— SOUVENIR NUMBER Sllswortb Student Entered at the postoffice, Iowa Falls, Iowa, as second-class matter. Published monthly by the students of Ellsworth College VOL. Nil SPECIAL EDITION, August, 1!)09 No. !). Ellsworth College, Iowa Falls , Iowa Important Considerations THE CAREFl’L PERSONAL ATTENTION that students receive at Ellsworth College is a consideration of very both to parents and to students. This personal interest is a (listinct Tivn MJtlMOls influence. It is encouraging in difficulties, sustaining in good work, and helpful in all proper student endeavor. No one can U.^g_Jiere and fail to feel the influence of this spirit. In so many schools this great character bnildiiig 4 >08FIC&i■ k in a positive way. There is no atmosphere of warmth and life, so neces¬ sary for personal encouragement in student work. However, the spirit of personal attention and helpfulness is not a theory at Ellsworth College but it is a social force that constantly works both to strengthen and to build good character. Without doubt, this is one of the most important elements of power in the work of education. THE COST OF ATTENDANCE is very moderate at Ellsworth College. However, no effort is made to compete with cheap schools where first class work cannot be provided. Thinking people know that genuine goods command reasonable prices. Ellsworth College offers first-classed educa¬ tional facilities at a remarkably low expense. General Estimate of Expenses for One Quarter Tuition. Hoard . Room, light, heat, baths. Incidental fees . Academy and Normal College $ 12.50 20.25 6.75 1.50 Business Shorthand $ 9.5 0 20.2f, 6.75 1.50 $ 12.00 20.25 6.75 1.50 $ 13.00 20.25 6.75 1.50 Total for one quarter. . . . ? 38.00 $ 41.00 $ 40.50 $ 41.50 for half vear . 74.00 80.00 79.00 81.00 for whole year . . 147.00 158.00 158.00 159.00 (Note.) For fuller statement of expenses see new catalog. It is mailed free upon request. ELLSWORTH COLLEGE IS ACCREDITED by the State Board of Educational Examiners. Students will, therefore, receive the same cre¬ dentials, upon graduation, that any other standard college confers, and the five-year state certificate without examination. The spirit of the present is optimistic. The real workers are ennrinced that there is no evil in the human world that cannot he removed and no true pood that cannot be brought in by wise and determined men .—Ikmlen Parker Bowne. The Honorable Eugene S. Ellsworth, the Patron and Founder of Ellsworth College, deceased February 13, 1907. All are great and sway the souls of men just in the proportion that truth breathes through their lips and is embodied in their deeds and in their works. — Harry Pratt Judson. View of Ellsworth College Main Building, from the south This Building has a Frontage of 157 Feet North Hall Dormitory for Young Men Graduating Class Marching on East Campus. View of Buildings and Campus from the southeast It is not knowledge, it is not science, it is not prophesy that-holds human society together■ It is an ideal, and the permanent ideal .—Edmond J. James. Ellsworth College Library Building The training which a college gives is poor stuff indeed if it has not asserted integrity alike of mind and of character as an attainable ideal, and if it has not aided in its upbuilding. —Nicholas Murray Butler view of the Campus from the northwest, showing a group of the College Buildings toward the east and south Caroline Hall for Women. Frontage 150 ft.; said to be the finest college home for women in Iowa. Thoroughly equipped with steam heat, electric lights, baths, laun¬ dry, gymnasium and other conveniences. With these accommodations rooms for each student cost only from 75c to 80c a week. A Girl’s Room in Caroline Hall The Education of Women The time has come when we finally are willing to face the proposition that the higher education of women is to be in many respects of a different type from the higher education of men. Women themselves are beginning to raise the question whether pur¬ suing the same studies in the same order and by the same methods as the men, is really the higher education for which they have been longing and which they have been de¬ termined to have.— President James, Uni¬ versity of Illinois. Christian Training for Young Girls The importance of Christian culture is not overlooked or slighted at Ellsworth College. Every help is given not only through the various special organizations for this purpose, but also through the personal counsel and help of earnest, Christian teachers. The College Home Life for Girls Our beautiful new building for women makes possible ideal home life. This build¬ ing is one of the finest of its class in the West. Nothing is wanting that is needful for health and comfort. Electric light, steam heat, baths, toilets, hot and cold water, laun¬ dry, parlors, dining hall, gymnasium, all these and other conveniences are provided. A View of the Girls’ Double Parlor in Curolinc Hall Special Work for Women Ellsworth College has, for some time, rec¬ ognized the need of special instruction for women. “To say that wom¬ an differs essentially in her intellectual and spiritual processes from her brother is but to state a truism. That her life work differs from that of man is equally true. The simple recognition of these facts in our systems of education and course of study would seem to be the part of wisdom. There is no longer room for discussion as to the mental equality of our daughters as compared with our sons.” Poetry , sculpture , painting and music satisfy no