University of Wisconsin Milwaukee - Ivy Yearbook (Milwaukee, WI)
- Class of 1896
Page 1 of 152
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 152 of the 1896 volume:
Normal School Building
K7 Ml vvAu EE,Wns
PRINTERS za Ewoxuwxms,
34-2-34-6 Broadway, MILWAUKEE, Wls
RATEFUL for the educational advantages we have received from the Normal School and the City of
Milwaukee,-desirous to leave something that may assist in bringing before others the many advantages
that Milwaukee has over every other city ofthe State as an educational center, to call especial attention to
facilities of the Normal School we have learned to love, and to celebrate its tenth anniversary, the members
of the Class of '96 gladly offer to their friends this copy of "'l'1e11z I':C1IO,,, our first attempt to publish an
annual, with the hope that this bool: may mark the opening of a new era in the history of the school, and
that each succeeding annual will be better than the last.
CLASS OF '95
,,f X .1
Arthur H. Horton.
Frank 5. Hyer. Loula M. Henlka.
Nellie M. Scott, Secretary
'Ill' 1 ' .-
9 ' ".,-
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Glitxg of ilwauhee.
OR two hundred historical years, and for an untold period before, of which
history gives no response to the enquirer, the present location of Milwaukee
had been used as a peaceful meeting-place of the Indians of the entire surrounding country--tl1e name
Milwaukee meaning " universal council-grounds." The instinctive recognition of this location by the Indians.
as a most desirable and central meeting point, is the highest compliment which can be paid the geographical
position of Milwaukee. It is now 196 years since Father De St. Cosme mentioned the name Milwaukee in
his letter to the Bishop of Quebec, reporting a two days' restiat the mouth of the " Melwariek" River, which,
undoubtedly, was his best rendition of the Indian name, which should be pronounced Mahn-ah-wauk.
The first permanent white settlers were Jacques Vieau and Solomon Juneau, Indian traders, who
came in September, 1818. The name of Solomon Juneau is reverently held in the memory of every old
settler in Milwaukee. His generous heart and open hand made him beloved by all, and atihis death in
Shawano, Wis., November 14, 1856, the Indians, who loved him as a father, grief stricken, "with stately
I tread and blackened faces, passed in review
the corpse of their dead friend, and the chiefs
'in solemn council summoned their braves to
I attend his funeral." "Never," said old Aug-
' ustin Grignon, "have I heard of this before."
He was buried in Shawano by the Indians,
but was afterward removed to Milwaukee.
His demise was sincerely mourned by the
Although the first settlement was made in
1818, Milwaukee was at that time simply a
trading postg in 1833 it contained only seven
Juneau Park. I I .
heads of families. From that time forward
settlement became more rapid, until in I835 there were 28 buildings. In 1836 the coming metropolis
assumed its first metropolitan character, streets were graded, a court-house built,' the first newspaper
started, and several manufacturing industries were initiated, among them a lime-kiln, a brick manufactory
and several saw-mills. In 1843 The
Sc1zlz'm'l recorded the remarkable growth
of the town, as will be seen by the fol-
. ii lowing extract: " Within two years 250
houses have been erected, and there are
4,000 inhabitants at the present time."
To Byron Kilbourn, who came to Mil-
waukee in I834, is due the credit of the
first comprehension of the future possibil-
ities ofthe splendid geographical location
of Milwaukee. " He came with the ex-
press and only purpose of building a
city." In the fall of 1837, to place his
Grand Avenue Park' - ideas of the future metropolis before
the public, he published a series of letters in the Mlzoazzkee Aa'11c1'!zls'c1'. These articles did much to attract
public attention to the superior advantages offered by the present location, and were prophetic of the
greatness which is now being realized.
The village of Milwaukee, compris-
ing part of the territory now known
as the East Side, was organized Feb- Q ' V ' . p y I
ruary 2, 1837. On january 31, 1846,
Milwaukee was incorporated as a city,
Kilbourntown and Walker's Point be-
ing added to the village, and the three
divisions then becoming respectively
the East, West and South VVards.
The population at that time was 9,66O.
Now it is nearly 270,000.
The climate of Milwaukee is admir-
- - A vi th i .
able, tempered 111 summer by its prox- ew on slave'
imity to Lake Michigan, from which blow cool and invigorating breezes, making the warmest Milwaukee
days comfortable, a fact which students attending school in the warm months appreciate. Milwaukee
has gained national reputation as a summer resort, as it combines all the conveniences and comforts
of the city with the clear atmosphere of the country. The lawns, shaded streets and parks give a
New City Hall.
sense of freedom which cannot be obtained in any other me-
tropolis. There are more shade trees in Milwaukee than in any
other city of its size, and nearly all of the residence streets are so
arranged that the sidewalks run inside a little strip of greensward,
in which stately trees are planted, thus forming a charming ad-
dition to the beauty of the surroundings. Milwaukee is blessed
with beautiful parks, which its well-equipped street railway sys-
tem places at the very doors of the Normal School. The Lake
Shore parks are beautiful beyond description, and when the
boulevards are completed throughout the city it will make a
park and drive system unrivalled.
The miles of asphalt and fine block pavement make the
streets of Milwaukee a paradise for wheelmen. The very best
opportunities are offered for pleasure and recreation.
Statistics of health show that Milwaukee stands in the
first rank-a fact accounted for by the rolling surface and
the elevation above the lakeg by pure water, perfect drainage, the absence of excessive heat in sum-
mer, and the absence M powrzjf.
Morally, Milwaukee is unrivalled, it being a remarkable fact that the number of policemen per
czzpzhz is less than in other large cities in the world, and it might be added that this number have
very little to do.
The water supply of Milwaukee and all connected with it, is owned by the city, and its market
value alone exceeds the public debt of the city. The new intake tunnel for the supply of water
is located 8,000 feet from the shore of the lake and 45 feet below the surface, and is so situated
that absolutely pure water, as cool and clear as crystal, is supplied in unfailing abundance. By means
of a tunnel from the lake to Milwaukee River 525,000,000 gallons of water are forced every twenty-four
hours into tl1e stream, and by accelerating its motion, keeps the river clean and pure throughout the year.
There are nearly I4O churches, Chapels and' missions, representing every phase of religious
thought, and meeting the requirements of every religious mind.
Among the many features that 'commend Milwaukee as an educational center and make it
specially adapted for a Normal School for thc educating and training of teachers, are: The Public
Library, The Public Museum, The Layton Art Gallery, The Public School System, which offers
opportunities for practice teaching that no other city in the State possesses, its Banks and Banking
Systems, of great aid to classes in Civics and Economics, its immense manufacturing plants, always
Open for inspection to students, its Art stores, its Book a11d Music stores, and the Soldiers' Home.
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. ' Library and Museum Bulldlng.
Che flbtlwaukee llbnblic library.
LUTIE E. STEARNS, Supt. Circulating Dept.
President Eliot of Harvard College sounded the key-note of modern library thought and spirit when
he said: "It is always through the children that the best work is to be done for the uplifting of
The problem of the child is the problem of the State and no less the problem ofthe Public Library.
The librarian strives to reach every child at the earliest possible moment with the very best and most attractive
literature, believing that what we make children love and desire is more important than what we make
School statistics show that more than halfthe children who enter school leave before they are twelve years
of age. It is while at school, therefore, that the child must be taught to know something of the great
world of books. All teachers are gladly welcomed and encouraged to come to the Library, where they
may go directly to the shelves and select a number of books in proportion to the size of their classes.
These books are then sent to the schools, where they are issued by the teacher to the pupils of her class.
This makes of each teacher a librarian for her class. She knows best the individual wants and capacities
Of her pupils.
The Library begins with colored picture books, which it supplies in large numbers, Mother Goose
and the simple poems and fables which have been read with delight by countless generations, next follow.
Easy books of travel, interesting biography, stirring history, with a sprinkling of good stories then attract
the child's attention. A boy of scientific turn of mind, interested perhaps in Chemistry, may begin with
that simple little work entitled " The Fairyland of Chemistry" and be led along by easy stages and simple
processes, until he Finds pleasure and profit in Roscoe's Chemistry in nine volumes.
The Milwaukee Public Library is at present hampered in its work for the children by lack of room.
The' new library will contain a special department for the children, presided over by a sympathetic
assistant. In this department there will be special shelves from which the children may select their
own books. There will be special tables at which they may sit to read bound and current periodicals.
There will be special rooms to which classes may go to look over art works or books on special
topics. There will be a hall, seating 400 or more, in which illustrated lectures will be given for classes
from schools, boys' clubs, etc. In short, every effort will be made to follow out and verify the old
Froebel motto: "Come, let us live with our children." -
But to do all this, the Library must have the co-operation of the teachers. It therefore puts its
85,000 volumes at the disposal of the students of the Milwaukee State Normal School, granting them
the same rights and privileges enjoyed by our citizens. The Library sends yearly hundreds of books
to the Normal School, which are used to supplement the school work. A regular course is pursued in
library reading, consisting of standard novels, essays, biography, etc., together with a critical study of
children's literature. No other Normal School in the State can offer such privileges to its patrons.
Ebe llbublic flbuseum.
An important adjunct to the teaching facilities of the Milwaukee Normal School is the Public Muse-
llm. Its collections, furniture and library alone represent a money value of over ,2S84,000. The extensive
zoological collections gathered from all quarters of the earth supplement the small typical collections
ofthe Normal. To reap the benefits of these displays of material, the Normal students visit the mu-
seum both as classes and, more frequently, as individuals. The large herbaria, especially rich in NVis-
consin forms, offer exceptional facilities for identification of difficult or rare species. The mineralogical
and paleontological cabinets are of special value to the students of Geology, the anthropological speci-
mens, of which there are nearly IS,OOO, are of great assistance in the historical work. In general,
these extensive exhibits bring the students into touch with the broad world of science in many directions.
Mr. I-I. Nehrling, the curator of the Museum, always has a kind welcome for students, and is ever
ready to give them access to the large Museum library, and to give them not only special advantages,
but his personal assistance in their researches.
The Layton Art Gallery.
the IHQIIOII Hit GHIICIQ
Among the many institutions which
adorn and do honor to Milwaukee, there is
none more unique and pleasing than the
Layton Art Gallery. The munificent gift of
an honored citizen, whose name it bears, it
is a noble monument to his generosity, as
well as a growing power for good. It would
be difficult to determine the good it has ac-
complished in the eight years of its existence,
but it is safe to say that it has become an
important factor in the art culture of the
State, and that it is one of the leading educa-
tional features of the city of Milwaukee.
With an edifice solidly and artistically
built, well furnished, amply endowed, con-
trolled by men of high standing in business it is destined to a long and useful evistence
The first and only institution of its kind in the State, with its great collection of over ISO fine paintings
and a large number of pieces of art, it offers special advantages to students to be obtained in no other city
Geographical lEICllI'5iOl1 Hmong the GifQ'5 llnbustties.
Among the unique experiences of the Senior Class which will be remembered for many years, were the
excursions made by the Review Class in Geography under Prof Fulcomer among the industries of the city. An
acquaintance at first hand with some geographical topics was thus secu1'ed, for which no other city in the State
offers equal facilities. Saturday trips were arranged by correspondence with a number of the leading business
firms, and routespwere laid out so as to visit the greatest variety of typical industries with the least amount of
time. Guides were always provided, and every facility furnished for thorough study. In some cases the
manager or one of the proprietors of the business would explain at length to the class some of its leading
features, the volume of business per day, per year, etc., or even vary the regular work ofthe day to accommodate
the visitors. l
One Saturday forenoon, for instance, after being conducted through the Milwaukee Bridge and Iron
Works by its manager, the class reached the Plankinton Packing Company's plant outside of killing hours.
