Statefemalenorm190809stat by Greenwood Library

FARM V

LLE

VI R G i N

CATAL-OGUE 1908-1909

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State

Female Normal School Farmville, Virginia

TWENTY^FIFTH SESSION 1908-1909

ANNOUNCEMENTS 1909=1910

TABLE OF CONTENTS Page Calendar Entrance Examinations

5 6

Schedule Appointments

Board of Trustees

Faculty

Home Department

General Infoemation

History of the School

Purpose Location

14 14

Buildings

A Word

to Division Superintendents

Discipline

Religious Life of the School

17 17

Literary Societies

The Virginia Normal League Cunningham Memorial Fund

Library and Reading

Room

State Scholarships

Expenses Entrance Requirements and Classification Diplomas Record of Students

24 27 28

CouBSE OF Study: Review Year in Public School Branches Academic Course Professional Course 1 Professional Course II Eandergarten Course Manual Arts Course Elementary Course Special

Spelling

Class

Instrumental Music

29 29 31 32 33 34

35 36 36

Table of Contents Departments of Instruction: Department Department Department Department Department Department Department Department Department Department

Page

of English

and Keading of Mathematics of History and Social Sciences of Geography and Nature Study of Physics and Chemistry

of Literature

50 55

60 64

of Biology

of Latin

Modem

Manual Arts

Languages

Manual Training

74 74

Draveing

Department of Domestic Science Department of Music Department of Psychology and Education Kindergarten Department Department of Physical Education ;

80 82 84

90 94

Special Courses:

Primary Methods Library Methods Writing and Methods

96 97

Training ScHooii Department: General

Statement

Juvenile

99 100

Organization

Library

101

Expenses

101

Course ty Departments: Gardening and Elementary Agriculture Manual Training

102 106

Elementay Science Geography

109

History Arithmetic Literature and Reading

English

Language

Ill

116 119 122 127

Music Writing

133

Physical Training

136

List of Students

Recapitulation

Alumnse

104

Drawing

135 137 155 156

CALENDAR 1909.

—Entrance Exanminations. —Opening XXVI Session.

September 8 and 9 September 8

(See note below.)

—Christmas

December

holiday.

1910.

January 24

January 25

—Winter Term ends. — Spring Term begins.

—Close of Session. Note. —The Dormitory will June 8

September to be

morning

All

place

new

for

of the 8th.

not be open for boarders until Tuesday,

students are required to come on that day, so as

the Entrance Examinations or classification on the All former students are also required to

come that

may

wait upon them before Friday. All Seniors who expect to teach in the training school must report to the Director of the Training School not later than the 8th. day, so that the Schedule Committee

Dormitory room will not be reserved for students later than the morning Wednesday, September 8th, except in cases of special arrangement.

Calendar

ENTRANCE EXAMINATIONS* 8 —^Room N. —^Arithmetic. 11 :00—Grammar. 2 GO— Geography. 4:00—United States History. Thursday, September 9— Room N.

Wednesday, September 9:00

9:00— Spelling. 10:00—Reading. Friday, September 10

—Room

9:00—Algebra. 11:00—Latin. 2:00

—General

History.

4:00—Rhetoric.

SCHEDULE APPOlNTMENTSt Wednesday, September

—^Room E —Teaching Senior A Class. 9:30—Room D— Second A Academic Class. 10:30 —Room E —Academic Senior 11:30—^Room E — Junior A's who have come up from 2.30 —Room E — Elementary Professional Class. 2:30—Room D— Second A Elementary Class. 9:30

A's.

4:00—Room

E—Fourth A

Thursday, September

lower classes.

Class.

—Room E—Junior A Class, High School Graduates. —Room D— First Year Academic Class. 11:00—Room E—Third A Class. 2:30 —Room E —All new students who have been 9:30 9:30

classified

by exam-

ination or certificates, and all irregular students

not yet provided for by the Schedule Committee.

2:30 4:00

—Room D—First Year Elementary —Room —Review Year Clast.

Class.

Examinations will not be given after tliese dates except for the most urgent reasons. fA fee of one dollar must be paid by all students who have schedules made after the time appointed for their class.

STATE FEMALE NORMAL SCHOOL 1909

BOARD OF TRUSTEES Hon. Robert Turnbuul, President. Judge A. D. Watkins, Farmville, Va.,

Term

expires in 1910.

W. Walker Hon. H. C. T. Richmond Peof. Geo

Rev. T.

Dr. Bruce R. J. B.

Ewing.

News

Payne

BoTTS J. B.

Roanoke. Maybrook.

;

Watkins

Midlothian.

Term

expires in 1912.

Hon. Robert Turnbull Rev. James Nelson, D. J. S.

Ware

Hon. Hon.

Hon.

Lawrenceville.

Richmond. Berryville.

Harding Walker

J. J.

Heathsville.

Owen

Green Bay.

Donahoe J. D.

Ferry.

University of Va.

G. T. Porterfield

Hon.

Blacksburg.

Wilson, D.

and Treasurer.

Secretcury

Fairfax.

Eggleston, Supt. of Public Instruction

(

ex-officio

)

STANDING COMMITTEES

—Messrs.

Executive Committee Ware, and Owen.

Committee on Instruction

Turnbull, Nelson, Eggleston, O. H. Walker,

—Messrs.

Nelson,

Eggleston,

H. Walker,

Wilson, and Payne.

Committee on Grounds and Buildings

—

^Messrs. G.

W. Walker, Richmond,

Payne, Watkins, and Donahoe.

Committee on Finance Donahoe.

—Messrs.

Ware, Wilson, Botts,

Porterfield,

and

;

FACULTY

J. L.

JARMAN,

B. A., LL. D., President. College University of Virginia, 1886-1889

Emory and Henry

B. A.

Hampden-Sidney

;

LL. D.

College.

OLIFF W. STONE,

Ph. D.,

S.,

Education cmd Director of Training School. College, Columbia University Full Diploma State Normal, Oshkosh, Wis.

B. S. Teachers

;

Pli.

D. Columbia University

FUANKLIN MESSENGER,

B. A., M. A., Ph. D., Psychology and Education. A. University of Kansas M. A. Harvard University

B. University.

;

Ph. D. Columbia

;

CHESTER MATTOON,

Manual

Training.

Graduate Baltimore Polytechnic of Art and Design. F. A.

MILLIDGE,

B. A.,

Institute,

and Maryland

Institute, Schools

A., Ph. D.,

Geography amd Nature Study. M. A. University of New B. A. University of New Brunswick, Canada Ph. D. Leipsic University Brunswick, Canada Student at Normal School, New Brunswick, 1878-79 Summer Course at Cook County Normal School, Chautauqua Science Course, 1893 University of Chicago, 1892, 1893 1894-95 Summer Course University of Chicago, 1894, 1895 University of New Brunswick, 1896. ;

;

LEE BIDGOOD,

B. A.,

A.,

History and Social Sciences. B. A. University of Virginia, 1905 *J.

M. LEAR, A.

B.,

;

M. A. University of Virginia, 1906.

A. M.,

Substitute in History and Social Sciences. Randolph-Macon College, Ashland, Va. A. M. Bandolph-Macon College, Ashland, Va. Student at Leipsic University. A. B.

;

ROBERT THOMAS I^RLIN, Literature and Reading. Ph. D. Yale A. M. Central College, Missouri Graduate Student Johns Hopkins University, 1889-90; Harvard 1894-95 and 1898-99; Yale, 1905-06. ;

;

G. L.

KITE,

S.,

D.,

Biology. B. S. University of Chicago

MARTHA

W. COULLING,

;

M. D. University of Virginia. I.,

Drawing and Form. L.

Peabody Normal

College,

1887

;

Student in Teachers College, N.

1895-96 and 1904-05.

MINNIE

V. RICE, Latin.

Graduate Farmville College

Appointed March

1909.

;

Summer Course

at Harvard.

Y.,

Faculty

ESTELLE SMITHEY, French and German. Diploma Graduate in Modem Languages, Randolph-Macon College, 1895 of L'AUiance Frangaise, Paris, 1899 Student at the Sorbonne, Paris, ;

;

1904-05.

LULA OCILLEE ANDREWS,

I.,

English Language. T. Peabody Normal College, Nashville, 1892.

LULIE

WINSTON,

S.,

Chemistry and Physics. S. Richmond College Summer Courses

B. University, 1903, 1906.

;

Chemistry and Physics Harvard

LILA LONDON, Mathematics. Graduate Public High School, Roanoke, Va. Special Student in Mathemathics Summer Schools, Charlottesville, Va., and Knoxville, Tenn. ;

EVA MINOE, Sight Singing. Graduate in Piano, Voice and Sight Singing, Greensboro Female College, Greensboro, N. C. Summer Course (Voice), Dr. Wheeler Wilson, New York, 1897; Summer Course (Piano, Voice, Sight Singing and Choral Work), under Wm. H. Sherwood, Dr. Wilson, and Dr. Leason, Chautauqua, N. Y., ;

1900.

LYDIA OVERALL,

S.,

Director of Physical Training. B. S. Clinton College Graduate of Posse Normal School of Gymnastics, Boston Summer Course Harvard University, 1907. ;

;

*NATALIE LANCASTER, Assistant in Mathematics. Graduate State Female Normal School, Farmville, Va., 1900.

HELEN BLACKISTON, Assistant in Mathematics and Geography. Graduate State Female Normal School, Farmville, Cornell

Summer

Va.,

1902

;

Student

School, 1905.

ELOISE AMBLER HARRISON,

L. L,

Assistant in Mathematics. L. I. Peabody College for Teachers, 1902 Student in University of Nashville, 1903 Summer Course Cornell University, 1906 and 1908. ;

;

CAHRIE SUTHERLIN, Assistant in English. Graduate State Female Normal School, Farmville, Va., 1904.

MARY CLAY

HINER,

Assistant in English. Graduate State Female Normal School, Farmville, Va., 1904.

HANNAH FENNELL CRAWLEY, Assistant in History and Reading. Student at University of North Graduate Danville College, Danville, Va. Carolina, at Cornell University, and under Dr. Clark at Chautauqua. ;

*0n leave

of absence, student at Teachers College,

Columbia University.

Faculty

WORTHY JOHNSON, Assistant

in,

I.,

Manual Training, and Acting Teacher

Domestic

Science. I. State Normal School, Athens, Ga., 1902 ; Student of University SumSchool, Athens, Ga., 1903, 1904, 1905 Student at Teachers College, N. Y., 1906-07 and Summer, 1907.

mer

;

VIRGINIA BUGG, Assistant in History.

ETHEL JARRETT,

B. A.,

Assistant in Mathematics. B. A. Cornell University.

AGNES

SMITH,

A. B.,

Assistant in Literature and Beading. A. B. Cornell University, 1902 Graduate of Emerson College of Oratory, ;

1908.

BLANCHE GENTRY, Student-Assistant in Biological Laboratory.

RUTH REDD, Student-Assistant in Gymnasium.

TRAINING SCHOOL CLIfF W. STONE,

S.,

Ph. D.,

Director.

MARY

ST.

CLAIR WOODRUFF,

Principal L.

Eighth Grades. Peabody Normal College,

I.,

B. L.,

and Supervisor of Seventh and

Training School,

Nashville,

Tenn

B. L. University of Nash-

;

ville.

MARY L.

PIERCE,

ville

I.,

B. A.,

Supervisor of Fifth and Sixth Grades. Peabody Normal College, Nashville, Tenn.

B. A. University of Nash-

;

Student at University of Chicago. DUNN, L. L,

;

FANNIE WYCHE

Supervisor of Third and Fourth Grades. Graduate Public High School, Petersburg, Va. L. John B. Stetson University, DeLand, Fla. ;

Student for one year at

;

Peabody Normal College,

Nashville, Tenn.

*MARGARET WINIFRED HALIBURTON, Supervisor of First and Second Grades. Student at Teachers College, New Graduate Greensboro Female College Principal of Training School, State Normal School, Greensboro, York Instructor in Primary Methods in Summer School of the South, N. C. 1902, 1904, 1905; Author Graded Classics. ;

;

SUE PORTER, Acting Supervisor of First and Second Grades. Primary Teacher AsheGraduate State Normal College, Greensboro, N. C. Supervisor of Primary Work in Salisbury, N. C, ville, N. C, City Schools Supervisor and Principal of Intermediate Grades in Training City Schools ;

;

School of University for

*0n

Women,

Ealeigh, N. C.

leave of absence, session 1908-09.

Faculty

*MARY

BLANDY,

Supervisor of Kindergarten. Graduate Lucy Wheelock Kindergarten Training School, Boston, Mass.

GERTRUDE OPPERMANN, Acting Supervisor of Kindergarten. Branch School of Indianapolis Kindergarten Course, Chicago Kindergarten College, 1903 1907-08.

GRACE

;

School, 1902-04 Teachers College,

Summer New York,

;

BEALE,

Assistant in Kindergarten. Graduate of State Female Normal School, Farmville, Va., 1908.

MARTHA

W. COULLING,

Secretary of Faculty.

JENNIE M. TABB, Secretary to the ALICE B. DUGGER, Librarian. MAUD K. TALIAFERRO, Assistant

IRMA

President and Registrar.

Librarian.

PHILLIPS, Student-Assistant

in Library.

tSTANDING COMMITTEES

—

Committee on Schedule of Recitations ^Miss Andrews, Miss Coulling, Miss Hiner, Miss Sutherlin, and Mr. Mattoon. Committee on Course of Study

—Miss

Andrews, Miss London, Dr. Kite,

Dr. Kerlin, Dr. Messenger, Dr. Millidge, and Mr. Bidgood.

—Dr.

Jarman, Miss Rice, Miss Smithey, and

Committee on Classification Miss London.

—Dr.

Committee on Training School Course of Study Miss Woodruff, Miss Dunn, and Miss London. Committee on Entertainments and Miss Smith.

Stone, Mr. Bidgood,

—Miss Coulling, Miss Minor, Miss Overall,

Committee on Editing Catalogue

—Miss

London, Miss Dunn, and Mr.

Bidgood.

—

Committee on Annual Miss Andrews, Miss Coulling, Miss Winston, Mr. Mattoon, and Dr. Messenger.

—Mr.

Chapel Seating Committee

Mattoon, Miss Coulling, Miss Andrews,

and Miss Overall. *0n

leave of absence.

fThe President is es-offlcio member of Committee on Course of Study.

all

committees and chairman of the

Home Depaetment

HOME DEPARTMENT Mes.

Miss

BOOKER, Home.

of the

MARY WHITE

Assistant

Mrs.

Head

PATTIE

COX, Home.

of the

THACKSTON",

Miss SUSIE E. ALLEN, Assistants in

Home

Department.

EUGENIA READER,

Miss M.

Student-Assistant in

Home

Department.

LOGAN GARY,

Miss

Night Matron.

Mrs. BESSIE CAMPBELL JAMISON, Hoivsekeeper.

Mbs.

EVVIE VAIDEN GAINES, Assistant Housekeeper.

Mrs. LILLIAN V. NUNN, Supervisor of Laundry.

De.

SUSAN WILSON FIELD, Resident Physician.

'Miss

MARGARET LEIGH WATKINS, Trained Nurse.

fMiss

SARAH

ROLLER,

Trained Nurse.

Me. B. M. COX, Business Manager.

$Miss

HELEN BOOKER,

Clerh to Business Manager.

ยงMiss

FLORENCE CLAYTON

ClerJc to

Resigned January 1, 1909. fAppointed January 1, 1909.

Business Manager. JResigned March 1, 1909. ยงAppointed March 1, 1909.

GENERAL INFORMATION HiSTOEY OF

The

School.

was not until about thirty years ago that the public mind came to connect the stableness of free institutions with the intelligence of the people, and to see that general education It

in Virginia

the basis of general thrift.

The

first

Legislature to assemble

after the adoption of the post-'bellum Constitution established (July

a system of public schools.

11, 1870)

For twelve years or more

the conduct of these schools was entrusted to such teaching force

was found ready at hand. In this experimental period nothing was more fully demonstrated than that, if the returns were to as

be in any wise commensurate with the cost and the high mission

some provision must be made for a reliable source and training for their work. To meet this demand the Legislature, in March, 1884, passed an act establishing the State Female Normal School. In October of the same year the work of the school was begun, buildof the system,

of supply of teachers fitted by education

ings long in use for school purposes having been procured in the

town of Farmville. One hundred ten students

From

from time

The

were enrolled the

the outset the school has steadily grown,

first

making

session.

necessary,

to time, the enlargement of its accommodations.

school

supported by funds from The State Appropriation,

and by Tuition Fees, paid by Virginia students in excess of the

number who receive free tuition, and by students from other States. During the twenty-five years of its existence the school has sent out over eight

hundred graduates, nearly

all of

whom

have been, teachers of the public schools in the State.

have been over two thousand matriculates.

number different

(besides those

who have graduated) have

sections of the

these,

are, or

There a large

carried to the

State some knowledge of the methods

and aims of the school. There is hardly a county or city in the State where one of its graduates may not be found, and no section where its iafluence has not been felt.

General Information

Purpose.

The

State Female

Normal School

exists as a technical institu-

tion for the training of teachers to carry

education in the State of Virginia. is

to inspire

young women

The

on the work of popular

central idea in the school

to enter the

profession of teaching

with clear and accurate ideas of the various educational problems that confront the public school teacher.

no longer deemed adequate that a teacher be proficient only; professional training must be added. Hence, even in the academic work of the school, the professional Incidental instruction in methods is everyidea is emphasized. It is

subject matter

where given in connection with the presentation of subject matter. Courses in psychology are given to throw light on the laws of mental development, that these

may

not be violated in the training

Courses in the history of education give the teacher

of youth.

the evolution of the educational ideals of the present day, and

bring her face to face with the educators and teachers of together

with their methods and

systems.

all ages,

Courses in

school

management are designed to help the teacher in the organization and conducting of a school upon sound pedagogical principles. Actual teaching in our Training School under the guidance and body of teachers Every department in the institution lends its assistance to the department of education in inspiring the young teachers with the loftiest ideals of what the true teacher should be, and what sort of service should be criticism of special supervisors gives to the State a specially trained for their profession.

given the State.

Thus, is to

becomes apparent that the purpose of the institution

give to the teachers of the State of Virginia the highest

professional skill possible in the training of her future citizens.

Location. Farmville

a healthful and pleasant town

thousand inhabitants.

about three

one of the chief tobacco marts of

Hampden-Sidney College town has the advantages that have come of over a hundred years of wholesome college influence. It has good schools and five churches Baptist, EpisVirginia, having a large export trade. is

near by, and the social

life

of the

â&#x20AC;&#x201D;

General Information"

and German Lutheran, Its location and Western Eailroad with the Norfolk and Western, about midway between Lynchburg and Petersburg, puts it in communication with all parts of the State.

copal, Methodist, Presbyterian,

at the junction of the Tidewater

Buildings.

The to

old buildiQg in which the school started has been added and replaced until practically nothing of the original remains.

The present plant is a three-story brick structure, consisting of the Main Building, East Wing, Middle East Wing, West Wing, Middle West Wing, South (or Diaing Eoom) Wing, and the Science Hall, which

The for

school

now

the only detached building.

contains an auditorium, with seating capacity

seven hundred thirty;

sitting

room, a library of

a five

reception

hall,

parlors,

students'

thousand volumes, reading room,

class rooms, chemical, biological, and geographical laboramanual trataing workshop, gymnasium, ten class rooms for the training school and kindergarten, six offices, and home accommodations for four hundred ten students.

twenty tories,

Throughout the building provision

made

for comfort

and

convenience by an ample equipment of bathrooms, electric lights, gas for laundry and laboratories, and steam for both power and heating.

The

dormitories are attractively furnished and provided

with white iron beds.

There in

its

also a well furnished infirmary, thoroughly sanitary

appointments and presided over by a traiaed nurse, and a

resident physician.

A Word

to Division Superintendents.

The Normal School is supported by the State in order that, through the agency of trained teachers, the large annual appropriation for public schools results in

may

made productive

All parts of the State

must contribute

the school; they should all share alike in to

which

of the best

promoting the intelligence and prosperity of the people.

this is realized

alike to the support of its benefits.

The

extent

depends largely upon Division Superin-

General Infoemation

The cooperation

tendents of Education. is

of every Superintendent

earnestly desired in securing for every county its Just representa-

In no way can you render better service to the young women more reasonably hope to equip your schools with the kind of teachers essential to their highest efficiency, than by urging them to attend this school, taking care at the same tion.

of your Division, or

time to recommend only such applicants as come up fully to the requirements.

not hesitate to

call

service he can render.

may

upon the President of the school want a good teacher, write

If you

be able to supply your wants exactly.

any him;

for

(See page 20.)

Discipline.

In the conduct of a school for young women about to assume the responsibilities of a serious and dignified profession like teaching,

there

little

occasion

for

Beyond the expectation that the

arbitrary,

life

iron-clad

discipline.

of our students shall conform

and fidelity to duty, and exhibit and considerate regard for others which This characterize refined womanhood, we have few fixed rules. does not mean, however, that the girls are absolutely without

to the requirements of promptness

that gentle demeanor

restrictions,

with the opportunity to turn freedom into license.

the sole duty of the head of the

home and her

assistants to

and conduct of pupils, know where they are and what they are doing, and to provide to suitable chaperonage whenever necessary. When there appears occasion for admonition and reproof, they are faithfully given. If the pupil is found to be falling off in her studies, neglecting duty, or exerting an unwholesome influence, prompt steps are taken A young woman who does not show some for her amendment. disposition to conform to high standards can hardly be considered good material for a teacher; so, if one is found unresponsive to keep in close contact with the daily

life

patient endeavors to bring her to the line of duty, her connection

by virtue of the following order judgment of the President, it shall at any time appear that a student is not making proper use of the

with the school of the trustees

quietly severed

"If, in the

General Information

wMct

advantages

Normal

the State offers in the State Female

School, or that her

influence

way

in any

prejudicial to the

interests of the institution, or of her fellow-students, it shall be

his

duty to declare her place vacant."

Eeligious Life of the School.

While a State

and hence not under denominational

institution,

influence, the importance of a life higher

than the intellectual

and the religious interests of the students are a matter of constant and prayerful concern. School is opened every morning with the reading of the Scriptures, a hymn, and prayer. The ministers of the several denominations of the town take part fully realized,

in conducting these services.

The members obtain

that each one

she

of the faculty, at the beginning of each term,

and see Sunday school which There are several teachers

of students of their respective denominations,

lists

invited to the church and

in the habit of attending at home.

belonging to each of the religious denominations represented in Farmville, and our students are cordially welcomed at whatever

church they

may

compulsory, but

Attendance on church services

attend.

its

regular observance

not

urged upon the students

as a sacred duty.

The

school endeavors to maintain high moral

and Christian

standards, and to create an atmosphere of earnestness;

for

esteemed to be not the least important mission of the institution to

send out young

women equipped with

a steady purpose

holy purpose to

make most

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them themselves that they may do most

perform well and faithfully the duties that

lie

before

for others.

Young Women's Christian The

object of the association

character in

its

Association.

the development of Christian

members, and the prosecution of active Christian

work, particularly

among

the

young women

of the institution.

General Information

OFFICERS.

Mary Paxton

President

Mittie Batten

Vice-President

Florence Acree

Corresponding Secretary-

Louise Ford

Eecording Secretary

Irma Phillips Leona Jordan

Librarian

Treasurer

The Membership Committee presents the object of the associaand urges all young women of the institution to unite with it. The Devotional Committee provides programs for the regular

tion

devotional meetings held in the auditorium every Saturday after-

noon

at five o'clock.

All students and faculty

members are

cordially

invited to attend these meetings.

The Committee on Bible Study arranges for the Bible Classes, and seeks to enlist every student in some form of Bible study. The classes are led by active association members. A course in Mission Study is open to all students, and appeals Misfor its membership come from the Missionary Committee. sionary meetings are held in the auditorium once a month. Very short prayer meetings are held by the students every Wednesday night, at half-past nine o'clock. A morning prayer circle is held daily, at 7,15 o'clock. The members of the Y. W. C. A.—the "White Ribbon Girls"— show every courtesy to the new student as she adjusts herself to the new and bewildering routine of school life. In the Y. W. C. A. room, students will find books and magazines, and are welcomed at any time. Every effort is being put forth to raise the necessary money for Any contribution to this fund from old students, or a building. friends of the institution, will be gladly received.

Literary Societies. There are four literary

societies

the Pierian and the Athenian students.

Argus, the Cunningham, fifty

These are an important factor in the intellectual and

social life of the School,

literary

—

—the

each with a membership of

imparting as they do a strong impulse to

work and reading and bringing the

girls together at regular

Geneeal Infoemation times for a

common

intellectual purpose.

the object of these societies

cally,

is to

Stated yet more analyti-

promote a real interest in

and encourage social instincts; to develop and to afford practice in organization, parliamentary usage, and criticism. The members are chosen by the societies from any class above the First Year, and each society endeavors to secure the ablest girls for membership. Meetings are held every two weeks throughout the year, and a spirit of friendly rivalry is shown in the effort to offer interesting programs. Each society chooses some special period of literature or group of writers to be studied during the year, and this study forms the basis of the literary programs. literature;

and

to arouse

exercise individual talent,

Besides these programs, spirited debates are held at regular intervals.

These develop the power of argument and of

ful thinking.

In addition

clear, force-

to these, special meetings are

planned

which give an added variety. These programs are in a lighter vein, and afford an opportunity for the exercise and encourage-

ment

of musical

and

histrionic talent.

ViEGINIA NOEMAL LEAGUE.

The

League are twofold:

objects of the

First, to

found and

maintain an aid fund for those students who would otherwise be unable to attend school.

Second, to conduct a free educational

bureau for our students. OFFIGEES.

Miss M. "W. Coulling

President

Dr. F. A. Millidge

Vice-President

Miss Lelia Eobertson

.Secretary

Miss Louise Ford.

.Treasurer

EDUCATIONAL BUEEAU COMMITTEE. Dr. J.

Jarman

Chairman

AID

FUND COMMITTEE.

Miss M. V. Rice

Chairman

FINANCE COMMITTEE. Miss L. 0. Andrews

Chairman

Geisteeal

Ineormation

The Aid Fund is maintained by the annual one dollar fees of members of the League and by voluntary contributions from outIts aim is to help by loans, without interest, worthy side sources. young women who wish to prepare for effective service as teachers. Eleven of these have received such aid during the past year, making a total of thirty-seven beneficiaries of the League since

its

organi-

good opportunity to all who are willing to extend a helping hand to coming generations as well as this. It offers a

zation.

no better place

money, with this view, than young woman. The committee will gratefully receive, and faithfully use, any contribution, large or small, that may be sent. The League has now over two thousand four hundred dollars, all of which is in use. As soon as any amount

There

to invest

in the brain of an earnest, honest

returned

it is

lent out again at once, for the

demand

for aid

greater than can be supplied.

The Education" Bureau

seeks to serve as a free

medium

communication between teachers trained and approved by the It school and persons who wish to employ teachers of this sort. engages to recommend only such as are believed to be thoroughly the work contemplated, and in all respects trustCounty superintendents, school trustees, and others desiring good teachers, will do well to apply to the Bureau. Full qualified

for

worthy.

information will be furnished gratis.

from former students of the school. what you are doing. Please bring the

shall be glad to hear

Tell us where you are, and

Bureau, as far as you can, to the knowledge of the public, especially those interested in employing teachers, and inform us of vacancies

whenever you can.

beg you also to take the lead in organizing

auxiliary societies in your counties. to these will be sent

on application.

Circulars of information as

Address, Virginia

Formal

League, Farmville, Virginia.

Cun-ningham Memorial Fund. The Alumnge tration of Dr.

of the school who graduated during the adminisJohn A. Cunningham, from 1886 to 1896, have

raised a fund, intending to establish a scholarship in his faithful

and loving

service to

them and

memory

to the State;

feeling

Genekal Infoemation tlhat

him would be

the most fitting tribute that could be paid

effort to give to those

who

are unable to obtain

the training for the work to which he devoted his

When

this

of letting

fund amounted to $1,000 until

it lie idle

scholarship,

life.

was decided

sum

reached a sufficient

the

for themselves

that, instead

endow the

should be placed in the hands of the President of

the School, to be loaned, at five per cent, interest, to worthy students

who could not pay

their

own

even before the scholarship assistance to

Thus,

expenses.

it is

bearing fruit

and proving of great

established,

some of our best students.

Those wishing to obtain a loan from

this

fund should apply

President Jarman.

LiBEAEY AND EeADING EOOM. LIBEAEY.

The students are supplied with collateral reading and reference work from a library of over five thousand volumes, completely classified, to which additions are made each year. The library contains books relating to all departments in the academic course, Literature, English,

Botany,

Geology,

Pedagogy, Psychology, History, Geography, Chemistry,

Physics,

Mathematics,

Zoology,

German, Latin, Music, and Drawing; also government documents, in which the students find valuable information; and about four hundred and fifty Domestic

Science,

volumes of

Gymnastics,

French,

fiction.

Library hours, on school days, are from 9 a. m. to 8.50

with the exception of meal hours;

p. m.,

on Saturdays, from 1.45 to

5 p. M., during which time the students have free access to the shelves,

and do much supplementary reading.

ing which requires time and thought, books library.

Books of

may be taken from may then be renewed.

fiction

space of ten days, and

For

may

collateral read-

be taken from the

the library for the It

the object of

the library to furnish the students with the standard works in

all

academic departments and to give them material for reasearch,

making

a literary workshop.

Geneeal Information

beading boom. In connection with the library

room where may

a reading

be found encyclopaedias, dictionaries, and atlases, the daily papers of the State

and the following educational,

scientific, literary,

and

popular magazines and pamphlets of the day.

Educational Literature: American Education, American Histori-

American Journal of Psychology, Art et Decoration, and the Commons, Correct English, Country Life in

cal Review,

Charities

America, The Craftsman, Dial, Editor, Education, Educational Review, Elementary School Illustrated

London

ISTews,

House

Teacher, Etude,

Beautiful,

International Studio, Journal of Geog-

raphy, Journal of Pedagogy, Journal of Philosophy, Psychology

and Scientific Methods, Keramic Studio, Kindergarten Magazine, Kindergarten Review, Library Journal, Manual Training Magazine, Mind and Body, The Musician, National Geographic Magazine, Nature Study Review, New York Teachers' Monographs,

Normal

and

Instructor, Palette

Primary Education, Primary Psychological

Teacher,

Bulletin,

Libraries, School Arts Book,

Bench, Pedagogical Seminary,

Plans, Printing

Art, Progressive

Psychological

Review,

Public

School Review, School Science and

Mathematics, Sewanee Review, South Atlantic Quarterly, Southern Educational Review, Teachers' College Record, Teachers' Magazine,

Virginia Journal of Education,

General Collier's

Literature:

"Weekly,

Atlantic

Housekeeping,

Harper's

Weekly, Ladies'

Home

Nation,

North

Monthly,

Bookman,

Century,

Current Literature, Delineator, Eorum, Good Bazar,

Harper's

Monthly,

American

Review,

Outlook,

Pictorial

Popular Science Monthly, Puck, Review of Reviews, Saturday Evening Remus, Woman's Companion.

Harper's

Journal, Life, Literary Digest, McClure's,

Post,

Home

Scribner's,

Companion,

Travel

Review,

St. Nicholas,

Magazine,

World's Work,

Uncle Youths'

State Scholaeships.

Any young

lady desiring an appointment as State student should

apply to the President for application blank. filled

This blank, when

out and signed by the Division Superintendent, should be

General Information

If the application

returned to the President.

favorably con-

Every

sidered^ the applicant will be notified of her appoiatment.

State student

required to sign a pledge that she

in the public schools

leaving the

Normal

will teach

Virginia for at least two years after

School.

While thus teaching she

receives

pay

for her services as any other teacher.

Upon

the expiration of this period she

required to send to

the President a statement, signed by a Division Superintendent, to the effect that she has fulfilled this pledge;

make

satisfactory explanation of her failure to do so.

him a

Otherwise, she

will receive a bill for her tuition.

students applying for State scholarships

fifteen years of age, of

Young women from

must be

at least

good moral character and sound health. Virginia, not appointed as State students,

and applicants from other

States, are admitted as

pay students;

the charge for tuition being $30.00 per session.

Expenses.

registration fee, payable in advance, for entire session $5.00;

for spring term $3.00.

Public school teachers entering in April

are charged no registration fee.

Board, including lights, attendance,

cian^s

fuel,

towels, bedding, washing, physi-

â&#x20AC;&#x201D;per

everything

month, payable in advance,

$14.00.

Tuition for pay students, for the half-session, payable in advance, $15.00.

The above, IST.

total is

expense per session for a State student, as shown

$131.00; for a pay student, $161.00.

â&#x20AC;&#x201D; Checks

for board or tuition should not be

made payable

to the President, but to the student herself.

All moneys due the school should be paid to Mr. B. M. Cox,

Business Manager, and receipts taken therefor. "No account

taken of absence under a month.

Eegistration fees should be paid to Mr. after arrival at school, as no student

until she can

show a

receipt for this fee.

Cox

as soon as possible

enrolled in her classes

General Infoemation

No diploma or certificate is granted to anyone until all sums due the school are paid; nor are students at liberty to occupy the rooms previously assigned to them until they have made the advance payment. Each student must supply her own text-books. Books will be furnished at publishers' prices, with cost of handling added. All communications

should be

made

of inquiry,

requests

for

catalogues,

etc.,

to the President.

In writing, always give your county as well as postoflBce. The and cities, not postoflBces. If you wish your letter to receive prompt attention, give your county, school has to do with counties

even though you

live in

a town.

make applicasummer for Dormitory Blank; fill in this blank and mail to Head of the Home, State Female Normal School, Farmville, Va. This blank should not be addressed to any member Students desiring rooms in the dormitories must

tion during the

of the office

Home

nor be

Eooms

Department. filed for the

If so addressed

Head

will not reach the

Home.

of the

will not be held for students later

than the morning of

Wednesday, September 8th; except in cases of special arrangement. In applying for this blank, send stamped, self-addressed envelope.

With your Dormitory Blank

will be sent a trunk-tag.

not

give your check to anyone at the station on arrival at Farmville,

but keep

until you reach the school

Each student

and give

it to

Mr. Cox.

number of articles in the trimmed garments are not

allowed a reasonable

laundry each week, but elaborately received.

The Dormitory accommodates four hundred and ten students. For applicants in excess of this number board is obtained in private families at prices about equal to those given above.

however,

student,

allowed to board outside of the building without the

consent of the President.

Enteancb Eequirement and Classification. The course

of study

(see

page 29)

classes being offered in the fall

and the

arranged by terms, the

classes in the spring

GrENEEAL InFOEMATION"

The work

term.

term, hence

it is

of the fall term

much

not repeated in the spring

better for students to enter in

September

than in February.

In classifying pupils, the aim

as nearly regular as possible, yet the

adhered

make

their classification is

not strictly

to.

The following and

graded system

are the general regulations governing entrance

classification:

Graduates of approved* high schools are admitted to ProCourse II

fessional

(see

page 33), those from four-year high upon the completion of this

schools to receive the full diploma course,

and those from the three-year high

schools the professional

Graduates of three-year high schools wishing the full

diploma.

diploma are required to take one year of academic work before entering is

upon Professional Course II. The work of this year by the committee on classification to fit the case

to be selected

in question.

Graduates from either three- or four-year approved high schools are admitted to the

Manual Arts Course

or to the Kindergarten

Course, and upon the completion of either of these courses receive

the special diploma of the course.

Let

be distinctly understood, however, that

for the Kindergarten Course miist

all

applicants

meet the musical requirements

Kindergarten Diploma, page 27). Graduates from either the three- or four-year high schools may, if they wish, take the (see

professional

year

the

Elementary

Course

and receive the

certificate. 2.

Students coming from approved high schools before gradu-

ating are fitted into the Academic Course or into the Elementary

Course as they 3.

may

prefer.

Students coming from colleges, academies, or private schools,

having done the equivalent of high school work, are admitted upon trial, subject to the same conditions as high school graduates. *A four-year high school to be approved must have at least three teachers devoting their entire time to high school work. A three-year high school to be approved must have at least two teachers devoting their entire time to high school work.

General Information

work are fitted Academic Course, or into the Elementary Course, as they

Tliose not having done the equivalent of high school into the

may 4.

prefer.

Pupils having completed the work of a good graded school

are admitted to the

first

year of the Academic Course.

(See

page 29.) 5.

All students not classified as mentioned above are required

to take entrance examinations for the first year of the

Course.

These examinations

will

presuppose

school knowledge of the following subjects

Academic

good grammar

Grammar, Geography,

Arithmetic, United States History, Eeading, and Spelling.

Those

failing to pass these examinations will be required to take the

Eeview Course in Public School Branches. 6.

All candidates

for

entrance

Academic Course are urged

above

the

to bring with

first

them

year

the

their diplomas

or certificates of proficiency, together with a catalogue or course of study of the school

from which they come,

from

If these prove satisfactory to the committee

their teachers.

classification, their holders will

as well as testimonials

be admitted to the proper classes

without examination, otherwise they must be examined upon

subjects below the class for which they are applying.

tion based

upon

all

classifica-

and diplomas from other schools is any time the student shows inability to do the to which she has been thus admitted, she will

certificates

conditional.

If at

work of any

class

be assigned to a lower class at the discretion of the teacher of that

department, and the committee on classification will be notified to this effect. 7.

Teachers of public schools are admitted without examination

on a basis of their 8.

licenses,

In the professional

and without tuition

years,

nature of the work, no credit

fees.

because of the strictly technical is

given for courses completed at

other institutions. 9.

Under no circumstances

will examinations

be sent out to

must be taken and new students are required to report for this purpose on September 8th. Do not report later than this, except for the most urgent reasons. applicants to be taken at home. after reaching school,

All examinations

â&#x20AC;&#x201D;

G-ENEEAL Information

who

Students

10.

will

re-enter school after an absence of a year or

be admitted without examination, but they will be

expected to conform to the requirements of the later catalogue

not of that under which they

entered.

first

Students other than those within one year of the Professional

11.

Courses will be required to follow the Course of Study as outlined in the present catalogue.

Diplomas.

Four diplomas and a certificate are offered The Pull Diploma, The Professional Diploma, The Kindergarten Diploma, the Manual :

Arts Diploma, and the Certificate. 1.

The Full Diploma: This diploma

given upon the comple-

tion of either of the Professional Courses (see pages 31

and 32),

provided the student has had as foundation for her professional

work any one

of the following:

the four years of the

Academic

Course (see page 29) ; a diploma from an approved four year high school, or its equivalent; or a diploma from an approved three year high school, with one additional year of academic work done in this school.

The Pull Diploma

entitles the holder to a Collegiate Certificate,

given by the State Board of Examiners and Inspectors. certificate continues in force for

ten years and

may

This

be renewed for

ten years. 2.

The Professional Diploma: This diploma

completion of either of the Professional Courses

given upon the (see pages

and 32), based upon either of the following: the first three years of the Academic Course (see page 29) or a diploma from an ;

approved three year high school or

The

Professional

Certificate, given

This

certificate

Diploma

its

equivalent.

entitles the holder to

a Professional

by the State Board of Examiners and Inspectors. continues in force for seven years and

may

renewed for seven years. 3.

