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M. C.
REYNOLDS HISTORICAL GENEALOGY COLLECTION
11 .01 753
L
L ALLEN COUNTY PUBLIC LIBRARY
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Gc 929.11 M6954m First District Normal School (Kirksville, Mo. ) Catalogue of the First District State Normal
CATALOGUE
OF THE
FIRST DISTRICT
STATE NORMAL SCHOOL
KIRKSVILLE, MISSOURI.
1900-1901.
UNION -LABEL
COMBE PRINTING COMPANY ST. JOSEPH, MO.
79 7987 6 1
2040753
BOARD OF REGENTS.
REGENT EX-OFFICIO.
HON. W. T. CARRINGTON .. State Superintendent of Public Schools, Jefferson City
REGENTS APPOINTED.
SCOTT J. MILLER Chillicothe
C. O. FOGLE Lancaster
J. W. MARTIN. Kirksville
GEORGE HALL .. Trenton
S. M. PICKLER Kirksville
A. W. MULLINS. Linneus
OFFICERS OF THE BOARD.
SCOTT J. MILLER President GEORGE HALL Vice-President J. W. MARTIN Secretary
R. M. RINGO Treasurer
STANDING COMMITTEES.
EXECUTIVE: Hall, Fogle and Pickler. TEACHERS, TEXT BOOKS, COURSE OF STUDY, CATALOGUE AND LIBRARY: Carrington, Mullins, Martin.
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FACULTY, 1900-1901.
JOHN R. KIRK, PRESIDENT. Pedagogics. OPHELIA A. PARRISH, A. B .. , Supervisor of Training School and Assistant in Pedagogics.
B. P. GENTRY. Latin.
E. M. VIOLETTE, A. B., A. M ... History.
JNO. T. VAUGHN, B. S.
Civics.
J. E. WEATHERLY, B. S.
Physical Science.
L. S. DOUGHERTY, M. S.
Biology.
CARRIE RUTH JACKSON
Assistant in Biology; Teacher
of Agriculture.
A. P. SETTLE, B. L. English. : "
HALLIE HALL, PH. B., A. M ... Assistant in English.
H. CLAY HARVEY, A. B.
Mathematics.
MARY T. PREWITT, M. S. D. Assistant in Mathematics.
ERMINE OWEN.
Reading and Physical Culture.
M. WINNIFRED BRYAN
Manual Training and Domestic
Art.
FRANCES TINKHAM
Vocal Music.
Drawing.
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KIRKSVILLE STATE NORMAL SCHOOL.
PEDAGOGICS.
IN CHARGE OF THE PRESIDENT.
The effort is made to present school management and meth- ods of teaching from the view point of the concrete and practi- cal. Our pedagogical library is fairly well supplied with the re- ports, catalogues and courses of study of all the important public schools, academies, seminaries and colleges in the State; also an abundance of school laws, institute circulars and other state doc- uments. Students are first of all made as familiar as possible with the gradation and organization of a typical elementary school as exemplified by the Training School Department of the Institu- tion. The classification of educational institutions into elemen- tary, secondary and higher is made as clear as possible. Then the details of actual school organization and gradation are taken up one by one and the reasons discovered why schools exist as they are and why the attempt is made to organize them as they are being organized. The public school course of study is exam- ined in detail. Each student makes out for inspection and criti- cism a daily program for a public school basing this program on the course of study and the needs of those children likely to be found in the respective classes of a typical public school.
While our students are familiarizing themselves with the nomenclature and principal characteristics of our school system no effort is made to follow any specific text book on School Econ- omy. The students are nevertheless, most of them, in possession of one or more books of their own on School Management and Pedagogy to which they refer from day to day. School laws, catalogues, reports and pamphlets are from time to time handed out to the students and directions given as to preparation on specific topics for recitation and discussion. It will therefore be seen that we are attempting to introduce our students to actual professional life in the most practical way possible.
During the Junior Year one semester is devoted to the study of Psychology. In this subject students are expected to have one or more text books of their own. The class of the past year used Halleck's "Psychology and Psychic Culture;" but even when the students are supplied with text books of their own we find them almost daily culling our pedagogical library for such works as will throw light on the subject matter of the text and for authorities from which to gain supplementary reading matter while preparing special subjects assigned for investigation.
