CATALOGUE

OF THE

WISCONSIN

STl~TE NORMAL SCHOOL

STEVENS POINT, WISCONSIN

1894-1895

li.IILWAUKEE BURDICK, ARMITAGE & ALLBX, PRINTERS

1895

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BOARD OF REGENTS

OF

NORMAL SCHOOLS.

EX-OFFICIO REGENTS.

GO\'ERNO R W. H . rPH.U I.

STATE SUPERI:-.!TENDENT, ]. Q. E MERY.

TERM ENDING FEBRUARY, 1896.

DEXXIS]. GAIW:XEI{, -

lR.-1. A. HILI., -

::O.hcHAEL K IR\\"A :'i! ,

TERM ENDING FEBRUARY, 1897.

j.UIES 0. RAY.\IOXD,

A. E. THO.\IPSOX,

CH.\S. PITTELKOW,

TERM ENDING FEBRUARY, 1898.

w. A. BRO\\"X,

E. D. CoE,

FRAXK OsTRAXDER, -

OFFICERS OF THE BOARD.

IRA A. HILL, President,

D.]. G.\RDXER, Vice-President,

S. S. RoCK\\'OOD, Secretary,

SEWELL A. PETERSON, Treasurer, ex-o/.Jicio,

11ISS ELLEN c. SADIX, -

R. A. 1IooRE,

F.J. SMITH,

BOARD OF VISITORS.

Platteville.

- Sparta.

Manitowoc.

- Stevens Point.

Oshkosh.

- M ilwaukee.

1Iarinctte.

Whitewater.

~uperior.

- Sparta.

Platteville.

,Madison.

l\ladison.

- Fox Lake.

Kewaunee.

- Mauston.

II

~.

FACULTY.

TIIEROX B. PRAY, President,

.f>sJ•rholog)', Pcda,g·og)', History of Rduration .

C. H. SYLVESTER,

Institute Condurtor; Hotall)', Literature.

GAIUH' E. Cl'LYER, Natural Sciences.

JOSEPII \'. COLLI!\'S, /1/at!tematirs.

ALBERT H. SANFOIW,

Hist01J', Gm:•erument, f>olitiral EronOIIl)'·

i\IISS Ei\IMA J. HANEY,"

Director of Practice Tear/zing; Eng·lis/1 .

.:\IISS BERTHAS. PIT~IAN,

La till and German.

MISS L\IWLINE E. CRA \\'FORI>,

Phj•siral Culture.

~IISS \IARY E. TANNER,

Drazvi11g.

l\IISS SOPHIA LINTOX,

Vocal il£usic.

i\IRS. l\IARY D. URADFORD.t Tradu:J~ (;ralllmar Grade .

.i\IISS FRAXK QCINN,

Tradlcr, lntcnncdiate Grade.

l\IISS JEN.\ IE REBECCA FAilDI~.

TeachN·, Prim(L1J' Grade.

l\I ISS I$Ail.ELLE PA TTERSO:-<,

L~'b.rnrian and Clerk.

I'ETER KELLY,

Jauitor. •Resigned April ~0, 1 fl9;";. Duties of this position dt..·,·olvcrl upon ~Irs . M. I.l. Bradford. tPosition filled aftt"r April, l~Dri, hy ~I iss ~Iaric 10:. Ft·ankhauscr.

NORMAL DEPARTMENT.

NORMAL GRADE.

1;11.\11!'.\TE ,;1TUENT.

Po~t Otlicc.

Prny, Helen L .. ( \\"hitcw:1 tcr), Cerm:m, Gymnn!';tic!',

'k:\gncw, :\l;1ry L .

".\l11nn, J{oiJerl

"Alban, Earl C ..

"Bean, Frank L .,

"Borgc1·!', \\'illiam B.,

Boyington, (;eorgiana

l.lremmei·, Edith,

"Cntc, \\"alterS.,

*Clements, John T.,

·~collin!i, :\fame,\.,

"'lJuncg:uJ, Anna i\1.

D\\'incll, .\ llil·,

E,·ci·ts, Leslie S ,

·'· Finch, Eliwheth I.,

J I nnwckl'I·, Edith :\I. ,

J nck~on, Elmn·,

*Lntham, :\Inry E ..

"~Iainr, (~rncc E .. "~litchdl, Clara neik ":\I urphy, Julin I l. •·scott, Ethel,

Jl'/IIIORS.

Stc\'l'ns Point,

Slc,·cns l'oin t.

Stc,·cns Point.

Ste,·ens Point,

Neillsville,

Stcn'll!'; !'oint,

Stc,·cns l'oin t,

Stockton,

Stc\·cns Point,

Stc\'ens Point,

Stevens Point,

Slc\'cns Pnin L,

!{icc Lnkc, Stevens !'oint,

Stevens Point,

Stc\·en!' 1'oin t,

Buena \'istn.

Ste,·cns Point,

Stevens Point,

Fo1·t Howanl,

Stl'\·cns Poi 11 t,

i\tnnihs Experience in ~reaching.

()

4 ()

4

12

lG 0

0

()

()

0

+ ()

()

:~H

()

()

1fl (I

81'.-lTE .YOR.lf..l.L SCHOOL. 5

Name. Post Office. Months Experience in Teaching.

*Spaulding, Emily C., SteYens Point, 0 *Stewart, Nettie, Ste\·ens Point, 3 *Sutton, Perlena, Stevens Point, 22

ELE:\IEXTARY CLASS.

Arnott, Lillian A., An1ott, 100 Beck, J.D., .c\ya]anche, 64 Blencoe, Guy, Alma Center, 9 *Boles, Chas. E., Centralia, 12 Larkin, Andrew L., Tomah, 27 Leu, Otto J., Centralia, 24 "'Perry, Alta E., Menillan, 30 *Perry, Herbert S., Merrillan, 47 Pray, Allan T., Ste\·ens Point, 0

*Rice, Hosea E., Steyens Point, 12 *Rockwell, Parley A., Chetek, 15 *Simonds, ::-Iildrecl J., Cresco, Ia., 2

THIRD TER.\1.

Cowles, Carrie L., Bat·aboo, 31 Dawes, ~Iildrecl ::-I., Pitts,·ille, 17 Gardner, Henry L., Liberty Pole, 60 Herbert, Grace, Ogdenslmrg, • 29 Hill, :\I. 0., Viroqua, 125 Johnson, Tom R., Black River Falls, 0

Meehan, ~orah I., l\Iil waukee, 0 Minahan, Ida.\., Pittsville, 0 Pray, Florence A., Stevens Point, 0

sECOND TER:II.

Appleton, Rose I., Appleton, 23 Baker, Joseph, Plon:r, 0 Blaisdell, Carrie, Plover, 51 Bradford, William, Sten·ns Point, 0 Carver, Edith, Chetek, 53

*High School Graduate.

6 STLTESS PUIST

Nan1e. Post Office. Mouths Expenence in Teaching.

Clark, Mary B., Portage, 51 Cuh·er, \\' illiam \Y. , Steyens Point, 0

Curran, Florence C., Steyens Point, 0

Dickson, Sadie J., Bloomingdale, 20 Durfee, "\Vinnie, Ste,·ens Point, 3

Eckels, Minen·a I., Buena Yista, 28 Felch, Daisy E., Amherst Junction, 7 Fulton, KateR ., SteYens Point, 21 Hanifin, Nellie C., I-::ilbourn City, 38

Heidka, Carolyn Marie, Clin t01wille, 0

Hill, John 0., Delton, 26 Honaker, Belle i¥1., Liberty Pole, 53

Jeffers, Ellen M , Sheridan, 10

Kier, Gt·ace 1\I., Liberty Pole, 9 Lapham, Carrie l\1., Friendship, 60

Lees, John M., Gilman town, 4

McDowell, Anna A., l\1ontello, 30

McGregor, Belle G., Hancock, 12 JVIonahan, Auna Cecil, Tunnel City, 17 Murray, Grace, Steyens Point, 18

Muir, Estella L., March, 0

Packard, George H ., Plo,·er, 0

Parkhill, Hattie B. Stevens Point, 68

Phillips, James E., Medford, 8

Reed, Katie M., Springville, 6 Scott, Louise, Steyens Point, 0

SteYenson, Hattie l\f., Chaseburg, 65

\\'elch, Maude, Spencer, 19 Wright, Anna D., SteYens Point, 35

FIRST TE!DL

Adams, Nellie, Almond, 0

Ambrose, Henry L., Ste,·ens Point, 12 Arneson, Gunilda, Steyens Point, 0

Bauch. Emil H., Hamburg, 6

STA.1'L' X(J/1.\/A J, S('HflnJ •. 7

Name. Post Office. 1\fou ths Experience in Teaching.

Bremmer, Charles, PloYer, 0 Burns, Anna l\1., Lone Pine, 80 Cadman, Percy, Stevens Point, 0 Clancy, Belle, Readstown, 18 Clark, Ber.tha l\1., Arnott, 25 Clark, Hallie :\1., Ste,·ens Point, 0

Clark, John T ., Ste,·ens Point, 0 Cowles, Edith :\1., Stevens Point, 12 Cowles, Eva, Stevens Point, 3

Cushing, Esther L., Portage, 6 Dawson, Alice, Custer, 48

Dowsctt, Arthur, Ste,·ens Point, 0 Fernholz, John J., Arcadia, 20 Finnegnn, ·william, Sparta, 30 Furro, Mary, w Stevens Point, 0 Godfrey, Ella, Shet·idan, 14 Grady, Edith M. , Chippewa Falls, 3

Griffin, Kate, Stevens Point, ()

§Halladay, Clarence, Plo;-er, 0

Haney, Susie E., Stevens Point, 2 Harrison, Joseph E., Tusten, 30 Hendrickson, Martha, Oorchestct·, 21

Hetzel, Mabel, Almond, 0 Hull, Fred\\'., l\Ioutello, 0

Johnson, Cht-istina, Stevens Point, 0

Karnopp, John, Almond, 0

Krembs, Alex., Ste\·ens Point, 0

Kuhl, Frances B ., Stevens Point, 0

Lemke, 0. C., Naugart, 37

Lynn, Geue\'ieve, l\.1t. Hope, 0 Manas, Louisa, Dorchester, 4

Marinan, James F., C11rran, 0 Martin, Erne H., Stc,·ens Point, 70

§ Decei\Sed .

