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CATALOGUE

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STATE NOl~MAL SCI-IOOL

STEVENS POINT, WISCONSIN

SECOND YEAR

1895-1t\96

i\I I L WA U K EE, WIS.

BU ROI ....:K, AlDliTAGE & AJ.T. E:'\, PH INTERS

1S9G

BOARD OF REGENTS

OF

NORMAL SCHOOLS.

EX-OFFICIO REGENTS.

GOVERNOR W. H . UPHAM.

STATE SUPERINTENDENT J. Q. EMERY .

TERM ENDING FEBRUARY, 1897.

j AMES 0 . RAYMOND,

A. E. T HOMPSON,

CHAS. PITTELKOW,

- Stevens Poin t.

Oshkosh.

- Milwaukee.

. TERM ENDING FEBRUARY, 1898.

Marinette. w. A. BROWN,

EDWIN D. CoE, - Whitewater.

FRANK OsTRANDER, - Superior.

TERM ENDING FEBRUARY, 1899.

EDwARD BALLARD, - River Falls.

ToRN J. FRUIT, - La Crosse.

TAMES J ENKINS, - P la tteville.

OFFICERS OF THE BOARD.

EDWIN D. CoE, P residen t, Whitewater.

A. E . THOMPSON, Vice-President, Oshkosh.

S. S . RocKWOOD, Secretary, - Madison.

SEWELL A. PETERSON, T reasurer, ex-ciflicio, - - Madison.

BOARD OF VISITORS, 1895-6.

Su PT. R . B. DuDGEox,

FRIN. ]AS. H . DERSE,

HoN. E. L. EvERTs, -

Madison.

- Black River Falls .

Rice Lake.

1

• • I

I ..

FACULTY.

T H ERON B. PRAY, P resident, Psyclzology, Pedagogy, History qf Education.

C. H. SYLVEST ER, Institute Conductor/ L iterature.

GARRY E. CULVER, Physi~al Sciences.

JOSEPH V. COLLINS, Matlzematics.

ALBERT H. SANFORD, History, Government, Political Economy.

VIRGIL EVERETT McCASKILL, Biology.

M ISS BERTHA S. PITMAN," EDGAR JAMES SWIFT,"f

Latin and German . MRS. MARY D. BRADFORD,

Supervisor of Practice Teaclting. MISS LOUISE MONTGOMERY,

Rhetoric, Composition . MISS CAROLINE E. CR AWFORD,

Physical T raining, Hygiene. MISS MARY E. TANNER,

Drawing. MISS SOPHIA LINTON,

Vocal Music. MRS. IDA A. ELLIOTT,

Geography, Assistant in English.

MODEL DEPARTMENT.

M ISS FLORA E . STEWART, Principal, Grammar Grade.

MISS FRANK QUINN, Principal, Intermediate Grade.

JV[ISS J ENNIE REBECCA FADDIS, Principal, Primary Grade.

M ISS ISABE LLE PATTERSO~, L ibrarian and Clerk.

PETER KELLY, janitor.

:Resigned, january 24. 1 896. r S1nce j a nua ry, 1896.

STATE NUR}JAL SCHOOL. 7

Name. Post Office. ~ionths Experience in Teaching.

*Johnson, Martha J., Eau Claire, 6

STUDENTS. Larkin, Andrew L. , Tomah, 27

~ I

*Latham, Mary E. Buena Vista, :-38 ----- *Lewis, Ada E., Stevens Point, 0

*Marshall, Eva, Stevens Point, 0 SENIORS.

'*Mitchell, Clara Belle, Stevens Point, 0 Natne. Post Office. l\'Ionths Experience "'Myers, Marne E., Baraboo, 7

in Teaching. • *Neuman, Alma M., Stevens Point, 0 *Bremmer, Edith, Stevens Point, 16 ,, "'Clements, John T ., Stevens Point, 0 *O'Brien, Edwin T. , Eau Claire, 81;2

*Everts, Leslie S., Rice Lake, 0 "'Olsen, Anna A., Rice Lake, 21

"'Perry, Herbert S., Merrillan, 46% *Olsen, Caroline, Rice Lake, 16

Phillips, James E., Medford, 8 *Pratt, Mabel, Plainfield, 0

"'Stewart, Nettie, Stevens Point, 3 Pray, Allan T ., Stevens Point, 0

Pray, Florence A. , Stevens Point, 0 J UNIORS. Priest, E zra F., Loyal , 160

*Agnew, Mary L. , Stevens Point, 8 '''Roberts, H. Ruth, Dodgeville, 0

*Alban, Earl C., Stevens Point, 4 Scott, Ethel, Stevens Point, 0

*Aimy, Hugh C., Necedah, 12 Scott, Edwin I., Cushing, 70

Arnott, Lillian , Arnott, 100 I *Spaulding, Emily C., Stevens Point, 0

t *Ashmun, Margaret, Rural, 27 *Stevens, Elizabeth M., Eau Claire, 0

*Barker, Ethel A., Stevens Point, 0 *Webster, Genevieve, Stevens Point , 3

*Barker, Jesse U. , Stevens Point, 0 ~-wheelock, Lydia, S tevens Point, 0

Beck, J.D., Avalanche, 64

Blencoe, Guy, Alma Center, 9 SECOXD YEAR.

"'Boreson, Jennie M., Stevens Point, 0 Alban , Floyd L., Stevens Point , 2 Brickels, Louisa H., Auburndale, 17Y2 Appleton , Rose I., Appleton, 28

*Cate, WalterS., Stockton, 0 Baker, Joseph H., P lover , 0 *Dunegan, Anna M ., Stevens Point, 0 *Bandli, Christine, Rice Lake, 18 "'Eldredge, Sadie H., Stevens Point, 0 Bradford, William, Stevens Point, 0 *Frohmader, Elmer W., Clifton , 16 *Bruemmer, Christ H., Kewaunee, 0 *Fuller, May, Stevens Point, 0 .. Burns, Anna, Lone Pine, 80 Gardner, Henry L., Liberty Pole, 60 Cate, Georgeana, Stevens Point 0

"'Hamacker, Edith, Stevens Point, 21;2 Culver, Will W., Stevens Poin t , 0 *H a milton, J ayS., Cumberland, 21 Curran, F lorence C ., Stevens Point , 0 *Hart, Nellie M., Eau Claire, 31 i Cushing, Esther L., Portage, 6

Hill, M. 0., Viroqua, 125

I Dowsett, Arthur, Stevens Point, 0

"'Howe, Sarah, Stevens Point, 0 ''Dwinell, Allie M., Stevens Point, 6

*Free High School Graduate. l *Free High School Graduate .

'1

8 STEVENS POINT STATE NORMAL SCHOOL. 9

Post Office. i\I on ths Experience Name. Post Office. :\'Iontbs Experience Name. in Teaching . in Teaching.

• Springville, 6 Eckels, Miner va I., Buena Vista, 28 Reed, Katherine, 0 Frawley, Thos., Curran, fi5 Rogers, Mabelle, Stevens P oint,

Stevens Point, 0 Fulton,~Kate R. , St evens Point, 21 Scott, Louise, Furro, Mary, Stevens Point, 0 Stevenson, Hattie M., Chaseburg, 65

*Gage, J ohn M., Packwaukee, 9 Stuart, Edn a R., Stevens Point, 0

Graham, Grace, Eden, 45 Welch, Kate E., Stevens Point, 39

*Grimm, Aug ust, Two Rivers , 26 *Weller, Mae M., Amherst, 13

Gunderson, Oscar, lola, 30 Wright, Anna D., Stevens Point, 35

Hanifin, Nellie C., Kilbourn City, 38 .FIRST YEAR.

*Hatz, Anna B., Bangor, 28 Allen, Ethel, Loyal, 2

Heidka, Carolyn M ., Clintonville, 0 Allen, Freeman, Loya l, 0 -~Henry, Thomas A., Viroqua, 28 Allington, Mamie, Parfreyville, 0

Hill, J. 0. , Delton, 29 Alme, Emma, Nelson, 26 Jeffers, Ellen M ., Sherida n, 19 Ambrose, Mary, Stevens P oint, 0 J ohnson, Thos. R., Black River F all s, 0 Appleton, Earl W., Appleton, 0 Jones, Elizabeth, Baraboo, 42 Arneson, Gunilda , Stevens Point, 0 Keir, Grace M., Liberty Pole, 9 Atwood, Myrtle, Grand Rapids, 7 K uenne, Osmar, Medford, 54 Bacon, Anna L. , Plainville, 17lh Lees, John M., Gilman t own, 9 Bauch, Emil H ., H a mburg, 6 Lombard, M . Maude, Amherst, 9lh Beach, Roy W., Plainfield, 0 McDowell, Anna, Montello, 33 Beaver, Mary E ., Sherry, 12 McGregor, Belle G., Hancock , 15 Beck, Willie, Stevens Point, 0 Manz, Henry 0 ., Waumandee, 19 Booth, De Ette, Colby, 0 Martin, Effie H., Stevens Point, 70 Bunge, Clara, Pittsville, 11 Mathe, J ohn, Almond, 0 Cannon, Elbert A., Marcellon, 8 Meehan, Norah I., Milwaukee, 0 Carr, Challiss, Stevens Point, 0

"*Miller, Han-y C., Grand Rapids, 0 Cass, Queenie, T owerville, 20 *Miller, J oseph C., Kewaunee, 0 Cate, Howard F., Stevens Point, 0 ·"Monaha n, Anna Cecil, Tunnel City , 17 Chandler, Georgia M ., Stevens Point, 0 "Mudrocb, John W., Tisch Mills, 27 Clark, John F., Stevens Point, 0 Muir, Estella, March , 0 Clark, Owen, Stevens Point, 0

~-Nelson , Nellie E., Stevens Point, 13 Corcoran, Grace M ., Stevens Point, 0 Packa rd, George H., P lover , 0 Cowan , Wayne F., Almond, 0

*Packard , J osephine, Stevens Point, 20 Cowles, Villa, Stevens Point, 0 4 Parkhill, F ra nces, Stevens Point, 0 Dawson, Alice, Custer, 48 Parkhill, Hattie B., Stevens Point , 68 Dewane, Cornelius E., Curran, 18

*Peterson, Harvey 0., Colfax, 0 Dewane, Lizzie, Curran, 16

*Free High School Graduate. • Free H ig h School Graduate.

10 STEVENS POI NT STATE NORMAL SCHOOL. 11

Natne. Post Office. Months Experience Name. Post Office . Ni o nt b s Experience

in T eaching . in Teaching.

Dignum, Will H ., Stevens Point , 0 Johnson, M innie, Stevens Point, 0

Doolittle, Daisy, Ste vens Point. 0 Johnson, 0 . S., Chimney Rock, 0

Downey, May M. , l'viil waukee, 23 Killin, Edwin F., Stevens Point, 0

Drury, C.]., Casco, 26 King, Alice A., Columbus, 0

Elliott, Viola, Saratoga, 30 King, Chas., Stevens P oint , 0

Else, Myrtle, Stevens P oint, 0 Knecht, Edwin C., Waumandee, 0

Emerson, Olli@ E ., Plover, 85 Koller, Philip, Carlton, 0

Everson, Mrs. G, 1., Stevens P oint, 20 ? Krembs, Alex., Stevens Point , 0

Fernholz, John]., Arcadia, 20 Kuhl, Frances, Stevens Point, 0

Finch, Merle, Stevens Point, 0 *L arsen, L aura, Stevens Point, 0

Finch, Thomas, Stevens Point. 0 Larsen, Nanda, Stevens Point, 10

Forsythe, John, Stevens Point, 0 Lecy, A. E ., Arkdale, 5

Forsythe, Lavina A. , S tevens Point, 0 Logan, Victoria, Medford, 48

Frohmader, Anna, Clifton , 9!::1 Lombard, Mayme, Amherst, 9%

Fryar, Grace M., Amherst. 78 Lombard, Russell , Amherst , 0

Gardiner, Elizabeth A., Spencer, 19 Long, Hattie, Stevens Point, 0

Gardine1·, Florence E. , Stevens Point, 0 L owder, innette, Stevens Point, 0

Godfrey, E lla A., Sheridan, 14 MacDonald , Lillian, Eau Cla ire, 0

Grady, Edith M. , Chippewa Falls, 3 McGinnis, Lillian, Nevins, 0

Gray, Mary, Stevens Point, 0 • McGinty, George A., F ond duLac, 0

Gray, Nellie, Stevens Point, 0 McGregor , Janette, H a ncock , 3

Green, Matie L. , Stevens Point, 0 McKee, Mabel, Oconomowoc. 56

Gwin, Paul, . Loyal, 0 1\icLeod, Georg ia, P lover, 0

Haakenson , 0. J. , Chimney Rock. 0 Maine, Mattie, Stevens Point. 0

Hanson, Robert M: , Waupaca, 15 Martin, Frankie, Ca dott, 0

H a rrison , C . J. E., Tusten , 30 Martin, Zoe E., Stevens Point , 0

Heffron , Lizzie I., Stockton, 9 M axfield , Marion, Plover , 4

H endrickson, Martha , Dorchester, 21 Maynard, M . Edith, Buena \'ista, 0

Hetzel, Edith, Almond, () Mehne, Willia m, Almond , 0

Hetzel, Mabel, Almond, 4 Miley, Mary E, Eau Cla ire , 0

Hetzel, Sophia, Almond, 0 .. Miller, Fred W., Loyal, 0

Higgins, Edward G., Custer, 13 Mills, Mina, Stevens P oin t , 0

Horton , Mamie, New Rome, 0 Minahan , J a mes A. , Oshkosh, 0

H orton , Nellie, New Rome, 15 Moran, Theresa, Stevens Point. 24

Horton, Walter T ., New Rome, 0 Morrison, vVm . B., Plover, 0

Hull, Frank G. , Stevens Point, 0 Muir, May, Tomahawk, 0

Ing ham , Gena, Stevens Point, 0 Murrlly, Grace F. , Stevens Point, 24

J ohnson, Christine, Stevens Point, 0 Neuman, Louella, Stevens P oint. 0

* Free H igh S ch ool G r aduate .

12 STEVENS POINT STA'l'E NORMAL SCHOO L. 1 3

Name. Post Office. Months Experience in Teaching.

Name. Post Office. M onths Experience in Teaching.

Neuser, Olga. Eau Claire, 0 Nugent, Edith , Lone Pine,

Ziegieweid, Anton , Arcadia, 0

O'Keefe, Frankie, 10 Zimmer, George, Stevens Poin t , 0

Custer, 33 Olson, Ole, Stevens Point, 0 .. SPECIAL STUDENTS .

Para!, Frank, Kewaunee, 0 Parker, Bertha A., Stevens Point,

*Ball, Kate A., Professional Music. 0

'"Parmenter, Hattie, Plover, Corcoran, John, Academic.

16 Pe&rson, Walter vV., Amherst,

McDonald , Minnie E., Professional Music. 24

Pier, May F., Stevens Point, Martin, Guy F., Academic.

0 Pt-ausa, Wenzel F., Euren, 0

Patch, George H., Drawing.

Pray, Kenneth L. M ., Stevens Point, Rood, M rs . Ethel, Professional Music.

0 Radley, Viola, Parfreyville, 14

Voigt, Will, Drawing.

Roesch, Anton, vVaumandee, 6 VosBurgh, Louise H. , Professional Music, Theory.

Salter, J ames M. , Chippewa Falls, 26 Young, Roseltha, Drawing.

Schilling, Laurette S., Lone Pine, 25 PREPARATORY.

