(Front Cover) Bulletin First District Normal School Kirksville, Mo. Illustrated Vol. VI. June, 1906. 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, 1894. (Page i) CALENDAR 1906 1907 (Page 1) BULLETIN OF THE First District Normal School KIRKSVILLE, MO. Provided for by Act Approved March 19. 1870. Located at Kirksville December 29, 1870. Opened as "First Dist. Nor. Sch." Jan 1, 1871. VOL. VI. 1906 NO. 1. (Page 2) 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 COMMITTEES. Executive Goben, Barney, Wood Teachers, Text-Books, Course of Study, Catalog and Library Miller, Mullins, Carrington 2 (Page 3) FACULTY. 1906-1907. JOHN R. KIRK...President W. P. NASON...Emeritus Professor of Ethics J. D. WILSON...Dean of Theory and Practice R. H. EMBERSON...Applied Pedagogy GERTRUDE LONGENECKER...Supervisor of Practice School O.A. PARRISH...Librarian and Dean of Women Chemistry J. S. STOKES...Physics and Physiography L. S. DAUGHERTY...Zoology CARRIE RUTH JACKSON...Agriculture and Botany H. CLAY HARVEY...Mathematics A. P. SETTLE...English A. B. WARNER...English E. M. VIOLETTE...History EUGENE FAIR...History W. V. POOLEY...Assistant in History J. T. VAUGHN...American History and Government B. P. GENTRY...Latin J. W. HEYD...German and French D. R. GEBHART...Music and Military Tactics ...Physical Education for Men ...Physical Inspection for Men 3 (Page 4) FACULTY. 1906-1907. MARGARET T. LINTON...Reading and Voice Culture, Gymnasium Work for Women CORA REID...Drawing and Art Instruction A. D. TOWNE...Manual Training R. M. GINNINGS...Assistant in Mathematics E. Y. BURTON...Assistant in Mathematics MINNIE BRASHEAR...Assistant in English E. R. BARRETT...Assistant in English LOA E. BAILEY...Assistant in Library MAUDE McCLANAHAN...Assistant in Library T. JENNIE GREEN...Assistant in Latin M. OLIVE GREER...Primary Critic Teacher FRANCES CATHERINE PORTMAN...Kindergarten Director SUSIE BARNES...Grammar School Critic Teacher BELLE REED...Grammar School Critic Teacher ESLIE KIRK...Stenographer to President John Gill and two assistants, Engineers. John Jack, Head Janitor; W. T. Elston, Wm. Pence, J. C. Guile, Violet Fiscus, Assistants. G. W. Smith, House Carpenter. *Messrs. Settle and Violette on leave of absence, being students in Harvard University. Mr. Warner will be in charge of English Department; Mr. Fair, in charge of History Department. 4 (Page 5) 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 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- 5 (Page 6) mal School system contributed very materially toward 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 $8,000 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. 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. 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 served from September, 1882 to June, 1891; President Dobson 6 (Page 7) from September, 1891 to June, 1899; and President Kirk from July, 1899, to the present time. The growth of the school during the thirty-nine years of its existence has been steady and permanent. The enrollment for the first year was 140; for the year just closed, 1040. The faculty has grown from six to thirty-five 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. In 1901 the legislature appropriated $30,000 for the erection of the wing which was built at the north east corner of the original building and which is now known as Library Hall, and in 1905 it appropriated $50,000 for the wing which has just been erected at the western end of the original building and which is known as Science Hall. The school will enter upon the coming year in better condition and with better facilities for service to the state than ever before. BUILDINGS. The Institution has now in daily use 81 rooms including class rooms, laboratories, libraries, society halls, etc. These are classified as follows: 1. The original building completed in January, 1873, contains: Class rooms for the Normal School proper, 17; Auditorium or Assembly Room, 1; Practice School and Kindergarten, 2; Laboratories, 2; Toilet Rooms, 4; Literary Society Halls, 4; Y. M. C. A. Rooms, 2; Janitor s Room, 1; Carpenter s Room, 1; Storage Rooms, 4; Total, 38 rooms. 2. The Library Hall completed in December, 1901, and joined to the original building by a corridor on each floor, contains rooms as follows: Library, Stack Room, Classification Room and Exchange Room, 4; Young Women s Christian Association Room, 1; Art Room, 1; Class Rooms for Practice School, 7; Office of Supervisor of Practice School, 1; Gymnasium, 1; Bath and Dressing Rooms, 3; Toilet Room, 1; Fan Room, 1; Total, 20 rooms. 3. The new Science Hall completed and occupied in May, 1906, and joined to the original building by a corridor on each floor, contains rooms as follows:Domestic Science, 1; Manual 7 (Page 8) Training Shop and Storage Room, 2; Chemistry Class Room, Laboratory and Storage Room, 3; Zoology Class Room, Laboratory and Storage Room, 3; Laboratory and Class Room for Physics and Physiography, 2; Offices of Administration, 3; Fan Room, 1; Class Room and Inspection Room for Director of Athletics, 2; Gymnasium, 1; Toilet Room, 1; Bath Rooms, 4; Total, 23 rooms. NEW ENGINE ROOM AND ELECTRIC GENERATOR. In addition to the new Science Hall recently completed at a cost of $50,000, the Institution has been able with appropriations made by the General Assembly in 1905 to erect a new boiler house and to install a new and complete electric generating plant. Both the Library Hall and the new Science Hall have double heating systems, that is, direct radiation, and warm air driven through the rooms by fans. The latter run by electric motors, which we find much more satisfactory than the steam engines formerly used. Great advantages accrue to instruction of various kinds by virtue of having our own electric generator. We are able to furnish all of our own lights and to have the electric current at any hour when needed and in any quantity desired. This enables teachers in several departments to use the stereopticons much more than heretofore. It also adds materially to the instruction in the scientific laboratories since the electric current can be used at will for various scientific experiments. THE MODEL RURAL SCHOOL HOUSE. More than a year ago the Board of Regents voted to erect on the campus a model one room rural school house of the most complete type possible. Lack of funds and our inability to give necessary attention to the enterprise delayed the same until the current summer. We now have the site located, the survey for foundation and sewer made, and plans well advanced for construction of the building. Floor plans, elevations, and full description of the 8 (Page 9) Present Buildings Original Building in Center, Completed in January, 1873. Library Hall at Left, Completed in December, 1901. Science Hall at Right, Completed in May, 1906 (Page 10) model school will appear in future bulletins. The model is to be in every respect modern. The School will be lighted by an abundance of windows, wholly on the north side. It will have attached a manual training shop and a store room for fuel. It will have separate toilet rooms for boys and girls. Each toilet room will be furnished with the usual toilet fixtures including a wash bowl furnished with hot and cold water. The water will be heated in ordinary pressure tanks such as those used in well equipped kitchens. Pressure will be through a tank just under the ceiling. Water will be lifted from a typical Kirksville well by a windmill. The sewer systems will connect with the general sewer system of the school. This model school will be presided over by a high class teacher who has held various and responsible positions. It will be a model school and not a practice school. The intention is to receive from thirty to thirty-five children of varying ages and sizes so as to typify the actual rural school. Of this enterprise we hope to give the public full knowledge through future bulletins. THE STRUGGLE OF THE NORMAL SCHOOL. This Normal School is undertaking to reach the highest attainable standards. We accept unhesitatingly the language of our statutes used in establishing the Normal Schools, which is to the effect that these institutions are to prepare teachers for the public schools of the State, not that they are to prepare teachers qualified for part of the public schools but for all of the public schools. Immediately after the inauguration of the Normal Schools of our State they took the lead in the advocacy of definite curricula for a full fledged system of public schools extending from the kindergarten to the high school inclusive. No Missourian during the pioneer days or in later times pleaded more eloquently for complete elementary and secondary schools leading into the University than did J. Baldwin, the first President of this Normal School. So we take it that the preparation of teachers qualified for all our public schools is not only the legal function of our Normal Schools but it is their manifest purpose from the nature of the case. There is, however, a lurking suspicion that Normal Schools in some other states are in a sort 10 (Page 11) of static condition; that their policy is dictated by the universities and that they are content to share in exemplifying the absurd doctrine that half educated persons will do for teachers of the children up to and including the last day s work in the elementary school while fully educated persons are necessary to teach the children from the day they enter the freshman class of the high school. These non-combative, peace-loving exponents of education seem content to let the Normal School graduate stand for a half educated person and to permit the assumption that the college and university should be sponsors for the fully educated. Against this clearly pernicious doctrine a few Normal Schools of the MiddleWest (and this one struggling to be among the leaders) raise an earnest protest. We claim that the Normal School graduate should have sound scholarship which should gradually approach and very soon equal that of the full fledged college graduate. We claim that all public school teachers should as fast as possible be equipped with this sound education regardless of what class of public schools they hope to be employed in. Our idea is, first to educate the prospective teacher and then let differentiation take place in view of natural talent as discovered in the process. For this sound doctrine this Normal School stands. For the exemplification of this doctrine we struggle. We seek to prepare teachers for all forms of public school education, kindergarten, elementary and secondary. We believe that the kindergarten graduate and the prospective elementary teacher should have just as sound, thorough and extensive scholarship as. the high school teacher. We can not believe that a teacher of the seventh or eighth grade is excusable for having taken a short cut to education or for having less of scholarship than a teacher in the sophomore year or the senior year of the high school. We further insist that the colleges and the universities should cease to cripple education by sending into the secondary schools teachers crammed full of academic lore by use of the lecture, the quiz and the exam but ignorant of rational teaching processes, unmindful of the moods of adolescence and unaware of the avenues of approach to the consciousness of those to be taught. 11 (Page 12) THE QUALIFICATIONS OF THE FACULTY. In view of the position announced in the foregoing paragraph, it becomes necessary to secure as professors and instructors in the Normal Schools, men and women who would be acceptable as professors and instructors in the best colleges. Nay, more. Many of the colleges still permit their professors who act in the role of teachers to proceed chiefly by the dogmatism of the lecture, the deadly cramp of the quiz and the poorly digested reproduction of the exam while serenely ignoring those modes of procedure which incite reaction in the consciousness of the listening or the drowsy student. The Normal School thereiore calls for all those attainments which the college professor usually has and from necessity it demands that its professors and instructors shall be expert in the class room management of students who seek instruction. We are therefore anxious to subject ourselves to the keenest criticism. We invite our college and university friends and all others to visit our class rooms, our laboratories, our libraries and to give us the benefit of their best judgment upon every phase of the great work which the Normal School is destined to do. 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 that young ladies should patronize those boarding houses offering rooms for young ladies only and that it is better for gentlemen to patronize the boarding houses having rooms exclusively for 12 (Page 13) 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. How the Program is Made. When 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 13 (Page 14) official program. When 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 in person or by proxy 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. All members of the Faculty are to be in their rooms or about the President s Office from 8:00 to 12:00 a. m., and from 1:00 to 4:00 p. m., Monday, Sept. 10th, to participate in making programs. It is expected that a large majority of the students will be in Kirksville and have boarding house arrangements completed Saturday, Sept. 8th. Therefore a very large majority of students can have their programs completed on Monday and their books purchased ready for work on Tuesday. Members of the Faculty will be on duty again from 8:00 to 12:00 a. m., Tuesday, Sept. 11th, for the purpose of completing the making of programs. Beginning at 2:00 p. m., Tuesday, all classes will be called in the Order of succession shown in the daily program but with periods reduced to 20 minutes each. This is for the purpose of assigning lessons so that on Wednesday, Sept. 12th, class work may be carried on substantially the same as at any other time during the quarter. We work to a specific plan. We try to avoid needless expense. We economize time. We save the student s time and our own. In a day and a half we get ready to start all classes. 14 (Page 15) BEGINNING OF CLASS EXERCISES. Classes will begin meeting at 2:00 p. m., Tuesday, Sept. 11th; but the periods will be only 20 minutes in length. This is for the purpose of definitely assigning lessons. Class work will begin at 8:20 a. m., Wednesday, Sept. 12th. The regular daily program elsewhere shown in this Bulletin will be followed all day Wednesday, Sept. 12th. This School runs according to the program clock. Notice particularly: Program making is to be attended to Monday and to be completed by Tuesday afternoon. Notice again: It is human nature to put off things till the last moment. Therefore it will be best to get your program made and your books purchased on Monday. Some non-resident students will no doubt be coming into Kirksville Monday afternoon and on that account be desirious of making programs Tuesday forenoon. Classes meet in the afternoon, Tuesday, Sept. 11th, for the assignment of lessons. Regular class work by the program will be going on Wednesday, Sept. 12th. WHEN TO ENTER. The best time to enter classes is at the beginning of the school year, on the afternoon of Tuesday, September 11th. Notice particularly: Programs should be made on Monday, September 10th or during the forenoon of Tuesday, September 11th. The President and members of the Faculty will be in the building all day Monday and also during the forenoon Tuesday for the purpose of making programs. Students should notice particularly the division of the school year into quarters of twelve weeks each. The first quarter begins Tuesday, September 11th and ends Friday, November 30th. 15 (Page 16) For those who cannot enter at the beginning of the first quarter, the next best time to enter will be Monday, December 3rd. The second quarter begins Monday, December 3rd and ends Friday, March 1st. For those teachers having six months Fall and Winter schools the new division of time is especially convenient since new classes will be organized at the beginning of the Spring quarter, Monday, March 4th. The third quarter, or Spring quarter, begins Monday, March 4th and ends Wednesday, May 22nd. The fourth quarter, or Summer School, begins Wednesday, May 39th and ends Thursday, August 15th. In the 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 Longenecker in her office on Monday, September 10th. Practice School classes will be organized on Wednesday, September 12th. No tuition is charged. EXPANDING THE PRACTICE SCHOOL. By virtue of the new Science Hall recently occupied, we are able to offer increased facilities for the Practice School. One choice room is at our command for the beginning of a freshman high school course, the need of which we have long felt. Those who finished the Practice School course last year may enjoy the advantages of the freshman high school course this year. A few others can be admitted; the total number should reach about twenty. This group of students is designed to be partly for a Model School, and partly for a Practice School. The instruction is to be given in large part by regular teachers in the Normal School Faculty. 16 (Page 17) 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 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 endeavored for a time to conform to the conference agreement, but gradually found it necessary to admit and classify each student chiefly upon his individual merits. 17 (Page 18) This practice is seemingly forced upon us because the high schools differ so much among themselves. Perhaps it is right that they should differ. 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 with the same degree of efficiency. No two high schools are likely to treat a given subject in the same way as to extent or content. We even find marked differences among the graduates of the same high school and at times among members of the same class. On entering the Normal School, one member of a high school graduating class sometimes shows more than twice the ability to master subjects that another one shows, though from a high school point of view the differences between them were scarcely apparent. Probably the inspection system that now afflicts the country with its approval and affiliation by the block system is responsible for a kind leveling down process in secondary education which is very unreal and quite damaging to all education. In view of the situation as a whole, we therefore venture to make our rules of classification somewhat flexible. We purpose recognizing not only the merits of each secondary school, whether approved or unapproved by pseudo inspection, but also the merits of each individual student as our teachers get acquainted with the several students after their entrance into the Normal School. TIME REQUIRED TO GRADUATE. The rush of events impels many students to seek graduation in the shortest possible time. We are in great danger from hotbed education. The sturdy students from rural and village communities seem to be less afflicted by the craze for quick returns than those who have already graduated from a school of some kind that has secured a place in some scheme of articulation. It begins to look as if school inspection, approval and articulation, and the craze for degrees were about to affect very seriously the general notion of sound education. This school, therefore, will not attempt to announce in advance the exact time in which any student may receive 18 (Page 19) a diploma. This school and all good schools of its kind will always welcome those who have gone regularly through the full public school course. We welcome especially the high school graduate, but it seems unwise to agree in advance upon the time in which even the high school graduate shall receive a Normal School diploma. Several of our best students first graduated with honor from first-class high schools, then attended here two regular sessions of nine months each and one or two summer schools, prior to receiving the diploma. Students of this type are the ones who command the choice positions at graduation; they are the ones who are usually sought out and guaranteed their positions from three to five months before graduation. They are guaranteed their positions by virtue of the qualities which their student careers have made manifest. Such students secure employment and honorable positions even though they fall a little short of formal graduation. We have tested the agreement of the Normal Schools mentioned on a preceding page. We have followed our graduates into schools of various kinds and studied their strong and weak points. We know what is expected of a Normal School graduate. Seriously considering the situation as a whole and earnestly striving to discover just what course will lead to the highest possible success of each and every one of our students and graduates, we venture to recommend and urge that students plan for themselves the following time requirements: 1st. That an especially bright mature graduate of a first-class high school having some teaching experience or equivalent student work after graduation, plan for at least two regular sessions of nine months each or their equivalent in the Normal School prior to receiving its Diploma. 