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CATALOGUE
OF TI(E
STATE NORMAL SCHOOL
STEVENS POINT, WISCONSIN
FOURTH YEAR
1897 ... 1898
MILWAUKEE, WIS . BURDICK, ARMITAGE & ALLEf.i, PRINTERS
1898
BOARD OF REGENTS
OF
NORMAL SCHOOLS.
EX-OFFICIO REGENTS.
GOVERNOR EDWARD SCOFIELD.
STATE SUPERINTENDENT J. Q. EMERY .
TERM ENDING FEBRUARY, 1899.
FREEMAN H . LoRD,
1 OHN J. FRUIT,
THOMAS jENKINS, J R.,
TERM ENDING FEBRUARY, 1900.
GEORGE E. McDILL,
A. E. THOMPSON,
CHAS. PITTELKOW,
TERM ENDING FEBRUARY, 1901.
z. P. BEACH,
W. A. BROWN,
F. A. Ross,
OFFICERS OF THE BOARD.
A. E . THOMPSON, President,
J. J. FRUIT, Vice-President,
R. S . RocKWOOD, Secretary,.
SEWELL A. PETERSON, Treasurer, ex-c!fftcio,
BOARD OF VISITORS . 1897-8.
PRINCIPAL W . L. MoR RISON,
SuPERINTENDENT E. R. SMITH,
PRINCIPAL L. Vol . Woon,
Ri ver Falls.
La Crosse.
Pia tteville.
Stevens P oint .
Oshkosh.
Milwaukee.
Whitewater.
Marinette.
Superior.
Oshkosh .
La Crosse.
Madison .
Madison .
Neillsville.
Manitowoc.
Augusta.
FACULTY.
THERON B. PRAY, President, Pedagogy, History of Education.
J. W. LIVINGSTON, Institute Conductor, School Management.
GARRY E. CULVER, Physical Sciences.
JOSEPH V. COLLINS, Mathematics.
ALBERT H. SANFORD, History, Government, Political Economy.
VIRGIL EVERETT McCASKILL,* Biology.
EDGAR JAMES SWIFT, Psychology, German.
GEO. L. TEEPLE,* Literature, Rhetoric.
S. J. HOLMES,t Botany.
C. H. SYLVESTER, t Literature, Physiology.
MRS. MARY D. BRADFORD, Supervisor if Practice Teaching.
MISS CAROLINE E. CRAWFORD, Physical Training, Hygiene.
MISS MARY E. TANNER, Drawing.
MISS SOPHIA L~NTON, Vocal !VIusir:.
MISS FLOR.A E . STEWART, Latin.
*Absent on leave during Spring Quarter. t Special appointment for Spring Quarter.
STEVENS POINT
MRS. IDA A. ELLIOTT, Geography, Assistant in Englislz.
MISS JENNIE l\1. WHITMAN, Englislz Composition and Gramma1'.
MRS. MARY V. MUSTARD, Reading, Assista?tt in English Branclzes .
MISS ELIZABETH F. SIMPSON, Librarian .
MODEL DEPARTMENT.
MRS. MARY D. BRADFORD, S upervisor qf Practice ; Director qf Model Sclzool.
MISS NANNIE R. GRAY, Principal and Critic, Grammar Grades.
MISS FRANK QUINN, Principal and Critic, .Intermediate Grades.
MISS JEN NIE REBECCA FADDIS, Principal and Critic, Primary Grades.
:MISS ISABELLE PATTERSON, Librarian and Clerk.
PETER KELLY, Janitor.
STATE NORMAL SCHOOL.
STUDENTS.
GRADUATE STUDENTS.
Natne.
*Hamacker, Edith E., Livingston, Sue M., Pray, Katharine R., W eek, Martha,
*Agnew, Mary L., *Boreson, Jennie M., *Brewster, I. Maud, *Byrnes, Ella R.,
t*Carpenter, Emma, *Chase, Della E .,
Curran, Florence C., *Eldredge, Sadie,
Fischer, Herman, *Fox, Maud, *Frohmader, Elmer 'vV. , *Gates, G. G. Wilbur, *Grimm, August, *Harrison, William,
Hedback, William N ., *Henry, Thomas A., *James, Elizabeth A., Latton, Arthur J.,
*L eahy, Alice, Lees, John M.,
*Loether, Ernest U. F., *McClellan, Mary B., *McMichael, Nettie, *McMillan, Mary B., Manz, Henry 0.,
*Monahan, Anna C., "'Monat, Augusta E., *Mortensen, Harry J.,
Post-Office.
Stevens Point, Livingston, Stevens Point, Stevens Point,
SENIORS.
Stevens Point, Stevens Point, Chippewa Falls, Grand Rapids, Eau Claire, New Lisbon, Stevens Point, Stevens Point, Pardeeville, Durand, Clifton, Rice Lake, Two Rivers; 'vVonewoc, Star Prairie, Viroqua, Tomah, Medford, Stevens Point, Gilman town, Sauk City, Prentice, Viroqua, Centralia, 'vVaumandee, Tunnel City, Chippewa Falls, New Lisbon,
*High School Gradutes. t Deceased.
~-- ~ ---- - -----------
7
Months" Experience.
2! 6o
IO
0
8
5 9
so 0
38 0
0
27-l 12
23 8
26 23 IJ 28 48 6o
0
4 35 40 48 r8 I9 17 27
0
8 STEVENS POINT
Name.
*Mudroch, John vV., *O'Brien, Edwin T., *Pease, P. Lawrence, *Price, Wm. F., *Roberts, H. Ruth, *Smith, Kate I., *Spalenka, Emily, *Torkelson, Ida, *Wheelock, Lydia, *White , Merritt H., *Wight, Helen, ·
Baker, Joseph H., Bard, Junius S.,
*Barry, Mate J. , *Bial<:eslee, Clyde, *Boreson, Palma, *Bowen, Lucy S.,
Bradford, \ iVilliam, *Burce, Lura A., *Caldwell, Carrie M., '~Campbell , Agnes A.. *Cassels, Bert J., Cate, Georgeana,
*Chamberlain, A. Pearl, *Christman , Anna E., *Clifford, Margaret F., *Congdon, Mira,
Culver, Will W., *Dignum, Agnes G., *Dirimple, N . Belle, '~Drake, A nna, *Duve, Louise,
Eckel s, Minerva I., *Eldredge, Lillian, *Ellsworth, M. Lois, *Erickson, Bessie M., q:;-enwick, Ina H., Fernholz, John J., * High School Graduates .
Post-Office.
Tisch Mills, Eau Claire, Cumberland, Victory, Dodgeville, Eau Claire , Stevens Point, Black River Falls, Stevens Point, \iVonewoc, Eau Claire,
JUNIORS.
Stevens Point, :Manawa, Phillips, Fall River, Stevens Point. Stevens Point, Stevens Point, Eau Claire , Chippewa Fall s, Stevens Point , Tomah, Stevens Point, \ i\T aupaca, Grand Rapids, Stevens P oint , Stevens Point, Stevens Point, Stevens Point, vVaupaca, Stevens Point, Baraboo, Buena Vista, Eau Claire, Marshfi eld, vVest Salem, Creen Bay, A rcadia ,
Months' Experience.
27 22i 7
32 6
36 4
44 0
38 0
9 44
0
I2
0
I6 0
9 I8
0
0
0
0
0
0
0
0
0
J
0
9 0
38
STATE :VORM.4.L SCHOOL.
Name.
Fruit, J. Clyde, *Fuller, May F., *Fuller, "'Will H., *Gesell, Arnold L., · *Gilbertson, Grace, *Hanzlik, John E. , *Haines, Mary M., ':'Harrison, Rollie, *Hebard, Estelle, *Holmes, Harriett A., *Howe, Sarah, *Hubbard, Ira 0., *Huntley, Harriett B., *King, Elsie, *Kingsbury, Grace, *Kjorstad, Anna S.,
Koller, Philip, Kuenne, Osmar,
*Kuhnast, Eda, *Lamoreux, Nellie,
Latham, Mary E., *Lewis, Adeline E., *McClatchie, Lela, *McDill, Genevieve, *l\1cDonald, Harriet L., *McMillan, Anna, *Malick, Martha C., *Martens, Marie, *Martin , Laura E., *Meiklejohn, Winnifred, *Miller, Carrie l\1. , *Mitchell, Clara Belle, *Munnell, Edgar J. , *Murray, Josephine, *Nelson, Nellie E., *Nelson , Martin, *O'Brien, Estella, *Nuzum, Rebecca F., *Ogden, Grace B., *Packard, Josephine,
• High School Gradua tes.
Post-Office.
La Crosse, Stevens Point, Tomahawk, Alma, Stevens Point, Vvonewoc, Baraboo, \A.Tonewoc, :Mondovi, Stevens Point, Stevens Point, W estfi elcl, Stevens Point, N eillsville, Stevens Point, Eau Claire, Carlton, Medford, Stevens, Point, Stevens Point, Buena Vista, Custer, Augnsta, McDill, Ean Claire, Centralia, Stevens Point, Black River Falls, Fond du Lac, :-Jew London, Grand Rapids, Stevens Point, Rice Lake, Kilbourn, Stevens Point, Liberty Pole, Ean Claire, Viroqua, Black River Falls, Stevens Point,
9
Months' Experience.
0
0
27 0
8 I4
23 6
II
0
28 0
0
6o 0
2I
0
6r
4 0
46 0
4 0
8 0 ·
0
3 0
0
0
0
0
30 I3 7 5 9
13 2 I
10 STEVEN S POn\·T
Name.
Parkhill, Frances, *Patch, Matie N ., *Perry, Alta E ., *Pope, Mary E ., *Porter, Robert C., *Potter, Viola E ., *Rau, Mary L., *Renne, Delle E., *Rhodes, Lois C., *Roser, Pearl E ., *Rounds, C. R., *Saxton, Edna, *Skinner, Grace M., *Skinner, Caroline, *Smith, Ethel, *Smith, Will L. , *Spooner, Lucy E., *Sprague, Effie A. ,
Stuart, E dna R., *Vaughan, Virginia,
Viktora, William A ., *V/aterbury, J ames L., *\V ebster, Genevieve, *vVerner, Chas. F., '~Wiesner, Amelia, *Young, Lura E. ,
Post-Office .
Stevens Point, Stevens Point, Stevens Point, Medford, Stevens Point, Stevens Point, Baraboo, Grand Rapids, \ i\Tausau, Phillips, Arkansas, Stevens Point , Stevens P oint, Stevens Point, Augusta, Ean Claire, Durand, Chippewa Fall s, Stevens Point, Rhinelander, Muscoda, Eau Claire, Stevens Point, Eau Claire, Neillsville, Colby,
SECOND YEAR.
Alban, Floyd, Ames, Merl M., Barr, Carrie B ., Beach, Roy, Erasure, H oward E.,
*Brooks, Belle, *Brown, Allan G., *Brown, Edythe G., *Brown Jennie,
Campbell, Cornelia , *Campbell, David C.,
Carl, J ohn E .,
• High School Grad u ates .
Stevens Point, L eeman , Pine River, P lainfield, Sheboygan, Bloomer, Manawa, Eau Claire, Mondovi, O sseo, Westfield, Casco,
M o nths• Experience.
0
0
48 IO
0
0
IS 0
36 0
14 0
0
13 20
0
14 I8
0
0
0
0
9 4
23 so
7 0
IIO
0
I3 II
22
28 28 2 0
21
74
STATE NORcVIA.L SCHOOL.
Nan1e.
Cate, Howard T., Corcoran, Grace M.,
*Dauffenbach, Minnie, Davis, Edith M., Dignum, Will H.,
*Dimond, Nicholas H., Doolittle, Daisy,
*Falck, Sigfrecl J., *Felch, Della,
Finch, Merle, Fletcher, Clarence,
*Fuller, Velma F. , Fuller, William D., Fulton, Kate R ., Gardiner, Florence, Gilbert, Edward M., Gleason, Ida A., Gray, Mary, Harvie, Margaret B., Hendrickson, Martha, Holman, Will J., Holt, Anon G. , Horton, Mamie, Hotchkiss, Will 0.,
*Houseworth, Chas. S., Howard, Mabel, Howard, Henry H., Johnson, Christina, Karnopp, John, Killin, Edwin F., Killorin, Annie E., Kittleson, Goodwin, Kuhl, Frances B., Logan, Victoria, Long, Hattie, Lund, Samuel, McGinnis, Frank E., McGinnity, George A., McGregor, Janette,
*Mallow, Edith L., Maxfield, Marion,
• High School Graduates.
Post-Office.
Stevens Point, Stevens Point, Augusta, Irving, Stevens Point, Buffalo, Stevens Point, Unity, Cadott, Stevens Point, Buena Vista, Merri!lan, Hancock, Stevens Point, Stevens Point, Blair, Cylon, Stevens Point, Merrimac, Dorchester, Stevens Point. Wild Rose, New Home, Eau Claire, Fairchild, Thorp, Thorp, Stevens Point, Almond, Stevens Point, Eau Claire, Junction City, Stevens Point, Medford, Stevens Point, Levis, Neillsville, Eden, Hancock, Hillsboro, Plover,
11
~1onths' Experience.
0
0
38 32
0
0
0
0
20
0
3 9
33 42
9 23 38
0
IIO
29 0
I4 0
0
36 0
24 0
12
0
0
0
0
52 0
27 7 0
6 8
12 STEVENS POINT
Name.
Martin, Franc, Mathe, John, Meek, Margaret,
*Miller, Bessie, Miller, Olive, Minahan, Victor I. , Moran, Theresa M., Muir, May, Murray, Grace F.,
*Nelson, A. Louise, Nugent, Edith C., Overby, Hannah, Packard, Dorothy B., Parker, Bertha A., Peterson, Bertha C., Pray, Kenneth L. M. ,
*Quinn, J csie, Rogers, Mabelle M., Sager, John E ., Salter, James M., Schilling, Lauretta, . Scott, Louise D.,
*Shear, Myrta, Springer, Frank R. , Sweet, Edna, Tenney, Martha M. , Thompson, Frank J., Thompson, Loie, Tickfer, August, Upton, Mary,
*Van Alstine, Lillian, Van Buskirk, Frances, \iVarner, May,
*\iVheelock, Jerome, Whitney, Elson H., Whitney, Maude H., Whitrock, Mabel, Wieting, Leona,
*'Wimer, Bertha C., '"\iVood, Minnie B., *Young, Warren B.,
Zimmer, George, • High School Graduates.
Post-Office.
Cadott, Stevens Point, Black River Falls, r\onvalk, Alma Center, Chilton, Stevens Point, Arbor Vitae, Stevens Point, Amherst, Lone Pine, Taylor, Stevens Point, Stevens Point, Colfax, Stevens Point, Hillsboro, Stevens Point, Carlton, Chippewa Falls, Lone Pine, Stevens Point, Hillsboro, Lone Pine, Stevens Point, D e Sota, Independ ence, Black River Falls, Montana, Stevens Point, Kilbourn, Stevens Point, Stevens Point, \i\T estfielcl , Merrill, Stevens Point, Stevens Point, \iVyocena, Merrillan, Hancock, Colby, Stevens Point,
Months' Experience ..
0
0
I7 48
0
0
37 0
30 22
I2
23 0
0
6 0
7 0
25 31 33
0
38 IO•
0
25 0
54 20
5 39
0
0
I4 IS
0
0
0
0
z 0
0
----------------------~ ~------------------~--------------------
STATE NORMAL SCHOOL .
FIRST YEAR.
Name.
Adams, Louise C., Alban, Sybil, Ames, J esse H ., Anderson, Christ, L. , Angus, George, Archiquette, Belinda, Arneson, Gunilda, Atwood, Myrtle L. , Babcock, Mabelle, Baker , Benjamin B., Baker , E mma J. , Bard, E lla, Barrett, Bridget, Bischoff, August, Blaisdell, Fanny, Bobbe, Elvena, Bobbe, Emma, Booth, D e Ette,
· Borchardt, Frank, Boreson, Olga, Boursier, A . L oretta, Bowen, Zoe, Box, Coral V., Brathoyde, Eliza, Bremmer , Charles, Buck, Celia E., Bump, Nellie, Button, Edgar, Butler, Victorian, Campfield, Eva, Cantrell, Jennie, Carley, Lena J., Castner, Alfred, Cherovsky, Ludovic S., Clark, R ennie, Cleasby, Ethan A., Corrigan, Frances, Cowan, Wayne F. , Cowles, Edith M., Cowles, Eva,
Post-Office.
Sechlerville, Stevens Point , Leeman, Springwater, Pardeeville, O neida, Stevens Point, Grand Rapids, Oasis, Stetsonville, Stevens Point, lVfanavva, Almond, Stevens Point , Stevens Point, A mherst, A mherst, Colby, Stevens Point, Stevens Point, Buena Vista, Stevens P oint, Spencer, Stevens P oint, Stevens Point, \i\faupaca, Stevens Point, Melrose, Eau Claire, Coloma, Eau Claire, Stevens, Poiht, Loyal, Carlton, Stevens Point, Eau Claire, Custer, Almond, Stevens Point, Stevens Point,
1 3
Months' Experience.
0
0
6 II
4 IO
0
0
0
0
0
34 0
0
0
!7 24
0
0
0
2
0
0
0
0
37 0
0
49 40 6o 22
42 0
0
14 4 0
22
10
14
~am e.
Cowles, Harry \V., Cowles, Villa, Curran, Chas. B. Curran, Henry, Curran, Myra E., Dangers, Elsie M., Davis, Mary, Dawes, Arthur E., Dawes, Edna, Dawes, Otis D., Dawson, Ella, Detert, Celia, Dreyer, Adelaide, Enright, Bridgie, Erdman, Elvena, Evenson, Oscar K., Feeney, Frances, Finch, Theresa M., Flannery, \Valter, Forsythe, John, Frost, Etta L., Frost, Will H., Furlong, Pruyn S., Gardiner, Lulu M., Geimer, Peter, Gilman, Francis C., Gleason, Julia A. , Green, Matie, Gross, Alice K. , Guenther, Rose, Guldager, Fred H., Hanifin, Thomas C., Hanson, Robert M., Hartwell, Bertha M., Harvie, Agnes lVI., Heffron, Lizzie I., Hepler, George K., Hetzel, Edith L., Hetzel, Esther L., Hetzel, Mabel, Hibbard, De Etta C., Hicks, Stewart,
STEVENS POINT
Post-Office.
Stevens Point, Stevens Point, JVIenomonie, Stevens Point, Sechlerville, Neillsville, \A/yocena, Stevens Point , Stevens Point, Stevens Point, Custer, Montello, Stevens Point , Arcadia, Fifield, Scandinavia, Stevens Point, New Rome, Stevens Point, Stevens Point, Almond, Almond, Rural, Stevens Point, Curran, Plover, Cylon, Stevens Point, Stevens Point, Knowlton, \Vaupaca, Kilbourn, \1\Taupaca, Stevens Point, Merrimac, Stevens Point, Pardeeville, Stevens Point, Stevens Point, Stevens Point, Knowlton, Almond,
Months' Experience.
