WITH Catalogue of Students AND Calendar and Prospectus A ORGANIZATION — OF THE — LI uumm BUSHNELL ILLINOIS, — UNDER — % BY THE STATE OF ILLINOIS. Board of Directors W. J. FRISBEE. G. W. HUTCHINS. SOLON BANFILL. J. B. SPICER. JAMES COLE. W. W. EARNEST. W. M. EVANS. OFFICERS OF THE BOARD. JAMES COLE, President. SOLON BANFILL, Secretary. J. B. SPICER, Treasurer. Chas. C. Chain, Printer, Bushnell, 111. In the spring- of 1888, the present managers leased the buildings and property of the once prosperous Western Normal College, which had then been closed about two years, laid out the general plans which have ever since been followed, and organized an entirely new school. This proving successful, they secured permanent control of the property, built two other large brick buildings, purchased other buildings, increased the fac- ulty from year to year by adding instructors of high ability, and have now gained the remarkable success of increasing the attendance to seven hun- dred annually and of making the Western Normal, Bushnell, 111., known far and wide as a school second to none in the excellence of its work. The school is here to serve the people of to-day — as many of them as possible — by placing within their reach just such educational advantages as they need. Students ask for what they want and get what they ask for. Our courses are fitted to modern needs. Our aim is to produce effi- cient workers, not mere theorists. This is a time in which education is no longer a luxury, but is a necessity to those who seek advancement — a time when our nation is becoming crowded, when competition is becoming sharper, when requirements are so increasing that the farmers, mechanics, physicians, teachers, etc. of thirty years ago could not do the work of to-day. The best energies of this school are devoted to imparting an ed- ucation fitted to the demands of such a time and giving it under condi- tions which will effect the greatest possible economy of time and money for the student and tend most to the formation of true character. 1. Those who want a thorough general education. 2. Those preparing to teach and teachers who desire to review or ad- vance. The training of teachers forms a large part of the work of the school. 3. Those who wish to prepare for special professional schools. 4. Those who desire business training. No school gives better. 5. Those who wish to master shorthand and typewritingor telegraphy. 6. Those who wish thorough instruction in vocal or instrumental music, drawing and painting, or elocution. 7. Any students who desire t<~> mnke use of their summers. 3 There has never been a year since this school was organized during which the general conditions have bien so unfavorable to the prosperity of schools. There has never been a year since this school was .organized during which as much excellent work has been done : in it, ►as many creditable graduates have left it* or as much has been added to its reputation as a stable, reliable, and thorough institution; and the new school year is now opening, at a time when many schools have lost seriously in attendance, with more students than at this time last year and with an outlook for an enrollment that will exceed anything known* in the history of the school. The good work of the school has overcome the unfavorable influence which ‘‘hard times” might naturally be expected to exercise upon the at- tendance. Students are learning more and more of the superior advan- tages of the school . Such work was done by the faculty last year, and all find .their posi- tions in the school so pleasant, that not a change has -been made, and old students will therefore know that the same high grade of work in every ■•^department is certain to continue throughout this present year. Each department has gained in strength; the . work i of all the socie- ties has increased in excellence; the health of the school has been almost perfect throughout the year. The people want ,to find a good school. The essentials of a good school are good teachers, good, pupils, good courses of study, and good facilities. The Western Normal has them all. we know of no school that has better, and for this reason we look for. great .growth during the com- ing year. The First Term began Tuesday, Sept. 5, 1893, and will continue ten weeks. The Second Term will begin Tuesday, Nov. 14, 1893, and will continue ten weeks. The Third Term will begin Tuesday, Jan. 23, 1894, and will continue ten weeks. The Fourth Term will begin Tuesday. Apr. 3, 1894* and will continue ten weeks. The Fifth Term will begin Tuesday, June 12, 1894, and will continue eight weeks. Commencement will take place Thursday and Friday, . July 26 and 27, . . 1894. 4 W. M. EVANS, President. W. W. EARNEST, Vice-Pres. W. M. EVANS, English Grammar and Teachers’ Training. W. W. EARNEST, Arithmetic , Latin . and German. W. T. RINK, Higher Mathematics and Rhetoric. O. E. REYNOLDS, Natural Sciences. MISS BERTHA FRANCES WOLFE, Elocution , Word Studies , and Literature. G. W. DUNLAVY, Geography and United States History. W. E. STIPP, Science of Accounts. E. C. MILLS, Penmanship . MRS. W. M. EVANS, Shorthand and Typewriting. MISS MABEL E. BUNTEN, Drawing and Painting. E. M. WYCKOFF, Piano , Harmony , and Theory. MRS. CIIELLA M. WYCKOFF, Fofce, Piano , Chorus Work, and Italian. MRS. LUNETTE ANDERSON HIGGINS, Telegraphy. 5 The members of Ibis faculty are worthy men and women, strong men- tally and physically, specialists in their respective departments, and en- thusiastic in their work. Each confines his attention to a certain line and the frequent repetition of the same work from term to term rapidly in- creases their skill in presenting the subjects in the best way. The work being so specialized and the faculty being so large, no teacher has too much work. Additions to the faculty are made or vacancies are filled with the greatest care, the one being selected from among all available applicants who seems best adapted to the place to be taken. Such per- sons only are engaged as have made a special study of the branch- es they are to teach and have proved their practical ability by sucesssful teaching. One not acquainted with the facts would suppose that all schools follow a similar plan, but it is not so; many schools make a practice of employing their own students or recent graduates who have had no more extended preparation or experience in teaching, because they can be obtained at low wages. Repeatedly selecting as teachers pupils who have learned only a part of what their instructors knew must result in making the quality of the instruction given very poor. These instructors have made thorough preparation for their work in normal schools, colleges, universities, conservatories, and other special schools, hold high evidences of scholarship, and have had success in teach- ing in other schools. These really very important matters were duly con- sidered in deciding upon their first, employment; yet such recommenda- tions seem to us worth much less than the fact that they have had excel- lent success in the actual work of teaching in this school, thus proving that their personality as well as their education fits them for this work. Specialists but not narrow specialists, students but not mere book-worms, not only scholars but teachers as well, not so much “professors” as doers, with wide experience, sympathetic with their students, harmonious in their action, leading and useful members of the community outside of school as well as good workers within its walls, they form a body of teachers of which any institution would have just cause to be proud. 6 School is in session during four terms of ten weeks each, and one summer term of eight weeks, or forty-eight weeks in each year. This ses- sion, continuous through eleven months of the year, economizes time and practically lengthens life for the student. Those who cannot attend school during the winter find here a school in full operation during nearly all of the summer. Students can review, or advance here during the vacations of other schools. Each regular term has forty-nine working days and the summer term has thirty-nine. Students should be present on the Monday preceding the opening of the term. At 8:46 A. M. Tuesday, the school is organized in the College Chapel, at which time and place all students are accommo- dated with such classes as they want, the place and the time of recitation of each class are fixed, and all other information desired by new students is given. New classes are organized in nearly all branches at the begin- ning of each term. A student may enter at the beginning of any term as well as at the first of the year, or may enter at any time during any term and be sure of finding suitable work, as there are so many classes of dif- ferent grades. The term closes with examinations in all classes on Friday of the last week, generally at the usual hours of recitation. Tfoe School Monday is the weekly vacation, school being in regular session on Saturday. There are no “Blue Mondays” in this school for pupils who have not worked on Saturday because they were tired nor on Sunday be- cause they ought not and come to classes Monday without lessons pre- pared, nor for the teachers who work with them. Students here work till Saturday night, have Sunday for a real day of rest just when it is needed, feel refreshed on Monday, devote a part of the day to recreation and a part to the preparation of Tuesday’s lessons, and open the week’s work the next day with as good lessons as on any other day in the week. This also saves the pupil time by making every hour count. Tne debating sections hold their meetings on Monday evenings and special work of various kinds finds here a day notdevoted to regular work. 7 The first morning- bell is rung at 5:30, and breakfast is served promptly at six o’clock. The first recitation hour begins at 6:45, the sec- ond at 7:45, chapel exercises begin at 8:45 and close about 9:15. Oth6r recitation hours begin at 9:15. 10, 11, 1, 2, 3, 4, and 5. Dinner is served at noon and supper at 6 p. m. Classes in vocal music and special penman- ship meet at 6:30 p. m. During the day, the college bell is rung eight minutes before the time for each recitation and students are expected to be in the class-room ready to begin work before the second ringing of the bell. The college buildings are closed at 10 p. m. The convenience of the student is consulted in every case. Care is taken to fix the hours of recitation so that no two classes desired by any student may be placed at the same hour. All classes recite in the college buildings, the students making their preparation at their own rooms and coming to the class-rooms only at the hours for recitation; study-rooms in the college are always open to students who desire to use them between recitations. The classes of this school are large enough to be interesting, yet hun- dreds of students are not herded” into single classes where they receive lectures, recite only a few times during the term, and never get acquainted with their teachers. We divide classes that exceed fifty. The most of the recitation rooms are upon the first floor of the main college building and their numbers are placed upon the doors. The Com- mercial Flail occupies the upper story in the Commercial Building, which stands just at the rear of the main building. A large amount of first-class apparatus is used in teaching the natural sciences. Few normal schools are as well equipped in this respect. Charts, models, manikins, physical and chemical apparatus, and a well- stocked chemical laboratory are used in teaching geography, natural philosophy, chemistry, astronomy, zoology, and anatomy. A fine set of roller wall maps is also used as an aid in teaching geography. A $600 stereopticon is one of the excellent pieces of apparatus used in the science classes. 