*"f. "'< ■ ■■- ,j ■ ■ ■■ ""■»" "».' — --■-■.> .■ ■ y-.-r. — itt, ., --.. THE J€)HM O^Efl^ASt JLSBRAJOf * CHICAGO, k^^»iJ $ ^CS3a|^ LIBRARY OF THE U N IVERSITY OF ILLINOIS C '4 im Digitized by the Internet Archive in 2013 http://archive.org/details/annualcatalogueo190203191112fort CATALOGUE OF THE Fort Hays Auxiliary State Normal School. FIRST YEAR, l902-'03. HAYS, KANSAS. ANM'AL CATALOGUE OFFICERS AND STUDENTS OF THE FORT HAYS AUXILIARY STATE NORMAL SCHOOL. FIRST YEAR-1902- , 03. HAYS, KANSAS. 1903. 02 < XS1 < W DQ >H a 4 o o a o 02 a O «1 02 W O < w Eh 02 H Cs -1409/63— Ml Ill- Calendar for 1903= '04. 1903. August 29 Saturday. . . — Free Entrance and Final Examinations: August 31 Monday .... — First Meeting of Classes for First Ten Weeks. November 3 Thursday . . . ) _, „ •. . r, V Free Entrance and tinal Examinations. November 6 Friday J November 6 Friday — Close of First Ten weeks. November 9 Monday — First Meeting of Classes for Second Ten Weeks. November 26 Thursday . . . ) m . . . . TT „ , «_ „ \ Thanksgiving Vacation. November 27 Friday \ s B December 21 Thursday.. . . 1 1904. y Holiday Recess. January 3 Sunday j January 21 Thursday ...),-, -, , _ „. . ^ . to-, a r Free Entrance and Final Examinations. January 22 * riday ) January 22 Friday — Close of Second Ten Weeks. January 25 Monday —First Meeting of Classes for Third Ten Weeks. March 24 Thursday . . . ) „ _ . , _,. , ^ -. , __ „ } Free Entrance and Final Examinattons- March 2o Friday ) March 25 Friday — Close of Third Ten Weeks. March 28 ; Monday — First Meeting of Classes for Fourth Ten Weeks. May 29 . . Sunday 11 : 00 a. m. — Baccalaureate Address. May 31 . . Tuesday.. . . 9:30 a. m.— Commencement Exercises, Fort Hays Auxiliary State Normal School. Board of Regents. Term expires in 1905. L. B. KELLOGG, Esq Emporia. F. J. ALTSWAGER, Esq Hutchinson. Supt. GEO. T. CODDING Louisville. Term expires in 1907. SILVESTER H. DODGE, Esq Beloit. E. A. ROSS, Esq Burroak. Supt. A. H. BUSHEY Pittsburg. Officers of the Board. President E. A. Ross. Vice-president Geo. T. Coddinc Secretory L. B . Kellogg. First Annual Catalogue. Faculty. PRESIDENT. JASPER N. WILKINSON (Illinois Normal University) PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School) ASSISTANTS. ANNA KELLER (Kansas State Normal School). DELLA J. SISLER* (Kansas State Normal School). ERNEST B. MATTHEWj (Kansas State Normal School). EMILY GROSSER! (Kansas State Normal School). FRED E. LINDLEY.J FREDELLA SCH WALLER. J IDA M. SHAFFER. J 'Resigned. f Elected. $ Part time. 6 Fort Hays Auxiliary State Normal School, First Annual Gatalogm . Register of Students. June 1902 May 1903. GRADUATING. Note— Single letters indicate the Normal class for those who are not graduating. Th number 1 indicates membership in special class. Name. Post-office and county. Lindley, Fred Ephraim, Portis, Osborne. Schwaller, Fredella, Hays, Ellis. Shaffer, Ida Mae, Hays, Ellis. NOT GRADUATING. Arnhold, Nicholas Frederick (A) . . . . Victoria, Ellis. Bahl, Elizabeth Matilda (A) Hays, Ellis. Basgall, George Joseph (1) Hays, Ellis. Basgall, Catharine Humilranna (1) Hays, Ellis. Baumer, Charles Arthur (A) Hays, Ellis. Baumer, Luella Iona (A) . . . . . . Hays, Ellis. Bice, Aurilla Ellen (A) Plainville, Rooks. Bice, Claude Francis (A) Plainville, Rooks. Bice, Clayton Carlette (A) Plainville, Rooks. Bice, Clyde Wisner (A) Plainville, Rooks. Bice, Gertrude Iona (A) Plainville, Rooks. Bice, Lulu May (B) Plainville, Rooks. Bolster, Charles Alma (C) Gove, Gove. Bratt, Mignonne Ethel (1) Hays, Ellis. Brosius, Iona (A) Hays, Ellis. Brown, Perry Elmore (1) Dorrance, Russell. Brown, Ruth Adell (1) Hays, Ellis. Brumitt, Cora Martina (B) . . . . Hays, Ellis. Brumitt, Hannah Ellen (A) Hays, Ellis. Clark, Clara Maude (A) Hays, Ellis. Close, Harry Higby (1) Hays, Ellis. Conboy, Mabelle Inez (A) Hays, Ellis. Connelly, Walter Eugene (A) Colby, Thomas. Cox, Annie Mary (1) Hays, Ellis. Davis, Harry Jefferson (D) Mingo, Thomas. Dazey, Roy (A) Hill City, Graham. Dinkel, George (1) Victoria, Ellis. Dixon, Blanche (1) ...... . Hays, Ellis. Eberly, Leona Lelah (1) Selden, Sheridan. Edwards, Grace Virginia (A) Hampton, Rush. Fitzpatrick, Hugh James (1) Hays, Ellis. Frank, Peter Matthew (1) r . . . Hays, Ellis. Freese, Alice Lee (C) Hays, Ellis. 8 Fort Hays Auxiliary State Normal School. Name. Post-office and county. Freese, John Howell (1) Hays, Ellis. Gardels, Alma Hilka (1) Plainville, Ellis. Gehman, Wanda Lydia (A) ..." Hays, Ellis. Glass, Molly (1) Ellis, Trego. Gosser, Pearl Olive (1) Hays, Ellis. Griffith, George Brosius (1) Hays, Ellis. Haas, Adam Darius (B) McCracken, Rush. Havemann, Alfred (1) Hays, Ellis. Hobbs, Maude May (1) Turkville, Ellis. Hubbard, Clarence Mannel (1) Luray, Russell. Hubbard, Winnie Grace (1) Luray, Russell. Ise, Hulda (A) Downs, Osborne. Johnson, Christena (A) Hays, Ellis. Johnson, George (A) Hays, Ellis. Johnson, Sophia (1) Hays, Ellis. Johnson, Sophus (A) Hays, Ellis. Joslin, Katie Maud (A) Hays, Ellis. Joy, Stephen Arthur (A) Hays, Ellis. King, Louella Florence (1) Turkville, Ellis. Kinney, Lila Augusta (B) Hays, Ellis. Kohl, Wilhelmina Ida (1) Hays, Ellis. Kuhn, John Michael (1) Hays, Ellis. Leahy, Elizabeth Hortense (B) Hays, Ellis. Lee, Dollie (D) Bison, Rush. Lindley, Thomas (1) Portis, Smith. Linnenberger, Herman (1) Victoria, Ellis. Loreditsch, Clara (B) Hays, Ellis. Loyd, Perry (A) Leland, Graham. Lynam, Laura Catherine (A) .... Studley, Sheridan. Lynd, Mary Kathryn (1) Ellis, Ellis. McCord, Millie Pearl (A) Codell, Rooks. McVey, Henry Herbert (A) Hill City, Graham. McVey, James Oliver (A) Hill City, Graham. Madsen, Petrea Christina (A) Fairport, Russell. Meyer, Henrietta Dorinda (1) .... Hays, Ellis. Middlekauff, Casper Joseph (1) Hays, Ellis. Miles, Alma Elizabeth (1) Russell, Russell. Millard, Floyd Dale (1) Ransom, Ness. Millard, Mabel (1) Ransom, Ness. Miller, Thomas Chester (A) Natoma, Osborne. Mills, Edward Merrill (A) Hays, Ellis. Mock, Flora Melvina (1) Turkville, Ellis. Morgan, Julia Elmyra (1) Hays, Ellis. Motz, Frank (1) Hays, Ellis, Mullen, Helen (1) Hays, Ellis. Mulroy, Mary Agnes (A) Hays, Ellis. Murphy, Katie Marie (A) Lucas, Russell. Murray, Agnes (A) Holyrood, Ellsworth. Nelson, Bertha Marie (1) Russell, Russell. Niernberger, Alexander Albert (1) ... Victoria, Ellis. Oshant, Henrietta Rose (1) Hays, Ellis. Parkhurst, Verna Luvera (1) Plainville, Rooks. First Annual Catalogue. Name. Pott-offlce and oountyi Piatt, Walter Albert (1) Victoria, Ellis. Picken, Chat Alan (B) Bays, Ellii. Picken, Lucy Lillian (B) Hays, Ellis. Prior, Mary Lovitt (A) McCracken, Rush. Prizer, Robert Morris (A) Alton, Osborne. Riedel, Fidelis M. (1) . . . . . Herzog, Ellis. Rixon, Josephine Lucretia (A) .... McCracken, Rush. Rixon, Mabel Mae (1) ...... McCracken, Rush. Rowlison, Minnie Alma (A) . . . . Hays, Ellis. Ryan, Joseph Lacy (1) Hays, Ellis. Schaffer, Conrad (1) Liebenthal* Rush. Scheideman, John Erven (1) La Crosse, Rush. Schlyer, Nicholas Michael (1) .... Hays, Ellis. Schueler, Alexander (1) Catharine, Ellis. Schumacher, John (1) Victoria, Ellis. Scott, Ida Estella (1)* Hays, Ellis. Shaffer, Susie (C) Hays, Ellis. Smith, Ammy Clyde (1) La Crosse, Rush. Smith, Francis Marion (A) Luray, Russell. Snyder, Lucie Hortense Hodge (C) . . . Hays, Ellis. Solomon, Alma Lucille (1) Hays, Ellis. Spratt, Lela (A) Hays, Ellis. Taylor, Elsie Shepherd (A) Hays, Ellis. Taylor, Ruby Elice (1) Hays, Ellis. Teeters, Martha Ann (1) Ellis, (Trego). Travis, Cleota Belle (A) Plainville, Rooks. Virmond, Bertha Jane (A) Hays, Ellis. Walsh, Mary Agnes (1) Ellis, Ellis. Ward, Jennie Ann (B) Hays, Ellis. Westbrook, Abbie Estalee (B) .... Hays, Ellis. Wiles, Arthur (1) ....... Zurich, Ellis. Wood, Delia Luella (A) . . . ... . . Hays, Ellis. Yost, Rhoda Johnson (1) Hays, Ellis. Summary of Attendance. Second Year 9 D Class 5 C Class 4 First Year 54 B Class 10 A Class 44 Special Class 58 Total for the year 121 Counties Represented. The following counties were represented during the past year Ellis Ellsworth state, except high schools, and good for one year." Students finishing their work during the year before commencement may have their diplomas dated when the work is completed, but not delivered until the next commencement, when all the class are expected to be present and share- in the responsibilities, honors and pleasures of commencement week. Exchange of Credits, Grades on work done and credits given in the branch Normal School will be* accepted in the main institution, and vice versa, but no student having failed in a study in one school will be allowed, without special permission, to transfer to the other before he has made up the failure in the school where it occurred. Fees. Final examinations outside of class, and entrance examinations, must be taken at the time offered in the calendar, page 4, or a fee of one dollar will be charged for taking examination on Monday or Tuesday any time during the current ten weeks. No fees are charged students in the Normal Department. Special students are charged five dollars per half-term, ten weeks, or two dol- lars per subject, if less than three subjects are taken. All students whose residence is outside the state immediately preceding tho time of entrance are charged five dollars extra per half-term, with the usual charges for taking subjects irregularly and for taking subjects in special classes. No fees will be refunded except in case of protracted sickness; but in case of absence from other causes, the Principal may, at his discretion, credit unused balance on a future term. Examinations. A fee of one dollar is charged for all special examinations, and this rate is ap- plied to all examinations except those taken on the days announced in the calen- dar as free days. Such examinations are given on Monday or Tuesday of any week, and the payment of the fee once pays for any examination desired during the current ten weeks, except that candidates for graduation cannot take exami- nation, unless finals in class, after the first week in the fourth ten weeks of the year. Candidates for advanced standing will be subject to the same conditions. *$2*** 12 Fort Hays Auxiliary State Normal School. First Annual (lataloyar. L3 History of the School. THE following sketch, taken from the Thirteenth Biennial Report of the State Superintendent of Public Instruction (1901-'02), deals with the establish- ment of this School and a portion of its first year's existence: "Six and one-half sections of land, and the average value of it all not less than twenty dollars an acre — such is the initial financial support of the new school which the state has opened up on the old Fort Hays reservation, adjoin- ing Hays. The reservation was abandoned by the general government and the soldiers were withdrawn in 1889. Neglect and the usual abuse therefrom was the lot of the buildings and land for nearly a dozen years, while local leaders en- deavored to get various measures through Congress for the utilization of the land. At one time a bill passed both houses of Congress authorizing the use of the plant for the support of a Kansas home for old soldiers. It passed so late in the session, however, that President Cleveland, then in office, let it die from lack of time to consider it. During the summer of 1899 the reservation was declared open for settlement by a subordinate in the interior department, and before higher powers, stirred to action by the efforts of Representative Reeder, from that congressional district, could reverse the ruling, almost every quarter-section was squatted upon by eager settlers in search of homes. In March, 1900, the Kansas delegation in Congress succeeded in getting the land and houses set apart for educational purposes by the state of Kansas. Contrary to the usual policy of the national government, the whole grant was made conditional upon the state's perpetual maintenance of the two educational institutions named in the law — a branch of the State Normal School and an experiment station of the State Agricultural College. The state may not convert the land into cash nor part with any portion of it. It must be a permanent support for the two educa- tional agencies. "The state accepted the gift, and early in the session of 1901 the legislature took measures to make the grant effective. An appropriation of $12,000 was made for the biennium ending June 30, 1903, for the organization and support of the school. As much of the land was still in the hands of the squatters, the law provided that the appropriation was not to be available until a clear title to all the land was vested in the state. The Boards of Regents took the matter of title up with the interior department, and, after protracted negotiations, the matter was compromised by granting to such settlers as had gone upon the land in good faith leases, in no case extending more than five years, rent free. These settlers in return gave up to the state all their title to the lands. Parties hold- ing claims but not on the land in good faith were summarily dispossessed by ruling of the interior department. These steps were not finished for nearly a year after the passage of the law. In February, 1902, President Wilkinson, as ex officio president of the branch school, began to formulate plans, and the regents of the State Normal School took first steps towards organizing the branch normal by electing as Principal Mr. William S. Picken, then associate professor of history and Latin in the State Normal at Emporia, and Miss Anna Keller as assistant teacher. Later Mr. J. E. Crawford was engaged as special teacher for the summer session of 1902, while a short time subsequent Miss Delia 14 Fort Hays Auxiliary State Normal School, Sisler was added to the regular faculty as librarian and registrar. Workmen had been put at work remodeling the old fort buildings, and matters were pushed so vigorously that quarters were in readiness for the opening of the summer term of the school on June 23, 1902. The first regular term of school opened Septem- ber 2, with a body of earnest students in attendance. "By the terms of the state law, the School offers the first two years of the course at Emporia, and the completion of this course entitles the graduate to a year's state certificate and to admission to the next higher work at Emporia, with- out examination. The necessary delay in establishing the School left a fine sum of money to be expended in equipment. Nearly all of the $7000 appropriated for the first year's running expenses thus went for library, apparatus, and furniture. The library is especially well selected and adapted for the use of a normal school, and is thoroughly catalogued. Two commodious buildings are used for the pur- poses of the school. The main building includes assembly, class, library and laboratory rooms, with cloak-rooms for students, and principal's office. The second building is used for gymnasium and operating laboratory. The room de- voted to gymnasium use is amply large for the purpose, and not only provides space for nearly $500 worth of first-class apparatus, but also makes a place well adapted for the popular game of basket-ball." Several basket-ball teams, one football team, one baseball team and a tennis section have been organized. V. v^ v i sf J ,v < ^ * 1 ■;' 1>s ' %, : ArJWA '■■:-..■ '. ■ ■..-•■' ■■->/?>> ;-.. ,:■ : ■■■,.;<; --. ■■■ % . * . ■' BASKET-BALL TEAM. First Annual Catalogue. 15 Miscellaneous. Discipline* QO MANY of our pupils have already had some experience in practical life, that ^ they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still, every effort of the Faculty is given to- wards making the pupils self-reliant, self-controlled men and women ; and those whose best endeavor is not in accord with this purpose are summarily dismissed from the School. Admittance and Credits from Iliali Schools. The Principal of the Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such arrangements as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School without examination, or who may con- template adopting a course of study which would give graduates advanced standing. ( See "Accredited Schools," for list of those whose diplomas are recog- nized.) Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. Advice. Those proposing to enter are reminded of the importance of being present at the opening of the session. The student who is behind-hand then rarely makes up what he has lost, and will feel a constantly increasing embarrassment throughout the entire term. The habit which is thus indulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed; otherwise, they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any information that it does not supply. Summer School. While the state does not make provision for a summer term, the Regents have permitted members of the Faculty to hold a summer school in the Normal build- ings for the past two seasons and are ready to continue the privilege if there is a sufficient demand for such a session. Grades made in this summer school are entered regularly upon the books of the institution. Correspondence looking toward a five weeks' session of the summer school, beginning Tuesday, May 31, is invited. Address William S. Picken, Principal, for particulars as to fee, etc. 3 6 Fort Hays Auxiliary State Normal School. Outline of Instruction. HHHE following brief outline of the work done in the different branches included •*- in the course of study will give a fair idea of the standard maintained. Students recite daily in each subject named below, and are supposed to spend approximately two hours per day in the preparation of the lesson assigned. Mathematics. Arithmetic. — Twenty weeks. Expertness in addition, subtraction, multipli- cation, division, and the solution of problems; mastery of many subjects found only in advanced arithmetics; ability to prove every principle in the science; mastery of the best methods of presentation and explanation to beginners — our most important work. Algebra. — Twenty weeks. Ability to solve the examples to quadratics ; to talk and chalk at the same time ; power in original investigation ; ability to demonstrate formally and rigidly all principles. , Geometry. — Twenty weeks. Ability to pass a thorough examination in plane and solid geometry ; a knowledge of how tc investigate relations and how to teach others to attain the same end. Expression. Elocution. — Twenty weeks. In reading and speaking there is a triple aim — to train the speaker to appeal to the understanding, the emotions and the will of the audience. During the term, literature is studied, read, or recited, to illus- trate literary analysis, sequence of thought, clearness of enunciation, forms of emphasis, word pictures, atmosphere, tone, color, rhythm, movement, and persona- tion. During the term, drill is given in the formation of elementary sounds. In vocal culture, we include the technique of the speaking voice — exercises for placing tone, support of tone, smoothness, flexibility, volume, force, tone color, and breathing exercises, and the physiology of the respiratory and vocal organs. In gesture, we include relaxing exercises, poising exercises, principles of ges- ture, exercises for the application of these principles, and original gesture work. Natural Sciences. Botany. — Twenty weeks. The subject naturally subdivides into morpho- logical botany and physiological botany; each continues ten weeks. Morpho- logical botany, with laboratory work in histology, is taken during the first and fourth ten weeks of the school year, and during the first half of the summer ses- sion. Physiological botany, with laboratory work on sporophytes, is pursued during the second and third ten weeks of the school year, and during the second half of the summer session. To accommodate those who are to teach in primary grades of the public schools, the work in morphological botany will be modified in at least one of the subdivisions of the botany class, so as to present, with the field study of plants, several kindred topics in nature study. Geography. — Twenty weeks. Geography is the meaning of the earth to man. The old definition of it as a description of the earth is obsolescent, if not obsolete. First Annual Catalogue. 17 In place of being almost purely a memory study, geography emphasizes rela- tivity, and so appeals to the reason. The method used in the study of the sub ject is a modified form of what is known in the German schools as the grouping method, the only difference being that, instead of classifying the facts of geog- raphy according to their identity, they are grouped incidentally about the under- lying principles of the subject, while the more important places are studied as types. There is no attempt to separate the subject-matter of political geography from what is generally put under physical geography. Fact and phenomenon are taken together. The cultural side of the study of geography is not lost sight of. It includes the reading of such authors as Reclus, Nansen, Hedin, Peary, Borchgrevink, authoritative articles indexed by Pool, pictures, stereopticon views, and occasional lectures on foreign countries by people who have visited them and who are able to bring to the class personal impressions. The pedagogical work in geography is based upon psychological values; the reading on this phase of the subject includes articles in geographical magazines, and the books of such authors as Ritter, Guyot, Barker, and Redway; the teacher introduces object- lessons, observational work, the use of apparatus, and other phases of geography teaching in the public schools. The course of twenty weeks differentiates, for a part of the time, so that some sections of the class each term may specialize in preparation for teaching the grades, and others may prepare for the teaching of classes more advanced. The record made for credits will not be affected by this differentiation. The classes for those preparing to teach in the grades emphasize (a) North and South America, with a particular study of United States; (6) Afeurasia and Australia, dwelling particularly upon Europe. The other classes emphasize commercial geography. Physiology. — A term of ten weeks. The topical outline here given shows the work of the term. The scope of the terms anatomy and histology. The scope of the terms physiology and hygiene. A classification of the bones of the human skeleton, making six groups. Names and locations of the bones of the first group and the general function of the group. The same for group 2. The same for group 3. The same for group 4. The same for group 5. The same for group 6. The anatomy of a movable joint. The anatomy of a fixed joint. A complete classification of joints. The histology of bone. The chemistry of bone. Tho hygiene of bones. Distinguish living bodies from inorganic, mineral bodies. Seven functions of living protoplasm. Definitions of tissues, organs, apparatuses, and systems. Uses and general distribution of lymph. Uses and general distribution of blood. Description of red corpuscles, and origin and use. Same of white corpuscles. Explanation of blood-clotting. Uses of blood clot. 18 Fort Hays Auxiliary State Normal School. The office and general character of the connective tissues. The histological elements of connective tissue — description of two. Distinguish between skeletal and visceral muscles in appearance and use. Anatomy of a long muscle. Histology of a skeletal muscle. Essential property of muscle tissue. The different kinds of muscle stimuli. Explanation (with examples) of the three classes of levers in the body. Name, origin, insertion and use of each of five muscles. Same of another five. Hygiene of muscles. Definitions of trunk, plexus and center in nervous system. Description of the vertico-median aspect of the brain. Description of the covering membranes of the brain and spinal cord. Location, composition and general function of sympathetic system of nerves. Histology of a nerve and of a nerve fiber. Description of a nerve cell and of its poles or roots. Location and external anatomy of the heart. Internal anatomj of the heart. Diagram of the arterial circulation. Diagram of the venous circulation of the body, except the hepatic ciculation. Same to right hand or head and back. Diagram of liver and of hepatic circulation. Histology of a blood-vessel. Explanation of the working of the valves of the heart. Discussion of the forces regulating the flow of blood in the arteries and capil- laries. Discussion of the forces regulating the flow of blood in the veins back to the heart. Explanation of taking cold. Proper modes of bathing. Definition of secretion, and distinction between internal and external secre- tions. Description of tubular glands, with examples. Description of racemose glands, with examples. Amount and kinds of material excreted from the body each day. When and how energy is liberated. Definition of food. Complete classification of food elements. Names of common foods which contain these elements. Need and method of cooking vegetables. Need and methods of cooking meats. Important points in bread-making. Varieties of alcoholic drinks, with the percentage of alcohol in each. Properties of alcohol making it useful in the arts. Effect of alcohol on albumen, as shown by experiment. Effect of alcohol on the tissues of dead animals. Effect of alcohol on living, sensitive surfaces. Effect of alcohol on living protoplasm and defensive work of the protoplasm. Anatomy of mouth cavity and accessory parts. Function of parts of mouth and accessory parts. Anatomy and physiology of esophagus. First Annual Catalogue. 1 ( .) Anatomy and physiology of stomach. Histology of wall of stomach. Description in full of a villus and its accessory vessels. Structure of the liver. Distribution and work of the lymphatic system. Histology of a lymphatic vessel. Description of thoracic duct and right lymphatic duct. Explanation of circulation of lymph. Location of the thyroid and thymus glands, the pituitary body, and the su- prarenals. Work of digestion in the mouth. Work of digestion in the stomach. Work of digestion in the duodenum. Work of digestion in the remainder of the alimentary canal. Explanation of how the carbohydrates pass from the alimentary canal to the heart and of the changes wrought on the way. The same for the hydrocarbons. The same for the proteids. Description of trachea, bronchii, alveoli, and air-cells. Descriptions of internal lining membrane of the air passages and the external covering membrane of the lungs. Explanation of the mechanism of inspiration. Explanation of the mechanism of expiration. A full discussion of normal and forced lung capacity. Changes in air once breathed. Discussion of ventilation of rooms. Laws of absorption of gases by liquids. Law of chemical absorption of oxygen by hemoglobin. Discussion of sighing, hiccoughing; coughing, sneezing, laughing and crying as respiratory acts. General description of the kidneys and their accessory vessels. The microscopic structure of the kidneys. The amount and composition of the renal secretions. A general description of the skin, A full description of the epidermis and its modification. A description of the dermis and its contents. A special'description of a hair and its oil glands. A special description of a sweat gland and its excretions. A secondary use of sweat and an explanation of how the amount may be varied. Hygiene of the skin and bathing. The source, manufacture and use of glycogen. Sources of animal heat. The maintenance of an average temperature in the body, not including the use of clothing. The most suitable colors and qualities of clothing at different seasons of the year. A description of the muscles of the eyeball. The extent, composition and function of the sclerotic coat. The same of the cornea. The same of the choroid. The same of the iris. 20 Fort Hays Auxiliary State Normal School. The same of the retina. The same of the capsule of the lens and of the suspensory ligfiment. Position, form and use of the ciliary muscle. The composition and function of the aqueous and vitreous humors, and of the lens. Description of blind and sensitive spots. Characteristics of a normal eye. Description of a myopic eye and of the proper glass lens to correct the trouble. How illustrated ? Description of a hypermetropic eye and of the proper glass lens to correct the trouble. How illustrated ? Discuss the cause and correction of astigmatism. Discuss color-blindness. Explanation of perception of distance, solidarity, height, and breadth. The external ear, its construction and use. The middle ear, its parts, and their uses. The anatomy of the vestibule, ampullae and semicircular canals. The anatomy of the cochlea, including a description of the organs of Corti. Explanation of loudness, pitch and timbre of sound. The physiology of the vestibule, ampullae and semicircular canals. The physiology of the cochlea. The origin, distribution and functions of the auditory nerves. Discussion of sensation of touch. Discussion of sensation of temperature. Discussion of sensation of smell. Discussion of sensation of taste and its localization. Discussion of muscular sense. Discussion of spinal cord as a center of reflex action. Education of the spinal cord. . General physiology bf the brain. Physiology of the cerebellum. Description of the cartilages of the larynx. Explanation of the production of voice. Language. English.— Twenty weeks. Special attention is given to the development of the science of grammar by such steps as must be taken in teaching pupils; to the preparation of illustrative material, both by selections from best writings and by composition; to the construction of the paragraph and the preparation of papers based upon class work or library research ; a study of some English clas- sics, as Webster's Eulogy on Adams and Jefferson, Carlyle's Burns, etc. Rhetoric. — Twenty weeks. The aim is twofold: (1) To read, appreciatively and with culture results, the various styles of literature; (2) to use the mother tongue with accuracy and elegance. Outlines of magazine articles, of famous essays, and even of books; the testing of the laws of criticism by standard works and a study of esthetics secure the one ; practice in preparation of theme and theme outlines secure the other. English Literature. — Twenty weeks. This course offers (1) a study of the great literary movements, the spirit that animated them, and the men whom they developed; (2) a critical study of some of the great masterpieces. The first half of the time is devoted to men and movements prior to the middle of the seven- teenth century, and to the study of Shakespeare. First Annual Catalogue, k Z\ FOOTBALL TEAM. History and Civics, American History and Constitution.— Twenty weeks. This course will include a careful study of both colonial and constitutional periods. The aim will be to present phases of institutional development rather than to secure a mastery of mere facts. Laboratory work on the part of the student will be an essential means to this desired end. In all lines the work will be formulated upon the basis of a close study of the constitution. Civics will embrace the fol- lowing subjects : Government in general, its origin, its forms, its relations, its methods of operation; our own government, national and state; the various de- partments, the administration, the checks and balances, the tendencies and movements of the day. Historic evidences will find a large place in this field of study. The principles and practice of parliamentary law will be connected with the subject of legislative procedure ; the discussion will cover material given in Robert's Rules of Order. If records have been made in all but the parliamentary law of this twenty weeks, this fragment must be made up for graduation. General History. — Twenty weeks. The history of Greece will be the por- tion of ancient history offered in a period of ten weeks. The aim of the course is to familiarize the student with the permanent elements of Greek history. The attempt will be to present the chief events of the Hellenic age, and to give an idea of the conquests of Alexander, with especial attention to the spread of Greek civilization through these conquests. The course will treat fully of the classical period, and give an account of the main events in the later history of Greece. The mythology of the Greeks, the constitutional development of the states, the literature, philosophy and arts of the people, are suggested as topics illustrative of the kind of questions to be emphasized. Some part of medieval history, to- gether with the history of Germany, will be taken with the Greek history to make a record for the first half of the required general history. The history of Rome will be the basis of an alternative ten weeks' course. In 22 Fort Hays Auxiliary State Normal School. this course a brief outline will be given of the origin and growth of the Roman state; the development of the Roman constitution under the republic; the erec- tion of the empire on the ruins of the republic; the decay of paganism and the rise and progress of Christianity, and the beginning of modern nations. In trac- ing the history of Rome, topics like the following will be given special attention : The agrarian laws, the provincial system, Hellenism, the development of parties, economic conditions, Roman citizenship, the army, the frontiers, and the contact with barbarism. Portions of medieval history not offered elsewhere, and French history, will complete this half-term study. The history of oriental civilizations, including Egypt and portions of medie- val and modern history not covered by the alternative work for the first ten weeks, as offered above, will be the subject of a course for the making of a record on the first half of the subject of general history, if the demand for special work in history should extend to a full twenty weeks beyond what is counted for graduation. The second ten weeks of the twenty will be devoted exclusively to the history of England. The aim of the course is to familiarize the student with the most important facts of English history, and to teach the great law of national growth. The development of English political institutions will be carefully studied under the following heads: Anglo Saxon and Norman institutions, the administrative systems in Norman and Plantagenet kings, the development of the representative system in the thirteenth century, the great struggle for parliamentary powers in the fourteenth and fifteenth centuries, the assumption of absolutism by the Tu- dors, the struggle between king and parliament under the Stuarts, the revolu- tion of 1688, and the development of ministerial government under the Hanoverian kings. Due attention will be given to the relation of church and state, and the English colonial system. D reliving. Twenty weeks. Construction of geometrical plane figures and pleasing forms based upon them, to be used in design; a study of the elements of good design ; original designs from geometrical and plant forms ; theory and harmony of color ; developments of geometrical solids; patterns of objects to be made of paper, leather, etc., and designs for their decoration ; working-drawings; the elements of scientific perspective; the principles of free-hand perspective; application of perspective in drawing common objects in outline, light and shade, and color ; elements of good composition ; proportion and action of human figure expressed in silhouette. Bookkeejjinf/ and Penmanship. Ten weeks. The subjects of bookkeeping and penmanship, being so closely related, are taken as a single subject in a class of methods. No particular text- books are used, although the texts adopted by the state receive first considera- tion. The work is pursued with special reference to the methods of teaching the subjects that will insure the best results in the classroom. In bookkeeping a more thorough and extended familiarity with the science of accounts is secured. In penmanship, as an art of form, due attention is given to the style of letters best suited to the needs of the pupil. As an art of expressing thought, much time is devoted to methods of securing desired results through correlation, as well as by the practice of writing, as a distinct branch of education. The appli- cation of writing to bookkeeping, grammar, correspondence, and other subjects is fully considered, and the student is made familiar with the various theories regarding position and movement. First Annual Catalogue. '23 The course offers as supplementary work, in condensed form, mutable data for a thorough review of the elementary principles of bookkeeping. A simple form of cash-book, journal and ledger may be used, although these exercises are intended particularly for drills in journalizing. While these transactions are numbered consecutively for reference, the current date may be used in case the set is worked through the books named. TRANSACTIONS. 1. I, student, begin business with the following resources and liabilties: Cash, 83000; merchandise, $2000 ; note against P. Park, $800; accounts against B. Boyd, $500, and J. Jones, $400. I owe D. Davis, on account, $250; C. Carter, $200; and on my note, favor of S. Smith, $100. 2. Bought business lot and building of J. Grant, $3000. Gave in payment cash, $1000, P. Park's note, $800, with interest on same, $5; gave my note for balance. 3. Had building insured one year, $25, and stock of merchandise, $25, paying cash. 4. Bought of J. Doe, 500 bu. wheat at $1. Gave in payment my sight-draft B. Boyd for $250 and my thirty-day draft on same party for $250. 5. Shipped E. D. Cole, to be sold on commission, 500 bu. wheat at $1, prepay- ing freight, $30. 6. Received of N. Nolen, to be sold on commission, 500 bu. potatoes. Paid freight, $8. 7. E. D. Cole sends me an account sales of shipment recorded in No. 5. Net proceeds amount to $610, which amount is subject to my draft. 8. Sold J. Jones 1000 bu. oats at 40 cts., receiving his sight-draft on D. Drew for $100 and his ten-day draft on H. Howe for $200. Balance .on ac- count. 9. Sold D. Ames 500 bu. corn at 50 cts., receiving cash, $100, and ten-day draft on O. Orr, which latter accepts, for balance. 10. Gave C. Carter, on account, my thirty-day draft on E. D. Cole, $200. 11. D. Davis drew sight-draft on me, which I pay, being allowed a discount of $1.40. Amount of draft, $250. This account was originally subject to thirty-day draft. 12. Drew sight-draft on J. Jones for amount he owes me and forwarded same to J. Grant to apply on my note of 2d, given for real estate. 13. Made contract with H. Hoover to build new warehouse, advancing $300 for material, etc. (Debit Hoover's contract.) 14. Sold for cash, at 60 cts., 300 bu. potatoes belonging to Nolen's consignment. 15. Having lost 50 bu. potatoes belonging to Nolen's consignment, I return re- maining 150 bu., which I cannot sell to advantage. Paid freight, $3. 16. Paid on Hoover's contract for labor and material, $150. 17. Rendered N. Nolen account of sales of consignment, remitting cash for net proceeds. I charge 5% commission on sales. 18. Received of E. D. Cole, to be sold on commission, 200 bu. apples, paying freight on them, $10. 19. Sold for cash 100 bu. apples at $1. (Cole's consignment.) 20. Returned lumber purchased for Hoover's contract, receiving cash for same, $35. Paid for additional material and labor, $200. 21. Shipped to Z. Zane, by Cole's permission, 100 bu. apples belonging to Cole's consignment. Paid freight, $6. 24 Fort Hays Auxiliary State Normal School. 22. Sold B. Boyd 1000 bu. corn at 50 cents, receiving his sight-draft on K. King, $200; his twenty-day draft on Y. Young, which latter accepts, $200; bal- ance subject to my draft. 23. Returned material purchased for Hoover's contract, receiving cash, $12. 24. Gave H. Hoover, in full of contract, my sight-draft on B. Boyd, $100. 25. Hoover's contract is completed, and I accept same, in accordance with plans and specifications. (Debit real estate.) 26. Received from Z. Zane account sales of shipment named in transaction No. 21. Net proceeds remitted, in cash, $95. 27. Sent E. D. Cole an account sales of his shipment to me. I charge no com- mission, and credit him with amount of net proceeds. 28. Paid for insuring warehouse. Face of policy, $500. Premium, $12. 29. Paid note of 1st, with interest, $1.80. Face, $100. Payee, S. Smith. 30. Collected numerous accounts, aggregating $60, for storage past month. 31. Gave H. Hunt credit for one month's salary, $60. P. Penry, $15. 32. Sold M. May merchandise, $200, receiving in payment his sight-draft on H. Hunt, my clerk, $40; cash for balance. 33. Collected from G. Gray on old note not included in investment, $300, and in- terest on same, $6.50. 34. Paid for putting down stone sidewalk in front of building, $55. 35. Two years ago, for accommodation, I indorsed E. Evans's note for $800. To- day I paid said note and interest on same, $85. I consider this expendi- ture a total loss. 36. Paid P. Penry cash, on account, $40. 37. Post to ledger, prepare a trial-balance, and make a complete statement of business. Close ledger, preparatory to taking in partner. Note. — Before taking trial-balance, Hunt and Penry should each be given credit for one-third month's salary. Merchandise on hand, $775; unearned premium on insurance policy, $22.22; total merchandise inventory, $797.22. Valuation of real estate, $3958; first insurance policy, $22.22; second insur- ance policy, $11.60; total real-estate inventory, $3991.82. 38. Sold to A. P. Moore one-half interest in my business, including real estate, merchandise, notes, personal accounts, mail, good-will, etc., he assuming one-half of the liabilities of the business. I receive for said one-half in- terest, $2000 in cash and note at one year, with interest at six per cent., for balance. The necesBary deeds, etc., to effect legal transfer are ex- ecuted; the business will be continued in name of Student & Moore. 39. Bought of D. Davis, 100 bu. alfalfa seed at $2; 200 bu. millet at $1. Gave in payment our note at thirty days for $200, and our order on E. D. Cole for balance. 40. Shipped J. Doe 100 bu. alfalfa at $2, to be sold on our account and risk, giving our sight-draft on E. D. Cole, in payment of overland freight, $6.50. 41. Accepted L. Lee's thirty-day draft on A. P. Moore, member of firm, for $150. 42. Prepaid our note, named in 39, favor D. Davis, $200; discount allowed us, 80 cts. 43. Received from E. D. Cole, to be sold on his account and risk, 200 bu. apples; paid freight, $8, drayage, $3. 44. J. Doe sends us account sales of 50 bu. alfalfa, remitting net proceeds in cash. He charges for commission, $7, drayage, $2; net proceeds, $148. 45. A. P. Moore pays our acceptance, named in No. 41, in cash. 46. Sold W. Wright on his note 100 bu. apples at $1.50. (Cole's consignment.) First Annual Catalogue, 25 47. J. Doe sends us account sales of 60 bu. alfalfa and cash for not proceeds, $152. 48. Dispensed with services of T. IVnry, paying him cash for amount due him, $30. 49. Sold for cash balance apples belonging to Dole's consignment, 95 bu., for $125, there being a shortage of 5 bu. 50. Rendered E. D. Cole account sales, charging commission, $14. We remit net proceeds in cash, after deducting amount suflicient to balance his ac- count with us. bl. Paid balance on note favor J. Grant, being allowed discount of $80. 52. O. Orr pays his acceptance of 9th, $150, and interest on same, 70 cents. 53. W. Wright prepays his note given in No. 46. We allow him discount, $1.25. 54. Sold E. D. Cole, for cash, 200 bu. millet at $1.25. 55. Sold T. Trice mdse., $300, receiving cash. 56. Sold for cash, at discount of 5 % from invoice price, all mdse. in stock. This mdse. invoices at $500. 57. Gave H. Hunt credit for salary due him, $40. Post to ledger, prepare a complete statement of business, and close ledger. The supposition is that the business will be continued. Merchandise inventory (insurance), $20.83. Real-estate inventory: Insurance policy No. 1, $20.83; policy No. 2, $10.93; lots and building, $3958; total real-estate inventory, $3989.76. Vocal Music. Ten weeks. Rote singing is taken to let the students find their voices. Dic- tation work is given for the purpose of learning scale and key relationships. Note-reading in different keys, and practice in timekeeping in different kinds of measure, the application of all the foregoing to sight-singing, and applying the words of songs to tunes. BIG CREEK AND BRIDGE, NEAR THE SCHOOL. 26 Fort Hays Auxiliary State Normal School. Professional Subjects. Psychology D. — Ten weeks. An introduction to the science of psychology, intended to form the basis for the work of the more advanced course in the sub- ject. The chief topics of mental action are taken up, illustrated, and the educa- tional aspects emphasized. Exercises in introspection are also given, with the idea of stimulating the student to a closer observation of his own mental proc- esses and those of his pupils. An arrangement is made by which exceptionally strong students who make a certain grade in the subject may, if they desire, complete the work in psychology by taking child study and ten weeks of the course in G psychology. Halleck is used as text. Methods — General.— Ten weeks. A text on methods for all school subjects is studied for recitation. The teacher in charge of general methods supplements the text with discussion of the latest and most-approved methods of teaching the different subjects. Theory and Practice of Teaching. Twenty weeks. Introduction. — Need of special study of school management. This subject distinguished from related subjects. The teacher the center of influence in school management. FIRST TEN WEEKS. I.— The Teacher's Preparation. 1. Natural Equipment. — Physical conditions — health, temperament, appear- ance. Intellectual qualities: Symmetrical. Ability sufficient to compre- hend and explain. Voice. Moral tendencies: Self-control. Sympathy with children. Altruism. 2. Reflex Effects to be Anticipated. — Nervousness. Business incompetency. Conservatism. Affectation and conceit. Bad temper. Limited, but mi- nute, knowledge. Punctuality. Persistence. Freedom from temptations. Good associations. High standard of morality. Call to the religious life. 3. Habits to be Cultivated. — Leadership. Economy without parsimony. Neat- ness and order. Courtesy. Dignified speech and conduct. Exemplary life. Bouyant energy. 4. Gtneral Training for a Teacher. — Broad scholarship. Thorough review of common branches, including the study of them with reference to teach- ing. Accomplishments enough to entertain. Practical citizenship. Self- sacrificing work. Avocation as well as vocation. 5. Special Training for a Teacher. — Professional studies and supervised prac- tice. How and where obtained. II.— Preparing for a Particular School. 1. Certificates. — Law for particular locality. Examination not to be shunned. 2. Engaging a School. — Interviews. Recommendations. Teachers' agencies. Indiscrimate applications. Seek a suitable school. Few pupils for begin- ners. Rural schools for rural beginners, and urban schools for urban be- ginners. 3. Contract. — Legal requirement: Doubtful points, as janitor, and vacations. Extra requirements, as attending meeting, etc. As to canceling contract. 4. Learning about School. — Confer with school board. Inspect schoolhouse. Investigate records. Visit previous teacher. Talk with patrons and pu- pils. Firvt Annual Catalogue, 2*3 5. Establishing Acquaintance and Standing. Attend teachers 1 meetings. Opportune interviews. Avoid boasting and other Indiscreet talk. .Meet pupils and patrons personally. Friendships inclusive rather than exclusive- Attitude as to church relationships, politics, etc. Financial standing and investments. III.— Organizing the School. 1. Fir&t Steps. — Importance of first impressions. Value of organization. He- ginning permanent organization at once. Seating, etc. Taking and learn- ing names. Opening exercises. Assigning first work. 2. Early Art angements. — Janitor. Signals. Rules of procedure distinguished from rules of conduct. Formation of classes — large classes versus small. 3 Formal Announcements. — Everything in its own time. Program of study and of recitation. Course of study as to requirement of studies and as to teacher's discretion. 4. Details of Organization. — Coeducation. Self-regulating system. Self- reporting. School self-government. 5. Records and Reports. — Legal requirements. Facts about parents, for teacher's use. Facts about pupils, for teacher's use. Facts about parents and pupils, for teacher's reports to school authorities. Facts about pupils, for reports to pupils and parents. Alphabetic arrangement. IV.— Managing the School. 1. Health and Safety of Pupils. — Contagious diseases, and law. Accidents, fire alarm, etc. ; know what to do in common cases. Care of sick. Fatigue, strain, or worry. Care of special senses. 2. Play and Gymnastics. — Children's desire for play. Teacher know good amusements. The school recess. Fresh air and exercise away from school. Gymnastics. 3. The School Spirit and the Spirit of the School. — School enterprises, such as a library, a savings-bank, a garden, a school paper. School partizan- ship, such as athletic contests. Enthusiasm and patriotism. Keeping of pupils through school course. Fairness and friendliness between teacher and pupils. 4. Special Occasions. — Teacher's "treating." Evening debating and spelling. Public reviews of work. Rhetorical exercises. Celebration of anniver- saries, authors' days, etc. Art exhibits and other pay entertainments. School excursions, etc. 5. Miscellaneous Suggestions. — Aim of teacher's work. Teacher's manner and manners. Hobbies. Teacher's doing too much for pupils and talking too much. V.— Schools under Loose Supervision. 1. Rural Schools. — Advantages. Disadvantages. Special conditions to be met. County or state course of study, and system of pupil examinations. 2. Rural Schools United. — Union districts. Township system. Consolidation of schools. 3. Other Schools Loosely Related. — Supported by public funds: County high schools, normal schools, agricultural colleges, state universities. By en- dowments and tuition charges: Academies and colleges, parochial schools, military, manual-training, business, correspondence, vacation. 4. Supervision of Schools Loosely Related. — National supervision. State supervision. Supervision of smaller territory. 28 Fort Hays Auxiliary State Normal School. 5. Items of Management. — Uniform examinations for teachers. State-fixed standard for independent schools. Teachers' meetings and associations. Graduation. Alumni. SECOND TEN WEEKS. VI.— Schools under Close Supervision. 1. Importance of City School Systems. — Ratio of urban to rural population increasing. Influence of cities in national affairs increasing. Dependence of city children on school training. 2. City Boards. — Large versus small boards. Appointment versus election. Representing wards or whole city. Powers. Tendencies and dangers. 3. Administration. — Need of close supervision. Types of superintendent. Distribution of supervising functions. The superintendent at work. Business manager. Principals. 4. Kinds of School. — High school. Elementary schools. Kindergartens. Manual-training schools. Special schools. Teachers' training schools. Indian schools of the general government. 5. Teachers and Pupils. — Certificating of teachers. Election of teachers. Substitutes. Assigning of teachers. The school census. Assigning pupils. Law as to separate schools for two races. Visiting other schools. Examinations. Promotions and demotions of teachers. VII.— The People and the School. 1. Providing Financial Support. — Voluntary contributions for current ex- penses. Tuition charges. Taxes. Endowments. Expenditures. 2. The People Controlling. — The electors. The elections. Duties of board. Prerogatives of board. Attitude of community. 3. Teachers. — Choosing teachers. Upholding teachers. Encouraging teachers. Retaining teachers. Tenure of office. Pensioning teachers. 4. Legislative Provisions. — Length of school year. Forming and changing dis- tricts. Compulsory attendance. Protection of schools from disturbance. Control of pupils between home and school. 5. The Public and the Teacher. — Spirit of cooperation. Visit the teacher's work. Use of schoolhouse allowed to other interests. Interests needing a teacher's voluntary service. Character of the community, as affected by the school. VIII.— Material Appliances. 1. Grounds and Building. — Location, size and shape of grounds. General structure of schoolhouse, including materials and exterior appearance. Interior finish. Rooms and equipments for various uses. 2. Light, Heat, and Ventilation. — Provisions for light, and positions of pupils with reference to light. Heating without reference to ventilation. Heat- ing connected with ventilation. Heating and ventilation interdependent. 3. Furniture and Apparatus.— Desks. Seats. Charts, maps and other ma- terial for use in explanations. Decorative material. Other useful appli- ances. Window-curtains, bookcases. 4. Books. — Reference books. Circulating library. Choice of text-books. Plans to secure uniformity and cheapness — free text-books. 5. Facilities for Using Specimens and Experiments. — Natural-history col- lections. Mechanical and physical laboratories. IX.-The Class. 1. Preliminary Considerations. — Object and importance of recitation. Teach- er's preparation-for a particular recitation. Calling and controlling classes. Miscellaneous business. First Annual Catalogue, 2<) ( Iharaoteriftica of good Krrors to 2. The Teacher Instructing. Scope of this work. teaching. Recapitulations. Assigning lessons. ',\. Tin Teacher Testing.— Questioning. Special plans for testing. be avoided. The teacher as a listener. Estimating work. 4. The Pupils Reciting. — General participation. Written work. Forms of answers. Questions by members of class. Discovery of errors. 5. The Pupils Studying. — A study lesson. Importance of attention. Habit-, of study. Independence in study. Making up missed lessons. Supple mentary reading. X.— The Individual Pupil. 1. Personal Peculiarities. — Necessity of adaptation. Physical limitations. Conditions and habits. Surrounding influences. Objectionable pupils. 2. Offenses and Offenders. — Classes and causes. Means of preventing. Ways of detecting. Excusing and pardoning. 3. Rewards and Punishments. — Selection. Privileges. Promotions and demo- tions. Corporal punishment. Suspension and expulsion. 4. Incentives and Motives. — Marking system. Dislike for the unpleasant. Approbation of others. Self-satisfaction. Ends of study. 5. Character Building. — Characteristics of the student. Training through toil. Training for citizenship. Example and sympathy of teacher. Mo- rality of school influences. Moral instruction. THE GYMNASIUM. The above cut shows that the Gymnasium is well equipped with modern appliances. Regular work in calisthenics is required from all students, while ample provision is made for other gymnastic and athletic work. 30 Fort Hays Auxiliary State Normal School. Methods in Common Brandies. Arithmetic — The entire subject is reviewed with reference to methods of teaching. Especial emphasis is placed upon methods of imparting the knowl- edge of each topic to pupils who are taking the topic for the first time. Geography. — The subject is presented with the purpose of bringing out its educative value and of developing principles that should govern in the selection of matter and the presenting of the same. The connection between geography and allied subjects is used to emphasize the importance of geography as a central study. The work of an entire course of study is analyzed grade by grade; visits are made to observe class work in the public schools. Relief work in mache, sand and chalk modeling are taught. The larger use of maps and globes is emphasized. From the simpler home lessons to the study of physiographic processes, the teacher's point of view obtains. Grammar. — Pupils taking work in this class must show a critical knowledge of English grammar and have power to present any section of the work after some logical method. The aim of this class is to acquire methods that will be best adapted for the presentation of the various phases of the subject and to the several grades of the public schools. Its purpose also is to enable the student to regard his pupils as subjects to be taught, and the principles of grammar and methods of presentation as the means of teaching the students. History. — All who take this course must evidence such a degree of proficiency in American history, civil government and parliamentary law as will enable them to pursue a critical study of these subjects. The course will have for its aim the determination of the historical methods of investigation and of presentation. Laboratory work will be of a constructive character and will give practical value to discovered theories and principles. Reading. — The course of lessons in methods of teaching reading includes the method of presenting the consecutive steps in reading as outlined in the work in elocution, drill on the elementary sounds and methods of teaching these sounds, methods of teaching reading in the first eight grades of the common schools. Illustrated lectures on voice culture and gesture are also given in this course. Special Classes. Arithmetic. — Ten weeks. The work includes a consideration of integers, common and decimal fractions, and denominate numbers. In integers, a careful review is made of the fundamental operations and of the principles involved in greatest common divisor and least common multiple. Emphasis is placed upon the two conceptions of fractions, as a divided unit and as an expression of division ; from these ideas the principles of reduction are developed and the application of the fundamental operations as studied in integers is shown. As decimal frac- tions differ little from whole numbers except in the value of the unit, the princi- ples of integral operations may be applied. Denominate numbers differ from integers in the varying composition of the units, but the underlying principles are identical. Pupils are required to commit the principal tables, in order to deal intelligently with the various problems. In all work rapidity is deemed impor- tant, but more stress is placed upon an intelligent understanding of principles and processes. Bookkeeping. — Ten weeks. The work comprises a consideration of the fun- damental principles of the subject. Exercise is given in the opening of accounts and the keeping of an ordinary set of books. Practice is given in writing notes, First Annual Catalogue, 3J checks, and other common business papers* Accuracy and neatness are iniilted upon at all times. Civil Government.— Ten weeks. The work is based on a study of the con- stitution of the United States. The history of the formation of the constitution is briefly considered. The composition and powers of the different departments of the government are carefully studied. Concrete illustrations are used, and matters of current interest in affairs of the government receive attention. Geography. — Ten weeks. The work comprises a complete review of the sub- ject. A careful study is made of North America, which is then used as a basis of comparison for the study of the other contirents. No effort is made to separate what belongs to the physical from what belongs to the political aspects of the subject. Physical features are noted and their effect upon life considered. The adaptation of the earth to the needs of man and the mutual relations existing be- tween the two are made the central features of the study, and the subject is taught solely with these ideas in mind. Grammar. — Ten weeks. The course embraces a complete review of the sub- ject. The sentence is made the basis of work ; it is carefully studied with respect to structure, uses, and forms. The parts of speech are studied in their relation in sentences and their classification and properties carefully considered. Appli- cation of the pupil's knowledge is made by frequent exercises in analysis and parsing. Effort is directed towards discouraging the formal and deductive teach- ing of grammar and toward encouraging the consideration of it as a living subject in which the pupil is to become interested. History. — Ten weeks. A careful study of American history to Washington's administration, supplemented by a brief study of the history of Kansas, is made. The events leading directly to the discovery of America and the attempts made by the leading European nations to obtain territory in the new world are consid- ered. The motives that prompted colonization are carefully noted. The English colonies are considered in groups, a careful study being made of .the principal colony in each group as a type form. Frequent comparison of the conditions existing in these type colonies is made. The French and Indian war is regarded as an inevitable struggle for supremacy in the continent. The revolution and the final establishment of a new government are treated as the culmination of forces long active. Little attention is given to the conning of facts, emphasis being placed upon the recognition of movements. The principle of cause and effect is emphasized throughout the work, the subject being treated as a living, organized whole, rather than as a bundle of unrelated particulars. Penmanship.— Ten weeks. The object of the work is threefold : (1) To give a knowledge of the forms of the letters and of their combination in words; (2) to secure an easy and correct movement; (3) to obtain a fair rate of speed. All methods are directed to the accomplishment of these ends. Physical Geography. — Ten weeks. In this subject the text-book is followed quite closely, although all parts do not receive the same degree of attention. Facts pertaining to the shape, size, etc., of the earth are briefly considered. A careful study is made of the composition, movements and states of the atmos- phere. Special attention is given to the location of the various wind belts, and also to the theory of the formation of high and low areas and the resulting cyclonic action. Common instruments, as the thermometer and barometer, are studied and their uses illustrated. Current weather maps are noted and individ- ual observation is encouraged. The distribution of land and water and the forma- tion of plains, plateaus, etc., are considered. Careful attention is given to the 32 Fort Hays Auxiliary State Normal School. distribution of life as a result of physical causes. Although technical knowledge is sought, yet an effort is made to emphasize the relation of physical causes and effects rather than to encourage the committing of unassociated facts. Physics.— Ten weeks. The work in physics includes the whole subject, with the exception of magnetism and electricity. The text-book is followed closely and as much experimental work as possible is introduced. The application of the principles of the science to every-day life is emphasized. Pupils are required to write the results of experiments, and an effort is made to arouse a true scien- tific spirit of investigation and observation. Physiology. — Ten weeks. An elementary survey of the whole subject is taken. The composition and structure of the bones and their adaptation in the skeleton, the structure and use of the muscles, nutrition, circulation and res- piration receive careful attention. The nervous system and the special sense organs are carefully studied. Hygiene, the effects of stimulants and narcotics and the general care of the body are emphasized. Simple experiments are in- troduced, and observation is encouraged. Reading. — Ten weeks. The work includes a consideration of the funda- mental principles of elocution as well as exercises in interpretative reading. The association of expression and thought is emphasized. Literary analysis, se- quence of thought, clearness of enunciation and the various forms of emphasis receive careful attention. Spelling. — Ten weeks. The work embraces not only exercises in spelling but constant drill in phonics. Word building and word analysis are also emphasized. Accredited Schools, Graduates holding diplomas from county high schools and from the following city high schools are admitted to the Normal Department without examination : Abilene. Anthony. Argentine. Arkansas City. Atchison. Atwood. Augusta. Axtell. Barclay. Belleville. Belle Plaine. Beloit. Bunker Hill. Burden. Burlingame. Burlington. Caldwell. Carbondale. Cawker City. Centralia. Chanute. Cherryvale. Chetopa. Clay Center. Clyde. Cotr'eyville. Coldwater. Colony. Concordia. Conway Springs. Cottonwood Falls. Council Grove. Dodge City. Douglass. Downs. El Dorado. Elk Falls. Ellsworth. Emporia. Erie. Eureka. Florence. Fort Scott. Frankfort. Fredonia. Garnett. Garden City. Gaylord. Glasco. Goodland. Great Bend. Greensburg. Grenola. Halstead. Hartford. Hays. Herington. Hiawatha. Holton. Hope. Howard. Hoxie. Humboldt. Hutchinson. Independence. Iola. CITIES. Jetmore. Jewell City. Junction City. Kanopolis. Kansas City. Kingman. Kinsley. Kiowa. La Crosse. La Cygne. Lakin. Larned. Lawrence. Leavenworth. Lebo. Lenora. Leon. Le Roy. Lincoln. Lindsborg. Lyons. McPherson. Manhattan. Mankato. Marion. Marquette. Marysville. Mayfield. Medicine Lodge. Minneapolis. Moline. Moran. Mound City. Mound Valley. Neodesha. Neosho Falls. Ness City. Newton. Norton. Nortonville. Oberlin. Olathe. Onaga. Osage City. Osawatomie. Osborne. Oskaloosa. Oswego. Ottawa. Paola. Parsons. Peabody. Phillipsburg. Pittsburg. Pleasanton. Pomona. Pratt. Randolph. Reading. Rosedale. Rossville. Russell. Sabetha. St. John. St. Mary's. Salina. Scranton. Sedan. Sedgwick. Seneca. Smith Center. Solomon. Stafford. Sterling. Stockton. Strong. Syracuse. Thayer. Tonganoxie. Topeka. Tribune. Troy. Valley Falls. Wa Keeney. Walnut. Wamego. Washington. Waterville. Wathena. Waverly. Wellington. Wellsville. Wetmore. Wichita. Williamsburg. Winchester. Winfield. Yates Center. CATALOGUE OF THE Western Branch State Normal School. SECOND YEAR, 1903-'04. HAYS, KANSAS. ANNUAL CATALOGUE OFFICERS AND STUDENTS OF THE WESTERN BRANCH STATE NORMAL SCHOOL. SECOND YEAR— 190 3 -'04. HAYS, KANSAS. 1904. WESTERN BRANCH NORMAL SCHOOL, HAYS. Board of Regents, Term Expires in 1905. L. B. KELLOGG, Esq Emporia. F. J. ALTS WAGER, Esq Hutchinson. Supt. GEO. T. CODDING Louisville. Term Expires in 1907. SILVESTER H. DODGE, Esq Beloit. E. A. ROSS, Esq. Burr Oak. Supt. A. H. BUSHEY Pittsburg. Officers of the Board. President Geo. T. Codding. Vice-president A. H. Bushey. Secretary L. B. Kellogg. S< cond A nnual < 'dialogue. Calendar for 1904-*03 1904. August 29 . . . Monday - August 30 . . . Tuesday November 3 . Thursday. . . November 4 . Friday November 4 . Friday November 7 . Monday November 24 Thursday. . . November 25 , Friday December 23 1905. Friday January 2 Monday January 19 . . Thursday.. . January 20 . . Friday January 20 . . . Friday - January 23 . . Monday - February 22 . Wednesday. - March 23 Thursday. . . March 24 Friday March 24 March 27 Monday - May 21 . . . Sunday. ... 11:00 a.m. May 26... Friday . ... 9:30 a.m. May 29 . . . Monday Free Entrance and Final Examinations. First Meetingof Classes for First Ten Weeks. Dedication of New Building. Free Entrance and Final Examinations. Close of First Ten Weeks. First Meeting of Classes for Second Ten Weeks. Thanksgiving Vacation. y Holiday Recess. J Free Entrance and Final Examinations. Close of Second Ten Weeks. ■First Meeting of Classes for Third Ten Weeks. School Holiday. Free Entrance and Final Examinations. — Close of Third Ten Weeks. — First Meeting of Classes for Fourth Ten Weeks. — Baccalaureate Address. — Commencement Exercises. — Opening of Summer School. Western Branch State Normal School. The Faculty. PRESIDENT. JASPER N. WILKINSON (Illinois Normal University). PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School), History and School Organization. ASSISTANTS. ANNA KELLER (Kansas State Normal School), English and Drawing. ERNEST B. MATTHEW ( Kansas State Normal School ) , Mathematics and Public Speaking. EMILY GROSSER (Kansas State Normal School), Librarian and Registrar. HARRY L. KEN?* (Kansas State Normal School), Natural Sciences. Elected. Second A nnual ( 'ataloque, CLASS OF 1904. HAYS BUILDING, from Normal Park. Western Branch State Normal School. Register of Students, June 1903 to May 1904. GRADUATING. ' Name. Post-office. Bice, Lulu May, Plainville. Freese, Alice Lee, . . Hays. Haas, Adam Darius, McCracken. Leahy, Elizabeth Hortense, Hays. Shaffer, Susie, ... . . . . . . Hays. Snyder, Lucie Hortense Hodge, Hays. NOT GRADUATING. Note.— Single letters indicate the Normal class for those who are not graduating. The number 1 indicates membership in special class. Name. Atkinson, Maude Mae (A) . Barnes, Carl (1) . . Barnes, Elma Leota (1) Basgall, Catharine Humilranna (1) Basgall, George Joseph (1) . Baumer, Luella Iona (A) Baxter, Harry (A) Bice, Aurilla Ellen (A) . Bice, Claude Francis (B) Bice, Clayton Carlette (B) . Bice, Clyde Wisner (A) Bice, Gertrude Iona (A) Biehler, Rose Anna (1) . Bodmer, Caleb A. (B) . Bolster, Charles Alma (D) . Brown, Ruth Adell (1) . Brumitt, Hannah Ellen (A) . Brungardt, Margaret Clara (A) Cave, Maggie Upton (B) Clark, Clara Maude (A) Close, Harry Higby (1) Connelly, Walter Eugene (B) Copeland, Albert Whitaker, jr. (1) Cousins, Ona (1) . Cox, Annie Mary (1) . Craig, Mary Isabel (A) Crocker, Benjamin Franklin (A) Darkes, Carrie Mabel (B) Dickerson, Josie May (A) Dinkel, George (A) Dite, Emma (A) . Durr, Charles Edward (1) . Post-office. Grainfield. Hays. Hays. Hays. Hays. Hays. Gorham. Plainville. Plainville. Plainville. Plainville. Plainville. Bosna. Bunker Hill. Gove. Hays. Hays. Victoria. McCracken. Hays. Hays. Colby. Hays. Rexford. Hays. Hays. Hays. McCracken. Garden City. Victoria. Ellis. Holyrood. Second Annual Catalogue. Name. Pott <>lli<-'-. Dwelly, Bertie Estella (1) ESdmond. Eberly, Leona Lelah (1) Selden. Eberly, Marie Jerusia (C) . Selden. Edwards, Gracie Virginia (A) Hampton. Floyd, Grace Mateel (1) McCracken. Fox, Frances Elizabeth (1) . Russell. Freeland, Edith (1) Hays. Gardels, Alma Hilka (1) Plainville. Gehman, Wanda Lydia (A) . Hays. Glass, Mollie (A) . . Ellis. Graham, Ernest Sylvester (1) Stockton. Graham, Thomas William (A) Stockton. Griffith, George Brosius (1) . . Hays. Guilbert, Carrie Edna (1) . Banner. Hammer, Charles Calvin (1) . Codell. Healy, Mary Frances (A) Wallace. Higgins, Flora Belle (1) Hays. Hobbs, Maude May (1) . Turkville. Holmes, Minnie (1) . Hill City. Hutchings, Louise Beatrice (1) Russell. Jantzen, Leona May (1) Fairport. Johnson, Christena (A) Hays. Johnson, George (A) . Hays. Johnson, Sophia (1) Hays. Johnson, Sophus (A) . Hays. Joslin, Katherine Maud (A) . Hays. Joy, Stephen Arthur (A) . Hays. King, Louella Florence (1) . . Turkville. Kramer, Ira Cephas (1) Plainville. Kuhn, John Michael (A) Hays. Law, Clara Floy (A) . Happy. Loreditsch, Clara Amelia (B) Hays. Loreditsch, Frank Leonard (1) Hays. Loyd, Ulysses (1) . Leland. Lynman, Laura Catherine (A) . Studley. McClure, Gertrude Frances (A) . Ellis. McCord, Millie Pearl (A) . . Codell. Martin, Anis Josephine (1) . Wa Keeney Martin, Myrtle (1) Wa Keeney Matthew, Harry Virgil (1) . Webster. Meier, Alexander (A) . Hays. Middlekauff, Casper Joseph (1) . Hays. Miles, Alma Elizabeth (1) . Russell. Millard, Floyd Dale (1) Ransom. Miller, John Oliver (1) Natoma. Miller, Thomas Chester (A) Natoma. Miller, Willie Mina (B) Grenola. Mock, Flora Melvina (1) . Turkville. Mock, Samuel Allen (1) Turkville. Motz, Frank S. (1) Hays. Mullen, Helen (1) . Hays. 10 Western Branch State Normal School. Name. Mulroy, Mary Agnes (A) Murphy, Katie Marie (A) Murray, Agnes Roseanna (A) Myers, Marguerite Elnora (J) Nelson, Bertha Marie (1) Nelson, Anna Euphemia (1) Neuenschwander, Mathilde (1) O'Brien, Anna (A) O'Brien, Ella (A) . O'Connor, Rose (1) Park, Mae (1) Parkhurst, Verna Luvera (A Pearce, Henry Earl (A) Peer, Ethel (1) Piatt, Walter Albert (1) Picken, Chat Alan (C) Picken, Lucy Lillian (C) Pierce, Edith Irma (1) Pierce, Ethel Helena (1) Prior, Mary Lovitt (B) Prizer, Robert Morris (B; Richards, Lillian Beatrice (A) Riedel, Rosa Ludwicka (A) Rixon, Josephine Lucretia ( Rixon , Mabel Mae (1) . Samuels, Maude Elizabeth (A) Schumacher, Joseph A. (1) Scott, Logan (1) . Scott, Lottie Belle (1) . Seaman, Catherine (A) Sidwell, Bertha May (A) Smith, Ammy Clyde (1) Smith, Francis Marion (C) Smith, Gladys Fay (1) Smith, Mary Mazella (1) Solomon, Alma Lucille (1) Sperry, Edna (A) Sutton, Anna Belle (A) Sutton, Bertha May (I) Taylor, Edith Louella (A) Tilton, Ira Clement (B) Tilton, Mrs. Ira Clement ( \ Walsh, Mary Agnes (1) Wallace, Murray (A) Ward, Jennie Ann (A) . Wilson, Nora Josephine (A) Wood, Edith Pearl (1) . Young, Dollie Pearl (1) Post-office. Hays. Lucas. Holy rood. Ellis. Russell. Ellis. Banner. Lucas. Lucas. Waldo Hill City. Plainville. Osborne. McCracken. Victoria. Hays. Hays. Hays. Hays. McCracken. Alton. Ellis. Tipton. McCracken. McCracken. Ellis. Victoria. Ransom. Hays. Kill Creek. Hays. La Crosse. Luray. Natoma. Natoma. Hays. Edmond. Hays. McCracken. Utica. Hays. Hays. Ellis. Hill City. Hays. Hays. Hays. Palco. Second Anumd Catalogue. 11 Summary of Attendance. Skcond Ykak 11 D Class 7 C Class 4 F i KST Year 62 B Class 11 A Class 51 Special Class 64 Total for the year 137 Counties Represented. The following counties were represented during the past year : Elk l Ellis 57 Ellsworth 2 Finney 1 Gove 1 Graham 9 Ness 4 Osborne 6 Rooks 15 Hush 11 Russell 14 Sheridan 4 Thomas 2 Trego 8 Wallace 1 Wichita 1 Total 137 12 Western Branch State Normal School. Second Annual ( 'atalogue. L8 Course of Study. Figures in parentheses signify subjects or groups of subjects to be previously completed. A star signifies half-term subjects. First Year. 1. Arithmetic. 2. Drawing. 3. Elocution. 4. Geography, Physical and Political. 5. Declamation. II. <>. Algebra. (1) 7. Botany. 8. English. 9. General History. lO. Spelling. 11. 12. 13. 14. 15. lO. 17. 18. 19. 20. 21. 22. 23. Second Year. 111. Bookkeeping and Penman- ship. (1 or 6)* Rhetoric. (8) School Law and Management. Parliamentary Law, American History and Constitution. Vocal Music. * Pronunciation. IV. Geometry. (6) Literature. (12) Methods. * Physics. * (6) Physiology. * Psychology. * Essay. (5) Methods, Common Subjects. Admission and Credits. "OEFORE admission to the Normal Department, candidates are, in accordance -*-' with the law, required to subscribe to the following declaration and agree- ment: "I hereby declare that my purpose in entering the State Normal School is to fit myself to teach in the schools of Kansas, and I solemnly agree, after leaving the same, to report to the Principal of the Faculty, semiannually, for three years, my location and occupation." Written examinations on arithmetic, reading, geography, grammar, history, physiology, writing and spelling are given to candidates for admission, unless they are able to present credentials showing work as thorough and comprehen- sive in each of these subjects as is indicated by a second-grade certificate. Grades for such admission or for advanced standing, if not on teachers' certificates, should be presented from schools attended, and such grades should be accom- panied by the statement of texts and time in which they were made. Blanks for putting these grades in the desired form will be furnished on application. Besides the subjects named above for admission to the Normal Department, the other subjects of a first-grade certificate, except theory and art of teaching, must, unless some proficiency has been attained, be taken in special classes before be- ginning them in the Normal Department. Students who are able to show from work done elsewhere that they are un- questionably strong in the academic work of arithmetic, elocution, geography, grammar, and American history and constitution, or in any of them, will be al- 14 Western Branch State Normal School. lowed to take one hour per week of methods for twenty weeks, in the afternoon, on each of the subjects in which such strength is shown, and academic profi- ciency will be included in making a grade on this work. The grade made in each such methods class will stand for the grade for the subject. Subjects in the Normal course will be credited in whole or injpart for students who show good work done in them in high schools, academies, and colleges. Certificates and Diplomas. The law establishing the school provides that "Any person of good moral character, over sixteen years of age, having been in actual attendance at least twenty weeks at the above-named School, and having completed the course of study prescribed by the said Board of Regents, shall be awarded a certificate, which shall be a legal certificate to each in any of the public schools of the state, except high schools, and good for one year." Students finishing their work during the year before commencement may have their diplomas dated when the work is completed, but not delivered until the next commencement, when all the class are expected to be present and share in the responsibilities, honors and pleasures of commencement week. Exchange of Credits. Grades on work done and credits given in the branch Normal School will be accepted in the main institution, and vice versa, but no student having failed in a study in one school will be allowed, without special permission, to transfer to the other before he has made up the failure in the school where it occurred. Fees. Final examinations outside of class, and entrance examinations, must be taken at the time offered in the calendar, page 5, or a fee of one dollar will be charged for taking examination on Monday or Tuesday any time during the current ten weeks. No fees are charged students in the Normal Department. Special students are charged five dollars per half-term, ten weeks, or two dol- lars per subject, if less than three subjects are taken. All students whose residence is outside the state immediately preceding the time of entrance are charged five dollars extra per half-term, with the usual charges for taking subjects irregularly and for taking subjects in special classes. No fees will be refunded except in case of protracted sickness; but in case of absence from other causes, the Principal may, at his discretion, credit unused balance on a future term. Examinations. A fee of one dollar is charged for all special examinations, and this rate is ap- plied to all examinations except those taken on the days announced in the calen- dar as free days. Such examinations are given on Monday or Tuesday of any week, and the payment of the fee once pays for any examination desired during the current ten weeks, except that candidates for graduation cannot take exami- nation, unless finals in class, after the first week in the fourth ten weeks of the year. Candidates for advanced standing will be subject to the same conditions. Second Annual (Uitalo Relay (511); Battery (512); Signals (513); Telegraph system (514); Electric travel (516); Coherer (517) ; Receiver for waves (518); Marconi system (51 9) ; Telephone (520); Blake transmitter (522). Physiology IV. — Students beginning the work in this class are supposed to have had already preparation sufficient to enable them to pass the Kansas ex- amination for the county certificate. The more easily grasped portions of Mar- tin's Human Body, Advanced Course, are taken in this term. Laboratory work is given. Pronunciation. — First ten weeks. Drill work from the text used, including all the lists printed with diacritical markings, and including also as much pre- ceding those lists as time allows. Second ten weeks. Portions of the text succeeding that assigned for the first ten weeks. Work in the dictionary. Psychology D. — Teh weeks. An introduction to the science of psychology, intended to form the basis for the work of the more advanced course in the sub- ject. The chief 'topics of mental action are taken up, illustrated, and the educa- tional aspects emphasized. Exercises in introspection are also given, with the idea of stimulating the student to a closer observation of his own mental proc- esses and those of his pupils. An arrangement is made by which exceptionally strong students who make a certain grade in the subject may, if they desire, complete the work in psychology by taking child study and ten weeks of the course in G psychology. Halleck is used as text. Rhetoric. — Double- term subject. The aim is threefold: (1) To read appre- ciatively and with culture results the various styles of literature; (2) to furnish systematic practice in the three types of prose composition — narration, descrip- tion, exposition, with particular reference to the development of the formal essay and the critique; (3) to enable the pupil to teach effectively. The paragraph, both as a unit and as a integral part of the whole composition, receives much attention. Daily written exercises, biweekly themes and outlines are required. Accumulative themes cultivate the habit of intelligent and critical research in the library. Written criticism follows the study of selected English classics. School Law and Management. — Twenty weeks. This subject is classified as work to be pursued during the second year, although the pupil is allowed to enter these classes any time after taking up the work in the Normal Department. For recitation, a text — Wilkinson's School Management — is studied in connec- tion with the statutes of the state bearing upon and regulating our public- school system. Especially is the pupil required to become familiar with the laws authorizing the issuance of all certificates recognized as qualifying a teacher to teach, the origin and maintenance of the state permanent school fund, the source and distribution of the state annual school fund, and the theory of taxation. The study and discussion of the management of the rural schools, and those schools which are more closely supervised, both as to discipline and methods of conducting recitation, is an important feature of the work done in this subject. Scope of the work for the last ten weeks — five general problems : City schools and their work, including a special study of high schools; the relation of the people to the schools ; material appliances in the economy of the school ; the class and questions of the classroom; the individual pupil, and matters pertain- ing to his growth and control. Nature of the work; such as to require the use of an extensive and well- selected library. A mere suggestion of a general classification of the sources is here given to illustrate this point. Books on school law, management, theory 26 Western Branch State Normal School. HAYS BUILDING, AS SEEN FROM THE CANYON. A VIEW IN NORMAL PARK, HAYS. Second A nnual ( 'dialogue. 27 and practice, etc. The list of Buch hooks in this Bulletin will suggest the possi- bilities in this line.. Periodicals bearing directly on school problems, as the re- ports of the National Commissioner of Eduoation, the National Educational Association, and complete files of educational journals. Special reports from pamphlets, such as courses of study, state and city, reports on city schools, manual-training schools, the library in relation to the public schools, etc.; court decisions, official opinions, etc. The student is required to study each problem according to the following plan of the work : General — (a) Law: (1) The school law of Kansas as it is. (2) Comparative school law, showing likeness and differences in tho laws of the various states. (3) Interpretation — opinions of attorneys-general and court decisions. (4) Ideal conditions and the opportunities of the teacher, (b) Management: (1) Study of fundamental principles. (2) A knowledge of the present status of school prob- lems. (3) A comparison of the management of the schools of other countries and of the United States; (4) of other states and Kansas. Special study: (a) The pupil is to work out some original problems, making a report of the same, (b) Each student is to do some systematic library work, to the end that he may be able to use sources intelligently and that he may gain skill in forming judgments. The recitation: (a) The student is to give what others say — a synopsis of an article read on a given subject. ( b ) He is to present the arguments for and against a given subject. (c) His own opinions and the reasons therefor are to be clearly stated, (d) A part of the work is given by the instructor in the form of lectures. Vocal Music— Ten weeks. Rote singing is taken to let the students find their voices. Dictation work is given for the purpose of learning scale and key relationships. Note-reading in different keys, and practice in time-keeping in different kinds of measures, the application of all the foregoing to sight-singing, and applying the words of songs to tunes. THE GYMNASIUM. 28 Western Branch State Normal School. Accredited Schools. Graduates holding diplomas from county high schools and from the following city high schools are admitted to the Normal Department without examination : Abilene. Anthony. Argentine. Arkansas City. Atchison. Atwood. Augusta. Axtell. Barclay. Belleville. Belle Plaine. Beloit. Bunker Hill. Burden. Burlingame, Burlington. Caldwell. Caney. Carbondale. Cawker City. Centralia. Chanute. Cherryvale. Chetopa. Clay Center. Clyde. Coffeyville. Coldwater. Colony. Concordia. Conway Springs. Cottonwood Falls. Council Grove. Dodge City. Douglass. Downs. El Dorado. Elk Falls. Ellsworth. Emporia. Erie. Eureka. Florence. Fort Scott. Frankfort. Fredonia. Garnett. Garden City. Gaylord. Glasco. Goodland. Great Bend. Qreensburg. Grenola. Halstead. Hartford. Hays. Herington. Hiawatha. Holton. Hope. Howard. Hoxie. Humboldt. Hutchinson. Independence. Iola. Jetmore. Jewell City. Junction City. Kanopolis. Kansas City. Kingman. Kinsley. Kiowa. La Crosse. La Cygne. Lakin. Larned. Lawrence. Leavenworth. Lebo. Lenora. Leon. Le Roy. Lincoln. Lindsborg. Lyons. McPherson. Manhattan. Mankato. Marion. Marquette. Marysville. Mayfield. Medicine Lodge. Minneapolis. Moline. Moran. Mound City. Mound Valley. Neodesha. Neosho Falls. Ness City. Newton. Norton. Nortonville. Oberlin. Olathe. Onaga. Osage City. Osawatomie. Osborne. Oskaloosa. Oswego. Ottawa. Paola. Parsons. Peabody. Phillipsburg. Pittsburg. Pleasanton. Pomona. Pratt. Randolph. Reading. Rosedale. Rossville. Russell. Sabetha. St. John. St. Marys. Salina. Scranton. Sedan. Sedgwick. Seneca. Smith Center. Solomon. Stafford. Sterling. Stockton. Strong City. Syracuse. Thayer. Tonganoxie. Topeka. Tribune. Troy. Valley Falls. Wa Keeney. Walnut. Wamego. Washington. Waterville. Wathena. Waverly. Wellington. Wellsville. Wetmore. Wichita. Williamsburg. Winchester. Winfield. Yates Center. Text-book List. Algebra Arithmetic j Bookkeeping Botany ) Civil Government Drawing Elocution English Grammar \ Geography, Physical Geometry History, General History, Kansas History, United States Literature, American Literature, English Methods of Teaching Music Penmanship Physics Physiology Psychology Rhetoric School Law and Management Spelling Wells $1 50 Wentworth's Mental 22 American Comprehensive 65 Goodyear 44 Bergen's Foundations 1 20 Gray's Field, Forest, and Garden 1 44 Andrews 1 00 Kellogg and Taylor 44 Thompson ( 8 books ) 88 Marsland 1 12 Hoenshel 38 Longman 65 Davis 88 Wentworth 88 Myers 1 50 Prentis 66 Davidson 55 McLaughlin 1 40 Matthews 1 00 Simonds 1 25 McMurry 90 Fullerton's Choice Songs 35 Easel — Crane & Co 06 Carhart and Chute, high school edition. . 1 25 Martin's Human Bodv, Unabridged 2 50 Halleck " 1 25 Mother Tongue, Elements of English Composition 1 00 Wilkinson 40 Hewett 11 Reed's Word Lessons 25 Wilkinson's Orthoepy 40 Second Annual Catalogue, 29 Periodicals in the Library. Star, Kansas City, Mo. Bee, Bison. Chronicle, Scott City. Epworth Herald, Chicago. Free Press, Hays. Gazette, Plainville. Harper's Weekly, New York. Literary Digest, New York. DAILY. | Capital, Topeka, Kan. WEKKLIKS. News, Hays. Record, Stockton. Republican, Enterprise. Republican, Hays. Scientific American, New York. State Normal Bulletin, Emporia. Youth's Companion, Boston. MONTHLIES, BIMONTHLIES, AND QUARTERLIES. Century, New York. Current Literature, New York. Good Housekeeping, Springfield, Mass. High-school Independent, Hays. Kansas Educator, Hutchinson. McClure's Magazine, New York. New England Magazine, Boston. North American Review, New York. Review of Reviews, New York. Scribner's, New York. Success, New York. University of Kansas News Bulletin, Lawrence. Western School Journal, Topeka. World's Work, New York. BIG CREEK AND BRIDGE, NEAR THE SCHOOL. 30 Western Branch State Normal School. CATALOGUE OF THE Western Branch State Normal School THIRD YEAR, 1904-'05, HAYS, KANSAS. ANNUAL CATALOCiUK 01 THE OFFICERS AND STUDENTS WESTERN BRANCH STATE NORMAL SCHOOL. THIRD YEAR-1904-'05 HAYS, KANSAS 1905. WESTERN BRANCH NORMAL SCHOOL, HAYS. Board of Regents. Term Expires in 1907. SILVESTER H. DODGF, Esq Beloit. E. A. ROSS, Esq Burr Oak. Supt. A. H. BUSHE Y Pittsburg. Term Expires in 1909. L. B. KELLOGG, Esq Emporia. F. J. ALTSWAGER, Esq Hutchinson. CHARLES G. MESSERLEY, Esq Osage City. Officers of the Board. President F. J. Altswager. Vice-president A. H. Bushey. Secretary L. B. Kellogg. Western Branch State Normal School Third Annual Catalogue, Calendar for 1905-'06. September 1 September 2 September 5 November 9 November 10 November 10 November 13 November 30 December 1 December 22 1900. January 2 January 25 January 26 ....... . January 26 January 29 February 22 March 29 March 30 March 30 April 2 May 30 June 1 June 3 June 4 June 5 August 4 M " J Free Entrance and Final Examinations. Saturday . .