0
0
0
0
0
0
26 0
0
0
so 28
0
26 0
I9 0
0
0
0
5 II
0
0
0
0
42 0
0
si 0
0
2I
0
0
9 0
0
32 4 0
0
~~~~~~~~~~~~~-- ~~~~~~~~~~~~~-----------
S TATE .VORMAL SCHOOL.
Name.
Higgins, E dward G., Holt, Soren I. , H orton , Nellie, H oward , Dena, Hughes, ·walter E., Hull , Robert B., I cke, Marie, J acobs, Christina, J acobs, Tena, Jasperson, Anna, J effers, Bessie L , J efferson, H. Mae, J efferson, Iva M., J ohnson, Margaret I. , J ohnson, Mary, Jurek, Paul, Karnopp, Charles, Karnopp, Ida, Keir, Archi e S., King, Charles, King, John, Klawikovski, Theodore, Knecht, Edwin , Kohorn, H erman, Krembs, Anton, Knhm1st, Ella, Ladwig, Lauretta A., L ampe, Ernest H., Latton, L eonard H., L ecy, Alfred E., L ee, Saidee, L eonard, George, Leuthold, Rosa E. , L ytl e, Maud L , McDirmid, L illian, McGill, Mary, McHugh, Frank, MeN amara, Nellie, Maine, Mattie, Manley, Martin, Mathe, Emma, 1\Iathe, L ena,
P ost·Offi ce.
Custer, Wild Rose, New Rome, T horp, P lover, Montello, Marshfield, Arnott, Stevens Point, V iroqua, Sheridan, Monroe Center, Monroe Center, Sheridan, SteYens Point, Stevens Point, Almond, Almond, Liberty P ole, Stevens Point, Edgar, Stevens Point, 'vVaumandee, Stevens Point, Stevens Point, Stevens Point, Stevens Point, Stevens Point, Medford , Arkdale, Stevens Point, Stevens Point, l ola, Stevens Point, York, McDill , Custer , Cylon, Stevens Point, Bancroft, Hetzel, H etzel,
15
lVI o nth S' Experience.
IO
4 25
9 0
0
20
0
0
28 4
r6 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
13 0
0
25
0
68 22
0
3 0
0
0
0
16
Name.
Mathewson, Lotta E., Maynard, M. Edith, Mehne, Louisa, Michalski, Frank, Moran Ben, Morrison, Robert, Murat, Walter, Nelson, Clara R., Nicholas, Stella, O'Keef1.', Frankie, Olson, Minnie, Olwn, Ole, Oison, Tillie L. ,
*Parmenter, Hattie R., P aul , J ennie, Paul, Louella, I., Payne, Vivia, Feickert, Mary, Pier, May F. , Porter, Harry R., Pratt, Chas. R., Purdey, Lelah, Reichenba.ch, J ennie, Rice, Earl, Rivers, Lillian M., Roesch, Anton, R ogers, Effie R. , Roseberry, Archie, Roseberry, Etta, Rozell, Libbie, Ryan, Anna, Schilling, Rose, .Schneider, Richard, Scott, E dith J., Shorey, James A., .Skeel, Mabel, Smith, Teressa, Smith, Vincent H ., Spalenka, Louisa, Spear, Bret H.,
• High School Graduate .
STEVENS POI:VT
Post· Office .
Keene, Buena Vista, Hetzel, Stevens Point, Stevens Point, Arnott, Stevens Point, Stevens Point, Monticello, Stockton, Blair, Stevens Point, Sheridan, Stevens Point, Colfax, Colfax, Stevens Point, Stevens Point, Stevens Point, Stevens Point, Plainfield, Stevens Point, ·wrightsville, Stevens Point, Stevens Point, \iVaumandee, Tovverville, Plainfield, Plainfield, Hancock, Custer, L one P ine, Monroe Center, Rib Lake, Coloma, Stevens Point, Buena Vista, Fremont, Stevens Point, Wyocena,
Months' Experience.
0
7 0
0
0
0
0
o·
5 0
33 0
r6 rs 2 I
54 0
0
0
0
0
0
0
0
0
0
4 0
9 IO
0
20
0
III
23 0
0
2
0
0
STATE NORMAL SCHOOL .
Name.
Stafford, Evelyn M., Stemerdink, Clara, Swan, Grace, Taylor, Clara B., Thiberts, Albina, Thoms, Fred C., Throndson, Torval H., Timlin, Mary, Vaughn, Clyde, Virch, Anna, Voelker, Maggie, \iValker, Lulu, Walker, Stella,
.. \iV ells, Miles, Wheelock, Mattie M., White, Mabel J\1., Whitney, Inez J., Whitrock, Clara, Wilmot, Eva E., Wilson, Maurice, Wipf, Harry J\1., W ojak, Jacob, Young, Samuel, Young, Roseltha, Zastrow, Bernhardine,
Post-Office.
Chippewa Falls, Hingham, Badger, Stevens Point, Withee, Stevens Point, Mazianz, Lanark, Stevens Point, Curtiss, St. Anna, Stevens Point, Stevens Point, Manawa, Stevens Point, Vesper, Stevens Point, Stevens Point, Plover, Northport, lola, Polonia, Pittsville, Stevens Point, Ziegler,
SPECIAL STUDENTS.
Bever, Lorena, Erbar, Ida, Fleming, Eva Ray, Nelson, Elizabeth, Rait, Agnes, Seeley, Carrie,
Gymnasium, Physiology. Drawing. Gymnasium. Music. Methods. Music.
17
Months' Experience.
IO
0
0
0
r8 0
0
6 0
9 0
0
0
I7 0
35 0
20
0
23 0
6 6 0
6
Van Dusen, Leona, School Economy, English.
PREPARATORY GRADE.
Abbott, Edna A., Abbott, Maude M., Beach, Maude, Bobbe, Paulena, Comfort, Tillie, Duncan, Minard,
:Mosinee, Mosinee, Plainfield, Amherst, Custer, Rudolph,
0
0
0
6 6 0
18 STEVENS POINT
Name. Post-Office.
Hurley, Sharon, Amherst, Stevens Point, Sherman, Alban , Plainfield, McDill, Glidden, Scandinavia, Sheridan, Stevens Point, Stevens Point, Custer,
Months' Experience.
Doyle, Catherine, Eiden, Helena, Gross, Helen T., Gustafson, Ida, Guyant, Elma, Halvorson, Lewie, Harris, Blanche, Harris, Claudie, Hayton, Emma, Hoyard, Ada M., Johnson , Katherine C., Leonard, James, Leonard, Teresa A., Lewis, Thos. E., Lovely, Richard, :McGowan, Anna, McHugh, Alice, Mayna-rd, Bessie P., Miner, Mabel, Neuman, lela G., Payne, Cecil lVL, Radley, Dora B., Raymond, Evelyn S., Rehfeld, Bianca, Sherman, James, Starks, Daisy B., Van Slatte, Eloise,
Hull, Stevens Point, Custer, Buena Vista, Mosinee, Stevens Point, Stevens Point, Rural, Stevens Point, Merrill, Whiting, Stevens Point, 'vVestboro,
MODEL SCHOOL.
GRAMMAR SCHOOL.
0
0
0
IO
5 0
0
0
0
0
0
0
0
0
0
0
I3 0
12
0
0
0
0
6 0
0
0
Atwell, Ensign, Atwell, George, Baker, James, Bliss, Arthur , Blood, Charles, Boyington, Charles, Chaclv, Earl, Cooper, Milo, Culver, Harold,
Eaton, Lenore, Forsvthe, Caleb. Halv.orson, Alfrec~. Leonard, 'vVillie , Moore, Freel, Moran, Tohn , Moses. Tohn. Packani, Lewis. Powers, L eon ,
Sanborn, \Valker, Stuart, Robert, Utter. Melvin, 'vVarren, Crosby, 'vValker, Freel, 'vVebster, Oscar, \N'heelock, Chandler, 'vVysocki, John,
Ambrose, Agnes, Beck, Katie, Bentley, Inez, Bowman, Fannie, Boyington, Annis,
Burns, Nellie, Cate, Anna, Clark, Anna, Crueger, Emma. Forrest, Zillah,
Gumaer, Pansey, H ill , Edith, . Houle, Florence. Huff, l\famic . Jacobs, Gertrude,
Kern, Alma, Kirwan , Jeanne, Lamoreu"x , Eliza, Lien , J osephine, McGill, ~ ellie, Moen, E llicla. Kel son, A nna,
Anderson , .-\nton , Bigelow, F rank, Bennett, Edwin, llennett, Leslie, Carver, \Marren, E stes, \ Vilbur , E verso n, George , Forsyth e, James, Garland , Bert,
Boyin g ton, :\fa ucl , Baker. E mil v, Bi schoff, Ge-rtrude, Cushman, l\largaret, Carr, \'linnie, Clem ents, Catheryn, Ennor , ~\lab e l, Falzbot, Carrie , FinneY, Ruth, Forrest , Dorothy,
Atk in s, Gilbert , Bentl ey, ·wayne, Bos ton , ·willi s, Bresnahan, Guy, Clifford , Willie, Collin s, Paul , Congdon , Jamie, Culver, Garry, Ennor, Rov. Hill , Laurence ,
Bentley, Dernice, Boston, Thada , Callagh an , Evelyn, Eato n. \ 'era, Elclreclge . Edith, Holm es . Ethel, Ish en,·oocl, I sabell e,
S T .-l TE ,'\'QR.UAL SCH OO L.
Timlin , Katie, Timlin , I\ ellie,
1 9
?\1' elson, :VIinnie, Parker, .Milclrecl, Park s, Katie , Porter , Dirclie, Hi ce, Hazel, Ril e,·, Sara11 , Sutton, Florence,
Van Buskirk, Sad ie, vVavrun ek, Ida, \ '1 est , Pearl , Whitney, Mabel,
1:-lTER~IDEJ..\.TE GR ADES.
H ogan, James, :\'lcAclams, Roy, Halverson, H enry, :\1artin, 1 r ewton, J oy, Ross, Smith , O rval, Karcheski, J ohn, Somers , Fred, Kelle ,·, Frank, Strope, K arl , K ren1bs, Moritz, Vaughn, Algie , Livingston , Curti ss , \ 'lhcelock, Frank, L iving-ston , l( ingsley,lolandek, Frank , Literski, J ohn ,
Feenev, ~\Iave, Phipps, Gertrude, Hill , Jessie, Patterson, Hel en , J ohnson , Josie, Schu lhof, Irma, J enson, l\laggie, Spraggon, P hilli s, Martin, Ina, Southwick, Kath erine Moen, A.cla, Vosb urgh, :\1arion, :\[ullranin, l\IIay, \Vadl eigh , Ruth , '\Ic:\uliff , Ceneviev e,\ Vell er , Ruth , ::\ cl son. Beulah , vVYsocki, Elizabeth . I ' ark, Cladys, -
PRIMARY G IL-\DES.
Hoeffel , Spurr, H ocffel, \ Val!ace, H oo·an Dana Kelly, 'Earl e,' l(enclall, Ear le, };:- uhl, I(arl, L ittle , Harold , :VIcDill , Conover , :\Ic;\.I illan , J ohn , :\ foffit, John.
Jauch, 1'-:orma, }.:: elly , Susie, l(ing, O live . Lamp, Bahins, Lan~ p. Beulah, Leonard, l sabel, :\ ra5o n, 1\nna,
1\ash, Hart , I\ orton, E arle , Park , Laurence, Parmeter, Junior, R oss, Howard , \Vadl eigh, Samuel, \ Valker, Albert, \Neller , Dan Brow n, \Vell er, Reginald, \Vill iams, I•\ed,
?\ elson, vVinifrecl , CJl in , l\I ilicent, R eton, L eora, Ross, Florence, Stu ar t, K orma, Tom1 send . Kitti e, \ Vct rr en, :\Jay.
20 STEVENS POINT
STATISTICAL SU MMARY.
NORMAL DEPARTMENT.
Graduate Students Seniors, Juniors, Second Year, -
First Year, -
Normal Classes, Preparatory, Special ,
MOIIEL DEPARTMENT.
Grammar Department, -
I nterm ediate Department, Primary Department,
Total, Twice Counted, Entire Enrolment,
Boys.
26 - 26
~0
Men .
- I7 23
- 37 70
- I47 6
I 53
Girls.
35 29 2I
EXPERIENCE IN TEACHING.
Average Of Senior Class, -Average of Junior Class, Average of Second Year Class. -Average of First Year Class , Average of Preparatory Class, -Per cent. of whole number who have taught, -Average experience of those who have taught,
HIGH ScHOOL GRADUATES, -
Different High Schools represented, -
Women . Total.
4 4 22 39 70 93 ss 95
I I9 I89
273 420 27 33 7 7
307 460
Total.
6I
55 SI
20.6 months
9-7 months
I 5· months
7·5 months
I./ months - 46.8
22.I months
I35 so
STATE NOR:MAL SCHOOL.
SUMMARY OF PRACTICE TEACHING.
1st 2d 3d 4th Quar. Quar. Quar. Quar.
Preparatory Classes, - IO 20 40 48 Grammar Grades, - - I70 221 233 246 Intermediate Grades, - I90 2I9 235 266 Primary Gracles, - 134 169 195 158
Total practice teaching, 504 629 703 7I8 \i'/hole nnmber of different students who have had
Total.
rr8 870 910 656
2554
practice teaching, I49 Average amount of practice of the students receiv-
21
weeks
weeks weeks weeks
weeks
ing diplomas, 1898, - 35 weeks Average amount of practice of the students receiv-
mg certificates, I898, 22-4 weeks
ENROLMENT BY COUNTIES.
Adams, - 7 Manitowoc, 3 Ashland, I Marathon, - I2 Barron, 3 :iVTarquette, 7 Brown, 2 J\Jonroe, 5 Buffalo, 8 Oneida, -
Calumet, I Outagamie, 2 Chippewa, - 9 Pepin, 3 Clark, - I2 Portage, - 2I3 Columbia, - IO Price, 6 Crawford, I St. Croix, - 4 Dunn, - 4 Sauk, 6 Eau Claire, - - 22 Sheboygan, - 3 Fond du Lac, 2 Taylor, 8 Grant, 2 Trempealeau, 5 Green, - Vernon, - - II
Iowa, Vilas, Jackson, r6 \Vaupaca, - 23 Juneau, - 6 \Vaushara, - I7 Kewaunee, - 5 Wood, - I I La Crosse, 2 Lincoln, 4 Total, 460
Number of Counties represented, 40.
22 STEFESS l'OIST
COURSES OF STUDY.
The follm1·ing courses of study have been established by action of the Doarcl of Regents , viz .:
r. A n English-Scientific Course of four yea rs; (page 2s). 2. An English Course. four years, special preparation for
Primary-Intermediate Grades; (page 23). 3· A Latin Course, four years; (page 26). 4· A German Course, four years; (page 27). S· An Advanced (Post Graduate) Course, one year ; (page
23). · 6. An Elementary Course of two years; (page 24).
7· A One-year P rofessional Course; (page 29) . 8. A One-year Common School Course; (page 29). Courses r , 2, 3, 4, may be taken by wel l prepared g raduates
from High Schools having four-year courses, in two years; and course 6 may be taken by strong graduates from High Schools in one year.
FOCR-YEA R COVHSES .
The English Course of four years, which may be taken as the standard , comprises the following subjects: Matlzematics-A.rithmetic, A lgebra and Geometry, - 8o weeks
Book-keeping (optional) , - ro weeks Englis!t Language - Orthoepy , Reading, Grammar,
\Vord Analysis (optional) , Composition, Rhetoric and Literature, 120 weeks
Vocal Music, Drawing, U. S. History and Civil Govemment, General History and Political EconomJ'. Professional Work-School i\!Ianagement, School Law,
Theory and :\1ethods of .Teaching, so weeks; Practice Teaching, 40 weeks; Reviews in Common Branches, 30 weeks ; Psychology, Science and His-
20 weeks 40 weeks 30 \Yeeks 40 weeks
tory of Education, 40 weeks: - J6) 11·eeks Natural Science -Geograph y, including Physical, 2Cl weeks;
Physiology, ro weeks ; Botany, lO weeks; Physics, 20 weeks: and at least so weeks additional from the following Elective List, viz.: Physiology and Botany, ro weeks each, Zoology, Chemistry. Physics and Geology, 20 weeks each . l\'finimum aggregate of Nat ural Science, llO weeks Minimum aggregate of English Course, - - 6o) weeks The Latin Course requires 120 weeks of Latin and only 8o
weeks of Natural Science, of which 20 weeks will be selected from the elective list given above. Only 20 weeks of English Literature and 30 weeks of Drawing are required.
The German Course has 8o weeks of German . Natural Science as in the Latin Course, while th e r equirements in English Language are the same as in the English Course.
STATE 1YO RMA D SCHOOL. 23
ADVANCED (POST-GRADUATE) COURSE.
Dv action of th e Board of Regents, an additional year, practical! ),. a post-graduate year of study, is offered to those students, High School graduates and oth ers, who wish to prepare themselves for teaching in the High Schools and high er graded schools of the State. Such students are earnestly advised to usc. three years instead of two for the upper course, and so secure greater breadth of view, and more tho rough equipment, in those bran ches which they will be called upon to teach.
Much of the work which would be embraced in such addi tional course of one year , is already off eree\ and has been taken by some students in thi s school. R eference is here made to the electives in Latin, described on page sr; in German , page 5'; in Physics, page 41; in Chemistry, page 43; in Dravving, page 54; in History and Economics, page 49: and additional work will be offered in pedagogy and practice teaching.
COURSE FOR GRADE TEACHERS.
By similar action the P resid ent is authorized to modify th e English fu ll course, leading· to the diploma, to adapt it to th e wants of students who aim to prepare themselves especially for work in the PRIMARY anc\ lNTEIUlEDIATE grad es Of the public school s.
U nder the direction of the President in each case, students of this class will be permitted to elect forty weeks of special training and study in the Departments of Practice and Pedagogy as a substitute for an equivalent amount of work in Political Economy, Solid Geometry, Advanced Sci ence or History of Education. This will provide for more extended work in Observation, Practice, Methods and ind ividual studies in Pedagogy relating to elementary work.
SHORTER COURSES.
T he ELEMENTARY CouRSE comprises, in effect , the fir st two yea rs of the E nglish Course, but includes 30 weeks of Professional R eviews in Common Branches, in other courses deferred until the Junior year.