animal want; they cannot jeed nor shelter us; the body can prow and think without them. But they minister to a craving in the human spirit which is as real and imperative as hunger and thirst. —Iy. Clark Seelye. A view of the City of Iowa Falls, looking south from the main building of Ellsworth College, on Main Street and College Avenue. s Tt W •S » $ © .22 1 £j '3 2 A m fl; O O T3 $ Cd ' 0) r-« tC g © TJ o fl ° c$ .. a Z a w ^ is ^ ® C3 <*> g -g .22 S S 5 to 3 0) - bo .9 ^ ct “ ® « ■£ W) J-> 0) be ~ ^ O to 0 c3 0) & > For Further Information Address Ido Franklin Meyer President Ellsworth College A FEW OF MANY REASONS FOR PREFERRING ELLSWORTH COLLEGE 1. Iowa Falls is admitted to be the most picturesque and beautiful city in Iowa. 2. Four good railroads, centering here, make Ellsworth College easy of access from all parts of the country. Central Park 3. An excellent faculty of experienced pro¬ fessors who are graduates of the best colleges and universities. 4. A fine library of new reference books in the new Carnegie-Ellsworth College Library building. The city library is also open to students of the College. Highest type of Christian and social influences and environment. Active Y. M. C. A. and Y. W. C. A. Five active student literary societies; two for college students, three for students of the academy. The large number of courses. High standards of scholarship. Fine spirit of helpfulness. NO SALOONS. No resorts of question¬ able character. Buildings and grounds valued at $160,000. It is free from influences that distract the student mind. Permanent endowment aggregating (over 5,000 acres improv- 7. 8. 9. 10 . 11 . 12 . 13. $300,000 ed land.) 14. Well equipped lab- boratories for sci¬ entific investiga¬ tion. 15. Full schedule in athletics; foot ball, basket ball, base ball, etc. Boating Party Opposite one of the Beautiful Palisades, Iowa Falls, Iowa Iowa Falls, Iowa a ja a> 33 2 © £ -a h a a cs -*-> © 22 3® S m •3 a •a ^ _ cS 2 a ■a 22 a cs 8 £ 33 O O ^ SC 3 c- .2 -a © S a *» .£. , eS ■— a © „_, .2 MO'S © XI o5 ts 3 eS a > p* m a i a a cs g a o - a H -o “S3 o, s a — tn s -O a 3 a .s 3 i cs 25 S a cs © i >> 33 ' Q r. © H W>_ 0 ) 'O a; a> c: G X3 0 ) d o*" a 2 W(U O ^ s ° * e O 13 ^ fa 33 3 a ft « 3 O • a © -a a o S ^ s -" 3 © o d dJ •§£ &°-o : O O h rt 3 r-l ft.5 CS o .C w bJD ^ d rt xs *2 ■g a s 33 O-^O *3 ^ t—' o Cd(M “ tax co ,2 o o PQ ~ > ° 33 s I s 3J * 5 • 2 «.S ^ 3 .2 ^ pj Oc E 2 2 © X > H o 73 O 3 O T3 73 d 3 03 w ^ d w CO 0 ) -*-» .d O *- c n O d X X d o fa- *- o Z> X X3 d -•-> ■«-> o ^‘w'O O o o O.^o o £ ^ S £ -*j o d o d M ’h_ w .£ d CD* d rd c/2 TT -* J 0 > bC«T3 d o *g fa- d d . s & s © o ®5» sc a 2 tn © a* r" ■ 5 o © fa p -*-’ a - cS M *■, S£- « ° o X 0 ) • bX3 +j 02 C/3 0 ) “ "H "a ■•-> p £> a a a © 2*3” 3 “x * O i 0 ) d r rj d d ■£ d _ ._ C.P pH W C > T3 'O 0 ) W> w G o 73 *d O bUO) s c G g c3 W3 O 4-3 4-3 -r- C V d d > >.5 0) cj _, 0) be S d o 2 '5 4j d ^ Q) 3 £ I 5 3^T3- w ° .. -3 ®*j ga^g 3 " a S ts 7 •= ^ >. to ...*->© 1. a--2® a c« a 3 033 ® . ® a 3 • a is 3 3 a DB cS ~ % a 33 © R c c ~ cS E *3 CS "O 3.2 «.g © _. © _ J 2 2 -a 2 2 o 2 o a ^ a ^ o o oa 0 ) d 2 £ 8 «j> w> * I a >. o- x: O *J M © "© ^ 33 sc a +j (-. p I .9 x — -a 1-1 tJ eS P a P . eS O cS *-i «*-i | ° SC . I •a a © ft p r 3 a. •n sc a * t*_( d o csS- 0 ^ ® flp gt 2 o 2 o § ^ ^ ^ ^ *- 72 fa- d 0) >> o Ol -4-> 0)0 X3 C 0) bC-P- d= d ■*-* o g X 5 a^. a ^ ® 4-3 be * 2 * d o 7 . .n “83^ © © q a o3tp H « a ~ & H .a W) d 1 » § ; 5 s ? ■ -3 S a •« ~ : :; ~ e -c O .s -e III § *tJ «0 fta 8 s 6 : •"* v 5 ^ s u Z z 1 8 2 .£> c k .w ^ s ^ •< I *0 5 & i 0 j*s O o H 0) rd l s u ZL Ph O ‘ z •w £ w fg 3 O H Students. Fred C. Krieg, Ramond Tidman, Milford Kratz. Foot Ball, Basket The interest of the students of Ellsworth College in athletics of all kinds has been ex¬ pressed by the large number of men and women who daily take active part in one or more phases of athletic work. Teams in foot ball, basket ball, (both girls and boys) and base ball are maintained. The schedules have been completed, upon which are found many of the best colleges in northern and central Roosevelt “One reason why I so thoroughly believe in the athletic spirit is because the athletic spirit is essentially democratic. Our chief interest should not lie in the great champions in sport. On the contrary our concern should be most of all to widen the base, the founda¬ tion in athletic sports; to encourage in every way a healthy rivalry which shall give to the largest possible number of students the chance to take part in vigorous outdoor games. It is of far more importance that a man shall play something himself, even if he Bally Base Balk Etc* Iowa. The prospects for the coming year in foot ball and base ball are brighter than ever before. The good work begun by the vic¬ torious basket ball teams during the season just closed, will be carried out into all the other fields the coming year. If you are a loyal student who will stay by your team through thick and thin, you’re wanted at Ells¬ worth. on Athletics plays it badly, than that he shall go with hundreds of companions to see someone else play well.” “Play while you play and work while you work; and though play is a mighty good thing, remember that you had better never play at all than to get into a condition of mind where you regard play as the serious business of life, or where you permit it to hamper and interfere with your doing your full duty in the real work of the world.” ■—President Roosevelt’s Harvard Address. Ellsworth College Cadet Hand in Marching Order on West Campus The Boys’ Basket Ball Team An Ellsworth College Foot Ball Squad Does education really pay? Only 5 02 02 g o3 G G O O O ~ • .