2nd. That the younger graduates of first-class high schools and the specially strong graduates of second-class high schools lay plans for about three regular sessions of nine months each or the equivalent of the same in order to graduate in a full Normal School course. 3d. That graduates of the smaller high schools, say of the third-class, should plan for somewhat more than three regular sessions in order to graduate in the Normal School. 19 (Page 20) But notice: We are willing to allow any high school graduate or any other person opportunity to complete a Normal School course in just that period which will enable such graduate or person to meet thoroughly our requirements in subject matter and to show ability to do the work effectively that a Normal School graduate should do, provided always that each student must accept a program of studies that can be carried 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 20 (Page 21) F.C. Shoemaker, W.O. Pool, J.H. McKinney, Winners in Missouri-Iowa debate at Kirksville, April 27, 1906. 21 (Page 22) SENIOR SOCIETY QUARTETTE M.O. Brown, E.L. Harrington, C.M. Fish, H.G. Swanson 22 (Page 23) commonly characterize students. They compel students to lose themselves in the actualities of business. Students are thereby better fitted for leadership in their future careesr. 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. 23 (Page 24) Y.M.C.A BOYS. (Page 25) It utilizes many energies which would otherwise be wasted. It awakens the best sympathies. It cultivates altruism. 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 House is maintained for three purposes: 1. To enable worthy young women to secure board at actual cost. 2. To provide a home where Association Bible classes, receptions and other meetings may be held. 3. To provide an Association home for traveling state and national secretaries and other guests. The House is a 14 room frame dwelling, situated in the center of the city, half way between the public square and the Normal School Campus. It is a modem dwelling having furnace heat, electric lights, hydrant water, toilet and bath rooms, and indeed all conveniences known to a modem residence. The House will accommodate 22. girls, two of whom are enabled to work for their board. They pay $55.00 per month for rent for the eleven school months in the year, the usual rates for light, water and fuel, and $5.00 per week for a cook and housekeeper. During the past two years the girls have reduced their entire living expenses to within $2.30 per week. This year the cost will run to $2.50 per-week, rent on the house having been raised. There are 11 bed rooms in the House, a kitchen, dining room and sitting room. Each bedroom contains: 1. One double sanitary couch. 2. One rocking chair. 3. One straight 25 (Page 26) YOUNG WOMEN'S CHRISTIAN ASSOCIATION HOUSE. (Page 27) THE YOUNG WOMEN'S CHRISTIAN ASSOCIATION ROOM (Page 28) chair. 4. One dresser or dressing table. 5. One study table. 6. One rug. 7. One closet or wardrobe. Each girl must provide for herself: 1. One pair blankets. 2. Two sheets. 3. Two pillow slips. 4. One counterpane. 5. Two table napkins. 6. Towels. The Association House has proven a decided success during the past two years, many applicants having to be turned away each quarter. The girls live well, having plain but wholesome and nutritious food. They in turn purchase the food and make out the weekly menu, gaining much valuable experience necessary to a modem education. The House is a nucleus where the sober, ambitious, self supporting, aspiring young women enjoy a wholesome atmosphere in their student work, beautiful social life and many rare privileges which characterize the Young Women s Christian Association. Application for rooms should be made early to Miss Elsie Kirk, Treasurer Y. W. C. A. 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 evidences 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. 28 (Page 29) GYMNASIUM BOYS. (Page 30) MILITARY TRAINING. We desire to call especial attention of young men to our course in Military Tactics. We confidently believe the young men are healthier and stronger in body and more manly in appearance and conduct because of their course in Military Training. The new Gymnasium for men and the improved Athletic field give better facilities for this course than we have heretofore been able to offer. It is to be hoped that the cadet corps of the ensuing year will be large. SYSTEMATIC GYMNASIUM WORK FOR BOTH MEN AND WOMEN. We call special attention to our facilities for systematic physical education. The men s gymnasium of ample size with running track, four large bath and dressing rooms, storage room, and office for Director, gives ample facilities for the daily training of about two hundred young men. The separate gymnasium with balcony, toilet room and three dressing rooms with baths, should afford physical education for at least two hundred young women daily. It is also our purpose to give the children of the Practice School some daily work in the gymnasium; all the girls and the smaller boys, in the women s gymnasium under the director of gymnasium work for young women; the larger boys, in the men s gymnasium under the director of gymnasium work for men. 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. 30 (Page 31) CADETS DRILLING ON ATHLETIC FIELD (Page 32) THE MILITARY COMPANY AT TARGET PRACTICE (Page 33) 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. 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 therefore 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 33 (Page 34) 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. 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 34 (Page 35) GYMNASIUM GIRLS. (Page 36) 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 careful analysis and to methods of teaching these subjects; also United States History with map drawing and supplementary reading, with a view to fitting teachers 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 good foundation for a regular Normal School course 2. As a preparation 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 and Literature...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. Many 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 in one subject, five days in the week, 50 minute class periods, (ninety five minute periods in Science). 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. 36 (Page 37) The following subjects constitute Class Two: Reading, Physical Culture, Gymnasium Work, Vocal Music, Drawing, Manual Training, Military Drill. 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. But notice: In order to graduate from 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. 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 (Notice particularly what constitute these units)...4 2. Academic units from Class One...13 3. Units from Class Two...2 4. Pedagogic Units...3 1-3 Total...22 1-3 NOTE: In classes two and three a unit may be made up from quarters of work in different subjects. The same may be done in the preparatory subjects excepting the unit in Algebra or Latin or English. NOTE: Three quarters in one subject in class two may be transferred and become a unit in class one whenever it is unmistakably clear that the text-book work and other study in such subject have assumed the character and become the equivalent of a unit of work in class one. 37 (Page 38) TABULAR VIEW OF THE COURSES OF INSTRUCTION. ENGLISH COURSE NO. I. ENGLISH COURSE NO. II FRESHMAN YEAR. English (Myth. & Am.-Eng. Lit.)...3 Agri. or Ph. Geog...3 Algebra...3 Reading, Drawing, Music, Gym. Work, Mil. Tae...4 Elementary Psychology...1 English(Myth. & Am.-Eng. Lit.)...3 Agri. or Ph. Geog...3 Algebra...3 Reading, Drawing, Music, Gym. Work, Mil. Tae...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 Gym. Work or MIL Tac...2 English (Rhetoric)...3 Ancient History...3 Zoology or Botany...3 Geometry...3 Practice Teaching...1 Concrete Pedagogy...2 Music or Manual Training or Gym. Work or Mil. Tac...1 JUNIOR YEAR Eng. Lit. 1; Am. Lit. 2...3 M. & M, H. or Am. Hist...3 Chemistry...3 Solid Geometry...1 Trigonometry...2 General Pedagogy....1 Eng. Lit. 1; Am. Lit. 2...3 Mediaeval& Modern His....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. & 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, Honice, 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 4V6 units left for the regular Sophomore Year. 38 (Page 39) TABULAR VIEW OF THE COURSES OF INSTRUCTION. LATIN COURSE NO. I. LATIN COURSE NO. II. FRESHMAN YEAR. *Lat. (First Book & Nepos.)...3 *English (Myth. & Am. & Eng. Lit.>...3 *Algebra...3 Reading, Physical Culture, Drawing, Music, Gym...4 Elementary Psychology...1 *Lat. (First Book & Nepos)...3 *Eng. (Myth. & Am.& Eng. Lit.)..3 *Algebra...3 Reading, Drawing, Music, Gym. Work, Mil., Tac...4 Elementary Psychology...1 SOPHOMORE YEAR *Latin (Caesar.)...3 *English (Rhetoric)...3 Zoology or Botany...3 *Plane Geometry...2 Practice Teaching...1 Concrete Pedagogy...2 Music or Manual Train g or Dr. or Gym. Work or Mil. Tac. *Latin (Caesar.)...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 Gym Work or Mil. Tac...2 JUNIOR YEAR. Latin (Cicero & Ovid.)...3 Ancient History...3 Chemistry...3 Solid Geometry...1 Trigonometry....2 General Pedagogy...1 Latin (Cicero & Ovid)...3 Mediaeval & Modern History...3 Chemistry...3 Plane & Solid Geometry or Trigonometry & Col. Alg...3 General Pedagogy...1 SENIOR YEAR. Latin (Sallust & Vergil)...3 English Literature...3 Physics...3 College Algebra...1 Practice Teaching...2 History of Education...2 School Administration...1 Latin (Sallust & Vergil)...3 English Literature...3 Physics or Trig. & Col. Algebra or Eng. Const. Hist. or Europe in 19th Century, or Am. Const. History...3 Practice Teaching...2 History of Education...2 School Administration...1 Electives and Graduate Studies. Analytical Geometry, Calculus, Advanced College Algebra, Lavy, Horace, Argumentative Discourse, Elizabethan English, Nineteenth Century Literature, one or two quarters each; English Constitutional History, Europe in tne 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 lies 4 1/3 or 4 2/3 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. 39 (Page 40) Daily Program, First Quarter, September 11 to November 30, 1906. TEACHER. Rm First Period. 8:20-9:05 Second Peroid 9:05-9:55. Third Period. 10:20-11:05 Fourth Period. 11:05-11:55. Fifth Period. 1:05-1:50. SIXTH PERIOD 1:50-2:40. SEVENTH PERIOD 2:40-3:30. Mr Gentry Fr. Lat. 2 qr. Fr. Lat. 1 qr Caesar 1 qr. 1 Sallust l qr. Livy Miss Green Caesar, 2 qr. Fr Latin 1 qr. Fr. Lat. 3 qr. Cicero 1 qr Mr Heyd Arith. German 1 qr. German 3 qr German 2 yr. French Mr. Vaughn Am Cons. His., 2qr. U. S. Hist. U S Hist. Am. Hist. Am. C. Hist. 1 qr. Mr. Fair Oriental Hist. Oriental History Civ. Gov. Anc. Life Civ. Gov. Mr. Pooley Greek History Rom. Hist, Eng, Hist 1 qr. M. & M. H. 1 qr. Mr. Jun. Chem I qr. General Inorganic Chem. 1 qr 2 yr Jun. Chem. 2 or 3 qr. Mr. Stokes Sen. Physics 1 qr. Phys Geog. Mr Daugherty Soph. Zool. 1 qr. Soph. Zool 2 qr. Physiol. Miss Jackson Agriculture 1 qr. Prac Sch. Sci. Botany & Agri. Mr. Harvey Pl. Geom. 1 qr. Alg 3 qr. Analytics Mr. Ginnings Alg. 1 qr. Pl. Geom. 2 qr. Alg. 4 qr. Col. Alg. 1 qr. Sol Geom. Mr. Burton Arith. Arith. Alg. 1 qr. Trig. 1 qr. Alg. 2 qr. Mr. Warner Sen. Eng. 1 qr. Jun. Eng. 1 qr Fr.Eng. 3qr. (Myth Arg. Discourse Miss Brashear Rhet 2 qr. Adv. Gram. Gram & Comp. Gram. & Comp. Rhet. 3 qr. Mr. Barrett Fr. Lit. 1 qr. Fr. Lit. 1 qr. Rhet. 1 qr. Rhet 1 qr. Adv. Grammar 40 (Page 41) Daily Program, First Quarter, September 11 to November 30, 1906. TEACHER. R'm First Period. 8:20-9:05. Second Period. 9:05-9:55. Third Period. 10:20-11:05. Fourth Period. 11:05-11:55 Fifth Period. 1:05-1:50. Sixth Period. 1:50-2:40. Seventh Period. 2:40-3-30, Mr. ________ Ph. Ed. for Men Ph. Ed. for Men Gym. for Pr. Sch. Ph Ed. for Men Ph. Ed. for Men Miss Linton R. & V. C. 1 qr. R. & V. C. 1 qr. Ph. Ed. for Girls Ph. Ed. for Girls Gym. for Pr Sch. R. & V. C. 2 qr. Ph. Ed. for Girls Mr. Gebhart Hist & Biog. Vocal Mus. l qr Voc. Mus. 1 qr. Pr. Sch. Mus Voc. Mus. 2 qr. Voc. Mu. 3 qr. Mr. Towne M. Tr. M. Tr. M Tr. M. Tr. M. Tr. M. Tr. Miss Reid Drawing Drawing Dr. in Pr. Sch. Dr. in Pr. Sch. Drawing Drawing Miss Parrish Lib. Lib. Lib. Lib. Instruction Lib. Lib. Lib. Miss Bailey Lib. Fr. Lit 2 qr. Lib. Lib. Lib. Lib. Lib. Miss McClanahan Lib. Lib. Lib. Lib. Fr. Lit. 1 qr. Lib. Lib. Mr. Wilson El Psych. Ph. T. Ph. T. Tr Sch. Latin Mr. Emberson Pr. Sch. Jun. Ped. Gen. Ped. Hist. Ed. 1 qr. Miss Longanecker Tr. Sch. Cone. Ped. Cone. Ped. Tr. Sch. Tr. Sch. Tr. Sch Miss Barnes Pr. Sch. Pr. Sch. Pr. Sch. Pr. Sch. Pr. Sch. Pr. Sch. Mrs Reid Pr Sch. Pr. Sch. Pr. Sch. Pr. Sch. Pr. Sch. Pr Sch. Miss Greer Pr. Sch. Pr. Sch. Pr Sch. Pr. Sch. Pr. Sch. Pr Sch. Miss Portman Kgn. Kgn. Kgn Kgn. Kgn. Theory 41 (Page 42) CERTIFICATES AND DIPLOMAS. Candidates for graduation in the Sophomore ( Elementary ) Course are required to do 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 any Regular or Elective 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 a graduate in any Senior Course offering eight units of graduate work; but such graduate work shall be in extension of the student s major and allied minor subjects; one 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. 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. 42 (Page 43) 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. 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 CORA A. REID. Work arranged according to the time when material is most available. FALL QUARTER. Drawing from-the Fall botanical specimens; grasses, fruits, vegetables, and flowers. (a) Landscape or out-of-doors sketching. (b) Mediums used. Charcoal, Water-color, Crayon. (c) History of Art. Study of Painting, Departments, Modes, Elements. WINTER QUARTER. (a) Antique, chiefly charcoal practice from antique fragments in outline and general light and shade. (b) Design. The object is to educate students to work in practical design. It embraces the study of historical ornaments, practice in drawing and water-color, the study of the theory of design, and exercise in original design for wall paper, rugs, book-covers, interior decorations, carpets and decorative work of all kinds. SPRING QUARTER. (a) Still fife. The representation and arrangement of objects including studies of vegetables, dead game, furniture and other common objects to find beauty in common things. 43 (Page 44) (b) Illustrating. The class devotes a certain proportion of its time to the study of processes of pictorial reproduction. The subjects taken up in class also include the study of historical costumes, utensils, character sketches, etc. Technical practice is provided for by daily instruction in the use of pen and ink, pencil, wash, monochrome and other mediums. (c) Spring botanical specimens. (d) History of Art, Sculpture, Historic Ornaments. SUMMER QUARTER. (a) Botanical specimens, grasses, fruits, flowers, etc. (b) Designs: Using the botanical specimens or Nature as a source of design. (c) Character sketching. (d) Landscape or out-of-doors sketching. (e) Mediums used for the quarter. Charcoal, Water-color, Crayon. (f) History of Art, Painters and Painting, Pictorial Ideas, Styles and execution. Students having had one year s work, advanced work will be given during the different quarters in harmony with the above stated plans. CHEMISTRY. MR. ____________ Three courses are given: COURSE 1. EXPERIMENTAL INORGANIC CHEMISTRY. First Quarter. Simple experiments illustrating physical and chemical changes. The difference between compounds and mixtures. The work leads to the study of our most common compound, water. The elements of this compound are carefully studied, weighed and compared. Much emphasis is placed upon the exactness of the science of Chemistry. Special attention is given to the study of the laws of Boyle and Charles. Quantitative experiments with air, the uses and value of liquid air, Nitrogen and its compounds with special reference to refrigerating plants. Second Quarter. The halogen group, A comparison of the chemical activity, Value as antiseptic agents, Value as bleaching agents. Bases-acids-salts, Meaning of terms, composition and comparison. Carbon Use, Fractional and destructive distillation, The manufacture of illuminating gas and the by-products, The diamond. Proof of the Laws of Definite Proportions. Sulphur Its compounds, Sources of supply, The manufacture of sulphuric acid. Phosphorus Its compounds, Sources of supply, Uses as a fertilizer. Third Quarter. The alkali metals, Solution tests made by titration, Special work in the Le Blanc and Solvay process, Purification of salt. The alkaline earth metals, Special tests, Commercial value, The manufacture of glass. The remaining metals are studied in the order of their grouping with special reference given to the commercial value of copper and silver, Aluminum and its use in baking powder with the chemistry of bread making, Lead and the manufacture of paints, Iron and the Bessemer process. First Quarter s work repeated third quarter. 44 (Page 45) Second Quarter s work repeated fourth and first quarters. Third Quarter s work repeated second quarter. This course is designed to meet the demands of the High School teacher and those desiring an elementary knowledge of Chemistry. The student gives two periods per day to Chemistry. The work in the laboratory and and lecture room is so divided that the student is in the actual experimental work of Chemistry from two-fifths to three-fifths of the time. Text: Newell s Descriptive Chemistry. COURSE 2. ORGANIC CHEMISTRY. The work in Organic Chemistry presupposes a good working knowledge of Inorganic Chemistry. The student manufactures, in the laboratory, one, often two or three, compounds typical of each group or series. The product thus made is studied as to its character, its fusing point, its boiling point, its color, density, odor, taste, combustibility, solubility, uses, and its commercial value. The Course is divided into three quarters. The division is based on Remsen s Chemistry and Orndorff s Manual. First Quarter. Begins with the study of the Structural Formula, takes up the Marsh Gas series and considers the Halogen and oxygen derivatives of this series. Second Quarter. The Marsh Gas series is taken up with chapter 5 and continued to chapter 11. Third Quarter. This quarter s work begins with the Carbohydrates, chapter 11, and finishes the book. The student is required to devote two periods per day to this work. Text: Remsen s Organic Chemistry and Orndorff s Manual. COURSE 3. GENERAL INORGANIC CHEMISTRY. By consulting Course 1 the student will be able to determine the exact order of the work and the amount covered each quarter. The work in this Course will embrace much of the mathematics of Chemistry. The quantitative as well as the qualitative consideration of the elements and their compounds. Much work in volumetric analysis will be given. The student will investigate for himself the reasons underlying the arrangement or grouping of the elements, and he will be required to build the tables of qualitative and quantitative analysis. This work will be supplemented by frequent references, in the library, to the historical development of Chemistry. Thesis on a given subject will be required of each student each quarter. Course 3 is for those who want more than a working knowledge of Chemistry and is open to those having had Course 1 or its equivalent. Text: Newth s Inorganic Chemistry. ENGLISH. MR. WARNER, MISS BRASHEAR, MR. BARRETT. 