8 In the Reading-room just opposite the Public Office is found a refer- ence library consisting of a large number of the very best works of refer- ence, which are intended for the daily use of the students and which have been carefully selected with reference to their value in aiding in the pre- paration of the regular lessons. Daily and weekly papers and the leading monthly reviews are also kept on file here for the use of the students. These books are not taken from the room . In the College Book-store there is a library of history, biography, travel, poetry, and fiction which furnishes an ample amount of the best general reading to supply all of the students with occupation for their leisure time. Books may be taken from this library on Wednesdays and Saturdays and kept out two weeks. If not finished in that time, the same books may be returned and then checked out again for the same time. Text-booKs. The College Book-store is in the basement of the Corner Dormitory on the block north of the main building. Here all books in ordinary use in the classes of tie school may be rented at ten per cent, of their retail price per term. Books that are but rarely used, stationery, books of refer- ence, etc., are sold at reasonable prices. By the plan of renting, the cost of text-books is reduced to a very small amount per term. When books are rented, the full price is deposited with the book-seller, who refunds all but the rental upon the return of the book in good condition at the end of the term . Students should bring with them, for reference use, any good text- books they may happen to have. In many classes, any good text-book may be used. A list of the text-books now used in the college will be found on page 57. We are endeavoring in this hand-book to make the plans of the school as plain as possible, to the end that those who have read it carefully may know beforehand just what the school is and may quickly feel at home on entering. If we fail to make any point clear, write us and ask about it. Do not hesitate to ask freely for all information needed, for you may be assured we will give it cheerfully. That is what we are here for. Moreover, upon entering school you will find every teacher and e rery old student glad to be helpful if you need information and apply to them. 9 1 |egul 'earst? Do Tfje fjolfejg j&te (J ’©arses. COMMON SCHOOL. Any Term Arithmetic Geography Grammar Orthoepy Penmanship Any Term Arithmetic Geography Grammar Orthography Penmanship teachers: Any Term Algebra Zoology U. S. History Reading or Elocution Vocal Music Any Term Algebra Physiology U. S. History Spelling Vocal Music Any Term Algebra Physical Geograpy Civil Government Book-keeping Debating Any Term Plane Geometry Botany Rhetoric Word Analysis Debating Any Term Training Class Physics Rhetoric Drawing Debating SCIENTIFIC. First Term Solid Geometry Physics Latin or German Longfellow Public Second Term Trigonometry Geology Caesar or German Lowell lectures Third Term Analytical Geometry Chemistry Cicero or German Milton given Fourth Term Calculus Chemistry Vergil or German Shakespeare each Fifth Term Astronomy or Surveying Vergil or German Shakespeare term. CLASSICAL. First Term Mental Philosophy Greek Grammar Cicero Chaucer Public Second Term Logic Homer Sallust Spencer lectures Third Term Moral Philosophy Sophocles Ovid Milton given Fourth Term Political Economy HSschylus Horace Shakespeare each Fifth Term • Criticism Philology Tacitus Shakespeare term. IO ELOCUTION. First Term Elocution Orthoepy Geography Longfellow Second Term Elocution Orthography Geography Lowell Third Term Elocution Grammar U. S. History Milton Fourth Term Elocution Rhetoric U. S. History Shakespeare Fifth Term Elocution Rhetoric Arithmetic Shakespeare RE VIE W AND STA TE CER TIF1CA TE. For information, see page 31. BUSINESS. Any Term Book-keeping and Actual Business Spelling Commercial Arithmetic Penmanship Debating Any Term Book-keeping and Actual Business Othography and Commercial Punctuation Law Penmanship Debating Any Term Book-keeping and Actual Business Grammar Letter-writing Penmanship Debating Spec M 0 Diirse > J© I. THE ART COURSE. For further information, see page 37. II. THE SPECIAL PENMANSHIP COURSE. For information, see page 39. III. THE SHORTHAND AND TYPEWRITING COURSE. For information, see page 41. IV. THE INSTRUMENTAL MUSIC COURSE. For information, see page 43. V. I HE VOCAL MUSIC COURSE. For information, see page 43. VI. THE TELEGRAPHY COURSE. For information, see page 47. No entrance examinations are required. Students take what they please; are advised, but left free. Every student is advised to work with a view to the possible completion of some regular or special course, yet nearly any branch may be studied any term without legard to the posi- tion in the regular course which it occupies. Those whose elementary education is not thorough usually begin with the Common School Course; those who have a good knowledge of the ele- mentary branches may begin with the Teachers’ Course or with any spec- ial course; gradua f es of good high schools, with the Scientific Course. The Collegiate Courses form a continuous literary course, the comple- tion of each in order being the natural preparation for the next. A continuous course is best, but one can be taken during parts of several years if necessary to do so. Moreover, a student who already has a good knowledge of some branches of the course he wishes to complete, or who gains it by home study, need not study them again, provided he can pass the required examinations with the regular classes. These ex- aminations are open to all, and all grades of 75 per cent, or higher are re- corded and count toward the completion of the course. Grades from other institutions are accepted at our option. In order to complete any course, the candidate must have been a stu- dent of this school at least two terms, must pass the required examina- tions and take part, unless excused, in the graduating exercises of the school. The Common School Course is regarded as a part of the Teachers’ Course. All other courses are entirely independent. Instead of the analytical geometry, calculus, and astronomy or sur- veying of the Scientific Course, an equivalent amount of language, literature, science, or general history may be substituted. Graduates from the special courses are well prepared for their special work; those from the Teachers’ Course, for teaching in all common schools and nearly all high schools; the Scientific Course gives a good collegiate education, and the Classic Course a quite liberal education. Diplomas are granted upon the completion of any course; the degree of Bachelor of Science is conferred upon the graduates from the Scientific Course, and graduates from the Classic Course receive the degree of Bachelor of Arts. The regular fee for graduation is three dollars. These honors are not bestowed as a reward for merely remaining in the classes of the school for a certain length of time nor for any other reason than the exact fulfillment of all the requirements stated. Gradua- tion is our stamp upon die finished product of our work and is not al- lowed carelessly. The requirements will not be relaxed in favor of any person. Diplomas from this school are growing in value. 12 One dollar per week pays for admission to any of the regular classes, including all those of the Collegiate, Elocutionary, Review, and Business Courses. The shortest time for which tuition is received is from the time the student enters school to the end of the term then beginning or in progress. Fifty cents per week pays for admission to any one regular class. Upon payment of tuition, the student receives a class certificate which he is expected to present to the teacher of each class which he wishes to enter. Sometimes, teachers and other review students de- sire to enter classes merely to observe the work. These should present their certificates and ask to be enrolled as visitors. Tuition for two or more terms in advance may be paid at reduced rates. Tuition it? Special bourses,, ART. Single three-hour lessons $ .75 Ten lessons, one lesson per week 5.00 Twenty lessons, two lessons each week 9.00 Forty-seven lessons, one lesson each day 20.00 SPECIAL PENMANSHIP. One hour each day for ten weeks $ 5.00 Two hours each day for ten weeks 9.00 One hour in special class and two hours in drill classes 9.00 Each additional hour in special classes, per term of ten weeks. . . ; . 4.50 Each additional hour in drill classes, per term of ten weeks 3.00 SHORTHAND AND TYPEWRITING. Course of twenty weeks in Shorthand $17.50 Course of twenty weeks in Typewriting 7.50 MUSIC. {Piano, Voice, Harmony, or Theory.) Ten 30-minute private lessons, one lesson each week .$ 6.50 Ten 50-minute private lessons, one lesson each week 8.00 Twenty 30-minute private lessons, two lessons each week 10.00 Twenty 50-minute private lessons, two lessons each week 12.00 Twenty 50-minute private combination lessons (Piano and Har- mony or Theory, or Voice and Harmony or Theory), two les- sons each week 18.00 Twenty class lessons in Harmony and Theory 6.00 Twenty lessons in Italian, for those taking music 2.50 Twenty lessons in Italian, for those not taking music 4.00 Use of instrument one hour per day for ten weeks 4.00 Lessons in Harmony, Counterpoint, and Composition given by mail. TELEGRAPHY. Entire course, time unlimited $40.00 i3 The price of good board is $1.60 per week, payable in advance from the time of entering until the end of the current term, or for ten weeks or more in advance at any time. Money paid in advance for board will be refunded at any time, pay for the board already used being deducted at the rate of $1.75 per week. For a single week or for any time less than to the end of the current term, $1.75 per week is charged. Our success in furnishing excellent fare at this rate has been such that people frequently wonder how it can be made so good at so small a price. We are assured by those who have had experience at many other places that students are not elsewhere so well boarded at the same price. The ordinary boarding-house grumbling is not known here. Nearly all of the students remain at the dining-hall, although they might leave any day and find good board at reasonable rates elsewhere. The managers of the school and many of the teachers have boarded long at the same tables with the students — some of them as long as five years continuously —because they have found the board entirely satisfactory. For one week in February, the food served at each meal was carefully noted, the superintendent not knowing it, nor any change being made in the ordinary bill of fare; the following report shows, therefore, as nearly as possible, an average week’s fare at a somewhat unfavorable season. Invariable articles of diet are: fresh bread, good genuine butter, and potatoes, served at each meal in unlimited quantities; coffee at breakfast, tea or milk at supper; crackers and syrup at both breakfast and supper. Beside the food already mentioned, other dishes were served for breakfast during the week as follows: Oat-meal (with milk and sugar); pork steak with gravy; cheese; sausage with gravy; oat-meal; pork steak with gravy; oat meal. At the dinners were served the ‘following: Beef, cabbage, pie; beef, turnips, pie; beef, beans, pudding, chicken, gravy, beet pickles, pie; beef, tomatoes, pie; pork roast, gravy, parsnips, pie; soup, beef, cucumber pickles, pie. At the suppers, the following were served: Fried eggs, sauce (with milk and sugar); wheat cakes, sauce; cold beans, sauce; white-cake, dried peaches; hash, sauce; eggs, sauce; cold beef, prunes, cake. / This is rather below than above the average fare and the variety is less than usual. The supplies are good' goods; nothing is used that would not be used in the families of any of the students at home. The food is cooked and served in the very best way. Tuition, board, and room-rent cost $30 for a term of ten weeks. $130.00 in advance will pay for the entire year. By self-boarding 1 , those figures may be reduced to $24 per term, or $115 for the entire year, or even lower. Only the expense of lights, washing, stationery, book-rent, and fuel in cold seasons needs to be added to make the total cost of living here. These minor items may be made very small. There are also many opportunities for those who wish to devote a part of their time to work in part payment of expenses. There are no fashions or customs com- pelling students to spend unneccessarily in order to maintain standing. For the payment of regular tuition, special penmanship tuition, board, or room-rent for two or more terms in advance, reductions much greater than usual interest are made. When paymeat is made for two terms in advance, 5 per cent, is deducted from the bill; for three terms, 6 per cent.; for four terms, 8 percent.; for five terms, 10 per cent. This makes the cost of the best board, the thoroughly furnished room, and tui- tion $57 for 20 weeks, $84 for 30 weeks, $110 for 40 weeks, and $130 for the entire year ot 48 weeks. Remember that inferior, unfurnished rooms are not the ones offered at these rates. When such payments are made and the student leaves school before the expiration of the time for which he has paid, a certificate good at any time in the future will be issued for the unused time. Some schools advertise expenses at rates slightly lower than these, but furnish accommodations so inferior that the majority of their students, in order to get fairly good accommodations, pay for board and rooms elsewhere at higher rates than those advertised by the institution. Such schools are surrounded by numerous large boarding-houses patronized by those who ‘‘can’t stand” the college board. The Western Normal does not claim to be absolutely the cheapest school; yet its expenses are but very few dollars greater tnan those of the very cheapest schools and, when regarded in connection with the excellence of the accommodations furnished, are very low indeed. We do not believe there is any school in which pupils are more thoroughly satisfied with what they get. The total expense in any course may be found by adding to the tui- tion given on page 12 the regular price of board and room-rent for the time spent in the course. i5 The Main Building contains recitation rooms, laboratory, studio, music le«son-room , reading-room,. public and private offices, the chapel, and many students’ rooms 9 ft. by 17 ft. and 9 ft. by 15 ft. These rooms have closets. The Commercial Building, just back of the main building, contains the Commercial Hall, fitted up for book-keeping, business practice, and penmanship work, and a large dining-room and kitchen. The Telegraphy Building, next north of the main building, contains the rooms of the Telegraphy Department and some choice rooms for Students. The Corner Dormitory, across the street north from the last-named, has the College Book-store in the basement, and the two upper stories are occupied by suites of rooms for ladies residences, each suite consisting of a corner sitting-room 12 ft. by 101 ft. and an adjacent bed-room 12 ft. •by 1 \ ft. The Dining-hall Dormitory, just east pf the Corner Dormitory, has in the first story a large dining-room and kitchen and two dormitories above, with rooms 15 ft. by 10J ft. with closets 3 ft. by 6 ft. adjoining. These closets furnish room in each for two large trunks and have much room on shelves and hooks. The President’s Residence, on the east side of the block on which the college is situated, furnishes a residence for several ladies who prefer to be with a private family. The buildings are situated in a pleasant part of the town, six blocks north of the railroad stations, on East Main Street, and are surrounded by beautiful lawns and shade trees. The dormitories are so divided into sec- tions that not more than eighteen students live in any one. All ceilings in dormitories are 101 ft. high. Sanitation. In addition to the fact that Bushnell is on the top of the ridge be- tween the Illinois and the Mississippi rivers and is as healthful a town as any in Illinois, the health of the students is guarded by the most perfect sanitary arrangements. All danger from privies is avoided by a system, admitted by all who inspect it to be the most perfect they have ever seen, which absolutely prevents the entrance of dangerous fluids into the ground and the contamination of the air by noxious gases. Drinking- water is supplied from wells positively known from the most searching chemical analysis to be free from deleterious matter. All slops of every kind are carefully removed, and inspection of the back kitchen yards is as freely invited as of the front college lawns. 