HIGH ScHooL GRAD UA TES are adm itted to thi s course with a credit of one year, th e branches in which credits are g iven bein g selected according to th e proficiency of the student as appears from his certified record of standin gs. The studies to be taken will b e so selected as to include all the professional work of the Elementary Course, and something in each principal line of academic studies. Strong students may thus compl ete the shorter course in a year, or a littl e more, according to their ability.
24 STEVE.VS POI N T
ELEMENTARY COURSE.
FIRST YEAR. FIRST QUART ER . SECOND QU ARTER. THIRD QUARTER. FOURTH QUARTER.
Algebra. Algebra. U. S. History. U. S. History (5 weeks) .
Geography. Physiology. Observation.
Arithmetic. E ngli sh School iVIanage- Gramm ar.
ment. O ral Reading.
Vocal Music.
Literary R eadin g .
Vocal Music.
Drawing. Drawing.
Physical Geography.
OBSERVATION of classes in the Model School accompanies the School Management and Observation.
SPELLING and WRITING must be taken by students who are defi.cient in these important branches; not only during this first year, but whenever such deficiency appears.
SECOND YEAR.
F IRST QU AR1'E R . SECOND QUARTER. THIRD QUARTER. FOURTH QU ARTER.
P lane Geometry.Plane Geometry.Pl1ysics. Composition. Composition. P ractice. Th eory of Theory. Algebra.
Teaching. Civil Govern- Civil Govern- Professional ment.
Professional Reviews.
ment (5 wks.) Rev iews, and lVIethods.
Physics. P ractice. Botany.
Professional
R eviews, and Methods.
Declamations, Compositions, or other forms of literary and rh etorical work, to prepare pupils to appear in public and express themselves effectively, will be required after the first term of th e first year. (See page 35.)
New classes are form ed in common branches at the beginning of each quarter, and the work of the first and second quarters is repeated during the third and fonrth quarters . This affords great advantage to those who wish to teach for a part of the year, and take up their studies in th e school without loss or delay. Consult th e calendar on th e cover.
Students who intend to take any of the following four-year courses may defer the professional reviews till the junior year.
STATE N ORM.4L SCHOOL.
ENGLISH-SCIENTIFIC COURSE.
(Fi rst two years same as Elementary Course.)
JUNIOR YEAR .
Literatnre. General History (S weeks). Chemistry, E. Zoology, E . Rhetoric. Algebra (10).
Literature. General History. D rawing . Professional Reviews, or Practice Teaching (10). P hysiology, E . (10).
SENIOR YEAR.
Political Economy (rs). Psychology. Advanced Botany (10). P ractice Teaching (10).
Physics, E. Geology, E. H istory of Education. P lane Trigonometry (10) or
Solid Geometry (ro).
25
The statement given above is for terms of 20 weeks each, except as specified. F igures in parenthesis give the number of weeks if less than twenty.
F rom the electives given above will be selected the required fifty weeks of science named in the statement on page 22.
Essays or orations will be required during these two years, either the outgrowth of special work undertaken in connection with some of the studies riamed, or as wholly distinct exercises under the direction of th e teacher of English . (See page 35-)
Additional advanced electives will be provided in Pedagogy, Chemistry, P hysics, Drawing, History and Economics for those students whose preparation and time warrant them in undertaking more thorough and extended study and preparation for teaching or for college. (See page 23.)
2 6 STE F E NS F OI ST
L ATIN COURSE.
(First and second years, same as in Elementary Course, adding Latin in th e second year. Professional Rev iews should also be deferred till the Jnnior year.)
J UNIOR YEAR .
Latin. R hetoric. Chemistry, E. Zoology, E . General H i;: tory (5 weeks) . A lgebra ( ro).
Literature. General History. Ph ysiology, E. (ro) .
Latin. Drawing (10 weeks).
SENIOR YEAR .
Political Economy ( 15) . Psychology. Latin. Advanced Botany, E . (ro). P ractice T eaching .
History of E du cation. Latin. Advanced P hys ics, E. Geology , E. Plane Trigonometry (ro) or Solid Geom etry ( 10 ) .
Of the science electives provided above, at least twenty weeks mnst be chosen.
The statement g iven above is for terms of 2 0 weeks each, except as noted . F igures in parenthesis g ive the number of weeks if less than twenty.
E8says or orations will be reqnired during these two years, either th e outgrowth of special work undertaken in connection with some of th e studies named, or as wholly distinct exercises under direction of the t eacher of En glish. (See page 35.)
Additional elective work in Latin will be off ered to those who wish to prepare themselves more thoroughly. (See page sr.) F.eference ·is also made to th e note regardin g other electives on
pa.ge 23. Stndents in tending to take the L atin course are advised to
begin the study of the lang uage as soon as poss ible after entering; to this end the order of studies of the fir st two years (Elementary Course) will he varied, as may seem best in each case.
STATE .VORMAL SCHOOL.
GERMAN COURSE.
(First and Second Years the same as in Elementary Course.)
JUNIOR YEAR.
Literature. General History (5 weeks). German. Chemistry, E. Zoology, E. Rhetoric. Algebra (ro) .
Literature. General History. German. Physiology, E. (ro). Drawing (ro weeks).
SENIOR YEAR.
Political Economy (rs). Psychology. Advanced Botany, E. (ro). German. Practice Teaching.
History of Education. German. Advanced Physics, E. Geology, E. Plane Trigonometry (ro) or Solid Geometry (ro).
27
Of the science electives provided above, at least twenty weeks must be chosen. Reference is also made to the note regarding ·other electives, on page 23.
Students intending to take the German course are advised to begin the language as soon as possible after entering; to this end the order of studies of the first two years will be varied, as may seem best in each case.
Essays or orations will be required during these two years, ·either the outgrowth of special work undertaken in connection with some of the studies named, or as wholly distinct exercises under direction of the teacher of English. (See page 35.)
28 STEVENS P O INT
COURSE FOR HIGH SCHOOL GRADUATES.
JUNIOR YEAR.
Dra wing. Chemistry, E. Zoology, E. School Economy and
School Law (ro weeks). Theory of Teaching (ro). Rhetoric.
Literature. Drawing (ro weeks). Advanced Physiology, E. (ro). Vocal Music. Professional Reviews (ro). Practice Teaching (ro). Algebra (IO).
SENIOR YEAR.
Political Economy (rs). Psychology. Advanced Botany, E. (ro). Professional R eviev.;s. Practice Teaching.
History of Education. General History (ro). Advanced Physics, E. Geology, E. Plane Trigonometry (ro) or
Solid Geometry (ro). Of the science electives offered above, fifty weeks must be
chosen.
LA TIN OR GERMAN COURSE.
High School graduates who wish · to continue the study of Latin or German, will be allowed to do so, and proper substitutions will be made in subjects to be selected with reference to each case. If either of these languages is studied, only twenty weeks of science will be required.
In all High School courses essays or orations will be required during these two years. either the outgrovvth of special work undertaken in connection with some of the studies named, or as wholly distinct exercises under direction of the teacher of English. (See page 35.)
See also notes on page 23, regarding Advanced Course and Conrse for Grade Teachers.
See also note regarding Elementary Course, on page 24.
STATE 1YORMAL SCH OO L. 29
ONE-YEAR PROFESSIONAL COURSE.
Dra·wing, 20 weeks. Composition and Rhetoric, 20 weeks. R eviews in Reading, Arithm etic, Grammar and Geography,
40 weeks. School Economy, School Law, Theory and Methods of
Teaching, 40 weeks. Practice T eaching, 20 weeks. Psychology, ro weeks. Civics, ro weeks. Admission to this Course requires examination at the Normal
School in all the branches required for a first grade certificate, and proof of three years ' successful experience in teaching ; or th e possession of a state certificate.
Essays or orations will be required during each quarter of the
year, either the outgrowth of special work undertaken in connection with some of the studies named, or as wholly distinct exer.cises under directi0\1 of the teacher of E nglish.
COMMON SCHOOL COURSE.
FIRST QUARTER . SECOND QUARTER.
Arithmetic. Algebra. Elementary Observation.
Composition. U. S. History. U. S. History. . R eading . R eading .
Constitu-tions (5).
*One of these to he chosen.
THIRD QUARTER. FOURTH QUART ER.
Algebra. Grammar. Music or Draw- Music or Draw-
mg. Geography. ' . l.. ...
School Man-agement.
in g. '''Botany . *Physical Geog
raphy. *Physiology. Practice.
The statement made above is for quarters, of ten weeks each. For further details of this course, see page 59· Rhetorical
exercises will be required during the second term, as will attend~ance upon the Physical Training and Library classes.
30 STBVE.VS POI.\"T
NOTES ON THE COURSES OF STUDY.
PROFESSIONAL PREPARATION.
E LEMENTARY ~IETHODS AND SCHOOL i\IANAGEMENT-TWENTY WEEKS.
T en weeks are g iven to observation in the :Model School arid to th e discussion of methods, but as thi s is the first professional work in th e course it is elementary in character. The text r ead in class is the ''}i[anual of the Course of Study for Common Schools," but students use the library free ly. The observations are so arranged that rec itatio ns ancl class exercises are seen in every subject and in every g rade, so that pupil s may see for themselves how far th e th eoretic presentation of each subj ect is reali zed in actual practi ce.
Students mak e notes of th eir observations , ancl later the class m ee ts to discuss what is seen, the principles involved, the m ethods used to realize th ose general principles in actual practice. T his work should resul t in quickening the student 's power to see, make him m ore cri tical in his recitations and g ive him standards by which to m easure the excellencies of th e work in all departments of th e school.
The second quarter deals with general topics of school management. Time is g iven to th e study of the school code and the powers and duties of teachers and school officers; heating, lighting and ventilation of school buildings; the making of a program; and control, di scipline and character bu ilding . A di stinct effort is made to assist students to avoid the difficulti es which confront th em at the begi nning of th eir teaching and to stimulate in them a sense of personal thoughtfuln ess and responsibility. Ii this r esult is r eached, th e quest ion of how and when to punish or not to punish will give place to a deeper study of human nature, of the m otives that control actions of pupils, and \vill lead to a better understanding of the relation of the teacher's self-control to the discipline of his school.
THEORY OF TEACHIXG-TWENTY WEEKS.
D uring the first quarter an attempt is made to study the most obvious fact s and laws of m ental activity. Th e several mental " fac ulties" or modes of activity arc differentiated, th e conditions
STA.TE XO R !'.IAL SCHOOL. 3 1
of su ch activity in each case and the special services of each considered with direct reference to illustrations drawn from the pupil' s O\Yn experi ence. The usefulness of such study for the teacher becomes apparent.
In the second quarter the application is made of the general laws stu died to th e common m ethods of teaching th e several branch es of the common school course, to determin e how fa r those methods seem to be desirable , and in accord with th e accepted pedagogical princip]es.
Th e several purposes of the recitation are carefull y studied, and the method best adapted to secure each end, fo r th e class as a 11·hole and fo r th e individual m embers.
It is th e aim to make teachers more intelligent in observation and cri ticism , through th e use of a better standard of judgment, and more thoughtfu l as to principles governing devices.
PSYCHOLOGY Al'<D HISTO RY OF E DUCAT I0:-1.
So fa r as possible th e study of Psychology in the senior year is made personal ancl in tros pective. Th e student 's own m ental activities are ca refull y studied in th e ligh t of the observation and conclus ion s of oth er investigators, as a practi cal and necessary basis for any sound menta l phil osophy. By th e aid and g uidance . of text and teacher he is led to an elem entary knowl edge of the nature of mental operations and the laws governing them. Constant refe rence is made to personal experiences and to observed meth ods oi teachin g, th at the stucly may result in practically helpful suggestions rather tha n in mere speculative knowledge of theories.
T hose who may desire will have an opportunity to make a stnch· of chil d-life. T his course will include a discuss ion of that which has already been learned about the ph ys ical and mental development of ch ildren, an d orig inal investiga tions carri ed on by th e pupil under the direction of the in structor in psychology.
The aim of thi s course is to awaken an interest in ch ildnature:, to t rain teachers to ca re and accuracy in judging traits of character and to give them the kn owledge needed in determining that which \Yill aid in the development of individual pupils . These studies are to have special reference to th e conditions and needs of the classroom.
In the H istory and Science of E ducation the experiences of the most promin ent educators , th ose who have g iven definite impul se to educational movements, are carefull y studied to fi ne! the
3 2 STE VENS POE,:T
secret of their success, and to separate, if possible, the permanent from th e accidental features.
PRACTICE AI\:D METHODS .
Th e practice teachers make plans for their work, being governed by th e previous teaching of the class and th e requirem ents of the course of study.
After examinat ion of these plans by the supervisors of th e practice departm ent , ancl consultation regarding such modifications as seem adv isable, th e student teachers are thrown upon their own resources in charge of th ei r several classes, and held responsible for the results. Visits of the supervisor are followei:l by conference with the individual student, when help is freely given and recomm endations made.
Students usually have charge of a class fo r a period of ten weeks, but for good reasons the time may be shortened. I n ass ignin g practice teachers to classes, an effort is made to suppl ement the previons experience of th e teach er and to forward her future plans. In view of th e greater number of primary teachers, and the pressing need of more effi cient supervision of lower grade work by principals of schools , and the better chance to study the simpler fact s of mental development , it is believed that th e earlier years of th e course are best 'NO rth th e attention of those intending to teach. At th e same time opportunity is not lacking to teach in the upper grades.
The practice teaching during-the pastyear has ranged through all th e g rades from lowest P rimary to upper Preparatory class, thus affo rding wide variety in grade, in subj ect and in the size and character of th e class . \Vhen a student teaches a grade of twenty members in a room where he has the oversight of another grade engaged in study, hi s powers of discipline are fairly tested ; while with small er g roups in the recitation room, he may study the art of teaching with fewer distractions. A large Model School makes abundant opportunity for practice teaching, while the wide range of subjects may be seen by reference to th e course of study for the Model School. (Page 6r.)
Thi s class meets also daily for discussion of specific methods adapted to certain branches and to certain g rades. T his work is made as concrete as possible by the presentation of exercises by members of the class or by the regular teacher in charge of model grades. T hese are the usual daily recitations of some
STATE SOR.Il.4L SCHOOL. 33
class inspected after di scussion in th e methods class, and arc followed by further considerat ion of th e matters illustrated.
It is the purpose of this department to help each teacher to g row, by direction, suggestion and reflection upon what is seen, rather than by correction or repress ion. One of th e most hopeful signs is the voluntary seeking of conferences by practic in g students. A reference to page 21 \\·ill show the amount and g rade oi practice teaching during the fourth year of the school.
PROFESS IO~AL REVIEWS .
Thirty weeks of Profess ional R eviews in the fundamental branches will afford opportun ity for careful discussion under each branch of the essentials of the subj ects , of the order of presentation of topics, of the correlation of one branch and department with another. It also gives an opportunity to test the profi ciency of a student not only in mastery of a branch, but also in the ways and means of effective presentation. This work has relation th erefore to the department of methods on the one side, and to th e scholastic work of th e special departments of study on the o ther.
ENGLISH LANGUAGE AND LITERATURE.
ENGLISH LANGUAGE.
A thorough examination in the elements of English Grammar will be required for entrance into the Normal classes. Students will be required to show knowledge not only of the facts of etymology and syntax and the essential elements of sentential analysis, but also of the usual common terms employed to express these facts.
The first year class will spend one quarter(ro weeks) in a careful review of the main divisions of the subject, directing the work toward fitting students to speak and write the language correctly; and to teach others to do so.
In the elementary rh etoric, or composition, students will be taught to discriminate the elements of style and of effective expression of thoughts that are as far as possible original. In all classes studying language, composition will be constantly insisted upon. Frequent short exercises, occasionally varied by
STATE NOR J1 .4 L SCHOOL. 35
larger, broader undertakin gs, \\·ill be the usual rul e. The precept is thus well enforced by example a nd application.
Th e chief ends sought are a knowledge of the structure of the sentence, and appreciation of th e elements of style, and the power of pleasing forcible expression of one's thought. In the advanced class in Rh etoric (taken by Juniors and High School g raduates), A. S. Hill's P rinciples of Rhetoric is th e basi s of twenty weeks' work .
. -\fter the first term of the first year, each student prepares one declamation or other literary or rh etorical exerci ses each quarter.
Second year students present under the general direction of thi s department, one composition each quarter of th e year. Junio rs and High Sch ool graduates prepare one essay or oration each quarter of the year.
Seniors present two essays or orations, beside that required at g raduation.
Dy special arrangement with the teachers in charge of th ese exercises, any approved work presented at a public meeting of eith er literary society or of the Oratorical Association mlty be cred ited to the student.
READING.
Two idea s control the instruction 111 this branch. F irst an effort is made to secure reasonably correct and agreeabl e oral r eadin g of ordinary sel ection s in prose and poetry. To secure thi s as much of the fir st ten weeks as is necessary is g iven to drilL Correct articulation and clear enun ciation are insisted upon , and th e principles of emphasis, infl ec tion and the other qualities of good readin g are studied and practiced till a fair degree of profi ciency is attained. As thi s r equires littl e preparation outside the class, students are requ ired to read and report upon books from the general library. Tt is usuall y found possible for each student to read at least two standard books in this manner.
The second ten weeks are devoted to the reading of masterpieces of British and American li terature. Some are read criticall:·, with painstaking study, wh il e others are u sed simply for th e pleasnre of a rapid reading . lt is impossible to t ell in advance what ,,-ill be r ead by any g iven class , for those pieces are selected which are least fam iliar to the members. O ne class r ead critically Emerson 's "Behavior," Tennyson's "Enoch Arden ,'' Byron' s " P risoner o i Chillon ," Goldsmith 's " Deserted
36 STEVEXS POIXT
Village," and Brown's " R ab and His Fri ends," bes ides spending some time in a study of th e leading· myth s of Greece and Rome and representative poems in \Yhich the myths appear. Beyond this they read rapidly a number of masterpieces. The excellent t ext-book library gives a wide range, so that every class may have fresh and attractive materiaL This conrse should result in a better appreciation of literary merit, and should leave students with a desire to read and with some idea of what they should read fo r, some knowledge of what gives pleasure to a cultivated mind.
LITERATCRE.
Forty weeks enable the student to make long and numerous excursions into the fi eld of literature. To make these so attractive and interesting that they will leave behind th em a vivid appreciation of the beautiful and th e powerful, and a strong desire to read that which is elevating and inspiring, is the chief purpose of "the course.
That there may be some continuity in reading, and that thought may be in a measure systematic , a text in A merican and one in E nglisli literature are placed in the hands of the students, but the greater part of th e reading is from th e works of the ·writers studied. R epresentative writers from each epoch are compareci. and to the great masters is given abundant time for o. n acqu:>.inta;1ce with the peculiarities of their styles and an appreciation of the sources of their charms. Frequent reviews and critiques are called for, and one or more essays of length are written to embody the results of independent reading. The textbook library furnishes a plentiful supply of classics to draw for class use, and the general library satisfies the needs of every individuaL Reference books are abundant and are fr eely used. Attention is given to pupils personally; and frequently during the latter part of the year the reading of each student is independent of the others.