The manager not only had type-written slips prepared at the office for each member of the class, giving
particulars as to the volume of business per day, and the like, but called together a gang of men and put two
hogs through the process of killing, scalding, scraping and dressing, to give the students an idea of that part of
Next the ship-yards of the Milwaukee Dry Dock Company were visited, where two vessels were under-
going repairs. Here also the construction of vessels of various kinds was explained in the office with the use of
models and drawings.
From the dock it was but a short distance to " the largest tannery i
establishment. The class was put in charge of a chemist of University training, who explained to them in the
laboratory and in the different portions of the establishment, the most interesting processes in the manufacture
n the world," the Pfister Sz Vogel
of Russia leather and other varieties. V
The Chamber of Commerce was visited before the close of its session at noon, and Hansen's large fur
factory near by. Here the class met another party of students which had taken a different route during the day
under the direction of Mrs. Fulcomer, visiting, among other things, Milwaukee's leading industry as represented
in the Pabst Brewing Company's plant.
An opportunity is afforded students to visit the works of the Edw. P. Allis Company, which have a street
frontage on Clinton street of over 1,400 feet. The total area of the grounds is 24 acres with 18 acres of actual
e number of men employed is 1,6oo. The Edw. P. Allis Company build
Hoor space in buildings. The averag Q
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Corliss engines, pumping engines, mining, flour-mill and saw-mill machinery, and in each of these departments
leads in this line of manufacture. It will be remembered that this company built the large engine that
was exhibited at the World's Fair. The leading position of this establishment is evidenced by the fact that it
built the largest stationary steam plant in the world 5 that it first introduced into the United States the triple
expansion pumping engineg that it built the largest flour mill in the worldg that it first introduced the roller
process of Hour-making in American mills, and that it built the first practical band-saw mill. The company
cordially welcomes students and other visitors at all times.
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JBoarb of 1Regente.
Term Expires First Monday in February, 1897.
A. E. THOMPSON .............. ............... Oshkosh
J. O. RAYMOND .................... ....... S tevcns Point
CHARLES PITTELKOW ........ ......... Milwaukee
Term Expires First Monday In February. 1898.
FRANK OSTRANDER ....... ...... . .. .......... Superior
W. A. BROWN ................. ....... M arinette
E. D. COE .......... ................................ ....... W l litewater
Term Expires First Monday In February. 1899.
J. J. FRUIT ................ ..... ............. L a Crosse
E. BALLARD ................ ........ R iver Falls
THOMAS JENKINS .................................................. Platteville
IW. H. UPHAM, Governor.
Members Ex-officio. A J. Q. EMERY, State Superintendent
I of Public Instruction.
Officers of the Board.
President ........... ...................................................... E . D. COE
Vice-President ............. .............. A . E. THOMPSON
Secretary ....................... ................. S . S. ROCKWOOD
Treasurer, Ex-officio ......................... SEWELL A. PETERSON
Course ot Study and Text-Books, Regents RAYMOND, FRUIT,
Executive .......................... Regents COE, RAYMOND, PI'l"I'ELKONV
Finance .......................... Regents BROXVN, THOMPSON, BALLARD
Graduating Classes, Regents EMERY,U1'HAM, Flwrr, Os'rRAN-
msn, BALLARD, BROWN.
Teachers' Institutes..... ...... ............Regents EMERY, Cola, FRUIT
Inspection........................Regcnts THOMPSON, OSTRANDER, Cole
Teachers, ..... ...... . Regents EMIQRY, 'KlRXVAN, IJI'I"l'IiLliOW
SUPT. R. H. HALSEY .......................... ............ O shkosh
SUPT. C. A. WILLIAMS ....... ........ I fond du Lac
HON. D. O. MAHONEY ........ ............. V iroqua
HARLES PITTELKOW was born August 31st, IS52, at
Belgard, Prussia, and came to this country with his par-
ents at the age of Fifteen. Soon after his arrival his father died.
In 1870 the family moved to Chicago and had barely settled
when they were made homeless by the great Ere. He came to
Milwaukee in 1879 and established himself in the insurance busi-
ness, which grew so rapidly under his management that eight
years later he was obliged to take a partner, and the business has
since been conducted under the firm name of Pittelkow SL Siegert.
He is also a director of the YVest Side Bank. In 1895 Governor
Upham appointed him a member of the Board of Regents of
the State Normal Schools. He is now serving upon the ex-
ecutive committee of that body.
HE Milwaukee State Normal School was organized in September, 1885, and completes the first decade of
its history with the opening of the current year.
John J. Mapel, who for some years had been the principal of the Milwaukee High School, was elected as
the first president of the school, and had associated with him as members of the Faculty at the opening of the
school, four teachers in the Normal Department and three teachers in the Model School.
Mr. Mapel resigned in March, 1892, and L. D. Harvey, for some years Institute Conductor and teacher
of Economics and Civics in the Dshkosh State Normal School, was elected to the presidency, which position he
At the present time the Faculty numbers in the Normal Department, thirteen, in the Model School, four,
Kindergarten, oneg manual training, one. I
GROWTH OF THE SCHOOL.
The enrollment during the first year numbered, in the Normal Department, 46, in the Model School, II2.
Fifteen students were graduated during the first year. .
The growth of the school since its organization is shown by the following table :
1889-90 . . .
1895-96 .... .... ..,.,, ,.,, ,,.,
The small enrollment during the first few years of the scl1oo1's history was doubtless due to the new
plan of organization adopted for this school by the Board of Regents.
This plan differed from that in operation in the other Normal Schools of the State, in that no provision
was made for either a Preparatory or Elementary course.
A single course covering two years' work was offered. The work in this course was designed to be the
equivalent of the third and fourth year's work in the other Normal Schools of the State. Students were to be
admitted to this course who had completed the Elementary course in any of the other Normal Schools, or a
four years' free High School course or a three years' course in the Milwaukee High School specially arranged
as preparatory to the Normal School course.
The building in which the school was first organized was presented to the State by the city of Milwaukee,
and contained fifteen rooms. In 1895 an addition to the building was completed doubling the original capacity.
The enlargement of the building provided adequate room for gymnasium, library and laboratories
to meet the present needs of the school. M
Appropriations made by the legislature in 1895 have enabled the Board to fully equip the Chemical,
Physical and Biological laboratories with the material and apparatus needed for thoroughly good work in science
with the present enrollment. With further increase in attendance additional facilities must be provided. Two
thousand dollars' worth of books have been added to the reference library during the year 1895-96. These
books have been selected with reference to the daily needs of students, and will be a great aid to the school in
carrying on its work economically and effectively. .
SLOYD OR HANUAL TRAINING.
In 1890 the Swedish system of Sloyd, or elementary manual training in woodworking, was introduced in
the Model School, and has been continued ever since. During the current year this work has been extended so
as to give the male students in the Normal Department such training in shop work as will enable them to make,
in a reasonably satisfactory manner, many pieces of simple apparatus which they may need in their High School
work. The work has also been extended downward by the introduction of handwork with paper and card
board in the First and second grades, thus making a continuous course of manual training from the Kindergarten
to the High School.
COURSES OFFERED AT THE PRESENT TIME.
In 1892 a general revision ofthe courses of study in the Normal Schools was made. This revision
resulted in the organization in the Milwaukee School of a Kindergarten and a department for the training of
Kindergartners, and in the establishment of three other courses--an English course, a Latin course and a
German course. Each ofthe four courses covers two years' work. Students entering the German or the Latin
course are required to have at least two years' preparatory work in German and Latin respectively. In other
respects the conditions are the same for entrance to any of the courses as were fixed at the organization
of the school.
Students graduated from the Kindergarten training course receive a diploma which becomes a legal
certificate to teach in any public kindergarten in the State. The diploma granted to the students completing any
of the other courses becomes a State certificate entitling the holder to teach in any public school in the State.
I PHYSICAL TRAINING.
The department of physical training has been thoroughly organized. A well-equipped gymnasium is
provided, with a director in charge who has been thoroughly trained for the work. I
A Corner of the Gymnasium
Systematic work is carried on, not only for the physical training of the students, but in preparing them to
give such instruction to their pupils as can be carried on under the conditions which exist in the public schools.
No work in the school is more thoroughly enjoyed by students nor productive of better results than the work in
physical training. Good bath rooms and lockers are provided in connection with the gymnasium.
RELATIONS WITH THE STATE UNIVERSITY.
Students who complete a Normal School course, and show special aptitude for advanced work in teach-
ing, are advised to continue their studies in the University. The number availing themselves of the Dacilities for
advanced work in the Unive1'sity is increasing year by year.
A special course is offered by the University to students completing the Normal School work, and such
students are admitted to the junior year of this course.
By recent action of the Board of Normal Regents, facilities will be offered to Normal students wishing
to enter other courses in the University, for completing, before leaving the Normal School, a full year's work in
some one of the sciences, and work in Trigonometry.
Students completing such work will be admitted to certain other courses in the University as juniors.
They will be given credit for all work done in the Normal School, which is parallel to work done in the
University, and will be required to make up any omitted work in the Freshman and Sophomore years of the
University courses which they enter. 38
RELATION OF THE NORFIAL SCHOOL T0 THE FIILWAUKEE PUBLIC SCHOOLS.
The Milwaukee Public School system offers many advantages for observation, study and practice to the
Normal School students. Its Kindergartens and District Schools present excellent opportunities for the observa-
tion of school organization and work in all grades below the High School 5 while the three High Schools in the
city, well equipped in all departments, present exceptional advantages for observation to those students who are
preparing themselves for High School work.
The Manual Training Schools in connection with the High Schools, and the Cooking Schools maintained
by the Board of Education in connection with the District Schools, give an opportunity for the study of these
lines of work by students who are interested. One of the most interesting schools for the student of Pedagogy
is that for giving oral instruction to the deaf, and wl1icl1 is maintained by the Phonological Society in Milwaukee.
The patience and skill shown in the methods employed in this school, and the remarkable results secured
afford an object lesson of the highest value to any teacher who is interested in the general problems oi
PRACTICE WORK IN THE CITY SCHOOLS FOR NORFIAL SCHOOL STUDENTS.
By an arrangement between the Normal School authorities and the Board of Education all Normal
School students are, before being graduated, given an opportunity to do practice work in the regular grades in
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the city schools. Here they deal with conditions as they exist in graded schools generally, and get an
experience of the highest value to them in their subsequent work as teachers in graded schools.
A further opportunity for gaining valuable experience is offered to students who are sent out into the
city schools to do substitute work during the temporary absence ofthe regular teachers.
Every year several hundred calls are made by the city superintendent for Normal School students to do
such substitute work. Students are paid for this Work at the regular rates for substitute teachers. Students are
thus given an opportunity to see schools in different localities and to become acquainted with the different
conditions which exist in the school system ofa large city.
The School Board of Milwaukee has adopted the plan of employing only experienced 01' trained teachers,
and the rapid growth of its system creates a large demand every year for additional teachers who have had
special training. For those who desire to secure positions in the city, the advantage of an acquaintance with
these schools through practice and substitute work in them is clearly evident.
. THE PHYSICAL LABORATORY.
This room is equipped for both laboratory and recitation purposes. It is well lighted from two sides and
the ceiling and is provided with opaque shades for the purpose of darkening when experiments require it. It is
well provided with sinks, water and gas. The six laboratory tables will accommodate twenty-four students at
a time. liach table is provided with two sets of apparatus, consisting of the pieces in most common use
throughout the course in Physics. Students work in pairs, making their own experiments, observations,
inferences and records.
In addition to the supply for each table there is an excellent cabinet of general apparatus. This is also
for the use of individual students and for general lecture and recitation purposes. Much attention is also given
to the construction and use of simple apparatus.