8

~lathe, John,

Mills, l\Iina,

Moran,~Teresa "ll.,

Olson, Hannah,

Parkhill, Frances,

*Peterson, Harvey 0.,

Pratt, Charles,

Roseberry, William,

St. Peters, Reginald J., Sellers,~Mabel M.,

Sexmitb, Alma,

Sincl~ir, Emma,

Snodgrass, Amy,

Springer, Ella R., Springer, Frank R. , Stuart, Edna R.,

Thomas, Walter W. ,

Timm, Henry W.,

Van Buskirk, Evelyn,

Whitney, Zilpha, E.,

Whitrock, Clara,

Whitrock, Laura,

Williams, LeRoy,

Wood, Oren E.,

Wright, Claude,

Young, Anna,

Zimmer, George,

*Jones, Chauncey L.,

Kirwan, Ethelli.,

McDonald, Alice,

*Olin, Fred R., *Olin. William H .,

• High School Graduates.

81'Bl'E.YS POJ.Y1'

Post Office.

Almond,

Steyens Point,

Ste,·ens Point1

City Point,

Stevens Point,

Colfax,

Plainfield,

Plainfield,

Ke"·aunee, Steyens Point,

Fond duLac,

Flinb·ille,

Bloomingdale,

Lone Pine,

Lone Pine,

Stevens Point,

Steyens Point,

Centralia,

Stevens Point,

SteYens Point,

Stevens Point,

Stevens Point,

Steyens Point,

Lone Pine,

Stevens Point,

Lone Pine,

Stevens Point,

SPECIAL STt::DE:XTS.

Latin, Literature,·

Literat:ure, Gymnastics,

Drawing,

Gennan, Physics.

:\Iathematics, Physics,

Months Experience in Teaching.

0

0

18

21 0

0

0

0

3

0

7

3

0

0

0

0

0

6

0

22 0

0

0

0 0

0

0

0

0

0

0

0

Name.

Reilly, Grace :-.r., Tascher, E 1·angeline,

Young, Roseltha,

Atwell, Fern,

Beach, Roy W.,

Boursier, Gmce E.,

Boursier, }[yra }1.,

Brott, Lottie,

Corcoran, Grace,

Corcoran, John,

Corrigan, Frankie,

DoUI·ille, Dora J., Ebel, Adolph,

Else, Myrtle }1.,

Fehely, Louella,

Finch, Thomas H.,

Forsythe, \'ina A.,

Gardiner, Florence E.,

Gibbs, Nellie,

Gumther, Rose,

Heffron, Lizzie I., Hull, Frank G.,

Ingham, Gena,

Johnsoll, :\Iinnie.

Leon:trd, George E.,

Littooy, Christina,

Loberg, Carl J., McGregor, John A ..

McLeod, Georgia,

Mehne, Emma,

Mehne, William,

hliller, John L., Morrison, ·william B.,

Post Office.

Literature, Gymnastics,

German,

Drawing,

PREPARATORY GR.\DE.

Stevens Point,

Plainfield,

Arnott,

Arnott,

Boyd, Ste\~ens Poiut,

Ste\·ens Point,

Custer,

Arnott,

Kewaunee,

Stevens Point,

Stevens Point,

Stevens Point,

Stevens Point,

Stevens Point,

Stockton,

Knowlton,

Stockton,

Stevens Point,

Stc\~ens Point,

Stevens Point,

Stevens Point,

Tacoma, Washington,

Stcyens Point,

Hancock,

Plover,

Almond,

Almond,

Coopersto \Yll,

Plover,

.!\[ ouths Experience in Teaching.

0

0

0

0

0

0

8

40

0

0

14

0

0

0

0

0

0

0

0

0

u 0

0

0

0

0

0 ()

0

17 0

0

0

10

'!'iame.

Mulcahey, Xellie,

Neuman, Louella A.,

Newby, Mabel.

O'Keefe. Frankie,

Parmeter, \Yilliam,

Parsons, Dec,

Pier, lVIay F.,

Reilly, Fred J., Roesch, Anton.

Roser, Pearl E.,

Sellers, Nellie E.,

SeYerson, Thor. • Smith, Milton,

Wallace, Grace,

Ward, l'dahel L .,

Welch, Ada l\1.,

\Yells, Lottie,

West, GuyS.,

Whitney. ~rand H.,

Aultman, Betty,

Booth, DeEtte,

Brott, Lillian.

Campbell, Ida,

Carver, ':Roie,

Case, Mary,

Cole, Carrie,

Dumas, 1\'Iaud,

Embretson, Lizzie,

Felker, AY.'\;

STEl"f::-;~:; L'OLST

P ost Office.

\\"biting,

Steyens Point,

Ste\·cns Point,

Cnster. Steyens Point,

PloYer,

SteYens Point,

Stevens Foint,

\Vaumandee,

Phillips,

SteYens Point,

Erne,

Lone Pine,

Stevens Point,

Stockton,

Steyens Point,

Stn·ens Point,

Steyens Point,

Ste\-ens Point,

MODEL SCHOOL.

GILHnL\R GHADES.

Gower, \Yinnie, ·

Grimm, Rose,

Gross, Alice,

Harlow, l\laud,

Horan, Charlotte,

Horan , Estella,

Rodell, Emma,

Jacobs, Tena,

Kittleson, Minnie,

Kremhs, Georgia,

:\Ionths Experience in Tea ching.

Kuhnast , Elln ,

Lennon , Nellie.

Long, Hattie,

L~wder, Ninette,

Muir, May,

Murray, Myrtle,

Nugent, Maggie,

Packard, Dolly,

Parker, Bertha,

Parks, l\fmnie,

0

0

16

3

0

5

0

0

6

0

0 ()

0

0

0

0

0

0

0

sTAn: .YORJFA r, srHorn. 11

Parks, Myrtle, Bischof!', August, Oleson, Ole,

Quinn; Mamie, Carr, Challis, Orrick, Willie,

Russell, Mamie, Cate, Howat·d, Postracb, Felix,

Sullh·an, Kittie, Clark, Owen, Pray, Kenneth,

Tack, Helen, Fenton, Eleazer, Rice, Earl.

Whitrock, Mabel, Forsyth, John, Shelburne, Frank B.,

Bablitsh, Michael, J anusze,Yski, John, \'aughn, An·in,

Beck, Willie, King. Charles, Yaughn, ·clyde,

Bellenger, Walter, McGuire, Frank, \ ' oight, \\'illie,

Bentley, Adam, Murat, Walter. Wcck,John.

Betlach, Willie,

I~TERl\IEDIATE GR.I.DES.

Bender, Lilly, Wyatt, Blanche, Kewald, HaTr_y,

Boreson, Olga, Atwell. Ensign, Oster, George,

Glover, Jessie, At"·ell. George, Pfiffner, Roe,

Hawkins, Rosa, Bean, Dec, Parker. Clarence.

Hutchins, Bessie, Beck, Arthm, Porter, Harry.

Kirwan, ::vlabel, Bennet, Adam, Quinn, Frank,

Lamoreaux, Eliza, Blood, George, RubinskY. Robert,

Lamp, Jennie, Boyington, Charles, Stuart, Robert,

Lien, Josephine, Cuh·e1·, Har-old. Sanhorn, \\'alket·,

Luce, Pearl, Curran, Henry,_ Schmidt, George,

Martin, Grace, Densch, Theodot·e, Timm, Fred,

Menzel, Martha, Eaton Lenore, Timm, John.

Newald, Amelia, Finch John. Townsend, EYan,

Pipe, Mabel, Forsyth, Caleh, Trimble, Fraok,

Purdy, Lelah, Gray, James, rttet·, l\Ieh-in,

ReQua, Beatrice, Herrick. Frank, Week, Harold,

Southwick, Margaret, Kohorn, Herman, \\' ollenschlager, Arthur,

Tack, Flora, Krembs, Moritz, Young, Willie.

Walker, Grace, Larson, Jon as,

PRDfARY GRADES.

Cook, Alice, Gillett, Helen, King, OliYe,

Ennor, Mabel, Holt, Bnrdella, Lamp, Babins.

12 STEIE.Y8 l'OlXT

Lamp, Beulah,

Martin, Grace,

Myhill, Susie,

Nelson, Etta :May,

Olin, l'viillicent,

Park, Gladys,

Rounds, ~larie,

Bennett, Harlow,

Bennett, Leslie,

Bigelow, Frank,

Boston, Willis,

Clifford, Willie,

Congdon, James,

Forsyth, James,

Southwick, Katherine, Hoeffel, Spurr,

To\vnsend, l(ittie, Hoeffel, Wallace,

Vosbuilg, Marion,

Wadleigh, Ruth,

Weller, Ruth,

Bean, Charlie,

Dennett, Edwin,

Howland, Homer,

Joy, Ross,

Kelly, Earl,

Kelly, Frank,

Little, Harold,

SUMMARY.

XOR:.IAL DEPART:\rE:-IT.

Post Graduate,

Junior,

Second Year, -

First Year

Special Students,

Preparatory Class,

Total,

Graduates of High Sc:hools

)fODEL DEPART:.IE:-IT.

Grammar Department,

Intermeclia tc Depnrtmen t,

Primary Department,

Total,

Twice Counted ,

Entire Enrolment,

Girls.

36

20 18

McCallum, John,

McDill, Conover,

Moffitt, Johnnie,

Packard, Harry,

Park, Laurence,

Pogorzelski, Leon,

Rounds, Kenneth,

Strope, Karl,

Thiell, John,

Wadleigh, Sam,

Weller, Reginald, ·wheelock, Frank,

Whiting, Fred,

Wyatt, Bennie.

Av. Experience, hlonths.

1 9 2,1, 6% 21 43

- 98 20Ys

8 0

- 4,9 21h

201 21

3.J..

Boys. Total.

25 61

36 56

30 4,8

165

0 366

81~{ TR .\"01/JIAL Sf'Hur JL.

ENROLMENT BY COUNTIES.

NOR;\IAL DEI'ARTMEXT.

Adams, 1 11onroe,

Barron, 3 Outagamie,

Brown, 2 Portage,

Buffalo, 3 Price,

Chippewa, 2 Sauk,

Clark, 3 Taylor Columbia, 3 Trempealeau Dunn,- 1 Yernon,

Fond duLac, 1 \\-aupaca,

Grant, 1 \Vaushara,

Jackson, - 5 Wood, Kewaunee, - 4

Marathon, 5 Other States,

Marquette, - 2 Total, Milwaukee, 1

SUMMARY OF PRACTICE TEACHING.

