PHYSICAL TRAINING AT THE STEVENS POINT NORMAL SCHOOL.

(From Milwaukee Sentinel, March 1, 1896.)

Stevens Point, Wis., Feb. 29.-Some time ago there appeared in The Sentinel an ac­count of the gymnastic work of the State university and the anthropometric records upon which it is based. So much interest was taken in this report that it is thought a summary of the work in progress at the Stevens Point Normal will find many read­ers.

Two aims are always kapt in view, the

that each person may have a knowledge of his physical condition and be given an interest in his own improvement.

A prescription of special exercises tend­ing to give the development needed to produce /reater symmetry of form and to >timulat and strengthen weak muscles and organs, is made out for each student. This is believed to be the important work as far as the health and strength of the stu-

~ B c l-4? E F

'" J K ,_, M N 123

I-<-t22

IO v "'"' i2l N v "'-..._

n• "

. ( 1\ 20 //

. J ~ .f •~/ ! 1 !)

( -r --·~

~ 11a ,,~

" J ij;

= h 117 ; .J ~~\ II6

d \\ % II.S

::: I ~ \ ?. 14

~ -~ I • 13 ~

(_~ "' ~ -=~ ~ ~? rt JR. ~

development of the student and the prep­aration of the teachar so that there may be carriad into the ordinary school-room such exercises as will stimulate the vital ener­gies, relieve the exhausted muscles and afford a pleasing recreation to the restless pupils. In order to accomplish this it is necessary to ascertain the general condi­tion of the student in regard to size, devel­opment and strength, peculiarities and de-­fects. This is accomplished by measure­ments, examinations and tests after the system of Dr. Sargent of Harvard univer­sity. Such data give knowledge of the po­tential development, and form bases for determining the amount of work necessary and of which each individual is capable. Charts are plotted for the pupils in order

dent is concern ad; while in class work the object is to promote the general strength and activity, to strengthen the vital or­gans, to improve the carriage and manner of walking, to cultivate ease and accuracy of movement and to prepare the student­teacher for such things as can be done in the ordinary schoolroom.

The children of the Model school have all the benefits of the class-training and spe­cial exercises whieh it is believed will pro­duce strong, symmetrical, well-developed bodies and will furnish a sound basis for education. The children are measured as are the Normal students. All defects and incipient deformities are noted and in cases of special importance photographs are taken in order that the proper exercise

24 A· Q IG 0 ~ F I" ~ 'I --J K

23 j'f/Y \ 22 ,/

'-.._

21 \

20 ! f I , l 1--19 o.g I

I I

1 B ~ ' 1 17 ' '\ ~ : I

16 ·' " 15 i (

I

14 ·~ !# IJ -

:~ ·a G 0 E F G

\ ~~/ L ~~

/ ~

~

~ f;g

~ ~ :lk ~ ~ i!.p--7 A

~ I! ' :i ~

« f -:1,

'1 ~

H

any future time, and so changes of any 5ort can be shown.

But a few photographs will speak for themselves much more clearly of the con­dition in which children are found, and of one line of investigation auxiliary to the physical training. The meshes in the screen are 5 centimeters (about two inches) square and afford a means for estimating the relative size of the chil­dren and the amount of deflection from vertical and horizontal lines.

No. 1 shows the back of one of the straightest and best developed small boys, though even in his case a close· scrutmy reveals a droop in the right shoulder and

I J K L /"\ N i!;: II"

[2:4 --.,._

!23 ~

> [22

fJ [:.u

i20

I vo. ~ 119

[1 8

l7

'i ~ 16

fj 15

.·,-. \~ ~.,~ i,( [14

I :r [13

may be more accurately determined and the effects of the work prescribed may be definitely known. By a graduated screen of closely drawn cords running at right angles, vertical and horizon tal lines are photographed upon the bGdy. A screen hides the head, concealing the identity of the individual. As the spinous process-,s and other prominences upon the shoulders and hips are first touched with dark crayon, every departure from normal straightness and every variation from symmetrical de­velopment are vividly portrayed. A devia­tion of a half-inch is plainly visible. From notes made at the time it is possible to place the subject in the same position at

a slight curve in the spine. He was left standing until he had assumed his customary position and then the picture was taken.

No. 2 is a girl a little younger than the boy and shows one of the bad cases, ' though by no means an uncommon one. In nearly every school are those whoss clothing partially conceals deformities nearly as startling. The child was told to stand as straight as she could and the photograph shows her at her best when unsupported by clothing.

No. 3 is a larger though a younger boy than No. 1. A year before the picture was taken he showed a very marked curve

in his spine, though it was still flexible. When the picture was taken he was able as is seen, to assume an erect position. It is mu~h to be regretted that no pho­tographs were taken when he entered the school, as a compari8on 'vould be in­structive.

No. 4 shows the boy of No. 3 in a seat reasonably well adapted to him and illus­trates the ordinary position assumed by him in writing. To secure this he was seated and caused to write to rapid dicta­tion till he had forgotten that he was posing. A slight curve, convex to the left will be seen between his shoulder­blades.

No. 5 shows the same boy under condi­tions but slightly altered. He is here sitting on a seat one inch higher than the other and therefore not adapted to

the desk on which he writes. No effort was made til secure any particular posi­tion. The boy was told to make himself as comfortable as possible, and after he had written some time to rapid dictation he was photographed in what seemed to be his characteristic attitude. This boy yields readily to external influences, but more than a score of photographs of different children of different ages taken under varying conditions establish con­clusively the fact that school seats bear an intimate relation to round and droop­ing shoulders, curved spines and flattened chests. The schools may not be primarily responsible for these peculiar deformities, but pupils who are naturally weak or exceptionally quiet and obedient are apt to be driven into an unsymmetrical ma­turity by the very influences that should benefit and improve them. \Vise and in-

telligent teachers will attend carefully to the seating of their pupils and see that none are compelled to remain for long periods of time in cramped and strained positions. Yet in most of the schools of the state the hours are so long and the exactions of close discipline so severe upon the children that the most willing teacher is handicapped.

A more· definite idea of the results of the work may be obtained from the fol­lowing incomplete summary of what was done the first school year; though as the first measurements were made in Decem­ber and the second the following June and the interruptions to the work were numerous and trying, the success was not what might he expected from a year's work.

In the Model department was an en-

rollment of about 165 children distributed among the eight grades. Children below 9 years of age were rarely measured, leav­ing, perhaps, 150 considered in this re­port. Of these, 57 had marked spinal curves, of which many were partially rigid while the rest were still flexible. Fifty­two of these curves were lateral, of which 47 were in the dorsal region. In 41 cases the right shoulder was decidedly lower than the left, while in 14 cases the left was drooping. Forty had very hollow backs and the chests of 31 were abnormal­ly flat. These figures could be equalled in any sr.hool where children had been long at work and little attention paid to their condition.

At the end of the year there was a de­cided gain throughout the department in muscular development and chest expan­sion, and in many cases the disposition

toward deformities was corrected. In fact, in almost every case where the child could be interested to do his prescribed work and where the parents supplied proper con­ditions at home, there was a most grati­fying improvement.

All things considered, the average gains seem remarkable, as may be seen from the following abbreviate.d summary of the average gains among the girls of the Fourth and Fifth grades:

Dec., '94. Centi-

Measurement. meters. Height . . . . . . . . . . . . . . . .. . . . 135.6 Chest . . . . . . . . . . . . . . . . . . . . . 60

June, '95. Centi­

meters. 137.6

61.4

Expanded chest............ 64.3 65.4 Ninth rib.................. 59.6 57.5 :llixpanded ninth rib........ 60.6 61.3 Tbigh .. . .. .. .. . .... . .. .. .. 37.1 38.1 Calf .. . . .. . .. . . . .. .. .. .. .. 25.4 26 Upper arm................. 18.2 18.6 Fore arm.................. 16.9 17.1 Maximum increase of chest expansion . .... 1.3 Maximum increase of ninth rib expansion .. 2.3

The above measurements are taken in centimeters. No attempt was made to select the classes showing greatest gains, and in fact much larger results were ob­tained with older pupils. These are for children varying in age from 9 to 11 years

who have been in school three or four years.

In the Normal school, the men gained on an average 19.8 centimeters in lung capacity and showed it further by an aver­age gain in chest expansion of 1.3 centi­meters, and in the ninth ril> expansion of 1.2 centimeters, while maximum gains of 6 centimeters and 5 centimeters re­spectively were made.

Among the normal women 75 per cent. gained in ninth rib measurements, 50 per cent. in chest and 25 per cent. in muscles of the arms and limbs. The average chest expansion showed a gain of .1 centimeter

and the ninth rib of .3 centimeters. ThEl' marked gains in ninth rib measurements were largely due to the sensible gymnasi­um costumes donned by the women.

'This year new anthropometric apparatus has been purchased so that now the tests can be made in the most approved manne·. Recently tests were made of the strength of the muscles of the back, legs, chest, and, both upper and lower arms. One man shows a total strength of 1,990 pounds, while a 12-year-old boy exerts a force of 644 pounds and a 10-year-old boy 481 pounds.

z H (f)

z 0 () (f)

~ t-<­z H

0 p..

(f)

~ ;> ril t-< (f)

...:f 0 0 . ::tl () (f)

...:l "'1 :;g P4 0 z ril t-< ~ t-< (f)

CATALOGUE

OF TH E

STATE NORMAL SCHOOL

STEVENS POINT, WISCONSIN

THIRD YEAR

1896-1897

MILWAUKEE, WIS.

BURDICK, ARI\11TAGE & ALLEN , PR1NTERS

1897

BOARD OF REGENT S

OF

NORMAL SCHOOLS.

E X-OF FICI O REGENTS.

GOVERNOR EDWARD SCOFIELD.

STATE SUPERINTENDENT J. Q. EMERY .

TERM E NDI N G F E BRU ARY, 18 98.

W. A. BROWN,

EnwiN D. CoE,

FRANK OsTRANDER,

TERM E NDI N G F E B R UARY, 1899.

FREEMAN H . LORD,

JoHN J. FRuiT,

THOMAS JENKINS, J R.,

TERM E NDING FEBRU ARY, 19 00.

GEORGE E. McDILL,

A. E . THOMPSON,

CHAS. PrTTELKOW,

OFFICERS OF THE BOARD.

EDWIN D. CoE, President, -

A. E . THOMPSON, Vice-Presiden t,

S. S. RocKWOOD, Secretary,

SEWELL A. PETERSON, Treasurer, e.x-C!ffi.cio,

BOARD OF VISITORS, 1896-7.

SuPT.]. W. LrviNGSTON,

SuPT. W. H. ELSON,

Miss LovrLA M. MosHER,

Marinette.

Whitewater.

- Superior.

River Falls.

- La Crosse.

Platteville.

Stevens Point.

Oshkosh.

Milwaukee.

Whitewater.

Oshkosh .

Madison.

Madison .

- Sparta.

Superior.

Waukesha.

FACULTY.

THERON B. PRAY, President, Pedagog)', History of Education.

C. H. SYLVESTER,* Institute Conductor, School Economy, Literature.

GARRY E . CULVER, Physical Sciences.

JOSEPH V. COLLINS, Mathdmatics.

ALBERT H . SANFORD, History, Government, Political Economy.

VIRGIL EVERETT McCASKILL, Biology.

EDGAR ]Al\IES SWIFT, Psychology, German.

MRS. MARY D. BRADFORD, Supervisor of Practice Teaching.

MISS LOUISE MONTGOMERY, R!tetoric, Composition .

MISS CAROLINE E. CRAWFORD, Physical Training, Hygiene.

MISS MARY E. TANNER, Drawing.

MISS SOPHIA LINTON, Vocal Music.

MISS FLORA E. STEWART, Latz"n .

MRS. IDA A. ELLIOTT, Geography, Assistant in Englis!t.

*Absent on leave since November, 1896.

STEVENS POIN1'

FRED B. SPAULDING,t Literature and Mathematics.

MISS JENNIE M. WHITMAN,t Grammar and Reading.

MISS IRENE WARREN, Librarian: Library Classes.

MODEL DEPARTMENT.

MRS. MARY D. BRADFORD,

Supervisor of Practice; Director of Model School.

MISS NANNIE R. GRAY, Principal and Critic, Grammar Grades.

MISS FRANK QUINN,

Principal and Critic, .Intermediate Grades.

MISS JENNIE REBECCA FADDIS, Principal and Critic, Primary Grades.

MISS ISABELLE PATTERSON, Librarian and Clerk.

PETER KELLY,

Janitor.

t Special temporary appointment.

STATE NORMAL SCHOOL. 7

STUDENTS.

SENIORS.

Experience Name. Post Office. in Months.

*Aimy, Hugh C., 'ecedah, 12 Arnott, Lillian, Arnott, 100

* Ashm un, l\1argaret, Rural, 27 *Barker, Jesse, Stevens Point, 0 Beck,]. D., Avalanche, 64

*Berg, Marie B. K., Ashland, 21 Blencoe, Guy, Alma Center, 9

•·Eldredge, Sadie, Stevens Point, 0 *Frohmader, Elmer W., Clifton, 16 Gardner, Hem-y L., Liberty Pole, 60

*Hamacker, Edith, Stevens Point, 2% •·Hart, Nellie M., Eau Claire, 31 Hill, M. 0., Viroqua, 125 Larkin, Andrew, Tomah, 27 Latton, Arthur J., Medford, 60

*Mitchell, Belle, Stevens Point, 0

*Myers, Marne E., Baraboo, 7 *Olsen, Anna A., Stevens Point, 21 Phillips. James E., Medford, 8

Pray, Allan T., Stevens Point, 0 Pray, Florence A., Stevens Point, 0 Priest, Ezra F., Loyal, 160

*.Ruediger, Wm. C., Alma, 6

Scott, Ed win I., Cushing, 70 *Smith, Kate I., Eau Claire, 36 *Stewart, Nettie, Stevens Point, 3

*Stevens, Elizabeth M .. Eau Claire, 0 *Sutherland, Margaret, Eau Claire, 60 *Wheelock, Lydia, Stevens Point, 0

*High School Graduate.

- -----~

8 STEVENS POINT

JUNIORS. Experience

Name. Post Office. in Months.

*Agnew, Mary L., Stevens Point, 8 *Ashmun, Mary, Rural, 4fi *Blakeslee, Clyde, Fall River, 3 *Boreson, Jennie M., Stevens Point, 0

*Boles, Charles E., Centralia, 21 *Bradford, Esther, Stevens Point, 0

Bradford, Wm., Stevens Point, 0

*Brewster, I. Maud, Chippewa Falls, 9¥2 Brickels, Louisa H., Auburndale, 17¥2

*Burchell, May, Grand Rapids, 4 *Byrnes, Ella, Grand Rapids, 50

*Byrnes, l\1artha, Grand Rapids, 38 *Carpenter, Emma, Eau Claire, 0

*Chase, Della E., New Lisbon, 38 *Collins, Gretta, Stevens Point, 0

*Congdon, Mira, Steyens Point, 0

Curran, Florence Stevens Point, 0

*Drake, Anna, Stevens Point, 4 *Fen wick, Ina, Green Bay, 0

*Fox, Maude, Durand, 12 Fruit, J. Clyde, La Crosse, 0

*Gates, G. G. W., Rice Lake, 8 *Gill, Thomas, Chippewa Falls, 12 *Grimm, August, Two Rivers, 26 *Hanzlik, John E., Wonewoc, 6¥2 *Harrison, William, Vl/onewoc, 23 *Hatz, Anna B., Bangor, 28 *Hebard, Estelle, Mondovi, 11

*Hen ry, Thomas A., Viroqua, 28 *Holman, Kate, Waupaca, 21

*Hungerford, Maude E., Stevens Point, 0

*James, Elizabeth A., Tomah, 48 Kuenne, Osmar, Medford, 61

*Lamor·eux, Nellie, Stevens Point, 0

*Latham, Mary E., Buena Vista, 41 *Leahy, Alice, Stevens Point, 0

*High School Graduate.

STATE NORMAL SCHOOL. 9

Experience Name. Post Office. in Months.

Lees, John, Gilman town, 4 *Loether, E. U. F., Sank City, 35

*Love, Ray, Grand Rapids , 15

*McDill, Genevieve, McDill, 0

*McMillan, Mary, Centralia, 18

*McWethy, Dora, Cook Valley, 7

Manz, Henry 0., Waumandee, 19

*Meiklejohn, Winifred, New London, 0

*Monahan, Anna C., Tunnel City, 17

*Monat, Augusta E., Chippewa:Falls, 27

*Mot·tensen, Hany J., New Lisbon, 0

•·Mudroch, John W., Tisch Mills, 27

*Munay, Josephine, Kilbourn, 25

*Mutch, S. Stuart, Elroy, 4 *Nelson, Nellie E., Stevens Point, 0

*Neumann, Alma M., Stevens Point, 0

*O'Connor, William, Stevens Point, 0

Parkhill, Frances, Stevens Point, 0

*Patch, Matie N., Stevens Point, 3

*Pease, P. Laurence. Cmn berland, 7

*Price, William, Victory, 32

Reed, Katherine, Springville, 6

*Roberts, H . Ruth, Dodgeville, 0

*Sharp, Clara Belle, Delavan, 27

*Skinner, Caroline, Stevens Point, 13

*Spalenka, Emily, Stevens Point, 0

*Tiffany, Wm. E., Plainfield, 19

*Torkelson, Ida , Black River Falls, 44 *Webb, Arthur L., Appleton, 0

*Webster, Genevieve, Stevens Point, 0

*Westphal, Herman F., Manitowoc, 19Yz

*White, Merritt H ., Wonewoc, 38

*Wight, Helen , Eau Claire, 0

*Wright, Wm. H ., Tomah, 19

SECOND YEAH.

Alban, Floyd, Stevens Point, 0

Bard, J. S. , Manawa, 44

*High School Graduate.

10 STBFENS POINT

Name. Post Office. Experience in Months.