• . ) Tuesday — First Meeting of Classes Jot Second Ten Weeks. Thursday. . . ) -_ „ . , ^. , „ ... „ <■ Free Entrance and Final Examinations. Friday \ Friday — Close of Second Ten Weeks. Monday — First Meeting of Classes for Third Ten Weeks. Thursday. . . > ThankggiviDg Vacation. Friday ) Friday j [ r Holiday Recess. Monday Thursday ... / Free EntraDCe an a Final Examinations. Friday ) Friday — Close of Third Ten Weeks. Monday — First Meeting of Classes for Fourth Ten Weeks. Thursday . . — School Holiday. Thursday . . . / Ffee Eatrance and Fina j Examinations. Friday ) Friday — Close of Fourth Ten Weeks. Monday — First Meeting of Classes for Fifth Ten Weeks. Wednesday. . — School Holiday. Friday — Field-day. Sunday — 1 L : 00 a. m. , Baccalaureate Address. Monday — 10:00 a. m., Commencement Exercises. Tuesday —Opening of Summer School. Thursday . . . — Close of Summer School. 6 Western Branch State Normal School. 'W|^. WWk- ^ ; v :;: : 5:ft5::: : |:.. ; v- s |;\ ; :--:s:^ llflN Third Annual Catalogue. The Faculty. PRESIDENT. JASPER WILKINSON (Illinois Normal University ). PRINCIPAL. WILLIAM S. P1CKEN (Kansas State Normal School, History of Education, and Latin. ASSISTANTS. ANNA KELLER (Kansas State Normal School), • English and Drawing, ERNEST B. MATTHEW (Kansas State Normal School), Mathematics and Public Speaking. EMILY GROSSER (Kansas State Normal School), Librarian and Registrar. HARRY L. KENT (Kansas State Normal School), Natural Sciences. LULU BICE (State Normal School- Western Branch), Special Classes, Spring Term. CHARLES A. SHLVELEY 1 (State Normal School and University of Kansas), History and School Organization. Jos. G. Beatty, Janitor. •Names are printed in the order of election. 1. Elected. Western Branch State Normal School. Third Annual Catalogue-. Register of Students, June, 1904, to May, 1905. GRADUATING. Brumitt, Cora M., Hays. Cave, Maggie Upton, McCracken. Darkes, Carrie M., McCracken. Picken, Chat A , Hays. Picken, Lucy Lillian, Hays. Prizer, Robert Morris, - . . Alton. Turner, Herschel Roy, Hoxie. Westbrook, Abbie Estalee, Hays. NOT GRADUATING. Note. — Single letters indicate the Normal class. The character 1 denotes membership in the special class. Adkins, Mrs. J. C. (A) Hays. Applegate, Arthur L. (1) Cheyenne. Bahl, Elizabeth M. (1) Hays. Bahl, Madeline (1) Hays. Barnes, Carl (L) Hays. Barnes, Elma L. (B) Hays. Basgall, George J. (1) Hays. Baumer, Luella I. (A) Hays. Baxter, Harry (A) Gorham. Bice, Claude F. (B) Plainville. Bice, Clayton C. (C) Plainville. Bice, Clyde W. (A) Plainville. Bice, Gertrude I. (A) Plainville. Bice, Vernon L. (I) Plainville. Brown, Lizzie Pearl (L) Callison. Brown, Ruth A. (A) . . . Hays. Bunker, Jessie B. (1) Lucas. Christensen, Hans V. (A) Hoxie. Clark, Clara Maud (A) Hays. Clarkson, Marie Matilda (1) Hoxie. Connelly, Walter E. (B) Colby. Courtney, Emma A. (L) Banner. Craig, Mary I. (A) Fairport. Crocker, Benjamin F. (B) Hays. Cross, Lillian M. (1) Ellis. Dinkel,* George (A) Hays. Dite, Emily (B) Ellis. Easter, Mary Etta (lj Mendota. Eaton, Lexie E. (1) Palco. Eberly, Leona L. (1) .• Selden. 10 Western Branch State Normal School. Eberly, Marie J. (C) Selden. Ellis, Bessie F. (A) Hays. Fellers, Harvey W. (1) Hays. Fellers, Jay D. (1) . Hays. Fox, Agnes L. (1) Russell. Fox, Frances Elizabeth (1) Russell. Freeland, Edith (A) Hays. Glass, Molly (1) Ellis. Glenn, Frances M. (A) Collyer. Glenn, Nannie (A) Collyer. Goff, Adah R. (A) Hays. Graham, Dottie L. (I) Russell. Havemann, Alfred (B) Hays. Henderson, Virginia (I) Hays. Higgins, Flora B. (1) Hays. Holmes, Minnie D. (1) Hill City. Hubbell, Stella M. (1) Hays. Ivan, Barbara K (1) Collyer. Jantzen, Edward D. (A) Fairport. Johnson, Carolina (A) . Hays. Johnson, George (A) Hays. Johnson, Sophia (A) Hays. Joseph, John (1) Hays. Joelin, Katherine M. (A) Hays. Kingsley, Harrison (1) Ellis. Kiog, Maud (1) Turkville. Kline, Elena M. (1) Gradan. Kline, Elizabeth (1) Graden. Kraus, Emma E. (B) Hays. Kutina, Nellie M. (1) Ellis. Law, Clara F. (1) . Happy. Loreditsch, Clara (C) Hays. McCormac, Chas. M. (1) Lucas. McCray, Hugh (1) Hays. McVey, Henry Herbert (B) Hill City. McVey, James O. (C) Hill City. McVey, Nellie F. (A) ......... Hill City. Maska, Andrew L. (1) Hays. Mather, Epha Estella (A) Grinnell. Matthew, Grace (A) Webster. Matthew, Harry V. (B) Webster. Meyer, Carl. E (1) La Crosse. Middlekauff, Casper J. (B) . Hays. Millard, Floyd D. (1) ..." Ransom. Miller, John O. (1) Natoma. Miller, Scholastica A. (1) Hays. Miller, Sherman (1) Natoma. Miller, Thomas C. (A) Natoma. Mills, Edith A. (1) Gorham. Mills, Julia E. (1) Gorham. Morgan, Myrtle^B. (1) Hays. Mort, Carl G. (1) Hill City. Third Annual Catalogue. 1 1 Motz, Frank S. ( B) Hays. Mullen, Helen (I) Hays. Murphy, Katie M. (A) Lucas. Nickles, Jennie E. (D) Hays. Palmer, William E. (1) Hays. Parkhurst, Verna L. (A) PJainville. Pearce, Henry E. (B) Portia. Pfanenstiel, Paul (1) Hays. Pierce, Edith J. (1) Hays. Pierce, Edwin W. (1) Chaffee. Pierce, Ethel H. (1) . . Hays. Plants, Effie M. (I) Wa Keeney. Prior, Mary L. (A) McCracken. Prizer, Georgia P. (A) Alton. Ringeisen, Anna S. (A) Gorham. Ritter, EliasE. (A) Selden. Runyon, Laura E. (L) Ellis. Ryan, Joseph L. (A) Hays. Schumacher, Joseph A. (A) Victoria. Scott, Logan (1) Ransom. Sidwell, Bertha M. (A) Hays. Smith, Frank M. (0) . Luray. Smith, George T. (1) Natoma. Smith, Mary M. (1) . Natoma. Staples, Jessie M. Florence (1) Logan. Stewart, Euroth V. (A) Edson. Stout, Ralph L. (1) Hays. Strobel, Walter A. (A) Goddard. Taylor, Edith L. (A) Utica. Teppe, William G. (1) Dorrance, Thompson, Anna Helen (A) Seguin. Tilton, Ira C. (C) v Collyer. Wallace, Murray M. (C) Hill City. Ward, Lincoln A. (1) Hays. Ward, Walter A. (1) Hays. West, Stella (A) Hays. White, George L. (1) Roundmound. Wilson, Nora J. (B) Hays. Wolf, Jacob (1) Hays. Wood, Pearl E. (1) Hays. Yowell, Mrs. J. F. (1) Hays. Zeigler, Lida M. (A) Codell. Summary of Attendance. Second Year 16 D Class .....' 9 C Class 7 First Year 52 B Class 13 A Class 39 Special Class 64 Total for the year 132 12 Western Branch State Normal School. Counties Represented. The following counties were represented during the past year: Ellis. .... Gove .... Graham. 60 10 3 Osborne . 11 Phillips 1 Books 10 Rush 5 Russell 13 Sedgwick 1 Sheridan 7 Sherman 1 Thomas. 1 Trego 8 Total 132 r. >'>v •;. ; ■:■*& - M m • ±*L. i* - sF - *m li >£v . * y - 'i "•> V ^aSfeM* '• tE -i%^'- '^'^WffE£U '- '£& ' r *Mr ¥'%\ iJLjJii fttf* Tj . ' ^^f' v«jt- ^^^ll^OJLr-^'-Ti '-** 1 I'' £ ?""*■" J '""..w«' J^iF^ -— ft £Z iSk^ "* I ' 2J1 l^&^-n^^^^Mil LJl^ BH3pE1^*p ! r ^f **r ^-^' 3S -'.,■ ^J*^ ,;; • ^-^hJ A SUMMER SCHOOL GROUP. Third Annual Catalog w. 13 Course of Study. Subjects in italics are elective with Latin or German. A star signifies half-term subjects. FIRST YEAR. I. // 1. Arithmetic. 6. Algebra. 2. Drawing. 7. Botany. 3. Elocution. 8. English. 4. Geography, Phys. and Polit. 9. General History. 5. Declamation. 10. Orthography. SECON D YEAR. III. IV. 11. Bookkeeping and Penmanship * 17. Geometry. 12. Rhetoric. 18. Literature. 13 14. 15. School Law and Management. Parliamentary Law, American His- tory and Constitution. Vocal Music* 19. Methods* 20. Physics* 21. Physiology.* 22. Psychology.* 23 Essay. 16. Orthoepy. Methods, Common Si THIRD YEAR. V. VI. 24. Algebra.* 31. Chemistry* 25. Oratory. 32. Hittory of Art * 26. Physics.* 33. Trigonometry * 27. Vocal Music* 34. Astronomy.* 28. Zoology. 35. Geology. 29. Physiology. 36. History of Education 30. Etymology. 37. Oration. Admission and Credits. Before admission to the Normal Department, candidates are, in accordance with the law, required to subscribe to the following declaration and agreement: "I hereby declare that my purpose in entering the State Normal School is to fit myself to teach in the schools of Kansas, and I solemnly agree, after leaving the same, to report to the Principal of the Faculty, semiannually, for three years, my location and occupation." Written examinations on arithmetic, reading, geography, grammar, history, physiology, writing and spelling are given to candidates for admission, unless they are able to present credentials showing work as thorough and comprehen- sive in each of these subjects as is indicated by a second grade certificate. Grades for such admission or for advanced standing, if not on teachers' certificates, 14 Western Branch State Normal School. should be presented from schxols attended, and such grades should be accom- panied by the statement of texts and time in which they were made. Blanks for putting these grades in the desired form will be furnished on application. Besides the subjects named above for admission to the Normal Department, the other subjects of a first grade certificate, except theory and art of teaching, must* unless some proficiency has been attained, be taken in special classes before be- ginning them in the Normal Department. Students who are able to show from work done elsewhere that they are un- questionably strong in the academic work of arithmetic, elocution, geography, grammar, and American history and constitution, or in any of them, will be al- lowed to take one hour per week of methods for twenty weeks, in the afternoon, on each of the subjects in which such strength is shown, and academic profi- ciency will be included in making a grade on this work. The grade made in each such methods class will stand for the grade for the subject. Subjects in the Normal course will be credited in whole or in part for students who show good work done in them in high schools, academies, and colleges. Accredited Schools. Graduates from the following high schools will be considered for such credits Abilene. Alina. Almena. Americus. Anthony. Argentine. Arkansas City. Atchison. Attica. Augusta. Axtell. Barclay. Barnes. Belle Plaine. Beloit. Bern. Beverly. Blue Mound. Blue Rapids. Bonner Springs. Brookville. Buffalo. Burden. Burdett. Burlingamc. Burlington. Burr Oak. Burrton. •Caldwell. Caney. Carbondale. Cawker City. Cedarvale. Centralia. Chanute. Chase. Cherokee. Cherryvale. Chetopa. Clay Center. Clearwater. Clifton. Clyde. Coffeyville. Colony. Columbus. Concordia. Conway Springs. Coolidge. Corning. Cottonwood Falls. Council Grove. Delphos. Dodge City. Douglass. Downs. Dwight. Edwardsville. El Dorado. Elk City. Ellinwood. Ellsworth. Elsmore. Emporia. Enterprise. Erie. Eskridge. Eureka. Everest. Florence. Fort Scott. Frankfort. Fredonia. Furley. Galena. Garden City. Garnett. Girard. Glen Elder. Great Bend. Greeley. Greenleaf. Greensburg. Halstead. Harper. Hartford. Havensville. Hays. Herington. Hiawatha. Holton. Hope. Howard. Hoxie. Humboldt. Hutchinson. Independence. Iola. Irving. Jewell. Junction City. Kanopolis. Kansas City. Kincaid. Kingman. Kinsley. Kiowa. Kirwin. La Crosse. La Cygne. La Harpe. Lakin. Lamed. Lawrence. Leavenworth. Lebo. Lenexa. Leon. Le Roy. Lincoln. Lindsborg. Louisburg. Lyons. McCune. Macksville. McPherson. Madison. Mankato. Marion. Marquette. Marysville. Medicine Lodge. Melvern. Meriden. Minneapolis. Montana. Moran. Morrill. Mound City. Moundridge. Mulvane. Neodesha. Neosho Falls. Neosho Rapids. Netawaka. Newton. Nickerson. Nortonville. Oberlin. Olathe. Onaga. Osage City. Osawatomie. Osborne. Oskaloosa. Oswego. Ottawa. Oxford. Paola. Parsons. Peabody. Perry. Phillipsburg. Pittsburg. Plainville. Pomona. Pratt. Prescott. Quenemo. Reading. Republic. Riley. Rosedale. Russell. Sabetha. St. Johu. St. Paul. Scandia. Scottsville. Scranton. Sedan. Sedgwick. Seneca. Silver Lake. Solomon. Springhill. Stafford. Sterling. Stockton. Thayer. Tonganoxie. Topeka. Toronto. Troy. Valley Falls. Vermillion. Walnut. Wamego. Wauneta. Washington. Waterville. W a then a. Waverly. Wellington. Wellsville. Wetmore. White Cloud. Whitewater. Wichita. Williamsburg. Wilson. Winchester. W infield. Woodbine. Yates Center. Graduates from the following high schools may expect admission without examination : Atwood. Gaylord. Jetmore. Ness City. St. Marys. Belleville. Garnett. Lenora. Norton. SaliDa. Bunker Bill. Glasco. Manhattan. Pleasanton. Smith Center. Cold water. Goodland. Mayfield. Randolph. Rossville. Strong City. Elk Falls. Grenola. Moline. Syracuse. Elsmore. Gypsum. Mound Valley. St. John. Tribune. Third Ann it (i I Catalogue. L5 Certificates and Diplomas. The Uw establishing the school provides that "Any person of good moral character, over sixteen years of age, having been in actual attendance at least twenty weeks at the above-named School, and having completed the course of study prescribed by the said Board of Regents, shall be awarded a certificate, which shall be a legal certificate to teach in any of the public schools of the state, except high schools, and good for one year." By law of March 15, 1905, it is provided that "The Board of Regents . . . shall fix, in addition to the two years' course as now provided by law, a course of not less than three years in the Normal Department for each of the auxiliary schools, in such manner as may seem to them economical and effective in the training of teachers; and . . . shall on the completion of the three years' course in the State Normal School or its auxiliaries issue a diploma, which shall be a three-year certificate, valid for teaching in the public schools of the state." Students finishing their work during the year before commencement may have their diplomas dated when the work is completed, but not delivered until the next commencement, when all the class are expected to be present and share in the n sponsibilities, honors and pleasures of commencement week. Exchange of Credits. Grades on work done and credits given in the Branch Normal School will be accepted in the main institution, and vice versa, but no student having failed in a study in one school will be allowed, without special permission, to transfer to the other before he has made up the failure in the school where it occurred. Fees. Final examinations outside of class, and entrance examinations, must be taken at the time offered in the calendar, page 4, or a fee of one dollar will be charged for taking examination on Monday or Tuesday any time during the current ten weeks. No fees are charged students in the Normal Department. Special students are charged five dollars per half-term, ten weeks, or two dol- lars per subject, if le6s than three subjects are taken. All students whose residence is outside the state immediately preceding the time of entrance are charged five dollars extra per half term, with the usual charges fcr taking subjects irregularly and for taking subjects in special classes. No fees will be refunded except in case of protracted sickness; but in case of absence from other causes, the Principal may, at his discretion, credit unused balance on a future term. Examinations. A fee of one dollar is charged for all special examinations, and this rate is ap- plied to all examinations except those taken on the days announced in the calen- dar as free days. Such examinations are given on Monday or Tuesday of any week, and the payment of the fee once pays for any examination desired during the current ten week9, except that candidates for graduation cannot take exami- nation, unless finals in class, after the first week in the fourth ten weeks of the year. Candidates for advanced standing will be subject to the same conditions. 16 Western Branch State Normal School. Third A inmal Catalogue. 17 Miscellaneous. Discipline. SO MANY of our pupils have already had some experience in practical life, that they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still, every effort of the Faculty is given to wards making the pupils self-reliant, self-controlled men and women; and those whose best endeavor is not in accord with this purpose are summarily dismissed from the School. Admittance and Credits from High Schools. The Principal of the Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such arrangements as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School without examination, or who may con- template adopting a course of study which would give graduates advanced standing. (See "Accredited Schools" for list of those whose diplomas are recog- nized.) Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. Advice. Those proposing to enter are reminded of the importance of being present at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel a constantly increasing embarrassment throughout the entire term. The habit which is thus indulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed ; otherwise, they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any information that it does not supply. Summer School. A summer school of nine weeks is now a regular term in the school year. It will open June 5, 1906, and the fee will be five dollars. Points to be Noted. The Western Branch of the Kansas State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. Land. — The institution owns over 40C0 acres of land, with over two miles of 18 Western Branch State Normal School. fine timber along Big creek, the water of which, held by a good dam, affords a magnificent opportunity for boating, fishing, and skating, in season. Buildings. — The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water closets, shower- baths, and other modern conveniences. The last legislature appropriated $15,000 for another new building. Entrance Requirements.— Graduates of high schools and holders of profes- sional, first-grade or second grade county certificates enter Normal Department without examination. Others may enter Normal Department upon passing a successful extrance examination (average grade of eighty per cent, required) upon arithmetic, reading, geography, grammar, United States history, physio- logy, writing, and spelling. Special Classes. — These classes prepare for entrance to the Normal Depart- ment and fit teachers for examination for second and higher grades of county certificates. Holders of third grade certificates and graduates of district schools enter these classes without examination. Courses. — Two courses are provided — a two years' course and a three years' course (which includes work of two years' course). State Certificates.— Each of foregoing courses leads to a diploma; that of shorter course being a one-year state certificate, the other a three year state certificate. The completion of the three years of work means, therefore, four years of state license to teach. Tuition.— No tuition is charged in Normal Department. Special classes call for fee of 50 cents per week when three or more subjects are taken. Board and Rooms.— Good table board can be had for $2.50 per week, with lodging at 50 cents per week — accommodations in private families. Living ex- penses may be reduced below these figures by self-boarding. Examinations for County Certificates.— Under a new state law, examina- tions for all grades of county certificates are hereafter to be offered at the School, papers made in such examinations to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive such credit as if written in presence of such board. Additional Advantages Offered.— An enthusiastic faculty, a fine library, a well equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a summer school, with regular faculty in charge, for nine weeks, at a fee of only five dollars, an eighty-acre campus, with fiuest natu- ral athletic park in the state, and a student body unsurpassed for energy and devotion to work. Third Ann nil Cataloyur. 1 9 Outline of Instruction. Normal Classes. r pHE following brief outline of the work done ia the different branches in- ■*- eluded in the course of study will give a fair idea of the standard main- tained. Students recite daily in each subject, and are supposed to siend approximately two hours per day in the preparation of the lesson assigned. Algebra II.— Double term. A term's previous preparation required The work extends through simultaneous quadratic equations. It is the intention to give the work in such a manner as to impart power in original investigation, mastery of methods of teaching the subject, ability to talk and chalk at the same time, and ability to demonstrate formally and rigidly all principles. A short re- view of the principles and methods of the previous term's work will be included in this double term. Algebra V. — One term. Covers the work of indeterminate equations, ratio and proportion, variation, arithmetical and geometrical progression, logarithms, and compound interest. Arithmetic. — Double term. Expertness in addition, subtraction, multipli- cation, division, and the solution of problems; mastery of many subjects found only in advanced arithmetics; ability to prove every principle in the science; mastery of the methods of presentation and explanations to beginners — our most important work. Astronomy. — One term. In addition to text work, the students devote sev- eral evenings to outdoor studies, tracing and locating stars, planets, meteors, and nebulous masses. Bookkeeping and Penmanship, — One term. The subjects of bookkeeping and penmanship, being so closely related, are taken as a single subject in a class of methods. No particular textbooks are used, although the texts adopted by the state receive first consideration. The work is pursued with special reference to the methods of teaching the subjects that will insure the best results in the classroom. In bookkeeping a more thorough and extended familiarity with the science of accounts is secured. In penmanship, as an art of form, due attention is given to the style of letters best suited to the needs of the pupil. As an art of expressing thought, much time is devoted to methods of securing desired results through correlation, as well as by the practice of writing, as a distinct branch of education. The application of writing to bookkeeping, grammar, correspondence and other subjects is fully considered, and the student is made familiar with the theories regarding position and movement. Chemistry.— Double term. This course includes a study of general chemis- try, with Remsen's Introduction as the text book. Many general experiments are conducted and studied before the class, and the whole of the study is accom- panied by work in the laboratory. As far as possible, students illustrate laws and principles of the science by individual experiments, and study the properties of elements and compounds by personal preparation and examination of them. Botany.— Double term. The subject naturally subdivides into morpholog 20 Western Branch Stote Normal School. ical botany and physiological botany ; each continues ten weeks. Morphological botany, with laboratory work in histology, is taken during the first and fourth ten weeks of the school year and during the first half of the summer session. Physiological botany, with laboratory work on sporophytes, is pursued during the second and third ten weeks of the school year and during the second half of the summer session. Declamation and Elocution.— Double term. In reading and speakiDg there is a triple aim — to train speakers to appeal to the understanding, the emotions and the will of the audience. Daring the term literature is studied, read or re- cited to illustrate literary analysis, sequence of thought, clearness of enunciation, forms of emphasis, word pictures, atmosphere, tone color, rhythm, movement, and personation. During the term drill is given in the formation of elementary sounds. Vocal culture includes the technique of the speaking voice, with exercises for placing tone, support of tone, smoothness, flexibility, volume, force, and tone color; breathing exercises; the anatomy and physiology of the respiratory and vocal organs, and the hygiene of the voice. Gesture includes relaxing exercises, poising exercises, principles of gesture, exercises for the application of these principles, and original gesture work. Re- citals for criticism are given every five weeks. The grades given for these decla- mations count as rhetoricals II. Drawing. — Double term. This course is intended to give training for teach- ing elementary drawing in public schools. It includes the elements of scientific perspective; the principles of free hand perspective; the application of perspec- tive in drawing common objects in outline, light and shade, and color; elements of good composition ; proportions and action of human figure expressed in sil- houette; a scientific study of the principles which underlie pictorial representa- tion ; a practical application of these principles in drawing from groups of still life and from geometric solids; advanced work in free-hand drawing in charcoal and color, and in design; drawing from the cast; landscape compositions in two or more tones, pencil and ink sketches of the interiors and exteriors of buildings, streets, trees, etc. ; still-life compositions in water-color; designs for wood carving, pyrrgraphy, and iron castings; illustrating. The class makes a careful study of the course of drawing adopted for use in the public schools of the state. Io case of students whose natural limitations, such as defective vision, pre- vent the taking of the above work, the suggested course of twenty weeks of sub- stitute drawing, given at Emporia, will be accepted for this term's work. English. — Double term. In the first ten weeks special attention is given to the development of the science of grammar by such steps as teachers must take in work of the graded schools; to the study of the various idioms, constructions and usages that have proved sources of difficulty to the inexperienced teacher; to sentential analysis, for the purpose of enabling the pupil- teacher to study how to broaden her pupils' conception of the relation of thought and expression, and of the logical relation of sentence to sentence, as well as sentence to the para- graph. Familiarity with the state text is deemed sufficient preparation for be- ginning this half of the work. In the second ten weeks the aim is threefold: A consciously systematic use of the grammatical doctrine acquired in course one; a critical study of one or more classics; such practice in the constructive units of composition as shall prepare the student for formal work in composition and rhetoric. Third Annual Catalogue. 21 Essay. — The training in essay includes work along lines accumulative and creative — the former for the purpose of establishing habits of research and ac quiring the power to use assimilated knowledge in pursuing lines of independent thinking; the latter for the purpose of enabling the student to determine the measure of his own power to do original work. Etymology.— Double term. First term : Students finishing two years of Latin before entering this subject may expect half credit on etymology. Study of Latin and Greek prefixes and suffixes; their meaning and use applied in the analysis of words. The study of selected word lists, principally words of Latin and French origin. Second term : Latin roots and their derivatives; Greek roots and their derivatives. The class will select from the dictionary lists derived from given root forms. Geography. — Double term. Geography is the meaning of the earth to man. The old definition of it as a description of the earth is obsolescent, if not obsolete. In place of being almost purely a memory study, geography empha- sizes relativity, and so appeals to the reason. The method used in the study of the subject is a modified form of what is known in the German schools as the grouping method, the only difference being that, instead of classifying the facts of geography according to their identity, they are grouped incidentally about the underlying principles of the subject, while the more important places are studied as types. There is no attempt to separate the subject-matter of political geography from what is generally put under physical geography. Fact and phe- nomenon are taken together. The cultural side of the study of geography is not lost sightof. It includes the reading of such authors as Reclus, Nansen, Hedin, Peary, Borchgrevink, authoritative articles indexed by Poole, pictures, stereopticon views, and occasional lectures on foreign countries by people who have visited them and who are able to bring to the class personal impressions. The pedagogical work in geography is based upon psychological values; the reading on this phase of the subject includes articles in geographical magazines, and the books of such authors as Ritter, Guyot, Barker, and Redway ; the teacher introduces object- lessons, observational work, the use of apparatus, and other phases of geography teaching in the public schools. The course of twenty weeks differentiates, for a part of the time, so that some sections of the class each term may specialize in preparation for teaching the grades, and others may prepare for the teaching of classes more advanced. The record made for credits will not be affected by this differentiation. The classes for those preparing to teach in the grades emphasize (a) North and South America, with a particular study of United States; {b) Afeurasia and Australia, dwelling particularly upon Europe. The other classes emphasize commercial geography. Geology. — Double term. Field and specimen work, as well as text. Geometry. — Double term. Ability to pass a thorough examination in plane and solid geometry; a knowledge of how to investigate relations and how to teach others to attain the same end. German.— One hundred and twenty weeks. First double term covers a careful study of the pronunciation phonetically, a drill in the rudiments of the grammar, the reading and translating of useful sentences, ability to write from dictation, and to read and translate the simplest German at sight. A reader is used in connection with the grammar, which gives the student incidentally some knowledge of German life and customs, geography, history, and literature. Oral -questions on this reading are given and answered in German and some poetry is 22 Western Branch State Normal School. A RESERVATION LANDSCAPE. ( Land beloDgs to the State Normal School. Third Annual Catalogue. 23 memorized. By this method, the eye, ear and vocal organs bee me trained in this language. The eeoond double term reviews in a general way the work of the first term, and some grammatical principles, particularly the subjunctive, and emphasizes the practice in composition. Either the reader is continued or some little things such as "Der zerbrochene Krug'* and " Immensee," are read. The poems to be memorized in this term are "Der HandEchuh," "Einkehr," "Die wandelnde Glocke," and others. The student is required to memorize all corrected work in composition, in order to increase his vocabulary and to fix the idioms in his mind. Third double term: "Wilhelm Tell" or "Die Jungfrau von Orleacs" is studied. The play is fully read and discussed in class. Parts of it are memo- rized after being considered in their relation to the occasion of utterance and the character which uttered them, and the student is held responsible for an outline of the work as a whole or by acts. In connection with the text the sources of the play and its relation to history are considered. Thomas's "Life of Schiller" is read outside of the class. This work makes a larger study of the grammar nec- essary, for which Thomas's Practical Grammar is used. Added to this is the comparison of German and English and a study of the cognates. This term re- views the grammar from the higher standpoint of syntax. German composition is continued with more difficult selections. Besides lyric poetry some popular ballads are memorized. Fourth double term: By this time the student has gained considerable strength — first, memory; second, reasoning power; third, by comparison, a bet- ter understanding of the correct use and an enlarged view of English grammar. His preparation in the German language has given him a readiness to read a modern comedy with its more difficult idioms. Freytag's "Die Journalisten" is taken up in class and some knowledge of the life and works of Freytag is ob- tained by outside reading in English reference-books. The relation of comedy to tragedy and the aims of this comedy are discussed. "Anno 1870" is also read in class, with a study of the Franco-Prussian war, its causes and results. In this term original work in composition is begun. History and Constitution, American.— Twenty weeks. This course will include a careful study of both colonial and constitutional periods. The aim will be to present phases of institutional development rather than to secure a mastery of mere facts. Laboratory work on the part of the student will be an essential means to this desired end. In all lines the work will be formulated upon the basis of a close study of the constitution. Civics will embrace the following sub- jects : Government in general, its origin, its forms, its relations, its methods of operation; our own government, national and state; the various departments, the administration, the checks and balances, the tendencies and movements of the day. Historic evidences will find a large place in this field of study. The principles and practice of parliamentary law will be connected with the subject of legislative procedure; the discussion will cover material given in Robert's "Rules of Order." If records have been made in all but the parliamentary law of this twenty weeks, this fragment must be made up for graduation. History, General. — Double term. The first half of this subject takes work based on the school text. The second half is open to all students having half credit on this double term because of work done elsewhere than at the Normal School. Various phases of English and continental history are presented, and 24 Western Branch State Normal School. special emphasis is put on the teachings of history in elementary and secondary schools. History of Art. — One term. It is the object of this course to cultivate an appreciation of good art by a study of the products of the great art periods in history. The text used is Goodyear's History of Art. History of Education. — One term. Study of educational progress as a phase of social evolution; pre-Christian systems, especially Greek and Roman, with particular reference to their relation to the development of the medieval and modern school ; the transition from pagan to Christian education ; the conditions for the development of modern education. Work presented by topical outline, questions, lectures, and copious library references, the aim being to give a com- prehensive view of the scope of the subject, and to furnish a general introduc- tion to pedagogic literature and the study of educational theory from its historic aspects. Latin. — Eighty weeks. First year: Lowe and Butler's Bellum Helveticum. Thorough mastery of. principles of pronunciation; inflection of nouns, adjectives, verbs, and pronouns; principles of syntax suggested by the text; daily exercises in writing Latin. Second year: Ca39ar's Gallic War, seven books. Word study; systematic drill in constructions; sight-reading; prose composition, based on the text; stu3y of the life of Caesar, and introduction to Roman history and institutions. Literature. — Twenty weeks. This course offers (1) a study of the great lit- erary movements, the spirit that animated them, and the men whom they de- veloped; (2) a critical study of some of the great masterpieces. The first half of the time is devoted to men and movements prior to the middle of the seven- teenth century, and to the study of Shakespeare. Methods, Common Branches. — The entire subject of arithmetic is reviewed with reference to methods of teaching. Especial emphasis is placed upon methods of imparting the knowledge of each topic to pupils who are taking the topic for the first time. The subject of geography is presented with the purpose of bringing out its educative value and of developing principles that should govern in the selection of matter and the presenting of the same. The connection between geography and allied subjects is used to emphasize the importance of geography as a cen- tral study. The work of an entire course of study is analyzed grade by grade; visits are made to observe class work in the public schools. Relief work in mache, sand and chalk modeling is taught. The larger use of maps and globes is emphasized. From the simpler home lessons to the study of physiographic processes, the teacher's point of view obtains. The work in English includes the application of general principles to specific problems, conferences regarding methods of presentation to determine their rela- tive values, discussion of difficulties that arise in teaching this subject, pupil criticism of pupils' plan of work, a study of the art of questioning, so es to guide the pupil in his effort to correct wrong modes of thinking, and to adjust himself to those that are valid. Methods, General. — One term. A text on methods for all school subjects is studied for recitation. The teacher in charge of general methods supplements the text with discussion of the latest and most-approved methods of teaching the different subjects, and the special teachers of those subjects also supplement their work with lectures on methods. Third Annual Catalogue. 25 Music III.- One term. Rote singing is taken to let the ttudents find their voices. Dictation work is given for the purpose of learning scale and key rela- tionships. Note- reading in different keys, and practice in time-keeping in differ- ent kinds of measure, the application of all the foregoing to sight singing, and applying of the words of songs to tunes. Music V. — One term. A review of the work of the first ten weeks is given, including further development under the various headings of the first term. Skips and intervals that are more difficult are taken in the various keys, the minor scales are analyzed, and the principles of these scales applied to exercises and songs. The latter part of the work deals more explicitly with methods of teaching in the schools. The different pupils are called upon to conduct model recitations with the class, and criticisms are given. Oration.— Forty weeks ; two orations. So far as time permits, a careful study is made of the personality of each student, and the training is adapted to indi- vidual needs. Frequent conferences with the instructor disclose the development of the oration and the further needs of the student. Attention is called to the nature of oratory, and those peculiarities of struc- ture and style that distinguish it from other forms of discourse. In the process of the discourse there will be conciliation, instruction, conviction, persuasion, and these are all employed in order that the hearer may be moved to decision and to action. The art should not be an end in itself. The prospective speaker is urged to become acquainted with his own heart life, and to find therein incentives to speech; to discover the extent and content of his own store of observations and experiences, and from this to draw much of the material for the oration. Originality is a constituent element in all true elo- quence. It is necessary to keep in view the audience to be addressed and the end sought, and to let these determine choice of facts and turn of phrase. For the purpose of securing exactness of statement, much writing must be done, but care should be taken lest the larger thought of to-day be limited by the forms of yesterday. Emphasis is laid upon the following principles : Vision — see clearly; vigor — feel strongly; sincerity — speak truly; force — speak simply; interest — speak from yourself. The whole being must serve. A substitution for one oration may be the work of extemporaneous speaking, taken for twenty weeks. First ten weeks: Lectures dealing with nature and various methods of speech; advantages and disadvantages of each method; student encouraged to talk informally on subjects self chosen, and preferably relating to matters of per- sonal observation and experience; simplicity and directness emphasized; care- ful analysis and preparation and logical order and presentation advised; student permitted to speak in manner and from place most conducive to self-possession ; criticisms mostly given privately. Second ten weeks: Auxiliary reading in works dealing with principles of public speaking; debates; written outlines and briefs; team work; speaker must face audience; questions and interruptions permitted; animation and vigor emphasized. Criticisms in presence of class. Oratory. — Double term. Alternative work is offered for this subject. In the first half of the year the students review the technique of reading and speak- ing, with especial drill on the steps for directness, vigor, seriousness, alliance 26 Western Branch State Normal School. with the audience, and persuasion. Several excerpts from great orations are read, analyzed, memorized, and recited for drill in the successive steps in oratory. Exercises in extemporaneous speaking are given once a week by members of the class. The students speak on the life and great speeches of great English and American orators. They thus become familiar with the literature of ora- tory. Vocal culture is continued in advance of the previous term's work, and much attention is given to volume, force, and tone color of the voice. In gesture there is a review of responsive gesture, followed by original work, analysis of gesture, and personation. Recitals of excerpts from great orations are given in class by the students at the close of the first nine weeks. At the close of the second nine weeks they deliver prepared orations or extemporaneous speeches. If the work is taken in the last half of the year, it includes, besides the vocal culture and gesture, the following: A study of personation, with intepretation of scenes from The Rivals, As You Like It, Hamlet, Macbeth, Julius Csesar, Antigone. There is extemporaneous speaking by the students once a week. The subjects are taken from the play of the week. One of Shakespeare's great dramas is studied throughout the term. The students rehearse this once a week, for reading of the lines, for interpretation, for action, and for grouping of figures on the stage. Lectures are given by the teacher on the evolution of the drama, the history of EDglish drama, the structure of the drama, the structure of the scenes of the drama, and on the term play, on the history of oratory, and the essentials of oratory. Orthography. — Work taken from Reed's Word Lessons, omitting the work assumed to have been done already in the work of the state text, and omitting also those portions of the book which are not strictly spelling drill. Physics IV.— Persons eligible to the county professional certificate may en- ter this class regardless of antecedent work. Subjects included in the Institute Course of Study issued by the State Board of Education, and some additional topics are taken. Physics V.— Review of the work included in the preceding term, and com- pletion of Carhart and Chute's high-school text. Physiology IV.— One term. Students beginning the work in this class are supposed to have had already preparation sufficient to enable them to pass the Kansas examination for the county certificate The more easily grasped portions of Martin's Human Body, Advanced Course, are taken in this term. Labora- tory work is given. Physiology V.— One term. Students review the work of IV, take the re- maining topics of the text, and continue in the laboratory the study of those por- tions of slaughtered domestic and wild animals which illustrate the corresponding portions in the human body. Two or three hundred histological slides are exam- ined with the compound microscope. Pronunciation.— First ten weeks. Drill work from the text used, including all the lists printed with diacritical markings, and including also as much pre- ceding those lists as time allows. Second ten weeks. Portions of the text succeeding that assigned for the first ten weeks. Work in the dictionary. Psychology IV.— One term. An introduction to the science of psychology, intended to form the basis for the work of the more advanced course in the sub- ject. The chief topics of mental action are taken up, illustrated, and the educa- tional aspscts emphasized. Exercises in introspection are also given, with the Third Annual Catalogue 27 idea of stimulating the student to a closer observation of his own mental proc- esses and those of his pupils. Titchener is used as a text. Rhetoric. Double term. The aim is threefold: (1) To read appreciatively and with culture results the various styles of literature; (2) to furnish system- atic practice in the three types of prose composition -narration, description, exposition, with particular reference to the development of the formal essay and critique; (3) to enable the pupil to teach effectively. The paragraph, both as a unit and as an integral part of the whole composition, receives much attention. Daily written exercises, biweekly themes and outlines are required. Accumula- tive themes cultivate the habit of intelligent and critical research in the library. Written criticism follows the study of selected English classics. School Law and Management.— Double term. This subject is classified as work to be pursued during the second year, although the pupil is allowed to enter these classes any time after taking up the work in the Normal Department. For recitation, a text — Wilkinson's School Management — is studied in connec- tion with the statutes of the state bearing upon and regulating our public-school system. Especially is the pupil required to become familiar with the laws au- thorizing the issuance of all certificates recognized as qualifying a teacher to teach, the origin and maintenance of the state permanent school fund, the source and distribution of the state annual school fund, and the theory of taxation. The study and discussion of the management of the rural schools, and those schools which are more closely supervised, both as to discipline and methods of conducting recitation, is an important feature of the work done in this subject. A good general knowledge of the school law of Kansas and of the scope and pur- pose of school economy is a necessary condition to admission to this term's work. It is believed that every student should take this work unless he has had a simi- lar course in a normal school of high rank with excellent library facilities. Scope of the work — five general problems. City schools and their work, in- cluding a special study of high schools; the relation of the people to the schools; material appliances in the economy of the school ; the class and questions of the classroom; the individual pupil, and matters pertaining to his growth and control. Nature of the work; such as to require the use of an extensive and well- selected library. A mere suggestion of a general classification of the sources is here given to illustrate this point. Books on school law, management, theory and practice, etc. The list of such books in this Bulletin will suggest the possi- bilities in this line. Periodicals bearing directly on school problems, as the re- ports of the National Commissioner of Education, the National Educational Association, and complete files of educational journals. Special reports from pamphlets, such as courses of study, state and city, reports on city schools, manual-training schools, the library in relation to the public schools, etc.; court decisions, official opinions, etc. The student is required to study each problem according to the following plan of the work : General— {a) Law: (1) The school law of Kansas as it is. (2) Comparative school law, showing likeness and differences in the laws of the various states. (3) Interpretation — opinions of attorneys-general and court decisions. (4) Ideal conditions and the opportunities of the teacher. (6) Management: (1) Study of fundamental principles. (2) A knowledge of the present status of school prob- lems. (3) A comparison of the management of the schools of other countries and of the United States; of other states and Kansas. Special study: {a) The pupil is to work out some original problems, making a report on the same. (6) Each student is to do some systematic library work, 28 Western Branch State Normal School, to the end that he may be able to use sources intelligently and that he may gain skill in forming judgments. The recitation: (a) The student is to give what others say — a synopsis of an article read on a given subject. (6) He is to present the arguments for and against a given subject, (c) His own opinions and the reasons therefor are to be clearly stated, (d) A part of the work is given by the instructor in the form of lectures. Trigonometry.— One term. Trigonometry is studied as far as the oblique spherical triangle. Zoology. — Double term. Dissections and descriptions of a full line of typ- ical specimens, such as starfish, worms, mussels, crayfish, fish, etc.; the iden- tification of Kansas birds, studied from an economic standpoint; economic entomology, embracing a collection of our common insects; a special study of a number of other lines. Nearly all of the work is done by the use of specimens, and not from texts. BASEBALL TEAM. Third Annual Catalog/". *29 Text-book List. ... \ State text $0 55 Algebra I Wells 1 50 Arithmetic American Comprehensive 65 Astronomy Young's Elements 1 GO Bookkeeping Goodyear 44 n , ( Bergen's Foundations 1 20 Kotany I Gray's Field, Forest, and Garden 1 44 CiV3ar Lowe and E wing 83 Chemistry Remsen 115 civil Govem™*. . . j &*£•.;■* ^ or ; ::;:;;;::;;:;:;;:::: x % 88 80 n . \ Thompson (8 books) Rawing / Cross's Free hand . . Elocution M arsland 1 12 Eogiish Grammar \ £££»;.•;;; ;;;; ;;;;;; ;;; ; ;; ;; ;; ;; ;;;; j» Geography, Physical Davis 88 Geology LeConte's Elements 3 50 Geometry Wentworth 88 German Grammar Carruth Otis 85 History of Education Cubberley 's Syllabus 2 50 History of Art Goodyear 2 80 History, General Myers 1 50 History, Kansas Pren tis 66 History, United States j ^avid son . ^ ...... . ,, ^ ........ •■••■■■• x « t„4-:« ««„•„«•„,, S Bellum Helveticum — Lowe and Butler. . 66 Latin, Beginning | In Latinum-Riggs 50 Latin Grammar Bennett 73 Literature, English Simond's 1 25 Methods of Teaching McMurry 90 i ^atural Music Chart 25 Music j Short Music Course, II 40 ( Fullerton's Choice Songs 35 Penmanship Easel — Crane & Co 06 Physics Carhart and Chute, high- school edition . . 1 25 Physiology Martin's Human Body, Unabridged 2 50 Psychology Titchener's Elements 1 00 t?k<^.;„ \ Mother Tongue, Elements of English Rhetoric j Composition.. ... 100 School Law and Management. . Wilkinson 40 ( Hewitt 11 Spelling j Reed's Word Lessons 25 ( Wilkinson's Orthoepy, 40 Trigonometry Wentworth 1 35 83 Oology ••••J&l andKell0gg I Kellogg 1 20 30 Wtsttrn Branch State Normal School. Periodicals in the Library. Star, Kansas City, Mo. DAILY. | Capital, Topeka, Kan. WEEKLIES. Bee, Bison. Chronicle, Scott City. Ep worth Herald, Chicago. Free Press, Hays. Gazette, Emporia. Gazette, Plainville. Harper's Weekly, New York Journal of Education, Boston. Literary Digest, New York. MONTHLIES, BIMONTHL Century, New York. Current Literature, New York. Good Housekeeping, Springfie'd, Mass. High school Independent, Hays. Kansas Educator, Hutchinson. Ladies' Home Journal, Philadelphia. Library Journal, New York. Literary Digest, New York. News, Hays. Record, Stockton. Republican, Hays. Scientific American, New York, Sentinel, Hoxie. Standard, Axtell. Times, Plainville. Youth's Companion, Boston. IES, AND QUARTERLIES. McClure's Magazine, New York. New England Magazine, Boston. North American Review, New York. Review of Reviews, New York. Scribner's, New York. Success, New York. Western School Journal, Topeka. World's Work, New York. BASEBALL TEAM IN ACTION. Third A unual CcUaloyiK , :n BIG CREEK AND BRIDGE NEAR THE SCHOOL. CATALOGUE 01 llll Western Branch State Normal School FOURTH YEAR, 1905-'06. HAYS, KANSAS. ANNUAL CATALOGUE OF THE OFFICERS and STUDENTS OF THE WESTERN BRANCH STATE NORMAL SCHOOL, FOURTH YEAR-1905-'06. HAYS, KANSAS, 1906. Western Branch State Normal School. VIEW OF BUILDINGS. NEW GYMNASIUM. Fourth Annual Catalogue. The Faculty. Names are printed in the order of election. PRESIDENT. JASPER N. WILKINSON i (Illinois Normal University). PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School), History of Education and Latin. ASSISTANTS. ANNA KELLER, (Kansas State Normal School), Drawing and Directress Model School. ERNEST B. MATTHEW (Kansas State Normal School), Mathematics and Public Speaking. HARRY L. KENT (Kansas State Normal School), Natural Sciences. LULU BICE (Western Branch State Normal School), Special Classes. CHARLES A. SHIVELY (State Normal School and University of Kansas) History and School Organization. JENNIE E. NICKLES (University of Kansas), German. LUCIE H. SNYDER (Western Branch State Normal School), Librarian. ANNETTE FOSTER 2 (Kansas State Normal School), English. JOHN S. BIRD 2 (Kansas State Normal School), Commercial Subjects, Shorthand, and Typewriting. Jos. G. Beatty, Janitor. 1. Resigned. 2. Elected. Western Branch State Normal School. Fourth Annual Catalotjur. Register of Students. June, 1905, to June, 1906. GRADUATING. THREE-YEAR COURSE. Freese, Alice Lee, Hays. Leahy, Elizabeth Hortense, Hays. Virmond, Bertha Jane, Hays. TWO-YEAR COURSE. Bice, Claude F., Plainville. Bice, Clayton Charles, Plainville. Crocker, Benjamin Franklin, Hays. McVey, James Oliver, Togo. Ritter, Elias E., Selden. Smith, Francis Marion, Luray. Wallace, Murray Morton, Hill City. NOT GRADUATING. Akers, Elizabeth, Prairie View. Arnold, Rebecca Eldora, . . Hays. Barnes, Carl, Hays. Barnes, Elma Leota, Hays. Basgall, George J. , . . Hays. Baxter, Clara Belle, Hays. Baxter, Harry, Gorham. Baer, George, Russell. Behan, Ellen Terry, Hays. Beleke, Elizabeth Anna, Hays. Bell, Beulah Vida, Hays. Bell, Neva Mae, Hays. Bice, Aurilla Ellen, Plainville. Bice, Clyde Wisner, Plainville*. Bice, Gertrude Iona, Plainville Bice, Lulu May, Plainville! Bice, Vernon Leslie, Plainville Breon, Clara Ina, Norton Brown, Charlotte E., Hays Brown, Katherine, Hays Brown, Lizzie Pearl, Callison. Brown, Ruth Adell, ; Hays Brumitt, Charles David, Hays Bunker, Jessie Belle, Lucas Butler, George Holloway, Walker. Chegwidden, Bert, Dubuque. 8 Western Branch State Normal School. Christiansen, Hans Vincent, Menlo. Christiansen, Louis, Smoky Hill- Clark, Clara Maud (deceased), Hays. Clark, Nellie Florence, Morland. Clarkson, Marie Matilda, • . . Hoxie. Coleman, Ethel, Hays. Cox, Winifred, Hays. Cress, Hugh Irvin, Codell. Crissman, Mary Margaret, Hays. Custer, Maud M., Natoma. Dazey, Roy C, Hill City. Dee, Elizabeth I., Russell. Dickerson, Josie May, Garden City. Dickerson, Katherine, Garden City. Dickinson, Sophia Grace, Hays. Dickinson, Ursula Bailey, Hays. Dite, Emily, • Ellis. Dodrill, Ellsworth, Stockton. Dodrill, Sadie Bessie, Stockton. Dortland, Lucy C, Gorham. Dunham, George, Hays. Dunlap, Laura Mae, Paradise. Eaton, Lexie Elizabeth, Palco. Ellis, Bessie Francis, Hays. Engle, Aloysius, Hays. Farber, Ora B., Hoxie. Fitzpatrick, Hugh James, Hays. Foster, Jeremiah James, Paradise. Freeland, Edith, Hays. Garvin, Charles, Plainville. Gatewood, Eva, Hays. Germann, Dollie, Ellis. Glass, Molly, Ellis. Goddard, Kate, Garden City. Goff, Adah R., Hays. Groff, Clara Elsie, Ellis. Gurley, Mattie Enid, Glen Elder. Havemann, Alfred, Hays. Helm, J. Russell, Ellsworth. Helm, Mary Huldah, Ellsworth. Henderson, Virginia, Hays. Herrman, Magdalena, Victoria. Higgins, Ethel Blanche, Hays. Hoagland, Frank Bice, Codell. Hoagland, Lee Gilbert, Codell. Hoffman, C. Eva, Luray. Hopson, Eliza Ellen, Luray. Huff, Jessie, Dresden. Ivan, Barbara Katherine, . Collyer. Jacobs, Joseph A., Hays. Fourth Annual Catalogue. Jantzen, Edward David, Fftfrport. Jantzen, Leona May, Fairport Johnson, Carolina, Hays. Johnson, Christena, Hays. Johnson, Helena Elizabeth, Hays. Johnson, Lily, Hays. Joslin, Katherine Maud, Hays. Joslin, Pearl Mollie, Hays. Keough, William Joseph, Dorrance. King, Louella Florence, Turkville. Kingsley, Harrison, Ellis. Kline, Elizabeth, Gradan. Kraus, Emma Elizabeth, Hays. Kutina, Nellie Mary, Ellis. Lacey, Sarah Elma, Russell. Leiker, Anthony Francis, Munjor. Leiker, August, Munjor. Leonard, Mary 0., Ellis. Lindley, Joseph William, Natoma. Lindley, Thomas Portis. Long, Bernard B., Hays. Loyd, Ulysses, Leland. McBurney, Margery Claire, Bison. McClain, Marguerite Helen, Hays. McGuire, William, Hays. McMahon, Gay, Ellis. McVey, Alpha, Togo. McVey, Henry Herbert, Togo. McVey, Nellie Frances, . . . - Togo. Main, Louis James, . Pfeifer. Marsh, Carrie Alice, Bunker Hill. Matthew, Grace, Webster. Matthew, Harry Virgil, Webster. Meier, Elizabeth, Hays. Mendenhall, Bessie, . Turkville. Mendenhall, Mary Alice, Plainville. Meyer, Henrietta Dorinda, Hays. Meyers, Carolina Wilma, Wellmanville. Miller, John Oliver, Natoma. Miller, Scholastica Agnes, Hays. Miller, Thomas C, Natoma. Mills, Edith Aurelia, Gorham. Mills, Julia Elzana, Gorham. Mills, Mary Zeta, Gorham. Morgan, Myrtle Bennetta, Hays. Morton, Charlotte, Ellsworth.. Motz, Frank Spafard, Hays. Mulheim, Arnold, Ellis. Nelson, Amanda, Ellis. Nelson, Anna Euphemia, Ellis. 10 Western Branch State Normal School. Nickles, Lila Gaynell, Hays. Nielsen, John Andrew, Fairport. O'Connor, Rose Waldo. Olsen, Anna, ' Hays. Owen, Anna Laura, Plainville. Parkhurst, Verna Luvera, . . . . . . . Plainville. Pearce, Henry Earl, Portis. Picken, Chat Alan, Hays. Picken, Lucy Lillian, Hays. Pierce, Edith Irma, Russell. Pierce, Edwin William, Chaffee. Pierce, Ethel Jlelena, Russell. Prior, Mary Lovitt, McCracken. Reed, Anna Gertrude, . . . ... . . Hays. Reed, Elsie Florine, Logan. Reed, Fred H., Turkville. Reed, Thomas, Hays. Ringe, Anna Hermie Lulu, Hays. Robb, Carrie, Osborne. Robb, Edgar M., Osborne. Roberts, Clara Maud, Phillipsburg. Roberts, Harriett Anne, Phillipsburg. Rowlison, Ethel Aletha, Hays. Runyon, Laura Edith, Ellis. Ryan, Mary Alice Gertrude, Hays. Schmidt, Stephen, Liebenthal. Schultz, Herbert Carl, Hays. Schumacher, Joseph A., Victoria. Shauers, Agnes Etta, Ness City. Shutts, Jacob P., Hays. Sidwell, Bertha May, Hays. Sites, Sanford, Hays. Smith, Laura Louise, Grinnell. Smith, Mary Louise, Gill. Smith, Mary Mazella, Natoma. Snyder, Lucie Hortense Hodge, Hays. Spencer, Clarance Ora, Leland. Staples, Jessie May Florence, Logan. Stewart, Laura Viola, Beeler. Stout, Ralph Lewis, Hays. Sullivan, Ward Will, "... Hays. Sutton, Belle, Hays. Sweat, Katherine, Cedarville. Swires, Amy Leala, Hays. Teel, Mary lea, Lucerne. Thompson, Anna Helen, Seguin. Unrein, Antony, Hays. Waggoner, Oscar Earl, Morland. Wagner, Carrie, Hays. Wagner, Katherine Bertha, Hays. Fourth A mi unl Catttlotini'. 11 Ward, Lincoln A., Hays. Ward, Walter W., Hays. Wohrli, Anna Marie, . . Dorrance. West, Stella R Hays. Westbrook, Abbie Hays. Wheatley, Idonia Alice, Russell. Wilson, Charles Dudley, Palco. Wilson, Nora Josephine. . Ellis. Wilson, Pansy, Hoxie. Wilson, Sybil, Hoxie. Winters, Katherine Josephine, Morland. Wolf, Fred A., Catharine. Wolf, Jacob, Hays. Yowell, Mrs. J. F., Hays. Zeigler, Lida May, Codell. Counties Represented. Decatur 1 Ellis 97 Ellsworth 3 Finney 3 Gove 1 Graham 14 Logan 2 Mitchell 1 Ness 3 Norton - 2 Osborne 6 Phillips 3 Rooks 22 Rush 5 Russell 21 Sheridan 8 Smith 2 Trego 7 Total 201 £ f f ' * * s' BASKET-BALL SQUAD. 12 Western Branch State Normal School. Fourth Annual Catalogue. 13 Course of Study, Subjects in italics are elective with Latin, bookkeeping- and commercial law. A star signifies half-term subjects. German, shorthand, typewriting or advanced FIRST YEAR. I. ii. 1. Arithmetic. 6. Algebra. 2. Drawing. 7. Botany. 3. Elocution. 8. English. 4. Geography, Phys. and Polit. 9. General History. 5. Declamation. 10. Orthography. SECOND YEAR. III. IV. 11. 12. 13. Bookkeeping and Penmanship.* Rhetoric. School Law and Management. 17. Geometry. 18. Literature. 19. Methods.* 20. Physics.* 21. Physiology.* 22. Psychology. * 23. Essay. 14. 15. Parliamentary Law, American History and Constitution. Vocal Music* 16. Orthoepy. Methods, Common Subjects. THIRD YEAR. V. VI. 24. Algebra. * 31. Chemistry. 25. Oratory. 32. Teaching. 26. Physics.* 33. Trigonometry. 27. Vocal Music. * 34. Geology. 28. Zoology. 35. History of Education.* 29. Physiology. 36. Oration. 30. Etymology. 14 Western Branch State Normal School. Admission and Credits. Before admission to the Normal Department, candidates, in accordance with the law, are required to subscribe to the following declaration and agreement : " I hereby declare that my purpose in entering the State Normal School is to fit myself to teach in the schools of Kansas, and I solemnly agree, after leaving the same, to report to the Principal of the Faculty, semiannually, for three years, my location and occupation." Written examinations on arithmetic, reading, geography, grammar, his- tory, physiology, writing and spelling are given to candidates for admission, unless they are able to present credentials showing work as thorough and comprehensive in each of these subjects as is indicated by a second-grade certificate. Grades for such admission or for advanced standing, if not on teachers' certificates, should be presented from schools attended, and such grades should be accompanied by the statement of texts and time in which they were made. Blanks for putting these grades in the desired form will be furnished on application. Besides the subjects named above for admis- sion to the Normal Department, the other subjects of a first-grade certifi- cate, except theory and art of teaching, must, unless some proficiency has been attained, be taken in special classes before beginning them in the Normal Department. Students who are able to show from work done elsewhere that they are unquestionably strong in the academic work of arithmetic, elocution, geo- graphy, grammar, and American history and constitution, or in any of them, will be allowed to take one hour per week of methods for twenty weeks, in the afternoon, on each of the subjects in which such strength is shown, and academic proficiency will be included in making a grade on this work. The grade made in each such methods class will stand for the grade for the subject. Subjects in the Normal course will be credited in whole or in part for students who show good work done in them in high schools, academies, and colleges. Certificates and Diplomas. The law establishing the school provides that "Any person of good moral character, over sixteen years of age, having been in actual attendance at least twenty weeks at the above-named School, and having completed the course of study prescribed by the said Board of Regents, shall be awarded a certificate, which shall be a legal certificate to teach in any of the public schools of the state, except high schools, and good for one year." By law of March 15, 1905, it is provided that "The Board of Regents . . . shall fix, in addition to the two years' course as now provided by law, a course of not less than three years in the Normal Department for each of the auxiliary schools, in such manner as may seem to them econom- ical and effective in the training of teachers; and . . . shall on the com- pletion of the three years' course in the State Normal School or its auxiliaries issue a diploma, which shall be a three-year certificate, valid for teaching in the public schools of the state." Students finishing their work during the year before commencement may have their diplomas dated when the work is completed, but not delivered Fourth Annual Catalogue. 15 until the next commencement, when all the class arc expected to be pi and share in the responsibilities, honors and pleasures <>f commencement week. Exchange of Credits. Grades on work done and credits given in the Branch Normal School will be accepted in the main institution, and vice versa, but no student having failed in a study in one school will be allowed, without special permission, to transfer to the other before he has made up the failure in the school where it occurred. Fees. Final examinations outside of class, and entrance examinations, must be taken at the time offered in the calendar, page 4, or a fee of one dollar will be charged for taking examination on Monday or Tuesday any time during the current ten weeks. No fees are charged students regular in their work in the Normal Depart- ment. Special students are charged five dollars per half-term, or two dollars per subject, if less than three subjects are taken. All students whose residence is outside the state immediately preceding the time of entrance are charged five dollars extra per half-term, with the usual charges for taking subjects irregularly and for taking subjects in spe- cial classes. No fees will be refunded except in case of protracted sickness; but in case of absence from other causes, the Principal may, at his discretion, credit unused balance on a future term. Examinations. A fee of one dollar is charged for all special examinations, and this rate is applied to all examinations except those taken on the days announced in the calendar as free days. Such examinations are given on Monday or Tues- day of any week, and the payment of the fee once pays for any examination desired during the current ten weeks, except that candidates for graduation cannot take examination, unless finals in class, after the first week in the fourth ten weeks of the year. Candidates for advanced standing will be subject to the same conditions. 16 Western Branch State Normal School. Fourth Annual Catalogue. 17 Miscellaneous. Discipline. SO MANY of our pupils have already had some experience in practical life, that they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still, every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women; and those whose best endeavor is not in accord with this purpose are sum- marily dismissed from the School. Admittance and Credits from High Schools. The Principal of the Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such arrange- ments as may be necessary in order that their high-school diplomas may ad- mit candidates to the Normal Department of the School without examination, or who may contemplate adopting a course of study which would give gradu- ates advanced standing. Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a stu- dent can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. Advice. Those proposing to enter are reminded of the importance of being present at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel a constantly increasing embarrass- ment throughout the entire term. The habit which is thus indulged indi- cates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed; otherwise, they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any informa- tion that it does not supply. Summer School. A Summer School of nine weeks is now a regular term in the school year. The next session will open June 3, 1907, and the fee will be fifty cents per week. Points to be Noted. The Western Branch of the Kansas State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. 18 Western Branch State Normal School. Land.— The institution owns over 4000 acres of land, with over two miles of fine timber along Big creek, the water of which, held by a good dam, affords a magnificent opportunity for boating, fishing, and skating, in sea- son. Buildings.— The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower-baths, and other modern conveniences. The handsome gymnasium-auditorium building, shown on page 6 of this catalogue, was completed in May, 1906. Thoroughly modern and well equipped, it is the finest gymnasium now in use at any of the state educa- tional institutions. A good frame building, some seventy by twenty-four feet, with addition of twelve by twenty-four feet, one story, divided into one large and two smaller rooms, serves well as temporary home for the commercial work, including shorthand and typewriting. A new boiler-house for heating plant completes list of buildings on campus. Janitor's residence and emergency hospital are just south of campus, across creek. Entrance Requirements.— Graduates of high schools and holders of pro- fessional, first-grade or second-grade county certificates enter Normal De- partment without examination. Others may enter Normal Department upon passing a successful entrance examination ( average grade of eighty per cent, required ) upon arithmetic, reading, geography, grammar, United States history, physiology, writing, and spelling. Special Classes.— These classes prepare for entrance to the Normal Department and fit teachers for examination for second and higher grades of county certificates. Holders of third-grade certificates and graduates of district schools enter these classes without examination. Courses.— Two courses are provided— a two-year course and a three- year course ( which includes work of two-year course) . State Certificates.— Each of foregoing courses leads to a diploma; that of shorter course being a one-year state certificate, the other a three-year state certificate. The completion of the three years of work means, there- fore, four years of state license to teach. Tuition.— No tuition is charged in Normal Department. Special classes call for fee of fifty cents when three or more subjects are taken. Board and Rooms.— Good table board can be had for $2.50 per week, with lodging at 50 cents per week— accommodations in private families. Living expenses may be reduced below these figures by self -boarding. Examinations for County Certificates.— Under a state law, exami- nations for all grades of county certificates are hereafter to be offered at the School, papers made in such examinations to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive credit as if written in presence of such board. Additional Advantages Offered.— An enthusiastic Faculty, a fine library, a well-equipped laboratory, a modern gymnasium, a strong athletic associa- tion, a helpful lecture course, a Summer School with regular Faculty in charge, for nine weeks, at a fee of only five dollars, an eighty-acre campus, with finest natural athletic park in the state, and a student body unsur- passed for energy and devotion to work. Fourth Annual Catalogue. 19 Outline of Instruction. Normal Classes. r PHE following brief outline of the work done in the different branches in- *■ eluded in the course of study will give a fair idea of the standard main- tained; students recite daily in each subject, and are supposed to spend approximately two hours per day in the preparation of the lesson assigned: Algebra II.— Double term. A term's previous preparation required. The work extends through simultaneous quadratic equations. It is the in- tention to give the work in such a manner as to impart power in original investigation, mastery of methods of teaching the subject, ability to talk and chalk at the same time, and ability to demonstrate formally and rigidly all principles. A short review of the principles and methods of the previous term's work will be included in this double term. Algebra V. — One term. Covers the work of indeterminate equations, ratio and proportion, variation, arithmetical and geometrical progression, logarithms, and compound interest. Arithmetic— Double term. Expertness in addition, subtraction, multi- plication, division, and the solution of problems; mastery of many subjects found only in advanced arithmetics; ability to prove every principle in the science; mastery of the method of presentation and explanations to be- ginners—our most important work. Bookkeeping and Penmanship.— One term. The subjects of bookkeep- ing and penmanship, being so closely related, are taken as a single sub- ject in a class of methods. No particular text-books are used, although the texts adopted by the state receive first consideration. The work is pur- sued with special reference to the methods of teaching the subjects that will insure the best results in the classroom. In bookkeeping a more thorough and extended familiarity with the science of accounts is secured. In penmanship, as an art of form, due attention is given to the style of letters best suited to the needs of the pupil. As an art of expressing thought, much time is devoted to methods of securing desired results through correla- tion, as well as by the practice of writing, as a distinct branch of education. The application of writing to bookkeeping, grammar, correspondence and other subjects is fully considered, and the student is made familiar with the theories regarding position and movement. Botany.— Double term. (1) Morphology of the spermaphytes (phan- erogams) and sporophytes (cryptogams). (2) Physiology and histology of plants. The course in botany may be completed in twenty weeks— the morphology of the spermaphytes and sporophytes, ten weeks ; and the physiology and histology of plants, ten weeks. As the morphology of plants cannot well be studied during the winter months, this division of the subject is pursued during the first (June, July, and a part of August), second (September, October, and a part of November) and fifth (April and May) ten weeks of 20 Western Branch State Normal School. the school year. The physiology and histology of plants may be taken dur- ing any one of the five ten weeks of the year. The recitations in morphology of spermaphytes and in physiology of plants continue forty minutes each daily, and the laboratory periods in morphology of sporophytes and in his- tology of plants are forty minutes daily, or ninety minutes two times each week, but no preparation for the laboratory is required outside of the labora- tory hour. In the study of the morphology of spermaphytes, the pupils are required to make between eighty and ninety judgments in regard to as many charac- teristics possessed by each of forty or fifty plants. These judgments are expressed in writing before the recitation, by descriptive terms written in the schedules of Wooster's Plant Record, and are verified by the class during the recitations. The knowledge of the plants thus obtained by observation, by the ex- pression of judgments and by the criticism of these judgments is still further tested and corrected by requiring the pupils during the class hours to affirm or deny the truthfulness of the statements made in the several keys of Gray's Field, Forest and Garden Botany, in so far as they apply to the plant in hand. Before beginning this work of plant description and classification, each pupil illustrates by appropriate drawings enough of the terms of the glos- sary of Wooster's Plant Record to give him an introductory acquaintance with the glossary. This acquaintance is deepened by using the terms in plant description and by reproducing the drawings from dictation. The morphology of the sporophytes is studied in the botanical laboratory by making water mounts of typical forms and examining them with the compound microscope. Drawings are made of what is seen, and the char- acteristics and relationships of the plant are learned by the pupils from notes given by the teacher during the laboratory hour. The elements of physiology of plants are learned by performing the forty experiments described in Bergen's Foundations of Botany; also from the personal experience of the members of the class and from department reference books. These studies are made in accordance with an outline of the subject given with references in Wooster's Plant Record. The histology of plants is studied with compound microscopes in the laboratory and from enlarged photographs of tissues, the course running strictly parallel with the work in physiological botany and fully supplement- ing it. The study of morphology and physiology of plants is given a richer con- tent by directing it towards and into ecology of plants. The chief object of this course in botany is not to make finished botan- ists, but living, growing botanists. The second object is the acquisition of a more exact and methodical habit of observation of common plants. The third object, toward which pupils are required to direct their efforts, is the attainment of the power of forming valid conclusions about what they have seen, felt, or heard. Most students in secondary schools and colleges are weak in the ability to form judgments about what their senses report, for most school studies give them small occasion to use their powers in this direction. The fourth object to be gained in the study of botany is the acquisition Fourth Animal Catalogue. 21 of such knowledge of plants and the development of such love for the sub- ject that our students may teach botany successfully in the elementary and secondary schools of the state. Chemistry IV. — Double term. This course includes a study of general chemistry, with Remsen's Introduction as the text-book. Many general ex- periments are conducted and studied before the class, and the whole of the study is accompanied . by work in the laboratory. As far as possible, stu- dents illustrate laws and principles of science by individual experiments, and study the properties of elements and compounds by personal prepara- tion and examination of them. Declamation and Elocution. — Double term. In reading and speaking there is a triple aim— to train speakers to appeal to the understanding, the emotions and the will of the audience. During the term, literature is studied, read, or recited, to illustrate literary analysis, sequence of thought, clearness of enunciation, form of emphasis, word pictures, atmosphere, tone-color, rhythm, movement, and personation. During the term, drill is given in the formation of elementary sounds. Vocal culture includes the technique of the speaking voice, with exercises for placing tone, support oi tone, smoothness, flexibility, volume, force, and tone-color; breathing exercises; the anatomy and physiology of the respiratory and vocal organs, and the hygiene of the voice. Gesture includes relaxing exercises, poising exercises, principles of gesture, exercises for the application of these principles, and original gesture work. Recitals for criticism are given every five weeks. The grades given for these declamations count as rhetoricals II. FOOTBALL SQUAD. 22 Western Branch State Normal School. Drawing.— Double term. This course is intended to give training for teaching elementary drawing in public schools. It includes the elements of scientific perspective; the principles of free-hand perspective; the applica- tion of perspective in drawing common objects in outline, light and shade, and color; elements of good composition; proportions and action of human figure expressed in silhouette; a scientific study of the principles which underlie pictorial representation; a practical application of these principles in drawing from groups of still life and from geometric solids; advanced work in free-hand drawing in charcoal and color, and in design; drawing from the cast; landscape composition in two or more tones; pencil and ink sketches of the interiors and exteriors of buildings, streets, trees, etc.; still-life compositions in water-color; designs for wood-carving, pyrography, and iron casting; illustrating. The class makes a careful study of the course of drawing adopted for use in the public schools of the state. English. — Double term. In the first ten weeks special attention is given to the development of the science of grammar by such steps as teachers must take in work of the graded schools; to the study of the various idioms, constructions and usages that have proven sources of difficulty to the in- experienced teacher; to sentential analysis, for the purpose of enabling the pupil-teacher to study how to broaden her pupils' conception of the relation of thought and expression, and of the logical relation of sentence to sen- tence, as well as sentence to paragraph. Familiarity with the state text is deemed sufficient preparation for beginning this half of the work. In the second ten weeks the aim is threefold: A consciously systematic use of the grammatical doctrine acquired in course 1; a critical study of one or more classics; such practice in the constructive units of comparison as shall prepare the student for formal work in composition and rhetoric. This course in English recognizes the fact that the standard of our language is the usage of intelligent and educated people, and comprehends both a reflective study of the principles of structure, the analysis of the paragraph and sentence as used by the best writers of this and past ages; and practice in constructing similar media for the conveyance of the pupil's own thought and feeling. The results aimed at are the cultivation of the grammatical instinct, so that the pupil shall easily and accurately recognize the relations which words and groups of words bear to each other; the acquisition of power to think accurately and give expression to his thought in logical manner; the cultivation of a relish for critical and careful study of the constituent elements of good literature. The first is secured by a study of grammatical doctrine and its use in good literature; the second, by practice in writing; the third, by a study of some English classics. Essay.— The training in essay includes work along lines accumulative and creative— the former for the purpose of establishing habits of research and acquiring the power to use assimilated knowledge in pursuing lines of independent thinking; the latter for the purpose of enabling the student to determine the measure of his own power to do original work. Etymology. — Double term. First term: Students finishing two years of Latin before entering this subject may expect half credit on etymology. Study of Latin and Greek prefixes and suffixes; their meaning and use ap- plied in the analysis of words. The study of selected word lists, principally Fourth Annual Catalogue. 23 words of Latin and French origin. Second term: Latin roots and their derivatives; Greek roots and their derivatives. The elan will select from the dictionary lists derived from given root forms. Geography. — Double term. Geography is the meaning of the earth to man. The old definition of it as a description of the earth is obsolescent, if not obsolete. In place of being- almost purely a memory study, geography emphasizes relativity, and so appeals to the reason. The method used in the study of the subject is a modified form of what is known in the German schools as the grouping method, the only difference being that, instead of classifying the facts of geography according to their identity, they are grouped incidentally about the underlying principles of the subject, while the more important places, are studied as types. There is no attempt to separate the subject-matter of political geography from what is generally put under physical geography. Fact and phenomenon are taken together. The cultural side of the study of geography is not lost sight of. It includes the reading of such authors as Reclus, Nansen, Hedin, Peary, Borchgrevink, authoritative articles indexed by Poole, pictures, stereopticon views, and occasional lectures on foreign countries by people who have visited them and who are able to bring to the class personal impressions. The pedagog- ical work in geography is based upon psychological values; the reading on this phase of the subject includes articles in geographical magazines, and the books of such authors as Ritter, Guyot, Parker, and Redway ; the teacher introduces object-lessons, observational work, the use of apparatus, and other phases of geography teaching in the public schools. The course of twenty weeks differentiates, for a part of the time, so that some sections of the class each term may specialize in preparation for teaching the grades, and others may prepare for the teaching of classics more advanced. The records made for credits will not be affected by this differentiation. The classes for those preparing to teach in the grades emphasize (a) North and South America, with a particular study of United States; (b) Afeurasia and Australia, dwelling particularly upon Europe. The other classes empha- size commercial geography. Geology.— Double term. The student should have taken the work of the first two years of the normal course. Dynamical and structural geology, ten weeks. In this division of the subject the student uses, as a text, Le Conte's Elements of Geology, re- vised by Fairchild. Pupils also study common minerals in the laboratory. Historical geology, ten weeks. Le Conte's Elements and Wooster's Geological Story of Kansas are used as texts. The study of minerals is continued. Either half may be taken during any one of the five ten-weeks terms; but the other half of the subject should be taken during either the first, second or fifth ten-weeks term, in order that the pupils may have some experience in doing field-work. The pupils are required to know thirty minerals and forty rocks. The laboratory work on minerals and rocks takes ninety minutes of one afternoon each week, without previous preparation. Throughout the entire course in geology the pupils are required to draw upon their own stores of experiences, observations, and rocks and fossils in discussing the evolution of the earth's natural features and inhabitants, com- bining this material, in making their conclusions, with what they have gained 24 Western Branch State Normal School. from the text-book. The classes explore the country about Emporia to make collections of fossils and material for geological sections. Few other subjects present so much that is fundamental to a right under- standing of one's environment. Geology is at the same time an introduction to all the sciences, and a subject which requires for its full understanding a knowledge of all the sciences. A second object to be gained by the study of geology is to give the stu- dent such knowledge of the earth's surface that he finds every landscape full of meaning to him and every natural feature full of attractive materials for study. A third and very important object which is to be gained by the study of geology is to prepare the students to teach physiography understandingly. Geometry.— Double term. Ability to pass a thorough examination in plane and solid geometry; a knowledge of how to investigate relations and how to teach others to attain the same end. German. — Eighty weeks. First double term covers a careful study of the pronunciation phonetically, a drill in the rudiments of the grammar, the reading and translating of useful sentences, ability to write from dic- tation, and to read and translate the simplest German at sight. A reader is used in connection with the grammar, which gives the student inciden- tally some knowledge of German life and customs, geography, history, and literature. Oral questions on this reading are given and answered in Ger- man and some poetry is memorized. By this method, the eye, ear and vocal organs become trained in this language. The second double term reviews in a general way the work of the first term, adds some grammatical principles, particularly the subjunctive, and emphasizes the practice in composition. Either the reader is continued or some little things, such as "Der zerbrochene Krug " and "Immensee," are read. The poems to be memorized in this term are "Der Handschuh," "Einkehr, " "Die wandelnde Glocke, " and others. The student is required to memorize all corrected work in composition, -in order to increase his vo- cabulary and to fix the idioms in his mind. History and Constitution, American.— Twenty weeks. This course will include a careful study of both colonial and constitutional periods. The aim will be to present phases of institutional development rather than to secure a mastery of mere facts. Laboratory work on the part of the student will be an essential means to this desired end. In all lines the work will be formulated upon the basis of a close study of the constitution. Civics will embrace the following subjects : Government in general, its origin, its forms, its relations, its methods of operation ; our own government, national and state ; the various departments, the administration, the checks and balances, the tendencies and movements of the day. Historic evidences will find a large place in this field of study. The principles and practice of parlia- mentary law will be connected with the subject of legislative procedure ; the discussion will cover material given in Reed's Parliamentary Law. If records have been made in all but the parliamentary law of this twenty weeks, this fragment must be made up for graduation. History, Education.