1 6 Ma Ihf .0 U I L, D I N f & ml BALL DoRM lTP%y ^Sgj Som.mer.cwu Hall TE.LE.eR.APhy $uildiin/ i7 Rooms are furnished with carpet, stove, coal-box, commode, table, chairs, bowl and pitcher, slop-pail, mirror, bedstead, mattress, straw-bed, blankets or sheets, pillows, pillow-cases, and comfort. Students will need to bring with them only toilet articles and, if in winter, one comfort. The incandescent electric light is furnished at 20 cents per week, a cost to each student of 10 cents per week. If students do not desire to use this, they may provide themselves with lamp and oil at even less cosL The best soft coal is delivered in the coal-boxes in the rooms at cost, or students may furnish their own coal. Coal-tickets, good for one-fourth bushel (one bucket-ful, or 20 lbs.) each, may be bought at the College Book-store. One or more tickets, representing the amount of coal it is desired to order, should be deposited before three o’clock each day, with the number of the student’s room marked in lead-pencil on the back, in boxes provided for that purpose in each dormitory during cold weather. The coal will then be delivered by carriers before night. Enough must be ordered Saturday afternoon to last over Sunday. Ordinarily, two students are expected to occupy one room or suite, but a student may reserve a room for himself by paying double rent. A room in the Main Building costs each student $4 per term of ten weeks or $5, if a corner room; a room in the Dining-hall Dormitory, $5 per term of ten weeks or $5.50, if a corner room; a suite in the Corner Dormitory costs each student $7 per term of ten weeks. Room-rent Is payable in advance. Rooms may be rented for a full term or more in advance at any time or for the time remaining until the end of any current term. When rented for less than ten weeks, the same rates per week are charged. Rooms engaged in advance will be held only until noon of the open- ing day of the term for which they are engaged, unless rent is paid when they are engaged . Violation of the regulations requiring good behavior in the rooms works forfeiture of the right to hold the room and of the room-rent paid. On arriving in Bushnell, students should hold their checks for bag- gage until a room has been selected. By leaving the check then at the College Office, it will cost only fifteen cents to have a trunk brought to the right place. For students desiring to room in private houses, many good places are provided at a cost of from $5 to $8.50 per term. We guarantee that a good room can be found at a cost not to exceed $6 per term of ten weeks. Students rooming in private houses may take their meals at the college dining-halls. Students rooming in private houses are expected by us to observe the regulations of the house in which they room. W. M. EVANS 19 r&fnm&r. Any one who can read can enter the work of this glass, even though he may have never studied grammar before. Because the students are older and the most of them have already a fair knowledge of elementary grammar, this dass moves much more rapidly than beginning classes in the public schools. Those who take it for the sake of review or to study the methods of teaching complete the course satisfactorily in one term; those who begin totally ignorant of grammar find it profitable to take this class two terms in succession. Language drill forms a prominent part of the work, the principles of grammar being applied to the elimination of wrong habits in speech and in^writing and in aiding in the formation of correct ones. Students are trained to make use of dictionaries and of various text- books in making investigations for themselves. v&nced For this class, the student should have as much preparation as that given in the beginning class. Special attention is given to the structure of the sentence and to the nature and relations of its parts. A simple form of analysis is used, very little formal parsing is done, and a simple method is used, many useless distinctions being omitted. Easy parts of the work are passed over rapidly and much time is spent in making clear the difficult points. Much attention is paid to number, case constructions, transitive and intransitive verbs, special verb forms, infinitives, and participles. This is the class for teaclyu’s who wish training for high school and college work in grammar. It is organized every term. Tcac^trs’ Training QI&sS' One-half of 7 the time of this class is given to the pedagogical study of psychology, the principles and methods of teaching, school management, etc. The other half is devoted to a practical study of the Illinois State Course of Study, careful and minute directions being given to the pupil teachers as to the way in which it, is to be understood and used for the purpose of increasing the excellence and efficiency of the schools of which they are to take charge. One term in this class gives about the same amount of professional training as is obtained in five years’ faithful at- tendance at good county institutes. 20 W. W. EARNEST. 21 The work of this class begins with first principles. It is the class for those who have but little knowledge of written arithmetiq, for those who wish to review elementary principles, and for those who wish to learn the methods of teaching this part of the subject. It prepares either for the advanced teachers’ class or for the commercial class. It takes up the fun- damental processes, factoring, fractions, denominate numbers, square and cube root, and begins the subject of mensuration. A class each term. fldvanctd jlrltymetlc. This is the class for those who wish to learn or to learn to teach higher arithmetic. Taking up the work in mensuration, this class completes that subject and proceeds to longitude and time, percentage with its numerous practical applications, proportion problems, etc., completing a very prac- tical and thorough course. The text-book employed was made for the especial purpose of meeting the needs of these very classes and is very full in explanations and in illustrative problems, and has cast out those subjects, found in so many standard arithmetics, which can scarcely be of any use to anybody. This class may be taken any term. The study of this language develops habits of close and accurate ob- servation, furnishes the key to a better understanding of English, gives possession of grammatical principles which are of great value in under- standing any language, strengthens the memory, and involves the study of some of the world’s best literature and history. During the one year of the Scientific Course, a good student learns to read with pleasure and becomes sufficiently independent to go on with the study of the language alone, if necessary. During the year in the Classic Course, more literature and greater facility in reading are gained. Beside the regular classes, others are formed whenever needed. A regular class continues the study throughout the year and others are formed when desired by a goodly number of students. German is the richest of all languages, with the possible exception of the English, in literature, science, and philosophy. It is also the foreigh language of greatest practical importance to Americans. A student who knows Eng- lish grammar and has with a love for the study may so master the lan- guage in a year that it will not be work but a positive pleasure to read it and that considerable ease in understanding and speaking it will be ac- quired. 22 G. W. DUNLAVY 23 © This branch is completed in a course of twenty weeks, the beginning class studying the early history to the time of Madison’s administration and the advanced class that from then to the present. One class is organ- ized each term and both usually are. Much more is required than any one ordinary school text-book gives and students are trained to use reference- books. Men and principles are brought into prominence rather than numbers, causes and results rather than dates and battles. Historical geography receives full attention. The work is directed and systematized by the teacher’s printed outline, which is the students’ guide in this work. Most students in these classes are interested in history as they never were before. The course in geography extends over twenty weeks. For the sake of distinction, one-half is called beginning and the other half advanced geography, though there is little difference in the grade of the work and the beginner may take up the work of either class. Both classes are organized each term unless all desiring to take the branch can be accom- modated in one class. The teacher’s printed outline gives directions for the preparation of each lesson. Any good recent text-book may be used. The climate, sur- face, products, people, industries, religion, intelligence, and government of countries are carefully studied and much of useless detail omitted. American geography receives most careful attention. The government system of surveys is studied and approved methods of map-drawing are taught. No matter how well acquainted with geography teachers may be, they usually learn enough about the teaching of geography in these classes to pay them for taking the course. This branch, most important and not difficult to an American, natur- ally follows history and prepares the student to perform intelligently his duties as a citizen. Classes are organized whenever wanted. Debating is a regular class work in this school. Sections meet once a week and discuss questions previously selected. The work is superintended by an experienced teacher who gives all directions necessary, and gives occasional drills in parliamentary law. Students expecting to complete any course in which debating is required should begin the work on first entering school. 24 W. T. RINK 25 Thirty weeks are devoted to the coarse in algebra and there is usually a class in each of the three grades each term. The beginning class passes over the fundamental operations, factoring, and a part of the work in fractions and the intermediate class begins at the subject of complex frac- tions and passes over to affected quadratic equations, at which point the work of the advanced class begins. Wentworth’s Elements, deservedly one of the most popular works on this subject, is now used and will be continued in use until a new work, even better adapted to the needs of this school, can be published by the teacher in charge of the class. itomelry, © The beginning class spends ten weeks upon the first four books of Wentworth’s geometry, and the advanced class completes the course in ten weeks more. Students are trained to do independent work. Classes are usually organized each term. Regular classes are organized at the times indicated in the course of study. The courses in trigonometry and in the elements of analytical geometry and calculus give a most excellent drill in exact thinking and as much information concerning those branches as is of use to any person who does not expect to make professional application of them — more, in fact, than is needed by any who have no taste for this line of study, and hence the work above trigonometry is made optional. This work is a continuation of that of advanced grammar. Exercise is given in the construction of the sentence in all its varieties, a work nec- essary to the understanding of literary style. Attention is given to the reproduction of both prose and poetry, thus leading from a simple change of the author’s form to expressing the student’s own thought in his own language. Careful attention is given to outlining subjects and using the outlines as the basis for logically arranged discourses. Classes are formed nearly every term. The preparation of original discourses is continued in this class, the work of the student being superintended by the teacher and criticised by the class The qualities of style are carefully studied and reference made to their exemplification in the writings of standard authors. Usually a class is organized each term. 26 O. E. REYNOLDS. 