Beach, Roy , Plainfield, 0 *Brown, A. G., Mana-vva, 22 *Brooks, Belle, Bloomer, 11

Burns, Anna , Lone Pine, 80 Carl, J. M., Casco, 74 Cate, Georgeana, Stevens Point, 0 Corcoran, Grace, Stevens Point, 0 Culver, W. W., Stevens Point, 0 Dewey, Anson, Greenwood, 0 Dickson, Sade, Bloomingdale, 20 Doolittle, Daisy, Stevens Point, 0

*Dwinnell, Allie, Stevens Point, 6

Eckels, Minerva I., Buena Vista, 34 Emmerton, Caroline, Cook Valley, 20 Fernholz, John J., Arcadi11, 25

*Ford, Eddy, Tunnel City, 0 Furro, Mary, Stevens Point, 0

*Gesell, Arnold , Alma, 0 Ginthner, Clara M., Cedar Falls, 25 Grady, Edith, Chippewa Falls, 3 Gray, Nellie, Stevens Point, 0 Gunderson, Oscar, lola, 37 Haakenson, 0. J., Chimney Rock , 0

*Hargrave, Florence, Wilton, 28 *Hargrave, Mary, Wilton, 321h *Harvie, Margaret B ., Merrimac, 110 *Hatz, Rose, Bangor, 13 Heffron, Lizzie I., Stockton, 9

Heidka, Carrie, Clinton ville, 4

Horton, Mamie, New Rome, 0 *Howe, Sarah, Stevens Point, 19

*Hubbard, Ira, Westfield, 0 Ingham, Gena, Stevens Point, 0

Jenkins, Anna, Bangor, 70

Johnson, Christine, Stevens Point, 0

Karnopp, John, Almond, 71h

King, Alice, Columbus, 0

*High School Graduate.

STATE NORM.4.L SCHOOL. 11

Experience Name. Post Office. in Months .

Koller, Philip, Carlton, 0 Ka.hl, Frances, Stevens Point, 0

*La Rue, Edith, Wilton, 45 McGinnis, Frank E., Nevins, 0 McGregor, Janette, Hancock, 6 McKee, Mabel, Oconomowoc, 56 Martin, Mrs. E. H., Stevens Point, 70 Mathe, John, Stevens Paint, 0

Maxfield, Marion, Plover, 4 Meek, Margaret, Black River Falls, 17 Mehne, William F., Hetzel, 0 Miller, Olive, Alma Center, 0 Miller, Fred W., Loyal, 0 Minahan, Victor I., Chilton 0 Moran, M. Theresa, Stevens Point, 28 Muir, Estella, March, 0 M unes, Fannie V. , Athens, 0 Murray, Grace F ., Stevens Point, 24 Nicholas, Wm., Monticello, 6 Nugent, Edith, Lone Pine, 10

*Ohde, Wm. F., Stevens Point, 3

Packard, George I:::., Plover, 0 *Pierce Harry, Friendship, 0 *Polley, Fostet- B., Augusta, 24 *Preston, C. H., Westfield, 11 Sager, Jno. E., Carlton, 25 Salter, James M., Chippewa Falls, :·n Sellers, Elizabeth, Chippewa Falls, 40 Shimek, Albert D., Casco, 0 Stuart, Edna, Stevens Point, 0 Thompson, Frank, Independence, 0 Thoms, Walter·, Stevens Point, 0 '

•·Tibbitts, Effie, Hingham, 0

Turley, Emma J, Grand Rapids, 50 Upton, Mary, Stevens Point, 0 Y an Buskirk, Frances, Stevens Point, 0 Vosburg, Louise H., Stevens Point, 0

*High School Graduate.

12 STEVENS POINT

Na111e. Experience

Post Office. in Months.

*Waters, Bertha, Humbird, 18 *Weeks, Blanche, Gilman town, 23

Whitney, Maude, Stevens Point, 0 *Young, W. B., Colby, 0 Ziegweid, Anton B., Arcadia, 0 Zimmer, George, Stevens Point, 0

FIRST YEAR.

Agnew, Harvey, Stevens Point, 0 Allen, Ethel, Loyal, 2 Ambrose, Mary, Stevens Point, 0 Ames,J. H., Leeman, 6 Ames, Mer!, Leeman, 0 Andrews, Maude F., Stevens Point, 0 Angus, George, Pardeeville, 4 Arneson, Gunilda, Stevens Point, 0 Aschenbrener, Geo ., Stetson ville, 0

Auley, Jessie, Ogema, 0 Babcock, Mabel, Oasis, 0 Babler, Lilly, Mellen, 0 Barr, Carrie B., Pine River, 110

Barr, Jessie L., Blaine, 40

Beach, Clara, Osseo, 20

Beck, Willie, Stevens Point, 0

Bever, Martin J., Sherry, 0

Bischoff, August, Stevens Point, 0

Blaisdell, Eudora, Plover, 0

Booth, DeEtte, Colby, 0

Boursier, Grace, Arnott, 0

Boursier, Myra, Arnott, 7 Bowen, Zoe, Stevens Point, 0

Box, Coral V., Spencer, 0

Bremmer, Charles, Steven~ Point, 0

Brott, Mrs. Lottie A., Colburn, 40

Butler, Clare, Ban Claire, 23

Carr, Challiss, Stevens Point, 0

Cate, Howard, Stevens Point, 0

• High School Graduate.

STATE NOR.\1AL SCHOOL. 13

Natne. Post Office. Experience in Months.

Clark, John F., Stevens Point, 0 Clark, Owen, Stevens Point, 0 Colson, Stella, Point Bluff, 106

Cowan, \Vayne F., Almond, 0 Cowles, Eva, Stevens Point, 10 Cowles, Harry W., Stevens Point, 0 Cowles, Villa, Stevens Point, 0 Danforth, Emma, Plover, 25 Davis, Edith M., Irving, 32Y2 Dawson, Alice, Custer, 48

Dewane, Cornelius E ., Curran, 18

• Dignum, William, Stevens Point, 0 Enright, Bridget, Arcadia, 20 Everson, Mrs. G. M., Stevens Point, 20 Finch, Merle, Stevens Point, 0 Finch, Thomas, Stevens Point, 0

Forsythe, John, Stevens Point, 0

Forsythe, Lavina A., Stevens Point, 0 Frohmader, Anna, Clifton, 99 Frost, Etta, Almond, 5 Fuller, Lillian, Rudolph, 16

Gardiner, Florence, Stevens Point, 0 Gog-gins, May, Stevens Point, 0

Gray, Mary, Stevens Point, 0

Gross, Alice, Stevens Point, 0 Gruber, E. E., Merrill, 26 Halverson, Lillian, Colburn, 0

Haney, Susie, Stevens Point, 2 Hanson, Robert M., Waupaca, 21

Higgins, Edward, Custer, 13

Hepler, Emily, Stevens Point, 0 Hetzel, Edith, Sten·ns Point, 0 Hetzel, Mabel, Stevens Point, 4

Hetzel, Sophia, Hetzel, 0 Holt, Annon G., Wild Rose, 14

Holman, William, Stevens Point, 0

Horan, Charlotte, Stevens Point, 2

Horan, Estelle, Stevens Point, 0

14 STEVENS POI.VT

Experience Name. Post Office. in Months.

Hotz, Lydia, Scan dina via, 13 Howard, Henry, Thorp, 24

Howard, Mabel, Thorp, 0

Hughes, Mary, Halder, 63 Jacobs, Tena, Stevens Point, 0

Johnson, Mary, Stevens Point, 0

Jones, Lucy, lola, 11

Killen, Edwin, Stevens Point, 0

King, Charles, Stevens Point, 0

Kittleson, Caroline, Junction City, 3 Kittleson, Goodwin, Junction City, 0

Kla wikofski, Theodore, Stevens Point, 0

Kohorn, Herman, Stevens Point, 0

Krembs, Anton, Stevens Point, 0

Kuhnast, Ella, Stevens Point, 0

Layne, Harry E., Ean Galle, 54

Leahy, Clara, Madely, 0

Lee, Saidee, Stevens Point, 0

Leary, Aggie, Custer, 31

Loberg, Marion, Amherst. 0

Long, H attie, Stevens Point, 0

Lowder, Ninnette, Stevens Point, 0

McGill, Mary, McDill, 22

McGinty, George, Fond duLac, 0

McGinnis, Leah, Nevins, 0

McGinnis, Lillian, Nevins, 0

Maine, "Yiattie, Stevens Point, 0

Martin, Faith, Stevens Point, 0

Martin, Frankie, Cadott, 0

Martin, Zoe E., Stevens Point, 0

Mehne, Louisa, Hetzel, ()

Minahan, James A., Chilton, 3 Miley, Mary E., Eau Claire, 0

Moran, Ben., Stevens Point, 0

Morrison, Robert, Arnott, 0

Morrison, William B., Stevens Point, 0

Muir, ?\1ay, Tomahawk, 0

Murat, Walter, Stevens Point, 0

STATE NORMAL SCHOOL. 15

Experience Name. Post Office. in Months.

Nason, Gale, Snow, 2 Nelson, Clara R ., Stevens Point, 0

Neuman, Louella, Stevens Point, 0

Olson, Mat·y, La Crosse, 0

Packard, Dolly, Stevens Point, 0

Paral, Frank, Kewaunee, 0

Parker, Bertha, Stevens Point, 0

Parks, l\1amie, Custer, 0

Patch, Allen G., Stevens Point, 0

Paulson, James Porter's Mills, 70

Feickert, Mary Stevens Point, 0

Peterson, Bertha, Colfax, 6

Peterson, E. C., Garfield, 12 *Peterson, Esther, Amherst, 0

Pier, May F ., Stevens Point, 0 Pivernetz, Wenzel, Edgar, 6 Polley, Henry E., Wittenberg, 23 Porter, Harry, Stevens Point, 0 Pray, Kenneth L. M., Stevens Point, 0 Provost, Laura, Rudolph , 20 Reich en bach, Jennie, Wrightsville, 0 Rice, Earl, Stevens Point, 0 Rivers, Roy, Stevens Point, 0 Roesch, Anton, Waumandee, 12 Rogers, Effie, Towerville, 18 Rogers , Mabelle, Stevens Point, 0 Roland, Ella, Marshfield, 14 Roseberry, Archie, Plainfield, 0 Roseberry, Etta, Plainfield, 9

Roseberry, William I., Plainfield, 0 St. Peter, Mabel, Carl ton, 0

Schleicher, William, Almond, 0 Schofield, Ida , Hancock, 13 Scott, Edith J., Rib Lake, 102 Scott, Bertha E , Cum berland, 22 Seelye, Elric, Goodrich. (Mich.,) 5 Smith, Clara, vVis. Veterans' Home, 25

• High School Graduate.

16 STEVENS POINT

Nan1e. Post Office. Experience in Mooti.ts.

Springer, Ella, Lone Pine, 0 Stemerdink, Clara , Hingham, 0

Stock, Fred J., Milwaukee, 0 Swan, Grace, Badger, 0 Swenson, Anna, Sturgeon Bay, 0 Thompson, Loie, Black River Falls, 54 Thoms, Fred, Stevens Point, 0 Tickfer, August, Montana, 20 Tuttle, Eva L., Dorchester, 90

Vaughn, Clyde, Stevens Point, 0 Walker, Lulu, Stevens Point, 7 Walker, Stella, Stevens Point, 0

Warner, May, Stevens Point, 0 Wells, Lottie, Stevens Point, 0

Weinkauf, Charles, Gohdes, 18 Wieting, Leona, \Vyocena, 0 Whitrock, Mabel, Stevens Point, 0 Wood, G. W., Manawa, 23 Wood, Oren Lone Pine, 0

Ziegweid, Cecilia , Arcadia, 20

SPECIAL.

Clements, Katherine, Vocal Music.

Frost, Emma Perrotet, Latin.

Hunter, Emma, Vocal Music.

Miller, Georgia, Vocal Music .

Rait, Agnes, Algebra.

VanValkenburg, Marie, Drawing, Vocal Music.

Virum, Ole J., Vocal Music.

Week, Mat-tha, Vocal Music.

White, Charles N., Mathematics.

PREPARATORY CLASS.

Baker, Benjamin, Stetson ville, 0 Blaisdell, Fannie, Stevens Point, 0

Hoursier, Clair, Arnott, 0

Cobb, Ruth V., Belmont, 0

Compton, William, Rudolph, 0 Cromwell, Mamie, Stevens Point, 0

S1'A 1'E NORMAL SCHOOL. 17

Experience Nan1e. Post Office. in Months.

Curran, Katie, Hull, 0

Dagneau, Alida, McDill , 0

Dickinson, Cora, Towne, 3

Dretzke, Wm. E. , Wausau, 12 Duncan, Minard, Rudolph, 0

Dunn, Nettie, Mellen, 0

Durkee, Melissa, Stevens Point , 0

Gardiner, Jno. W ., Spencer, 0

Geimer, Peter, Curran , 0

Gilman, Francis, Plover, 0

Gutwasser, Amanda, Dorchester, 0

Hanifin, Thomas, Kilbourn, 0

Harris, Maude, McDill, 0

Harvie, Agnes, Merrimac, 0

Hunter, Mrs. J. A., Chippewa Falls,

Howard, Dena, Thorp, 9

Hornung, Helen, Marathon City, 0

Karnopp, Charles, Almond , 0

Karnopp, Ida, Almond, 0

King, J olm, Edgar, 0

Knudson, Nicholas, Bolt, 0

Lampe, Ernest, Stevens Point, 0

Loftis, Sarah, Lanark, 9

Lovely, Richard, Hull, 0

McHugh, Frank, Custer, 0

Mathe, Lena, Almond, 0

Mathe, Emma, Almond, 0

Michalski, Frank, Stevens Point, 0

Neitzel, Laura, Almond, 0

Nugent, Annie, Hull, 0

Onan, Lenolia Bell, Buena Vista, 0

Rehfeld, Bianca, Merrill, 6

Rux Robert, Rib Falls, 0

Weinkauf, William , Gohdes, 6

Whitman, GeorgeS., Rudolph, 0

Wipf, Hany M., lola, 0

18 STEVENS POINT

MODEL SCHOOL.

GRA1DIAR GRADES.

Atwell, Ensign, Culver, Harold, O'Kray, John ,

Atwell, George, Curran, Henry, O'Riley, Fred,

Barrows, Frank, Finch, John, Packard, Louis, Borchardt, Frank, Forsythe, Caleb , Sanborn, vValker,

Bowersock, Winfield, Hanke, Emil. Stuart, Robert, Boyington, Charles, Jurek, Paul, Townsend, Evan,

Boyington, Nat ., Kryger, Stephen, Utter, Melvin,

Chady, Earl, Leonard, James, \Vebster, Oscar,

Clark, Rennie, Murray, Guy, Young, Will,

Ambrose, lVIary, Jacobs, Christina, Richmond, Helen,

Barden, Sarah, Lien, Josephine , Scott, Pearl,

Beck, Katie, Moen, Ellida, South wick, Margaret .

Boreson, Olga, Myers, Mamie. Spalenka, Louise,

Boyington, Annis, Nelson, Anna, Timlin, Katie,

Clark, Anna, Nelson, Minnie, Timlin, Nellie,

Crawford, Daisy, Neuman, Ida, Van Buskirk, Sadie,

Feeney, Frances, Parker, Mildred, Walker, Grace,

Harlow, Maude, Pipe, Mabel, vVest, Pearl,

Hill, Edith, Porter, Birdie, Whitney, Mabel.

Holman, Mabel, Purdy, Lelah,

INTERMEDIATE GRADES.

Bennett, Edwin, Hoag, Fred, Skalski, John,

Bennett, Leslie, Isherwood, Harry, Somers, Fred,

Biglow, Frank, Joy, Ross, Strope, Carl,

Carver, Warren, Johnson, Frank, Van Gorder, Clarence,

Cooper, Milo, Krembs, Moritz, Walker, Fred,

Eaton, Lenore, Leonard, Willie, vVarren, Crosby,

Everson, George, La Moria, Robert, Wheelock, Chandler,

Forsythe, James, Moses, John, Zolandek, Frank.

Adams, Cynthia, Carr, Winnie, Glover, Jessie, Bentley, Inez, Cate, Anna, Gumaer, Pansy,

Blow, Mary Ann, Clements, Katherine, Hood, Ruth,

Booth, Lydia, Cushman. Margaret, Houle, Florence, Boyington, l\Iaude, Ennor, Mabel, Huff, Mamie,

STATE NOR.UAL SCHOOL. 19

Jacobs, Gertrude, Playman, Myrtle, VosBurgh, Marion,

Kirwan, Jean, Rice, Hazel, Wadleigh, Ruth, Lamoreux, Eliza, Schulhof, Irma, Weller, Ruth.

Moen, Ada,. Southwick, Katherine,

Nelson, Beulah, Spraggon, Phyllis,

PR!l\IAHY GRADES.

Atkins, Gilbert, Hill, Laurence, Martin, Newton,

Bentley, Wayne, Hoeffie, Spurr, Moffit, Johnnie, Boston, Willis, Hoeffie, Wallace, Park, Laurence,

Clifford, Willie, Huff, Everett, Ramsdell, Tommy,

Congdon, Jamie, Kelly, Earle, Ross, Harold,

Culver, Garry, Kelly, Frank, Wadleigh, Samuel,

Ennor, Roy, Little, Harold, Weller, Reginald,

Ester, Wilbur, McAdam, Roy, Wheelock, Frank,

Glover, Louie, McDill, Conover,

Boston, Thada, King, Olive, Nelson, Winifred, Cain, Emma, Lamp, Babins, Olin, Millicent, Eaton, Vera, Lamp, Beulah, Park, Gladys,

Eldredge, Edith, Leonard, Isabel, Ross, Florence,

Hill, Jessie, Martin, Ina, Stuart, Norma,

Isherwood, Isabelle, lVIason, Anna, Townsend, Kittie.

Jauch, Norma,

20 STEVEI'.·s POINT

STATISTICAL SUMMARY.

-- -

NORMAL DEPARTMENT.

Seniors,

Juniors,

Second Year,

First Year, -

Normal Classes,

Preparatory,

Special,

Total, -

-

Men.

14 26 34 60

134 20

2

156

MODEL DEPARTMENT.

Grammar Department,

Intermediate Department,

Primary Department,

Total,

Twice Counted,

Entire Enrolment,

EXPERIENCE IN TEACHING.

