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BULLETIN

FIRST
DISTRICT
NORMAL
SCHOOL

KIRKSVILLE, MO.

ILLUSTRATED.

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CALENDAR FOR 1907-1908

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BULLETIN

OF THE

FIRST DISTRICT NORMAL SCHOOL

KIRKSVILLE, MO.

PROVIDED FOR BY ACT APPROVED MARCH 17, 1870
LOCATED AT KIRKSVILLE DECEMBER 29, 1870
OPENED AS FIRST DISTRICT NORMAL SCHOOL JAN. 1, 1871

VOL. VII. 
JUNE, 1907.
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.

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BOARD OF REGENTS.

REGENT EX-OFFICIO.
Hon. Howard A. Gass - State Superintendent of Public Schools, Jefferson City

REGENTS APPOINTED

G. A. Goben - Kirksville
REUBEN BARNET - CHILLICOTHE
JOHN H. WOOD - SHELBINA
A. W. MULLINS - LINNEUS
J. M. Hardman - Edina
HENRY T. BURCKHARTT - FAYETTE

OFFICERS OF THE BOARD

G. A. Goben - President
JOHN H. WOOD - VICE-PRESIDENT
REUBEN BARNET - SECRETARY
B. F. Heiny - Treasurer

STANDING COMMITTEES.

EXECUTIVE - Hardman, Barney, Wood
Teachers, Text-Books, Course of Study, Catalog and Library - Mullins, Burckhartt, Gass

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FACULTY; 1907-1908.

JOHN R. KIRK - President
W. P. NASON - Emeritus	 Professor of Ethics
B. P. GENTRY - Latin
T. JENNIE GREEN - Assistant in Latin
J W. HEYD - German and French
H. CLAY HARVEY - Mathematics
R. M. GINNINGS - (On leave Abs.) - Asst. in Mathematics
W. H. ZEIGEL - Asst. in Mathematics
A. P. SETTLE - English
MINNIE BRASHEAR - Asst. in English
E. R. BARRETT - Asst. in English
NANCY LEE SWANN - Asst. in English
J. T. VAUGHN - American History and Government
E. M. VIOLETTE - European History
EUGENE FAIR - Ancient History
W. A. LEWIS - Chemistry
J. S. STOKES - 3 and Physiography
L. S. DAUGHERTY - Zoology
CARRIE RUTH. JACKSON - Agriculture and Botany
O. A. PARRISH - Librarian
CHAS. BANKS - Library Scholarship
ROBERTA JONES - Library Scholarship
D. R. GEBHART - Music and Military Tactics
- Music Scholarship
- Music Scholarship
O. C. BELL - Physical Education for Men
MARGARET T. LINTON - Rdg. & Voice Cult., Phys. Ed. for Women
CORA A. REID - Drawing and Art Instruction
A. D. TOWNE - Manual Training
- Teacher Com. Sch. Branches
J. D. WILSON - Dean of Theory and Practice
A. B. WARNER - Administration
GERTRUDE LONGENECKER - Supervisor of Practice School
- Teacher Model Rural School
M. OLIVE GREER - Primary School Critic Teacher
SARAH J. PEPPER - Kindergarten Director
SUSIE BARNES-(On Leave Abs.) - Gram. Sch. Critic Teacher
LAURA DOOLITTLE - Gram. Sch. Critic Teacher
ELSIE KIRK - Stenog. & Sec’y to President
CORA HIGGINS - Clerk & Stenog.
JOHN GILL and two assistants, Engineers. JOHN JACK, Head Janitor; Jo. MILLER, WM. PENCE, J. C. GUILE, 
EFFIE HICKMAN, Assistant Janitors. THOS. J. MCKASSON, House Carpenter.

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BUILDINGS.
Original Building, Baldwin Hall, in Center, Completed in January, 1873.
Library Hall at Left, Completed in December, 1901.
Science Hall at Right, Completed in May, 1906.
SEE MODEL RURAL SCHOOL ON ANOTHER PAGE.

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QUARTERLY BULLETIN.

HISTORY.

In February, 1867, Professor Joseph Baldwin came from Indiana to Missouri for the purpose of selecting 
a suitable place for a private normal school. On visiting Kirksville, he chose it as the place for his school 
and made arrangements to open the same in a building known as Cumberland Academy which stood on 
the site of Mr. R. M. Ringo’s present residence in the north part of town. He organized the first faculty of 
the school during the spring and summer of 1867, engaging Professor and Mrs. E. 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 

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a private normal school at Kirksville and the persistent efforts made by Professor Baldwin to get the 
state to adopt the Normal 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 the1 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

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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 from September, 1891, to June, 1899; and President 
Kirk from July, 1899, to the present time.

The growth of the school during the forty years of its existence has been steady and permanent. The 
enrollment for the first year was 140; for the year just closed, 1157. The faculty has grown from six to 
forty 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 Hail, and in 1905 it appropriated $50,000 for the 
wing; erected at the west end of the original building and which is known as Science Hall.

In honor of the first president of the School, the original building was last year named Baldwin Hall.

The Institution enters upon the year 1907-08 in better condition and with better facilities for service to 
the State than ever before.

Buildings.

The Institution has now in daily use 88 rooms including class rooms, laboratories, libraries, society halls, 
etc. These are classified as follows:

1. The Baldwin Hall completed in January, 1873, contains: Class rooms for the Normal School proper, 17;

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Auditorium or Assembly Room, 1; Practice School and Kindergarten, 2; Laboratories, 2; Toilet Rooms,4; 
Literary Society Halls, 4; Y. M. C. A. Room, 2; Janitor’s Room, 1; Carpenter’s Room, 1; Storage Rooms and 
Shops 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 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 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; Both Rooms, 4; Total, 23 rooms.

4. The Model Rural School - recently completed, contains rooms as follows: School Room, 1; Toilet 
Rooms, 2; Manual Training Room, 1; Agriculture Room, 1; Living Rooms, 2; Total, 7 rooms.

New Engine Room and Electric Generator.

In addition to the new Science Hall completed last year at a cost of $50,000, the Institution has been 
able to erect a new boiler house and to install a new and complete electric generating plant. Both the 
Library Hall and the 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

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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 and the reflectscope 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.

A Model Rural School on the Normal School Campus.

The Model Rural School House has been designed and constructed to show that a rural school in any 
part of Missouri can, for the investment of about $400.00 in addition to the usual cost of a good 
building, have all the conveniences and comforts that can be secured in any city school house.

It is the intention to have in this school house, beginning Sept. 3, a Model Rural School, the children to 
be transported in covered vehicles to and from the school. This is to be a Model School, not a Practice 
School. It is to exemplify the best things which a school board and a good teacher with good facilities 
can do in and for a rural school.

This building is the culmination of a long cherished hope. The designer while State Superintendent of 
Schools in the 90’s traveled widely throughout the north and east in search of the best models. The ideal 
and practical could not be found in one building. Hence a long series of experiments in working out this 
model.

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1. The foundation is rectangular in form and 28x36 ft. outside measurement.
2. Outer foundation, of concrete, extends two feet below and two feet above surface of ground.
3. Inner 10-inch concrete wall encloses cellar, 6x14 ft.
4. Cellar can’t freeze up.
5. Cellar is ventilated into smoke flue.
6. Cellar has concrete floor, with drain into sewer.
7. Cellar is reached through trap door in boys’ hall way.
8. Cellar contains pneumatic pressure tank 3x8 ft., working capacity 300 gallons.
9. Cellar contains force pump connecting tank with well through pipes below frost line.
10. Cellar contains soil pipes, water pipes and drain pipes reaching to and from toilet-rooms above.
11. Cellar contains sewer connections. Sewer enters city system.
12. In a rural community sewer may enter cess pool, old or new, at rear or side of lot; or a tile may 
conduct sewage into neighboring slough or creek. 

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Floor Plans.

1. Floor plan, 28x36 ft., same as foundation plan.
2. School room, 27 ft., 2 in. by 21 ft. 6 in. - 12 It. from floor to ceiling.
3. Door at rear on right side leads to girls’ toilet room, porch and play ground.
4. Furnace in alcove at side of room distributes pure air and equalizes temperature.
5. Pure air enters furnace through asbestos-covered duct under floor.
6. Ventilating flue is 13x21 inches in the clear.
7. Opening into ventilating flue is made into a neat fire place.
8. Smoke flue, 13x13 inches in the clear, helps heat ventilating flue.
9. Cupboard or bookcase in wall at side of vent flue has a neat unfolding leaf for teacher to write on.
10. Manual training shop is 6x8 ft. in the clear and has abundant light.

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A - Door to Girls Hall
B - Door to Boys Hall
C - Door to Main Hall 
D - Manual Training
E - Wash Bowl
L - Lavatory
M - Floor Drain
WC - Water Gauge
FP - Force Pump
H - Water Heater
N - Soil Pipe
CC - Concrete
P - Siphon
S - Sewer
FB - Flush Box
SW - Stairway
SF - Smoke Flue
WB - Work Bench
SB - Stone Brick
VF - Ventilating Flue

Section.

11. Fuel room, 4½x6 ft. in south east corner; capacity six tons of coal.
12. Stairway starts in corner of manual training room, runs over fuel room and entrance.
13. School room lighted through six large windows on north side.
14. Children face the east. Light comes from their left.

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15. Halls leading to toilet rooms contain hooks for hats, clothing, etc.
16. School room receives direct sunlight on floor at S. E. and S. W. corners through glass in doors.
17. Ground glass window on west side near north west corner, for window garden, prevents glaring 
light, admits chemical rays for flowers and for sanitation.
18. Toilet rooms are ventilated into smoke flue. They have no bad odors.
19. Toilet rooms have hot and cold water, washbowls, toilet bowls and towel racks.
20. Toilet rooms have, glazed cement wainscoting and cement floors.
21. Toilet room floors are drained into cellar, thence into sewer.
22. Toilet rooms enclosed and separated by double walls to deaden sound. Noise of toilet fixtures not 
heard in school room.
23. Toilet rooms can not freeze, up, except by gross negli-gence long continued.
24. Position and construction of walls, doors and hallways give toilet rooms an air of complete privacy.
25. Each toilet room has direct sunlight at noon through outer window and glass in door.
26. Small plate glass in each toilet room floor admits direct sunlight to basement.
27. Each room of this school house has direct sunlight, yet the children’s eyes are protected. Children 
study by abundance of mild light from the north.
28. This school house is built upon the popular rectangular foundation.
29. Undue appearance of width is overcome by form of roof. Flue may seem a little low. It is yet to have 
a 6-inch concrete top.

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30. From the view of the upper windows at the front it may be easily seen that this school house is 
practically a story and a half high. In the upper half story are three rooms reached by the stairway 
starting from Manual Training room. The first room at the south end of the upper story is 11 feet square 
with abundant light from the south. It is now proposed to put in low wide windows a little below middle 
of roof on each side so as to admit direct sun light into this room both forenoon and afternoon. In this 
room, therefore, we have an excellent place for one of two things: There may be a large well lighted 
Manual Training shop, or an Agricultural Laboratory. The upper half story contains two other rooms, 
each 7x 21 feet. These are used at present as sleeping rooms for young men, students of the Normal 
School, who take care of the Model School building. Height of upper rooms from floor to ceiling, 7 feet. 
They are well heated and ventilated.

31. This school house is, in all respects, built out of the best available material and in the best possible 
way. It is therefore thought to be a model in every essential particular. It was not built by contract. The 
Regents directed the President of the School to purchase material, employ laborers, and build cost can 
therefore be given in detail. With ordinary material and labor such a school house should be built in any 
rural district of Missouri for $1400.00. Specifications will be furnished to Missouri School Boards free of 
cost.

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The Model Rural School, Normal School Campus, Kirksville, Mo.

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EDUCATIONAL INSTABILITY.

These are days of trusts and monopolies. Even in education we have them. The great educational trust 
now ambitious to control all education is that of the universities. The men managing these institutions 
probably do not realize the top heavy condition into which they are precipitating our American school 
system. Some of them say in phrase long familiar that "Education is from the top." They acknowledge 
themselves to be at the top and show an almost blind willingness to direct and dominate all things 
below them.

Their first objective point is the public high school. This is the manifest instrument through which to 
control all other schools. If through natural expansion high schools should come within reach of all 
children and the universities should gain control of the high schools, then the so-called "small colleges" 
and the Normal Schools would cease to have the means of competition and the university would be all 
powerful. The man is short sighted who does not see that this is the educational trend. Young and 
hopeful men just crowded through their Ph. D. courses in universities are being installed into those 
university offices which have to do with the immediate relations of the university to the public schools. 
These are usually bright men, honest, no doubt, as honest as can be, burning with zeal to reform the 
world; but their horizon is circumscribed by their experiences and many of them are extremely 
visionary. It is bad for education that men of this type are willing to assume suddenly such grave 
responsibilities and wield at once the weapons of warfare in education. The universities are already so 
large that most of them are unable to control their own students. Many of the bachelor-like specialists 
who direct the lecture room and laboratory work in the universities have little or no taste for personal 
contact with students. Hence their personal influence does not affect

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the students’ conduct. The administrative department is usually inaccessible to the student who thus 
finds himself not only unrestrained but lacking access to good advice.

Conditions are changing. Vast armies of very youthful persons are flocking to institutions of higher 
learning. The old doctrine of the free and easy way, the absence of surveillance, the "miniature world," 
etc., will not do any longer. If university students were all above the age of adolescence, their needs 
would be different. Since, therefore, most of the universities do not control their students very well and 
many of them do not care? to, then the control of education by the universities could not be expected 
to conduce to law and order in the state. If any one doubts the inability of the large universities properly 
to control their students, he has only to inform himself. His doubts will soon vanish.

In the last dozen years the universities have reversed their policy regarding the professional preparation 
of teachers. White the universities were opposed to the professional preparation of teachers, it was 
regarded the proper thing for the university professor to ridicule the Normal School and to belittle the 
academic content of Normal School education. There were, to be sure, good grounds for criticism. There 
are yet. But the universities discovered that the Normal Schools were nearest the heart of the people. 

They discovered that the people believed in specially prepared teachers. The change of front in the 
universities came rather suddenly. Now no university is so mediaeval in its policy as not to have within 
itself a "school of education" or a "teachers’ college" or at least a "department of Pedagogy" in some 
form. It is seen that the institution which can "capture" and "run in" and "corral" the public school 
teachers, even during the summer months, is the one having means of access to the heart of the people. 
Hence Pedagogy has become one of the most attractive features in a popular university. Let the 
grumbling professor of the

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old type deny this if he will. He doubtless dislikes it but the thing is with him and with us. It really 
obscures in a measure the old time professor who was not noticing the changes as they were going on.

In the middle west most of the universities have traveling agents called high school inspectors. Some of 
these inspectors are men of high type having knowledge of and sympathy with the public school system 
in its entirety; but no matter how broad and fair the inspector may be at the outset, the nature of the 
case tends powerfully to reduce him, in spite of himself, to a peripatetic functionary whose business it 
is: (1) So. to modify the courses of instruction in the high schools as to serve distinctively the purpose of 
the university with a view to its enlargement; (2) To control the appointment of high school teachers; (3) 
To get into direct contact with members of the high school graduating classes.

Most of the universities have teachers’ bureaus called "committees on positions and 
recommendations," or by some such title. Through such committees and inspectors the superintendents 
and school boards are indoctrinated with regard to the differentiation which shall be made among 
teachers, in the various kinds of schools. I think no one should question the honest purposes of these 
committees and agents. Nevertheless I think they and we together should try to discover whither we are 
drifting and where we are likely to land. These committees and inspectors become propagandists. They 
can’t help it. They are backed financially and otherwise by great resources. They publish in every 
possible way their doctrine. Consciously or unconsciously they are doing what they can to cramp and 
specialize the High Schools, to suppress and supplant the college and to hamper, restrict and undermine 
the Normal Schools whose highest function they now seek to transfer to the University. They would 
leave to the crippled and handicapped Normal Schools only the routine and so-

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called training which constitute the lowest and poorest part of the professional preparation of teachers.

We hear it from many quarters outside of Missouri, (and now and then inside Missouri) that the Normal 
schools should confine themselves to dabbling superficially in a two years’ TRAINING COURSE with a 
view to preparing elementary teachers; that if the Normal School should now and then carry a student 
so far along as to make a good high school teacher out of him, the result would be damaging to 
elementary schools, because it would be taking the energy of the Normal School away from the special 
and narrow service which is supposed to contribute exclusively to the good of the elementary schools. 
This university creed is fatally weak. Its effect would be to collect and concentrate the ambitious, 
capable, resourceful, prospective teachers in the Pedagogical department of the university or at least 
within the university, there to consume their energies in an alleged preparation for the work of teaching 
in high schools. This pernicious doctrine tends inevitably to weaken the elementary schools. It would 
send what might be called the "scrubs" among prospective teachers through a brief secondary school 
course and then from a short cut professional course into elementary schools. Along with all this the 
high school inspectors seek to induce school boards and superintendents to lavish money upon high 
school equipment and the salaries of high school teachers to the great detriment of the elementary 
schools and elementary teachers.