Schilling, Rose, Lone Pine, 10 Shimek, Albert D., Casco, 0

Bowden, Nellie, Lanark, 23

Snodgrass, Amy, Bloomingdale, 0 Bump, Nellie, Stevens Point, 0

Springer, Frank R., Lone Pine, 0 Carley, Earl, Buena Vista , 0

Stephens, Hanna, Superior, 49 Christ, Conrad, Montana, 0

Thoms, Waltet-, Stevens Point, • Cobb, Ruthie V., Belmont, 0

0

Tibbitts, Effie, Hingham, 0 Collins, George T ., Warrens, 0

Tobler, F. Mae, Lancaster, 48 Comstock, Nettie, Stevens Point, 0

Tmley, EmmaJ., Grand Rapids, 50 Daniels, Laura, Dancy, 0

Upton, Mary E. , Stevens Point, 0 Dobie, Emma, Ontario (Canada), 0

Van Buskirk, Frances, Stevens Point, 0 Gustafson, Ida, Stevens Point, 13

Vaughn, Clyde, Stevens Point, 0 Hopkins, Nellie, Lanark, 0

\Varner, May, Stevens Point, 0 J ohnson, Agnes, Spirit, 0

Weaver, Morris, Loyal, 0 Leahy, Agnes, Mad ley, 32

Wells, Lottie, Stevens Point, 0 Leary, Aggie, Custer, 0

Whitney, E lson H ., Sherry, 6 McGill, Mary L., McDill, 9

Whitney, Maud, Stevens Point, 0 McGinnis, Leah, Nevins, 0

Whitrock, Cla ra , Stevens Point, 0 Nelson, Clara R., Stevens Point, 0

Whitrock, Laura, Stevens Point, 0 Ottum, Olaus, Urn e. 0

Williams, LeRoy, Stevens Point, 0 ~· Schleicher, Will , Almond, 0

Wright, Claude A. , Stevens Point, 0 Sweeney, Lucy, Stevens Point, 0

Young, Anna, Lone Pine, 4 Taylor, Martha, Blaine, 0

Young, Libbie, Lone Pine, 0 Van Buskirk, Evelyn, Stevens Point , 0

* Free High School Gra duate . * Free High School Gradua te.

1+ STEVENS POINT STATE NORMAL SCHOO L . 1 5

MODEL SCHOOL. Peiser, Rebecca , Southwick, K a thm-ine, Van Bnskid~. Sadie,

Parker. Mildred, Southwick, M a rgaret, Vos Bm·g , Marion,

P01·ter, Birdie, Spraggon, Phyllis, \Vebster, Genevieve, GR A:\L\L\.R GRA DES.

Rankin , Mildred, Stuart, Iza, Weller, Ruth , Bentley, Ada m, "Januszewski, J ohn, Riley, Fred, Rice, H azel, Sutton, Florence, West, Pearl. Bischotf, August. Jurek, Paul, Sawyer, Archie, PRIMARY GRADES. Borchanlt, Frank. Klavikofski, Theodore, Shelburn, F rank, BO\verscck, ·winfield, Kohon1, Herman, Townsend , Evan , Bennett, HarJo, H oeffel, Spurr, McMurray, John ,

Clark, Rennie, Kryger, Stephen, Vaughn, Lynn, Bentley, Wayne, Hoeffel , Wallace, Moffitt, J ohn ,

Curran, Henry, :!Vfora n, Ben, Week, Edmund, .... Boston, Willis, Hoga n, J a mie Park, Laurence,

Finch, John, Murat, ·walter, Week, Harold. Campbell , Robert, Huff, Everett, Strope, Karl,

Gillette, George, Okray, John, Wojak, Jacob, Clifford, Willie, Kelly, Ea rl, Thiell, John,

Herrick, Frank, Porter Harry, Young, Will. Congdon, James, Kelly, Frank, Wadleigh, Sam,

Hungerford, Louis, Rice, Earl, Cook, Alice, Little, Harold, Weller, Reginald,

'fDeceased. Ennor, Roy, Martin, Newton, Wheelock, Frank,

Aber, )[annie, Horan, Estelle, Feickert, Mary, Estes, Wilbur, McDill, Conover, Whitney, Fred.

Boreson, Olga, J a cobs, Christina, Pipe, Mabel, Glover, L ouie,

Carver, Roie, J acobs, Tena, Purdy, Lelah, Can-, Winnie, King, Olive, Olin, Millicent,

Case, :Yiarie, Kuhnast, Ella, Quinn, Mary, Eaton, Vera, Lamp, Ba bins, Park, Gladys,

Embt-etson, Lizzie, Lamp, Jennie, Spalenka, Louisa, Eldredge, Edith, Lamp, Beulah, Smith, Roxy,

Felker, Ava, Martin, Faith, Tack, Flora, Fletcher, Genevieve, Martin, Gladys, Stuart, Norma,

Go\Yer, Winnie, Murray, Myrtle, Timlin , Mary, • Gillette, Helen, Martin , Ina, T ownsend , Kittie,

Gross, Alice, Packard, Ilolly, Walker, Grace, Hayner, Pearl, ·McAdam, Rose, Wadleigh , Ruth .

H a rlow, Maud, Parks, Myrtle, Whitrock, Mabel. Jauch, Norma,

!;>iTER:\IEDIATE GHADES.

Atwell, Ensign, Forsythe, Caleb, Parkhill, Clarence, ENROLMENf BY COUNTIES.

.-\.twell, George, Forsythe, James, Pfiffner, Roe,

Angustad, Arthur, Hanke, Emil F., Rogers, Roy, NOR:VIAL DEPARTMENT.

Bennett, Edwin, J ohnson, Frank, Sanborn, Walker, Adams, 7 Grant, t Bennett, Leslie, Joy, Ross, Stuart, Robert, Barron, 5 Io wa, 1 Bigelow, Frank, Krembs, Moritz, Utter, Melvin , Brown, 1 J a ckson , 3 Boyington, Charles, Leonard, Will, vVarren , Crosby, Buffalo, 7 Juneau, 1 Chady, Earl , McCullum, John Wheelock, Chandler. Chippewa, 3 K ewaunee, 10,

Culver, Harold, Ostet·, George, Clark, 10 La Crosse, 1

Bender, Lily, Glover, Jessie, Lien, J osephine, Columbia, 4 Lincoln , 1

Bent ley, Inez, Huff, Mamie, Martin, Grace, ,. Douglas, - 1 Manito woc, 2

Cushman, lVIargaret, Hutchins, Bessie, Nelson, Benlah, Dunn, - 1 M a ra thon, 4

Eaton, Lenore, Kirwan, Mabel , Nelson, Minnie, Ban Claire, 7 Marquette, 2

Ennor, Mabel, Lamoreaux, Eliza, Oleson, Sophia, Fond duLac, 2 Milwaukee, 2

16 STEVENS POINT

:Monroe, 5 Vernon,

Outagamie, 2 Waukesha,

Polk, 1 Wa upaca,

Pot·tage, 158 W a ush a ra,

Price, - 1 Winnebago,

Sauk, 3 Wood,-

Sheboygan. 1 Other States,

T aylor, :3 Trempealeau, 4 T o tal,

SUMMARY.

Seniors,

Juniors,

Second Year Class,

First Year Class,

Specia l Students,

Preparatory Class,

NORMA L DEPARTMENT.

T otal,

Graduates of High Schools,

MOD EL DEPARTMENT.

Grammar Department ,

Intermediate Department,

Primary Department,

Total ,

Twice Counted,

E ntire Enrolment,

6

44

58 - 144

9

22

283

SUMMARY OF PRACTICE TEACHING.

Preparatory Class,

Gra mmar Grades,

Intermedia t e Grades,

Primary Grades, Whole number of different students w ho have h ad

practice teaching, -Average amount of practice of the students receiYing

certificates a nd diplomas, 18\J6, Average experience of members of classes o f 1896,

9

1

6

3

1

8

1

283

A v. Experie nce, Months.

12¥2

14 18 8% 6

3%

11

55

56 56

47

159 0

442

30 weeks.

280 weeks.

420 weeks.

400 weeks.

57

23 weeks.

21 months.

~;

r ! l

l ')

STATE NOR M AL SCHOOL. 17

COURSES OF STUDY.

The following courses of study have been established by action of

the Board of Regents, viz.: 1. An English-Scientific Com·se o f four ycat·s.

2. A Latin Course offour years.

3. A German Course of four years.

4. An Elemen tat-y Course of two yeat·s.

5 . A One-year P rofessional Course .

6. A One-yea r Common School Course.

The English Course of four • year s, which may be taken as the

standa rd, comprises the following lines of work:

jlfathematics-Arithmetic, Algebra a nd Geometry,

Book-keeping (optiona l ),

English Language- Orthoepy, Reading, Grammar, Word

Analysis, Composition , Rhetoric a nd Literature

Vocal Music,

Drawing, U. S. H istory and Civil Government, General H istory and Political Economy,

Professional Work-School Management, School L aw,

Theory a nd Methods of Teaching , Practice Teaching,

Reviews in Common Branches, Psychology, Science

80 weeks

10 weeks

120 weeks

20 weeks

40 weeks

30 weeks

40 weeks

a nd History of Education , 1 60 weeks

Natural Science-Geography, including Physical , 20 weeks; P hysi_

ology, 10 weeks; Bota ny , 10 weeks; Physics, 20 weeks; and at

least 50 weeks additional from the following Elective List, viz.:­

Physiology, 10 weeks; Botany, 10 weeks; Zoology, 20 weeks;.

Chemistry, 20 weeks; P hysics, 20 weeks; Geology, 20 weeks.

Minimum aggregate of Natural Science, 110 weeks

M inimum aggregate o f English Course, 600 weeks.

The Latin Co urse includes 120 weeks of Latin and only 80 weeks

of Natural Science, of which 20 w eeks will be selected from the elective

list given above. In this course Word Analysis is omitted a nd only 20

weeks of English Literature and 30 weeks of Dr a w ing are required .

The Germa n Course h as 80 weeks of German, while the t·equire­

ments in English L a nguage are the same as in the E ng lish Course.

The Elementary Course comprises, in effect, the first two years of

the English Course, but includes 30 weeks of Professional Reviews in

Common Branches, which in other courses a re deferred until the Junior year .

18 STEVENS POINT

ELEMENTARY COURSE.

FIRST YEAR.

Algebra. Algebra. U.S. History. U.S. History (5).

Physiology. Geography. Arithmetic.

School Manage- School Econ-

English Grammar.

(Analysis.)

ment. omy.

Oral reading. Litera ry Reading. Drawing. Physical Geography.

Vocal Music. Vocal Music. Word Analysis. Drawing.

OBSERVATION in the Model School accompanies the School Manage­

ment and School Economy.

SPELLING and WRITING must be taken by students who are deficient

in these important branches; not only during this first year, but when­

ever such deficiency appears.

SECOND YEAR.

Plane Geometry. Plane Geometry.

Composition. Composition.

Theory of Teaching. Theory

Civil Government. Civil Govern-

ment (5).

Professional

Reviews.

Physics. Physics.

Practice. Practice.

Algebra. Botany.

Professional Professional

Reviews, Revie1Ns,

and Methods. and Methods.

The statement made above is for "quarters" of ten weeks each ,

except as specified.

Declamations, Compositions, or other forms of litera ry a nd

rhetorical w01·k, to prepare pupils to appear in public and express

themseves effectively, will be required after the first term of the first

year. (See page 26.)

New classes are formed in common branches at the beginning of

each quarter. This offers great advantage to those who wish to

teach for a part of the year, and take up their studies in the school

without loss or delay. Consult the calendar on t he cover. . (

STATE NORMAL SCHOO!..

ENGLISH-SCIENTIFIC COURSE.

(First two years same as Elementary Course.)

JUNIOR YEAR.

Literature. General History ( 5 weeks) .

Drawing. C-hemistry, E.

Zoology, E.

Rhetoric.

Literature.

General History.

Professional Reviews or

Practice ( 1 0).

Botany, E.

Physiology, E.

Algebra (10 weeks.) SENIOR YEAR.

Political Economy.

Advanced Science Elective.

Psychology.

Physics, E.

or

Geology, E .

History of Education .

1\J

Practice Teaching. Plane Trigonometry ( 10 weeks .)

Solid Geometry.

From the electives given above will be selected the required fifty

weeks of science named in the slatement on page 17.

Orations and essays as noted in the Latin Course. (See page 26.)

Statement given above is for terms of 20 weeks each, except as specified .

ONE-YEAR PROFESSIONAL COURSE.

Drawing, 20 weeks.

Composition and Rhetoric, 20 weeks.

Reviews in Reading, Arithmetic, Grammar a nd Geog raphy, 40 . weeks.

School Economy, School Law, Theory and Methods of Teaching, 40 weeks.

Practice Teaching, 20 weeks . Psychology, 10 weeks .

Civics, 10 weeks.

Admission to this Course requires examination in all the branches

required for a first grade certificate, a nd proof of three years' success­ful experience in teaching.

zo STEVENS POINT

GERMAN COURSE.

(First and Second years the same as in Elementary Course.)

JUNIOR YEAR .

Literature.

General History ( 5 weeks.)

German.

Chemistry, E.

Zoology, E.

Rhetoric.

Literature.

General History.

German.

Botany, E. (10 weeks.)

Physiology, E. (10 weeks.)

Drawing (10 weeks.)

Algebra (10 weeks .)

SENIOR YEAR.

Political Economy.

Psychology.

German.

Practice Teaching.

History of Education.

Solid Geometry.

German.

Advanced Physics, E.

Geology, E.

Plane Trigonometry (10 weeks.)

Essays and orations as noted in the Latin Course.

Students intending to t ake the German or Latin course are advised

to begin the language as soon as possible after entering; to this end

the order of studies of the first two years will be va ried as may seem

best in each case.

Of the science electives provided above, a minimum of twenty

weeks must be chosen.

STATE NO RMA& SCHOOL. 21

LATIN COURSE.

(First and second years, same as in Elementary Course, omitting

Word Analysis, ·and adding Latin in the second yea r .)

Latin. Rhetoric.

Chemistry, E. Zoology, E.

fUN lOR YEAR.

Literature.

Genera l History.

Botany, E.

Physiology, E .

General History (5 weeks.) Latin.

Political Economy.

Psychology.

Latin.

Practice Teaching.

Drawing (10 weeks .)

Algebra (10 weeks .)

SENIOR YEAR.

History of Education.

Solid Geometry (10 weeks .) La tin .

Adva nced Physics, E.

Geology, E .

Plane Trigonometry (10 weeks.) Essays or orations will be required during these two years, either

the outgrowth of special work undertaken in connection with some

of the studies named, or as wholly distinct exercises under direction of the teacher of English.

Of the science electives provided aboYe, a minimum of twenty

weeks must be chosen.

22 STEVENS POINT

ENGLISH COURSE FOR HIGH SCHOOL GRADUATES.

Drawing.

Chemistry, E.

Zoology, E.

School Economy and

JCNJOR YEAR.

Literature.

Drawing 1)0 weeks.)

Adva nced Physiology, E.

Advanced Botany, E.

Vocal Music.

School Law ( 10 weeks.)

Theory of Teaching (10 weeks.)

Pwfcssional Reviews (10 weeks.)

Practice Teaching.

Rhetoric.

Political Economy.

Psychology.

Professional Reviews.

P ractice Teaching.

Algebra (10 weeks.)

SEI\IOR YEAR.

Histot-y of Education.

General History (10 weeks.)

Solid Geometry (10 weeks.)

Ad va nced Physics, E.

Geology, E.

Plane Trig onometry (10 weeks.)

Orations and essays as noted in Latin Com-se. Graduates who

wish to pursue Latin and Get-man, will be allowed to do so, a nd

proper substitutions will be made in subjects to be selected with refer­

ence to each case.

Of the science electives o ffered a bove, a minimum of fifty weeks

must be cho~cn.

Arithmetic.

Composition .

U.S. History.

Reading.

COMMON SCHOOL COURSE.

.\lgebra .

School M a nage-m ent .

U. S. History.

Reading.

Algebra.

Geogra phy.

Music or

Drawing.

Grammar.

M usic or Draw­ing.

·"Bota ny.

·' Physical Geog­raphy.

Constitutions (5) School Economy. '+Physiology.

Practice Teaching_ *One of these to be chosen .

The statement m a de a bove is for quarters of ten weeks each.

For further details of this com-se, see page 56. Rhct<)l-ica l exer­

cises will be requit-ed during the second term, as will attendance upon

the classes in Physical Training a nd Library Readings.

•

S TATE N OR MAL SC H OOL. 2 3

NOTES ON THE COURSES OF STUDY.

PROFESSIONAL PREPARATION.

ELEMENTARY ~IETHODS AND SCHOOL ~IAxAGEMENT-TWENTY WEEKS'

Ten weeks are given to observation in the M odel School and to t he

discussion of methods, but a s this is the fit-st professional work met in

the course it is elementary in its character. The only text read in class

is the "Manual of the Com-se of S tudy for Common Schools," b ut

students use the librar_v freely. The obser vations are so a rra nged tha t

recitations a nd class exercises are seen in every subject and in every

grade, so that pupils are able to see for themselves how far the theo­

retic presentation of each subject is realized in actual practice.