The Kindergarten Diploma:

This diploma

completion of the Kindergarten Course (see page 33).

given upon

The mini-

General Information

nmm

requirement for entrance to this course

Academic Course

(see

page 29)

three-year high school or

its

;

three years of the

or a diploma

from an approved

equivalent, together with sufficient

knowledge of instrumental music to enable the applicant to play She must also be capable of leading simple marches with ease. the children in the singing of simple songs,

The Manual Arts Diploma: This diploma

given upon the

completion of the Manual Arts Course (see page 34).

mum

requirement for entrance to this course

the Academic Course (see page 29)

proved three-year high school or 5.

The

This

Certificate:

(see

High School

Let

or a diploma

entitles

the

by the State

This certificate continues in

be understood that no student

may

from an ap-

given upon the comple-

page 35), and

Certificate, given

Board of Examiners and Inspectors. force for two years. diploma, whatever

The mini-

three years of

equivalent.

its

certificate is

tion of the Elementary Course

holder to a Provisional

;

counted worthy of a

be the grade of her academic attainments,

who has not been found uniformly

dutiful and trustworthy.

Eecord of Students.

record of each student's work

kept in the President's

office.

Bi-weekly reports from the various members of the Faculty are

handed

in,

and every student who has not made a passing grade

for that time

At the

notified of the fact.

close of the fall

session are sent to parents

The work

of students

good, fair, and poor.

and spring terms reports for the and guardians. graded as follows

Fair

professional classes, where good

half-

excellent, very good,

the passing grade, except in the is

required in English, History,

Grovernment, Geography, Arithmetic, Eeading, and Teaching.

COURSE OF STUDY Preview year in public school branches.

Term A.

Term B.

Grammar

Spelling

Reading

Arithmetic

United States History Geography

United States History

4 2

Civics

Geography Writing

Hygiene

Physical Training

Number

â&#x20AC;&#x201D;

Number

of periods

of periods.

ACADEMIC COURSE. First Yeae.

Term A.

Term B.

Compoaition Reading

Algebra

Ancient History

Geography Music Domestic Science

Physical Training

And

one of the following groups

fl.

Manual Training and Draw-

II.

Latin (Grammar)

Number

of periods

â&#x20AC;˘This course

3 3

2 2

Physical Training

2 2

of the following:

fl.

Manual Training and Draw-

II.

Latin

ing

(Grammar)

24 or 25

Number

grounded

Music Domestic Science Constructive Geometry

And one 4

ing

Composition Reading Algebra Ancient History Geography

24 or 25

of periods

who are not sufficiently well branches to enter the First Year.

offered for the benefit of those

in the public school

those taking tStudents taking Group I are in line for Professional Course I Students who elect the Manual II are in line for Professional Course II. Training and Drawing of the First Tear must continue these subjects in the Second and Third Years. ;

Group

Course of Study

Second Year.

Term A.

Term

Rhetoric

Mythology Reading

American Literature Reading

Algebra

Arithmetic

Geometry Modern History

Music

Physical Training

And one of the

Drawing

Zoology fLatin

Group ID

Group

(

Bellum

French or German ...

[Latin

Hel3

TManual Training and Drawing Botany

veticum) and

And one of the following groups

following groups

("Manual Training and

Group

IlJ

(Caesar)

and

[French or German.

Number

of periods

24 or 27

Number

of periods

25 or 28

Thied Year.

Term

Term A. English

Literature

English

Commercial Geography Composition

Industrial

Physics

Psychology Physics

Music

Physical Training

Manual Training and Drawing.

â&#x20AC;˘Chemistry

Manual Training and Drawing. Chemistry II

And two

History

And two

of the following:

Literature

5 5

of the following:

Geometry

English History

Latin ( Csesar ) French

3 3

Plane Trigonometry English Histoiy Latin ( Cicero French

German

Number

of periods

22 to 25

)

Number

of periods

3 3

25 to 27

CouKSE OF Study

Fourth Yeab. Term A.

Term

Advanced Rhetoric

*Chemistry 1 Physical Training

*Chemistry II Physical Training

tAnd

twelve

2 or

tAnd

fourteen

periods of the following:

English

Classics

Poets)

Advanced Algebra Economics Chemistry III

twelve

fourteen

periods of the following:

English Classics

(Shakespeare) Teaching of Mathematics

Sociology

*Chemistry IV

(Victorian

Geology

Advanced Zoology

Latin (Cicero) French

Astronomy Advanced Zoology Latin (Vergil and Horace) French

German

Drawing Music Domestic Science

Drawing Music

Domestic Science

of periods

Number Number

6 ....

of periods

21 to 23

II is required in the Fourth Year of all students who did Third Year, thus making it an elective subject for the Professional Diploma and a required subject for the Pull Diploma. Chemistry III and IV is provided for those students who elected Chemistry I and II in the Third Year and wish to continue the subject with reference to teaching in high schools. The six periods of Chemistry being largely laboratory work counts as four on the schedules.

Chemistry

not elect

and

in the

tThis selection will depend largely upon which Group was elected in the First Students Year, and must also receive the sanction of the Schedule Committee. not taking Chemistry I and II in the Fourth Year must take three or four more periods of elective work.

CouESE OF Study

PROFESSIONAL COURSE

Junior Year.

Term

Term A.

Grammar

Reading and Methods Arithmetic and Methods American History Geography Writing and Methods

Drawing

Methods

Language Educational Gymnastics

Arithmetic (Subject Matter) American History and Methods

Geography and Methods

Observation

Manual Training

2 3

Psychology

Music Primary Methods

Music

3 2

Physical Training

Number Number

of periods

Senior Year.

Term

Term, A. (* SECTION

(SECTION

I.)

American Government Nature Study

Teaching and Observation

Methods

Ethics

Physical Training

Juvenile Literature

History of Education Philosophy of Education

Child Study Seminar

Physical Training

Number

Management

of periods

(SECTION

II.)

American Government Nature Study

Ethics

Juvenile Literature

History of Education Philosophy of Education

Teaching and Observation

Child

Methods and Management

Study Seminar

Physical Training

Number

of periods

(SECTION n.)

Number

of periods

Number

of periods

This division of the Senior Class is made in order that the students who are teaching in the Training School may have practically all of their time free for their Training School work.

Course of Study

PROFESSIONAL COURSE

II.

JuNiOE Year.

Term

Term A.

Grammar

Reading and Methods Arithmetic and Methods American History Geography

Methods in Language Primary Methods

Arithmetic (Subject Matter)

...

3 3

Manual Training Drawing

Music

American History and Methods Geography and Methods Manual Training Drawing Music

Psychology (Briefer) Writing and Methods Physical Training

Observation

Physical Training

Number

2 2 2

â&#x20AC;&#x201D;

Number

of periods

of periods.

Senior Year.

Term B.

Term A. (*BECTION

(SECTION

I.)

American Government Nature Study

Teaching and Observation

Methods and Management

Manual Training Drawing

Physical Training

Juvenile Literature

Educational Gymnastics

History of Education Philosophy of Education

Child Study

Seminar

Physical Training

Number

of periods

(SECTION n.)

Teaching and Observation Methods and Management Physical Training

Number

of periods

Number

of periods

(SECTION u.)

American Government Nature Study

Manual Training Drawing

Juvenile Litercfcure

Educational Gymnastics

History of Education Philosophy of Education Child Study

3 3

Seminar

Physical Training

Number

of periods

This division of the Senior Class is made in order that the students who are teaching in the Training School may have practically all of their time free for their Training School work.

Course of Study

KINDERGARTEN COURSE. JUNIOE Year.

Term A.

Term B.

and Occupations

(Theory and Practice) Stories, Games, and Songs

Primary Methods

Psychology *Manual Training

*Drawing

and Occupations (Theory and Practice) Stories, Games, and Songs Mother Play Psychology Child Study *Manual Training

Physical Training

*Drawing

Physical Training

Froebel's Gifts

Observation

daily

Froebel's Gifts

Kinder-

4 2 1

2 2

Observation daily in First Pri-

garten.

mary Grade and

Kinder-

garten.

Senior Year.

Term A. Theory

Froebel's

Term

tions

Mother

Play

Kindergarten, Principles, Meth-

ods, and Program *Manual Training

2 3

Kindergarten, Principles, Methods, and Program *Drawing

Mother Play

Occupa-

Philosophy of Education

Physical Training

History of Education Education of Man

Practice

Physical Training

Teaching

vation, as in

and

Obser-

Term A.

Practice Teaching in First Pri-

mary Grade, with Observation in Kindergarten, or Practice Teaching in Kindergarten,

with Observation in First Pri-

mary Grade.

MANUAL ARTS COURSE. Junior Year.

Term A. *Manual Training Drawing

Term B.

*Manual Training Drawing Methods and Management

Primary Methods

Observation

Physical Training

Psychology

10 5 3

Those students who have elected Group I of the Academic Course will be excused from the Drawing and Manual Training of the Kindergarten Course, but will be required to substitute the equivalent.

Course of Study *An(i

five

six

periods

*And

Rhetoric (4A)

(3A)

> Solid

Geometry (3A) lA) ^' Domestic Science (3A) Chemistry I Physics

of periods

โ ข^-Trigonometry "'<!;

(3A)..

Physical Training

of periods

Domestic Science (IB)

2 5

Chemistry II

Number

of periods

24 or 25

Term B.

fManual Training Drawing

10 j'!^

6 3

Philosophy of Education Sociology (4B) Industrial History (3B)

Physical Training

$And one

following:

Domestic Science (4A) English Classics (4A)

5 )

Physics (3B)

Commercial Geography

Child Study

(

History of Education

Number

Senior Year.

fManual Training Drawing

24 or 25

Term A.

$And one of the XChemistry III

periods

Rhetoric (4B) Physiology (3B)

(

Number

six

five

the following:

Composition

6 3 3

25 or 26

>' ^/jr

3 3

of the following:

Chemistry IV Domestic Science (4B) English Classics (4B)

Number

of periods

3 3

26 or 27

ยงELEMENTARY COURSE. Term A.

First Year.

Composition Reading Algebra

Ancient

History

Term B.

Composition Reading Algebra Ancient History

2 3

Geography

Manual Training Drawing

Music Domestic Science Physical Training

Number

of periods

Music Domestic Science

Constructive Geometry

Physical Training

Number

of periods

2 2 .

2 2

Any elective not chosen in the Junior Year may be chosen in the Senior Year desired. Ttiis selection must receive the approval of the Schedule Committee. tSince this Manual Training is largely laboratory work, the ten periods count as six on the schedule. tAny elective not chosen in the Junior Year may be chosen in the Senior Year if desired. This selection must receive the approval of the Schedule Committee. ยงTIiis course is arranged to meet the need of a large number of students who can not remain in school long enough to graduate, but wish some professional work as preparation for teaching in the rural schools. The first two years of this course are practically the same as the first two years of the Academic Course. To this is added one year of professional work. if

Course of Study

Term B.

Second Yeae.

Term A. Rhetoric

Rhetoric

Mythology Reading

American Literature Reading

Algebra Zoology

Arithmetic

Modern History Manual Training Drawing

Music

Botany Modern History Manual Training Drawing Music

Physical Training

Number

2 2

Number

of periods

2 2 1

of periods

ELEMENTARY PROFESSIONAL. Term

Term A.

Grammar Literature

Juvenile

American History Geography Arithmetic and Methods

Physiology

Psychology

Methods in Language Reading and Methods American Government Geography and Methods Nature Study Methods and Management

*English Literature

Primary Methods

Physical Training

Number

(Briefer)

Number

of periods

3 3 3 3

(3B)

of periods

Special Spelling Class.

special spelling class

assigned

all

during the

formed the

first of

October.

are

students from any class above the Eeview Year, who, first

month's work, show weakness in spelling.

Other

it may seem necesand all will be kept there until decided and permanent improvement is shown. The professional classes will be watched with especial care, and no student notably poor in spelling will be

students are required to enter this class later, as sary,

allowed to graduate until such weakness

remedied.

Instrumental Music. For school,

this study

no provision

made

in the curriculum of the

nor are students allowed to pursue

undertake the full work of their

classes.

and

same time

at the

Instruction, however,

can be had from competent teachers in town

who charge from

$15.00 to $22.00 per term of four and one-half months. *This Year.

the same English Literature as that given in term

of the

Third

DEPARTMENTS OF INSTRUCTION DEPARTMENT OF ENGLISH LANGUAGE Grammar, Composition, Rhetoric, Methods

Spelling,

Language

MISS ANDREWS, MISS HINER, MISS SUTHERLINm

The academic work

of this department strives for the following

results all, the awakening of a language-sense, a languageand a language-pride, in the individual pupil. 3. An increased working vocabulary, through wider knowledge and thought, and through definite word study for the sake of variety, interest, accuracy, force, and beauty.

First of

conscience,

educated,

refined

pronunciation

the

but

familiar,

troublesome, words of our everyday speech, as opposed to slovenly,

mere and pedantic niceties on the other. Good spelling, with the mastery of such principles of phonics

slipshod habits of pronunciation on the one hand, and to '^'fads"

and word-structure

may

prove helpful in fixing correct word-

images.

which lower

much too important grammar grades.

thorough acquaintance with elementary English grammar,

reasonable degree of correctness in oral usage, through an

earnest study of

â&#x20AC;&#x201D;the

to be learned incidentally above the

common

errors, their causes,

practical application of the principles of

and their remedies

grammar

to every-

day English. 7.

Mastery of the essential principles of punctuation.

rhetoric,

clear understanding of the basal facts of composition

with

much

and

practice in ready writing, aiming, especially

in the lower classes, to establish the sentence-sense ciation of the sentence as a thought-unit, definite

â&#x20AC;&#x201D;

^the

appre-

and complete,

opposed to the rambling, run-on type of expression. 9.

The power

to express connected

thought at

all

times, both

in speech and writing, without undue awkwardness and embarrass-

Departments op Instruction

ment^ but with ease, freedom, and correctness;

manner

The encouragement

10.

in short,

in a

that will not be a reproach to the speaker or the writer. of thoughtful, appreciative reading of

good literature through an enjoyable acquaintance with a few simple American and English classics, used as supplementary reading in each

class.

The

professional

work of the Junior Year

preeminently a

teachers' course. It is

designed, in the

first

place, to set the feet of student-

teachers in those paths of self-effort by which they

may

reach the

mastery of the simple essentials of good everyday English, and strengthen their expressional powers in conversation and in writing.

In the second

place, it

aims at a breadth of view, a catholicity

of spirit regarding the whole language question, not possible in

lower

class.

The study

of good text-books

any

supplemented and

enriched by the required reading of pedagogical works and magazines bearing directly

upon the English

In addition,

situation.

students are encouraged to cultivate the love of general literature for its

own

sake, as well as for the

added impetus thus given to the

cause of good English.

Again, the attempt

made

give pupil-teachers the right

attitude toward English training, to arouse a language-patriotism,

and show

to each her individual

duty to the mother-tongue.

course seeks to dignify and magnify the

common

schools,

and

office

show that teachers can bring

interest to school children in the study of the vernacular, it

one of

the most enjoyable subjects of

all,

The

of English in the

as it

life and and make the most

important. "With the foregoing as a foundation, the last end in view discriminating, unprejudiced study of methods or

cedure in the class room. cut-and-dried methods

modes

dogmatic presentation of arbitrary,

attempted; rather, the effort

stimulate the student-teacher's originality and ingenuity in

own methods. The teachers in

of pro-

made to making

her

all

departments cooperate with the teachers of

English in encouraging good habits in speech and in writing.

—

English

every class a student notably deficient in English suffers a corre-

sponding

The

loss in

her standing in that class because of such weakness.

by subjects and

entire course in this department,

classes, is

as follows

EEVIEW YEAE.

Teem A week.

Language Lessons and Grammar.

Miss Hiner and Miss Sutherlin.

Four periods a

This course consists of

an elementary study of the kinds of sentences according to use declarative, interrogative, imperative, and exclamatory; the essenelements of the sentence, with a simple view of subordinate

tial

common independent

elements, especially modifiers, and the most

elements;

and graphic

oral

analysis

and

simple sentences;

frequent practical language lessons for increasing facility in expression.

Spelling. of

phonics,

Two

Miss Hiner.

periods a week.

word-building,

word-analysis,

Simple principles

sound-analysis,

word-

grouping, syllabication and accent, diacritical marks, use of the dictionary, with careful study of selected lists of troublesome words.

Text Books Word

Sheppe's

Teem B

Gordy and Mead's Grammar Lessons, Part Advanced Book.

—Langiuige

periods a week.

and

Studies,

Lessons and Grammar, continued.

The work

Term

A is

Four

thoroughly reviewed, with

the addition of the kinds of sentences according to form

—simple,

compound, and complex; expanded study of all sentence-elements, essential, subordinate, and independent; the parts of speech and their chief functions

;

analysis of all kinds of sentences

;

language

lessons affording practical help in expression.

Spelling, continued.

A is

Two

periods a week.

The work

Term

reviewed and enlarged.

Text Books: Gordy and Mead's Grammar Lessons, Part and Sheppe's Word Studies, Advanced Book.

II,

SUPPLEMENTAET READING: Wiggin's "Rebccca of Sunnybrook Farm," Craik's "The Little Lame Prince," Harris's "The Little Union Scout," Cooper's "The Last of the Mohicans," and selected poems from Longfellow. More supplementary reading is provided

â&#x20AC;&#x201D;

Depaetments of Instruction

in this term than in any later term because

it is

desirable to keep

the younger students in constant touch with enjoyable books for the purpose of awakening a love for reading,

FIRST TEAR.

Term A

Elementary

Composition.

Miss Hiner and Miss Sutherlin. this

term

to oral composition,

overcome

expression,

Three periods

Special attention

to acquire

week.

with the purpose of helping students

embarrassment, disorderly thinking, and

and

given during

freedom and

in expressing thought in conversation

ease, clearness

and in

class.

stumbling

and

Much

order,

practice

afforded by the telling of news items, personal incidents and ex-

periences,

by the reproduction of anecdotes, stories, and poems, on reading and observation, by topical reci-

oral reports based

on the subject matter of composition or of other subjects, and by extempore discussions of questions pertaining to school life. The pupils make a good beginning in learning to think on their feet, on the instant, and at the same time express their thoughts correctly and exactly. There is also occasional practice tations

in writing.

Text Book:

Scott and Denney's Elementary Composition.

Supplementary Eeading Wiggin's "Timothy's Quest," Stock"Bee-Man of Orn" and "Old Pipes and the Dryad," and :

ton's

Scott's

"Lady

of the Lake."

Term B â&#x20AC;&#x201D;Elementary Composition, continued. The emphasis is now shifted quent five- and ten-minute exercises

week.

Three periods a

to written composition.

Fre-

in ready writing in class pro-

vide practice in acquiring freedom and fluency, in establishing the sentence-sense, in developing the paragraph-idea, in choosing words

with some appreciation of their tials of

fitness,

and in mastering the

In addition, there are more extended themes, promote the qualities of clearness, order, and originality. Every set of papers is followed up by

of written expression.

prepared out of interest,

essen-

punctuation, capitalization, and other simple technicalities

class, to

individual and class criticism.

Text Book:

Scott and Denney's Elementary Composition.

——

English

SuPPLEMENTAEY Eeading

Dickens' "Cricket on the Hearth/'

Montgomery's "Anne of Green Gables/' and Goldsmith's "Deserted Village."

SECOND TEAE.

Term A Elementary Rhetoric. Three periods a week. Miss Hiner and Miss Sutherlin. The elementary principles of composition are briefly reviewed, and followed by a detailed study of the choice and use of words, the forms and qualities of sentences, the structure and requirements of paragraphs, the structure and essentials of the whole composition.

Text Book

Merkley's

Modern

Supplementary Reading:

Term B

—Elementary

The kinds

tion, narration,

"Autobiography/'

Franklin's

and

Three

periods a

taken up

—descrip-

Rhetoric, continued.

now

of prose composition are

and

exposition, argument,

letters are considered,

with copious illustrations from literature, and writing.

"Snow-Bound."

Whittier's

week.

Book

Rhetoric,

much

practice in

Figures of speech follow, after which the qualities,

common

ments, and kinds of poetry, as well as the verse, are studied,

Text Book:

ele-

varieties of

with abundant illustrations.

Merkley's

Modern

Book

Rhetoric,

Supplementary Reading: George Eliot's "The Vision of Sir Launfal."

II.

"Silas Marner," and

Lowell's

THIRD YEAR.

Term A Andrews.

Advanced Composition.

The

with the purpose of crystallizing, as of

Three periods a week. Miss summary,

course begins with a brisk review and a it

expression studied and applied in

were, the all

main

principles

preceding classes, and

shaping them into permanent and usable possessions of the pupils.

The

final

attempt

made

versal type of composition.

paragraph,

its

types and

exercises in the

mastery of the

letter,

Particular attention

its qualities,

the one uni-

given to the

with frequent ready-writing

development of single paragraphs.

practice in real invention

provided in

all

More advanced

kinds of prose com-

position, with special attention given to debate

and

to the short

—

Depaetments op Insteuotion

story. The term closes with a second view of versification, and some simple attempts at writing verses first, such lighter varieties as jingles, drolls, limericks, and school songs, followed by a few more dignified forms such as ballads, hymns, odes, and lyrics.

—

Eeference Books: There

no prescribed text book, but

quent references are made to the texts used in preceding

fre-

classes,

and Denney's Paragraph Writing, Lamont's English Bates' Talks on Writing English, Barrett Wendell's English Composition, and others. and

to Scott

Composition, Arlo

Supplementary Eeading: Dickens' "A Tale

Two

Cities,"

Euskin's "Sesame and Lilies," and selected poems from Palgrave's

"Golden Treasury."

FOURTH TEAE.

Term A

Advanced The work of

Andrews.

Rhetoric.

Three periods a week.

Miss

this year is intended to guide students into

an understanding of the higher, finer stylistic qualities of expresThe subject sion that are practical enough for the class room. matter of the text and the supplementary illustrations are considered

from the

point, while

literary

and

critical as well as the technical stand-

the practice in invention

looked upon as

a real

attempt at making literature.

Text Book: Genung's Practical Elements of Ehetoric. Supplementary Eeading: Charlotte Bronte's "Jane Eyre," and Coleridge's "Eime of the Ancient Mariner,"

Term B

—Advanced Rhetoric, continued.

Supplementary Eeading:

Scott's

Three periods a week.

"Quentin Durward," and

Arnold's "Sohrab and Eustum."

JUNIOR year. (Professional Course I.)

Term A

Grammar.

Three periods

a week.

Miss Andrews.

This course presupposes a good knowledge of elementary grammar as the basis for a broader view of the

grammar, aiming primarily

whole

field of

descriptive

giving pupil-teachers

a deeper,

English

•

surer knowledge of the subject matter of grammar.

New

and

light

by frequent touches of comparative and hisThe language is considered mainly from the

interest are afforded

grammar.

torical

way

functional side in such a processes of thinking.

as to provide training in the actual

It is looked at as a living

growth deter-

mined by the needs, habits, and social obligations of a living people, and emphasized, therefore, as a record of usage rather than as an arbitrary law of usage.

The

among

others,

—analysis;

nouns,

subject-matter themes for discussion include,

the following: the sentence and

all its

elements

with a brief introduction to the historical study of names; personal pronouns, with their history, forms, and uses; its

functions;

modifiers,

verb and the verbals, in

their

all

forms and uses;

phases and functions.

most helpful to the

class,

and

all,

the

above

There will

in addition, a discussion of such professional topics as

grammar

the

case

may

be,

prove

including the historical development of

grammar in the elementary school, grammar to language work, and methods

teaching, the place of

the practical relation of

grammar.

of teaching

Text Book

Buehler's Modern English Grammar, with frequent The Mother-Tongue, Book II Emerson and Bender's Modern English, Book II; Baskerville and SewelFs English Grammar, and others. :

references to

;

Supplementary Eeading:

George Madden Martin's

"Emmy

Lou."

Teem B Andrews.

Miss

and method in the language and second. the following: the purpose and plan

of matter

of all grades in the public school above the first

Among

the topics studied are

of language work;

guage

Three periods a week.

This course presents, as fully as possible in the time the essentials

allowed,

work

—Methods in Language.

other

language environment;

subjects;

activities as a basis for language work;

language;

vital points in

oral training in language;

the relation of lan-

language and character;

the

child's

literature as a basis for

language teaching;

the importance of

the tjnpes of oral lessons

—

^the

conver-

Departments of

sation lesson, the story lesson,

poem

iNSTRucTioisr

study, the oral report, dramati-

zation, the discussion of a picture, the lesson in usage;

the value

and method of memorizing poems and short passages of prose; the function of written work; the types of written lessons; spelling and word study the use of the dictionary ; lesson plans. ;

Text Book: McMurray's

Special

Method

in Language, with

The

constant parallel study of selected chapters from Chubb's

Teaching of English, Carpenter, Baker, and Scott's The Teaching of English, O'Shea's Linguistic Development dale's

Teaching the Language Arts, and

Supplementary

Eeading:

and Education, Hins-

others.

Palmer's

"Self -Cultivation

English."

JUNIOR YEAR. (Professional Course II.)

The same

as the

Junior Year, Professional Course

For the Elementary Course, the first two years in English are first two years of the Academic Course, and the professional year is the same as the Junior Year of Professional the same as the

Course

Special Spelling.

Two

periods a week.

Miss Andrews.

This

course has already been mentioned on page 36, at the conclusion of the Course of Study.

Since

it is

the special object of this class

remedy marked weakness in

given to every possible principle, plan, or device that

spelling, earnest

and intense study

may

appeal to the eye, the ear, and the hand, in impressing correct

word-forms upon the memory.

LiTEEATUKE AND EeADING

DEPARTMENT OF LITERATURE AND READING miss SMITH.

DE. KEELIN,

Literature:

The work

in Literature

designed with a three-

fold object: It

aims

to arouse a love for the best literature

the student with a desire to read

made

effort is

and

to inspire

it.

to acquaint the pupil with representative

masterpieces by critical study in class, by class discussion of re-

quired reading, and by written reports on parallel reading. 3.

ture

attempt

a groundwork for future study,

development and

made

its

to give a general view of English litera-

showing

historical

its

and by copious

intimate relation to life;

reference to the best biography and criticism to give the pupil a sense of the personality of great writers and a living interest in their work.

A is

professional course in Juvenile Literature

also offered.

designed to aid the teacher in the public schools; a working knowledge of

give

selection,

best

good literature

Reading: "It

aims to

for children, its

and correlation with other studies; and

methods of making

to discuss the

a vital part of public school work,

a great thing

to he able to

read a page of Eng-

lish/'

In the reading course an of expression

and

effort is

interpretation.

made to establish high ideals The course aims not only to

â&#x20AC;&#x201D;

train the pupil in the mechanics of reading

nunciation,

fluency,

readiness

â&#x20AC;&#x201D;but

articulation,

stimulate

pro-

imagination,

quicken responsiveness, and increase the power of getting thought

The pupil

from the printed page.

learns to go to the text for

guidance as to the expression of any given passage, rather than to

depend upon arbitrary

rules.

designed to

make

reading lesson primarily a lesson in thought-getting; practice in apprehending

every

and the

and expressing shades of thought should

be of value to the pupil in

all

school work.

——

Departments of Instruction

professional course in Eeading

and Methods

This

is offered.

course attempts to acquaint the student with the criteria of vocal

and

expression,

The

discusses the best

methods of instruction.

entire course in this department by classes

is as

follows

REVIEW YEAR. This year's work should enable the pupil to read prose and poetry of ordinary difficulty, with simplicity and animation, in a clear, natural voice, with distinct utterance.

Term A prose;

Reading.

drills in

Three periods a week.

Simple narrative

enunciation and articulation, in tone production,

in pronunciation.

Text Books: "A Dog of Flanders," "The Niirnberg "A Christmas Carol," "Tanglewood Tales," Part II.

Term B

—Eeading.

Three periods a week.

Stove,"

Narrative prose,

narrative and lyric poetry, with the reading of selections chosen

by the pupils.

Drills as in preceding term.

Text Books: "Sharp II;

selected lyrics

Eyes," "Tales of a Wayside Inn," Part and ballads from Longfellow.

first tear.

Term A is

Eeading.

Two

The work

periods a week.

in this term

designed to cover a wider range of emotion and expression.

addition to the reading, the course will include the memorizing and rendition of selections chosen from the text books.

Text Books "Evolution :

of Expression," Vol.

and "Timothy's

Quest," by Wiggin.

Term B

—Eeading.

Two

periods a week.

tinuation of the work done in

Term A,

This work

a con-

special attention being

given to constant practice in sight reading so that the pupil

may

acquire the ability to read aloud at sight with animation and ease.

Text Books

"Evolution of Expression," Vol.

"Cricket on the Hearth."

II,

and Dickens'

——

;

Literature and Eeading

second year.

Term A still

One period a week.

Reading.

The aim

to develop

further the pupil's power to express thought and interpret

and adequately.

literature intelligently

Text Book: "Evolution

Term A

of Expression/' Vol. III.

Two

Mythology is periods a week. and as a basis for literature. An effort is made to show the beauty and meaning of the Greek Myths and Legends, to acquaint the student with their most poetic expression in English, and to stimulate sympathy and appreciation. taught for

Mythology.

its

own

Text Book:

sake,

One period a week.

continued and the pupU

to the

Myths."

G-ayley's "Classic

Teem B —Reading.

The work

Term

taught to surrender herself so fully

message she has to reveal that nothing in her presence,

voice or action, obtrudes itself

upon the

hearer.

Thus she becomes

a free channel for truth.

Text Book: "Evolution

Term B attention of

—American

of Expression," Vol. IV.

Literature.

Three periods a week.

American Literature, and

to the diversity of literary materials

afforded by different parts of America. as

Special

bestowed upon the development and distinctive traits

an expression of the

varied population;

life,

hence,

character,

we make

Our literature is studied and environment of our

territorial

division

the

chronological order of development the chief basis of our study.

Text Books

Pancoast's "Introduction to American Literature"

and Weber's "Southern Poets."

'Tiiterary Masterpieces";

Parallel Eeading:

Additional selections

from the various

authors studied and some from authors not studied but only dis-

The

cussed in the class room.

list will

be posted on the bulletin

at the beginning of the term.

THIRD TEAR.

Term A ture of

English Literature.

England from

its

Three periods a week.

The

litera-

beginnings with Casdmon and King

——

Departments of Instruction

Alfred to the time of Pope, of

studied in the great representatives

various periods.

its

Term B

—English

may

there

Three periods a week.

Literature.

Pope to the present time. The literature itself and

its

history are studied together, that

knowledge of historical

result to the student not only

and biographical

facts,

From

but a development of

literary taste

and

appreciation.

Text Books

Halleck's "English Literature"

George's

;

"From

Chaucer to Arnold.''

Parallel

As in American

Eeading:

Literature,

list

selections for required reading will be posted at the beginning of

each term.

FOURTH year.

Term

EngUsh

Classics

— Victorian

Poets.

(Elective.)

Three periods a week. Mrs. Browning, Eobert Browning, Tennyson and Arnold are selected for study.

Term B

—English A

periods a week.

Classics

Among

(Elective.)

Three

study of the origin and development of the

English drama and of undertaken.

—Shakespeare.

five or six of

Shakespeare's chief plays

the books found helpful in the course are:

Dowden's "Shakespeare Primer," and "Mind and Art of ShakesMabie's "William Shakespeare, Dramatist and Man"; Ealeigh's "Life of Shakespeare" and Sidney Lee's "Life of Shakes-

peare";

peare."

junior tear. (Professional Course I.)

Term A course aims as

Reading and Methods.

Three periods a week. This improve the pupil's own reading, and to give her,

a teacher of reading,

definite standards of criticism.

It includes discussion of methods, application of standards of criticism, outlines

and plans of

ing

—

to get the

made by the pupils, and The twofold aim of oral read-

lessons

practice-teaching before the class.

—

thought and to give the thought

^is

throughout the course.

Text Book

—How

"Reading

Teach

It,"

Arnold.

emphasized

â&#x20AC;&#x201D;â&#x20AC;&#x201D;

LiTEEATUEE AND READING

JUNIOE YEAE. (Professional Course II.)

Same

as Junior

Year of Professional Course

SENIOE YEAE. (Professional Course I.)

Teem A

(Section I)

This study

week.

The

schools.

and

the best methods of making

reading, reproduction, memorizing;

their

the selection of books

proper sequence and correlation with other studies;

public school libraries, their formation and use. is

periods a

course considers the place and function of litera-

ture in the child's development; vital;

Two

Juvenile Literature.

designed to aid the teacher in the public

Close attention

given to the actual teaching of literature in the training school,

so that the validity

and worth of theories may be tested and that may be worked out and realized

the principles studied and approved in practice.

Teem B week.

II in

The Term

(Section

II)

Two

Juvenile Literature.

work given Section I in

Term

periods a

repeated for Section

SENIOE YEAE. (Professional Course II.)

Same

as Senior

Year of Professional Course

For the Elementary Course the first two years in Literature and Reading are the same as the first two years of the Academic Course. In the Professional Year of this course the Juvenile Literature the same as the Senior Year of Professional Course I, the Reading and Methods the same as Junior A of Professional Course I, and the English Literature the same as 3 B of the Academic is

Course.

Departments of Instruction

DEPARTMENT OF MATHEMATICS MISS LONDON, MISS LANCASTER,* MISS JARRETT, MISS HARRISON, MISS BLACKISTON.

(Eeview Year, Terms

Academic AritJimetic:

Term

Year,

B.)

The purpose

of the academic

A and B; Second work in arithmetic

review and supplement the student^s knowledge of the sub-

is to

ject, to correct errors,

crudities, or imperfections

which may

re-

main from previous teaching; and to train the student in neat and systematic arrangement of written work, as evidence of orderly thinking.

The aim ject,

made

have the student

see the unity of the sub-

the few underlying principles, and the relation and depen-

dency of that each

all is

subsequent work upon these few principles, showing

merely another language for the solution of the

problems of the other.

The

solution of every problem in

arithmetic involves

seeing

and calculating values. Arithmetical training should develop power in one, and accuracy and rapidity in the other. For this purpose much illustrating, diagramming, and practical measurement work is done. Clearness of statement in both oral and written work is insisted upon, in recognition of the fact that mathematics is the science of order, and that no better opportunity can be afforded for drill in neat habits, and in the use of relations

truth-telling, carefully-chosen English.

Professional Arithmetic: (Professional Courses I and II, Junior

A and B; Elementary Course, Professional Year, The aim of this course is to train the students to teach arithmetic. To do this successfully it is necessary, first, that they know the subject matter second, that they know the best methods

Year, Terms

Term

A.)

;

of presenting it;

and, third, that they have a real and living

interest in the subject

and a comprehensive appreciation

of its

place in the school curriculum.

â&#x20AC;˘On

leave of absence, student at Teachers College, Columbia University.

Mathematics

With these ends in view, the first term is devoted to a study from the teacher's point of view. 'No text book

of the subject is

used.

and

brief discussion of the value of arithmetic as a culture

ethical

and

as a science,

the historical

stiTdy,

development of arithmetic

of the various leaders

who have undertaken

our day to reform and systematize the teaching of the subject

intended to give the student a better point of view from which to see the relative

importance of the various topics of this branch

of knowledge.

The work is taken up both topically and by grades, and the most approved methods of teaching the subject discussed. The second term is given to a review of the subject matter. A text book is used, and the material is chosen to fit the needs of each particular

whole

class.

By an

Algebra: field

intelligent study of algebra the view of the

mathematics

abstractly than heretofore

broadened, the

ability

think

gained, and the reasoning powers

are disciplined.

Moreover, the understanding of algebraic truths

and principles

fundamentally necessary to the further pursuance

of mathematics,

and

also to a clear understanding of the

abstract processes of arithmetic.

The power is

here

to see relations,

which was developed in arithmetic,

strengthened by the constant

known from

the

unknown and

see

demand

separate

the

the relation existing be-

tween the two in order to obtain the one from the other. Care, clearness, and accuracy are everywhere insisted upon.

The

course in Higher Algebra

those students

Geometry:

who wish

elective,

and

intended for

to strengthen themselves in mathematics.

develop in the student the power of

logical,

systematic thought, to secure clear and accurate expression, and to

strengthen the reasoning powers are some of the most im-

portant objects in teaching geometry.

work

is so

With

arranged that constant emphasis

tion existing between the

Special attention

known and

this

laid

mind

upon the

the rela-

the unknown.

given to original work and constructions.

â&#x20AC;&#x201D;

Depaetments of Instruction

in order to develop self-reliance and to stimulate the spirit of

inquiry into mathematical truths.

The language

of geometry furnishes an excellent drill in exact-

â&#x20AC;&#x201D;not

over-saying nor under-saying the truth.

ness of expression

Preceding the regular work in Plane Geometry, a term

The aim

to Constructive Geometry. First, to prepare the

way

of this course

given

twofold:

Geometry hy familiarizing and the simpler the same time, to illustrate the

for Plane

the pupils to some extent with the language definitions of geometry, and, at

practical applications of

some of the elementary

principles.

Second, to put the pupils in possession of some knowledge of geometrical construction necessary for their future work

m Manual

Training.

Trigonometry:

The aim

short course in Plane Trigonometry

of this course is to give as briefly as

given.

consistent with

clearness the fundamental principles of the subject, to have the

student derive the necessary formulas and then

make

the

problems as practical and as interesting as possible.

The

entire course in this department

classes is as follows

REVIEW TEAR.

Term A

Arithmetic.

Four periods a week.

This

term

devoted to the mastery of the fundamental processes and basic

The material used is determined largely and an aim is made to have no two use the same material, so that those repeating

principles of arithmetic.

by the needs of the consecutive classes

the work

may

gain the end in view, and yet have their store of

and

numeration,

fractions, practical

Teem B

Work

from the following topics: common and decimal measurements, and easy work in percentage.

knowledge increased. Notation

class,

â&#x20AC;&#x201D;

selected

factoring,

Arithmetic. Four periods a week. In this term the and principles already learned are applied to the business transactions of life. A careful study of these transactions from the practical point of view is made, believing that most of the difficulty usually encountered in the study of these topics comes not so much from ignorance of arithmetic as from ignorance of processes

business customs.

—

Mathematics The material used tions of percentage

Text Book

chosen ahnost entirely from the applica-

and of

interest.

Grammar

Smith's

School Arithmetic.

FIEST TEAR.

Term A

Algebra.

Five periods a week.

this course the

fundamental operations are taught, the use of symbols of aggregation, the various methods of factoring, common divisors and multiples,

combining and simplifying of simple equations

the

with one or more unknown quantities.

Term B

—Algebra.

Three periods a week. Simultaneous equaand evolution, theory of exponents, radicals,

involution

tions,

and easy work in quadratic equations.

—

Term B Constructive Geometry. Two periods a week. Text Book Wells' Essentials of Algebra. 'No text book :

used in

Constructive Geometry.

second tear.

