretary; Miss Elsie Kirk, Treasurer.

Y. M. C. A. LECTURE COURSE.

The Y. M. C. A. Lecture Course for the ensuing year will include the following:

Dr. D. F. Fox, Dr. Thos. E. Green, Dr. Newell Dwight Hillis, Alton Packard, 
Cartoonist, Manning Glee and Minstrel Club of Boston, Jaunita Boynton 
Company.

The success of the Y. M. C. A. entertainments in the past is taken as a guarantee 
that the above named series will be both interesting and instructive.

YOUNG WOMEN’S CHRISTIAN ASSOCIATION LECTURE COURSE.

The Young Women’s Christian Association will give a lecture course consisting of 
three numbers by Mr. Marshall Darrach of New York City, who will appear in 
Recitals of Shakespeare’s Plays.

Mr. Darrach’s repertoire consists of nine plays which he recites from memory 
connecting

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each scene with a brief and lucid narrative, impersonating each character as it 
appears.

For seven years Mr. Darrach has appeared annually at Yale University, and has 
had the honor of having Mrs. George Gould, Miss Helen Gould, Mrs. Daniel 
Manning; Mrs. David R. Francis and Mrs. (President) McKinley among his 
patronesses.

ATHLETICS.

General Purpose. This Institution encourages its students to participate in 
Athletics, both in the gymnasium and on the Athletic Field. We seek to foster 
the development of good physical health and strength by systematic gymnasium 
work and various out-of-door games, and, for the student body at large, by 
inducing them to spend an hour a day, if possible, in the open air and the sun 
shine. We expect our students to return home at the close of the year in better 
health than when they enter the school in September. We do not intend that 
our young men and young women shall become pale faced or sallow but on the 
contrary we expect to increase the evidence of physical health and strength 
through the gymnasium and out-door Athletics. People should expect their sons 
and daughters to come home at the end of the year with the marks of health on 
the cheek, with firm and vigorous step, and with freedom from evidences of 
weariness. Only those who enjoy good physical health can be ideal students. 
People should attend school not to become exhausted but to grow strong.

MILITARY TRAINING.

We desire to call especial attention of young men to our course in Military 
Tactics. We were long delayed last year in securing guns but finally secured 50 
stand of rifles and had a cadet corps of some thirty young men who showed 
themselves to be a credit to the Institution. We confidently believe these young 
men are healthier and stronger in body and more manly in appearance and 
conduct because of their course in Military Training. We will be much better 
prepared for this course during the ensuing year and expect the cadet corps to 
be large.

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GYMNASIUM WORK FOR YOUNG MEN AND YOUNG WOMEN.

The experiences of the past year have shown what can be done and what ought 
to be done in Gymnasium Work. During the first two quarters of the ensuing 
year, we shall be somewhat cramped for lack of adequate Gymnasium facilities, 
but we can accommodate from ninety to one hundred young women in the 
Gymnasium classes during the forenoon and a corresponding number of young 
men during the afternoon.

At the completion of the new building, about the beginning of the third quarter 
of the year, we shall be able to allow the young women the use of their 
Gymnasium throughout the day and the young men the use of their Gymnasium 
throughout the day.

Attention is called to the men’s Gymnasium and adjacent bath rooms and 
dressing rooms, mentioned in another page of this Bulletin and also shown in 
the cuts of floor plans in another part of the Bulletin. It is intended to offer our 
young people through these gymnasiums every possible facility for proper 
physical culture, and judging from the past year we have reason to believe that 
a very large number of students will avail themselves of these facilities for 
securing and increasing physical strength and health. It is now a well recognized 
tenet of American education that a sound body is required for the proper 
development and use of a sound mind. It is equally well recognized that the 
body neither becomes sound nor remains sound unless it is systematically and 
somewhat vigorously exercised.

THE ARCHIVES OF THE SCHOOL.

For over two years work has been directed towards collecting the archives of 
the school and arranging them in some form for permanent preservation. This 
work has been done under the direction of Curator of the Archives, Mr. E. M. 
Violette of the History Department.

The results of the work have been fairly satisfactory. A complete file of the 
catalogs of the school and another of the various student publications have 
been collected. Programs of many events in the school, such as 
commencements, contests, and entertainments, have been

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gathered and arranged in a series of scrap books. Pictures of former teachers 
and students and of different organizations, such as classes and societies, are 
being gathered. Many of the records of the literary societies and the Christian 
Associations of the school have been turned over to the archives. An almost 
complete file of the Reports of the State Superintendent of schools has been 
collected. Through the kindness of the daughters of the late Major W. C. B. 
Gillespie, a complete file of the North Missouri Register, which he published in 
Kirksville from 1870 to 1879, has been given to the institution and placed among 
its archives. This file of newspapers is invaluable as it is the only file of Kirksville 
newspapers for that period in existence and contains much local history that 
would not otherwise be accessible. Many other things of a miscellaneous 
character have been collected. All these archives have been placed in cases 
especially set apart for them in the library.

While much has been done, yet this is only a small part of what we desire to do. 
Copies of the catalogs of the school, especially the earlier numbers, and of the 
Normal Message are greatly desired for a duplicate set of each publication. Any 
kind of material that pertains to the life of the school such as programs, 
pictures, newspaper clippings, old records, etc. are also desired. Usually such 
material after being kept a while by persons who were once connected with the 
school, if it is kept at all, gets lost or is destroyed. Scattered over the country in 
different places, this material is without very much value to any one except as 
mementoes; but brought together in one place and classified, it becomes 
invaluable among historical documents. Will every one who reads this 
announcement and who has in his possession any of the above mentioned 
material that he is willing to contribute to the school, kindly forward it at once 
to the Curator of the Archives at the expense of the school. Whatever is sent 
will be carefully preserved and due recognition given for the same.

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(Page 32)

NEW BOOKS.

MR. VIOLETTE, MISS JACKSON, MRS. DAUGHERTY.

During the past three months two new and highly interesting volumes have 
been published by members of our Faculty. They are: “History of First District 
Normal School” by E. M. Violette, and “Agriculture Through the Laboratory and 
School Garden” by Miss Jackson and Mrs. Daugherty.

Mr. Violette has spent many months collecting material for the history of this 
Institution. The book gives a complete history of the school from its 
establishment to the present time. It recounts in detail the beginnings under 
President J. Baldwin, Professor Nason, J. M. Greenwood and others, the action 
of Adair County, the competition among north Missouri towns, the schemes of 
politicians, the friendship of public school men, the opposition of many kinds, 
the character of the Faculty, the courses of instruction, the successes of 
graduates and many other things. The book is well arranged and amply 
illustrated. The mechanical execution is good. But 500 copies were printed; 
more than half of these have been disposed of at $1.50 per copy and 15 cts. 
extra for postage when sent by mail.

“Agriculture Through the Laboratory and School Garden” is designed for a text 
book in Elementary Agriculture. This is a unique volume. It was not designed to 
exploit a theory or a person. It is really an outline of work done by students and 
teachers in this Institution. The Agricultural laboratory and the school garden of 
the Kirksville Normal School have grown from small beginnings. They are now 
objects of keen interest in many parts of the United States. Their purpose at all 
times has been to prepare teachers to give practical and definite instruction in 
public schools of all kinds. This volume shows what can be done and what we 
think ought to be done in the public schools. It is beautifully illustrated by 
pictures of many kinds. It is well arranged, well printed and well bound. It is 
published by the Orange Judd Company of New York. It is a $1.50 book and is 
destined to be of great service to the public schools.

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(Page 32a)

PHYSICAL EDUCATION FOR MEN.

(Page 32b)

(Page 33)


SPECIAL SUGGESTIONS.

1. All books, wraps, hats, caps, overshoes, umbrellas, etc., should be plainly 
marked by the owners thereof so as to be known wherever found.
2. The city residence of every student is required at the office. In case of change 
report should be made at once.
3. Every case of sickness should be reported promptly at the office. When any 
student is taken sick he or she is especially requested to send word to the office. 
The President and Faculty will thus be able to contribute much to the relief of 
the students.
4. Reasons for absence from school or from any class are to be presented at the 
office before re-entering the class.

GENERAL REGULATIONS.

Students are required to comply with the following and with such other 
regulations as the Board of Regents, President and Faculty may, from time to 
time, make known.

1. Unless excused for cause students are expected to be present at all general 
exercises of the school and must be present at every regular recitation and 
perform faithfully the duties assigned them.
2. No student shall discontinue a study except for good cause, of which the 
Department teacher and the President of the Faculty shall be the judges.
3. Students are prohibited from attending billiard rooms, pool rooms and other 
similar places of resort.
4. Students leaving school without being regularly excused by the President will 
be considered suspended.
5. All special privileges and excuses granted or required by these regulations 
must be obtained from the President of the Faculty or from such persons as may 
be designated by him.

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VACCINATION.

The civilized nations of the world are making great efforts to stamp out or at 
least prevent smallpox. Careful observation has revealed the fact that 
vaccination is practically the only security.

It is recommended that all students get vaccinated before setting out to become 
students in institutions away from home. It is unwise to wait. Get vaccinated at 
home by your family physician whom you know and in whom you have 
confidence.

The following are a few plain and simple statements of fact which all should 
understand:

1. Vaccination should always be done by a physician who will take due 
precaution and make the operation aseptic, as much so as is done in surgical 
cases.
2. The after care is as important as that of injuries or surgical operations.
3. Only sterilized dressings should be used.
4. Vaccination that is not infected by carelessness seldom gives any trouble.

RULES FOR GRADING AND REPORTING.

1. Seventy-five (75) is to be the passing grade.
2. Three ranks are to be recognized above and including 75.
1. Passable, to be marked and reported by the letter P.
2. Good, to be marked and reported by the letter G.
3. Excellent, to be marked and reported by the letter E.

3. Two ranks are to be recognized below seventy-five (75).
1. Conditioned, to be marked and reported by the letter C.
2. Failed, to be marked and reported by the letter F.

4. Grades in the Normal School books and records are to be marked by the 
above mentioned letters and those only; but any teacher may give numerical 
grades to his students if he desires to do so.

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5. Each teacher establishes his own requirements for the ranks to be attained.

6. A student who is conditioned in any subject which continues from one 
quarter to another, may continue in that subject, but must satisfy the teacher 
under whom he is conditioned that he has made up the conditioned work, the 
time and method of satisfaction to be left to each teacher.If a student fails to 
make up conditioned work within one year after condition is imposed, he shall 
be required to do the work again in class.

7. A student who has failed in any subject which continues from one quarter to 
another, shall do again in the class the work in which he has failed and shall not 
do advanced work in that subject until a passing grade shall be made in the back 
work.

COURSES OF INSTRUCTION.

Special Course, One Year.

FOR TEACHERS IN RURAL AND OTHER ELEMENTARY SCHOOLS.

We now offer a course of one year especially adapted to the purposes of 
teachers in rural and other elementary schools. It includes a review of 
Arithmetic and Grammar with a special view to thorough analysis and to 
methods of teaching these subjects; also United States History with map 
drawing and supplementary reading with a view to fitting teachers well to teach 
this subject in all schools where it may be needed; also twelve weeks, or one 
quarter, in Physiology and Dissection with a special view to methods of teaching 
Physiology, Hygiene, etc.; also six months, or two quarters, in Civil Government 
and Library Work with a view to a full knowledge of the subject and an 
acquaintance with the methods and resources of use in teaching the same. 
Combined with the foregoing we offer three quarters, or one “unit” of work, 
which may be elected from Algebra or Latin or Literature.

No part of this course is eighth grade work or Elementary School work. It is of 
the rank of severe High School work. It is the very thing that many High School 
graduates need and take.

It is given for two purposes: 1. As a special preparation and strong foundation 
for a regu-

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lar Normal School course. 2. As a training for those rural and other elementary 
school teachers who can not for the time being pursue a full Normal School 
course.

TABULATION OF PREPARATORY YEAR, OR SPECIAL TEACHERS’ COURSE.

Arithmetic and Arithmetical Analysis – 2 quarters.
Grammar and Analysis, with Composition – 2 quarters.
United States History with maps, Supplementary Reading, etc. – 2 quarters.
Physiology with Dissection and Methods, etc. - 1 quarter.
Civil Government with Library Work in same – 2 quarters.
Algebra or Latin or Literature – 3 quarters.

ELECTIVE COURSES.

The following Elective Courses are offered, each requiring a sum total of 
eighteen and one-third academic and pedagogic units in addition to the 
requirements above specified for the preparatory or special teachers’ course.

A unit consists of thirty six weeks’ work, five days in the week, 50 minute class 
periods. This is substantially the same as heretofore.

Constants. It is agreed that no one shall graduate from any advanced course or 
four years’ course of the Institution who does not offer among the above 
mentioned eighteen and one-third units the following: Three and one-third 
units in Pedagogy; three, in English; two, in Mathematics; one, in History; and 
one, in Science.

For working purposes all subjects are separated into three classes:

The following academic subjects requiring preparation constitute Class One: 
English, Latin, Mathematics, Science, History, German, French, Greek, Library 
Work.

The following subjects constitute Class Two: Reading, Physical Culture, 
Gymnasium Work, Vocal Music, Drawing, Manual Training, Military Drill.

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Pedagogy, Psychology, History of Education, Special Methods, Practice School 
Work, Kindergarten Theory and Practice, and other Professional subjects 
constitute Class Three.

In any four years’ Elective Course thirteen units In addition to the requirements 
of the preparatory year shall be offered from Class one; two units may be 
offered from Class two; three and one-third units shall be offered from Class 
three.

In any special course such as the Kindergarten Course not less than nine 
academic units from Class one will be required and not less than three and one-
third units from Class three. In such special Elective Course six units may be 
offered as special elective units and these may be. agreed upon by the student, 
the President and the head of the department interested.

But notice: In order to graduate by any Elective Course one academic subject 
must be elected which shall constitute the major academic subject or the 
contemplated specialty of the student. In such major subject at least four units 
shall be offered. Around these others are to be clustered which shall constitute 
related minors. No unit will be accepted unless all lower units in the same 
department are first finished. If German, French, or Greek be offered the last 
year’s work.in the subject must be done in this Institution. All subjects must be 
pursued in natural order and all programs of students are subject to the 
approval of the interested department teachers and the President.

Notice especially the definition of a unit; also that every stated course and every 
elective course contains eighteen and one-third units and that these are based 
upon the requirements of the preparatory year.

RECAPITULATION.

1. Preparatory units...4
2. Academic units from Class One...13
3. Units from Class Two...2
4. Pedagogic Units...3½ 
Total...22 1/3

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TABULAR VIEW OF THE COURSES OF INSTRUCTION.

ENGLISH COURSE NO. 1.

FRESHMAN YEAR.

*English (Myth. And Am. Eng. Lit.)...3
Agri. Or Ph. Geog.....3
*Algebra (Wentw. New Sch.)....3
Reading, Physical Culture, Drawing, Music, Gym, Work...4
Elementary Psychology...1

ENGLISH COURSE NO. 2.

*English (Myth. And Am. Eng. Lit.)...3
Agri. or Ph. Geog....3
*Algebra (Wentw. New Sch.)...3
Reading, Physical Culture, Drawing, Music, Gym, Work...4
Elementary Psychology...1

SOPHOMORE YEAR.

English (Rhetoric)...3
Ancient History...3
Zoology or Botany...3
*Plane Geometry...2
Practice Teaching...1
Concrete Pedagogy...2
Music or Manual Training or Gymnasium Work...2

*English (Rhetoric)...3
Ancient History...3
Zoology or Botany...3
*Geometry...3
Practice Teaching...1
Music or Manual Training or Gymnasium work...1

JUNIOR YEAR.

Eng. Lit. 1; Am. Lit. 2...3
M. and M. H. or Am. Hist....3
Chemistry...3
Solid Geometry...1
Trigonometry...2
General Pedagogy...1

Eng. Lit. 1; Am. Lit. 2...3
Medieval and Modern Hist....3
Chemistry...3
Trigonometry...2
College Algebra...1
General Pedagogy...1

SENIOR YEAR

English Literature...3
Physics...3
2d. yr. German....3
College Algebra...1
Practice Teaching...2
History of Education...2
School Administration...1

English Literature...3
Physics...3
Col. Alg. and Analytics or Eng. Const. Hist. or Am. Const. Hist. or Europe in 19th 
Cent....3
Manual Training...1
Practice Teaching...2
History of Education...2
School Administration...1

Electives and Graduate Studies. Analytical Geometry, Calculus. Advanced 
College Algebra, Livy Horace, Argumentative Discourse, Elizabethan English, 
Nineteenth Century Literature, one or two quarters each; English Constitutional 
History, Europe in the 19th Century. American Constitutional History. 
Experimental Organic Chemistry, General Inorganic Chemistry, General 
Descriptive Physics, Advanced Zoology or Biology, Library Work, History and 
Philosophy of Education, one year each.

*One unit of work in Alg. or Eng. being elected and offered in the Preparatory 
Year, the student as a Freshman is correspondingly advanced into the 
Sophomore Year. He therefore has 4 1/3 units left for the regular Sophomore 
Year.

Note: The Arabic Numerals show the number of quarters in each subject. A 
quarter is 12 weeks. A unit is quarters in I subject.

Note: Agri. Agriculture; Myth., 3ythology; Am., American; Lit., Literature; Eng., 
English; M.& M. H., Mediaeval and Modern History; Const., Constitutional; Ph., 
Physical.

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TABULAR VIEW OF THE COURSES OF INSTRUCTION.

FRESHMAN YEAR

LATIN COURSE NO. I.

*Lat. (First Book & Nepos.)...3
*English (Myth. And Am. And Eng. Lit.)...3
*Alg. (Wentw. New Sch.)...3
Reading, Physical Culture, Drawing, Music, Gym, Work...4
Elementary Psychology...1

LATIN COUSE NO. II.

*Lat. (First Book and Nepos)...3
*Eng. (Myth. And Am. And Eng. Lit.)...3
*Alg. (Wentw. New Sch.)...3
Reading Physical Culture, Drawing, Music, Gym, Work...4
Elementary Psychology...1

SOPHOMORE YEAR.

*Latin (Neops and Cae.)...3
*English (Rhetoric)...3
Zoology and Botany...3
*Plane Geometry...2
Practice Teaching...1
Concrete Pedagogy...2
Music or Manual Train’g or Dr. or Gymnasium work...2

*Latin (Nepos and Cae.)...3
*English (Rhetoric)...3
Ancient History...3
*Geometry, Zool. Or Botany...3
Practice Teaching...1
Concrete Pedagogy...2
Dr. or Music or Manual Tr. Or Gymnasium work...2

JUNIOR YEAR.

Latin (Cicero and Ovid)...3
Ancient History...3
Chemistry...3
Solid Geometry...1
Trigonometry...2
General Pedagogy...1

Latin (Cicero and Ovid)...3
Mediaeval and Modern History...3
Chemistry...3
Plane and Solid Geometry or Trigonometry and Col. Alg....3
General Pedagogy...1

SENIOR YEAR.

Latin (Sallust and Vergil)...3
English Literature...3
Physics...3
College Algebra...1
Practice Teaching....2
History of Education...2
School Administration...1

Electives and Graduate Studies.—Analytical Geometry, Calculus, Advanced 
College Algebra, Livy, Horace, Argumentative Discourse, Elizabethan English, 
Nineteenth Century Literature, one or two quarters each; English Constitutional 
History, Europe in the 19th Century, American Constitutional History, 
Experimental Organic Chemistry, General Inorganic Chemistry, General 
Descriptive Physics, Advanced Zoology or Biology, Library Work, History and 
Philosophy of Education, one year each.

*One unit of work in Alg. or Lat. or Lit. being elected and offered in the 
Preparatory Year, the student as a Freshman is correspondingly advanced into 
the Sophomore Year and therefore has 4½ or 4½ units of work left for the 
regular Sophomore Year.

NOTE: The Arabic Numerals show the number of quarters in each subject. A 
quarter is 12 weeks. A unit is 3 quarters in 1 subject.

Note: Agri., Agriculture; Myth., Mythology; Am., American; Lit., Literature; Eng., 
English; Const., Constitutional; Ph., Physical.

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Daily Program, First Quarter, September 12 to December 1, ’05.

TEACHER. R’m.

Mr. Gentry - 3
Miss Green - 11
Mr. Heyd - 17
Mr. Violette – 4
Mr. Vaughn – 6
Mr. Fair – 4
Mr. Weatherly – 19
Mr. Stokes – 43
Mr. Daugherty – 7
Miss Jackson – A
Mr. Harvey – 2
Mr. Ginnings – 5
Mr. Burton - ---
Mr. Settle – 44
Miss Brashear – M
Mr. --- ---

FIRST PERIOD. 8:20-9:05.

Fr. Latin 2 qr. 
Greek History
Jun. Chem. 1 qr.
Soph. ZOol. 1 qr. 
Agriculture 1 qr. 
Alg. 1 qr. 
Arith. (5)
Sen. Eng. 1 qr. 
Soph. Rhet. 2 qr. 
Fr. Lit. 1 qr. 

SECOND PERIOD. 9:05-9:55.

Fr. Latin 1 qr. 
Soph. Casesar, 2 qr. 
German.
Am. Cons. His., 2 qr.
Oriental Hist.
Pl. Geom. 1 qr. 
Arith. (5)
Gram. And Comp.

THIRD PERIOD. 10:20-11:05.

Soph. Nep. 1 qr. 
Fr. Latin 1 qr. 
French
U. S. Hist. 1 qr. 
Oriental History
Organic Chem. 1 qr. 
Sen. Physics 1 qr. 
Prac. Sch. Sci.
Pl. Geom. 2 qr. 
Alg. 1 qr. (2)
Jun. Eng. 1 qr. 
Fr. Lit. 1 qr. (M)

FOURTH PERIOD. 11:05-11:55.

Fr. Latin 3 qr. 
German
Rom. Hist. 
Civ. Gov. 1 qr. 
Alg. 3 qr. 
Alg. 4 qr.
Soph. Rhet. 1 qr. 
Gram. And Comp.

FIFTH PERIOD. 1:05-1:50

French.
19 Cent. His. 1 qr. 
U. S. Hist. 1 qr. (6)
Jun. Chem. 2 or 3 qr. 
Soph. Zool. 2 qr. 
Botany and Agri.
Analytics
Col. Alg. 1 qr. 
Trig. 1 qr. (43)
Soph. Rhet. 1 qr. 
Gram. And Comp.
Fr. Lit. 1 qr. (11)

SIXTH PERIOD. 1:50-2:40.

Sen. Sal., 1 qr. 
Jun. Cic. 1 qr. 
Eng. Hist. 1 qr. 
Civ. Gov. 1 qr. 
Sol. Geom. 
Alg 2 qr. (2)
Soph. Rhet. 3 qr. 
Fr. Lit. 3 qr. (44)

SEVENTH PERIOD. 2:40-3:30.

Livy
M. and M. His. 1 qr. 
Am. Cont. His. 1 qr. 
Phys. Geog. (9)
Physiol.
Arg. Disc.



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Daily Program, First Quarter, September 12 to December 1, ’05.

Teacher. R’m. 

Mr. Carroll – G
Miss Linton – 12
Mr. Gebhart – 15
Miss Bryan – 1
Miss Reid – 42
Miss Parrish – L
Miss Fowler – L
Mr. Wilson – 8
Mr. Hatfield ---
Miss Longnecker --- 31
Miss Barnes ---
Miss Reed ---
Miss Greer ---
Miss Scott ---

FIRST PERIOD. 8:20-9:05.

R. and V. C. 1 qr. 
Pr. Sch. Muc. 
M. Tr. 
Drawing
Library
Library
Tr. Sch.
Practice School
Practice School
Practice School
Kgn.

SECOND PERIOD. 9:05-9:55.

Fr. Lit. 2 qr. (44)
R. and V. C. 1 qr. 
Voc. Mus. 1 qr. 
M. Tr. 
Drawing. 
Lib. 
Lib. 
El. Psych.
Conctrete Ped. C. B. and Phil. Of Teaching
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn.

THIRD PERIOD. 10:20-11:05.

Ph. Ed. For girls (G)
Voc. Mus. 1 qr. 
M. Tr. 
Dr. in Pr. Sch.
Lib.
Lib. 
Concrete Ped. C. B. and Phil. Of Teaching
Pr. Sch. 
Pr. Sch.
Pr. Sch. 
Kgn.

FOURTH PERIOD. 11:05-11:55.

Fr. Lit. 2 qr. (3)
Ph. Ed. For girls (G)
Pr. Sch. Mus. 
M. Tr. 
Dr. in Pr. Sch.
Lib. 
Lib. 
Jun. Ped.
Tr. Sch. 
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn.

FIFTH PERIOD. 1:05-1:50.

Phys. Ed. For men
R. and V. C> 1 qr. 
Voc. Mus. 2 qr. 
M. Tr. 
Drawing
Lib. 
Lib. 
Tr. Sch. Latin
Hist. Ed. 1 qr. (8)
Tr. Sch.
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn. Theory

SIXTH PERIOD. 1:50-2:40.

Ph. Ed. For men
R and V. C. 2 qr. 
Special
M. Tr. 
Drawing
Lib.
Lib. 
Tr. Sch. 
Pr. Sch. 
Pr. Sch.
Pr. Sch. 

SEVENTH PERIOD. 2:40-3:30.