Students ma ke notes of t heir o bservations, a nd later the class meets

t o discuss what is seen , the principles involved , the methods used to

realize t ho!=<e general principles in actual practice. This wo rk should

re~ult in quickening the student's power to see, make him more critical

in his recitat ions and give him standards by w hich to measm-e the

excellencies of the work in all departments of the school.

The second quarter deal s with general topics of school m a nage­

ment. Time is given t o the study of the school code aml the powers

a nd duties of teachers a nd school officers ; heating, lighting and venti­

lation of school buildinas · the makiua of a prooTam · and con t rol b ' · D b ' '

discipline and character bui lding ;u-e among the to pics dealt with . A

distinct effort is made to assis t students to avoid the difficulties which

confront them at the beginning o f their careers a nd to stimula te in

them a sense of personal thoug htfulness a nd t-espDnsibilit_v . If this

result is reached the quest ion of how and when to punish or n ot to

punish will g ive place to a deeper study of huma n n a ture, of t he

motives that control actions of pupils. and will lead to a bettet- under­

standing of the relation o f t he teachet-'s self-contn Jl to the discipline of his school.

THEORY OF T E ACHIN G .- T WENTV W E EKS.

.During the first quarter a n a ttempt is m a de t o study t he most obvious fact d 1 f . s a n a w s o menta l activity . The several mental "fac-ulties,, or mod f . .

. . es o acttvtty are differentiated , the conditions of such actJvtty in ea h d

c c case an the special services of ea ch considered w it h

24 STEVENS POINT

direct reference to illustrations drawn ft·om the pupil's own experi­

ence. The utility of such study for the teacher becomes apparent.

In the second quarter the application of the g eneral laws studied

is made to the common methods of teaching the several bt·anches of

the common school course, to detennine how far those methods seem

to be desirable, and in accord with accepted pedagogical principles.

The several purposes of the recitation are carefully studied, and

the method best adapted to secure each end, for the class as a whole

.and for the in:lividualmembet·s.

It is the aim to make teachers more intelligent in observatio n and

{:riticism, through the use of a better standard of judg ment, a nd more

thoughtful as to principles governing devices.

PSYCHOLOGY AND HISTORY OF EDU CATION.

So far as possible the study of Psychology in t he senior year ts

1nade personal and introspective. The student's own mental activities

a re carefully s tudied in the light of the observations and conclusions of

othet· investigators, as a practical and necessary basis fot· any sound

mental phiiosophy. By the aid and guidance of text and teacher he is

led to an elementary knowlcdgeofthe nature of mental opet·ationsand

the laws governing them. Constant reference is made to personal

experiences a nd to obset·ved methods of teaching , that the study may

result in practically helpful suggestions rathet· than in mere speculat i\·e

kno wledge of t heories.

In the History a nd Science of Education the experiences of the most

prominent educators, those who have given definite impulse to educa­

tional movemen ts, arc cm·efully studied to find the seCI·et of their suc­

cess, and to separate if p ossible the permanent, ft·o m the accidental ,

features. PRACTICE AND METIIOD:>.

The practice teachers make plans for their wod;:, being governed

by the previous teaching of the class and the rcquit·ements of the course

of study.

After examination of these pla ns by the supervis01· of the practice

department, a nd consultation regarding such m odifications as seem

advisable, the student t eachers are thrown upon their own resoiuces

in charge of their several classes, and held r esponsible fot· the r esults ,

Visits of the supervisor are followed by conference with the individual

student, when help is freely gi\·en and recommendations made.

Students usually have charge o f a class for a pet·iod of ten weeks,

STATE NORMAL SCHOOL. 25

but for good reasons the time may be shortened . In assigning prac-

. t h to classes the previous experience and the futl11·e plans of ttce eac ers • . the teachet· are considet·ed , so as to supplement the former, and for-

ward t he latter if possible. In view of the greatet· number of primary

h nd the Pressino- need of more efficient supet·vision of lower teac ers, a o

o-racle work by principals of schools, and the better chance to study

~he simpler facts of mental development, it is believed that the earlier

years of the course are best worth the attention of those intendi.ng to

teach. At the same time opportunity is no t lacking to teach 111 t he

upper gr ades. The practice teaching during the past year has r a nged through a ll

the grades from lowest Primary to upper Pt·epara t ory class , t hus

affording wide variety in grade, in subject and in the size a nd character

of the class. When a student teaches a grade of twen ty members in a

room where he has the oversight of another g rade engaged in study ,

his powers of discipline are fairly tested ; while w ith smaller groups

in the recitation room, he m a y study the a r t of teaching w ith fewet·

distractions . A large Model School m a kes a bundant opportunity for

practice teaching, while the wide range of subjects may be seen by

reference to the course of study for the Model School. (Page 51. ) This class meets also daily for discussion of specific methods

adapted to certain branches and to certain g ra des. This work is m a de

as concrete as possible by the presentation of exercises by members of

the class or by the regula t· teachers in charge of m odel grades. These

a re the usual daily recitations of some class inspected after discussion

in the methods class, and are followed by fm·ther consideration .

It is the purpose of this department to help each teacher to g row,

by direction, suggestion and r efl ection upon w hat is seen rathet· t ha n

by correction or suppression. One of the most h opeful signs is the vol­

untary seeking of conferences by pt·acticing students. A reference t o

page 16 will show the a mount of practice during t he second year o f the school.

PROFESSIONAL REVIEWS.

Thirty weeks of Professional Reviews will afford oppo t·tunity for

careful discussion under each branch of the essent ials of the subject, of

the order of presentation of topics, of the correlation of one branch

and depa r tment with another. It a lso g ives a n opportunity to test

the proficiency of a student not only in mastery of a branch, but also

-in the ways a nd means of effective presentation. This wod;: has rela­

tion therefore to the depa rtment of metho ds on the one side, and to

the schola stic work of the special departments ofst udv on the ot her.

STE!'T;;.VS POINT

ENGLISH LANGUAGE AND LITERATURE.

ENGLI~H LA:-.I<;UAGE.

A tho1·ough examination in the clements of English Gt·ammat·

will be rcquii·cd fo1· entrance into the 0/onnal classes. Students will be

required to show knowledge not o nly of the facts of etymology and

syntax and the essen Lial elcmcn ts of sentential analysis, ])lt L nlso of the

usual common tenn s employed to express these facts.

The flt·st year class will spend one quarter ( 10 weeks) in a careful

rc\·icw o f the main divisions of the su bject, extending the wot·k suftl.

ciently to fit students to speak a nd \\"rite the language cotTcctly, and tr) teach o thers to do so.

In the clemcntar_)· rheto ric o r comp~sit i o n, students will he taught

to disc1·iminatc t he clements of style, to study clucfully the figure s o f

speech, and the conditions oftheit· etfective use. In all classe~ studying

language, composition will he cc!llstantly insisted upon. Short cxer·

ciscs, almost daily, occasionally vat·ied by larget·, broader undcnak­

ings, wi ll be the usual rule. Th ~ precept is thus w21l enforced hy example and application .

The chief ends sought at·e a knowle;lgc of the structu re of the s<:n­

tci1ce, an appreciation of the clements of style. an1l the power of pleas­

ing forcible expt·ession of one's thought. In the aclvan ·~ed class in

1< hetot·ic (taken by Juniors a nt! High S::houl gracl uates), A. S. Hill ' s

Principles of Rhetoric is t he basi;: of twcn ty wed:s' w01·k.

Second ye<t 1· students prcscn t under the general dircctirJn of this

department, one composition each lJU a r tet· of the year. Juniot·s and

Iligh School graduates prepare o ne essay or oration each quarter of the year.

Seniors present hV<l essays or o t·atio ns, b2siclc that required at gmcluation.

Aftet· the fi t·st tcm1 of the fit·st _ve<u, each student pt-epares o ne dec­

lamation or o ther literary ot· t·hctot·ical exercise each <[Uat·ter.

By special atTangement with the teachers in charge o f these exer­

cises, any appt·o\·cd work pt·esented at a public meeting o f the li terat·y

society may be ct·cclitecl to Lhe student.

HEADING.

Two lines of thoug ht run t hrough the instruction in t hi s bt·anch.

First a n effot·t is m ade to secure reasonably concct and agreeable o ra l

reading of ot·dinary selections in prose and poetry. To secu t·e this as

,.

28 STEFENS POIST

much of the fit·st ten weeks as is necessary is gi \·en to drill. Correct

articulation and clear enunciation are insisted upon and the pt·inciples

of emphasis, inflection and the other qualities of good reading are

studied and p.-acticed till a fa ir degree of proficiency is attained. As

this req uires little preparation o utside the class, students are required

to read and report upon books fwm the genera l lib.-ary. It is usually

found possible for each student to read at least two standard books

in this manner.

The second ten weeks are de\·oted to the reading of masterpieces of

British and American literature. Some are 1·ead critically with pains­

t a king study while others are used simply for t he pleasure of a r apid

1·eading . It is impossible t o tell in advance what will be read by any

given class for those pieces are selected which are least familiar to the

members. One class read critically Emerson's'' Behavior," Tennyson's

"Enoch Arden ," Byron's" Prisoner of Chillon," Goldsmith's" Deserted

Village," and Brown's "Rab and His Friends,'' besides spending some

time in a s tudy of the leading myths of Greece and Rome a nu repre­

sentative poems in which the myths appear . Beyond this they read

r a pidly a number of mastet·pieces. The excellent text-book library

gives a wide range so that every cla ss may have fresh and attractive

material. This com·se should result in a better appreciation of lit­

erary merit a nd should leave students with a desire to read a nd with

some idea of what they should read for, some knowledge of what gives

pleasure to a cultivated mind.

LITERATURE.

Forty weeks enable the student to make long and numerous excur­

sions into the field of litera ture. To make these so attractive and

interesting that they willlea\·e behind them a vivid apprecia tio n of the

beautiful and the powerful a nd a strong desire to read tha t w hich is

eleva ting a nd inspiring , is the chief purpose of t he com·se.

That thet·e may be some continuity in reading, and that thought

may be in a measure systematic, a text in Amet·ican and one in English

literature are placed in the hands of the students, but the greater part

of the reading is from the w o rks of the writers studied . Representa­

tive writers from each epoch are compared a nd to t he g reat masters is

g iven abundant time for a n acquaintance with the peculia rities of

their styles and an appreciation of the sources of t heir charms. Fre­

quent reviews and critiques are called for and one or mot·e essays of

length a re written t o embody the results of independent reading. The

ST.4.TE NOJ<MAL SCH O OL. 2 9

tex t-book library furnishes a plentiful supply of classics to draw for

class use, and the gene1·allibrary satisfies the needs of every individual.

J{eference books are abundan t and <u-e freely used. Attention is given

t o pupils personally; and frequently dnring t he lattet· part of t.he year

the reading of each s tudent is inclependen t of the o t hers.

SCIENCES.

BIOLOGY.

1 . ELEMENTAHY BIOLOGY. This conrse will be offered in the fall

quarter and is designed to g ive t he studen t a general knowledge of some of the typical forms in both plant and animal life . Special

arrangements have been made so that we are able to offer some of the

most interesting species of marine life for labora tory study. This

course will form an admirable introductio n to the studies of Botany

and Zoology. a nd \vill g ive the student a n idea of the rela tion existing

between these two great ki ngdoms. The laboratory is furnished with

the latest and most appwved apparatus, and with a full set of stain­

ing re-agents for histological work.

2. ELEMENTARY BoTANY. The time given to this subject is so

limited tha t fa vorable opportunities will be offered to students w ho

desire t o pursue the study beyond the limits of t he course. Each st u­

dent will be furnished with a dissecting microscope a nd instruments

for use in the study of t he plants themselves. Fruits a nd seeds, the

germination and methods o f reproduction in plants, the struct ure and

forms of flowers, leaves, stems and roots are some of the subjects o f

investiga tion in the laboratory. Upon t hese t o pics the libra t-y w ill

furnish abundant readings . T he local flora will be s tudied in t he field

so far as practicable; and t he classifica tion of fl owering plants and

the m ore r eadily recognized of the flo werless species will be made a

part of the course.

ADVANCED BOTANY.

This w ill begin with a shor t review of t he work covered in t he ele­

mentary course. Most of the quarter, however, will be devoted to the

general physiology of plants, including a study of the properties of pro­

toplasm, the processes and products of assimilation a nd metabolism ;

some of the phenomena of irritability; and a discussion of some of the

practica l questions o f pla nt life a nd g rowth. The la boratory work

30 STEI' ENS POINT

will consist of practica l experiments , and of histological work with the compound microscope.

ZOOLOG Y.

F or the year 1896-7 the co urse will consist of a study of the types

of each of the several groups of invet·tebra tes. It vvill include, (1 ) a

careful and complete description of the external appearance, (2) dis­

section sufficient to exhibit skeletal and structural peculiarities and al l

the organs, (3) a general study of r1evelopment, ( 4) and as far as pos­

sible a study of habits, food , etc. The text book vvill be supplemented

A CORNER IN THE STUDY !lOOM.

by outlines, and by laboratory work on each fo rm studied . Among the

forms studied will be the a moeba, the paramoe..:ium , vorticella , marine

sponges, hyd roids, hydra and the typical forms in the higher species.

Especial attention will be g iven to the general moq-'hology and func­

tions of the various organs. The s tudents w ill be expected to moun t

slides a nd do such histological work as will gi vc t hem some idea of the

technique 1·equired for careful investiga tion .

ELEME:-ITAR\" PHYSIOLOGY.

The course in E lementa1·y P hysiology extends through t en weeks .

This includes a <;tudy of the skeleton, the tissues o f the body, the action

S 1'ATE NORMAL S C H OOL. 3 1

of the circulatory, respiratory and digestive systems, by means of dis­

section and microscope. Much stress is la id upon the stud_v of the

nervous system and its relation to the other systems of the body.

Hygiene is taught as a n a tural outcome o f the physiological knowl­

edge, that the pupils may be enabled to comp1·ehend clea rly the neces­

·sity for the observance of hygienic Ia ws.

Hereafter t o ente1· this class, students must be prepa1·ed to pass an

examination on so much of simple anatomy a nd physiology as is

included in the outline in t he Elementary Comse o f Study for Co mmon

Schools. ADVA:-IC E D PHYS IOLOGY.

In the advanced course special atten t io n vvill be given to the cil-cu­

latory, digestive a nd nervous systems. S tudents w ho desire to take

this course should be able to pass a satisfactory examination in the

work covered by the elementary course; and should at least have had

elementary chemistry and physics. This will be essentially a p!zysiology

course and will consist of a thorough study o f the functions of the di t~

ferent orga ns, in connection wit h a full discussion of life phenomena as

observed in the human body.

PHYSICAL TRAINING .

The work in physical training has these aims:

1. The health and development of the individua l ;

2. Ease ami grace o f mot ion t hroug h mas tery of o ne's self ;

3. Preparation of the student to teach sim ple school gymnastics.

All students a re measured at the beginning a nd end of the school

year , the Sargent anthropometric chart being used for plotting t he

measurements. From these charts individual work is prescribed fo r

symmetry a nd developmen t, and t o overco me the defects and defo rm-ities resultino from ac ·d t 1 1 . . .. "' Cl en a causes, un 1ygtemc m a nner of lt nng, faultly sea tina of sch 1 d . . . o oo -rooms a n sometimes p rev1o us occupatiOn.

The norma l classes meet three times a week for reoula r class w ork · which consist r I .

0 ' . s, •or t 1e young women, uf ma rchmg, free movement~.

Swed1sh militarv d ·rr ] · . 1. 1 . " • n , c a ncmg ca tst 1entcs, dumb bells, Indian clubs a nd wands· fo . th ·' 1 e young men, free mo\·ements a nd milita1·y dril l work with dumb 1 11 1 1 , . )e s, e u JS , wands and a II fonns of heavy g ymnas-tics. The work · - . d · · . . IS a t ra nge 111 a vaned progressive senes to meet t he demands ofth d 'ffi . f e 1 etent classes a nd to preven t the monotonv and lack 0 enthusiasm h · h f . . • I

w IC come 1·om followm o- one kmd of work for t oo ong a time T . d . "' . · w o ays 111 the week the students come to the gymna-

Sium for ind · .d I lVI ua and p1·escribed work.

