CHICAGO: The J. M. W. Jones Stationery and Printing Company. 1890. COOK COUNTY Hora\al®Sch.ool CHICAGO, IHLaINOIS. FRANCIS W. PARKER, Principal. REPORTS OE THE PRESIDENT OF COOK COUNTY BOARD OF EDUCATION AND THE PRINCIPAL OF COOK COUNTY NORMAL SCHOOL. FOR 1890. : COOK COUNTY C, IfUnC- to [Formal* School CHICAGO, ILaIaINOIS. FRANCIS W. PARKER, Principal. REPORTS OK THE PRESIDENT OF COOK COUNTY BOARD OF EDUCATION AND THE PRINCIPAL OF COOK COUNTY NORMAL SCHOOL. FOR 1800. CHICAGO: The J. M. W. Jones Stationery and Printing Company. 1890. COOK COUNTY NORMAL SCHOOL. COOK COUNTY BOARD OF EDUCATION. Room 320, Court House, Chicago, III. TERM EXPIRES. P. O- ADDRESS. Dr. A. H. CHAMPLIN, President September, 1891. Englewood, 111. ALBERT G. LANE, Secretary. Ex-Officio Member. Room 320 Court House. ROBERT J. SMITH Ex-Officio Member. Room 203 Court House. D. R. CAMERON September, 1891. 73 Lake Street. CHAS. S. CUTTING September, 1892. 812 Chamber Com.Bdg. Dr. S. D. WALDEN September, 1892. 95 Dearborn Street. E. S. DREYER September, 1893. 99 Dearborn Street. E. E. BROWNE September, 1893. Englewood, 111. Regular meeting third Saturday in each month at 3.00 p. m. STANDING COMMITTEES. FINANCE AND JUDICIARY. ROBERT J. SMITH, Chairman. E. S. DREYER. E. E. BROWNE. TEACHERS, JANITORS AND ENGINEERS. D. R. CAMERON, Chairman. Dr. S. D. WALDEN. C. S. CUTTING. BUILDINGS, GROUNDS AND SUPPLIES. Dr. S. D. WALDEN, Chairman. ROBERT J. SMITH. A. G. LANE. LIBRARY AND APPARATUS. C. S. CUTTING, Chairman. E. E. BROWNE. A. G. LANE RELATIONS TO CITY SCHOOLS. E. S. DREYER, Chairman. D. R. CAMERON. A. G. LANE. REPORT OF THE PRESIDENT OF THE Cook County Board of Education To the Cook County Board of Education : Your Chairman, in his last biennial report, emphasized the fact of an increasing interest in the maintenance, growth and success of the Cook County Normal School, and a regularity of attendance at all meetings of your body, which marked a new era in the history of the Board. The same activity and fidelity have charac- terized your efforts since that time in the direction of placing the school among the foremost institutions established in the land for the better fitting of teachers for active service in the common schools. Under the progressive and enlightened supervision of Col. F. W. Parker and his splendid corps of assistants the school is prospering. The addition of many new books and the valuable files and useful materials contributed by the indefatigable labors of Mrs. F. W. Parker, render the present room inadequate for use by the teachers and pupils in their daily work. Your Chairman, there- fore, recommends that you take immediate steps towards pro- viding more commodious quarters for the library and reading room, as suggested by the principal. The renewed activities manifested in the collections continually added to the museum and science rooms, furnish fresh incentives for the practical study of natural history and science, and exemplify the wisdom of your permitting, from time to time, a small outlay for that purpose. In no department of the school has there been more satisfactory progress shown than in the science and natural history work. Your Chairman further recommends that you second the principal’s desire to enlarge the plan for physical culture. This calls for the employment of an extra instructor and the establishment of a gymnasium. v\4- 4 The opening of the Sloycl room, under the direction of W. J. Kenyon, is already productive of encouraging results. The en- thusiasm and skill which the pupils of all ages display with the tools in their handiwork lead all visitors to this department to feel that the time has come for the general introduction of the more important features of industrial education in the county and city schools. This can only be accomplished by the ability of the Nor- mal School and the Manual Training Schools to furnish teachers competent to assume charge of such work. The testimony of the larger proportion of city principals reveals a wide-spread dissatisfaction with the cadet system now in vogue in their schools. They regard it at the best as only a make- shift. The immediate head of a school has too often no choice in the selection of his assistants. He must accept persons assigned to him as assistants, whose highest qualifications are that they have passed a certain examination and have served a cadetship under an inadequate supervision. The object of the Chicago Schools and the Cook County Normal School is identical ; and they should go hand in hand along a given line. The interest of the common schools can best be subserved by requiring candidates for teaching, from the high schools and colleges, to take a course of instruction in a regularly officered and equipped Practice and Training School. That a completer recognition in the city schools of the Normal School certificate of graduation may be brought about, an addi- tional committee on relations to the city schools has been placed on your list of standing committees. An early conference between your board and the city board is deemed advisable. The cordial relations existing between your Board and the Board of County Commissioners are gratifying evidences of a belief in the usefulness of the Normal School. The well-directed efforts of Prest. Edmanson and the majority of his colleagues to plat and beautify the heretofore neglected grounds deserve special mention. The Cook County Normal School has weathered many storms and has survived the test of nearly a quarter of a century. The importance of an institution of this kind near the center of more than a million of inhabitants cannot be over estimated. Its per- manency should never for a moment be doubted. Neither should it feel the want of funds to meet the demands of actual growing ne- cessities, and your zeal in its behalf must be measured by your insist- ance that such demands be recognized in the next appropriation 5 FINANCIAL EXHIBIT. The following is a statement of the financial affairs of the school for the year ending September 1, 1889, and for the year beginning January 1, 1890, and ending December 31, 1890. The figures are taken from the books of the Secretary of the Board of Education, and show the amount of bills audited by the Board : EDUCATIONAL FUND. Year ending- Sept. 1, 1889. $25,000 00 18,034 92 2,089 59 1,002 32 2,578 13 $23,704 96 TUITION FUND. Receipts: Balance, Sept. 1, 1888 $ 320 80 From District 10, annexed to Chicago, Tuition of Pupils in Practice Department 4,331 80 From other Pupils 699 39 Total Paid to Teachers Cash on hand 20 LIBRARY FUND. Receipts: Balance, Sept. 1, 1888 From Non-Resident Pupils . . $ 198 75 . . 1,953 80 Total Paid to Teachers Library and Apparatus Cash on hand 100 00 . . 1,876 60 175 95 $2,152 55 Total $2,152 55 Report of Expenditures for the County Normal School, for the year 1890, as shown by its records: Appropriations for Salaries.- Expenditures $18,756 67 18,756 57 Balance 10 Appropriation for Supplies Expenditures $6,000 00 5,889 66 Balance $ 110 34 Receipts: Appropriations Expenditures: Salaries Supplies Repairs Coal and Gas. . Total 6 Appropriation for Improvement of Grounds, Balance of Appro- priation of 1889 $1,612 34 Appropriation of 1890 4,000 00 $5,612 34 5,647 08 Overdrawn $ 34 74 Tuition Account : — All tuition received from members of the Normal School, who are ndn-residents of Cook County, is devoted to the purchase of books for the library and apparatus for the same. Balance on hand, reported October 8th, 1889 $ 175 95 Received Tuition to date 2,680 05 $2,856 00 $2,012 94 315 72 121 90 68 56 Total $2,519 12 Cash on Hand $ 336 88 The Normal Practice School is a Sub-District of Chicago, and the City of Chicago pays for the tuition of their pupils at the rate of two dollars each per month. This money is used for the payment of the Practice School Teachers. receipts. Balance on Hand, reported October 8th, 1889 $ 20 Received from City of Chicago, October 1st, 1889, to December 24th, 1890 7,379 50 Received from other Tuition . 782 19 Received from Normal School Tuition Fund 468 11 Total Receipts $8,630 00 Expenditures for Salaries of Practice School Teachers 8,630 00 Total enrollment of pupils for the year beginning September 1st, 1889, ending June, 1890 : Training Class 183 High School 105 Public School 457 Kindergarten 190 Total 935 Total Paid for Salaries of Teachers to meet deficiency in Appropria- tions Paid for Library Expenditures Paid for Museum Specimens Paid for Sundries Total . . Expenditures 7 AVERAGE MEMBERSHIP. Training Class.. 124 High School 82 Public School 287 Kindergarten 37 Total 630 Total number of volumes in County Normal School Library, 6 , 458 . There were one hundred and forty-two graduates during two years — nearly all of whom are teaching in the County. NAMES OF GRADUATES JUNE, 1889. Bach, Phoebe Kenyon, Walter J. Beardsley, Alice Knights, Yiola E. Birkhoff, Kate Layton, Genevieve Black, Jessie Ludington, Harriet Burns, Maggie E. McClay, Laura Burnell, Theresa Morris, Maude Caskey, Annie E. Moulchi, Maude Cahill, Emily McCabe, Hattie Caldwell, Mavolta McClaughery, Kate Chamberlain, Myra McCarthy, Lizzie Chapman, Mrs. Clara McConville, Lizzie Chalmers, Lillias McKelvey, Nettie Cookingham, Maude McNamara, Florence Cox, Mary E. Nelson, May E. DeBey, Cornelia Nichols, Mrs. J. H. Dittman, Laura Paine, Louie A. Downer, Eve C. Parker, Edna Dwyer, Mary L. Pope, Nellie Earle, Anita Beynolds, Eva Eavor, May H. Shewbridge, Nellie Fischer, Caroline Smith, Nellie Gardiner, Catharine Turner, Mary F. Heineman, Clara Twitchell, Margaret Horner, Effie Van Hoesen, Gertrude Hogan, Julia VanFleet, Kegina V. Jackson, Georgie Walker, Hattie A. Kimberley, Maude Warder, Bird Kelly, Margaret Whitcomb, Lena M. Kees, Emma, B. White, Lilia Kelly, Louise Wilson, Grace NAMES OF GRADUATES JUNE, 1890. Ahrenholz, Henry J. Jones, Mary P. Aitchison, Jessie Kelly, Anna Anshutz, Mary E. Knapp, Margaret Arnold, Eugenia M. Knight, Ida E. 8 Bacon, Mary Lenz, Lydia Barr, Flora M. Meek, L. Olive Bates, Brownie t McClun, M. Belle Barnard, Jennie Murray, Nellie Billings, Mary S.* Nisbit, Nellie Black, Jennie A.f O’Brien, Annie Blish, Elizabeth O’Connor, Mary Isabel Brauckmann, Dora Pierson, Alice Burchard, Alleta Pigott, Alice M.* Burdick, Mary E. Porter, Ethel Brown, Eleanor Prouty, Cecilia Burgwedel, Lydia A. Rafferty, Mary Chamberlain, James F. Rankin, Mary E. Chudleigh, Harriet Reno, Jessie L. * Corcoran, Julia Russel, Maud Crellin, Ella Ryan, Millie M.* Crocker, Ella f Ryan, Elesha Danson, Hannah M. Sanford, Caroline E. Davis, Mary E. Sayles, Mary J. E. DePuy, Effie Sisson, Edna L.* Dewey, Jean Soule, Alice Dove, Alfa A. Spring, Eugenia Downing, Mary M. Starr, Sarah Elliot, Gertrude * Stevens, Eva A. Elmstrom, Mary Stillman, Martha A. Graham, Agnes I.* Stompe, Minnie Haley, Augustus Sweeny, Margaret* Harris, Alice E. St. Clair, Jennie Harden, Fannie E. Wallace, May B. Harden, Anna I. Warder, June Harvey, Alice L. Warren, Anna M. Hazlett, Annie S. Ward, Belle Hitchens, Susan L * White, Sarah C. Hodder, Minnie E. Work, Florence Horn, Mabel Wright, Elizabeth Calista. Iredell, Harriet* Wright, Lorena Jackman, Ellen Reis Williams, Ellen G. * Post Graduates. f Kindergarten. The report of the Principal, showing the plan of the Normal School and giving the details request, is herewith appended. of its working, made at your Respectfully submitted, A. H. CHAMPLIN. 9 Faculty of the Cook County Normal School. Francis W. Parker (Principal)— Psychology, Pedagogics, Lecturer upon Structural and Physical Geography and its [Relations to History. William M. Giffin (Vice-Principal) — Mathematics, History of Edu- cation, Civics, and Political Economy. Emily J. Bice— History, Literature. Wilbur S. Jackman — The Natural Sciences. Frank Stuart Parker— Elocution, the Delsarte System of Expression. Josephine C. Locke— Drawing, Methods in Art. *Charles J. Kroh — Teacher of Physical Culture. Ida Cassa Heffron— Painting, Modeling, Wood Carving, Illustrative Drawing. Walter J. Kenyon— Sloyd, Pasteboard Work. Mrs. Alice H. Putnam— Principles and Methods of the Kindergarten. Lizzie Nash — Vocal Music. Anne E. Allen — Kindergarten. fZoNiA Baber— Teacher of Geography. J Willi am P. Beeching— Curator of Museum and Assistant Teacher of Science. TJCornelia Du Bey — Assistant Teacher of History and Literature. Helen Maley — Assistant Teacher of Mathematics. Sarah E. Griswold — Assistant Teacher of Vocal Music, Penmanship, and Primary Methods. Mary M. Weaver — Librarian, Secretary-Treasurer, and Assistant Teacher of Literature. Mary E. SVkes — Assistant Teacher of Language. Mary L. Warner — Assistant Teacher of Science. Harriet E. Iredell — Superintendent of Home Hand-work. Flora J. Cook — Assistant Teacher of Beading. Frank Woodruff— Teacher of Taxidermy and Collector for Museum. May Bradley— Assistant Teacher of Elocution. Edna Parker— Assistant Teacher of Elocution and Beading. Florence J. Gardiner — Manager, Students’ Hall. *The County Board of Education, since this report was written, has elected Charles J. Kroh as Teacher of Physical Culture. Mr. Kroh for ten years has been the head of the Turn Yerein of Cincinnati. His whole time will be devoted to Physical Culture of the School. IMissZonia Baber has been elected to take the entire charge of the subject of Geography. The Principal will continue to give lectures upon Structural and Physical Geography and its Relations to History. ?Mr. Beeching is especially prepared to take charge of the making of all kinds of school apparatus. IMiss Du Bey is elected to serve from Sept. 1, 1891. PRACTICE SCHOOL. William M. Giffin— Principal. Grades. Eighth Grade, Sixth “ Fifth Fourth “ Third Second “ First “ Kindergarten, Critic Teachers. Helen Maley Zonia Baber . Mary L. Warner Mary E. Sykes Flora J. Cook Harriet E. Iredell Sarah E. Griswold Anne E. Allen Engineer and Superintendent of Buildings and Grounds, T. J. McLaughlin REPORT OF THE PRINCIPAL Profes- sional Training School. Motive. Conditions of Grad- uation. Standard of Ad- mission. OF THE Cook County Normal School. Gentlemen of the Cook County Board of Education: In compliance with your request, I have the honor to present, as my Fourth Biennial Report, the plan and details of the Cook County Normal School. The abolition of the preparatory or high school department, by your Board, made the Cook County Normal School an institution solely for the professional training of teachers. To prepare candidates for vacant positions as teachers in Cook County is the central motive of this school. A member of the Professional Training Class is entitled to re- ceive a diploma at your hands, when the following conditions have been fulfilled : *(1) Membership of the Professional Training Class for one year (forty weeks), and an attendance for that time. (2) Satisfactory evidence of a high appreciation of the duties, responsibilities and possibilities of the teacher’s profession, (3) Sufficient knowledge and skill to warrant the beginning of the work of teaching. (4) Ability to control, govern and teach a school fairly well. (5) A knowledge of the principles of education, sufficient to guide the candidate to the discovery of right methods. (6) A love for children and a devotion to the work of teaching. (7) Tact to adapt oneself to the circumstances, and at the same time, courage enough to cling to a growing ideal of the teacher’s functions. (8) A close, earnest, indefatigable student of the science of education, and of the subjects taught. A habit of preparing very carefully every lesson and all other work. (9) Good health and an excellent character. Any graduate of a university in good standing, a college, or a graduate of an accredited high school, after a full four years’ course, may enter the Professional Training Class. ♦Prolonged absence from school will be subtracted from the period of membership 11 A teacher of three years’ successful experience holding first- grade certificates may enter the Professional Training Class. Other equivalents are taken, upon sufficient evidence. The most profitable time to enter the school is the beginning of the fall term, the first Monday in September. Pupils, however, may enter the school at any time. Candidates for admission must bring their diplomas and certif- icates of experience as teachers. Ideally, a pupil should enter the Training Class equipped with knowledge and skill sufficient to begin the work of learning how to teach. They should also have the mental power to study, economically, the laws of the mind and the principles of mental growth. Long experience has fully demonstrated that very few graduates, if any, of a four years’ high school course, have this requisite knowledge, skill or power. Four years’ course in a good college should supplement the high school course, before a student enters upon professional training. It is far preferable to have a college course without professional training, than, to have only a high school course with professional training. The true requirements should be, a college course and professional training. But the standard of admission to a normal school is governed by circumstances, which do not admit of an ideal standard. The majority of teachers in our common schools have not had a three years’ course in a high school, and many of them have gone, little beyond a grammar school. When a majority of candidates for positions as teachers attain their purpose by two years in a high school and an examination, it is obvious that an ideal standard of admission to professional train- ing would close the doors of every normal school. The choice plainly lies between the shorter course and no pro- fessional training whatever, and a full four years’ high school course with at least one year of professional study. The question then arises, if twelve years in public schools have not equipped pupils with sufficient knowledge and skill, should not the time in the normal school be spent in gaining the required knowledge without the special study of psychology, pedagogics and practice pertaining to the art of teaching ? One who feels keenly this lack of knowledge on the part of can- didates for the position of teacher, is inclined to answer this ques- tion in the affirmative. Equiva- lents. Time of Admis- sion. Diplomas and Cer- tificates. Require- ments for Ad- mission. The Short- er Line. Choice of Two Evils. 