— One term. Study of educational progress as a phase of social evolution ; pre-Christian systems, especially Greek and Ro- man, with particular reference to their relation to the development of the Fourth Annual Catalogue, 25 medieval and modern school; the transition from pagan to Christian <, ' , . § W \ i - *» s ' « *-^r$£**m t * §^W~ GLIMPSE OF CREEK AS IT SKIRTS CAMPUS. Fourth Annual Catalogue, 31 Psychology IV. One term. An introduction to the science of psyshol- Ogy, intended to form the basis for the work of the more advanced course in the subject. The chief topics of mental action are taken up, illustrated, and the educational aspects emphasized. Exercises in introspection are also given, with the idea of stimulating the student to a closer observat ion of his own mental processes and those of his pupils. Titchener is used as text. Rhetoric — Double term. The aim is threefold: (1) To read apprecia- tively and with culture results the various styles of literature; (2) to furnish systematic practice in the three types of prose composition— narration, de- scription, exposition, with particular reference to the development of the formal essay and critique; (3) to enable the pupil to teach effectively. The paragraph, both as a unit and as an integral part of the whole composition, receives much attention. Daily written exercises, biweekly themes and out- lines are required. Accumulative themes cultivate the habit of intelligent and critical research in the library. Written criticism follows the study of selected English classics. Course 2 in English, known as rhetoric, follows two lines of work: The discovery of the essential elements of the several forms of discourse, fol- lowed by an interested study of specimens of each particular phase or form, for the purpose of recognizing lines of agreement and lines of differentiation; second, practice in using these same forms as modes of expression for the thought and experience. The paragraph, both as to content and form, and the grouping of such units into proper outlines, syllabi, or briefs, are made the foundation study of this course. Current literature, current history, common experiences are laid under tribute, to the end that the student may enter more surely into the life of his own age and find self-expression in the best literary forms now current. Not the least of the results from such training has been a young man's finding his own center of interest and the lines of activity wherein he will be most likely to give his best to the service of mankind. In some measure, then, this method is sifting the pedagogic wheat and turning to beneficent ends much otherwise doubtful teaching ma- terial. In logical order, the appreciative and creative study of the forms of discourse follows the study of the paragraph. Literature is recognized as a 1 ' form of life, ' ' and craftsmanlike pride and interest are thus secured. Nar- ration, including both the narrative and the story, description, exposition in its various forms, and argumentation— this is the natural order of develop- ment and the one pursued in this course. One example will suffice to show the method followed : NARRATION. 1. The narrative. 2. The story. Theme— story-telling as a fine art. The basis of a good story is action: Dickens— The Christmas Carol; Browning— Incident of the French Camp; Arnold— Sohrab and Rustum; Van Dyke— The Other Wise Man; Hawthorne— The Great Stone Face; Macaulay— Horatius at the Bridge; Lowell— Vision of Sir Launfal; Hale— The Man without a Country; Hawthorne— Mr. Higginbotham's Catastrophe; M tiller— Abdallah. The point of a story: Longfellow— Paul Revere's Ride; Browning— The Pied Piper of Hamelin; Longfellow— Courtship of Miles Standish; Eliot- Silas Marner; White— The Nocturne. 32 Western Branch State Normal School. The outline of a story: Miiller— Abdallah; or, The Four-leaved Clover; Kingsley— Three Fishers; Coleridge— The Ancient Mariner; Shakespeare— The Casket Scene in the Merchant of Venice; Wordsworth — Michael; Scott —Lady of Rosabelle. The introduction of a story: Longfellow— Wreck of the Hesperus; Scott — Lochinvar; Byron— Prisoner of Chillon; Dickens— The Cricket on the Hearth; Dickens— The Child's Dream of a Star; Ingelow— High Tide on the Coast of Lincolnshire. Conclusion of a story : Select from those already named. Report on those previously read. PROBLEMS. 1. How do these stories handle the element of conversation? 2. The hero: Does he carry himself nobly at all times? Does he do one thing well? Prove. 3. The background: Does it change often or recur again and again? 4. The story: Has it credibility? Is the whole more interesting than its parts ? 5. What trends in the stories of the hour seem to differ from these ? The creative study of the story is closely associated with the above, both in oral and written form, because all teachers need skill in this direction, and the primary teacher must have it. School Law and Management. —Double term. This subject is classified as work to be pursued during the second year, although the pupil is allowed to enter these classes any time after taking up the work in the Normal Department. For recitation, a text— Wilkinson's School Management— is studied in connection with the statutes of the state bearing upon and regu- lating our public-school system. Especially is the pupil required to become familiar with the laws authorizing the issuance of all certificates recognized as qualifying a teacher to teach, the origin and maintenance of the state permanent school fund, the source and distribution of the state annual school fund, and the theory of taxation. The study and discussion of the manage- ment of the rural schools, and those schools which are more closely super- vised, both as to discipline and methods of conducting recitation, is an important feature of the work done in this subject. A good general knowl- edge of the school law of Kansas and of the scope and purpose of school economy is a necessary condition to admission to this term's work. It is believed that every student should take this work unless he has had a similar course in a normal school of high rank with equal library facilities. Scope of the work— five general problems: City schools and their work, including a special study of high schools; the relation of the people to the schools; material appliances in the economy of the school; the class and questions of the classroom; the individual pupil, and matters pertaining to his growth and control. , Nature of the work— such as to require the use of an extensive and well- selected library. A mere suggestion of a general classification of the sources is here given to illustrate this point. Books on school law, management, theory and practice, etc. The list of such books in this bulletin will suggest the possibilities in this line. Periodicals bearing directly on school problems, as the reports of the national commissioner of education, the National Edu- cational Association, and complete files of educational journals. Special re- Fourth Annual Catalogue. 33 ports from pamphlets, such as courses of study, slate and city, reports on city schools, manual-training schools, the library in relation to the public schools, etc.; court decisions, official opinions, etc. The student is required to study each problem according to the following plan of the work: General— (a) Law: (1) The school law of Kansas as it is. (2) Compara- tive school law, showing likeness and differences in the laws of the various states. (3) Interpretation— opinions of attorney-general and court decisions. (4) Ideal conditions and the opportunities of the teacher, (b) Management: (1) Study of fundamental principles. (2) A knowledge of the present status of school problems. (3) A comparison of the management of the schools of other countries and of the United States; of other states and Kansas. Special study: (a) The pupil is to work out some problems, making a re- port on same. (6) Each student is to do some systematic library work, to the end that he may be able to use sources intelligently and that he may gain skill in forming judgments. The recitation: (a) The student is to give what others say— a synopsis of an article read on a given subject, (b) He is to present the arguments for and against a given subject, (c) His own opinions and the reasons therefor are to be clearly stated, (d) A part of the work is given by the instructor in the form of lectures. Shorthand and Typewriting.— Students who have finished the work in shorthand, together with the typewriting, will be able to secure excellent positions. The shorthand is of especial value to students in advanced classes in the institution. The typewriting is especially valuable for those who contemplate engaging in industrial work. Teaching and Criticism.— Double term. The aim is: (1) To furnish a field for the application of the principles of teaching. (2) To give candi- dates for teaching model lessons for analysis and imitation. The following items are worthy of note: 1. The teachers entering this course observe the work of other pupil- teachers or of critic teachers for the purpose of applying the instruction in methods to lessons that have been well planned. Teachers of experience and skill observe for the purpose of criticizing work from the standpoint of sound method. The observation is directed successively to the cardinal points of good teaching, such as interest, self-activity, inductive presenta- tion, application, reviews, etc. 2. Practice teaching is required of all, under the supervision and criti- cism of the critic teacher. The work demands one period a day for twenty weeks. The teacher has full charge of the instruction and management of the class, and is subject to occasional visits from the critic. 3. Teachers' meetings are frequent for the discussion of the observa- tions reported, for the observation and discussion of model teaching, and for discussion of the problems of teaching that arise as incidents in the work. Students working in the Model School not only do forty-five minutes per day of teaching and observing, but attend conference with the training teacher at least two afternoons per week, for the purpose of studying the difficulties that arise in the every-day work of the School. The work of practice teaching is done in each school hour by those who have no work on this program during that hour. 34 Western Branch State Normal School. Wi& v ■Jar*''' * v A^ 1% <* *^J1 pi. 1L'% *,. -V \ . '" - ; * k i - . i*- ,'J ;fl^ &\v \ \ • f 4 s p ract ical 65 Bookkeeping Goodyear 44 Rn+nnv \ Bergen's Foundations 120 Gray's Field, Forest, and Garden 1 44 Caesar Lowe and Ewing 83 Chemistry Remsen 1 15 Cicero Johnson 83 Civil Government j &&id Taylor! ."i:! " ^ ... ... i" ^ ' 2 Drawm0 . ^ Cross's Free-hand 80 drawing / Thompson > s (8 books) 88 Elocution Marsland 1 12 English Grammar { £^.- ; ;;;;;;;;;;;;; ;;;;; ;;; ;;;;;; ;;; ; 1 Geography Davis's Complete 1 25 Geology Le Conte's Elements 3 50 Geometry Wentworth 88 German Grammar Otis-Carruth 88 History of Education. . . Cubberley's Syllabus 2 50 History, Kansas Prentis 66 His ^. Ura ^ Ste ^-|S^hi|n:::::::::::;::::::::::::::::::: i!o Latin, Beginning Bellum Helveticum 66 Latin Grammar Bennett 73 Literature, English Simond's 1 25 i Natural Music Chart 25 Music J Modern Music Series 50 ( Fullerton's Choice Songs 35 Oratory Shurter 90 Parliamentary Law Reed 65 Penmanship Easel— Crane & Co 06 Physics Carhart and Chute, high-school edition 1 25 Physiology Martin's Human Body, unabridged 2 50 Principles of Teaching . . Thorndyke 1 25 Psychology Titchener's Elements 1 00 n. . .„ " \ Mother Tongue, Elements of Eng. Comp'n. . 100 Knetoric ( Wendell's Composition 1 50 School Law and Mang't. . Wilkinson 35 Shorthand Schoch's Benn Pitman 1 00 ( Hewett 11 Spelling j Reed's Word Lessons 25 ( Wilkinson's Orthoepy 35 Trigonometry Wentworth 1 35 r7^Ki«« ' ( Jordan and Kellogg 83 Zool °^ J Kellogg 1 20 CATALOGUE OF TIIK Western State Normal School FIFTH YEAR, 1906-'07. HAYS, KANSAS. 3903 Annual Catalogue >r ii.. Officers and Students of the Western State Normal School, Hays, Kansas. Fifth Year— 1906 -'07. STATE PRINTING OFFICE, TOPEKA, 1907. 3903 Board of Regents. Term Expires in 1909. L. B. KELLOGG, Esq Emporia. F. J. ALTSWAGER, Esq Hutchinson. CHARLES G. MESSERLEY, Esq Osage City. Term Expires in 1911. Supt. A. H. BUSHEY Pittsburg. H. W. GRASS, Esq La Crosse. M. F. AMRINE, Esq Council Grove. Officers of the Board. President A. H. Bushey. Vice-president H. W. Grass. Secretary L. B. Kellogg. Calendar for 1907'-08. 1907. September 3 . . . Tuesday — First Meeting of Classes for Second Term. November 7.. . . Thursday . . . j Free Entrance and Final Examination November 8. . . . Friday > November 8.. . . Friday — Close of Second Term. November 11.. . Monday — First Meeting of Classes for Third Term. November 28. . . Thursday . . November 29. . . Friday December 20 . . . Friday Thanksgiving Vacation. > Holiday Recess. January 6 Monday' January 30 ... . Thursday . ) Free Entrance and Final Examinations. January 31 ... . Friday ) January 31 .... Friday — Close of Third Term. February 3 . . . . Monday — First Meeting of Classes for Fourth Term. April 2 Thursday April 3 Friday . . April 3 Friday — Close of Fourth Term. April 6 Monday —First Meeting of Classes for Fifth Term. May 31 Sunday — Baccalaureate Address. June 5 Friday — 10:30 A. m., Commencement Exercises. June 8 Monday — Opening of Summer Term. August 7 Friday — Close of Summer Term. Free Entrance and Final Examinations. 4 Western State Normal School Fifth Annual Catalogue. The Faculty. Names are printed In the order of election. PRESIDENT. JOSEPH H. HILL, A. M., D. D. (Kansas State Normal School and Northwestern University) . PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School), History of Education and Latin. ASSISTANTS. ANNA KELLER (Kansas State Normal School), Drawing and Directress Model School. ERNEST B. MATTHEW (Kansas State Normal School), Mathematics and Public Speaking. HARRY L. KENT (Kansas State Normal School), Natural Sciences. LULU BICE (Western State Normal School), Librarian. CHARLES A. SHIVELY, A. M. (State Normal School and University of Kansas), History and School Organization. JENNIE E. NICKLES, A. B. (University of Kansas), German. ANNETTE FOSTER (Kansas State Normal School), English. JOHN S. BIRD (Kansas State Normal School), Commercial Subjects, Shorthand, and Typewriting. CD. Frankenberger, Janitor. Western State Normal School. ^^i **^ *j» CM *- i i" Kansas, and I solemnly agree, after Leaving the same, to report to the Principal of the Faculty, semiannually, Cor three years, my Location and occupation." Written examinations on arithmetic, reading, geography, grammar, history, physiology, writing and spelling are given to candidates for ad- mission, unless they are able to present credentials showing work as thorough and comprehensive in each of these subjects as is indicated by a second-grade certificate. Grades for such admission or for advanced standing, if not on teachers' certificates, should be presented from schools attended, and such grades should be accompanied by the statement of texts and time in which they were made. Blanks for putting these grades in the desired form will be furnished on application. Besides the sub- jects named above for admission to the Normal Department, the other subjects of a first-grade certificate, except theory and art of teaching, must, unless some proficiency has been attained, be taken in special classes before beginning them in the Normal Department. Students who are able to show from work done elsewhere that they are unquestionably strong in the academic work of arithmetic, elocution, geo- graphy, grammar, and American history and constitution, or in any of them, will be allowed to take one hour per week of methods for twenty weeks, in the afternoon, on each of the subjects in which such strength is shown, and academic proficiency will be included in making a grade on this work. The grade made in each such methods class will stand for the grade for the subject. Subjects in the Normal course will be credited in whole or in part for students who show good work done in them in high schools, academies, and colleges. Certificates and Diplomas. The law establishing the school provides that "Any person of good moral character, over sixteen years of age, having been in actual attend- ance at least twenty weeks at the above-named School, and having com- pleted the course of study prescribed by the said Board of Regents, shall be awarded a certificate, which shall be a legal certificate .to teach in any of the public schools of the state, except high schools, and good for one year." By law of March 15, 1905, it is provided that "The Board of Regents . . . shall fix, in addition to the two years' course as now provided by law, a course of not less than three years in the Normal Department for each of the auxiliary schools, in such manner as may seem to them eco- nomical and effective in the training of teachers; and . . , shall on the completion of the three years' course in the State Normal School or its auxiliaries issue a diploma, which shall be a three-year certificate, valid for teaching in the public schools of the state." Students finishing their work during the year before commencement may have their diplomas dated when the work is completed, but not de- livered until the next commencement, when all the class are expected to be present and share in the responsibilities, honors and pleasures of com- mencement week. 16 Western State Normal School. Exchange of Credits. Grades on work done and credits given in the Branch Normal School will be accepted in the main institution, and vice versa, but no student | having failed in a study in one school will be allowed, without special per- 1 mission, to transfer to the other before he has made up the failure in the school where it occurred. Final examinations outside of class, and entrance examinations, must! be taken at the time offered in the calendar, page 3, or a fee of one dol- lar will be charged for taking examination on Monday or Tuesday any time during the current ten weeks. No fees are charged students regular in their work in the Normal De- partment. Special students are charged five dollars per half-term, or two dollars per subject, if less than three subjects are taken. All students whose residence it outside the state immediately preceding the time of entrance are charged five dollars extra per half-term, with the usual charges for taking subjects irregularly and for taking subjects in special classes. No fees will be refunded except in case of protracted sickness; but in case of absence from other causes, the Principal may, at his discretion, credit unused balance on a future term. Examinations. A fee of one dollar is charged for all special examinations, and this rate is applied to all examinations except those taken on the days an- nounced in the calendar as free days. Such examinations are given on Monday or Tuesday of any week, and the payment of the fee once pays for any examination desired during the current ten weeks, except that candidates for graduation cannot take examination, unless finals in class, after the first week in the fourth ten weeks of the year. Candidates foi advanced standing will be subject to the same conditions. Fifth Annual Catalogue. 17 Miscellaneous. Discipline. SO MANY of our pupils have already had some experience in practical life, that they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still, every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women; and those whose best endeavor is not in accord with this purpose are summarily, dismissed from the School. Admittance and Credits from High Schools. The Principal of the Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such ar- rangements as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School without examination, or who may contemplate adopting a course of study which would give graduates advanced standing. Students v/ill not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. Advice. Those proposing to enter are reminded of the importance of being pres- ent at the opening of the session. The student who is behindhand then rarely makes us what he has lost, and will feel a constantly increasing embarrassment throughout the entire term. The habit which is thus in- dulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed; otherwise, they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any in- formation that it does not supply. Summer School. A Summer School of nine weeks is now a regular term in the school year. The next session will open June 8, 1908, and the fee will be fifty cents per week. Points to be Noted. The Western State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. 18 Western State Normal School. Fifth Annual Catalogue. 19 Land.- The institution owns over 4000 acres of land, with over two miles of fine timber along Hig creek, the water of which, held by a good dam, affords a magnificent opportunity for boating, fishing, and skating, in season. Buildings. — The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower-baths, and other modern conveniences. In 1907-'08 the sum of $40,000 is to be spent for additions to this building, making it, when completed, one of the best State Normal buildings in Kansas. The handsome gymnasium-auditorium building, shown on page 14 of this catalogue, was completed in May, 1906. Thoroughly modern and well equipped, it is one of the finest gymnasia now in use at any of the state educational institutions. A new boiler-house for heating plant completes list of buildings on campus. Janitor's residence and emergency hospital are just south of campus, across creek. Entrance Requirements. — Graduates of high schools and holders of professional, first-grade or second-grade county certificates enter Normal Department without examination. Others may enter Normal Department upon passing a successful entrance examination (average grade of eighty per cent, required) upon arithmetic, reading, geography, grammar, United States history, physiology, writing, and spelling. Special Classes. — These classes prepare for entrance to the Normal Department and fit teachers for examination for second and higher grades of county certificates. Holders of third-grade certificates and graduates of district schools enter these classes without examination. Courses. — Two courses are provided — a two-year course and a three- year course (which includes work of two-year course) . State Certificates. — Each of foregoing courses leads to a diploma; that of shorter course being a one-year state certificate, the other a three- year state certificate. The completion of the three years of work means, therefore, four years of state license to teach. Tuition. — No tuition is charged in Normal Department. Special classes call for fee of fifty cents per week when three or more subjects are taken. Board and Rooms. — Good table board can be had for $2.50 per week, with lodging at fifty cents per week — accommodations in private families. Living expenses may be reduced below these figures by self -boarding. Examinations for County Certificates. — Under a state law, examina- tions for all grades of county certificates are offered at the School ; papers made in such examinations are to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive credit as if written in presence of such board. Additional Advantages Offered. — An enthusiastic Faculty, a fine li- brary, a well-equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a Summer School with regular Fac- ulty in charge, for nine weeks, at a fee of four dollars and fifty cents, an eighty-acre campus, with finest natural athletic park in the state, and a student body unsurpassed for energy and devotion to work. 20 Western State Normal School. History of the School. Following is a sketch from the Fifteenth Biennial Report of the State Superintendent of Public Instruction: "The portion of land set apart by the state for the use of the School, under act of Congress of March, 1900, includes a total of 4055 acres, most of it excellent farming land. The average value of the land is not less than twenty-five dollars per acre; a fine endowment for a young school. The provisions of the act of Congress prevent the alienation of any of the land by the state, so that the endowment is perpetual. "School opened in some of the buildings of old Fort Hays for a summer term June 23, 1902. Since then work has continued with no cessation, ex- cept the short summer vacation in August of each year. Five terms of ten weeks each constitute a full year's session. Commencing with a two years' course, offering a total of 320 weeks' work, and a Faculty of two resident regular members, the institution has progressed until now 890 weeks' work are offered, and a resident Faculty of ten are in charge. Exactly three times as many students are enrolled for the present term as were enrolled for the corresponding term four years ago. Last year's total enrolment reached the unexpected figure of 201, and the present in- dications are that the 250 mark will easily be passed before the end of the current year. "Of the 25 graduates, 12 are teaching, 1 is principal of a county high school, 1 is a county superintendent, 6 are doing postgraduate work in this institution, and 3 are enrolled in universities. Thus are the purposes for which the school was established conserved. A well-appointed model school, now in successful operation, insures better preparation of our students for teaching than has been possible heretofore. "The first building used for classrooms and assembly purposes was the hospital building of Fort Hays. The old stone guard-house was utilized at the same time as a gymnasium. In these limited and unsuitable quar- ters, on a site remote from town, school was maintained for two years. At the opening of the fall term of 1904 came the removal to a handsome and modern building erected by the state on a site near Hays at a cost of $20,000. The old hospital building was loaded on trucks and hauled to the new site, part of it to serve a temporary use as a gymnasium and the rest to build a janitor's residence. The legislature of 1905 appropriated $15,000 for a new gymnasium. Completed the 1st of April, 1906, this is at this date the best gymnasium building in use at any of the state educa- tional institutions. "The situation selected for the school is such that fine facilities for out- door sports are afforded. Eighty acres are set aside for a campus, por- tions of which give ideal grounds for running track, golf, baseball, basket- ball, football, and tennis. The campus is skirted on the south and west by a fine grove of timber lining both sides of a body of water some two miles in length, upon which boating and skating are excellent in their respective seasons. This stretch of water results from the damming of a never- failing stream of clear water which crosses the Fort Hays reservation. Good steel rowboats are among the athletic properties of the School. "Ministering as the Western Normal does to the higher educational needs of the western three-fourths of Kansas, there can be little doubt as to the future growth and prosperity of the young institution. It has already, though but a trifle over four years old, secured for itself a strong place in the esteem and affection of the people of western Kansas." Fifth Annual Catalogue, 21 Outline of Instruction. Normal Classes. rp^HE following brief outline of the work done in the different branches J. included in the course of study will give a fair idea of the standard maintained; students recite daily in each subject, and are supposed to spend approximately two hours per day in the preparation of the lesson assigned : Algebra II. — Double term. A term's previous preparation required. The work extends through simultaneous quadratic equations. It is the intention to give the work in such a manner as to impart power in origi- nal investigation, mastery of methods of teaching the subject, ability to talk and chalk at the same time, and ability to demonstrate formally and rigidly all principles. A short review of the principles and methods of the previous term's work will be included in this double term. Algebra V. — One term. Covers the work of indeterminate equations, ratio and proportion, variation, arithmetical and geometrical progression, logarithms, and compound interest. Arithmetic. — Double term. Expertness in addition, subtraction, multi- plication, division, and the solution of problems ;" mastery of many sub- jects found only in advanced arithmetics; ability to prove every principle in the science ; mastery of the method of presentation and explanations to beginners — our most important work. Bookkeeping and Penmanship. — One term. The subjects of book- keeping and penmanship, being so closely related, are taken as a single subject in a class of methods. No particular text-books are used, al- though the texts adopted by the state receive first consideration. The work is pursued with special reference to the methods of teaching the subjects that will insure the best results in the classroom. In bookkeeping a more thorough and extended familiarity with the science of accounts is secured. In penmanship, as an art of form, due attention is given to the style of letters best suited to the needs of the pupil. As an art of ex- pressing thought, much time is devoted to methods- of securing desired results through correlation, as well as by the practice of writing, as a dis- tinct branch of education. The application of writing to bookkeeping, grammar, correspondence and other subjects is fully considered, and the student is made familiar with the theories regarding position and move- ment. Botany. — Double term. (1) Morphology of the spermaphytes (phan- erogams) and sporophytes (cryptogams). (2) Physiology and histology of plants. The course in botany may be completed in twenty weeks — the mor- phology of the spermaphytes and sporophytes, ten weeks; and the physi- ology and histology of plants, ten weeks. As the morphology of plants cannot well be studied during the winter months, this division of the sub- ject is pursued during the first (June, July, and a part of August), sec- ond (September, October, and a part of November) and fifth (April and May) ten weeks of the school year. The physiology and histology of 22 Western State Normal School. plants may be taken during any one of the five ten weeks of the year. The recitations in morphology of spermaphytes and in physiology of plants continue forty minutes each daily, and the laboratory periods in morphology of sporophytes and in histology of plants are forty minutes daily, or ninety minutes two times each week, but no preparation for the laboratory is required outside of the laboratory hour. In the study of the morphology of the spermaphytes, the pupils are re- . quired to make between eighty and ninety judgments in regard to as many characteristics possessed by each of forty or fifty plants. These judgments are expressed in writing .before the recitation, by descriptive terms written in the schedules of Wooster's Plant Record, and are veri- fied by the class during the recitations. The knowledge of the plants thus obtained by observation, by the ex- pression of judgments and by the criticism of these judgments is still fur- ther tested and corrected by requiring the pupils during the class hours to affirm or deny the truthfulness of the statements made in the several keys of Gray's Field, Forest and Garden Botany, in so far as they apply to the plant in hand. Before beginning this work of plant description and classification, each pupil illustrates by appropriate drawings enough of the terms of the glos- sary of Wooster's Plant Record to give him an introductory acquaintance with the glossary. This acquaintance is deepened by using the terms in plant description and by reproducing the drawings from dictation. The morphology of the sporophytes is studied in the botanical labora- tory by making water mounts of typical forms and examining them with the compound microscope. Drawings are made of what is seen, and the characteristics and relationships of the plant are learned by the pupils from notes given by the teacher during the laboratory hour. The elements of physiology of plants are learned by performing the forty experiments described in Bergen's Foundations of Botany; also from the personal experience of the members of the class and from department reference books. These studies are made in accordance with an outline of the subject given with references in Wooster's Plant Record. The histology of plants is studied with compound microscopes in the laboratory and from enlarged photographs of tissues, the course running strictly parallel with the work in physiological botany and fully supple- menting it. The study of morphology and physiology of plants is given a richer content by directing it towards and into ecology of plants. The chief object of this course in botany is not to make finished botan- ists, but living, growing botanists. The second object is the acquisition of a more exact and methodical habit of observation of common plants. The third object, toward which pupils are required to direct their efforts, is the attainment of the power of forming valid conclusions about what they have seen, felt, or heard. Most students in secondary schools and colleges are weak in the ability to form judgments about what their senses report, for most school studies give them small occasion to use their powers in this direction. The fourth object to be gained in the study of botany is the acquisi- tion of such knowledge of plants and the development of such love for the subject that our students may teach botany successfully in the elementary and secondary schools of the state. Chemistry IV. — Double term. This course includes a study of general chemistry, with Remsen's Introduction as the text-book. Many general Fifth Annual Catalogue, 23 experiments are conducted and studied before the class, and t,h<. whole of the study is accompanied by work in the Laboratory. As far as possible, students illustrate laws and principles of science by individual experi ments, and study the properties of elements and compounds by personal preparation and examination of them. IN THE OFFICE. Declamation and Elocution. — Double term. In reading and speaking there is a triple aim — to train speakers to appeal to the understanding, the emotions and the will of the audience. During the term, literature is studied, read, or recited, to illustrate literary analysis, sequence of thought, clearness of enunciation, form of emphasis, word pictures, at- mosphere, tone-color, rhythm, movement, and personation. During the term, drill is given in the formation of elementary sounds. Vocal culture includes the technique of the speaking voice, with exer- cises for placing tone, support of tone, smoothness, flexibility, volume, force, and tone-color; breathing exercises; the anatomy and physiology of the respiratory and vocal organs, and the hygiene of the voice. Gesture includes relaxing exercises, poising exercises, principles of gesture, exercises for the application of these principles, and original gesture work. Recitals for criticism are given every five weeks. The grades given for these declamations count as rhetoricals II. Drawing. — Double term. This course is intended to give training for teaching elementary drawing in public schools. It includes the elements of scientific perspective; the principles of free-hand perspective; the ap- plication of perspective in drawing common objects in outline, light and 24 Western State Normal School. shade, and color; elements of good composition; proportions and action of human figure expressed in silhouette; a scientific study of the prin- ciples which underlie pictorial representation; a practical application of these principles in drawing from groups of still life and from geometric solids; advanced work in free-hand drawing in charcoal and color, and in design; drawing from the cast; landscape composition in two or more tones; pencil and ink sketches of the interiors and exteriors of buildings, streets, trees, etc. ; still-life compositions in water-color ; designs for wood- carving, pyrography, and iron casting; illustrating. The class makes a careful study of the course of drawing adopted for use in the public schools of the state. English. — Double term. In the first ten weeks special attention is given to the development of the science of grammar by such steps as teachers must take in work of the graded schools; to the study of the various idioms, constructions and usages that have proven sources of difficulty to the inexperienced teacher; to sentential analysis, for the pur- pose of enabling the pupil-teacher to study how to broaden her pupils' conception of the relation of thought and expression, and of the logical relation of sentence to sentence, as well as sentence to paragraph. Fa- miliarity with the state text is deemed sufficient preparation for begin- ning this half of the work. In the second ten weeks the aim is threefold: A consciously system- atic use of the grammatical doctrine acquired in course 1 ; a critical study of one or more classics; such practice in the constructive units of com- parison as shall prepare the student for formal work in composition and rhetoric. This course in English recognizes the fact that the standard of our language is the usage of intelligent and educated people, and compre- hends both a reflective study of the principles of structure, the analysis of the paragraph and sentence as used by the best writers of this and past ages; and practice in constructing similar media for the conveyance of the pupil's own thought and feeling. The results aimed at are the cultivation of the grammatical instinct, so that the pupil shall easily and accurately recognize the relations which words and groups of words bear to each other; the acquisition of power to think accurately and give ex- pression to his thought in logical manner; the cultivation of a relish for critical and careful study of the constituent elements of good literature. The first is secured by a study of grammatical doctrine and its use in good literature; the second, by practice in writing; the third, by a study of some English classics. Essay. — The training in essay includes work along lines accumulative and creative — the former for the purpose of establishing habits of re- search and acquiring the power to use assimilated knowledge in pursuing lines of independent thinking; the latter for the purpose of enabling the student to determine the measure of his own power to do original work. Etymology. — Double term. First term: Students finishing two years of Latin before entering this subject may expect half credit on etymology. Study of Latin and Greek prefixes and suffixes; their meaning and use applied in the analysis of words. The study of selected word lists, prin- cipally words of Latin and French origin. Second term: Latin roots and their derivatives; Greek roots and their derivatives. The class will select from the dictionary lists derived from given root forms. Geography. — Double term. Geography is the meaning of the earth to man. The old definition of it as a description of the earth is obsolescent, Fifth Annual Catalogue* 25 if not obsolete. In place of being almost purely a memory study, geog- raphy emphasizes relativity, and so appeals to the reason. The method used in the study of the subject is a modified form of what is known in the German schools as the grouping method, the only difference being that, instead of classifying the facts of geography according to their identity, they are grouped incidentally about the underlying principles of the subject, while the more important places are studied as types. There is no attempt to separate the subject-matter of political geography from what is generally put under physical geography. Fact and phenomenon are taken together. The cultural side of the study of geography is not lost sight of. It includes the reading of such authors as Reclus, Nansen, Hedin, Peary, Borchgrevink, authoritative articles indexed by Poole, pic- tures, stereopticon views, and occasional lectures on foreign countries by people who have visited them and who are able to bring to the class per- sonal impressions. The pedagogical work in geography is based upon psychological values; the reading on this phase of the subject includes articles in geographical magazines, and the books of such authors as Ritter, Guyot, Parker, and Redway; the teacher introduces object-lessons, observational work, the use of apparatus, and other phases of geography teaching in the public schools. The course of twenty weeks differentiates, for a part of the time, so that some sections of the class each term may specialize in preparation for teaching the grades, and others may prepare for the teaching of classes more advanced. The records made for credits will not be affected by this differentiation. The classes for those pre- paring to teach in the grades emphasize (a) North and South America, with a particular study of United States; (b) Afeurasia and Australia, dwelling particularly upon Europe. The other classes emphasize com- mercial geography. Geology. — Double term. The student should have taken the work of the first two years of the normal course. Dynamical and structural geology, ten weeks. In this division of the subject the student uses, as a text, Le Conte's Elements of Geology, re- vised by Fairchild. Pupils also study common minerals in the laboratory. Historical geology, ten weeks. Le Conte's Elements and Wooster's Geological Story of Kansas are used as texts. The study of minerals is continued. Either half may be taken during any one of the five ten-weeks terms; but the other half of the subject should be taken during either the first, second or fifth ten-weeks term, in order that the pupils may have some experience in doing field-work. The pupils are required to know thirty minerals and forty rocks. The laboratory work on minerals and rocks takes ninety minutes of one afternoon each week, without previous prepa- ration. Throughout the entire course in geology the pupils are required to draw upon their own stores of experiences, observations, and rocks and fossils in discussing the evolution of the earth's natural features and in- habitants, combining this material, in making their conclusions, with what they have gained from the text-book. The classes explore the coun- try about Hays to make collections of fossils and material for geological sections. Few other subjects present so much that is fundamental to a right understanding of one's environment. Geology is at the same time an in- troduction to all the sciences, and a subject which requires for its full understanding a knowledge of all the sciences. A second object to be gained by the study of geology is to give the stu- 26 Western State Normal School. dent such knowledge of the earth's surface that he finds every landscape full of meaning to him and every natural feature full of attractive mate- rials for study. A third and very important object which is to be gained by the study of geology is to prepare the students to teach physiography understand- ing^. Geometry. — Double term. Ability to pass a thorough examination in plane and solid geometry; a knowledge of how to investigate relations and how to teach others to attain the same end. German. — Eighty weeks. First double term covers a careful study of the pronunciation phonetically, a drill in the rudiments of the grammar, the reading and translating of useful sentences, ability to write from dic- tation, and to read and translate the simplest German at sight. A reader is used in connection with the grammar, which gives the student inciden- tally some knowledge of German life and customs, geography, history, and literature. Oral questions on this reading are given and answered in German and some poetry is memorized. By this method, the eye, ear and vocal organs become trained in this language. The second double term reviews in a general way the work of the first term, adds some grammatical principles, particularly the subjunctive, and emphasizes the practice in composition. Either the reader is continued or some little things, such as "Der zerbrochene Krug" and "Immensee," are read. The poems to be memorized in this term are "Der Handschuh," "Einkehr," "Die wandelnde Glocke," and others. The student is required to memorize all corrected work in composition, in order to increase his vocabulary and to fix the idioms in his mind. History and Constitution, American. — Twenty weeks. This course will include a careful study of both colonial and constitutional periods. The aim will be to present phases of institutional development rather than to secure a mastery of mere facts. Laboratory work on the part of the student will be an essential means to this desired end. In all lines the work will be formulated upon the basis of a close study of the constitu- tion. Civics will embrace the following subjects: Government in general- its origin, its forms, its relations, its methods of operation ; our own gov- ernment, national and state; the various departments, the administration, the checks and balances, the tendencies and movements of the day. His- toric evidences will find a large place in this field of study. The prin- ciples and practice of parliamentary law will be connected with the sub- ject of legislative procedure; the discussion will cover material given in Reed's Parliamentary Law. If records have been made in all but the parliamentary law of this twenty weeks, this fragment must be made up for graduation. History, Education. — One term. Study of educational progress as a phase of social evolution; pre-Christian systems, especially Greek and Roman, with particular reference to their relation to the development of the medieval and modern school; the transition from pagan to Christian education; the conditions for the development of modern education. Work presented by topical outline, questions, lectures, and copious library ref- erences, the aim being to give a comprehensive view of the scope of the subject, and to furnish a general introduction to pedagogic literature and the study of educational theory from its historic aspects. History, General. — Double term. The first half deals with history of Greece. The attempt is made to trace the artistic, intellectual, religious, social and economic as well as political development of the Greeks — Fifth Annual Catalogue. 27 familiarizing the pupils with the permanent elements of Greek history. The course is given with special reference to the needs of teachers in secondary schools. The second half deals with England from the earliest time to the present. The purpose of this course is to give to the student a comprehensive knowledge of the foundational principles of the English state. The Celtic, Roman, Anglo-Saxon and Norman influences. The reformation in England, the struggle between king and parliament, Eng- lish industrial and social progress, colonial expansion and the growth of democracy suggest the topics emphasized. Each student is required to make a report on some topic suggested by the instructor. Required of all students. IN THE LIBRARY. Latin. — Eighty weeks. No preparation is required for entrance into the classes beginning Latin other than the general requirements for ad- mission into the School. Two years of Latin are offered. A year is one hour per day of class work for forty weeks. The work of the Latin department is arranged by years as follows : First Year. — Beginning Latin, based on Lowe and Butler's Bellum Helveticum. This covers as a text for reading the thirty paragraphs of the Helvetian war. This implies thorough and systematic drill in all Latin inflections, the careful development of points of syntax as rendered necessary by the text, and supplementary drill in the writing of Latin and English sentences illustrating the vocabulary and constructions of Caesar. The prime purpose of this year's work is to secure the ready and accurate recognition of forms and the development of the true meaning of each connected Latin sentence, in the order in which the words are written, by observing the significance of ^each variation in the form of inflected words. Oral reading of each Latin sentence is insisted on for the formation of correct habits of Latin pronunciation. Second Year. — Caesar's Gallic Wars, seven books. The first twenty weeks the class read three to four books, with supplementary prose com- 28 Western State Normal School position from Riggs's In Latinum, based on Caesar. The specific purpose of this term's work is to secure fluency and accuracy in connected read- ing, and the emphasis of the drill is placed upon points of syntax, par- ticularly all case constructions, the constructions of the indirect discourse, and the various uses of the subjunctive. The ideal in preparation is to let no sentence pass without an exact appreciation of the syntactical re- lations of every word. The ideal in translation is to render into idio- matic English the Latin sentence, and yet to preserve as far as possible the Latin order, and to reproduce the Latin construction wherever con- sistent with the English edition. Frequent references are given to Ben- nett's Grammar. In the second term of the second year the fifth, sixth and seventh books of the Gallic Wars are read rapidly, much of it at sight. This work is accompanied by systematic study of the grammar and the grouping for classification and comparison of the various gram- matic constructions in each book. As the students taking this course are usually more mature than the average high-school students, this term's work is accompanied by a presentation of Latin methods, emphasizing the fine point of approach to each subject of drill on the part of the Latin teacher. Attention is also given to the historical and geographical setting of the commentaries. Literature. — Double term. This course offers (1) a study of the great literary movements, the spirit that animated them, and the men whom they developed; (2) a critical study of some of the great master- pieces. The first half of the time is devoted to men and movements prior to the middle of the seventeenth century, and to the study of Shakes- peare. This is primarily a study in literature as a natural growth of "expe- rience, history, and aspiration." It therefore finds its root in the history of the development of racial literature and has a twofold aim : To acquire the power of steady and permanent interest in the longer forms of litera- ture; to gain that wealth of character and effective literary training which come from inducing the mind "to grip with concentrated attention and with one synthesizing act of mastery the many parts of a multiform whole of imagination, exposition, or argument." There are two ways of conducting this course: Laying special stress on the dry details of fact history; building up the facts through the study of literature itself. So far as possible the latter method is chosen. Chaucer's Canterbury Tales read with the proper spirit makes real knighthood and its chivalry, the slow disintegration of existing forms of government and society, that evolution, not revolution, may result there- from. Shakespeare, Spenser and Bacon prove that England needed her 150 years of academic training, etc. In this course, dramatic literature, the logical sequence of epic and ballad, commands attention. The technique and content of Shakespeare's plays never fail to render the thoughtful more thoughtful and to sink still deeper those convictions upon which all true and lasting character is builded. Milton's versatility and themes help the student to recognize the universality of the race and the brotherhood of man, even though the class work is given to the literary excellences of the poet's work. Only the more significant periods of the national life and the literary types produced receive attention. S"ince the child types the race, the convic- tion is not unfounded that this method of study equips the teacher to meet the needs of the children entrusted to her care. Creative work goes hand in hand with the appreciative study. Papers are carefully prepared on such themes as the growth of the English Fifth Annual Catalogue. 29 Bible, the Bible as literature, the Arthurian cycle, the development of the novel, comparative study of men or eras or masterpieces. Methods, Common Branches. — The entire subject of arithmetic is reviewed with reference to methods of teaching. Especial emphasis is placed upon methods of imparting the knowledge of each topic to pupils who are taking the topic for the first time. The subject of geography is presented for the purpose of bringing out its educative value and of developing principles that should govern in the selection of matter and the presenting of the same. The connection be- tween geography and allied subjects is used to emphasize the importance of geography as a central study. The work of an entire course of study is analyzed grade by grade; visits are made to observe class work in the public schools. Relief work in mache, sand and chalk modeling is taught. The larger use of maps and globes is emphasized. From the simpler home lessons to the study of physiographic processes, the teacher's point of view obtains. The work in English includes the application of general principles to specific problems, conferences regarding methods of presentation to de- termine their relative values, discussion of difficulties that arise in teach- ing this subject, pupil criticism of pupils' plan of work, a study of the art of questioning, so as to guide the pupil in his efforts to correct wrong modes of thinking, and to adjust himself to those that are valid. Methods, General. — One term. A text on methods for all school sub- jects is studied for recitation. The teacher in charge of general methods supplements the text with discussion of the latest and most-approved methods of teaching the different subjects, and the special teachers of those subjects also supplement their work with lectures on methods. Music III. — One term. Rote singing is taken to let the students find their voices. Dictation work is given for the purpose of learning scale and key relationships. Note-reading in different keys, and practice in time-keeping in different kinds of measure, the application of all the fore- going to sight-singing, and the applying of the words of songs to tunes. Music V. — One term. A review of the work of the first ten weeks is given, including further development under the various headings of the first term. Skips and intervals that are more difficult are taken in the va- rious keys, the minor scales are analyzed, and the principles of these scales applied to exercises and songs. The latter part of the work deals more explicitly with methods of teaching in the schools. The different pupils are called upon to conduct model recitations with the class, and criticisms are given. Oration. — Double term; two orations. So far as time permits, a careful study is made of the personality of each student, and the training is adapted to individual needs. Frequent conferences with the instructor disclose the development of the oration and the further needs of the stu- dent. Attention is called to the nature of oratory, and those peculiarities of structure and style that distinguish it from other forms of discourse. In the process of the discourse there will be conciliation, instruction, convic- tion, persuasion, and these are all employed in order that the hearer may be moved to decision and to action. The art should not be an end in itself. The prospective speaker is urged to become acquainted with his own heart life, and to find therein incentives to speech; to discover the extent 30 Western State Normal School. and content of his own store of observations and experiences, and from this to draw much of the material for the oration. Originality is a con- stituent element in all true eloquence. It is necessary to keep in view the audience to be addressed and the end sought, and to let these determine choice of facts and turn of phrase. For the purpose of securing exactness of statement, much writing must be done, but care should be taken lest the larger thought of to-day be limited by the forms of yesterday. Emphasis is laid upon the following principles: Vision — see clearly; vigor — feel strongly; sincerity — speak truly; force — speak simply; in- terest — speak from yourself. The whole being must serve. A substitution for one oration may be the work of extemporaneous speaking, taken for twenty weeks. First ten weeks: Lectures dealing with nature and various methods of speech; advantages and disadvantages of each method; students en- couraged to talk informally on subjects self -chosen, and preferably relat- ing to matters of personal observation and experience; simplicity and di- rectness emphasized; careful analysis and preparation and logical order and presentation advised; students permitted to speak in manner and from place most conducive to self-possession. Criticisms mostly given privately. Second ten weeks : Auxiliary reading in works dealing with principles of public speaking; debates; written outlines and briefs; team work; speaker must face audience; questions and interruptions permitted; ani- mation and vigor emphasized. Criticisms in presence of class. Oratory. — Double term. The purpose of this course is to familiarize students with the lives and speeches of distinguished English and Ameri- can orators; to awaken the creative impulse; to arouse a desire for noble public service, and to train voice and body to be responsive to thought and feeling. Great orations are read and outlined to note construction and progres- sion of thought. Later they are studied for delivery. One day each week is devoted to extemporaneous speaking. During this term especial attention is given to the expression of thought and feeling through the voice, and to the adaptation of the voice to large halls. Laws of gesture are reviewed, and followed by original work in ges- ture. Each student is encouraged to use gesture wherever the thought of the speech calls for it. The gestures must be his own and not copies. Spontaneity is encouraged. Attention is given to ease and dignity on the platform. At the close of the first half-term, memorized excerpts from great ora- tions are given by the students. At the close of the term original ora- tions or extemporaneous speeches are given by them. Orthography.— Work taken from Reed's Word Lessons, omitting work assumed to have been done already in the work of the state text, and omitting also those portions of the book which are not strictly spelling drill. Physical Training for Pupils. — The primary object of this depart- ment is to develop the physical side of young men and women receiving instruction in this institution. We believe that all true education seeks to develop the body in harmony with the mind. A strong body is necessary to support a strong mind. The body not only supports the mind, but should also be its servant. To secure this end, systematic work in this department is necessary. Fifth Annual CaUdo(jue. 31 We are a normal school and as such we arc teaching our students to become teachers in the public schools of the slate. To this end, this de- partment seeks to qualify our students to give intelligent instruction in physical training in the schools where they shall teach after leaving the Normal School. All students are required to take work in the department unless regu- larly excused on account of physical infirmities. A careful record is kept of attendance. The work of the morning classes consists of free gymnastics, long wands, short wands, dumb-bells, rings, Indian clubs, Swedish gymnastics, and military tactics, using a long wand instead of a gun. Athletics. — Under this head come basket-ball, baseball, football, tennis, and track and field athletics. The Athletic Association, organized in 1905, provided for the organiza- tion of sections in baseball, football, tennis, basket-ball, golf, track work, etc. A fine park and ample courts offer rare facilities for outdoor exer- cise. A small fee is charged by the association, for athletic privileges. Professionalism is excluded. The baseball, basket-ball and football teams have made an honorable record in match games with other teams. Basket-ball teams are organized for both boys and girls. The boys play their regular practice games in the open gymnasium and have con- tests with teams representing other schools. Basket-ball is played during the third and fourth ten weeks of the school year, from about the middle of November to the last of March. Baseball practice begins as early in the spring as the weather permits practice on the field. Play continues on the field during the spring and summer terms, and during fall term, if desired. The baseball team plays with teams from other schools. Tennis is played outdoors during the spring, summer and fall terms; in gymnasium during winter term. A track and field section is organized early in the sprirfg, and for about two months work is done in the gymnasium for preliminary con- ditioning, and then regular practice is engaged in on the athletic field. Physics IV. — Double term. The entire subject is thoroughly covered. Laboratory work accompanies all class instruction, and students com- pleting the work are well able to handle this study before high-school classes. Physiology IV. — One term. Students beginning the work in this class are supposed to have had already preparation sufficient to enable them to pass the Kansas examination for the county certificate. The more easily grasped portions of Martin's Human Body, Advanced Course, are taken in this term. Laboratory work is given. Physiology V. — One term. Students review the work of IV, take the remaining topics of the text, and continue in the laboratory the study of those portions of slaughtered domestic and wild animals which illustrate the corresponding portions of the human body. Two or three hundred histological slides are examined with the compound microscope. Pronunciation. — First term. Drill work from the text used, including all the lists printed with diacritical markings, and including also as much preceding those lists as time allows. Second term. Portions of the text succeeding that assigned for the first ten weeks. Work in the dictionary. Psychology IV. — One term. An introduction to the science of psychol- ogy, intended to form the basis for the work of the more advanced course 32 Western State Normal School. in the subject. The chief topics of mental action are taken up, illustrated, and the educational aspects emphasized. Exercises in introspection are also given, with the idea of stimulating the student to a closer observa- tion of his own mental processes and those of his pupils. Titchener is used as text. THE "OLD ELM.' Rhetoric. — Double term. The aim is threefold: (1) To read apprecia- tively and with culture results the various styles of literature; (2) to fur- nish systematic practice in the three types of prose composition — narra- tion, description, exposition, with particular reference to the development of the formal essay and critique; (3) to enable the pupil to teach effect- ively. The paragraph, both as a unit and as an integral part of the whole composition, receives much attention. Daily written exercises, bi- weekly themes and outlines are required. Accumulative themes cultivate the habit of intelligent and critical research in the library. Written criti- cism follows the study of selected English classics. Course 2 in English, known as rhetoric, follows two lines of work: The discovery of the essential elements of the several forms of discourse, followed by an interested study of specimens of each particular phase or form, for the purpose of recognizing lines of agreement and lines of dif- ferentiation ; second, practice in using these same forms as modes of ex- pression for the thought and experience. The paragraph, both as to con- tent and form, and the grouping of such units into proper outlines, syllabi, or briefs, are made the foundation study of this course. Current literature, current history, common experiences are laid under tribute, to the end that the student may enter more surely into the life of his own Fifth Annual Catalan lie. 33 age and find self-expression in the best literary forms now current. Not the least of the results from such training has been a young man's find- ing his own center of interest and the lines of activity wherein he will Ik; most likely to give his best to the service of mankind. In some measure, then, this method is sifting the pedagogic wheat and turning to beneficent ends much otherwise doubtful teaching material. In logical order, the appreciative and creative study of the forms of discourse follows the study of the paragraph. Literature is recognized as a "form of life," and craftsmanlike pride and interest are thus secured. Narration, in- cluding both the narrative and the story, description, exposition in its various forms, and argumentation — this is the natural order of develop- ment and the one pursued in this course. One example will suffice to show the method followed: NARRATION. 1. The narrative. 2. The story. Theme — story-telling as a fine art. The basis of a good story is action: Dickens — The Christmas Carol; Browning — Incident of the French Camp; Arnold — Sohrab and Rustum; Van Dyke — The Other Wise Man; Hawthorne — The Great Stone Face; Macaulay — Horatius at the Bridge; Lowell — Vision of Sir Launfal; Hale — The Man without a Country; Hawthorne — Mr. Higginbotham's Catas- trophe; Miiller — Abdallah. The point of a story: Longfellow — Paul Revere's Ride; Browning — The Pied Piper of Hamelin; Longfellow — Courtship of Miles Standish; Eliot — Silas Marner; White — The Nocturne. The outline of a story: Miiller — Abdallah; or, The Four-leaved Clo- ver; Kingsley — Three Fishers; Coleridge — The Ancient Mariner; Shakes- peare — The Casket Scene in the Merchant of Venice; Wordsworth — Michael ; Scott — Lady of Rosabelle. The introduction of a story: Longfellow — Wreck of the Hesperus; Scott — Lochinvar; Byron — Prisoner of Chillon; Dickens — The Cricket on the Hearth; Dickens — The Child's Dream of a Star; Ingelow — High Tide on the Coast of Lincolnshire. Conclusion of a story: Select from those already named. Report on those previously read. PROBLEMS. 1. How do these stories handle the element of conversation? 2. The hero: Does he carry himself nobly at all times? Does he do one thing well? Prove. 3. The background: Does it change often or recur again and again? 4. The story: Has it credibility? Is the whole more interestng than its parts? 5. What trends in the stories of the hour seem to differ from these? The creative study of the story is closely associated with the above, both in oral and written form, because all teachers need skill in this direc- tion, and the primary teacher must have it. School Law and Management. — Two terms. This subject is classi- fied as work to be pursued during the second year, although the pupil is allowed to enter these classes any time after taking up the work in the Normal Department. For recitation, a text — Wilkinson's School Manage- ment — is studied in connection with the statutes of the state bearing upon and regulating our public-school system. Especially is the pupil required to become familiar with the laws authorizing the issuance of all certifi- cates recognized as qualifying a teacher to teach, the origin and mainte- 34 Western State Normal School. f '"-S^tlL \. ^^k." ;▼ 1 ^M j^^ PI w ^4 If T " v l (y^ii $ 1 SKATING SCENES. Fifth Annual Catalogue, 35 nance of the state permanent school fund, the source and distribution of the state annual school fund, and the theory of taxation. The study and discussion of the management of the rural schools, and those schools which are more closely supervised, both as to discipline and methods of conducting recitation, is an important feature of the work done in this subject. A good general knowledge of the school law of Kansas and of the scope and purpose of school economy is a necessary condition to ad- mission to this term's work. It is believed that every student should take this work unless he has had a similar course in a normal school of high rank with equal library facilities. Scope of the work — five general problems: City schools and their work, including a special study of high schools; the relation of the people to the schools; material appliances in the economy of the school; the class and questions of the classroom; the individual pupil, and matters per- taining to his growth and control. Nature of the work — such as to require the use of an extensive and well-selected library. A mere suggestion of a general classification of the sources is here given to illustrate this point. Books on school law, management, theory and practice, etc. The list of such books in this bul- letin will suggest the possibilities in this line. Periodicals bearing di- rectly on school problems, as the reports of the national commissioner of education, the National Educational Association, and complete files of educational journals. Special reports from pamphlets, such as courses of study, state and city, reports on city schools, manual-training schools, the library in relation to the public schools, etc.; court decisions, official opinions, etc. The student is required to study each problem according to the fol- lowing plan of the work : General — (a) Law: (1) The school law of Kansas as it is. (2) Com- parative school law, showing likeness and differences in the laws of the various states. (3) Interpretation — opinions of attorney-general and court decisions. (4) Ideal conditions and the opportunities of the teacher. (6) Management: (1) Study of fundamental principles. (2) A knowl- edge of the present status of school problems. (3) A comparison of the management of the schools of other countries and of the United States; of other states and Kansas. Special study: (a) The pupil is to work out some problems, making a report on same. (o) Each student is to do some systematic library work, to the end that he may be able to use sources intelligently and that he may gain skill in forming judgments. The recitation: (a) The student is to give what others say — a synop- sis of an article read on a given subject. (6) He is to present the argu- ments for and against a given subject, (c) His own opinions and the reasons therefor are to be clearly stated, (d) A part of the work is given by the instructor in the form of lectures. Shorthand and Typewriting. — Students who have finished the work in shorthand, together with the typewriting, will be able to secure excel- lent positions. The shorthand is of especial value to students in advanced classes in the institution. The typewriting is especially valuable for those who contemplate engaging in industrial work. Teaching and Criticism. — Two terms. The aim is: (1) To furnish a field for the application of the principles of teaching. (2) To give can- didates for teaching model lessons for analysis and imitation. The following items are worthy of note : 1. The teachers entering this course observe the work of other pupil- 36 Western State Normal School. teachers or of critic teachers for the purpose of applying the instruction in methods to lessons that have been well planned. Teachers of experi- ence and skill observe for the purpose of criticizing work from the stand- point of sound method. The observation is directed successively to the cardinal points of good teaching, such as interest, self -activity, inductive presentation, application, reviews, etc. 2. Practice-teaching is required of all, under the supervision and criti- cism of the critic teacher. The work demands one period a day for twenty weeks. The teacher has full charge of the instruction and man- agement of the class, and is subject to occasional visits from the critic. 3. Teachers' meetings are frequent for the discussion of the observa- tions reported, for the observation and discussion of model teaching, and for discussion of the problems of teaching that arise as incidents in the work. Students working in the Model School not only do forty-five minutes per day of teaching and observing, but attend conference with the train- ing teacher at least two afternoons per week, for the purpose of study- ing the difficulties that arise in the every-day work of the School. The work of practice-teaching is done in each school hour by those who have no work on this program during that hour. Trigonometry. — One term. Trigonometry is studied as far as the ob- lique spherical triangle. Zoology. — Double term. The student must have taken a course of at least ten weeks in normal physiology. 1. Systematic zoology, a course in which all the branches of the ani- mal kingdom are taken in descending and ascending order, beginning with the highest. All the representative classes and many of the prin- cipal orders are studied in this double course. 2. Field zoology or natural history includes a study of insects and birds, and a somewhat extended study of animal ecology. Systematic zoology requires ten of the twenty weeks given to the en- tire subject, and is studied during each of the five ten-weeks terms of the school year, excepting the third. Field zoology continues ten weeks, and is studied to advantage only during the first, second and fifth ten- weeks terms of the year. Systematic zoology is studied from dissections of typical forms, from lectures, and text- and reference books. The knowledge of the anatomy and physiology of a vertebrate gained in the previous study of Martin's Human Body is taken as giving a sufficient knowledge of the vertebrate plan of structure without additional dissections. The lobster or the cray- fish, the fresh-water mussel, the angleworm, the starfish, the hydra, the fresh-water sponge, and the Paramecium or the amoeba, each serves in turn, when dissected, to show the essentials of the plan of each of the branches of the invertebrates. By studying the animals in the order named, the student proceeds from the known to the unknown, and thus obeys the first law of all investigations. After reaching the simplest forms of animals known, the student next retraces his steps, and thus proceeds from the simplest to the complex, and from the first in a series to those evolved later, obeying in so doing the second and third laws of investigations. A knowledge of the classes and the more important or- ders of the several branches of the animal kingdom in this upward study is gained from text-book, reference books, and from notes given by the teacher. In field zoology the student studies insects and birds in their natural relations, and then studies the morphology and systematic position of the Fifth Annual Catalogue, 37 more important inserts Prom his own collections and from reference manuals. The morphology and classification of the birds are studied from museum specimens and from bird manuals. Studios of living bud are made with field-glasses, that no bird may be needlessly destroyed and that an exceedingly interesting field for study may be opened to the stu- dent. This ten-weeks work closes with a study of animal ecology, using Jordan and Kellogg's Animal Life as the text-book. Besides gaining a knowledge of animals for use in teaching nature study in the grades and zoology in the high schools, the student finds con- stant exercise for his power to see and trace relationships and to make generalizations. The collecting and observing habits are strongly stimu- lated and many conclusions of value in every-day life are reached. A knowledge of the economic relationships of animals to man, especially of birds and insects, so vitally concerns the welfare of nearly every com- munity, that this part of the work in zoology is properly emphasized. THE BASEBALL SQUAD, 1907. 38 Western State Normal School Special Classes. Algebra. — One term. This course is designed to cover the work as re- quired for a second-grade certificate. The state text is followed quite closely, although much supplementary work is given for the purpose of drill. Emphasis is placed upon thoroughness and skill in the use of the fundamental operations and processes of factoring. The simple equation receives careful consideration. So far as possible, the work is made in- ductive, principles being taught as generalizations rather than as arbi- trary facts. Arithmetic. — One term. The work includes a consideration of in- tegers, common and decimal fractions, and denominate numbers. In integers, a careful review is made of the fundamental operations and the principles involved in greatest common divisor and least common multiple. Emphasis is placed upon the two conceptions of fractions, as a divided unit and as an expression of division; from these ideas the principles of reduction are developed and the application of the fundamental opera- tions as studied in integers is shown. As decimal fractions differ but little from whole numbers except in the value of the unit, the principles of integral operations may be applied. Denominate numbers differ from integers in the varying composition of units, but the underlying prin- ciples are identical. Pupils are required to commit and discuss the prin- cipal tables, in order to deal intelligently with the various problems. In all work rapidity is deemed important, but more stress is placed upon an intelligent understanding of principles and processes. Bookkeeping. — One term. The work comprises a consideration of the fundamental principles of the subject. Exercise is given in the opening of accounts and the keeping of an ordinary set of books. Practice is given in writing notes, checks, and other common business papers. Ac- curacy and neatness are insisted upon at all times. Civil Government. — One term. The work is based on a study of the constitution of the United States. The history of the formation of the constitution is briefly considered. The composition and powers of the dif- ferent departments of the government are carefully studied. Concrete illustrations are used, and matters of current interest in affairs of the government receive attention. Geography, Political. — One term. The work comprises a complete review of the subject. A careful study is made of North America, which is then used as a basis of comparison for the study of the other conti- nents. No effort is made to separate what belongs to the physical from what belongs to the political aspects of the subject. Physical features are noted and their effect upon life considered. The adaptation of the earth to the needs of man and the mutual relation existing between the two are made the central features of the study, and the subject is taught solely with these ideas in mind. Geography, Physical. — One term. In this subject the text-book is followed quite closely, although all parts 'do not receive the same degree of attention. Facts pertaining to the shape, size, etc., of the earth are briefly considered. A careful study is made of the composition, move- ments and states of the atmosphere. Special attention is given to the location of the various wind belts, and also to the theory of the forma- tion of high and low areas and the resulting cyclonic action. Common instruments, as the thermometer and barometer, are studied and their Fifth Ann tail Catalogue. 39 uses illustrated. Current weather maps are noted and individual obser- vation is encouraged. The distribution of land and water and the forma tion of plains, plateaus, etc., arc considered. Careful attention is given to the distribution of life as the result of physical causes. Although technical knowledge is Bought, yel an effort is made to emphasize the re lation of physical causes and effects rather than to encourage the com- mitting oi' unassociated facts. IN A CLASSROOM. Grammar. — One term. The course embraces a complete review of the subject. The sentence is made the basis of work; it is carefully studied with respect to structure, uses, and forms. The parts of speech are studied in their relation in sentences and their classification and proper- ties carefully considered. Application of the pupil's knowledge is made by frequent exercises in anlysis and parsing. Effort is directed towards discouraging the formal and deductive teaching of grammar and towards encouraging the consideration of it as a living subject in which the pupil is to become interested. History, Kansas. — One term. This class endeavors to familiarize the student with the part this state has had in tradition and in real history. Her wealth of resources, her stand for truth and freedom through storm and sunshine, her contributions to the material prosperity and to the high thinking, to the literature and to the science, of our nation give her just claim to be known and loved by all. Text and library are used. History, United States. — One term. A careful study *f American history to Washington's administration is made. ' The events leading di- rectly to the discovery of America and the attempts made by the leading European nations to obtain territory in the new world are considered. The motives that prompted colonization are carefully noted. The Eng- lish colonies are considered in groups, a careful study being made of the principal colony in each group as a type form. Frequent comparison of 40 Western State Normal School. the conditions existing in these type colonies is made. The French and Indian war is regarded as an inevitable struggle for supremacy in the continent. The revolution and the final establishment of a new govern- ment are treated as the culmination of forces long active. Little atten- tion is given to the conning of facts, emphasis being placed upon the recognition of movements. The principle of cause and effect is empha- sized throughout the work, the subject being treated as a living, organ- ized whole, rather than as a bundle of unrelated particulars. The work of the institute course of study is included. Literature. — One term. The course is based on the institute outline in this subject, and seeks to cover the work required for a first-grade certificate. A careful study is made of several classics, for the double purpose of acquainting the pupils with the subject-matter, and giving them a means of judging the value of other selections. Brief studies of the life and work of the different authors are made. An effort is made to introduce the pupils to the best literature and to cultivate an appre- ciation of such, rather than to make a critical study of any particular selection. Penmanship. — One term. The object of the work is threefold: (1) To give a knowledge of the forms of the letters and of their combination in words; (2) to secure an easy and correct movement; (3) to attain a fair rate of speed. All methods are directed to the accomplishment of these ends. Advanced work in this subject is given in connection with the bookkeeping instruction in the Normal Department. Physiology. — One term. An elementary survey of the whole subject is taken. The composition and structure of the bones and their adapta- tion in the skeleton, the structure and use of muscles, nutrition, circula- tion and respiration receive careful attention. The nervous system and the special-sense organs are carefully studied. Hygiene, the effects of stimulants and narcotics and the general care of the body are empha- sized. Simple experiments are introduced and observation is encouraged. Reading.— One term. The work includes a consideration of the funda- mental principles of elocution as well as exercise in interpretative read- ing. The association of expression and thought is emphasized. Literary analysis, sequence of thought, clearness of enunciation and the various forms of emphasis receive careful attention. Spelling. — One term. The work embraces not only exercises in spell- ing but constant drill in phonics. Word building and word analysis are also emphasized. Fifth Annual Catalogue. 41 Model School Classes. The School is well equipped with necessary school apparatus, and in- cludes in its course a broad variety of exercises, introducing the student to every phase of school work — drawing, music, physical culture, and nature study. All the teaching work is closely supervised by a competent critic teacher, and classes are frequently taught by her for observation by teachers in training. Pupils attending school have, in addition to the broad and liberal course outlined, the advantage of the Normal library; every advantage with every encouragement is given to lead them to love good books. Course of Study. Arithmetic. — The work in this subject aims to make the common principles involved in the fundamental operations familiar and continuous throughout simple numbers, fractions, both decimal and common, and denominate numbers. There is no attempt to learn "once for all" by strenuous efforts of memory, meaningless tables, rules, or formulae; but rather by careful, concise and interesting repetition, and by application in the familiar fields of manual training, of the school garden, and of mimic business, to cause the child to grow into all useful fundamental knowledge of numbers. The thought is to cause the pupil to grow in strength of mind and to train the will and the reasoning power by means of arithmetic, without the expectation that more of it will be longer retained as a memory product than they have pretty frequent use for. The thought that runs through the whole course is that nothing is to be considered as completed and therefore dropped, but that application of all the principles learned shall be repeatedly provided for. Seventh year. — Percentage and the principal applications of percent- age in common business transactions, including interest, notes, and stocks, constitute the principal work of this year. Much drill is given in the fundamental operations and the principles underlying the relations of numbers. Eighth year. — Ratio and proportion, involution and evolution, mensu- ration and the metric system furnish the work for. this year. Drawing. — The work covers form study, shading, color work, using pencil, crayon, and brush. The type solids furnish the primary ideals of form. Objects from nature study and language work are used for the shading and color work. The state text-books and manuals guide the instruction, although they are not followed in detail. No set course is followed; no particular tasks are set for each period of the year; but work suitable for the class and season is selected from term to term. The work of the seventh and eighth grades includes mechanical drawing incidental to woodwork, and also decorative drawing and picture-making, using pencil, pen, crayon, and brush. Geography. — The great purpose in teaching geography is to acquaint the child with the earth as the home of man. During the early years, children are made acquainted with both plant and animal life as affected by physical environment, and later their geography deals more particu- larly with the people on the earth. Seventh year. — The advanced geography is studied, from South America to the end. 42 Western State Normal School. IX THE GYMNASIUM. Fifth Annual Catalogue, 43 Eighth year. — A detailed study of the eastern hemisphere occupii twenty weeks, and physical geography is studied twenty weeks, using a text-book, and observation of physical earth phenomena in the vicinity of Hays. History. Seventh year. — The work covers the American revolution and the new government that grew out of it. A copious use of biography is made. Much time is given to the rich and abundant literature portray- ing this period. Biographies of several prominent men are treated fully. Eighth year. — The constitutional period of the history of the United States occupies the year. Only those topics embracing the more signifi- cant facts of the growth of the government, the prosperity of the people and the ideals of citizenship are taught. More culture, it is thought, comes from the full treatment of a few topics than from a scant treat- ment of many. Reference to the easier histories is made continually and some of the work is presented orally. Language. — Language work naturally grows out of the nature work and the literature. The aim of the work is to give correctness, strength and beauty of expression. In order to do this, the pupil must have inter- esting thought to express. The language work consists largely in teach- ing pupils the use of individual words and phrases without generaliza- tion. The teacher observes for this purpose those errors of speech that are prevalent among the pupils being taught, and embodies them in the language work. Seventh year. — A careful study of technical grammar occupies the seventh and eighth years. Topics: (1) The nature of ideas. (2) The nature of thoughts. (3) Ideas and their expression. (4) Thoughts and their expression. (5) Parts of speech. (6) Phrases and clauses. (7) The forms of sentences. (8) The elements of a sentence. (9) Nouns. (10) Pronouns. (11) Adjectives. (12) The verb. (13) The adverb. (14) The preposition. Eighth year.