3 2 STEVENS POI N T

F rom the prac tice school classes meet ever-y day fo r dr-ill. Beside

t he regul a r w o rk, pupils having ma r·ked cases of spina l clll· ,·ature o r

other· physical deformities a rc given work adapted to overcoming

their· defects. Great s tress is la id upon recreative as well as educa­

t ion a l gymnastics; g ames a rc introduced which will develope spon­

taneity, a lertness and enthusiasm . M uch attention is pa id to the

development of r·hytbm of m ovement a nd co-or-dina tion of muscular

a ction. (Sec a lso page G4.)

PHYSICAL SCIENCES.

PHYSICS-ELEMENTARY CO UR SE.

1. This cour·se includes a study of the mechanics of solids, the

mecha nics of fluids, simple machines, heat (except caiOt·imett·y ), a nd a

short course in magnetism and static electricity.

Rcguhu· recitations five times a w eek, twenty weeks.

2. Para llel with t he above, and occupy ing five ho UI·s a week, is a

Ia bora tor y course required of a ll students in physics. This w ork begins

\vit h a somewhat extended series of measurements, commer:cing with

the simpler kinds and leading to more ca reful a nd exac t work with the

bala nce, micrometer , caliper, vernier·ed caliper, a nd other instnrments.

As soon as a r easona ble degree o f fa cility and accuracy in t he use of

apparatus is requir·ed , the students begin the labor·at ory study of t he

principles a nd la ws discussed in the recitations. The la borato r-y w o r·k

is kept as nearly as possible abr·east o f the t ext-book work.

The a pparatus is selected with careful reference to its use by stu­

den ts a nd the supply is increased as may be necessary.

ADVANCED COURSE.

T his course of twenty weeks is dcYo ted to a careful s tudy of heat,

including cal01·imetry, an extended study of electricity and a some­

wha t thorough examina tion of t he elementa r·y principles of sound a nd

light.

Rcci tations , discussions, a nd illustrati ve expcr·imen ts occupy five

hours a week throug h the ·com·se. Five ho urs . per· week will a lso be

requir-ed in the labor·atory. T his work consist s of qua nti tative

determinations o f mass, density, gr a vity, heat, electrical co nstants,

etc.

For t his w ork the la borato ry is supplied with vernier·ed gaug es,

S1'A 1'E .\'OR1\IAL S C HOO L. 3 3

micrometer· ca li pers. bala nces of pr·ecision, a standa r-d b:u-ometer·, accu­

ra tc s tandard thermometers, gal \·ano meters of v a1·ious patterns, r·esist­

ance boxes, Whea tstonc bridges, telescope and scale, a sir·en, organ pipes,

vibrating pia tes, a spectroscope, r·efraction apparatus, lenses, qui te

complete pmjcctio n appar-atus a nd a pola r·ir.ing micwscope.

The p ur·pose of t hi s laboratory course is t o fam ili a rize t he student

with the manipulation and practica l usc of instr uments of precision,

I ___ _ PHYSICAL LABORATO~\'.

t o ill ustr·ate the genera l methods of physical measur·crnents, the veri fi­

ca tion of physica l Ia w s and the deter·m ination of phys ical constants .

A still m o re extended coun;e will be offered t o such students as may elect t o pu r·sue the subject for a full yeaL

This course will be ba;;ed on Gano t's physics and the ma nua l or Stewart and Gee o r· of Austin and Thwino·

0'

T ·wo ho ur·s per clay , eli Yiclcd between class r·oorn a nd Ia bora tor·v w o d< will b(required in thi::; co ur·se t hr·oughou t the yeaL -

CHEM!STR\'-ELE~I ENT.\R\' COUHSE .

This cou r·se begins wi t h practice in simple labo nHo ry operations,

34 STEVENS POINT

such as solution, pt·ecipitation, filtering, washing. Following this

comes a series of experiments so selected as to give an insig ht into the

nature of chemical action and the opera tion of chemical forces.

The systematic study of the "non meta ls" is then taken up in the

laboratory. The phenomena there observed and recorded are made

the subject of recitation and discussion in the class room, where special

illustrative experiments a re also performed. Students are thus led

g radually to a familiarity with chemical phenomena , and the way . is

opened to a n understanding of chemicalla ws .

A bout five weeks devo ted to the study of the metals a nd their salts.

ADYAXCED (GRADUATE) CO URSE.

Chemical analysis and the elements of chemical philosophy.

Practice in the various operations of chemical analysis will be fol­

lowed by the analysis of simple salts, m ore complex compounds, com­

mercial products, 01-es, etc.

Two hours per day for twenty weeks.

This course is wholly optiona l in adrlition to all that is required

for gt·aduation, a nd is offered for the special benefit of those who wish

to acquire necessary skill in using apparatus a nd mastery of facts to

enable them t o teach the subject acceptably in good schools . It is

open only to those who have had the elementary course, outlined

above or its equivalent. GEOLOGY.

The work in Geology consists of: (a) A somewhat full discussion of the forces now at work in a nd

upon the earth . This includes: I. The work of the atm osphere, ( 1) mechanical, ( 2) chemica l.

II. The work of running water.

Ill. The work of ice.

IV. The w ork of igneous agencies.

(b) The study of minerals and r ocks, determination of common

minera ls. simple classification of rocks, ongm of rocks and their

rela tion t o soils.

(c) I. Astudyofrockstructure. II . The orig ins of topographic fo rms, a n inquiry into t he m ethods

and processes by which t he hills a nd \·a lleys. mountains and la kes and

all the various la ndscape features have been developed.

(d) An outline of Geological History as exhibited in t he develop­

ment of N01-th America.

STATE NOR MAL SCHOOL. 35

In this outline study, the principles o n which such a history is

based a re first m ade clear. Each age is then passed in review and its

distinctive features a re pointed out. The physica l geography of t he

continent is tt-aced fi'Om its earliest recognized beginn ing to t he present .

P a ra llel with this study of t he physical life of t he continent, is carried

on a study of the dc\·clopment of animal and vegetable life.

F'IE L D W ORK .

Facilities for field study are good . Stevens Point is at the junction

of the Ca mbrian with the Archaean, a nd the numerous exposures along

t he Wisconsin Rive•- furnish varied illustrations in dyna mical a nd

structura l geology. The g reat termina lmo •·aine lies a few miles East

a nd offet·s good examples of some of the topographic forms due to icc

action. GEOGRAPHY.

The course is intended to show the student the relation between

geography a nd hist ory a nd between geography and the natura l

sciences; to a waken in him a concept of natura l law, and better fit him

t o understand a nd to cope with t he ex tema l w orld . Among the topics

treated with such fullness as the time will permit, are the following:

Concept of ea rth as a sphere, a nd consequences of its movements.

'Relative position and a reas of la nd and water bodies; climate;

moisture in a ll forms, movemen t s and results.

Anima l a nd vegetable life; distribution , conditions, commercia l

value.

Population centers, causes and results ; commerce; ma nners and

customs.

Political a reas.

Students will rea d maps readily, sketch a nd describe any locality.

Special attentio n given to m a p dra wing and m oulding .

PH YSI C AL GEOGH APHY.

How ? and why ? are key-words in every branch of this su bject.

As many take up this study without much kno wledge of physics, a

prelimina r y study of some of its funda menta l laws may be necessary.

The com-sc fu rnishes oppot-tunity for :

1. Review of Mathematica l Geography .

2 . A detailed study of the earth 's t hree mo\·ing envelopes, v1z:

Rocks, \Vater, At m osphere.

3. Study of pla nt, anima l, and huma n life, a~ dependent on fOJ·e­

going.

In this subject as in t he 1-H-eccding, constant usc is ma de of the

excellent general library to supplement, expla in a nd emphasize the text.

S1'RVRNS POIN1'

HISTORY AND CIVICS.

PREPARATOHY HISTOHY.

Text-Montgomery's Leading Facts of American History.

It is intended that this study shall result in an accurate knowledge

of the most important facts in American History. Supplementary

reading in the lighter and more interesting books is introduced, using

biography and fiction freely, but the prominent feature of the class

work is drill, by repetition, comparison and the use of summaries .

Especial effort is made to clear the pupils' minds of vagne notions, and

to make the facts seem real and rationa l.

NOHMAL COURSE TN Aii'IERICAN HISTOHY.

For admission to this course, the eqnivalent of the preparatory

course will be required.

Text-Fiske's History of the United States.

U pou this basis, an effort is ma de to broaden the student's con­

ception of America n History by deeper inquiry into the causes and

results of leading events. The general movements of European his­

tory are kept constantly in view; thus the isolation of American His­

tory is avoided. The close connection between English histor.Jr and

our own is made especially pt-ominent. To accomplish these results,

t-equired readings constitute a large part, nearly one-half, of the wodc

The student thus becomes acquainted with the standard authorities

and obtains that larger outlook over the field of American historv, so

essential to anyone who teaches the subject. It is hoped that for one

who pursues this study, the routine teaching of a textbook in history

will become an impossibility.

GENERAL HISTORY.

Text-Myers's General History.

A rapid review of the entire field of human history is attempted in

this course. Greek, Roman and English history receive the most

attention. The dynastic side of the vat-ious periods covered is not

given undue prominence, but the social, economic, intellectual and

relig ious features of the w o rld's great civilizations a re carefully studied.

More than usual attention is g iven to art and architecture as expres­

sions of the life of a people, and considemble illustrative material is

used for this purpose. W Ot-ks of reference are used as much as possible,

and breadth of view is encouraged rather than rigid adherence to the

text.

Junior Year~Twenty-five weeks.

STATE NORMil L SCHOOL. H7

CONSTITUTIONS.

Texts-Fiske's Civil Government, Hinsdale's Amel-ican Governmen t,

and Dole's American Citizen .

The study of local government in Wisconsin is a prominent feature

of this course. This and other parts of the ~u bjcct are made practical

by bl-inging t he class into contact with blank forms for the use of

town and district officc1-s, official documents, state and national

reports and publications, until the actual workings of the machiner y

of government rue understood. At the same time, t he bt·oader view

is not neg lected. The history of our political institu tions is made the

basis of the work. Comparisons a re made between va rious local

systems and between our national system and t hose of the leading

European governments. The progress of political events the world

over is watched, and the student is constantly reminded of pt-esent

tendencies in this department of thought and activity. The ,-eading

room, with its daily papet-s and magazines, furnishes excellent illusha­

tive materia l. Reasonable proficiency in history of t he United States

is required to cntei- these classes.

Second year elementary course, 15 weeks.

One year common school course, 5 weeks.

POLITICAL ECONO::IiY.

Texts-Laughlin: ElementsofPoliticaiEeonomy. Walker: P oli t ­

ica l Economy, Briefer Course.

The grea tei- part of the time devoted to t hi s study is spent u pon the

fundamental principles of political economy in order that a solid founda­

tion may be laid upon which the student may base his future reading

and study. Practical illustrations of these elementary truths are m ade

prominent. During the course each student in vestigates a topic, using

a ll the matcJ-ials afforded by the library ; after first giving a report t o

t he class from an outline, he prepares a n essay upon his subject. The

class is kept abreast of t he times and in touch w ith contemporary

thought and movements by frequent reports from the periodicals a nd

reviews in the Reading Room.

OTHER LANGUAGES.

LATIN.

Three years is given to the study of Latin. The course includes four

books of Ca:sat-, or an equivalent amount of Viri Romre, seven Ot-ations

of Cicero a nd six books of Virgil's JEneid. During the first year a

38 STEVENS POINT

familiarity with grammatical forms and constructions 1s gained

together with the ability to write correctly short L atin sentences.

The work is both written and oral, the former for the more acctu·ate

study and analysis of difficult constructions, the latter fo 1· tmining the

pupils to readily g rasp thought in idiomatic Latin. Translation at

sight begins with the second year a nd is carried on th1·ouah the b

remainder of the course in connection with the careful prepamtion of assigned work.

Roman pronunciation is followed. The subjects rea d will be so

selected that High School graduates maycontinut> their Latin wit hout

repeating the w ork a lready clone. During the past year Livy has been the author read by the a dvanced class.

GERl\IAN.

The course occupies two years, but the authors read during suc­

cessive years are Yaried so that those who desire maycontinue the study

of German during the third yeac The day's lesson furnishes materia l

for a short COJWersation in Gennan. Three plays are reg ularly read,

a nd among those that have been used a re Die J o urna listen, Minna von

Barn helm, Der Neffe a ls Onkel, Maria Stuart, Emilia Gaiotti; and some prose, Undine or Soli und R aben.

There is daily pmctice in translation at sight during the second year.

In the selection of readings a nd other vvork for t he advanced class

attention will be given to the wishes a nd needs of those hig h school

graduates who have had two o 1· more years of German.

MATHEMATICS.

One aim of the course in mathematics is to g i•·e the student a prac­

tical knowledge of the subjects taught, a nd to train him to habits of

careful and accurate thinking. On the pedagogica l side the aim is t o

dra w attention t o the best methods of presenting the diffeJ·ent topics,

a nd to the fundamen t a l principles underlying each subject. Thus in

arithmetic the student is taught the artificial chamcter of the Arabic

Notation a nd h ow the funclamen t a l Ia ws undedie the four operations;

in algebra he is taught t he nature of opposite numbers by m a ny con­

crete illustrations, the relation of the qua ntities of the literal notation

to numbers, and the logic of the solutiou of equations; in geometry he

is taught the impo1·ta nce of a thor oua h knowledo·e of the workin o· b b b

S 1'.4 TE N0£~.11AL SCHOOL. 39

,definitions a nd geomett·ical axioms and the propositions to be used

·most frt'quently; and emphasis is la id on the deductive character of

the reasoning. In short, careful attention is pa id thr oughout to fun­

damenta ls, in the hope that it will a id the young teacher t o better

overcome the difficulties beginners lind.

ARITHMETIC.

In the teaching of the Konnal arithmetic class (10 weeks), two

objects a re kept in v iew, viz., bringing in r eview a nd supplementing

the student's previous knowledge of the subject ; a nd correcting any

errors, crudites or imperfections which may remain from previous

study. Most of those who come to the school are found to be deficient

:in ontl expression of their thought, a nd in speed and accuracy in calcu­

:lation. The course is begun by a study of the notation for decimals

ias related to that for integers and common fractio ns. Drill, largely

oral, is then given in the solution of practical problem s on the tables,

linear , square,cubic,dry, and liquid measures, a nd avoirdupois weight.

Circular measure, long itude and time, a nd standard time are each

s tudied unti l they a re thoroughly understood , numerous oral prob­

lems being given in addition to the regular written work. After prac­

tical measurements are gone OYer in detail , analysis is taken up and

this important topic is carefully r e,·iewed commencing w ith the simp­

lest problems a nd going on to those which t axtheabilityofthe class to

the full extent. Percentage now follows naturally, 100 taking the

place of the " one" of analysis. Drill is given in the simultaneous solu­

tion of problems by analysis. by percentage analysis, a nd by the

formula. In interest stress is laid on one, broadly comprehensi ve,

method . Here, as in analysis, a nd e\·crywhere else, much emphasis is

set on the employment of cancellation whenever feasible. The study

of ratio a nd proportion and of t he Metric System usually completes

the course. It is thought studen ts of the mat urity of judgment of

those that come into this class \Yill get more to help them in teaching

in this way than in any other.

Students who show, on entrance, a maste1·y of t his branch on the

scholastic side. a t·e encouraged to take other mathematical or pt·ofcs­

s ional work in its place.

For t hose who cannot pass satisfacto1·y examination at entrance,

a prepa ratory class is m a intained vvhich takes up the study in detail of

the m ore elementary portions of t he subject. The chief purpose of this

class is~drill to secure accuracy a nd f~tcility in computation.

S1'rl'l'E NON.11.-\L SCHOO l ..

. \ L\,EBH A.

The elementa ry course in a lgchra :eo,·ers 30 weeks a nd includes the

mastery of t he fundamental opet·ation~, factoring. ft·acti on '-' . simple

equations, po,,-crs, r oots and quadratic equations. The nd,·anced

cour:<e ( 10 week,;) includes radicals, proportion, log;u·ithms, pn>gt·es­

,:ions, intet·esl, indctermin ntecocHicicnt:<, binomia l theorem, and choice.

