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Vol. XVII The Normal Herald-Catalogue Number No. 3 ^

Thirty-seventh Annual Catalogue

OF THE

3nbiana Ji^ormal .^f^cfjool

OF PENNSYLVANIA

Ninth Normal School District, Indiana, Indiana County, Pennsylvania

191 I - 1912

ill

PUBLISHED QUARTERLY BY THE

STATE NORMAL SCHOOL

June, 1911

ENTERED AT THE POSTOFFICE AT INDIANA. PA.. AS RFCONn-rtASS MAIL UATTFB

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NOTICE

There is a full index in the back of this volume that will aid the reader in finding such points of interest respecting the school as he may wish to look up.

All the color plates, and many other designs, as head and tail pieces, in this catalogue, were made by our students.

^

^^

^^^

•\

PENNSYLVANIA STATE NORIvIAL SCHOOL

Calendar -1911

3nlg

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September

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Slooember

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7 14 21 28

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2 9 i6 23

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4 II 18 25

5 12 19 26

I 8 15 22 29

2 9 16 23 30

I 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

.... 5 12 19 26

"e 13 20 27

7 14 21 28

I 8 15 22 29

2 9 16 23 30

3 10 17 24

4 II 18 25

I 8 15 22 29

2 9 16 23 30

2 9 i6 23 30

3 10 17 24 31

4 11 i8 25

5 12 19 26

6 13 20 27

7 14 21 28

3 10 17 24

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

3 10 17 24 31

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

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Calendar • 1912

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2 9 16 23

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2 9 16 23 30

7 14 21 28

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2 9 16 23 30

3 10 17 24

4 II 18 25

5 12 19 26

6 13 20 27

5 12 19 26

6 13 20 27

7 14 21 28

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2 9 16 23 30

3 10 17 24 31

4 II 18 25

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4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

3 10 17 24 31

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

2 9 16 23 30

3 10 17 24

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 '

1 1 1

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September

October

SHoaember

December

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6 13 20 27

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2 9 16 23 30

3 10 17 24 31

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2 9 16 23 30

3 10 17 24

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

6 13 20 27

7 14 21 28

I 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 II 18 25

5 12 19 26

I 8 2^2 29

2 9 16 23 30

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2 9 16 23 30

3 10 17 24 31

4 1 1 18 25

5 12 19 26

6 13 20 27

7 14 21 28

4 II 18 25

5 12 19 7fi

6 13 20 27

7 14 21 28

3 10 17 24

4 II 18 25

5 12 19 26

6 13 20 27

7 14 21 28

,^_

II III

- '•■•■' '■■■;. 1

Page 5

PENNSYJJVA.N1A STAXE NOR-IVIAL SCHOOL

CONTENTS

Notice of Index

Calendar ......

Normal Calendars for 1911-1912 Board of Trustees ....

Standing Committees of the Board .

State Board of Examiners

Faculty ......

Administrative Organization Standing Committees of the Faculty . Functions of the Faculty Committees Pennsylvania State Normal — History . Material Equipment Location ......

Purpose and Function of This School Discipline ......

Student Organizations How to Enter the School .

I'A<;e

• 4 5

• 7 8

• 9 10 12

>9

. 20

21

• 25 27

• .14 .37

• 38 40

■ 42

Graduation .....

Suggestions to Prospective Students

Final Examinations, etc.

Regulations for Advanced Standing

Certificate and Diploma

Statement of Expenses .

Courses of Instruction

The Training School

The School of Business

The Conservatory of Music .

Normal School Registry

Model School Registry .

Summary of Enrollment

Alumni Registry ....

Class Directory ....

Index ......

PAGE

• 42 43

• 44 45

• 47 SO

■ 56 96

• '47 ■55

• 163 179

. 180 iSi

. 192 219

] ^^^^^ [

PENNSYLVANIA STATE NORMAL SCHOOL

Normal Calendar for 1911-12

Fall Term — Fifteen Weeks:

Opens Tuesday, September 12, 191 1

Classification of New Students, 9 a. m. and 1 130 p. m., September 12. Closes Friday, December 22, 191 1

Vacation of Ten Days. Winter Term — Thirteen Weeks:

Opens Tuesday, January 2, 1912

Classification of New Students, 9 a. m. and i :30 P M., January 2. Closes Friday, March 29, 1912

Vacation of Ten Days. Spring Term — Twelve Weeks:

Opens Tuesday, April 9, 1912

Classification of New Students, 9 a. m. and 1:30 P. M., April 9.

Annual Sermon before Christian Association Sunday evening, June 16, 1912

Baccalaureate Sermon Sunday morning, June 23, 1912

Commencement Concert Monday evening, June 24, 1912

Business Meeting of Alumni Association Tuesday, June 25, 1912

Class-Day Exercises Tuesday, June 25, 1912

Alumni Banquet Tuesday evening, June 25, 1912

Commencement Wednesday, June 26, 1912

Page 7

o

PENNSYJ-VAISTIA STATE NOR-IVIAL SCHOOL

Board of Trustees

Representing the Stockholders:

Gen. Harry White, A. B., Esq Term expires, 1912

Mr. John W. Sutton Term expires, 1912

Mr. William S. Daitoherty Term expires, 1912

Mr. Thomas Sutton, A.B., A.M., Esq Term expires, 1913

Mr. Edward Ro\ve Term expires, 1913

Mr. Grikiith ICllis Term expires, 1913

Mr. J. Wood Clark, A.B., .\.M., Ksii Term expires, 1914

Justice John P. Elkin, LL.B., A.M Term expires, 1914

Mr. Harry \\". Wilson, A.B Term expires, 1914

Reprfst-nlinti the Stale:

Mr. John A. Scott, A.B., Esq Term expires, 1912

Senator John S. Fisher, Pd.B., Esq Term expires, 1912

Mr. To.m E. Hildebrani) Term expires, 1912

Hon. Summers M. Jack, Esq Term expires, 1913

Judge S. J. Telford Term expires, 1913

Mr. W. R. Loughry Term expires, 1913

Mr. J. C. Wallace Term expires, 1914

Mr. J. Dick Wilson Term expires, 1914

Mr. a. T. MoREHEAI) Term expires. i>)l4

Officers of the Board:

President: Tiio.MAs Sutton.

Vice-Presideiil : J<iiin P. F.i.kin.

Se<Tel;ir> : J. WoOD Clark.

Treasurer: Harrn Winri:, Jr.

Page 8

PENNSYLVANIA STATE NORTvIAL SCHOOL a

Standing Committees of the Board

INSTRUCTION AND DISCIPLINE

Harry White John P. Elkin J. Wood Clark S. M. Jack John A. Scott

EMPLOYMENT OF TEACHERS-ADVERTISING AND PRINTING

James E. Ament W. S. Daugherty John P. Elkin Thomas Sutton S. M. Jack

FINANCE

John A. Scott John S. Fisher J. W. Sutton J. C. Wallace Harry White

ACCOUNTS AND CLAIMS

Griffith Ellis H. W. Wilson S. J. Ti'Lford

EXPENDITURES AND SUPPLIES

J. P. Elkin W. R. I.oughry Edward Rowe

APPARATUS, house AND SCHOOL FURNITURE

John W. Sutton W. R. Loughrv Edward Rowe J. Dick Wilson John S. Fisher

BUILDINGS

Edward Rowe A. T. Morehead T. E. Hildebrand J. C. Wallace H. W. Wilson

GROUNDS

W. S. Daugherty J. W. Clark Griffith Ellis

Page 9

III

PENNSYLVANIA STAXE NORIVIAL SCHOOL

Standing Committees of the Board, continued

J. \V. Clark

LECTURES AND ATHLETICS T. E. HiLDEBRAND

Griffith Kllis

S. M. Jack

S. J. Telford

LIBRARY

H. W. Wilson John S. Fisher J. C. Wallace

CARE OF HOSPITAL AND SICK T. E. HlLDEHRAXD A. T. MoREHEAU

J. Dick Wilson

John A. Siott

AUDITORS W. K. l.Ol'C.HRY

W. S. Daiu.herty

State Board of Examiners for Indiana, 1911

Hon. R. M. McNeai UepartmenI ol Public Instiuclioii

Dr. E. O. Lytic Principal Milicrsville

Ira N. McCloskey Superintendent Clinton County

J. L. Allison Superintendent Wilkinsburg

Daniel Fleisher Superinlendent Lancaster County

J. H. RebeR SuperintendeiU Wayneslioro

Clyde C. Green Superintendent New Hrighton

D. W. Seibert Superintendent Somerset County

Dr. James E. Ament Principal Indiana

Page 10

^

Faculty

PENNSYJJVAlSriA STATE ]SrOR,lVlAl_ SCHOOL

Faculty

Jamks K. Ament, I.L.I)., Priiiiipnl.

J.\MES E. Ament I>roR.s,s„r of Psychology an.l l-lliics

Student at Valparaiso I'nivcrsity; K'racluat.', Illinois State Normal University, I8y2; sometime snperirKen.l,.,! of rUy schools, Larroll Iowa; somel.me supenntendent ..f eity sehools, Rork Island', Illinois; first po^siclenl ,.f Slal,- Norni.il School, .^Iva, Okla.; pre.s,dent-elert. State .\ormal Sel.ool, Weston, OreRon: sometime president of St.ite Normal School Warrensbtirg, .Missouri; LL. I)., Kentii.ky Lniversity; in present position since 1906.

John A. Lesh, A.M Professor oj Pedagogy

(.radiiate, Pennsylvania State Normal, East StroudslmrK; graduate Ph. B., Taylor Universitv, Uplan.l, Indiana; gradu- vin-l T ^''™'"K"'"-'.' ^"""-ip-; ^- ^■■' student, Columbia University, New York City; graduate, Cniversitvof I'ennsyl- ^ama, three years principal, loln-hanna. Pa.; one year professor of history, Taylor University; in present position since

Marg.xret Kirkp.^trick StroN(;, A.M Assislanl in Psychology ami Pedagogy

Hamiltofi Collegiiife Institute, (an.ida. gold medalist, icjoi ; Universitv of Toronto, Honor graduate, Philosophv H \ 905; assistant in Toronto psycliologi.a! lal.orat.>ry; Cornell University, Scholar in the Sage School of Philos,.phy, A. M., 190/; Wilson College, ChamlK-rslmrg, Pa., Professor of Philosophy, 1907-1909; in present position since 1909.

Jane E. Leonard, M.S Professor of EugHsh

Student, Pennsylvania State Normal School, Millersville; teacher of mathematics and history in Pennsylvania State Nor- inal^ School, .Millersville, 1868-1875; degree of M.S., Pennsylvania Stale Normal, Millersville; in |>re,;ent position since

lu.NA B. Smith, A.B Assoeialc Professor of English

Teacher in Kansas public sc^hools, two years; graduate. State Normal School, .Alva. Okla., 1902; teacher in Kiowa (Kan.) High School, two years; .\. B., Lniversity of .Michigan, 1907; in present jxisition since 1907.

Bertha Agard, A.B ^„ -.Z^,,^ •„ £„g;;^,^

Graduate of State Normal School. Cortland, N. Y.; sometime teacher in the public schools in New Jersey; A. B., Cornell Lniversity; in present position since 1910.

Page 12

PENNSYLVANIA STATE NORT^AL SCHOOL

Faculty, continued

Ethel M. Orr Assislanl in English

Student two years in VVcstmin<;fer College, New Wilmington, Pa.; sometime teacher in Lincoln Normal, Marion, Ala- bama; sometime teacher in Pennsylvania public schools; graduate, Pennsylvania State Normal, Indiana, 1909; teacher in Monongaliela public schools, 1909; in present position since 1910.

Helen A. Carmalt Secretary to Miss Leonard, and Assistant in Commercial Department

Graduate, Brookville High School, Pcnna.; graduate, Tommercial Teachers' Training Course, State Normal School, Indiana, Penna.

Albert K. Heckel, A.M Professor of History and Geography

A. B., A. M., Roanoke College, Virginia; post-graduate work, Johns Hopkins llniversity; student in Harvard University; teacher in Swissvale High School, three years; in present position since 1907.

Elizabeth M. Walsh Assistant in Geography and History

Graduate, High School, Horseheads, N. Y.; graduate, State Normal School, Cortland, N. Y.; sometime teacher in High School at East Bloomfield, N. Y.; sometime teacher in High Si h.«)l, W.iterviUc, N. V.; in [iresent position siitce 1910.

James C. Smith, Ph.B Professor of Mathematics

Graduate. Howard College, Alabama: sometime teacher in public schools of Alabama; Ph. B., University of Chicago, 1903; He.id of Department of Mathematics, Kvansville High School, Evansville, Ind., 1903-1907; graduate work in lin- versitN' of Chicago; in present position since 1907.

M. C. Gordon, M.S Associate Professor of Mathematics

Graduate, Pennsylvania State Normal School, Indiana, 1885; principal, public schools. West Nerotore, Pa., 1885-6; grad- uate with degree of M. S., Pennsylvania State Normal School. Indiana, 1HS8; princip.d, public schools, Irwin, Pa., 1888- 1892; special student University of Pennsylvania, 1S94; in present position since 1892.

Edna S. Winters, A.B Assistant in Mathematics

Graduate, 1905, post-graduate, 1906, Masten Park High School, Buffalo, N. Y.; graduate, Vassar College, 1910; in present position since 1910.

Edith Chesebrough, A.B Assistant in Mathematics

Graduate of High School, Syracuse, N. Y.; A. B., Cornell University; sometime teacher in High School, Attica, N. Y.; in present position since 1907.

I>E NN SYLVAN 1 A SXAXE NOR-lVlAL SCHOOL

Faculty, continued

William O. Forman Athletir Coach and Assistant in Mathematics

Graduate, Pi-nnsylvania State Normal. Indiana, Pa.; sometime teacher in public schools; Principal, Millsburo Union Schools and llij;h School; sometime student at Allegheny College; participated in varsity athletics at AllcRhcny College in football, basket ball and baseball. Drafted by and under contract to Washington Americans from Erie O. & P. league team, fall 1909. In present position since 1910.

Wii.i.i.vM J. Jack. A.B,, A.M Professor of Greek and Latin

Student. Pennsylvania State Normal School, Indiana, four years; graduate. Phillips-Exetcr .Academy, 1901; A. B., Yale University. 1905; A. M., ibid.; instructor in history and mathematics, Military Academy. Los Angeles, Cal., 1905-6; in present position since 1906.

Rosina Boice Wkavur, M.S Assistant in Latin

Teacher in Pennsylvania public schools; M.S., Pennsylvania State Normal School, Indiana, 1X92; siudeut, Cornell I'ni- versity. summer iSgy; in present position since 1892.

ESTELI.A V. I.. Shkkrill, A.B Professor of German and French

Graduate of State Normal School. Alva. Okla.; sometime teacher in public schools; graduate of Kansas State School; .A. B.. University of Michigan; sometime teacher in Kansas State Normal; in present position since 1907.

Normal present position since 1907.

N. Frances Wi-lli-r, A.B Assistant in French and German

Graduate of High School, Ilion, N. 'S'.; \. B., Cornell Iniversity; sometime teacher in High School, New Hartford. N. \ .: in present posit i<jn since 1910.

Joseph N. K. Hickman, A.M Professor of Physics

Graduate. High School. Steelton. Pa.. 1894; A. B.. Pennsylvania College. 1899; A. M.. same. 1903; tutor. Pennsylvania College. 1899.1900; teacher, mathematics and science. Peckskill Military Academy. 1900-3; in present po.sition since 1903.

John James, A.B Professor of Chemistry

Student several years in Illinois State Normal University; student three years in Northwestern University. Kvanston. 111.; A. B.. University of Michigan; teacher in secondary schools; graduate student, University of Michigan; sometime electri- cian. Naval Observatory, Washington, D. C.; student two years in University of Halle, Prussia; one year in Sorbonne. Paris; sometime instructor in mathematics. University of Michigan; sometime professi>r of mathematics, Kpworth Univer- sity, Oklahoma City; sometime acting-director of .Morrison Observatory. Glasgow, Mo.; in present [losition since 1907.

J. HiKHi K I \\aiti-: Biology

Graduate. Lock Haven High School; first degree in Biology, Bucknell University.

Page 14 o

PENNSYLVANIA STATE NORIVIAL SCHOOL

Faculty, continued

Susan Appelgate Instrmtor i„ PubUc Speaking

um-

Graduate of South Jersey Institute; graduate and post-graduate of Emerson College of Oratory. Boston; student s

mer school, University of Virginia; teacher in South Jersey Institute; teacher m Central College, Lexington, Mo

present position since 1908.

Elizabeth Knight Eyre Direcl"r of Physical Trai,ung for Women

Graduate of New Haven Normal School of Gymnastics; sometime teacher of private classes in gymnastics in New Haven Normal Sch.iol of Gymnastics; sometime Director of Athletics in New Haven Normal School of Gymnastics; sometime teacher of Gymnastics in State Normal Training School. New Haven, Conn. ; sometime teacher of Gymnastics in New Haven, Conn., Public Schools; sometime Basket Ball coach in New Haven, Conn., Public Schools; in present position since 1909.

Jean R. McElhaney, Pd.B Inslmctor in Drawing

Graduate, high school. Indiana, Pa., 188,1; graduate, Pennsylvania State Normal School, Indiana, 1885; primary teac-her, Union own Pa.. iSSsIgo; teacher in public schools. Indiana. Pa.. 1890-96; student in Art Lhautauqua, summer 1892; teacher in p. blc schools Johnstown, Pa.. .896-1903; student. Prang Normal .Vt Classes, Boston, .900-1; graduate stu- dent Pr^tt Institute, Brooklyn, 1903-4; teacher of Art, Johnstown High School, .904-6; in present position since 1906.

Jessie Anderson Taylor .l.././«»/ in Drawing

Graduate, Oberlin Academy, 1907; graduate, Pratt Institute, Brooklyn, N. Y., ig.o; in present position smcc 19.0. Elbert M. Jackson Instructor in Manual Training

Graduate ..f Hieh School Pulaski, N. V., .896: graduate of State Normal and Training School Oswego. N.\. 902; .ZiZc t ache in puliic schools of N™ York; teacher of Manual Training Orange Park Normal Schoo. Florida 1902-04; teacher of Manual Training, Utica, N. Y., 1905-8; teacher of Manual Training, Concord, N. H., 1908-9, in present position since 1909.

Alva E. Kinsley "'-•"'^ "/ Commmml Department

Student University of West Virginia; student. Mt. Union College. Alliance, Ohio; graduate, Eastman National Business College,' Poughkeepsie, N. Y.; professor of banking and commercial law. State Normal Business School; m present position since 1910.

Hamlin E. Cogswell, Mus.M Director Musical Conservatory

Student of Voice under George James Webb and Chester G. Allen, New York; Charles R. Adams. Boston; trederic W Root Chicago student of Piano under William Mason, New York; Violin under LeandroCampenan, Boston; The- ory under cSi^ G Allen, New York, and Dr. Hugh A. Clarke, Philadelphia; Public School Music under Mason, Zuchtrnann and Holt director of School of Music, State Normal School, Mansfield, Pa 1887-97; supervisor of music. Binghrmton N Y.. 897-99; Syracuse, N. Y., .899-1903; recalled to Mansfield Norma 1903-05; Director at Pennsyl- vanfa Nor°hwestern Normal, 19^5-6; degree of Mus. M., Syracuse University, 1903; president of music section, Nationa EducadrAsSc1Ition?i906-7; director of Music, Chautauqua Assembly, Chautauqua, N. Y., since 1908; in present

position since 1906.

•Jl Pa,«lS [

PENNSYLVANIA SXAXE NOR-lVlAL SCHOOL

Faculty, continued

Dorothy Cogswell Voice Culture and Uiitory of Music

Voice Culture and Teachers' Course under Mnic. Edna Hall, representative uf Krancesca. Kainperti and Marches!; pri- vate instructor at Scranton. I'a., and EiiiiKhamton and Syracuse, N. V.: instructor in Slate Nt)rnial, Mansfield, Pa., 1889-97: State Normal, Kdinboro, I'a., 1905-6; in present position since 1906.

Edna Allan Cogswell Piano and Organ

Graduate, Cr)nservatory of Music, State Normal, Mansfield, Pa.; Piano under Berwald, Syracuse University; \Vm. II. Sherwood, Chautauriu.i. N. N'.; Henry W. Davis, Syr.icuse; Organ under Harry Vihliard. Syracuse University, and R. Huntington Woodman, .New York; Voice under Richard Grant, Calthrop and Marie Lindimer Davis, Syracuse, ami Mr. and Mrs. Theo. J, Toedt, New York; instruiior in piano and organ, Mansfield Normal, 1904-5; Edinboro Normal, 1905-6; in present position since 1906.

