1 #s »### .WAir, ,i>A<^. .•Air. .WAir, .*^ 0 . ,»*A!r, .»Aif, .WAif, .WAir, ^*A«r, .liASr. >6ir, ,»A»r, .'Aw, .'A'w. .'Aar, ,'4ir, .'A'w. .xiA^, ,»dir. .»stf ## '-.I!'* >A'^' ## ## ## WESTERN lEETNOIS STATE NORMAL SCHOOL ## ## ## MACOMb. ILLINOIS ## #« M .*6*. .«A*' ## I^S i^# ## ## PRINCIPAL’S REPORT ANNUAL REGISTER 1908—1909 « Annual Report of the Western Illinois State Normal School for The Year Ending August 30, 1909 Register for 1908-09 THE BOARD OF TRUSTEES EX-OFFICIO— THE SUPERINTENDENT OF PUBLIC INSTRUCTION, FRANCES G. BLAIR, SPRINGFIELD. Appointed by the Governor LOUTS H. HANNA. FRED R. JELLIFF JOHN M. KEEFER J. F. MAINS JOHN A. MEAD . . Monmouth . . .Galesburg Macomb Stronghurst Augusta OFFICERS OF THE BOARD LOUIS H. HANNA President JOHN A. MEAD Secretary ALBERT EADS Treasurer CALENDAR Autumn Quarter begins Sept. 20, 1909 Winter “ “ “ “ Dec. 13, 1909 Spring “ “ “ “ March 21, 1910 Summer “ “ “ “ June 13, 1910 The Faculty Alfred Bayliss, M. S., (Hillsdale)^ PRINCIPAL. Samuel B. Hursh, A. M., {Lombard)^ VICE PRINCIPAL. English. Caroline M. Grote, Dean of Women. Frederick G. Bonser, M. S., {University of Illinois)^ Education. David L. Arnold, A. M., {Leland Stanford, Jr.), Mathematics. Oliver M. Dickerson, Ph. D., {University of Illinois). History. John P. Drake, A. M., {Wesleyan), Physical Science. John T. Johnson, A. B., {University of Illinois), Biology. Herbert Bassett, B. S., {University of Illinois), Geography. Susie B. Davis, A. M., {Milton), Reading. Maud Shamel, Music. Jessie Buckner, Drawing. Louis H. Burch, Manual Arts. Eva Colby, Household Arts. Nina B. Lamkin, B. L., (University of Illinois)^ Physical Culture. Mabtha J. Hanna, A. B., (Monmouth), Latin. Blenda Olsen, A. M., (Teacher^ s College, Columbia), German and History. Lois Coffey, Assistant to the Principal. W. Glen Lewis, (B. Pd. Ypsilanti, B. S. TeachePs College, Columbia), Science and Mathematics. Cora M. Hamilton, Head Training Teacher, 7th and 8th Grades. Blanche E. Campbell, Training; 5th and 6th Grades, Helen M. Atkinson, A. B., (University of Illinois), Training, 3rd and 4th Grades, Bertha M. Bentley, Training, 1st and 2nd Grades. Gladys Fishleigh, Assistant in Training School- Margaret Dunbar, B. L., (Monmouth), B. L. S., (Univer^ sity of Illinois), Librarian. Fanny B. Jackson, A. B., (Bockford), B. L. S., (University of Illinois), Assistant Librarian. W. F. Twyman, Custodian. PrincipaFs Report To THE Board of Trustees, Gentlemen:— The following report of attendance and work done in the Western Illinois State Normal School during the year ending August 31, 1909, is respectfully sub- mitted for your information. The total enrollment during the year was 846. Of these 107 boys and 104 girls were pupils in the elementary schools. Of the students in the academic and normal di- visions 170 were young men and 465 were young women. At the seventh graduation, June 3, the regular diploma of the school was presented to four men and 32 women. On the same occasion the Post Graduate Certificate was presented to two men and 11 women. At the first gradu- ation of the Normal School Academy, June 2, the Aca- demic diploma was presented to two students. On the same date 28 students were given certificates of the com- pletion of the one year course provided for young teachers who have pledged themselves to teach in the country schools. The student body came from the following counties in Illinois and other states: Adams 36 Alexander. .. 1 Brown .. 6 Bureau ,13 Cass . 9 Carroll , . 1 Cook . 5 Fulton .44 Hancock .. 34 Henderson .10 Henry ,. 6 Jasper .. 3 Jersey 2 Knox ..41 McDonough ..239 8 Principars Report Mercer 24 Pike 12 St. Clair .... 3 Wayne 2 Iowa 2 Washington 1 Monroe 1 Peoria 2 Rock Island 10 Schuyler 90 Vermilion.. 1 Warren 32 Whiteside . . 3 Colorado 1 Missouri... . 1 New York 1 The Faculty Miss Etta E. Knowles, Fellow in Manual Arts, died at her home in Macomb, May 1, 1909. Miss Knowles was graduated from this school in the Class of 1906. From September 1 906 to May 1908, she was the teacher of the school in District 53, McDonough county, and had become one of the best country school teachers in this county. At the beginning of this school year she came to us as an ad- vanced student-teacher for the purpose of qualifying her- self as a special instructor in the manual and household arts. Before her death she had demonstrated that she would soon be well prepared for that line of work. Had her life been spared, she would have become a teacher of high rank. Mr Charles A. Barnett, Instructor in history, and Di- rector of out-door sports tor boys, resigned at the end of the year to accept an appointment as superintendent of schools at Anderson, Missouri. Mr. Barnett had served the school acceptably for two years, and will be missed by the boys who return next September, as well as by his as- sociate teachers. Miss Lilian C. Bergold, Training teacher in the third and fourth grades for the past three years, resigned to be- come Mrs. Bernstorf. Miss Bergold was a teacher of un- usual skill, diligence, and fidelity. Her departure is a dis- tinct less to the school. Miss Mabel Carney, Training teacher assigned to Dis- trict 56, McDonough county, resigned to accept a scholar- ship in Teachers’ College, Columbia University. Miss Carney served the school with distinction for three years in a special line of work not always carried on by Normal Western Illinois State Normal School 9 Schools. Her work has attracted wide attention, and has been warmly applauded by many competent critics from other states. Mr. O. M. Dickerson, Instructor in history, was absent on leave, without pay, d uring- the autumn quarter, engaged in some special studies in England. Mr. F. G. Bonser, Instructor in the theory of educa- tion and director of the elementary school, was absent on leave, with pay, during the winter quarter, for the pur- pose of visiting schools in Great Britain as a member of the Mosely party of American teachers. His notes will be found elsewhere in this report. Miss Maud Shamel, Instructor in music, was given leave of absence without pay, during the autumn quarter, for purposes of study. At the adjourned session of your last regular meeting, Miss Helen M. Atkinson, A. B., was appointed training teacher; Miss Blenda Olsen, A. M., and Mr. W. G. Lewis, B. S., were appointed assistants in the Normal and aca- demic divisions, and Miss Gladys Fishleigh was appointed special assistant in the training school. The principal was also authorized to employ a special assistant in the manual training shops. The following is a condensed statement of the amount and kind of work done by the several teachers, up to the middle of the summer quarter, as furnished by themselves: PSYCHOLOGY AND EDUCATION During the year, classes have been conducted as follows: 1. Elementary psychology, 27 students. 2. Principles of teaching, by Principal Bayliss, 31 students. 3. History and principles of education, 41 students. 4. School administration, 38 students. Other Subjects 1. English 6, Tenth grade, 22 students. 2. Physiology, country school class, 43 students. 3. Physiology, text book review, 4 students. 10 PrinGipaVs Report In the Training School, 27 students taught under the one period plan, and 39 under the half day plan. Meetings of student teachers and of supervisors have been held in the Training School as needs required through- out the year. Outside Work Within the year, I have given educational talks, two at the Belmont School house near Seaton, and one at Springfield in the Child Study Section of the State Teach- ers’ Association. I was present and participated in the work of the Military Tract Educational Association in October. Visits were made to Abingdon and Elmwood to inspect the work of two candidates for the advanced diploma. Study of the Work of Schools in Great Britain By virtue of leave of absence for most of the winter quarter, I spent six weeks in observing and studying the work of some of the schools of Great Britain and Ireland under the auspices of the National Civic Federation of this country. A report of these observations is found else- where in this volume. Frederick G. Bonser. SUMMER QUARTER Psychology and Education 1. Elementary psychology, 17 students. 2. History and principles of education, 6 students. 3. Practice teaching in the Training School, 4 stu- dents. I taught seventh grade arithmetic in the Training School during the summer quarter. The Training School has been in session and many observers have derived much good from it save in the up- per grades. The observation in the seventh and eighth grades does not seem to be sufficient to justify the main- tenance of these grades for the summer quarter from the standpoint of observation alone. Frederick G. Bonser. Western Illinois State Normal School 11 ENGLISH The work in English for the year consisted of the fol- lowing: First Quarter 1. English 4, section 1. American literature. 22 stu- dents. 2. English 9. Shakespeare, Tennyson, Browning, etc. 12 students. 3. English 4, section 2. American literature. 21 stu- dents. 4. English 21 A. Dramatization in the grades and expression in reading. 21 students. 5. English 6. Composition and literature. .8 students. Second Quarter 1. English 8, section 1. English poetry. 31 students. 2. English 21 A. Dramatization in the grades and expression in reading. 19 stutients. 3. English 9. Shakespeare, Tennyson, Browning, etc. 10 students. 4. English 8, section 2. English poetry. 32 students. Third Quarter 1. English 20, section 1. Teaching language and lit- erature in the grades. 19 students. 2. English 6. Composition and literature. 19 stu- dents. 3. English 20, section 2. Teaching language and lit- erature in the grades. 20 students. 4. English 5. Study of the essay and the oration. 21 students. Summer Quarter 1. Advanced grammar. 21 students. 2. Elementary grammar. 59 students. 3. English 20. 16 students. 4. English 5. 20 students. S. B. Hursh. 12 PrincipaVs Report HEADING During the year the following classes have been con- ducted: ]. A course in reading for the Country Training Class. The work has two phases: (a) to familiarize the pupils with the best things in literature; (b) to drill in oral interpretation. The material used was drawn largely from that suggested in the Illinois State Course of Study, and included a review of familiar selections by represen- tative American authors. 50 students. 1 quarter. 2. One class in English 7. A study of articulation and pronunciation, of the different styles of selection for vocal Interpretation, and one play of Shakespeare. 30 stu- dents. 1 failure. 1 quarter. 3. Two classes in public speaking, English 22. This course includes work in the vocal interpretation of litera- ture, involving a study of correct and refined pronuncia- tion, a clear cut, distinct articulation, and a natural melo- dious utterance. Selections drawn largely from those listed in the Western Illinois State Normal School course of study for the grades. 38 students. 3 quarters. 4. Two classes in English 21 B, which includes a study of the art of story-telling and dramatization in the grades, and is a methods course. 45 students. Each class 1 term. Under the supervision of the department the follow- ing programs were arram^ed during the year: 1. A series of seven evening programs for the Emer- sonian and Platonian literary societies; namely: November 6 — From Irish literature. December 6— American humorists. January 8— Kipling. February 5— Miscellaneous patriotic program. March 5 — Art program. April 9— Debate, “Ships Subsidy” question. May 14— Mrs. Jarley’s Wax Works. * 2. January 15— Annual oratorical contest. Prizes $15, $10, and $5 worth of books. Western Illinois State Normal School 13 3. February 19— Annual senior class play, Shake- speare’s Twelfth Night. Cleared $200. Attendance 600. 4. March 22— State oratorical contest at Bloomington. Lost first place. 5. March 31 — Japanese play, Princess Kiku. Attend- ance 500. On July 13, 1908, the instructor gave a recital in the auditorium for the summer students and friends. Miss Shamel accompanying with the E-ichard Strauss music; December 18, 1908, the recital was given in Shelbina, Mis- souri, under the auspices of the P. E. O.; March 4, 1909, a full recital was given before the Henderson County Teachers’ Association at Stronghurst; March 13, 1909, morning and afternoon talks on reading were given, and several selections were read before the Golden District Adams County Teachers’ Association at Camp Point; April 17, 1909, a program selected f rom the works of Thomas Nelson Page and Paul Lawrence Dunbar was given before the Woman’s Club of Springfield; and num- erous numbers on programs in school and about town have been given during the year. During the summer quarter the following classes were conducted: 1. Two classes in English 7. 35 students. 2. One class in English 22, public speaking. 6 stu- dents. 3. One class in English 21 B., dramatization and story-telling. A day spent in observation in the grades. 50 students. Susie B. Davis. ENGLISH During the year the following classes have been con- ducted: First Quarter Grammar and composition. 2 sections. 63 students. A review of English grammar using various texts and combining the work with compositions, two each week. 14 PrincipaVs Report Second Quarter Grammar and composition. 2 sections. 67 students. Work same as first quarter. Third Quarter Garmmar, composition, and literature. 2 sections. 42 students. Continuation of the work of the previous quar- ters with the addition of literature. Text, Williams’ Choice Literature, Book II. Summer Quarter Grammar. 1 section. 42 students. Text, Gowdy’s Grammar. During the year the following engagements were filled: October 8, 1908, a talk on Agriculture in the Common Schools, Schuyler County Farmers’ Institute, Eushville, Illinois. November 27 and 28, 1908, two talks, one on Reading — How to Secure Appreciation and Expression, and one on Language Work, Schuyler County Teachers’ Association, Eushville, Illinois. January 9, 1909, a talk on Reading, Golden District of the Adams County Teachers’ Association, Clayton, Illinois. Lois Coffey. GEOGRAPHY Fall Quarter Methods in geography (Course 21). 24 students. Elementary chemistry, section I. 33 students. Elementary chemistry, section II. 28 students. Geography 2. 27 students. Geography 21 was offered in the fall quarter in ex- change with history methods to accommodate the history department. It included a discussion of the course of study in geography, observation of work in the grades, and the study of Redway’s New Basis of Geography. Only such work was given the ninth grade pupils in elementary chemistry as is necessary for an understanding of the work to follow in the sciences. Western Illinois State Normal School 15 In Geography 2 an intensive study of Korth America from the regional point of view was made, the effort being made to show that the life conditions are largely controlled by physiographic conditions. Winter Quarter Elementary physics, section I. 32 students. Elementary physics, section II. 29 students. Commercial geography, grade XII. 26 students. Commercial geography, senior elective. 11 students. Country School geography, section I. 30 students. Country School geography, section II. ^29 students. Most of the time of the ninth grade class in elementary physics was devoted to the study of mechanics, with as brief a glance at sound, light, and heat as is consistent with the requirements of physical geography to follow. In commercial geography, not only the text, but bul- letins, reports, year books of the Department of Agricul- ture, and material gleaned from the magazines and daily papers were used in the study of the industrial and com- mercial side of life. The review course was presented from the regional and physiographic point of view, emphasis being placed on the why, as well as the what of geography. Spring Quarter Physical geography, section I. 22 students. Physical geography, section II. 17 students. Geography 22 B. nature study, section I. 17 students. Geography 22 B. nature study, section II. 26 students. In physical geography three periods per week were devoted to recitation, and two double periods to laboratory work. Considerable attention was given to local physiog- raphy. A Saturday excursion was taken to the coal mines at Colchester. In nature study the junior class studied birds, insects, trees and shrubs, wild flowers, and the place of this mate- rial in the elementary course of study. Hodge’s Nature- Study and Life was used as a basis of the work. 16 PrincipaVs Report Summer Quarter Modern Geography 75 students. Physiography 5 “ Geography 21 19 “ Nature study. (Special work) 2 “ The subject of modern geography was approached from the subject of the great wind systems of the earth, their control of the rainfall and consequent control of the industries of each region. Work was done in drawing and modeling and considerable attention was given to math- ematical geography. In physiography, relief features, the work of water, and the atmosphere were given special attention. Con- siderable time was spent in the laboratory in the study of the maps of the United States Geological Survey, and in the making of weather maps. The work in Geography 21 was similar to that offered the juniors in the fall. The special work in nature study was given to tw^o seniors as preparation for themes, and consisted of a study of the trees of the campus. Outside Work During the year I have attended the teachers^ in- stitute in Hancock County, where I gave three talks, and have given illustrated lectures in two country schools in Schuyler County. Herbert Bassett. GERMAN One class in first year German covered considerably more than the usual high school work. 14 students. 