GEO~IETI{ Y.

The ,,-o,-1, in plane gcometry: cxtends oyer twenty ,\YCeks. IL i,.;

intended thnt in t his time all the most important t heorems nnd pnlh­

Jcm,.; of geomet1·y commonly .~iycn will he lear ned, togcthcr\Yith alnt·ge

numher of o1·ig inal ones, and besides, general exercises which illushate

the mot·e important theorems w ill he soh·ed. One qmu·ter (ten weeks )

in the latter p<u·t of the course is de,·oted to sol id geometry .

ARTS OF EXPRESSION.

D IU \\'lNG.

The purpose o f t his department is first to teach the pupil to draw.

Drawing is so taught as to show its practic~d value in a ll lines of work.

The course coyet·s work in constn1ction, or instrumental and free ­

hand me~hanical dnt wing and pattern mal<ing; represcn tation o r

pictorial dra wing; decoration , or study of desig n ; clay modeling, and

m ethods of teaching. All drawings are nwdc from objects, gl\·111g indiYiclual inteq)rc-

tation. The mechanical drawing istaughtaftet· the latestshopmethodsand

includes both instrumen tal and free- ha nd working-rlra wings as well

as pattem m a king . 1 tis hoped t hat a 'Manual Training depadment

in connection \Yill allow the making of som e objects thus clt·avvn .

Rept·esentation includes free-ha nd perspectiYe, which deYelops into

still life sketching in pencil and ink, a lso charcoal dw wing from cast

and still life. In connection is clay modeling from cast , which develo ps

stronger perception of form. The zinc etchings found in the catalogue were ma de from ,-egular

classwork of t he pupils of this department. DecoratiYc drawing or applied design is no t attempted , owing to

the limi ted time given to t he whole course. I t is the a im to make

pupils familiar with the principles of design, to lead them t o a ppre­

L'iate proportion, adaptation to purpose, nnd cun ·ature of form,

42 S1'8VENS POIN1'

thwugh desig ning useful objects, a nd t o teach something of histo ric

decoration.

Under the methods of teaching, Prang's complete course in draw ­

ing and color is g iven, and work in practice teaching. The t·elation

which this study holds to o ther subjects is pointed out and much black­

board dmwing is required . Further practice in dmwing is g iven in

-connection with geography and other science classes.

The work in the Model Gra des is carried out in the same manner

as tha t in the Norma l department, being simplified according to age uf

pupils.

Students a re encouraged to take a lo nger course than the one of

fo rty weeks, a nd so secure m o re thorough prcpar·a t ion t o teach draw­

ing in a ll schools. It is the earnest endeaYor of this department to

develop r·eadier , m ore observa nt a nd competent teachers for all kinds

of teaching. The training of eye, hand a nd bmin obtained in the draw­

i ng class is a means to that end.

\\'RIT I:"'G .

One purpose of this work is t o get more legi ble writing a m o ng

students. Vertical writing is taught, as it seems the m ost na tura l,

. more readable, easily and quickly executed. Freedom, arm movemen t ,

drill on letters and words, "vith t hought gi,·en to proportio n and rela­

tion o f letters, a re mea ns for gaining this end .

Methods of teaching writing will receive t ime and attent ion pro­

portionate with the importance of the subject. More stress will be

la id on the universal co nditions and principles than upon a ny partic­

ula r system of penmanship. Any student is permitted, and those who

do not write well a re required , t o join the writing class until fair pt·o­

ficiency is attained.

SPEL LING.

Failure in thi s bmnch is so conspicuous in the case o f a teacher,

a nd improvement so obvio usly in the power of each person, that in t he

orma l School above the Model Grades, no regular class in this subject

is ma intained. Ins truction is provided, however, for a ll those Norma l

studen ts of any g rade whose written work shows ser·ious deficiency in

this line. Attenda nce upon the class is required only unt il eYidencc is

g iven of reasonable skill a nd proper regard for such an important

ma tte!'.

STATE NOR MAL SCHOOL. 43

VOCAL MUSIC.

The "Elements of Vocal Music" is regula r·ly scheduled for· a begin­

ner's class covering a period of twenty w eeks, conducted L wice a year.

This is a ch a nge in the -order of t he work of the p revio us two years,

when t here was a beginnet·s' class every quarter. The work in this class covers the art of breathing, articulation ,

· It ·e st" al1t t·eadt"n a the elemen tarv principles of harmon v an c1 votce en ur , , c .,, J •

the history of music. It is eviclent that music must be t aught la rgely by the regular

teachers in t he elementa ry schools a nd for t hose who desit·e to become

thoroughly prepa red to do this w ork there will he a n elective clas~ of

ten weeks in which much attention is gi,·en to methods of teachmg,

conducting, a nd practice in t he Model School. There is a lso a Norma l Course for those who wish to become special ­

ists in public school music. The length of t ime required depends upon

the qualifications a nd adaptability of t he applica nt. The work

embraces voice culture, sight reading, elements of h a rmo ny , theory

a nd practice, and the hist ory of music together with the actual te-ach ­

ing through a ll of t he g rades in the Model School under the dtrect

supervision of the director of music. The :.lonna ! ch o rus receives t \\"enty minutes' drill each clay

t hrou o·h out t he vcar and h as furnished much music for· t he school b -

upon public occasio ns. A W m Song Concert was g iven on the 30th

ofMav in which a chorus of two hunch·ed vo ices, furnished entirely by

the school, part icipated. For individua l instruction in vocal music CO\Tring Vaccai , Mar-

chesi and Conco ne, ballads, songs a nd at·ias, ensemble singing a nd

p ractice in sight reading, t ct·ms \\"ill he fumishecl upon application t o

Sophia Linton, Dit·cctor of Music.

ADMISSION AND GRADUATION.

Pt.:RPOSES OF THE SCHOOL.

The primary o bjects of t he sch ool arc stated in t he follo wing clause

ofthc Revised Statutes, Section 402: " The cxclusi ve purposes a nd objects of each norma l school shall be

the instruction a nd training of persons, both male a nd female , in the

theory an d a rt of teaching, and in a ll the various b r a nches t hat pel'tain

44 i>TE\fENS l 'Oll•i 1'

to a goorl common school education, and in all subjects needful to

qualify for teaching in t he public schools ; also to give instruction in

t he fund a men tal laws o f the Uni ted States and o f t his sta te, in what

regm·ds the rights and duties of citizens."

H ence, t he school a ims to affot·d professional, litem1-y and scien­

t ific a dva ntages t o those students who desire to fit themselves for

teaching.

The school instructs students in principles a nd details of t he

branches usually t a ught in the public schools, w ith a view to secm·e

t hat fullm astet·y which is essen t ia l to s uccessful t eaching . The teach­

ing in a ll branches is accompanied by a course of tt·aining, which

should cultivate systematic habits of thought, a nd ease a nd accuracy

of expression . It is expected that the student who completes the full

course of instruction anrl tmining will acquire habits and form ideals

t hat will influence for good his whole career.

WHO SHOt: LD BE ADMITTED.

All pc1·sons of mature years a nd serious purpose, whose in tention

is t o fit themselves to t each in the public schools of this state a re wel­

come to enjoy the advantages here o ffered . Candidates for admission

should bring nomi~ations ft-om their county or city superintendent

certifying to their physical health a nd good m or a l chamctcr, or such

nominations may be o btained after coming to the school. No student

need delay coming for lack of a nomina tion , nor under present practice

is there any limit to the number that will be received ft-om a ny legisla ­

tive district.

It is confidently expected that the atmosphere of the sc-hool will be

agreeable to t hose, and only to t hose, who appreciate their opportuni­

ties a nd a rc devoted to the pur·poscs of the school and thei1· own self

impt·o,·cment. Only such persuns as give evidence of pmfiting by their

attendance at the school and whose cha racter is worthy of approval

will b e allo wed to remain. P roper supervision vYill be exercised o ver

the mon1ls, manners and deportment of the students, and they will h e

held t o strict observance of a ll needful rules a nd regulations. At the

same time no unnecessary limi tations will be imposed upon their free­

dom , while it will ever be the ai m of the school to mainta in a hig h

sta nda rd of behavior, such as is cha racteristic of cultu red la dies and

gentlemen. ENTRA:\!CE EXAM!KAT!O :\!S.

Admission to the normal classes may be obtained by taking an

examinatio n as prescribed by the Board of Regents. Such examina -

STATBNORMALSCHOOL. 45

tions in U. S. Histor y, Arithmetic, Geography, Grammar, Reading ,

Spelling and Writing at·e held a t the beginning of each term ; a nd can­

didates, w hile received a t a ny time, are urgently advised to come at

those dates, which are sh own in the calendar. By so doing they may

beain when new classes are fo rmed a nd thus adj us t their work m ore 0

rca dilv and satisfactorily . Candidates who have wt·itten upon any

regul;1- teachers' exami~ation may ask the superintendent t o send

their pa pers in the first four branches na med above, to the president of

the school, who will cause them to be ma rked in each subject a nd an

estimate will be m a de of spelling a nd writing upon the papers sen t.

The result of this exa mination will be sent directly to the applicant ,

who is thus enabled to take the entt·ance exa mina tion a nd learn his 01·

her position in the school before leaving home.

CERTIFICATED TEACH ERS.

T eachers h olding first grade certifica tes ~ue admitted to the NOt-­

mal course without examinatio n a nd g i vcn a credit of one-ha lf yea r in

the branches in which they a re m ost proficient. These credits '"'ill b e

a ssioned by the President a fter conference at the school. It will often ,. -be true that a student can choose more w isely what ct·edits to tak e

and what studies he can profit<1bly review after getting acquainted

with the faci lities the sch ool offe1·s and the standards maintained in

each branch . Teachers holding second grade certificates are a dmitted to the fi rst

yem· of t he Normal course without further examination.

Applicants holding third grade certificates may be admitted t o the

prepa ratory class without examination , a nd will receive special credit

in those subjects in which they earn high sta ndings. Pupils holding a

diploma of g t·a duation fro m the common school course, regularly

issued by the Co unty Superintendent, will be admitted t o the Rn iew

(Preparator y) class, or eighth yeat· grammar grade, a s they may

choose. Teachers holding third gmde certificat es will be admitted without

examina tion to the" one year common school co urse " now offered for

the first time. Students who shov,· capacity and prepamtion a bove

t he requirements of the classes, o r who fail to mainta in t hemselves in

the grades thus opened t o t hem, will be reassigned by the teachers to

other classes suited to their abilities.

4G S7'J::VENS POINT

HIGH SCHOOL GRAD UATES. Grad uates fro m High Schools having a four years' com·sc, are on

presentation of their diplo mas, accompa nied by proper statement of

standings, admi tted to t he Junio •· year (or upper course) without

examina tio n : Provided, that any branch of the Hig h School course

in which passing standings a re not obtained must be taken in class or

by a n examinatio n at t he !\ot·mal School.

It will he seen that this allo w s ·well-prepared students, by s teady

a pplication, to complete the No•·ma l Course a nd obtain the diplo ma at

graduation , in two yeat·s . Some students, whose habits of study are not

well enough fixed to carry them along in the ft·eeclom of the sch ool,

a mid frequen t attractio ns outside o f class, w ill require m o re tha n two

years, while t he exceptio na l, or more rna ture graduat es, may some­

times do m ore tha n the requit·ed work in the given time, or do all the

work in less t han the t ime a llowed. In a ll cases gmduation will be

determined by the character and a mount of work clone rather than by

t he time spen t in the school, a nd students will be recommended to the

Board as candida tes fo r g ra dua tion whenever the requirements a re

met. Students who fini sh t heit· course during the year may thus some­

t imes be able t o embmce an opportunit y to t each for a part of the year.

Graduates from Hig h Schools having a three years' co urse will be

credited with one year's work selected from those branches in which

t hey sha ll seem t o have clone best w ork. Such g rad ua tes may by close

a pplicatio n finish the elementa ry coun;e a nd receive the certificate at

the end of o ne year. If t hey do not expect to engage at <• t1Ce in teach­

ing it is frequently possible t o a rrange a more satisfac t01-y a nd profit­

a ble course by disregarding the elementary certification a nd pushing

on directly t o the end of the full course.

The changes and additions au thorized by t he Board of Regents in

February, 1896, enable this school to offer fuller a nd richer courses in

science tha n heretofore. A full year's w ork in Physics or Chemistry

is now open to the graduate from the Hig h School beyond the work he

has already ha d, and the laboratories are equipped to permi t individua l

study to any desimble extent. Simila r g ra duate work in biology will

be pro vided for on demand . For fa<:ilities offered in Languages, see page 38.

ADVA :>ICED STAN DI NGS. S tudents who show in the classes t o which they a re assigned such

familia rity with the subject a nd such mastery of expt·ession a nd of

methods of pt·esenta tion as to make it probable t hat their time can be

"

STATE NORM.4L SCHOOL. 47

better employed elsewhere, will be passed from those classes at once

a nd a llowed to take up othet· work. Persons of m a turity a nd of

experience will be permttted on fa vorable showing by examinations, to

enter <1dvanced classes a nd to takc,ead y in the course, t he p rofessional

work for which they at·e prepared. At the same t ime it must be u rged

t hat students do not get the best t·csults ft·om thei t· effot·ts, do not lay

a ny solid foundations for future g r owth, w hose thoughts are centered

on passing quickly, even though creditably, in the subjec ts prescribed.

The best ser vice the faculty can rendet· is as a teaching body, r a ther

than as examiners. The strength of the school lies in its spit·i t, and

the opportunities a nd facilities offned, a nd t ime is a n essentia l eoncli­

tion for a ll g ro wth. The best students soon learn that they cannot

a fford to advance t oo ntpidly, lo~ing the advantage of t·ecitation and.

conference with students and teacher.

!RREGt;LAR (OR SPECIAL) STt;DENTS.

The vat·ious subjects m entioned in these courses, in a ll of vvhich t his

school offer s instruction , may be classified as follows:

MATHEMATICS. ENGLISH. CIVICS.

Arithmetic. Reading. 0 . S. Histor y .

Algebra. Gramma r. Const itutions.

Geometry . Composition . Political Economy ..

Trigonomet ry. Literature. General History .

SCIENCE. J>I{OFESSIONAL. GENERAL.

Geography. School Economy Writing .

Zoology. a nd Obser vation. Spelling ,

(Natural History.) Theory. Music .

Physiology. Practice. Drawing.

Bot any . Psychology. Physical Training.

Phy ics. Hist01·y of Education .

Chemistry.

Geology. OTHER LA NGUAGES. Latin, Germa n.

In thesecolumns the order is notadJitrary, but each g roup presents.

what seems a rational a nd desit·able sequence. Studen ts will find it

best to take in regula r order some one of t he different regula r courses

p rovided . (See pages 17 to 22.) For t he benefit of teachers w ho h ave a special object in view, o r who

cannot exped t o continue in sch ool long enoug h to finish a ny course,

special studies may be selected undt'r the ad vice a nd direction of the-

48 STEI/ENS POIN T

President. That is, stndents may ch oose from the course with reason­

able ft-eedom such studies as a t-e available, fon vhich they show suitable

prepa ration . Such selection will not however be pet-mitted t o interfere

with t he interests o r progress of t-egular classes.

W hile those will always be welcome who come o nly for shor t

periods, o r as observers simply, yet students a re advised to ma ke their

plan<> to stay at least a year, if that is posstble. In that time a ny

methods that might seem novel will have lost their newness, a nd the

s pirit which animates the method may be more fully appreciated. The

longct- a student remains in the school, the less, we h ope, will be the

possible tendency t o use certain forms o t- formulas in teaching, and to

pin one's faith to a certa in method o r device labeled "Normal:" and

the more dear a nd distinct from constantillustration will be one's view

of the underlying principles upon which a ll good teaching rests .

T eachers who wish to make specia l prepamtion fot- teaching in cer­

tain lines, as in Drawing, Science, or Language, a re offered free use of

the libraries, laboratories and apparatus; a nd will be given snch assist­

ance and direction by t he sevet-a l teachers as they may need , a nd the

regular demands of class work permit. So far as is p ossible, such spe­

cial aims will be considered in assigning practice t eaching a nd directing

observation a nd l-eading.

The facilities offered by t he schoolfor such specia l preparation have

been enj oyed dut-ing t he year past by several students. Their presence

re-acts a lso upon the regular classes-in helpful ways. Such special

students a re not charged tuition, but their services a re utilized a nd

their pwg.ress a ided by teaching classes in the Model School.