— Topics: (1) The subject. (2) The predicate. (3) The complex sentence. (4) The compound sentence. (5) The classification of sentences with respect to meaning and use. (6) The verb reviewed. (7) The pronoun reviewed. (8) Adjectives reviewed. (9) Adverbs. (10) Participles and infinitives. (11) Application of grammar in the analysis and parsing of sentences of all kinds. The study of history and derivation of some words. Music. — The theory work includes the study of the scale of C and the building of all the major scales, the study of the chromatic scale and acci- dentals in music, the developing of the minor scales from the major. In tone work, the pupils are drilled in producing tones of good quality. They are taught to read in all the major keys and to read easy exercises in the minor keys. Nature Study. — The whole realm of science is too broad for elemen- tary nature study. Interest will be most easily created in those phe- nomena that affect us, and those plants, insects and animals that make for our happiness or misery. Every child will come later to a hand-to- hand contest with the elements in field, garden, or lawn, and the rules of the battle are interesting to him now. Actual contact with nature, and not stories about nature, should be the guiding principle of the work; so aquaria, vivaria and gardens should be provided, to facilitate observa- tion. Out-of-doors is the book that will furnish most of the reading. No course can foresee what the children will come in contact with. The following attempts to suggest the kind of work, rather than the quantity 44 Western State Normal School. Fifth Annual Catalogue* 45 or the exact objects to be observed. Purposive employments involving natural objects and the application of nature's laws are devised in the carrying out of an effective course ill nature study. Seventh year. — The bees, spiders, ants, toads, snakes, turtles, fish and the miscroscopic life in stagnant water are observed. Birds are studied, making lists of all seen, and noting what they were doing. Any imme- diate interests that may arise in nature study are followed out. Eighth year. — The planting and care of trees is the special topic; their use and beauty; the names of trees around Hays and distinguishing characteristics. Pupils learn to graft and bud fruit-trees; also to cross- fertilize or "breed" plants. They determine some insects harmful to trees, their life stages, and how to destroy them. They name the birds that are seen helping the trees by removing eggs and caterpillars. Penmanship. — The work of the seventh and eighth years emphasizes position, form, and movement. The writing practice is correlated with the study of business forms and letters and polite correspondence. Physiology and Hygiene. Seventh year. — Oral and observational lessons upon the structure and hygiene of the body are given. The skele- ton is studied and compared with the skeleton of a dog or a horse. The structure and composition of bones are observed. The muscles and tissues of the body, their growth and nutrition, and the skin and lungs are studied. Eighth year. — The work covers the state text in physiology. Reading. — The important study in primary and intermediate grades is reading, for upon this the progress in other subjects largely depends. Comprehension of thought is necessary to good oral expression; hence our primary aim is to make intelligent and thoughtful silent readers. The sound work is emphasized from the first, and, as new sounds are in- troduced, the diacritical markings are placed upon the blackboard for daily review. In studying a reading lesson, these steps are observed: (1) Study of words and phrases; (2) study of picture, if there is one; (3) stu Ad\ ocate, Grainfleld. Advocate, Mankato. Argus, Lebanon. Breeze, Rush Center. Chronicle, Scotl City. Collier's. New York. Courier, Norton. Echo. Wilson. Bpvt orth Herald, Chicago. Free Press, Hays. Gazette. Lmporia. iic I'lainville. Harper's Weekly, New York. Journal. Smith renter. Journal of Education, Boston. Kansas Farmer, Topeka. Ledger. Cawker City. Literary Digest, New York. Messenger, Ellsworth. Messenger. Smith Center. News. Goodland. Times. Kansas City, Mo. Evening Journal, Sallna. WEEKLIES. News. Hays. News, Ness City. News, < tsborne. Normal Bulletin, Emporia. Outlook. New York. People's Reveille, Hill CItV. Record. Russell. Record, Stockton Republican, Hays. Republican. Hill City. Republican. Lincoln. Review-Headlight, Ellis. Science, Garrison-on-the-Hudson, N. Scientific American, New York. Sentinel, Hoxie. Times, Beloit. Times. I'lainville. IIp-to-Date Planning. Indianapolis. Western Call, Beloit. Western Kansas World, YVa Keeney Youth's Companion, Boston. MONTHLIES, ETC. American Educational Review. Chicago. Association Monthly. New York. Century, New York'. Current Literature, New York. Educational Review, Rahway. N. J. Elementary School Teacher. Chicago. Good Housekeeping, Springfield. Mass. Intercollegian, New York. Interstate Schoolman. Hutchinson. Journal of Geography, New York. Ladies' Home Journal, Philadelphia. Library Journal, New York. Lyceumite, Chicago. McCl ure's Magazine, New York. Nature Stndv Review, New York . National Geographic Magazine, Wash- ington. D. C. New England Magazine, Boston. North American Review, New York. Popular Science Monthly. New York. Readers' Guide to Periodical Literature. Minneapolis, Minn. Review of Reviews. New York. School and Home Education, Blooming- ton. 111. Scribner's Magazine, New York. Service, Chicago. Success, New York. Talent. Philadelphia. World's Work, New York. 48 Western State Normal School. Fifth Ami/ml Catalogue. 49 Constitution of Athletic Association of the Western State Normal School. Article 1. — Name. Section 1. The name of this association is the Athletic Association of the Western State Normal School of Kansas. Article 2. — Membership. Section 1. Any student of this School or any member of the Faculty may become a member of this association upon payment of the fee for the year. Sec. 2. Members of this association, after their graduation from the School, shall be considered honorary members, and, as such, exempt from dues. Article 3. — Officers. Section 1. The officers of this association shall be a president, a vice- president, and a secretary, who shall be elected from the undergraduate members of the association at the annual meeting, and shall serve one year from the date of their election or until their successors be chosen and qualified. Sec. 2. The treasurer of this association shall be a member of the Faculty, elected by the Faculty. Article 4. — President. Section 1. The president shall prescribe at all meetings of the associa- tion, preserve order, and regulate debate according to the usual parlia- mentary rules, and perform such other duties of the association as its constitution may, from time to time, assign to him. Article 5. — Vice-president. Section 1. In the absence of the president the vice-president shall perform his duty. He shall also perform such other duties as the board of directors or the constitution shall, from time to time, assign to him. Article 6. — Secretary. Section 1. The secretary shall keep a record of the proceedings of the association and give notice of all stated and special meetings of the same. He shall have custody of all records and papers of the associa- tion, and shall supervise the printing and distribution of such papers as may be authorized or directed by the constitution or board of directors. He shall keep a list of the holders and a record of all school champion- ships. He shall give ten days' notice of the annual meeting, and one week's notice of the special meetings of the association, by posting a notice thereof on the athletic bulletin -boards, and perform such other duties as the constitution or the board of directors shall, from time to time, assign to him. He, together with the Faculty representative, shall also collect all fees, giving receipts for the same, and shall promptly turn over to the treasurer of the association all fees or other moneys collected at least once each month, or whenever the sum in his hands ex- ceeds five dollars, taking receipts for the same. He shall keep a strict 50 Western State Normal School account of all moneys so received and turned over to the treasurer, and make a report of the same at each monthly meeting of the board of di- rectors. He shall, with the vice-president and the Faculty representative, constitute an auditing committee, who shall audit all bills before orders are drawn for same. He shall give a bond of not less than $100 for the faithful discharge of his duties; said bond to be approved by the board of directors. Article 7. — Treasurer. Section 1. The treasurer shall receive and be the custodian of all moneys and securities of the association, and shall keep the board of directors fully advised on all matters connected therewith. He shall give bond in such amount as the board of directors may, from time to time, prescribe; shall keep a regular set of books containing the accounts of the association, showing the disposition of all funds that pass through his hands. His accounts shall be audited annually before being presented to the association by a special committee appointed by the board of di- rectors. Sec. 2. He shall pay all bills against the association upon order of the general manager, countersigned by the secretary of the association, and perform such other duties as the board of directors or the by-laws may, from time to time, assign to him. Article 8. — Board of Directors. Section 1. The board of directors shall consist of eight members: The Principal of the Western State Normal School, who shall be presi- dent of the board, with casting vote; the president of the association, who shall be vice-president of the board, with vote; the secretary of the association, who shall be secretary of the board, with vote; the treasurer of the association, with vote; the general manager, with vote; other Fac- ulty representatives not to exceed the student representatives, and two undergraduate members of the association, who shall be the student managers of the baseball-football and basket-ball-tennis sections. Sec. 2. The board of directors shall have general charge of the affairs, funds and property of the association. They shall have full power, and it shall be their duty, to carry out the purposes of the association, in accordance with any rules adopted by the Western State Normal School Faculty. Sec. 3. They shall submit to the association at each annual meeting a general report showing the state of its membership and finances, and giving therein such other information as they may deem desirable or necessary, together with an estimate of the financial wants and resources of the association for the ensuing year. Sec. 4. They shall prescribe rules for the government and use of the grounds and buildings of the association, and shall perform such other duties as the association may, from time to time, assign to them. Sec. 5. They shall meet on the first Tuesday in each month, and spe- cial meetings may be called by the president or upon written request of any committee or of any three members of the board. Six members shall constitute a quorum at all meetings of the board. Sec. 6. The board may, at least one week before the regular practice for any sport begins, elect a coach therefor, who shall be under the direc- tion and supervision of the board. They shall, from time to time, appoint representatives of this association to league meetings. Fifth Annual Catalogue* 51 Article 9. General Ma/nager, .Section 1. The board of directors shall elect annually at its regular December meeting a member of the Faculty, other than the Principal of the School, who shall be the general manager of athletics; said election to be by ballot; five votes shall be necessary for election. Sec. 2. He shall be the general business and financial officer of the board of directors, and as such shall have charge of all transactions in- volving the receipt and expenditure of moneys on behalf of the associa- tion. He shall collect all moneys accruing to the association and promptly turn over the same to the treasurer of the association, taking his receipt therefor. He shall settle and pay all debts incurred by the association, by drawing an order on the treasurer of the association in favor of the person entitled thereto. He shall make a monthly statement of the finan- cial condition of the association to the board of directors. Subject to the approval of the board of directors, he shall arrange match games with other teams, provide for the transportation and other necessary expenses of the association teams when they go away from home to play such match games. If he does not himself accompany the team on its trip, he may entrust these duties to the team manager. He shall be custodian of all property belonging to the association, and shall have general super- vision of the team managers. Sec. 3. He shall, under the direction of the board of directors, pro- vide such uniforms, apparatus and grounds as may be necessary for the playing of the several games, and shall be custodian of the same. Sec. 4. He shall, by and with the advice of team manager and team captain, select and appoint competent persons to officiate at the several games played with other teams. Sec. 5. The general manager may be deposed by a three-fourths vote of the entire membership of the association, upon recommendation of five members of the board of directors. Article 10. — Team Managers. Section 1. The managers of the baseball and tennis sections shall be elected in May, the manager of the basket-ball section in March, and the manager of the football section in December; said managers to be elected by the members of their respective sections. The manager of each sec- tion shall call a meeting for the election of manager for that section by posting a notice at least five days before said election, said notice to state the purpose of the meeting. The election of all section managers must be confirmed by the board of directors before they shall assume their re- spective duties. The baseball manager shall be a member of the board of directors from January till August, the football manager from August till January, the tennis manager from March till November, and the basket-ball manager from November till March; provided, that while not active members of the board they may attend meetings as honorary members. Sec. 2. Team managers and captains shall be under the control of the general manager. Sec. 3. They shall have supervision and control of their teams abroad, collect all revenues from games played away from home, according to the contracts given them by the general manager. They shall pay all ex- penses of the teams during their absence, making a report thereof to the general manager upon their return. Sec. 4. They shall attend all meetings of their section committees and keep a record of these proceedings. 52 Westeim State Normal School. Sec. 5. They shall, at the beginning of the season for their section, check up with the general manager all apparatus, suits, etc., that are provided for their teams, giving the general manager a receipt for the same, and shall give to the general manager, as needed, a written report of all apparatus and material needed for said team. They shall, during the seasons, be custodians of the apparatus for their respective sections, and shall turn same over to the general manager at the close of the season. Sec. 6. They shall, in conjunction with the coach and team captain, find players for their respective teams, and for practice games, and shall see that their respective teams are properly cared for at home and abroad, and that they are furnished with suitable and proper uniforms or supplies, as provided for in section 5 of this article. Sec. 7. Team managers may be deposed for cause at any time by a vote of three-fourths of the board of directors. Article 11. — Captains. Section 1. The team captains shall be chosen by ballot, at the same time with the team managers. Voters in all sections must be members of the first team or substitutes. Sec. 2. The team captains of the respective teams and general man- ager shall take charge of their teams during the continuance of their respective seasons; they shall, in conjunction with the team managers, secure players for the team and for practice; they shall offer proper op- portunity for practice, and shall conduct the same under the direction of the duly appointed coaches; they, with the team manager and coach, shall select the members of and substitutes on the teams. Sec. 3. Team captains may be deposed for cause at any time by a vote of the team, as below stated, confirmed by a majority vote of the board of directors. The vote required is, in football, at least eight mem- bers of the team; in baseball, at least seven members of the team; the other sections, by at least two-thirds of the members. Sec. 4. The section committee of any section may depose for cause any member of the section team at any time, and such suspended member cannot be reinstated except by a majority vote of the board of directors. Article 12. — Fees. Section 1. The dues of each member shall be fifty cents each school year, the payment of which shall entitle him to membership in one sec- tion for each term of the school year in which paid. Article 13. — Committees. Section 1. There shall be as many standing committees as there are sections having six or more paid-up members. Sec. 2. These committees shall consist of three members each, consti- tuted as follows: The general manager, who shall be ex officio chairman of each committee; the team manager, who shall be secretary of the sec- tion committee to which he belongs; the team captain. These committees shall have charge of all matters not otherwise provided for connected with their respective sections. Article 14. — Meetings. Section 1. The annual meeting of the association shall be held on the third Tuesday in May. Sec. 2. The order of business at stated meetings shall be: (1) Read- ing of minutes of the last annual meeting and of special meetings held subsequent thereto. (2) Report of the board of directors. (3) Report Fifth Annual Catalogue. 53 of the treasurer. (4) Report of general manager. (5) Report of the committees. (6) Unfinished and referred business. (7) New business. (8) Elections. O) Adjournment. This order of business may be changed by a two ! birds vote of the members present and voting. Sec. 3. Upon the written request of fifteen members, or upon request of the board of di i actors, the president shall call a special meeting of the association. Sec. 4. Fifteen members shall constitute a quorum for the transaction of business at any meeting of the association. Sec. 5. No person shall be permitted to vote at any section or general meeting who does not hold a receipt for dues paid covering the time of said meeting, and no proxies shall be allowed in any election. Sec. 6. No person shall be permitted to play in any practice or match games who does not hold a receipt for dues paid covering the time of said play, and no manager is permitted to deviate from this rule except as may be provided by the board of directors. Article 15. — Amendments. Section 1„ This constitution may be amended at any meeting of the association by a two-thirds vote of the members present; provided, that the notice of the proposed amendment or amendments shall have been furnished to the secretary and posted at least two weeks before the meet- ing at which it is proposed to consider them; and provided further, that the notices of such meetings shall state that an amendment or amend- ments to the constitution will be brought up for consideration; provided further, that no amendments shall be made to article 2 or article 8 with- out the approval of the Faculty of the School. M^ GLIMPSE OF CREEK. " Annual Catalogue of the Officers and Students of the Western State Normal School, Hays, Kansas. Sixth Year-1907-'08. STATE PRINTING OFFICE, TOPEKA, 1908. Annual Catalogue of the Officers and Students of the Western State Normal School, Hays, Kansas. Sixth Year-1907-'08, STATE PRINTING OFFICE, TOPEKA, 1908. 2436 BOARD OF REGENTS. Term Expires in J 909. L. B. KELLOGG, Esq Emporia. F. J. ALTSWAGER, Esq Hutchinson. CHARLES G. MESSERLEY, Esq Osage City. Term Expires in 1911. Supt. A. H. BUSHEY Pittsburg. H. W. GRASS, Esq La Crosse. M. F. ARMINE, Esq Council Grove. Officers of the Board. President A. H. Bushey. Vice-president H. W. GRASS. Secretary L. B. Kellogg. SCHOOL CALENDAR, 1908-'09. 1908. J tin. 2, Tuesday — Opening of Summer School, First Term. Jun. 19, Friday / „ „ . . _ Jun. 20, Saturday S County Teachers Examination. Jun. 26, Friday I ^ m , ' Jun. 27, Saturday f County Teachers Examination. Jul. 24, Friday | „ ■ , Jul. 25, Saturday \ County Teachers Examination. Jul. 31, Friday - Close of Summer School. Aug. 28, Friday i „ „ , „. , „ Aug. 29. Saturday f Free Entrance and Final Examinations. Sep. 1, Tuesday — First Meeting of Classes for Second Term. Oct. 23, Friday ) County Teachers' Examination. Opportunity for en- Oct. 21, Saturday . . I rolled students to write on questions. Nov. 5, Thursday / „ , „. , _ N 6 F "d I Eree Entrance and Final Examinations. Nov. 6, Friday — Close of the Second Term. Nov. 9, Monday — First Meeting of Classes for Third Term. Nov. 26, Thursday - Thanksgiving Vacation. Dec. 19, Saturday 1909. \ Holiday Recess. Jan. 1, Friday Jan. 21, Thursday ) _ „ , „. , _ t «»« -ti» -^ t Free Entrance and Final Examinations. Jan. 22, Friday ) Jan. 22, Friday - Close of Third Term. Jan. 22, Friday \ „ „ , , „ Jan. 23, Saturday \ County Teachers Examination. Jan. 25, Monday — First Meeting of Classes for Fourth Term. Feb. 12, Friday — Holiday. Feb. 22, Monday — Holiday. Mar. 25, Thursday ....) ■„ „ , „. , „ . . Ma 2B F ida i" Eree Entrance and Final Examinations. Mar. 26, Friday — Close of Fourth Term. Mar. 29, Monday — First Meeting of Classes for Fifth Term. May 30, Sunday, 11:00 a. m.— Baccalaureate Address. May 31, Monday, 10:00 a. m.— Commencement Exercises. Jun. 1, Tuesday — Opening of Summer School. Jul. 30, Friday , — Close of Summer School. ! CALENDAR FOR 1908-'09. JUNE, 1908. NOVEMBER, 1908. APRIL, 1909. S M T W T F S .. 1 * 3 4 5 S 7 8 9 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S M T W T F S 1 2 3 4 5 • 7 8 * 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 SO S M T W T F S \ 2 3 U 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24- 25 26 27 28 29 30 JULY, 1908. DECEMBER, 1908. MAY, 1909. S M T W T F S 12 3 4 5 6 7 8 9 10 11 ! 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 • 1 : S M T W T F S : .... 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . S M T W T F S 1 2 3 4 5 6 7 S 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 * I AUGUST, 1908. JANUARY, 1909. JUNE, 1909. S M T W T F S ! 1 S M T W T F S 1 2 S M T W T F S .... * 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 2 3 4 5 6 7 8 9 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 3 4 5 6 7 8 9 : 10 11 12 13 14 15 16 17 18 19 20 21 • 23 • 24. * 26 27 28 29 30 31 SEPTEMBER, 1908. FEBRUARY, 1909. JULY, 1909. S M T W T F S .... * 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S M T W T F S .. 1 2 3 4 5 6 7 8 9 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 26 27 28 S M T W T F S \23 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 • 31 OCTOBER, 1908. MARCH, 1909. AUGUST, 1909. S M T W T F S 12 3 l 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 S M T W T F S .. 1 2 3 4 5 S 7 8 9 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 • 27 28 * 30 31 S M T W T F S 12 3 4 5 6 7 8 9 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 * Opening day of term. * Opening of Summer School. * Closing day of term. 4« Commencement exercises. Holidays are printed in italic figures. THE FACULTY. Names arc printed In the order of election. PRESIDENT. JOSEPH H. HILL, A. M., D. D. (Kansas State Normal School and Northwestern University) . PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School). ASSISTANTS. ANNA KELLER (Kansas State Normal School), Directress Model School. ERNEST B. MATTHEW (Kansas State Normal School), Mathematics and Public Speaking. HARRY L. KENT (Kansas State Normal School), Natural Sciences. LULU BICE (Western State Normal School), Librarian. CHARLES A. SHIVELY, A.M. (State Normal School and University of Kansas), Pedagogy. JENNIE E. NICKLES, A. B. (University of Kansas), German. ANNETTE FOSTER (Kansas State Normal School), English and Latin. JOHN S. BIRD (Kansas State Normal School), Commercial Subjects, Shorthand, and Typewriting. JULIA M. STONE (Kansas State Normal School), Model District School. J. L. PELHAM, B. S. Agr. (Kansas State Agricultural College), Agriculture. J. H. BEACH* (Kansas State Normal School), History. C. D. FRANKENBERGER, Janitor. 'Elect (5) Western Normal School. Hays, Kansas. REGISTER OF STUDENTS. June, 1907, to June, 1908. GRADUATING. THREE-YEAR COURSE. Bice, Claude Francis, Hays. Bice, Clayton Carlette, Hays. Bice, Lulu May, Hays. Compton, William Truman Swan,* La Porte, Tex. Crocker, Benjamin Franklin, Hays. Havemann, Alfred, Hays. Jantzen, Edward Davis, B^airport. McVey, Henry Herbert, Togo. McVey, James Oliver, Togo. Motz, Frank S., Hays. Pearce, Henry Earl, Portis. Wallace, Murray Morton, Hays. TWO-YEAR COURSE. Bice, Aurilla Ellen, Hays. Bice, Gertrude Iona, Hays. Brown, Henry J., Alton. Brumitt, Hannah Ellen, Hays. Christiansen, Louis, Smoky Hill. Dazey, Roy C, Hill City. Dickinson, Sophia Grace, Hays. Farber, Ora B., Hoxie. Freeland, Edith, Hays. Kraus, Emma Elizabeth, Hays. McVey, Nellie Frances, Togo. Rowlison, Mabel Allefretta, Hays. Runyon, Laura Edith, Hays. Ryan, Mary Alice, Hays. Solomon, Ida Belle, Hays. Sullivan, Ward Will, Hays. Swires, Amy Leala, Hays. Westbrook, Olive Ida, Hays. NOT GRADUATING. Alfrey, Blanche, McAllaster. Allen, Lillian M., Effingham. Amstutz, Laura, Ransom. Appelhans, Annie Mary, Pfeifer. Arnhold, Frederick, Victoria. Arnold. Rebecca Eldora, Hays. Bahl, Elizabeth Esther, Oakley. Baker, Solora Maude, Stockton. Barnes, Carl, Hays. Barnes, Elma Leota, Hays. Basgall, Aloisius G., Pfeifer. Basgall, Joseph J., Hays. 'Deceased. 8 Western Normal School. Basgall, Martin A., , Pleitsy. Bixfcerj/^nomae- H., • ' * Gorham. Bear, George, Russell. Beezley, Daisy, Penokee. Behan, Ellen Terry, Hays. Beleke, Elizabeth Anna, Hays. Beleke, Frances Barbara, Hays. Bell, Beulah Vida, Hays. Bell, Neva Mae, Hays. Bennett, Clifford H., Elkader. Bice, Clyde Wisner, Hays. Bice, Mary Elva, Hays. Bice, Leo Edson, Hays. Bice, Vernon Leslie, Hays. Bieker, Aloysius, Schoenchen. Bird, Charles, Atwood. Black, Gertrude Anna, Gorham. Bodmer, Caleb A., Dorrance. Bodmer, Emma Rose, Dorrance. Bosch, Elizabeth Olive, Gorham. Bowen, Mary Agnes, Speed. Brandt, Myrtle F., Gradan. Bratton, Alma, Luray. Bratton, Alta Leona, Luray. Bratton, Elmer Evert, Luray. Brown, Charlotte E., Hays. Brown, Elizabeth Margaret, Russell. Brown, Evalina, Hays. Brown, Harry Burton, Natoma. Brown, Katherine, Hays. Brown, Lizzie Pearl, Bunker, Jessie Belle, Lucas. Butler, George Holloway, Walker. Byers, Florence, Hays. Byers, Frank, Hays. Calvert, Frederick William, Winona. Carl, Anngel Agnes, Cawker City. Carl, Cecil Gray, Imperial. Carl, Ethel May, Imperial. Carty, William, Beardsley. Cave, LoRee, Hays. Cave, Maggie Upton, Hays. Chaddock, Ethel Evelyn, Rush Center. Childears, Opal Clara, Emporia. Connelly, Walter Eugene, Luray. Connor, May T., Boyd. Cooper, Grace Belle, Dorrance. Copeland, Grace Ellen, Hays. Cox, Cora Winifred, Hays. Cox, George Henry, Hays. Cress, Hugh Irwin, Codell. Crissman, E. Grace, Hays. Crissman, Harry E., Hays. Crissman, Mary Margaret, Hays. Crow, George Forscythe, Kirwin. Culver, Ella P., Syracuse. Dalrymple, Clara, Verdi. Daniels, Verne Edward, Luray. Darkes, Carrie Mabel, McCracken. Darkes, Ida May, McCracken. Davis, Edwin, Studley. Davis, Lola May, Hays. Hays. Kansas. DeBoer, Guy, Bays. Denning, Prudentius, Victoria. Dickerson, Charles Darwin, Garden City. Dickerson, Josie May, Garden City. Doyle, Elsie M., Bunkerhill. Dreher, Gertrude Ida, Natoma. Duff, Inez Marion, Lucas. Duff, Isabel Sarah, Lucas. Dugan, Thomas Ambrose, Logan. Dunlap, Laura Mae, Paradise. Durham, Inez Florence, Paradise. Dwyer, Celia Isadore, Gorham. Early, Fred Alvan, Hays. Eaton, Lois Mae, Mendota. Edwards, Mabel C, Hays. Ellis, Bessie Frances, Hays. Feitz, Herman G., Hays. Frankenberger, Addie Cook, Hays. Frankenberger, Charles Donald, Hays. Freese, Alice Lee, Hays. Furthmyer, Katheryn Effie, Gorham. Gardels, Mary Frieda, Turkville. Garvin, Edith, Hays. Gatewood, Eva, Hays. Gennette, Adelard, Hays. Gill, Harold Hatfield, Hays. Girton, Jessie Elva, Luray. Gish, Bertha Mabel, Palco. Glaze, Ethel Leota, Luray. Goetz, Joseph, Victoria. Goff, Adah R., Hays. (I renter. Florence, inn City. Griffith. Walter, I l.i \ 8. Groff, Clara Elsie, Ellis. Groff, Joseph Henry, Ellis. Gumble, Madena Jane, Codell. Haffa, Lillie W., Russell. Hall, Margaret Louise, Ellsworth. Hamilton, Elsie Elizabeth, Ness City. Hanna, E. Gertrude, Hackberry. ^arkness, James Gaines, Ransom. Harkness, Katie Hazel, Ransom. Harvey, Charles Emory, Quinter. Hatton, Edna Viola, Luray. Hawk, Lula May, Essex. Hazen, Leslie Eugene, ' Centralia. Helm, Mary Huldah, Ellsworth. Henderson, Carrie Mae, Palco. Hillman, Mabel Mary, Natoma. Hoagland, Frank Bice, Codell. Hoagland, Lee Gilbert, Codell. Hobbs, Artimisia, Hays. Hobbs, Maude May, Turkville. Hogan, Rose, Hill City. Holl, Clara Roxana, Russell. Holmes, Cecelia, Rush Center. Holzmeister, Apollonia Annie, Bison. Holzmeister, Lena Elizabeth, Bison. Hopper, Brownlow, Hays. Hopson, Eliza, Luray. Horton, Margaret May, Ellis. Hoskins, Bethena Stella, Codell. 10 Western Normal School. Hoskins, Laura Belle, Codell. Humphries, Nelle, Lucas. Husband, Jessie, Speed. Ivan, Barbara Katherine. Col Iyer. Jacobs, John, Pfeifer. Jacobs, Joseph, Pfeifer. Jacobs, Mary Helen, Hays. Johansen, James Walter, Hays. Johnson, Christena, Hays. Johnson, Lily, Hays. Jones. Grace Geneva, La Crosse. Joslin, Katherine Maude, Hays. Joslin, Pearl Mollie, Hays. Joy, Eartha, Hays. Keiner, John Alexander, Hays. Kell, James Alva, Dighton. Kerns, Albert Harrison, Winona. Kincaid, Hazel Kirk, Marvin. Kingslev, Harrison, Ellis. Knoche, Fredella, Hays. Knoche, Otto Keif, Hays. Knoche, Virginia, Hays. Knox. Grace Marie, Essex. Knox. Homer Addison, Essex. Koerner, Alexander, Hays. Kunz, Amelia, Gorham. Leighton, Isa, Catalpa. Leiker, Henry, Munjor. Lippert, Mattie Maye. Bison. Loreditsch, Clara, Hays. Loyd, Ulysses, Leland. Luckinbill, Jennie, Damar. Lund, Alice Henrietta/ Hackberry. McBurney, Francis Donald, Bison. McCloud, Lillian, Dighton. McFadden, Pearl Edith, Xatoma. Mcintosh, Clara Belle, Bantam. Macintosh, Elsie, Hays. McKittrick, Maggie M., Ellsworth. McVey, Alpha, Togo. McVey, Marguerite, Togo. McVey, Ruth Faye, Togo. Marquardt, Andrew, Bison. Marsh, Carrie Alice, Bunkerhill. Matthew, Grace, Webster. Matthew, Harry Virgil, Webster. Meier, Andrea, Hays. Meier, Elizabeth, Hays. Meyer, Alvin, Bison. Meyer, Henrietta Dorinda, Hays. Miller, Anna Elizabeth, Syracuse. Miller, Scholastica Agnes, Hays. Mills, Edith Aurelia, Gorham. Mooer, Lillie Belle, Bison. Moore, Grover Cleveland. Wayne. Moore, Lily Ida, Hays. Moore, Lura Patience, Morland. Morgan, Altena, Hays. Morgan, Clinton Hawthorne, Winona. Morgan. Lillie Myrtle, Morland. Morgan Prudence Martha, Winona. Morton, Alice, Ellsworth. Muck, Ruth Emeline, Dorrance. Mulroy, Mary Agnes, Hays. Hays, Kansas. 11 Murdy, Florence, Boyd. Nickels, Lila Gaynell, Hays. Nielson, John Andrew, Fair port. Ochs, Mary Elizabeth, Russell. O'Connor, Nora Agnes, Waldo. O'Connor, Rose, Waldo. Oshant, Frederick, Hays. Palmer, Myrtle May, Hays. Palmer, William Edward, Hays. Parker, Robert I., Lincoln. Parkhurst, Verna Luvera, Plainville. Parks, Ralph Roy, WaKeeney. Peppiatt, Florence Nell, Ellsworth. Peterson, Emma, Hill City. Peterson, Hilma, Page. Picken, Chat Alan, Hays. Picken, Lucy Lillian, Hays. Pierce, Edith Irma, Hays. Pierce, Ethel Helena, Hays. Pratt, Candace Audencia, Hays. Presson, Elsie Margaret, Neosho, Mo. Price, Harry Alvin, Russell. Ramsey, Myrtle Agnes, Ellis. Reed, Anna Gertrude, Hays. Ringeisen, Anna Swenna, Gorham. Robb. Carrie, Osborne. Robb, Edgar M., Osborne. Robinson, John Lee, Codell. Rowlison, Ethel Aletha, Hays. Runyon, Walter Alpha, Hays. Rusco, William, Clifton. Rutherford, Orra L., Morland. Schmidt, Stephen, LiebenthaL Schumacher, Henry, Victoria. Schwaller, Elizabeth, Hays. Scott, Edmond, Hays. Scott, Frank, Hays. Scott, Mabel, Gradan. Shaffer, Ida M., Hays. Shamberg, Earl, Codell. Shauers, Agness Etta, Ness. Shauers, Gracie Esther, Ness. Shelton, Alpha, Hays. Searl, Anna Winnifred, Morland. Shirk, Frank, Lincoln. Smith, Amy, McDonald. Smith, Bessie Bell, Ellsworth. Smith, Hallie Bordeaux, Gill. Smith, Lottie A., McDonald. Soukup, Eleanor R., Kanopolis. Spratt, Donald, Hays. Stech, Olive Mary. Grinnell. Steed, Charles E., Densmore. Steed Sophia Minnie, Densmore. Steele, Dennis L., Ness City. Steinle, Katherine Elizabeth, Wilson. Stewart, Laura Viola, Beeler. Stout, Olive May, Hays. Stover, Anna Elizabeth, Winona. Stover, Maggie, Winona. Stradal, Carrie A., WaKeeney. Sullivan, Wallace, Thompsonville, III. Sweat, Lucy Katherine, Cedars. Swearingen, Florence Isabel, Lucas. 12 Western Normal School. Thomas, Roy, Hays. Ukele, Lulu A., Gill. Underhill, Jessie Hamilton, Ellis. Unrein, Antony, Hays. Vermilion, Myrtle Frances, Ransom. Vermilion, Rosa Florence, Ransom. Waggoner, Oscar Earl, Morland. Wagner Caroline Freddie, Hays. Wagner, Katherine Bertha, Hays. Wallace, Ada, Fingal. Ward, Lincoln A., Hays. Weatherman, Lillian, Russell Springs. Weigel, Joseph J., Victoria. Weigel, Valentine Albert, Victoria. West, Stella R., Hays. Westbrook, John Edward, Hays. Wharton, Katherine Josephine, McCracken. Wheatcroft, Lester Lewis, Utica. Whisnant, Albert F., St. Francis. Weisner, Jacob M., Ellis. Wilson, Charles Dudley, Hoxie. Wilson, Pansy, Hoxie. Witt, Frances, Gorman. Wortman, Ella A., Ness City. Young. Hilda Sophia, Hays. COUNTIES REPRESENTED. The following twenty-nine counties were represented during the past year: Atchison 1 Barton 2 Cheyenne 1 Ellis 137 Ellsworth 7 Finney 7 Gove 6 Graham 23 Hamilton 2 Lane 3 Lincoln 2 Logan 10 Lyon 1 Mitchell 1 Nemaha 1 Ness 11 Osborne 10 Ottawa 1 Phillips 2 Rawlins 4 Republic 1 Rooks 13 Rush 17 Russell 37 Sheridan 4 Smith 1 Thomas 3 Trego 6 Washington 1 Out of the state : Illinois 1 Missouri 1 Texas ._. 1 318 , 39 Model district school. Total enrolment . . . 357 FLOOR PLANS OF THE MAIN BUILDING. (See opposite page.) Basement : 1, Manual training. 2, Ladies' rest-room. 3, 4, 7, 8, Toilet-rooms. 5, Boiler-room. 6, Chemistry laboratory. 9, 11, Physical laboratories. 10, Agriculture laboratory. 13, 14, Model training-school. 15, Museum. B-B, Bicycle-rooms. First Story : A, Auditorium. 1, Reception-room. 2, Mathematics. 3, History. 4, Dressing-room. 5, 6, Pedagogy. 0-0, Offices. V, Fireproof vault. 7, Drawing. L, Library. Second Story : 1, 2, 7, 8, Commercial department. 3, Agriculture. 4, English. 5, German. 6, Literati Hall. 9, Lyceum Hall. 10, Apparatus-room. A, Auditorium. G, Auditorium gallery. 14 Western Normal School. POSITIONS AS TEACHERS. The experience of the past few years has taught us that, with the increased demand for trained teachers, school boards and school principals are turning more and more to the Normal School with their inquiries for efficient teachers. At no time during the past year have there been available candidates with the necessary qualifications to meet all of the demands, and we have been able to place advantageously not only our graduates, but many experienced undergraduate teachers. The authorities of the School are glad to cooperate with school officers and to aid in the discrimi- nating selection of good teachers for the schools. Correspondence, therefore, on this subject is wel- come. Students, also, may be assured of our de- sire to render them courteous and intelligent serv- ice in finding positions. The enlargement of op- portunity that comes to the growing teacher by attendance upon the Western State Normal School is by no means a small element of its value to the student. Hays, Kansas. i ENTRANCE REQUIREMENTS. 1. Students who hold county diplomas, or who present other credentials indicating the completion of eighth-grade work with no evidence of additional study or maturity, and students ivho hold third-grade certificates, will be admitted without ex- amination to the studies of the county certificate year. Holders of certificates above the third grade will be admitted without examination to the work of the first year of the Normal cer- tificate courses, except that they must complete the prepara- tory work of the county certificate year in all subjects in which their certificates do not show satisfactory grades. The grade required for passing is eighty per cent. 2. Graduates of approved four-year high-school courses who have completed the required sixteen units of the standard Normal high-school course, or their equivalents, will be ad- mitted to the third year of the life diploma course. 3. Students who have completed two years or more of high- school work may be admitted without examination to the county certificate year with subsequent recognition of their high-school work so far as it may apply as credit on the first two years of the Normal life diploma course. 4. Candidates for admission not meeting the above require- ments may be admitted to Normal classes by examination in the following subjects: Arithmetic, reading, political geog- raphy, United States history, grammar and penmanship. The minimum passing grade is eighty per cent. Work in the other subjects of the county certificate year must be completed be- fore work requiring them as antecedent can be taken in the Normal course, and the record in all these subjects must be made before the completion of the first two years of the Nor- mal course. 16 Western Normal School. COURSE OF STUDY. THE COUNTY CERTIFICATE YEAR. The work of this year includes a term* each in the following subjects : Arith- metic, grammar, United States history, political geography, physical geography, pen- manship, reading, Kansas history, algebra, elementary school management (theory and practice), United States constitution, physiology, bookkeeping, literature, general history and physics. NORMAL DEPARTMENT. FIRST YEAR. Required. Arithmetic two terms. Botany two terms. Drawing two terms. Elocution one term. Political Geography. . . .one term. English- two terms. Rhetoric two terms. Elective. (Four terms to be taken). Agriculture four terms. Manual Training two terms. Commerce four terms. Latin four terms. German four terms. SECOND YEAR. Required. Algebra two terms. Geometry two terms. Physics one term. Music one term. American History one term. Psychology one term. General History one term. Elective. (Seven terms to be taken). Agriculture four terms. Latin four terms. German four terms. Zoology ' two terms. Geology two terms. Elocution two terms. General History two terms. History and Civics two terms. Chemistry two terms. Physiology one term. Physics one term. Music one term. Students who desire one-year state certificate at close of two years' work will sub- stitute a term each of teaching, school administration and methods from the third year's work for thirty weeks of elective work of the second year. THIRD YEAR. Required. Psychology two Teaching two Mathematics one Oral English one Drawing one General Methods one Geography one Literature one terms. terms. term. term. term. term. term. term. Physiology one term. Public Speaking one term. Biological Science one term. General History one term. Physical Training one term. School Administration, .one term. (Completion of the three years of work is rewarded by a three-year state certificate.) *By a "term" a period of nine or ten weeks is meant. Hays, Kansas. 17 FOURTH YEAR. Elective, Four terms of free electives. ' 1 !omple1 Ion of the four v a work La rewarded by a diploma, which is a life certificate. I Required. History of Education. . .two terms. Teaching two terms. Child Psychology one term. Biological Science one term. History two terms. Physical Science one term. Principles of Education, four terms. Literature one term. School Administration . . one term. THIRD AND FOURTH YEARS OF LIFE DIPLOMA COURSE BY GROUPS. 1. Psychology and Philosophy. Four required. (Psychology and Child Psychology, Principles of Education.) 2. Educational History and Practice. Four required. (History of Education, School Administration.) 3. Teaching, General and Applied Method. Five required. 4. English. Two required. 5. Expression. Two required. 6. History. Three required. 7. Mathematics. One required. 8. Biological Science. Two required. 9. Physical Science. One required. 10. Geography. One required. 11. Physical Culture. Two required. 12. Graphic Art. One required. 13. Manual Art. 14. Music. 15. Foreign Languages (Latin or German). 16. Commerce. Thirty-two courses must be taken — twenty-eight required, four courses free elective. In group 6, one must be in American history, one in general history and economics; in group 7, one must be in oral English, one in public speaking; in group 8, one in physiology, one in physical training. THE ACCREDITED NORMAL HIGH-SCHOOL COURSE. The completion of an accredited Normal high-school course admits without condition to the third year of the life diploma course, and the work of the last year may be so arranged that by the proper substitutions in the Normal department the one-year certificate may be granted. The course is made to conform to the standards set by the State Board of Education for the Normal high-school course. The following is a statement of the required and elective units. Six- teen units must be taken to complete the course : I. English — four units. Three units required. II. Mathematics — four and one-half units. Two and one-half units required. Algebra, one and one-half units. Geometry, one and one-half units. Arithmetic, one-half unit. Advanced algebra, one-half unit. Trigonometry, one-half unit. III. Foreign Languages — Latin, four units; German, three units. 18 Western Normal School. IV. Physical Science — two and one-half units. One unit required. Physics, one unit. Chemistry, one unit. Physiography, one-half unit. V. Biological Science — two and one-half units. One unit required. Botany, one unit. Zoology, one unit. Physiology, one-half unit. VI. History — four and one-half units. Two units required, one of which shall be American history (including Kansas history). Greek and Roman, one unit. Medieval and modern, one unit. English, one unit. American (including Kansas), one unit. Civics, one-half unit. VII. Commercial — four units. Bookkeeping and business practice, one unit. Commercial law, one-half unit. Commercial geography, one-half unit. Stenography, one unit. Typewriting, one-half unit. Business arithmetic, one-half unit. VIII. Arts — four units. One unit required. Manual training, one unit. Domestic science, one unit. Free-hand and mechanical drawing, one unit. Music, one unit. IX. Pedagogy — two units. Both required. Psychology, one-half unit. Methods and management, one-half unit. Review of common branches, one unit. MODEL DISTRICT SCHOOL INTERIOR. Hays, Kansas. 19 DIPLOMAS AND CERTIFICATES. COUNTY EXAMINATIONS. Upon the payment of the usual examination fee of one dollar, regu- larly enrolled students of the Western State Normal School may present themselves for examination for county certificates to be conducted under the supervision of the officers of the Western State Normal School at any time when such an examination is given at any point in the state. The papers in such examination will be sent to any county designated by the applicant, there to be examined by the county board of examiners, who will issue certificates to the successful applicants under the same con- ditions as if the examination had been conducted under their supervision. ONE-YEAR CERTIFICATE. A one-year state certificate is granted to such students of the Western State Normal School as apply for it, who have been at least twenty weeks in attendance and have completed, successfully, the first two years of the life diploma course, substituting school administration, methods, teaching (ten weeks each), for thirty weeks of elective work in the second year. High-school graduates who are candidates for the one-year certificate must have attended the Western State Normal School twenty weeks and have completed eighty weeks of work after meeting the conditions of the standard Normal high-school course. The eighty weeks must include general methods and ten weeks of teaching and six other courses from the required courses of the third and fourth years, not more than two of the six being taken from any one group. This certificate is not re- newable. THREE-YEAR CERTIFICATE. A three-year state certificate may be issued upon completion of three years of work of the life diploma course, including all the required work of the first two years. High-school graduates who are candidates for the three-year certifi- cates must have attended the Normal School twenty weeks and have com- pleted 160 weeks of work after meeting the conditions of the standard Normal high-school course. The 160 weeks of work must include ten weeks of general methods and twenty weeks each of teaching and psy- chology. The remaining courses may be selected from the third and fourth years, not more than two to be taken from any one group. This certificate is not renewable. LIFE CERTIFICATE. On completion of the four-year life certificate course a diploma is is- sued which, without any further inspection or approval, is a life certificate to teach in the public schools of Kansas, including those of all classes of cities and high schools. Students completing the work in any term of the year are entitled at once to the legal privileges incident to graduation; but they are listed with the class of the succeeding June and their diplo- mas are usually issued at the June commencement. The roll of the class for graduation is made up at the beginning of the fifth term, nine weeks prior to commencement, and all work except such as is included on the class permit for that term must be completed by that time in order that students may be listed for graduation with the class. 20 Western Normal School. HISTORY OF THE SCHOOL. Following in a sketch from the Fifteenth Biennial Report of the State Superintendent of Public Instruction: "The portion of land set apart by the state for the use of the School, under act of Congress of March, 1900, includes a total of 4055 acres, most of it excellent farming land. The average value of the land is not less than twenty-five dollars per acre; a fine endowment for a young school. The provisions of the act of Congress prevent the alienation of any of the land by the state, so that the endowment is perpetual. "School opened in some of the buildings of old Fort Hays for a summer term June 23, 1902. Since then work has continued with no cessation, ex- cept the short summer vacation in August of each year. Five terms of ten weeks each constitute a full year's session. Commencing with a two- years course, offering a total of 320 weeks' work, and a Faculty of two resident regular members, the institution has progressed until now 890 weeks' work are offered, and a resident Faculty of ten are in charge. Exactly three times as many students are enrolled for the present term as were enrolled for the corresponding term four years ago. Last year's total enrolment reached the unexpected figure of 201, and the present in- dications are that the 250 mark will easily be passed the current year. "Of the 25 graduates, 12 are teaching, 1 is principal of a county high school, 1 is a county superintendent, 6 are doing postgraduate work in this institution, and 3 are enrolled in universities. Thus are the purposes for which the school was established conserved. A well-appointed model school, now in successful operation, insures better preparation of our students for teaching than has been possible heretofore. "The first building used for classrooms and assembly purposes was the hospital building of Fort Hays. The old stone guard-house was utilized at the same time as a gymnasium. In these limited and unsuitable quar- ters, on a site remote from town, school was maintained for two years. At the opening of the fall term of 1904 came the removal to a handsome and modern building erected by the state on a site near Hays at a cost of $20,000. The legislature of 1905 appropriated $15,000 for a new gym- nasium. Completed the 1st of April, 1906, this is at this date the best gymnasium building in use at any of the state educational institutions. "The situation selected for the school is such that fine facilities for out- door sports are afforded. Eighty acres are set aside for a campus, por- tions of which give ideal grounds for running-track, golf, baseball, basket- ball, football, and tennis. The campus is skirted on the south and west by a fine grove of timber lining both sides of a body of water some two miles in length, upon which boating and skating are excellent in their respective seasons. This stretch of water results from the damming of a never- failing stream of clear water which crosses the Fort Hays reservation. Good steel rowboats are among the athletic properties of the school. "Ministering as the Western Normal does to the higher educational needs of the western three-fourths of Kansas, there can be little doubt as to the future growth and prosperity of the young institution. It has already, though but a trifle over four years old, secured for itself a strong place in the esteem and affection of the people of western Kansas." Since the foregoing appeared two wings to the main building have been built at a cost of $40,000. Hays, Kansas. 21 MISCELLANEOUS. DISCIPLINE. Many of our pupils have already had some experience in practical life, so that they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still, every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women ; and those whose best endeavor is not in accord with this purpose are summarily dismissed from the School. ADMITTANCE AND CREDITS FROM HIGH SCHOOLS. The Principal of the Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such ar- rangements as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School without examination, or who may contemplate adopting a course of study which would give graduates advanced standing. Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. ADVICE. Those proposing to enter are reminded of the importance of being pres- ent at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel a constantly increasing embarrassment throughout the entire term. The habit which is thus in- dulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed; otherwise, they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any in- formation that it does not supply. SUMMER SCHOOL. A Summer School of nine weeks is now a regular term in the school year. The next session will open June 1, 1909, and the fee will be fifty cents per week. POINTS TO BE NOTED. The Western State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. Land. — The institution owns over 4000 acres of land, with over two 22 Western Normal School. miles of fine timber along Big creek, the water of which, held by a good dam, affords a magnificent opportunity for boating, fishing, and skating, in season. Buildings. — The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower-baths, and other modern conveniences. In 1907-'08 the sum of $40,000 was spent for additions to this building, making it one of the best State Normal buildings in Kansas. The handsome gymnasium building was* completed in May, 1906. Thoroughly modern and well equipped, it is one of the finest gymnasia now in use at any of the state educational institutions. A boiler-house for heating plant completes list of buildings on campus. Janitor's residence and emergency hospital are just south of campus, across creek. Entrance Requirements. — Graduates of high schools and holders of professional, first-grade or second-grade county certificates enter Normal Department without examination. Others may enter Normal Department upon passing a successful entrance examination (average grade of eighty per cent, required) upon arithmetic, reading, geography, grammar, United States history and penmanship. County Certificate Classes. — These classes prepare for entrance to the Normal Department and fit teachers for examination for second and higher grades of county certificates. Holders of third-grade certificates and graduates of district schools enter these classes without examination. Courses. — Three courses are provided — a two-year course, a three- year course, and the life certificate course of four years. State Certificates. — Each of foregoing courses leads to a diploma; that of shortest course being a one-year state certificate, the next a three- year state certificate and the last the life certificate. Tuition. — No tuition is charged in Normal Department. County cer- tificate classes call for £ee of fifty cents per week when three or more sub- jects are taken. Board and Rooms. — Good table board can be had for three dollars per week, with lodging at fifty to seventy-five cents per week — accommoda- tions in private families. Living expenses may be reduced below these figures by self-boarding. Examinations for County Certificates. — Under a state law, exam- inations for all grades of county certificates are offered at the School; papers made in such examinations are to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive credit as if written in presence of such board. Additional Advantages Offered. — An enthusiastic Faculty, a fine li- brary, a well-equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a Summer School with regular Fac- ulty in charge for nine weeks at a fee of four dollars and fifty cents, an eighty-acre campus with finest natural athletic park in the state, and a student body unsurpassed for energy and devotion to work. Hays, Kansas. Z\ 24 Western Normal School. OUTLINES OF INSTRUCTION. Unless designated as a double term each course offered is for a single or ten-weeks term. GROUP I. PSYCHOLOGY AND PHILOSOPHY. PSYCHOLOGY. Course I. Introductory Psychology. — Required. Titchener. Courses II and III. General Psychology. — Double term. Required. Angell, Witmer. Course IV. Child Psychology. — Required. Hall. PHILOSOPHY. Course I. Philosophy of Education. — Required. Home. GROUP II. EDUCATIONAL HISTORY AND PRACTICE. HISTORY. Courses I and II. History of Education. — Double term. Required. Monroe. school administration. Course I. Rural School Management. — Required in county certifi- cate year. This course is intended for those students who expect to teach in the rural schools of our state. The course designs to take up the problems of a rural-school teacher in about the order that these prob- lems often present themselves, and give some adequate solution for these difficulties. It aims to acquaint the students with what is being done in the best rural schools of our country; to bring them in touch with the ideas of the foremost men of our nation regarding rural-school problems; to give them an idea of the proper equipment and arrangement of a modern one- room schoolhouse; to put them in sympathy with rural-school life, and so to instruct them in the handling of classes and school gov- ernment that they will be much better equipped for the management of a district school. The pedagogical text of the Reading Circle books is used as the basis for one lesson a week. Course II. School Law, — Ten weeks. Required. Course HI. School Management. — Ten weeks. Required. GROUP III. TEACHING, GENERAL AND APPLIED METHODS. Course I. General Method. — Required. A text-book on the princi- ples of teaching is studied. The following topics are emphasized: The meaning of education; the aims of school education; the scope of school education; the psychological basis of education; instincts and capacities; self -activity; apperception; interests; individual differences in children; attention; principles of association; habit formation; memory; principles of analysis; reasoning; inductive and deductive methods of teaching; the formal steps of instruction; education and conduct; moral training; imi- tation and suggestion; responses of feeling; the esthetic emotions; taste; Hays, Kansas. 25 motor expression; verbal expression; expression through the artl tnd industries; teaching form; teaching execution. Courses II, III, IV and V. Teaching. — The Training School offer work in the grades for observation and practice teaching. The course covers one year, one period a day. One term's work in the Model School is required for the one-year certificate and one-half year for the three-year certificate. The work includes observation of expert teaching, the study and construction of lesson plans, the criticism of recitations and lesson plans, and the actual management of the room and teaching of classes. GROUP IV. ENGLISH. Courses I and II. English Grammar. — Double term. A compre- hensive study of the elementary principles of English grammar as set forth in the state text, but proceeding from the point of view of the sentence and paragraph rather than of the isolated word or prescribed chapter. The aim is threefold : To equip the pupil with a body of gram- matical doctrine — knowledge; to develop the habit of logical thinking — power; to furnish him with available methods for an intelligent presen- tation of the principles of the science — teaching ability. Course HI. Literature. — A special course in literature for such as have not had at least a year of daily work in English classics or its equivalent. Required Readings for 19 08 -'09. Second and third terms. — Longfellow's Evangeline, Lowell's Vision of Sir Launfal, Dickens's Christmas Carol. Fourth and fifth terms. — Whittier's Snow Bound, Goldsmith's De- serted Village, Webster's Adams and Jefferson. Five recitations per week for twenty weeks. Course IV. English. — For logical training and keen linguistic in- sight, grammatical analysis; for synthetic power, origin and history of grammatical accidence, growth of idiomatic English; for increase of knowledge, foundational work in the history and development of the English language. Required of all students. Courses V and VI. Rhetoric and Composition. — Double term. Re- quired of all students, but must be preceded by course IV. Part I. — Offers training in the fundamental principles and practice of English prose discourse. Narration, description, exposition and criti- cism are presented, with a variety of analytical and constructive exer- cises. The practical needs of every-day life are kept constantly in view and technical excellence is essential. Semiweekly themes are required. Part II. — (1) The writing and criticism of longer themes, with a study of the principles of structure. (2) A study of the principles of composi- tion and the qualities of style. (3) Discussion of text-books and meth- ods of teaching English composition. Courses VII and VIII. General Survey of English Literature. — Double term. Required, courses V and VI. 26 Western Normal School. GROUP V. EXPRESSION. Course I. Oral English. — Reading, preparatory. Required in county certificate year. Breathing exercises. Vocal culture. Proper carriage of the body. Reading for the following: a. Thought getting. b. Analysis. c. Phrasing. d. Memory work. e. Emphasis. /. Interpretation of thought and feeling. Elementary sounds. Enunciation. Pronunciation. Silent reading. Text, Fulton and Trueblood's Standard Selections. Courses II and III. Elocution. — Double term. Required. First half. a. Anatomy. 1. Respiratory organs. 2. Vocal organs. b. Breathing exercises. c. Vocal culture. 1. Placing tone for resonance. 2. Pervasiveness of tone for carrying power. 3. Support of tone. 4. Smoothness of tone. d. Bodily expression. 1. Relaxing exercises. 2. Poising exercises. 3. Original work in gesture. e. Oral English. Study of masterpieces for the following: 1. Analysis. » 2. Unity. 3. Sequence of thought. 4. Clearness of enunciation. 5. Elementary sounds and pronunciation. 6. Forms of emphasis. Text, Marsland's Interpretive Reading. Second half. a. Anatomy. 1. Respiratory organs. 2. Vocal organs. Review of the work of the previous term, with talks on the care of the lungs and throat and nasal cavities. b. Breathing. c. Vocal culture. 1. Review of the first four steps. 2. Flexibility. 3. Volume. 4. Force and intensity. Hays, Kansas. Ti 5. Tone color or expression. d. Bodily expression. 1. Principles of gesture. 2. Rhythm exercises illustrating gestures. 3. Original gesture work. e. Oral English. Study of masterpieces for the following: 1. Word pictures. 2. Atmosphere. 3. Tone color. 4. Rhythm. The poetic foot. 5. Movement or rate. 6. Personation. Text, Marsland's Interpretive Reading. PUBLIC SPEAKING. Course I. Oration. — Two orations or their equivalent required of all students finishing the diploma course. It is expected that this require- ment will be completed during the third year of the four-year course. So far as time permits, a careful study is made of the personality of each student, and the training is adapted to individual needs. Frequent conferences with the instructor disclose the development of the oration and the further needs of the student. Attention is called to the nature of oratory, and those peculiarities of structure and style that distinguish it from other forms of discourse. In the process of the discourse there will be conciliation, instruction, con- viction, persuasion, and these are all employed in order that the hearer may be moved to decision and to action. The art should not be an end in itself. The prospective speaker is urged to become acquainted with his own heart-life, and to find therein incentives to speech; to discover the extent and content of his own store of observations and experiences, and from this to draw much of the material for the oration. Originality is a con- stituent element in all true eloquence. It is necessary to keep in view the audience to be addressed and the end sought, and to let these determine choice of facts and turn of phrase. For the purpose of securing exactness of statement, much writing must be done, but care should be taken lest the larger thought of to-day be limited by the forms of yesterday. Emphasis is laid upon the following principles: Vision — see clearly; vigor — feel strongly; sincerity — speak truly; force — speak simply; in- terest — speak from yourself. The whole being must serve. Course II. Extemporaneous Speaking. — (Beginning.) Lectures dealing with nature and various methods of speech; advantages and disadvantages of each method; student encouraged to talk informally on subjects self-chosen, and preferably relating to matters of personal observation and experience; simplicity and directness emphasized; care- ful analysis and preparation and logical order and presentation advised; student permitted to speak in manner and from place most conducive to self-possession ; criticisms mostly given privately. Course III. Extemporaneous Speaking. — (Advanced.) Auxiliary reading in works dealing with the principles of public speaking; class discussions on same; topics familiar to the student assigned after the class has assembled; informal debates; speaker must face audience; questions and interruptions permitted; criticisms mostly given in pres- ence of class. Two periods a week. Credit in these courses accepted in substitution for work required in oration. 28 Western Normal School. Hays, Kansas. 29 Course IV. Vocabulary. Elective. Expression complete! impres- sion and creates its exchange values. Tones are the expressional agency of the feelings. Words are the expressional agency of the intellect, 'lie- number and nature of the words indicate the extent and content of the thinking carried on by their user. In this course is begun a study of the sources and growth of the Eng- lish language. A brief survey is taken of the inflowing streams of words and the race modifications contributing to form our present speech. Words are classified into four groups. The student partially completes an inventory of his vocabulary, examining each word with reference to its expressional value as he has used it, and compares with those mean- ings indicated in the works of the best writers and speakers. This easily leads to an increase in the stock of words usable in the daily needs of thinking, speaking and writing. Expression values are tested by means of substitution of synonyms. Five periods a week. GROUP VI. HISTORY AND POLITICAL SCIENCE. EUROPEAN HISTORY. Course I. General History. — This course is organized for the pur- pose of giving a thorough elementary drill on the period covered by the state board's examination questions in general history. The details of the course will vary from time to time to meet the exigencies of the case. Completion of this course gives entrance credit only. Course II. History of Greece. — A general course covering the entire period of Greek history to the Roman supremacy of 146 b. c. The attempt is made to trace the artistic, intellectual, religious, social and economic as well as the political development of the Greeks — familiarizing pupils with the permanent elements of Greek history. Special attention is also given to the myths and their value as a means of historical study. The course is outlined with special reference to the needs of teachers in sec- ondary schools. Required. Course III. History of England. — Early Britain: Its Romanization ; the settlement of the invading Teutonic tribes; the struggle for suprem- acy; the union of England under Wessex; Anglo-Saxon institutions; the Norman conquest ; English feudalism ; struggle between church and state ; struggle for the charters and the development of parliament; rise of cities and the agrarian revolution; civil and foreign wars; beginnings of the Renaissance in England; the new monarchy; discoveries; the aboli- tion of papal jurisdiction; the Reformation; the struggle between king and parliament; the Puritan revolution; the revolution of 1688 and the rise of the cabinet; struggle for colonial supremacy; English society and civilization; the American Revolution; influence of the French Revolu- tion; the Irish question; reforms; democracy and empire. Required. Course IV. History of Rome. — In this course a brief outline is given of the origin and growth of the Roman state; the development of the Roman constitution under the republic; the erection of the empire on the ruins of the republic; the decay of paganism and the rise and progress of Christianity, and the beginnings of modern nations. In tracing the history of Rome, topics like the following will be given special attention : The geography of the Mediterranean basin; the agrarian laws; the pro- vincial system; Helenism; the development of parties; economic condi- tions; Roman citizenship; the army; the frontiers, and the contact with barbarism. Course V. History of Modern Europe. — The principal topics treated 30 Western Normal School. are the Reformation; the struggle for constitutional liberty in England; the ascendency of France under Louis XIII and Louis XIV; the rise of Prussia ; England's colonial supremacy, and the era of the French Revolu- tion. AMERICAN HISTORY. Course I. American History, 1492-1880. — No exhaustive study is attempted. The course aims to give a related, outline survey of the entire field. Attention is given to the development of the cause-and-effect method of presentation. Required, and must precede all subsequent courses in the department. Course II. Kansas History. — The territorial struggle and the state history are presented. Every Kansan should be well versed in the knowledge set forth in this course. Courses HI and IV. American History, 1492-1900. — Double term. Required. This course is prepared for those who have not had a good high-school course in history or its equivalent. The aim is to give a thorough drill on the leading events in the whole range of American his- tory. Not much stress is laid upon details, but great care is taken to have pupils comprehend the relations of events to each other, that they may derive a comprehensive notion of American history as a whole. Course V. Political History, 1817-1860. — Elective. The various economic questions, with their constitutional bearings, are presented, with special reference to the civil war. The opening of the great middle West; the introduction of new machinery; the rise of literature; the in- auguration of new movements, educational and philanthropic, are dis- cussed. CIVIL GOVERNMENT. Course I. Civil Government. — Required, county certificate year. Es- pecially adapted to the needs of those who have not had a good high- school course in the subject or its equivalent. General facts which the average citizen should know about municipal, state and national affairs are presented. Course II. One term. Required. A detailed study of the United States constitution as an instrument of government is made. Historical illustrations of the practical application of the constitutional provisions are studied. Course III. National Administration. — Elective. A study of the actual method of administering our national government. What depart- ments, bureaus and officers exist and what are the duties of each. A study of unusual interest and profit. GROUP VII. MATHEMATICS. ARITHMETIC. Course I. Arithmetic. — Required in county certificate year. This term begins with notation in the Practical Arithmetic, and covers the work of the text to "Denominate Numbers." A mastery of the funda- mental rules, divisors, multiples, fractions, decimals, and analysis, with emphasis upon the definitions, principles, and explanation of processes is insisted upon, and the students are drilled upon methods of solving problems with speed and accuracy. Students finishing this course should continue arithmetic and complete the next course before taking up the study of preparatory algebra. Courses II and III. Arithmetic. — Double term. The Practical Arith- Hays, Kansas. 31 metic completed, emphasizing the topics of denominate numbers and their relation to the metric system; percentage as applied to all commercial topics; extraction of roots, and a strong course in mensuration. In the courses in arithmetic there is a threefold object: (1) To ground the student firmly in the science of arithmetic; (2) to give him facility in solving just such problems as he is likely to meet at every turn of practical life; (3) to give the student methods that will be a tower of strength to him throughout his entire course in mathematics. Required of all candidates for graduation. ALGEBRA. Course I. — Required in county certificate year. This course covers the work of the text through the fundamental rules, factoring, divisors, multiples, and reduction of fractions. Courses II and III. — Double term. Required. This course is a con- tinuation of the work of course I and covers the work of the text through simultaneous quadratic equations. It is the intention to give the work in such a manner as to impart power in original investigation, mastery of methods of teaching the subject, and ability to demonstrate formally and rigidly all principles. Open to all students who have completed arithmetic and course I of algebra. GEOMETRY. Courses I and II. — Double term. Ability to pass a thorough examina- tion in plane geometry; a knowledge of how to investigate relations and how to teach others to attain the same end. Ability to talk and chalk at the same time. Power of original proof and the ability to apply prac- tically the deductions of geometry. Open to all students who have fin- ished algebra III. Required of all candidates for graduation. TRIGONOMETRY. Single term. Elective. This course covers the work of the text through plane trigonometry and the spherical through the right and quadrantal triangles. Open to all students who have finished algebra III and geometry I and II. SURVEYING. Single term. Elective. This course embraces the use of drawing in- struments, the transit, plane table, solar compass, and Y-level — the or- dinary work required of the county surveyor. Each student is required to spend one hour per day for ten weeks in actual field-work with in- struments. Open to all students who have finished trigonometry. GROUP VIII. BIOLOGICAL SCIENCE. BOTANY AND PLANT BIOLOGY. Course I. Field Botany. — This course embraces morphology and habits of phanerogams and cryptogams. Course II. Physiological Botany. — This course includes a study of the physiology, ecology and histology of plants. Course HI. Agricultural Botany. — As its name implies, this course gives elementary knowledge of the relationships of plants to agriculture. Remark. — Any two of these courses completes the requirement in botany, provided the laboratory work on cryptogams and plant tissues is. taken. 32 Western Normal School. MODEL DISTRICT SCHOOL GARDE] ZOOLOGY AND ANIMAL BIOLOGY. Course I. Field Zoology. — This course in natural history comprises field and museum studies of insects and birds, with lectures on their eco- nomic relationships to man, especially to the farmer. Course II. Animal Life. — This course gives a knowledge of the physiology and ecology of animals. Course HI. Systematic Zoology. — This embraces a study of the an- atomy of representative animals, and lectures on the structure and habits of all the classes and animals. Remark. — Any two of these courses completes the requirement in zoology, but those who have taken agricultural botany are advised to take course I as part of their work. Course III should follow either course I or course II. Course IV. Systematic Biology. — This course embraces a study of representative animals, their embryology, and systematic position in the animal kingdom. GEOLOGY. Course I. Dynamical and Structural Geology. — This course in- cludes text-book and field work and laboratory work on a few of the com- mon minerals. Course II. Historical Geology. — This course embraces text-book and field work, with especial emphasis on the geology of Kansas, and work in the laboratory on the determination of fossils. Remark. — Field sections of strata are required and fossils repre- Hays, Kansas. 88 senting at least twelve species must be collected. Course III in zoology is a prerequisite to course II in geology, and at least one course in eh cm istry should be taken to do the best work in course I, geology. PHYSIOLOGY. Course I. Physiology Preparatory. — Required in county certificate year. A general elementary view of the subject. Course II. Physiology. — A thorough treatment of the subject as it should be presented in the public schools. Anatomy, physiology and hygiene are emphasized. Daily use is made of the skeleton and manikin in the classroom. Histology is studied by aid of the projection micro- scope. Laboratory work includes dissections of fresh and preserved specimens. Prerequisite, preparatory physiology. GROUP IX. PHYSICAL SCIENCE. Course I. Physics Preparatory. — Required in county certificate year. A general elementary view of the subject. Course II. Mechanics. — Required. An elementary course in the mechanics of solids and fluids. It is fundamental, and must be taken by all students who have not had its full equivalent in some accredited high school. Students must have completed a year's work in algebra and should have a working knowledge of geometry for admission to this course. Recitations, accompanied by experiments and demonstrations, daily. Individual laboratory work two hours a week. Course III. Sound, Light, Heat and Electricity. — Required. This course is elementary, and requirements for admission are the same as in course I. It is recommended to follow course I, though it may be taken before that course. Both are required in the life certificate course. Reci- tations and demonstrations daily. Laboratory work two hours a week. CHEMISTRY. Courses I and II. General Chemistry. — Double term. Elective. These are courses in inorganic chemistry, and include a study of the fundamental principles and laws of the science, with a detailed study in course I of the non-metallic elements and in course II of the metallic elements. Much practice is offered in the writing of formulas, equations, reactions and the solution of simple chemical problems. Recitations daily. Individual work in the laboratory four hours a week. Many general ex- periments and demonstrations are given by the instructor at the class hour. GROUP X. GEOGRAPHY. Course I. Geography. — Required in the county certificate year. A special study is made of North America, with Russell's volume upon the same as a guide as to content, and Redway's New Basis for Geography for the method in treating the same. As to texts, any standard complete geography will answer. Course II. Physiography. — Required in county certificate year. The text used is Gilbert & Brigham's Physical Geography. The method used is inductive, and field and laboratory lessons are given. Course HI. Geography. — Required. The student taking this course must have credit in both courses I and II. The work given is based upon Reclus's Europe. Mill's International Geography is recommended as a reference work for students who take these lectures upon Europe. 34 Western Normal School. THE GYMNASIUM. GYMNASIUM SCENE. Hays, Kansas. 86 Course IV. Physiography. — Required. This work is outlined to suit Salisbury's Physiography (revised edition). The method varies in man- ner of presentment from physiography in course II, being deductive. Laboratory and field lessons are given. The student in taking this work is presumed to have completed course III. GROUP XL PHYSICAL TRAINING. The primary object of this department is to develop the physical side of the young men and women receiving instruction in this institution. We believe that all true education seeks to develop the body in harmony with the mind. A strong body is necessary to support a strong mind. The body not only supports the mind, but should also be its servant. To secure this end, systematic work in this department is necessary. We are a normal school, and as such we are teaching our students to become teachers in the public schools of the state. To this end, this de- partment seeks to qualify our students to give intelligent instruction in physical training in the schools where they shall teach after leaving the Normal School. All students are required to take work in the department unless regu- larly excused on account of physical infirmities. Classes in light gym- nastics or calisthenics are held during each hour during the regular morning session and students having vacant hours in the other depart- ments are enrolled in these classes. Four terms of twenty weeks each in calisthenics or equivalent accepted work must be taken before gradu- ation. These morning classes are mixed, and students take the work in the regular costume of the classroom. A careful record is kept of at- tendance and all cases of absence or tardiness must be excused by the physical director. The work of the morning classes consists of free gymnastics, long wands, short wands, dumb-bells, rings and Indian clubs. The work of each class is arranged in accordance with the day's order, and is given under three heads: (1) Marching for a short time at the beginning and close of the period; (2) a drill with some particular piece of light apparatus, or free gymnastics, arranged so as to progress from simple movements to complex and harder ones; (3) breathing exercises are given each day, the object being to produce the habit of deep breath- ing. The best time for this work is during the class rest, when about half through the drill. The arms and body should be put in a position that will enlarge the chest capacity, and then a deep inspiration taken, followed by a deep expiration. Heavy Gymnastics. — This work is given in afternoon classes, and the boys and girls work separately. The girls wear the bloomer suit, and the work is more closely adapted to the special needs of girls than is the work of mixed classes in the morning. The work consists of more difficult free body-building exercises, work with light apparatus, gymnasium games, and a small amount of work on heavy apparatus. In the boys' classes the work consists of vigorous free body-building exercises, a small amount of work with light apparatus, gymnasium games, and work on the heavy apparatus. This consists of the long horse, high parallels, suspended parallels, flying rings, and mat exercises. Athletics. — Under this head come basket-ball, baseball, football, ten- nis, and track and field athletics. The Athletic Association, organized in 1905, provided for the organiza- tion of sections in baseball, football, tennis, basket-ball, etc. A fine park and ample courts offer rare facilities for outdoor exercises. A small fee 36 Western Normal School. is charged by the association for athletic privileges. Professionalism is excluded. Basket-ball teams are organized for both boys and girls. The boys play their regular practice games in the open gymnasium and have contests with teams representing other schools. Basket-ball is played during the third and fourth ten weeks of the school year, from about the middle of November to the last of March. Baseball begins with indoor practice about February 1, and continues in the gymnasium until the weather permits practice on the field. Play continues on the field during the spring and summer terms. The indoor work is intended to put the players in good physical condition for hard practice as soon as they can go to the field. The baseball team plays with teams from other schools. Football is played from the beginning of the fall term until the Thanksgiving recess. Tennis is played during the spring, summer and fall terms. Many students join this section. Physical Training for Teachers. — Each senior is required to take a ten-weeks course in the theory of physical training. This consists of five recitation periods each week. It consists chiefly of lectures by the physical director and library references for the class to read. The de- partment has a reserve shelf in the library for books for this class. These lectures treat of the functions of exercise, a general knowledge of anatomy, bathing, sleep, rest, fatigue, anthropometry, systems of gym- nastics, dress reform, first aid, etc. After finishing the work in the chief's training class each, senior is required to command a class in the morning calisthenic work. His work is under the direct supervision of the physical director, to whom he is responsible for the kind of work he does. As a substitute for this work, a senior is sometimes permitted to assist in caring for a class in heavy gymnastics or to take charge and coach a class in some section of athletics. GROUP XII. DRAWING. Courses I and II. Pencil Drawings, Illustrating the Principles of Perspective. — Double term. Required. Study of form and propor- tions; elements of composition, dark and light values; pencil-sketching- from nature; study of color harmonies; color studies in crayon from arrangements of still-life objects; wash-drawings; arrangements of plant forms; water-color drawings of simple landscapes and still-life compo- sitions. Course HI. — Required. Throughout this course attention will be given to work in drawing adapted to pupils in the grades, and methods of pre- senting such lessons will be discussed and illustrated. GROUP XIII. MANUAL TRAINING. The importance of the fact that the essence of all training is in doing, of all motor training is in doing with the hands and other motor organs, is recognized. The hand work is intended to train the mind; also, to ex- ercise it in directing the motor activities involved in the operations in the manual-training room. Mental power comes through organized thinking, and this is brought about when an individual sets himself a definite task and then thinks out and applies the ways and means of doing it. The use of models, upon Hays, Kansas. 37 which certain operations involve the selection and use of appropriate tools in a correct manner, gives training in clear, definite thinking and develops the powers of concentration. But with this technical skill and thought-training is also given the ability to appreciate correct proportions and their relation to the produc- tion of pleasing forms. Simple and appropriate methods of decorating the objects made are suggested and every opportunity for individual de- velopment is encouraged. At the same time it is the purpose of the de- partment to equip thoroughly our students for teaching manual training. The daily lessons are forty minutes, but one and one-half hours addi- tional time will be required daily to complete the work. Courses I and II. Woodwork. — Ten to twenty weeks of drawing should precede entrance to the classes in woodwork. The course con- sists in the making of assigned and selected models of wood involving the typical uses of many of the common wood-working tools. The exer- cises are intended to lead the student to an orderly and skilful use of the tools, together with a knowledge of the choice, care and adjustment of tools and a clearer understanding of the possibilities and limitations of the materials and powers at his command. Attention is given to the use, texture and finish of various woods and to the choice and planning of models suited to manual training under differing conditions. GROUP XIV. MUSIC. Course I. Vocal Music. — Required. This course is intended for the general student who wishes to develop his own powers and come into possession of a practical plan by which conditions and progress in school music may be judged. It prepares him to read music independently, to secure key relationship from any tone taken as key-tone, to master the problems of measure and rhythm, and to combine these in sight-reading exercises and songs. This is acquired — First term. — Through the singing of rote songs, by teaching the scale as a melody, in different keys, in parts, in scale succession, and using the easier skips; by means of rote and dictation exercises. The student must acquire a practical knowledge of the staff, degree names, pitch names (letters), clef, key and measure signatures, notes, syllable names, relative value of different note lengths, their relation in the various kinds of measure, tone relation in key, and key relationship in the most nearly related keys. Some instruction will be given in the simplest forms of melody writing. Rote singing is made one of the special features of this work, and a variety of the best songs are used, adapted to instruction in the grades. Tonic sol-fa is explained and practice given in translating from one notation to the other. Instruction in proper breathing, phrasing and general principles of song singing is given. Songs and exercises in one- and two-voice parts are used for this work. Course II. Public-school Music. — Elective. Work of first term re- viewed. Ear-training and dictation work continued. Melody writing from dictation, in different kinds of time and rhythm. Original work in melody writing is encouraged. The most common Italian terms and marks used to indicate the tempo and character of songs. Comparison of staff and tonic sol-fa notations continued and sufficient practice to enable the student to translate from one notation to the other, bringing more clearly to the mind the underlying elements and principles of music. 38 Western Normal School. SKATING SCENE. CLASSROOM SCENE. Hays, Kansas. 39 The study of melodic and harmonic intervals and triads in the simpler forms is begun. Three- and four-part singing and Bight-reading arc practiced and individual independence in singing is sought. A knowledge of the G, F and C clefs is acquired and the use of chromatic signs and their influence in modulating is explained. GROUP XV. FOREIGN LANGUAGES. LATIN. Courses I, II, III and IV. — Quadruple term. The elementary text will be completed, special attention being given to the marking of quantities, the careful and accurate pronunciation of words, thoroughness in the mastery of all paradigms and the accurate translation of easy Latin pas- sages. The student is expected to acquire in this year's work a fair vocabulary and such mastery of the elementary principles of syntax as will be essential for his successful progress in further study. Daily prac- tice in the writing of Latin prose will be an important feature of the work. The presentation of the fundamental uses of the subjunctive in the text is supplemented by use of Bennett's Grammar. Courses V, VI, VII and VIII. — Quadruple term. Books I, II, III and IV of Caesar, Bennett's Prose Composition, will be completed, in connec- tion with the text, together with a thorough grammar study of all case and subjunctive constructions. The aim of the year's work is to master the principles of translation and grammar so thoroughly as to lay a sure foundation for all future work. Constant drill in syntax and prose char- acterizes this course. The geographical study of Caesar's campaigns of the first four books by means of maps and outlines accompanies this year's work. Bennett's or Kelsey's texts are preferred. Courses IX and X. ClCERO. — Double term. The four orations against Catiline constitute the basis of this work. Special attention is given to the study of the conditional sentence as illustrated in Cicero, and selected exercises in prose composition will be given to enforce the teaching on the conditions. In order to assure a grasp of the thought expressed an out- line or brief of each oration will be required. Courses XI and XII. Vergil. — Books I-IV. Double term. Quanti- tative reading of Latin poetry receives special attention, and daily drill is persisted in until the pupil has the ability to read with something of ease and beauty the poet's lines. It is not the expectation that syntax will require much attention except in those points peculiar to poetry — constant effort being given to acquiring greater facility in translation. Mythological allusions necessary to the complete understanding of the lines are investigated and there is sufficient study of the Augustan age and literature to give the setting of the epic, which is translated as far as possible as a noble piece of literature rather than as a sharpener of syntactical knowledge. GERMAN. Courses I and II. — Double term. Otis-Carruth German Grammar, Schrakamp's Das deutsche Buch fur Aufanger. The pronunciation is taught phonetically; declensions and conjugations learned thoroughly; the translations into the German corrected, rewritten, and learned, so as to enable the student to reproduce them orally. Selections in Das deutsche Buch form the basis of conversation in German concerning things con- nected with every-day life. Practice is given in writing and translating from dictation. Simple poems are memorized. Courses III and IV. — Double term. Otis-Carruth German Grammar, 40 Western Normal School. Schrakamp's Mythen und Sagen, Storm's Immensee, Wildenbruch's Das edle Blut, SeidePs Leberecht Hiihnchen. The grammar is completed by the same method as in German I. Throughout the study of grammar comprehension of the principles involved is strengthened by comparison and contrast with English grammar. The selections read form the basis for conversation, and practice in dictation and memorizing is continued. Courses V and VI. — Double term. Schiller's Wilhelm Tell, or Die Jungfrau von Orleans, Das Lied von der Glocke, selected ballads. The play is translated or read and fully discussed in class, parts of it are memorized, the characters are studied; also the structure of the play, its sources, and its relation to history. Thomas's Life of Schiller is read outside of class, and a paper on the life and works of Schiller is required from each student. By means of lectures from time to time a general knowledge of the principal dramas of Schiller is given. Practice in con- versation is continued. Courses VII and VIII. — Double term. Goethe's Hermann und Doro- thea and Iphigenie. Courses IX and X. — Double term. Advanced grammar, based on Thomas's Practical German Grammar, Fossler's Practical German Con- versation. Courses XI and XII. — Double term. Prose composition, based on von Jagemann's or Harris's Prose Compositions. GROUP XVI. COMMERCE. Course I. Penmanship. — Required in county certificate year. The first object is to secure an easy and correct position; second, to give a knowledge of the forms of letters and their combinations into words; third, to attain as rapid a rate of speed as is consistent with ease and legibility; fourth, the application of writing to other subjects, especially to business forms and correspondence. All methods are directed to the accomplishment of these ends. Course II. Bookkeeping. — Required in county certificate year. The first object is the thorough mastery of the principles of debit and credit. This is taught from the view-point of the accountant. Exercise is given in the opening of accounts and the keeping of an ordinary set of books, using the journal, day-book, cash-book and ledger. Much practice is given to writing notes, checks, drafts and other business forms. The form and analysis of statements are given careful attention. Accuracy and neat- ness are insisted upon at all times. Course III. Bookkeeping and Penmanship. — Since a neat, legible style of handwriting, which can be executed at a fair rate of speed, and absolute legibility in figures, are necessities in preparing a set of books, bookkeeping and penmanship are taken as a single subject. Most of the term is given to the acquisition of a more thorough and extended fa- miliarity with the science of accounts and handling business forms. At- tention is given to bills, invoices, checks, drafts, and discounting com- mercial paper. Closing statements are carefully analyzed. The work is pursued with reference to the best methods of teaching the subjects that will insure the best classroom results. Course IV. Bank Accounting. — Elective. After a detailed account of the organization and practical management of banks is discussed, books are opened from statements showing the condition of a bank that is in actual operation. The work is designed to reproduce as nearly as Hays, Kansas. 