Average of Senior Class,

Average of Junior Class, -

Average of Second Year Class, -

Average of First Yea1· Class, -

Average of Preparatory Class, -

Per cent. of whole number who have taught,

Average experience of those who haYe taught,

HrGH ScHooL GRADUATES,

Different High Schools represented, -

Women.

15 44 48

103

210 22

7

239

59 51 46

' Total. 29 70 82

163

344 42

9

395

156

551 0·

551

28.5 months

14.1 months

14.4 months

9.5 months

1.2 months

51o/o 26.1 months

99 45

STATE NONMAL SCHOOL.

SUMMARY OF PRACTICE TEACHING. Preparatory Classes,

Grammar Grades, -

Intermediate Grades,

Primary Grades,

Total practice teaching,

Whole number of different students who have had

practice teaching,

Average amount of practice of the students receiYing

certificates, 1897,

Average amount of practice of the students receiving

diplomas, 1897, -

ENROLMENT BY COUNTIES.

Adams, - 5 Milwaukee,

Ashland, 3 Monroe,

Barron, - 2 Outagamie,

Brown, 1 Pepin,

Buffalo, - 11 Polk,

Calumet, 2 Portage,

Chippewa, 13 Price,

Clark,- - 15 Sank, -

Columbia, 5 Shawano,

Crawford, - 1 Sheboygan, Door, 1 Taylor, -

Dunn, - 3 Trempealeau, Eau Claire, 10 Vernon, -

Fond du Lac, 1 Walworth,

Green, 1 Waukesha,

Iowa, - 1 \Vaupaca, -

Jackson, - 8 'vVaushara,

Juneau, 7 Wood, Kewaunee, 9 Other States, La Crosse, 5

Lincoln, - 3

Manitowoc, 3 Specials,

Marathon, 13 Total, -Marquette, 2

Number of Counties represented, 42 .

21.

110 weeks

560 weeks

650 weeks

660 weeks

1980 weeks

117

241/2 weeks

36 weeks

1 - 10

3

1

1

-180

1

5

1

2

6

3

8

1

1

14

8

14

1

386

9

3~5

22 STEVENS POINT

COURSES OF STUDY.

The following courses of study have been established by action of the Board of Regents, viz .:

1. An English-Scientific Course of four years; (page 25). 2. An English Course, four years, special preparation for

Primary-Intermediate Grades; (page 23) . 3. A Latin Course, four years; (page 26) . 4 . A German Course, four years; (page 27). 5. An Advanced (Pbst Graduate) Course, one year ; (page 23) . 6. An Elementary Course of two years; (page 24). 7. A One-year Professional Course; (page 29) . 8. A One-year Common School Course; (page 29).

FOUR-YEAR COURSES.

The English Course of four years, which may be taken as the standard, comprises the following lines of work : Mathematics-Arithmetic, Algebra and Geometry, 80 weeks

Book-keeping (optional), 10 weeks Englislz Language-Orthoepy, Reading, Grammar, Word

Analysis, Composition, Rhetoric and Literature, 120 weeks Vocal Music, 20 weeks Drawing, - 40 weeks U. S. History and Civil Government, 30 weeks General History and Political Economy, 40 weeks Prifessional Work-School Management, School Law,

Theory and Methods of Teaching, 50 weeks; Practice Teaching, 40 weeks; Reviews in Common Branches, 30 weeks; Psychology, Science and History of Education, 40 weeks; - 160 weeks

Natural Science-Geography, including Physical, 20 weeks; Physi­ology, 10 weeks; Botany, 10 weeks; Physics, 20 weeks; and at least 50 weeks additional from the following Elective List, viz.: Physiology and Botany, 10 weeks each; Zoology, Chemistry, Physics and Geology, 20 weeks each. Minimum aggregate of Natural Science, 110 weeks Minimum aggregate of English Course, - - 600 weeks The Latin Course includes 120 weeks of Latin and only 80 weeks

of Natural Science, of which 20 weeks will be selected from the elective list given above. In this course Word Analysis is omitted , and only 20 weeks of English Literature and 30 weeks of Drawing are required.

The German Course has 80 weeks of German, Natural Science as in the Latin Course, while the requirements in English Language are the same as in the English Course.

STATE NORMAL SCHOOL. 23

ADVANCED (POST-GRADUATE) COURSE.

By action of the Board of Regents, an additional year, practically a post-graduate year of study, is offered to those students, High

School graduates and others, who wish to prepare themselves for teaching in the High Schools and higher graded schools of the State. Such students are earnestly advised to use three years instead of two for the upper course, and so secure greater breadth of view, and more thorough equipment , in those branches which they will be called upon to teach.

Much of the work which would be embraced in such additional course of one year, is a lready offered and has been taken by some stu­dents in this school. Reference is here made to the electi\·es in Latin, described on page 52; in German, page 50; in Physics, page 43; in Chemistry, page 44; in Drawing, page 55; in History and Economics, page 51; and additional work will be offered in different lines of pedagogy and practice.

COURSE FOR GRADE TEACHERS.

By similar action the President is authorized to modify the English full course, leading to the diploma, to adapt it to the wants of students who aim to prepare themselves especially for work in the PRDIARY and INTERMEDIATE grades of the public schools.

Under the direction of the President in each case, students of this class will be permitted to elect forty weeks of special training and study in the Departments of Practice and Pedagogy as a substitute for an equivalent amount of work in Political Economy, Solid Geometry, Advanced Science or History of Eel ucation . This will provide for more extended work in Observation, Practice, Methods and individual studies in Pedagogy relating to elementary work .

SHORTER COURSES.

The ELE~IENTARY CouRSE comprises, in effect, the first two years of the English Course, but includes 30 weeks of Professional Reviews in Common Branches, in other courses deferred until the Junior year.

HrGH ScHOOL GRADUATES are admitted to this course with a credit of one year, the branches in which credits are given being selected according to the proficiency of the student as appears from his certi­fied record of standings . The studies to be taken will be so selected as to include all the professional work of the Elementary Course, and something in each principal line of academic studies . Strong studen.ts may thus complete the shorter course in a year, or a little more, according to theit· ability .

24 STEVENS POIN'l'

ELEMENTARY COURSE.

FIRST YEAR.

FIRST QUARTER. SECOND QUARTER . THIRD QUARTEH . FOU RTH QUARTER .

Algebra. Algebra. U.S. History. U.S. History(5) .

Geography. Physiology.

Observation .

Arithmetic. English Grammar.

School Manage­

ment.

Oral Reading.

Vocal Music.

Literary Reading. Drawing. Drawing.

Vocal Music . Word Analysis. Physical Geography.

OBSERVATION of classes in the Model School accompanies the

School Management and Observation .

SPELLING and WRITING must be taken by students who are deficient

in these important branches; not only during this first year, but when­

ever such deficitmcy appears .

Plane Geometry.

Composition.

Theory of Teaching.

Civil Government.

Professional

Reviews .

SECOND YEAR.

Plane Geometry. Physics .

Composition . Practice.

Theory. Algebra.

Ci vii Govern- Pr0fessional

ment (5). Reviews,

and Methods .

Physics .

Practice.

Botany.

Pt·ofessionaT

Reviews,

and Methods.

The statement made above is for "quarters" of ten weeks each "

except as specified.

Declamations, Compositions, or other forms of literary and rhe­

torical work, to prepare pupils to appear in public and express them­

selves effectively, will be required after the first term of the first year.

(St!e page 35.)

New classes are formed in common branches at the beginning of

each quarter. This affords great advantage to those who wish to·

teach for a part of the year, and take up their studies in the school

without loss or delay. Consult the calendar on the cover.

Students who intend to take any of the following four-yearconrses

may defer the professional reviews till the junior year.

STATE NORMAL SCHUOL.

ENGLISH-SCIENTIFIC COURSE.

(First two years same as Elementary Course.)

JUNIOR YEAR .

Literature.

General History (5 weeks) .

Chemistry, E.

Zoology, E .

Rhetoric.

Algebra (10) .

):.,iteratun~ .

General History.

D1·awing.

Professional Reviews or

Pract ice Teaching (10). Physiology, E. (10) .

SENIOR YEAR.

Political Economy (15). Psychology.

Ad vanced Botany (10). Practice Teaching.

Physics, E.

Geology, E.

History of Education.

Plane Trigonometry (10) or

Solid Geometry (10).

25

The statement given above is for terms of 20 weeks each, except as

specified. Figures in parenthesis give the number of weeks if less than

twenty.

From the electives given above will be selected the required fifty

weeks of science named in the statement on page 22 .

Essays or orations will be required during these two years , either

the outgr<:>wth of special work undertaken in connection with some

of the studies named, or as wholly distinct exercises under the dit·ection

of the teacher of English. (See page 35 .)

Additional advanced electives will be provided in Pedagogy, Chem­

istry, Physics, Drawing. History and Economics for those students

whose preparation and time warrant them in undertaking more thor­

ough and extended study and preparation for teaching or for college.

(See page 23 .)

26 STEVENS POINT

LA TIN COURSE.

(First and second years, same as m Elementary Course, omitting

Word Analysis, and . adding Latin in the second year. Professional

Reviews should also be deferred till the Junior year.)

JUKIOR YEAR.

Latin .

Rhetoric.

Chemistry, E.

Zoology, E .

General History (5 weeks).

Algebra (10).

Literature.

Geneml History.

Physiology, E.

Latin.

Drawing (10 weeks).

SENIOR YEAR.

Political Economy ( 15) .

Psychology .

Latin.

Advanced Botany, E. (10).

Practice Teaching.

History of Education .

Latia .

Advanced Physics, E.

Geology, E .

Plane Trigonometry (10) or

Solid Geometry ( 10).

Of the science electives provided aboYe, at least twenty weeks must

be chosen.

The statement given above is for terms of20 weeks each, except as

noted. Figures in parenthesis give the number of weeks if less than

twenty.

Essays or orations will be required during these two years, either

the outgrowth of special work undertaken in connection with some of

the studies named, or as wholly distinct exercises under direction of the

teachet· of English. (See page 35.)

Additional elective work in Latin will be offered to those who wish

to prepare themselves more thoroughly. (See page 52.) l{eference is

also made to the note regarding other electives on page 23 .

Students intending to take the Latin course are advised to begin

the study of the language as soon as possible after entering; to this

end the order of studies of the first two years will be Yaried, as may

seem best in each case.

STATE NORMAL SCHOOL.

GERMAN COURSE.

{First and Second Years the same as in Elementary Course.)

JUNIOR YEAR.

Literature.

General History (5 weeks).

German .

Chemistry, E.

Zoology, E.

Rhetoric.

Algebra (10).

Literature.

General History.

German.

Physiology , E. (10.)

Drawing (10).

SENIOR YEAR .

Political Economy (15).

Psychology.

Ad\·anced Botany, E. (10.)

German.

Practice Teaching.

History of Education.

German .

Advanced Physics, E.

Geology, E.

Plane Trigonometry (10) or

Solid Geometry (10).

27

Of the science electives provided above, at least twenty weeks

must be chosen . Reference is also made to the note regarding other

electives, on page 23.

Students intending to take the German course are advised to begin

the language as soon as possible after entering; to this end the order

of studies of the first two years will be varied as, may seem best in each

case.

Essays or orations will be required during these two years , either

the outgrowth of special work undertaken in connection with some of

the studies named, or as wholly distinct exercises under clit-ection of

the teacher of English .

28 STEVENS POINT

COURSE FOR HIGH SCHOOL GRADUATES.

JUNIOR YEAR.

Drawing.

Chemistry, E.

Zoology, E.

School Economy and

School Law (10 weeks).

Theory of Teaching (10). Rhetoric .

Literature.

Drawing (10 weeks).

Advanced Physiology, E .

Vocal Music .

Professional Reviews (10). Practice Teaching (10). Algebra (10).

SENIOR \'EAR.

Political Economy (15).

Psychology.

Advanced Botany E. (10.) Professional Reviews.

Practice Teaching.

History of Education.

General History (10). Advanced Physics, E.

Geology, E .

Plane Trigonometry (10) or

Solid Geometry (10). Of the science electives offered above, fifty weeks must be chosen.

LATIN OR GERMAN COURSE.

High School graduates who wish to continue the sfudy of Latin or

German, will be allowed to do so, and proper substitutions will be

made in subjects to be selected with reference to each case . If either of

these languages is studied, only twenty weeks of science will be required.

Essays or orations will be required during these two years, either

the outgrowth of special work undertaken in connection with some of

the studies named, or as wholly distinct exercises under direction of the

tea-cher of English.

See also notes on page 23, regarding Advanced Course and Course

for Grade Teachers.

See also note regarding Elementary Course, on page 23.

STATE NORMll.L SCHOOL. 29

ONE-YEAR PROFESSIONAL COURSE.

Drawing, 20 weeks .

Composition and Rhetoric, 20 weeks.

Reviews in Reading, Arithmetic, Grammar and Geography, 40 weeks .

School Economy, School Law, Theory and Methods of Teaching,

40 weeks.

Practice Teaching, 20 weeks.

Psychology, 10 weeks.

Civics, 10 weeks.

Admission to this Course requires examination at the Normal

School in all the branches required for a first grade certificate, and

proof of three years' successful experience in teaching.

Essays or orations will be required during each quarter ofthe year,

either the outgrowth of special work undertaken in connection with

some of the studies named, or as wholly distinct exercises under

direction of the teacher of English.

COMMON SCHOOL COURSE.

FIRST QUARTER. SECOND QUAH.TER. THIRD QUARTER. FOURTH QUARTER .

Arithmetic. Algebra. Algebra. Grammar.

Elementary Observation. Music or Draw- Music or Draw-

Composition. in g . mg.

U.S. History. U. S. Histot-y. Geography. ''Botany.

Reading. Reading. •·physical Geog-

raphy.

Constitu- School Man- *Physiology.

tions (5) agement. Practice Teach-•·one of these to be chosen. in g.

The statement made above is for quarters of ten weeks each .

For further details of this course, see page 60. Rhetorical exercises

will be required during the second term, as will attendance upon the

Physical Training and Library classes.

30 STEVENS PQINT

NOTES ON THE COURSES OF STUDY.

PROFESSIONAL PREPARATION.

ELEMENTARY i\1ETHODS AND SCHOOL i\IANAGEMENT-TWENTY WEEKS.

Ten weeks are given to observation in the Model School and to the

discussion of methods, but as this is the first professional work met in

the course it is elementary in its character. The text read in class

is the "Manual of the Course of Study for Common Schools," but

students use the libraryfreely. The observations are so arranged that

recitations and class exercises are seen in every subject and in every

grade, so that pupils are able to see for themselves how far the theo­

retic presentation of each subject is rea1ized in actual practice.

Students make notes of their observations, and later the cla.ss meets

to discuss what is seen, the principles involved, the methods used to

realize those general principles in actual practice. This work should

result in quickening the student's power to see, make him more critical

in his recitations and give him standards by which to measure the

excellencies of the work in all departments of the school.

The second quarter deals with general topics of school m anage­

ment. Time is given to the study of the school code and the powers

and duties of teachers and school officers; heating, lighting and venti­

lation of school buildings; the making of a program; and control,

discipline and character building are among the topics dealt with. A

distinct effort is made to assist students to avoid the difficulties which

confront them at the beginning of their careers and to stimulate in

them a sense of personal thoughtfulness and responsibility. If this

result is reached, the question of how and when to punish or not to

punish will give place to a deeper study of human nature, of the

motives that control actions of pupils, and will lead to a better under­

standing of the relation of the teacher's self-control to the discip·!ine of

his school.

THEORY OF TEACHING-TWENTY WEEKS.

During the first quarter an attempt is made to study the most

obvious facts and laws of mental activity. The several mental "fac-

STATE NOR.VAL SCHOOL. 31

ulties" or modes of activity are differentiat.ed, the conditions of such

activity in each case and the special services of each considered with

direct reference to illustrations drawn from the pupil's own experi­

ence. The utility of such study for the teacher becomes apparent.

In the second quarter the application of the generalla ws studied is.

made to the common methods of teaching the several branches of the

common school course, to determine how far those methods seem to be

desirable, and in accord with the accepted pedagogical principles.

The several purposes of the recitation are carefully studierl. and the

method best adapted to secure each end, for the class as a whole and

for the individual members.

It is the aim to make teachers more intelligent in observation and

criticism, through the use of a better standard of judgment, and more

thoughtful as to principles governing devices.

PSYCHOLOGY AND HISTORY OF EDUCATION.

So far as possible the study of Psychology in the senior year ts

rr.ade personal and introspective. The stu den t.'s own men tal activities

are carefully studied in the light of the observations and conclusions of

other investigators, as a practical aml necessat·y basis for any sound

mental philosophy. By the aiel and guidance of text and teacher he is

led to an elementary knowledge of the nature of men tal operations and

the laws governing them. Constant reference is made to personal

experiences and to observeq methods of teaching, that the study may

result in practically helpful suggestions rather than in mere speculative

knowledge of theories.

Those who may desire will have an opportunity to make a study of

child-life. This course will include a discussion of that vYhich has

already been learned about the physical and mental development of

children, and original investigations carried on by the pupil under the

direction of the instructor in psychology.

The aim of this course is to awaken an interest in child-nature, to

train teachers to care and accuracy in judging traits of character and

to give them the knowledge needed in determining that which will aid

in the development of individual pupils. These studies are to have

special reference to the conditions and needs of the classroom.

In the History and Science of Education the experiences of the most

prominent educators, those who have given definite impulse to educa-

32 STEVE.VS POINT

tionalmovements, are carefully studied to find the secret of their suc­

cess, and to separate, if possible , the permanent, from the accidental,

features .

. PRACTICE AND METHODS.

The pr~ctice teachers make plans for their work, being governed by

the previous teaching of the class and the requirements of the course

of study.

After examination of these plans by the supen;isor of the practice

department, and consultatton regarding such modifications as seem

advisable, the student teachers arc thrown upon their own resources

in charge of their several classes , and held responsible for the results.

Visits of the supervisor are followed hy conference with the individual

student, when help is freely given a nd recommendations made.