DIPLOMA OR <;:ERT IFICATE.

Students who complete the elementary course or the o ne year

"professional course," w ill receive from the Board of Regents a CERTI­

F ICATE, w hich is a license to teach in a ny common school for one year.

When endOt-sed by the State Superintendent this is equivalent t o a

limitrd state certificate a uthorizing the holder, f()l- a period of five years,

to teach in a ny common school, 01- t o be principal of a high school

having o nly a three years' course.

On the completion of either full course, GR AD UA TES w ill t-eceive a

DIPLOMA. This is a license for one year to teac h in a ny public school

of the state and when endorsed by the State Snpet-intendent it becomes

equi valent to a life certificate a uthorizing the holder t o teach in a ny

public high school or co mmon school in the state. The endorsement

S1'A TE :-iOl.Ul AL SCHOOL. 49

of the State Superintendent may be secured upon proof of o ne ye<u-'s

successful experience in teaching. On t he completion of t he Gne ycm- H common school cotu-se " the

student wi!lt-eceiYe a statement to that effect signed by the President.

This is not issued by the Board of Regents a nd has no legal Yalidity,

but is a sim ple testim onial of effective a nd commendable work done in

the school a long the lines specified. Whatever value it sha ll have for

the holder will be due to the courtesy of school officers and t heir confi­

dence in the efficiency of t he instruction g iven a nd the tests applied at

the schooL

MODEL SCHOOL.

ORGANIZATION.

This School for P t-actice in teaching is o rganized 111 tht-ee Depart­

ments em-responding very closely to the division of common schools

into three Forms. The Primary Department embraces t he pupils of the fit-st three

years at school, known as First, Second a nd Third Grades; the inter­

mediate includes the Fourth , Fifth a nd Sixth Gmdes; and t he Gt-am­

mar Department embraces the Seventh a nd Eighth Grades, and elut-ing

pat·t of t he yea r a n advanced class known as E ig h th Grade "A."

This school receives such pupils as are sen t by parents to enjoy the

benefits of the school, and in the upper classes some who are not yet

ready to enter Normal or Preparatory classes. A m oderate tuit ion

fee and book rent a re chat-ged. Each Departmen t is in ch<uge of an ex perienced, capable teacher ,

who does a good par t of the teaching and has genera l supervision of

the g ra des. The rest of the teaching is done by t he practice teachers

from the Normal Department, under the daily oversight of t he Super­

viso1- of practice teaching. Attent io n is g i vcn by a ll the teachers to

t he previous condition a nd instruction of the class, as well as t o the

requirements of t he cotu-sc of study. As the classes return in succes­

siYe Qum-ters to the care of the t·egular teachers, a ll deficiencies are

supplied ami t heir regula r pn>grcss in all lines secured.

f-

7.

S1'.41'E XO R LVIclf. S C H OOL . ;) l

COURSES OF STUDY.

PHD!.\R\' DEI'.\RT.\IE :'\'1'.

R E.\ DI:-.:G.-The a im is t o make intelligent sighl ,-eaden;. capable of

g rasping l he t ho ug h t of 1.hc a utho r \\'ith lit llc conscio usness of the

w o rds em ployed a nd t-ea cly to t ell quickl y '"ha t unkn o w n elements

hinder l hem . Emphasis is placed upon t he fact t hat we can g i ,.e t o

othet-s only wha t is cleat- to u;.;. :\a tura lness of expr<'ssio n resulb.

Pu pi b a t-e trained to be g ood listeners as well a s t·eadet-s.

In the beginning, when the school room is a new w odd , t he lessons

preparatot-y to t·eading a re con ,·et-sat ions on suhjcc t s , pictu res a nd the

child 's home intet-es ts. A large mtmbet- of script w o rds a re taught , all

of which a rc u;.;cd in sentences. After t he t ra n;.;i tion fro m sct-ipt t o

print has been ma de, t he blackboard w or k in sct·ipt is continued until

a pa ragr a ph of some length is ea sily read.

The first ha lf o f m o t-e t han one Firs t R.eadcr is co mpleted before

much supplementa ry t-eading is introduced . With the Second Reader ,

simple fa it-y tale,; , rhy mes a nd fables a re used. Wi t h the Third Reader.

stories in Greek mythology are added to fables a nd folk st o ries .

Spelling is not a sepa rate exercise until a written vocabula ry ha s

been gained. So far a s possible o nly correct fonns a re seen and care is

taken that t he child shall not repeatedly misspell. Phonic a na lysis is

t a ug ht a nd used a fter the habits of t houg h t-reading a nd correct spell­

ing have been esta blished.

LANGUAGE.-Orallanguage has a n importa n t place fro m the first .

An effor t is m a de t o induce the child to t alk free] y. F a ul ty, incomplete

sentences a re conected with ca re. Objects a nd pictures a re described.

Good stories arc told , such as Red Ricling hood, The Tht-ee Bears, The

Ugly Duckling a nd t he Pea Blosso m ; these a rc reproduced orally.

Shor t selections a re !ea t-ned.

vVritten lang uage begins when t he impulse comes t o re-crea te \\'i th

cra y on the t ho ug ht ga ined from the bo m-cl. Short sen tences a r e

copied; la ter , p a ragra phs. Attentio n is paid t o co mmo n punct uation

ma rks a nd to capita l let ters. Children 's own t-epr ocluctions m-ecrJ pied

from t he boa rd. Bla nks in sen tenccs a rc fi lled with a ppwpira tc w ords .

Sen tences a re com posed containing fa milia r gi \'cn words a nd in a ns \\-er

to q uestion;.; . T he composition o f shOI-t s t ories and le t tet-s is empha­

sized in t he last part ~Jf t he second yeaL I n the third ye:u- t he founda­

tion is laid fo r geography in lessons on _ loca ti o n, a nd o bser-

.52 S?'E\/ENS POL'IT

'Ia ti on of different fo t·ms of life . Child life of o ther lands is studied,

and furnishes the thought materia l fo r composition , as docs a lso t he

study of home geog mphy.

ARITHMETIC.- This study is presented, as far as possible, in such a

w a y tha t it will appea l t o the child as being a pa rt of t·ea llife. The

ha bits of a ccurate thinking, nea t, skillful and ra pid execution , truthful

a nd independent representation, a re a lways held in Yiew. Objects

fa milia r to the child a re counted a nd grouped. Simple practical pro ':J­

Iems are g iven. Children a re encoura g ed t o m ake problems .

Fig ures a re introduced when a considera ble kno wledge of the num­

bers belo w ten has been g ained; a nd sig ns a re t a ught when they a re

needed for use. All the fund a menta l o pera tions in numbet·s un dct·

twenty together with the multiplica tion t a bles t o twelve a r e t a ugh t .

Fractions at·e intro duced from the beginning with multiples of two ,

three, fo ur and five.

A book is used a t the beginning o f the seco nd rar. Ana lysis

comes with the ability to read and picture ment ally the co ncrete prob­

lems in the book. The facts in den ominate numbers are t a ug ht as they

come within the numbers studied . Actual mea surements a re ma de by

the children. Prince's Arithmetic by Grades, Book III., is beg un in the

latter part of the third year.

VoCAL M t:sic.-The Maj or Scale ts presented as a whole. T one

relatim1s a re t a ug ht b y dictation . The sense of Rhy thm is developed

and vari ous fo rms of measure a re presented. Tune a nd t ime a re

united . Six-part measure is taken np and key a nd time ><i g natures

with the position of key note in nine keys are taug ht. First Series of

Charts a nd First Rea der of Normal M usic Course a re used. Ro te songs.

DRAWING.-Drawing in the P rima ry Department is the beg inning

of the study offo nn tht·ough t hethree diYisions of dmwing ,- Represen­

t a tion, Construction a nd Decora tio n . It is developed by means of

t he ha ndling, feeling a nd dra wing of ty pes and na tura l fonns and by

means of s tick a nd t a blet laying, cutting, folding anJ pasting . The

study of col01· is also carried on in connecti on wit h na tm·e a nd elemen­

tary deco ra tion.

It is the purpose to lay such a founda tion t hat the childt·en's abil­

ity t o express thoughts by means of (lt-a wing may be equa l in flu ency

a nd accuracy t o a ny ot her form of expression . T o a iel in t hi s, dt·aw­

ing is correla ted with reading a nd science. All of the w o rk is carried

on in close connection with observa tion and representation of fo rms

in na tnt·e.

S1'A ?'E ''-'ORMA L SCHOOL. G3

INTERMEDIATE DEPARTMENT.

READI:'\G.-Throug hout t he lntermeclia tc Gra des preference is g i ,-en

t o com plete classics r a ther t ha n school readers . Criticism s o f the oral

rea ding a re so directed t hat a good inter pretation of the tho ug h t by cor­

rect emphasis a nd inflec tion is considered of m ot·e importance tha n skill

in w ord-calling; thus im pressing upo n t he p upil's mind the necessity of

O'etting t he thouo·ht hcfo t·e attempt ing to read . Cleat· enunciation "' to nnil in Q"<'n eral correct pronunciation m·c considered necessary to good

interpretation. Prelimina n · to ea ch ora l reading exercise, m·e gi,·en

shor t voca; drills . desig ned to pwrluce flexibility of ,-oice, a nd case and

accuracy of a rticu 1.A.ti on . There a rc frequent exercises in s ig h t reading,

;mel pr actice in silent reading follo wed by t·eproduct ion of the thought.

Mem orizing of selected passages thnJUg hout the course.

Among t he books read in class a re t he follo wing : King of the

Golden Ri ,·cr. S wiss Fa mily Robinson , H a wthom e's Wo ndet· Book ,

Hia watha . Courtship of M iles S t a ndish , Lam b 's T a les F ro m Shakes­

peare, Harper 's F our th Reaclet·, a nd H eat·t of Oak l\o. III.

LANGL'AG E.- EYery expression by pupils, eithet· o r a l o r \\'rittcn , is

t·egarclecl as a propct· subject for inst r uctive cr iticism; hence every

exercise is t o some exten t a la ng uage lesson. Specia l instruction in

la ng uage is a lso gi ,-en in a ll grades, ·wit h much composition a nclletter­

\\Ttttng. P u pil s m·e first fumished hy the teacher with abundant

m ateria l for t houg ht , a nd are required t o give a clear or a l cxpt·essio n

of this before the ,,-ritten expression is called for.

During t he Fall a nd Spring Qua r tet-s t he b a sis o f Composition

w ork consis t s of natut·e study, including . for t he most pa d , plant life,

fl owers \Yith flow er -myths. bin1s a nd insects . During t he Winter

Qua rters , his t01·y a nd biogmphy fi.tmish the subjects . Mythical ,

pio neer a nd Re\·olut iona r y heroes m·e interesting a nd stimulating sub­

jects, a s are a lso t he biogra phies of men o f h igh cha t·actn a nd a im.

Language is also correlated \\'ith geogmphy a nd reading . Some

fa milim·ity with the t erms of f01·ma l grammar is est a blished th mugh

t he incidental use of t hem by the teacheL ARITHMETIC.-The aim i;,; t o secure q uickness a nd accuracy in com­

putation a nd conciseness in oral a nd writ ten expression of processes

an d r esults. The effor t is made to establish a perma nen t ha bit of dis­

satisfaction with a ny process that is not undnstoocl; a lso the habit of

self-reliance by teaching t he use of lines, diagrams, a nd n triou,; sot· t s o f

l)ict m·in o· a nd concrete ill u~tL1t ions. a s :t means of a s;,;istancc to t he "'

.ST.-I TI; NORMAL SCHOOL.

rea,;on m clet ennining the t ruth. In the choice of matter, on ly

essentials are taken . Pt-ince 's Ari t hml'tic hy Grades, Dooks I I I. IV and

V, m·e used .

GEOGIL'U'HY.-Fir,;t the wodd as a whole 1s ,;tucl iccl, Fn·e's Pt·i­

mary Geography being u><ccl a,; a t ext book .

Then t he mo ycmcn t is ti·om home outwanl,-t he county, slate,

United States, a nd Our American Ncig hbot·s, being studied in the orclcr

named. Emphasis is placed upon the study of our o w n state, so that

it may become in m; man\· particula n; as possible. a stand:u-d of eom­

parison , a long the lines of both simila t·ity and differ ence, to be con­

stHntly used in the study of other states and of foreig·n co un trie::;.

Later, the Easten1 Hemispher e is taken up for par t icu lar study , it

hcing a lready somnYhat familiar to t he pupils, hoth as to its map rep­

resentation , and its commercial a nd hist OI·ical relations, through tl-c­

qucn t r cfncnu: to it during the study oft he Western H cmisphct·c.

:VIap drawing sen·cs a double purpose. One g reat object is to fix

geograph ical f~tcb in the mcmot·y. Here, t he mechanical pm·ts at·e

([one in as easy and t·api cl a m a nner as possible. A second benefit is

secur ed by occasional careful cl r a·wings to scale a nd in t he most

a ppr oved methods of t-elief representation .

VocAL .M.t·siC.-Chromatic tones are developed . The study of t ime

i ~ conlinued, taking up rli\·idcd pu lsation . The Second Series of Ch a rts

<111cl Second Reader of the :.J o rm a l Music Course nrc used. Rote songs.

DRA\YI NG .-Les,; clay modeling and more work in construction,

rcpt-cscnta t i on , ti-L-c-ha nd ancl color. Historic ornamen t is introduced

more cxtensiyc]y, being taught hugely through story a nd symllOJism.

P rang's Complete Com·,;e, Books No. TIT to \'III, incl usiYe .

GRAMMAR DEPARTMENT.

lXEAOI:'><G.- In the Scn·nth Grade t he aim is fit·st to get the thought

and th en to enunciate clear lY. In 01·der to secure t he latter much

drill is g iven in pron ouncing di fficult combinations of consonants. The

long \·ow els fu rnish material fo t· d rill in em phasis a nd inflection . Dur­

ing the year t he following nr c read: En111gelinc, A-Hunting of t he

Deer, Story of a Dad Boy, Eggles t o n 's History of the C. S.; Selections

from Harper 's Fifth Reader a n d Heart of Oak '-Jo. IV.

In the Eighth Grade, stt"ess is laid upon the li terary side of r eading,

t he fo llowing hooks being used in class: Lady of the Lake, Merchant

of \ "cnice, Cricket on the Hearth , Christmas Cm·ol and Enoch Arden.

GtLUDI.\ll.-The I t t I n-o t· ' prcsen s ·\vo p 1ases,-Composition and Technical Grammar. D · t ' d escnp tons an natTations already studied in geogra phy and t·eading n t·c reproduced while other topic~ are gi \·cn,

~· fll,'~i/ · desig ned to stimu late t he imagination. .:~31J}i

-:·7-~·~::,·,,r'': l·, l , Letter wri t ing continues thro ug hout , t he coun;c. Practical Eng lish Gram-

mar by Mary F . Hyde, Maxwell 's

Gramma r a nd vVclsh's Composition arc used as text-books .

i\f AT HE ~ I AT I C S .-Arithmetic a nd

Algebra constitute t he course in math­

ematics. In t he SeYenth Grade meas­

uremen ts of plane figures, denominate

num bcrs and pnlblcms in proceedings ' , at·e taken up.

~ LA~u~r~G. MAr~ s'I'An~ wAv. In the Eig hth Grade p ercentage,

tn\·olutton, evolutio n, measurement of p la ne figu res a nd solids m·e.

.~<msidered fit·st a nd t hen a thoro ug h revie \\' of the arithmetic is g i\·en

Throughout t he a rithmetic ana lyses are required . ·Menta l pmblems

<1re. gi\·en for drill in t he principles , to presen ·e t·eadiness in compu-

t a tion , and to keep acti\·e t he minds of the pupils . i\1ensm·ation 1s

based upon actual m easurement as far as practicable and as much o f t he gcomett·ic pmof is g i \·en as is helpful.

In a lgebt·a the drill is u pon t he funda mental opewtions of whole

numbers and fractions , factoring , least comm on multiple. and hig hest

common factor. The aim is to lear] pupils to see general truths of

number and that the same principles that ha \·e been lea rned a bout

numbers a r e true when a pplied to unknown quant ities .