*_> G • £ 2 02 02 O ' j_ 02 aj =3 o % a a 2 O G 02 02 0) J-. 03 02 G «*-■ X3 ^ 0) G 02 bfi 02 02 O o 5 o o3 OS 02 02 02 ^ ^ 02 03 _C! C to 3 a 4-1 .2 a; O M 'to _2 b a G 02 a 02 02 02 02 W) > t-* £ o p S ■81 0) CD M .C Q) 4J 9 S, o O CD p, "O §°° G 02 ^ S e*-< G O G l 02 ^fG 73 +-> !i Cd g 02 O G 02 b§ 02 • =5 5 2 0) cs g ° o 5 2S £ eo « .C fG -t~ ) i g . §52 U Sh 02 >» eM fG 1 = 1 0) OS ^ ^ - £> to -J M W o 2 'h S 02 ^ 02 fG 02 o G 02 03 O •-' 02 G G +-> 02 ■*-> •*-> rn 'p ® §2 ago c a a a °^o G~ ~ ’ .2 as _ >> G ^ O a3 ^ 32 J aJ 3.5 G -S 02 3 02.2 z: S a g S *- CQ 02 G -tJ «w __, G 'TJ -*-> 02 32 W 02 G 02 U U G o G O I G I G * 02 oS« Y. YV. C. A. Cabinet Officers Christian Education and Training Ellsworth College is a Christian College, but it is not sectarian or denominational. Bather, it is inter-denominational. The col¬ lege is free from political and ecclesiastical government. These forces do not seek to control the policy or interests of the college. This fact makes it possible for Ellsworth College to build upon those broad Christian and patriotic principles of education that have become so precious to the most thoughtful men and women who have directed education¬ al forces and institutions. The best people know that “Education is a work of freedom,’’ and that it should, therefore, have an at¬ mosphere of liberty in which to seek for truth in all things. Ellsworth College stands for that great Christian and American ideal, “Liberty under law.” Y. M. C. A. Cabinet Officers The Y. M. C. A. and Y. W. C. A. Of the college stand for the best there is in Christian training. Bible courses of study are regularly kept up throughout the college year. No one can afford to be ignorant of the Bible, and our young men and women are determined to perfect and make stronger in every way possible this important phase of work. They wish to make possible an education that shall meet this ideal: "Education is a companion which no misfortune can depress, no clime destroy, no despotism enslave. At home a friend, abroad an introduction, in soli¬ tude a solace, in society an ornament; it chastens vice, it guards virtue, it gives effi¬ ciency, and brilliancy to genius.” It should never be forgotten that Christian education alone can work out this inestimable and priceless force and treasure of the inner life, which makes its possessor stand “Four square to every wind that blows,” and which makes one able to know and achieve honor¬ able success. Outdoor Sketching Class and Teacher at Work. Art and Public School Drawing The art studio is ample in size and well equipped. Students receive careful individ¬ ual instruction. Work is offered in water- color, oil, pastel, drawing, outdoor sketching, pyrography, etc. The work may be divided as follows-. (a) Drawings from objects and still life; (b) Art and nature study; (c) Memory sketches and story illustration; (d) Cast drawing; (e) Studies in values and perspective; (f) Figure posing; (g) Composition; (h) Public school drawing in all grades. A view of Dining Hall of Caroline Hall Graduating Class ’09 Is a College Education a Good Business Investment ? The president of the American Society of Mechanical Engineers, Mr. James K. Dodge, has, in his careful way, after the “scientific method,” furnished a scientifically accurate answer to this question. Start four boys, then, on the four lines and let us see what influence training of an equal sort actually has as measured by money returns. (See diagram.) 1. The Unskilled Laborer. On the aver¬ age he is earning $4.00 a week at the end of his sixteenth year; $5.00 a week a year later, and his advance continues with regularity to his twenty-second year, when he is worth as “capital” to himself $10,000, and he has a wage-earning capacity of $10.20 a week. But here he reaches the highest economic value of unskilled labor, which will not significantly in¬ crease in value however many years he adds. 2. The Shop-trained Worker. Even his narrow, rule-of-thumb training pays good in¬ terest from the start. In six years he has passed the unskilled laborer, by the time he is twenty-four, however, he has reached his maximum; his potential capital is $15,000, and his wage $15.20 a week. This is the highest point reached by the shop worker. :{. The Trade School Young Man. The early broadening of his work immediately brings better wages. Note on the diagram that before he is eighteen he has forever dis¬ tanced the unskilled worker. Before he is twenty-one he has also left the shop worker behind him. When he is twenty-four he has an earning power of $22 a week. He reaches his highest valuation at thirty-one years, and here he finds the highest point in the trade- school economic horizon. I. The Technically and Liberally Educated Boy. For several years this young man lags behind all three of the other classes. When he is nineteen the unskilled laborer is ahead of him. Not till he is twenty-one does he catch up with the shop-trained boy, or rise above the economic horizon of the trade school man. But what then? All three of his com¬ petitors have already reached their earning limit. Their horizons are fixed; but from that twenty-fifth year and its potential capitaliza¬ tion of $22,000, the college trained man shoots up in seven years more to an earning power of $43 a week, and has not as yet reached the full economic horizon! A liberal