BIOLOGY.
ELEMENTARY BTOLOGY.
This course will be offered in the fall quarter and is designed to give the student a general knowledge of some of the typical forms in both plant and animal life. Special arrangements have
36 STEVEXS POIXT
Village," and Brown's "Rab and His Friends," besides spending some time in a study of th e leading myths of Greece and Rome and representative poems in which the myths appear. Beyond this they read rapidly a number of masterpieces. The excellent text-book library giYes a wide range, so that every class may have fresh and attractive material. This conrse should result in a better appreciation of literary merit, and should leave students with a desire to read and with some idea of what they should read for, some knowledge of what g ives pleasure to a cultivated mind.
LITERATURE .
Forty weeks enable th e student to make long and num erous excursions into the field of literature. To make these so attractive and interesting that th ey wi11 leave behind th em a vivid appreciation of the beautiful and the powerful, and a strong desire to read that which is elevating ancl inspiring, is the chief purpose of ·the course.
That there may be some continuity in reading, and that thought may be in a measnre systematic, a text in American and one in Englisli literature are placed in the hands of the students, but the greater part of the reading is from the works of the ·writers studied. Representative writers from each epoch are compareci. and to the great masters is given abundant time for '.n acquaintance with the peculiarities of their styles and an appreciation of the sources of their charms. Frequent reviews and critiques are called for, and one or more essays of length are written to embody the results of independent reading. The textbook library furni shes a plentiful supply of classics to draw for class use, and the general library satisfies the needs of every individual. Reference books are abundant and are freely used. Attention is given to pupils personally; and frequently during the latter part of the year the reading of each student is independent of the others.
BIOLOGY.
ELEMENTARY BIOLOGY.
This course will be offered in the fall quarter and is designed to give the student a general knowledge of some of the typical forms in both plant and animal life. Special arrangements have
ST.-'. TE S O R .\IAL SCH OO L. 37
been made so tha t we are able to offer some of the mo st interesting species of marine life fo r laboratory study. This course \Yi ll form an admirabl e introdu ction to the studies o f Botany and Zoology, and will g ive the stud ent an idea of the relation existing between these tvvo great kingdoms. The labor'ltory is furnished with th e latest and most approved apparatus, and with a full set o f staining re-agents for histological work.
ZOOLOGY .
This course will con sist of a study of the types of each of th e several groups of invertebrates. It \\'ill include, ( r) a careful
A COR:\:ER IN THE STUDY ROOM.
and complete description of the external appearan ce, (2) di ssection sufficien t to exhibi t sk eletal and stru ctural peculiariti es and all th e organs, (3) a g eneral study of developm ent, (4) and as far as possible a study of habits, food , etc . The text-book will be suppl emented by 011tlines, and by laboratory work on each form studi ed. Am ong the form s studied will be th e amoeba, the paramoecium, vort icella , marine sponges, hycl roicls , hydra and the typical form s in th e higher species . E special attention will be given to th e g eneral morphol ogy and functions of th e various o rgans . Th e students \\'ill be expected to mount slid es and cl o
3 b S T E V ESS POIST
such histological \York as will give them some idea of th e technique required for careful investigation.
NATURAL HISTORY.
There is no requirement of elementary zoology, or what is better known by the name of natural history, in any of th e normal courses. It is believed, however, that because of th e r elation of such work to the developm ent of the senses and because of th e interest children have in everything alive and because of th e utility of such study as a basis of language work in th e lower g rades it would be found a very valuable preparation fo r teaching . T eachers in country schools would be still more favorably situated for using such knowl edge. It is hoped, therefore, that an opportunity will be afford ed, either as a substitute for some oth er branch or as a voluntary addition to th e course, fo r the stndy of this branch through at least one quarter. The main purpose will be to becom e somewhat acquainted with the comm onest form of insect and animal life and with the literature now a vailahle for the use of teachers of Primary schools.
BOTANY.
ELEME NTARY BOTANY.
The time given to thi s subj ect is so limited that favorabl e opportunities will be afforded to students vvho desire to pursue the study beyond the limits of the course. Each student will be furnished with a dissecting microscope and instruments for use in the study of the plants themselves . Fruits and seeds, the germination and methods of r eproduction in plants, the structure and forms of flowers, leaves, stems and roots are some of the subj ects of investigation in the laboratory. U pon these topics th e library will furni sh abundant readings. The local fl ora will be studied in the fi eld so far as practicable; and the classification of flowering plants and th e m ore readily recognized of the flowerless species will be made a part of the course.
ADVANCED BOTANY.
Thi s \vill begin with a short review of the work covered in the elementary course. ::\1ost of the quarter, however , will be devoted to the general ph ysiology of plants , including a study of
STATE NORMAL SCH O OL.
the properties of protoplasm, th e processes and products of assimilation and m etabolism ; some of th e phenom ena of irritability; and a discussion of some of the practical questions of plant life an d growth . Th e laboratory work will consist of practical experim ents, and of histological work with the compound microscope. E ach student has an individual outfit of apparatus.
E LEME!'\TAR Y PHYSIOLO GY.
The course in E lementary P hysiology extends ten weeks. This includes a study of the skeleton, th e ti ssu es of th e body, the action of the circulatory, respirato ry and digestive systems, by means of dissection and microscope. Much stress is laid upon th e study of the nervous system and its relation to the other system s of th e body.
Hygiene is tau ght as a natural outcome of the physiological l :nowledge, that th e pupil s may he enab led to comprehend clearl y the necessity for the observance of hygienic laws.
Hereafter to enter this class, students must be prepared to pass an examination on so much of simple anatomy and physiology as is incl uded in th e outline in th e Elementary Course of Study for Common Schools, or will take a preliminary quarter in H ygiene here at th e School.
ADVANCED P HYSIOLOGY.
I n the advanced course special attention wi ll be g iven to the circulatory, digestive and nervous systems. Students who desire to take this course shoul d be abl e to pass a satisfactory examination in the work covered by th e elementary course; and should at least have had elem entary chemistry and physics. This will be essentially a ph;,siology course and will consist of a thorough study of the functions of the different organs, in connection with a full discussion of life phenom ena as observed in the human body.
PHYSICAL TRAINING.
The work in physical training has these aims: I. The health and development of the individual; 2. Ease and grace of motion through mastery of on e's self ; J. Preparation of the students to teach simple school gymnastics .
Students are m easured at the begining and end of the school
40 STEVENS POlcVT
year. From the measurements individual vvork is prescribed for development and symmetry, to overcome the defects and deformities resulting from acc idental causes, unhygienic manner of living, faulty seating of school-rooms and sometimes previous occupation.
Class.es meet everyday. Three workdays in the week are given to floor exercises, two to individual work, and one to theory.
Students who are physically unable to take the usual exercises, or who would be injured by them, will be excused as long as is necessary from th e floor.-work , but will be required to be present for observation and for prescribed individual work. Students will not be excused from the classes whose standing position and carriage do not wa rrant it, nor until they have shown their ability to conduct floor-work.
TH EOR Y AND METHODS .
As all work in the public schools under the present organization, must be preventive rath er than curative, the fo llowing subjects are treated :
The physiology of exercise: science of development ; hygiene of the senses; position at desks; deformities from careless seating; measurements for sea ts; teaching of hygiene; care of the body, and other similar topics.
Applied anatomy includes the fo llowing: Important muscles of the body; analysis of movements; structure of spinal column ; prescriptionof exercises, etc.
F rom the practice school classes meet every clay for drill. Beside the regular work , pupils having marked cases of spinal curvatnre or other physical deformities are given work adapted to overcoming their defects. Great stress is laid upon recreative as well as educational gymnastics; gam es are introduced which will develop spontaneity, alertness and enthusiasm. Much attention is paid to the developm ent of rhythm of movement and co-ordination of muscular action. (See also page 82.)
The gymnasium is open every clay until 5 o'clock for voluntary work and gam es, and every Saturday from 9 till I I for the Model School children.
S T A T E .YOR?IIAL SCH OOL. 4 1
PHYSICAL SCIENCES.
PH YSIC S.
I n th e work in Phys ics it is believed that the experim ental verifi cation of a physical law, by the student, furni shes th e very best basis for an intellig·ent appreciation of the working of that law in phenomena occuring outside of th e laboratory.
M uch care has accordingly been taken to provide facilities for making such fundam ental experiments in th e various departments of physics. F rom the experimental data obtained the student is led to draw such inferences as are warranted by the facts and to determin e what is and what is not proven by them. T his is accomplished by makin g th e results of the experiments the subjects of discussion and cri ticism in the daily recitations.
ELEMENTARY CouRsE: r. T hi s course includes a study of the various topics under th e mechanics of solids, th e mechanics of fl uids, simple machin es, heat, (except calorimetry) and the general properties of matter.
Recitations fi ve times a week, twenty weeks: Text Book, Carhart and Chute.
2. Th e laboratory course accompanying course I, and required of all students, begins with a somewhat extended series of measurements commencing with th e simpler kinds and leading to more exact work vvith dividers and scale, micrometer caliper, verni ered caliper, balan ce and oth er instruments of precision. As soon as a reasonabl e degree of facility and accuracy in the use of appa ratus is acquired, the stu dent begin s th e laboratory study of th e prin cipl es and laws discussed in th e recitation. Courses I and 2 are carri ed on as nearl y parallel as possible. T he laboratory work requires five hou rs per week for twenty weeks.
As fa r as possible in thi s com se the determinations made are quanti tative.
T he soluti on of problems both by mathematical and by graphic m ethods is a prominent fea ture of both th ese courses.
The apparatus is selected with careful reference to its u se by students and the supply is in creased as may be necessary.
ADV A :--: CED C OC R SE .
T his course of twenty weeks is devoted to a careful study of heat, includin g calorim et ry, an extended study of elec tri city and
42 STEVENS PO!XT
a somewhat thorough examination of the elementary principles of sound and light .
R ecitations, discussions, and illu strative experiments occupy five hours a week through the conrse. Five hours a week will also be required in the laboratory. T his work consists of quantitative determinations of mass, density, gravity, heat , electrical constants, etc.
For this work the laboratory is supplied with verniered gauges, micrometer calipers, balan ces of precision, a standard barometer, accurate standard thermometers, galvanometers of various patterns, resistance boxes, vVheatstone bridges, telescope and scale, a sir en, organ pipes, vibrating plates, a spectroscope, r efraction apparatus, lenses, quite complete projection apparatu s and a polarizing microscope.
Th e purpose of this laboratory course is to familiarize the student with th e manipulati on and practical use of instruments of precision, to illustrate the general method s of physical m easurem ents, the verificat ion of physical la\vs and the determination of physical constants.
A still more extended course will be offered to such students as may elect to pursue th e subject for a full year. T his course will be based on Ganot's physics and the manual of Stewart and Gee or of Austin and Thwing. Two hours per clay, divided between cl ass room and laboratory work will be required in thi s course throughout the year.
CHEMISTRY.
ELEMENTARY COURSE .
This course begins with practice in simpl e laboratory operations , such as solution, precipitation, filtering , washing. Following this comes a seri es of experiments so selected as to g ive an insight into the nature of chemical action and the operation of chemical forces.
The systematic study of the " non metals" is then taken up in the laboratory. The phenomena there observed and recorded are made the subj ect of recita tion and discussion in the class room, where special illustrative experiments are also perfo rmed. Students are thus led gradually to a famili arity with chemical
STATE .\"ON.1IA.J, SCFIOOL.
p henomena. and th e \Yay is o pened to a n understanding of chemic al la11·s.
About fiye 11·eeks devoted to the study of th e metals and th eir
salts.
ADYANCED (GRADUATE) COCRSE .
Chemical analy sis and th e clem ents of chemical phil osophy. Practice in th e various operation s o f chemical analvsis 11·ill be
A STUDENT'S CHE:IfiSTRY TABLE .
follo11· ed b:> the analysis of si mpl e salts, m ore complex compounds. commercial products, ores, etc.
T 11·o hours per clay for twenty ,,·eeks. This course is wholly optional in addition to all that is re
·q ttirecl for g raduation , and is offered for th e special benefit of those 11·ho 11·ish to acquire necessary skill in using apparatus and mastery of facts to enable th em to teach the subject acceptably in good schools. It is open only to th ose \Yho have hac! the elem entary cou rse o utli ned ahoYc. or its equi1·al ent.
44 S T EVENS POINT
GEOLOGY.
The work in Geology consists of : (a) A somewhat full discussion of the forc es now at work in
and upon the earth. Thi s includes: I. The work of th e atmosphere, (1) mechanical, (2)
chemical. II. The work of runnin g water.
III. The work of ice. IV. The work of igneous agenc ies. (b) The study of minerals and rocks, determination of com
mon minerals, simple classification of rocks, origin of rocks and th eir relation to soils.
·(c) I. A study of rock structure. II. The origins of topographic forms, an inquiry into the
methods and processes by which th e hills and valleys, mountains and lakes and all the various landscape features have been develop~d.
(d) An outline of Geological History as exhibited in the development of North America.
In this outline study the principles on which such a history is based are fir st made cl ear. Each age is then passed in review and its distinctive features are pointed out. The physical geography of the continent is traced from its earliest recognized beginning to the present. Parall el with this study of the physical life of the continent is carried on a study of the developm ent of animal and vegetable life.
F I ELD WORK.
Facilities for field study are good . Stevens Point is at the junction of the Cambrian with the Archaean , and the numerous exposures along the \Visconsin River furnish varied illustrations: in dynamical and structural geology. The great terminal moraine lies a few miles east , and offers good examples of some of the topographic form s clue to ice action.
GEOGRAPHY.
PREPARATORY COURSE.
This course of t\nnty weeks is intended to give the student a: sufficien t kno·wledge of descriptive and commercial geography to enable him to enter intelligently into the more extended work required of Normal students.
.ST.4Tc NORMAL SCHOOL.
It includes : Correct interpretation and use of g lobes, maps and pictures. Map drawing and making.
45
Careful study and location of important phys ical and pol itical divisions of each continent.
Distribution of minerals, vegetation and animals. Study of people, population centres, manners and customs,
religions. Commerce, exchange of staples , and trade routes, are partic
ularly emphasized.
KOR~L\L COURSE.
Tests for graduation from this course include: I. Concept of earth as a sphere and consequences of its
m otions. II. Relative size, position and area of land and water
bodies. II I. Location of important physical and political divisions. I V . Knowledge of physical causation, activities and pro
cesses as affecting earth for man 's occupancy. V. Climate, soil and mineral s.
V I. Life: Distribution of vegetable and animal. Commercial values. Distribution of human types . Relation to physiographic features. Social conditions, manners and C'.lstoms. R elig ion, government, occupations.
VII. Commerce, product areas. Commercial centres and routes. Influence on man, communities and nations.
VIII. Population Centres: :t\ atural, historical, commercial, educational advantages of location .
Students are required to read maps readily, to sketch any important locality and describe the same, to reckon standard time. to understand method of public land survey, to draw diagrams illustrating movements of winds, currents.
During the entire course training is given in map molding and drawing.
In both the Preparatory and N onnal Course special attention is g iven to the geography of E urope, North America , U nited States and Wisconsin.
· Constant reference is made to the Geographical section of the excellent general library.
46 STEVENS POIN1.'
PHYSICAL GEOGRAPHY.
How? and Why? are key-words throughout. Relations of earth's phenomena to conditions of man constantly considered.
As many stndents enter this course having no knowledge of physics, a preliminary study of some of its fundamental laws is necessary.
The course furnishes opportunity for I. Review of Mathematical Geography and an examination
into its influences on terrestrial phenomena. II. A detailed study of earth's three moving envelopes, viz.:
Rock-Constitution, pulverization, tran sportation, uph eaval, depression.
\ Vater- Storage basins, drainage systems, transporting power, currents, waves, tides.
Atmosphere- vVinds, constant, periodic, variable, calms, moisture of, evaporation, condensation, precipitation. Electrical and optical phenomena.
III. Plant, animal and human life as dependent on and affected by above.
PROFESSIONAL REVIEW .
The object of this course is:
I. To review the content of geography. II. To discover its educational value.
III. To discuss its correlations. IV. To consider carefully the course of study from first to
eighth grades inclusive. V. Careful study of one country with discussion of
methods. VI. To make and submit plans of lessons according to ac
cepted m ethods. VII . To make library reference li st of at least one country.
STATE .YORMA.L SCllOOL. 47
PREPARATORY HISTORY.
Text-Montgomery's Leading Facts of American History. For admission to the Normal Class in American History an
accurate knowledge of the important facts of our history is necessary. The Preparatory course aims to give this knowledge. Attention is confined quite closely to the text-book in order that by repetition and drill the facts may become permanent possessions. In the recitation, however, pupils are tested as to their grasp of the facts and their understanding of the significance of events. Those who have studied United States history a term or more in the common schools sometimes fail to enter the Normal Class because their knowledge of the subject is that of words and phrases merely, and that, too, of words and phrases in a certain setting. vVhen questions are asked in entrance examinations, requiring new combinations, such students are unable to answer because they never considered the relations existing between even the most closely connected events. If questions are framed in a form to which they are unused, they fail because their knowledge is of the book and not of the fact. The preparatory course is intended to correct these faults, to clear pupils' minds of vague notions, to make the facts seem real and rational. Supplementary reading in the lighter and more interesting books is introduced.
XORMAL COURSE II-! AMERICAN HISTORY
Texts-Fiske's History of the United States. Gardiner 's English History for Schools.
It is desirable that students taking this conrse should have a general knowledge of our history. Upon this basis an effort is made to broaden their conceptions by deeper inquiry into causes and results of leading events. The dep'endence of American upon European history is emphasized. Certain chapters of Garcli-
48 STEVENS POLYT
ner's English History are studied in order that a more complete background may be furnished for the great events of European history that so much influenced our own. For instance, such epochs as that of the struggle between England and ,Spain, and later between England and France, and the course of English history during the seventeenth century are carefully considered in order that our colonial history may be better understood. The isolation of American history is thus avoided.
The library readings required in this course constitute about one-third or one-half of the work. Exact references, and in many cases outlines of topics, are furnished in order that this reading may not be desultory. Particular periods are thus expanded , such as the period of French exploration, in which students of vViscomin history are particularly interested; the period immediately preceding the American R evolution; the political history of the period when slavery questions were prominent. The student thus becomes acquainted with the standard authorities and obtains that larger outlook over the field of American l1istory so essential to the teacher of this subject. Students soon discover that the real interest of history lies in the details of personality and events that text-books cannot give. Their teaching of history will, it is hoped, become something more than the routine teaching of a text. .