3 terms. One class did the usual second year high school read- ing and some extra work. 4 students. 3 terms. One class did advanced work covering fourth year German and doing considerable prose work. 3 students. Caroline Grotk. Western Illinois State Normal School 17 German In the Elementary Schools since September, 1906. The course was begun in the third and fourth grades and received an average of 35 minutes a week per class. The aim has been to introduce the children to one of the foremost nations and assist them in acquiring the langu- age, both spoken and printed. The following work has been done. 1. Conversation — interesting topics, the weather, the human body, dress, food, the school, the home, and the family. Stories retold. 2. Songs: Abe— Liedchen. Wiegenlied, O Tannenbaum. Stille Nacht. So viel Stern’ am Himmel Stehen. Ein Ratsel. Die Lorelei. Die Wacht am Rhein. 3. Stories told in German to the class: a. All stories in Guerber’s Marchen und Er- zahlungen. Volume 1. b. Hansel and Gretel — words from the grand opera used. c. Miinchhausen— Reisen und Abenteuer. d. Ein Schelmenmarchen — Bergmann. 4. Memorized poems. 5. Written work. 6. Geography. 7. Games. 8. Reading. a. Trix’s Erstes deutsches Schulbuch. Read through page 70. b. Foster’s Geschichten und Marchen. Der Hund und die Tortchen. Der Nordwind und der Knabe. Das Milchmadchen. Rotkappehen. Lilian Bergold, 18 PrincipaVs Report HISTORY During the fall quarter, I was absent on leave for the purpose of research in the Public or Record Office in London, England. The results of that work are now being elabor- ated into a volume on The Relations of the British Board of Trade to the American Colonies, 1696—1765. It is hoped this may be ready for publication this year. While I was absent, Mr. Barnett gave two of my courses. History 3 and History 6, and his report covers that work. By special ar- rangement History 20 was postponed until my return. The courses given by myself are as follows: History 20 A, history for the lower grades, a half course required for juniors, given in the first half of the second quarter. 32 students. 3 were conditioned of whom 2 removed the conditions. 29 received credit. Text, Kemp, History for District and Graded Schools. History 20 B, history of Illinois, a half course for juniors, given the second half of the second quarter. 29 were enrolled, 1 withdrew, 28 received credit. Text, Smith, A Students’ History of Illinois. History 21, history for the upper grades, an advanced course in American history for seniors, given in both the second and the third quarters. In the second quarter, the period from 1750 to 1800 was studied. Second quarter, 30 students, 3 withdrew, 2 failed, 25 received credit. Third quarter, 6 students, 1 failed, 5 received credit. Text, Wil- son, Division and Reunion. History 4, history of Modern Europe, an academic course given the second quarter. 26 sti dents, 1 withdrew, 1 failed, 24 received credit. Text, Robinson, History of Western Europe. History 5, history of England, since 1603, an academic course, given in the third quarter. 24 students, 3 failed, 23 received credit. Text, Cheney, A Short History of England. History 7, industrial history of the United States, given the second quarter. 12 students, 12 received credit. Text, Coman, Industrial History of the United States. Western Illinois State Normal School 19 History 8, an elementary course in civics for academic students, given the third quarter. There was also a sec- ond section of this course for some seniors who had never had the work. In both sections, 21 students, 2 withdrew, 1 conditioned, 18 received credit. Text, Moses, Govern- ment of the United States. History 9, an elementary course in economics, accom- modating a group of seniors and some academy students, given the third quarter. 8 students, 8 received credit. Text, Bullock, Elements of Economics. History 21, the same grade of work as was given in the regular course, given in the summer term. The class was made up of seniors and mature teachers. The period studied was from 1845 to 1860. Work was largely reference. 7 students, 2 withdrew, 1 failed, 3 received credit. Text, Wilson, Division and Reunion. History 20 B, history of Illinois, given in the summer term, a repetition of the regular work. 21 students, 10 withdrew, 1 was conditioned, 8 received credit. Text. Smith, A Students^ History of Illinois. History 1, history of Greece, a course for actual teach- ers. Practically the whole of Greek history was covered. A half credit in the academy was given for successful work. 10 students, 3 withdrew, 6 received credit. Text, Myers’ Ancient History. History 5, history of England from 1603 to 1720, the first half of the regular course in English history, given in the summer. 9 students, 3 withdrew, 1 failed, 5 re_ ceived credit. Text, Cheney, A Short History of England. In addition to the above work, I have given several talks upon what I saw in Europe, have delivered one pub- lic address, have given correspondence work to two peo- ple, and have coached the contestants in two debates. O. M. Dickerson. HISTORY History 3, mediaeval history, an academic study, given the first quarter. 32 students. All received credit. Text, Robinson, History of Western Europe. 20 PrincipaVs Report History 6, American history, an academic course, given the first quarter. 11 students, 10 received credit, 1 with- drew. Text, Channing, Students' History of the United States. History 2, Koman history, given the second quarter, 2 sections. 64 students, 60 received credit. Text, Myers’ Ancient History. American history for the Country School Class, given the second quarter, 2 sections. 54 students, 4 withdrew, 50 received credit. Text, Montgomery, Leading Facts of American History. Book-keeping, for the Country School Class, given the third quarter, 2 sections. 42 students, 2 withdrew, 40 re- ceived credit. Text, Goodyear, Elements of Book-keeping. History 8, elementary civics, an academic study, given the summer quarter. 42 students. Text, Moses, Govern- ment of the United States. Arithmetic for the eighth grade, given the third quar- ter. 20 pupils. American history, for the Country School Course, given the summer quarter. 7 students, 1 withdrew, 6 re- ceived grades. Text, Montgomery, Leading Facts of Amer- ican History. Book-keeping, given the summer quarter. 3 students. All received grades. Text, Goodyear, Elements of Book- keeping. Outdoor sports were conducted during the year, re- quiring in the fall, spring, and summer quarters about half of the instructor’s time. C. A. Barnett. LATIN One class in beginning Latin finished the usual high school course. 14 students. 3 quarters. Text, Collar & Daniell’s First Year Latin. Two classes in Caesar completed the second year work . in Latin. 17 students. 3 quarters. Text, Allen & Greenough’s Cicero. Western Illinois Stats Normal School 21 One class in Cicero covered the usual high school course for the third year. 5 students. 3 quarters. Text, Allen & Greenough’s Cicero. A class in Latin reviewed the work of the first year with view to teaching. 5 students. 1 summer term, 6 weeks. ALGEBRA A class in elementary algebra covered about 96 pages of Young & Jackson’s Algebra. 14 students. 1 summer term, 6 weeks. A review class in algebra was given. The first year work in Young & Jackson’s Algebra was reviewed. 5 stu- dents. 1 summer term, 6 weeks. Martha J. Hanna. MANUAL ARTS Drawing During the year the following classes have been con- ducted: 1. Two sections of the Country School Class, drawing alternating with manual training, one class reciting daily. The Illinois State Course of Study was used as far as practicable. 54 students. 2 quarters. 2. Two sections of academic students in Drawing 1. 64 students. 1 quarter. 3. One class of students in elective work, free hand drawing and design. 12 students. 1 quarter. 4. Two sections of Normal School students in Manual Arts 22 and 23, the drawing alternating with manual train- ing. One section daily. 32 students. 2 quarters. 5. Two sections of academic students in Drawing 2. 30 students. 2 quarters. 6. A class of normal and academic school students in elective work in drawing. 25 students. 1 quarter. 7. A class of seniors taking elective work in methods in teaching drawing in the grades. The leather diploma covers were designed and tooled during this period. 1 quarter. 22 PrincipaVs Report During the summer quarter the following classes have been conducted: Two classes in Manual Arts 23. Two classes in Manual Arts 22, blackboard drawing. One class of advanced students in water color work. One class in construction. (See Mr. Burch’s report.) In all, 100 students were enrolled. The work in drawing in the Training School all through the different grades was supervised and the plans of the practice teachers were corrected by the instructor in drawing. One hour daily of the instructor’s time was spent in the upper grades. An exhibit of student’s work from the Fine Arts Academy, Chicago, was lent by Mr. Carl Werntz, President. This exhibit was much appreciated by the students. It proved very instructive and acted as an incentive to better work and to a higher appreciation of art study. Several loan exhibits from The Thurber Art Galleries and The Anderson Art Company have been held in the art room, and two fine pictures have been purchased by the Emer- sonian and Platonian literary societies from these exhibits. Some very creditable work in clay has been designed, glazed, and fired in our kiln by members of the class in design. Jessie Buckner. Manual Training During the year the following classes have been con- ducted: 1. Two classes in Manual Arts 1. 42 students. 1 quar- ter each. 2. Two classes in Manual Arts 2. 44 students. 1 quarter each. 3. Two classes in Manual Arts 21. 32 students. 1 quarter each. 4. Two classes in the Country School section. 53 students. 1 quarter each. 5. Ten students have had work in the print shop for various periods of time. Western Illinois State Normal School 23 6. Four grades from the Training School have had regular work in the grade shop, and the lower grades have used the shop from time to time. The work of the grades has been under supervision and a part of the teaching has been done by an assistant in this department. In addition to the above regular classes, an address was given before the Manual Arts Association of Illinois at Eockford, and a talk at the State Teachers’ Association at Springfield. During the summer quarter, the following classes have been conducted: 1. One class in Manual Arts 1 and 2. 6 students. 6 weeks. 2. One class in construction work, work being pre- sented by three teachers. Miss Buckner, Miss Colby, and L. H. Burch. 90 students. 6 weeks 3. Work carried on in the print shop during six weeks by irregular students. During the year, 39 issues of the Western Courier have been printed in the shop. Some linotype work was used, but, aside from this, all the work was done by the students. L. H. Burch. Printing Statement. During the past year, 1908 — 1909, something over a hun- dred jobs of printing have been done in the print shop, besides printing the Western Courier each week. Fifty percent of this work was for the office and the balance was for the various school organizations. Work for the office consisted of printing stationery, blanks, circulars, and other advertising matter. The print shop has paid for paper for Courier, ink, and the other necessary expenses. In some cases the paper for the office jobs was furnished by the print shop fund. In addition to the above, the print shop has added the following equipment and has paid for the same. 1 proof press $15.00 1 long ink fountain 20.00 1 casting for same ... 1.08 24 Principars Report Galleys, leads, etc 6.62 Cabinet and type 23.02 Galley locks 1.60 $67.22 Cash on hand $50.00 Stock on hand 20.00 (estimated). HOUSEHOLD AETS During the year the work done consisted of the follow- ing classes: First Quarter 1. Manual Arts 20. Domestic science and art in the grades. 23 students. 2. Domestic Art 1. Drafting of pattern and making of undergarments and shirtwaist suits. 18 students. 3. Elementary cookery. Third and fourth grades. 40 children. Second Quarter 1. Boys’ class in camp cookery. 7 students. 2. Cooking. Fifth, sixth, seventh, and eighth grades. 80 children. Third Quarter 1. Domestic Science 1. Fundamental principles of food values, food preparation, and serving. 26 students. 2. Country School Training Class. Elementary work in cookery. 43 students. 3. Household sanitation. 4 students. 4. Sewing. Shirtwaists. Eighth grade girls. 12 children. Summer Quarter 1. Manual Arts. 20. Domestic science and art in the grades. 6 students. 2. Domestic Arts 1. Drafting of patterns and mak- ing of undergarments and shirtwaists. 4 students. 3. Basketry. (See Report by Mr. Burch of construc- tion work.) Eva Colby. Western Illinois State Normal School 25 MATHEMATICS First Quarter . 1. Advanced algebra, grade XII. and elective. Through simultaneous and quadratic equations. 11 students, 1 for only one week. 8 received credit. Text, Fisher & Schwatt’s Secondary. 2. Beginning algebra, grade X. 46 enrolled, 3 for only one week. 34 received credit. Text, Young & Jack- son’s Elementary Algebra to page 100. 3. Plane geometry Grade XI. and elective. 39 en- rolled, 1 for only ten days. 25 received credit. Text, Be- man & Smith to page 80. 4. Arithmetic, Country School Class. 24 enrolled. 23 received credit. Smith’s Practical. 5. Arithmetic, Country School Class. Taught by Miss. Grote. See her report. Second Quarter 1. Mathematics 20, arithmetic methods, senior. 42 enrolled. 40 received credit. 2. Algebra, grade X. 36 enrolled. 33 received credit, and 2 received half credits. Text, Young & Jackson’s Elementary Algebra, page 197. 3. Plane geometry, grade XII. 27 enrolled. 22 re- ceived credit, and 3 received half credit. Text, Beman & Smith to page 159. 4. Arithmetic, Country School Class. 19 enrolled. 17 received grades. 5. Arithmetic, Country School Class. Taught by Miss Grote. See her report. Third Quarter 1. Modern arithmetic, grade XII. 13 enrolled. 8 received credit. 3 were conditioned. 2. Algebra, grade X. 27 enrolled. 3 received credit. Text Young & Jackson’s Elementary Algebra to page 274. 3. Plane geometry, grade XI. 20 enrolled. 16 receiv- ed credit. Text, Beman & Smith, fully completed, in- cluding Maxima and Minima. 26 PrincipaVs Report 4. Solid geometry, elective. 7 enrolled. All receiv- ed credit. Text, Beman & Smith’s Solid, completed. Fourth Quarter 1. Solid geometry covering Beman & Smith’s solid but not spherical. 6 students. 5 received credit. 2. Plane geometry, covering the material of the first 80 pages of Beman & Smith plain. 5 students. 2 receiv. ed creoit. 3. Algebra, review covering Fisher & Schwatt’s Sec- ondary to quadratics. 11 students. 10 received more or less credit. 4. Arithmetic, review. 60 students, the time of at- tendance varying from a few days to six weeks. No credits given, David L. Arnold. MUSIC First Quarter In the academic department two classes were organ- ized. One class in Music 2 registered 38 pupils, most of them from the tenth grade. Voice training, ear training, music fundamentals, and the history of ancient music were some additional features of the work. Text, Corona Song Book, from which choruses were used as special ex- ercises in assembly during the quarter. The Country School Class registered 44 pupils. The course, given the class, is a special course in fundamentals, notation, ear training, rhythm drills, and sight reading to give the pupil the ability to help herself to master songs suitable for a country school. Many good and appropriate songs were learned and the method of teaching them pre- sented. Text, Common School Book of Vocal Music. Second Quarter One class in music methods. 26 juniors registered. Observation of the work of the head of the department in the Elementary School was an important feature of the study of this work. The selection and study of songs suit- Western Illinois State Normal School 27 able to the different grades and the method of presentation were carefully noted. A course in music history was de- veloped and stories of the lives of composers read in class. Text, Modern Music Primer. Academic class. 59 students, largely from the ninth grade. Choruses were given at assembly, and sight read- ing and chorus singing were daily class exercises. Ele- mentary theory, ear training, and voice production were the more important feature of the work. Text, The Most Popular Home Songs. Third Quarter One academic class. Music 3. 14 pupils. Advanced work in sight reading, harmony, chorus singing, and voice production. Text, Concone’s Fifty Lessons. Summer Quarter One class in methods of teaching music. 