Grammar Grades,

Intermediate Grades,

Primary Grades, -

Whole number of different students who have taught in

Model Grades,

Average amount of practice of the sh1dents receiYing cer­

tificates, 1895,

13

3

1 127

1

2

2

1

10 4 (j

5

2

201

60 weeks.

75 weeks.

SO weeks.

15

20 weeks.

14 81'ETBS8 I'Ol.VT

COURSES OF STUDY.

The following courses of study have been established by action of • the Board of Regents. viz.:

1. An English-Scientific Course of four years.

2. A Latin Course of four years.

R. A German Course of four years.

4. An Elementary Course of two years.

5. A One-year Professional Course.

The English Course of four years, which may be taken as the

standard, comprises the following lines of work:

.ilfatlzematics-Arithmetic, Algebra a nd Geometry, Book-keeping. (optional),

Englis!t Language-Orthoepy. Reading, Grammar, Composition, Rhetoric and Literature,

Vocal Music, Drawing-, U. S. Histor~y and Civil Government, General Histo1J' and Political Economy, Professio,zal vVork-School Management, School Law,

Theory and Methods of Teaching, Practice Teaching, Reyie,vs in Common Branches, Psychology, Science

80 weeks 10 weeks

120 weeks 20 weeks 40 weeks 30 weeks '40 weeks

and History of Education, 160 ,,reeks Natural Science-Geography, including Physical, 20 weeks; Physi­

ology, 10 weeks; B0tany, 10 weeks; Physics, 20 weeks ; and at least GO weeks additional from the following ElectiYe List, viz :­Physiology, 10 weeks; Botany, 10 weeks; Zoology, 20 weeks; Chemistry, 20 weeks; Physics, 20 weeks; Geology, 20 weeks. 1'1inimum aggregate of~atural Science, - 110 weeks Minimum aggregate of English Course, 600 weeks

The Latin Course includes 120 weeks of Latin and only 80 weeks

of ~atural Science, of \vhich 20 weeks will be selected from the elec-

tive list given above. In this course only 20 weeks of English Litera­

ture are required; and Word Analysis is omitted .

The Gennan Course has 80 weeks of German, while the require­

ments in English Language are the same as in the English Course.

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

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

Common Branthes, which in other courses a re deferred until the Junior

year.

81'.{ TB .\"()]I.V.IL SI'IIUU/,, 15

ELEMENTARY COURSE.

FmST YEAR.

Algebra. . llgcbra. {'. S. History. U. S. History .

Physiology. Geography. .\.ri thmetic. English Grammar.

(Analysis.)

Oral Reading. Literary Reading. School ::\Ianage· School Economy. mcnt.

Vocal :llusic. Yocal ~I usic. Drawing. Dra\ving.

Word Analysis.

The statement made above is for quarters often weeks each.

SPELLJXG and\VIUTIXG must he t.akcn bystudentswho are deficient

in these important branches: not only during this first year, hut

whenever such deficiency appears.

0BSEln'ATIOX in the l\Iodcl School aecompaniesthe School Manage-

ment and School Economy.

Plane Geometry.

Composition.

Theory of Teaching.

Civil Govemment.

SECOND YEAR.

Physics.

Physical Geography.

Bookkeeping (Optional).

1Iethods of Teaching.

Practice Teaching. Algebra .

PROFESS!O~'<AL REnEws in common b_ranches, thirty weeks.

Phy~ical Geography, Algebra and Bookkeeping are for ten weeks

only. All others named above continue twenty weeks.

Declamations, Compositions, or other forms of literary and

rhetorical work, Lo prepare pupils to appear in public and express themselves effectively, will he required after the first term of the first

year.

lG STEfR.YS P()J.Y1'

ENGLISH-SCIENTIFIC COURSE.

(Fi1·st t\\'0 years same as Elementary Course.)

JUNIOR YEAR.

Literature. General History ( 5 weeks).

Dra"-ing. Chemistry, E. Zoology, E. Algebra (10 '"eeks.)

Political Economy. Professional ReYiews.

Psychology. Practice Teaching.

SENIOR YEAR.

Literature. General History.

Botany. E. Physiology, E. Rhetoric.

Physics, E. or

Geology, E. History of Education. Solid Geometry.

From the electh·es giYen aboYe will be selected the required

amount of sCience work named in the statement on page 14.

Orations and essays as noted in the Latin Course.

ONE-YEAR PROFESSIONAL COURSE.

Drawing, 20 "·eeks.

Composition and Rhetoric, 20 " ·eeks.

Reviews in Reading, Arithmetic, Grammar and Geography, 40

weeks. School Economy, School La\\', Theory and Methods of Teaching.

40 \veeks.

Practice Teaching, 20 weeks.

Psychology, 10 weeks.

Civics, 10 weeks.

Admission to this Course requires examinations in all the branches

required for a first grade cer tificate, ar,d proof of three years' success­

ful experience in teaching.

STA TP. XOJ!Jf.{L 8f"HOOT..

GERMAN COURSE.

(First and Second years the same ns in Elementary Com>e.)

Jl'XIOR YE.-\.I{.

Literature.

General Hfstory ( 5 \Yccks I.

Drawing.

• German.

Algebra (10 weeks).

Chemistry, E. Zoology, E.

Politicnl Economy.

P~ychology.

Professional Re,·iews.

German.

Practice Teaching.

SE:XIOR YEAH.

Literattn·c.

General History.

Rhetoric.

Germnn.

Botany, E. Physiology. E .

History of Education.

Solid Geometry.

German .

A(h-anced Physics, E. Geology, E.

Essays and orations rrs noterl in the Latin Course.

See also notes on page 28.

17

Students intcnrling to take the German ,)r Latin course are adyiscd

to begin the langnrrge as soon as .80ssible after entering; to this end

the order of studies of the first two war·s will be \'ariccl as may seem

best in each case.

18 STEl"J::.YS POI.Y1'

LA TIN COURSE.

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

word Analysis, and adding Latin in the second year.)

Drawing.

Chemistry, E.

Zoology, E.

Jl'XIOR YEAR.

General History ( 5 weeks).

Algebra (10 weeks) . Latin.

Political Economy.

Psychology.

Latin. Professional Re\'iews.

Practice Teaching.

SE:-iiOR VEAR.

General History.

Botany, E.

Physiology, E.

Rhetoric.

Literature. Latin.

History of Education.

Solid Geometry.

Latin.

Advanced Physics, E.

Geology, E.

Essays or orations will be required during these two years, either

the outgrowth of special work und .. taken in connection with some

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

of the teacher of English.

.'iTA TE SOIIJJ.-11, SCHOOL.

COURSE FOR HIGH SCHOOL GRADUATES.

Drawing.

Algebra (10 weeks). Chemistry, ·E.

or

Zoology, E.

School Economy and

jt:XIOR YEAR.

· School La·w (10 weeks).

Theory of Teaching.

Political Economy.

Psychology. Drawing (10 weeks) .

Professional Reviews.

Practice Teaching.

SEXIOR YEAR.

Literature.

Rhetoric.

Ach-anced Physiology, E.

Vocal Music.

Professional Reviews

(10 weeks.)

Practice Training.

History of Education.

General History.

Solid Geometry.

Advanced Physics, E. Geology, E.

Ad\·anced Botany, E.

19

Orations and essays as noted in Latin Course. GQI-duates who

wish to pursue Latin and German, will be allo,vcd to do so, and

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

ence to each case.

See also notes on pages 28 and 35.

20 87'f:l"KYS PUIST

NOTES ON THE COURSES OF STUDY.

PROFESSIONAL PREPARATION.

SCHOOL EC'O"'Ol\IY.

In the first quarter the chief text is the "Manual of the Element­

ary Course." \Yith this guide the class study the presentation of the

four leading hrnnchcs of study. This is accompanied by frequent

obsen·ation in the Model School, so that pupils are able to see for them­

selves how far the theoretic presentation of each subject is realized in

actual practice. This "·ork should result in quickening the student's

power to sec, make him mot-e critical in all recitation work, and gi,·e

him standards by which to measure the excellencies of the work in all

departments of the school.

In the second quarter the observations are continued, but the

attention of the class is mainly directed to all other phases of n

teacher's work except thnt of teaching.

Care of house and grounds, ventilation, heating, equipment, classi­

fication or grading, making a program, school law, rights and duties

of teachers and school officers, are some of the topics thnt are fully

discussed. THEORY OF TE.\CHING.

During the first quarter an nttempt is made to study the most

obvious facts and laws of mental activity. The several mental "fac­

ulties" or modes of activity are differentiated, the conditions of such

activity in each case and the special services of each considered with

direct reference to illustrations drawn from the pupil's own experi­

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

ln the second quarter the application of the general laws and prin­

ciples studied is made to the common and desirable methods of teach­

ing the se,·eral branches of the common school course. The recitation

is studied with reference to its sc,·eral forms and purposes. It is the

aim to make teachers more intelligent in observation and criticism.

through the use of a hettcr standard of judgment, and more thought­

ful ns to principles governing de\"ices.

.'\TAl'E SONJfAL 8t'HOOL. 21

I'IU.CTICE AXD liETHODS.

During the past year the practice teachers have made plans for their work, being go,·crned by the previous teaching oftbe class and the requirements of the course of study.

After examination of these plans by the director of the practice department, and consultation regarding such modifications as seemed advisable, the student teachers were thro\vn upon their o"vn 1·esources. in charge of their several classes, and held responsible for the results. Visits of the nirector were followed by individual conference with the student, when help is freely gi,·en and recommendations made.

Students usually have charge of a class for a period of ten weeks, but for good reasons the time may be shortened. An effort is made to consider the pt·evious experience of the teacher, and also the future plans, so as to supplement the one or forward the other. In view of the greater number of primary tcachers, and the need of effective super­vision by principals, it is belieYecl that the earlier years of the course are best worth the attention of those intending to teach. At the same time opportunity is not lacking to teach in the upper grades.

This class meets also daily for discussion of specific methods adapted to certain branches and to cet·tain grades. This work is made as concrete as possible by the presentation of exercises by members of the class or by the regular teachers in charge of model grades. These are the usual daily recitation of some class inspected after discussion in the methods class and followed by further consideration.

It is the purpose of this department to help each teacher to grow, by direction rather than correction or snppression. One of the most hopeft1l signs is the voluntary seeking of conferences by practicing stu­dents. A reference to page 16 will show the amount of practice during the first year of the school.

PROFESSIONAL RE\'IEWS.