THE CHEMICAL LABORATORY
Is well equipped for individual experimentation. A class of twenty-eight can be accommodated at OIICC. liach
student has his place at the table and is provided with sink, gas, locker, drawers, reagent bottles, and the
necessary apparatus for the course. In addition to the individual equipment there are working shelves and
cabinets of chemicals and apparatus, a sink with hot and cold water, an automatic still, a blast lamp, a spectro-
scope, a hood for generating disagreeable gases, and a dark room for photographic purposes and experiments
where the exclusion of light is necessary. There is a good equipment for qualitative analysis and fair facilities
for quantitative work. About one-half the time is given to 'experimentation and the other half to recitation
work based upon the laboratory experience.
DEPA RTN ENT OF BIOLOGY.
In 1889, although some work was outlined in "Methods in Natural History," there was practically no
work done by the students in that field. 1890 and 1891 were, pre-eminently, the days of the " all around"
teacher. Prof Sinnott's work was then scheduled as Mathematics fArithmetic, Algebra, Geometryj, Zoology,
Botany, Mineralogy, Physics and Chemistry.
Up to 1891 there was a well-arranged chemical laboratory. In 1891 five tables constituted the main
equipment of the laboratory for all other science work. 4
I In 1892 the department of Mathematics and Latin was established under the charge of Prof Mitchell,
thus leaving Prof Sinnott in charge of all of the sciences.
In 1893 the situation was essentially the same except that part of the science work was carried by Profs.
Chapman and Mitchell.
In 1894 most of the Latin work was transferred to an assistant, and the science work was shared by
Profs. Sinnott and Mitchell.
In 1895 Prof. Sinnott assumed charge of the physical sciences and Prof. Mitchell of the biological worlc.
In 1894 and the First half of 1895 the botanical and zoological laboratory was organized. In 1894
thirteen compound microscopes were purchased and "laboratory tables" were made of long boards laid over
saw-horses. In 1895 the number of microscopes was doubled and, by the remodeling of the old assembly
room, commodious and well lighted quarters, with specially designed tables for twenty-nine students, were
secured for the work.
In 1896 the compound microscopes have been increased to twenty-nine, thirty dissecting microscopes, a
laboratory microtome, appliances for dissections, and a good working museum have been added?
The library of Natural science has also been increased and the department of Biology begins to assume
a very definite form and challenges comparison with biological laboratories anywhere outside of the great
+Aquaria have been designed and are to be added within the next three months.
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President L. D. Harvey. ' W. H. Cheever.
PSNCTIOIOHY, SCil'IlC0 0fEd11cufi0n, 5011001 Supervision. Instituto Conductor, Political Economy :md Civics
gm lines of professional work are carried on throughout the course. One embraces subjects
distinctly professional in their nature, as Psychology, Observation of Teaching, Theory and Art
of Teaching, History and Science of Education, Practice Teaching and School Supervision.
The aim of the teachers having charge of these subjects is to so present them as to make prominent
those principles and practices which are fundamental and of the greatest practical value in the work of the
school room. The constant aim is to develop individual teaching power and aptitude in the student, rather
than to make him a servile imitator of others' methods.
The other line of professional work is connected with the class work in the academic subjects of
the course, and consists in an effort by the members of the Faculty to lead students to observe their own
modes of thought in study and recitation, to study the mental attitudes of their fellow students under
various conditions, and to persistent practice in tracing the application of pedagogical principles in the
modes of teaching employed in dealing with the various subjects in the course.
C. P. Cary.
Supervisor of Practice' Pedagogy, Hlstorgsgglfilggzatxon, ASSlStllIl17 m
A SUPERVISION OF PRACTICE.
The task set for this department is to give professional instruction and training to prospective teachers.
It is believed that the teacher should know how to develop the mind, how to stimulate it, how to guide
it. He should be able to distinguish the essential from the non-essential in subject matter, and should be
able to analyze the essentials into a proper sequence of steps adapted to the pupi1's stage of progress.
He should possess tact in governing, skill in questioning, in explaining and in illustrating. He should
be instructed in those principles and maxims pertaining to his work, which time, experience and profes-
sional insight have proved valid. He should be cheerful, earnest, sincere, sympathetic and courageous. His
work should be purposive always. To develop such teachers is the purpose that guides and inspires
everything that is done in this department.
CIVICS AND POLITICAL ECONOMY.
Students in the Milwaukee Normal who are pursuing the subjects of Political Economy and Civics
possess great advantages for studying certain phases of those subjects.
The school has a good working library upon these subjects, and purchases each year all the leading
magazines for the use of students. Through the courtesy of the Public Library any number of books
which students may wish to use are sent to the school by a messenger and may be kept by students as
long as desired. In this way students have access to the latest and best literature upon these subjects.
I. N. Mitchell. Q, p. gnnotti
1501055 Y- Physics, Chemistry, Geology
Free lectures have been recently given by the following persons: Mrs. Ballington Booth, Mrs. Helen
Gouger, W. T. Steacl, jane Adams, Booker T. Washington, Eugene V. Debs, John Burns. Students attend
these lectures and they form the basis for class discussions.
For theses work, students have visited and studied the methods of conducting the following:
Circuit and District Courts, Custom House, Life-Saving Station, Board ,of Trade, Clearing House,
Weather Bureau, Building and Loan Associations, Life Insurance Associations, Banks, Postal Tele-
graph, Rescue Mission, and others. In every instance those in charge have given students valuable
assistance in their work.
DEPARTMENT OF LANGUAGES.
LA TIN-Previous to the year 1892, the Latin Department did not exist as a part of the regular
course, but was considered as a special study, with no' credit given for work done in it. At that time
it was incorporated in the course in connection with the Department of Mathematics, and since 1894 it has
occupied a separate department. The endeavor is to learn how to so study as to gain the greatest amount of
power in handling any piece of Latin. The attainment of this power is sought through both individual and
class instruction, regular class work, aiming at the development of mental power and a literary apprecia-
tion of the classics. During the Senior year a supplementary study of Roman literature is carried on,
and time is given for the study and discussion of methods of teaching Latin.
GERMAN-The German Department was introduced into the school course in September, 1894.
X Grace Darling Madden.
Mae E. Schreiber. . .
History and ZEIILIIISII.
Literature und Vocal Music.
The aim ofthe courses in German is the acquirement of a Fluent reading knowledge of German, and
appreciation of the nnest masterpieces of the German literature. The advanced course aims at a broader
knowledge of the German literature, treated historically, and some study of the aims and methods of
Students in both the Latin and German courses' do part of their required library reading work in
those languages and report in the same way as in other library reading sections.
DEPARTFIENT OF LITERATURE AND LIBRARY READING.
The purpose of the work in Literature is to teach the student how to read and to know
what there is to read, to help him to judge literature, and to form the habit of reading good litera-
ture. Instead of learning facts about literature helreads literature for himself The aim is to develop
the personality of the studentg to quicken his sympathies by putting him in touch with the life around
him through the literature of to-day, and to give him the culture which comes from wide and varied
reading. With such ends in view the work is largely individual. In the pedagogical work in litera-
ture, observation and experimental work are carried on in the lower grades. The interests and tastes
of the children are studied and the workings and adaptations of methods watched. Juvenile books are
read with a view to their values in different grades. Pedagogical principles upon which the instruction in
literature has been based are identified and their application to the work considered. In addition to the
Etta A. Mitchell.
Latin and German.
regular work in literature each student does systematic reading throughout the entire course under the
direction of the teacher. Unusual facilities for carrying on the work in Literature and Library Reading
are offered, as the students have free access to the 85,ooo volumes in the Public Library of Milwaukee
as well as to our own library, which has been greatly increased during the current year.
DEPARTNENT OF HISTORY AND ENGLISH.
The aims of the work in the study of History are to cultivate a taste for historical reading, to train
students in proper methods of historical study, and to identify the pedagogical principles upon which instruc-
tion in History should be based. To accomplish the above aims, the student's acquaintance with books
is not confined to the text book, but much reading is done, the pupil using both the Historical Library
of the school and the well-equipped Public Library of the city of Milwaukee. Students are expected to
do original work along the line of preparing complete, thoughtful, logical outlines of some great his-
torical event or topic. Again, he applies pedagogical principles in the actual preparation of class-work
in History to be used in High School grades or grades below the High School.
In the study of English the student is taught to express his thoughts readily, accurately, and in
good English. To accomplish this purpose, he begins with the examination of models of 'English in order
to identify the rules of grammatical and rhetorical arrangement, and to search for the method of treat-
ment appropriate to description, narration, etc. He then imitates, through oral and written reproductions,
Marlon J. Craig. ' , Emma J. Shrleveu
ExpI'eSSi01l- Physical Training.
specimens of both prose and poetry, he corrects his written work after the leading errors of his own
reproduction are noted. He is expected finally to produce original work, which is to embody the rules
identified and learned.
The work of this department is carried on in a large and well-lighted room having a north
exposure. A large space is devoted to blaclcboards for the illustrative phase ofthe work. Around' the
room are hung reproductions of artists' work as well as some of the best work ofthe students, all of which
is used for reference. A liberal supply of geometric solids with quite a collection of still-life objects form
a large part of the working materials.
Many casts are also upon the walls. A number of casts belonging to the department and chosen
for their beauty of line, form and proportion, are placed in the library to lead the students, by constant
contact, to a better appreciation of their beauty and aesthetic value as well as a higher idea of beauty in
The aim of this department is to fit young women to become practical kindergartners. For this
end the other departments of the school co-operate with the Kindergarten Department to afford training
in those lines of related work which are necessary to the best equipment of the kindergartner.
D iructor KilHl0l'Hfl1't0ll Tl'llillilll.'f.
1- , Q..
This department was added to the Milwaukee Normal in the fall of 1892, and in ISQ4 the First
class of kindergartners was graduated. While the first class numbered at some time during its two years
as higl1 as eighteen members, it had a general average of thirteen, and graduated ten ladies. All but
one of the members of the class of '94 are Hlling engagements in Milwaukee.
Miss Binzel, of this class, at present holds the position of director of the Model Kindergarten of
our Normal School.
The class of '95 graduated nine ladies in June, and four other members of the class received
diplomas in january of this year. Thirteen is the lucky number of the department-every class has num-
bered thirteen at some time during its course. The present junior Class numbers thirteen, while the
Seniors of '96 are under the spell of the magic fhZ3'ffL'7Z.
The aim of this department is to give the student a knowledge of the principles of the art of
Expression, practical drill in reading classic literature, as well as the literature taught in the grade schools,
extemporaneous speaking and debating, and voice training, so that in any later platform work, whether
reading, teaching, or lecturing, he may understand how to dominate an audience, control his voiceand
realize its right use, understand the correct carriage of the body and the principles of gesture. Vocal
M. Elizabeth Allen.
Critic Tenchor, Seventh and Eighth Grudos.
Allce E. Sanborn.
Critic 'l'onch01', Fifth und Sixth Grades.
Expression is the co-ordination of mind, body and voice in the utterance of thought, hence the train-
ing is divided into three parts: development of the imagination, voice culture and physical training. In
all these lines the drill work is made as individual as possible and general criticism frequently given.
The aim of all the training is to enable the student to deliver with simplicity, sincerity and strength
the thought of an author or individual opinion.
The facilities for work in Chemistry are excellent, each student being provided with all the
appliances necessary for individual experimentation. Two courses of twenty weeks each are given, one in
general chemistry and the other in analysis. Special attention is given to the chemistry of common life,
including those topics which should be of practical. value to the teacher.
PHYSICS-The Physical Laboratory is equipped for individual work, and all courses are arranged
upon this basis. Recent additions to the cabinet have greatly improved the facilities for work. Students
are trained in laboratory methods, experimentation and presentation before the class and in the construc-
tion and use of simple apparatus. All work is approached from the pedagogical standpoint.
GEOLOGY"Tl1lS course of twenty weeks covers the field of dynamical and historical Geology.
Students have access to a good working cabinet of fossils, minerals and rocks. Frequent excursions
Emlly W. Strong.
ic Tenclxor, Third and Fourth Grades.