Military Tactics
(Lib. Class, 4-5 p.m.)
Lib. 
High Sch. Ped. (8)



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CERTIFICATES AND DIPLOMAS.

Candidates for graduation in the Sophomore (“Elementary”) Course are 
required to do the equivalent of at least three months’ resident student work. 
Candidates for graduation in any Senior Course or four years’ course are 
required to do the equivalent of nine months’ resident student work. All 
candidates must be of good moral character and maintain a rank of “G” in at 
least half of the subjects studied or offered.

Those who complete the Sophomore year in a Latin Course or English Course or 
the Special Kindergarten Course receive an Elementary Certificate showing the 
course completed and the holder’s standing in the subjects studied. These 
certificates authorize the holder to teach in any county of Missouri for a period 
of two years. Those who complete any four years’ course receive a diploma 
specifying the course completed. Each diploma authorizes the holder to teach in 
any public school of Missouri during life unless the same be revoked for cause.

DEGREES CONFERRED.

The degree Bachelor of Pedagogy is conferred upon all persons graduating in 
any Senior Course.

The degree Master of Pedagogy is conferred upon those graduates in any Senior 
Course who shall have taught satisfactorily after graduation and who in addition 
thereto shall have done the equivalent of nine months’ resident student work in 
a graduate course of the Institution, one unit in such graduate course being in 
Professional studies.

The degree Bachelor of Arts will be conferred upon those graduates in any four 
years’ course who shall have offered eight units of graduate work; such 
graduate work shall be in extension of the student’s major and allied minor 
subjects; five of such units shall be selected from the following: Latin, Greek, 
German, French, Mathematics, History, English, Science; one of such units shall 
be in Professional Studies.

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SYLLABI OF COURSES OF INSTRUCTION.

AGRICULTURE AND BOTANY.

MISS JACKSON.

I. Agriculture.

The work in Agriculture has been arranged not so much as to the sequence as to 
the time when the material is most available.

1. The First Quarter, or Fall Quarter. Propagation of plants—budding, rooting 
soft-wood cuttings, and care of bulbs for forcing and for out-of-door planting; 
leguminous plants; weeds of economic importance.

2. The Second, or Winter Quarter. Soils, origin, formation, classification, and 
physical properties of soils; soil moisture and tillage; soils as related to plant 
growth; rotation of crops; principles of feeding; milk and its care.

3. The Third, or Spring Quarter. Propagation of plants—seed germination, root 
and stem grafting, and hard-wood cuttings; pruning of plants; ornamentation of 
home and school grounds.

4. The Fourth, or Summer Quarter. Enemies of plants; plant improvement; 
propagation of plants; leguminous plants.

The work in Agriculture is accomplished through the laboratory, the school 
garden and field work supplemented by assigned readings, discussions, and 
written tests.

Note Books, Experiment Station Bulletins, and Numerous Reference Books are 
used.

Text: Jackson & Daugherty’s Agriculture through the Laboratory and School 
Garden.

II.	Botany.

1. First, or Fall Quarter. General Botany. Study of representatives of the 
principal groups of plants to show the orderly development of plant structures. 
The purpose of this course is to acquaint the student with the general field of 
botany.

2. The Second, or Winter Quarter. Forest Trees. This work consists of a study of 
the specific characters of our forest trees in their winter condition; the influence 
and care of forests and their geographical distribution.

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3. The Third, or Spring Quarter. Systematic Botany and Ecology. Each student 
collects, classifies, and prepares for herbarium specimens at least 25 plants of 
the local flora. The biological relations of plants are considered and some 
specific form carefully studied in its natural environment.

4. The Fourth, or Summer Quarter. Fall Quarter Work repeated in Summer 
Quarter.

Texts: Steven’s Introduction to Botany. Coulter’s Plant Relations.

ART.

MISS REID.

“There is no law of right which consecrates dullness. The proof of a thing being 
right is that it has power over the heart; that it excites us, wins us, or helps and 
there is no goodness in art which is independent of power of pleasing.”—
Ruskin.

The motive of all art study should be to learn to see understandingly and 
feelingly; to find beauty and truth in things which surround us; and to be filled 
with enthusiasm for all handwork which requires skill. With brush or pencil in 
hand the observation of the object to be expressed is keenest and most 
prolonged.

The mediums used are Charcoal, Water-Color, Pen and Ink, and Crayon. The 
subjects to be treated in the year’s work are under the following heads:

Botanical,—Charcoal, Pencil, Color.
Still-Life,—Charcoal, Color.
Drawing,—Antique.
Landscape or out of doors sketching,—Charcoal, Color.
Illustrating Life in character sketches.
Geographic Drawing,—Crayon.
Design, Decorative Design, and Constructive Design.
Blackboard sketches,—Crayon.
History of Art, Study of Painting, Sculpture and Historic Ornaments.

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CHEMISTRY.

MR. WEATHERLY.

I. Chemistry.

1. Experimental Inorganic Chemistry.
a. Experiments and discussions.—Fall Quarter’s work.
b. Experiments and text-book work.—Winter Quarter’s work.
c. Experiments and text-book work.—Spring Quarter’s work.

a will be repeated in the Spring quarter, b will be repeated in the summer and 
fall quarters. c will be repeated in the winter quarter.

Course 1 is designed for juniors and seniors and others, desiring an elementary 
knowledge of the principles of Chemistry.

Text: Newell’s Descriptive Chemistry.

2. Experimental Organic Chemistry.
a. Experiments and text-book work.
b. Experiments and text-book work.
c. Experiments and text-book work.

a will be repeated in the summer quarter.

Course 2 is designed for seniors and graduates and is open to those only who 
have taken Course 1.

Texts: Remsen’s Organic Chemistry, Orndorff’s Laboratory Manual.

3. General Inorganic Chemistry.
a. Experiments and text-book work.
b. Experiments and text-book work.
c. Experiments and text-book work.

Text: Newth’s Inorganic Chemistry.

Course 3 is open to those who have taken Course 1.

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ENGLISH.

MR. SETTLE, MR. ---, MISS BRASHEAR AND MR. CARROLL.

1. Classics and Mythology.

a. American and English Classics. Narrative and Descriptive pieces from McNeill 
and and Lynch’s “Introductory Lessons in English.”
b. American and English Classics. Lyrics, State Papers, and Expository Selections 
from McNeill and Lynch, finishing with the Merchant of Venice.
c. Myths of Greece and Rome. Greek and Latin Classics.

Text-book,—Guerber.

This being a foundation for future work in English, much emphasis will be placed 
upon the study of literary types, and upon correct oral and written expression. 
Maxwell and Smith’s “Writing in English” will be used with a and b, 
supplementing and alternating with them.

If necessary, classes will be formed in a, b, and c each quarter.

2. Rhetoric and Composition.

a. Paragraphs, Sentences, Words, Punctuation and Capitalization, Letter Writing, 
Figures of Speech.
b. Narration, Description, Exposition, Theme Writing.
c. Argumentation, Poetry, Special Forms of Composition.

Classes in a, b, and c will be maintained each quarter.

Frequent written work will be required. Literary study and analysis will be 
combined with the work of the course. The elements of literary criticism will be 
developed.

Text-books: Lockwood and Emerson’s Composition and Rhetoric, Hill’s 
Beginnings of Rhetoric and Composition; and for supplementary purposes, 
Curry’s Literary Readings.

3. English and American Literature.

a. English Literature from the Puritan Age to the Rise of Romanticism (1603-
1780).

40



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b. American Literature in its early or formative periods (1607 to about 1850 or 
1860).
c. American Literature from about the middle of the 19th century.

This course gives a philosophic study of the development of American 
Literature, the rise of different types, the moving spirit of the times, and the 
influences of locality, a covers the period in English Literature that influenced 
most the literary form, subjects, and methods in America.

Text-books: Simonds’s History of English Literature, Abernethy’s American 
Literature.

b or c will be given the fourth quarter.

Under proper conditions, students may elect work in this course instead of that 
in 4.

4. English Literature.

a. Development of the English Nationality, Language, and Literature to the Eliza-
bethan Age.
b. Elizabethan Age: Prose, Non-Dramatic Poetry, Rise of the Drama, 
Shakespeare; Puritan Age, The Restoration.
c. Eighteenth and Nineteenth Century Literature.

b or c will be repeated the fourth quarter.

Text-books: Simonds’s English Literature, Anderson’s Study of English Words.

5. Fifth Year Electives.

a. Argumentative Discourse: Principles of Debating.
b. Shakespeare. Five to eight plays.
c. Victorian Literature (1837 to the Present).

These electives may, with certain restrictions, be counted for a part of the 
regular Junior or Seuior requirements.

Text-books: MacEwan’s Essentials of Argumentation, Simonds’s English 
Literature, Dow- den’s Shakespeare.

Remarks:—Mythology, while given in the Freshman year, will not be required of 
those who,

47



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before entering this school, have passed that year with a full three quarters of 
acceptable Freshman English.

Nine months of Rhetoric and Composition in this school, or its equivalent from 
an accredited school, will be required from all completing any of the courses for 
Certificates or Diplomas.

The requirements for any Elementary Certificate are Grammar, one year of 
Literature, and one year of Rhetoric and Composition.

Either full Latin Course for the Senior Diploma must have another year of 
Literature, preferably Course 4; but for sufficient reasons, work from course 3 or 
course 5 may be sub-stituted.

For a Senior Diploma in either English Course, four years of English will be 
required, two in addition to the elementary requirements.

Those wishing to make English their major in an Elective Course may present 
four or five units.

To secure any Elementary Certificate, some English work should be done in this 
school.

It is desired and expected that all candidates for Senior graduation will take at 
least two quarters of English here in their last year in the school.

AMERICAN HISTORY AND GOVERNMENT.

1. U. S. History.

a. From the discovery of America to the end of the Revolution.
b. The history of the United States under the constitution.

a and b will be repeated respectively in the spring and summer quarters. This 
course will be varied in intensity to meet the demands of the classes.

Text: McMaster.

2. Civil Government.

48



(Page 48a)



Foot Ball Team. 1904.



(Page 48b)



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a will be devoted entirely to State Government, including that of the city, town, 
and county.

b. The constitution of the United States, a will be repeated during the spring 
quarter.

b will be repeated during the summer quarter. Explanation: This course will also 
be varied to suit the needs of the students.

Text: James and Sanford, The State and Nation.

3. American Constitutional History.

a. Colonial Period.
b. The Revolutionary Period, and the constitutional period to 1828.
c. From 1828 to 1900.

a will be repeated in the spring, and probably in the summer quarter, b will be 
repeated in the spring, and possibly in the summer quarter, c will possibly be 
repeated in the summer quarter. Explanation: This course is intended for Juniors 
and Seniors, or students wanting a heavy
course in American History and Government.

Text: Channing.

HISTORY.

MR. VIOLETTE AND MR. FAIR.

1. Ancient History.

a. The Oriental period, from earliest historical times to the rise of the Medo-
Persian Empire. Given each quarter.
b. The Grecian period, from earliest times in Greece to the fall of Corinth, 140 
B.C. Given each quarter.
c. The Roman period, from earliest times in Italy to the rise of the Frankish 
kingdom. Given each quarter.

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As this is the beginning course in general history, frequent attention will be 
given to the methods of historical study, including the use of reference books in 
history in the library. Each student will be required to prepare a set of maps 
illustrating the different periods in the course. The social life of each people 
studied will be presented by means of lectures which will be illustrated with the 
stereopticon.

This course must be preceded by U. S. History and Civil Government.

Texts: Myers’ Eastern Nations, Myers’ Greece, Myers’ Rome: Its Rise and Fall, 
Emerton’s Introduction to the Middle Age.

2. Mediaeval and Modem History.

a. From the rise of the Frankish Kingdom to the close of the Crusades, 1270. 
Given in the fall and in the summer quarter.
b. From the close of the Crusades to the Peace of Westphalia, 1648. Given in the 
winter quarter, and probably- in the summer quarter.
c. From the Peace of Westphalia to the present time. Given in the spring 
quarter. Special consideration will be given in this course to the growth and 
development of the institutions out of which have arisen those of today. A 
thesis must be prepared by each student each quarter except the fall quarter. 
Most of the reading will be from reference books in the library.

Text: Myers’ Mediaeval and Modern History (revised).

3. History of Europe during the Nineteenth Century.

a. From the Congress of Vienna, 1815, to the Revolutions of 1848. Given in the 
fall quarter and probably in the summer quarter.
b. From the Revolutions of 1848 to the present time. Given in the winter 
quarter.
c. The government of Europe at the present time. Given in the spring quarter.

Owing to the brief amount of time that can be given to the nineteenth century 
in the course on Mediaeval and Modern History, this course has been arranged. 
Only those who have com-

50



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pleted the courses in Ancient and in Mediaeval and Modern History, or their 
equivalent, are eligible for this course. The first two quarters will be spent in 
studying the narrative history of the nineteenth century, and the last quarter in 
studying the Governments of Europe as they exist today. A thesis will be 
required from each student each quarter.

Texts: Mueller’s Political History of Recent Times; Wilson’s The State.

4. English Constitutional History.

a. From the Roman occupation of Britain to the Model Parliament, 1295. Given 
in the fall and summer quarters.
b. From the Model Parliament to the close of the Civil War, 1649. Given in the 
winter quarter.
c. From the close of the Civil War to the present time. 

Given in the spring quarter. This course will be devoted chiefly to the study of 
the political institutions of England. Special attention will be given at the close of 
the year’s work to the organization of the govern-ment of England as it is today. 
A thesis will be required of each student each quarter.

Texts: Andrews’ History of England; Moran’s English Government.

LATIN.

MR. GENTRY AND MISS GREEN.

1. Freshman Latin.

a. First Year Latin (Collar & Daniell) to page 85.
b. First Year Latin (Collar & Daniell) to page 150.
c. First Year Latin (Collar & Daniell) completed and Biography of Miltiades 
(Nepos). The work of the First Quarter will be offered again in the spring quarter 
and in the summer quarter. The chief aim in this course is to master the 
inflections of the language and to secure familiarity with the simpler principles 
of syntax.

2. Sophomore Latin.

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a. Biographies of Themistocles and Hannibal (Nepos); Caesar’s War with the 
Helvetians; Latin Grammar; Composition.
b. Caesar’s Wars with Ariovistus and with the Belgae; Grammar; Composition.
c. Third, Fourth and Fifth Books of Caesar; Grammar; Composition. The work of 
this course will be begun again in the spring and summer quarters. The objects 
kept prominently in view are to learn how to get the thought of the Latin by 
taking the words in the Latin order, correct and forceful translation of Latin into 
English, to secure through the work in composition extensive knowledge of 
syntax and of recurring idioms.

Texts: Caesar, Kelsey; Grammar, Bennett; Composition, Bennett.

3. Junior Latin.

a. Three orations against Catiline; Grammar; Composition.
b. Fourth oration against Catiline, and the oration for Archias; Composition. 
Ovid; Autobiography, Selections from the Heroides and Amores.
c. Ovid, Selections from the Metamorphoses.

Much attention will be given, while reading Cicero, to the Roman Constitution, 
and, while reading Ovid, to metres and metrical reading.
The First Quarter of this course will be offered again in the summer quarter.

Texts: Cicero, Kelsey; Composition, Moulton, Part II; Ovid, Miller.

4. Senior Latin.

a. Sallust’s War of Catiline; Composition.
b. Vergil’s Aeneid, Books I and II.
c. Vergil’s Aeneid, Books III, IV and V.

Chief features of this course are comparisons between Sallust and Cicero as to 
subject matter and style. Purpose of Aeneid, its religious import, Mythology, 
Metre.

The work of the first and third quarters of this course will be repeated in the 
summer quarter.

Texts: Sallust, Scudder; Composition, Barss; Vergil, Comstock.

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5.	Elective Latin.

a. Book I and part of Book XXI of Livy; Composition.
b. Book XXI of Livy finished; Composition; Selections from Odes of Horace.
c. Selections from Odes, Satires and Epistles, including the Ars Poetica.

Points emphasized are Roman History and Legends, Metres of the Odes, 
committing to memory choice passages from Horace. The work of two divisions 
of this course, probably a and c, will be repeated in summer quarter.

Texts: Livy, Greenough and Peck; Horace, Greenough and Smith; Composition, 
Barss.

THE LIBRARY.

MISS PARRISH.

The Library is open from 8 to 12 a. m. and from 1 to 5 p. m. It was organized 
according to the Dewey Decimal System a year and a half ago. In the following 
table the column 000 stands for general works, 100 for philosophy, 200 religion, 
300 sociology, 400 philology, 500 science, 600 useful arts, 700 fine arts, 800 
literature and 900 history. Much of the reading was done in the library. Many 
times there were 75 students working in the Library during a period and 
perhaps an average of 50 each period, while there was a circulation of 30,000 
volumes for home and outside reading. There were 20,766 over night books, 
5151 issued for the day or hour, 2768 for two weeks and 289 for renewal. Many 
of the renewal cards were prolonged for thesis work, while there were perhaps 
a thousand books taken in sets, listed on single cards, and many lists of single 
books taken for school room use, making easily a total of 30,000 volumes taken 
for home and outside reading.

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THE FOLLOWING IS A TABULATED LIST OF BOOKS ISSUED IN 17 MONTHS AFTER 
OPENING OF LIBRARY.

Books Issued the first eight months.

000 100 200 300 400 500 600 700 800 900 Total G. Tot.

Over night – 5 9 196 762 3 234 16 2003 3806 7304
Day and Hour – 5 5 57 327 4 48 45 868 959 2318
Two weeks – 11 3 36 289 3 42 3 18 594 236 1235
Renewal – 7 3 63 2 5 41 36 137

28 17 292 1421 12 329 3 79 3506 5037 10724

Books issued the past 9 months.

Over night – 32 118 378 2118 12 207 133 3585 7083 13732
Day and hour – 17 21 132 416 4 78 2 84 1146 933 2833
Two weeks – 26 10 75 246 100 1 16 796 263 1533
Renewal – 5 2 21 41 1 5 1 42 34 152

80 151 606 2821 17 390 4 299 5569 8313 18250

Total number of books issued in 17 months.

Over night – 37 127 574 2880 15 441 215 5588 10889 20766
Day and hour – 22 26 189 743 8 126 2 129 2015 1892 5151
Two weeks – 37 13 111 535 3 142 4 34 1390 499 2768
Renewal – 12 2 24 84 3 10 1 83 70 289

108 168 898 4242 29 719 7 378 9075 13350 28974

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LIBRARY INSTRUCTION.

CATALOGING.

The instruction in cataloging is based on Dewey’s Simplified Library School Rules 
and Cutter’s Rules for a Dictionary Catalog. The various classes of books found in 
elementary, high and normal school libraries are studied. This work is 
supplemented by practical cataloging under supervision. The use of the A. L. A. 
Catatlog is also taught.

LIBRARY ECONOMY.

It includes: Book ordering, accessioning, classification, shelf-listing, charging 
systems, stocktaking, book binding, library hand-writing and typewriting.

Book Ordering. Selection, processes and methods of ordering, with practical 
exercises in same. Accessioning. The instruction is according to the Simplified 
Library School Rules with practical work in accessioning books. Classification. 
The Dewey Decimal classification is taught. Books are assigned for this purpose 
and discussed in class. Classification is the most difficult part of library work and 
at the same time the most interesting. Shelf-Listing. Sample shelf-lists are made 
by both methods, sheets and cards, supplemented by instruction or shelf-
arrangement and stock-taking. Charging System. Instruction in methods of 
charging and of access to shelves is given and practical work in the library is 
required to familiarize students with the books of the library and with library 
administration. This affords an excellent opportunity for learning the processes 
of adding books to the library, from the ordering to the placing upon the 
shelves. The care of the charging desk and answering of actual reference desk 
questions is also a valuable experience. Book Binding. The most approved 
bindings for school use and directions for preparing books for bindery are 
considered with practical work in book mending. Attention is given to library 
handwriting and typewriting; students are expected to learn how to use a 
typewriter.

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BOOK SELECTION.

Instruction is given in the methods and principles of selection for different 
subjects and for different libraries. Typical books, illustrative of each, are 
discussed. This work is further emphasized by lectures on the underlying 
principles of selection in special subjects by heads of departments. The selection 
and discussion of books for children, story hour and tests with children also 
afford a valuable and interesting experience. The Publisher’s Weekly, A. L. A. 
Booklist, and English and American critical periodicals familiarize students with 
the best new books. A few representative new books are discussed in class as to 
their respective merits. The extent to which they supplement previous books on 
the same subjects is also considered. This comparative work, stimulated by the 
aid of different departments, develops power to judge new books and acquaints 
the student with the principles governing selection for different purposes.

Reference Work and Bibliography. The purpose of this course is to train 
students in methods of research and to acquaint them with the leading 
reference books. This includes the study of indexes, dictionaries, 
encyclopaedias, atlases, hand books of history, handbooks of English and 
American literature, public documents, general bibliographies and 
bibliographies of special subjects. Students prepare lists for special classes, 
literary societies and debating clubs. Reports on current events are also given 
and practical questions in reference work that require students to obtain 
information on a subject quickly and necessitate the examination of late 
authorities and daily newspapers.

LIBRARY HISTORY.

History of libraries, associations, commissions, buildings, schools, traveling 
libraries, home libraries, children’s reading and the school for training children’s 
librarians are considered.

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CHILDREN'S CORNER IN LIBRARY.



(Page 56b)



(Page 57)



MANUAL TRAINING.

First Quarter. The first quarter of work will begin with the mechanical drawings 
for each of the models that is to be worked out in soft wood. The first few 
simple exercises serve to make familiar to the student wood-working tools—
their care and repair.

Second Quarter. In taking up work in the different hard woods, their growth, 
strength and use Will be studied.

The pieces made will be decorated in chip carving—design to be worked out by 
the student.

Some work will be given in whittling, with drawings for each model, such as 
teachers in district or graded schools may use.

Simple exercises in soft metal will be given in second quarter work.

Third Quarter. After the two preceding quarters of work done in the shop the 
student will be ready to do some original work such as pieces of joinery and of 
home decoration.

Such work may be done under direction as to design and decoration but here 
the student is encouraged to depart from the imitation or copy work and create 
new projects.

The staining, polishing and finishing completes the course for the regular year’s 
work.

MATHEMATICS.

MESSRS. HARVEY, GINNINGS AND BURTON.

1. Arithmetic, Oral and Written.

a. Young and Jackson’s Arithmetic, Part III, to page 168 with supplementary 
illustrations and applications.
b. Remainder of book with additional topics. Business methods, papers and 
customs, and suggestions as to the teaching of arithmetic will be given.

Supplementary text: D. E. Smith’s Grammar School Arithmetic.

Note: For self evident reasons, it is our intention to see that every student 
graduating from

57



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the Elementary Course shall have a thorough knowledge of the subject and 
correct ideas of teaching it. To this end, such students must either pass a 
satisfactory examination in the subject or take some work in this school. 
Training School graduates will be required to take two quarters of Arithmetic in 
the Teachers’ Course classes.

2. Elementary Algebra.

a1. Preparatory work to page 102.

a. From page 102 to page 205.
b. From page 205 to page 293.
c. From page 293 to the close of the book.

a1, a and b will be given every quarter, and c will be given the first, second, and 
third quarters. The work of a, b, c will be given from the view points of the 
graph and
analysis.

Text: Wentworth’s New School Algebra.

3. Plane and Solid Geometry.

a. Plane Geometry, Books I and II.
b. Plane Geometry, Books III, IV, and V.
c. Solid Geometry, Complete.

a will be offered every quarter.
b will be offered in second, third and fourth quarters.
c will be offered in first, third and fourth quarters.

Here, as far as practicable, we will correlate arithmetic, Algebra and Geometry. 
Students will be required to make simple pieces of apparatus used in teaching 
Geometry.

Text: Phillips & Fisher’s Plane & Solid Geometry supplemented with 
Wentworth’s.

4. Plane & Spherical Trigonometry.

a. From beginning of book to page 97.
b. The remainder of Plane Trigonometry and all of Spherical Trigonometry 
including

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their application to surveying.

a. will be given first and third quarters.
b. will be given the second and fourth quarters.

Text: Crockett’s Plane and Spherical Trigonometry.

5. College Algebra.

a will include a comprehensive study of the quadratic forms, imaginary 
quantities, binomial surds, theory of exponents, and series.

b will include a discussion of the binomial theorem, logarithms, determinants, 
and the general theory of equations.

a will be given the first and third quarters, probably the fourth.

b will be given the second and fourth quarters.

Texts: Wentworth’s College Algebra and “A Treatise on Algebra” by C. Smith.

6. Analytics.

a will include a careful study of the straight line, circle, parabola, and ellipse,

b will include the hyperbola, the harmonic pencil and range, a discussion of the 
general equation of the second degree with extensive use of the graph, 
reciprocal polars, and projections.

a will be given the first and fourth quarters, probably the third,

b will be given the second quarter, probably the fourth.

Text: Conic Sections, C. Smith.

7. Differential and Integral Calculus.

This course includes a combination of Differential and Integral Calculus, as 
strong a course as may be given of the combined subjects in six months. Given 
whenever demanded.

Text: Byerly’s Differential Calculus.

Note: Text books named for these courses are to be regarded as guides. The 
plan of teaching is such as to require a great deal of study and practice on 
principles and problems supplied by the teacher, our purpose being to so teach 
each subject as to prepare our students to teach the

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same and teach it well.