This Normal School along with several others in the Mississippi Valley will continue to prepare well, both 
academ-ically and pedagogically, teachers for all sorts of public schools. The interpretation of the creed 
of the above mentioned committees and inspectors is that a half educated person will do pretty well to 
teach children up to and including the last day in the eighth grade but a fully educated person is 
necessary to teach children from and after the

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first day in the high school. This is a vicious, false and misleading creed. It embodies the antiquated 
notion sometimes still heard of in rural districts that any cheap teacher will do for little children while a; 
slightly better teacher is necessary for the larger children, etc., etc. Now the fact, is that if we should 
tolerate anywhere in public schools a person who has taken a short cut to education, and who has 
narrow and limited resources, it is in departmental work in a high school, where a set scheme or plan 
may be followed and yet some things even in narrow channels be effectively done. But think of an 
ignorant, narrow and poorly equipped man or woman in the fifth, sixth, seventh or eighth grade! Think 
of the varied and immeasurable responsibilities! Who else in the whole world has need for greater 
resources? Where should scholarship be more extensive, intensive or sound? I venture to question the 
judgment of any one, any where, who does not agree that if any man or woman in the work of 
education should have a college education, it is the teacher in the elementary school. Already thoughtful 
men in elementary education and sympathetic ones in higher education realize that we are advancing 
backwards when we concentrate all our best energies on the upper end of the curriculum and leave the 
lower end of it to be cared for by poorly educated people who have simply been dosed with the 
nostrums and prescriptions of a short cut in a superficial Normal School.

Again, those who study elementary education are discovering that the salary of an elementary teacher 
ought to be about the same as the salary of a high school teacher and that we are retrograding 
whenever we increase the high school equipment to the curtailment of the elementary school 
equipment. Professors in the Pedagogy departments of the university tell us that high school teachers 
should have lived in a college atmosphere. In nearly the same breath they tell us that the elementary 
teacher should be made out of a youthful high school graduate by a few

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months of so-called training in a Normal School. I take it that our friends in the University will some day 
learn a better creed, to the effect that if a college atmosphere is necessary to make a good teacher for 
any school, it is necessary to make a good teacher for every school, and then I venture to express the 
belief that the true college atmosphere is found at the present time in about a dozen of the ambitious 
Normal Schools of the Middle West. I think it should pervade them all.

The doctrine of this Normal School is that all Normal Schools should, as rapidly as conditions will permit, 
raise their standards until the academic content of Normal School education will include all that is good 
in a college education. We would have the Normal School graduates (and the University graduates who 
teach) distributed according to their adaptability, some of them teaching in rural schools, some of them 
in elementary graded schools, some in high schools and some in supervisory work. To this end all the 
Missouri Normal Schools, I believe, are struggling.

This Normal School practices what it preaches. Some of our recent graduates are going into rural 
schools; some, into graded village schools; some, into high schools; and some, into the responsibilities of 
supervisory work in several forms.

We support enthusiastically our own State University. We welcome as a companion agent for the 
preparation of teachers, the very good new Teachers’ College in our University. If by honest effort the 
Teachers’ College can set the pace in the field of pedagogical instruction, then the Normal Schools 
should rejoice and not get jealous. But this Normal School is not waiting for the Teachers’ College or any 
other competing or co-operating agency to set the pace. We strive to be in the pace making business 
ourselves. We believe our sister Normal Schools of Missouri are equally ambitious and no doubt equally 
capable. We believe in a progressive, constructive policy. We do not

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believe it is the function of the Normal School to cater very much to current demands and fashions or to 
sit in idle complacency when it has copied and commended and disseminated the practices and ideals of 
educational theorists, past and present. We believe the Normal School should seek to create ideals, to 
set up standards, to conduct experiments and to exemplify constructively the best attainable practices 
in school education.

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 young men. Those 
hoarding 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 First National. Bank, north 
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.

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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 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 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.

23

(Page 24)

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 Make 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., Tuesday, 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. 7th, or at the latest Monday, Sept. 9th. Therefore a very large 
majority of students can have their programs completed on Tuesday and their books purchased ready 
for Wednesday’s lessons.

During the day Tuesday, students may visit their prospective class rooms and find plainly stated on black 
boards or bulletin boards the lesson assignments and the lists of needed text-books.

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

Beginning of Class Exercises.

Class work will begin at 8:20 a. m., Wednesday, Sept. 11.

The regular daily program elsewhere shown in this Bulletin will be followed all day Wednesday, Sept. 
11th.

This School runs according to the program clock.

Notice particularly Program making is to be attended to Tuesday and to be completed that day. One day 
is enough.

24



(Page 25)



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 Tuesday.

Regular class work by the program will be going on Wednesday, Sept. 11th.

When to Enter.

The best time to enter classes is at the beginning of the school year, on Tuesday, September 10th. 
Notice particularly:

Programs should be made on Tuesday, September 10th. The President and members of the Faculty will 
be in the building all day 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 10th and ends Friday, November 29th.

The second quarter begins Monday, December 2nd and ends Friday, March 6th.

For those teachers having six months Fall and Winter schools, the division of time is especially 
convenient since new classes will be organized at the beginning of the Spring quarter, Monday, March 
9th. The third quarter, or Spring quarter, begins Monday, March 9th and ends Wednesday, May 27th.

The fourth quarter, or Summer School, begins Wednesday, June 3rd and ends Thursday, August 20th. 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 9th or Tuesday, September 10th. Practice School classes will be 
organized on Wednesday, September 11th. No tuition is charged.

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(Page 26)



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 bards brought from other institutions. 
As soon as the student has demonstrated Instability 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 the Form of Advanced Standing.

Grades obtained in the University and State Normal Schools of Missouri and those from members of the 
College Union are accredited by this Institution.

Grades from other reputable institutions are transferred to our records with as little alteration as 
possible.

By agreement of State Normal Schools the graduates of approved high schools of the first class are given 
credit for ten units of work; graduates of approved high schools of second class, seven units; graduates 
of approved high schools of third class, four units; and students who bring teachers’ certificates are 
admitted to sub Normal and Preparatory classes without examination.

In endeavoring to carry out the above mentioned agreement, we do not use the old time and now 
generally discarded block system of just so many units in bulk. We try to discover and recognize the 
individual merits and strength of each student: This can’t be done on the day

26



(Page 27)



the student enters the Normal School. It can be done within a few months after he enters. The student 
is permitted to begin in each subject which he studies as near as possible to the point where he left off 
in some other school. A majority of students do not wish to do this in all subjects. Many of them know in 
what departments they are weak and in what they are strong. So wherever the student begins in a given 
subject, if he carries the subject with reasonable ease and does his work reasonably well, there is no 
trouble about his credits in the lower work done in the school from which he comes. While thus 
protecting and strengthening the student in all his preparatory courses, we find on an average that the 
sum total of credits works out in practical harmony with the conference rule above mentioned.

It can thus be seen that our rules of classification and accrediting work from other institutions are quite 
flexible so that we recognize not only the merits of each school from which a student comes, whether 
the same be approved or unapproved, but we also discover and give credit for the merits of each 
student.

Time Required to Graduate.

Some good students still seek graduation in the shortest possible time. Over valuation of degrees and 
diplomas continues to menace sound education. We are unable to announce in advance the exact time 
in which any student may secure a certificate or a diploma. We welcome the graduates of high schools, 
academies and other institutions. We attempt to deal fairly with every individual entering the Institution 
so that if possible every student as well as the Faculty will ultimately feel satisfied with the policy of the 
Institution. There is need to guard with great care the Normal School certificate and diploma so that 
there will be the smallest possible doubt as to the true status of any individual holding such documents.

Year by year the people and school boards become more 

27



(Page 28)



exacting in their demands as to what the Normal School graduate shall know and be able to do. Indeed a 
pretty large percentage of our students show no disposition to use haste in rushing through to the goal 
of graduation. Many good high school graduates attend one regular session of nine months in order to 
secure1 an elementary certificate and it is agreed that no high school graduate shall secure that 
certificate who does not attend at least two quarters of three months each. Several graduates of first 
class high schools are finishing our advanced course this year after attending this Normal School nine 
quarters of three months each. Some of these persons have attended consecutively for twenty-seven 
school months, i. e., for three summer schools of twelve weeks each and two regular sessions of nine 
months each; while there are some who have attended three regular sessions of nine months each.

It was agreed some three or four years ago by the Conference of Normal Schools that the minimum time 
in which any high school graduate should be permitted to secure a diploma for the advanced course 
should be two years. Those few high school graduates who undertake to secure the diploma in the 
minimum time are usually persons who have been more than ordinarily strong in their high school work 
and who have had some experience in teaching and attending institutes or other equivalent 
opportunities for advancement after graduation from the high school. On the whole, the tendency is 
towards thoroughness rather than haste. Doubtless the time is near at hand when all high school 
graduates on entering a Normal School will lay their plans so as to give themselves a minimum of three 
years in which to graduate from the "Advanced Course." Then they will come out full and strong and the 
very best opportunities will be awaiting them in the public schools.

Many of our best students at the time of securing the diploma with the life certificate clause, have 
surplus work to their credit. At the time of going to press we have some

28



(Page 29)



fifty or more students working in subjects above those required for the diploma just mentioned, i. e., 
they have work in the Junior Graduate and Senior Graduate years. These are the people who best 
represent the spirit and the efficiency of the Normal School. They are "staying in school just to learn 
something," and "to get power."

Debating Clubs and Literary Societies.

The Institution encourages that form of self activity and self government which is exemplified in literary 
societies and debating clubs. Among these are two general Literary Societies composed of young men 
and young women; also four men’s Debating Clubs.

Heretofore no specific credit has been given for work in literary societies. Henceforth it is proposed to 
recognize the value of the Literary Societies and Debating Clubs to such extent that the work in the same 
will in reality be an integral part of the content of the Normal School Course. Next year this will be done 
in the following way:

All candidates for graduation will be expected to do regular and systematic work in Literary Societies or 
Debating Clubs or both; but a student who does not care to do or to offer such work may in lieu of the 
same offer one additional unit in some academic subject requiring preparation.

The Young Men’s Christian Association.

The Y. M. C. A. of this school is an organization of both church members and non-church members 
carried on ,for the encouragement of manly conduct and the cultivation of the highest ideals of student 
life. To accomplish this purpose, it holds religious meetings each Sunday, conducts Bible Study and 
Mission Study classes and a Personal workers class. In addition to this it offers a high class Lecture 
Course, including such well known characters as Gov. Hanly, J. Adam Bede, Gen. Z. T. Sweeney, Durno,

29



(Page 30)



Officers of the Y.M.C.A.



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the Magician, Colonial Octette, and Kellogg Haines Concert Co.

At the beginning of each quarter the Y. M. C. A. Reception Committees meet both day and night trains. 
They will be glad to show new students their boarding house list and assist them in getting located. They 
make new students feel that they are among friends in Kirksville. All persons, who notify Mr. Guy Pence, 
secretary of Y. M. C. A. of the time of their arrival, will be met at the train and assisted in every way 
possible. All young men are invited to unite with the Y. M. C. A. and aid in the continuation of the 
present good order and high moral atmosphere in school circles.

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 the new local 
General Secretary, traveling state and national secretaries and other guests.

The House is a fourteen room frame dwelling, situated in the center of the city, half way between the 
public square and the Normal School campus. It is a modern dwelling having furnace heat, electric lights, 
hydrant water, toilet and bath rooms, and indeed all conveniences known to a modern residence.

The House will accommodate 22 girls, one of whom is enabled to work for her 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. The maximum cost of board in the House is $2.50 per 
week and sometimes it runs even less than $2.30.

There are 11 bed rooms in the House, a kitchen, dining

31



(Page 32)



Y.W.C.A. Room.



(Page 33)



room and sitting room. Each bedroom contains: 1. One double sanitary couch. 2. One rocking chair. 3. 
One straight chair. 4. One dresser or dressing table. 5. One study table. 6. One rug. 7. One closet or 
wardrobe.

8. Muslin sash curtains.

Each girl must provide for herself: 1. One pair blankets. 2. Two sheets. 3. Two pillow slips. 4. One couch 
cover. 5. Table napkins. 6. Towels.

The Association House has proven a decided success during the past three 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 modern 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.

Miss Nancy Lee Swann, General Secretary of the Young Women’s Christian Association of the Normal 
School, will have entire charge of the work of the Association, and live in the House and act as chaperon 
for the girls.

Applications for rooms should be made early and, with recommendations from pastors or other reliable 
persons, sent 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, in 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

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(Page 34)



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.

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

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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.
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. At all times the conduct of students must be such as becomes ladies and gentlemen. Attendance at 
questionable resorts and participation in questionable amusements and practices are strictly prohibited.
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.



(Page 36)



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 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

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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 in the back work.



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COURSES OF INSTRUCTION.

SPECIAL COURSE, ONE YEAR.

For Teachers in Rural and Other Elementary Schools.

Preparatory Course No. 1 is to be taken after the completion of the common school course as given in 
the eighth grade of public schools. It is composed largely of the so-called common school branches. It is 
sought to be made rather more intensive and extensive than work commonly done by freshmen and 
sophomores of high School age in typical high schools. It is especially serviceable for actual and 
prospective teachers in rural schools and other elementary schools. The majority of the students taking 
this course are older than typical freshmen and sophomores in high schools. They have maturity and 
great zeal. At the outset many of them are found to be slow and awkward so that the few high school 
freshmen and sophomores mixed in with them sometimes appear at an advantage; but the advantage is 
usually temporary.

Nothing done by the high school is discredited. Most of our Normal School instructors have taught in 
high schools. They have full sympathy with our co-adjutors, the high school teachers; but even the well 
advanced students in, high schools have usually passed through the elementary school subjects during 
early adolescence. They, therefore, have secured only the child view or adolescent view of all these 
subjects. In the preparation of teachers therefore it is for the Normal School to see that the so-called 
"common school branches" and also the lower high school subjects are effectively studied from the 
standpoint of grown men and women. View the case as we may we are forced to the conclusion that the 
foundation for a good Normal School education can not be laid without including all of those subjects 
which are offered in our Preparatory Course No. 1. For students of sufficient maturity and definiteness 
of purpose, some elementary Pedagogy may be taken in connection with the more difficult subjects in 
this course.



(Page 39)



Elective Courses.

All our courses leading to certificates and diplomas are in large part elective; but no student will be 
admitted to a course for which he is not believed to be well prepared; and courses are elective in 
groups, not by detached or unrelated subjects.

Every certificate and every diploma receives its name from the major academic subject taken by the 
student, this subject being presumably one for which the student has special taste or special 
adaptability. Every candidate for a diploma shall offer at least four units in the major academic subject. 
The Institution has grown into this system of Elective Courses as we have discovered the needs of our 
graduates and the demands which they must meet.

Constants.

Along with the fore-going statements it is well to keep in mind that certain subjects are constants, i. e., 
they must be offered by all students who are candidates for graduation. The constants are as follows: 
Every candidate for a diploma in an "Advanced Course" must offer:

(1)	From Preparatory Course No. 1, all the academic subjects requiring
Preparation - 10 quarters.
(2)	From elementary drill subjects - 6 quarters.
(3)	Psychology, Pedagogy and Practice Teaching - 10 quarters.
(4)	In advance of and above Preparatory Course No. 1, at least the
following:
(a) In English - 3 units;
(b) In Mathematics - 2 units;
(c) In Science - 1 unit;
(d) In History - 1 unit.

The foregoing are constants. For electives see tabular view and also recapitulation following same.

Every candidate for an Elementary Certificate must offer:

(1)	From Preparatory Course No. 1, all the academic subjects requiring preparation - 10 quarters.
(2) From elementary drill subjects - 6 quarters.
(3) Psychology, Pedagogy and Practice Teaching - 4 quarters.
(4) In advance of and above Preparatory	Course No. 1, at least the
following:
(a) In English - 2 units;
(b) In Mathematics - 1 unit.

The foregoing are constants. For electives see tabular view and also recapitulation following same.



(Page 40)



Tabular View of Courses of Instruction.

Definition:-The term "1 quarter" means 12 consecutive weeks of 5 days each in one subject, reitation 
periods being 50 minutes in length and sciences having double periods.

Definition:-The term "1 unit" means 3 quarters or 9 months in one subject or in a series of related 
subjects within one department. 

PREPARATORY COURSE NO. I.

I. Ten Quarters in the following academic subjects requiring preparation:

1. Arithmetical Analysis, 2 quarters; Civil Government - 2 quarters;
2. United States History, 2 quarters; Gram., Comp. and Lit. - 2 quarters;
3. Physiology - 1 quarter; High Sch. Alg. - 1 quarter.

II. Drill work or training in Vocal Music, Drawing, Manual Training - 2 quarters.

III. Gymnasium Work without credit - 1 quarter.

PREPARATORY COURSE NO. II.

I. At least Two Units from the following academic subjects requiring preparation:

1. Algebra, (2nd, 3rd and 4th quarters) - 1 unit;
2. Eng. and Am. Literature arid Mythology, (3 quarters) - 1 unit;
3. Latin, (First Year Latin) or German - 1 unit.

II. Drill work or training in Vocal Music, Drawing, Manual Training, Military Tactics, Gymnasium Work, 
Reading and Voice Culture - at least 2 quarters.

FRESHMAN YEAR.

I. At least Three Units from the following academic subjects requiring preparation:

1. Plane Geom. (2 quarters) and Sol. Geom. (1 quarter) - 1 unit;
2. English and American Literature or Rhetoric - 1 unit;
3. Botany or Agriculture - 1 unit;
4. Ancient History - 1 unit;
5. Latin, (Caesar) - 1 unit;
6. German - 1 unit.