education has added a potential capitalization of $21,000 over all competitors (from $22,000 to $43,000). Education took him at the age of sixteen at $3,000; it leaves him at thirty- two years at $43,000. A group of Professors and Students in caps and gowns. Ellsworth College of Liberal Arts The College of Liberal Arts is regularly accredited by the State Board of Educational Examiners. By virtue of this recognition, graduates will receive state certificates without examination. Graduates of accredited high schools and academies are admitted without ex¬ amination. The degrees given are A. B., B. and receives the same credit as the work of College Departments Expression Course I Argumentation. Course II Debating. Course III Public Speaking. Course IV Oratory and Interpretation. Biological Sciences Course I Invertebrate Zoology. Course II Invertebrate Zoology and Introduc¬ tion to Vertebrate Zoology. Course III Vertebrate Morphology. Course IV Vertebrate Morphology. Course V Animal Histology. Course VI Histology and Microtechnique. Course VII Vertebrate Embryology. Course VIII Vertebrate Embryology. Botany Course I Morphology of the Algae and Fungi. Course II Bryopliytes and Pteridophytes. Physiology Course I Advanced Human Physiology. Course II Advanced Human Physiology. Course III Laboratory Physiology. Chemistry Course I Inorganic Chemistry. Course II Inorganic Chemistry. S., Ed. B., and Ph. B. All work is standard other standard colleges. and Courses Offered Course III Qualitative Analysis. Course IV Quantitative Analysis. English Course I Rhetoric and English Composition. Course II Rhetoric and Poetics. Course III Advanced Composition and Rhetoric. Course IV Advanced Composition and Rhetoric. Course V Shakespeare and the Drama. Course VI Shakespearean Tragedy. Course VII Victorian Poetry. Course VIII Victorian Prose. Course IX Advanced American Prose. Course X Advanced American Poetry. Course XI The Literature of the Bible. Course XII Literary Criticism and Interpreta¬ tion. Education Course I Educational Psychology. Course II History of Education. Course III Philosophy of Education. Course IV General Pedagogy. Course V General Pedagogy. Course VI Childhood and Adolescence. Course VII Seminar in Education. Course VIII Seminar in Education. Members of Adelphian Literary Society French Course I First Year French. Course II First Year French. Course III Second Year French. Course IV Second Year French. German Course I First Year German. Course II First Year German. Course III Classics and Grammar. Course IV Classics and Conversation. Course V Advanced Classics. Course VI Advanced Classics. Course VII Schiller, Freytag and Goethe. Course VIII Faust and other Advanced Classics Course IX Modern German Drama. Course X Modern German Drama. Course XI Drama of the Classical Period. Course XII Drama of the Classical Period. Course XIII Commercial German. Course XIV Contemporary Literature. Greek Course I "Beginner’s Greek Book”. Course II Xenophon’s “Anabasis” and Com¬ position. Course III Xenophon’s "Anabasis”, Books II- IV and Composition. Course IV Homer’s Iliad, Books I-IV Myth¬ ology. Geology Course I Dynamic, Structural and Historical Geology. History Course 1 Mediaeval History. Course II Modern History. Course III American History. Course IV American History. Course V English History. Course VI English History. Course VII English Constitutional History. Course VIII United States Constitutional History. Latin Course I Livy. Course II Cicero. Course III Tacitus. Course IV Horace. Course V Roman Comedy. Course VI Roman Satire. Course VII Roman Philosophy. Course VIII Letters of Plivy and Cicero. Course IX Roman Archaeology and Graeco- Roman Art. Mathematics Course I Solid and Spherical Geometry. Course II College Algebra. Course III College Algebra. Course IV Plane and Spherical Trigonometry. Course V Analytic Geometry. Course VI Plane Surveying. Course VII Differential and Integral Calculus. Course VIII Elementary Astronomy. Music Course I Harmony. Course II Harmonic Figuration. Course III Supplementary Studies. Course IV History of Music. Course V History of Music. Course VI Choral Singing. Course VII Public School Music. Course VIII Instrumental and Voice. Physics Course I General Physics. Course II General Physics. Course III Mechanics, Molecular Physics and Heat. Course IV Continuation of Course III. Course V Electricity, Sound and Light. Course VI Continuation of Course V. Political and Social Science Course I Economics. Course II Economics. Course III Sociology. Course IV Money and Banking. Course V Commercial Law. Psychology and Philosophy Course I General Psychology. Course II General Psychology. Course III Psychology of Religion. Course IV Ethics. Course V History of Philisophy. Course VI Problems of Philosophy. Course VII Logic. Course VIII Child Psychology. For a full description of the above college courses, send for the catalog for 1909-1910. It is mailed free upon request. Members of Phi Delta Literary Society College Work for Entrance to Professional Schools Many schools of Law, Dentistry, Medicine, etc-., now require from one to four years of college work for entrance. No one should take a professional course before receiving a bachelor’s degree from some good college. This requires a little longer time for getting ready, but experience has fully shown the wisdom of this course. Ellsworth College provides well for those who wish to do college work before entering upon professional courses. The School of Education The School of