Term A

Algebra.

Three periods a week.

quadratic equations and

all

Eadicals reviewed,

equations reducible to the quadratic

form, ratio and proportion, and the progressions.

Term A term

and

The work

Three periods a week.

Geometry.

of this

teach the students simple, geometrical constructions,

lead

them

frame and then to demonstrate theorems The ground covered is usually

based upon these constructions. the

first

two books in Plane Geometry.

Term B

— Geometry.

Three periods a week.

abridged course

in plane geometry completed.

Term B

—

term's work

AritJimetic.

Three periods a week.

to review, complete if necessary,

The aim

of this

and extend the

previous work in arithmetic, considering in addition the following topics

and

Greatest

roots,

common

divisor, least

common

multiple, powers

mensuration, and the metric system.

Text Books

Wells' Essentials of Algebra, Phillips

and Fisher's

——

Depaetments oe Instruction

Elements of Geometry (Abridged Edition), and Colaw and Ellwood's Advanced Arithmetic.

THIED TEAE.

Teem A Teem B

Solid Geometry.

—Plane

(Elective.)

Trigonometry.

Four periods a week. Four periods a

(Elective.)

week.

Text Books:

and Fisher's Elements of Geometry (Abridged Edition), Wentworth's Plane and Spherical Trigonometry and Tables. Phillips

EOUETH TEAE.

Teem A Advanced Algehra. Teem B The Teaching of

—

Four periods a week.

(Elective.)

Mathematics.

Four

(Elective.)

periods a week.

Text Books

To be

selected.

JUNIOE yeae. (Professional Course I.)

Teem A

Arithmetic.

Two

periods a

week.

course

methods, designed to be an aid to the student-teacher in her work in the Training School and elsewhere.

Term B

—Arithmetic.

Three periods a week.

topical review

of the subject matter of arithmetic from the teacher's standpoint.

Text Book: Beman and

Smith's Higher Arithmetic.

JUNIOE TEAE. (Professional Course II.)

Same

Junior Year of Professional Course

For the Elementary Course the first two years in mathematics same as the first two years of the Academic Course, with the omission of Plane Geometry. are the

In the Professional Year of this course the arithmetic same as the Junior Year, Term A, of Professional Course

the

History and Social Sciences

DEPARTMENT OF HISTORY AND SOCIAL SCIENCES MR. BIDGOOD,

tlae

LEAR,* MISS BUGG, MISS CRAWLEY.

Eeview Year the elements of Civics and of United States

History will be studied.

The purpose

make ready

for the

work of the Academic Course those applicants for admission who do not have a good grammar school foundation in these branches.

The endeavor to

made

to clear

up misconceptions and

confusions,

supplement the results of past instruction, and to teach the pupil

how to study. The work of tended to make

the

first

two years of the Academic Course

of the province of history, to enlarge her sympathies ciations,

and

is in-

the student conscious of the vastness and dignity

and appre-

to bring her to regard history not as a series

disconnected facts but as the

life story

of humanity, and to realize

that even the vicissitudes of nations are but incidents in the steady

progress of the race.

Instruction in methods of study

given

frequently and persistently.

The

required program of

the third year selects for especial

study the most interesting, distinctive, and important phase of

American History, namely, our labors and success in the prosecuand organization of every branch of industry, and the social and political problems arising therefrom. The work of our inventors is especially emphasized. The pupil is shown the business reasons for the separation from England and for the opposition of North and South, and finds out how and why there have come to be tariff questions, money questions, trusts and great corporation

tions.

attempt

made

to settle for the student problems yet

unsolved, but she becomes acquainted with the

solutions

most

frequently proposed, and learns something of the reasons advanced

by their advocates.

The

elective

courses in history,

who

economics, and sociology are

fond of history an opportunity of pursuing the subject further and of gaining an introduction to designed to give the student

â&#x20AC;˘Substituting for Mr. Bidgood since

March

1909.

—

Departments of Insteuction

the kindred sciences.

She may thus

fit

herself for the teaching

of history in the high school as well as in the grades.

The aim to teach

in the Junior and Senior years is to prepare the student American History and Government. It undertakes to

make the knowledge gained in the grammar grades fuller, clearer, and more exact; to call attention to movements and tendencies; to point out the many causes of an important event, and, in turn, its many effects, and to trace the causal relation through several The question as to what should steps and across wide intervals. constitute the subject matter of a course in history

for the grades

and

civics

considered, and the outline of such a course

Methods of presenting the proposed work to children are then suggested and discussed. The Elementary Course seeks to provide those students who can not complete the full academic and professional work with such a knowledge of the facts of history and civics as may be considered indispensable to any public school teacher. The work of this department by classes is as follows: formulated.

REVIEW YEAR.

Term A Term A Term B

—

Civics.

Two

Text Books: History

periods a week.

History of the United States. History of the United States.

are Governed,

of the

Three periods a week. Three periods a week.

United States, Thompson;

How

McBain. eirst tear.

Term A Term B

Ancient History.

—Ancient History.

Three periods a week.

The

period

covered in this year extends from the earliest times to 800 A. D.

Text Book

Ancient History for Beginners, Botsford.

second tear.

Term A Modern Term B Modern

—

European history

History. History. is

Three periods a week. Three periods a week.

down to the present day. Text Book Medieval and Modern Europe, Bourne. :

The thread

followed from the time of Charlemagne

——

;

HlSTOET AND SOCIAL SCIENCES

THIED TEAR.

Term A Term B

English History.

(Elective.)

Three periods a week.

—English History.

(Elective.)

Three periods a week.

survey of English History from the earliest times to the present.

and industrial development and the growth of the political power of the people are the two phases that receive chief attention. In order to gain time for these studies all save the most highly significant events in the military history and foreign political relations of England are omitted from consideration. Social

—Industrial

Teem B

Three History of the United), States. is based on the work of the previous

This course

periods a week.

term in commercial geography.

Text Books

Industrial History of the United States,

Coman

Short History of England, Cheyney.

FOURTH YEAE.

Teem A

Economics.

Three periods a week.

(Elective.)

The

courses previously required in commercial geography and in the

may

economic history of the United States the student with a very considerable

which

will help her

now

men.

of economic facts

all

conditions govern the business

Hypotheses and theories not yet fully accepted

as laws are presented with caution,

economic

number

to reach an understanding of the general

laws that everywhere and under relations of

be expected to equip

principles are

avoided.

and disputed applications of Moot questions as to scope,

terminology, and method are not brought up.

Teem B

—Sociology.

present

social

studied,

and

ment

(Elective.)

structure efforts

are discussed.

and

social

now being put

Three periods a week. conditions

The

America are

forth toward social better-

Especial attention

given to educational

activities.

JUNioE tear. (Professional Course I.)

Term A American Term B American

—

History.

Three periods a week.

History and Methods.

Three periods a

â&#x20AC;&#x201D;â&#x20AC;&#x201D;

;

Depaetments of Instruction"

week. first

this year the survey of the history of

completed, and then a study

made

our country

of the methods of teach-

ing history in the grades.

Text Bode:

Student's History of the United States, Channing

The McKinley Outline Maps. JUNIOR YEAR. (Professional Course II.)

Same

Junior Year, Professional Course

SENIOR YEAR. (Professional Course I.)

Term A (Section I) American Government and Methods. Three periods a week. The various forms of local government found in our coimtry are studied in their present development and are rapidly traced back through American and English History to the political institutions of the Saxons.

The

local

governments

of Virginia are carefully examined in detail, both for their

The

sake and as types. earliest times

a type.

The

down

state

own

governments are followed from the

to the present, Virginia beiag again taken as

history of the formation of the Federal government

reviewed, and its present workings considered. Political parties and their methods are explained and discussed. The work of the term concludes with a brief consideration of the methods of teaching civil government in the grades. is

Text Books: ment of

American Government, Ashley;

Term B

(Section II)

Three periods a week.

Govern-

American Government and Methods. I in the A term is

The work given Section

repeated for Section II in the

term.

SENIOR YEAR. (Professional Course II.)

Same

Civil

Virginia, Smithey.

as Senior Year, Professional Course

History and Social Sciences

For the Elementary Course, the first two years in History are the same as the first two years of the Academic Course. In the fall term of the Elementary Professional year, American History is rapidly reviewed, using Bruce's History of the United States as a text, and in the spring term the main topics covered in the work of the Senior Year in Government are presented in more elementary form, with Strong and Schafer's Government of the American People as text.

In the spring term,

ment

classes in

American History and Govern-

are conducted for the benefit of those students

who can not

return to school but wish to take the State examination for teachers' certificates.

Depaetments of

IisrsTRUCTioisr

DEPARTMENT OF GEOGRAPHY AND NATURE STUDY BLACKISTON.

DR. MILLIDGE, MISS

Geography:

common

This

schools.

one of the great culture studies of the

Its special task

to carry the pupil out of the

narrow bounds of his home, to dignify his life by making it part Beginning with observation of the of the great life of mankind. known, it cultivates the imagination by transferring the knowl-

The

edge thus gained to the comprehension of the unknown.

moral

effect

upon the pupil

world in which he faculties

lives is

ia thus

not

coming into harmony with the

valuable than the training of the

less

comparison, and judgment which this

observation,

The aim

study, if properly taught, so richly supplies.

in the Department of Geography First, to traiu the

of the world in its

mind

which we

surface and fitting

work

and accurate observation

note the forces at work moulding

to be the

home

upon the phenomena presented by tracing the relation between cause and effect. accurately

Second, to broaden the

of the

twofold

to the close

live, to

mind by

man, and

to reason

observation, always

the fullest possible presenta-

tion of the races of mankind, their homes, industries,

and

habits.

This knowledge leads to wider sympathies and broader views, and the process of tracing the dependence of conditions

all

these

upon geographical

a mental discipline of the highest value.

Nature Study: The aim of this course is to lay especial stress upon its agricultural bearings. In this State it is important that the products and capabilities of the soil should receive especial attention. The school garden brings the students into close relation vdth E'ature.

The adaptation the main

one of

observation

of plants and animals to their environment objects of

cultivated

Nature Study. the

study

The

this

habit of

adaptation

leads

directly to the intelligent practice of agriculture,

upon which the

welfare of the State so largely depends.

The keenness

observation,

soundness

inference,

and

—

Geography and Nature Study

dependence upon one's own judgment, fostered by Nature Study, all

tend directly to individuality of character, and tMs

the

foundation of a sound democracy.

The work

of this department by classes

as follows

REVIEW YEAR.

Term A

Four periods a week. In this course a by lectures and discussions, prepares the students for the conception of the Earth as it really The basis of reality given by the study of the neighboring is. hills, slopes, river basins, etc., provides a firm foundation upon which to build up a real geography. The elements of mathematical and physical geography are also studied. series

Geography.

of field lessons, supplemented

Term B

— Geography.

Four periods a week.

The continents

are studied in order with special attention to their physiography.

Sand modeling and map-drawing fix the features of each great minds of the students. Throughout, the Earth is looked upon as the home of man, and man's adaptation to his division in the

environment

kept in view.

From

first to last

the Earth

is re-

garded as a unit.

The United

and Virginia

States

receive

especial attention in

this course.

Text Book:

Frye's

Grammar

School Geography, with Virginia

Supplement. FIRST YEAR.

Term A

Physical Geography.

Two

periods a week.

This

a comprehensive course, covering the requirements of the State

examination for first-grade

certificate.

The main

principles

Physical Geography are discussed in class and illustrated by field

work and

experiments.

Written

reports

required

from

each

student.

—

Term B Physical Term A continued.

Geography.

Two

drawing, with instruction in methods.

from each

student.

periods a week.

"Work of

Lessons given in chalk modeling and map-

Written reports required

â&#x20AC;&#x201D;

Depastments of Insteuction

third tear.

Term A

Commercial Geography. Three periods a week. In this term Commercial Geography is taken np, including a brief survey of Ancient and Mediaeval Trade Eoutes, Modern Colonization, Areas of Production of great staples and of minerals, means of transportation, manufacturing areas, position of the United States topics.

among the Commercial Nations of the World and similar The dependence of Commercial Activity upon physiographic

conditions

emphasized throughout the course.

Text Book: A Commercial Geography, Adams. EOURTH TEAR.

Teem A term

Geology.

(Elective.)

Three periods a week.

This

devoted to Geology with emphasis on those sections which

specially illustrate geography,

Field work

geology.

such as dynamical and structural

used to supplement and elucidate the

text book.

Text Book: Elements

Term

Astronomy relation

of Geology, Norton.

Bâ&#x20AC;&#x201D;Astronomy. to

Three

(Elective.)

periods

week.

taken up with special reference to the Earth in

the

Sun and

the

Solar

System.

The

Moon and the Planets, and constellations are made throughout the

telescope

its is

used in the study of the

actual obser-

vations of the

term.

Text Book:

Lessons in Astronomy, Young.

JUNIOR tear. (Professional Course I.)

Term A

Physical

Geography.

Three periods a week.

The

whole subject of Mathematical and Physical Geography is gone into thoroughly. Experiments to elucidate the principles developed. Field work emphasized.

The

practical side of the subject dwelt

upon, rather than the theoretical.

and Geography reading.

illustrated.

Type

Interdependence of History studies

made, with

collateral

——

Geography and Nature Study

Teem B of

the

—Physical

Three periods a week. Work Methods of teaching geography Chalk modeling on the blackboard and making Geography.

term continued.

first

specially taken up.

maps required made by each student of sand

Text Book: To

Full written reports to be

of each student. at intervals

during the term.

be selected.

JUNIOR YEAR, (Professional Course II.)

Same

Junior Year of Professional Course

SENIOR YEAR. (Professional Course I.)

Term A illustrated

Nature Study.

(Section I)

This course

Three periods a week.

devoted to the study of plant and animal

by actual

observation of

specially emphasized.

portion of the course

life,

The function

nature. is

devoted to simple

experiments suitable for the schoolroom with home-made apparatus.

The whole

course

practical, being such as the students

use later as teachers in the schools of Virginia.

Much

of the

may work

of the spring term will be done in the school garden.

Term B

(Section II)

The work given in the

Nature Study.

Section I in the

term

Three periods a week. repeated for Section II

term.

SENIOR year. (Professional Course II.)

Same

as Senior

Year

of Professional Course

For the professional year of the Elementary Course the Geogis the same as in the Junior Year of Professional Course I, and the Nature Study of this year is the same as for the Senior Year of Professional Course I.

raphy

——

Departments op Instruction

DEPARTMENT OF PHYSICS AND CHEMISTRY MISS WINSTON.

department the

this

effort is

made

to develop the scientific

and

habit of thought, to teach the student to observe accurately

make

common

application of her knowledge to the facts which are in her daily experience.

The work

of the department by classes

as follows

THIRD YEAR.

Term A

Physics.

problems,

reading,

during the

first

Five periods a week.

and

illustrative

term deals

chiefiy

course consisting

experiments.

The work

with the Mechanics of Solids

and Fluids, and with Sound.

Term A

Chemistry

(Elective.)

Six periods a week.

Four

Inorganic Chemistry dealing principally with

laboratory periods. the non-metals.

Term B

—Physics.

above course

Five periods a week.

treating in

continuation of the

Heat, Light, Magnetism, and

detail

Electricity.

Term B

— Chemistry

laboratory periods.

(Elective.)

II.

Four by means

Six periods a week.

this course the metals are studied

of a brief course in Qualitative Analysis.

Text Books: Elementary Chemistry by Clarke and Irish's

Dennis,

"Qualitative Analysis for Secondary Schools," Hoadley's

Brief Course in Physics."

FOURTH TEAR.

Term A

*Ch&mdstry

Chemistry I of Third Year, Chemistry

Six

Term

periods

week.

Same

and II is required in the Fourth Year of all students who did Third Year, thus making it an elective subject for the Professional Diploma and a required subject for the Full Diploma. not elect

in the

—

Physics and Chemistry

Term four

*C}iemistry III.

laboratory

periods.

periods a week,

(Elective.)

Six

advanced

course

Qualitative

Analysis.

Term B

—

] Chemistry

II.

Six

Chemistry II of Third Year,

Term

Term B four

—*Chemistry

laboratory

periods.

IV.

periods

week.

Same

(Elective.)

Organic

Six periods

a week,

Chemistry, consisting of

general survey of the chemistry of the compounds of carbon, to-

gether with the preparation of some of the more familiar com-

pounds.

Text Book for Chemistry

II:

To be

selected.

Chemistry III and IV is provided for those students who elected Chemistry and II in the Third Year and wish to continue the subject, with reference to teaching in High Schools. tChemistry I and II is required in the Fourth Year of all students who did not elect it in the Third Year, thus making it an elective subject for the Professional Diploma and a required subject for the Full Diploma. I

—

Depaetments of Instruction'

DEPARTMENT OF BIOLOGY DR. KITE.

department courses

this

entering for regular work; in this department to sciences;

(3)

are

provided, (1)

students

for

(2) for students wishing to specialize

themselves for teaching the biological

fit

for students preparing to take the public school

examiuations.

The

aim. of the

work

develop interest in Nature, to acquire

is to

habits of accurate observation, exact statement,

thought.

structure, activities,

and

relations will give the student a broader

and deeper appreciation of is

all

essential for the solving of

the public school teacher. inspire

her

and independent

It is believed that the study of living organisms, their

and

life,

many

while a scientific view-poiut

of the problems which confront

This training will better

direct the spirit of observation

pupils, thus carrying

into the public

fit

her to

and investigation in schools principles of

accuracy and thoughtful inquiry, in addition to a broader love for

Nature and an interest in the

The

laboratory

life-processes

surrounding

equipped with Bausch and

us.

Lomb compound

microscopes, black-topped tables, and an aquarium with flowing water, besides various glass aquaria, chemicals, glassware, instru-

ments, prepared

slides,

materials for the preservation and mount-

ing of specimens, charts of the

human

body, plaster casts of the

and limited number of museum specimens nucleus of a museum which will grow from year to year. eye

and

ear,

The work

of this department by classes

is as

—

^the

follows

SECOND TEAR.

Term A (Group course 1.

Zoology.

Five

periods a week.

This

divided into three parts:

—in

Field work

relations of animals,

is laid upon the life modes of getting a living, their

which the emphasis i.

e.,

their

—

Biology

adaptation to environment, the grouping of animals in similar

One double period a week.

habitats, etc. 2.

—in

Laboratory work

collected

and

structure,

whieli

animal forms

those

(chiefly

are studied in greater detail as to form,

field trips)

Careful notes and drawings are made.

activities.

One double period a week. 3.

Eecitation and discussion of laboratory and field work.

The

period a week.

course

especially designed to stimulate

develop the student's powers of observation. is

One and

practical element

introduced in the study of beneficial and injurious forms.

Text Books:

and

Linville

Kelly's

Text

Book

General

Zoology, and Linville and Kelly's Guide for Laboratory and Field

Work ia Zoology. Teem B (Group

Botany.

Five periods a week.

spring

course parallel with the fall work in Zoology. 1.

—a study of plants in

Field work

and to

One double 2.

their relation to each other

their habitat, their life habits, activities,

and adaptations.

period a week.

—

work

Laboratory

which the plants are

studied

minutely as to form and structure and their response to stimuli. Careful drawings and records are made.

One double period

week. 3.

Eecitation and discussion of field and laboratory work.

period a week.

The

to accurate observations

The elements

One

course will be conducted with special reference

and careful records of ascertained

of classification will be introduced, with

facts.

the identifi-

cation of a few forms of the local flora.

Zoology

usually required as a prerequisite, although in certain

cases students have been allowed to take the

Text Books: Anal3rtical Key to

Botany

first.

Text Book of Botany and Coulter's the Flowering Plants. Coulter's

THIRD TEAR.

Term B periods.

—Physiology.

The aim

Five periods a week.

Two

laboratory

of this course is to familiarize the student with

the elements of physiology, hygiene and sanitation.

Text Book: Hough and

Sedgewick's

Human

Mechanism.

Depaktments of Insteuction

pourth teae.

Teem A

â&#x20AC;&#x201D;Advanced

Zoology.

work, two double periods a week.

field

This course

week.

Zoology in

field

students

invertebrate

teach

and

covered by a detailed study of several types

The

term is and the development of the frog Practice in histological technique is an essential part

of each class of animals.

devoted to the study of the

and

The

and

Eecitation, two periods a

designed to prepare

secondary schools.

vertebrate zoology

Laboratory

(Elective.)

chick.

latter part of the spring

cell

of this course.

Peerequisites

Zoology, Botany, and Physiology.

â&#x20AC;&#x201D;

Teem B Advanced Zoology. (Elective.) Work of preceding term continued. Text Books: Gallowa/s HaswelFs

Book

Text

Anatomy

of the Cat;

Six periods a week.

Parker and and Jennings' Development of the

First Course in Zoology;

Eeighard

Zoology;

Wilson's Cell;

Lillie's

Chick.

In the second year of the Elementary Course the Zoology and Botany are the same as in the second year of the Academic Course,

Group is

and in the professional year of

this course the Physiology

the same as that given in the third year.

Term

B, of the

Academic Course.

In the spring a This

class is

to school,

class in

Elementary Physiology

intended for those students

and who

desire

who

some Physiology

conducted.

are unable to return as

preparation for

is laid upon those parts most value to teachers for example, school hygiene, public sanitation, and first aid to the injured. A

teaching the subject.

Special emphasis

of the subject which will be of

;

number of simple experiments are given to illustrate physiological principles. A small amount of laboratory work will be required, and class room demonstrations will be made.

Text Book:

Colton's Physiology (Briefer Course).

Latin

DEPARTMENT OF LATIN MISS EICE.

In the study of Latin, the following objects are kept constantly in view: 1.

The etymology

of English words of Latin origin.

Pupils

are encouraged to look for the English derivatives of Latin words

with correspondences and differences in shades of meaning. 2. Comparative Grammar. Eoman forms of thought are examined in order to make a comparison with English forms. A pupil never knows that his own language contaius idioms until he has studied some language other than his own. The study of one language throws light upon another. 3.

Mental

The

discipline.

expression in the equivalent forms

of one language of the thought gained in another gives power.

made throughout this work to study the government life of the Eomans as well as their literature and

effort is

and the private language.

FIRST YEAR.

Term A

(Group II)

—Three

periods a week.

Drill in the

forms of inflection and the essentials of sjmtax;

derivation of

words; translation of easy Latin prose into English and English into Latin.

Text Book

Inglis

Term B (Group

II)

and Prettjrman's First Book in Latin.

—Three periods a week.

enlargement of the work of the

and other simple

Text Book

first

term.

Continuation and

Translation of fables

stories.

Inglis

and Prett3Tnan's First Book in Latin.

SECOND YEAR.

Term A (Group

II)

— Three

periods a week.

Translation of

simple prose; sight-reading; writing of exercises based upon text.

Text Book: Bellum Helveticum.

Depaetments of Insteuction

Term B (Group prose

II)

—Three

Text Books: Grammar.

More difficult upon text.

periods a week.

short course in granunar ;

;

exercises based

War, Books I and II; Bennett's

Caesar's Gallic

Parallel Eeading: Life and Times

of Cassar.

THIRD TEAR.

Term A

(Elective)

—Three

the work of the Second Year, difficult

Class.

Continuation of

Critical study of the

most

constructions in Caesar.

Text Books: nett's

periods a week.

Csesar's Gallic

War, Books III and IV;

Ben-

Grammar.

—

Term B (Elective) Three periods a week. Oratio in Catilinam and Oratio in Catilinam II ; syntax of cases and verbs ; exercises I based upon text. Text Books

Cicero ; Bennett's

Grammar.

Parallel Beading: Life and Times

of Cicero.

fourth tear.

Term A

—

Three periods a week. Oratio and De Amicitia; review of grammar;

(Elective)

Licinio Archia

pro A. exercises

based upon text.

Text Books

Term B

Cicero ; Bennett's

(Elective)

Grammar.

—Three periods a week.

Latin Poetry.

book of the -^neid and some odes of Horace; Latin versification, including the scansion of the

One

the elements of

^neid and

the odes read.

Text Books:

Vergil;

Horace.

Parallel Eeading: Life and Times

of Vergil

and Horace.

MoDEEN Languages

DEPARTMENT OF MODERN LANGUAGES MISS SMITHET.

In addition

comes from

to the general disciplinary value that

the serious study of a language other than the mother tongue the

work in French and German

designed to develop the following

Mental Alertness: By training the tongue, the ear and the made more alert, quicker to receive impressions, and more ready to impart their own thoughts to others. Thus, they become more wide-awake. 1.

eye, pupils are

Feeling for the Language:

effort will

made from the

from the French or German without the aid of translation. This will give an appreciation of the beauty and genius of the language and literature, and an insight into the life and heart of the people

first

lesson to enable the pupil to grasp the thought

that will never

come

to those

who merely

from one

translate

language into another. 3.

The enlargement

of ideals:

ture to one carries with

The opening up

of a

new

litera-

the privilege of entering into the in-

and emotional life of its people. Any serious study of the manners and customs, the ideals and institutions, the successes and failures of another nation, must broaden the sympathies and tellectual

give a larger view of

life.

Feench. second teae.

Teem A (Group

II)

â&#x20AC;&#x201D;Three periods

itself.

Frequent

week, and

medium

simplest forms

Dictation in French

of the language

sentence

begun the

first

continued throughout the whole course.

Text Book: Methode

Teem B (Group first

in the

exercises

structure will be required.

The elements

a week.

the language will be studied through the

II)

Berlitz,

Premier

livre.

â&#x20AC;&#x201D;Three periods a week.

term will be continued.

In addition to

The work

this,

of the

simple original

Depaktments of Instruction

Easy prose and a few

composition in French will be assigned. lyrics will

be studied through the French.

Text Book: Methode et

Berlitz,

Premier

livre;

Guerber's Contes

Legendes.

THIRD TEAS.

—

Term A (Elective) Three Grammar from a text book will

periods

a week.

begin in this

class.

The study of French Com-

Translation from English into French and

position will continue.

from French into English will be commenced. The reading of more difficult prose and poetry. Eeproduction in French of stories and anecdotes read in

Text Book

class.

Bezeat de Bordes' Elements of French.

The reading

for this term will be changed

from year

to year,

hence no texts are given.

Term B

—

Three periods a week. The general charwork of this term will be the same as that of the preceding class. Every effort will be made to stimulate pupils to be independent in grasping the thought, and to force the meaning of new words from the context. Text Books: Coppee's Le Luthier de Cremone et le Tresor, Labiche's La Cigale chez les Fourmis and Legouve's Le Voyage de Monsieur Perrichon. (Elective)

acter of the

FOURTH YEAR.

Term A

(Elective)

—Three periods a week.

Pupils having taken

the work of the second and third years should be well prepared to begin the study of

great

French literature through the works of the from such writers of the seventeenth

Selections

writers.

century as will be most helpful in understanding the social and literary conditions of that period.

and Moliere

The

text for this

Term B

One play by

Corneille, Eacine,

will be studied critically.

term

(Elective)

may

be changed from year to year.

—Three periods a week.

The

vrriters of

the

nineteenth century will form the basis of the work of this term.

This will include the Eomantic Movement in French Literature, also the study of

Text Books

some of the best

To be

lyrics of this period.

selected as for

Term

MoDEEN" Languages

German. SECOND year.

Term A (Group class

Much

II)

—Three periods a week.

The work

of this

similar in character to that of this section in French.

oral drill

may

given so that pupils

acquire fluency in

pronunciation as well as a feeling for the language.

Text Book Methode Berlitz, Erstes Buch. Term B (Group II) Three periods a week. :

—

first

term

The reading

papers in German. will

The work

of the

Pupils will begin writing of short original

continued.

of easy prose and simple lyrics

occupy a part of the time of this

Text Books Methode und Erzahlungen. :

class.

Berlitz, Erstes

Buch, Guerber^s Marchen

THIRD YEAR.

—

Term A (Elective) Three periods a week. The formal study of Grammar will begin in this class. Simple composition work in German

will continue.

Translation from English into

and from German into English

will

German

form a part of the work of

this term.

Text Books:

Andersen's

Bilderbuch

ohne

Bilder,

Storm's

Immensee, Thomas' Practical Grammar.

Term B

(Elective)

—Three

periods a week.

Composition in

German

continued, the reproduction of short stories and anecdotes German; Grammar; Translation and sight-reading. Text Books: Thomas' Practical Grammar, Schiller's Jungfrau von Orleans, Goethe's Hermann und Dorothea.

FOURTH year.

Term

(Elective)

—Three periods

literature will be studied in this class.

from the writers lyrics will

The

of the

Selections will be studied

Second Classical period.

be taken up in this

text for this

Term B

The leading facts German language and

a week.

in the study and the development of the

Ballads and

class.

term may be changed from year to year. Three periods a week. Some study of the

(Elective)

—

writers of

the present day.

continued.

Much

The study

German

Literature

sight-reading will be done in this class.

Text Books: To be

selected.

Departments of Insteuction

DEPARTMENT OF MANUAL ARTS ME. MATTOON, miss COULLING, MISS JOHNSON".

The aim of the Manual Arts course is to encourage a greater growth of individual power and resource, to stimulate thought, individuality

and expression,

servant of the brain.

to train the

vital

hand

as the obedient

importance that students

habits of order, exactness, and concentraupon the matter under consideration. It is only by doing things that we gain confidence in ourselves, and thereby make

learn responsibility, tion

our school

life

not an imitation of

life,

but a part of

life itself.

Manual Training and Drawing are correlated under the head of Manual Arts. Abundant opportunity is given in this course for practical training in the Training School, where the subject

taught in

all

grades under the direction of a special

The methods employed

supervisor.

are largely governed by the

needs of the students, and follow, as far as possible, the methods in

Freedom

use in the best schools. it

and

for original

work

given,

and

confidently expected that a greater degree of independence

least

selected

and

self-reliance will be the direct result of this course.

one specimen of work from each

certificate set

retained as the property of the school for exhibit purposes.

Manual Teaining. ME. MATTOON, miss JOHNSON.

In the First Year the course includes such forms of Manual Training as are suitable for use in Primary and Intermediate

The purpose

Grades. industries is

made

to represent, as far as practicable, real

work pursued, and in each the industry represented for objects and

by the

lines of

In the Second and Third Years the work with the

abilities of the students,

tion for teaching

case reference processes.

advanced in keeping

giving them additional prepara-

Manual Training in the public

schools.

Manual Aets attention

given

hand

the development of

and

skill

the

technique of the work.

In the Junior Year work in methods

pursued, with discus-

Manual Training

sions relating to the place of

in the schools,

courses of study for the various grades, relation of Constructive

work is

and Manual Training

to the life of the child

possibilities

for

no equipment, the lesson plan,

to other

work

in rural

schools

of the school,

where there

etc.

FIEST YEAR.

Teem A (Group

—Two periods a week. Cord Work:

ping, knotting, braiding.

combination in making

Weaving:

of use.

articles

paper strips and grasses, rags..

Work: Wrap-

EaflBa

Various knots and their

Sewing:

applied to useful and attractive articles.

Mats, using

The common Basketry

stitches

Sewed and

woven.

Teem E (Group of life tive

and scenes from

paper cutting.

—Clay

Modeling:

literature.

Illustrative occupations

Paper and Cardboard

Doll furniture, houses,

etc.

Illustra-

Objects repre-

senting paper industry such as envelopes, booklets, book binding .

(simple pamphlet forms). ""J a

,<,

h^.^

i^jA^X^^^-'hr}^

SECOND YEAE.

Term A (Group

—

Two periods a week. Paper and Cardand geometric forms and designs in paper. Theory of working drawings and planning of t3rpe forms and simple objects of use. Construction and Decoration. Term B (Group I) Two periods a week. Knife Work: Practical exercises in control of the knife and material. Making objects for home use and other purposes. Simple designs in form and decoration. Chip Carving. board:

Folding

life

—

THIRD YEAR.

Term A

(Elective)

—Two periods a week.

Bench Work: Care

and use of tools. Working drawings to scale. Planning models and calculating materials. Construction of useful articles. Form design and surface decoration. Elementary Bent Iron Work. Term B (Elective) Two periods a week. Basketry: Advanced

—

Departments of Insteuction

work in form study,

design,

and weaving.

Use of

available

home

Original work.

materials.

JUNIOR TEAR. (Professional Course I.)

Term B

—Two periods a week.

Methods: Discussions relating work for various grades, lesson plans and presentation of subject matter, practical examples by individual students to be criticised by the class and the teacher, correlation with other subjects, course of study for rural schools and other points looking toward more eflQcient teaching. to the nature of the

JUNIOR TEAR. (Professional Course II.)

—Two

Term A

periods a week.

Eaffia:

Braiding, knotting,

and weaving; construction of mats, bags, simple Basketry Reed mats and baskets ; woven baskets in :

various stitches; use of

Teem B course

—Two

home

baskets,

etc.

design, using

materials.

periods a week.

Paper and Cardboard:

similar to that offered in the Second Year,

Term

This A, but

condensed and suited to the advanced standing of the students.

Some

attention will be given to methods.

JUNIOR TEAR. (Kindergarten Course.)

Same

Junior Year, Professional Course

II.

SENIOR TEAR. (Professional Course II.)

Term A course

(Section I)

—Two periods a week.

Knife work.

similar to that offered in the Second Year,

more advanced.

Term B Section I in

(Section II)

Term

—Two

periods a week.

Term

This B, but

The work given Term B.

repeated for Section II in

senior tear. (Kindergarten Course.)

Teem B

—Two periods

sional Course II.

a week.

Same

as Senior Year, Profes-

Manual Arts

For the Elementary Course the first two years in Manual Trainfirst two years of the Academic Course, Group I.

ing are the same as the

Dkawing. miss coulling.

The purpose secure

of the course

some degree of

to train the powers of observation,

skill in expression,

develop origiaality and

cultivate the appreciation of the beautiful.

FIEST YEAE.

Term A (Group

—Two periods

a week.

Space breaking in

and curved lines, with application in borders and surfaces, and in bowls, cups and vases and their decoration. Free treatment of flowers, leaves and fruits in pencU and water color, to be worked up in decorative treatments later in the course. Study of color harmonies and their application in designs. The principles of balance, rhythm and harmony are emphasized straight

throughout the course.

Teem B (Group

—Two

periods a week.

The

principles of

freehand perspective are taught in the drawing of curved- and straight-line objects in pencil outline, singly

Egyptian, Greek and acteristic

features

Eoman ornament

illustrating

made based on

designs are

principles

and in groups. are studied for charof

design.

Original

these styles.

SECOND TEAE.

Teem A (Group composition.

made from units.

—Two

periods a week.

Study of spray

Application of flower drawings in design.

Units

and single Continued use of principles of design and color harmony abstract spots developed in surface patterns

given in the

first year.

Teem B (Group of geometric

and

—Two periods

still

life

a week.

Freehand drawing

groups in light and dark and light

and shade, in pencil and in color. Pose drawing is begun. Study of Gothic and Saracenic ornament for characteristic features illustrating the principles of design. Original designs based on historic, animal and plant motifs.

Depaetments of Instruction

thied year.

Term

—Two periods a week.

Study of landscape Copyiog selected studies Adapted and original compositions worked up in for technique. light and dark, in charcoal and in color. Advanced work in design (Elective)

composition.

from

Analysis of the picture.

different motifs.

Term B Drawing

(Elective)

still

—Two periods a week.

life studies in charcoal

Drawing from cast. and water color. Pose

drawing.

FOURTH YEAR.

Term

(Elective)

—Two periods

Pose drawing and

a week.

composition from copy and from the model. models.

Students pose as

Advanced work in design.

Teem B

(Elective)

—Two periods a week.

Course in art appre-

ciation.

JUNIOR YEAR. (Professional Course I.)

—Two periods a week.

Teem A

This

taught in the Training School.

a course in methods of

The course

teaching Drawing in the grades.

based on that

Lessons are given in the theory

and practice of teaching Drawing illustrated by the actual work of Model lessons are given in the grades and lesson plans are written and discussed. Students make out

the Training School pupils.

courses of study to

fit

possible conditions in schools.

JUNIOR YEAR. (Professional Course II.)

—Two periods a week.

Teem A

There

begun in

three-term course for high school graduates

The

Drawing.

class,

first

term's work

this class a

who have had no

similar to that of the First

the subject matter being adapted to the ability of older

students.

Teem B the First

—Two periods

class,

a week.

This course

similar to that of

but fuller because of the character of students.

Manual

Aitrs

JUNIOR TEAR. (Kindergarten Course.)

Same

Junior Year, Professional Course

II.

SENIOR TEAR. (Professional Course II.)

Term A

(Section I)

class is presented

—Two periods

from the

a week.

The work

in this

teacher's standpoint as far as possible,

As much

work

and method work

given as time allows.

the Second Year

taken up as the advancement of the members

of the class will allow in the time that

Term B

(Section II)

Section I in

Term

—Two periods

of the

given.

a week.

The work given

repeated for Section II in

Term

SENIOR TEAR. (Kindergarten Course.)

—Two periods a week.

Term A

Same

as Senior

Year, Profes-

sional Course II.

For the Elementary Course the first two years in Drawing are the same as the first two years of the Academic Course, Group I.

Manual Arts

Course.

two years' course in Manual Arts

(see

page 34)

given to

prepare teachers for supervising Manual Training and Drawing in the elementary schools of the State. or

its

equivalent

High

school graduation

required for entrance to this course.

Departments of Insteuction

DEPARTMENT OF DOMESTIC SCIENCE MISS JOHNSON.*

The aim

of the course in Domestic Science

important, education;

power over

that education which

is,

first

and most

a development of

and over environment, enabling the student and to be of most service

self

live the best life possible for herself

others.

to to

believed that this study will give an abiding interest

most fundamental of all the industries of human life, homethe getting and preparing of food; that it will enable the student to see in one thing done rightly the likeness of all things done rightly; that habits of accuracy, neatness, correct judgment, and inventiveness will be established. in the

making and

In the second place the aim

to impart knowledge that will

Our welfare as individuals and as a nation depends upon our home life; the making of this home life is entirely in the hands of woman. Every woman has something to

be of practical value.

do with the business of housekeeping in some way, at some time; even

woman is to make woman should have

she should not, "the mission of the ideal

the whole world homelike."

Therefore every

an understanding of the principles underlying should

how

know how

to keep it so;

body in as nearly a

third

aim

state of perfect health as possible.

As a

subject in the schools of the State.

threshold

Acting

â&#x20AC;&#x201D;

that

home." teacher.

She

to prepare students for the teaching of this

we may look forward day when every child cooked food, and

this industry.

make a home healthful and attractive and how to supply such food as will maintain the

result of this teaching

to a better quality of education

and

to the

in the land will have wholesome, properly-

"will be guided

earthly

by intelligent hands over the

paradise,

clean,

restful,

beautiful

Domestic Science

PIEST YEAR.

Teem

A— One

double period a week.

Topics covered:

Home

economics, production of heat and ways of transmitting in cooking, effect of heat

on food principles, digestion of food and the uses

of food in the body, cleansing processes.

Term B

—

One double period a week. Topics covered Composiand nutritive value of foods, combination of materials in making constructive dishes, planning and cooking simple meals, :

tion

duties of the waitress, marketing.