M Ks. R. J. Sawyer Piano

Student, New York College of Music, 1886-7; inipil of Albert Ross Parsons, New Y'ork, 1892-5; teacher, pianoforte, .Norwalk, Conn, 1886-95; Carlisle, I'a., 1895-1900; in present position since igoo.

William Wrigley Violin

C.raduate of Walnut Hills High S<-hool. Cincinnati: student of violin for nine years under Benjamin ICbaun, now of New- York City: gr,iduate of Klindworth Scharwenka Conservatory, Hcrlin, Germany: instructor of violin, Johnson .Vlusic Conservatory, Mitineapolis; for two years a member of the .Nlinneapolis Symphony Orchestra and violin soloist of the Orpheus Concert Company; in present position since 1907.

Alice Crane-Wrigley, Mus.B Piano, Theory, Analysis, French and German

Gradu.ite of Hiram College, studied with William Sherwood; sjjcnt several years abroad, stuilying piano for three years with Felix Dreyschock of the German Sclu)ol, ,ind three years with .Mme. StephanolT, Russian e.\|)on<-nl of the Lcs- chelizky melliod, and with .\rlhur l)i- Cnvi in Brussels; completed the course in Harmony, Counterpoint anil Kugue, Sternescher Ccm.servatory: taught in Columbus, (Jhio; sometime head of music department of Roanoke College, Va.; in present position since 1907.

\\ . R. Douglas Wind and Slriv^ed Instruments, Piano and Harmony

Student of violin and harmony, Central Normal School, Danville, Indiana; Clarinet and School Music, Chicago Col- lege of .Music; graduate, Dana's Musical Institute, Warren. Ohio; sometime teacher of band and orchestra instruments, Potter Music School, Southern Pines, N. C; supervisor of music in public schools three years; in present position since 1908.

Page 16

PENNSYLVANIA STATE NORTvIAL SCHOOL

Faculty, continued Lelia Farlin Sifiging and Voice Culture

Graduate in Voice of the University School of Music, Ann Arbor, Michigan; post-graduate vocal work under \Vm. A. Howland, Head of Vocal Department, University School of Music; Frederic Bristol, New York; Ellison Van Hoose, New York; Frederick Pease, Michigan State Normal; Theory and Ear Training under Prof. Heacox, Oberlin Conservatory, Oberlin, Ohio; Musical Histor\-, Post-graduate work in Harmony under Prof. A. A. Stanley, University of Michigan, also Director of University School of Music; Piano under Prof. Henry C. Post, Grand Rapids, Mich.; Chas. Morrison, Director, Oberlin Conservatory, Oberlin, Ohio; Alberto Jonas, formerly of University School of Music, now of Berlin, Germany; for seven years Assistant Teacher in Vocal Department, University School of Music, Ann Arbor, Mich.; in present position since 1909.

Annie E. Hanley Voice

Spent three years in Italy (Florence) studying Italian and French languages, and piano; voice with Felice Coen; three years and a half in France (Paris) studying French and Italian languages and diction, vocal and preparatory vocal teacher's course with the late Enrico Delle Scdic. Interpreter and assistant accompanist to Delle Sedie. Cierman lan- guages. Awarded diploma in vocal and ability to teach same by Delle Sedie. Concerts in Florence, New Yt)rk, Charles- ton, and Aiken; head of vocal department one year at Angela's Academy, Aiken, S. C.

Charles Park Piano and Organ

Cincinnati College of Music; piano, organ and theory with Adolph H. Stadermann; piano with Romeo Gorno; theory with Dr. N. J. Elsenheimer; voice with Mme. Tecla Vigna; prominent church positions in Cincinnati, Louisville, Chat- tanooga and Alpena, Mich. Private classes 1902-1909; in present position since 1909.

Araminta M. McLane Librarian

Graduate, High School, East Liverpool, Ohio; teacher in public schools. East Liverpool, Ohio; librarian, public library, East Liverpool, Ohio; student. Pennsylvania State Normal, Indiana; student, Michigan University Library School. Ann Arbor, Mich., summer 1910; in present position since 1907.

Lois M. Dunlap Stenographer and Assistant Librarian

Graduate of High School, New Brighton, Pa.; graduate of shorthand course, Indiana State Normal School; in present position since 1910.

Jennie M. Ackerman Supervisor of the Model School

Graduate, State Normal School, New Paltz, N. Y.; teacher in public schools, Red Bank, N. Y.; in high school; princi- pal of model school, State Normal Schoril, East Stroudsburg, Pa.; student, Colundjia University, summer; critic teacher. State Normal School, Indiana, Pa., 1902-4; in present position since 1904.

Hope Stewart, Pd.B Critic Teacher

Graduate. Pennsylvania State Normal School, Indiana; teacher in public schools, Indiana, Pa.; student, Clark Univer- sity, summer; student. School of Pedagogy, Chautauqua, N. Y.; summer, 1903; teacher in State Normal School, Indiana, Pa., 1899-1906; in present position since lyob.

o

Page 17

PENN^YUV^ANIA STATE NOR-JVIAL SCHOOL

Faculty, concluded

Margaret D. MooRFi Criiit Teacher

(iraHiiate. High School. Hornell. N. ^'.; grariiiatc. State Normal, Geneseo. N. Y.; teacher in public schools of New ^'ork, 1897-1905; teacher in Susan B. Anthony School, Rochester, J905-6; in present position since igo6.

Mai,\ iNA Garman Riddle, Pd.B Cnlk Teacher

(iraduate, State Normal, Indiana, I'a., 1882; teacher in public schools, Grccnsburg, I'a., 1883-5; teacher in public schools, Indiana, Pa., 1893-6; student, summer school, Chautauqua, N. Y., 1894 ^"^ 1898; in present position since 1896.

Selma M. Konoi.I) Assistant in 'Training School

Graduate, High Sihool, Millvale, I'a.; graduate, Pennsylvania State Normal, Indiana; in present position since 1908.

Ernest B. K.m is Registrar

William !•". Sm itii Manager of Hnok Department

RoHKRT ('.. RoDKEY Secretary to the Principal

May a. Davis Slewanl

J. A. H. LoNCiWii.i Superintendent of Buildings and Grounds

Mary K. Kelso ((irailualc Nurse) In Charge of Infnmnry

Mrs. Paula La.vge Assistant Nurse

Jacob F. Reum Head Chef

Maurk E F. HiLE Director of Laundry

David .\. I-'leming Engineer and Electrician

J. S. Griffith Assistant Engineer and Electrician

.Ahkaii.vm Pier( e Head Carpenter

J. R. Henderson, and Jonathan Learn Gardeners

J. W. Langham Night Watchman

Harry Beatty Night Watchman

J. H. Rahenkamp Janitor, Sutton Hall

Fdith Brooks Assistant Janitress, Sulton Hal

William Grammes Janitor, Clark Hall

J. W. Householder Janitor, Leonard Hall

Luther Roof Janitor, Wilson Hall

Mii.to.n Laney Porter

Page 18 o

^^m^

PENNSYLVANIA STATE NORMAL SCHOOL

Administrative Organization

Officers of the Faculty

Prhuipnl: Jamks E. AmRNT.

Prcrepiirss: Jank R. Leonard.

Prereplin: Wll.i.iAM J. Jack.

Direilor of Musical Consen<alory: Hami.in R. Cogswell.

Priiiiipal of the Biisim-s.s School: Ai.VA R. Kinsley.

Supervisor of Ijie Trainin'^ School: Jicnnie M. ArKERM.\N. Librarian: Araminta M. MiI.ane.

Secretary to the Principal: Robert Rodkev. Registrar: Rknest B. Race.

Manager of Book Department: \Vm. R. Smith.

Page 19

PENNSYX-VANIA SXAXE N0R,NIAL SCHOOL

Standing Committees of the Faculty

(The firsl person named is cbairmao of that committee)

Ai)VAN-CED Standing: Mr. Win. J. Jack.

For JiNioRs: Mr. Gordon, Miss Walsh and Miss McEIhaney.

For MiDDLiiRs: Mr. James C. Smith, Mr. James and Miss Agard. Athlktics: Mr. Wni. J. Jack, Mr. Wm. F. Smith. Win. Forman. Classification: Mr. James C. Smith.

For Music: Mr. Cogswell.

For Commercial Subjects: Mr. Kinsley.

For Juniors and Below: Miss Smith, Miss Walsh, Mr. Meckel, Miss Chesebrough, Mr. Jackson, Mr. Lesh, Miss Orr, Miss Eyre.

For Middlers: Miss Weaver, Miss Sherriil, Miss Weller, Miss Strong, Mr. W.iilc.

For Seniors: Miss Ackerman, Mr. James.

Commencement: Mr. M. C. Gordon, Miss Leonard, Mr. J. C. Smith, Mrs. Riddle, Miss Stewart, Miss Ackerman

Mr. Heckel, Mr. Jack and Miss Cogswell. Dining-Room: Mr. J. C. Smith, Miss Stewart, Mrs. Sawyer and Mr. Kinsley. Lecture Course: Miss Jane E. Leonard, Mr. Cogswell, Mr. Gordon, Miss Smith .ind Miss Sherriil.

LlTF,R.\RV Societies: Mr. John James, Miss Smith, Miss Sherriil, Miss Chesehnmgh, Mrs. Riddle and Mr. Gordon.

Program: Mr. Wm. J. Jack, Mr. James, Mr. J. C. Smitli .nid Mr. Gordon.

RlcioMMEND.vriONS AND POSITIONS: Miss Jennie M. .Ackerman, Miss Stewart. Miss Leonard, Mr. Kinsley, Mr.

Cogswell, Mr. Gordon, and Miss Kosina Hoice Weaver, Secretary . RlvI.lGlous Work: Mr. J. A. Lesh, Miss Walsh, Miss l.con.ird. Mr. Mc-ckel, Miss Slrong and Miss McLane. School Magazine: Mr. John James, Miss Leonard, Mr. Kinsley, Miss McEIhaney. Social Life: Miss Jane E. Leonard, Miss Stewart, Miss Moore, Miss Cogswell, Miss Weller, Miss Eyre, Miss

Smith, Mrs. Wrigley, Mr. Heckel and Miss McLane. State Board: Mr. M. C. Gordon, Miss Weaver and Mr. Jack.

Page 20

PENNSYLVANIA STATE NORlVlAL SCHOOL a

Functions of the Faculty Committees

(All acts of the faculty committees are subject to the approval of the Priocipal)

Advanced Standing: This committee shall determine the value of all work done in other schools which is offered by entering or prospective students for advanced standing here, and shall report its findings to the Principal.

Athletics: This committee shall have general supervision over all public athletic games, exhibitions and contests, and shall have control over the arrangements for such games, exhibitions and contests with other schools or associations.

It shall have control over the finances and property of the Athletic Association, and over the purchase of needed athletic supplies.

It shall decide what candidates for membership on teams or for admission to athletic games, exhibitions and contests shall be eligible, aiul it sliall exclude from participation those whom it finds below the standard in their studies, or ineligible for any other cause.

Classification: This committee shall enroll and classify all students.

It shall see that a full and correct registry of students be kejit in the office, with copies of individual programs.

Subject to such regulations as may be adopted Ijy the Principal, it shall pass upon all requests for changes of program.

It shall see that the grades made by students each term are (iul\- reported to the recording official.

It shall follow up students' work and discipline delincjuents, when in its judgment it thinks best, and also offer such advice and encouragement as seem wise.

It shall have the power to call upon teachers for weekly reports of the standing of students whose work is under its consideration.

Commencement: This committee shall have general directive charge of the affairs of Commencement. It shall see that the diplomas are ready, and shall have proper programs printed.

Lectures and Entertainments: This committee .shall select and contract for all lectures and entertain- ments for the regular Normal I^ecture Course.

All entertainments, excepting those which come under the control of other regular committees or the Princi- pal, must receive the approval of this committee and be subject to its regulations before they shall be permitted lo appear in the Chapel.

DiNING-RooM : This committee sh.ill have general charge of all dining-room matters not coming undtT the official control of the Steward; it shall do the seating; it shall see that good order is maintained, not onh- in the dining-room, but upon entering and leaving the same; in this work it shall have the cooperation of all members of the faculty.

J^

FENNSYXA^ANlA STATE NORlVlAL SCHOOL

Functions of the Faculty Committees. continued

Literary Societies: In working with committees ai)i)()inli-(l l>y the Societies, or in worls'Pg wilh ihe Society officials, this committee shall represent the Faculty. It shall labor lo make more effective and \aUiable the work of the literary societies, and to this end shall advise with the members of the societies from lime lo time.

It shall ha\e general charge of all contests, inter-society, or inter-collegiate, and open meetings.

Any and all .society meetings shall be open to the members of this committee, and they shall attend the meet- ings from time to time.

Program: This committee shall make out the term program, at least one week prioi to the opening of the term.

The committee may, when it deems best, consult with other members of the faculty relative to the schedule, but it shall have power to make out the program as it seems best in its judgment, and when so made and approved by the Principal, the same shall be final.

*Recommendations AND POSITION: This commit tcc shall assist graduates anri (]ualilicd sludcnls to secure positions to teach, and shall aid school officials in procuring teachers.

It shall collect complete and accurate information respecting all applicants for positions to li'ach who ask the assistance of the committee.

Religious Work: It shall he the function of this committee to assist and encourage the students in ,dl religious work. It shall advise with the officers of the Y. W. C. A. and the Y. M. C. A.

School Magazine: This committee shall have general charge of the publication known as the Normal Herald.

Social Life: This committee shall have general and executive charge of the social life of the students. It shall have charge of the Saturday- evening social, of the Hallowe'en and Washington's Birthday e\-ents, and such other affairs as the Hauxhurst spreads, hay-rides and sleigh-rides.

State Board: It shall be the duty of this roniniittec t(] m.ike all needful iireiiaration for lacilitaling the work of the State Board of IC.xaminers.

*NoTE. — The Normal, through its Committee on Recommendations and Positions, is prepared to give systematic aid to its graduates and students in securing suitable positions to teacii.

The committee seeks to assist school authorities in procuring competent teachers. The plan is to recommend candidates best suited to till vacancies and not to send out general letters of recommendation.

School authorities who write the committee will have full and confidential information in regard to applicants.

School officers are cordially invited to visit the .Normal to inspect the work of those whom they may wish to secure to fill positions. Cor- respondence is invited from Boards. Principals and Superintendents in regard to vacancies and teachers. This information will be treated in full confidence and all possible assistance will be gladly given.

While the chief work of the committee will be to help the students who are in attendance, yet it is the purpose to lend assistance to graduates and former students in securing for themselves more satisfactory positions. To this end the full coiiperation of Alumni and former students is earnestly desired. Write to the committee when in need of a teacher. Supply information concerning vacancies.

All correspondence in regard to location of teachers should be addressed to the Secretary or the Principal.

Page 22 I

II*

PENNSYLVANIA STAXE NOR-IVIAL ©CMOOL

Jiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiuiiiiiiiiy

Page 23

■ ll

F»ENNSYLVAN1A STATE NORNIAL SCHOOL

Page 24

V^^^

PENNSYLVANIA STATE NORI^AL SCHOOL

The Pennsylvania State Normal School

History

HE plan ol tliis Institution was conceived

n-S!i in the sixties, the first money, some twenty thousand dollars, being subscribed for its founding in 1869. The first recog- nition by the State was through an act of the General Assembly in 1 87 1, but the school was not opened until May 17, 1875. Its first principal was Dr. E. B. Fairfield, who after- wards, as the first Chancellor of the University of Nebraska, so largeh- influenced the future of that institution.

Among the nolablc men present upon the opening day of the school was one of Pennsylvania's most famous educators, then State Superintendent of Pub- lic Instruction, James P. VVickcrsham, who stated in his public address that it was his opinion that Indi- ana's first building was the largest, finest and best- planned structure devoted to normal school education in the United States. A monument to its founders, that building still stands, and in honor of the first oresident of the lioard nf Irustces, it is known as JdIhi Sutton Hall.

In 1893 there was erected upon our campus a brick residence for men students. The building was forty by one hundred feet, and consisted of a basement and three stories. In February, 1906, this building burned to the ground. There were excellent fire escapes, so not only were no lives lost, but there were no serious injuries.

The ruins were not cold before the trustees were

planning lor a larger and better dormitor>' for our young men, and in January, 1907, the Indiana boys took possession of one of the best school residences for men in the State. The building stands upon the site of the old one, but is somewhat larger, and is known as Clark Hall, in honor of the board's second

Page 25

PENNSYLVANIA STAXE NOR-IVIAL SCHOOL

presidenl, llu' lair Jiislicf Silas M. Clark, of tlie Supreme Bench.

In 1893, also, the Iniaril uretltil, to ihe nurlhward of the main building, the Model School, and named it in honor of their third president, the A. W. Wilson Hall. This building contain.s eight large, airj' class- rooms, with ample playrooms in the basement for use on stormy days.

The year 1903 marked a strong advance in Indi- ana's material e(|uipment. The Normal's Recitation Hall was then erected. It stands just to the south- ward of Wilson Hall, completing the east wing of tin- quadrangle. A stately structure it is and one of the most beautiful on the campus. The dimensions are a frontage of one hundred thirty feet and a depth of one hundred twenty-three. The building is the school proper of the Normal and contains twenty-four large, beautiful rooms. The trustees honored themselves liv naming this building after one of their most widcK known and most faithful teachers, Jane E. Leonard.

During that same year there was erected to the westward of the .south wing of John Sutton Hall another most beautiful and imposing structure, one hundred twenty-three by ninety-two feet in size and three stories high. In the basement of this building is the laundry and storage, while on the first floor are the kitchens, dining-rooms, and the Steward's office; the Musical ("onservalor\- occupies the second story, while the third floor is u.sed as a dormitory. This building is known as Thomas Sutton Hall, in honor of the Presidenl of the Board of Trustees.

During the past few years something more than

$5o,o(X) have been spent in improving the institution's |il.[iii. the most noteworthy improvement being the erection of a cold storage plant in connection with the refectory. This cold storage plant is pronounced by experts to be one of the very best in all the country. It enables the school to manufacture its own ice, and to furnish its students at all times with the choicest fresh meats.

During the past year two notable additions to otir buildings have been made — an anne.x to the dining- liall, sealing from eighty to one hundred; and an annex to the girls' dormitory, accommodating si.xly- two girls. The dining-room anne.x contains a very large fireijlace, which promotes good cheer and helps the ventilation materialh'. The annex to the girls' dormitory affords to each two girls occupying it a suite consisting of a sitting-room and bedroom. There are two large wardrobe closets, one for each uirl. In tlic bedroom each girl has her own bed, and there is a porcelain kualory supplied with hot and cold water. No dormitory, however high the charges of the school, affords its occupants better rooms than tliese. This building is practically fire-proof, and its b.uhroom.s — one on every floor — are tiled and finished in Italian marble. Occupants of these rooms pay from seventy-five cents to one dollar a week extra.

Indiana's student growth has never been phenom- enal, but it has been sure, and has increased from 328, the total enrollment of that first term liack in 1875. to nearl)' 1,500, the number for the year just closed, the largest in its history.

Page 26

Material Equipment

^ f^^

PENNSYLVANIA STATE NOR-lVlAL SCHOOL

m

Pajic 28

^>mm^

PENNSYLVANIA STATE NORMAL SCHOOL

Material Equipment

The Buildings

These have alreadN been quile fully described. They all are built of stone and brick in the most sub- stantial manner, and are heated by steam, direct or indirect, with the fan system. The main building, used as the girls' residence, is equipped with a large hy- draulic passenger elevator, running from the base- ment to the top floor, which makes the upper floors more desirable in some respects than the l<iwer ones.

During the past year the Trustees had an additional passenger elevator installed in this building. This elevator has double the capacity of the old one, which is still in first-class condit on, and in daily use. The new elevator is of the electric type. It was installed by the Otis Elevator Company, and is one of the very best manufactured by that noted concern.

This entire building is heated by steam and lighted by electricity. Every floor is supplied with an abun- dance of hot and cold water, and the bathrooms, lava- tories and water-closets are of the most approved patterns.

On account of our method of lighting and heating, the possibility of a fire is small, while danger from it is reduced to a minimim by ample arrangements for extinguishment, and by fire-escapes aliundantly pro- \ided for each floor and for each room. Two new and improved fire-escapes were added this past year.

In brief, this immense building is planned and fur- n'shed throughout for the ciMuenience, safety and success of its occupants.

Each student's room is luniislied with a bedstead, a bureau, a washstand with necessary china, two chairs, a study table and a neat case of bookshelves.

All rooms are carpeted and have plain shades to the windows.

The night watchmen have their headquarters in this building, and make the rounds of all the buildings on the campus four times each night.

Each student's room in the boys' dormitory is fur- nished with two single iron bedsteads, a bureau, a wash- stand with necessary china, two chairs, and a study- table. The windows are provided with jjlain shades.