12 Cause of Bad Teach- ing. Legiti- mate Studies of a Normal School. There is no question, but that the fundamental cause of imperfect teaching k due to ignorance of the subjects to be taught, or that the abuse of text books is largely due to the same cause. And it is also true, that the mere study of methods, per se , can not be substituted for the deficiency in knowledge of subjects taught. If the course were three years instead of one, the problem might be easily solved; two years could be given to academic work, and one year to theory and practice. But the fact stares one in the face, that in one short year pupils of the Professional Training Class will be in the school room, entrusted with the government and education of a large class of children. The main question then is, what shall be done in the given time, and under these adverse circumstances ? Shall we continue the work of twelve years through the thirteenth, or shall we change the plan ? Next to a knowledge of a subject stands a keen appreciation of one’s ignorance of that subject. Superficial learning is always closely bound with conceit of knowledge, which must be broken down, else there is no advance. The plan, evidently, which will, under the circumstances, in- sure the best results, is to bring the pupils face to face with the grave responsibilities and duties of the work which should be done in the school room. No other means will give the stimulus and arouse the incentives to determined effort in the right direction, as the deep feeling of personal responsibility. This feeling strongly developed, will lead pupils, by creating a thirst for knowledge, to steadily and persistently overcome their deficiencies in the requisite knowledge; it will, properly directed, make them persistent stu- dents. The legitimate studies and work of a normal school are: (1) The history of education. (2) Psychology. (3) Pedagogics, or the science of education. (4) Pedagogy, or the art of teaching. (5) Practice teaching. Under ideal conditions, pupils of a normal school should be fully prepared to enter upon these studies; but the mental power one must bring to bear upon these philosophical branches, is devel- oped only by years of close observation and investigation in the other sciences. It cannot be expected that pupils, who have not, by econom- ical efforts, acquired sufficient knowledge to begin to teach, 13 can possibly possess the needed mental acumen to grapple with the profound problems found in the science of education. Some apprehension of the laws of the mind, and their application to edu- cation, are, however, absolutely indispensable to anything like real success in the art of teaching. Here, again, it will be seen that the second difficulty is even greater than the first, for it deals with lack of mental power to study the principles which underlie education. The teacher who feels deeply the imperative demands of a knowledge of psychology, in order to make any true progress in the art of teaching, has the strongest possible incentive to acquire that knowledge. Theoretically, it is much to be preferred that a good knowledge of the science of education should be gained, before a candidate enters upon the functions of his office; but when there is such short time for preparation, and there is also a failure of mental power to grasp the principles of education, apparently the only feasible plan to pursue is to use the most efficient means to arouse a strong desire to know these principles. This is done by practice teaching. The discussion presented above is necessary as a key to the general outline of work, and the details of the plan which forms the practical part of this report. Unprepared, desultory, fragmentary teaching, in practice schools, is worse than worthless to the pupils taught, and profitless to the pupil-teachers; it is indeed almost as bad as the work of an untrained novice, who undertakes to teach a whole room full of children, without the closest supervision and most careful criticism. The whole plan of work of this school, is to make the practice work of great profit to the pupils taught, as well as the best possi- ble means, on the part of the pupil- teachers, of learning to teach. The plan is here explained. All the work of the Professional Training Class centers in the work of the Practice School, which is a regular public school, be- longing to, and supported by the City of Chicago. It consists of seven rooms, embracing the usual eight grades of a public school. The Practice school is divided for the practice teaching, into groups of pupils, from six to ten in each group. When the teaching power in the Professional Training Class will warrant it, each two groups are made into a section. Each two sections in turn form a division. Danger of Practice Teach- ing. The Practice School. Groups. Sections. Divisions. 14 Group Leaders. Section Leaders. Assistants Promo- tions. Time of Practice. Reasons for this Plan. Special As- sistants. Each group has a leader, or head teacher, chosen from the Professional Training Class, by the critic teachers. Each section has a head teacher, or section leader, and the same is to be said of the divisions. Pupil-teachers, who are not leaders of groups, sections or divisions, are assistants to the group leaders, and take a pupil’s part in whatever lesson may be going on. By this plan there is a regular line of promotion, measured entirely by skill in teaching, from the lowest assistant of a group, to the highest assistant ; from assistant to group leader, then to sec- tion leader, division leader, and lastly, to special assistant in a room. The time of practice-teaching with the groups, sections and divisions, is one hour each day, from half past one to half past two in the afternoon session. The primary grades have three lessons in the hour, of twenty minutes each; the grammar grades have two lessons of thirty minutes each. Thus, when there are forty groups, one hundred different pupil-teachers can give lessons during the practice hour. When the pupil-teachers are not engaged in teaching during the practice hour, they must take an active part in the lessons given, with the other pupils ; they are to be model pupils, in every sense of the word. The reasons for this arrangement of groups are : (1) It gives pupils more individual attention than by teaching them in large classes. (2) Pupil-teachers have more practice in teaching than by any other known plan. (3) The teaching of small classes is better adapted to the abilities of novices. The plan presents the easiest possible demand for teaching power. (4) There is, as has been already said, a regular line of promo tion, adapted to the growing powers of the teachers. Each pupil- teacher begins as an assistant in a group, and advances, according to ability shown, to group leader, section leader, division leader, and lastly, to special assistant. Special assistants are pupil-teachers who have proved their ability to govern and teach a room. They are recommended by a critic-teacher, and the recommendation is endorsed by the whole Faculty. Special assistants are eligible for substitute teaching in the county schools. 15 In the beginning of the year there have been, up to date, pupil-teachers enough who have been members of the Professional Training Class the previous year, to take the leadership of differ- ent groups. Every third w T eek the group leaders are moved up one group, the group leader of the highest group in the eighth grade, goes down to the lowest group of the first grade. The next week the section leaders are moved up in the same way, and the succeeding week the division leaders are transferred. By this plan the suc- cessful members of the Training Class teach in all grades during the year, and thus a more general insight of school work is secured. They also pass under the careful criticism of seven different critic- teachers. Assistants in groups are transferred to other grades, or groups, whenever the critic-teachers recommend such transfers. The trans- fers are endorsed by the vice-principal. The motive for the trans- fer of group assistants is, that they can do better work in some other group or under some other teacher. If a pupil-teacher fails in one group, it is better for her to work in another group. Each of seven rooms of the practice school is under the direct charge of a critic-teacher. The critic-teachers are chosen for their knowledge and skill as teachers of their respective grades, and for their abilities to teach and train pupil-teachers. The duties of the critic-teachers are: (1) To have full charge of the government and teaching of their own pupils; to have the direct teaching of their pupils, except during the hour of practice-teaching, or when a special assistant has charge of a room. (2) To have the direct supervision of practice-teaching of their respective pupils. (3) To receive and register all the approved knowledge papers. (4) To plan the practice work of the room; to assign assistants, group, section, and division leaders, and to recommend special assistants ; also to recommend all regular and irregular transfers of pupil-teachers. (5) To hold meetings for criticism and making plans. Critic- teachers instruct directly their pupil-teachers in the subjects taught. (6) To see that no fragmentary or promiscuous work is done — that every bit of work is closely related. Beginning. Transfers. Transfer of Assist- ants. Critic- Teachers Duties of Critic- Teachers 16 Mistakes. Clear Evidence of the Required Knowl- edge. Re-write. Note. Supervis- ion of Subjects. Special Teachers of Sub- jects. Knowl- edge Papers. (7) To closely supervise the practice work, and whenever the pupil-teacher is failing to give a profitable lesson, to quietly take the class and continue the lesson. The greatest care is taken that every lesson of the pupil- teacher is a profitable one to the pupils under instruction. Each regular member of the faculty has the general super- vision of the work done in the practice school, in the subject or subjects which he or she teaches. Thus, the principal has charge of the teaching of Geography, assisted by Miss Baber ; Miss Rice has charge of the history and literature; Mr. Giffin, of mathe- matics and civil government ; Mr. Jackman, of the science teach- ing; Miss Locke, of the drawing ; Miss Heffron, painting and clay-modeling ; Mrs. Parker, of the reading, elocution, and the Delsarte system of expression ; Mr. Kenyon, of the manual training. The work of each special-teacher, is to prepare the pupil-teach- ers for the teaching of the subjects under his or her charge. (1) To plan the course of study in the practice school, subject to the discussion and revision of the whole corps of teachers. (2) To give the pupil-teachers the instruction necessary for the preparation of lessons in the practice school. (3) To ascertain, by careful examinations, both oral and writ- ten, whether the pupil-teachers are capable of giving lessons upon the subjects in which they are specially instructed. The final indication that a pupil-teacher has the requisite knowledge to give a series of lessons upon a subject, is a carefully written “knowledge-paper,” which must clearly show that the writer is prepared, so far as the knowledge is concerned, to teach the subject in hand. If the knowledge-paper contains a single error in prescribed arrangement, orthography, punctuation, or syntax, it is returned to the writer — not approved. Also, if the knowledge-paper does not present the clearest evi- dence that the writer has the required knowledge of the subject, the paper is returned — not approved. When a paper is returned — not approved — the writer must revise and re-write the paper. When the knowledge-paper is approved by the special-teacher, it is handed to the critic-teacher in charge of that special subject in the practice school course of study, who files the paper, and registers the name of the writer. 17 A knowledge-paper, approved, entitles the writer to prepare a plan for the teaching of the subject embodied in the knowledge- paper. A plan for a series of lessons (not less than ten lessons) is then prepared and presented to the critic-teacher ; if she accepts the plan, and it is also approved by the special-teacher, the pupil- teacher can give the lessons, or at least begin to give them. Should she fail in the teaching, she is at once transferred to another group. Before pupil-teachers can give lessons upon any given mode of expression, such as manual training, drawing, modeling, etc., they must present an approved specimen of the work which they are to require from pupils. The special teachers teach the psychology, pedagogics and methods of teaching their subjects. They also have the general supervision of their special work in the practice-teaching, criticising and directing the teaching. The purpose of this plan is, to give the pupil-teachers every possible aid in the preparation of their lessons, and also to prevent any desultory, promiscuous work. The plan may seem quite complex, and difficult to manage ; it may, however, be said, that it has been of slow growth, and is adapted t<^ meet the needs of pupil-teachers in their training, so far as this school is concerned. The whole corps of teachers meet, at least once a week, for a thorough discussion of all phases of the work, both practical and theoretical. Teachers of subjects present their plans, courses of study, suggestions and criticisms for general discussion. Conflicts of plans, which might otherwise occur, are thus obviated. There is a business meeting of the entire corps of teachers, once a week, upon Monday afternoon, for the purpose of discussing the practical details of the work relating to the general supervis- ion of the practice teaching, government of the school, supplies necessary, etc. I have requested the special teachers to present briefly, their plans of teaching and supervision. The purpose of this school in fitting its students to teach geog" raphy in the common schools, is to give them a knowledge of geography and the principles of teaching geography, which is in accord with the school of teaching that subject — founded by Hum- boldt, Ritter, Guyot and Peschel. A general description of the real surface of the earth lies at the foundation of that system. Owing to the fact that geography is not generally taught in accordance with the above-named principles, the geography taught Plan ol Teaching Manual Training, Drawing, Etc. Psychol- ogy, Ped- agogics and Methods. Supervis- ion of Practice Work. Note. Teachers’ Meetings Business Meetings Plans of Special Teachers Geography. 