Wlnlfred E. Jones.
Critic Tonchor, First and Second Grades.
are made to points of special geological interest. The work of the course is specially designed to
be helpful to the teacher of geography.
TECHNICS AND METHODS IN ELEMENTARY SCIENCE-This course of ten weeks is
designed to give training in preparation for teaching Elementary Science in the grades below the
High School. Attention is given to the collection and preparation of materials, to the scope of work
and methods of presentation.
The Physical Culture Department was organized at the beginning of the current year. The
work in this department is threefold in its nature, consisting of gymnastic practice, with and without
apparatus, theory of gymnastics, and practice in conducting classes in the gymnasium and class-room.
This first year's work has been chiefly according to the Swedish system, but in the full two
years' course, a training in the German and Delsarte systems will also be given.
Of the games in the Gymnasium, basket-ball has proved the most interesting and popular. All
healthful athletics are encouraged, and at present 'clubs for walking, cycling, base-ball, and basket-ball
are reaping the benefits incident to these games. We trust that these clubs may grow in popularity
till their combined membership shall include every student in the school.
The dressing-rooms and baths are commodious and pleasant.
Anna C. Nerman. Maud Burdick.
Munun1Trnining. Librnriun and Stonogrnphrn
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Senlor Class Officers.
ARTHUR H. Hon'roN, Pres. SELENA BIRD, Soc. Nnnnm M. Sco'r'r, T1-eas
MARY KELLY, Vice Pres.
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Color: YELLGW. Flower: MARGUERITE.
MOTTO: "go-:lag me awzlxor,
gjo-vmorroxu we sail."
"Who are Normalites? We! We! We!
Q53 W W W gi avg YEL'-: Where do we hail from? Milwaukee.
0 0 0 0 0 0 Urah! Urah! Urah-rix!
We are the Class of '96."
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Class Day Representatives.
ANNA TYRE. KATHERINE HANNON.
CLARA PENNELL. HENRIET1'A SHIRLEY.
LOTTA VAN BUREN. M. M. GUIIIN. MARY KELLY
BANDOW, DINAH A.
'FBI-ZNTLEY, MARY J . ....
BIRD, SELENA .........
BISHOP, DOLLIE M. E .... . ..
BLODGETT, SARAH E . . .
BOOTH, ANNIE ......
BRABAND, EMMA .....
CAMPBELL, MARY R. . .
YCOMSTOCK, MABEL. . .
WCONNOLLY, NELLI If: M ....
DAY, ELSIE W ........
FDESMOND, TESSIE ....
WDICK, SUSIE G. .......
DONNELLY, MARY V. . .
DURNIN, MARGARb2'1'. . .
'Graduated Jan. 29, 1896.
Senior Glam 1S95f96.
FAHEY, CATHERINE V.
FAI-IEY, MAYME R ...... . . .
FALLON, MARGARE'l' B.
FELLOWS, ALICE B ....
FERRIS, MAE I ..... .... ....
FLEISCHER, HERMAN P. . . .
FLOOD, FANNIE F ....
FOLEY, ANNIE F ....
FDLEY, KA'I'I-ILEEN H. . . . . .
GILIIREATH, IDA O...
GROSS, LILLIAN B ....
GUEQUIERRE, ANNE'l"l'E1.. . . . .
GUHIN, MICHAEL M .... . . .
H AESSLER, BE'1"I'I E ....
HANNAN, KATHERINE ..... ....
HATCH, MAIIY E ........ . . .
HELI.ER, ALICE C. . .
HENIKA, LOUISA M .... . . .
HEYN, FANNY. ....
HORNE, ALICE L. . .
HORRIGAN, ANNE.. . .
HORTON, ARTHUR H . . . . . .
HUNTER, AGNES W .... . . .
HYEIQ, FRANK S. . .
JOERNS, ALMA .......
JOHNSON, GEORGIA F.
KANEY, J. S. ....... .
KELLEY, MARY T.. . .
KIRBY, MARGARE1' A.. . . . . .
KLEIST, EMMY ......
KRUMBHOLZ, CORA B.. . . . - -
XKUENZLI, CAROLINE.. . . . .
"'GFll1lURl70f1 Jun. 29, 1896.
New Rome. ff
Richland Center. I
LEIGHTON, ARTHUR J. . . . . .
LEWIS, ALFRED M. . .
MARTIN, KA'l'HERINE .... . . .
MCCARTHY, ADA J .... . . .
MCGRATH, MARY J .... . . .
MORAN, FLORENCE E. .
NILAN, MARGARET A.. . . . . .
O'BRIEN, MARY F. . .
"'OHL, HERMINE E. . .
OLSON, JULIA E ....
ORMSRY, ANNA C.. . . .
PACKARD, LAURETTE A. . . . . .
PALUTZKE, MARY E.. .
PENNELL, CLARA L .... . . .
REDLIN, EMII. J ......
RICE, CHARLES. ....
RIEMER, EMMA F ...... . . .
'Graduated J nn. 29, 1896.
Milwaukee. L '-
West De Pere. V
ROETI-IKIQ, LOUISA M. .... . . .Chilton.
SANIIORN, ANNA L ....
SAUSE, LITTA E ....
SCHMIDT, LAURA A .... . . .
SCHMITT, FRIEDA. . .
West De Pere. I
. . . Milwaukee.
SCI-IRAM, SARAH ...... Milwaukee.
QSCHUMAN, EDWARD W.. . . . . .Eau Claire.
SCOTT, NELLIE M ..... Appleton.
SEAMAN, SALLY H .... Milwaukee.
SHIRLEY, HENRIE1'TA . Sayelsville.
SIEGMUND, CHAS. H . . . . . .Elkhart.
SIEKER, THEODOR F.. . . . . .Sheboygan.
XSKILES, DAISY G ....... . . . Milwaukee.
'Graduated Jun. 29, 1898.
SLOAN, ANNA A ....
STARK, ALMA D ....
WTARIIOX, HELEN C ..... .. .
TOLLEFSON, EMMA F.
TYRI3, ANNA ........
ULLIUS, LOUISE W. . .
VAN BURI-:N, LOTTA. . .
XWARD, MAUDE C .....
WEISFLOW, CARIQII-: H . . . . . .
WENDT, LILLIE E. . .
WHITE, EDITH E ....
WHI'1'NEY, LOUISE A..
YULE, MAUDE .......
'Graduated J nn. 29, 1896.
Life's path together we have trod,
And shared our weal and woe,
Up wi'sdom's pathway we did plod
Now duty bids us go.
Soon on life's ocean we shall sail,
In life's book turn a leafg
But who can lift the future's veil
And foretell joy or grief?
Oh I Alma Mater, though we part,
And distance shall us sever,
We cherish you with all our heart..
In thought united ever.
TUNE-"A7l!d Lang Sync.
And though our bark by storms be tossed
Temptations block our way,
Thy teaching then will not be los
'Twill be our guiding ray.
'Twill ever give us strength to do,
Where'er our lot be cast,
All that is noble, just, and true,
This memory of the past.
As years roll on, and one by one,
Life's work we bid adieu,
May '96's setting sun,
Bring only good to view.
rogram of xercises
BY STUDENTS OF THE SENIOR CLASS, COMMENCEMENT WEEK, JUNE I6-22, l896.
BANDOW, D1NAu A. .... , . ..
BERNHARD, JOHANNA R ....
BIRD, SELENA ..... . .... . . . .
BLODGETT, SARAH. .
BOOTH, ANNIE ....
BRABAND, EMMA - . .
CAM PBELL, MAIQY R .... ....
DAY, l2Ls1E .... ....... . . . . .
DONNELLY, MAMIE V-
DONOVAN, MARY Ii.
FAHEY, MAYME.. . . .
V. ..... .
Origin and Growth of Slavery.
.How to Treat a I-Iero-story of History in Grades below the I-Iigh School
Flowers and Their Unbidden Guests.
Games in the Kindergarten.
The Plants' Defcnscs.
Transpiration and Root Pressure of Plants.
Psychological Indications of Physiological Conditions.
Color Work in the Grades and Its Relation to Drawing.
VVomen of Poetry.
The Value of Vocal Music in the Grammar Grades.
Theory of Volcanoes.
Poets as Painters of the Sunset.
Political Economy as It Could be Taught in the Grades.
FALLON, MAIIGAIIE1' B .... ..
FELLOWS, ALICE BUNNIIAM.
FERRIS, MARY I .... .....
FLEISCIIEII, HERMANN .....
FLOOD, FANNIE F .. . .
FOLEY, ANNIE F .... . --
FOLEY, IQATHLEEN IfI..-..
GII.IzREA'rII, IDA .... -.
Gnoss, LILLIAN B. . . -. . . .
Principles and Working ofthe Iilectric Telegraph.
.The Industrial Training of Girls and Its Bearing Upon the Labor Problem.
What Virgil Means and May Mean to a Student of Latin.
Principle and Working ofthe Electric Motor. U
The Practical Aims of Model Drawing or Drawing in the Primary Grades.
Cross and Self-Fertilization of Flowers.
Conditions Covering the Formation and Functions of Chlorophyl.
Kindergarten Principles as Shown in Wordsworth.
Botany in the Primary Grades.
GUEQUIERIQE, ANNETTE ...... Pedagogical Value of Word Paintings.
GUIIIN, IVIICHAET. M ...... ..
FIAESSLER, BETTIE .... . . -
l'IANNAN, KATIIEIQINE C. . -
HAssIvIAN, ANNA .... ...... . .
I'IA'l'CI'I, MARI' F. . . . .
I'IELLER, ALICE .... . ..
I-IENIKA, LOUIA M . - -
Principle and Construction of the Telephone.
Movements of Plants.
The Influence of Conquest on Roman Literature.
A Study of Wallenstein. A
Dr. Sevier-A Character Study.
The Relation of Teaching to Other Professions.
The Use of Chalk as an Aid to the Teacher as Shown by the Tools of Animals
HEYN, FANNIE .....
HORNE, ALICE L . . .
HOIQRIGAN, ANNE . . . .
I-IORTON, A. H. .... . . .
HUNTER, AGNES WILSON. . . .
HYEIQ, FRANK S .... . . .
JOERNS, ALMA. . .... . . .
JOHNSON, GEORGIA F. . .
KANEY, JOHN S .... .
KELLEY, MAIQY T. .... .
KIRBY, MARGARET A. . .
KLEIS'F, EMMY .... . . -.
IKRUMBHOLZ, CORA B. . .
LEIGHTON, ARTHUR J..
LEWIS, ALFRED M .....
MARTIN, KATI-IERINE. . .
MORAN, FLORA E ......
Educational Value of Sloyd
The Story ofa Pearl Rmg as the Basis of a Science Lesson In the Kindergarten
A Study of Vision and Hearmg In the Model School
.A Plan for Teaching Literature Ill the High School
. . .Care of the Body.
One of the Arts in the Kindergarten
" What Next" in the Latm COUISC?
How Far Work in History and Geography can be Correlated
The Psychology of Modern Languages
The Vitality of Greek Mythology In Latm and In Modern Poetry
The Duties ofa High School Principal
Manufacture of Alcohol and Yeast
The Observance of Special Days In the Kindergarten
The Negro as an EconomIc Factor Before and After the War
MCCARTHY, ADA J. . .
MCGRATH, MARY J.. .
NILAN, MARGARET A. .
O'BRIEN, MAIQY .... .
OLSON, JULIA E ....
ORMSIBY, ANNA C ....
PACKARD, RET'fA ....
PALUTZKE, MAIQX' . .
PENNELL, CLARA L.. .
RICE, CHARLES .... - .
RIEMEIQ, EMMA F.. . .
ROETHKE, LOUISA. 4. .
SANBORN, ANNA LOUISE. . . . . .
SCHMIDT, LAURA A. . .