Students usually have chat·ge of a class for a period of ten weeks ,

hut for good reasons the time may be shortened . In assigning prac­

tice teachers to classes , the previous experience and the future plans of

the teacher are considet·ed , so a s to supplement the former , and for­

ward the latter if possible . In view of the greater number of primary

teache1·s, and the pressing need of more efficient supervision of l<ilwer

grade work by principals of schools, and the better chance to study

the simpler facts of mental development, it is believed that the earlier

years of the course are best worth the ct ttention of those intending to

teach. At the same time opportunity is not lacking to teach in the

upper grades.

The practice teaching during the past year has ranged through all

the grades from lowest Primary to upper Preparatory class, thus

affording wide variety in grade, in subject and in the size and character

of the class. \Vhen a student teaches a grade of twenty members in a

room "'"here he has the oversight of another grade engaged in study,

his powers of discipline are fairly tested; while with smaller groups

in the recitation room, he may study the art of teaching with fewer

distractions. A large Model School makes abundant opportunity for

practice teaching, while the wide range of subjects may be seen by

reference to the course of study for the Model School. (Page 62.)

This class meets also daily for discussion of specific methods

adapted to certain branches and to certain grades. This work is made

as concrete as possible by the presentation of exercises by members of

the class or by the regular teachers in charge of model grades. These

STATE NORMAL SCHOOL. 33

are the usual daily recitations of some cla ss inspected after discussion

in the methods class, and are followed by further consideration of the

matters illustrated.

It is the purpose of this department to help each teacher to grow ,

by direction, suggestion and reflection upon wha t is seen rather than

by correction or suppression. One of the most hopeful signs is the vol­

untary seeking of conferences by practicing students. A reference to

page 00 will show the amount of practice during the thit-d year of

the school. PROFESSIONAL REVIEWS .

Thirty weeks of Professional Reviews in the fundamental branches

will afford opportunity for careful discussion under each branch of the

essentials of the subject, of the order of presentation of topics , of the

correlation of one branch and department with another. It also gives

an opportunity to test the proficiency of a student not only in mastery

of a branch, but also in the ways and means of effective presentation .

This work has relation therefore to the department of methods on the

one side, and to the scholastic work of the special departments of study

on the other.

ENGLISH LANGUAGE AND LITERATURE.

ENGLISH LANG UAGE.

A thorough examination in the elements of English Grammar will

be required for entrance into the Normal classes. Students will be

requit-ed to show knowledge not only of the facts of etymology and

syntax and the essential elements of sentential analysis, but also of the

usual common terms employed to express these facts.

The first year class will spend one quaJ-ter (10 weeks) in a careful

review of the main divisions of the subject, extending the work suffi­

ciently to fit students to speak and write the language correctly , and

to teach others to do so .

In the elementary rhetoric, or composition , students will be taught

to discriminate the elements of style, to study carefully the figures of

speech, and the conditions of their effective use . In all classes studying

language, composition will be constantly insisted upon. Frequent short

-------~ ---

STA TB NOR .1!.-tL SCHOOL. 35

exercises, occasionally varied by larger, hroadet· undet·takings, will be

the usual rule. The pt·ecept is tl1L1s well enforced by example and appli­

cation.

The chief ends sought are a knowledge of the structure of the sen­

tence, an appreciation of the elements of style, and the power of pleas­

ing forcible expression of one's thought. In the advanced class in

Rhetoric (taken by Juniors and High School gradnates), A. S . Hill's

Principles of Rhetoric is the basis of twenty weeks' work.

After the first term of the first year, each student prepares one dec­

lamation or other literary or rhetorical exercise each quarter .

Second year students present t:ndet· the general direction of this

department, one composition each quarter of the year. Juniors and

High School graduates prepare one essay or oration each quarter of

the year.

Seniors present two essays or orations, beside that required at

graduation.

By special arrangement with the teachers in charge of these exer­

cises, any a pprovecl work presented at a public meeting of ei therliterary

society or of the Oratorical Association may be credited to the student.

READING.

Two lines of thought run tht·ough the instruction in this branch.

First an effort is made to secure reasonably correct and agreeable oral

reading of ordinary selections in prose and poetry. To secure this as

much of the first ten weeks as is necessary is given to drill. Correct

articulation and clear enunciation are insisted upon, and the principles

of emphasis, inflection and the other qualities of good reading are

studied and practiced till a fair degree of proficiency is attained. As

this requires little preparation outside the class, students are required

to read and report upon books from the general library. It is usually

found possible for each student to read at least two standard books

in this manner.

The second ten weeks are devoted to the reading of masterpieces of

British and American literature. Some are read critically, with pains­

taking study, while others are used simply for the pleasure of a rapid

reading. It is impossible to tell in advance what will be read by any

given class, for those pieces are selected which are least familiar to the

members. One class read critically Emerson's" Behavior," Tennyson's

"Enoch Arden," Byt·on 's "Prisoner of Chillon," Goldsmith's "Deserted

36 STEFEIVS POil'<T

Village," and Brown's" l{ab and His Friends," besides spending some

time in a study of the leading myths of Greece and Rome and repre­

sentative poems in which the myths appear. Beyond this they read

rapidly a number of masterpieces. The excellent text-book library

gives a wide range, so that every class may have fresh and attractive

material. This course should result in a better appreciation of literary

merit, and should leave students with a desire to read and with some

idea of what they should read for , some knowledge of what gives

pleasure to a cultivated mind .

LITERATURE .

Forty weeks enable the student to make long and numerous excur­

sions into the field of literature. To make these so attractive and

interesting that they will leave behind them a vivid appreciation of the

beautiful and the powet·ful, a nd a strong desire to read that which is

elevating and inspiring, is the chief purpose of the course.

That there may be some continuity in reading, and that thought

may be in a measure systematic, a text in American and one in English

literature are placed in the hands of t.he students, but the gt·eater part

of the reading is from the works of the writers studied . Representa­

tive writers from each epoch are compared, and to the great masters

is given abundant time for an acquaintance with the peculiarities of

their styles and an appreciation of the sources of their charms. Fre­

quent reviews and critiques are called for, and one or more essays of

length are written to embody the results of independent reading. The

text-book library furnishes a plentiful supply of classics to draw for

class use, and the general library satisfies the needs of every individual.

Reference books are abundant ~.nd are freely used. Attention is given

to pupils personally; and frequently during the latter part of the year

the reading of each student is independent of the others.

BIOLOGY.

ELEMENTARY BIOLOGY.

This course will be offered in the fall quarter and is designed to give

the student a general knowledge of some of the typical forms in both

plant and animal life. Special arrangements have been made so that

we are able to offer some of the most interesting species of marine life

STATE NON MAL SCHOOL. 37

for laboratory study. This course will form an admirable introduction

to the studies of Botany and Zoology, and will give the student an

idea of the relation existing between these ~wo great)ingdoms. The

laboratory is furnished with the latest and most approved apparatus,

and with a full set of staining re-agents for histological work.

ZOOLOGY.

For the year 1897-8 the course will consist of a study of the types

of each of the several groups of invertebrates. It will include, (1) a

A CORNER IN THE STUDY ROOi\l.

careful and complete description of the external appearance, (2) dis-.

section sufficient to exhibit skeletal and structuml peculiarities and all

the organs, (3) a get1eral study of de\·elopment, (4) and as h,r as pos- ,

sible a study of habits, food, etc. The text book will be supplemented

by outlines , and by laboratory work on each form sturlied . Amongtbe

forms studied will be the amoeba. the paramoecium, vorticella, marine

sponges, hydro-ids, hydra and the typical forms in the higher species.

Especial attention will be given to the general morphology and func­

tions of the various organs. The studtnts will be expected to mount

38 STEVENS POINT

slides and do such histological work as will give them some idea of the

technique required for careful investigation.

NATURAL HISTORY.

There is no requirement of elementary zoology, or what is better

known by the name of natural history, in any of the normal courses.

It is believed, however, that because of the relation of such work to the

development of the senses and because of the interest children have in

everything alive and because of the utility of such study as a basis of

language work in the lower grades it would be found a very valuable

preparation for teaching. Teachers in country schools would be still

more favorably situated for using such knowledge. It is hoped, there­

fore, that an opportunity will be afforded, either as a substitute for

some other branch or as a voluntary addition to the course, for the study

of this branch through at least one quarter. The main purpose will be

to become somewhat acquainted with the commonest form of insect

and animal life and with the literature now available for the use of

teachers of Primary schools.

BOTANY.

ELEMENTARY BOTANY.

The time given to this subject is so limited that favorable oppor­

tunities will be afforded to students who desire to pursue the study

beyond the limits of the course. Each student will be furnished with a

dissecting microscope and instruments for use in the study of the plants

themselves. Fruits and seeds, the germination and methods of repro­

duction in plants, the structure and forms of flowers, leaves , stems and

ro01:s are some of the subjects of investigation in the laboratory. Upon

these topics the library will furnish abundant readings. The local flora

will be studied in the field so far as practicable; and the classification

of flowering plants and the more readily recognized of the flowerless

species will be made a part of the course.

ADVANCED BOTANY.

This will begin with a short review of the work covered in the ele­

mentary course. Most of the quarter, ho\veve1·, will be devoted to the

general physiology of plants, including a study of the properties of pro-

STATB NORMAL SCHOOL. 39

toplasm, the processes and products of assimilation and metabolism;

some of the phenomena of irritability; and a discussion of some of the

prctctic:tl questions of plant life and growth . The laboratory work

will consi, t of practical ex peri men ts, and of hi:;tological work with the

compound microscope. E:1ch student has an individual outfit of

apparatus.

ELE~1E:-<TARY PHYSIOLOGY.

The course in Elementary Physiology extends through ten weeks.

This includes a stucly of the skeleton, th e tissues of the body, the ac ti on

of the circulatory, 1·espiratory and digestive systems, by means of dis­

section and microscope. Much stress is laid upon the study of the

ne1·vous system and it<; relation to the other systems of the body.

Hygiene is taught as a natural outcome of the physiological knowl­

edge, that the pupils may be enabled to comprehend clearly the neces­

sity for the observance ofhygenic laws .

Hereafter to enter this class , students must be prepared to pass an

examination on so much of simple anatomy and physiology as is

included in the outline in the Elementary Course of Study for Common

Schools , or will take a p1·eliminary quarter in Hygiene here at the

School.

40 STEVENS POINT

ADVANCED PHYSIOLOGY.

In the advanced course special attention will be given to the circu­

latory, digestive and nervous systems. Students who desire to take

this course should be able to pass a satisfactory examination iu the

work covered by the elementary course; and should at least have had

elementary chemistry and physics. This will be essentially a p!zysiolo;ry course and will consist of a thorough study of the functions of the dif­

ferent organs, in connection with a full discussion of life phenomena as

observed in the human body.

PHYSICAL TRAINING.

The work in physical training has these aims:

1. The health and development of the individual;

2. Ease and grace of motion through mastery of one's self;

3. Preparation of the student to teach simple school gymnastics.

All students are measured at the beginning and end of the school

year, the Sargent anthropometric chart being used for plotting the

measurements. From these charts individual work is prescribed for

symmetry and development, and to overcome the defects and deform­

ities t·esulting from accidental causes, unhygienic manner of living,

faulty seating of school-rooms and sometimes previous occupation.

The Normal classes meet twice a week fot· regular class work, two

days in a week students come to the gymnasium for individual and pre­

scribed work, and one day each week is given to theory. The one-year

course includes for young women and young men marching, free move­

ments, Swedish military drill, dancing, calisthenics, dumb bells, Indian

clubs and wands, and in addition for the young men all forms of heavy

gymnastics. The work is arranged in a varied pt·ogressive set·ies to

meet the demands of the different classes and to prevent the monotony

and lack of enthusiasm which comes from following one kind of work

for too long a time.

The floor-work is adapted to the school-room. The individual

practice is prescribed from the physical measurements and examina­

tions. Students who are physically unable to take the usual exercises,

or who would he injured by them, will be excused as long as is necessary

from the floor-work, but will be required to be present for observation

STATE NORMAL SCHOOL . 41

and for prescribed individual work. Students will not be excused from

the classes whose standing position and caniage do not warrant it, nor

until they have shown their ability to conduct floor-work.

THEORY AND METHODS.

As all work in the public schools under the present organization,

must be preventive rather than curative, the following subjects are

treated:

The physiology of exercise; science of deyelopment; hygiene of the

senses; position at desks; deformities from careless seating; measure­

ments for seats; teaching of hygiene; care of the body, and other simi­

lar topics.

Applied anatomy includes the following: Important muscles of the

body; analysis of movements; structure ·of spinal column; prescription

of exercises, etc.

From the practice school classes meet evet-y day for drill. Beside

the regular wot·k, pupils having marked cases of spinal curvature or

other physical deformities are given work adapted to overcoming

their defects. Great stress is laid upon recreative as well as educa­

tional gymnastics ; games are introduced which will develop spon­

taneity, alertness and enthusiasm. l\lnch attention is paid to the

development of rhythm ofmovement and co-ordination of muscular

a ction. (See also page 80.)

The gymnasium is open every day until 5 o'clock fot· voluntary

work and games, and every Saturday from 9 till 11 for the Model

School children .

PHYSICAL SCIENCES.

PHYSICS .

In the work in Physics it is believed tha t the experimental vet·ifica­

tion of a physical law, by the student, fumishes the very best basis for

a n intelligent appreciation of the working of that law in phenomena

occun-ing outside of the laboratory .

Much ca re has accordingly been taken to provide facilities for

making such fundamental ex peri men ts in the various departments of

physics . From the experimental da ta obtained the student is led to

42 STEVENS POII\"T

draw such inferences as arc warranted by the facts and to detennine

what is and what is not pro~·en by them. This is accomplished by

making the results of the expedments the subjects of discussion and

criticism in the daily t·ecitations.

ELEME:><TARY CouRSE: 1. This course includes a study of the

various topics under the mechanics of solids, the mechanics of fluids,

simple machines , heat, (except calorimett-y) anrl the general properties

of matter.

PHYSICAL LADOilATORY.

Recitations five times a week, twenty weeks: Text Book, Carhart

and Chute.

2. The laboratory course accompanying course 1, and required of

all students, begins with a somewhat extended series of measurements

commencing with the simpler kinds and leading to more exact work

with dividers and scale, micrometer calipet·, verniered caliper, balance

and other instruments of precision . As soon as a reasonable degree of

facility and accuracy in the use of apparatus is acquired, the student

begins the laboratory study of the principles andla ws discussed in the

STATE NORMAL SCHOOL . 4 3

recitation. Courses 1 and 2 are carried on as nearly pa rallel as possi­

ble. The laboratory work requires five hours per week for twenty

weeks.

As far as possible in this course the determinations made arc

quantitative.

The solution of problems both by mathematical and by gmphic

mt'thods is a prominent feature of both these courses.

The apparatus is selected with careful reference to its use by stu­

dents and the supply is increased as may be necessary .

ADVANCED COURSE.

This course of twenty weeks is devoted to a careful study of heat,

including calot·imetry, an extended study of electricity and a some­

what thorough examination of the elementary pl"inciples of sound and

light.

Recitations, discussions, and illustrative experiments occupy five

hours a week through the course. Five hours a week will also be

required in the laboratory. This work consists of quantitative

determinations of mass, density, gravity, heat, electrical constants, etc.

For this work the laboratory is supplied with verniered gauges,

micrometer calipers, balances of precision, a standard barometer, accu­

rate standard thermometet·s, galvanometers of various pat terns, resist­

ance boxes, Wheatstone bridges, telescope and scale, a siren. organ pipes,

vibrating plates, a spectroscope, refraction appat·atus , lenses , quite

complete projection apparatus and a polarizing microscope.

The purpose of this laboratory course is to familiarize the student

with the manipulation and practical use of instruments of precision, to

illustrate the general methods of physical measurements, the verifica­

tion of physicalla ws and the determination of physical constants.

A still more extended course will be offered t o such students as

may- elect to pursue· the su b}ect for a full year.

This course will be based on Ganot's physics anrl the manual of

Stewart and Gee or of Austi~ and Thwing.

Two hours per day, diYided between class room and laboratory

work will be required in this course throughout the year.

4+ STEVESS POINT

CHEMISTRY.

ELEMENTARY COURSE.

This course begins with practice in simple laboratory operations,

such as solution, precipitation, filtering, washing. Following this

comes a series of experiments so selected as to give an insight into the

nature of chemical action and the ope~ation of chemical forces.

The systematic study of the" non metals" is then taken up in the

A STUDE:-!T'S CHE11lSTRY TABLE.

laboratory. The phenomena there observed and recorded arc made

the subject of recitation and discussion in the class room, where special

illustrative experiments are also performed. Students are thus led

gradually to a familimity with chemical phenomena, and the way is

opened to an understanding of chemical Ia ws.

About five weeks devoted to the study of the metals and theirsalts.

ADYANCED (GRADUATE) COURSE.

Chemical analysis and the elements of chemical philosophy.

Practice in the various operations of chemical analysis will be fol-

STATE NORM.4L SCHOOL. 45

lowed by the analysis of simple salts , more complex compounds, com­

mercial products, ores, etc.

Two hours per day for twenty weeks.

This course is wholly optional in addition to ali that is required

for graduation, and is .offered for the special benefit of those who wish

to acquire necessary skill in using apparatus and mastery of facts to

enable them to teach the subject acceptably in good schools . It is

open only to those who have had the elementary course outlined

above, or its equivalent .

GEOLOGY.

The work in GEOLOGY consists of:

(a) A somewhat full discussion of the forces now a t work in and

upon the earth. This includes :

I. The work of the atmosphere, (1) mechanical, (2) chemical.

II. The work of running water.

III. The work of ice .

IV. The work of igneous agencies .

(b) The study of minerals and rocks , determination of common

minerals, simple classification of rocks, origin of rocks and their

relation to soils .

(c) I. A study of rock structure.

II. The origins of topographic forms, an inquiry into the methods

and processes by which the hills and valleys, mountains and lakes and

all the various landscape features ha ve been developed.

(d) An outline of Geological History as exhibited in the develop­

ment of North America.

In this outline study the principles on which such a history is

based are first made clear. Each age is then passed in review and its

distinctive features are pointed out . The physical geography of the

continent is traced from its earliest recognized beginning to the present .