Text Book: Elements "Williams

of the Theory

and Practice of Cooking,

and Fisher.

FOURTH TEAR.

Term A

(Elective)

principles

Term B covered

— One double period a week.

Topics covered

fundamental and processes of cookery, fermentation, home sanitation.

Tests for food

substances, classification of

(Elective)

—Two

double

foods,

periods a week.

Topics

Production and preservation of food, yeasts and bacteria,

planning and cooking meals, serving meals, computing cost of single dishes

and of

Text Book:

Van

Meter.

entire meals, diet for the sick.

Selection and Preparation of Pood, Bevier

and

—

Depaktments of Instruction

DEPARTMENT OF MUSIC MISS MINOR.

The purpose

of this course

is to

give the students the necessary

preparation for teaching music in the public schools.

FIRST TEAR.

—Two

Term A

periods

of the

major and minor

Work

week.

scales

Term B

First

—Two

Book

Structure Dis-

Varieties of rhythm, sight-

common

reading of songs in the nine

and

ear-training

with reasons for the same.

tinguishing minor from major songs.

Text Book:

Elementary theory of keys.

establishing tone relation.

keys.

Simple transposition.

—New Educational Music

Course.

Continuation of ear-training.

periods a week.

scales ascending and descending, with Advanced transposition. Sight-reading of songs two-part songs two- and three-part rounds. Song interpretation and voice work. Complete study of intervals.

Structure

chromatic

reasons for the same.

;

Text Book: Same

Term

as in

SECOND tear.

Term A

One period

a week.

chromatic scales and intervals.

Eeview of major, minor, and

Structure and location of major,

minor, augmented and diminished triads. songs.

Two- and

three-part

Supplementary Courses.

Text Book: Second Book

Term B

— One

—New Educational Music

Course.

Eeview of intervals and triads. Structure and location of dominant, diminished, and secondary seventh chords.

Two- and

three-

Text Book

period a week.

The common forms

Cadences.

and four-part songs.

Same

Term

as in

modulation.

Supplementary choruses.

THIRD TEAR.

— One period

Term A

a week.

Continuation of work begun in

second year.

Text Book: Third Book

Term B

— One period

Text Book

Same

—New Educational Music

a week.

as in

Term

Course.

—

Music

pourth yeae.

Term A

work.

(Elective)

—Two

Advanced chorus

periods a week.

study of the best and standard compositions.

Term B

(Elective)

Music History.

Two

periods a week.

lives and characteristics of the individual composers and their compositions. JUNIOR year.

study of the

(Professional Course I.)

—Two

Term A

Work

periods a week.

songs, scale work, transposition

in presentation of rote

and sight singing for those having

completed two years of academic work.

—New

Text Book: Third Book

Term B

—Method

Two

Class.

Educational Music Course.

periods a week.

term continued with discussions of methods

Work

of fall

to be used in public

school music.

—New Educational

Text Book: Fourth Book

Music Course.

JUNIOR YEAR. (Professional Course II.)

Term A

—Two

periods

graduates of high schools.

week.

course

designed

Major, minor, and chromatic

Staff notation, translation, transposition.

for

scales.

Intervals; Ear-training;

Sight-reading in two-part songs.

Text Book: Common School Book Music

Term B

of Vocal Music;

Modern

Series.

—

Two periods a week. Continuation of work of Term More advanced ear-training, sight-reading and chorus work. Text Book: Fourth Book Modern Music Series.

—

For the music

and second years of the Elementary Course, the first and second years of the Academic

first

the same as for the

Course.

Glee Club, consisting of thirty-five or forty members selected

by the director of music from the best singers and readers of music, receives weekly training in three- and four-part singing, choruses, glees

and

or twice a year.

college songs.

Public recitals are given once

â&#x20AC;&#x201D;

Depaetments op Insteuction

DEPARTMENT OF PSYCHOLOGY AND EDUCATION DK. STONE, DE.

The understanding

MESSENGEE.

of the process of instruction

aim of

the

It stands for a fair knowledge of the mental

professional training.

and of the forms of presentation and for the art of putting principles into

processes involved in learning,

suited to those processes, practice.

To understand the processes involved in learning it is necessary to know the principal factors in the development of consciousness, that is, how the mind assimilates, how it grows by that assimilation,

and the laws of

possible.

This

its

inner constitution which makes growth

feature of

training

professional

supplied

psychology and related subjects.

To understand of learning

the forms of presentation suited to the process

necessary to

relate material so as to save

This feature

know how

to select, arrange

time and make teaching most

and

effective.

supplied by work in methods, both general and

special.

Both the system and subject matter thing

study

of our education

the

comprehend a growing necessary to study the history of its growth. Such

result of a long, slow growth.

fully

provided for the history of education.

meet the rapidly changing conditions of the present time every teacher needs a broad view of education as a whole. She needs to know something of the factors which are chiefly instrumental in modifying educational theories and practices and In order

to have a rational basis for the interpretation

and adaptation of

new ideas. The philosophy of education aims to meet The work of this department by courses is as follows Peofessional Couese JinsriOE

Teem A intended

Psychology. introduce

TEAE.

Three periods a week. the

this need.

student

the

This course subject,

and

Psychology and Education far

possible

Each student easy

develop

psychological

attitude

mind.

asked to do some experimental work involving

and requiring close observation and right A text book is used as a basis for the supplemented by other standard works on psy-

introspections,

interpretation of results.

work, but this

chology.

Teem B sists of

new

—Psychology.

Three periods a week.

This course con-

a more extended and deeper study of the subject.

Some

up and the knowledge already gained is connected and unified. Such subjects as habit, association, memory, imagination, apperception, attention, sensory and motor training, the emotions, instinct and will, receive careful attention. Students are directed in their reading, and reports and discussions topics

are taken

The students read carefully certain number chapters from a of standard works, and the lead-

are given a prominent place. selected

ing psychological journals are frequently consulted.

Teem B

— Observation.

Three periods a week.

this course,

students are afforded an opportunity to observe lessons taught by the heads of departments, special supervisors, and the most efficient

One

of the student teachers in the Training School. periods a week

of the three

devoted to a discussion of the lessons presented,

with a view to bringing out the method employed, and the educational values contained in them.

This course also

be a special preparaton for those students

Training School as teachers.

The

who

intended to

are to enter the

point of view of the real teacher

in actual contact with the pupils in the class

may more

room

sought, so

comprehend the duties which they have to perform. These lessons are intended to be model ones, so far as is possible, and each one to have a direct bearing upon the actual work in the Training School. that student teachers

fully

SENIOE YEAE.

*Teems

and B

—Methods and Management.

Three periods a

week.

This course includes General Methods and School Manage-

ment.

The former

consists of a study of the

forms of presentation

*A11 Senior work is given both fall and spring because of the division of the Senior Class. (See pages 32 and 33.)

Depaetments of Insteuction

which suit the mental processes involved in learning. The nature and means of instruction, deduction, induction, analysis, synthesis, the nature and use of hypotheses and theories, requisites of scientific

classification,

principles

uses of analogy, generalization

scientific

investigation,

the

and demonstration are some of the

topics covered.

the purpose of the latter to discuss the various problems

confronting the teacher in the organization and conduct of a school. It will be

made

as practical as possible for those

in the rural schools as well as for those

who

will teach

will enter the

graded

schools.

—Philosophy

*Terms a and B week. The meaning

of Education.

Three periods a

from the points of view of biology, physiology, sociology, psychology, and philosophy. The aim of the course is to give to education a broader and deeper significance and to systematize and unify the facts and principles which are most important in the construction of an educational of education

discussed

theory.

*Teems

and B

—Ethics.

of the principles of

Two periods a week. human conduct and seeks for a

of evaluating action.

Ethics treats rational basis

and consequences of

It studies the motives

action and endeavors to discover principles of classification which

may

what acts are good and what to show how life should be fashioned in order to realize its proper end. It goes beyond psychology in that it asks not only what is but what ought to be. It considers the origin of conscience and of moral ideas, and the relation of these to right living. Its aim is not so much to discover new rules of action as to bring out the reasons which underserve as guides in determining

are bad.

lie

In general

its

the generally accepted

function

maxims

of morality.

*Teems a and B —History of Education.

Five periods a week.

Monroe's text book in the History of Education will form the basis of the course.

This book covers the

field

of the history

All Senior work is given both fall and spring because of the division of the Senior Class. (See pages 32 and 33.)

—

Psychology and Education" and insures a

of education very completely,

fair understanding

The

of the principal factors in the development of education. influence of the most significant historical

writings chief

movements and the

the great educational reformers will constitute the .

subjects

The aim

study.

always to find what of

permanent value each age has to transmit

to us.

Students taking this course will recite with the class in History of Education in Professional Course II, but will be required to do

extra

work

to the extent of

two

a and B— Child

*Tekms

full periods.

Study.

Two

patricFs Fundamentals of Child Study

Kirk-

periods a week.

used as a

This

text.

supplemented by readings and reports from the works of Baldwin, Groos, Judd, Oppenheim, Eowe,

pose of the course

is to

Warner and others. The purmore thorough knowl-

give the student a

edge of child nature, to enable her better to understand a child's conditions, to

interpret his

actions, to

appreciate his

and motives, and thus

to take

moment"

in things he ought to know.

him

feelings

advantage of the "psychological

The meaniag and significance of plays and other childish activities, the order of development of instincts, and problems of the period of adolescence are some of the topics discussed. to interest

of infancy, the value

Terms

and B

—Seminar.

One period a week.

the pur-

pose of the seminar to acquaint the student with the best current literature

upon the

subject of education.

Worthy

articles in the

leading educational magazines will be studied and discussed.

The

course will be as fiexible as possible and open to the study of

all

educational problems.

Professional Course

II. '

JUNIOR YEAR.

Term A

Psychology.

(Briefer.)

'' '

Three periods a week.

This

a one-term course in psychology intended primarily for high school graduates. An effort is made to select those parts of the

subject which are of most value to the teacher, principles to teaching.

The whole

and

apply the

field is covered, but, of necessity,

*A11 Senior work is given both fall and spring because of the division of the Senior Class. (See pages 32 and 33.)

—

Departments of Instruction

As far as possible, technicalities and and fundamentals emphasized. Observation. Three periods a week. Same as Junior

in a less thorough manner. details are omitted

—

Term B Term

Year,

B, of Professional Course

SENIOR YEAR.

Terms

A and B —History

This course

of Education.

Three periods a week.

similar to that given in Professional Course

but

more rapidly and less completely. In the Greek and Eoman periods only the most important topics are touched. The men and movements from Comenius to the present time are considered very carefully, the chief aim being to get a clear insight into the historical development of education in modern times. *Terms a and B Methods and Management. Three periods a covers the ground

— Senior Year, of Professional Course week. Same *Terms a and B —Philosophy of Education. Three periods a Senior Year, of Professional Course week. Same *Terms a and B — Child Study. Two periods a week. Same Professional Course Senior Year, *Terms a and B —Seminar. One period a week. Same as as

Senior Year, of Professional Course

Kindergarten Course, junior tear.

Term A Year, Term Teem B

Psychology.

Three periods a week.

A, of Professional Course

Year,

Term

Same

as Senior

Same

as Junior

Junior

—Child Study. Two periods a week. Professional Course Year, Term B —Psychology. Three periods a week. of

Same

B, of Professional Course

SENIOR TEAR.

Term A

Same

History of Education. Three periods a week. Course II.

as Senior Year, of Professional

Term A

Education of Man.

One period a week.

adaptation of Froebel's famous work

supplemented by lectures

used as a

and outside reading.

text.

Herford's

This

The aim

All Senior work is given both fall and spring because of the division of the Senior Class. (See pages 32 and 33.)

Psychology and Education and discuss

present

fundamental

the

principles

Froebel's

philosophy upon which the practical work of the kindergarten rests.

Term B Same

â&#x20AC;&#x201D;Philosophy

Education.

Three

as Senior Year, Professional Course

a week.

periods

In the professional year of the Elementary Course, Term A, is the same as in the Junior Year, Term A, of Professional Course II. The Methods and Management of Term the Psychology

of this year

Course

same

the

as the Senior Year, of Professional

Practice Teaching.

The

ability to

professional

teach

department.

the ultimate test of students in the Skill

in teaching

of the essential requisites of the unless sufficient ability

attained

regarded as one

Normal School graduate, and to discipline a room properly,

and to give suitable instruction in the subject matter, the student can not be graduated. The teaching is done in the Training School, under the special supervision and direction of the heads of departments and the supervisors for the grades. The effort is continually made to inspire the young teacher with the true professional spirit, and to give her such methods and help as to make her efficient in her work. One term of teaching is required of all students, and it is evident that this much actual experience in the school room gives the student teacher a power which could not be gained by any amount of theoretical information. Hence practice teaching is required in the Senior Year of Professional Courses I and II and of the Kindergarten Course. In the spring term a course in elementary pedagogy This course

offered.

intended for those students who expect to teach

without being able to complete the full work for graduation.

The aim

to select for discussion those topics

which will give

the student some insight into the field of pedagogic thought and at the tical

same time

to prepare her to deal judiciously with the prac-

problems which

managing a

school.

every teacher

meets

Methods applicable

receive special attention.

in organizing

and

schools

will

rural

Depaetments of Insteuction"

THE KINDERGARTEN DEPARTMENT MISS BLANDY,* MISS OPPEEMANN.

The aim

Department is to qualify teachers and private kindergartens where superior It offers special work in relation skill and scholarship are required. xo the primary grades. of the Kindergarten

for positions in public

The Kindergarten Course comprises a and a technical

broad,

liberal

culture

a practical vocation.

traiuiiig for

FroeheVs Gifts and Occupations: This course

intended to give

technical mastery of kindergarten material as well as insight into their educational value

and place in the Froebelian scheme.

The

goemetric forms are so arranged that they give to the child his first

form and help him

lessons in the evolution of

to classify

objects about him, thus leading to intelligent creative construction.

The occupations

of the kindergarten are studied in their

logical unfolding and also in their relation to the industries of the

primitive races and to the constructive work. is

The

skill of fingers

developed as well as a practical knowledge of the use of tools,

such as needles, Stories:

work.

scissors, pencils,

Story-telling

The

and brushes.

an important phase of

kindergarten

course comprises a familiarity with the great sources

from which to draw the best material and secure a cultivated power of expression; it gives a general of the world's literature,

survey of appropriate literature for

and fairy

tales, history stories,

little children,

nature

including folk

stories, fables,

and poems.

Songs and Games: Much of the inspiration of the kindergarten comes from the songs and games, where the children play out the

human

Here the impulse is given to them in one common bond. The kindergartner must comprehend the value and meaning of play, must be educated in musical appreciation and expression, and must possess dramatic power. This course comprises a study of manifold relations of

life.

that social feeling which unites

*0n

leave of absence.

KlNDEEGAETEN DePAKTMENT and form

music,

the words,

the

kindergarten games, with

practice in playing.

The

outline of the kindergarten year

followed by beginning

with such games as acquaint the children with one another; next

come those that

exercise the muscles in rhythmic

as ball games, marches, etc.;

animal, and

plant,

Each student

human

in the course

originate a game.

movements, such

then follow representative games of life,

games, and the

tradition

must conduct the play

circle

like.

and must

This course also includes a study of the origin,

meaning, and purpose of games.

Mother Play: This book by Froebel contains the kindergarten "It is a profound treatise on the philosophy of education." It shows in the most practical way how to study children in order to gain a correct understanding of their instincts and

principles.

interests;

child.

gives insight into the individual development of the

original interpretation of this book

each student;

each play

studied to find

this principle is reinforced

ciple;

its

required from

fundamental prin-

by a study of the masterpieces

and history; it is then applied development of the child and to life in general. of art, literature,

to the threefold

Kindergarten Principles, Methods, and Program: this course is to familiarize the

subject matter of the kindergarten;

done, and

made first

why

it is

done.

The aim

student with the methods and as to

what

done,

how

it is

This course consists of plans of work

out by the student for definite divisions (that

is,

work

for

year children and for second year children) so that the stu-

may test her power to apply educational principles to daily programs of work. Discussions are held concerning discipline, methods, and subject matter for the kindergarten, mothers' meetdent

ings, etc.

The

senior students will present a year's

program and

conduct the kindergarten for a specified time. Practice

Teaching and Oiservation:

Especial

advantages are

department for practice, training, and observation in the kindergarten and primary grades. Here the student has offered

this

——

Departments of Insteuction

the opportunity to put into practice with the children her educational theories

and work them out under the

criticism of super-

visors.

The work

of this department by classes

as follows

JUNIOE YEAR.

Term A tice.)

pations. gifts.

FroebeVs Gifts and Occupations.

Four periods a week.

(Theory and Prac-

general survey of Gifts and Occu-

and fourth

special study of the first, second, third,

Original and progressive games with each gift are required.

The occupations

of pricking, sewing, drawing,

and thread games

are taken up.

Term A Stories, Games, and Songs. Two periods a week. These are based on the Mother Play. (Ten Mother Plays.) Term B

—FroebeVs Gifts and Occupations.

(Theory and PracFour periods a week. A special study of the fifth, sixth, Original and progressive seventh, eighth, ninth, and tenth gifts. games with each gift are required. The occupations of weaving, interlacing, and parquetry are taken up. tice.)

Term B This work

Term B

—

Stories,

based on the remaining Mother Plays.

—Mother

Games, and Songs

One

Play.

Two

periods a week.

period a week.

activity in the child

and how to meet

it;

study of the

The

following plays, the subjects considered being:

instinct of

the child a self-making

being; effort the law of growth; the instinct of imitation and value; beginnings of the religious life;

and what upon life

it ;

first

its

experience of change

means to the child the law of continuity and and the training of the senses. ;

its effect

SENIOR YEAR.

Term week.

The

Theory of

Two

FroebeVs Occupations.

occupations of

folding,

cutting,

periods

and coloring are

taken up.

Term A

Mother Play.

Two

periods a week.

following plays, the subjects considered being:

A How

study of the to cultivate

—

Kjndergaeten Depaetment

a sense of responsibility and time in the child. individual and

its

of nature

and

its

upon the

child.

love.

The

true freedom

The home.

part.

Family duties and

Value of courtesy.

Term

Kindergarten

child.

The mother

Beginnings of number.

Rhythm and

relations.

Retrospection and

of this class

value.

its

Program.

based on Froebel's

Mother Play and Hughes' Educational Laws. cussed are:

Law

its relation to child-

Methods, Principles, and

The work

period a week.

effect

its

be attained.

to teach children helpful cooperation.

father's

music and their relation to the

One

may

Personal responsibility and

How

Value of the

child's recognition

Environment and

response to him.

How

compensation. training.

The

relation to the whole.

The

subjects dis-

nature study, individuality, and

self-activity, unity,

cooperation.

Term B

—Mother Play.

following plays,

the

Two

subjects

How

periods a week.

considered being:

study of the

Life and

its

meet the negative in the child. The transformation of nature and its value to the child. The dignity spiritual analogy.

of labor.

The

child's relation

ciliation of contrasts.

The

toward the industrial world.

Responsibility of superior to inferior

child's relationship to nature.

and doing. conscience.

ship to God.

Term B

Privilege of nature.

Value of the ideal to the Aspiration.

How

Recon-

child.

Value of money.

The

life.

Working

Training of the child's relation-

to develop the creative self-activity of the child.

—Kindergarten Principles, Methods, and Program.

One

Advanced work in the kindergarten. The relation of the kindergarten to the primary school is carefully worked out. The intention is not to prescribe a program of work, but that the students may test her power to apply educational principles to her daily program of work. period a week.

Departments of Instruction

DEPARTMENT OF PHYSICAL EDUCATION MISS OVERALL.

"Health

Wealth."â&#x20AC;&#x201D;Emerson.

All hopeful educational effort presupposes a substantial physical

The women who

basis. first

all,

are to teach in our public schools should,

be themselves physically strong, and should be pro-

which have been found best adapted for and symmetry of the

ficient in the exercises

school use in developing the bodily vigor

young.

serve these important ends the State

The work

maintains a gymnasium. hygiene and education. state of the

body;

Normal School

based upon principles of

It aims to maintain a general healthy

and strengthen the organs,

to train

especially

the organs of circulation and respiration; to develop the muscular

and nervous system;

form

correct postures,

and

to train

some

of the psychological powers.

Physical Training:

Two

periods a week throughout the entire

course of study.

The

regulation

suit

required, which

divided skirt, and low-cut

gymnasium

by the Head of the Department.

shoes.

Cost of

Educational Gymnastics:

Two

Year, of Professional Course

consists of

a blouse,

These will be ordered $5.00

suit,

;

shoes, $1.50.

periods a week in the Junior and in the Senior Year, of Pro-

fessional Course II, devoted to theory, with practical applications.

The aim

of this course

is to

acquaint our future teachers with the

principles underlying physical training;

also

show how these

principles are applied to practical work, to prepare the students to teach intelligently school gymnastics

the varying conditions which talks

physiology

the of

history of exercise,

terminology, systems of

may

and

be met.

physical

to adapt their

work

The theory

includes

applied

anatomy,

training,

movements and positions, physical framing, methods of teaching, gymnastic

Physical Education

common athletics.

among

defects

Each student

school

children, gymnastic

will be required to

make

games and

plans and teach

a section of the class under the supervision of the director. will be followed

Hygiene:

The

Two

This

class criticism.

periods a week in

object of this course

Term

of the Eeview Year.

to give the pupils the

fundamentals

and practical hygiene, that they may not only know the importance of good health, but may gain a knowledge of the best means of securing and retaining it. of personal

Departments of

iNSTEucTioisr

SPECIAL COURSES Peimaet Methods, miss haliburton.

In recognition of the fact that primary work requires special Primary Methods is required of all students

training, a course in

This

taking professional work. arithmetic,

nature

primary grades.

study,

a course in methods of teaching

and language in of observation of work with classes

spelling,

It will consist

reading,

of children in the Training School, discussion of the principal

methods of teaching reading and a comparison of their respective merits, of the value and aim of story-telling in primary work, sources of stories, kinds of stories suitable, and practice in adapting

and

telling of these stories.

One period

week of

this

work

will be devoted to the training

of teachers in the systematic use of phonetics according to a scientific

method, as serving three purposes:

train the ear and the vocal organs in the niceties of and thus eradicate slovenly habits and local peculiarities. This is done by drill in the correct pronunciation of vowel sounds, in the distinct enunciation of consonants, and the use of pleasant 1.

speech,

tones. 2.

give such training in phonetics as shall lead the pupil

gradually to become conscious of the ing,

which principles he

done by

and 3.

common

drills in syllabicating, accenting,

later

by the marking of words

To show

principles of Spell-

will later formulate in rules.

This

and pronouncing words,

diacritic ally.

the use of phonetics as a preparation for reading,

an aid to that early proficiency in mastering unknown words without the use of such apparatus as diacritical marks,

and

enabling even the young child to get quickly, silently the

meaning from the printed pages

accurately,

of a book.

and

Special Coueses

LiBEAKY Methods.* MISS DUGGER.

The purpose

of the

first five

years of this course

to aid the

students in the intelligent use of the school library.

The work

in the Junior

Year

to prepare

them

to take charge

of the Juvenile Library in the Training School during their Senior

Year;

also to train

library

when

them

in the administration of a small school

teaching.

REVIEW TEAR.f

Term

A— Six

periods a term

required.

This

work covers:

Eules and regulations concerning the use of the school library; circulation of books;

catalogue and

how

general arrangement of books in the library;

to use it;

contents of reading room;

care of

books in using them. FIRST year.

— Four periods a term required.

Term A

aries are studied in regard to their

In this term dictionuse and what information may

be found in an unabridged dictionary.

second year.

Term A paedias aries

— Four periods a term required.

and

In this term encyclosame manner that diction-

atlases are studied in the

were in the First Year.

THIRD year.

— Six periods a term required.

Term A

Biographical reference works;

and

In this term are studied magazine and periodical indexes;

special reference works.

FOURTH year.

— Six

Term A

periods a term required.

brief review of preceding

work ; helps

This term covers:

in the selection of children's

books, including discussions of standards by which juvenile books

should be judged. *A11 of this work, except that of the Junior Year, is done in time scheduled for English. tAll students who enter below the Junior Year are required to take the work of the Review Year, in addition to the work of the year to which they are

admitted.

Departments of Instruction

junior year.

Term B

—Twenty

Time taken from

periods a term required.

that scheduled for observation.

The

work outlined and those students who have had this

eight lessons consist of a review of the

first

for the preceding years

work are excused for

The remaining twelve

this time.

are required of all Juniors and the work

when

administration of a school library

periods

devoted entirely to the

teaching, and

prepara-

tory to the work in the Training School in the Senior Year.

Writing and Methods. miss dunn,

review tear.

Term A

— One

The aim

period a week.

of this course

give freedom of movement, correct position and pen-holding, ease

and

facility in writing, together

Term B

— One

with neatness and correct form.

The work

period a week.

of the first term

continued, with exercises in dictation and tests of speed. of this term's

work

The aim

the formation of a clear, free hand.

JUNIOR TEAR.

— One period a week.

Term A

This course

taken by students

during the year preceding the one in which they teach in the

Training School.

The students

are taught to write a clear, free hand, especial

attention being given to

its

use in board work.

Movement

drills

are given to develop speed.

Students

attempted

are also directed

in the various

variation of

grades;

work and devices for

the work

suggestions class use.

that

should be

are given as

Departments of Instruction

junior year.

Term B

—Twenty

Time taken from

periods a term required.

that scheduled for observation.

The

eight lessons consist of a review of the work outlined

first

and those students who have had

for the preceding years

this

The remaining twelve periods are required of all Juniors and the work is devoted entirely to the administration of a school library when teaching, and is preparatory to the work in the Training School in the Senior Year. work are excused for

this time.

Writing and Methods. miss dunn.

review tear.

Term A

— One

The aim

period a week.

of this course

give freedom of movement, correct position

and

facility

Term B

and pen-holding, ease in writing, together with neatness and correct form.

— One

The work

period a week.

of the first term

continued, with exercises in dictation and tests of speed. of this term's

work

The aim

the formation of a clear, free hand.

JUNIOR TEAR.

— One period a week.

Term A

This course

taken by students

during the year preceding the one in which they teach in the

Training School.

The students

are taught to write a clear, free hand, especial

attention being given to

its

use in board work.

Movement

drills

are given to develop speed.

Students

attempted

are also directed

in the various

variation of

grades;

work and devices for

the work

suggestions class use.

that

should be

are given as

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TRAINING SCHOOL DEPARTMENT L. Jabman Cuff W. Stone Mary St. Ct.atr Woodruff Mabt St. Cxaie Woodruff Maet D. Pierce

Joseph

President

Director Principal

Supervisor of Seventh and Eighth Grades Supervisor of Fifth and Sixth Grades

Supervisor of Third and Fourth Grades Fannie Wyche Dunn *Maegaret Winifred Halibueton Supervisor of First and Second Grades Acting Supervisor of First am.d Second Grades Sue Porter Supervisor of Kindergarten *Maby V. Blandy Gertrude Opperman Acting Supervisor of Kindergarten Assistant in Kindergarten Grace Beat.f, .

â&#x20AC;&#x201D;

Note. Heads of Departments, whose subjects are represented in the Training School, are also members of the Training School Faculty.

GrENERAL STATEMENT.

The Training eight grades,

School, which consists of a Kindergarten

and

in charge of a Director, assisted by the Principal

Heads of Departments, Supervisors, and members of the Senior Class. The Director is also Head of the Department of Psychology and Education, hence the work of the of the Training School,

Training School thought.

The purpose

touch with the latest educational

of this school

to give to the student-

teachers actual experience in solving the various problems which

They

room and and are required to teach the different branches in the grades under supervision. They are observed and criticised and directed in methods of instruction. At the beginning of the Senior Year the Director of the Training School divides the Senior Class into two sections. The members of one section finish up their class work, while the members of the other devote almost their entire time to teaching. confront the teacher.

held responsible for

*0n leave

its

are placed in charge of a

discipline,

of absence, session 1908-09.

Teaining School Depaetment

100

In the spring term the sections order that the students

may

who

This division

reverse.

made

are teaching in the Training School

be practically free for this work.

student

allowed to graduate, however proficient she

may

be in the academic branches, until she has satisfied the Training

School Faculty that she

qualified to teach.

ORGANIZATIOlSr.

Heads

methods of teachIn these courses no attempt is made

of departments offer special courses in

ing their several branches.

methods ; rather a broad, liberal view of the entire aimed at; the work is of such a general nature as to leave the student scope for freedom and originality in adapting her methods to meet the needs of her particular school. In making to give detailed

subject

out these courses, heads of departments consult with the supervisors.

The

special

methods employed in carrying out the daily recitahands of the supervisors, but are made to har-

tions are in the

monize with those given in the methods

classes.

Each supervisor has charge of two grades, in which she does some of the teaching, and devotes the remainder of her time to the supervision of the student-teachers.

conducts

illustrative

teachers, the

amount

lessons

in the

make

offers,

her

she

student-

of such teaching varying with the needs of

the grade and of the training class. to

As occasion

presence of

Student-teachers are required

daily lesson plans for the supervisor, to be criticised

returned before the lesson

Most of the suggestions

and

presented.

to the student-teachers are given

supervisors, yet heads of departments observe the

by the

work done in

their subjects, offering criticisms through the supervisors, or in

any other way that seems best to both. All criticisms are intended to be helpful and suggestive, and are not intended to be interpreted as warnings of failure.

however, a student

found at any time

If,

to be failing in her teach-

Training School Department ing, she is notified of the fact

101

by the Director of the Training

School.

The Director

Training School assigns each student-

the

teacher to the grade in which she of the subjects in the grades

making such assignments,

The assignment

to teach.

made by

Before

the supervisors.

supervisors consult with heads of de-

partments and, as far as practicable, consider the student-teacher's special qualifications in assigning work.

Juvenile Library.

The Training School

equipped with a library containing four

hundred seventy-four carefully selected volumes and about a dozen magazines suited to young readers. Student-teachers are assigned work here just as in other departments, and are given practical experience in the administration of a small library

the pupils of the Training School,

among

This library serves the double

purpose of giving the pupils of the Training School the advantages of a library,

and

at the

same time of giving the student-teachers

training in properly directing such libraries as

may

be located in

the schools where they are called to teach.

Expenses.

fee of $5,00, payable $3,50 a

term in advance,

every pupil entering the Training School.

grades this fee provides pupils with

all

In the

first

charged

and second

material except text books.

In the intermediate and grammar grades the following material is supplied: drawing paper, colored crayons, water colors, rulers, dividers, drawing pencils, pen and pictures for work in language and

erasers,

points, ink, history.

theme paper,

Teaining School Depaetment

102

COURSE BY DEPARTMENTS

GARDENING AND ELEMENTARY AGRICULTURE FIRST GEADE. Fall:

Harvest and

store

preceding First Grade.

popcom and pumpkins planted by Lay out

Visit eornerib, granary, barn.

garden beds and edge with sweet if possible.

violets,

brought by children

Plant crocus bulbs out of doors, and Chinese

water in the house.

Make an onion

bed.

Mulch and

lily

protect with

leaves.

Winter: in

Care for house plants.

Skim milk and make

butter

modern churn. Spring: Eake and cultivate onion bed.

kins.

den.

Plant popcorn, pump-

Plant nasturtium seed in the house and transplant to gar-

Transplant speedwell from roadside to garden.

SECOND GRADE. Fall:

Plant turnips.

Visit a farm, to see fall work.

Harvest

and store corn planted by preceding Second Grade. Gather cosmos and sunflower seed. Plant tulips in garden plot and paper narcissus in water in the house.

Winter: Care for house plants.

Make meal Spring:

of corn.

Make

butter by shaking milk.

Plant date seed.

Plant corn and English peas.

Plant peach seed to see sunflower and cosmos.

Gather and

they germinate the

shell peas.

first season.

Plant

Transplant wild violets from the woods.

THIRD GRADE. Fall:

Gather tomatoes, for seed and canning.

strawberry plants from woods to garden.

Transplant wild

Pick and seed cotton

from Eighth Grade plot. Make a lettuce bed. Plant snowdrops out of doors and jonquilla campemelle in water in the house. Collect seed of verbena.

Course by Depaetments

Cultivate and protect lettuce.

Winter: fasihioned

â&#x20AC;&#x201D; Gardening Make

103

butter in old-

chum.

Spring: Plant tomatoes, beets, and apple seed.

Transplant

and verbena seed, or transplant. woods to garden plot.

Plant hollyliock blood-root

from

FOURTH GRADE. Slip roses out of doors;

Fall: valley.

Pot, for the

Wonder Lemon, and Winter:

Keep house

plant sweet peas and

window garden,

lily of

the

calla lily, Otaheite orange or

Harvest sorghum and sugar

a palm.

beet.

plants free from scale and aphids.

Care

for.

Spring : Plant sugar beet and sorghum, scarlet sage and Japanese

Eepot window plants and dry off calla bulbs. Transanemone and Jack-in-the-pulpit from woods to garden. Keep sweet peas Cultivate and train sweet peas planted in fall. and roses free of aphids. anemone.

plant

SEVENTH GRADE. Fall:

Dig

carrots

and

Plant trumpet narcissus

Irish potatoes.

bulbs out of doors.

Spring:

Plant

carrots,

radishes,

Irish potatoes,

and string

beans in the vegetable garden, and Shasta daisy, sweet alyssum,

and cypress vine in the flower garden.

Gather radishes and string

beans.

EIGHTH GRADE. Fall:

Harvest com.

house to mature pods.

If necessary, bring cotton plant in the

Plant

iris

for spring blooming.

Make

pansy bed. Spring:

Plant mignonette, balsam apple, and wall flower in

flower garden, and

com,

cotton,

and parsley in vegetable garden.

Training School Department

104

MANUAL TRAINING FIRST GRADE.

Horme Life and Homes of Other Peoples: Planning houses, Making small model house of paper. Furnishing playhouse wall paper, painting, ^furniture, rugs, curMaking Eskimo homes of clay, Filipino houses of grass, tains, etc. Indian wigwams of cloth, Indian village. Making moccasins, head

using sticks and crayons. ;

dress,

etc.

Illustrating

stories

with free

paper

Other occupations

reflect-

activities

cutting and modeling in clay or sand.

ing child life and activities.

SECOND GRADE. Simpler Occupations and Primitive Methods: Dressing dolls in the costumes of hunter and shepherd.

head

garden

Primitive plows

seed.

modern chairs,

tools. etc.

Making moccasins and

Simple baskets, sacks, boxes, envelopes,

dress, etc.

Making mats

and harrows

etc.,

contrast

for

with

primitive substitutes for beds,

Free paper cutting, modeling in clay and sand to

illustrate primitive

methods of carrying on

connection with holidays,

industries.

"Work in

etc.

THIRD GRADE. Neighborhood cotton and wool.

Occupations and Pioneer Life:

Weaving with

Braiding and making mats, hats,

etc.

Card-

board and paper construction of gifts for holidays, involving more difficult

problems in measurements.

fancy boxes, fans, toys,

Calendars, picture frames,

etc.

FOURTH GRADE. Transportation and Life in Other Lands:

Wood and

cardboard

construction of models of the simpler means of transportation. Eaffia

and reed mats, baskets and whiskbroom holders. Sewed Advanced cardboard construction of useful articles, gifts,

baskets.

toys, etc.

CouBSE BY Departments

—Manual

Training

105

FIFTH GRADE. Mechanical drawing for models in knife work.

Boys:

Con-

Lessons in control of knife

struction of various useful articles.

and materials.

—

basting,

Sewing The common stitches, such as blanket stitching, hemming and combination stitch applied to various useful

articles

Girls:

hair

sewing bag,

pencil

receiver,

iron

case,

holder,

book cover,

etc.

SIXTH GRADE. Boys: Mechanical drawing for models in knife work; advanced work.

Use of

home and

Construction of articles of use about the

tools.

for other purposes.

Simple carving and decoration.

—

Sewing Stitching, hemming, overhanding, French felling, sewing on buttons, gathering and setting in gathers, applied to articles as tie, handkerchief, pin ball, bean bag, apron with band, sleeve protector, etc. Cord Work Scissors and curtain Girls:

—

cords.

SEVENTH GRADE. Boys: Mechanical drawing to scale in making working drawings. Bench work in wood. Construction of articles of use for home use and other purposes. Carving and decoration. Girls:

Sewing

ing, buttonhole,

—Feather eyelet,

stitching, chain, herring bone, couch-

loop, applied

to articles as

collar,

sofa

bag with design, work apron, traveling case. Crocheting and knitting doll slippers, wash cloth, etc. Patterns used in

pillow,

making

doll clothes.

EIGHTH GRADE. Boys: Working drawings to work in wood. Original models. work.

Making simple

Girls:

furniture.

and making.

sofa pillow or centerpiece.

bench

Chair caning. ties.

one garment for herself, using a pattern. doll clothes, cutting

advanced

Elementary bent iron

Design.

—Soiling and whipping

Sevdng

scale.

Each

girl will

make

Drafting patterns for

Stenciling applied to curtains,

Tkaining School Depaetment

106

DRAWING The course Book Course.''

based on the Prang "Art Education Drawing

As far

as possible the

work in drawing

lated with the other subjects taught in the grade. cially true of the

This

is is

corre-

espe-

primary grades. FIEST GEADE.

Plant drawing in

showing atmospheric

and spring. Very simple landscapes, and the seasons. Spectrum and the

fall

effects

orange, green, violet.

colors, red, yellow, blue,

Free expressions

in drawings connected with Thanksgiving, Christmas, and other special

occasions.

Action drawings of people and animals sug-

gested by games and occupations; life.

this

done from copy, memory,

Illustrative drawing.

Mediums: Black and

colored crayons, ink, and brush.

SECOND GEADE. Subject matter similar to that of

taught; EO,

first

grade.

Hues

of color

OY, YG, EY, VE. THIED GEADE.

Drawing of plants and vegetables. Placing of these in an enTints and shades of spectrum colors made. Chart in five values. One mode harmony. Space breaking in stripes, Appropriate drawing for Thanksgiving, borders, and landscape. Christmas, and other important days. Drawing from pose suggested by games. These and animal drawings used to illustrate closing form.

stories,

games, historical events,

Mediums

etc.

Spring growths.

"Water colors, crayons.

FOUETH GEADE. Drawing

and flower sprays and their correct and cool colors. Ke3dng. One mode harmony. Space breaking illustrated by designs in stripes and borders. Proportions of planes. Drawing from pose in fall fruits

and

placing in enclosing forms.

leaf

Warm

CouKSE BY Depaetments familiar attitudes. copy,

memory,

â&#x20AC;&#x201D;Drawing

107

Drawing

of animals, birds, and insects from Simple designs derived from plant and

object.

animal units.

Mediums:

Pencil, crayons, water color.

FIFTH GEADE. Flowers and leaf sprays, fruits and vegetables put in in two

tones.

Complementary

colors

flat

wash

by designs

illustrated

and simple decorative landscapes. Object drawing of and hemispherical forms. Drawings of animals and birds, from copy, memory, object. Drawings of spring growths in outline and flat wash. Designs based on units derived from material gathered during plaids

spherical

the session.