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KIRKSVILLE STATE NORMAL SCHOOL.
The Senior Class have one semester in History of Education. During the past year no attempt was made to follow any single text book. At the beginning of the semester the teacher of the class consumed several recitation periods exhibiting and describ- ing to the class some of the most attractive volumes in the peda- gogical library of the department. Among the volumes thus de- scribed for the purpose of exciting interest and curiosity the fol- lowing may be mentioned by way of illustration:
"Talks on Psychology and Life's Ideals," James; "The Study of Children," Warner; "Horace Mann," Hinsdale; "Educational Reform," Elliott; "History of Pedagogy," Hailman; "Education of the Central Nervous System," Halleck; "Animal Intelligence," Romanes; "Human and Animal Psychology," Wundt; "Psychol- ogy and Life," Munsterberg; "Education of the Greek People," Davidson; "Taiks on Pedagogics," Parker; "The School System of Ontario," Ross; Rousseau's "Emile;" "Pestalozzi's Life and Work," De Guimp; "Educational Reformers," Quick; "History of Educa- tion," Painter; "Art Education," The J. C. Witter Co .; "School Sanitation and Decoration," Burrage and Bailey; and some other readable books and magazines.
Immediately after this series of talks students were given access to the library and without very much specific direction they were authorized to select their own subjects and authorities. After some two weeks of reading and study they presented in the class reviews or papers embodying their ideas of the sub- jects studied by them. While the class as stated was known as a class in the History of Education it will be seen from the varying subjects selected by them, to be studied and presented in class by them, that the formal and connected history of edu- cation did not interest them very much. Perhaps some will say that a class of Seniors in a Normal School should be deait with more rigidly and systematically; but it was the impression of the teacher and of the class (intelligent people averaging 24 years of. age) that our plan was incomparably more interesting and profitable than it would have been to follow any series of lessons in a text book. Guided largely by their own judgment from one to three members of the class presented papers or reviews on each of the following subjects:
"Spartan Education;" "Grecian Education;" "Emile;" "Froe- bel;" "Pestalozzi;" "The Laboratory in Education;" "The Influ- ence of the Crusades in Education;" "The Jesuits and their Influ-
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KIRKSVILLE STATE NORMAL SCHOOL.
ence;" "The Jews and Moors in Spain;" "Industrial Education and its History;" "Egyptian Education;" "The Growth of Manual Training;" "Women in Public Life;" "Women of Missouri;" "Ed- ucation in Rome;" "The Influence of Luther and Melanchthon;" "The Growth of the Kindergarten."
There was throughout the semester a high degree of interest in the daily exercises of the class and while the knowledge gained is conceded to be somewhat desultory it is believed to be of a kind that will not be easily lost. Toward the end of the semester some practice was, given in -extemporaneous public speaking in the following way: A student having a paper for delivery on a given subject would be notified that on the following day he or she would be expected to give extemporaneously the contents of that paper. It was thus found that they gave very good extem- poraneous talks as the outgrowth of several days' reading, study and writing. On other occasions students were called upon to rise without such notice and state to the class somewhat at length the contents of papers and reviews prepared by them. It was thus discovered to be a comparatively easy thing for a representative inember of this class to speak 15 or 20 minutes extemporaneously, connectedly and interestingly concerning a subject on which a few days' preparation had been made. One thing is certain: These students begin to know how to use a library. They know where to go for certain information and they know how to use the information when they get it. It will be our purpose next year to follow in all these classes a somewhat similar plan, first enlarging our library a little and then somewhat more perfectly systematizing the plan of work.
TRAINING SCHOOL.
MISS PARRISH.
Our Training School typifies a small, fairly well organized elementary school of about seventy children. These during the past year worked in six groups: First grade, second grade, third and fourth grades combined, fifth and sixth grades combined, seventh grade, eighth grade. Teachers for these children came chiefly from our Sophomore and Senior classes, a few strong Juniors assisting.
Each group of children had six or seven daily recitations.
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KIRKSVILLE STATE NORMAL SCHOOL.
The whole number of daily recitations therefore was about forty; The number of students offering to teach during each semester, about eighty; number permitted to teach during a given part of the semester, about thirty; number usually taking observation lessons and other instruction under the Supervisor with a view to preparation for practice, about fifty. A student once being assigned to the instruction of a Training School class in any sub- ject, it was sought to give such student one subject to teach for the full semester if possible so as to afford an opportunity to lead the class systematically through some definite part of the subject.