28 students. The work done was a combination of academic and nor- mal school training. Text, Common School Book of Vocal Music. The work in music in the Elementary School was car- ried through the year in all the grades. Concerts were given by all the grades during the year, and at the close Strange Visitors, a cantata was given by all the children. An orchestra and a glee club were organized during the year and were heard on special occasions and at the regular school entertainments. Maud Shamel. BIOLOGY AND AGKICULTURE Instruction was given in the following subjects dur- ing the year: Zoology, 3 classes, 69 students. Text and laboratory dissections covered the usual half year course in the high school. One term. Physiology, 2 classes, 41 students. Text with labora- tory dissections and experiments for the basis of the course. 28 PrincipaVs Report Hygiene, 1 class, 7 students. Completed the course in hygiene as outlined by Hough and Sedgwick. One quarter. Botany, 3 classes, 5(5 students. Text and laboratory work. One quarter. Agriculture, Country School Class, 43 students. Text, Burkett, Stevens & Hill supplemented by experiment sta- tion bulletins, reports, etc. One quarter, 3 days per week. Soil Experiment Field. During the year the various crops were seeded, cultivated and harvested. The plan of soil treatment was carried out. During the summer quarter instruction was given in the following subjects: Zoology, 1 class, 22 students, pursued the regular aca- demic course. Botany, 1 class, 36 students, pursued the regular work. Agriculture, 1 class, 8 students, covered one-half of the usual work in the subject. J. T. Johnson. PHYSICAL TRAINING All students in school were enrolled in this depart- ment in class groups as far as possible, with the exception of 15, who were excused for some legitimate reason. Seniors reported once a week for the fall and winter quarters, and three times a week for the spring quarter in a methods course for which they received f credit. All other stu- dents reported twice a week for work. The Training School classes, grades I. to VI., reported twice a week. Grades VII. and VIII.— boys, once a week; girls, twice a week. All students were given a physical examination on en- tering the classes; measurements were tabulated, and physical defects prescribed for. A fair majority of these were corrected during the year. Talks on personal and school hygiene, use and adapta- tion of exercises, the value of school play, school room work, etc., were given as a part of the class work. The work in the Training School was correlated in some degree with the history, industrial geography, and Western Illinois State Normal School 29 stories. Corrective work, rhythm work, and games with light and heavy apparatus, where advisable, were the gen- eral subjects worked out during the year. Some attention was given to sports, in connection with tennis, basket ball, archery, and cross country trips. Our third annual field day. May 21, took the form of a grand pageant, carrying out the games and rhythms of the different countries, showing their worth as an educa- tional factor. The second annual neighborhood field day was held May 15, including entries from 18 high, graded, and coun- try schools. The work during the summer term of six weeks con- sisted of lectures on personal and school hygiene, and floor work most adaptable to school room and play ground. Nina B. Lamkin. PHYSICAL SCIENCE Physics 2, mechanics and heat. Three recitations per week, 2 double periods of laboratory per week. Thirteen students. Thirteen received credit. Fall quarter. Physics 2 was repeated in the winter quarter. Nine students. Eight received credit. Physics 2 was repeated in the summer quarter. Twen- ty-four students. Sixteen received credit. Physics 3, magnetism and electricity. Recitations and laboratory work as in Physics 2. Thirteen students. Thir- teen received credit. Winter quarter. Physics 3 repeated in the summer quarter. Sixteen students. Thirteen received credit. Physics 4, sound and light. A continuation of Physics 2 and 3, completing a year of high school physics. Thir- teen students. Thirteen received credit. Spring quarter. Physics 4 was repeated in the spring quarter for seniors. Ten students. Nine received credit. . Chemistry 2, academic chemistry. Three recitations and 2 double laboratory periods per week. Eleven stu- dents. Ten received credit. Winter quarter. 30 PrincipaVs Report Chemistry 2 repeated for tenth grade for spring quar- ter. Nineteen students. Eighteen received credit. Chemistry 2 repeated in summer quarter. Thirteen students. Nine received credit. Chemistry 3, chemistry of foods. A course correlat- ing with the work in domestic science and physiology. Seven students. Six received credit. Winter quarter. Chemistry 4, advanced inorganic chemistry. A con- tinuation of course .2. Three students. Three received credit. Spring quarter. Physical nature study. An outline of physical nature study in the grades was prepared and many of the more important and difficult topics were discussed and reviewed. Thirty-one students. Thirty received credit. J. P. Drake. TEACHING BY THE PKINCIPAL Autumn quarter. Class in ancient history. Greece. Text, Myers. Number of students, 65. Passed, 59. Ninth grade. Winter quarter. Class in principles of teaching. Text, Thorndike. Junior grade. Number of students, 30. Passed, 29. Spring quarter. Class in sociology. Text, Small and Vincent. Chapters II. to V. Senior grade. Number of students, 39. Class in reading. Elementary school, eighth grade. Number of pupils, 20. Texts: The Lady of the Lake, Se- lections from John Burroughs, Thoreau, and Charles Dud- ley Warner. COUNTRY TRAINING COURSE The work outlined in the Illinois State Course of Study has been covered in this course, and special atten- tion has been given to an elementary course in the theory and practice of teaching. The following classes have been conducted: 1. One class in agriculture. Forty-two students. One quarter. Western Illinois State Normal School 31 2. Two classes in arithmetic. Eighty students. Two quarters each. 3. One class in civics. Forty-three students. Six weeks. 4. One class in didactics. Forty-two students. One quarter. 5. One class in domestic arts and science. Forty- two students. This class was sectioned into two divisions and each division had double period recitations every other day, the sections alternating. One quarter. 6. One class in bookkeeping. Forty-two students. This class was sectioned and recited in the same way as the domestic arts and science section. One quarter. 7. One class in drawing and manual training. Sec- tioned into two divisions, the sections alternating in reci- tations. Forty-eight students. Two quarters. 8. One class in Illinois history. Forty-three stu- dents. Six weeks. 9. One class in grammar. Sixty students. One quar- ter. 10. One class in geography. Sixty students. One quarter. 11. One class in orthography and penmanship. Forty- eight students. One term. 12. One class in reading. Forty-five students. One quarter. 13. One class in music. Forty-two students. One quarter. 14. One class in physiology. Forty-three students. One quarter. 15. One class in United States history. Sixty stu- dents. One quarter. These branches were taught by different members of the faculty. Thirty-two students did all the required work and were given certificates good for academic credits in case they return to do advanced work after teaching a year or more. 32 PrincipaVs Report The following are the names of the class: Hazle Adkisson Roseville Emma H. Cashman Huntsville Jennie Daugherty Mendon Georgia A. Fernald Roseville Bertha C, Gray. Griggsville Dena Homey Littleton Ruth A. Mason Canton Mabel A. McLain Industry Myrta Miller Macomb Alma M. Patten Neponset Sumner Perry Swan Creek Ruth H. Ritchey Camden Grace Savill Canton Feme I. Shifley Colchester Jessie M. Stookey Macomb Elsie May Switzer Macomb Nellie Brady .Tampico Pearl Collins Monmouth Alma S. Eichenauer Chandler ville Ella May Gorsuch Littleton Winnie Flo Harris Marietta Wilbur T. Lawless Bowen Mayme McKeown Mt. Sterling Mary A. Mecum Bowen Edna Mitchell Browning Hazel C. Perry Swan Creek Eth^l A. Pierpont Macomb Forrest Del Ruggles Tennessee Caroline C. Schnitker Arenzville Lavina Smith Vermont Irene T. Sullivan Macomb Hallie A. Whaley Good Hope Caroline Grote. REVIEWS During the summer quarter the following classes were conducted: 1. Arithmetic. Eighty-nine students. Western Illinois State Normal School 33 2. Didactics. Fourteen students. 3. Orthography and penmanship. Seventeen students. 4. United States history. Sixty -seven students. The Illinois State Course of Study was used as a guide in all of these subjects. Sabin’s Common Sense Didactics was used very largely in the work in didactics. Caroline Grote. IN DISTRICT 56 The Country Training School opened this year on Sep- tember 16, 1908 and was in session until May 28, 1909. Thirty-eight pupils were enrolled during the year; 19 boys and 19 girls. The average enrollment however, was about 25. Grades 1, 3, 5, 8, and 9 were represented. Three stu- dent teachers of senior rank taught during the fall quar- ter, and gave most satisfactory service. Some of the spe- cial events of the year were a good water color exhibit, four school-house parties for the young people of the dis- trict, five parents’ meetings, two ice-cream socials, several educational excursions, and a special trip to Quincy con- ducted for the benefit of the 9th grade girls, who wit- nessed an excellent performance of the play, “Ben Hur”. The Girls’ Culture Club has held regular weekly meetings throughout the school year and also during the summer vacation. The class in Country School Economy, conducted by the country training teacher in the Normal School build- ing during the first half of the summer quarter, enrolled 43 students. The young teachers, taking this work, were an earnest, sincere group who elected the course, which gives no credit, simply beeause they were interested in its problems. No text was used. The chief references were Butterfield’s Chapters in Rural Progress, Kern’s Among Country Schools, Bailey’s The State and the Farmer, and The Cyclopedia of Agriculture, Volume IV. Institute talks were slipped in occasionally between daily work. More requests were received than could be granted but the following dates were filled: Sept. 25. Township Organization, Alpha, 111. 34 Principars Report Oct. 9. Farmers’ Institute, Schuyler Co., 111. Oct. 23. Western Illinois Educational Association, Galesburg. Nov. 13-14. Southeastern Minn. Educational Asso- ciation, Winona. Two talks. Dec. 4. Rural School Patrons, Belmont, 111. Dec. 11. Rural School Patrons, McDonough Co., 111. Dec. 18. Farmers’ Institute, Osco, 111. Jan. 9. Rural School Patrons, Quincy, 111. Jan. 25. Child Culture Circle, Macomb, 111. Jan. 29. State Normal School, Kirksville, Mo. Two talks Feb. 5. LaSalle Co. Farmers’ Institute, Ottawa, Ilh Mar. 5. Rural School Patrons, Henderson Co., 111. Mar. 17. Rural School Patrons, McDonough Co., 111. Mar. 22. School Board Convention, Caledonia, Minn. Mar. 23. School Board Convention, Preston, Minn. Two talks. Mar. 24. School Board Convention, Austin, Minn. Two talks. Mar. 25. School Board Convention, Dodge Center, Minn. Two talks. Mar. 26. School Board Convention, Rochester, Minn. Two talks. Mar. 27. School Board Convention, Wabasha, Minn. Three talks. Mar. 29. County Normal School, Reedsbury, Wis. Apr. 19. Rural School Patrons, Henderson Co., 111. July 22. County Teachers’ Association, Macomb, 111. Aug. 30-Sept. 4. Teachers’ Institute, Putman Co., 111. The Second Annual Meeting of the County Teachers’ Association for which, as president, the country training teacher was responsible, was held in Macomb, July 22 and 23. Altho the attendance was not so large as that of last year, an excellent program was carried out and the meet- ing was a fresh stimulus of inspiration and courage for all who are dealing with the difficult problem of the country school. Former State Supt. F. A. Cotton of Indiana, Asst. State Supt. Frazier of Minnesota, State Grange Western Illinois State Normal School 35 Master Oliver Wilson of Illinois, Supb. Fred A. Rankin of the Illinois College of Agriculture, Urbana, and Mr. Ernest Burnham, head of the Rural School Department in the State Normal School at Kalamazoo, Michigan, were the speakers. The next annual meeting of this Association will probably be held under the auspices of the Illinois Normal University at Normal, after which time it may visit another of the state normal schools and thus rotate, in turn, thru each section of the state, or it may return here and become a Military Tract organization and a per- manent fixture of the Western Illinois State Normal School where it originated. The following officers were elected for the ensuing year: President — William Brigham, Normal. Vice-President — Co. Supb. L. J. McCreery, Rushville. Secretary — Lucy Robertson, Macomb. Treasurer— Eva Gettemy, Monmouth. Executive Committee — The President; Co. Supt. E. C. Moore, Bloomington; Co. Supt. S. J. Ferguson, Rock Island. PRIMARY METHODS CLASS The class in primary methods during the summer quarter considered the following topics: 1. The aims of the primary school. 2. The general principles underlying the realization of those aims. 3. Primary reading. 4. Phonics as an aid to reading. 5. First grade language. 6. Industrial and constructive work. 7. Nature study. 8. Discipline and relation to child nature. 9. School excursions as a means of education. 10. History studies— primitive man. 11. Second grade language —Hiawatha. 12. Writing and spelling in lower grades. 13. Studies in hygiene for primary pupils. 14. Proper school observance of holidays. 15. Drill as an element in primary education. 36 PrincipaVs Report 16. Third grade language— method and material. 17. Third grade history— method and material. 18. Third grade reading and study lessons. 19. Fourth grade number. 20. Fourth grade geography. 21. Fourth grade history. 126 students. 2 sections. Since my last report I have done Institute work as follows: August 24,-28, 1908, Rock Island County, Illinois. August 31-September 4, Terre Haute, Indiana. October 23, Champaign, Illinois. November 2-4, .McLean County, Pennsylvania. April 16, 1909, .Alpha, Illinois April 23, Quincy. Illinois. Cora M. Hamilton. LIBRARY Report covering the period 14 June, 1908-23 July, 1909. Number volumes added to the main library 3i97 Total number volumes in main library 9551 Number volumes added to elementary school library 364 Number volumes bound , 429 Number periodicals subscribed for 98 Number periodicals received as gifts 5 N umber newspapers subscribed for 3 Number newspapers received as gifts 2 Number books charged to reserves 1553 Average daily circulation 77 During the fall quarter the course in library economy was given to the juniors, 28 receiving credits. It was re- peated during the spring quarter at which time 33 students, most of whom were seniors, received credit. Fanny R. Jackson, Acting librarian. SPECIAL AND INCIDENTAL EVENTS October 9. Reception to students. Music Room and Platonian Hall. October 13 and 14. McDonough County Farmers’ In- stitute. Assembly Hall. Western Illinois State Normal School 37 November 16. Lecture by John T. McCutcheon. As- sembly Hall. December 3. Illinois Day. December 18. Eeception to the school, given by the young men. Gymnasium. January 15. Annual Preliminary Oratorical Contest. Assembly Hall. January 22. Lecture by Dr. George Vincent, on The Mind of the Mob. Assembly Hall. February 12. Lincoln’s Centennial. Address by Rev. J. Percival Haget, on Abraham Lincoln. Assembly Hall. February 19. Senior Play, Twelfth Night. Assembly Hall. March 6. Senior Carnival. March 12. Galesburg High School Play, The Toast- master. Assembly Hall. March 18. Concert by the Hinshaw Quartette. March 26. State Oratorical Contest, Ernest S. McLain, orator for W. I. S. N. S. Normal, Illinois. April 11. Easter Service. Attended by Knights Tem- plar of Galesburg, Augusta, and Macomb Commanderies. Assembly Hall. April 16. Platonian Reception to the school. April 23. Arbor Day. April 29. Thomas Orchestra Quartette, compliments of Captain Albert Eads. Assembly Hall. May 9. German Play, by German classes. May 12, 13, 14. Illinois Congress of Mothers. Assem- bly and Platonian Halls. May 15. Neighborhood Field Meet. May 20. Lecture by the Rev. Mr. Caton, on Lincoln and Lee. Compliments of Trustee Keefer. May 21. Annual Field Day. May 21. Amateurian Reception to the school. May 30. Principal’s Address to the graduating class. Assembly Hall. May 31. Third Anniversary of the Amateur Club. Princess Kiku. 38 PrincipaVs Report June 1. 10:00 a. m. Junior Class Day. 3:00 p. m. Senior Class Day. 8:00 p. m. Inter-Society Contest. June 2. 10:00 a. m. First Graduation of the W. I. S. N. S. Academy. 2:00 p. m. Presentation of the second Country School Training Class. Address by Assistant Superinten- dent U. J. Hoffman. June 3. 10:00 a. m. Seventh Graduation of W. I. S. S. Address by Superintendent Frank H. Hall. 3:00 p. m. Alumni Meeting. 