Parallel with this study of the physical life of the continent is carried

on a study of the development of animal and vegetable life.

FIELD WORK .

Facilities for fiel(l study are good . Stevens Point is at the junction

of the Cambrian with the Archaean, and the numerous exposures

46 STEVENS POINT

along the Wisconsin River furnish varied illustrations m dynamical

and structural geology. The great terminal moraine lies a few miles

east, and offers good examples of some of the topographic forms due

to ice action.

GEOGRAPHY.

PREPARATORY COURSE.

This course of twenty weeks is in tended to give the student a

suflicien t knowledge of descriptive and commercial geography to enable

him to enter intelligently into the more extended work required of

Normal students.

It includes:-

Correct interpretation and use of g lobes , maps and pictures.

Map drawing and making.

Careful study and hcation of important physical and political

divisions of each continent.

Distribution of minerals, vegetation and animals.

Study of people, population centres, manners and customs,

religions.

Commerce, exchange of staples, and trade t·ontes, are particularly

emphasized . NORMAL COURSE.

Tests for graduation from this course include:

I. Concept of earth as a sphere and consequences of its motions.

II. Relative size, position and area ofland and water bodies.

III. Location of important phy~ical and political divisions.

IV. Knowledge of physical causation, activities and processes as

affecting earth for man's occupancy.

V. Climate, soil and minerals.

VL Life: Distribution of vegetable and animal. Commercial

values. Distribution of human types . Relation to physiographic fea­

tures. Social conditions, manners and customs. Religion, govern­

ment, occupations.

VII. Commerce, product areas. Commercial centres and routes.

Influence on man, communities and nations.

VIII. Population Centres: Natural, historical, commercial, edu­

cational ad vantages of location.

STATE NOR.VAL SCHOOL . 47

Students are required to read maps readily, to sketch any important

locality and describe the same, to reckon standard time, to understand

method of public land survey, to draw diagrams illustrating move­

ments of winds, currents .

During the entire ·course t r aining is given m map molding and

drawing.

In both the Preparn tory and Normal Conrse special attention is

given to the geography of Europe, North America, United States and

Wisconsin .

Con!Stant reference is made to the Geographical f'ection of the excel­

lent general library.

PHYSICAL GEOGRAPHY.

How? and Why? are key-words throughout. Relations of earth's

phenomena to conditions of man constantly considered.

As many students enter this cou1·se having no knowledge of phys­

ics, a preliminary study of some of its fundamentalla ws is necessary .

The course furnishes opportunity for

L Review of Mathematical Geography and an examination into

its influences on terrestrial phenomena.

II. A detailed study of earth's three moving envelopes, viz:

48 STEVENS POINT

Rock-Constitution, pulverization, transportation, upheaval,

depression.

Water-Storage basins, dminage systems, transporting power,

currents, waves, tides.

Atmosphere-Winds, constant, periodic, variable, calms, moisture

of, evaporation, condensation, precipitation. Electrical and optical .

phenomena.

III. Plant, animal and human life as dependent on and affected by

above. PROFESSIONAL REVIEW.

The object of this course is:-

I. To review the content of geogmphy.

II. To dis.:oyer its educational Yalue.

III. To discuss its correlations.

IV. To considet· carefully the course of study from first to eighth

grades inclusive.

V. Careful study of one country with discussion of methods.

VI. To make and submit plans of lessons according to accepted

methods.

VIL To make library reference list of at least one country.

PREPARATORY HISTORY.

Text-Montgomery's Leading Facts of American History.

For admission to the Normal Class in American Histery an accu­

rate knowledge of the important facts of our history is 11ecessary. The

Preparatory course aims to give this knowledge. Attention is confined

quite closely to the text-book in order that by repetition and drill the

facts may become permanent possessions. In the recitation, however,

pupils are tested as to their grasp of the facts and their understanding

----~------------------------------------------------------------- ~ ----

ST.4.TE NORMAL SCHOOL. 49

of the significance or· events. Those who have studied United States

history a term or more in the common schools sometimes fail to enter

the Normal Class because their knowledge of the subject is that of

words and phrases merely, and that, too, of words and phrases in a

certain setting. \iVhen. questions are asked in entrance examinations,

requiring new combinations, such students are unable to answer

because they never considered the relations existing between even the

most closely connected events. If questions are framed in a form to

which they are unused, they fail because their knowledge is of the book

and not of the fact. The preparatory course is intencled to correct

these faults, to clear pupils' minds of vague notions, to make the facts

seem real and rational. Supplementary reading in the lighter and more

interesting books is introduced.

NORMAL COURSE IN AMERICAN HISTORY.

Texts-Fiske's History of the United States. Gardiner's English

History for Schools.

It is desirable that students taking this course should have a gen­

eral knowledge of our history. Upon this basis an effort is made to

broaden their conceptions by deeper inquiry into causes and results of

leading events. The dependence of American upon European history is

emphasized . Certain chapters of Gardiner's English History are

studied in order that a more complete background may be furnished

for the great events of European history that so much influenced our

own. For instance, such epochs as that of the struggle between Eng­

land and Spain, and later between England and France, and the

course of English history during the seventeenth century are carefully

considered in order that our colonial history may be better understood.

The isolation of American historyis thus avoided.

The library readings required in this course constitute about one­

third or one-half of the work. Exact references, and in many cases

outlines of topics, are furnished in order that this reading may not be

desultory. Particular periods are thus expanded, such as the period of

French explqration, in which students of ·wisconsin history are partie­

ularly interested; the period immediately preceding the American

Revolution; the political history ,of the period when slavery questions

were prominent. The student thus becomes acquainted with the

standard authorities and obtains that larger outlook over the field of

American history so essential to the teacher of this subject . Students

no STEVENS POINT

soon discover that the real interest of history lies in the details of per­

sonality and events that text-books cannot give. Their teaching of

history will, it is hoped, become something more than the routine

teaching of a text .

The books most freely used are the three volumes of the " Epochs"

series. A number of sets are furnished for this purpose. Other works

are such as the following: Parkman's works, John Fiske's histories,

American Statesmen series, Tohnston's American Politics, Lalor's

Cyclopedia, American History Series, Channing's United States,

Roosevelt 's Winnmg of the West, Eggleston's Beginners of a Nation,

Bancroft, Schoule1·, l\IIcMaster, Winsor.

GENERAL HISTORY.

Texts-Myers's General Histo1·y. GArdiner 's English History for

Schools.

A mpid review of the entire field of human history is attempted in

this course. Works of reference are used extensively in the preparation

of topics throughout the course; thus, breadth of view is encouraged

rather than rigid adherence to the text. Greek, Roman and English

History are made prominent, while several weeks are given to the study

of the nineteenth century. The text being so meagre on this period , a

good opportunity is furnished for library work.

The dynastic side of the various periods covered is not given undue

prominence, but the social, economic, intellectual and religious features

of the world's great civilizations also receive attention. More than

usual prominence is given to art and architecture as expressions of the

life of a people; a good number of stereopticon slides are used for this

purpose . PROFESSIONAL REYIEWS IN HISTORY.

Texts-Fiske's History of the United States. Hinsdale 's How to

Study and Teach History.

While students are expected to make a rapid review of the en tire

field of American History ill this course, particular attention is paid to

certain periods, as, for instance, the influence of European events upon

our history, the causes of the revolution, the critical period and the

history of political parties. A large share of the time is given to dis­

cussions of the books that supplement each period in the various

grades. An acquaintance with these books is obtained by con tact with

them in the library. Such facts are learned about their size, price,

STATE NOR.\fAL SCHOOL. 51

grade, style, authenticity and usefulness as will be of service to future

teachers when selecting books for themselves or for their schools.

Methods are discussed in connection with the review work.

ECON01I!C AND INDUSTRIAL HISTORY OF THE UNITED STATES.

This advanced course is offered to students who are prepared for

it. The work will be entirely in the library, with the guidance of

topical outlines and references. The following are some of the subjects

that will demand attention : Economic conditions affecting the dis­

covery and exploration of America; industrial motives for coloniza­

tion; social and economic conditions in the English colonies; economic

facts bearing on the Revolution and the formation of the Union; tariffs

of the United States; causes and influence of westward migration;

economic aspects of slavery; industrial expansion since the civil war;

concentration of wealth.

CONSTITUTIONS.

Texts-Hinsdale's American Government. Fiske's Civil Govern­

ment. Dole's American Citizen.

lVIost students come to this course with an elementary knowledge

of the United States' and Wisconsin Constitutions. The origin of the

former is carefully studied and its development traced. Thus is begun

a study of the larger truths of our national government and the rela­

tion of that government to the state systems. While detailed knowl­

edge of these constitutions is sought, pupils are encouraged to view

the details in the light of our whole political system. Another promi­

nent feature of the course is the expansion of such topics as the Power

of the Speaker, Civil Service Reform, the Congressional and Cabinet

Systems Compared. For this purpose library readings are assigned.

Again, the magazines and papers of the reading-room furnish oppor­

tunity for the study of current events. During the past year the class

have been required to inform themselves upon such topics as the

Immigration Bill, the Arbitration Treaty, Has the Senate Degener­

ated? the Anti-Trust Law Decision. Class discussions of these matters

and of many other items of less importance add interest and make the

course practical. In further pursuance of these ends the class is

brought into contact with state and national reports and other publi­

cations. City and local governments a re not neglected. Their actual

workings are shown and the tendencies of modern thought in these

fields are noticed.

52 STEVENS POIN'l'

POLITICAL ECONOMY.

Texts-Laughlin : Elements of Political Economy. Walker : Polit­

ical Economy, Briefer Course.

The greater part of the time devoted to this study is spent upon

the f~ndamental principles of political economy, in order that a solid

foundation may be laid upon which the student may base his future

reading and study. Practical illustrations of these elementary truths

are made prominent . During the course each student investigates a

topic, using all the materials afforded by the library; after first giving

a report to the class from an outline, he prepares an essay upon his

subject. The entire class studies one important topic for a few weeks ,

gathering materials from all available sources. The bimetallic con­

troversy was fully studied in 1896. It is proposed that the class of

1897 shall become intimately acquainted with our monetary system

in this way . The class is kept abreast of the times and in touch with

contemporary thought and movements by frequent reports ft·or:iJ the

periodicals and reviews in the Reading Room.

LANGUAGES.

LATIN .

Three yeat·s is the time given to the study of Latin. The cout·se

includes four books of Ca:sar or an equivalent amount of Viri Rom a: ,

seven orations of Cicero and four books of Vergil 's Aeneid.

During the first year a familiarity with grammatical forms and

constructions is gained and as much of Ca:sar's Gallic War is read as

time permits . The work is both written and oral, the former for the

more accurate study and analysis of difficult constructions, the latter

for training the pupils to readily grasp thought in idiomatic Latin.

Part of the orations of Cicero are read at sight and part are

assigned for careful preparation. One lesson in Latin composition is

given each week during the second and third years . Translation at

sight is carried through the course.

A fourth year in Latin is offered in order that High School students ,

and those who have completed three years Latin in the Normal course ,

may continue the study without repeating what has already been read .

STATE NORjVDlL SCHOOL. 53

During the year '95-'96, Livy was the author studied. During

'96-'97, the work has been Horace's Odes and Epodes, Cicero's De

Senectute and Plautus's Captivi.

Roman pronunciation is followed.

GERMAN.

The course occupies two years, but the authors read during suc­

cessive years arevariedsothatthosewho desire maycontinuethe study

of German during the third yeaL The day's lesson furnishes material

for a short conversation in German . Three plays are regularly read,

and among those that have been used are Die Journalisten, Minna von

Barnhelm, Der Neffe a ls Onkel, Maria Stuart, Emilia Gaiotti, Nathan

cler Weisse; and some prose, Undine or Soli und Raben . (See list of

books on page 86.)

There is daily practice in translation at sight during the second

year.

In the selection of readings and other work for the advanced class

attention will be given to the wishes and needs of those high school

graduates who have had two or more years of German.

MATHEMATICS.

One aim of the course in mathematics is to give the student a prac­

tical knowledge of the subjects taught, and to train him to habits of

careful and accurate thinking. On the pedagogical side the aim is to

clra w attention to the best methods of presenting the clifferen t topics,

and to the fundamental principles underlying each subject. Thus in

arithmetic the student is taught the artificial character of the Arabic

Notation and how the funclamentalla ws underlie the four operations;

in a lgebra he is taught the nature of opposite numbers by many con­

crete illustrations, the relation of the quantities of the literal notation

to numbers, and the logic of the solution of equations; in geometry he

is taught the importance of a thorough knowledge of the working

definitions and geometrical axioms and the propositions to be used

most frequently; and emphasis is laid on the deductive character of the

reasoning. In short, careful attention is paid throughout to funda­

mentals, in the hope that it will aiel the young teacher to better over­

come the difficulties beginners find.

54 STEVENS POINT

ARITH~IETIC.

In the teaching of the Normal arithmetic class (10 weeks), two

objects are kept in view, viz., bringing in review and supplementing the

student's previous knowledge of the subject; and correcting any errors,

crudites or imperfections which may remain from previous study.

Many of those who come to the school are found to be deficient in oral

expression of their thought, and in speed and accuracy in calculation .

The cpurse is begun by a study of the notation for decimals as related

to that for integers and common fractions. Drill, largely oral, is then

given in the solution of practical problems on the tables, linear, square,

cubic, dry, and liquid measures, and avoirdupois weight. Circular

measure, longitude and time, and standard time are each studied until

they are thoroughly understood, numerous oral problems being given

in addition to the regular written work. After practical measurements

are gone over in detail, analysis is taken up and this important topic is

carefully reviewed, commencing with the simplest problems and going

on to those which tax the ability of the class to the full extent. Per­

centage now follows naturally, 100 taking the place of the "one" of

analysis. Drill is given in the simultaneous solution of problems by

analysis, by percentage analysis, and by formula. In interest stress

is laid on one, broadly comprehensive, method. Here, as in analysis,

and everywhere else, much emphasis is set on the employment of can­

cellation whenever feasible . The study of ratio and proportion and of

the Metric System usuallycompletesthe course. It is thought students

of the maturity of judgment of those that come into this class will get

more to help them in teaching in this way than in any other.

Students who show, on entrance, a mastery of this branch on the

scholastic side, are encouraged to take other mathematical or profes­

sional work in its place.

For those who cannot pass satisfactory examination at entrance,

a preparatory class is maintained which takes up the study in detail of

the more elementa1·y portions of the subject. The chief purpose of this

class is drill to secure accuracy and facility in computation .

ALGEBRA.

The ekmentary course in algebra covers 30 weeks and includes the

mastery of the fundamental operations, factoring, fractions, simple·

equations, powers, roots and quadratic equations. The advanced

course (10 weeks) includes radicals, proportion, logarithms, progres­

sions, interest, indeterminate coefficients, binomial theorem, and choice.

STATE NORMAL SCHOOL. 55

GEOMETRY.

The work in plane geometry extends over twenty weeks. It is

intended that in this time all the most important theorems and prob­

lems of geometry commonly given will be learned, together with a large

number of original ones, and besides, general exercises which illustrate

the more important theorems will be solved. One quarter (ten weeh)

in the latter part of the course is devoted to solid geometry.

TR!GONO)!ETRY.

Those seniors who have a satisfactory record in Geometry and are

able to take advanced work instead of reviews and especially those who

look toward college or university study, are permitted to elect plane

trigonometry instead of solid geometry. Some students find it profit­

able to take both subjects, thus insuring more thorough preparation.

The purpose of this department is first to teach the pupil to draw.

Dr a wing is so taught as to show its practical value in all lines of work.

The coun;e covers work in construction, 01· instrumental and free­

hand mechanical drawing and pattern making; representation or

pictorial drawing; decoration, or study of design; clay modeling, and

methods of teaching.

All drawings are made from objects, giving individual interpre­

tation.

The mechanical drawing is taught after the latest shop methods,

and includes both instrumental and free-hand working-drawings, as

well as pattern making. It is hoped that a Manual Training depart­

ment in connection will allow the making of some objects thus drawn.

Representation includes free-hand perspecti\·e, which develops into

still life sketching in pencil and ink, also charcoal drawing from cast

and still life. In connection is clay modeling from cast, which develops

stronger perception of form.

STATE NORMAL SCHOOL. 57

The zinc etchings found in this catalogue "vere made from regular

classwork of the pupils of this department. Most of the other illus­

trations are fi·om amateur work with the camera; and all the illustra­

tions in the J nne number of the" Normal Pointer," except the portraits,

were from student work.

Decorative dt'awing or applied design is not attempted, owing to

the limited time given to the whole course. It is the aim to make

pupils familiar with the principles of design, to lead them to a ppre­

ciate proportion, adaptation to purpose, and curvature of form,

through designing useful objects, and to teach something of historic

decoration.

Under the methods of teaching, Prang's complete com·se in draw­

ing and color is given, and work in practice teaching. The relation

which this study holds to other subjects is pointed out and much black­

board drawing is required. Further practice in drawing is given in

connection with geography and other science classes.

The work in the Model Grades is carried out in the same manner

as that in the Normal department, being simplified_according to age of

pupils.

Students are encouraged to take a longer course than the one of

forty weeks, and so secure more thorough preparation to teach draw­

ing in all schools. It is the earnest endeavor of this department to

develop readier, more observant and competent teachers for all kinds

of teaching. The training of eye, band and brain obtained in the draw­

ing class is a means to that encl.

WRITING.

One purpose of this work is to get more legible writing among

students. Vertical writing is taught, as it seems the most natural,

more readable, eastly and quickly executed. Freedom, arm moYement,

drill on letters and words, with thought given to proportion and rela­

tion of letters, are means for gaining this encl.

Methods of teaching writing will receive time and attention pro­

portionate with the impot·tance of the subject. More stress will be

laid on the uni \·ersal con eli tions and principles than upon any partic­

ular system of penmanship. Any student is permit teo, and those who

do not write well are t·equired, to join the writing class until fair pro­

ficiency is attained.

58 STEVENS l'OIN1'

SPELLING.