I

^^fpfs Room in Sutton Hall

^

Page 29

PENNSYLVANIA STATE

NOR,]VlAl_ SCHOOL

A Class at W.irk in Phy

The Laboratories

For jihysics, chemistry iind biology are located on the first floor of Leonard Hall. F'ew. if any, normal s<-hools in this country are better equipped for science work than is Indiana.

These laboratories are supplied with every neces- sary iiwlrUMU'iil and i(iuipincnt for iiuii\idual slu(l\-.

The Library

A good reference lil)rar\- is accessible every day to all students. Here arc found the leading encyclo- pedias, dictionaries and other standard reference book's, historical charts. mai)s and other conveniences so essential to successful student life.

There is also a large Iibrar\' of choice works of his- tor\'. biography and literature free to all students.

It is not the aim to mass books merely for the sake ot making a large lil)rar\'; but wcdoaim to ha\-e every u^ai)le book and periodical.

The additions to the library during thu \'ear will aggregate alx)ut five hundred \-olumes.

In conncclKin with ihc --upjiliid u il h ricwspaitcis

XiiuTic.iii ii()\,

\nu riraii iuluialiun. Anuritaii Monies and ("«ar<lrns, Anuritan Journal of Niirsiny, Anirrican Journal of P^\(liolt)^y Living Aj^t-,

lilirarv' is a reading-room, and pt-riodicals as follows:

Ladifs' Home Journal,

Leslie's WVeklv.

Life,

Literary Digest,

Anuiican Magazine, Ann ritaii Primary Teacher, Ailantie Monthly, liookman,

HLukwood's Edinburgh Maga- zine, business lulneator, ( entury, Chautauqua, Collier's

( 'oluinhi.i rni\'ersit>' Quarterly. Outing,

Manual Training Magazine,

McClure's.

Munsey's,

Musiral Courier.

National Stoeknian and Farmer.

Nature,

Nineteenth Century,

Normal Instructor,

North American Review,

Outlook,

( osmopolitan.

Craftsman.

Current Literature,

Dietetic and Hygiene C.azette,

Delineator,

F~-ducation,

Educational Review,

i-!lementary School Journ.il,

Ktude,

I'-\er>body's,

Forum,

I larper's Bazar,

1 Iarp<'r's M()rilhly,

Harper's Weekly,

Independent,

International Studio,

J udge,

Pi-dagogical Scminar>', IVnnsylvania School Journal Poimlar Fducalor, Popular Science Monthly, Primary Fducation, Primar>' Plans, Psychological Hulletin, IV\'choIi)gical Re\ iew, i*ul>lic Liljraries, Recreation, Review of Reviews, Saturday I-'vening Post, School Arts Hook, School Hoard Journal, School and Home Education, School Review, Scribner's.

Page 30

PENNSYLVANIA STATE NORl^dAL SCHOOL

School Science and Mathe- matics, Scientific American, Scientific American Sui)pli.-mcnt Survey,

St. Nicholas,

Teachers' College Record,

World Today,

World's Work,

Youth's Companion.

We tliank tht- iniMishers for the following publica- tions:

Apollo News-Record, Barnesboro Star. Brookville Republican. Butler Citizen, Christian Advocate, Christian Statesman, Church News, Clearfield Republican, County Journal, Daily News (Kittanning), Greensburg Daily Tribune, Indiana Democrat, Indiana Gazette,

(Daily and Weekly), Iruliana Messenger, Indi.tna Progress, Indiana Times, Jeffersonian Democrat, Jeannette Dispatch. Johnstown Democrat.

Johnstown Journal. Kittanning Free Press, Latrobe Bulletin, Ligonier Echo, Marion Center Independent, Mversdale Commercial, Oil City Derrick, Pennsylvania Herald, Philadelphia Press (Daily), Pittsburg Chronicle Telegraph,

(Daily). Pittsburgh Dispatch (Daily), Pittsburgh Gazette (Daily), Pittsburgh Post (Daily), Presbyterian Banner, Punxsutawney News, Punxsutawney Spirit, Republican Standard, Rural X'alley Advocate, United Presbyterian.

Vandergrift Citizen.

The Infirmary

Is pleasanth' located in a retired portion of the south wing of John Sutton Hall. This Infirmary, by every physician who has ever seen it, has been pronounced to be one of the finest and best in the state. It con- tains three tiled bathrooms, a dispensary, a kitchen and dining-room, nurses' private quarters, ample closets, ward for girls, private room for girls, ward for boys, and private room for boys. The west end is fitted for boys, the east f(jr girls. These two apart- ments are separate and distinct, being divided by a hall.

Every sanitary precaution is here taken, and every

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necessary arrangement is provided fur (he intelligent care of the sick. A graduate nurse is always in charge. Many a serious illness has been averted by early caring for tfie student in this Infirmary. The excellent health of our girls is proverbial, and the Infirmary is resfion- sible in no small degree for it. No e.\tra charge is made for care in the Infirmary, not even for the con- sumption of common remedies, a stock of which is always on hand. But in case the illness is such as to require the care of a physician or special nursing, the student pays that cost, and the cost of filling the phy- sician's prescriptions. At some distance from the main buildings, and oft" the campus, the Institution main- tains a small hospital to which cases are confined if there is cause to suspect contagion.

In short, every precaution is taken to protect ihe

Page 31

GIRLS WARD

IN THE INFIRMARY

"i-m

PENNSYLVANIA STATE NOR:mAL SCMOOL

health of the Indiana student; and during more than a third of a century Ijul two deaths have occurred in the Institution, and it has never suffered from an epidemic, notwithstanding the thousands who have been under its care.

Students, who because of severe or prolonged illness have to be transferred to a private hospital, have to pay the expense incurred at such institution and the cost of the transfer.

Students, who because of suffering Irom a con- tagious disease have to be removed to the school hos- pital, have to pay five dollars a week while in the hos- pital for nursing, and no deducti<jn is made from the regular term payments.

Boarding

The boarding depart iiieiit (jf this school is under the charge of a Steward of wide experience.

All who visit the Institution are delighted with its beautiful, spacious dining-room, and its immaculately clean kitchens, fitted up with every modern appliance of worth. The kitchen is presided over by an expert chef. There are four assistant cooks. The great bake- ovens are in the basement. We bake all our bread (white, Vienna, Graham, whole wheat, corn-bread and l)iscuit), pies and puddings. A professional baker has charge of the ovens.

All water served on our tables is from our own wells, drilled to a depth of more than two hundred feet.

Each table seats from eight to twelve and so far as possible is presided over by a teacher.

It is the Steward's aim to provide good, substantial, wholesome food. While it is plain, it is always the best quality to be found on our markets.

It is doubtful if there is another school in the country, whatever its character or charges, that pro-

vides a greater variety of, or more wholesome, food for its students than does Indiana. Our bills-of-fare \ary with the seasons. Ice-cream is regularly served twice a week. Special meals are prepared for the sick. Students are permitted to room and board with private families, or to room in private homes and take meals in the school, at the discretion of the Principal only.

Laundry

The Institution owns a first-class Laundry, and has it under the management of competent people. The

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PENNSYLVANIA STATE

NOR-MAL SCMOOL

price of board licrc inrludos frco laiiniir\ in ihc extent of ten plain pieces a week, in addition to towels and najjkins. In the basement of the girls' residence is a place to do washing and ironing for the use of girls only, and many of them attend to the laundering of their own hainlkerchiefs and other sm.ill [)ieces.

Outfit, Rooms. Washing

Outfit. — Students are expected to pro\iile them- selves with towels, table napkins, soa|) and other need- ful toilet articles.

Roo.MS. — Students in actual attendance at the close

of one term are entitled to preference in the choice of rooms for the next term. But room will be reserved, in girls' dormitories, for such of the above students onl\- as make a tlei)osit of five dollars with the school. If the student making deposit returns at the opening of the ne.xt term and claims her room, the deposit of five df)llars will be deducted from the regular pay- ment then to be made; otherwise, the depo.sit is for- feited to the school. All other students are entitled to choice of rooms in the orrler of the receipt of their ai)plic,ition.

No rooms, selected by or for students, will be held for them beyond the second day of the term, except upon special agreement to that cfifect, and charge will in all cases be made for rooms thus held.

Each room is intended to accommodate two board- ers, and the scale of prices given in this catalogue is arranged accordingly. Where the student, by his own choice, occupies a room alone, an extra charge will be made. Students may not room alone, excejjt with the permission of the school's authorities.

W.\siiixr,. — Each student is entitled to the washing of ten plain pieces in addition to towels and napkins.

All articles sent to the laundry must be plainK marked with the name of the owner in .some indelible form, and should be in a laimdry-bag. ,

Location

The iMslilulion is fortunate in its location, the site being one of great natural beauty, while the surround- ing town is charactcristicalb' beautiful, and has de\el- oped those moral influences .so desirable in the seat of an institution of learning. The town has a population of more than 6,000, and maintains churches of the lollowing denominations: Methodist Kpiscopal, Free Methodist, Kpiscopal, Presbyterian, I'niled Presby-

Page 34

FENNSY1_VA.N1 A ©TATE NOR.3VLA.L SCHOOL

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.11 II.

PENNSYLVANIA STAXE N0T2,]VIAL SCMOOL

lerian. ("atluilir. I.inliiTan. Bapli^l, \\\'slc\an Baplisi, ("icrnian Lutlicraii and Christian.

("irowth and improvement have cspccialK- marked Indiana in the past few years, and bid fair to continue. Many blocks of e.xcellent brick paving ha\e iieen laid, and contracts for many more lia\e Iieen let.

The place is reached by rail wilhoiil ditl^icully, being the northern terminus of (he "Indiana Branch" of the Pennsylvania, the change from the main line being made at Blairsville Intersection, where the Indiar.a train awaits the main-line train. The Indiana Branch connects at Blairsville with the West Penn. Division. Indiana is also on the Buffalo, Rochester and I'ilt^^- burgh, which gi\es connections with all northern points. The Institution is within ten minutes' walk of either depot. The Pennsylvania slops all its Irairs at the "Campus Landing" on the first day of each term. Both the railwa\s \ni\ on e.\lra coaches at the opening

of each term in order to accommodate all, if possilile, with seats.

During the jiasl year, the l'(iins\l\ania has run a special train for Indiana students only, from our campus direct to the I'nion Station at Pittsburgh, at the close of each term. The train is chaperoned by teachers. The Company will continue this custom, a courtesy greatly appreciated by the school, and its man>' patrons.

Telephone connection can be made from the main building with all leading jioinls.

Reference has been made to Indiana's naturalh' beautiful location. Here in the fool-hills of the Alle- ghanies, thirteen hundred feet above sea-level, with a clear, pure atmosphere, its inhabitants have always been free from miasmic or malarial complaints. For more than a third of a centur\- the health record of the school has been iiheiionienal.

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PENNSYLVANIA STATE NORTvIAL SCHOOL

Our campus, comprising twcnty-lhrcc acres, lias its natural l)eauty greatly enhanced by the constant care of a landscape gardener; but its beauty is much more graphically told than mere words can do, by the photographic reproductions running through this vol- ume. It is the belief of the Institution's authorities that such surroundings are a potent factor in the upbuild- ing of the student's character.

Purpose and Function of This School

PennsyKania, in coninmn with most "I the Ameri- can States, realized practically from its founding the necessity of an educated citizenshi|3. It is a.xiomatic that a just and efficient government must and will be controlled and administered by the educated; hence, the genius of our government im]ilies an educated citi- zenship. This attitude of the State toward the in- struction of its people makes it the one competent agency in supplying qualified teachers for its schools. This, the State of Pennsylvania does through its Pub- lic Normal Schools, whose function is the preparation of teachers for the common schools of the State. The learning and training imparted by the State through its Normal Schools has not for its purpose the better- ing of the condition of one class of persons at the pub- lic expense; the school does not exist for the l.ienefit of its students .simply, but for the benefit of the whole people, and its work is done with the general welfare always in view.

It is sometimes declared by some well-meaning critic that the normal should be "a purely professional school," meaning that the school should not do aca- demic work, but devote itself to the teaching of peda- gogics, psychology, the philosophy of education, etc. All e.xperienced trainers of teachers realize the in- efficiency of such work. Those so trained rarely make successful teachers. As well might medical students

devote their time to the stud\' of diagnosis and the theor>' of disease, apart from materia medica and the common diseases encountered in actual practice. The average high school graduate has been away from the common school subjects for from four to five years. His knowledge of those subjects was obtained at an immature age. In his normal school course they must lie reviewed from the standpoint of a teacher. His view will be very different from the view he had as a child. The normal school must not only teach how to teach, but what to teach and the educational value of study subjects. True, it cannot and ^\^tv■-• mil con-

I

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PENNSYLVANIA STATE N0R,1V[AL SCHOOL

fine its courses to tonniion school suljjccts, rcali/iiii; the ricccssit>' of liaving the content of its courses liroad and cultural. These facts make the normal school a desirable institution in which to obtain a general edu- cation for any purpose in life. More and more, far- seeing parents have recognized this, and have insisted upon the privilege of paying full tuition for having their children educated in the normal school, thus benefiting 1)\' its peculiar excellence.

For thousands of years, thoughtful men have re- alized the peculiar educational and cultural value of music, and its p.sychological effect in gi\ing tone and sanity to mental life. American educational leaders

believe in music as a school slud\-, and insist upon the common-school teacher's possessing a lair degree of musical knowledge and ability. To meet this demand in training, the leading normal schools have founded strong departments of music. The department at In- diana has grown into a well-e(|uipped Conservatory, second to none in this section of the countr>\

The life of a community determines the practical side of its school education. .America is a business country; hence, in its cities everywhere high .schools are offering business courses. To jjrepare teachers for this class of high-school work, this Normal main- tains a Business School. So thorough and excellent is the course that many graduate from it, not to teach, but to take up business careers. In short, it is the ])urpose of this Institution to prepare teachers for every grade and kind of teaching of wide demand.

Discipline

All (|uestions of internal organization in a school must be deternu'ned by the fundamental conception of the function of the school. In determining the nature and character of discipline in a normal school, the function of the institution makes it necessary that it be but slightly, if at all, reformatory in its nature. The general welfare of the Stale would not be promoted b\' licensing one of evil tendencies or certain shortcom- ings to teach in the schools of the commonwealth.

It is, therefore, the policy of the administrative authorities to ask any student who does not conduct herself or himself in all things as become the la<l>' or gentleman, or who is found not to be adapted to the life and work of the school for other reasons, to with- draw from the Institution.

In the government of tlii' school, the largest liberty consistent with good work and order is allowed. The disciplinary power of the Institution is brought to bear

:i

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PENNSYLVANIA STATE NORMAL SCHOOL

upon the student, ouh- to bring him to a rational under- standing of freedom, and to lead him to such self- government as will make him capable in the future of wisely governing others who shall become his pupils. It is the desire and aim of the Faculty to make the government in the school ethical in its basis.

Religious Influences

This school is not denominational in any sense. Its authorities, however, aim to make it a place of gentle but positive Christian influence. To this end family worship is hekl daily, and students arc rec|uiretl to at- tend the churrh(if their own choice on Sunday mornings.

The Y. M. C. A. and the Y. W. C. A. aid in the religious culture of all whose homes are in the Insti- tution. They include a large portion of the students. The.se associations havechargeof the Thursday evening prayer-meetings, and hold a joint meeting Sunday even- ings. Endeavor is made to promote Sal)bath observance.

Students are thus encouraged to become Christian workers, and school life is made to minister to the v\v- vation of Christian life.

Besides these associations, there are various others f if a practical type and in a highly pros[KT()us condition.

The denominations that maintain churches in In- diana were mentioned in describing the School's location.

The Lecture Course

The Institution maintains an excellent free leclure course for its student body. On this course is always to be found the best obtainable talent. During the past season our students had the pri\ilege of hearing in the Chapel, among others —

Jacob Riis.

Redpath Grand Quartette, Music.

Leiand T. Powers, Dramatic Reader.

Nox McCain (Three Lectures), Travel Studies. J. S. Martin, Civil Reform. John Kcndrick Bangs, Lecture. John Mitchell (on Labor Unions).

Social Life

The residence of the >oung ladies and that of the young gentlemen who attend this Institution are en- tirely .separate. All use the same dining-room, how- ever, which adds greatly to the social and cultural lifeof the school. All social events in which the sexes mingle are imdcr the direct charge of a faculty committee.

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FENNSYLVAlSriA STATE NORIMAL SCHOOL

Student Organizations

Literary Societies

The Pjodrlpliian Literary Socifly was foiuKled dur- ing the first jears of the School. Its purpose is to give students an opportunity for |>ractice in public speaking, and parlianientar\' ladies. The Hii>ghenian is a .similar sixiels'. Both these organizations ha\e well-furnished halls, where the>- hold fortnightly meet- ings. The annual contest between these two societies has come to be an event in the life of the school, rivaled only by Commencement.

The Lincoln Debating Club

The l.iriciilTi l)el)ating ("lub is a new organization fur men students. Its purpose is to develop ready and useful public speakers.

The niembershi|) is limited to fifty, and these are di\ide(l into three sections, each section debating every third week. The regular program consists of a prc- |)ared debate on some serious question of the day and im|)romptu speeches on current topics.

1 he club has the benefit of a Faculty coach.

Fraternities

OmetJa Chi

The Heta (haplrr of the Omega Chi frateriiit>- was installed here in May, Kjoi). The organization has grown steadiK' in strength and inlluence, and is proud to number among its members some of tlie ablest boys in the school. It is heartily in favor of clean athletics, and as most of the boys are in some of the teams, it exerts its influence in that direction. At present it has some twelve active membi-rs in school.

Delta Phi Sigma

The Beta Chapter of the Delta Phi Sigma I'rater- iiil\ was organized Februar>' 2g, igo8. I'he purpose ill the fraternit\' is to promote the general welfare of ils members, (iood moral and intellectual standing in the school is re(|Miri'd for membership.

Sororities

Phi Kappi Pi

The Ciamma Chapter of the Phi Kappa Pi was or- g.mized at Indiana in T()02 with a charter membership of 5. The ( h.iplcr at prcseiil Numbers 16.

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PENNSYLVANIA STATE NORMAL SCHOOL

Pi Kappi Sigma

The Zeta Chapter of Pi Kappa Sigma, a normal school sorority, was organized here in March, U)0(). It supjilenicnts the social and literary training of its members, and maintains a scholarship and conduct test for membershi|i eligibility.

Agonian Sorority, Alpha Kappa Phi

The Grand Chapter of the Normal School Sorority, Alpha Kap|)a Phi, at their convocation in 1910, granted a charter to a club of girls in our school, and recently installed them as a regular chapter in the fraternity. The organization is of many years' standing and is particularly strong in the State of New York, the Alpha Chapter Ijeing located at Geneseo.

Alpha Kappa Phi is a link between College frater- nities and normal school literary societies, the purpose being t(j get from school life the highest possible good, mental, moral and social. Teachers are admitted as active members.

Christian Associations

The studenls maintain two religious organizations — the Y. M. C. A. and the Y. W. C. A. These asso- ciations hold regular weekly meetings for devotional purposes, and occasional social gatherings. The meet- ings are a source of strength and help to the >oung people. The associations are factors for good in the School, and new students are cordially invited to identify themselves with them. Committees of the two associations meet all trains at the beginning of the terms to assist and direct new students.

Each of the associations has a furnished hall for its meetings.

Alumni Association

Indiana has graduated nearly two thousand teachers, and they constitute a loyal and enthusiastic band of supporters for their Alma Mater. The Alumni Asso- ciation has been a useful factor, indeed, in the up- liuilding of the School. Its services have been num- erous and varied. But it is hoped that its influence may be made even more potent. No school can accomplish great things without the aid of a loyal and enthusiastic alumni. Let us not forget the fact that in our union rests the strength that will make us a success in our professional lift — that it is (he

Page 41

FENNSYUVANIA ©TAXE NORIVLAL SCHOOL

excellence of our work that gives reputation to our Alma Mater, and that her reputation is ours.

The Association holds an annual reunion at ("oni- mencenient time. There is both a business meeting and a banquet.

Athletics

The Institution's reputation in athletics is so well known that comment is scarcely necessary here; the Footliall and Baseball teams have for years won a big majority of the season's games, and the Track Team has been the champion team among schools of our rank for years in Pennsylvania and surrounding states.

This Institution pa>s nothing to the men on its

teams, directly or indirectly, and all such men must be bona fide students. Our men pla>- for tlu- l(i\e of the sport and the glory of Indiana.

Ho-w to Enter the School

Upon arrival at Indiana, come at once to tlu' Nor- mal, l)Ut a short distance southwest of the Pennsylvania depot, and southeast of the B. R. and P. depot.