8:00 p. m. Alumni Banquet. June 18. Reception to the Summer School Students. June 29, 30, July 1 and 2. Lectures by Dr. Balliet. J uly 13, 14, and 15. Shakespearian Plays by the Wil- liam T. Owens Company. Assembly Hall. July 19. Annual Spelling Match. Assembly Hall. July 21. Annual Musical, given by the Elementary School. Assembly Hall. July 22 and 23. Second Annual Country Training Teachers’ Association of Illinois. ' SEVENTH GRADUATION PROGRAM Thursday, June 3, 1909, ten o’clock. Processional Piano Duet Mendelssohn’ Smith “Midsummer Night’s Dream” Mrs. Ilursh and Mrs. Barnett Invocation Rev. A. M. Hale Chorus “The Heavens are Telling” Haydn Trio “Lift Thine Eyes” (Elijah) Mendelssohn Misses Wyne, Stinson, and Cordell Address “Ideals” Sup’t. Frank H. Hall Trio and Chorus Mendelssohn “Hearts Free That Love Thee” Misses Wyhe, Stinson, and Cordell Misses Walker, Wagner, Angell, Bailey, Mcllhenny, Stocking and Mr. Ruffner Western Illinois State Normal School 39 Presentation of Diplomas Hon. Louis H. Hanna President Board of Trustees Solo “Springtime’’ Mendelssohn Miss Lucy Wyne Presentation of Post Graduate Certificates, The Principal Chorus “The Lord is Great’’ Mendelssohn Chorus “Vale” Barnby Benediction Chorus “God be with you till we meet again” Toner Class of 1909 Arnold, Louise— Plans and specifications for a model country school. Babbitt, Orlena— Local materials adaptable for use in elementary Arithmetic. Barrett, Alice — A study in illustrative art for elementary schools. Barrett, Mary — Plans for a system of domestic science in a city of 3000. Bly, Grace A.— A biological chart of the Normal School campus. Chapman, Ethel L. — A graded series of masterpieces in art for the Elementary school. Cordell, Eula E.— Reference work in eighth grade history Crume, Grace— Reference work in eighth grade history. Delbridge, Ruby J.— Consolidation of schools in Tennessee Township, McDonough County. Dunn, Nellie F. — The place of Illinois in the war of 1812. Ellis Flora M. — Apparatus and equipment for nature study in the grades. Fishleigh, Gladys— Hebrew history in the third grade of the Training School. Foster, Beatrice— Ballads appropriate for lower grades. Funk, Lillian— Manual training in the elementary school. Gill, Ruth— Apparatus and equipment for nature study. Hanson, Anna V. D. — Nature study related to literature. Hanson, Laura V. D. — A course in domestic science in elementary school. 40 PrincipaVs Report Hendel, L. Pearle— Maps for Illinois History. Hill, Margaret M. — A graded series of masterpieces in art for elementary schools. Kirk, Mary— One year’s work in local geography for the third grade. Lantz, Cyrus W. — The Sequel for 1909. The business side of Leighty, E. Fern— The economic significance of the Nor- mal School to Macomb. McLain Ernest S. — A study in helping a group of pupils backward in reading. Milne, Lida M.—The Sequel for 1909. Editorial side of. Mustain, Mabel R. — Education in 111. as shown in reports of State Superintendents. Myers, Lena J. — A study in correlations of mental ability in children. Nordwall, Fena E. — Plans and specifications for a model country school. Pennebaker, Anna — Figurative language in children’s literature. Roberts, Louise — Materials and methods in teaching read- ing in the Training School. Runkle, Benj. R. — A course of study in agriculture in country schools. Sale, J. Luella — Socialization of a rural community. Stinson, Lavinia S.— Domestic science in rural schools. Walters, Prentice T. — Industrial life in American Colonial period. Willard, Merle A. — Industrial and social problems in arithmetic for third grade. Woods, Ardie G. — Industrial and social problems in arith- metic for fourth grade. Wyne, Lucile— A study in the quality of children’s voices. Post Graduate Certificates were presented to the fol- lowing: Post Graduate Certificates Ora M. Zuck ’03, Chicago Alena B. Foster ’05, St. Paul, Minn. Bessie S. Melvin ’06, Abingdon Western Illinois State Normal School 41 Alvaretta Foster ’07, Aledo Arthur L. Odenweller ’07, Alpha Mary E. Watson ’07, Elmwood Grace Kimlin ’04, Quincy Alice H. Johnston ’05, Streator Ellen Ahl ’07, Moline Florence D. Frisk ’07, Moline Bertha M. Purdum ’07, Winchester Chas. E. White ’07, Canton Minnie M. Worrell ’07, Blandinsville REPORT OF OBSERVATIONS OF THE SCHOOLS OF GREAT BRITAIN, JANUARY-MARCH, 1909 Western Illinois State Normal School 45 Macomb, III., Junel, 1909. To THE Principal and Board of Trustees, Western 111. State Normal School, Macomb. Gentlemen: — In taking advantage of the leave of absence granted for the Winter Quarter of 1908-09 for the purpose of visiting Great Britain under the auspices of the National Civic Federation, we sailed from New York on Jan. 9, 1909, returning to New York on March 10, 1909. Mrs. Bonser accompanied me, adding very much to the pleasure of the trip. By the itinerary we planned for the six weeks’ trip, we were enabled to visit the following schools: Elementary Schools Exeter— St. John’s Hospital Provided School for Boys; St. Thomas Girls’ School; Infant, Junior, and Senior Schools. Bristol— St. Mary’s Redcliffe School; 600 boys. Merry wood Elementary School; Mixed, Infants, Juniors, Seniors. Newport — St. Woorley Elementary School. Birmingham — Bourneville Elementary School. Manchester— Mill Street Industrial School; Mixed. Demonstration Elementary School of Manchester Training College. Dumfries — Industrial School for Boys. Boys from six to fourteen. Belfast — St. Enoch’s Provided School; Presbyterian; In- fants and Seniors. National Model School; 1200 children. Glasgow — Woodside School; Infant, Elementary, and Secondary Departments, Edinburgh — Day Industrial School; mixed. Melrose— Infant and Elementary Departments. Newstead— A One Teacher School; Infants and first three grades only. London— Peterborough Elementary and Infant Schools; Invalid School. Fulham Road School; Center for Cookery and Housewifery. 46 PrincipaVs Report Secondary Schools IS ewport— Boys’, Secondary School. Liverpool — Municipal High School for Girls. Glasgow — Woodside School; Secondary Department. Industrial and Technical Schools Bristol— Merchants’ Venturers’ Technical College; even- ing Session. Newport — Evening Technical School. Birmingham Municipal Technical School. Manchester— Municipal School of Technology. London — County Council Central School of Arts and Crafts. . Schools of Art Birmingham— Municipal School of Art. Manchester — Municipal School of Art; both day and evening sessions. Liverpool — Municipal School of Art. Annual Art Exhibit in Walker Gallery. Glasgow— School of Art. Belfast — Municipal School of Technology and Art. Schools for the Training of Teachers Exeter — Training College Department of Albert Memorial University. Bristol— Pupil Teachers’ Center, Castle Green. Training College Department of University College. Birmingham — Training College Department, Birmingham University. Manchester— Pupil Teachers’ Center. Fine equipment; 600 students. Training College of Manchester Uni- versity. Glasgow— “Junior” and “Senior” Centers for the training of teachers. Teachers’ Training College. Edinburgh— Training College of the University of Edin- burgh. Moray House Training College. Cheltenham— Church of England Kesidental Training College for Women. Western Illinois State Normal School 47 London — Day Training College, University of London. The London College of Preceptors. I planned to take especial note of three phases of edu- cation: the training of teachers; the work of the elemen- tary schools: and the plans and methods of industrial and art work. Incidental to these, I gathered many points of interest relative to many other elements of English edu- cation. The report following is an endeavor to present, very briefly, some of the more significant phases of the system and work as observed. Everywhere we received the most courteous and cordial treatment. Both teachers and school authorities were untiring in their efforts to help us to see and understand their work. We appreciate most highly their kindness. We were admitted into some homes and were given a num- ber of receptions by teachers. We are certainly much in- debted to the public spirit of Mr. Alfred Mosely, of the National Civic Federation, and of the teachers and school authorities of Great Britain for the pleasure and success of our visit. I desire here to express my thanks and appreciation for your generous provision of an opportunity which has meant so much to me. I feel the obligation imposed by the opportunity for a broadened vision, and trust our own school may, in some measure, profit by the observations, experiences, and reflections permitted and stimulated by the trip. HISTORICAL The history of English education is the story of the slow evolution from a belief and practice that education is a private, individual affair toward the theory that it is one of the chief functions of the state. The leaders are teaching and the authorities are practicing the doctrine that public education is a fundamental social obligation, supported by motives grounded in the interests of every one of the other great human institutions— home, church, state, and vocation — guaranteeing their efficiency and in- tegrity. The slowness of this evolution in England is pro- 48 PrincipaVs Report ably due to two fundamental causes: first, the natural conservatism and staunch belief in individual right and freedom of the English people; second, the fact that the church assumed so large a measure of responsibility in pro- viding educational opportunities during the nineteenth century. Perhaps also, a third element should be placed coordinate with these two — the early development of a number of great “Public Schools”, colleges, and univer- sities which provided an adequate number of splendidly equipped and efficient leaders for the management and di- rection of English affairs. Many rather detailed statements of English educa- tional history have recently appeared in current educa- tional magazines. An excellent treatment is found in Graham Balfour’s “Educational Systems of Great Britain and Ireland”. 1 Suffice it to say here that, since the par- liamentary investigation of 1870 revealing most deplorable conditions, legislation, centering chiefly in the Acts of 1870 and 1902, has promoted progress that is simply mar- velous. The details of the present system, in so far as necessary to understand provisions and conditions, will appear in their proper places in the recital of observations which follows. PLAN OF SCHOOL ADMINISTRATION I. The Board of Education, The central authority entrusted by Parliament with the duty of supervising all branches of education throughout the country is known as the Board of Education. II. The County Council. The County Council is the authority for most items of actual administration. The Council has power, under statute, to delegate to an Edu- cation Committee all of its powers under the Education Act excepting those of raising a rate or borrowing money. This committee is composed of several members of the iQxford. The Clarendon Press. 1903. Second Edition. Western Illinois State Normal School 49 County Council and certain others from outside called “coopted” members of whom at least two must be women. The Education Committee of the London County Council has fifty members, thirty-eight from the Council and twe-lve coopted members of whom six are women. Powers and duties are usually distributed among sub-committees of which there are eleven in London. In London, meet- ings are held every Wednesday afternoon and are open to the public. III. Boards of Managers. Next in authority below the County Council are the Boards of Managers, corre- sponding in many respects to our Boards of Directors or of Education. In stating the functions of these Boards, it is necessary to distinguish between provided and non provided schools. In provided schools, called also Council schools, and Board schools, buildings, equipment, and salaries are pro- vided by the Boards of Managers, and paid for by local taxation. Teachers are appointed, however, by the Coun- cil Committee. These schools correspond quite fully to our public schools. In these schools, religious instruction is under the direction of the Council and is undenomina- tional. In non provided, or voluntary schools, the buildings and equipment belong to the managers of each institution. The managers appoint the teachers but they are con- firmed by the Council Committee. Teachers are paid, as in Council schools, out of the local rates. Religious edu- cation is usually denominational, although the “conscience clause” allows any child to withdraw during periods of religious instruction. IV. Other Officers of Administration. Inspectors. A thorough system of inspection is provided for all schools. For higher education, London County is made into four divisions with an Inspector for each; for other education- al purposes, it is divided into twelve districts with a District Inspector for each. There are numerous assist- ants, the total number of Inspectors for London being forty-one. 50 Principal’s Report Organizers. Officers known as Organizers also aid in the inspection and constructive development of schools. There are twenty-eight of these in London. A Divisional Correspondent, and a Divisional Super- intendent are associated with each District Inspector. These aid Boards of Managers in the administration of their work and look after the enforcement of the attend- ance and child labor laws. Attendance Officers, 400 in number in London, carry out the details of the attendance law. Whenever the at- tendance of any child is less than ten full half days for a week, his case is investigated. In all doubtful cases, parents are visited. Prosecutions follow neglect or obsti- nacy. These officers are in close touch with homes and secure valuable information with regard to over work or under feeding, and report cases where action needs to be taken. Y. School Supplies. The books, maps, charts, pictures, stationery, and other supplies needed by schools and by their individual pupils are supplied from a central store by requisition without cost to pupils. Eequisitions are made by head teachers and must be approved by the Coun- cil Committee. A very extensive exhibit of books, pict- ures, and other supplies is kept open at the Education Offi- ces in London. Annual expenditures are usually limited to so much per pupil, three shillings in elementary schools in Monmouthshire. ELEMENTARY EDUCATION I. Age of Attendance. The age of compulsory attend- ance is from five to fourteen, although certain exceptions are made for children over twelve. Children under five but over three may be admitted. II. Organization — Departments. 1. Infant Schools. These take children at three or four or five years and keep them until they are about seven. The work covered corresponds to the work finished Western Illinois State Normal School 51 by our second grades in many respects. The first year or two of work is less formal than first grade work and has some play, hand work, and a good deal of music in its course; but it is very different from our kindergarten work. Head- ing, spelling, and writing are begun very early and are studied very formally and intensively. 