8. Surveying.

This course presupposes a thorough knowledge of Plane Trigonometry.

The course includes different forms of land surveying, laying out of county 
roads, excavation, cross-section work, leveling, contour work, etc. None will be 
admitted to the Course who cannot devote to it four hours of each forenoon, 
and whatever additional time may be required to do the necessary drafting and 
other indoor work. Opportunity is here given for a full unit’s credit. This course 
is offered only in the summer quarter.

Text: Raymond’s Plane Surveying.

MUSIC.

MR. GEBHART.

The course is divided into three parts, designated “1st Quarter,” “2nd Quarter,” 
“Third Quarter.”

First Quarter: Elementary class for those who have little or no knowledge of 
music.

The Voice.—Proper care of—Breathing, Vocal exercises to develop good tone 
quality.

Ear Training.—Written and Oral Dictation.

Scale Practice.—Establishment by frequent change of key of the relationship of 
the several tones one to another.

Meter AND Rhythm.—Relationship and distinction. Explanation and practical 
application.

Notation.—The Staff, The G Clef,—Its significance. Notes and rests.

SIGHT READING.—Exercises and songs for one voice and two voices.

Material.—Charts A, B, C and D Natural Music Course. Harmonic 1st Reader. 
Blank music tablet. (The Reader and tablet in hands of pupil).

Second Quarter: Continuation of 1st Quarter work.

Scales.—Major, Minor and Chromatic. Minor Scale developed from Major. The 
forma-

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tion and relation between Major and Minor Scales and between the several 
Minor forms.

Meters.—Free use of all.

Rhythm.—More complex forms—Syncopation, etc.

Notation.—Free use in original melodies. Written Dictation, etc.

Sight Reading.—Exercises and songs for one, two and three voices.

Material.—Charts E, F, and G Natural Music Course. Harmonic 3rd Reader. Blank 
music tablet. (Reader and tablet in hands of pupil).

Third Quarter: Continuation of 1st and 2nd Quarter work.

Free use of all signs and characters. Songs and exercises for one, two, three and 
four voices.

Methods of presenting music in Graded and Ungraded Schools.

Material.—Alternate Third Book of Vocal Music of The Modern Music Series. 
Blank note tablet Supplementary Choruses from Operas and Oratorios selected 
according to ability of class. (Third Book (Modern Series) and note tablet in 
hands of pupil).

PHYSICAL EDUCATION FOR MEN.

MR. CARROLL.

Three courses are offered, as follows:

I. General Athletics.

This course is open to all students and may be entered at the beginning of any 
quarter. It comprises massed-class exercises and individual exercises, with and 
without apparatus.

1. In the gymnasium.—(a) Without apparatus: Setting-up exercises, steps, 
turnings, marchings, running, jumping, mat exercises, (b) With apparatus: Dumb 
bells, wands, indian clubs, chest weights, neck machine, horizontal bar, parallel 
bars, rings, climbing rope, ladder, vaulting horse, punching bag. (c) Games: 
Basket ball, hand ball, boxing, wrestling, fencing.



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II. Physical Training for Teachers (Three quarters).

This course is designed especially for those who wish to become acquainted 
with the principles and methods of physical culture, with a view to its use in 
their work as teachers. An elementary knowledge of physiology and hygiene is 
required for entrance.

The course is given as follows:

1. A study of modern systems of physical training.—Military Gymnastics, 
German Gymnastics, Swedish Gymnastics, methods of the Y. M. C. A.

2. Theory and practice (during this part of the course students are required to 
conduct classes in the gymnasium), (a) Classification of exercises for pupils of 
primary, grammar, and high school grades, (b) Teaching in gymnasium: 
Individual exercises, massed-class exercises, use and care of gymnasium 
apparatus, (c) Field and track athletics: Organization, equipment, and 
management of athletic teams; conduct of games, athletic rules and regulations, 
laying out of athletic field, construction of running track, field apparatus.

3. Hygiene and sanitation.—(a) Personal and public hygiene: Bathing and bath 
rooms, drainage, simple laws of health, (b) Care of public rooms: Cleaning, 
heating, lighting, ventilation.

III. Military Science and Tactics (Drills and recitations, twice a week).



2. School of the squad.—(a) Close order: Marchings, turnings, to stack and take 
arms, posi-tions kneeling and lying down, inspection of arms, loadings and 
firings, (b) Extended order.

3. School of the company.—(a) Close order: Movement by platoons, route step, 
single rank, (b) Extended order, (c) Company inspection.

4. (a) Guard mounting, guard duty, (b) Camping, pitching tents, (c) Rifle firing, 
100 to 500 yards.

Text-books: Infantry Drill Regulations, U. S. A. (Revised, 1904); Manual of Guard 
Duty,

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U. S. A.; Manual of Physical Drill, U. S. A.

Note: Equipments for this course, consist of a full complement of United States 
Army Remington rifles, side arms, ammunition, targets, and a new and well-
appointed armory. The regulation army uniform is worn at all drills and 
recitations.

Note: Beginning in September, 1905, every student entering this department 
will be given a thorough physical examination according to the latest methods 
of anthropometry, with the object of discovering how he compares, in all parts 
of his body, with the average healthy man. He will then be given special 
corrective and developing exercises to meet his special needs.

PHYSICAL EDUCATION FOR YOUNG WOMEN.

MISS LINTON.

The sole aim of gymnastic art is the harmonious development of the body in 
such manner that the smallest part itself, and for itself as well as in conjunction 
with the whole, is able to actualize and execute the mind’s will. We do not try to 
make athletes of our girls, but use only such exercises as will develop all the 
forces of the body. Gymnastics accustoms one to a proportionate use of one’s 
strength, to punctuality, self control, and to the suppression of arbitrariness and 
willfulness. The best and most suitable exercises selected from the German, 
Swedish, Italian, and Jiu-Jitsu methods will be given, in order to make the body 
strong and agile. A gymnastic movement has a definite space, time, velocity, 
and purpose, and must be executed with full volition in order to produce the 
utmost effect toward physical development. The advantages of this method of 
training are: a clear insight on the part of the teacher into the work and 
capabilities of each and every pupil, instruction according to plan, a systematic 
gradation of exercises which is sure to gain positive results, and a refreshing 
invigorating pleasure in regulated work.

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PHYSICAL GEOGRAPHY.

MR. STOKES.

a. FALL QUARTER. The work consists of Field, Laboratory, and text-book work 
covering main facts of Elementary Physiography.

WINTER QUARTER. Meteorology and Climatology.

SPRING QUARTER. Geological and geographical factors as they affect man.

The year’s work is a good preparation for Nature Study and a proper 
understanding of History. Texts:	Red way, Brigham, Mill and others for the Fall 
Quarter.	Waldo’s	Meteorology for
Winter Quarter.

For Laboratory work Price, Chamberlain, Brigham and others. A good reference 
library will be maintained which students will be expected to use freely to 
supplement the text and class instruction.

PHYSICS.

MR. STOKES.

1. Experimental Physics.

a. Experiments and text-book work.
b. Experiments and text-book work.
c. Experiments and text-book work.

a will be repeated in the spring and summer quarters, b will probably be given in 
the summer quarter.

Course 1 is designed for juniors and seniors who have finished Solid Geometry 
and others who have had Solid Geometry and desire an elementary knowledge 
of the principles of Physics. Text:	Crew’s Elements of Physics.

2. General Descriptive Physics.

a. Experiments and text-book work.

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CADET CORPS.



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b. Experiments and text-book work.
c. Experiments and text-book work.



Course 2 is open to those only who have taken course 1 and Trigonometry.

Text: Hasting and Beach.

PHYSIOLOGY.

MR. AND MRS. DAUGHERTY.

Given every quarter.

Text: Brinkley.

BEADING AND VOICE CULTURE.

MISS LINTON.

Believing that, “Of Equal Honor with him who writes a grand poem, is he who 
reads it grandly,” this course is arranged so that in each quarter students are 
taught the rules and principles, and how to apply them in analyzing 
interpretations, conducting debates, etc.

FIRST QUARTER.

Rules and principles of reading,
Voice tests,
Voice culture,
Sight reading,
Dramatic action,
Analysis of interpretations, as “The Famine,” “Raven,” “That Old Sweetheart of 
Mine,” “The Vision of Sir Launfal.”
Debates,
Orations,
Entemporaneous speeches,
Bible analysis.

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SECOND QUARTER.

Voice culture (Italian Methods),
Dramatic action,
Analysis of Scenes from Hamlet, Macbeth, Henry VIII, Merchant of Venice, 
Romeo and Juliet.
Sight reading (prose and poetry),
Bible analysis,
Extemporaneous speeches,
Current topics,
Prepared interpretations.

THIRD QUARTER.

Interpretations (Class work Four),
Prepared debates (Three),
One Act Plays (Three),
Book review,
Extemporaneous speeches,
Biblical and Historical topics,
Current topics,
Management of classes.

ZOOLOGY.

MR. AND MRS. DAUGHERTY.

This is a year’s work of three quarters. It is a Teachers’ course comprising field, 
laboratory, text-book, and lectures on morphology, physiology, and ecology of 
type forms.

Animals are studied from their (1) morphological, physiological; (2) ecological; 
(3) psychological, and (4) systematic points of view.

Advanced Zoology is offered to students desiring a second year’s work. This 
work is given

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from the college standpoint. The work is severe and requires the best efforts of 
the student.

New classes will be organized in Zoology the spring and summer quarters of 
1906.

Texts: Various texts and Laboratory Guides are used as the various animals are 
studied. “Animal studies,” Shipley and McBride, and others. Bring your 
zoologies, and physiologies. They may be helpful on some of the questions and 
topics.

THEORY AND PRACTICE OF EDUCATION.

MR. WILSON, MR. HATFIELD, MISS LONGENECKER, MISS SCOTT, MISS GREER, 
MISS BARNES, MRS. REED.

The closer organization of the Pedagogics, the Training School and the 
Kindergarten into a single department of Theory and Practice of Education looks 
toward the attainment of two results, viz., that the teachers in these several 
branches may be in the closest, most sympathetic and mutually helpful 
relationship to one another; and that the work of the student-teachers may be 
in the highest degree fruitful for themselves and for the children under their 
instruction.

It is believed that sound theory can lose nothing of its soundness by being 
brought daily to face itself in the practice growing out of it, and that on the 
other hand practice is in less danger of losing itself in device and expedient 
when it is kept closest to sound and wholesome theory, and that above all, 
whoever would do work that is wholesome and vital in whatever department of 
school endeavor must keep close to the actual living child.

Instruction in the science and art of teaching and school administration will 
embrace the following courses:

A. Elementary Psychology.
Bl. Methods in the “Common Branches,” or Concrete Pedagogy.
B2. Philosophy of Teaching and Management.
C. General Pedagogy.
D. History of Education.
E. Administration and School Problems.

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F. The High School, its Pedagogy and its Problems.
G. Advanced Psychology.
H. Educational Classics.
I. Foreign School Systems.

Course A, by Mr. Wilson, will occupy one quarter and will be given the 1st 
quarter and again the 3rd quarter.

The work will be a study of the simpler laws of mental activity, and is designed 
to prepare students for a more appreciative study of General Pedagogics. 

Text: James’ Briefer Course.

Courses B1 and B2 are in reality one course extending over two quarters and for 
five days in the week. The Concrete-Method side of this course will be given by 
Miss Longenecker one-half of the five days in the week, while the Philosophy 
side of the course will be given by Mr. Hatfield at the same hour in the day but 
on the days not occupied by Miss Longenecker.

All sophomores who teach in the training school must take this course 
simultaneously with their actual teaching.

Course C, by Mr. Wilson, will occupy the time of one quarter, and is open to 
those who have had Courses A, B1 and B2.

Text: McMurry’s Method of the Recitation, McMurry’s General Method, and the 
Report of the Committee of Fifteen.

Course D, by Mr. Hatfield, will extend through the first and second quarters 
continuously.

The work of this Course will embrace the systematic study of the Course of 
Educational Theory and Practice from the earliest times among Oriental Nations 
down to Modern Education as exemplified in America, England and Continental 
Europe.

Texts: Kemp,	Collateral Texts (supplied from the Library), Laurie’s 
“Prechristian Education,” Laurie’s “Rise and Constitution of Universities,” 
Hailman’s Lectures, West’s Alcuin, Quick’s “Educational Reformers.”

Course E, by Mr. Hatfield, is for one quarter, and will be offered the third 
quarter, following

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immediately after the History of Education, being designed for those students 
who have completed the course in the History of Education.

Course F, by Mr. Wilson or Mr. Hatfield, is a one-quarter course, available during 
the first, second, third or fourth quarter, and is designed for any	seniors and 
graduate students especially interested in the High School and its problems.

Course G, by Mr. Wilson, is for one quarter, taught by subjects through library 
reference.

Course H, by Mr. Wilson, is for one quarter or for two quarters.

It is designed for graduate students and may be open to seniors who have not 
full work. It will be available during any one or two of the quarters of the year 
after the first quarter.

The work of this course will consist of the reading and consideration of such 
educational classics as “The School of Infancy" of Comenius, Ascham’s “School 
Master.” Rousseau’s “Emile,” “Tom Brown’s School Days,” Spencer’s 
“Education,” and Pestalozzi’s “How Gertrude Teaches her Children.”

Course I, by Mr. Hatfield, will occupy one quarter in a consideration of the 
School Systems of Germany, France and England.

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THE PRACTICE SCHOOL AND KINDERGARTEN.

MISS LONGENECKER, MISS BARNES, MRS. REED, MISS GREER, AND MISS SCOTT.

Special Assistants.

Special Methods...Mr. Hatfield
Manual Training...Miss Bryan
Music...Mr. Gebhart
Drawing...Miss Reid
Latin...Mr. Wilson
Nature Study...Miss Jackson
Library Work...Miss Parrish
Physics...Mr. Weatherly
Gymnasium...Miss Linton

To build a helpful course of study involves much insight and labor. It means that 
the child shall be taken as the center of interest at every step. It means that the 
course must be of such a character as to conform to the child’s spontaneous 
development. It means proportion, sequence, and unity of carefully selected 
educative material. It must be a flexible course, subject to change whenever the 
conditions demand. The course of study should be a source of inspiration to the 
teacher and should not be so much material which must be ground out in a 
given time.

LANGUAGE, READING AND HISTORY.

FIRST YEAR.

FIRST QUARTER.

Literature. Stories: Mother Goose Melodies; The Three Bears; The Little Red 
Hen; The Anxious Leaf; Hiawatha’s Childhood; Thanksgiving Stories; The 
Diamond Dipper.

Poems: The Lost Doll; The Hayloft; The Rock-a-by-baby; Lady Moon; The Man in 
the Moon. These selections can be found in Cooley’s Language Series, Book 1. 
The stories should be told, not read, to the class.

Each pupil is required to stand before the class and give an oral reproduction of 
one story before another is told. The aim is to induce spontaneous expression of 
consecutive thought in good English.

Formal Language. Through games and stories give opportunity to use the forms 
of speech which are most frequently used incorrectly. See, saw; run, ran; have, 
has, had; hold, held; is, are; was, were; there is, there are; stand, stood. Observe 
correct forms in writing, spelling, capitalization. Observe the period and 
question mark in readers, chart, and written work on the board.

Reading. Begin with the child’s interest in accumulating material for reading 
lessons. Associate the symbols with the thought they represent. Read thoughts 
not words. Introduce the written symbol in the vertical script, large, clear and 
round. Make the transition from script the third or fourth week. The use of word 
cards printed in large type makes the transition less difficult. Introduce the work 
in phonics the third or fourth week. Introduce the reader the fifth or sixth week. 
Continue written reading lessons on the board throughout the year. Let the 
children write on the board from the first day. Train them to stand nearly at 
arm's

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length from the board and (without permitting the hand or fingers to touch the 
board) to write freely in a large clear hand. It is easier to prevent bad habits 
than it is to break them. Visualize the form, then write.
Poor writing should not be left on the board.

Books read in the class:	First half of Striker’s Chart; The Beginner’s Reader, 
Florence Bass.

SECOND QUARTER.

Literature. Stories: The Line of Light; The Christ Child, Bible; The North Wind and 
the Snow Princess; Agoonack, Andrews; Which shall It Be? Cooley Language 
Series, Book 1. The Rainbow Queen, Cooley; Stories of Washington and Lincoln.

Poems: Christmas Poems; Jack Frost; Selections from Stevenson’s Child garden 
of Verses.

Formal Language. Use of throw, threw, thrown; shine, shines, shone; hang, 
hung; gives, gave, given; freeze, freezes, froze, frozen; slide, slid, slidden.

Capitalization: Names of the members of the class; days of the week; first word 
of the sentence. Spelling—Word building with letters; grouping word families; 
visualizing words for written spelling.

Reading. Cyr Primer; Sunbonnet Babies’ Primer; Chart completed.

THIRD QUARTER.

Literature. Stories: The Fir Tree; Archne; Apollo and Diana, from ’Round the Year 
in Myth and Song, Holbrook; Story of Our Flag, Cooley, Language Series, Book 1.

Poems: From Eugene Field’s Love Songs of Childhood; poems of the flowers, 
birds and spring. Selections from Stevenson’s Child Garden of Verses.

Formal Language. Use of do, does, doesn’t, don’t; climb, climbed, climbs; lie, lay, 
lain; lies, lying; to, too, two; not, none; I am. I’m; I have, I’ve; this, that; these, 
those; there is, there are. Spelling—Oral and written; word building and phonics 
continued.

Reading. Lights to Literature, Book 1; Cyr First Reader; Stepping Stones to 
Literature, Book 1.

SECOND YEAR.

FIRST QUARTER.

Literature. Stories: Kablu, The Aryan Boy; History of Thanksgiving Day; Stories 
from the Bible.

Poems: Field’s Wynken, Blynken and Nod; Field’s Why do Bells for Christmas 
Ring; Parts of Hiawatha; Helen Hunt Jackson’s September and October; 
Bjornsen’s The Tree; Sherman’s Snow Song; The New Moon, from Cooley 
Language Series, Book 1.

Formal Language. Use of verbs and other forms of speech as suggested in the 
outline for the first year.

Dictation: Short sentences to be written; exercises in following directions, 
dictated by teacher. Capitals—Proper names; beginning of sentences; titles; 
days of the week; names of the months. Punctuation—Period; question mark. 
Spelling—Oral and written; phonics continued.

Reading. Literature read by class: The Hiawatha Primer, Holbrook; Eugene Field 
Reader, Harris.

SECOND QUARTER.

Literature. Stories: Legends concerning the names of the days of the week; The 
months of the year; the seasons. These stories can be found in ’Round the Year 
in Myth and Song, Holbrook. Character stories of Washington, Lincoln. 
Longfellow.

Poems: Longfellow’s From My Arm Chair, The Children’s Hour, The Village 
Blacksmith.

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Formal Language. Letter writing and written reproductions of stories consisting 
of not more than two paragraphs. Observe paragraphing, capitalization and 
punctuation. Data from nature study lessons should be written in good form. 
Spelling—Oral and written; phonics continued.

Reading. Literature read by class: Lights to Literature, Book 2. Stories of the Red 
Children, Pratt; In Mythland, Beckwith.

THIRD QUARTER.

Literature. Stories: Venus; Iris; Phaeton; Other Stories from 'Round the Year in 
Myth and Song, Holbrook.

Poems: Lowell's The Oriole; Bjornsen's The Blue Bird; Thaxter's The Water 
Bloom; Ingelow's Seven Times
One.

Formal Language. Records of out-door work written in good form. Plural forms; 
possessive forms. Dic-tation exercises continued. Written reproduction of short 
stories continued. Spelling—Oral and written; phonics.

Reading. Literature read by class: Lights to Literature, Book 2 completed; The 
Tree Dwellers, Dopp; A Child's Garden of Verses, Stevenson.

THIRD YEAR.

FIRST QUARTER.

Literature. Stories: The Story of the Great Artist, Millet; Why the Ears of Wheat 
are Small; A German Folklore Tale; Ceres; The Ant and the Grasshopper; Story of 
Columbus; The Pilgrims; The Story of Jack's Coat; Arachne.

Poems: Vacation Song, Dempster Sherman; Mandamin, Longfellow; Talking in 
Their Sleep, Thomas; How the Leaves Came Down, Coolidge; The Sandpiper, 
Thaxter; The Cloud, Shelly; Thanksgiving Poems.

Formal Language. Capitalization; punctuation; abbreviations; letter writing; 
weather records; Picture study frequently followed by short written 
descriptions; written reproductions of short stories. Spelling—Oral and written. 
Language Through Nature, Literature and Art by Perdue and Griswold, to page 
98.

Reading. Literature read by the class, De Foe's Robinson Crusoe, McMurry; The 
Adventures of a Brownie, Mulock; Classic stories for Little Ones, McMurry.

SECOND QUARTER.

Literature. The First Christmas Day; The First Christmas Tree; Bible Stories; 
Artists—George Boughton, Landseer, Svend Svendsen; Aurora; Vulcan the 
Smith; The Golden Touch; Stories of Washington, Lincoln, Longfellow, Whittier.

Poems: Christmas Poems; The New Year, Tennyson; Hiawatha's Sailing, 
Longfellow; The Village Blacksmith, Longfellow; A Wonderful Weaver, Cooper; 
Winter Song, Miller.

Formal Language. Short written descriptions of subjects from nature; short 
written descriptions of pictures; written reproductions of short stories; written 
reproductions of short poems; two or three paragraphs about Washington, 
Lincoln, Longfellow. Good oral reproductions must precede the written. 
Spelling—Oral and written. Language Book to page 160.

Reading. Literature read by the class; The Early Cave Man, Dopp; Classics, 
Washington, Lincoln, Longfellow, Whittier; The History of Whittington, Lang.

THIRD QUARTER.

Literature. Stories: A Thrifty Blue Jay, Burroughs; The Foolish Weather-Vane; 
The Sun and the Wind;

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King Solomon and the Bee; The Parable of the Sower, Bible; The Story of a Seed, 
Mac Donald; The Boy and the River, A fable; The Voices Nature, A myth of 
Finland; Artista, Angelo, Gabriel, Corot.


Poems: Red Riding Hood, Whittier; The Four Winds, Longfellow; A Laughing 
Chorus; The Tree, Bjornsen; Rain in Summer, Longfellow, June Days, Lowell; The 
Gladness of Nature, Bryant.


Formal Language. Written descriptions of nature: Signs of spring; spring flowers, 
birds, trees, insect life, school garden, weather. Written Description of pictures. 
The Sower, Millet; A Woman Churning, Millet; Landscape, Corot; The Young 
Sculptor, Angelo; The Windmill, Gabriel. Written reproduction of stories and 
poems continued.


Spelling. Oral and written: Dictation exercises. Diacritical marks mastered. 
Dictionary for punctuation introduced. Language Through Nature, Literature 
and Art completed.


Reading. Literature read by class: Our Birds and Their Nestlings, Walker; Ethical 
Stories, Dewey; The Later Cave Men, Dopp.


FOURTH YEAR.


FIRST QUARTER.


Literature. Stories: Ceres; Saint Guido; Aeolus and Ulysses; History of 
Thanksgiving Day; Artists, Murillo, Rosa Bonheur.


Poems: Whittier's Corn Song; Longfellow's Mandamin; Bryant's Fringed Gentian; 
Helen Hunt Jackson's Down to Sleep and October's Bright Blue Weather.


Formal Language. Word pictures; sentence construction; exercises for the 
correct use or the words, is, are; see, saw, seen; go, went, gone; can, may; 
wrote, written; do, does, don't, doesn't; a, an. Special attention given to 
punctuation, capitalization and spelling; Composition—study of the paragraph, 
short story, short descriptions; letters. Dictation exercises; studying and 
memorizing poems.


Cooley's Language Lessons from Literature, Book 1 to page 68.

Reading. Literature read by the class: The Wide World—Youth Companion 
Series; The King of the Golden River, Ruskin; Classics—Story of Columbus, Story 
of the Pilgrims.

SECOND QUARTER.

Literature. Stories: Christmas in Germany; Legend of St. Anthony of Padua; 
Stories from the Bible; King Arthur and Sir Galahad; Rhoecus; The Caduceus; 
Artists: Murillo, Hoffman, Guido Reni; Reynolds

Poems: Patriotic Selections; Building of the Canoe, Longfellow; The Finding the 
Lyre, Lowell.

Formal Language. Descriptive words and phrases; exercises in correct use of 
words, here, there; this, these, those; its, it's; teach, learn; taught, learned; give, 
gave, given; take, took, taken; break, broke, broken; speak, spoke, spoken; 
original story, original rhyme; writing of stanza from memory.

Spelling. Oral and written. Cooley's Language Lessons, Book 1 to p. 115.
Reading. Literature read by class: A Little Book of Profitable Tales, Field; Colonial 
Children, Hart; Classics—Washington, Lincoln, Longfellow, Lowell, Whittier.

THIRD QUARTER.

Literature. Stories: Phaethon; The Wind and the Sun; Ceres and Proserpina; 
Selections from Kingsley's Water Babies; Selections from Celia Thaxter's The 
Spray Sprite; Artists: Guido Reni, Reynolds.

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Poems: Heman’s The Voice of Spring; Whittier’s In School Days; Bryant’s The 
Fountain; Vandyke’s Two Schools.