The books most freely used are the three volumes of the "Epochs;' series. A number of sets are furnished for this purpose. Other works are such as the following: Parkman's works, John Fiske's histories, American Statesmen series, Johnston's American Politics, Lalor's Cyclopedia, American History Series, Channing's United States, Roosevelt's vVinning of the West, Eggleston's Beginners of a Nation, Bancroft. Schouler, McMaster, vVinsor.
GENERAL HISTORY.
Texts-Myers's General History. Gardiner's English History for Schools.
A rapid review of the entire field of human history is attempted in this course. vV orks of reference are used extensively in the preparation of topics throughout the course; thus, breadth of view is encouraged rather than rigid adherence to the text. Greek, Roman and English History are made prominent, while several weeks are given to the study of the nineteenth century. The text being so meagre on this period, a good opportunity is furnished for library work.
STATE NORMAL SCHOOL. 49
The dynastic side of the various periods covered is not given undue prominence, but the social, economic, intellectual and religious features of the world's great civilzations also receive attention. More than usual prominence is given to art and architecture as expressions of the life of a people; a good number of stereopticon slides are used for this purpose.
PROFESSIONAL REYIEWS IN HISTORY .
Texts-Fiske's History of the United States. Hinsdale's How to Study and Teach History.
\Vhile students are expected to make a rapid review of the entire fiell:l of American History in this course, particular attention is paid to certain periods, as, for instance, the influence of European events upon our history, the cause of the revolution, the critical period and the history of political parties. A large share of the time is given to discussions of the books that supplement each period in the various grades. An acquaintance with these books is obtained by contact with them in the library. Such facts are learned about their size, price, grade, style, authenticity and usefulness as will be of service to future teachers when selecting books for themselves or for their schools. :Methods are discused in connection with the review work.
ECONOMIC AND IND USTRIAL HISTORY OF THE UNITED STATES.
This advanced course is offered to students who are prepared for it. The work will be entirely in the library, with the guidance of topical outlines and references. The following are some of the subjects that will demand attention: Economic conditions affecting the discovery and exploration of America; industrial motives for colonization ; social and economic conditions in the English colonies; economic facts b;eari~:g on the Revolution and the formation of the Union; tariffs of the ·united States; causes and influence of westward migration; economic aspects of slavery; industrial expansion since the civil war; concentration of wealth.
CONSTITUTIONS.
Texts-Hinsclalc's American Government. Fiske's Civil Government. Dole's American Citizen.
JVIost students come to this course with an elementary knowledge of the Gnited States' and \Visconsin Constitutions. The origin of the former is carefully studied and its development
50 STE1'E.YS POINT
traced. Thus is begun a study of the larger truths of our national government and the relation of that government to the state systems. vVhile detailed knowledge of these constitutions is sought, pupils are encouraged to view the details in the light of our whole political system. Another prominent feature of the course is the expansion of such topics as the Power of the Speaker, Civil Service Reform. the Congressional and Cabinet Systems Compared. For this purpose library readings are assigned. The magazines and papers of the reading-room furnish opportunity for the study oi current events. During the past year the class have been required to inform themselves upon such topics as the Immigration Bill , the Arbitration Treaty, Has the Senate Degenerated? the A nti-Trust Law Decision. Class discussions of these matters and of many other items of less importance add interest and make the course practical. In furth er pursuance oi these ends the class is brought into contact with state and national reports and other publications. City and local governments are not neglected. T heir actual workings are shown and the tendencies of modern thought in th ese fi elds are noticed.
POLITICAL ECONO.\IY.
T exts-Laughlin: E lements o f Political Economy. vValker: Political Economy, Briefer Course.
The g reater part of the tim e devoted to thi s study is spent upon the fundamental principles of political economy, in order that a solid foundation may be laid upon which the student may base his future reading and study. Practical illustrations of these elementary truth s a re made prominent. D uring the course each student investigates a topic, using all the materials afforded by th e library: after first g iving a report to the class from an outline, he prepares an essay upon his subject. The entire class studies one important topic for a few \veeks, gathering materials from all available sources. The bimetallic controversy was fully studied in r8g6. The class of r897 had a fine opportunity to become intimately acquainted with our monetary system in this way. The class is kept abreast of th e times and in touch with contemporary thought and movements by frequent reports from the periodicals and reviews in the Reading Room.
STA. TE NORMA.L SCHOOL. 5 1
LANGUAGES.
L.\Tl:--1.
Three years is th e tim e given to the study of Latin. The course includes four books of Caesa r or an equival ent amou nt of Viri Romae, seven oration of Cicero and four hooks of Vergil's Aeneid.
During the fir st year a familiarity with grammatical fo rm s and constructions is gain ed and as much of Caesar's Gallic vVar is r ead as time permits. Th e work is both written and oral, th e former for the more accurate study and analysis of difficult constructions, th e latter for training the pupils to r eadily grasp thought in idiomatic Latin.
P art of the orations of Cicero are read at sight and part are assignee! for careful preparation. One lesson in Latin composition is given each week during the second and third years. Translation at sight is carri ed through the course.
A fourth year in Latin is off ered in order that High School stu dents, ancl those who have completed three years Latin in the 1\ormal course, may continue th e study without repeating what has alreadv been reacl.
D uring the yea r 1896, Livy was the author studi ed. During 1897, the work has been Horace's Odes and Epocles, Cicero's De Senectute and Plautus's Captivi.
Roman pronunciation is followed.
GERMAN.
The course occupies two years, but the authors read during successive years are varied so that those who desire may continue th e study of German during the third year. Th e clay's lesson furnishes material for a short conversation in German. T hree plays are regularly r ead, and among those that have been used are Die J ournalisten, Minna von Barnhelm, Der N eff e als O nkel, Maria Stuart, Emilia Gaiotti, N athan der vVeisse; and some prose, Undine or Soil unci Haben. (See li st of books on page 88.)
There is daily practice in translation at sight during th e second yea r.
In the selection of r eadings and other work for the advanced class attention will be g iven to th e wishes and needs of th ose high school g raduates who have had two or more years of German.
52 STEVEXS POIXT
MATHEMATICS.
One aim of the course in mathematics is to give the student a practical knowledge of the subjects taught, and to train him to hanits of careful and accurate thinking. On the pedagogical side the aim is to draw attention to th e best methods of presenting the different topics, and to the fundamental principles underlying each subject. Thus in arithmeti c the student is taught the artificial character of the A rabic .K otation and how the fundamental lavvs underlie the four operations; in algebra he is taught the nature of opposite numbers by many concrete illustrations, the relation of the quantities of the literal notation to numbers , and the logic of the solution oi equations; in geometry he is taught the importance of a thorough knowledge of the working definitions and geometrical axioms and the propositions to be used most frequ ently; and emphasis is laid on the deductive character of the reasoning. In short, careful attention is paid throughout to fundam etals, in the hope that it will aid the young teacher to better overcome the difficulties beginners fine\.
ARITHMETIC.
In the teaching of the Normal arithmetic class (ro weeks), two objects are kept in view, viz., bringing in review and supplementing the stu dent's previous knowledge of the subj ect; and correcting any errors, crudities or imperfections which may remain from previous study. .Many of those who come to the school are found to be unskill ed in mental calculations, and to lack speed and accuracy. The course is begun by making a careful study of the principles used in factoring and in learning all the factors of all of the numbers up to roo and sometimes beyond that number. This is followed by the mental solution of many of the written exercises of factoring and fractions . Th en decimals are taken up and attention is paid principally to the reasons for the rules for the several operations. Drill, chiefly oral, in the solution of practical problems on the tables, linear, square, cubic, dry and liquid measures and avoirdupois weight, is begun at the beginning of the term and kept up throughout the whole ten weeks. The method by aliquot parts is largely used for these mental calculations both here and in interest. Both in the mental and written work the use of short cuts in calculation is encouraged in every way. Circular measure, longitude and time, and standard time are each studied until they are thoroughly understood,
STATE lVORMAL SCHOOL. 53
numerous oral probl ems being given in additim1 to the regular written work. A fter practical measurements are gone over in detail , analysis is taken up and this important topic is carefully r eviewed, commencing with the simplest problems and going on to those whch tax the ability of the class to the full extent. Percentage now follows naturally, roo taking th e place of the "one" of analysis. Drill is given in the simultaneous solution of problems by analysis, by percent analysis, and by formula. In interest stress is laid on one, broadly comprehensive, m ethod. Here, as in analysis, and everywhere else , much emphasis is set on th e employment of cancellation whenever feasible . In the other applications of percentage the attempt is made to take away as much as possible of th e unreality of the subj ects by making easy practical problems in which members of the class are supposed to be the agents or actors. The study of ratio and proportion and of the :VIetric System usually completes the course. It is thought stndents of th e maturity of judgment of those that come into this class will get more help in teaching in this way than in any other.
Students who show, on entrance, a mastery of this branch on th e scholastic side, are encouraged to take other mathematical or professional work in it s place.
F or th ose who cannot pass sati sfactory examination at entrance, a preparatory class is maintained which takes up the study in detail of the more elementary portions of the subjects. The chief purpose of this class is drill to secure accuracy and facility in computation.
ALGEBRA.
The elementary course in algebra covers 30 weeks and includes the mastery of the fnndamental operations, factoring, fractions, simply equations, powers, roots and quadratic equations. The advanced course ( ro weeks) includes radical s, proportion, logarithm s, progressions, interest, indeterminate coefficients, binomial th eorem , and choice.
GEOMETR Y.
The work in plane geometry extends over twenty weeks. It is intended that in thi s time all the most important theorems and problems of geometry commonly given will be learned, together with a large number of original ones, and besides, general exercises which illustrate the m ore important theorems will be solved. One quarter (ten weeks) in th e latter part of th e course is devoted to solid g eometry.
54 STElf ENS P OIN T
TRIGONOMETRY.
Those seniors who have a sat isfactory record in Geometry and are able to take advanced work instead of reviews and especially those who look to·ward college or university study, are permitted to elect plane trigonom etry instead of solid geom etry. Some students find it profitabl e to take both subj ects, thus insuring more thorough preparation.
~f\~fr·· ~~- c)
The purpose of this department is first to teach the pupil to draw. Drawing is so taug ht as to show its practical value in all lines of work.
The course covers \YOrk in construction, o r instrumental and free-hand mechanical dra\Ying and pattern making ; representation or pictorial drawing; decoration, or study of design ; clay modeling, and methods of teaching.
All drawings are made from obj ects , giving individual interpretat ion.
Th e mechanical drawing is taug ht after the latest shop methods, and includes both instrumental and free-hand workingdravvings, as well as pattern making . It is hoped that a Manual Training department in connection will allow the making of some ohj ects thus drawn.
R epresentation includes free-hand perspective, which develops into still life sketching in pencil and ink, also charcoal drawing from cast and still life. In connection is clay m odeling from cast, which develops stronger perception of form.
D ecorative drawing or applied design is not attempted, owing to th e limited time g iven to the whole course. It is the aim to make pupils familiar with th e principles of desig n, to lead them to appreciate proportion, adaptation to purpose, and curvature of form, through designing useful objects, and to teach something of historic decoration.
ST.4 TE iYOHAIAL SCHOOL. 55
Under the methods of teaching, Prang's complete course 111
drawing and color is given. and work in practice teaching. The relation which this study holds to other subjects is pointed out
A SKETCHING CLASS-:VIODEL SCHOOL.
and much blackboard drawing is required. Further practice 111
drawing is given in conn ection with geography and other science classes.
The work in the l\Iodel Grades is carried out in the same man-
56 STEVENS POINT
ner as that in the Normal department, being simplified according to age of pupils.
Students are encouraged to take a longer course than the one of forty weeks, and so secure more thorough preparation to teach drawing in all schools. It is the earnest endeavor of this departm ent to develop readier, more observant and competent teachers for all kinds of teaching. The training of eye, hand and brain obtained in the drawing class is a means to that encl.
WRIT!~ G.
One purpose of this work is to get more legible writing among students. Vertical writing is taught, as it seems the most natural, more readable, easily and quicldy executed. Freedom, arm movement, drill of letters, and words , with thought given to proportion and relation of letters, are means for gaining this end.
Methods of teaching writing will receive time and attention proportionate with the importance of the subject. More stress will be laid on the universal conditions and principles than upon any particular system of penmanship. Any student is permitted, and those who do not write well are required, to join the writing class until fair proficiency is attained.
SPELLING.
Failure in this branch is so conspicuous in the case of a teacher, and improvement so obviously in the power of each per:son, that in the Normal School above the Model Grades, no regular class in this subject is maintained. Instruction is provided, however, for all those i\ormal students of any grade whose written work shows serious deficiency in this line. Attendance upon the class is required only until evidence is given of reasonable skill and proper regard for such an important matter.
VOCAL MUSIC.
The "Elements of Vocal l\Iusic" is regularly scheduled for a period of twenty weeks, and a beginners' class is formed each quarter. This is a change in the order of the work of the previous two years, when there was a beginners ' class every quarter.
The work in this class covers the art of breathing, articulation, voice culture, sight reading, the elementary principles of harmony and the history of music.
~ --------
ST.-1 T E .'IOR.1I.4L SCHOOL. 57
It is evident that music mnst be taught largely by th e regular teachers in the elementary schools, and fo r those who des ire to become th oroughly prepared to do this work there will be an elective class of ten weeks, in which much attention is g iven to methods of teaching, conducting, and practice in the Model School.
There is also a Normal Course for those who wish to become specialists in public school mu sic. The length of tim e required depends upon the qualifications and adaptability of th e applicant. The work embraces vo ice culture, sight reading, elements of harmony, theory and practice, and th e history of music, together \Yith the actual teachin g through all of th e grades in th e Model School und er the direc t supervis ion of th e director of mu sic.
Th e Normal chorus receives twenty minutes' drill each clay throughout the year and has furnish ed much music for th e school upon public occasions.
A class in vocal culture has continued in interest and enthusiasm throughout the year. This work includes exercises in breathing, vocalization, Vaccai studi es , ballads, songs, and arias of moderate diffi culty.
A mal e quartette and a ladies' sextette have made steady improvement. They have repeatedly furnished mu sic for special occasions as well as for the regular rhetorical exercises of the school.
A musical society call ed St. Cecilia , met once in two weeks during the vvinter terms and gave a program composed of vocal and in strumental numbers togeth er with readings in musical literature and interesting topics of the clay.
For individual instruction in vocal music covering Vaccai, Marchesi and Concone, ballads, songs and arias, ensemble singing and practice in sight rea ding, t erms will be furni shed upon applica tion to Sophia Linton, Director of ::VI usic.
LIBRARY.
For th e reading room and library th ere is a light, airy room on th e second fl oor easily accessible from the assembly room, or from any other part of the house. It is open all day during the school week and Saturday mornings. Students are free to draw books or read at any time when not actively engaged in class exercises. The books are thoroughl y indexed and classified, and
5 8 S TE FE.\"S POI NT
a complete ca rd cata logue makes all the resources o f th e library o n an y special topic readil y ani la bl e for th e use o f an y class or student . Stud ents may al so th us become acq uainted ,,·itb th e simplest p rincipl es of library economy and labo r savin g dev ices and plans of library managem ent most generallly adopted.
Th e library is free fo r a ll students of the school except fo r th e small charge noted bclO\\·. Care has been used in expending the funds available for thi s purpose so as to secure the most serviceabl e coll ectio n of books for each departJll ent of th e school:
EAST HA LF OF THE LIBRARY .
the departments of pedagog:-·. hi sto ry, hiogra ph y. ci vies . general litera ture and sc ienc e a re especiall y strong . and th ere is lib eral p rm· ision o f cyclopedias and books of refe rence. Additions made in each lin e during th e present season give an excell ent ,,·orkin g libran· o f abo ut fi ye th ousand four hundred Yolum es. A mong th e hooks already on hand are some va luabl e public docum ents and many pamphl ets of spec ial se rvice to th e stud ent. A bou t 300 volum es o f boun d periodi ca ls have been obtain ed , g iving continuous fil es of some va luabl e magazines and journ als for recent years. In geog raph y, history and political science th ese ,,·ill be in constan t use.
STATE NO R MAL SCHOOL. 59
The librarian devotes her whol e time to the service of th e school through the library and is ready at any time to help th e students in their readings or their investigations. The teachers will render general assis tance but will more especially look after the interes ts of th eir several departments and of students pursuing special studies under their direction.
In addit ion to the u sual duties devolving upon the librarian she will meet th e school in sections for instruction for the convenient use of the library outfit and in such matters of library economy as choice of books, ordering, classifying, recording, and oth er matters of interest to teach ers in vievv of th e growing use of libraries anc\ the increas ing supply of good books furni shed the t eacher under our present library laws. She will al so have general charge of library readin gs to be pursued by the students. Of these classes one purpose is to cultivate a taste for good li tera ture, anoth er to acquai nt teachers with the best juvenile literature and th e best methods of using di strict school librari es .
COMMON SCHOOL REVIEW COURSE.
\!\!hen this State Normal School was first opened in September, 1894, the prospectus contained a proposed one-year course for th e benefit of those teachers who needed a r eview in common branches hut could not expect to spend enough time at the school to complete th e E lementary Cou rse. The schedule then arranged was very fl exible and permitted a wide choice of subjects and grades.
In the catalogue of 1895 it was said, "It is believed that thi s is a practical selection for many who hold third grade certifi·cates.'' "This is not a definite recognized course, but a selection from the first two yea rs o f the Elementary Course, and may even substitute for those who must, some studies in th e P reparatory Class. It is an experim ent to ascertain whether there is a reasonably large number of persons who expect to t each in the common schools who will undertake such a definit e short course. Another purpose is to find out , if such a demand exists, what is th e selection best adapted to meet th e demand.' '
The brief course outlined above has been approved by many :superintend~nts and school offi.cers, whose opinion was sought.
60 STEVE.VS POI N T
For this course there was no authorized recogmhon; the student was to obtain simply a statement of standings signed by the President of the school. The urgent need of such preparation for work in common schools, coupled with the large number of Normal students teaching and intending to teach in the district schools before graduating, led the Board of Regents, on the recommendation of the P residents of the schools, to definitely establish and recognize this course, and to authorize a certificate to be issued to all those who successfully pursue the course marked out.
The features of this course to which special attention is called are: fi r st, in each branch the instruction begins at a point easily reached by a good student from the common school ; second, time enough is given to English and branches that must be taught to secure a fair mastery; third, in mathematics, science, music , drawing, there is a choice offered of some ·work that is new, inspiring, helpful to ambitious young teachers; fourth, some elementary professional work , including one quarter of practice teaching.
These three quarters of professional work must be especially useful in modifying previous ideals of teaching, of discipline and of the most available m eans to serve the general purposes of the school. It is the dominant purpose of this school to be helpful to teachers in the most direct ways, and therefore the logical order of mastery of subj ect, of theory and of method before admission to the practice school, is for the present, for the purposes of this experim ent interrupted. This practice teaching will not be taken "as a matter of course," but only by those who have achieved definite success in preliminary work, and who are approved by the teacher of the school.