2. Junior and Senior Departments. After leaving the Infant School at about seven, pupils are usually in a Senior Department consisting of grades three to seven or eight as we would grade them. Their number of “stand- ards”, grades, is normally seven, with a “seven Ex.”, or one extra grade beyond occuring quite frequently. Sen- ior Departments are for boys, or for girls, or “mixed”, for both boys and girls. Schools with the sexes separate in this department are more common. Sometimes there are Junior Departments in elementary schools, represent- ing grades three to five, inclusive. These are nearly all mixed schools. Following these Junior Departments, are Senior Schools of two or three grades. There is usually an independent head teacher for each department. In one building, one may find three or four head teachers. This tends to lack of unity. London is experimenting with two large schools, having one headmaster or principal for all departments in each building, to see if closer coordination may not be possible. Rooms and classes vary greatly in size, but they are usually larger than in this country. I occasionally saw as many as seventy children in one room. At Exeter, I saw three teachers simultaneously conducting recitations in the same room in which were nearly a hundred children. But efforts are being made to reduce the number of chil- dren to each teacher and to have but one class in a room. For the present year, the average classes n the Council schools of London number 45.8 to the room. 3. Higher Elementary Schools. Eight Higher Ele- mentary Schools, and nineteen others doing similar work, have been established by the London County Council, and in some other counties a number of such schools have been 52 Principal’s Report established. Children are taken here at about eleven and one-half years of age and are given a course of three or four years. Pupils are selected from elementary schools by inspectors acting in conjunction with head teachers. Recommendations are made to these schools, not only upon the basis of ordinary examinations, but upon the basis of the whole career and promise of the individual pupil. The curriculum varies with localities. In some cases it is in- dustrial, in some commercial, and in some of a general nature. The aim is to select and develop talent of prom- ise, whatever its character. The London County Council is especially attentive to the results and development of these schools. III. Teachers. Teachers impressed us everywhere as being very thoroughly prepared in subject matter. Aca- demic qualifications are high. Of the 15,000 teachers in elementary work in London, 11,000 are trained, a very sub- stantial proportion. But even the trained teachers seem to know relatively little of real pedagogy and child psy- chology. They seem not to have realized the need for knowing child nature and of adapting school work to the interests and needs of childhood. Teachers are selected and appointed by the Council Committees in provided schools; by the Boards of Man- agers, confirmed by the Committee in non provided schools. When a teacher is to be employed, advertisements are made for applications. Applications are made in writing. The committee usually select three of the most promising candidates and ask for personal interviews with these, selecting one of them if he is satisfactory. Any canvass- ing for a position disqualifies the candidate. A larger proportion of men are found in the schools than in this country. However, the proportion of women teachers is increasing in the lower grades. Salaries for head teachers, principals, vary from about $800.00 to $2,000.00 for men; from $675.00 to $1,500.00 for women. For assistants, grade teachers, salaries vary from about $400.00 to $625.00 for men; from $375.00 to $510.00 for women. In Western Illinois State Normal School 53 Higher Elementary schools, the salaries average nearly $500.00 a year higher than the foregoing. In all work, appointments to the teaching service are practically per- manent. Everywhere a graduated wage scale, based upon qualifications of teachers and time of service, prevails. A number of very efficient pensioning systems exist for those reaching a retiring age. lY. Discipline and Punishments. Discipline is rigid in almost all schools, but we saw no evidences of harshness in maintaining it. From the beginnings in the infant school, the child is made to feel a rather profound respect for authority. We may even say that he is born into this attitude of mind. He accepts the rather mechanical re- gime of the school and makes no protest against it. The English boy and girl are very polite and courteous at all times. One notices very markedly the absence of that spirit of impudence, or rudeness, or disrespect that char- acterizes so many of our own boys and girls. One also no- tices the want of spontaneity and initiative that we value so highly. Our great problem is to retain these, but at the same time school our children into a more profound respect for and obedience to authority. Although co^ poral punishment is still practiced in Great Britain, it is now held in very much the same regard as with us — a last resort for certain types of children. The brutal punish- ments of a few generations ago have passed away in almost all quarters. In many schools, corporal punishment is so regulated that no possible abuses can arise from it. Beg- ulations on many points are often very detailed. In Mon- mouthshire, there must be placed in every school room a framed copy of the “Golden Rule”. Book canvassers are not permitted in any school building to ply their trade. Teachers must spend all of the recess periods out of doors with all of the children when weather will permit. V. Scholarships. One of the methods used for sifting the school population thoroughly and giving all children of especial talent and promise an opportunity to make the most of themselves, is the plan of scholarships. Every 54 PrincipaVs Report boy and girl in London who has reached a certain stand- ard by the age of eleven is required to take an examina- tion in English and arithmetic. On the basis of this ex- amination, combined with reports from the schools rel- ative to some other factors, 1800 “junior” scholarships are awarded in London each year. These scholarships are good for three years and renewable for two more years if the candidate justifies it. They are good in almost any of the schools of London. At the age of sixteen, these secondary and other secondary pupils are eligible to take examinations for “intermediate” scholarships, good for two or three years. They are, at the end of this period, then eligible to take examinations for “senior” scholarships, enabling them to go to a university or technical college. A fair proportion of these scholarships is for girls and lead to technical as well as general education. These more ad- vanced scholarships are liberal, as a rule including certain living expenses as well as free tuition. This plan of ex- tended scholarships tends to select and develop leaders and perhaps has in it a point well worthy the most pro- found consideration of our own people. Secondary Education The secondary schools of Great Britain are not com- parable with our own secondary schools, as the term there means rather a social quality than a distinct period or grade of work. Secondary schools overlap much of the elementary school curriculum in their work. They take pupils as young as ten years and keep them until they are ready for the university. All of them require fees. The only free places in them are through the scholarships which, however, are usually limited to not more than one fourth of the places in any given school. Many of the sec- ondary schools are very old. St. Paul’s, in London, founded by Dean Colet in 1512 is a typical old secondary school. Most of the great “Public Schools” are of this type. The salaries of masters and mistresses in these schools are usually higher than those of elementary teach Western Illinois State Normal School 55 ers. Their preparation is thorough. Most of them are graduates of the best universities. Some of these schools ]^eceive government grants under the Technical Instruc- tion Acts. These are obtained by their establishing cer- tain courses in science and art. London has, since 1904, established seventeen secondary schools under Council ad- ministration to meet its growing needs. In general, few of the lower or middle class children attend secondary schools save those who receive scholarships. Their courses of study are rather definitely planned to prepare directly for the college and university. The English people are still far from a solution of the problem of secondary edu- cation in the sense in which we use the term. Their great secondary schools, Eton, Harrow, Kugby, Winches- ter, St. Paul’s, and others of this class, have elements of strength which enable them to do a very substantial ser- vice to the country In the development and training of leaders. Higher Education Of the great and well known universities and univer- sity colleges, Oxford, Cambridge, London, Bristol, and others, nothing needs to be said here. It is in place, how- ever, to note the great work of the various municipal technical and industrial schools. London is typical in this field. Three classes of industrial and technical schools exist in London. First, are those schools aided by the Council; these have over 30,000 students. Second, are those maintained by the Council; these have an attend- ance of over 9,000 students. The third class are those in- dependent schools for technical and industrial education which are very numerous. The Regent Polytechnic has over 10,000 students. In these schools are classes covering almost every trade and industry. Among the courses, are those in engineering in all its phases; building trades; cab- inet making; book binding, printing, and allied trades; goldsmith’s, silvermith’s, jeweler’s, and allied trades, stained glass designing and construction; leather trades; 56 PrincipaFs Report all phases of industrial and fine arts; classes for women in dressmaking, waistcoat making, upholstery, embroidery, corset making, millinery, ladies’ tailoring, photography, domestic economy, ambulance and hospital service; etc., etc. In other cities, the municipal technical schools are doing a great service and their attendance is most remark- able. The report for the Birmingham Municipal School for 1907-08 shows that the number of individual students attending in the winter of that year was 3,581. There are similar schools in Manchester, Liverpool, Bristol, and almost every other large city. Municipalities are com- bining with gilds and other associations to provide educa- tion and training that will guarantee greater industrial and technical efficiency. Evening Schools In most of the counties, the County Councils provide quite a variety of evening school work, ranging from the common branches to all sorts of elementary vocational and technical courses. These courses are maintained principally for boys and girls who are taken out of school as soon as they have reached the compulsory law age limit and put to work during the day. They are am- bitious to learn a trade they may be entering more rapid- ly; or, they may wish to prepare for higher technical cour- ses while earning money to attend higher schools; or, they may have a college or university course in mind. Small fees are usually charged, but often these are only nominal. In London, there are about seventy such schools in the poorer districts where no fees are charged at all. At any school of this kind, any boy or girl who is under sixteen may attend free if unable to pay. The number of these schools in London is 302, and the enrollment for 1907-08 was over 28,000. Most of the higher industrial and tech- nical schools also have evening work. We saw a great deal of this work in evening schools. Some of the stories of the successes and achievements growing out of these few Western Illinois State Normal School 57 hours each week in concentrated study sounded almost like romance. Everywhere, these evening students were a fine class of men and women. Schools for Defectives and Delinquents Schools for the blind, deaf, cripples, mental defectives, truants, and juvenile criminals are all well developed in most counties. These classes are receiving much sympa- thetic and intelligent attention. The work indicates that the motive is, first of all, to try to make every individual self supporting by his learning some kind of respectable occupation. The Day Industrial School for various types of neglected and mildly defective children is doing a very substantial work in turning many children into lines of self supporting, respectable industry. THE TRAINING OF TEACHERS I. Pupil Teachers^ Centers. Although this plan of pre- paring teachers is almost superceded by the Training Col- lege plan, it may be of interest. Students who have reached the age of sixteen or seventeen who wish to become teachers are put into schools called Pupils Teachers’ Cen- ters. Here the student spends half of his time in academ- ic study. The other half is spent in teaching in a regular school used for practice purposes. The head master or mistress in the school in which the student teaches is sup- posed to give instruction in management and method. This I found to be very indifferently done in most cases. The academic work is about that of the third and fourth years of high school work in our schools. In some of these school, are men or women who are real normal school teach- ers who give their schools a very much more pedagogic tone than the others. At Manchester, Professor Cann is in charge of a very excellent school in many respects. He gives much more than usual attention to the educational or pedagogic side of the work. In general, the products of these Pupil Centers are fairly well qualified in elementary subject matter, but they are quite wanting in any know- ledge of child nature or of the principles of teaching. Most of these schools are to close as soon as they have graduat- ed those now in attendance. 58 PrincipaVs Report II. Teachers’ Training Colleges. These schools are of two types, the B-esidential College, and the Day Training College. 1. The Residential College. This is a boarding school to which students come for two years, paying an annual fee of from $100.00 to 150.00. These are not coeducational. They vary greatly in size. One of the best of these for women is at Cheltenham. We were very cordially receiv- ed by the Head Mistress. The teachers all are cultured women of excellent training for their work. Here we saw a room especially designed for observation teaching and found very creditable work in a study of the art of teach- ing as well as of academic subjects. We here also noted some exceptionally fine work in design in the drawing de- partment. 2. Day Training Colleges. These are the schools which are to become the great schools for the training of teachers. They have not been in operation long. Each such school must be attached to some university or college of university rank. There is now one in every city having a university or university college. Each such college usually offers a three years’ course of study, although several offer a two years’ course somewhat like that of the Residential College. Entrance requirements are usually equivalent to a standard university matriculation certifi- cate such as enters one to Oxford, Cambridge, London, Manchester, etc. Work is usually divided into two groups, an academic, fitting for graduation from the university with a degree; and a professional group, fitting especially for the teaching. The work for the degree in the English universities is for three years instead of four as with us. The work in the training colleges is thus very heavy, the student having as much work as the usual degree student plus the professional work. Careful election of academic work may be made to count for both in some cases. Pro- fessional work includes, usually, psychology, the history of education, some work in pedagogy, general method and school management, and the special subjects, nature study, drawing, music, manual training, needlework, and physi- Western Illinois State Normal School 59 cal culture. Practice teaching is also required. In some schools, as I saw in the London Day Training College, courses in special method in each of the common branches are given, much as in an American normal school. The work, however, is almost wholly made up of lectures. We noted this method almost everywhere for higher work. Students take notes, organize them, and when they recite, give back the material gotten. The student is given little opportunity for independent thinking in class. Practice work is usually in regular schools. Very few Training Colleges have elementary schools for training purposes as we do. The London Day Training College is gradually securing control of a practice school. Manches- ter University has a school for experimental purposes through the philanthropy of one Mrs. Fielden who has given the school a building and a small fund for partial maintenance. In each training college is an instructor called a master of method who does much in going about among student teachers in the regular schools, supervising their work as well as he can. Plans for practice differ markedly. In some schools the plan is twice a week for from ten to sixteen weeks; in others it is consecutive work daily for from four to six weeks; in others, as at Exeter, stu- dents teach all day for two weeks of each term of the last year, six weeks in all; at Birmingham, students who have never taught teach half days for sixteen weeks; if they have taught, for eight weeks. Some schools have to send students out to neighboring villages or cities for practice work. Great variability exists and no one seems to be quite satisfied with his plan. But with no Training School in connection, the problem is very difficult. Since viewing this type of work, I appreciate more than ever our own progress in the matter of Training School observation and practice. The Filden Demonstration School, to which I have already alluded, is a notable exception to the work in English training colleges. It is under the full direction of Professor Findlay, head of the Training work in Manches- ter University. Here he has an experimental school much after the plan of the Dewey School as it formerly operated 60 PrincipaVs Report in Chicag'o. This is the only school in which I saw any real spontaneity or constructive thinking by elementary children. The school seems to have gotten hold of the values in Dewey’s plan without incorporating the extremes and extravagances. Demonstration lessons are given here each Tuesday with discussions and criticisms the follow- ing Friday. Dr. Findlay is certainly pointing the way to reform in English training colleges. Students from the training colleges take up both secondary and elementary work. They are all strong in academic preparation. The final standing of graduates of these schools at the end of the course is not made by the school alone, but by a rather rigid inquiry in addi- tion by a government inspector. A point we may do well to consider is the fact that no intending teacher is admitted to a training college or residential college who does not first pass a satisfactory medical examination. Another notable point is the aid given to intending teachers. Any promising “junior” scholarship pupil who indicates an intention of teaching is kept in a secondary school by aid of an allowance or “Bursary” until he is seventeen. In London he is . then given a year’s experience in teaching as a “pupil teacher”, receiving