Thirty weeks of Professional Reviews will afford opportunity for careful discussion under each bmnch of the essentials of the subject, of the order of presentation of topics, of the correlation of one branch and department '"ith another. It also giyes nn opportunity to test the proficiency of a student not only in mastery of a branch, but also of the ways and means of effectiye pres entation. This \York has rela­tion therefore to the department of methods on the one side, ~mel to the scholastic work of the special departments of study on the other.

22 STET"b'lYS POI.\"1'

ENGLISH LANGUAGE AND LITERATURE.

ENGLISH LANGUAGE.

A thorough examination in the elements of the English Grammar

will be required for entrance into the Normal classes. Students will be

required to show knowledge not only of the facts of etymology and

syntax and the essential elements of sentential analysis, but also of the

usual common terms employed to express these facts .

The first term class will spend one quarter (ten weeks) in a careful

review of the main divisions of the suqject, extending the work suffi­

ciently to fit students to speak and write the language correctly, and

to teach others to do so.

In the elementary rhetoric or composition, students will be taught

to discriminate the elements of style, to study carefully the figures of

speech, and the conditions of their effective use. In all classes studying

language, composition will be constantly insisted upon. Short daily

exercises occasionally varied hy larger, broader undertakings, will be

the usual rule. The precept is thus well enforced by example and

application.

The chief ends sought are a knowledge of the structure of the sen­

tence, an appreciation of the elements of style, and the power of pleas­

ing forcible expression of one's thought.

ORAL AND LITERARY READI:\'G.

Twenty weeks a re given to this subject. As much of the first ten

weeks as is necessary will be devoted to the mastery of the principles

of expression and of a correct orthoepy. These will he illustrated in

drill exercises upon suitable selections from standard readers. This

drill will be follo·wed by the reading of masterpieces of English litera­

ture from American and British authors, with the distinct purpose of

creating such an interest as will insure keen appreciation and enjoy­

ment in their perusal. Snow Bound, Miles Standish, Evangeline, Lady

ofthe Lake, The Vision of Sir Launfal, The Great Stone Face, A Chri.st­

mas Carol, Rip Van Winkle and Tales from Shakespeare are some of

the selections to be read. If these are familiar to the class then others

STA TF: XOllJHL S CIIOOL . 23

will be chosen, for always an attempt wi11 be made to adapt the " ·ork

to the individuals of the class in hand. Dnring the course the pupils

will be expected to read for themselves a series of books on subjects of

interest. LIT.ERA'l'l'RE.

Forty weeks enable the student to make long and numerous excur­

sions into the field of literature. To make these so attraeth·e and

interesting that they \Yi1lleave behind them a vivid appreciation of the

beautiful and the powerful and a strong desire to read that which. is

elevating and inspiring, is the chief purpose of the course. That there

may be some continuity in the reading, and that thought may be in a

measure systematic, a text in American and one in English literature

are placed in the hands of the student, but the greater part of the

reading is from the "\Yorks of the writer studied. Representati,·e

writers of each epoch m·e compared, and to the great masters is

given abundant time for an acquaintance with the peculiarities of their

styles and an appreciation of the sources of their charm. Frequent

reviews and c1·itiques are called fur and one or more essays of ample

length are written to embody the results of independent reading. The

text book library furnishes a plentiful supply of classics to draw for

class usc, and the general library is being built up to satisfy the needs

of every indiYidual. Reference books are abundant and are freely used.

Attention is given to pupils personally; and during the latter part of

the year the reading of each student may be independent of the others.

SCIENCE.

ROT.-\XY.

The time giYen to this subject is ~o limited that favorable opportu­

nities will be offered to students who desire to pursue the study beyond

the limits of the course. Each student wiJJ be furnished with a dissect­

ing microscope and instruments for use in the study of the plants

themselves. Fruits and seeds, the germination and methods of repro­

duction in plants, the structure and forms of flowers, leaves, stems and

roots are some of the subjects of investigation in the laboratory.

Upon these topics the library will furnish abundant reading s. The

!H STI:: 1"1>-YS POJ.YT

local flora will be studied iJJ the field so far as practicablt•; and the

classification of flower·ing plants and the more readily recognized of

the flo\verless ;;pecics will be made a part of the course.

In the advanced comse the lines of investigation wilfbe increased

in number and extended further, and pupils will make constant use of

the compound microscope.

l'HYSlCS-ELEME~TARY COl"RSE.

1. This course includes a study of the mechanics of solids, the

mechanics of fluids, simple machines, heat (except calorimetry), and a

short course in magnetism and static electricity.

Regular recitations fiyc times a week, twenty weeks .

2. Parallel with the a hove, and occupying fi vc hours a week, is a

laboratory course required of all students in physics. This work hegins

with a somewhat extended series of measurements, commencing with

the simpler kinds and leading to more careful and exact work with the

balance, micrometer, caliper, verniered caliper, and other instrumentR.

As soon as a reasonable degree of facility and accuracy in the nse of

apparatus is acquired, the students begin the laboratory study of the

principles and laws discussed in the recitations. The laboratory work

is kept as neady as possible abreast of the text-book work.

The apparatus is selected \vit h careful reference to its use by stu­

dents and the supply is being largely increased this season.

ADY.I.NCliD COURSE.

A careful study of heat, including calorimetry, an extended study

of electricity, and a somewhat thorough examination of the elemen­

tary principles of sound and light.

Recitations, discussions and illustratiYe experiments five times a

week. The laboratory is now fairly well equipped with apparatus for

electrical measurements and a considerablcincrcasc in t he stock will be

made before the opening of the fall term, so that it will be possible to

carry out the plan which this department favors, of studying phenom­

ena rather than statements about phenomena.

CHE:\flSTRY-ELE:\IEXTAHY COlTRSE.

This course begins with practice in simple laboratory operations,

such as solution, precipitation, filtering, washing. Following this

ST.! T£' SUU.lf..lf, Sl.'llUUT •. 25

comes a series of expcdments so selcctcll as to gi Ye an insight into the

nature of chemical action and the operation of chemical forces.

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

laboratory. The phenomena there observed and recorded arc ma:de

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

illustrati\·e experiments are also performed. Stndents are thus led

gradually to a familiarity with chemical phenomena, and the >Yay is

opened to an understanding of chemicallmvs.

About fl\·e weeks rleYotcd to the study of the metals and their salts .

• \DYAXCED l GRADUATE) COt:HSE.

Chemicul nnalysis aud the elements of chemical philosophy.

Practice iu the Yadous operations of chemical analysis will be fol­

lowed by the analysis of simple salts, more complex compounds, com­

mercial products, or~:s, etc.

Two hours per day for twenty wcch.

This course is wholly optional in addition to all that is required

for graduation, and is oftered for the special hcucfi t of those who wish

to acquire necessary o.kill in using apparatus and mastery of facts to

enable them to teach the subject acceptably in good schools. 1t is

open only to those who ha YC had the clemen tary course, outlined

above, or its equivalent. ZOO LUG\'.

For the year 1805-li the course will con!iist of a study of types of

each of the sc\·eral groups of vertebrates. It will include (a) a careful

and complete description of the external appearance, lh) dissection

sufficient to exhibit sl>eletal and structuml peculiarities and all the

organs, (c) a stnrly of the development of the animal fr-om the egg to

the adult stage. (d) a study of the habits, tnode of liYing, food, useful­

ness to man, and other matters.

It will be noticed that thi!> plan emphasizes the study of an animal

as a whole, as an organized being, lul\·ing certain definite relations to

other animals and to his surroundings.

GEOLOGY.

(a) The geological forces and the wm·k tj1ey accomplish, ( Geo­

graphic Geology).

26

(b) The study of minerals and rocks, detennination of common

varieties of minerals and sim pie dassificntion of rocks, origin of rocks,

and their relation to soils.

(c) Geological history of North Americn, including n sketch of the

growth of the continent and the development of life ns shown by the

fossil remains in the rocks. A limited amount of field \YOrk will he

undertaken. Daily recitations, twenty weeks.

PHYSIOLOGY.

The course in Elementary Physiology extends through ten weeks.

This includes a study of the skeleton, the tissues of the body, the action

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

section and microscope. Much stress is laid upon the study of the

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

Hygiene is taught as a natural outcome of physiological knowl­

edge, that the pupils may be enabled to comprehend elc~ady the neces­

sity for the observnnce of hygienic laws.

Hereafter to enter this class, students must be p1·epared to pass an

examination on so much of simple anatomy and physiology as is

included in the outline in the Elementary Course of Study for Common

Schools.

PHYSICAL TRAI::\:1:\G.

The work in physical training has these aims:

1. The health and development of the indi,·idual;

2. Ease and grace of motion through mastery of one's self;

3. Preparation of the student to teach simple school gymnastics.

All students are measured at the beginning and end of the school

year, the Sargent anthropometric chart being used for plotting the

mensurements. From these charts indi\·idnal work is prescribed for

symmetry and deYelopment, and to overcome the defects and deform­

ities resulting from nccidental canses, tmhygienic manner of liYing,

faulty seating of school-rooms and sometimes pre\"ious occupation.

The normal classes meet three times a week for regular class work;

which consists, for the young women, of marching. free moyements,

Swcclish military drill, dancing calisthenics. dumb bells, Indian clubs

ST.~ Tl:.' .\'OnJHL SCIIOOL. 27

and wands; for the young men, free moyements and military drill,

work with dumb bells, clubs, wands and all forms of heayy gymnas­

tics. The work is arranged in a varied progressiYe series to meet the

demands of the different classes and to prevent the monotony and laek

of enthusiasm '"hich come from following one kind of work for too

long a time. Two days in the week the students come to the gymna­

sium for individual and prescribed work.

From the practice school classes meet eYery day for drill. Beside

the regular work, pupils having marked cases of spinal cun·ature or

0ther physical deformities are gin~n work adapted to O\'ercoming

their defects. Great stress is laid upon recreative aR well as educa­

tional gymnastics; games are introduced which will de\'elope spon­

taneity, alertness and enthusiasm. 1fuch attention is paid to the

development of rhythm of moYement and co-ordination of muscular

action. (See also page 43.)

HISTORY AND CIVICS.

PREPARATOR\' HISTORY.

Text-Montgomery's Leading Facts of American History.

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

of the most salient facts in American History. Supplementary reading

in the lighter and more interesting books is introduced, but the most

prominent feature of the class work iR drill, by repetition, comparison

and the use of summaries. Especial effort is made to clear the pupils'

minds of vague notions, and to make the facts seem real and rational.

XOR~IAL COl'RSE IX AMERICAN HISTOR\'.

Text-Fiske's History of the l'nited States.