Those who complete this course signed by the President of the school.
will receive a certificate (See page 79.)
ST.4 TE NORMAL SCHOOL. 61
MODEL SCHOOL.
ORGANIZATION.
This School for Practice in teaching is organized in three Departments corresponding very closely to the division of common schools into three Forms.
The Primary D epartment embraces the pupils of the first three years at school, known as F irst, Second and Third Grades; the Intermediate includes the Fourth, Fifth and Sixth Grades, and the Grammar Department embraces the Seventh and Eighth Grades, and during part of the year an advanced class known as Eighth Grade " A."
This school receives such pupils as are sent by parents to enjoy the benefits of the school, and in the upper classes some who are not yet ready to enter Normal or Preparatory classes. A moderate tuition fee and book rent are charged.
Each Department is in charge of an experienced, capable teacher, who does a good part of the teaching and has general supervision of the grades. The rest of the teaching is done by the practice teachers from the Normal Department, under the daily oversight of the Supervisor of practice teaching. Attention is g iven by all the teachers to the previous condition and instruction of the class, as well as to the requirements of the course of study. As the classes return in successive Quarters to the care of the regular teachers, all deficiences are supplied and their regular progress in an lines secured.
COURSES OF STUDY.
P RIMARY DEPARTMENT.
READING.- The aim is to make intelligent sight readers, capable of grasping the thought of the author with little consciousness of the words employed and ready to tell quickly what unknown elements hinder them. Emphasis is placed upon the fact
STA.TE .VORMA.L SC H OO L. 63
that we can give to others only what is clear to us. Naturalness of expression results. Pupil s are train ed to be good li steners as well as r eaders.
In the begi nning, \Yhen the school room is a new \No rld , the lessons preparatory to readi ng are conversations on subj ects, pictures and the child' s hom e interests. I\ large number of script words arc taugh t, all of \Yh ich arc usee\ in sentences. Afte r th e transition from script to print has been made. the blackboard work in scri pt is continu ed until a parag raph of some length is casil \. read.
The fi rst half of more th an on e F irs t Reader is com pleted before much supplem entary reading is introduced. \Vith the Second Reader , simpl e fairy tal es , rh ymes and fabl es arc used. vVith the Third R eader. stories in Greek mythology are added to fables and fo lk stories.
Spelling is not a separate exercise un til a writ ten vocabulary has been gained. So far as possible only correct form s are seen and care is taken that th e child shall not repea tedly misspell. l'honic analys is is taught a nd used aft er the hab its of thou ghtreadin g and correct spelling have been es tabli shed.
LANGUA GE.- Ural language has an important place from the first. An effort is made to induce the child to talk freely. Faulty, incomplete sentences are corrected with care. Objects and pictures are described. Good stori es are told , such as R ed Ridinghood. T he Th ree Bears, T he Ugly Duckling and the Pea Blossom : these are reprod uced orall y. Short selections are learn ed.
vVritten language begins when the impulse comes to re-create with crayon tli e th ought ga ined from the board. Short sentences are copied; later, paragraphs. Attention is paid to common punctuation marks and to capital letters. Ch ildren 's own reproductions are copi ed from th e board. Blanks in sentences are fill ed with appropriate words. Sentences are composed containing familiar g iven words and in answer to questions. The com position of sh ort stories and letters is emphasized in the last part of the second yea r. In th e third year the foundation is laid for geography in lessons on location , and observation of di ffere nt fo rms of life. Child life o f other lands is studied, and fu rni shes th e th ought material fo r composition, as does also th e study of hom e geography.
AIHTH:vrETic.-This study is presentee!. as far as possibl e, in such a way that it will appeal to the child as being a part of real life. T he hab its of accurate thinking, neat, sk illful and rapid
S TEVE.YS P OIST
execution, truthful and independent representation are ah\·ays held in view. O bjects familiar to the child are counted and grouped. Simple practical problems are given. Children are e ncouraged to make p·rohlems.
Fig ures are introduced when a considerable knowledge of the numbers below ten has been gained ; and sig ns are taught when they are needed for use. All the fundamental operations in numbers under twenty together with the multiplication tables to twelve are taught. Fractions are in troduced from the beginning with multiples of two, three, four and five.
A book is used at the beginning of the second year . Analysis comes with the ability to read and picture mentally the concrete problems in the book. The facts in denominate numb ers are taught as they come within the numbers studied. Actual measurements are made by th e children. Prince's A rithmetic by Grades, Book III ., is begun in th e latter part of the third year.
VocAL Music. Th e Major Scale is presented as a whole. Tone relations are taught by dictation. The sense of rhythm is d eveloped and various forms of measure are presented. Tune and tim e are united. Six-part measure is taken up and key and time sig natures with the position of key note in nine keys are taught. First Series of Charts and First R eader of Normal Music Course are used. Rote songs.
DRAWING.-Drawing in the Primary D epartment is the be:ginning of the study of form throug h the three divisions of drawing,-R epresentation, Construction and D ecoration. It is developed by means of th e handling, fe eling and drawing of t ypes and natural forms and by means of stick and tabl et laying, cutting folding and pasting. The study of color is al so carried on in connection with nature and elementary decoration.
It is th e purpose to lay such a foundation that the children 's ability to express thoughts by means of drawing may be equal in flu ency and accuracy to any other form of expression. To aid in this, drawing is correlated with reading and science. All the work is carried on in close connection with observation and representation of form s in nature.
STATE NORMAL SCHOOL. 65
INTERMEDIATE DEPARTMENT.
READING.-Throughout the Intermediate Grades preference is given to complete classics rather than school readers. Criticisms of the oral reading are so directed that a good interpretation of the thought by correct emphasis and inflection is considered of more importance than skill in word-calling ; thus impressing upon the pupil's mind the necessity of getting the thought before attempting to read. Clear enunciation and in general correct pronunciation are considered necessary to good interpretation. Preliminary to each oral reading exercise, are given short vocal drills, designed to produce flexibility of voice, and ease and accuracy of articulation. There are frequent exercises in sight reading, and practice in silent reading followed by the reproduction of the thought. Memorizing of selected passages throughout the course.
Among the. books read in class are the following: King of the Golden River, Svviss Family Robinson, Hawthorne's Wonder Book, Hiawatha, Courtship of Miles Standish, Lamb's Tales From Shakespeare, Harper's Fourth Reader, and Heart of Oak No. III.
LANGUAGE.-Every expression by pupils, either oral or written, is regarded as a proper subject for instructive criticism; hence every exercise is to some extent a language lesson. Special instruction in language is also given in all grades, with much composition and letter-writing. Pupils are first furnished by the teacher with abundant material for thought, and are required to give clear oral expression of this before the written expression
is called for. During the Fall and Spring Quarters the basis of Composi
tion work consists of nature study, including, for the most part, plant life, flowers with flower-myths, birds and insects. During the \\Tinter Quarters, history and biography furnish the subjects. Mythical, Pioneer ancl Revolutionary heroes are interesting and stimulating subjects, as are also the biographies of men of high character and aim. Language is also correlated ·with geography and reading. Some familiarity with the terms of formal grammar is established through the incidental use of them by the
teacher. ARITHl\IETic.-The aim is to secure quickness and accuracy in
computation and conciseness in oral and written expression of
STATE NORNIA.L SCHOOL . 67
processes and results. The effort is made to establish a pennan ent habit of dissatisfaction with any process that is not understood : also the habit of self-reliance by teaching th e use of lines , diag rams and variou s sorts of picturing and concrete illu strations. a s a means of assistance to the reason in determining th e truth. In the choice of matter, only essentials are taken. P rince's Arithmetic by Grades, Books III, IV and V, are used.
GEoGRAPHY.-First the \\·ori el as a whole is studied, F rye's P rimary Geograph y being used as a text-book.
Then th e movement is from hom e outward,-the county , s tate, United States, and Our American ~ eighbors, being studied in the order named. Emphasis is placed upon the study of our own state, so that it may become in as many particulars as possible, a standard of comparison, along the lines of both similarity and difference, to be constantly used in the study of other states and of foreign countries .
Later, the Eastern Hemisphere is taken up for particular study, it being ah·eacly some11·hat familiar to th e pupils, both as to its map representation, and its commercial and historical relations, through fr equent reference to it during th e study of the Vv estern Hemisphere.
:-lap drawing serves a double purpose. O ne great objec t is t o fix g eographical fac ts in th e memory. H ere, the mechanical parts are clone in as easy and rapid a mann er as possible. A second benefi t is secured by occasional ca reful drawings to scale and in the most approved m ethods of relief representation.
VocAL Musrc.-Chromatic tones are developed. The study of time is continu ed, taking up divid ed pulsation. The Second Series of Charts and Second Reader of the X ormal l\I usic Course are used. Rote songs.
DRA " ' IN G.-Less clay mod el ing and more work in construction, representation, free -hand and color. Historic ornament is introduced more extensively. being tanght largely through story and symbolism. P rang's Com plete Comse, Books Yo. III to V II I , inclusive.
GRAMMAR DEPARTMENT.
l<EADIN G.-In the Seventh Gracie the aim is first to get the thought and then to enunciate clearly. In order to secure the latter much drill is g iven in pronouncing difficult combinations
68 STEVENS POINT
of consonants. The long vowels furnish material for drill in emphasis and inflection. During the yea r the following are read: Evangeline, A-Hunting of the Deer, Story of a Bad Boy, Eggleston's History of the U . S. ; Selections from Harper 's F ifth. R eader and Heart of Oak No. IV.
In th e E ighth Grade, stress is laid upon the li terary side of reading, the foll owing books being used in class: Lady of the Lake, Merchant of Venice , Cricket on th e Hearth, Christmas Carol and E noch A rden.
GRAMMAR.-The work presents two phases,-Composition and Technical Grammar. Description and narrations already studied in geography and reading are reproduced while other topics are given, designed to stimulate the imagination. Letter writing continues throughout the course. P ractical English Grammar by Mary F . Hyde, Maxwell 's Grammar and Welsh 's Composition are used as text-books.
MATliiEMATics.-Aritl1metic and Algebra constitute the course· in mathematics. In th e Seventh Grade m easurements of plane figures, denominate numbers and problem s in percentage are taken up.
In th e Eighth Grade percen tage, involution, m easurem ent of plane figures and solids are considered first and then a thorough review of the arithmetic is given. T hroughout the arithmetic analyses are required. Mental problems are given for dri ll in the principles, to preserve readiness in computation , and to keep active th e minds of the pupils. Mensuration is based upon actual m easurement as far as practicable and as much of the geometric proof is given as is helpfu l.
In algebra the drill is upon the fund amental operations. of whole numbers and fractions, factoring, least common multi ple, and high est common factor. The aim is to lead pupils to see general truth s of number and that the same principles that have been learned about numbers are true when applied to unknown quantities .
P rince's Arithmetic Book V I ; Advan ced Arithmetic, Cool{ and Cropsey; E lementary L essons in Algebra by Sabin and L owry are usee! as texts Supplementary work is given.
GEOGRAPHY.-H istory, and political and phys ical Geography, alternate. In political geography each country is considered with regard to its surface, climate, production , people, comm erCial cen tres and places of special interest, historic or other-· wise, Harper's Grammar School Geography is used as a text, whil ..;
STATE NORM.AL SCHOOL. 69
am ong the valuable reference books in use are Dunton's The \Vorld and Its People; Ballou's F ootprints of Travel ; Knox's B oy Travelers; King's Geographical Readers and Harper's and Century Magazines.
In th e Physical Geography the physiography of the continen t of North A merica is taken up. The aim is to lead the pupils to reason from cause to effect and to observe the natural phenomena about them. The text used is Shaler's Story of Our Continent. Useful reference books are: Shaler 's N ature and Man in A merica; D ana's The Geological Story Briefly Told; Tyndall's F orm s of \Vater; Buckley's Fairy Land of Science; Geology of vVisconsin; Harper 's and Century Magazine.
Twenty weeks of the Seventh Grade are given up to the History of th e United States through th e Revolution. At the same time patriotic litera.ture bearing on this tim e is read. Twenty weeks are given to this subject in the Eighth Grade. During thi s time the constructive period of our history is studied. Th e topical form of recitation is used. Maps colored with crayon h elp to fi x settlements and possessions gained in war. The following books are popular among th e pupils: Coffin's Boys of '76; Coffin's Drum Beat of th e N ation ; Moore's Pilgrims and Puritans; Soley's Sailor Boys of '6r; Montgom ery 's Beginners; American History ; Higginson's History of the U nited States.
VocAL Mus1c.-Major, Minor and Chromatic Scales are studied. The F or bass Clef£, with staff representations in nine keys, is presented. The Second Series of Charts and Second 1\.eacler of the Normal Music Course are used. Rote songs. In all the work an effort is made to secure erect, natural positions of the body, distinct articulation, purity and vitality of tone and intelligent, arti stic expression , both in exercise and song.
DRAWING.- More attention is given to the subject of decoration through historic ornament, applied designs and designing of simple pottery forms . Instruments are used in mechanical construction. The study of the individual color, and color decoration , is continu ed, throug h cutting, pasting and historic ornam ent. Simple light, shade and sketch effects are begun. Prang's Complete Course, Books IX. and X.
STATE N OR,\IAL SCHOOL. 71
RELATIONS WITH THE STATE UNIVERSITY.
By ag reement bet\\·een th e Board of R egents of the respective institutions, the follmYing regulations have been adopted to govern the relations of th e Kormal Schools with th e U niversity.
First, Th at th e R egents of th e University shall provide as follows:
I. T o graduates of the advanced courses of th e State Normal Schools a course of two years will be offeree! leading to the deg ree of Bachelor of Phil osoph y in P edagogy , which shall hav e advanced pedagogy and philosophy as central studies. with one language and other studies as secondary courses. To thi s course such Normal graduates will be admitted as juniors.
II. N ormal g raduates enterin g oth er courses in the University will be ra nked as juniors, bnt they will be expected to meet th e requirements of these courses snb~tantially as is cl one by other students, under th e follmYi ng conditions. ·
I. F ull credit will be given for all N ormal School work which is equivalent to U niversity work.
2. The basal stu dies of the C niversity courses will be required of such students, in addition to t11·o years of Cniversity work, so far as th ey are not covered by credits for work done in the Yormal School.
By basal studies are nnclerstood : (a) The studies presc ribed for th e Freshman Year in the
course which th e stud ent enters. (b) The first year 's course of studies which begin in Soph o
more Y ear. like ChemistrY or F rench. III. This pl an shall go into effect at the beginnin g of the
school year 1897-8, g raduates of th e ~ ormal schools of th e yea r r897 being received on th e present basis.
Second, That the Doard of R egents o f the Yormal Schools enact th e foll owing:
I. That such adj ustm ent o f the \Yo rk in the :.'\a tural Sciences in the Normal Schools be macle a s to provide fo r each g raduate seeking admission to th e J un ior class of th e University a \Yh ole year's work in some one scien ce. - 2. T ha t the course in Math ematics in th e l\ormal Schools be so extended as to in clud e Trigonometry.
3· That th e \York in German in the ::\~onna l Schools be extended so as to include the fir st year 's work in German in the University.
Th e certified standing of any stud ent in th e regular courses of the l\ onnal Schools of th is state will be accepted for entrance to the U niversity in place of an examination.
72 STEVE NS POINT
ADMISSION AND GRADUATION.
The followin g conditions for admission to the several Normal Schools of the state were approved by the Board of R egents, in February. 1898:
Person s of approved moral character and not less than rs years of age will be admitted to the several Normal Schools on the following conditions:
1. Students who have been regularly enrolled for a tim e in the State 1Jniversity, or in other State Normal Schools, will be admitted without examination and credited with such work in the course entered as they may have successfully passed in the institution from which they come, as shown by records presented.
2. Graduates from a four years' course in any high school or academy of hig h school rank, will be admitted to the Junior class with out examination, on presentation of thei r diplomas accompanied by certifi ed standings in the several studies of the high school course, under the foll owin g conditions, viz. :
(a) A ny studies of the E lementary course upon which standings are not presented must be taken in the Normal School, either in class or by examination.
(b) Th e professional work of the Elementary Course, viz. : School Management, Theory of Teaching, Methods of T eaching, Professional R eviews and Practice T eaching , in the aggregate not less than I TO weeks of work, shall be regularly taken in the Normal School. The sam e shall be true of Drawing and Vocal Music unless due profi ciency is shown by proper tests.
(c) In partial offset to these requirem ents, credits will be g iven on th e Advanced Course in General History and other subjects in which the pupil shall give satisfactory evidence of proficiency more especially in th e earlier work in Latin or German.
3· P ersons not graduates of a four years' high school course may be admitted to the Advanced Course who successfully pass examination , at the i\ ormal School, in all the branches of the E lementry Course except such as will be pursued regularly in the Advanced Course, attaining an average of not less than 75 per cent. in the same.
4· P ersons holding State Certificates obtained by exami-
STATE NORMAL SCHOOL. 73
nation and graduates from regular courses in colleges, will be admitted without examination to the One Year Professional Course.
Holders of the Limited State Certificate on completion of this course, shall receive th e Elementary Certificate.
Holders of the Unlimited State Certificate, and graduates from regular college courses, on completion of this course shall receive th e Diploma of the Advanced Course.
5· Graduates from a three years' course in any high school will be admitted to th e Elementary Course without examination a nd will be given credits on said course, not to exceed one year's work, in those subjects in which they shall give satisfactory evigive evidence of clue profi ciency.
6. Persons holding the F irst Grade Teacher's Certificate, granted in ·wisconsin, will be admitted to the Elem entary Course without examination, and given tentative credits not to exceed one half year on said course, in those subjects in which they shall give evidence of clue i)rofi ciency.
7. Persons holding th e Second Grade Teacher 's Certificate, g ranted in Wisconsin, will be admitted to the Elementary Course without examination.
8. Persons holding a Third Grade Teacher's certificate will (a) be admitted to the "A" Preparatory Class without examination, and (b) may be admitted in the discretion of the President of the School, to the One Year Course for Teachers of Common Schools.
9· Persons holding th e Common School Diploma will be admitted on probation, to the "B" Preparatory Class, or to ti-le 9th Grade, without examination.
IO. Persons not holding any of the sanctions or credentials a bove prescribed must pass examination in all subj ects required by law for the Third Grade Teacher's Certificate, except Physiology, Constitutions, and T heory and Art of Teaching .
In said examination, an average standing of 70 per cent . will admit to the Elementary Course.
A n average of 6o per cent. will admit to the "A" Preparatory Class.
An average of so per cent. will admit to the "B" Preparatory Class.
12. No student shall receive a Diploma or Elementary certificate upon the completion of any course who has not attended the schools at least forty weeks.
74 STEVENS POINT
E~-ITRANCE EXAMINATIONS.