II. Psychology, (Requiring Preparation) - 1 quarter.

III. Vocal Music, Drawing, Man. Tr., Mil. Tac., Gymnasium Work, Reading and Voice Culture - at least 2 
quarters.

SOPHOMORE YEAR.

I. Three Units from the following academic subjects requiring preparation:

1. Geometry or Trigonometry and College Algebra - 1 unit;
2. Rhetoric or Literature - 1 unit;
3. Botany or Agriculture or Zoology or Physical Geography - 1 unit;
4. Ancient History or Med. & Mod. Hist., or Am. Const. Hist. - 1 unit;
5. Latin, (Caesar or Cicero and Ovid) - 1 unit;
6. German - 1 unit.

II. Concrete Pedagogy and Philosophy of Teaching, (Requiring Preparation) - 2 quarters

III. Practice School Teaching, (Requiring Preparation) - 1 quarter.

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JUNIOR YEAR.

I. Four Units from the following academic subjects requiring preparation:

1. Trig. & Col. Alg. or Col. Alg. & Analytics - 1 unit;
2. English and American Literature - 1 unit;
3. Zoology or Physical Geography or Chemistry or	Physics - 1 unit;
4. Anc. Hist., or M. & M. Hist., or Eng. Hist., or Am. C. Hist. - 1 unit;
5. Latin, (Cicero and Ovid or Sallust and Vergil) - 1 unit;
6. German or French - 1 unit;
7. Library Work - 1 unit.

II. General Pedagogy, (Requiring Preparation) - 1 quarter.

SENIOR YEAR.

I. At least Two Units from the following academic subjects requiring preparation:

1. Trig. & Col. Alg. or Col. Alg. & Analytics or Analytics and Calculus or Surveying - 1	unit;
2. English Literature - 1 unit;
3. Chemistry or Physics - 1 unit;
4. Anc. Hist., or Med. & Mod. Hist., or Eng. Hist., or Am. Const. Hist., or 18th & 19th Century History - 1 
unit;
5. Latin, (Sallust and Vergil or Livy and Horace) - 1 unit;
6. German or French - 1 unit;
7. Library Work - 1 unit.

II. History of Education (Requiring Preparation) - 2 quarters.

III. School Administration (Requiring Preparation) - 1 quarter.

IV. Practice School	(Requiring Preparation) - 2 quarters.

JUNIOR GRADUATE YEAR.

Four Units from the following:

1. Col. Alg. & Analytics or Analytics & Calculus or Surveying - 1 unit;
2. Elizabethan Lit., Shakespeare, Argumentative Discourse, 19th Century Literature - 1 unit;
3. Latin, (Livy and Horace) or German or French - 1 unit;
4. Med. and Mod. Hist., Eng. Hist., Am. Const. Hist., or 18th and 19th Century History  	 1 unit
5. Organic Chemistry or General Inorganic Chemistry or General Descriptive Physics or Biology - 1 unit;
6. Library Work - 1 unit;
7. History and Philosophy of Education - 1 unit.

SENIOR GRADUATE YEAR.

Four Units from the following:

1. Adv. Col. Alg. & Analytics or Analytics & Calc., or Surveying - 1 unit;
2. Latin, (Seneca and Juvenal) or German or French - 1 unit;
3. Eng. Hist., Am. Const. Hist., or 18th & 19th Cent. Hist. - 1 unit;
4. Physical Chem. or Gen. Des. Physics or Adv. Biology - 1 unit;
5. Library Work - 1 unit;
6. Elective Professional Work (for Specialization) - 1 unit.

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Certificates and Diplomas.

RECAPITULATION.

The law provides for the issuance of an "Elementary Certificate" authorizing the holder to teach in any 
county of the State for a period of two years. A candidate for this certificate is required to offer the 
following:

1. In Preparatory Course No. 1, all the academic subjects requiring preparation - 10 quarters.
2. In advance of and above Preparatory Course No. 1, at least 7 units in academic subjects requiring 
preparation - 7 units.
3. In subjects not requiring preparation, such as Elementary Drawing, Elementary Music, Manual 
Training, etc. - 6 quarters
4. In Psychology - 1 quarter;
In Concrete Pedagogy and Philosophy of Teaching - 2 quarters;
Of successful Practice Teaching - 1 quarter.

The law provides for the issuance of a diploma to those who complete the "Advanced Course." This 
diploma authorizes the holder to teach in any county of Missouri during life or until the diploma is 
revoked for cause. Candidates for this diploma are required to offer the following:

1 In Preparatory Course No. 1, all the academic subjects requiring preparation - 10 quarters.
2. In advance of and above Preparatory Course No. 1, at least 14 units in academic subjects requiring 
preparation - 14 units.
3. Drill work or training in subjects not requiring preparation (the same as in the Elementary Certificate) 
- 6 quarters.
4. Pedagogic subjects requiring preparation:
Psychology - 1 quarter;
Concrete Pedagogy and Philosophy of Teaching - 2 quarters;
General Pedagogy - 1 quarter;
History of Education - 2 quarters;
Administration - 1 quarter;
Successful Practice Teaching - 3 quarters.

A candidate for the degree Master of Pedagogy shall do the equivalent of one year’s resident student 
work, including the following:

1. In academic subjects from graduate courses - 3 units.
Elective Pedagogical work, (Requiring Preparation) - 1 unit.

A candidate for the degree Bachelor of Arts shall offer from graduate courses the following:

1. In extension of or in relation to major and minor academic subjects already completed at least 8 units.

The Institution will encourage as much as possible work in Literary Societies and Debating Clubs and 
offer as good facilities as possible for the same; but a candidate for the Elementary Certificate who can 
not offer three quarters of successful practice in such Literary Societies or Debating Clubs (meeting once 
a week) may in lieu of the same

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offer one additional academic unit requiring preparation; and a candidate for a diploma who can not 
offer six quarters of such practice in Literary Societies or Debating Clubs may also offer in lieu of the 
same one additional unit in an academic subject requiring preparation.

ILLUSTRATIONS OF ELECTIVE COURSES.

Doubtless the plan of graduation will be better understood by the inspection of a few examples taken 
from recent graduating classes. By reference to page 39 the constants will doubtless be understood.

The constants are offered by all candidates for graduation.

Mr. G. E., a candidate for an Elementary Certificate, offered the following:
In academic subjects from Prep. Course No. 1 - 11 quarters;
Vocal Music - 3 quarters;
Drawing - 2 quarters;
Manual Training - 2 quarters;
Gymnasium Work - 1 quarter;
Pedagogy and Practice Teaching - 5 quarters;

In academic subjects above Preparatory Course No. 1, the following:
English - 2 and 2-3 units;
Latin - 2 units;
Zoology - 1 unit;
Physical Geography - 1 unit;
History - 1 and 1-3 units;
Mathematics - 1 and 2-3 units.

It should be understood that fractional units are not counted for graduation. In the above given list of 
units only the integral units count, so that the candidate can claim credit for only eight of such units; but 
the fractional units are recorded and this student knows that he has a sum total of 9 2-3 units which will 
count towards graduation if at a future time he can offer such fractional units as will complete the 
fractional units here offered so that they will become integral units.

Mr. G. H., a candidate for the Elementary Certificate, has the required work and some to spare in 
Pedagogy, Practice School, Drills and Preparatory Course No. 1. He offers additional academic subjects 
as follows:
History - 3 units;
English - 2 units;
Science - 1 unit;
Mathematics - 1 unit.

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Miss G. M., offers the full requirements as to Drills, Preparatory Course No. 1, and Pedagogy and 
Practice Teaching; and additional subjects as follows:

English - 1 and 2-3 units;
History - 2 and 1-3 units;
Mathematics - 2 units;
Latin - 2 units;

The illustrations show that comparatively few people get certificates by minimum amounts of work. 
Nearly all students have some credits to spare either integral or fractional.

Mr. O. B. offers:

In academic subjects from Prep. Course No.	1 - 10 quarters.
Drills - 9 quarters.
Pedagogy and Practice Teaching - 7 quarters.

From academic subjects above Preparatory Course No. 1 the following:

Mathematics - 4 units.
Science - 3 units.
English - 2 units.
History - 1 unit.

This candidate is making a specialty of Mathematics and of course has some surplus units not required 
for the Elementary Certificate.

Miss M. B. was a candidate for a diploma in the "Advanced Course" having Science as her major. She 
offers:

In academic subjects from Prep. Course No. 1 - 10 quarters;
Reading - 2 quarters;
Drawing - 3 quarters;
Manual Training - 3 quarters;
Gymnasium Work - 2 quarters;
Pedagogy and Practice Teaching - 10 quarters.
She offers additional subjects as follows:
Physics - 1 unit;
Chemistry - 1 unit;
Biology - 2 units;
English - 3 units;
Mathematics - 3 units;
Latin - 3 units;
History - 1 Unit.

This candidate offers no surplus, credits excepting in the drill subjects.

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Miss E. C., a candidate for a diploma with History as her major,
offered the following:

In academic subjects from Prep. Course No. 1 - 10 quarters;
Music - 4 quarters;
Drawing - 1 quarter;
Manual Training - 1 quarter;
Gymnasium Work - 1 quarter;
Pedagogy and Practice Teaching - 10 quarters.

In addition to the foregoing, she offers the following:

History - 5 units;
English - 4 units;
Chemistry - 2 units;
Physics	 - 1 unit;
German - 2 units.

Mr. W. G. S. offers:

In academic subjects from Prep. Course No. 1 - 10 quarters;
Drills - 8 quarters;
Pedagogy and Practice Teaching - 14 quarters.

In addition to the foregoing he offers:

From Science - 6 units;
English - 3 units;
Mathematics - 3 units;
Latin - 2 units;
History - 2 units.

Mr. E. B., candidate for degree Master of Pedagogy, offers a sum total as follows:

In academic subjects from Prep. Course No. 1 - 10 quarters;
Drills - 6 quarters;
Pedagogy and Practice Teaching - 10 quarters.

As majors he offers both Mathematics and Science. He offers:

From Agriculture - 1 unit;
Zoology - 1	unit;
Chemistry - 3 units;
Physics - 1 unit;
Mathematics - 5 and 1-3 units;
English - 3 and 1-3 units;
Latin - 3 units;
History - 2 units;
Library Work - 1 unit.

His work in both Mathematics and Science has included much work and instruction with a special view 
to his preparation for teaching these subjects. It will therefore be seen that he is entitled to the 
advanced degree and that he has almost enough surplus work to entitle him to the degree Bathelor of 
Science by the standard of colleges.

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Mr. T. A. graduated in an Advanced Latin Course two years ago having met all the Pedagogical 
requirements and those of the drills and preparatory, courses and having offered additional subjects as 
follows:

Latin - 5 units;
English - 3 units; 
Mathematics - 3 units; 
History - 3 units;
Science - 2 units.

By spring and summer school work this candidate has done advanced work until his total academic 
credits above Preparatory Work are as follows:

Latin - 5½ units;
English - 4 units;
Mathematics - 3 units;
History - 3 units;
Science - 3 units;
French - 1½ units;
Greek - 1 unit;
Library work - ½ unit.

He has also taught successfully as a school principal for two years. He is entitled to the degree Master of 
Pedagogy and has several units of academic work to spare. He will enter the State University in 
September.

The question may be asked why credits are stated by quarters and by units. The reasons are as follows: 
It is nearly impossible to give the work in Pedagogics and are the elementary phases of Music, Drawing 
and such subjects in greater amounts than by quarters of twelve weeks each; but in all the higher 
academic subjects it is easy to organize the subjects by units that cover nine months each.

There seems to be a tendency, especially under elective systems, to chop up the subjects into small 
portions and to change about frequently from subject to subject according to temporary convenience or 
whim. By holding tenaciously to a system of large units it is thought that we secure better tone arid 
consistency in the mentality of the students and avoid the superficiality of shallow dips into many 
subjects.

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Basketry.



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Daily Program, First Quarter, September 10 to November 29, 1907.

TEACHER. Room.

B. P Gentry - 17B.
J. Jennie Green - 19B.
J. W. Heyd - 12A.
J. T. Vaughn - 21B.
Eugene Fair - 20B.
E. M. Violette - 20B.
W. A. Lewis - 9C.
J. S. Stokes - 5B.
L S. Daugherty - 2C.
Carrie R. Jackson - 15B.
H. Clay Harvey - 14B.
Mr. ------ 16 B.
W. H. Zeigel - 12B.
A. P. Settle - 23 C.
Minnie Brashear - 27C.
E. R. Barrett - 25C. 

FIRST PERIOD - 8:20-9:05.

Lat. 2. qr.
German 1 qr.
Greek Hist.
Jun. Chem. 1 qr.
Physics 2 qr.
Soph. Zool. 
Agri. 1 qr.
Alg. 1 qr.
Arith. 1 qr.
Sen. Eng. 1 qr. 
Rhet. 2 qr. 
Lit. 1 qr. 

SECOND PERIOD - 9:05-9:55

Lat. 1 qr. 
Cae. 2 qr. 
German 2 qr. 
Am C. Hist. 2 qr. 
O. Hist. 
18 and 19 C. Hist. 4B
Pl. Geom 1 qr. 
Arith. 3 qr.
Adv. Gram. 
Lit. 1 qr. 

THIRD PERIOD - 10:20-11:05.

Cae. 1 qr. 
Lat. 1 qr. 
German 3 yr.
U. S. Hist. 2. Qr. 
Rom. Hist. 
Gen. Inorg. Chem. 1 qr. 2 yr. 
Sen. Physics 1 qr. 
Physiol. Physiol.
Prac. Sch. Sci. 
Pl. Geom. 2 qr. 
Alg. 1 qr. 
Jun. Eng. 1 qr. 

FOURTH PERIOD - 11:05-11:55.

Lat. 3 qr. 
Conv. Comp. 
O. Hist. 
Alg. 3 qr. 
Alg. 4 qr. 
Lit. 2 qr. 
Rhet. 1 qr. 

FIFTH PERIOD - 12:55-1:40.

Cae. 1 qr. 
Anc. Life
Jun. Chem. 2 or 3 qr. 
Phys. Geog. 
Soph. Zool. 
Botany and Agri. 
Col. Alg. 1 qr. 
Trig. 1 qr. 
Gram. And Comp. 
Rhet. 1 qr. 

SIXTH PERIOD - 1:40-2:30
Cic. 1 qr. 
Sallust 1 qr. 
Am. Hist. 
Civ. Gov. 12B
Eng. Hist. 1 qr. 
Analytics
Alg. 1 qr. 
Eng. 3 qr. (Myth)
Rhet. 3 qr. 

SEVENTH PERIOD - 2:30-3:20.

Livy
Am. C. Hist. 1 qr. 
M. and M. H. 1 qr. 
Sol. Geom. 
Arg. Discourse. 
Adv. Gram. 



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D. R. Gebhart - 12C
Walter Bacon - 16C
A. Otterson 
Margaret T. Linton - 33 A
O. C. Bell - 2A
A. D. Towne - 11C
Cora A. Reid - 30C 
O. A. Parrish - 26C
Charles Banks - 33C
Roberta Jones - 33C
J. D. Wilson - 27B
A. B. Warner - 25B
Miss Longenecker - 26B
Laura Doolittle
M. Olive Greer
Sarah Pepper - 25A

Hist. and Biog.
Arith. 25B
R. and V. C. 1 qr. 
Mech. Dr. 
Dr. 2 and 3 qr. 
Lib
Lib. 
Lib. 
El. Psych. 
Tr. Sch. 
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn. 

Harmony
R. and V. C. 3 qr. 
M. Tr. 
Dr. 3 and 4 qr. 
Lib. 
Lib. 
Lib. Ph. T. 
Conc. Ped. 
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn. 

Voc. Mus. 3 qr. 
Theory Adv. Mus. 
Voc. Mus. 1 qr. 
Ph. Ed. 
M. Tr. 
Dr. in Pr. Sch. 
Lib. 
Lib.
Lib. 
Ph. T. 
Conc. Ped. 
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn. 

Pr. Sch. Mus. 
Ind’v’l Lessons
Civ. Goc. 17B
Ph. Ed. 
Gym. Work
M. Tr. 
Dr. in Pr. Sch. 
Lib. Inst
Lib. 
Lib. 
Jun. Ped. 
Tr. Sch. 
Pr. Sch. 
Pr. Sch. 
Pr. Sch. 
Kgn. 

Pr. Sch. 
M. Tr. 
Dr. 1 qr. 
Lib. Inst. 
Lib. 
Lib. 
Tr. Sch. Latin
Gen. Ped. 
Tr. Soh. 
Pr. Sch. 
Pr. Sch. 
El. M. Tr. 
Kgn. Theory

Voc. Mus. 2 qr. 
U. S. H. 1 qr. 12B
R. and v. C. 2 qr. 
Gym. Wk
M. Tr. 
Dr. 1 qr. 
Lib. 
Lib. 
Lib.
Hist. Ed. 1 qr. 
Tr. Sch. 
Pr. Sch. 
Pr. Sch. 
El. M. Tr. 

Ind’v’l Lessons
Phys. Ed. 
Gym. Wk. 
Lib.
Lib. 
Lib.



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SYLLABI OF COURSES OF INSTRUCTION.

AGRICULTURE AND BOTANY.

MISS JACKSON.