41 possible the actual routine of a national bank. Text used is Modern Illustrative Banking. Courses V and VI. Commercial Law. — Double term. The course given covers thoroughly the law of contracts; agency; bailments, to- gether with obligations of common carriers; bankruptcy and insolvency; insurance; negotiable instruments; partnerships; corporations; sales of personal property; real property. Gano's Commercial Law is used as a basis, but more complete works from the library are drawn upon freely. Actual cases decided upon by the courts furnish much material used. TYPEWRITING. The subject is introduced with a careful study of the machine to be used, and instruction as to its care, mechanism and possibilities. The touch system is used exclusively. Proper fingering is insisted upon in all manipulations of the machine. A light, rapid, smooth and even touch is secured as early as possible. Accuracy is the first object to be at- tained, though speed should soon come as a natural result of practice. Neatness in work is emphasized. Voice dictation is a part of the work from the beginning, and proceeds from the simplest combinations of let- ters through carefully graded exercises to the most difficult matter. Arrangement of work and tabulations receive special attention. To be able to write without error and at the same time smoothly and rapidly any kind of miscellaneous matter or business document is the end and aim of typewriting, and this object is held before the students through- out the course. Course I. — Mastery of the keyboard, and diligent practice on words standing alone; also on easy sentences and the simplest and shortest of business letters. Course II. — Practice on connected matter, introduction to tabulation, and dictation of various selections from standard literature; letters and business forms of some difficulty; envelope addressing. Course III. — Tabulation continued; arrangement carefully studied; transcription from voice dictation and shorthand dictation ; study of most common legal forms. Course IV. — Special attention to arrangement, spelling, punctuation of voice-dictation exercises of considerable difficulty; writing of much connected material; study of manifolding; carbon work, etc. SHORTHAND. Cultivation of the ear in distinguishing sounds, and habits of close attention, are requisites for the successful study of shorthand. Accuracy in reading and in making forms, quick perception and rapid thinking are insisted upon from the beginning. Each principle as presented receives thorough drill. Logograms, contractions and phrases are specially dwelt upon. In transcription of connected matter, spelling, paragraphing and arrangement must be absolutely correct. Accuracy is made the first requirement, speed the second. Miscellaneous dictation is introduced, supplementing the work of the dictation text, the object being to increase the student's vocabulary and increase his general knowledge. Dictation includes common legal and business forms, choice selections from litera- ture, letters, tabulations, etc. Much emphasis is laid on transcription of dictation into typewriting. Students are urged to take the two sub- jects at the same time. Much reading of shorthand is required, in order to familiarize the student with forms and to increase the rapidity of the reading of notes. 42 Western Normal School. mmmm J r r i www 2 - Hi I \ IV % 1 tlS i p % w* mllfm BiV 'I :|9 Hi WPP jr Hays, Kansas. 48 Course I. — Completion of first thirty-four lessons in text. Course II. — Completion of text, and practice in reading from short- hand articles in phonographic magazines. Course III. — Letter dictation from dictation manual, and much prac- tice in writing outside material from voice dictation. Beginning of work with graphophone records. Course IV. — Continued study of letter and legal dictation from manual, and outside dictation of carefully graded material, including common business and legal forms, selections from standard literature of some difficulty in writing, and much transcription of notes on typewriter. The following article from the Western School Journal, of July, 1908, presents one feature of the Western State Normal School so well that we have ventured to copy it complete: "the model rural school at the western normal school. Mrs. L. J. Wilson, Hill City. "The tendency of the present in all lines of education as well as in- vention is toward the practical. The man with a practical idea demands attention at every turn. "The Kansas State Agricultural College had this in mind quite early in its history when it laid the foundation for teaching the mechanic arts and later in sending out its wheat-lecture trains and its institute lec- turers, carrying the principles of practical scientific farming, stock-rais- ing, and dairying to the farmer's very door. This is practical education. "The introduction of manual training and domestic science into the schools in every city and village of our land is evidence of this very idea of reaching the great masses with the practical phases in common-school education. "The founding of model graded schools in connection with our normal training schools as aids to teachers in city grades, and later the model rural school for teachers of country schools, are of inestimable value to both the inexperienced teacher and her pupils. Such a rural school was established last year, in connection with the other departments at the Western State Normal School at Hays, with Miss Julia Stone as principal. "The old barracks building formerly used by the soldiers on the Fort Hays reservation has been removed to the Normal campus and fitted up with convenient furnishings for a country school comprising all grades from the chart class through to the graduating class. This department is intended to give instruction to teachers of rural districts in the man- agement and teaching of schools in any country district in the state. "Here may be found the conditions and perplexities found elsewhere, and the teacher is always ready to assist not only her own pupils but the prospective teacher how to meet all such difficulties. "The equipment is very simple and inexpensive, yet useful. "The seating is suitable to the various sizes of the children ; good light, and plenty of blackboard room within easy reach of the children is pro- vided. There is a small library, including dictionary, also a cabinet con- taining such articles as cotton-bolls, acorns in their cups, butterflies, co- coons, etc. "Pictures of Washington, Lincoln, and Longfellow, also home-made maps and charts, adorn the walls. A sand-box at one side of the room is used by pupils in elementary geography class. A table near the teacher's 44 Western Normal School. desk is well loaded with various devices (many of them home-made), for teaching number, spelling, sentence-building, and other work. Some sug- gestions for busy-work were shown in paper-folding, paper-mat weaving, and home-made valentines and May baskets. "A class in elementary agriculture finds a place on the somewhat crowded program, and a near-by plot of ground has been prepared for the children's vegetable garden, where lettuce, peas, beets and potatoes make an appetizing display in the geometric plot. "Students regularly enrolled in the Normal School are required to visit the rural school and observe the work from time to time so as to be the better prepared to educate the children who later will come under their guidance and instruction. "What better preparation, so far-reaching in its scope, could be planned for the improvement of educational conditions among the great masses of the rural districts?" A BASEBALL GAME. Hays, Kansas. •15 TEXT-BOOK LIST. Algebra : Wells's College. Marsh, Elementary Algebra. Arithmetic : Myers and Brooks. Biology, Animal : Animal Life. Galloway, First Course in Zoology. Metcalf, Organic Evolution. Parker and Haswell, Text-book of Zo- ology. Biology, Plant : Bergen and Davis, Principles of Botany. Stevens, Plant Anatomy. Bookkeeping : Modern Illustrative. Bogle. Botany : Bergen, Foundations of Botany. Bailey, Botany, Elementary Text. Britton, Flora. Chemistry : Remsen. Child Psychology : Hall. Civics : Andrews, Manual. James and Sanford, Our Government. Sanborn. Drawing : Cross, Free-hand. Prang Art Education Books, I, II, III, V, VI, VII. Elocution : Marsland, Interpretive Reading. English Composition : Lamont. English Grammar : Hoenshel. Longman, School Grammar. English Literature : Simonds. Geography, Descriptive : Tarr and McMurry. Geography, Physical : Gilbert and Bingham. Geology : Le Conte, Elements, revised by Fair- child. Scott, Introduction to Geology. Wooster, Geological Story of Kansas. Geometry : Wentworth, revised. German : Goethe, Hermann und Dorothea. Harris, Prose Composition. Muller and Wenckebach, Gliick auf. Schiller, Das Lied von der Glocke. Schiller, Die Jungfrau von Orleans. Schiller, Selected Ballads. Schiller, Wilhelm Tell. Schrakamp, Das deutsche Buch. Storm, Immensee. Thomas, Practical German Grammar. History, Kansas : Prentis. History, General : Myers. History, United States : Hart, Essentials. McMaster. History of Education : Monroe. Latin : Bellum Helvetium. Bennett, Composition. Bennett, Latin Writer. Caesar, Bennett edition. Cicero, Bennett edition. Vergil, Bennett edition. Mercantile Law : Gano, Commercial Law. Music : Alternate Thirds. Fullerton, Choice Songs. Oratory : Esenwein, How to Attract and Hold an Audience. Parliamentary Law : Reed. Philosophy of Education : Home. Physics : Carhart and Chute, high school edition. Physiology : State Text. Martin, Human Body, unabridged. Principles of Teaching : Thorndike. Psychology : Angell. James. Titchener. Witmer. Reading : Fulton and Trueblood, Standard Selections. Rhetoric : Brooks and Hubbard. Wendell, Principles of Rhetoric. School Management : Dutton. Shorthand : Isaac Pitman. Trigonometry : Wentworth. Typewriting : Altmaier. Zoology : Colton. Kellogg, Elements. Linville and Kelly. 46 Western Normal School. - '.i. \fjjpj* ^VP^WMP^^flr^^H: 8— - ^ ^ ,4,/^IH I'M fi| | Hays, Kansas. 47 48 Western Normal School. PERIODICALS IN THE LIBRARY. DAILIES. Capital, Topeka. Star, Kansas City, Mo. Advocate, "Grainfield. Advocate, Mankato. Argus, Lebanon. Breeze, Rush Center. Chronicle, Scott City. Collier's, New York. Courier, Norton. Ecno, Wilson. Freeman's Journal, New York. Free Press, Hays. Gazette, Emporia. Gazette, Plainville. Harper's Weekly, New York. Journal, Smith Center. Journal of Education, Boston. Kansas Farmer, Topeka. Ledger, Cawker City. Literary Digest, New York. Messenger, Ellsworth. News, Goodland. News, Hays. Times, Kansas City, Mo. Evening Journal, Salina. WEEKLIES. News, Ness City. News, Osborne. Normal Bulletin, Emporia. Outlook, New York. People's Reveille, Hill City. Record, Russell. Record, Stockton. Republican, Hays. Republican, Hill City. Republican, Lincoln. Review-Headlight, Ellis. Saturday Evening Post, Philadelphia. Science, Garrison-on-the-Hudson, N. Y. Scientific American, New York. Sentinel, Hoxie. Times, Beloit. Times, Plainville. Western Call, Beloit. Western Kansas World, Wa Keeney. Youtn's Companion, Boston. MONTHLIES, ETC. American Educational Review, Chicago. American Penman, Cedar Rapids, la. Association Monthly, New York. Atlantic Monthly, Boston. Book Review Digest, Minneapolis, Minn. Century, New York. Current Literature, New York. Educational Review, Rahway, N. J. Electrician and Mechanic, boston. Elementary School Teacher, Chicago. Engineering News, New York. Good Housekeeping, Spvingfield, Mass. Harper's Magazine, New York. Intercollegian, New York. Interstate Schoolman, Hutchinson. Journal of Geography, New York. Ladies' Home Journal, Philadelphia. Library Journal, New York. Lyceumite, Chicago. McClure'sj Magazin , New York. National Geographic Magazine, Washing- ton. D. C. Nature Study Review, New York. New England Magazine, Boston. North American Review, New York. Pitman's Journal, New York. Popular Science Monthly, New York. Readers' Guide to Periodical Literature, Minneapolis. Review of Reviews, New York. School and Home Education, Blooming- ton, 111. School Board Journal, Milwaukee, Wis. Scribner's Magazine, New York. Success, New York. System, New York. Western School Journal, Topeka, Kan. World's Work, New York. Western State Normal School. Annual Catalogue of the Officers and Students. Seventh Year- 1908 '09. Vol. I, No. II. Issued Quarterly by the Western State Normal School. HAYS, KANSAS, JUNE, 1909. Entered March 23. 1909. at Hayi. Kansas, as second-class matter, under act of July 16. 1894. «78 Annual Catalogue of the Officers and Students of the Western State Normal School, Hays, Kansas. Seventh Year-1908-'09. STATE PRINTING OFFICE, TOPEKA, 1909. BOARD OF REGENTS. Term Expires in 1911. Supt. A. H. BUSHEY Pittsburg. H. W. GRASS, Esq La Crosse. M. F. AMRINE, Esq Council Grove. Term Expires in 1913. SHEFFIELD INGALLS, Esq Atchison. W. B. HAM, Esq Stockton. GEO. E. TUCKER, Esq Eureka. Officers of the Board. President H. W. Grass. Vice-president W. B. Ham. Secretary A. H. Bushey. SCHOOL CALENDAR, 1909-10. lS)Oi>. Jun. 1, Tuesday — Opening of Summer School. First Term. Jun. 25, Friday > Jun. 26, Saturday f County Teachers' Examination. Jul. 2, Friday Jul. 3, Saturday f County Teachers' Examination. Jul. 30, Friday — Close of Summer School. *" ' f County Teachers' Examination. Aug 7, Saturday > Sep. 3, Friday » Sep. 4, Saturday f Free Entrance and Final Examinations. Sep. 6, Monday — Signing of Permits for Second Term. Sep. 7, Tuesday — First Meeting of Classes for Second Term. Oct. 29, Friday » County Teachers' Examination. Opportunity for en- Oct. 30, Saturd ay ) rolled students to write on questions. Nov. 11, Thursday i Nov 12 Fridav i Free Entrance and Final Examinations. Nov. 12, Friday — Close of the Second Term. Nov. 15, Monday .— First Meeting of Classes for Third Term. Nov. 25, Thursday — Thanksgiving Vacation. Dec. 23, Thursday \ 1910. > Holiday Recess, Jan. 3, Monday ' * ««=>' -^ -j I Free Entrance and Final Examinations. Jan. 28, Friday f Jan. 28, Friday. - Close of Third Term. Jan. 28, Friday > Jan 29, Saturday \ County Teachers' Examination. Jan. 31, Monday — First Meeting of Classes for Fourth Term. Fen. 22, Tuesday - Holiday. Mar. 31, Thursday ( Apr 1, Friday ' \ Free Entrance and Final Examinations. Apr. 1, Friday - Close of Fourth Term. Apr. 4, Monday — First; Meeting of Classes for Fifth Term. May 29, Sunday, 11:00 a. m.— Baccalaureate Address. Jun. 3, Friday, 10:00 a. m.— Commencement Exercises. Jun. 6, Monday — Opening of Summer School. Aug. 5, Friday - Close of Summer School. THElFACULTY OF 1908-'09. THE FACULTY. Names are printed in the order of election. PRESIDENT. JOSEPH H. HILL, A. M., D. D. (Kansas State Normal School and Northwestern University). PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School), ASSISTANTS. ANNA KELLER (Kansas State Normal School), Directress Model School. ERNEST B. MATTHEW (Kansas State Normal School),. Mathematics and Public Speaking. HARRY L. KENT (Kansas State Normal School), Natural Sciences and Agriculture. LULU BICE (Western State Normal School), Librarian. CHARLES A. SHIVELY, A. M. (State Normal School and University of Kansas), Pedagogy. JENNIE E. NICKLES, A. B. (University of Kansas), German. ANNETTE FOSTER (Kansas State Normal School), English and Latin. JOHN S. BIRD (Kansas State Normal School), Commercial Subjects, Shorthand, and Typewriting. JULIA M. STONE (Kansas State Normal School), Model District School. *J. L. PELHAM, B. S. Agr. (Kansas State Agricultural College ) > Agriculture. J. H. BEACH (Kansas State Normal School), History. CLARENCE J. SMITH, A. M. (Fairmount), Manual Training. CLAUDE F. BICE (Western State Normal School), Gymnasium— part time. LYMAN D WIGHT WOOSTER (Kansas State Normal School), Natural Sciences. Spring term. C. D. FRANKENBERGER, Janitor. * Resigned. (5) Western Normal School. %^|tf^^' Hays, Kansas. REGISTER OF STUDENTS. GRADUATING. LIFE CERTIFICATE COURSE. Bice, Claude Francis, m£ Hays. Havemann, Alfred, Hays. Jantzen, Edward David, Fairport. Kell, J. A., Dighton. McVey, Henry Herbert, Wa Keeney. McVey, James Oliver, Wa Keeney. Stenstrom, Eva M., Lindsborg. Sullivan, Ward Will, Thompsonville. III. Wallace, Murray Morton, Hays. THREE-YEAR COURSE. Bennett, Clifford H., Elkader. Brown, Henry J., Alton. Dite, Emily, Ellis. Kline, Elizabeth, Morland. Loreditsch, Clara A., Hays. McVey, Alpha, Wa Keeney. Campbell, Eva May, Hays. Morgan, Gae Evelyn, Winona. Morgan, Prudence Martha, Winona. Rowlison, Mabel Allefretta, Hays. Runyon, Laura Edith, Hays. Solomon, Ida Belle, Hays. Waggoner, Oscar Earl, Hill City. Westbrook, Olive Ida, Hays. TWO-YEAR COURSE. Morton, Charlotte, Ellsworth. Nickles, Lila Gaynell, Hays. Smith, Hallie Bordeaux, Russell Springs. NOT GRADUATING. Alfrey, Blanche, McAllaster. Alfrey, Kate, McAllaster. Arnold, Lloyd Arnold, Hays. Arnold, Rebecca Eldora, Hays. Ashton, Lillie Ora, New Cambria. Atwell, Nellie, Utica. Bailey, Elizabeth E., Geneseo. Baird, Margaret May, Morland. Ball, Merna Grace, Gorham. Barnes, Carl, Hays. Barnes, Elma Leota, Hays. Basgall, Martin A., Pfeifer. Bean, William H., Luray. Bear, George, Russell. Beeby, Alice Maybelle, Hill City. Beeby, Charles Alfred, Hill City. 8 Western Normal School. Beeching, Gertrude Lyle, Otis. Beezley, Bessie E., Penokee. Behan, Ellen Terry, Hays. Beleke, Elizabeth Anna, Hays. Beleke, Frances Barbara, Hays. Bell, Beulah Vida, Hays. Bell, Neva Mae, Hays. Bemiss, Charles E., Grinnell. Bice, Clayton Carlette, Hays. Bice, Clyde Wisner, Hays. Bice, Gertrude Iona, Hays. Bice, Leo Edson, Hays. Bice, Mary Elva, Hays. Bice, Vernon Leslie, Hays. Bieber, Carrie Blanche, Bison. Bieker, Aloysius, Schoenchen. Black, Gertrude Anna, Gorham. Bodmer, Caleb A., Bunkerhill. Bowen, MaryJAgnes, Speed. Bratton, Alta Leona, Luray. Brown, Charlotte E., Hays. Brown, Evalena, Hays. Brown, Harry Burton, Natoma. Brown, Mary Estella, Russell. Brumitt, Hannah Ellen, Hays. Brumitt, John Ulysses, Hays. Bunker, Jessie Belle, Lucas. Burrell, Florence Sarah, Utica. Button, Vera Fern, Russell Springs. Byers, Florence M., Hays. Byers, Frank, Hays. Byers, Herbert'Ray, Hays. Cahill, Mabel C, Lucas. Caldwell, Charles Leroy, Grinnell. Calvert, Frederick Williams, Winona. Cave, Lo Ree, Hays. Chapman, Ada'^Harriet, Beloit. Christiansen, *Louis, Smoky Hill. Clarkson, Carrie Grace, Paradise. Clayton, Esther A., Alamota. Coleman, Teresa, Hays. Connelly, Blanche Anna, Ellis. Cook, Mrs. Emma Miller, Oakley. Cook, MattieMane, Gove. Copeland, Grace Ellen, Hays. Cox, Cora Winifred, Hays. Crissman, Annie E., Hays. Crissman, E. Grace, Hays. Crissman, Harry E., Hays. Crowder, Mattie Mae, Lenora. Cruikshank, Blanche Edith, Edmond. Daniels, Verne Edward, ■ Luray. Davis, Edwin, Studley. Dazey, Roy C, Hill City. Dinkel, Frank Michael, Victoria. Dixon, Esther, Tampa. Dixon, Gustave G., Tampa. Dobson, Jessie Leona, Sharon Springs. Dodrill, Ellsworth, Stockton. Dodrill, Roy Burton, Stockton. Doyle, Elsie M., Bunkerhill. Duff, Isabelle Sarah, Lucas. Hays, Kansas. 9 Dugan, Thomas Ambrose, Logan. Dwyer, Celia Isadore, Gorham. Early, Fred Alvan, Hays. Earnest, Homer Lee, Luray. Earnest, James Clark, Luray. Eddingfield, Carolyne, Magnolia, III. Engelker, Herrman Edward, Linda. Ericson, Lydia, Bridgeport. Farber, Ora B., Hoxie. Fehrenbach, Ida, Ness City. Francis, Leroy W., Sylvan Grove. Frankenberger, Addie Cook, Hays. Frankenberger, Charles Donald, Hays. Freese, Alice Lee, Hays. Frew, Pearl May, Winona. Fritts, Ada Mabel, n Luray. Fritts, Chester Arthur, Luray. Fulton, Ethel Fern, Luray. Gahan, Belma Senora, Hays. Gahan, Velma Lenora, Hays. Gatewood, Eva, Hays. Gatewood, Jesse Clarence, Hays. Gennette, Adelard, Hays. Gill, May F., Gill. Gish, Bertha Mabel, Palco. Gish, Ethel Grace, Palco. Goetz, Joseph, Victoria. Grammon, Leonora Matilda, Lucas. Gregg, Mary Ellen, Dighton. Groff, Joseph Henry, Ellis. Gurley, Mattie Enid, Glen Elder. Haferland, Minnie Clara, Penokee. Hammar, Charles Calvin, Codell. Hanna, E. Gertrude, Hackberry. Hanna, Jessie B., St. Peter. Henderson, Carrie Mae, Palco. Herrman, Henry F., Liebenthal. Herrman, Jacob M., La Crosse. Hight, Allie, McDonald. Hilborn, Daisy Dean, St. Francis. Hilborn, Ethel Vera, St. Francis. Hite, Jessie Elizabeth, Gradan. Hite, Maggie G., Gradan. Hoagland, Elta Ruth, Codell. Hoagland, Frank B., Codell. Hoagland, Grace Muriel, Codell. Hoagland, Lee Gilbert, Codell. Hobbs, Genevieve Catherine, Turkville. Holaday, Ella, Grinnell. Hopper, Brownlow, Hays. Hopson, Eliza Ellen, Luray. Hoskins, Bethena Stella, Codell. Hoskins, Laura Belle, Codell. Hubbard, Eva Mae, Luray. Hubbard, Winnie Grace, Luray. Hughes, Pearl Elizabeth, Englewood. Husband, Jessie, Speed. Irwin, Bertha Melvina, Hays. Irwin, Edith May, Hays. Irwin, Joseph, Hays. Ivan, Barbara Katherine, Collyer. Jacobs, John, Pfeifer. 10 Western Normal School. Jacobs, Joseph, Hays. Jacobs, Mary Helen, Hays. Jensen, Anna Marie, Mingo. Jensen, Bertha Mae, Mingo. Jewell, Frank Nelson, Hays. Johansen. James Walter, Codell. Johnson, Ethel May, Hays. Joy, Eartha, Hays. Joy, Hiram William, Quinter. Joy, Lizzie, Quinter. Kear, Harry, Kingery. Keller, George Earl, Caney. Kent, Mary Magdalena, Belleville. Kerns, Albert Harrison, Winona. Kincaid, Hazel Kirk, Marvin. King, Clarence Leo, Studley. King, Maude, Turkville. Kingslev, Harrison, Ellis. Knoche, Fredella, Hays. Knoche, Otto, Hays. Knox, Grace Marie, Essex. Kraus, Dora Wilhelmina, Hays. Kraus, Emma Elizabeth, Hays. Krueger, Carrie Gertrude, Bison. Kuhn, Katie, Walker. Kunz, Amelia, Gorham. Kutina, Mary Catherine, Ellis. Kysar, Velma, Wiles. Lahman, Orren, Winona. Lang, Anthony J., Victoria. Leiker, Peter, Victoria. Lippert, Mattie Maye, Bison. Loveland, Blanche Elma,. Atwood. Loveland, Essa Pearle, Atwood. Luckinbill, Jennie, Damar. Lund, Alice Henrietta, Hackberry. Lynn, Dorothy Ellice, Ransom. McBurney, Francis Donald,. Bison. McCarty, Clarence William,. Downs. McGuire, Erne, St. Peter. Macintosh, Elsie, Hays. McKim, Ellen Jennie, Lenora. McKim, Maggie, Lenora. McVey, Marguerite, Wa Keeney. McVey, Nellie Frances, Wa Keeney. McVey, Ruth Faye, Wa Keeney. Marts, Katie, Havensville. , Mather, Lena Pearl, Grinnell. Matthew, Harry Virgil, Webster. Meier, Andrea Margaret, Hays. Meier, Elizabeth, Hays. Meyer, Alvin, Bison. Meyer, Richard, Hays. Mills, Julia Elzana, Gorham. Mills, Mary Zeta, Gorham. Mock, James Francis, Turkville. Moore, Grover Cleveland, Wayne, Moore, Lily Ida, Hays. Moore, Lura Patience, Morland. Morgan, Clinton Hawthorne, Winona. Morgan, Earl Oliver, Morland. Morgan, Iva Margaret, Winona. Hays, Kansas. 11 Morgan, Lillie Myrtle, Morlund. Morton, Mollie, Ellsworth. Mowry, Leroy, Morland. Moyer, Josie Clara, Edmond. Moyer, Virdie Mae, Edmond. Nielson, Harry Martin, Fairport. Nielson, John Andrew, Fairport. Oakes, Leslie C, Grainfield. Orndoff, Nettie Mae, Lindsborg. Oshant, Frederick, Hays. Oshant, Henrietta Rose, Hays. Ottken, Walter D., Campus. Palmer, Myrtle May, Hays. Palmer, William Edward, Hays. Park hurst, Verna Luvera, Plainville. Pepper, Edna Lenora, Utica. Pepper, Frances Elizabeth, Utica. Peppiatt, Florence Nell, Ellsworth. Perkins, Dorothy Mae, Russell. Pestana, Helen Cynthia, Hays. Peterson, Bertha Christina, Grinnell. Peterson, Hilma, Page. Peterson, John Malcolm, Page. Peterson, Louis Oren, Hill City. Phillips, Jane, Wilson. Pierce, Ethel Helena, Russell. Prather, Lula Achsah, Oakley. Pratt, Candace Audencia, Hays. Pugh, Myrtle Hazelteen, Lucas. Rea, Hazel Ethel, Hays. Rea, Margaret Belle, Hays. Reed, Anna Gertrude, Hays. Reed, Clark, McCracken. Reed, Fred H., Turkville. Reed, Pearl, McCracken. Reed, Ruby, McCracken. Rice, Lena Maude, Wilson, Richards, Pearl, Ada. Richmond, Alfred B., Lucas. Rixon, Christena, McCracken. Robinson, Bertha Isabelle, Hays. Robinson, John Lee, Codell. Rowlison, Ethel Aletha, Hays. Ruble, Viola Alma, Natoma. Runyon, Walter Alpha, Hays. Russell, Catharine Clarice, Webster. Rutherford, Orra L., Morland. Ryan, Joseph Lacey, Hays. Ryan, Mary Alice, Frankfort. Scannell, Mrs. Hattie Eoline, St. Francis. Scannell, Harriet Hand, St. Francis. Schlatter, Minnie Barbara, Sexton. Schmidt, Stephen, Liebenthal. Schumacker, Henry, Victoria. Sears, Alva, Grainfield. Sears, Mrs. Emma Kate, Grainfield. Shamburg, Earl, Codell. Sheppard, Glenn, Sylvan Grove. Sherman, Ethel May, Wa Keeney. Sherwood, Dovie Viola, Webster. Shirkey, Essie Laura, Grinnell. Sites, Edith Lena, Hays. 12 Western Normal School. Slaughter, Fred, Ellis. Smith, Amy, McDonald. Smith, Elsie Nettie, Russell Springs. Smith, Lottie A., McDonald. Smith, Mary Louise, Russell Springs. Smith, Mary Mazella, Natoma. Smith, Nettie Grace, McDonald. Smith, Pardy Chalmers, Russell. Spencer, Elsie, Penokee. Spencer, Nellie Gertrude, Penokee. Sproul, Velvie May, Edmond. Sproul, Verbie May, Edmond. Stech, Olive May, Grinnell. Steed, Charley E., Densmore. Steed, Sophia Minnie, Densmore. Stegman, Katie E., Pfeifer. Steinle, Anna Vera, Dorrance. Stewart, Laura V., Beeler. Stock, Harry M., Hays. Stout, Olive May, Hays. Stover, Anna Elizabeth, Winona. Stover, Maggie, Winona. Stull, C. Harry, Alton. Stullken, Esther Marie, Bison. Sullivan, Wallace, Thompsonville, III. Swearingen, Florence Isabel, Lucas. Terrill, Robert E., Cheyenne Wells, Colo* Terrill, Rolla, Cheyenne Wells, Colo* Thomas, Irving, Wilson. Thornburg, L. D., Alton. Turner, Florence, Topeka. Ukele, Lulu A., Gill. Unrein, Antony, Hays. Van Leewen, Harry Julius, Vesper. Verhoeff, Lyman R., Grinnell. Virmond, Bertha Jane, Hays. Wagner, Katherine Bertha, Hays. Wallace, Ada, Fingal. Walters, Lettie, Hays. Wassinger, Frank S., Hays. Weigel, Joseph J., Victoria. Weigel, Valentine Albert, Victoria. Wharton, Katherine Josephine, McCracken. Wheatcroft, James Ernest, Utica. Wheatcroft, Lester Lewis, Utica. Wiesner, Jacob M., Ellis. Wilde, Clark J., Hays. Wilson, Charles Dudley, Hoxie. Wilson, Mrs. L. J., Hill City. Winchell, Fay, Yocemento. Wise, Arthur C, Plainville. Witt, Frances Geneva, Gorham. Hays, Kansas. 13 MODEL DISTRICT SCHOOL Baker, Graeme, Hays. Baker, Vaughn, Hays. Barnes, Lura, Hays. Beleke, Ella, Hays. Blackman, Agnes, Hays. Blackman, Charles, Hays. Blackman, Willie, Hays. Brown, Edna, Hays. Brown, Tom Lee, Hays. Butts, Zetta, Hays. Cave, Jean, Hays. Cave, Reese, Hays. Cowan, Adelbert, Hays. Craig, Alice, Hays. Cullens, Merwyn, Hays. Cullens, Wayne, Hays. Ellet, Frank, Hays. Fritts, Bernal, Hays. Fritts, Gail, Hays. . Furbeck, Rose, Hays. Furbeck, Russell, Hays. Griffith, Howard, Hays. Groff, Lester, Hays. Hayse, Edna, Hays. Hayse, Lucy, Hays. Hayse, Mabel, Hays. Herrmann, Boniface, Liebenthal. Hiss, Joseph, Hays. Johnson, Eva, Hays. Johnson, Ruby, Hays. Kuhn, Joseph, Hays. Pratt, Earl, Hays. Pratt, Everett, Hays. Pratt, Harold, Hays. Pratt, Roy, Hays. Reed, Ralph, Hays. Reemsnyder, Fern, Hays. Reemsnyder, Esther, Hays. Runyon, Olive, Hays. Runyon, Willard, Hays. Rupp, Philip, Hays. Shutts, James, Hays. Shutts, William, Hays. Start, James, Hays. Stock, Earl, Hays. Stock, Leo, Hays. Stock, Milo, Hays. Thomas, Ruby, Hays. Troth, Flora, Hays. Wagner, Carrie, Hays. Wagner, Jennie, Hays. Wagner, Margaret, Hays. Wann, Gilmore, Hays. Wann, Wilfred, Hays. Ward, Ralph, Hays. Wassinger, Ida, Hays. Wheatcroft, Ethel, Utica. Wheatcroft, Walter,, Utica. Young, Willie, Hays. Zimmerman, Rose, Hays. 14 Western Normal School. COUNTIES REPRESENTED. The following thirty-four counties were represented during the past year: Cheyenne 4 Ellis 15? Ellsworth 6 Finney 1 Gove 14 Graham 39 Jackson 1 Lane 8 Lincoln 3 Logan 19 McPherson 2 Marion 2 Marshall 1 Meade 1 Mitchell '. ... 2 Montgomery 1 Ness 6 Norton 3 Osborne 11 Ottawa 1 Phillips 1 Rawlins 7 Republic 2 Rooks 29 Rush 22 Russell 29 Saline 2 Scott 2 Shawnee * Sheridan ' Smith \ Thomas ° Trego Wallace 2 Out of the state: Colorado 2 Illinois 3 Oklahoma 2 Total enrolment 40 FLOOR PLANS OF THE MAIN BUILDING. Basement : 1, Manual training. 2, Ladies' rest-room. 3, 4. 7. 8, Toilet-rooms. 5, Boiler-room. 6, Chemistry laboratory. 9, 11. Physical laboratories. 10, Agriculture laboratory. 13, 14, Model training-school. 15, Museum. • B-B, Bicycle-rooms. (See opposite page.) First Story: A, Auditorium. 1, Reception-room. 2, Mathematics. 3, History. 4, Dressing-room. 5, 6, Pedagogy. 0-0. Offices. V. Fireproof vault, 7, Drawing. L, Library. Second Story: 1, 2. 7, 8. Commercial department. 3, Agriculture 4, English. 5, German. 6, Literal Hal). 9, Lyceum Hall. 10. Apparatus-room. A, Auditorium. G, Auditorium gallery. Floor plan of original building, same structure as shown on page 15. A comparison of floor plans presented above with those shown on page 15 will indicate the increase of room within five years. SECOND FLOOR. |S3K| liPBWHI 8£ iBI I 1 1 I T|_ - """i Si )> ■ UjfSi >*-?*■.£ J Ci v! SJ"™" ' v ^.— 1 3s3DES3l $ I KoKSB ,■}■—• 3Tar;suag."ji- . ^v ' "",' :-' *f> (yt ~— - ,- : ^ ; ?« F1RST FLOOR. BASEMENT. 16 Western Normal School. POSITIONS AS TEACHERS. The experience of the past few years has taught us that, with the increased demand for trained teachers, school boards a..d school principals are turning more and more to the Normal School with their inquiries for efficient teachers. At no time during the past year have there been available candidates with the necessary qualifications to meet all of the demands, and we have been able to place advantageously not only our graduates, but many experienced undergraduate teachers. The authorities of the School are glad to cooperate with school officers and to aid in the discrimi- nating selection of good teachers for the schools. Correspondence, therefore, on this subject is wel- come. Students, also, may be assured of our de- sire to render them courteous and intelligent service in finding positions. The enlargement of oppor- tunity that comes to the growing teacher by at- tendance upon the Western State Normal School is by no means a small element of its value to the student. Hays, Kansas. 17 ENTRANCE REQUIREMENTS. 1. Students who hold county diplomas, or who present other credentials indicating the completion of eighth-grade work with no evidence of additional study or maturity, and students who hold third-grade certificates, will be admitted without examina- tion to the studies of the county certificate year, or to ninth grade of Model Training-school. Holders of certificates above the third grade will be admitted without examination to the work of the first year of the Normal certificate courses, except that they must complete the preparatory work of the county certificate year in all subjects in which their certificates do not show satisfactory grades. The grade required for passing is eighty per cent. 2. Graduates of approved four-year high-school courses who have completed the required sixteen units of the standard Normal high-school course, or their equivalents, will be admitted to the third year of the life diploma course. 3. Students who have completed two years or more of high- school work may be admitted without examination to the county certificate year with subsequent recognition of their high-school work so far as it may apply as credit on the first two years of the Normal life diploma course. 4. Candidates for admission not meeting the above require- ments may be admitted to Normal classes by examination in the following subjects: Arithmetic, reading, political geog- raphy, United States history, grammar and penmanship. The minimum passing grade is eighty per cent. Work in the other subjects of the county certificate year must be completed be- fore work requiring them as antecedent can be taken in the Normal course, and the record in all these subjects must be made before the completion of the first two years of the Nor- mal course. 18 Western Normal School. COURSE OF STUDY. THE COUNTY CERTIFICATE YEAR. The work of this year includes a term each (nine or ten weeks) in the following subjects: Arithmetic, grammar, United States history, political geography, physical geography, penmanship, reading, Kansas history, alge- bra, elementary school management (theory and practice), United States constitution, physiology, bookkeeping, literature, general history and physics. LIFE CERTIFICATE COURSE OF STUDY. NORMAL DEPARTMENT. FIRST YEAR Required. Arithmetic two terms. Botany two terms. Drawing two terms. Elocution one term. Political Geography one term. English four terms. Elective. ( Four terms to be taken.) Agriculture four terms. Manual Training two terms. Domestic Science two terms. Commerce. . four terms. Latin four terms. German four terms. Orthography and Declamation supplementary. SECOND Required. Algebra two terms. Geometry two terms. Physics one term. Music one term. American History one term. Psychology one term. General History one term. General Methods one term. School Administration. . .one term. Teaching one term. YEAR. Elective. ( Four terms to b'e taken.) Agriculture four terms. Latin four terms. German four terms. Zoology two terms. Geology two terms. Elocution two terms. General History two terms. History and Civics two terms. Chemistry two terms. Physiology one term. Physics one term. Music one term. Orthoepy and Essay supplementary. Hays, Kansas. 19 THIRD AND FOURTH YEARS. Required. Psychology, including | Child Psychology, \ Teaching History Biological Science History of Education . Expression Literature Mathematics Drawing Physiography Principles of Education School Administration. Physical Science Physical Training three terms. three three three .two .two .two .one one one one one one one terms. terms. terms. terms. terms. terms. term. term. term. term. term. term. term. Elective. ( Seven terms from elective li-.t of first two years.) Students completing two years of above course receive a One-year State Certificate; those completing three years, a Three-year State Certificate; those finishing the en- tire course are awarded a Diploma, which is a Life Certificate. Oration and Etymology supplementary. THE ACCREDITED NORMAL HIGH-SCHOOL COURSE. The completion. of an accredited Normal high-school course admits with- out condition to the third year of the life diploma course, and the work of the last year may be so arranged that by the proper substitutions in the Normal department the one-year certificate may be granted. The course is made to conform to the standards set by the State Board of Education for the Normal high-school course. The following is a statement of the required and elective units. Sixteen units must be taken to complete the course: 1. English -four units. Three units required. II. Mathematics— four and one-half units. Two and one-half units re- quired. Algebra, one and one-half units. Geometry, one and one-half units. Arithmetic, ore-half unit. Advanced algebra, one-half unit. Trigonometry, one-half unit. III. Foreign Languages— Latin, four units; German, three units. IV. Physical Science— two and one-half units. One unit required. Physics, one unit. Chemistry, one unit. Physiography, one-half unit. V. Biological Science— two and one-half units. One unit required. Botany, one unit. Zoology, one unit. Physiology, one-half unit. VI. History— four and one-half units. Two units required, one of which shall be American history ( including Kansas history) . Greek and Roman, one unit. Medieval and modern, one unit. English, one unit. American (including Kansas), one unit. Civics, one-half unit. 20 Western Normal School. VII. Commercial— four units. Bookkeeping and business practice, one unit. Commercial law, one-half unit. Commercial geography, one-half unit. Stenography, one unit. Typewriting, one-half unit. Business arithmetic, one-half unit. VIII. Arts— four units. One unit required. Manual training, one unit. Domestic science, one unit. Free-hand and mechanical drawing, one unit. Music, one unit. IX. Pedagogy— two units. Both required. Psychology, one-half unit. Methods and management, one-half unit. Review of common branches, one unit. GIRLS' BASKET-BALL TEAM. '09. Hays, Kansas. 21 DIPLOMAS AND CERTIFICATES. COUNTY EXAMINATIONS. Upon the payment of the usual examination fee of one dollar, regularly enrolled students of the Western State Normal School may present them- selves for examination for county certificates to be conducted under the supervision of the officers of the Western State Normal School at any time when such an examination is given at any point in the state. The papers in such examination will be sent to any county designated by the applicant, there to be examined by the county board of examiners, who will issue cer- tificates to the successful applicants under the same conditions as if the ex- -amination had been conducted under their supervision. ONE-YEAR CERTIFICATE. A one-year state certificate is granted to such students of the Western State Normal School as apply for it, who have been at least twenty weeks in attendance and have completed, successfully, the first two years of the life diploma course, substituting school administration, methods, teaching (ten weeks each), for thirty weeks of elective work in the second year. High-school graduates who are candidates for the one-year certificate must have attended the Western State Normal School twenty weeks and have completed eighty weeks of work after meeting the conditions of the standard Normal high-school course. The eighty weeks must include gen- eral methods and ten weeks of teaching and six other courses from the re- quired courses of the third and fourth years, not more than two of the six being taken from any one group. This certificate is not renewable. THREE-YEAR CERTIFICATE. A three-year state certificate may be issued upon completion of three years of work of the life diploma course, including all the required work -of the first two years. High-school graduates who are candidates for the three-year certificates must have attended the Normal School twenty weeks and have completed 160 weeks of work after meeting the conditions of the standard Normal high-school course. The 160 weeks of work must include ten weeks of gen- eral methods and twenty weeks each of teaching and psychology. The re- maining courses may be selected from the third and fourth years, not more than two to be taken from any one group. This certificate is not renew- able. LIFE CERTIFICATE. On completion of the four-year life certificate course a diploma is issued which, without any further inspection or approval, is a life certificate to teach in the public schools of Kansas, including those of all classes of cities and high schools. Students completing the work in any term of the year are entitled at once to the legal privileges incident to graduation; but they are listed with the class of the succeeding June and their diplomas are usually issued at the June commencement. The roll of the class for gradua- tion is made up at the beginning of the fifth term, nine weeks prior to com- mencement, and all work except such as is included on the class permit for that term must be completed by that time in order that students may be -listed for graduation with the class. 22 Western Normal School. HISTORY OF THE SCHOOL. Following is> sketch from the Fifteenth Biennial Report of the State Superintendent of Public Instruction : "The portion of land set apart by the state for the use of the School, under the act of Congress of March, 1900, includes a total of 4055 acres, most of it excellent farming land. The average value of the land is not less than twenty- five dollars per acre; a fine endowment for a young school. The provisions of the act of Congress prevent the alienation of any of the land by the state, so that the endowment is perpetual. "School opened in some of the buildings of old Fort Hays for a summer term June 23, 1902. Since then work has continued with no cessation, ex- cept the short summer vacation in August of each year. Five terms of ten weeks each constitute a full year's session. Commencing with a two- years course, offering a total of 320 weeks' work, and a Faculty of two resident regular members, the institution has progressed until now 890 weeks' work are offered, and a resident Faculty of ten are in charge. Exactly three times as many students are enrolled for the present term as were enrolled for the corresponding term four years ago. Last year's total enrolment reached the unexpected figure of 201, and the present indications are that the 250 mark will easily be passed the current year. "Of the 25 graduates, 12 are teaching, 1 is principal of a county high school, 1 is a county superintendent, 6 are doing postgraduate work in this institution, and 3 are enrolled in universities. Thus are the purposes for which the school was established conserved. A well-appointed model school, now in successful operation, insures better preparation of our students for teaching than has been possible heretofore. "The first building used for classrooms and assembly purposes was the hospital building of Fort Hays. The old stone guard-house was utilized at the same time as a gymnasium. In these limited and unsuitable quarters, on a site remote from town, school was maintained for two years. At the opening of the fall term of 1904 came the removal to a handsome and modern building erected by the state on a site near Hays, at a cost of $20,000. The legislature of 1905 appropriated $15,000 for a new gymnasium. Completed the 1st of April, 1906, this is at this date the best gymnasium building in use at any of the state educational institutions. "The situation selected for the school is such that fine facilities for out- door sports are afforded. Eighty acres are set aside for a campus, portions of which give ideal grounds for running- track, golf, baseball, basket-ball, football, and tennis. The campus is skirted on the south and west by a fine grove of timber lining both sides of a body of water some two miles in length, upon which boating and skating are excellent in their respective seasons. This stretch of water results from the damming of a never-failing stream of clear water which crosses the Fort Hays reservation. Good steel rowboats are among the athletic properties of the school. "Ministering as the Western Normal does to the higher educational needs of the western three- fourths of Kansas, there can be little doubt as to the future growth and prosperity of the young institution. It has already, though but a trifle over four years old, secured for itself a strong place in the esteem and affection of the people of western Kansas." Since the foregoing appeared two wings to the main building have been built at a cost of $40,000. Double the enrolment mentioned above was recorded for last year. Hays, Kansas. 2\ Drop-curtain down. brop-curtain up. TWO VIEWS OF STAGE OF NEW AUDITORIUM. 24 Western Normal School. MISCELLANEOUS. DISCIPLINE. Many of our pupils have already had some experience in practical life,, so that they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women ;, and those whose best endeavor is not in accord with this purpose are sum- marily dismissed from the School. ADMITTANCE AND CREDITS FROM HIGH SCHOOLS. The Principal of the Faculty will take pleasure in corresponding with, school principals and superintendents who may desire to make such arrange- ments as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School without examina- tion, or who may contemplate adopting a course of study which would give graduates advanced standing. Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a stu- dent can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two stud- ies, or who habitually fails in studies taken, is required to show the Prin- cipal cause why he should not be dismissed. ADVICE. Those proposing to enter are reminded of the importance of being pres- ent at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel a constantly increasing embarrass- ment throughout the entire term. The habit which is thus indulged indi- cates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed ; otherwise they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any informa- tion that it does not supply. SUMMER TERM. The summer term is now one of the regular terms, subject to same con- ditions of entrance and work as any other term of the year. In 1910 it wilt continue from June 6 to August 5, inclusive. Fees are as for any other term POINTS TO BE NOTED. The Western State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. Land. —The institution owns over 4000 acres of land, with over two miles of fine timber along Big creek, the water of which, held by a dam, affords a magnificent opportunity for boating, fishing, and skating, in sea- son. Buildings.— The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower-baths, and other modern conveniences. In 1907-'08 the sum Hays, Kansas. 25 of $40,000 was spent for additions to this building, making it one of the best State Normal buildings in Kansas. The handsome gymnasium building was completed in May, 1906. Thor- oughly modern and well equipped, it is one of the finest gymnasia now in use at the state educational institutions. A boiler-house for heating plant completes list of buildings on campus. Janitor's residence and emergency hospital are just south of campus, across creek. The last legislature appropriated $30,000 for heating, water, and electric- light plant, to be erected during 1910. Entrance Requirements.— Graduates of high schools and holders of professional, first-grade or second-grade county certificates enter Normal Department without examination. Others may enter Normal Department upon passing a successful entrance examination (average grade of eighty per cent, required ) upon arithmetic, reading, geography, grammar, United- States history and penmanship. County Certificate Classes. —These classes prepare for entrance to the Normal Department and fit teachers for examination for second and higher grades of county certificates. Holders of third-grade certificates and graduates of district schools enter these classes without examination. Fees. —The statutes provide that students in the Normal Department pay a fee of one dollar per term— five dollars for the year; students re- siding in states and territories other than Kansas, twenty- five dollars per year. These are the only fees charged. Board and Rooms.— Good table board can be had at the newdining-hall on the Normal campus for $2.75 per week, with lodging at fifty to seventy- five cents per week— lodging accommodations in private families. Living expenses may be reduced below these figures by self-boarding. Examinations for County Certificates.— Under a state law, exam- inations for all grades of county certificates are offered at the School; papers made in such examinations are to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive credit as if written in presence of such board. Additional Advantages Offered.— An enthusiastic Faculty, a fine li- brary, a well-equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a Summer School with regular Fac- ulty in charge for nine weeks at a fee of four dollars and fifty cents, an eighty-acre campus with finest natural athletic park in the state, and af student body unsurpassed for energy and devotion to work. 26 Western Normal School. Hays, Kansas. , 27 OUTLINES OF INSTRUCTION. Unless designated as a double term, each course offered is for a single or ten-weeks term. GROUP I. PSYCHOLOGY AND PHILOSOPHY. PSYCHOLOGY. Course I. Introductory Psychology. — Required. Titchener's Primer of Psychology. In addition to the text- book, reports upon experiments and observations are required. Courses II and HI. General Psychology. —Double term. Required. Argell is used as a text. Pupils are required to report upon experiments and observations. The text-book work is supplemented by copious refer- ences to James, Ladd, Munsterberg and other texts. Topics for especial investigation and report assigned to students. Special phases of the work are presented from time to time in classroom lectures by the teacher. Course IV. Child Psychology. — Required. Hall. Supplementary reading and observation work required. PHILOSOPHY. Course I. Philosophy of Education.— Required. Home. GROUP II. EDUCATIONAL HISTORY AND PRACTICE. HISTORY. Courses I and II. History of Education. —Double term. Required. Monroe's text, supplemented by library reference work. SCHOOL ADMINISTRATION. Course I. Rural School Management.— Required in county certifi- cate year. This course is intended for those students who expect to teach in the rural schools of our state. The course designs to take up the prob- lems of a rural-school teacher in about the order that these problems often present themselves, and give some adequate solution for these difficulties. It aims to acquaint the students with what is being done in the best rural schools of our country; to bring them in touch with the ideas of the foremost men of our nation regarding rural-school problems; to give them an idea of the proper equipment and arrangement of a modern one-room schoolhouse; to put them in sympathy with rural-school life, and so to instruct them in the handling of classes and school government that they will be much better equipped for the management of a district school. This course is directly related to the every-day work of the model district school, and members of the class visit the latter regularly for illustrations of a practical nature. Course II. School Law.— Ten weeks. Required. A thorough study of Kansas school law, with a review of the history of educational develop- ment in the state. The school laws of Kansas are compared with those of other leading states. Course HI. School Management.— Ten weeks. Required. GROUP III. TEACHING, GENERAL AND APPLIED METHODS. Course I. General Method.— Required. A text-book on the princi- ples of teaching is studied. The following topics are emphasized: The meaning of education ; the aims of school education ; the scope of school education ; the psychological basis of education ; instincts and capacities ; self-activity; apperception; interests; individual differences in children; attention; principles of association ; habit formation ; memory; principles of analysis ; reasoning ; inductive and deductive methods of teaching ; the 28 Western Normal School. formal steps of instruction ; education and conduct ; moral training ; imi- tation and suggestion ; responses of feeling ; the esthetic emotions ; taste ; motor expression; verbal expression; expression through the arts and in- dustries; teaching form; teaching execution. Courses II, III, IV and V. Teaching —The Training School offers work in the grades for observation and practice-teaching. The course covers one year, one period a day. One term's work in the Model School is required for the one-year certifi- cate and one-half year for the three-year certificate. The work includes observation of expert teaching, the study and construction of lesson plans, the criticism of recitations and lesson plans, and the actual management of the room and teaching of classes. GROUP IV. ENGLISH. Courses I and II. English Grammar. —Double term. A comprehen- sive study of the elementary principles of English grammar as set forth in the state text, but proceeding from the point of view of the sentence and paragraph rather than of the isolated word or prescribed chapter. The aim is threefold: To equip the pupil with a body of grammatical doctrine- knowledge: to develop the habit of logical thinking— power; to furnish him with available methods for an intelligent presentation of the principles of the science— teaching ability. Course III. Literature.— A special course in literature for such as have not had at least a year of daily work in English classics or its equiva- lent. Course IV. English. —For logical training and keen linguistic insight, grammatical analysis; for synthetic power, origin and history of grammat- ical accidence, growth of idiomatic English; for increase of knowledge, foundational work in the history and development of the English language. Required of all students. Courses V and VI. Rhetoric and Composition.— Double term. Re- quired of all students, but must be preceded by course IV. Part I.— Offers training in the fundamental principles and practice of English prose discourse. Narration, description, exposition and criticism are presented, with a variety of analytical and constructive exercises. The practical needs of every-day life are kept constantly in view and technical excellence is essential. Semiweekly themes are required. Part II. — (1) The writing and criticism of longer themes, with a study of the principles of structure. (2) A study of the principles of composition ^nd the qualities of style. (3) Discussion of text-books and methods of teaching English composition. Courses VII and VIII. General Survey of English Literature. — Double term. Required, courses V and VI. GROUP V. EXPRESSION. Course I. Oral English.— Reading, preparatory. Required in county certificate year. Breathing exercises. Vocal culture. Proper carriage of the body. Reading for the following : a. Thought getting. b. Analysis. c. Phrasing. d. Memory work. e. Emphasis. /. Interpretation of thought and feeling. Elementary sounds. Enunciation. Pronunciation. Silent reading. Text, Fulton and Trueblood's Standard Selections. HAYS, K\ 29 rses II arvl III. Elocution.— Double term. Required. 'j if. Anatomy. 1. Respiratory organs. 2. Vocal or;: //. Breathing exercis- Vocal culture. 1. Placing tone for resonance. 2. Pervasive: ne for carrying y. 3. Support of tone. 4. Smoothness of tone. d. Bodily expression. 1. Relaxing exercises. 2. Poising exerc 3. Original work in gesture. i. Oral English. Study of masterpieces for the following : 1. Anal 2. Un- 3. Sequence of thought. 4. Clearness of enunciation. 5. Elementary sounds and pronunciation. 6. Forms of empr Text, Marsland's Interpretive Reading. a. An ate 1. Respiratory organs. 2. Vocal organs. Review of the work of the previous term, with talks on the care of the lungs and throat and nasal cavit:- b. Breathing. c. Vocal culture. 1. Review of the first four st~ 2. Flexibi::- 3. Volume. Force and intensity. 5. Tone color or expression. d. Bodily expression. 1. Principles of gesture. 2. Rhythm exercises illustrating ge;:;:T5. 3. Original gesture work. e. Oral English. Study of masterpieces for the following: 1. Word pictures. 2. Atmosphere. 3. Tone color. 4. Rhythm. The poetic foot. 5. Movement or rate. 6. Personation. Text, " Marsland's Interpretive Reading. PUBLIC SPEAKING. rse I. Oration. —Two orations or their equivalent required of all students finishing the diploma course. It is expected that this requirement will be completed during the third year of the four- rse. So far as time permits, a careful study is made of the persona".:: each student, and the training is adapted to individual needs. Freqnent conferences with the instructor disclose the development of the oration and the further needs of the student. Attention is called to the nature of oratory, and to those peculiarities of structure and style that distinguish it from other forms of discourse. In the process of the discourse there will be conciliation, instruction, conviction, persuasion, and these are all employed in order that the hearer may be moved to decision and to action. The art should not be an end in itself! 30 Western Normal School. Hays, Kansas. 31 The prospective speaker is urged to become acquainted with his own heart-life, and to fina therein incentives to speech; to discover tho extent and content of his own store of observation and experiences, and from this to draw much of the material for the oration. Originality is a constituent element in all true eloquence. It is necessary to keep in view the audience to be addressed and the end sought, and to let these determine choice of facts and turn of phrase. For the purpose of securing exactness of statement, much writing must be done, but care should be taken lest the larger thought of to-day be lim- ited by the forms of yesterday. Emphasis is laid upon the following principles: Vision— see clearly; vigor— feel strongly; sincerity— speak truly; force— speak simply; interest —speak from yourself. The whole being must serve. Course II. Extemporaneous Speaking. — (Beginning.) Lectures deal- ing with nature and various methods of speech; advantages and disadvan- tages of each method; student encouraged to talk informally on subjects self-chosen, and preferably relating to matters of personal observation and experience; simplicity and directness emphasized; careful analysis and prep- aration and logical order and presentation advised; student permitted to speak in manner and from place most conducive to self-possession; criticisms mostly given privately. Course III. Extemporaneous Speaking. — ( Advanced. ) Auxiliary reading in works dealing with the principles of public speaking; class dis- cussions on same; topics familiar to the student assigned after the class has assembled; informal debates; speaker must face audience; questions and interruptions permitted; criticisms mostly given in presence of class. Two periods a week. Credit in these courses accepted in substitution for work required in oration. GROUP VI. HISTORY AND POLITICAL SCIENCE. EUROPEAN HISTORY. Course I. General History.— This course is organized for the purpose of giving a thorough elementary drill on the period covered by the state board's examination questions in general history. The details of the course will vary from time to time to meet the exigencies of the case. Completion of this course gives entrance credit only. Course II. History of Greece. —A general course covering the entire period of Greek history to the Roman supremacy of 146 B. c. The attempt is made to trace the artistic, intellectual, religious, social and economic as well as the political development of the Greeks— familiarizing pupils with the permanent elements of Greek history. Special attention is also given to the myths and their value as a means of historical study. The course is outlined with special reference to the needs of teachers in secondary schools. Required. Course III. History of England.— Early Britain: Its Romanization; the settlement of the invading Teutonic tribes; the struggle for supremacy; the union of England under Wessex; Anglo-Saxon institutions; the Norman conquest; English feudalism; struggle between church and state; struggle for the charters and the development of parliament; rise of cities and the agrarian revolution; civil and foreign wars; beginnings of the Renaissance in England; the new monarchy; discoveries; the abolition of papal jurisdic- tion; the Reformation; the struggle between king and parliament; the Puritan revolution; the revolution of 1688 and the rise of the cabinet; struggle for colonial supremacy; English society and civilization; the Ameri- can Revolution; influence of the French Revolution; the Irish question; re- forms; democracy and empire. Required. Course IV. History of Rome.— In this course a brief outline is given of the origin and growth of the Roman state; the development of the Roman constitution under the republic; the erection of the empire on the ruins of the republic; the decay of paganism and the rise and progress of Christianity, and the beginnings of modern nations. In tracing the history 32 Western Normal School. of Rome, topics like the following will be given special attention : The geog- raphy of the Mediterranean basin; the agrarian laws; the provincial system; Belenism; the development of parties; economic conditions; Roman citizen- ship; the army; the frontiers, and the contact with barbarism. Course V. History of Modern Europe. —The principal topics treated are the Reformation; the struggle for constitutional liberty in England; the ascendency of France under Louis XIII and Louis XIV; the rise of Prussia; England's colonial supremacy, and the era of the French Revolution. AMERICAN HISTORY. Course I. American History, 1492-1880. —No exhaustive study is at- tempted. The course aims to give a related, outline survey of the entire field. Attention is given to the development of the cause-and-effect method of presentation. Required, and must precede all subsequent courses in the department. Course II. Kansas History. —The territorial struggle and the state history are presented. Every Kansan should be well versed in the knowl- edge set forth in this course. Courses HI and IV. American History, 1492-1900 —Double term. Required. This course is prepared for those who have not had a good high- school course in history or its equivalent. The aim is to give a thorough drill on the leading events in the whole range of American history. Not much stress is laid upon details, but great care is taken to have pupils com- prehend the relations of events to each other, that they may derive a com- prehensive notion of American history as a whole. Course V. Political History, 1817-1860.— Elective. The various eco- nomic questions, with their constitutional bearings, are presented, with special reference to the Civil War. The opening of the great Middle West ; the introduction of new machinery; the rise of literature; the inauguration of new movements, educational and philanthropic, are discussed. civil government. Course I. Civil Government. —Required, county certificate year. Es- pecially adapted to the needs of those who have not had a good high-school course in the subject or its equivalent. General facts which the average citizen should know about municipal, state and national affairs are pre- sented. Course II. One term. Required. A detailed study of the United States constitution as an instrument of government is made. Historical illustra- tions of the practical application of the constitutional provisions are studied. Course III. National Administration.— Elective. A study of the actual method of administering our national government. What depart- ments, bureaus and officers exist and what are the duties of each. A study of unusual interest and profit. GROUP VII. MATHEMATICS. ARITHMETIC. Course I. Arithmetic. — Required in county certificate year. A mas- tery of the fundamental rules, divisors, multiples, fractions, decimals, and analysis, with emphasis upon the definitions, principles and explanation of processes is insisted upon, and the students are drilled upon methods of solving problems with speed and accuracy. Students finishing this course should continue arithmetic and complete the next course before taking up the study of preparatory algebra. Courses II and III. Arithmetic— Double term. The subject is com- pleted, emphasizing the topics of denominate numbers and their relation to the metric system ; percentage as applied to all commercial topics ; extrac- tion of roots, and a strong course in mensuration. In the courses in arith- metic there is a threefold object: (1) To ground the student firmly in the science of arithmetic; (2) to give him facility in solving just such prob- Hays, Kansas. 33 lems as he is likely to meet at every turn of practical life; (8) to give the student methods that will be a tower of strength to him throughout his en- tire course in mathematics. Required of all candidates for graduation. ALGEBRA. Course /. — Required in county certificate year. This course covers the work of the text through the fundamental rules, factoring, divisors, multi- ples, and reduction of fractions. Co urses II and ///.—Double term. Required. This course is a continua- tion of the work of course I and covers the work of the text through simul- taneous quadratic equations. It is the intention to give the work in such a manner as to impart power in original investigation, mastery of methods of teaching the subject, and ability to demonstrate formally and rigidly all principles. Open to all students who have completed arithmetic and course I of algebra. GEOMETRY. Courses I and II. —Double term. Ability to pass a thorough examination in plane geometry ; a knowledge of how to investigate relations and how to teach others to attain the same end. Ability to talk and chalk at the same time. Power of original proof and the ability to apply practically the de- ductions of geometry. Open to all students who have finished algebra III. Required of all candidates for graduation. TRIGONOMETRY. Single term. Elective. This course covers the work of the text through plane trigonometry and the spherical through the right and quadrantal tri- angles. Open to all students who have finished algebra III and geometry I and II. SURVEYING. Single term. Elective. This course embraces the use of drawing in- struments, the transit, plane table, solar compass, and Y-level— the ordi- nary work required of the county surveyor. Each student is required to spend one hour per day for ten weeks in actual field-work with instruments. Open to all students who have finished trigonometry. GROUP VIII. BIOLOGICAL SCIENCE. BOTANY AND PLANT BIOLOGY. Course I. Field Botany.— This course embraces morphology and habits of phanerogams and cryptogams. Course II. Physiological Botany. —This course includes a study of the physiology, ecology and histology of plants. Course III. Agricultural Botany.— As its name implies, this course gives elementary knowledge of the relationships of plants to agriculture. Remark.— Any two of these courses completes the requirement in botny, provided the laboratory work on cryptogams and plant tissues is taken. ZOOLOGY AND ANIMAL BIOLOGY. Course I. Field Geology. —This course in natural history comprises field and museum studies of insects and birds, with lectures on their eco- nomic relationships to man, especially to the farmer. Course II. Animal Life.— This course gives a knowledge of the physiology and ecology of animals. Course HI. Systematic Zoology.— This embraces a study of the an- atomy of representative animals, and lectures on the structure and habits of all the classes and animals. Remark.— Any two of these courses completes the requirement in Zoology, but those who have taken agricultural botany are advised to take course I as part of their work. Course III should follow either course I or course II. 34 Western Normal School. Hays, Kansas. 35 Course TV, Systematic Biology. This course embraces a study of representative animals, their embryology, and systematic position in the animal kingdom. GEOLOGY. Course I. Dynamical and Structural Geology. -This course includes text-book and field work and laboratory work on a few of the common minerals. Course II. Historical Geology. —This course embraces text-book and field work, with especial emphasis on the geology of Kansas, and work in the laboratory on the determination of fossils. Re ma rk. Field sections of strata are required and fossils repre- senting at least twelve species must be collected. Course III in zoology is a prerequisite to course II in geology, and at least one course in chemistry should be taken to do the best work in course I, geology. PHYSIOLOGY. Course I. Physiology Preparatory— Required in county certificate year. A general elementary view of the subject. Course II. Physiology. —A thorough treatment of the subject as it should be presented in the public schools. Anatomy, physiology and hygiene are emphasized. Daily use is made of the skeleton and manikin in the class- room. Histology is studied by aid of the projection microscope. Laboratory work includes dissections of fresh and preserved specimens. Prerequisite, preparatory physiology. GROUP IX. PHYSICAL SCIENCE. Course I. Physics Preparatory.— Required in county certificate year. -A general elementary view of the subject. Course II. Mechanics.— Required. An elementary course in the me- chanics of solids and fluids. It is fundamental, and must be taken by all students who have not had its full equivalent in some accredited high school. Students must have completed a year's work in algebra and should have a working knowledge of geometry for admission to this course. Recitations, accompanied by experiments and demonstrations, daily. Individual labora- tory work two hours a week. Course III. Sound, Light, Heat and Electricity.— Required. This •course is elementary, and requirements for admission are the same as in -course I. It is recommended to follow course I, though it may be taken be- fore that course. Both are required in the life certificate course. Recita- tions and demonstrations daily. Laboratory work two hours a week. chemistry. Courses I and II. General Chemistry. —Double term. Elective. These are courses in inorganic chemistry, and include a study of the fun- damental principles and laws of the science, with a detailed study in course I of the non-metallic elements and in course II of the metallic elements. Much practice is offered in the writing of formulas, equations, reactions and the solution of simple chemical problems. Recitations daily. Individual work in the laboratory four hours a week. Many general experiments and demonstrations are given by the instructor at the class hour. GROUP X. GEOGRAPHY.: Course I. Geography.— Required in the county certificate year. A special study is made of North America, with Russell's volume upon the same as a guide as to content, and Red way's New Basis for Geography for the method in treating the same. As to texts, any standard complete geog- raphy will answer. Course II. Physiography. — Required in county certificate year. The text used is Gilbert & Brigham's Physical Geography. The method used is inductive, and field and laboratory lessons are given. 36 Western Normal School. Course III. Geography.— Required. The student taking this course must have credit in both courses I and II. The work given is based upon, Reclus's Europe. Mill's International Geography is recommended as a refer- ence work for students who take these lectures upon Europe. Course IV. Physiography.— Required. This work is outlined to suit Salisbury's Physiography (revised edition). The method varies in manner of presentment from physiography in course II, being deductive. Labora- tory and field lessons are given. The student in taking this work is pre- sumed to have completed course III. GROUP XI. PHYSICAL TRAINING. The primary object of this department is to develop the physical side of the young men and women receiving instruction in this institution. We be- lieve that all true education seeks to develop the body in harmony with the mind. A strong body is necessary to support a strong mind. The body not only supports the mind, but should also be its servant. To secure this end systematic work in this department is necessary. We are a normal school, and as such we are teaching our students to be- come teachers in the public schools of the state. To this end this depart- ment seeks to qualify our students to give intelligent instruction in physical training in the schools where they shall teach after leaving the Normal School. All students are required to take work in the department unless regu- larly excused on account of physical infirmities. Classes in light gymnas- tics or calisthenics are held during each hour during the regular morning session, and students having vacant hours in the other departments are en- rolled in these classes. Four terms of twenty weeks each in calisthenics or equivalent accepted work must be taken before graduation. These morning classes are mixed, and students take the work in the regular costume of the classroom. A careful record is kept of attendance and all cases of absence or tardiness must be excused by the physical director. The work of the morning classes consists of free gymnastics, long wands,, short wands, dumb-bells, rings and Indian clubs. The work of each class is arranged in accordance with the day's order, and is given under three heads : <1) Marching for a short time at the be- ginning and close of the period ; (2) a drill with some particular piece of light apparatus, or free gymnastics, arranged so as to progress from simple movements to complex and harder ones ; (3) breathing exercises are given each day, the object being to produce the habit of deep breathing. The best time for this work is during the class rest, when about half through the drill. The arms and body should be put in a position that will enlarge the chest capacity, and then a deep inspiration taken, followed by a deep ex- piration. Heavy Gymnastics.— This work is given in afternoon classes, and the boys and girls work separately. The girls wear the bloomer suit, and the work is more closely adapted to the special needs of girls than is the work of mixed classes in the morning. The work consists of more difficult free body-building exercises, work with light apparatus, gymnasium games, and a small amount of work on heavy apparatus. In the boys' classes the work consists of vigorous free body-building exercises, a small amount of work with light apparatus, gymnasium games, and work on the heavy apparatus. This consists of the long horse, high parallels, suspended parallels, flying rings, and mat exercises. Athletics. —Under this head come basket-ball, baseball, football, ten- nis, and track and field athletics. The Athletic Association, organized in 1905, provided for the organiza- tion of sections in baseball, football, tennis, basket-ball, etc. A fine park and ample courts offer rare facilities for outdoor exercises. A small fee is charged by the association for athletic privileges. Professionalism is excluded. Basket-ball teams are organized for both boys and girls. The boys play their regular practice games in the open gymnasium and Hays, Kansas. 37 ^Jp* % £ J ' ' !»»' ^ ; ftp \ i 1, ^ ^ i m j ~ ISP :: % ' • • ♦ • • f^„ A - fl ' I!"*' ^ H* •S(l'- ^. * ■-, *gm 9f "**: 1 w \ > _i ^ Jki^- <**SB^ 1 5- * • 7 ^ " ■♦• 38 Western Normal School. have contests with teams representing other schools. Basket-ball is played during the third and fourth ten weeks of the school year, from about the middle of November to the last of March. Baseball begins with indoor practice about February 1, and continues in the gymnasium until the weather permits practice on the field. Play con- tinues on the field during the spring and summer terms. The indoor work is intended to put the players in good physical condition for hard practice as soon as they can go to the field. The baseball team plays with teams from other schools. Football is played from the beginning of the fall term until the Thanks- giving recess. Tennis is played during the spring, summer and fall terms. Many students join this section. Physical Training for Teachers.— Each senior is required to take a ten-weeks course in the theory of physical training. This consists of five recitation periods each week. It consists chiefly of lectures by the physical director and library references for the class to read. The department has a reserve shelf in the library for books for this class. These lectures treat of the functions of exercise, a general knowledge of anatomy, bathing, sleep, rest, fatigue, anthropometry, systems of gymnastics, dress reform, first aid, etc. After finishing the work in the chief's training class each senior is re- squired to command a class in the morning calisthenic work. His work is under the direct supervision of the physical director, to whom he is respon- sible for the kind of work he does. As a substitute for this work, a senior is sometimes permitted to assist in caring for a class in heavy gymnastics or to take charge and coach a class in some section of athletics. GROUP XII. DRAWING. Course I. Pencil Drawings, Illustrating the Principles of Per- spective —Required. Study of form and proportions; elements of compo- sition, dark and light values; pencil-sketching from nature; study of color harmonies; color studies in crayon from arrangements of still-life objects; wash-drawings; arrangements of plant forms; water-color drawings of sim- ple landscapes and still-life compositions. Course II. Mechanical Drawing.— Required. A course for those pre- paring to teach in high schools or to teach manual training. This course involves the representation of objects projected against planes. Drawings are made with mechanical aids, most of which are supplied by the institution. Course HI. —Required. Throughout this course attention will be given to work in drawing adapted to pupils in the grades, and methods of present- ing such lessons will be discussed and illustrated. GROUP XIII. MANUAL TRAINING AND DOMESTIC SCIENCE. The importance of the fact that the essence of all training is in doing, of all motor training is in doing with the hands and other motor organs, is recognized. The hand work is intended to train the mind; also, to exercise it in directing the motor activities involved in the operations in the manual- training room. Mental power comes through organized thinking, and this is brought about when an individual sets himself a definite task and then thinks out and applies the ways and means of doing it. The use of models, upon which certain operations involve the selection and use of appropriate tools in a correct manner, gives training in clear, definite thinking and develops the powers of concentration. But with this technical skill and thought-training is also^ given the ability to appreciate correct proportions and their relation to the production of pleasing forms. Simple and appropriate methods of decorating the objects made are suggested and every opportunity for individual development is en- couraged. At the same time it is the purpose of the department to equip •thoroughly our students for teaching manual training. Hays, Kansas. 39' The daily lessons are forty minutes, but one and one-half hours additional time will be required daily to complete the work. MANUAL TRAINING. Courses I and II. Woodwork.— Ten to twenty weeks of drawing should precede entrance to the classes in woodwork. The course consists in the making of assigned and selected models of wood involving the typical uses of many of the common wood-working tools. The exercises are intended to lead the student to an orderly and skilful use of the tools, together with a knowledge of the choice, care and adjustment of tools and a clearer under- standing of the possibilities and limitations of the materials and powers at his command. Attention is given to the use, texture and finish of various woods and to the choice and planning of models suited to manual training under differing conditions. Course III. Basketry, Cardboard Construction, Weaving, Chip- carving, etc. — Offered particularly in the summer term. This course has been outlined to meet the wants of teachers qualifying themselves more fully for manual training in the grades, or for a busy-work course. DOMESTIC SCIENCE. It is hoped that some work in domestic science may be undertaken during the spring and summer terms of the current year, though this must of necessity be of a nature that requires but little equipment. In sewing, work equivalent to the first term's work offered at Manhattan, can unquestionably be done. This is handwork entirely and is eminently practical. Among other things, it includes the various basting stitches, and their uses; French, felled, overhanded, lapped and other seams; different sorts of hems and hemming; hemstitching; hemming and darning of nap- pery; mending and patching of plain, checked and stiiped cottons, and of woolens; matching and joining of lace and embroidery; blanket and finish- ing stitches for edges>nd seams on flannels, and many other things of prac- tical every-day value. In cookery, the work must consist more of theory than of practice, but much valuable information concerning the classes of food, mineral, vege- table and animal; their chemical and physical properties; their food values, nutritiv e, dietetic and economic; and their digestibility and cookery. ■■. GROUP XIV. MUSIC. Course I. Vocal Music— Required. This course is intended for the general student who wishes to develop his own powers and come into pos- session of a practical plan by which conditions and progress in school music may be judged. It prepares him to read music independently, to secure key relationship from any tone taken as key-tone, to master the problems of measure and rhythm, and to combine these in sight-reading exercises and: songs. This is required— First term.— Through the singing of rote songs, by teaching the scale as a melody, in different keys, in parts, in scale succession, and using the easier skips; by means of rote and dictation exercises. The student must acquire a practical knowlege of the staff, degree names, pitch names (letters), clef, key and measure signatures, notes, syl- lable names, relative value of different note lengths, their relation in the various kinds of measure, tone relation in key, and key relationship in the most nearly related keys. Some instruction will be given in the simplest forms of melody writing. Rote singing is made one of the special features of this work, and a va- riety of the best songs are used, adapted to instruction in the grades. Tonic sol-fa is explained and practice given in translating from one nota- tion to the other. Instruction in proper breathing, phrasing and general principles of song singing is given. Songs and exercises in one- and two-voice parts are used for this work. Course II. Public-school Music— Elective. Work of first term re- '40 Western Normal School. viewed. Ear-training and dictation work continued Melody writing from dictation, in different kinds of time and rhythm. Original work in melody writing is encouraged. The most common Itilian terms and marks used to indicate the tempo and character of songs. • Comparison of staff and tonic sol-fa notations continued and sufficient practic to enable the student to translate from one notation to the other, bringing more clearly to the mind the underlying elements and principles of music. The study of melodic and harmonic intervals and triads in the simpler forms is begun. Three- and four-part singing and sight-reading are prac- ticed and individual independence in singing is sought. A knowledge of the G, F and C clefs is acquired and the use of chromatic signs and their in- fluence in modulating is explained. GROUP XV. FOREIGN LANGUAGES. LATIN. Courses I, II, HI and IV.— Quadruple term. The elementary text will be completed, special attention being given to the marking of quantities, the careful and accurate pronunciation of words, thoroughness in the mastery of all paradigms and the accurate translation of easy Latin pas- sages. The student is expected to acquire in this year's work a fair vocabulary and such mastery of the elementary principles of syntax as will be essential for his successful progress in further study. Daily practice in the writing of Latin prose will be an important feature of the work. The presentation of the fundamental uses of the subjunctive in the text is sup- plemented by use of Bennett's Grammar. Courses V, VI, VII and VIII.— Quadruple term. Books I, II, III and IV of Caesar, Bennett's Prose Composition, will be completed, in connection with the text, together with a thorough grammar study of all case and sub- junctive constructions. The aim of the year's work is to master the prin- ciples of translation and grammar so thoroughly as to lay a sure foundation for all future work. Constant drill in syntax and prose characterizes this course. The geographical study of Caesar's campaigns of the first four books by means of maps and outlines accompanies this year's work. Ben- nett's or Kelsey's texts are preferred. Courses IX and X. Cicero. — Double term. The four orations against Catiline constitute the basis of this work. Special attention is given to the study of the conditional sentence as illustrated in Cicero, and selected ex- ercises in prose composition will be given to enforce the teaching on the conditions. In order to assure a grasp of the thought expressed an outline or brief of each oration will be required. Courses XI and XII. Vergil. —Books I-IV. Double term. Quantitative reading of Latin poetry receives special attention, and daily drill is persisted in until the pupil has the ability to read with something of ease and beauty the poet's lines. It is not the expectation that syntax will require much attention except in those points peculiar to poetry— constant effort being given to acquiring greater facility in translation. Mythological allusions necessary to the complete understanding of the lines are investigated and there is sufficient study of the Augustan age and literature to give the set- ting of the epic, which is translated as far as possible as a noble piece of literature rather than as a sharpener of syntactical knowledge. GERMAN. Courses I and //.—Double Term. Otis-Carruth German Grammar, Schrakamp's Das deutsche Buch fur Aufanger. The pronunciation is taught phonetically; declensions and conjugations learned thoroughly; the transla- tions into the German corrected, rewritten, and learned, so as to enable the student to reproduce them orally. Selections in Das deutsche Buch form the basis of conversation in German concerning things connected with every- day life. Practice is given in writing and translating from dictation. Simple poems are memorized. Courses III and IV. — Double term. Otis-Carruth German Grammar, Hays, Kansas. 41 Schrakamp's Mythen und Sagen, Storm's Immensee, Wildenbruch's Das edle Blut, Seidel's Leberecht Hiihnchen. The grammar is completed by the same method as in German I. Throughout the study of grammar compre- hension of the principles involved is strengthened by comparison and con- trast with English grammar. The selections read form the basis for conversation, and practice in dictation and memorizing is continued. Courses V and VI.— Double term. Schiller's Wilhelm Tell, or Die Jung- frau von Orleans, Das Lied von der Glocke, selected ballads. The play is translated or read and fully discussed in class, parts of it are memorized* the characters are studied; also the structure of the play, its sources, and its relation to history. Thomas's Life of Schiller is read outside of class, and a paper on the life and works of Schiller is required from each student. By means of lectures from time to time a general knowledge of the principal dramas of Schiller is given. Practice in conversation is continued. Courses VII and VIII. — Double term. Goethe's Hermann und Dorothea and Iphigenie. Courses IX and X— Double term. Advanced grammar, based on Thom- as's Practical German Grammar, Fossler's Practical German Conversation. Courses XI and XII.— Double term. Prose composition, based on von Jagemann's or Harris's Prose Compositions. GROUP XVI. COMMERCE. Course 1. Penmanship. —Required in county certificate year. The first object is to secure an easy and correct position; second, to give a knowledge of the forms of letters and their combinations into words; third, to attain as rapid a rate of speed as is consistent with ease and legibility; fourth, the application of writing to other subjects, especially to business forms and correspondence. All methods are directed to the accomplishment of these ends. Course II. Bookkeeping.