a small salary. He then enters the training college for a course of two or three years, receiving an allow- ance which pays a larger part of his living expenses while in training. A premium is thus placed upon training for teaching and upon the profession "itself. Education in Scotland I shall here but mention a few points of difference be- tween England and Scotland. Scottish traditions are wholly different. The Scotts have had notions of educa- tion not unlike those of America for many generations. They believe in education and long ago provided for schools in almost every hamlet, largely supported by the respective communities. They have not been troubled with a great religious question as have the English. On the whole, we found more freedom, better teaching, better Western Illinois State Normal School 61 coordination of different phases of education, better aver- age training schools, and better plans of administration than in England. After 1910, no teacher can be employed in a Scottish school who has not had at least one year of professional training. This of itself tells the story of Scotch education. Miscellaneous Observations Beading, Children everywhere read with an excellence of expression and with an understanding that are almost marvelous. The phonic method is very extensively used, and they begin to teach reading when children are three or four years old. My own judgment is that excellence in reading is due almost as much to the fact that teachers are excellent readers as to the methods used. However, the constant drill on essential points is a factor which counts for much. Arithmetic. Work in arithmetic is all very formal. All sorts of devices for drill in accuracy and rapidity in fundamental processes are provided. Much work is done in mental arithmetic. The range of work is narrow but all is done very thoroughly. History and Geography. Both of these subjects are taught very largely with reference to Great Britain and her possessions. Other countries receive little attention. Text books are poor. Correlations between the two are much emphasized. Civics is taught incidentally in connec- tion with history. Grammar and Composition. Technical grammar is be- gun very early. I heard a class of third grade girls, ages nine and ten, doing rather difficult parsing in Exeter. Com- position is devoted largely to securing correct expression in note book work and in formal exercises. Children seemed very poor in ability to talk freely about topics, al- though their language is excellent from a technical stand- point. Manual Training. Manual training is being intro duced into a great many cities. The usual method is to 62 PrincipaVs Report establish centers to which a number of schools may send their boys for instruction. Wood work is usually not be- gun until boys are twelve years of age. In most cen- ters, each group of boys, usually twenty to twenry-four in number, spends one full half day a week in the work. The work is quite formal and technical, although some instruc- tors are attempting to make the projects useful and inter- esting to pupils.. Much mechanical drawing and construc- tive geometry are correlated with the work. Domestic Science and Art. IS'eedlework and knitting are begun very early for girls. We saw children of five years in the infant schools knitting in several cities. For upper grade girls, from twelve years, centers are established in many cities for household science and arts work. In London, the centers include three lines of work: cooking; laundrywork; and housewifery. Each is given for one term each year for three years, making a full year’s work in each subject. One lesson a week for a full half day is the usual plan. The work is very practical and varies in different environments. It “is designed to bring instruction in each case within the limits of the homes and incomes of the parents”. Nature Study. Increasing attention is being given to nature study. Although much work observed was rather formal and somewhat lifeless, in a number of schools we saw individual attempts to make the work alive and of practical value and application. Excursion studies are growing in popularity. Drawing is quite closely correlat- ed with studies of plants and flowers. Wherever garden- ing is taught, it is by a teacher especially prepared for the work and is made very practical in its character. Such work is confined to upper grades. We saw no evidence of the kind of gardening we attempt with our lower grades. Physical Culture. In all schools, gymnastic exercise form a very definite part of the program. Much attention is given to getting enough exercise and considerable skill in various marches and drills. The precision and techni- cal excellence of the drill work much impressed us. Very little attention is given, however, to free or directed play Western Illinois State Normal School 63 and not much to corrective gymnastics. But competitive out of door games and sports, especially in upper grades, receive much attention. In some of the Training Colleges, recitations are largely in the forenoon and each student is required to spend an hour or two afternoon in some form of out of door recreation. Swimming is much encouraged. In London, there are swimming centers. Annual competi- tive tournaments are held for children in the upper grades of elementary schools. Medical inspection is now almost universal in the schools of England. Modern Languages in Elementary Schools, Modern lan- guages have been rather common in higher elementary grades until recently. But they are being eliminated in many cases. In London, such study was eliminated from eighty-five schools in 1906-07, and has been taken from eighteen more since. Where enviroment justifies it and work is good, it is continued. Sessions and Vacations. The school year is much longer than ours, averaging about forty-four weeks. Vaca- tions are usually as follows: Easter, one week; Whitsun- tide, one week; midsummer, four weeks; and Christmas, two weeks, a total of eight weeks. Country Schools. In consequence of the numerous pop- pulation of each community, very few one-room country schools exist. Most of those which are found are infant schools. The children then go to a more remote school, though never very far, for upper grade work. Usually in the small communities there are two or three teachers in schools. In the country schools, the Council Committee for the County fixes salaries. Both salaries and qualifica- tions are usually the same as for city teachers. We found a graduate of the London Day Training College with a degree from London University in one of these one-room schools. To the English mind, it seems that it takes just as good preparation to teach country children as city chil- dren and that the work is worthy of just as much pay. Would not this be also a reasonable view for American minds? 64 PrincipaVs Report CONCLUSIONS In stating a summary of general conclusions, I would offer two groups, one group indicating points which im- press me as being weaknesses of English education, the other indicating points in which I believe the English ex- cel: I. Weaknesses op English Education 1. The overlappings in administration of the several authorities, and the great division of responsibilities be- tween church and state necessarily prevent the develop- ment of a well coordinated system, occasion waste, and weaken efficiency. 2. The fact that each child does not have a free op- portunity to try himself out in any kind of work which he may choose is economically wasteful and is not fair to the individual. The necessity of paying fees for secondary education unless selected for a scholarship make a high school education impossible for many children who are highly worthy of it. 3. The over formal character of much work and its remoteness from real life interests and problems require the use of much time and effort with very little of prac- tical value in return. The form of work fails to develop power of initiative and constructive thinking. 4. The suppression of the natural vigor and activity of children resulting from the long hours and methods of work in the infant and lower grade schools seems almost criminal. As I saw class after class of children of but three or four years of age working away in uncomfortable, bench-seated “galleries”, drilling in phonics or spelling, knitting or sewing, writing or studying number facts, I thought that America need never fear the industrial com- petition of any people who steal away from their children the very physical and mental possibilities of their devel- opment into full grown men and women. These children are robbed of their very childhood. Reform here is cer- tainly necessary. The English speak frequently of using Kindergarten methods, but, in my judgment, they have Western Illinois State Normal School 65 not yet learned or understood the most elementary prin- ciples of the fundamental doctrines of real Kindergarten education. 5. The want of professional preparation of teachers is a very noticeable weakness to an American visitor. More knowledge of child nature, a better understanding of educational values, and more training in adjustments of material to children and to conditions would be very helpful to most teachers. 6. Any theories of education that are taught seldom find their way into general practice. More actual practice work, perhaps I should say experimental work, is needed to show the application of principles to daily work in the schools. More work of the kind developing in the Fielden Demonstration Schools and the Training School of the London Day Training College is heeded. Perhaps all of these weaknesses, save the first, are to be found in our own country. They are much more ex- treme in Great Britain, however, and stand out prom- inently to the American observer. II. Points in Which the English Seem to Excel 1. Thoroughness in all of the mechanical phases of education is especially notable. In matters of detail, as spelling, rapidity and accuracy in the fundamental num ber processes, mechanical exactness in drawing and other handwork, precision in pronunciation and enunciation of words, and the exactness in exercises in gymnastics and the daily routine of school room activities, the results as observed in all schools seem almost unattainable to those who do not know how purely automatic such activities may become. While the thoroughness of detail is in itself desirable, we were often led to believe that it is accom- plished at too great cost in other vital elements, initia- tive, spontaneity, and independence. 2. The thoroughness of preparation of teachers in subject matter is worthy of consideration. If the excel- lence of scholarship of these teachers could but be supple- mented with good professional training, their average of 66 Principars Report efficiency would indeed be high. A consciousness of mas- tery of the subject in hand inspires of itself an interest and a force in presentation which was often noted. 3. The careful selection of pupils of more than aver- age ability, supporting them in their further education by scholarships as long as their promise continues to grow, is a feature of the English plan that appealed strongly to me. If it were not for the fact that those who do not secure scholarships generally have little chance of keeping on, making the most of themselves or developing until their latent ability has an opportunity to show itself, this plan of selection and development of leadership would seem almost ideal. Our own education is still given too much to a consideration of the average boy or girl, which is really a fictitious person anyway. We cannot afford to neglect the fullest development of our best and most pro- mising children. We should neglect none, but we should also give each an opportunity really proportionate to his capabilities. Along this line, the method of selecting and aiding those who desire to become teachers in England is highly commendable. 4. In the very practical character of much of the work in domestic science and art, manual training, and all kinds of crafts work following immediately the element- ary school work, I am almost persuaded that the English schools are superior to ours. At any rate, in those com- munities of working people who can give children nothing beyond the elementary school, where the children are too young to get much notion of underlying principles, it seems wise to make all such work immediately helpful in solving better the daily, routine problems of economic and sanitary living. 5. In what I may call the culture of intercourse the people and children of Great Britain certainly excel. Chil- dren are taught good manners— to be courteous, polite, thoughtful of others. They are taught to have respect for elders, for authority, and for whatever society has given substantial recognition and value. Their school disci- pline is in part a matter of conscious politeness. Children Western Illinois State Normal School 67 are not only taught these things, but they practice them. Measured by results, the English schools are strong on mechanical details, formal processes, and the culture of routine life; they are weak in developing initiative, spon- taneity, and inventiveness. Where we are weak, they are strong. The great problem for us all is to maintain all of the good elements in our emphasis upon freedom in the development of independent thinking and at the same time develop adequate thoroughness in formal details and processes. Courteous behavior and drill until exactness and rapidity in essential details are secured, are not in- consistent with desirable freedom in self expression and development of initiative, provided, always, that the work is adapted to the interests and capacities of the children. I trust that my observations of school work in Great Britain have furnished many suggestions toward our solution of this problem of the golden mean in edu- cation. English school practice contains many elements of permanent educational validity. Bespecbfully submitted, Frederick G. Bonser. IN CONCLUSION The net resultsof the year’s work are an advance upon the best of the past. The teachers have done better team work than ever before. Our standard of six school years beyond the eighth grade for trained elementary school teachers has been reached. We have qualified special teachers in manual and household arts, physical culture and music and are now prepared to give post graduate courses in the first three which will qualify teachers or spec- ial supervisors in those lines. A good deal of special instruc- tion helpful to high school teachers has been given in the summer school , and it is now possible to add at least one year of systematic post graduate work for that class of students. The number of graduates from the academic division will be very much larger next year. This means that holders of Lindly scholarships can keep within the special privilege 68 Principal’s Report given them by law while preparing for either the univer- sity or normal school as they may elect. The country school teachers’ division, under the immediate direction of Miss Grote, is to be our contribution of most worth to that branch of the public teaching service. Students who were in the first class last year are notifying us that their pledge is redeemed, and they and other young teachers are, so they tell us, going to earn the money next year with which to return to school the year after. The spirit of the school, during the year just closed was nearly ideal. The outlook is fair for the year next to come. Alfred Bayliss Principal. Western Illinois State Normal School 69 EEGISTER 1908-1909 Graduates 1903 Name Post Office Taught last year McAdams, Maude D. Lima Zuck, Ora M. Savanna 1904 Chicago Black, Margaret G. Industry Ann Arbor Stu. Dodds, Tessa Macomb Res. Macomb Gainer, Eleanor Monmouth Res. Los Angeles, Cal. Hoskinson, Helen M. Macomb Res. Macomb (Mrs. Hungerford) Jones, Katherine Canton Canton Kimlin, Grace Quincy Quincy Murphy, Mary E. Moline Moline Nelson, Flora B. La Fayette Shannon, Ruth A. Macomb Res. Macomb Shipp, Mary E. Macomb Mt. Pleasant, Iowa Simmons, Mary Perle Farmington Roslyn, Wash. Smith, Nellie L. Macomb Virginia War nock, Janett Moline Res. Moline Weather head, Louesa Barstow Moline Williams, Clarence R. Macomb Res. Chicago Yager, Edna Moline Res. Phoenix, (Mrs. Monger) 1905 Ariz. Adams, Martha F. Quincy Res. Quincy (Mrs. Lawyer) Bell, Lucy Macomb Res. Seaton (Mrs. Seaton) Res. Topeka, Bly, Myrtle A. Macomb (Mrs. Cox) Kans. Bonham, Rinna Macomb Whiting, Ind. Bugg, J. Wesley Macomb Libertyville Dahlheim, Lydia Moline Moline Foster, Alena B. Macomb St. Paul, Minn. Green, Pansy Tennessee Res. Tenn. Hamilton, Edith B. Bushnell Quincy Irvine, M. Louise Monmouth Johnston, Alice H. Rushville Streator Keener, Ora S. Macomb Res. Macomb Kirkpatrick, Bessie Macomb Stu. Northwest- tern Univ. 70 Principal’s Report Name Post Office Taught last year Legere, Beulah Macomb Macomb R. F. D. Love, Glade McGaughle, Fannie C. Table Grove Chicago Macomb Blandinsville Miller, Mae R. Gladstone Crown Point, Ind. Moore, Ellsworth Ambrose Altona Mustain, Leland G. Macomb Stu. Madison, Wis. Parks, Dollie Astoria Res. Astoria Parks, Ethel M. Macomb Shields, Eugene C. Summum Mazon Simmons, Margaret Blandinsville Macomb Smith, Grace