I. Agriculture.

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

1. The First Quarter, or Fall Quarter. Propagation of plants- budding, rooting soft-wood cuttings, and 
care of bulbs for forcing and for out-of-door planting; leguminous plants; weeds of economic 
importance.
2. The Second, or Winter Quarter. Soils; origin, formation, classification, and physical properties of soils; 
soil moisture and tillage; soils as related to plant growth; rotation of crops; principles of feeding; milk 
and its care.
3. The Third, or Spring Quarter, Propagation of plants-seed germination, root and stem grafting, and 
hard-wood cuttings; pruning of plants; ornamentation of home and school grounds.
4. The Fourth, or Summer Quarter. Enemies of plants; plant improvement; propagation of plants; 
leguminous plants.

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

Note Books, Experiment Station Bulletins, and Numerous Refer-ence 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.



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Agriculture.



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ART.

MISS REID.

FALL QUARTER.

Drawing from 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 
exercises in original designs for wall paper, rugs, book covers, interior decoration, carpets and 
decorative work of all kinds.

SPRING QUARTER.
(a) Still Life. The representation and arrangement of objects including studies of Vegetables, dead game, 
furniture and other common objects, to find beauty in common things.
(b) Illustrating. The class devotes a certain proportion of its time to the study of processes of pictorial 
reproduction. The subject taken up in class includes the study of historical costumes, character 
sketching, 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.

A course of lectures on drawing. The thought to be presented is the placing of the drawing in the 
different grades of the public schools and the correlation of it with other subjects.

Students having one year’s work, will be given advanced work during the different quarters in harmony 
with the above stated plan.

SUMMER QUARTER.
(a) Botanical specimens, grasses, fruits, flowers and such.
(b) Designs: Using botanical specimens or nature as a source of design.
(e) 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. A full course is provided 
which prepares teachers to be supervisors in Drawing.

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Art Department As It Is.



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CHEMISTRY.

MR. LEWIS.

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 manufacture and uses 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 manu-facture of illuminating gas and the by-
products. The carbon crystal. 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, Lead and the 
manufacture of paints, Iron and the Bessemer process. Special work in manganese and chromium as 
assaying agents.

First Quarter’s work repeated third quarter.
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 students and those desiring an 
elementary knowledge of Chemistry. The student gives two consecutive periods per day to Chemistry. 
The work in the laboratory 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: Peters’s Modern Chemistry and Laboratory Experiments.

COURSE 2.-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

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Chemistry Class on Duty.



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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 work out the scheme of qualitative and quantitative analysis. 
Ex-tensive and thorough work in volumetric assaying. Determinations of nitrogen, quantative analysis of 
soluble matter in waters, etc.

This work will be supplemented by frequent references, in the library, to the historical development of 
Chemistry. A Thesis on a given subject will be required of each student each quarter.

Course 2 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.

COURSE 3.-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 consecutive periods per day to this work.

Text; Remsen’s Organic Chemistry and Orndorff’s Manual.



1. Grammar.

a. An elementary course for those who have not taken the subject very much, or who feel the necessity 
of foundation work.
b. A continuation of work begun in a.
c. An advanced course for teachers, for those who need a thorough review, and for carrying forward 
work by those who seemed to lack strength, and ability in a and b. This course is recommended for 
those who need to make acceptable grades for Elementary Certificates.

Grammar grades are required of all candidates for certificates or

56



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diplomas, and they must be made here by study or examination, or brought from an accredited high 
school; grades from rural schools, from county certificates, and from "the grades" of town schools will 
not be accepted.

Text:  Allen and Hawkins. Library references:  Gowdy, Longman, Baskerville and Sewell, and Buelebr's 
"Practical Exercises in English." a and b will be given each quarter; c will be given in the third and fourth 
quarters only.

2. English and American Literature and Mythology.

a. American and English Classics from McNeill and Lynch's "Introductory Lessons in English Literature," 
with composition based on these.
b. A continuation of the study as in a, the book being completed and other supplementary classics used.  
Practice in composition will be emphasized.
c. Mythology, supplemented by classics from Greek, Roman, and English Literature, and by composition. 

Text: Gueber's "Myths of Greece and Rome."
a, b, and c will be given every quarter.

3. Composition and Rhetoric.

a. Elementary and foundation principles studied, with frequent practice on board and paper; private and 
class criticism.
b. The work continued through the more difficult applications of principles. The ground of the text-book 
should be covered this quarter, and library erference books should be freely used for supplement and 
comparison.
c. An advanced course, with text-books merely for reference.  Practical and extensive work in 
composition and criticism, supplemented by critical study of literary masterpieces.

In each of these quarters, literature will be regularly used as a basis for work. 

Text:  Brooks and Hubbard's "Composition-Rhetoric," with library reference books. 

Pupils from village and town schools having only eight or nine months of Rhetoric and Composition will 
be given credit for two quarters only, and for that only when they have taken a third satisfactorily. 

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

4. English and Literature in Outline. This gives a general view of the field in two quarters.

a. From the earliest period to the close of the seventeenth century. (First quarter.)
b. Literature of the eighteenth and ninteenth centuries. Much reading will be prescribed and more 
suggested or recommend-

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ed. The reading will be, in general broad rather than closely critical. Frequent oral and written reports 
will be made. 

Text: Simonds's English Literature as guide, the library firnishing most of the reading.

5. Literary History of America.

a. The early or formative periods. Chapters I to V of Abernethy's American Literature. Special study upon 
the following, with critical work upon their productions: Franklin, Irving, Bryant, Cooper, Emerson, 
Hawthorne, Webster, Whittier, Poe. (Third quarter.)
b. The remainder of our literary history.

Anernethy's Literature from chapter VI. (Fourth quarter.)

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. 

Courses 4 and 5 are suitable for Juniors, but may be taken by any pupils above sophomores, if they have 
not already had similar courses. 

Neither 4 nor 5 is repeated during the year. 

6. English Language and Literature.

In the four quarters of this course the study will be concentrated and critical. It will be suited to Seniors 
and those doing post graduate work. 

a. Development of the English Nationality, Language, and Literature to the Elizabethan age. Special 
emphasis will be placed on the history of our language, and its forms and elements ar different periods, 
and on the language and literature of the Age of Chaucer, with Chaucer as a central study.
Text: Lounsbury's History of the English Language, supplemented by classics and library. Given first 
quarter.
b. The Elizabethan Age. (Second quarter.) Prose, non-Dramatic Poetry, Rise of the Drama; Shakespeare, 
with a critical study of two or three plays.
Texts: Special classics and library books. 
c. Eighteenth Century Prose. Special study upon Political Pamphleteering, Periodical Essays, Rise of the 
English Novel, and other forms of prose that have become permanent and influential. Special Texts. 
d. Tennyson. Most of Tennyson's poems will be read, and several of the most important will be studied 
critically. 
Texts: A copy of the author's works and a few annotated editions of special poems.

a may be repeated, if desired in summer school.

7. Fifth Year Electives.

These electives may, with certain restrictions, be counted for a part

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of the regular Senior or Junior requirements.

a. Poetry: its forms, purposes, peculiarities, and technicalities; reading and study of various types. No 
text required. (First quarter.)
b. Argumentative Discourse: Principles of Debating, McEwan’s "Essentials of Argumentation," and 
masterpieces.
c. "College Entrance Requirements," and how to study and teach them. Selected from the adopted list.
d. Fiction: its types, purposes, methods, etc. Reading and analysis of some great masterpieces. No text 
required.

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

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

Every full Latin Course for the Senior Diploma must have another year of Literature, preferably Course 6; 
but for sufficient reasons, work from course 4, 5, or 7 may be substituted.

For a Senior Diploma in an 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 the English-German cognates; and upon the training of the 
eye and ear by means of dictation exercise. The com-comparative method is used.

Texts: Joynes-Meissner’s "German Grammar" and Seeligmann’s "Altes and Nenes."

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b. Second quarter: Continuation of (a,). Storm’s "Immensee" and Hillern’s "Hoeher als die Kirche" are 
read.
c. Third quarter: Schiller’s "Wilhelm Tell" is read.

II. Second Year.

a. Conversation and composition; course. The material for this course is taken from Hoelzel’s 
"Wandbilder" a series of eight pictures upon which almost every phase of life is represented. 
Wallenstein’s " Konversationsunteftricht im Deutschen" is used as a guide. Conducted in German. Free 
composition forms an important part of this course. Syntax is emphasized.
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," Fouque’s "Undine" and Goethe’s 
"Herman und Dorothea" were read in the second year classes. Similar works will be read the coming 
year.

III. Advanced Reading Course. Such work as Keller’s "Dietegen," Thiergen’s "Am Deutschen Herde," 
Freytag’s "Dr. Luther," and similar works are read with free composition based upoik the reading matter.

IV. Schiller Course. 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.

V. 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. To be offered when asked for by qualified students.

The past year a student’s 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.

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The German Club.



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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 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.

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The History Club.



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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. VIOLETTE AND MR. FAIR.

1. Ancient History, Mr. Fair,

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. Owing to the meagreness of the text book, the students will be compelled to do 
practically all of their reading in books 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’

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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’ Ancient History (Revised).

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 and 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, Mr. Violette.

a. From the rise of the Frankish Kingdom to the opening of the Crusades. Given in the fall and summer 
quarters.
b. From the opening of the Crusades to the Reformation. Given in the winter 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 to-day. 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

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centuries will find it in another course mentioned below. Most of the required reading will be found in 
reference books in the library. Theses may be required of 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; Robinson’s History of Western Europe.

3. English History, Mr. Violette.

a. From the Roman occupation of Britain to the close of Edward I’s reign. Given in the fall and summer 
quarters.
b. From the close of Edward I’s reign 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 a general course in English history, but an attempt will be made to emphasize as far 
as time will permit the constitutional development. In addition to the assignments in the text book, a 
great deal of reading will be required in larger and special works in the library. Occasionally some of the 
original documents bearing upon various topics will be given special study. Near the close of the course 
the students will make a brief study of the institutions of the central government of England of today, 
using Moran’s English Government as a guide. A thesis on some special subject may be required from 
each student each quarter. Only those who have had Ancient History and Mediaeval and Modern 
History are eligible for this course.

Text: Terry’s History of England.

4. History of Europe during the Eighteenth and Nineteenth Centuries, Mr. Violette.

a. From the close of the reign of Louis XIV, 1715, to the out-break of the French Revolution. Given in the 
fall and summer quarters.
b. From the outbreak of the French Revolution to the Congress of Vienna, 1815. Given in the winter 
quarter.
c. From the Congress of Vienna to the present time. Given in the spring quarter.

This course is arranged for those who desire a more detailed study of the history of Europe and of 
England in the eighteenth and nineteenth centuries than can be had in the general course in Mediaeval 
and Modern History. Only those who have had Ancient History and Mediaeval and Modern History are 
eligible for this course. For text books the students will use those volumes of the Periods of European 
History (edited by Hassal) that cover the field to be studied, but they will also make use of a great many 
other books such as may be found in

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the library. A thesis on some special subject may be required from each student each quarter.

5. Ancient Life, Mr. Fair.

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.

6. Mediaeval English Constitutional History, Mr. Violette.

After 1907-08 this course will be offered for those advanced students who have had at least Ancient 
History, Mediaeval and Modern History, and English History. The purpose of the course will be to study 
in considerable detail the origins of the English Constitution and its development throughout the 
mediaeval period. Students who may be interested in such a course may obtain further information 
concerning it by conferring with Mr. Violette.

LATIN.

MR. GENTRY AND MISS GREEN.

1. First Year 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. Second Year Latin.

a. Caesar’s War with the Helvetians; Latin Grammar; Composition.
b. Caesar’s Wars with Ariovistas and with the Belgae; Grammar; Composition.
c. Third, Fourth and Fifth Books of Caesar; Grammar; Composition. The work of this course will be begun 
again in the spring and summer quarters. The objects kept prominently in view are to

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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. Third Year 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. Fourth Year Latin.

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

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

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

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

5. Fifth Year 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.

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THE LIBRARY.

MISS PARRISH, MR. BANKS AND MISS JONES.

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 4 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 there was a circulation of 36,129 volumes for home and outside 
reading. There were 27,971 over night books, 3,910 issued for the day or hour, 3,742 for two weeks and 
506 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 37,000 volumes taken for home and outside reading.

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 of the new A. L. A. Catalog.

LIBRARY ECONOMY.

Will include: Book	ordering, accessioning, classification, shelf-listing, charging systems, stock-
taking, book binding, library handwriting 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.



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Books Issued During 1906-1907.

000 l00 200 300 400 500 600 700 800 900 Total G. Total

Books Issued During Summer Session, 1906.
Overnight - 14. 9. 362. 1277. 101. 191. 26. 314. 1510. 2111. 5915.
Day and Hour - 4. 4. 59. 226. 34. 41. 14. 35. 356. 472. 1245.
Two weeks - 2. 15. 313. 19. 34. 2. 17. 291. 182. 875.
Renewal - 4. 113. 13. 3. 21. 54. 280.
20. 13. 440. 1929. 167. 269. 42. 366. 2178. 2819. 8243.

Books Issued During 1st qr., 1906-07.

Overnight - 4. 24. 276. 1548. 577. 136. 13	66. 1313. 3319. 7476.
Day and Hour - 4. 2. 23. 258. 25. 18. 16. 188. 153. 687.
Two weeks - 3. 1. 71. 1. 16. 1. 2. 284. 142. 521.
Renewal - 5. 24. 16. 45. 8. 29. 300. 1882. 603. 170. 14. 284. 1809. 3630. 8729.

Books Issued During 2nd qr., 1906-07.

Overnight - 2. 54. 591. 1796. 372. 138. 9	289. 855. 3579. 7685.
Day and hour - 3. 7. 65. 163. 84. 23. 8. 32. 212. 403. 1000.
Two weeks - 2. 12. 47. 224. 23. 110. 6. 7. 447. 251. 1129.
Renewal - 1. 2. 24. 1. 27. 23. 78. 7. 74. 705. 2207. 479. 272	23. 328. 1541. 4256. 9892

Books Issued During 3rd qr., 1906-07.

Overnight - 1. 30. 294. 1717. 160. 39. 1. 356. 985. 3312. 6895.
Day and hour - 5. 20. 216. 20. 48. 4. 13. 137. 515. 978.
Two weeks - 2. 28. 17. 182. 16. 62. 4. 5. 614. 287. 1217.
Renewal - 2. 79. 1. 1. 49. 43. 175. 3. 63. 333. 2194. 196. 150. 9. 375. 1785. 4157. 9265.

Grand total for 12 months - 36129



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VIEW OF LIBRARY.



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MANUAL TRAINING.

MR. TOWNE AND MISS GREER.

Aim:-To prepare teachers for manual training work in elementary schools and in high schools.

COURSE OF STUDY.

a. Clay Pottery and modeling.
b. Bent iron.
c. Work in wood in grades, 5, 6, 7, and 8; high school course, joinery, carving.
d. Pattern making.
e. Free hand drawing.
f. Raffia work and weaving.
g. Paper cutting and card board construction.
h. Manual training design.
i. Mechanical drawing and Descriptive Geometry.
j. Practice teaching.

Clay.

Exercises: Tile, bowl, low form of candle stick, high form of candle stick, fern dish, low form of vase, and 
high form of vase. Modeling simple forms from nature.

BENT IRON AND SHEET METAL.

Work is suitable for grades five and six.

Exercises: l. Tea pot stand; 2.candle stick; 3.Letter rack; 4. Japanese lantern with bracket and chain; 5. 
Warren truss bridge; 6. Pratt truss bridge; 7. Howe truss bridge;

8. Free exercise.

Wood.

Work in wood begins in the last half year of the fourth grade, or, where only little instruction has been 
given in card board construction, at the beginning of the fifth grade.

FIFTH GRADE. 1. Name plate; 2. Plant Stick; 3. Ruler; 4. Warp stretcher; 5. Weaving needle; 6. Match 
scratcher; 7. Pencil sharpener; 8. Paper knife; 9. Kite string winder; 10. Paper file; 11. Blotting pad; 12. 
Key rack; 13 Tooth brush holder; 14. Bracket shelf; 15(a). Match box; 15(b). Postal box; 16(a). Octagonal 
picture frame; 16(b). Photo holder; 17. Letter rack; 18. Bow; 19. Arrow; 20. Tip cat and bat; 21. Easel; 22. 
Free exercise.

SIXTH GRADE.-1. Sawing exercise; 2. Ring toss; 3. Pentray; 4. Bread board; 5. Scouring board; 6. Coat 
hanger; 7. Bracket shelf (original); 8. Tea pot stand (original); 9. Free exercise.

SEVENTH GRADE.-1.Sleeve board; 2. Book stall; 3. Comb case;
4.	Axe handle; 5.Medicine cabinet, (original); 6.Taboret; 7.Footstool; 8. Whisk broom holder 
(Gothic design).

EIGHTH GRADE.-1(a). Pen tray; 1(b). Pen tray (glued up); 2. Ink

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CLAY MODELING.



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stand; 3. Knife and fork box; 4. Whisk broom holder; 5. Towel roller;
6. Picture frame; 7. A variety of original projects such as, plate rack, taborets, tables, umbrella stand, 
collar and cuff box, cloth loom, book case, chairs.

ADVANCED WOODWORK-HIGH SCHOOL JOINERY.

I Purpose: To acquaint the student with the tools and processes involved in the making of joints.