A fair knowledge of American History is required for entrance into

this course. Upon this basis, an effort is made to broaden the stu­

dents' -conception of American History by deeper inquiry into the

causes and results of leading eyents. The general mo\·ements of Euro­

pean history are kept constantly in Yiew; thus the isolation of Ameri­

can history is aYoided. The close connection bet"·een English h~~tory

and our own is made esp~cially prominent. To accomplish these

results, req uirecl readi.ngs constitute a large part, nearly one-half, of

the work. The student thus becomes acquainted with the standard

authorities and obtains that larger outlook OYer the field of American

history, so essential to anyone who teaches the subject. It is hoped

that for one who pursues this study, the routine teaching of a text­

book in history will become an impossibility.

GE.SERAL HISTOllY.

Text-l'vfyers' General History.

A rapid re\·iew of the entire fidel of human h-istory is attempted in

this course. Greek, Roman and Engli~h history receiye the most

attention. The dynastic side of the various periods covered is not

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

religious features of the world's great civilizations are carefully studied.

:.\lore than usual attention is giYen to art and architecture as expres­

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

used for this purpose. Works of reference are used a:;; much as possible,

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

text.

Junior Year-Twenty-fiye weeks.

CO.SSTITUTIOXS.

Texts--Fiske's Civil Government and Dole's American Citizen.

The study oflol·al goyernment in Wisconsin is a prominent fea turc

of this course. This and other parts of the subject m·e made prac­

tical by bringing the class into contact with blank forms for the

usc of town and district officers, official documents, state and

national reports and publications, until the actual workings of

the machinery of government arc understood. A.t the same time, the

broader view is n:Jt neglected. The history of oUl- political institu ­

tions is made the basis of the \York. Comparisons are made between

Ynrious local systems and between our national system and those of

the leading Em·opean governments. The progress of political eyents

the world o\·er is watched, and the student is constantly reminded of

pt·csent tendencies in this department of thought and activity . The

reading room, with its daily papers and magazines, furnishes excellent

illustratiYe material.

87.1 TE XO!l.l/.H, SI'HOUL 29

MATHEMATICS.

One aim of the course in mathematics is to giye the student a prac­

tical knowledge of the subjects taught, and to train him to habits of

careful and accurate thinking. On the pedagogical side the aim is to

draw attention to the best methods of presenting the different topics,

and to the fundamental principles underlying each subject. Thus in

arithmetic the student is taught the artificial character of the Arabic

Notation and how the fund amen tall a \YS underlie the four opemtions;

in algebra he is taug-ht the nature of opposite ·numbers by many con­

crete illustrations, the relation of the quantities of the literal notation

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

is taught the importance of a thorough knowledge of the working

definitions and geometrical axioms and is fnrnished a foundation f01·

the superstructure; and emphasis is laid on the deducti,·e character of

the reasoning. In short, careful attention is paid throughout to fun­

damentals, ir the hope that it will aid the young teacher to better

overcome the difficulties beginners tind .

. -\HITI-DIETIC.

The Normal Arithmetic Class, which studies the subject ten weeks,

reviews very rapidly the earlier portions with special reference to best

methods of presenting this part to beginners, and then studies the

more advanced topics more in detail; such as practical measurements,

proportion, percentage, and its applications. Drill is 6riYcn in the

making and solving of practical problems likely to occur frequently in

the eyery day life of the average person. The student is given much

practice in the analysis of oral problems, and is led to see how some

number is made the unit or base number, and that the whole calcula­

tion proceeds on this assumption. The rnles derived from the three

fundamentalformulLZ of percentage are explained as consistent with

the analysis of the different cases. Also much practice is given in

changing per cents into common fractions and Yicc versa.

Students who show. on entrance, a mastery of this branch on the

scholastic siC<, arc encouraged to take other mathematical or profes­

sional work in its place.

30 8TEl"E.YS POJST

For those who cannot pass satislactory examination at entrance,

a preparatory class is maintained which takes up the stud yin detail of

the more elementary portions of the subject. The chief purpose of this

class is drill to secure accuracy and facility in computation.

ALGEBRA.

The Elementary Course in algebra COYers twenty weeks, and

includes the mastery of the fundamental operations, factoring, frac- .

tions, simple and quadratic equations. The subsequent course takes

11p powers, roots, radicals, and the usual topics of advanced algebra.

GEO>fETRY.

The work in plane geometry extends OYer twenty weeks. It is

intended that in this time all the more important theorems and prob­

lems of geometry commonly giyen will be learned, together with a large

number of original ones, and besides, general exercises which illus­

trate the more important theorems will be solved. One quarter (ten

weeks) in the latter part of the course is devoted to solid geometry.

OTHER LANGUAGES.

LATIX.

The course in Latin embraces three years' work and aims to give

thorough knowledge of grammatical forms, adequate preliminary

training in declensions, conjugations and syntactical principles, also

vocabulary and ability to grasp as a \\'hole the Latin sentence. As a

means to this end daily practice in turning English into Latin, making

authors read the basis of such exercises, and translation by ear, are

used. Cases, modes and tenses are but "keys to the literature, direct

conveyors of thought from mind to mind." In the complete course

there will be read four books of C~sar, seven orations of Cicero,

including that for the Manilian Law, and six books of Virgil. In all

translation, a rendering of Latin into idiomatic English is considered

of first importance; in this work a broader knowledge and better

understanding of English, one of the cardinal aims in all language

study, is gained. The reader of C~sar, Cicero and Virgil must realize

.ST. l"UJ .YUil.V.H, SC/JUOL. 31

that he is already dealing with a great literature. Parnllel readings

in Roman history, biography and mythology are provided for the

student.

Roman pronunciation is followed.

GElOlA:'il.

The two years' com·sc in German aims to giyc the student correct

pronunciation, the essentials of grammar and the ability to apply

them; a vocabulary sufficient for the reading of simple German cor­

rectly and understandingly, practice in the oral and written use of Ger­

manin connection with the text. Se,·eral German poems arc memorized.

At least two plays are read, ("Die J ournalisten," "Minna von Barn­

helm,"" Der ~effe als Onkel," "Die Yungfrau Yon Orleans"); and some

prose, ("Undine," "Die Erhebuug Europas"). In addition to the

required work an clecti,·e class in sight reading is formed to meet once

a week the last half of the second year.

In the selection of readings and other work for the advanced class

attention will be giYcn to the wishes and needs of those high school

graduates who have had two or more years of German.

ARTS OF EXPRESSION.

DIL\\YlNG.

The purpose of this department is first to teach pupils to draw.

Drawing is so taught as to show its practical value in all lines of work.

The course co,·e1·s work in construction, or instrumental and free­

hand mechanical drawing and pattern making; representation, or

pictorial drawing; decoration, or study of design; clay modeling, and

methods of teaching.

All drawings arc made from objects, giving indiYidnal interpre­

tation.

The mechanical drawing is taught after the latest shop methods and

includes both instrumental and free-band working-drawings as well

as pattern making. It is hoped that a Manual Training department

in connection will allow the making of some objects thus drawn.

Representation includes free-hand perspective, which develops into

32 STF:I"E.YS f'(J/.YT

still life sketching in pencil and ink, also charcoal drawing from cast and still life. In connection is day modeling from cast, which deYcl­ops stronger perception of form.

DecoratiYe drawing or applied design is not attempted, owing to the limited time gin~n to the whole course. It is the aim to make pupils familiar with the principles of design, to lead them to appre­ciate proporti(•n, adaptation to purpose, and curntturc of form, through designing useful objects, and to teach something of historic decoration.

l'ntler the methods of teaching, Prang's complete course in dra;v­ing and color is gi ,-en, and work in practice teaching. The relation which this study holds to other subjects is pointed out and much black. hoard drawing is requirecl. Further practice in drawing is gi,·cn in connection with geography and other science classes.

The \York in the :\Iodel Grades is cat-ried out in the same manner as that in the Normal department, being simplified according to age of pupils .

Students are encouraged to take n longer course than the one of forty weeks, and so secure more thorough prcpara tion to teach draw­ing in all school!>. It is the earnest endem·or of this department to develop readier, more ohsen•ant and competent teachers for all kinds of teaching.

PEN :II ANSI-HI'.

One purpose of this \YOrk is to get more legible w6ting among students. Yertieal penmanship is taught, al-l it seems the most natural manner of writing, more 1·eMlablc, easily and quickly executed. Free­dom, arm moyement, drill on letters and words, with thought gi,·en to proportion ancl relation oflettcrs, are means for gaining this encl.

Methods of teaching penmanship will receive time and attention proportionate with the importance of the subject. ~1ore stress ·will be laid on the universal conditions ancl principles than upon any single Rystem ofpenmanship.

YOC.-\.L :lll"SIC.

The purpose of this work is to teach pupils to sing, and to prepare them to teach singing in the puhlie schools. Instruction in the ele­ments of vocal music is ginu daily for a period of twenty weeks during the first year. Attention is given to quality of tone, voice culture, and the cultinttion of a love for, and ability to distinguish, good music. There is, in addition to this class work, daily chr>rus practice for all students in the school for not less than two year!.'. In this class

81:4 TE .YOR.lf.U, Sf'HnOL . 3 3

Loomis's Glee and Chorus Book is the standard text, supplemented by other selected music.

Students who are willing and able to devote more time to music, Jind opportunity for further drill and practice in the Normal Glee Club, and in connection with the usual exercises and entertainments of the school. A thorough teacher giws time and attention to such cases.

The music in the .Model School that has hitherto hecn under the exclusive care of the teacher of this department, will hereafter he made to sen·e the purpose of the practice teachers, giving opportunity to develop power and skill by actual experience in teaching children.

In the Model School the following outline is followed : Pnmary:

1. Study of the Major scale as a whole, inten·als in relation to the scale and to each other.

2. Development of the feeling for rhythm and accent. Use of time­names.

3. Musical notation introduced. The pupils are made familiar with the simple problems of pitch and rhythm, and short melodies ha v­

ing no division of the beat but introducing all the ordinary positions or keys. Fourth, Fifth and Sixth Grades:

Vocal exercises for correct tone production. First Series of Charts and First Reader continued. Yoices classified and two-part music studied. Practice in the various forms of time-measurement; study of chromatic scale. Seventh and Eightlt Grades:

A continuation of yocal exercises. Greater rhythmic difficulties are introduced together with ne'"' chromatic tones. Additional work upon the minor scale, representation of and drill upon the same. Careful attention is paid to correct intonation, articulation, vocalization, the blending of Yoices, the carrying of parts, and the cultivation of taste and style in execution.