Mediums:

Pencil, water colors, crayons.

SIXTH GRADE. IsTaturalistic

teristic

color.

drawings of flowers,

fruits,

vegetables in charac-

Interrelated colors, charts made.

Design-balance

surface patterns, full drop and half drop repetition.

ing of cylindrical forms.

from copy, memory,

object.

forms used as motifs

Object draw-

Detailed study of animals, birds, insects

and

insect

out in simple

color

Conventionalized flower

for designs,

worked

harmonies.

Mediums:

Pencil, crayons, water color.

SEVENTH GRADE. Naturalistic drawings of flowers, fruits, leaves in pencil and

water

Decorative arrangement of these.

color.

making bowls, cups, vases. Balance in five values. Keying for dominant tone.

applied in scales

Abstract curves of areas.

Color

Object drawing

of simple groups of curvilinear forms placed in enclosing

form Drawing of birds and animals in familiar attitude from copy, memory, object. Designs in first, second, third mode, motifs derived from animal, insect, and plant

with divided background.

forms.

Mediums

Pencil, crayons, water color.

Training School Depaetment

108

eighth gkade. Detailed plant study worked out in characteristic color in values for decorative composition. spot.

Surface designs in

Color scales in nine values.

first,

second, third mode.

ings of rectangular forms in pencil. attitudes. object.

Abstract

Object draw-

Pose drawing in characteristic Drawings of animals and insects from copy, memory, Surface designs and borders, using plant and animal

motifs.

Mediums:

Pencil, crayons, water color.

CouESE BY Departments

â&#x20AC;&#x201D;Elementary

109

Science

ELEMENTARY SCIENCE For the work of the first, second, and third grades, see Geography In these grades Elementary Science and Geog-

(pages 111-113).

raphy are treated as one

topic.

FOURTH GRADE. Nature Study:

Study of

of neighborhood, to determine

trees

which, by direction of growth and quality of wood, are best suited

making of simpler types of boats. Learn to identify wood and bark of those studied. Eeview trees already studied, and Study include birch, pine, and cedar in list for special study. Make sugar and molasses. Make candy. the stems of plants. Crystallize salt from a saline solution. for the

Study

house

materials

â&#x20AC;&#x201D;wood,

Identify granite, mica, quartz;

brick,

tin,

lead,

metals.

stone,

slate,

iron;

cabinet woods.

Source and important characteristic of each. of fall in connection with

formation of of

soils.

Eeview tree study means of land transportation. Study

Visit clay bank,

etc.,

to account for varieties

soil.

Collect caterpillars in fall, noting their food trees.

tent

and tussock

pillars

worms.

caterpillars,

in the school room,

and their cocoons. especially the

Study the silk-worm and

masses of tent caterpillar.

silk

Learn the

Keep some

cater-

great American silk-

culture.

Look

for egg

Distinguish from egg mass of praying

Collect bag-worm cases and keep for development. Study and identify emerging moths and butterflies in spring. Observe lady beetle and praying mantis on plants in garden. What are they doing? Study the toad, and introduce one into the garden. Pay special attention to returning birds. Review those already known, and introduce the class, through talks and pictures, to those which individual pupils observe. Learn woodthrush, brownthrasher, mockingbird, catbird, and cuckoo, and note their service to trees and garden.

mantis.

Teainikg School Department

110

fifth grade.

(Not ready for publication.) SIXTH GRADE. (Not ready for publication.)

SEVENTH GRADE. Agriculture:

The

course in agriculture consists as largely as

possible of the observation of plants

and soUs and

to illustrate their relation to each other.

and tUlage are especially dwelt upon. trate pollination;

observed;

Flowers are studied to

insects divided into useful

observations are

and a garden

cultivated

made

of experiments

Soil formation, drainage, illus-

and injurious, and

in the field of available crops,

by the pupils.

In a word, the practical

emphasized, rather than the theoretical.

Text Book: and

"Agriculture for Beginners," by Burkett, Stevens,

Hill.

EIGHTH GRADE. Hygiene: The aim of

this course is to acquaint the pupils

the important laws of health.

with

Public and private sanitation are

emphasized and certain features of domestic science are introduced, to

show the necessity for hygienic care of the home.

Text Book

Eitchie's

"Human

Physiology."

;

Course by Depaetments

— Geography

111

GEOGRAPHY FIEST GEADE.

Geography and Nature Study: Outdoor lessons on hills, valleys, and meadows; on brooks, ponds, and springs; on rills, gullies, and rain puddles. ridges,

Directed observation of

moon and

snow, cloud or sunshine.

dew

and

sunrise

stars,

lengthening of day and fall of shadows;

Teaching cardinal points.

names of seasons and watching phenomena

sunset,

or frost, rain or

Teaching

of each in turn.

Observation of blooming and fading flowers; forming, falling and dissemination of seeds; coloring and falling of leaves; ripening and gathering of fruits in the fall; leaves and snow as a shelter to plants. Budding, leafing, and blooming of plants; forming of fruits in the spring. Special trees

contour;

sugar maple, oak, tulip

blossoming, and seeding in spring; leaves

tree,

—use

spruce

recognition and coloring and fall of leaves;

on the

spruce.

Narcissus blooming

maple

Does the spruce

in water;

the

keys.

ever

bulb as a

Look lose

plant

its

man

leafing,

for

new

leaves?

store house.

Crocus and violet blossoms in garden, and speedwell for wild flower acquaintance.

Observation of animal and insect

life

in vicinity of

school;

and return of birds in the spring, especially of the robin; hibernation of animals in fall, wakening of animals in spring; forming of cocoons and chrysalids in fall, emerging of moths and butterflies in spring. Lessons in winter on domestic animals and on animals connected with fables and geographical stories cow, pig, turkey in connection with Thanksgiving; the cat as a helper in the barn; rabbit and bear, dog and reindeer in connection with Eskimo; bluebird, robin, and migration of birds in the

fall

—

cardinal grosbeak as birds for special study.

Tkaining School Depaetment

112

second gkade.

Work

GeograpJiy and Nature Study:

Lessons on

extended.

brooks, creeks, ponds;

valleys,

hills,

year reviewed and

first

slopes,

ridges,

mud

work of brooks;

divides;

banks or

deltas;

shore forms found in ponds; idea of hill expanded into that of mountain meadow into plain brook into river ; pond into lake. Sky studies continued as in first year. Observation of season phenomena extended by study of forms of water, experiments ;

;

with boiling water, freezing water,

Plant and animal

life

etc.

continued as in

study of the cosmos plant as a whole in the fall

first fall.

wild flowers, especially those similar to

asters

and goldenrod.

ing of such seed,

how

Look

Thorough and name Learn sunflower. year.

Collect

Scatter-

for seed of trees studied.

accomplished.

Plant some of each.

Need

of germination of seeds in the spring.

Study

of plant for heat,

and food shown by experiments. Eeview first grade and add peach and sycamore. Study fruit, flowers, and leaves, noting time of appearance, as compared with other trees. Study of sheep and goat, of the dog as a servant of hunting and shepherd peoples; of wild relatives of the dog and cat, especially the wolf, as an enemy of sheep; of horse and camel in connection with Arabs. Winter birds chickadee, titmouse, recognized by Their relation to the trees which sight and note, and observed. light, water,

trees,

—

are studied in the grade.

Arrival of

Red-headed woodpecker

noted.

—

common

birds

in spring

color marking, note, characteristic

Ducks and ducklings. Study of the children of other lands.

movements, value.

Book

"Around the World,"

in the hands of the children.

THIKD GEADE. Geography and Nature Study: Work of second year reviewed and extended. Earth study in two phases: (1) How the Earth supplies the needs of man, soil, water, air, heat, land and water forms, plant and animal life; (2) How man makes use of the Earth's supplies, occupations of our own community and of our country; degrees of civilization; the town or city as a center of

—

civilization.

CouKSE BY Departments

Sky

studies

â&#x20AC;&#x201D; Geography

Attention directed to the winter

113

skies.

Changing

Simple lessons on the sun, moon, stars, planets, based on Miss Proctor's "Storyland of Stars," and as much

position of sun. etc.,

observation as practicable. life continued. Eeview trees of preceding and add apple, elm, red maple. Observe in fall for fruit, Winter twigs of red and sugar maple, oak, elm, leaves, and bud. apple, tulip, peach, sycamore. Learn to recognize. Measure year's growth and compare rate. Take a census to determine which are most abundant and where they prefer to grow. In which are most bird nests found. Identify nests where possible. Force in house lilac and apple buds. Study buds as plant storehouses. Observe early blooming of elm and red maple. Look for their seed. Eeview birds already learned and add turkey vulture for constant observation, and humming bird, snowbird, and goldfinch in season. Add wild strawberry, bloodroot, mallow and coral honeysuckle to

Plant and animal

grade,

the

list

of wild flower acquaintances.

In connection with study of simpler occupations and pioneer life,

study cotton plant, indigo, flax; dry apples and wild grapes;

gather roots, berries, bark,

can tomatoes,

visit

etc.,

from which dyes may be made;

cannery, study tomato sphinx caterpillar and

moth, comparing the latter with the Life in other lands:

'"TBig

humming

bird.

People and Little People of Other

Lands," in pupils' hands.

FOURTH GRADE. Beginning of formal geography.

From

our attention Earth discussed as a globe; idea of pole and equator developed, with observation of the North is

this grade

directed to the Earth as a unit.

Star.

Zones of heat and belts of plant and animal

treated with special reference to the Earth as a unit.

life

simply

Observations

taken of the midday sun at short intervals from this grade on to the end of the Training School Course. in each grade to Vernal and

Special attention paid

Autumnal Equinoxes and

Summer

and Winter Solstices, as near as may be to the correct dates. Weather Eecord kept in this and succeeding grades. Each continent is then taken up as a unit and simply treated as

Training School Depaetment

114

animal and plant

to outline, relief, drainage, belt of

life

and races

Political geograpliy not emphasized in this grade.

of mankind.

map drawing and modeling of each continent in sand. Text Book Frye's First Course in Geography, followed as

Simple

far

as needed to cover the above points.

PIFTH GRADE. Observations as outlined in Grade IV continued and developed. Taking up advanced text book, an elementary study is made of latitude and longitude, change of seasons, winds and rainfall, emphasizing afresh the view of the Earth as a unit, leaving the detailed study of these topics to the seventh grade.

Each continent from now on heads

position,

shape,

to be treated in detail

outline,

dimensions,

relief,

under the drainage,

and animal life and races of mankind. Correlation between Arithmetic and Geography to be kept in mind in this and succeeding grades. Eelation between cause and effect developed at every step. North America treated only as above in this grade South America and Africa have winds and

rainfall, zones of climate, belts of plant

;

their political subdivisions taken as

a whole as above.

after each has been treated

Map drawing and

sand modeling.

The

geographical readers which are used in the grade are to be read rapidly by class to illustrate the text.

Text Book Ebaders

Frye's

Grammar

School Geography.

Carpenter's South America

;

Carpenter's Africa.

SIXTH GRADE. Observations as outlined in Grade

continued and developed.

Europe, Asia and Australia to be taken up on the same plan as

work of Grade V. Each continent to be taken up

outlined in the

as a test of

previous study before proceeding to the text. lated where possible,

and

its

power gained from History to be corre-

connection with and dependence upon

geography emphasized.

Text Book: Eeaders

Frye's

Grammar

Carpenter's Europe

School Geography. ;

Carpenter's Asia,

CouESE BY Departmbnts

â&#x20AC;&#x201D; Geography

115

SEVENTH GRADE. Eeview of

N"ortli

America in greater

detail

than in Fifth Grade.

Intensive study of United States as to physiography and climate.

Products of United States, as results of physical structure of continent,

acted

upon by

climatic

United States with location of

agencies.

Political

divisions

more important trade

centers.

Areas, populations, and lengths of great rivers impressed by correlation of arithmetic

and geography.

Colonial history correlated

with geography of United States in this grade. of

North America.

Geography.

Eeview of

Other countries

general principles

Physical

Current events of the week with location of places

discussed on the map.

EIGHTH GRADE. Climate of the Earth studied in detail with mathematical geography.

Observations

reference to their

meaning

Equinoxes

and

Solstices

with

special

in mathematical geography.

Eeview of races of men and zones of plant and animal life as commercial geography. Commercial

preparation for study of

Geography taken up.

Eoutes of Trade studied in connection with

winds and ocean currents.

Eoads, canals and railways discussed.

Ships and steamships in connection with ocean

traJBBc.

Colonial

Powers from the point of view of World Trade. Detached Parts of United States, correlated with study of Territorial Growth of United States in History.

possessions of Great

Current Events as in Seventh Grade.

Training School Depaetment

116

HISTORY The 1.

chief aims of the course in history are:

equip the pupil with a limited

concerning the history of his

own

number

of facts, chiefly

country.

2. To make the child acquainted with a few of those men and women of the past who are best worth knowing. 3. By some study of peoples widely separated from us in time,

and manner of

space,

life,

to lay the basis for an understanding

of the largeness of humanity. 4.

mode

beginning the work with a description of a very simple

life,

and studying thereafter types of continually

increas-

ing complexity, to bring the child to realize that our institutions

have slowly grown to their present form, and are yet growing.

The work

in civics

designed to give the pupil an elementary

knowledge of the mechanical workings, and, more especially, of the usefulness of his local, state, and national, government. All these specific ends are sought because of the effects

the mental, moral, and social nature of the child which

upon

may

expected from their realization.

History as a distinct subject in the

value

first is

three grades

learned,

much

begun in the fourth grade, but

historical matter of independent

and the child

prepared for the continuous

study of the subject. FIEST GRADE. Observation of such historical events as Thanksgiving, Christ-

mas, and Easter; the birthdays of Washington, Lee, and Jackson.

SECOND GRADE. Continuation of Grade I with the addition of the study of

Indian

life in

connection with the study of "Hiawatha's Child-

hood," and the study of Eskimo

"Eskimo

Stories."

life in

connection with Smith's

;

CouKSE BY Bepaetments

â&#x20AC;&#x201D;Histovy

117

THIRD GRADE.

The

history of this grade consists of stories of the life of earlier

The

days in our country.

lives of

the children of long ago, their

and Sabbaths, holidays and restrictions; the occupations of the homes, both of Few England villages and Southern plantations, vs^hen food and clothing, furniture, soap, fuel, and lights were nearly all home products the peril by fire and Indians dangers of travel and difficulties of communication; and a few of the achievements which so changed the conditions of life for us, are presented in picturesque stories, which appeal to the child's school days

;

imagination, create a sympathetic interest in the events of the past,

and

mind with knowledge and images which

store his

will enrich

his future history study.

Such

stories as

are available are in the pupil's hands for his

own reading; and these are supplemented by stories told by the teacher. The work is done in the reading and language periods.

Text Books

For study or reference "Everyday-Life in the and Fickett; "Days and Deeds a Hundred Years

Colonies," Stone

Ago," Stone and Fickett;

"Colonial Children," Pratt.

FOURTH GRADE.

the time that the pupils have reached this grade they are

demanding

stories that are true,

but in particular

fact.

not only in general application,

Here, then, with the story of the

Eoman

begun a study of the conspicuous features of general history, each with an individual as its center. The life, customs, religious beliefs, valor, and achievements of the Eomans are shown in the biographies of their great men. nation,

Text Book

In the hands of pupils

"Famous Men

Eome,"

Haaren and Poland. FIFTH GRADE.

The work Greece

of the first

â&#x20AC;&#x201D;Athens,

term

occupied with the great

cities of

Sparta, Thebes, their artists, poets and philos-

ophers, their heroes

and

their conquerors.

The

story of Greece

appears more complex than that of Eome, both from the narra-

Training School Department

118

and from the social view-point; hence the order in which the two are studied. In the second term are taken up the lives of the chief characters of the Middle Ages. Text Books: "Famous Men of Greece," Haaren and Poland; "Famous Men of the Middle Ages/' Haaren and Poland. tive

SIXTH grade.

Here English text book

is studied with somewhat more attention and retention of valuable facts as such. The however, in the story form, and these stories

history

to the acquisition still,

usually center about a single character of real historical eminence.

Text Book:

"Stories

from English History," Warren.

SEVENTH grade. American

histor}'

Work with

through the Eevolution.

the text

Virginia is supplemented by library reading and reports. and Massachusetts receive especial attention as type colonies. The

book

importance of Virginia in the Revolution

Text Book: United

States History,

emphasized.

Thompson.

EIGHTH GRADE. United States history from the

History:

War

tionary

War

to the

present time.

close of the Revolu-

Virginia's part in the Civil

emphasized.

History in the seventh and eighth grades

correlated with

Appropriate literature will also be studied in connec-

geography.

tion with the history.

Text Book: United Civics:

States History,

Thompson,

simple treatment of community

life,

its

objects

and

advantages, using abundant concrete illustration of a nature intelligible

and interesting to the

of the work.

The

usefulness to the individual and the

of the smaller, or local,

ments

then

set forth,

description of the

child, constitutes the greater part

main

community

and larger, or state and national, governand the studies are concluded with a brief features of these governments, considered

as pieces of administrative machinery.

Text Book

"The Community and the

Citizen,"

Dunn.

;

Course by Depaktments

â&#x20AC;&#x201D;Arithmetic

119

ARITHMETIC The

direct

aim of arithmetic teaching, in the grades, should number side

be to meet the needs of, and arouse interest in, the of

life.

But

just as

necessary that the child learn to read

before the truths of history and of literature can be revealed to

him, so

chanics

made

necessary that he become master of the pure

arithmetic before this branch of knowledge

to serve him.

Hence, as far as knowledge

me-

can be

concerned,

there are two prominent purposes in the teaching of Arithmetic: first,

acquaintance with certain processes;

and, second, acquaint-

ance with valuable facts of a quantitative nature. years

five

school

the

life,

while for the last three second.

first

For the

first

perhaps most prominent,

are concerned principally with the

Therefore, in arranging the following course, our aim

has been to give in each grade whatever there might be a need

home life, and at the same time some one or more of the fundamental pro-

for, either in the child's school or

to let each grade see

cesses or practical topics completed.

FIEST GEADE.

Counting I's

Number

space from 1 to 100

;

counting objects by

to 100, using bundled splints; counting by

to reading time 2's, 3's

and

5's to 30,

applied

by the clock; counting forward and backward by using numeral frame or other objects.

4's to 12,

â&#x20AC;&#x201D;

number space from 1 to 12: Separaand combination of the numbers 2, 4, 6, 8, 9, 10, and 12, and, afterwards, of the numbers 3, 5, 7, and 11, involving operations in addition, subtraction, multiplication, and division; making and Operations with objects

tion

solving oral problems involving all the above processes.

Measuring, Form Study, and Denominate Numbers Estimating and measuring distances with inch, foot, and yard; learning to know the square, oblong, triangle, and circle, the cube, square :

prism, and cylinder;

learning to

know

real coins, as the penny,

and half-dollar; buying and selling learned from dramatization of store the pint, quart, and gallon, the peck, bushel and half-bushel

nickel, dime, dollar (as ten dimes), quarter-dollar,

exercises in

learned from actual use of these measures.

Training School Depaetment

120

Fractions

The

fractional parts

I/2,

1^4,

%, %,

of a single object

number of number space from

learned, and, afterwards, these parts of a

Making and reading more:

â&#x20AC;&#x201D;Figure-making

figures

â&#x20AC;&#x201D;

objects.

1 to 150 or

taught as exercise in penmanship, figure-

making connected with finding pages of reading book used Eoman figures from I to XII connected with reading time from the clock, ;

SECOND GRADE, Previous work reviewed and extended.

bundled

splints,

extended to 1,000;

ward by 2^s, 4's and 3's and 6's to 8 by ;

Counting by

lO's,

using

counting forward and back-

using numeral frame, extended to 20

5's,

;

5's to 15.

Operations with objects from 1 to 20, involving processes of addition,

subtraction,

and

multiplication,

division;

operations

with figures and signs confined to the processes of addition and Oral problems involving the application of

subtraction.

all

four

fundamental processes. Arithmetical reading from Pierce's "First Steps in Arithmetic,"

book completed.

%, %,

Fractions extended to

Making and reading 1,000;

figures.

Eoman numerals

1-7,

and %.

Work

of First

Year extended

XXX,

THIRD GRADE.

Work

multiplication table comand long multiplication and short division taught; fractional parts and fractions in connection with the multiplication table; writing of United States money; the idea of surface developed; denominate numbers and fractions as given pleted,

of previous grades reviewed;

and

in the text;

short

Eoman

numerals.

Written work

Text Book

Southworth-Stone Arithmetic, Book

subordinate to oral. I,

Part

EOUETH grade.

Work

and enlarged upon; undermeasure of surface extended; idea of volume measure developed; some drawing to a scale done; easy bill forms; denominate numbers and fractions as given in text; problems involving two or more proof previous grade reviewed

lying principles emphasized;

cesses.

long division taught;

â&#x20AC;&#x201D;Arithmetic

Course by Depaetments

The

is begun in this grade^ and form in both oral and written work;

written statement of problems

especial attention is given to

oral

121

work

daily.

Text Book: Southworth-Stone

Arithmetic,

Book

Part

II.

EIFTH GRADE.

Work

of previous grades reviewed;

reduction

of,

and funda-

common fractions; work in factoring, common divisor and least common multiple

mental processes with, cancellation, greatest

as necessary to the fraction

work; denominate numbers, measure-

ments, and construction work as given in text; introductory work in decimals; oral

work

neatness and accuracy in written work emphasized;

daily.

Text Book: Southworth-Stone

Arithmetic,

Book

Part

II,

SIXTH GRADE.

Work

decimal fractions completed,

of previous grades reviewed;

and easy work in percentage, and in interest; problems involving practical measurements; denominate numbers as given in text; abundance of oral work. Text Book: Southworth-Stone Arithmetic, Book II, Part II.

SEVENTH GRADE.

Work cations;

of previous grades reviewed;

percentage, with

its

and business arithmetic; mensuration Oral work daily.

interest

in the text.

Text Book: Southworth-Stone

Arithmetic,

Book

III,

appli-

as given

Part

EIGHTH grade. First

Term

Work

Arithmetic.

of previous grades reviewed

and

extended; factors, multiples, and divisors discussed; mensuration.

Second Term: Algebra. troduction to the subject.

An In

elementary course serving as an in-

tliis

from arithmetic

the transition

course the effort to

algebra as generalized arithmetic.

made

make

by developing The fundamental operations algebra

easy

are taught, with the use of symbols of aggregation,

and some

easy factoring.

Text Books

Southworth-Stone Arithmetic, Book III, Part

Milne's "Elements of Algebra."

II.

;

Teaining Sc3Âąool Depaetment

122

LITERATURE AND READING Although Eeading and Literature are properly

differentiated,

yet in the intermediate grades they are so intimately related that

the work can best be presented under this double there

a difference in the

method

title.

Where

of teaching, or in the subject

Both subjects are

matter, that fact will be sufficiently indicated.

so taught as to furnish practice in reading, to quicken responsive-

and to stimulate appreciation of good

ness,

made

effort is

suited to his development, to give

him some knowledge

authors, and to direct his taste, that he

form the habit

literature.

acquaint the child with the best books

of reading them.

may

Especial attention

mind may be

mem.orizing that the child's

of their

and

love good books is

given to

early stored with fine

thoughts and sentiments fittingly clothed.

The course

includes class study, memorizing,

reading to the

The course silent

home

reading, and

class.

in reading

planned to include practice in rapid

and simple reading for fluency, as well as that exercise the child's power of comprehension and

reading,

which

shall

expression.

Prom

the earliest grades an effort

that the object of reading aloud is

made

to teach the child

to convey the

meaniag of what

The

read, through the right modulation of the voice.

attempted

correct pronunciation.

and

ideal

simple and natural reading in a clear voice, and

Special attention

given to enunciation

articulation.

FIEST GEADE. Literature

Mother Goose rhymes, folk

myths, legends, hero

stories,

stories of every-day life told

poems

recited

and read

tales, fairy stories, fables,

history stories, Bible

stories,

and read to the children.

and

Suitable

to the children. ,

Beading:

The aim

the right idea of reading,

and

to give the children i.

e.,

from the beginning

getting the thought of the sentence

to establish as soon as possible the habit of self-help.

one

CouESE BY Depaetments

â&#x20AC;&#x201D;Literature and Beading

123

method is slavishly followed, the word-and-sentence method being combined with the phonic method, without any use of diacritical marks. The first lessons are in script reading from the blackboard of children's own sentences, which follow observation, action, or narration, and which are the result of pupils' effort to tell what they have seen or done, or to reproduce stories heard. The following books are used:

Haliburton's "Playmates' Primer," Bass' "Be-

ginner's Eeader," Blaisdell's "Child Life Primer," Murray's *^ide-

Awake Primer,"

Osgood's "Sunbonnet Babies' Primer," Halibur"Graded Classics First Eeader," Baker and Carpenter's "First Language Eeader," and Book I of "Heart of Oak" Eeader s. ton's

SECOND GEADE. Literature:

Continuation of work of the

and poems read

first

grade.

Stories

Nature Study and other class work. Hick's "Once Upon a Time Stories," Bigham's "Merry Animal Tales," Haliburton's "Orimm's Fairy Tales," read to children in connection with

by the children at home and during periods of recreation. poems read and memorized. Reading: The aim

now

Selected

increased proficiency in the mechanics

of reading and firmer establishment in the habit of reading for

thought.

Books used:

Blaisdell's

"Child Life," Second Eeader;

Haliburton's "Graded Classics," Second Eeader; penter's 'T/anguage Eeader, II";

Cyr's

"Dramatic Eeader,

Craik's

I";

Baker and Car-

Warner's "Culture Eeader, II";

Holbrook's

"Hiawatha Primer";

"Bow-wow and Mew-mew"; and Baldwin's "Fifty Famous

Stories."

THIED GEADE.

To be read by guage Eeader"; Holbrook's

Verses";

Baker and Carpenter's "Third Lan-

children:

Haliburton's "Graded Classics," Third Eeader;

"JSTature

Myths";

Stevenson's

"Child's

Garden

Baldwin's "Old Stories of the East."

be memorized:

Selections

from reading

texts,

especially

"Child's Garden of Verses."

be read to children

"Andersen's Fairy Tales," "Little Lord

Fauntleroy," "Alice in "Wonderland," "Nights with Uncle Eemus,"

Training School Depaetment

124

"The Wonderful Chair and the Tales it Told," "The Tapestry Eoom," "A Captured Santa Claus." The children have stated periods during which they read at pleasure in the Juvenile Library.

FOURTH GRADE.

To he

read by children: Blaisdell's "Child Life/' Fourth Eeader;

Pratt's "Legends of Norseland";

Scudder's "Book of Legends";

Hazard's "Three Years with the Poets/' selections.

Selections from "Three Years with the poems of Eugene Field and Eiley. To be read to children "The Jungle Book/' "The Little Lame

memorized:

Poets/' and

"The Birds' Christmas Carol/' "Lady Jane/' "Arabian Nights/' selections. Eeading in Juvenile Library as in third grade.

Prince/'

"Lob-Lie-by-the-Fire/'

FIFTH GRADE.

To be read by children: Hawthorne's "Wonder Book/' Part I; "Tanglewood Tales/' Part II Andrew's "Ten Boys" Eggleston's "The Hoosier School Boy"; Hazard's "Three Years with the Poets"; Longfellow's "Hiawatha"; Collodi's "Pinocchio." To be memorized Selections from the above. To be read to children: "Little Men/' "Two Little Confederates/' "Melody/' "Wild Animals I Have Known/' ^TLiives of the Hunted." Eeading in Juvenile Library as in third grade. ;

;

SIXTH GRADE.

be read by children:

"Eip Van ISTiirnberg

Swing's "The Story of a Short Life/'

Winkle/' Ouida's

"A Dog

Flanders" and

Prose and Poetr}^';

Whittier's "Child of Life in

"Daffy-down-dilly"

To To

"The

Stove"; Blake's "Graded Poetry Eeader/' Sixth Year;

De Garmo's

;

be memorized

Selections

Hawthorne's

"Tales of Troy."

from the above.

"Hans Brinker/' " 'Tilda Jane/' "Prince and Pauper/' "Captains Courageous/' "Sonny Sahib/' "The Lance of

be read to children

Kanana." Eeading in Juvenile Library

as in third grade.

Course by Departments

â&#x20AC;&#x201D;Literature and Reading

125

SEVENTH GRADE.

To be

Literature:

The

studied:

lives of

Longfellow and Dickens

Sketches of the lives of Irving and Whittier.

in detail.

Those of Longf elloVs poems that illustrate his life. "The Birds "Snow Bound/^ and other nature poems. In correlation with History "The Skeleton in Armor/' Joaquin

of Killingworth/'

Miller's

"Columbus/' "The

Landing of

the

Pilgrims/'

"Paul

"The Concord Hymn/' "Grandmother's Story

Eevere's Eide/'

Bunker Hill Battle/' "The Song of Marion's Men." To be memorized: Carlyle's "To-day/' Joaquin Miller's "Columbus/' poems from Longfellow, and nature poems. To be read to children "The First Christmas Tree/' Stockton's :

"Fanciful

"Will

Tales/'

Shakespeare's

"Pilgrim's Progress/' selections from

Little

Lad/' Bunyan's

"Ten Boys from Dickens"

and "Ten Girls from Dickens."

Home

"Captain January/' "Grandand Cooke's "Stories of the Old Dominion."

reading with class discussion

father's Chair/'

Eeading in Juvenile Library

as in third grade.

Beading : Longfellow's "Courtship of Miles Standish"

;

Dickens'

Lamb's "Tales of Shakespeare"; Irving's Sleepy Hollow/' and other essays from the Sketch

Christmas Carol";

"Legend 'of Book; and

selected poems.

EIGHTH GRADE. Literature:

Literature based

upon

chivalry.

Nature

poems.

Further reading of authors previously studied.

To be

studied

The

life of Scott

and Lanier in detail, sketches Poe's "Annabel Lee" and

of the lives of Poe, Bryant, and Lowell.

"The Vision of Sir Launfal," Tennyson's "Sir Gala"The Legend Beautiful," "The Fringed Gentian," "The Waterfowl/' "The Sandpiper," "The Song of the Chattahoochee," Burns' "The Cotter's Saturday Kight," "Lines to "The

Bells,"

had," Longfellow's

Daisy," "Lines to a Mouse/'

"A Man's

Man

for A' That."

To be memorized: Browning's "Pippa's Songs," selections from "The Legend Beautiful/' nature poems. To be read to children "The Other Wise Man," "The Life of :

Tkaining School Department

126

Helen KeUer," "The Sunnybrook Farm."

Home

Man

Without a Country," "Rebecca of

reading with class discussion:

"Kenilworth/^ "Evange-

line."

Reading in Juvenile Library as in third grade. Reading: Scott's "Ivanhoe"; Eliot's "Silas Marner"; Burroughs' "Birds and

Hawthorne's "Tales of the White Hills"; Arthur" and "The Passing of Arthur"; and

Bees";

"The Coming selected poems.

â&#x20AC;&#x201D;

Course by Departments

â&#x20AC;&#x201D;English Language

137

ENGLISH LANGUAGE "The aim

of language study in our schools can be stated with

transparent simplicity and clearness. a master of good English for

common

uses."

make

every child

Charles A. McMurry.

FIRST GRADE.

Oral Language : Conversations based upon children's experiences and observations, and upon other subjects discussed in the school room; imitation of sentences spoken by the teacher; games as drills in learning the common idioms; the use of "a" and "an" with nouns; use of common verbs to agree with singular and plural

nouns;

common among

correction of list of selected errors

the

pantomime reproduction of the activities of homes, school, and community; descriptions of selected pictures; inventing and telling stories suggested by pictures studied; memorizing and repeating "Mother Goose" rhymes and a few poems; dramatizing "Mother Goose rhymes, poems, and pictures; retelling stories; general use of complete sentences by children when reciting in all

pupils

;

subjects.

Written Language: Use of capital

letters at

beginning of proper

nouns, at beginning of sentences and lines of poetry; use of period

and interrogation point

end of sentences taught incidentally

in connection with early reading from blackboard;

written forms of words used in reading lesson;

imitation of

copying words

from reading books used. Phonics and Word Study: Elementary sounds of the language learned from the slow pronunciation of words in the child's vocabulary; associating elementary sounds with their written and printed

symbols; sounds;

analyzing written and printed words into elementary building

new words from

familiar sounds and symbols.

Phonic Drill Book in hands of pupil during

last half of term.

Spelling: Oral and written spelling of easy words from reading lesson during last half of term.

Syllabication of words begun.

;

Training School Depaetment

128

second grade. Oral Language: Eelating experiences and observations; retelling

memorizing and repeating poems; dramatizing stories, poems and pictures; inventing and telling stories suggested by pictures; oral reproduction of reading lesson; games as drills stories;

in correct forms of expression needed by the class; tences by the children

Written Language: dictation;

composite

when

Sentences copied;

work in

from form of

sentences written

composition;

Period after abbreviation;

social letter.

complete sen-

reciting in all subjects.

simplest

comma

with

"yes'^,

"no".

and names of persons addressed; quotation marks in undivided quotations; hyphen; apostrophe to denote possession. Phonics and Word Study: Continued analysis of spoken, written, and printed words into their elementary sounds as a means of independent word-getting, and as drills to secure distinctness in enunciation and correct pronunciation of words; building new words from familiar sounds and symbols; exercise in syllabicating list of words. Phonic Drill Book completed. Oral and written spelling of words learned;

Spelling:

and keeping

lists

of the words that

make up

making

the pupil's spelling

vocabulary.

THIRD GRADE. Oral Language: Conversation lessons based on daily happenings at

home, at

town or community, and on observation, and objects dramatization of stories and poems

school, in the

stories, pictures,

;

well worded answers to questions in all classes; training in usage, or proper conversational forms;

sentence building;

word

study,

for vocabulary gains.

Written Language: Simple copying of short stories and poems; dictation, for punctuation, capitalization, ties;

and other simple formali-

sentence work upon any previous oral lessons;

contractions,

in original composition, one paragraph long;

Spelling:

homonjnns,

and simplest necessary abbreviations; easy

exercises

friendly letters.

Sight, sound, oral, and written spelling, with simplest

;

Course by Departments diacritical

and

â&#x20AC;&#x201D;English Language

Sheppe's "Primary

marks.

Word

129

Studies/' Parts II

III.

Text Books:

ISTo

book in language in the hands of the

text

children.

FOURTH GRADE. Oral Language: of

simple

Conversation lessons continued;

sentences;

regular plurals;

troublesome

verb-forms;

easy analysis

formation

on usage to correct common errors; correctness, variety, and interest; easy

special drills

word study for clearness, incidental grammar, as needed in the understanding

of correct

language forms. Written Language:

Copying and dictation continued, for new

needs in punctuation and capitalization; simple original work, not

more than two paragraphs long, based mainly on personal incidents or experiences, and on easy, short descriptions; elementary principles of paragraphing; work from outlines made by the class. Spelling:

Plans of

the third grade continued;

syllabication

and accent; the marking of easy vowels; word grouping; easy S3raonyms and homonyms; first use of a small dictionary; attention to correct pronunciation.

Text Books Sheppe's "Primary "Word Studies," Part IV, and Emerson and Bender's "Modern English," Book I. :

EIFTH GRADE. Oral Language: Unceasing attention to usage; careful application of all forms of correct language taught in the lower grades;

conversations

personal

experiences,

school

and

community

happenings ; holidays, local excursions, pictures, poems, and description of persons, places and things;

reports based on observation;

and beauty; simplest

word

stories

topical recitations,

and

study, for variety, accuracy,

figures of speech;

memory work.

Written Language : Copying poetry and prose to be kept ; dictation, for

more advanced needs in

formalities, with the development

of the chief rules for the use of capitals, periods, commas, apostrophes,

and quotation marks; formation of possessives; addiand abbreviations, if necessary; extension of

tional contractions,

Training School Dbpaetment

130

composition

three paragraphs;

origiaal

upon

compositions

subjects selected with regard to the knowledge and tastes of the

children;

letter writing.

Spelling:

New and

difficult

words from all subjects; exercises root- words and simple deriva-

derived from mistakes in papers;

drills upon marking vowels and diphthongs;

grouping words by association or similarity;

tives;

vowel and consonant sounds;

words commonly mispronuonced. Incidental

proper and tinguished;

Grammar: Sentence study, kinds and parts; nouns, common; subject and object forms of pronouns disnumber and tense of troublesome verbs; adjectives

and adverbs; simple idea of

Text Books

case.

Sheppe's "Advanced

Word

Studies," Part

Emerson and Bender^s "Modern English," Book

and

SIXTH GRADE. Oral Language : Usage fifth

drills

continued ; oral composition of the

grade continued, with additional conversations on school or

community entertainments,

interesting or pretty church occasions,

visits to places of interest,

noteworthy men, women, and children,

simple affairs of State, and "Things I have done, and

them"

;

how

I did

reproduction of matter silently read ; topical recitations.

Written Language:

Copying and dictation continued; study of

by much observation of punctuation and paragraph structure, for variety and smoothness; original papers, of not more than four paragraphs, on topics selected from the oral work; encouragement punctuation, accompanied in general reading;

drill in sentence

to self-criticism.

Word Study: Some kindred meanings; historical

discrimination in the choice of

toning down gross

word study; simile and

exaggerations;

words of a

little

personification recognized.

Spelling:

Fifth grade plans continued, with a thorough review

of phonics;

the marking of vowels, diphthongs, and consonants;

careful attention to pronunciation;

simple spelling rules; regular

assignments in a speller or other text book.

;

Course by Departments

â&#x20AC;&#x201D;English Language

131

Grammar: Analysis of simple and compound senproper, common, and collective nouns; rules for plurals;

Incidental tences;

simplest uses of the several cases ; personal pronouns distinguished

and

transitive

the copula;

intransitive verbs;

auxiliaries

most

needed ; verb-phrases constantly used ; number and tense, as needed for

kinds and comparison of adjectives; and conjunctions.

agreement;

prepositions,

Text Books:

Sheppe's "Advanced

Word

adverbs,

Part

Studies,^^

and Emerson and Bender's "Modern English," Book

II,

SEVENTH GRADE. Oral Language: Usage drills, selecting the forms to be studied from the most difficult ones of the lower grades, with such additions as are found necessary work of previous grades in oral composition continued, with additional conversations on noteworthy ;

national

matters

events,

and

people, occupations

world-wide interest,

professions

;

distinguished

continuation and enlargement

of all other plans for oral work.

Written Language: Dictation continued; sentence and paragraph practice; writing, by outline, reproductions and reports based on reading and observation; original compositions of four or five paragraphs, the principles of paragraphing being carefully

regarded; letter writing.

Word Study: Former

plans continued and enlarged by definite

attempts to extend the vocabulary, to curb absurd extravagances of speech,

and

Spelling:

guard against objectionable slang.

Work

of the sixth grade continued in

form; analysis of words and sounds; comparative

more advanced lists

of words:

spelling rules.