Exercises: 1. Planing exercise; 2. Sawing; 3. Chiseling; 4. Mortising; 5. Splice; 6. Open double mortise and 
tenon joint; 7. Dove tail joint; 8. Double mortise and tenon joint with pin; 9. Keyed mortise and tenon 
joint; 10. Mortise and tenon with relish; 11. Dove tail box; 12. Lap dove tail card index drawer; 13. 
Drawing board; 14. T-square; 15.45 degrees triangle-30-60 degrees triangle.

PATTERN MAKING.

Enough work in pattern making can be given to acquaint the student with some of the principles 
underlying pattern makers’ work. Some of the exercises: Wrench, pulley, bolt, etc.

MECHANICAL DRAWING COURSE.

The general aim is to familiarize students with the use of the principal tools used in mechanical drawing; 
to inculcate ideas of accuracy and neatness; to instill some of the principles of orthographic 
projection;.and to cultivate the "constructive imagination."

Sheets: 1. Horizontal lines; 2.Horizontal and dotted lines; vertical lines; 3. Various kinds of lines at 45 
degrees; 4.Concentric circles, full. 5. Cone, circles dotted; 6. Tangent lines and semi-circles; 7. Tangent 
lines and arcs less than semi-circles; 8. Tangent circles; 9. Practice with the French curve; 10. Application 
of curves to the drawing of an ellipse; 11. Prisms and pyramids; 12. Parallel sections; 13. Oblique 
sections; 14.Development of hexagonal prism; 15. Of square prism and cone; 16. Of truncated hexagonal 
pyramid; 17. Of truncated cylinder; 18. Of a flaring pan; 19. Of an octagonal shaft fitting over the ridge of 
a roof, 20.Of a "three piece elbow;" 21.Of a T-joint between two pipes of various diameters; 22. Of a 
rectangular pipe intersecting a cylinder obliquely; 23. Of an oblique cone; 24. Of a conical flange fitting 
around a pipe passing through a roof.

PRACTICE TEACHING.

As soon as students have received sufficient training in the class room, they are placed in charge of 
elementary classes for the purpose of gaining power in teaching the subject. Elementary manual training 
shops have been equipped for practice teaching in the grades, and high school classes will eventually be 
secured to furnish practice for more advanced students.

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LEARNING TO DO BY DOING.



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MATHEMATICS.

MESSRS. HARVEY, ZEIGEL AND---

1. Arithmetic, Oral and Written.

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."

Text: D. E. Smith’s Practical Arithmetic.

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 quarters.
c will be offered in first, third and fourth quarters.

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

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

4. Plane & Spherical Trigonometry.


b. The remainder of Plane Trigonometry and all of Spherical Trigonometry including their application to 
surveying.
a will be given first and third quarters,-probably the fourth.
b will be given the second and fourth quarters.

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Text: Crockett’s Plane and Spherical Trigonometry.

5. College Algebra.

a will include a comprehensive study of the quadratic forms, imaginary quantities, binomial surds, 
theory of exponents, series, the binominal theorem, logarithms, permutations and combinations.
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 study of the straight line, circle, parabola, and ellipse.
b will include the hyperbola, the harmonic pencil and range, a discussion of the general equation of the 
second degree with extensive use of the graph, reciprocal polars, and projections.
a will be given the first and 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, differential and profile, 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, supplemented by Pence and Ketchum.

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MUSIC.

MR; GEBHART.

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, Piano and Violin lessons.

These studies to be divided into groups to be known as "Super-visors’ Course," "Elementary Teachers’ 
Course," and "Drill Course."

The Special Course in Music and Art includes all Music work outlined under "Elementary Teachers’ 
Course" combined with work specified by the Department of Art.

SUPERVISORS’ COURSE.

Intended for those of natural musical ability who expect to make a speciality 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.

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, Piano or Violin lessons,

ELEMENTARY TEACHERS’ COURSE.

For any who must teach or intend to each 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.

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, Piano or Violin lessons.

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DRILL COURSE.

Three Quarters in Elemental and Intermediate Sight-Reading classes.
Individual singing, or effort to sing alone, will be required.
No individual instruction outside of regular class recitation period, 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.
Ability to read at sight not necessary.
Credit: One unit for equivalent of 3 quarters’ work, (100 wks.)
Rehearsals at least once per week.

ORCHESTRA.

To Study the Standard Works for Orchestra.
For all who play orchestral instruments and can read music for their instrument at sight.
Credit: One unit for equivalent of three quarters’ work, (100 wks.)
Rehearsals at least once 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.

Violin lessons require at least one hour per day in practice.

In the "Drill Course" only those who cannot control the voice as to pitch will be given individual 
instruction, and these, only till they have been corrected or have proven conclusively that they can not 
be helped.

No one will be entitled to individual lessons until the 1st quarter work has been satisfactorily completed, 
except monotones.

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.

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OUTLINES OF STUDY.

Elemental Sight Reading Class ist 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 1st 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. Triads and their 
inversions.

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. Chords of the Seventh and Ninth-Diminished seventh- Augmented 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.

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TEXT BOOKS.

1st Qr. El. Sight Heading Class. Chart Manual (Nat. Mus. Course) Music Note Tablet. Vaccai-Ditson
2nd Qr. Int. Sight Reading Class. Harmonic 1st Reader. Chart Manual (Nat. Music Course). Music Note 
Tablet.
3rd Qr. Int. Sight Reading Class. Harmonic 3rd Reader. Chart Manual ONat. Music Course). Music Note 
Tablet.
2nd Year, 1st Qr. Ad. S. R. & Theory of Music. Shepard’s Har-mony Simplified. Harmonic 5th Reader. 
Music Note Tablet.
2nd Year, 1st Qr. Harmony. Harmony Simplified by Shepard- Schirmer.
2nd Year, 2nd Qr., Shepard’s Harmony Simplified.-Schirmer.
History and Biog of Music. Filmore’s History of Music.- Presser.

PHYSICAL EDUCATION FOR MEN.

MR. BELL.

Two 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 modem 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 exer-

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cises, 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.

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 counter-act such tendencies, to 
continually improve health and never permit it in any way to deteriorate. Special exercises from the 
Swedish, German, English Jiu Jitsu, and Delsarte 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, Shampooing, 
Manicuring, etc.

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, meterological 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

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and Senate documents. Many of these are profusely illustrated and are proving of great service to the 
department.

A brief outline of the course by quarters is as follows:

FIRST QUARTER.

Physiographic Features and Processes.

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 and swamps; the 
ocean; shore lines, etc.

Chapters 3 to 11 Tarr’s New Physical Geography.
Gilbert and Brigham’s Laboratory Manual; 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-cyclones, 
tornadoes, thunderstorms, spouts. Weather conditions, weather predictions, climate 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.

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.

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 Geographic Monographs; Reference 
Library.

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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 bourse 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, discussions, tests and the solution of practical problems. The order of 
subjects is that of Millikan and Gale’s First Course in Physics, this text being in hands of students. 
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. 1. 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.

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PHYSICS CLASS AT WORK.



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THIRD QUARTER. Wave Motion, sound and light.

(a) Subject Matter, pp. 300, to 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 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 and Bliss" and "Nichols" are also used. 
The course consists of recitations, lectures, discussions, demonstrations, laboratory and library work.

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 of 
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

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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; Politics; Economics; Sociology.

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.

Discussions: Current Events.

ZOOLOGY.

L. S. DAUGHERTY.

Zoology is a Sophomore study and is open to students of Sophomore rank or higher in all courses.

1. General Zoology, beginning with Insects in the Fall Quarter, taking Vertebrates in the Winter Quarter 
and concluding with other animals in the Spring Quarter.
2. Psychological and Ecological Zoology.
3. Advanced Zoology for students desiring to do a second year’s work in Zoological Science.
4. Physiology is offered each Quarter.

THEORY AND PRACTICE OF EDUCATION.

MR. WILSON, MR. WARNER, MISS LONOENECKER, MISS PEPPER, MISS GREER, MISS BARNES, MISS 
DOOLITTLE.

The closer organization of the Pedagogics, the Practice 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:

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1. Elementary Psychology.
2. Methods in the "Common Branches," or Concrete Pedagogy.
3. Philosophy of Teaching and Management.
4. General Pedagogy. 
5. History of Education.
6. Administrative and School Problems.
7. The High School, its Pedagogy and its Problems.
8. Advanced Psychology. 
9. Educational Classics. 
10. Foreign School Systems.
11. Kindergarten Theory.

Course 1, by Mr. Wilson, will occupy one quarter and will be given the 1st quarter and again the 3rd 
quarter and the 4th.

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 2 and 3 are in reality one course extending over two quarters and for five days in the week. The 
Concrete-Method phase of this course will be given by Miss Longenecker one-half of the five days in the 
week, while the Philosophical phases 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 practice school must take this course simultaneously with their actual 
teaching.

Course 4, by Mr. Wilson, will occupy the time of one quarter, and is open to those who have had 
Courses 1, 2 and 3.

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

Course 5, by Mr. Warner, 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 6, by Mr. Warner 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,

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Report of Committee of Fifteen, and Gilbert's THE SCHOOL AND ITS LIFE.

Course 7, 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 8, 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.

Course 9, by Mr. Warner, is for one quarter, taught by subjects through library reference.

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 Comcnius, Ascham’s "School Master," Rousseau’s "Emile," "Tom Brown’s School 
Days," Spencer’s "Education," and Pestalozzi’s "How Gertrude Teaches her Children."

Course 10, by Mr. Wilson, will occupy one quarter in a consideration of the School Systems of Germany, 
France and England.

Course 11, by Miss Longenecker and Miss Pepper, is designed to offer opportunities to those students 
taking practice work in the kindergarten and primary grades to study educational principles having 
special 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 modem pedagogy 
using as a text Froebel’s "Mother Plays" edited by Miss Blow, supplemented by "Letters to a Mother" by 
Miss Blow and "Two Children of the Foot Hills" by Miss Harrison.

Miss Pepper 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.

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THE PRACTICE SCHOOL.

MISS LONGENECKER, MISS BARNES, MISS DOOLITTLE, MISS GREER, AND MISS PEPPER.

Special Assistants.

Special Methods - Mr. Warner.
Manual Training - Mr. Towne. 
Music - Mr. Gebhart.
Drawing - Miss Reid.
Latin - Mr. Wilson.
Nature Study - Miss Jackson.
Library Work - Miss Parrish.
Gymnasium - Mr. Bell and 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 and Co.

Reading: How to Teach it, Arnold-Silver, Burdett and Co.
How to teach reading, Hall-Heath.
The teaching of English, Chubb-Macmillan.
The teaching of English, Carpenter. Baker, Scott-Longman.
How to teach Reading, Clark-Scott, Foresman and Co.
Reading: How to teach it, Arnold-Silver, Burdett and Co.
How to teach Reading, Hall-Heath.
School Hygiene, (Chap. on Writing), Shaw-Macmillan.
Special Method in Language, McMurry-Macmillan.

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

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accurate forms are required. No finger movement is permitted during the first four 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, Gattv-Pott. Stories from Hans Anderson-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.

LANGUAGE IN THE KINDERGARTEN.

The children take walks, observe things and people, listen to stories and verses concerning these things 
and then imitate and repro-

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duce 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 association with activities and objects and by representing 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 about toys and pets, on observations of Nature, on special days and seasons, and on 
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.

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D. Spelling.--Spelling is taught through attention to the words in reading and phonetic analysis of them 
and through practice in writing.

SECOND GRADE WORK IN ENGLISH.



Books read by the children during the year:

The Tree-Dwellers, Dopp- Rand, 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 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 arc;

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 Veree, (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

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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.

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. 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 dic-tated 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.

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C. Language.- "Language Lessons from Literature," Book 1, by Cooley (Houghton, Mifflin and 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.

Fifth GRADE IN ENGLISH.

A. Reading.-

Books read by the children:

Robinson Crusoe, Ed. by Lambert-Ginn and Co. Wonder Book, Hawthorne-Riv. Ed. Birds’ 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.

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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, Seton-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 Mariner, 
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. Modern 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 
waiting. 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, given as occasion arises.

D. Spelling.-See the outlines for fourth and fifth grades.

ARITHMETIC.

Arithmetic.-

Books of reference for teachers:

Teaching of Elementary Mathematics, Smith-Macmillan. Psy-chology of Number, Dewey and 
McClellan-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 inci-

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dental 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 of lengths, 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 exorcises, 
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.

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.

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"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 320, 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.

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 
transportation; 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.)

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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 United 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).

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.

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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.

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,-

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

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

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.

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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.

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 ob-jects; decorative design.
Freehand Paper Cutting: Illustrative: from memory; from ob-jects.
Weaving with Wool and Cord: Doll furnishings; various useful articles in the home.

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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: Buttonhole 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.

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.

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DRAWING.

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

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

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. Imagi-native, literal.

SECOND QUARTER.

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

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

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

Building: Build with blocks and spools.

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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.

THIRD GRADE.

FIRST QUARTER.

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



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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.

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

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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.

Illustrative: Make a character sketch from life; make character sketches from story, poem.

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.



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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 other 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.

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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 dia-tonic intervals. Development of sense of 
rhythm. 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.

SEVENTH GRADE.

Same as Sixth Grade.

Book 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 Work, Bk. 1 and 2, Gaynor-
Church. Songs of Life and Nature, Smith, Silver, Burdett and Co.



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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. About half an hour 
should be allotted 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, 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 with beautiful illustrations in 
color. These include picture books, fairy stories, folk stories, myths and legends, fiction, biography, 
history, historical fiction, science, geography and poetry.

110



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Enrollment, 1906-1907.

Men. Women. Total.
Summer Session - 163 334 497
Regular Session (Sept.-May inclusive) - 336 458 794
Total - 499 792 1291
Counted Twice - 
No. Different individuals (in Normal School proper. - 455 702 1157
Children in Practice School - 175

Grand Total - 1332

Enrollment Since Organization.

EXCLUSIVE OF PRACTICE SCHOOL CHILDREN.

YEARS. STUDENTS.
1868 - First year - 140
1869 - Second year - 203
1870 - Third year - 303
1871 - Fourth year - 321
1872 - Fifth year - 434
1873 - Sixth year - 470
1874 - Seventh year - 668
1875 - Eighth year - 709
1876 - Ninth year - 627
1877 - Tenth year - 592
1878 - Eleventh year - 236
1879 - Twelfth year - 468
1880 - Thirteenth year - 513
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

YEARS. STUDENTS.
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
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
1907 - Fortieth year - 1157



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POST-GRADUATES.

DEGREE-MASTER OF ARTS AND OF PHILOSOPHIC DIDACTICS.


1874-*O. P. Davis.


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


DEGREE-MASTER OF ARTS AND PROFESSIONAL TEACHER.


1876-J. IT. 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. Bozworth), 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. Whiteford.


1894-R. B. Arnold, C. W. Bowen, Fannie Gentry (Mrs. Lobban).


1896-Minnie Brashear, W. L. Riggs, J. H. Grove, J. A. Koontz.


1897-Fannie K. McCoy, Sophia C. Watson.


1899--Z. Fletcher Wharton.


1900-A. B. Coffee, Geo. M. Laughlin, Anna M. Wood.


1901-Thos. J. Kirk, G. W. Pendergraft, A. P. Vaughn.


1902-Essie Holmes, H. H. Laughlin.


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.


1907-Tom Alexander, E. H. Buck, Florence Funk, P. B. Humphrey, I. Allen Keyte, Beth 
Rutherford, Raymond Shoop, Jas. Tippett.


*Deceased


112



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GRADUATES.

DEGREE-BACHELOR OF PHILOSOPHIC DIDACTICS.

1872-*O. P. Davis, W. N. Doyle, W. F. Drake, I. N. Matlick, J. T. Smith, J. C.
Stevens, *Vincent Stine, 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. B. 
Henry, E. L. Harpham, F. 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, *11. 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. Simpsoa), 
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,

113



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J. A. Pulliam, Paul Sanford, J. M. Simpson, Minnie Smith (Mrs. Fowler), T. J. Updyke, J. J. Watson, J. D. 
Wilson.

1887-G. Bellamy, Adaline Bell, Charles Cornelius, Mollie Chambliss, W. B. Edwards, Andrew Erickson, G. 
W. Fisher, Georgie 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. McQall, 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. Yinsonhaler), 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, 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 Eller, 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, 
Francces 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,

114



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Homer A. Higgins, J. A. Hook, Arthur Lee, Mabel Mennie, George Byron Novinger, Louise Hex, Ledrew 
Esper Ryals, Nell Stone (Mrs. Brace), Zorado Snelling, Arthur T. Sweet, S. E. Seaton.

1897-W. S. Boyd, John C. Bohne, P. E. Burns, C. C. Blue, E. C. Bohon, Aida Evans (Mrs. Buckmaster), 
Fred Fair, E. E. Funk, Mayme 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 Loren*, 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. Daugherty, Ella Evans, Alice Foncanon, E. H. Gipson, Blanche Hall, Hobert Emmett 
Hamilton, Davella Hendricks, Jacob Wilhelm Heyd, Essie Hill, Vida Jenkins, Roxana Howard Jones, Harry 
H. Laughlin, N. June Lemon, Sadie Lemon (Mrs. Dowell), Emma Long, Elsie Mae Martin, N. F. McMurry, 
Mary Miller, J. C. Moorman, Myra Mills (Mrs. S. W. Arnold) May E. Northcutt (Mrs. Tom Hinkson), 
Walker S. Pemberton, Lida Powell, Sunie Roberts, Mathilde B. Rombauer (Mrs. Henry), Elea B. Scott, 
Rose A. Shantz, Rosa May Smith, Stella Stone (Mrs. Sweet), P. O. Sansberry, Mary A. Talbot, James 
Harrison Turner, Fred W. Urban, William C. Urban, Jessie B. Vaughn, Inez Webber, Sadie Westrope (Mrs. 
John R. Gibbs), Virginia Louise White (Mrs. Graham), Lena Wilkes.