SPELLING AND WRITING.

Deficiency in either of these branches is so conspicuous in the case of a teacher, and improvement so obviously in the power of each per­son, that in the Normal School above the Model Grades, no regular classes in these subjects are maintained. Instruction is pro'l'ided, how­ever, for all those Normal students of any grade whose \\rrit.ten work shows serious failure in either of these lines. Attendance upon the class is required only until evidence is gi,·cn of reasonable skill and proper regarrl for such important matters.

34 STEl"ESS rOJ.\"1'

COMMON SCHOOL REVIE;W COURSE.

For the benefit of those who are teaching or are about to teach in the common schools and who seek the opportunity to make bettt>r preparation in the fundamental branches, and to vvhom circumstances forbid a longer course, the following selection of studies for a "Com­mon School Review Conrse" is suggested:

Arithmetic, theory and practice. Algebra, equations of one unknown quantity. Reading, from the side of literature and the library, not forgetting

proper enunciation. Grammar, inclnding sentential analysis and elementary composi-

tion. U. S. Histo;y and Go~·ernment. Geograpl!J', including Plzysical Geograp!ty. P!t_ysiology and Botany. Sdzool J:fanagemmt and school law, with Observation in the Model

School. Accomplishing the year's work outlined above will not hinder, but

will pave the way, for taking up the seri::-ms work of a Normal train­ing; and due credit will be given in a regular course for all work well done.

It is bclicYed that this is a practical selection for many who hold third grade certificates; but it is clear that one who needs to give two quarters to arithmetic will not have time for botany and composition.

For those students who arc compelled to spend some time -in pre­paratory classes, it will be necessary to omit some one of the branches named, and a solid year may still be wisely and profitably spent on the essent-ials of an education.

This is not a definitely recognized course, bn t a selection from the first two years of the elementary course, and may even substitute for those who must, some studies in the preparatory class. It is an experiment to ascertain whether there is a reasonably large number of persons who expect to teach in the common schools '>vho will tmd('r­take such a definite short course. Anothet· purpose is to find out, if such a demand exists, what is the selection best adapted to meet the demand.

The brief course outlined above has been approved by many s·uper­intendents and school officers, whose opinion was sought.

STATE XVJULH, srROOD. 35

IRREGt'LAR (OR SPECIAL) STL"DE:-!TS.

The various subjects mentioned in these courses, in all of which this

school offers instruction, may he classified as follows:

l!ATHE:IIA TICS.

Arithmetic. Algebra. Geometry.

SCIE;~JCE.

Geography. Zoology.

(Natural History.) Fhysiology. Botanv. Fhysics. Chemistry. Geology.

EXGLISJL

Reading. Grammar. Composition. Literature.

PROFESSIOXAL.

School Economy and Obser'\"ation.

Theorv. Practice. Psychology. History of Education.

CIYICS.

U.S. History. Constitutions. Political Economy. General History.

GENERAL.

Writing. Spelling. ·Music. Drawing. Physical Training.

OTHER LA:-<G"CAGES. Latin, German.

In these columns the order is not arbitrary, bnt each except the

last two presents what seems a rational and desirable sequence. Stu­

dents will find it best to take in regular order some one of the different

courses named above. (See pages 15-19.) For the benefit of teachers who have a special object in view, or who

cannot expect to continue in school long enoug-h to finish any course, studies may be selected under the advice and direction of the President.

That is, Htudents may choose from the course with reasonable freedom

such studies as are available, for \Yhich they show suitable preparation.

Such selection will not however be permitted to interfere with the

interests or progress of regular classes.

While those will always be welcome who come only for short

periods, or as observers simply, yet students are advised to make their

plans to stay at least a year, if that is possible. In that time any

methods that might seem novel will have lost their newness, and the

spirit which animates the method may be more fully appreciated.

The longer a student remains in the school, the less, we hope, will be the possible tendency to use certain forms or formulas in teaching, and

to pin one's faith to a certain method or device labeled "Normal;"

and the more clear and distinct from constant illustration will be one's

view of the underlying principles upon which all good teaching rests.

3G STEIBXS POIXT

CREDITS AT THE UNIVERSITY.

The University of Wisconsin publishes the following in the annual

catalogue for 1894-5:

"GRADrATES OF THE STATE NOUJ\1.\L SCHOOLS.

Graduates of the ad\anced courses of the State Normal Schools will be admitted to the University with the rank of Juniors in the English and General Science courses. A special adaptation of these courses has been framed for the purpose of enabling such graduates to utilize as adYantageously as practicable their previous training. .. .... .......... ..

The certified standing of any student in the regular courses of the normal schools of this state will be accepted in the studies which it coyers in place of an examination.

CHANGE IN TERJ\IS OF AD:'.IISSION OF NORl\IAL GRADITATES.

The University began to admit Normal Graduates to the Junior class oft he English and General Science courses in the year 1887. Since that time the terms of admission to these courses have been materially raised, and more recently the demands on students for advanced work have been increased by the requirement of a graduating thesis. The Group System of study has also been in traduced and opportunities for ad Yanced work in all departments have been g1·eatly enlarged. .. ..........

To these new requirements of the University the Normal School courses, necessarily largely professional in their nature, do not seem to be very perfectly adapted. In view of this fact it is not improbable that a change in the conditions of admission of Normal School gradu-ates may be thought necessary in the near future. .. ...................... Ko changes in the terms of admission will'go into effect until due announce­ment has been made."

By request the Board of Regents of Normal Schools at their last meeting, July, 1895, appointed a committee to confer with a similar committee already appointed by the Board of Regents of the Uni­·versity, to consider this whole matter of adjustment of Normal Courses to the University Courses. Should change in such relations occur, due announcement of the fact will be made. In the meantime the advanced Courses of this Normal School will continue to be adjusted so far as possible to the actual needs of Free High School graduates who intend to teach, and the growth if the teacher will be as carefully regarded as the demands of the schoolroom.

37

AD.V\ISSION AND GRADUATION.

l'l~RPOSES OF THE SCHOOL.

The primary objects of the school are stated in the following clause

of the ReYised Statutes, Section 402:

''The exclusi\·e purposes and objects of each normal school shall be

the instruction and training of persons, both male and female, in the

theory and art of teaching, and in all the various branches that per­

tain to a good common school education, and in all subjects needful to

qualify for teaching in the public schools; also to give instruction in

the fundamental laws of the l'nited States and of this state, in what

regards the rights and duties of citizens."

Hence, the school aims to afford professional, literary and scien­

tific advantages to those students who desire to fit themselves for

teaching.

The school instructs students in principles and details of the

branches usually taught in the public schools, with a view to secure

that full mastery which is essential to successful teaching. The teach­

ing in all branches is accompanied by a course of training, which

should cultiYatc systematic habits of thought, and ease and accuracy

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

course of instruction and training will acquire habits and form ideals

that will influence for good his whole career.

\\" I!O SHOCLD BE .\11:\IITTED.

All persons of mature years and serious purpose, whose intention

is to fit thcmseh·cs to teach in the public schools of this state are wel­

come to enjoy the advantages here offered. Candidates for admission

should bring nominations from their county or city superintendent

certifying to their physical health and good moral character, or such

nominations may he obtained after coming to the school. No student

38

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

is there any limit to the number that will be received from any legisla­

ti\·e district.

It is confidently expected that the atmosphere of the school will he

agreeable to those, and only to those, who appreciate their opportuni­

ties and are devoted to the purposes of the school and their own self

improvement. Only such persons as give evidence of profiting by their

attendance at the school and whose character is worthy of appro\·al

will be allowed to remain. Proper supervision will he exercised ovet·

the morals, manners and depot·tment of the students, and they will be

held to strict observance of allneerlful rules and regulations. At the

same time no unnecessary limitations will be imposed upon their free­

dom, while it will cnr be the aim of the school to maintain a high

standard of behavior, such as is characteristic of cultured ladies ancl

gentlemen.

EX'l'R.-\.XCE EX.-\.hllX.-\.TIONS.

Admission to the normal classes may be obtained by taking an

examination as prescribed by the Board of Regents. Such examina­

tions in U. S. History, Arithmetic, Geography, Grammar, Reading,

Spelling and Writing are held at the beginning of each term; and can­

didates, while recei\·ed at any time, are urgently advised to come at

tho~e dates, which are sho\vn in the calendar. l3y so doing they may

begin when new classes are formed and thus adjust theit· work more

readily and satisfactorily. Candidates who have written upon any

regular teachers' examination may ask the superintendent to send

their papers in the first four branches named above, to the president of

the school, who will cause them to be marked in each subject and an

estimate will be made of spelling and writing upon the papers sent .

The t·esult of this examination will be sent directly to the applicant,

who is thus en a bled to take the enteance ex.nmina tion and learn his or

her position in the school before leaving home.

CERTIFICATED TEACHERS.

Teachers holrling first grade certificates are admit ted to the 1'\ot­

mal course: without examination and giYen a credit of one-half year in

ST.{ TE :-·oRJUL SCHOOL. 39

the hranches in "·hich they a;e most proficient. These credits will he

assigned by the president afte1· confe1·ence at the school. It will often

happen that a student can choose more wisely after getting acqua1n ted

with the facilities the school offers, and the standards maintainecl in

each branch.

Teachers holding second grade certificates are admitted to the first

year of the Normal course without further examination.

Applicants holding third grade certificates may be admitted to the

preparatory class without examination and will 1·cceive special credit

in those subjects in which they earn high standings. Pupils holding a

diploma of graduation from the common school com·se, regularly

issued by the County Superintendent, will be admitted to the ReYiew

class (Preparatory) or eighth year grammar grade, as they may

choose. HIGH SCHOOL GRADl'ATES.

Graduates from High Schools having a four years' course are, on presentation of their diplomas, accompanied by proper statement of standings, admitted to the Junior year (or upper course) without examination: ProYided, that any branch of the High School course in which passing standings are not obtained must be taken in class or by an examination at the ~ormnl School.

It will be seen that this allo\YS well-prepared students, by steady application, to complete the Xormal Course and obtain tlie diploma at graduation, in t\\'o years. Some students, whose habits of study are not well enough fixed to carry them along in the freedom of the school, amid frequent attractions outside of class, will require more than two years, while the exceptional, or more matut·e graduates, may sometimes do more than the required ,york in the giYen time, or do all the work in less than the time allowed. In all cases graduation will be determined by the character and amount of work clone rather than by the time spent in the school, and students will be recommended to the Board as candidates for graduation whenever the requirements are met. Stu­dents who finish their course during the year may thus sometimes be able to embrace an opporttmity to teach for a part ofthe year.