1. Grammar. a. An elementary course for those who have not taken the subject very much, or who feel the necessity 45 (Page 46) b. An advanced course for teachers, for those who need a thorough review, and for carrying forward work heretofore well done. a is to be supplemented by the use of Gowdy s Grammar, and b by Longman s and Baskerville and Sewell s books in library. Grammar grades are required of all candidates for certificates or diplomas, and they must be made here by study or examination, or brought from an accredited school; grades from rural schools, from county certificates, and from The grades of town schools will not be accepted. Text: Allen and Hawkins. a and b will be given each quarter. 2. Freshman English and American Literature and Mythology. a. American and English Classics, from McNeil and Lynch s Introductory Lessons in English Literature, with composition based on these and from Maxwell and Smith s Writing in English. b. A continuation of studies as in a, the two books being completed this quarter. c. Myths of Greece and Rome. Supplemented by classics from Greek, Roman, and English Literature. Text: Guerber s Myths of Greece and Rome. a, b, and c will be given each quarter. 3. Composition and Rhetoric. (Sophomore Year.) a. Narration, Punctuation and Capitals, Letter Writing, Paragraphs, Sentences, Diction, Correct Usage. Sykes s Elementary English Composition, Part I., supplemented by Lockwood and Emerson's Composition and Rhetoric. (Books in the library.) b. Description, Style, Exposition, Argument, Persuasion, Versification. Parts II. to VI. of the text mentioned in a, supplemented by Lockwood and Emerson and by Buehler s Practical Exercises in English. (In library.) c. An advanced course, using Brooks and Hubbard s Composition-Rhetoric, and supplemented by the texts mentioned in a and b. Pupils from town and village schools having only seven or eight months of Rhetoric and Composition will be given credit for a and b only, and for that only when they have taken c satisfactorily. Classes in a, b, and c will be maintained each quarter. 4. English and American Literature. (Junior Year.) a. English Literature from the Puritan Age to the Rise of Romanticism (1603-1780). Special stress upon Puritanism and Milton and Bunyan; upon types represented by the works of Dryden and Pope; upon Periodic Literature and Essays and Satire, the work of Addison, Swift, Steele, and Goldsmith; and upon the Rise of the English Novel, and its types up to the 19th century. a covers the period in English Literature that influenced most the literary form, subjects, and methods in America. Text: Simonds s English Literature. Special masterpieces. b. Advanced American Literature. The early or formative periods. The Colonial Period. The Revolutionary Period. The Knickerbocker Writers. Transcendentalism. The Anti-Slavery Movement. Abernethy s American Literature, Chapters I. to V. 46 (Page 47) Special study upon the following, with critical class work upon their productions: Franklin, Irving, Bryant, Cooper, Emerson, Hawthorne, Webster, Whittier. Poe also should be taken in this quarter. c. American Literature from about the middle of the 19th century, but reaching back for some authors and movements in their earlier years or stages. The field remaining after b is to be thoroughly covered, not neglecting such topics as Southern Literature, Western Literature, Women in American Literature, Present Schools and Tendencies in Literature. Text: Abernethy s American Literature, from Chapter VI. The library is supplied with supplementary texts and critical works, besides much of the literature needed. The author is to be studied in his works. b will be repeated the fourth quarter; a and c are not repeated. 5. English Language and Literature. (Senior Year.) a. Development of the English Nationality, Language, and Literature to the Elizabethan Age. Texts: Simonds s English Literature; Lounsbury s History of the English Language, Part I. The library will furnish supplementary texts and criticism and much illustrative literature on these early periods. Chaucer s Prologue, Knight s Tale, and Nun s Priest s Tale are to be studied critically in the light of research already made. b. Elizabethan Age: Prose, NonDramatic Poetry, Rise of the Drama; Shakespeare, with a critical study of one tragedy, one comedy, and one History. Texts: Simonds, as above; special editions of Fairy Queen, Book I., and Shakespeare s plays. c. (1) A general and rather hasty view of English Literature in its movements from the close of the Elizabethan Age to the Romantic Movement in English Poetry. (Page 303, Simonds.) (2) The Romantic Movement in English Poetry, including such authors as Gray, Cowper and Burns. This movement and these authors are to be given closer attention. d. A fourth quarter or summer course in Nineteenth Century English Literature, with special stress on a few selected authors, representing various types. None of the work of Course 5 is repeated. 6. Fifth Year Electives. a. Argumentative Discourse: Principles of Debating. Study of Principles, from Mac Ewan s Essentials of Argumentation, supplemented by Baker s Principles of Argument (In library); Reading of masterpieces of argument; Practice work, oral and written. For first or second quarter; not repeated. b. Shakespeare: Five to eight plays. This will be given in the summer quarter. Special texts. c. Victorian Literature (1837 to the present). These electives may, with certain restrictions, be counted for a. part of the regular Junior or Senior requirements. Remarks: Mythology, while given in the Freshman year, will not be required of those who, 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 Dipolomas. 47 (Page 48) 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 5; but for sufficient reasons, work from course 4 or 6 may be substituted. 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; while those coming from other schools must do here at least two quarters of English. Fragmentary work is not acceptable. That is, work of a few weeks at a time will not be put together to count for a quarter; nor can a quarter s record be given unless all the work is done, and in a connected or consecutive manner. GERMAN. MR. HEYD. I. First Year. a. First quarter: Requirements same as beginning Latin. Special emphasis is placed upon accurate pronunciation, the mastery of inflections, idioms, and the simple fundamental grammatical constructions; upon word-formation, and English-German cognates; and upon the training of the eye and ear by means of dictation exercise. The comparative method is used. Texts: Joynes-Meissner s German Grammar and Joyne s German Reader. b. Second quarter: Continuation of (a). Storm s Immensee is read the last six weeks. c. Third quarter: Schiller s Wilhelm Tell is read and a beginning of composition made. II. Second Year. a. Conversation course. The material for this course is taken from Holzel s Wandbilder a series of eight pictures, upon/which almost every phase of life is represented. Wallenstein s Konversations unterricht im Deutschen is used as a guide. Conducted entirely in German. Free composition forms an important part of this course. b and c. In these two quarters, representative German novels and dramas are read and composition is continued. As much of the instruction and recitation as possible is given in German. The past year Meyer s Das Amulet, Otto Ernst s Flachsmann als Erzieher and Lessing s Minna von Barnhelm were read. Similar works will be read the coming year. III. Third Year. This is a course in Schiller s works and life. His dramas and poems are read, supplemented by lectures by the instructor and papers by students, as much as possible in German. IV. Fourth Year. 48 (Page 49) Goethe course. Goethe s dramas and poems are read. Goethe s position in, and influence upon German literature with special reference to the Storm and Stress movement, compared with similar movements in other countries will be treated in lectures by the instructor and papers by the members of the class. Conducted entirely in German. Will be offered when asked for by qualified students. The past year a German club has been organized and will be a regular feature in the future. The purpose is to give the students the opportunity of hearing and using the German language. It will be a very helpful supplement to all courses above and including the conversation course. FRENCH. Requirements two years work in German, Latin or other foreign language. Classes will be organized whenever a sufficient number of capable students ask for it. AMERICAN HISTORY AND GOVERNMENT. MR. VAUGHN AND MR. FAIR. 1. U. S. History. a. From the discovery of America to the end of the revolution. b. History of the U. S. under the Constitution. a and b will be repeated in the spring and summer quarters. Students taking these courses will be required to do considerable supplementary reading, such as The Epoch Series; The American History Series; Fiske s Works on Colonial History, etc. Text: Fiske. 2. Civil Government. a. Will be devoted entirely to State Government, including that of city, town and county. b. The Constitution of the United States, a and b will be repeated in the spring and summer quarters. The government of the colonies will be studied incidentally; references to the library will be made for that purpose. Text: James and Sanford. 3. American Constitutional History. a. Period of Discovery, Exploration and Settlement. Due consideration will be given to Aboriginal America, the different Indian tribes, their location, manner of living, and influence on our history. Special attention will be given to the charters, their limits, the government and purpose of the settlement of each of the thirteen colonies. Emphasis will be laid upon the social and economic conditions of the settlers during this period. General Readings: Fiske s Discovery of America, Winsor s Columbus,Winsor s Narrative and Critical History, Irving s Columbus, Biographies of Cabot and Magellan, Parkman s Pioneers of France, Bourinot s Story of Canada, Lumis s Spanish Pioneers, Gay s Bryant s Popular History, Fisher s Colonial Era, Doyle s English Colonies in 49 (Page 50) America, Thwaites s Colonies, Palfrey s New England, Fiske s New France and New England, Lodge s Short History of English Colonies, MacDonald s Select Charters and Documents, Preston s Documents Illustrative of American History, Poore s Constitutions and Charters, Bancroft, Vols. I-IV. and Hildreth, Vols. I-III. b. The American Revolution, and the constitutional period to 1824. The result of the French and Indian war, causes of the Revolution, immediate and remote; cession of the Western lands, failure of articles of confederation, and the adoption of the constitution will be studied as carefully and thoroughly as time will permit. In the administrations of the first five presidents, particular attention will be given to Foreign affairs in which American interests were involved, and Internal affairs which have influenced our commercial interests and the development of our political history. General Readings: Parkman s Montcalm and Wolfe, and Conspiracy of Pontiac; Sloan s French War and the American Revolution; Fiske s American Revolution; Lecky s History of England, Vol. III.; Fisher s True History of American Revolution; Van Tyne s American Revolution; Howard s Preliminaries of American Revolution; McLaughlin s Federal Constitution, and the Federalist s System; Channing s Jeffersonian System; Babcock s Rise of American Nationality, McMaster s History of People U. S.; Walker s Making of the Nation; Burgess s Middle Period (six ch s); Winsor s Westward Movement; Hildreth, Vols. III.-VI; Von Holst, Vol. I; the biographies of the statesmen of that time, and Gordy s Political History U. S. c. Constitutional Period continued. Special stress will be laid upon the acquisition of territory, Foreign Relations; the Development of political parties; the Growth of Nationality; the Slavery question; the Civil War; and Reconstruction. Toward the end of the quarter the history of the financial legislation in the U. S. will be reviewed. General Readings: Burgess s Middle Period, Civil War and the Constitution, and Reconstruction; Schouler s History U. S.; Wilson s Division and Reunion; Taussig s Tariff History; Von Holst s Constitutional History; Curtis s Constitutional History; Landon s Constitutional History; MacDonald s Select Statutes U. S.; Fiske s Mississippi Valley During the War; Garner s Reconstruction in Mississippi; Dunning s Civil War and Reconstruction; Biographies of the men of the day; Andrew s U. S. in our own time; Cox s Three Decades of Legislation, etc. HISTORY. MR. FAIR AND MR. POOLEY. 1. Ancient History. a. The Oriental period, from prehistoric times to the rise of the Medo-Persian Empire. The prehistoric period is studied briefly to show its connection with the historic period. This is followed by a consideration of Egypt, Old Babylonia, Assyria and New Babylonia, the Hebrews, Phoenicia, and the early Medo-Persian Empire. In addition to the text, Boughton s History of Ancient Peoples is studied carefully as well as parts of many other works found in the library. About one-half of the quarter is spent on the political history of the period; about one-fourth is given to the religious history of the period with Menzies History of Religion as a guide; and the remaining fourth is taken up with the study of the architecture, sculpture, painting,.and social life of the period, in which the work is illustrated by numerous stereopticon slides. Given each quarter. Text: Myers Eastern,Nations. 50 (Page 51) b. The Grecian period, from earliest times in Greece to the fall of Corinth, 146 B. C. Most of the time is spent on the study of the political and constitutional history of the Greeks. In this work Oman s History of Greece ana Bury s History of Greece are used extensively as supplementary to the text as well as selected parts of other standard works in the library. Some attention is given, however, to the architecture, sculpture and literature of the Greeks, in which the work is illustrated by well chosen stereopticon slides. Given each quarter. Text: Botsford s History of Greece. c. The Roman period, from earliest times in Italy to the fall of Rome, 476 A. D. Because of the limitations of time most of the quarter must be given to the political and constitutional phases with Granrud s Roman Constitutional History and Pelham s Outlines of Roman History as the chief supplements to the text; but enough of work is done on the architecture, sculpture and literature of the Romans to form a fairly good comparison with that of the Oriental and Greek peoples. This work is illustrated with the stereopticon. Given each quarter. Text: Botsford s History of Rome. As this course in Ancient History is the beginning course in this department, frequent attention will be given to the methods of historical study, including the use of reference books in the library. Each student will be required to prepare a set of maps illustrating the geographical changes of the different periods in the course Only those who have had U. S. History and Civil Government are eligible for this course. 2. Mediaeval and Modern History. a. From the rise of the Frankish Kingdom to the opening of the Crusades. Given in the fall, winter, and summer quarters. b. From the opening of the Crusades to the Reformation. Given in the winter, spring, and summer quarters. c. From the Reformation to the present time. Given in the spring and summer quarters. In this course the object will be to show the growth and development of those institutions out of which have arisen most of those of today. In view of that fact the course has been arranged so as to devote two quarters to the Mediaeval period and the greater part of the third quarter to the sixteenth and seventeenth centuries. Students who desire a fuller treatment of the eighteenth and nineteenth centuries will find it in another course mentioned below. Most of the required reading will be found in reference books in the library. Theses will be written by the student in the second and third quarters. Only those who have had Ancient History are eligible for this course. Texts: Emerton s Introduction to the Middle Ages; Robitison s History of Western Europe. 3. English Constitutional History. a. From the Roman occupation of Britain to the Magna Charta. Given in the fall and summer quarters. b. From the Magna Charta to the reign of James I. Given in the winter quarter, and possibly in the summer quarter. c. From the reign of James I. to the present time. Given in the spring quarter. This course will be devoted chiefly to the study of the origin and development of the political institutions of England. The text book is used merely to give a brief continuous narrative of the various phases of English history which will serve as a basis for the main work of the course. Taylor s Origin and Development of the English 51 (Page 52) Constitution will be studied in its entirety, but in addition many other books in the library will be consulted and used from time to time. Many of the original documents bearing upon various topics will be specially studied. Near the close of the course the institutions of the central government of England today will be briefly considered with Moran s English Government as a guide. A thesis on some special subject will be required from each student each quarter. Only those who have had Ancient History and Mediaeval and Modem History are eligible for this course. Texts: Andrews History of England 4. History of Europe during the Eighteenth and Nineteenth Centuries. a. From the close of the reign of Louis XIV, 1715, to the Congress of Vienna, 1815. Given in the fall quarter. b. From the Congress of Vienna to the present time. Given in the winter quarter. c. The government of Europe at the present time. Given in the spring quarter. This course is arranged for those who desire a more detailed study of the history of the Continent and of England in the eighteenth and nineteenth centuries than can be had in the general course on Mediaeval and Modem History. Only those who have had Ancient History and Mediaeval and Modem History are eligible for this course. There will be no regular text book as the work will be done altogether from a great variety of books in the library. A thesis on some special subject will be required from each student each quarter. 5. Ancient Life. In this course a study will be made of the customs, manners, dress, social institutions, art, literature and related subjects of the peoples of ancient times. The object will be to see these peoples as they really were in their every day life, private and public. The material used in this course is found in the library in a great variety of books. Numerous stereopticon slides will be used to illustrate the work. This course is intended to serve at least three well defined purposes: first, in itself it can be made to serve as an excellent mental discipline; second, it will form a strong supplement to the course in Ancient History; third, it will be equally valuable to those studying any of the languages of the ancient peoples. Only those who have had Ancient History will be eligible for this course. Given in the fall and summer quarters, and repeated whenever the demand is sufficient. 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. 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. a. Caesar s War with the Helvetians; Latin Grammar; Composition. b. Caesar s Wars with Ariovistus and with the Belgae; Grammar; Composition. 52 (Page 53) 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 oft recurring idioms. Texts: Caesar, Kelsey; Grammar, Bennett; Composition, Barss I, Moulton II. 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 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, D Ooge II & III; 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 tile first and third quarters of this course will be repeated in the summer quarter. Texts: Sallust, Scudder; Composition, Barss II; Vergil, Comstock. 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 II. THE LIBRARY. MISS PARRISH, MISS BAILEY, MISS MCCLANAHAN. The Library is open from 8 to 12 a. m.and from 1 to 5 p. m. Saturday from 9 to 12 a. m. and 2 to 5 p. in. It was organized according to the Dewey Decimal System 3 years 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 90 students working in the Library during a period and perhaps an average of 60 each period, while 53 (Page 54) there was a circulation of 32,000 volumes for home and outside reading. There were 24,257 over night books, 5,380 issued for the day or hour, 2,386 for two weeks and 290 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 34,000 volumes taken for home and outside reading. BOOKS ISSUED DURING SUMMER SESSION, 05. 