1901-Effa Allen, Edna Baker, Basil Brewer, Artie Keller Cleveland, 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, Eimer 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. Seits, 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 Exans, Marcy 
Carmen Fisher, Francis J. Gibbons, Ottie M. Greiner, Alice F. Erwin, Clyde Hennon. Frank Heyd,

115



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T. W. Imbler, M. Elizabeth Johnston, Maud M. Kennen, Clara Miller, A. R Morgan, Lillian Neale, N. H. 
Randall, Ida F. Ray, Audrey D. Risdon, Eva Robbins, Libbie Smith, Isadore Smoot, Martha E. Sparling (Mrs. 
Hansen), David Stanley, J. M. Stelle. Geo. J. Stringer, Jennie Townsend, June Wack, Gertrude Watson, 
Eunice Wilkes.

DEGREE-BACHELOR OF PEDAGOGY.

1903-Grover C. Allen, Bertha Allison, Kate Ashlock, Loa E. Bailey, Ray Barker, Clara Blackwell, Jessie 
Brewer, Leona Brown, Clay L. Carter, G. N. Dance, Roy L. Gardner, Ada O. Harmon, Gertrude Heller, 
Chas. A. Heryford, Russell E.	Holloway, Cloe F. Johns, Grace Jones, I Allen Keyte, Lucy C. Kirby, Eunice 
Virginia Link (Mrs. P. W. Bonfoey), R. V. Markland, Thos. Marksbury, Mabel McHendry, Carrie Mills (Mrs. 
Mott), R. L. Minton, Blanche Moore, L. A. Moorman, S. E. Morlan, N. Mabel Owen, Lelah Popplewell, 
Tilden Powell, Eugenia Ringo (Mrs. L. A. Moorman), 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 Eisimitiger, 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 Mann, 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.

1906-Nell Alexander, Grover C. Allen, John Baum, Mary Beatty, C. E. Bonnett, M. O. Brown, T. A. 
Costulow, Clara N. Crawford, Edna L. Creek, Frank Culler, Ava Finegan, Lena Fuller, Florence H. Funk, 
Edna Hawkins, I. M. Horn, P. B. Humphrey, Caltha A. Johnston, F. O. Jones, L. Fay Knight, Lura Hope 
Loomis, Ruth Martin, Bertha Mathews, Irma Mathews, Ella McClain, Leila Bell McReynolds, Edna 
Middleton, Jessie Murry, F. B. Nance. Bertha Nichols, W. O. Pool, Lena Rule, E. Lillian Scott, Margaret E. 
Smith, B. A. Stagner, Wm. L. Steiner, C. R. Stone, Julia Storm, Hugh Webber, Charles M. Weyand, Mary 
Weyand.

*Deceased.

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SENIOR CLASS, 1907.

DEGREE-BACHELOR OF PEDAGOGY.

GRADUATING, May 22.

Charles Banks, Mabel Bates, J. C. Beattie, Mertie E. Bohon, Florence Brasfield, Mattie Buchanan, Ethyl 
Carter, Mary Ethel Cockrum, Dagmar Doneghy, Nelle Fuller, E. H. Harrington, Ina E. Holloway, Ola K. 
Holloway, Cecil Y. Johnston, H. J. King, Nina M. Kintner, Opal Markey, Essie McQuoid, Mabelle A. Mills, 
Evelyn Moore, Maude Myers, Blanche May Nixon, Lettie Northcraft, Grant O. Oberg, Macie Randall, 
Walter G. See, A. E. Sloan, Leta Knox Townsend.

AUGUST SECTION.

To receive diplomas August 15, on condition that all required work shall then be completed:

Wallace Adams, Arthur F. Arnold, Mabel A. Bartholomew, Allen Berger, Alice Burnham, Louise H. 
Brandes, E. H. Buck, Corintha Bruce, Blanche C. Daugherty, Grace Dickson, Nelle Fenn, Vera Finegan, 
Grace Fones, E. A. Funk, Leon S. Johnston, G. May Harris, J. H. McKinney, Edna McKenzie, Ralph 
McReynolds, J. C. Moore, Elizabeth Northcraft, Frances E. Post, Grace Quigley, E. M. Sipple, Georgia May 
Sloan, Leona Stanley, L. L. Sturgeon, Dorothea Thomas, Lillie Throckmorton, Chester A. Vaughn. Leslie J. 
Wagner.

SOPHOMORE CLASS, 1907.

GRADUATING, MAY 21.

Arthur W. Bagley, Ina G. Baltzell, J. E. Baltzell. R. A. Baugher, Alice Burnham, Ora F. Burris, Frances 
Carter, Fannie Davis, Glen Davis, Frances Deaver, Gussie Erwin, Nettie E. Fishback, Hanna Fugate, 
Shelton Gregory, J. H. Hoff, Eulalie Kay, May Kirtley, B. P. Leatherman, Minnie Leazenby, Samuel F. 
Mauck, James Albert Miller, Ola E. Miller, Grover Morgan, Genevieve Moses, Glea Beryl Munson, 
Frances Evelyn Nance, Paul E. Phipps, Clara Pierson, Madge Reese, Mary H. Reinhard, Eunice L. 
Schofield, Frona Stauterman, H. G. Swanson, Olave Wayman, Gertrude Willett, Forest B. Wilson.

AUGUST SECTION.

To receive certificates August 15, on condition that all required work shall then be completed.

Pearle Elizabeth Barker, Virgil Barker, Florence Bayley, Eolian Berger, S. F. Bonney, Eimer A. Burch, Belle 
Cockrum, Elise Pearl Eyneart, William C. Gilson, E. L. Horton, Carrie E. Kelley, W. D. Lear, Mi.inie Loftiss, 
E. L. Marshall, Agnes Marston, Mary Emma Merrell, Lucile Miller, Grace Rea, Janie May Richmond, Eva 
Reynolds, Aubrey C. Ross, Letha Pearl Scobee, Mamie Sharp, Rolla Southern, Robert St. Clair, Blanche 
Oak Stephens, Bertha Etta Turner, W. G. Twyman, B.	E. Vaughn, Floy Vaughn, J. D. Williamson.

117



(Page 118)



Students, 1906-1907.

Adams, E. R. - Kirksville
Adams, Fannie - Harris
Adams, Grace E. - Hillsboro
Adams, Mattie - Kirksville
Adams, Nell - Kirksville
Adams, S. C. - Arbela
Adams, Will - Kirksville
Ader, Ola C. - Kirksville
Alexander, Mona B. - Duncan’s Bridge
Alexander, Tom - Kirksville
Alkire, Daisy - Oregon
Allen, E. Alta - Memphis
Allen, Grover - Memphis
Allen, Harry E. - Canton
Allen, Hugh - Ewing
Allen, Lawrence - Mendota
Allen, Ross C. - Keytesville
Allingham, Otis - La Plata
Allison, Fern - Center
Allison, J. C. - Kirksville
Althof, Maude - Clarence
Anderson, Herbert E. - New Boston
Anderson, Mattie - Ewing
Applegate, Daisy - Frankford
Archer, Nellie - Shibley’s Point
Armstrong, Alpha - Brashear
Armstrong, Carrie - Farmington, Iowa
Armstrong, W. K. - Unionville
Arndt, Lizzie - Kirksville
Arnold, Arthur F. - Kirksville
Arnold, John - Milan
Ash, Liza - Madison
Atherton, Blanche - Kahoka
Autenrieth, Bertha - Clayton
Aydelotte, Mabel G. - Kirksville
Bacon, Walter - Kirksville
Bagley, Arthur W. - Saline
Bailey, J. W. - Kirksville
Bailey, May - Kirksville
Bailey, S. L. - Kirksville
Bain, Charlotte - Webster Groves
Baird, Della - Kirksville
Baker, Lou - Memphis
Ballard, Elsie - Kahoka
Ballenger, Lula - Kirksville
Ballew, H. C. - Mill Grove
Baltzell, Ina G. - Deer Ridge
Baltzell, J. E. - Deer Ridge
Banks, Chas - Avalon
Banks, Nannie - Maywood

Bare, C. F. - Victor
Barker, Pearle - Kirksville
Barker, Ray - Kirksville
Barnes, Bertha - Queen City
Barnes, Glenn - Brashear
Barrows, Leslie - Kirksville
Bartholomew, Mabel - Chandler, Okla.
Bartless, Ralph S. - Sorrell
Basket, Geo. - Purdin
Bates, Mabel - Shelbina
Baugher, R. A. - Bucklin
Baum, J. L. - Rosendale
Bayley, Florence - Knox City
Beard, E. J. - Exline, Iowa
Beard, Ida G.  - St. Peter’s
Beattie, Elma - Whitesville
Beattie, J. C. - Whitesville
Beatty, Byron H. - Kirksville
Beatty, Mary E. - Kirksville
Becker, H. W. P. - Kimmswick
Beckner, H. S. - Rutledge
Beeler, Noah - Glenwood
Bell, Maude - Macon
Benning, C. T. - Canton
Benson, Nell - Madison
Berger, Allen - Middletown
Berger, Eolian - Middletown
Bergthold, Eva - Gorin
Bibee, Paul - Sidney
Bier, Mary - Greencastle
Biles, Mattie - Coatsville
Bishop, Jemima - Clarence
Black, Grace - Hurdland
Black, Mary E. - Cameron
Blackman, Eula - Weleetka, Ind. Ter.
Blackwell, Clara L. - Kirksville
Blackwell, Florence - Kansas City
Bohon, Ethel - Sperry
Bohon, Mertie - Ewing
Bondurant, John R. - Kirksville
Bonnett, Alive - Gallatin
Bonnett, C. E. - Gallatin
Bonnett, Mary - Gallatin
Bonnett, May Belle - Gallatin
Bonney, S. F., Jr. - La Grange
Borron, Arthur - Nickellton
Borron, Elizabeht - Nickellton
Borron, Irma - Nickellton
Botts, Elmer - Novelty
Botts, M. Alice - Hurdland

118



(Page 119)



Botts, Mabel - Hurdland
Botts, Maude - Hurdland
Boucher, Jack - Sampsell
Boucher, Vernon - Sampsell
Bowdreau, A. F. - Canton
Bowles, Fay - Maywood
Bowman, Irene - Kirksville
Bowman, Mrs. V. B. - Laddonia
Braffett, Jessie - Mill Grove
Bragg, Florence E. - La Plata
Brand, Hannah - Osborn
Brandes, Lula - Moscow Mills
Brandt, J. A. - St. Charles
Brasfield, Florence - Unionville
Brashear, Eugene C. - Krksville
Brashear, M. M. - Kirksville
Brenz, Della - Kirksville
Brewer, Jessie - Kirksville
Bridges, Carrie - Eagleville
Bridges, D. G. - Denver
Bridwell, F. E. - Marceline
Brinkman, Agnes N. - La Grange
Brown, Bird - Shelbyville
Brown, Debra - Kirksville
Brown, Ed. - Shelbyville
Brown, Edith - Shelbyville
Brown, Elizabeth J. - Smithshire, Ill.
Brown, Emma - Triplett
Brown, Ethel - Browning
Brown, Hallie - Dunlap
Brown, H. F. - Brookfield
Brown, Nell M. - Elsberry
Brown, Sallie - Kirksville
Brown, Sylva - Kirksville
Brown, W. C. - Kirksville
Broyles, Basil C. - Gilman City
Bruce, Corintha - Chillicothe
Bruton, Bernice - Laddonia
Brant, Chas. H. - Hamilton
Bryson, Belle - Knox City
Buchannon, Mattie - Spickard
Buck, E. H. - Kirksville
Buck, Jesse V. - Kirksville
Buck, Lydia - Kirksville
Bucklew, Lillian - Stanberry
Buckworth, Elsie - Powersville
Bundy, Anna - Millard
Burch, Elmer A. - Clearmont
Burch, Minnie - La Plata
Burckhardt, Mayme - Bethel
Burgess, Merl - Kirskville
Burkett, Alma  - Hatfield
Burnham, Alice - Milan

Burnside, J. A. - Miami
Burris, Ora F. - Kirksville
Burton, Ben A. - Centralia
Burton, E. Y. - Kirksville
Busby, Clyde - Quitman
Butler, Mattie - Vandalia
Buzard, Nellie - Kirksville
Buzard, Virgil - Kirksville
Byrne, Minnie V. - Kirksville
Cain, Anna - Hale
Callison, Onie - Auxvasse
Calvert, Estelle - Revere
Campbell, David - Hurdland
Campbell, F. E. - Moulton, Iowa
Campbell, P W. - College Mound
Campbell, Ward - Kirskville
Capps, Arlie G. - Stahl
Capps, Ora - Stahl
Carnahan, E. L. - Atlanta
Carroll, John B. - Kirksville
Carson, Frank - Ashland, Kan.
Carter, Ethyl - Moberly
Carter, Frances - Mexico
Carter, Isabelle - Kirksville
Carter, Lillian - Brookfield
Carter, Roy - Hatfield
Case, Susan - Humphreys
Caskey, Adah B. - Kirksville
Cassil, Leona - Jamestown
Cassity, R. D. - Milan
Cauthorn, Leah - Mexico
Cherry, Roy - Goldberry
Clapper, Hazel - Unionville
Clapper, Lelia - Unionville
Clark, Bess - Nettleton
Clark, Wildie L. - Williamstown
Clarkson, Florence - Browning
Clauson, G. E. - Knox City
Cline, Ethel - Brookfield
Clotfelter, Myrtle - La Plata
Clough, Ethel - Wyaconda
Clough, Robert - Wyaconda
Clute, Myrtle - Plattesburg
Clymans, Capitola R. - Bevier
Clymans, Susan A. - Bevier
Cochran, Ada - Cainesville
Cockrum, Belle - Knox City
Cockrum, Mary Ethel - Kirksville
Coe, Alice - Kirksville
Coe, Robert - Kirksville
Coffey, Bessie Lee - Queen City
Coffman, Edith - St. Catherine

119



(Page 120)



Cokerham, Edgar - Purdin
Collins, Herbert - Kirksville
Collins, May - Nickellton
Comer, Lonzo -   Hurdland
Compton, Mary - Nind
Conlee, Olive - Kahoka
Cooper, Cliff - Spickard
Coppers, A. E - Hurdland
Corbin, Blanche - Kirksville
Corbin, Luna E. - Kirksville
Corner, Bessie T - Laddonia
Corner, Mary E. - Laddonia
Cornmesser, B. L. - Kirksville
Cornmesser, Myrtle R. - Greencastle
Corporan, G. W. - Coatsville
Correll, Verna - Cameron
Costolow, Evert - Kirksville
Costolow, T. A. - Kirksville
Coulter, Russell- Macon
Cowherd, Vinita - Perry
Cowles, Mary - Auxvasse
Cox, Cora - Elsberry
Cox, Myrtle - Cora
Cox, Susie - Elsberry
Craggs, Phoebe - La	Plata
Craig, Carrie - Moulton, Iowa
Cram, Norma - Green	City
Crandall, Nola - Willmathville
Crawford, Alice - Hager’s Grove
Crawford, Clara - Clarksdale
Crawford, Flossie - Kirksville
Crecelius, Margaret A. - Mehlville
Cree, Cal A. - Bloomfield, Iowa
Creek, Edna - Kohaka
Creel, Lida - Carrollton
Cretcher, Willie F. - Cantril, Iowa
Crowley, Mrs. F. G. - Kirksville
Culler, Alva - Epworth
Culler, J. F. - Epworth
Cummins, Alice - Greentop
Cupp, Dimple - Kirksville
Curry, Clauda - Arbela
Daggs, J. A. - Arbela
Dameron, Cannie - Middletown
Darr, Frank - Kirksville
Dashiell, Nancy W. - Kirksville
Daugherty, Bessey L. - Kirksville
Daugherty, Blanche - Kirksville
Davault, Katherine - New Florence
Davidson, Virgie - Gibbs
Davis, Ben - Ethel
Davis, Earl - Bible Grove
Davis, Fannie - Princeton
Davis, Fern - Davis City. Iowa