18 Note. Note. History and Litera- ture. Civics and Political Economy in this school is a new study to most of the members of the Pro- fessional Training Class. The pressure of other studies makes it impossible to give a thorough course in geography. A general outline of the work in geography is as follows : (1) Observations of surface, by field lessons. (V) Elementary study of the natural divisions of land and water, culminating in the study of the river basin. The elementary study of geography is closely related to the natural sciences. (3) The structure of all the continents. Modeling in sand, clay and putty, illustrative drawing, and extensive reading, assist in this work. (4) The world as a whole — the relations of land and water. (5) Mathematical and physical geography. (6) Winds, ocean currents, and the distribution of moisture. (7) Distribution of vegetable life. (8) Distribution of animal life. (9) Distribution of the races- -ethnology. (10) Political divisions ; government ; civics. Francis W. Parker, Teacher of Geography. In preparation for teaching, history and literature are reviewed. A careful study is made of each age of the world’s history and of a great work of literature in each age. Our own country is given prominence as the last link in a long chain of development. In this work, oude aim is to give our pupils an insight into human nature and to make them realize the relationships of life and their obligations because of those relationships. In the study of history we learn what the past has done for us and what we owe to the future. The department is supplied with a fair collection of illustrative material in the shape of archaeological specimens, coins, news- papers, pictures, and photographic views. The students make constant use of the reference library. The course of study in our practice school gives history and literature an important place in each year’s work. The teaching is done by the pupils of the training class, under the supervision of the special teacher of the subjects. In this work, the students see the value of these subjects in the training of children and get some practice in adapting them to the different stages of growth in the different grades. Emily J. Rice, Teacher of History and Literature. The best outcome of the study of history, and, indeed, of all other studies, is a knowledge of good citizenship and the princi- ples of government, and of political economy, which underlie all that makes each individual an important factor in the State. No one can appreciate the needs of our republican civilization without recognizing, at the same time, that all children should be thor- oughly grounded in the elementary principles of political economy. 19 To accomplish this very desirable end, teachers must first them- selves understand the subject. It is proposed to make civics and political economy more and more a prominent branch of study in the training class, under the direction of Mr. Giffin, the vice- principal. The underlying motive for all work done in elocution and the Elocution Delsarte system of expression is to inculcate a belief in the mind Deisarte of those preparing to teach, that a more adequate expression of ofEx^ 1 thought through the voice and through the body is a vital necessity, pression. and to show the means by which these two branches of study can be connected to advantage with the general school curriculum. The proper functioning oi the voice and the body is of the highest economical use to the individual, and the general belief that the development of these forms of expression are optional as mere accomplishments, should be eradicated from the minds of the people. It is not too much to demand that a child, after a twelve years’ course in the public schools, should possess an easy, upright car- riage of the body, well-developed limbs and chest, and retain the healthful impulse to exercise with which he is born. The ‘‘American voice” should no longer be assiduously culti- vated by bad example and abnormal training ; correct enuncia- tion and pronunciation should be the rule and not the exception on the part of our pupils. This department has been greatly helped during the past years by the careful work done by Miss Nash. Every year well-placed, clearer tones and more distinct articulation are obtained with less effort, and the expression of the thought and emotion demanded in the music is a direct help to the expression of the same in the literature. Every thought should demand its proper expression. The color- ing, inflections and force of the voice all play an essential part in making clear the meaning of what is read to the listener. This, of course, is enhanced by the expression of face, the attitude of the body and the gesture of hand and arm. In ordinary conversation this is done to a greater or less degree, by even the most impassive and least dramatic of persons, but, when it comes to oral reading, there is not the faintest attempt to in- terpret the thought of an author by an intelligent use of these factors. If the mere lack of expression were all that one had to over- come, however, the task would be a comparatively easy one; but when this is enhanced by the firm belief that there are two kinds of reading, one “ intellectual and the other dramatic,” and that the former is best fitted to the ordinary individual, while the latter is only necessary to elocutionists and theatrical people, the problem becomes a difficult one indeed. A strenuous effort is made to inculcate a belief in natural ex- pression of thought and emotion, and to break up the conventional 20 mold or habit which fetters the thought and, regardless of the sense of what is to be read, prescribes one set quality of voice, one constantly recurring inflection and one unvarying, monotonous dead-level of utterance. In a graceful economic use of the body will be found ease, pre- cision and equilibrium. If the muscles are strong and well-devel- oped, movements are flexible and without effort; if a sense of rythmn is developed and the different muscular co-ordinations trained to skillful use, precision is the result; if, in the adjustment of the dif- ferent parts of the body — the muscles act in such a manner that at every change of position, the best balance is preserved, and these changes are effected, automatically, with the least possible waste of energy, the third element of grace — equilibrium, is secured. The system in use in this school deals properly with only the two latter attributes. A good gymnasium is necessary in order to obtain the best results, even of a system so full of merit, when properly taught, as the Delsarte System of Expression. From long and careful investigation of work here in the West, as well as in the East, I have come to the conclusion that the use of apparatus is an absolute requisite to any system of physical de- velopment that aims at thoroughness and adequate results. In a natural use of the body, muscular contractions grow out of three conditions: First, the necessity growing out of environment of meeting opposing forces; second, the desire to make clear a thought to another consciousness, and, third, the relief found in movement under any emotional stress. In moving a heavy piece of furniture, or in the violent denun- ciation of an enemy, as in the case of Shylock when, upon hearing of the loss of Antonio’s ships, in an ecstasy of rage, he throws up both arms and exclaims : “I thank God ! I thank God ! ” the force expended may be identical, but the states of mind which prompt the movements are totally distinct. To demand the exertion of force, without either an opposing force, emotion, or thought, is wholly unpedagogical and unnatural, and an extravagant expenditure of energy along the wrong lines. Force must be exerted, but, if it is exerted against an opposing force, the necessary strength is gained without, at the same time inculcating and training an angularity of movement and a stiffness of bearing that may be proper in a soldier, whose stock in trade is resistance and a prompt readiness to repel attack, but is hardly the ideal of a well-rounded, all-sided development, which aims to bring the physique into harmony with character, that it may be more adequate to the expression of that which is best and noblest in human nature. Elegance and strength are not incompatible; a Damascus blade may be bent double, but it is, nevertheless, able to cleave the toughest iron. Again, where simple forms of movement are taught without at the same time connecting with them the thought or emotion of 21 which the movements are expressive, affectation, meaningless gesticulating and a proneness to attitudinizing are too often the products. The same difficulty is encountered in this department as in all others, namely, the temptation to do strictly academic work, be- cause of inadequate preparation on the part of members of the Professional Training Class; more inadequate in this particular department, perhaps, than in any other, owing to the fact that the average superintendent does demand geography, history, arithme- tic and penmanship, but as yet is not fully alive to the belief that the two principal and most universal avenues of expression, voice and gesture, do not, to quote our friend Dogberry, 44 come by nature ” alone, but need a little special attention. If it is the office of education to see that a child handles a pen correctly, it is legitimate that it should see that a child handles his voice properly; it should take the same care that he handles his body correctly in the acts of running, walking, sitting, standing, stooping and breathing, as that he spells and uses the correct idioms. All physical functioning or processes sink into the auto- matic, and hinder or enhance a child’s usefulness. Awkwardness means a waste or uneconomic use of that divine energy, of which he has just so much and no more, and which he cannot afford to waste along lower lines of resistance, because of the constant de- mands for higher purposes and processes. To' recapitulate, the aim of this department is : (1) To make the pupil realize the necessity for training the voice and developing the pantomimic use of the body. (2) To indicate how such training can be most economically brought about. To give sufficient training in this direction, that the work may be continued after leaving the school. (3) To inspire pupils with an idea that health is an absolute necessity to all mental and spiritual development. (4) To make them see clearly that habits of life — from the highest to the lowest — in whatever they eat, drink, wear or think, have a permanent influence on both body and soul ; that neither soul helps body more than body soul ; and that an absolute con- formity to God’s law, physically, as well as mentally and morally, is the true ideal of education. Frank Stuart Parker. The following is a statement of the plan and aim of the in- struction in my department : In general drawing from wooden models, the classes study — (1) Free construction. The study of the facts of form, express- ing three dimensions by two or more drawings. This includes working-drawings, developments, sections and reading dimensions. (2) Free representation. The study of the appearance of form, expressing three dimensions in one drawing, commonly known as free perspective. Drawing, 22 Both rectangular and curvilinear objects are used. Each desk is supplied with a set of fifteen hand-models, 2x4 inches, namely, sphere, cube, cylinder, square, prism, cone, hemisphere, right tri-prism, equi tri-prism, double cone, vase, cross, square pyramid, hexagonal-prism, square plinth and circular plinth. Besides these the drawing room is well supplied with larger models, size 4x8 inches, and with a fine collection of Greek vases and casts. Classes draw on blackboard and on large sheets of paper, using drawing boards. In connection with the study of history, students make draw- ings of Historic Ornament, illustrating the decoration and archi- tecture of that period. These drawings are made both in pencil and with brush in color. Drawing from objects is succeeded by drawing from the cast in outline. The light in the drawing room is such as to preclude the use of light and shade for the present. Drawing of irregular objects from nature, such as leaves, fruits, vegetables and sprays of foliage is taken up in the spring and fall, when these things can be obtained. Modeling in clay is practiced in connection with the study of form. It is the student’s first introduction to the subject. Both regular and irregular objects are modeled. In color, the intention is to teach familiarity with the spectrum and the elementary principles of conventional color. In connection with the practice work, the practice-teachers present their plans in this and in the other work before giving their lessons. The aim of the instruction is to develop seeing power. Very few students know what they see or how to look at an object in space. They are timid, unaccustomed to observing the phenomena con- tinually about them, or to recording their observation. They are full of distrust of themselves, and the first thing is — to inspire them with trust in their own seeing and doing. This can be done by concentrating their attention upon simple forms, well-pro- portioned and pleasing in outline, and insisting that a free transla- tion by line, of what they have observed shall precede the verbal or written statement. Never are the classes permitted to draw lines for lines’ sake. All drawing is the expression, the record of some observation pre- viously made, and the training is to lead students to express what they have learned to see in the simplest way and by the fewest possible lines. It is, by no means, a training in the ways of fine arts, but an education of the general intelligence. The time assigned to the subject is too limited for a very full presentation. The most we can hope to do is to introduce the student to such a field of development and let him feel how helpful it can be made in explaining other work. 23 The study has been definitely started in all the grades this year, and each grade, excepting the first, has a lesson from the special teacher once a week. Children in the grades follow the same plan of work as the Training School. Josephine C. Locke, Teacher of Art. In mathematics, it is found necessary to give a thorough review of the subject. (1) To develop the fundamental principles. (2) To show the relation of one subject to another, thus convincing the students that arithmetic is not made up of a number of isolated subdivisions. (3) To demonstrate that in teaching fractions, the same principles are to be used that were used when teaching whole numbers. (4) To give correct concepts of a yard, rod, chain and mile, by having these distances measured in the presence of the class, as no intelligent work can be done without such preliminary work. (5) In square measure, the students have to be given their first correct idea of a square rod, square chain and an acre of land, and to be made to see that all area is taking a certain number of given units a definite number of times, and by actual demonstra- tion convincing them that feet multiplied by feet do not give square feet! (6) To show by induction, that percentage is but another form of fractions, and that in developing the subject, the same re- lations exist as were found in decimal and common fractions. (7) To teach the correct forms of contracts, notes, receipts and other business papers. (8) To point out the close relations existing be- tween arithmetic, history, language and geography. William M. Giffin, Teacher of Mathematics. The motive for the course in natural science which is pursued in this school is based upon a belief in the great and important bearing that early, long-continued and systematic training in obser- vation has upon the development of the child, and upon a recogni- tion of the supreme value which a thorough knowledge of his environment has for the human being. The aim, therefore, is to so present the subject that the pupil teachers may be put in sympathy with this idea, and also, that they may become as con- versant as possible with the best means for introducing such work when they take charge of schools of their own. The obstacles in the way of a full realization of this ideal are serious, and cannot be at present completely overcome. The chief difficulty is that the members of the training-class themselves have not had their own powers developed and quickened by early train- ing in observation. This is a loss which even under the most favorable conditions can never be fully retrieved. As a result, they are lacking not only in the positive knowledge of subject matter necessary to enable them to do the best work in teaching, but they are also wanting in that self-reliance w r hich is the only sure basis for the highest personal efforts. It is exceptional to find pupil teachers, when they enter the class, that have sufficient self- Mathema- tics. Science. 