The Registrar's ofifice is just to the left of the north entrance of the main building. All preliminary arrangements will be made here, when the students will go to Leonard Hall just north of the main building, to be classified. No student is classified who does not show the Principal's receipt for payments required at entrance. After classification, constill with the Pre- ceptor or the Preceptress relative to the engagement of a room.

Graduation

In order to graduate from any Pennsylvania State Normal, the candidate must have passed e.\aminalio[i by the State Boartl, in each of the three >ears of the State Course — Junior, Middle and Senior. The Board will not examine a student in all three of these \ears at one time; they will e.vamine for the passing of l he- Junior and Middle years at one lime. Students who show themselves capable of the work and strain are permitted to prepare for this examination in one year, and are classed as Junior-Middlers.

The last examination for [ter.sons taking the three- year course will be held in June, 1913.

Cap and Gown

The regulation cap and gown, sanctioned b>- the In- tercollegiate Bureau and Registry of Academic Cos- tume, are worn by the Seniors of this Institution, upon the proper occasions.

The cost of the cap and gown ranges from S4.00 up.

Page 42

PENNSYLVANIA STATE NORIvIAL SCHOOL

Suggestions to Prospective Students

Come Early

Success demands thai you l>e here early. Tardiness in the commencement of a term, or irregularity of attendance after the commencement, is a very serious hindrance to success. Be here and ready for work on the very first day and the very first hour of the term.

Time for Thorough Work

It often happens that an aniliitious young man or woman, limited in means, and desirous of commencing life's active labors as scjon as possible, determines to try to do two years' work in one, or that of three in two.

Siicli a course is scarcely ever advisable. One essen- tial element in the teacher's preparation is time. Solid allainment is never a mushroom growth. Two years' work demands two years in which to do it well; and unless work is well done, the result will prove a source of regret through many years of mistakes, which might have been avoided had more thorough preparation been made. If you need more than a 3'ear for your work, and have only the means at command for one year's expenses at school, come for the year, and then, by remaining out of school for a time, make it possible to return and complete your course. It is not an absolute necessity that you graduate at a certain time; it is absolutely essential to your true success that you make thorough preparation.

Visits

Success demands concentration of thought. This is prevented by frequent visits at home or elsewhere, and usually time thus spent greatly hinders the progress of the student. Make few, if any, visits away from school.

Your Own Books

\\ hik- >iiu will hud man\' books of reference here, still it is advisable for you to bring all the books you have, that you may make pensonal and daily use of them. The haljit of such use is of incalculable im- portance, and the school life should ever minister to the formation of such habits as will lead to success in the after walks of life. Bring your books with you ; place them where you can conveniently use them, and by their use form a habit, the value of which you can never overestimate.

iiin

Page 43

PENN3YX-VANIA STATE IvTOR^J^AL SCHOOL

Conform

It is the school's interest and purpose to serve yon, liut this it can do hut poorly unless you conform lo the life of the Inslilution. Make up your mind to gel all the good out of the school you can. ("ome with the purpose of being happy in your work, of getting acipiainted and entering hearlil>- and cheerfully into the complete life of the school, making it all yours.

The School's Reputation Yours

The Indiana Xornial proposes to maintain a high standard of excellence, both as to scholarship and as to attainment of skill in teaching, ;ll

Our imitiiry is, and will remain, imt Ikiw inan\ we can graduate, but how mans , and who, arc ihcjruughly prepared for graduation.

For the sake of those who shall employ our teachers, and for the saki' of the teachers themselves, we desire to tnake our di|)lomas valuable and preserve to thetii their value; and we trust that you will appreciate the fact that \ou must yourself contribute tn so desirable an end.

Rules for Final Examinations,

Admission to the Middle and

Senior Classes, Etc.

(For atl tlie Normal Schools of Pennsylvania)

1. .Admission to the Senior Middle classes shall be tietermined by the State Board of Kxaminers at ihe annual examination by the Board.

2. In order to be admitteil lo the Middle cl.is> al any State Normal Sciiool, students must be examined by the State Board in all the Junior studies (except 1-aiglish (irammar and Arithmetic), and this examina- tion shall be final. Persons who desire to be admitted to the Middle class without ha\-ing previousl>- atten- ded a State Normal school must pass an examination b\- the Faculty in all the studies of the Junior year and !)>■ the State l^oard of Kxaminers in the academic studies of the Junior year (except the Senior review studies) and Plane Geometry, or the first book of Ca's.ir, and must complete School Management in the Middle year.

,S. In order to be admitted to the Senior class, studetits must be examined b\- the Slate Board in all the Middle year studies (excejit Methods), and this ex.imiuation shall be linal. Persons wh(j desire to be

Page 44

PENNSYLVANIA STATE NORMAL SCHOOL

admitted to the Senior class without ha\iiig previously attended a State normal school must pass an examina- tion by the Faculty and State Board in the academic studies of the entire course except the review studies of the Senior year, and must devote their time during the Senior year to the professional studies of the course, and the review studies.

4. If the Faculty of any State normal school, or the State Board of Examiners, decide that a person is not prepared to pass an examination by the State Board, he shall not be admitted to the same examinations at any other State normal school during the same school year.

5. If a person who has completed the examinations required for admission to the Middle or Senior class at any State normal school desires to enter another normal school, the Principal of the school at which the examination was held shall send the proper cerlili- cate to the Principal of the school which the person desires to attend. Except for the reason here stated, no certificate setting forth the passing of the Junior or Middle year studies shall be issued.

6. Candidates for graduation shall be examined In' the State Board in all branches of the Senior year, including English Grammer and Arithmetic. The\- shall have the opportunity of being examined in an\ higher branches, including vocal and instrumental music and double-entry bookkeeping; and all studies .-ompleted by them shall be named in their certificates.

7. Persons who have been graduated may be exam- ined by any State examination in any higher branches, and the Secretary of the Board of Examiners shall certify on the back of their diplomas to the passing of the branches completed at said examination.

8. A certificate setting forth the proficiency of all applicants in all studies in which they desire to be examined b\' the State Board uf E.xaniiners shall be

prepared and signed l)y the Faculty and presented to the Board. The certificate for the studies of the Junior year shall also include the standing of applicants in the review studies in the Senior year.

Regulations for Advanced Standing

(At Indiana)

I. Graduatesof Accredited High Schoolsshall, with- out previous examination by the Faculty, be ad- mitted to the Junior examination given by the State Board.

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PJENNSYX.VANIA STATE NORJVLAL SCHOOL

The passing of this examination adniils to the Middle Year of the School.

2. Students who have done two or more years' hii^li school work may enter the Middle year of the Normal ; and if they do satisfactory work throughout the year, they shall be admitted to the Junior and the Middle examinations given by the State Board ; provided, they present a certificate from the Principal of their high school, stating that the Junior work, as outlined for this school, has lieen satisfactorily done in whole or in part, and provitled they have done all Junior work not covered by the certihcate, to the satisfaction of the Faculty.

3. Students holding Permanent Certificates will be credited with the subjects named on their certificates. Professional (erlilicales will be treated indi\idiially.

4. Advanci'd standing ma>' also be obtained on work done in other State normals or colleges; but each in- dividual case will be acted ujion by the Connnitlee on

•Advanced Standing, at the time application lor the standing is made.

5. Subjects included in the regular courst- of the \oriual School, but not included in the High School, or other course on which advanced standing is bast-d, must be studied at the Normal, in order to graduation.

Note. — Ttic State Board examinations in all years will be given at the Sute Normal Sclujol. Indiana. Pa., l»y the Sute Board on a date near the Commencement. Those who are to Utke these examinations, and these exami- nations only, should be here on the day Ijefore that date. Those, however, who are to take the preliminao' examinations before the Faculty should he here a week earlier.

Examination of Practical Teachers

The Normal School law makes il ihr duly of the State Board of Kxaminers to grant diplomas or State certificates to actual teachers t)f common schools, with- out their having attended the Normal school as students, upon the following conditions.

I. The ap|)licant must be twenty-one years of age,

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PENNSYLVANIA STATE NORTvIAL SCHOOL

of good moral character, and must have taught suc- cessfully in the common schools of this State during three consecutive annual terms immediately preceding the examinations. The proof of good moral character, and satisfactory teaching for the required time, must be a certificate from the pro[)er Board or Boards of Directors, signed by the President and Secretary and countersigned by the proper Superintendent or Su- perintendents.

2. The examination may be in either the Regular or the Supplementary Course, as the applicant may elect, according to the list of studies as printed in the cir- culars of the State Normal Schools and approved by the State Superintendent, or in such other studies as may, by the Board of Examiners, be deemed ccjuivalent.

T,. Each applicant is required to prepare and present to the State Board of Examiners an original thesis of not less than six folio pages "of manuscript, on some professional subject, which thesis is to be retained at the .school where the examination takes place.

4. The examination and certificate arc without ex- pense to the applicant, and the certificate is full evidence of qualification to teach the branches therein named, in an>- part of the State, without further examination.

5. Practical teachers attending examinations at the State Normal Schools for tile purpose of procuring State Certificates are examined separately from the regular students, and both the State Board of Exam- iners and the facult>- of the school at which the ex- amination is held take part in the examination, all being required to sign the certificate.

Certificate and Diploma

The State Normal Certificate is issued to tliose who are graduated. It entitles the holder to teach in the

pulilic schools of the State for two years without further examination. The State Normal Diploma is issued to graduates who have taught in the common schools of the State for two full annual school terms of not less than seven months each after graduation, and who present certificates of successful teaching from each of the school boards, countersigned by the county, city or borough superintendent. It is furnished with- out charge, unless the name is to be engrossed, in which case one dollar is charged.

Pa^e 47

PENNSYIA^NIA SXAXE NORIVIAL SCHOOL

Degrees

Oraduates of Stale Normal Schools, in the Regular course, and graclualcs of accreditefl colleges may lie- come candidates for the degrees of Bachelor of Peda- gogics (Pd. B.) and Master of Pedagogics (Pd. M.). To obtain these degrees, candidates must be examined by the Faculty and the State Board upon the studies of the Supplementary Course. Three years' success- ful teaching in the public schools of the State since graduation (or two years in the case of candidates who taught in the Model School) will lie required of all candidates for the degree of Master of Pedagogics, in addition to the branches of Stud\- indicated in the

Supplementary Course. Attendance at a State Normal School during the entire Senior year will be required of all candidates for graduation; but candidates for a pedagogical degree ma\- prepare the required work in absentia.

Supplementary Course for the Decrees

{In aJditinn to the Regular Course)

Leading to the Degree of Bachelor of

Pedagogics

Philosophy of Education l^HorncJ; Advanri'd Psychology ( jaincs, Briefer C-ourse).

Discussion of Kducational yuosiions (iCchirational Aims and Educational Values, ilanus); or. School Supervision, in- cluding School Law (Our Schools, Chancelhir); IVnnsylvania School Laws; Devices for Teaching (Teaching of Elementary Mathematics, Smith); Educational Theoiies, etc. (Education as Development, O'Shca.)

School Apparatus and Appliances, Description, I'se and Preparation (Physical Nature of the Child, kowe).

Leading to the Degree of Master of

Pedagogics

Two years' teaching after graduation m the Regular Course.

Professional Reading with Abstracts: I iistor\' of Ethnalion in the United Slates (Bcjone), ICuropean Schools (Klemni). Systems of Educati<m (Parsons).

Sanitar>' Science, School Architecture, etc. School Hygiene (Shaw).

Thesis.

A full equi\'alent will be accepted for any of the le\t books named al>ove. 'I'he course in reading and classics for all the courses shall be determined by the Board of Principals at their annual meeting, and shall be the same for all Normal Schools.

\. B. — Candidates for degrees pay a fee of five dollars, to cover expense of examination.

Page 48

'^mm^

PENNSYUVANlA STATE NORIVIAL SCMOOL a

^SiJaT^"' — . . . r~~~~~zr~ . ■TsaSffS

Page 49

^^^m^

F»ENNSYI_VANIA STATE NOR^lVlAL SCHOOL

Statement of Expenses

	Full year. 40 weeks.	Fall term, 15 weeks.	Winter term. 13 weeks.	Spring term. 12 weeks.
•Total charge (including enrollment fee. board, room. heat.	light	S166 00 226 00 F'ree. 6 00 66 00 40 00	S62 00 84 50 Free. 2 00 24 50 15 00 6 00 12 00 15 00 10 00	554 00 73 50 Free. 2 00 21 50 13 00 5 00 10 00 14 00 8 00	S50 00 68 00 Free. 2 00 20 00 12 00 4 00 9 00 13 00 7 00
Total charge (including enrollment fee, tuition, board, room,	heat,
'Tuition for day students preparing to teach
Total charge for daj' students not preparing to teach
Extras — Drawins T\'pt'writinK Shorthand Elocution. — Two les^on^ per wt-i-k lpri\'atii One lesson per week (private;

The cost of books is an item of expense that cannot be determined, because a student can take a longer or shorter program as he may elect, and because he may own part of the books that he will need; but it has been found, by long c.vpericnce, that the average rental for books amounts to about $1.50 per term.

Vacation and transient board. Si. 00 per day; lunch only, St. 00 per week.

A few rooms have been recently fitted up on the seccmd floor of John Sutton Hall for which a special price is charged. There are also in various parts of the building, a few suites for which an extra charge is made. In the .-Knne.v an extra charge of from seventy- five cents to one dollar a week for each occupant is made. These rooms come en suite, each occupant has her own bed and wardrobe, and the liedrooms are supplied with lavatories furnishing both hot and cold water. Girls occupying rooms for which no extra charge is made will pay fifteen cents extra per week if single beds are provided, to meet the extra expense of laundry for bed linen.

We have a very limited number of small rooms that are let for single occupancy, at an extra charge of seventy-five cents a week. In case a student is permitted to occupy a double room alone, she must pay one dollar a week for the privilege. If the room is one for which extra rent is charged, the txcupant. in addition to the above-mentioned charge of one dollar, must pay thi- full extra that two girls would pay. For instance, if a student were occu[)ying alone one of the best suites in the .Annex, she would pay three dollars per week extra. With a room-mate, in the same room, she would pay but one dollar extra per week.

*FREE TUITION. — The State pays the tuition of students who comply with the conditions set forth in the following statute passed by the Legislature of Penns>'Ivania in loos:

"For each student 17 years of age, who shall sign an agreement binding said student to teach in the common schools of this State two full annual terms, there shall be paid the sum of one dollar and fifty cents a week in full payment of the expenses of tuition of said students.

"Provided, That each student in a State Normal School, drawing an allowance from the State, must receive regular instruction in the science and art of teaching in a special class devoted to that subject for the whole time for which such an allowance is drawn.

In case of a deficit in the State appropriation, students at the different State Normal Schools will receive their pro rata share of the appropriation, and will be required to pay balance to the school.

Amount and Time of Payments At beginning of Term — F»I1 Term

All day students taking State .'\id will pas $2 00

All day students not taking State Aid will pay 24 50

All boarding students will pay 62 00

The above pajiiients include the enrollinenl fee.

Page 50

PENNSYLVANIA STATE NORNIAL SCHOOL

At middle of term, October 30th, all bills for extra room rent, music, extra charges for any courses outside the regular normal courses, etc., are due from all students. The regular normal tuition amounting to $22.50 is also due at this time from boarding students not taking State Aid.

Boarding students who are seventeen years of age, or over, and are preparing to teach in this State, do not have the regular normal tuition to pay. Such students, unless they have incurred extras as mentioned above, have only the first payment of $62.00 to make during this term.

At beginning of Term— Wmter Term

Ail day students taking State Aid will pay $2 00

All day students not taking State Aid will pay 21 50

All boarding students W'ill pay 54 00

At middle of Term, February 12th, bills covering the same items as for the middle of the Fall Term fall due.

The regular normal tuition for the Winter Term is $19.50.

At beginning of Term : ^p"°« "^"^

All day students taking State Aid will pay $2 00

All day students not taking State Aid will pay 20 00

All boarding students will pay 50 00

At middle of Term, May 20th, bills covering the same items as for the middle of the Fall Term fall due.

The regular normal tuition for the Spring Term is $18.00.

Ho^v to Pay Bills

An "enrollment fee" of two dollars for each term is charged all students, and is included in all first payments. This fee entitles the student to a ticket of admission to all athletic events, the course of the University Extension lectures and all other lectures under the auspices of the school.

Slate Aid is not credited before the end of the term.

Bank Drafts, Checks, Express and P. O. Orders are accepted. Payments must be made, or satisfactorily pro- vided for, before students are assigned to classes.

Students desiring to leave school before the close of the term must report to the Principal and settle any unpaid accounts.

Visitors expecting to remain more than three days are requested to make arrangements in advance with the Principal.

All bills are payable to the Principal.

;i

Page 51

PENNSYXA^NIA SXAXE NORMLA.L SCHOOL

Statement of Expenses in Conservatory

Incidental fee, all students

Board, room, heat, light and laundr>

TriTION FOR Fl'LL CofRSE

I-'uU fourse in t-ithi-r \'oicf. Piano, Organ or Violin, - SiipLTvisor's CuursL- for students preparing to tearh Supervisor's Course for students not preparing to teach

Private Lessons

Two lessons per week in either Voice, Piano, Organ or Violin. One lesson per week

Class Lessons — Two pupils in a class.

Two lessons per week in either Voice, Piano, Organ or \'ioliii. , .

One lesson per week

Two lessons per week in either Harmony, Counterpoint, Analysis or History of M usic

Juvenile Course

One lesson per week, two pupils in a class. . .

Rent of Instruments

Rent of Piano (45 minutes per day)

kL-nt of I'ipe (Jrgan (45 minutes per day)

Full year, 40 weeks	Fall term, IS weeks	Winter term. 13 weeka	Spring term. 12 weeks
S 6 00 160 00	S 2 00 60 00	S 2 o<) 52 00	S2 00 48 00
120 00 95 00 155 00	45 00 35 00 58 00	39 00 31 00 52 00	36 00 29 00 45 00
75 00 45 00	27 50	=4 5" 15 00	23 00 12 00
30 00	19 ,50 12 00	17 00 i(.) on	"5 50 8 00
15 00	5 00	5 oti	5 00
20 00	7 50	6 50	6 00
7 50 30 00	2 50 10 00	2 5" 10 (K>	2 50 10 DO

N. B. — Ail pupils taking tlie Juvenile Course will be required to pay the full term tuition in advance. AH others pay one-half term in advance. No reductions arc made for lessons lost except in extreme cases of protracted iltnesw.

N. B. — Students who desire more than two periods a day for piano practice will be given a discount of 50 cents a term for each additional period.

Deductions and Refunds

No (Icflurtion is made for absence the first two or the last three weeks of a term, for any cause whatever.

For absence four consecutive weeks or more on account of the student's personal ilhiess, tjne-half the paid-in charges for the time lost is refunded; provided the student's iihysiciiin in attendance certifies that the illness was of such a character as to render the student unaljle to attend school. .'\ proper blank for this cer- tificate will be furnished b\ the school.

When a student drops out of a strong and popiil.ir school, he vacates a place that might ha\e been occu- pied by another who would have remained through llu- term. The school's expenses for liglit, heat, etc., are not lessened by the student's dropping out. The teach- ers who could teach him still remain and draw llicir .salaries. For these reasons some of the best coinlucled schools will make no refunds for ;iny cause, but insist upon a full year's pa\inent in advance, against which no claims will be recognized. Indiana, however, as

Page 52

PENNSYLVANIA STATE NORMAL SCHOOL

indicated above, will share the loss with the parent or guardian where the absence is caused by the student's sickness.

In cases of light illness, a student will be cared for in our infirmary. No charge will be made for nursing. If the attendance of a physician is needed, the student must meet his charge. In case of serious illness, it will be necessary for the student to be removed either to her home or a private hospital, in which case the student must meet the charges.

The school maintains a small hospital to which per- sons suffering from a contagious disease are removed. Students occupying this hospital are charged five dol- lars a week for general care, not including that of a physician or trained nurse. No deduction from the regular charges of the Institution is made for such students because of time lost from their classes.

The Infirmary of this institution, with wards for both sexes, private rooms, dispensary, baths, buffet, etc., is one of the best and most complete to be found. It is at all times in charge of a professional nurse, of wide c.\|)crience.

A Comparison of School Expenses

We are often asked b>' prospect i\'e students and parents contemplating the education of a son or daugh- ter, if the charges at Indiana are reasonable. For the information of such we offer the following compari- sons:

Indiana's charge for a full year of 40 weeks, for all fees, tuition, board, room, heat, light and laundr>-, in the Normal Department, is from $166 to $226.

The best of the smaller colleges of our State, such as Haverford, Lafayette and Swathmore, charge for board, room and tuition, e.xclusive of laundry and sometimes class fees, from feoo to $575 per year.

T

The Old East Steps

M

Phillips Academy in Massachusetts gives $465 as "moderate" for tuition, board and room for one year, and $595 as "liberal."