000 100 200 300 400 500 600 700 800 900 Total G.Total Overnight...7 63 238 412 95 259 7 96 1124 2806 5107 Day and Hour...3 15 126 112 13 37 3 71 388 656 1424 Two weeks...8 10 62 1 13 14 204 104 416 Renewal...3 1 26 1 2 24 12 69 10 89 375 612 109 310 10 183 1740 3578 7016 Books Issued During 1st qr., 1905-06. Overnight...8 21 322 977 133 314 13 161 892 3128 5969 Day and Hour...9 12 55 481 3 83 1 50 257 733 1684 Two weeks...7 1 17 54 17 8 11 198 136 449. Renewal...10 9 13 32 24 34 394 1522 136 414 22 222 1356 4010 8134 Books Issued During 2nd qr., 1905-06. Overnight...9 26 54 1127 181 271 11 135 1388 2948 6150 Day and Hour...14 5 6 274 9 58 8 14 242 419 1049 Two weeks...2 4 150 8 35 4 6 285 80 574 Renewal...2 31 1 3 1 7 13 58 23 33 66 1582 199 367 23 156 1922 3460 7831 Books Issued During 3rd qr., 1905-06. Overnight...55 11 216 1259 96 284 12 260 1367 3471 7031 Day and Hour...19 2 32 224 25 49 4 27 266 575 1223 Two weeks... 7 25 22 230 11 41 2 25 369 215 947 Renewal...3 2 2 66 1 2 14 41 131 84 40 272 1779 132 375 18 314 2016 4302 9332 Grand total for 12 months... 32,313 54 (Page 55) COURSES IN LIBRARY WORK. MISS PARRISH. The effective co-operation of schools and libraries is the main purpose of the Library Course in the Normal School. A systematic course of instruction in reference work and the use of a library will be given. The adaptation of this work from the fifth grade through the high school will be emphasized. This knowledge of books and of the technical work following will prepare the prospective teacher to organize and administer a good public school library and make the library a strong support and a valuable extension of the ordinary instruction of the school. The reference work will include a study of indexes, dictionaries, encyclopaedias, ready reference and study reference. Preparation of daily lessons in Library work requires at least as much time and labor as would be required for History or Latin or Pedagogics. CATALOGING. The instruction in cataloging will be based on Dewey's Simplified Library School Rules and Cutter s Rules for a Dictionary Catalog, with the use ofthe new A. L. A. Catalog. LIBRARY ECONOMY Will include: Book ordering, accessioning, classification, shelf-listing, charging systems, stock-taking, book binding, library hand-writing and typewriting. BOOK SELECTION. Instruction will be given in the methods and principles governing selections' for different purposes, for special departments, for children, for story hour, etc. Typical books, illustrative of each, will be discussed. MANUAL TRAINING. MR. TOWNE. Aim, to prepare teachers of manual training for elementary schools and high schools. COURSE OF STUDY. a. Work in wood in grades 4, 5, 6, 7, and 8; High school work; Joinery and Wood turning b. Bent iron and sheet metal work. c. Clay pottery and modeling. d. Mechanical drawing. e. Free hand drawing. f. Pattern making. 56 (Page 56) g. Paper cutting and cardboard construction. h. Raffia work and weaving. i. Manual training design. j. Wood carving. k. Practice teaching. MODIFICATION OF COURSE. The outline of the course here given is subject to such modification as experience may show to be desirable. NOTE. For further information regarding grade work, see Manual Training in the Practice School. The course in wood contains such work as can be taught in grades 4, 5, 6, 7, and 8, also advanced work which is suitable for freshman classes in high schools, and sophomore classes. Wood turning and pattern making can be included in the course this year, and it is expected that next year additional equipment can be secured for the department so that instruction in iron and other metals may be given. Wood work begins in the last half of the fourth grade and is taken up when the card board construction is completed. GRADE V. Woodwork continued from previous grade. Bent iron. A course is offered in bent iron and sheet metal. GRADE VI. Woodwork. In this grade the full course in bench work begins. The rules for surfacing and squaring a piece of stock, names of common tools and manner of using them are taught along with such funda mental processes as will apply in later work. GRADE VII. Woodwork. In this grade there is required a more thorough study and application of principles gained in preceding work, more skill and greater appreciation of a high standard of work. GRADE VIII. Woodwork. For the first half of this grade the work is similar to that of previous years, but the last half year is given up more to free exercises in which the student can make application of processes already learned. High School Woodwork this year will be divided into four classes, (a) joinery, (b) wood turning, (c) pattern making, and (d) wood carving. Courses in these subjects will be offered to students who have mastered the more elementary portion of the manual training course. Mechanical Drawing. The purpose of this course is to familiarize students with mechanical drawing tools, to acquaint them with those geometrical and mechanical matters which can be best learned through the making of mechanical drawings and to develop habits of accuracy and neatness in mechanical construction. Manual Training Design. By instruction in design, students will be encouraged to keep their work in simple but beautiful line effects, keeping in mind good proportion and harmonious design. Practice Teaching. As soon as students have received sufficient training in the class room, they will be placed in charge of elementary classes for the purpose of gaining power in teaching the subject. An elementary manual training shop will be equipped for practice teaching in the grades, and high school classes will eventually be secured to furnish practice for more advanced students. Manual Training in Rural School. A model rural school building containing a manual training department will be erected before the fall term begins, and opportunity will then be offered those interested in manual training to see the subject taught in a model rural school. 56 (Page 57) MATHEMATICS. MESSRS. HARVEY, GINNINGS, BURTON. 1. Arithmetic, Oral and Writtrn. Texts: D. E. Smith s Practical Arithmetic. Courses a, b and c are varying and variable courses adapted to the needs of all classes of young prospective teachers. Course c is an attempt to present some of the difficult topics and phases of Arithmetic. It is designed to be of special interest and value to teachers. d. A course in General Arithmetic covering the entire subject, and presented from the standpoint of both method and subject matter, and of especial interest to those who can attend the summer school only, will be offered the fourth quarter of each year as a substitute for course c. 2. High School Algebra. a. Preparatory work to page 103. b. From page 103 to page 212. c. From page 212 to page 320. d. From page 320 to the close of the book. a, b and c will be given every quarter, and d will be given the first, second and third quarters. e. A course in General Algebra covering the entire subject of High School Algebra, and especially suited to those teachers, who can attend only through the summer quarter, will be offered the fourth quarter of each year, and will be accepted as a substitute for course d. Text: Algebra for Secondary Schools, Wells. 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 quarter. 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 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 57 (Page 58) 5. College Algebra. a will include a comprehensive study of the quadratic forms, imaginary quantities, binomial surds, theory of exponents, series, the binomial theorem and logarithms. b will include a discussion of determinants, the general theory of equations, Horner s method and Sturm s Theorem. 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 stucty 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 third quarters. b will be given the second and fourth quarters. 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 teachers, our purpose being to so teach each subject as to prepare our students to teach the 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, MISS MARTIN. During the year classes in the following subjects will be organized: Sight Reading, History of Music, Musical Biography, Theory of Music, Harmony, Counterpoint, Methods of Teaching Music in Elementary and High Schools. Special Chorus of Mixed-voices. Orchestra, Individual vocal and piano lessons. These studies to be divided into groups to be known as Supervisors Course. Elementary Teachers Course and Drill Course. 58 (Page 59) SUPERVISORS COURSE. Intended for those of natural musical ability who expect to make a specialty of teaching Music in the Public Schools and wish to elect Music as their Major Study. Drills Under this heading come the classes in Elemental and Intermediate Sight-Reading. Chorus and Orchestra (No preparation). Subjects Requiring Preparation Includes Advanced Sight-reading and Theory, History and Biography, Harmony, Counterpoint Orchestration, Methods of Teaching. None of these may be elected if proper time cannot be given to preparation. *Hist. and Biog. should accompany one of the quarters of Elementary or Intermediate Sight Reading. Three quarters of Elemental and Intermediate Sight-Reading. One quarter of Advanced Sight-Reading and Theory of Music. *One quarter of Musical History and Biography. Two quarters of Harmony. One quarter in Counterpoint. One quarter in Orchestration. One quarter in Methods of Teaching in Elementary and High Schools. 66 weeks in Chorus or Orchestra 2 quarters credit. Total, 12 quarters=4 units. Individual Vocal or Piano lessons. ELEMENTARY TEACHERS' COURSE. For any who must teach or intend to teach music in graded or ungraded schools lower than the High School. No restrictions on account of lack of musical talent. Classified as to Drills or Subjects requiring preparation as in Supervisors Course. History and Biography should accompany one of the quarters in Elementary or Intermediate sight-reading. Three quarters of Elemental and Intermediate Sight-Reading. One quarter in Advanced Sight-Reading and Theory of Music. One quarter Musical Hist, and Biog. One quarter in Methods of Teaching Music in Elementary Schools. Total, 6 quarters=2 units. Individual Vocal or Piano Lessons. DRILL COURSE. Individual singing, or effort to sing alone required. Three quarters in Elemental and Intermediate Sight-Reading classes. No individual instruction except in cases of Monotones," and only for them until fault is corrected. CHORUS. To Study the Standard Works. For all who can meet the vocal requirements. Voices to be tried by the Head of the Department or some one appointed by him. To be able to read music at sight not necessary. Credit. 1 unit for equivalent of 3 qrs. work (l00 wks). Rehearsals at least once per week. 59 (Page 60) ORCHESTRA. To Study the Standard Works for Orchestra. For all who play orchestral instruments and can read music for their instruments at sight. Credit. 1 unit for equvialent 3 qrs. work (l00 wks). At least one rehearsal per week. INDIVIDUAL INSTRUCTION. Owing to the necessity for teachers of Music in the Public Schools to understand how to properly care for the voices of the children under them, individual vocal lessons will be given those who elect either the Supervisors or Teachers Course provided they can devote at least forty-five minutes per day to practice. Piano lessons will also be given any in either of the foregoing courses provided one and one-half hour per day may be devoted to practice. In the Drill Course only those who cannot control the voice as to pitch will be given individual instruc tion, and these, only till they have been corrected or have proven conclusively that they can not be helped. INDIVIDUAL WORK IN CLASS. Students will not be passed to a higher class until they have gained the power to do individually any or all of the work coming under the outline of the particular class of which they are members. OUTLINES OF STUDY. Elemental Sight Reading Class 1st qr. The Major Scale. All diatonic intervals. Simple rhythms and meters, in common use. Chromatics sharp four, flat seven. Songs for one and two voices. Intermediate Sight Reading Class 2nd qr. Major and Minor Scales. Chromatic intervals. Rhythm. Evenly and unevenly divided beat and combinations of easy figures. Meter, all 2, 3, 4, 5, and 6 part. Songs for one and two voices. Intermediate Sight Reading Class 3rd qr. Major, Minor and Chromatic Scales. Rhythm. More complex combinations. Meter. All used in modern music. Songs. One, two and three voices. Advanced Sight Reading Class ist qr., 2nd yr. Theory of Music. Analytical study of Major, Minor and Chromatic Scales and Intervals. Key relationship, Signatures, etc. The Tone chain and its development into Melody. The Design, Formation of Passages, Formation of Phrases of Periods. 60 (Page 61) Daily work in reading at sight compositions in one, two, three, four and five voiced arrangements. History of Music and Musical Biography. From the Music of the Bible to the present time. Lives of the Great composers and their work. (This should accompany one of the quarters of first years' work). Harmony (Two quarters.) 1st qr. Triads their inversions. Chords of the Seventh and Ninth Diminished seventh Augmental sixth. 2nd qr. Altered chords Foreign chords Modulation. Variety of Structure unessential notes Miscellaneous the tritone Harmonizing melodies Analysis and form. Classes in Counterpoint and Orchestration will be organized during the third (Spring) or fourth (Summer) quarter if there is sufficient demand by students who are properly qualified. Class in Methods of Teaching Music in Elementary and High Schools will be organized in either third or fourth quarter. The plan pursued in this work will be to make the class work (conducted by the students, under the direction of an instructor) conform as nearly as possible to the conditions met with in the school room. TEXT BOOKS. 1st qr. El. Sight Reading Class. Harmonic Primer. Chart Manual (Nat. Mus. Course). Music Note Tablet. 2nd qr. Int. Sight Reading Class. Harmonic 1st Reader. Chart Manual (Nat. Mus. Course). Music Note Tablet. 3rd qr. Int. Sight Reading Class. Harmonic 3rd Reader. Chart Manual (Nat. Mus. Course). Music Note Tablet. 2nd Year, 1st qr. Ad. S. R. & Theory of Music. Harmonic 5th Reader. Music Note Tablet. 2nd Year, 2nd qr. Harmony. Harmony Simplified by Shepard. Theo. Presser. 2nd Year, 3rd qr. Harmony. Harmony Simplified. Shepard. Theo. Presser. History of Music and Biog. (Either 1st or 2nd yr.) Filmore s Hist. Mus. Schirmer. Class in Methods. Harmonic Primer. 1st, 2nd, 3rd, 4th, and (Books used consecutively) 5th Readers, Chart Man. Arrangements have been made for the exchange of these books upon completion of each book, except the 5th Reader. 61 (Page 62) PHYSICAL EDUCATION FOR MEN. MR. 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. 2. Out-of-doors. Foot ball, base ball, basket ball, tennis, running, jumping, hurdling, pole vaulting, weight throwing. 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). 1. School of the soldier. (a) Instruction without arms: Setting-up exercises, steps, marchings, (b) In struction with arms: Manual of arms, (c) Instruction of the skirmisher. 2. School of the squad. (a) Close order: Marchings, turnings, to stack and take arms, positions 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, l00 to 500 yards. 62 (Page 63) 1906. (Page 64) 1906. (Page 65) Text-books: Infantry Drill Regulations, U. S. A. (Revised, 1903); Manual of Guard Duty, 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. It is intended that every student entering this department shall 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 WOMEN. MISS LINTON. The department of Physical Education is for both mental culture and physical culture. The object is to improve the nervous system as well as to strengthen and build up the grace and health of the body. It is to teach control and poise of body. It is to contribute as much as possible to general, physical and mental health. Sometimes the sedentary school habits check normal growth and produce unsymmetrical development. It is the aim of Physical Education to counteract such tendencies, to continually improve health and never permit it in any way to deteriorate. Special exercises from the Swedish, German, English and Jiu Jitsu methods are used. Physical examination and measurements of pupils are made. Where the regular work is not advisable, individual corrective exercises are given. Students receive instruction in the physiology and hygiene of exercise. Students are required to wear the gymnasium suits adopted by the school. These are easily secured at small expense. PHYSICAL GEOGRAPHY. MR. STOKES. Five ninety-five minute periods per week, for one year are assigned to physical geography for classroom and laboratory work. Longer periods are allowed for field work. More extended trips are taken three or four times a year on Saturday. The work of the course consists of recitations, discussions, laboratory, library, and field work. The subject is richly illustrated throughout the course with modeled relief maps, color relief maps, topographic atlas sheets, geological folios, river charts, meteorological and physical apparatus, lantern slides, pictures, globes, stereoscopic views, tellurian, telescope, etc. A reference library of carefully selected books on the various subjects of the course is at hand. The department is also fortunate in having in the main library a wealth of geographical information in many hundred volumes and pamphlets of the publications of the geological survey, the bureau of agriculture, the weather bureau and house and senate documents. Many of these are profusely illustrated and are proving of great service to the department. 65 (Page 66) A brief outline of the course by quarters is as follows: FIRST QUARTER. Structure and movements of the earth s crust; rivers and river valleys, plains, plateaus and deserts; mountains, volcanoes, earthquakes, and geysers; glaciers and the glacial period; lakes ana swamps; the ocean; shore lines, etc Chapters 3 to 11 Tarr s New Physical Geography. Gilbert and Brigham s Laboratory Manual and reference library. Laboratory and field work. SECOND QUARTER, (a) Astronomical Geography. Jackson s Astronomical Geography, Chapters 1 and 2, and appendixes A and B of Tarr s New Physical Geography. Selected Chapters of Todd s New Astronomy. (b) Meteorology. Composition and properties of the atmosphere, heat and solar radiation, Thermometry, air pressure, barometer, isobars, isobaric surfaces, barometric gradient. Winds, classification, direction, velocity. Moisture, vapor, adiabatic cooling, clouds, humidity, precipitation, condensation. General circulation of the atmosphere. Secondary circulation. Cyclones, anti-clyclones, tornadoes, thunderstorms, spouts. Weather conditions, weather predictions, climatic conditions, climate of the United States. Chapters 12, 13, 14, and appendixes G. and H. of Tarr s New Physical Geography. Waldo s Meteorology, Reference Library. THIRD QUARTER. Physiography of the United States. (a) Drainage Slopes; The Atlantic Plains; The Piedmont Plateaus; The Appalachian Ranges; The Alleghany Plateaus; New England Plateaus; Lake Plateaus; Prairie Plains; The Gulf Plains; The Ozark Mountains; The Stony Mountains; The Pacific Mountains; The Basin Ranges; The Colorado Plateaus; The Columbia Plateaus. (b) Intensive Study of Type Regions. 1. Southern New England Upland. 2. The Northern Appalachians. 3. The Southern Appalachians. 4. The Arid West. 5. Mt. Shasta, a typical volcano. 6. Niagara Falls and their history. 