27 A class studies the anatomy, physiology, and hygiene of the human body each term. Our facilities for teaching this branch are very excellent. Charts, stereopticon views, manikins, casts, skeletons, and reference books are used. Careful attention is paid to the study of the effects of alcohol. Botany is taught during the spring, summer, and fall terms. The language of botany is learned and fixed by a systematic analysis and de- scription of plants, of which a record is made. The main facts of plant anatomy and physiology are learned and some drill in drawing is given. Classes in zoology are formed during the spring, summer, and fall terms. It is taught largely by the scientific method of observation and analysis. Here, as in botany, the student is aided in becoming an intelli- gent observer of nature and thus gains an education which will be of use throughout life. The course in this branch requires two terms of ten weeks. The be- ginning class make a study of mechanics, and the advanced class of light, heat, and electricity. In both classes, as great a use of practical experi- ments as possible is made. We have all apparatus necessary for teaching all of the branches. A cl»ss of one or the other grade is formed each term and two classes are often formed. Students can begin with either. Classes are organized only during the terms indicated in the course, unless desired at other times by full classes. Full use is made of the abundant apparatus provided and the students do much laboratory work. A class is organized whenever needed to accommodate a sufficient number of students to form a good class as well as at the regular times. A class is not usually organized except during the regular term. 28 BERTHA F. WOLFE The work of this class is the study of the elementary sounds of the English language, the diacritical marks used by dictionaries to indicate them, and the principles of pronunciation and accent, together with thorough drills on lists of words frequently mispronounced. No one is well educated in English who habitually mispronounces common words, and the object of this study is to correct as many as possible of the errors which pupils may be in the habit of committing, at the same time that they are trained to use the dictionary intelligently- and quickly and acquire a habit of doing so for the purpose ot settling all questions as to pronuncia- tion which may afterward arise. Qrtf|ogf&p|y. Right writing, as the name signifies, is the subject taught in this class. This includes the general rules of spelling, rules for plural and possessive forms, abbreviations, capitalization, punctuation, and letter- waiting. A knowledge of these subjects is among the most necessary qualifications of a good scholar. No student who has not already had thorough drills of this kind should fail to take this class, as well as orthoepy, near the be- ginning of his course in school. No extended drill in spelling is given in this class, but is provided for in another special class. The important subjects already mentioned afford work enough for a term. A class in either orthoepy or orthography is given each term; sometimes classes in both are given. Spelling. This is a drill of about half an hour daily, about one hundred words being written and corrected each day. All who are not excellent spellers should take advantage of this drill. . Word pnalysis. This is the work of getting at the real meaning of English words by taking them apart and studying the original meaning of their parts. After this systematic drill, the same work can be pursued through life with the aid of a good dictionary. The field here opened up is one of wonder- ful interest, surprising to any one who has never before looked into it. For those who cannot take a course in Latin and yet wish to grow familiar with the real meaning of English words, this is the class to enter. It is organized whenever a class is ready to take it. The drift of the whole course in elocution is toward a naturalness 'which shall be the highest expression of truth, an individuality free from all objectionable eccentricities, an originality that can fathom thought and clothe its expression in realislic dress, and a self-reliance that shall call every faculty into healthful ext reise. Who shall say that this is the work of a day, a week, or a month? And yet, while it is the work of a life-time, in the one year’s course of this school, the student can gain a thorough knowledge of the fundamental principles of elocution and also of the art of delivery. The instruction given will include: 1. The Anatomy of Vocal and Respiratory Organs. 2. Exercise in Respiration. 3. Calisthenics, for giving easy action to the joints, pliancy to the muscles, and symmetry to the form. 4. Phonetics, or the science of sounds separately considered, which is the true basis of correct pronunciation. 5. Orthoepy, or the synthetic application of phonetics. 6. Vocal Expression, including exercise in Force, Pitch, Volume, Quantity, Quality, Rate, Pause, and Inflection. 7. Gesture, or visible expression, the special aim being to make it at all times conformable to the thought. 8. The Analysis of Thought. 9. The Philosophy and Methods of Expression, Vocal and Mental. 10. Impersonations and Recitations. 11. Vocal Culture and Facial Expression. For the development of the body, the class in Physical Culture meets twice a week . The work includes exercises of the arms, feet, head, and torso; in bending, poising, standing, sitting, and carriage of the body. Graduation. The course (see page 10) embraces a whole year’s work in elocution together with other branches which form a good general education. The class work in any of the general branches may be omitted, provided the pupil is able to pass satisfactory examinations in those branches. The pupil will be required to take part in public' recitals once each term. This course is free all regular students of the school. 3i The regular classes are well adapted to the wants of those who desire to make a thorough review. If the student feels the need of considera- ble additional work in each branch, he should enter the classes as a regular student, but may take as many as five or six studies per term; or perhaps two new studies may be taken up in connection with three reviews. If, however, the student feels the need of only a slight review of many branches, he may visit as many classes as he desires. In the ways above mentioned, a rapid and thorough review may be made at any time. The summer term of eight weeks, however, is the sea- son during which the largest number of teachers are at liberty, more than half of the school is at that season made up of old teachers, and many of them desire to do a great deal of review work in order to pass county and state examinations, and to prepare in various other ways to rise in the profession. For these, the following special plan has been adopted: The regular courses in arithmetic, grammar, geography, U. S. His- tory, physics, and several other branches require for their completion twenty weeks. Teachers, however, often desire a review of these whole subjects in a comparatively short time. Therefore, during the spring and summer terms, (or during any other term when they are desired by classes of twenty), special institute classes are formed in addition to the regular classes and each subject is thoroughly reviewed in the term of eight or ten weeks, the theory being thoroughly discussed and the work differing from that of the complete course only in the omission of drill-work re- quired in the complete course. These classes do much the same work that is done in the best teachers’ institutes, but do much more of it. Stats Certificates. In the classes of this school, students prepare for all state examina- tions. Life diplomas are worth a great deal because held by so few, yet many more could obtain them by informing themselves and trying. Illi- nois five-year certificates are also worth much more now than formerly, as they are no longer given away without examination to graduates of the state schools. 32 W. E. STIPP. 33 This is nn Actual Business Training-school. We employ the best of talent to conduct the work, use the best system of business training known to the profession, provide all the facilities the student can make use of in gaining a knowledge of business methods, and give commercial students the advantage of instruction in the best normal classes. If any other school is doing any Letter work in preparing young people for business, we do not know where it, is or how it can do it. To the young man or woman who wishes to prepare for commercial life, we wish to say, You may receive promises of almost miraculous success if you will complete the course of some certain school; you may be over- whelmed with a mass of dazzlingly gorgeous advertising matter; you may have it represented to you as a grand thing to have the privilege of receiving instruction in a magnificent many-story building which the school owns or rents a corner in, even if you do have to pay two or three prices in order to pay for the building or rent; but you should be able to see that these things have nothing to do with insuring you a really good education. When young people are seen paying enormous prices for the right to receive, in an upper story of some great building in some city where board and lodging cost twice ordinary rates, the very same instruction that they could re- ceive at half the price elsewhere, one is led to think that Mr. Barnum was right in saying that there are people who insist upon being humbugged. We use the famous Ellis System of Business Practice. This is the most perfect reproduction of actual business life that has ever been de- vised. In fact, it seems that the transactions in which the students en- gage are absolutely identical with those of real business, except that the merchandise is represented by cards and the currency he uses does not pass current outside of the school room. All students work independently of all others, or as much so as in real business; no two have the same set of books; from first to last no mere copying of forms is done, but every entry made in the books represents a transaction already actually performed. Thesludentis guided throughout the course by a cabinet of direc- tions which tells him what to do at each step and refers him cohstantly to the exact points which he needs in the Guide Book, which is the most complete and best arranged manual we have ever seen and which, used as it is, serves much the same purpose as a teacher standing constantly at the student’s elbow to answer questions or warn against errors. The cabinet of directions is one of the admirable parts of this system. Under a glass cover, the student sees full directions for a half-dozen 34 transactions. After performing these, he may turn a button and roll the directions forward a little farther, finding new directions, and so on. He never knows what his next lesson will be any more than a business man knows what trades he will make to-morrow. After he lias performed any set of operations and rolled the directions out of sight, he can never see them again, for the button does not turn backward. This is just as it is when a merchant's customers pass out of his store beyond recall, and the student thus learns just as in actual business to make careful and reliable day-book entries. No two students have the same set of directions. By actual experience the student learns the use of Journal, Day- book, Cash-book, Ledger, invoices, bills, notes, drafts, checks, becomes familiar with the nature of debits and credits, and becomes expert at making out proof-sheets, balance accounts, balance sheets, etc., etc., just as if he were proprietor or book-keeper of some real business firm. The course carries the student on through all of the common kinds of business. He keeps the books of one house for business representing months or years, closes out that business, invests the capital he brings out of it in interests of some other kind, learns the use of a new set of books peculiarly adapted to the concern whose affairs he is administering; when familiar with the usages of that trade, he closes out again and passes to another line of trade, always setting up his new establishment with the funds derived from the next preceding, keeping all claims and remaining responsible for all debts formerly incurred . Thus he proceeds through various forms of retail and wholesale merchandising, sometimes alone and sometimes in partnership, gains experience in the commission business, in real estate, in railroading, banking, etc., learning the books- and methods each; until, at' the end of his course, he is a competent book-keeper pre- pared to take a position in any line of business in which he may find an opening. And, if he has ordinary ability and has employed his time well in school, he will not fail to find one, for the world is still demanding more fully competent workers to fill important places and the one who is thoroughly prepared with a thorough general education and a special business education together, such as he may obtain here, will be able to take advantage of opportunities and will rapidly rise to such a position as his ability deserves, even though he begin as chore boy. Always heretofore we have felt that there was something not alto- gether as practical as might be desired about the methods of business training ordinarily in use in schools, but that feeling has been removed now. The excellence and charm of the Ellis system are such as to stir up enthusiasm, even in those who are very little acquainted with commercial training, as soon as they investigate its merits, and to make a course of business training seem desirable for any one no matter what vocation in life he may intend to follow. The recommendations of the system 35 which are given by dozens of reliable men who have made thorough trial of it are nothing less than surprising in their enthusiasm. If you wish to know more about it, write us for further information and copies of testi- monials. Another feature worthy of mention is the correspondence carried on by the pupils of this school with those of other commercial schools in which the same system is used. This business, being transacted through the post office, gives actual training in doing business with other cities by mail. The Commercial Arithmetic is taught especially for the benefit of students of ihis course and gives a thorough advanced course in business arithmetic, especial attention being given to short and practical methods by which the labor of ordinary computations may be reduced to the minimum and to drills by which accuracy may be raised to the maximum. Commercial Law is indispensable to the business man and, as every man has to do some business and is likely to make serious mistakes if he knows nothing of law, should be regarded as a study ^desirable for any- body. The student is made familiar with all forms of contracts and other legal papers and with the laws of trade. Letter -writing is also taught as a special drill in connection with this course. It is very essential to the business man to be able to write a good letter. The other branches of this course have been mentioned on pages 19, 23, 29, and 39. Remember that no extra tuition is charged in this department. The regular tuition of ten dollars per term will admit you to all the classes of this course and sixteen dollars per term for board, four to six dollars per term for room-rent and about eight dollars for books for the whole course will complete your expense. Remember too that you will here be in a school where there are higher classes and where you will have a chance to measure yourself beside others of greater attainments than your own and to associate with a much more cultured class of students than in an exclusive commercial school. Thoroughly competent graduates can find good positions. All of our graduates who wish positions have them. Of course, we do not guarantee our graduates positions — no reliable school does that; but we can and do aid them greatly in finding places. 