24 Manual Training-. Manual Dex- terity. confidence to take up even the most elementary science lessons with the children. It is believed, and according to the testimony of the pupils, it is true, that this condition of mind is the natural result of long dependence upon text books in the mere conning of which their, own thinking and doing powers have been ignored and stunted. Another troublesome feature is that the science work which has been done by them is almost wholly lacking in symmetry and bears no evident relation to the rest of their work. Some have studied one or two subjects, physiology and botany it maybe, but have done nothing in physics or chemistry ; others have studied the latter to •the exclusion of the former, and so on. Almost no practical work has been done by the great majority and a few have made hardly a pretense of study in any of the branches of the subject of science. The work is, therefore, planned in a way which will best serve, it is hoped, the most pressing needs of the pupils. Lessons adapted to the different months of the school year are outlined in a general way in each subject usually included in natural science. The members of the training class are assigned to teach these lessons, and as a basis for the work they are re- quired to form from their own observations and experiments the plans upon which they would be conducted. To assist in the preparation, the cabinets of minerals and animals are placed freely at the disposal of the individual pupils as they are needed, and the valuable facilities afforded by the sloyd are invoked in the manu- facture of various devices necessary in performing many of the experiments. The spacious grounds, now including a botanical garden, are, however, the most valuable auxiliary to the science work, and in addition to these advantages, short excursions are taken to different points of interest. Most of the practical work is done by the in- dividual pupils and outside of class-hours. An earnest effort is made to have the pupil rely entirely upon his own power of ob- servation, doing and thinking for the material used in teaching. Books are but little used except for the purpose of getting sugges- tions as to how work may be done most economically. In the regular class hours a considerable portion of the time is devoted to discussion of the principles which underlie the proper development of the subject with the children, and to a special study of the cor- relation of the different branches of natural science with each other, and with the various other subjects of the common school curriculum. Wilbur S. Jackman. Teacher of Natural Science . All systems of educative handwork have for their common aim the development of manual dexterity in the pupil, but not all systems make this the chief end. In the trades-school manual dexterity may legitimately be worked for as the result most to be desired, but in the child-school, the influence of which should be wholly formative, it is an incident, not an end. The greatest field for manual training is illustrative construc- tion. It includes all kinds of making for the better interpretation of the other studies. In science it embraces the construction of physics apparatus and the molding and painting of natural objects studied; in the geography, the molding and drawing of geographical forms; in history and literature, the making of models of objects treated in the text, such as pyramids, Indian wigwams, etc. This phase of manual training is a part of the theoretical work. Its value consists in enhancing the individual notions. We call it manual training, yet as training, per se the term can hardly apply. There must needs be a looseness and incorrectness about the objects produced which does not develop habits of accuracy. Two facts are then apparent: that illustrative construction is valuable and necessary, and that it has its faults which must be remedied. We find the remedy in manual training of the positive form, called sloyd. In these two, I think, we find the sum of manual training. They make a unit, one being the complement of the other. There is no reason why the hand should be allowed to express its owner’s conception in a slouchy or unlovely manner, and it is in this thought, mainly, that the sloyd differs from other systems. In these latter the tasks set before the pupil are too difficult for him to execute correctly at his present stage of growth. The crude result is accepted on the ground that it represents his highest effort. Dr. Saloman* questions the wisdom of this. His ideal educa- tional device is that which presents to the child a daily increase of difficulty in correspondence with his daily increase of power, never relaxing its demand for his best effort and never allowing that demand to exceed his ability. In accordance with this principle, the sloyd work consists of a series of manual exercises carefully graduated in difficulty from the simplest discoverable tool manipulation to the most complete kinds of joinery; but notice, these are embodied in complete and useful objects from the outset, and in their character as exercises they are carefully veiled from the pupils. From his standpoint, he is pushing on in the line of “real work,” and in this lies his great incentive for high effort. To chil- dren, abstract exercises are distasteful in any connection. Whether constructing with tongue or fingers, they must have some thought as a stimulus for the effort. So in the sloyd there are no unapplied exercises. From the start they are embodied in integral products. The simplest exercise thus becomes the expression of a com- plete thought, a sentence in wood. Dr. Saloman sought for a sys- tem of hand work that would teach truth, cleanliness and kindred virtues ; that would cultivate a love for sturdy, honest labor, Illustra- tive Con- struction Positive Form. The Sloyd. Dr. Salo- man. Sloyd. Real Work. ♦Head of the Sloyd Training School, Naas, Sweden. 26 Normal Obstacle Profes- sional Training Class. Difficulties develop the aesthetic sense and the sense of form, and involve a general manual dexterity. Having fixed this core of essential values, he bent the sloyd in conformity with them, altering and re-arranging as expereince ad- vised. He continues that re-adjustment, course by course, to-day. The sloyd theory would encourage the making of a bird house , but it would not sanction the making of a bird cage. It condemns the action of the teacher who lays his hand to the child’s work, or in parallel, one who swdngs the pupil’s dumb-bells for him, that they may be more lustily swung. Nature presents for the development of the being, a line of normal obstacle. On its preservation hangs the child’s salvation. Altered one way or the other, it is alike injurious, in one case crushing the spirit, in the other, starving it in its growth. This line begins with the first breath of the new-born infant. It pre- cedes him over the whole path, retreating backward, a buffeting opponent. We know that the legitimate overcoming of the normal obstacle embodies, among other things, manual training, and that where essential effort is obviated, by machinery or other interfer- ence, the purposes of manual training are thwarted, and the w r ork loses its educational value. Walter J. Kenyon, Master of the Sloyd. It is the purpose of the school to bring the members face to face with the duties and responsibilities of their prospective pro- fession, and to form permanent habits of preparation for work, of self-criticism and of close and persistent study. They should acquire a growing ideal of the art of teaching, an ideal that is beyond human possibility to attain, but an ideal which will give them a steady and ever-increasing stimulus to work, and which will absolutely prevent that tendency to overweening self-conceit which too often marks the professional novitiate. They should have practice enough to learn thoroughly that one indispensable factor in approximating high ideals is, to adapt themselves to circumstances ; and without losing their courage, or in the least weakening their resolutions, to overcome unfavorable conditions. The main difficulty, as has already been stated in this report, is the sad lack of thq,t knowledge which is always an essential to suc- cess in teaching. The second obstruction is far more difficult to overcome than the first ; it is the lack of inclination and power to study subjects, economically, for the sake and for the love of the knowledge acquired. Stated lessons wfith numbered pages, with marks, rank- 27 ing and per cents, as rewards, have induced a habit of inertia before real work. If a pupil, after years of study, has not acquired a deep, abid- ing love for the subjects studied, he has acquired very little. A strong desire to continue indefinitely the study of a subject, is the result of proper teaching, and is an unfailing indication of any true knowledge of that subject. The first endeavor, and too often the last, in the work of the Professional Training Class, is to cul- tivate an all-controlling desire to study. I would again emphasize the fact that, if possible, pupils should continue their high school studies through a four years’ college course, in order to be better prepared for professional training. But, as under the present circumstances, this is the exception and not the rule, the only thing to be done, is to bring our students, as soon as possible, to a realizing sense of their responsi- bilities as teachers. This is done by preparation of lessons, and practice in teaching. If the preparation for teaching were made easy, and if the practice-teaching were not very carefully guided and guarded, it would be dangerous for the pupils taught, and of very little use to the pupil-teachers. Desultory practice, without the most careful preparation and discriminating criticism, will never develop good teaching power. No small factor in the work of the school, is to train pupils Training- in Modes into skillful habits of expressing thought by all the modes of ofEx- . . 0 pression thought expression. It is a rare exception to the general rule that a pupil enters the Professional Training Class with satisfactory skill in any one mode. It goes without saying, that great skill in all the modes of ex- pression exercises a powerful influence for good over pupils, and that no amount of teaching or training can take the place of the ability to present correct examples for imitation. Very few pupils who enter the Professional Training Class Penman- have even fair skill to write upon the blackboard or upon paper. A course in blackboard and pen writing is given throughout the year. Pupils are expected to do most of their practicing out of school hours. Next to poor hand-writing stands the very defective habit of oral oral expression, which is well nigh common to all of the pupil- Readm ° teachers. Bad habits of oral reading are exceedingly difficult to break up. Much drill and practice are given in this direction. 28 niustra- The skill to illustrate that which words cannot express, by a Drawing-, few strokes of the crayon upon the blackboard, is of immense value to teachers. Although most of our pupil-teachers have had long courses in drawing, very few, if any, possess the slightest skill to illustrate their teaching, by rapid sketching upon the blackboard. Under Miss Heffron’s direction, all the pupil-teachers are trained in illustrative blackboard drawing. ^depend- Experience proves that the plan of throwing the pupil-teachers in some degree upon their own resources — of requiring independ- ent work and study of them, unaided by continual recitations and constant marking, and measuring the work done, does not always have an agreeable effect upon them. Some pupils, entirely unused to independent work, do not seem to understand what particular work should be done; while others, keenly alive to their own deficiencies, try to do more work than they are physically or mentally able to do well. Prolonged experi- ence adjusts these difficulties, with most pupils. Dian of It may be well to give in detail, the general plan of work in Profes- the Professional Training Class, sional Training (1) It is essentially a self-governing body. The one rule of order is: Do everything possible to help the work of the school, and nothing to hinder it. The direct function of the teachers is to help others, and the main idea of the school is to develop this function. (2) The training of teachers in the care of school rooms, desks, books, apparatus — in a word, house-keeping, is made an essential part of the training of teachers. The pupil-teachers are required to keep their desks, books, chairs, apparatus, and everything they use in the school, in the best of order. (3) The government of the school is nearly democratic, in the generic meaning of the word. The essential principle of democracy is, that nothing shall stand in the way of one’s personal success, except himself or herself. The scheme of promotion in the practice-work, illustrates this principle. A pupil-teacher can work his or her way steadily up, from the lowest assistant’s place in a group, step by step, to be- come a special assistant. Perfect impartiality is to be shown on the part of the judges of a pupil-teacher’s merits. It may be added, that a pupil-teacher is allowed to teach any subject, or phase of subject, which he or she is capable of doing well. All that is needed, is the decided evidence of the required ability. 