Graduates from High Schools having a three years' cour;;e will be credited with one vear's work selected from those branches in \vhich they shall seem to ·ha ye done best '"ork. Such graduat€:s may by close application finish the elementary course and receiye the certificate at the end of one year. If they do not expect to engage at once in teach­ing it is frequently possible to arrange a more satisfactory and profit­able course by disregarding the elementary certification and pushing on directly tu the end of the full conrse. ·

40 STFJT"E.\"8 PUT.\"1'

ADYA:XCED STANDINGS.

Students who show in the classes to which they are assigned such familiarity with the subject and such mastery of expression and of methods of presentation as to make it probable that their time l'an be better employed elsewhere, will he passed from those classes at once and allowed to take up other work. Persons of maturity and of experience will be permitted on favorable showing by examinations, to enter advanced classes and to take, early in the course, the professional work for which they are prepared. At the same time it must be urged that students do not get the best results from their efforts, do not lay any solid foundations for future growth, whose thoughts arc centered on passing quickly, even though creditably, in the subjects prescribed. The best service the faculty can render is as a teaching body, rather than as examiners. The strength of the school lies in its spirit, and the opportunities and facilities offered, and time is an essential condi­tion for all growth. The best students soon learn that they cannot afford to advance too rapidly, losing the advantage of recitation and conference with student!" and teacher.

Students who wish to make special p1·eparation for teaching in certain lines, as in Dr a wing, Science, or Language, will he offered free use of the libraries, laboratories and apparatus; and will be given such assistance and di1·ection by the several teachers as they may need,. and the regular demands of class '<York permit. So far as is possible, such special aims will be considered in assigning practice teaching and directing observation and t·eading.

DlPLO-'lA OR CERTIFICATE.

Students who complete the elementary coun;e or the one year "professional course'', will receive from the Board of Regents a CERl'l­

FIC.-I.TE, which is a license to teach in any common school for one year. When endorsed by the State Superintendent this is equivalent to a limited state cerfijicate authorizing the holder, for a period of five years, to teach in any common school, or to be principal of a high school having only a three years' course. ·

On the completion of either full course, GRADUATES will rrceive a Dll'LO:\fA. This is a license for one year to teach in any public school of the state and when end01·sed by the State Superintendent it b ecomes eq·uh·alen t to a life certijicate authorizing the· holder to tench in any public high school or common school in the state. 'The endorsement of the State Superintendent may be secured upon proof of one year's successful expe1·ience in teaching.

On the completion of the one year ·'common school course" the student \vill receive a statement to that etTect signed by the President. This is not issued by the Board of Regents and has no legal Yalidity,. but is a simple testimonial of effect in~ and commendable work done in the school along the lines specified. \VhateYer valne it shall haYe for the holder will be due to the courtesv of school officers and their confi­dence in the efficiency of the instruct'iou gi,·en and the tests applied at the school.

I I I

BASEMENT PLAN.

,_i.~- -r1_ . ~ I

Borr.En· ~OO>f Ii'tTE"-

-T

p,_, Roo;<: I W.

- ~- --c=, S. B .... SHOWER BATH.

o .. _ .. DRESSING RooM. S •• _ SPONGE BATH.

W ,. WARDROBE fOR MALE, NORMAL.

& Mooa STUDENTS.

W. T, ... WARDROBE & TOILET FO~ MALE T_(ACHER.S:.

T.. TUB BATH.

GYMNASIUM ruL o"~ 69:'-qu

!1

ToU..,oingl',n.,Jc~-~ c · q-.~~.-;-~=o~~:l-.

~ i I S. D • . ,_, I . ---· ~ 7

, r b. t=ifl ·_' ~ I 0 --j J:;0 LGCK.E:R" "ROQlc! S D. ~--"'-! [

1 JU '-' 1 ~

I I ]El[

CO!\R.WO~

· ~;·

HALL ~ nr nr I r:TcH~ n R..u1:. 5 1 PARLOR brNJNO ~ R,_oov.:

L- _ 1 L ~ - - ----~~

1-::-:- c:-1

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Mut•s

BATH ROOM l]

~

STA TF: SOI!JIAL SCllOI}L. 41

GENERAL INFORMATION.

LOCATION.

The sixth State Normal School was located at Stevens Point bv actofthe Board of RcgeutsJuly 22.1893. Ou the 25th of Septembe-r a suitable plan for the building was adopted, ancl on November 3, 1893, the contract was let to E. Bonuett & Son. The building was so near completion that the school was opened, on the day advertised, September 17, 189-!-. The dedication took place October 18, and the regular work of a Normal School has been carried on since with a full corp of teachers and steadily growing attendance. The summary on a preceding page will show from how wide a district students have sought the school, as one or more are registered from twenty-five different counties.

Stevens Point is a citv of over nine thousand inhabitants, on the east bank of the Wisconsi~ River, very ncar the geographical center of the State. It has been for many years the scat of a flourishing lumber industry, and in late years the water power and other natural ad,"an­tages haYe been turned to account in various manufacturing· enter­prises. It is an important station on the main line of the Wisconsin Central Railroad, a little less than half way from :\Iii waukee to St. Paul, and from Ashland to Chicago, and has four daily trains each waY. The Green Bav, Winona & St. Paul Railroad also enters the city, furnishing comu{unication east and west.

Bl'ILDI:-:G.

The building occupies a fine site of fixe acres, fronting on Main Street, in the eastern part of the city. The Public High School and a fine brick Ward School arc in the immediate neighborhood. DuJing this season the In wn has been le,·clled and gh·cn a fine prepant~ry top dressing and a beginning made in beautifying the grounds. ·The building is large, conYcniently arranged and well adapted to the pur­poses of a }iormnl School. It is of Black RiYcr Falls pressed brick, ris­ing above a basement wall of ct-cam colored sandstone with light cream colored terra cotta trimmings.

Beside the fuel and hoiler rooms, the janitor's con \·enient apart­ments and the men's cloak rooms, the hasemcnt contains a playroom

42 Sl'E\T.YS PniST

for the children of the Monel School, the floor of the gymnasium, well furnished bath rooms and dressing rooms adjacent to the gymnasium. The first floor is almost \\"holly giYen to the Model School, except that part occupied by the nppet· portion of the gymnasium. The second floM is occupied by the ?--lormal School propet·; only the science labora­tOt·ics are on the third floor. The class rooms are large, convenient, and the system of mechanical ventilation, controlled by the Johnson Heat Regulator, insut·es a supply of fresh air of suitable temperature, free from sudden changes, so rlangerous as well as annoying. A t•eport made to the Bo:trd of Regents by an expert after a careful test, shows that the air of the entire building may be changed from five to six times an hour, securing abundant ventilation. All these rooms and the corridors are abundantly lighted, and the finish throughout of Georgia pine gins a cheerful, pleasing effect.

LIBR.\RY.

The reading-room and library occupy a light airy room, which is kept open throughout the day. Students are free to draw books or read at any time \Yhen not actually engaged in class exercises. The books are being thoroughly indexed and classified. A complete card catalogue is in cout·se of preparation. This will make all the resources of the library on any special topic readily available for the use of any class. Students may also thus become acquainted with the simplest princi pies of library economy and labor saving devices and plans of library management most genera11y adopted.

The library is free for all students of the school except for the small charge noted below. Care has been used in expending the funds aYailable for this purpose >'0 as to secure the most serviceable collec­tion of hooks for each department of the school. A fair beginning has been made in pedagogy, history, general literature and science, besides a liberal provision of cyclopedias and books of reference, and cxtensi\·e additions to be made in each line during the present season will gi \'e a good working library. Among the volumes already on hand are some valuable public documents and many pamphlets of special sen-ice to the student. About 200 volumes of bound periodi­cals lun·e been obtained, gi,•ing continuous files of some valuable magazines and journals for recent years. In geography, history and political science these will be in constant use.

The reading-room has been maintained by the students and teach­ers for the past year, and has grown steadily in interest and attractive­ne~s. Through the matter thus supplied, the world is bmugh t to our doors and all the latest news and most adyanced thought in various lines of human ncti,·ity.

FIRST FLOOR. PLAN.

--- -.,-,:_ _..--___: _ _::_ - ....,. -r -___,.

I R · f\.ECITATIOK

I Roox · ' "'"""'~ RooxJW: -w.

~ I I I II

REClTATlVN

~' R.oaMC

I

'I .M{ r.j

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Mom:·L ScHOOL· B~oM. 3a.!...2'''A' ~o'-1:l/

L , ~ ----=.-=:: - - --=·-a_----

I \

UPP&:B.,PAI{"l:.

OJ;

$'I',:INAS1Ul,i

COR.R(DOR._

.._ ·:=--..=::{) I ::_-j-=.=:__ -~ I _I__ ---=!

\' ----~~--;: :1

SuPERVISORS I I E._EcEPTIO>f RooM . ·

11!... 5"x tQC4." V•nt»IJl.E .RooM

~

' I

I T .. JOILET FOR MODEL SCHOOL (/,IRLS •.

W ... _WARDROBE~

CLASS ROOM.

Ill' I I

• iJJ•il\t I I !11' I

STATE .YOIIJI.1L SCHOOL. 43

One dollar a yca1· "·ill he collected of each student in the norm:tl ·and preparatory ~la8ses for the maintenance of the reading-room and extension of library facilities.

GY~D!ASIL\J,

The gymnasium, 51-Gx69-6, with a height of 25 feet, one of the largest and best equipped school gymnasiums in the state, has a run­ning gallery WJth inclined track, and is equipped with needed appara. tus for light and heavy gymnastics. This is sufficient in quantity to accommodate the school fully, and in variety embraces all the really distinct and serviceable machines. Beside the usual bells, clubs, wands, there are chest weights in fnll ,-ariety, rowing machine, q narter circle, vaulting bar, jump stand, parallel bars, upright bars, German horse, flying rings, traveling rings, climbing ropes, ha ttle ball, etc. There is also a good supply of the most useful anthropometric apparatus.

This department is under the care of a graduate of the Hemcn\Yay Gymnasium who deYote;; her enti1·e time to physical training and the teaching of elementary physiology and hygiene.

The bath rooms adjacent to the gymnasium are provided with tnb, shower and sponge baths, dressing rooms and lockers. Additions \Yill be made to the bath rooms during the coming ,•acation so as to meet the demand arising in connection with the gymnasium practice. Additional lockers will be provided for both men and women, affot·ding needed facilities at slight cost.