3 6 MABEL E. BUNTEN This department has been for some time in charge of a graduate of one of the best schools of art in this country, who is also acquainted with the best methods of teaching art as practiced in several of the best schools. The full course will embrace the following branches: Drawing and Perspective, Still-life Studies in Oils and Water-colors, Portrait Work in Crayon, Pastel Work, Charcoal Drawings, Sketching from Nature, Deco- rative Art, India Ink, and Illustrative Work. Students who complete this course will be able, not only to copy, but also to make for themselves original sketches, drawings, and paintings. The time required to complete the course will vary from one to two years according to the ability and time of the pupil. Students desiring to take lessons in any branch of art but not to com- plete the course may take any number of lessons in any branch they choose, and the instruction will be adapted to their needs. It, should be remembered by regular students of the school who have some taste for art but have not opportunity to take a full course, that much progress can be made by taking a single lesson each Monday. For the benefit of teachers, to whom some knowledge of drawing is getting to be a necessity, and for others who wish to learn something of the art, a drill class in drawing, free to all the students of the school is organized each term. It seems almost wonderful to observe the excellent results derived from devoting one hour a day to this work for ten weeks. Expenses. For the cost of tuition, see page 12. Board and room-rent are fur- nished at the usual rates. (See pages IB and 17.) The cost of paints, brushes, and other materials will vary with the kind and amount of work. 3 8 E. C. MILLS 39 In our drill classes a plain, unshaded, and slightly running hand is taught. Position of the body, of the paper, and of the pen are the first things taught. We teach muscular movement, the easiest and most natural way of writing, by which students write easily and without tiring the muscles of the body or hand, the letters are formed accurately, and the whole writing has the smooth and uniform appearance so much desired by businessmen. Position and movement are the fundamental principles and are insisted upon until correct use of them becomes habitual. Each letter of the alphabet is taken up in turn and analyzed and properly explained by the teacher to the class. Attention is also given to the combining of letters, to spacing, slant, and many other small matters which from time to time suggest themselves to the instructor. There are two or three regular drill classes each term. In our special classes, any branch of ornamental work may be taken. P includes Plain, Running, Shaded-base, Back-hand, and Engrossed Writ- ing, each of which is taught and executed by methods and move- ments peculiarly adapted to their construction. Instruction is also given in Methods of Teaching and Blackboard work. We teach how to make graceful curves, how to shade artistically, how to harmonize tastefully, how to make Scrolls, Quills, Birds, Swans, etc., and how to combine Writing, Lettering, Drawing, and Flourishing in one de- sign so rs to produce an harmonious whole. Engrossing consists of Plain and Engrossed Writing, Old English, German Text, German Round Hand, Lettering, Pen Drawing, and Designing. . Engraving* ■ Is explained, and instructions given for preparing drawings for it. 4 ° MRS. W. M. EVANS 4i The thorough work of this course has deservedly made it one of the most populnr of the school. The system of shorthand used is Cross’s Eclectic which, though much newer than most others in use, is extensively used in amanuensis, court, and general reportorial work on account of its simplicity and brevity, combining as it does the most excellent features of all other systems. It is easier and much more quickly learned than other systems because it has a more simple alphabet, but five vowel sounds, very few exceptions to rules, no letters written out of their natural order, and very few word signs, is easier to write from its similarity to longhand and to read be- cause the characters can be more perfectly formed at a high rate. As the method of individual instruction is used, pupils may enter the class at any time with equal advantage. We make use of the latest style of the Remington Typewriter, thus giving the student practice on the machine in most general use in this country and teaching him a key-board which is in use on several other machines. Real business letters are taken from dictation each day after the stu- dent becomes able to take at a moderate speed, and the letters are returned to the office from the typewriter. Thus the student is daily placed under careful criticism. Beginning Term Shorthand Typewriting German [ Orthoepy Letter-writing Advanced Term Shorthand | Typewriting | Orthography Spelling Office Dictat’n f&da&tlol). A diploma is granted when the student has become able to take 130 words per minute in shorthand, to write 30 words per minute on the typewriter, and has passed the required examinations in the general branches of the course. The great majority of the students of this school have been very successful in filling important positions. See Expenses in special departments, page 12. 42 E. M. WYCKOFF 43 This includes a thorough course founded upon the experience of the modern masters. Special attention is given to the formation and de- velopment of technique in all its phases. Suitable exercises are chosen for the pupil at every stage of his development. Along with this technical development, the musical nature is not neglected, but is culti- vated by a constant study of pieces from the simplest to themosf difficult. The compositions of the masters for the piano may be divided into four great schools for the drill of the piauist: 1. The Polyphonic School , requiring several distinct melodies to be played at the same time with different degrees of power in all voices. 2. The Passage School, or compositions in which passages, runs, etc., compensated for the lack of sustaining power in the old pianos. 3. The Song School, in which the art of making a melody sing is the supreme difficulty. 4. The Virtuoso School , in which power and brilliancy of execution are the chief requisites. Most pianists are specialists, but our aim is to develop an equal pro- ficiency in all schools. Tfjeofetic&I Instruction. This includes a thorough course in harmony, counterpoint, musical form, and composition. (Polka, Waltz, Mazurka, Impromptu, Nocturne, March, Scherzo, Minuet, Rondo, Sonate, etc.) Graduates in the piano department must be able to play, to the satis- faction of the faculty, a few pieces of the great composers in the four schools herein named and must have acquired considerable proficiency in sight singing and harmony. It will take the average student two years to complete the course. Graduates in theory must have a knowledge of harmony, counter- point, and musical form, and must be proficient in sight singing. Expense!., See rates of tuition on page 12, of board on page 13, and of room- rent on page 17. 44 MRS. C. M, WYCKOFF 45 This is a thorough course both technically and musically. Special at- tention is given to developing the voice and to teaching students correct breathing, perfect enunciation of vowels and consonants, and placing the voice. The pupil is taught the music of the masters in the different vocal styles; the Ballad, the German Lied, the Oratorio, the Opera, etc. This language is taught to those who are taking the course in voice culture as well as to others who may desire to join the class with them. This is a drill free to all students of the school and a part of the regu- lar Teachers’ Course. The class devotes to the work a whole hour twice a week, the hour being partly occupied with instruction in theory and partly with drill in singing. Time is taught by a system based upon the feeling of regular pulsations, and tune by the principles of tone relation- ship and also by the “Do, re, mi” system. Music In public Schools. It is now coming to be a common requirement of teachers to con- duct ' 4 the practice of music in their schools of all grades, even in schools in which the lessons are given by a special teacher. Therefore, at times when the class in sight singing is made up mostly of teachers, a course is given which is specially adapted to the training of teachers to conduct such work in public schools. Vocal graduates must be able to sing well a few pieces of the great composers and to give one recital in public with selections both in Eng- lish and Italian from oratorio and opera; they must be proficient in sight singing and able to read Italian. The average student can complete this course in two years. © For rates of tuition see page ^2; of board, page 13; and of room- rent, page 17. 4 6 MRS. LUNETTE A. HIGGINS. 47 The constant building of new railroads and the great extension of our telegraphic system are creating employment for thousands of new operators every year. The operation of a telegraph is not a difficult mat- ter to understand and any one with average ability and the necessary energy can become a good operator. Commercial telegraphy is especially suitable for ladies, as it furnishes pleasant, remunerative, and permanent employment. Two-fifths of the operators in the United States are ladies. The salary paid to an operator in this country is from $40 to $100 per month, according to his skill and the importance of the office. There is always an opening for skilled operators. Students who work zealously and become a little better than the average operator will find places open. We aid our students in every way possible to find profitable positions. Tl|® |JolIf$6 9 In the Preparatory Department, the student is taught to send and re- ceive by sound. Railroad and Commercial Telegraphy, Railroad Station Service, and Electrical Engineering. In the Actual Business Department , to which the student goes when he has completed the preparatory course, he does actual message work, re- ceiving and transmitting messages, receiving pay for them in college cur- rency, and keeping the records the same as in regular offices. Upon the completion of this work, the student is ready to hold a position . The course may be completed in from four to five months. Some few complete it in less time. Students are required to practice eight hours per day and, by diligent use of this time, they can advance rapidly. The student is granted a diploma when he has completed the course, can send correctly, and can receive thirty words per minute. Noschool can have better. The department is furnished in first-class style with all the instruments, apparatus, etc., used in any telegraph office. Expenses* See pages 12, 13, and 17. Business penmanship, vocal music, and debating are free. 4 8 Very t'ew rules of conduct are laid down and these relate to class at- tendance and to the conduct in rooms necessary to give to all full oppor- tunity to pursue their studies undisturbed. Beyond these matters, the general principle applies that each student is expected to be a lady or a gentleman and to observe such morality, decorum, and propriety in all their behavior as are becoming to such characters. Any conduct not in harmony with this requirement is considered sufficient cause for dismissing any student from the school. The school owes its best efforts to those who desire to rise, and will clear itself promptly of any who hinder its progress by foolish or malicious conduct. Those who room at private houses are held no less strictly obligated to good behavior than those in the college dormitories. Those, also, who habitually neglect study will not be kept in school. Any special requests of parents will be observed. Short talks or general lectures on topics relating to manners and mor- als are frequently given by members of the faculty at morn mg exercises. of the student depends upon what he is and what he does, not upon wealth, family, or style of living. Rich and poor are equally welcome; poverty will not prevent any one from rising in his classes and winningthe esteem of classmates and teachers, nor will wealth purchase honor for any one whose behavior does not merit it. Hard students stand high; players and fops receive little admiration. From the first, we have endeavored to make it plain that only such people as have a disposition to do well are invited to the school and we have been so well understood thatthe students form a body of young people to be justly proud of . The social relations of the school are very pleasant, but it is always impressed upon the stu- dent that the college is a place for business before pleasure. is of the best. The high standard of public opinion among the students which honors merit, dignity, and gentle behavior and looks with disfavor upon those guilty of rudeness, coarseness, or any behavior that shows carelessness of reputation or lack of moral principle makes it so. Then, this condition is favored by the location in Budinell, a quiet town with no saloons, and as few temptations as can be found anywhere. Students are encouraged to attend church and Sunday school and many of our teach- ers are actively engaged in the work of these organizations. There are seven churches in Bushnell and students select the ones they prefer. 