29 The Professional Training Class works in three divisions. In the beginning of the year, when a number of untried pupils enter the school, this division is, of necessity, arbitrary; one basis of this classification is the power to do independent work, and as soon as the abilities of the various pupils are tested, the divisions are made. The first division, for instance, consists of pupils who require the least help from their teachers; they can, therefore, do more advanced work than the other divisions. The third division, on the other hand, require the most help. Whenever a pupil is capable of doing the work of a given di- vision, promotion is instantly made. On the other hand, a pupil who fails to do the work of a division, is demoted. In promoting or demoting pupils, the opinions of all the teach- ers in the school are taken. The question for promotion or demo- tion is: In what class can the pupil do the most good ? This ap- plies to the practice-school, as well as to the Professional Training Class. (1) Each pupil is to be, in and out of school, a lady or gentle- man, in conduct, manners and deportment. (2) The pupil’s one duty to the school is to do everything possible to help the school, and nothing to hinder it. (3) Pupils are to take perfect care of desks, books, apparatus, rooms, and whatever they may be put in charge of. (4) When the practice hour closes, the pupil-teachers are to leave the blackboards, chairs, apparatus, etc., in perfect order. (5) They are to be present in the school, and at work, unless they have a very good excuse for absence. (6) When unavoidably absent or tardy, they must give a written excuse to the vice-principal, stating the cause of the ab- sence or tardiness. (7) They must be present at the morning exercises, recitations and practice-teaching, unless otherwise excused. (8) In passing through the corridors, they are to avoid all noise, talking or whispering; they are to go from one recitation to another promptly, without loss of time. (9) They have all the responsibilities of the regular and critic- teachers of the school, and are to assist in keeping order when necessary. Each regular teacher of the school, is, in turn, put in charge of the government and order of the whole school, for one day at a time. The duties of the Officer of the Day, is to visit all the rooms Tr ©mo- tion. Mode of Grading. Minor Rules for the govern- ment of the Pro- fessional Training Class. Officers of the Day 30 Lieuten- ants. Working; Commit- tees. Purpose of Special Work. History of Educa- tion. and workshops of the school, inspect the grounds, supervise the opening of each session, the recesses and dismissals, also to note anything wrong or out of place in the school, and to make a re- port to the faculty at the business meeting. Three assistants are chosen in turn, daily, from the Professional Training Class, to assist the Officer of the Day in his or her duties. The three divisions of the Professional Training Class are divided into eleven Working Committees. Each Committee has a Chairman, and Vice-Chairman. The ten chairmen of the commit- tees, with the president of the class, form Committee No. 1, or the Executive Committee of the Class. The purpose of the Working Committee is mutual help. The stronger pupils are put with the weaker ones, the older pupils with the new-comers, so that all may be assisted in their work. Each committee is assigned, through its chairman, some special work as here indicated. (1) Any special work that may be needed by the school. (2) The preparation of relief, physical and historical maps, that are needed for the work in the school. (3) The special study of some particular, natural or political division of the earth’s surface. A large number of books are pro- vided, and each member of the Working Committee receives a book to study, and make a report upon its contents to the whole committee. The committees construct maps to illustrate the sub- ject. Reports are finally made to the whole Training Class. (4) The making of necessary illustrative apparatus. (5) Each working committee is given a work upon education, to review and make a report upon the same to the class. (6) Owing to the limited time, and the great amount of work to be done, it is impossible to treat the subject of the history of education in any adequate way. The present plan is to assign a sub-division of the subject to each one of the Working Committees; for example, “Education in Ancient Greece” is assigned to a com- mittee. Books relating to the subject are designated. Each member of the committee reports to his or her committee, by writing an essay, and the committee in turn, reports to the whole class. The topics are then discussed under the direction of Mr. Giffin, who has charge of the history of education. All the work of the Working Committee is preserved. The essays are bound and put into the library, for the use of future committees. 31 (7) The rooms used by the Professional Training Class are given in charge of a committee for one week. The chairman of the committee is held responsible for the neatness, cleanliness and order of the rooms during that time. Criticisms are private and personal. It is the purpose of the teachers to discover the main fault, or faults, of each pupil-teacher, and then, in private, tell the fault, and show how it can be overcome. Each teacher has a criticism blank book of two hundred pages. At the head of each page is the name of a pupil teacher. Under the names the teacher writes, from time to time, brief notes upon the special merits and demerits of the pupil. These books are col lected and the notes are transcribed to the principal’s book. When a pupil comes before the principal for criticism, these notes are before him to guide his -criticisms. When, in the unani- mous opinion of the teachers, a pupil cannot make a fair teacher, the principal advises him or her to quietly drop out of the school. Pupils have the following practice and tests in governing and teaching a school. (1) An assistant in a group. (2) Practice in teaching and governing as leaders of groups. (3) Practice as section-leaders, in teaching and governing two groups. (4) Practice as division-leaders, in teaching four groups in one class. (5) Practice as special assistants, in teaching and governing a whole room. (6) When pupil-teachers have reached the grade of special assistants they are prepared to substitute in schools outside of the Normal School. Such pupil-teachers are sent to schools from which there are requests for substitutes. Pupil-teachers must not take places as substitutes unless directly recommended by the principal. Princi- pals or superintendents, under whom the pupil-teachers substitute, are requested to fill out a criticism blank. If a pupil-teacher suc- ceeds as a substitute in two different schools, he or she can be recommended to take the full charge of a room. A knowledge of the laws of growth, physical, mental and moral, is the indispensable basis of professional training. The study of human consciousness, its acts and laws of action, is one of the most difficult. A mere memorizing of text is worse than useless. House- keeping. Criticisms. Criticism Books. Testing Pupils’ Power to Govern a School. Substitut- ing. Psycholo- gy- 32 Study of the Brain, Peda- gogics. Method. Device. History Educa- tion. All that can be done in one short year, with the average pupil, is to develop the power and habit of psychological investigation and study. Anything like a thorough study of the subject is, under the circumstances, impossible. Three things may be acquired, with pupils who have a due amount of thought power : (1) The ability to make a careful investigation on one’s own conscious activities, and to discriminate between external cause and mental effect. (2) The ability to interpret the conscious activities of others to the end, that pupil-teachers may be able to watch the effect of their teaching upon the minds of their pupils. (3) The ability to continue the study of psychology by the use of books, and other means. Mr. Jackman gives a short course of lessons in the study of the brain and the nervous system, and their relation to mental activities. Psychology, in its relations to education, presents the laws of mind, growth and development. Pedagogics embrace the laws of the presentation of subjects for mind growth, and also the laws for the enhancement of that growth. Method consists of the rules for the special adaptation of sub- jects to special stages and needs of development. A device is a special phase or inflection of method, adapted to particular needs of development. It will be seen that neither a method nor a device can possibly be understood, or properly applied, unless the principles underlying it are comprehended. The history of education, in its broadest meaning, is the his- tory of all human growth and development. In its particular meaning, the history of the principles and methods already applied for the education of the human race, and the results of such appli- cation. The relation of the study of the history of education to the training of teachers may be stated as follows: (1) A general knowledge of the principles and methods hitherto applied. (2) The effects of systems of education in the past. (3) The correction of the common mistake that any method is intrinsically new. (4) The knowledge that will lead teachers to avoid the errors of past educational systems, and to adopt that which is tried and true. 33 \ (5) The inspiration that comes from the lives of all the great heroes of education, like Socrates, Comenius, Pestalozzi, Froebel and Mann. These studies of psychology, pedagogics, method and history of education are of the utmost importance to teachers, and form the basis of all the teaching in the Professional Training Class. The one motive in teaching these branches, as indeed in teaching all other branches, is to lead the pupils to understand the principles ^.education, and to apply them. The principles embodied in the Kindergarten, or the education propounded by Froebel, are the substance of all modern reforms of teaching and training. A knowledge of these principles is of the highest importance in professional training. Your Board has established a free Kindergarten, as an essential part of the Normal Practice Department. In this department the members of the Professional Training Class observe the outworking: of Froebel’s education with little children. The results of the Kindergarten in the future work of the Practice Department are also of great importance. Mrs. Alice H. Putnam, the pioneer of the Kindergarten in Cook County, gives the Professional Training Class a course of lessons in the principles and practice of Froebel’s education. After graduating from the regular course of the Normal School, any pupil teacher may take the Kindergarten training course, under the immediate direction of Miss Annie Allen, in charge of this department. To follow out the principles of the Kindergarten in all the Public School grades, a course in Manual Training has been estab- lished. The first step in manual training is to continue the clay model- ing already begun in the Kindergarten. Your Board has fitted up a room for this purpose, in the basement, with the latest im- provements in modeling tables. This work is closely related to form teaching, which, in turn, develops into the study of geometry. Painting is the second step in manual training, as color follows form in development. The painting is closely related to element- ary science, and in fact to all other studies. In conjunction with modeling and painting, is the work in pasteboard. This, in turn, is related to the teaching of form and industrial drawing. Kinder- garten Training Mrs. Put- nam’s Work. Post Graduate Courses. Manual Training Modeling. Painting. Paste- board Work. 34 Slojd or Syste- matic Wood Work. Freehand and In- dustrial Drawing. Other Modes of Manual Training. Map Modeling and Drawing. Taxidermy and Pre- paration of Muse- um Col- lectors. CJse of Manual Training. Library. History. City Library. Vocal Music. The final step in manual training consists of the so-called Slojd, or the work in wood, originated and carried out by Dr. Otto Solo- man, of Naas, Sweden, under the patronage of Mr. Abramson. Walter J. Kenyon, the master of the work-shop, is a graduate of the Professional Training Class. After completing his course in the school, Mr. Kenyon went to Sweden and took two courses in Dr. Soloman’s Slojd Training School. The manual training course is supplemented by, and closely related to, the freehand and industrial drawing, under the direction of Miss Josephine C. Locke, late Superintendent of Drawing in the St. Louis Public Schools. Other modes of manual training are introduced, to assist teach- ers in preparing relief and physical maps, physical apparatus, and in the preparation and collection of specimens to be used in the teaching of natural science. One room in the school is devoted to map-making. Members of the Professional Training Class can make sets of relief and physical maps, for future use in their schools, and simple apparatus to illustrate the teaching of physics, can be made in the Slojd room. Mr. Frank Woodruff, Curator of the school museum, gives lessons in taxidermy, and the preparation of natural history col- lections. Manual training will become a factor in our common schools, just so fast as skillful teachers are trained who can do the work. Very much can be done in schools in clay, pasteboard and wood- work, with very meager appliances, if teachers understand the work, and are skillful in doing it. The library of the school consists of 7,000 volumes. These books are used for study, in all departments of the school. The text books used are simply guides to study, supplementing the teacher’s work. The books of the library are made a means of study and investigation. Teachers in charge of rooms or subjects, are permitted to draw from the library all the books that they need for direct study. By using many, and all-sided authorities in history, anything like a dogmatic study of history is avoided. Through the kindness of Mr. Hild, director of the Public Library of Chicago, a large number of books may be drawn at any time from that source. In the whole school, vocal music is made a substantial part of the course. The members of the Professional Training Class are 35 trained to teach music in the public schools. Miss Lizzie Nash, assisted by Miss Sarah E. Griswold, has charge of this very im- portant factor in the course of study. One extremely important part of school training has not yet been thoroughly introduced, and that is the physical training of pupils. Space forbids any discussion of the subject. It is suffi- cient to note the fact that the care of health, and proper exercise of the body, are indispensable to anything like a sound education. I earnestly recommend that a thorough, competent teacher of gymnastics be employed for this department of physical training. Such a teacher should be a well educated physician, as well as master of the subject of physical exercise. The school grounds, as they are laid out, have three fine play grounds. In addition to this, there should be a well arranged gymnasium, equipped with all the modern appliances for physical development. The Delsarte system of expression has for its purpose the economical and general use or functioning of the body. Pupils come to the school with very bad habits of expression, which crip- ple the body, and obstruct the proper action of the mind. The work in Delsarte and elocution, is to break up these deforming habits, and develop habits which conform to the natural use of the body in expression. It is the purpose of those in charge of the museum to collect the natural objects necessary for the teaching of science. Many valuable additions have been made during the past few years. Most of this collection has been of little or no cost to the county. Students are not allowed to choose any special studies, until they have proved by work, that they are strong and skillful enough to move on to higher work. The plan of study, and prac- tice in teaching, is arranged so that any pupil can do that work, no matter how advanced, which is best adapted to his or her needs. Thus a college graduate and withal an experienced teacher, can do any work in the school which will best help him or her to become a better teacher. But there are no purely elective studies in the regular course. The Faculty of the school chooses that which is best adapted to the needs of each pupil. When, however, pupils, after one year’s work, have been al- lowed to graduate, they can choose a post graduate course of six months or one year. These elective courses are: Physical Training. Delsarte System of Ex- pression. Museum. No special courses. Post Grad- uate Courses. / 36 Kinder- garten. Hand Books. Prepara- tion. Two Years (1) Principles and practice of the Kindergarten — one year’s course. (2) History and Geography. (3) Science and Manual Training. (4) Mathematics and Manual Training. (5) Drawing, Painting and Manual Training. (6) The Delsarte System of Expression, Elocution, Physical Training, Music, with Anatomy, Physiology and Hygiene. In all these elective courses, psychology, pedagogics and methods are included. When once an elective course is chosen, it must be adhered to during the year. Hand books, including illustrated courses of study, with full explanations, are in course of preparation. Manuals of geography, science and elocution, have already been published. These books are for the guidance of the regular teachers of the school, and the members of the Professional Training Class. Teachers who propose to enter the school at some future time can make special preparation by using these published manuals. Experience has already proven fully that the second year’s work in the Normal School is worth very much more than the first. The assurance of success and continued progress in the art of teaching is made doubly sure by remaining the second year. In 1884 forty - two of the Professional Training Class chose to remain the second year. The results show that nearly every one of that class is a very successful teacher. When circumstances permit, the shortest limit of the course should be two years. The success and progress of the common-school system depends entirely upon the training of cultured, educated, skillful and de- voted teachers. Francis W. Parker, Principal. 