As an example of the cost of attending one of the great universities of high grade, we mention Prince- ton, where the average cost is $568 a year.

Many of the country's best private schools charge from $600 to $1,500 a year, and the year in such schools seldom exceeds 36 weeks in length.

The State Normal is not designed to be a money- making institution; hence, its charges are kept down to the actual cost of maintenance.

Text Books

Stationery and text books used in the Institution can be purchased at the book room in the main build-

Page 53

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.^^

PENNSYIIVANIA SXATE lsrORlVlA.L SCHOOL

ing at regular prices; or the text books can be rented at reasonable rates by those who do not wish to purchase.

Any student entering the Institution, who has been a student during some previous term, wil! not be given credit in the book room until he has canceled any in- deiitedness that he may have left standing against him in that department.

The following is the list of text books in use:

Astronomy — ^Todd. Botany — Bergen. Business —

Bookkeeping — Williams and

Rogers. Burrcugh's Business Practice

Handbook. Commercial Law — Gano.

Business, continued

Correspondence ■ — Williams

and Rogers. Shorthand — Graham. Typewriting — VanSantTouch. Chemistry — Brown lee and others. Laboratory Manual — Brown- lee and others.

Civil Government — Wil-

loughby. English —

Composition and Rhetoric — Lockwood and Emerson.

Composition and Rhetoric — Damon and Herrick.

Evolution and Expression — Emerson.

Grammar — Ma.xwell.

History- of American I^itera- ture — Painter.

History of English Litera- ture— Painter.

Logic^Perry's Argumenta- tions.

Rhetorical Analysis — Genung.

Spelling — Champion.

Structure of the English Scn- tenre^Kimball. Baskerville and Scwcll.

Ethics — No Text. I-'rf.nch —

l-'rench Reader — Super.

(irammar — de Bordes.

L'Abb^ Constantin — Halevy.

Livre de Lecture et de Con- versation— Fonteine.

liEOGRAPHY —

Descriptive — Maurey. Physical — Maurey-Simons. Geology — Brigham.

(iERMAN —

Grammar — Joynes — Meissner

and \'os. I mmensee — Storms. Macrclien und Erzachlungen

Guerber. Im \'atcrland. Minna von Barnhelm — Les-

sing. Wilhelm Tell— Schiller. Die Jungfrau v. Orleans —

Srhiller. German Composition — Wessel-

hoeft. Leberrectit H u e h n c h e n —

Seidei.

German, continued Brigitta — Gore. Die Journalisten — Thomas. Der Fluch dcr Schoenheit —

Thomas. Der Schwiegersohn — Heller. Greek —

Anabasis — Goodwin and

White. First Greek Book — White. Grammar — Goodwin. Iliad — Seymour. Prose — Pearson. History —

English — Walker.

C.eneral — Morey. Harding,

Robinson. United States— Hart. Latin —

Caesar — Bennett. Cicero — Harkness. First Year in Latin — Smiley

and Storke. Grammar — Bennett. Prose — Daniel. \'irgil — Bennett. Mathematics^ Algebra — Collins. Arithmetic — Hamilton. Hull. College .Algebra — \\'ells. Geometry — Wentworth. Solid Oomctry — Wentworth. Surveying — Wentworth. Trigonometry — Granville. Music — Vocal — Cogswell. Pedagogics —

History of Education^

Painter. Methods — McMurr>'. School Management — W'hitc. Physics — Hoarjley.

Laboratory Manual — Chute. Physiology — Davidson. Psychology — Dewey. Zoology — Jordan and Kellogg. Laboratory Manual — Harvey.

Page 54

Courses of Instruction

^

Ruth Gates

m^

a PENNSYUVANlA ©TATE NOR-NIAL SCMOOL

Courses of Instruction

Course of Study for Pennsylvania State Normal Schools

I As revised anil ajopfej it a meeting of Nurmal School Principals, held at Harrisburif, November lo, 1905}

Regular

(Studies marked with an asterisk < * '

Jun

lor I ear

Pedagogics: School ManageiiK-iit. Laxguaoe: Knglish Grammar, *Rc'adiiig and Or- thography, Latin to Ciesar. Mathe\l\tics : Arithmetic, *Algebra. Natural Science: Physiology-.

Historical Sciente: Geography, U. S. History, Civil Government of the United States and Penn- sylvania.

Arts: Penmanship (an approved system with a fair handwriting), Drawing (daily lessons for at least 20 weeks), Vocal Music (elementary principles and daily exercise for at least 10 weeks). Bookkeeping (single entrj-, with a knowledge of common business papers).

Physical Culture.

Middle Year

Pedagogics: Psychology, Methods of Teaching.

Language: Rhetoric and Composition, with elocu- tionary exercises; three books of Cisar.

Mathematics: Plane Geometry.

Natural Science: Elements of Chemistry, Elements of Zoology, Botany.

are tu be reviewed in Senior Year

Historical Science: General History. Arts: Manual Training. Physical Culti re.

Senior Year

Pedagogics: History of Htlucation, Methods of Teaching, Practice Teaching in Model Schotjl (at least 20 weeks, forty-five minutes dailyj. Thesis.

Language: Literature and Classics, three Orations of Cicero, three Botjks of \'irgil. Review <>l l-lnglish Grammar.

M.^THEM.XTICS: Solid Geometry, Plane Trigonometry and Surveying, Review ot .Arithmetic.

Natural Science: Physics, Elements of Geology.

Physical Culture.

Substitution

The following substitutions may be made: Junior Year: German or French for Latin. Middle Year: Greek, German or French for Latin

or for Chemistry. Senior Year: English History. Ethics and either Astronomy or Logic for Latin; Greek, GeriiKui or French for Solid (ieometry. Trigonometry and Sur- veying, or for Latin.

Page 56

PENNSYLVANIA STATE NORIvIAL SCHOOL

Regular Three-Year Course of Study as Arranged for this Institution

Term	Preparatory Year	Junior Year	Miadle Year	Senior Year
Fall Term	A Spelling and Word Derivation A Arithmetic A Graniniar A Reading	Pedagogics I Latin I Mathematics I (Alg.) Drawings I. 4 periods U. S. History and Civics I Book-keeping	Pedagogics II (Psych.) English I (Comp.) Latin IV (Ciesar) Math. !V (<;eun..) Manual Training Chemistry I	Pedagogics V ( Methods 1 Teaching I Math. VI (S. Geom.) Latin VII (Ciceio) Physics I English III (Literature and Classics)

	B Spelling and Word	Pedagogics I	Pedagogics III (Psych.)	Pedagogics VI (Methods)
	Derivation	Latin II	English II (Rhetoric)	Teaching II
Winter Term	B Arithmetic	Mathematics II (Alg.)	Latin V (Ccesar)	Math. VII (Trig.)
B Grammar	Drawing II, 4 periods	Math. V (Geom.)	Latin VIII (Virgil)
	U. S. History and Civics II	History III (Gen.)	Phy.sicsll
		Geography	Chemistry II	English IV (Literature and Classics)
	A Geography	Pedagogics I	Pedagogics IV (Psych, and	Pedagogics Vn (History ni
	C Grammar*	Latin HI	Elocution Methods)	Educ.)
Spring Term	Penmanship, 4 periods	Matliematics III (Alg.)	Latin VI (Caesar)	Arithmetic (Review)
A Composition	C Arithmetic ■■	Zoology	Math. VIH (Surveying)
	Physiology	Botany	Latin IX (Virgil)
		Music, 4 periods	History W (Gen.)	Geology Grammar (Review)

Studies marked with an asterisk C^) are to be reviewed in Senior Year.

Notes

Subjects may be added to the Preparatorj' Course if the need arise. Pedagogics 1, in the Fall Term of the Junior Year, is preliminary' School Management. Pedagogics I. in the Winter and Spring Terms, is School Management given 2\ periods a week. English I and English II shall be given 2i periods a week. Pedagogics \' and VI shall be given 2] periods a week.

All other subie>.ts. where the number of hours is not stated, are daily subjects.

Greek, German, or French of the Middle Year may be substituted for Latin or for Chemistri' of the Middle Year.

English History'. Ethics, and either Astronomy or Logic may be substituted for Latin, in the Senior \'(*ar; Greek, German, or French may be substituted in the Senior Year for Solid Geometry, Trieonometry, and Surveying, or for Latin.

No one will be graduated from the Three-Year Course after Com tn en cement. 1013

Page 57

I>ENN3YJJVA1^IA SXATE NOR-IVIAL SCHOOL

Four-Year Course for the Pennsylvania State Normal Schools

Adapted by the Board of Principals, 1910

Students admitted to the First Year shall have a fair manship, United States History, Geography, r,rammar, Quadratics. Test by Faculty.

knowledge of Arithmetic, Reading, Orthography, Pen- Physiology, Civics and the Elements of Algebra to

sixty minute periods

First Year

Algebra

Latin I20

School Management. 120

Sch(K)l Law 1 20

Orthography 30

Reading and Public Speaking 40

Ancient and .Metli:eval History 80

Physical Getj^raph)' 40

Arithmetic. ... 80

Grammar ., 120

Vocal .M usic 40

Ph\'sical Training 6<>

Manual Training or Domestic Science 40

Second Year

Sixty minute periods

Plane Geometry 120

Rhetoric. Composition and Classic 120

Botany 80

Zoology 40

Btxjk-keeping 40

Modern Historj' and English History 80

Caesar 120

General Methods 120

Drawing 80

Physical Training 60

Manual Training or Domestic Science 40

Forty-five minute periods 160 160 160 160 40 SO

lOU

50 100 160

so

80

SO 1160

Forty-five

minute

periods

160

160

100

SO

50

1(X)

l6o 160

100

80

50

1 1 70

Third Year

Psycholog>" and Observation

Sixty minute periods .120

Cicero, German or French 1 20

Literature, English and .-\merican 80

History. U. S. and Civics 60

Geography 60

Physiology and School Sanitation 60

Solid Geometry and Trimiinnnetry 120

Methods in History and Geography 80

Chemistry 1 20

Physical Training 60

Sixty

F.t, -v minute

ourth Year periods

Practice Teaching 120

History of Education 80

Agriculture and Nature Study. . 80

Arithmetic 4"

Grammar 40

Methods in .\rithmetic and Grammar 80

Virgil, German or French 120

Public Speakitit;- . 40

Physics.. .120

Drawing 40

Manual Training or Domestic Science 40

Physical Training 60

Forty-five

minute

periods

160

160

100

80

80

80

160

100

160

80

II60

Forty-five

minute

periods

160

100

100

50

SO 100 160

50 160

50

50

80

mo

In the Third year the History of Arts and Sciences may be substituted for Cicero. French or German. Geology and .Astronomy may be substituted for Solid Geometry and Trigonometry.

In the Fourth Vear Ethics. Logic and Sociology may be substituted for Virgil. Frendi and German. Philosophy of Education or Surveying may be sub- stituted for Ethics, Logic or Sociology.

Page 58

PENNSYLVANIA STATE NOR^^AL SCHOOL

The above course is based on the "unit" plan as pro- posed by the Carnegie Foundation.

"A unit" represents a year's study in any subject in a secondary school constituting approximatel>- a quarter of a full year's work.

(This statement is designed to afford a standard of measurement for the work done in a secondary school. It takes the four-year high school course as a basis and assumes that the length of the school year is from thirty-six to forty weeks, that a period is from forty- to sixty minutes in length and that the study is pur- sued for four or five periods a week; but, under ordi- nary circumstances, a satisfactory year's work in any subject can not be accomplished in less than one hun- dred and twenty sixty-minute hours or their equiva- lent. Schools organized on a different basis can never- theless estimate their work in terms of this unit.)

Students admitted to the First Year shall have a fair knowledge of Arithmetic, Reading, Orthography, Penmanship, United States History, Geography, Gram- mar, Physiology, Civics, and the Flements of Algebra to Quadratics. Tests by Faculty.

With reference to Conditions of Admission it was

Resolved: That properly certified graduates of approved Penn- sylvania High Schools of the first grade and City High Schools as listed by the Department of Public Instruction be recommended to the State Board of Examiners for entrance to the third year of the Four "S'ears* Course of the State Normal Schools without ex- amination by the faculty, and be conditi<jned in the branches that have not been satisfactorily completed by such students.

Resolved: That propcrl>' certified graduates of appro\'ed Pennsylvania High Schools of the second grade be recom- mended to the State Board of Examiners for entrance to the second year of the Four ^'cars' Course of the State Normal Schools without examination b>' the faculty, and be conditioned in the branches that ha\'e not been satisfactorily completed by such students.

Resolved: That properly certified graduates of approved Pennsylvania High Schools of the third grade be admitted to the first year of the Four Years' Course of the State Normal

Schools without examination, and be conditioned in the branches that ha\'e not been satisfactorily completed by such students.

Resolved: That residence for the last two years be required of all students, except in the case of graduates of four -year courses in colleges approved by the University Council, who may be graduated after one year's residence.

Resolved: That the new course go into effect in the fall of iqio; that in 1911 and 1912 students shall be graduated on basis of the old course; that in 1913 they ma>- be graduated in cither the old or the new course: that in 1914 and thereafter they may be graduated only in the new course.

The foregoing resolutions apply only to the Four Years' Course.

F"rom the last resolution it is evident that in the fall of 1910 no students can be admitted into the third year of the P'our Years' Course because no students will be graduated in the Four Years' Course in 1912.

But students may be admitted in the fall of 1910 into the first year of the Four Years' Course so as to graduate in this course in 1914; or, if sufhciently advanced, they may be admitted in the fall of igio into the Second Year of the Four Years' Course so as to graduate in this course in 1913.

Graduation from the Three Years' Course will be governed by the rules heretofore in force. Students who, in June, 1910, pass the exaininations at the end of the Junior Year can be admitted into the Middle Year of the Three Years' Course so as to graduate in the Three Years' Course in 1912. Students who, in June, 1910, pass the examinations at the end of the Middle Year can be admitted into the Senior Year of the Three Years' Course so as to graduate in the Three Years' Ctnirse in 1911. Students can be ad- mitted into the Junior Year in the fall of 1910 so as to graduate in the Three Years' Course in 1913. After the year 1913 students will be graduated only in the Four Years' Course.

A l<l>nved May i.igio. By NATHAN C. ScHAEFFER,

State Superintendent of Public Instruction.

Page 59

PENNSYLVANIA STATE NOR-NlAL SCHOOL

	Four- Year Course as Arranged for	the Indiana Normal School
Term	Freshman, or First Year Sophomore, or Second Year	Junior, or Third Year	Senior, or Fourth Year
Fall Term	Algebra I Latin I School Management I Grammar I Manual Training Book-keeping	Geometry I Drawing I Rhetoric and Comp. I History (Ancient and Caesar I [Mediaeval) Methods I	Psychology and Observation I Cicero I Literature, Knglish Geography Solid Geometry Chemistry I	Virgil 1 Grannnar Arithmetic Physics I History of Education I Drawing III
Winter Term	Algebra 11 Latin II School Management 11 (irammar II ArithniL-tic I Spelling Physical Training	Geometry II B.ilany l' Rhetoric and Comp. II History (Modern) Ca:sar'll Methods H Physical Training	Psychology and Observation II Cicero if ' Literature, American Civics Trigonometry Chemistry 11 Physical Training	Virgil II Tcacliing I Methods of Arithnu-lic Physics H History rjf Education II Public -Speaking Physical Training
Spring Term	Physical Geographv Latin HI School Law Reading Arithmetic II Vocal Musi,	Zoologv Botany 11 Classics Knglish History C.-esarlH Methods III Drawing 11	Psychology and Observation 111 Cicero Hi' Physiology Methods in History - History. U.S. Chemistry HI Methods in Geography	Virgil HI Teaching H Methods of (irammar Physics HI Agriculture and Nature Stndics Manual Training

In the third year the History- of Arts and Science or German or French may be substituted for Cicero. Geolog>- and Astronomy may be substituted for Solid Gcometr>' and TriKonometrj'.

In thu fourth year Ethics. Logic, and Sociology- or German or French may hv. substitutL-d for N'irgil. Philosophy of Education, or Sur\'eying. may be substi- tuted for Ethics, Logic or Sociology.

Women may substitute in this course Domestic Sciphcp for M.^nual Truining.

Preparatory

"^latc Normal Schocl:

The following sub-freshman, or preparatory, year is offered at In

Fall Term

Winter Term

Spring Term

A Algebra A Grannnar

A Arithmetic A Reading

A fieography

H Algebra M Arithmetic

B Grammar A Spelling

C Algebra .\ Composition

A U. S. History A Physiology

I'enmanship

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PENNSYLVANIA STATE NORT^AL SCHOOL

Department of Education

Dr. Ament Mr. Lesh

Miss Strong Miss AcKERM.^iN

School Management: — The purpose of this sub- ject is to lay a foundation for further work along edu- cational lines. To do this it is necessary to acquaint the student with the fundamental principles of .sani- tation of school buildings, of good order, of successful recitation work, and with the relations of the school to the public.

Magazine articles, lectures, text-book work, and whatever else the instructors may deem necessary in developing the subject, will be used.

The course extends throughout the Junior year.

Psychology. — In the presentation of psychology, the instructor ajms at no time to lose sight of the gen- eral culture value of the subject, while his aim is no less pointed in the matter of keeping before the con- sciousness of the learner the professional value and significance of the subject as the absolute basis of edu- cational doctrine.

The second year is given to this subject.

Text : Dewey's Psychology-.

Methods. — The aim in Methods is to provide the student not merely with theoretical knowledge, but with working principles in order that he mas' be ready to put them intoeffect in the model school or elsewhere.

The work for the spring term of the Middle year will inchale a slight acquaintance with text, a thorougli know-ledge of the plan and development of a lesson, of the five formal steps, and the methods of teaching the various elementary subjects. Lectures will be given. The fall term of the Senior year will be de- voted to the completion of text. The laws expounded ■will be carefully and practically applied by the students, who will teach and develop the various com-

R

In Full Bloum

1

mon school branches before their classmates. The instructor will give criticism, and the students will learn the art of making just criticisms upon these presentations and also on future teaching.

Any suitable material that will aid in a clearer com- prehension of subject will be u.sed.

Text: McMurry.

History of Education. — The general aim is to broaden the students' view of education. The special aim is to give a clear view of the general trend and progress of education; to help them to reason from effects to causes, to aid them in finding significant principles in great educational systems; to make some acquaintance with great educational reformers; to ap- preciate in some measure the forces that are operative in our own educational era.

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PENNSYLVANIA STATE ISTOR-IVLAL SCHOOL

russion which follows. By means of obserx'ation and discussion a student becomes thoroughly in sympathy with actual working methods before he is permitted to i;ive instruction himself. During the Senior year, si iidents are expected to devote an hour each day for two terms to jiractice teaching. These two terms of teaching, under the direction of those who are com- petent to point out defects and suggest their remedies, form one of the most valuable features of our profes- sional course.

luich member is given a class of about twenty-five children, over whom he ha.s entire control, to manage and to teach. The plan of his work is laid out for him and he is left free to execute it in his own way. If he is in doubt in regard to an>- point, the critic is ac- I issilile for consultation. To all intents and purposes I he responsibility of the school is his. By means of tliis system of supervision, serious mistakes are avoided, and the student becomes familiar with the best ways and means for accomplishing desired results.

.\ student can judge of the value of his ideas only when he knows how the children will react to the stimuli presented. The practice .school gives him the ojiportunity of forming these judgments under the most favorable circinnstances.

I^THICS. — The importance to the teacher of work in l'".thics is readily seen from a consideration of the aim and scope of his work. Character perfected involves moralit> , and a teacher who has not a clear knowledge of the moral nature of the man and of the child, and who has not a clear conception of ideals ol character and conduct, is unfit for the task.

When we consider the scope of the work ol the teacher, the need for ethical study is evident. The matter of discipline is an ever-present task in the teacher's work. The right sort of discipline can be

VeranJa. Principars Resijence

Some of the latest magazine articles will be U'-ed.

This course is pursued during the winter and spring terms of Senior year.

Text: Painter's History of Education.

Pr.-vctice Tiv\CHING. — The work of practice teach- ing is recognized as fundamental in all normal schools. Opportunity is here afforded for the normal students to manifest their aptitude to teach and to put into practice the principles and methods of instruction they have lieen taught. The work in this department at Indiana is divided into two sections — a class in obser- vation and a class in actual practice teaching.

The class in observation is given opportunit\ to observe teaching done by competent teachers and each student is expected to reproduce the plan of the lesson observed and be prepared to take his part in the dis-

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PENNSYLVANIA STATE NOR^^AL SCHOOL

secured only if the teacher has an ideal of the sort of conduct to be expected from the pupil, and an under- standing of conditions under which the will of the pupil is best directed toward this ideal. Again, tlie teacher must prescribe courses of study, and should have a clear comprehension of the benefits to be derived for the character from certain lines of work.