— Required in county certificate year. The first object is the thorough mastery of the principles of debit and credit. This is taught from the view-point of the accountant. Exercise is given in the opening of accounts and the keeping of an ordinary set of books, using the journal, day-book, cash-book and ledger. Much practice is given to writing notes, checks, drafts and other business forms. The form and analysis of statements are given careful attention. Accuracy and neatness are insisted upon at all times. Course III. Bookkeeping.— Elective. Most of the term is given to the acquisition of a more thorough and extended familiarity with the science of accounts and the handling of business forms. Attention is given to ac- curacy and rapidity in computation, making of bills, invoices, checks, drafts, and the discounting of commercial paper. All ledger accounts and closing statements are carefully analyzed. The work is pursued with special refer- ence to good teaching methods of the subject that will insure classroom re- sults and impart practical business knowledge. Course IV. Bank Accounting. — Elective. After a detailed account of the organization and practical management of banks is discussed, books are opened from statements showing the condition of a bank that is in actual operation. The work is designed to reproduce as nearly as possible the actual routine of a national bank. Text used is Modern Illus- trative Banking. Courses V and VI. Commercial Law.— Double term. The course given covers thoroughly the law of contracts ; agency ; bailments, together with obligations of common carriers ; bankruptcy and insolvency ; insurance ; ne- gotiable instruments ; partnerships ; corporations ; sales of personal prop- erty ; real property. Gano's Commercial Law is used as a basis, but more complete works from the library are drawn upon freely. Actual cases de- cided upon by the courts furnish much material used. TYPEWRITING. The subject is introduced with a careful study of the machine to be used, and instruction as to its care, mechanism and possibilities. The touch 42 Western Normal School. Hays, Kansas. 43 system i3 used exclusively. Proper fingering is insisted upon in all manipu- lations of the machine. A light, rapid, smooth and even touch is secured as early as possible. Accuracy is the first object to be attained, though speed should soon come as a natural result of practice. Neatness in work is emphasized. Voice dictation is a part of the work from the beginning, and proceeds from the simplest combinations of letters through carefully graded exercises to the most difficult matter. Arrangement of work and tabulations receive special attention. To be able to write without error and at the same time smoothly and rapidly any kind of miscellaneous matter or business document is the end and aim of typewriting, and this object is held before the students throughout the course. Course /. — Mastery of the keyboard, and diligent practice on words standing alone ; also on easy sentences and the simplest and shortest of business letters. Course //. — Practice on connected matter, introduction to tabulation, and dictation of various selections from standard literature ; letters and business forms of some difficulty ; envelope addressing. Course III. —Tabulation continued ; arrangement carefully studied ; tran- scription from voice dictation and shorthand dictation ; study of most com- mon legal forms. Course IV.— Special attention to arrangement, spelling, punctuation of voice-dictation exercises of considerable difficulty; writing of much con- nected material ; study of manifolding ; carbon work, etc. SHORTHAND. Cultivation of the ear in distinguishing sounds and habits of close atten- tion are- requisite for the successful study of shorthand. Accuracy in read- ing and in making forms, quick perception and rapid thinking are insisted upon from the beginning. Each principle as presented receives thorough drill. Logograms, contractions and phrases are specially dwelt upon. In transcription of connected matter, spelling, paragraphing and arrangement must be absolutely correct. Accuracy is made the first requirement, speed the second. Miscellaneous dictation is introduced, supplementing the work of the dictation text, the object being to increase the student's vocabulary and increase his general knowledge. Dictation includes common legal and business forms, choice selections from literature, letters, tabulations, etc. Much emphasis is laid on transcription of dictation into typewriting. Stu- dents are urged to take the two subjects at the same time. Much reading of shorthand is required, in order to familiarize the student with forms and to increase the rapidity of the reading of notes. Course /.—Completion of first thirty-four lessons in text. Course //.—Completion of text, and practice in reading from shorthand articles in phonographic magazines. Course ///. — Letter dictation from dictation manual, and much practice in writing outside material from voice dictation. Beginning of work with graphophone records. Course IV.— Continued study of letter and legal dictation from manual, and outside dictation of carefully graded material, including common busi- ness and legal forms, selections from standard literature of some difficulty in writing, and much transcription of notes on typewriter. AGRICULTURE. The agriculture offered has for its primary aim the training of teachers to teach elementary agriculture in the public schools, hence throughout the courses special attention will be given to simple, helpful experiments. The courses and work offered are planned to enable the teacher to lead the pupils to a better understanding and acquaintance with and a deeper interest in the things of their every-day life. To the individual taking the work here or in any other school, be it rural, high school, normal, or college, a course in agriculture offers practical work of economic value; especially does it lay the foundation for future growth and development of the pupil. 44 Western Normal School. It offers, too, exceptional advantages for complete training of eyes, ears,.. and hands, as well as the judgment and reasoning powers. This, together- with the practical interest, the previous experience of the pupil, his ac- quaintance with t! -\ subject-matter and the consequent fund of facts at his command upon whici; he may draw for his conclusions, makes the cultural value of this work second to none. The School has exceptional advantages for observation of practical work. On the School campus experimental and illustrative work will be carried on. The Model District School maintains a school garden each year, the man- agement of which is a fine object-lesson. Added to these is the Fort Hays Branch Experiment Station of the Agricultural College within easy walking distance, where the classes may be taken to see and study the solution of large problems in farm crops, tillage, animal husbandry, horticulture, irri- gation, construction of farm buildings and planning of farm grounds. Course I. Elementary Agriculture.— Elective. May be taken dur- ing county certificate year or any time during life diploma course. No pre- requisites. Offered during the summer term regularly and at other times when sufficient demand. A brief study of the origin and nature of soils, principles of tillage and soil management, growth and care of farm, garden and orchard crops, and feeding, housing and care of farm animals. This course must be brief, but aims to be an introduction to work in agriculture and to enable elementary teachers to introduce the work in the rural schools. Course II. Soils.— Elective. Prerequisite, preparatory physical geog- raphy. Fall term each year. The class will study the origin, texture, constituents and plant- foods in the soil; the principles of tillage and soil preparation; soil preservation; the care and application of manures and; fertilizers, with special attention to the nitrogen problem, and crop rotation, dry-land farming and moisture control. Special attention will be given to preparation of soil and for tillage of leading crops of Kansas. Course III. Farm Crops. —Elective. Prerequisites, course II and botany. Third term each year. The farm crops, both forage and cereal crops, raised in large quantity, will be studied. Specimens of the less well known will be examined. The course will include preparation of seed-bed, selection and grading of seeds, tillage, protection from enemies, harvesting, storing and marketing of crops. Special attention will be given to the adaptability and economy of certain crops. Course IV. Animal Husbandry. —Elective. Student should have taken course II in physiology. Fourth term each year. This course will include feeding, housing and caring for farm animals and poultry for purposes of" breeding, for market, or for their products. Some time will be given to the study of breeds and stock judging. Adaptability and economy will be em- phasized here as in course III. Course V. Horticulture. — Elective. Prerequisites, course II and botany. Spring term. This course will give training in growing and caring for forest, orchard, garden and ornamental trees, shrubs and plants. Tree- growing, planting, pruning, spraying, budding and grafting, plant propaga- tions by layering, cuttings, etc. , treatment and prevention of plant enemies and diseases, hotbed and general garden management, cultivation, harvest- ing and marketing,, will receive attention in the term's work. Course I is not necessarily an introduction to the other courses, but rather a briefer course for those who want a view of the entire subject but have- not the time for the full forty weeks of electives. Students contemplating teaching agriculture should take courses II to V, inclusive. THE MODEL DISTRICT SCHOOL. In answer to numerous inquiries concerning the nature and scope of this branch of the work, we herewith present such information. Realizing the need for help on the part of the inexperienced and the need for more and better preparation for his work and for a better understandings of the problems and conditions which are likely to confront him, on the part of the average rural-school teacher in general, the Model District School Hays, Kansas. 45 •was established as one of the departments of the regular teachers' training work. It is hoped that here the prospective teacher and .the one eager to ad- vance in his work may learn of many things, both in methods and manage- ment, which will be of value; that here not only he may get theories, but may see some of those theories put into actual operation. The schoolroom itself is equipped with charts, globes, maps (both relief and political), sand-table, work-table, curio-cabinet, dictionary, small library, single seats of graduated sizes, pictures, etc. All these desirable and help- ful things are of such a character as to be easily within the financial possi- bilities of the average district school, and yet they fairly represent essential elements in a school where the best work is to be done. Such equipment, simple though it may be, gives the observer an idea of the tools which he must or may wish to use and with which he should be familiar. The course of study is the state course prepared for the use of the com- mon schools of Kansas, and the regular state text-books, with such supple- mental work as time and opportunity permit, are used. Any and all grades may be received, though as yet all regular eighth- and ninth-grade pupils have been cared for in the Model Training School. Considerable at- tention is given to some of the things frequently neglected in most rural schools. Among these are music— simple and rudimentary, to be sure; drawing and color work in water-colors, crayons, paper, etc. ; woodwork, requiring the knife only, for the boys; for the girls, some sewing, employ- ing the various basting stitches, hemming, backstitching, overhanding, etc., is given. Other work which trains hand, eye and mind to work in unison is erflployed in all grades. Some of the occupations are paper- folding, cardboard construction work, weaving and paper-cutting. All such work is found to be advantageous in developing carefulness, neatness, accuracy and attention, as well as in creating a general interest in all the work of the school. Only one period per day can be given to these various lines, which are generally considered as apart from the regular school subjects, yet in the course of a year much may be accomplished. At all times pupils are encouraged to keep eyes, ears and mind open and attuned to receive the lessons of beauty and utility which nature herself is ever ready to give, and to understand that the "beautiful is as useful as the useful and that the useful is as beautiful as the beautiful." To this end, various observations <*nd records concerning the manifestations of na- ture, which are easily ascertained by all, are made from time to time. To assist in this a cabinet is maintained which contains many things of interest from the animal, vegetable and mineral kingdoms and from both land and water. Pupils make frequent additions to the cabinet and from it articles are often taken to enliven some recitation or to illumine some topic. Elementary agriculture has a place on the program also, and is a favorite subject with all. A school garden gives an opportunity to put into practice some of the theories and teachings of the text-book. No matter what faults the Squeers methods possess, Squeerswas not far wrong in his theory tfiat pupils should put the information gained into practical use. The school garden gives the opportunity to do this. One feature of the work of the School is the making and using of much "busy-work" material. This is kept as simple as possible, much of it being "home-made, "or at least consisting of the commonest and most cheaply or easily obtainable material, in order that it may be within the possibility of any and all teachers to possess or make. The various uses of such ma- terial are explained in order that it be made evident that their purpose is not only "to busy" the little people who are not able, or who are only par- tially able "to study," in the usual acceptance of the term, but that it is to busy them to some purpose. That is, its object is to emphasize and review some lesson previously taught or to prepare the way for some lesson which is to follow. This line of work is of no small value to the beginning teacher, inasmuch as the busy child is usually a happy and a good one, while the idle child is a menace to the good of the school and to the teacher's peace of mind. It is his right to be employed and the teacher ought to be able to provide such employment. This the Model District School attempts to help him to do. 46 Western Normal School. All preparatory and first-year students at the Normal are required to observe the work of the District School two hours per week for twenty weeks. Once in two weeks the teacher in charge holds a conference with the observers, and discusses means, methods, plans and devices for further- ing the work and overcoming the difficulties ordinarily found in the one- teacher school of many grades. Pedagogical principles, as exemplified in the work, are discussed and emphasized and the prospective teacher is led to understand that certain things are not done just because they happen so, but because there is a good and sufficient reason for their being so. The pupils of the school come to us from various sources. Some are from families whose homes are in Hays; some from families who have come to Hays for the special purpose of schooling their children; some others from the homes of tenants on the "reservation," or from near-by rural homes. The only laws governing their admission are, "first come, first served," and no pupils who have first entered the city public school are ad- mitted during that school year. Not less than twenty-five nor more than thirty-five pupils are desired at any one time. Unlike the other departments of the school, all-day sessions are maintained. Finally, the playground tries to present some features not commonly seen on rural-school grounds, but which might and should be oftener seen. Among these are a swing, a merry-go-round and a teeter-totter board. Other simple articles of amusement and pleasure are contemplated. Plenty of healthful and wholesome amusements prevent the planning of and the indulgence in mischief, hence the presence of such equipment is conducive of good and worthy of coisde-ation. 1 ['* Jp^ m i ^ 1 i*g Hb'** v ' .-Jt^UKkl * h^S BOYS' BASKET-BALL TEAM, Hays, Kansas. 47 PERIODICALS IN THE LIBRARY. DAILIES. Capital, Topeka. Star, Kansas City. Mo. Advocate, Grainiield. 'Advocate, Mankato. Argus, Lebanon. Breeze, Rush Center. Chronicle, Scott City. Collier's, New York. Courier, Norton. Echo, Wilson. Enterprise. Everest. Freeman's Journal, New York. Free Press, Hays. Gazette, Emporia. Gazette, Plainville. Harper's Weekly, New York. Independent, New York. Journal, Smith Center. Journal of Education, Boston. Kansas Farmer, Topeka. Ledger, Cawker City. Literary Digest, New York. Marion Headlight, Marion. Messenger, Ellsworth. New Era, Hill City. News, Goodland. News, Hays. News, Ness City. Times, Kansas City. Mo. Evening Journal. Salina. WEEKLIES. News, Osborne. New Chronicle, Scott City. Normal Bulletin, Emporia. Oakley Graphic, Oakley. Outlook, New York. People's Reveille, Hill City. Record, Hill City. Record, Russell. Record, Stockton. Republic County Democrat, Belleville^ Republican, Hays. Republican, Hill City. Republican, La Crosse. Republican, Lincoln. Republican-Citizen, Atwood. Review-Headlight, Ellis. Rural New Yorker, New York. Saturday Evening Post, Philadelphia. Science, Garrison-on-the-Hudson, N. Y. Scientific American, New York. Sentinel, Hoxie. Times, Beloit. Times. Plainville. Western Call. Beloit. Western Kansas World, Wa Keeney. Youth's Companion, Boston. MONTHLIES, ETC. American Educational Review, Chicago. American Journal of Psychology, Worcester, Mass. American Magazine, New York. American Penman, Cedar Rapids, Iowa. American Physical Education Review, Spring- field, Mass. Association Monthly, New York . Atlantic Monthly, Boston. Book Review Digest, Minneapolis, Minn. Century, New York. Current Literature, New York. Educational Review, Rahway, N. J. Electrician and Mechanic, Boston. Elementary School Teacher, Chicago. Everybody's Magazine, New York. Fruit-grower, St. Joseph, Mo. Good Housekeeping, Springfield, Mass. Harper's Magazine, New York. Intercollegian, New York. Interstate Schoolman, Hutchinson. Journal of Geography, New York. Ladies' Home Journal, Philadelphia. Library Journal, New York. Lyceumite. Chicago. McClure's Magazine, New York. Mind and Body. Milwaukee, Wis. National Geographic Magazine, Washington, D. C. Nature Study Review, New York. New England Magazine, Boston. North American Review, New York. Pedagogical Seminary, Worcester, Mass. Pitman's Journal, New York. Popular Science Monthly, New York. Readers' Guide to Periodical Literature, Min- neapolis, Minn. Review of Reviews. New York. School and Home Education, Bloomington. 111. School Board Journal, Milwaukee, Wis. Scribner's Magazine, New York. Success, New York. System, New York. Technical World Magazine, Chicago. Western School Journal, Topeka. World's Work, New York. A RESERVATION LANDSCAPE. (Land belongs to the State Normal School.) Western State Normal School. Annual Catalogue of the Officers and Students. Eighth Year-1909-'10. Vol. II, No. II. Issued Quarterly by the Western State Normal School. HAYS, KANSAS, JUNE, 1910. Entered March 23, 1909, at Hays, Kansas, as second-class matter, under act of July 16, 1894. Annual Catalogue of the Officers and Students of the Western State Normal School, Hays, Kansas. Eighth Year -1909-10, rSTATE PRINTING OFFICE, TOPEKA, 1910. 2778 BOARD OF REGENTS. Term Expires in 1911. A. H. BUSHEY Pittsburg. H. W. GRASS La Crosse. J. E. JUNKIN Sterling. Term Expires in 1913. W. B. HAM Stockton. SHEFFIELD INGALLS Atchison. GEORGE E. TUCKER Eureka. OFFICERS OF THE BOARD. President Sheffield Ingalls. Vice President W. B. Ham. Secretary A. H. Bushey. SCHOOL CALENDAR FOR 1910 11. J mi. 6, Monday — Opening of Summer School. First Term. Jan. 24, Friday » , -«_,*. r County Teachers Examination. Jan. 25, Saturday J Jul. 1, Friday | _ „ . ,_ . A . * i • « a «. j f County Teachers Examination. Jul. 2, Saturday ) _ . ' ' _, . , [ County Teachers' Examination. Jul. 30, Saturday S Aug. 5, Friday — Close of Summer School. * _ . " " Y Free Entrance and Final Examinations. Sep. 3, Saturday i Sep. 6, Tuesday — First Meeting of Classes for Second Term. Nov. 10, Thursday. i _ _ . _. , _ . _ T .. _ ., Y Free Entrance and Final Examinations. Nov. 11, Friday ) Nov. 11, Friday — Close of Second Term. Nov. 14, Monday — First Meeting of Classes forjThird Term. Nov. 24, Thursday | m , , . . „ _- _, ., Y Thanksgiving Vacation. Nov. 2*, Friday 1 Dec. 22. Thursday \ 1911. > Holiday Recess. Jan. 3, Tuesday / Jan. 26, Thursday I „ „ , „. .„ . ■w .-.- -™ -j r Free Entrance and Final Examinations. Jan. 27, Friday I Jan. 27, Friday — Close of Third Term. Jan, 30, Monday — First Meeting of Classes for Fourth term. Feb. 22, Wednesday — Holiday. Mar. 30, Thursday » „ „ , „. , „ Ma f election. PRESIDENT. JOSEPH H. HILL, A.M., D. D. (Kansas State Normal School and Northwestern University). PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School). ASSISTANTS. ANNIE KELLER (Kansas State Normal School), Directress Model School. ERNEST B. MATTHEW (Kansas State Normal School), Mathematics and Public Speaking. LULU BICE (Western State Normal School), Librarian. CHARLES A. SHIVELY, A.M. (State Normal School and University of Kansas), Pedagogy. JENNIE E. NICKLES, A. B. (University of Kansas), German. ANNETTE FOSTER (Kansas State Normal School), Latin. JOHN S. BIRD (Kansas State Normal School), Commercial Subjects, Shorthand, and Typewriting. JULIA M. STONE (Kansas State Normal School), Model District School. JAMES H. BEACH (Kansas State Normal School), History. CLARENCE J. SMITH, A.M. (Fairmount), Manual Training. DORA GRASS, B. S. (Ottawa University), English. LYMAN D WIGHT WOOSTER* (Kansas State Normal School), Natural Sciences. S. W. CUNNINGHAM, B. S. Arc* (Kansas State Agricultural College), Agriculture and Physical Training. A. H. KERNS, Office Assistant. C. D. FRANKENBERGER, Janitor. * Resigned at close of summer term, 1910. (5) Western Normal School. **- ^SN mg*_ U# #J < * l d P»A IK .^j ^TL^ f^^k"% " - ^ ^ ■ H* i 1 • v ^ V-vL^sK. & 1r * Afjfl 1 "^^1888^*-- irf ■■! ^ ^ I t*^HT ■ [ * n #^*%^. ™^ ■^ML - 1 "** ** jj^ 8 *" '^■^T-^f-^ | f^PpIp^ pBv - «*v ^^^^K*. ate* cftw ■■■■-1 ^T ^^Ra m^m^^ ' OHM ^^JrM g ^J 1 ■ i Hays, Kansas. REGISTER OF STUDENTS. GRADUATES. LIFE-CERTIFICATE COURSE. Candidates for Graduation in June. Bennett, Clifford H., Elkader. Bice, Clayton C, Plainville. Bice, Lulu M., Plainville. Calvert, F. W., Winona. Cave, Margaret U., Hays. Christiansen, Louis, Smoky Hill. Crocker, Benj. F., Hays. Helm, Mary H., Ellsworth. McVey, Alpha, Hill City. McVey, Nellie F., Hill City. Matthew, Harry V., Webster. Pettie, Mrs. Abbie E., Hays. Runyon, Laura E., Hays. Sullivan, Wallace, Thompsonville, III. Waggoner, 0. E., Morland. Bice, Aura E., Plainville. Kline, Elizabeth, Gradan. Candidates for Graduation in August. Farber, Ora B., Hoxie. Campbell, Eva M., Hays. Dodrill, Ellsworth, Stockton. Freeland, Edith A., Hays. THREE-YEAR COURSE. Graduated in June. Hanna, Gertrude, Hackberry. Macintosh, Elsie. Hays. Reed, Fred, Turkville. NOT GRADUATING. Adair, Hugh R., Ellis. Aikin, Edna V., Natoma. Almond, Florence Emma, South Haven. Armstrong, William, Morland. Arnold, Lloyd Neil, Hays. Averill, Marie Oakley, Hays. Bailey, Jennie Irene, Geneseo. Bailey, Lilly May, Geneseo. Baird, Annabel, Morland. Baird, Margaret May, Morland. Western Normal School. Ball, Bessie, Morland. Ball, Merna Grace, Gorham. Basgall, Clara Agnes, Hays. Bates, Harriet, Prairie View. Baumer, Luella Iona, Hays. , Bean, Ethel Bell, Luray. Bean, Harvey Erving, Luray. Beeby, Alice Maybelle, Hili City. Beeby, Charles Alfred, Hill City. Beezley, Bessie Elvin, Penokee. Beezley, Idona M., Penokee. Behan, Ellen Terry, Hays. Beleke, Elisabeth Anna, Hays. Beleke, Frances Barbara, Hays. Bell, Beulah Vida, Hays. Bemiss, Charles E., Grinnell. Beougher, Hattie Mae, Grinnell. Bice, Clyde Wisner. Plainville. Bice, Leo, Plainville. Bice, Mary Elva, Plainville. Bice, Vernon Leslie, Plainville. Bieber, Carrie Blanche, Bison. Bieker, Aloysius, Schoenchen. Bigge, Emma, Stockton. Bigge, Martha Anna, Stockton. Bird, Charles, Alvvood. Bissing, Raymond C, Hays. Black, Gertrude Anna, Gorham. Bodmer, Anna, * Dorrance. Bodmer, Caleb A., Bunkerhill. Bodmer, Emma Rose, Dorrance. Bolt, Willie, Lucas. Boone, Raymond Wesley, Monument. Bowen, Mary Agnes, Speed. Bradshaw, Elva Aurene, Waldo. Bratton, Alta Leona, Luray. Brown, Bertha Ellen, Russell. Brown, Edna Myrtle, Weskan. Brown, Elizabeth Margaret, Russell. Brown, Evalina, Hays. Brown, Mary Estella, Russell. Brull, Tom, Hays. Bunker, Jessie Belle, Lucas. Burtscher, Albert William, Hays. Caldwell, Charles LeRoy, Grinnell. Callahan, Mary Loretta. Hill City. Campbell, Marjory Kerr, Salina. Carl, Anngel Agnes, Cawker City. Carter, Florence Elma, Hays. Cave, Jean, Hays. Cave, LoRee, Hays. Chamberlain, Eva Maude, Beverly. Chandler, Cordie Maria, Powhattan. Chegwidden, Violet E., Dorrance. Clarkson, Carrie Grace, Paradise. Clayton, Esther A., Alamota. Cleavenger, Elizabeth J., Ludell. Coleman, Teresa, Hays. Coover, Grace LaVerne, Wilson. Coover, Leita Beryl, Wilson. Copeland, Grace Ellen, Hays. Covert, Mabel Blanch, Gretna. Hays, Kansas. Cox, Geo. Henry. Hays. Craig, Laura May. Stockton. Crissman, Annie E., Hays. Crissman, E. Grace, Hays. Crissman, Harry E., Hays. Crissman, Mary Margaret, Hays. Cunningham, Virgil Everett, Manhattan. Curry, May, Wa Keeney. Custer, Maude M., Natoma. Dague, Viola, Wilson. Daniels, Verne Edward, Luray. Davis, Edwin, Studley. Davis, Merwin Brcoks, Stockton. Dazey, Mary, Wa Keeney. Dite, Emily, Ellis. Dixon, Gustave G., Tampa. Duff, Inez Marion, Lucas. Duff, Isabella Sarah, Lucas. Duttlinger, Amelia, Monument. Dwyer, Celia Isadore, Gorham. Ellis, Bertha, Sylvan Grove. Ellis, Clara, Sylvan Grove. Ely, May, Bunkerhill. Engelker, Herman Edward, Linda. Eppler, Geneva Katherine, Ramah, Colo. Eppler, Preston Clarence, Ellis. Farrell, Kate Teresa, Palco. Fehrenbach, Ida, Ness City. Fehrenbach, Ottilia I., Ness City. Feitz, Hattie Ellinora, Hays. Fink, Olliva, Fairport. Porgy, Mina Mae, Boku. Frankenberger, Charles D., Hays. Freese, Alice Lee, H.iys Froelich, Edward Frank, Walker. Froelich, Gertrude Rosella, Walker. Froelich, Ida May, Walker. Garner, Iona Bell, Scott City. Garton, Florence Lenore, Edmond. Gatewood, Eva, Hays. Giess, Ella May, Arnold. Gill, May F., Gill. Gingles, Blanche Winifred, Glade. Gingles, Hattie May, Glade. Glendening, Cora Belle, Codell. Gordon, Bessie Lenora, Utica. Grammon, Leonora Matilda, Lucas. Gregg, Mary Ellen, Dighton. Groff, Dora Ethel, Ellis. Hammar, Charles Calvin, Codell. Hensen, Rosa Mae, Natoma. Hargitt, Flora, Hackberry. Harlan, Beryl, Winona. Harlan, Wenona Sibyl, Winona. Harrold, Roy, Palco. Havemann, Alfred, Hays. Healey, Laura Blanche, Wallace. , Helm, Harriet Josephine, Ellsworth. Henderson, Bertha Belle, Palco. Herschberger, George Elmer, Russell Springs. Herschberger, Rosa Louisa, Russell Springs. Herrman, Henry F., Liebenthal. 10 Western Normal School. Hight, Allie, McDonald. Hilborn, Daisy Dean, St. Francis. Hilborn, Ethel Vera, St. Francis. Hite, Jessie Elizabeth, Gradan. Hite, Maggie Gross, Gradan. Hoagland, Elta Ruth, Codell. Hoagland, Frank Bice, Codell. Hoagland, Grace Muriel, Codell. Hoagland, Lee Gilbert, Codell. Hockenbarger, Rose, Larned. Hoffman, Jack, Hays. Holaday, Ella, Grinnell. Hopkins, Louise M., Hays. Hopper, Brownlow, Hays. Hoskins, Laura Belle, Codell. Huck, Lydia Lillie, Ellis. Hughes, Pearl Elizabeth, Englewood. Humphries, Mabel, Lucas. Husband, Jessie, Speed. Husband, Rosa May, Speed. Iden, S. Gaye, Gove. Ikenberry, Gilford J., Quinter. Ivan, Barbara Katherine, Collyer. Ivie, Grace Ostin, Luray. Jacobs, James, Hays. Jacobs, John, Pfeifer. Jacobs, Mary Helen, Hays. Jensen, Anna Marie, Mingo. Jensen, Bertha Mae, Oakley. Jensen, Minnie, Oakley. Johansen, James Walter, Codell. Johnson, Lee Roy. Luray. Johnson, Sullivan W.. Stratton, Neb. Joy, Eartha, Hays. Joy, Lizzie, Quinter. Kell, James Alva, Emporia. Kellogg, Ethel, Colby. Kendrick, Clara Esther, Densmore. Kent, Mary Magdalena, Belleville. Kerns, Albert Harrison, Hays. King, Clarence Geo., Studley. Knoche, Fredella, Hays. Kraus, Dora Wilhelmina, Hays. Kraus, Emma Elizabeth, Hays. Kuhn, Katie, Walker. Kunz, Amelia, Gorham. Kutina, Mary Catherine, Ellis. Kysar, Velma, Wiles. Lahman, Orren, Winona. Lang, Anthony, Victoria. Larison, Grace Dungan (Mrs.) McDonald. Leighton, David H., Catalpa. Leiker, Peter, Victoria. Lindsay, Helen Ann, Bunkerhill. Lindsay, Katherine May, Bunkerhill. Lippert, Mattie Maye, Bison. Lord, Neta May, Lucas. Loveland, Blanche Elma ; Atwood. Loveland, Essa Pearle, Atwood. Lovitt, Ada Paulina, McCracken. Lund, Alice Henrietta, Hackberry. Lund, Florence, Hays. Hays, Kansas. 11 Lund, Henry Hyrum, Hackberry. Maben, Walter Luther, Quinter. McCall, Charlotte Agatha, Hargrave. McCarroll, Julia Mabel, Codell. McCord, Jessie Merle, Codell. McEwen, Pearle, Alton. McGlasson, Ernest F., Hoxie. McKim, Ellen Jennie, Lenora. McKim, Maggie, Lenora. McLain, Alice Laura, Hays. McVey, Marguerite, Hays. McVey, Ruth Faye, Hays. Marsh, Carrie Alice, Bunkerhill. JMeier, Andrea Margaret, Hays. Mendenhall, Mary Alice, Plainville. Meyer, Henrietta Dorinda, Hays. Meyer, Richard, Hays. Miller, Edward Franklin, Bison. Miller, Peter, Catharine. Mills, Edith Aurelia, Gorham. Mills, Rose Leona, Ellis. Milstead, Bertha E., Lucas. Mollet, Ira David, Chanute. Monroe, Nettie, Beeler. Moore, Delia Pearl, Hays. Moore, Grover Cleveland, Wayne. Moore, Lily Ida, Hays. Moore, Mollie Elizabeth, Hays. Morgan, Altena, Hays. Morgan, Clinton Hawthorne, Hays. Morgan, Earl Oliver, Morland. Morgan, Gae Evelyn, I lays. Morgan, Iva Margaret, Hays. Morgan, Lillie Myrtle, Morland. Morgan, Maggie Belle, Agra. Morgan, Prudence Martha, Hays. Morton, Alice, Ellsworth. Meyer, Josie Clara, Edmond. Moyer, Virdie Mae, Edmond. Munson, Roy, Hays. Munson, Teresa Julia, Hays. Murphy, Elmer Lane, McCracken. Neal, Mary Florence, McCracken. Neff, Margaret Mary, Hays. Neilsen, Harry Martin, Fairport. Noah, Nelly Irene, Palco. Noland, Edith (Mrs.), Wallace. Oakes, Leslie Carlyle, Grainfield. Orndoff, Nettie Mae, Lindsborg. Ottken, Walter Deitrick,. Campus. Overholser, Cora May, Codell. Paul Charlotte Celia, Hays. Paul, Vera Leo, Hays. Pearce, Henry Earl, Portis. Penney, Elvin Cecil, Hays. Pepper, Edna Lenora, Utica. Peppiatt, Ethel Delila, Ellsworth. Peppiatt, Florence Nell, Ellsworth. Peppiatt, Minnie Fern, Ellsworth. Perkins, Dorothy Mae, Russell. Pestana, Helen Cynthia, Hays. Peterson, Hilma, Page. 12 Western Normal School. Peterson, John Malcom, Page. Peters, Elsie May (Mrs.), Beloit. Peterson, Emma, Hill City. Pierce, Ethel Helena, Hays. Pratt, William Earl, Hays. Preston, Hazel, Coffeyville. Pugh, Myrtle Hazelteen, Lucas. Rea, Margaret Belle, Hays. Reed, Albert Harold, Hays. Reed, Clark, McCracken. Reed, Pearl, McCracken. Reed, Ralph, Hays. Reed, Ruby, McCracken. Reemsnyder, Fern Alice, Hays. Rice, Lena Maude, Wilson. Ringe, Wilhelmina Augusta, Hays. Rishel, Ina Gladys, Monument. Rixon, Christena, McCracken. Robinson, Bertha Isabelle, Hays. Robinson, John Lee, Codell. Ross, Fred Edwin, Webster. Rowlison, Ethel Aletha, Hays. Ruble, Naomi L., Natoma. Ruble, Viola Alma, Natoma. Runyon, Walter Alpha, Hays. Rutherford, Orra L., Morland. Ryan, Joseph Lacy, Hays. Ryan, Mary Alice, Hays. Samuelson, Ida Adelia, Ellis. Samuelson, Lyda Ethel, Ellis. Sander, Emma May, Stockton. Scannell, Hattie (Mrs.), St. Francis. Scannell, Harriet H., St. Francis. Schlatter, Minnie Barbar, Sexton. Schmidt, Stephen, Liebenthal. Scott, Stanley Richmond, Oakley. Sears, Alva, Grainfield. Sears, Emma Kate, Grainfield. Seegrist, Robert Roy, Palco. Shamburg, Earl, Codell. Sherman, Ethel May, Wa Keeney. Shull, Charley A., Luray. Shutts, James Edwin, Hays. Sites, Blaine Edmunds, Hays. Skenyon, Estella, Stockton. Smith, Amy, McDonald. Smith, Elsie Nettie, Gill. Smith, Hallie Bordeaux, Gill. Smith, Laura Louisa, Grinnell. Smith, Mark E., Carneiro. Smith, Nellie M. (Mrs.), Hays. Smith, Nettie Grace, McDonald. Spencer, Elsie C, Penokee. Spencer, Nellie Gertrude, Penokee. Sproul, Velvie May, Edmond. Sproul, Verbie A., Edmond. Staggers, Annie Ethel, Natoma. Standley, Mabel May, Luray. Steinle, Anna Vera, Dorrance. Stewart, Laura Viola, Beeler. Stock, Earl Edwin, Hays. Stock, Harry M., Hays. II IYS, K INSAS. L8 Stock. Milo Cuy. StOYOr. Anna Klizaln th. Winona. Stall, C. Harry. Alton. Sturm, Jacob Edward, St. FrancK Sturm. Lawrence Charles, St. Krar. Taylor. Margaret. Ho\io. TerrilL Robert E., Cheyentit' WtUt, Colo. Thacker, Emma Mayo. BonkerhilL Thornburir. L. P. (Miss). Alton. Thummel, William. O e gu ln. Towler, EsteU Kaston. Now I'ly Tucker, Cora Agatha, Hays. Unrein. Antony, Hays. Varney, Katherine, l.a C rosso. Wagner, Katherine Bertha, Hays. Wagner, Margaret, Hays. Wallace Ada. Fingral. Iling, < Ha \\ • Kan. Wann, Wilfn d i i. Ralph Sou p, Prank S . i. Bonavi at, \ leti Weigel. Joseph, \ letoria. Weimer, Claude 1 1 W:i. ., < Hive [da, Whisnant Albert P., St. rmnela. Wiesner, Jacob M .. Ellk Williams. Nina, Keloit. Wilson. Charles Dudley, Palco. Wilson, Clyde Delbert, Hay..' Winchester. James Albert. Hays. Witt, Francis Geneva, ham. Young, Willie Robert. Hays. MODEL DISTRICT SCHOOL. Barnes, Lura, Hays. Bartholomew. Ilattie. Hays. Bear. Madeline. Hays. Bissine:. Albinas, Bissimr. Charles. Bissine:. Margaret, Hays. Blackmail. Ainus. Hays. Blackman. Charles. Hays. Blackmail. Willie. Hays. Brown. Edna, Hays. Cave. Rees, Hays. Clay, Marie, Cobb. Harry Clifton, Hay -. an, Adelbert, ig { Alice, Says. Cramer. Carl, Doerfler, Gertrude, Felton, Harry, Hays. F< lion. John. Foughty, Clarence. Foughty, Lloyd, Hay ■.-. Furbeck, Ethel, Bays. Furbeck. Rose, Hay ■.-. Furbeck. Russell. Hay- 14 Western Normal School. Glick, Mary, Hays. Glick, Peter, Hays. Goetchins, Esther, Hays. Grass, Edgar, Hays. Grass, Warren, Hays. Griffith, Howard, Hays. Haddock, Celia, Hays. Haddock, Earl, Hays. Haddock, Marguerite, Hays. Haddock, Teressa, Hays. Hale, May, Hays. Hale, Otto, Hays. Hale, Selman, Hays. Henry, Albert, Hays. Henry, Cecil, Hays. Henry, Ruthie, Hays. Hiss, Joseph, Hays. Johnson, Eva, Hays. Johnson, Ruby, Hays. Kysar, James, Zurich. Madden, Edward, Hays. Madden, Mollie, Hays. Nolan, James, Hays. Nulton, Roger, Hays. Penney, Ileen, Hays. Pratt, Everett, Hays. Pratt, Harold, Hays. Pratt, Ray, Hays. Reidel, Lizzie, St. Peter. Rupp, Caspar, Hays. Shutts, William, Hays. Spencer, George, Hays. Staab, Gustave, Hays. Stock, Leo, Hays. Thomas, Ruby, Hays. Tillotson, Claud, Hays. Troth, Flora, Hays. Wagner, Carrie, Hays. Wagner, Jennie, Hays. Wann, Gilmore, Hays. Wann, Louise, Hays. Wedel, Clarence, Hays. Wedel, Harold, Hays. Wedel, Joseph, Hays. Williams, Lily, Fays. Wise, Arbutis, Eays. Wood, Birdie, Hays. Wood, Eva, Hays. Hays. Kansas. 15 COUNTIES REPRESENTED. Thirty-four Kansas counties were represented during the past year: Brown 1 Mitchell .... Cheyenne 7 Montgomery Ellis 195 Neosho Ellsworth 13 Gove 14 Ness .. Norton Graham 38 Osborne 13 Grant Lane Lincoln . . Logan ... McPh^rson Marion . . Meade . . . Pawnee 1 Phillips 5 Rawlins 10 Republic 2 Riley 1 Rooks 32 Rush 13 Russell 34 Saline 1 Scott 1 Sheridan 10 Sumner Thomas Trego Wallace Out of the state : Colorado Illinois Total enrollment, 449 16 Western Normal School. Hays, Kansas. 17 THE PRESENT. THE MAIN BUILDING. THE GYMNASIUM. 18 Western Normal School. POSITIONS AS TEACHERS. The experience of the past few years has taught us that, with the increased demand for trained teachers, school boards and school principals are turning more and more to the Normal School with their inquiries for efficient teachers. At no time during the past year have there been available candidates with the necessary qualifications to meet all of the demands, and we have been able to place advantageously not only our graduates, but many experienced undergraduate teachers. The authorities of the School are glad to cooperate with school officers and to aid in the discrimi- nating selection of good teachers for the schools. Correspondence, therefore, on this subject is wel- come. Students, also, may be assured of our de- sire to render them courteous and intelligent service in finding positions. The enlargement of opportunity that comes to the growing teacher by attendance upon the Western State Normal School is by no means a small element of its value to the student. Hays, Kansas. 19 ENTRANCE REQUIREMENTS AND COURSES OF STUDY. On the following pages will be found the standard course of study for this School, with suggested courses using various electives. Each six-year course can be considered as a four- year course followed by a two-year course. The four-year course is the Normal Secondary Course. To this course are admitted without examination any young people holding county diplomas or presenting credentials indi- cating the completion of eighth-grade work. This course in- cludes sixteen units, of which three are elective to all students except those who are candidates for the one-year state cer- tificate. Advanced-certificate students will be granted credits or en- tered in classes doing more work in less time than students with but eighth-grade qualifications, in order to enable the com- pletion of the four years' work in three or even two years. Graduates of accredited high schools doing four years' work and presenting sixteen units of credit will be so credited upon the books of the institution as to accomplish the entire six- year course in two years. The last two years of the six-year course may be termed the Advanced Normal Course. It will be noted that the standard course of the following outlines has electives in last two years of course. In other schedules electives are placed wherever most convenient. A unit as discussed above is the work of a single subject for four terms, or the usual school year. 20 Western Normal School. COURSES. STANDARD COURSE. FIRST YEAR. English 4 terms. Algebra 4 terms. Botany 2 terms. Agriculture 2 terms. Penmanship 2 terms. Bookkeeping 2 terms. * English, supplementary, 4 terms. SECOND YEAR. English 4 terms. Geometry 4 terms. General history 4 terms. Drawing 2 terms. Reading 2 terms. * Library science, supp. . . 4 terms. THIRD YEAR. American history 4 terms. English 2 terms. Arithmetic 2 terms. Geography 2 terms. Physiology 2 terms. Music 2 terms. Drawing 2 terms. f Rural school managem't, 2 terms. FOURTH YEAR. Physics 4 terms. English 2 terms. Civics 2 terms. Psychology 2 terms. Elocution 2 terms. Physiography 2 terms. Arithmetic 2 terms. FIFTH YEAR. Teaching 2 terms. Methods 1 term. Public speaking 2 terms. American history 2 terms. Physical training 1 term. Elective 8 terms. SIXTH YEAR. Teaching 2 terms. Psychology 2 terms. Hist, education 2 terms. Zoology 2 terms. Elective 8 terms. At end of four years as above the one- year state certificate is granted ; at end of five years the three-year state certificate is granted ; at end of six years the life di- ploma is issued. * Required of all students ; not formally listed for ciedit. t Required of all students ; includes two hours weekly visitation of model district school ; not formally listed for credit. COURSE IN LATIN. FIRST YEAR. English 4 terms. Algebra 4 terms. Botany 4 terms. Latin 4 terms. SECOND YEAR. English 4 terms. Geometry 4 terms. General history 4 terms. Latin 4 terms. THIRD YEAR. American history 4 terms. English 4 terms. Physiology 4 terms. Latin 4 terms. FOURTH YEAR. Physics 4 terms. Agriculture 2 terms. Civics 2 terms. Algebra 2 terms. Psychology 2 terms. Latin 4 terms. Note. — The work of the fifth and sixth years to be so arranged that at the end of the fifth year the three-year state certifi- cate shall be issued ; at the end of the sixth year the life certificate shall be awarded. Hays, Kansas. 21 COURSE WITH GERMAN. FIRST YEAR. English 4 terms. Algebra 4 terms. Botany 4 terms. German 4 terms. SECOND YEAR. English 4 terms. Geometry 4 terms. General history 4 terms. German 4 terms. THIRD YEAR. American history 4 terms. English 4 terms. Physiology 4 terms. German 4 terms. FOURTH YEAR. Physics 4 terms. Agriculture 2 terms. Civics 2 terms. Algebra 2 terms. Psychology 2 terms. German 4 terms. Note. — The work of the fifth and sixth years to be so arranged that at the end of the fifth year the three-year state certifi- cate shall be issued ; at the end of the sixth year the life certificate shall be awarded. COURSE WITH COMMERCIAL SUBJECTS. FIRST YEAR. English 4 terms. Algebra 4 terms. Botany 2 terms. Agriculture 2 terms. Penmanship 2 terms. Bookkeeping 2 terms. SECOND YEAR. Geometry 4 terms. English 4 terms. General history 4 terms. Arithmetic 2 terms. Typewriting 2 terms. THIRD YEAR. American history 4 terms. English 2 terms Reading 2 termt Physiology 2 terms Arithmetic 2 terms. Stenography 4 terms. FOURTH YEAR. Physics 4 terms. English 2 terms. Civics 2 terms. Geography 2 terms. Drawing 2 terms. Commercial geography . . 2 terms. Commercial arithmetic . . 2 terms. Note. — The work of the fifth and sixth years to be so arranged that at the end of the fifth year the three-year state certifi- cate shall be issued ; at the end of the sixth year the life certificate shall be awarded. 22 Western Normal School. COURSE WITH SCIENCES. FIRST YEAR. English 4 terms. Algebra 4 terms. Botany 2 terms. Agriculture 2 terms. Penmanship 2 terms. Bookkeeping 2 terms. SECOND YEAR. English 4 terms. Geometry 4 terms. General history 4 terms. Biology 2 terms. Agriculture 2 terms. THIRD YEAR. American history.., English Arithmetic , Reading , Physiology , Agricultural botany Nature study , terms, terms, terms, terms, terms, terms, terms. FOURTH YEAR. Physics 4 English 2 Civics 2 Chemistry 2 Geology 2 Drawing 2 Geography 2 terms, terms, terms, terms, terms, terms, terms. Note— The work of the fifth and sixth years to be so arranged that at the end of the fifth year the three-year state certifi- cate shall be issued ; at the end of the sixth y^.ar the life certificate shall be awarded. COURSE WITH MANUAL ARTS. FIRST YEAR. English 4 terms. Algebra 4 terms. Botany 2 terms. Agriculture 2 terms. Penmanship 2 terms. Bookkeeping . 2 terms. SECOND YEAR. English 4 terms. Geometry 4 terms. General history 4 terms. Manual training 4 terms. THIRD YEAR. American history 4 terms. English ? terms. Arithmetic 2 terms. Reading 2 terms. Physiology 2 terms. Manual training 4 terms. FOURTH YEAR. Physics 4 terms. English 2 terms. Civics 2 terms. Drawing 2 terms. Geography 2 terms. Household art 4 terms. Note. — The work of the fifth and sixth years to be so arranged that at the end of the fifth year the three-year state certifi- cate shall be issued ; at the end of the sixth year the life certificate shall be awarded. The five immediately foregoing courses illustrate standard course with elective work thrown in earlier than the fifth and sixth years. Quite a ringe of other electives not listed here make it possible to take a number of additional schedules. Hays, Kansas. 23 MISCELLANEOUS. DISCIPLINE. Many of our pupils have already had some experience in practical life, so that they become valuable aids in developing a healthy school senti- ment. This renders few restraints necessary. Still every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women ; and those whose best endeavor is not in accord with this purpose are summarily dismissed from the School. ADMITTANCE AND CREDITS FROM HIGH SCHOOLS. The Principal and Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such ar- rangements as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School without examination, or who may contemplate adopting a course of study which would give graduates advanced standing. Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. ADVICE. Those proposing to enter are reminded of the importance of being present at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel constantly increas- ing embarrassment throughout the entire term. The habit which is thus indulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed; otherwise they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any information that it does not supply. SUMMER TERM. The summer term is now one of the regular terms, subject to same con- ditions of entrance and work as any other term of the year. In 1911 it will continue from June 5 to August 4, inclusive. Fees are as for any other term. 24 Western Normal School. POINTS TO BE NOTED. The Western State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. Land. — The institution owns over 4000 acres of land, with over two miles of fine timber along Big creek, the water of which, held by a dam, affords a magnificent opportunity for boating, fishing and skating, in season. Buildings. — The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower baths and other modern conveniences. In 1907-'08 the sum of $40,000 was spent for additions to this building, making it one of the best State Normal buildings in Kansas. The handsome gymnasium building was completed in May, 1906. Thoroughly modern and well equipped, it is one of the finest gymnasia now in use at the state educational institutions. A boiler house for heating plant completes list of buildings on campus. Janitor's residence and emergency hospital are just south of campus, across creek. The last legislature appropriated $30,000 for heating, water, and eiectric-light plant, to be erected during 1910. A new Model District School building will be ready for occupancy September t. Fees. — Student* above the Model Schools pay a fee of one dollar per term — five dollars for the year; students residing in states and territories other than Kansas, twenty-five dollars per year. These are the only fees charged. Board and Rooms. — Good table board can be had at the new dining hall on the Normal campus for $2.75 per week, with lodging at fifty to seventy-five cents per week — lodging accommodations in private families. Living expenses may be reduced below these figures by self-boarding. Examinations for County Certificates. — Under a state law, exam- inations for all grades of county certificates are offered at the School; papers made in such examinations are to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive credit as if written in presence of such board. Additional Advantages Offered. — An enthusiastic Faculty, a fine li- brary, a well-equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a Summer School with regular Fac- ulty in charge for nine weeks at a fee of four dollars and fifty cents, an eighty-acre campus with finest natural athletic park in the state, and a student body unsurpassed for energy and devotion to work. Hays, Kansas. 25 PERIODICALS IN THE LIBRARY. D/.H.IES. Capital, Topeka. Star, Kansas City, Mo. Advocate, Grainfield. Advocate, Mankato. Argus, Lebanon. Breeze, Rush Center. Chronicle, Scott City. Collier's, New York. Courier, Norton. Echo, Wilson. Enterprise, Everest. Freeman's Journal, New York. Free Press, Hays. Gazette, Emporia. Gazette, Plainville. Harper's Weekly, New York. Independent, New York. Journal, Smith Center. Journal of Education, Boston. Kansas Farmer, Topeka. Ledger, Cawker City. Literary Digest, New York. Marion Headlight, Marion. Messenger, Ellsworth. New Era, Hill City. News, Goodland. News, Hays. News, Ness City. Times, Kansas City, Mo. Evening Journal, Salina. WEEKLIES. News, Osborne. New Chronicle, Scott City. Normal Bulletin, Emporia. Oakley Graphic, Oakley. Outlook, New York. People's Reveille, Hill City. Record, Hill City. Record, Russell. Record, Stockton. Republic County Democrat, Belleville. Republican, Hays. Republican, Hill City. Republican, La Crosse. Republican, Lincoln. Republican-Citizen, Atwood. Review-Headlight, Ellis. Rural New Yorker, New York. Saturday Evening Post, Philadelphia. Science, Garrison-on-the-Hudson, N. Y. Scientific American, New York. Sentinel, Hoxie. Times, Beloit. Times, Plainville. Western Call, Beloit. Western Kansas World, Wa Keeney. Youth's Companion, Boston. MONTHLIES, ETC. American Journal of Psychology, Worcester, Mass. American Magazine, New York. American Penman, Cedar Rapids, Iowa. American Physical Education Review, Springfield, Mass. Association Monthly, New York. Atlantic Monthly, Boston. Book Review Digest, Minneapolis, Minn. Century, New York. Current Literature, New York. Educational Review, Rah way, N. J. Electrician and Mechanic, Boston. Elementary School Teacher, Chicago. Everybody's Magazine, New York. Fruit-grower, St. Joseph, Mo. Good Housekeeping, Springfield, Mass. Harper's Magazine, New York. Intercollegian, New York. Interstate Schoolman, Hutchinson. Journal of Geography, New York. Ladies' Home Journal, Philadelphia. Library Journal, New York. McClure's Magazine, New York. Manual Training Magazine, Peoria. 111. Mind and Body, Milwaukee, Wis. National Geographic Magazine, Washington, D. C. Nature Study Review, Urbana, 111. New England Magazine, Boston. North American Review, New York. Pedagogical Seminary, Worcester, Mass. Pitman's Journal, New York. Popular Science Monthly, New York. Reader's Guide to Periodical Literature, Minneapolis, Minn. Review of Reviews, New York. School and Home Education, Bloomington, 111. School Board Journal, Milwaukee, Scribner's Magazine, New York. Success, New York. System, New York. Technical World Magazine, Chicago. Western School Journal, Topeka. World's Work, New York. Wis. 26 Western Normal School. Hays, Kansas. 27 OUTLINES OF INSTRUCTION. ARTS. DRAWING. Course 1. — Free-hand drawing with pencil, charcoal, crayon and brush. Elementary design, working drawings, paper and cardboard con- struction. Course 2. — Advanced work along lines suggested in course 1. Course 3. — Elementary work in water color. Course 4. — Lessons in blackboard illustration suitable for lessons in geography, language, nature study and other subjects taught in the grades. Also, primary work in clay modeling, weaving and decorative design. HOME ECONOMICS. HOUSEHOLD ART. Course 1. — Hand sewing. This course consists of work in hand sew- ing and is a prerequisite to all the following courses in household art. It includes general instruction in the implements used for hand sewing, the proper position of the body and care of the eyes while sewing, as well as a full course in practical needlework; different stitches, their uses and combinations; seams, hems, tucks, gathering, overcasting, overhanding, patching, darning, piecing, and buttonholes; and the application of all these lessons to useful articles. The making of white apron, half sleeves and cap. Course 2. — Machine work. Instruction in the use and care of the sewing machine. Discussion of appropriate materials for undergarments and suitable trimmings for various materials used in this course. The student is taught to take measures, draft patterns and make undergar- ments for herself or others — corset cover, drawers, white skirt, night- dress. Besides the sewing work, a study of cotton, linen, wool and silk fabrics is made, with a general study of the source and method of prep- aration of the material for clothing purposes. Course 3. — Dressmaking. The pattern drafting is continued, with some work in adapting patterns to designs; making of pattern and cut- ting, fitting and making of a shirt-waist suit. Discussions of choice in wash materials and their cost, durability and adaptability to different forms and occasions. A study of the methods used in printing, dyeing and weaving of colored fabrics is made, together with studies in color combinations and adaptations to dress. The choice, making and trimming of a simple gown in colors suitable to the form and complexion of the student is one feature of this course. 28 Western Normal School. HOUSEHOLD SCIENCE. Course 1. — Physiology is a prerequisite for this course. The course offers lessons in combustion, fuels, fire building and conservation of heat; the production, manufacture and value of materials used for food; the bodily elements and food principles — carbodydrates, protein, fats, min- erals, water. 1. Carbohydrates: Experiments to determine the effect of heat, mois- ture and acid on starch. Experiments to determine the composition of representative starch foods. Method of cooking starch foods. Sugar and cellulose, digestion and value, relation to starch, methods of combina- tion and transformation of sugars. 2. Protein: Experiments to determine effect of different degrees of heat on egg albumen; solubility of simple proteids; composition of milk; discussion of proteid foods — source, care of, structure, composition, di- gestion and nutritive value. Cooking of proteid foods — eggs, milk, meat; cooking of proteids in combination with starch. 3. Fats: Trying out, clarifying, frying, making emulsions, olive oil and egg. Discussion of digestion and value of fats, and their uses in cooking. 4. Minerals: Experiments to determine amount and kind of minerals in the common foods, milk and flour. Need of minerals in body structure. 5. Water: Experiments as to different stages and temperature of heated water. Water as related to mineral substances. Tanic acid. Tea, coffee — source, composition, effect upon the body. Making of water bev- erages and jelly. 6. Combinations of food principles: Recipes and experiments in gen- eral cooking. Preparation and serving of meals involving study in cost and economy and balance of food materials. Classification of food prin- ciples. Course 2. — Cooking. The course offers a study in bacteria, yeasts, molds and micro-organisms. The relation of these to food and drink. Microscopic experiments. Studies of drinking water and ice supplies. Bread making, leavening agents, yeast, salt-rising bread. Cheese mak- ing, varieties and qualities. Fermentation and nonfermentation. Can- ning and preserving. Preserving agents, harmful and unharmful. Recipes and wider experience in cooking and serving. Course 3. — Dietetics. The course includes analysis of organic mate- rials; principles of analysis of foodstuffs; detection of preservatives and adulterations used in foods. Discussion of the healthful diet for persons in normal condition of health but differing in occupation. Influence of climate and season upon needed changes in diet. Diet in disease; effect of various food constituents upon any one disordered digestive agent. Menus for different diseases; recipes and preparation. The invalid's tray. Course 4. — The house. This course is a series of general lessons in home-keeping. A study of the house, its location, lighting, ventilation, plumbing, drainage and plan. A study of cleansing agents, sanitary walls, floors, sinks, bathrooms, cellars, ice chests. Household pests and Hays, Kansas. 29 their extermination. Dust and its removal. Care and cleansing of cur- pets, hangings and furniture. Fumigation. The laundry. MANUAL TRAINING. Course 1. — Mechanical drawing. A course in the elements of mechan- ical drawing, including problems in geometric constructions, orthographic cabinet and isometric projections, shadows, intersections of solids, etc., with some of the general applications to drafting. Instruction and prac- tice are given in making working drawings, reading drawings, and blue-printing. Course 2. — Constructive design. A continuation of the above course, including instruction and practice in more advanced work in drafting, lettering and design, with reference to the needs of construction and appropriate decoration by pleasing panels and designs for wood carving. Course 3. — Elementary woodwork. A course in wood construction suited to the intermediate and lower grammar grades. Work with tools at the bench will be required. Simple models selected to illustrate and give practice in the use of the common woodworking tools will be made. Course 4. — Advanced woodwork. A continuation of the above course, dealing with models appropriate for the grammar grades. Work re- quiring greater skill in the use of tools will be selected, and students will be expected to plan and execute several original or adapted models, in addition to those in an assigned course. Course 5. — Joinery. A course beginning with a series of joint exer- cises illustrating the common joints in wood construction and continuing into the application of some of these in appropriate models. Course 6. — Cabinet making. A course in advanced woodworking, dealing with models requiring more accurate use of the tools. Some at- tention will be given to the lines and decorations, with the methods of securing pleasing effects through wood combinations, inlaying and simple carvings. Course 7. — Wood carving. A continuation of the above course, deal- ing with more elaborate constructions and decorations. Original se- lected designs for wood will be made and applied to useful objects. Course 8. — Advanced wood carving. An advanced course in wood carving, dealing with more difficult problems offered to students with special talent for wood carving. BIOLOGICAL SCIENCES. PLANT BIOLOGY. Course 1. — Field botany. This embraces morphology and habits of cryptogams and phanerogams. This course requires laboratory, field and class work. Course 2. — Plant life. This includes a study of the physiology, ecology and histology of plants in laboratory and classroom. 30 Western Normal School. ANIMAL BIOLOGY. Course 1. — Agricultural zoology. This subject treats of the care, kinds, and good and bad qualities of animals found on the farms. The classes meet each day for one semester, or four days each week for one term, according to the course taken. Course 2. — Field zoology. This is a course in animal natural history and comprises field and museum studies of insects and birds, with lec- tures on their economic relationships to man, especially to the farmer and orchardist. Course 3. — Animal life. This study gives a knowledge of the physi- ology and ecology of animals. Course 4. — Systematic zoology. This subject embraces a study of the anatomy and physiology of representative animals, and lectures on the structure and habits of important forms in all classes of animals. ENVIRONMENTAL BIOLOGY. GEOLOGY. Courses 1 and 2. — General geology. The two courses include the dynamical, structural and historical geology of the United States. Courses 3 and 4. — Geology of Kansas. The courses include studies of soil, climate and forest, and work of wind, rain, moisture and run- ning water. Before concluding the subject each member of the class is required to write a geological history of Kansas. HUMAN PHYSIOLOGY. Course 1. — Elementary physiology. Course 2. — General physiology. Physiology 2 gives in a modern way a general knowledge of the anatomy, physiology and hygiene of the human body. Course 3. — Advanced general physiology. Course 2 is reviewed and the physiology of the human body emphasized. COMMERCE. BOOKKEEPING AND ACCOUNTING. Course 1. — Elementary bookkeeping. Principles of debit and credit. Forms of opening and closing accounts. Trial balances and statements. Course 2. — Bookkeeping and business practice. Drill is given in the use of business forms, all business papers being written and handled by the student. Course 3. — Advanced bookkeeping. Commission, shipping and gen- eral merchandising business. Use of loose-leaf books. Partnership ac- counts. Course 4. — Advanced bookkeeping continued. Wholesale business. Use of auxiliary ledgers and special columns. Card ledger introduced. Brief treatment of single entry and changing from single to double entry. Course 5. — Bank accounting. Organization and management of banks. Hays, Kansas. 31 The work is designed to reproduce as nearly as possible th. routine of ;i oank. Course 6. — Corporation accounting. The organization of a corpora- tion, with special reference to the laws of Kansas. Several sets of books are opened and closed to show the distinctive features of corporate ac- counting. The main set is that of a manufacturing business using the voucher system. Course 7. — Philosophy of accounts. Accounting treated from the view-point of science and in its relation to political economy. Analysis of complex accounts and statements; general principles of cost account- ing, valuations involving interest, treatment of depreciation, capital and revenue accounts, and the use of statistics in determining the condition of a business. Course 8. — Auditing. Purposes of audits: to detect errors in rec- ords, to determine the legality of transactions. Planning an audit, an- alyzing accounts, methods and forms of procedure. BUSINESS ORGANIZATION. Course 1. — The individual business man, the partnership, the corpo- ration. Extractive, manufacturing, and distributive industries. The various departments of a large business and their relations to one an- other. The market, advertising, credits and collections. The administra- tive department and accounting methods. COMMERCIAL LAW. Course 1. — Elementary commercial law. Elementary definitions and principles of the law of contracts, sales, negotiable instruments, agency and bailment. The Kansas supreme court reports and standard law treatises are used to supplement the textbook. Course 2. — Continuation of course 1. Business associations, including partnerships, joint-stock companies, and corporations; real property, in- cluding titles, contracts, and transfers; insurance law. Course 3. — Advanced commercial law. Detailed study of the law of contracts as to their nature, formation, operation, interpretation and dis- charge. Concrete cases taken from the reported decisions of state and federal courts are largely used. These cases cover the entire field of business law. Attention is given to the constitutional questions involved in national and state jurisdiction over the formation and enforcement of contracts. PENMANSHIP. Course 1. — Study of correct position. Muscular movement and its ad- vantages. Practice on ovals and various movement exercises until the muscle is in good control and ease of movement acquired. Practice in making small and capital letters is followed by writing and arranging brief business letters and miscellaneous matter. It is expected that on the completion of this course the student will be able not only to write with ease and symmetry plain, practical letter forms, but to arrange his work on the page with due regard to proportion. 32 Western Normal School. Course 2. — Teachers' training course. Methods of teaching penman- ship; blackboard drills and advanced pen work. STENOGRAPHY. Cultivation of the ear in distinguishing sounds and habits of close at- tention are requisites for the successful study of stenography. Accuracy, quick perception and rapid thinking are cultivated from the beginning. Each principle presented receives careful drill. Logograms, contractions and phrases are dwelt upon. In transcription of connected matter, spell- ing, paragraphing and arrangement must be absolutely correct. Miscel- laneous matter is introduced to increase vocabulary and supplement gen- eral knowledge. Dictation includes common legal and business forms, selections from standard literature, letters and tabulations. Emphasis is laid on reading shorthand notes and transcriptions. Course 1. — Completion of first half of text. Course 2. — Completion of text, and practice in reading shorthand. Course 3. — Miscellaneous dictation. Work with graphophone records. Course 4. — Dictation, graphophone work and transcriptions continued. Course 5. — Dictation of difficult matter. Speed practice in writing and transcribing. TYPEWRITING. Careful study of machine. Instruction as to care, mechanism, and possibilities. The touch system is used exclusively. Proper fingering is insisted upon. A light, rapid, smooth and even touch is acquired as early as possible. Accuracy is the first object, though speed should come as a result of practice. Neatness is emphasized. Dictation is given from the beginning, and proceeds from the simplest combination of letters through carefully graded exercises to the most difficult matter. Arrangement of work and tabulations receive special attention. To be able to write with- out error and at the same time smoothly and rapidly any kind of miscel- laneous matter or business document is the end and aim of typewriting, and this object is held before the student throughout the course. Course 1. — Mastery of keyboard. Diligent practice on words, easy sen- tences and simple business letters. Envelope addressing, card writing and simple tabulations. Course 2. — Common legal forms and tabular exercises. Special atten- tion to arrangement, spelling and punctuation of dictated matter. Course 3. — Speed practice, study of manifolding and carbon work, and use of graphophone and typewriter. Dictated matter of some difficulty. ENGLISH. Course 1. — Mechanics of English. Classroom work only. For those who do not pass the examination required hereafter of all who enroll for any work in the life-certificate course: Orthography, penmanship, punctu- ation, capitalization, elementary work in synonyms and antonyms, quota- tion marks, simple rules for the paragraph, letter forms, etc.; in brief, general mechanical excellences, to the end that each prospective teacher Hays, Kansas. 33 shall be able to present, as well as to procure from pupils in every grade of public schools, pood work in manuscript form. Students will be passed from the course as soon as they give evidence of* elliciency in the work required. Courses 2, 3, 4, and 5. — The state text, Stebbins's Progressive Course in English, forms the basis of the work offered. The reading and study courses in English classics will, as far as possible, conform to "College Entrance Requirements" for years 1913, 1914, 1915. 1. The Old Testament books — Genesis, Exodus, Joshua, Judges, Sam- uel, Kings, Daniel, Ruth and Esther. The Odyssey (books I-V, XV- XVII may be omitted). The Iliad (books XI, XIII-XV, XXI may be omitted). Vergil — ^Eneid. For any unit of this group a unit from any other group may be substituted. 2. Shakespeare — Merchant of Venice, Midsummer Night's Dream, As You Like It, Twelfth Night, Henry V, Julius Caesar. 3. De Foe — Robinson Crusoe (part I). Goldsmith — Vicar. Scott — Ivanhoe or Quentin Durward. Hawthorne — Seven Gables. Dickens — David Copperfield, or Tale of Two Cities. Thackeray — Henry Esmond. Mrs. Gaskell — Cranford. George Eliot — Silas Marner. Stevenson — Treasure Island. Bunyan — Pilgrim's Progress (part I). The De Cov- erley Papers. Franklin — Autobiography (condensed). Irving — Sketch Book. Macaulay — Essays on Lord Clive and Warren Hastings. Thack- eray — English Humorists. Selections from Lincoln — including at least the two inaugurals, the speeches in Independence Hall and at Gettys- burg, the Last Public Address, and Letter to Horace Greeley; a brief memoir or estimate. Parkman — Oregon Trail. Thoreau — Walden, or Huxley — Autobiography, and Selections from Lay Sermons, including the Addresses on Improving Natural Knowledge, A Liberal Education, and A Piece of Chalk. Stevenson — Inland Voyage, and Travels with a Donkey. 5. Palgrave — Golden Treasury (first series), books II and III, with especial attention to Dryden, Collins, Gray, Cowper and Burns. Gray-- Elegy, and Goldsmith — Deserted Village. Coleridge — Ancient Mariner, and Lowell — Sir Launfal. Scott — Lady of the Lake. Byron — Childe Harold, canto IV, and Prisoner of Chillon. Palgrave — Golden Treasury (first series), book IV, with especial attention to Wordsworth, Keats, and Shelley. Poe — Raven. Longfellow — Miles Standish, and Whittier — Snow-bound. Macaulay — Lays of Ancient Rome, and Arnold — Sohrab and Rustum. Tennyson — Garety and Lynette, Lancelot and Elaine, and Passing of Arthur. Browning — Cavalier Tunes, Lost Leader, How they Brought the Good News, Home Thoughts from Abroad, Home Thoughts from the Sea, Incident of the French Camp. Herve Riel — Pheidippides, My Last Duchess, Up at a Villa, Down in the City. For study: Shakespeake — Macbeth. Milton — L'Allegro, II Penseroso and Comis. Burke — Speech on Conciliation with America, or Washing- ton — Farewell Address, and Webster — First Bunker Hill Oration. Macaulay — Life of Johnson, or Carlyle — Essay on Burns. Courses 6 and 7. — English literature. Historical outline with as- signed readings and papers, omitting the writers of the nineteenth 34 Western Normal School. century. These courses are designed to give the student a general view of the subject as a preparation for intensive study of special period. Course 8. — Rhetoric and composition. It offers training in the funda- mental principles and practice of English prose discourse. Narration, description, exposition and criticism are presented, with a variety of analytical and constructive exercises. The practical needs of everyday life are kept constantly in view and technical excellence is essential. Semiweekly themes are required. The writing and criticism of longer themes, with a study of the principles of structure. A study of the principles of composition and the qualities of style. Discussion of text- books and methods of teaching English composition. GENERAL PEDAGOGY. GENERAL AND APPLIED METHODS. Course 1. — General methods. Required. A textbook on the principles of teaching is studied. The following topics are emphasized : The mean- ing of education; the aims of school education; the scope of school edu- cation; the psychological basis of education; instincts and capacities; self -activity ; apperception; interests; individual differences in children; attention; principles of association; habit formation; memory; prin- ciples of analysis; reasoning; inductive and deductive methods of teach- ing; the formal steps of instruction; education and conduct; moral train- ing; imitation and suggestion; responses of feeling; the esthetic emo- tions; taste; motor expression; verbal expression; expression through the arts and industries; teaching form; teaching execution. Course 2. — Primary methods. Elective. It is the purpose in this course to offer in lecture form a critical study of methods of presenting principal subjects of instruction in the lower grades. This work is more extended and definite on the various subjects than is possible in the limited time available in connection with the academic and advanced treatment of the same. The teachers will be led to test methods and to govern their application of the same by the laws of mind. After each subject is completed, illustrative lessons will be given with the pupils of the first three years of the Model District School. The principal subdivisions of the work are the following: (1) Primary reading: Earliest methods — A-B-C, phonic, phonetic, word, sentence, word steps in a reading lesson ; use of illustrations ; presenting new words and phrases; silent reading or thought work; expression; the acquisition of a vocabulary; reciting a reading lesson; supplementary reading, ques- tioning; school readers, or entire classic work; seat work. (2) Nature study and language: Study objects in nature, showing how they may be used and correlated with language work; use of the story and poem; oral language; written language; primary composition; gardening. (3) Spell- ing: Selection of words; assignment of lesson; steps in the recitation; grouping words; dictation work, relative place of oral and written spell- ing. (4) Arithmetic: Value as a means of mental training; earliest methods — Pestalozzian, Quincy, Grube, Sonneschein, Speer; use and limi- tation of objective teaching; early work in fractions, etc.; relations be- Hays, Kansas. 35 tween mental and written work; method of recitation; drills; Beat work. (5) Geography: Its place in the primary course; home geography; out door or field lessons; sand modeling; life in other land tight from Jane Andrews's Seven Little Sisters and The Ten Boys; relation of geog- raphy to social life; occupations and industries; map work. (G) Music: Tonic sol-fa and staff; breathing, rhythm, tone work; ear training and eye training; note and rote work; analysis of song. In the list of helps are: Sarah Arnold's Waymarks for Teachers; Sarah Arnold's How to Teach Reading; McMurry's Special Method for Reading; McMurry's Special Method for Geography; McMurry's Special Method for Science; Scott's Nature Study; Bailey, Lessons on Plants; Bailey, The Nature-study Idea; Hodge, Nature Study and Life; Hemen- way, School Gardening; Clarke, Reading; Parker's Talks on Pedagogy; Cooley, Language Manual; Frye, Sand Modeling. HISTORY OF EDUCATION. Course 1. — History of education. An introductory course, aiming to show something of the sources of information as a basis for educational interpretation. Tendencies rather than men are dealt with. The last sections have to do with present educational conditions and problems, and the relations of each section with present conditions are emphasized. Monroe's Brief Course in the History of Education. Course 2. — History of education. An intensive study of the history of education, dealing with men as the representatives of reforms and new movements. Each student will be required to make an especial study of some reformer. Cubberley's Outlines of the History of Educa- tion will be used as the basis, with lectures and reference work. PSYCHOLOGY AND PHILOSOPHY. PSYCHOLOGY. Course 1. — Elementary psychology. In this course the simpler aspects of the ordinary phases of mental activity are dealt with. Exercises also are given to develop introspection and to give familiarity with the mental processes. Courses 2 and 3. — General psychology. A systematic treatment of the subject is attempted. Some experimental work in the line of illustration is given. Individual topics also are assigned for more thorough study. Course 4. — Child psychology. Elective. Treats generally of the men- tal development of children, seeking to give a basis for education in the elementary grades. PHILOSOPHY. * Course 1. — Philosophy of education. Elective. A study of the prin- ciples of education with the aim of finding their philosophical implica- tions. Third and fifth terms. SCHOOL ADMINISTRATION. Course 1. — Rural-school administration. The purpose in this course is to consider the practical problems of the rural-school teacher; such as the equipment and arrangement of a modern one-room schoolhouse, the first 36 Western Normal School. day of school, the daily program, the recitation, correlation of subjects,, dscipline, hygiene — in short, to acquaint the student with the work being done in the best rural schools of to-day. Course 2. — This is a course in school law. Such topics as public funds, the raising and distribution of school taxes, bonds, certification, the dis- trict, consolidation of rural schools, the city system, compulsory educa- tion, the juvenile court and the high-school system will be considered,, basing the work on the Kansas school plan, but making a comparative study of similar laWs of other states. Emphasis will be placed upon pro- posed and desirable modifications in school law. TEACHING. The Training School offers teaching and observation in grade work. Course 1. — Five periods per week. Work in outlining subject matter,, preparing lesson plans, observation and discussion of work done by other teachers, and teaching in the presence of the critic teacher. Course 2. — Five periods per week. Student has charge of a class un- der close supervision. Course 3. — Five periods per week. Student will have more independ- ent charge of class and will be held responsible for results. In this course students will demonstrate their ability in teaching. Course 4. — Five periods per week. Students taking this course may be required to do supervisory work or teaching as their needs may seem to suggest. Those planning for high-school work may be given advanced classes to teach. GEOGRAPHY. Course 1. — Physiography. A general view of the subject, such as can be included in one-half year of high-school work. Laboratory and field lessons are given twice a week. - Course 2. — Political geography. Includes a special study of North America, with Russell's volume upon the same as a guide as to content, and Redway's New Basis for Geography for the method in treating the same. Course 3. — Commercial geography. Elective. Designed to correlate with the work in the department of commerce. HISTORY. AMERICAN HISTORY. Course 1.— American history, 1492-1800. A careful, chronological study of the entire field of that period. Course 2.— American history, 1800-1900. A careful chronological study of the entire field of that period. Course 3. — Kansas history. The territorial struggle and the state his- tory are presented. Course 4. — Prehistoric discovery and explorations, 1492-1607. Euro- Hays, Kai 37 pean conditions leading to our age of disc, cry Ancient, life on tin- American continent. Discoverers and explorers are studied as to char acter, motives, work accomplished and results. Course 5. — History of New England. European conditions leading to first settlements. American conditions leading to later settlements. Development of New England. Course 6. — History of the southern and middle colonies. European conditions leading to first settlements. Facts necess ; mating later new col- onies. Why the middle country presented questions different from New England and the South. Results. Why the South was slow in develop- ment. Course 7. — Social, economic and institutional history of the American colonies. An exhaustive study of the rise, development and effect of these various phases of life in each section of the country, from the founding of the colonies to the Declaration of Independence. How it all contributed to independence as an assured fact and made dependence a further im- possibility. GOVERNMENT. Course 1. — The United States constitution is the field of study. Its history, the meaning and the application of each part. Historical illustra- tions. The actual working of institutions existing because of the provi- sions of the constitution. Course 2. — State government. The Kansas constitution is the field of investigation. Its formation, evolution and application. Legislation, judicial rendering, present problems. EUROPEAN HISTORY AND POLITICAL SCIENCE. Course 1. — Ancient history. This course offers a thorough elementary drill in the essentials of general history to the time of Charlemagne. Both first and second semesters. Course 2. — Medieval and modern history. Courses 3 and 4. — English history. Course 3 covers the period from the Roman conquest to the accession of the Tudors. Course 4 covers the remainder of the history of England down to the present. These courses must precede any advanced work in European history and form the best preparation for work in American history. They should be taken in regular order, but with the consent of the department a grade in either course may be given separately. LANGUAGE. LATIN. Course 1. — Beginner's Latin. The aim of this and course 2 is to master the elements of Latin form, declension, conjugation, comparison and fundamental rules of syntax. The acquisition of a vocabulary is an important aim of this year's work. Course 2. — Beginner's Latin. Text completed. Character of work as in course 1. 38 Western Normal School. Hays, Kansas. :; MISCELLANEOUS. DISCIPLINE. Many of our pupils have already had some experience in practical life, so that they become valuable aids in developing a healthy school senti- ment. This renders few restraints necessary. Still every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women; and those whose best endeavor is not in accord with this purpose are summarily dismissed from the School. ADMITTANCE AND CREDITS FROM HIGH SCHOOLS. The Principal and Faculty will take pleasure in corresponding with school principals and superintendents who may desire to make such ar- rangements as may be necessary in order that their high-school diplomas may admit candidates to the Normal Department of the School with advanced standing, or who may contemplate adopting a course of study which would give graduates advanced standing. Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal cause why he should not be dismissed. ADVICE. Those proposing to enter are reminded of the importance of being present at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel constantly increas- ing embarrassment throughout the entire term. The habit which is thus indulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed; otherwise they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any information that it does not supply. SUMMER TERM. The summer term is now one of the regular terms, subject to same con- ditions of entrance and work as any other term of the year. In 1912 it will continue from June 3 to August 2, inclusive. Fees are as for any other term. POINTS TO BE NOTED. The Western State Normal School is located at Hays, on the Union Pacific railway, on a part of the Fort Hays reservation contiguous to the town. Land. — The institution owns over 4000 acres of land, with over two miles of fine timber along Big creek, the water of which, held by a dam, 26 Western Normal School. affords a magnificent opportunity for boating, fishing and skating, in season. Buildings. — The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower baths and other modern conveniences. In 1907-'08 the sum of $40,000 was spent for additions to this building, making it one of the best State Normal buildings in Kansas. The handsome gymnasium building was completed in May, 1906. Thoroughly modern and well equipped, it is one of the finest gymnasia now in use at the state educational institutions. The legislature of 1909 appropriated $30,000 for heating, water, and electric-light plant, which was erected during 1910-'ll. A new Model District School building was ready for occupancy Septem- ber 1, 1910. An engineer's residence, an emergency hospital building and a large frame building, a part of the hospital building of Old Fort Hays, now used as a dining hall, complete the list of institution buildings. The last legislature appropriated $40,000 for a Model Agricultural High School building and dining hall, to be erected during 1911-'12. Fees. — The legislature of 1911 provided: "Fees shall be charged to each student at the State Normal School and its auxiliaries, as follows: Students residing in states and territories other" than Kansas, twenty- five dollars per year; fees for Model School and special courses and for all departments of Summer School shall be fixed by the board of regents." Board and Rooms. — Good table board has cost for the past two years at the dining hall on the Normal campus $2.75 per week, with lodging at seventy-five cents to one dollar per week — lodging accommodations in private families. Living expenses may be reduced below these figures by self-boarding. Examinations for County Certificates. — Under a state law, exam- inations for all grades of county certificates are offered at the School; papers made in such examinations are to be sent to county of student's selection, there to be passed upon by county board of examiners, and to receive credit as if written in presence of such board. Additional Advantages Offered. — An enthusiastic Faculty, a fine li- brary, a well-equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a Summer School with regular Fac- ulty in charge for nine weeks, an eighty-acre campus with finest natural athletic park in the state, and a student body unsurpassed for energy and devotion to work. Hays, Kansas. 21 PERIODICALS IN THE LIBRARY. Capital, Topeka. Evening Journal, Salina. Star, Kansas City, Mo. Advocate, Quinter. Beloit Call, Beloit. Breeder's Gazette, Chicago. Bunker Hill Banner, Bunker Hill. Collier's, New York. Colby Tribune, Colby. Commonwealth, Sharon Springs. Courier, Norton. Decatur County News, Decatur. Dodge City Globe, Dodge. Farmer, Osborne. Free Press, Hays. Gazette, Beloit. Gazette, Emporia. Gazette, Plainville. Harper's Weekly, New York. Hugoton Hermes, Hugoton. Independent, New York. Journal of Education, Boston. Kansas Farmer, Topeka. Larned Chronoscope, Larned. Liberal Democrat, Liberal. Lincoln Sentinel, Lincoln. Literary Digest, New York. Living Age, Boston. Logan County News, Winona. Marion Headlight, Marion. Meade Globe, Meade. Messenger, Ellsworth. DAILIES. State Journal, Topeka. Times, Kansas City, Mo. WEEKLIES. Natoma Independent, Natoma. News, Hays. News, Ness City. News-Chronicle, Scott City. News, Osborne. Normal Bulletin, Emporia. Oakley Graphic, Oakley. Outlook, New York. People's Reville, Hill City. Record, Hill City. Record, Russell. Record, Stockton. Republic County Democrat, Belleville. Republican, Hays. Republican, Hill City. Republican, La Crosse. Review, Stockton. Review-Headlight, Ellis. Rural New Yorker, New York. Saturday Evening Post, Philadelphia. Science, Garrison-on-the-Hudson, N. Y. Scientific American, New York. St. John's Weekly, St. John. Times, Beloit. Times, Plainville. Western Kansas World, Wa Keeney. Western Times, Sharon Springs. Wochenblatt der New York Staats Zietung. Youth's Companion, Boston. SEMIMONTHLIES. Country Life in America, Garden City, N. Y. | The Dial, Chicago. MONTHLIES. American Journal of Psychology, Worces- ter, Mass. American Educational Review, New York. American Magazine, New York. American Penman, Cedar Rapids. American Physical Educational Review, Springfield. American Review of Reviews, New York. Association Monthly, New York. Atlantic Monthly, Boston. Book-Review Digest, Minneapolis, Minn. Boston Cooking School Magazine, Boston. Business, Detroit. Business Educator, Columbus, Ohio. Business Journal, New York. Library Journal, New York. McClure's Magazine, New York. Mind and Body, Milwaukee, Wis. Modern Priscilla, Boston. Moody's Magazine, New York. National Geographical Magazine, Washing- ton, D. C. Nature Study Review, Urbana, 111. New England Magazine, Boston. North American Review, New York. Phonographic World, New York. Pictorial Review, New York. Pitman's Journal, New York. Popular Science Monthly, New York. Century, New York. 28 Western Normal School. Current Literature, New York. Delineator, New York. Dietetic-Hygenic Gazette, New York. Dressmaking at Home, Chicago. Educational Review, Rahway, N. J. Electrician and Mechanics, Boston. Elementary School Teacher, Chicago. Everybody's, New York. Fruit Grower, St. Joseph, Mo. Good Housekeeping, Springfield, Mass. Harper's Magazine, New York. Harper's Bazar, New York. House Beautiful, New York. Interstate Schoolman, Hutchinson. Journal of Geography, New York. Kansas Magazine, Wichita. Ladies' Home Journal, Philadelphia. Popular Mechanics, Chicago. MONTHLIES— concluded. The Playground, New York. Psychological Bulletin, Baltimore, Md. Reader's Guide to Periodical Literature, Minneapolis, Minn. School Arts Book, Boston. School and Home Education, Baltimore, Md. School Board Journal, Milwaukee, Wis. Scribner's, New York. Success, New York. School Science and Mathematics, . System, New York. Table Talk, Cooperstown, N. Y. Technical World, Chicago. Western School Journal of Education, Ypsilanti, Mich. Western School Journal, Topeka. .World's Work, New York. Woman's Home Companion, New York. BIMONTHLIES. Home Needlework, Florence, Mass. I Manual Training Magazine, Peoria, 111. Psychological Review, Baltimore. QUARTERLIES. Bulletin of Bibliography, Boston. I Pedagogical Seminary, Worcester, Mass- I! \vs. Kansas. 29 OUTLINES OF INSTRUCTION. ARTS. DRAWING. Course 1. — Free-hand drawing with pencil, charcoal, crayon and brush. Elementary design, working drawings, paper and cardboard con- struction. Course 2. — Advanced work along lines suggested in course 1. Course 3. — Elementary work in water color. Course 4. — Lessons in blackboard illustration suitable for lessons in geography, language, nature study and other subjects taught in the grades. Also, primary work in clay modeling, weaving and decorative design. HOME ECONOMICS. HOUSEHOLD ART. Course 1. — Hand sewing. This course consists of work in hand sew- ing and is a prerequisite to all the following courses in household art. It includes general instruction in the implements used for hand sew T ing, the proper position of the body and care of the eyes while sewing, as well as a full course in practical needlework; different stitches, their uses and combinations; seams, hems, tucks, gathering, overcasting, overhanding, patching, darning, piecing, and buttonholes; and the application of all these lessons to useful articles. The making of white apron, half sleeves and cap. Course 2. — Machine work. Instruction in the use and care of the sewing machine. Discussion of appropriate materials for undergarments and suitable trimmings for various materials used in this course. The student is taught to take measures, draft patterns and make undergar- ments for herself or others — corset cover, drawers, white skirt, night- dress. Besides the sewing work, a study of cotton, linen, wool and silk fabrics is made, with a general study of the source and method of prep- aration of the material for clothing purposes. Course 3. — Dressmaking. The pattern drafting is continued, with some work in adapting patterns to designs; making of pattern and cut- ting, fitting and making of a shirt-waist suit. Discussions of choice in wash materials and their cost, durability and adaptability to different forms and occasions. A study of the methods used in printing, dyeing and weaving of colored fabrics is made, together with studies in color combinations and adaptations to dress. The choice, making and trimming of a simple gown in colors suitable to the form and complexion of the student is one feature of this course. HOUSEHOLD SCIENCE. Course 1. — Physiology is a prerequisite for this course. The course offers lessons in combustion, fuels, fire building and conservation of heat; the production, manufacture and value of materials used for food; the bodily elements and food principles — carbohydrates, proteins, fats, min- erals, water. _ 30 Western Normal School. 