Education is divided into four divisions to accommodate different classes of students. Division I is for all students who are working for county teach¬ ers’ certificates. The work is special. Divis¬ ion II is academic and teachers’ professional work combined. This both prepares for eol- DIVISION I. Review Courses for County Certificates All subjects for first grade, second grade and third grade teachers’ county certificates will be given every quarter. This gives every possible encouragement for a large class of students who wish to prepare for teaching in the shortest possible time, and who, also, de¬ sire to do this work under teachers of liberal education and eminently successful exper¬ ience. lege and for teaching. The full course is three years. Division III is the two-year state cer¬ tificate course. Division IV is the five-year state certificate course. It is doubtful if any other college offers so many special advan¬ tages for those who wish to prepare to teach in the shortest time. DIVISION II Normal Training for Those Who Are Com¬ pleting Academic Courses There is a large class of students who wish to prepare for college entrance, and, at the same time, take enough of normal or teachers’ professional work to enable them to become competent teachers. This special course is arranged to suit the requirements of all who wish this combination of teachers’ profession¬ al and college preparatory work. Inasmuch as the child is self-active, and grows only through the exercise of his self-activity, ed¬ ucation consists entirely in leading the child to do what developes this power of doing. Any help that does'not help the pupil to help himself is excessive. —W. T. Harris. Members of Philomathean Literary Society First Semester. English... Grammar. Literature. Rhetoric. Algebra . Ancient History. Latin or German. Normal Penmanship. Course of Study Freshman Year Second Semester. hours English. Grammar. Literature. Rhetoric. hours Algebra . . . 4 hours Modern History. . . 5 hours Latin or German .... 2 % hours Normal Drawing . . . 5 5 4 5 2 hours hours hours hours hours First Semester. Latin or German.4 English Literature. Plane Geometry. Physiology . Normal Music. Normal Arithmetic. First Semester. Latin or German. Physics. Advanced Rhetoric. Economics . Educational Psychology. Normal Reading. Junior Year Second Semester. or 5 hours Latin or German. 4 or 5 hours . . .4 hours American and English Literature. . . .4 hours • • -4 hours Plane Geometry. 4 hours . . . 3 hours Physiography. .3 hours , . . .1 hour Civil Government. 2 hours • -2% hrs. Normal Geography. 2V 2 hrs Senior Year Second Semester. . . . 5 hours Latin or German . 5 hours ...5 hours Physics..' .' 5 hours ...3 hours Advanced Rhetoric. 3 hours . . . 3 hours U. S. History. 3 hours . . .3 hours Didactics and School Management. . . .3 hours ■ • .2 hours Normal Orthography. 2 hours DIVISION III Normal Courses That Prepare Students for the Two-Year State Certificates. This course has been arranged to meet the needs of teachers and students who do not have time to finish a full college course, but who desire to secure a state certificate This courts 1 wiffout‘lOM ofVme. 01 " S ‘ U<,e “ tS Wl "’ "°‘ Sh ”’ ay a " erwards college Members of Aonian Literary Society. Freshman Year First Semester. German I or Latin II.4 or 5 hours English Literature.4 hours Plane Geometry.4 hours Physiology.3 hours Normal Music.1 hour Normal Arithmetic.2 V 2 hrs Second Semester. German I or Latin II.4 or 5 hours English and American Literature. . . .4 hours Plane Geometry.4 hours Physiography...3 hours Civil Government.2 hours Normal Geography. 2V 2 hrs Sophomore Year. First Semester. Second Semester. Latin or German.4 or 5 hours Physics.5 hours Advanced Rhetoric.3 hours Economics .3 hours Educational Psychology .3 hours Normal Reading.2 hours Latin or German.4 or 5 hours Physics.5 hours Advanced Rhetoric.3 hours U. S. History.3 hours Didactics and School Management. . . .3 hours Normal Orthography.2 hours Junior and Senior Years The work of these years is arranged in groups of sixty (60) hours each. Four groups have been planned. Others may be made up as found necessary. I, Education.6 hours Psychology.6 hours Chemistry.8 hours College Algebra.5 hours Solid Geometry.5 hours Trigonometry .3 hours Physics .6 hours English.10 hours Electives .11 hours Total.60 hours H. Education.6 hours Psychology.6 hours History.16 hours English.16 hours Electives.16 hours Total.60 hours III. Education.6 hours Psychology.6 hours German.12 hours Latin.14 hours English.6 hours Electives.16 hours Total.60 hours IV. Education.6 hours Psychology.6 hours Biology.14 hours Chemistry.8 hours English.10 hours Electives.16 hours Total.60 hours Other groups may be formed if found to advantage in meeting the needs ot students. DIVISION IV. Normal or Advanced Professional Courses That Qualify Students for the Five-Year State Certificate. Students who finish the four years of col¬ lege work and who receive the degree A. B., Ph. B., or Ed. B., or B. S., must do a certain amount of advanced professional study in Education, Psychology and Philosophy in or¬ der to be eligible to receive the five-year state certificate without examination. This advanced work is done during the Junior and Senior years of the college course. The work of Division IV is the special pro¬ fessional work of the School of Education. This work is elective and is chosen from the college departments of Philosophy, Psychology and Education. These courses are outlined on pages 49, 50 and 51 and 66 and 67 of this catalog. The Preceptress and a group of Caroline Hall Girls The Requisite In education, various books and implements are not the great requisites, but a high order oj teachers. In truth a few books do better than many. The object of education is not so much to giv e a certain amount of knowledge as to awaken the faculities, and give the pupil the use of his own mind; and one book taught by a man who knows how to accomplish these ends, is worth more than libraries as usually read. It is not necessary that much should be taught in youth, but that a little should be be taught philosophically, jrrofoundty, livingly .