Technical still

Grammar: Grammar

subsidiary

common,

language

as a

work;

formal study begun, but sentence

study;

proper,

and abstract nouns; number, gender, and case; personal, interrogative, and relative pronouns; transitive and intransitive verbs; the copula and the copulative verbs; auxiliary verbs; future, perfect, progressive, and passive verb-phrases; collective,

Tkaining School Depaktment

132

elementary view of infinitive and participle: perative modes;

and

adjectives,

adverbs,

indicative

prepositions,

and im-

conjunctions,

interjections.

Text Books: Sheppe's "Advanced Word Studies," Part III, and Emerson and Bender's "Modern English," Book II. EIGHTH GRADE. Oral Language:

Drill

work of the seventh grade continued,

with the intention of giving the pupils the mastery of the simple essentials of

good English; reviews and summaries of

forms of usage; oral composition,

as before;

how

all

to use reference

simple view of the history of the English language.

books;

Written Language: Eeviews and summaries of previous work in punctuation and capitalization; synonjnms, homonyms, and antonyms; continuation of seventh grade composition, with greater encouragement to independence, individuality, freedom, and fluency; stories;

tions;

imitation

simplest

fables;

versification;

principal forms of prose composition studied

original illustra-

letter writing.

Word Study:

Previous plans

slang, its origin, character,

and

continued;

thorough

study of

influence.

Spelling:

Continued upon seventh grade plans.

Technical

Grammar: Now

studied for

its

own

sake, following

the subject matter and treatment of a good text book.

Text Books: Emerson and Bender's "Modern English," Book Sheppe's "Advanced Word Studies" a review of the work done in the grammar grades for the purpose of enabling the

II,

â&#x20AC;&#x201D;

children to apply more readily the principles already learned.

CouESB BY Depaetments

â&#x20AC;&#x201D;Miisic

133

MUSIC FIRST GRADE.

Songs of the seasons and nature; marching and patriotic and trade songs;

those of family relationship.

Little

hymns.

Scale

rote.

Text Books

Gaynor's, Smith's and other Primary

Song Books,

in the hands of the teacher.

SECOND GRADE. Eote songs continued. ladder.

Ladder song, and

scale

taught from

Beginnings of notation taught from blackboard.

Text Book

be selected.

THIRD GRADE. Signature, position of Do, and exercises in the nine

common

Translation of simple figure exercises by syllable.

Use of

keys.

music copy books.

Musical spelling.

Text Book: Primer,

ISTew

Tone

drill.

Rote songs.

Educational Music Course.

fourth GRADE. Sight reading in simple exercises and songs.

nine

common

of Do.

keys.

Copy book work.

Text Book:

Exercises in

all

Thorough review of signature, and position

Some

rote songs.

New

First Book,

Educational Music Course.

FIFTH GRADE. Structure of the major scales, and rules for same. accidentals, sharp four lation sight.

and transposition. Two-part songs.

Text Book

and

flat seven.

Time

problems.

Common Trans-

Songs and exercises sung by syllable at

Second Book,

Kew

Educational Music Course.

Training School Depaetment

134

sixth geade. Drill

work.

and review of major scales. Key relationship. Copy book Two- and tkree-part rounds. Two-part songs. Meanings

of musical terms.

Text Bode:

Second Book,

New

Educational Music Course.

SEVENTH GRADE. Major and chromatic scales in all keys. All varieties of rhythm. Marks of expression. Tone discrimination. Eapid sight reading in all keys.

Two-part songs.

Supplementary songs.

Text Book: Third Book, New Educational Music EIGHTH grade.

Same

Seventh Grade.

Course.

Course by Departments

â&#x20AC;&#x201D;Writing

135

WRITING FIRST GRADE.

Free large "writing on blackboard; packing crayons;

later,

on unruled paper with

and, during last half of term, on wide-ruled

paper with large soft pencil.

Words and

short sentences copied.

SECOND GRADE.

Pen and ink

used.

Natural Vertical Copy Book

THIRD GRADE. Special Aims: Good position of body and pen, free movement, good arrangement of all written work. Copy books used: Natural System of Vertical Writing, Books II and III. Whole-arm driUs.

FOURTH GRADE. Continuation of work of third grade.

Beginning of forearm

drills.

Copy Books: Natural System of Vertical Writing, Books III and IV. FIFTH GRADE.

Copy Books: and V.

Natural System of Vertical Writing, Books

SIXTH GRADE.

Copy Books VI.

Natural System of Vertical Writing, Books

Writing required only when necessary.

and

Training School Department

136

PHYSICAL TRAINING

period of fifteen mimites a day

devoted to gymnastic exer-

In the first two grades games and used. In the other grades such formal he

cises in the various grades.

g3annastic plays will

room use be given— —forward, sideward, and backward marching; markExercises—^movements that involve groups of arm,

gjTnnastics as are adapted to school d.

will

as:

Tactics

ing time, facings. 6.

Free

and trunk muscles; head

leg,

exercises.

—dumb-bells, wands, bean bags. Dancing Steps—running, skipping, hopping and change

Games.

Hand Apparatus

steps. ^

OF STUDENTS

LIST

Name Abbitt,

Ola Lee

County or City (

ACBEE, Floeence Dunbeath J) Adkins, Lelia (R) Agee, M. Peael (F) AiiEN, Maey Beanch (R) Aixen, Susie Roseland (S) Alston, Maey Btjbton (E P) Ammonette, Katheeine (R) Amos, Nannie Pbice (F) (

Appomattox 510 Rivermont Avenue

Sycamore

Pittsylvania

Prince Isle

Edward Wight

James River

Babb, Annie Maey ( J) Bagby, Gillette Fleet (J) Bailey, Etta Rose ( F) Bailey, Fletchee Ebnestine (R) Baied, Kezia Annie { S ) Baldwin, Kathleen (J) Baldwin, Lucille Elliott (F) Baltimobe, Ethel B. (R) Babclay, Vibginia M. S ) Baenett, Kathleen A. (F) Baenwell, LiiiLiAN (R) .

Edward

Ben Venue

Edward Loudoun Prince

Farmville

Waxpool

.Loudoun James City

Sterling

Williamsburg

Hampton

City

Halifax Campbell

Campbell

Lennig Lawyers Lawyers

Gloucester

Achilles

Nansemond

Myrtle

Southampton King and Queen

Berlin Stevensville

Gray Gray

Sussex .

.Sussex

Cumberland Prince .

Farmville Dillwyn Farmville

Rappahannock

Elizabeth

Mills

R. F. D. No.

Cumberland Buckingham

Store

Guinea

Prospect

Farmville

Prince

Fore's

Smithfield

Amherst

(

.Lynchburg

Appomattox Cumberland

Andebson, Gathebine E. ( J G) Andebson, Cabbie Bubke (T) Andebson, Eva Evans (F) Andebson, Maby W. D. (E P) Anglea, Peael Lennis (S) Ajstkees, Lelia V. ( S ) Ankees, Noevetta Blanche (T). Abmistead, Doba Teavis (J) Abmistead, Julia Teavis (J) Abmistead, Maey Feances S) Aethue, Gladys Ibene (E P) Abthue, Maggie E. (E P) Ashe, Hattie Estelle (R) Ashbubne, Belle (E P)

The

Address

Appomattox

*J)

.Prince

Farmville Farmville Farmville

Edward Edward

Cumberland

Raines Lexington

Rockbridge

Catawba

Roanoke Prince

Edward

Farmville

â&#x20AC;&#x201D;

embraced by parentheses denote the classes as (R) Review First Year, (S) Second Year, (T) Third Year, (FY) Fourth Year, (J) Jiinior, (Sr) Senior, (I) Irregular, (B P) Elementary Professional, (J K) Jvmior Kindergarten, (S K) Senior Kindergarten, (J 6) January Graduate. Year,

initials

(P)

List of Students

138

Name

County or City

Address

Barrett, Claea L. (T) Amherst Agricola Barron, May (S) Shenandoah Woodstock Barton, Claba (J) Norfolk 207 Central Avenue Baskeevill, Gordon Coleman (J) .Clifton Forge. .64 Alleghany Street Princess Anne Batten, Clara Ethel (R) Back Bay Isle of Wight Batten, Mittie Poetee (J) Smithfield Bear, Nellie (E P) Rockingham Mt. Clinton Beattie, Annie Belle ( S) Smyth Chilhowie .Farmville Bedinger, Camilla Blanton { J) R. F. D. No. 1 Bell, Caeeie Lee (I) Northampton Marionville Norfolk. ... 116 N. Reservoir Avenue Bell, Gladys Ltjbene (Sr) Bell, Margaret Trail (I) Staunton 108 Madison Street Bendall, Grade Edmunds (Sr) .Danville 212 S. Main Street Bennett, Nannie L. (J) Pittsylvania. .Witt, R. F. D. No. 2 Newport News Bennett, Virginia (Sr) 823 27th Street Danville Beegeb, Peael (J) 703 N. Main Street Danville Berger, Ruby Hettie (J) 703 N. Main Street Buckingham Beesch, Maby Clarice Sr) Diana Mills .Petersburg BiDGOOD, Annie Virginius (Sr) 234 Hinton Street .

(

Bland, Annie Boothe (J) Bland, Lillian Beverley Sr Blanton, Martha King ( J G) Blanton, Mildred E. ( J G) Blanton, Thelma Wiltse ( S ) Bliss, Caroline Helen (Sr) Boatwright, Nellie Tyler (Sr) (

King and Queen Buckingham Prince Edward Prince Edward Prince Edward Prince Edward

)

Alexander (T) Booker, Marian Elizabeth (S)

Bobbitt, Ella

Booker, Sophie

Bowman, Vera

Graham

.Fredericksburg

Mecklenburg .Amelia Prince

(S)

Edward

Madison

(T)

BowYEE, Ida Peael (T) BoxLEY, Catherine Tyler ( S ) BoxLEY, Lucy Lipscomb S ) Bracey, Ethel Riddick (R) Bracey, Pattie Hite (R) Beadshaw, Addie White (J) Bridgforth, Faith B. (E P) Beiggs, Irene Elizabeth S Briggs, May Royall (E P) Bristow, Maria Adams (F) Bristow, Nellie Trevillian ( J) Brooke, Elizabeth Bruce J Brooke, Millian Carter ( K)

Botetourt Louisa Louisa Mecklenburg Mecklenburg

(

Southampton Lunenburg

)

(

Sheppards Farmville Farmville Farmville Farmville .Washington Avenue Smilax

Morven Farmville Rochelle Fincastle

Trevilian Trevilian

Bracey Bracey Franklin, R. No. 1

Kenbridge

Albemarle

Scottsville

Rappahannock

Amissville

Prince

Edward Edward

.Prince

.Culpeper

Culpeper

)

West Point

Farmville Farmville

Culpeper Culpeper

List of Students

Name

County or City

Bbooking, Coea Rogees (J) Brooking, Maey ViviAKr J Brooks, Annie Lee (R) Brooks, Sammye (R) Brown, Ethel Louise (Sr) Brown, Pearl Pedigo S) Bruce, Berrie ( T ) Bruce, Lottie Levert (F) Bruce, Mary Cornelia (F) (

Brugh, Phebe Whitney

(

)

Liinenburg

Augusta

....

.King and Queen

Shacklefords

Parnassus Sydnorsville

Craig Floyd Nelson Westmoreland Albemarle Fauquier Prince

New

Castle, R. No. 1

Copper Hill Tye River, R. No. 2

Hague Schuyler

Warrenton

Edward

Prospect

Houston Bowling Green Bowling Green Alden Blacksburg

Halifax Caroline Caroline

King George Montgomery

Bestland

Essex

(

.Buckingham Appomattox Highland

Sr)

.Clarke

(S)

.Augusta

Monterey, R. No. 1 White Post Staunton, R. No. 2 Delton

Nansemond Amherst

)

Clayton, Florence Merritt (Sr) Cluverius, Jennie May (Sr) Cobb, Hettie (J) Cocke, Annie Gertrude (F) Cocke, Janie (F)

Dillwyn Evergreen

Pulaski

(

Fitzhugh Farmville Farmville Farmville

Augusta Henry

(J)

(

Fincastle

Edward Prince Edward Prince Edward

(

Cauthorne, Frances K. F) Charlton, Fannie Howard (T)

Botetourt

.Brunswick Prince

)

Cheatham, Annie B. (S) Chew, Salue Brown (F) Cheisman, Hallie Bryarly Christian, Leta Randolph, Clark, Frances R) Clarke, Minnie R. (F) Clay, Margaret Sr

Nathalie 234 High Street Vinton Chester Meherrin Crimora

Roanoke

Caldwell, Gladys G. (F) Cannaday, Clytie a. (R) Canody, Lillie Watson (S) Carey, Sara Louise S Carter, Adele Virginia T) Carter, Alice Elizabeth (Sr) Carter, Annie Lee (F) Carter, Ella Wooding (S) Carter, Ila Moselle (T) Carter, Leola Belle (T) Caruthers, Carrie Ninde (Sr) C.

Nathalie

Chesterfield

Ruth

Orange Orange

Halifax Halifax Petersburg

BuFOBD, Florence DeLaunay (F) BuGG, Lillian Paulett (F) Bugg, Virgilia Irving (S) Burger, Laura Agnes (J) Burton, Lillian Margaret (S) Burton, Mary Ochiltre (J) Byrd, Lilian Maud (T)

(

Address

Orange Orange

(

Cary,

139

.Petersburg.

.237 S.

King and Queen. Southampton Charlotte Charlotte

Holland Pearen Sycamore Street .Little

Plymouth Franklin

Red House Red House

List of Students

140

Cole,

Name Anne Myea

Coleman, Coleman, Coleman, CoMPTON,

County or City Spottsylvania

(J)

Danville

Mary Zuliene

(

)

J G)

Franklin

Elizabeth

Nansemond Nansemond Nansemond .Smyth

Bedford City. .227 Washington Street Prince

Prince

Edward

Southampton

Farmville Earlysville

218 Rose Avenue Portsmouth, R. F. D.

Pamplin Franklin

Winston- Salem, N. C. R. F. D. No. 2 Albemarle Shafter Farmville Prince Edward Alleghany Covington Farmville Prince Edward Dinwiddle Blackstone Halifax Paces Grayson Elk Creek Franklin Union Hall

(Sr)

Davis, Mildred May J G) Davis, Sudie Pate ( Sr) Delp, Lillian Virginia ( Sr) (

Sr ) DiEHL, Willie Estelle (T) (

Dillemuth, Minna Catbina (T)

Emma

Lone Oak

Edward

Albemarle Norfolk Norfolk

(

Holland Seven Mile Ford

Hampton

Margaret Morton

May

Holland Holland, R. No. 2

Henry

(

Diedrich, Ida

Hampton

City

Esther Leonora S) Frances Watkins (S)

Dickenson, Grace

Norfolk

Daniel Margaret Louise (J)

(

Willis

829 N. Main Street Sontag Norfolk

.Norfolk

Davis, Alice E. (Sr)

Isabelle

Spout Spring Front Royal Winterpock Winterpock

.Chesterfield

(

Cunningham, Vara Glenn

Appomattox Warren

Danville

Smilax

Floyd

Mecklenburg

Chesterfield

CoNDUFF, Abbie May (T) Cook, Janie Wingfield (Sr) Cooper, Bessie Wtlmee (I) Cooper, Gertrude Virginia (F) Cooper, Mai Alma ( S K) CoPELAND, Addie (J) CoPELAND, Annie Leua (F) CoPELAND, EsTELLE Amanda ( F ) Copeland, Novella (F) CoPENHAVER, Hattie VIRGINIA (S) CoppEDGE, Bessie (J) Covington, Nell ( F) Cox, Hattie Rebecca (Sr) Cox, Lettye E. T ) Creekmore, Georgie Mae (J) Creekmur, Sue Elmer (F)

Dodd,

645 Jefferson Street Oxford,

(

Davis, Davis, Davis, Davis,

Fredericksburg

Elizabeth Nelson (J)

Ella McKaeq (T) Mary Esther (F) Mattie Lee (S) Condeey, Fannie Watkins (T) Condrey, Pearl Alice S)

CuTCHiNS,

Address

Tayix>r (S)

V. (F)

Drinkabd, Salue Wellington Driver, Lulu Slater (T)

(

)

Sussex Dinwiddie .Nottoway Alexandria .

Appomattox Rockingham

Waverly Sutherland Blackstone R. F. D. No.

Appomattox Bridgewater

List of Students County or City

'Name

Deumelleb, Martha E. (F) .

Dudley, Jajjet Caetee (T) Duke, Cora DeJabnette (I)

Prince

EixiOTT,

Mamie L. (E P) Martha Euzabeth

Elizabeth City

Epes, ( T ) Estes, Sarah Wiixie (R)

Dinwiddle Mecklenburg Essex Halifax

)

Eubank, Honora Louise (T) Evans, Nita Thackston (T) Evans, Viola Adelaide (S)

Keezletown Smithfield

Marion Rip Raps Dinwiddle Opie Dunnsville

South Boston

Prince

Hollydale

Edward

Farmville

Rivanna

Albemarle

Hampton

519 N. King Street

Ransons

Buckingham

)

420 E. Main Street Cheapside

Bedford City

Leah (

Northampton

(T)

Waverly

Sussex

Fitchette Missouri Trower (T)

Mary E (T) Fitzgerald, Salt.te Tazewell (Sr) Flournoy, Annie L. (R) Flournoy, Isabelle Cabell ( Sr ) Ford, Annie Louise ( T)

.Northampton

Fitzgerald,

FoEE, Hattie

Worsham

Lunenburg

Fallwell, Eugenia (Sr) Farish, Emma Stockton (Sr) Feegusson, Marie (J) I

Barton Heights Kerrs Creek Yale

Edward

Rockingham Isle of Wight Smyth

(

Amherst West Point 1503 Grove Avenue

Henrico Rockbridge Sussex

Eaeman, Lena A. (EP) Edwards, Dora (J) Ellee, Emma Chloe S

Annie Tucker

Clayville

.Amherst King William

(

Fisher, Ola (J) Titchette, Flora Fitchette, Marie

Farmville

Richmond

DuNCANSON, Anna Leth J G) DuNLAP, IsABEUQE (J) Dunn, Lummie Cunningham (R) DuPuY, Mary Pxjeneul (Sr)

(

Address

Edward Powhatan Prince

Dkummond, Hei^en (F) Deummowd, Robbie Moeton (R)

File,

141

Pittsylvania .

.Richmond Brunswick .

Gray (F)

Foster, Iva McFarland F Foster, Mamie Bondurant F Foster, Mary Elizabeth (F) (

)

(

Foster, Olive Eaele (F)

Fowler, Effa Ward (I) FowLKES, Nellie Vernon (R) Freeman, Grace Steothee ( S Feetwell, Mattie Beixe ( Sr)

)

Cheapside Elba

114 E. Gary Street Lawrenceville Charlotte

Charlotte

Front Royal Warren Vera, R. No. 3 Appomattox Farmville Prince Edward Farmville Prince Edward Prince Edward. .Darlington Heights Farmville Prince Edward Birds Nest Northampton .

Lunenburg

Ltmenburg

Culpeper

Augusta

New Hope

List of Students

143

Name

County or City

Garbee, Florence Esther (T) Garnett, Mary Gladys F ) Garnett, Ruth Vernon (F) Garrett, Agnes Royal S) Garrett, Emma Natl^ly (R)

Farmville Edward Ballsville Powhatan King William King William Shanghai King and Queen Lynchburg 2610 Fifth Avenue Denbigh Warwick

)

Garrow, Nancy Gray J Gay, Mary Williams (F) Gentry, Blanche Madeline (

)

Mecklenburg (I) ...

Mary Augusta (R) Gilliam, Gertrude Wilson Gilliam, Janie Logan S

.Petersburg

Giles,

(

Edward Appomattox Prince Edward Buckingham Wise

Chatham Farmville

Prince

)

Gilliam, Virginia (I) Gills, Bessie Poindexter (E P)

EP McNutt

Baskerville

250 Hinton Street

Pittsylvania (

GiLUAM, Lena Miller (T) Gilliam, Maggie Neville (T)

Gills, Lucie M.

Rice, R. No. 1

Prince

(

Lawyers

Campbell Prince Edward

(

F Garrett, Kate Burnley Garrison, Elise Lewis (R)

Address

.Botetourt

Pamplin Farmville

Toga Wise Buchanan Appomattox Buena Vista

Appomattox Glasgow, Otelia F Rockbridge Cripple Creek Gleaves, Aline Elizabeth (E P) .Wythe Prospect Glenn, Essie Lavelett (F) Prince Edward GooLSBY, Helen Fern (S) Richmond 201 S. Third Street Crewe Graham, Geraldine J G) Nottoway Gbandy, Alice Hinton (J) Norfolk 614 Colonial Avenue Everetts Griffin, Eula S) Isle of Wight Ben Griffith, Mabel Eudora (F) Alleghany Index Grigsby, Lillie Tones (R) King George Drewryville Gbizzabd, Emma Thomas (T) Southampton Grubbs, Ada Blanche (S) Hanover Richmond, R. No. 1 Dendron Gbubbs, Alice Louise (J) Surry Gwaltney, Mary Layne (E P) Berryman Surry Anchor GwALTNEY, Vivian J. E P Surry )

(

)

(

)

Newport News Hamner, Evelyn Read S) Roanoke Hamner, Hallie B. (S) Amelia Hamm, Mary Branch (E P) Albemarle Hannabass, Henrie Maude (Sr) .Franklin Habdbabgeb, Margaret C. (Sr) .Alleghany Hardy, Ellen Ibby (J) Nottoway Hall, Henbiette Estelle (J) (

Hardy, Natalie C. (E P) Harper, Alma Ross (S) Harper, Mary Ruth (E P)

Lunenburg

Harris, Ibma

Prince

(

Pulaski Pulaski

Edward

229%

30th Street

Vinton

Ammon Barboursville

Kennett Covington Blackstone Kenbridge Draper Draper

Pamplin

List of Students

143

County or City

'Name

Harris, Olive Dillon (F) Harrison, Emma Burks (T) Harrison, Isabelle W. ( J G) Harrison, Jaqueline Ambler (F) Harvey, Elsie Milne ( F)

Prince

Address

Edward

Farmville

Madison

Madison Powhatan .Cumberland

Vinita Cartersville

Henrico

School

Harwood, Janie Stuart S Appomattox Harwood, Sue Lamb (K,) Middlesex Haskins, Ava Welling (T) Richmond Hatch, Elizabeth Marshall (F) .Charlotte Hatcher, Katharine Ashlyn J) .Bedford City (

Pamplin

)

Saluda P. 0.

(

(S)

Danville

Lamar

Anne Thompson

Whittles Mill

Waterford Penhook

Franklin Campbell (

Naruna Bane

Giles

Herndon, Delphy (F) HiGHT, Exie (F) Hill,

.Lunenburg

Loudoun

Haynes, Sadie Lewis (R) Heath, Lucy Mary (S) Hedrick, Blanche

Dry Ford,

Pittsylvania

Prince

Holland, Annie Boleyn (F) Holland, Minnie (R) Holt, Mary Aemistead (J) Homes, Laura Cogbill (T) HoRTON, Bessie Leigh (F) Hopkins, Emma Rosetta (I) Hoy, Hehlen Louise (J) Hoy, Martha Albine ( Sr) Hubbard, Ethel Bradley (J) Hudson, Mary Marguerita ( J) Hunter, Carrie Olivia (T) HuRD, Nellie ( F Hurdle, Mary Lillian (S)

Clarkton

Church Road

Louisa

Poindexter

Henry Hampton

Axton 241 Armistead Avenue

Mecklenburg

Nansemond Barton Heights.

Charlotte

Appomattox Prince Edward Norfolk

Appomattox Farmville Berkley, R. No. 3

Franklin

Boone Mill Blacksburg Farmville

Draper

Pulaski Atlanta,

Roxbury Lahore

.Orange

Montgomery Buckingham

Norfolk

)

Boydton Somerton .502 Miller Avenue

Charlotte

Charles City .

R. F. D. Farmville Lexington

McDowell

Halifax Dinwiddle

)

Jamison, Beulah A. (R) John, Mary Edna ( S) Johns, Sarah Hatcher (J) Johnson, Annie Laurie (F) Johnson, Grace I. (S) Johnson, Julia ( J K) Johnson, Mary Louise (S) Johnson, Nannie Lev^s ( F

Edward

Rockbridge Highland

(I)

HiNER, Winnie Victoria (S) HiNES, Florence May (R) HiscoCK, Alice Pabham ( S

)

Drakes Branen 518 North Street

Hawkins Lelia (I) Hawthorne, Annie Elizabeth Hawthorne, Sarah E. (E P)

Box

Nansemond Prince Edward

108 Barber Street

Box 314 Hobson Farmville

List of Students

144

County or City

'Name

Johnston, Cabt Guy (J) Jones, Amelie (T) Jones, Anna Shell Jones, Jones, Jones, Jones, Jones, Jones, Jones, Jones,

Petersburg. (

Bessie Percival

(

Prince

Mamie Lucy (Sr) Mariam Agnew Sr) Jones, Maey Hester (J) EP Jones, Mary William (

)

Jones, Susan Eldridge F) Jones, Tressie Ola (F) Jones, Virginia W. C. (R) Jordan, Leona Howe (J) (

Edward

Brydie Sheppards Farmville

Edward

Farmville

Crockett

Raccoon Ford Concord Depot Williamsburg Crewe

Culpeper Campbell James City

Nottoway Highland Mecklenburg

Doe Hill

Kimona Warren Brydie

Louisa

Poindexter

Rockingham

Grottoes

Dublin

Pulaski

Gray

Sussex

(T)

Kabler, Grace Douglass (S) Kaeler, Lucy Peyton (E P) Kay, Ellie R) Kj:lly, Josephine Hull Sr Kennedy, Mary A. (R) Kent, Mary Emma S Kessler, Elizabeth ( F King, Marietta (J) KizER, Ruth Josephine (S K) (

(

.357 Washington Street

Buckingham Lunenburg

(S)

{

Prince

;

(

McVoy

Wythe

)

Charlie Richard (J) Emma Broadus (S) Magdaline ( I )

Jones, Mattie Harris

Lunenburg Buckingham

Annie Louise (J) Bessie Gordon (T)

Justice, Pearl

Address 506 North Street

Bedford City

Campbell Campbell

Forest Depot, R. No.

Alps

Caroline

Tenn. Mineral

Bristol,

)

LaBoyteaux, Ethel Scott (Sr) Lackey, Mary Eglentine (J) Laird, Cassie ( Sr) Lane, Edith Gertrude (E P) Larmour, Eva (F) Lashley, Fannie Prince S Lea, Irene Faulkner (S) Lea, Flora Lessie ( S) Lee, Lula Rebecca ( S ) (

)

Louisa Halifax

Ingram

Montgomery Isle of Wight Roanoke

Blacksburg

Windsor Salem Charles Town,

Rockbridge Tazewell Surry Norfolk

Brunswick Pittsylvania Pittsylvania Greenesville

Lee, Susie A. (S)

Fauquier

Lewis, Laura Edward (S) Lewis, Ruth (R) Leyburn, Elizabeth C. (I) LiBBY, Carrie Grice (J)

Aecomac Botetourt Prince William Isle

Wight

W. Va.

Fairfield, R. No. 2

Tazewell

Runnymede 137 Bute Street

Newell Ringgold

RinggoM Emporia Midland, R. No. 2 Jenkins Bridge

Buchanan Manassas Smithfield

List op Students County or City

'Name LiGON, Susie M. Lilly,

(

Address

Edward Mathews

Farmville

Prince

Sarah Ethel (E P)

LiSKEY, Mabel C. (S) Long, Corbie Ward (J) Long, Tracie Edith (J) Lovelace, Salme Jennings

Tazewell

Rockingham (

McCbaw, Carouene W. (T) McCbaw, Richie Spottswood McGehee, Lila Haskins (J) McKee, Maude (E P) Maddox, Ella Blanche (F)

Halifax

Bath Augusta

(

Wythe Campbell

Richmond .

)

(

Mills, Ethel L. (Sr) MiNETBEE, Louise Oustis (J)

MiNKEL, Laura Ann ( J K) Minor, Lillian ( Sr ) Minor, Mattie Peael I ) Mitchell, Nannie (E P) Moon, Maey Ayee (J) Moore, Ada Allen (I) Moore, May Jones (E P) Moorman, Willie B. (J) (

Crewe

.Nottoway

Henry

)

(

.Halifax Charlotte

(

Bedford City Nathalie Nathalie Charlotte, R. No. 1 Glade Spring Wytheville Gladys 2013 E. Broad Street

Washington

(

Shanklin Greenville

Bedford Halifax

Maddox, Flora E. F) Manning, Juanita (R) Maesden, Annie Gertrude E. (F) Marshall, Era S) Marshall, Maby Violet S Mabston, Annie Elizabeth S) Martin, Alice Belle (F) Martin, Jennie Vernon F Mason, Ruth Spotswood (F) Massey, Mamie L. (J) Mauzy, Martha (J) Maxey, Dorothy (F) Maxey, Helen Augusta S Maxey, Laura Ellen (T) Mayberby, Marguerite A. (I) Mayo, Maud M. (J) Meek, Nannie Lee (S) Merryman, Frances C. S) Meebyman, Helen Lee (S) (

Diggs Harrisonburg Tazewell Mt. Clinton South Boston

Rockingham

McClintic, Archie Belle (T) McClube, Carrie (F) McCobmick, Hallie May (Sr)

145

Martinsville

Bedford .James City

Big Island, R. No.

New Kent New Kent

Providence Forsre

Gray

Sussex

Aecomac

Atlantic

Monterey

Highland

Powhatan Powhatan Buckingham

Clayville Clayville

Ransons Bracey

Mecklenburg Raleigh, N.

Washington Campbell Campbell Manchester Norfolk

Cumberland

105 N. East Streer

Meadow View Rustburg Rustburg 510

12th Street

Elizabeth

King and Queen Henry Buckingham Sussex Franklin

Apts.

Raines, R. No.

Oxford,

Pittsylvania

Toano Lanexa

Owenton Martinsville

Chatham Tower Hill Jarratt

Hendricks

List of Students

146

Name

County or City

MoEKisoN, Etta Watkins (T) Motley, Lizzie Lee F) MoTTLEY, May (F)

Isle

(

Mowbray, Maky Lancelot Mundie, Hattie a. S (

MuBFEE,

Salt.te

Address

Wight

Rock Stop

Roanoke

Roanoke, R. No. 3

Botetourt

(S)

Fincastle

Essex

)

Vida (J)

MuBPHY, Cabbie (F) MuREAY, Elizabeth Booth S Murray, Emma Norman (J) Muse, Valma Countess (E P) (

Lloyds

Southampton Wise )

Drewryville

Norton 32 Boisevain Avenue

Norfolk

Newport News

Myers, Maymie Olive (J)

Pittsylvania

Necessary, Leua ( S) Necessary, Rosa Lee ( S) Nethebland, Vibginia (E P) Nidebmaieb, Antoinette J G) NiDEEMAiER, BLANCHE KiNG J G) Noel, Pearl (S) Northern, Mae (J) NuNNELLY, Carrie Evelyn ( F )

Scott

(

Clinchport Clinchport

Scott

Powhatan

Sunny Side

Bedford Norfolk

Poplar Hill Poplar Hill Bedford City 322 Raleigh Avenue

Nottoway

Blackston, R. No. 1

Giles .

.Giles

825 28ta Street

Ozeana Whitmell

Essex

(

Smithfield

Caroline

Âť

Mary Elizabeth (I) Ruby Benton (S) Orgain, Nannie Craig F)

Appomattox

Appomattox Nottoway Lunenburg Isle of Wight

O'Brien, Oliver,

(

Outland, Flossie A. (R)

Crewe, R. No. 2

Kenbridge Windsor, R. No. 1

Pabham, Martha Wabren (T) Parsons, Winnie Ethel Patteson, Ella J. F Patteson, ELate S (

(

pATTiE,

(

Gainesville,

Aceomae Buckingham Buckingham

)

Edna Sydnob

(

Edward Edward Prince Edward

.Prince

Glasgow

Botetourt

Fincastle

Patrick

)

Petebs, Lena T Phelps, Lucy (T) Phelps, Ruth Eva (T) Phillips, Irma Elizabeth (T)

Farmville Farmville Farmville

.Rockbridge

)

(

)

Prince

Pennybackee, Katherine JG Perkins, Mary Robertson ( Sr Perrow, Urania Virginia (T) (

Ransons Manteo Buena Vista

Rockbridge

(J)

Paulette, Elizabeth Hoge Paulette, Julia May (J) Paulette, Virginia B. (J) Paxton, Mary McFabland Peck, Rebekah (T) Penn, Annette Hobson ( I

Ala.

Atlantic

)

Rockingham Caroline

Stella

Broadway

Dawn Lynchburg

Bedford Bedford Bedford Mecklenburg

Chamblissburg Bedford City, R. No. 4 Bedford City, R. No. 4 Baskerville

List op Students County or City

"Name PiEECE,

Mart Clopton

Poole, Claea Albeeta

Address

(Sr)

Richmond

(F)

Prince

Poole, Aileen ( JK) Poole, Susie Eleanob (J) PoLLOK, Lulu May (J)

News Ferry

Buckingham Buckingham

Peice,

Honoe (T) Iema Feances

Lennig

Franklin

Wirtz, R. No. 1

Edward Prince Edward

Prince

Dinwiddie Dinwiddie Dinwiddie Dinwiddie

S) S)

Ranson, Nannie Franklin (S) Rawxings, Florence Baker (Sr) Readee, Mary Eugenia (J) Reames, Virginia Inez (S) Redd, Haedinia Taylor (F)

Rice,

Ruth Stuart

Prince ..

WiUis

Princess

Anne

Dinwiddie Hanover Halifax Washington

Prince

Edward

Appomattox

(T)

Richardson, Celeste Bush ( S) Prince Edward Prince Edward Richardson, Katheeine V. (F) Richardson, Maud Katheeine ( J) .Halifax Richardson, Mildred Rives ( Sr ) ... Prince Edward .Middlesex Richardson, Ruth Smith (E P) Amherst RiCHESON, Katheriito M. (T) Rives, Gertrude Beanch (F) Dinwiddie Roberts, Florence Gene (S) Halifax ROBEETSON, Hattie May (J) Newport News .

Dinwiddie Rice .

.1112 Charles Street

Lynnhaven Ford Doswell Sutherlin

Meadow View Clinchport

Scott (

DeWitt DeWitt DeWitt

Edward

.Fredericksburg.

(Sr)

Farrington Farmville

Edward

Ragsdale, Emma Haeeis Ragsdale, Kate Branch RAGSDAiE, Mamie G. ( S) Rainey, Estelle M. (R)

(

Sinking Creek Tobacco

Hanover

Floyd

(

Farmville Ivy Depot

Albemarle Craig Brunswick

QuESSENBEBEY, LouEA Ada (F)

Reynolds, Myetle ( S) Rice, Lillian Estelle

Farmville

Prince

Price, ( S ) Peitchett, Lillie (R) Pueyeae, Lillian Blanche (J) Putney, Maey F. (F)

Ruth (J) Maey Josephine

Emporia Buckingham Buckingham

Greenesville

(S)

217 Jefferson Street

Peatt, Maeia Emeline (F) Peatt, Teent Moseley ( S ) F) Peice, Alean Peice, Bessie Haskins (S)

Fannie Haeeison

Street

Farmville

Molusk

Halifax

(

Elm

Forest Depot, R. No.

Powell, Annie Holmes (F) Powell, Susie Jeanette (S)

Peice,

421

Edward

Lancaster Bedford Danville Halifax

Pottage, Maegaeet K. (F)

Redd, Reed,

147

Farmville

Pamplin Farmville Farmville

South Boston Farmville Church view

AmhersB

McKenney Houston 228 29th Street

List of Students

148

(

Robertson, Mabt L. ( S) Robins, Lucy Elizabeth ( J G) Robinson, Annie B. (R) Robinson, Eloise S) RODES, Ethel Bibb F) RODES, Hallie Bertram (F) Rogers, Maud Augusta S ) Roper, Caroline M. (J) Roeer, Mary Ethel (R) RossoN, Lena Gebteude (E P)

)

â&#x20AC;˘

Prince

Callaway

Edward

Lewinsville

411 Webster Avenue

Sandy Level

Pittsylvania

Trevilian

Hampton

260 Victoria Avenue

Surry Charles

(

(Sr)

Martha Roberta Mary Adams (J)

Saunders,

Nannette Saville, Kathleen (FY) Sawyer, Kate (J) Saville, Judith

(

(J)

)

Bacons Castle Westover

City

Lynchburg Newport News

414 Harrison Street 222 49th Street

Sussex .Rockbridge Rockbridge

Littleton

Murat Murat Bloxom

Accomae

Schlosser, Lydia May (J) Scott, Ethel (R) Scott, Ida Sublett (E P)

Culpeper Campbell Prince Edward

Scott, Katherine M. (S)

Buckingham

Scott, Scott,

Nancy Maudelle R) Pearl Augusta (R)

Campbell Bedford

(

Seaton, Gertrude (S) Segar, Lucy Grey (E P) Seybert, Bonnie K. ( J) Seybert, Sallie (J) Shackfobd, Calt.te (S) Shelton, Maby Susanna (Sr) Shepabd, Agnes Ruth T) Shepard, Blanche Garland (E P) Shepabd, Mary Wilson T ) Shockey, Rhoda (F) Shorter, Mary Marguebite (F) Shugert, Maria Thornton ( Sr ) Shumate, Addie M. (E P) Sinclair, Geobgie Wray (E P) Slaughter, Jane C. (T) Smith, Annie Elizabeth (F)

Loudoun Middlesex Highland Highland

Richmond

Hampton

(

Buckingham .Buckingham Buckingham Charlotte

Farmville

Tappahannock Bryant Bryant

Louisa

RowE, Anne King (J) RowELL, Martha (F) RuFFiN, Sue Sr)

Farmville Gloucester

Essex Nelson Nelson Fairfax Portsmouth

(

Savedge,

Edward

.Gloucester

(

Ethel Lee

Prince

Franklin

(

Sandidge,

Address

Cov/nty or City

'Name E.OBEETSON, Lexia Eggueston

Inlei

Kew Meherrin Howardsville Brookneal Robertsons Rectortown

Warner Monterey, R. No. 1 Monterey, R. No. 1 2205 Hanover Avenue 212 Fulton Street

Guinea Mills Guinea Mills Guinea Mills Mannering, W. Va. Tare

Clarke

Berryville

Giles

Glen Lyn

Gloucester

Naxera

Culpeper

Mitchells

Warwick

Denbigh

List op Students

Name Smith, Smith, Smith, Smith, Snead,

Gownty or City

Bettte Gay ( S) Elizabeth L. (F) Ltjeline Agee (R) Medora Patti (F) Grace F)

Address

Cumberland Cumberland Cumberland Hanover

(

Charlotte

Snidow, Eunice A. (F)

Giles

South ALL, Ai,bebta Maud (S K) Spain,

Stanley, Ethel May (S) Staples, Emma Mebane (J) Starling, Annie Preston (F) Stabling, Harriet Brown (I) (T)

Steele,

Myrtle

Stephens, Steptoe,

(R)

(J)

Mary Mosby

Lucy

Graham

(

Tate, Elizabeth

)

Graham

(J)

Tatum, Mary Hunter (J) Taueman, Ruth Erle ( S Taylor, Catherine Heth (J) Tayloe, Mary Elizabeth (J) Taylob, Lillie Pearl (R) )

Seottsville

Prince

Paces Paces Bedford City

Cambria Boonsboro S5 Duke Street

Waynesboro 802 13th Street S.