It is upon such grounds as these that the course in Ethics is planned. The course has two parts, theo- retical and practical P^thics. First, starting from Psychology,', the facts of the moral nature are consid- ered, and ideals of conduct and character are discussed. Second, the work of the teacher in this field is exam- ined, the way in which different subjects of the school curriculum may contribute towaril moral development are considered, and lesson plans arc written and criti- cized from the point of view of their contribution toward character building.

For the Four Years' Course

School M.^^nagement.

Present such subjects as —

1. Classification of pupils.

2. Study of individual pupils.

3. Recitations and examinations.

4. Rewards and punishments.

5. Moral culture.

Suggested texts: Seele> , While, Wickcrsham.

School S.^nit.\tion.

Shall present the subject of —

1. Lighting.

2. Heating.

3. Ventilating.

4. Seating. Shaw.

K

John Sutton Hall from Ivy Oak

110

Methods, General.

Should present such subjects as: Aims of education. Conditions to be studied.

3. Equipment.

4. Technique.

5. Methods in Reading and Penmanship and other ele- mentary subjects not gi\en special time in schedule.

Suggested texts: Smith. Thorndyke, Murray.

Psychology.

Physiol.;

,il b,

■^ of Psychology. The prr--( iii.iM\ I (acuities. The reprr^tiit.ii i\ f faculties. Thinking and reasoning. The Feelings. The Will. Child Psychology. The application of ps\choloRical principles to pedagogy should be the constant aim of the work.

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PENNSYLVANIA STAXE NOR-IvIAL SCHOOL

DE

iBw1'i1i»

Old Northtasl Kaii..n^, L.irls' [lurli

HisrOKV OK ECUUCATION.

The following subjects shoulti he int-ludcd.

1. Biography of great educators.

2. History of important systems.

3. History nt great schools.

4. Special history of the more common subjects (jf study.

5. History of important methods. Kemp.

Methods in Arith.metic.

1. The course of stud>'.

a. IClimination.

b. State course of study.

c. Other courses.

2. How to teach arithnu-tic in the primary- grades.

3. How to teach in the grammar schools.

4. Sources for prnlilems in the comnumity life.

5. Oe\ices for teaching arithmetic.

6. The literature of the subject.

7. Discussion of the pedagogical problems of tin- subject.

Methods in History and Gf.ography.

1. Ps\cholog>- of perception and memory.

2. Definition of the field of History and Geography. Correlation with other subjects. -Apparatus. Plans and de\-ices. Exercises, maps, and equipment. Causes and conditions of historic cknelopment.

4-

6. 7-

Department of English

Miss Leo-Sakii Miss Orr

Miss .\g.\rp .Mr. Form an

.Miss Smith Miss Appelcate

English Grammar.

Courses: l. Suli-Junior. A C.nimm.ir. H Cram- mar. C Grammar. 2. Senior Grammar. Requirements: Graduates of High Schools not ae- rredited must take (" Gr.immar, or iiass a satis- facton,' examination. Text Books: Maxwell's School Grammar. Slriir- ture of the EngHsh Senlenei — Kimh.ill. I'.iiKHsh Grainmar — Baskcrvill and Sewell. The courses in grammar presuppose a found. ilion in language work. For those who are defuienl in the sim|)ler grammatirai retiuiremenls there is offered a preparatory course, A Grammar. This deals with the parts of speech and their common uses and wiih the simpler sentence forms.

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PENNSYLVANIA STATE NORM^AL SCHOOL

In B Grammar a careful study is made of the uses and inflections of the parts of speech, including such forms as the infinitive and the participle. Frequent analysis of sentences is also given.

C Grammar deals with s>nta.x. Much practice is given in the writing and the analysis of sentences, and especial attention is paid to sentence structure and to the agreement and government of words.

A thorough review of grammar is given in the Senior year. The study is considered in the light of all pre- vious work, in both English and the other languages. Suggestions as to methods of teaching grammar are given.

KOUR years' course

1. In the first year the work in Grammar should be of the usual academic character, familiarizing the student with parsing, analysis, and practical use of correct syntax.

2. !n the fourth year attention should be given more largely to the grammatical structure of selected sentences, and to the historical phases of English Grammar.

Composition. — The chief aim in the beginning of the course is to overcome the restraint that the student feels in translating his own thoughts and feelings into words. Later we work for accuracy and effectiveness in expression. These are secured by imitation of the best models, and by cultivating the student's taste and his appreciation for the best literature.

A. Short themes in description, narration and expo- sition, with special study of the paragraph, of sentence structure and of figures of speech.

Readings: The Vision of Sir Launfal.

English I. Short themes and longer monthly themes giving practice in the four forms of discourse. Con- ciseness and effectiveness will be the special aims of this course and the following one.

English II. A study of the nature of rhetorical principles as common sense rules which apply to other

arts as well as wriling; the preparation of briefs, and of themes on abstract subjects.

Reading : Selections from English and American Classics will be used in English I. and II.

FOUR year's course

This work should aim at making the learner familiar with the subject as given in a standard text in Rhetoric; at establishing within the learner the power (and then the habit) of embodying these principles in his own composition work; and at fanuliar- izing him with literary classics which illustrate the \'arious types of composition.

LiTKRATURK. — An attempt is made to give b>- lec- ture, oulline, and recitation the different periods of I'.nglish and American Literature, the limits and lead- ing characteristics of each period, with the most ini-

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PENNSYJJVANIA STATE NORIVLAL SCHOOL

scribed for college entrance, comprising the careful study of five Classics and the reading of ten others.

Required for Study and Practice: ( 1912)

Shakespeare's ^lacbeth.

Milton's L'Allegro. 11 Penseroso. Comus, or Tenny- son's (iareth and Lynettc. Lancelot and Elaine, and The Passing of Arthur.

Burke's Speech on Conciliation, or Washington's Farewell Address and Webster's First Bunker Hill Oration.

Macaulay's Life of Johnson, or Carlyle's Essay on Burns. Required for Reading, and Practice:

Shakespeare's As You Like It.

Shakespeare's Henr\- V.

Franklin's -Autobiography.

Chaucer's Prologue.

Gaskell's Cranford.

Hawthorne's House of Seven Gabies.

Carlyle's The Hero as Poet, The Hero as Man of Letters, and The Hero as King.

Coleridge's Rime of the .Ancient Mariner.

Tennyson's Princess.

FOUR years' course

.'\s a fnundiition to an appreciation of the field of English and .American Literature, enough time should be given to the History of l.iteralure to enable the pupil to know the "periods" and the eminent literary* lights of each.

Chief emphasis should be given to the study of the master- pieces themselves, presenting enough variety to make the learner familiar with the style of the authors given in the historic survey.

Logic- The Flnglish course is completed by a study of Argumentation, covering Brief-drawing and Argumentative Composition. The student is practiced in the processes of Argumentation by being set to work to e.xercise his reasoning power on fatiiili.ir

portant details of the personal life of representati\e writers. The intimate connection of literature with the social, political and intellectual life of the nation of which it is the product and expression is kept in minil. The aim of our brief course is not chiefly to supply the student with knowledge, but, also, to refine his thought and feeling, to create a taste and enthusiasm for reading, and to lea\"C him with a love for the best things, and with some knowledge of principles by which he can determine what is best.

In connection with the lives of their authors there is a careful reading of many individual Poems — (Gold- smith, Burns, Coleridge, Wordsworth, Byron, Tetiny- son, — of Essays, Novels, Orations, — and at least one of Shakespeare's Dramas.

Students preparing for college cover the work pre-

:i

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PENNSYLVANIA STATE NORMAL SCHOOL

material. The aim is to form in him the habit of looking at a subject in a purposeful way with a sense of the structure of the whole composition, to aid him in his development from the acquisition stage into reHective, modifying, originating power.

FOUR years' course .^s in Jevons cS: Hijl, or Taylor, Atwater.

Expression. — The greatest thing in life is life itself — the study of man, his character and works.

Expression is the manifestation of life, mind and soul in and through the body. It is necessary, then, that this natural medium that (".od has given us for the expression of ourselves, as well as the thoughts of others, should be cultivated and developed. The first object of this department is, therefore, to awaken the student; to free him from all constrained, limited, and erroneous habits of thought, action and voice; to open his avenues of expression and to give him a knowledge, and control of his agents of expression. We seek to make a well -disciplined physical organism the servant of a well-stored and cultivated mind.

The teacher, more than any other public worker, should have a free and intelligent voice and body, a voice and body that respond Lnstantl>' to the expres- sion of his thoughts and feelings.

It is the object of this department, in the second place, to enable the student to comprehend, appreciate, and communicate thought in the most natural and effective manner.

Aside from the regular class work done in this department, a large amount of public work is carried on through the Literary Societies of the school. The Society Contest, a very interesting and exciting fea- ture, affords excellent opportunities for platform artists

w»	!	BHKi|jfjF- ' ' ij^f^^^l
	J^	r""^^ '^^--y
*^ '^- 91,	•*

Wilson Hall from Rear

iU

to prove their ability. The plays given by the Societies each year are a very strong feature of this work, and through them much progress is made along the lines of I!)ramatic Art.

FOUR years' course Rtading and Public Speaking.

In the first year this work should consist chiefly in getting the abiUty to read the various types of literature in a clear, easy, and expressive manner. Attc-ntion should not be directed much to the rules of public speaking, but to the formation of the habit of plain reading.

In the fourth year the emphasis should be placed upon the rules of effective Public Speaking, and each member of the class should not have less than two formal appearances before an audience of more than just the membership of the class.

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PENNSYLVANIA STATE NORNlAL SCMOOL

to familiarize the student with the developmenl of the ' American nation, and to prepare him to teach Amer- ican History in the grade schools. The inter-relation of Geography and History is carefully noted and tlie industrial, educational and social growth is studietl along with the political and constitutional growth. The work is suj^plemented b\' as much research in the hbrary as is possible in the time allotted to the subject. Some attention is. given to current history, this part of the work being done by means of special topics.

English History. — Senior elective.

Text Book: Essentials in English History — Walker.

The chief interest in the study of the History of England is found in its conslitutional asjiect. The English constitution is a product of the slow growth of the English people through several centuries. It has furnished a model for the constitutions of many other nations. In order to be in complete harmony with his environment, it is necessary for the American of today to understand the origin and growth ol our social and political institutions and tendencies. In teaching English History, special emphasis is put on the fact that our American civilization comes largely from English beginnings.

A s\llabus containing outlines and readings is used as a guide in the course. General History.— Two terms of the Middle Year.

History HI. — Ancient History.

7V.V/ Book : Outlines of Ancient History — Morey.

History IV. — Medixval and Modern History. Text Books: Essentials in Mediaeval and .Modern History- — Harding. History of Western Eu- rope— Roliinson.

This course is open to those who have completed American Histor\'. It affords the oppcjrluiiil\ to look

Kecrealiun Huur on the Campus

M

Department of History and Geography

Mk. Hh ki.i. Mi^s \\ \i...n

United States History.

Courses: Junior year. History I. Historj- II. Text Books: Essentials in American Historj- — Hart. History I. — Historj- of the I'nited States to the

War of 1812. History H. — Historj' of the United Stales from the

War of 1812 to the present lime. Requiremeiits : Graduates of High Schcjols not

accredited may enter History II. Non-graduates

may enter History II after passing a satisfactory

examination in Historj- I. The work in I'nited States History extends through two termsin the Junior Year. The aim in this course is

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PENNSYLVANIA STATE NORIvIAL SCHOOL

upon history, as a whole, and a constant effort is made to impress the student with the continuity of the growth of mankind in civilization.

The aim in this department is not onl>' to familiarize the student with historical facts, but also to develop the historical imagination. To accomplish this, con- stant reference is made to primary sources. A text book is used as the basis of study, but there is a con- siderable amount of prescribed collateral reading tor every lesson. The student is required to draw maps frequently so that he may get a clear picture of those physical features that form the permanent framework in- which he will later determine changing political boundaries and movements. Civics. — Junior year.

Text Book: Rights and Duties of American Citi- zenship— Willoughby.

The student is given some knowledge of the nature of political authority. He is led to an understanding of citizenship and government in general, before taking up the study of our complex government. The rise of the nation is considered. A study of the history of the constitutional convention is made. A review of the text of theconstitution, the meaning of the terms em- ployed, together with the historical incidents to which they refer, are made prominent. The framework of the government — both National and State — is examined.

IT)R THE FOUR-YEAR COURSE

Ancient and Medicrval.

1. As much as is offered under this heading in Myers' General

History.

Modern.

2. As much as is offered in Myers' General History under this

heading. United States.

3. As much as is offered in Morris, Channing or Elson, Mc-

Laughlin.

Cii>ics.

4. Present system of National and State government, historic development of American government. National and State constitution.

Geography.

Courses: 1st Geography. 2nd Geography.

7>.v/ Books: Physical Geography — Dr\cr. Ad- vanced Geography — Dodge.

Requirements: Graduates of High Schools not ac- credited may enter 2nd Geography, provided they have studied Physical Geography in their High School course. If not, they wilJ enter 1st Ge- ography or take Physical Geography by a special examination. Non-graduates may enter 2nd Ge- ography, after passing a satisfactory examination in 1st Geography.

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PENNSYLVANIA STATE NORNIAL SCHOOL

Physical Geography. — The student takes up the study of Physical Geography in the first term's work. In pursuing this study, the fact is kepi in mind that the majorit>- of the students have as yet little if any knowl- edge of Physics, Chemistry, etc., and, therefore, no attempt is made to burden their minds with those fea- tures of the study which they cannot grasp and under- stand. Vet, though the causes of certain important facts may be complicated, as in the case with tlic at- mospheric circulation; or unknown, as in the configu- ration of the continents and in the uplift and depression ot the lands; and the consequences of other facts may be indirect or remote; nevertheless, these facts are so inherently physiographic, that they are treated as fully .as the circumstances will permit, leaving the more com- ple-\ features for the student's later comprehension. In all this work, attention is frecjuently directed to the association of human conditions wilh the environ- ment by which they have been determined, in order to form in the student the habit of looking upon the physical features of the earth in their relation to the progress and development of mankind.

During this term, sufficient time is put on Matlie- matical Geography to give the pupil a clear grasp of the elementary phenomena connected therewith.

The study of the text is illumined by such field work as is possible, by the use of pictures, diagrams, maps, globes, and the apparatus at hand.

Descriptive Geography. — This course embraces a complete study of local and general descriptive ge- ography, together with a discussion of those methods best fitted for the use of the teacher in presenting the subject in the various grades. The work may be divided into two parts — the Academic and the Peda- gogical.

Academic Work. — In this part of the work the aim is to ground the pupil thoroughly in the facts of

descriptive and political geography. The method pur- sued, in the main, is what is known as the tracing and topical method as laid down by the best writers on geography. Map-drawing is a constant feature of the work. The work is enriched, as much as possible, by pictures, specimens of various products of different countries, etc. Careful attention is paid to what might l)e called up-to-date geography, it being deemed worth while that the pupil should form the habit of keeping abreast of present geographical progress. The fact is kept constantly in mind that Geography and History should closely correlate, and, therefore, in the study of the former, the pupil's attention is called to many facts and features which will serve to throw light upon the study of the latter.

Pedagogical Work. — It being deemed that the

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I>ElSrNSYUVAlSriA STATE NOT^-IVlAL SCHOOL

class-work is, of itself, "a living example" of the Ijest methods to use in presenting advanced geography, the time alloted to this l)ranch of the work is given o\xt to a study of the best method of teaching geography in the lower grades.

When and how to begin the subject, how best to teach the fundamental ideas of direction, distance, etc., value of map-drawing, the sand-table and other lea- lures of the work are taken up, studied and discussed. A "working outline" for actual use in the school room is supposed to be one of the fruits of this course. This work will be i^resented to the class through dictation and discussion.

A fine set of wall maps, a globe, sand-t.ibic, charts and other accessories arc at the , command ol t]i<- teacher of this sulijcct.

Geoi.ogv. — In Political (Geography we have studied the earth with regard to man's activities upon it — cities, farms, factories; in Physical Geography we have

considered the earth as the home of man, anti learned of its surface preparation for man's use; in Geology we go deeper, and study the origin of the world, its vary- ing forms, and its gradual e\olution from primeval fire-mist to a stable foundation for man's nmllilu- dinous labors and investigations.

Science and Revelation unite in declaring the world to have been at first "without form, and \oid;" then that there gradually appeared the waters; then, above these, lands arose to \iew; later came elementary life- forms of plant and of animal life; finally, when all was ready, man, the master, entered upon his inheritance.

We first consider Geology physiographically, and re- \iew our Physical Geography studs-; then comes Litho- logical (ieology, the examination of rocks and minerals and soils, their condition, structure, and arrangement ; next Dynamical (ieology, treating of the causes of geological events, of the forces which produce earth changes, — atmosphere, heat, water, life, etc.; finally.

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PENNSYLVANIA STATE NORMAL SCHOOL

Historical Geology, when earth's pages have been scanned to learn of the successive time-stages when rock layers were laid, and plants, animals and man appeared.

for the four -year course Geography. Physical.

.\ course equivalent to that given in tcxtbunk like Gilbert and Rrigham; Introduction to Physical Geography, emphasizing the fnjlovving points.

1. Heating and motions of the earth, with effects.

2. .Atmosphere and weather.

3. Land, agents at work and leading forms.

4. Shore forms.

5. Field work.

Political. — Third year work to include

1. Histor>- of geography.

2. Review of facts.

3. Field work.

4. Maps and map drawing.

5. Topographical U. S. Maps.

Geology'.

Physiography. Minerals and rocks. History (_ieology. Field work with note:

s. e. g. Brigham.

Department of Greek and Latin

Mr. JAi K Miss Weavkr Mk. Foreman

The number of students ])reparing for college has steadily increased during the last few years. Vassar, Mt. Holyoke, Lafayette, Washington and Jefferson, Westminster, State and other colleges, receive students upon our certificate.

Latin. — The "Roman" prontniciation is used.

In the Junior year three terms are spent on Smiley and Storke's Beginners' Latin Book.

It is here the aim thoroughly to ground the student in the Latin forms and inflections, and in the general principles of Latin syntax. It is desired that the student have a good knowledge of English before tak- ing up this branch, since the idioms of the two lan- guages are constantly compared.

In the Middle year three terms are devoted to Books I, II, and III of Cajsar. Here, in addition to the literal and free translation of the te.\t, there is

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FENNSYI^VANIA STATE NOR.3VIAL SCHOOL

orations (First three against Catiline), and two terms on Virgil's .4-:ndti (Books I-III). In connection, Latin composi- tion is studied.

In reading poetrs, sufficient attention is paid to the laws of \ersification to enable the stuflent to scan the poetr\- he reads.

For those who desire to take it, a \ear of advanced work is given. During this year the work covers three orations of ("icero (IV against Catiline, .Archias and Manilian Law), and Virgil's .Kneid (Books IV-Vn. In the spring term there is offered an additional course in Latin Prose Com- position.

Preparatory- students are given any additional course required by the institution to which entrance is sought. Greek. — It is the aim not onh' to implant a thor- ough knowledge of the forms and principles of syntax, but also, b>- means of reading at sight and other exer- cises, to enable the student to use the language in a practical way. In this way the student comes to look upon Cireek not as a "dead" language, made up of a mass of forms and rules, but as a legacy of a cultureil ]icople.

The reading of the Greek authors includes Xeno- phon's Anabasis and Homer's Hi, id. If desired.

constant drill in the use and force of the cases, the modes and tenses, of the jirinciples of indirect dis- course, of the gerund and gerundive constructions, of the ablative absolute, in the derivation of words, and in the analysis of sentences. Some time is spent in a careful study of Caesar's life and of the Roniiin life of his time.

The Senior vear continues with one term on Cicero's

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PENNSYLVANIA STATE NORMAL SCHOOL

other authors may be studied. In connection with these, the history and customs of the Cireek people are taken up. Exercises in writing Creek are kept up liy the use ol" Pearson's dreek Prose Composition.

Preparatory students are given tlie amount of I^atin and Greek required \ty the institntion to which entrance is sout;lit.

For the Four-Year Course

L.\TIN'.

First Year. 11

I. Elements of Grammar and vocabulary of at least 500 words — thorough preparation to read Caesar.

Second Year.

2. Three books of Cssar, and equi\aleni

the

fourth, with close attention to (iramniar and Roman history of the periods.

Thin! Year.

Cicero; six orations, including Manilian Law. w^ith special attention to composition and ' English derivatives.

Fourth Year. 4. Virgil,

tUT.

■gil, six books; composition; special attention to myth- ology and poetic forms.