Formal Language. Direct and indirect quotations; plurals; possessives; nouns; 
verbs; adjectives; adverbs. Exercises in the correct use of the words begin, 
began, begun; grow, grew, grown; come, came; am. was, been; sit, sat; catch, 
caught; lie, lay, lain; he, his, him; I, my, me; in, into; flows, flowed; flies, flew, 
flown; rise, rose, risen; raise and raised.

General Review. Definitions, rules for use of punctuation marks; rules for writing 
plural and possessive forms. Cooley Language Lessons, Book 1 completed.

Reading. Literature read by the class: Colonial Children continued; Birds of 
Killingworth, Longfellow; Strange People, Starr.

FIFTH YEAR.

FIRST QUARTER.

Literature. Stories: Norse Myths; Stories of Colonial times: Stories of the 
Revolution.

Poems: The Ruby-Crowned Kinglet, VanDyke; Birds of Killingworth, Longfellow; 
To a Water fowl, Bryant; Challenge of Thor. Longfellow.

Formal Language. Picture study followed by written description; Daily records of 
weather observations; Dictation exercises; Memorizing selections; Review of 
punctuation marks; Exercises in sentence construction; finding the subject of 
sentences; Exercises in the correct use of the words, its, it’s; am, is, are; write, 
right, rote, wrote, written; know, knew, known, no, new; correct use of 
negatives, Letter writing; Spelling—Oral and written. Cooley’s Language Lessons 
from Literature, Book 2, pages 1 to 68.

Reading. Literature read by the class: The Snow Image, Hawthorne; Paul 
Revere’s Ride, Longfellow; Camps and Firesides of the Revolution, Hart

SECOND QUARTER.

Literature. Stories: Knighthood; The Vow of Knighthood; King Arthur and the 
Knights of the Round Table; Lincoln’s Gettysburg Speech: Biography; 
Washington, Lincoln. Longfellow. Lowell.

Poems: The Legend of St. Christopher, Jackson; Extracts from Idyls of the King, 
Tennyson; The Poet Longfellow’s Love for Children, Riley; The Poet and the 
Children, Whittier; The vision or Sir Launfal, Lowell. Plan an Hour with Four 
Great Americans: Lincoln, Washington, Longfellow, Lowell.

Formal Language. Composition; writing from memory; dictation exercises; 
Sentence construction; finding subjects and predicates; Memorizing selections 
and quotations; Form of descriptive words to show different degrees of quality; 
Exercises in the correct use of the words: than, shall, will, capital, capitol, was, 
were. Spelling—Oral and written; Cooley’s Language Lessons, Book 
2. pages 68 to 178.

Reading. Literature read by class: Camps and Firesides of the Revolution 
continued; Heroes of Chivalry, Maitland; How Our Grandfathers Lived, Hart.

THIRD QUARTER.

Literature. Stories: The King of the Golden River, Ruskin; Extracts from A Spring 
Relish, Burroughs; John Burroughs, Hubbard: Our New Neighbors Poukapog, 
Aldrich.

Poems: March, Bryant; Daybreak, Longfellow; The May Queen, Tennyson.

Formal Language. Composition: Dictation exercises, memorizing selections; 
descriptive words and

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phrases; rules for punctuation and capitalization. Exercises in the correct use of 
the words bring, brought, carry, take; blow, blew, blown; buy, bought; think, 
thought; seek, sought; catch, caught; teach, taught; sit, sat; He, lay, lain; lay, 
laid; shall, will; saw, seen; a. an; many, much, more, most; few, fewer, fewest; 
little, less, least; Spelling—Oral and written. Cooley's Language Lessons, Book 2, 
pages 118 to 181.

Reading. Literature read by class: How Our Grandfathers Lived, continued; The 
Wonder Book, Hawthorne; Elementary History of the United States, Barnes.

SIXTH YEAR.

FIRST QUARTER.

Literature. Prose: Under the White Birches, Van Dyke; Nut-Gathering, Warner; 
Quotations from Roosevelt, Van Dyke, Helen Hunt Jackson, Burroughs.

Poems: The Solitary Reaper, Wordsworth; The Huskers and the Husking, 
Whittier; Home, Sweet Home, Payne; The Lumbermen, Whittier.

Formal Language. Composition: Dictation exercises; memorizing selections: 
Agreement of subject and verb in number; study of the parts of a sentence; 
study of nouns; correct use of certain limiting adjectives; correct use of 
prepositions into, to; at, between; study of prepositional phrases; Spelling—Oral 
and written. Cooley's Language Lessons, Book 2, pages 185 to 237.

Reading. Literature read by class: The Wonder Book, Hawthorne; Elementary 
History of the United States, Barnes.

SECOND QUARTER.

Literature. Prose: Extracts from Beside the Bonnie Brier Bush, Ian Maclaren; The 
Heart of a Boy, De Amicis; The Oak of Geismas, Van Dyke; A Dog of Flanders, De 
La Ramee; Biography of Whittier.

Poems: The Landing of the Pilgrims, Hemans; Snow Bound, Whittier; The First 
Snow Fall, Lowell; The Snow Storm, Emerson,-.The Barefoot Boy, Whittier; In 
School Days, Whittier.

Formal Language. Composition: Dictation; memorizing; correct use of verbs; 
teach, learn; teaches, learned; taught, learned. Study singular and plural verb-
forms; correct use of object-forms of personal pronouns; correct use of subject-
forms of personal pronouns; Study the uses of words in a sentence; use of 
limiting adjectives; proper nouns; descriptive adjectives; Spelling—Oral and 
written. Cooley's Language Lessons, Book 2, pages 237 to 306.

Reading. Literature read by class: Ethics of the Dust, Ruskin; History for Graded 
and District Schools, Kemp.

THIRD QUARTER.

Literature. Prose: Life of Whittier, completed; Patriotism; American Patriots; 
Quotations from Webster, Franklin, Roosevelt.

Poems: Quotations from the Bible, Sheakespeare, Wordsworth, Lowell, Holmes. 
The Daffodils, Wordsworth; Eternal Goodness, Whittier; Before the Rain, 
Aldrich.

Formal Language. Composition, dictation, memorizing; Sentence construction; 
simple, complex, compound; correct use of conjunctive pronoun, what; 
Adjectives and adverbs; correct use of adjectives and adverbs, good, well; quick, 
quickly; sad, sadly; very, real; too; two; bad, badly; harsh, harshly; easy, easily; 
Complements of verbs; Study pronouns; correct use of interrogative pronouns, 
who, whom; correct use of verb-

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forms; irregular forms of comparison; correct use of forms of comparison; 
correct use of verbs with collective nouns; correct use of possessive forms of 
adjective pronouns; correct use of connectives. Cooley’s Language Lessons, 
Book 2, completed.

Reading. Literature read by class: History for Graded and District Schools, Kemp; 
The Blue Poetry
Book, Lang.

SEVENTH YEAR.

Literature. One period daily, 1½ quarters.
History. One. period daily, 1½ quarters.
Grammar. One period daily, 3 quarters.
Latin. One period daily, 3 quarters.

FIRST QUARTER.

Literature. Read in class: The Great Stone Face, Hawthorne; The Young Citizen, 
Dole; A Christmas Carol, Dickens.

Grammar. Sentences, subject, predicate, Complements; modifiers, phrases, 
clauses; classes of sentences. Webster, The Elements of English Grammar, pages 
1 to 92.

Latin. This work is in the formative stage, and no fast lines will now be drawn. 
Much will be made of Colloquia; Care in pronunciation; Vocabulary learned 
through use, care taken to call the attention of children to English derivatives 
thus fixing root-forms in the mind. Syntax developed inductively.

In this course it is expected that pupils will do much drill work at home. Good 
pupils will be able, at the end of the year, to enter 3d quarter Freshman Latin.

SECOND QUARTER.

Literature. (First half of quarter) read in class: Julius Caesar, Shakespeare; 
Selections from The Sketch Book, Irving; Selections from the Blue Poetry Book, 
Lang. TJ. S. History.(Second half of quarter). The Period of Discovery and 
Exploration, How Europe found America; The Foundation of Claims to Territory; 
The Period of Colonization. Mace’s School History, pages 1 to 95.
Grammar. Nouns, pronouns, adjectives, verbs,—Webster, Elements of English 
Grammar, pages 92 to 201. Latin.

THIRD QUARTER.

TJ. S. History. Colonial Life; The Struggle for North America; The Period of the 
Revolution. Mace’s School History, pages 95 to 295.

Grammar. Adverbs, prepositions, conjunctions. Webster, The Elements of 
English Grammar completed. Latin.

Reference Books for Teachers: Percival Chubb, The Teaching of English. B. A. 
Hinsdale, Teaching the Language Arts. Carpenter, Baker and Scott, The Teaching 
of English. Sarah Arnold, Reading: How to Teach It. G. Stanley Hall, How to Teach 
Reading. Francis W. Parker, Pedagogics. Reuben Post Halleck, Education of the 
Central Nervous System.

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THE LIBRARY.

All the children of the Practice School are given an opportunity to read in the 
Library. Books have been carefully selected for each grade, many of them in 
attractive bindings with beautiful illustrations in color.

These include picture books, fairy stories, folk stories, myths and legends, 
fiction, biography, history, historical fiction, science, geography and poetry.

Picture Books. Pictures readily attract the attention of children and do much to 
cultivate a love of the beautiful. They illuminate the literature, history, nature 
study and geography and form perhaps the greatest incentive to learn to read.

Fairy Stories, Folk Stories, Myths and Legends. These are the key to the best in 
art and literature, they train the imagination and create an interest in history to 
which they are closely related. They form much of the most interesting subject 
matter for story hour.

Fiction. The highest ideals of character and action may be inspired by the best 
fiction. Characters may be judged as in real life by what they do, what they say 
and what others say to and of them. Courses of conduct may be traced to their 
ultimate results and the lessons driven home, while the child would resent it if 
the moral were forced upon him.

Biography. Much of a child’s knowledge of history may be grouped around 
leading characters; his heroes are his ideals and by imitating that which is noble, 
he becomes noble.

History. Much of the foregoing work prepares the child for the formal study of 
history. Interest has been created in leading characters and these properly 
related and associated form a connected series of events in history.

Historical Fiction. This is true to the spirit of the times, makes history realistic 
and should be read in connection with it.

Science. This is the period of greatest activity of the senses, hence the reading 
of good books on science should always be accompanied by observation or 
experiment followed by accurate statements.

Geography. Books of travel and fiction lead to the formal study of geography 
and should always be taken in connection with it.

Poetry. As a rule the taste for poetry has to be created by the teacher. The 
rhythm is the greatest charm if the selection is well read. The story form of 
narrative poetry appeals to the child. The proper handling of such a poem as 
Enoch Arden often begets a permanent love of poetry and by and by leads to 
the best of the the world’s great literature.

ARITHMETIC.

The child spontaneously begins his study of arithmetic before he enters school. 
He has had innumerable experiences in measuring and judging distance, area, 
volume, size, form, weight, force, time and in counting objects and in seeing 
groups of objects. It is the plan of this outline to suggest means by which his 
development may continue through these various subjects of number. It should 
be the aim of each exercise to leave the child with more power to see, to think, 
to judge. Something definite must be accomplished each quarter. During the 
first three years the primary number facts should be thoroughly memorized. 
These include the forty-five combinations, multiplication tables, etc.

The book is introduced in the third year for sight work by which begins the 
child’s training in attacking

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problems. Principles, rules and processes are learned through use. Technical 
terms are given from the first whenever the need for them arises in the 
development work.

FIRST YEAR.

FIRST QUARTER.

Comparison: Indefinite relations; compare many objects in and out of the school 
room; compare children’s height and weight; compare solids, surfaces, lines. 
Use the terms larger, smaller; largest, smallest: longer, shorter; longest, 
shortest; higher, lower; highest, lowest; which weighs more; which weighs less; 
which weighs most and which weighs least. Use terms solid, sphere, cylinder, 
cube, square prism, triangular prism, square, circle, rectangle, triangle. Do not 
hesitate to give the child new terms whenever the occasion demands. Definite 
relations; equals, solids and surfaces of equal sizes, lines of equal length, build 
equals, draw equals, cut equals.

Grouping: Visualize from 2 to 6 objects in a group.

Counting: Count objects, spools, sticks, cubes, pencils, etc. Count to 20.

Association of Symbols: Introduce the written symbol closely associated with 
the objects; read and write numbers to 6 inclusive.

Reference for Suggestions: Speer’s Manual for Teachers—Preface and 
Introduction; Bellfield and Brooks, Rational Elementary Arithmetic, The 
Introduction for Teachers.

SECOND QUARTER.

Continue vigorous exercises in sense training. Plan new ways for conducting 
reviews. Be resourceful. Make each exercise call forth the child’s best effort. 
“Do not push demands in advance of the child’s growing power to do.”

Comparisons: Units of measurement; inch, foot; pint, quart; ratios one, two, one 
half, two halves. Practice estimating dimensions of solids and rectangles.

Grouping: Visualize groups of objects two to eight objects in a group; combine 
groups; written combinations 1 2 3 3 4 3 1 1 1 2 2 3

Counting: Count objects to 50.
Association of Written Symbols: Read and write numbers to 10.

Reference for Suggestions: Speer, Book 1, pages 62 and 63; Bellfield and Brooks, 
Elementary Arithmetic, pages 12, 13, 14, 15, 16, 44; Young and Jackson, Book 1, 
pages 2, 3, 9, 10, 11.

THIRD QUARTER.

By the close of the third quarter each child should have some power for 
accurate and rapid observations; some power to think and form definite 
judgments; some number facts definitely and permanently fixed.

Comparisons: Units of measurement; pint, quart, gallon; inch, foot, yard; ratios, 
one, two, three, four, one half, two halves, three halves, four halves, one third, 
two thirds, three thirds, four thirds, one fourth, two fourths, three fourths, four 
fourths. Compare numbers 1, 2, 3, 4; 2, 4, 6, 8; 3, 6, 9, 12; 4, 8, 12, 16; 5,10, 15, 
20.

Grouping: Grouping objects by twos, threes, fours, fives. Combine groups. Read 
and write combinations at sight.

6 5 4 7 6 5 4 8 7 6 5 9 8 7 6 5
1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 5



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Counting: Count to 100; count by twos, threes, fours and fives to 20.

Written Symbols: Read and write numbers to 20.

Reference for Suggestions: Speer, pages 64 to 112. 

Bellfield and Brooks pages 18, 19, 20, 22, 23, 28, 37, 44 45, 46, 47.

Young and Jackson, pages 8, 9, 14, 15, 16, 17, 18, 19, 20, 21.

Smith, Primary Arithmetic, pages 20 to 30.

SECOND YEAR.

FIRST QUARTER.

Continue to give exercises that quicken the power to see and to think. 
Remember that an exercise loses its value as a sense training exercise, when the 
children become expert in performing it.

Comparisons:	Units of measurement, inch, foot, yard; pint, quart, gallon; cent, 
nickel, dime, quarter, half dollar; ratios, one, two, three, four, five, one-fifth, 
two-fifths, three-fifths, four-fifths; compare numbers 2, 4, 6, 8, 10; 3, 6, 9, 12, 
15; 4, 8, 12, 16. 20, 24; 5, 10, 15, 20, 25; 10, 20, 30, 40, 50, etc.

Comparisons: Read and write at sight;
1 2 3 2 4 3 5 4 3 6 5 4 7 6 5 4 8 7 6 5 9 8 7 6 5 9 8 7 6 9 8 7 6
1 1 1 2 1 2 1 2 3 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 5 2 3 4 5 3 4 5 6

Counting: by twos, by threes.

Writing Numbers: Read and write numbers to 100.

Multiplication Tables: 2’s to 2x12 inclusive; Teach 2x3 and 3x2; 2x4 and 4x2, etc. 
The children should form the habit of placing their work on the board and paper 
correctly and neatly.

Reference for Suggestions: Speer, Book 1, pages 112 to the end of the book. 
Speer, Book 2, pages 1 to 9. Bellfield and Brooks, Elementary Arithmetic, Review 
pages 14 to 47. Young and Jackson, Book 1, Review pages 1 to 21. Smith, 
Primary Arithmetic, pages 20 to 36.

SECOND QUARTER.

Comparisons: Units of measurement; minute, hour, day, week, month, year; 
ounce, pound. Ratios; continue ratios as suggested for the first quarter.

Combinations: Read and write at sight combinations to 15 inclusive.

Read at sight combinations similar to the following. 24 32 25 43

Give corresponding examples in subtraction as sight work. The right kind of sight 
work prevents the habit of counting on the fingers or counting dots on the 
board. Teach subtraction by addition.

Counting: by threes, fours, fives.

Writing Numbers: Read and write numbers to 500.

Multiplication Tables: 3x8 to 3x12 inclusive; review the 2’s.

Reference for Suggestions: Speer, Book 2, pages 10 to 48. Bellfield and Brooks, 
pages 47 to 88. Young and Jackson, pages 22 to 36. Smith, pages 36 to 49.

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THIRD QUARTER.

Comparisons: Begin a classification of pupil’s knowledge gained through his 
experience; as table for linear measure, table for liquid measure, table for 
measuring time, etc. Ratios; ratios not greater than six nor less than one sixth. 
Compare lines, areas, solids, weights, measures.

Combinations: Combinations to 18 inclusive. This completes the forty-five 
combinations.

1 2 3 2 4 3 5 4 3 6 5 4 7 6 5 4 8 7 6 5 9 8 7 6 5 9 8 7 6 9 8 7 6 9 8 7 9 8 7 9 8 9
1 1 1 2 3 2 1 2 3 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 5 2 3 4 5 3 4 5 2 3 4 5 3 4 5 6 4 5 6 5 
6 7 6 7 7 

Continue adding and subtracting at sight numbers similar to the following: 58 20 
67 32 234 112 528 317

Add at sight such examples - 25 34 24 35 493 784 213

Counting: By 4’s, 5’s, 6’s, 7’s.

Writing Numbers: Read and write numbers to 1000.

Multiplication Tables: 2’s, 3’s, 4’s, 5’s.

Division: By 2, 3, 4, 5.

Partition: Halves, thirds, fourths, fifths.

Reference for Suggestions: Speer, Book 2, pages 40 to 80. Belfield and Brooks, 
Elementary Arithmetic, pages 88 to 106. Young and Jackson, Book 1, pages 43 
and 93. Smith, Primary Arithmetic, pages 47 to 80.

THIRD YEAR.

FIRST QUARTER.

Work for a keener insight into practical problems, a keener sense of accuracy 
and greater skill in performing the simple processes.

Additions and Subtraciton: Review the forty-five combinations at sight; add 
numbers of two and three colums, in which, columns may exceed 9.

In adding columns with but two figures each, require answers at sight. Subtract 
at sight.

Multiplication: 4’s, 5’s, 6’s; Multiply by one figure; problems.

Division: Short division; problems.

Partition: Halves, thirds, fourths, fifths; ratios; problems.

Text Book Work: Hall’s Elementary Arithmetic to page 40. 
Use the book for sight work only.

Reference for Correlated Work: Young and Jackson, Book 1, pages 62 to 96. 
Smith, Primary Arithmetic, pages 80 to 94.

SECOND QUARTER.

Addition and Subtraction: Work for greater speed and accuracy in performing 
the simple processes. Remember that the children are forming habits of 
thinking and doing.

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Writing Numbers: Work for skill in writing numbers, including thousands’ 
period.

Multiplication: Tables to 7x12 inclusive.

Division: Short division continued; factors; problems. Teach pupils to see the 
factors of numbers mentally.

Partition: Sixths, sevenths, eights, ninths, tenths; ratios; problems.

Text Book Work: Hall’s Elementary Arithmetic to page 85.

Reference for Correlated Work: Smith, Primary Arithmetic, pages 94 to 116. 
Young and Jackson, Book 1, pages 108, 115, 118, 120, 121, 124, 126, 127, 130, 
131, 132.

THIRD QUARTER.

Addition and Subtraction: Let each exercise leave the child with more power.

Writing Numbers: Give special attention to placing the work on the board and 
paper. Practice writing numbers in columns.

Multiplication: Complete the tables to 9x12. Multiply by two figures; problems.

Division: Short division continued; The children should be trained to tell the 
factors of small numbers at sight.

Partition: Tenths, elevenths, twelfths.

Text Book Work: Hall’s Elementary Arithmetic, to page 145.

References for Correlated Work: Young and Jackson, Book 1, pages 131, to 137 
inclusive. Smith, Primary Arithmetic, page 116 to 132.

FOURTH YEAR.

FIRST QUARTER.

The work continues on the spiral plan. Pupils must be given time to assimilate 
one step however, before the next is attempted. Something definite must be 
accomplished each quarter.

In this quarter pupils are held responsible for multiplication. Continue factoring.

Text Book Work: Hall’s Elementary Arithmetic, pages 105 to 152.

Reference for Correlated Work: Young and Jackson Book 1, pages 124 to 138. 
Smith, Primary Arithmetic, pages 119 to 132.

SECOND QUARTER.

Notation and Numeration: Decimal fractions introduced, tenths; long division 
introduced; mental exercises in factoring.

Text Book Work: Hall’s Elementary Arithmetic, pages 160 to 193.

Reference for Correlated Work: Young and Jackson, Book 1, pages 138, to 146, 
Smith, Primary Arithmetic, pages 135, 136, 137, 138, 142, 145, 150, 151.

THIRD QUARTER.

Process of long division thoroughly mastered. Decimal fractions, hundreths.

Text Book Work: Hall’s Elementary Arithmetic, pages 193 to 232.

References for Correlated Work: Young and Jackson, Book 1, pages 147, 149, 
151, 156, 157, 158, 162, 164, 166, 171, 173, Smith, Primary Arithmetic, pages 
152, 154, 155, 156, 157, 158, 162, 163, 164, 165, 166, 167,168, 169.

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FIFTH YEAR.

FIRST QUARTER.

Simple Numbers: Review processes in multiplication; Long division; Rapid work 
in addition and subtraction. Review terms—unit, number, notation, addition, 
sum; subtraction, minuend, difference; multiplication, multiplicand, multiplier, 
product; division, dividend, divisor, quotient.

Common Fractions: Addition of simple fractions, example, 5-8 plus 3-16, etc.; 
Subtraction of simple fractions — example 9-16 minus 3-8, etc. Multiplication of 
simple fractions—example 6 2-3 multiplied by 4. Division of simple fractions—
example ¾ divided by 4. Review terms—fraction, numerator, denominator, 
improper fraction, proper fraction.

Decimal Fractions: Hundreths.

Denominate Numbers: Review Dry measure; Liquid measure; measure of Time, 
Avoirdupois weight; Square measure. Nearly all of the above work is review.

Text Book Work: Hall’s Elementary Arithmetic, page 233, part IV completed.

SECOND QUARTER.

Simple Numbers: Rapid work in fundamental processes continued. Terms—
exact division, even number, odd number, inegral number, fractional number, 
mixed number, prime number, composite number.

Common Fractions: Terms—denominator, common denominator; Reducing 
fractions to equivalent fractions having a common denominator; exercises in 
addition, subtraction, multiplication and division of simple fractions; Reducing 
fractions to their lowest terms.

Decimals: Thousandths; addition, subtraction, multiplication and division.

Denominate Numbers and Measurements continued: Ratios continued.

Percentage: 100 per cent., 50 per cent., 25 per cent., 33 1-3 per cent., 20 per 
cent., 16 2-3 per cent., 14 2-7 per cent., 12 per cent., 11 1-9 per cent., 10 per 
cent, as aliquot parts of 100 per cent.

Examples—50 per cent, of 10 = ? 10 is 50 per cent of what number? 5 is what 
per cent, of 10? 25 percent, of 12 = ? 12 is 25 per cent, of what number? 4 is 
what per cent, of 16? etc.

Text Book Work: Hall’s Complete Arithmetic, pages 11 to 41.
References for Correlated Work: Young and Jackson, Book 1, pages 187 to 230.

THIRD QUARTER.

Simple Numbers: Factor, prime factor, composite factor. Multiples, common 
multiples, least common multiples; Processes in factoring; Rapid work in 
addition, subtraction, multiplication and division continued.

Practical Problems: Finding the L. C. M. and G. C. D. by factoring. Do not 
introduce other methods until later.

Common Fractions: Mixed numbers changed to improper fractions; improper 
fraction changed to a whole or mixed number; fractions changed to equivalent 
fractions having a common denominator. Finding the least common 
denominator. Adding, subtracting, multiplying, dividing simple fractions.

Decimal Fractions: Multiplication, division: continue exercises in addition and 
subtraction of decimals.

Denominate Numbers and Measures continued: Ratio and proportion, very 
simple examples given.

Percentage: 40 per cent., 60 per cent., 80 per cent., 83 1-3 per cent., 37 per 
cent., 62 per cent., 87 per cent., 30 per cent., 70 per cent., as aliquot parst of 
100 per cent. Very simple practical problems involving

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the three processes of percentage.

Text Book Work: Hall’s Complete Arithmetic, Book 2, pages 41 to 91.

References for Correlated Work: Smith, Primary Arithmetic, pages 222 to 264.

SIXTH YEAR.

FIRST QUARTER.

Simple Numbers: Rapid work in fundamental processes; miscellaneous 
problems.

Common Fractions: Exercises in all the various processes of fractions.