49 The Normal Literary Society has been in existence several years, and rarely fails to give an entertaining and instructive program and to attract a full audience on Saturday evening. This society is managed entirely by students and offers an opportunity for practice in speaking, reciting, rea- soning, and literary work in general which should nor be neglected by any student who can find time to devote to the work. The Y. M. C. A. has for years had a college organization here in which “the boys” associate for mutual helpfulness in religious and moral matters and for the sake of helpfulness to others. Their devotional meet- ings aie held on Sunday afternoons. A regular course of Bible reading and study is systematically carried on in this society. The Y. W. C. A. has a similar organization which is conducted in a somewhat similar manner. Their meetings are held at 12:30 Sunday afternoon, and they also conduct regular Bible study. The Weekly Prayer-meeting is conducted by the two societies and oc- curs regularly on Thursday evenings at 6:30. The King’s Daughters have an organization, just effected. The students find organizations of the Christian Endeavor, Epworth League, and other similar associations in the churches of the town. . Eptert&inme&ts. Entertainments of real value are abundantly provided. A large num- ber of th9se are free. Among these, are the Saturday evening programs of the Normal Literary Society, the recitals by the Elocutionary and Music classes and displays by the Art Department which are given occasionally, the lectures given near the middle of each term by members of the Teach- ers’ and Scientific classes, the regular term sociables (held in the Chapel, one near the beginning and one at the end of each term), the President’s receptions, and the Picture Sociables given by the Vice-President. These are all valuable social and educational privileges. Other entertainments of the highest order are often offered at ordi- nary prices. The school and the literary society have provided lectures by some of the greatest lecturers of America. A first-class musical enter- tainment or an excellent drama is occasionally presented, but students must remember that not every show that comes to town is worthy, that some are positively degrading, and that attendance at such will lose them the respect of the better class of students and not be countenanced by the management. Those who avoid the worthless will be able to hear the best. Minor entertainments which are altogether worthy are occasionally given by churches, charitable organizations, etc., at very small prices. 50 Inasmuch as we find that each of several schools makes claim, in advertising, to exclusive possession of the very same points of excellence, each in the superlative degree, we are led to suspect that some of them are mistaken. We do not wish to add another to the list of these claim- ants, recognize the possibility that some other school, somewhere, may be doing as good work as the Western Normal and the fact that the majority of schools are doing much good work; yet, we wish to make mention of a few points in the plans and conditions of this school which seem to us to maxe it preferable to those other good schools for the educational needs of most people. Country schools can not do enough for their advanced pupils. Town schools do not do as well as the normal for their pupils, are liable to be failures from change of teachers any year, and are just as ex- pensive to country pupils as is the college. Old-line colleges are behind the times in many ways, are expensive, and are infested by many idle or vicious pupils who go to school “for the name of it” dr are sent by parents. The normal is up with the times and its students are earnest young people who come to school. Many of them have earned their own money, know the value of money and time, and are thus excellent examples for others. Church and state schools are managed by faculties, often. themselves unmanageable and at variance within themselves, and these faculties are supposed to be directed by boards of trustees whose members are scattered through much territory, who were appointed for many reasons other than their practical knowledge of schools, and who have little personal in- terest in the prosperity of the institutions they control. Instructors are appointed through favoritism or from motives of policy and do not easily lose their positions on account of incompetence. The size of their salaries does not depend so directly upon their efforts as in this school and they therefore have not as many motives to work as well as possible. Those entrusted with the expenditure of money are hot likely to administer it as carefully as if it were their own, and incomes from endowments and state aid disappear in high salaries for small services', other useless expendi- tures, and free tuition to favored classes of students, without giving any additional excellence to the school or benefiting the student. Through so unwieldy a management, any changes of plan, no matter how plainly necessary, are effected slowly and with difficulty. This school is managed by two persons who understand all of its affairs, are personally interested in them, devote their whole time to the work, make all necessary deci- sions promptly, employ teachers only so long as they benefit the school, do the best work possible because the school is their only interest and 5i must be good even if making it so involves present self-sacrifice, and ob- tain the greatest possible results from all the means employed. Many schools will speak of their endowments; one hundred paying students are as good as $100,000 endowment, and personal interest and energy some- times are worth as much more. Exclusive commercial schools are narrow, expensive, and usually situated in large cities where the moral influences are as bad as can be. This school gives greater breadth of work and of association at a moder- ate price and places the student under excellent moral influences. State normal schools would like to' have their students educated be- fore coming to them and impart academic instruction only because they must, desiring to confine their work to teaching principles and methods of teaching, regarding theoretical instruction as their first duty. This school expects to educate its pupils and to teach them to teach at the same time that they are receiving their academic instruction, regarding thorough knowledge of the branches to be taught as the first essential. Our gradu- ates have less theoretical knowledge of teaching but broader education, more individuality and independence, and succeed at least as well. Many small local select schools are called normal 'schools. Those who have been acquainted with such normal schools only may not understand the great difference between their advantages and those of the Western Normal unless they investigate the latter. Again, some schools larger than this do poorer work, placing even Hundreds of students in some single classes and employing many teachers whose qualifications are much below what would naturally be expected of schools of such size and reputation. Some schools depict their advan- tages in such glowing colors that students acquainted with all the facts and comparing them with their representation, regard the catalogue as a rare humorous production or work of fiction. Yet they continue to at- tract large numbers, new students supposing the school must be good be- cause so many have been there and their presence in turn attracting others, the school moving forward not by its present excellence but by its acquired momentum. 52 Do you want to do the best you can for your children 1 Of course, we know that you do, and we presume that one of the advantages you wish to give them is the most useful education possible. You are only considering what is best and what you can afford. We believe that it will be more advantageous for nearly all of the young people to whom this catalogue is sent to attend the Western Normal than to use any other means within their reach for promoting their educational interests. Will you, if interested in choosing a school, kindly investigate the plans of this school as set forth in this book with a view of determining whether or not, in your judgment, we are right in this claim? Remember that you may rely on the exactness of all statements, for we have used great care to make them plain and accurate. Had you thought of letting the children attend the country school a while longer f Are they not nearly alone in the upper classes of the home schools? Do they not lack the stimulation to effort which would arise from the friendly rivalry of other students as good as themselves? Are they any further advanced this winter than they were last year or the year before? Is not nearly all of the teacher’s time taken by the younger pupils who form the body of the school, leaving quite short recitation hours for the advanced pupils? Can your district pay a salary large enough to secure, in every case, as able a teacuer as you would like? Are there not home duties and temptations to pleasure which interfere with the studying which advanced pupils should do outside of school? Is the school-house so distant that regular attendance is made difficult, especially for your daughters? In this school, the student has all of-his time, except that which he needs to use for exercise, for school work, has specialists as his teachers in every branch, has long recitations, and strong classes to work with. Keeping a bright student of fifteen or older in the country school is wasting the most of his time. Had you thought of sending to the nearest town schools Do you think it a better school than the Western Normal? Do you think they can advance as rapidly there? Will you not have to pay rates of board and tuition equal to or greater than expenses here? If new teachers have been engaged, is it not uncertain whether that school will be as good as it was last year? Had you thought of sending to a university or classical college f Can they have a six or seven years’ course? If not, the practical course of this school will be worth much more to them than one, two, or three years of the university course. Besides, the most of the preparatory work is better done here than in the preparatory classes of the classical colleges, 53 because these preparatory classes in most colleges are usually left to young students who are thus making their way through the upper classes and to other lower teachers, while we regard the fundamental branches as of the greatest importance and employ the best teachers to teach them. Do you feel that you want to keep them at horned This is perfectly natural, but we do not believe you would, for the pleasure of keeping them near you, deprive them of advantages which you can afford to give ihem and which you know they ought to have. Besides, it will be only a few years until they will leave you in one way or another, and it will be better for them to go well educated. Do you fear to send them away from home alone f We well know that the school cannot fully take the place of the perfect home, but it is made as much like a big home as possible. Students are allowed to lack no needed care; a reliable person superintends each section of the dormitories and sees to it that no disorder exists; experienced nurses are at hand to take care of any case of sickness that may occur; teachers and wives of teachers make themselves the friends of the students and render them many kindly services; experienced ladies among these give their especial attention to the young ladies and make a regular business of seeing that they receive the friendly advice, sympathy, and instruction as to the care of their health which they so frequently need. The management of such daily affairs as are left to the students is a very beneficial experience. Noth- ing will develop strength in young folks so much as being thrown upon their own responsibility, and school-life gives the most of them their first experience in taking care of themselves and gaining that self-reli- ance without which they can never become truly men and women. As t.0 moral influences, you may feel nearly as safe as if they were at home. You have all sorts of people in your home neighborhood; the school is a select gathering of young people who have high aims. All of the good influences usually found anywhere are here and few of the bad ones. No serious misbehavior or immorality has ever in the history of the school disgraced it or its students. Very few occasions for severe discipline have ever arisen. We keep students busy, give them the largest practical measure of liberty, hold them responsible for the right use of it, and find that responsibility develops strength of character. A boy or girl reared to the age of fifteen with right principles will be no more likely to depart from rectitude in school than at home. Yet, you may be sure we will let you know or send your children home if we have reason to believe they are in danger of harm from any evil influence. Are you hesitating on account of the expensed You will see that this is small and should also consider that the real expense caused by sending to school is only the difference between the amount of school expenses and the expense of living at home. This is quite small. 