37 GENERAL INFORMATION. Fall Term begins first Monday after September 1, and continues six- teen weeks. Winter Term begins first Monday after January 1 ; twelve weeks. Spring Term commences first Monday in April ; twelve weeks. Graduates of Colleges and graduates of full four years’ course from accredited High Schools, are admitted to the Professional Training Class on presentation of credentials. The Public School sub-district lies between the middle of 65th Street, north, and the middle of 75th Street, south ; and between the railroad tracks of the Rock Island and Eastern Illinois roads. The residents of Chicago can procure transfers to the Normal Practice School, by applying to Mr. Howland, Superintendent of Schools. Children between the ages of four and seven years in the Normal School sub-district, are admitted to the Kindergarten without tuition. The Normal School is free to all bona fide residents of Cook County. To others the tuition is $75 per year, payable at the beginning of each term, to the treasurer, Miss Mary M. Weaver, office in the library. First term, $30; second and third terms, $22.50 each. Tuition to non-residents of the Normal School sub-district per year, who have no transfer, payable at the beginning of each term, $14 for Fall Term; $10.50 for Winter and Spring Terms. Tuition for Kindergarten for non-residents of the Normal School sub- district is $25 per year; $10 for Fall Term, and $7.50 for Winter and Spring Terms respectively. The small sum of $1 a term will be charged for each child at the beginning of each term. This money is used to pay for materials, and for the rent of a piano. Pupils can enter any class in the Normal School, Public School, or Kindergarten at any time. The work in the Training Class is purely professional. The main sub- jects studied are Psychology, Pedagogics, the History of Education and Methods of Teaching. The pupils teach in the Practice School one hour every day, for forty weeks. In preparation for teaching, the Sciences, Geography, History, Literature and Mathematics are thoroughly reviewed. The members of the class have continuous practice in Drawing, Painting, Modeling, Manual Training, and Elocution, throughout the year. The principles and methods of the Kindergarten are made a prominent part of the study of pedagogics. One year, or forty weeks, is the shortest limit for graduation from the Professional Training Class. The course in this class may be taken in different periods; that is, the course need not be continuous. The standard for graduation is the ability to teach and govern a school. Two and three years may be profitably spent in the Professional Training Class. The school has a library of 7,000 volumes. The expense for books to members of the Professional Training Class is merely nominal. Hitherto all graduates of the Cook County Normal School have readily found good positions in the County. No promises of positions are made. Terms Admission Practice School. Kinder- garten. Tuition. Who has no Trans- fer. Profes- sional Training Class. Gradua- tion. Books. Positions as Teach- ers. 38 Students’ Hall. Place. Railroads. Board at Students’ Hall, ladies $3.44, and gentlemen $3.94 per week, including room, light and heat. Women hoarders furnish sheets, pillow cases, bed spreads and towels. Washing may be done by boarders, in the laundry. Board is payable strictly in advance, at the beginning of each month. For board, please address Mrs. Florence J. Gardiner, Manager Students’ Hall, Englewood, Illinois. The Cook County Normal School is on 68th Street, Normal Park Sta- tion, Englewood (a suburb of Chicago), 1 % miles south of the Palmer House. The Eastern Illinois, Western Indiana, and the Rock Island railroads have stations very near the School grounds, in Normal Park (the southern part of Englewood); the Chicago & Atlantic, Wabash, Monon, Louisville & New Albany, have stations at 63d Street, Englewood; the Pennsylvania Railroad has a station at 63d Street ; the Lake Shore & Michigan Southern and the Rock Island railroads (through trains) have stations at 62d Street, Englewood. When possible, all baggage should be checked to Normal Park or Engle- wood. Huff’s South End Express is the authorized express for the school. Persons coming on other railroads must go into Chicago, and ride out to Normal Park on the Eastern Illinois (Polk Street Station), or the Rock Island (Van Buren Street Station). By taking the State Street Cable, and transferring at 63d Street to the 69th Street Car, persons can ride to within one block of the school, for five cents. All railroads sell tickets to pupils at reduced rates. The Eastern Illinois sells ten ride tickets for 60 cents; the Rock Island, ten ride tickets for $1.10. REGISTER OF THR ALUMNI OF Cook County Normal School 1869 - 1891 . CLASS 69. NAME. ADDRESS. OCCUPATION. ♦Andrews, Ida S Armstrong, Eliza M tBevans, Homer 353 Maple St., Englewood Principal LaSalle School Penning, Eliz. G 603 Superior St., Chicago Brayton, Alemburt, Dr 808 E. Washington St., Indian’s. .Physician. Curtis, Sarah M. (Elwell) 65th and Grove PL, Englewood Corlew, Cornelia E. (Wattles Blue Island, Ills Dunning, Richard O Dunning, Neb Egan, Alice J. (Goodall) Box 500, Chicago tHuntington, Bessie B Washington Heights, Ills School Ch^cago^* 118 Lewis, Maggie J. (Brewster) Maywood, Ills Massey, Ella A. (Rev. Dickinson) .Newton, Iowa Mergler, Ernestine A Dentist. Mergler, Marie J., Dr 27 Central Music Hall, Chicago. . -j Pf cfofph y s^° m ^ ' 8 Miller, Eliza M 64 23rd St., Chicago ‘ Murray, Geo. W Washington Heights, Ills Lawyer. tMurray, Jane A. (Bevans) 353 Maple St., Englewood Parks, Alice J. (Carpenter) Worcester, Mass Rhiel, Mary C Robinson, Sarah E. (Rexford) Blue Island, Ills Scott, R. Harris CLASS ’70. NAME. ADDRESS. OCCUPATION. Burns, Eliz. E McKee’s Rocks, Pa Byrne, Sarah 534 63rd St., Englewood, 111 Lake High School. Cool, Nelson A Blue Island, 111 County Commissioner. Dunlap, Hattie S Austin, 111 Austin. (Teaching.) Edwards, Annie (Epheim) Englewood, III tBaker, E. E. (Fiske) 287 Lincoln Ave., Chicago Lake View School. Pennoyer, Kate M. (Jones) Norwood Park, 111 Smith, Sarah (Hasbrouck) Crescent City, 111 tStephenson, Lillies Willow Springs, 111 Teacher. ♦Ryder, Mrs. M. M IWoodbury, Ella (True) 323 61st St., Englewood, 111 *Webb, E. T Williams, Paris A t Wilcox, Geo. W Aberdeen, South Dakota.. Com. Agent. Wilson, E. M. (Dodge) Barrington, 111 CLASS '71. NAME. ADDRESS. OCCUPATION. ♦Bosworth, Helen (Morrell) Bonheur, Louise, Mrs. (?) Nunda, 111 Carson, Mary Arlington Heights, 111 Teacher. Dodge, Sarah Hadley, Will County, 111 Dodge, Will C 1179 Washington Boul., Chicago - j P ^j c . P g'Q nk ^ n School, tHistory sent. *Deceased. 40 CLASS ’71— Continued. NAME. ADDRESS. ♦Draper, Olive (Hall) Finn, Louisa Nunda, 111 Foote, Dora (Van Fleet) Grand Crossing-, 111 Holbrook, Mattie (DuBrueil) Thornton, 111 Miller, Anna (Wallace Bloom, 111 Murphy, Mary (Carroll) Lemont, 111 McGinty, John B 6341 Wright St., Englewood Pickens. Mary P. (Valentine) Washington Heights, 111... Purcell, Nellie (Cavanaugh) San Francisco, Cal Strout, Alfred O Parkersburg, Iowa Skinner, Libbie (Millard Park Ridge, 111 Tichenor, Lydia (Bailey) 1542 Lill Ave., Chicago Viall, Jennie Wilder, Melissa L 10 Artesian Ave., Chicago . ♦Webber, Florence (Miller) OCCUPATION. Prin. Pullman School. Teacher. j Head Asst., Brighton I School, Chicago. Hoffman Ave. Sch., Chi. CLASS ’72. NAME. ADDRESS. OCCUPATION. Black, Mary Blue Island, 111 Teacher. *Brayton, Mrs. Sara T Byrne, Margaret 534 63d St., Englewood, 111 Grant School (Lake). Close, Libby (Bodley) 4917 Prairie Ave., Chicago Craigmile, Clara (Kimball) Avondale, 111 DuBrueil, Wm Thornton, 111 Hinman, Anna (Eames) Blue Island, 111 Morgan Park School. Ferguson, Henry A Dickey & 77th Sts., AuburnPark Hancock, Abbie (West) 147 W. 10th St., New York Gaubert, Anna (VanHorne) Washington Heights, III Gorton, Helena (Chamberlain). .Englewood, Clark Co., Kan Gorton. Lucy Washington Heights, 111 Washington Heights Sch. Gray, Philura (McCord) Blue Island, III Gunn, Jessie +Kent, Carrie (Bartlett) 6735 Perry Ave., Englewood, 111 Kimball, Anna, Mrs Avondale ♦Lamb, Eva A ♦Litka, Henrietta ♦Lewis, Mary (Hoar) tMason, Jean (Rev. White) Hamilton St., Elgin, 111 Teacher, Elgin, 111. Martin, Adele E Sheldon School. Mack, Fannie B. (Ira Lathrop). .444 W. 57th St., New York Moran, Mary 636 Gordon St., Chicago \ Assistant Fallon | School, Chicago. Muirhead, Hattie (Houghk Harvard & 64th Sts., Englewood Myrick, Libbie Morgan Park, 111 Myrick, Nancy Orland, Cook Co., Ill Orland. (Teaching.) ♦McClintock, Annette McDonald, Mary A 4430 Emerald Av., Chicago Nesbit, Charlotte (Rossiter) Englewood, 111 Nightingale, Sara J. (O’Keefe). . .Arlington Heights, 111 Prin. Jefferson Park Sch. Palmer, P. M. Mrs. ( ? ) Polk, Clara (Craigmile) LaGrange, 111 Putnam, Carrie (Ream) Chicago fRichards, Wm. A Joliet, 111 Physician. ♦Sherman, Carrie E Talbot, Isadora J Englewood, 111 Trumble, Flora Wadhams, John A Irving Park, 111 Prin. Tilton School, City. Willis, Henry Norwood Park, III Willis, Lilia J Norwood Park, 111 j H School S8 Chicago nb0ldt Woodard, Flora A 235 Wabash Ave., Chicago Walton, Philena M. (Palmer) . . Springfield, 111 Mulets, Sarah Pullman, Cook Co., Ill Pullman School, City. ♦Mason, Mary (Beverly) CLASS ’73. NAME. ADDRESS. OCCUPATION. Andrews, Oscar J . South Chicago ♦Bascom, Ida Mrs. (?) Bausch, Rosa(Brayton) Englewood Billings, SaraJ. (? Mrs.) Sun City, Kan Brassil, Joanna (Kelly) Lemont, 111 Bray ton, Chas. F Blue Island Bliss, Nellie (Johnson) Normal Park, 111 t History sent. *Decoased. 41 CLASS ’ 7 3— Continued. NAME. ADDRESS. OCCUPATION. Button, Leonora M ■Clifford, Agues F Crawford, Georgia Mrs., (?) Crowell, Fannie J Curtiss, Tamor Day, Fannie Dean, Mary Dewey, Jessie M. (Brayton). Dodge, Chester C fFleming, Marion •Griffin, M. (Mess) Lyons, Katharine E tKellogg, Kate S Kopp, Antoinette May, J. W Moody, Sarah (Shepherd) . . , Mason, Mary Moran, Margaret (O’Brien) Norcott, Martha ♦Penoyer, Laura M Richman, Isabella tSargent, Celia .450 Irving PI., Chicago Teach., O’Toole Sch. Chi. .Ravenswood, 111 337 W. Monroe St., Chicago Teacher, Chicago. ,65th St. and Grove PI., Chicago. Teacher. Blue Island Polk St. School, Chicago. Indianapolis, Ind 10 So. Sacramento Ave., Chicago. Prin. Oakley School, Chi. .1564 Lill Ave., Chicago Lake View School. .Chicago Lawn, 111 London .Washington Heights Principal Lewis School. .Englewood, 111 .4700 Wabash Ave Principal Farren School. Dundee, III 636 Gordon St., Chicago Minneapolis, Minn Teaching. 4327 Langley Ave Oakland School, Chicago. Evanston, 111 f Hinman Ave. School, 1 Evanston. ♦Stewart, John Unna, Flora 474 W. Randolph St., Chicago TTnna, Henrietta (Rothschild). . .474 W. Randolph St., Chicago Van Tuyl, Dr. E. A Riverside, 111 Wallace, R. P Bloom, 111 Woodridge, Anna A Care J.Woodbridge, 78 Madison St iWright, Sarah (Whited) 136 59th St., Englewood CLASS ’74. NAME. ADDRESS. OCCUPATION. Birge, Mary L 3150 Forest Ave., Chicago Teacher. Bliss, Mary (Downing) Clyde, 111 Brooks, Ella, (Ordway) Farwell, 111 Teaching. Brown, Adele Bucklien, Cornelia (Dunbar) Englewood, III Clark, John E Washington Heights, 111 Cloughan, Margaret (Martin) — Chicago Cloughan, Bell (Buckingham). . .Lake View, 111 Cooke, Martha A 320 Eleventh St., Rock Island, 111 Coombs, Andrew B Auburn Park Harvard School. Condon, Francis (Temple) Ausiin, 111 Austin High School. Danforth, Anna (Brewer) Englewood, 111 Dineen, Kate Downey, Mary A. (Quinn) • Joliet, 111 Downey, Peter A Clyde, 111 Assistant County Supt. Dodge, Chas. J Barrington, 111 Dunn, Jessie M Lawrence, Mass Eaton, Florence Frost, Lottie M No. 2 Warren PI., Roxbury, Mass. Teacher, Brookline, Mass. Frisbie, Nellie (Bristol, Rev. F.).. Trinity Meth. Church, Chicago Garrison, Berenice (Frazier) Lockport, 111 Jackson, James W 635 Chestnut St., Englewood Mt. Greenwood School. Jenne, Linda A Elgin, 111 Teacher. Kennedy, Mary (Pattison) 5935 Wentworth Ave Teacher, Chicago. Kelly, Theresa Polk Street School, C. Nelson, Edward W Santa Fe, New Mexico Ordway, Ella ( ? ) tPerry, Mary B. (Grover) Crete, Will Co., 111. Teacher, Chicago. Polkey, Mary B Russell, Clara (Crumbaugh) 2440 Prairie Ave . Smith, Josephine Stahley, Mary Avondale Teacher, Chicago. Waterman, J. A Dundee, Kane Co., Ill Webb, Lizzie (Ladd) Englewood, 111 ♦Williams, Eva tWuest, J. A Blue Island, 111 J Bookkeeper and cash- | ler, Tiibune Co. + Wright, Ella (Hoswell) Longwood, III Wiltsie Cynthia (Congdon) Evanston, 111. Zander, F. B Caro, Mich Lawyer. CLASS ’75. name. address. occupation. Amick, Frank Chicago. Allison, Mary (Lewist Arlington Heights, 111 Armstrong, Helen Mrs 6714 Perry Ave., Englewood tHistory sent. ^Deceased. 42 CLASS ’75 -Continued. NAME. ADDRESS. OCCUPATION. Baxter. Emma Austin, 111 Teacher. Berge, Frank fMorava) Chicago Brayton, Fred Shopiere, Wis Burts, Hattie Grand Crossing, 111 Prin. School. Dodge, Solon S Summerdale, 111 Prin. Rose Hill Sch., Chi. tEames, Alice (Young) Blue Island, 111 Eckert, Alice (Jewett) Woodstock, 111 Goodfellow, Rose (Parsons) — Desplaines, 111 Hedenberg, Jas. W 102 Washington St., Chicago Real estate. ♦Holcomb, Irene C Jamieson, Liz M. (Hunton) Cleveland, 111 Johnson, Isabella •Kent, Minnie (Armstrong) Kornmeyer, Josephine ’ Kornmeyer, Bernard Lewis, Sarah 6633 Dickey St., Englewood Teacher. Lewis, Mrs. Mary (?) Arlington Heights, 111 McEldowney, Annie (Kelly) 2444 Garfield Ave., Minneapolis Pickens, Amanda (White) Moline, 111 Richardson, D. Hobart Barrington, 111 Physician. Richards, Kate (Busy) Rose, Emily J. ( Jorgesen) Smith, Eleanor ..Chicago Teacher of music. Waters, Elizabeth 115 Wisconsin St., Oak Park Wentworth, William W Englewood, 111 Physician. •Williams, Carrie Wallace, David Bloom, 111 tShearer, Helen (Wilson) Geneva, Kane Co., Ill Ellsworth, Ida (Butts) Stillwater, Minn CLASS ’77. NAME. ADDRESS. OCCUPATION. Budlong, Mary (Jones) Alpine, Cook Co., Ill Barker, Annie tBenton, Flora (McNay) Valparaiso, Ind Booth, Mary Mont Clare, 111 •Booth, Theresa Bour, Mary L Hyde Park, 111 Brayton, Frank E Joliet, III Book business. fBaldwin, Herbert H 210 Broadway, Joliet, 111 Physician. Brinkerhoff, E. (?■ 211 East 51st St., Chicago •Broadbent, Emma Teacher. Brown, John Niles Centre, 111 Carpenter, Mary E tChittick, Nellie D 6120 Wright St., Englewood, 111 .Grant School (Lake). Chennoeth, Louisa B Clark, Mary E Englewood, 111 Clark, Katherine 168 Aberdeen St., Chicago Cobb, Maria E Crainmins, Annie S Curtis, George Darrow, Eledicie (Paddock) Denver, Col Dean, Cora L Pullman, 111 . Dewey, Jennie B Roseland, 111 Teacher, City. •Doolittle. Lizzie M English, Jane P Garfield School. Feare, Louisa J Foster, Louise (Clark White) — Hyde Park, Hotel City Fontayne, Ida 68th St. and Perry Ave., Engl’d .Raymond School. Gillen, Sarah (O’Brien) Heffron, Cora M. (Murray) Washington Heights, 111 Hastings, Kittie (Neill) Hotchkins, Henry Phoenix, Arizona Hotchkins, Beuj Phoenix, Arizona tHunter, Annie 6608 Stewart Ave., Englewood ..Teaching. Jones, William St. Louis Park, Minn fKellogg, Hattie (Foster) 6604 Lafayette Ave., Englew’d •Lemon, Peter tMcGurn, Margaret (Delaney. . .351 61st St.. Englewood Mercerean, Gettie (Jones, St. Louis Park, Minn Mack, Ida B. (Lathrop) 444 West 57th St., New York Mathews, Nellie E Riverdale, 111 May, Fleta (McDonald) St. Louis, Mo Merril, Imogene (Runge) Frederick, Dak Moran, Frances Los Angeles, Cal McCullough, Maud •McGawn, Mary L McGuire, Margaret Englewood, III Morgan, Dora N Oakley School. tHistory sent. *Deceased. 43 NAME. Nesbit. Hattie M Reed, Ella Robinson, Elizabeth Schreder, Leopold Selig, Louise L Summers, Edward Springer, May M Stahl, Lucy F Wright, Hattie (Terhune) Wallace, Emma F Warner, Philip H tWebb, Emma C Wilson, Anna ♦Wilson, Alice ♦Wilder, Carrie L tWilliams, James B Wood, Ida M CLASS ’77— Continued. ADDRESS. OCCUPATION. So. Div. High School. Norwood Park, 111 .Park Ridge, 111 Prin. Park R. School. Physician. .Lemont, 111 4046 Prairie Ave Teacher. .5100 State St., Chicago 1023 Opera House Bdg., Chicago 65th and Stewart Ave., Englew’d .6104 Mich. Ave., Chicago Carter School. Riverdaie, 111 Prin. Riverdale School. 