Edward

Rockbridge Culpeper Chesterfield

Cumberland Campbell

(

Albemarle Halifax Halifax Bedford

Culpeper

(

Lone Oak Lone Oak

Pittsylvania

(

Swan, Colyee Annie

Lexington

Henry Henry

Augusta Roanoke

)

Stevenson, Florence (S) Still, Evelyn S) Stone, Annie Laurie ( S ) Sr ) Stone, Susan Jane Stoner, Willie Frances (Sr) Steother, Bessie Roberts (S) Strother, Lucy Mordecai (T) Stuart, Sarah Virginia (T) SuDDiTH, Annie Sr) Sutherland, Elizabeth A. T Sutherland, Minnie (J) SuTHERLiN, LuLA Sr) Sutler Mes. R. M. I (

Martinsville

Rockbridge

Bedford Norfolk

Sterling, Belle Culbert (J) Sterrett, Alice

Goldleaf

Church Road

Montgomery

(Sr)

(T)

)

Hill

Pembroke 802 Paxton Street

Henry

Stebbins, Louise Gary (F) Stebbins, Willie

Rockville

Rolling

Mecklenburg Dinwiddie

(

Nancy Lynch

Farmville Stony Point Mills

.Danville

Ruth Virginia (E P) Wilme Ida S)

Starritt,

Guinea Mills 228 Bute Street

Norfolk

Snell, Claea Lotjise (T)

Spain,

149

Prince

Edward

Albemarle Halifax

Augusta Appomattox

Vance Farmville

Lignum Sherwood Culpeper Chester Farmville, R. No. I

Brookneal Farmville Miller School

Sutherlin

Waynesboro Pamplin

Pulaski

Draper

Patrick

Stuart, R. No. 1

Henrico Manchester Albemarle Dinwiddie

Richmond, R. No. 2

Box

121

Miller School

Goodwynsville

List of Students

150

Name

County or City

Thom, Anne Paeker (T) Thomas, Eoline Katharine (S) Thompson, Laura Kate (S) Thompson, Maejorie Schau J) Thompson, Maeye Hill (J) Thompson, Rhetta Mae (J) Thornhill, Annie Moseley (F) Thornton, Beown F Thorpe, Lottie Lee (J) TiNSLEY, Dora Virginia (E P) Tinsley, ]\Iary Cole (J) Toms, Elaine McKay (E P) TowNES, Mary Myetle (T) Townsend, Cbete L. (R) (

(

.Pittsylvania

.Bluefield,

Rocky Point

Botetourt

)

W. Va..lO Duhring

Hanover Wise .Appomattox Madison

Big Stone Gap

Hixburg Wolftown Dumbarton, Box 59 Crooked

Richmond Knoxville,

Tenn

Lunenburg

Keysville

Edward

Farmville Andersonville

Buckingham

(

Gloucester

Ark

Goochland Fauquier Brunswick

Hadensville

Amherst Richmond Mecklenburg

Remington Rawling Winesap 2106 E. Grace Street

Boydton

Nansemond

Vaughan, Annie Maneeva (R)

Suffolk

Nottoway

Wade, Caeeie (R) Walker, Frances Moorman (T) Walkup, Nancy Wyndham (J) Waller, Mary Duncan (S) Wallee, Robeeta Lee S Walters, Eva Mebane (J) Wambersie, Mary (R) Warburton, Lucy A. (Sr) Ward, Emily Susan (J) Warren, Josephine B. (S) Warrinee, Clementina C. (S) Watkins, Eunice LeGrande (S) Watkins, Kate Feiend (Sr) Watkins, Roche (R) Watson, Lucille Adelia (F) Watson, Myrtle Alma (F)

Burkeville

Rocky Mount

Franklin .

Bedford City, R. No. 3 Gala

.Bedford .Botetourt

Norfolk Spottsylvania

)

Charlotte

Orange

James City Norfolk. ...

Accomac Amelia .

Run

516 N. 8th Street Oxford Place

Drakes Brancn

Charlotte

Prince

Street

Ashland, R. No. 3

Henrico Culpeper

Teaylor, Mary Virginia (S) T&ent, Geaham Feances (Sr) Teevilian, Floeence F) Teice, Elizabeth L. (E P) Tboughton, Chaelotte L. ( S ) Tucker, Maeia Field (R) Turner, A. Ruth (F) Turner, Marion (J) TuRPiN, Mary E. (J) TwiTTY, Lauea Leigh (J)

(

Address 192 Bute Street Banister

Norfolk

.Chesterfield

Danville Chesterfield

Prince Prince

154

Duke

Street

Goodloe Charlotte

Orange Williamsburg 711 W. Highland Avenue

Modesttown Jetersville

Midlothian 403 Chestnut Street Midlothian

Edward ... Darlington Heights Edward ... Darlington Heights

List of Students County or City

"Name

Amherst Watts, Lanora Jane (S) Amherst Watts, Sat.t.te Dawson (F) Surry Wells, Maeion F. (E P) Accomae Wessells, Winnie P. S Louisa West, Mattie Lyle (E P) Prince Edward West, Marian F) Frederick Whitacre, Bebtha Belle (F) Princess Anne White, Daught Agatha (T) Isle of Wight Whitley, Ollie Maie (T) Augusta Whitlock, Edith Eice (J) Halifax Whitworth, Elizabeth (I) Halifax Wilder, Happy ( J G) Nansemond WiLKERSON, IvA N. (T) Nansemond WiLKERSON, Mollie V. (F) Lunenburg WiLKERSON, Annie Perry (F) Giles Williams, Lucille (S) Williams, Moodie Elizabeth J) .Montgomery Giles Williams, Ruby (R) Prince Edward Wilson, Lillian Leigh (S) Prince Edward Wilson, Mary Howard F) )

{

(

Wingfield, Olive (R)

Campbell

Edward Northampton

151

Address

Monroe Monroe, R. F. D.

Dendron Bloxom Trevilian

Farmville

Whitacre Fentress, R. No.

Windsor Waynesboro Scottsburg

South Boston Chuckatuck Chuckatuck Nebletts

Maybrook Cambria Pembroke Farmville Farmville

Brookneal Farmville Dalbys

Wingo, Germania Judson (T) Wise, Willis Page (I)

Prince

Womack, Virginia

Halifax

Vernon Hill

Norfolk Norfolk

Port Norfolk

(R)

Wood, Helen T) Woodson, Lillian Page (J) Woodson, Mabel H. (Sr) (

Wornom, Nannie

(R)

Lynchburg York

Wright, Bettie Campbell (Sr) Wright, J. Frances (S) Wyche, Mattie S) Wynne, Bessie May (T)

Essex Bedford

Wynn, Maud Manson

Bi-unswiek

(

(F)

Yancey, Martha Redfobd (J)

Greenesville

York

Halifax

Fentress

2909 Fifth Avenue

Poquoson Tappahannock Stewartsville

Emporia Dare Warfield, R. No. 1

South Boston

TRAINING SCHOOL Kjwdergaeten. FIRST YEAR.

BooGHER, Collins,

Mary Hugh

Jarman, Helen McNamee, Viola

Davidson, James Davidson, Meade DuGGER, Archie Fugate, Henly Garland, Robert Gaenett, Edna Hardy, Crenshaw Hardy, James Hatcher, Mary Kern

Moore, Patience Noel, Willie Walker NuNN, Lillian Phillips, Vivian Steger, Elizabeth Upton, Lucile Vaiden, Mildred

Watkins, Samuel Wells, John Young, Ruby

HiLLSMAN, James Hunt, Mary second year.

Hart, Scott Jehne, Teddy Lindsay, Virginia Lipscomb, Rebekah Messenger, Loren MoRiNG, Elizabeth Vaiden, Rodney Wall, Virginia

Anderson, Virginia Buchanan, Carrington Cobb, Clara

Cox,

Ruth

Robert Dahl, Louis CRALLfe,

Davis, William Foster, Katherlne Gill,

Walton, Dorothy

Douglas

Gray, Sallie

May First Grade.

Anderson, Irene Anderson, Laura Anglea, Celeste Atkinson, Daphne Atkinson, Virginia Baird,

John

Bulloch, Anna Clark, Emily Dahl, Dallas Davis, John Foster, Jonella

Fugate, Mary Gilliam, Daphne Hackett, Maude

Hunt, Harry

Jones, Janie Lewis, Mary Lipscomb, James Morse, Esther OsBouRNE, Elbert Pillow, Thuessy Putney, Walter Rice,

Mary

Richardson, Hettie Spencer, Virginia Steger,

Margaret

Venable, Jacqueline Watkins, Janie Wilkinson, Jack

Training School

153

Second Geade. Moese, Vernon Paulett, Archie Paulett, Ida

Baenwell, Annie Beown, Kenneth Caetek, Elise Cox, Ben Davis, Ashby

Fostek,

E-iCHABDSON,

Maey Rives

Simpson, Blanche Smith, Lucile Spenceb, Caeyl

John

Feetwell, Mamie Gaeland, Maey Gill, Albeet Hall, Norine Haet, Maetha HuET, Lottie Lancastee, Haeey Lindsay, Maey MiLLIDGE, DeBlOIS

Tatum, Alma Vaiden, Victoeia

Watkins, Asa Watkins, Newton Wells, Doeothy Wood, Lucile Young, Peael Thied Geade.

Bulloch, Lloyd Chick, Bessie Cobb,

Lancastee, jVIaey

Maesa

Cowan, Mack Cunningham, Elizabeth Cunningham, Wallace Davis, Elizabeth Deumellee, Kael FosTEE, Ethel Haet, Willaed Hatcheb, Paul Jones, Anderson

Morris, John Morse, Cecil Pillow, Lillie Price, Blaie

Putney, Wiley Rice, Gordon

Shumate, Joseph Spencer, Poetia Stokes, John

Venable, Reginald Whitlock, Alma

FOUETH Grade. Baenwell, James Baeeow, Ruth Blanton, Irving bugg, robebt Boyd, Cabbie Feetwell, Mattie Leigh

Gabland, Edna Gaeland, Eenest Gabnett, Chaelie Geay, Ida Lee Hundley, Campbell Hundley, Maegaeet Lewis, Elizabeth Ligon, Imogen

Paulett, Mabel Price,

Mabel

RiCHAEDSON, Leonard Richardson, Virginia Spencee, Ethel Stuart, James Stuart, Wilue Venable, Pettit

Watkins, Edward Watkins, Frank Webstee, Lucy Wells, Agnes Williamson, Clee Wilson, Junius

Training School

164

Fifth Geade.

Baeeow, Mary Foote BULIOCH, Thelma

MoEEis, Jean Phillips, Hazel

Kate Cunningham, Bookee Edmunds, India

Putney, Alice

Price,

Cox,

Foster,

Rice,

Maetha

Thomas Irma

Richardson, Robert, Je.

Shumate, Judeth

Feetwell, Eolin Gaeland, Jack Haedy, Maey Haeeis, Rill Hunt, Florence Jabman, Joseph

Simpson, Ila Spencer, Kathleen

Wall, Barrye Watkins, Cunningham Watkins, Irvine Whitlock, Lottie Williams, Lydia

Jones, Rosa

Kearney, Janie MoEiNG, Lubline Sixth Grade.

Barnwell, Eva Blanton, Ruth bondueant, louise Chappell, Edwin Davis, Leone

Doyne, Maeie Drumeller, Lee Drumellee, Louis DuGGEB, Geace DuvALL, Wallace English, Zaida Foster, Loveline Hatcher, Gertrude

Hundley, Elizabeth LiGON,

Nemmie

Moore, John Overton, Ercelle Paulett, Ernest Paulett, Richard Richardson, Robeet Sebpell,

Ruth

Shumate, James Stone, Bessie

Vaughan, Loveline W^iLSON, Edith

Seventh Geade. Allen, Rosa Barrow, Lura Cobb,

Hazel

DuVALL, Altha Garnett, Nannie Haeeis, Eunice

Jabman, Elizabeth Jones, Bertha

Kayton, Aurelia MOOREFIELD, ClAUDE

Moeeis, Maey Paulette, Viva

Richaedson, Lelia Spencee, Bernice Spencer, Sarah

Tucker, Annie Watkins, Eloise Williamson, Mamie Wood, Marguerite

Teaining School

155

Eighth Grade. Blanton, Howabd BuGG, Chakiie BuGG, Martha Davis, Susie DoYNE, Mattie Love Graham, Alice LiGON,

Sarah

Minkel, Mildred Moore, Willie Putney, Edna Richardson, Alice Robinson, Judson Smith, Aubrey

Watkins, Patsy

MiLLiDGE, Stanley

RECAPITULATION. Total in Normal Department

Total in Training School Department Total number receiving instruction in this School

616 231

847

ALUMN/E Any one discovering mistakes in the alumnae record will kindly forward the corrections to the President. Full Graduates, June, 1885. r\

mANTON, Annie LUIA Philups, Luia

(Mrs. Barrett)

idA^lbuNCAN,

^'^^^'

Richmond, Va. Full Graduates, June, 1886.

r^j^j-^

Teaching, Lynchburg, Va. Andekson, Kathekine Holly Springs, Miss. Blanton, Bessie (Mrs. Jones) Brooklyn, N. Y. BuGG, Fanny (Mrs. Burton Blanton) Bedford City, Va. BRiGHTWEii, Carrie (Mrs. Hopkins) Lynchburg, Va. Carruthers, Jean (Mrs. Boatwright) Keller, Va. Mapp, Madeijne (Mrs. G. T. Stockley) Teaching, Agnes Scott Institute, Decatur, Ga. McKiNNEY, LuLA Professor of Pedagogy, Normal School, Athens, Ga. Paerish, Ceiestia .

Full Graduates, February, 1887.

^_>fe'^^^^

*Carson, Lelia (Mrs. Flippen) *Davenport, Emma *QtJiNN, Saixie (Mrs. Dillard) Richardson, Emma (Mrs. John Geddy Ranson, EsTELtE (Mrs. Marchant) *Smithson, Fanny Smithson, Bexilah

Toano, Va.

)

Mathews

H., Va.

Teaching, Nogales, Arizona

Full Graduates, June, 1887.

Berkeley,

Martha

Farmville, Va.

Coleman, Alice (Mrs. Bethel) Danville, Va. Crews, Annie L. Trained Nurse, 822 Hamilton Terrace, Baltimore, Md. Jeffries, Willie (Mrs. N. P. Painter) ... .Seventh Avenue, Roanoke, Va. Johnson, Jxjiia (Mrs. J. D. Eggleston) Richmond, Va. Wicker, Katherine .. Teaching Eng. and Hist., High School, Tampa, Fla. Whiting, Henry Augustine (Mrs. C. R. Mcllwaine) 2326 Highland Avenue Knoxville, Tenn. .

^^>>'^^'^^

(Mrs. R. Baxter Tuggle)

Deceased.

Alumnae

157

Full Graduates, February, 1888.

*Agnew, Maey BAiL, LULA Camfbell, Susie (Mrs. Ned Hundley) FuQUA, Louise (Mrs. W. B. Strother ) r^juui^

Farmville, Va. Chester, Va.

Haskins, TTat.t.tf. H *MoLean, Mattie Winston, Lizzie

Teaching, Houston, Tex. Teaching,

Richmond, Va.

Full Graduates, June, 1888.

Beekley, Fannie Douglas, Cabbie (Mrs. Arnold)

^^^

Teaching,

Salem, Va.

Duncan, Mattie Teaching, Roanoke, Va. FoBBES, Marion Lady Principal Woman's College, Richmond, Va. Febguson, Kate (Mrs. Morehead) Salem, Va. GuELEY, Annie (Mrs. Chas. Carroll) Baltimore, Md. Hunt, Kate Principal Stonewall Jackson Institute, Abingdon, Va. Hix, Annie (Mrs. Edward Earle) Waco, Tex. *Hubbabd, Ida (Mrs. Giles) MosLEY, Blanche (Mrs. Cooke) *Mabtin, Rosa Phaup, Susie PiEECE, Maby (Mrs. E. F. Watson)

*THOBNHmi, Anna Winston, Josie (Mrs. Watts, Ida

T. A.

Toaehing) Waulj

Box

Woodson)

133,

r p iat, Va

Richmond, Va. Lynchburg, Va.

Teaching, Lynchburg, Va.

Full Graduates, Februa/ry, 1889.

^,jjj '^''

BoswELL, Lucy (Mrs. Montague) Mount Laurel, Va. Cheisman, Rosa Teaching, 2042 Fifth Avenue, New York CoMPTON, Myra (Mrs. Allnut) Dawsonville, Md. Haedy, Saulie (Mrs. McElveen) Workman, S. C. Hill, Susie (Mrs. Dunn) Bartlesville, Indian Territory Payne, Ola Teaching, Charlottesville, Va. Full Graduates, June, 1889.

*Haeeis, Minnie (Mrs. Atwell) Littleton, Fannie (Mrs. Linus

^^ju^ Maegheb, Maegabet

^^^

Kline)

Asheville, N. C. 314 East George Street, Richmond, Va. H. Long) White Springs, Fla.

Professional Graduates, June, 1889. ^^^A^-v^

*Higginbotham, Lavalette (Mrs. Chapman) Deceased.

Duluth, Minn.

Teaching, High School, Richmond, Va.

Peekins, Mes. Fannie Van Voet, Beetha

Walkee, Fannie (Mrs.

Alumnae

158

Full Graduates, June, 1890.

Campbeu:, Minnie (Mrs. Nathan Eller) Campbell, Maet Edwards, Claba (Mrs. W. K. Ballou) (^^aAA-^

Lyncliburg, Va.

Teaching, Charlestown,

W. Va.

South Boston, Va. Hampton, Va. Clifton Forge, Va.

Eubank, Mamie (Mrs. Sinclair) MclLWAiNE, Anne (Mrs. Wm. Dunn) *Mebedith, Mamie Noble, Maude (Mrs. Morgan) Vaden, SaLlie (Mrs. George Wray)

Hampton, Va.

Professional Graduates, June, 1890.

Elma, Ala BiNSWANGEK, BLANCHE (Mrs. Lewis Rosendorf Teaching, Richmond, Va. BoTTiGHEiMEE, HoETENSE Teaching, Lillington, N. C. Coupling, Eloise Richardson, Louise (Mrs. Jos. White) .414 N. Tenth St., Richmond, Va. *Richaedson, Eloise Winchester, Va. Snapp, Maud (Mrs. Funkhouser) )

./VVV>V^

Full Graduates, June, 1891.

cJlAXf-'

Gilliam, Blanche (Mrs. Putney) Haedt, Mbs. Sadie (Mrs. Lewis Claiborne) Saunders, Neva (Mrs. George Prince) Tbevett, Maud

Farmville, Va. Lawrenceville, Va.

.Chase City, Va. Teaching, Glen Allen, Va.

Vaughan, Coeinne (Mrs. Hoffman)

WoMACK, Maey

Teaching Biology, Normal College,

Roanoke, Va. City

New York

Professional Graduates, June, 1891.

Duff, Madge Emeeioh, Addie (Mrs. Isadore Dreyfus)

0^^

Ievine,

Lucy

*MoNTAGtrE,

(Mrs. J. Irvine)

New Clare,

York, N. Y.

Augusta County, Va.

Emma

PowEES, Aueelia (Mrs. Wm. Ahem) RiCHAEDSON, Nellie (Mrs. Rogers)

.Thirty-Second

St.,

Richmond, Va. Richmond, Va.

Full Graduates, February, 1892.

(Vuj^^

BuETON, Annie (Mrs. A. A. Cox) BoswELL, Mat (Mrs. Chas. Gordon) Faeley, Mamie (Mrs. E. H. Witten) Spain, Myetis (Mrs. Hall) Twelvetrees, Louise (Mrs. Hamlett)

Farmville, Va.

•.

Remington, Bramwell, W. Lancaster C. H., .Hampden-Sidney,

Va.

Va. Va. Va.

Professional Graduates, February, 1892.

Berkeley,

Mary

Priscilla

West, Ella (Mrs. •Deceased.

W. Gray)

Teaching, Miller School, Va.

Memphis, Tenn.

Alumnae

159

Full Oraduates, June, 1892.

*Blackm:oee,

Maby

*B0NDUBANT, Myetle (Mrs. Corley) Davidson,

Juua

Farmville,

EwiNG, LovELENE (Mrs.

.A^jf_J

Va.

Richmond, Va, Stenographer, 214 Church Street, Roanoke, Va. Faeley, Emzabeth FoED, JuuETTE Gov't Position, 1202 K St. N. W., Washington, D. C. Fox, Lily Teaching, Elko, Va. Haevie, Leua Jeffeeson (Mrs. J. S. Barnett) Tulane University, New Orleans, La. HuNDUiY, Alice Teaching, Danville, Va, MiCHiE, Lizzie (Mrs. Johnson) 315 Eleventh Street, Lynchburg, Va. Mitchell, Maggie (Mrs. Bryan) Richmond, Va. PowEES, AuEELiA (Mrs. Wm. Ahem) ... Thirty- Second St., Richmond, Va. PoKTEE, Belle (Mrs. Ellington) 105 S. Fifth St., Richmond, Va. C.

Wall)

Culpeper, Thompson, Ellen (Mrs. W. E. Coons) Thompson, Elva (Mrs. J. T. Walker) Teaching, Eatonton, Houston, Trent, Ella (Mrs. H. B. Taliaferro) Trained Nurse, Richmond, Watkins, Maegaeet WoMACK, Peeston 501 Colfax Avenue, Denver,

Va. Ga. Tex.

Va. Col.

Professional Oraduates, June, 1892.

M/lj j

Ceew, Maey HuDGiNS, Nellie (Mrs. Oscar Hudgins) Ginter Park, Richmond, Va, Designer, 22 E. 21st Street, New York City Meaghee, Melania Mayo, Lalla Teaching, Manchester, Va. Cartersville, Va. Minor, Janie (Mrs. Nash) Birmingham, Ala. Neal, Florence (Mrs. Ledbetter )

Teaching, Miller School, Va.

Peitchett, Sallie

Ammie (Mrs. Leon Ware) Willis, Eva (Mrs, Robt. Crall6) WiNGFiELD, NoEA (Mrs. W. N. Sebrell)

Todd,

Staunton, Va. Farmville, Va.

Courtland, Va.

Full Graduates, February, 1893.

Alma Mary (Mrs.

Bland,

Shacklefords,

Cabell Floumoy) Bay View, Boyd, Teaching, Private School, Newport News, Curtis, Roberta Farmville, Davidson, Mattie Crewe, Davis, Myrtis (Mrs. Phillips) Darlington Heights, 9-^C^\ Gilliam, Salue (Mrs. Gilliam) Teaching, Winchester, Gray, Mary Portsmouth, Haegeoves, Alice *MiCHiE, Susie

Morton, Nettie (Mrs. Walker Scott) Deceased.

Va. Va. Va. Va. Va. Va. Va. Va.

Farmville, Va,

Alumnae

160

v.>Ca.xh.

Tabb, Jane TuENEE, Bessie

Secretary to President, S. F. N.

S.,

Farmville, Va.

Teaching, Staunton, Va.

Richmond, Va.

Whitehead, Lilxian (Mrs. E. H. Russell) Full Graduates, June, 1893.

Baldwin, Blanche (Mrs. E. T. Hines) .2241 W. Grace, Richmond, BiDGOOD, Fannie (Mrs. R. W. Price) 234 Hinton St., Petersburg, Smithburg, Cbump, Emily (Mrs. Frank Starke) Grangeville, Accomac County, Mapp, Ada ( Mrs. James Hyslup ) *MoETON, Rosalie Teaching, Martinsville, MosBT, Merbimac Churchville Gap, Rogers, Mittie (Mrs. B. W. Jones) Teaching, Rockingham County, Stegeb, Hattie .

x^JMAjy

Va.

Md. Va.

Va.

Va. Va. Charlotte County, Va. Hampton, Va. Bristol, Tenn.

Walton, Lena (Mrs. Roberts) Watson, Georgia (Mrs. Copeland) White, Maey (Mrs. Pearson) Wicker, Belle Teaching, High School, Tampa, Fla. Darlington Heights, Va. WoMACK, Rose (Mrs. Wm. Henderson) Professional Graduates, June, 1893.

-'VVa,^

Eggleston, Julia (Mrs. F.

Tower)

.1514 Grove Ave., Richmond, Va.

Full Graduates, February, 1894.

Aemistead,

C^, XAA..^

Mabtha

(Mrs. C. E. Morton)

Chewning, Lou (Mrs. S. F. Sharper) Cunningham, Peaele (Mrs. Boyle) Haedy, Jane (Mrs. Long) Haewood, Nannie (Mrs. Disharoon) Hunt, Florine (Mrs. A. M. Fowler) Shell, Effie

(Mrs. Chappell)

Crewe, Va. Saluda, Va.

Rocky Mount, N. C. Johnson City, Tenn. Hampton, Va. 511 W. 122d St., N. Y. Dinwiddle, Va.

Full Graduates, June, 1894.

X^MAAy'

Bennett, Lizzie 117 Thirty-First Street, Newport News, Bland, Lola Teaching, Pinetta, Gloucester County, Branch, Mabin (Mrs. Branch) White Plains, Chandler, Jennie (Mrs. Carpenter) Caroline County, FiTZHUGH, Mary (Mrs. Eggleston) Portsmouth, Gayue, Lula (Mrs. Bland) Shacklefords, Greever, Virginia Chilhowie, Harris, Alma Teaching, Dinwiddle C. H., Harris, Pauline (Mrs. A. E. Richardson) Dinwiddie C. H., Hudgins, Ruby (Mrs. Chap Diggs) Hampton, Oglesby,

Mary Sue

Deceased.

Va. Va. Va. Va. Va. Va. Va. Va. Va.

Va.

Teaching, Draper, Pulaski County, Va.

Alumnae Egberts, Mabel (Mrs. S. D. Tankard) Staples, Janie (Mrs. Eddie Chappell) /''>'

l^.f^K_^

Trower, Lena (Mrs. Ames) Wescott, Geoegla. (Mrs. Stockley) * WiLKIE, Kathie

161

Franktown, Va. Briery, Va. Onley, Accomac County, Va. Teaching, Temperanceville, Va.

Professional G^raduates, June, 1894.

Buchanan, Mattie

Teaching, Fairwood, Va.

Harrison, Julia (Mrs. Pedick) HiGOiNS, Emma (Mrs. L. B. Johnson) Leache, Juua. Pollard, Maud (Mrs. R. S. Turman)

/"^ .<_i^^^

Portsmouth, Va. Gilmerton, Va. Teaching, Pulaski, Va. Atlanta, Ga.

Full Graduates, Fe})ruMry, 1895.

Armistead, Eixen (Mrs. Guerrant) Boyd, Carrie Davis, Eui^alie (Mrs. Woodson) Eggleston, Martha Ferebee,

Mary

Farmville, Va. Bryant, Nelson County, Va.

Richmond, Va. Richmond, Va. Lynnhaven, Va.

(Mrs. Old)

Godwin, Mary Fincastle, Va. Ivy, Mrs. Sallie B Norfolk, Va. -^ Teaching, 1603 Thirtieth St. N. W., Washington (^^^'^ Jayne, Mattie *Kean, Elvira Marable, Sudie (Mrs. Scales) Holcombs Rock, Va, Osborne, Tempe R. F. D. No. 2., Berryville, Va. ;

Ratcliffe,

Mary

Ashland, Va.

(Mrs. Chenery)

Thrift, Susie

Teaching, Big Stone Gap, Va.

Wolf, Bessie

Teaching, Glenolden, Pa. Professional Graduates, February, 1895.

/'~\

'v.

M^'*"

1000 Wise Burton, Kate (Mrs. Fred Glenn) Hooper, Mary (Mrs, Bernard McClaugherty)

Street,

Lynchburg, Va. W. Va.

Bluefield,

Full Graduates, June, 1895.

Badger, Helen

^'^ V.

Stenographer, 1910 N. 22d

*Bradshaw, Cornelia (Mrs. Bassett Watts) BoNDURANT, GEORGIA Brimmer, Rose Conway, Daisy (Mrs. H. L. Price) 4

'^M

St.,

Philadelphia, Pa.

Teaching, Graham, Va. Teaching, Danville, Va.

Blacksburg, Va. Farmville, Va.

Davidson, Lottie

Teaching, Roanoke, Va,

Galloway, Lizzie Gray, Maud (Mrs. O'Neal) Littlepage, Carrie

Chapel Hill, N. C. Teaching, White Post, Va.

Deceased. 11

i$^,

Alumnae

163

Teaching, Manchester, Va.

O'Beien, CiiABA

Raney, Sue (Mrs.

ri ,

H. Short)

Lawrenceville, Va.

Stone, Kate Stubbs, Linwood

,^j

Roanoke, Va.

Woods Cross Roads, Va.

Superintendent Wicker, Nellie WooTEN, Agnes (Mrs. Richard Spencer)

in Hospital, Polk, Pa.

Farmville, Va.

Professional Graduates, June, 1895.

BuLLAED, Irene, M. Davis,

Birmingham, Ala. Madenburg, Va. St. Louis, Mo.

Maky

FuLKS, Susie (Mrs. Edwin Williams)

New York

Ford, Ella

Hardy, Pearl ^ -^'t»-VU/

City

Teaching, Nottoway County, Va.

Hathaway, Virginia *HlGGINBOTHAM, NANCY

Teaching, White Stone, Lancaster County, Va.

NuLTON, Bessie (Mrs. Parlett, Mattie Trent, Adeliade WiNPREE, Emma

Noffman), 905 Delaware Ave., Wilmington, Del. Teaching, 28 York Place, Norfolk, Va.

J. B.

Teaching, Moss Point, Miss.

Teaching, 108 S. Third Street, Richmond, Va.

Full Graduates, February, 1896. '

•

Brown, Myrtle

Danville,

Curtis, Bettie

Va.

Teaching, Nevrport News, Va.

Hardy, Zou

Teaching, Roanoke, Va. Jones, Ethelyn (Mrs. Wiley Morris Designer for "Modern Priseilla," Boston, Mass.

Lee, Nellie

)

Cameron

Pittsburg, Pa,

Lindsey, Bessie.

•

Morris, Louise Painter, Martha

•

• >

Teaching, Charlotte, N. C.

Teaching, Farmville, Va. H. Gruver ) Union Theological Seminary, Richmond, Va. Phillips, Jennie (Mrs. Henry Elliott) Hampton, Va. Thornton, Mattie (Mrs. T. J. Pennybacker) South McAlester, I. T. Vaughan, Lizzie Morven, Va. Verser, Merrie Teaching, Nevs^port News, Va. (

Mrs.

Warren, Mary Wicb:er,

Metropolitan Museum,

Maud

New York

Stenographer, Farmville, Va.

Wilson, Mattie (Mrs. James Womack)

Farmville, Va.

Professional Graduates, February, 1896.

(^_y^A>.Av

Meller, Maggie

Welsh, Mabelle (Mrs. Deceased.

Teaching, 210 Clay Avenue, Norfolk, Va. Clifford

Rudd)

Richmond, Va.

Alumnae

163

Full Graduates, June, 1896. Teaching, 31 Falkland, Street, Norfolk, Va. 'Ashley, Daisy .Berkeley, Robbie Blaie (Mrs. W. C. Burnet) Savannah, Ga. 426 Greene Avenue, Brooklyn, N. Y. Bland, Pattie Shacklef ords, Va. Bland, Rosalie Carroll, Marguerite 384 Boulevard Avenue, St. Louis, Mo. Teaching, Hampton, Va. Chisman, Lila Macon, Ga. Davis, Azile (Mrs. B. B. Ford) - Fletcher, Kate Stenographer, Welch, W. Va. --. ^Haislip, Theresa Assistant Editor, Staunton, Va. Teaching, Chester, Va. -Holland, Mell ^—'^^"^^--McCraw, Annie (Mrs. J. W. Anderson) Andersonville, Va. -Neale, Russell Teaching, Poquoson, York County, Va. I

Oak Hall, Va. -Parsons, Beetie (Mrs. F. T. Taylor) Morven, Va. Scott, Annie (Mrs. Robt. Branch) Martinsville, Va. Smithson, Elizabeth (Mrs. Thomas Morris) Teaching, Mannboro, Va. Taylor, Mary Byrd Teaching, Coeburn, Va. Taylor, Mary Hannah Pettit, Misa. Vaughan, Eugenia (Mrs. Brannon) Trained Nurse, Washington, D. C. Venable, Ruby Sherman, Tex. Walton, Lily (Mrs. W. W. Bondurant) •

Profensimial - -graduates, June, 1896.

Teaching, Bennettsville, S. C. Cameron, Jean Hatcher, Elizabeth Teaching English and History, Fork Union, Va. Teaching, Phoebus, Va. Lindsay, Ellen ^ V "^ McCabe, Margaret Teaching, Washington, D. C. Morton, Loulie M. (Mrs. G. G. Gooch) Roanoke, Va. Smith, Eva (Mrs. Ferebee) Virginia Beach * Walthall, Julia __^—-'-

^ ^ "-

—

Full Graduates, Fehruary, 1897. Cofer, Ida (Mrs. R. W. Seim) .1629 W. North Avenue, Baltimore, Md. Daniel, Mary B. (Mrs. Randolph Jones) .Rival, Buckingham County, Va. Kennerly, Martha White Post, Va. Parsons, Mamie Teaching, Atlantic, Va. Spain, Kate (Mrs. A. K. Powell ).... Sutherland, Dinwiddie County, Va. Stone, Virginia Teaching, Bristol, Va. Watkins, Alice Stenographer, 4 W. Cary Street, Richmond, Va. .

Deceased.

Alumnae

164

Professional Oradiiates, February, 1897.

Q^^/UI

Kipps, Landonia (Mrs. Chas. Black) Blaeksburg, Massenbueg, Maet (Mrs. Hardy) Hampton, PoLLAED, Minnie (Mrs. Austin) Hinton Street, Norfolk, Shell, Peachy (Mrs. R. E. Brown) 1295 W. Gary St., Richmond, Slaughter, Maeie (Mrs. Harvie Hall) Roanoke, 624 Rorer Avenue, S. W., Roanoke, Welsh, Chaelotte

Va. Va. Va. Va. Va. Va.

Full Graduates, June, 1897.

(

A.^AylL

Ballou, Annie (Mrs. Ballou) Houston, Va. Divine, Lillian Teaching, Jefferson Institute, Falls Church, Va. Exmore, Northampton County, Va. Doughty, Grace (Mrs. Gladson) Ferbebee, Annie Bookkeeper, 318 Boush Street, Norfolk, Va. Floyd, Salme (Mrs. A. T. Bell) Marionville, Va. Teaching, Toga, Buckingham County, Va. Gilliam, Liluan Irving, Anne (Mrs. A. M. Evans) Teaching, Amelia, Va. Quinby, Va. LeCato, Emma (Mrs. C. D. Eichelberger) Lestourgeon, Flora St. Katherine's School, Bolivar, Tenn. Boydton, Va. Mapp, Zillah (Mrs. Arthur Winn) Pollard, Pattie (Mrs. Morrow) High Hill, Halifax County, Va. *Price, Lily .

*Price,

Mattie

Spencer, Edna (Mrs. J. E. Haynsworth) Slaughter, Marie (Mrs. Harvie Hall)

Haynsworth, Fla. Roanoke, Va. Farmville, Va. Wainweight, Mattie (Mrs. Ernest Whitehead) Teaching, Lexington, Ky. WiLKiE, Mary C Teaching, High School, Lexington, Va. Young, Jessie Professional Graduates, June, 1897.

Bbinson,

/ I

/(Ilv*

Mary Eley

(Mrs. J. E. Elliott)

575 W. 183d Street, New York City Teaching, High School, Hampton, Va. BuLiFANT, Blanche Herndon, Va. Dyer, Lottie (Mrs. Schneider) Teaching, Hickory Grove, Chesterfield County, Va. EwELL, Jennie Summerton, S. C Holden, Minnie (Mrs. Thos. J. Davis) Principal Schools, Lignum, Culpeper County, Va. Humphries, Madge Supervisor of Drawing, Hampton and Phoebus, Va. Ivy, Elizabeth Miller School, Va. Smith, Lily Primary Supervisor, Petersburg, Va. Weay, Charlotte

Deceased.

Alumnae

165

Full Oraduates, February, 1898. Farmville, Va. Baldwin, Lauea Cape Charles, Va. Bland, Lily (Mrs. W. F. D. Williams) Teaching, Drake's Branch, Va. Booth, Annie Hampton, Va. Chisman, Maey Whiting (Mrs. Harry Holt) Cox, Majbt White. .Asst. Head of the Home, S. F. N. S., Farmville, Va. Teaching, Rosemont, Norfolk County, Va. Cuthekell, Ruby Teaching, Dinwiddle, Va. Haeeis, Laxjea (Mrs. W. H. Lippitt) Teaching, Sutherland, Va. Spain, Coea Drewry's Bluff, Va. Spiers, Eunice (Mrs. John Robinson) Newport News, Va. TuENEB, Maetha (Mrs. W. L. Cooke) Troy, N. C. Vaden, Maey (Mrs. B. L. Blair) Hampden-Sidney, Va. Venable, Genevieve (Mrs. Morton Holladay) 28th Street, Richmond, Va. Waeeen, Odelle (Mrs. M. L. Bonham) .

yl-44/l

Professional Graduates, February, 1898.

jk.^ !

Teaching, Phoebus, Va.

Meabs, Belle (Mrs. Burke) Oakey, Nellie

â&#x20AC;&#x201D;

Teaching, Salem, Va.

Full Graduates, June, 1898.

Amos, Maetha Bland, Emma

Teaching, Roanoke,

Boyd, Maey (Mrs. Samuel Scott) Boyd, Susan Beandis, Floeence (Mrs. Geo. Davidson) CealliS, Loulee (Mrs. James Lancaster) *Cox, Lillian

Cunningham, Annie Hawes

^^^

Va.

Teaching, Blackstone, Va.

Anna FowxKES, Maey

Vinita, Goochland County, Va.

Teaching, Charlottesville, Va.

Manchester, Va. Farmville, Va.

Teaching, Burkeville, Va. Teaching, Miller School, Va.

Daniel,

Teaching, Meherrin, Prince

Edward County, Va.

Manquin, Va. Haegeave, Elizabeth (Mrs. E. V. Clements) Teaching, Burkeville, Va. Jackson, Maey Gastonia, N. C. MoEEis, Katheeine (Mrs. A. S. Anderson) Waynesboro, Va. Otley, Louise Mrs. Koiner Principal, Graded Schools, Rixeyville, Va. Pieece, Elsie South Hill, Va. Robeets, Maey (Mrs. Mark Pritchett) (

)

Professional Graduates, June, 1898.