7. Beaches and Tidal Marshes of the Atlantic Coast. Chapters 15 and 16 of Tarr s New Physical Geography. National Monographs, Reference Library. PHYSICS. MR. STOKES. Two courses are offered in Physics, a beginning and an advanced course. The beginning course is comprehensive and rigorous and may be taken with profit by a student having completed an ordinary High School course. This course is open to Juniors and Seniors in this institution and others of like attainments, in English and Mathematics. Five ninety-five minute periods per week are spent in classroom and laboratory. Discussions of the principles of the subject by students and instructor are followed, or preceded, as deemed best, by carefully planned experiments in the laboratory, pertinent to the discussions. These are followed by further conferences, 66 (Page 67) discussions, tests and the solution of practical problems. The order of subjects is that of Mann and Twiss, this text being in hands of pupils. Numerous other texts, manuals and reference books are available. Students are given written or oral instructions for laboratory work or are referred to a manual. The outline of the course by quarters is as follows: FIRST QUARTER. Mechanics of Solids and Fluids; Heat. (a) Subject Matter, pp. 15-158 of Text. (b) Laboratory Work. I. Metric Measurements. 2. Use of balance. 3. Determination of volumes. 4. Weight of unit volume. 5. Falling bodies. 6. Three forces in a plane. 7. Inclined plane. 8. The lever. 9. Center of mass. 10. Effect of weight of lever. 11. Lifting effect of water. 12. Density of solids. 13. Density of liquids. 14. Boyle s law. 15. Testing a thermometer. 16. Linear expansion. 17. Specific heat. SECOND QUARTER. Heat, Electricity and Magnetism. (a) Subject Matter, pp. 158-300 of Text. (b) Laboratory Work. 18. Heat of fusion of ice. 19. Heat of vaporization. 20. Boiling point and pressure. 21. Phenomena of electrostatics. 22. Magnetism and law of magnets. 23. Magnetic effect of current and galvanometer. 24. Helix and electro-magnet. 25. Electric telegraph and' electric bell. 26. Current bearing coil in magnetic field (D Arsonval, Motor). 27; Induced currents. 28. The dynamo. 29. The induction coil and transformer. 30. The telephone. 31. Resistance by substitution. 32. Fall of potential along a wire. 33. The wheat-stone bridge. 34. The voltaic cell. 35. Two fluid cell. 36. Electrolysis and electroplating. THIRD QUARTER. Wave Motion, sound and light. (a) Subject Matter, pp. 300, end of text. (b) Laboratory Work. 37. Study of waves. 38. Simple harmonic motion. 39. The pendulum. 40. Rate of vibration of tuning fork. 41. Wave of length by resonance. 42. Velocity by Kundt s method. 43. Vibrating plates and membranes. 44. Vibrating column of air. 45. Reflection of light. 46. Refraction of light. 47. Index of refraction. 48. Focus of convex lens. 49. Secondary focus and conjugate foci. 50. The spectrum and the spectroscope. COURSE 2, GENERAL THEORY OF PHYSICS. The grade of work in this course is that of the course in general physics in colleges and technical schools. It is assumed that the student has had a course in preparatory laboratory physics. The subject matter of the course is substantially that of Ames s "General Physics, and the laboratory work is based upon D. C. Miller s "Laboratory Manual. Other manuals such as "Ames Bliss and "Nichois are also used. The course consists of recitations, lectures, discussions, demonstrations, laboratory and library work. 67 (Page 68) READING AND VOICE CULTURE. MISS LINTON. For of the soul the body form doth take, For soul is form, and doth the body make. Edmund Spencer. Reading is the interpretation of the subtilty, the tenderness, strength and quality of a selection of literature whether prose or poetry. The study of Reading is in itself an education in the foundation af Art, for all Art is based upon one great principle, that of interpretation. We give attention to the mechanical training of the voice but interpretation must come first. Interpretation is true when it is the result of right understanding and clear thinking. To read well one learns to read between the lines. Herein lies the difference between the reader and the mere reciter. The aim is to produce a cultured personality having inherent rather than imitative expressional power. We aim also to develop and improve the speaking voice, to make bad voices good and good voices better. In consequence of the demands of the day, the study of parliamentary usage and experience in extemporaneous speaking become imperative. Hence the course of instruction here presented in outline. FIRST QUARTER. Voice Culture; Analytical and Sight Reading; Laws governing motion in the human body; Interpretative analysis of poems from Longfellow, Poe and Riley, Prepared and extemporaneous debates; Bible Analysis; Current Topics. SECOND QUARTER. Analysis of Scenes from the Historical and other dramas of Shakespeare; Bible and hymn analysis; Platform deportment; Discussions; Debates. THIRD QUARTER. Class Legislation; Methods; Debates, 3; Prepared Interpretations; History of the Italian, Roman, Grecian, German and French Dramas; Analysis of leading dramas from the Italian, German and French. ZOOLOGY. MR. DAUGHERTY. 1. Field Work. To study an animal properly one should see it in its natural environment. This our students are given an opportunity to do with the neighboring fauna, in our field work. The habits and habitats of the animals are studied, as well as the adaptations of each animal for its particular habitat. Specimens are collected and preserved for use in the laboratory work which follows. 2. Laboratory Work. This work includes morphology, physiology, ecology, and the systematic and comparative study of animals. Each student is required to dissect typical animals of the different branches of the animal kingdom, and to prepare a mounted skeleton of the animal dissected, when possible. These types may be local forms or strange land or marine forms from any part of the United States. 3. Library Work. The Field and Laboratory work will be supplemented by text-book and reference reading, as is necessary with each form studied. 68 (Page 69) Irma Mathews, Clarence R. Stone, C. M. Weyand. Affirmative Team in Missouri-Iowa Debate at Cedar Falls, Iowa, April 27, 1906. 69 (Page 70) Students Taking Kindergarten Training. (Page 71) 4. Educational Value. The teaching of Zoology for discipline and for information will be emphasized and the content educationally considered. Facts, principles and laws of animal life will be presented for use in elementary and high school classes; in a word, the correlation of Zoology with other branches of study will be shown. 5. Apparatus and outfits for Zoological work in schools will be discussed. 6. Time required. The course requires two hours a day, five days in a week for one year. 7. An advanced Course. For those who are prepared to take it, a second year of Zoology is offered. The best college texts will be used. 8. A course in Physiology is offered each quarter. The text now in use is Coleman. Special reference is given to the nervous system as a basis for the study of mind in Psychology and in teaching. Students are requested to bring all their Physiologies and Zoologies. THEORY AND PRACTICE OF EDUCATION. MR. WILSON, MR. EMBERSON, MISS LONGENECKER, MISS PORTMAN, 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 closet, 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 least 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. F. The High School, its Pedagogy and its Problems. G. Advanced Psychology. H. Educational Classics. I. Foreign School Systems. J. Kindergarten Theory. Course A, by Mr. Wilson, will occupy one quarter and will be given the 1st quarter and again the 3rd quarter and the 4th. 71 (Page 72) 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: Thorndyke s Elements. Courses Bi 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. Wilson 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. Emberson, 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, Pestalozzi s Leonard and Gertrude. Course E, by Mr. Emberson or Mr. Wilson, is for one quarter, and will be offered the third quarter, following immediately after the History of Education, being designed for those students who have completed the course in the History of Education. Texts: Chancellor s OUR SCHOOLS, Report of Committee of Fifteen. Course F, by Mr. Wilson, is a one-quarter course, available during the first, second, third or fourth quarter, and is designed for any senior 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. During the 4th quarter of last year fourteen students, mostly seniors and graduates, took this course. Baldwin s MENTAL DEVELOPMENT was made the basis of study, with Judd s GENETIC PSYCHOLOGY and Collins s EPITOME of the SYNTHETIC PHILOSOPHY as collateral texts. 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. Emberson, will occupy one quarter in a consideration of the School Systems of Germany, France and England. Course J, by Miss Longenecker and Miss Portman, is designed to offer opportunities to those students taking practice work in the kindergarten and primary grades to study educational principles having special 72 (Page 73) bearing on elementary education, and application of such principles to the kindergarten and primary grades through plays and games, handwork, gifts, occupations and stories. Miss Longenecker will present Froebel s Mother Plays showing their relation to modern pedagogy using as a text Froebel s Mother Plays edited by Miss Blow, supplemented by betters to a Mother by Miss Blow and Two Children of the Foot Hills by Miss Harrison. Miss Portman will present Froebel s Education of Man ; Froebel s Gifts and Occupations using Froebel s Pedagogics of the Kindergarten and Froebel s Education by Development ; plays and games of the kindergarten; stories appropriate for the kindergarten, their selection and value; and programs of daily, weekly and monthly work. THE PRACTICE SCHOOL. MISS LONGENECKER, MISS BARNES, MRS. REED, MISS GREER, AND MISS PORTMAN. Special Assistants. Special Methods...Mr. Emberson Manual Training...Mr. Towne Music...Mr. Gebhart Drawing...Miss Reid Latin...Mr. Wilson Nature Study...Miss Jackson Library Work...Miss Parrish Gymnasium...Miss Linton I. ENGLISH-TEACHING Books of reference for teachers: The Teaching of English, Chubb Macmillan. The Teaching of English, Carpenter, Baker, Scott Longman s. How to Teach Reading, Clark Scott, Foresman & Co. Reading: How to teach it, Arnold Silver, Burdett & Co. How to teach reading, Hall Heath. The teaching of English, Chubb Macmillan. The teaching of Engilsh,. Carpenter; Baker, Scott Longmans. How to teach Reading, Clark Scott, Foresman & Co. Reading: How to teach it, Arnold Silver, Burdett & Co. How to teach Reading. Hall Heath. School Hygiene, (Chap. on Writing), Shaw Macmillan. Special Method in Language, McMurry Macmillan. 73 (Page 74) A. Reading. Throughout all the grades the chief emphasis is put upon the interpretation of thought from the printed page, all the mechanics of reading being subordinated to this. In oral reading the pupil interprets the page to others. Correction of faults in vocal expression is made through the discussion of the ideas to be expressed. Selection of reading material is made on the basis of its own worth, its interest for the teacher and its appeal to the children. B. Writing. Even to first grade children writing should be a means of expressing ideas. The teacher writes brief sentences and words upon the board in large script and the children observe both the movements and forms. After the teacher s erasure of her work, the children attempt to make similar movements and forms. Drill on technique is used as the difficulty in writing the word or sentence creates in the children the consciousness of need of drill. The whole arm movements are large and free and the consequent large, crude writing is accepted in the first three grades. Thereafter the children are held to equal ease and freedom of movement but smaller and more accurate forms are required. No finger movement is permitted during the first six years of writing, after which time any modifications which individual children may adopt for themselves will be accepted. C. Language. The use of English as a means of expression is one test of the definiteness of thought. Vague and slovenly English is corrected by clarifying the thought. Incorrect forms are overcome by the continual emphasis of correct forms. The rules governing correct forms are inductively developed and are dealt with as occasion arises. Oral and written composition is based upon other studies and upon stories, myths, fables, poems, proverbs, special holidays and other subjects which may be of interest on occasion. D. Spelling. Spelling is a drill upon the forms of words and important as it assists reading and writing. This relation is maintained when words met with in the daily lessons in all studies are used as the basis of oral and written spelling lessons. Spelling bears this close relation to other studies in the primary grades especially. Although no ready-made speller can take the place of the teachers use of every day experience, in grades above the primary a spelling book may supplement the teachers list and emphasize the common words of perplexing spelling. Few unfamiliar words are introduced through, the spelling book. Syllabication of words both in oral and written spelling is used frequently. The following books are useful to the teacher in selecting material for language work in the Kindergarten and primary grades. Books of Poems: Posy Ring, Wiggin McClure. Golden Numbers, Wiggin McClure. Poems Every Child Should Know, Burt Doubleday. Child s Garden of Verse, Stevenson Rand McNally & Co. Little Folk Lyrics, Sherman Houghton. Hiawatha, Longfellow Riv. Ed. Books of Stories: The Story Hour, Wiggin--Houghton. In Story-Land, Harrison Sigma Pub.Co. Parables from Nature, Gatty Pott. Stories from Hans Andersen Riv. Ed. Fables, Selected by Scudder Riverside Ed. Just-So-Stories, Kipling Doubleday, Page & Co. Stories from the Jungle Book, Kipling Century Co. Christmas in Other Lands, a series Estes. Norse Stories, Mabie Dodd. Nature Myths, Cooke Flanagan. Round the Year, Holbrook American Bk. Co. In Mythland, Beckwith Ed. Pub. Co. Myths of Greece and Rome, Guerber Am. Bk. Co. Among the Meadow People, Pierson Dutton. Among the Pond People, Pierson Dutton. Among the Farm People, Pierson Dutton. 74 (Page 75) LANGUAGE IN THE KINDERGARTEN. The children take walks, observe things and people, listen to stories and verses concerning these things and then imitate and reproduce them in plays, manual activities, and speech. Stories and poems are selected not only for their interest for the children but also for their literary merit since they assist in establishing standards of good English. Material is selected from Mother Goose Rhymes, Aesop s Fables Anderson s Fairy Tales, and Stevenson s verses for children. The children are led to express their ideas and when this expression takes the form of speech they are encouraged to use clear, definite and correct English. FIRST GRADE WORK IN ENGLISH. A. Reading. Reading begins with action sentences based on home and school interests, written on the board by the teacher and interpreted by the children both through action and speech. New words are taught through their acssoiation with activities and objects and by repesenting them in sentences composed otherwise of familiar words. Analysis of words into sound elements is introduced when the children begin to confuse words having similar beginnings and endings. Books read by the children during the year: Beginners Reader, Bass Heath. Sunbonnet Babies Primer, Grover Rand McNally & Co. Art-Literature Primer Atkinson,Mentzer,Grover. Overall Boys Rand, McNally & Co. Folk-Lore Primer-Atkinson,Mentzer, Grover. Art-Literature Reader, Book I Atkinson, Mentzer, Grover. B. Writing. The first aim is freedom in movement and form which the children get through imitation of the teacher. The subject matter of writing is: 1st. Simple, brief expressional sentences. 2nd. Graded movement exercises given as drill. 3rd. Letters, syllables, and words given as drill. The method is large whole arm movement: 1st. At the board with chalk. 2nd. With Dixon crayon on large sheets of paper fastened to the blackboard. C. Language. Oral and written language is based on stories, myths and fables told by the teacher and retold by the children, on poems and proverbs read by the teacher and learned by the children; on conversations on toys and pets, on observations of Nature, on special days and seasons, and oh pictures. The arbitrary signs and forms to be emphasized are; 1. Capitals at the beginning of sentences and names of persons, and the pronoun I. 2. Period and question mark at the close of sentences. D. Spelling. Spelling is taught through attention to the words in reading and phonetic analysis of them and through practice in writing. 75 (Page 76) SECOND GRADE WORK IN ENGLISH. A. Reading. The children are held to the grasping of the entire thought unit and natural expression of it. New words are diacritically marked by the teacher as an aid to the children in learning them. Books read by the children during the year: The Tree-Dwellers, Dopp Band McNally & Co. The Cave-Men, Dopp Rand McNally & Co. Art-Literature Reader, Book 2 Atkinson, Mentzer and Grover. Uncle Robert s Geography, Books 1 and 2 Appleton. Child s Garden of Verse, Stevenson Rand, McNally & Co.. In Mythland, Beckwith Ed. Pub. Co. Selections from Hiawatha, Longfellow Riv, Ed. B. Writing. Writing in the second grade repeats the work in the first grade, adding to the subject-matter, groups of sentences, proverbs and memory gems; and adding to the materials the soft graphite pencils and unruled paper. C. Language. Hiawatha is added to the subject-matter used as a basis for oral and written composition already noted in the first grade outline. Added to the arbitrary signs and forms to be emphasized are: 1. Capitals at the beginning of names of places, of days of the week, and of months. 2. The period after an abbreviation and the apostrophe in the possessive. 3. Special attention to habitually correct use in oral and written composition of irregular verbs and pronoun forms. D. Spelling. Words taken from all lessons are written on the board. The teacher calls attention to any peculiarities of forms, after which they are spelled orally and written in wide-ruled spelling books with lead- pencils. THIRD GRADE WORK IN ENGLISH. A. Reading. The emphasis here as always is on thought-interpretation. The children learn new words through the aid of diacritical marking. Books read by the children during the year: Adventures of a Brownie, Mulock Houghton. Child s Garden of Verse, (selections), Stevenson Rand, McNally & Co. Robinson Crusoe - Ed. Pub. Co. Fables and Folk Stories, selected by Scudder Riverside Ed. Uncle Robert s Geography, Book 3 Appleton. Biography of Lincoln - Ed. Pub. Co. Biography of Washington Ed. Pub. Co. Biography of Longfellow- Ed. Pub. Co. Big People and Little People of Other Lands, Shaw Am. Bk. Co. Fifty Famous Stories, Baldwin Am. Bk. Co. German Household Tales, Grimm Riv. Ed. B. Writing. Writing in the third grade repeats the work of the first two grades adding to the subject-matter, short paragraphs; and adding to the materials coarse pens and wide-ruled paper. C. Language. Language through Nature, Literature and Art by Perdue and* Griswold (Rand, McNally & Co.) is added to the material used as a basis for composition noted in the first grade outline. Letter-writing is also begun in the third grade. 76 (Page 77) Added to the arbitrary forms and signs to be emphasized are: 1. Capitals at the beginning of lines of poetry and direct quotations. 2. The apostrophe in contractions; comma after yes and no and with names of persons addressed; quotation marks in undivided quotations; conventional punctuation in letter writing. 3. Abbreviations in names of months, common contractions, street, avenue, Missouri, Mr., Mrs., Dr. and Rev. 4. Definite lessons on correct forms of irregular verbs and pronouns. (The teacher will find help in this work in Language for the Grades by Wisely.) D. Spelling. See the outline for second grade spelling. The words are written with pen and ink instead of pencil in the wide-ruled note book. FOURTH GRADE WORK IN ENGLISH. A. Reading. The dictionary is now used by the children to master new words met with during the study period. Books read by the children: Anderson s Stories Riverside Ed. Child s Garden of Verse, (selections), Stevenson Rand, McNally & Co. Tales from Arabian Nights Riverside Ed. Story of Troy, Church. King Arthur and His Knights, Radford Rand, McNally & Co. The Golden Touch, Hawthorne Riv. Ed. Alice in Wonderland, Carroll Macmillan. Birds and Their Nestlings, Walker Am. Bk. Co. Uncle Robert s Geography Book 4 Appleton. B. Writing. Both freedom and accuracy are emphasized. The subject-matter is: 1st. Paragraphs and short compositions, Memory gems and dictated prose and poetry. ,2nd. Drill on graded free movement exercises. 