SCHMITT, FRIEIJA. . . .
SCHRAM, SARAH ....
. - . .Material that can be Used in the Kindergarten.
. .... A Topic in Geography.
. . .... Language in the Primary Grades.
Spring in Poetry. '
The Value ofthe Study ofthe German Classics in the School.
. . . .Localization of Function in the Cortex of the Brain.
Correlation of Latin in History and Literature.
. .... The German Poets as Word Painters.
The Basis of the Kindergarten Program-Its Value.
Hygiene in Schools. -
Localization of Function in the Brain.
. . . .Mimicry and Other Protective Resemblances in Animals.
Purposes and Methods in Teaching Reading.
Cicero-His Life and Works.
The Teaching of German in Grades Below the High School.
. . . .Oratory in- Rome.
. . . .Relation of Slavery to the Other Facts Important in our History
SCIIUMAN, E. W .... . . .Development of Africa.
SCOTT, NELLIE1 M .... . . .A Plan for Teaching " The Merchant of Venice " in the High School.
SEAMAN, SALLY ,... .... .... T l me Use of the Blackboard in the Kindergarten.
SHIRLEY, I-IENRIE'r'I'A li .... . .The Roentgen Ray and its Effects.
SIEKER, TIIEO. F .... . . .Reflex Action.
SLOAN, ANNA A .... . - . .Uses of Mineral Salts in the Body.
TOLLEFSON, EMMA F. . . . . .A Study in American History.
TYIQE, ANNA .... . . .. . . .Opening Exercises in the Upper and Lower Grades.
ULLIUS, LOUISE .... . . .Division of Labor and Trade.
VAN BUREN, Lo'I"rA.. . . . . .Dramatic Criticism.
WEND'f, LILLIE E. -. . . .... Relation of German History and Literature.
WHI'fE, EDITII .... .... . . .How the Study of History in the Grades may Be Made more Valuable,
WHITNEY, LOUISE A .... .... T he Use of Kindergarten Materials in Primary Grades.
YULE, MAUD. . . .... .... .... A M odel Course of Reading in Literature for the Grades.
These exercises are brief, informal, oral presentations.
Drawings and pieces of apparatus constructed by the students, will be used whenever such use will make
the presentation more clear or graphic.
Illustrative material prepared by students of the Senior and junior Classes for future school use, will be on
exhibition during commencement week. 84
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:L N i 'I
E. S. NICHOLS.
.HARRIET IIORTON, Vice Pros.
Junior Class Officers.
Glaxo. F. Snvnmz, P1-es.
ALoNzo J. XVINNIE, Trans.
XVILLIAM H. McGn.x'I'n.
AGNES M. DIXON, Sec.
Colors: PINK AND GREEN. ge aye
MOTTO: "GDM nf the Zag
guts the Qbceaul'
! IJ ! R.! R !
X X X 225 X Normal, Normal? Milivaukee
Q o o 0 0 Q KHQ7! '97
Qi 0 O 0 0 0 0 0 o 000 YELI.:
ADIJINGTON, DAISY . . .
ALTI-IOFF, PAULINE. . .
AUS'I'IN, FLORENCE M . . . . . .
BACH, CORA M ......
BARNES, MAUD H. . .
BARNETT, MAUD ....
BAUER, LILLIAN M. . .
BELL, CLARENCE A. . .
BELL, FANNY H .....
BLAKLEY, NELLIE M .... . . .
BLUETT, LORA L ........ . . .
BORLAND, GERALDINE G .... . . .
BOWERS, ELIZABETH H . . . . . .
BROCKWAY, ANNIE . .
BROWN, HAT1'IE ....
BUCKLEY, MARY ....
BURKE, STELLA I . . .
BYERS, GRACE .....
CALDWELL, MARY G. . . . . . .
CALLAWAY, OLIVE ....
CAREY, MAGGIE ....
CARTER, LILLIAN M. .
CLARK, E. MAY ....
COOKE, 'BELLI-: .......
CORRIGAN, AGNES E. .
CROWLIJIY, ADELENE M .... ....
DAVIS, ANNA E ......
DAVIS, S. PAULINE ....
DAWE, BLANCHE ....
DAWE, ELLA M. . .
DELANEY, JULIA K. . .
DEMPSEY, FANNIE C ....
DIXON, AGNES M ....
DONNELLY, LIBEIE E. . .
DRUSE, HA'l"l'IE B ...... .
DUNHAM, FLORENCE M..
DUNHAIII, HELEN. . .
EHEETS, V. PAULINE...
ERBACH, CLARA ....
FARLEY, KATHERINE. .
FARRIES, JULIA A ....
FIEDLICR, AMANDA I. . .
FISHER, LOVICY E ........ ....
FITZSIIIIMONS, MOLLIE E.
FLANNER, MARIIAZ L .....
FOWLIER, JICNNIE E. . . . .
FRAN KLIN, CHARLOTTE A .... ....
FRIES, EDITH A. . .
FRIES, FREDGNIA. . . . . .
FUNK, OTTILIE. . .
GEORGE, ADA ....
GILIIERT, OTTO G. . . . . . .
GLEESON, MARY A. . . . . .
GoETz, SOPHIA. . .
GREIN, ADELLA U .... . . . .
GROTH, HENliY ..... ....
HAINKE, HULDA B . . . . . . .
HALL, EDGAR A . . . . . . .
HARIQIWICK, ANASTASIA .... ....
HAIQVEY, LEETA A ..... ..
HAYIJPIN, HARIQY G . . . .
HICREY, LoUIsE . .
I-IILI., NELLIE ....
1'IOLI,OWAY, ALICE M .... ....
HORTON, HAlililE'l' M. . .
HU'1'CHINSON, KATHERINE .... . . .
JAEGER, ADOLPH . .
JOHNS, MAIIEL. ....
JONES, JOHN F ....
JHUDAE, ANNA M ....
KELLEY, KATIE. . .
KLEIN, FANNY C ....
KRUEGER, PAULA S . .
IQUEHNE, ANNA C. . .
ICUENZLI, MARY A. . .
LAUN,JENN1E P. . .
LAYER, MATTIE .....
LAWRENCE, MARY S ....
LEDERER, HARRIE1' S ....
LEEDOM, LOUISE E. . .
LEEGSOM, IDA G ....
LEVY, ESTELLE. . .
LUENZMANN, AGNES. . .
LVMAN, LUELLA A ....
MAIQKS, HANNAH. . .
MATEK, JULIA G .......... . . .
MCAR'1'HUR, MARGARET E
NICCLURE, JOSEPHINE .... ....
MCCOLM, DELLA ......
MCCULLKJUGH, MAUD B. . . . . . .
MCDONALD, ALLELA M . . . . . .
MCIJONALD, MARY G ...... ....
MCGRATH, EDWARD .... . . . . . .
MCGRATH, WILLIAM M . . . . . .
MCMAHON, EDNA A. . .
MCNEIL, ANNA H .....
MEINECKE, PAULINE T. .
MELCHOR, BERTA. . .
MEIQEDITH, SARA A. . .
MILLER, LESLIE H . . . . .
MITCHELL, NELLIE G .....
MULLANEY, E. ANTOINETTE. . . . . .
MURPHY, TESSIE .........
NABER, DELLA. . .
NICHOLS, ESEK S ....
NUZUM, JESSIE A ....
OESAU, THEO. J ......
OLSEN, ELLEN M. W ....
OPPEN, GERTRUDE E . . .
O'SHERIDAN, MARY G. . .
PATTERSON, N ELLIE B ....
PATTON, CAROLINE ....
PAULY, HUGO A ....
PERTHEL, AGNES A. . .
PETERSON, MINNIE J.. . .
PETERSON, PEARL ....
POEY, MARY A. . .
POTTER, CHARLES. . .
POTTHAST, ETTA A.. . .
PRIDEAUX, SUE A.. .
PUGH, JANE C. ...... .
RADCLIFFE, LAURE H.
REBER, ANNA C ......
RHODES, ARTHUR L.. .
ROSENKRANZ, MARY.. .
RUNKSE, AUGUSTA. . .
SAWTELL, CLARA E.. . .
SCHMIT, MARGARE1' M .... . .
SCHNEIDER, MARY ....
SCHNELL, HENRY S.. . .
SCOTT, MAUD L ......
SCOTT, STELLA M . . .
SHEPARD, ETHEL D. . .
SIMONIS, ERNEST J ....
SKIFF, MARIAM. .....
SMITH, HARRIET .
SNYDER, GEORGE F. . . . . .
STEEN, ADELAIDE M.
STELLING, LOUISE M.
TENNY, ALICE. ..... .
TERRY, AEEIE C .....
THATCHER, LILLIAN B. . . . . . .
THIES, LILLIAN. . . .
TILLsoN, LOUISE. . . .
TOUSLEY, CARRIE L.. . . . .
TOUSLEY, MAISEL. . .
VANCE, MARY B ....
VVALKER, SUSAN R...L..
VVASHBURNE, HOLLON .... . . .
XWASWEYLER, ALMA R .... . .
WATERS, SUSIE J. ......
WETHERELL, FANNIE E. . . . . .
WETTIG, CAROLINE M.. . . . .
WHITFIELD, ETHELYN. . .
WILLITS, ALICE G. . . . .
WINKLER, IWARION. . .
WINNIE, ALONZO J. . .
WINSLOW, GRACE .... .
WOLF, CHARLOTTE M. .
WooD, GRACE F .....
WOODFORD, LOLA M . . . . . .
ZAUM, AKE J
ZEININGER, GER'1'IiUDE L. . . . . . .
ZWEIFEL, ELEANOR. .... . . .
Fond du Lac.
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'lRll1U6lQQ8l'lI6l1 IDFOQFHUI for flDOIllIb of EHIIIIHFQ, 1896.
GENERAL OUTLINE FOR MORNING TALKS.
The szzqkrf for fhL'7l20lZfkZ1S' INTERDEPILNDENCE. Thr SPECIAL Topzks are TIME and the N1sCEss1T11zs gf LIFE.
The new year has come laden with presents for every one. He has the same strong helpers that
old "Ninety-five" had-the twelve months.
The calendar is the story ofa year, and the stories look much like the ones on last year's calen-
dar, and on all these other pretty new ones that tell us, about "Ninety-six." The months always bear the
same names every year, and they come in the same order, too. The days help each month to grow-
all the brave, 'busy week days, and the restful Sundays as well.
Let us count all the Mondays on our January page. I will tell you a story about the name
of our first Kindergarten day, and you may draw moons in the squares I have placed on the board
to show how many "Moondays" we shall have. Perhapsllllve can think of signs for every day. Some
of the calendars we have brought from home have very funny signs for the months.
What does the tree with all the little candles on it mean? Why, surely, our new year is bring-
ing another December-the Christmas month. X
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-' Here is the Thanksgiving month, too, for there is. the picture of 7 X
the queer little church that the Pilgrim fathers built. Let us find the W 1
-'lea sign for this very first month ofthe New Year. just see! a snow-man ill' vt
I 1 " "' In 711:11
holding a calendar, though he seems to have no hands.
H J " Old Winter is a sturdy one," and three of the months are kept busy
caring for his ice palace. Among " Old Winter's" best friends are the time-pieces, which tell how many
minutes, and long busy hours have been spent between daylight and dark, and between sunrise and sunset again.
' n of the clock that has come to visit us to-day. It is larger than our
Let us hsten to the so g
Kindergarten clock, and watch the pendulum!
"To and fro, to and fro,
Swings the pendulu
m sure and slow."
Even the little seconds are needed to help tl1e days to grow, for without them the clock could
never tell us when to look for the crescent moon, and little twinkling stars, and we owe a "Thank H
to the wise men who thought of making clocks, and watches, and calendars to mark the time in al
years that come to us.
"The farmer and the miller
Have worked, the mother said,
And got the Hour ready,
So I will make the bread."