Department of Modern Languages

Miss Sherrux

Mr. Kirberger

Miss Rothermei,

It is the aim of this departinent not only to give the student a thorough drill in forms and inflections, but also to enable him to make practical use of the spoken and written language.

German. — In the first year special emphasis is laid upon pronunciation, the inflection of the noun and adjective, the conjugation of strong and weak vertjs, the use of the model auxiliary, the principles of word- order; some time is given to easy German conversa- tion based upon the selections read. First year Ger- man may be used as a substitution in Middle year only.

Texts: Vos' Elements of German, Bacon's lin Vaterland, Storm's Immensee, Heyse's L'Arrabbiata.

The second year is devoted to composition. Ad- vanced Grammar and Syntax, copious reading and a

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critical study of ("lernian authors, including a few lyrics, and to German conversation based upon the works read. Second j'ear German, as well as second year French, may be used as a substitute in the Senior year only.

Texts: Joynes-Meissner's Grammar; Wesselhoeft's German Composition; Moscr's I)er Bibliothekar; Schiller's Jungfrau \on Orleans; (ioethe's Hermann und Dorothea.

Opportunity is given for continuing German a third year. During this year such books as Wildenliruch's Das Elde Blut; Riehl's Der Fluch der Schoenheit ; Schiller's Wilhelm Tell; Goethe's ICgmont, and

Scliiller's Maria Stuart are read, (.oniposilioii work based on Baumbach's Der Schwiegersohn, and similar texts, is given.

French. — Special stress is laid upon pronunciation, idiom, the inflection of the verb, and the essential prin- ciples of syntax. Much time is given to reading in French, translations at sight and to practice in conver- sation. First-\ear French may be used as a substitu- tion in Middle year only.

Texts: Beziat de Bordes' Elements of French; Super's French Reader; I.abiche's La Grammaire; About's La Mere de la ^L-lrquise. Either French or German, if substituted in the Senior year, must be lie- gun in the Middle \ear.

In the Second year, Merimee's Colomba. Dumas' I.e Comte de Monte-Gristo, La Question D'.Argent b\' Dumas^/i, and Lazare's Elementary French Composi- tion are used.

Four-Year Course

Germ.xk.

First year

Elements of grammar, e. g. Vos' Elements of (jerman.

1. Conversation on familiar subjects and incidents.

2. Composition,

3. Memor>' work, — choice, simple poems.

4. Reading Maerchen and Erzachlungen; stress on oral

translation and aLiout 40 pages of simple German, e. g. Im V'aterland, or hnmensee.

Second year.

1. Grammar.

2. Composition, and reading and translation, William Ti-ll,

and Die Jungfrau von Orleans, or equi\"alent.

FRliNCH.

The two years' work in French is the same as that outlined in the three-year course.

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Department of Mathematics

Mk. Smith

Miss Chesebrough

Mk < .1 IRIX IN Miss Winters

Arithmetic. — The work in arithmetic is designed to prepare the student for subsequent work in mathe- matics or for teaching in tlie pubhc schools. It also gives him a practical knowledge of the subject and pre- pares him for business life. The subject is made clear through the use of concrete and practical problems. The subject of Arithmetic is covered in three terms and the work is approximateh- as follows:

1st Term. — Practical problems, greatest common divisor and least common multiple, common and deci- mal fractions, denominate numbers and measure- ments, analysis, longitude and time.

2d Term. — Percentage and applications, square and cube root.

^d Term. — Subject reviewed and completed.

Senior Year. — Review and preparation for State Board Examinations.

.\lgeI!R.\. — The object of this course in Algebra is to give the student a thorough knowledge of the prin- ciples of elementary Algebra and much work in prac- tical applications thereof. This thoroughness of the course is desirable both for the students who expect to teach in the public schools and for those desiring to do advanced work. The work is planned to assist the student in his further study of mathematics and the study of the physical sciences. The culture value of Algebra is recognized and the student is led to realize the beauties of the subject.

Algebra is a three-term subject, and the work is approximately as follows:

1st Term. — Fundamental operations, equations, and factoring.

2d Term. — Fractions, simultaneous equations, prac- tical problems, involution and evolution.

3^ Term. — Theory of indices, radicals, quadratic equations, practical problems, imaginaries, and pro- gressions.

All students are required to take the work in Algebra except those who can furnish evidence that they have already satisfactorily done the work. A new class in Algebra is organized every term.

Geometry. — The required work in Geometry cov- ers the ground outlined in Wentworth's Plane Ge- ometry. Solid Geometry, which is given in the Senior \'ear, is based on Wentworth's Solid Geometrj'.

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and llic ability to cope with a new situation. Tin- study of ("luoniftry develops tlic habit of acrurate rcasoniiiji;, llie hal)it of lof)kiny con- tidenth' for tlie sohilioii of iver\' ]irobleni, iiuliidiiig those of everyday Mfe. of (Hscriminatint; between the essential features of a |)rob- leni and those which arc not essential.

.After a llioroui;h study ol the demonstrations of I hi' .uilhor, the student takes up the demonstra- tions of the original e.\er- eises. These he is able, with a few suggestions, to deal with; this gi\es him self-reliance and power and he proceeds confidently atid accurately. Such a course as this gives the student a mind trained to mi'et the problems which confront the teacher.

T R I ( ; o N « M I'. T K\ .\ M ) SlRVEYlNG. — One term is de\<>ted to Trigonometry and one to Surveying. The Trigoncjmetry is Plane Trigonometr)'. The work includes the study and use of logarithms, sufficient study of the triangle to prepare for Surveying, the development of the formulas, and practical appli- cations.

The term devoted to Surve\ing involves the study ol the theory of Surveying, but the greater part of

The l>ody of ge<mutri( .il truth is an organizi-d struc- ture, the careful study of which has ever been a stimu- lus and a discipline to those who have pursued il. The prospective teacher receives a training which is es.sential in his work as a teacher and in the pur- suit of scientific studies. Among the menial and moral qualities which it is the aim of this course to develop are the following: Initiative, self-reliance,

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the work is actual practice in the field with surveyor's instruments. The students, after some elementary work, run boundary lines, keep notes of all work, and then reduce their observations.

Higher Mathematics. — Any one desiring may elect courses in College Algebra, Analytic Geometr>', and (^dculus.

For the Four-Year Course

Algebra.

First year.

1. Review of fundamental operations including

factoring .

2. Fractions, including ratio and simple proportion.

3. Simple equations with a study of graphs.

4. Involution and evolution.

5. Quadratic equations.

6. Radical equations.

7. Theory of exponents.

8. Binomial theorems.

9. Practical problems. In order to complete this work in a year, the stu- dent should have had a full year's work in algebra be- fore entering. Quickness and accuracy of thought are predominant aims in the work.

Arithmetic. First year.

1. Drill in the fundamental operations with integers, deci-

mals and fractions.

2. Denominate numbers, omitting tables that arc not in

common use.

3. Mensuration and surfaces.

4. Percentage and its application.

5. Interest, including discount.

6. Ratio and simple proportion.

7. Involution and evolution.

8. Drawing plans, plots, and maps to scale.

9. Metric system.

10. Practical problems of all kinds.

11. Frequent reviews and drills.

Fourth year.

1. Intensive study of arithmetical principles involved in

the fundamental operations in integers, fractions, and decimals.

2. Practical mensuration.

3. Miscellaneous problems.

4. Drills demanding alertness and accuracy.

5. Oral work.

6. Emphasize the importance of good English in all solu-

tions.

7. Metric system.

8. Study of banking, stock market, money, and other sources

of arithmetical problems.

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Geometry. Plane.

1. Study of the five books.

2. Correlate algebra, arithmetic and geometry.

3. Practical problems.

Solid.

Continue the work of the preceding year. Make and use models and de\-ote considerable time to practical problems based upon the demonstrations.

Trigonometry.

1. Trigonometric functions.

2. The right triangle.

3. Goniometry.

4. Logarithms.

5. The ol)iit|ue triangle.

6. Practical problems with field work.

Surveying.

1. Study of instruments for office and field work.

2. Land surveying.

3. Triangulation.

4. Leveling.

5. Railroad work.

6. City surveying.

7. Plotting, blue prints, copying, etc.

Department of Science

Mr. Hickman Mr. James Mr. VVaite

It is the object of this department to secure to tlic pupil the distinctive advantages which result from correct science study. These we believe to be the power to observe quickly, clearly and comprehen- sively, and the ability to deduce legitimate conclu- sions from the observations thus made. With these ends in view, it is the aim rarely to tell the pupil what he can find out for himself l>y observation or experiment.

The whole department is now in new quarters de- signed especially for this kind of work. The labora-

tories are completely equipped with up-to-date labora- tory furniture. Much new apparatus has been added to both the f^hysical and Chemical laboratories, greatly increasing the value of the work done in this depart- ment.

Bot.\ny. — In the study of Botany an amount of text-book work sufficient to acquire the necessary tech- nical terms and fundamental [)rinciples is required. But the greater part of the work consists in a close study of the types of the most important orders. Spe- cial attention is paid to structure and function as af-

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fccted by environment, ami to the inter-relations of the animal and plant worlds.

Larj^e tables have been placed in the classroom where the pupils may perform their dissection and analysis undi-r the guidance of the instructor. The student is recjuired to collect, anahze, classify and mount a number of specimens of local tlora.

Note-books are used in which the student keeps a faithful record of his observations and deductions.

ZoOLOr.Y. — This biological subject is studied in much the same manner as Botany — recitation from text book; individual laboratory work, taking up the larger l>pe forms; and field work.

l^ach student makes his own dissections, keeps a faithful record of actual observations in note-books, and mounts specimens collected from excursions in the vicinity. He is taught to infer habit from struc- ture, anil .see life relationships, and the economic value of our fauna.

A well-lighted laboratory, special tables, large tank for living material, aquariums for observing the early development of certain familiar animals, a cabinet of mounted specimens— all contribute to an interest and efficiency in the subject.

Physics. — The course in Ph>sics extends through the Fall and Winter terms of the Senior year. .Ml divi- sions of the subject arc covered excejjt Magnetism and Electricity, which is continued in the spring term, as elective work. The aim is to cultivate a kei'ii under- standing and appreciation of common natural phe- nomena, and a deep sympath>- for what is scientific in a scientific age.

The method useil is to combine recitations with as nuich infli\idual laboratory work as possible. Class demonstrations and jiractical problems in the different topics sup|)lement and fix the theory. At least twenty- five experiments illustrative of fundamental prin- ciples are required. The experiments are performed

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imliviilually by the student and carefully recorded in special note-books.

The large and well-lighted laboratory has been planned and built along modern lines, and is equipped throughout witli new laboratory furniture and appa- ratus. The tables are provided with uprights and adjustable bars; and the apparatus comprises many costly pieces, while others, though verif\ing funda- mental laws, are yet so simple as to be easih' dujilicated by our graduates in schools lacking facilities, and in their teaching of Elementary Science and Nature Study.

Students taking the full year's work are admitted on certificate and the presentation of the note-books to our leading colleges.

Human Physiology. — The study of physiology comprises one term's work in the Junior year. This being the first science work which our students take up, it serves as an introduction to scientific methods of thinking and feeling. Our students have seen few scientific experiments performed and have performed still fewer themselves. The method of teaching to which they have been accustomed is the didactic. These facts largely govern the mode of presentation. So far as the size of the. class and the time available permits, the students perform the experiments them- selves and draw their own conclusions. Here they are led to depend on their own eyes and fingers.

Rather more attention is devoted to the Chemistry of Physiology and to the subject of Hygiene than to Anatomy. In the lectures and talks by the instructor to the students, the attention of the latter is drawn to the experiences of the race in the matter of food, drink, and raiment; and they are led to attach im- portance to the lessons which the race has learned in these matters. In all the work the cheerful sides of Physiology and Hygiene are emphasized and the morbid sides kept in the background.

Chemistry. — The reciuircd work in CheniistrN- co\'- ers a period of two terms. The slutlent begins the study of this science in the Middle year, after com- pleting such study of Physiology and Elementary Mathematics as may have served to introduce him to the principles of scientific thinking, preparing his mind for the reception of the more complex ideas involved. The course offered covers the field of General Chem- istry, about the work given in Rem.sen's "Elements of Chemistry," Revised Edition. Recitation work is supplemented by lectures by the instructor on the more abstract parts of the subject di.scussed in the text. These lectures, or talks, enable the instructor to keep in touch with the student's progress and to lead him into the suliject as the best text is not able to do. Regu- lar hours are assigned for laboratory work and the student's note book is written up and examined. The

:i

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laboratory is newly furnished and su[)plied with modern conveniences. Each student is supplied with a desk and the necessary apparatus to pursue his studies.

The aim of this course is to give the student some concept of the large part which Chemistry is placing in our industrial and social life, to impress on the student the value of the subject in bringing us in touch with the world's work in many fields, and to enable him to see the esthetic side of scientific truths. The fundamental character of Chemistry in Nature Study is made clear, and experiments are selected to aid him in teaching that subject. That Chemistry is a rapidly developing subject is kept in view, and references cursorily had to the progress making.

Supplementing the work in General Chemistry, is offered an elective course in Qualitative Analysis of unknown solutions of metallic salts, this work being continued until the student has mastered the methods employed for the detection of the Metallic Groups. The course is completed by analysis of dry salts, the methods of detecting non-metallic elements being best made clear by this means.

The work in Chemistry is concluded !)>■ a course in Quantitative Analysis, during which analyses of less complex rocks, alloys and ores follow quantitative determinations of simple salts by Gravimetric methods. This course should be preceded by instruction in the Elements of Physics.

A student who has completed the work offered should be able to step into the field of Practical Chem- istry, and some of our graduates now hold valuable positions in this line.

The courses in this department comph' with the entrance requirements of \\'ellesley, Smith, Princeton and other colleges. Many of our graduates are teach- ing Science subjects in high schools, while others hold good positions with industrial corporations.

FOR THE FOUR-YE.^R COURSE

BOT.WY.

1. Purpose and differences among plants.

2. Methntls of reproduction.

3. Plant food and plant ph>siology.

4. Division of labor and functions.

5. Growth.

6. Movement and response to stimuli.

7. Seetl, fruit, and domestication.

8. Ecology-.

9. Practical application of Botany.

10. Analysis and classification of plants.

1 1. Plant pathology.

:i

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Zo5logy.

1. Plant and Anima! — Relations.

2. Study of animal types.

3. Periods in life of animal.

4. Social instincts and habits.

5. Reproduction.

6. Birds.

7. Ins*Tts. including economic entomology.

8. Evolution.

g. Laboratory* and field work.

Physics.

Purposes.

1. To give the student a clear kno\vlc<lKe of the elemen-

tary principles of physics as a[)i>lied to practical life.

2. To store the mind of the student ^'ith the great funda-

mental truths and laws of physical science.

3. To develop in the student the power to manipulate appa-

ratus in (he performance of experiments.

4. Study to be based c>n labc>rator>' work.

Courses.

1. Properties of matter.

2. Mechanics of solids, liquids and gases.

3. Forces of heat, magnetism and electricity, sound and light.

Physiology.

Shall present the subjects:

1. Anatomy.

2. Physiology.

3. Hygiene.

Physical welfare of school children, civic obligations as regards health of individual.

Chemistry.

1. Structure of matter.

2. Elements and compcnmds.

3. Study of the common elements.

4. Chemical laws.

5. Chemical theories.

6. Chemical mathematics.

7. Study of common compounds.

8. Chemical reactions.

9. Application of chemistry.

10. .\\ least 40 periods of laboratory work.

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Department of Drawing

=^

PENNSYLVANIA STATE N0R,1V[AL SCHOOL.

^a^.

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PENNSYLVANIA STATE NORT^AL SCHOOL

Department of Drawing

Miss McElhaney Miss Taylor

"As we increase the range of what we see, we increase the richness of what we can imagine."

"So far as education does indeed tend to make the senses delicate, and the perceptions accurate, and thus enables [leopie to be pleased with quiet instead of gaudy color, and with graceful instead of coarse form; and, by long acquaintance with the best things, to discern quickly what is fine from what is common — so far acquired taste is an honorable faculty, and it is true praise of anything to say, it is 'in good taste.' "

Elementary Drawing. (Two terms.) — These classes are required in the Elementary Normal Course and are designed to meet the needs of all teachers in the public schools. This includes elementary principles of type forms, light and shade, form and color, modern free-hand perspective, lettering, design, study of artists, nature work, landscape, constructive work, methods, care of materials, and development of type lessons, with analysis of the same.

Supervisors' Course. (Si.\ terms.) —

"Turn, turn my wheel ! This earthen jar

A touch can make, a touch can mar:

And shall it to the potter say:

What makest thou ? Thou hast no hand ?

As men who think to understantl

A world by their Creator planned.

Who wiser is than they."

This course is for those students who desire to fit themselves for teach- ing in better positions, in the city schools, where more preparation and skill are required than can be secured in the above course; for those who wish to become special teachers of drawing; and for those who wish to prepare for entrance to professional training schools.

The work requires from five to eight periods a day, and includes six terms of Advanced Drawing in addition to the following.

Paper folding. Bead work,

Construction work, Wood-block printing.

Modeling, Lettering,

Weaving, Illuminating,

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Development of a Course of Study in Dra'wing

Methods, observation, and jjracticu in teaching, under strict super- vision and criticism.

History of Art, Mechanical Drawing, PedaROgy and Enghsh of tl lar Normal Course.

Middle and Senior years of llie regu-

super\is('

liotll

There are demands for graduates who can tcacli and Drawing and Music in the public schools.

Advanced DR-^vwing. (Six terms.) — "Without peace and pleasurable- ness in occupation, no design."

Recognizing that the stud\- of art sliould be broad and coniprehensiN-e, this opiiortunity is given to students as a means of suiiplenu'niing the work of the former courses, as W'ell as a means of culture and a training that shall lead to fitness in the choice of life work. The work is along the same lines as the I^lementary Course and includes such work as may l)e given in the lictter high schools and some teclinical schools. The following is a brief outline:

Nature drawing,

Illustrative drawing.

Figure and animal drawing,

Historic ornament.

Composition.

Leather Work. — Tooled and illuminated

Outdoor sketching in pencil, charcoal ;

Although the course covers six terms, students having completed the Elementary Course may enter the class at the lieginning of any term.

In this course the student is given opportunity for practical applica- tion of his skill. He is required to prepare coinmercial drawings, such as designs for books and magazine covers, decorations, borders, head and tail i)ieces.

Landscape, Still life, Design, Printing,

water color.

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PENNSYLVANIA STATE NORI^AL SCHOOL

Mr. kson

Department of Manual Training j^^^J,

Manual training is not, as some suppose, a study of the elements of certain trades; but a good course in manual training is invaluable as a preparation for any trade or profession. The object of the student in Manual Training is not so much to learn hcjw to perform certain operations as it is to think and modify knowledge from any source and adapt and ap[iK' it to the work in hand in a practical and efficient manner. It is only those who can apply this knowledge thus that have received a satisfactory educational training, and the demand for this class of people as teachers and in all other lines of activity is greater than the supply.

The stale requirement in Manual Training in the regular normal course is one term. This term of work is devoted to the construction of such objects as will give the student a broad knowledge of the principles involved in wood construction and finishing. Each student is furnished with a blue print of the object to be constructed, thus correlating by ajiplication his Mechanical Drawing and Manual Training. After having satisfactorily completed the prescribed course of study, students are allowed to construct one larger article of furniture, such as a table, a tabouret, a magazine rack, a music cabinet, etc., particular atten- tion being given to the manner of original design anil workmanship in construction and finishing. The edu- cational value of Manual Training is kept constantly in mind as the chief end and aim of the subject.

Knife work, basketry, clay modeling, wood carving and other light forms of work are provided as a sub- stitute for l)ench work whenever this seems best.

foi;r-ye.\r course Wood Working, Basketry, and Clay Modeling.

On One of (lie Tennis Cnurls

1

Department of Physical Training E^'r'

Three terms of this work are re(|uired. During the winter term, all of the young women living in the dormitory are required to take Physical Training.

The aim of this department is three-fold: educa- tional, hygienic, recreative. The course is outlined to prepare students to leach this subject in public .schools.

The work consists of indoor and outdoor exercise. Indoor work includes running, military tactics, drills with hand apparatus, esthetic and folk dancing, gym- nastic games and basketball. Hockey, basket-ball, tennis and field athletics are enjoyed on the campus.

The basketball team is a feature of this department. They play a number of games with other schools dur- ing the season. The girls composing this team, for the past year, were the undisputed champions in Western Pennsylvania in schools of our class.