Decimal Fractions: Division, review multiplication; decimal point thoroughly 
mastered.

Denominate Numbers and Measurements: Practical problems continued; ratios 
continued.

Percentage: Finding any per cent, of a number; finding the number when a 
given per cent of it equals a given number; finding the percent that one number 
is of another.

Text Book Work: Hall’s Complete Arithmetic, Book 1, pages 91 to 150.

References for Correlated Work: Young and Jackton, Book 2, pages 1 to 40.

SECOND QUARTER.

Simple Numbers: Notation and numeration, addition, subtraction, 
multiplication, division. Rules and definitions; properties of numbers, divisibility 
of numbers. Miscellaneous problems.

Text Book Work: Hall’s Complete Arithmetic, Book 2, pages 150 to 220, omitting 
the Algebra and Geometry.

References for Correlated Work: Young and Jackson, Book 2, pages 41, 44, 48, 
49, 50, 51, 55, 56, 58, 60, 61.

Smith, Grammar School Arithmetic, pages 19, 26, 27, 28, 29, 32, 33, 35.

THIRD QUARTER.

Common Fractions: Definitions; kinds of fractions; simple, complex, compound; 
multiply a fraction by an integer; divide a fraction by an integer; multiply a 
fraction by a fraction; miscellaneous problems; divide a fraction by a fraction; 
change complex fractions to simple fractions; practical problems; fractions 
changed to higher terms; complete addition of fractions; subtraction of 
fractions; multiplication of fractions, division of fractions; change decimal 
fractions to common fractions and common fractions to decimals; change a 
complex to a simple fraction. All processes of fractions thoroughly mastered.

Percentage: Discounting bills; discounts from list price; selling on commission; 
taxes: insurance.

Text Book Work: Hall’s Complete Arithmetic, Book 2, pages 220 to 290. Omit the 
Algebra and Geometry.

References for Correlated Work: Young and Jackson, Book 2, pages 80, to 90, 99 
to 110, 171 to 187.

Smith, Grammar School Arithmetic, pages 30 to 90; 129 to 199.

SEVENTH YEAR.

FIRST QUARTER.

Algebra: Notation, known numbers, unknown numbers; algebraic addition 
problems; algebraic subtraction; algebraic multiplication; exponent; algebraic 
division; parentheses; equations; algebraic fractions; problems leading to 
equations containing fractions. Miscellaneous problems.

Geometry: Lines, straight, curved, broken; circle, circumference, diameter, 
radius, arc, vertex, angle, direction of lines, angles; parallelograms; square, 
oblong, rhombus, rhomboid; triangles; problems; quadrilaterals that are not 
parallelograms; trapezoid, trapezium; the protractor; construction problems, 
triangles; construction prob-

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lems, quadrilaterals; degrees in each angle of a regular pentagon; degrees in 
each angle of a regular hexagon; miscellaneous problems.

Percentage: Review terms and applications.

Text Book Work: Hall’s Complete Arithmetic, Book 2, all the pages of Algebra 
and Geometry from 157 to 291. Review percentage given through these pages.

References for Correlated Work: Young and Jackson, Book 2, pages 190 to 204.

SECOND QUARTER.

Interest: Simple interest; promissory notes; partial payments; stocks and bonds.

Algebra: Algebra applied to problems in percentage ; Algebra applied to some 
problems in interest; Algebra applied to some problems in ratio.

Geometry: Some interesting facts about squares, triangles and hexagons; areas 
of rectangles, rhomboids, triangles, trapezoid.

Ratio: Terms, a couplet, a proportion, problems.

Ratio: Terms of ratio, antecedent, consequent, problems.

Proportion: Terms, a couplet, a proportion, problems.

Text Book Work: Hall’s Complete Arithmetic, Book 2, pages 291 to 340. 
inclusive.

References for Correlated Work: Young and Jackson, Book 2, pages 205 to 243.

THIRD QUARTER.

Powers and Roots: Powers, roots, square root.

Algebra: Powers, roots, square root.

Geometry: The square of the sum of two lines; right 

triangles; circumference of a circle.

Metric System: Linear measure; square measure; volume measure; weight; 
capacity; table of equivalents, problems.

Denominate Numbers: Linear measure; surface measure; volume measure; 
capacity; weight; time; circular measure; longitude and time; value measure.

Commercial Applications:

Text Book Work: Hall’s Complete Arithmetic, Book 2, pages 340 to 446.

References for Correlated Work: Young and Jackson, Book 2, pages 60 to 89 and 
155 to 184. Smith, Grammar School Arithmetic, pages 306 to 390.

Reference Books for Teachers: David Eugene Smith, The Teaching of Elementary 
Mathematics. McClellan and Dewey, Psychology of Numbers. Bellfield and 
Brooks, The Rational Elementary Arithmetic. Myers and Brooks, The Rational 
Grammar School Arithmetic. William W. Speer, Primary Arithmetic, Manual for 
Teachers. Frank J. Hall, The Two Book Series. Young and Jackson, Arithmetic, 
Books 1, 2, and 3. Smith, Elementary and Grammar School Arithmetic.

NATURE STUDY AND GEOGRAPHY.

The general outline for the first three years in nature study is very much the 
same but the work is adapted to the capacity of the class. The garden is the 
chief center of interest through which it is possible for the child to continue his 
observations and appreciation of nature. Too frequently nature study lessons 
consist of talking about nature instead of a close association with nature. The 
work as it is being done through the school

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garden and laboratory is a real joy to the children. They are forming habits of 
accurate observation. They are gaining knowledge from truth itself.

The work in the laboratory does not consist of dissecting and pulling to pieces 
insects and flowers but it is the place where preparation is made for gardening 
and observations are made in the development of plant and animal life. It is the 
place where seeds are germinated, plants are rooted and potted, roots are 
grafted and the effects of different conditions of moisture and atmosphere are 
carefully observed. Live frogs, tadpoles, toads, fish and other specimens are 
kept, under as natural conditions as possible for the children’s observation. This 
work is carefully directed and supervised by the Head of the Agricultural 
Department. In general the following outline represents the work as it is being 
done.

FIRST YEAR.

FIRST QUARTER.

Observe the general characteristics of the season.
Plant Life. Autumn foliage, parts of plant, fruit, seed dispersal. Collecting seeds 
from school garden.
Animal Life. Tadpoles, Birds, Insects.
Health Lessons.

SECOND QUARTER.

Observe general characteristics of the season. Compare with autumn season.
Plant Life. Evergreen trees; house plants.
Animal Life. The sheep, cat, dog.
Water Froms. Snow and ice, crystals.
Health Lessons.

THIRD QUARTER.

Observe general characteristics of the season.
Plant Life. Buds, Spring flowers.
Gardening. Plan for garden; preparation for planting; planting seeds; caring for 
garden.
Animal Life. Insects, birds.
Civic Improvement. Home yard.

SECOND YEAR.

FIRST QUARTER.

Observe general characteristics of season.
Plant Life. Propagation of plants. Bulbs, care of bulbs for forcing and for out-
door planting; rooting of soft wood cuttings, geranium, daisy, collected from the 
school garden; storing of bulbs in saw dust for spring gardening.
Animal Life. The tadpole, insects, birds.
Health Lessons.

SECOND QUARTER.

Observe general characteristics of the season.
Plant Life. Evergreen trees, dormant trees, house plants; hard wood cuttings.
Animal Life. Birds, chicken, horse.

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Water Froms. Snow and ice, frost.

Health Lessons.

THIRD QUARTER.

General characteristics of the season.
Plant Life. Trees, Gardening.
Animal Life. Frog and Toad. Insects. Birds.
Civic Improvement. The yard, front and back yards; the street; the alley.

THIRD YEAR.

FIRST QUARTER.

General characteristics of the season.
Plant Life. The garden; collect and store seeds and bulbs; care of the bulbs for 
forcing and for out-door planting; rooting of soft wood cuttings, collected from 
the school garden.
Animal Life. Slugs, snails, insects, birds.
Health Lessons.

SECOND QUARTER.

General characteristics of the season.
Plant Life. Dormant trees; house plants; grafting; hard wood cuttings.
Animal Life. The rabbit, birds.
Heat. Its effects; its necessity to life.
Health Lessons.

THIRD QUARTER.

General characteristics of season.
Plant Life. Gardening the chief work of the quarter; seed germination; trees.
Soils. Kinds, physical properties, origin and modes of formation.
Animal Life. The earth worm, insects, birds.

FOURTH YEAR.

Because the children need the observation work more than they need the mere 
knowledge of many geographical facts the nature study course is given two 
quarters and real geography one quarter in each of grammar grades to the 
seventh. In the seventh year two quarters are given to geography and one to 
nature study.

FIRST QUARTER. NATURE STUDY.

Gardening. Collecting and storing seeds and bulbs; rooting and potting plants; 
growing rapidly maturing plants.
Soils. Kinds, physical properties, origin and modes of formation.

SECOND QUARTER. GEOGRAPHY.

Type Forms. Observe and study plain, slope, water partings, basin, valley, hill, 
stream, lake. Have pupils represent in relief and outline.

Local Geography. The campus: size, shape, location, direction, Kirksville and 
surrounding vicinity.
Adair County: surface, soil, productions, industries. Tarr and McMurry’s 
Geography, First Book, page 1 to 62.

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THIRD QUARTER.—NATURE STUDY.

Gardening. Work in individual gardens. Friends and enemies of the garden.

FIFTH YEAR.

FIRST QUARTER.—NATURE STUDY.

Gardening. Collecting materials from individual gardens.
Insects. This is the chief subject for the quarter.

SECOND QUARTER.—GEOGRAPHY.

General notions of the earth as a whole, shape, size, distribution of land and 
water; river and river systems, the great river systems of the world, study and 
compare; mountain and mountain systems, the great mountain systems of the 
world, study and compare; causes leading to the various kinds of industry and 
commerce.

Missouri. Surface, soil, climate, productions, occupations, history. Study map 
and reproduce in relief and outline.

Tarr and McMurry’s Geography, First Book, pages 62 to 208.

References for study of Missouri. The State of Missouri, Walter Williams.

THIRD QUARTER.—NATURE STUDY.

Elementary Botany.

SIXTH YEAR.

FIRST QUARTER.—NATURE STUDY.

Leguminous Plants.
Elementary Botany, continued.

SECOND QUARTER.—GEOGRAPHY.

The earth as a whole. Form and size, zones, the continents and oceans. Special 
study of North America: surface, soil, climate, occupations, history. Special study 
of the United States. A general study of South America, Europe, Asia, Africa and 
Australia.

Tarr and McMurry’s Geography, First Book, completed.

References. King’s Elementary Geography. Frye’s Elementary Geography. There 
are fifteen copies of each of these geographies to be used for class exercises. 
Teachers observe the map work suggested in each of these books.

THIRD QUARTER.—NATURE STUDY.

Elementary Forestry.

SEVENTH YEAR.

FIRST QUARTER.—GEOGRAPHY.

The United States, Europe, Asia, Africa, Australia.
Frye’s Grammar School Geography, Pages 61 to 195.

References. Tarr and McMurry’s Complete Geography. Dodge’s Advanced 
Geography. Carpenter’s Geographical Readers. King’s Picturesque and 
Geographical Readers.

Library Work. The children are assigned topics found in the books of the Library.

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SECOND QUARTER.—NATURE STUDY.

Commerce and Industry. Frye’s Grammar School Geography completed.

Missouri. A more extensive study of Missouri is given.

Reference. The State of Missouri, Walter Williams.

Library Work. Topics assigned.

The Air. The class will spend six weeks in the physical laboratory. Study the 
properties of air.

THIRD QUARTER.—NATURE STUDY.

Landscape Gardening. Waugh, Art Out of Doors. Parsons, How to Plant the 
Home Grounds.

References for Teachers. Redway, The New Basis of Geography. Tarr and 
McMurry, Methods of Teaching Geography. Hodge, Nature Study and Life. 
Scott, Nature Study and the Child. Jackson and, Daugherty, Agriculture through 
the Laboratory and School Garden. Nature Study Bulletins.

DRAWING.

Pupils must be instructed to sit upright and to work at a distance with full arm 
movement. Drill exercises may frequently be given preceding the regular lesson 
of the day. Never drill for the result on paper, but always to develop the activity 
of the child and to cultivate right motor habits. Work first for size and placing 
before accuracy of drawing. Work to promote the freedom and individuality of 
the child.

Mediums: Pencil, water colors, charcoal, crayon and ink.

FIRST YEAR.

FIRST QUARTER.

From Nature: All kinds of seeds, grasses, fall flowers, leaves, fruit, vegetables.

From Models and various other objects, toys, large book (the dictionary), sled, 
wishbone, figure pose.

Train the eye to see form in everything. Find straight edges, curved edges; 
curved and straight edges on the same model. Teach terms—vertical, 
horizontal, planes.

Illustrative: Make most of suggestions from the season in all drawing, cutting, 
building and making. Thanksgiving week draw nuts, turkey, Pilgrim’s hat, shoes. 
Draw from a pose of Priscilla, The Mayflower, the guns carried. 

Christmas time. Illustrate “Hang up the Baby’s Stocking.” 

Draw from Santa Claus pose. Draw from real evergreen tree. 

Show what you would like for Christmas presents.

Building: Block building; houses, steeples, bridges, etc. Imaginative, literal.

SECOND QUARTER.

From Nature: Twigs, bare trees, winter scenes, potted plants, evergreen trees.

From models and other objects: Draw from a group composed of a cylinder and 
hemisphere; seeing lessons from individual hemispheres, seeing lessons from 
square prism. Cube; Develop right tri-prism from large model used in 
comparison with square prism and cube; Draw from Noah’s Ark; groups of toys; 
figure pose.

Illustrative: Story, poem, games, occupations; Suggestions from St. Valentine’s 
Day; Washington’s Birthday. Make souvenirs.

Building: Build with blocks and spools.

THIRD QUARTER.

From Nature: Spring time; twigs, buds, flowers, scenes, trees, birds, sprouting 
seeds. Use a great deal of color; enjoy the beauties of spring.

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From Models and other objects: Hemisphere, sphere. Review the six models 
given; composition of vertical lines and spacing; composition of lines vertical 
and horizontal in plaid designs; figure pose.

Illustrative: Poem, story, occupations, game; signs of spring.

Building: Block building.

SECOND YEAR.

FIRST QUARTER.

From Nature: Leaves, grasses, fall flowers. Choose those that are simple. Be 
careful about the size and placing; simple spray or twig; all kinds of fruits and 
vegetables; landscapes.

From Models and other objects: Faces of solids; draw solids from memory; 
review edges; draw groups of solids and other objects; draw from a pail in two 
positions, an umbrella in two positions, a child pose. Draw the type ellipsoid, 
sketches of animals.

Illustrative: Poems, stories, occupations, seasons, Thanksgiving, Christmas, make 
Christmas presents. Illustrate animal stories.

Building: Block building, real and imaginative constructions.

Artist Study: Landseer.

SECOND QUARTER.

From Nature: Winter scenes; bare trees; evergreen trees; potted plants.

From Models and other objects: Group of Objects. Try to secure effect of 
distance seeing lesson, from horizontal square prism, three positions. Present 
pyramid. Commpare with the prism.

Illustrative: What did you get for Christmas? Illustrate by drawing or cutting; 
illustrate some other lesson; illustrate stories, poems, winter sports, winter 
occupations.

Artist Study: Raphael.

THIRD QUARTER.

From Nature: Design calendar for each of the spring months. Composition of 
landscapes taken from different views of the campus; birds, flowers, showing 
root, growth, leaves and flowers; sprouting com, beans, etc.

From Models and other objects: Ovoid, cone, pyramid; composition of vertical 
and horizontal lines; all over designs for flat surface — wall paper, borders, 
plaids, etc. Work in ink and color.

Illustrative: Spring time; poems; stories; occupations of spring. Bird stories; bird 
ways.

Building: Block building continued.

Artist Study: Reynolds.

THIRD YEAR.

FIRST QUARTER.

From Nature: Make use of all the material that the autumn season presents. 
Landscapes.

From Models and other objects: Groups of solids; groups of fruit; of vegetables. 
Draw house made from blocks. Landscape with house like the one drawn and 
one tree with hill in the distance.

Illustrative: Stories, poems, occupations.

Building: Block building continued — a bridge, a light house, a church steeple.

Artist Study: Millet.

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SECOND QUARTER.

From Nature: The winter season; snow scenes showing house and trees in the 
distance; twigs, bare trees; evergreen trees; potted plants. Animals, winter 
birds.

From Models and other objects: Cube with hemisphere placed on top round 
face down. Do not shade. Cube with hemisphere on top, plane face down. Draw 
from group of objects or models to show distance, size, relative proportion. 
Shade may be simply expressed. Give drill exercises or round and round 
movement, also for vertical and horizontal lines. Use sketching pencil.

Illustrative: Winter sports; skating, coasting, etc.; illustrate some reading lesson 
or language lesson.

Building: Block building; a train of cars; bridges, houses, churches, gates, etc. 
Draw literal, imaginative.

Artist Study: Rembrandt.

THIRD QUARTER.

From Nature: Design calendar for spring months. Swelling buds and twigs, spring 
flowers; spray of leaves; birds, toads or frogs.

From Models and other objects: Vase forms; group of objects or models; review 
cylinder, cone, pyramid; surface covering composition.

Illustrative: Spring time; poems of spring, stories, occupations, bird occupations,

Building: Block building. Use any solids, make any thing you wish, draw.

Artist Study: Bonheur.

FOURTH YEAR.

FIRST QUARTER.

From Nature: Use all material the season affords. Draw simple leaf in four or 
five different positions. There must be no interruption of line where the stalk or 
stem grows into the blade. Draw from sprays and branches of three leaves. 
Choose simple yet interesting leaves. Try for delicate suggestive treatment. 
Begin to talk about values. Draw from weeds, grasses, grains. Draw from whole 
plants. Avoid stiff and flat arrangements.

Draw from fruits or vegetables. Keep the work simple. 

Landscape, distant hill with group of three or four trees.

From Models and other objects: Cone, cylinder, cube, sphere, first single then in 
groups. Figure pose,—boy.

Illustrative: The spirit of Thanksgiving and Christmas; poems, stories. 

Artist Study: Murillo.

SECOND QUARTER.

From Nature: Evergreen trees, bare trees, holly; Animals, cow, horse, dog or cat; 
squirrel or rabbit. Winter landscape. Potted plants

From Models and other objects: The square tower, tri-prism. Try to represent 
the principles of converging lines above and below the eye; Sketch cup, pail, 
basket, flower pots, coffee pots, pails, pitchers, placed below and above the 
level of the eye. Draw from book with careful observance of fore shortened top, 
length and placing of further edge.

Illustrative: Eskimo life; Japanese customs; poems, stories.

Geographic Drawings: On black paper with white crayon. Land forms: plain, 
slope, hill. Eskimo home.

Artist Study: Van Dyck.

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THIRD QUARTER.

Remember we are training for power rather than immediate results.

From Nature: Design calendar for each month. Make use of all the material the 
season affords: tadpoles, frogs, toads, birds, young vegetables. Flowers: the 
crocus, tulip, narcissus, daffodil, wild flowers; whole plants, budding twigs, 
sprouting seeds.

From Models and other objects: Draw from a cube, a big book, a square box 
with special reference to pencil measurement, converging lines. Block building 
with special attention to line shading. Composition of lines Surface coverings.

Illustrative: Indian life; Hiawatha’s home; poems, stories.

Geographic Drawings: On black paper. Rivers, river basin, valleys, the old river, 
new river. Indian home. Views from the campus, the lake.

Artist Study: Corot.

FIFTH YEAR.

FIRST QUARTER.

From Nature: Draw from one leaf in several different positions to get all the fore 
shortened effects. Use all material suggested by the autumn season. Talk about 
values. 

Before drawing think of the placing.

From Models and other objects: Constructive drawing. Beginning with October 
give one problem in constructive form work each month until April. Draw a 
circle and draw three circumferences from its center. Teach how to draw the 
diameter of a circle. Describe a circle and show how to divide into four equal 
parts. Units for designs. Groups of models and objects. Do not permit pupils to 
practice shading until they can sketch in good characterization of form, size, 
placing, etc. Give quick reviews of different positions of the cylinder.

Draw from several different figure poses.

Illustrative: Colonial life. The spirit of Thanksgiving and Christmas seasons.

Geographic Drawing: Review first steps in this work from plain to mountain.

Artist Study: Angelo.

SECOND QUARTER.

From Nature: Suggestions from the winter season. Animals.

From Models and other objects: Constructive drawing. Units. Draw from 
pyramid in different positions above and below the eye. Arrange groups of 
objects. Draw. Show what is meant by working drawings and picture drawing. 
Sketch the appearance of a cylinder, square prism, or tri-prism. Then make 
working drawings of these subjects. Working drawing of a stool.

Illustrative: Stories from history lessons. Poems. Special events.

Geographic Drawing: Other type forms, island, lake, geyser, life in different 
sections of the world.

Artist Study: Titian.

THIRD QUARTER.

From Nature: Use all material suggested by the season. Let children bring in 
studies. Out door sketching. Delicate quality of line should be used.

From Models and other objects: Figure pose. Groups of objects, a pail, a cup, a 
spoon; basket with vegetables; a book with cup or glass, vase with book.

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Illustrative: Make a character sketch from life; make character sketches from 
story, poem or history. Make a character sketch of spring.

Geographic Drawing: North America. On the board then on black paper.

Points to remember in drawing: Selection. Good placing and adaptation to space 
to be filled. Feeling for surface and growth expressed by quality of line. Try to 
show characteristics.

SIXTH YEAR.

FIRST QUARTER.

From Nature: Study in outline and in light and shade simple sprays of two or 
more leaves. Sketch in to show size, direction and proportion of spray. Show 
effects of shade simply. Avoid stiff or flat arrangements of leaves. Let them drop 
naturally and render fore shortened leaves as they appear. Draw in color all the 
autumn flowers. Make use of all the material the season presents. Try to get 
truthful and beautiful effects.

From Models and other objects: Constructive work,—two problems each 
month. Groups of objects arranged differently. Insist upon rapid sketches. There 
is nothing that denotes ability more than being able to draw in quickly with 
accuracy. Draw from figure poses. Draw many positions of the cylinder. Let 
pupils arrange models for drawing.

Illustrative: Character sketch of the season. Occupations of the season. 

Illustrate lessons from history work. 

Illustrate Thanksgiving and Christmas season.

Geographic Drawing: Make finished maps of North America. These are not 
outline maps. They are modeled with chalk to show relief. Work on South 
America.

Artist Study: Titian.

SECOND QUARTER.

From Nature: Make use of all material the season presents. Rapid sketches of 
animals.

From Models and other objects: Draw simple interesting groups consisting of 
box, basket or other rectangular object with something having curved edges. 
Arrange several groups. Draw from round basket placed above the level of the 
eye. Make working-drawing of square pyramid. Have pupil bring bolts, screws, 
saw, file, hammer, etc., for drawing. Draw different views of tin bucket, flower 
pot, vase, etc. 

Constructive drawing.

Two problems each month.

Illustrative: Character sketches from history lessons, from stories, from poems. 
Special events of the season.

Geographic Drawing: South America, Missouri.

Artist Study: Da Vinci.

THIRD QUARTER.

From Nature: All the beauties of spring, making work a great improvement over 
the autumn work. Try to secure appreciation and expression of the comparative 
strength and delicacy of the growth by character of line. Avoid a line bound 
appearance, try to show more by mass of light and shade.

From Models and other objects: Draw from rose jar or vase, old stone jar, milk 
crock, well bucket, large basket. Group vase with book; one tall object and one 
low one. Study Egyptian or Greek Architecture. Draw the Egyptian ornament or 
border of conventionalized Lotus Bud and Flower. These two borders illustrate 
two methods of treatment of the Lotus Bud and Flower by the Egyptians. The 
first is taken from Thebes; the

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second, from wooden mummy case. Draw the winged Globe; draw the Greek 
vase.

Surface coverings: Composition of lines in ink and all-over surface patterns. Unit 
to be chosen from work made in the constructive form work.

Illustrative: Illustrate some of the Greek Myths, make character sketches.

Geographic Drawing: Represent some of the natural wonders of America—
Niagara Falls, “Old Faithful,” etc. Represent different sections of North America. 
Represent different sections of Missouri.

Artist Study: Durer.

SEVENTH YEAR.

FIRST QUARTER.

Two lessons each week.

"You may read the character of men as nations in their art as in a mirror. A man 
may hide himself from you, or misrepresent himself to you, every other way, 
but he cannot in his work. There be sure you have him to the inmost."—Ruskin.

From Nature: Work with grasses, oats, timothy, wheat, etc. Use all materials the 
season presents. Study the beauty of color in autumn landscapes. Study 
shadows.

From Models and other objects: Groups. Quick charcoal sketches from groups of 
fruit and other objects. Architectural drawing.

Illustrative: Customs of different periods in history. 

Illustrate season, special events.

SECOND QUARTER.

From Nature: Winter landscape, evergreen trees, other trees.

From Models and other objects: Review models. Architectural drawing.

Buildings, doors, windows, corner of room.

Illustrative: Character sketches.

THIRD QUARTER.

From Nature: Landscape from out-door sketching. Botanical drawings.

From Models and other objects: Surface covering, designs for wall paper, 
border, etc. Book cover designing. 