Who knows what the man is called who makes bread and cake for the people who are so
making boots, shoes, coats and books, and many other things, that they find no time for bread-making?
many of you have seen the tempting loaves of bread and cake in the bakery window when you were on
your way down town with your mammas?
And do you remember, too, the bright colors in the windows of the fruit stores? Many of
fruits were not raised by the farmers who live near our homes, but were sent to us from the far
South-the land of sunshine, where the birds go in winter.
Why, surely, this means ever so many more people to whom we owe our thanks, as well
the farmer, for all the good things we have to eat, even when Winter has sent a thick blanket of snow
to cover the gardens and fields near our homes. Who are these people? Why, the men on the trains,
b 'i our dinners for days before they
and steamboats, and even the grocery man, too, have een preparng
came to our table!
la in the car and how glad we are that our Father not
We must have food to eat every c y - y-C ',
only sends His sunshine and rain to ripen the fruits, and grains, for our use, but He has also put it
into the hearts of His people to gather these growing things and prepare them for our use.
There are other things we must have besides our daily meals: Our J
hats, and shoes, and warm gowns of wool, we could never do without. p xp
And when the winter is gone, and the sunlis very warm, we go to M '
the merchant for cloth made of cotton, and linen, and silk. Even now I I MXN X
am sure we can Find many things among our clothing that are not made Rmlllllillllllill?
of wool. A dainty little flower that shakes its bells of blue is working liiirliiirl1ii?r'lmlm1frnin5i'frmnn11iiiliirrm Q
through the Summer hours to make the linen threads that are woven '
together in the boys' white collars, and the dainty little handkerchiefs we Jn lf illxi
flutter in our " Good morning " songs. W.g- y
You would never guess that your little ribbon bows were made by i'J"U l""' """' W 'mm m
a little round, fat worm that feeds on mulberry leaves.
In the far-away South where the oranges grow, the farmers, called planters there, sow their broad
fields with seeds that not only grow into pretty pink and corn-colored Howers, but bear snowy-looking
."fzH'1TJ'rf?E9 fu7Qdi!b""'Ll' 'i""'ih, ' ,-::".w'?-:l'7'1' -Ffh.- s ALA- --:,Q:r-efff- in-:r.' ,a - -
,, ,ff iw' 'if' - -' Fil? - ,NP - " N--'MM --rife
wf-fffiw llfwlfff ,., -will " will T' Ki Emi .mg -'fee
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Jil' ,Lf I ,i:E.':i,1 r lm' Q Fggss ' i. V . ,
21-as! ff "W Fai-f'
ip, "lat-1 "Ml p balls as well. These are cotton balls, and our mothers
,, 'wi-'rg , 1" -ri,-:mfs M -' l'
dlllmmw y,Llllgalli,,.,'g,, have many spools of cotton threads with which to make
- 212 ' " lf X' '.,',?,,l'+-,f.7ifi'. .
"'l'1 will V our clothes.
NW- 'Elk' ' 4 if l', . '
it -fl' f fl v,,: yffvl But all these materials have been worked upon by
HZQ355 -A -', iv "1 :ill Wil- .
the farmer, and the dyers, and the Weavers, and in the
fl iw ff" . .
' 'fll' WW large factories are many children who help to make the
.' 1' '
'Z ' Yiglfd threads--which the plants and animals prov1de-1nto the great webs of cloth
' 5? iulfltr . . . .
"'fW"l'll 'fx " that form the high and brightly-colored piles on the counters in the stores.
N r 5' , .I l 'lf
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llllfllwq The big warm cloaks, and coats that defy jack Frost-that roguish httlc
iif, U lil, yl ' l
ll fellow-are among our very best friends these cold januaiy days, and they WVCIC
once just as good friends to the sheep. But there came a time in June when the farmer knew they
would be glad to lay aside their coats, so with his big shears " he sheared the old sheep." We
need not feel sorry for the sheep, the farmer has driven them into his barn, and their backs are again
covered with a warm blanket, for the wool grows upon their backs as the hair grows upon your heads.
There is something else we must always have besides our food and clothing. Who will name
it first? Our dear homes, to be sure. Let us play for a few days that we are building a house for
someone to live in. One day we will be carpenters, working with saws, hammers and planesg then we
will be masons, piling the bricks into chimneys and fire-places, for wc shall need to keep ourselves
warm when this house of ours is finished. When we have papered, and painted the walls we must decide
upon our furniture. We will buy the most useful things first, and next month in our Kindergarten
plays we will make plans to beautify our homes.-
0 0 O 0 O O O 0
O Q O Q O g O Q O Q 0 0 O D O 0
O O O O 0 G O 0
1' '1'A1aI.I4: W ORK.
'MWMZWN' k X FIRST WEEK' General Topic -
Nj . IQA ' l l to stimulate im Jressions and -
,AQ 'UST y N X If . . 1 ex
lf, "1 "fr I or hx M If PFCSSIOIIS-TIIDC.
N' -j' as' A,rfIL.J' I ff ,I
Q A., g Adgd if ffl- , A Monday-Days of the Week-
A254 J"t WI- ' iff f liken-4 I -
I5 A -' ,911 jp -!i..,w'QV I I Color.
I- K Q as if. MI .W t9:..v,.
AT- ffl I 751: 'i " 5,5 fc1,yIfa1-5 34 .4 GIFT PERIOD.
Q I - I J M 6 I S. b U f F, . , .
A - N ' wma. g N IX a s 0 nst Gift, and one white ball,
KN:-I NWN' . H - . . . .
M X- if for each clnld-arrange 111 prismatlc order, to
2 'A l ,g,.,,jf5 stand for the seven days:
I I .' 1 3. Q 'e rm ,
H X' n li, . Q91 fig: Monday-red. '1'lIuI'sday-green.
' K? in vfaix h x W N Tuesday-orange. Friday-blue.
pawn ! if ' Wednesday-yellow. Saturday-violet.
iff' A77' 4 Sunday-white.
I V ' OCCUPATION PERIOD.
'V Stringing straws and colored paper circlesg recognizing the same Order of arrangement as that
used in the ball exercise.
Tuesday-Months of the Year-Number.
Calendars given to each child, on which they count the months. The days of January which have passed are
marked off with colored pencils. Second Gift cubes given to the children, and their edges counted in connection with the
months of the year.
Twelve circles of paper given to each child, upon which the children may draw pictures to suggest the different
months. X, f ,
. -in ff.
GIFT PERIOD. Q
Three type forms ofthe Second Gift and the Second Gift beads to repre- X I,
sent presents. - J
OCCUPATION PERIOD. n ,ff
Drawing' pictures of presents the children really received at Christmas. H ,
Sticks of different lengths to represent: ' first, a tree in December, with candles on it 5
second, a tree in January, with snow upon it fadd white wool for snowjg third, a. tree
in February, with icicles hanging from its R branches.
Pasting the stick forms into cardboard.
and tell which time-piece is near. Sing-
"Al1 the larger clocks say,
" While the smaller clocks say,
U And the little watches say,
Q: 'V .
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qv X f
Tick-tick-tick-tick, all the day."
Sewing the face of a clock.
SECOND WEEK-General Topic-Food
Tick-tock, tick-tock, tick-tock, tick-tock.
Show and examine watches, and a real clock with pendulum. Close the eyes
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Real grain sortedg Second Gift beads to represent fruit, and vegetables, sorted as to colorg Second Gift
spheres hidden about the room, for eggs.
Sewing upon bags Of coarse cloth, for the farmer's produce.
Second Gift cubes to build a mill, and a cylinder fastened into the side Of the mill by a rattan to represent the wheel.
l OCCUPATION PERIOD.
Sewing of bags, finished, and bags filled with grain, to carry to mill.
Sort cornmeal, and oatmeal, rye and wheat flour. Mix flour with milk, yeast and salt to make bread.
Divide the bread dough, putting it into small pans, ready to bake when it is raised enough.
. GIl"'l' PERIOD.
Building Gifts fthird, fourth, or Iifth, as different classes of children needy, to represent freight houses, cars,
and boats' OCCUPATION PERIOD.
Fourth, or Fifth Gifts-to make grocers' scales, counter, and delivery wagon.
OCcUI'A'I'IoN PEI IO
Folding baskets-doing up and tying bundles.
THIRD WEEK-General Topic-Plants and animals help to clothe us.
Monday-How the Farmer helps to keep us warm-Direction.
fay Indicate a meadow, trough, and a measure for grain, by
using Sticks and Rings. Change the forms, still making use of the
same material, to represent farmers' tools, and shepherd's crook. Q
Qbj Play the First Gift woolen balls are sheep, and drive them
into the barn Qtheir boxj.
Fold a barn, and draw windows, doors, and a shepherd's crook
upon the front. fAsk the children to bring pieces of cloth made of
i G11-"r PERIOD.
Sort pieces of cloth to find those which are made of wool.
color paint prepared by the children.
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Wash, and dye real wool, dipping it into water
Weaving--Use coarse woolen threads for woof and warp, and tile-boards and pegs for frames. fAsk' the children
to bring pieces of cotton cloth to-morrow.j
Pieces of real cotton placed upon plants about the room to represent cotton plants. Children gather it into
bales. With Second Gift cubes and cylinders, build steamboats and trains of cars to transport cotton from tlIe South.
Change the forms into wharfs and storehouses, where tlIe cotton is delivered. I
Fold and paste baskets and wagons. fAsk chil'dren to bring silk cloth for to-morrow.j
Show a cocoon and pictures of the mulberry leaf. With Third or Fifth Gift build a factory.
Free-hand cutting of Inulberry leaf, moth, etc.
Show colored pictures of flax. Sort colored papers-to find scale of blue, blue-green and blue-violet. Find
things about tlIe room Inade of linen.
Fold table-cloth and napkins, decorate them with flax flower patterns. '
My .i.Kf,g. ,f
. I , ,' : gm, f .
FOURTH WEEK-General Topic-House and necessary furniture. qNxqQ'iQa,fXil ,.5',. ' ,XI I, .A
vw f' 4Z.II,. I lf ff
Monday-Sawyer-Number. lifiji- iiiwlii ,Vlff Q4
GIFT PERIOD. IQ if t',,l I' -'su ff'
, , ",:.. 'u' Iv. ...M -ai -.. .WM IM
Show pictures of many kinds of houses. Plant real tree seeds, four and Din 2- . Wfr ,
five-inch sticks for sawing of boards. Each child build a. house. f .W
' w 'A I "" 'Q H!
. OCCUPATION PERIOD. f.ff7?ii'f'c MW"
. . . , , 2' ' A, '
Finish wagon to draw boards 111. -
Tuesday-Carpenter-Size. fi ii
.,W,,W GIFT PERIOD. .
, ,sf i Fourth or Sixth Gifts-Make arts of the house as floors, doors, etc. Each
M ,X P I
Iilrifilf Q child pound rt nail into a real board.
If iffy: , OCCUPATION PEIUOD.
M' ' JP : L e-
Iflj fp Clay-Model tools.
,i If Wednesday-Masons-Dimension.
I Fourth or Sixth Gifts-Build fire-places and chimneys. Use real stones to lay
Clay-Make bricks for chimney.
Thursday+Painter and Paper .
Water and oil paints, each child painting some O11 a board. Use color tops to see
what colors to combine.
- OCCUPATION PERIOD.
" Pasting scales of blue, arranged last week.
Fourth or F
ifth Gifts Qfor different classesj. Build chairs. beds, tables, sofas, etc.
Fold table and bed.
LIST OF SONGS AND GAMES FOR JANUARY.
IN 'ri-IE ytllki :SJ-' Walker SONG BOOK.
IN Swim SONG BOOK.
The Mill .............................. .... I 'age 78
Alice's Supper .... . " So
The Carpenter ............................ 84
IN Ybmlim' CML! Garfku of Sang.