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The Training School

PENNSYLVANIA STATE

nor-ivlAl school

THE TRAINING SCHOOL

FACULTY

JAMES E. AMENT. I,L. I).. Principal

JENNIE M. ACKEKMAN Supervisor

HAMLIN E. COGSWELL, Mus. M. Supervisor of Music

HOPE STEWART. Pd. B. Critic Teacher

JEAN R. McELHANEY. Pd. B. Supervisor of Drawing

MARGARET D. MOORE

Critic Teacher

ELBERT M. JACKSON Supervisor of Manual Training

MALVINA CARMAN RIDDLE. Pd. B. Critic Teacher

ELIZABETH KNIGHT EYRE Physical Culture

JOHN A. LESH. A.M. Methods and Psychology

SELMA M. KONOLD Assistant

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Scope and Function of the Training School

The training dupartmcnt consists of a school of about two hundred fifty students. These are carefully divided into eight grades corres- ponding to the grades of the most approved elementary schools of the countPi', and an advanced or sub- normal class composed of those who have completed the regular Model School Course and are prepared to take up some of the branches in- cluded in the prescribed work of the Junior year.

The regular work of the school is systematically supervised by trained and experienced critic teachers. They are responsible for the progress of the children and the training of the pupil teachers. The special work in music, drawing and manual training is under the direction and control of specialists in these branches.

Wilson Hall, a modern building and one of the most attractive on the campus, is given over entirely to the use of this department. It is commodious, conveniently located, and is well equipped for the purpose which it fills.

All the work of the pedagogical department centers in the training school. Its purpose is to afford the

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belongs. Instructions are given with regard to the general management of the class, ilu- work to be covered, use and care of materials, nielhods to be em- j)lo>ed, hours for criticism, and llie \arioiis duties inci- dental to the actual teaching.

The pupil teachers arc required to write out plans for the daily lesson. These plans are submitted to the critic teachers and are carefulh- examined and corrected the day before the lesson is presented. They are written in accordance with the following outline:

*I. Aims. II. Illustrative Material.

a General. III. Basis. b Special. IV. Subject Matter— Method.

The plans should show most clearly that the teacher understands the child, his interests, capacity and limi- tations. They should show thai she understands the subject to be taught and the end and aim in jjresenting it. They should indicate that she is accjuainted with the child's past experience and properly appreciates his fund of ideas. Fertility in illustration antl device, skill in questioning and thoroughness in drill should mark both plan and presentation.

Seniors who are teaching are required to meet their critic teacher for general criticism one period a week. In this criticism class, general topics relative to the work are discussed, general mistakes are noted, reading along professional lines is assigned, and the various problems of the schoolroom are talked over.

In addition to the criticism class, appointments are made for individual criticism, the critic teachers re- serving Saturday afternoons and the hours between ,S.30 and 4.30 each day for this [nirpose. .\\. these times, criticism may be more pointed and jjer.sonal. The endeavor will l)e to establisii such a relation be- tween the pupil-teacher and tlie critic that errors and

*Sec McMurry's "Method of Recitation."

Critic Conference

members of the Senior class an opportunity to put into practice the principles of education which have been emphasized throughout the entire course, to send them out with a ver>' practical knowledge of the theon,' and art of teaching, and with the confidence and judg- ment which arise from actual experience in the school- room.

To this end each candidate for graduation is required to teach at least two terms satisfadorily in the Model School. The work is so arranged that experience is gained in both the primary and grammar departments.

Students begin their observation and practice work in the Senior year. A class numbering from fifteen to twenty children is assigned to each for a ])eriod of twelve or fifteen weeks. The Seniors then report to the critic teacher to whose department their work

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faults may be discussed most freely and without any misunilerstanding as to motive. It is, however, as much the duty and desire of the critic teacher to dis- cover and develop latent power and ability as to note and correct faults in personality and pedagogy.

Although the nature and amount of the work to be discussed will necessarily be indicated by the super- visor in accordance with the outline of the course of study, the pupil teacher is thrown on her own re- sponsibility in determining the order of the topics, the amount to be presented in the recitation period and the best method of development and application. She is encouraged to be independent and original. The pupil teacher is encouraged to ask advice freely and talk over, outside of class, the difficulties and prob- lems that perple.x her, but she will gain strength by relying upon her own power and discretion in the class room. Very rarely should she make any appeal to the critic teacher in the presence of the children.

Illustrative lessons are given frequently by the critic teacher. These are observed closely by the Seniors, who should be prepared to take part in a dis- cussion concerning them in the criticism period.

In directing the special work of the school, such as the observance of Thanksgiving, Christmas, Washing- ton's Birthday and Arbor Day, the Seniors are ex- pected to take active part when called upon. Training along this line is inx.iluable.

Reading and Literature

The general aim in the subject is to give the child the power to interpret the written or printed symbols by which thought is conveyed, to arouse an apprecia- tion of what is liest in literature, to awaken the desire to read, anil to train him to give out the ideas thus

w.

Girls at Work in the Candy Kitchen

1

obtained with correctness, clearness, and the right kind and degree of feeling. A proper conception of the aim of instruction in this branch determines the method to be employed and the material to be used.

In the lower grades the teacher must of necessity concern herself to a very great extent with the me- chanics of reading, the problem of teaching the chil- dren to recognize words in groups. To this end a combination of the word, sentence and phonic method is used, the sentence being regarded as the unit of thought. Phonics are introduced gradually, chiefly as a means of making the child independent in mastering new words, and in affording exercises in correct enun- ciation.

The first reading lessons are based largely upon nature study and U[)on tlie poems and stories used in

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PENNSYUVANlA STATE NOR-lVtAL SCHOOL

words correctly and with ease; iIk'V must comprehend the lliouulil, thc>- must feel its force and significance, they must enter into the Hfe and idt'als of the great minds of tlie world. With them they must dream — with ihcm they must create.

The selection of material to he used in the various grades is made with care, in order that it may l>e suited to the interests and capacity of the children, and to the other studies which they pursue. No attempt is made to force upon them literature which is entirely ln'yond their ability to understand and enjoy. Their development in taste and power to interpret is natural in all .senses of the word. I''.\ery selection used 3 is elevating in its influence and h.is in it something which ap- peals especially to the nature (if the particular children to whom it is presented. The children are encouraged to read outside of school. Books, pajiers and magazines are provided for their use. (Juite a broad course of sup]ilementary reading is [jianned for each grade, and special periods are set aside in which the teacher reads to the children stories and [loems which are profitable and interesting. Ill oral reading care is taken to see tliat the children sjjcak dearU , in .i pure tone .uid pleasing manner.

the language lessons. They arc chiefly the expression of the child's thought along these lines.

Nurser\' rhymes, fairy tales, stories of adventure. Creek, Roman and Norse myths, English and Amer- ican history stories, and the best poetry that the field of literature affords, are the sources from which ma- terials are drawn throughout the course.

It is not enough that the children ])ronounce the

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PENNSYLVANIA STATE NOR.MAL SCHOOL

Language

Only through an LXt-rcisc of the power of expression which the child already possesses will he gain additional jiower in the correct and pleasing use of his mother tongue, and in the world, social and commercial, [)erhaps no faculty contributes more than this to success. The first step in developing expression is t(j arouse thought and awaken ideas. To this end all the subjects of the school curriculum may be employed and all of the occupations and activities of the schoolroom and playground should be made to contribute. The entire world of childish experience and knowledge may be drawn upon for the materials for language training.

It is, however, through long sustained efiort and practice under "never ceasing watch and correction" that the art of correct speaking and writing is obtained. It is the duty of the school to afford this practice and to exercise this surveillance in order that there may be a development of the power to speak without effort and with freedom from grammatical errors, popular slang, and the crude provin- cialisms to which the average American is prone. For the reason that oral speech is used to the great- est extent, oral language training should predominate. Every teacher in every recitation will prove herself an efficienl ally of the language teacher if she will insist upon good English in response to every question asked. The result will lie manifest in the formation of right habits of speech. In fact, this is an imperative condition to the accomplishment of the aim of the school in this direction.

The course of study indicates the general character of the work. The lessons may be divided into three

classes — conversational, formal and written. In the seventh year the study of English grammar is begun.

In the conversation lessons the pupils are required to reproduce stories which they have heard or read, to describe places which they have visited, to narrate, adventures in wliich they have taken part, or to enter into discussion or debate on some question of interest to them as individuals or as a school. The impromjjtu dramatization of stories leads to a vigor- ous style and is a splendid means of arousing the imagination and increasing the child's vocabulary.

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N^OR-IVIAL. SCHOOL

The written exercises are frequent but short. A child loses interest and zest if he is required to write too much. He becomes fatigued and as a result does careless work, thus defeating the purpose of the lesson. Nearly all written exercises are done in school under the watchful eye of the teacher. In the lower grades sentence work only is required; gradually the pupils gain the power to reproduce the stories of the reading and literature lessons, and to write up the accounts of the imaginary journeys in geography. They keep a journal, a weather record, a notebook for their obser\ations in nature study and their themes in histoPi-. Finally they arrive at the stage of original composition. No slovenly work is accepted. Litllr re-writing is permitted. The first draft must represent the best effort of which the pupil is capable.

Formal language lessons are few in number. Under this head the dictates of custom in punctuation, capi- talization and sentence structure may be considered.

Although the study of grammar is deferred until the seventh year, the more common grammatical terms ma\' be used freely as occasion recjuires much earlier in the course.

Nature Study

The work in Nature Study is based on tlic child's observation and experience. All reading that is done in connection with this subject follows, not precedes, original investigation.

The materials are the e\cr\' da\' natural surround- ings of the child, seen so far as possible in their natural environment. In determining the order of subjects and the methods followed, the teacher .should be guided \cr\' largely by the season of the year and the stage iif llu- development of the pupil.

The purpose of Nature Stud\- may be stated brielly as follows:

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PENNSYLVANIA STATE NORMAL SCHOOL

It develops the perceptive faculties, strengthens the imagination and develops the reflective powers.

It aims to cultivate the esthetic sense.

It gives "an insight into the laws of Nature and teaches the child to make use of these laws in answering his reasonable needs."

It inculcates moral and spiritual lessons, leading to greater sympathy, kindliness and consideration.

Geography

"Geography is the study of the earth as the home of man." In presenting the subject the teacher should choose topics which will lead the pupil to see how races and people have been affected by natural environment, and how natural conditions have been and may lie changed and modified to best serve the interests of mankind.

The method chosen should be one calcu- lated to develop the power of reasoning from cause to effect, the ability to see rela- tions, and the faculty of correct judgment. In this subject, as perhaps in no other, is there an opportunity to add to knowledge, to give breadth of thought, a wider experience, greater toler- ance and liberality, and therefore a more profound culture.

History

The outline which follows later indicates the scope of the work in this subject. The presentation should be original, broad and vigorous. The great lessons drawn from a consideration of the records of past events should find expression in the life and conduct of the citizens of the future. "It is the aim of history

A Conference

-ilh Miss Leonard in Hie Christian Association Room r^i^Msrj

a irtri^^irn

instruction to socialize a child; that is, to make him more regardful of the interests of others, less stublwirn and isolated in his individuality; that is, less .selfish."

In the lower grades the lessons in histor>- are pre- sented in stor\' form. The children are required to reproduce what has been told and to exercise their thought power at every possible opportunity. In the seventh grade the more formal studyof historyis begun.

In all grades the children are retjuired to study maps in connection with this subject. The>- are required to sketch freely, to indicate movements of armies, and to locate places of historical interest.

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I>ENNSYIJVAN1A STATE NORMAL SCHOOL

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I>ENIsrSYLVANlA STAXE NOR-JVIAL SCHOOL

Supplementary reading is providc-d, ihe tcaclur low- drawing upon the best literature for incidents and illii descriptions w-hich will make the lessons vivid a]id lun impressive. Pictures are used to show the mode of mu dress and the manners and customs of the people of fou different periods. ma

Much attention is given to the details of the de- (

vilopiiicnt of civilization, and strong emi)hasis is Ihe

])laced up<jii ihr industrial, social and moral relations of niankind.

Arithmetic

" Unless there is to be arrested development, when ihe child enters .school, some liinction must be found with reference to which he may utilize his ability to count — the number sense becomes vitalized and truly educative at this point by being largely directed towards thedefinition III values in the form or meas- urements,"

In the first grade the e.\er-

cises are chiefly counting

and making comparisons, and

number teaching is incidenlal

to practically all subjects

I. night. In the .second grade

more stress is placed iiijon

number as a differentiated

^tudy, and from this time on

it occupies its separate and

distinctive place on the daily

program. The work in the

er clas.ses is very largel>- objective and many

strativc devices are used. Stress is placed upon

daniental combinations and processes. These

St be thoroughly mastered, as they constitute the

ndation upon which the entire superstructure of

1 hematics rests.

)ral work is prominent in all grades. It includes (le\clopment of detinilions, processes, and forms

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PENNSYLVANIA STATE NORMAL SCHOOL

and exercises in reasoning and dclerniining results witli accuracy and rapidity. All work of this kind is reasonably simple and of such nature as will be suggested by the interests and demands of daily life. The teacher must see that all statements made by the children arc in clear, smooth and correct English.

In all the written work sufficient attention must be given to forms of expression to insure accuracy in thought, and to teach the import- ance of system and neatness. There must be a constant stimulus to accurate, rapid and independent work.

It is not deemed necessary to spend any great amount of time upon "over-difficult and complicated problems and obsolete topics not needed in modern life," but every possible application should be made to existing condi- tions— industrial, governmental, commercial and social.

Spelling

Every class is a spelling class in the sense that the teacher of each subject should see to it that the pupils spell correctly the inl- ine )rtant words used in each lesson. Oral spelling should precede written exercises of any nature in order that the children maybe prevented from writing words incorrectly and thus become impressed witli wrong forms.

The spelling lesson has a definite place on the daily program, and lists of words suggested by the needs of each class may be supplemented by lists of carefulh' graded words chosen from the spelling book regularly used.

Diacritical marking and syllabication are import- ant phases of the work.

Course of Study in the Training School

Kii.vuiNG First Year

1. The sentence is the Unit of Expression. Think

the sentence as a whole.

2. Emphasize the unit.

3. Analysis of Sentences into Words.

4. Analysis of Words into letters and sounds.

5. Reading as a thought process.

6. Dramatization.

Material. — The first reading lessons should be based -upon observations of Nature and upon

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PENNSYLVANIA SXAXE N0R,]VIAL SCHOOL

poi'iiis and sloncs iiswl in same I'Diincction; also stories told lor the sake of their h'terary or clliical merit iiia\- he em[)loyed in the same manner. Texts: The Arnold Primer — Sil- \er, Burdettc & Co.; Stepping Stones to Literature — Silver, liurdette & Co.; Sunbonnet Babies— Rand, McN'ally Co.; Cyr's Dramatic Readers — C.inn & Co.; Cyr's Primer — C.inn & Co.; Mother Goose Melodies (Dramatized by (liildren); Cyr's Dramatic Reader — C.inn & Co. ; The Pro- gressive Road to Reading.

PL.\rE Work

In the first two grades no special period is set apart for Geograjihy, but all necessary ideas, as direction, points of the compass, location, sea- sons, prevailing winds, etc., are taught incidentally with Nature and Literature, p'orms of water are ob- served and in connection with their study many beautiful poems and songs are taught. Field le.s.sons afford opportunities for observing Land and Water forms, which may be reproduced on the Sand Table.

N.\TfKK STfDV

The children must have an opp(jr- Itmity of studying the actual living specimens. Many of the specimens will live and grow in the school-

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PENNSYLVANIA STATE NORM^AL SCHOOL

room. Short excursions on the grounds or to the woods are abso- lutely necessary. The language and drawing may be profitably based on this work. September. — Child's interest in

ihini^s about him: Plant life;

Insect life. Literature and History

1. Stories: The Sleeping Apple;

Little (".oldenrod; The Ori- gin of the Goldcnrod and Aster; The Little Maple Leaves; The Grandmother of the Dolls; Miss Sumach.

2. Poems: Only One Mother;

Where Did You Come From, Babv Dear; The Land of Nod ; Selections from Mother Goose and Nursery Rhymes; Sleep, Baby, Sleep.

Special Days

Doll Day^Let dolls of every kind and nationalit>' be repre- sented. Have pupils bring doll carriages and cradles, doll houses and furniture. Flower Day — Select Class Flower. Tell flower stories and poems; sing flower songs. Nature Study

October. — Individual Functions. The Analogy of Nature —

Leaves — Fall changes, the fall- ing leaves.

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PENNSYL.VANIA STATE NORIVLAL SCMOOL

■^1 '■'^■^ — istory ot seeds, t heir many ways r)f travcTT

Edible seeds. Special /Iw/wa/— S()iiirrel- (Jbservations <if M|uir-

rels on the school grounds.

LlTIiR.VrURE

1. Stories: Seedhngs on the Wing; The Little

Brown Seed; A Little Red Hen.

2. Poems: Aliee's Supjier; A Million l.ilde Dia-

monds; The Baby; The Sunshine i'airy.

Special Days

Ilallo'ice'en, meaning.

Spirit — (St(jries of Brownies and Fairies — Doing deeds of kind- ness.) Gaines — (To be pla\ed indoors.) Nulling Day. NATiiRE Study

November — Harvest — riianksgiving.

Nature. Place of Indi- vidual.

NatureandMan. Thank- fulness.

Preparation for Winter.

Our Indebtedne.ss to .'\ninials on Farms.

LlTKKATllRt; AND HISTORY

1. Preparation for Thanks- .liiving.

2. Stories: The Farmer and ^^ the Miller; The Lion ^^1 I and the Mouse; 'Cause ^M If The>- Did Not Think; r-^K^K """■ Thrift\- Squirrels;

'^S-^iBS Cinderella.'

3. Poems: Thanksgiving Day; Little Children You Should Seek; Hearts Like Doors Will Open with Ease. Special Days

Thanksgiving Day^ChWArm in Pilgrim and Indian ( ostuines. Contributions by Children -Fruits, vegetables, etc., for poor. Dramatization — Stories and poems. Nature Study

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PENNSYLVANIA STATE NORKIAL SCHOOL

December. — Christmas: Doing and rii\ing. Winter — Frost, ice, snow (beauties of

Nature). Heat — Experiments in evaporation. Ways

of heating our homes. Primitive ways

of keeping warm. Show pictures of

primitive firephices. Animal Hfc; Study of evergreens.

LlTER.\TURE

1. Santa Clans.

A name for every one who is either givingor doing for others. His work for others; how we get ready for him; how we can help him.

2. Stories: Story of the First Christmas;

Story of the Christ Child — A. H. Proudfoot; A Bird's Christmas — Child World; Legend of St. Chris- topher— Wiltse; Dorothy's Christ- mas Eve — Half Hundred Stories; The Fir Tree — Hans Andersen; The Shepherds and Sheep — Bilile Story.

3. Poems: A Visit from St. Nicholas —

Whittier's Child Life; Santa Claus and the Mouse— Child World ; The Christmas Cat — F. D. Sherman ; Bo-Peep. Special Days

Christmas Exercises — Songs; Santa Claus'

Christmas Tree, hung with gifts made by pupils. Literature and Nature Study

January.

1. Divisions of time taught.

2. Trades. New things that have come to us.

3. Snow. "He giveth snow like wool."

4. Sports of American Children.

Little

Visit ;

5. Imaginar\- journey to the Northland.

6. Animal Life:

Pet ralibits kept in schoolroom.

Story of Molly Cottontail (selected parts).

7. Stories: The Fairies' New Year Gift — Child

World; The Ugly Duckling — Andersen; What Broke the China Pitcher — Cat Tails; Snowflake Story — Andersen; The Three Bears and Golden Locks.

8. Poems: Winter; Little White Feathers. Literature and History

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FENNSYUVAISIIA STATE N0RM:AL SCHOOL

February — Patriotism. Formation of ideas of patriot- ism, heroes, birthdays.

The black child of the South.

Heroes: Washington; Lincoln.

Other brave men — Postmen, Policemen, Fire- men.

Brave women and children.

Brave dogs.

Stories: Goody Two Shoes — Child World; Phil's First \alentine — Child World; A True Pigeon Story — Child World; The Constant Dove — .-Esop.

I.

2.

3-

4- 5- 6.

SPECI.\L D.^YS

Lincoln Day; St. Valentine's L-)a>-; Washington's Birthday. X.vTURK Study

March — Beginning of Spring. General Topics. Trees — Maple Trees; observe changes, sap flowing,

sugar making. Buds — Horse Chestnut; watch fknelopment. Birds — Watch and note rt'turn of hircls. Supplementary work.

LlTER.\TURE

1. Stories: The Meeting of the Winds — Child

World; The Maple Tree's Surprise — Child World; Why the Teakettle Boiled Over- Turner; The Figure Fairies — Turner; The Wind and the Sun — ^^isop.

2. Pncms: What the Winds Bring — Stednian; The

Swing — Stevenson; How the West Wind Helped the Dandelion; Niglit Wind — Fugcne Field.

SiMXi.vL Days

Japanese Doll Festival (March 3).

N.\TiTRE Study

April — The