Prince ' ~ Arithmetic Rook VI: A chanced At·ithmetic, Cook a nd

·C t·opsey; Elemcn ta t·y Lessons in Algebra hy Sabin and Lown- m·c used <ts texts . Supplementa ry \\'Ork is given. -

GEOGR.\PHT.-H istot·y, a nd political a nd physica l Geography, a lte1-_

nate. ln political geogt·aphy each country is consiclet·ed with reo-aHI . b

to rts surface, climate, productions, people, commercial ccntc1·s a nd

places of specia l interest, historic or otherwise. Harper's Gntmmar

School Gcogt·aphy is used as a t ext while among t he ntlua ble r efe1·ence

boo ks in use a re Dunton 's The vVorlcl and Its People; Ballou's Foot­

prints of Tra \'el; Knox 's R<l\· Trayellct·s · Kin"'s Geouraphical J{caders and H arper's and Cent ury Niagazines. ' .~ "' , '

STA 7'E l\'ORJ\1;\L SCHOO L . 3 7

Jn the P hysical Geography the physiography of t he con tinent of

North America is taken up. T he a im is to lead t he pupils t o reason

fr om cause to effect and to ohsen·e t he n atura l pheno mena a hout

t hem . The t ext used is Sha ler 's Story of Om Continent. l"sefnlt·efer­

ence hooks a re: Sha let·' s ::Xature a nd :\!lan in America; Oa na 's The

Geologica l Stot·_\· Briefl y Told : Tyndall's Fom1s of Water : B uckley's

Fairly L a nd of Science ; Geolog_\- of \\"isconsin; Ha rpet·';.; and Ccntut·y

Magazines.

Twen ty weeks of the Se\·cnth Grade arc given up to the History of

the United States t hrough the Re\·olutio n. At the same t ime pa tdotic

li ter·ature bea ring on t his time is t·ead. Twenty \\'eeks a r e giyen to

t hjs subject in t he Eig hth Gmdc. During this t ime t he constructi n·

per iod of our his tory is studied. The topical form of recitation isu!'ccl .

Maps colored with crayon help to fix settlements and possession:­

gained in wal'. The following boo ks m·e po pulm· among the pupils:

Coffin 's 13oys of ' 7 6 ; Coffin's Dntm Beat of the Natio n: Moore's

P ilg r·ims and P uritans; Soley's Sailor Boys of '61 : :\!Jo ntgom ery':­

Beginners; America n His t ory: Higg inson 's Hist ot·y of the Cnitecl

States.

VocAL Mus1c .-Major , Minor and Chroma tic Seales a re studied.

The F or bass Cleff with staff t·epresen ta tions in nine keys is pre sen ted.

T he Second Series of Cha r ts a nd Second Reader o f the Normal Music

Course a re used. Ro te songs. In a ll the work a n effort is made t o

secure erect, na tura l posit ions of t he b ody, distinct articu lation . purity

a nd vitality of tone and intelligent m·ti stic expression, both in exercise

a nd song.

DRAWING - More attent ion is g i\·en to the subject of decor·ation

t hro ugh historic o rna men t, applied desig ns a nd designing of simple

pottery fo rms. Instruments a t·e used in mecha nical cons t r uction. The

study o f the individual color. a nd color decorat ion , is continued.

throug h cutting, pas ting and historic o rna ment. Simple light. ~hade

a nd sketch effects are begun. Prang 's Co mplete Co m se. Books IX .

a nd X .

COMMON SCHOOL REVIEW COURSE,

vVhen this State To rma! School \\'<IS first opened in September,

1894, the pro:,;pectus co n tained a proposed one-year· course fot· the

benefit of tho:;e t eachers who needed a r·e\·iew in common i)l·anclrcs

b ut could n o t expect to spend enough time at the school to complete

ST£VENS POINT

the Elcmentat·y Course. The schedule t hen a iTanged was vet·y flexible

and pcnnittcd a wide choice of su bjccts and g ra des.

fn t he catalogue of 1895 it was said," It is believed t hat t his is a

practical selection fot· rnany who h old t hird g rade cct·tificates." "This

is not a definitely t·ccognized course, hut a selection fn> m the fin;t two

ycat·s of t he Elementm·y Course, and may CYcn substitute fo t· those

w ho must, some studies in t he Preparatory Class. It is a n expet·iment

to ascer tain whether thet-e is a reasonably la rge number of persons

w ho expect to teach in t he common sch ools who will undertake such a

definite shod course. A nothet· purpose is to find out, if such a demand

exist,;, \\'hat is t he select ion best a dapted to m eet t he demand.

The brief course outlined a h ove has been appro \·ed by m any super­

intendents a nd school officers, whose opinio n was sought ."

Fot· this course there was no a ut ho rized recognition; the student

was t o obtain simply a statement of standings signed by the President

of the school. The urgent need of such prepanttion for w ork in com­

mon schools, coupled with t he la rge: number of Normal students teach ­

ing and intending to teach in the district schools before graduating, led

the Board of Regents, on the r ecommendation of the Pt·cs idents of the

schools to definitely establish a nd recognize t his course, a nd to author­

ize a certificate to be issued to a ll those who successfully pursue t he

course marked o ut .

T he fcatUI·es of t his cout·se to which special attention is called are;

fl t·st. in each bntnch the instruction begins at a poin t easily reached by

a good student from t he comm on school ; second, t ime enoug h is gi \·en

to English and bt·anches that must be taug ht to secut·e a fair m astet·y;

third, in mathem a tics, science, music, drawing, there is a choice offet·ed

of some work t hat is new, inspit·ing, helpful to ambitious young teach­

en•; fo urt h , some elementary professional work, including one qmu·tcr

of pmcticc teaching .

These t ht·ee qmu-tcrs of pr ofessiona l w01·k must he specia lly useful

in m odifying previous ideals of teaching, of discipline a nd of the most

a n tilable means to scn ·c t he gcnet·al purposes of t he school. It is the

dominant puqJosc of this school to he helpful to teachers in the most

direct ways, a nd t het·eto rc t he logical order of mastery of su bjcct, of

theory and of method before admission to t he practice school , is fort he

presen t, for t he purposes of this ex perimen t inten-upted . This pmcticc

teaching will not be taken " as a m attet· of course,' ' but only by those

who have achieved definite success in preliminary wm·k, and who are

approYcrl by the teachers of the school.

Those who complete t his eom·se will r ecei \-e a cet·tificate signed by

the President of t he school. (Sec page 49.)

..

1;.

I

S"l' .•l"l'E NO/?M-~L SCHOUL. 5\1

RELATIONS WITH THE STATE UNIVERSITY.

Bv agreement between t he goveming boanls of t he resp~ctive instit~t tions, the following t·egulations have ~een ~dopted to go vet n the

. I t ' s of the r o rma l Schools w ith the U !11 verstty: tea to n. _ . _ 'd ~ llows· I~- . t That the Reuents ofthe Umverstty shall ptovt -cas o .

11 s , ' "' f 1 St t ormal I T "Tacluates of the advanced courses o t 1e a e

Scho~1s <~ c~urse of two yeat·s will be offered leading to the degt·ee of

Hache1or of P hilosophy in Pedagogy, w hich shall have advanced ' cl pllt'losophv as centr a l studies, with o ne la nguage and

peoauouy a n . 1 N I othe; s~udies as second a ry courses. T o t his course sue 1 • orma

oTad uates will be admitted as junio t·s. . . -"" II - Normal g rad uates entering other courses in t he Umverstty ':til

· 1 -11 b expected to meet the requtre-be ra nked as junior s , but t ley wt e . d .

· II · lone bv othet· students, un er ments of these courses substantta y as ts c .

the following conditions: . .

Full cred it will be g iven fo r nll :lormal Scho ol work whtch 1S

1 . equiv::tlent to University work. . .

f 1 n t , cout·ses will be required of 2. The basal studies o t te '" mvenn ~ -

such students, in addition to two yea r s of Un~verstty. '~ od.:, so fa~ as t hev a re not covered by credits for w ork done 111 the Not mal Schoo .

-·By basal studies are understood : . - f 1 F- 1 a n Year tn t he co ut·se (a) The studies prescnbed o r tle testm

w hie h the student en tet·s. f t d'e · which he!!in in Sophomore

(b) The first year's course o s u t ::. ~

Year , like Chemistry o r Fn~nch . _ _ III This plan shal l go into effect at the begmmng of the sch~ol

yeat· 1 ~97_8, g ra duates of t he J\onna l Schools of the year 1 897 bemg

received on the p resent basis. Second , Tha t t he Board of Regents of t he :'i!ormal Schools enact

thefollowing: · · th That such adj ustment o f t he \Yot·k in the Natural Sctences 111. e

~or~~al Schools be made, as to provide for each gntduate seelm~g admission to the Junior class of t he U niYet·sity a whole year's work Ill

som e o ne science.

2_ That the cOtu·se 111 Mathematics in the 1\orma l Schools be so

extended as to include T rigonometry . 3 . T ha t the work in German in the No rmal Schoo l_s be~xtemlecl so

t · 1 d t11e .: 1-st yeat·'s work in German in the Untverstty. as o tnc u e 11 - ; c

60 STE VENS POTN7'

G ENERAL INFORMATION.

LOCATION .

The sixth State l'\orma l School w as located at Stevens Point by

act o f the Board of Regents July 22, 1893. The b uilding was so near completio n that the school w as opened, on the clay aclvet·tisecl, Sep tem­ber 17, 1 894, a nd the reg ular w o rk of a Normal School has been car­ried o n since with a full coqJs of teachers a nd s tead ily growing attend­

ance. The s ummary of enrolment (see page 16) will show from how wide a district s tudents ha Ye sought the school, as o ne or mo re are

reg istered from t hirty-seven different counties . Stevens Point is a city of ovet· nine tho usand inha bita nts, on the

east ba nk o f the ·wisco nsin River, \"et·y nea r the geogra phical center of the Sta te. I t is a n important s tation on the main line of the Wisconsin

Centml Ra ilroad, a little less t ha n ha lf wa y ft-o m iVIilwa ukee to St. Paul , a nd fmm Ashland to Chicago, and has four d a ily trains each

w ay. The Green Bay, Winona & St. Paul H.ailroad a lso enters t he

city, furnish ing communica tion east and west. It has been for many yeat·s the seat of a flourishing lumber trade,

a nd more recently the w a t er powet· a nd o ther natural advantages have been turned to account in va rio us manufacturing enterprises.

Among the impo t·tant industries are papet· mills, planing mills, found­ries and the extensive car repai r sho ps of the Wisconsin Central lines.

Stevens Point is a quiet, o t·derly tovn1, busy, well-governed; has paved streets a nd pleasant homes; is lig h ted by gas a nd electricity ; has a good water supply well distributed, n paid fire clepat·tment and free m a il deli\·et·y ,

Ulll LDING.

The building occupies a fine site of five acres, fronting on Main

Street, in the eastern pa rt of the city. The Public High School a nd a fine brick Wm·d school are in the immediate neighborhood . The la wn has been carefully graded and given a fine preparato ry t op dt·essing

and a beginning made in beautifying the grounds. The building is la rge, conveniently a rra nged a nd well adapted to the purposes of a

Normal School. It is of Black River Falls pressed brick , rising above a basement w a ll of cream colored sa nds tone with lig ht cream colo red terra cotta trimmings.

Beside the fuel a nd bo iler t·ooms , t he janitor's c01wenient a pa r t­

ments and the men's cloak t·ooms, the ba sement conta ins a playroom for t he children of the Model School, the floor of the gymnasium, well furnished b a th rooms and d t·essing rooms adjacent to t he gymnasium. The first fl oor is almost wholly given to the Model School, except that

S7'.4TE NO RM rl L SCHOO L •. 61

. r Jor t io n of the gymnasium . The second part occupted by the uppe 1

1 S h

1 oper. onl)- the science Ia bora-

. d b tl Norma c oo pr • floor is occupte Y 1e

1 .. on1s a re la rue convenient,

.1 · d fl r T he c ass 1 o "' ' tories a re on the t ur o~ . ., t' con twlled bv the J ohnson

t f mecha mca l ventt a ton, - . and the sys em 0 pl)roffresh ait· ofsuttable

I f ·ces into evet·v room a sup Heat Regu a tor, o t . 1- dangerous as w ell a s annoy-

t - f - e from sudden c 1anges, so cl tempera tn e, te .

1 ·t 680 to 70o Fahrenheit in thecol -

. 1,1 b "lei ' a is l·ept stead1 Y a mg. le 111 ln., ' 1 B . ·d of Re<>ents bv a n expert

:\ . t m ade to t 1e om "' • est weather. . tepor I . of the en t ire building m ay be after a careful tes t , shows t ha t t 1e a tr. . b ndant ventilation. All

. fmes a n hour sectntng a u c changed five to stx 1

. ' b d tl , Jia hted, and the finish d the corndors are a nn an } "'

t hese rooms an . -f 1 1 ino- effect. h t f Georaia pine gt ves a cheet u ' peas "'

t hro ug on o "' LIBRARY .

r eadina-roo m and library there is a light airy_ room kept For the "' ha vi n cr about one thousl'\lld teet of fl oor

o pen throughout the ~ay , < "'f I I . a St udcntsarefree t o draw h d d 1 nearfeet o s 1e vm, . '

space a nd five nn r e 1 t 11 ena a o·ed in class exer-1 t anv time when not ac ua y "' ,..,

hooks or reac a • - . I . d a nd classified, and a complete cises. The books are thO! onghly me exe /

\ I . / ~'~\ I / /

· . '~~ \1\ . " w '•'

~

\

~JAI 1\ HALL, L OO KI:"G WEST.

S1'J::VENS l'0 1N1'

C<u·d catalogue supplied. This m a kes a ll t he t·esou t-ccs of t he libran· on a ny specia l topic t·eadily a ,-a ilable for the use of a ny class. Stude.nt•s

may a lso thus become acqua in ted with the s im plcst principles of librm·v economy and labot· saYing de,·iccs and plan.' of libra ry managemet;t most genentl ly adopted.

The libra ry is ft·ee for a ll studen ts of the school except fot· the small

charge noted belo w. Ca re has been used in expend ing the fund s ava il able fo t· this puqwsc so as to secnre t he most set·viceable co llection of

books fot· each department of the school. A fair beginning has been made in pedagogy, histc.ry, biogt·aphy, c ivics, general literatu t·e and

science, besides a libentl pt·ovision of cycloped ias and books of reference.

Extensive add it ions made in each line during t he present season g ive a n excellent w o rking libra ry of a bout four t housa nd volumes. Among the books alt·eadyon hand a re some va luable public documents and many pa mphlets o f special service to t he student. About 200

volumes of bound period icals have been obtained , giving co ntinuous files of some valuable magazmes and journa ls for recent years . In

· geography, histot·y a nd political science these will be in constant use.

The libra r y has so far hecn cared fo r a nd assistance rendered to t he

students by the severa l teachers, who have shared the r esponsibility.

The teachers will continue to t·cnder assistance, hut will to a lm·o·er b

extent look after the intet·csts of theit· several departments, while the

libra ria n will devote het· whole time to t he service o f the school t hrough

the library. In addition to t he usual

duties devolving upon her, she

will meet t he school in sections,

one hour each day, for instruc­

t ion in the convenient use of

t he libntry outfit, and such

m atters of libra t·y econom y as

choice of books, binding, order­

ing, classifying . recording, and

other m atters of importa nce to

teachers in vie·w of our present libnu·y la ws. She will also h ave gen­

cnt! cha rge of Lihrat·y Readings to be pmsucd by all students.

The reading-room has g rown steadily in interest a nd attractive ness. Through the m atter thus supplied, t he world is brought to o ut·

doors a nd a ll the latest news and m ost advanced thought in various

lines of human activi ty . Twenty-five cents per quarter is collected of each student in the

not·ma l and preparatory classes for the m aintenance of the reading­room a nd extension oflibra ry facilities.

of·

I

I ~

63

The follo v .. ·ing peri odicals :ue fo und on the Reading Room tables:

Amct·ican J oumal of Sociology. Life. lVIcClurc's l\1agazine.

:\ation. Amet·ica n Historical Rev iew .

America n Geographic Magazine.

A pplctun 's Popular Science Monthly.

A 1·ena.

At·t Amateur.

Atlantic :.Vlonthly.

Centm·y.

Forum .