Admission to th e normal cla sses is regulated by the rules prescribed by the Board of R egents. E xaminations in th e branches required for a third-grade certificate. except Constitutions, Physiology, and Theory and _A.rt of Teaching, are held at the beginnii1g of each term. Candidates, whil e r eceived at any tim e, are urgently advised to come at those ela tes, \Yhich are shown in the cal endar on the last page of th e cover of thi s catalogu e. Dy so doing they may begin wh en new classes are form ed and thus adju st their work more readil y and satisfactorily. Candidates \Yho have written upon any regular teacher's examinatio n may ask the superintendent to send th eir papers to th e pres ident of the sch ool, \\'110 will cause them to be marked in each subj ec t and an estimate will be made of spelling and writing upon th e papers sent. Th e result of this examination will be sent directl y to the applicant. who is thu s enabled to take the entrance examination and lea rn hi s or her position in th e school before leaving h ome.
Students who show capacity and preparation above the requirem ents of th e classes, or \Yh o fail to maintain themselves in th e g rades thus opened to them , will be re-assig ned by the t eachers to other classes suited to th ei r abilities.
HIGH SCHOOL GRADUATES.
It will b e seen that well-prepared stuclen ts , by steacl y a ppli cation, may com plete the X orm al Course and obtain th e dipl oma at g raduation , in t\YO Years. Some students, ,,·hose habits of study ar e not \\·e ll enough fi xed to ca rry th em along in the freedom of th e school, amid ireq uent at tractions outside of class. will require more th an two years ; whil e the exceptional, or more mature g raduates, may sometimes do more th an the required wor k in the giYen time, or do all the \YOrk in less than the time allowed. In all cases g raduation \\·ill be determined by the character and amount o f \\·ork clone rath er than by the time spent in the school, and students will b e r ecommended to the Board as candidates for graduation wh enever the requirements are met. Students vvho fini sh th eir course during the year may thus som e-
ST.4 TE NOR JVIAL SCHOOL. 75·
times be abl e to embrace an opportunity to teach for a part of the year.
Graduates from High Sch ools having a three years' course wiii upon conference with th e President be credited with one year's work selected from th ose branches in which they shall seem to have clone best work. Such g raduates may, by close application, fini sh the E lem entary Course and receive the certifi cate at th e end of one year . If they do not expect to engage at once in teaching it is fr equently poss ible to arrange a more satisfactory and profitabl e course by disregarding the elementary certification and pushing on directly to th e end of the full course.
Th e changes and additions authorized by the Board of Regents in 1896 and 1897 enable thi s school to offer fuller and ri cher courses in science than heretofore. A full year's work in P hysics or CherJ.1istry is now open to the graduate from the High School beyond th e work he has already had , and the laboratori es are eq uipped to permit individual study to any desirabl e extent. Similar graduate work in biol ogy will be provided for on demand. (See pages 36 and 41.)
ADVANCED STANDINGS.
Th e credits allowed by paragraph six , page 73 will be assig ned after conference with th e President at the school. It will o ft en be true that a student after gettin g acquaint ed with the fa cilities the school offers and the standards maintained in each branch. can choose more wisely what credits to take and what studies he can profit ably review.
Students who show in th e class to which th ey are assigned such familiarit y with th e subj ect and such mastery of expression and of meth ods of presentation as to make it probabl e that their tim e can be better empl oyed elsewh ere, wiii be passed from th ose classes at once and all owed to take up oth er work. Persons of maturity and of ex perience will be permitted, on favorab le sh owin g by ex aminations, to enter advan ced classes a nd to take, ea rly in th e course, th e professional work for \Yhich they arc preparcel. At the same time it must be urged that students do not g et th e bes t results from th eir efforts, do not lay any solid foundation for future g rowth , whose th oughts are centered on pass in g quickly, even though creditabl y, in th e subj ects prescribed. The best service th e faculty can render is as a teaching body, rather than as examiners. Th e strength of the school lies in its spirit, and the opportunities and facilities offered , and time
76 STE VENS POI NT
is an essential condition for all growth . The best students soon learn that they cannot afford to advance too rapidly, losing the .advantage of recitation and conference with students and teacher.
IRREGU LAR (oR SPECIAL) STUDENTS.
The various subjects mentioned in these courses, in all of ·which this school offers instruction, may be classified as follows:
:MAT HEM A TICS.
Arithmetic. Algebra. Geometry. Trigonometry.
SCIENCE .
·Geography. Zoology.
(Natural History.) Physiology. Botany. Physics. Chemistry. ·Geology.
ENGLISH.
Reading. Grammar. Composition . Literature.
PROFESSIONAL.
CIVICS.
U. S. History. Constitutions. Political Economy. General History.
GENERAL.
School Economy ·writing. and Observation. Spelling.
Theory. Music. Practice. Drawing. Psychology. Physical Training. History of Education .
LANGUAGES.
Latin, German.
In these columns the order is not arbitrary, but each group presents what seems a rational and desirable sequence. Students will find it best to take in regular order some one of the different regular courses provided. (See pages 24 to 29.)
For the benefit of teachers who have a special object in view, or who cannot expect to continue in school long enough to fini sh any course, speci<1l studies may be selected under the advice and direction of the President. That is, students may choose from the course with reasonable fr eedom such studies as are available, for which th ey show suitable preparation. Such selection will not, however, be permitted to interfere with the interests or progress of regular classes.
\Vh ile those will always be welcome who come only for short periods, or as observers simply, yet students are advised to make their plans to stay at least a year, if that is possible. In that tim e
--------
ST.4. TE NOR MAL SCHOOL. 77
any methods that might seem novel will have lost th eir newness, and th e spirit which animates th e meth od may be more full y appreciated. The longer a student remains in th e school, th e less, we hope, will be the possible tendency to use certain form s orformulas in teaching, and to pin one's faith to a certain method or device labeled ' ·K ormal ;" and the more clear and distinct from cons tant illustration will be one's vi ew of the underlying principles upon which all good teaching rests.
Teachers who wish to make SPECIALPR EPARATrordor teaching in certain lines, as in Drawing, Science, or Language, are offered free use of the libraries, laboratories and apparatus; and will be given such assistance and direction by the several teachers as they may need, and the regular demands of class work permit. So far· as is possible, such special aim s will be considered in assigning practice teaching and directing observation and readin g.
T he facilities offered by th e school for such special preparation have been enjoyed during past years by several students. Theitpresence re-acts also upon th e regular classes-in helpful ways. Such special students are not charged tuition, but their services are utilized and their progress aided by teaching classes in th e Model School.
DISCIPLINE.
A ll persons of mature years and serious purpose, ·whose intention is to fit them selves to teach in th e public schools of this state, are welcome to enj oy the advantages here offered.
It is confidently expected that the atmosph ere of the school will be agreeable to those, and only to those, who appreciate theiropportunities and are devoted to the purposes of the school and th eir own self-improvement. Only such persons as give evidence of profiting by their attendance at th e school, and whose character is worthy of approval, wi ll be allowed to remain. P roper supervision will be exercised over th e morals, manners and deportm ent of th e students, and they will be held to strict observance of all needful rul es and regulations. .A.t the same tim e no unneccessary limitations will be imposed upon their fr eedom , whil e it will ever be th e aim of the school to maintain a high standard of behavior, such as is characteristic of cultured ladies and gentlemen.
STATE NORMAL SCHOOL. 79
DIPLOMA OR CERTIFICATE.
Students who complete th e ELEMENTARY CouRsE or th e ONE YEAR PROFESSIONAL couRSE will receive from the Board of R eg ents a CERTIFICATE which will enable the holder to secure from the State Superintendent a license to teach in any common school for one year. \Vhen endorsed by him this certificate is equivalent to a limited state certificate authorizing the holder, for a period of fi ve years, to teach in any common school , or to be principal of a high school having only a three years' course.
O n the completion of eith er full course, GRADUATES will receive a Diploma. This will enable the holder to secure from th e State Superintendent a license for one year to teach in any vublic school of the state and when endorsed by him this diploma becomes equivalent to a life certificate authorizing the holder to teach in any public high school or common school in th e state. Th e endorsement of the S ta te Superintendent may be secured upon proof of one year 's successful experience in teaching .
O n the completion of the one year '·common school course ' ' the student will receive a certificate to . that effect sig ned by the President. vVhile this is authorized by the Board of R egents, it has no legal validity, but is a simpl e t estimonial of effective and comm endable work clon e in th e school along the lines specified, covering work in all the branches required for a third-grade ' certificate. vVhatever value it shall have for the holder will be du e to the courtesy of school offi cers and their confidence in the 'effi ciency of the instruction g iven and the tests applied at the ·school.
GENERAL INFORMATION.
LOCATION.
The sixth State Normal School was located at Stevens Point by act of the Board of R eg ents, July 22 , 1893. The building was so near completion that the school was opened, on the clay advertised, September 17, r894, and the regular work of a N ormal . School has been carried on since with a full corps of teachers and
80 STE VENS POINT
steadily growing attendance. The summary of enrollment (see page 21) will show from how wide a district students have sought the school, as one or more are registered from forty-two different counties.
Stevens Point is a city of over nine thousand inhabitants , on the east bank of the Wisconsin River, very near the geographical center of the State. It is an important station on the main line of the Wisconsin Central Railroad , a littl e less than half way from :Milwaukee to St. Paul, and from Ashland to Chicago, and has four daily trains each way. The Green Bay, Winona & St. Paul Railroad also enters the city, furnishing communications east and west.
It has been for many years the seat of a flourishing lumber trad e, and more recently the water power and other natural advantages have been turned to account in various manufacturing enterprises. Among the important industries are paper mills, planing mill s, foundries and the extensive car repair shops of the Wisconsin Central lin es.
Stevens Point is a quiet, orderly town, busy, well-governed; has paved streets and pleasant homes; is lighted by gas and electricity ; has a good water supply well distributed, a paid fire department and free mail delivery.
BUILDING.
The building occupies a fine site of ten acres, fronting on Main Street, in the eastern part of the city. The Public High School and a fine brick vVard School are in the immediate neighborhood. The lawn has been carefully graded and a beginning made in beautifying the grounds, ·while there is reserved ample space for all field sports and athletics. The building is large, conveniently arranged and well adapted to the purposes of a Normal School. It is of Black River Falls pressed brick, rising above a basement wall of cream colored sandstone with light cream colored terra cotta trimmings.
Beside the fuel and boiler rooms, and the men's cloak rooms, the basement has two rooms utilized at present for recitation rooms, th e floor of th e gymnasium, well furnished bath rooms and dressing rooms adjacent to the gymnasium. The first floor is almost wholly given to the Model School, except that part occupied by the upper portion of the gymnasium. The second floor is occupied by the Normal School proper ; only the six science laboratories are on the third floor. The class rooms are
STATE NORMAL SCH OOL. 8 1
large, convenient ; the system of mechanical ventilation, controlled by the Johnson Heat Regulator, forces into every room a supply of fr esh air of suitable t emperature, free from sudden changes, so dangerous as well as annoying. The building is kept steadily at 68° to 70° Fahrenheit in the coldest weather. A report made to the Board of Regents by an expert after a careful test, shows that the air of the entire building may be changed five to six times an hour, securing abundant ventilation. All th ese rooms and the corridors are abundantly ligh ted, and the fini sh throughout of Georgia pine gives a cheerful, pl easing effect.
READING ROOM.
The reading room has grown steadily in interest and attractiveness. Through the matter thus supplied, the world is brought to our doors and all the latest news and most advanced thought in various Jines of Iutman activity.
Twenty-five cents per quarter is coll ected of each student in the normal and preparatory classes for the maintenance of the reading room and extension of library facilities.
The following periodicals are found on the reading room tables: The American . American Journal of Sociology. American Historical R eview. Appleton's Popular Science
Monthly. Arel'la . Art Amateur. Art Education. Atlantic Monthly. Century. Chautauquan. Cosmopolitan . Current History. Good Health. Forum. FranK: Le~lie's Magazine.
H arper 's Bazaar. Harper's Monthly. Harper"s Round Table. Harper's ·weekly. Illustrated London News. Independent. Ladies' Home Journal. L eslie's Weekly. Library J ournal. Literary Digest. Literary News. Little Folks. Life. McCl ure's Magazine. Music. Nation.
8 2 STE VE.YS POINT
Nature. Primary Education. National Geographic Magazine. P sychological Review. New England :VIagazine. Public School J ournal. New U nity. School J ournal. Nineteenth Century. School R eview. North American Review. vVeek 's Current. Outing. Outlook. Our Dumb Animals. Overland. P ublic O pinion. Public Ownership R eview. Publishers' vVeekly. Review of R eviews. St. Nicholas.
vV estern T eacher. ·wisconsin J ournal of Education. Chicago Times-Herald. Milwaukee Sentinel. *Badger Banner. *Catholic D emocrat. *Daily Cardinal. '''Epworth H erald. *Medford Sentinel.
School Physiology J ournal. '''~ ececlah R epublican. Scribn er's Magazine. '''New Richmond Voice. Scientific A merican. '''Penman 's Art Journal. Scientific American Supplement. *Phillips T imes. T he Voice. '''Rice Lake P honograph . Youth's Companion. '''Southern L etter . Babyland. '''Stanley R epublican. Child Garden. *Stevens P oint Daily J ournal. Education. *Stevens Point J ournal. Educational Revie\v. *Stevens Point Post. Intelligence. Kindergarten Review. Learning By Doing. Little Men and vVomen.
'''Taylor County Star and News. '''Thorpe Republican. ''Viroqua Republican. '''vVisconsin Citizen.
National J ournal of Education. ''vVisconsin T imes. P edogogical Seminary.
*Contributed by the publishers, for which g rateful acknowledgements are hereby made.
The editors of "The Normal Pointer," edited and published by the students of this school, have also contributed a large exchange list. These school papers afford students an opportunity not only to see what other schools find worthy of mention in their experiences, but also to compare ideals and achievements.
THE GYl\li'ASIC M.
The gymnasium, sr-6x69-6, with a height of 25 feet, one of the largest and best equipped school gymnasiums in the state, has
STATE :VQR,VIAL SCHOOL. 83
a running gallery with inclined track, and is equipped with needed apparatus fo r light and heavy gymnastics. This is sufficient in CJ nantity to accomm odate th e school fully, and in variety embraces all the really distinct anc! serviceable machines. Besides th e usual bell s, clubs, wands, there are chest weights in fu ll variety, rowin g machine, quarter circle, vaulting bar, jump stand, parall el bars, upright bars, Germ an horse, Swedish h orse, fl ying rings, traveling rin gs, climbing ropes, battl e ball, and other needed and common appliances. There is also a full supply of the m ost useful anthropometric apparatus.
This department is under the care of a graduate of Dr. Sargent's X ormal Sch ool of P hysical Training, Cambridge, J.\Jass., \l·ho devotes her enti re time to physical trainin g and the teaching of el ementary physiology and hygiene.
The bath rooms adjacent to the gymnasium are provided \Yith tub, shower and sponge bath s, dressing room s and lockers. Aclclitions have been made to the bath rooms during past years so as to meet th e demand ari sing in connection with the gymnasium practice and out-door athl eti c sports. A dditional lockers have l?een provid ed for both m en an d wom en, affording needed facilities at slight cost.
The young ladies provide them selves with th e regular gymnasium costume (blouse and divided skirt), permittin g freedom of movem ent and healthful activity. This may best be got after reaching th e school and will cost about $4.00, a li ttle m ore or less, according to the quality of the material. Th e director of the gymnasium has been able, by getting several at once, to m ake the cost, as well as trouble, as littl e as possible, whil e securing more satisfactory result s.
For the young m en, sweaters and tennis shoes are necessary. The boys in the model school have t enni s shoes for their work.
All students are expected to take the physica l training unless reasons of health forbid. T he physical measurements taken during- the past two years reveal not only th e call for such attention to bodily conditions, but the direc t and evident benefit to those who faithfully and willingly follow th e form s of exercise prescribed.
In addition to th e usual class exercises, the physical m easurements of each student are made the basis of special prescriptions of exercises suited to the needs oi each individual. The "free hour" in the gymnasium, and other appointed times may be used for this practice. (See page 39.)
84 STEFEXS P O I.\"1'
STUDENT SOCIETIES.
Three literary societi es are maintained by th e students of th e Normal Department. The oldest society, the Arena , and the Geography L yceum are open to both ladies and gen tlemen ; th e Forum is composed of gentlemen only. The meetings of these societies g ive needed opportunit)' for literary culture , elocution and parliamentary practice, as well as incid ental relaxation and diversion. The programs show the usual debates, declamations, papers, essays and musical numbers.
In th e Department of l\1usic, male quartettes, mixed quartettes and ladies sex tets show a movement in a direction heartily encouraged. During several quarters in the past an advanced music class has been formed, membership being wholly voluntary. The effect of thi s active i~teres t in music is cl ear!y seen at all public meetings of the school as well as at the ordinary rhetorical exercises.
A P ress Association has for the past three years published The N ormal Pointer. This association, composed wholly of students, assumes the entire responsibility of this publication.
An O ratorical Association has charge of the interests of the school related to the Inter-Normal O ratorical L eague. This association also has charge of arrangements for such joint debates or other literary contests as may appear feasibl e.
Among other societies will be found the St. Cecilia Club, under the lead of Miss Linton, devoted to music; the Sketch Club, that meets every other Saturday. Other groups of students have organized themselves for special study in P sychology and in Geograph y. The Up-To-Date Clnb is devoted to intelligent consideration of current events and naturally is closely connected with th e D epartment of History.
RECREATION.
The students maintain an Athletic Association, open to all interest ed members of the school. T his body manages the home "field 8.ay" sports, and arranges for such fri endly contests with other similar schools as m~y be practicable and profitable. The students of Lawrence U niversity and of \ i\Thitewater, O shkosh and Superior Normal Schools have taken part in such events at Stevens Point.
Foot ball, base ball and tennis afford agreeable variety of
STA.TE .YOR.\JAL SCHOOL. 85
outdoor sports. For the last named excellent courts are provided.
Th e g-ymn asium is open a portion of every day for voluntary practice and exercise, and is fr eely used.
Occasional evenings are given to social entertainment, not only for r es t and recreation (a suffi cient reason), but in th e full beliei that in the development of the social nature and quicker sympath ies will be found a source of power for the teacher. \ iVhile amusement cannot be a main encl in any well-ordered life , there seems no reason why school or teacher should have so little apparent relation with common human life and its familiar natural enjoyments. 1\Iore attention will be g iven to thi s matter of social culture and suitable recreation.
HOARDI:-IG.
Rooms for self-boarding may be had in convenient locations. Prices range from fifty cents per week upward, according to location , size and furnishing of the room . Suites of two or three rooms can sometimes be had very cheaply. Students are not advised to adopt self-boarding when any other plan is practicabl e since th ere is a very strong tendency to fall into ways of living not conducive to health and vigorous prosecution of the work of the school. It must be remembered that the cooking and housework take time; while to yield to the temptation not to cook mean s lowered vitality.