Davis, Glen - Princeton
Davis, Irvin - Novelty
Davis, J. R - Stoutsville
Davis, Nellie M. - Gregory
Davis, Ora - Ewing
Davis, Pansy - Winfield
Davis, Roscoe - Gorin
Dearing, Wendel - Taylor
Deaver, Frances - Paris
Deckard, Artie E. - Eagleville
Deckard, Dollie - Eagleville
DeLaney, Nell - Paris
Denison, Willie - Tullvania
Denning, Goldie - Bosworth
Dennis, Della - Pollock
Dennis, Euphemia - Pollock
Dennis, Leaphy - Pollock
Deskins, Irl - North Salem
Dickerson, Partha - Livonia
Dickson, C. E. - Kirksville
Dickson, Grace - Kirksville
Diemer, Geo. W. - Brookfield
Doan, Mabel - Trenton
Dobyns, Vivian - Shelbina
Dockery, Leota - Kirksville
Dodson, Lena - Kirksville
Doneghy, Dagmar - Kirksville
Donelson, Arthur - Hatfield
Dotson, Carlos - Kirksville
Dougherty, J. M. - Higbee
Downing, Myrtle - Fulton
Downing, Olah - Kirksville
Drace, A. C. - Keytesville
Drake, Nettie - Memphis
Drake, Nora L. - Memphis
Duff, M. C. - Gibbs
Duff, Pearl - Gibbs
Dull, Ethel S. - Santa	Fe
Duncan, Mary - Clifton Hill
Dunham, Nora E. - Kirksville
Dunn, Mrs. Ethyl S. - Meadville
Dutcher, Marie - Warrensburg
Dye, Alice - Kirksville
Earhart, Anna - Kirksville
Easdale, Anna - Shelbyville
Eaves, Bertha - Hillsboro
Eisiminger, W. R. - Filmore
Elam, Alva G. - Perry
Eller, Mary - Mexico
Elmore, Opal - Gibbs
Elschlager, Ivan - Downing
Elsea, Grace - Atlanta
Elsea, Mae - Macon
Elston, Della - Kirksville

120



(Page 121)



Emberson, Agnes - Kirksville
Kmberaon, Lucy - Kirksville
Emerson, Carrie - Hurdland
Engberg, Janie - Bucklin
English, Leslie - Kirksville
English, Maurice H. - Perry
English. Raymond - Kirksville
Enyeart, Effie - Browning
Erwin, Gussie - Houston
Eubank, L. Esther - Kirksville
Eubank, Rubie - Madison
Evans, Florence - Huntsville
Evans, Hattie - Marceline
Evrard, Elisabeth - Marshall
Ewing, Ada M. - Kirksville
Farris, Minnie - Clifton Hill
Farris, Willie May - Clifton	Hill
Fell, W. B. - Revere
Fenn, Nell - Joplin
Ferguson, M. C. - Warsaw
Finegan, Ava - Kirksville
Finegan, Clive - Kirksville
Finegan, Vera - Kirksville
Fish, A. V. - Kirksville
Fish, Clarence M. - Kirksville
Fish, Elsie - Kirksville
Fishback, Nettie - Lewistown
Fisher, Verna - Willmathville
Fitzpatrick, Agnes - Monroe City
Fitzpatrick, Ella - Monroe	City
Flagler, Isabel - Frankford
Fleak, Frank C. - Hurdland
Foncannon, Grace - Kirksville
Foncannon, Roxsie L. - Kirksville
Fones, Grace - Joplin
Ford, Helen - Glenwood
Foster, O. G. - Hatfield
Foster, W. E. - Palmyra
Fowler, Philip - Kirksville
Frank, Glen - Greentop
Freeland, Nelle - Shelbina
Frobes, Clara - Kirksville
Fugate, Hanna - Stultz
Fugate, Joe H. - Armstrong
Fugate, Sylvia - Stultz
Fuller, E. T. - Holliday
Fuller, Lena - Kirksville
Fuller, Lynn - Kirksville
Fuller, Nelle - Kirksville
Fuller, Wayne - Kirksville
Funk, E. A. - Kirksville
Funk, E. E. - Kirksville
Funk, Florence H. - Kirksville
Funk, Opal - Kirksville


Galbreath, Mack - Coffeyburg
Gann, Mae - Mercer
Garnett, Ellis - Clarence
Garnett, Esther - Ewing
Gatson, Lizzie - Hunnewell
Gee, Frank H. - Kirksville
Gehrke, Clara S. - Kirksville
Gehrke, Earl D. - Kirksville
Geno, Ola - Pattonsburg
Gentry, Ada - Leonard
Gentry, Aubrey A. - Millard
George, Kathryne - Memphis
Gex, Rena - Shelbina
Gibbons, Mabel - Kirksville
Gibson, Estelle - Elsberry
Gibson, Verna - Browning
Gilbert, Ethel - Hamilton
Gilchrist, Nolia E. - Brookfield
Gilchrist, Velma J. - Brookfield
Gill, Meta - Kirksville
Gilson, Wm. C. - Kirksville
Gleason, Lola - Kirksville
Glenn, Sallie - Earl
Goldberg, Elsa - Kirksville
Goldberg, Senta - Kirksville
Goodale, C. T. - Cape Girardeau
Goodale, Mrs. C. T. - Cape Girardeau
Goode, Dore W. - Kirksville
Goode, Zetta - Kirksville
Goodwin, J. A. - Youngstown
Gorrell, Shirley - Canton
Grable, Moxie - Wyaconda
Green, Mary - Florida
Greenslate, Raye - Willmathville
Gregory, Julia - Kirksville
Gregory, Shelton - Kirksville
Greiner, Ottie M. - Kirksville
Griffin, Nova A. - Lemonville
Griggs, R. E. - Novelty
Grimes, Georgia - Plattesburg
Grinstead, L. R. - Cantril, Iowa
Groenewood, Mrs. Jennie - Kankakee, Ill.
Grubbs, Ruth - Rothville
Gunnels, Rhoda - Elmer
Gunnels, Sarah - Elmer
Gusewelle, May - Gilman	City
Guthrie, Ethel	St. - Francisville
Guy, Grace - Kirksville
Haffarnan, Ella - Baring
Haines, Nellie - Fairmont
Hale, Bessie - Kirksville
Haley, Mary - Forest	City
Hall, Baxter - Clarence
Hall, Stanley M. - Clarence

121



(Page 122)



Halladay, H. Vergil - Kirksville 
Halliburton, Opal - Cairo 
Halstead, Myra - Breckenridge 
Hamilton, Margaret - Salisbury 
Hand, Grace - Wayland 
Hanks, Cyrus A. - La Plata  
Harbin, Ida M. - Ottawa, Kans. 
Hardin, C. N. - Hallsville 
Hardin, G. T	. - Hallsville 
Hardin, W. T. - Hallsville 
Hardinger, Dorcas - Green City
Harlow, Ima - Winfield 
Harrington, E. L. - Bucklin 
Harris, Albert - Milan 
Harris, G. May - Kirksville 
Hatton, Lydia - Laddonia 
Havenor, Della - Kirksville 
Havenor, Wallace - Kirksville 
Hawkins, Edna - Hematite 
Hawkins, Edna A. - Brookfield 
Hay, George - Memphis 
Hay, Myrtle - Memphis 
Hayden, Waverly - Higbee 
Hayes, Roy - Purdin 
Hays, Ralph - St. Catherine  
Head, Jennie - Browning 
Henderson, Eliza J. - McFall 
Hendriksen, Clara - St. Joseph 
Henke, Lydia - Kirksville 
Henry, Mrs. Mathilde - Kirksville 
Henwood, Jessie - Oakwood 
Herboth, Gussie - Green City 
Herget, Earl - Novelty 
Herlinger, Grace - Vandalia 
Hess, Bernice - Norborne 
Hess, Mabel - Kahoka 
Hess, Pearl - Norborne 
Hewgley, May - Madison 
Hewgley, Ruth - Madison 
Heyd, Carrie - Kirksville 
Heyd, Flora M - Kirksville 
Higbee, Zella - Kirksville 
Higdon, Lucile - Kirksville 
Hightower, Howard - Jerico Springs  
Hininger, Monte - Blythedale 
Hiskett, F. N. - Chillicothe 
Hodge, L. R. - Cadmus 
Hodge, P. D.  - Laddonia 
Hoefner, Edna - New Melle  
Hoefner, Edwin - New Melle 
Hoff, J. H. - St. Clair 
Hofsess, B. Myrtle - Benton City 
Holloway, Ina E. - Kirksville 
Holloway, Keith - Brashear 


Holloway, Lora L. - Kirksville 
Holloway, Ola.  - Kirksville 
Holloway, W. W. - Kirksville 
Hollowell, Alpheus G. - Queen City 
Holman, Addie - Novinger 
Holman, Minnie - Novinger 
Holmes, Opal D. - Novelty 
Holmes, Vance - Novelty 
Holmlund, Esther - Bucklin 
Holton, Scott - Kirksville 
Holverstott, Nell - Lathrop 
Hook, W. J. - Kimmswick 
Hopper, Em. O. - Forest	City 
Hopson, Blanche - Kirksville 
Horn, Grace - Wyaconda 
Horn, I. M. - Wyaconda 
Horton, E. L. - Kirksville 
Horton, Ernest - Benton City 
Hosey, Carrie - Kirksville 
Hosey, Gertrude - Kirksville 
Howard, Susie - Powersville 
Howell, Anna - Holliday 
Howell, Irene V. - Lentner 
Howell, Roberta - Holliday 
Howey, Earl W. - Kirksville 
Howlett, A. C. - Kirksville 
Hoyt, Carrie - Dawn 
Hoyt, Grace E. - Dawn 
Hubbard, Floy - Rush Hill 
Hubbard, Mabel - Kirksville 
Hudson, Frank - Melbourne 
Hudson, May - Edina 
Hulen, G. A. - Lancaster 
Hull, Carl - Kirksville 
Hull, Clinton E. - Kirksville 
Hull, Eula - Kirksville 
Hulse, Lola - Kirksville 
Humphrey, P. B. - Kirksville 
Humphreys, M. Eugene - Gault 
Hungerford, Barbara - Kirksville 
Hunt, Mabel E. - Ravenwood 
Hunt, Olive - Kirksville 
Huntsman, H. N. - Macon 
Hussey, Anna - Lathrop 
Husted, Anna - Trenton 
Hutchens, Maud - La Plata 
Hutcheson, Emma - Kirksville 
Hutchinson, R. M. - Pattonsburg 
Inbody, Eva - Kirksville 
Israel, Allie - Kirksville 
Israel, G. B. - Kirksville 
Jack, Ethel - Kirksville 
Jackson, Courtney - Huntsville 
Jackson, Victor - Westville 

122



(Page 123)



James, Arthur - Kirksville 
James, Bessie - Stoutsville 
Jamison, G. H. - Green City 
Jamison, R. - Green City 
Janney, Nellie - Newark 
Jean, Ethel - Cairo 
Jeans, J. H. - High Hill 
Jobson, Evelyn - Lingo 
Jobson, Katherine - Lingo 
Johnson, Agnes - Paris 
Johnson, Albina - Kirksville 
Johnson, C. A. - Bucklin 
Johnson, Genevieve - Browning 
Johnson, Guy - Purdin 
Johnson, Ruth - Kirksville 
Johnston, Caltha - Kirksville 
Johnston, Cecil Y. - Kirksville 
Johnston, Hugh - Kirksville 
Johnston, Leon S. - Kirksville 
Johnston, Maude - Kirksville 
Jones, Alma - Kirksville 
Jones, Bessie - North Salem 
Jones, Chas. B - Green City 
Jones, E. O. - New Boston 
Jones. Florence M. - Queen City
Jones, Hazel - Kirksville 
Jones, J. L. - Kirksville 
Jones, J. P. - Greencastle 
Jones, Judith - Mexico 
Jones, Nelle - Kirksville 
Jones, Raymond - Novelty 
Jones, Roberta - Kirksville 
Kaighen, Della - Kirksville 
Kaser, Grace - Baring 
Kautz, B. F. - Kirksville 
Kautz, May - Kirksville 
Kavanaugh, Hattie - Musselfork 
Kay, Eulalie - Lathrop 
Kaylor, Maude - Shelbina 
Keith, N. F. - Cherry Box
Keller, Anna - Glenwood 
Keller, Minnie - Kirksville 
Kelley, Carrie E. - Breckenridge 
Kelly, T. W. - Moberly 
Kendrick, Charlie - Kirksville 
Kendrick, Lillian - Carrollton 
Kenley, J. W. - Cora 
Kennedy, Grace - Kirksville 
Kennedy, Minnie - Eagleville 
Kennen, Nina - Mexico 
Kenney, Helena G. - Weston 
Kent, C. W. - Green City 
Kerr, Mrs. Nelson - Breckenridge 
Keyte, I. Allen - Kirksville 


Keyte, Lena - Kirksville 
Keyte, W. W. - Kirksville 
Killebrew, Stanley - Durham 
Kimball, Josie V. - Pattonsburg 
Kindred, P. H. - Jamesport 
King, H. J. - Revere 
Kintner, Nina M. - Bethany 
Kipper, Ruth - Granville 
Kirk, Mary - Kirksville 
Kirk, Pauline - Kirksville 
Kirk, Victor - Kirksville 
Kirtley, Mae - Utica 
Kittle, Ruby - Azen 
Klepper, Maud V. - Breckenridge 
Knight, L. Fay - Milan 
Knotts, Ethel - Kirksville 
Koenemann, Louisa W. - St. Louis 
Kropf, Eldina - Lancaster 
Kurtz, Roxie - Wyaconda 
Ladd, Cora - Memphis 
Laird, Olive - Brashear 
Lakin, E. T. - Kahoka 
*Landes, J. Roy - Millard 
Landes, Maun E. - Millard 
Larson, Caroline - Bucklin 
LaRue, Imogene - Glenwood 
Lathan, Ethel - Yarrow 
Laughlin, H. H. - Kirksville 
Laytan, C. C. - Weston 
Lear, Lurline - Warrensburg 
Lear, Virginia - Kirksville 
Lear, W. D. - Palmyra 
Leatherman, B. P. - Bucklin 
Leatherwood, H. W. - Trenton 
Leavitt, Abbie - Kirksville 
Leazenby, Minnie - Ridgeway 
Lester, Floy - Norbourne  
Lewellen, Aubrey - Philadelphia 
Lewis, Lura - Canton 
Lewis, Margaret T. - Dawn 
Lewis, Nellie - Webster Groves 
Lile, Elnora - Ethel 
Lile, Homer - Ethel 
Linder, Earl - Kirksville 
Lindsay, Roy - Gilman 
Lindsey, Ethel - Maywood 
Lindsey. Frankie - Maywood 
Lindstrom, G. J. - Maywood 
Link, Anna - Kirksville 
Link, Bessie - Kirksville 
Link, Vergil - Kirksville 
Lionberger, Beulah - Memphis 
Leonberger, Hugh - Memphis 
Leonberger, Pearl - Memphis 

123



(Page 124)



Little, Carrie - Hurdland
Lloyd, Elizabeth - New	Cambria
Lockridge, Verna - Higbee
Loftiss, Minnie - Kirksville
Logan, Bessie - Queen	City
Logan, Blanche - Wayland
Long, Emma - Kirksville
Long, John - Westville
Long, Orville - Kirksville
Loomis, Lurah - Kirksville
Lere, M. F. - Kirksville
Lowder, Lena - Benton City
Lowe, Belle - Chillicothe
Lowry, Etta - Mercer
Ludden, Ruth - Kirksville
Ludden, Mary- Kirksville
Lusk, Lu - Kirksville
Lusk, Mary - Kirksville
Luttrell, Katie May - Brewton, Ala.
Lyda, Elmer - La Plata
Lyles, Agnes - Wagner,	Ind. Ter.
Lyon, Hattie - Kirksville
MacWilliams, - Stella Kahoka
Magee, Viola - Green City
Mahan, Mabel - Centralia
Malone, Mabel - Kirksville
Maloy, Dolly - Wayland
Mapes, S. L. - Laddonia
Margreiter, Helen - New Boston
Markey, Opal - Hurdland
Marks, Ida Lee - Canton
Marksbury, Hartley - Maywood
Marshall, E. L. - Avalon
Marston, Agnes - Kirksville
Marston, Edith - Kirksville
Marston, Rowland - Kirksville
Martin, Albert - Moberly
Martin, Carl	 - Philadelphia
Martin, Dennie - Monterey, Iowa
Martin, Edith - Lancaster
Martin, Guyda M. - La	Belle
Martin, Harley - Monterey, Iowa
Martin, Howard - Kirksville
Martin, Ruth - Kirksville
Martin, Susie - Plattesburg
Martz, Del - Kirksville
Mason, Bertha - Tullvania
Mason, Eulah F. - Jonesburg
Mason, Janie - Jonesburg
Mason, Lena - Huntsville
Mathews, Asel - Revere
Mathews, Bertha - Revere
Mathews, Irma - Revere
Mauck, S. F. - Princeton, Ind.