Failure in this branch is so conspicuous in the case of a teacher,

and improvement so obviously in the power of each person, that in the

Normal School above the Model Grades, no regular class in this subject

is maintained. Instruction is provided, however, for all those Normal

students of any grade whose written work shows serir:>Us deficiency in

this line. Attendance upon the class is required only until evidence is

given of reasonable skill and proper regard for such an important

matter.

VOCAL MUSIC.

The" Elements of Vocal Music" is regularly scheduled for a begin­

ners' class,coveriug a period of twenty weeks, conducted twice a year.

This is a change in the order of the work of the previous two years,

when there was a beginners' class every quarter.

The work in this class covers the art of breathing, articulation,

voice culture, sight reading, the elementary principles of harmony and

the history of music.

It is evident that music must be taught largely by the regular

teachers in the elementary schools, and for those who desire to become

thoroughly prepai-ed to do this work there will be an elective class of

ten wee-ks, in which much attention is given to methods of teaching,

conducting, and practice in the Model School.

There is also a Xormal Course for those who wish to become spe­

cialisls in public school music. The length of time required depends

upon the qualifications and adaptability of the applicant. The work

embraces voice culture, sight reading, elements of harmony, theory

and practice, and the history of music, together with the actual teach­

ing lhrough all of the grades in the ~lodel School under the direct

supei-vision of the director of music.

The Normal chorus receives twenty minutes' drill each clay

throughout the year and has furnished much music for the school

upon public occasions.

For individual instruction in vocal music covering Yaccai, Mar­

chesi and Concone, ballads, songs and arias, ensemble singing and

practice in sight reading, terms will be furnished upon application to

Sophia Linlon, Director of Music.

STATE NORMAL SCHOOL. 59

LIBRARY.

For the reading room and library there is a light, airy room on

the second floor easily accessible from the assembly room, or from any

other part of the house. It is open all day during the school week

and Saturday mornings. Students are free to draw books or read at

any time when not actively tngaged in class exercises. The books are

thoroughly indexed and classified, and a complete card catalogue

makes all the resources of the library on any special topic readily a vail-

EAST HALF OF THE LIBRARY.

able for the use of any class or student. Students may also thus

become acquainted with the simplest principles of library economy and

labor saving devices and plans of library management most generally

adopted.

The library is free for all students uf the school except for the small

charge noted below. Care has been used in expending the funds avail­

able for this purpose so as to secure the most serviceable collection of

books for each department of the school ; the departments of pedagogy,

history, biography, civics, general literature and science are especially

60 STEVEt•:S POil'•iT

strong, and there is liberal provision of cyclopedias and books of refer­

ence. Additions made in each line during the present season give an

excellent working library of about four thousand four hundred volumes .

Among the books already on hand are some valuable public documents

and many pamphlets of special service to the student. About 2{)0

volumes of bound periodicals have been obtained, giving continuous

files of some valuable magazines and journals for recent years . In

geography, history and political science these will be in constant use.

The librarian devotes her whole time to the service of the school

through the library and is ready at any time to help the students in

their readings or their investigations. The teachers will render gen­

eral assistance but will more especially look afte1· the interests of their

several departments and of students pursuing special studies under

their direction.

In addition to the usual duties devolving upon the librarian she

vvill meet the school in sections for instruction for the convenient use of

the library outfit and in such matters of library economy as choice of

books, ordering, classifying, recording, and other matters of interest to

teachers in view of the gmwing use of libraries and the increasing sup­

ply of good books furnished the teacher under our present library laws .

She will also have general charge of library readings to be pursued by

the students. Of these classes one purpose is to culti \"ate a taste for

good literature, another to acquaint teachers with the best juvenile

literature and the best methods of using district school libraries.

COMMON SCHOOL REVIEW COURSE.

When this State Normal School was first opened in September,

1894, the prospectus contained a proposed one-year course for the

benefit of those teachers who needed a review in common branches

but could not expect to spend enough time at the school to complete

the Elementary Course. The schedule then arranged was very flexible

a nd permitted a wide choice of subjects and grades.

In the catalogue of 1895 it was said, "It is believed that this is a

practical selection for many who hold third gradecertificates." "This

is not a definitely recognized course, but a selection from the first two

years of the Elementary Course, and may even substitute for those

STATE NORM.4L SCHOOL. 61

who must, some studies in the Preparatory Class. It is an experiment

to ascertain whether there is a reasonably large number of persons

who expect to teach in the common schools who will undertake such a

definite short course. Another purpose is to find out, if such a demand

exists, what is the selection best adapted to meet the demand.

The brief course outlined above has been approved by many super­

intendents and school officers, whose opinion was sought."

For this course there was no authorized recognition; the student

was to obtain simply a statement of standings signed by the President

of the school. The urgent need of such pt·eparation for work in com­

mon schools, coupled with the large number of Normal students teach­

ing and intending to teach in the district schools before graduating, led

the Board of Regents, on the recommendation of the Presidents of the

schools, to definitely establish and recognize this course, and to author­

ize a certificate to be issued to all those who successfully pursue the

com·se markedo ut.

The features of this course to which special attention is called are:

first, in each branch the instruction begins at a point easily reached by

a good student from the common school; second, time enough is given

to English and branches that must. be taught to secure a fair mastery;

third, in mathematics, science, music, drawing, thet·e is a choice offered

of some work that is new, inspiring, helpful to ambitious young teach­

ers; fourth, some elementary professional work, including one quarter

of practice teaching.

These three quarters of professional work must be specially useful

in modifying previous ideals of teaching, of discipline and of the most

available means to serve the general purposes of the school. It is the

dominant purpose of this school to be helpful to teachers in the most

direct ways, and therefore the logical order of mastery of subject, of

theory and of method before admission to the practice school, is for the

present, for the purposes of this experiment intenupted. This practice

teaching will not be taken" as a matter of course," but only by those

who have achieved definite success in preliminary work, and who are

approved by the teachers of the school.

Those who complete this course will receive a certificate signed by the President of the school. (See page 77.)

62 STEVENS POINT

MODEL SCHOOL.

ORGANIZATION.

This School for Practice in teaching is organized in three Depart­

ments corresponding very closely to the division of common schools

into three Forms.

The Primary Department embraces the pupils of the first three

yean: at school, known as First, Second and Third Grades; the Inter­

mediate includes the Fourth, Fifth and Sixth Grades, and the Gram­

mar Department emb;aces the Seventh and Eighth Grades, and during

part of the year an advanced class known as Eighth Grade" A."

This school receives such pupils as are sent by parents to enjoy the

benefits of the school, and in the upper classes some who are not yet

ready to enter Normal or Preparatory classes. A moderate tuition fee

and book rent are charged.

Each Department is in charge of an experienced, capable teacher,

who does a good part of the teaching and has general supervision of

the grades. The rest of the teaching is done by the practice teachers

from the Normal Department, under the daily oversight of the Super­

visor of practice teaching. Attention is given by all the teachers to

the pt·evious condition and instruction of the class, as well as to the

requirements of the course of study. As the classes return in successive

Quarters to the care of the regular teachers, all deficiencies are supplied

and their regular progress in all lines secured.

COURSES OF STUDY.

PRIMARY DEPARTMENT.

READING.-The aim is to make intelligent sight readers, capable of

grasping the thought of the author with little consciousness of the

words employed and ready to tell quickly what unknown elements

hinder them. Emphasis is placed upon the fact that we can give to

others only what is clear to us. Naturalness of expression results .

Pupils are trained to be good listeners as well as readers.

64 STEVE.VS POINT

In the beginning, when the school room is a new world, the lessons

' preparatory to reading are conversations on subjects, pictures and the

child's home interests. A large number of script words are taught, all

of which are used in sentences. After the transition from script to

print has been made, the blackboard work in script is continued until a

paragraph of some length is e11sily read.

The first half of more than one First Reader is completed before

much supplementary reading is introduced. With the Second Reader,

simple fairy tales, rhymes and fables are used. With the Third Reader,

stories in Greek mythology are added to fables and folk stories.

Spelling is not a separate exercise until a written vocabulary has

been gained. So far as possible only correct forms are seen and care is

taken that the child shall not repeatedly misspell. Phonic analysis is

taught and used after the habits of thought-reading and correct spell­

ing have been established.

LANGUAGE.-Orallanguage has an important place from the first.

An effort is made to induce the child to talk freely. Faulty, incomplete

sentences are conected 'vith care. Objects and pictures are described.

Good stories are told, such as Reel Ridinghood, The Three Bears, The

Ugly Duckling and the Pea Blossom; these are reproduced orally.

Short selections m·e learned.

·written language begins when the impulse comes to re-ct·eate with

crayon the thought gained from the board. Short sentences are

copied; later, paragraphs. Attention is paid to common punctuation

marks and to capital letters. Children's own reproductions are copied

from the board. Blanks in sentences are filled with appr opriate words.

Sentences are composed containing familiar given words and in answer

to questions. The composition of short stories and lettns is empha­

sized in the last part of the second year. In the third year the founda­

tion is laid for geography in lessons on location, and obser­

vation of different forms of life. Child life of other lands is studied,

and furnishes the thought material for composition, as does also the

study of home geography.

ARITI-IMET!C.-This study is presented, as far as possible, in such a

way that it will appeal to the child as being a part of real life. The

habits of accurate thinking, neat, skillful and rapid execution, truthful

and independent representation are always held in view. Objects

familiar to the child are counted and grouped. Simple practical prob­

lems are given. Children are encouraged to make problems.

STATE !VORMAL SCHOOL. 65

Figures are introduced when a considerable knowledge of the num­

bers below ten has been gained; and signs are taught when they are

needed for use. All the fundamental operations in numbers under

twenty together with the multiplication tables to twelve are taught.

Fractions are introduced from the beginning with multiples of two,

three, four and five.

A book is used at the beginning of the second year. Analysis

comes with the ability to read a~d picture mentally the concrete prob­

lems in the book. The facts in denominate numbers are taught as they

come within the numbers studied. Actual measurements are made by

the children. Prince's Arithmetic by Grades, Book III., is begun in the

latter part of the third year.

VocAL Musrc.-The Major Scale is presented as a whole. Tone

relations are taught by dictation. The sense of rhythm is developed

and various forms of measure are presented. Tune and time are

united. Six-part measure is taken up and key and time signatures

with the position of key note in nine keys are taught. First Series of

Charts and Firs tReader of Not·mal Music Course are used. Rote songs.

DRAWING.-Drawing in the Primary Department is the beginning

of the study of form through the three divisions of dra wing,-Represen­

tation, Construction and Decoration. It is developed by means of

the handling, feeling and drawing of types and natural forms and by

means of stick and tablet laying, cutting, folding and pasting. The

study of color is also carried on in connection with nature and elemen­

tary decoration.

It is the purpose to lay such a foundation that the children's abil­

ity to express thoughts by means of drawing may be equal in fluency

and accuracy to any other form of expression. To aid in this, draw­

ing is correlated with reading and science. All the work is carried

on in close connection with observation and representation of forms in

nature.

INTERMEDIATE DEPARTMENT.

READING.-Throughout the Intermediate Grades preference is given

to complete classics rather than school readers. Criticisms of the oral

reading are so directed that a good interpretation of the thought by

correct emphasis and inflection is considered of more importance thati

skill in word-calling; thus impressing upon the pupil's mind the necs-

STATE NOR.\JAL SCHOOL. 67

sity of getting the thought before attempting to read .. Clear ennuncia­

tion and in general cot·rect pronunciation are considered necessary to

good interpretation . Pt·eliminary to each oral reading exercise, are

given short vocal drills,designecl to produce flexibility of voice, and ease

and accuracy of articulation. There are frequent exercises in sight

reading, and practice in silent reading followed by the reproduction of

the thought. Memorizing of selected passages throughout the course.

Among the books rear! in class are the following: King of the

Golden River, Swiss Family Robinson, Hawthorne's Wonder Book,

Hiawatha, Courtship of Miles Standish, Lamb's Tales From Shakes­

peare, Harper's Fourth Reader, and Heart of Oak No. III.

LA"GUAGE.-Every expression by pupils, eithet· oral or written. is

regarded as a proper subject for instructive criticism; hence every

exercise is to some extent a language lesson. Special instruction in

language is also given in all grades, with much composition and letter­

writing. Pupils are first furnished by the teacher with abundant

material for thought, and are required to give clear oral expression

of this before the written ex pression is called for.

During the Fall and Spring Quarters the basis of Composition

work consists of nature study, including, for the most part, plant life,

Bowers with flower-myths, birds and insects. During the Winter

Quarters, history and biography furnish the subjects. Mythical,

Pioneer and Revolutionary heroes are interesting and stimulating sub­

jects, as are also the biographies of men of high character and aim.

Language is also correlated with geography and reading. Some

familiarity with the terms of formal grammar is established through

the incidental use of them by the teacher.

ARITHliiETic.-The aim is to secure quickness and accuracy in com­

putation and conciseness in oral and written expression of processes·

and results. The effort is made to establish a permanent habit of dis­

satisfaction with any process that is not understood; also the habit of

self-reliance by teaching the use oflines, diagrams and various sorts of

picturiug and concrete illustrations, as a means of assistance to the

reason in determining the truth. In the choice of matter, only

essentials are taken. Prince's Arithmetic by Grades, Books III, IV and

V, are used.

GEOGRAPHY.-First the world as a whole is studied, Frye's Pri­

mary Geography being used as a text book.

Then the movement is from home outward,-the county, state,

68 STEVENS POINT

United States, and Our American Neighbors, being studied in the order

named. Emphasis is placed upon the study of our own state, so that

it may become in as many particulars as possible, a standard of com­

parison, along\ the lines of both similarity and difference, to be con­

stantly used in the study of other states and offoreign countries.

Later, the Eastern Hemisphere is taken up for par ticular study, it

being already somewhat familiar to the pupils, both as to its map rep­

resentation, and its commercial and historical relations, through fre­

quent reference to it during the study of the Western Hemisphere.

Map drawing serves a double purpo>'e. One great object is to fix

geographical facts in the memory. Here, the mechanical parts are

done in as easy and rapid a manner as possible . A second benefit is

secured by occasional careful drawings to scale and in the most

a pproYed methods of relief representation.

VocAL Musrc.-Chromatic tones are developed . Thestudyoftime

is continued, taking up divided pulsation. The Second Sedes of Charts

and Second Reader of the Normal Music Course are useJ. Rote songs .

DRAWING.-Less clay modeling and more work in construction,

representation, free-hand and color. Historic ornament is introduced

more extensively, being taught largely through story and symbolism.

Prang's Complete Course, Books No. III to VIII, inclusive.

GRAMMAR D EPARTMENT.

READING .-In the Seventh Grade the aim is first to get the thought

and then to enunciate clearly. In order to secure the latter much

drill is giYen in pronouncing difficult combinations of consonants. The

long vowels furnish material for drill in emphasis and inflection. Dur­

ing the year the following are "read: . Evangeline, A-Hunting of the

Deer, Story of a Bad Boy, Eggleston's History of the U. S . ; Selections

from Harper's Fifth Reader and Heart of Oak No. IV.

In the Eighth Grade, stress is laid upon the literary side of read"ing,

the following books being used in class: Lady of the Lake, Merchant

ofVenice, Cricket on the Hearth, Christmas Carol and Enoch Arden .

GRAMl\IAR.-The work presents two phases ,-Composition and

Technical Grammar. Descriptions and narrations already studied in

geography and reading are reproduced while other topics m·e given ,_

STATE NORMAL SCHOOL. 69

designed to stimulate the imagination. Letter writing continues

throughout the course. Practical English Grammar by Mary F. Hyde,

Maxwell's Grammar and Welsh's Composition are used as text-books.

lVIATHEllfATrcs.-Arithmetic and Algebra constitute the course in

mathematics. In the Seventh Grade measurements of plane figures,

denominate numbers and problems in proceedings are taken up.

In the Eighth Grade percentage, involution, evolution, measure­

ment of plane figures and solids are considered first and then a thorough

review of the arithmetic is given. Throughout the arithmetic analyses

are required. Mental problems are given for drill in the principles, to

preserve readiness in computation, and to keep active the minds of the

pupils. Mensuration is based upon actual measurement as far as

practicable and as much of the geometric proof is given as is help£ul.

In algebra the drill is upon the fundamental operations of whole

numbers and fractions, factoring, least common multiple, and highest

common factor. The aim is to lead pupils to see general truths of

·number and that the same principles that have been learned about

numbers are true when applied to unknown quantities.

Prince's Arithmetic Book VI; Advanced Arithmetic, Cook and

Cropsey; Elementary Lessons in Algebra by Sabin and Lowry are used

as texts. Supplementary work is given.

GEoGRAPHY.-History, and political and physical Geography, alter­

nate. In political geography each country is considered with regard

to its surface, climate, productions, people, commercial centres and

places of special interest, historic or otherwise, Harper's Grammar

School Geograghy is used as a text, while among the valuable reference

books in use are Dunton's The World and Its People; Ballou's Foot­

prints of Travel; Knox's Boy Travellers; King's Geographical Readers

and Harper's and Century 1\/[agazines.

In the Physical Geography the physiography of the continent of

North America is taken up. The aim is to lead the pupils to reason

from cause to effect and to observe the natural phenomena about

them. The text used is Shaler's Story of Our Continent. Useful refer­

ence books are: Shaler's Nature and Man in America; Dana's The

Geological Story Briefly Told; Tyndall's Forms of Water; Buckley's

Fairy Land of Science; Geology of Wisconsin; Harper's and Century

Magazine.

Twenty weeks of the Seventh Grade are given up to the History of

the United States through the Revolution. At the same time patriotic

70 STEVENS POINT

literature bearing on this time is t·ead. Twenty weeks are given to

this subject in the Eighth Grade. During this time the constructive

period of our history is studied. The topical form of recitation is used.

Maps colored with crayon help to fix settlements and possessions

gained in war. The following books are popular among the pupils:

Coffin's Boys of '76; Coffin's Dmm Beat of the Nation; Moore's Pil­

grims and Puritans; Soley's Sailor Boys of '61; Montgomery's Degin­

ners; American History; Higginson's History ofthe United States.

VocAL Musrc.-Major, Minor and Chromatic Scales are studied.