2904 Prairie Ave CLASS ’78. OCCUPATION. Andrews, May 251 Winchester Ave Baker. Nettie (H. B. Thearle) Cor. Stewart &Engd.Ave., Engd Bass, Laura Canton, 111 Brennan, Kittie Jones School, Chicago. Brown, Cora Brandt, Nettie C tBurt, Dell R 405 67th St., Englewood Canfield, Hattie B Austin, 111 Carroll, Rose J. (Smith) Winter and 46th St., Chicago Crowe, Julia A 2804 Dearborn St., Chicago Dickson, Mrs. James 1411 N. 4th St., Springfield Gibbons, Kate (Beach) 4608 Winter St., Chicago ♦Goldstein, Fannie Heath, Emma J Winnetka, III Hazard, Florence P Raymond School. Herzog, Emma Howland, Grace ( ) Portland, Oregon Justi, Lizzie Burr School, Chicago. Ledderr, Helen C Polk St. School, Chicago. Loomis, Nellie G ♦\Mason, Olive (McIntosh) 528 27th St., Omaha Michels, Fannie (Hunter) Peoria, 111 Morehouse, Louise E McCrea, Eva A 3639 Vernon Ave McDonald, Maggie 4340 Emerald Ave Teaching, City. McKillop, Anna 4109 Halsted St., Chicago Teacher, Lake, Page, Hannah E 88 Flournoy St., Chicago Teaching, City. Philbrick, Mary J. ( ) Austin Powers, Maggie (Kane) 35th and Paulina St., Chicago Raymond, Lizzie A Rosenthal, Julia Pearson St. School. Sheridan, Julia M Kinzie School. Shock, Amelia S Franklin School. Stodder, Mirabelle S 626 Englewood Ave., Englw’d. . .Lewis School, Chicago. Troyer, Mary E La Salle School. Walsh, Kate 815 31st St Franklin School. ♦Wellington, Grace Whitley, Emma 6334 Yale St., Englewood Wltkowsky, Ernestine Moseley School. Wood, Nettie B. (Southwick) 421 Van Buren St Wright, Fannie L „ Vos Brink, Mrs. Geo. (?) 310 30th St., Chicago ♦McClaughry, Ella Quinn, Kate (Duffield) 385 W. Adams St., Chicago CLASS ’79. NAME. ADDRESS. OCCUPATION. tBlim, Charles Crete, Will Co., Ill Physician and Surgeon. Brown, Harriet S Denver, Col Brennan, Rye (A. Combs) Auburn Park, 111 ( Head Assist’nt Harvard I School, Chicago. Carter, Anna F Oak Park, 111 Tilton School, City. Couse, Mary E. ( ) Winona, Minn Coffy, MaryE Oak Park Ridgeland School. Curtis, Frank Normal Park, III Prin. Lansing, Cook Co. Drysdale, E. (Wisdom) 6457 Yale St., Englewood tHistory sent. 'Deceased. 44 CLASS ’79— Continued. NAME. ADDRESS, OCCUPATION. JFerris. Loleta (Williams) 258 Ontario St., Chicago . Foley, Margarete (Tighe) Englewood, 111 Griffin, Ella L .....!. Hennessey, Sarah (Finnerty) Grand Boulevard and 35th St j Harold, Anna Chicago Lawn, 111 Teaching. City. Hoffman, Helen B. (Ransom).. ..3243 Forest Ave., Chicago Cottage Grove School. ♦Jones, Kate E. (Goes) Kent, Alice L 3954 Droxel Boulevard, Chicago .Teacher. Krohmer, Josephine Washington Heights Lippert, Nellie M ' Lemars, Iowa ' . ' ] + Lynch, Fannie E 20 Twomey St Teacher of Singing, Chi. Martin, M. W Summit, 111 Murphy, Anna 271 Broad w’ay, New York McGovern, Carrie (Mills) Oak Park Norcott, Clara *. St. Paul, Minn .!!! .!.! Ormsby, Mettie Ann Harbor, Mich ’ ’’ Ransom, Mrs. C. E. (?) i 423 Bellefontaine Ave., Kan- 1 I sas City, Mo. f ♦Richard, Anna Leavey, Bertha (Sauner) Libertyville, Ind Schussler, Rudolph Orland Veterinary Surgeon. ♦Smith, Belle State, Nellie B ..178 Park Ave., Chicago Stone, Mary E 412 60th St., Englewood Teacher, City. Stodder, Ida .626 Englewood Ave., Engle wood. Teacher. ♦Wall work, Elizabeth Whelan, Henrietta Baltimore, Md Sister of Mercy. Zollman, Mary Ai’gyle Park, 111 Teacher, Sheridan. CLASS ’80. NAME. ADDRESS. OCCUPATION. Anderson, Tillie A Teacher, City. Beaumont, Hattie Arlington Heights, 111 Teacher, Park Ridge. Bourman, B. (Little) Andelusa, 111 Bragg, Carrie E. (Mrs.?) Burke, Lucy A tCasky, Mary Bloom, 111 Sherwood Sch., Chicago. ♦Carnahan, Jessie Chapmau, Louie B Wentworth Sch., Chicago. Conover, Louise H +Cook, Frank Geneseo, III Merchant. Crowley, K. W. (Sheldon) Cusack, Marcella 156 S. Robey St. Chicago r Dolton, Minnie E. (Lewis) Milwaukee, Wis tDrake, Allice (Halliwell) 6817 Perry Ave., Englewood Duggan, Mollie A. (Gorpper) Emerald Ave., Chicago Dundon, Julia (Durdon) Oak St.. Chicago Ellison, Jennie Sterling, 111 tFair, Ella M 7564 Bond Ave., Cheltenham, 111. Teacher. Fitch, Margaret 227 Seminary Ave., Chicago Prin. Lake View School. Griswold, Edwin E Ada and 91st Sts., Chicago Harland, Eva J Teaoher, Newbury Sch., I Chicago. Huling, Alice A 1020 W. Adams St., Chicago Teacher, Oak Park School. Keating, Kate (McCarthy) 5953 Wentworth Ave., Chicago Kehoe, Annie (Bell) 4423 Emerald Ave Teacher. Lansing, Nellie (Benton) Normal Park, 111 Teacher. Lewis, Cora E 6333 Dickey St., Englewood Teacher. Little, Mrs. B. ( ) Andelusa, 111 Lynn, Hattie L 4229 Evans Ave., Chicago Cornell Sch., Grd. Crss’g. •{■Mitchell, Winifred D 6536 Ross Ave., Englewood Teaching music. Ruthenberg, Blanca L 1817 Belmont Ave., Lake View. . .Teacher. Smart, Helen (Dennis) 5135 Washington Boul., Chicago Shaver, Ida 216 N. State St Prin. School in Chicago. Schlund, Clara J Oak Park, 111 Prin. School in Chicago. tSchyoldager, Bertha 367 W. Huron St., Chicago Teacher, Wash. Sch., Chi. Southard, Ida C 3310 Rhodes Ave., Chicago Teacher, Moseley School. Springer, Emily D 4060 Prairie Ave Teacher. Wood, Lulu Central City, Colo Wright, Lila (Sinsabaugh) Mattoon, 111 fHennessy, Carrie (Ruarc) 3243 Forest Ave., Chicago j S ^aren t |choc> 1 l mU8i °’ CLASS ’81. NAME. ADDRESS. OCCUPATION. Allen, Lillian R. (McKelvey) Englewood, 111 Barnum, Jennie D. (Caswell) — Englewood, 111 Brennan, Agnes 1 31st St. Chicago Teacher. tHistory sent. *Deceased. 45 NAME. Brown, Emma L Bush, Lincoln Cammack, Sarah E Carpenter, Nellie M Cooley, Clara A Coakley, Susie Deikman, Andrew S Dunster, Jennie (Glogstein) t Forbes, Mary A Harpham, Anna M. ( ). f Hill, Anna S Hotchkins, Mary A ♦Jewell, Eva (Humphrey) . . . Kinder, Ida M Lewis, Georgiana L tMadden, Sophia (Culver). . . Marsh, Mary R ♦McGawn, Annie S Hayward, Nellie (Cheney). . . Oeker, Ellen E Rice, Carrie A Recher, Philip Simpson, Mary A Slocum, Amy (Thayer) Tipping, Lizzie (Hart) Walther, Arthur S tWallenberg, Laura Walters, Louise B Windes, Dora S CLASS ’81— Continued. ADDRESS. OCCUPATION. .Maywood, Cook Co., 111. Teacher. .1226 Lill Ave., Chicago Civil Engineer, Chicago. Evanston, 111 .6344 Stewart Ave., Englewood. .. j Teacher, Grah’mSchool, Arlington Heights, 111 Teacher. .5158 Arnold St., Chicago .Dolton, 111 Teacher, Dolton School. .Dolton, 111 .524 63d St , Englewood .Havana, 111 .Western Springs, 111 .New Bremen, 111 Teacher. .Blue Island, 111 Teacher, City. .3317 Rhodes Ave., Chicago Teacher, City. .5753 Princeton Ave , Englewood Tracy, 111 Teacher, Chicago. Englewood, Ave., Engiewood — Teacher, Lewis Sch. Chi.' .Blue Island, 111 .Englewood, 111 Universalist minister. Bowman ville, 111 Teacher. .5143 Wentworth Aye., Chicago .Hinsdale, 111 | .Bowmanville, 111 / Prin. Bowman ville Sch., (. Chicago. .23 N. Lincoln St., Chicago Teacher. .4305 Halsted St., Chicago Teacher. .Argyle Park, 111 Teacher. CLASS ’82. NAME. . ADDRESS. OCCUPATION. tBaumgarten, Elsie (Schweser). David City, Neb +Benning, Eliz. G 603 W. Superior St., Chicago La Grange. ♦Bose, Lena Brennan, Geo. A Roseland, 111 Prin. Roseland School. Brown, Minnie 191 23rd St., Chicago ^Jjn* Haven l School, Evanston. Burleigh, Alice Mazon, 111 •(Carmichael, Ermina 5904 State St., Englewood Teacher. ♦Child, Carrie (Long) Cook, Anna 3528 Dearborn St., Chicago Craig, Evelyn A 1314 Dunning St., Chicago Teacher, Lake View. Davis (M. D. Kaufman) 6103 Dearborn St., Englewood Teacher, Carter School. Dodd, Bell M 4221 Indiana Ave., Chicago Teacher. Doxsee, Sara 507 21st St., Chicago •tFagan, Mary L 6030 State St., Englewood Teacher. Gouwens, Marguerite South Holland, 111 Teacher. tGraydon, Harriet (Marthaler). .115 E. Wick Ave., Youngstown, O Gulick, Katharina Wilmington, 111 Jennings, Alia M. (Tregay) Ross Ave. and 66th St ... Johnson, Ada B. (Prest) Grand Crossing, 111 Kent, Martha E Austin, 111 Teacher. Keith, Hattie E. (Pierce Blue Island, 111 Lyons, Margaret 6138 S. Halsted St Teacher. (Lambert, Vashti A Palatine, 111 Teaching, Jefferson Park tMcCon ville, Kate 4316 Emerald Ave Teacher. tMcMannas, Rose 6342 Wentworth Ave Head Asst. Oakridge Sch Norris, Hetta Crawford, 111 Teacher, Oak Park Sch Owen, Marie A. (Palmer) Patrick, W alter S Blue Island, III V. Rinkenberger, Charlotte (Peelman).Fernwood, 111 Sullivan, Adelaide 2432 Cottage Grove Ave ’ ’ ‘ ’ [ Swan, Minnie L. (Rexford) Blue Island, 111 Walton, Sarah G Hinsdale, 111 White, Mrs. C. E Moline, 111 ! . Wall, Anna (Murphy) 43rd and Wallace St CLASS ’83. NAME. ADDRESS. Aldrich, Jessie Englewood, 111 Blish, Margaret G South Evanston, 111 Bowes, Mary T. (Schwarz) 335 Garfield Boul., Chicago Boileau,. Nellie (Baker) Englewood, 111 OCCUPATION. Teacher, City. Teacher. Graham School, Chicago Teaching. tHistory sent. *Deceased. 46 CLASS ’83- Continued. NAME. ADDRESS. OCCUPATION. fBrown, Clara 611 Chestnut St., Englewood Hegewisch School. FBrown, Elma Louise 112 Honore St., Chicago Teaching, City. Carter, Francis Oak Park, 111 Cook, Anna L Tch., Keith Sch., Chicago. Crosby, Eugenie V 718 W. Adams St., Chicago Teacher. Cruikshank, Anna (Jno. Parker). Washington Height^, 111 Danforth, Aurelia 5859 LaSalle Street, Englewood Dolton, Catherine S Dolton, 111 Teacher. Flanigan, Margaret, A 529 Maple St., Englewood Teacher. Goe, Minnie (Maj. Curtis) Morgan Park, ill Teacher. tGriswold, Sarah E Washington Heights, III Prin. Primary C. C. N. S. Handy, Margie 2719 Wabash Ave., Chicago.... Tch., Coleman Sch., Chi. Harnew, S. (Justice) 3239 Butler St., Chicago tHoswell, Helen C. (Armstrong) . 6714 Perry Ave., Englewood tHorine, Lizzie B 622 Chestnut St., Englewood Teaching, Carter School. -tKahn, Susie (Wilder) Washington Heights, Chicago. . .Teacher, City. Keating, Lizzie A 700 Gordon St., Union Stock Yds. Teaching, City. Layton, Louise (Northrup) Washington Heights, Chicago Larkin, Nellie E Chicago Lawn, Chicago Grant School. Lovi, Louise Cincinnati, Ohio Mt. Auburn Institute. tMarson, Elinor 4600 Winter St., Englewood Tch., Grant School, Lake. Coleburn, Minnie A Kensington, 111 Teaching, City. Miller, Ada R 739 Jackson St., Chicago Teacher. tMcCormick, Ellen Irviug Park Tch., Maplewood School. McGinnis, Alice (G. Byrne) 534 63rd St., Englewood Parker, AdelaF. (Kendall). South Chicago Robinson, Maud Blue Island, 111 Teaching, Springer Sch. Smith, Mary E Washington Heights, Chicago. . .Teaching. ♦Spencer Eva L tSpeer, Adelia A. (Young) 6558 Ross Ave., Englewood Sunderland, IdaT ( ) Englewood Warhurst, Lizzie 294 W. Huron St., City -tWallenberg, Clara 23 N. Lincoln St., City Tch., Brainard Sch., Chi. McGinnis, Thos South Mount Forest, Palos Teaching. CLASS ’84. ADDRESS. OCCUPATION. .Teacher Normal School. .Teacher Sheridan School' ♦Blackman, Julia . Blanchard, EvaJ Westchester, Pa ♦Broad bent, Jessie B Brown, Ada (Boyce) Blue Island, 111 Brisleu, Elizabeth, (Duffy) 4700 Wabash Ave., Chciago Carter, Mary E Oak Park, 111 Teacher, City. Compher, Mary 4926 Wabash Ave Teacher, City Crandall, Mrs. Clara Englewood Crowley, Catherine 3902 Dearborn St., Chicago Teacher, Grant (Lake). Deland, Mamie E Washington Heights, III Teacher, Morgan Park. Deitz, Minnie A Irving Park, 111 Teacher. Dixon, Clara 3131 Michigan Ave Teacher, Douglas. Dolese, Minnie J 3414 Wabash Ave., Chicago Teacher, Lake. Easterly, Josephine 426 Center St Teacher. Farren, Hettie (Mulroy) 5112 Wabash Ave., Chicago + Fitch, Isaac W Riverside, Cook Co., Ill Goodwin, Leonore S 15 E. 40th St., Chicago Teacher, Pullman. Guenther, Kate O Blue Island, 111 Teacher, Oakland School. Hailiman, Bessie E LaPorte, Ind Kindergartner. Harvey, Lillie M South Chicago, 111 Teacher, City. Heidenheimer, Lena 695 N. Park Ave., Chicago t Holmes, Sarah E Blue Island, 111 Teacher, City. ♦Hulett, Ida E Hullhurst, Laura Huxman, Ernst 145 Clark St., Chicago Dentist. Kenny, Maria Y. (Gallagher) — 756 47th Street Kellogg, Margaret Evanston, 111 Teacher. Kennedy, Mary A Transit St., U. S. Yd Teacher. Leckie, Nellie R Englewood, 111 Teacher, Pullman. Lowell, Myron H 17 E. 43d St., Chicago Prin. Ken. Sch., City. Lyon, Joanna 6138 S. Halsted St., Chicago Grant School. Maley, Mary B 6506 Ross Ave., Englewood j AS g^^Q\ n L^e Graliam Manley, Nellie M Lemont, 111 Morton, Louise H Minneapolis Miss Howell’s School. McCormack, N ellie I r ving Park Teacher. ♦McClure, Margaret tMcGurn, Mary 351 61st St., Englewood Teacher, Kershaw Sch. McHarry, Nellie E South Chicago, 111 Nevins, Edith (Bartlett) 6740 Emerald Ave., Englewood Nightingale, Louise Barrington, Cook Co Teacher. O’Connell, Louise 57th and Bishop Sts., U. S. Yd t History sent. *Deceased. 47 CLASS ’84— Continued. NAME. ADDRESS. OCCUPATION. Pickens, John Washington Heights, 111 Teacher, City. Peacock, Helena B 4930 Wabash Aye.. Chicago Teacher. +Reed, EdnaL. (Ormsby) 6728 Perry Ave., Englewood Rankin, Mrs. A Englewood Richardson, Frances 1406 43d St., Chicago Savage, Mary M ( ) Normal Park Teacher. Sassaman, Carrie (White) Washington Heights Solterman, Melissa Lockport, 111 Teacher. Schouler, Jeanette E 243 W. Main St., Pawtucket, R. I.. Teacher. Townsend, May Eliner, Dak Teacher. Warner, Mary E Nora, 111 Teacher. Wilson, Martha 4243 Halsted St Teacher. Willmott, May R 4701 Ashland Ave., U. S. Yds Teacher, Lake. CLASS ’85. ADDRESS. OCCUPATION. Arnst, Lillie ( ) 4016 Wabash Ave Blanchard, Eva J West Chester, Pa Teach. Pa. S. N. S. tBaber, Zonia Kansas, 111 Teach, of Geog.C. C. N. S. Backmeister, Emily Toulon, 111 Teacher. Bary, Charles 112 La Salle St., Chicago \ ^sSldlniT* 8 ZeitUnS Caldwell, Sarah 161 Linden Ave., Min Teacher. Calloway, Fannie Pullman, 111 Teacher. Coffin, Tillie E Detroit, Mich Prin. Detroit Training S. Cor lew, Joseph T Dover, Del Supt. of Schools. Downey, Isabel Maplewood Hoffman School, City. Frye, Alex. E Hyde Park, Mass Lawyer. Gass, Bertie 6606 Ross Ave. Englewood Teacher, Chicago. Garrabrant, Kittie (O’Neill) 6649 Honore St., Englewood Goodwin, B. (Payne) 40th Street Haynes, Clara Auburn Park, 111 Teacher. Ingalls, Julia Argyle Park, III Rogers’ Park, Teaching. Jordan, Adelaide Ravenswood, 111 Teacher. tJohnson, J. A Englewood Prin. at Kensington. Krackowitzer, Dr. E. W 718 Cass St., Milwaukee Kelly, Belle (O’Keefe) Wabash Ave. and 57th St., Chi tMaley, Helen 6506 Ross Ave., Englewood Teacher, C. C. N. S. tMitchell, Clara 6536 Ross Ave., Englewood Teacher Delsarte. Mullen, A. P 572 W. Lake St., Chicago tMcCartney, L. M 512 Centre St., Hannibal, Mo Supt. Hannibal, Mo. Ormsby, F. M 6728 Perry Ave., Englewood Prin. Brownell School. Rice, Helen 47 E. Catherine St., Ann Arbor. .Minister. Rosseau, Nettie Washington, Iowa Schwartz, Everett Boston, Mass i T 1 eacli er Comins | School. Schintz, Josephine 579 La Salle Ave., Chicago Scurry, Julia Eldora, Iowa Teacher. tSimpson, Lillian 7040 Winter St., Englewood. ....Teaching. tSmedley, Eva A Belvidere, 111 Haven School, Evanston. ♦Smith, D. F fStultz, Alan Blue Island, 111 Swift, Ellsworth Waterman, 111 Teacher. tSweeny, Lizzie E 456 Racine Ave., Chicago Teaching, Lake View, Chi. fWorsfold, Mercie R 2406 Wabash Ave Teacher. tWright, Bessie M Atlanta, Georgia Teacher, Atlanta. -f Wheeler, Mabel (McCartney). ..Hannibal, Mo CLASS ’86. ADDRESS. OCCUPATION. .Teacher. Allison, Ophelia Danville, 11L Barry, Lizzie, Mrs. ( ) 4414 Sherman St , Chicago. fBaldwin, Birdie M. D 726 44th St., Chicago Teaching, Chicago fBenning, Lizzie G 603 W. Superior St. . : Teaching, LaGrange Sch . Bickford, Chauncey Ithaca, N. Y -j ^coohPco^ 06 Sch001, Brisbane, Janet New Lennox, 111 Teacher, City. t Butler, Sarah H Libertyville, 111 Shurtleff School. +Burdick, Lizzie 413 Center St., Chicago Teaching. fChapin, Annie . . .44364th St., Chicago Teaching, Sherwood Sch. Chamberlain, Mary Maywood, 111 Maywood School. tCleveland, Lilian Mokena, 111 Teacher, City. fCroft, Ada, (Dyson) Hay Springs, Neb Teaching. tCunningham, Kate ( ) 1145 Duuning St.. Chicago ♦Doe, Abigail G ( ) Dyson, Geo tHistory sent. *Deceased. 