—William Kllerv Channing The Academy The Academy is a preparatory school for Ellsworth College and other colleges,, profes¬ sional and technical schools. No academy in the West offers better advantages in build¬ ings, equipment, faculty, courses, etc. Students are prepared for college thorough¬ ly and in shortest time possible. The aca¬ demy is associated with the College, and therefore, affords many advantages that other academies and schools cannot offer. If you wish a preparatory course, you should send for our new catalog. The academy, because it maintains high- classed college and university preparatory courses, has attracted the attention of dis¬ criminating school patrons from all parts of the country. The Chicago Tribune has said editorially “The universities of the West should recognize the need of preparatory schools of a high order and do what they can to secure them. Without them the west¬ ern ideal of home education for home boys and girls cannot be fully attained.” The ideal of Ellsworth academy is work so excellent that it will be national. Members of Emersonian Literary Society Academic Courses The Roman numerals refer to the courses.which are described in the catalog. Freshman Year- First Semester. United States History.—Five hours credit. Arithmetic—Five hours credit if preceded by Algebra. Penmanship and Spelling. Music.— One hour credit. English Grammar.— No credit. (Sub-Academic). Second Semester. United States History.—Three hours credit. Civil Government.—Two hours credit. Physiology.—Three hours credit. Drawing.—Two hours credit. Letter writing and Composition.—Three to five hours credit. Penmanship and Spelling. Sophomore Year. First Semester Latin I.—Five hours credit. English I.—Five hours credit. Algebra.—Five hours credit. Ancient History.—Four hours credit. Drawing.—One hour credit. Second Semester. Latin I.—Five hours credit. English I.—Five hours credit. Algebra—Five hours credit. Modern History.—Four hours credit. Music.— One hour credit. Junior Year. First Semester Latin II.—Five hours credit. German I.—Five hours credit. English II.—Four hours credit. Plane Geometry.—Four hours credit. Physiology (elective).—Three hours credit. Second Semester. Latin II.—Five hours credit. German I.—Five hours credit. English II.—Four hours credit. Plane Geometry.—Four hours credit. Higher Arithmetic (elective).—Five hours credit. Civics (elective).—Two hours credit. Senior Year, First Semester Latin III.—Six hours credit. German II.-—Four hours credit. English III.—Three hours credit. Physics.—Five hours credit. United States History (elective).—Five hours credit. Economics (elective).—Three hours credit. Chemistry (elective).—Four hours credit. Second Semester. Latin III.—Six hours credit. German II..—Four hours credit. English III.—Three hours credit. Physics.—Five hours credit. United States History (elective).—Three hours credit. Chemistry (elective).—Four hours credit. Economics (elective).—Three hours credit. The Conservatory of Music, and the Schools of Expression and Art The standards and ideals of the conserva¬ tory of music are those of Oberlin Conserva¬ tory. The director, Professor Artemas Er¬ win Bullock, Mus. B., is a graduate of Oberlin and has been director here during the past fourteen years. Full courses in voice, instrumental music, history of music, harmony, etc., are given. Students have ample opportunity for com¬ bining music with courses in modern lan¬ guages, English literature, the drama, ex¬ pression, elocution, public speaking, philo¬ sophy, psychology, science, mathematics, etc. Singing is as natural to man as speaking, and for any reason that appears to the contrary, it should be as universal .—James Currie. The Schools of Expression and Art offer full courses. The ideal of the school of ex¬ pression is that of the Emerson School of Oratory, of Boston. Professor H. T. Dagis- tan, the director of this school, has taken the full course of three years at that school, and has had twelve years of successful experience in his work. ('lass in Dramatic Art. We attach such supreme importance to a musical education because rhythm and harmony sink- most deeply into the recesses of the soul, bringing gracefulness in their train, and making a man graceful if he is rightly nurtured ,—Plato. Dramatic Art and Expression The Drama is a part of the larger subject which usually goes under the name of Ex¬ pression. To give the purpose of the work in Expression is to indicate pretty clearly the dominant impulse in the field of dramatic endeavor. The business of Expression, like the busi¬ ness of all subjects claiming to be educative, is to discover to the pupil his innate powers; to give right direction to them; and to sup¬ ply the environment incentives, and most im¬ portant of all—the atmosphere suited for their growth and development. The Drama, as well as all lines