Ganlen a nd Forest.

Harper's 13azaat· .

Harpct·'s :vionthly .

Harpet·'s l{o und Table.

H a r per's Weekly.

Lend A Hanel.

Ladies' Home J o urnal.

Child Garden .

Educationa l H.eview.

In telligcncc .

Little Men a nd Women.

Natio na l Journal of Education.

P rim ary Education .

Pedagogical Semi nary.

Chicago Times H erald.

M ihvaukee Sentinel.

c'Eau Claire Leadec

·"-G t·eenwood Gleaner.

"Necedah Repub lican.

:\ew England Magazine.

:\01·th A mcrican Re,·icw .

~- Y. Evening Post.

Outing.

Outlook

P ublic Opinion .

Review of Re,· iew!'.

St. :\icholas.

Sct·ibner's :\llagazinc.

Scientific American .

Scien tific A meriean Supplement.

Youth's Companion.

Public School J on rna!.

Sch ool Journal.

Sch ool Review.

Week's Cm-rent.

Western Teacher.

Wisconsin Journal of Education .

*Stevens Point Daily J ournal

"Phillips Times.

·"Stevens Poin t J ourna l.

'"Viroqua Republican.

The editors of" The Normal Poin ter ," edited a nd pub lished by the

students o f this school , h a ,·e a lso contrib uted a la rge exchange list .

These >'chon! papers afford students a n opportuni ty not o nly t o ~ee what other schools find wot·thy of mention in t heir ex periences. b ut

a lso to compare ideab and achie,·ements. ·''Contributed by the publishers, for which gmtefu l acknowledge-

m ents a re hereby marle.

STEVEXS POINT

TilE G Y ~1:-.!AS!l:~l.

The gymnasium, 51-6 x 6\J-6, with a height of 25 teet, one of the largest and best equipped school gymnasiums in the state, has a run-ning gallery with inclined track, a nd is equipped with needed ap­

paratus for light and heavy

gymnast ics. This is sufficient in quantity to accommodate the school fully, and in variety em-braces all the really distinct and

1

serviceable machines. Beside the I ·

usual bells, clubs, wands, there are ~ chest weights in full variety, row- ~ ~~~;;o::~= ing machine, quarter circle, vault­ing bar, jump stand, parallel bars, upright bars, German horse,

l\IEN'S UATH ROOM.

Swedish hot·se, flying rings, traveling rings, climbing ropes, battle ball,

etc. The1·e is also a full supply of the most useful anthropometric apparatus.

This department is under t he care of a graduate of Dr. Sargent's ~ormal School of Physical Tt·aining, Cambridge, Mass., who devotes her entire time to physical training and the teaching of elementary physiology and hygiene.

The bath rooms adjacent to the gymnasium are provided with tub, shower and sponge baths, dressing r oom,; and lockers. Additions ha ve

been made to the bath rooms during the past year so as to meet the demand arising in connection with the gymnasium practice and out-

odor athletic sports. Additional lockers have been provided for both men and women, affording needed facilities at slight cost.

The young ladies provide themselves with the regular simple gymnasium costume (blouse and divided skirt), permitting free­dom of movement and healthful activity. This may best be got after reaching the school, and will cost about $4.00, a little mo1·e or less, acc01·ding to the quality of the

mat erial. The director of the gymnasium has

·.t 1 been able, by getting several at once, to make - _... ,. the cost, as well as trouble, as little as possi-

coR:<ER cLOAK ROOM. ble, while securing more satisfactory results. F01· the young men, sweaters and tennis shoes are necessary. The

boys in the model school h a ve tennis-shoes for their wodc

STATE NORMAL SCHOOL. 65

All students are expected to take the physical training unless reasons of health forbid. The physical measurements taken during the past two yeat·s reveal not only the call for such attention to b0dily conditions, but the di1·ect and evident benefit to those who faithfully

and willingly follow the forms of exercise prescribed. In addition to the usual class exercises, the physical measut·ements

of each student are made the basis of special prescription of exercises suited to the needs of each individual. The " free hour" in the g y m­

nasium, and other appointed times may be used fcor this practice.

RECREATION .

The students maintain a n Athletic Association, open to all inter­ested members of the school. This body manages t he h o me " field clay" sports, and arranges for such friendly contests with othe,- similar schools as may be practicable and profitable. The students of Law­rence University and of Whitewater and Oshkosh Normal Schools have thus been entertained at Stevens Point.

Foot ball, base ball and tennis afford agreeable variery of out door

sports. For the last named excellent courts are provided . The gymnasium is open a portion of every clay for voluntary pr ac­

tice and exercise, and is freely used. A literary society, called " The Arena, " of which students of both

sexes are members, gives needed opportunity for literary cultm·e, elocu­tion and parliamentary practice, as well as incidental relaxation and

diversion . The programs show the usual debates, declamations, papers, essays and musical numbers. .

A male quartet, a ladies' quartet and a n octet show a movement m a direction heartily encouraged. Occasional evenings are given to social entertainment, not only for rest and recreation (a sufficient reason), but in the full belief that in the development of t he social nature and quicker sympathies will be found a source of power for the teacher. While amusement cannot be a main end in a nv well ordered life, there seems no reason why school o r teacher should-have so little apparent relation with common huma n life and its familiar natural enjoyments. :\!fore attentiem will be given to this matter of social culture and suit­able recreation.

BOARDING.

Rooms for self-boarding may be had in convenient locations. Prices range from fifty cents per week upward , according to location, size and fu rnishing of the r oom. Suits of two or three rooms can sometimes be had very cheaply. Students arc n o t ad vised to adopt selt~boarding when any othet· plan is practicable, si nce there is a very st1·ong tendency to fall into ways of living not conducive to health a nd vigorous prosecution of the wodc of t he sc.hool. I~ must .be remem­bered that cooking a nd housework take t rme; whtle to y1eld t o the temptation not to cook means lowered vitality.

In some cases small gt·oups of students form clubs and thus divide the work and reduce expenses. . .

Board and rooms may be ha d togethe1· or separately, mcluclmgfuel

STEVENS POINT

and lights, at prices. ran~·ing_ from $2.50 _to $3.25 pe1· week, according to the accommodatiOns turmshed and d1stance t1·om the school. The us~1 a.l pn~e , when no special condition exists, is $3.00 pe1· week , a nd th1s 1s pa1d by most students.

W~en only a few students live in one place, the con eli tions are much m01:e hke those . of the family life a t home, and favorable to studio us hab1ts. For th1s 1·eason the sch ool discourages placing a large number of students under one roof. .It is not thought adv isable, o n the whole , fo~· y_oung _men and women to_ board a~ the same house, a nd such per­miSSIOn wil l only be g1·anted 111 exceptwnal cases.

S~uclent~ are earnestly advised to engage single 1·ooms whencve1· that IS poss1ble, and thus secure reasona ble privacy fo 1· themselves as a most favorable condition of rapid progt·ess a nd development of it{ de­pendence a nd self-reli ance.

. A list is ~'ept of su itable boa1·cling places to which students will be d1rectt'd. Ttme a nd t~·oubl e m~y be saved by writing to the presiden t to secure 1·ooms before leanno· home, and then students mav .,.0 directly from the depot to their rooms. If this has not been "do~1e students should come at once to the school, or after 5 o'clock in the a~te_n:oon to the residence of t he president, 402 Pine Street, comer of pi viSIOn ~treet . Baggage may well be left at the depot until a board-111~ place IS found. The cost of can-iage, including tnmsfer of baggage, vnll be twC'nty-five cents .

EXl'ENSt:S.

To those persons who pass the entJ·ance examination fo 1· t he NorJPal department, and who declare their intention to tcaC'h in the public schools of this state, tuition is free in the ;\lonna! grades. (See page 44.)

Those pe1·sons who do not expect to teach but show themselves qualified to e1:ter _Nom1al cla~ses, and those who do not pass the entra nce exam1nat10n, are receJVed on the payment of tuition as fixed below:

Normal classes ..... ..... . .... ..... ... .. ... ........ ..... 75 cents per week. Review (Preparatory) .. ... . ... .... ............. ... 40 " " Model Schnol ........................................... 15

AI~ books need_ecl, except drawing books and others destroyed in the n s111g, a re fum1shecl by the state and loaned to t he pupils at the following rates:

l\01·mal and preparatoJ·yclepartmcnts,.75 cents per quarter. Gramma1· grades ............. .... .. ....... ....... 50 •· " In termeJiate grades .... ... . .. ... ................ 37 Primary gmdes ......... .. . .. .. .. ............. .. ... 25

For the 1:1aintenance of the _f{eadi ng Room, and care of Reading Room and L1brary, ( now comb1ned) 25 cents per quarter will be col­lected of members of the l\onnal and P1·ep:uatorv classes.

In the gpm~asium a charge of twenty-five cents per term is made for the use of pnvate lockers fot· clothin g.

There are no other charges or extra~ imposed by the school. Fot· one who expects to teach and enters the ~onnal clepa 1·tmcr. t,

the total n_c~essary expense per qum·ter of ten weeks is as follows: Tu1t1on .... . ... .... ........ .... ... .. .. .......... .......... .. .. .. ........ Free Bom·d and 1·oom, (about ) .............. .. ... .. .. .... ... . ..... $30.00 Books a nd library. .... . ...... .... ....... .. .. ..... .. .. ...... .... .. 1.00 Stationet·y, etc... ......... ........ .. .... . .... ........... ... 1.00

$32.00

,

I

l

STATI-i NORMAL SC H OO L. 67

One hundred and fo r ty dollars is a mple al lo wance for necess~u·y expenses for one year offo1·ty weeks. Each student will var y t his sum accordino- to the amount of his incidental pe1·sonal expenses; a nd the amoun t :=;,ay be reduced by self-boarding. All clues are payable qua J·­ter ly in adva nce .

SCGGESTIO:'-!S.

The Green Ba v, Win o na and St. Paul Railroad con nects wi t h the Chicago&. 1\orth=Westcm system at Merrillan and New London , and with the Chicago, Milwaukee &. St. Paul at Centralia. The Wiscon­·sin Ce11 tral connects with the Chicago &. North-Western system at Eau Claire, Chippewa Falls. Mars hfield ancll\ecnah, a nd with the Chi ­<:ago, Milwaukee&. St. P a ul at Junction City and Pot·tage. In nearly all these cases there arc union depots. with no transfer fees.

ADYICE Teganling best connections will be g iven on request of a ny who intend com ing to t he school.

All specific questio ns relating to the school will be cheedul ly answet·ed and catalogues and ci1·cula rs freely sent o n a pplication to the Presidcn t.

TEXT BOOKS IN USE.

PR DIARY GRADES.

Harper's Fi1·st ReadcL Harper's Second ReatieL Easy Steps for Little Feet. Eclectic Stories for Chi!clJ·en. Fables and Fairy Stories. Old Greek Stories.

Old Stories ofi.he East. Scudder's Fai1-y Story and Folk

Lore. RiYerside Pt·imeL Verse and Prose for Beginners. Prince's Ari th metic by Grades.

INTERME DIAT E GRADES .

Harper's Rea ders. Head of Oak Books. Ha wthorne's W onclc1· Book. King of the Golden Ri veL Courtship of Miles Standish . Lamb's T a les fl·om Shakespea re.

Hia watha. Swiss Familv H.obinson. Prince's Arithmetic. Frye's Geogra phy. Eclectic Geogmphy. l\o rmal ~Iusic Reade rs.

G llA:VDIAR GRADE.

Harper's Readers. Hem·t of Oak Books. Evangeline. Courtship of Mi les Stand ish. Laclv of the Lake. Mercha nt of Venice. Grandfather's Chair. Selections fro m T ennysons Poems.

Twelfth Night. Eggleston's U.S. History. Hyde's Lessons in English . Maxwell's Advanced Gra mma r. Harper's Geography. Shaler's St01·y of ou r Continent. Normal Music Rea der. Cook's Aclvancecl A1·ithmet ic.

PREPAR ATORY CLASSES.

Milne's Standanl Arithmetic. Harper's Geogmphy. F1·ye's Geogntphy.

Hyde's Lessons in E nglish. Maxwell 's Adva nced Grammar. Montgomery 's Amet·ica n Histo1·y.

6H STEI' ENS POINT.

NORMAL SCHOOL.

Collins's Algebra. Milne's Standard Arithmetic. Shutts a nd Van Yelzer'sGeometi·y. Haml-Mc:-.lally Geography . Tilden's Commei-cial Geogmphy. Eclectic Physical Gec>graphy. vVhitney's Essentials of E ng lish

Gra mmar. Humphrey 's Work w it h Word s. Fiske's U. S. Histoi·y. l\fyei·s's Genera l History. A. S. Hill's Principles of Rhetoric. Hill's Rhetoric a nd Composition. Hawthorne & Lemmon's Ameri-

can LiteratUI·e. Pancoast's J n traduction to Eng­

lish Li terature. Masterpieces of American Li tera­

tu re. Masterpieces of British Literature. Mooney's Foundation Studies in

Li teratl11'e. American Sch ola r . Lowell 's Poems. Twelfth Night. Macbeth . Milton's L y rics.

Hinsda le's American Goven1men.t Fiske's Civil Government. · Dole's American Citizen. L aughlin 's Political Econom 1·.

Walket· 's Polit ical Econom v.­Spalding's Introduction to-

Botanv. Gray's Scl;ool and Field Bota nv. Remsen's Chemistry. • J ordan's lVIanual of Vertebrates. Le_Co?te:s E le'?ents of Geology. llaiiey s Essentials of Reading. Chute's Laboratory Manual of-

Phvsics. Carha;t & Chute's Element s of

Phvsics. Brande's Physiology. F oster a nd Sh ore 's Physiology. Loomis's Glee a nd Chorus Book . Sully 's H a ndbook of Psychology. White's Pedagogy. Patrick 's Pedagogics. Rousseau's Emile. Quick's Educationa l Refo rmers. .Manual o fthe Elemental'\' Course

of Study. • Laws of Common Schools , Wis­

consin. Wh ite's School Management.

GER:I1AN.

Collar-Eysenbach, Shorter Course. Ein Knopf. Stud ien u nd P laudcreien. {] ncl in e. Rosenstengel's Reader. Die Journalisten. E iner Musz H eiraten . Minna von Barnhelm. Hoeher Als Die K irche. Maria Stuart. Al i Baba. Nathan Der Weise. De i· .1\effe Als Onkel.

Tuell a nd Fowler's Fii·st Book Latin.

Allen & Greenough 's Grammal'. Daniell's Latin Composition.

LATIN.

m Caesar's Gallic War. Cicero's Orations. Virgil's E neid . Livy, Books 2 1 and 22.

TO OUR FRIENDS.

The genei·ous assistance of o ur fri ends of t he Press, and of superin; tenrlents teachers and school officers in making known the ad va ntage! offered b'y this State Korma l School is fu lly appreciated. Ackn~1~; edgmen t is hereby made o n beha lf of the school and of the people 1

sen·ed. . a des It is our w ish to maintain close fi·iendlv relations wtth a ll g r

1:- Ily

. • . , corc ta of public schools, and teacher s and all others mtct·estco are in vited to visit and inspect any classes o1· exet·cises at any ttme .

INDEX.

PAGE.

Entrance on Certificate or Dtploma .............. ...... ..... .. .. .. .................. ........... ... . 4::>

Mathematics ....... .. .. ..... .. ....... ........... ... ......... .... ..... ... ...... .. . .... .. .... . ... .. . ............ 38 Model School. ... .. .. .... .. .. .. ....... ... ...... ... . .. .... . ..... .. .. .. .......... .... ..... ... ... .. . ... . .. : .... .... 49 Music ... ...... ... .. .. .... ..... ..... ... .. ..... ....... . ...... ............ . ... .. ... .. ..... .. ... .... .. ... ... .. ... ... .... 43

g~~~~f~1!£r::-.~~---.~-~-~-~-~-.-::·:·:·:·:·:·::-::·:·:·:·:·:·:·:·:: ·:·:·:·. ·.·:·:·:·:·. ·:·:::·:·. ·:·::·:·: :·:··:-:::-::·:···:···:·::···::·:·:·:·:::':':':':':':':.:-~:!

lllustrations ........ ...... .... .. ... .. ...... .. .. ....... 2, 27, 30, 33, 40, 50, 54, 56, 61 , 62, 64