The empiricisin of the inexperienced, though well meaning prospective teacher is often very crude. Many trials are neces- sary to weed out those who are unskillful and slow to learn, so as to put them in groups by themselves for such instruction as will prepare them for the delicate task they seek to undertake. The good Training School Supervisor knows that teachers are neither born nor made. They have to grow. They have to learn what subjects children should be taught and the relation of these sub- jects to one, another and how one subject may be used to strengthen another. True enough, the "born teacher" learns faster than others; but the system of gradation, the subjects suitable to each grade, the length of lessons, the means of illus- tration, the manner of government, the books, papers and maga- zines upon which to draw for daily lesson plans-to all these things the eyes of the inexperienced teacher must be opened.
The distracting and immethodical processes of the novice cannot be tolerated. If the Training School is to be of value to any body the children in it must be well taught. Therefore we are compelled in the outset to select our best Normal School students and permit only such to teach until one by one the alert, industrious, ambitious, inexperienced students can be picked out, instructed and trained for service. Late in the season it was sought to give each prospective graduate opportunity to teach a little, though some had to get along with very little of such teach- ing and trust to what they could learn from systematic observa- tion and from the direct instruction of the Supervisor ..
Our Training School is not yet quite satisfactory to the Super- visor; but a similar state of things exists in about all the good Normal Schools of the country. Methods of conducting Train- ing Schools are nearly everywhere undergoing changes. We are
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KIRKSVILLE STATE NORMAL SCHOOL.
watching with eager eyes every good thing done in the Normal Schools of other states; we shall be able to do many things bet- ter next year than we did during the past year. Our graduates, as a rule, are acquainted with the gradation and organization of good public schools. They know approximately what is done and ought to be done in Arithmetic, Grammar, Geography, Spell- ing, etc., in each of the grades. Many of our students during the past year had their eyes opened to the fact that children are capable of learning well a great deal more than they are ordina- rily permitted to do. This was illustrated by our work in Arith- metic, Reading, Geography, Literature and other subjects. Some illustrations are worth mentioning: Children of the second grade while covering well considerably more than is ordinarily done in the adopted Reader, Arithmetic and other subjects learned a large part of the following stories so as to be able to read them readily or write or tell them with ease and pleasure: Fifty Famous Stories Retold, Baldwin; Brooks and Brook Basins, Frye; Seven Little Sisters, Andrews; Grimm's Fairy Tales; In Myth- land, Beckwith; Robinson Crusoe; Stories of Heroes; Poems of Eugene Field.
Our third and fourth grade children now write or tell orally in large part the following stories:
Snowbound; Miles Standish; Masque of Pandora; Rip Van Winkle; Enoch Arden; Ten Boys; Old Stories of the East; Round the year in Myth and Song; Abridged Story of the Iliad.
One of our eighth grade teachers reports the following Literature as taught the children in that grade:
Pictures from English Literature, Hamblin; Sketches from American Authors, Keysar; Merchant of Venice, Shakespeare, supplemented with much of the geography and history of Venice; Idylls of the King, Tennyson; Sohrab and Rustum; Silas Marner; Nature Poems; besides much other Literature woven in with the U. S. History, Geography and other lessons. The seventh and eighth grade classes took Guerber's "Stories of English His- tory" together; the eighth grade recited Merchant of Venice in the presence of the seventh grade and it is known that from merely hearing the recitations in Merchant of Venice the seventh grade have that great classic almost by heart and will require but little time for it next year.
By comparison one may say that these Training School children had about as much work in Literature as the classes in
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KIRKSVILLE STATE NORMAL SCHOOL.
the Normal School. But the children do correspondingly well in other things. They have access to a good library; they have very good equipment for the illustration of Arithmetic; they have the Dodd's Geographical Cabinet and some other supplies for Geography; they take frequent field lessons; they use the liter- ature for the illumination of Geography and History. All these . subjects are taught somewhat in relation and each one greatly aids in the understanding of all the others. This is a Training School for the exemplification of right educational processes. We are able to bring to it rich and varied experiences acquired in other localities. We believe it is an essential and highly fruitful department of the Normal School. Through it we hope to work out even better things than have yet been done in any schools of Missouri." In any event we shall keep very close to the best things practiced in the best schools.