The F or bass Cleff, with staff representations in nine keys, is pre­

sented. The Second Series of Charts and Second Reader of the Normal

Music Course are used . Rote songs. In all the work an effort is made

to secure erect, natural positions of the body, distinct articulation,

purity and vitality of tone and intelligent, artistic expression, both in

exercise and song.

DRAWING.-More attention is given to the subject of decoration

thmugh historic ornament, applied designs and designing of simple

pottery forms. Instruments are used in mechanical construction.

The study of the individual color, and color decoration, is continued,

through cutting, pasting and historic ornament. Simple light, shade

and sketch effects are begun. Prang's Complete Course, Books IX.

and X.

RELATIONS WITH THE STATE UNIVERSITY.

By agreement between the Boards of Regents of the respective

institutions, the following regulations have been adopted to govern the

relations of the Normal Schools with the University:

First, That the Regents of the University shall proYide as follows:

I. To graduates of the advanced courses of the State Normal

Schools a course of two years will be offered leading to the degree of

Bachelor of Philosophy in Ped agogy, which shall have advanced

pedagogy and philosophy as central studies, with one language and

other studies as secondary courses. To this course such Normal

graduates will be admitted as juniors.

II . Normal graduates entering other courses in the University will

be ranked as juniors, but they will be expected to meet the require-

STATE NORMAL SCHOOL. 71

men ts of these courses substantially as is done by other students, under

the following conditions:

1. Full credit will be given for all Normal School work which is

equivalent to University work.

2 . The basal studies of the University courses will be required of

such students, in addition to two years of University work, so far as

they are not covered by credits for work done in the Normal School.

By basal studies are understood :

(a) The studies prescribed for the Freshman Year in the course

which the student enters.

(b) The first year's course of studies which begin in Sophomore

Year, like Chemistry or French.

III. This plan shall go into effect at the beginning of the school

year 1897-8, graduates of the Normal Schools of the year 1897 being

Tecei ved on the present basis.

Second, That the Board of Regents of the Normal Schools enact

the following:

1. That such adjustment of the work in the Natural Sciences in

the Normal Schools be made as to provide for each graduate seeking

admission to the Junior class of the University a whole year's work in

·some one science.

2. That the course in Mathematics in the Normal Schools be so

·extended as to include Trigonometry.

3. That the work in German in the Normal Schools be extended so

.as to include the first year's work in German in the University.

The certified standing of any student in the regular courses of the

Normal Schools of this State wi;J be accepted for entrance to the

University in place of an examination.

72 STEVENS POINT

ADMISSION AND GRADUATION.

PURPOSES OF THE SCHOOL.

The primary objects of the school are stated in the followingclause of the Revised Statutes, Section 402:

"The exclusive purposes and objects of each normal school shall be the instruction and training of persons, both male and female, in the theory and art of teaching, and in all the vat·ious branches that pertain to a good common school education, and in all subjects needful to qualify for teaching in the public schools; also to give instruction in the fundamental laws of the United States and of this state, in what regards the rights and duties of citizens."

Hence, the schgol aims to afford professional, literary and scien­tific advantages to those students who desire to fit themselves for teaching.

The school instructs students in principles and details of the branches usually taught in the public schools, with a view to secure that full mastery which is essential to successful teaching. The teach­ing in all branches is accompanied by a course of training, which should cultivate system a tic habits of thought and ease and accuracy of expression. It is expected that the student who completes the full course of instruction and training will acquire habits and form ideals that will influence for good his whole career.

WHO SHOULD BE ADMITTED.

All persons of mature years and serious purpose, whose intention is to fit themselves to teach in the public schools of this state, are wel­come to enjoy the advantages here offered.

It is confidently expected that the atmosphere of the school will be agreeable to those, and only to those, who appreciate their opportuni­ties and are devoted to the purposes of the scho6l and their own self­improvement. Only such persons as give evidence of profiting by their attendance at the school, and whose character is worthy of approval, will be allowed to remain. Proper supervision will be exercised over the morals, manners and deportment of the students, and they will be held to strict observance of all needful rules and regulations. At the same time no unnecessary limitations will be imposed upon their free­dom, while it will ever be the aim of the school to maintain a high standard of behavior, such as is characteristic of cultured ladies and gentlemen.

STATE NORMAL SCHOOL. 73

ENTRANCE EXAMINATIONS.

Admission to the normal classes may be obtained by taking an examination as prescribed by the Board of Regents. Such examina­tions in the branches requit·ed for a third-grade certificate, except Constitutions and Theory and Art of Teaching, are held at the begin­ning of each term; and candidates, while received at any time, are urgently advised to come at those dates, which at·e shown in the calen­dar. By so doing they may begin when new classes are formed and thus adjust their work more readily and satisfactodly. Candidates who have written upon any regular teachers' examination may ask the superintendent to send their papers to the president of the school, who will cause them to be marked in each subject and an estimate will be made of spelling and writing upon the papers sent. The result of this examination will be sent directly to the applicant, who is thus enabled to take the entrance examination and learn his or her position in the school before leaving home.

CERTIFICATED TEACHERS.

Teachers holding first grade certificates are admitted to the Normal course without examination, and are given a credit of one-half year in the branches in which they are most proficient. These credits will be assigned by the President after conference at the school. It will often be true that a student after getting acquainted with the facilities the school offers and the ~tandards maintained in each branch, can choose more wisely what credits to take and what studies he can profitably review.

Teachers holding second grade certificates are admitted to the first year of the Normal course without further examination.

Applicants holding third grade certificates may be admitted to the preparatory class without examination, and will receive special credit in those subjects in which they earn high standings. Pupils holding a diploma of graduation from the common school course, regularly issued by the County Superintendent, will be admitted to the Review (Preparatory) class, or eighth year grammar grade, as may seem best in each case.

Teachers holding third grade certificates will be admitted without examination to the "one year conunon ·school course" now offered for the first time. Students who showcapacityandpreparationabove the requirements of the classes, or who fail to maintain themselves in the grades thus opened to them, will be reassigned by the teachers to other classes suited to their abilities.

74 STEVENS POINT

HIGH SCHOOL GRADUATES.

Graduates from High Schools having a four years' course, are on presentation of their diplomas, accompanied by proper statement of standings, admitted to the Junior year (or uppet- course) without examination : Provided. that any branch of the High School course in which passing standings are not obtained must be taken in class or by an examination at the Normal School.

It will be seen that this allows well-prepared students, by stearly :application, to complete the Normal Course and obtain the diploma at graduation, im two years. Some students. whose habits of study are not well enough fixed to carry them along in the freedom of the school, amid frequent attractions outside of class, will require more than two years ; while the exceptional, or more mature graduates, may some­times do more than the required work in the givell time, or do all the work in less than the time allowed. 1n all cases graduation will be determined by the character and amount of wcork done rather than by the time spent in the school, and students will be recommended to the Board as candidates for graouation whenever the requirements are met. Students who finish their course during the year may thus some­times be able to embrace an opportunity to teach for a partoftheyear.

Graduates from High Schools having a tluee years' course will be credited with one year's work selected frem those branches in which they shall seem to have done best work. Such graduates may, by close application, finish the elementary course and receive the certificate at the end of one year. If they do not expect to engage at once in teach­ing it is frequently possible to arrange a more satisfactory and profit­able course by disregarding the elementary certification and pushing on directly to the end of the full course.

The changes and additions authorized by the Board of Regents in 1896 and 1897 enable this school to offer fuller and richer courses in science than heretofore. A full year's work in Physics or Chemistry is now open to the graduate from the High School beyond the work he has alreadyhad,and the laboratories are equipped to permit individual study to any desirable extent. Similar graduate work in biology will be provided for on demand . (See pages 37 and 44.)

ADVANCED STANDINGS .

Students who show in the class to which they are assigned such familiarity with the subject and such mastery of expression and of methods of presentation as to make it probable that their time can be better employed elsewhet-e, will be passed from those classes at once

STA TB NORMAL SCHOOL. 75

and allowed to take up other work. Persons of maturity and of experience will be permitted, on favorable showing by examinations, to enter advanced classes and to take, early in the course, the professional work for which they are prepared. At the same time it must be urged that students do not get the best results from their eff~arts, do not lay any solid foundation for future growth, whose thoughts are centered on passing quickly, even though creditably, in the subjects prescribed. The best service the faculty can render is as :a teaching body, rather than as examiners. The strength of the school lies in its spirit, and the opp01·tunities and facilities offered, and time is an essential condi­tion for all growth. The best students soon learn that they cannot afford to advance too rapidly, losing the advantage of recitation and conference with students and teacher.

IRREGULAR (OR SPECIAL) STUDENTS.

The various subjects mentioned in these courses, in all of which this school offers instruction, may be classified as follows :

MATHEMATICS.

Arithmetic . Algebra. Geometry. Trigonometry.

SCIENCE.

Geography.

ENGLISH.

Reading. Grammar. Composition. Literature.

PROFESSIONAL.

School Economy Zoology. and Observation.

(Natural History.) Theory. Physiology. Botany. Physics. Chemistry. Geology.

Practice. Psychology. History of Education.

CIVICS.

U.S. History. Constitutions. Political Economy. General History.

GENERAL.

Writing. Spelling. Music. Drawing. Physical Tmining.

LANGUAGES.

Latin, German.

In these columns the order is not arbitrary, buteach group presents what seems a rational and desirable sequence. Students will find it best to take in regular order some one of the different regular courses provided. (See pages 24 to 29.)

Fort he benefit of teachers who have a special object in view, or who cannot expect to continue in school long enough to finish any course, special studies may be selected under the advice and direction of the President. That is, students may choose from i.he course with reason­able ft·eedom such studies as are available, for which they show suitable preparation. Such selection will not, however, be permitted to inter­fere with the interests or progress of regular classes.

76 STEVENS POINT

While those will always be welcome who come only for short periods, or as observers simply, yet students are advised to make their plans to stay at lea!it a year, if that is possible. In that time any method:s that might seem novel will have lost their newness, and the spirit which animates the method may be more fully appreciated. The longer a student remains in the school. the less, we hope, will be the possible tendency to use certain forms or formulas in teaching, and to pin one's faith to a certain method or device labeled "Normal;" and the more clear and distinct from constant illustration will be one's view of the underlying principles upon which all good teaching rests.

Teachers ~ho wish to make SPECIAL PREPARATION for teaching in certain lines, as in Drawing, Science, or Language, are offered free use of the libraries, laboratories and apparatus; and will be given such assistance and direction by the several teachers as they may need, and the regular demands of class work permit. So far as is possible, such special aims will be considered in assigning practice teaching and direct­ing observation and reading.

The facilities offered by the school for such special preparation have been enjoyed during the year past by several students. Their presence re-acts also upon the regular classes-in helpful ways. Such special students are not charged tuition, but their services are utilized and their progress aided by teaching classes in the Mode! School.

D IPLOMA OR CERTIFICATE.

Students who complete the ELE::'<IENTARY COURSE Or the ONE YEAR

PROFESSIONAL COURSE, will receive from the Board of Regents a CER­

TIFICATE, which will enable the holder to secure from the State Super­intendent a license to teach in any common school for one year. When endorsed by him this certificate is equivalent to a limited state certifi­cate authorizing the holder, for a period of five years, to teach in any common !ichool, or to he principal of a high school having only a three years' course.

On the completion of either full course, GRADUATES will receive a DIPLOMA. This will enable the holder to secure from the State Super­intendent a license for one year to teach in any public school of the state and when endorsed by him this diploma becomes equivalent to a life certificate authorizing the holder to teach in any public high school or common school in the state. The endorsement of the State

STATE NORM.4.L SCHOOL. 77

Superintendent may be secured upon proof of one year's successful experience in teaching.

On the completion of the one year "common school course" the student will receive a certificate to that effect signed by the President. While this is authorized by the Board of Regents, it has no legal valid­ity, but is a simple testimonial of effective and commendable work done in the school along the lines specified, covering work in all the branches required for a third-grade certificate. Whatever value it shall have for the holder will be due to the courtesy of school officers and their confi­dence in the efficiency of the instruction given and the tests applied at the school.

GENERAL INFORMATION.

LOCATION.

The sixth State Normal School was located at Stevens Point by act ofthe Board of Regents, July 22, 1893. The building was so near completion that the school was opened, on the day advertised, Septem­ber 17, 1894, and the regular work of a Normal School has been car­ried on since with a full corps of teachers and steadily growing attend­ance. The summary of enrollment (see page 21) will show ft-om how wide a district students have sought the school, as one or more are registered from forty-two different counties.

Stevens Point is a city of over nine thousand inhabitants, on the east bank of the Wisconsin River, very near the geographical center of the State. It is an important station on the main line of the Wisconsin Central Railroad, a little less that half way from Milwaukee to St. Paul, and from Ashland to Chicago, and has four daily trains each way. The Green Bay, Winona & St. Paul Railro[,cl also enters the city, furnishing communications east and west.

It has been for many years the seat of a flourishing lumber trade, and more recently the water power and other natural advantages have been turned to account in various manufacturing enterprises. Among the important industries are paper mills, planing mills, found­ries and the extensive car repair shops of the Wisconsin Central lines.

Stevens Point is a quiet, orderly town, busy, well-governed; has paved streets and pleasant homes; is lighted by gas and electricity; has a good water supply well distributen, a paid fit·e department ai1d free mail delivery.

78 STEVENS POll\T

BUILDING.

The building occupies a fine site of five acres, fronting on Main Street, in the eastern part of the city. The Public High School and ct

fine brick Ward School are in the immediate neighborhood. The lawn has been carefully graded and a beginning made in beautifying the grounds, while there is reserved ample space for all field sports and athletics. The building is large, conveniently arranged and well adapted to the purposes of a Normttl School. It is of Black River Falls pressed brick, rising above a basement wall of cream colored sandstone with light cream colored terra cotta trimmings .

Beside the fuel and boiler rooms, and the men's cloak rooms, the basement has two rooms utilized at present for recitation rooms, the floor of the gymnasium, well furni»hed bath rooms and dressing rooms adjacent to the gymnasium. The first floor is almost wholly given to the Model School, except that part occupied by the upper portion of the gymnasium. The second floor is qccupied by the Normal School proper; only the science laboratories are on the third floor. The class rooms are large, convenient, and the system of mechanical ventilation, con­trolled by the Johnson Heat Regulator, forces into every room a supply of fresh air of suitable temperature, free from sudden changes, so dangerous as well as annoying. The building is kept steadily at 68° to 70° Fahrenheit in the coldest weather. A report macle to the Board of Regents by an experl after a careful test, shows that the air of the entire building may be changed five to six times an hour, securing abundant ventilation. All these rooms and the corridors are abun­dantly lighted, and the finish throughout of Georgia pine gives a cheer­ful, pleasing effect.

READ ING ROOM.

The reading room has grown steadily in interest and attractive­ness. Through the matter thus supplied, the world is brought to our doors and all the latest news and most advanced thought in various lines of human activity.

Twenty-five cents per quarter is collected of each student in the normal and preparatorv classes for the maintenance of the reading room and extension of library facilities.

The following periodicals are found on the reading room tables:

STATE NORMAL SCHOOL. 79

American Journal of Sociology. American Historical Review.

Lend A Hand. Life.

American Naturalist. .i\IcClure's l\Iagazine. Appleton's Popular\Science Monthly. Nation. Arena. Art Amateur. Atlantic Monthly. Book Buyer. Century. Chan tauquan. Cosmopolitan. Current History. Forum. Frank Leslie's .i\Iagazine. Harper's Bazaar. Harper's Monthly. Harper's Round Table. Harper's Weekly. Ladies' HomeJournal.

American SchoolJBoard Journal. Child Garden. Education. Educational Review. Intelligence. Little Men and 'IN omen. National Joumal of Education . Pedagogical Seminary.

Chicago Times Herald. Milwaukee Sentinel.

*Catholic Democrat. *Epworth Herald. *Green wood Gleaner. *Necedah Republican. *Phillips Times.

)lational Geographic Magazine . New England Magazine. Nineteenth Century. )/orth American Review . N. Y. E\·ening Post. Outing. Outlook. Public Libraries. Public Opinion. 1-/.eYiew of ReYiews . St. Nicholas. Scribner's Magazine. Scientific American. Scientific American Supplement . Youth's Companion.

Primary Education. Public School Joumal. School Journal. School Review. \Veek's Current. Western Teacher. Wisconsin Journal of Education.

" *Stevens Point Daily Journal,

•·stanley Republican . *Stevens Point Jout·nal. *The Superintendent. ''" Viroqua Republican .

*Contributed by the publishers, for which grateful acknowlerlge­ments are hereby made.

T he editors of "The Normal Pointer," edited and published by the students of this school, have also contributed a large exchange list. These school papers afford students an opportunity not only to see

80 STEYE.VS POINT

what other schools find worthy of mention 111 their experiences, but also to compare ideals and achievements.

THE GYMNASIUM.

The gymnasium, 51-6x69-6, with a height of 25 feet, one of the largest and best equipped school gymnasiums in the state, has a run­ning gallery with inclined track, and is equipped with needed apparatus for light and heavy gymnastics. This is sufficient in quantity to accom­modate the school fully, and in variety embraces all the really distinct and serviceable machines. Beside the usual bells, clubs, wands, there are chest weights in full variety, rowing machine, quarter circle, vault­ing bar, jump stand, parallel bat·s, upright bars, German horse, Swed­ish hc:Hse, flying rings, traveling t·ings, climbing ropes, battle ball, and other needed and common appliances. There is also a full supply of the most useful anthropometric apparatus .

This department is under the care of a graduate of Dr. Sargent's Normal School of Physical Training, Cambridge, Mass., who devotes her entire time to physical training and the teaching of elementary physiology and hygiene.

. The bath rooms adjacent to the gymnasium are provided with tub, shower and sponge baths, dressing rooms and lockers. Additions have been made to the bath rooms during the past year so as to meet the demand arising in connection with the gymnasium practice and out­door athletic sports. Additional lockers have been provided for both men and women, affording needed facilities at slight cost.