Architectural drawing—front or side elevation of the house.

Illustrative: Character sketches.

MANUAL TRAINING.

FIRST YEAR.

Clay Modeling: Illustrative; from memory of objects; from objects; decorative 
design.

Freehand Paper Cutting: Illustrative; from memory, from objects.

Weaving with wool and cord: Doll furnishings; various useful articles in the 
home.

Weaving and braiding with raffia: Baskets and mats, doll hats and hammocks.

Card board sewing: Border designs; all-over designs.

Construction work with cover paper: Seed boxes; bon bon boxes; doll houses 
and furniture.

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SECOND YEAR.

Clay Modeling.

Raffia work: Napkin rings, picture frames, baskets, mats, doll hats.

Sewing: Burlap. Needle and thimble drills; making knots; 

basting; over-casting.

Construction work with cover paper:

THIRD YEAR.

Clay Modeling.

Raffia work: Button hole stitch basket, spiral coil baskets, shopping bags, 
braided hats.

Construction work with cover paper:

Sewing: Needle and thimble drill; turning; basting; hemming.

FOURTH YEAR.

Sewing: Turning, basting, hemming, over-casting, back stitching, felling, 
gathering. Articles to make; bags, towels, napkins, doll furnishings.

Basketry: Keed and raffia.

Pottery: Special attention given to form.

FIFTH YEAR.

Sewing: Hemming; tucking; gathering; sewing on buttons; buttonholes; hooks 
and eyes; sewing on lace; patching; French seams; mending; darning; facing. 
Articles to make: Sleeve, work bag, underwear.

Basketry:

Pottery: Special attention given to decorating by incising and inlaying.

Card Board Modeling:

SIXTH YEAR.

Sewing: French hem on linen; feather stitch; hem stitch; darning woolen goods; 
plackets. Articles to make: Boys’ waists; collars; napkins, girls’ plain dresses.

Whittling:

Pottery: Special attention given to slip painting and glazing.

SEVENTH YEAR.

Bench wood work.

References for Teachers: Hoffman, The Sloyd System. 

James, Indian Basketry and How to Make Baskets.

Krolik, Hand Sewing Lessons. The Keramic Studio. The Craftsman.

MUSIC.

To develop the musical side of a child’s nature requires that the subject be 
brought before the child in a way which is at once attractive and instructive.

This is accomplished through the use of carefully selected songs, to be taught by 
rote; by the presentation of the scale, in different ways, until it is unconsciously 
mastered by the child; the unconscious analysis of the scale, which assists in 
establishing the relation of the different tones of the scale; the actual 
representation of the scale, by notes on the staff, intervals and melodies—after 
which the very knowledge of ability to do, will, with proper encouragement, 
cause the child to accomplish all that may be reasonably demanded.

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FIRST YEAR.

Rhythm: Rhythmical motion songs.

Melody: Hand signs representing the eight tones of scale, ear drill, rote songs. 
Games involving correct use of muscles of body.

Sight Reading: Chart A—Natural Music Course.

SECOND YEAR.

Rhythm: Pulsations,	their grouping, accent, length of tones.

Melody:	Hand sign, ear drill, dictation exercises, rote songs, simple 
devices to produce the correct use of the diaphragm and muscles in tone 
production. 

Sight Reading: Chart B—Natural Music Course.

THIRD YEAR.

Rhythm: Division of the pulse into two parts.

Notation:	Staff, pitch names, drill on nine common keys, original melodies. 
Ear drill, rote songs. Breathing and tone production.

Sight Reading: Chart C—Natural Music Course.

FOURTH YEAR.

Rhythm: Division of pulse into four parts. Formation of nine common keys, 
rapidity in writing dictation, two part singing, 1st Reader. Exercises for proper 
use of vocal chords, breathing.

Sight Reading: Chart D—Natural Music Course. Book 1, Modem Series.

FIFTH YEAR.

Rhythm: Division of the four part pulsation into groups.

Melody: Accidentals, sharp four ana flat seven, ear drill, writing dictation, two 
and three part harmony — 2d Reader. Breathing and tone production.

SIXTH YEAR.

Rhythm: Syncopation.

Melody: Comparison of major and minor modes, chromatic scales, two and 
three part harmony—2d Reader. Breathing and tone production.

References for Teachers: Nature Songs for Children, Knowlton; Song Stories, Hill. 
Children’s Songs, Neidlinger. 

Laural Song Book, The Coda, Modem Music Series.

SEVENTH YEAR.

Continuation of plan of sixth year.

GYMNASIUM.

The aim of Medical Gymnastics is to develop the body into a harmonious whole 
under the perfect control of the will. It is not to produce great bulk of muscle 
but to cause that already present to respond readily to volition; to improve the 
functional activity of the body, and to counteract and correct tendencies to 
abnormal development especially those resulting from the artificial life of 
civilization. A gymnastic movement has a definite time, velocity, force, and 
purpose; and it must be executed with full volition in order to produce the 
utmost effect toward physical development. Movements performed 
automatically have but little effect in this direction. No teacher should attempt 
to apply a movement which he does not understand. No exercise

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should be taken because it looks pretty. From half an hour a day to an hour 
should be alloted to gymnastics, and it is better to take the whole time for one 
lesson than to distribute it in ten minute doses over the day unless you are 
training young children. In all grades ranging from first to seventh great care 
must be taken in giving correct positions for standing, sitting, lying, and rising. 
Special attention should be given to the abdominal breathing, each exercise 
given should be executed three (or more) times to each side and should appear 
in at least two consecutive lessons in order to have any effect toward physical 
development. We refer all young teachers and especially those not having had 
any Medical training, to “Baron Nils Posse, M. G., Handbook of School 
Gymnastics of the Swedish System,” Published by Lee & Shepard, 10-Miek St., 
Boston, Mass.

KINDERGARTEN.

The aim of this department, is as follows:

To give a complete course in theoretical and practical training which will fit its 
students to take charge of Kindergartens both public and private.

To give a course of one quarter which will be found helpful to those students 
expecting to teach in Primary Grades.

To give all Normal students an idea of the Kindergarten and what it stands for as 
an educational factor.

To give that general culture which a kindergarten training affords.

Kindergarten Theory and Practice will include the following:

Study of the child and child training, based upon Froebel’s Mother Play and 
other works.

Gifts—Theory and practical work, supplemented by work which is introductory 
to primary Arithmetic.

Occupations—Hand work suitable for small children and related to the Manual 
Training which is done in the grades.

Music—Study of children’s voices, development of rhythm, tone and pitch. 
Musical interpretation; study of children’s songs and method of presenting.

Students should be able to play the songs readily; also marches and simple 
rhythms.

Games—Developing play spirit of student. Study of the meaning of play; form, 
words, music and purpose of individual plays and method of conducting.

Stories—Study of stories for children; purpose, form and manner of telling. 
Practice in story telling.

Language—Methods for training the child in the use of correct English.

Sense Training—Games for developing special senses; for cultivating powers of 
observation, attention, ready response, etc.

Program Work—General purposes and plans for work of the year, season, week 
and day will be discussed, with methods carefully given.

Practical Work—One period each morning, practical work with the children will 
be required; however, it is advisable for only those having already had 
opportunity for some observation and some theory work, to have entire charge 
of any group of children. Each student taking the complete course will have the 
opportunity to become acquainted with the methods used in the grades, thus 
getting a view of the relation the Kindergarten should sustain to the school life 
which follows it.

One hour of afternoon class work will be required each day.

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GRADUATION.

The following units will be required for graduation in the Kindergarten course. 
Good Kindergarten work can be done only on the basis of good scholarship:

Kindergarten Theory and Practice...3
Psychology and History of Education...1
English...2
Science...3
History...1
Mathematics...2
Vocal Music and Physical Culture...2
Drawing...1
Elective...3

In Kindergarten Theory and Practice, three quarters' work counts as one and 
one half units, since two hours per day are given.

At the end of one year's work, if a sufficient amount of additional work shall 
have been done, an Elementary Kindergarten Certificate may be given.

The one quarter's work may be classed as a drill and the student will receive 
credit for the same, as in other drills.

Students wishing to take the complete course must enroll in September; for the 
drill, they may enroll at the beginning of any quarter.

NOTE: The foregoing Syllabi of Studies for the Practice School were compiled 
and arranged by Miss Montana Hastings for the past two years Supervisor of the 
Practice School.

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ENROLLMENT, 1904-1905

Men. Women. Total.
Summer Session...143 249 392
Regular Session (Sept.-May inclusive)...282 398
Total...425 627

Counted Twice...90
No different individuals (in Normal School proper)...982
Children in Practice School...170
Grand Total...1152

ENROLLMENT SINCE ORGANIZATION. EXCLUSIVE OF TRAINING SCHOOL 
CHILDREN.

YEARS. STUDENTS.
1868—First year...140
1869—Second year...203
1870—Third year...303
1871—Fourth year...321
1872—Fifth year...434
1873—Sixth year...470
1874—Seventh year...668
1875—Eighth year...709
1876—Ninth year...627
1877—Tenth year...592
1878—Eleventh year...534
1879—Twelfth year...468
1880—Thirteenth year...513

YEARS. STUDENTS.
1881—Fourteenth year...492
1882—Fifteenth year...481
1883—Sixteenth year...446
1884—Seventeenth year...501
1885—Eighteenth year...475
1886—Nineteenth year...405
1887—Twentieth year...421
1888—Twenty-first year...490
1889—Twenty-second year...505
1890—Twenty-third year...502
1891—Twenty-fourth year...560
1892—Twenty-fifth year...596

YEARS. STUDENTS.
1893—Twenty sixth year...606
1894—Twenty-seventh year...562
1895—Twenty-eighth year...620
1896—Twenty-ninth year...623
1897—Thirtieth year...719
1898—Thirty-first year...737
1899—Thirty-second year...739
1900—Thirty-third year...742
1901—Thirty-fourth year...753
1902—Thirty-fifth year...757
1903—Thirty-sixth year...784
1904—Thirty-seventh year...944
1905—Thirty-eighth year...982

NOTE:—At time of going to press, July 19, the Summer Quarter of 1905 
numbers 395 with average daily attendance for first seven weeks about 360.

98



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POST-GRADUATES.

DEGREE—MASTER OF ARTS AND OF PHILOSOPHIC DIDACTICS.

1874—*O. P. Davis.

1875—*W. E. Coleman, W. N. Doyle, C. B. Daughters, J. C. Stevens.

DEGREE—MASTER OF ARTS AND PROFESSIONAL TEACHER.

1876—J. U. Barnard, C. W. Bigger, Thomas Cloyd, J. M. White.

DEGREE—MASTER OF ARTS AND DIDACTICS.	

1878—J. F. Chandler, Ada Oldham, C. W. Thomas.

1879—Jennie Burton, G. W. Cullison, Ella Carothers (Mrs. Dunegan), W. T. 
Carrington, N. B. Henry, Maggie Thompson (Mrs. Henry), E. E. Hollopeter, R. S. 
Iles, A. R. Orr, W. H. Vaughn.

1880—John Barton, Julia Lester (Mrs. Bosworth), Manlove Hall, John R. Kirk, 
Lowa Phelps (Mrs. Murdy), F. P. Primm, Thos. E. Sublette, Serelda Gilstrap (Mrs. 
Thomas).

1881—J. C. Dooley, *S. D. Ellis, C. L. Ebaugh, H. McGarry, *C. M. Polley, G. A. 
Smith.

1882—A. B. Carroll, J. A. Guttery, *J. S. McGhee, I. N. Matlick, Flora Northrup 
(Mrs. Scheurer), S. H. Soper, Duke E. Wright (Mrs. Herron), W. E. Tipton, A. B. 
Warner.

1883—T. S. Cox, C. E. Foster, W. R. Holloway, Lulu Sharp (Mrs. Corley).

DEGREE—MASTER OF SCIENTIFIC DIDACTICS.

1884—W. B. Anderson, Olivia Baldwin, S. A. Conway, F. W. Guthrie, Charles 
Riggle, R. R. Steele.

1885—Cora Baldwin, Selden Sturges.

1888—H. C. Long.

1889—Aven Nelson.

1892—Wm. D. Grove, Mary Trimble Prewitt, F. A. Swanger.

1893—Adaline Bell, Frank Wisdom Hannah, Marguerite Pumphrey (Mrs. Smith), 
Walter H. Payne, Louise M. Trimble, John A. Whiteford.

1894—R. B. Arnold, C. W. Bowen, Fannie Gentry (Mrs. Lobban).

1896—Minnie Brashear, W. L. Riggs, J. H. Grove, J. A. Koontz.

1897—Fannie K. McCoy, Sophia C. Watson.

1899—Z. Fletcher Wharton.

1900—A. B. Coffee, Geo. M. Laughlin, Anna M. Wood.

1901—Thos. J. Kirk, G. W. Pendergraft, A. P. Vaughn.

1902—Essie Holmes, H. H. Laughlin.

*Deceased.

DEGREE—MASTER OF PEDAGOGY.

1903—E. Alta Allen, Mayme Foncannon, Mabel Gibbons, R. Emmett Hamilton.

1904—Ada Greenwood McLaughlin, Alethea Ringo, Frances Miller, Nora B. 
Phillips, Mabel McHendry.

1905—Susie Barnes, C. S. Brother, R. N. Linville, J. F. Treasure.

99



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GRADUATES.

DEGREE—BACHELOR OF PHILOSOPHIC DIDACTICS.

1872—*O. P. Davis, W. N. Doyle, W. F. Drake, I. N. Matlick, J. T. Smith, J. C. 
Stevens, *Vincent Stine, Selden Sturges.

1873—C. W. Bigger, *W. E. Coleman, C. B. Daughters.

DEGREE—BACHELOR OF ARTS AND PHILOSOPHIC DIDACTICS.

1874—W. H. Baker, J. U. Barnard, G. W. Cullison, Thomas Cloyd, Sue Forsythe 
(Mrs. Eaton), Helen Halliburton (Mrs. Sam McReynolds), Julia Lester (Mrs. 
Bosworth), *Emmir Thompson, (Mrs. O. E. Hannah), J. M. White.

1875—J. R. Bradley, Jennie Burton, B. T. Hardin, R. S. Iles, *A. H. Jamison, *J. S. 
McGee, J. S. McPhail, A. R. Orr, F. P. Primm, Lizzie Roe (Mrs. Carpenter), C. W. 
Thomas, Alta Wescott (Mrs. McLaury).

1876—John Barton, J. F. Chandler, Sallie C. Callaway (Mrs. Larkins), W. T. 
Carrington, W. C. Ferrell, N. B. Henry, E L. Harpham E. O. Larkins, Ada C. Oldham, 
Lowa Phelps (Mrs. Murdy), H.C.Rutherford, *Minnie Smoot, O.M.Thompson, 
Maggie Thompson (Mrs. Henry).

1877—Ella Carothers (Mrs. Dunnegan), Irene Cumberlin, Serelda Gilstrap (Mrs. 
C. W. Thomas), E. E. Hollopeter, W. D. Oldham, R. V. Seward, W. H. Vaughn, E. H. 
Walker.

1878—Anna Baldwin (Mrs. G. W. Sublette), J. C. Dooley, *S. D. Ellis, Charles L. 
Ebaugh, *H. A. Fink, Rebecca E. Hubbell, Manlove Hall, John R. Kirk, H. McGary, 
*C. M. Polley, G. W. Sublette, Thomas E. Sublette.

1879—W. B. Baker, Cora B. Baldwin (Mrs. Hastan), A. O. Daman, Anne Dysart, 
Addie M. Green (Mrs. Britton), Rice Knox, R. E. Oldham, C. P. Perham, G. A. 
Smith, A. B. Warner, Z. F. Wharton.

1880—I. F. Atterbury, Olivia A. Baldwin, A. B. Carroll, C. E. Foster. T. L. Herbert, 
H. Johnson, Flora Northrup (Mrs. Scheurer), *S. H. Soper, W. E. Tipton, Edmonia 
D. Wright (Mrs. Herron).

1881—W. B. Anderson, T. S. Cox, Ada M. Greenwood (Mrs. McLaughlin), E. H. 
Hatch, W. R. Holloway, W. F. Link, R. B. Loudon L. S. Mitchell, R. F. Sallee, D. D. 
Sayer, Lulu B. Sharp (Mrs. Corley).

1882—J. O. Allison, Nellie Bagg (Mrs. Glaize), S. A. Conway, Ida Frankland, F. W. 
Guthrie, J. L. Holloway, J. W. Jones, C. Riggle, R. R. Steele.

1883—J. S. Erwin, Aven Nelson, Lura Owen (Mrs. Lon Mitchell), J. N. Pemberton, 
Mary T. Prewitt, Lottie T. Spencer (Mrs. O’Neil).

DEGREE—BACHELOR OF SCIENTIFIC DIDACTICS.

1884—R. W. Barrow, J. D. Brown, B. F. Carroll, S. A. Crookshanks, Miriam Davis 
(Mrs. Mitchell), Mary Griffith, J. H. Grove, J. F. Holiday, R. E. Johnston, H. C. 
Long, W. H. Miller, Libbie K. Miller (Mrs. Traverse), Carrie Randall	(Mrs. 
Thwing),	H. B. Shain, Mamie Sharp (Mrs. Simpson), F. A. Swanger, Nettie 
Willard (Mrs. Hovey).

1885—R. B. Arnold, R. E. Barnard, A. M. Boyd, C. C. Childress, Silas Dinsmoor, W. 
W. Griffith, W. D. Grove, Mary Howell (Mrs. Finegan), Allie Link (Mrs. Whitacre), 
O. M. Mitchell, F. M. Patterson, Fannie Riggs (Mrs. Long), Isom Roberts, J. J. 
Steele.

1886—S. P. Bradley, A. J. Bradsher, J. J. Brummitt, Jennie Edwards, Ella Evans, 
Kate Funk (Mrs. Simpson), Nannie Garrett, *Fannie Graer (Mrs. J. W. Martin), G. 
M. Holiday, Etta L. Johnston (Mrs. Kiggins), A. E. Kennedy, C. M. Kiggins, Mary L. 
Northcutt (Mrs. Locke), L. M. Phipps, Stacy G. Porter (Mrs. Miller), W. T. Porter, 
A. L. Pratt, J. F. Pratt, *I. A. Price, J. A. Pulliam, Paul Sanford, J. M. Simpson. 
Minnie Smith (Mrs. Fowler), T. J. Updyke, J. J. Watson, J. D. Wilson.

1887—G. Bellamy, Adaline Bell, Charles Cornelius, Mollie Chambliss, W. B. 
Edwards, Andrew Erickson, G. W. Fisher, Georgia Funk, (Mrs. Meyers), Ella Funk, 
Mattie Hannah (Mrs. Humphreys), U. G. Humphreys, A. L. Holiday, W. L. 
Holloway, G. E. Jamison, Nannie Key (Mrs. Dufur), Eugene Link, E. D. Luckey, C. 
K. McCoy, Geo. F. Nason, Marguerite Pumphrey (Mrs. Smith), Belle Plumb, 
Walter A. Payne, Ella Rolofson, Laura Seals, *Ida Thompson (Mrs. Price).

1888—E. E. Bamett, H. S. Bruce, Mollie Chancellor, E. L. Cooley, Lissie Funk, 
George R. Funk, Sallie Gex (Mrs. Roberts), H. C.

100



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Harvey, Morgan H. McCall, Fannie Mackoy, A. L. McKenzie, Lula Patterson, 
Marie W. Patterson, D. L. Roberts, Prudie Risdon (Mrs. Tillery), Mollie Reed 
(Mrs. Cooley), Minnie Reed, S. M. Snodgrass, Alma Smith (Mrs. J. B. Dodson), 
Pauline C. R. Stone (Mrs. Rozelle), Eva White.

1889—Isabel Ellison (Mrs. Vinsonhaler), Wm. Eiring, Fannie Heald, C. W. Haman, 
Frank Hannah, E. T. Hubbard, Genie Nolan, George H. Owen, Lucy Patterson 
(Mrs. Motter), W. L. Riggs, Ella Woods, W. W. Walters.

1890—J. T. Aldridge, Emma Ammerman, C. W. Bowen, Julia B. Ellison (Mrs. Hill), 
Charles Eiring, Fannie Gentry (Mrs. Lobban), Sue Greenleaf, George Gex, Nina 
Heald (Mrs. McClure), Lizzie Harvey, Emma Poe, Adelia Richmond, Louise M. 
Trimble, John A. Whiteford, Emily Watson.

1891—Geo. Finley Burton, E. O. Doyle, C. P. Guthrie, Jennie Green, Mary Gerard, 
J. C. Hennon, Kate Hammond, Lillian H. Heald (Mrs. Richmond), Blanche Heiny, 
*W. A. Muir, Rosa Patterson (Mrs. West), J. E. Petree, Allie Ross (Mrs. Suggett), 
Ida Stafford (Mrs. Geo. F. Burton), C. A. Savage.

1892—Catherine Allen, Minnie Brashear, Ruby Dorothy Bowen (Mrs. J. A. 
Cooley), Jennie E. Cole, Robert Lee Eberts, Nellie Matilda Evans, Thomas Alonzo 
Hays, Cassandra Emma Hubbard, Evan Richard Jones, Metta May McCall, Louis 
Edward Petree, Geo. Arthur Radford, Oliver Stigall, *Caddie Smith, Lundy Byron 
Smith, Lida Athleen Shultz (Mrs. Risdon), Ellen Eliza Van Horne, Sophia Campbell 
Watson, Anna Stafford Western (Mrs. Burton).

1893—Charles Bagg, Della Baird, L. Alice Bond (Mrs. Christie), Clarence Alva 
Blocher, *Maggie Crawford, Allie Davis, Mae DeWitt (Mrs. Hamilton), Martha 
DeWitt, Emeline Fee, Meade Ginnings, Benjamin F. Guthrie, Mamie Harrington 
(Mrs. Schwartz), Ruth Jeffers, James Alva Koontz, Chas. Murphy, *John R. 
Musick, John Davis Marr, Camile Nelson (Mrs. Snow), *Henry E. Patterson, 
Calvin Henry Paul, J. T. Ronald, Alethea Ringo.

1894—Geo. Washington Atterberry, Hubbard Blair, Wm. Batchelar, Mary Porter 
Burks, Alice Elzira Downing, Warren Mitchell DuflBe, William Samuel Eiler, Lena 
Edelen, Julia Emma Freeland, Mary Marguerite Fisher. Benjamin Franklin 
Gordon, Lina Gore, George Mark Laughlin, Francis Marion Motter, Sadie Martin, 
John Wilfley Oliver, Martha Owen, William Charles Thompson, Lena Minerva 
Trowbridge (Mrs. Payson), Anna Wood.

1895—Fred William Alexander, James Perry Boyd, Thomas Austin Craghead, 
Enoch Marvin Drinkard, Samuel Rodgers Dillman, Alva E. Dowell, Dorothea 
Caroline Foncanon (Mrs. E. C. Grim), Ezra Clarence Grim, Jesse Bird Hatcher, 
Kate Bell Hawkins, Anna C. Hill (Mrs. Wright), Louis Ingold, Lyda McKay, Frances 
Miller, Joe Shelby Maddox, James Thomas McGee, John Henry Nolen, Maud 
Owen, Fred Benjamin Owen, Gertrude Phillips, Lena Lucile Storm (Mrs. Emory 
Green), Ambrose Dudley Veatch, Julia Alberta Wardner.

1896—Frank Buckner, Ida Brashear (Mrs. Geo. R. Barker),  Manville Carothers, 
Jennie Huffman, Homer A. Higgins, J. A. Hook, Arthur Lee, Mabel Mennie, 
George Byron Novinger, Louise Rex, Ledrew Esper Ryals, Nell Stone (Mrs. Brace), 
Zorado Snelling, Arthur T. Sweet. S. E. Seaton.

1897—W. S. Boyd, John C. Bohne, P. E. Burns, C. C. Blue, E. C. Bohon, Aida Evans 
(Mrs. Buckmaster). Fred Fair, E. E. Funk, Mayme Foncannon. Harry L. Green, J. L. 
Gallatin, Myrtle Harlan, Ada Harlan, Frank Heiny, John H. Hoefner, Virginia 
Holderman. Essie Holmes, Eugene Lake, C. W. Murphy, Milton McMurry, H. E. 
Neese, Martha Petree, Victor Parrish, O. A. Petree, *McDonald Petree, F. H. 
Potter, Nora Phillips, G. W. Pendergraft, Saida Ragsdale, Carrie Reynolds (Mrs. 
Conner), A. H. Smith. Lilah Townsend, S. E. Terpening, A. P. Vaughn, W. I. 
Woodson.

1898—Amy Brown, Claude S. Brother, Ardella Dockery, Sallie Davis, May Evans, 
A. D. Foster, A. S. Faulkner, Kate Holdsworth, Hattie Lyon, R. N. Linville, J. D. 
Luther, *0. H. Lind, Birdie Miller, Julia McBeth, Lilly Northcutt, Anna Pile, Albert 
Pratt, Ethel Ringo (Mrs. J. E. Weatherly), Mary Sullivan, W. E. Shirley, Ray Seitz, 
W. B. Thornburg.