Maupin, Harry - Clarence
Mayhugh, O. L. - Rothville
McClain, Hattie - Deer Ridge
McClain, O. E. - Cantril,	Iowa
McClusky, Myrtle - Gilman City
McCollum, Milo - North Salem
McConnell, Elmer W. - Kirksville
*McCool, Carl - Maysville
McCool, Ethel - Maysville
McCool, Mary E. - Pattonsburg
McCool, Ocie B. - Maysville
McCune, Beulah - Clark
McCune, Pearl - Clark
McDaniel, Stella L. - Laddonia
McDowell, Zoa - Kirksville
McGee, Eugene - Kirksville
McGee, I. C. - Kirksville
McGown, Julia - Monroe City
McGown, Rebecca - Monroe City
McKee, May - Revere
McKenzie, Edna - Middletown, Ariz.
McKenzie, Fleta Nelle - Knox City
McKinley, Georgia - Jamesport
McKinley, Vesta - Jamesport
McKinney, J. H. - New	Boston
McMichael, Hale - Kirksville
MeNeely, W. C. - La	Crosse
McPike, Oney K. - Maywood
McPike, Stella - Osborne, Kans.
McQuoid, Essie - Memphis
McReynolds, Carl - Knox City
McReynolds, Ralph - Knox	City
McWilliams, H. L. - Hurdland
Meador, Leona - Atlanta
Meadow, Wm. R., Jr - Hardin
Medlar, Edna M. - Cameron
Merrell, Mary - Vandalia
Miles, Clinton - Huntsville
Millay, Ada - Kirksville
Millay, Edna - Kirksville
Millay, Gladys - Loeffler
Miller, Albert - Kirksville
Miller, Annie - St. Catherine
Miller, Chas. W. - Baring
Miller, Evelyn - Kirksville
Miller, Everett - Kirksville
Miller, Fanny - Kirksville
Miller, J. A. - Kirksville
Miller, Lucile - Bridger, Montana
Miller, Mabel M. - Platte.City
Miller, Marie F. - Jonesburg
Miller, M. Hart - Kirksville
Miller, Ola E. - Kirksville
Mills, J. C., Jr. - Kirksville

124



(Page 125)



Mills, Mabelle - Kirksville
Mills, Warner - Kirksville
Millsap, H. E. - Knox	City
Minter, Roberta - Kirksville
Mitchell, Mildred - Hurdland
Mitchell, Pearl - La Plata
Mitchell, Sophia L. - La Plata
Mitchell, W. H. - Lancaster
Moffett, Warren Y. - Winigan
Montague, Martha - Laddonia
Montgomery, Harry - New Boston
Montgomery, Lillie - Kirksville
Moore, Evelyn - Festus
Moore, Hattie M. - Festus
Moore, J. C. - Hurdland
Moore, Jennie - Kirksville
Morgan, Edith - Bethany
Morgan, Grover - Monterey, Iowa
Morris, Oscar L. - Braymer
Morris, Mrs. Sadie - Kirksville
Morrison, Fred - Kirksville
Morrison. J. - Albany
Moseley, Nina B. - Keokuk, Iowa
Moses, Genevieve - Kirksville
Mothershead, J. F - Morse Hill
Mott, Joseph - Salisbury
Mudd, Bessie - Silex
Mudd, Mack - Silex
Milder, Mabel - Kirksville
Mumma, Ben - Eagleville
Mundt, Willa - Omaha, Nebr.
Munson, Glea - Union Star
Munyon. Roy - Kirksville
Murdock, John L. - Milan
Murdock, Victor A. - Milan
Murphy, Jennie - Kirksville
Murphy, Mamie - Silex
Murphy, Nellie - Ivaseyville
Murphy, Ruby - Knox City
Murray, Ivye - Hurdland
Musson, A. B - Kirksville
Myers, Glen. - Greensburg
Myers, Maude - Kirksville
Myers, May - Memphis
Myers, Ollie - Sumner
Myers, Ross - Greensburg
Nagel, J. R. - New Boston
Nance, Eva - Pattonsburg
Neet, Edith - Humphreys
Nelson, Harriet - Revere
Netherton, Julia - Jameson
Newkirk, Candace - Brookfield
Newman, A. J. - Turner,	Ky.
Nichols, Grace - Lock Springs


Nichols, J. H. - Haseville
Nickles, Della - Kirksville
Nickles, Magdalene - Kirksville
Niermann, J. L. - Hamburg
Nighswonger, Chloe - Jamesport
Nighswonger, T. E. - Jamesport
Nixon, Blanche May - Hammond, Ind.
Noble, Maud - Memphis
Nooning, M. A. - Brashear
North, Edith N. - Queen	City
Northcraft, Edyth - Kirksville
Northcraft, Elizabeth - Kirksville
Northcraft, Lettie - Kirksville
Northcraft, Mayfee - Kirksville
Novinger, Grover - Novinger
Novinger, Jesse R. - Novinger
Oberg, Grant O. - Osborn
Odell, Arthur - Downing
Ogier, W. C. - De Soto
Oliver, Jason - Williamstown
Olsen, Rachel - Marceline
Omen, E. F. - Bucklin
Osenbaugh, Allene - Kirksville
Overstreet, Hulda - New	Boston
Owen, Ruby - Middle Grove
Oxer, Nell - Kirksville
Page, Mae - Milan
Palmerton, Miss - Elmer
Parker, Lotta M. - Wagner, Ind. Ter.
Patrick, Fred E. - Unionville
Patterson, Leslie - Queen City
Pease, Mae - Kirksville
Pence, W. G. - Kirksville
Perin, Lois - Queen City
Peters, Leah - Browning
Petree, Addie - Rosendale
Petree, Jessie - Kirksville
Phifer, C. B. - Kirksville
Phillips, Ii. T. - Maywood
Phipps, Paul E. - Ethel
Pierce, J. G. - Mt. Hope
Pierce, Stella - Hurdland
Pierson, Clara - Ridgeway
Pierson, Demar - Ridgeway
Pierson, Pearl - Greentop
Pollard, Lillie M. - Kirksville
Pollard, Nellie - Stoutsville
Pool, W. O. - Kirksville
Poore, Mabel - Kirksville
Porter, Dessie - Newark
Porter, Fay - Newark
Porter, P. W. - Mendota
Post, Frances - Kirksville
Pounds, Jesse E. - Morse Hill

125



(Page 126)



Powell, Bessie - Kirksville
Powell, Charity - Kirksville
Powell, E. J. - Laddonia
Premer, Mildred - Bethany
Prewitt, M. Agnes - Elsberry
Prindle, Ethel - Kirksville
Prosser, Alonzo - Kirksville
Prosser, George, Jr. - Kirksville
Purdin, Opal - Hurdland
Putnam, Sallie - Powersville
Putnam, Willis - Powersville
Quigley, Grace - Gilman
Quinn, Clara - Brashear
Raine, Leanora - Canton
Randall, Macie - Kirksville
Randall, Nellie - Kirksville
Rank, Agnes - Alvord
Ray, T. Orva - Locust Hill
Rea, Grace - Lathrop
Rees, Albert - New Cambria
Reese, Madge - Bucklin
Reger, Euna - Reger
Reinhard, Mary - St. Louis
Reiser, Joseph - Kimmswick
Reynolds, Eva - Kirksville
Reynolds, Sim - Clark
Rice, Anna - Kirksville
Rice, Stona B. - Huntsville
Richards, Emma - Canton
Richmond, Janie May - Bynumville
Rieger, Archie - Kirksville
Rinaman, W. L. - Troy
Ringo, Alethea - Kirksville
Ringo, Eugenia - Kirksville
Rixey, Mary E. - Platte City
Roberts, Chas. A. - Revere
Roberts, Myrtle - Willmathville
Roberts, Roy E. - Canton
Robbins, Olive - New Boston
Robinson, Esther - Yarrow
Robinson, Frances - Huntsville
Rogers, Emma - Palmyra
Roloson, Ermie - Weatherly
Rolston, Edna M. - Queen City
Ross, Aubrey C. - Atlanta
Ross, Pearl - Moberly
Ross, Ruby - Atlanta
Ross, Winifred - Wagner, Ind. Ter
Rouner, James Hardin - Newark
Rouse, Jas. E.  - Deer Ridge
Rouse, W. J. - Deer Ridge
Rudasill, Leta D. - Hollensville
Rule, Lena - Smithville
Runnels, J. B. - Green City


Russell, Nellie - Pattonsburg
Rutherford, Albert - Kirksville
Rutherford, Beth - Kirksville
Rutherford, F. D. - Kirksville
Rutherford, Mary - Huntsxille
Rutherford, Ora - Kirksville
Sanborn, Ray - Kirksville
Sanford, Clara - Newark
Sanford, O. G. - Newark
Sangster, Joseph - Kirksville
Sapp, Ella - Danville, Ill.
Saunders, May F. - Marceline
Schnelle, Emma - Pollock
Schnelle, Libbie - Pollock
Schofield, Elizaa - Durham
Schofield, Eunice - Edina
Schwalbert, Geo. - Kimmswick
Schwalbert, W. A. - Kimmswick
Scifres, J. B. - Gorin
Scobee, Berry - Unionville
Scobee, Pearl - Unionville
Scott, Hugh - Silex
Scott, J. C.  - Lemonville
Scott, Lillian - Canton
Scotten, J. E. - Salisbury
Scurlock, Roy - Glenwood
Seaber, Daisy - Kirksville
Seaman, Jewel - Knox City
Searight, Grace - Granger
Sears, Clara - Kirksville
Sears, Mayme - Kirksville
See, S. C. - Shelbina
See, W. G. - Shelbina
Selby, Emma - Kirksville
Sewell, Blanche - Kirksville
Sewell, Ray L. - Kirksville
Shanks, Nellie S. - Purdin
Sharp, Elwee - Edina
Sharp, Mamie  - La Belle
Sharp, Robert K. - La Belle
Shaw, Ethel- Kirksville
Shaw, Ola - Kirksville
Shepard, Nell - Greencastle
Sherman, Lenna B. - Rever
Shibley, A. P. - Gorin
Shinn, Mrs. Sadie - Brookfield
Shobe, J. L. - Laddonia
Shoop, Raymond - Green City
Short, Lee - Moselle
Shubert, Leslie - Kirksville
Sibole, Joseph B. - Novinger
Simmons, Zona - Warren
Sinclair, Basil E. - Pollock
Sipple, L. B. - Kirksville

126

(Page 127)

Slacks, L. Percy - Kirksville
Slacks, W. S. - Kirksville
Slavens, Lena May - Middletown
Sloan, A. E. - Kahoka
Sloan, Georgia May - Kahoka
Slocum, Berley C. - Bible Grove
Sloop, Fred - Queen City
Sloop, L. Carrie - Queen City
Smith, Anna - Pleona
Smith, F. B. - Monticello
Smith, Lutie T. - Enterprise
Smith, Margaret - Monticello
Snider, Earle - Lakenan
Snoddy, Emery - Buckner
Snyder, W. H. - Kirksville
Southern, Rolla - Clifton Hill
Sparks, Ethyl - Worthington
Sparks, Minta - Shelbina
Sparling, Enoch A. - Chillicothe
Speer, Fae - Kirksville
Spencer, Myrtle - Eagleville
Sprecher, Loree - Kirksville
Spurgeon, J. H. - Gorin
*Stanley, Floyd - Rothville
Starrett, Lena - St. Joseph
Stautermann, Eda B. - Moberly
Steuterman, Frona - Moberly
St. Clair, Fannie - Wyaconda
St. Clair, Kathleen - Humphreys
St. Clair, Lawrence - Wyaconda
St. Clair, Robert - Wyaconda
Steiner, Wm. L. - New Haven
Stephens, Blanche - Kirksville
Stephens, Portteus - Kirksville
Stevenson, Meda - Marceline
Stewart, W. E. - Greentop
Still, Mrs. C. E. - Kirksville
Stock, Chas - Newtown
Stokley, Cecil I. - Ewing
Stone, C. R. - St. Joseph
Stone, Olin - Harris
Storey, Bernice - Shibley’s Point
Storm, Julia - Kirksville
Stout, Louisa - Unionville
St rat ton, Joy - Brashear
Stufflebean, Myrtle - St. Catherine
Stukey, G. C. - Millard
Stukey, Mamie - Millard
Sturgeon, Hulda - Hopkins
Sturgeon, L. L. - Hopkins
Sublett, Ethel - LA Grange
Summers, Mollie - Milan
Swanson, H. G. - Greentop
Swanson. Rose - Greentop

Sweeney, Marie - LaDue
Symmonds, Tom - Greensburg
Tannehill, Elizabeth - Red Lodge, Mont.
Taylor, A. R. - Sumner
Taylor, J. J. - Novelty
Terry, Ona - Jameson
Thomas, Dorothea - Hutchison
Thompson, Orion - Kirksville
Thompson, Roy - La Plata
Thompson, Ruby - La Plata
Thrailkill, Ida - Clark
Thrailkill, Mabel - Clark
Thrasher, Ray - Kirksville
Throckmorton, Lillie - La Belle
Tinder, Neva - Clark
Tingley, Golda - Unionville
Tippett, Jas. S. - Kirksville
Titsworth, John R. - Kirksville
Tolbert, Alpha - Cora
Tolson, Henrie - Kirksville
Toothaker, Elva - Chula
Toothaker, L. A. - Chula
Towles, Mollie - Cairo
Townsend, Leta Knox - Kirksville
Troth, Maggie - Memphis
Trotter, Pearl - Jameson
Trower, John H. - Olney
Truitt, C. G. - Hardin
Tucker, La Claire - Mexico
Tucker, Pearl - Mexico
Tudor, Nellie - Dawn
Tudor, Richard - Dawn
Turner, Bernece - Blythedale
Turner, Bertha - Kahoka
Turner, E. M. - Ethel
Turner, Martie S. - Steffenville
Turner, Murel - Lewistown
Turner, Zola - Kahoka
Tuttle, Gertrude - Vineland
Tuttle, Grace B. - Vineland
Twyman, W. G - Armstrong
Underhill, G. P. - Kirksville
Updyke, Ray - Downing
Vail, Cass - Novinger
Vail, Julia - Novinger
Valle, L. S. - Fletcher
Vance, Anna - Kirksville
Vance, Joy F. - Kirksville
Van de Sand, G. F. - Kirksville
Van Horne, Earl - Auxvasse
Van Meter, Kate - Kirksville
Varney, Rose - Goss
Varney, Marguerite - Goss
Vaughn, A. P. - Kirksville

127

(Page 128)

Vaughn, B. E. - Kirksville
Vaughn, Chester A. - Kirksville
Vaughn, Floy - Kirksville
Vaughn, Victor - Shelbina
Vaughn, Virgie - Kirksville
Vermillion, Green - Wayland
Vesper, Ada E. - Lewistown
Waddill, Alice - Kirksville
Wade, Orville C. - Novelty
Wagner, Leslie - Middletown
Wall, Ottie - Rea
Walker, Stella M. - Kahoka
Walkup, Ethel - Fountain, Col.
Waller, Alice J. - Paris
Wallis, Floy - Moberly
Walters, Maude - Greencastle
Ward, Frank - Kirksville
Warner, C. S. - Kirksville
Warren, Estella - Wheeling
Wayman, Olave - Princeton
Weatherman, Elsie - Kirksville
Webb, Alma - Newtown
Webb, Estelle - Harris
Webb, Nelle I. - Harris
Weber, Mollie E. - St. Louis
Webster, Ola - Alexandria
Weldon, Dawn - Gilman City
Weldon, May - Gamma
Weldon, Moss - Gilman City
Wells, Clara	 - Lucerne
Wells, W. M. - Lucerne
Wenger, John - Kirksville
Werner, Margaret - Cameron
Weyand, Florence - Keokuk, Iowa
Weyand, Mary C. - Keokuk, Iowa
Weyand, Richard - Luray
Whaley, Elfie - Humphrey's
White, Clay - Kirksville
White, F. E. - Bucklin
Whitelock, Lester - La Belle
Whitton, Elizabeth - Kirksville.
Wickizer, Olive - Tulsa, Ind. Ter.


Wieland, W. G. - Queen City
Wilcox, Addie S. - Webster Groves
Willard, Mamie   - Kirksville
Willet, Gertrude - Kirksville
Williams, Arthur - Smithville
Williams, Bird - Vandalia
Williams, Clifford - Smithville
Williams, Edward - Morse Mill
Williams, Hattie - Bevier
Williams, W. C. - Morse	Mill
Williamson, J. D. - Kirksville
Willis, Gertrude - Kirksville
Wilson, Anna L. - La Belle
Wilson, C. E. - La Belle
Wilson, C. L. - Cantril, Iowa
Wilson, Della - Callao
Wilson, Dema - Bolckow
Wilson, Don - Cantril, Iowa
Wilson, Edna - Kirksville
Wilson, Elizabeth - Utica
Wilson, Flora - Luray
Wilson, F. B. - Kirksville
Wilson, Linna - Gorin
Wilson, Lucile - Kirksville
Wilson, Viola - Jonesburg
Winters, Nova - Winigan
Wirth, Ida A. - Lancaster
Wirth, Kathryn B. - Lancaster
Wise, Claude M. - Bible	Grove
Wood, Pearl C. - Duncan’s Bridge
Wood.Vergie - Hatfield
Woods, Mae - Brashear
Woods, Willie - Kirksville
Woodward, Avis - Cainesville
Woodward, Olive - Cainesville
Woodward, Ona - Yarrow
Wright, Betha - Kirksville
Wright, Mettie - Kirksville
Yeager, Faye - Luray
Young, Carrie - Brookfield
Young, Rowena - Kirksville
Zeigler, Eunice M. - Zig

*Deceased.

Monotyped and printed by the Journal Printing Co. 
Kirksville, Missouri.

(Page 129)

(Back Cover)

Working Calendar.

1907-1908.

Classification of Students - Tues., Sept. 10.
Class Work Begins - Wed., Sept. 11.
First Quarter Ends - Fri., Nov. 29.
Second Quarter Begins - Mon., Dec. 2.
Adjournment, Winter Vacation, 3:20 p.m. - Fri., Dec. 20.
Session Resumes - Mon., Jan. 6.
Second Quarter Ends - Fri., Mar. 6.
Third Quarter Begins - Mon., Mar. 9.
Baccalaureate Sermon - Sun., May 24.
Graduating Exercises - Wed., May 27.
Fourth Qr., "Sum. Sch.," Program Making - Tues., June 2.
Fourth Qr., "Sum. Sch.," Class Work Begins - Wed., June 3.
Fourth Qr., "Sum. Sch.," Closes - Thurs., Aug. 20.