BiEDSALL, Elizabeth (Mrs. Moon)

A vv

^af[J^

Beoadwatee, Coeeee Daeden, Lalla Geeevee, Ida McEjcnney, Chaelotte (Mrs. Lee Gash) Deceased. 12

Fredericksburg, Va. St.

Paul, Va.

Teaching, Hampton, Va. Teaching, Burk's Garden, Va.

Decatur, Ga.

Alumnae

166

f^/iyyy

Mease, Missie Pebcival, Pattie Poulaed, Beknice

Teaching, Lambert's Point, Norfolk County, Va.

Kathleen

Stenographer, Washington, D. C.

EiLEY,

Teaching, Sandy Level, Va.

Teaching, Ettrick, Dinwiddie County, Va.

Teaching, 200 N. Park Avenue, Norfolk, Va. Thompson, Gebtbtjde Whitakee, Amce (Mrs. Edw. Bates) Ivor, Va.

â&#x20AC;&#x201D;

^--

Full Graduates, Janua/ry, 1899.

Caetee, Lily (Mrs. Vaughan) Miohie, Sallie Peeston, Nbxly Scott, \^_-^'^-^l.

Amelia, Va. Teaching, Lodore, Va.

Seven Mile Ford, Va.

Leua

Teaching, Morven, Va.

Taliafeebo, Cabbie

Beown

Teaching,

Chatham

Taliaferbo, Lucy (Mrs. Von Weise) Vaughan, Julia (Mrs. Kirk Lunsford)

Institute,

Va.

Indian Territory

Roanoke, Va.

Weight, Lucy (Mrs. Robt. James)

Newport News, Va.

Professional Graduates, Janua/ry, 1899.

C^yxA^-

Feathebstone, Maetha RiCHAEDSON, Eluen (Mrs. H. W. Walker) Read, Daisy -

Teaching, Roanoke, Va.

Oklahoma

City, Okla.

Teaching, Pulaski, Va.

Full Graduates, June, 1899.

Aemsteong, Ellen

Decatur, Ga.

Kempar

Waynesboro, Portsmouth, Teaching, Orange County, Roanoke, Godwin, Ella (Mrs. James Ridout) Stenographer, 210 W. Main Street, Richmond, Jones, Matilda Dinwiddie, Leigh, Ruby B. (Mrs. A. W. Orgain) Claremont, Lewis, Della (Mrs. Hundley) Claiboene, Sallie (Mrs. Deivee, Feances Feanke, Floeence.

cy^

Read, Daisy Somees, Lola (Mrs.

J. R.

Brown)

Huflf)

Va. Va. Va.

Va. Va.

Va. Va. Teaching, Pulaski, Va. Bloxom, Accomac County, Va.

Professional Chraduates, June, 1899.

O,^

Pulaski, Va. Jordan, Nellie (Mrs. R. H. Woolling) Lancaster, Natalie ... Asst. in Mathematics, S. F. N. S., Farmville, Va. Montezuma, N. C. Leach, Annette (Mrs. Andrew Gemmell) OsBOENE, Alvebda R. F. D. No. 2, Berryville, Va. Welsh, Alice Secretary of Principal of High School, Richmond, Va.

Alumnae

167

Full Graduates, January, 1900.

Chilton, Julia (Mrs. C. H. Dunaway) Culpepper, Elizabeth (Mrs. Martin) GooDE, Maegaret Hening, Lily

Holland, Kellogg Johns, Martha Watkins, Elizabeth (Mrs. Harry

Richmond, Va. Portsmouth, Va. Teaching, Hopkinsville, Ky.

Teaching, Swansboro, Va. Teaching, Burkeville, Va. Teaching, Farmville, Va.

E,.

Hampton, Va.

Houston)

Professional Graduates, January, 1900.

BiNNS, Vivian (Mrs. C. E. Parker) ..122 27th Street, Newport News, Va. Hawkins, Celia (Mrs. E. D. Hatcher) Bluefield, W. Va. Oviedo, Fla. Howard, Ida (Mrs. J. H. Chiles) Full Graduates, June, 1900.

Armstrong, Sadie

Teaching, Woodville, Va.

Chilton, Laura

Teaching, Lancaster C. H., Va.

Clements, Norma Coleman, Mary Cox,

Teaching, 1227 25th Street, Newport News, Va. Private Secretary, 66 Clark Street, Brooklyn, N. Y,

Mary Venable

Davis, Louise (Mrs.

Maud

(Mrs. J. C. Mattoon) S.

Scranton, Pa.

Wm.

Horner) Lancaster, Natalie. .Asst. in Mathematics, *RoYALL, Nannie (Mrs. Armstead) Rice, Bessie Jones,

(Mrs.

Farmville, Va.

R. Hall)

Rosemary, N. C. F. N. S., Farmville, Va.

Teaching, Mt. Airy, N. C.

Professional Graduates, June, 1900.

Crafford, Helen

Teaching, Morrison,

Warwick County, Va.

Hale, Margaret (Mrs. George M. Noell) Ronceverte, W. Va. HouPT, Ella Teaching, Roanoke, Va. Jellico, Tenn. Houston, Bruce (Mrs. W. E. Davis) Miller, Lida Teaching, 101 Central Avenue, Norfolk, Va. Randolph, Eleanor Greenville, Va. Richardson, Mary Teaching, Elizabeth College, Charlottte, N. C. Baltimore, Md. Sibley, Maggie (Mrs. H. S. Smith) Full Graduates, January, 1901.

Carper, Bessie. Crim, Mercy

.Medical Student,

Woman's Medical

Goodwin, Josephine (Mrs. E. P. Parsons) Hook, Lillian *Watkins, Marion (Mrs. A. L. Martin) Wells, Bessie â&#x20AC;˘Deceased.

College, Phila., Pa.

Teaching, High School, Leesburg, Va. Massie's Mills, Va.

Teaching, Roanoke, Va.

Teaching, Manchester, Va.

Alumnae

168

Professional Graduates, January, 1901.

,^ i^<,0''

Cheatham, Lilian Chernault, Hessie

Teaching, Chester, Va. Fannville, Va.

Shaepe, Ida (Mrs. Walter Wattersokt, PeaeIi

Teaching, Crewe, Va.

Cox)

Teaching, Olmstead,

W. Va.

Full Graduates, June, 1901.

a/ ^

Atkinson, Auce Teaching, Baenes, Emma Coleman, Alice Supervisor of Teaching, Hogg, Saeah HoGWOOD, Louise (Mrs. Harry Russell) Jackson, Jennie (Mrs. Edw. Roberts) Teaching, Luck, Josephine Millek, Martha (Mrs. John Williams) Palmer, Bessie (Mrs. Saunders) Whealton, Janie (Mrs. T. S. Leitner)

Dresden,

Germany

Newport News, Va. Music, Norfolk, Va.

Newport News, Va. Cape Charles, Va. Arvonia, Va.

Highland Park, Va. Disputanta, Va. Asheville, N. C.

Chester, S. C.

Professional Graduates, June, 1901.

Campee, Pauline Coleman, Ethel Cox, Jessie

Teaching, Salem, Va.

Teaching, Signpine, Va. Teaching, Prentis School, Portsmouth, Va.

Elcan, Grace (Mrs. John Garrett) Finke, Beulah

R. F. D. No. 1, Farmville, Va. Teaching, Roanoke, Va. Teaching, Vinton, Va.

Henderson, Mattie Teaching, Greenville, Ya. HousER, Nannie Teaching, 800 W. Marshall Street, Richmond, Va. Latimer, Nina Phillips, Mollie Teaching, Hampton, Va. Renick, Mildred (Mrs. P. F. Traynham) Roanoke, Va. Selden, Mary Teaching, Newport News, Va. Steigledee, Edith Teaching, East Richmond, Va. Montgomery, Ala. White, Frances (Mrs. P. S. Mertins) Cleveland, O. White, Jeannette (Mrs. Morehead) WiiiiJAMS, Janie Teaching, Well Water, Buckingham County, Va. Full Graduates, January, 1902.

Farthing, Maey MooEE, Willie Mundy, Nellie Smith, Frances Y

Teaching, Charlotte C. H., Va. Teaching, Radcliff e, Va. Teaching, Diana Mills, Va.

Student Teachers College, N. Y.

Alumnae

169

Professional Graduates, January, 1902.

Ruth Teaching, Xormal Mary Campbell (Mrs. Batt) Sparks, Mary Dyer,

Training School, Gate City, Va.

Jones,

Owens,

Emma

(

Mrs.

J. G. Enliss

Norfolk, Va.

Teaching, Culpeper, Va.

Richmond, Va.

)

TiGNOR, ZiLPAH

Teaching, Hampton, Va.

Winston, Helen

Teaching, Bristol, Va.

Full Graduates, June, 1902.

Bracey, Jennie

Teaching, Braeey, Va.

Cole, Cora Cole,

Teaching, Fredericksburg, Va.

Ethel (Mrs.

E. H. Ould)

Middleboro, Ky.

ScAGGS, Julia (Mrs. Curtis Biscoe)

Fredericksburg, Va.

Wood, Lucy

Richmond, Va. Professional Graduates, June, 1902.

Blackiston, Helen Assistant in Geography, S. F. N. S., Farmville, Norfolk, Bryan, Georgia (Mrs. Arthur Hutt) Teaching, Draper, Chumbley, Lelia Teaching, Morven, Amelia County, Clark, Mary E Teaching, Hampton, Dexter, Rose Phillis, GooDE, Carrie (Mrs. John Bugg) Teaching, McClung, Hall, Eva Pulaski, Hall, Elizabeth .

Harris, Ora Hix, Carrie

Va. Va. Va. Va.

Teaching, Wise, Va.

Teaching, Roanoke, Va.

KiAg, Emma (Mrs. H. H. Edwards) Kinzer, Anna (Mrs. Ernest Shawen) KizER, Claudine

Marsh, Martha

Goldvein, Va.

213 Rose Avenue, Norfolk, Va. Teaching, Laurel, Miss. Teaching, Lancaster, Va.

Morris, Sallie PiLSwoRTH, Nora

Teaching, Trevilians, Louisa County, Va.

Richmond, Va.

Powers, Mary Frances

Teaching, Laurel, Miss.

St. Clair, EL&tie

Teaching, Danville, Va.

Vaughan, Katherine (Mrs. Southall Farrar) Wade, Mamie (Mrs. Wm. B. Pettigrew) Teaching, Warner, Susie WiNFiELD, Florence

Jetersville,

Va.

Florence, S. C. Reidsville, N. C.

Teaching, Diston, Dinwiddle County, Va.

Full Graduates, January, 1903.

Phelps,

May

Whitman, Pearl

Teaching, Roanoke, Va. Teaching, Tip Top, Tazewell County, Va.

Alumnae

170

Professional Graduates, January, 1903.

Baskervill, Elizabeth Taylor, Minnie Turner, Nannie

Teaching, Orangeburg, S. C. Teaching, Greenville, N. C.

Teaching, Newport News, Va.

White, Eleanor C

Teaching, Bristol, Va.

Full Graduates, June, 1903.

Baskervill, Elizabeth

Teaching, Orangeburg, S. C. Teaching, Cedar Bluff, Va.

Doughty, Annie Hankins, Harriet Parker

Trained Nurse, Washington, D. C. Studying Music, Richmond, Va.

Hakvie, Otelia

Teaching, 417 Moore Street, Bristol, Va. Paxton, Anna Teaching, Ginter Park, Richmond, Va. Peck, Mary Westhampton, Va. Watkins, Neville (Mrs. B. H. Martin) Professional Graduates, June, 1903.

Adair, Janie

Adams, Grace Abvin, Ethel (Mrs. Walton E. Berbyman, Louise *Bradshaw, Bernice

Bluff City, Va.

Teaching, Stonega, Va.

Wilburn, Va.

Bell)

Teaching, Brambleton, Norfolk, Va.

Teaching, Crittendon, Nansemond County, Va. Brooks, Olive Carter, Laura (Mrs. Harry Hundley) Norfolk, Va. St. Francesville, La. Clark, Mary (Mrs. R. R. Claiborne) Washington, D. C. Clendening, Ruth (Mrs. C. D. Gaver) Danville, Va. Cook, Mildred Teaching, Steele's Tavern, Va. Crigler, Elmer Teaching, R. F. D. No. 3, Norfolk, Va. Daniel, Mary Rives Teaching, Brambleton, Norfolk, Va. Epps, Mary Teaching, Martinsville, Va. Ford, Janie Teaching, Roanoke, Va. Foster, Daisy Reidsville, N. C. Frayser, Mary (Mrs. J. W. McGehee) Teaching, Delton, Pulaski County, Va. Gannaway, Sue Lynchburg, Va. GoGGiN, Mary (Mrs. Page D. Nelson) Goggin, Martha (Mrs. C. W. Woodson) Rustburg, Va. Teaching, Newport News, Va. Gray, Ella Gresham, Annie (Mrs. L. F. Orrison), Mt. Vernon Flats, Washington, D. C.

Holmes, Grace James, Georgia McLave, Agnes

Teaching,

Moorman, Lizzie

Teaching, near Lynchburg, Va.

Parramore, Louise Deceased.

Tacoma Park, D.

Teaching, Mathews, Va. Teaching, Hastings, Va.

Teaching, Hampton, Va.

Alumnae

171 Teaching, Hampton, Va.

Peek, Nellie PiCKRELL, Justine

Teaching, Roanoke, Va.

Teaching, Hampton, Etta Teaching, Burk's Garden, Stephens, Katherlne Stephenson, Daisy Teaching, Theological Seminary, Alexandria, Teaching, Roanoke, Wakken, Geace Teaching, Chatham, Watkins, Henrietta (Mrs. C. R. Warren) Teaching, near Salem, White, Nelue Teaching, Stuarts Draft, Augusta County, Yonge, Mary Young, Eula (Mrs. R. D. Morrison) Big Stone Gap, Slncla-ib,

Va. Va. Va. Va.

Va. ''"'-

Full Graduates, January, 190 J^.

Evans, Mildred Gray, Mary F

Va. Va. Va.

Teaching, South Boston, Va. Teaching, Quincy, Fla. Professional Graduates, January, 1904.

Eaton, Bertie

Bristol, Va. Teaching, Indian Creek, Norfolk County, Va.

Etheridge, Marie Godwin, Louise Harris, Beetha (Mrs. Heareing, Mieiam Heterick, Eva

Teaching, Birds Nest, Northampton County, Va.

Wm. ,.

Mason, Annie McGeoege, Bessie McGeorge, Carrie McLaughlin, Annie Merrill, Charlotte Miller, Ilia Moomaw, Lucile

Perkins, Claudia Sutheelin, Carrie Taylor, Courtney Till A R, Beulah Topping, Ethel

Raleigh, N. C. Teaching, Elba, Norfolk, County, Va. ,

Teaching,

HoLMAN, Martha (Mrs. King, Elizabeth

Ford)

D. Rand)

Va. Morven, Va. Alexandria, Va. Teaching, Elks, Va. Teaching, Manchester, Va. Teaching, Manchester, Va. Teaching, South Boston, Va. ,

Teaching, Collegeville, Pa. Teaching, Mendoat, Washington County, Va.

Roanoke, Va. Teaching, Newport News, Va. Assistant in English,

S. F.

S.,

Farmville, Va,

Teaching, Amelia, Va.

Seven Pines, Henrico County, Va. Amburg, Middlesex County, Va. Full Graduates, June, 190 4.

Baldwin, Mary Cecil Teaching, Roanoke, Va. Teaching, Newport News, Va. Perkins, Claudia Burgee, Maey Ella (Mrs. T. M. Morgan) Brookwood, Ala. Teaching, Lawrenceville, Va. Smithey, Nellie Carson Sutherlin, Carrie As-^istant in English, S. F. N. S., Farmville, Va.

Alumnae

172

Professional Chraduates, June, 1904.

Beard, Olue Mebton Beittingham, Audrey Estet,t.k

BuKGE, Nannie Campbell, Maky Louise (Mrs. Caetee, Bessie Whitwoeth

Teaching, Berkeley, Va.

Teaching, Hampton, Va. Teaching, Martinsville, Va. J.

M. Graham)

Graham's Forge, Va. Teaching, Prospect, Va.

Cheisman, Lucy Oartee

Teaching, Barton Heights, Va.

Clary, Inez L CoBBS, Elizabeth Flournoy Dey, Jessie Finke, Jessie Vieginia Gilbeet, Maey Blanche

Teaching, Manchester, Va. Teaching, Barton Heights, Va. Teaching, Norfolk, Va. Teaching, Salem, Va.

Teaching, Doe Hill, Va.

GooDE, Sarah Massie (Mrs. C. C. Branch)

Burgaw, N. C. Portsmouth, Norfolk County, Va. Hahn, Ella Claea Teaching, Newport News, Va. Harrison, Amelia Eandolph Teaching, Brunswick County, Va. 3^j^jjvjp^gL^ÂŤ,gJElEEBEET, Maey Elizabeth .f ? ?.'^\.*irx\yy^.'f<r .'^^<^v(<'7. Taadmig Norfolk, Va. HiNER, Mary Clay Assistant in English, S. F. N. S., Farmville, Va. HODNETT, Fanny Mrs. Thomas Moses ) Norfolk, Va. Hurt, Jemima Teaching, Roanoke, Va. Johnson, Blanche Teaching, Roanoke County, Va. Griffin, Geeteude

(

Coea May Teaching, Caroline County, King, Bessie Byed (Mrs. W. A. Eckles) Glen Allen, Leary, Sadie Vashti Teaching, Deep Creek, Norfolk County, McChesney, Maey Julia (Mrs. Jas. Shackleton), R. F. D. 2, Meherrin, Martin, Caeeie Teaching, Tazewell, MiLLEE, Hallie J Teaching, Afton, KLay,

Va. Va. Va. Va.

Va. Va. River Depot, Va.

Mooeehead, Melvina F Teaching, New MuRFEE, Bettie Eula Teaching, Norfolk, Painter, Ellen Gilmoee (Mrs. Landon C. Painter) Greenwood, PowEES, Maey Littlefage Teaching, Atlee, Reynolds, Ethel Teaching, Park Place, Norfolk, Reynolds, Alda Teaching, Maysville, Rodes, Mariana

Lexington,

Va. Va. Va. Va. Ga.

Va.

Sampson, Etta Hancock Supervisor of Drawing, Manchester, Va. Sandeemn, Peachy Noefolk, Princess Anne County, Va., R. F. D. No. 2 Saundees, Lilian A Teaching, Newport News, Va. Snead, Lottie Staeke, Scotia Stearns, Lucy Jackson

Teaching, Dendron, Va.

Bumpus, Va. Teaching, Woodstock, Va.

Thomasson, Minnie Teaching, Roanoke County, Va. Sunny Side, Va. Vaughan, Louise Franklin (Mrs. M. A. French) Whitmoee, Jessie EVans (Mrs. Elliott Booker) Farmville, Va.

Alumnae

173

Full Graduates, January, 1905. Teaching, Prince Edward County, Va. Chernault, Maxjde Curdsville, Va. Ceute, Janie (Mrs. Paul Traywick) Jeffbies,

Mary

Culpeper, Va. Professional Graduates, January, 1905.

Abbitt, Eleanor

Teaching, Portsmouth, Norfolk County, Va.

Teaching, King and Queen, Va.

Allen, Avice Anderson, Lucy Atkinson, Margery Cocke, Maria Davis, Sally Guy Graveley, Georgia Ives,

Teaching,

Va.

Teaching, Emporia, Va.

Bon

Air, Va.

Teaching, Emporia, Va. Teaching,

Maud

Land

Nansemond County, Va. Amie County, Va.

of Promise, Princess

Teaching, Barton Heights, Va. James, Lizzie Teaching, Lincoln, Va. Johnson, Laura Teaching, Uvilla, W. Va. La Boyteaux, Bee Moore, May Sue Teaching, Franklin, Southampton County, Va. Teaching, Merenga, N. C. Reynolds, Stella Smith, Zaidee Teaching, Norwood, Va. Richmond, Va. Tuck, Ursula (Mrs. Buckley) Ware, Alice Teaching, Highland Park School, Richmond, Va. ,

Full Graduates, June, 1905.

Anderson, Maud Marshall Brooke, Lucy Morton Chilton, Susie Katherine Day, Mary French Dickey, Edith Leigh Duvall, Edith Brent Paulett, Alice Edmunds Wade, Elizabeth Hamilton

Supervisor of Music, Bristol, Va. Teaching, Culpeper, Va. Lancaster, Va.

Teaching, Ghent, Norfolk, Va. Teaching, Covington, Va. Teaching,

Worsham, Va. Farmville, Va.

Teaching, Wilmington, N.

Professional Graduates, June, 1905.

Clemmeb, Lennie DiEHL,

Anna

May

Lois (Mrs. John Fraser)

Edwards, Florence C EwELL, Mary Ish

Teaching, Deerfield, Va.

Olden Place, Va. Teaching, Arvonia, Va.

Teaching, Ruckersville, Va. Fletcher, Mamie Edna Teaching, Fletcher, Va. GouLDiNG, Elizabeth Fitzhugh (Mrs. C. A. Sale) Moss Neck, Va. Heath, Nelije Gray (Mrs. John P. Walker) The Ontario, Washington, D. O. HiNMAN, Olive May Supervisor of Drawing, Danville, Va. Nathalie, Va. Hodges, Wilue Kate (Mrs. M. T. Booth)

Alumnae

174

Boydton, Mecklenburg County, Homes, Mary Vieginia Teaching, Pine, Howard, Myba Kilmarnock, Lancaster County, HuBST, Grace. Teaching, Gloucester, Lee, Ellen Moore Callaway, Franklin County, Lemon, Betsy Lewis, Carlotta Teaching, Covington, LuTTRELL, Mildred Elizabeth (Mrs. B. L. Payne) Diascund, Whaleyville, Manson, Lucy Haaves (Mrs. Chas. M. Simpson) *MusE, Sue Newcomb, Maud Teaching, Burgess, .,

Pierce,

Fanny May

Va. Va. Va. Va. Va. Va. Va. Va. Va.

Berkley, Va.

EiCHABDSON, Harriet Elizabeth Stephens, Margaret Lynn Tinsley, Elizabeth Garland (Mrs. *Walthal, Epsie

Watson, Calva Hamlet Whitley, Mary Edith Wilson, Grace Macon Wolfe, Frances Roberdeau Woodruff, Hessie St. Clair (Mrs.

Farmville, Va.

Teaching, Cambria, Va. J.

M. Apperson)

Culpeper, Va.

Teaching, Dumbarton, Va. Indika, Isle of

Wight County, Va.

Teaching, Brownsburg, Va. Teaching, Berryville, Va. J.

Luckin Bugg)

Farmville, Va.

Full Graduates, January, 1906.

Bugg, Hatxie King Childrey, Helen Agnew

Farmville, Va.

Teaching, Richmond, Va.

Crawley, Fennell Ford,

Mary Sherman

Teaching, Ashland, Va.

Dumbarton, Va.

(Mrs. A. B. Gathright)

Ford, Susie Emily

Ingram, Florence Linwood Ingram, Nell Douglas Sanderlin, Clara Charlotte Stephenson, Georgiana Elizabeth

Teaching, Dumbarton, Va. Teaching, South Boston, Va. Teaching, Charlottesville, Va.

Tarboro, N. C.

Teaching, Covington, Va.

Professional Graduates, January, 1906.

Teaching, White's Mill, Caroline County, Va. Carneal, Nellie V Teaching, Lexington, Va. DuNLAP, Henrietta Campbell Baltimore, Md. HiNER, Lucy Cary Boyce, Clarke County, Va. JoLUFFE, Anna B. C Spencer, Henry County, Va. King, Gertrude Caroline Teaching, Bristol, Tenn. Price, Minnie Estelle Teaching, Nuckols, Va. Rogers, Anna Royster

Starling, Bettie Price

Teaching, Danville, Va.

Teaching, Bluefield, W. Va. Thompson, Lillian Frederika Vaughan, Iva Pearl (Mrs. W. A. Childrey) 3400 E. Broad Street, Richmond, Va.

Deceased.

Alumnae

175

Pull Graduates, June, 1906.

Adams, Loxhsa ASHBY, Florida Baker, Nellie

Teaching, Atlee, Va.

Teaching, Lovingston, Va. Teaching, Pulaski, Va.

Bull, Carrie Coleman, IIary COMPTON, ISA DuNGAN, Carrie Faeish, Mabgaset (Mrs. Jackson, Lelia Jones, Sallie E

Teaching, Roanoke, Va. Teaching,

Roanoke, Va.

Teaching,

Laurel,

Miss.

Teaching, Hampton, Va. J. G.

Thomas)

Atlee, Va.

Teaching, Wilmington, N. C. Teaching, Champ, Dinwiddle County, Va.

*La Boyteaux, Zoula

McCeaw, Bessie

Teaching,

Mason, Maud Massey, Julia Redd, Mary Elizabeth Rogers, Dorothy Sanderlin, Clara Smith, Ada May Smith, DeBernieee Verser, Elizabeth

News

Ferry, Va. Mattoax, Va.

Teaching, Hampton, Va. Teaching, Birmingham, Ala. Teaching, Toano, Va.

R. F. D. No.

Norfolk, Va.

Teaching, Ashland, Va.

Charlotte C. H., Va. Teaenmg, Farmville, Va.

Kindergarten Graduates, June, 1906.

Bbydon, Margaret Richardson, Elizabeth Scott,

Rhea

Teaching, Atlee, Va. Farmville, Va.

Teaching, Ashland, Va. Professional Graduates, June, 1906.

Abbitt,

Merle

Bowers, Gertrude Burton, Gertrude Campbell, Steptoe C Cox, Bevie Cox, Edna, Cox, Sallie DoBiE, Belle

Henderson, Margaret Holland, Elise Howard, Elizabeth JusTis, Elizabeth Kelly, Hattie KiZER, Lizzie

Lewelling, Frances Deceased.

Port Norfolk, Va. Va.

Teaching, Ashland,

Teaching, Birmingham, Ala.

Teaching, Bristol, Va. Teaching, Bristol, Va. Teaching, Bristol, Va. Teaching, Roanoke, Va. Teaching, Wakefield, Va. Teaching, Crewe, Va.

Teaching, Lackey, Va, Teaching, Pulaski, Va.

Dry Teaching,

Bridge, Va. Yorktown, Va.

Teaching, Laurel, Miss.

Newport News, Va,

Alumnae

176 McCuE, ViRGiE MuNDEN, Frances NUNN, ViRGiE

Lexington, Va. Teaching, Cape Charles, Va. Teaching, Shawnee, Okla.

Preston, Mary EiCHARDSON, Elizabeth

Teaching,

Hampton, Va. Farmville, Va.

Thomas, Mary Walton, Grace

Teaching, Graham, Va.

Emma

Teaching, Crewe, Va.

Waking

Farmville, Va.

Williamson, Pauline

Teaching, Pulaski Institute, Dublin, Va.

Full Graduates, January, 1907.

Chapman, Daisy Cornelius Cobb, Euth Batten Gillespie, Lois Virginia

Teaching, Myrtle, Va. Ivor, Va.

Teaching, Cheriton, Va.

Teaching, Nelson County, Guy, Mary Sidney Leonard, Lois Gertrude Teaching, Newport News, Ryland, Leonora Temple (Mrs. R. G. Dew) Walkerton, ScHOFiELD, Mary Mercer Teaching, Dumbarton, Stokes, Elizabeth Keesee Teaching, Rice, Teaching, Hampton, WiATT, Eleanor Baytop

Va. Va. Va. Va. Va.

Va.

Professional Graduates, January, 1907.

Teaching, McKenney, Va. BoissEAu, Vivian Temperance Teaching, Jetersville, Va. Clark, Lucretia DeBaun, Theodosia Elizabeth, R. F. D. No. 3, Berkley Sta., Norfolk, Va. HouPT, Myrtle Fekne (Mrs. Wm. C. Trueheart) Chester, Va. Teaching, Kinston, N. C. Hundley, Juliette Jefferson Teaching, Darvils, Va. Morgan, Antoinette Teaching, Kilmarnock, Va. Palmer, Margaret Meredith Teaching, R. F. D. No. 5, Richmond, Va. Pierce, Page Henley

Reynolds, Pauline Elizabeth Shorter, Fanny Belle. Stubblefield, Virginia Emeline .,

Teaching, Covington, Va.

Teaching, Charlotte C. H., Va. Teaching, Richmond, Va.

Full Graduates, June, 1907.

Baker, Josephine Inez Teaching, R. F. D. No. 1, Louisa, Teaching, Lawrenceville, Bayley, Caroline Boulware Teaching, Culpeper, Bbosius, Belle Beryl Teaching, Hampton, Byekley, MoLiaE Bland CoLTON, Clara Aveey Teaching, Dillwyn, Crute, Hattie Winifred Teaching, Buena Vista, Davidson, Margaret Gertrude Teaching, Hampton, DuvALL, Janet Amanda Edwards, Amanda Elizabeth, Prin. Highland Park School, Richmond,

Va. Va. Va. Va. Va. Va. Va. Va.

Alumnae Fabinholt, Louise Axlen Glasgow, Maey Thompson Jones, Frank Pbescott Kent, Julia Ione Kyle, Caroline Llewelyn LiGON, Ethel Virginia

Teaching, Phoebus, Va. .

Prin. School, Darvils, Dinwiddie County, Va.

Marshall, Annie Mae Mason, Carrie Knoll Morris, Beryl

Teaching, Pearisburg, Va.

Teaching, Hopeside, Va. Farmville, Va.

Teaching, Crump, Amelia County, Va. Teaching, Newport News, Va. Student, Cornell University, Ithaca, N. Y.

Teaching, Miller School, Va.

Nicholson, Nan Morton Rea, Myrtle Rucker Rice,

177

Teaching, Crewe, Va.

Teaching, Smithfield, Va.

Lucy Kelly

Teaching, Crewe, Va.

Richardson, Anne Lavinia Smith, Clara Geesham Tucker, Margaret Lewis

Teaching, Phoebus, Va. Teaching, Newport News, Va. Teaching, High School, Amherst, Va.

Kindergarten Graduates, June, 1907. DxTPALL, Edith

Brent

Teaching,

Worsham, Va.

Holt,

Mary

Sills

Norfolk, Va.

Rice,

Lucy Kelly

Teaching, Crewe, Va. Professional Graduates, June, 1901.

Allen, Roberta Brumwell Teaching, Pollards, Va. Baer, Florence Ray Teaching, Roanoke, Va. Teaching, Wise, Va. Bruce, Flora Anne Castle, Alice Lee Teaching, Bedford City, Va. Teaching, Crewe, Va. Davis, Elizabeth Gertrude Fallwell, Clara Teaching, Bristol, Tenn. Gilliam, Hattie Belle Teaching, Craigsville, Va. Hampden-Sidney, Va. Hamlett, Sue Elizabeth MoRELAND, Nellie Bray Teaching, Hampton, Va. Reynolds, Annie Laura. .Teaching, 117 W. Brambleton Ave., Norfolk, Va. Teaching, Danville, Va. Semones, Louise Bernard Steger,

Mary

Virginia.

*Thompson, Flora Clendenin Thompson, Hazel Marie Vaughan, Rebecca Pocahontas Wright, Susan Dickenson

Teaching, Danville, Va. Teaching, Newport News, Va. Teaching, Calloway, Va. Teaching, Danville, Va.

Full Graduates, January, 1908.

Berry,

Ruby Marie

Teaching, Crewe, Va.

Blankinship, Vernie Vashti Christian, Fannie Jamison, Eleanor Deceased.

Teaching, Gate City, Va.

Teaching, Highland Park, Richmond, Va. Teaching,

Smithfield,

Va.

Alumnae

178 Johnson, Nellie French Jones, Lilllan Beelin

Teaching, Hickory, Va. .Teaching, Berry ville, Va.

Jordan, Helen Lancaster, Annie Leitoh

Clifton Forge, Va.

Teaching, Ashland, Va.

Walton, Emma Lockett Watkins, Martha Lois (Mrs. Winfree Chewning)

Farmville,

Va.

Hallsboro, Va.

Professional Graduates, January, 1908.

Blanton, Emma E Blanton, Martha Virginia

Teaching, Great Bridge, Va.

Brixton, Kathebine STOCEajELL. .2834 Parkwood Avenue, Baltimore, Md. Full Graduates, Jvme, 1908.

Andrews, Eugenia Beverly Brinkley, Frances Thompson

Teaching, Lynchburg, Va.

Burton, Mary Claiee Caldwell, Rosa Blackford Davidson, Wirt DuNTON, Belle Sarah Garrett, Annie Leonora Garrison, Virginia McBlaie Gbenels, Effie Myrtle Hassell, Ida Viola Horner, Mary Pickett Howard, Clara Beenice Huttee, Imogen Gordon Mauzy, Mollie Morgan, Mabel Maude Nelson, Virginia LaFayette

Teaching, Lynchburg, Va.

Newby, Geoegeanna Wabd Nideemaieb, Jessie Paulett, Haebiet Ceute Peice, Mildeed Turner Read, Mary Brumfield Rogers, Edith Sampson, Bessie Eleanor Savage, Kabue Spain, Julia Calhoun Spencer, Maey Henley Steed, Helen Mildeed Taylor, Maggie Austin Tucker, Mary Louise.

Watkins, Mary Venable Watson, Vedah May

Roanoke, Va. Teaching, Drewrysville, Va. Teaching, Ewing, Va.

Teaching, Bridgetown, Va. Teaching, Farmville, Va.

Teaching, Norfolk, Va. Teaching, Wake, Va.

Teaching, Newport News, Va. Teaching, Lynchburg, Va.

Teaching, Christiansburg, Va.

Teaching, Lynchburg, Va. Teaching, McDowell, Va. Teaching, Newport News, Va. Teaching,

News

Ferry, Va.

Teaching, Lincoln, Va.

Teaching, Poplar Hill, Va. Farmville, Va.

Teaching, Pilot, Va.

Teaching, Lynchburg, Va. Teaching, Woodstock, Va. Teaching, Oceana, Va. Teaching, Ginter Park, Richmond, Va. Teaching, Champe, Va.

Teaching, Dendron, Va. Teaching, Dorchester, Va. Teaching, Dendron, Va. Teaching, Lynchburg, Va. Teaching, Glen Allen, Va. Teaching, Dorchester, Va.

Alumnae

179

Kindergarten Graduates, June, 1908.

Beaue, Grace Isabel. .Assistant Kindergarten, Phillips, Ida Cuele

S. F.

S.,

Farmville, Va.

Teaching, Barton Heights, Va.

White, Eva Lovelace

Teaching, Buchanan, Va.

Professional Graduates, June, 1908.

Blanchaed, Maey Wallace FiTZGEEALD, Gebaldine

Teaching, Danville, Va.

Graham, Grace Noea Hatnes, Elizabeth Jones, Byedie

Teaching, South Boston, Va.

Teaching, Appalachia, Va.

Teaching, Graham, Va.

May

Teaching, Dumbarton, Va.

Maey Katheeine Lewelung, Emily Rowe, Mayme Morris Wingate, Pearl Agnes Knott,

Teaching,

Sutherland, Va.

Teaching, Newport News, Va.

Teaching, Hampton, Va. Teaching, Fairwood, Va.

Full Graduates, January, 1909.

Anderson, Catherine Elizabeth, Teaching, Barton Heights, Richmond, Va. Blanton, Martha King Teaching, Normal Training School, Abingdon, Va. Blanton, Mildred Elizabeth Teaching, Waverly, Va. Southampton, Va. CuTCHiNS, Mary Zuune Davis, Mildred May Teaching, Blackstone, Va. Graham, Geealdine Teaching, Greenville, Va. Harrison, Isabelle Williams Teaching, Cape Charles, Va. Nideemaiee, Antoinette Teaching, Bluefield, Va. Nideemaiee, Blanche King Teaching, Normal Training School, Woodlawn, Va. Pennybackee, iLA.THERiNE Teaching, Waynesboro, Va. Robins, Lxtcy Elizabeth Teaching, Laurel, Va. Wilder, Happy Teaching, Greenville, Va. .

Professional Graduate, January, 1909.

DUNCANSON, Anna Leith Total number of graduates, 839.

Total number

now

teaching, 431.

Teaching, Culpeper, Va.

CALENDAR â&#x20AC;&#x201D; 1909 U T W T P

U T W T S

December

T W T Y S

U T W T J S

1 2 3 4 1 2 1 2 3 4 5 6 3 4 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 6 7 8 9 10 11 14 15 16 17 IS 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 lb 16 17 18 ';'i ?3 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 26 26 27|28|29 30 31 24 25 26 27 28 29 30 28 29 30 28 29 30 31 1

5 6 12 iq 19 20 26 27

November

October

September s

'>,'?,

1910 January 2 9 16 2H 80

3 4 5 6 10 11 12 13 17 18 19 20 24 25 26 27 31

...|...

June

August

July

2 3 4 5 6 5 6 7 1 2 3 4 1 2 1 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 26 27 28 29 30 24 25 26 27 28 29 30 28 29 3031 ;;; 31

November

October

September 4

April

2 3 4 5 ... 1 2 1 2 3 4 5 7 8 7 8 9 10 11 12 6 7 8 9 10 11 12 3 4 5 6 7 8 9 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19 10 11 12 13 14 15 16 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26 17 18 19 20 21 22 23 28 29 27 28 24 25 26 27 28 29 30 27 28 29 30 31 "6

May 2 3 4 8 9 10 11 15 16 17 18 22 2H 24 25 29 30 31 1

March

February 1

2 3

December

2 3 4 5 8 9 10 11 12

1 2 3 8 9 10

5 6 7 8 9 10 2 3 4 5 6 7 8 "a 5 6 7 7 11 12 13 14 15 16 17 9 10 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21

25 26 27 28 29 30

23 24 25 26 27 28 29 27 28 29 30 30 31 ...

1516 17

22 23 24 25 26 27 28 29 30 31

...

1911

8 15 22 29

2 9 16 23 30

March

February

January 1

3 4 5 6 7 1 2 1 2 3 4 "5 10 11 12 13 14 6 7 8 9 10 11 6 7 8 9 17 18 19 20 21 12 13 14 15 16 17 18 12 13 14 15 16 24 25 26 27 28 19 20 21 22 23 24 25 19 20 21 22 23 31 26 27 28 29 30 26 27 28

April 3 4

10 11 2 3 4 5 6 7 8 17 18 9 10 11 12 13 14 15 24 25 16 17 18 19 20 21 22 31 23 24 25 26 27 28 29 30 ** 1'

May "7

2 3 4

June 5 6

5 6 7 8 8 9 10 11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 21 22 23 24 25 26 27 18 19 20 21 22 25 26 27 28 29 28 29 30 31 1

August

July 2 9 16 23 30

1 2 3 4 5 3 4 5 6 7 8 9 10 11 12 9 10 11 12 13 14 15 13 14 15 16 17 18 19 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 23 24 25 26 27 28 29 27 28 29 30.31!..

3 10

"7 8 "6

.1...

30131

1...I..

...