1899—Cordelia Ashlock (Mrs. Brown), Pansy Bowen (Mrs. H. H. Laughlin), Delos 
Austin Bragg, Cora C. Buchanan, Gwyn H. Baker,

101



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Ellen J. Crockett. Lottie Christine, Lida Corken, Ada Carnahan, John A. DeTienne, 
Jean Eames, Ida May Finegan, Mabel Gibbons, J. A. Goodwin, Oscar Ingold, Wm. 
Horace Ivie, Mayme Lorenz, Bess Hannah Link, Zoe McDowell, G. W. Pauly, Mrs. 
Lena Pauly, Julia Louise Porter (Mrs. Garth), Jessie Ray. Frank K. Surbeck, E. 
Claude Smith, John B. Stigall, Nannie Thomas, Britt Payne Taylor, Jas. 
Hornbuckle Turner.

1900—Alice Adams (Mrs. W. J. Shepard), Susan Luella Anderson, Florence Baker. 
Susie Barnes. A. Grace Omer (Mrs. Bohrer), Genevieve Bovard, J. A. Carmack, 
Adah Blanche Caskey, W. Lemuel Cochrane, Leota Lillian Dockery, Joseph C. 
Dougherty, Ella Evans, Alice Foncanon, E. H. Gipson, Blanche Hall, Robert 
Emmett Hamilton, Davella Hendricks, Jacob Wilhelm Heyd, Essie Hill, Vida 
Jenkins, Roxana Howard Jones, Harry H. Laughlin, N. June Lemon, Sadie Lemon 
(Mrs. Dowell), Emma Long, Elsie Mae Martin, N. F. McMurry, Mary Miller, J. C. 
Moorman, Myra Mills. (Mrs. S. W. Arnold), May E. Northcutt (Mrs. Tom 
Hinkson), Walker S. Pemberton, Lida Powell, Sunie Roberts, Mathilde B. 
Rombauer (Mrs. Henry), Elea B. Scott, Rose A. Shantz, Rosa May Smith, Stella 
Stone (Mrs. Sweet), P. O. Sansberry, Mary A. Talbot, James Harrison Turner, 
Fred W. Urban, William C. Urban, Jessie B. Vaughn, Inez Webber, Sadie 
Westrope, Virginia Louise White (Mrs. Graham), Lena Wilkes.

1901—Effa Allen, Edna Baker, Basil Brewer, Artie Keller Cleaveland, Anna 
Margaret Earhar. Osssius V. Eaton, Anna Ely, T. M. Evans, Eugene Fair, Alta Lee 
Gill, Mary C. Greenwood (Mrs. Miller), *Mabel Gilhousen, Wannee A. Hall, G. L. 
Hawkins, Vena Hennon, M. Braxie Hull (Mrs. Alsdorf), E. Gertrude Johnston 
(Mrs. Oliver Stigall), Nelson Kerr, Robt. L. Kirk, Thos. J. Kirk, Alta Lorenz (Mrs. 
Eugene Fair), Mittie W. Mason, F. L. McGee, Elmer A. McKay, T. M. Mitchell, 
Pearl Moulton, Susan Nicholas, Lettie Petree (Mrs. Bragg), Nora Elma Petree 
(Mrs. Trauber), Mary Porter, Minnie Reed, Erma Reedal, N. Reuben Riggs, Lucy 
Rudasill, Robert A. Scott, Enoch B. Seitz, B. P. Six, J. A. Taylor, Leonard M. 
Thompson, Cora L. Walker, Mamie Willard, Bessie S. Wittmer, Jessie M. Wright.

1902—Mattie Adams, E. Alta Allen, H. T. Allen, S. W. Arnold, Sara F. Buchanan, 
George Crockett, M. E. Derfler, C. E. Dickson, Fanny Dulaney, Bert L. 
Dunnington, *Sadie M. Elwood, Bertha Evans, Marcy Carmen Fisher, Francis J. 
Gibbons, Ottie M. Greiner, Alice F. Erwin, Clyde Hennon. Frank Heyd, T. W. 
Imbler, M. Elizabeth Johnston, Maud M. Kennen, Clara Miller, A. R. Morgan, 
Lillian Neale, N. H. Randall, Ida F. Ray, Audrey D. Risdon, Eva Robbins, Libbie 
Smith, Isadore Smoot, Martha E. Sparling (Mrs. Hansen), David Stanley, J. M. 
Stelle, Geo. J. Stringer, Jennie Townsend, June Wack, Gertrude Watson, Eunice 
Wilkes.

DEGREE—BACHELOR OF PEDAGOGY.

1903—Grover C. Allen, Bertha Allison, Kate Ashlock, Loa E. Bailey, Ray Barker, 
Clara Blackwell, Jessie Brewer, Leona Brown, Clay L. Carter, G. N. Dance, Roy L. 
Gardner, Ada O. Harmon, Gertrude Heller, Chas. A. Heryford, Russell E. 
Holloway. Cloe F. Johns, Grace Jones, I. Allen Keyte, Lucy C. Kirby, Eunice Virginia 
Link (Mrs. P. W. Bonfoey), R. V Markland, Thos. Marksbury, Mabel McHendry, 
Carrie Mills, R. L Minton, Blanche Moore, L. A. Moorman, S. E. Morlan, N. Mabel 
Owen, Lelah Popplewell, Tilden Powell, Eugenia Ringo, L. D. Roberts, Grace 
Rucker, Susie Sailing, Christine Tall, Sarah E. Thomas, Myrtle Traughber, Lillian 
Louise Weedon, Bessie Wells (Mrs. Grant), Edna Edith Wilson.

1904—Charlotte Bain, W. J. Banning, Clara Belle Bassett, Vera Blake, M. A. 
Boyes, Roma Brashear, Eleanor Breier, Margaret Brewer, Sam C. Brightman, 
DeEtta Broadbent, Sallie Brown, J. E. Burch, S. E. Calvert, S. A. Coffman, Cora 
Collier, Daphne Crawford, Cannie Damron, Lucie Davis, Julia Estelle Dockery, C. 
V. Downing, F. W. Dralle, Hallie Eisiminger, E. J. Ford, Leon Fraizer, Lura 
Gilbreath, C. T. Goodale, Harry Hall, Eula Hull, Lena Hutcherson, Ida Jewett, 
Louise Johnson, Rubie Kay, D. Kittel, Lydia Koenemann, Bessie Leazenby, Anna 
Lotter, H. A. Lemon, W. M. McClain, J. A. Miller , Lowa Miller, Herbert Mitchell, 
Fred Morgan, Jessie Nicholas, E. J. Powell, Mrs. Tilden Powell, Julia Proctor, C. A. 
Roberts, William Robertson, W. J. See, Daisy Seaber, Raymond Shoop, Tress 
Surbeck, May Spivey, Catherine Zimmerman.

*Deceased.

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SENIOR CLASS, 1905.

DEGREE – BACHELOR OF PEDAGOGY.

Graduating May 24.

Alexander, Thomas 
Ballenger, Zula A. 
Bradshaw, Ida Ione 
Buch, Ernest H.
Buck, Jesse V. 
Burkeholder, Sarah Bliss 
Dickson, Virgil E.

Dorsey, Elbert M.
Foglesong, Jennie
Heaton, O. E.
John, Phoebe
Johnston, Dora E. 
Jones, Roberta

Miller, Margaret Virginia
Nicholas, Robert M. 
Rainwater, Jess W. 
Ruffer, Minnie
Rutherford, Beth G. 
See, S. C. 

Swanson, Arthur Malcolm
Temple, C. E. 
Tippett, James Sterling
Treasure, J. F. 
Truitt, Cyrus G. 
Wells, Rosabel

AUGUST SECTION.

To receive diplomas August 17 on condition all required work is completed.

Adams, Coral 
Alkire, Maude 
Bartlett, Harriet H. 
Coppers, A. E. 
Culler, Frank

Eisiminger, C. C. 
Hale, Bessie E. 
King, W. N. 
McClanahan, Maude

Munn, Bessie 
Murphy, John Patrick
Murphy, William Charles
Murphy, Minnie E. 

Pierson, Demar
Walkup, Ethel E. 
Wells, W. H. 
Woods, S. Birchie

SOPHOMORE CLASS, 1905.

Graduating May 23. 

Bartlett, Alice 
Bragg, Frances I. 
Burris, Ora Franklin 
Cockrum. Mary Ethel 
Coe, Nellie Nelson 
Costello, T. A. 
Franklin, Inez C.

Gentry, Mary B. 
Griggs, Holland
Harmon, F. J. 
Harmon, Nettie
Holloway, Ola K. 
Johnston, Leon S. 

King, H. J. 
Lineberry, G. L. 
Marston, O. R. 
McClain, Ella
McCool, Mary E. 
Pollard, Lille M. 

Pool, W. O. 
Robinson, Laura B. 
Sharp, Mamie
Stringer, Emma G. 
Thomas, Dora E. 
Townsend, Leta Knox.

AUGUST SECTION.

To receive certificates August 17 on condition all required work is completed. 

Baughman, Rosa L. 
Benning, Mary N.
Bigley, Bertha A. 
Boucher, Manly D.

Brandes, Louise H. 
Buck, Flora
Campbell, Ralph R. 
Carpenter, Lucy Grant
Carter, Ethel

Conn, Virginia
Crecelius, Margaret
Deyoe, L. Jennie
Doscher, Chester H. 
Erwin, Gussie

Furnish, Mollie
Gray, Robt. D. 
Hampton, Myrtis
Harrington, E. L. 

103



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Jordan, Frances 
Killebrew, Lena Mae 
Kintner, Nina M. 
Leatherman, B. P. 
Lindley, Rachel 
Lusk, Lu E.
Mastin, Elsie

McMichael, Hazel 
Moore, J. Cleve 
Morgan, Edith
Moser, Evalina 
Nelson, Otto A. 
Newman, J. A.
Nichols, Bertha

Northcraft Elizabeth 
Osborne, L W.
Perry, Myrte
Phifer, C. B
Quigley, Grace
Roberts, Mary Augusta 
Rodgers, Ethel

Sipple, L. B.
Stephens, May 
Stukey, Grove 
Tietge, Bernice
Vaughn, Chester A
Westlake, Nova H.
Wirth, Katherine

STUDENTS OF SUMMER SESSION, 1904.

Albertson, Lois...Green City
Allen, E. Alta...Memphis
Arnold, Arthur...Kirksville
Arnold, F. W....Kirksville
Atwood, Mary...Martinsville
Baer, Cassie...Kirksville
Baer, Nina...Kirksville
Bachtel, Ada...Newcomer
Bailey, Nellie...LaPlata
Bain, Charlotte...Webster Groves
Baird, Della...Kirksville
Ballew, Luetta...Bloomfield, Iowa
Baltzell, Jennie...Deer Ridge
Banks, Chas...Avalon
Banning, W. J....Kirksville
Barnes, E. T....Kirksville
Bar tholomew, Mabel...Kirksville
Bartlett, Harriet H...Latham, Kan
Bassett, Clara Belle...Moberly
Baugher, A. H....Bucklin
Beardsley, Chas. G....Kirksville
Beattie, Mrs. J. C....Whitesville
Beattie, J. C....Whitesville
Beckner, H. S....Knox
Benning, Mary N....Canton
Berger, Allen...Gamma
Bergman, Jesse...Goldsberry

Bergman, Willis...Goldsberry
Berry, Flora...Kirksville
Blackledge, Iva A....Kirksville
Blake, Vera...Kansas City
Bland, Hal...Bevier
Bohon, Emma...Kirksville
Boyes, M. A....Auxvasse
Bragg, Frances...Kirksville
Brasfield, Ellen...Kirksville
Breier,	Eleanor G....Ferguson
Brewer, Basil...Kirksville
Brewer, Margaret...Kirksville
Brewington, W. B....Bevier
Bridges, D. G....Denver
Brightman, Sam...Clinton
Broadbent, De Etta...Joplin
Broaddus, Mae...Jacksonville
Brown, Nellie M....Elsberry
Brown, Sallie...Kirksville
Broyles, L. L....Millgrove
Buck, Flora ..... Kirksville
Buhl, Ednah ..... Zeliepople
Burch, J. E. ..... Clearmont
Burke. Lottie ..... Skidmore
Burnham, Alice ..... Milan
Burnside, Joseph ..... Miami
Butler, W. A. ..... Arbela

Calvert, Laura...Green City
Calvert, S. E....Kirksville
Campbell, Claude...Green City
Campbell, Ina...Monterey, Idwa
Campbell, F. E....Monterey, Iowa
Caplinger, Julia G....Paris
Caton, H. L....Bucklin
Cavanaugh, H. H....Jacksonville
Cheatum, Hosea...Labelle
Chilton, Ethel...Taylor
Clarkson, Ella...Moberly
Clymans, Susan...Bevier
Cockrell, Harry E....Troy
Coe, Earl C....Kirksville
Coffman, S. A....Rush
Collier, Cora...Trenton
Cook, Jessie...Bevier
Cooper, Kate...Shelbina
Conner, William...Queen City
Coppers. A. E....Hurdland
Coppock, Lizzie...Newtown
Corbin, Luna...Kirksville
Corder, Etna...Union Star
Cornmesser, B. L....Kirksville
Cowan, Lelia...Delpha
Cox, H. Chas...Yellville
Crane, H. L....Martinsburg

Crawford, Daphne...Monroe
Crawford, M. E....Atlanta
Crump, Maud...Greencastle
Culler, Frank...Epworth
Cupp, Dimple...Kirksville
Curl, Susie...Greencastle
Damron, Cannie...Gamma
Dawes, Wellington...Garneill, Montana
Dearing, Luella...Green	City
De Laporte, Margaret...Laddonia
Derfler, M. E....Gilliam
Deyoe, Jennie...Ravanna
Diggs, Florence...Truston
Dickson, C. E....Kirksville
Divers, Roy...Auxvasse
Divers, Sula...Auxvasse 
Dodge, Fanny...Vandalia
Dodson, Bijou...Kirksville
Doneghy, Dagmar...Kirksville
*Dowell, Ella...Mexico
Downing, C. V....Kirksville
Dralle, F. W....Knox
Draper, L. L....Kirksville
Dull, Sallie...Jameson
Dunkleberger, C. E....
Easley, Jessie...Waco, Texas
Eaves, N. C....Jarvis

104



(Page 105)



Eisiminger, Carl...Fillmore
Eisiminger, Hallie...Fillmore
Ellis, Gertrude...Lancaster
Ellis, Mary V....Hannibal
Emler, Fay...Lathrop
Emler, Mable...Lathrop
Erwin, Sam’l...Houston
Etchison, Coila E....Gallatin
Etchison, Forrest...Gallatin
Evans, Mildred...Granger
Fanning, A. W....Milan
Fielden, Dora...Success
Fish, W. E....Kirksville
Fisher, Elsie...Pattonsburg
Fite, Lola...Kirksville
Flanagan, Kate...Green	City
Foglesong, Jennie...
Foncanon, Mayme...Kirksville
Fraizer, Leon...Barnard
Frazee, Abbie...Gorin
Freeland, Nellie...Shelbina
Fuller, Lena...Kirksville
Funk, E. A....Kirksville
Gager, Edith...
Gardner, R. L....Dudley, Iowa
Garrett, Minnie...Antioch
Gehrke, Clara...Kirksville
Gehrke, Emma...Kirksville
Gibbons, Mabel...Kirksville
Gill, Alta...Kirksville
Gill, Meta...Kirksville
Gol dberg, Elsa...Kirksville
Goodale, C. T....Meadeville
Gray, Lillian...Roseville
Greer, M. Olive...Joplin
Greiner, Ottie M....Kirksville
Griffiths, Hannah...Dawn
Gronoway, Terrence...Bevier
Gunnell, J. A....Memphis
Guthrie, Ethel...St.	Francisville
Hall, Harry D....Lancaster
Hall, Hattie...Cameron
Hall, S. M....Clarence
Hanger, Patsy...Paris
Hardesty, W. B....Chantilly

Harmon, Mrs....Houston
Harmon, F. J....Houston
Harris, Hattie E....Hopkins
Hathaway, Everett...Gallatin
Haver, Dora M....Pattonsburg
Haver, E. Beatrice...Pattonsburg
Hawkins, Mabel...Brookfield
Heaton, O. E....Sorrell
Henry, Flo E....Raymond
Hinebaugh, Ethel...Madison
Hininger, Blanche...Kirksville
Hodge, L. R....Cadmus
Hoff, J. H....St. Clair
Holloway, Ina...Kirksville
Holloway, Ola...Kirksville
Holloway, Stell...New London
Horton, Ernest...Martinsburg
Horton, Lee...Martinsburg
Houston, J. W....Irondale
Howell, Roberta...Holliday
Hull, Eula...Savannah
Humphrey, P. B....Kirksville
Hutcherson, Lena C....Vandalia
Hutton, Mrs. C. E....Blythedale
Hutton, C. E....Blythedale
Jackson, Emma...Monroe
Jadwin, Mrs. W....Houston
Jadwin, Walter...Houston
Jewett, Ida...Shelbina
Johnson, J. F....Lancaster
Johnson, Louise...Kirksville
Johnston, Caltha...Kirksville
Jolly, Blanche...McFall
Jones, Alma...Kirksville
Jones, Anna...Mark, Iowa
Jones, E. O.....New Boston
Jones, Mrs. E. O....New Boston
Jones, Maude...Kirksville
Jones, Roberta...Kirksville
Jordin, Ethel...Jamesport
Jordin, F. H....Jamesport
Keiter, E. Y....Higbee
Keller, Letta...Graysville
Keller, Minnie...Graysville
Kellogg, J. L....Linneus

Kent, Glenn E....Green City
Kesler, D. W....Jamesport
King, W. N....Centralia
Kirk, Lillian...Bethany
Kittel, D....St. Louis
Knapp, Geo. W....Kirksville
Knight, Fay...Milan
Koenemann, Lydia...Jennings
Kreek, Bessie...Oregon
LeMar, Juna...Sheridan
Lanning, C. W....Rosedale
Larson, Caroline...Bucklin
Lathrop, Katie...Trenton
Leavitt, Abbie...Kirksville
Leslie, Alex...Williamstown
Linder, Lollie...Nefy
Long, Elsie...Wellsville
Long, Frank...Kirksville
Losey, Eugene...Lancaster
Lotter, Anna A....Moberly
Lusk, Lu...Kirksville
Lusk, May...Kirksville
Lyda, E. R....Kirksville
MacCampbell, J. W....Huntsville
MacKenzie, J. Greene...Millard
Magee, Viola...Green City
Malone, Eula...Kirksville
Malone, Libbie...Hematite
Markey, Opal...Brashear
Marston. Edith...Kirksville
Marr, W. J....Clarence
McColm, Ethella...Lewistown
McCollum, S. B....Ridgeway
McFadden, G. E....Knox
McGee, Amy...New London
McHendry, Mabel...Kirksville
McKee, Helen F....St. Francisville
McKinney, Herbert...New Boston
Meador, Leona...Economy
Middleton, Edna Mae...Unionville
Miller, J. A....Kirksville
Million, Myrtle...Woodlawn
Mills, Warner...Kirksville
Millsap, H. E....Knox City
Mitchell, G. H....Lancaster

Moon, F. L....Desloge
Moore,	Effie...Memphis
Moore,	Essie...Kirksville
Moore,	Evelyn...Festus
Moore,	Glessie...Marceline
Morgan, Edith...Bethany
Morgan, Grover...West Grove, Iowa
Morlan, S. E....Pollock
Morris, Carrie...Ridgeway
Morris, Mrs. Sadie...Washington, Kans
Murphy, J. P....Festus
Murphy, Minnie...Kirksville
Murphy. W. C....Festus
Murdock, J. R....Tolona
Neal, Mayme...Vandalia
Nelson, Otto A....Revere
Newton, Nannie...West Grove, Iowa
Nicholas, Jessie J....Kirksville
Nicholas, Robert...Kirksville
Nicolson, Mary...Shelbyville, Ill.
Nichols, Bertha...Monroe
Nichols, Oleta...Auxvasse
Nichols, Vertner...Auxvasse
Northcraft, Lettie...LaBelle
Nunnelly, Lou Irene...Shamrock
Osborne, L. W....Kirksville
Owings, Emmet...Greencastle
Palmeter, Mrs. Rosa M....Hamilton
Papineau, Turah...Bethany
Papineau, Hleen...Bethany
Parrish, Bert...Kirksville
Pattison, Annie...Huntsville
Perkins, Bessie...Hematite
Pierson, DeMar...Rideway
Pittman, Mattie...Linneus
Pollard, Lillie...Kirksville
Pope, Ruhama...Nefy
Posey, Bertha...Green City
Powell, E. J....Laddonia
Powell, Mrs. Tilden...Bevier
Powell, Mary Dow...Kirksville
Powell, Tilden...Bevier
Prewitt, M. Agnes...Elsberry
Proctor, Julia...Palmyra
Putnam, Alice...St. John

105



(Page 106)



Rainwater, Jess W....Kirksville
Randall, Macie...Paris
Rathbun, Maud...Kirksville
Ray, Robt. C....Locust Hill
Redmon, Margaret D....Kirksville
Reid, Maggie...Wayland
Reynolds, Eva...Kirksville
Rice, Lura D....Brashear
Richards, Em....
Rickenbrode, Blanche...Avalon
Roberts, C. A....Revere
Robertson, Robert N....Huntsville
Rodecape, Clauda...Carrington
Rodgers, Ethel...Milan
Rogers, J. S....Shelbina
Rolston, Edna M....Queen City
Rolston, Nellie...Greentop
Ross, Rosetta...Ravenswood
Row, Mary E....Ravenwood
Ruffer, Minnie...Festus
Rutherford, Beth...Kirksville
Rutherford, Earl...Kirksville
Rutherford, Sarah...Huntsville
Sandry, Bertha...Greencastle
Sconce, Blanche...Unity
Scott, Berte R....Green City

*Deceased

Scott, Blanche...Kirksville
Scott, Myrtle...LaPlata
Seaber, Daisy...Kirksville
Sears, Clara...Deer Ridge
See, S. C....Shelbina
See, W. G....Shelbina
Selby, Emma...Kirksville
Shackleford, Lucie E....Clarence
Shafi, Amy...Atlanta
Shain, Marie...Atlanta
Shaw, Ethel...Kirksville
Shay, S. S....Bachelor
Sherman, Lenna B....Revere
Sherrell, M. P....Nagle
Shibley. A. P....Gorin
Shoop, Raymond...Green City
Shoptaugh, John...Williamstown
Short, Warren...Mt. Hope
Schreckengaust, C. W...Pattonsburg
Singleton, Martha...Shelbina
Sipple, E. M....Bucklin
Sipple, L. B....Kirksville
Skipper, Etta...Powersville
Smart, Josie...Osborn
Smiley, Dola...Downing
Smith, Florence...Dameron

Sparks, Minta...Shelbina
Spivey, May...Jamesport
Spurgeon, Bessie...Monterey, Iowa
Spurgeon, A. R....Monterey, Iowa
St. Clair, Robt....Wyaconda
Steiner, Wm. L....New Haven
Stevenson, R. A....Wheeling
Stoltz, Lillie...Sturgeon
Stone, C. R....Humphrey
Stringer, Emma...Humphreys
Stukey, Grover...Millard
Sutton, Nellie...Bethany
Swanson, A. M....Greentop
Swearingen, Waldo...Wyaconda
Sweeney, E. E....Ravenwood
Taggart, Birdie...Canton
Taylor, Lillie...Skidmore
Temple, C. E....Stanberry
Terry, Mabel L....Green City
Terry, Rose....Greencastle
Thompson, Daisy...Bevier
Thompson, E. Lena...Kirksville
Thompson, Orion...Kirksville
Tippett, Iva...Kirksville
Tippett, Jas...Kirksville
Treasure, J. F....Cameron

Truitt, Bertie...Kirksville
Truitt,	C. G....LaPlata
Turner, Laura...Purdin
Turner, Phele...Sheridan
Waller, Alice...Paris
Walton, Grover...Oklahoma
Warren, Jos. H....Galt
Walters, Julia...Canton
Watkins, L. A....Liberty
Webb, Lois...Holliday
Weldon, May...Gamma
Wells,	Rose...Lucerne
Wells, W. M....Lucerne
West, Beulah...Rutledge
Westlake, N. H....Green City
Whitaker, Rachel...Lakenan
Willard, Mamie...Kirksville
Williams, Pearl...Hematite
Wilson, Mary D....Brookfield
Wood, Alice...Holliday
Vogel, Gertrude...Pattonsburg
Yadon, Clara...Kirksville
Yos, Ida...Green City
Young, Rowena...Kirksville
Zeigler, C. P...Zeigler
Zimmerman, Catherine...Kansas City

STUDENTS OF 1904-1905. 
Sept. to May, Inclusive.