54 To prospective Students. We want students who mean business , who have industry and fixed- ness of purpose, who have a desire to do right and make the most possible of ability and opportunities. If this is your desire, we want you. ‘*Come with us and we will do you good.” Let no one suppose he cannot afford an education. A very poor per- son can get together means to pay for one term of schooling, the educa- tion gained by that will enable him to earn more easily the means to pay for another term, and so on. Don’t think you are too young if you are fifteen and have a desire to learn, or too old, no matter what your age, if you have not lost that desire. Don’t think you do not know enough. You will find others as back- ward as yourself and will find good beginning classes in all branches. “■You can never begin younger.” Begin now. Be present, if you can, at the opening of the term; if you can not come then, come as soon as you can and you will find classes to suit you at any time. Do not waste valuable time waiting for the opening of an- other term. Come prepared to devote yourself wholly to school work , determined to succeed, and disposed to think for yourself. The most of your study- ing will be done at your own room and your success will depend largely upon the wisdom with which you conduct the details of your daily life. At the first of each term, lay out a daily program of study, recitation, re- creation, etc. and adhere to it as strictly as you can. Do not visit other people too much. Have no hesitancy about requesting a loafer to leave your room that you may study; if his friendship is worth having, he will respect you for wanting to work; if not, you would better be rid of him. Do not annoy your room-mate. Remember that good instruction alone will not make a good-scholar of you, that entering college will not make you a student without your own efforts, and that a good excuse will nev- er make up wasted time or a lost lesson. Do not try to do everything in one term. It will pay you best to take only 1 the right number of studies and do the work well. Three reg- ular studies and two drills- -or four regular studies will make full work. Penmanship, vocal music, debating, spelling, reading, drawing, and phy- sical culture are drills. « Remember that any recommendation from us will mean something . See remarks on courses of study, page 11. Our advertising, too, means just what it says. We have a good school and try to represent it fairly, mentioning every important point of information plainly. Read this catalogue carefully and you will un- derstand our plans well; then come to school and you will not be disap- pointed. 55 We are frequently in receipt of letters from old students in which they incidentally express their appreciation of the work of the school. As the following' extracts are from private letters which were written by people who had had no hint that any parts of them would be used for advertis- ing purposes, and who have given no permission for using them thus, no names are given; yet, it will be seen that expressions so selected will show much more clearly the natural drift of thought than if they were from let- ters expressly prepared for such a purpose. (From one who has spent one term in school.) — “After consulting the catalogues of many schools, I believe Bushnell comes nearer suiting my wants than any other. As to myself, I’m sure, of my seven terms’ work, this has been the most gratifying to me. I found in all grades I had re- ceived many good hints while at Bushnell. I can, and do, recommend the W. N. C. to all the young people of my acquaintance who I know are thinking of going away to school.” “It is a pleasure to me to look back over the two years I spent in the Western Normal. I look on them as two of the most profitable, as well as most pleasant years of my life, If it were in my power to sell it, money could not buy the training I got there, morally as well as mentally.” “I have been attending school here this winter, receiving a diploma at the close, graduating in the common branches. I must now look to a higher school where I can push forward according to my desire. Having attended a term at the W. N. C., I know what a school it is and what rapid progress is made there by the students. I do not feel capable of teaching yet, but hope to be able after attending two or three terms at the W. N. C.” “I have been teaching for the last seven months, and must say that the benefit I received from being in your school last year has been of inesti- mable value to me in my work this year. I have done all I could to per- suade others that they should take at least the summer term, that they might see and realize their need of normal training.” ‘ k I am glad to believe that you make special effort to do more than simply to instruct your pupils 'within the narrow lines of their specific studies; that you try to direct them toward high ideals of true and noble manhood and womanhood — to make them really better men and women. I shall ever cherish my Alma Mater , the Western Normal College. May she become a grand institution and an immense power for good in the land.” 56 “You may look for both of us [self and sister] up there winter after next, with one of my pupils*” “I am most certainly interested in your school, and I am glad to hear of its grand success. I tell every one about the school. I am doing all I can for the interest of the school, because I think it deserves success. . My school is progressing nicely. 1 do not know how it could help itself when its teacher has attended two terms at the Western Normal College.” “I always will consider myself well paid in the knowledge that I ob- tained at the Normal, and will heartily recommend the school. I have seen something of the world and a great many people of all kinds, but have never enjoyed being in a crowd of young people as I did the stu- dents at the Normal. There was the best class of young people attending the Normal I ever saw anywhere. I like to speak of this as I appreciate good company.” “I feel that the two terms I spent there have profited me much. I have enjoyed my vacation very much, but look forward with pleasure to the time when I shall take up my studies again. Please send me a cat- alogue. I have given mine all away.” “Although with you but a short time, — five months — I find I am further advanced [in telegraphy] than many students who have attended other schools much longer, which I attribute largely to my thorough training while there.” “My success as a teacher I owe wholly to the the instruction received in your school.” “I have noticed that, while a great many stenographers in the city have great difficulty in getting positions, those who came from the W. N. C. without experience found work at once and have remained with the same firms with occasional advances. This certainly speaks well for the school.” “I think anyone can get value received at the W. N. C. if at any place.” “I feel sure there is no place where I could have received such good instruction and small expense attached to it.” *‘I shall take great pleasure in recommending the W. N. C. to any who think of attending any school. I received many benefits while there, and know it to be even more than you advertise it.” “I can find use for the methods acquired there every day in the schoolroom .” “It is to the training that I received in your school that I attribute my success in teaching.” “I can truthfully say I do not think it can be surpassed.” 57 TiJct-boolfs § ©w in IJsSe Branch. Name of Book. Publisher. Price by Mail from Bushnell. Algebra. Wentworth’s Elements. Ginn & Co. $1.35 Arithmetic. Earnest’s Twice Forty-seven Lessons. Western formal Pub-j lishing Company. | 1.35 Com. Arithmetic. Williams & Rogers. E. R. Andrews. 1.40 Astronomy. Young’s. Ginn & Co. 1.75 Book-keeping. Ellis’s. Ellis Pub. Co. 2.50 Botany. Gray’s. American Book Co. 2.00 Chemistry. Remsen’s. Henry Holt & Co. 1.50 Civil Government. Wright’s. Midland Pub. Co. | .75 Commercial Law. Townsend’s. American Book Co. 2.75 Elocution. Pinkley’s. 1 Western Methodist Book Concern. 1.30 Geology. Le Conte’s. American Book Co. 1.60 Geometry. Wentworth’s. Ginn & Co. 1.50 Grammar. Evans’s. Western Normal Pub- lishing Company. .30 History, U. S. Dunlavy’s Outline. IWestern Normal Pub- lishing Company. .30 History, Gen. j Meyers’. Ginn & Co. | Latin Lessons. New Latin Method. Ginn & Co. 1.20 Mathematics, Higher. Wentworth’s. Ginn & Co. 1.60 Latin Classics. Any Texts. 1 1 1 1 Orthoepy. Metcalf & De Garmo. A. C. McClurg & Co. .35 Pedagogy. Hewett’s. American Book Co. 1.00 Physics. Gage’s. Ginn & Co. 1.40 • Physiology. Martin’s. Ginn & Co. 1.50 Rhetoric. Kellogg’s. Effingham, Maynard & Company. 1.40 Shorthand. Eclectic System. S. C. Griggs. 1.85 Telegraphy. Abernethy. Author. 1.85 Trigonometry. Wentworth’s. Ginn & Co. 1.50 Word Analysis. Kennedy's. Kennedy & Co. .75 Zoology. Packard’s. Ginn & Co. 1.50 Any of the above books may be obtained from the publishers or will be sent by C. S. Earnest, Bushnell, 111., upon receipt of price. including only those who have been in attendance during the one calendar year ending Oct. 1 , 1893. MCDONOUGH COUNTY, ILL. MACOUPIN COUNTY, ILL. Albee, Harry Maxwell. Inez Armour, Hardin Maxwell, Lawrence Allen Rosa McDonald, Bert Arnold, A. Meade, Alice Anderson, A. S. McKinzey, Amanda Bandy, Robert Meng, C. F. Anderson, Jasper Mills, Julia Barnes, Viert Murphy, P. H. Arter Frank Miner, Meredith Barnes, Myrtle Miller, John Barnes, Anna Mull, Minnie Bates, Nannie Nothern, W. O. Berkshire, Anna Musgrove, Ahhie Buckles, Verne Otwell, W. C. Bird, Anna Mullen, Pearl Culp, F. H. Patton, Geo. Blackford, Hattie Miner, J. A. Culp, Mabel Rice, Clarence T. Bricker. Florence Nance, May Combs, I. R. Steidley, Rose Cadwallader, Will Newell, Lulu Davis, S. W. Solomon, Addie Cochran. E. C. Nebergall, Carrie Duckies, Myron Solomon, E. J. Crawford, L. E. Nankivel, Fred Dugger, Jas. Slater, E. W. Crowl, Bertie Pearson, Garnet Edwards, Ella Snell, Cora Durst Cora Payne, W. E. Edwards Wilburn Taylor, R. M. Derks, Ida Pontious, Clifford Flaherty, F. E. Vanbebber, Willie Dodds, E. F. Randolph, Ray Gleason, Jos. Vanbebber, Stella Dodds, Tessa Ricketts, Fannie Hartley, O. C. Ward, Thos. Durham. Loava Richards, Carrie Hettick, Lloyd Wilhite, Austin Durham, Pearl Ricketts, Lucy Hicks, A. R. Woodman, Loy Eymann, Selma Roe, S. Ella Haven, Ben Walker, Jas. A. Ferster, W. R. Ruebush, Harry Hettick, Wilse Whitlock, Clarence Frederick, Myra Graham, Henry Gardner, Bessie Scott, Andrew Scott, J. Fred Smith, C. W. Hinkle, E. E. Haven, Elsie White, D. E. Grigg, Fannie Harris, Blanche Snell, Leona Snyder, Matel FULTON COUNTY, ILL. Hand, Mae Shafer, S. E. Barnes, Willard Nelson, Edna Havens, Albert Spangler, Ira E. Brinkerhoff, Bertha Newberry, C. I. Havens, Rhoda Sperling, Ollie Cook, Geo. Prather, William Haydter, Fragk R. Sperling, Sara Coons, Emma Smith, Flo Herwig, Lizzie Sperling, Leon Danner, H. L. Schisler, B. F. Herring, Della Stewart, Frank Ebbert, Emery Silver Bertha Hunt, Ortha Shafer, Lena Edmondson, Minnie Simonton. Maud Haggerty, Sarah Sperling, Edna Endres, Anna Sprague, L. T. Hughhank, Anna Spiker, Inez Everly, Lizzie Sprenkle, H. W. Eewes, Mrs. G. M. Stice, Sylvia Evans, Louis Sprenkle, L. W. Holden, Hattie Tannehill. Anna Fate, Geo. Schenck, Fannie Hunt, Annie Vertrees, Lillian Foster, Harrison Taylor, Mina Hunter, Alice Walling, Wilbur France, Kersey • Thomson, W. S. Jones, Frank Walters, E. E. Grove, Ethel Turner. Sada Jones, Mary F. Watson, Mary Horton, Rose Tone ray, M. Kepple, William Warntz, Katie Hammond, Leslie Wallick, Richard Jr. King, Eugene Welch, Anna Hobbs, Eliza Warren, May LeMatty. Dayse Welch. Mary Horton, D. A. Weese, Archie Livingston, Chester Wiley, H. M. Knott, Robert Williams, C. C. Loomis. Arthur E. McElvain, Edith Zook. Jessie Lyon, Ona McElroy. G. H. Zigler. Z. T. 59 GREENE COUNTY, ILL Allen, Ollie Anderson, Mena Borlin, Jacob Burleson, Ada Backus, Rosa Canneday, Julius Caswell, Anna Hopkins, Ada G. Johnston, Carrie Johnisee, Frank King, Alfred Morris, Fred Rathgeber, Jacob HANCOCK Anderson, Ella Aldrich, G. W. Ayers, Lula Ayers, Allie Barnaty, W. B. Bross, C. E. Byler, Etta Byler, Alverta Cochran, John Ensminger, Mina Farnsworth, J. I. Jacks, Beecher Kelly, Blair ADAMS ( Reno, Lester Ruyle, Lucian Swires, Bertha Stokes, Lora Short, Jennie Saxton, Jos. Turner, Cora Vanderveer, Hattie Vanderveer, Herbert Whitlock, Dora A Wood, Jessie Ward, Louise Watson, C. L. COUNTY, ILL. Lane, Ollie G. Lockhart, J. L. Lockhart, C. H. McDougall, Mrs. F. L McGill, S. A. McKee, Lotta G. McMahan, B. R. Musseter, Edward Pittam, Clem Ranck, Lester Ranck, N. A. White, Elmer Whitcomb, J. A. BOUNTY, ILL. Aaron, Wm. Aaron, Anna Aleshire, Leonard Beckett, Cora Brosi, Albert Buttz, Ada Cain, C. L. Davis, F. M. Eigent'erg, Anna Gibb, Annie Groves, Daniel Hughes, Alma Hadsell, Roy Inghram, Birdie Jeffery, Susie Likes, Nellie Likes, Lou Lawless, Clay Naderhoff, A. D. Richards, Ella Slipper, G. H. Smiley, Ernest Schwartz, C. W. Thomas, J. L. Vandervoort, Ola Wood, G. M. MASON COUNTY, ILL. Beimfohr, Lena Bishop, L. W. Blakely, Harry Davis, Adeltert Devermann, Wm. Dwyer, Wm. Dwyer, Maggie Harvey, Harry Himmel, Henry Kiesling, Maggie Mahr, Robt. Raridan, Emma Robison, W. W. Tomlin, Bertha* Van Orman, Bertha HENDERSON COUNTY, ILL. Brooks, J. C. Carothers, R. M. Carothers, Eva M. Gibb, David Melkemson, Elvina Musgove,'Cora Porter, Lulu Stewart, Ella WARREN COUNTY, ILL. Atkins, Alberta Livermore, Bert Curry, Lulu Porter, Chas. Birdsall, Chas. Reed, Maud Carter, Chas. Reid, Etta Dilley, Asa Reid, Eva Krohn, Harrison SCHUYLER COUNTY, ILL. Curry, Beulah Sellers, H. D. Curry, Davis Snyder, Ollie King, Wert Snyder, G. W. Legg, Frank Whetstone, Mattie Perkins, C. P. Whetstone, M. Florence Saffer, L. B. TAZEWELL COUNTY, ILL. Black, E. E. Lawler, H. F. Stolz, Fred Woodrow, R. S. Lawler, L. H. SANGAMON COUNTY, ILL. Barker, Wilson Hanna, Mollie Barker, L. E. Walters, Elsie Doolin, John MADISON COUNTY, ILL- Kayser, J. H. Miller, J. E. W. Miller, Lydia PEORIA COUNTY, ILLINOIS. Harlan, J. G. Scarcliff, Chas. Harrison, Frank Snively, H, J. CASS COUNTY, ILL. Caldwell, Katie Spencer, Anna Garner, Gertie Walter, May MACON COUNTY, ILL. Cross, J. J. Morrison, Jay Linthicum, M. C. KANE COUNTY, ILL. Carson, O. A. Himmel, Edward BROWN COUNTY. ILL. Meteer, Horace Wessels, Henry MORGAN COUNTY, ILL. Eagan, Kitty Hyde, Katie PIKE COUNTY, ILL. Hollis, D. P. Main, Clara Anderson, Alma Keokuk County, Iowa. Anderson, Lucy. ..... .Coles, County, Illinois. Aired, Myrtle Scott County, 111. Bell, A. H Kit Carson County, Colo. Bullard, Bert S Logan, County, Illinois. 