of work in Expression, in addition to developing the mental faculties, serve, to a very remark¬ able degree, in giving freedom and direction, and in developing the physical agents of ex¬ pression, namely: bearing, voice, gesture, and facial expression. Furthermore, the Drama is deep-rooted in human nature and human life; and, therefore, should be permeated and governed by a living conception of the sub¬ ject. It is a subject which is pre-eminently fitted for enlarging the sympathies, cultiva¬ tion of the imagination,—in a word, for clari¬ fying, deepening, and beautifying our views of life and the world. These are, in brief, the ideals and aims that govern us in our class-room work in Public Speaking and Expression, and in the efforts put forth in connection with the col¬ lege plays and contests in debate and ora¬ tory. The School of Commerce Is for the hundreds of boys and girls as well as older men and women who wish short or practical courses of instruction for general or professional business life. There are thous¬ ands who do not wish to attend college or to take regular academic courses. They want attractive up-to-date business training courses. This school offers fifteen (15) courses from nine weeks to three years in length. They are as follows: 1. Nine weeks’ course in business. 2. Eighteen weeks’ course in business. 3. Twenty-seven weeks’ course in business. 4. Thirty-six weeks’ course in business. 5. Professional course in business training. 6 . Three years’ business course. 7. Short course in shorthand and type¬ writing. 8 . Stenographers' graduate course. 9. Reporters’ shorthand course. 10. Combination shorthand and bookkeep¬ ing course. 11. Special courses for special positions in business. 12. Civil service courses. 13. Short course in agriculture combined with business accounting. 14. One year course in agriculture and business. 15. Teachers’ business course. No one who is interested in any of the above fifteen courses should fail to -send for full outline of each course. A Shorthand Class of the School of Commerce Do ’not be Deceived About your Shorthand Course While Getting, Why not get the Best? Here are a few claims we stand ready to prove. I. There are more writers of our system than all others combined. 2. There are more books and a wider literature in our system than all others combined. 3. The system is universal in this, that it can be adapted to any language. 4. It has all the latest and most useful improvements that have been developed by the expert writers of the world. And last, but not least, it is easiest to learn, easiest to write, easiest to read and absolutely the hardest to forget. But there is another important matter. We give courses for office work; others for newspaper work; and still others for court reporting. You can prepare for any branch of office work or for any kind of reporting. Positions are seeking skillful workers. If you will get READY, a place will be READY for you. A Special Feature in Commercial Education The School of Commerce of Ellsworth College has started a movement not in practice elsewhere. It is this: Students take courses that specially prepare them for special kinds of positions. Now, is this plan not an ad¬ vantage that appeals to your common sense? Will not our graduates be better fitted if they get this special work? Who get and hold the best places in the end? There is one and only one answer. Those who possess the greatest skill. No amount of favor or “pull” can properly offset skill and ability in the business world. In that world it is the man who can do the work the best that wins. Do you believe it? Then you will believe in our new plan of special courses for special needs. We find positions for our students. I will study and learn, and then, perhaps, my chance will come —Abraham Lincoln. The World Makes Way for “The Man Who Knows” And who knows that he knows. In every big business house, when a perplexing ques¬ tion arises there is some man who is sent for Special Work for Academic The School of Commerce offers special courses both in Shorthand and Typewriting and in Bookkeeping, Corporation work and Banking for graduates of academies and high schools. This should be of great interest to as the man who knows. Promotion awaits that man. It may be worth thousands of dollars to you to be that man in your house. and High School Graduates a large class of students who wish to prepare, in a thorough way, for various business posi¬ tions that command good salaries. No other school in Iowa provides such liberal and com¬ plete courses in business training. Positions are secured for competent students. The true end of education in to unfold and direct aright our whole nature. Its office is to call forth powers of every kind—power of thought, affection, will, and outward action; power to observe, to reason, to judge, to contrive; power to adopt good ends firmly, and to pursue them effectively; power to govern ourselves, and to influence others; power to gain and spread happiness. —\V. E. Channing. The College Versus The University Much better work—real university work— would be done at the universities if 90 per cent of the students were turned adrift and told to go to colleges where they would have the benefit of being under the teachers’ eyes. Herein, then, is the difference between the college and the university. The college is, first and last, an institution for the instruc¬ tion of youth. There is ground for believing that teaching work is better done at the col¬ leges than at the universities. In the col¬ leges classes are small and the teachers come into close contact with the students. More¬ over, the college authorities enforce a stricter discipline and exercise a closer supervision over the students outside of the classroom, and the average boy of the usual age of fresh¬ men and sophomores is too young for the large liberty of a university. It would be well for American scholarship and education if more of the teaching were done by the colleges, and the universities saved their strength for research and experi¬ ment, which is the work of true scholars.