3rd. Drill on letters, combined letters and words. The method is large free movements: 1st. At blackboard using chalk. 2nd. At desks using coarse pen and wide-ruled paper. C. Language. Language Lessons from Literarure, Book 1, by Cooley (Houghton, Mifflin & Co.) is used as a text-book in this grade. Informal letter writing is emphasized. In composition writing good sentence form is taught both by imitation and by analysis, the paragraph is recognized as a thought unit and the topical outline is made and used by the children. The arbitrary signs and forms emphasized are: 1. Review of capitals taught in preceding grades and the teaching of any others which occasion demands. 2. Review of punctuation marks previously given, adding the exclamation mark, the hyphen, divided quotations; and the apostrophe in the plural possessive. 3. Grammar is taught both by incidental usage and by attention called to the generalization of such instances as are brought forward by usage, as, irregular verbs, nominative and objective forms of pronouns, possessives, and relation of subject and predicate. D. Spelling. Words are taken from daily lessons, and by the use of Hunt s Speller common words are constantly reviewed. The teacher and children study the word-forms noting peculiarities. Syllabication is frequently used. 77 (Page 78) FIFTH GRADE WORK IN ENGLISH. A. Reading. Books read by the children: Robinson Crusoe, Ed. by Lambert Ginn & Co. Wonder Book, Hawthorne Riv. Ed. Bird s Christmas Carol, Wiggin Houghton. Snow-Bound, Whittier Riv. Ed. Pied Piper of Hamelin, Browning Riv. Ed. King of the Golden River, Ruskin Ginn & Co. Plants and Their Children, Dana Am. Bk. Co. B. Writing. The outline given under the fourth grade covers the work in this grade except that a somewhat finer pen is used and paper of ordinary ruling. C. Language. Language Lessons" Book 2, by Cooley is used as text. Informal, formal and business letters are frequently written and mailed. Throughout this grade and the sixth, greater emphasis is put upon grammar generalizations growing out of usage. D. Spelling. Supplementing words taken from daily lessons, definite assignments are made from Hunt s Speller, any unfamiliar words being omitted, until such time as they are introduced through other subjects SIXTH GRADE WORK IN ENGLISH. A. Reading. Books read by the children: Miles Standish Riv. Ed. Great Stone Face, Hawthorne Ed. Pub. Co. Birds of Killingworth, Heart of Oak Reader, No. 6. Skipper Ireson s Ride, Heart of Oak Reader, No. 6. Rip Van Winkle, Irving, Heart of Oak Reader, No. 6. Legend of Sleepy Hollow, Irving, Heart of Oak Reader, No. 6. Krag and Johnny Bear, Setor Scribners. Ivanhoe, Scott Maynard, Merrill & Co. Merchant of Venice, Shakespeare Riverside Ed. B. Writing. See the outlines for fourth and fifth grades. C. Language. Language Lessons , Book 2, by Cooley, is used as text. Narration, description, exposition and argumentation are taught as forms of composition. D. Spelling. See the outlines for fourth and fifth grades. SEVENTH GRADE WORK IN ENGLISH. A. Reading. Books read by the children: Evangeline Riverside Ed. Christmas Carol, Dickens Riverside Ed. Rime of the Ancient Manner, Coleridge, Heart of Oak, No. 6. Herve Riel, Browning, Heart of Oak, No. 6. The Bells, Poe, Heart of Oak, No. 6. The Forsaken Merman, Arnold, Heart of Oak, No 6. Modem Gallantry, Lamb, Heart of Oak. No. 6. The Young Citizen, Dole Heaths. Talisman, Scott Maynard, Merrill & Co.. Julius Caesar, Shakespeare Riverside Ed. Birds and Bees, Burroughs Houghton, Mifflin & Co. Mid-Summer Night s Dream, Shakespeare Riverside Ed. B. Writing. The individuality of the children is here permitted to modify the forms and movements of writing. It is thought that no harm will result from this, if the previous work has been well done. C. Grammar. English Grammar by Webster (Houghton, Mifflin & Co.) is used as a text Letter-writing and Composition is given as occasion arises D. Spelling. -Bee the outlines for fourth and fifth grades. 78 (Page 79) ARITHMETIC. Arithmetic. Books of reference for teachers: Teaching of Elementary Mathematics, Smith Macmillan. Psychology of Number, Dewey and McLellan Appletons. Discussions on Education (Chap. on Arithmetic) Walker Holt. Talks on Teaching (Chaps, on Arithmetic) Parker Kellogg. Arithmetic is one of the tools for handling experience a useful instrument in constructive activities. As far as possible the isolation of arithmetic from other subjects should be avoided. Out of the daily use arises the need to know definite processes, and drill is incidental to the development of these processes. The development of the process depends upon the counting and grouping of objects and the measurement of unknown magnitudes by known units of similar kind; and the drill attempts to make automatic the number facts so developed. KINDERGARTEN ACTIVITIES LEADING TOWARD ARITHMETIC. Through counting, grouping and combining a variety of objects, including geometrical forms and objects of nature, the children make comparisons oTlengths, surfaces, volumes, forms and weights, and use such terms denoting indefinite relations as long, short, longest, shortest, large, small, heavy, light; and terms denoting definite relations as, straight, curved, circular, square, oblong, triangular, spherical, cubical and cylindrical. FIRST AND SECOND GRADE ARITHMETIC. During these two years emphasis is put upon constructive activities in the accomplishing of which arithmetic is of use. Games involving number work in score-keeping, handwork involving measurement and counting using various units of measure, are made the basis of work in arithmetic. The drill work consists in memorizing facts discovered by experiment as, multiplication tables, denominate number tables, the one-to-one correspondence between the number of objects, the name and the symbol, and the writing of the number symbols for units and tens and the common symbols of operation. There is little printed matter suggesting number games and number handwork. Construction Work by Worst (Mumford) is somewhat helpful. THIRD GRADE ARITHMETIC. The constructive activities and experimentation with objects, and drills growing out of such exercises, referred to under the first and second grade work, continue throughout the third grade, amplified by the use of the text-book Primary Arithmetic by D. E. Smith (Ginn & Co.) completing part one of chapter three during the year. 79 (Page 80) FOURTH GRADE ARITHMETIC. While the number games and handwork, the experimentation with objects and measuring with the definite units of measure still have a place in this grade, more emphasis than heretofore is put upon the drill for accuracy and speed in performing the fundamental operations and the memorizing of the fundamental number facts. Primary Arithmetic by Smith is completed during the year. FIFTH GRADE ARITHMETIC. There is less of the concrete number work than heretofore through objects and drawings before they are given symbolic expression. This applies to work on factors and multiplies, on reduction of common fractions, and on decimals. Practical Arithmetic, by Smith (Ginn & Co.) to page 105, is used as a text-book. SIXTH GRADE ARITHMETIC. Practical Arithmetic by Smith from page 105 to 211 is the text-book material for the year. SEVENTH GRADE ARITHMETIC. Practical Arithmetic by Smith from page 211 to 329, is the text-book material for the year. GEOGRAPHY AND HISTORY. Books of reference for teachers: The New Basis of Geography, Redway Macmillan. Special Method in Geography, McMurry Macmillan. Method in History, Mace Ginn & Co. Special Method in History, McMurry Macmillan. Talks on Teaching (Chaps. 18 to 23) Parker Kellogg. The children and their immediate environment are taken as a point of departure and geography and history so related to them that the children s interest in, and relation to, other places and peoples widen into a consciousness of unity with them which reacts upon their own lives. KINDERGARTEN AND FIRST AND SECOND GRADES. GEOGRAPHY AND HISTORY. In these years, geography takes the form of nature-study, and history the form of literature as found in myths, legends, hero stories, stories of adventure, discovery and primitive life. 80 (Page 81) THIRD GRADE GEOGRAPHY AND HISTORY. Geography still takes the form of nature study but gives more attention to land and water forms found in the environment, changes produced by frost and rain, study of soils, observation and record of weather changes and their causes, and a study of food, clothing and shelter as directly related to the children. History continues under those aspects of literature named under the outline for the lower grades, with greater emphasis on comparison of primitive life with the present. FOURTH GRADE GEOGRAPHY AND HISTORY. Home Geography here expands with a more systematic study of land and water forms; mapping of vicinity; a study of the city, its industries and government; products of the surrounding region and their transportat on; the county and mapping of it; the globe locating the continent, state and county; the chief land and water forms of the continent and peoples inhabiting it; a study of Missouri and its physical, industrial and commercial features. The children read Seven Little Sisters, by Andrews (Ginn & Co.) and parts of Strange Peoples by Starr (Heath) and parts of Frye s Elementary Geography. The history of the year is largely a study of the history of the Mississippi Valley based on the reading of Pioneers of the Mississippi Valley by McMurry (Macmillan). FIFTH GRADE GEOGRAPHY AND HISTORY. Geography of the year is based on the study of North America using as texts Home Geography by Tarr and McMurry (Macmillan) and North America by Carpenter (American Bk. Co.). Associated with it is the study of the history of North America, its discovery and exploration, using Pioneers on Land and Sea by McMurry (Macmillan). SIXTH GRADE GEOGRAPHY AND HISTORY. Geography here consists in the study of South America, Asia and Africa using Home Geography by McMurry and South America, Asia, Africa by Carpenter. History is of the United States, the texts Story of Our Country by Tappan (Houghton, Mifflin & Co.), and American Leaders and Heroes by Gordy (Scribners). SEVENTH GRADE GEOGRAPHY AND HISTORY. This year is given to a comparative study of the geography of the Uunited States and Europe as to physiography, peoples, industries, commerce and governments, using Complete Geography by Tarr and McMurry (Macmillan), and Modern Europe by Coe (Silver, Burdett & Co.). History of the United States is continued using History of the United States by Gordy (Scribners), Inventors and Inventions by Mowry (Silver, Burdett & Co.) and for comparison, Stories from English History by Warren (Heath). 81 (Page 82) NATURE STUDY. Books of reference for teachers: Nature Study and Life, Hodge. Nature Study and the Child, Scott. Agriculture Through the Laboratory and School Garden, Jackson. 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 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 in 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. KINDERGARTEN. Observe the general characteristics of the season. Trees. Names and most striking characteristics of common trees. Plants. Their care and relation to light, air, water and soil. Animal Life. Birds and insects in their natural environment. Animal Pets. Their customs and needs. Natural Forces. Rain, snow, frost, wind and their use. FIRST GRADE. 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. 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 Forms. Snow and ice, crystals. 82 (Page 83) THIRD QUARTER. Observe general characteristics of the season. Plant Life. Buds, Spring flowers. Gardening. Plan for garden; preparation for planting seeds; caring for garden. Animal Life. Insects, birds. Civic Improvement. Home yard. SECOND GRADE. 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. SECOND QUARTER. Observe general characteristics of the season. Plant Life. Evergreen trees, dormant trees, house plants; hardwood cuttings. Animal Life. Birds, chicken, horse. Water Fro ms. Snow and ice, frost. 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 GRADE. FIRST QUARTER. General characteristics of the season. Plant Lift. The garden; collect and store seeds and bulbs; care of the bulbs for forcing and for outdoor planting; rooting of soft wood cuttings, collected from the school garden. Animal Life. Slugs, snails, insects, birds. SECOND QUARTER. General characteristics of the season. Plant Life. Dormant trees; house plants; grafting; hard wood cuttings. Animal Lift. The rabbit, birds. Heat. Its effects; its necessity to life. 83 (Page 84) THIRD QUARTER. General characteristics of the 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 GRADE. FIRST QUARTER. Gardening. Collecting and storing seeds and bulbs; rooting and potting plants; growing rapidly maturing plants. Soils. Kinds, physical properties, origin and modes of formation. THIRD QUARTER. Gardening. Work in individual gardens. Friends and enemies of the garden. FIFTH GRADE. FIRST QUARTER. Gardening. Collecting materials from individual gardens. Insects. This is the chief subject for the quarter. SECOND QUARTER - GEOGRAPHY. THIRD QUARTER. Elementary Botany. SIXTH GRADE. FIRST QUARTER. Leguminous Plants. Elementary Botany, continued. THIRD QUARTER. Elementary Forestry. SEVENTH GRADE. FIRST QUARTER GEOGRAPHY. SECOND QUARTER. The air. The class will spend six weeks in the physical laboratory. Study the properties of air. THIRD QUARTER. Landscape Gardening. Waugh, Art Out of Doors. Parsons, How to Plant the Home Grounds. 84 (Page 85) MANUAL TRAINING. Books of reference for teachers: Economics of Manual Training, Rouillion. The Sloyd System, Hoffman. Indian Basketry, James. KINDERGARTEN. Sand and Clay Modeling. Illustrative; from simple form. Paper-folding. Forms of utility; beauty forms. Paper-cutting: On the line; from simple objects; illustrative. Weaving: Slats for use in sand; paper mats. Stringing: Beads; straws and papers; seeds. Cardboard Sewing: Simple designs. Cardboard Construction: Using boxes and other home materials. Braiding: Rags for rugs; raffia. FIRST GRADE. 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. Cardboard Sewing: Border designs; all-over designs. Construction Work with Cover Paper: Seed boxes; bon bon boxes; doll houses and furniture. SECOND GRADE. Clay Modeling: Raffia Work: Napkin rings, picture frames, baskets, mats, doll hats. Sewing: Burlap, and other coarse cloth. Construction work with cover paper: THIRD GRADE. Clay Modeling. Raffia work: Button hole stitch basket, spiral coil baskets, shopping bags, braided hats. Construction work with cover paper. Sewing: Burlap and other coarse cloth. FOURTH GRADE. Sewing: Bean-bags, towels, napkins, doll furnishings. Basketry: Reed and raffia. Pottery: Special attention given to form in flower pots, cups and vases. Woodwork: Whittling of name-plate, pencil sharpener, winder, etc. 85 (Page 86) FIFTH GRADE. 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: Reed and raffia. Lace stitch and lazy-Squaw stitch. Pottery: Special attention given to decorating by incising and inlaying. SIXTH GRADE. Cardboard Modeling. Woodwork: Whittling of key-rack, match box, photo-holder, etc. Bench wood-work: Bread-board, coat hanger, etc. Pottery: Special attention given to slip painting and glazing. SEVENTH GRADE. Bench wood work: Broom-holder, sleeve board, medicine chest, etc. 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 ior 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 individuailty of the child. Mediums: Pencil, water colors, charcoal, crayon and ink. KINDERGARTEN. Illustrative: Stories, activities of home and the trade world, using chalk and blackboard and Dixon crayons and drawing paper. Simple posters using flat water-color washes. From Models: Common geometrical forms. From Nature: Fruits, flowers, etc. FIRST GRADE, 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. 86 (Page 87) 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, trees, birds, sprouting seeds, and landscapes. 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 GRADE. 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. Building: Block building, real and imaginative constructions. Artist Study: Landseer. SECOND QUARTER. From Nature: Winter scenes, 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. Compare with the prism. Illustrative: What did you get for Christmas? Illustrate by drawing or cutting; 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, sprouting corn, 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: Poems; stories; occupations of spring. Building: Block building continued. Artist Study: Reynolds. 87 (Page 88) THIRD GRADE. 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. SECOND QUARTER. From Nature: The winter season; snow scenes showing house and trees in the distance; trees; potted plants. 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. 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. From Models and other objects: Vase forms; group of objects or models; review cylinder, cone, pyramid; surface covering composition. Illustrative: Poems of spring, stories, occupations. Building: Block building. Use any solids. Artist Study: Bonheur. FOURTH GRADE. FIRST QUARTER. From Nature: Use all material the season affords. Draw simple leaf in four or five different positions and sprays and branches of three leaves; weeds, grasses, grains; whole plants, fruits and vegetables. 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: Thanksgiving and Christmas; poems, stories. Artist Study: Murillo. 88 (Page 89) SECOND QUARTER. From Nature: Evergreen trees, holly; Winter landscape. Potted plants. From Models and other objects: The square tower, tri-prism. Sketch cup, pail, basket, flower pots, coffee pots, pails, pitchers, placed below and above the level of the eye. Draw from book with careful observation of fore shortened top, length and placing of further edge. Illustrative: Poems, stories. Artist Study: Van Dyck THIRD QUARTER. From Nature: Design calendar for each month. Make use of all the material the season affords: Flowers: the crocus, tulip, narcissus, daffodil, wild flowers; whole plants, budding twigs, sprouting seeds, vegetables; views of campus and pond. 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 for Surface designs. Illustrative: Poems, stories. Artist Study: Corot. FIFTH GRADE. 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. From Models and other objects: Groups of models and objects. Give quick reviews of different positions of the cylinder. Draw from different figure poses. Illustrative: Colonial life. Thanksgiving and Christmas. Artist Study: Angelo. SECOND QUARTER. From Nature: Winter landscapes. From Models and other objects: Units. Draw from pyramid in different positions above and below the eye; groups of objects. Sketch the appearance of a cylinder, square prism, or tri-prism. Artist Study: Titian. THIRD QUARTER. From Nature: Let children bring in studies. Out door sketching. 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. Illustration: Make a character sketch from life; make character sketches from story, poem. 89 (Page 90) SIXTH GRADE. 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. Draw in color all the autumn flowers From Models and other objects: Groups of objects. Insist upon rapid sketches. Draw from figure poses. Draw many positions of the cylinder. Let pupils arrange models for drawing. Illustrative: Character sketch of the season. Occupations. Artist Study: Titian. SECOND QUARTER. From Nature: Make use of all material the season presents. From Models and other objects: Draw simple groups consisting of box, basket or other rectangular object with an object having curved edges. Draw from round basket placed above the level of the eye. Draw different views of tin bucket, flower pot, vase, etc. Illustrative: Character sketches from history lessons, from stories, from poems. Special events of the season. Artist Study: Da Vinci. THIRD QUARTER. From Nature: Botanical specimens. 