The Rainbow Fairies ...................... ' I2
The Miller .......... 40
Carpenter Song ......................... 38
IN K. D. lM:gg1'1z.r' SONG BOOK.
'I he Wind Mill .......................... " 76
The Carpenter. . . .................. ........ f f IO2
IN Slofkhzzw Ev' Kellogg? Illolhcrs' 1T?I'lff0f!'0.
I Saw a Ship Asailing ....................... " zor
FINGER PLAYS FOR JANUARY.
The Little New Year ....................... Page 55
The Old Year and the New ..... . " 56
Winter Song ................ " 55
The Baker .... 96
The Farmer ............................ " no
, i IN Ifaifmamz SONG BOOK.
Clocks and Watches .................... ' 117
The New Year ...... ' 19
The Railway ..... ' 106
The Little Pony ..... ' 57
The Sawyer ...... 74
The Trades ................................ ' 72
IN .Emerson 69" Brown SONG BOOK.
The Mill Wheels ........................... ' 8
The Wonderful Weaver ..... . . .... . " 82
The Mill .... ..... I Joulsson, Finger Plays XV
Making Bread ............. Poulsson, Finger Plays XVI
Making Butter ........... Poulsson, Finger Plays XVII
STORIES FOR MORNING TALKS. SUGGESTIONS FOR KINDERGARTNER FOR
POI!fSS0lllS "JV1zrsefjy Sforzes and Rhyffzos, IN THE Poulmouk CM! 71,5 LVWIMI
The Story of Baby's Sash. Winter .............................. .. ..... Page 98
ff " 'f " Blanket. The New Year ..... " 131
' " H " Cotton Gown. The Farmer ..... ff 321
Th B. k ....
Chase 69' Klozcfs Sforios of llzduslry. , e 1 er H 82
Silk ...... H 434
Candy ....................... ...... V ol. 2, Page 140 Cotton H 420
Clothing . . . ....... .... ....... . ' ' 5
Silk - I I I - i 1 - - - . - . 49 IN Gregoryls Prarlical Suggesffolzs for Kz'1z1z'ergar!rzers.
Corn, Wheat and Meadow Grass ....... Vol. 2, ff 82 Time """"""""""""""""' Pages 174480
Winter ...... .... P age 176
Kelchiwfs K2'1za'e1'gartefz Gems. The Baker ..--- U if 150
The Story of the New Year ...... 1 ........... ' I7 Clothing .................................. " 181
Slvfkhdlll cb Ke'ff0g'g'-V Mvlkffi' Pvfyvfiv- IN Sfockhrzm Ea-' Kolloggk Molhors' Poryolzo.
The Wise Old Wrapper. ..................... " 1 73 january Lessons ............................ " 102
The foregoing program was prepared by the Senior Class of the Kindergarten Normal department, and made
use of in the work with the children of the Model Kindergarten.
The Genera! Oullifze, by Mary R. Campbell, Table Work, by Louise Whitney, Book Lisf, by Lillian Gross,
Drawifzgs, by Georgia F. Johnson, Sally H. Seaman, Elizabeth Reddeman, Katherine Martin, Sarah E. Blodgett,
Anna J. Horrigan, Clara L. Pennell, Ida O. Gilbreath.
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H. E. HAYDEN, Mgr. J. S. KAXEY. H. A. PAVLY. EDW. MCGRATH.
W. H. MCGBAIH. E. S. NICHOLS, Capt. O. G. GILBERT.
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Gbe 1bonor Society.
During the latter part of the school year of '95, the question of self-government was considerably
agitated by the Faculty and students, as a result, in June of that year our Honor Society was organized,
the aims and objects of which are stated in the following preamble to its constitution: "We, the students
of the Milwaukee State Normal School, feeling that an organization which has for its object the raising
and maintaining of the moral and intellectual standard of the school, and the protection of property both
public and private, should be formed, do hereby adopt this constitution."
The officers ofthe society are: Miss Agnes Hunter, President, Miss Nellie Scott, Secretary, Miss
Ida Leegson, Treasurer. Miss Leeta Harvey, Messrs. E. A. Hall and G. F. Snyder, Executive Committee.
The regular meetings of the society occur on the first Tuesday of each school quarter, and special
meetings are subject to the call of the President. The list of membership has more than tripled since
the date of organization, and the society is in a prosperous condition.
1Hormal School ligceum. .
Our Lyceum is one ofthe attractive features of the Normal School. It has a membership of about
eighty of the best students, who are all interested in its Work.
The meetings are both interesting and instructive, the program consisting of music, recitations,
essays and debates, through which the members of the society acquire considerable ability as speakers and
debaters, and show at the end of their course that they have gained much good from the work done in
At the meetings a member of the Faculty usually gives an address upon some educational subject
or other leading topic of importance.
The members of the Lyceum give a reception once each quarter to the Faculty and students, foi
the purpose of bringing the school into closer relations with the society.
Llflyat of It?
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Prof. S--'s Favorite Story Illustrated.
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Brabuates anb Ellumni
!J7't'.Yl.ll,L'1!f .... . .
.S-l'L'7'L'l4l'lI:j! .... .
Appleyarde, Emma Louise, Teacher,
Chase, Mary Belle, Teacher,
Culligan, Lucy Camilla, fMrs. G. H. Krockl
Cunningham, Agnes Maria, Teacher,
Epstein, Tillie, Teacher,
Follett, Mary Frances, QMrs. Frederick Ethierj
Foulkes,Viola Marguerite, fMrs. Theo. B. Olsrnl
Haase, Laura, fMrs. Kremersj
of the Ellllmlil H55OCl8flOl1.
. . . .EMMA J. GARDNER.
. .. .ELIZAHETH HAISLEN.
. - ..iDAISV HAUSEIQ.
"Step by Step." '
Hughes, Minnie Bedcloes, fMrs. George Daggettj Minneapolis
Malloy, Kittie B., Teacher, Milwaukee
Olsen, Ida, fMrs. john Harkinsj Milwaukee
O'Sullivan, Elizabeth J., Teacher, Milwaukee
Reynolds, Lillian Frances, Teacher, Milwaukee
Rogers, Emma Adelaide, fMrs. Edwin A. Dickinsonl Chicago
Worms, Jessie, Teacher, Milwaukee
Bergen, George B.,
Clarke, Susie G.,
Cooke, Mary E.,
Doerfler, Anna A.,
Leyser, Minnie B.,
Apple, Rebecca C.,
Cole, Gertrude E.,
Comstock, jessie I-I.,
Dehm, Lena M.,
Desmond, Mary J.,
Dietz, Lillie D.,
Foulkes, Eugenia M.
Hoenes, jacob li.,
H We study lor light to
bless with light."
Teacher, High School, Milwaukee Newman, Sarah,
Teacher, Milwaukee Nichols, Lyda P.,
Teacher, Milwaukee Pfoertch, Dina, Teacher,
fMrs. Edward F. Capronl Chicago Riley, Evil. E., l,M1'S. Cllzlrles A. Butlerl
Principal, School, lwilwaukcc SfCal'11S, Lulie E., Public LilJl'a1'y,
Teacher, lvlilwaukcc O'Sullivan Eugenia, Teacher,
Nfilyvaukcc Tomelty, Mary, TCZ1Cl'lC1',
lM'rs. james D. Millarl Milwaukee Zflhll Lydia M-, T02lCl1f1'.
LMrs. Sigmund Levyj Milwaukee
4, Mrs. M. A. Mendelsohnj Denver, Col Mccofmackl Nellie R-i T03Ch'3l',
lM,.S' Harry Palnel Milwaukee McDowell, Fannie E., Teacher,
Tmcllcl., Milvvaulccc Paine, Edith G , lMrs. John Le Feberl
Tmcllel., W- Superior Parkes, Annie B., fMrs. W. L. Phillipsj Teacher,
Teacllery Milwaukee Pierce, Marion, QMrs. E. H. Wilsonl
Teacllerl Mllwaukee Ramaker, Nellie D., Teacher,
Tcucllm., Mllwmlkee Sivyer, Carrie A., fMrs. George W. Ferrisl
Sheldon, Carrie A., Teacher,
Teacher, Milwaukee Stfassv Alice. Teacher,
'lrellcllerl Mllwaukee Thompson, Mary, Student, Lelancl Staniorcl Jr.
Ackerman, John H.,
Anderson, Mabel L.,
Harley, Katherine C.,
Lage, Thomas Henry, Principal, High School,
Luc-bke, Ottilie E.,
Meisnest, Frederick Wm., Principal, High School,
Bolton, Frederick li.,
Conant, Jennie C,
Couch, Ernest E.,
Fellows, Jane M.,
Goetsch, Hattie L.,
'f Rowing, not Drifting.'
Supt. of Schools, East Portland, Ore. Morgan, Elizabeth E., Teacher, Milwaukee
Teacher, High School, La Crosse O'Brien, Bridget Vaughn, Teacher, Milwaukee
lQMrs. E. M. Griswoldj Milwaukee Purdy, Edith A., Teacher, State Normal School, Platteville
Smith, Marietta B., Teacher, Mariuette
Teacher, Milwaukee Thomas, Emma L., l,Mrs. Louis Weis,J Milwaukee
'1'eg1cl1e1-, Milwaukee Waigli, Eleanor, Teacher, Milwaukee
Teacher, Milwaukee Walrath, Cornelia R., Teacher, Milwaukee
Barron Warne, Lucy Adell, Student, Chicago
Teacher, Milwaukee Weltzien, Lena Marie, Teacher, Normal School, Whitewater
f'To be, not to seem."
Teacher, Milwaukee Hegner, Herman F., Student, Chicago University, Chicago
State University, Madison Heideman, Lena, Teacher, High School, La Crosse
Teacher, High School, Weyauwega Kahlenberg, Louis, Teacher, University, Madison
Teacher, Milwaukee McKillop, Nettie, Teacher, ' Milwaukee
Principal, High School, Glenbeulah Nichols, Mattie A., fMrs. Fishl Milwaukee
fMrs. John Fryel Springfield, Ill Nickey, Minnie E., fMrs. Irving C. Taborj Independence, Ia
Teacher, Milwaukee Paine, Alice C., fMrs. E1'nest Postj Milwaukee
fMrs. Chas. F. Rockl Milwaukee Rodee, Nellie M., Teacher, Milwaukee
S. Milwaukee Sheldon, Nellie J., QMrs. John Bangsj Milwaukee
Teacher, High School, Whitewater Taylor, Ada, Teacher, High School, Viroqua
Trask, Katherine B.,
Teacher, Sioux Falls, S. D.
Arnold, Glen B.,
Beach, Carrie M.,
Bolton, Herbert E.,
Brugger, Frances M.,
Buell, Harry C.,
Burnham, Anna E.,
Calkins, Mary I.,
Dreutzer, Corrilla C.,
Finan, John J.,
Haisler, Elizabeth C.,
Hanley, Elizabeth A.,
Hegner, Ida E.,
Houlan, Marion C.,
Bloomfield, W. E.,
Borresen, Lily M. E.,
Broer, Fred' W.,
H More beyond."
Ed. Pub. Co., Chicago Limberg, Theresa, Teacher, Milwaukee
Teacher, Milwaukee O'Leary, Jessie L., Teacher, High School, Baraboo
Principal, Kaukauna Palutzke, Bertha, Teacher, Milwaukee
Teacher, Milwaukee Penuell, Elizabeth, fMrs. Chas. Kroegerj Milwaukee
Teacher, High School, Janesville Pollock, Mary E., Teacher, Milwaukee
Teacher, High School, Evansville Ramsey, Susan E., Teacher, Milwaukee
Tcaghgyl Milwaukee Robrahn, Frances, Teacher, Milwaukee
Teacljer, Milwaulgec Schlundt, Herman, Teacher, State University, Madison
Teaehe,-, Milwaukee Shire, Sarah, Teacher, Milwaukee
Teaehe,-y Milwaukee Smith, Nellie M., Teacher, Milwaukee
Teacher' Ivzacine Stillman, Mary Louise, Public Library, New York City
Teacher, Chieago Wright, Jane, Teacher, West Superior
Student, State University, Madison
"Catch the Sunshine."