LATIN.
MR. GENTRY.
The Latin course covers four years. The object in view from the beginning is to have students learn to read Latin rather than to translate into English; though much translation is done for the purpose of comparing the idioms of the two languages and also to improve the pupil's knowledge and use of his mother tongue. The three phases of language study, reading, writing and speaking are employed. Thoroughness in the work of the first year being indispensible to success further on, students will not be passed from the beginner's book until it is mastered. During the progress and toward the close of the first year's work such reading matter will be selected as seems best suited to the capacities and attainments of the pupils.
The prose reading in the course includes four books of Caesar, four orations of Cicero and Sallust's War of Catiline. In connec- tion with all of the prose reading much oral and written compo- sition is done. The composition is based on the texts read. Ef- forts are continually made to induce pupils to form the habit of getting the thought of the Latin by taking the words of the Latin text in their order. Collateral reading in English bearing on the subject matter of the Latin being read will be done.
The Latin poetry in the course includes four books of the
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KIRKSVILLE STATE NORMAL"SCHOOL.
Aeneid, thirty-five of the odes, five of the satires, and the Art Poetica of Horace.
Efforts will be made to associate the rythm of the Latin poetry with the thoughts and feelings which it expresses. To this end passages in both Vergil and Horace that contain the best thoughts will be committed and recited rythmically.
The mythology of the parts read of both Vergil and Horace will be studied from text books on the subject.
Points in Syntax in variance from prose usage will be care- fully noted.
The adopted text books are as follows:
1. First Year's Latin-Collar and Daniell's First Latin Book, (Ginn & Co.)
2. Caesar-Kelsey, (Allyn & Bacon).
3. Cicero-Allen & Greenough, (Ginn & Co.)
4. Vergil, Comstock, (Allyn & Bacon).
5. Sallust, Herbermann, (B. H. Sanborn & Co.)
6. Horace, Shorey & Kirtland, (B. H. Sanborn & Co.).
7. New Latin Composition, Daniell, (B. H. Sanborn & Co.)
8. Mythology, Guerber, (American Book Co.)
HISTORY.
MR. VIOLETTE.
The following courses are chiefly elementary in character. Most of the students will be going over these subjects for the first time. They will be obliged, therefore, to give themselves largely to the gathering of facts and the collection of data. But they will not be confined entirely to this kind of work. In each of the courses the aim will be to reveal the unity and continuity of history. To this end the relations of events to each other, the origin and development of institutions, the causes and results of movements will be given careful study and attention. It is in- tended by these courses to prepare the student to pursue ad- vanced work in these subjects with profit and advantage.
In addition to the text-books, the student will be directed to the standard works, both general and special, which are to be found in the Normal Libraries. Some use will be made in class of the source extracts published by the Department of History of the University of Nebraska. The student will be required from
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KIRKSVILEE STATE NORMAL SCHOOL.
time to time to prepare outline maps and to report on topics as- signed for special investigation. Class exercises will be con- ducted by recitations, lectures, and written lessons. The courses are as follows:
1. ANCIENT HISTORY .- This course will cover the period from earliest dawn of civilization to the downfall of the Roman Em- pire in the West, 476 A. D. The history of the Old East will be passed over rather hastily so that more time may be given to Greek and Roman history.
First semester, Sophomore year, English course.
Text: Myers' Ancient History.
2. MEDIAEVAL AND MODERN HISTORY .- This course will con- tinue the work begun in the Ancient History course, covering the period from the fall of the Roman Empire in the West to the present time. Nineteenth century history will receive special at- tention.
Second semester, Sophomore year, English course.
Text: Myers' Mediaeval and Modern History.
3. ENGLISH HISTORY .- This course will cover the entire period of English history from the earliest times to the present day. While all phases of the life of the English people will be considered, special attention will be given to the political and constitutional phases.
First semester, Junior year, Latin and English courses.
Text:" Green's Short History of the English People.
CIVICS. MR. VAUGHN.
POLITICAL ECONOMY .- Students taking the English course have one semester of Political Economy during the Senior Year in which an opportunity is given to familiarize themselves with the elements of the subject. All the elementary text books on Eco- nomics will be drawn upon and particular attention will be given not only to those great principles growing out of the law of supply and demand but also to the legislation of various countries bear- ing upon trade relations and monetary systems of the United States and other countries.