M. Macomb Whiting, Ind. Sundine, Christine Moline Moline Swanson, Amy Plymouth Res. Augusta. Swanson, Minnie Plymouth Ironton, Mich. Wilson, Mary A. Piasa Res. Rushville (Mrs. Stapp) 1906 Anderson, Mattie Moline Moline Birdsall, Grace Good Hope Res. Swan Creek. Brown, Mertice Roseville Burns, Josephine Macomb Stu. Urbana. Carlson, Florence M. Moline Moline Chandler, Lucy Macomb Decatur Crain, Maggie Macomb Macomb R. F. D. Deems, Edith Macomb Res. Macomb (Mrs. K. G. Worrel) Delbridge, Alverdah Table Grove Bushnell Edmonston, Belle Layton Camden Foley, Vera J. Macomb Hastings, Neb. Fox, Charles Macomb Tennessee Gill, Bessie Macomb Rossville Griffith, Maude Macomb Cherokee, Okla. (Mrs Monger) Gunn, Thyra Quincy Quincy *Gustin, Harry Macomb Hoagland, Henry E. Prairie City Abingdon Jarvis, Mary Colchester Colchester R.F.D. Jones, Lena Macomb Res. Macomb Kirkpatrick, Clara Macomb Aledo *Knowles, Etta Macomb W. I. S. N. S. Lewis, Mabel R. Brooklyn Stu. Un. Chicago Litchfield, Frank Astoria Columbus, Ga. Western Illinois State Normal School 71 Name Post Office Taught last year Long, Flossie * Macomb Quincy McGaughey, Florence L. Macomb Macomb R. F. D. Melvin, Bessie S. Sciota Abingdon Melvin, Mae Sciota Whiting, Ind. Mills, Blanche Macomb Macomb Odenweller, Claude B. Frederick Res. St.Louis,Mo. Eatekin, Eva Swan Creek Res. Swan Creek Koark, T. L. Macomb Res. Macomb Sullivan, Nettie Macomb Res. Macomb Tipton, N. Pearl Macomb Stu. Champaign Twvman, Nancy Macomb Res. Macomb (Mrs. Chas. Ewing) Van Winkle, Edith A. Avon Aledo Williams Ruth Galva Galva R. F. D. Wycoff, Delia Laura Spokane, Wash. Ahl, Ellen 1907 Moline Moline R. F. D. Anderton, Ethel V. Macomb Tuscola Cordell, Irma L. Macomb Res. Macomb Cordell, Lois K. Macomb MonmouthR.F. D. Cordell, Ralph Y. Macomb Jacksonville Sch. Dennis, Bert R. Macomb for Blind Wataga Fisher, Jessie L. Macomb Res. Macomb Foster, Alvaretta Macomb Aledo Frisk, Florence D. Moline Moline Fulkerson, Blanche L. Macomb Farmington Griffith, E. Grace Macomb Macomb R. F. D. Johnston, Olive J. Rushville Streator Morey, Jana Macomb Macomb Odenweller, Arthur L. Frederick Alpha Purdum, Bertha M. Macomb Winchester Thompson, Mabel E. Macomb Res. Macomb (Mrs. Icenogle) Thompson, Arthur Macomb Kewanee Walker, Mabel E. Macomb Macomb Walters, Earl Macomb Brooklyn Watson, Mary E. Macomb Elmwood White, Charles. E. Woods, Mary June Macomb Canton Macomb Stu. W. I. S. N. S. Blandinsville Worrell, Minnie M. Macomb 72 PrincipaVs Report Name Post Office Taught last year 1908 Banflll, Lois Baxter, Annette Louise Benitez, Francisco Bennett, Mary Allison Bushnell Macomb B. F. D. Astoria Keithsburg Pagsanghan, Stu. Columbia Laguna, P. I. Un., N. Y. Idaho Falls, Viola Idaho Black, Clara Junia Butterfield Hazel Orpha Crabb, Carle Ray Campbell, Mary Nelle Darke, Ursula Doran, Margaret Anna Ellis, J. Luther Gilfry, Garnet Gustin, Cordia Evelyn Kidd, Lilace Mazoe Lummis, Effie Florence Main, Chloe Edna Macomb Rossville Macomb Seaton Macomb Roseville Blandinsville Blandinsville Macomb Keithsburg Tennessee Keithsburg Macomb De Long Macomb Monmouth Macomb Bement Astoria Rossville Quincy Quincy Kansas City, Mazon Mo. McCall, Frank Smith McConnell, Wallace Mcllvaine, Clarice Stickle Mcllvaine, Ethlyn Marie (Mrs. Franklin Fiske) McMillen, Sadie Musson, Eloise Beryl Nolkemper, Henrietta E. Norman, Emma Adelia Osias, Camilo Paz, Fabian de la Macomb Kewanee Mt. Sterling Colchester Bushnell Bement Bushnell Res. Kirksville, Mo. Macomb Stu. Champaign Colchester Colchester Quincy Quincy Keokuk, lov^a Elmwood Balaoan, Stu. Columbia Union, P. I. Un. N. Y. San Fernando, Mexico, Pampan- Pampanga, ga, P. I. P. I. Rice, Florence Knox Macomb Augusta Robertson, Lucy Gertrude Macomb Lewiston, R.F.D. Rocha, Zacarias Tagbilaran, Bohol, P. I. Ryan, Mamie LaGrage,Mo. Quincy Smith, Lucy Lennington Macomb Stu. W. I. S. N. Taylor, Ward Hastings Avon Stu. Champaign Sullivan, Elizabeth Grace Macomb Mattoon Swayze, Armina E. Macomb Res. Macomb Teodoro Jose, Bay, Laguna, Stu. Columbia P. I. Un., N. Y. Western Illinois State Normal School 73 Name Post Office Taught last year Torrefranca, Cirilo Iloilo, Panay, P. 1. ■' Westberg-, Alice E. J. Rock Island!- Moline Wiggins, Nora Elinora Plymouth Potomac Wilson, Sylvia Jane Colchester New Boston Wyne, Margaret Ruth Macomb Stu. Northwest- ern Un. 1909 Arnold, Louise Macomb Babbitt, Orlena Abingdon Barrett, Alice Lewistown Barrett, Mary Lewistown Bly, Grace B. Macomb Chapman, Ethel L. Macomb Cordell, Eula E. Macomb Crume, Grace R. Blandinsville Delbridge, Ruby J. Colchester Dunn, Nellie F. Plymouth Ellis, Flora M. Macomb Fishleigh, Gladys Macomb Foster, Beatrice Macomb Funk, Lillian Knoxville Gill, Ruth Macomb Hanson, Anna Van Duyn Sterling Hanson, Laura Van Duyn Sterling Hendel, Laura Pearle Knoxville Hill, Margaret M. Chicago Kirk, Mary Macomb Lantz, Cyrus W. Brooklyn Leighty, E. Fern Macomb McLain, Ernest S. Industry Milne, Lida M. Monmouth Mustain, Mabel R. Sciota Myers, Lena J. Macomb Nordwall, FenaE. Abingdon Pennebaker, Anna Macomb Roberts, Louise Macomb Runkle, Benjamin R. Littletown Sale, J. Luella Geneseo Stinson, Lavinia Macomb Walters, Prentice T. Macomb Willard, Merle A. Bowen Woods, Ardie G. Macomb Wyne, Lucile Macomb— 36 Whole Number of Graduates 182 74 Principal’s Report STUDENTS, 1908—1909 Normal, School Name Post Office Credits Andrews, Grace Laura Macomb Arnold, Louise Macomb 24f Babbitt, Orlena Abingdon 26| Barrett, Alice Lewistown 264 Barrett, Mary H. Lewistown 25 ^, Bayliss, Clara K. Macomb Special Bayliss, Zoe Burrell Macomb Special Bays, Francis L. Lewistown 15 Bearmore, Faye G. Maquon 14—14 Ac. Bly, Grace Belle Macomb 26 Boyd, Iva H. Macomb 174 Buckley, Clara Victoria Moline 12 Chandler, Blanche Adair 124 — 4f Ac. Chapman, Ethel Lucinda Macomb 29A Chapman, Grace A. Chicago 15 Cordell, Eula E. Macomb 25| Cordell, Vail B. Macomb 24f Coyner, Myrtie Belle Macomb 11—24 Ac. Crossland, Pearl Mendon 12 Crume, Grace Blandinsville 24| Delbrid^e, Ruby Jeanette Colchester 24| Diamond, Olive Macomb 84— ? Ac. Dunn, Nellie Plymouth 25 Ellis, Flora M. Macomb 26tV Fauble, Ruth La Grange 4 Special Fishleigh, Gladys Macomb 28 Flack, Vera Macomb 13 Foster, Beatrice Macomb 25f Funk, Elizabeth L. Knoxville 24* Gill, Ruth Macomb 25f Hanson, Anna Van Duyn Sterling 25| Hanson, Laura Van Duyn Sterling Hawkinson, Hilma J. Galesburg 124—4 Ac. Hendel, Laura Pearl Knoxville 27* Hill, Alma Chicago Hill, Margaret Melvina Chicago 25^,V Hoelscher, Ester L. Brooklyn 12—5 Ac. Holmes, Caroline Augusta 12 Horrell, Bernice Macomb Humberd, Nora Sciota 3—4 Ac. Huff, Joseph Francis Blandinsville 4 Irvine, Helen Grace Monmouth 15—14 Kirk, Mary Macomb 25i Western Illinois State Normal School 75 Name La Monte, Elizabeth R. Lantz, Cyrus W. Law, Arch R. Leighty, E. Fern Lewis, Mary Belle Lutt, Henrietta Eleanor McLain, Earnest S. McMullen, Arthur R. McVeigh, Mrs. Alice Milne, Lida Margaret Morgan, Rudolph B. Mustain, Mabel Ruth Myers, Lena J. Nordwall, Pena E. Pendarvis, Wilbur O. Pennebaker, Anna Pickrel, Roxy Irene Purdum, Lena M. Randolph, Louise Dean Rexroat, Herman F. Roberts, Louise Rose, Anna Y. Ruddell, Bessie Ruffner, Jay Smith Rule, Eva Ara Runkle, Benjamin R. Sale, Jessie Luella Shields, Ruth Hudson Smith, Lucy Lennington Stienbarger, May Stinson, Lavinia S. Towns; O. A. Treadway, Oswell G. Wagner, Bernice E. Walters, Prentice Watson, Irene Anna Wayland, Lillie May Welch, Garnet White, Irma B. Willard, Merle A. Wisherd, Arthur L. Woods, Ardie G. Woods, Mary June Wyne, Lucile Post Office Credits Hamilton 12— ? Ac. Brooklyn 24i Galesburg 2i Macomb 24f Macomb 12— 4i Ac. Moline m Industry Mendon 261 Macomb Special Monmouth 24^ Macomb 9i— 4 Ac. Sciota 26f Macomb 24i Abingdon 24 Media 11— 3i Ac. Macomb 24 Knoxville 12 Macomb 13—3 Ac. Macomb 12 Macomb 20 Macomb 26 Bushnell 2i— ? Ac. Tennessee 12 Macomb 4— 8| Ac. Cairo 2 Special Littleton 24 Geneseo 25x0 Macomb Macomb 21i— 5t Ac. Post Graduate Augusta 12— ? Ac. Macomb 24f Rinard 12 Macomb 9— 6f Ac. Rock Island 19i Macomb 25f Macomb 2 Special Macomb 15i Macomb 14— 4f Ac. Princeton 12i Bowen 25f Macomb 12 Macomb 24i Macomb Post Graduate Macomb 24f 76 PrincipaFs Report Academy Boys Name Post Office Credits Adams, George W. Macomb i Adcock, Joseph W. Allison, Charles William Macomb Macomb U Allison, George W. Macomb 2| Applegate, Clyde Macomb 4f Applegate, Holly Macomb 4f Bailey, Albert Eads Macomb 16f Benner, Iva Macomb 2 Bice, Glen Colchester Bilderback, Troy P. Augusta C. S. Billings, Frank M. Keithsburg 4| Sp. Briar, Amer R. Brooking, Florian Bardolph Macomb 4f Brooking, Melvin R. Macomb Brown, JYank Lincoln Browning, Clarence T. Macomb lOi Chambersburg 11 Browning, Russell H. Chambersburg 19f Buckley, Robert Dale Macomb 21t Burmood, Howard Huntsville C. S. Butts, Loren Camp Point 24 Campbell, Arthur Harvey Macomb 24 Sp. Campbell, Francis Ursa 13 Catlin, Virgil Glen Swan Creek 74 Cooper, Carroll Macomb 124 Corman, Verne M. Croxton, Frank Rushville Golden 24 Damron, Harold Macomb 13 Davis, Wilbur Golden 44 and ( Decker, Loll is Glenn Macomb 54 Dobson, DeWitt Stacey Austin Sta., Chi. Eastman, Harold Augusta £ Erwin, Clinton Macomb 104 Eyman, Albert Earl Golden 54 Flack, Charles Earl Macomb 214 Foltz, Clinton Graham Fritch, Lewis M. Colchester Viola C. S, Gumbart, Harold E. Macomb 164 Gustafson, Clarence A. Altona 64 and ( Hamilton, Ray H. Good Hope 11 Heaton, Samuel J. Sciota 64 Hendel, Robert W. Jr. Colchester 264 Hickman, Ahart Macomb 4 and ( Higgins, Ward F. Brooklyn 304 Hoffman, Homer H. Macomb 44 Homer, Robert Allison Smithfield 2 Western Illinois State Normal School 77 Name Post Office Credits Hoyt, Guy M. Good Hope 191 Huey, Grant Stewart Plymouth Imes, Oliver S. Macomb 30 Indies, Earl Jeffries, Daniel William Industry Marietta 16f Lanthorn, Melvin Y. Orion Corresp. Lawless, Wilber Bowen 3i and C. S. Lawyer, Paul L. Macomb Leighty, Dana H. Vermont 12f Lewis, Philip Sciota 4 Long, Fred A. Fidelity Corresp. Mapes, George C. Macomb 16f McCaw, Leonard New Windsor C. S. McCoy, Leroy E. Orion Corresp. McDonald, Ralph Macomb 2^ McLean, Harold Macomb 20 McMillan, T. Howard Macomb Si Miller, Guy Horace Camden C. S. Monninger, Carl Morton, Roy A. Macomb Golden 27 Nichol, Ross Noper, Ross Hadley 16 Good Hope 3 Perry, Sumner Swan Creek 15i and C. S. Pickinpaugh, Guy Camden 18f Pierce, Clyde F. Huntsville Ilf Pollock, Don Astoria 13f Porter, Audrey Good Hope 9 Purdy, Loren Sciota 2f Rausch, George C. Viola 25 Robinson, Garnett Colchester 13i Rost, Roscoe Louis Macomb 8 Ruebush, Walter Runkle, Ralph Harrison Sciota 16f Macomb 8f Runkle, Wallace Irvin Macomb 6f Sp. Russell, Samuel Scott Macomb 6 Salisbury, George W. Astoria 24f Sallee, Roy M. Gerlaw 26f Shields, Reco Sciota C. S. Simonson, Robert Smithshire f Simonson, Simon Smithshire lOf Smith, Eugene E. Smith, George Good Hope Macomb f Smith, Lester C. Marietta 27t Smith, Lloyd E. Marietta 8f Sorenson, Alfred Gerlaw 25 Standard, Jerry Vermont 16} Sticklen, Ira J. Colchester 2} and C. S. 78 Principal’s Report Name Post Office Credits Stookey, William B. Macomb Ilf Swearingteii, Ralph Birmingham C. S. Switzer, Ralph B. Macomb 16 Sypherd, Fred L. Macomb 22 Taylor, Roscoe Adair 8 Thompson, Howard G. Macomb 14f Watson, Warner A. Macomb 21f Welch, Homer W. Colchester 17 Welch, Ralph Colchester 9 Wilson, M. Earl Wilson, Ralph Ernest Colchester 13i Colchester 15i Wood, Victor Woolley, Rollo Huntsville C. S. Woodhull 6 Yeast, Ernest Macomb 4 Yeast, Orval Macomb 6f Yetter, H. Rex Macomb 6f York, Jones Orin Macomb 8f Academy Girls Adair, Ethel Timewell 7f Adams, Maud Coatsburg 16 Adkisson, Leola Hazel Roseville 14 and C. S. Allison, Florence Angell, Beulah Macomb 8 Macomb 18 Arnold, Jane Camden C. S. Bagby, Bertha Bonn Macomb 6f Baily, Maurine A. Lewistown 18 Barnes, Edna Claribel Raritan m Baxter, Corma Augusta 3i Black, Ella B. Industry C. s Bowman, Lilybell Roseville 6 Brady, ISTeilie Tampico C. S. Brown, Birdie Roseville 21i Burch, Ursula Macomb 30 Carmack, Sylvia Ellen Colchester 7f Carmean, Nellie Newton 24 Cashman, Ella M. Huntsville C. S. Cashman, Emma Huntsville C. S. Chambers, Ursula Ellen Bluff Springs c. s. Chapman, Eleanor A. Mt. Sterling 4 Cline, Fannie Dorcas Berwick C. S. Coleman, Flossie Carthage 8 Collins, Pearl Cooper, Rosa E. Monmouth 8 Augusta 4f Cordell, Della Grace Macomb 17f Covert, Mary Anna A ugusta 19f Western Illinois State Normal School 79 Name Post Office Credits Crabtree, Nora New Phil. Craig, Lucy Eloise Abington 16^ and C. S. Cramblett, Nellie Luella New Phil. 6 Danner, B. Chloe Industry 14 Daugherty, Jennie Mendon C. S. Dennis, Lena Maude Macomb Dodd, Bernice I. Browning C. S. Dunbar, Beatrice Louise Galesburg c. s. Eichenauer, Alma K. Chandlerville c. s. Fernald, Georgia Roseville c. s. Foster, Ella R. Macomb 24f Fox, Anna Good Hope 8 Gooch, Maud Reed New York City 3 Gorsuch, Ella May Littleton C. S. Graham, Nellie A. Adair 26 Gray, Bertha Glenna Griggsville c. s. Greuel, Augusta Vermont c. s. Harris, Winnie Floe Marietta c. s. Headley, Mable Herman 8 Hodgson, Florence Birmingham c. s. Holton, Hazel Fern Plymouth Homrighausen, Lizzie Red Bud c. s. Homey, Dena Littleton c. s. . Houtchens, Grace Waitsburg, Wash. C. S. Hoyt, Edna Fandon 1 Humberd, Hazel L. Sciota 12f Irish, Mary Frances Blandinsville Johnson, Lillie Amanda Wataga c. s. Johnson, Maybelle W ataga c. s. Jokish, Bertha Elva Bluff Springs c. s. Jones, Minnie R. Prairie City c. s. Keithley, Grace Macomb 2 Kettenring, Maggie Bowen i Latherow, Fannie I. Fountain Green c. s. Lawyer, Ilda Macomb 24 Lawyer, Verna Macomb 8 Leftridge, Susie Adair 8i Marrs, Junia Sciota 18 Mason, Alice Ruth Canton C. S. Mathers, Urie Media 7 McDonald, Iva Macomb 14f McGaughey, Clara May Macomb oir Mcllhenny, Mary O. Littleton 16 McKeown, May me Mt. Sterling C. S. McLain, Mable A. Industry c. s. McMillan, Della M. Table Grove 8 McMillan, Eva M. Macomb 24i 80 Principal’s Report TS ame Post Office Credits McMillan, Helen McMillan, Stella B. Macomb Table Grove 16 McNaughton, Corda M. Bushnell 3i Mecum, Alice Mecum, Mary Adelia Macomb Bowen C. S, Miller, Myrta Macomb a s. Miner, Nellie Adair Mitchell, Edna E. Mitchell, Susie S. Browning c. s. Browning 8 Murrill, Eva Nash, Lydia E. Macomb 12 Macomb Onion, Belle Patten, Alma May Payne, Garnet Astoria Neponset C. S. Industry 25i Perry, Hazel Caroline Swan Creek n Pierpont, Ethel Macomb c. s. Pollock, Lola Audrey Colchester 9i Pothast, Nellie Ethel Hull 8i Purdum, L’Marie Macomb 4| Purdum, Ninah Margaret Macomb 18 Ramsey, Jenny Birde Alexis 24f Rexroat, Ruby Josephine Macomb 23 Ritchey, Ruth Camden C. S. Robertson, Alice Evelyn Macomb 16 Robertson, Nellie Agnes Macomb 8 Robinson, Pearl Blanche Colchester 20 Routh, Jessie Fern L. Hermon 25 Ruddell, Marion Tennessee 24 Ruggles, Forest Del Tennessee C. S. Russell, Flora A. Savill, Grace A. Macomb Canton C. S. Schmiedeskamp, Edna Clayton C. S. Schnitker Caroline C. Arenzville C. S. Schrader, Dora Caroline Liberty 12f Shifley, Fern Irene Colchester C. S. Shover, Ethel Hermon 8 Shupe, Ruth Littleton C. S. Simpson, Eva GalesjDurg c. s. Smith, Lavina Vermont c. s. Stevens, Fannie Lucile Macomb 24 Stevens, Flo Macomb Stevenson, Clem Gerlaw 8 Stocking, Sarah Psyche Keokuk, Iowa H Stodgell, Ina Stookey, Jessie Plymouth Macomb IH and C. Sullivan, Irene Macomb 8S and C. Sullivan, Josephine Macomb 9 Western Illinois State Normal School 81 Name Post Office Credits Sweney, Maude Avon Switzer, Elsie M. Macomb C. S. Switzer, Louise Taylor, Clarissa A. Macomb 8 Camp Point c. s. Taylor, Marietta H. Roseville Taylor, Mary E. Camp Point c. s. Trussel, Bessie Frances Blulf Springs 0. s. Tuggle, Florence Ethel Macomb Ilf Underwood, Lelah Vale Alexis 7f Upham, Clara Macomb 23 Vail, Nina L. Macomb Yarnold, Gertie Wagner, Edna Bardolph C. S. Liberty 16 Walker, Caroline V. Macomb 161 Walker, Dorothy Grace Macomb 4f Whaley, Hallie Anderson Good Hope c. s. Williams, Burrel Macomb 8i Williams, Mary E. Littleton 19 Wilson, Edithe B. Industry 20i Wilson, Frances Lora Tennessee H Wyerman, Grace Macomb 15f Yard, Vera Maria Macomb 23 Summer Quarter, 1909. MEN Name Postoffice County Adair, R. K. Loraine Adams Adair, Samuel Loraine Adams Adams, D. B. Viola Mercer Alton, C. E. Blandinsville Hancock Bailey, Albert Eads Macomb McDonough Bair, LeRoy M. Roseville Warren Biddlecombe, Meade Macomb McDonough Blair, Lee N. Chandlerville Cass Bottorff, W. Roy Augusta Hancock Bradford, Guy Vern Aledo Mercer Brown, Frank L. Macomb McDonough Colvin, Ernest A. Farmington Knox Cordell, Vail Ralph Macomb McDonough Covert, William T. Augusta Schuyler Crawford, Henry Hiram Ripley Schuyler Davis, J. Grant Browning Schuyler Dowsett, Joseph George Cable Mercer Dudman, Thomas J. Macomb McDonough Ellis, J. Luther Macomb McDonough 82 Principars Report Name Eyman, Ralph Lee Henderson, Robert L. Jackson, Doyd Johnson, Edwin H. Kane, Frank N. Kirchner, Lewis Lantz, Cyrus W. Long, Fred A. Long, James A. Long, Oliver Prescott Moore, Theodore C. Morton, Roy Albert Norton, Edward, Jr. Odenweller, Arthur L. Pierce, Clyde F. Pratt, Owen William Redmon, Alexander Ritchey, Royal Sallee, Roy M. Simons, Fred Albert Smith, Harry Y. Spicer, Jabez N. Stanbary, Clyde Sypherd, Fred L. Teel, Charles H. Terrill, George Townley, Fairfax Scofield Townley, Wayne Towns, O. A. Treadway, Oswell G. Valentine, Dwight L. Yeith, Charles Hiller Walters, Prentice Welch, Ralph R. West, Ben White, Charles Paul Wier, Ray H. Wyerman, Fred Yeager, Ray Post Office