Houghton Sz Miillin, Chicago Caldwell, Minnie, Teacher, High School, Baraboo
Teacher, La Crosse Clark, Amy E., Waupun
Principal, School, Sheboygan Dclpseh, Laura L., Teacher, Milwaukee
E., Ft. Atkinson Dittmer, Anna H., Teacher, Milwaukee
Ducker, William H.,
Fowler, Lotta B.,
Fuller, Anna B.,
Fuller, Gertrude E.,
Galligan, Cecilia R.,
Griffiths, Minna S.,
Hill, Henry D.,
Leach. Shewell 8: Sanborn,
Howard, Mrs. Ellen J., Teacher, High School,
Howard, F. C.,
Principal, High School,
Miller, Ida, Teacher,
Peppard, joseph M., .
Aldrieli, Mabelle j., Teacher,
Boughton, Clara L., Teacher,
Brauns. Lydia, Teacher, High School,
Brown, Andrew C., Teacher,
Brown, Helen N., Teacher,
Burgess, Bertha A., , Teacher,
Bussewitz, Max A., Principal,
De Garmo, Cora H., Teacher,
Elmer, Florence, Teacher,
Graber, john E.,
Teacher, High School,
Chicago Rice, Margaret, Teacher, Milwaukee
Milwaukee Rogers, Irma E., Teacher, Milwaukee
Milwaukee Saveland, Linda C., Teacher, Milwaukee
Milwaukee Slosson, May, Teacher, Milwaukee
Milwaukee Smith, Fred J., State University, Madison
Milwaukee Staehle, Max, Principal, High School, Montello
Milwaukee Swinburne, Julia M., Teacher, Milwaukee
Milwaukee Thomson, Alva A., County Superintendent, Monroe Co.
W aupun Wackler, Catherine H , Teacher, Milwaukee
Waupun Warne, Edna V., Teacher, Milwaukee
Sheboygan Welles, Frances B., Teacher, High School, Fond du Lac
H Be, Grow, Live."
Milwaukee Hagemann, john A., Principal, Oshkosh
Manitowoc Haisler, Margaret L., Teacher, Milwaukee
Edgerton 'l'Houtkamp, William E., Teacher, Milwaukee
Milwaukee Ka1'oss, Ella B., Teacher, Milwaukee
Milwaukee Kendall, Alice M., Teacher, Milwaukee
Milwaukee Landgraf, Eda M., Teacher, Milwaukee
Oshkosh McDonald, Mabel, Teacher, High School, Oeonomowoc
Milwaukee Moffet, Mae S., Teacher, Milwaukee
Milwaukee Nieolaus, R. C., Principal, School, Milwaukee
Appleton Nuesse, Elizabeth, Teacher, Milwaukee
Olson, Oscar, Teacher, Milwaukee Skclding, Florence F., Teacher, Milwaukee
Peters, Ella, Teacher, Milwaukee Tyre, Olga, Teacher, Milwaukee
Pokorny, Lucy G., Teacher, Milwaukee Vaughn, Gertrude O., Teacher, Milwaukee
Quinn, Jennie M., Teacher, Milwaukee l'Veech, Lizzie P.,
Reel, Irma, State University, Madison Welch, Nellie A., Teacher, Milwaukee
Ries, Jessie M., Teacher, Milwaukee Winteler, Casper, Winncconne
Scott, Nellie M., Teacher, Kewaunee Zimmers, Peterj., Racine
Sherwood, Belle, QMrs. C. A. Vcederl Mauston
" What of lt? "
Abbott, Lotta, Teacher, Milwaukee Frccman,Jan1es R., Teacher, Norwalk, Wis
Baker, Marnie E., Teacher, Milwaukee Gansel, Edward A., Principal, School, Schleisingerville
Binzel, Alma L., Teacher, Normal School, Milwaukee Gardner, Emmaj., Teacher, Milwaukee
Black, Mary, Teacher, Mather Gillespie, Will W., Teacher, Milwaukee
Blackburn, Kate I., Teacher, Milwaukee Graham, John C., Principal, School, Oshkosh
Booth, Mary E., Teacher, Milwaukee Grubb, Mattie L., Teacher, Milwaukee
Bury, Hattie P., Teacher, Sheboygan Hollister, Jessie M., Teacher, Milwaukee
Chamberlain, May L., Teacher, Reedsburg Hughes, Florence, Teacher, Milwaukee
Dreutzer, Ruth A., Teacher, Wauwatosa Kennedy, Katherine C., Teacher, Milwaukee
Fink, Ella L., Teacl1er, S. Milwaukee Kristensen, Anna, Teacher, Two Rivers
Flanagan, Genevieve, Teacher, Ft. Benton, Montana Krueger, Olive, Teacher, Milwaukee
Fletcher, A. H., Principal, High School, Mauston Ladoflf, Rosalie, Medical Student, Chicago
Lydon, Margaret L.,
McDowell, john C.,
McIntosh, Margaret V.,
Michaels, Etta M.,
Price, Hannah E.,
Risk, Nina J.,
Robertson, Lilian A.,
Robertson, Anna M.,
Allen, Mary O.,
Blackstone, Hattie K.,
Teacher, Milwaukee Skclding, Mary,
Teacher, Milwaukee Smith, Nettie,
Principal, Scl1ool, Merrill Soik, Matta,
Teacher, Milwaukee Sontag, Lilian,
Teacher, Wauwatosa Stanley, Florence,
Teacher, Milwaukee Suckow, Elsie,
Teacher, La Crosse Thomson, Charles,
Teacher, Milwaukee Tower, Efiie M.,
Milwaukee Utendorfer, William E.,
Teacher, Poynette Waldron, Jessie E.,
Teacher, Milwaukee "Wenzel, Theodore N. A.,
Teacher, Milwaukee Wetherby, Jessie,
Teacher, Waupun Williams, Kittie R.,
Teacher, Milwaukee Worden, Ruth A.,
H Non Nobis Solum."
Teacher, Milwaukee Brennan, Elizabeth,
Milwaukee Brownell, Stella,
Teacher, Milwaukee Burke, Daisy,
Student, Kenyon College Bushnell, Grace,
Teacher, Berlin Clarke, Myrtes,
Crysler, Ethel, Teacher, Milwaukee
t"Dennett, Carl, Milton Junction
Derse, Robert, Teacher, Hartford
Dike, C. E., Teacher, Milwaukee
Dougherty, Nellie, Teacher, Milwaukee
Durbin, Louise, Teacher, Wauwatosa
Dwyer, Phoebe, Teacher, Milwaukee
Eastman, Elizabeth, Teacher, High School, Whitewater
Emery, Cora, Teacher, Milwaukee
Goldsmith, Meta, Teacher, Milwaukee
Harrington, Elizabeth, Teacher, Milwaukee
Hooper, John, Teacher, High School Peshtigo
Horton, S. C., Teacher, Milwaukee
Hutton, Hannah, Teacher, High School, Baraboo
Ide, Carrie, Teacher, Oconto
Jones, Maud, Teacher, Milwaukee
Jones, Ida, Teacher, Waukesha
Kappelmann, Mary, Teacher, Wauwatosa
Kerwin, Alice, Teacher, Madison
Krahn, A. J., Teacher, Boyd
Lantry, Alice, Teacher, Milwaukee
Lewis, Mabel, Wauwatosa
Lugg, Fanny, Teacher, Milwaukee
MacAlees, Anna, Teacher, Milwaukee
Mason, Clara, Teacher, Fond du Lac
Masse, Irene, Teacher, Milwaukee
McNancy, Elizabeth, Student, State University, Madison
Miladofsky, Emily, Teacher, Milwaukee
Moody, Mary, Teacher, Milwaukee
Murphy, Carrie, Teacher, Fond du Lac
Neubauer, Mamie, De Pere
Niedernian, Ella, Student, State University, Madison
Nichols, Jessie, Teacher, Milwaukee
Peterson, Peter, Principal, Sextonville
Pupikofer, Sophia, Teacher, Milwaukee
Reynolds, E. H., Principal, Shawano
Rose, Libbie, Teacher, Milwaukee
Sceets, Gertrude, Teacher, Milwaukee
:"Schoen, Alice, Milwaukee
Schneider, Clara, Teacher, Milwaukee
Scholz, Ida, Teacher, Milwaukee
Seheuber, Clara, Teacher, Milwaukee
Scheuber, Mildred, Teacher, Milwaukee
Scofield, Katherine, Teacher, Milwaukee
Somers, Florence, Teacher, Milwaukee
"'Southworth, J. E.,
Stiles, L. B.,
M il wau kcc
Wells, F. J.,
Woodford, E. W.,
1lmportant to 6l.'8D1l8t65.
As the number of graduates of the school increases and they are called to more distant fields of labor than in the
first years, the necessity of reporting any change of address becomes more apparent. lt is very desirable that each
graduate should report to the President every year, by letter or by postal card, stating what changes have been made by
promotion, by marriage, or by removal.
School Organized, . .
Winter Vacation Begins,
Session Resumed, . .
First Term Ends, . .
Monday, Sept. 7
Tuesday, Sept. 8
Thursday, Dec. 24
Monday, Jan. 4
.' Friday, Jan. 29,
MILWAUKEE NORMAL SCHOGL.
Second Term Begins,
Spring Vacation Begins,
Session Resumcd, .
Meeting of Alumni, .
Monday, Feb. 1,
. Friday, April 9,
. . Monday, April 19,
Thursday, june 24,
Friday, june 25,
For any information regarding work in the Milwaukee Normal School, address President L. D. Harvey,
' ifi4?73:' '-
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A Succe sful .
Orgafmation of, 'Ufdlisconsin eachets.
, N more than hfty counties of Wisconsin-in three-quarters of the State-the Teachers' Reading Circle
membership of the present year has added to the intellectual life and the professional advancement
of the teachers. The period of experiment and probation being past, the Reading Circle may be
regarded as a permanent and integral part of the school system, and no teacher can afford to remain aloof
from an organization which will place him in touch with the mass of his profession in the State, and in line with
the advance movements in the educational world.
The Teachers' Institutes of Wisconsin have increased in interest and in value within recent years, as a result
of this important auxiliary, which has grown constantly in effective strength. Each of these two educational factors
is almost indispensable to the other. The Reading Circle course provides a basis for systematic work that will
render the Institute most highly profitable, while the Institute offers the best opportunity for organizing and directing
the home study of the teachers.
The Reading Circle also bears an important relation to the teachers' examinations. Its credits, in the
form of certificates and diplomas, are evidences of professional spirit and enterprise, and are to be taken into account
by school ofiicers and patrons in their estimates of the teacher's professional standing.
For the coming year, a new work on child mind and child study is to be read, and will form an excellent
basis for systematic study and discussion in the Institute and Normal Schools. Roark's Psychology in Education
will be an inspiration all along the line, since it stimulates thought on topics of immediate interest and of contempo-
raneous discussion in the educational press.
Brander Matthews' new book of American Literature, charmingly written, beautifully illustrated, and
embellished with various new features, supplies the collateral or culture study, and will supplement the Institute
review of American literature contained in Chapter XII of King'S School Interests and Duties--which is in use
by the Reading Circle at the present time. This review should constitute a part of the program of every
Institute-as also should the chapter on The Dictionary and How to Use lt.
Patrick's Pedagogics, favorably known in this State, is an elective book for the coming year.
Suggestions in the University of Wisconsin Milwaukee - Ivy Yearbook (Milwaukee, WI) collection:
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