In some cases small groups of students form clubs and thus divide the work and reduce expen ses.
Board and rooms ma:v be had together or separately, including fuel and lights,at p ri ces ranging from $2.50 to $3.00 per week, according to the accommodations furni shed and distance from the school.
\ Vhen only a few students live in one place, the conditions are much more like those of the famil y life at home, and favorable to studious habit s. For this reason th e school di scourages placing a large number of students under one roof. It is not thought advisabl e, on the whole, for young men and wom en to board at the same house, and such permission will only be granted in exceptional cases.
Students are earn estly advised to engage sing le rooms whenever that is possible , and thus secure reasonable privacy for th emselves, as a most favorable condition of rapid progress and development of independence and sel £-reliance.
86 STEVE:VS POIST
A list is kept of suitable boarding places to which students will be directed. Time and trouble may be saved by writing to the President to secure rooms before leaving home, and then students may go directly from the depot to their rooms. If this has not been done students should come at once to the school, or after 5 o'clock in the afternoon to the residence of the P resident, 402
Pine Street, corner of Division Street. Baggage may well be left at the depot until a boarding place is found. The cost of carriage, including 'transfer of baggage, will be twenty-five cents.
EXPEXSES.
To those persons who pass the entrance examination for the N annal department, and who declare their intention to teach in the public schools of this state, tuition is free in the Normal g rades. (See Page 72.)
Those perso1's who do not expect to teach but show themselves qualified to enter Normal classes, and those who enter the preparatory classes, are received on the payment of tuition as fixed below:
Normal classes ....... . ...... . ... $r.oo per week. Review (Preparatory) . . . . . . . . . . . . .60 Model School. . . . . . . . . . . . . . . . . . . . r 5
All books needed, except drawing books and others destroyed in the using, are furnished by the state and loaned to the pupils at the following rates:
Normal and preparatory departments, 75 cents per quarter. Gran1n1ar grades . ....... . . . ....... . so " Intern1ediate grades . . . . . . .. ....... 37 " Primary grades ................... 2 5
For the maintenance of the Reading Room, and care of Reading· Room and Library, (now combined) 25 cents per quarter will be collected of members of the Normal and Preparatory classes.
In the gymnasium a charge of twenty-five cents per term is made for the use of priyate lockers for clothing.
There are no other charges or extras imposed by the school. F or one who expects to teach and enters the N ormal Depart-
STATE NORMAL SCHOOL . 87
ment, the total nec{'ssary expense per quarter of ten weeks is as follows:
Tuition .... ..... .......... . ... . . . . ..... Free Board and room, (about) ......... . .. . ..... $30.00 Books and library . . . . . . . . . . . . . . . . . . . . . . . r.oo Stationery, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . r.oo
$32.00
One hundred and forty dollars is ample allowance for necessary expenses for one year of forty weeks. Each student will vary this sum according to the amount of his incidental personal expenses; and the amount may be reduced by self-boarding. All dues are payable quarterly in advance.
TEXT BOOKS IN USE.
PRI~L\RY GRADES.
Arnold's Second R eader. Arnold's Third R eader. Harper's First R eader. Harper's Second Reader. !Easy Steps for Little Feet. Eclectic Stori es for Children. Fables and Fairy Stories.
Old Greek Stories. Old Stories of the East. Scudder's Fairy Story and Folk
Lore. Riverside Primer. Verse and Prose for Beginners. Prince's Arithmetic by Grades.
INTERMEDIATE GRADES .
Harper's R eaders. Heart of Oak Books.
Hiawatha. Swiss Family Robinson.
Hawthorne's Wonder Book. P rince 's Arithmetic. King of the Golden River. Frye's Geography. Courtship of Miles Standish. Eclectic Geography. Lamb's Tales from Shakespeare. Kormal Music Readers. Metcalf and Bright's Language Baldwin's Seventh Reader.
Lessons. Standard Fifth Reader.
88 STEVENS POINT
GRAMMAH GRADE.
Harper's Readers. Heart of Oak Books. Evangeline. Courtship of J\1Iiles Standish. Lady of the Lake. Merchant of Venice. Grandfather's Chair. Selections from T ennyson 's
Poems.
vVhittier's Snow Bound. Twelfth Night. Eggleston's U. S. History. Hyde's Lessons in English. J\Jaxwell's Advanced Grammar. Harper's Geography. Shaler's Story of our Continent. :-Jormal Music Reader. Cook's Advanced Arithmetic.
PHEPARATORY CLASSES.
Milne's Standard Arithmetic. Harper's Geography. Frye's Geography. H yde's Lessons in English.
J\Iaxwell 's Advanced Grammar. Montgomery's American
History.
NORMAL SCHOOL.
Collins's Algebra. Milne's Standard Arithmetic. Shutts and Van Velzer's
British Masterpieces. ::vrooney's Foundation Studies. American Scholar.
Geometry. Lowell 's Poems. Newcomb's Trigonometry. Twelfth Night. Rand-McNally Geography. Macbeth. Tilden's Commercial Geography. Milton's L yrics. Tilden's Grammar School Geog- Ivanhoe.
raphy. :\Iarmion. Eclectic Physical Geography. In Memoriam. V/hitney 's Essentials of English Hinsdale's American Govern-
Grammar. ment. Humphrey's vVork with Words. Fiske 's Civil Government. Fiske's U. S. History. Dole's American Citizen. Myers's General History. Laughlin's Political Economy. A . S. Hill's Principles of Rhet- \Valker's Political Economy.
oric. Spalding's I ntrocluction to Hawthorne & Lemmon's Ameri- Botany.
can Literature. Gray's School and Field Botany. Pancoast's Introduction to Eng- Remsen's Chemistry.
!ish Literature. J orc!an's Ylanual of Vertebrates. American Masterpieces. Le Conte's Elements of Geology.
STATE NORMAL SCHOOL.
Bailey's Essentials of Reading. Halleck's Psychic Culture. Chute's Laboratory Manual of White's Pedagogy.
Physics. Patrick's Pedagogics. Carhart & Chute's Elements of Rousseau's Emile.
89
Physics. Quick's Educational R eformers. Brande's Physiology. Manual of the Elem entary Foster and Shore's Physiology. Cours.e of Study. Loomis's Glee and Chorus Book. Laws of Common Schools, vVisSully's HandbookofPsychology. consin. Morgan's Psychology for ·white's School Management.
T eachers. Ru ssell's Vocal Culture.
Collar-Eysenbach, Shorter Course.
Studien und Plaudereien. Rosenstengel 's Reader. Einer Musz H eiraten. Roeber Als Die Kirche. Ali Baba.
GERMAN.
Der N effe Als Onkel. Ein Knopf. Undine. Die J ournalisten. Minna von Barnhelm. :Maria Stuart. ~athan Der vVeise.
LATIN.
Tuell and :fowler's F irst Book Caesar's Gallic vVar. in Latin. Cicero's Orations.
Allen & Greenough's Grammar. Virgil's Aeneid. Daniell's Latin Composition. Livy, Books 21 and 22.
Cicero 's D e Senectute. Horace, Odes and Epocles.
TO OUR FRIENDS.
The generous assistance of our friends of the Press, and of superintendents, teachers and school officers in making known the advantages offered by this State Nor mal School is fully appreciated. Acknowledgement is hereby made on behalf of the school and of th e people thus served.
It is our wish to maintain close friendly relations with all
90 STEVENS POINT
grades of public schools, and teachers and all others interested are cordially invited to visit and inspect any classes or exercises at any time.
All specific questions relating to the school will be carefully answered and catalogues and circulars freely sent on application to the President.
RAILROAD CONNECTIONS,
The Green Bay, \i\finona and St. Paul Railroad connects with the Chicago & North-\i\f estern system at Merrillan and New London, and with the Chicago, Milwaukee & St. Paul at Centralia. The \Visconsin Central connects with the Chicago & North-Western system at Eau Claire, Chippewa Falls, Marshfield and Neenah, and with the Chicago, Milwaukee & St. Paul at Junction City and Portage. In nearly all these cases there are union depots, with no transfer fees.
AnvrcE regarding best connections will be given on request of any who intend coming to the school.
S'l'A TE NORMA.L SCHOOL.
GRADUATES REGISTER.
Clements, John T. , Everts, Leslie S., Perry, Herbert S.,
Arnott, Lillian, Ashmun, Margaret, Barker, Jesse U., Beck, Joseph D., Blencoe, Guy, · Gardner, H . L., Hart, N ellie M., Hill, Marion 0., Larkin, Andrew L., Myers, Marne E., Pray, Allan T ., Pray, Florence A., Phillips, James E., Ruediger, William C., Stevens, Elizabeth M., Stewart, Nettie, Sutherland, Margaret,
Hamacker, Edith,
Arnott, Lillian, Blencoe, Guy, Larkin, Andrew L., Leu, Otto J., Perry, Alta E., Rockwell, Parley A., Simonds, Mildred J.,
1896.
Reporter, Student, Principal,
1897.
Teacher, Teacher, Student. Principal, Principal H. S., Principal, Teacher, Principal H. S., Teacher H. S., Teacher, Teacher H . S.,
Teacher H. S., Univ. of Wis., Teacher, Teacher, Teacher,
JANUARY, ·1898.
Teacher,
ELEMENTARY CO URSE.
1895.
Full Course, 1897 Full Course, 1897 Full Course, 1897 Principal , Advanced Course, Teacher, Teacher,
91
Stevens Point. State University. Amherst.
W est Superior. Elgin, Ill. Chicago. Westby. Hammond. Plover. Eau Claire. Bangor. Appleton. Elgin, Ill. Medford. Stevens Point. Eau Claire. Madison. Eau Claire. Madison. Eau Claire.
Stevens Point.
Alma Center.
Rice Lak~.
92 S T E VENS POINT
CLASS OF 1896 .
T eacher, Advanced T eacher , T eacher,
Course, Almy, Hugh C., Baker , J oseph H. , Bandli, Christine, Bremmer, Edith, Gardner, i-lenry L. Jones, Elizabeth, Hill, Marion 0. , Kier, Grace M. McGregor, Bell e M., Monahan, Anna C., O'Brien, Edwin T., · P eterson, Harvey 0. , Stevvart , Netti e,
Full Course , 1897 T eacher, Full Course, 1897 T eacher , T eacher, Advanced Course, Teacher H. S., T eacher , Full Course, 1897
1 <'8 7.
Berg, Marie B. K. , Teacher, Boles, Chas. E ., Principal, Brickels , Louisa, Teacher, Burns, Anna, (Mrs. J. E. Phillips) Byrnes, Ella R. , Teacher, Byrnes, Martha E ., T eacher, Collins, Gretta, T eacher , Dwinnell, Alice M., T eacher , Eckles , Minerva I. Teach er , Fernholz, John J., Teacher, Ford, Eddy L., Teacher, Furro, Mary I., T eacher , Grimm, August, Advanced Course, Haakenson, 0. J., Bookkeeper , Hargraves, Florence V ., T eacher, Hargraves, Mary, T eacher , Hatz, Anna B. , T eacher , Hatz, R ose, T eacher ,
Advanced T eacher ,
Course,
Neillsville.
Madison. Sheboygan.
Sparta.
Stevens Point. Marinette.
Appleton . Colfax .
Ashland. Auburndale. Marshfield. Eau Claire. Park Falls. Sheboygan. Stevens Point. '\Vaukesha. Almond. Crandon. O akdale. Sheboygan.
O nalaska. Bangor.
Amherst Jc. Henry, Thomas A., Hungerford, Maude E., Latham, Mary E., T eacher , Ogema. Lees, John M., Love, Ray A., McKee, Mabel, Martin, Effie H.,
Advanced Course, T eacher, Tomahawk. T eacher, Teacher,
Oconomowoc. Merrillan.
STATE NORMAL SCHOOL.
Mitchell , Clara B., Mudroch, John W., Muir, Estella, Nicholas, William, Olsen, Anna B., Parkhill, Frances, Phillips, J as . E., Polley, Foster B., Priest, Ezra F., R eed, Katherine M., Roberts, Ruth H ., Smith, Kate I. , Stuart, Edna R. , Tibbitts, E ffi e R., Vv eeks, L. Blanche, Wright, Vvm. H., Ziegweid, Anton H.,
Advanced Course, A dvanced Course, Teacher, Auburndale.
Monticello. Manawa. Teacher,
Teacher, Full Course,
Amherst. !897.
Teacher, North Crandon. Teacher, Merrill. Teacher, Centralia. Advanced Course, T eacher H . S., Hammond. Advanced Course, Teacher, Cedar ~rove.
Teacher , Gilinantown. Teacher, Warrens. T eacher , Arcadia.
93
ST.<I T E NOR.1I,lL SCHOOL. ~5
INDEX.
PAGE.
Admission ..... ..... .............. .. ...... .... ....... .. ... ... .... ........ .. .. .. .. ... ........ .. ......... 72-76 Advanced (Post·Graduate) Course ................... .. ................ ...... ............ .. 24 Advanced Standings ............................ ..... ............................ .... ..... .... .. ..... 75 Athletics .............................................. ..................................... .... 39, 8 2-84 Attendance, Summary ...... ....... .. .. ....... .. ... .......... ... .. ......... ......... ............ 20-21 Biology ......... ... .. . ....................... .. . .. ..... ....... ................ ..... : .... ................. 36 Boa rd a nd Rooms .............. ............................ .. .......... .. ........... .. .. ... ..... , .... 1>5 Books ................. ... ................................. . ............ ....... .......... . ... .. ......... .... 86 Building ........ ..... .... ..... ........ .. .... .. ..... ... .......................... ............ ............... 80 Calendar ................. ................... ............. .... ... . .. .. .......... ..... . ... ... ......... Cover. Certificated Teachers ... .... . ..... .... ..... ..... . ... .. . ...... ...... . .. ... .... .. .... .. ........... . 72-73 Certificates and Diplomas ..... .. ...................................... .. .................... ..... 79 Civics .............. ... ........... .. .. ............... .. ........... .. ......... . ........... .. .... .... ... ... .. .. . 47 Courses of Study ............................ ... ........ .. .... ...... .................... .. ....... 22-29 Common School Course ...... ............................ ... ...................... . ....... .... .... 29 Discipline.......... ...... .................... .... .......... .. ... .. ................. .......... ........ .... .. 77 Drawing........... .... .. ........ .. .................................... .. ... .. ...... .. ....... .... ... .. 54 E ng lish Language .. ..... .. .. .. ... .. ..... ............ .. ... .. .................. ... .... .. .............. 33 Enrolment .......... ... ......... .............. ...... ...... ...................... ............ ........ .. .... 21 Entrance hy Examina tion ...... .......... ... ... ... .. ............ .. ............................... 74 Entrance on Certificate or Diplo nw .. ................... ... ....... ....... .. ................. 73 E xpenses... .. .. ......... .... .... .. .... ... .. ...... .. . ... .. .... .... .. ...... .. ..... .... .......... .. ..... .. .. . !>6 Facultv .. ......... . ....... ..... ... .................. .... .... .. .. .. ... .. .......... ... ...... .. ........... .... 5 Geogr~i phy .......... .. ................ .............. .......... ....................... .. . ................ .. 44 General Information .......... ....... ........... ... ... . ............. .. ... ............... ... ...... ... 79 G~rman .......... .. ..... .... .................... .. .. .. .............. .. ......... ................. .... ... . fl7 Grad uation ...... .............................. .. .... . ..... ...... ... .... ... ... ... .. ... .. ........ ... ....... 72 Gv mnnsium ...... .. ............................ ..... .................... .. ... ... ... ... ... ... .. ........ ... 82 H\gh School Graduates ....................... . ........ .... .................. .. .... ................ 74 H istory .... .. .. ... . .. .. ..... . .. .... ..... ... ...... ...... ...... ............ ........ ... . ..... ... ....... ..... ... 47 Irregula r Courses ....... ......... ... .. ............................................ ... ....... ...... .. 76 Laboratories ....... ........... ................. .... .. ... ... ............ ...... ............ .... ...... 37-4± Latin .... ............................................... .. . ..... .. ...... . ...... .. ...... ............ ....... . 57 Librarv ...... .. .... ... ....... .. ...... ...... ..... . ...... ... .. ............. ...... ..... ... ... .. .... ............ 57 Library Readings ...... ...... ...... .... ......... .. .... ..... .. ..................... .......... .... ...... 59 Literature ...... .... .............. .... ... .... ............. ...... ...... ......... .......... ..... ....... .... 33 :iYlathematics ........ ..... ....................... .... .. ..... . ............ ............ .......... ........ .. 53 ::Vlodel School. .. .... ....... ....... .. ....... ... ... .. ............ .... ... .... ..... ...... .... .. .. ...... .. . ... 61 l\IIusic .. .. .... .. .... .. .. .... ...................... ..... ......... .................... .... .... .. ...... ....... 56 Totes on Courses of Study ............... .... ...... ........... ... . ........ ..... .................. 30
Officia l Register.......... .. .................. .. ... ...... .. .... .. .......... ...... .. .................... 4 Physical S~iences .. ... ............ . .... ..... ... ... .... ... ................. .. ... ................ . ... 4 1-46 Physical Tra ining .. .. .... ..... ... . .. ....... .. ... ..... ....... . .. .. .. ..... .... ... .... .. .... .. .... ...... . 39 Pra ctice ................................... .. .......... ... ... ... ............. ... ... .. ... .............. ...... 32 Prof~ssional Subjects ...... .. . .... ........ .. ....... .. ............. ........... ............. ... .. .... .. 30 Rail roads ... .... ................. ................... ............................ .... . ... ...... .... ........ 90 l{eading l{oom ......... .. ................. . ........... .. .. .... . ..... ...... .. .... .. ..... ...... .. ......... 81 Recreation .......... .... ..... .... .... ......... . .... . ...... .. .......................... ... ................ R4 Rhetoricals ...... .... ... ..... ..... . .. ... .... ... ..... .. . . . . ...... .. .... ...... .. .. . ..... . ............ .... 35 Sciences . .......... ...... ....... ... .... ..... .. .. .. .... .. ....... .... ...... . ..... . ..... . .. .... ............ 37 -46 Special Students ... ...... . ........ .. ....... .... ... .. ............ ................ .. ..... ...... .. .... . ... 76
~~V~f~~0~.~~.~~:: :::::: :::::::::: :: :::: : ::::: : :: : : : ::::: : :: : :::: : : :: : : : : :: : : :: : ::: : :: :::: : ::: . :::: :::::: : : ~~ University of Wisconsin ................... .. .. . ..... ..... . ...... ... ............. .. ................ 71 Writ ing and Spelling ......... ...................... ............ ...... .......... .. ...... .. .. ....... 56