The young ladies prO\·ide themseh·es with the regular simple gym­nasium costume (blouse and diYided skirt), permitting freedom of moYement and healthful activity. This may best be got after reach­ing the school, and will cost about. $.t.OO, a little more or less. acconl­ing to the quality of the material. The director of the gymnasium has been able, by getting several at once, to make the cost, as well as trouble, as little as possible, while securing more satisfactory results:.

For the young men, swea tcrs and tennis-shoes are necessary. The boys in the model school have tennis·shoes for their work.

All students are ('xpected to take the physical training unless rea­sons of health forbid . The physical measUJ·ements taken during this last year reveal not only the call for such attention to bodily condi­tions, but the direct and evident benefit to those \Yho faithfullY and willingly follow the forms of exercise presct·ibed. -

HECREAT!O:O.:.

The students maintain au Athletic Association, open to all inte­rested members of the school. This body manages the home "field day" sports, and on l\lay 23 met the students of La wl-eJJce l' ni \'ersity in rriendlv contest. A foot hall t eam and a Tenni~ Association afford agreeabl~ variety of outdoor spocts.

8TE1"EXS POI.YT

The gymnasium is open a portion of every day for voluntary prac­tice 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 culture, 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 Glee Club, a double quartet, shows a movement in 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 the social nature and quicker sympathies will be found a source of power for the teacher. \Vhile amusement cannot ben. maiu end in an_y vvell ordered life, there seems no reason ''"hy school or teacher should have so little apparent relation with common human lite and its familiar natural enjoyments. l\tlore attention will be given to this matter of social cttlture and suit­able recreation.

BOARDl:-:G.

Rooms for self-boarding may be had in convenient locations. Prices range from fifty cents per week upward, according to location, size and furnishing of the room. Suits of two or three rooms can sometimes be had Yery cheaply. Students are not advised to adopt this methud of self-boarding when any other plan is practicable, since there is a very strong tendency to fall into ways of living not con­ducive to health and vigorous prosecution of the work of the school.

Board and rooms may be had together or separately, at prices ranging from $2.50 to $3.25 Fer week, according to accommodations furnished and distance from the school. When only a few students live in one place, the conditions are much more like those of the family life at home, and favorable to studious habits. For this reason the school discourages placing a large number of students under one. roof. It is not thought advisable, on the whole, for young men and women to board at the same house, and such permission will only be granted in exceptional cases.

Students are earnestly advised to engage single rooms whenever that is possihle, and thu" secure reasonable pri...-acy for themselves , as a most favorable condition of rapid progress and development of inde­pendence and self-reliance.

A list is kept of suitable boarding-places to which students will be directed. Time and trouble may be sa \·ed by writing to the president to secure rooms before leaving home, and then students may go directly from the depot to their rooms. If this has not been done students should come at once to the school, or after 5 o'clock in the afternoon to the residence of the president, -1,03 Pine Street, corner of

SECOND FLOOR. PLAN.

- M ------~-----__..-:: ---~---= I '

DRAWING RoOM

CLAss :RooM 31'-!o"x 25'-JJ('

C":"WI_-=--:. ~.::

CLASS RooM

]gJ

Cv.ss 'RooM:

NORMAL STUDY ROOM 5t!.. \5 11

JC G0!...9''

CORRIDOR

-~~ _1_.:_ _~

liBRARY

AND READING ROOM

·==-==- --=-- ... -=.---

~ I

.1 W ••.. _ WARDROBE FOR fEMALE NoRMAL 8TUOEJHS.

I

~::-}j. - - , :rnc&

W. W:

J DRY I

--~

CLASS ~OOM:

CLAss ~OOM CLAss RooK

ST.tTE LYOR.IIAL 81 EIOOT-. 45

Division Street. Baggage may well be left at the deput until a board­ing place is found. The cost of carriage, including transfer of baggage, will be twenty-fi\·e cents.

EXPEXSES.

Those persons \Yho do not expect to teach but show themselves qualified to enter Xormal classes, and those who do not pass the entrance examinations, are receiyed on the payment of tuition as fixed below:

Normal classes ... ..... .......... .... ......... .... . 75 cents per week. Review (Preparatory) ........................ 40 " " Model School. .................. ............ ....... 15 " "

All books needed, except drawing books and others destroyed in the using, are fnmisheCl by the state and loa ned to the pupils at the following rates :

Normal and preparatory departments ........ . $3.00 per year. Grammar grades ........................................... 2.00 '' Intermediate grades ........ ..... ... ......... ........... .. 1.50 " Primary grades ............ ....... ...... .. .................. 1.00

For the maintenance of the Reading Room, and care of Reading Room and Library,(nowcombined) one dollar per year will be collected of members of the Normal and Preparatory dasses.

In the gymnasium a charge of twenty-five cents per term is made for the use of private lockers for clothing.

There are no other charges or extras imposed by the school. The total expense therefore need not exceed SEVENTY DOLLARS for a term of TWENTY WEEKS, and may be much less.

Sl'GGESTlONS.

The Green Bay, Winona and St. Paul Railroad connects \Yith the Chicago & North-Western system at Merrillan and New London, and with the Chicago, MihYaukee & St. Paul at Centralia. The Wiscon­sin Central connects with the Chicago & North-Western system at Eau Claire, Chippewa Falls and Marshfield, and with the Chicago, Milwaukee & St. Paul at Junction City and Portage. In nearly all these cases there are union depots, with no transfer fees .

Advice regarding best connections will be given on request of any who intend coming to the school.

All specific questions relating to the school ,viii be cheerfully answered; and catalogues and circulars freely sent on application to the President.

STEI'ESS POIS1'

TEXT BOOKS IN USE.

l'RDL-\HY GRADES.

Harper's First Reader, Harper's Second Reader, Easy Steps for Little Feet,

Riverside Primer, Verse and Prose for Beginners. Prince's Arithmetic by Grades.

1:-<TER:UEDL-\TE GRADES.

Harper's Readers, Heart of Oak Books, Hawthorne's 'Vender Book, King of the Golden RiYer, Grandfather's Chair,

Prince's Arithmetics, Frye's Geography, Eclectic Geography, Kormal Music Readers.

GR.-\i\DL-\R GRADES.

Harper'~ Readers, Heart of Oak Books, EYangeline, Courtship of Miles Standish, Lady. of t he Lake, Merchant ot Venice,

Eggleston's U.S. History, Hyde's Lessons in English, l\-faxwell's Advanced Grammar. Harper's Geography, Normal Music Reader, Cooke's AdYancecl Arithmetic.

PREPARATORY CLASSES.

l\Iilne's Standard Arithmetic. Eclectic Geography. Harper's Geography.

Maxwell's Advanced Grammar. Montgomery's American History.

:-<OR:.IAL SCHOOL.

Collins's Algebra. Milne's Standard Arithmetic. Shntts and Van Yelzer's Geometry. Harper's Geography. Tilden's Commercial Geography. Eclectic Physical Geography. Whitney's Essentials of English

Grammar.

Fiske's U. S. Historv. Myers's General Hi~tory. Fiske's CiYil GoYernment. Dole's American Citizen. Spalding's Introduction to

Uotany. Gray's School and Field Botany. Remsen's Chemistry.

.'!1'.4 1'E .YUTIJH T, SCHUUL. 47

Hill's Rhetoric and Composition. Hawthorne & Lemmon's Ameri­

can Literature. Pancoast's Introduction to Eng­

lish Literature. Masterpieces of American Liter­

ature. American Scholar. Lowell's Poems. (Little Classic

ed .) Twelfth Night. Macbeth. Milton's Lyrics. Bailey's Essentials of Reading.

Chute's Laboratory Manual of PhYsics.

Carha;t & Chute's Elements of PhYsics.

Brande's Physiology. Loomis's Glee and Chorus Book. White's School Management. White's Pedagogy. Patrick's Pedagogics. Rosseau's Emile. Elemenhtn• Course of Stud v. Laws of Common School;, Wis-

consin.

GER~.\X.

Rosensteugel's Reader. Collar-Evsenbach, Shorter Course. Ali Baba-. Der Neffe Als Onkel. Einer musz Heiraten.

Roher Als Die Kirchc. Ein Knopf. Undine. Studien t_1nd Plaudcreicn. Die J ournalisten.

L.\TDI.

Tuell'~ First Book in La tin . Allen & Greenough's Grammar. Daniell's Latin Composition ..

Caesar's Gallic War. Cicero's Orations. Harper's Virgil's Aeneid.

TO OUR FRIENDS.

The assistance of l:'uperinteucknts, teachers and school officers in

making known the advantages offered by the ~ormaJ School is fully

appreciated. Due ackno-..vledgement is hereby made on behalf of the

school and of the people thus sen-eel.

48 STET'EXS rni.YT

INDEX.

PAGE.

Admission...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 i

Board ofRegents.......................................................... ..................... 2

Boarding.... ................................................................ ........ .... .... ... .... 44

Building........... .............................. ................................................... 41

Calendar .............. .... ...... ... ...... .... .................. ............. ...... . outside coyer. Certificated Teachers.. ........ .... . .. . ... .. ...... .... .... .. . .. .. . . .. . . .. .. . . ... .... .. .... .. . 39

Certificates .. ..... .... ....... ....... ......... ... ...... ...... ............. ..................... ..... 40

Common School Revie\v .............................................. .. .................... 34

Courses of Study .............................................................................. . 14

·Courses, Explanatory notes on ................................... ..................... 20 Diplomas .......................................................................................... 40

Entrance Examinations ... ..... ...... .... ... .......... .. ... .. ..... .. ...... ...... ........ .. 38

Expenses.... ....... ........... ..................... .... ...... ....... .. .............................. 45

Faculty.... .. .. .............. .... .... ............................................ .................... 3

Free High School Graduates .... .... .... .................. ... ............. ............... 39

-Gymnasium ... ........................... .. .... ................................................... 43

Physical Training................ .. ..... ....... .................................. ... .......... 2G

Professional Work ............................................................................. 20

Library ........ ... . ..... ....... ... ... ... ..... ............. ...... .................... ........... .. ... 42

Railroad Communications ........... ................ .... .............. ... ......... ...... 45

Reading Room .... .. ................ .. .... .. ... ................................................. 42

Recreation ... ............. ... ......................................... .................. ..... .... .. 43

Roster of Students........ ... .. .. ............................................................. 4

·special Courses ................................................................. : .... ........... 35

University, Credit at ......................................................................... 36