ADVANCED AMERICAN HISTORY AND GOVERNMENT, FOR THE JUNIOR CLASS,-Movements in Europe which led to the Discovery and Settlements on western continent; the planting of the
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KIRKSVILLE STATE NORMAL SCHOOL.
American colonies and the colonial system of government; strug- gle between French and English for control of continent shows the necessity for a union; different plans proposed; conflict of the colonists with the mother country; the constitution, the re- sult of a series of compromises of the different plans; First Crit- ical Period in American History-1783 to 1789; Political History of the United States from 1789 to 1861; the acquisition of terri- tory by conquest and treaty.
Treaties; the Institution 'of Slavery; the Civil War and the. period of reconstruction.
CIVIL GOVERNMENT .- In order to obtain a knowledge of the constitution it is necessary not only to know the history of the colonies down to 1776, but also something of English History for five centuries before its adoption. With this end in view, it will be extremely important to know the history of the Great Charter wrested from King John in 1215; the formation of the House of Commons during the reign of Heury III; the Petition of Right in the reign of Charles I; the revolutions in 1642 and 1688. In this connection particular attention will be given to the charters by which the colonies were governed. Following this, the constitution will be studied from three standpoints: As a whole, analytically and historically.
U. S. HISTORY FOR THE SUB-NORMAL CLASSES .- A brief and intensive review of U. S. History: Discoveries; settlements, ends in view, failures and causes thereof; different nations attracted to certain localities; early colonial life; experiment in govern- ment, schools of practical statesmanship; charters; strength shown by inter-colonial wars; necessity for union; plans pro- posed; French and Indian War paving the way for independ- ence; the Revolution-causes, immediate and remote; three great campaigns of British, their failure; treaty of Paris; first critical period, interstate controversies, foreign relations, debts, origin of political parties, threats of secession, money theories, etc .; constitution adopted; industrial, commercial and political growth; acquisition of territory; slavery; recent facts.,
HISTORY AND GOVERNMENT OF MISSOURI .- Part of the sub- Normal semester will be given to the intensive study of the his- tory and government of Missouri, at least for those who need it. Text: Rader's History and Civil Government of Missouri.
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KIRKSVILLE STATE NORMAL SCHOOL.
PHYSICAL SCIENCE. ' MR. WEATHERLY.
WORK OF THE PAST YEAR.
CHEMISTRY .- A new chemical laboratory containing fifty-six lockers has been fitted up in room 19. It is equipped so that each pupil has a set of apparatus. The following reference books have "been added during the year: Oswald's Solutions, Oswald's Out- - lines of General Chemistry, Oswald's Foundations of Analytical Chemistry, Nernst's Theoretical Chemistry, Thorp's General Chemistry : (2 vols.), Remsen's Elementary Chemistry, Torrey's . Studies in Chemistry, Johnston's Chemistry of Common Life, The Soil by King, and Venable's Short History of Chemistry.
It has been the aim of the work to teach the pupil to use his senses, i. e., to observe accurately, to state facts clearly and com- pletely in notes. The student puts down in his note book the facts observed at the time he observes them. Laboratory work demands decisions. These are to be put in the best form. The mechanical and demoralizing system of note books with "opera- tions," "observations," and "inference" headings has been dis- couraged. It has been expected of the student that he write down what he does and what he observes in chronological order. Hence the note books have been different. The students are dif- ferent, the note books should be. Quantitative work has been the characteristic feature. The method followed was that of Dr. Torrey of Harvard University. Two members of the class were allowed to work together setting up the apparatus and perform- ing the experiment. Each member of the class was expected to be able to manipulate the bending of glass tubing. During the. current year, the class devoted two hours a day five days in a week to the work. About two-thirds of the year was devoted to chemical theory and one-third to the study of individual elements. No text book was used. The class did much reading in the ref- erence books. An estimate of a student's ability was determined by his ability to use an accurate vocabulary of the science; power to discuss logically the experiments; ability to keep an accurate account of experiments, discussions, and notes; power to apply principles to the solutions of new problems presented by experi- ments, more than upon the result of frequent text examinations. PHYSICS .- Room 9 has been fitted up for a physical labora-
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