— The American Educational Review, April, 1907. Group of Students of the Department of German. [t is general and a very just complaint that modern languages as taught in many of our schools and colleges today are so bookish, so tenacious in their hold upon stiff formal gram¬ mar and mere text-book reading that the ordi¬ nary student fails to gain any practical knowl¬ edge from his study of these subjects. Every year sees new advances in the methods of teaching these languages and all these meth¬ ods have as their aim to lessen the gulf be¬ tween class room work and the use to which the languages may be put after one has left school. Ellsworth College is attempting in every de¬ partment to give its students as practical an education as possible; one which will fit them in a very large degree to take up the battles of life and win for themselves a livelihood and career. The German department of the institution is striving hard to help set this standard of practical training and in order to advance this ideal it gives each year a German entertain¬ ment which is beneficial in many ways. It gives the students a broader view of German life and representative men, affords an op¬ portunity of memorizing much good classical and colloquial German, drills them in pro¬ nunciation, and aids them materially in the most essential of all things, to think in Ger¬ “The young man should put forth his strongest efforts to obtain a practical educa¬ tion, for without it his laborious exertions in after life may bring but insignificant results, with a consequent decrease in the ratio of remuneration.”—General R. A. Alger. “The education of the business man in all that appertains to business life is as essential as the education of the professional man in all that appertains to professional life. His attainments, his power and his manhood are laid under contribution, and without a thor¬ ough and practical business education, he is like a ship at sea without compass or rudder." —Hon. Wm. T. Harris, Ex-U. S. Commissioner of Education. Value of a Dependable Man We are esteemed for those things, quali¬ ties and characteristics that are so much a part of us that others may depend upon al¬ ways finding them. In proportion to our de¬ pendability are we of use to others. It is the man upon whom dependence can be placed that is wanted everywhere. Brilliancy is a quality that in its nature is subject to severe and sudden fluctuations. Ordinarily the thing that is wanted is not brilliancy, but simple faithfulness and ability to do a day’s work, within the work time and in a workmanlike manner. The world needs dependable men. —Washington Times. man. Ellsworth College Cadet Hand Does an Education Pay? Does it pay to learn to make life a glory in¬ stead of a grind? Does it pay to open a little wider the door of narrow life? Does it pay to add power to the lens of the microscope or telescope? Does it pay to know how to take the dry dreary drudgery out of life? Does it pay to taste the exhiliration of feel¬ ing one’s powers unfold? Does it pay to push one's horizon farther out, in order to get a wider outlook, a clearer vision? Does it pay to learn how to center thought with power, how to marshal one’s mental forces effectively? Does it pay to acquire power to get out of life high and noble pleasures which wealth cannot purchase? Does it pay to acquire a character wealth, a soul property, which no disaster or mis¬ fortune can wreck or ruin? Does it pay to have expert advice and train¬ ing to have high ideals held up to one in the most critical years of life? Does it pay to make life-long friendships with bright ambitious young people, many of whom will occupy high places later on? Does it pay to become familiar with all the lessons that history and science can teach as to how to make life healthy and successful? Does it pay to become an enlightened citi¬ zen, able to see through the sophistries of po¬ litical claptrap and vote intelligently on pub¬ lic matters? Does it pay to experience the joy of sell' discovery, to open up whole continents of pos¬ sibilities in one’s nature which might other¬ wise remain undiscovered? Does it pay the sculptor to call out from the rough block the statue that sleeps in the marble, and which shall tell the story of heroism and greatness to unborn generations? Does it pay to have one’s mentality stirred by the passion of expansion, to feel the tonic of growth, the indescribable satisfaction which comes from the consciousness of perpetual enlargement? Does it pay to have lour years filled with the most delightful associations and cultured people, at an age when ambitions and high ideals have not been dulled or shattered by disappointment, or the unbounded faith in human nature shocked by violated pledges? —Success. ® £ °s c n * H 'a — s * ■*“* >% ®| Sg O 2 o cr o o> »■“ , 0 ) ® s o * >> U 0 > fl .5 ,FH » •— o rt «| 8 § c; S zz o o w O 9 V .S £3 bC a A o 1 »= c £ H