6o Crooks, Bessie Van Buren, County, Iowa. Caldwell, Carrie Cumberland County, 111. Colton, W. E Ford County, *• Cogswell, Mina Saline County, Neb. Conant, G. U Saunders County, Neb. Chritton, Loie Ford County, Kan. Carroll, Calvin Jersey County, 111. Deaderick, Ernest Missouri. Duff, T. V Jackson County, 111. Engleking, C. F Carroll County, “ Fairchild, H. S Shelby County, *• Gray, Gertrude Knox County, “ Honefenger, Ira Montgomery, County, “ Ireland, Kate Ringgold County, Iowa. McFadden. Geo. N. ..Meagher County, Mont. Maxwell, Anna Iowa. Nagel, A. J La Salle County, 111. Osborne, F. L Whitman County, Wash. Payne, Blanche Henry County, Iowa. Seibel, K. B Bureau County, 111. Stonebreaker, Elsie Woodford County “ Sedwick, E. E Mercer County, 111. Walsh, Jas McHenry, County, “ Wilson, W. S Calhoun County, “ Wade, P. A Grant County, Wis. Se MCDONOUGH COUNTY, ILL. GREENE COUNTY, ILL. Arter, Grace Barber, Lute Kelly, W. W. Lindsay, Elisha Hopkins, C. G. Jackson, Leslie Powell, Thos. Cadwallader, W. H. Cochran, E. C. Markham, W. R. Parks, Mrs. Eva CHRISTIAN COUNTY, ILL. Camp, Anna Pittenger, Clarence Bickerdike, J. A. Irion, A. T. Comer, G. R. Pugh. John Grundy, C. H. King, Ellis Carlin, Harry Crawford, Tiner Roach, Will T. Saenger, Julius WARREN COUNTY, ILL. Dertinger, J. E: Dodds, A. W. Stephens, J. E. Stice, F. S. Rol erts, Grace Roberts, H. B. Tate, Lillie Hagaman, Ezra Wheeler, R. N. BROWN COUNTY. ILL. Heath, F. D. Jacobs, Bert Young, Augustus Reid, Effle M. Taylor, R. A. MACOUPIN COUNTY, ILL. Carver, Katie Adams County, 111. Carter, L. M. Hicks, S. F. M. Campbell. Minnie. — Henderson County, “ Comer, R. L. Jennings, Chas. Burks, F. C Mason County, “ Dilliard, W. W. Loveless, J. B. Dahman, Henry . . . Cass County, “ Drum Ross Sams, P. E. Dunn, C. E Fletcher, E. S. Gillham, F. W. Woolley, Dale Field, Willard Groves, W. S Tazewell County. “ .Montgomery County, “ FULTON COUNTY, ILL. Hitchings, Eliza. . Haggard, R. J . . . Montgomery County “ Perry County, “ Cushman, Lillie Silver, Bruce Johnston, E. A Shelby County, “ Freiley, J. Zimmerman, B. W. Johnston, Emery. Freiley, Z. Newberry, W. I. Zoll, Ross Marlow, S. A McMillen, Thos Grant County, Wis. — Whiteside County. 111. HANCOCK COUNTY, ILL. Osborn, J. M Poley, Orville Madison County, “ Wallowa County, 1 Oregon. Datin, Louis V. Schildmann, H. H. Whitson, Warren Sparks, E. S White, Will C Bureau County, 111 Mason, County, “ HANCOCK COUNTY, ILL. Barnaby, B. W. McNeall. Rosa Fordyce, A. W. White. Elmer MACOUPIN COUNTY, ILL. Burge, R. F. Fletcher. E. S. Loper. O. B. MCDONOUGH COUNTY, ILL. ADAMS COUNTY, ILL. Anderson, Prancy Breiner, J. F. Chambers, Milton Cummings, Ella Dertinger, Jas. Edie, Mamie Fleming, Josie Hagaman, C. E. GREENE Drum, Rufus Guthrie, Katie Guthrie, Lizzie MASON Dimond, G. H. Hukill, Lulu Kelly, Willard Melvin, Nettie McGlynn, Bee Payne, W. E. Scholl, Maude Thompson, Nettie COUNTY, ILL. Turner, E. O. Weir, Rosa B. COUNTY. ILL. Van Orman, Neliie Meteer, Grace Mfisgove, Cora CHRISTIAN COUNTY, ILL. King, E. D. King, W. E. Campbell, Minnie Henderson County, 111. Carbaugh, G. V Carroll County, “ Field, Willard Tazewell County, “ Osborn, Frank Whitman County, Wash. Rankin, J. M Fulton County, 111. Reid, Gertrude Warren County, - 1 Snyder, Ollie . . , Schuyler County, “ 'Stockton, Ida Morgan County, “ Shearer, Lillie Whiteside County, “ I Bartlett, Irvin Hancock County, 111. Bryan, N. A McDonough County, “ Duffy, Harry Madison County, “ Dewey, Curtis Piatt County, “ Gain, W. A Schuyler County, “ Heath, Frank Fulton County, “ Hermann, Curtis Hancock County, “ Harvey, Harry Mason County, “ Herwig, Ghas . .McDonough County, “ Lindsey., 1 Cooper Fulton County, “ Logan, William Fulton County, “ Mansfield, J. L Piatt County, “ McDaniels, John McDonough County, McDonough, John. . .McDonough County, “ McKerney, Michael .McDonough County, “ McKerney, John McDonough County, “ Olson, Peter Fulton County, “ Onion, Joel Fulton County, “ Price, Wesley Scott County, “ Smith, Josie McDonough County, “ Smith, George Fulton County, “ Tasker, E. L Knox, County, Musical Department Aller, Zella Anderson, Alma Aspey, Dusie Baker, Libbie Bird, Anna Black, W. S. Bricker, Florence Brook, J. C. Buttz, Ada Camp, Mrs. J. R. Campbell, Mary Chambers, Milton Chidester, May Collins, V. Estella Culp, Mabel Danner, H. L. Dodds, E. F. Doner, Nina Doner Grace Loomis, Arthur Lafferty, Mary Leard, Laura Lematty, Anna Leopard, Marium Musgove, Cora Manly, Rachie Mariner; Carrie Markham, Albert Markham, W. R. Melvin, Minnie P Moulton, Grace Murphy, Lizzie Newberry, H. E. Nance, Kate Nelson, Mrs. B. E. Overton, Cora Perrine, Hubert Richards, Ella Dunn, C. E. Everly, Lizzie Everly, Ida Foster, Nannie Goeppinger, Lulu Hall, Aletia M. Hanna, Mollie Haven, Elsie Heister, Julia Hendee, Fanny Hickman, Elle Himmel, Ed. A. Hunt; Anna Inghram, Birdie Jackson, Tessie Katzenstein, Selma King, Grace Kinney, Orpha Ridgney, Alta Seibert, Nola Snell, Leona Stice, Sylvia Stiebel, Sadie Streeter, May Swartz, Chas. Taylor, Lissie Toms, Alma Wakeen, Mrs. J. M. Walker, Zoe Walters, Elsie Whetstone, Hattie Willis, Anna Zoll, Mary Zoll, Nellie Zook, Jessie 62 Lucy M. Gardner. B. E. Nelson. Ella E. Walker. John C. Griffith. CLH. Whittier. ir : W. D. Frihley. W. W. Greene. Lavina J. Nichols. I. A. LeMaster. S. E. Shafer. E. F. Dodds. Mrs'. G/Mc Hewes: Clara L. Harrison' Grace King. Anna Parvin. Stella 'Payne. Addie Johnson. Maggie Perrine. Dillie Boozle. Harry Wiley. W. O. Wilson. Getta Humes. Flora Jenkins. Jennie Roberts. Roxy Louden. Hattie Alcan. Lucy Holloway. John C. Haines. M. J. Loveless. Selma Eymann. Annie Welch. Chas. W. Collins. G. W. Nichols. Maude S. Sparks. Lucy Harris. Ulysses S. Towse. Rachel Shrader. Te&cfyer$* Course. 'v Ira C. Young. H. H. Slater. E. E. Woolley. G. W. Solomon. H. W. Doty. Anna Maxwell. May Herwig. Frances Neeland. Tessa Dodds. William Spangler. Clara Boring. Frank H. Culp. Wm. E. Gardner. Nellie A. Waggoner. W. W. LaRue. C. F. Engleking. -Elocution Course. i LulmE. Hukill. Elsie Walters. ■> T v. Lucy M. Anderson. 'So Mary Campbell. Matel A. Yearick. Mrs* LUra C. Camp. : Lizzie M. Everly. Alma V. Anderson. Libfcie Baker. Lola McElvain. Anna Pohl. Mrs. M. A. Simpson. Fannie Thompson. Emily Hale. Mollie McDona’d. Emma Elliott, Lavina Nichols. Minnie Wilkins. Nellie Waggoner. Eugene Winkler. John L. Wiley. Lulu Barnes. Lottie Chritzman. Elsie Ervin. L. W. Himmel. Mary MeLarty. Clara Dugan. E. Himmel. Eva Lyman. Ella McDonald. Hattie Durst. Lucy Gresham. Homer Working. W. T. Morrison. Mrs. Ethel Haas. Emma Harris. E. F. Dodds, A. E. Loomis. S. E. Shafer. \ Zada Goeppinger. Ira Spangler. Maggie Dwyer. Roberto Armstrong. L. B. Saffer. Allen T. Irion. Albert Havens. Rose B. Steialey. Cora Overton. Elle Hickman. W. S.. Black. Itiflga Annie Newcomb. Rose Robinson. Fred Shoop. Frank L. Osborne. Olive Snyder. John M. Rankin. W. W. Kelly. Ellis King. Willard King. Lula E. Hukill. Rose B. Weir. John Breiner. Gaylord Dimond 63 '© Rose B. Steidley. Nellie Houseworth. Commerc -o Walter H. Sperling. M. L. Guernesev. Annie Welch. Fred Shoop. O. B. Loper. Will Duckies. Henry Pickens. W. M. Baker. R. S. Newbold. Rose Weir. Grace Streeter. Pearl Langley. S. F. Hicks. Willard Field. H. B. Slater. S. E. Whitaker. H. J. Heal. C. M. Nance. W. W. Dilliard. Grace Roberts. F. L. Osborne. W. W. Greene. S. E. Ruyle. Chas. G. Hopkins. Anna Camp. A. W. Dodds. J. B. Loveless. Dale Woolley. L. M. Carter. O. J. Poley. fp fye Western formal ^eacfyers’ sA^enc y. The Western Normal obtains a large amount of information concern- ing desirable positions for teachers and uses it for the benefit of worthy students. Those who have been good students, who have acquired suffi- cient education, and whose conduct in school has been so creditable to themselves that we have good reason to believe that their future work will be creditable to the school are recommended to school boards for such positions as they as they are prepared to fill. Competent students may feel quite sure of finding good positions, for our experience has been that we have not been able to fill all the demands made for good teachers. No commission is charged for these services, except a fee of $2.50 paid by those who secure positions, merely to defray the expense of correspondence. A.11 present or former students of the school who are fully prepared for teaching and who wish better positions are requested each to tell us what kind of a position is desired and the very lowest salary that will be accepted. Similar services are rendered graduates of the Commercial, Shorthand, Telegraphy, and other departments. School boards desiring good teachers should wrfte us early, stating the kind of a place to be filled, the kind of a teacher desired, and the sal- ary that will be paid a satisfactory teacher. It will be profitable to do this, for we have many excellent teachers within reach and will send out none whose success seems doubtful, for failure on their part would be damaging to the reputation of the school. 6 4 Alge’ ra 25 Apparatus 7 Arrangement of Classes 7 Arithmetic 21 Art Department 37 Advertising 50, 51 and 54 Advantages 50 and 51 Botany 27 “Blue Monday” 0 Board of Instruction 4 Board 13 Buildings 15 and 16 Bible Study 49 Bushnell 15 and 48 Chemistry 27 Civil Government “3 Calendar 3 ( lasses, Arrangement of 7 C ourses of Study 9, 10 and 11 Commercial Department 33, 34 and 35 Catalogue of Students 58 to 61 Churches 48 Church Societies 49 Church Schools 50 Country Schools 50 and 52 Commercial Schools 51 Degrees 11 Day, School 6 Debating 23 Expenses 14 and 53 Entertainments 49 Elocutionary Course 30 Ellis System 33. 34 and 35 Faculty 4 and 5 Graduates 62 and 63 Geology 27 Graduation 11 Grammar 19 German 21 Geography 23 Geometry 25 History of School 2 History, U. S 23 Higher Mathematics 25 Institute Classes 31 Instructors 4 and 5 Instrumental Music 43 Italian 45 King’s Daughters 49 Latin ■. 21 Libraries 8 Literary Society 49 Lectures 49 Normal Schools 51 Mormal Atmosphere 48 and 53 Musical Department 43 and 45 Old-line Colleges 50, 52 and 53 Outline of Work 19 to 47 Opinions of Old Students 55 and 56 Orthography 29 Orthoepy 29 Ordinary Week’s Fare 13 Organization of School 6 Penmanship 39 Physical Geography 27 Physiology 27 Physics 27 Purpose 2 Parents, To 52 and 53 Picture Sociables 49 Prayer Meeting 49 Prospective Students, To 54 Review Course 31 Rhetoric 25 Regular Courses 9 and 10 Reading-room 8 Recitation Rooms 7 Remarks Concerning Instructors 5 Review of Past Year 3 Rooms, Recitation 7 Rooms and Room-rent 17 Recitals 49 Receptions 49 Sanitation 15 School Year, Term, Week, Day 6 and 7 Special Courses 10 Spelling 29 Shorthand and Typewriting^. 41 School Government 48 Social Standing of Students 48 Societies 49 Studies 19 to 47 Summer Term .\ 31 State Certificates 31 Special Penmanship 39 Summary of Expenses 14 Sociables, Term 49 Sunday Schools 48 State Schools 50 Term, School 6 Text-books 8 and 57 Tuition in All Courses 12 Training Class 19 Telegraphy Department 47 To Parents 52 and 53 To Prospective Students 54 Town Schools 50 and 52 Vacations 6 Vocal Music 45 Who Should Attend 2 Working Plans of School 6, 7 and 8 Week, School 6 Word Analysis 29 Why Prefer Western Normal 50 and 51 Year, School 6 Y. M. C. A 49 Y. W. C. A 49 Zoology 27 come to any point on the T. P. & W. railroad or to any point on the Chicago, Galesburg-, and Quincy line or the Rock Island and St. Louis line of the C. B. & Q. and thence without change of cars to Bushnell. keep baggage-checks and come to the college six blocks up the street, at any time between 6 a. m. and 10 p. m.; if in the middle of the night, go to one of the hotels (agents for which meet every train) and rest till morn- ing. concerning the various courses, write us. We have special circulars de- scribing the work of the Commercial, Special Penmanship, Art, Music, Shorthand and Typewriting, and Telegraphy Departments. Address W. M. Evans, Pres., or W. W. Earnest. V.-Pres. 1