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. Surface coverings: Composition of lines in ink and all-over surface patterns. Artist Study: Durer. SEVENTH GRADE. FIRST QUARTER. From Nature: Work with grasses, oats, timothy, wheat, etc. Use all materials the season presents. Study shadows. From Models and other objects: Quick charcoal sketches from groups of fruit and other objects. SECOND QUARTER. From Nature: Winter landscape, evergreen trees. From Models and otner objects: Review models. Building: 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. Illustrative: Character sketches. 90 (Page 91) MUSIC. KINDERGARTEN. Simple rhythm played on the piano and imitated by the children through clapping, marching, skipping, etc. Work on tones through the imitation of sounds of animals, birds, insects, bells, whistles, and musical instruments. Song-plays for producing successive tones and skips. Rote-songs. FIRST GRADE. Exercises to unite and place voices. Rote singing Oral Dictation Ear training. Practice on the scale. Hand-signs. Reading by note of all diatonic intervals. Development of sense of rhythmn.. Chart A. Natural Music Course. SECOND GRADE. Vocal drills and scale practice; Oral Dictation; Note reading and interval drill from the chart; Rote songs; Chart B. Natural Music Course. THIRD GRADE. Vocal drills and scale practice; Oral and written dictation; Chart work. Intervals, meter and rhythm; Book work. Intervals, meter and rhythm songs; Rote Songs; Charts A and B Natural Music Course; Harmonic Primer. (In hands of children.) FOURTH GRADE. Vocal drills and scale practice; Oral and written dictation; Chart work. Intervals, meter and rhythm; Book Work. Intervals, meter and rhythm, songs for one and two voices; Rote Songs; Charts B and C Natural Music Course; Harmonic Primer, (In hands of children). FIFTH GRADE. Vocal drill and scale practice; Dictation; Chart Work. Intervals, meter and rhythm; Book Work, (1st half 1st Harmonic Reader); Songs. By note for one and two voices; Chart D Natural Music Course; Harmonic 1st Reader in hands of children. SIXTH GRADE. Vocal drill and scale practice; Dictation; Chart Work. Intervals, meter and rhythm; Book Work, (entire 1st Harmonic Reader); Chart D Natural Music Course; Harmonic 1st Reader in hands of children. 91 (Page 92) SEVENTH GRADE. Same as Sixth Grade. Books of use to the teacher in selecting songs; Nature Songs for Children, Knowlton Summy. Small Songs for Small Singers, Neidlinger Shirmer. Songs for Little Children, Bks. 1 and 2, Smith Bradley. Songs of the Child World, Bk. 1 and 2, Gaynor Church. Songs of Life and Nature, Smith, Silver, Burdette & Co. 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 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 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. 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 witli beautiful illustrations in color. These include picture books, fairy stories, folk stories, myths and legends, fiction, biography, history, historical fiction, science, geography and poetry. 92 (Page 93) ENROLLMENT, 1905-1906. Men Women Total Summer Session...125 271 396 Regular Session (Sept.-May inclusive)...322 431 753 Total...447 702 1149 Counted Twice...7 102 109 No. different individuals (in Normal School proper)...440 600 1040 Children in Practice School...180 Grand Total...1220 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 1872 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 1893 Twenty-sixth year...606 YEARS. STUDENTS. 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 1906-Thirty-ninth year...1040 Note At time of going to press, August 1, the Summer Quarter of 1906 numbers 497 with average daily attendance for first nine weeks about 440. 93 (Page 94) 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. Hollipeter, 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. Seldon 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. White-ford. 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 DEGREE MASTER OF PEDAGOGY. 1903 E. Alta Allen, Mayme Foncanon, 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. 94 (Page 95) GRADUATES. DEGREE BACHELOR OF PHILOSOPHIC DIDACTICS. 1872 0. P. Davis, W. N. Doyle, W. F. Drake, I. N. Matlick, J. T. Smith, J. C. Stevens, Vincent Stine, Seldon 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. G. 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. Hollipeter. 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 Bragg (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, Anna Dysart, 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 Holliday, R. E. Johnson, H. C. Long, W. H. Miller, Libbie K. Miller (Mrs. Traverse), Carrie Randall (Mrs. Thwing), H. B. Shain, Minnie 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. Holliday, Etta L. Johnson (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, 95 (Page 96) 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. Holliday, 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. Barnett, H. S. Bruce, Mollie Chancellor, E. L. Cooley, Lisse Funk, George R. Funk, Sallie Gex (Mrs. Roberts), H. C. 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, Mattie May McCall, Louis Edward Petree, 3 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, 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 Burk, Alice Elzira Downing, Warren Mitchell Duffie, William Samuel Idler, 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, Jeanie Dodson, Maggie Furtney, August Harman, Edward E Huffman, Homer A Higgins, J. A. Hook, Arthur Lee, Mabel Mennie, George Baron Novinger, Louise Rex, Ledrew Esper Ryals, Nell Stone (Mrs. Brace), Zorado Snelling, Arthur T. Sweet, S. E. Seaton. 96 (Page 97) 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 Foncanon, 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 (Mrs. Geo. A. Still), Sallie Davis, May Evans, A. D. Foster, A. S. Faulkner, Kate Holdsworth, Hattie Lyon, R. N. Linville, J. D. Luther, *O. 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, 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 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 Wihelm 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 (Mrs. John R. Gibbs), Virginia Louise White (Mrs. Graham), Lena Wilkes. 1901 Effa Allen, Edna Baker, Basil Brewer, Artie Keller Cleaveland, Anna Margaret Earhart, Cassius 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. Traughber), *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 (Mrs. Robert L. Kirk). 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. 97 (Page 98) 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(Mrs. Mott), 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. 1905 Coral Adams, Thomas Alexander, Maude Alkire, Zula A. Ballenger, Harriet H. Bartlett, Ida Ione Bradshaw, Ernest H. Buck, Jesse V. Buck, Sarah Bliss Burkeholder, A. E. Coppers, Virgil E. Dickson, Elbert M. Dorsey, C. C. Eisiminger, Jennie Foglesong, Bessie E. Hale, O. E. Heaton, Phoebe John, Dora E Johnston, Roberta Jones, W. N. King, Maude McClanahan, Margaret Virginia Miller, Bessie Munn, John Patrick Murphy, Minnie E. Murphy, William Charles Murphy, Robert M. Nicholas, Demar Pierson, Jess W. Rainwater, Ethel Rodgers, Minnie Ruffer, Beth G. Rutherford, S. C. See, Arthur Malcolm Swanson, C. E. Temple, James Sterling Tippett, J. F. Treasure, Cyrus G. Truitt, Ethel E. Walkup, Rosabel Wells, W. M. Wells, S. Birchie Woods. 98 (Page 99) SENIOR CLASS, 1906. DEGREE BACHELOR OF PEDAGOGY. GRADUATING MAY, 23. Nell Alexander, John Baum, Mary Beatty, Meredith O. Brown, Edna Hawkins, I. M. Horn, Ruth Martin, Edna Middleton, Ella McClain, Leila Belle McReynolds, Jessie Murray, F. B. Nance, B A. Stagner, Julia Storm, Hugh Webber, Charles M. Weyand. AUGUST SECTION. To receive Diploma August 16 on condition that all required work shall then be completed. Grover C. Allen, C. E. Bonnett, Della E. Brenz, T. A. Costolow, Clara M. Crawford, Edna L. Creek, John F. Culler, Vivian E. Dobyns, Mathias C. Ferguson, Ava Zea Finegan, Lena M. Fuller, Florence H. Funk, Elsa Goldberg, Ola K. Holloway, P. B. Humphrey, Caltha A Johnston, E. O. Jones, L. Fay Knight, Lura Hope Loomis, Bertha Mathews, Irma E. Mathews, Bertha Nichols, W. O. Pool, Lena Rule, E. Lillian Scott, Margaret E. Smith, Minta Sparks, Wm. L. Steiner, Clarence R. Stone, Henrie W. Tolson, Mary C. Weyand. SOPHOMORE CLASS, 1906. GRADUATING MAY 22. Jessie Elsie Bailey, Charles Banks, Fred M. Barrett, Elvira Berger, Bertha A. Bigley, C. E. Bonnett, Ada Odessa Cochran, S. Carrie Downing, Nora Dunham, Aura B. Ford, Hyla L. Garwood, Helen M. Gaston, E. L. Harrington, Laura L. Hurd, Cecil Y. Johnston, Iva Kirtley, Iona Lake, Edith O. Lewis, G. E. McFadden, I. C. McGee, J. H. McKinney, Anna Mitchell, J. E. Nebergall, Mattie K. Nicholson, Elizabeth Northcraft, Linnie H. Nutter, W. G. Pence, C. B. Phifer, Olive Robbins, Eda B. Stauterman, Claude E. Stephens, Dora E. Thomas, Bernice Tietge, Georgia B. Vaughn. Minnie V. Wallace, Pauline Faye Yeager. AUGUST SECTION. To receive certificates August 16 on condition that all required work shall then be completed. H. S. Beckner, Nell M. Brown, Corintha Bruce, Clyde Busby, Susan Case, Susan A. Clymans, Verna E. Correll, Dimple Cupp, Goldie V. Denning, Rubie Eubank, Clarence M. Fish, Frank C. Fleak, Nelle Freeland, Kathryne George, Stanley M. Hall. Grace May Harris, Clara M. Hendricksen, G. H. Jamison, E. T. Lakin, Minnie L. Loftiss, Belle Lowe, Mary C. Lusk, H. L. McWilliams, Sophia L. Mitchell, Mrs. Sadie Morris, Jas. R. Nagel, Blanche May Nixon, M. Agnes Prewitt, Ruby F. Ross, Eunice L. Schofield, Louisa Stout, Mayme Sears, A. P. Shibley, Rosanna M. Varney, Margaret A. Werner, Addie Wilcox, D. Gertrude Willet, Forest B. Wilson, Rowena Young. *Deceased 99 (Page 100) Students of Summer Session, 1905. Abernathy, Lottie...St. Francisville Adams, Coral....Kirksville Adams, Wallace...Kirksville Adkisson, Ella...Moberly Allen, E....Alta Allen, Grover C...Memphis Alexander, Tom...Kirksville Alkire, Maude...Oregon Baltzell, Jennie...Deer Ridge Ballenger, Zula...Kirksville Banks, Chas...Avalon Barker, Ray...Kirksville Bartholomew, Mabel...Kirksville Bartlett, Harriet...Latham, Kansas Barron, Lizzie...Derby, Iowa Barron, Virgil...Derby, Iowa Baughman, Rosa...Omaha Baum, John...Rosendale Beardsley, C.G...Kirksville Beattie, J. C...Whitesville Bell, Albert R...Kirksville Benning, Emma...Canton Benning, Mary N...Canton Berger, Allen...Middlegrove Berger, Elvira...Middlegrove Biggs, Sue...Laddonia Bigley, Bertha...Kirksville Blackwell, Clara L...Kirksville Blackwell, Emma...Kirksville Blanset, Ethleen...Higbee Boaz, Lena...Perry Bonnett, C. E...Gallatin Boucher, M. D...Atlanta Boyer, Nettie...Festus Bramhall, Jessie...Mendota Brandes, Lulu...Moscow Mills Brashear, Eugene...Kirksville Brewer, Basil...Kirksville Bridges, Grace...Schuyler Broadhurst, Cyrus...Kirksville Brown, J. Lewis...New Mexiso Brown, M. O....Marion Buck, Flora...Kirksville Burke, Lottie...Skidmore Burnside, J.A....Miami Butler, Melle...Arbela Campbell, Ralph R...Kirksville Capps, Arlie...Stahl Carpenter, Lucy...Centralia Carter, Ethyl...Moberly Carter, Ida...Coffeyburg Cassiedy, Mollie...Kimmswick Caton, H.L....Bucklin Chappelar, Bertha...Oregon Cleaver, Mary...Perry Clymans, Capitola R...Bevier Clymans, Susan A...Bevier Cochran, Erma...Lathrop Cochrum, Ethel...Kirksville Coe, Erle...Kirksville Coen, Anna...Bucklin Coen, A. J....Bucklin Conn, Virginia...New London Coppers, A. E...Hurdland Corlett, Eva...Joplin Cornett, Bracy V....Linneus Cornett Winnie D....Linneus Corner, Bessie...Laddonia Costolow, T.A....Kirksville Cox, Mabel S....Kirksvilles Craig, Carrie...Smithville Crecelius, Margaret...Mehlville Crockett, Ellen J....Hamilton Culler, Alva...Epworth Culler, Frank...Epworth Cupp, Dimple...Kirksville Curl, Susie...Greencastle Danford, Marie...Hatfield Davis, Lucie B....Maryville Deckard, Artee Edyth...Eagleville Deckard, Dollie...Eagleville DeTienne, Cornelia...Vandalia DeTienne, M. Louise...Vandalia Deyoe, L. Jennie...Ravanna Divers, Sula...Auxvasse Dobyns, Vivian...Shelbina Doscher, Chester H....Lewistown Douglass, Russie...Mexico Dragoo, Gertrude...Rockport Dulany, Fanny...Hannibal Dunham, Cassie...Kirksville Dunham, Nora...Kirksville Dyer, May F....St. Paul Eaves, Bertha...Killsboro Edwards, Agnes...La Plata Eisiminger C. C....Fillmore Eisiminger, Hallie...Fillmore Eisiminger, W. R....Fillmore Eldridge, Abbie...Clear Lake, Iowa Ellwood, Leora...Lathrop Elsea, Grace...Atlanta Erwin, Gussie...Houston Erwin, Gussie...Houson Evans, Mildred...Granger Fanning, Ola...McFall Fenton, Camie...Lancaster Fielden, Dora...Success Finegan, Retta...Kirksville Fisher, Elsie V....Pattonsburg Fitzpatrick, Agnes...Monroe City Fitzpatrick, Ella...Monroe City Fleak, Frank C...Hurdland Flynt, Orrie...Hallsville Foglesong, Jennie...Greentop Foncanan, Alice...Kirksville Foster, W. E....Palmyra Funk, F. H....Kirksville Funk, Opal...Kirksville Furnish, Mollie...Paris Furnish, Pearl...La Belle Garrett, Minnie...Kahoka Garrison, Homer A...Bethal Gebhart, Mrs. Ethel...Kirksville Geno, Ola...Pattonsburg George, Kathryn...Memphis Gibson, Nettie...Wheeling Gilse, Cora...McFall Gillinger, Ethel...Quitman Gilson, Wm...Kirksville Glennon, Mamie...Kahoka Goldberg, Elsa...Kirksville Golden, J.C.... Goode, Zetta...Kirksville Gosnell, Mrs. Georgia...Konx Gottren, Cora...Steffenville Gray, Myrtle...Atlanta Gray, R. D....Atlanta Greer, M. Olive...Kirksville Geriner, Ottie M....Kirksville Griffiths, Hannah...Dawn Griffiths, Mary E....Dawn Guthrie, Mamie...Tarkio Hale, Bessie...Kirksville Hall, S. M....Clarence Hamilton, Nellie...Atlanta 100 (Page 101) Hampton, Myrtis...Triplett Hardy, Mary...Bonneville, Miss. Haroff, Sue C....Lamoni Harris, G. May...Wyaconda Havenor, Della...Kirksville Hawkins, Edna...Festus Hayse, Mollie...Tina Heckenlively, Kate...Darlington Henderson, Eliza J....McFall Hendrikson, Clara...St. Joseph Henry, Flo. E....Cole Camp Hinebaugh, Ethel...Madison Hininger, Blanche...Blythedale Holloway, West...Kirksville Holtzapple, Lillie J....Cameron Horn, I. M....Wyaconda Horton, Ernest...Martinsburg Hughes, Ruyth...Bevier Hulen, G. Arthur...Lancaster Hume, C R....Kahoka Humphrey, P. B....Downing Hunt, O.R....McFall Hupe, J.H....Truxton Hupe, W.F....Montgomery Hussey, Anna...Lathrop Hutton, C.E....Blythedale Hutton, Mrs. C.E....Blythedale Jamison, G.H....Green City Johann, Agnes...Canton Johnson, Lillian...La Plata Johnston, Caltha...Kirksville Jones, Betie...Quiman Jones, E. O....New Boston Jones, J.P....Vienna Jones, Maude...Kirksville Jones, Roberta...Kirksville Jordan, Frances...Montgomery Kellar, Eulah...Montgomery Kellar, Mayme...Montgomery Kelley, Wallace...Moberly King, W.N....Thompson Kirk, Robt. L....Aberdeen, S. D. Kirk, Victor...Kirksville Killebrew, Lena...Durham King, H. J....Revere Kintner, Nina...Bethany Kirkendall, Guy L....Lewistown Knight. L. Fay...Milan Krewson, W. C....Memphis Kropp, Eldina...Lancaster Kurtz, Roxie...Wyaconda Lair, 0. E....Green City Lakin, E.T....Kahoka Lane, Laura....Kirksville Lanning, C. W....Rosendale Larson, Carolina...Bucklin Lewis, Lura...Canton Lilly, J. C....Moberly Lindley, Rachael...Moberly Lindsey, Ethel...Maywood Loomis, Lurah...Kirksville Lowe, Belle...Chillicothe Lusk, Lu...Kirksville Lynn, Maggie...Kahoka Lyon, Hattie...Kirksville Lyon, Ona...Miama Maddox, J. S....Doniphan Maloney, Madonna...Macon Manning, F. D....College Mound Manning, Jennie...College Mound Marksbury, T. B....Morvia, Iowa Marston, Edith...Kirksille Mastin, Elsie...Ravanna Maupin, Nona...Shelbina McBride, Vena....St. Catherine McCall, Luther C....Martinsburg McClanahan, Maude...Harris McClain, Ella...Williamstown McCool, Mary...Pattonsburg McCormick, Ila...Chillicothe McCormick, J. M....Chillicothe McCrary, Berta...Paris McDonald, Grace...Rutledge McDonald, Jessie...Rutledge McHargue, Mamie...Galt McKee, Helen F....Wayland McKenzie, Edna...Kirksville McMichael, Hazel...Kirksville McWilliams, Nellie...Kahoka Middleton, Edna Mae...Unionville Miller, Annie...Hybrid Miller, Chas.W....Baring Miller, C M....Memphis Miller, Fanny...Kirksville Miller, J. A....Lemonville Miller, Lucile...Bridger, Montana Mitchell, Anna...Licking Moats, Lottie...Villisca, Iowa Montgomery, G.A....Monroe City Moore, Eula...Kirksville Moore, Evelyn...Festus Moore, J. C....Hurdland Morgan, Edith...Bethany Morris, Pearl...Whiteside Morris, Ruby...Whiteside Morris, Thos.A....Tullvania Moser, Evalina...Saxton Munn, Bessie...Kirksville Murdock, John R....Lewistown Murphy, Adah...Kirksville Murphy, J. Patrick...Festus Murphy, Minnie...Kirksville Murphy, W. C....Festus Nance, F. B...Pattonsburg Neal, Mamie...Vandalia Nelson, Harriet C....Revere Nelson, O. A....Revere Newman, A. J....Turner,Ky. Nichols, Bertha...Memphis Nighswonger, T. E....Jamesport Noel, Bertha...Unionville Nolan, Lizzie...St. Catherine Northcraft, Elizabeth...Belle O Briant, Mae...Glenwood Osborne, L. W....Kirksville Paden, Martha D....Shamrock Pancost, Blanche...Marceline Parshall, Lulu...MQuitman Patton, Edna...Macedonia, Iowa Patton, Josephine...Renick Pence, Guy...Pleona Perin, Coral...Queen City Perry, Myrtle...Shelbvyille Pickler, Mrs. Ida...Kirksville Pierson, Demar...Ridgeway Pittman, Mattie...Linneus Pool, W. O....Williamstown Post, Frances E....Kirksville Powell, Bess...Kirksville Powell, Charity...Kirksville Powell, Ernest...Kirksville Quigley, Grace...Gilman Quinn, Clara...Brashear Randall, Nellie...Kirksville Rea, Grace...Lathrop Reese, Madge...Bucklin Redmon, Margaret...Kirksville Reid, Bettie...Foley Reinhard, Mary...St. Louis Reynolds, J. B....Green City Rhodes, Elva G....Grant City Rice, Lura...Brashear Richardson, Etta...Cairo Riggs, Grace...Fairport Riley, Alice D....Brunswick Rinaman, Walter...Troy Robbins, Olive...New Boston Roberts, C. A....Revere Roberts, Mary...Centralia Rodgers, Ethel...Milan Rodgers, Maude...Shawnee, Oklahoma Rogers, Lizzie...Lentner Rosser, Cala...Rush Hill Rutherford, Frances...Revere Sandry, Bertha...Green City Sandusky, Anna...Greentop Sanford, C. G....Newark Saunders, Lottie...Leonard Scott, Susie...Blythedale Seaman, Clyde W....Knox City Sears, Margaret...Wyaconda See, Sam...Shelbina Shafer, Miss Clara...Hannibal Shibley, Ethel...Gorin Shoop, Bertha...Green City 101 (Page 102) Shoop, Raymond...Green City Shoop, W. W....Green City Shreckengaust, C. W....Pattonsburg Sims, Bess...Centralia Sipple, E. M....Bucklin Sipple, L. B....Kirksville Sitton, Kate...Argentville Smith, Mrs. Lizzie...Higbee Smith, Florence...Elsberry Snidow, Bertha T....Mexico Smith, Margaret...Monticello Snyder, H....Kirksville Speer, Fae...Kirksville Speer, Ray...Kirksville Stamper, Mattie...Greentop Starrett, Alice...Stanberry St. Clair, Fannie...Wyanconda St. Clair, Robt...Wyaconda Steiner, Wm. L....New Haven Stephens, Mary...Kirksville Stone, C. R....St.Joseph Stuart, Edna...Wellsville Stukey, Grover...Millard Swanson, A. M....Greentop Sweany, Myrtle...Jameson Tall, Christine... Thomas, Dorothea...Oregon Thomas, Iola...Sontag, Va. Tiller, Delora...Winfield Thomas, Iola A....Sontag, Va. Tippett, Iva...Kirksville Tippett, Jas...Kirksville Tolle, Frank...Bethel Tolson, Henrie...Kirksville Toothaker, Elva...Chula Toothaker, L. A....Chula Treasure, J. F....Cameron Trippeer, Rose...Linneus Trotter, Pearl...Jameson Truitt, Bertie...Kirksville Truitt, C. G....Kirksville Tye, T. H....Locksprings Vandike, J....Maxtel Van Horne, Earl...Auxvasse VanSickel, J. G....Kirksville Varney, Rose...Goss Varnon, Katherine...Mexico Vaughn, Chester A....Kirksville Vaughn, M. B....Monroe City Wagner, Leslie...Middletown Walker, Cora L....Triplett Walkup, Ethel...Colorado Springs Waller, Alice...Paris Walton, Grover...Kirksville Walton, Myrta...Carrier Warren, Estella...Wheeling Wayman, Olave...Princeton Welsh, Maude...Queen City Wells, W. M....Lucerne Weyand, Mary C....Kahoka Whittom, Emma...Downing Wieland, W. G....Memphis Williams, Anna B....Lewistown Williams, M. R....Indian Creek Wilson, Flora...Luray Wirth, Katherine B....Lancaster Wood, Glenn...Holliday Woods, Birch...St. Louis Wright, Maude...Gower Zeigler, C. P....Zig Zentz, Grace...Pattonsburg *Deceased. STUDENTS OF 1905-06. SEPTEMBER TO MAY INCLUSIVE. Abernathy, Luella...St. Francisville Adams, Fannie...Harris Adams, Coral....Kirksville Adams, Ray...Kirksville Adams, Wallace...Kirksville Adams, Will R....Kirksville Alexander, Nell...Paris Alexander, Tom...Kirksville Allen, G. B....Whitesville Allen, Hugh...Steffenville Allen, June B....Kirksville Allison, G. S....Kirksville Allison, J. C....Kirksville Aiverson, Rochelle...Paris Anderson, Mattie...Ewing Anspach, Orland...Touchet, Washington Applegate, Daisy...Frankford Armond, Agnes...Kirksville Armstrong, Willie...Sue Comanche, Texas Arnold, Arthur F....Downing Atherton, Blanche...Kahoka Atkinson, Malcom D....Kirksville Aydelotte, Mabel...Kirksville Bacon, Walter...Kirksville Bagley, Arthur...Saline