Golden Bader Rushville Pleasantview Pittsfield Chandlerville Brooklyn Jerseyville Littleton Fountain Green Pittsfield Golden Macomb Alpha Huntsville Bardolph West Liberty Macomb Gerlaw Clayton Alexis Liberty Media Macomb Rushville Colchester Macomb Macomb Rinard Macomb Rushville Mt. Sterling Macomb Colchester Augusta Brooklyn Augusta Macomb Macomb Abell, Nellie A. Adams, Ada Adams, Belle Adams, Bessie E. WOMEN Yan Orin Aledo Macomb Aledo County Schuyler Schuyler Schuyler Schuyler Pike Cass Schuyler Jersey Schuyler Hancock Pike Adams McDonough Henry Schuyler McDonough Jasper McDonough Warren Adams Warren Adams Henderson McDonough Schuyler McDonough McDonough McDonough Wayne McDonough Schuyler Brown McDonough McDonough Hancock Schuyler Schuyler McDonough McDonough Bureau Mercer McDonough Mercer Western Illinois State Normal School Name Post Office Adams, Jessie L. Allen, Mrs. Charles E. Allison, Margaret Daisy Allison, Minnie Myrtle Anderton, Ethel V. Armel, Esther Ruth Arnett, Velma S. Arnold, Musa Marie Austin, Grace Ethel Bachman, Anna Baker, Edith H. Bantill, Lois K. Barnes, Edna C. Barrett, Edna M. Bartlett, Elsie Eva Bartlow, Floy M. Battson, Nellie Ethalind Bays, Anna Beatty, Mary Isabella Bennett, Mannie Elgin Bergstone, Blenda V. Berry, Myrtle B. Bethel, Emma Bethel, Jennie Black, Flena Black, Mary A. Bly, Grace Belle Bonser, Lydia A. Booton, Bessie Agnes Bottorff, Alma M. Boyles, Anna M. Bradley, Ethel Bradley, Ida May Brady, Mae M. Brown, Bertha Blanche Brown, Ethel Amy Brown, Jessie Maude Brown, Helen Brown, Nellie (Cornelia) Brown, Nellie Ethel Bruner, Clarabelle Bruner, Jessie Buckley, Clara Victoria Bruner, Mina Ellen Bugg, Olive Burnham, Lenora Mae Aledo Bowen Macomb Plymouth Macomb Augusta Hadley Kirkwood Altona Tiskilwa Quincy Bushnell Raritan Macomb Littleton Rushville Tennessee Lewistown G las ford Colchester Sharrard Hamilton Bardolph Bardolph Rushville Rushville Macomb Rushville Maqoun Augusta Rushville Lomax Rushville Rock Island Viola Viola Marietta Cart hage Canton Viola Monmouth Monmouth Moline Abington Macomb Macomb County Mercer H ancock McDonough Hancock McDonough Schuyler Pike Warren Knox Bureau Adams McDonough Henderson McDonough Schuyler Schuyler McDonough Fulton Peoria McDonough Mercer Hancock McDonough McDonough Schuyler Schuyler McDonough Schuyler Knox Hancock Schuyler Henderson Schuyler ^ Rock Island Mercer Mercer Fulton Hancock Fulton Mercer Warren Warren Rock Island Knox McDonough McDonough 84 Principal’s Report Name Barkhalter, Florence E. Callihan, Emma C. Campell, Ida Cardwell, Mabel Carter, Edith Cashman, Elizabeth Chandler, Blanche Champman, Ethel L. Clarke, Georgia Cole, Lula Colvin, Ethel Fern (lomer, Winifred Conley, Ethel C. Copes, Esther Cordell, Grace Cordell, Lois K. Cossart, Alma Covert, Mary Anna Cox, Celia Imogene Coyner, Myrtie Crabill, Alice Claire Craig, Lucy E. Crain, Margaret Crawford, Cora Mae Crawford, Grace Crume, Grace Dague, Bess Davis, Clara Pearle Davis, Mamie Juanetta Davis, Teresa J. Dennison, Grace De Volld, Emma De Vore, Belle Draper, Carrie DuBois, Lucile Dunsworth, Mildred May Eckhard, Julie Edmonston, Faye Ellrick, Erna G. Emerson, Anna C. Emerson, Hettie D. English, Mrs. Jennie G. Ernst, Edna Farwell, Come Angelia Post Office Galesburg Fountain Green Golden Neponset Plainville Huntsville Adair Macomb Lewistown Bardolph Farmington Macomb Princeton Kay Macomb Macomb Camp Point Augusta Galesburg Macomb Carthage Abingdon Macomb Sterling Rushville Blandinsville Danville Gerlaw Kewanee Galesburg Wataga Birmingham Bader Viola Prairie City Galesburg Kock Island Kushville Beardstown Burlington Keithsburg Littleton New Philadel phia Augusta County Knox Hancock Adams Bureau Adams Schuyler McDonough McDonough Fulton McDonough Knox McDonough Bureau Schuyler McDonough McDonough Adams Schuyler— Cor. Knox McDonough Hancock Knox McDonough Whiteside Schuyler McDonough Vermilion Warren Henry Knox Knox Schuyler Schuyler Mercer McDonough Knox Kock Island Schuyler Cass Des Moines Co., Iowa Mercer Schuyler McDonough Schuyler Western Illinois State Normal School 85 Name Faubel, Euth Findlay, Sybilla Fisher, Doris Fishleigh, Gladys Fitch, Goldie Flack, Yera B. Fleer, Irene A. L. Foley, Vera Jean Forbes, Nellie L. Fowler, Minnie Maud Frankenburger, Jessie Frazier, MaryE. Frazier, Minnie Anna Gag-g, Emily T. Gar ton, Grayce Fairfield Gay, Carrie Gayler, Edna M. Gibons, Wren Field Gibson, Edith E. Gilfry, Garnet Gill, Euth Gray, Adra Gray, Nellie Green, Edna Pearl Greuel, Augusta Greuel, Clara Guy, Margaret IlaVned, Yala Euth Harshbargar, Lulu Belle Hart, Hazel Gertrude Heaton, Birdie Hendel, L. Pearle Higdon, Ethel Higgins, Claucia Hill, Alma Hill, Anna Lulu Hillyer, Feme Hodgson, Della M. Hodgson, Florence Hoelscher, Esther L. Holloway, Merle N. Hudson, Grace Myrtle Huff, Hulda Hurst, Minnie Imes, Florence Ingles, Cornelia Jacobs, Mary A. Post Office County La Grange Cook Basco Hancock Quincy Adams Macomb McDonough Prairie City Warren Macomb McDonough Quincy Adams Macomb McDonough Farmington Fulton Brooklyn Schuyler Alpha Henry Canton Fulton Canton Fulton Cuba Fulton Astoria Fulton Eay Schuyler Keithsburg Mercer Princeton Bureau Kirkwood Warren Macomb Me Donough Macomb McDonough Camden Schuyler Littleton Schuyler Galesburg Knox Yermont Schuyler Yermont Schuyler Macomb McDonough Dallas City Hancock Galesburg Knex Camp Point Adams Eushville Schuyler Knoxville Knox Hadley Pike Brooklyn Schuyler Chicago Cook East St. Louis St. Clair Brooklyn Schuyler Birmingham Schuyler Birmingham Schuyler Brooklyn Schuyler Knoxville Knox Eock Island Eock Island Frederick Schuyler Canton Fulton Macomb McDonough Eushville Schuyler Nauvoo Hancock 86 PrincipaFs Report Name* Johnson, Anna Amelia Johnson, Blanche Johnson, May Jones, Florence Juett, Cressa Grace Kane, Katherine Kelly, Lydia A. Kennedy, Ursula Ketcham, Cleola Mamie Kile, Edna Kilpatrick, Dora E. Kirk, Mary Kitterman, Blanch M. Knight, Alice Mabelle Krein, Gertrude Barbara Lafferty, Harriet A Lain, Mabel Lucile Lane, Jessie B. Lawler, Mrs. Bertha E. Lawyer, Anna Avis Leach, Goldie A. Leftridge, Susie Legere, Beulah Elizabeth Leighty, E. Feme Lewis, Mary Belle Longlett, Lottie E. Lovely, Berenice V. Lukens, Naomi Lundburg, Tillie M. Lutt, Henrietta E. Martin, Celia H. Massey, Louise Mildred Mathers, Eurie Mathers, Faree McAdams, Myrtle F. McDonald, Lela McGaughey, Fannie B. McGaughey, Julia E. McGillivray, M. Hope McKelvie, Celesta Melvin, Jennie Lee Merrill, Mattie A. Meyer, Gertrude Miller, Mabel Helen Mitze, Mary Mabel Monckton, Margaret P. Moore, Nora Post Office County Altona Knox Canton Fulton Beardstown Cass Mb. Sterling Brown Kushville Schuyler Pittsfield Pike Rushville Schuyler Macomb McDonough La Harpe Hancock • New Windsor Mercer Abingdon Knox Macomb McDonough Tiskilwa Bureau Canton Fulton Viola Mercer Princeton Bureau Atlas Pike Hamilton Hancock Kushville Schuyler Macomb McDonough Camp Point Adams Adair McDonough Macomb McDonough Macomb McDonough Macomb McDonough Adams Adams Colchester Hancock Media Henderson Keithsburg Mercer Moline Eock Island Summum Fulton Macomb McDonough Media Henderson Media Henderson Cuba Fulton Macomb McDonough Macomb McDonough Viola Mercer Macomb McDonough Littleton Schuyler Augusta Schuyler Pittsfield Pike Quincy Adams Quincy Adams Keithsburg Mercer Mt. Sterling Brown Bushnell McDonough . Western Illinois State Normal School 87 Name Moore, Velina Morris, Alice Myers, Lena Josephine Nash, Lydia Elizabeth Nelms, Fairy A. Neville, Mae O’Hern, Anna O’Hern, Mary O’Hern, Sarah Owens, Mary Veronica Payne, Estella Pickenpaugh, Adelaide Penney, Mary Peterson, Nettie Pestle, Grace Phillips, Clara Phillips, Lenore Phillips, Mabel Margaret Pine, Jeanette Merle Pleasants, Dorothy Poling, Sadie A. Purdum, Bertha B. Purdum, Bertha M. Purdum, Lena E. Purdum, L’Marie Purdy, Alice Quivey, Bertha Eagon, Nellie Mae Eawles, Blanche Eea, Eachel Mary Eedfield, Mary Neskle Eedmon, Bessie Eeid, Lula Eeid, Margaret Bertha Rhoades. Maude Ehykerd, Lela G. Eiggs, Theressa Pearle Rigsbee, Nola Ritchey, Lois C. Roath, Vergie Roberts, Louise Rodgers, Cora Mae Root, Suvsie Routh, Jessie Feme L. Rowles, Eva Lee Russell, Josephine L. Russell, Ruth L. Post Office County Princeton Bureau Viola Mercer Macomb McDonough Macomb McDonough Bader Schuyler Macomb McDonough Vermont Fulton Vermont Fulton Vermont Fulton Canton Fulton Macomb McDonough Rushville Schuyler Moline Rock Island Quincy Adams Macomb McDonough Rushville Schuyler Rushville Schuyler Augusta Schuyler Alexis Warren Rock Island Rock Island Golden Adams Macomb McDonough Plymouth McDonough Macomb McDonough Macomb McDonough Sciota McDonough Colusa Hancock Galesburg Knox Galesburg Knox Avon Fulton Littleton Schuyler West Liberty Jasper Macomb McDonough Macomb McDonough Astoria Fulton Cameron Warren Monmouth Warren Birmingham Schuyler Macomb McDonough Carthage Hancock Macomb McDonough Abingdon Knox Versailles Brown Hermon Knox Abingdon Knox Macomb McDonough Macomb McDonough 88 PrincipaVs Report Name Byan, Mamie Samuelson, Fannie M. Scott, Lucile B. Schenck, Loretta Schnitker, Caroline C. Schell, Emily Seeley, Louise Zoline Shields, Buth Hudson Sherman, Grace Shover, Nellie Jane Sickmon, Pearl Kathryn Smith, Mrs. Hallie Smith, Lucy Lennington Smith, Nona B. Smithers, Marguerite B. Smithers, Buby M. Spencer, Clyde Staggs, Hazel Mary Stephani, Ottilie Marie Stephens, Flo Stewart, Margaret A. Stuart, Dora May Sturtevant, Myrtie F. Swigert, Blanche B. Swisher, Ida F. Sypherd, Gladys Avnell Taylor, Myra M. Taylor, Mrs. Nettie Thomas, Edith Thomas, Hazel Thompson, Olive F. Thomson, Mamie Tietze, Elsie Towns, Mrs. Mabel E. Trovillo, Mina Fay Tutt, Dena E. Vanderburgh, Mary Van Etten, Mary Vaughn, Helen Wagner, Berenice E. Wagy, Anna Mae Walker, Dorothy Grace Walker, Mabel Sarah Walton, Ethel Waschke, Bertha H. Watson, Irene A. Post Office County La Grange Princeton Macomb Baritan Arenzville Quincy Macomb Macomb Bushville Hermon Monmouth Astoria Macomb Bowen Macomb Macomb Neponset Plainville East St. Louis Macomb Monmouth Chadwick Plainville Bapatee Bushville Macomb Frederick Creede Canton Oquawka Macomb Kirkwood East St. Louis Binard Abingdon Bushville Galesburg Macomb Wataga Bock Island Plainville Macomb Bushville Browning Cable Macomb Lewis Co., Mo. Bureau McDonough Henderson Cass Adams McDonough McDonough Schuyler Knox Warren Fulton McDonough Hancock McDonough McDonough Bureau Adams St. Clair McDonough Warren Carroll Adams Knox Schuyler McDonough Schuyler Mineral Co. Colorado Fulton Henderson McDonough Henderson St. Clair Wayne Knox Schuyler Knox McDonough Knox Rock Island Adams McDonough Schuyler Schuyler Mercer McDonough Western Illincis State Normal School 89 Name Post Office County Weatherhead, Grace Weisenborn, Birdella Welch, Garnet C. Whitenack, Beatrice M. Wiebmer, Matilda Wiggins, Margaret Willey, Mattie Marion Woods, Ardie Wood, Mary June Young, Helen M. Moline Eock Island Quincy Adams Macomb McDonough Lewistown Fulton Quincy Adams Milan Eock Island Birmingham McDonough Macomb McDonough Macomb McDonough Augusta Hancock The Normal Training School Grade I. Byron Bagby, Thomas Burch, Lloyd Bar- ton, Harry Cassady, Edward Dawson, Stuart Hallenbeck, D. J. Hobbs, Albert Ingalls, Thomas Martin, Eobert Mill- som, Burdette Owens, Lewis Pendell, Edward Wells, Lu- cile Bolles, Louise Bolles, Elsie Cheeseman, June Church- ill, Helen Erickson, Virginia Greer, Helen Nell, Louise Smithers, Julia Yose, Beatrice Wetzel. Total 25. Grade II. Carl Ausbury, Walter Cassady, Fred Dan- ley, Eussell Drake, LaVerne Erickson, Eobert Gieger, Wilbur Greer, Ernest Hahn, Mae Laughlin, Dale Eex- roat, Harold Saffell, Harold Schick, Yadis Seward, Ernest Smithers, Pauline Browning, Clara Burton, Mildred Danielson, Alleyne DeCamp, Mildred Nell, Virginia Eus- sell, Beatrice Simmers. Total 21. Grade III. Willard Avery, Basil Baldridge, Howard Bartleson, Ralph Carson, Richard Churchill, Lewis Grier, Edwin Harris, Wayne Hobbs, Haskett Johnson, Teddy Lemmer, Leroy Milsom, Kenneth Richards, Francis Rus- sell, Wilbur Smithers, Corinne Bolles, Pearl Butterfield, Helen DeCamp, Pluma Dunblazier, Gertrude Jenkins, Rosie Stevens, Dorothy Wright. Total 21. Grade lY. Elmer Ausbury, Harold Ausbury, Harry Avery, Dean Bartleson, Vivian Brooking, Frederick Cale, Allen Cheeseman, Farwell Edwin Darby, Eoscoe Ellis, Duane Griffith, Sterling Oakman, Albert Pendell, Lewis 90 PrincipaVs Report Stephens, Wayne Walker, Hazel Avery, Minnie Baldridge, Vera Burton, Mae Danley, Euth Danley, Ollie Hahn, Myrtle Hare, Myrtle Oakman, Helen Ward. Total 23. Grade V. James Baldridge, Ealph Danley, Alfred Damage, Harry Graves, Harry Jones, Albert Rexroat, Lester Sexton, Floyd Thrush, Ollie Wisecup, Beulah Bag- by, Anna Burton, Christabel Gale, Euth Churchill, Myrtle Hare, Vera Hickman, Bessie Holmes, Martha Lane, Grace PendelJ, Elsie Robertson, Francis Sevier, Mildred Stevens. Total 21. Grade VI. Philip Brooking, George Erwin, Harold, Frank, George Gumbart, Edward McDonough, Fred Rob- ertson, George Stremmel, Chandler Twyman, Lyman Vose, Marie Bartleson, Mary Harlan, Irene Harris, Hazel Hahn, Pearl Jacobs, Maude Lemmer, Myrrhine Newsome, Lulu Eexroat, Lavinia Scott, Nina Walters, Jemima Wayland. Total 20. Grade VII. Dale Bagby, Ivan Burton, Willie Coats, Morris Tunnicliff, Harold Russel, Willard Watson, Anna Allison, Dorothy Bacon, Katherine Bartleson, Mary Bur- ton, Leona Culp, Alice Ellison, Marie Foulds, Helen Ges- ler, Kathryn Grier, Euth Keach, Hazel Monninger, Hattie Randolph, Alice Upham, Susie Upham, Sarah York. To- tal 21. Grade VIII. Rowland Cordell, Ervin Ferris, Lewis Gill, Ernest McCall, Eolland Nash, Clifford Stocker, Onno Walters, Harlow Wyne, Ben York, Bertha Abrams, Ger- trude Allison, Mary Ausbury, Isabel Brooking, Helen Coats, Christie Dark, Louise Ellison, Wilma Foley, Myla Jacobs, Helen Stephens, Mary Vose, Cleo Wisecup. To tal 21. SUMMARY Boys Girls Total Grade I 13 12 26 Grade II 14 7 21 Grade III 14 7 21 Grade IV 14 9 23 Grade V . 9 12 21 Grade VI 9 11 20 Western Illinois State Normal School 91 Grade VII 6 15 21 Grade VIII 9 12 21 88 85 173 The Country Training School Grade I. Thelma Budde, Lonnie Cheeseman, Edward Hobby, Edna Van Fleet. Total 4. Grade II. Irene Bagley, Orville Bland, Anna May Cheeseman, Goldie Sebree, Clarence Tipton. Total 5. Grade III. Balph Bagley, Archie Cheeseman, Willie Cheeseman, Cecil Van Fleet, Jimmie Bexroat, Wesley White. Total 6, Grade V. Lontelous Bagley, Jessie Bland, Clyde Dia- mond, Nellie Diamond, Ralph Greenbank, Harry Sebree, Mary Sebree, Florence White. Total 8. Grade VIII. Zell Bland, George Gill, Bessie Ilex- roat, Nina Sebree, Gladys Sypherd, Susie White. Total 6. Grade IX. Lee Bexroat, Boy Bexroat, Hazel Wrigley, Bert Sullivan. Total 4. Grade X. Pearl Bagley, Buth Eyler, Cora Henderson, Ethel Bexroat, May Bexroat. Total 5. Total 37 Summary 1908-1909 Normal School and Academy, Men 125 Normal School and Academy, Women 215 Summer Quarter, Men 58 Summer Quarter, Women 291 Elementary Schools, Boys and Girls 211 900 Counted Twice 54 Total 846 92 PrincipaVs Report FORMER MEMBERS OP THE FACULTY Name Period of Service Burns, James Clinton Nov. 30, 1901 to June 8, 1906 History and Civics Barnett, Charles A. Sept. 1, 1907 to July 23, 1909 History and Athletics Bergold, Lilian C. Sept. 30, 1906 to July 23, 1909 Training Teacher. Carney, Mabel Sept. 30, 1906 to Aug. 30, 1909 Training Teacher. Fairbank, Frederick Joy Nov. 30, 1901 to June 8, 1906 Latin, German and Greek. Fairbank, Mrs. Winifred S. April 8, 1902 to April 13, 1906 Director of Music. Hazle, Miss Laura Sept. 4, 1903 to June 8, 1906 Critic Teacher. Henninger, John W. Oct. 18, 1901 to Sept. 1, 1905 Principal. Hitchcock, Miss Elizabeth Jan. 2, 1904 to June 7, 1906 Critic Teacher. Keith, Miss Edna Sept. 1, 1902 to Jan. 1, 1907 Critic Teacher. Layman, Miss Elsie Jan. 2, 1904 to Sept. 1, 1904 Assistant in Music. Lugenbeel, W. E. June 8, 1904 to June 8, 1906 Mathematics, English. OSDEN, Miss Alice M. July 10, 1903 to June 8, 1906 Reading and Expression. Roberts, Homer L. Nov. 20, 1901 to June 8, 1906 Biological Sciences. Western Illinois State Normal School 93 Smith, Seth L. Feb. 18, 1902 to April 1, 1907 Drawing, Writing and Commercial Branches. Snyder, Miss Elizabeth June 8, 1906 to June 25, 1906 Instructor in Music, Sutherland, William J. Nov. 30, 1901 to Aug-. 7, 1908 Geography. Thompson, J. C. 1901 to 1903 Registrar. Wilkinson, E. S. Nov. 30, 1901 to June 8, 1906 Mathemetics. Wyne, Miss Mary Nov. 21, 1904 to June 8, 1906 Assistant in Music. 94 Principal’s Report FORMER MEMBERS OF THE BOARD OF TRUSTEES Date Alfred Bayliss, Springfield (ex- WiLLiAM Hanna, Golden Fred E. Harding, Monmouth John M. Keefer, Macomb John S. Little, Rushville Charles J. Searle, Rock Island B. M. Chiperfield, Canton J. J. McLallan, Aurora S. P. Robinson, Bloomington Charles J. Searle, Rock Island I. H. SouTHWiCK, Flora Charles V. Chandler, Macomb George W. Ross, Carrollton S. A. Fairbank, Jacksonville F. E. Blane, Petersberg E. H. Kinney, Table Grove S. H. Trego, Clayton John M. Keefer, Macomb John A. Mead, Augusta of Appointment ■ofiicio 1899-1906) June 1, 1899 June 1, 1899 June 1, 1899 June 1, 1899 June 1, 1899 July 23, 1900 July 23, 1900 July 23, 1900 July 23, 1900 July 23, 1900 April 24, 1901 May 21, 1901 June 19, 1901 June 7, 1902 Jan. 13, 1903 Feb. 9, 1904 Sept. 2, 1904 Dec. 3, 1904 f I 3 2 105650987 Ulinols State Reformatory Print