48 CLASS ’86— Continued. NAME. ADDRESS. OCCUPATION. Ely, Rose DeForest Maywood Teaching, May wood Sch tFarley, Rose A 4314 Ashland Ave Lake School. tFaulkner, Harriet (Bisseli) 27 Oakwood Ave fFinley, Louise E 16 Madison St., Memphis, Tenn.. Clara Conway School. tFoley, Mary Student's Hall, Eng Teacher, Shurtleff. tFord. Julia 660 44th St., Union Stock Yards .Teacher. Foskette, May Palatine, 111 Teacher. Gibbs, Minnie E Palatine, 111 Teacher. Gilmore, J ohn O vington, III Teacher. tGibbons, Mary 1603 Winter St., Union Stock Yds. Teacher. Glass, Emma LaGrange, 111 Teacher. Griswold, Nellie (Heffron) Washington Heights tHardy, Grace 3916 Ellis Ave., Chicago Teacher, South Chicago. Hastings, Louise W Hale, E. (Pickens! Washington Heights Hallman, Harriet Pennsylvania Teacher Elocution. Hennessy, Mary 6839 LaFayette Ave Teacher, Lake. Hewes, Luman Summerdaie, Chicago Prin.Summerd ale School. Heckert. Iphigenia Phoenix, Arizona Holbrook, Mary L Glenwood, Cook Co Teacher, Fernwood Sch. Huntley, Orrel Homewood, 111 { T TMk^o HOmeW ° 0d ’ James, Clara E Cleveland, Ohio tJones, Alfred E Orland, 111 Orland School, Cook Co. Keating, Alice 700 Gordon St., Chicago Teacher, Lake. Keating, Lizzie 335 Englewood Ave Teacher, Lake. Kelleher, Joanna Washington Heights Teacher, Lewis. Kelly, Rebecca 191 Sedgwick St., Chicago Teacher, Chicago. *Kelly, Agnes 191 Sedgwick St., Chicago Kinder, Maud Arlington Heights Teacher, Oak Ridge Sch. tKrackowitzer, Alice M 6937 Webster Ave., Englewood. .Wentworth School. tLaunder, Hattie J 3624 Stanton Ave., Chicago Riverside Sch. Kindergn. Launder, Clara B 6716 Perry Ave., Chicago Director of Kindergn. Livingstone, Mary B 198,39th St Teacher, City. Mackay, Jennie (Leckie) 281 Hermitage Ave., Chicago Maury, Mrs. Anna 650 Noble Ave., Gross Park Teh., Gross Pk., Chicago. ♦Martin, Jennie H Dubuque, Iowa tMaronev, Mary 6343 Wentworth Ave Teacher, Kershaw. Mosher, Abbie 761 Root St Teacher. Mills, Cora E 873 Elk Grove Ave., Chicago Teacher, Palatine. Morgan, Lizzie Peru. Ill — Teacher, Peru. Mueller, Emma D 4854 Wentworth Ave., Chicago Murphy, Nellie 634 Layton St., Chicago Teacher, Lake. TV/TriATinn Amelin j Lake Ave. & 37th St., Chi., care . „ , ... McMinn, Amelia -j of Mrs . Clara Mitchell Teacher, Hillside, Wis. Noble, Mary F Blue Island, III Teacher, Auburn Park. +0 wen, Belle F Mokena, Will Co Teacher. Parker, Mabel S. (Geo. Rolfe) — Cambridge, Mass tPeaslee, May 51st and Wabash Ave Teacher. Putman, Alice Teacher, Oakland. Ridgely, Katherine 4736 Dearborn St Teacher. tRector, Lizzie E Blue Earth City, Minn Vassar College. tRedfield, Katherine 456 Church St , Evanston Teacher, Evanston. Robson, Belle T 744 Gordon St , Union Stock Yds.Teacher, Lake. Rodgers, Margaret J 3926 Atlantic St., Chicago Tcb„ Pacific June., Lake. Shanley, Margaret 588 W. North Ave Teacher, Lake. fSisson, Mary L 643 Chestnut St Tch., R verdale, Chi., 111. Smith, A. S Princeton, 111 Teacher. Solterman, Mathew Lockport, Will County, 111 j T g^reen e park S<3h ^ ,,Ever ‘ Speer, Mrs. W. W 65th & Grove Place Teacher, Shurtleff. Steele, Laura D Austin, Texas Teacher. tStebbins, Mary 6015 Indiana Ave., Englewood Van Pelt, Minnie Chicago Teacher. tVan Nostrand, Julia Elgin. Ill Teacher, Elgin. +Wilson, Mary R 6804 Yale St Teacher, Shurtleff. Van Meter, Lou, ( ) Ravenswood 111 Teacher. CLASS ’87. OCCUPATION. . Farren School, Lake. NAME. ADDRESS. t Allan, Mary 5116 LaSalle St., Chicago... Beverly, Carrie J Elgin, 111 .... .. .Teacher, City. Blim, Rhoda Englewood, 111 Teacher, Blue Island Sch. t Bradley, Laura (Wellever) Battle Creek, Mich., Box 1,650 tByrne, Mary 5756 Wright St., Englewood Teaching, Sherwood Sch. Compher, Lillie 4926 Wabash Ave., Chicago Sherwood School. tCore, Ada E., Mrs Thompson, Tenn { n^^Tenn? 01 *’ Lexlng ‘ 4Crane, Maud Janesville, Wis Teacher, Janesville, Wis. tHistory sent. *Deceased. 49 CLASS ’87— Continued. NAME. ADDRESS. OCCUPATION. Cummings, Libbie Avondale, Til tDavis, Emma L 6555 Wentworth Ave 99th St. School. Fenton, Edith (Trainor) Sterling, Kan Teacher. Ferry, Cora Teacher. Fogg, Edith 5308 Indiana Ave., Chicago Kershaw School. tFrisbie, ColaB 6516 Honore St., Englewood Harvard School, Eng. tGrant, Maggie . . 5121 Butterfield St Farren School, Lake. Graham, Carrie 6536 Perry Ave 1st Asst. Kensington Sch. Henderson, Francis Houston Ave , So. Chi., Box 620. South Chicago. Hough, Cora 3613 Dearborn St., Chicago Teacher. Hunter, Anna (Campbell) Englewood, 111 Kelleher, Mary C Brownell Sch. Englewood. tLazear, Rilla 6716 Perry Ave., Englewood. ... Kenwood School. Lynn, Hattie L 4229 Evans St., Chicago Martin, Hattie A South Chicago Teacher, South Chicago. Mutchlechner, Bertha Sage College, Utica, N. Y Cornell University. tCoffin, Lizzie E. (J. W. Fitch). . .Oak Park, 111 Oak Park School. O’Connor, Thomas Elgin, 111 Teacher. O’Connor, Kittie M 4709 Wabash Ave., Chicago Chicago Coleman School. O’Grady, Nellie 5256 Atlantic St., Chicago Olliver, John Los Angeles Military Sch. Peaslee, Flora 1077 E. 51st St., Chicago Farren School, Lake. Pfantz, Lois Lake View School. Pfantz, Mary .Lake View School. Pine, Fannie H 6937 Webster Ate., Chicago Deering School. Reigart, Henrietta 2947 Calumet Ave., Chicago Searcy School. Rives, Elizabeth Teacher, Arkansas. fRumbaugh, Ella La Grange, 111 Teacher. tSavage, Margaret 215 Huron St., Chicago Teaching, Kirkland Sch. Schutler, Winnifred Austin, 111 tShewbridge, Mary 5230 LaSalle St., Chicago Teacher, Lake. fSimmons, Abbie L La Grange, 111 High School, La Grange tSwett, Mary 6621 Stewart Ave., Engelwood. . .Studying music. *Tallman, Clare .. Taylor, Emma Davenport, Iowa Tansey, Margaret Colehour, 111 Teacher, South Chicago. ^Thompson, Jennie V. (Soule). . .3033 Michigan Ave., Chicago Thomas, Fannie Winnetka, 111 Winnetka School. Warren, Emma Marshall, Texas Teacher NAME. tArnold, Annie Alexander, Mary tBackman, Kate Barr, Hester A fBarwick, Mary J +Brigham, Antoinnette . . Brown, Marietta Burdick, Loretta (Pierce) Cannon, Nona tConn, Mary (Holden) +Croy, Lillie (Chas. Lee). . . De LaMater, Ida B Fitch, Mrs. Lizzie |Fox, Jean Fox, Ella G Francis, Jane tGray, Minnie +Hall, Carrie fHalliday, Anna tHecox, Mary tHorn, Emma tHornbrook, Madge tlrwin, Minnie L t Jewell, Nellie E Kidder, Helen M Langworthy, Julia Lake, Francis Learning, Anna Lyons, Sarah F Mayo, Frank Myers, Lydia B Maley, Sarah (Crane) tMcKillop, Lizzie McMullen, Francis tNichols, J.H CLASS ’88. ADDRESS. OCCUPATION. . Avondale, 111 Avondale School. .Ludley, 111 Teacher, Rogers Park. .634 Englewood Ave., Englewood. Teacher, Carter School. .Chicago Lawn, 111 Teacher, Chicago Lawn. .6830 Wright St., Englewood Teacher, Lewis School. .Watkins, N. Y Kindergartner. . 6719 Wentworth, Ave., Englew’d .5726 Wabash Ave., Chicago .Somnerville, Tenn (Mrs. Higbee’s School, ( Memphis, Tenn. .441 67th St., Englewood 5937 Wright St., Englewood Lewis School. .405 67th St., Englewood Teacher, Kershaw Sch. . River Forest, 111 Riverside School. LaGrange, 111 LaGrange School. .4334 Winter St., Englewood School, Lake. 1234 Seminary PI Teacher, City. Students’ Hall, Englewood Sherwood School. Titusville, Pa Teacher, Titusville, Pa. Grand Crossing, 111 Teacher. Palatine, 111 Palatine School, Crete, Will Co., Ill Thornton School. .403 Adams Ave., Evansville, Ind. Teacher. Chicago Lawn, 111 Teacher, City. .3535 Champlain St., Chicago Teacher, Pullman. South Chicago, 111 Teacher, South Chicago. 7035 Wentworth Ave., Englew’d. Lewis School. Lake View School. 3869 Ellis Ave., Chicago 6138 So. Halated St., Chicago Teacher, Grant (Lake). South Chicago, 111 So. Chicago School. Brookline .6506 Ross Ave., Englewood School, Lake. 410 So. Halsted St., Chicago Teacher. 3945 Prairie Ave., Chicago Auburn, 111. Real Estate. tHistory sent. ^Deceased. 50 CLASS ’88— Continned. NAME. ADDRESS. OCCUPATION. tOhde, Emma t Paddock, Harriet Payne, Elsie fRandall, Ruth Rich man, Nellie Rogers, Margaret Saalmiller, Anna fScobey, Carlotta Scanlan, Mary J Schinn, Ida Sisson, Carrie Smith, Clara F tSmith, Mary tSnow, Katherine Strong, Helen M ♦Tyler, Minnie Warner, Mary L tWalker, Elizabeth Waters, Mary Weaver, Mary M Werneberg, Lula H. . Whiteside, Anna fWilmott, Katherine. . Wright, Sarah M Gordon, Addie (Brown) 136 59th St., Chicago Kershaw School. Blue Island, 111 Hyde Park School. 364 Claremont Ave., Chicago i ^?£Y ar< * Privat0 Sch’l, 1 Chicago. .349 42d St., Chicago Forestville School. .482 42d St., Chicago .North East, Penn Fern wood School. Colhour Station, 111 Teacher, South Chicago. .371 Bowen Ave., Chicago Forestville School. .4200 Park Ave., Chicago Teacher, City. .Springdale, Iowa Teacher, Blue Island. .643 Chestnut St Grant School (Lake). . 1815 Michigan Ave Teacher, Pacific June. . Bolivar, Tenn Bolivar School. Students’ Hall Asst. Prin. Carter Sch. .539 63d St., Englewood Teacher, Kensington. 456 65th St., Englewood Teacher C. C. N. S. .Students’ Hall Wentworth School. .Austin, 111 Austin. 4334 Langley Ave., Chicago Librarian C. C. N. S. .6738 Honore St., Englewood Wentworth School. .4400 Walace St., Chicago Teacher. .4701 Ashland Ave., Chicago Teacher, Lake. .738 47th St., Chicago Teacher, Lake. .250 Algonquin St., Oshkosh, Wis CLASS ’89. OCCUPATION. Arnold, Florence South Chicago Teacher, City. tBach, Phoebe 6011 La Salle St„ Englewood ....Teacher, Sherwood. tBeardsley, Alice 360 65th St., Englewood Teacher, Kensington. Bigelow, Mrs. F. B Moseley School, Chicago. tBirkhoff, Kate 577 W. Adams St., Chicago Teacher, Lake View, 111. tBlack, Jessie Blue Island, 111 Lewis School, Englewood. +Burns, Maggie E 4944 Dearborn St., Chicago Teaching. tBurnell, Theresa 6843 Yale St., Englewood Teacher. tCaskey, Annie E Bloom, 111 Sherwood School, Eng. tCahill, Emily Washington Heights, 111 School, Morgan Park, 111. tCalwell, Mavolta 3151 South Park Ave Carter School, Chicago. Chamberlain Myra(W. Hathaway) 4010 Indiana Ave., Chicago tChapman, Mrs. Clara 518 66th Court, Englewood Wentworth School. tChalmers, Lillias 558 Warren Ave., Chicago Grant School, Chicago. Cookingham, Maude L Irving Park, 111 Teacher, City. Cox, Mary E Washington Heights, 111 Teacher, Wash. Heights De Bey, Cornelia 418 W. Harrison St., Chicago Teacher, Engl. High Sch. Dittman, Laura Washington Heights, 111 Blue Island, 111. •tDowner, Eve C Monongahela, Pa {^ing School^a r ^ rain Dwyer, Mary L 407 Fully St., Syracuse, N. Y i p £ n - Training School, I oyrftcu86, jm* I . +Earle, Anita Irving Park, 111 Teacher, Maywood. ♦Ebel, Louise Teacher. +Favor, May H Madison Ave. and 51st St., Chi. ..Teacher, Chicago. tFisher, Caroline 3159 Forest Ave., Chicago Wentworth School. tFogg, Bertha L.. 5308 Indiana Ave., Chicago Teacher, City. tForkin, Alice 6633 Perry Ave., Englewood — Wentworth School. Gardner, Catherine Trov, Alabama Teacher, H. S.,Troy, Ala. tHeineman, Clara 349 Linden pi Lake View School. Hoerner, Effie... 4422 Emerald Ave., U. S. Yards .Graham School, Lake. -tHogan, Julia 5841 State St., Chicago Teacher, Blue Island, 111. + Jackson, Georgia Auburn Park, 111 Teacher Shurtleff School. Kelly, Margaret 2957 Deering St., Chicago Grant School, Lake. fKees, Emma Plum, Peon { S °S r 0 8 nt 0 ^ a J a Hom6 ’ IKelly, Louise M 129 Sedgwick St., Chicago Teacher, City. Kenyon, Walter J Englewood, 111 Sloyd Teacher, C. C. N. S. + Kimberly, Maude (Billingstein). 33 Birch St., Cleveland, Ohio Knights, Viola E Litchfield, Minn Teacher. Layton, Genevieve Washington Heights, 111 So. Englewood, 111., Sch. tLuddington, Harriet Pawtucket, Rhode Island { P pSwtucket CtiCe SCh '’ Maclay, Laura 914 Walnut St., Waterloo, la • •• tMorris, Maude Palatine, 111 Teach., Desplaines, 111. tMulkie, Maude Union City, Pa Teacher. McCabe, Hattie Park Manor, 111 Teach., Park Manor, 111. McCJaughery. Kate Worth, 111 Teaching, Worth, 111. ^McCarthy, Lizzie Desplaines & 87tli St., So. Eng. . .Harvard Sch’l, Englew’d tHistory sent. *Deceased. 51 CLASS ’89— Continued. NAME. ADDRESS. OCCUPATION. tMcConville, Lizzie 4316 Emerald Ave., Chicago Lake, Chicago, III. tMcKelvey, Nettie 445 65th St., Englewood Kershaw Sch., Englew’d McNamara, Florence 5341 Mich. Ave., Chicago South Park School. Nelson, Mary 325 Cedar St., Englewood Teacher, Blue Island, III. Nichols, Mrs. J. H Auburn, 111 Harvard School. tPaine Louis A Glen wood, III Fern wood School. Parker, Edna 6,640 Honore St., Englewood Teacher C. C. N. S. Pope, Nellie Woodstock, 111 Teacher. tReynolds, Eva (Sanford) 6330 Wright St., Englewood — Teacher. tShewbridge, Nellie 5230 La Salle St., Chicago Teaching, Lake. tSmith, Nellie 801 Collins St., Joliet, 111 Joliet School. Sinclair, Jane Indiana, Penn Wentworth School. Turner, Mary 615 N. 8th St., Quincy, 111 Teaching, Hillside, Wis. Twitchell, Margaret Keene, N. H Prin. Sch., Keene, N. H. tVan Hoesen, Gertrude 190 N. Maine St., Pawtucket, R. I. TrainingSch., Pawtucket. Van Fleet, Regina 6728 Perry Ave., Englewood Teach., Longwood, Chi. tWalker, Hattie A Palatine, 111 Teaching, Palatine. IWarder, Bird 755 Harrison St., Chicago Kershaw School, Engl’d. fWhitcomb, LenaM 741 62d St., Englewood Park Manor, Chicago. White, Lila Seneca Falls, N. Y Lake View High School. Wilson, Grace 3534 Wentworth Ave., Englew’d .Teaching. tHistory sent. *Deceased. NAME. Aitchison, Jessie Ahrenholtz, J. H Anshutz, Mary Arnold, Eugenia Bacon, Mary C Barnard, Jennie A Bates, Brownie Black, Jennie Blish, Elizabeth Brown, Eleanor Brauckman, Bora Burgwedel, Lydia Burchard, Aletta Burdick, Mary Chudleigli, Hattie Chamberlain, J. F Corcoran, Julia Crellin, Ella Crocker, Ella M Danson, Hannah Davis, Mary Dewey, Ethel J DePuy, Effie Dove, Alfa A Downing, Mary M Elliott, Gertrude Elmstrom, Mamie C Graham, Agnes Hazlett, Annie Haley, Augustus Harden, Anna Harden, Fannie Harris, Alice Harvey, Alice Hitchens, Susie Hodder, Minnie Horn, Mabel 1 redell, Harriet Jackman, Mrs. Ellen R .Tones, Mary Kelly, Anna Knight, Ida Knapp, Margaret Lenz, Lydia Meek, Leah Murray, Nellie F McClun, Belle Nesbitt, Nellie O’Brien, Annie O’Connor. Eliz Pierson, Alice Pigott, Alice M Porter, Ethel CLASS ’90. ADDRESS. OCCUPATION. .South Chicago Thorpe Sch., So. Chicago .Bremen, 111 Tch., New Bremen, 111. .Greenfield, Ohio Tch., Greenfield, Ohio. .Maywood, 111 Kershaw School. ,6816 Winter St., Englewood Kershaw Sch., Chicago. .Austin, Cook County, 111 Tch., Wash. Hts., 111. .Titusville, Pa Delsarte Teacher. * .Taylorsville, Ky Fernwood, 111. .Kewanee, 111 Teaching, Bartlett. .Irving Park, 111 1824 George Ave., Lake View — Teaching, Lake View. .759 Gordon St., Chicago Tch., Blue Island, 111. .5200 Washington Boul., Chicago. Teaching, Palatine, 111. ,6014 Wentworth Ave., Chicago Auburn Park, 111 Teaching, Calumet. 816 62d St., Chicago Teaching, Fernwood, 111 ,4056 Dearborn St., Chicago Teacher. 310 Richard St., Joliet Kershaw School, Chicago. Sheboygan, Wis Kindergrt., Sheboygan. . 5940 Dearborn St., Chicago Wentworth School. New Orleans, La Prv. Sch., New Orleans. Worth, 111 Teaching, Worth. Lemont, 111 Kershaw School. Round Lake, Minn Teaching, MayAvood, 111. Clarence, Iowa Barrington Sch., Barrgtn. Palaskala, Ohio Austin School. 519 Root St., Chicago Blue Island, 111. 27 Bryant Ave., Chicago Indiana, Pa Austin School. Calumet, 111 Harvard School, Chicago. Barton, Fla Rogers Park. Barton, Fla Rogers Park. South Englewood, 111 Bookkeeper. .2966 Butterfield St., Chicago . LaSalle, 111 Teaching. . Blue Island, 111 Teaching, Blue Island. 277 40th St., Chicago Teach., Niles Centre, 111. .Titusville, Pa Teacher C. C. N. S. .6702 Honore St., Chicago Florence, Ala (Teaching High School, \ Florence, Ala. .5271 Wabash Ave. . .DeWitt, Mich Summerdale, 111 Teacher, Lake View. Auburn Park, 111 Kershaw School, .Naperville, 111 Teacher, City. 625 56th St., Englewood Teacher, Bloom, 111. ,62d and Indiana Ave Teacher, Dundee, 111. .South Chicago, 111 Teacher, City. .2431 Wabash Ave., Chicago Teacher, Richmond, 111. .Austin, 111 Garfield School, Chicago. .Natchitoches, La Teaching, Natchitoches. ,504 Englewood Ave., Engle wood. Wentworth School. .6741 Wentworth Ave., Eng Prv., St. Margaret Schoo I t History sent. * Deceased. 52 CLASS ’90— Continued. NAME. ADDRESS. OCCUPATION. Prouty, Cecil Rafferty, Mary Rankin, Mary Reno, Jessie L Russel, Maud Ryan, Elisha A Ryan, Millie M Sanford, Caroline . . Sayles, Matie Sisson, Edna L Soule, Alice Spring-, Jennie F — St. Clair, Jane — Starr, Sada Stompe, Minnie — Stevens, Eva Stillman, Martha. . . Sweeney, Marg-aret Ward, M. Belle Wai-der, June Wallace, Mary B — Warren, Anna White, Sarah Williams, Nellie G. . Work, Florence Wright, Elizabeth. . Wrig-ht, Lorena .Chicago Lawn, 111 School, Blue Island, 111. .Pullman, 111 Brownelle School. .Clarion, Pa Austin School. .95 Walnut St., Chicago Sch., Morgan Park, III. .Canton, South Dakota Canton. S. D. .743 W. 43d St., Chicago Graham School, Lake. .6:331 Peoria St., Englewood Kershaw School. .370 W. Monroe St., Chicago Teacher, City. .5843 LaSalle St., Englewood South Chicago. .643 Chestnut St., Englewood Teacher C. C. N. S. .7048 Wentworth Ave., Eng School, Dolton, 111. .448 Dearborn St., Chicago Kindergarten, Englewd. .Indiana, Pa Kershaw School. .5542 Green St., Chicago Teacher, Hammond, Ind. .647 W. Harrison St., Chicago Kershaw School. .217 Euclid Ave., Oak Park Teacher. .296 54th St., Hyde Park Teacher Itasca. .2411 South Park Ave., Chicago. .Teacher, Alpine, 111. .Wilmette, 111 LaGrange School. .755 Harrison St., Chicago Hawthorne School. .6047 Wright St., Englewood Tch., WentorthSt., Eng. .Poplar Grove, Bloom Co., Ill Orchard Place School. .5558 Green St., Chicago Calumet School. .19 Winthrop PI., Chicago Calumet School. .Minonk, 111 Teacher, Rogers Park. .Blue Island, 111 DeWitt School. Pullman, 111 Teacher, City. This Register has been made with great care by Miss Mary M. Weaver, Secretary of the Alumni, assisted by Miss Sara Byrne, President of the Alumni, and by Superintendent Lane. It contains, no doubt, many errors, as it seems next to impossible to get members of the Alumni to write their “histories,” or to forward their addresses. This Register will be corrected just as fast as the Alumni will give us the required data. F. W. P.