1. Carbohydrates: Experiments to determine the effect of heat, mois- ture and acid on starch. Experiments to determine the composition of representative starch foods. Methods of cooking starch foods. Sugar and cellulose, digestion and value, relation to starch, methods of combina- tion and transformation of sugars. 2. Protein: Experiments to determine effect of different degrees of heat on egg albumen; solubility of simple proteids; composition of milk; discussion of proteid foods — source, care of, structure, composition, di- gestion and nutritive value. Cooking of proteid foods — eggs, milk, meat; cooking of proteids in combination with starch. 3. Fats: Trying out, clarifying, frying, making emulsions, olive oil and egg. Discussion of digestion and value of fats, and their uses in cooking. 4. Minerals: Experiments to determine amount and kind of minerals in the common foods, milk and flour. Need of minerals in body structure. 5. Water: Experiments as to different stages and temperature of heated water. Water as related to mineral substances. Tanic acid. Tea, coffee — source, composition, effect upon the body. Making of water bev- erages and jelly. 6. Combinations of food principles: Recipes and experiments in gen- eral cooking. Preparation and serving of meals involving study in cost and economy and balance of food materials. Classification of food prin- ciples. Course 2. — Cooking. The course offers a study in bacteria, yeasts, molds and micro-organisms. The relation of these to food and drink. Microscopic experiments. Studies of drinking water and ice supplies. Bread making, leavening agents, yeast, salt-rising bread. Cheese making, varieties and qualities. Fermentation and nonfermentation. Canning and preserving. Preserving agents, harmful and unharmful. Recipes and wider experience in cooking and serving. Course 3. — Dietetics. The course includes analysis of organic mate- rials; principles of analysis of foodstuffs; detection of preservatives and adulterations used in foods. Discussion of the healthful diet for persons in normal condition of health but differing in occupation. Influence of climate and season upon needed changes in diet. Diet in disease; effect of various food constituents upon any one disordered digestive agent. Menus for different diseases ; recipes and preparation. The invalid's tray. COURSE 4. — The house. This course is a series of general lessons in home-keeping. A study of the house, its location, lighting, ventilation, plumbing, drainage and plan. A study of cleansing agents, sanitary walls, floors, sinks, bathrooms, cellars, ice chests. Household pests and their extermination. Dust and its removal. Care and cleansing of car- pets, hangings and furniture. Fumigation. The laundry. MANUAL TRAINING. Course 1. — Mechanical drawing. A course in the elements of mechan- ical drawing, including problems in geometric constructions, orthographic cabinet and isometric projections, shadows, intersections of solids, etc., with some of the general applications to drafting. Instruction and prac- tice are given in making working drawings, reading drawings, and blue- printing. Course 2. — Constructive design. A continuation of the above course, including instruction and practice in more advanced work in drafting,. Hays, Kansas. 31 lettering and design, with reference to the needs of construction and appropriate decoration by pleasing panels and designs for wood carving. COURSE 3. — Elementary woodwork. A course in wood construction suited to the intermediate and lower grammar grades. Work with tools at the bench will be required. Simple models selected to illustrate and give practice in the use of the common woodworking tools will be made. Course 4. — Advanced woodwork. A continuation of the above course, dealing with models appropriate for the grammar grades. Work re- quiring greater skill in the use of tools will be selected, and students will be expected to plan and execute several original or adapted models, in addition to those in an assigned course. Course 5. — Joinery. A course beginning with a series of joint exer- cises illustrating the common joints in wood construction and continuing into the application of some of these in appropriate models. Course 6. — Cabinetmaking. A course in advanced woodworking, dealing with models requiring more accurate use of the tools. Some at- tention will be given to the lines and decorations, with the methods of securing pleasing effects through wood combinations, inlaying and simple carvings. Course 7. — Wood carving. A continuation of the above course, deal- ing with more elaborate constructions and decorations. Original se- lected designs for wood will be made and applied to useful objects. Course 8. — Advanced wood carving. An advanced course in wood carving, dealing with more difficult problems offered to students with special talent for wood carving. BIOLOGICAL SCIENCES. PLANT BIOLOGY. Course 1. — Field botany. This embraces morphology and habits of cryptogams and phanerogams. This course requires laboratory, field and class work. Course 2. — Plant life. This includes a study of the physiology, ecology and histology of plants in laboratory and classroom. ANIMAL BIOLOGY. Course 1. — Agricultural zoology. This subject treats of the care, kinds, and good and bad qualities of animals found on the farms. The classes meet each day for one semester, or four days each week for one term, according to the course taken. Course 2. — Field zoology. This is a course in animal natural history and comprises field and museum studies of insects and birds, with lec- tures on their economic relationships to man, especially to the farmer and orchardist. Course 3. — Animal life. This study gives a knowledge of the physi- ology and ecology of animals. Course 4. — Systematic zoology. This subject embraces a study of the anatomy and physiology of representative animals, and lectures on th^ structure and habits of important forms in all classes of animals. 32 Western Normal School. Hays. Kansas. :>:>> ENVIRONMENTAL BIOLOGY. GEOLOGY. Courses 1 and 2. — General geology. The two courses include the dynamical, structural and historical geology of the United Stat Courses 3 and 4. — Geology of Kansas. The courses include Btudies of soil, climate and forest, and work of wind, rain, moisture and run- ning water. Before concluding the subject each member of the class is required to write a geological history of Kansas. HUMAN PHYSIOLOGY. Course 1. — Elementary physiology. Course 2. — General physiology. Physiology 2 gives in a modern way a general knowledge of the anatomy, physiology and hygiene of the human body. Course 3. — Advanced general physiology. Course 2 is reviewed and the physiology of the human body emphasized. COMMERCE. BOOKKEEPING AND ACCOUNTING. Course 1. — Elementary bookkeeping. Principles of debit and credit. Forms of opening and closing accounts. Trial balances and statements. Course 2. — Bookkeeping and business practice. Drill is given in the use of business forms, all business papers being written and handled by the student. Course 3. — Advanced bookkeeping. Commission, shipping and gen- eral merchandising business. Use of loose-leaf books. Partnership ac- counts. Course 4. — Advanced bookkeeping continued. Wholesale business. Use of auxiliary ledgers and special columns. Card ledger introduced. Brief treatment of single entry and changing from single to double entry. Course 5. — Bank accounting. Organization and management of banks. The work is designed to reproduce as nearly as possible the routine of a bank. Course 6. — Corporation accounting. The organization of a corpora- tion, with special reference to the laws of Kansas. Several sets of books are opened and closed to show the distinctive features of corporate ac- counting. The main set is that of a manufacturing business using the voucher system. Course 7. — Philosophy of accounts. Accounting treated from the view-point of science and in its relation to political economy. Analysis of complex accounts and statements; general principles of cost accounting, valuations involving interest, treatment of depreciation, capital and revenue accounts, and the use of statistics in determining the condition ■of a business. Course 8. — Auditing. Purposes of audits: to detect errors in rec- ords, to determine the legality of transactions. Planning an audit, an- alyzing accounts, methods and forms of procedure. -3 34 Western Normal School. BUSINESS ORGANIZATION. Course 1. — The individual business man, the partnership, the corpo- ration. Extractive, manufacturing, and distributive industries. The various departments of a large business and their relations to one an- other. The market, advertising, credits and collections. The administra- tive department and accounting methods. COMMERCIAL LAW. Course 1. — Elementary commercial law. Elementary definitions and principles of the law of contracts, sales, negotiable instruments, agency and bailment. The Kansas supreme court reports and standard law treatises are used to supplement the textbook. Course 2. — Continuation of course 1. Business associations, including partnerships, joint-stock companies, and corporations; real property, in- cluding titles, contracts, and transfers; insurance law. Course 3. — Advanced commercial law. Detailed study of the law of contracts as to their nature, formation, operation, interpretation and dis- charge. Concrete cases taken from the reported decisions of state and federal courts are largely used. These cases cover the entire field of business law. Attention is given to the constitutional questions involved in national and state jurisdiction over the formation and enforcement of contracts. PENMANSHIP. Course 1. — Study of correct position. Muscular movement and its ad- vantages. Practice on ovals and various movement exercises until the muscle is in good control and ease of movement acquired. Practice in making small and capital letters is followed by writing and arranging brief business letters and miscellaneous matter. It is expected that on the completion of this course the student will be able not only to write with ease and symmetry plain, practical letter forms, but to arrange his work on the page with due regard to proportion. Course 2. — Teachers' training course. Methods of teaching penman- ship; blackboard drills and advanced pen work. STENOGRAPHY. Cultivation of the ear in distinguishing sounds and habits of close at- tention are requisites for the successful study of stenography. Accuracy, quick perception and rapid thinking are cultivated from the beginning. Each principle presented receives careful drill. Logograms, contractions and phrases are dwelt upon. In transcription of connected matter, spell- ing, paragraphing and arrangement must be absolutely correct. Miscel- laneous matter is introduced to increase vocabulary and supplement gen- eral knowledge. Dictation includes common legal and business forms, selections from standard literature, letters and tabulations. Emphasis is laid on reading shorthand notes and transcriptions. Course 1. — Completion* of first half of text. Course 2. — Completion of text, and practice in reading shorthand. Course 3. — Miscellaneous dictation. Work with graphophone records. Course 4. — Dictation, graphophone work and transcriptions continued. Course 5. — Dictation of difficult matter. Speed practice in writing and transcribing. Hays, Kansas. 35 TYPEWRITING. Careful study of machine. Instruction as to care, mechanism, and possibilities. The touch system is used exclusively. Proper fingering is insisted upon. A light, rapid, smooth and even touch is acquired aa early as possible. Accuracy is the first object, though speed should come as a result of practice. Neatness is emphasized. Dictation is given from the beginning, and proceeds from the simplest combination of letters through carefully graded exercises to the most difficult matter. Arrangement of work and tabulations receive special attention. To be able to write with- out error and at the same time smoothly and rapidly any kind of miscel- laneous matter or business document is the end and aim of typewriting, and this object is held before the student throughout the course. Course 1. — Mastery of keyboard. Diligent practice on words, easy sen- tences and simple business letters. Envelope addressing, card writing and simple tabulations. Course 2. — Common legal forms and tabular exercises. Speeial atten- tion to arrangement, spelling and punctuation of dictated matter. Course 3. — Speed practice, study of manifolding and carbon work, and use of graphophone and typewriter. Dictated matter of some difficulty. ENGLISH. Course 1. — Mechanics of English. Classroom work only. For those who do not pass the examination required hereafter of all who enroll for any work in the life-certificate course: Orthography, penmanship, punctu- ation, capitalization, elementary work in synonyms and antonyms, quota- tion marks, simple rules for the paragraph, letter forms, etc.; in brief, general mechanical excellences, to the end that each prospective teacher shall be able to present, as well as to procure from pupils in every grade of public schools, good work in manuscript form. Students will be passed from the course as soon as they give evidence of efficiency in the work required. Courses 2, 3, 4, and 5. — The state text, Stebbins's Progressive Course in English, forms the basis of the work offered. The reading and study courses in English classics will, as far as possible, conform to "College Entrance Requirements" for years 1913, 1914, 1915. 1. The Old Testament books — Genesis, Exodus, Joshua, Judges, Sam- uel, Kings, Daniel, Ruth and Esther. The Odyssey (books I-V, XV- XVII may be omitted). The Iliad (books XI, XIII-XV, XXI may be- omitted). Vergil — JEneid. For any unit of this group a unit from anjr other group may be substituted. 2. Shakespeare — Merchant of Venice, Midsummer Night's Dream, As. You Like It, Twelfth Night, Henry V, Julius Caesar. • 3. De Foe — Robinson Crusoe (part I). Goldsmith — Vicar. Scott — Ivanhoe or Quentin Durward. Hawthorne — Seven Gables. Dickens — David Copperfield, or Tale of Two Cities. Thackeray — Henry Esmond, Mrs. Gaskell — Cranford. George Eliot — Silas Marner. Stevenson — Treasure Island. Bunyan — Pilgrim's Progress (part I). The De Cov- erley Papers. Franklin — Autobiography (condensed). Irving — Sketch Book. Macaulay — Essays on Lord Clive and Warren Hastings. Thack- eray — English Humorists. Selections from Lincoln — including at least the two inaugurals, the speeches in Independence Hall and at Gettys- burg, the Last Public Address, and Letter to Horace Greeley; a brief memoir or estimate. Parkman — Oregon Trail. Thoreau — Walden, or 36 Western Normal School. Huxley — Autobiography, and Selections from Lay Sermons, including the Addresses on Improving Natural Knowledge, A Liberal Education, and A Piece of Chalk. Stevenson — Inland Voyage, and Travels with a Donkey. 5. Palgrave — Golden Treasury (first series), books II and III, with especial attention to Dryden, Collins, Gray, Cowper and Burns. Gray — Elegy, and Goldsmith — Deserted Village. Coleridge — Ancient Mariner, and Lowell — Sir Launfal. Scott — Lady of the Lake. Byron — Childe Harold, canto IV, and Prisoner of Chillon. Palgrave — Golden Treasury (first series), book IV, with especial attention to Wordsworth, Keats, and Shelley. Poe — Raven. Longfellow — Miles Standish, and Whittier — Snow-bound. Macaulay — Lays of Ancient Rome, and Arnold — Sohrab and Rustum. Tennyson — Garety and Lynette, Lancelot and Elaine, and Passing of Arthur. Browning — Cavalier Tunes, Lost Leader, How they Brought the Good News, Home Thoughts from Abroad, Home Thoughts from the Sea, Incident of the French Camp. Herve Riel — Pheidippides, My Last Duchess, Up at a Villa, Down in the City. For study: Shakespeare — Macbeth. Milton — L'AUegro, II Penseroso and Comis. Burke — Speech on Conciliation with America, or Washing- ton — Farewell Address, and Webster — First Bunker Hill Oration. Macaulay — Life of Johnson, or Carlyle — Essay on Burns. Courses 6 and 7. — English literature. Historical outline with as- signed readings and papers, omitting the writers of the nineteenth century. These courses are designed to give the student a general view of the subject as a preparation for intensive study of special period. Course 8. — Rhetoric and composition. It offers training in the funda- mental principles and practice of English prose discourse. Narration, description, exposition and criticism are presented, with a variety of analytical and constructive exercises. The practical needs of everyday life are kept constantly in view and technical excellence is essential. Semiweekly themes are required. The writing and criticism of longer themes, with a «tudy of the principles of structure. A study of the principles of composition and qualities of style. Discussion of text- books and methods of teaching English composition. GENERAL PEDAGOGY. GENERAL AND APPLIED METHODS. Course 1. — General methods. Required. A textbook on the principles of teaching is studied. The following topics are emphasized: The mean- ing of education; the aims of school education; the scope of school edu- cation; the psychological basis of education; instincts and capacities; self-activity; apperception; interests; individual differences in children; attention; principles of association; habit formation; memory; prin- ciples of analysis; reasoning; inductive and deductive methods of teach- ing; the formal steps of instruction; education and conduct; moral train- ing; imitation and suggestion; responses of feeling; the esthetic emo- tions; taste; motor expression; verbal expression; expression through the arts and industries; teaching form; teaching execution. Course 2. — Primary methods. Elective. It is the purpose in this course to offer in lecture form a critical study of methods of presenting principal subjects of instruction in the lower grades. This work is more extended and definite on the various subjects than is possible in the limited time available in connection with the academic and advanced HAYS, Kansas. 87 treatment of the same. The teachers will be led to teal method* and to govern then- application of the same by the laws of mind. After each subject is completed, illustrative lessons will be given with the pupils of the first three years of the Model District School. The principal subdivisions of the work are the following: ( 1 ) Primary reading: Earliest methods — A-B-C, phonic, phonetic, word, seni word steps in a reading lesson; use of illustrations; presenting new words and phrases; silent reading or thought work; expression; the acquisition of a vocabulary; reciting a reading lesson; supplementary reading, ques- tioning; school readers, or entire classic work; seat work. (2) Nature study and language: Study objects in nature, showing how they may be used and correlated with language work; use of the story and poem; oral language; written language; primary composition; gardening. (3) Spell- ing: Selection of words; assignment of lesson; steps in the recitation; grouping words; dictation work, relative place of oral and written spell- ing. (4) Arithmetic: Value as a means of mental training; earliest methods — Pestalozzian, Quincy, Grube, Sonneschein, Speer; use and limi- tation of objective teaching; early work in fractions, etc.; relations be- tween mental and written work; method of recitation; drills; seat work. (5) Geography : Its place in the primary course; home geography; out- door or field lessons; sand modeling; life in other lands, as taught from Jane Andrews's Seven Little Sisters and The Ten Boys; relation of geog- raphy to social life; occupations and industries; map work. (6) Music- Tonic sol-fa and staff; breathing, rhythm, tone work; ear training and eye training; note and rote work; analysis of song. In the list of helps are: Sarah Arnold's Waymarks for Teachers; Sarah Arnold's How to Teach Reading; McMurry's Special Method for Reading; McMurry's Special Method for Geography; McMurry's Special Method for Science; Scott's Nature Study; Bailey, Lessons on Plants; Bailey, The Nature-study Idea; Hodge, Nature Study and Life; Hemen- way, School Gardening; Clarke, Reading; Parker's Talks on Pedagogy; Cooley, Language Manual; Frye, Sand Modeling. HISTORY OF EDUCATION. COURSE 1. — History of education. An introductory course, aiming to show something of the sources of information as a basis for educational interpretation. Tendencies rather than men are dealt with. The last sections have to do with present educational conditions and problems, and the relations of each section with present conditions are emphasized. Monroe's Brief Course in the History of Education. Course 2. — History of education. An intensive study of the history of education, dealing with men as the representatives of reforms and new movements. Each student will be required to make an especial study of some reformer. Cubberley's Outlines of the History of Educa- tion will be used as the basis, with lectures and reference work. PSYCHOLOGY AND PHILOSOPHY. PSYCHOLOGY. Course 1. — Elementary psychology. In this course the simpler aspects of the ordinary phases of mental activity are dealt with. Exercises also are given to develop introspection and to give familiarity with the mental processes. Courses 2 and 3. — General psychology. A systematic treatment of the subject is attempted. Some experimental work in the line of illustration is given. Individual topics also are assigned for more thorough study. 38 Western Normal School. Course 4. — Child psychology. Elective. Treats generally of the men- tal development of children, seeking to give a basis for education in the elementary grades. PHILOSOPHY. Course 1. — Philosophy of education. Elective. A study of the prin- ciples of education with the aim of finding their philosophical implica- tions. Third and fifth terms. SCHOOL ADMINISTRATION. 'Course 1. — Rural-school administration. The purpose in this course is to consider the practical problems of the rural-school teacher; such as the equipment and arrangement of a modern one-room schoolhouse, the first day of school, the daily program, the recitation, correlation of subjects, discipline, hygiene — in short, to acquaint the student with the work being done in the best rural schools of to-day. Course 2. — This is a course in school law. Such topics as public funds, the raising and distribution of school taxes, bonds, certification, the dis- trict, consolidation of rural schools, the city system, compulsory educa- tion, the juvenile court and the high-school system will be considered, basing the work on the Kansas school plan, but making a comparative study of similar laws of other states. Emphasis will be placed upon pro- posed and desirable modifications in school law. TEACHING. The Training School offers teaching and observation in grade work. Course 1. — Five periods per week. Work in outlining subject matter, preparing lesson plans, observation and discussion of work done by other teachers, and teaching in the presence of the critic teacher. Course 2. — Five periods per week. Student has charge of a class un- der close supervision. Course 3. — Five periods per week. Student will have more independ- ent charge of class and will be held responsible for results. In this course students will demonstrate their ability in teaching. Course 4. — Five periods per week. Students taking this course may be required to do supervisory work or teaching as their needs may seem to suggest. Those planning for high-school work may be given advanced classes to teach. GEOGRAPHY. Course 1. — Physiography. A general view of the subject, such as can be included in one-half year of high-school work. Laboratory and field lessons are given twice a week. Course 2. — Political geography. Includes a special study of North America, with Russell's volume upon the same as a guide as to content, and Redway's New Basis for Geography for the method in treating the same. Course 3. — Commercial geography. Elective. Designed to correlate with the work in the department of commerce. Hays, Kansas. 39 HISTORY. AMERICAN HISTORY. Course 1. — American history, 1492-1800. A careful chronological study of the entire field of that period. Course 2. — American history, 1800-1900. A careful chronological study of the entire field of that period. Course 3. — Kansas history. The territorial struggle and the state his- tory are presented. Course 4. — Prehistoric discovery and explorations, 1492-1607. Euro- pean conditions leading to our age of discovery. Ancient life on the American continent. Discoverers and explorers are studied as to char- acter, motives, work accomplished and results. Course 5. — History' of New England. European conditions leading to first settlements. American conditions leading to later settlements. Development of New England. Course 6. — History of the southern and middle colonies. European conditions leading to first settlements. Facts necessitating later new col- lonies. Why the middle country presented questions different from New England and the South. Results. Why the South was slow in develop- ment. Course 7. — Social, economic and institutional history of the American colonies. An exhaustive study of the rise, development and effect of these various phases of life in each section of the country, from the founding of the colonies to the Declaration of Independence. How it all contributed to independence as an assured fact and made dependence a further im- possibility. GOVERNMENT. Course 1. — The United States constitution is the field of study. Its history, the meaning and the application of each part. Historical illustra- tions. The actual working of institutions existing because of the provi- sions of the constitution. Course 2. — State government. The Kansas constitution is the field of investigation. Its formation, evolution and application. Legislation, judicial rendering, present problems. EUROPEAN HISTORY AND POLITICAL SCIENCE. Course 1. — Ancient history. This course offers a thorough elementary drill in the essentials of general history to the time of Charlemagne. Both first and second semesters. Course 2. — Medieval and modern history. Courses 3 and 4. — English history. Course 3 covers the period from the Roman conquest to the accession of the Tudors. Course 4 covers the remainder of the history of England down to the present. These courses must precede any advanced work in European history and form the best preparation for work in American history. They should be taken in regular order, but with the consent of the department a grade in either course may be given separately. 40 Western Normal School. THE MODEL RURAL SCHOOL BUILDING AS IT (This building is now in use as a dining hall.) i wm n ■i jI [|"i-i •^TI2 ■*i ««£Slik~ § THE NEW MODEL RURAL SCHOOL BUILDING. Mays, Kansas. 41 LOOKING FROM STAGE TO AUDIENCE, IN THE AUDITORIUM. 1 LOCKING FROM AUDIENCE TO STACE, IN THE AUDITORIUM. 42 Western Normal School. LANGUAGE. LATIN. Course 1. — Beginner's Latin. The aim of this and course 2 is to master the elements of Latin form, declension, conjugation, comparison and fundamental rules of syntax. The acquisition of a vocabulary is an important aim of this year's work. Course 2. — Beginner's Latin. Text completed. Character of work as in course 1. Course 3. — Csesar, books I and II. Bennett's grammar. The work of extended translation is begun. A thorough drill in principles of syntax, especially use of cases. Course 4. — Caesar (advanced), books III and IV. The work of translation continues. The syntactical study emphasizes the various uses of the subjunctive mode. Course 5. — Cicero. Four orations against Catiline. In addition to the translation, special study of conditional sentences. Course 6. — Cicero (advanced). Manilian law, Marcellus and Archias. D'Ooge, Prose Composition, and original exercises in prose. Study of the Revolutionary period of Roman history, 132 B. C. to 114 B. C. Offered each semester. Course 7.— Vergil. Books I, II, III. Translation and mastery of the dactylic hexameter verse. Supplementary mythology. Course 8.— Vergil (advanced), books IV, V, VI. Outline of Guerber's Mythology. GERMAN. Course 1. — Elementary German. Bacon's German Grammar, twenty- five lessons. Dictation, memorizing, oral reproduction, beginning of orig- inal composition, conversation. Course 2. — Elementary German. Bacon's German Grammar, lessons 26 to 50. Other work continued as in course 1. Course 3. — Second-year German. Bacon's German Grammar com- pleted ; Gerstacker's Germelshausen. Other work continued as in courses 1 and 2. Course 4. — Second-year German. Pope's German Composition com- plete; Fulda's Unter vier Augen; Wildenbruch's Das Edle Blut; Seidel's Leberecht Huhnchen; Hatfield's Lyrics and Ballads. Course 5. — Third-year German. Thomas's Practical German Gram- mar, part I. Original themes and letters, oral and written reproductions; Schiller's Wilhelm Tell, or Die Jungfrau von Orleans. Course 6. — Third-year German. Thomas's Grammar completed; Les- sing's Minna von Barnhelm; Eichendorff's Ausdem Leben eines Tauge- nichts. Other work as in course 5. Course 7. — Fourth-year German. Keller's Bilder aus der Deutschen Literatur; Hauff's Lichtenstein ; Goethe's Hermann and Dorothea. Course 8. — Fourth-year German. Keller's Bilder completed; Korner's Zirny; Rosegger's Schriften eines Waldschulmeisters. In courses 7 and 8, original essays in German on assigned themes will be required. Hays, Kansas. 43 LIBRARY SCIENCE. METHOD OF INSTRUCTION. There are few textbooks on library subjects, and instruction is given in the form of lectures and assigned readings, followed by practice work under supervision, with discussion of both theory and practice. Indi- vidual research is encouraged. Course 1. — Elementary reference. Lectures, with practical work fol- lowing, to make new students feel at home in the library and able to use it to advantage. MATHEMATICS. ARITHMETIC. Course 1. — This course covers the work of the text through the funda- mental operations, divisors, multiples, analysis, fractions, decimals, de- nominate numbers, metric system, business practice, percentage, profit and loss, commission, trade discount, stocks and bonds, taxes, and United States revenue. COURSE 2. — This course completes the text, covering interest, true dis- count, bank discount, compound interest, exchange, equation of accounts, ratio and proportion, partnership, bankruptcy, involution, evolution and mensuration. Emphasis is placed upon methods of presentation. Open to all students who have completed course 1. ALGEBRA. Course 1. — This course covers the work of the text through the funda- mental operations, divisors, multiples, factoring, fractions, integral equa- tions, fractional equations, simultaneous linear equations, involution, evo- lution, and theory of exponents. Course 2. — This course covers the work of the text through the topics of surds, quadratic equations, equations solved like quadratics, simul- taneous quadratic equations, indeterminate equations, ratio and propor- tion, variation, progressions, logarithms. Open to all students who have completed course 1. Course 3. — This covers the work of Wells' College Algebra through the topics of inequalities, graphics, binomial theorem, harmonical pro- gression, advanced cases in factoring, determinants, permutations, and combinations. Open to all students who have completed course 2. Course 4. — Theory of equations, Wells's College Algebra. Open to all students who have completed course 3. Course 5. — This course covers the work of the text through the topics of inequalities, graphics, binomial theorem, harmonical progression, de- terminants, permutations, and combinations. Open to all students who have completed course 4. Course 6. — Theory of equations. Open to all students who have com- pleted course 5. GEOMETRY. Course 1. — This course covers books I, II, III and IV of the text. Open to all students who have co:n P iLted algebra course 2. Course 2. — This course covers books V, VI, VII and VIII of the text. Open to all students who have completed course 1. 44 Western Normal School. trigonometry. Course 1.— This course covers the work of the text through plane trigonometry and the spherical through the right and quadrantal tri- angles. Open to all students who have completed course 4 of algebra and course 2 of geometry. SURVEYING. Course 1. — This course embraces the use of drawing instruments, the transit, plane table, solar compass, and Y level — the ordinary work of the county surveyor. Each student is required to spend one hour per day for ten weeks in actual field work with instruments. Open to all students who have completed the course in trigonometry. MUSIC. VOCAL MUSIC. Course 1. — This deals with the elements of music — pitch, rhythm, no- tation, sight reading in the treble clef. Designed for beginners. Course 2. — Two hours' credit. Introduction of the bass clef; two- and three-part singing; terminology; minors, ear training. Offered every term. Course 3. — Advanced sight reading; four-part work; writing and recognition of intervals and chords. PHYSICAL SCIENCE. PHYSICS. Course 1. — This is an elementary course in the mechanics of solids and fluids. It is fundamental, and is required in the Normal Secondary course. The requirements for admission are a year's work in algebra and a working knowledge of plane geometry. Recitations and demonstrations daily. Individual laboratory work two hours each week. Course 2. — This course offers an elementary study of sound, light, heat and electricity. It is required in the Normal Secondary course. The conditions for admission are the same as for course 1. It should follow course 1, but permission is sometimes given to reverse the order. Recita- tions and demonstrations daily. Laboratory work two hours each week. CHEMISTRY. Course 1. — This is a course in inorganic chemistry and includes a study of the fundamental principles and laws of the science with a de- tailed study of both nonmetallic and metallic elements. Much practice is required in the writing of formulas and reactions and in the solving of chemical problems. General experiments and demonstrations are given in connection with the recitations, and a minimum of four hours a week laboratory work is required. Course 2. — Qualitative analysis. This includes the detection of acids, bases and salts by several methods. A great amount and variety of prac- tical work is done. This is almost entirely a laboratory course. 1 1 ays. Kansas. jr> PHYSICAL TRAINING. GENERAL STATEMENT. The primary object of this depart merit, is to develop the physical tide of the young men and women receiving instruction in this institution. \\Y believe that all true education seeks to develop the body in harmony with the mind. A strong body is necessary to support a strong mind. The body not only supports the mind, but should also be its servant. To se- cure this end systematic work in this department is necessary. We are a normal school, and as such we are teaching our students to become teachers in the public schools of the state. To this end this de- partment seeks to qualify our students to give intelligent instruction in physical training in the schools where they shall teach after leaving the Normal School. All students are required to take work in the department unless regu- larly excused on account of physical infirmities. Classes in light gymnas- tics or calisthenics are held during each hour during the regular morning session, and students having vacant hours in the other departments are enrolled in these classes. Four terms of twenty weeks each in calisthenics or equivalent accepted work must be taken before graduation. These morning classes are mixed, and students take the work in the regular costume of the classroom. A careful record is kept of attendance, and all cases of absence or tardiness must be excused by the physical director. The work of the morning classes consists of free gymnastics, long wands, short wands, dumb-bells, rings and Indian clubs. The work of each class is arranged in accordance with the day's order, and is given under three heads: (1) Marching for a short time at the be- ginning and close of the period; (2) a drill with some particular piece of light apparatus, or free gymnastics, arranged so as to progress from simple movements to complex and harder ones; (3) breathing exercises are given each day, the object being to produce the habit of deep breathing. The best time for this work is during the class rest, when about half through the drill. The arms and body should be put in a position that will enlarge the chest capacity, and then deep inspiration taken, followed by a deep expiration. HEAVY GYMNASTICS. This work is given in afternoon classes, and the boys and girls work separately. The girls wear the bloomer suit, and the work is more closely adapted to the special needs of girls than is the work of mixed classes in the morning. The work consists of more difficult free body- building exercises, work with light apparatus, gymnasium games, and a small amount of work on heavy apparatus. In the boys' classes the work consists of vigorous free body-building exercises, a small amount of work with light apparatus, gymnasium games, and work on the heavy apparatus. This consists of the long horse, high parallels, suspended parallels, flying rings, and mat exercises. ATHLETICS. Under this head come basket-ball, baseball, football, tennis, and track and field athletics. The Athletic Association, organized in 1905, provided for the organiza- of sections in baseball, football, tennis, basket-ball, etc. A fine park and ample courts offer rare facilities for outdoor exercises. A small fee is charged by the association for athletic privileges. Professionalism is excluded. 46 Western Normal School. Basket-ball teams are organized for both boys and girls. The boys play their regular practice games in the open gymnasium and have contests with teams representing other schools. Basket-ball is played during the third and fourth ten weeks of the school year, from about the middle of November to the last of March. Baseball begins with indoor practice about February 1, and continues in the gymnasium until the weather permits practice on the field. Play continues on the field during the spring and summer terms. The indoor work is intended to put the players in good physical condition for hard practice as soon as they can go to the field. The baseball team plays with teams from other schools. Tennis is played during the spring, summer and fall terms. Many students join this section. PHYSICAL TRAINING FOR TEACHERS. Each senior is required to take a ten-weeks course in the theory of physical training. This consists of five recitation periods each week. It consists chiefly of lectures by the physical director and library references for the class to read. The department has a reserve shelf in the library for books for this class. These lectures treat of the functions of exercise, a general knowledge of anatomy, bathing, sleep, rest, fatigue, anthro- pometry, systems of gymnastics, dress reform, first aid, etc. After finishing the work in the chief's training class each senior is re- quired to command a class in the morning calisthenic work. His work is under the direct supervision of the physical director, to whom he is re- sponsible for the kind of work he does. As a substitute for this work, a senior is sometimes permitted to assist in caring for a class in heavy gymnastics or to take charge and coach a class in some section of ath- letics. SPEECH ARTS. ORAL ENGLISH. Course 1. — Reading. Anatomy of respiratory and vocal organs; breath control; voice training physical exercises for relaxation and poise of the body; carriage p'id address; technique of reading; how to appeal to the understanding of an audience; interpretation of classics; sight reading; phonics. Anatomy of respiratoiy and vocal organs reviewed; breath control; ad- vanced work in voice; principles of gesture; application of these princi- ples in actual gestures; responsive rhythm exercises; technique of read- ing; how to appeal to the understanding and emotions of an audience; interpretation of classics; sight reading. Course 2. — Elocution. Breath control; voice training; principles of gesture; original gesture work; rhythm exercises; technique of reading; how to appeal to the understanding, emotions and ivill of an audience ; in- terpretation of classics; sight reading; repertoire. Course 3. — Public speaking. AGRICULTURE. The agriculture offered has for its primary aim the training of teach- ers to teach elementary agriculture in the public schools, hence through- out the courses special attention will be given to simple, helpful experi- ments. The courses and work offered are planned to enable the teacher to lead the pupils to a better understanding and acquaintance with and a Hays. Kansas. 47 deeper interest in the things of their everyday life. To the individual taking the work here or in any other school, be it rural, high school, mal or college, a course in agriculture offers practical work of economic value; especially does it lay the foundation for future growth and devel opment of the pupil. It offers, too, exceptional advantages for complete training of eyes, ears and hands, as well as the judgmenl and reasoning powers. This, together with the practical interest, the previou ence of the pupil, his acquaintance with the subject matter and the con- sequent fund of facts at his command upon which he may draw for his conclusions, makes the cultural value of this work second to none. The School has exceptional advantages for observation of practical work. On the School campus experimental and illustrative work will be carried on. The Model District School maintains a school garden each year, the management of which is a fine object lesson. Added to these is the Fort Hays Branch Experiment Station of the Agricultural College within easy walking distance, where the classes may be taken to see and study the solution of large problems in farm crops, tillage, animal hus- bandry, horticulture, irrigation, construction of farm buildings and plan- ning of farm grounds. Course 1. — Elementary agriculture. No prerequisites. A brief study of the origin and nature of soils, principles of tillage and soil manage- ment, growth and care of farm, garden and orchard crops, and feeding, housing and care of farm animals. This course must be brief, but aims to be an introduction to work in agriculture and to enable elementary teachers to introduce the work in the rural schools. Course 2. — Soils. The class will study the origin, texture, constituents and plant-foods in the soil; the principles of tillage and soil preparation; soil preservation; the care and application of manures and fertilizers, with special attention to the nitrogen problem, and crop rotation, dry- land farming and moisture control. Special attention will be given to preparation of soil and for tillage of leading crops of Kansas. Course 3. — Farm crops. The farm crops, both forage and cereal crops, raised in large quantity, will be studied. Specimens of the less well known will be examined. The course will include preparation of seed-bed, selection and grading of seeds, tillage, protection from ene- mies, harvesting, storing and marketing of crops. Special attention will be given to the adaptability and economy of certain crops. Course 4. — Animal husbandry. This course will include feeding:, hous- ing and caring for farm animals and poultry for purposes of breeding, for market, or for their products. Some time will be given to the study of breeds and stock judging. Adaptability and economy will be empha- sized here as in course 3. Course 5. — Horticulture. This course will give training in growing and caring for forest, orchard, garden and ornamental trees, shrubs and plants. Tree-growing, planting, pruning, budding and grafting, plant propagation by layering, cuttings, etc., treatment and prevention of plant enemies and diseases, hotbed and general garden management, cultivation, harvesting and marketing, will receive attention in the term's work. 48 Western Normal School. THE MODEL DISTRICT SCHOOL. In answer to numerous inquiries concerning the nature and scope of this branch of the work, we herewith present such information. Realizing the need for help on the part of the inexperienced and the need for more and better preparation for his work and for a better under- standing of the problems and conditions which are likely to confront him, on the part of the average rural-school teacher in general, the Model District School was established as one of the departments of the regular teachers' training work. It is hoped that here the prospective teacher and the one eager to ad- vance in his work may learn many things, both in methods and manage- ment, which will be of value; that here he may not only get theories, but may see some of those theories put into actual operation. The schoolroom itself is equipped with charts, globes, maps (both relief and political), sand table, work table, curio cabinet, dictionary, small library, single seats of graduated sizes, pictures, etc. All these desirable and helpful things are of such a character as to be easily within the finan- cial possibilities of the average district school, and yet they fairly repre- sent essential elements in a school where the best work is to be done. Such equipment, simple though it may be, gives the observer an idea of the tools which he must or may wish to use and with which he should be familiar. The course of study is the state course prepared for the use of the com- mon schools of Kansas, and the regular state textbooks, with such supple- mental work as time and opportunity permit, are used. Any and all grades may be received, though as yet all regular eighth- and ninth- grade pupils have been cared for in the ModeL Training School. Con- siderable attention is given to some of the things frequently neglected in most rural schools. Among these are music — simple and rudimentary, to be sure; drawing and color work in water colors, crayons, paper, etc.; woodwork, requiring the knife only, for the boys; for the girls, some sew- ing, employing the various basting stitches, hemming, backstitching, over- handing, etc., is given. Other work which trains hand, eye and mind to work in unison is employed in all grades. Some of the occupations are paper-folding, cardboard construction work, weaving, and paper cutting. All such work is found to be advantageous in developing carefulness, neatness, accuracy and attention, as well as in creating a general interest in all the work of the school. Only one period per day can be given to these various lines, which are generally considered as apart from the regular school subjects, yet in the course of a year much may be accom- plished. At all times pupils are encouraged to keep eyes, ears and mind open and attuned to receive the lessons of beauty and utility which nature her- self is ever ready to give, and to understand that the "beautiful is as use- ful as the useful and that the useful is as beautiful as the beautiful." To this end, various observations and records concerning the manifestations of nature, which are easily ascertained by all, are made from time to time. To assist in this a cabinet is maintained which contains many things of interest from the animal, vegetable and mineral kingdoms and from both land and water. Pupils make frequent additions to the cabinet and from it articles are often taken to enliven some recitation or to illumine some topic. Elementary agriculture has a place on the program also, and is a favorite subject with all. A school garden gives an opportunity to put HAYS, Kansas. 49 into practice some of the theories and teachings of the textbook. No Rial ter what faults the Squeers methods possess, Squeera was not far wrong in his, theory that pupils should put the information gained into practical use. The school garden gives the opportunity to do this. One feature of the work of the School is the making and using of much "busy-work" material. This is kept as simple as possible, much of it being "home-made," or at least consisting of the commonest and mosl cheaply or easily obtainable material, in order that it may lie within the possibility of any and all teachers to possess or make. The various of such materials are explained in order that it be made evident that then- purpose is not only "to busy" the little people who are not able or who are only partially able "to study," in the usual acceptance of the term, but that it is to busy them to some purpose. That is, its object is to emphasize and review some lesson previously taught or to prepare the way for some lesson which is to follow. This line of work is of no small value to the beginning teacher, inasmuch as the busy child is usually a happy and a good one, while the idle child is a menace to the good of the school and to the teacher's peace of mind. It is his right to be employed, and the teacher ought to be able to provide for such employment. . This the Model District School attempts to help him to do. All preparatory and first-year students at the Normal are required to observe the work of the District School two hours per week for twenty weeks. Once in two weeks the teacher in charge holds a conference with the observers, and discusses means, methods, plans and devices for fur- thering the work and overcoming the difficulties ordinarily found in the one-teacher school of many grades. Pedagogical principles, as exemplified in the work, are discussed and emphasized and the prospective teacher is led to understand that certain things are not done just because they happen so, but because there is a good and sufficient reason for their being so. The pupils of the School come to us from various sources. Some are from families whose homes are in Hays; some from families who have come to Hays for the special purpose of schooling their children; some others from the homes of tenants on the "reservation," or from near-by rural homes. The only laws governing their admission are, "first come, first served," and no pupils who have first entered the city public school are admitted during that school year. Not less than twenty-five nor more than thirty-five pupils are desired at any one time. Unlike the other departments of the School, all-day sessions are maintained. Finally, the playground tries to present some features not commonly seen on rural-school grounds, but which might and should be oftener seen. Among these are a swing, a merry-go-round and a teeter-totter board. Other simple articles of amusement and pleasure are contemplated. Plenty of healthful and wholesome amusements prevent the planning of and the indulgence in mischief, hence the presence of such equipment is conducive of good and worthy of consideration. 50 Western Normal School. A RESERVATION LANDSCAPE. (Land belongs to the State Normal School.) — *-H — r»¥J — : — h- .. h » ' .» . • ; •; » ! — . .. * • • — *~' Western State Normal School. Annual Catalogue of the Officers and Students. Tenth Year-1911-12. Vol. IV, No. I. Issued Quarterly by the Western State Normal School. HAYS, KANSAS, JUNE, 1912. Entered March 23, 1909. at Hays, Kansas, as second-class matter, under act of July 16, 1894. 4-8199 Annual Catalogue of the Officers and Students of the Western State Normal School, Hays, Kansas. Tenth Year -1911-12. STATE PRINTING OFFICE, TOPEKA, 1912. 4 3199 L Board of Regents. Term Expires in 1913. W. B. HAM Stockton. SHEFFIELD INGALLS Atchison. GEORGE E. TUCKER Eureka. Term Expires in 1915. FRANK McIVOR Hoxie. H. W. GRASS. LaCrosse. CHARLES LANDER Lindsborg. OFFICERS OF THE BOARD. President George E. Tucker. Vice President Charles Lander. Secretary Frank McIvor. (3) School Calendar. 1912. Jun, 3, Monday :.— Opening of Summer School, First Term. Jan. 21, Friday.. , Jan. 22, Saturday f County Teachers' Examination. Jun. 28, Friday , Jan. 29, Saturday f County Teachers' Examination. Jul. 28, Friday , Jul. 27, Saturday \ County Teachers' Examination. Aug. 2, Friday - Close of Summer School. Sep. 9, Monday — First Meeting of Classes for Second Term. Nov. 8, Friday - Closeof the Second Term. Nov. II, Monday — First meeting of Classes for Third Term. Nov. 28, Thursday ( Nov. 29, Friday \ Thanksgiving Vacation. »ec. 20, Friday j 1913. / Holiday Recess. Jan. 6, Monday ' Jan. 24, Friday — Close of Third Term. Jan. 27, Monday — First Meeting of Classes for Fourth Term. Mar. 28, Friday.. — Close of Fourth Term. Mar. 31, Monday — First Meeting of Classes for Fifth Term. May 25, Sunday — Baccalaureate Address. May 29, Thursday, 19 .i. in — Commencement Exercises. Jun. 2, Monday — Opening of Summer School. First Term. Aug. 1, Friday — Close of Summer Term. (4) The Faculty. Names are printed in the order of election. PRESIDENT. JOSEPH H HILL, A. M., D. D. (Kansas State Normal School and Northwestern University). PRINCIPAL. WILLIAM S. PICKEN (Kansas State Normal School). ASSISTANTS. ANNIE KELLER (Kansas State Normal School), Directress Model School. ERNEST B. MATTHEW* (Kansas State Normal School), Mathematics and Public Speaking. LULU BICE (Western State Normal School), Librarian. CHARLES A. SHIVELY, A. M. (State Normal School and University of Kansas), Pedagogy. JENNIE E. NICKLES, A. B. (University of Kansas), German. ANNETTE FOSTER (Kansas State Normal School), Latin. JOHN S. BIRD (Kansas State Normal School), Science. JULIA M. STONE (Kansas State Normal School), Model District School. JAMES H. BEACH (Kansas State Normal School), History and Geography. CLARENCE J. SMITH, A. M. (Fairmount), Manual Training. DORA GRASS, B. S. (Ottawa University), English. Absent on leave- High School Visitor for State Normal Schools. (5) 6 Western State Normal School. ELIZABETH J. AGNEW, B. S. (Kansas State Agricultural College), Domestic Economy. GEO. R. TILFORD, A. B., B. C. S. (Kansas State Normal School and University of City of New York), Commerce. ELSIE MACINTOSH (Western State Normal School), Assistant Librarian. JOSIAH MAIN, B. S. Agr., A. M. in Education (Illinois State University) : Agriculture and Biology. CLAUDE F. BICE (Western State Normal School),* Physical Training. BESSIE ARMSTRONG, t A. B (James Milliken University), Domestic Art. t Spring and summer terms, 1912. A. H. KERNS, Office Assistant. FRED WAGNER, Janitor. A. D. HULL, Engineer. Register of Students Graduates. Arrasmith, Etta Leona, Belleville. Bice, Vernon Leslie, Plainville. Bieker, Aloysius, Schoenchen. Bullock, Carrie Lucile, Hays. Campbell, Eva May, Hays. Cave, LoRee, Hays. Davis, Edwin, Studley. Frankenberger, Charles Donald, Hays. Haas, Adam D., McCracken. Herrman, Henry F., Liebenthal. Ivan, Barbara Katherine, Col Iyer. Johansen, James Walter, Codell. Lahman, Orren O., Winona. McCarthy, Mary, Hays. McGlasson, Ernest F., Hoxie. Moore, Lily Ida, Hays. Morgan, Prudence Martha, Winona. Shively, Esther, Nelson, Neb. Sutton, Arthur Taylor, Hoxie. Unrein, Anthony, Hays. Candidate for Graduation in August. Robinson, John Lee, Codell. Post Graduates. Bice, Clayton Carlette, Plainville. Brown. Evalena, Hays. Freeland, Edith, Hays. Kraus, Emma Elizabeth, Hays. Lund, Alice Henrietta, Hackberry. McVey, Alpha, Togo. McVey, Nellie Frances, Hill City. Moore, Grover Cleveland, Wayne. Picken. Chat A., Hays. Ryan, Mary Alice, Hays. Sites, Blaine Edmunds, Hays. Snyder, Lucy Hortense Hodge, Hays. Sullivan, Wallace, Thompsonville, 111. Turner, Herschel Roy, Hoxie. Virmond, Mary Elizabeth, Hays. Westbrook, Olive Ida, Hays. (7) Western State Normal School. Second-year College. Almond, Florence Emma, South Haven. Bodmer, Caleb A., Bunkerhill. Bush, Mary Belle, Glade. Hoxie, Ella C, Hays. McVey, Marguerite, Hill City. McVey, Ruth Faye, Hill City. Morgan, Clinton Hawthorne, Winona. Morton, Alice, Ellsworth. Olson, Ellen Amanda, Windcm. First-year College. Adams, Selina Grace, Greenfield, Iowa. Baumer, Luella Iona, Hays. Boyd, Leita M., Logan. Campbell, Marjory Kerr, Salina. Carman, Frank S. , Hays. Cloud, Irene Claire, Wa Keeney. Craige, Sarah Mae, Colby. Davenport, Luella Enid, Oakley. Dyer, Dora Mae, Hays. Evans, Margaret, Hays. Forkner, Georgia M., Ellsworth. Frogge, Mary Inez, Ellis. Gill, May F., Gill. Hood, Mary Belle, Oakley. Hopper, Brownlow, Hays. Hughes, Pearl Elizabeth, Englewood. Jewell, Florence, Goodland. Kerns, Albert Harrison, Hays. King, Clarence L., Studley. Klemm, Daniel Frederick, Carneiro. Lynch, Maggie Frances, Logan. McCarthy, William Thomas, Hays. McMindes, 0. Clyde, Portis. Morton, Charlotte, Ellsworth. Peppiatt, Florence Nell, Ellsworth. Pestana, Helen Cynthia, Hays. Potter, Earl Harrison, Lllis. Prizer. Robert Morris, Alton. Swan, Mary C, Emporia. Voran, Andrew Jackson, Hays. Wolfe, Zenobia, Wilson. Fourth-year Secondary. Beeby, Charles Alfred, Hill City. Behan, Ellen Terry, Hays. Bice, Leo, Plainville. Bigge, Emma, Stockton. Bolt, Willie, Lucas. Clouse, Earl, Codell. Crissman, Annie E., Hays. Ealden, Mrs. Kathryn Elizabeth, Hays. Garner, Iona Bell (Mrs. Geo. Butler), Scott City. Hargitt, Flora, Hackberry. Hedden, Miranda, Scott City. Leefers, Harriet Ellen, Rexford. Western STATE Normal School Fourth-year Morgan, Iva Margaret, Hays. Nielsen, Harry Martin, Fair port. Oakes, Leslie Carlylse, Grainfield. O'Laughlin, Kathryn Ellen, Hays. O'Laughlin, Margaret Agnes, Hays. Rea, Margaret Belle, Hays. Secondary concluded, Sigman, Cora, Colby. Smith, Elsie Nettie, Gill. Stover, Anna Elizabeth, Winona. Street, Estelle, Studley. Terrill, Robert E., Cheyenne Wells. Colo. Whisnant, Albert F., St. Francis. Third-year Secondary. Bailey, Elizabeth E., Geneseo. Bailey, Jennie Irene, Geneseo. Beeby, Alice Maybelle, Hill City. Beezley, Bessie Elvin, Penokee. Bigge, Martha Anna, Stockton. Callahan, Mary Loretta, Hill City. Cave, Jean, Hays. Chamberlain, Eva Maude, Beverly. Connelly, Blanche Ann, Ellis. Cook, Mrs. Emma C, Oakley. Farrell, Kate Teresa, Palco. Gatewood, Eva, Hays. Gatewood, Jesse Clarence, Hays. Groff, Dora Ethel, Ellis. Hilborn, Daisy Dean, St. Francis. Hockenbarger, Rose, Lamed. Jacobs, Mary Helen, Hays. Lang, Anthony J , Victoria. Law, Alvin Lloyd, Hill City. Leighton, David H., Catalpa. McLain, Alice Laura, Hays. McMindes, Maude M., Portis. Meier, Andrea Margaret, Hays. Mills, Rosa Leona, Ellis. Moore, Mollie Elizabeth, Hays. Moore, Delia Pearl, Hays. Morgan, Maggie Belle, Agra. Paul, Vera Leo, Hays. Peppiatt, Ethel Delila, Ellsworth. Quint, Mary Grace, Hill City. Reed, Clarke, McCracken ( Hays ). Richmond, Alfred B., Lucas. Spencer, Nellie Gertrude, Penokee. Stock, Harry M., Hays. Stock, Milo Guy, Hays. Stull, C. Harry. Alton. Sturm, Lawrence Charles, St. Francis. Wagner, Margaret, Hays. Winchester, James Albert, Hays. Young, Frank, Salina. 10 Western State Normal School. Second-year Secondary. Albertson, Fred, Hill City. Applegate, Chas., Norcatur. Arnold, Rebecca Eldora, Hays. Bean, William H., Luray. Beezley, Daisy Iola, Penokee. Bodmer, Emma Rose, Dorrance. Born, Folson, Penokee. Brown, Elizabeth Margaret, Russell. Brungardt, Catharine, Victoria. Caldwell, Lenora Virginia, Lecompton (?). Caldwell, Mattie Belle, Lecompton (?). Crissman, Mary Margaret, Hays. Earl, Claude H., Alton. Feitz, Hattie Ellinora, Hays. Fick, Margaret Eugenia, Healy. Gallagher, Margaret, Gypsum City. Gingles, Blanche Winifred, Glade. Gingles. Hattie Mae, Glade. Hargitt, Mary, Hackberry. Healey, Laura Blanche, Wallace. Henning, Ella Evangelin, Wallace. Hight, Allie, McDonald. Holaday, Ella, Grinnell. Ivie, Grace Osten, Luray. Jepson. Anna Elizabeth, Hoxie. Jepson, Cora E., Hoxie. Johnson, Bessie Orine, Clinton, Kentucky. Johnson, Ernest Warner, Dresden. Johnson, Lee Roy, Luray. Johnson, Sullivan W., Stratton, Neb. Keough, William Joseph, Dorrance. Keyser, Edna, Wilson. Keyser, Helen, Wilson. Lund, Henry Hyrum, Hackberry. Luckey, Leila Myrtle, Clayton, Lynn, Robert Henry, Grand Pass, Mo. Maben, Vira, Quinter. Magill, Olive Ada, Lucas. Marts, Catherine B., Havensville. Moos, Virginia, Menlo. Mullen, Julia, Hays. Noll, Karl, Ransom. Pepper, Edna Lenora, Utica. Pepper, Frances Elizabeth, Utica. Peters, Mrs. Elsie May, Beloit. Pratt, Audencia, Hays. Reed, Ralph, Hays. Reed, Thomas, Hays. Reynolds, Lloyd Dennis, Rush Center. Sander, Nellie Helena, Stockton. Smith, Laura Louisa, Grinnell. Spencer, Elsie Ceola, Penokee. Stock, Earl Edwin, Hays. Ten Eyck, Lloyd Ellis, Hays. Thacker, Emma Maye, Bunkerhill. Thompson, Eola Elizabeth, Hunter. Todd, Ethel, Wilson. Wagner, Katherine Bertha, Hays. Whisnant, Carrol James, St Francis. Wkstkrn STATE Normal School. 11 First-year Secondary. Allen, Flora, Hays. Allen, Florence, Hays. Anderson, Anna Mary, Coin. Applegate, Forrest, Luray. Bailey, Edith June, Geneseo. Beamer, Bertha C. Rosedale. Bean, Ethel Bell, Luray. Beckemeier, Rosa A., Menlo. Beeby, Albert Edwin. Hill City. Beezley, Idona M., Penokee. Beezley, Leslie, Lenora. Bigge, Bertha Nellie, Stockton. Blackburn, Mrs. Jessie, Hays. Borin, Lydia Celia, Stockton. Born, Earl Thomas, Penokee. Born, Mabel Lenora, Penokee. Boyd, Elgie, Lenora. Boyd, Mabel Irene, Lenora. Brasted, May F., Logan. Caldwell, Luella Mary, Grinnell. Callahan, M. Anna, Bogxie. Callahan, James Phillip, Bogue. Carver, Melveda, Gradan. Cerney, Clara, Ellis. Cerney, Ruth Barbara, Ellis. Chandler, Eva Jeannette, Powhattan. Chenoweth, Grace P., Bunkerhill. Covalt, Cora Enid, Morland. Cox, Essie, Ellsworth. Cullens, Ruth Mary, Lucas. Davidson, Alma Dorothea, Latham. Davidson, Laur Lea. Latham. Davis, George, Studley. Davis, Lucy, NeBs City. Davis, Ray, Studley. Dengate, Leona, Lucas. Dickson, Cora Lavinia, Woods ton. Dickson, Ruth Ann, Grain field. Dreiling, Alex, Catherine. Dunstone, Charles Wesley, Ness City. Earnest, Tobitha Susie, Luray. Engel, Carl Anton, Munjor. Fehrenbach, Ottilia I., Ness City. Felten, Lucille, Hays. Fink, George Harrison, Ellis. Fourtner, Prudence, Almena. Froelich, Clara Lillian, Walker. Geist, William F., Walker. Gorden, Claude M., Hill City. Graham, Henry Fred, W 7 a Keeney. Grass, Elsie Mae, Hays. Hall, Mildred. Carneiro. Hargitt, Eva Jane, Hackberry. Harkins, Floyd B., Maplehill. Harlan, Beryl, Winona. Hatcher, May, Hill City. Hawk, Charles Alva, Colby. Healey, Leona Evangeline, Wallace. Hedden, Nelle, Scott City. Hilborn, Elnora Elizabeth, St. Francis. Hilborn, Ethel Vera, St. Francis. Hollenbeck, Ethel, Brewster. 12 Western State Normal School. First-year Secondary— continued. Hollenbeck, Goldie, Brewster. Howie, Hazel, Hays. Hughes, Esther Olive, Kanopolis. Hull, Eliphalet Henry, Hays. Hull, Mrs. E. H., Hays. Hulse, Loydus Ray, Stockton. Humphries, Mabel, Lucas. Ikenberry, Chris. Lee, Quinter. Irwin, Clarence Edson, Penokee. Ivie, McClancy, Lucas. Jamison, Clara Elizabeth, Quinter. Jewell, Frank Nelson, Hays. Johansen, Lottie Elvira, Codell. Johnson, Julius S., Luray. Kirkham, Vira M., McAllister. Kirkman, Beatrice Dow, Hays. Kiser, Leslie James, Hays. Kiser, Sarnie La Rue, Hays. Koons, Ethel Margaret, Webster. Kinkle, Roxy Elmeda, Wilson. Kutina, Minnie Anna, Ellis. Lang, Hester Ann, Kanopolis. Lang, Mary, Tampa. Lankester, Mildred Kate, Hays. Launchbaugh, Elsie Rae, Studley. Law, Ada, Hill City. Linenberger, Anton, Victoria. Long, Verna Ruth, Quinter. Lord, Neta May, Lucas. Luther. Arthur Wesley, Wallace. Lynch, Agnes Lecelia, Logan. Lynch, Ella, Logan. Lynch, Kathryn, Logan. Lynch, Margaret E., Logan. Lynd, Frank Harold, Ellis. Lynd, Gertrude, Ellen, Ellis. Maben, Clara Myrtle, Quinter. Mahlberg, Lena Dora, Brownell. Mahlberg, Maggie Lucy, Ellis. Mann, Beulah Ann, Hays. Mann, Eldora, Hays. Marts, Effie Evelyn, Havensville. Marts, Mae Orzella, Havensville. Meyer, Frances, Hays. Miller, George Richard, Hays. Mock, Thomas Milton, Plainville. R. 3. Morgan, Floy, Agra. Muir, Andrew S., Stockton. Muir, Jessie Alberta, Stockton. Nead, Viola Margaret, Hill City. Orth, Sarah Mary, Hays Ottken, Adelia Amelia, Campus. Ottken, Walter Dietrick, Campus. Parks, Eva Lena, Penokee. Patton, Mrs. George, Beloit. Peck, Edith L., Sylvan Grove. Peirano, Sarah, Holyrood. Perkins, Dollie, Ellis. Peterson, Martin Nathaniel, Page. Peugh, Topsy Nora Libbie, Weskan. Poland, Lester Leslie, Gem. Pratt, Bernice Zenobia, Hays. western State Norm \i Si hool. m Fikst-y i:\u 3BOONDAR1 Prizer. Mrs. Florence Amanda, Abilene. Pugh, Alex, Lucas. Reed, Charles Sydney, Hays. Rhine, Oliva, Quinter. Roth. Joseph, Pfeifer. Rowe, Isador L., Fair-port. Samuelson, Ida Adelia, Ellis. Schauvliege, Seraphina, Kidderville. Sherrow, Mattie. Great Bend. Sigman, Clinnie, Colby. Sites, Sarah Ethel. Hays. Smith, Cecil Andrew, Morland. Solomon, Rosie Bertha, Zurich. Spencer, Ira Hugh, Penokee. Spencer, Mildred Mae, Long Island. Start, James Richard, McCracken. concluded. Steed. Alice Mae, Densmore. Stone, Hattie Mae, Wilson. Stout. Fannie Anna, Fairport. Stout. William Km- Studl.-v. Taylor, l.re. Lai Thompson. Lona l.urina. .her. Toepfer, Fred F.. Victoria. Tuttle, Jessie Flvira, Hackberry. Ulrey, John Harrison, Urban. Adam J., Bison. Walker, Verna, Great Bend. Walter. Lydia, Wilson. Walz, Kathryn Elizabeth, Hays. Ward, Ralph Holmes, Hays. Weigel, Bonavent, Victoria. Weigel, Raymond, Victoria. Whisnant. Edgar William, St. Francis. White. Anna F., Minneapolis. W T ilson, Almeda Pearl, Hays. Witt, Bertha Helen, Walker. Wolf, Walter Carl, Ellis. Model School. Adams. Carl, Hays. Befort, Michail, Munjor. Bissing. Charles C. Hays. Bissing, Felix E., Hays. Bisring, Richard E., Hays. Blackman, Charles Grant, Hays. Campbell, Thelda Gertrude, Hays. Craig, Alice, Hays. Dechant, Peter, Antonino. Feitz, Anna Matilda, Hays. Froelich, Edward Frank, Walker. Froelich. Ida May, Walker. Goodwin. Elva, Hays. Grass, Edgar B., Hays. Griffith, Howard, Hays. Gross, Jacob, Hays. Leiker. Minnie Aquina, Hays. Main, Norman, Hays. Miller. Lawrence, Hays. Nolan, James L., Hays. Nulton, Edna Elva, Hays. Pratt, Earl, Hays. 14 Western State Normal School. Pratt, George Ray, Hays. Shutts, James, Hays. Shutts, William, Hays. Staab, Antony, Hays. Stock, Leo, Hays. Stoecklein, Jacob, Munjor. Beach, Edna, Hays. Beach, Helen, Hays. Beach, Martha, Hays. Bear, Madeline, Hays. Bissing, John, Hays. Bissing, Margaret, Hays. Blackman, Agnes, Hays. Blackman, Willie, Hays. Brown, Edna, Hays. Cave, Reece, Hays. Cowan, Adelbert, Hays. Giebler, Florence, Hays. Groff, Lester, Hays. Hollenbeck, Mary Dell, Hays. Jacobs, Mary, Hays. Kanavy, Georgia, Hays. Koon, Leota, Hays. Lawson, Gertrude, Hays. Lawson, Marjorie, Hays. Leiker, Amelia, Hays. Leiker, Marguerite, Hays. Leiker, Matilda, Hays. Leiker, Nicodomius, Hays. Meyer, Alfred, Hays. Model School— concluded. Troth, Flora, Hays. Truan, Myrtle, Hays. Wagner, Carrie, Hays. Wann, Gilmore, Hays. Weigel, John Peter, Hays. Wilson, Clair Jess, Hays. Model Rural School. Miles, Myron, Hays. Miles, Ottis, Hays. Paul, John, Hays. Penney, Alice, Hays. Penney, Ileen, Hays. Pfannenstiel, Antony, Hays. Pfannenstiel, Catherine, Hays. Pfannenstiel, Mary, Hays. Preston, Joseph, Hays. Ringe, Elmer, Hays. Runyon, Everett, Hays. Runyon, Olive, Hays. Shively, John Walton, Hays. Simminger, Marguerite, Hays. Smith, Warren, Hays. Smith, Marjorie, Hays. Still, Mamie Ethel, Hays. Thomas, Ruby, Hays. Wagner, Jennie, Hays. Walz, Lincoln, Hays. Ward, Avis, Hays. Ward, Clyde, Hays. Wasinger, Annie, Hays. Wise, Arbutis, Hays. Western State Normal school. 15 Correspondence Students. Addington, Alice, Bunkerhill. Addington, Nora, Paradise. Albers, Celestine, Hays. Albertson, Fred, Hill City. Albertson, Nellie, Hill City. Alexander, Myrtle, Cimarron. Almond, Florence, Cawker City. Applegate, Chas., Norcatur. Armstrong, Kate, Morland. Bailey, Lilly M., ]Z- Geneseo. Barnes, F. P., Hill City. Barnes, O. E., Penokee. Basgall, M. A., Pfeifer. Basgall, Mrs. Lizzie, Pfeifer. Bastin, Tullah, Rexford. Bates, J. E., Prairie View. Bear, Geo., Russell. Beeby, Alice, Hill City. Beeby, C. A., Morland. Beeby, Edwin, Hill City. Bennett, Pearl, Palco. Beougher, Hattie, Grinnell. Bertram, Mrs. Mae, Oberlin. Best, Charles H., Morland. Biggs, Mabel E., Amy. Bird, M. H., Herndon. Bird, Mildred, Stockton. Bissell, Mrs. Alice, Devizes. Bjork, Edna. Levant. Born, Folsom, Penokee. Born, Mabel, Penokee. Boughton, Mrs. Leric I ). Syr.-i. Boyce, Mrs. Florence, Rexford. Boyce, J. C, Rexford. Bratton, Esther, Luray. Brooks, Elwood M., Clayton. Broom, Frank, Wakefield. Brown, Alta, Garden City. Brown, Guy L., Morland. Brown, H. J., Dorrance. Brown, J. C.. Dorrance. Bryan, Jno. A., Modoc. Bush, Mary B., Glade. Caldwell, Chas., Oakley. Caldwell, Luella, Grinnell. Callahan, Jas. P., Bogue. Callahan, Mary L., Bogue. Calvin, L. F., Sm th Center. Carter, Belle M., Garfield. Cheney, Miriam, Bison. Cole, A. Leroy, Fowler. Collie, Ralph L., Ionia. Cook, Mrs. E. C, Oakley. Cooley, Margaret, Smolan. Cooper, Grace B., Russell. Covalt, Cora, Morland. Critchfield, Chas., Penokee. Dalton, Alexis, Morland. Dalton, Earl, Morland. Dean, Mina, Morland. Degenhart, Jacob, Pfeifer. Dickson, Vinnie, Woodston. 16 Western State Normal School. Correspondence Students— continu ed. Dillenback, Mary E., Fort Dodge. Downs, Ethel, Pierceville. Dunnuck, Gladys, Levant. Engel, Carl A., Munjor. Farrell, Kate, Damar. Pink, Harrison, Ellis. Foglesong, Fern, Oakley. Flanders, Mrs. Anna A., Hays. Flanders, J. E., Hays. Foster, A. T., Argon ia Freed. Walter H., Ingalls. French, Edith G., Allison. Friend, Sudie, Oakley. Frogge, Inez, Ellis. Gardels, Cleve, Turkville. Gillespie, Clyde, Bushton. Gilmore, Forrest E., Elkader. Gleason, Anna, Junction City. Grubb. J. D., Phillipsburg. Gustason, Nellie, Dorrance. Gustason, Sabina, Dorrance. Halda, Minnie, Utica. Hammond, Vera, Portis. Hanna. Gertrude, Corpus Christi. Tex. Hargit, Eva, Quinter. Harkness, Kate, Ransom. Hatcher, May, Penokee. Haworth, Lela, Scott City. Heller, Roy, Cedar Bluffs. Helm, Josephine, Ellsworth. Helm, Mamie H., Great Bend. Hemmert, Helen, Hays. Hemphill, D. O., Norton. Henning, Ella, Wallace. Hicks, Virginia P., Lakin. Higinbotham, Ethel, Morland. Higinbotham, Clifford, Morland. Hines, Edith, Ingalls. Hockenbarger, Rose, Rozel. Hoisington, Mrs. Lucy D. Wa Keeney. Holmes, Lola G., Palco. Hoskins, Laura B., Codell. Howard, Ethel, Russell Springs. Hubbs, Mildred R., Wilson. Hughes, Pearl, Meade. Hulse, Ray L., Stockton. Hurd, Glen, Goodland. Ikenberry, Gilford, Quinter. Irwin, F W., Oakley. Irwin, Joe, Hays. Irwin, Myrtle, Morland. Jantzen, Ed, Rush Center. Johnson, Asa L., Page. Kackley, Josephine, Banner. Kellogg, Ethel, Levant. Kelly, J. P., Monument. Kohart. David, Penokee. Koster, Anna, Hoxie. Kraus, Carl W., Hays. Kraus, Dora, Hays. Kraus. Emma, Hays. Lacy, Ethel, Turkville Western State Normal SCHOOL. 17 Correspondence Students— continued. Lacy, Leslie, Turkville. Lahman, Julian R., Winona. Larison, Mrs. Grace, McCracken. Lees, W. H., Bird City. Levitt, Geo. B., Colusa. Linhart, Catherine, Cleburne. Lord, Neta, Lucas. Lund, Alice, Oakley. Mahanna, Esther, Menlo. Mann, Elsie, Densmore. Mattfeld, John A., Ellsworth. Matthew, Grace, Webster. Mears, Geraldine, Wallace. Mendenhal'l, Alice, Plainville. Meyers, John, St. Francis. Miek, Mrs Mary, Ransom. Millard, Floyd D., Belpre. Miller, M. N., At wood. Milliken, Clarence H., Hill City. Mitchell, Mabel, Morland. Mock, Ernest, Turkville. Mock, Thomas, Turkville. Mollet, Ira D., Chanute. Moore, Willie, Morland. Morgan, Clinton H., Fredonia. Mowry, A. J., Lucerne. Mowry, Roy, Morland. Murphy, John, Hunter. McCall, Clair, Ed son. McCarthy, Wm., Hays. McCloskey, P. E., Ingalls. McConnell, Ethel Mae, Bunkerhill. McCoy, J. W., McCracken. McCoy, Rachel, Wamego. McCoy, Rose, Wamego. McDill, Elizabeth, Junction City. McEwen, Pearle, Natoma. McGill, Mrs. L. L., Morland. McKee, Clarence, Rexford. McKee, Samuel, Rexford. McKinley, Mrs. O. E., Wallace. McKittrick, Maggie, Wilson. McMindes, Maude, Portis. McNabb, Bertha, Pierceville. McNerney, Anna, Lucas. McQueen, Irene, Quinter. Nelson, Raymond, Wa Keeney. Newport, G. I., Hodgeman. Nichel, Geo. L., McCracken. Norland, Gladys, Lucerne. Noll, Anna, Ransom. Ochsner, L. H., Russell. Orcutt, W. B., Norton. Osburn, Edith, Fort Dodge. Paine, Howard, Leoti. Palmer, Jessie, Achilles. Parker, Ethel, Manchester. Parker, Gladys, Manchester. Patterson, Jennie, Hoxie. Pate, Mrs. Ada, Hays. Patton, Mrs. Geo., Beloit. Paul, Vera L., Brookville. 18 Western State Normal School. Correspondence Students - concluded. Peters, Mrs. Elsie M., Plainville. Peterson, Hilma, Winona. Peterson, Malcolm, Monument. Phillips, J. P., Goodland. Potter, E. H., Clay Center. Pratt, Audencia, Zurich. Pratt, Geo. F., Hoxie. Quint, Grace M., Bogue. Reed, Ada, Turkville. Reed, Bertha, Turkville. Reed, Ralph, Turkville. Reilly, Ona, Atwood. Rice, Lena, Lorraine. Robbins, Meredith, Russell. Ross, Evelyn, Ness City. Ross, Fred E., Webster. Ross, Wilbur, Shields. Rouse, Ruby, Selden. Rudy, S. C, Penokee. Rudy, Dolly, Penokee. Sander, Emma M., Webster. Sander, Nellie H., Stockton. Scheetz, Minnie M., Jennings. Scott, Burton F., Allison. Scott, S. R., Grinnell. Seltzer, Edith B., Morland. Shauers, Leslie, Brownell. Shepherd, Jennie, Hadensville. Sigman, Cora, Colby. Skenyon, Grace, Stockton. Smith, Cecil, Morland. Smith, Laura, Oakley. Smith, Vera, Morland. Snow, Mrs. Anna, Russell. Songer, Lela, Quinter. Sprague, W. A., Grinnell. Stephenson, Walter, Meade. Stevens, Maude, Wallace. Stone, M. F., Dorrance. Sullivan, Wallace, Kipp. Sullivan, Mrs. Wallace, Kipp. Swain, Orin, Morland. Switzer, Mrs. Lizzie A.,. Norton. Thielbar, Ida, Oberlin. Tompson, Louis, Morland. Tompson, Otis, Morland. Thompson, Wm., Alexander. Tointon, Flora A., Smith Center. Turner, Harley R., Lewis. Turner, Ruth E., Lewis. Van Dyke, Genevieve, Morland. Waite, F. E., Morland. Walden, Vallie, Hoxie. Walts, Oliver, Morland. Welch, F. E., Princeville. White. Grace L , Hill City. Williams, Bessie E. M.„ Russell Springs. Wilson, Emma F., Garden City. Wilson, Milla, Bison. Wolfe, L. E., Oakley. Zimmerman, Mabel, Bavaria. Western State Normal School. 19 Enrollment Summary. Graduates 21 Post-graduates 16 Second-year College 9 First-year College „ 31 Fourth-year Secondary 24 Third-year Secondary 40 Second-year Secondary 59 First-year Secondary 161 Model School 34 Model Rural School _48 Total resident students 443 * Correspondence students, not enrolled in residence 203 Grand total 646 "Note.— While f orego ng roll shows a total of 247 Correspondence students, 44 of them have already been listed in preceding lists, and therefore but 203 are listed in summary as corres- pondence students. List o£ Counties Represented by Resident Students. 1 3 6 4 14 1 Brown Butler Cheyenne 1 2 7 1 2 194 19 18 38 1 4 2 10 1 1 Mitchell Ness Norton Thomas Trego Wabaunsee Wallace Wyandotte STATES. Colorado ... 7 ... 6 ... 1 5 1 1 Ellis Ellsworth Gove Pawnee Phillips Rawlins Republic Rooks Rush Russell Saline 1 13 3 2 14 6 17 3 ... 1 1 Hodgeman Jackson Lincoln Iowa Kentucky Missouri Nebraska. . Total ... 1 ... 1 ... 1 ... 1 Lyon McPherson Marion Scott. Sheridan Sherman 4 16 3 ... 44a 20 Western State Normal School. llllllllllll!lllllllllllllllill!H Positions as Teachers. The experience of the past few years has taught us that, with the increased demand for trained teachers, school boards and school principals are turning more and more to the Normal School with their inquiries for efficient teachers. At no time during the past year have there been available candidates tvith the necessary qualifications to meet all of the demands, and ive have been able to place advantageously not only our graduates, but many experienced undergraduate teachers. The authorities of the School are glad to cooperate tvith school officers and to aid in the discrimi- nating selection of good teachers for the schools. Correspondence, therefore, on this subject is wel- come. Students, also, may be assured of our de- sire to render them courteous and intelligent service in finding positions. The enlargement of opportunity that comes to the growing teacher by attendance upon the Western State Normal School is by no means a small element of its value to the student. Iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiw General Information. To the secondary course are admitted without examination any young people holding county diplomas or presenting credentials indicating the completion of eighth-grade work. This course includes sixteen units. Advanced-certificate students will be granted credits or entered in classes doing more work in less time than students tvith but eighth-grade qualifica- tions, in order to enable the completion of the four years' work in three or even two years. Graduates of approved four-year high-school courses, completing the required units of the Normal Secondary course or their equivalents, will be admitted to the first year of the Normal College, and may complete the course leading to the life diploma in two years, or to the life diploma and the degree in four years. Diplomas and Certificates. DIPLOMA AND DEGREE. The completion of the four-year Normal College course entitles the grad- uate to a diploma and the degree of bachelor of arts (in education). The diploma has the same legal force as a life certificate as the diploma of the two-year Normal College course. LIFE CERTIFICATES. On completion of the two-year Normal College course a diploma is issued which, without any further inspection or approval, is a life certificate to teach in the public schools of Kansas, including those of all classes of cities and high schools. Students completing the work in any term of the year are entitled at once to the legal privileges incident to graduation ; but, ex- cept those completing work in August, are listed with the class of the suc- ceeding June, and their diplomas are usually issued at the June commence- ment. Students completing the work in August will be listed with the class of the preceding June. The roll of the class for graduation is made up at the beginning of the fifth term, nine weeks prior to Commencement, and all work except such as is included on the class permit for that term must be completed by that time in order that students may be listed for graduation with the class. Candidates for August graduation should be listed as such one week prior to the commencement exercises in June. A One-year State Certificate is granted to such students of the West- tern State Normal School as apply for it, who have been at least twenty weeks in attendance and have completed successfully all the work designated as required for state certificate in the Normal Secondary course of four years. This certificate is not renewable. A Three-year State Certificate may be issued upon completion of one year of work of the life-diploma course, after all the requirements for the one-year state certificate have been met. This certificate is not renewable. Manual-training Certificates issued by the Kansas State Board of Education are granted by them to holders of any valid teachers' certificate (21) 22 Western State Normal School. who have completed manual-training courses 1 to 4', or equivalent, and have completed the requirements for course 6' and the practice teaching in man- ual training. Following are forms of certificates and diplomas which have heretofore been issued and which will continue to be issued. As the Manual Training certificate and the degree of Bachelor of Arts have not yet been issued these forms do not here appear : TEACHER'S CERTIFICATE. One Year. This Certifies That has been in attendance at THE WESTERN STATE NORMAL SCHOOL OF KANSAS twenty weeks or more and has completed all the work required and prescribed by the Board of Regents for the One- Year State Certificate, and has also given satisfactory evidence of the other qualifications necessary to teach successfully. Hays. Kansa-, , 19 President of the State Normal Schools of Kansas. Principal of the Western State Normal School. In accordance with Section 1 of Chapter 338. Session Laws of 1905, this is a legal certificate to teach in any of the schools of the state except high schools. It is good for one year from date and will not be renewed. Done at Topeka, this day of 19 No , State Superintendent. TEACHERS CERTIFICATE. Three Years. This Certifies That has been in attendance at THE WESTERN STATE NORMAL SCHOOL OF KANSAS twenty weeks or more and has completed all the work required and prescribed by the Board of Regents for the Three- Year State Certificate including all of the subjects required for the one- year state certificate, and one year of work additional, and has also given satisfactory evidence of the other qualifications necessary to teach successfully. Hays, Kansas, , 19 President of the State Normal Schools of Kansas. Principal of the Western State Normal School. In accordance with Section 1 of Chapter 338, Session Laws of 1905, this is a legal certificate to teach in any of the public schools of the state. It is good for three years from date and will not be renewed. Done at Topeka, this day of 19 No State Superintendent. LIFE CERTIFICATE. To All to Whom These Presents Shall Come. Greeting: Be it Known That having completed the Course of Study prescribed by the Board of Regents of the WESTERN STATE NORMAL SCHOOL of Kansas leading to a LIFE DIPLOMA and designated as the Two-Year Normal College Course, and having given satisfactory evidence of Good Moral Char- acter and Ability to Teach is awarded this Diploma of said Institution. By Statutory Enactment of the State of Kansas, this Diploma is a LIFE CERTIFICATE to teach in the Public Schools of the State, including First- and Second-Class Cities and High Schools. In Testimony Whereof we have hereunto set our hands and the Seal of the Western State Normal School of Kansas. Done in the executive hall of the Western State Normal [seal.] School at the City of Hays, State of Kansas, this day of , A. D. 19 board of regents. President. President of the Faculty. Vit-President. Secretary:" Principal. State Superintendent of Public Instruction. General Information. 23 Discipline. Many of our pupils have already had some experience in practical life, so that they become valuable aids in developing a healthy school sentiment. This renders few restraints necessary. Still every effort of the Faculty is given towards making the pupils self-reliant, self-controlled men and women; and those whose best endeavor is not in accord with this purpose are sum- marily dismissed from the School. Credits from High Schools. The Principal and Falcuty will take pleasure in corresponding with school principals and superintendents who may desire to make such arrangements as may be necessary in order that their high-school diplomas may admit can- didates to the Normal Department of the School with advanced standing, or who may contemplate adopting a course of study which would give gradu- ates advanced standing. Students will not be excused from their classes to go home before the regular recesses begin. Absence from any required exercise must be accounted for before a student can be permitted to enter a succeeding recitation. Students are required to do successful work in their classes in order to retain their places in school. One who does not carry as many as two studies, or who habitually fails in studies taken, is required to show the Principal why he should not be dismissed. Advice. Those proposing to enter are reminded of the importance of being pres- ent at the opening of the session. The student who is behindhand then rarely makes up what he has lost, and will feel constantly increasing em- barrassment throughout the entire term. The habit which is thus indulged indicates a lack of fitness for the profession of teaching. Those students whose standing is to be determined by examination should be present on the days appointed ; otherwise they will subject themselves to the inconvenience and expense of special examinations. Read this catalogue carefully, and write to the Principal for any infor- mation that it does not supply. Summer Term. The summer term is now one of the regular terms, subject to same con- ditions of entrance and work as any other term of the year. In 1913 it will continue from June 2 to August 1, inclusive. Fees are as for any other term. Points to be Noted. The Western State Normal School is located at Hays, on the Union Pa- cific railway, on a part of the Fort Hays reservation contiguous to the town. Land.— The institution owns over 4000 acres of land, with over two miles of fine timber along Big creek, the water of which, held by a dam, affords a magnificent opportunity for boating, fishing and skating, in season. Buildings. —The main building is a handsome, substantial building of stone, equipped with steam heat, electric lights, city water, indoor water- closets, shower baths and other modern conveniences. In 1907-'08 the sum 24 Western State Normal School. of $40,000 was spent for additions to this building, making it one of the best State Normal buildings in Kansas. The handsome gymnasium building was completed in May, 1906. The legislature of 1909 appropriated $30,000 for heating, water and elec- tric-light plant, which was erected during 1910-'ll. A new Model District School building was ready for occupancy Septem- ber 1, 1910. An engineer's residence, an Emergency Hospital building, and a large frame building, a part of the hospital building of old Fort Hays, now used for forge and ironworking shop, complete the list of institution buildings. The last legislature appropriated $40,000 for a Model Agricultural High School building and dining hall. This building will be ready to use at open- ing of fall term, September 9, 1912. Fees.— The legislature of 1911 provided: "Fees shall be charged to each student at the State Normal School and its auxiliaries as follows: "Stu- dents residing in states and territories other than Kansas, twenty-five dollars per year; fees for Model School and special courses and for all depart- ments of Summer School shall be fixed by the board of regents." Board and Rooms.— Good table board has cost for the past two years at the dining hall $2.75 per week, with lodging at an average of one dollar per week— lodging accommodations in private families. Living expenses may be reduced below these figures by self-boarding. Examinations for County Certificates— Under a state law, exam- inations for all grades of county certificates are offered at the School; pa- pers made in such examinations are to be sent to county of student's selection, there to be passed upon by county board of examiners, and to re- ceive credit as if written in presence of such board. Additional Advantages Offered.— An enthusiastic Faculty, a fine li- brary, a well-equipped laboratory, a modern gymnasium, a strong athletic association, a helpful lecture course, a Summer School with regular Faculty in charge for nine weeks, an eighty-acre campus with finest natural athletic park in the state, and a student body unsurpassed for energy and devotion to work. Periodicals in the Library. Capital. Topeka. Evening Journal, Salina. Star, Kansas City, Mo. Advocate. Quinter. Advocate, Waldo. Banner. Bunkerhill. Banner, Holyrood. Bee, Bison. Breeder's Gazette. Chicago. Call, Beloit. Catholio Advance. Wichita. Chronoscope, Lamed. Commonwealth, Sharon Springs. Courier, Brownell. Courier, Norton. Democrat, Liberal. Echo, Wilson. DAILIES. State Journal, Topeka. Times, Kansas City, Mo. WEEKLIES. Empire, Alton. Farmer. Osborne, Free Press. Hays. Gazette, Beloit. Gazette, Emporia. Gazette, Plainville. Globe. Dodge City. Globe, Meade. Graphic, Oakley. Harper's Weekly, New York. Headlight. Marion. Herald, Luray. Hermes, Hugoton. Independent, New York. Periodicals in the Library. 