The young ladies provide themselves with the regular gymnasium costume (blouse and divided skirt), permitting freedom of movement and healthful activity. This may best be got after reaching the school and will cost about $4.00, a little mOt-e or less , according to the quality of the material. The director of the gymnasium has been able, by getting several at once, to make the cost, as well as trouble, as little as possible, while ;ecuring more satisfactory results.

For the young men, sweaters and telilnis shoes are necessary. The boys in the model school have tennis shoes for their work.

All students are expected to take the physical training unless reasons of health forbid. The physical measurements taken during the p;1st two years reveal not only the call for such attention to bodily conditions, but the direct and evident benefit to those who faithfully and willingly follow the forms of exercise prescribed.

fn addition to the usual class exercises, the physical measurements of each student are made the basis of special prescriptions of exercises suited to the needs of each it1dividual. The "free hour" in the gym-

STATE NORMAL SCHOOL . 81

nasium, and other appointed times may be used for this practice. (See page 40.)

STUDENT SOCIETIES.

Two literary societies are main taincd by the students of the Nonnal

Department. The o lder society, the Arena, is open to both ladies and gentlemen; the Forum is composed of gentlemen only. The meetings of these societies give needed opportunity for literarycultut·e,clocution and parliamentary practice, as well as incidental relaxation and cliver­

s ton. The programs show the usual debates, declamations, papers, essays and musical numbers.

In the Musical Department a male qnartelte, a mixed quartette and a ladies' octet showamovcment in a direction heat·tily encouraged. During the last quarter an advanced music class has been formed, membership being wholly volunt<try. The effect of this activity is clead_v seen at a ll public meetings of the school as well as at the onlin­at-y rhetorical exet-cises.

A Pt·css Association has for the past two years publif'hed The Nonnal Pointec This association, composed wholly of students,

assumes the entire responsibility of this publication. An Oratorical Association has charge of the interests of the school

related to the Inter-Normal Oratorical League. This association also has chat·gc of anangements for such joint debates ot· othct· literary contests as may appeat· feasihle.-

Among other societies will be found the St. Cecilia Club, unclet· the

lead of Miss Linton, devoted to music. The Browning Club, whose name sufficiently conYeys the purpose. The Sketch Club, that meets every other Saturday. Other groups of students have organized themselves fot· special study during the year in Psychology ~111d in Gcogt·aphy.

UECREATION.

The students maintain an Athletic Association, open to all intet·­estecl members of the school. This body manages the home •· field clay" sports, and arranges for such friendly contests with other similar

schools as may be practicable and profitable. The students of Law­rencc University and of Whitewater anrl Oshkosh Normal Schools have thus been entertained at Stevens Point.

Foot ball, base ball and tennis afford agreeable variety of outdoor sports. For the last named excellent courts are provided .

The gymnasium is open a portion of every clay for Yoluntary prac­tice and exercise, and is freely used.

82 STEVENS POINT

Occasional evenings are given to social entertainment, not cmly for

rest and recreation (a sufficient reason), but in the full belief that in the development of the social nature and quicker sympathies will be found a source of power for the teacher. While amusement cannot be a main end in any well ordered life, there seems no reason why school or teacher should have so little apparent relation with common human life and its familiar natural enjoyments. More attention will be given to this mattet· of social culture and suitable recrea lion.

HOARDING .

Rooms for self-boarding may be had m convenient locations. Prices range from fifty cents pet· week upward, according to location, size and fumishing of the room. Suites of two or tlu·ee rooms can

sometimes be had very cheaply. Students are not advised to adopt self-boarding when any other plan is practicable, since there is a very

strong tendency to fall into ways ofliving not conducive to health and vigot·ous prosecution of the work of the school. It must be remem­bered that the cooking and housework take time; while to yield to the

temptation not to cook means lowered vitality . In some cases small groups of students form clubs and thus divide

the work and reduce expenses. Board and rooms maybe had together or separa tely , including fuel

and lights, at pt·ices·ranging from $2 .50 to $3 .00 per week, according to the accomodations fut·nishecl and distance from the school. The

usual price, when no special condition exists, is $3.00 pt'r week , and this is paid by most students.

When only a few students live in one place, the conditions are much more like those of the family life at home, and favorable to studious habits . For this reason the school discourages placing a large number of students unde1· one roof. It is not thought advisable , on the whole, for young men and women to board at the same house, and such per­mission will only be granted in exceptional cases .

Students a re earnestly advised te> engage single rooms whenever that is possible. and thus secu1·e reasonable privacy for themselves , as a most favorable condition of rapid pwgress and development of inde­pendence and self-reliance.

A list is kept of suitable boarding places to which students will be directed . Time and trouble may be saved by writing to the president to secure rooms before leaving home, and then students may g o directly from the depot to their rooms. If this has not been clone

students should come at once to the school, or after 5 o'clock in the

afternoon to the residence of the president, 402 Pine Street, corner of

STA.1'B NORMAL SCHOOL. 83

Division Street. Baggage may well be left at the depot until a board­ing place is found. The cost of carriage, inclurling transfer of baggage, will be twenty-five cents.

EXPENSES.

To those persons who pass the entrance examination fot· the Normal department, and who declare their intention to teach in the public schools of this state, tuition is ft·ee in the Kormal grades. (See page 72.)

Those persons who do not expect to teach but show themselves qualified to enter Normal classes, and lhose who do not pass the entrance examination, are received on the payment of tuition as fixed below:

Norma I classes ..................... ..... ................ 75 cents per week. Review (Preparatory) ............................. 40 Model School .................. ........ ....... ........... l5

All books needed, except drawing books and others destt-oyed 111

the using, are furnished by the state and loaned to the pupils at ihe following rales:

Normal and preparatorydepartmeqts, 75 cents per quarter. Grammar grades ................................. 60 " Intermediate gmdes ........................... 37 Primary grades ................................ ... 25

For t.he maint.enance of the Reading Room, and care of Reading Room and Library. (now combined) 25 cents per quarte1· will be col­lected of members of the Normal and Pt·eparatory classes.

In the gymnasium a charge of twenty-five cents pet· term is made for the use of private lockers for clothing.

There are no other charges or extras imposed by the school. For one who expects to teach and enters the Normal Department,

the total necessary expense per quarter of ten weeks is as follows:

Tuition ................................................................. Free Board and room, (about) ................................... $30.00 Books and library .... ........ ...... .. .......... ... .. ............ 1.00 Sfaiionery, etc..................................................... 1.00

$32.00 > .

One hundred and forty dollars ts ample allowance for necessary expenses for one year of forty weeks . Each student will vary this sum

according to the amount of his incidental personal expenses; and the amount may be reduced by self-boarding. All dues are payable quar­

terly in advance.

84 STEVENS POINT

RAILROAD CONNECTIONS.

The Gt·een Bay, Winona and St. Paul Railroad connects with the Chicago & l'iiot·th-\Vestern system at Men-illan and New London, and

with the Chicago, Milwaukee & St. Paul at Centralia. The Wiscon­sin Central connects "~ith the Chicago & North-Western system at Eau Claire, Chippewa Falls, Ma•·shficld and Neenah, and with the Chi­cago, Milwaukee & St. Paul at Juncti on City and Portage. [n nearly all these cases there are union depots, with no tJ·ansfer fees .

ADVICE regarding best connections will be given on request of a ny who intend coming to the school.

All specific questions relating to the school will be cheerfully answered and catalogues and cin:ulars freely sent on application to the President .

TEXT BOOKS IN USE.

I'Rli\IARY GRADES.

Harper's Firsl Reader. Harper's Second Reader. Easy Steps for Liltle Feet. Eclectic Stol'ies for Children. Fables and Fairy :Stories. Old Greek Stories.

Old Stot·ies of the East.

Scudder's Fairy Story and Folk Lore .

Ri ve•·side Primer. Verse and Prose fot· Beginners. Prince's Arithmetic by Grades .

INTERMEDIATE GRADES .

Harper's Readers .

Heart of Oak Books. Hawthorne's Wonder Book. King of the Golden River. Courtship of Miles Standish. Lamb's Tales from Shakespeat·e. Metcalf and Bt·igh t's Language

Lessons.

Hiawatha.

Swiss Family Robinson . Prince's Arithmetic . Frye's Geography. Eclectic Geogt·aphy. Non11al Music Readers.

GRAMMAR GL{ADE .

Harper's Readers. Heart of Oak Books. Evangeline. Courtship of Miles Standish. Lady of the Lake. Merchant of Venice. Grandfather's Chair. Selections from Tennyson's Poems. Whittiet·'s Snow Bound .

Twelfth Night.

Eggleston's U.S . History. Hyde's Lessons in English.

Maxwell's Advanced Grammar. Harper's Geog.-aphy.

Shalet·'s Story of our Con tin en t . Normal Music Reader.

Cook's Advanced Arithmetic .

STATE NORMAL SCHOOL. 85

PREPARATORY CLASSES.

Milne's Standard Arithmetic.

HaqJet·'s Geography.

Frye's Geography.

Hyde's Lessons in Engli sh. Maxwell's AdYanccd Grammac Montgomery's American History.

NORMAL SCHOOL.

Coll in s's Algebra. Milne's Standard Arithmetic. Shutts and Van Velzer's Geometry. Newcomb's TI"igonomelry . Ranr1-McNally Geogmphy. Tilden's Commercial Geography. Tiluen's Grammar School Geog-

raphy. Eclectic Physical Geography. Whitney's Essentials of English

Gt·ammar. Humphrey's Wodz with Words.

Fiske's U. S. Histot·y. Myers's General History. A. S . Hill's Principles of Rhetoric. Hill's Rhetoric and Composition. Hawthorne & Lemmon's American

Literature. Pancoast's Introduction to English

Literature. Nlasterpieces of American Litera­

tut·e.

Masterpieces of British Literature. Mooney's Foundation Studies in

Literature. American Scholar. Lowe:11's Poems. Twelfth Night . Macbeth. Milton's Lyrics. Ivanhoe.

Hinsdale's A mel"ican Government. Fiske's Civil Government. Dole's American Citizen.

Laughlin 's Political Economy. Walker's Political.Economy. Spalding's Introduction to

Botany.

Gray's School and Field Botany . Remsen's Chemistry.

Jot·dan's Manual of Vet·tebrates. Le Conle's Elements of Geology. Bailey's Essentials of I\.eading.

Chute's Laboratory Manual of Physics.

Carhart & Chute's Elements of Physics .

Brande's Physiology.

Foster and Shore's Physiology. Loomis 's Glee :.111cl Chorus Book. Sully's Handbook of Psychology. Mot·gan's Psychology fot·

Teachers. White's Pedagogy.

Patrick's Pedagogics. Rousseau's Emile.

Quick's Educational R~fonners.

Manual of the Elementary Course of Study .

Laws of Common Schools, Wis­consm.

White's School Management .

86 S1'EVENS POlNT

GERliiAN.

Collar-Eysenbach, Shortet· Course. Studien unci Plaudereien.

Rosenstengel's Readet'. Einer Musz I-Ieiraten. I-Ioeher Als Die Kirche. Ali Baba. Der Neffe Als Onkel.

Bin Knopf. Undine.

Die journalisten. 1\tlinna von Barnhelm. Maria Stuart.

Nathan Der Weise .

LATIN.

Tuell and Fowler's First Book in Latin.

Allen & Gt·eenough's Gt·ammaL Daniell's Latin Composition.

Cicet·o's De Senectute.

C&sar's Gallic War. Cicero's Orations. Vit·gil's JEr,eid.

Livy, Books 21 and 22.

I-Ior1:1ce, Odes and Epocles.

TO OUR FRIENDS.

The generous assistance o f our friends of the Press, and of superin. tendents, teachers and school officers in making known the advantages offered by this State Normal School is fully appreciated. Acknowl­edgement is hereby made on behalf of the school and of the people

thus served. It is our wish to maintain close friendly relations with all grades

of public schools, and teachers and all others interested at·e cordial ly invited to visit and inspect any classes ot· exercises at any time.

Clements, John T.,

Everts, Leslie S.,

Pet-ry, Herbert S.,

Stewart, Nettie,

Arnott, Lillian,

Blencoe, Guy,

Larkin, Andrew, L. , Leu, Otto].,

Perry, Alta E.,

H.ockwell, Parley A.,

Simonds, Mildred].,

Almy, Hugh C.,

Baker, Joseph H., Bandli, Cht·istine,

Bremmer, Edith,

Gardnet·, Hetny L.,

Jones, Elizabeth,

Hill, Marion 0 ..

Kier, Grace M.,

l\IcGregor, Belle 1\I.,

:Monahan, Anna C.,

O'Bt·ien, Edwin T.,

Petet·son, IIat·vey 0.,

Stewart, Nettie,

Boles, Charles E., Bt·ickels. Louisa,

Lees, John M.,

Mudroch, Jno. W., Parkhill. Frances.

Phillips, James E., Priest, Ezra F.,

Roberts, H. Ruth ,

ST.4.TE NOT~MAL SCHOOL.

GRADUATES REGISTER.

CLASS OF 1896.

Reporter,

Principal,

Principal,

JANUARY , 1897.

Teacher,

ELEMENTARY COURSE.

CLASS 01' 1R95.

Advanced Course, Advanced Course,

Advanced Course, Principal,

Teacher,

Teacher,

Teaclner,

CLASS OF 1896.

Teacher,

Principal,

Teacher, Teachet·,

Advanced Course, Teacher,

Advanced Course,

Teacher. Teacher,

Advanced Cout·se,

Pt·incipal,

Teacher,

Ad vancecl Course,

C LAS.;; OF JANUARY, 1897.

Advanced Com·se,

Advanced Cout·se,

Advanced Course,

Advrtncecl Cou rse, Teacher,

Teacher, Teacher,

87

Stevens Point.

Plover.

Amherst.

Madison.

Stevens Point.

SLevens Poinl.

Stevens Po int .

Alma Center.

MetTillan.

Rice L ake.

Stevens Point.

Neillsvi lle.

Auburndale.

Madison.

Sheboygan.

Stevens Point .

Spat·ta.

Stevens Point.

Stevens Point.

Marinette.

Stevens Point.

Eau Claire.

Colfax.

Stevens Point.

Stevens Point.

A ubu rnclale.

Stevens Point .

Stevens Point.

Stevens Point.

Eau Clait-e.

Menill.

Marinette.

88 STEVENS POINT.

INDEX.

PAGE.

Admission .......................................... .... ... ..... ... ... ....... ........ ... ......................... 72 Advanced (Post-Graduate) Course ................................................................. 23 Advanced Standings..................... ... ...... ..... ............ . ..................... 74 Athletics .............................................. ... .................................................. 40, 80 Attendance, Summary........................ ... ............. .. .............. .. ... .......... ... 20 Biology ............ .. ........................... ....... ..... .... .. .... ......................................... 36 Board and Rooms .................................................................... ... ..................... 82 Books ...................................... ........................................................................ 83 Builcling ...................................... .. ...................................... ...................... .. ..... 78 Calendar ......................... ...... ........... .......... .. ................... .. ........... .......... on cover Certificated Teachers . ., .................. ... .......................................... ...... ..... ......... 73

~f~J~~c~ :.e~. -~-n_c: .?.i.].~l-~ ~~~~~- .. ·.··.·.·.·.·_- ...... ·.·.·:.·.·.·.·.·: :::::::::::::::::::::::::::::::::::: ::::::::::::::::::: :~~ Courses of Study ............................................ ................. ..... ............... 22 to 29 Cummon School Course .... .... .. .................... .. ........... ............. ........................ ... 29 Discipline ............... ................................... . ...................................................... 72 Drawing ................................................................ .. ........... .. .. .. ...................... fi5 English Language ........................................................................................... 33 Etwo lmcnt . .. .......... ... .. ...... . ............................................................................. 20 Entrance bv Examinalion .......... .. ................................................................... 7R Entrance 0~1 Certificate or Diploma ............................................................... 73 Expenses ................................................................... ............. ... ....... ..... ........ . 83 Paculty ................................................... .. .................................................... .. 5 Geographv ................................................ ... .................................................. .. 46 General Information ....................................................................................... 77 German ................................................ , .................................................... ....... 53 Gradnalion ................ ........ ................... ................................... ........................ 76 Gymnasium ........................................... ... .............................................. .......... 80 High School Graduales ......................................................... .. .. ........ ............. 74 Historv ........... . ...................................... ......................................................... .48 llluslrativc Material.. ....................................... . ........................................... 57 frregular Courses .............................................................. .......... ................... 76 Laboratories ........................................................................................ .4· t to 45 Latin ....................................................................................................... ......... 52 Library ........................ ... ..................... .. ......... ................... ............. .... . .... ........ 59

t\~~-~~~:L~e~~~:~~~~~ . .'.'.'.'.' .' .'.'.'.'.'.'.'.'.'.'.'.''.'.'.'.'.'.'.'.'.'.' .'.'.'.'.' .' . .'.'.'.'.'.''.'.'.'.'.'.'.'.'.':.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'."::::::::~~ Mathematics ......................... ...... .......................................... .... ... .................. 5R Moclel Schoo1 ...... ......................... ..... ............................................................... 62 Music ................................................ ., ............................................................ 58 Notes on Courses of Stucly ..................................................................... 30 to 61 Official Regi~ter..... . ................................. ... . .... . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 4 Physical Sciences .................................................................................. .4·1 to 48 Physical Training ........................ .... ...... ............................. .... ................... ...... 40 Practice ................................................................................ ..... ................. 21, 32 Professional Suhjecls ............................................................................ . 30 to 32 Railroacls ................................... . ............ ....................................... .. .......... 77, R4 Reading Room ................................................................................................. 78 Recreation .................... ... ......... ...... .. ............................................................... 81 Rhetoricals ............................. ..... ............. ...................................................... 35 Sciences ......................... ... .................... ...... ........................................... 36 to 48 Special Students ..... ........................... ..... ......................................................... 75 Trigonometry .......... .. .. ...... ..................... .. ......... .... .................................... 2fi, 71 Tuition ............................................................................................................ 83 University of Wisconsin .......... ........................................................................ 70 Writing ancl Spelling ..................................................... .. .......................... 57, fi8

Illustrations ........................ 2, 19, 34, 37, 39, 42, 44, 47, 48, 55, 56, 59, 63, 69