Adams, Coral...Kirksville
Adams, Wallace...Kirksville
Adams, Will R....Kirksville
Alexander, Nell...Paris
Alexander, Thomas...Kirksville
Alkire, Maude...Oregon
Allen, E. Alta...Memphis
Allen, Grover...Memphis
Allen, June B....Kirksville
Allison, Fern B....New London
Allison, G. S....Kirksville
Ammerman, Bessie...Kirksville
Anderson, Mattie...Ewing
Arnold, Arthur F.... Kirksville
Bailey, Guy...Kirksville

Bailey, Jessie...Kirksville
Bailey, J. W....Kirksville
Bailey, Leonard...Kirksville
Bailey, May...Kirksville
Ball, Calla...Curryville
Ballenger, Zula...Kirksville
Baltzell, J. E....Deer Ridge
Baltzell, John E....Deer Ridge
Barkley, J. Clarence...Novinger
Barkley, Nellie...Novinger
Barron, Vergil...Derby, Iowa
Bartlett, Alice...Ridgeway
Bartlett, Harriet H....Latham, Kans
Barrett, Fred M....Skidmore
Barrow, Christa...Paris

Barrow, Smith...Paris
Barrows, Harvey...Kirksville
Baugher, R. A....Bucklin
Baugher, R. M....Bucklin
Baughman, Rosa...Omaha
Baum, John...Rosendale
Beardsley, Chas. G....Kirksville
Beatty, Byron...Kirksville
Beatty, Mary...Kirksville
Beckner, A. F....Knox
Bennett, Stella...Chatsworth, Ill.
Benning, C. T....Canton
Benning, Mary N....Canton
Berger, Allen...Middletown
Berger, Elvira...Middleton

Berry, Geo....Kirksville
Bigley, Bertha...Kirksville
Black, E. L....Wellsville
Blackman, Eula...Weleetha, Ind Ter
Bohon, Emma...Kirksville
Bolton, Nola...Queen,City
Bondurant, John R....Kirksville
Bondurant, E. P....Kirksville
Boring, Ivy...Walnut
Borron, Inna...Nickellton
Botts, C. E....Novelty
Botts, Mabel...Hurdland
Botts, Nellie...Novelty
Boucher, Manly D....Atlanta
Bowman, Irene...Kirksville

106



(Page 107)



Bradshaw, Ione...LaBelle
Bragg, Florence...LaPlata
Bragg, Frances...Kirksville
Bragg, Oda...Kirksville
Bragg, Ora...Kirksville
Bramhall, Jessie...Mendota
Brandes, Lulu...Moscow Mills
Brashear, Eugene...Kirksville
Brenz, Della...Kirksville
Briggs, Chas. C....Lancaster
Brightwell, Jessie L....LaBelle
Brookover, Mrs. J. H....Wakenda
Brown, Bessie...Linneus
Brown, Bird...Shelbyville
Brown, Charley...Kirksville
Brown, Della...Kirksville
Brown, Edith...Shelbyville
Brown, Ethel...Browning
Brown, J. L....Kirksville
Brown, M. O....Kirksville
Browning, Gladys...Kirksville
Broyles, L. L....Millgrove
Brunk, Ethel...Lunsford, Iowa
Buck, A. C....Kirksville
Buck, E. H....Kirksville
Buck, Flora...Festus
Buck, J. V....Kirksville
Buck, Lydia...Kirksville
Burch, E. A....Clearmont
Burch, Minnie...LaPlata
Burkeholder, Bliss...Trenton
Burnham, Alice...Milan
Burns, Stella...Ethel
Burris, Ora F....Kirksville
Busby, Clyde...Quitman
Butler, Gertrude...Luray
Butler, Nellie...Arbela
Butler, W. A....Arbela
Buzard, Nellie...Kirksville
Buzard, Virgil...Kirksville
Callison, Onie...Bachelor
Calvert, Oscar E....Revere
Campbell, Eva K...Reger
Campbell, Claude...Green City
Campbell, Ralph...Kirksville

Capps, Arlie G....Stahl
Carothers, Carl...Kirksville
Carothers, Edith...Kirksville
Carter, Ethel M....Moberly
Case, Susan...Humphreys
Cater, Eva...Knox
Chadwell, Neita...Kirksville
Christy, B. W....Milan
Church, Odell...Brashear
Cleaver, Mary...Perry
Cochran, Ada...Cainesville
Cochran, L. Grace....Wright, Iowa
Cochran, W. R....Harris
Cockrum, Belle...Kirksville
Cockrum, Blake...Kirksville
Cockrum, Ethel...Kirksville
Coe, Erie...Kirksville
Coe, Mrs. Nellie N....Kirksville
Collins, May...Nickellton
Comer, Lendon...Hurdland
Comer, Lorenzo...Hurdland
Conklin, Nellie...LaPlata
Conn, Anna...New London
Conn, Virginia...New London
Conrad, Paul...Prairie Hill
Coon, Anna...Millgrove
Coon, Ira R....Millgrove
Coppers, A. E....Hurdland
Corlett, Eva...Joplin
Corner, Bessie...Laddonia
Cornett, Bracy V....Linneus
Cornett, Winnie...Linneus
Costolow, T. A....Kirksville
Craig, Carrie...Smithville
Crandall, Verna...Kirksville
Crawford, Dott...Atlanta
Crawford, Marshall...Atlanta
Creek, Edna...Kahoka
Crist, Alta...Kirksville
Crump, Maud F....Greencastle
Culler, Frank...Epworth
Curry, Josie...Arbela
Curry, Viola...Arbela
Danforth, Marie...Hatfield
Daugherty, Blanche...Kirksville

Davis, T. M....New Boston
Davis, E. E....Kirksville
Davis, Fannie...Princeton
Davis, Glen...Princeton
Dean, Charlie...Clarence
Deckard, Dollie...Eagleville
Denton, Ira M....Martinsville
DeWitt, Eula...Reger
Deyoe, L. Jennie...Ravanna
Dickson, Virgil E....Kirksville
Divers, Sula...Auxvasse
Dodson, Bijou...Kirksville
Dodson, Lena...Kirksville
Doneghy, Dagmar...Kirksville
Dorsey, E. M....Kahoka
Doscher, C. H....Lewistown
*Dowell, Ella...Mexico
Downing, S. Carrie...Newark
Dralle, F. W....Knox
Drennan, Hurly...Ep'worth
Drummond, Kerry...Jamesport
Dunham, Bertha...Kirksville
Dunham, Nora...Kirksville
Dumas, L. W....Kahoka
Edmonde, Chester...Kirksville
Edwards, W. C....Lincoln
Eisiminger, C. C....Fillmor
Eisiminger, W. R....Fillmore
Eitel, Opal...Kirksville
Ellis, Gertrude...Lancaster
Emerson, Nora...Hurdland
Erwin, Gussie...Houston
Erwin, Sam N....Houston
Evans, Clarence...
Evans, Leta...New Cambria
Faires, Julia...Laddonia
Fauts, Ray M....Lancaster
Fetters, Gasper...Greensburg
Fielden, Dora...Success
Fielden, Lucie...Success
Finegan, Ava...Kirksville
Finegan, Vera...Kirksville
Fish, A. V....Ellsworth, Kans
Fish, Melvin E....Ellsworth, Kans
Fishback, Hettie...LaBelle

Fishback, Nettie...LaBelle
Fite, Lola...Kirksville
Fitzpatrick, Agnes...Monroe City
Fitzpatrick, Ellen...Monroe City
Fleak, Frank C....Hurdland
Foglesong, Jennie...Greentop
Foncanon, Roxy...Kirksville
Ford, A. B....Kirksville
Ford, Helen...Glenwood
Forbes, Lorena...Kirksville
Fowler, P. J....Kirksville
Frank, Glen...Kirksville
Franklin, Inez...Cameron
Frederick, D. M....Kirksville
Frederick, Myrtle...Shelbyville
Freiberger, Pearl...Fulton
Fuller, Lena...Princeton
Funk, E. A....Kirksville
Funk, Florence...Kirksville
Funk, Opal...Kirksville
Furnish, J. W....Queen City
Furnish, Mollie...Paris
Furnish, T. J....Paris
Gaston, Helen M....Keokuk, Iowa
Garwood, Hyla...Butte, Montana
Gentry, Mary...Sturgeon
Gehrke, Clara...Kirksville
Gibbs, Lonnie F....Kirksville
Gibson, Clara...Kirksville
Gibson, Nettie...Wheeling
Gilbert, Cleo...Kahoka
Gilbreath, Logan...LaPlata
Glennon, Mamie...Kahoka
Goldberg, Senta...Kirksville
Goodding, Beulah...
Goode, Dore W....Kirksville
Goodwin, James...Knox
Grable, Q. E....Agency
Graves, Katherine...Kirksville
Gray, J. R....Novinger
Gray, R. D....Atlanta
Greener, Charles...Dawn
Gregory, Nettie...Greentop
Gregory, Shelton...Kirksville
Griggs, H. I....Novelty

107



(Page 108)



Halcomb, Aubrey...Garden City
Hale, Bessie...Kirksville
Hall, Alva C....Kirksville
Hall, Stanley...Clarence
Hampton, Myrtis...Triplett
Hanford, Grace...Granger
Hardin, W. T....Hallsville
Hardman, J. H....Edina
Hardy, Mary...Booneville, Miss
Harmon, F. J....Houston
Harmon, Mrs. F. J....Houston
Harrington, E. L....Bucklin
Harrington, Vera Layne...Kirksville
Harris, Mollie...Clarence
Harris, Will...Winigan
Havenor, Della...Kirksville
Havenor, Wallace...Kirksville
Hayes, Roy H....Trenton
Heaton, J. M....Sorrell
Heaton, O. E....Sorrell
Henderson, Eliza J....McFall
Henderson, Jacob...MeFall
Henry, Florence E....Raymond
Herdman, Alvin R....Revere
Herdman, Ernest...Revere
Heyd, Ora...Kirksville
Hobart, Glenn...Centralia
Hoff, J. H....St. Clair
Hoff, Paul...St. Clair
Hoffman, Susie...Elmer
Hofsess, Myrtle...Benton, City
Holloway, Ina...Kirksville
Holloway, Keith...Brashear
Holloway, Lora...Kirksville
Holloway, Ola...Kirksville
Hollowell, A. G....Queen City
Holman, Addie...Nefy
Holmes, Opal D....Novelty
Hopkins, Birney...Brashear
Horn, I. M....Wyaconda
*Howard, Marcus...Lucerne
Howey, Earl...Kirksville
Hull, Earl...Kirksville
Hull, Gilbert...Kirksville
Hull, L. C....Kirksville

Humston, Jesse...Hurdland
Hunt, W. Hersey...Green City
Hungerford, Barbara...Kirksville
Hungerford, Grace...Kirksville
Hunsaker, Ora...Green City
Hupe, J. H....Truxton
Hutcherson, Lena...Vandalia
Israel, G. B....Kirksville
Jackson, Victor...Marceline
James, J....Dawn
Jamison, G. H....Green City
Jamison, R....Green City
Jenkins, Bay...Willmathsville
Jobson, Evelyn...Lingo
John, Phoebe...Golden City
Johnson, Albina...Kirksville
Johnson, Bertha...Kirksville
Johnson, Clyde...Atlanta
Johnson, J. F....Lancaster
Johnson, Ralph A....Kirksville
Johnson, Ruth...Greencastle
Johnson, Walter...Kirksville
Johnston, Cecil...Kirksville
Johnston, Dora...Memphis
Johnston, Leon S....Kirksville
Jones, E. O....New Boston
Jones, Fred...Unity
Jones, J....Livingston County
Jones, J. P....Vienna
Jones, Maude...Kirksville
Jones, Nellie...Kirksville
Jones, Roberta...Kirksville
Kaighen, C. A....Anabel
Kaighen, Della...Anabel
Kaper, Lester...Baring
Kaser, Lulu...Kirksville
Kelley, Stanley...Oak
Keller, Minnie...Glenwood
Kellogg, J. L....Brookfield
Kelly, Flora...Coatsville
Kelly, T. Wallace...Moberly
Killebrew, Lena...Durham
Killinger, Grace...Hagers Grove
King, H. J....Revere
King, W. N....Thompson

Kintner, Nina M....Bethany
Kipper, Ruth...Granville
Kirk, Victor...Kirksville
Kirkendall, G. L....West Point, Ill.
Kirtley, Iva...Utica
Knight, L. Fay...Milan
Koup, E. L....Cleveland, O. T
Kraus, Mabel...Gorin
Kurtz, Roxie...Wyaconda
Lace, M. F....Kirksville
Lair, O. E....Green City
Lake, Paul...New London
Lake, Iona...New London
Lambert, Fanny...Purdin
Lamkin, Irene...Kirksville
Lane, Elizabeth...Humphreys
Lane, Laura...Kirksville
Lanning, C. W....Rosendale
Lansche, W. A....Warrenton
Layton, Ethel...Luray
Lear, Virginia...Kirksville
Leatherman, B. P....Bucklin
Leedom, Aurora...Kirksville
Lewis, Edith...Dawn
Lewis, Frances...Kahoka
Lewis, Georgia...Kahoka
Lindley, Rachael...Moberly
Lineberry, G. L....St. Catherine
Link, Anna...Kirksville
Loftiss, Nellie...Kirksville
Lollar, Henry C....Perrin
Loomis, Lurah...Kirksville
Long, Frank...Kirksville
Long, Marie...Milan
Long, Orville...Kirksville
Lore, M. F....Kirksville
Lorenz, Eunice...Kirksville
Lorton, Geo. V....Kirksville
Lowry, Samuel...Bloomfield, Iowa
Ludden, Grace...Kirksville
Lusk, Lu...Kirksville
Lusk, May...Kirksville
Maddox, F. W....Bucklin
Magers, J. A....Seymour, Iowa
Malone, Mabel...Kirksville

Maloney, Madonna...Macon
Manning, F. D....College Mound
Manning, Jennie...College Mound
Banville, J. W....Agency
Margreiter, Naomi...New Boston
Markey, Ila...Kirksville
Markey, Opal...Brashear
Marksury, T M...Moravia, Iowa
Marsden, J. L....Mt. Hope
Marston, O. R....Kirksville
Martin, Albert...Moberly
Martin, Howard...Kirksville
Martin, Lela...Queen City
Martin,	Ruth...Kirksville
Martz, Delbert...Kirksville
Mathews, Irma...Revere
Mathews, Leroy...Revere
Matlick, Earl...Williamstown
Mauck, Samuel...Princeton
McClain, Ella...Williamstown
McClanahan, Maude...Harris
McClay, Irving...Kirksville
McCool, Mary...Pattonsburg
McCoy, Mattie...Jamesport
McDonald, Grace...Rutledge
McDonald, Jessie...Rutledge
McDowell, Zena...Kirksville
McFadden, Earl...Knox
McGee, I. C...Kirksville
McKenzie, Edna...Kirksville
McKillip, Golda...Shelbyville
McKinney, Edith...Randolph
McKinney, J. H....New Boston
McLaughlin, Nelle...Marceline
McMichael, Hazel...Kirksville
McMurry, Chas. A....Rutledge
McPike, Oney K....Emerson
McPike, Stella...Wichita, Kans
McQuary, Allen...Atlanta
McReynolds, Addie...LaPlata
McReynolds, Alice...Rutledge
McReynolds, Leila...Colony
McWilliams, H. L....Hurdland
Meeks, Earl...Kirksville
Meilike, A. H....Baring

108



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Mikel, Eva...Greentop
Miller, Annie...Hybrid
Miller, Evelyn....Kirksville
Miller, Fanny...Kirksville
Miller, F. B....Queen City
Miller, J. A....Kirksville
Miller, Margaret...Kahoka
Miller, Ola E....Kirksville
Millemon, Hazel...Alvord
Mills, Mabelle...Kirksville
Mills, Warner...Kirksville
Millsap, H. E....Knox
Millsap, Mrs. H. E....Knox
Mitchell, Anna...Licking
Mitchell, Sophie...Atlanta
Mitchell, W. A....Kirksville
Moats, Lottie...Nodaway
Moore, Eula...Kirksville
Moore, J. C....Hurdland
Moore, Minnie...Vandalia
Montgomery, Geo. A....Indian Creek
Morgan, B. E....Jameson
Morrison, Alvia...Jamesport
Moser, Evalina...Saxton
Moxan, Jessie C...Kirksville
Munn, Bessie...Kirksville
Murphy, Adah...Kirksville
Murphy, Ruby...Knox
Murray, Jessie...Bethany
Murrell, J. E....Lancaster
Musson, Alvin...Kirksville
Meyers, Edgar...Kirksville
Myers, Maude...Kirksville
Myers, Orville...Kirksville
Nagel, J. R....New Boston
Nair, C. E....Kirksville
Nance, Eva...Pattonsburg
Nebergall, J. E....Hale
Neet, Edith...Humphreys
Neet, Mamie...Humphreys
Nelson, Harriet...Revere
Nelson, O. A....Revere
Newman, A. J....Turner Station
Newmyer, Birdie...Love Lake
Newton, Ada...LaPlata

Nicholas, Robert M...Kirksville
Nickell, Nella...Paris
Nickerson, C. A....Bucklin
Nighswonger, T. E...Jamesport
Northcraft, Elizabeth...LaBelle
Nutter, Linnie...Cowgill
O’Briant, Mae...Glenwood
Ogle, E. C....Frankford
Osborne, L. W....Kirksville
Owen, R. E...Mill Grove
Owings, Grane...Olney
Owings, Georgia...Olney
Owen, Mae...Kahoka
Parcell, Clara...Edina
Parman, J. E....Gara
Payne, Clara...Garneill, Mont
Patton, Josephine...Renick
Pease, Mae...Hurdland
Pemberton, J. M....Armstrong
Pence, Guy...Pleona
Perry, Myrtle...Shelbyville
Peterson, Celia...Greentop
Petree, Jessie Lue...Kirksville
Phelps, C. C....Amity
Phelps, Flora...Gallatin
Phifer, Clyde...Kirksville
Phillips, H. M....Emerson
Phipps, Paul E....Ethel
Pickell, W. H....Hamilton
Pierce, E. J....Mounthope
Pickler, Ida...Kirksville
Pierson, Demar...Ridgeway
Pittman, Mattie...Linneus
Pollard, Lillie...Kirksville
Pool, Clarence...Williamstown
Pool, W. O....Williamstown
Porter, June...Newark
Powell, Bessie...Rutledge
Powell, Ernest ...Kirksville
Powell, R. W....Purdin
Probasco, Emery...Palmyra
Probst, Homer...Kirksville
Quigley, Grace...Gilman
Ragsdale, Orin...Shelbina
Rainwater, Jess W....Kirksville

Randall, Made...Paris
Randall, Nellie...Kirksville
Rankin, Dillon...Loeffler
Rathburn, Mabel...Kirksville
Redmon, Margaret...Kirksville
Reid, Bettie...Brussells
Reid, Ethel...Sperry
Reid, Nellie...Brussells
Reinhard, Mary...Portland
Reynolds, Zula L....Clark
Rhodes, Grace...Luray
Rice, Mrs. F. H....Kirksville
Ringo, Aletha...Kirksville
Robbins, Olive...New Boston
Roberts, C. A....Revere
Roberts, Cora...Kirksville
Roberts, Madge...Kirksville
Robinson, Laura...Mexico
Rodgers, Maude...Shawnee, Okla
Rogers, Lizzie...Lentner
Roppel, Chas...Wellsville
Roseberry, Bertha...Kirksville
Roseberry, Ethel...Kirksville
Ross, B. A....Novelty
Rouse, Jas. E....Deer Ridge
Rouse, William...Deer Ridge
Rudd, J. Elmer...Newark
Ruffer, Minnie...Festus
Rutherford, Beth...Kirksville
Rutherford, Frank D....Kirksville
Sandry, Bertha...Castle
Sandusky, Anna...Greentop
Sanford, Clara...Knox
Sangster, Ellen....Kirksville
Saturley, Ottia...Tullvania
Schafer, Millie...Festus
Schallenberg, Winnie...Hester
Scobee, Berry...Kirksville
Scobee, Pearl...Lemonville
Scott, Nina...Brashear
Sears, Margaret...Pelan, Minn
See, S. C....Shelbina
Severs, Cora...Moulton, Iowa
Shall, Amy...Atlanta
Sharp, Mamie...LaBelle

Shepard, Dollie...Kirksville
Shibley, Ethel...Gorin
Shoemaker, F. C....Bucklin
Shults, Hazel...MayWood
Sikes, Effie...Hurdland
Sims, Bessie...Centralia
Sipple, L. B....Kirksville
Sitton, Kate...Argentville
Slacks, Percy...Kirksville
Slacks, Wilbur...Kirksville
Smith, Beatrice...Cameron
Smith, D. C....Whitesville
Smith, E. W....Cantril, Iowa
Smith, Florence W....Elsberry
Smith, Ivan A....Monroe
Smoot, Lena...Bethel
Smoyer, James...Kirksville
Snow, Gertrude...Fulton
Snyder, Howard...Kirksville
Sparks, Minta...Shelbina
Spence, Philip...Paterson, N. J.
Sprecher, Loree...Kirksville
St. Clair, L. L....Wyaconda
Stephens, C. E....Kirksville
Stephens, Mary...Middlegrove
Stagner, B. A....Hale
Stanforth, Edna...Milan
Stanley, R. F....Rothville
Stanley, Leona...LaPlata
Starrett, Alice...Stanberry
Stauterman, Eda...Moberly
Stauterman, Frona...Moberly
Stevens, Nell...Kirksville
Stokes, Emma...Guthrie
Stone, A. G....Memphis
Stone, Erma...Milan
Stringer, Emma....Humphreys
Stringer, Ocia...Humphreys
Stukey, Grover...Millard
Swanson, A. M....Greentop
Swearington, Waldo...Wyaconda
Swinney, Emmett...Roachdale
Temple, C. E....Stanberry
Terry, Julia...Green City
Terry, Rose...Green City

109



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Thomas, Dora...Cameron
Thomas, Iola...Sontag, Virginia
Thomas, Sula...Sontag, Virginia
Thompson, Bertha...Brashear
Thompson, Grover...Madison
Thompson, Lulu...Kirksville
Thompson, Orion...Kirksville
Tietge, Bernice...Marceline
Tippett, Iva...Kirksville
Tippett, Jas....Kirksville
Tolson, Henrie...LaFayette, Alabama
Toothaker, Elva...Chula
Toothaker, L. A....Chula
Townsend, Leta...Kirksville
Treasure, J. F....Iowa
Trower, John H...Olney
Trower, Lulu...Olney
Truitt, Cyrus G....LaPlata
Trunnell, E. E....Kirksville
Tully, Ethel...Hedge City

Turner, Bertha...Kahoka
Turner, Dayton...Purdin
Turner, Edna...Marceline
Turner, E. M....Ethel
Tye, Charley...Pleasanton, Iowa
Tye, T. H....Lock Springs
Wade, Orville C....Novelty
Waggenger, L. G....Kahoka
Wagner, Leslie...Middletown
Walker, May me...Memphis
Walker, Stella...Lancaster
Walkup, Ethel...Colorado Springs, Colo
Waller, Alice...Paris
Walter, Charlie...Martinsville
Walton, Grover...Kirksville
Waymar, Olave...Princeton
Webber, Hugh...Memphis
Wells, Rose...Lucerne
Wells, W. M....Lucerne
Wenger, Orville...LaPlata

West, Grace...Worthington
West, Hattie...Worthington
West, Lora...Graysville
Westlake, N. H....Green City
Western, Byron...Linneus
Weyand, Chas. M....Luray
Weyand, Mary...Luray
White, Frank E....Bucklin
White, L. S....Whitesville
Whitlow, Alice...Shelbina
Whittom, Emma...Downing
Wiley, Carrie...Hurdland
Wiley, J. W....Hurdland
Willard, Mabelle...Kirksville
Wlilliams, Anna...Ewing
Williams, H. S....Cameron
Williams, Oren O....Elmer
Williams, M. R....Indian Creek
Willis, Gertrude...Kirksville
Willis, M. E....Kirksville

Wilson, Edna...Kirksville
Wilson, Forrest...Kirksville
Winn, Clyde...Kirksville
Wirth, Katherine...Lancaster
Wisdom, Earl...West Grove
Wood, Glenn...Holiday
Wood, Vergie...Hatfield
Woods, Birchie...St. Louis
Wright, J. E....Brashear
Wright, Mary...Ridgeway
Wright, Oleta...S. McAlester, Ind. Ter
Wright, Opal...Kirksville
Wright, Q. R....Brashear
Wright, Ruth...Ridgeway
Van Fossen, D. E....Humphreys
Varnon, Katherine...Mexico
Vaughn, Chester...Kirksville
Vaughn, Mabel...Paris
Yeager, Faye...Luray
Young, Barton...Kirksville

*Deceased.

Erratum. On page 48 the names of Messrs. Vaughn and Fair should appear as 
teachers of American History and Government.



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(Back Cover)



WORKING CALENDAR.

1905-1906.

Classification of Resident Students...Saturday, Sepember. 9.
Classificatin of Non-Resident Students...Monday, September 11.
Class Work Begins...Tuesday, September 12.
First Quarter Ends...Friday, December 1.
Second Quarter Begins...Monday, December 4.
Winter Vacation Begins...Thursday, December 21.
Session Resumes...Wednesday, January 3.
Second Quarter Ends...Friday, March 2.
Third Quarter Begins...Monday, March 5.
Field Day...Monday, May 14.
Baccalaureate Sermon...Sunday, May 20.
Graduating Exercises (Sophomores)...Tuesday, May 22.
Graduating Exercises (Seniors)...Wednesday, May 23.
Third Quarter Ends...Wednesday, May 23.
Fourth Quarter, "Summer School," Classification Begins...Tuesday, May 29.
Fourth Quarter, "Summer," Class Work Begins...Wednesday, May 20.
Fourth Quarter, "Summer School," Closes...Thursday, August 16.