25 Independent. Natoma. Jewell County Monitor. Mankato. Journal, Kanopolis. Journal-Herald. Dighton. Journal of Education. Boston. Leader. Russell Springs. Literary Digest. New York. Living Age. Boston. Messenger, Ellsworth. Nation. New York. News. Decatur. News. Ness City. News, Norton. News, Osborne. News, Winona. News-Chronicle. Scott City. News-Republican. Hays. Nonpareil, Herndon. Normal Bulletin, Emporia. Outlook, New York. People's Reville, Hill City. Record, Athol. Record. Hill City. Record, Marion. Record, Stockton. Reporter, Ellsworth. Republic, Goodland. WEEKLIES roHcltulerf. Republic County Democrat, Belleville Republican, Hays. Republican, Hill City. Republican, La Crosse. Republican, Logan. Republican, Lyons. Review, Stockton. Review-Headlight. Ellis. Rural New Yorker, New York. Saturday Evening Post, Philadelphia. Science. Garrison-on-the-Hudson. New York. Scientific American, New York. Sunflower. Dresden. Tiller and Toiler, Larned. Times. Beloit. Times. Downs. Times, New York. Times. Oberlin. Times, Plainville. Tribune, Colby. Tribune, Great Bend. Weekly News, St. John. Western Kansas World, Wa Keeney. Western Times, Sharon Springs. Wochenblatt der New York, Staats Zietung. Youth's Companion, Boston. SEMIMONTHLIES. Country Life in America, Garden City, N. Y. j To-day's Magazine, Canton, Ohio. The Dial. Chicago. I Western Normal Leader, Hays. MONTHLIES. American Educational Review, New York. American Magazine, New York. American Penman, Cedar Rapids, Iowa. American Physical Educational Review, Springfield, Mass. American Review of Reviews, New York. Association Monthly, New York. Atlantic Monthly, Boston. Book Review Digest, Minneapolis. Boston Cooking School, Boston. Business, Detroit. Business Educator, Columbus, Ohio. Business Journal, New York. Century, New York. Current Literature, New York. Delineator, New York. Dietetic-Hygienic Gazette, New York. Educational Review, Rahway, N. J. Electrician and Mechanics. Boston. Elementary School Teacher. Chicago. Everybody's, New York. Fruit Grower, St. Joseph, Mo. Good Housekeeping. Springfield. Mass. Harper's Bazar, New York. Harper's Magazine, New York. House Beautiful, New York. Interstate Schoolman, Hutchinson. Journal of Geography, New York. Kansas School Magazine, Emporia. Ladies' Home Journal, Philadelphia. Playground, New York. Popular Mechanics, Chicago. Psychological Bulletin. Baltimore. Reader's Guide to Periodical Literature. Min- neapolis. School-Home Education, Baltimore. School Arts Book, Boston. School Board Journal, Milwaukee. School Science and Mathematics, Chicago. Scribner's. New York. System, New York. Table Talk, Cooperstown, N. Y. Technical World. Chicago. Western School Journal, Topeka. Western School Journal of Education, Ypsi- lanti, Mich. Woman's Home Companion, New York. World's Work. New York. Home Needlework, Florence, Mass. Manual Training, Peoria, 111. BIMONTHLIES. I Psychological Review, Baltimore. I Vocational Education, Peoria, 111. QUARTERLIES. American Journal of Psychology, Worcester, | Bulletin of Bibliography, Boston. Mass. Pedagogical Seminary, Worcester. Mass. 26 Western State Normal School. COURSES OF STUDY I. The Normal Secondary Course of Four Years. To the first year of this course are admitted students holding county diplomas or presenting other credentials indicating the completion of eighth- grade work. This course includes sixteen year-units of work. II. The Normal College Course of Two Years. This leads to the life diploma. Including the four-hour requirement in physical training, a credit of sixty-four semester hours' is required for the completion of this course. III. The Normal College Course of Four Years. This leads to the life diploma and the degree of bachelor of arts (in edu- cation). Including the four-hour requirement in physical training, a credit of one hundred and twenty-four semester hours is required for graduation. Secondary or High School Course Outline. Subjects printed in small capital letters required: other subjects elective. Subjects in first column run through first half year. Subjects in third column run through second half year. Subjects in central column run through both half years. FIRST YEAR. English 1, 2, 3, 4, 5, 6, 7. Physiography 1, 2, 3, 4, 5, 6, 7. Free-hand drawing 1, 2, 3, 4, 5, 6, 7. Agriculture 1, 2. Algebra 1, 2, 3, 4, 5, 6, 7. Latin 7. German 7. Mechanical drawing 5. Manual training 5. Penmanship 6. Bookkeeping 6. Domestic science 3. Domestic art 3. SECOND YEAR. English 1, 2, 3, 4, 5, 6, 7. General history 1, 2, 3, 4, 5, 6, 7. Geometry 2, 4, 5, 6, 7. Latin 7. German 7. Bookkeeping 3, 6. Typewriting 6. Mechanical drawing 5. Manual training 5. Botany 1, 2, 3, 4. Agriculture 1, 2. Vocal music 1. Domestic art 3. (27i 28 Western State Normal School. third year. *English 1, 2, 3, 4, 5, 6, 7. Free-hand drawing 1. Manual training 5. Latin 7. German 7. Typewriting 6. Commercial law 6. Advanced algebra 4. Solid geometry 5. Zoology 2, 3. Domestic science 3. Physical training. Agriculture 2. Chemistry 1, 2, 3, 4, 5, 6, 7. Botany 1, 2, 3, 4. Social Geography 1, 2, 3, 4, 5, 6, 7. Civics 1, 2, 3, 4, 5, 6, 7. FOURTH YEAR. English 1, 7. American history 1, 3, 6. Agriculture 2, 3. Physics 4, 5. *Oral English. Latin 7. German 7. Stenography 6. Arithmetic 1, 3, 6. Teaching 1, 2, 5. Manual training. Physiology 1, 2, 3, 4, 5, 6, 7. Psychology 1, 2, 3, 4, 5, 6, 7. Methods and Manage- ment 1, 2, 3, 4, 5, 6, 7. * In addition to subjects printed above in small capitals, these two units are alternatively required. Free-hand drawing of first year is not full-time work, but combines with, science work to make one unit. Explanation of Preceding Schedule. The eleven full-year subjects marked 1, with the twelve half-year sub- jects marked 1, constitute work of Standard Course. The ten full-year subjects marked 2, with the twelve half-year subjects marked 2, and additional free electives to total 16 units, make up the Agri- cultural Course. The nine full-year subjects marked 3, with the sixteen half-year sub- jects marked 3, and additional free electives to total 16 units, make up the Household Economy Course. The nine full-year subjects marked 4, with the eight half-year subjects marked 4, and additional free electives to total 16 units, make up the Sci- ence Course. The ten full-year subjects marked 5, with the twelve half-year subjects marked 5, and additional free electives to total 16 units, make up the Manual Arts Course. The ten full-year subjects marked 6, with the thirteen half-year subjects marked 6, and additional free electives to total 16 units, make up the Com- merce Course. The thirteen full-year subjects marked 7 and including either Latin or German, with the six half-year subjects marked 7, and additional free elec- tives to total 16 units, make up the Latin or the German Course. Courses of Study. 29 Students having spent at least twenty weeks in the school as resident students and having completed any of the above courses receive the one- year state certificate. College Course. FIRST YEAR. Required— Hours. Terms. Mathematics 4 2 English 6 3 Science, physiology, biology 4 2 Physical training 2 1 Psychology 2 1 History. 2 1 Select 8 hours, 4 terms, from— Foreign language 8 4 Domestic science and art 8 4 Music 4 2 Mathematics 4 2 Manual training 4 2 Commerce 4 2 Free electives 4 2 10 terms. 4 terms. SECOND YEAR. Required— Science, physiology, biology 4 Teaching 4 History education 4 Psychology 4 General method 2 Physical training 2 Select 8 hours, 4 terms, from— Science 6 Drawing 4 History 4 Special methods in— Arithmetic 2 Geography 2 History 2 National studies 2 Reading 2 Grammar 2 Civics 2 Elementary agriculture 2 Free electives The foregoing two years fulfill requirements for life diploma. 10 terms. . 4 terms. 2 " 32 terms. 30 Western State Normal School. THIRD YEAR. Required- Hours. Terms. History education 4 2 Psychology. 4 2 School administration 2 1 History education or school administration ... 2 1 Major courses 10 5 . . . 11 terms. Free electives 4 " FOURTH YEAR. Required— Hours. Terms. History education or school administration. . . 2 1 Psychology and physiology 2 1 Teaching 4 2 Major courses 10 5 . . . 9 terms. Free electives 6 " 30 terms. The last two years complete the four years' collegiate work required for the degree. Outlines of Instruction. Unless otherwise stated a "course" covers the work of a term, five recitation ARTS. Drawing. Courses 1 and I'. — Free-hand drawing, with pencil, crayon, and brush. Twenty weeks or one-half unit. Courses 2 and 2'. — Advanced work, similar to course 1. Twenty weeks or one-half unit. In each of these courses there will be required the work of an entire set of different drawing books. There will be models pre- sented from which drawings will be made; simple landscapes, with atten- tion to their composition, and an occasional trip afield to draw from Nature's gallery. There are numerous references in the library, and one text will be pursued to acquaint the learner with the principles of drawing, with much practice directed by the teacher to acquire technique. Course 3. - Scientific perspective. The principles previously learned will here be applied mechanically, showing methods of reproducing forms and shadows of forms with accuracy and precision on the picture plane. Textbook course. Ten weeks. Course 3'. — Course in water color and free-hand drawing. Ten weeks. Courses 4 and 4'.— Landscape, water color, fruit, flowers and still life. Twenty weeks. Course 5.— Clay modeling. Free modeling and tile work, such as fits one to teach in a modern city system, with methods and special attention to equipment. Ten weeks. Courses 5' and 6. — Design. A study of decorative art, with practice in its make-up and appropriate application. Twenty weeks. Course 6'. -History of art. Ten weeks. Course 7. —History of art, advanced. Ten weeks. Courses 6' and 7 in- clude a study of the masters of painting, sculpture and architecture, with careful attention to their masterpieces. Home Economics. HOUSEHOLD ART. Course 1. — Hand sewing. This course consists in hand sewing and is a prerequisite to all the following courses in household art. It includes gen- eral instruction in the implements used for hand sewing, the proper position of the body and care of the eyes while sewing, as well as a full course in practical needlework ; different stitches, their uses and combinations ; seams, hems, gathering, overcasting, overhanding, patching, darning, piecing and buttonholes, and their application in ordinary sewing. Course 1'. — Combination of hand and machine sewing. Application of stitches and seams learned in preceding course. Instruction in use and care (31) 32 Western State Normal School. of sewing machine. Discussion of appropriate materials for undergarments and suitable trimmings. The student is taught to take measures, draft pat- terns, and make for herself or others a cooking apron, nightdress and corset cover. Course 2. —Continuation of course 1'. Drafting patterns and completing suit of underwear. Accuracy, neatness and forethought are taught. With this a study of textiles, including cotton, linen, wool and silk fabrics, is made, with a general study of source and method of preparation of material for clothing purposes; also method of manufacture, along with proper uses of sewing implements. Course 2'. —Dressmaking. The pattern drafting is continued, with some work in adapting patterns to designs; making of pattern, and cutting, fitting and making of shirt-waist suit or simple unlined wash dress. Discusskn of choice in wash materials and their cost, durability and adaptability to dif- ferent forms and occasions, together with studies in color combinations and adaptation to dress. Course 3.— Dressmaking. Fancy dress. Use of boughten patterns. Choosing and economical cutting of material of a gown suitable for form and complexion of student is special feature of this course. Course 3'.— Tailoring. Tailored dress or suit. Discussion of styles and their suitability to certain persons and certain occasions. Combinations of colors and materials; trimmings, etc., pressing and fitting are important features of this course. This course is to teach pupil self-reliance and ac- curacy. Course 4. — Art needlework. To give pupil instruction and practice in applying fancy stitches to decoration of articles of clothing and of house furnishing. The course includes all common fancy stitches. It teaches combinations of colors, shading, and good and bad taste in amount and kind of decorations used. household science. This department stands for a higher appreciation of the home and a wider knowledge of everything that pertains to the home. It stands for the fourth R, right living. The purpose is not really to insure a knowledge of the subject, but to develop habits of order, accuracy, cleanliness, neat- ness and self-reliance, and to cultivate an appreciation of artistic effect as well as utility. The object of the course is to fit teachers for teaching in grades and sec- ondary schools, also to teach girls to do or have done their housework, cleaning, cooking, etc., in the most orderly, systematic and hygienic way; to plan and prepare meals that are both appetizing and nutritious; to re- move the drudgery from housework and living by teaching girls to econo- mize their time, strength, food and money, and to elevate woman's work to the rank and level of a science by showing the close relation it has to the other studies of school life. Course 1.— Cooking. Ten weeks. This course includes a study of the kitchen, its care and equipment, fuels, and the classification of foods, with experiments demonstrating the principles underlying the cooking of carbo- hydrates, proteids and fats, and practice work in the vegetables, white sauces, gelatines and baking-powder mixtures. Arts. 33 Course 1'.— ^ooking. Ten weeks. This course includes a more definite study of proteids in ereneral, with practice in the cooking of meats, fish, clear soups, cheese, milk, yeast breads. Also the preservation of food and the principles underlying the canning and preserving of fruits and vege- tables, with practice work in the making of jellies, jams, marmalades and pickles. Course 2.— Cooking. Ten weeks. This course takes up the compari- son of staple foods with regard to cost and nutritive value, marketing, se- lection and preparation of different cuts of meat, including poultry and game, with practice work in the preparation of salads, gelatines and con- fections; also the planning, preparation and serving of simple meals. Physical science chemistry, course 3, a prerequisite. Course 2'. —Cooking. Ten weeks. This course takes up more advanced cooking, with practice work in the making of fancy breads, pastry, cakes and frozen desserts. It also includes the planning, preparation and serving of course breakfasts and luncheons at a limited cost, members of the class acting as host and hostess. Course 3. — Dietetics. Ten weeks. This course includes a study of the nutritive value, digestibility and cost of foods; the balanced ration; com- binations of food suitable for workers, old persons, -infants and invalids, and economic dietaries. A practical comparison is made of the nutritive values of the common foods by computing, preparing and serving dietaries of specific cost in which specific nutrients are furnished. Course 3'. — Home nursing. In this course the students are taught the home care of the sick, the location and care of the sick room, what to do in case of accidents until the doctor comes and how to assist him, and the uses of a few simple remedies. It includes also bathing and dressing the pa- tient, administering food and medicine, preparation and application of poul- tices, bandaging, emergencies, diet in disease, and practice in invalid cookery. Course 4. — Homj management and laundry work. The purpose of this course is to acquire an intelligent judgment regarding the management of the home. The value and cost of home furnishings and their care, the proper expenditures of income, the method of keeping accounts, and the general cost of living are subjects given special study. Under laundry work the study of equipment and care of the laundry is taken up, together with the chemistry of cleaning, the removing of stains, the fixing of colors, and the correct way of bluing, starching and ironing clothes. Course 4'. — Presentation of domestic science. This is a course given for the preparation of teachers, and includes the making of lesson and course outlines, demonstrations in cooking in which methods of teaching domestic science by demonstration and lecture are studied and practiced, and the arrangement and equipment of laboratories, together with the cost of equipment and supplies. 34 Western State Normal School. Manual Training. Course 1.— Mechanical drawing-, consisting of the elements of geometric drawing, orthographic projection, working drawing, blue-printing, etc. Ten weeks. Course V. — Elementary woodwork. A course in woodworking suited to the upper grammar grades, intended to give practice in the use of the com- mon woodworking tools. Models suited to carry into the grades for the students to copy will be made. Ten weeks. ^OURSE 2.— Constructive design. Course 1 is required for entrance. This is a continuation of course 1, and embraces orthographic projections drawn from the model, also drawings of furniture, etc., from model and from design. Isometric projection and blue-printing. Ten weeks. Course 2'. — Cabinetmaking. Ten weeks. Courses 1, 2 and 3 are pre- requisites. Course 3. — Mechanical drawing of turning models. Lights and shades, intersections and blue-printing. Ten weeks. Course 3'.— Wood turning. Ten weeks. Each student has ten weeks' practice, 90 minutes per day, at the speed lathe. Courses 4 and 4'. —Advanced cabinetmaking. Ten weeks each. Courses 5 and 5'. —Farm mechanics and forging. Elementary metal work, with attention to pumps, windmills, farm machinery and general farm construction. Ten weeks each. The fundamental operations of blacksmithing— drawing out, upsetting, twisting, bending, welding, hardening, and tempering— will be taught by the use of a progressive system of exercises that involve the manipulation of both iron and steel. These exercises cover a wide range of problems and will be adjusted to suit individual or special needs. Instruction will be given in the building and maintenance of the fire; in the correct use of hammer, tongs, anvil tools, and the general shop ap- pliances. A study of the manufacture of iron and steel will be made in order to understand the material with which a blacksmith works. Iron or soft steel will be the material first used by the student. From this he will forge rings, bolts, staples, hinges, hooks, links, tongs, wrenches, etc. The latter part of the term will be given to the working of tool steel and prac- tice will be had in the forging and tempering of punches, chisels, hammers, fullers, and many another tool that may be needed for a special purpose. Besides the regular work in the forging of iron and steel, the depart- ment plans to give some practice in soldering, brazing, babbitting, pipe cut- ting and threading, pump work, and the running of gas engines. This department does not attempt to teach a trade, but it gives the stu- dent a chance to learn the fundamental principles of iron forging and to be- come handy in doing work for himself. It will enable one on a farm to sharpen his plowshares, cultivator shovels, harrow teeth, and many other jobs relating to the repair and upkeep of farm machinery. The boy who desires to become a blacksmith by trade will have a foun- dation on which to build. He will become a more efficient workman and advance the more rapidly for having taken this course. For those desiring to teach special attention will be given to shop equip- Aims. 35 ment, care of tools, and the manner of presenting the work to (lasses. They will receive the same kind of work and instruction that they would receive in any training school. While this is the first time this work haB been offered in this school, our equipment is complete and the latest and best that money can buy. COURSE 6. —Joinery. Open to any one. The student in this course works out in wood "The Alphabet of Joints." Ten weeks. Course 6'. —Theory and practice of manual training. This is a lecture course on equipment, administration, purposes, hi tory, etc., and is a pre- requisite to the state manual-training certificate. Ten weeks. Course 7. — Cardboard construction, and methods of teaching same to middle grammar grades. Ten weeks. Open to any one. Course 1'. — Wood carving. Chip carving, flat carving, relief carving. Ten weeks. Course 8. —Wood carving. Advanced. Ten weeks. THE CREEK IN WINTER. 36 Western State Normal School. BIOLOGICAL SCIENCES. Plant Biology. Courses 1 and 1'. — These courses take up a study of the forms and types of roots, stems, leaves, flowers and fruits (morphology) ; analysis and classification of plants and acquaintance with the most common plant fami- lies, especially those of economic importance ; a study of trees and shrubs, especially local species ; forestry ; and a study of lower plant forms, with special attention to bacteria, yeasts and molds and their economic import- ance. Twenty weeks. Courses 2 and 2'.— A study of seeds, their germination, and of seed- lings ; the structure and functions of roots, winter buds, stems, leaves and fruit, with constant reference to t^eir economic values; plant reproduction, digestion, breathing and hygiene. Review of p'ant analysis and classifica- tion. Twenty weeks. Animal Biology. Course 1.— A study of field animal life, especially insects and birds, with special reference to their relation to crops, to the orchard and to the home. Ten weeks. Course V. — This course takes up especially the anatomy and physiology of the vertebrate animals. It also takes up something of animal relations arid racial development (ecology). Ten weeks. Environmental Biology. GEOLOGY. Courses 1 and 1'. — General geology. The two courses should be taken oie after the other, and give four hours' credit in the major in biology. They include the dynamical, structural and historical geology of the United States. Courses 2 and 2'.— Geology of Kansas. The courses should be taken as are courses 1 and 1', and give four hours' credit. They include studies of soil, climate and forest, and work of wind, rain, moisture and running water. Human Biology. Courses 1 and 1'. — These courses are required as secondary work. They take up the study of human physiology, anatomy and hygiene, with par- ticular emphasis on hygiene and health. Twenty weeks. Course 2.— Advanced physiology in the College course. Takes up gen- eral physiology thoroughly, with an advanced text and with reference work. Ten weeks, 2 hours. Western State Normal School. 37 PHYSICAL SCIENCE. Chemistry. Courses 1 and 1/. —Twenty weeks. Two terms in inorganic chemistry, including a study of the fundamental principles and laws of the science of chemistry, with detailed and experimental study of all the chief metallic and nonmetallic elements. Many general experiments and demonstrations are given. A minimum of five hours of laboratory work per week is re- quired. Wherever possible practical problems of industrial chemistry are made the basis of scientific investigation. (These courses may be taken separately, but it is better that they be taken consecutively ) Courses 2 and 2 / .— Twenty weeks. Foods and fertility. This course embraces the chemistry of feeds and a study of rations, testing and analysis of the four great classes of foods, tests for the chief food elements, and tests for food adulterants; calorimetry, thermo- chemistry, computation of relative heat value of the carbohydrates, the hydrocarbons and the proteids; study of the carbon cycle, the making of rations, and problems arising therefrom; investigation of fertility, study of the nitrogen cycle, role of humus; consideration and solution of practical problems of the chemistry of foods and feeds. Course 3.— Ten weeks. Household chemistry. A course covering the chemistry of foods and food testing as mentioned in course 3, and in addition the chemistry of cleansing, washing, cooking, stains and stain removal, analysis of baking-powder and other compounds used in the household. (Especially planned for domestic science students). Physics. Course 1.— Ten weeks. Mechanics of solids. This is a fundamental course for students who have had little or no work in physics. A year's work in algebra and a working knowledge of plane geometry is desirable and strongly recommended for admission. Fundamental units, gravitation, curvilinear motion, force work and machines are the subjects of this course. Recitations and demonstrations three hours per week, and laboratory work four hours per week. Where possible visits are made to industrial plants to study the various problems of mechanics there presented. Course V.— Ten weeks. Mechanics of fluids and sound. Preparation for admission the same as for course 1. This course covers a complete study of fluids and sound as treated in the best texts. In the study of fluids emphasis is given to practical application of the principles and laws investigated; study and value of weather reports; problems of heating and ventilation; atmospheric pressure and its importance in the sciences. The study of sound is of especial interest to music students, the various types of musical instruments being treated— pipes, reeds, strings, the human voice. A scientific and critical study is made of the parts of the piano and the violin, each furnishing many practical and interesting problems of sound, resonance, etc. Recitations and laboratory work as in course 1. 38 Western State Normal School. Course 2. —Ten weeks. Molecular physics— heat and light. Should be preceded by course 2. This course presents a comprehensive study of the molecular phenomena known as heat and light; the transference and trans- formation of heat and light energy, and the attending phenomena; the nature of light, its reflection, refraction and dispersion. Industrial and practical phases of the subject are emphasized, e. g., cold storage, ice manufacture, fractional distillation, photography, the kitchen range, the hand lens, the compound microscope, etc. Visits to ice plant and light plant. Course 2'.— Ten weeks. Magnetism, electricity and radio-active sub- stances. Though nt)t required, it is strongly recommended that course 3 precede this course. Electrical machines which have become familiar to every one form the basis for the subject matter of this course. The theory of the subject is studied sufficiently to give a thorough understanding of the principles, magnetism, frictional, static, and current electricity. Western State Normal school. 39 AGRICULTURE. Vocational interests are born early in adolescence. Tn the former non- vocational high schools they were permitted to starve, BO that the relatively few pupils who were able to survive a four-year course, not having been average normal individuals at the beginning of the course were less bo at its close, the instincts upon which vocations are based having perished for lack of exercise. It should be the business of the secondary school to seize upon and feed these nascent instincts by properly prescribed school work. This is becoming increasingly necessary to the economic good of the indi- vidual and of the state. And inasmuch as the manual vocations of earlier generations furnish the physical and mental activities which shape muscle and mind of the world's leaders for later, it is of the highest importance in the interest of racial virtue that this source of civic strength be idealized and that its hardships be ameliorated by practical application of the sci- ences to the vocations. These motives are eminently moral and justify the inclusion in the curriculum of every high school of that most permanent and fundamental of the vocations, agriculture. CORRELATION WITH THE SCIENCES. "It is the business of secondary education to raise all subjects which it touches to the plane of science." To be made scientific, agriculture must utilize and be closely correlated with the physical and biological sciences, especially botany and chemistry. At the same time these sciences have their own particular ends to achieve. Our courses in science and agriculture are formulated on the conviction that, to a large degree, the interests of both agriculture and the sciences are best subserved by a correlation whereby agricultural materials and problems are made the means of teach- ing science for science's sake as well as for the needs of agriculture. This necessity diminishes with advancing years, permitting a gradual divergence of the scientific and the vocational courses. So far as the two are correlated, the sequence observed in the presenta- tion of agricultural topics will be the same as that found most suitable for the sciences. And superior to both of these subjects, the physical de elop- ment of the child and the psychological development, of which it is a reliable index, dictate, so far as ascertainable, the character of the appropriate school exercises in these subjects. The vocational and scientific character and topical sequence of the work having been provided for, pedagogical and practical needs are best sub- served by a seasonal presentation such as to make each topic the subject of study in the school at, or shortly preceding, the time when it is at high tide of interest in the farm home. Besides its valuable training in voca- tional punctuality, the anticipation of the season is invaluable in this sub- ject that is so dependent upon local support. OTHER CORRELATED SUBJECTS. Other subjects correlated with the agricultural work are free-hand draw- ing and arithmetic. The need for drawing, as a means of expression and record in the making of agricultural notes, is a strong incentive which set exercises in drawing may sometimes lack, while the subject, agriculture, 40 Western State Normal School. greatly profits from the character given it by such drawings. Similarly arithmetic both gives and receives great benefit by being utilized to give exact character to principles that have quantitative relation. EXTRA-PROGRAM ACTIVITIES. Owing to its manual character and to its attempt to utilize what the home and the community afford, agriculture should only to a limited extent be made a formal subject. Many of its exercises must be extra- program. These may be classified as excursions of observation, r ome projects, and community services. Excursions are undertaken to view herds, machinery, orchards and gardens, and field operations. A home project is a student's selected individual undertaking of vocational character, in which are sought to be inculcated the scientific study of the problems connected with the project, which may be a cow, an orchard, a field crop, or a flock of poultry, etc. Besides exercise in the application of science to the solution of a practical problem, the taking of data, and the recording of results, the student is expected to keep a complete financial accounting and to endeavor to demonstrate the economic possibilities of the project. Community serv- ices have for their purpose the development of social efficiency in the student. The exercises affording practice consist of pruning, spraying, budding, testing seeds, milk and foods, identification and control of pests, and many others. Much attention is given to these extra-program features of the agricultural work, and they are interpolated at the appropriate time in the various agricultural topics. TWO CLASSES OF STUDENTS. The agricultural high school accommodates two classes of students. First, those whose interest is primarily in the vocation of agriculture, which they expect to pursue after completion of the course. These give the dominant character to the school necessary to make it a suitable ob- servation school for the second class, who pursue its courses with a view of teaching them. This second class, for which the school primarily exists, are expected not to divert it from its former purpose, else they may thereby impair the latter. Work Offered in Agriculture. 1.— Field Crops. Chief attention is given to wheat, corn and other cereals. History, morphology of the plant, ear and seed; judging, quality, selection and care of seed; culture methods; pests and enemies; care of crop, distribution, products and uses. Government and state yearbooks and statistics. Excursions. Ten weeks, fall term, first year. V.— Animal Husbandry. Dairy cattle: history, breeds, conformation, quality, judging, care. Testing milk and its products. Beef cattle: con- formation, breeds, judging, production, market classification. Cuts and quality of meat. Excursions. Ten weeks, first winter term, first year. 2— Animal Husbandry. Horses: history, types, conformation, breeds, action, defects, judging, care, market classification. Swine and sheep: types, adaptation, breeds, judging. Poultry: classes, breeds, uses, judging, care. Excursions. Ten weeks, second winter term, first year. 21 —Correspondence Course. This course is offered students in ab- sentia. It includes prescribed readings in ten or more bulletins, following Agriculture. 41 topical outlines supplied by the department and covering the general phftl I I of the subject. It is given credit only after completion of COUTM 8 In resi- dence. Ten weeks, fall or winter term. 3. -General Agriculture for Teachers. A short course, Including matter presented in courses 1', 2, 3', 4, 4\ 5 and 9. It is not accepted for credit toward graduation except in connection with course 2', which it tup plements with laboratory and field work. Ten weeks, spring term. Note.— Courses 2' and 3 must both be completed successfully to gain any credit <>n either, when they will be given twenty weeks' credit. Either may precede. Regular students ■ offered these courses, and students having completed them can «ain only ten additional weeks' credit should they complete courses 1, 1/ and 2. 3'. Horticulture Orchard husbandry, propagation, pruning, spray- ing and planting. Early gardening, hotbeds and cold frames. Seed identi- fication and testing. Community services. Ten weeks, second winter term, second year. 4. — Horticulture Kitchen gardening; varieties, culture methods; production and marketing of a crop; school and ornamental gardening. Ten weeks, spring term, second year. 4'. — Foods and Nutrition. (See Physical Sciences— Chemistry, courses 2 and 2'.) 5. — Soil Fertility. (See Physical Sciences- Chemistry, courses 2 and 2'. ) 5'. — Economic Entomology. (See Biological Sciences, courses 1 and 1'. ) 6 —Diseases of Plants and Animals. 6'.— Farm Mechanics. Implements, tractors, concrete construction, farm levels, draughting. Ten weeks, fal term, fourth year. 7.— Farm Mechanics. Blacksmithing, pipe fitting, gasoline engines, pumps, buildings, draughting Ten weeks, first winter term, fourth year. 7'. — Field Crops This course follows the outline of course 1, but, three years of science intervening between them, this is more technical. Ten weeks, fall term, fourth year. 8. —Animal Husbandry. This course covers the same topics as course 1', but in a more technical manner. Ten weeks, first winter term, fourth year. 8 ; —Animal Husbandry. This course covers the same topics as course 2, but in a more technical manner. Ten weeks, second winter term, fourth year. 9. — Soil Physics. 9'.— General Agriculture. Vocational, synthetic and systematic. Capital and equipment, rotation, diversification, economy. Excursions, community services, home projections, investigation and theses. Ten weeks, spring term, fourth year. 42 Western State Normal School. Western State Normal School. j:; GEOGRAPHY. Physiography. — (See courses listed under Physical Science ) Course 1. — Entire field. One term. Designed to meet the needs of public-school teachers who want a brief review. Review of essential t Collection of materials. Methods of teaching. COURSE 1'. — Social geography of North America. One term. A study of economic and social conditions as determined by the facts of geography. Course 2. — Social geography of South America and Europe. One term. Pursued by the same methods as in course 1'. Course 2'. — Geography of Kansas. One term. Study of the develop- ment of the West as affected by geographical conditions. Course 3 —Geography of commerce and industry. One term. This course should correlate with the work of the commercial department. Course 3'. — Geographical influences in American history. One term. An attempt to interpret the phenomena of American history on the basis of geographical facts. 44 Western State Normal School. HISTORY. American History. Course 1. — Entire field. One term. Designed to meet the needs of public-school teachers who want a brief review of the subject. The aim is to bring out the essential facts and to develop correct methods of teaching. The course is based upon the text of James and Sanford. Courses 1' and 2. — 1492-1789 Two terms. Furnishes the basis of fact for a fuller study of the same period in later courses. The textbook is in the hands of the student as a guide, but the work is prepared principally from the library. The investigation of the leading developments in the colonial history of North America. Courses 2' and 2.— 1789-1912. Two terms. A continuation of course 2, by the same methods. The aim is to present the facts of economic and social development rather than the history of political and military move- ments. Stress is laid upon the mastery of essential facts, because this course is the groundwork of the special courses in the National period. Course 3'. — Kansas history. One term. The work of this course is prepared wholly from the library. One of the principal aims is to make the student familiar with the methods of collecting history materials. Course 4. — Exploration and discovery, 1000-1607. One term. Must be preceded by course 2. A study of European conditions leading to the dis- covery of America and of ancient life on the American continent. Course 4'. — New England. One term. Must be preceded by courses 1' and 2. Includes a review of the Puritan movement in England and the causes leading to the migration to New England. A study of social and economic life as affected by the conditions of geography. Course 5. — Revolution and Confederation. One term. Must be pre- ceded by courses \' and 2. A study of the causes, commercial, social, po- litical and others, that led to the struggle for independence. The critical period of American history and the impelling causes that brought about union under the constitution. Courses 5' and 6.— Constitutional period, 1789-1860. Two terms. Must be preceded by courses 2' and 3. The important idea is the growth of the feeling of nationality. COURSE 6'.— Civil War and Reconstruction. One term, Must be pre- ceded by courses 2' and 3, and 5' and 6. A study of methods, motives, policies, diplomacy, results, rather than of the details of military cam- paigns. Course 7. —The United States since 1877. One term. Must be preceded by courses 2' and 3. Great industrial development in the period following the war. The new South; railroad building; relations of capital and labor; new standards in public affairs Course 1'. —Economic history of the National period. One term. Based upon the text-book of Bogart. History. 45 American Government. Course 1. — Local and state government. One term. A study of the origin of township, county and city government. Development of Ameri can state constitutions. Principal functions of the state in the present period. Course 1'. — National constitution. One term. Development of the idea of union in the thirteen colonies. History of the efforts toward union. History and analysis of the federal constitution. COURSE 2. — State constitutions. One term. The constitution of Kansas taken as the basis for study. Tracing the history of the various provisions to their sources in earlier constitutions. Comparison of the present state con- stitution. Course 2'.— Important decisions of the supreme court of the United States. One term. A study of the decisions that have had most to do with fixing the interpretation of the federal constitution. General History. Courses 1 and V.— Ancient history covering the period to Charlemagne. Twenty weeks. Courses 2 and 2'.— Medieval and modern history. Twenty weeks. Course 3.— -History of Greece. Two hours. Course 3'.— History of Rome. Two hours. Course 4. — English history. Two hours. Covers the period from the Roman conquest to ths accession of the Tudors. Course 4'.— English history. Two hours. Covers the period from the accession of the Tudors to the present time. Course 5. —The French revolution and Napoleonic era. Two hours. Begins with the industrial and philosophic revolution about 1750, ending v: \h the reconstruction of Europe in 1815. Sociology. Courses 1 and V.— General sociology. Four hours. The first term outlines the general field of sociological theory, literature and thought, with a textbook, assigned readings, papers and general discussions. The second term will follow with an investigation of a variety of subjects deal- ing with dependents, defectives and delinquents, sociological legislation and reform, local and urban life. Lectures, assigned readings, reports and term papers. 46 Western State Normal School. DEPARTMENT OF COMMERCE. In the educational world one important feature in the tendency of the times is to establish commercial courses in private and high schools, thus creating a demand for teachers in these courses. The foremost object, then, of this department is to prepare teachers of commercial subjects for the high schools. The demand for such teachers is steadily increasing, and at present the demand for well-prepared commercial teachers exceeds the supply. The student of this line of education has the following advantages: 1. — He is prepared as a special teacher in a field not overcrowded, and with a salary somewhat above the average. 2. —He has received a thorough training which will fit him for a business career, should he desire not to make teaching his life work. 3. — He is prepared to enter the government service as a teacher of these special subjects, where the salaries are good and the positions permanent. 4. — He is prepared for the civil service of the United states, which is a promising field for alert, ambitious young men and women not afraid of work. Penmanship. Good penmanship is a worthy accomplishment. It often opens the door to success. Other things being equal, the best penman will get the posi- tion. The muscular- movement method, which is rapid, legible and easily executed, is taught. Course 1 —Study of correct position. Ten weeks. Practice on ovals and various movement exercises until good control and ease of movement are acquired. Practice in making capital letters is followed by drill on the small letters. Work must be arranged neatly. Course 1'. — Ten weeks. This course is intended to immediately follow the preceding course. A great amount of material is given for practice; business letters, business forms and miscellaneous matter are given. The method of teaching is emphasized, but it is expected that on completion of the course the student will not only be able to write with ease plain, prac- tical letter forms, but will be able to arrange his work on the page with regard to neatness and proportion. Bookkeeping and Accounting. Course L— Elementary bookkeeping. Ten weeks. Principles of debit and credit. Forms of opening and closing accounts. Drafts. Trial balances and statements. Day book, journal and cash book are used. Course 1/. — Bookkeeping and business practice. Ten weeks. Business forms are used, all business papers being written and handled by the stu- dent. The sales book, invoice book and bills book are introduced as addi- tional books. Course 2. —Advanced bookkeeping. Ten weeks. Commission, shipping and general merchandising business. Partnership accounts. Ledger ac- counts and statements are thoroughly analyzed. Loose-leaf books are in- troduced. Department of Commerce. 47 COURSE 2'. Agricultural accounting. Ten weeks. This course may be taken on completion of course 1. The work in this course is especially adapted to the needs of the farm. All forms and blanks are prepared with the view of entering in a systematic way all data found on the ordinary farm. Accounts with herds and fields, with cost sheets, are carefully kept. COURSE 3. — Wholesale business. Ten weeke\ Auxiliary ledgers and special-column ledgers are introduced. Treatment of singh entry and changing from single to double entry. Manufacturing statements are analyzed. Course 3'.— Banking theory and practice. Two hours. This course deals with the internal organization, management and accounting methods of state and national banks, trust companies and savings banks. White's Money and Bankir g is the text used for theory. The Modern Illustrative Banking is the text used for practice. The practice work is designed to re- produce as nearly as possible the routine of a bank. Course 4. —Corporation accounting. Two hours. The course begins with a brief history of the development of corporations and corporation law in the United States. The various books incidental to a corporation are ex- plained and the modern forms are given. Numerous classes of capital stock are fully explained and problems of reorganization are given. Several sets of books are opened and closed, to show the distinctive features of corpo- rate accounting. Course 4'.— Philosophy of accounts. Two hours. Accounting treated from the view of science and its relation to political economy. Analysis of complex accounts and statements; general principles of cost accounting, valuations involving interest, treatment of depreciation, capital and revenue accounts, and the use of statistics in determining the condition of business. Commerce. Course 1. — Political economy. Two hours. This course embraces the elements of economic science and gives a general view of economic thought. A textbook is used, supplemented by lectures, various authors and library references. This course includes outline work in the growth of founda- tional industries, manufactures and transportation, wealth, exchanges, money, wages, rent, and economic functions of government and govern- mental expenditures and revenues. Course 1'.— Business organization. Two hours. A study is made of the internal management of a large business. The duties of various de- partments, the advantages of various methods of organization, good will, trade-marks and local interests are discussed. The course treats of the or- ganization of corporations controlling different branches of industry, the relation of one branch to others and the relation of each to the parent com- pany. Time is given to the study of the market, advertising, credits and collections, accounting methods. Finance. Course 1.— Commercial and financial history. Two hours. History of commerce and study of the world commerce from the earliest times. Effect upon commerce of climate, geographical position, government, re- ligious beliefs, social customs and economical theories. Commercial con- 48 Western State Normal School. siderations in social policies. Causes of growth and retardation of commerce. Text, Webster. Library work is required. Course 1'.— Financial history of the United States. Two hours. The text is Dewey's Financial History. The experience of the United States in revenue, banking, currency, legislation in borrowing money and paying debts. Course 2. — Money, credit and banking. Two hours. This course in- cludes the nature and purpose of credit, its use in industry and commerce, the evolution of money and the standards of the different countries, bank- ing functions and clearing-houses, and the history of state and national banks of the United States. Commercial Law. Course 1.— Ten weeks. Elementary commercial law. Elementary defi- nitions and principles of the law of contracts, sales, negotiable instruments, agency, bailments, etc. Standard law treatises are used to supplement the textbook. Course 1'. — Ten weeks. A study of business associations, including partnerships, joint-stock companies and corporations. Real property, in- cluding titles, contracts and transfers. Insurance law. Concrete cases from the reported decisions of the state and federal courts, and standard law references are used. Stenography. Cultivation of the ear in distinguishing sounds and habits of close atten- tion are requisites for the successful study of stenography. Accuracy and quick perception are cultivated from the beginning. Each principle pre- sented receives careful drill. Word signs, contractions and phrases are given from the beginning. Business letters are introduced early in the course. In transcription, spelling, paragraphing and arrangement must be correct. Miscellaneous matter is introduced to increase vocabulary and supplement knowledge. Dictation includes business letters, legal forms and other select matter. Emphasis is laid on reading shorthand notes ar.d on transcriptions. On completion of the course the student is able to take at rapid rate of speed any ordinary business matter. Course 1.— Ten weeks. Careful study of the first half of the text. Course i'. — Ten weeks. Text is completed and reviewed, and practice is given in reading shorthand. Course 2.— Ten weeks. Dictation of business letters and reading of shorthand notes. Course 2'.— Ten weeks. Miscellaneous dictation, including business forms, letters and transcriptions. Much practice in writing and transcrib- ing is required. Course 3.— Ten weeks. This course is prepared for students who desire special work in shorthand. Department op Commerce. 49 Typewriting. The touch system is taught for two hours each day throughout the year. Graded exercises designed to aid the students in learning the keyboard pre- cede business letters, law forms, and speed practice. Accuracy is the first object, and speed follows as a result of careful practice. The pupil is early taught the proper care of the machine. Standard machines are used All work and tabulations must be arranged neatly and with system. Transcript work from shorthand notes is taken up in the latter part of the course. Much dictation is given. To be able to write smoothly, rapidly and without error any kind of miscellaneous business matter is the ultimate aim in this course. Course 1.— Ten weeks. Mastery of the keyboard. Diligent practice on words, sentences and simple business letters. Course 1'. — Ten weeks. Business letters, business and legal forms, and figures. Course 2. —Ten weeks. Continuation of preceding course, with practice on difficult matter. Use of carbon. Speed practice. Course 2'. —Ten weeks. Speed practice. Study of manifolding, use of carbon and mimeograph. Course 3 —Ten weeks. This course is arranged for students who desire to do advanced and expert work. English. Course 1. — Mechanics of English. Classroom work only. For those who do not pass the examination required hereafter of all who enroll for any work in the life-certificate course: Orthography, penmanship, punctuation, capitalization, elementary work in synonyms and antonyms, quotation marks, simple rules for the paragraph, letter forms, etc., in brief, general mechanical excellencies, to the end that each prospective teacher shall be able to present, as well as to procure from pupils in every grade of public schools, good work in manuscript form. Students will be passed from the course as soon as they give evidence of efficiency in the work required. Courses V, 2, 21, and 3.— The state text, Stebbins's Progressive Course in English, forms the basis of the work offered. The reading and study courses in English classics will, as far as possible, conform to "College Entrance Requirements" for years 1913, 1914, 1915. 1.— The Old Testament books— Genesis, Exodus, Joshua, Judges, Sar.ael, Kings, Daniel, Ruth and Esther. The Odyssey (books I-V, XV-XVU may be omitted). The Iliad (books XI, XIII-XV, XXI may be omitted). Virgil — ^Eneid. For any unit of this group a unit from any other group may be substituted. 2. —Shakespeare— Merchant of Venice, Midsummer Night's Dream, As You Like It, Twelfth Night, Henry V, Julius Caesar. 3. — De Foe— Robinson Crusoe (part I). Goldsmith— Vicar. Scott— Ivanhoe or Quentin Durward. Hawthorne— Seven Gables. Dickens- David Copperfield, or Tale of Two Cities. Thackeray— Henry Esmond. Mrs. Gaskell— Cranford. George Eliot— Silas Marner. Stevenson— Treas- ure Ilsand. Bunyan— Pilgrim's Progress (part I) . The De Coverley Papers, -4 50 Western State Normal School. Franklin — Autobiography (condensed). Irving— Sketch Book. Macaulay— Essays on Lord Clive and Warren Hastings. Thackeray— English Humor- ists. Selections, from Lincoln — including at least the two inaugurals, the speeches in Independence Hall and at Gettysburg, the Last Public Address, and Letter to Horace Greeley; a brief memoir or estimate. Parkman — Oregon Trail. Thoreau— Walden, or Huxley— Autobiography, and Selec- tions from Lay Sermons, including the Addresses on Improving Natural Knowledge, A Liberal Education, and A Piece of Chalk. Stevenson— Inland Voyage, and Travels with a Donkey. 5.— Palgrave— Golden Treasury (first series), books II and III, with ispecial attention to Dryden, Collins, Gray, Cowper and Burns. Gray- Elegy, and Goldsmith — Deserted Village. Coleridge— Ancient Mariner, and Lowell -Sir Launfal. Scott— Lady of the Lake. Byron— Childe Harold, canto IV, and Prisoner of Chillon. Palgrave— Golden Treasury (first series), book IV, with especial attention to Wordsworth, Keats, and Shelley. Poe— Raven. Longfellow — Miles Standish, and Whittier— Snow-Bound. Macau- lay— Lays of Ancient Rome, and Arnold— Sohrab and Rustum. Tennyson— Garety and Lynette, Lancelot and Elaine, and Passing of Arthur. Brown- ing—Cavalier Tunes, Lost Leader, How they Brought the Good News, Home Thoughts from Abroad, Home Thoughts from the Sea, Incident of the French Camp. Herve Riel— Pheidippides, My Last Duchess, Up at a Villa, Down in the City. For study : Shakespeare — Macbeth. Milton — L' Allegro, II Penseroso, and Comis. Burke— Speech on Conciliation with America, or Washington — Farewell Address, and Webster— First Bunker Hill Oration. Macaulay — Life of Johnson, or Carlyle — Essay on Burns. Courses 3' and 4. — English literature. Historical outline with assigned readings and papers, omitting the writers of the nineteenth century. These courses are designed to give the student a general view of the subject as a preparation for intensive study of special period. Course 4'. — Rhetoric and composition. It offers training in the funda- mental principles and practice of English prose discourse. Narration, description, exposition and criticism are presented, with a variety of ana- lytical and constructive exercises. The practical needs of everyday life are kept constantly in view and technical excellence is essential. Semiweekly themes are required. The writing and criticism, of longer themes, with a study of the principles of structure. A study of the principles of composi- tion and qualities of style. Discussion of textbooks and methods of teach- ing English composition. Course 5. — English literature. Writers of the nineteenth century. Course &.— The development of the English drama. Course 6. — Rise and development of the English novel. Course 6' —Alfred Tennyson. Course 7. — Robert Browning. Course 7'.— American literature. Western State Normal school. :>i GENERAL PEDAGOGY. General Method. Course 1. — Required. Two hours. A textbook on the principles of teaching is studied. The following topics are emphasized : The meaning of education; the aims of school education; the psychological basis of educa- tion; instincts and capacities; self-activity; apperception; interests; indi- vidual differences in children; attention; association; habit formation; memory; reasoning; formal steps of instruction; moral training; expression; teaching form and execution. School Methods and Management. Courses 1 and 1'. — Required. Twenty weeks. A careful study of the details of school management and control ; methods and devices for the suc- cessful presentation of school subjects; preparation and requisites of the teacher; school architecture, sanitation and equipment; play and play- grounds; school hygiene; libraries; the school as a social center. Visita- tions and reports required. School Administration. Course 1. — Rural-school administration. Two hours. A study of the practical problems of rural-school education, such as plans and equipment of a modern one-room schoolhouse, gradation of schools, courses of study, hygiene, heating and ventilation, etc. Special attention given to rural- school problems of western Kansas. Text, assigned readings, lectures and visitation upon the Model District School of the Western State Normal. Course 1'. — School law. Two hours. A history of the development of the school system of Kansas. Study of the present Kansas school code, with a comparative study of those of other states. Emphasis will be placed upon proposed and desirable modifications in school Jaw. Course 2. — School problems. Two hours. A study of such problems as financing public education, units of administration, the teaching staff, courses of study, relation of schools to community life, etc. Course 2'. —The secondary school. Two hours. Designed for those who are preparing for teaching or supervising in high schools. A study of the functions of the high school, its relation to the elementary school, the uni- versity and society; program of studies; factors in school administration. History of Education. Course 1.— Required. Two hours. A history of the development of educational ideals and systems from ancient times to the Renaissance. The education of the Greeks, Romans, early Christians and Saracens given special attention. Course V.— Required. Two hours. A brief survey of educational ten- dencies and movements from the Renaissance to the present time. 52 Western State Normal School. Course 2. — A history of education in the United States. Two hours. Special emphasis is placed upon schools as social agencies. The life and works of Horace Mann, Henry Barnard, Colonel Parker and other great American educators studied. Present-day problems and tendencies are dis- cussed. Special topics are assigned for individual investigation. Course 21. — Educational classics. Two hours. A critical study of the views on education of such men as Plato, Xenophon, Quintillian, Seneca, Luther, Rousseau, Pestalozzi, Froebel, Herbart, Spencer and Comenius. Course 3. — Current educational literature. College elective. Reading, reports, and discussion of the best current educational literature found in current magazines and educational journals. One hour credit given for two terms' work. One recitation per week. Course 3 ; — Modern secondary education. Two hours. A history of the evolution of modern secondary education in Germany, France, England and the United States. Special study of the vocational types of secondary schools. Prerequisite, history of education 1 and V, Course 4. — Greek and Roman life and education. Two hours. This course is designed especially for students intending to become teachers of Greek and Roman history, or Latin, in high schools. Prerequisite, Greek and Roman history and history of education i and V. Philosophy of Education. Two hours. A study of the principles of education in the light of the relevant laws of biology, psychology, sociology and philosophy. Psychology. Courses 1 and V. — Elementary psychology. Twenty weeks. Required. The aim of this course is to familiarize the student with the nature, method and terminology of the subject, and to present the fundamental facts of mental phenomena in their simpler aspects. An effort is made to lead the student to study his own mental acts and states through introspection. Courses 2 and 2'. — Advanced psychology. Required. Four hours. A more detailed and exhaustive study of the field covered by course I, with a thorough treatment of such problems in psychology and education as the learning process, the reasoning process, habituation and inhibition, in the light of the student's experience and training. Course 3. — Child psychology. Two hours. A study of the child as a growing organism. The education of the child studied in the light of the biological and evolutionary conception of the race, the meaning of infancy, heredity and environment, and the unfolding of the mental life. Observa- tion and experiments in practical child study. Course 3'. — The psychology of adolescence. Two hours. A study of the physical and mental characteristics of the adolescent period, and of the problems of training incident to it. Course 4. — Social psychology. Two hours. A study of the psychic phenomena of the group mind. Valuable to the teacher in the control of the school as a social group, and in the interpretation and guiding of com- munity life. Should be preceded by courses 1 and V. General Pedagogy. 53 Course 4'.— Applied or educational psychology. Two hours. In this course the important topics in psychology are treated in the educational aspects. Course 5.— The psychology of religion. Two hours. A study of the psychological phases of religion, with the aim of improving the quality of religious pedagogy, particularly in Sunday-school and missionary work. Given every two years. Teaching. Course 1.— Two hours. Five periods per week. Work in outlining sub- ject matter, preparing lesson plans, observation and discussion of work done by other teachers, and teaching in the presence of the critic teacher. Given each term. Course V— Two hours. Five periods per week. Student has charge of a class, under close supervision. Given each term. Course 2. — Two hours. Five periods per week. Student will have more independent charge of class, and will be held responsible for results. In this course students will demonstrate their ability in teaching. Given each term. Course 21.— Two hours. Five periods per week. Required in degree course. Students taking this course may be required to do supervisory work or teaching^ as their needs may seem to suggest. Those preparing 1 for principalships and superintendencies may do general observation and critic work with a view to meeting the problems of an entire school. Those planning for high-school work may be given advanced classes to teach. Given each term. 54 Western State Normal School. LANGUAGE. Latin. Course 1.— Beginner's Latin. One-half unit. Whittemore's text will be used. About half of the book will be completed the first semester. The aim of this and course 2 is to master the elements of Latin form, declen- sion, conjugation, comparison, and fundamental rules of syntax. The acquisition of a vocabulary is an important aim of this year's work. Course 1/. — Beginner's Latin. One-half unit. State text completed. Character of work as in course 1. Course 2. —Caesar, books I and II. One-half unit. Bennett's Grammar; Latin Writer, lessons 1 to 21. The work of extended translation is begun. A thorough drill in principles of syntax, especially use of cases. Course 21. — Caesar (advanced), books III and IV. One-half unit. Bennett's Latin Writer, lessons 21 to 44. The work of translation con- tinues. The syntactical study emphasizes the various uses of the sub- junctive mode. Course 3. — Cicero. One-half unit. Four orations against Cataline. Bennett's Prose Composition. In addition to the translation, special study of conditional sentences. Course 3'. — Cicero (advanced). One-half unit. Manilian law; Mar- cellus and Archias. D'Ooge, Prose Composition, and original exercises in prose. Study of the Revolutionary period of Roman history, 132 B. c. to 114 B. c. Course 4.— Virgil. One-half unit. Books I, II, III. Translation and mastery of the dactylic hexameter verse. Supplementary mythology. Course 4'. —Virgil (advanced), books IV, V, VI. Outline of Guerber's Mythology. German. Course 1.— Elementary German. Bacon's German Grammar, twenty- five lessons. Dictation, memorizing, oral reproduction, beginning of orig- inal composition, conversation. Course V.— Elementary German. Bacon's German Grammar, lessons 26 to 50. Other work continued as in course 1. Course 2 —Second-year German. Bacon's German Grammar com- pleted; Gerstacker's Germelshausen. Other work continued as in courses 1 and 1'. Course 2!.— Second-year German. Pope's German Composition com- plete; Fulda's Unter vier Augen; Wildenbruch's Das Edle Blut; Seidel's Leberecht Huhnchen; Hatfield's Lyrics and Ballads. Course 3. —Third-year German. Thomas's Practical German Gram- mar, part I. Original themes and letters, oral and written reproductions; Schiller's Wilhelm Tell, or Die Jungfrau von Orleans. Language. 55 COURSE 3'. —Third-year German. Thomas's Grammar completed; Lei- sing's Minna von Barnhelm; Eichendorff'a Ausdem Leben eines Tauge nichts. Other work as in course 8. Course 4. Fourth-year German. Keller's Bilder aus der Deutschen Literatur; Hauff's Lichtenstein; Goethe's Hermann and Dorothea. Course 4'. — Fourth-year German. Keller's Bilder completed; Korner's Zirny; Rosegger's Schriften eines Waldschulmeisters. In courses 4 and 4', original essays in German on assigned themes will be required. THE CREEK IN WINTER. 56 Western State Normal School. LIBRARY SCIENCE. There are few textbooks on library subjects, and instruction is given in the form of lectures and assigned readings, followed by practice work un- der supervision, with discussion of both theory and practice. Individual re- search is encouraged. Examinations take the form of problems wherever practicable. Students who wish to select courses with reference to taking a library course later are advised to consider the following: Modern language, psy- chology, history, English literature, economics, sociology, science, education and art. Typewriting is required. Course 1.— Elementary reference. Lectures, with practical work fol- lowing, to make new students feel at home in the library and able to use it to advantage. Course V. — Library methods. Two hours. Methods of library instruc- tion fitted to pupils in high school and grades; selection of books for school libraries; public school and public library interrelations; school library law. Course 2. —Library economy. Two hours. Instruction follows regular library routine— order, accession, shelf-listing, mechanical preparation for the shelves, binding. Course 2'. — Reference. Two hours. Promotes familiarity with well- known reference works, with the use of indexes to periodicals and general literature, with general and special cyclopedias, dictionaries, annuals and ready reference manuals. Lists of questions to be answered by use of the works studied are given and methods of finding answers discussed. Western State Normal School. 57 MUSIC. Vocal. Course 1.— College elective. Two hours. Open to secondary students, and may be offered for credit in secondary course. Elements of music— pitch, rythm, notation and sight reading in the treble clef. Designed for begin- ners. Course 1'. — College elective. Two hours. Open to secondary students, and may be offered for credit in secondary course. Continuation of drill in sight reading in the different keys. Introduction of the bass clef. Pait singing. Easy choruses. Course 2. —College elective. Two hours. Open to secondary students. Advanced chorus work. Public presentation each half-year of a cantata, operetta or opera. Voice Culture and Singing.— Private instruction. Courses given on application to department teacher. Instrumental. Two new Kurtzman pianos have been purchased for the music depart- ment, available for use on and after opening of fall term, 1912. Piano. —Private instruction. Courses given on application to department teacher. PRIVATE INSTRUCTION RATES— VOICE OR PIANO. Two private lessons per week, nine weeks $15 00 One private lesson per week, nine weeks 9 00 Single private lessons. 1 50 PIANO PRACTICE RATES. One hour per day for a term of nine weeks $1 50 58 Western State Normal School. MATHEMATICS. Arithmetic. Course 1.— One-half unit. This course covers the work of the text through the fundamental operations, divisors, multiples, analysis, frac- tions, decimals, denominate numbers, metric system, business practice, percentage, profit and loss, commission, trade discount, stocks and bonds, taxes, and United States revenue. Course 1'.— One-half unit. This course completes the text, covering in- terest, true discount, bank discount, compound interest, exchange, equation of accounts, ratio and proportion, partnership, bankruptcy, involution, evo- lution and mensuration. Emphasis is placed upon methods of presentation. Open to all students who have completed course 1. Course 2.— Two hours. This course is for graduates of high schools and students who have completed courses 1 and 1', and covers review problems, and reviews the entire text. Algebra. Course 1.— One-half unit. This course covers the work of the text through the fundamental operations, divisors, multiples, factoring, frac- tions, integral equations, fractional equations, simultaneous linear equa- tions, involution, evolution, and theory of exponents. Course 1'.— One-half unit. This course covers the work of the text through the topics of integral equations, fractional equations, simultaneous linear equations, involution, evolution and theory of exponents. Open to all students who have completed course 1. Course 2. —Two hours. This course covers the work of the text through the topics of surds, quadratic equations, equations solved like quadratics, simultaneous quadratic equations. Open to all students who have completed course 1'. Course 2' . —Two hours. This course covers the work of the text through the topics of indeterminate equations, ratio and proportion, variation, arith- metical progression, geometrical progression, logarithms, compound interest, and annuities. Open to all students who have completed course 2. Course 3.— Two hours. This course covers the work of the text through the topics of inequalities, graphics, binomial theorem, harmonical progres- sion, determinants, permutations, and combinations. Open to all students who have completed course 2'. Course 3'. —Two hours. Theory of equations. Open to all students who have completed course 3. Geometry. Course 1.— One-half unit. This course covers books I, II, III and IV of the text. Open to all students who have completed algebra course 1'. Course 1'.— Two hours. This course covers books V, VI, VII and VIII of the text. Open to all students who have completed course 1. Mathematics 59 COURSE 2. —Two hours. A teachers' course in constructive and solid geometry, giving a review of the entire text. Open to all students who have completed course 1'. Trigonometry. Course 1. Two hours. This course covers the work of the text through plane trigonometry and the spherical through the right and quadrantal tri- angles. Open to all students who have completed course 2' of algebra and course 2 of geometry. Surveying. Course 1.— Two hours. This course embraces the use of drawing in- struments, the transit, plane table, solar compass, and Y level— the ordi- nary work of the county surveyor. Each student is required to spend one hour per day for ten weeks in actual field work with instruments. Open to all students who have completed the course in trigonometry. Analytics. Courses 1 and 1'. — Four hours. These courses cover the work of the text through the topics of loci, the straight line, the circle, and transforma- tion of coordinates. Open to all students who have completed trigonometry and course 2' of algebra. Courses 2 and 2'. — Four hours. These courses cover the work of the text through the parabola, ellipse and hyperbola. Open to all students who have completed courses 1 and V . Calculus. Courses 1 and 1'. — Four hours. Differential calculus. Open to all students who have completed courses 1 and 1' of analytics. Courses 2 and 2'.— Four hours. Integral calculus. Open to all stu- dents who have completed courses 1 and l'. 60 Western State Normal School. PHYSICAL TRAINING. The courses in this department are designed to improve the bodily health and personal efficiency of the students, and to enable them to carry into the schoolroom the knowledge of how to make it a place of normal and sym- metrical growth. Work in this department is required of all students, unless regularly excused on account of physical infirmities. In such cases special corrective work can be taken under prescription by the physical directors. Gymnasium (Costume for Men.— The regulation gymnasium costume will be worn in the classes, and will consist of a sleeveless shirt, ful length Turner or Y. M. C. A. trousers, and the regulation gymnasium or tennis shoes. In order that costumes may be uniform, students are advised to make their purchases after arrival. Gymnasium Costume for Women. — Each student will find it necessary to own a gymnasium suit, consisting of blouse and bloomers made of black serge, and a pair of gymnasium shoes. These may be ordered through the School after entrance or may be prepared before entering. In order to have the suits uniform it is advised that they be made after the student arrives at the School, or that the student write to the director of physical training for women for information as to pattern and material. Men's Department. PRACTICE. Required, four hours, or one hour per semester for two years. Three hours' work per week in gymnastics or athletics during one semester equals a one-hour credit. Of this requirement, at least two hours must be in the regular gymnasium class work. The remaining two hours' requirement may be of the type just described, or may be elected from the various athletic sections— football, both the intercollegiate and association or soccer games; basket ball, baseball, and track athletics. Regular attendance is required at these exercises, just as in the regular class work of the gymnasium. COURSES OFFERED. Course 1. — Elementary gymnastics. One-half hour. Marching tactics, free-hand and light apparatus exercises and gymnastic games. Special at- tention is given to the correction of faulty posture and carriage of the body. Course 1'.— Intermediate gymnastics. One-half hour. Body-building and corrective exercises, gymastic dancing steps, heavy apparatus exer- cises, and elementary tumbling. Course 2.— Advanced gymnastics. One-half hour. Offered the third and fourth terms to those prepared to take up athletics and folk dancing, individual and companion tumbling, and difficult exercises upon the heavy apparatus. Course 2'.— Methods of teaching. One-half hour. For Seniors of the Normal College two-year course who are completing their required four hours' work in physical training. Methods of handling classes in tactics, Physical Training. 61 free-hand exercises, nomenclature and progression o exercises on heavy apparatus are taught. Course 3.— Practice teaching. One-half hour. The two years' required work in physical training is completed by doing assistant teach ng for one term in that part of the work in which the student is most proficient. This practice teaching is done under the direct supervision of the instructor in that department Course 3'. — Public school methods. One-half hour per term. This course is for men of college grade who are expecting to be teaching in the public schools soon, and is designed to give a working knowledge of the subject of physical training that can be applied to public-school work. The course continues through the whole year, the fall term being devoted to tactics, free-hand and light apparatus drills, and a study of soccer and recreative football and other fall playground games. The two winter terms are devoted to corrective and body-building drills suitable for public school work, basket ball for both girls and boys, and a thorough course in play- ground games of all kinds. Special attention is given to the arrangement of games and the manner of scoring in game contests and play festivals. The spring term is taken up in a study of track athletics, the rules for managing track meets, and the manner of coaching teams. One hour each term is given over to demonstrations in bandaging and a talk concerning the care of injuries commonly met with in the gymnasium and on the ath- letic field. Course 4 —Basket ball. One-half hour. Classes are organized each term of the year. The A. A. U. game is taught to elementary classes and the intercollegiate game to the first and second teams. Course 4'.— Baseball. One-half hour. Individual and team practice. The squad is divided into teams graded according to ability. Course 5. —Track and field athletics. One-half hour. Course 5'.— Tennis. One-half hour. In the practice of indoor and outdoor sports, attention is given to form and technique, adaptability of the individual to the various sports; condi- tions; rules and methods of scoring; team work and strategy. Women's Department. practice. Normal Secondary Course. Required. Three periods a week in gymnastics, athletics or other elec tives. Two terms of gymnastics must be taken before a student is allowed elective work. Normal College Course. Required. Four hours. Three periods of work per week in gymnastics, athletics, or elective work during one term of ten weeks equals a one- half hour credit. Of this requirement, one hour may be elected ac- cording to desires or physical needs, but the other three hours must be regular gymnasium class work, which consists of marching tactics, free-hand and light apparatus exercises, gymnastic games or fancy steps. Regular attendance in all classes is required and records are kept of attendance and proficiency. — 62 Western State Normal School. COURSES OFFERED. Course 1.— Elementary gymnastics. Required of all beginners. Three periods a week for ten weeks. Course 1'. — Intermediate gymnastics. Required of all students who have completed course 2. Three periods a week for at least twenty weeks. Course 2. — Advanced gymnastics. Open only to students who have passed course 1' with high grades and are physically adapted to advanced work. Course 2 / .— Practical gymnastics. Three periods a week for twenty weeks. Required of all students during their second year of College work. Special attention is given to accuracy of form, and analysis of exercises in preparation for course 3. Course 3. — Methods and practice teaching. Three periods a week for ten weeks. Required of all students before completing the second year of the College course. Fifty weeks of gymnastics and twenty weeks of ath- letics or elective work are required before the election of this course. Course 3'. — Corrective gymnastics. Open to all students who have need of remedial work. Special attention is given to those having spinal curvature, round shoulders, narrow chests, forward heads, weak backs, pronated ankles, or other physical weaknesses. Course 4. — Outdoor sports. Three periods a week in the spring and fall terms. Open to all students who have completed two terms of gym- nastics. Course 4'.— Basket ball. One period a week. Open to all students physically qualified. Course 5. — Tennis. Open to all students having the privilege of elect- ing athletics, one, two or three periods a week. Course 5'. — Esthetic dancing (elementary). Two periods a week. The purpose of this course is to develop grace and freedom of movement. The classic dancing is emphasized and is now considered one of the most im- portant phases of gymnastic exercise. Course 6. — Folk dancing (elementary). One period a week. In this course are taught the simple peasant and national dances suit- able for recreative and exhibition work with children. Course &.— ^Esthetic dancing (intermediate). Course 7.— Folk dancing (intermediate). Western State Normal School. 68 SPEECH ARTS. Oral English. Courses 1 and V. — Reading. One-half unit. Anatomy of respiratory and vocal organs; breath control; voice training; physical exercises for re- laxation and poise of the body; carriage and address; technique of reading, how to appeal to the understanding of an audience; interpretation of classics; sight reading; phonics. Courses 2 and 2'.— Reading. One-half unit Anatomy of respiratory and vocal organs reviewed; breath control; advanced work in voice; prin- ciples of gesture; application of these principles in actual gestures; re- sponsive rhythm exercises; technique of reading; how to appeal to the understanding and emotions of an audience; interpretation of classics; sight reading. Course 3.— Elocution. Two hours. Breath control; voice training; principles of gesture; original gesture work; rhythm exercises; technique of reading; how to appeal to the understanding, emotions and will of an audience; interpretation of classics; sight reading; repertoire. Course 3'. -Bodily expression. The cause of gesture. Muscles and nerves as agents of expression. Exercises for the relaxation of the muscles of the body, for control of muscles, for poise, for ease of carriage; laws of gesture; gestures with words; rhythm exercises for grace and ex- pression. Descriptive gestures, and their limitations noted. Sympathetic or suggestive gestures. Emotionally manifestive gestures. Attitudes. Dramatic action: consideration of action best suited to public speech. Original work in bodily expression to illustrate mental states. Course 4. —Dramatic interpretation. Shakespeare's tragedies. Two hours. Five of Shakespeare's great tragedies are read and studied. They furnish material for vocal composition by the students, one address per week being given by some member of the class. One play is given special study for vocal interpretation. This requires much memory work, and daily drill in expression and dramatic action. The play thus selected is studied for structures, plot, ethical meaning, interpretation of lines, personation of character, and presentation on the stage. Course 4'. —Dramatic interpretation. Shakespeare's comedies. Two hours. Six of Shakespeare's greatest comedies are read and studied by the class. One play is memorized and presented on the stage. Course 5.— Dramatic interpretation of Shakespeare's English historical plays. Two hours. These plays are studied, as are the tragedies and comedies of Shakespeare, for vocal interpretation. English history in the plays is noted, Beverley E. Warner's Engligh History in Shakespeare's Plays being used as a work of reference. Course 5'. — Dramatic interpretation of the modern drama. Two hours. Six of the greatest dramas of the present era are read and studied for ma- terial for extemporaneous addresses on the drama and for dramatic inter- pretation through voice and action. Given two periods per week the fourth and fifth terms, or one period per week from September to June. 64 Western State Normal School. CORRESPONDENCE DEPARTMENT. Instruction by correspondence has come to be recognized as a legitimate field of school work. Experience has demonstrated that credits can be given in this way without lowering the standards that should be maintained. This is partly because the student who works independently is compelled to de- velop energy and initiative that is not necessary for doing creditable work in the class room. • It is the policy of the Western State Normal School to offer in this de- partment all the subjects that can be taught successfully to the absent student. Subjects that require laboratory or extensive library work can not be offered. Normal school students are usually compelled to teach at intervals before completing a full course. Correspondence work gives them the opportunity to continue their studies while teaching. Other teachers are enabled in this way to comply with the requirements of the certificate law of 1911. A postage fee of $1 for each course taken must accompany the applica- tion for enrollment. If a course gives only ten weeks' credit a student may enroll for another ten weeks' credit without additional charge. Students who are doing any other work are not expected to carry more than two subjects at one time. Special permission is required if more are taken. Outlines are sent out by teachers, and students are expected to report as regularly as possible. In most cases a lesson assignment covers about a week's work, but students are not held to any obligation to report so fre- quently. Those who fail to report for more than a month are expected to notify the department of the reasons for delay. Failure to do this may re- sult in their being dropped from the rolls. There is no time limit for the completion of a course except that all stu- dents are dropped at the end of the summer term. Students who wish to complete a course not finished then must enroll anew. Examinations for final credit are subject to arrangements made by the teacher in charge of the subject. They may be given under the supervision of a county superintendent or some other responsible person. Grades made by correspondence give the same credit, both at Hays and Emporia, as if made in resident study. No one is permitted to make more than twenty weeks' credit in any one department by correspondence. This does not apply to students who have done some resident work in the school. Such students may enroll for addi- tional credit with the approval of the head of the department in which they choose work. Students furnish their own textbooks and supplies. The school does not sell books and supplies, nor order them for students. The teacher in charge of each department will give information as to where such supplies may be bought. No student is enrolled for correspondence work in any course who has not the qualifications to take the same course in resident work. Students who are in attendance in any other school are not expected to enroll for correspondence work without the approval of their teachers. Correspondence Department, 65 Correspondence Courses. The following is the list of courses offered for the year 1912- '13; it il possible that others may be offered later in the year. The number after each title has no reference to the number given to courses in the same sub- jects as outlined in other parts of this catalogue. AGRICULTURE. Includes prescribed readings in ten or more bulletins, following topical outlines supplied by the agricultural department and covering the general phases of the subject. It is given ten weeks' credit only after the comple- tion of ten additional weeks' work in our laboratories. These two ten weeks' courses, when successfully completed, entitle the student to twenty weeks' credit with the School. The laboratory or the correspondence work may precede. COMMERCE Bookkeeping 1.— Ten weeks. Elementary bookkeeping. Principles of debit and credit. Forms of opening and closing accounts. Trial balance and statements. Day book, journal and cash book are used. State text. Bookkeeping 2. —Ten weeks. Bookkeeping and business practice. All business papers are written by the student. Sales book, invoice book and bills book are introduced as additional books. Given only during the second half of the year. Penmanship 1.— Ten weeks. The Palmer method is taught. Study of correct position. Practice on ovals and various movement exercises until good control and ease of movement are acquired. Capital letters are prac- ticed. Penmanship 2. —Ten weeks. Capital and small letters are mastered. Much material is given for practice— business letters, business forms and miscellaneous matter. Given only during the second half of the year. Stenography 1.— Ten weeks. The text used is the Barnes edition of the Benn Pitman shorthand. Covers the first half of the book. Stenography 2 —Ten weeks. Completes the text, and gives additional work in reading shorthand. Given only during the second half of the year,. CIVICS. A general review course, giving twenty weeks' credit, ten of which is on local and state government and ten on national government. The course is based upon Guitteau's Government and Politics in the United States. domestic economy. Domestic Art 1. — Ten weeks. A course in hand sewing, in which the different kinds of stitches, hems, seams, gathers, plackets, darning, button- holes, etc., are done on small models. Domestic Art 2.— Ten weeks. A course in straight-line drafting and making of a three-piece suit of undergarments. A textbook, Lessons in Garment Drafting, by Mrs. Mae M. Gingles, is used. Domestic Science.— A course in this subject will be offered grantii g ten weeks' credit. Possibly a second will be offered to students showing ability. The textbook will be announced by the instructor. -5 66 Western State Normal School. DRAWING. Freehand.— Ten or twenty weeks are offered. Beginners in free-hand drawing may get the principles of perspective, with brief attention to deco- rative elements and water color. Mechanical. — Ten or twenty weeks are offered. This course is based upon the principles of descriptive geometry, a brief introduction to which is included; embraces several problems in geometric drawing, drawing from models, lettering, tracing and blue printing with, one or two problems from design. ENGLISH. Composition 1.— Ten weeks. The text used is Stebbins' Progressive Course in English, beginning with part I. The classics studied are Scott's Lady of the Lake, Shakespeare's Julius Cassar, and Goldsmith's Vicar of Wakefield. Composition 2 —Ten weeks. Stebbins' Progressive Course in English, part II. The work done is the study of the four forms of discourse, narra- tion, descriptive, argumentation and exposition. The classics studied are Milton's Minor Poems, Shakespeare's Macbeth, and Dickens' David Copper- field. To complete either this course or the above ten weeks of residence work must be done. Each will then give twenty weeks' credit. Advanced Grammar.— Ten weeks. Particular attention is paid to the principles of the science of language. The work is confined to etymology. The textbook is Longman's English Grammar. GEOGRAPHY. Ten weeks. A review course covering the entire field. It includes a study of the methods of the new geography and gives assistance in the col- lection of materials for the study of common-school geography. GERMAN. Beginning German.— Twenty weeks. Open to all students, but can be taken to better advantage by those who can pronounce German or who have help in pronunciation. Bacon's German Grammar, twenty-five lessons. Composition.— Ten weeks. A thorough knowledge of German grammar is necessary for enrollment in this course. HISTORY. American.— Ten weeks. A general review, based upon a textbook such as Hart's Essentials in American History. Advanced courses in this sub- ject may be given to students who have access to reference books or who are willing to buy them. Ancient.— Twenty weeks. Covers the period of history to the time of Charlemagne. Text, Myer's Ancient History. Medieval and Modern. — Twenty weeks. Covers the period from the time of Charlemagne to the present. Text, Myer's. English 1.— Ten weeks. Covers the period from the Roman conquest to the time of the Tudors. Text to be prescribed by the instructor. English 2.— Ten weeks. Covers the period from the time of the Tudors to the present. Correspondence Department. 07 LATIN. C.*:sar— BOOKS III-IV. — Twenty weeks. Includes composition work an