Bailey, Jessie E....Kirksville Bailey, Leonard...Kirksville Bailey, Loa...Kirksville Bailey, May...Kirksville Bailey, Nellie...La Plata Baker, Louis...Ethel Ball, Bert O....Revere Ball, Calla...Curryville Ballew, H. C....Mill Grove Baltzell, John E....Deer Ridge Banks, Chas....Avalon Banks, J. L....Maywood Banks, Tessie L....Maywood Banks, T. L....Emerson Banning, W. J....Kirksville Barker, Pearle...Kirksville Barker, Roy...Willmathville Barker, V. H....Kirksville Barrett, Fred M....Skidmore Bartholomew, Mabel...Chandler, Oklahoma Baugher, R. A....Bucklin Baum, J. L....Rosendale Baum, John...Rosendale Bayley, Florence...Knox Beard, E. J....Exline, Iowa Beardsley, Chas. G....Kirksville Beattie, J. C....Whitesville Beatty, Byron H....Kirksville Beatty, Mary E....Kirksville Beckner, A. F....Knox Beckner, H. S....Rutledge Beeks, Aema...Hatfield Beeler, Noah...Glenwood Bennett, Stella...Chatsworth, Illinois Benning, Archie...Kirksville Benning, C. T....Canton Berger, Allen...Middletown Berger, Elvira...Middletown Berger, Eolian...Middletown Bier, Mary...Greencastle Biggestaff, Margaret...Plattsburg Bigley, Bertha...Kirksville Birkett, J. L....Chula Blake, Harry...Roanoke Bohon, Ethel...Sperry Bohon, Mertie...Ewing Bondurant, John R....Kirksville Bonnett, C. E....Gallatin Botts, C. Elmer...Noveltv Botts, Jennie...Novelty Botts, Mabel...Hurdland Botts, Nellie...Novelty Bowles, Fay...Emerson Bowman, Irene...Kirksville Boyer, Anna...Festus Bradley, Jennie...Goldsberry Braffett, Virgil...Mill Grove Bragg, Florence...Kirksville Bragg, Oda...Kirksville 102 (Page 103) Bragg, Ora...Kirksville Bramhall, Jessie...Mendota Brand, Hannah...Osborn Brasfield, Florence...Unionville Brashear, Eugene...Kirksville Brashear, Minnie...Kirksville Brenz, Della...Kirksville Brewer, Basil...Kirksville Brewer, Fannie...New Cambria Brightwell, J. L....La Belle Bristow, Bessie K....Monroe Brookhart, Daisy...Ozen Brown, M. O....Ewing Brown, Sallie...Kirksville Brown, Sylva...Kirksville Browning, Gladys...Kirksville Bruce, Corintha...Chillicothe Buchanan, Mattie...Spickard Buchanan, S. Finess...Kirksville Buck, E. H....Kirksville Buck, Lydia L....La Crosse Bucklew, Lillian...Stanberry Buhl, Frank...Hurdland Burch, E. A....Clearmont Burgess, Merl...Kirksville Burnett, Dee...Lewistown Burris, Ora F....Kirksville Burton, W. Arnold...Moberly Busby, Clyde...Quitman Butler, Cassie...Arbela Butler, Nellie...Arbela Buzard, Nellie...Kirksville Buzard, Virgil...Kirksville Byrne, Minnie...Kirksville Calvert, O. E....Revere Campbell, David...Hurdland Campbell, Ella...Hedge City Campbell F. E....Moulton, Iowa Carlisle, Ora...Auxvasse Carnahan, E. L....Atlanta Carothers, Carl...Kirksville Carothers, Edith...Kirksville Carter, Isabelle...Kirksville Case, Susan...Humpreys Cassity, Raleigh...Milan Chadwell, Neita C....Kirksville Chambers, G. C....La Plata Chambers, Ida...La Plata Chaney, Carrie...Granger Chrisman, Flossie...Lagonda Chrisman, Ray...Lagonda Clauson, G. E...Knox Clough, Orville C...Wyaconda Clough, Robt. S....Wyaconda Cochran, Ada...Cainesville Cochran, Grace...Wright, Iowa Cochran, H. G...Wright, Iowa Cockrell, Varda...Bozeman, Mont. Cockrum, Ethel...Kirksville Coffman, Edith...Hybrid Comer, Lonzo...Hurdland Cone, Ada...Milton, Iowa Conlee, Olive...Kahoka Conn, Bessie...New London Conn, Virginia...New London Coon, Ira B....Mill Grove Coppers, A. E....Knox Corner, Bessie...Laddonia Cornett, Bracy V....Linneus Cornett, Winnie D....Linneus Cornmesser, B. L....Kirksville Correll, Verna...Cameron Costolow, Evert...Kirksville Costolow, T. A....Kirksville Cousins. Anna...Mill Grove Craig, Carrie...Smithville Crawford, Artye...Brashear Crawford, Clara...Clarksdale Crawford, D. Lyda...Atlanta Crawford, Marlie...Browning Crawford, M. E....Atlanta Crawford, Pearl A....Atlanta Crebs, Ella...Kirksville Creek, Edna...Kahoka Criger, Agnes...Red Lodge, Montana Crump, Maud...Greencastle Culler, Frank...Shelbyville Cummins, Alice...Greentop Cupp, Dimple...Kirksville Curl, Ralph B....Greencastle Curl, Susie...Greencastle Dabney, Edith...Atlanta Daggs, L. V....Arbela Daly, W. E....Browning Daugherty, Bessie L....Kirksville Daugherty, Blanche...Kirksville Davis, Ben...Ethel Davis, Earl...Bible Grove Davis, E....Kirksville Davis, Fannie...Princeton Davis, Fern...Davis City, Iowa Davis, Glen...Princeton Davis, T. M....Bucklin Davisson, Olive...Novinger Day, Flora E....College Mound Dean, Charlie...Clarence Delaney, Nellie...Paris Dent, Virgil...Emerson De Witt, Eula...Reger Deyoe, L. Jennie...Lucerne Dickerson, Partha...Livonia Dickson, Grace...Kirksville Dobyns, Vivian...Shelbina Dodson, Bijou...Kirksville Dodson, Lena B....Kirksville Dodson, M. Aileen...Kirksville Doneghy, Dagmar...Kirksville Dougherty. J. M....Higbee Dowell, Goldie...Ethel Downing, Ola...Kirksville Downing, S. Carrie...Newark Drace, A. C....Keytesville Drake, Nettie...Memphis Dunham, Bertha...Kirksville Dunham, Nora...Kirksville Dye, Lee...Kirksville Edwards, Clayton...Lincoln Eisiminger, C. C....Fillmore Eisiminger, W. R....Fillmore Elmore, Isabel...Kirksville Elliott, Lowell...La Plata Emberson, Agnes...Kirksville Emberson, Lucy R....Kirksville Emerson, Carrie...Hurdland Emerson, Nora...Hurdland Epperson, Ora Joe...Lacrosse Eubank, Esther...Kirksville Eubank, Waverly...Cox Evans, Anna...Kirksville Evans, Nellie...Eagleville Evans, E. M....Cairo Fahringer, Sadie...Novelty Feather, Katherine...Ogallala, Nebraska Field, Clara...Kirksville Fielden, Dora...Surcess Fields, W. L....Reger Fife, Bertha...Unionville Finegan, Ava...Kirksville Finegan, Vera...Kirksville Fish, A. V....Kirksville Fish, Clarence...Kirksville Fish, Elsie...Kirksville Fish, Melvin...Kirksville Fish, Walter E....Kirksville Fishback, Hettie Lee...LaBelle Fishback, Nettie...La Belle Fisher, Verna...Willmathville Flagler, Isabel...Frankford Fleak, Frank C....Hurdland Fleak, Mae...Hurdland Foncanon, Alice...Kirksville Foncanon, Grace...Kirksville Fones, Grace...Joplin Ford, A. B....Kirksville Foster, Lea C....Monterey, Iowa Foster, W. E...Palmyra Fowler, Philip...Kirksville Frank, Glen...Kirksville Frazee, Stanley...Kirksville Freeland, Nellie...Shelbina Fritz, Jesse...Azen Fritz, Lena...Azen Fugate, Leroy...Greentop Fuller, E. T....Holliday Fuller, Lena...Kirksville Fuller, Nelle...Kirksville 103 (Page 104) Funk, E. A....Kirksville Funk, Opal...Hurdland Furnish, T. J....Paris Galland, Hattie...Revere Garlock, J. G....Gibbs Garwood, Hyla...Butte, Montana Gaston, Helen M....Keokuk, Iowa Gebhart, Mrs. D. R....Kirksville Gentry, A. A....Millard Gibson, Clara...Kirksville Gilson, Wm. C....Kirksville Goff, Pearl...Arbela Goldberg, Elsa...Kirksville Goldberg, Senta...Kirksville Goode, Dori W....Kirksville Goode, Zetta...Kirksville Goodwin, James...Knox Gorrell, Shirley...Kirksville Gray, William...Britton, Canada Gregory, Shelton...Kirksville Green, Mary A....Florida Green, T. Jennie...Kirksville Grimstead, Louie...Cantril, Iowa Gromer, Lucy...Pattonsburg Gryder, Minnie...Kirksville Guffey, Dow...Kirksville Gunnels, Sarah...Eimer Guthrie, Ethel...St. Francisville Gutshall, Beulah...Gilman Gutshall, Limmie...Gilman Gutshall, Wm....Gilman Guy, Rilla M....Kirksville Hagan, Allie...Laddonia Hale, Mabel...Thermopolis, Wyoming Halladay, Vergil...Kirksville Halliburton, Opal...Cairo Hamrick, Nelle...Butte, Montana Hanks, Cyrus A....La Plata Hardin, W. T....Hallsville Harle, Iva...Kirksville Hardman, J. H....Edina Hardy, Mary...Booneville, Mississippi Harrington, E. L....Bucklin Harrington, Vera Layne Kirksville Harris, Albert...Milan Harris, Grace Mae...Wyaconda Harris,Margaret...Wellsville Harvey, M. T....Kirksville Havenor, Della...Kirksville Havenor, Wallace...Kirksville Hawkins, Edna...Hematite Hay, Geo....Gibbs Hayes, Pearl...Shatter Hays, Ralph...St. Catherine Head, Jennie...Browning Heaton, James M....Sorrell Hendriksen, Clara...St. Joseph Hillyer, Basil...Kirksville Hinckliffe, Chas. B....Columbus, Wisconsin Hinkson, Harvey...LaBelle Hiskett, F. N....Chillicothe Hoff, J. H....Mt. Hope Hofsess, Myrtle...Benton City Hollcroft, W. H....St. Mary, Ohio Holloway, Ina E....Kirksville Holloway, Lora...Kirksville Holloway, Ola...Kirksville Holloway, Keith...Brashear Holloway, West...Kirksville Hollowell, Mrs. Lillie...Queen City Holman, Addie...Kirksville Holmes, Opal D....Novelty Holton, Scott...Kirksville Hook, Rolla...Kirksville Hopkins, B. R....Brashear Hopper, Em. O....Forest City Hopson, Blanche...Kirksville Horn, I. M....Wyaconda Horton, E. L....Benton City Horton, Ernest...Benton City Hosey, Carrie...Atlanta Howey, Earl W....Kirksville Hoyt, Carrie...Dawn Hoyt, Grace...Dawn Hudson, Frank...Melbourne Huebsch, Margaret...Monroe Hughes, J. M....Dawn Hull, Carl...Kirksville Hull, Clinton Earl...Kirksville Humphrey, P. B....Kirksville Hungerford, Barbara...Kirksville Hungerford, Grace...Kirksville Hunt, Olive...Kirksville Hunt, W H....Owasco Hurd, Laura...Perry Israel, G. B....Kirksville Jackson, Victor...Marceline Jenkins, Bay...Willmathville Jobson, Katherine...Lingo Johnson, Albina...Kirksville Johnson, Clara...Shibley s Point Johnson, Clate...Monterey, Iowa Johnson, Fay...Monterey, Iowa Johnson, Marien...Bucklin Johnson, Ralph A....Ioka, Iowa Johnston, Caltha...Kirksville Johnston, Cecil...Kirksville Johnston, Leon S....Kirksville Jones, E. O....New Boston Jones, J. L....Kirksville Jones, Nellie...Kirksville Kaighen, Della...Kirksville Kaser, Lula...Kirksville Kelley, Carrie E....Breckenridge Kelley, T. Wallace...Moberly Kent, C. W....Green City Keyte, I. Allen...Kirksville Kilbourn, O. C....Laredo Kimbrough, Lillian...Blue Ridge King, H. J....Revere Kintner, Nina...Bethany Kirk, Mary...Kirksville Kirk, Pauline...Kirksville Kirk, Victor...Kirksville Kirtley, Iva...Utica Kirtley, Mae...Utica Knight, L. Fay...Milan Knott, Ethel...Kirksville Kraus, Mabel...Gorin Laird, Olive...Kirksville Lake, Iona New London Lake, Paul...New London Lakin, E. T....Kahoka Lambert, Fanny...Purdin Lanning, C. W....Rosendale La Rue, Imogene...Glenwood Layton, C. C....Weston Lear, Virginia...Kirksville Lewis, Edith...Dawn Lilly, J. C....Moberly Linder, Earl...Kirksville Lindsay, Roy...Gilman Linhart, Walter...Browning Link, Anna...Kirksville Link, Vergil...Kirksville Lionberger, Beulah...Memphis Lionberger, Hugh...Memphis Lionberger, Pearl...Memphis Little, Carrie...Hurdland Loftiss, Minnie...Kirksville Long, John...Echo Long, Orville...Kirksville Loomis, Lurah...Kirksville Lore, M. F....Kirksville Lorenz, Bess...Kirksville Louderback, Walter...Kirksville Lovelace, Rose...La Grange Lovell, Nancy...Reger Lowe, Belle...Chillicothe Lowry, Fay...Frankford Lusk, Lu...Kirksville Lusk, May...Kirksville Lyon, Ola Fay...Kirksville Mahan, Mabel...Centralia Malone, Mabel...Kirksville Markey, Ila M....Kirksville Markey, Opal...Hurdland Marlette, Ernest...Kahoka Marshall, Elton...Avalon Marston, Agnes...Kirksville Martin, Howard...Kirksville Martin, Ruth...Kirksville Martz, Del...Kirksville Mason, Bertha...Tullvania Mathews, Bertha...Revere 104 (Page 105) Mathew, Irma...Revere Mauck, S. F....Princeton, Indiana Mayfield, L. P....Boring Mayhugh, L. P....Rothville McClain, Ella...Williamstown McClay, Irving...Kirksville McCool, Ethel...Pattonsburg McCool, Ocie B....Pattonsburg McCune, Beulah...Clark McCune, Pearl...Clark McDaniel, Stella...Laddonia McDowell, Zena...Kirksville McFadden, G. E....Knox McGee, I. C....Kirksville McKee, May...Peakesville McKenzie, Edna...Huron, Arizona McKinney, J. H....New Boston McMichael, Hale...Kirksville McRae, Dora...Knox McReynolds, Bruce...Knox McReynolds, Carl...Knox McReynolds, Leila...Rutledge McWilliams, Bertha...Downing McWilliams, Hettie...Downing McWilliams, H. L....Hurdland McVay, Bessie...Gibbs Middletown, Edna Mae...Unionville Miles, C. C....Huntsville Millay, Edna...Kirksville Millay, Gladys...Kirksvile Miller, Ada...Hybrid Miller, C. W....Baring Miller, Evelyn...Kirksville Miller, Fanny...Kirksville Miller, J. Albert...Lemonville Miller, Lucile...Bridger, Montana Miller, M. H....Kirksville Miller, Ola E....Kirksville Mills, Courtland...Kirksville Mills, Mabelle...Kirksville Mills, Warner...Kirksville Millsap, H. E....Knox Mitchell, Anna...Licking, Texas Mitchell, Mildred...Hurdland Mitchell, Sophia...Atlanta Moats, Lottie...Villisca, Iowa Mock, Myrtle...Plattsburg Modrell, Warren...Bloomfield, Iowa Moore, Eula...Kirksville Moore, Jennie...Kirksville Montgomery, Lillie...Kirksville Morgan, Grover...Monterey, Iowa Morgan, Mabel...Atlanta Morrison, Alva...Jamesport Morrison, Fred...Kirksville Moses, Genevieve...Kirksville Mudd, Bessie...Silex Muder, Mabel...Kirksville Mumma, Ben...Eagleville Munyon, Roy...Kirksville Murphy, Ruby...Knox Murray, Jessie...Bethany Musson, Alvin B....Kirksville Myers, Edgar...Kirksville Myers, Maude...Kirksville Myers, May...Memphis Nagel, J. R....New Boston Nair, C. E....Kirksville Nance, Eva...Pattonsburg Nance, F. B....Pattonsburg Nason, Will P....New Rochelle, New York Nebergall, J E....Hale Neet, Edith...Humphreys Neet, Mamie...Humphreys Nelson, Harriet A....Revere Netherton, Julia...Jameson Newman, A. J....Turner, Kentucky Nicholson, Mattie...Lathrop Nickerson, C. A....Bucklin Niermann, J. L....Hamburg Nixon, Blanche M....Maryville Nooning, M. A....Brashear Northcraft, Edith...Kirksville Northcraft, Elizabeth...Kirksville Northcraft, Lettie M....Kirksville Northcraft, Mary L....Kirksville Novinger, Grace...Kirksville Novinger, Grover...Novinger Novinger, Jesse R....Danforth Nutter, Linnie...Cowgill Oberg, Grant...Osborn Ogle, E. C....Frankford Omen, E. F....Bucklin Osborne, L. W....Kirksville Owen, R. E....Mill Grove Owen, Ruby...Mill Grove Owens, Mollie...Novinger Payne, Cleta...Lewistown Pease, May...Kirksville Pemberton, J. M....Armstrong Pence, Guy...Kirksville Petree, Addie...Rosendale Phifer, C. B....Kirksville Phipps, Paul E....Ethel Pierce, John G....Mt. Hope Pierce, Stella...Hurdland Pollard. Lillie M....Kirksville Pool, W. O....Williamstown Poore, Mabel...Kirksville Porter, Dessie...Newark Porter, Earl W....Knox Porter, Fay...Newark Porter, Ira F....Marceline Porter, Iva...Marceline Post, Frances E....Kirksville Powell, Bessie...Kirksville Powell, Charity...Kirksville Purdin, Opal...Hurdland Putnam, Alta...Powersville Putnam, Sallie...Powersville Putnam, Willis...Powersville Quigley, Grace...Gilman Quigley, Stella...Gilman Quinn, Clara...Brashear Ralston, Edna Mae...Queen City Randall, Macie...Kirksville Randall, Nellie...Kirksville Rank, Agnes...Alvord Rank, Minnie...Alvord Ransom, Mabel...Kirksville Redd, Ella Lou...Chillicothe Redd, Georgia...Chillicothe Reger, Euna G....Reger Reiger, Archie...Kirksville Reinhard, Mary...St. Louis Reynolds, Ella C....Cairo Rice, Anna...Kirksville Rice, Cleveland...Huntsville Ringo, Eugenia...Kirksville Robbins, Olive..New Boston Roseberry, Bertha...Kirksville Roseberry, E. F....Hurdland Roseberry, Ethel...Kirksville Ross, Aubry C....Atlanta Ross, Ruby...Atlanta Rouse, J. E....Deer Ridge Rouse, W. J....Deer Ridge Rutherford, Albert...Knoxville, Iowa Rutherford, F. D....Knoxville, Iowa Ryan, Frances...Kirksville Sandry, Bertha...Greencastle Sanford, Clara...Knox Sanford, O. G....Newark Saturley, Ora...Ethel Schiefelbusch, V. A....Andover Schofield, Eunice...Edina Schofield, Evarett...Edina Schwalbert, Wm....Kimmswick Scifres, Chloe...Plano, Iowa Scifres, J. B....Gorin Scott, J. C....Lemonville Scott, Lillian...Canton Scott, Nina M....Hurdland Sears, Mayme...Kirksville See, W. G....Shelbina Shanks, Nellie...Purdin Shewalter, Della...Triplett Shibley, A. P....Gorin Shoemaker, Floyd...Bucklin Shoop, Ida...Kirksville Shoush, Hallie...La Plata Shubert, Leslie...Kirksville Shuman, Margaret...Kirksville Sidener, Loyd...Lentner Simmons, Zona...Warren Sipple, Jessie M....Kirksville 105 (Page 106) Skipper, Ira...Powersville Slacks, L. Percy...Kirksville Slacks, W. S....Kirksville Sloan, A. E....Kahoka Smith, Earl W....Cantril, Iowa Smith, Lutfe T....Enterprise Smith, Margaret...Monticello Snyder, H....Kirksville Spalding, Anna...Monroe Sparks, Minta...Shelbina Sparling, Mary...Kirksville Sprecker, Loree...Kirksville Stagner, B. A....Hale Stanford, Ethel...Rush Hill Starrett, Lena M....St. Joseph Stauterman, Eda...Moberly Stauterman, Frona...Moberly St. Clair, Rob t...Wyaconda Steiner, Wm. L....New Haven Stephens, Blanche...Kirksville Stephens, Claude E....Kirksville Stephens, Jessie...Moberly Stephens, Mary...Kirksville Stephens, Portteus...Kirksville Stewart, W. E....Greentop Stokes, Stanley...Kirksville Stone, C. R....St. Joseph Stone, Erma Gene...Milan Storm, Julia...Kirksville Stufflebean, Myrtle...Kirksville Stukey, Grover...Millard Sturgeon, Lee...Hopkins Sutter, John...Guthrie Swanson, H. G....Greentop Swearingen, R. W....Wyaconda Tannyhill, Elizabeth...Red Lodge, Mont. Taylor, Ray...Sumner Terry, Dossa Parker s...Prairie, Minn. Terry, Ona...Jameson Thomas, Dora...Cameron Thomas, Dorothea...Oregon Thompson, Bertha...Brashear Thompson, Orion...Kirksville Thompson, Roy L....Sue City Thrasher, James...Seattle, Washington Throckmorton, Lillie...LaBelle Tietge, Bernice...Marceline Tinder, Bessie...Clark Tinder, Neva...Clark Titsworth, John R....Kirksville Tolbert, Alpha...Cora Toothaker, Elva...Chula Toothaker, L. A....Chula Tolson, Henrie...Kirksville Towles, Jennie...Cairo Towles, Mollie...Cairo Townsend, Leta...Kirksville Troth, John...Memphis Troth, Maggie...Lawn Ridge Trower, John H....Olney Tudor, Nellie...Dawn Tudor, Richard...Dawn Turner, Bertha...Kahoka Turner, Zola...Kahoka Twyman, W. G....Armstrong Tye, Brent...Pleasanton, Iowa Tye, Charles...Pleasanton, Iowa Tye, T. H....Lock Springs Uhe, Elizabeth...Hurdland Underhill, Garnett....Kirksville Vance, Joy...Indianapolis, Indiana Van de Sand, G. F....Kansas City Van Horn, Earl...Auxvasse Van Horn, Howard...Auxvasse Van Horn, May...Auxvasse Van Meter, Kate...Kirksville VanSickel, M E....Stahl Varnon, Katherine...Mexico Vaughn, Berthul E....Kirksville Vaughn, Floy...Kirksville Vaughn, Georgia...Monroe Vaughn, Virgie...Kirksville Vaughn, Chester A....Kirksville Waddill, Alice...Kirksville Waggener, L. G....Kahoka Wagner, Leslie...Middleton Walker, Ethel...Cairo Wall, Ottie...Rea Wallace, Mrs. M. V....Paris Ward, Frank...Kirksville Ward, Mrs. Lillie...Coffeyburg Wayman, Olave W....Princeton Webb, C. Mclellan...Harris Webber, Hugh...Memphis Weldon, Eva...Gilman Weldon, May...Gamma Weldon, Moss...Gilman Wells, Nelle...Lucerne Wells, W. M....Lucerne Wenger, A. O....Mt. Vernon Wenger, John...Kirksville Werner, Margaret...Cameron West, Alice...La Belle West, Carrie L....Salisbury West, Lora...Graysville Weyand, Charles...Kahoka Weyand, Mary...Kahoka White, F. E....Bucklin White, L. S....Whitesville Whitesides, Sue...Thompson Whitesides, Viola...Thompson Wickizer, Olive...Tulsa, Ind. Ter. Wiley, Carrie...Kirksville Wiley, J. W....Kirksville Willet, Gertrude...Kirksville Wilson. Anna L....La Belle Wilson, Arlie...Cantril, Iowa Wilson, C. E....La Belle Wilson, Don....Cantril, Iowa Wilson, Edna...Kirksville Wilson, Forest...Kirksville Williams, Anna...Ewing Williams, Milton...Walnut Williams, Oren O....Yarrow Willis, M. E....Kirksville Wirth, Kathryn B....Lancaster Wisdom, Earl...West Grove, Iowa Wiseman, Minnie...West Grove, Iowa Wood, H. T....Holliday Woods, Grace I....Kirksville Woods, Mae...Brashear Woods. Willie R....Kirksville Woodward, Ona...Yarrow Worsham, Leila...Frankford Wright, Betha...Kirksville Wright, Mettie...Kirksville Wright, Myra...Goldsberry Wright. I. R....Brashear Wurth, Mrs. W. F....Fairbury, Nebraska Yeager, Faye...Luray Young, Rowena...Kirksville 106 (Page 107) FRESHMAN CLASS, 1905-06, FIRST SECTION. 107 (Page 108) (Page 109) FRESHMAN CLASS, 1905-6, SECOND SESSION. 109 (Page 110) (Page 111) (Page 112) MONOTYPED AND PRINTED BY Journal Printing Co. Kirksville, Mo. (Page 113) (Page 114) WORKING CALENDAR. 1906-1907. Classification of Students Monday, September 10. Classification Completed, Lessons Assigned Tuesday, September 11. Class Work Begins Wednesday, September 12. First Quarter Ends Friday, November 30. Second Quarter Begins Monday, December 3. Adjournment for Winter Vacation at 3:30 P. M. Thursday, December 20. Session Resumes Thursday, January 3. Second Quarter Ends Friday, March 1. Third Quarter Begins Monday, March 4. Field Day Monday, May 13. Baccalaureate Sermon Sunday, May 19. Graduating Exercises (Sophomores) Tuesday, May 21. Graduating Exercises (Seniors) Wednesday, May 22. Third Quarter Ends Wednesday, May 22. Fourth Quarter, "Summer School," Classification of Students Tuesday, May 28. Fourth Quarter, "Summer Sehool," Class Work Begins Wednesday, May 29. Fourth Quarter, "Summer School," Closes Thursday, August 15.